JOLLT Journal of Languages and Language Teaching Month Year. Vol.

, No,
https://e-journal.undikma.ac.id/index.php/jollt p-ISSN: 2338-0810
Email: [email protected] e-ISSN: 2621-1378
DOI: https://doi.org/ pp.

HOW ONLINE EXTENSIVE READING AND LISTENING PROGRAM

ENHANCES STUDENTS’ READING AND LISTENING
COMPREHENSION: AN EXPERIMENTAL STUDY

Article Info Abstract

Article History This study aimed to explore the impact of the Online Extensive Reading and
Received: Listening (OERL) program on students' reading and listening comprehension.
Revised: Additionally, it sought to assess the variations in students' performance following
Published: exposure to the OERL intervention. This quasi-experimental research utilized a
Keywords pretest-posttest design, involving sixty eleventh-grade students from a senior high
online extensive reading school in Banjarbaru, selected through purposive sampling. The OERL program
and listening; reading served as the independent variable, while reading and listening comprehension
comprehension; listening were the dependent variables. Data collection involved administering reading
comprehension; computer- and listening comprehension tests, and the SPSS 22 Program for Windows was
assisted language learning; employed for MANCOVA analysis. Results indicated a significant positive impact
web-based learning; of the OERL program on enhancing students' reading and listening skills,
specifically their comprehension of both spoken and written English texts.
Furthermore, noteworthy differences were observed in the reading and listening
achievements of students exposed to the OERL program compared to those
receiving intensive reading and listening with teacher-selected texts, with a
significance level of 0.000. In essence, the OERL program proved valuable in
improving students' reading and listening skills, particularly in an engaging
manner that enhanced comprehension..
How to cite: Last name (2024). How Online Extensive Reading and Listening Program Enhances Students’
Reading and Listening Comprehension: An Experimental Study. JOLLT Journal of Languages and Language
Teaching, volume (issue), page, DOI: (empty)

INTRODUCTION
The 21st century has brought about significant changes in various aspects of life,
particularly in communication methods. The widespread use of the Internet and technology
has enabled global communication, allowing people to interact with individuals around the
world.
Language serves as a crucial tool for communication, and English has evolved into a
universal language taught worldwide as a second or foreign language. In Indonesia, English
is considered as a foreign language where students use it specific situations. However,
students need frequent exposure to English to effectively convey their ideas by using
English. Moreover, students are expected to develop both receptive and productive language
skills to proficiently engage in contexts where English is used.
However, English teachers face one of the constraints that exists in every EFL
classroom, that is the constraint of time (Bui & Macalister, 2021). Unfortunately, English
learning in Indonesian EFL classrooms faces time and place constraints. The limited duration
of English classes, especially in senior high school, scheduled only once a week for two
hours, is inadequate considering the demands of life and education in the 21 st century. This
constraint results in disproportionate exposure to English for students.
A well-balanced language course, as suggested by Newton & Nation (2009), should
encompass meaning-focused input, meaning-focused output, language-focused learning, and
fluency development. However, English classrooms in Indonesia often neglect certain
aspects, focusing more on language-focused learning and overlooking real-language
Author/s last name 4 words of the title ………..

