THE EFFECT OF GOOGLE CLASSROOM ASSISTED EXTENSIVE LISTENING ON LISTENING COMPREHENSION ACCROSS LEARNING AUTONOMY

The research aimed at identifying the effect of Google Classroom Assisted Extensive Listening (EL) on English as a Foreign Language (EFL) Students’ Listening Comprehension across Learning Autonomy (i.e., high learning autonomy, and low learning autonomy). The research involved 78 students from two classes, which were divided into the experiment and control group. The experiment class was treated by practicing EL with the support of Google Classroom, on the other hand, the control group was treated by practicing EL by using the traditional platform (written listening journal). The students in each group were further grouped based on their autonomy level (high and low). The result of the research reveals that the mean score of the experiment group is much higher than the control class. It means that students who practiced EL with the support of Google Classroom have better listening comprehension as compared to the students who practiced EL by using the traditional platform. However, the research indicates no interaction from each learning autonomy level with the listening comprehension of both groups.


INTRODUCTION
There has been a growing interest in research that is investigating the practice of Extensive Listening (EL). Several studies have already indicated that EL improves language proficiency in general (Renandya, & Widodo, 2016;Chang & Millett, 2016;Chang, Millett, & Renandya, 2019;Pamuji, Waring, & Kurniawan, 2019;Sofiana, 2015). EL is also beneficial in enhancing listening fluency, as well as listening comprehension (Renandya, Hamied, & Nurkamto, 2018). These studies mentioned examine the practice of EL in the L2 context. There are only limited studies investigating the practice of EL in the EFL (English as a Foreign Language) context, especially those that use technology-supported learning platforms (google classroom) as a media.
EL is considered the sister of Extensive Reading (ER); therefore, the aim, benefit, and principles of the ER can also be applied to EL (Renandya & Jacobs, 2016). Some principles of EL, such as, students select listening material that they want, listening is for *Corresponding Author pleasure, listening should be done autonomously, and the presence of teachers is to make sure that the students are on the right track when doing EL, is closely related to autonomy in learning. However, most studies of ER examine the practice of EL without much regard for students with different learning autonomy (high and low learning autonomy). Therefore, the research focuses on identifying EL's effect with the support of Google Classroom on listening comprehension of students with different learning autonomy levels.
Listening has been considered by most English learners, especially those with lower-level proficiency, as the most difficult skill to master (Chen, 2019). Most of the students majoring in English at the Faculty of Teacher Training of State Islamic Institute of Bukittinggi are also having difficulties in listening. Difficulties in listening are related to the fast speech rate, failure in recognizing, and difficulties in segmenting words in connected speech. As a result, students are unable to comprehend the listening materials. The number of unfamiliar vocabularies, pronunciation, and sentence complexity has also been identified as what makes it difficult.
In the EFL setting, the limited amount of time students spent on listening practice inside the classroom is considered not sufficient for providing exposure to students to be able to have excellent listening comprehension skills. Just like reading skills, the best learned for listening skill is through frequent listening. The more students are exposed to a large number of spoken texts, the better their listening comprehension skill is (Ivone & Renandya, 2019). EL, which means language learning approach, encourages language learners to be exposed to a large amount of comprehensible input over an extended period of time. It seems to be suitable to help EFL students majoring in English.
There are several advantages of EL (Chang & Millett, 2016;Chang, Millett, & Renandya, 2019;Pamuji, Waring, & Kurniawan, 2019;Sofiana, 2015). First, EL is motivating. When practicing EL, students have the opportunity to choose the spoken text within their proficiency level, and the topic of spoken text that they like. When students already feel that the spoken text is understandable and interesting, they will likely have an enjoyable listening experience. It is also possible for the students to be more focused on understanding and interacting with the spoken text. Thus, students are going to be more involved and motivated. Second, EL helps students enhance listening fluency and automaticity in recognizing spoken texts. The possibility for students to practice listening to the spoken text within their proficiency level for a significant amount of time builds their confidence and helps them to be more familiar with the normal speech rate. It also will be easier for them to recognize spoken words, and to chunk for better comprehension. Third, EL enhances students' listening comprehension. Finally, EL fosters autonomy. The practice of EL provokes students to be more responsible in learning for choosing listening materials based on their personal needs, monitor, and evaluate their listening activities.
EL is defined as listening for pleasure. It is an activity of listening for a large number of spoken texts, and the focus of the activity is getting information, or general understanding described that EL involves a wide range of listening activities which include listening to songs, radio, online stories, YouTube, TV series, movies, TV news, documentary films, and so forth. Several websites offer listening materials that are useful for EL (Ivone & Renandya, 2019). One of EL's most important characteristics is the material for it should be within the students' level of proficiency; therefore, materials must be selected appropriately. When principles of ER are considered applicable for EL, some consideration should be taken into account in the implementation of EL (Renandya & Jacobs, 2016;Renandya, Hu, & Xiang, 2015;Jacobs & Renandya, 2015). They are (1) the listening materials are easy for the students; (2) the listening materials and the topics should be varied; (3) the students are free to choose listening material that they like; (4) the students need to listen to a large number of spoken texts; (5) listening activity should be done for pleasure, and the aim is for obtaining information and general understanding; (6) listening activity is a personal process; (7) listening fluency is achieved by staying within the students' linguistics ability; (8) students do the listening activity autonomously, and it is done based on the students' preferences; (9) teachers are only responsible for making sure that the students are on the right track in doing EL; (10) teachers should set an example for their students.
