THE EFFECT OF ENGLISH LISTENING LESSON LIBRARY ONLINE (ELLLO) ON STUDENTS’ LISTENING SKILL AT SDN BONO TULUNGAGUNG

AQILASSILMY FEBIAN, 1880510230015 and ERNA IFTANTI, 197203072009012002 and SUSANTO, 197308311999031002 (2025) THE EFFECT OF ENGLISH LISTENING LESSON LIBRARY ONLINE (ELLLO) ON STUDENTS’ LISTENING SKILL AT SDN BONO TULUNGAGUNG. [ Thesis ]

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Abstract

The thesis entitled “The Effect of English Listening Lesson Library Online (ELLLO) ON Students’ Listening Skill at SDN Bono Tulungagung.” was written by Aqilassilmy Febian, NIM 1990510230015, English Education Department of Postgraduate Program. State Islamic University Sayyid Ali Rahmatullah Tulungagung. Advisor I: Prof. Dr. Erna Iftanti S.S, M.Pd. Advisor II: Dr. Susanto, S. S., M.Pd., Keywords: Digital technology, Listening comprehension skills, EFL, ELLLO (English Listening Lesson Library Online) Integration of digital technology in elementary EFL education has gained significant attention, yet there remains a gap in understanding how specific digital tools impact young learners' listening comprehension skills. Traditional listening instruction methods often fail to provide adequate authentic input, self-paced learning opportunities, and engaging interactive features necessary for effective skill development in elementary EFL contexts. This study aims to investigate the effectiveness of the English Listening Lesson Library Online (ELLLO) in enhancing elementary students' English listening comprehension skills and to explore the learning processes and experiences that contribute to improved outcomes when using this digital platform. The research employed a mixed-methods sequential design with 16 elementary EFL students at SDN Bono. Quantitative data were collected through pre-test and post-test listening comprehension assessments, analyzed using paired-samples t-test. Qualitative data were gathered through semistructured interviews with three students to understand their learning experiences and processes with ELLLO. The study revealed that ELLLO significantly improved elementary students' English listening comprehension skills, with mean scores increasing from 71.25 to 80.88 points (p < 0.001). Qualitative findings indicated that students benefited from ELLLO's self-paced learning environment, interactive vocabulary features, multimodal design combining audio with visual elements, and psychologically safe practice space that reduced anxiety. The platform's authentic language exposure through diverse accents, gamification elements, and adaptive content selection contributed to improved learning outcomes and increased confidence in classroom speaking activities. ELLLO serves as an effective supplementary digital tool for enhancing elementary EFL learners' listening comprehension when integrated with traditional classroom instruction. The findings suggest that digital platforms incorporating multimodal design, interactive features, and self-paced learning opportunities can significantly improve young learners' listening skills while building confidence and motivation. These results inform pedagogical strategies for effectively incorporating technology-enhanced listening instruction in elementary EFL contexts.

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