application. As an extreme example, the language courses give more attention to language-
focused learning strand but do not provide the opportunity for the students to use what they
have learned to receive and produces real-language.
Primary language input typically comes from teacher-selected texts, but these have
limited impact on students' language skills. Additionally, such texts may not be suitable for
all students, leading to decreased motivation due to perceived difficulty. In addition, learning
to listening to English is often neglected by the teachers which is this skill is still considered
as one of the most skill to master. It is a task for the teachers and educators how to provide
the appropriate listening materials and tasks for students. Teachers have to create situations
or learning environments that sufficient for the students to experience and engaged with tools
and media to improve students’ listening skills (Handayani & Izzah, 2020). In line,
Schwenger (2019) suggested that the best teaching strategies should combine the experiences
of the teachers and students’ interests. Therefore, addressing this challenge requires language
teachers to find ways for students to receive language input without constraints of time,
place, or individual language levels and allow the students to get exposure to English
individually wherever and whenever.
Extensive reading and listening (ER and EL) emerge as a potential solution, offering
opportunities for students to access large amounts of comprehensible language input without
concerning time, place, and students language level (Waring, 2006; Newton & Nation, 2009;
Ivone & Renandya, 2019; Bui & Macalister, 2021; Pongsatornpipat, 2022). These programs
not only support fluency development and meaning-focused input but also balance language
courses by incorporating language-focused learning and meaning-focused output (Robb,
2018; Nation, 2008; Newton & Nation, 2009; Ivone & Renandya, 2019; Wahyu & Mukti,
2022). Students can freely choose reading and listening materials, providing flexibility in
content and catering to individual preferences (Bamford & Day, 1997; Harmer, 2007). In
addition, online extensive reading and listening promotes positive reading attitude (Fithriani
et al., 2020; Lekawael & Ferdinandus, 2021 ;Novita & Setiawan, 2020; Permatasari et al.,
2020; Raunaq et al., 2021), build up students’ vocabulary knowledge (Anindita, 2020; Liu &
Zhang, 2018), critical thinking (Faridah & Rukminingsih, 2021; Yunus & Ubaidillah, 2021),
and the use of applications or features within the online extensive reading and listening
improves students’ reading and listening performances (Sitorus & Azir, 2021).
In the context of modern language learning, the internet-based extensive reading and
listening (henceforth, OERL) program integrates traditional extensive methods with Internet
technologies (Bamford & Day, 1997; Pino-Silva, 2006). This OERL program emerges as a
response to the practical issues in implementing both extensive reading and extensive
listening, as a tool that monitors students’ progress (Brown, 2012), and provides a wide range
of materials with various genres and different levels (Cote & Milliner, 2015). Moreover, the
OERL program promotes the practical, flexibility, accessibility, portability, and affordances
of online sources which support extensive reading and listening (Wahyu & Mukti, 2022).
Unlike traditional extensive reading, OERL employs digital formats, such as electronic
books (e-books), which offer features like hyperlinks, text-to-speech, narration animation,
word pronunciation, glossaries, and links to online dictionaries (Horney & Anderson-Inman,
1999; Huang, 2013; Lai & Chang, 2011).. These features enhance extensive listening
activities, promote phonological awareness, and contribute to listening fluency and
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comprehension (Olson & Wise, 1992 in Moody, 2010; Smadi & Al-Zawahreh, 2013; Kartal
& Simsek, 2017).
Accessing appropriate reading and listening resources is crucial for the success of
extensive programs (Hedgcock & Ferris, 2009; Renandya & Jacobs, 2016). OERL simplifies
this process, allowing teachers and students to choose easily accessible, interesting materials
of varying difficulty levels on the internet without concerns about time and costs (Arnold,
2009; Day, 2015).
Numerous studies demonstrate the positive impact of internet-based extensive reading
and listening programs on students' English proficiency. These programs enhance reading and
listening comprehension, writing, vocabulary, and grammar skills (Pino-Silva, 2006; Arnold,
2009; Sun, 2003; Ciampa, 2012; Smadi & Al-Zawahreh, 2013; Handayani & Izzah, 2020;
Maslikah et al., 2023). Furthermore, they boost students' attitudes and motivation (Cote &
Milliner, 2015; Lin, 2014; Huang, 2013), contribute to fluency, confidence, an creativity
(Waring & Takahashi, 2000; Chang & Millett, 2014; Wahyu & Mukti, 2022), and foster
digital and technology skills essential for success in the 21st century (Sun, 2003; Moody,
2010; Kruk, 2014; Milliner & Cote, 2015). In addition, the implementation of the OERL in
the EFL classroom supports autonomous learning Fatimah's (2019 in 7221.
By integrating extensive reading and listening with the internet and technologies,
practical challenges such as cost, time, and material constraints in EFL classrooms can be
addressed. The OERL program, with its diverse resources and digital features, facilitates
autonomous learning, allowing students to choose their materials and control their progress
(Sun, 2003; Macmillan Readers, 2014). The researchers aim to investigate the impact of the
OERL program on students' reading and listening skills in the Indonesian EFL classroom,
addressing the lack of studies on web-based ERL implementation in this context. The study
focuses on both receptive skills (reading and listening) and aims to provide a systematic
solution to students' challenges in these areas through the OERL program. The research
questions are formulated below:
1. Is there any significant effect of using the online extensive reading and listening (OERL)
program to develop students’ reading and listening skills?
2. Are there any significant differences in students’ reading comprehension achievement
between students treated by the online extensive reading and listening (OERL) program
and those treated by intensive reading and listening?
3. Are there any significant differences in students’ listening comprehension achievement
between students treated by the online extensive reading and listening (OERL) program
and those treated by intensive reading and listening?

