“the use of student teams-achievement divisions - stain salatiga_3

8/10/2019 the Use of Student Teams-Achievement Divisions - Stain Salatiga_3

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THE USE OF STUDENT TEAMS -ACHIEVEMENT DIVISIONS

(STAD) TO IMPROVE LISTENING COMPREHENSION OF THE

SECOND GRADE STUDENTS OF SMAN 2 SALATIGA IN THE

ACADEMIC YEAR OF 2012/2013

A Graduating Paper

Submitted to the Board of Examiner in Partial Fulfillment

of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)

In English Department of Educational Faculty

By:

ZAENUL WAFA11309016

ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY

STATE INSTITUTE OF ISLAMIC STUDIES (STAIN)

SALATIGA

2013


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MINISTRY OF RELIGIOUS AFFAIRSSTATE INSTITUTE OF ISLAMIC STUDIES (STAIN) SALATIGA

Jl. Tentara Pelajar No.2 Phone: 0298 323706 Salatiga 50721Website: www.stainsalatiga.ac.id, E-mail:[email protected]

DECLARATION

In the name of Allah the most gracious and merciful

Hereby the writer fully declares that I am a student of State Institute of Islamic Studies(STAIN) Salatiga with the following identity:

Name : Zaenul Wafa

Student s number : 11309016

Faculty : English Department

Certify that this is definitely my own work. I am completely responsible for the content ofthis thesis. Other writer s opinion or findings included in the thesis are quoted or cited inaccordance with ethical standard.

Salatiga, August 26 th, 2013The writer

Zaenul Wafa11309016


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MOTTO

Allah will raise those who have believed among you and those who

were given knowledge, by degrees

(The noble Alquran [58]: 11)


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DEDICATION

This graduating paper is dedicated to:

1. My father and mother, thanks for the entire thing that you give to me.

2. My sisters; Himatul, Arhamtul and Takmila, thank for serving attention and pray

for me.

3. All my friends in Tingkir lor, Salatiga, especially Ali masykur, Sigit Purnomo,

Munawar Said, Didin, Khamim and all the committees of Islamic boarding house

Al-Islah for accompanying me to stay up all night just to do this paper and

when I started tiring they cheered me up and made a joke for me.

4. All my friends in TBI, especially in TBI A 2009 and my gratitude are to Mansur

Hidayat for his help and encouragement.


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ACKNOWLEDGEMENT

Praise be to Allah who has given blessing and mercies so that the writer can

finish in creating this graduating paper.

Invocation and Salutation may be granted to our noble prophet Muhammad

Pbuh as the best figure in this universe and his family, his colleague, his followers

who has brought Islam until this present.

As human who has the weakness and limitations, the writer realized that this

thesis by the e title The use of Student Teams -Achievement Divisions to improve

listening comprehension of the second grade students of SMAN 2 Salatiga in the

academic year 2012/2013cannot be finished without any support, guidance, and

help from the other people. For that, by the honor of this, the writer wants to say

thanks very much to the honorable figures:

1. Mr. Dr. Imam Sutomo, M.Ag, as the Rector of State Institute of Islamic Studies

(STAIN) Salatiga.

2. Mrs. Maslikhatul Umami, M.A, as the chief of English Department of STAIN

Salatiga.

3. Mrs. Setia Rini, M.Pd, as the consultant of the writer. She triggered to find out

and to think procedurally and systematically, thanks for her patience in providingcareful guidance, helpful corrections, very good advice as well as suggestion and

encouragement during consultation.

4. All lecturers in English Department Faculty for valuable knowledge, guidance,

and advice during the years of my study in STAIN Salatiga.


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5. Library officials who always give good service related with the references in this

thesis so that why the writer could do this thesis well and in punctual.

6. Dra.Yuliati Eko Atmojo, M.Pd as the principal of SMAN 2 Salatiga who had

allowed the writer to carry out the research in the school and Drs. Sigit

Supriyanto, the English teacher of the second science class two of SMAN 2

Salatiga who had helped the writer in conducting the research and All students of

SMAN 2 Salatiga, thanks for cooperation, and also the school administration staff.

7. My beloved father (Muh Zaini) and my mother (Rosidah) and sisters (Himatul,

Arkhamatul and Takmila) in Yogjakarta who always give motivation and pray for

the writer.

8. Last but not least, there are still lots of people who cannot be mentioned one by

one who helped in finishing this thesis.

By expecting pray, may the goodness be charity and get the reward from

Allah SWT.

The writer realizes that this thesis is still far from completeness. Hence, the

writer so expects constructive suggestion and criticism from all sides for the

advantages of this thesis.

Finally, the writer expects; may this thesis is useful, especially for the writer

and generally for the reader.

Salatiga, August 26 th, 2013The writer

Zaenul Wafa


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TABLE OF CONTENT

TITLE PAGE ...................................................................................................................... i

DECLARATION ................................................................................................................ ii

ATTENTIVE CONSELLOR S NOTES ............................................................................ iii

STATEMENT OF RATIFICATION.................................................................................. iv

MOTTO .............................................................................................................................. v

DEDICATION .................................................................................................................... vi

ACKNOWLEDGEMENT .................................................................................................. vii

TABLE OF CONTENT ...................................................................................................... ix

ABSTRACT ........................................................................................................................ xiii

LIST OF TABLE ................................................................................................................ xiv

CHAPTER I INTRODUCTION

A. Background of Study ................................................................................ 1

B. The identification of the problem ............................................................. 4

C. Limitation of the problem ......................................................................... 5

D. Research Question .................................................................................... 5

E. Objectives of the Study ............................................................................ 5F. Pedagogical significance .......................................................................... 6

G. Classification of key term ......................................................................... 6

H. Hypothesis of the Study ............................................................................ 8

I. Review of Related Research .................................................................... 8

J. The outline of the thesis presentation ....................................................... 9


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CHAPTER II LITERATUR REVIEW

A. Teaching ............................................................................................... 11

1. Definition of Teaching .................................................................... 11

2. General concept of Teaching ........................................................... 11

B. General concept of Listening ............................................................... 12

1. Definition of Listening ..................................................................... 12

2. The importance of Listening ............................................................ 13

3. Types of Listening............................................................................ 14

4. Listening Comprehension ................................................................ 16

5. The Process in Listening Comprehension ........................................ 17

6. The Principles in Listening Comprehension .................................... 18

C. Student Teams-Achievement Divisions (STAD) Method ................... 20

1. Definition of STAD ......................................................................... 20

2. The components of STAD ............................................................... 21

D. Implementation Guide and STAD Procedure ..................................... 22

E. Advantage of using Student Teams-Achievement Divisions ............... 26

CHAPTER III RESEARCH METHODOLOGY

A. The Method of Research ...................................................................... 27

1. Classroom Action Research (CAR) ................................................ 272. The Characteristics of Classroom Action Research ......................... 28

3. The Objectives of Classroom Action Research ............................... 29

B. Setting and time of the research ........................................................... 30

C. The subject of research ......................................................................... 31

D. Collaborator ......................................................................................... 33


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E. Procedure of Research .......................................................................... 33

