Application of Listening English Practice in Understanding

Listening for Junior High School Students

Nida Nurussyifa¹, Lidiyatul Izzah²
{nidanurussyifa@gmail.com¹, lidiyatulizzah@gmail.com2}
English Education Program, Universitas Muhammadiyah Jakarta, Indonesia12

DOI: 10.37729/scripta.v9i2.2221

Abstract. The purpose of this study is to determine how effectively the Listen English Practice App at SMP
Islam Ruhama improves students' understanding of listening. The population of this research is eight²-grade
students, and the sample is 27 students. The method of this study is experimental research with a pre-
experimental design that applies the pre-test and post-test. In this study, the researcher used one class as an
experiment. Data has been analyzed using a t-test, data analysis shows the average value of the pre-test is
51.29 and the post-test is 80.74. Interpretation of data shows that there are some significant differences
between listening skills using Listen English Practice App and not using Listen English Practice App. This
shows that the Listen English Practice App is influential for eight²-grade students junior high school students
of SMP Islam Ruhama. An option in learning media is the Listen English Practice Application; it has a
positive impact on the research and can encourage students to study English.

Keywords: Listening skills, Understanding listening, Listen English Practice Application

1. Introduction
One of the most common languages spoken worldwide is English. It is a universal language that
is spoken in a wide range of nations. It has long been accepted as the standard for all international
communication. English is taught as a school topic in some countries, like Indonesia, where it is
considered a foreign language that must be studied.
Due to the rapid growth and widespread usage of English around the globe, there has been a
paradigm change from teaching English as a Foreign Language (EFL) to teaching English as an
International Language (EIL). This is especially true in the context of the expanding circle of nations.
Academic studies on the international use of English have generated terms like "world English,"
"English as an international language," and "English as a lingua franca." [1].
In order to actively construct meaning, learners must actively engage in direct thoughts and
behaviors during the learning process [2]. The complexity of learning English as a foreign language
comes from the need for numerous skills and learning techniques. Four skills in particular are
commonly linked to acquiring a language. The four skills are speaking, reading, writing, and listening.
Students must master listening in order to learn English, but doing so is harder than it might seem [3]–
[5]
Learning English as a foreign language is complex since it necessitates a variety of skills and
strategies. In general, four skills are frequently related to language learning. Writing, reading, speaking,
and listening are the four skills. Listening is one that students must master to learn English, but
becoming a good listener is not as simple as it appears[6], [7].
To master English, students should be able to listen. The growth of listening has attracted the
attention of many English teachers throughout the world. Listening is often seen as the simplest
technique for receiving spoken language, and it is also regarded as the easiest ability to learn because
it requires less time than other abilities such as speaking, reading, and writing [8], [9]–[11]. In contrary,
according to Hanifa, encouraging students to listen is a tough challenge. This is because it is an internal
process that cannot be witnessed immediately [12], [13]. As a result, it will be impossible for the
teacher to determine whether or not their students have grasped the material. Furthermore, students