RESEARCH METHOD
Research design
This research employed a quasi-experimental approach, a commonly utilized research
method in educational studies. Due to the naturally formed intact groups of participants,
randomization was not feasible in this research design. The investigation utilized a pretest-
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posttest design to assess the impact of the treatment on dependent variables, specifically
students' reading and listening comprehension. This involved measuring these abilities before
and after the treatment. Additionally, the researcher utilized pretest results to manage
extraneous variables effectively.
Population and Sample
This study targeted all eleventh-grade students in a senior high school in Banjarbaru,
South Kalimantan, Indonesia, as its population. Participants were selected using purposive
sampling, focusing on specific criteria. The research sample consisted of two classes from the
social department, chosen because students in this department faced more challenges in
learning English compared to their counterparts in the science department. The selection of
classes was based on preliminary information obtained from teachers, considering factors
such as grade level, the instructor, English proficiency level, and average English scores.
Consequently, the researcher identified two classes, XI IPS 1 and XI IPS 2, which shared
similar characteristics and met the established criteria.
Instrument
The researchers employed test as the instrument to gauge students' proficiency in specific
domains. Two tests, focusing on reading and listening comprehension. The comprehension
test were organized int he form of multiple choices that alligned with the syllabus used in the
school. The tests were conducted on two occasions. First is pre-test which is aimed to
determine the reading and listening scores and abilities of both groups before any treatment
was administered. Subsequently, post-tests were administered at the end of the treatment to
evaluate any notable differences in students' reading and listening skills following the
interventions. Both the pre-tests and post-tests consisted of thirty multiple-choice items each.
Data analysis
Descriptive statistics were employed to portray the data results without the intention of
generalizing them. Specifically, these statistics were utilized to illustrate the mean scores
obtained from both groups' pre-test and post-test. Additionally, the calculation of mean scores
was utilized to depict the improvement scores in reading and listening abilities that students
achieved before and after the treatment. On the other hand, inferential statistics were utilized
to draw inferences about a population based on the data acquired from the sample.
Furthermore, this analysis aimed to test the research hypothesis through a one-way
MANCOVA test, considering one independent variable's impact on two dependent variables
in this study. However, prior to testing the research hypotheses, the researcher conducted
prerequisite tests, such as assessments for normality and homogeneity.

RESEARCH FINDINGS AND DISCUSSION

Research Findings

The initial research inquiry aimed to determine whether the OERL program had a
noteworthy impact on enhancing students' reading and listening skills. Table 1, shows the
result of MANCOVA test that presented a positive influence of the OERL program on
students' reading and listening skills, reaching statistical significance at 0.00 (p < 0.05), with
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Wilks' Λ = 0.661 and partial η2 = 0.339. Additionally, finding from pairwise comparison (see
Table 2), indicated that students who underwent the OERL program exhibited superior
performance in both reading and listening. This was evident in the significant mean
differences, registering at 0.000. Specifically, when comparing the OERL program to the IRL
(Intensive Reading and Listening) program for the reading variable, the positive mean
difference was 6.024. Similarly, in the comparison with the IRL program for the listening
variable, the positive mean difference was 6.822. In conclusion, students demonstrated
enhanced performance in reading and listening when exposed to the OERL program,
indicating a substantial positive effect.

Table 1
The result of Multivariate Testsa
Partial
Effect Value F Hypothesis df Error df Sig. η2
Pillai's Trace .339 15.653b 2.000 61.000 .000 .339
Wilks' Lambda .661 15.653b 2.000 61.000 .000 .339
Treatment
Hotelling's Trace .513 15.653b 2.000 61.000 .000 .339
Roy's Largest Root .513 15.653b 2.000 61.000 .000 .339

