@thesis{thesis,
		author={Putri  Salsabella Noviyanto},
		title ={USING ESL PODCAST TO IMPROVE STUDENTS LISTENING 
COMPREHENSION: A CASE STUDY OF THE ELEVENTH GRADE 
STUDENTS AT SMA KESATRIAN 1 SEMARANG 
IN ACADEMIC YEAR 2023/2024},
		year={2023},
		url={http://eprints3.upgris.ac.id/id/eprint/1453/},
		abstract={Putri, Salsabella Noviyanto. 2023. Using ESL Podcast to Improve Students 
Listening Comprehension: A Case Study of The Eleventh Grade Students at SMA 
Kesatrian 1 Semarang in Academic Year 2023/2024. Final Project, English 
Education Study Program, Faculty of Language and Arts Education, University of 
PGRI Semarang. Advisor I: Laily Nur Affini, S.Pd., M.Hum., Advisor II: Sri 
Wahyuni, S.Pd., M.Pd.
Keywords: ESL Podcast, Listening Comprehension, English Learning
Listening comprehension is one of the understandings that requires high 
understanding and repetition to understand the topic being heard. However, it is 
rarely reviewed in schools because, in its implementation, schools must have 
adequate facilities. The purpose of this study is to determine students' listening 
comprehension before and after treatment using ESL podcasts by Jeff McQuillan 
to determine whether or not the use of ESL podcasts effectively improves 
listening comprehension. This quantitative research method used one group of 
pre-test and post-test samples (34 students) in eleventh-grade SMA Kesatrian 1 
Semarang. To test the effectiveness or ineffectiveness of podcasts, researchers 
used the t-test. As secondary data, there was an open questionnaire regarding 
supporting and inhibiting factors in listening learning. The results showed that 
ESL podcasts were effective in improving listening comprehension. This was 
obtained from the pre-test (M = 42.3529) and post-test (M = 75.0000) with Sig. 
(2-tailed) ,000 <0.05 based on the t-test decision-making shows significance if 
<0.05.Moreover, the results of the questionnaire, 27 students felt that their 
listening comprehension had improved, and seven students felt an increase in 
listening comprehension. The highest factor supporting listening learning is focus, 
and the highest inhibiting factor is the lack of vocabulary.}
		}