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 may be hesitant to express questions about what they do not understand, thus the teacher may be unable
to assist them in better understanding the context or unfamiliar content.
Listening is regarded as a highly personal pursuit. A good listener is required before becoming a
good speaker. Thus, if a speaker implants a message in the mind of the listener. It should replicate the
message, try to measure out what the speaker is trying to say, and take away from any age disorder that
seems relevant to the audience's goals. Furthermore, students can perfect their listening skills if they
fully comprehend what English speakers are saying [14]. We can clearly define listening as recognizing
and comprehending what others are saying. It’s also a complicated task, so we may use prior knowledge
to help students understand what they’re hearing.
Listening is recognizing and comprehending what others are saying. It’s also a complicated task,
so we may use prior knowledge to help students understand what they’re hearing. Aljamil argued the
development of listening abilities is crucial for learning a second language [15]. Since listening gives
second language learners language input, which in turn plays a critical part in language development,
it may really be impossible to learn English without listening. In this sense, listening plays a significant
part in learning English, but it also presents a significant learning difficulty. Teachers in achieving the
main goal of students’ interaction, which shapes discourse and helps solve communication problem
[16].
Many factors have a role in the difficulty of learning listening skills. People have struggled to
comprehend the English language information conveyed by the speaker in its entirety. Yahmun et al
explained other factors, such as the listener and the physical context [17]. They further indicated that
the listening factors were related to the students’ lack of vocabulary and attentiveness in class, while
the physical factors were linked to the classroom setting.
According to (Butt, 2010 in [18] one of the greatest obstacles to listening comprehension is that
learners' vocabulary is too narrow to comprehend the message. Even though the theme is unfamiliar to
them, learners will find it simpler to understand listening portions using familiar vocabulary.
The growing popularity of reverse technology programs is having an impact on language teaching.
Technology is defined differently by different scholars in the ELT area. Technology integration,
according to Dockstader (2008) in [19], is the use of technology to modernize and improve the
educational environment. The impact of technology on language education approaches is numerous.
The software in application, in particular, employs a highly modulated English teaching style. This
unique technique presents a variety of positive possibilities, making language learning more enjoyable
and productive.
Based on the mentioned problems, the researcher believes that media may be the right way to help
students improve their listening skills. The media that researcher uses is the application, namely
“Listen English Practice”. The application can be used independently by students and can be accessed
via mobile phone. There are several features such as levels, various themes, and Accents (British &
American) that can be customized. Furthermore, this application can be accomplished by adjusting
student-centered strategies at the classroom level of activity and providing students with broader
effective learning strategies. Students will not only become better listeners as a result of this, but they
will also become more successful language students as a result of the opportunity to focus and reflect
on their learning. Because of the various features presented in the application, as well as the fact that
no research has been conducted using this application as a learning medium, the researcher is interested
in conducting research under the title "Listen English Practice Application: A Breakthrough in
Understanding Listening for Junior High School." Hopefully, by utilizing this application, students
will be able to increase their abilities and understanding of English, especially in terms of listening
skills.
Students must comprehend the speaker's aim in order to listen effectively. To comprehend implies
to comprehend completely. Understanding encompasses not only knowing the meaning of listening
abilities, but also comprehending the context of the speech material that will be delivered. To
understand what someone is saying, you must have a comprehensive comprehension of what they are
saying. Understanding can be defined as knowing the meaning of what someone says and
comprehending that meaning. The objective of this study is to determine the effectiveness of the Listen
English Practice App in improving students' understanding listening at SMP Islam Ruhama.

Listening
Listening to English is one of the most difficult skills among the four ones since they had problems
with noise, accent, pronunciation, and vocabulary. Furthermore, because colleges and institutions place
a greater emphasis on writing, reading, and speaking, most teachers do not assist students in

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 overcoming their listening challenges and supporting them in engaging activities [2]. [20] emphasize
that 45 percent of our time listening, we’re listening instead of talking. If we use our listening skills
appropriately, we can master the tools of communication skills. Listening is challenging since the
human mind seems to be readily diverted. The individual who masters their thought and listens intently
gains a lot of other abilities and benefits.
Listening is an active process of establishing meaning by utilizing the information contained in
incoming sounds, which requires both language and non-linguistic knowledge [21].
Listening entails active participation, commitment, and practice because it encompasses emotions,
feelings, and desires. All language search approaches, with the exception of grammar-translation,
include a listening component. Many types of education, such as total physical response, simply rely
on learners listening and reacting. Auditory sensitivity, grammar, selection, memorizing, and linking
information according to the sound system and type are all part of listening. It enables us to comprehend
the world around us, and one of the fundamental parts is the ability to form positive interactions.

Understanding Listening
The ability to effectively identify information openly presented within speech and to draw
conclusions based on that information in order to attain implicit (not consciously aware of or
purposefully seeking to achieve) and/or explicit listening goals is defined as understanding listening
[22].
Depending on one's background and level of knowledge, understanding the world and
communicating with others around us differs from person to person. These "operational histories,"
according to Lian and Pineda (2014) in [23] lead to individual learners understanding spoken words
presented to them in various ways. They say that additional research should be done on how the brain
processes information such as decoding, editing, and retrieving.
Relationship development and increased trust are two of the most significant advantages of
effective listening. One can become more aware and even wiser by effectively listening by questioning
one's own presumptions. Try to understand before you try to be understood, to quote Stephen Covey.
Understanding is the first step toward wisdom, and wisdom provides a leader an edge [24].