F. Technique of collecting data ................................................................. 36

G. Technique of Analysis data .................................................................. 39

H. Achievement Indicator ......................................................................... 39

I. School Profile ................................................................................... 40

1. Vision, Mission and School Objective ............................................. 40

2. School Organization Structure ......................................................... 42

3. The Situation of teacher of SMAN 2 Salatiga ................................. 43

4. The Situation of Students ................................................................. 46

5. Infrastructure .................................................................................... 47

CHAPTER IV RESEARCH IMPLEMENTATION AND DATA ANALYSIS

A. the Students improvement and analysis of listening

comprehension after being taught by using Student Teams-

Achievement Divisions (STAD) .......................................................... 50

1. Analysis of Preliminary Assessment (Observation) ........................ 51

2. Analysis of Cylce I ........................................................................... 53

3. Analysis of Cylce II ......................................................................... 76

4. Analysis of interview with the teacher ............................................. 93

B. Discussion ............................................................................................ 96

CHAPTER V CLOSURE

A. Conclusion .......................................................................................... 98

B. Suggestion ........................................................................................... 99

BIBLIOGRAPHY

APPENDICES

CURRICULUM VITAE


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ABSTRACT

Zaenul Wafa (2013) : THE USE OF STUD ENT TEAMS-ACHIEVEMENTDIVISIONS METHOD (STAD) TO IMPROVE LISTENINGCOMPREHENSION OF THE SECOND GRADE STUDENTS OF SMAN 2SALATIGA IN THE ACADEMIC YEAR 2012/2013 .

Graduating paper. Tarbiyah Faculty. English major. State Institute of Islamic Studies.Consultant: Setia Rini,M.PdKeyword: Student Teams-Achievement Divisions (STAD), listening comprehension,classroom action Research.

The background of the study is the students have difficulities inunderstanding listening comprehension, because in the teaching and learning processthe teacher still used traditional method. The teacher only asked for the students to

pay attention what the teacher said and the students did the listening comprehensiontest. To develop listening skill the teacher needs a method that will make studentsenjoy and easy to understand listening comprehension. Student Teams-AchievementDivision Method (STAD) is a method that can be used in teaching listeningcomprehension. Teaching listening comprehension using STAD is aimed to improvestudents listening comprehension skill.The problem of this research can be stated asfollowing question: (1) How is the implementation of Student Teams-AchievementDivisions Method to improve Listening Comprehension of the second grade studentsof SMAN 2 Salatiga in the academic year 2012/2013?, (2) How is the improvementof Listening comprehension after using Student Teams-Achievement Divisions

Method?. Its purposes are : (a) To describe how Student Teams-AchievementDivisions Method is implemented to improve Listening Comprehension of SMAN 2Salatiga in the academic year of 2012/2013., (b) To analyze and evaluate how is theimprovement of Listening Comprehension after using Student Teams-AchievementDivisions Method. In this research, the participants are the second grade students ofSMAN 2 Salatiga which consists of 34 students. This research design is classroomaction research. It is aimed to improve students participation and comprehension inlistening. This research was done in six meetings with the different types of material.There are two cycles in every cycle include two meetings; those are cycle I, andcycle II. The data collection techniques used in this research are documentation andtest, the researcher took a test of their improvement in each cycle. In the mean of

preliminary assessment was 6.9, in the first meeting of cycle I was 7.3, the secondmeeting was 7.6 then in cycle II; the first meeting was 7.8, the second meeting was8.0 and the final assessment was 8.4. The result of the research showed that thestudents listening comprehension skill improves significantly and the students alsoenjoyed in teaching listening comprehension using STAD.


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LIST OF TABLE

Table 3.1 Research Schedule

Table 3.2 Subject of research

Table 3.3 The Procedures of classroom action research

Table 3.4 School Organization Structure

Table 3.5 Situation of teachers in SMAN 2 Salatiga

Table 3.6 Situation of students

Table 3.7 Infrastructure list of SMA Negeri 2 Salatiga

Table 4.1 Preleminary assessment

Table 4.2 List of Students team names in STAD

Table 4.3 Individual score of cycle I (the first meeting)

Table 4.4 Individual score of cycle I (the second meeting)

Table 4.5 Team score (Cycle I: the first and the second meeting).

Table 4.6 Instrument of Observation

Table 4.7 Individual score of cycle II (the first meeting)

Table 4.8 Individual score of cycle II (the second meeting)

Table 4.9 Team score (Cycle II: the first meeting and the second meeting)

Table 4.10 Instrument of Observation

Table 4.11 The result of the final assessment

Table 4.12 Students Score Improvement


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CHAPTER I

INTRODUCTION

A. Background of Study

Language is a device which is used by human being to communicate and

transfer knowledge from time to time. (Oxford Le arner s Pocket Dictionary, 2008:

247) Language is a system of communication in speech and writing used by

people of a particular country. It plays an important role in the entire human

lifetime. Through language one generation can transfer their knowledge to the

next generation.

English is universal language. That is not surprising news because there

are many outstanding universities suggest an applicant to attach English

proficiency for instance TOEFL, IELST and others. Lots of people use English as

medium of communication to contact or cooperate among people in difference

countries in the world. We can take a look how important to master English in our

country. Even the government sets English as main subject in Elementary School,

Junior High School, Senior High School and University.

English subject in Indonesia has several goals; train language skill and

able to communicate spoken and written to prepare students to confront

knowledge and technology development in globalization era. The dimension of

the subject is: listening, speaking, reading, writingand one of four skills has to be

mastered is listening. In relation to listening skill, the standards of competency for

the graduates in this country are the competence to understand the meaning in

interpersonal and transactional oral text, both formally or informally, in the form


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of recount, narrative, procedure, descriptive, news item, report, analytical

exposition etc.However it also must be supported by other language components

such as grammatical, vocabulary and pronunciation.

Listening comprehension is a key initial step in communication. Good

communication depends on the way a listener can understand what a speaker says.

The better students can understand what is being said, the better will be their

ability to communicate. In addition, they will be better able to notice the

characteristics of the target language which will help improve their language

development in all four key skill areas.

The real goal in most listening is not only to understand every word but

also to comprehend the information that the listener wants or needs from the

message. Actually there is misconception in teaching listening in our country.

Some teachers have tendency to force student to understand as much as possible

words on the tape. On the contrary, in real life even native speakers do not always

understand or hear every word when they are talking with someone or watching

TV but they just take main point of the speaker s utterance.

Listening in teaching and learning process is often neglected by a

teacher. The teachers attach the listening aspect of listening skill in lesson plan,

but they do not teach listening comprehension as they make in the lesson plan.Moreover, the major things have happened in English as a Foreign Language

(EFL) in our country is that the students rarely taught the listening skill properly.

They do not even get sufficient portion of learning in the classroom. Teachers in

Indonesia also would prefer to teach reading, grammar or speaking rather than to

teach listening as unity of language aspect that must be mastered.


