The Influence of Using Google Classroom-Based Audio Tasks on Students’ Listening Skill

Abstract

This study investigated the influence of Google Classroom-Based Audio Tasks on students’ listening skills at the eleventh grade of SMAN 1 Sekincau, West Lampung. The study employed a quantitative method using a pre-test and post-test control group design. The participants consisted of 68 students divided into two classes, namely an experimental class and a control class, with 34 students in each class. The experimental class was taught through structured audio tasks distributed via Google Classroom, while the control class received instruction using conventional audio media. The research instrument consisted of listening comprehension tests administered as pre-test and post-test. Prior to the implementation, the instrument was tested for validity and reliability through a try-out test. The collected data were analyzed using descriptive statistics, normality test, homogeneity test, and Independent Sample t-test. The findings revealed that the mean score of the experimental class improved from 46.35 in the pre-test to 68.82 in the post-test, whereas the control class improved from 45.18 to 59.76. Furthermore, the result of the Independent Sample t-test showed that the significance value was 0.001, which was lower than 0.05. Therefore, the alternative hypothesis was accepted, indicating that Google Classroom-Based Audio Tasks had a significant positive effect on students’ listening skills. The findings also suggest that structured digital listening activities can enhance students’ engagement, participation, and flexibility in EFL listening instruction.