One of the most commonly used assessment methods in EL is listening log/diary/journal. Students are basically recording their EL activities as well as their reflections on their listening experience in the listening log. Listening log consists of information about the students, the spoken text (title, duration or length, and sources), and post-listening activities like summary, opinion, or other kinds of reflection on the text (Schmidt, 2016). Using a listening log in EL helps students plan, monitor, and evaluate EL activity, which can also promote their listening autonomy (LA) (Chen, 2019).
Using Google Classroom is suitable with the merits of the 21 st -century education where the concept of learning shifts from listening to teachers passively to actively applying and pursuing knowledge by integrating technological tools as teachers are now dealing with technology-literate students (Richards, 2015). Using technology in the classroom has been proven to be more effective as compared to traditional classroom teaching (Hussin, 2018;Smadi, Mohammad, & Rahman, 2020;Vendityaningtyas & Styati, 2018;Tyas et al., 2020;Chun, Kern, & Smith, 2016). To help the student be more engaged, motivated, and supported, the teacher can use Google Classroom as a learning platform.
Google Classroom is a free web service that aims to simplify creating, distributing, and grading assignments in a paperless way. Google classroom is equipped with Google Drive for creating and distributing the assignment; Gmail for communication; Google Docs, Sheet, and Slide for writing; and Google calendar for scheduling. Mobile application for iOS and Android devices is also available, and it makes it easier for both students and teachers to carry out EL activity since they have access through their mobile phones. To join a class, students can be invited through a private code. Each class automatically creates a folder in the respective user's drive where students can submit assignments in a paperless way. Both students and teachers can attach files in the form of audio, video, and other files in a different format. It is also possible for the teacher to monitor each student's progress, give grades, and private comments.
Google Classroom provides support for both teachers and students in the implementation of EL for several reasons. First, the 'Classwork' feature in Google Classroom enables teachers to post weekly assignments by stating clear instructions of EL activities. The teacher can share the file in a different format as well as a website or links where students can access the listening materials. This feature also allows the teacher to monitor students' work. Once the assignment is posted, the students can directly submit their listening log through their own accounts in a paperless way.
Second, the 'Grading' feature in this application permits the teacher to give grades or comment on students' work. It is also possible for students to revise their work accordingly to the teachers' feedback. Giving grades (not encouraged in EL) and private comments can be very useful for students since they are aware that their activities are being monitored. Students feel motivated and encouraged when the teacher gives private comments on their work since it is a whole new learning experience for them.
Finally, the 'Stream' feature in Google Classroom enables teachers to communicate online with all the students regarding their work or other topics. It functions as a media for teacher-students and students-students interaction on EL activity, which is not possible when listening logs are done in written form. The teacher can post the announcement or other topic of discussion to the class, and it can be commented on by the students. This feature is very useful in EL since the teacher can choose 'listening log of the week' as one of the week's best logs, and the students can comment on the teacher's choice. It is a piece of useful information for the students since it provides them with the knowledge on how to plan, monitor, and evaluate their next logs. Thus, Google Classroom does not only provide support for students and teachers in EL but also helps students to be more engaged and motivated.
One of EL's characteristics is the students do the listening activity autonomously; meanwhile, not all of them are autonomous learners. Some are autonomous, and some others are not. A questioner is used in the research on how to measure students' autonomy and classify them into students with high and low autonomy. There has not been a lot of research investigating the effect of EL on students with different autonomy levels. Learning autonomy can be described as the ability to take charge of one's own learning (Everhard, & Murphy, 2015;Balçikanli, 2010). A well-known definition of autonomy is the ability to take charge of one's own learning. Later this concept is further elaborated, and autonomy is widely considered as something that cannot be described as a single behavior. Thus it has a multidimensional construct (Everhard & Murphy, 2015). Later it is described that autonomy consists of four main dimensions; technical, psychological, political-philosophical, and sociocultural autonomy. Then it develops an instrument measuring autonomy called MILLA (Measuring Instrument for Language Learner Autonomy). MILLA is used in the research to measure students' autonomy and classify them into students with high and low autonomy.
Based on these explanations, the research aims at answering the three following questions; (1) Do students who practiced EL by using a technology-supported learning platform (Google Classroom) get better listening comprehension than those who practiced EL by using traditionally supported learning platform (written listening journal)? (2) Are there any differences in the listening comprehension of students with high autonomy and low autonomy? (3) Are there any interactions in the listening comprehension and autonomy level of students practicing EL by using a technology-supported learning platform (Google Classroom and by using traditionally supported learning platform (written listening journal)?