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In addition, some students in junior high school even senior high school

grumble when they must confront listening test in national examination that is

carried out byNational Education Department. When the researcher asks to the

students what is the most difficult in English national examination? They

directly said that the most difficult part of English examination is listening.

Actually, a teacher is an educator. Educators are adults with all abilities

that can change the mindset of their students from not knowing to knowing and

mature students. A professional teacher must have ability to design and organize

the classroom well. One of the most important is the performance of teachers in

the classroom such as controlling a classroom to create a fun learning

environment. Thus, teachers must choose the learning methods that are

appropriate to the characteristics of learners.

Based on the researcher s observation and interview to the teachers and

the students of SMAN 2 Salatiga during teaching practice in August to September

2012, the researcher concluded that the failure of teaching listening was English

teachers just used traditional technique to teach listening. They provided a

worksheet and students must find missing words based on the listening on the

tape. The method was quite good for years but in recent years some students are

not interested in the listening class. They need learning variations in the class sothat why they are not bored in the class.

The researcher chooses Student teams-achievement division (STAD) as

an alternative technique to teach listening comprehension in the classroom. STAD

is one of the popular methods in cooperative learning that is introduced by John

Hopkins.


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Due to the fact found, the researcher wants thesis entitled The Use of

Student Teams-Achievement Divisions Method (STAD) to improve Listening

Comprehension of the second grade students of SMAN 2 Salatigain the Academic

Year 2012/2013 .

B. The identification of the problem

Based on the background of the study, there are some problems that

arise.The problems identified are as follows:

1. The teacher tended to test listening comprehension than to teach listening

comprehension.

2. The teacher used to applying the lecturing method in teaching listening

comprehension.

3. The students got difficulties in comprehending spoken text.

4. The students lacked of concentration of the teaching and learning process.

C. Limitation of the problem

The writer would like to limit the scope of the study to the following pronlems in order to avoid misinterpretation of the problem, are:

1) The students improvement in listening comprehension skill.

2) The improvement of students listening skill by using Student Teams -

Achievement Divisions (STAD) Method in teaching listening comprehension.


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3) The subject in this research is listening comprehension ability of the second

grade students of SMAN 2 Salatiga.

4) This research was conducted in Science Class Two of the second grade

students in SMA 2 Salatiga in the academic year of 2012/2013.

D. Research Question

1) How is the implementation of Student Teams-Achievement Divisions Method

to improve Listening Comprehension of thesecond grade students of SMAN 2

Salatiga in the academic year 2012/2013?

2) How is the improvement of Listening comprehension after using Student

Teams-Achievement Divisions Method?

E. Objectives of the Study

1. To describe how Student Teams-Achievement Divisions Method is

implemented to improve Listening Comprehension of SMAN 2 Salatigain the

academic year of 2012/2013?

2. To analyze and evaluate how is the improvement of Listening Comprehension

after using Student Teams-Achievement Divisions Method?

F. Pedagogical significance

The outputs of this study are expected to be useful for:

1. StudentStudents are expected to be able to improve their listening comprehension through

Student teams-achievement divisions.

2. Teacher

Teachers are expected to enrich their teaching method and develop their creativity

in teaching Listening toward an ideal classroom.


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3. Writer

The writer hopes that this study can facilitate himself and the English learners in

Listening Comprehension through Student Teams-Achievement Divisions

Method (STAD).

G. Classification of key term

Here are some definitions as a guidance to understand the terms of this study:

1. Student Teams-Achievement Divisions Method (STAD)

Student Teams-Achievement Divisions Method (STAD) is one of the

simplest cooperative learning method and the best model to start for new

teachers who use cooperative approach. STAD consists of five components;

class presentation, team, quiz, scoring and team recognition (Robert E.

Slavin, 2005, 143). This method is very interesting activity in the classroom

because the method involves student and teacher to activate their selves in

teaching and learning process.

2. Method

An overall plan for the orderly presentation of language material,

no part of which contradicts, and all of which is based upon the selected

approach (Anthony,1963:95).3. Teaching

Teaching is showing or helping someone to learn how to do

something, giving instruction, guiding in the study of something (Brown,

2000: 7). It is activities of that impart knowledge or skill. The activities of

teaching involve educating, instructing and teaching. Furthermore, teaching


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listening is a teaching concentrated on listening comprehension of the

research object.

4. Improving

Become or make something or somebody better (Oxford Learne r s

Pocket Dictionary, 2008: 222). It includes the process of progression in

human s ability and proficiency.

5. Listening Comprehension

Comprehension as the mental process by which listeners take in the

sounds uttered by a speaker and use them to construct an interpretation of

what they think the speaker intended to convey (Fauziati, 2005:117).

Listening is the early skill that humans possess if they do not have listening

disorder. In listening comprehension Student not only must interpret what

they hear but pay attention to the speakers as well to catch the meaning.

6. Action Research

Classroom Action Research (CAR) is systematic study from a group

of teachers to conduct actions in learning based on their reflection. It

indicates that the basic unity of theoretical and practical knowledge (Basrowi,

2008: 26). Furthermore, Classroom Action Research (CAR) is a research

designed to assist a teacher to find out what is happening in his or her ownclass and to determine actions for future improvement.

H. Hypothesis of the Study

Based on the background of study, statement of the problem, the

hypothesis of this study stated that: Student Teams-Achievement Divisions


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Method (STAD) can improve Listening Comprehension of the second grade

students of SMAN 2 Salatiga in the academic y ear 2012/2013.

I. Review of Related Research

In the research paper the writer takes two literature reviews. The first

review is entitled the use of Student Teams -Achievement Divisions (STAD) to

improve Grammar Mastery of the second year of MTsNNgablak 2010/2011 that

was researched by QurrotulAin (11307113), a student of STAIN salatiga.

In that paper, she analyzed that the result of the research shows that the

use of Student Teams- Achievement Divisions can improve students motivation,

interest and achievement. The implementation of Student Teams-Achievement

Divisions (STAD) is reasonable because it can give students great motivation to

learn English (QurotulAin,2011: 94)

The second review was researched by Budi Kurniawan(11305010), a

student of STAIN salatigaentitled the use of Student Teams-Achievement

Divisions (STAD) to reading comprehension of the sixth grade students of MI

MA ARIF TIRTO in the academic year of 2010/2011.

In the paper, he identified that the use of STAD can help students to

comprehend the text and answer the question. STAD is not only easier to make

students understand the lesson but motivated and interest students in learningEnglish particularly in reading ability as well (Budi, 2011: 35).

J. the outline of Paper

In order to make easy to understand this thesis, the researcher uses a

system of presentation as follows:


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Chapter 1 is introduction. It contains; the background of the study, the

identification of the problem, limitation of the problem, research question,

objectives of the study, pedagogical significance, classification of key term,

hypothesis of the study, and outline of paper

Chapter II is literature review which contains about the definition of

teaching, general concept of teaching, general concept of listening

comprehension, the importance of listening, the types of listening, the process in

listening comprehension, the principles in listening comprehension, student

teams-achievement divisions (STAD) Method, components of STAD,

implementation of STAD in teaching listening comprehension and advantages of

STAD.