Table 2
Pairwise Comparison
95% Confidence
Interval for
(I) (J) Mean Differenceb
Dependent TREATMEN TREATMEN Difference (I- Std. Lower Upper
Variable T T J) Error Sig.b Bound Bound
Reading OERL IRL
6.024* 1.478 .000 3.070 8.977
PROGRAM PROGRAM
IRL OERL
-6.024* 1.478 .000 -8.977 -3.070
PROGRAM PROGRAM
Listening OERL IRL
6.822* 1.599 .000 3.627 10.018
PROGRAM PROGRAM
IRL OERL
-6.822* 1.599 .000 -10.018 -3.627
PROGRAM PROGRAM
Based on estimated marginal means
*. The mean difference is significant at the ,05 level.
b. Adjustment for multiple comparisons: Bonferroni.
To find out the difference between Students’ reading comprehension achievement that
received different treatment, the test of between-subject effects was conducted. The result
(Table 3) revealed a significance value of 0.000 for students' reading achievement, which was
lower than 0.05 (p < 0.05). This suggests a significant difference in reading comprehension
achievement between students exposed to the OERL program and those subjected to the
conventional approach (IRL program). Post-reading tests from both groups indicated
improvement, with students in the OERL program outperforming their counterparts not
exposed to this extensive program. This significant difference arises due to the different
treatments received by both groups, despite undergoing the same reading courses. In the
experimental class, the OERL program served as supplementary reading and listening
activities to the existing course. The OERL program aligned with the school's aims and

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objectives, and students in the experimental group were actively encouraged to engage in
extensive reading both inside and outside the classroom.

Table 3
The Result of Tests of Between-Subjects Effects
Dependent Type III Sum of Mean Partial
Source Variable(s) Squares df Square F Sig. η2
Treatment Reading 524.861 1 524.861 16.622 .000 .211
Listening 673.190 1 673.190 18.213 .000 .227

The result of test of between-subjects effects below indicated a significance difference

in students' listening comprehension achievement between the two groups exposed to the
OERL program and the IRL program, with a significant value of 0.000 (p < 0.005). This
distinction was further supported by the mean scores, revealing that students treated with the
OERL program demonstrated greater improvements in listening scores compared to those
subjected to the conventional listening approach.
Table 4
The result of Tests of Between-Subjects Effects
Dependent Type III Sum of Mean Partial
Source Variable(s) Squares df Square F Sig. η2
Treatment Reading 524.861 1 524.861 16.622 .000 .211
Listening 673.190 1 673.190 18.213 .000 .227

Discussion
This research aimed to determine there was a significance difference in students’
achievement in both reading and listening comprehension after received different treatments.
The research result shows that students who were treated by using the OERL program showed
greater performance in reading and listening. These findings offer statistical support for the
assertions that students’ reading and listening skill, specifically their reading and listening
comprehension, are affected to some extent after receiving treatment of the OERL program
inside and outside the classroom.
Smadi & Al-Zawahreh (2013) and Sitorus & Azir (2021) discovered a similar
outcome, indicating that students who underwent the OER program showed substantial
enhancements in vocabulary, reading and listening comprehension, as well as improved
writing and speaking skills. The program also supports creative and efficient learning for EFL
learners. In alignment with this, Pino-Silva (2006) and Pongsatornpipat (2022) demonstrated
that adult EFL learners significantly expanded their vocabularies through online reading,
enabling a better understanding of the texts and were able to identify the main idea of the
texts. Chen et al. (2013) and Zhou & Day (2021) also observed that students engaged in
online reading showed a positive attitude toward reading, improved reading comprehension,
and enhanced vocabulary compared to those not participating in any extensive reading
program.
In the design of extensive reading and listening program, it is crucial to offer a diverse
range of easily accessible and interesting online spoken and written English materials.
Consideration should be given to varying difficulty levels of texts to accommodate students
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with different reading and listening proficiency levels. Allowing students to choose materials
aligned with their interests is advantageous for fostering engagement and comprehension, in
line with Ciampa's (2012) findings that provide various reading choices and allows the
students to select their online resources positively impact reading engagement and listening
comprehension.
Despite potential technical issues or slow internet access students may encounter
during online reading and listening, it is recommended to integrate the OERL program or
internet-based ER/EL into the EFL classroom. This encourages students to independently
manage their reading and listening processes. Online reading and listening also contribute to
students' awareness of strategies and boost motivation and self-confidence through digital
scaffolding (Arnold, 2009). Furthermore, monitoring and supporting students' progress
becomes more efficient for teachers and schools through the OERL program's integrated
systems (Brown, 2012).
The implementation of the OERL program alleviates concerns for teachers and
schools regarding cost, time, and materials. The internet offers an abundant supply of spoken
and written English materials suitable for EFL learning at different proficiency levels.
Designing a web-based ERL emerges as a cost-effective alternative to purchasing printed
books or CDs. Moreover, access to the internet (Wi-Fi) facilitates the seamless integration of
the OERL program into the EFL classroom.
The second finding was analyzed from the result of test of between-subject effects.
This test was conducted to find out the difference between students’ reading comprehension
achievement treated by the OERL Program and the IRL Program. The finding revealed that
there was a significant difference in reading comprehension achievement between students
who were exposed to the OERL program and those subjected to the IRL program. Moreover,
the implementation of the OERL program is aligned with the school's aims and objectives and
encouraged students to be more active in participating in extensive program.
Smadi and Al-Zawahreh's study (2013) supports the finding of this research, indicating that
students' reading comprehension improved favorably with the OER program compared to
conventional methods. This aligns with Edy's (2014) research in the Indonesian EFL context,
confirming that integrating extensive reading as an in-class activity enhances students' reading
comprehension and expands their reading achievements compared to conventional methods.
Establishing a dedicated course for extensive reading has the potential to cultivate positive
reading habits and improve reading skills.
Meanwhile, in the out-of-class OERL program, students were encouraged to explore
various written English texts at their discretion, selecting materials aligned with their interests
and appropriate to their proficiency levels. Consequently, engaging in pleasurable reading
through the OERL program can positively impact students' reading skills, particularly in
reading comprehension, and foster reading fluency by providing diverse written English texts
that are both accessible and interesting at different proficiency levels. This aligns with
Arnold's study (2009), demonstrating that implementing online reading programs achieves
pedagogical objectives, such as enhancing reading abilities, motivation, confidence, and
encouraging leisure reading beyond the classroom.
Finally, based on the results of test of between-subjects effects, indicated a significance
difference in students' listening comprehension achievement between the two groups exposed
to the OERL program and the IRL program. The finding revealed that students treated by the
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OERL program outperformed in listening scores compared to those subjected to conventional