Types of Listening
There are six types of listening according to Rost (2011) in [25] that is Intensive Listening,
Selective Listening, Interactive Listening, Extensive Listening, Responsive Listening, and
Autonomous Listening. Before decide the type listening that will be teach to students, the teacher
should consider students' needs, their interests, and obviously, their level, and then decide which types
and listening strategy to use.
One of the most challenging responsibilities for teachers is to teach students to listen. This is due
to the fact that effective listening abilities are developed over time and with a lot of practice. As
listening comprehension is a complex ongoing process involving the interaction of multiple
components, many students struggle to comprehend spoken material and are unaware of why. Students
are frustrated because there are no rules, as there are in grammar classes. This isn't to imply that there
aren't strategies to improve your listening abilities; nevertheless, quantifying them is challenging.
Teens are categorized as junior high school students. As a result, they claim that teaching teenagers
is difficult since they are in a period of transition, confusion, self-consciousness, growth, and changing
bodies and minds [26].
The principle of listening “A teacher should encourage students to listen as much as they can”.
Students have the option to practice and repeat listening, which may help them develop their listening
skills. They may increase their vocabulary and learn how to pronounce words, so that when they are
given listening assignment, they can comprehend what they are hearing and correctly answer the
question.
According to Pratama since listening is not as important as speaking, it is considered that teaching
listening is not a skill that takes much attention [8]. On the surface, this idea appears to be correct
because it is assumed that listening will grow spontaneously as a result of speaking. Nowadays, this
belief is disproved as listening becomes more popular, and it is also recognized as one of the abilities
that should be taught more frequently, actively, and effectively in language classrooms. Many methods
and approaches have lately been created and tested to help children improve their listening skills.

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 Listen English Practice App
Since applications run on cellular phones. Mobile-based applications are practical and easy to
carry. It may be used anywhere and at any time with a mobile application, which includes information
on learning English [27]. Listen English Practice is a listening skills tool that includes brief
conversational formats or monologues. The test is delivered in the form of a series of speeches that the
user must listen to. The contents are divided into several levels and categories, including English
Fundamentals, English Intermediate, English Advanced, English American Accent, English British
Accent, and a variety of themes. It can then be customized to each user's abilities and interests. To
begin the practice, the user must carefully listen to the audio and set the audio speed. After that, the
user should read the questions and select the proper answer from various options.
Listen English Practice is a basic app that allows learners in middle school to improve their
listening skills. Students can read and understand the text in English because the subtitle feature is
present in this application. Students can read and understand the text in English because the subtitle
feature is present in this application. The students will then practice the conversations they have
overheard in front of the class in order to become fluent in English. In brief, this application makes it
easier for students to learn, especially those who find studying English to be tedious. As well as the
fact that no research has been conducted using this application as a learning media, the researcher is
the first to conduct research using Listen English Practice App.
Students must comprehend the speaker's aim in order to listen effectively. To comprehend implies
to comprehend completely. Understanding encompasses not only knowing the meaning of listening
abilities, but also comprehending the context of the speech material that will be delivered. To
understand what someone is saying, you must have a comprehensive comprehension of what they are
saying. Understanding can be defined as knowing the meaning of what someone says and
comprehending that meaning.
From the previous description, it can be concluded that listening is one of the English skills that
students struggle with; nevertheless, if students have the will and ability to learn to listen, they will
grasp learning. The researcher is motivated to support students who are learning English, particularly
in listening. As a result, the researcher chose to provide learning materials through an internet
application, specifically the Listen English Practice App.

The Features of Listen English Practice App

Themes. It is a feature that contains a list of themes that the researcher can utilize to present the
materials. Themes, levels, and accents can all be customized.

Figures 1. Themes
Lessons. This is a section of the lesson that can be chosen before moving on to the test. Each
theme has a variety of lessons from which to choose, depending on the user's preferences.

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 Figures 2. Lessons
Listen and Practice. The listening feature in this app has the advantage of being able to be
downloaded, making it easier for teachers to provide material to students first, as well as the ability to
adjust the audio speed. In addition to the audio feature, it also includes a test, so you can read the
questions while listening.

Figures 3. Listen and Practice

Subtitle. This is also one of the benefits of the features in this application; once students have
completed their practice, they can create roles by reading the subtitles. Not only can users improve
their listening abilities, but it can also improve speaking skills.

Figures 4. Subtitle

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 Vocabulary. After exercise, in the vocabulary feature part, there is a more detailed explanation of
some of the words or sentences from the previous audio, as well as examples of how to use these words
and sentences.

Figures 5. Vocabulary
Translate. This application involves a lot of features. When users don't know what a word means,
the translate feature comes in handy.