Chapter III is research methodology which consists of the methods of

research, place and time of research, subject of the study, procedure of research,

technique of collecting data, technique of analyzing data, achievement indicator

and the general description of SMAN 2 Salatiga.

Chapter IV is research implementationanddata analysis which consist of

the Students Improvement and Anal ysis of Listening comprehension after being

taught by using Student Teams-Achievement Divisions, analysis of cyle 1,

analysis of cyle II, analysis of teacher interview and discussion.Chapter V is closure which consists of conclusion and suggestion

Bibliography

Appendices


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2. General Concept of Teaching

Biggs (1991) an expert on contemporary cognitive psychology, in

(http://san-anugrah.blogspot.com/2012/04/belajar.html )stated the concept of

teaching divides into three, namely:

a) In quantitative terms, teaching means "the transmission of knowledge" that

the transmission of knowledge in this case the teacher only needs to master

the knowledge of their field of study and pass on to his students as well as

possible.

b) In terms of institutional teaching means "the efficient orchestration of

teaching skills", it means the arrangement of all the teaching skills

efficiently in this sense teachers are required to always be ready to adapt

different teaching techniques for a variety of different students' talents,

abilities, and needs.

c) Quantitative understanding of teaching that is "the facilitation of learning"

that is an effort to help facilitate student learning activity. Overall

understanding of the above can be concluded that in principle are teaching

activities to develop the full potential of the realm of psychological.

B. General Concept of Listening

1. Definition of Listening

Listening is the attending, receiving, interpreting, and responding to

messages presented aurally (International Listening Association/ILA, 2008: 7).

That definition explains that listening is not only recognizing the sound but

also student must get the meaning of listening. If one sentence cannot be heard
http://san-anugrah.blogspot.com/2012/04/belajar.htmlhttp://san-anugrah.blogspot.com/2012/04/belajar.htmlhttp://san-anugrah.blogspot.com/2012/04/belajar.html


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clearly, it is difficult to understand words, phrases or sentences so that why

there is so much attention in listening process.

Listening is the ability to identify and understand what others are

saying. This process involves understanding a speaker's accent or

pronunciation, the speaker s grammar and vocabulary, and comprehension of

meaning (Nurul, 2012: 206).

From the definition above the writer makes conclusion that listening is

the process of understanding speech in a first or second language and listening

involves hearing the speaker s words, understanding the message of a

speake r s intention.

2. The Importance of Listening

Bozorgian (2012) in his research article Listening Skill requires a

further look into second or foreign language learning stated that The

important of listening skill for effective communication has been recognized

almost for a century. In our daily life, listening skill has important role in

communication. Good communication will happen if the speaker and listener

have good listening skill to transfer information each other.

According to Rankinin Bozorgian (2012) listening skill was the most

dominant skill for the mode of human communication. Listening skill occupiesalmost fifty percentages of our daily communications. In this regard, two

studies conducted by Ralph and Stevens and Rankin reported that listening

forty six percentage, speaking thirty percentages, reading sixteen percentages,

and writing nine percentages involve our daily communication.


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From the definition above that listening is very important skill must be

acquired by any language learner. Practically, there are still many people who

have lack of listening skill than other skill, especially it is the common problem

the mostly ESL students find. The writer had experience related to English

listening comprehension when he was on vocation in Borobudur temple on

May 6 th, 2012 there were several students of Islamic senior high school from

Central Java practiced their English with foreigners they were good at English

speaking and they could speak English clearly but they had difficulities in

understanding of the foreigners English speaking. That case showed that

listening comprehension cannot be separatedfrom one of crucial English skills

must be mastered in English.

2. Type of listening

There are many types of listening in English and one of the popular

theories isWolvin and Coakelytheory. They formulated the types of listening

into five types according to the purpose of listening

(http://www.teachingenglish.org) as follows:

a. Comprehensive listening

Comprehensive listening or listening comprehension is where the

focus is on understanding the message. The writers consider this as the basisfor the next three types of listening. However, the problem can come in the

form of understanding. Depending on many factors (both individual and

social) students can end up understanding the same message in different,

different ways. Lot of work in teaching listening in the classroom has to
http://www.teachingenglish.org/http://www.teachingenglish.org/


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happen here in facilitating the students to develop their comprehension

skills.

b. Discriminative listening

Discriminative listening is where the objective is to distinguish

sound and visual stimuli. This objective does not take into account the

meaning; instead the focus is largely on sounds. In a basic level class this

can be as simple as distinguishing the gender of the speaker or the number

of the speakers etc. As mentioned before the focus is not on comprehending;

but on accustoming the ears to the sounds. If somebody thinks he or she can

see that this is where L1 listening begins - the child responds to sound

stimulus and soon can recognize its parents' voices amidst all other voices.

Depending on the level of the students, the listening can be discriminating

sounds to identifying individual words.

c. Therapeutic listening

One kind of listening is where the listener's role is to be a

sympathetic listener without much verbal response. In this kind of listening

the listener allows somebody to talk through a problem. This kind of

listening is very important in building good interpersonal relations.

d. Critical listeningCritical listening is where listeners have to evaluate the message.

Listeners have to critically respond to the message and give their opinion.

e. Appreciative listening

Appreciative listening is where the focus is on enjoying what

someone listens. In the classroom students raised the point that when they


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listen to English music, even if they do not understand, they still enjoy

thereby challenging the notion of comprehensive listening as the basis for

other three types of listening. Then when a teacher reflected on the practice

of listening to songs in the language laboratory, the students generally listen

to the songs once and try to make out the lyrics before listening a second

time with the lyrics. Then they recalled that they appreciated the song better

during the second time and were able to see the relation between how one

would enjoy something that she or he is able to make sense of.

3. Listening Comprehension

a. Definition of Listening Comprehension

Listening comprehension is based largely on the amount of

information listeners can retrieve from what they hear and the inferences

and connections that they can make (American Council on The Teaching of

Foreign Languages/ACTFL, 2012:15).

Listening comprehension is a mental process by which listeners take

in the sounds uttered by a speaker and use them to construct an

interpretation of what they think the speaker intended to convey (Fauziati,

2005:117).

Hence, listening comprehension is a process of interpreting andunderstanding what the speaker s intention. Listening is also compulsory

ability that must be possessed by a student especially English learner. In

listening comprehension learners need to consider some of the

characteristics of spoken discourse and the special problems they speak for

listeners. Spoken discourse has very different characteristics from written


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discourse, and these differences can add many dimensions to our

understanding of how we process speech. For example, spoken discourse is

usually instantaneous. The listeners must process it directly and there is

often no chance to listen to it again.In studying listening comprehension the

learnerswill undergo many difficulties. That is very different with other

skills in English such as reading, writing and speaking. In listening the

learners are demanded to focus on the listening play and conclude what is

posed and it happens once.

