IMPROVING LISTENING COMPREHENSION BY USING (VOA) ENGLISH BROADCAST STUDENTS OF SMK NEGERI 3 KAYU AGUNG

This research was intended to investigate the use of VOA English broadcast for students’ listening comprehension. The subject of this research was ten grade Akuntansi of SMK Negeri 3 Kayuagung. The method of this article is a pre-experimental research with students of Akuntansi as the sample. The effect size (ES) calculation is 1.27 as the result; so it meant that improving listening comprehension by using VOA was effective. Based on the calculating the significances’ score of pre-test and post-test, the writer measured the effect size (ES) of the treatment. The average of pre-test was 5.00 and def. was 0.71. while the average of post-test was 8.13 and def. was 0.71. and standard deviation in both pre-test and post-test was 1.13 and it is categorized high.


INTRODUCTION
According to Hidayat (2007) English is one of the important skills that Indonesians have to succeed in competing with foreign labor. In relation to this, Indonesians students who will be the future labors should know how to compete in the era global. Listening is one of the four major skills considered as the most important in learning English (Carrel, 1998). The important of listening is acknowledged by Brown (2001) who stated that listening is the major component in language learning and teaching because in the classroom learners do more listening than speaking. It means that listening is the important thing in daily activities, through listening we can interpret the meaning. Rivers (2006) says that listening is a creative skill. It means we comprehend the sound falling on our ears, and take the raw material of the words, arrangements of words, and the raise of the fall the voice.
According to Brown and Hegelsen states that listening is ann active process in which listeners select and interpret information which comes from auditory and visual clues.
While according to Nunan (2003) listening skill is an active, purposeful process of making sense of what we hear. It means that students should interpret after they listen the video, therefore listening is and active skill. While in this writer try to improve students' listening skills through VOA as a media and material for the students, so it means that technology can't leave as important media to improve skills especially listening skills. In this research, the writer use technology improve students' listening comprehension. Students' understanding in material can be improve if the research use interesting media to teach. In this research, the writer use VOA as a media. In this research, the writer try to find out resources is online broadcast of VOA, especially in special English broadcast.
There are studies about students' listening skill. The first belong to Morrison (1989) used news broadcast for authentic materials. In his research, students expose speaking ability in English, and in such a way they prepare students to be able to approach materials without constant presence of tteachers setting quesyion and such broadcast contains elements that practice the listening skills both invidually and integrally, and then they integrate listening with other skills. The second research was conducted by Rachmiati et al. Makassar. Quasi experimental was used in her research. The result showed that experimental group were higher than control group after giving the treatment VOA news.
In addition, the similarities and the differences with this research is (1) the writer used podcast for teaching listening, (2) the writer used similarity strategy VOA, (3) the writer used senior high school in this research; the differences between three studies and this study is (1) difference in strategy and design, (2) difference population, sample, problems, locations and time investigation.

Research Methods
According to Cohen (2000), pre experimental is a research that consist of one group the pretest and post-test and there is no control group. While, to answer objective of the problem in this research by using pre-eperimental as a method. The population of this research was the tenth grade students Akuntansi of SMK Negeri 3 Kayuagung in academic year 2022/2023. The students consisted of 184 students from 5 classes, they were: X. AK 1 which consisted of 36 students, X.
AK 2 which consisted of 34 students, X. AK 3 which consisted of 36 students, X. AK 4 which consisted of 39 students and X.AK5 which consisted of 39 students. As the sample, the writer used cluster sampling and took 36 students in class X. AK 2.
This research measurement was applied by the writer for measure the data. Written test was used and the test was given twice in this research. Firstly, to collect the data pre-test was conducted before experiment. Secondly, to collect the data post-test was conducted after the treatment has given.
Calculation the means score of the students pre-test and post-test and then continued by calculating the t-test technique for analyzing the data was applied in this research. And finally formulation of effect size was practiced in order to answer the problem in this research.
And the criteria of effect size can be classified as follows:

Elements of Listening
According to Shockingawful (2017) in Rubric, said that there are four elements of listening, namely: 1) Ability to focus means the capability of students or listeners when listen the material from the audio. Ability to focus define into, focus on ears for listen the audio and focus on eyes for read and match the text with the audio. Such as eyes may not be adapting well to the numerous distraction in a typical classroom and some noisy sound from the outside of classroom.
2) General understanding means that the students or listeners can understand about main idea of the content from the text. The listeners usually quicks to understand the idea of the text. The listeners can imagine to catch the general meaning of something they heard.
3) Listening for details sometimes known as listening for specific information. It involves understanding the task and focusing to catch certain information.
4) Accuracy to answer means the capability of students or listeners to answer the task with the correct answer. It is involves understanding the text and vocabulary to get the correct answer.
From the explanation above, the writer used listening for details to involves understanding the task and focusing to catch certain information. In measuring the improvement of students' listening comprehension using podcast VOA.

The Importance of Materials for Developing Listening Comprehension
Students can attract their motivation, intention and motivation in studying listening comprehension. Teaching and learning process can be effective if the materials having appropriate. According to Hutchinson and Water (1987) said that materials are as the means to provide a stimulus to learn. So it is essential to develop the material to be attractive, creative and innovative.
By the development of media included audio, multimedia, audiovisual, internet etc, it is the developing technology in modern era. Unfortunately it can help teacher to find and get the material with variety and innovative. In teaching and learning process the authentic material can be developed. According to Kusumawardhani (2018) there are two kinds of authentic material: first, authentic printing materials are utility bills, packaging slips, order form, websites, thicket for traffic, welcome cards, calenders, report cards, television manuals, food labels, magazines, newspapers and other, the second is authentic audition materials include telephone ,message, radio transmission, podcast, e-book films, videos and TV program.
In this research, the writer choose authentic audio through podcast of VOA as a material to support her research in teaching listening skill. According to Dierking (2018) VOA is a dynamic international multimedia broadcaster with service in more than 40 languages. Serving an estimated weekly global audience of 141 million, VOA provides news, information and cultural programming through the internet, mobile and social media, radio and television.

Definition of Teaching Listening Comprehension
While, according to Brown as cited in Nisa (2018) According to Rost in Ratnawati (2013) comprehension is the process of relating language to concepts in ones's memory and to reference in the real word. In addition, comprehension the sense understanding what language used refers to the one's experience or in the outside world. Complete comprehension then refers to listeners having clear concepts in memory for every referent used by the speaker. Consiciesly, teaching listening was guiding and facilitating the students in listening.
The teacher should find authentic material to make the students interest and able to acquiring and answer through listening skill that they have to be master. second semesters. In VOA special English broadcast, some topic or theme is appropriate and familiar with the culture and society in the world where the students live.
In this research, teaching listening comprehension through VOA in special English broadcast as follows : a.
Pre Listening Activities (a) The writer share link background information and showing the picture, asked questions with related the topic.
(b) The writer asked students to make a group.
(c) The writer asked to the students match the video of broadcast without give the sound and practice.

b. Main Activities in Listening
(a) The writer asks to the to the students watch video of broadcast by using sound and practice (task 2) (b) The writer give explanation the VOA English broadcast about grammar structure, places, the participant situation of the broadcast.

c. The last Listening Activities
(a) Conclude and summarize lesson

Findings
The result research in this study found that VOA special English broadcast in teaching listening comprehension was effective to teach tenth grade students of senior high school in second semester, and it was determined by using effect size (ES) computation. While, the result of this Process activities in this research, the students asked to watch the video and they forces to understand the information from the video then students asked to match the video of broadcast without give the sound and practice. From the research found that there is an increase of students, especially in comprehending listening skills, it showed from the students' score. The mean score of pre-test was 4.61 and it categorized poor to average. The first step the writer give pre-test, then about three times the treatment was administrated. The post test was conducted in the final step in this research and the mean score of post-test was 6.52. it could be categorized as average to good.
In the post-test score was better than in the pre-test, it is indicated that students' listening comprehension was enhanced.  The last column of the table was about the difference students' score between pretest and post-test. The result score the table above showed that students before and after go the treatment were different. Before students got the treatment the score was small and after they got the treatment it was got significant score. It can be seen on table 1 between [re-test and post-test were different. It can also see on differentiate between pre and post-test on the last column, it was showed that there was differentiate score on both. In addition, the writer also showed the result score pre-test and post-test in the form of chart as bellow: While, the following chart also the result score of pre-test and post-test as bellows: Chart