listening approach.
A similar result was also found by Smadi and Al-Zawahreh (2013) and Ciampa
(2012), both highlighting enhanced listening comprehension following extensive online
listening practice. The utilization of e-books accompanied by audio/narration (audiobooks)
proved highly beneficial, allowing students to engage with written and spoken English
simultaneously. In line with the previous studies, Handayani & Izzah (2020) and Nabilou et
al., (2021) revealed that the use of mobile assisted listening app improved students’ listening
comprehension and shows better understanding than those who do not employ the English
listening app.
Kartal & Simsek (2017) reported comparable findings, stating that the use of
audiobooks for extensive listening contributed to the development of students' listening
comprehension and fostered a positive attitude. Integrating audiobooks into regular classroom
practice as supportive learning materials is recommended due to their accuracy in
pronunciation, delivered by professional narrators (Walson, 2008).
Podcasts, another form of online extensive listening material, were investigated by Saputra
(2014), who found that students extensively exposed to podcasts outperformed their
counterparts in listening comprehension. Saputra argued that the enjoyable environment
fostered by podcasts contributed to improved listening comprehension. This aligns with Yeh's
(2014) assertion that the success of podcasts as listening materials in English language
practice can be attributed to three factors: freedom of choice, meaningful practice, and close
integration with the syllabus.

CONCLUSION
This study demonstrated that the OERL program significantly contributes to the
improvement of students' reading and listening skills. The program offers students the
opportunity to independently choose materials that align with their proficiency levels,
allowing them to engage with a diverse range of materials at their own pace during their
leisure time. Granting students the freedom to explore materials of personal interest fosters
motivation, enriches their vocabulary, and cultivates word recognition skills, ultimately
enhancing their fluency and comprehension of English texts.
Additionally, the study unveiled those students exposed to the OERL program
achieved higher levels of reading and listening comprehension compared to those not
participating in any extensive reading and listening activities. This implies that involving
students in extensive reading and listening to a wealth of English resources contributes to the
enhancement of their comprehension skills and the development of background knowledge
(schemata). With the support of the internet and technologies, the OERL program encourages
autonomous learning, empowering students to control their reading and listening experiences.
It also facilitates teachers in monitoring students' progress and providing timely feedback.
However, this study only focused on the effect of the OERL program on students’
receptive skills, therefore, it is suggested to further researchers to investigate the effect of the
OERL program on other language skills, for example, students’ productive skills. In addition,
this study focused on investigating the effect of the OERL on students’ cognitive perspective.
Therefore, further researchers are suggested to explore students’ attitudes toward the
implementation of the OERL program..
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ACKNOWLEDGEMENT
We express our sincere gratitude to all those who have contributed to the successful
completion of this research endeavor. We would like to thank the participants of this study for
their cooperation and willingness to share their insights, without which this research would
not have been possible. Their valuable contributions have significantly enriched the depth and
breadth of our findings.

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