4. The Process inListening Comprehension

According to (Richards, 2008:4) there are two different kinds of

processes are involved in understanding spoken discourse or listening

comprehension. In this study the writer referred to use bottom-up and top-down

processing as follows:

a. Bottom-up processing

Bottom-up processing refers to using the incoming input as the basis

for understanding the message. Comprehension begins with the received

data that is analyzed as successive levels of organization; sounds, words,

clauses, sentences, texts until meaning is derived. Comprehension is viewed

as a process of decoding. The listener s lexical and grammatical competencein a language provides the basis for bottom-up processing. The input is

scanned for familiar words, and grammatical knowledge is used to work out

the relationship between elements of sentences.


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listening in class as possible, and to encourage students to listen to as much

English as they can (via the Internet,podcasts, CDs, tapes, etc).

b) The second principle; Help students prepare to listen. Students need to be

made ready to listen. This means that they willneed to look at pictures,

discuss the topic, or read the questionsfirst, for example, in order to be in a

position to predict what is coming. This is not just so that they are in the

right frame of mind(and are thinking about the topic), but also so that they

are engaged with the topic and the task and really want to listen.

c) The third principle;Once may not be enough in playing.There are almost no

occasions when the teacher will play an audio track only once. Students will

want to hear it again to pick up the things they missed the first time - and we

may well want them to have a chance to study some of the language features

on the tape. In the case of live listening, students should be encouraged to

ask for repetition and clarification when they need it. The first listening to a

text is often used just to give students an idea of what the speakers sound

like, and what the general topic is so that subsequent listening is easier for

them. For subsequent listening, we may stop the audio track at various

points, or only play extracts from it. However, we will have to ensure that

we don t go on and on working with the same audio track (Harmer,2010:135).

C. Student Team Achievement Division (STAD) Method

1. Definition of STAD Method

Method is derived from met and hodes that mean through.

Method is an overall plan for the orderly presentation of language material, no


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part of which contradicts, and all of which is based upon the selected approach

Anthony (1963:95).

According to Wang (2009) in his journal Applying Slavin s

Cooperative Learning Techniques to a College EFL Conversation Class,

STAD is a prevailing and simple technique in cooperative learning. It consists

of five major components: class presentations, teams, quizzes, individual

improvement scores, and team recognition.

Rai (2007) in the journal Effect of Students Team Achievement

Division (STAD) on Academic Achievement of Students, STAD is one of the

many strategies in cooperative learning, which helps promote collaboration and

self-regulating learning skills.

STAD is an effective and efficient way to teach well-defined

educational subjects. The teams are heterogeneous, made up of learners of

diverse academic achievement, race, and nationality. The rewarding of the best

teams motivates the better students in a team to encourage the other members

to achieve their mutual goal (Kordaki, 2012:135).

From the definition above it can be concluded that Student Teams-

Achievement Division Method (STAD) is one of popular cooporativelearnings

that combines students active -participation and collaboration team includingfive major components such as class presentations, teams, quizzes, individual

improvement scores, and team recognition.

2. The Components of STAD


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STAD consists of five components; class presentation, team, quiz,

scoring and team recognition (Slavin, 2005: 143). Here are the further

descriptions of the components:

a. Class presentation

Teacher as a facilitator must state material, rule and teaching technique

before explaining the aim of subject that is reached in the class. Teacher

motivates students to be active and creative during teaching and learning

process. In STAD, students must be concerned with the material that is

presented. It can help them to do the quiz and individual quiz score can

determine the team score.

b. Team

Teaming or grouping is a step to gather students in a team from different

ethnic, achievement, and gender. Students work in a team that the teacher

divides. Teacher prepares worksheet as a guide for the team, so that all

members master and each member give contribution. When the team is

working, teacher observes, give guidance, motivation and helps if the

students need. The aim of team is to determine that all of members can

study seriously and to prepare the members work the quiz well.

c. Quiz

Teacher evaluates the result of study with giving quiz about material that is

learned and students evaluate other team presentations. In quiz, students are

expected to work in a pair and they are allowed to help each other. So every

student has to be responsible for understanding the material individually.


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d. Score of Individual Development

Every student is given first score that is acquired from average of score in

doing the similar quiz. Then, the students can collect the point for their team

based on the increasing of score quiz that is compared with their first score.

e. Team recognition

The teacher collects the individual score and inserts the team score then the

team can get certificate or other appreciation if they can reach certain

criteria (Slavin, 2009:146).

D. Implementation of STAD (Student Teams-Achievement Divisions)

inTeaching Listening Comprehension

a.Implementation of STADin listening comprehension

To implement STAD is not easy. A teacher is demanded to prepare the

instrument and technique well to apply this method in learning. Here are some

procedures to apply STAD in the class:

1) Make a team summary that is given for students.

2) Arr ange the students achievement

3) Determine the members of the team

4) Divide the students into a team.

5) Suggest students to fill the paper of team summary(Slavin,2008: 143). b. Implementation Guide and STAD Steps in teaching listening comprehension

Robert E. Slavin in his book Cooperative Learning: theory, research and

practice 2005 stated Implementation Guide and STAD Steps as follows:

1). Implementation Guide

1. Make the students enthusiastic to do the question


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2. Ask students randomly. It will make the students to prepare their answers

every time.

3. Do not give the question that needs long time to do. They will be bored

andnot be interested in the learning.

2). STAD (Student Teams-Achievement Divisions) Steps in listening

comprehension.

a) Teaching

This step is material delivery step (teaching) to transfer lesson to

the student before they learn in their team. A teacher must set the goal

includes what aspect will be achieved and state the general concept of the

ongoing teaching and learning in the meeting.

b) Team study

Students work with the project paper of their team to master the

material.The obligation of the members of team is to master material that

explained in the class and to help other team members to master the

material. The students get activity sheet and answer sheet that is used to

drill ability during teaching and to score their own selves and classmates.

In the first teamwork in STAD, A teacher must explain to the students

how important to do in a team and set the classroom rules:1. Students have responsibility to ensure that their team to learn their

material.

2. No one stops learning until their own entire team master the material.

3. Ask a help to all team members to help other team members before

asking to the teacher.


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development level of quiz score is compared with the first score. The

students can give maximal point contribution to their team in this scoring

system if they can progress their first score.

e) Team recognition

The teacher announces the best team in the meeting based on the

level of development in the test and gives certificate to the best team.

E. Advantage of using Student Teams-Achievement Divisions (STAD)

There are lots of advantages of using Student Teams-Achievement

Divisions (STAD) not only in language teaching but also in other subjects. There

are five advantages of using STAD in English language teaching as follows:

1) Positive Interdependence

The success of team is decided by the members effort hence, every student in

a team feel interdependence.

2) Individual accountability

The succes of team depends on each member of team, so that why the members

have a task and responsibility that must be done.

3) Face to face promotion interactionSTAD gives a chance to each members of the team to make interaction to

transfer or receive information each other.

4) Participation Communication

It trains students to participate and communicate actively in teaching and

learning activity.


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5) Team Evaluation

It educates students how to evaluate and coordinate the task each other in a

team (Rusman,2011: 212).