Figures 6. Translate

Advantages and Disadvantages of using Listen English Practice

The teacher's instructions can help students develop mindful listening abilities. [28] state that the
lack of language in listening sessions simply stimulates students' comprehension of the material. They
may become bored and lose motivation if they do not receive enough helpful strategies from the
teacher. That is one of the disadvantages of using applications for learning, however depending on the
app, there are also advantages.
The advantages of this application include its simplicity of usage. simple methods for usage in
operation and procedure. It can also make it easier for teachers to give lesson plans and for teachers to
find teaching materials in the classroom. The application provided like a vocabulary section,
translation, and subtitles to users are the last advantage.
This application also has some disadvantages, such as the need for internet access; it cannot be
used offline or when there is no internet access. In addition, this application will use up a lot of memory.
Lastly, there aren't many questions in the exam session even though the conversation's audio is quite
lengthy

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 From the previous description, it can be concluded that listening is one of the English skills that
students struggle with; nevertheless, if students have the will and ability to learn to listen, they will
grasp learning. The researcher is motivated to support students who are learning English, particularly
in listening. As a result, the researcher chose to provide learning materials through an internet
application, specifically the Listen English Practice App.

2. Method
This research was conducted among eight²-grade students at SMP Islam Ruhama, which is located
at Jl. Tarumanegara No. 67. Cirendeu, Kec. Ciputat, South Tangerang. This study was carried out
throughout the 2022–2023 academic year.
The method that was used by the researcher is experimental research. Experimental research is a
form of study that looks at the effects of different treatments on different people in a control setting. A
pre-experimental design was chosen by the researcher.
According to Thyer, the simplest group study designs involve evaluating the performance of a
single group of participants of social work services. These procedures are referred to as pre-
experimental designs. Efficacy studies are tightly controlled studies carried out in research groups or
specific treatment settings that are used to show whether a certain treatment can be successful under
perfect circumstances. Among the pre-experimental designs are the one group posttreatment-only
study and the one group pretest-posttest design [29].
Based on the above, the research decided to use pre-experimental because it is a simple experiment
to carried out. Furthermore, the researcher was used the Listen English Practice App as a tool or
medium in this study to help students improving their listening skills. The researcher employs the
following "one group pre-test and post-test design:

O1 X O 2
Figures 7. One Group Pre-test and Post-test Design
O1 : Pre-test
X : Treatments
O2 : Post-test
In a nutshell, it hopes that this type of design will assist the teacher in determining whether the use
of the Listen English Practice App has a substantial impact on improving students' listening abilities.
In this study, the researcher takes two variables based on Cohen’s [30] theory:
• Independent Variable (X)
Independent variable is a variable that has the ability to influence or respond to the dependent
variable. In this research, the independent variable is the use of Listen to English App.
• Dependent variable (Y)
Dependent variable is one that is influenced or cause by other variables. The result of the students'
listening test in learning English at grade 8.2 junior high school students at SMP Islam Ruhama is the
dependent variable in this study.
A population is a collection of people who share a given trait [31] the population of a study object
is its total number The population of a study object is its total number. All eighth-grade junior high
school students at SMP Islam Ruhama in the academic year 2022–2023 made up the population of this
study. There were 95 students in all across three classes of eighth-graders.
The researchers employ the Listen to English Practice App as a learning medium in this study to
see how the application's use improves students' listening skills. Meanwhile, the researcher used tests,
such as pre-test and post-test, to collect data. the researcher ran an experiment with the Listen English
Practice Application. The researchers select learning materials from the app. The treatment was
conducted 6 meetings include pre-test and post-test
To establish whether there is a difference in score between the sample's means before and after
the use of the Listen English Practice App, the data output was examined using a dependent (paired
sample) t-test. According to Gerald 2018:52 in [32]. To compare two score groups and their means,
the dependent samples t-test (also known as the paired sample t-test) is used.

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 [33] states that a sample mean is compared to a particular value using the one-sample t-test. To
determine whether a sample's mean differs significantly from a population mean, a researcher can use
a one-sample t-test to compare the sample's mean with the hypothesized population mean.
The statistical computerization repeated measures t-test of SPSS 28.0 for Windows was used to
𝑥 −𝑋
examine the data i.e. t = 1 2 to assess if there is a significant difference between the pre- and post-
𝑆𝐷
test, where a significant difference is defined as P 0,05. Farhady and Hatch in [32]),

3. Discussion
This study's objective was to ascertain how the English Listen Practice Application affected the
eight²-grade students at SMP Islam Ruhama's listening abilities. 27 students made up the study sample.
By using test results, the researcher conducts research (pre-test and post-test).
Listening to the provided audio will reveal the student's pre-test score, then answering questions
that relate to previous audio on paper with multiple choice. The pre-tests are 20 questions in form. This
test is given before starting treatment. Before students receive treatment, it is meant to assess their
listening skills. The precise questions from the pre-test, which are included in the application, are used
to calculate student post-test results. The post-test consists of 20 questions. After the treatment is
finished, this test was given. This was done to assess how well the students had listened after treatment.

