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Table 4.20 Students lose concentration when the text is too long. difficulties for the student in listening comprehension.

Table 4 20 Students lose concentration when the text is too long. difficulties for the student in listening comprehension.

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Table.2.1 types of Listening
Table.2.1 types of Listening
English because to get the main idea or the message conveyed in a speech.
English because to get the main idea or the message conveyed in a speech.
Table.2.2 Strategies in listening
Table.2.2 Strategies in listening
According Richer Weiner cited in (Wahyuni, 2000) states that “broadcasting is a
According Richer Weiner cited in (Wahyuni, 2000) states that “broadcasting is a
just a few minutes.
just a few minutes.
Tables 4.1 Students find that listening comprehension is exciting
Tables 4.1 Students find that listening comprehension is exciting
The table above showed that half of students stated that they sometimes
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
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
any media. Table 4.4 Students always listening English news broadcast in television or
speaker when listening English news broadcast
speaker when listening English news broadcast
while listening
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
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
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%
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)
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
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.
to understand the speaker.
Table 4.14 Students use note taking 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
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
speaker in news Table 4.16 Students do not pay attention to pronunciation that used of the
the word.
the word.
Table 4.18 Students find difficult to understand well when speakers speak too
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 4.19 I find it difficult to understand well when speakers used many
The table above showed that most of the students (36,18% often, 17,03%
The table above showed that most of the students (36,18% often, 17,03%
understanding a listening text.
understanding a listening text.
Table 4.23 It is difficult for me to concentrate with noises around.
Table 4.23 It is difficult for me to concentrate with noises around.
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Psychology
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