CHAPTER III

RESEARCH METHODOLOGY

A. The Method of Research

1. Classroom Action Research

According to SuharsimiArikunto (2007: 2), methodology of this research

is derived from three words, classroom, action and research. So, there are three

terms that can be explained:

1. Research

Research is activities to observe object of research that use a way and

methodology together information or data to increase quality of thing which

is very interesting and important for researcher.

2. Action

Action is point to an activity which is done to special purpose.

3. A Classroom

A classroom is not limited just one room of class, but in term that it would

be more specific. A classroom is a group of students which already catches

same materials from some teachers.


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Kember (2000) stated that classroom action research is research

method which emphasizes on social practice, has a goal toward

improvement, a cycle process, followed systematic invention, a reflective

process, participative and decided by a researcher (Rosman, 2010: 58).

According to McNiff, in his book Action Research: Principles and

Practices Classroom Action Research is reflective research that is used by

a teacher whose the results can be utilized as a tool to curriculum

development, school development, and others in (Basrowi, 2008: 27).

A classroom action research is conducted cyclical approach. The

cycles of an action research project will involve identification of problem

(planning), collecting information or data (action), analyzing and

interpreting data (observing), and monitoring the outcomes (reflection)

(Graham and Hughes, 1989: 28).

2. The Characteristics of Classroom Action Research

Syamsuddin and Damaianti (2007:197) outline the following characteristics

of classroom action research:

a. It examines problem which are assumed problematic by researcher in

teaching learning process.

b. The researcher can give treatment to solve the problems and improve the

quality, so the subject can get the implication.

c. The steps of research are cyclic.

d. Using reflective thinking from researcher both after and before doing the

research.

e. Contextual situational, which related to diagnosing and solving the problem.


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f. Classroom action research used collaborative approach.

g. Self-evaluative, which the researcher evaluated by himself continually to

improve the performance.

h. The procedure of research is on the spot which designed to handle the real

problem in that area.

3. The Objectives of Classroom Action Research

There are many possible reasons for conducting a classroom action

research as follow: we want to know more about our learners. We want to learn

more about ourselves as teachers how effective we are, how we look to our

students, how we would look to our selves if we ere observing our own

teaching. We want to gauge the interest generated by certain topics, or judge

the effectiveness of certain activity types. We want to see if an activity would

work better done in groups rather than pairs(Harmer, 2001:345).

According to Zuriyah (2006:70) the objective of classroom action

research is to improve a learning process with the research, with the research

teachers will know their weakness in teaching their students and they will

know the effective methods in teaching.

The aim of action research is to feed practical judgment in concrete

situation, and the validity of the theories or hypothesis cannot be generated. In

recent years, action research has been applied to problem involving curriculum

development, and in service education, particularly within the field of self-

evaluation (Arikunto, 2006: 57).


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B. Setting and time of the research

The research was conducted at SMAN 2 Salatiga onTegalrejostreet No. 79.

SMAN 2 Salatiga is one of outstanding state schools in Salatiga because it has lots

of achievements. The students who want to study in SMAN 2 should have good

achievement in their junior high school.

This research was carried out during 1 month from April,23 rd, 2013 to May

31 st, 2013. The schedule of research can be presented in figure below.

Table 3.1 Research Schedule

No Date and time Activities Place

1 April 23 rd to 27 th,

2013

Observation and Preliminary

assessment

The second

science classof

SMAN 2

Salatiga

2

Thursday, May2 nd,

2013 (12.00 -13.30)

CYCLE I

A. The First Action

Teaching listeningcomprehension bySTAD with the topicKangoroo - Report(one of genre types)

The second

science classof

SMAN 2

Salatiga

Saturday, May 4 th,

2013

(12.00-13.30)

B. The Second ActionTeaching listeningcomprehension bySTAD with the topicBirds -Report (one ofgenre types)

The second

science classof

SMAN 2

Salatiga


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3

Saturday, May 11 th,

2013 (12.00 -13.30)

CYCLE II

A. The First ActionTeaching listeningcomprehension bySTAD with the topicThe Fox and theGrapes - Narrative (oneof genre types)

The second

science classof

SMAN 2

Salatiga

Thursday, May

16 th, 2013

(12.00-13.30)

B. The Second ActionTeaching listeningcomprehension bySTAD with the

topic The Flies and theJar of Sweets -

Narrative (one of genretypes).

The second

science classof

SMAN 2

Salatiga

4 Thursday, May30 th,

2013Final assessment

The second

science classof

SMAN 2

Salatiga

(Source: SMAN 2 Salatiga, 2013)

C. The subject of the research

This research was conducted to the secondgrade students of SMAN 2

Salatiga in the Academic Year of 2012/2013. The total of the second grade

students is 310. The students of second science class are selected as the subject of

the study which is of 34 studentsspecifically consists of 8 males and 26females.

They were selected on the basis of the preliminary observation, which showed

that students had low achievement in listening skill. Here is a list of the students:

Table 3.2 Subject of research

NO STUDENT NUMBER NAME


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1 7716 AHMAD KHOIRUL HUDA2 7610 ALFIANI DWI RUKMANA3 7614 ARMA EKO SULISTYO N.P4 7615 AYU QURAISIN NUR FAZRIAH5 7824 AYUDYA APRILENA6 7798 DETA PRASETIA WIBAWA7 7720 DEWA SATRIA KUSUMA8 7620 DIMAS ADITYA PAMBUDI9 7621 DWI AFNAN PUJI ASTUTI10 7834 ELITA RISCA ARDITA11 7801 GATOT BAGUS SAPUTRO12 7584 HESTI KURNIA RAHMAWTI13 7728 ILMA KURNIA ISNANI

14 7874 INDAH KURNIAWATI15 7657 INTAN KUSUMA WARDHANI16 7587 IRMA LUV'YATTUL HANIFAH17 7875 ITSNA AYU NUR WIJAYANTI18 7658 IZAS AMELINDA DISTIANA19 7659 KRISNADWIVA20 7661 LENA TRI UTAMI21 7630 MAEDA ROSEDIANA22 7663 MERRYANA TRI23 7591 MEYTANIA SAPUTRI24 7697 MIRNA LINGGAR PERTIWI25 7699 MONIKA ANTARISTI26 7774 NOVIA NUR PUSPITASARI27 7665 NOVIAPUSPITASARI28 7595 ORNASTYA PRATIWI29 7596 PANJI ABDUL MALIK30 7668 RIFANI FATMA31 7599 SELLY YULIASTANTI32 7888 TITIN ULAN AGUSTIN

33 7783 TONI AZHAR34 7604 ULINNAHIYATULWACHIDAH


D. Collaborator

Collaborator in the classroom action research was a person who helped the

researcher to collect the data. The collaborator in this research is An English


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teacher of SMAN 2 Salatiga in the second grade student. He is Drs. F.Y.

SigitSupriyanto.

E. Procedure of Research

This research used a classroom action research. Actually there are varieties

of procedures of research, but the researcher selects Kemmis and Mc Taggart

Model in Hamzah (2012), MenjadiPeneliti PTK yang Profesional as the

measurement in this study.