Table 1. The Pre-Test and Post-Test Scores of the Students

No. STUDENTS PRE-TEST POST-TEST

1 AER 55 80

2 MFR 45 90

3 L 60 75

4 NA 50 70

5 NRA 60 90

6 RS 55 70

7 AIP 40 80

8 SNI 50 70

9 PKS 45 95

10 FS 50 90

11 AP 65 80

12 KMM 65 85

13 AR 60 80

14 MI 50 70

15 MAA 35 90

16 PHA 30 80

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 17 CQF 45 85

18 MLR 55 80

19 FF 50 70

20 RA 45 90

21 AU 35 75

22 BPR 45 95

23 DS 55 95

24 HBB 50 85

25 ZA 65 70

26 RFV 60 65

27 AAM 65 85

TOTAL 1385 2180

N=27
MEAN 51.29 80.74

The students' mean pre-test score was 51.29, with the lowest score being 30 and the highest being
65. And meanwhile, the post-test results showed that the mean score was 80.74, the maximum score
was 95, and the lowest score was 65.
The result of the pre-test could represent the students’ ability in understanding the spoken
language. In this section, the students were separated into several groups of classification based on
their scores.

Pre-Test
18
16
14
12
10
PRE TEST
8
6
4
2
0
Excellent Good Enough Poor Very Poor

Diagram 1. The Result of the Pre-test Chart

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 The table above reveals that no student received both excellent and good. A total of 8 students, or
29.6% of the overall student, fell into this group. 16 students, or 59.2 % of all students, received poor
grades. Additionally, 3 students received very poor results (11%).
The researchers classified the post-test scores of the students using the same measurement that
was used to get the pre-test scores. According to the results of the post-test, the table below shows the
students' listening skills.

Post-Test
14
12
10
8
6
POST-TEST
4
2
0
Excellent Good Enough Poor Very Poor

Diagram 2. The Result of the Post-test Chart

The table above shows that there were no students who got very poor and poor. There were
students who got enough result (40.7%) and there were 4 enough result (14.8%). There were 12
students who got excellent result (44.4%).
The Analysis of Data

a. Normality test, [34]: 67-72) the normality should be followed irrespective of the sample size. If
a continuous data followed normal distribution, then we present this data in mean value. Further,
this mean value is used to compare between/among the groups to calculate the significance level
(P value). If our data are not normally distributed, resultant mean is not a representative value of
our data. A wrong selection of the representative value of a data set and further calculated
significance level using this representative value might give wrong interpretation. [9] That is why,
first we test the normality of the data, then we decide whether mean is applicable as representative
value of the data or not. If applicable, then means are compared using parametric test otherwise
medians are used to compare the groups, using nonparametric methods.

Table 2. Normality Test

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
pretest .113 27 .200 .945 27 .165
posttest .142 27 .174 .924 27 .049
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction

Related the study the normality test shows that on the Shapiro-Wilk calculation result of the
listening test from student in pre-test obtained the significant result 0.165 > α (0.05), where the
significance score was higher than α = 0.05. from the statistic above the data of pre-test was
normal. In post-test obtained the significance results 0.049 > α (0.05), where the significance score
was higher than α = 0.05. from the statistic above, the data of post-test was normal.
Because of data utilized in this study were normal, parametric statistical methods could be
employed to further analyse the data (Paired Sample T-test).

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 b. Paired Samples Statistic
Table 3. Paired Samples Statistic

Paired Samples Statistics

Std. Std. Error
Mean N
Deviation Mean
Pair 1 Pretest 51.2936 27 9.66681 1.86038
Posttest 80.7407 27 9.16764 1.76431
The output above shows a summary of the descriptive statistical results from the pre-test and
post-test values. The pre-test mean score was 51.2936 while post-test score was 80.7407. the
number of participants used as research samples was 27 students. For the standard deviation of the
pre-test was 9.66681 and the post-test was 9.16764. Finally, the standars error mean for pre-test
was 1.86038 and for post-test 1.76431.
Because the mean score of learning outcomes in pre-test was 51.2936 < post-test 80.7407,
then it means there are differences between pre-test and post-test results contained in the “Paired
Samples Test” output table tp prove whether the difference is really significant or not.

