Table.2.1 types of Listening English because to get the main idea or the message conveyed in a speech. According Richer Weiner cited in (Wahyuni, 2000) states that “broadcasting is a just a few minutes. Tables 4.1 Students find that listening comprehension is exciting The table above showed that half of students stated that they sometimes Table 4.3 Students don’t like listening because the material is difficult to any media. Table 4.4 Students always listening English news broadcast in television or speaker when listening English news broadcast while listening think about the meaning of the word According to the percentage of question number 7 showed that most of the Table 4.7 when encountering an unknown word, students stop listening anc English news broadcast Table 4.9 Students do not pay attention to intonation of the speaker The table above showed that more half of students 37 students (46,81% topic is unfamiliar. From the above result that many students (55,35% often,14,90% always) Table 4.12 Students find the listening passage difficult to understand The table above showed that 26 students (55,35%) sometimes find the to understand the speaker. Table 4.14 Students use note taking to understand the speaker Table 4.15 Listening subject can develop students’ speaking From the table result that majority of students (25,55% often, 57,459 speaker in news Table 4.16 Students do not pay attention to pronunciation that used of the the word. Table 4.18 Students find difficult to understand well when speakers speak too Table 4.19 I find it difficult to understand well when speakers used many Table 4.20 Students lose concentration when the text is too long. difficulties for the student in listening comprehension. The table above showed that most of the students (36,18% often, 17,03% understanding a listening text. Table 4.23 It is difficult for me to concentrate with noises around.