The researcher did the research in two cycles in every cycle include two

meetings; those were cycle I, and cycle II. The steps in every cycle were same.

There were four steps in one cycle for doing classroom action research. They were

planning, action and observation, and reflection. The steps of action research

could be presented as follows:

Table 3.3

THE PROCEDURES OF CLASSROOM ACTION RESEARCH

Kemmis and Mc Taggart Model

Action IPlanning ISet of

problem

CYCLE I

Reflection I Observation ICYCLE II

New problemfrom Reflection

I of problem

Planning II Action II


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a. Planning

In this stage the researcher conducted some activities to make the

teaching and learning process interesting. The researcher arranges the lesson

plan based on the teaching material, improves the teaching strategy, prepare

the teaching aid and also prepares the sheet of the observation to observe

teaching and learning process in this cycle.

b. Action

Doing the activity based lesson plan which is made. In teaching and

learning activity, the students are guided to study listening comprehension

through Student Teams-Achievement Divisions (STAD) and here are some

steps:

1) Giving a brief explanation of the material of listening

comprehension.

2) Applying Student Teams-Achievement Divisions.3) Providing worksheet

4) Stimulate the students to do the task.

5) Closure activity

In the end of teaching and learning activity in every cycle, the teacher

gives a test to evaluate the students result for teaching and learning process.

Observation IIReflection IIIf the problem

has not finishedyet

NEXT STEP


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c. Observation

Observation is madeduring thelearning processshould beongoing

andobserverdoes a collaborationin implementation with the English teacher of

the class. The observer of the research was the researcher. Here were the

instruments used:

1) Field note

2) Collecting data (students score)

d. Reflection

A reflection was an effect to inspect what has been done. The result of

reflection was used to establish the next steps of the research. This research

was designed in classroom action research. It was purposed to improve student

listening comprehension. Before doing the cycle, the researcher used

preliminary research to identify the problems in teaching and learning process.

There were two cycles in this classroom action research. They were first cycle,

and second cycle. Each cycle had several steps such as identifying area focus

(planning), collecting data (action), analyzing and interpreting data

(observation), develop an action planning (reflection).

The researcher s reflection was done by discussing with hi s

collaborator. Note of lack, incompatibility between action and scenario ordifferent response of students that expected. They were analysis of the

observation, identification of the problem and find out the alternative decision

of the problem.

F. Technique of collecting data


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3. Interview

Interview meant dialogue that was done by an interviewer to acquire data

from an interviewee (the English teacher as the collaborator). The researcher

gave the questions and digged for the deeper information about using Student

Teams Achievement Division (STAD) in teaching listening comprehension in

the classroom. The interview as conducted on May 29 th, 2013 at 1 A.M in the

teacher office.

4. Test

Test is a method of measuring a person s ability, knowledge, or

performance in a given domain (Brown, 2004: 3). In this classroom action

research, the researcher provided preliminary assessment and final assessment

to evaluate how far the students understand listening comprehension.The

assessment was done to know students achievement so that the researcher

knows the students improvement can be reached by the students.

There are many types of test in listening and the researcher selects

objective test as the measurement of the test. The objective test is a test that

asked the students to fill in the blank space with the correct answer times to

five (http://penelitiantindakankelas.blogspot.cc/2013/04/jenis-jenis-tes.com)

and the researcher combines the scoring system from Slavin (Rusman,2011:216), STAD (Student Teams Achievement Divisions)here are the description

of the scoring system:

a) Individual Score

No Test ScoreDevelopment

Score1 More than 10 points under first score 0 point


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2345

10-1 points under first scoreQuiz score until 10 points upper first scoreMore than 10 points upper first scoreAnswer sheet is perfect (apart from firstscore)

10 points20 points30 points30 points

b) Team Score

Average score of team = addingthe team development score

Members of the team

No Average Score Development Score

1234

0 < N < 56 < N< 1516 < N


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M : the mean obtained

x : the sum of the students value

N : the number of subject

H. Achievement Indicator

The students success and failure in doing the activities assessed by

referring criterion issued by SMAN 2 Salatiga, namely Achievement Minimum

Score (KriteriaKetuntasan Minimal). A material could be successfully taught if

students had minimum score 7.0.

In this research, the researcher determined the criteria of students achievement:

1. The percentage of mastery for each the component of science process skills is

successful is it reached the limit of minimum passing score 7.0.

2. There is increasing percentage of the mastery of science process skills during

the learning in each cycle.

I. School Profile

School Profile

a. School name :SMA Negeri 2 Salatiga

b. School main number :301036204003

c.

Accreditation : Ad. Address : Tegalrejo Street No.79

e. Telephone : (0298) 322250

f. Post code : 50733

g. Village : Tegalrejo

h. Subdistrict : Argomulyo


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i. City : Salatiga

j. Province : Central Java

k. Founded : 1983

1. Vision, Mission and School Objective

A. Vision

To create an institution with excellent graduates in achievement, devout,

pious, care to environment and to able to compete in global era.

B. Mission

To actualize the vision SMA Negeri 2 Salatigahas mission as follows:

1. Conducting teaching and learning effectively and efficiently.

2. Doing Cooperation with university or other institutions.

3. Conducting academic activity and non academic as a place for

students to develop self potential.

4. Implementing school rule consistently.

5. Increasing life spirit and create harmony between religion

communities.

6. Conducting extracurricular periodically that can grows students

social care.7. Creating school culture that cares and loves environment.

8. Involving students parent to give guidance about good attitude.

9. School carries out coordination and communication with students

parent, society, government institution or non government

institution.


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10. Conducting self development program to recognize self-potentials.

C. Objectives

1. School develops curriculum.

2. School has/achieves standard content (curriculum) in 2008.

3. School has/achieves process learning standard includes in the year of

2007,

Conducting learning with CTL strategy

Conducting approachtotal learning.

Conducting innovative learning.

4. School has/achieves education standard and educator staff based on

SPM the year of 2008.

5. School has/achieves infrastructure in the year of 2009.

6. School has/achieves school management standard.

7. School has/achieves competence standard, achievement standard and

graduate standard.