METHODS
The research employs a factorial design. A factorial design is a form of a true experiment where the researcher controls independent variables and allowed them to vary in forms of multiple factors. It allows the researcher to examine the effects of two or more individual independent variables simultaneously, as it also enables the researcher to investigate the interaction among variables (Gay & Mills, 2016). This design is intentionally chosen since it is possible to uncover not only which group (EL with Google Classroom versus EL with traditional platforms; written journal), and (high listening autonomy versus low listening autonomy) has better listening comprehension but also to identify the interaction between EL and LA. Interaction between variables indicates that each method (EL with Google Classroom and EL with traditional platforms; written listening journal) is differentially effective depending upon students' LA level (high and low). Table 1 describes the factorial design employed in the research. The research involves 78 English Department students, Faculty of Teachers Training, State Islamic Institute of Bukittinggi. They are the second-semester students taking Listening for General Communication course. To determine which students belong to each group (High or Low Learning Autonomy), the researcher uses MILLA results that can be seen in Table 2. Table 2 Results of MILLA

Number of Students in Control Group
High LA 9 8 Low LA 9 8 Conducting EL in the research is considered as part of the listening course. Students practice EL conducted with a technology-supported learning platform (Google Classroom) and traditionally supported learning platform for ten weeks. Each week, they are asked to conduct EL on four different topics of listening materials. EL activities for each group are shown in Table 3.

RESULTS AND DISCUSSIONS
Two-way ANOVA is employed to answer the three research questions. Normality and Homogeneity test are carried out prior to the analysis, and the results are shown in Table 4. It indicates that the significance level is 0,327, which is higher than 0,05. It means that the data is normally distributed.   Table 5 describes that the significance level is 0,092, which is higher than 0,05. It means that the data is homogenous. After the normality and homogeneity test are carried out, two-way ANOVA is conducted, and the result is described in Table 6.
The result of two-way ANOVA in Table 6 indicates three points. First, students who conducted EL by using Google classroom have better listening comprehension that those who conduct EL by using the traditional platform. It can be seen from the result of two-way ANOVA, where the significance level of the independent variable (Extensive Reading) is 0,000, which is smaller than 0,005. It is further elaborated in Table 7. Table 7 describes that the mean score of listening comprehension of EL Google Classroom is 77,2. It is higher than the mean score of listening comprehension of EL with a traditional platform, which is 65,6. Thus, it can be concluded that there is a significant difference in listening comprehension of students who conduct EL with Google Classroom, as compared to those who conduct EL with a traditional platform.
Using Google Classroom for EL compared to traditional platforms is advantageous both for teachers and students for several reasons. For teachers, it can be very efficient. Teachers can post weekly assignments by giving clear instructions on what students should do as well as share files, videos, or websites that are necessary. Teachers can also monitor the students' work easily. Google Classroom provides information on who has or has not submitted the assignment. Assessing students' work can also be done more simply since Google Classroom also provides teachers access to grades or comments. Teachers can do all those things simply by logging into their Google Classroom account. It is also more comfortable for the teacher to conduct EL since it can be done using a cellular phone. It does not take time and can be done wherever the teacher is, and whenever teachers have time. In this case, technology assists teachers in such a way that it functions as an efficient complementary tool that provides ease in presenting, managing lessons, and monitoring students' progress. Moreover, it also creates a unique experience for both teachers and students.
As for students, the use of Google Classroom that can be accessed by using their mobile phone is also considered fun and appealing. It is appealing because technology, mobile phones, and the internet is part of their everyday life. The college students who belong to the age category that use the internet the most, consider using technology more interesting for learning. It is also easy for the students to submit their EL activities and to attach the file that they use for EL activity by using this tool. Students are notified on their Google Classroom account about new assignments, the deadline for the assignment, and the teacher's comment. Google Classroom provides storage for users; thus, all students' EL activity will automatically be saved in their account in a paperless way. They can easily retrieve their work anytime they need it. When students consider that it is fun and easy for them to conduct EL by using Google Classroom, it makes them becomes more motivated.
As compared to a traditional platform, Google Classroom also seems to improve students' engagements in conducting EL. Online communication provided by Google Classroom enables students and teachers to discuss their EL activities in a more alluring way. It improves students-teacher interaction since students can directly get responses related to their work. The students can communicate with their teachers through private comments and then revise their work based on the teachers' feedback. Google classroom also improves students-students interaction since it is equipped with a feature that enables students to communicate online to discuss their assignments or other topics. Thus, using technology makes students more motivated and engaged (Vai & Sosulski, 2020;Hussin, 2018;Smadi, Mohammad, & Rahman, 2020).
The second point that can be concluded from the result of ANOVA is that there is no significant difference in the listening comprehension of students with high LA and low LA. It is shown in Table 6 that the significance level of the independent variable (Learning Autonomy) is 0,317, which is more significant than 0,05. It is further described in Table 8.    Table 7 describes that the mean score of the listening comprehension of High LA students is 72,77. It is only slightly higher than the mean score of the listening achievement of Low LA students, which is 70,06. Thus, it can be concluded that there is no significant difference in the listening comprehension of high LA students as compared to low LA students. The finding indicates a slight difference in the listening comprehension of students with high and low LA, but unfortunately, it is not significant. It is probably related to the fact that LA is not the most important factor that influences listening comprehension. It is also probably related to the context of the research, where EL is implemented in both class (experiment and control), and for both groups (high and low LA). When EL is implemented, it means students are doing the listening activity on their own. They are given the responsibility to do EL outside of the class as much as possible. They are free to choose whatever listening materials they like. By doing these for a period of time, students' listening comprehension improves regardless of their LA level.
Finally, the last important point that can be indicated from the result of ANOVA is that there is no interaction between EL and LA since the result of two-way ANOVA shows that the significance level of the interaction is 0,147. It is bigger than 0,05. No interaction means that EL with Google Classroom and EL with the traditional platform is not differently effective depending upon the students' LA level. It can also be said that none of the EL types is particularly effective in improving listening comprehension of students at each level of LA. When EL is practiced, there is a greater possibility that listening comprehension of those who practice it (high or low LA) improves.