c. Paired Samples Correlation

Tables 4. Paired Samples Correlations

Paired Samples Correlations

N Correlation Significance
One-Sided Two-Sided p
p
Pair Pre Test 27 .196 .164 .328
1 & Post
Test

The output above shows the result of the correlation test or the relationship between the
two data or the relationship of the pre-test and post-test variable. Based on the output above, it was
known that the correlation coefficient was 0.196, because the sig values was 0.164 and 0.328 <
from the probability of 0,05, it could be concluded that there was a relationship between the pre-
test variable and the post-test variable.

d. Paired Samples Test, the Paired Samples t Test, researcher can compare the means of two
measurements made on the same subject, item, or related units. These "paired" measures can
represent various things, a measurement made twice at various times (e.g., pre-test and post-test
score with an intervention administered between the two time points).
Table 5. Paired Samples Test

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 Based on the “Paired Samples Test”, we know Sig. (one-sided p & two-sided p) was <0.001, then
H0 was rejected and Hα is accepted because <0.05. So, it can be concluded that there was an average
different between pre-test and post-test learning outcomes, which means that there was an influence of
Listen English Practice App in stimulates students’ listening learning in eight²-grade at SMP-Islam
Ruhama, Cirendeu in 2022. Contains information about the “Paired Difference” mean score 29.44444
this value shows difference the average pre-test learning outcomes with the average post-test learning
outcomes 51.2936 – 80.7407 = 29.4 and the difference between -35.20671 to -23.68218 (95%
Confidence Intervals of the Lower and Upper Differences).
Interpretations:
The researchers proposed the hypothesis as follows:
1) Alternative hypothesis (H1): The used of Listen English Practice Application improves students’
listening understanding of Junior High School.
2) Null hypothesis (H0): The used of Listen English Practice Application doesn’t improve students’
listening understanding of Junior High School.
According to the results shown above, the pre-test scores totalled 1385 and had an average of
51.29; the post-test scores totalled 2180 and had an average of 80.74. It indicates that the pre-test and
post-test variances were different. Additionally, it can be observed from the statistical analysis above
that there is a clear distinction between the average score from the outcome of utilizing the Listen
English Practice Application.
Based on paired sample t-test table, t obtained was 10.503 and t critical at the level of significance
(p) = 0.05 was 1.764, meanwhile if t obtained ≥ t critical at the level of significance (p) = 0.05, the null
hypothesis (H0) is rejected and accepts the alternatives hypothesis (H 1). Then significant (one sided &
two sided p) is equal 0.01 with significant level α = 0.05 (one sided & two sided p). since the score is
0.01 < α (0.05) H1 was accepted and H0 was rejected.
The alternative hypothesis (H1) was accepted in considering the results. In other words, it can be
said that using the Listen English Practice Application to teach listening to eighth²-graders at SMP
Islam Ruhama has significantly improved.

4. Conclusion
Regarding the results and interpretation of the findings provided earlier, the result of this study
indicates; pre-test scores amounted to 1385 with an average 51.29 and post-test scores amounted to
2180 with an average 80.74. Therefore, Hence, it may be said that the of Listen English Practice
Application has a significant improvement to teach students’ listening skills of eight²-grade at SMP
Islam Ruhama. The outcome of the paired sample t-test proved that the value of t obtained was 10,503
and the value of t critical the significance level (p)=0.05 was.860, This indicates that the alternate
hypothesis (H1) was accepted and the null hypothesis (Ho) was rejected.
The implication of this study is that the Listen English Practice application has a significant
improvement in teaching listening skills to eighth grade students² at Ruhama Islamic Junior High
School. The findings of this study can be used to inform the selection of learning media by current and
prospective educators. In order to use existing technology and avoid creating a repetitive learning
environment, media is needed in the teaching process.
The researcher focuses on the effectiveness of the Listen English Practice Application in
improving students' listening comprehension at Ruhama Islamic Junior High School, that is the
limitation of this study.
Regarding the results of this research, the researchers have a variety of suggestions. The Listen
English Practice App can assist English teachers in helping students develop their listening abilities.
As a result, in order to facilitate effective learning, teachers must be innovative in the learning materials
they offer. If students want to help with their grasp of the skills, they should actively use the Listen
English Practice app features. Researchers advise looking into education and technology-related
domains more thoroughly and comprehensively for other researchers or for future study in order to
introduce some fresh improvements in the teaching and learning process.

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