CONCLUSIONS
There are several points that can be concluded in the research. First is the students have better listening comprehension when EL is applied by using Google Classroom compared to when EL is practiced by using the traditional platform. Google Classroom practically makes EL easier to conduct by both students and teachers, and it is more motivating and engaging for the students. Second, there is no significant difference in listening comprehension of high LA students compared to low LA students, which are related to the factors affecting listening comprehension and the nature of the research. Finally, EL with Google Classroom and EL with the traditional platform is not differently effective depending upon the LA level of the students, which is probably caused by the nature of EL.
The result of the research indicates that to help the students be more enthusiastic in conducting EL and help teachers who have no idea how to implement EL, it is possible to use technology, in this case, Google Classroom. However, the research is only limited to investigating the practice of EL to second-semester students who are sophomore. It would be challenging also to investigate how senior students respond to EL since they share different characteristics in terms of motivation, learning autonomy, and others.

QUESTIONNAIRE OF STUDENTS' PERCEPTION ON LANGUAGE LEARNING AUTONOMY (Continued)
Please rate how strongly you disagree or agree with each of the following statements by choosing the appropriate number. 1= strongly disagree 2= disagree 3= neutral 4= agree 5= strongly agree

QUESTIONNAIRE OF STUDENTS' PERCEPTION ON LANGUAGE LEARNING AUTONOMY (Continued)
Please rate how strongly you disagree or agree with each of the following statements by choosing the appropriate number. 1= strongly disagree 2= disagree 3= neutral 4= agree 5= strongly agree SD D N A SA 36. Every student ought to make study plans that match his/her goals in learning English.

QUESTIONNAIRE OF STUDENTS' PERCEPTION ON LANGUAGE LEARNING AUTONOMY (Continued)
Please rate how strongly you disagree or agree with each of the following statements by choosing the appropriate number. 1= strongly disagree 2= disagree 3= neutral 4= agree 5= strongly agree

QUESTIONNAIRE OF STUDENTS' PERCEPTION ON LANGUAGE LEARNING AUTONOMY (Continued)
Please rate how strongly you disagree or agree with each of the following statements by choosing the appropriate number. 1= strongly disagree 2= disagree 3= neutral 4= agree 5= strongly agree

QUESTIONNAIRE OF STUDENTS' PERCEPTION ON LANGUAGE LEARNING AUTONOMY (Continued)
Please rate how strongly you disagree or agree with each of the following statements by choosing the appropriate number. 1= strongly disagree 2= disagree 3= neutral 4= agree 5= strongly agree