8. School has/achieves school budgeting standard.

9. School has/achieves national standard in international level.

2. School Organization Structure

Table3.4SCHOOL ORGANIZATION STRUCTURE

NO NAME OF TEACHER POSITION

1 Drs. Soenardjo School committee

2 Dra. YuliatiEko A.,M.Pd Principal

3 Giyarni Administration Coordinator


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4 Dra. Hendrawati Curriculum vice Principal

5 Dra. Sulastri Student vice Principal

6 SitiPurwatiningsih,S.Pd Infrastructure vice Principal

7 Dra. NurRochmah Society relation and cooperation

coordinator

8 Ngaidin,S.Ag Board of Student Organization

9 MokhTohari, S.Pd Board of Scout organization

10 Herry Tri Agung BS Head of library staff

11 Drs. FY. SigitSupriyanto Language laboratory staff

12 Sugiyanto, S.Pd Head of Science laboratory staff

13 Dra. Istiani Head of guidance and counseling

staff

3. The situation of teacher of SMAN 2 Salatiga

The staffswho work in SMAN 2 Salatigaare generally state officials and

certificated. Here list the list of educator staff as follows:

Table 3.5

NO NAME DICIPLINE

1 SitiPurwatiningsih,S.Pd Biology

2 Dra. YuliatiEkoAtmojo,M.Pd Education Management

3 Drs. Purwanto Physics

4 Drs. Guyu[p Widadi Physics

5 Dra. Istiani Guidance and concealing

6 Drs. Moch. Slamet Electrical technique


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7 Dra. Sri Sulasmini PMP

8 Dra. Sulastri Chemistry

9 Dra. Tri Waryatun Regional Language

10 Dra. PenySetyaningsih Economy

11 Dra. EniHaristiyati PMP

12 Sri Rahayu,S.Pd Indonesian

13 Dra. Kadarwati English

14 Dra. Hendrawati PDU

15 Dra. Budiani D.S English

16 Sri SubektiS.Pd Indonesian

17 Sugiyanto,S.Pd Physics

18 NingWulantin, BA Biology

19 Dra. RonnaSimangunsong Mathematics

20 SupraptiRahaju,S.Pd History

21 Dra. Nurrahman Chemistry

22 Sri Sawarti,SP.d Guidance and counseling

23 Ennyhandayaningsih,S.Pd Economy

24 Partijah,S.Pd Mathematics

25 NaniWidiastuti,S.Pd History

26 Dra. PramasttutiSwastiMurdani Geography

27 Dra. Puniyem History

28 Dra. Maria Suharsini,M.Si Biology

29 Dra. Danoto Art


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30 Ngaidin,S.Ag Islamic education

31 MahaniAssagaf,S.Pd Physics

32 Dra. Suratmini Art

33 Drs. FilipusYosefSigit S English

34 MokhTohari,S.Pd Mathematics

35 MasnunSuaedi,S.Pd PMP-KN

36 Drs. WaqofAdroi,M.Ag Islamic education

37 Rohmat,S.Pd Guidance and counseling

38 Suratno,SPd English

39 YuliHartanti,S.S Indonesian

40 Sofiatinnajah ,S.Pd Physics

41 Kun Murtiastanti,S.Pd Mathematics

42 Paryanti,S.Pd Mathematics

43 Ariantowibowo,S.Pd Art

44 Suwandi,S.Pd History

45 Sri Lestari,S.Pd Indonesian

46 NurEndahSetyorini,S.Pd English

47 Sulistyaningsih,S.Pd Biology

48 Sugiono,S.Pd Economy

49 WiwikIndriastuti,S.Pd Geography

50 Tri Hastuti,S.Pd Geography

51 Indah Ismiyati,S.Pd English

52 Dra. FerinaDyahPeniPuspita Social Science


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9. X9 35

10. XI IPA 1 33

11. XI IPA 2 34

12. XI IPA 3 33

13. XI IPS 1 37

14. XI IPS 2 38

15. XI IPS 3 38

16. XI IPS 4 38

17. XI IPS 5 38

18. XI BAHASA 1 21

19. XII IPA 1 34

20. XII IPA 2 34

21. XII IPA 3 35

22. XII IPS 1 32

23. XII IPS 2 33

24. XII IPS 3 32

25. XII IPS 4 33

26. XII IPS 5 34

27. XII BAHASA 31


5. Infrastructure

The whole school width is 28850 M 2. The width of buildingis3.812

M2, yard width is20 M 2, the width of sport field is7.740 M 2 dan luas kebun

3.4162 M 2and the width of other area is 13.583 M 2.


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Table 3.7

Infrastructure list of SMANegeri 2Salatiga:

No Room Total Width(M 2)Condition

Good Bad

1. Room 26 1.575 V

2.

Laboratorium

a. Physics 1 225 V

b. Biology 1 225 V

c. Chemistry 1 219 V

d. Computer 1 126 V

e. Language 1 255 V

f. Social science 1 180 V

g. Multimedia 1 63 V

3.Conventional Library

Room1 150 V

4.Multimedia Library

Room1 96 V

5. Meeting Public building 1 408 V

6. Hall 1 600 V

7. Mosque 1 117 V

8. Student health unit 1 21 V

9. Cooperation 1 24 V

10. Concealing room 1 21 V


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11. Principal room 1 63 V

12. Teacher room 1 108 V

13. Administration room 1 63 V

14.Student Organization

Room1 9 V

15.Rest room for women

teacher1 12 V

16.Rest room for men

teacher2 12 V

17. Rest room for students 8 113 V

18. Storehouse 1 12 V

19 Teacher workshop room 1


CHAPTER IV

RESEARCH IMPLEMENTATION AND


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DATA ANALYSIS

In this chapter, the researcher would like to describe and discuss the

research implementation and data analysis. As mentioned in the previous chapter

that in this research, researcher wanted to describe the implementation of using

Student Teams-Achievement Divisions (STAD) to improve students listening

comprehension and to find out, analyze how was the improvement of students

listening comprehension after being taught by using STAD. In this research the

researcher used classroom action research. Its purpose s were to know students

ability in understanding listening comprehension.

A. The Students Improvement and Analysis of Listening comprehension

afterusing Student Teams-Achievement Divisions Method

In this research, the researcher used classroom action research. It

purposed to know whether there is improvement of students listening

comprehension by using Student Teams-Achievement Divisions (STAD) or not

after taught by using STAD. In this finding, the researcher would analyze the

result of research according to data collected which was conducted though pre

test, cycle I, cycle II and post test. In each cycle consisted of two meeting in

classroom.

1. Analysis of Preliminary Assessment

The pre test was conducted on Saturday, April 27 th, 2013. In this

activity the researcher did the observation during the teacher taught in the class


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then the researcher asked for the teacher to do listening test as the researcher

planned with the teacher in the last minutes of the study. The test was done at 1

P.M after the teacher explained the material. It was followed by thirty four

students as participants of the listening test. The researcher gave thirty minutes

for the students to do the test. The purpose of the test was to measure the

students listening comprehensio n.

After finished the test, the researcher asked them to collect their test.

They said that listening was difficult, because they often found unclear word

and expression of the speaker of the listening test. Then, after implementing the

test, the researche r assessed the result of the students test.

Table 4.1

Preliminary Assessment

No Name Preliminaryassessementt1 Ahmad Khoirul Huda 5.02 AlfianiDwiRukmana 7.03 ArmaEkoSulistyoNugroho 7.54 AyuQuraisinNurFazriah 7.55 AyudyaAprilena 8.06 DetaPrasetiaWibawa 5.07 DewaSatriaKusuma 8.08 Dimas AdityaPambudi 7.59 DwiAfnanPujiAstuti 7.5

10 ElitaRiscaArdita 8.0

11 GatotBagusSaputro 4.512 HestiKurniaRahmawti 7.013 IlmaKurniaIsnani 6.014 Indah Kurniawati 7.015 IntanKusumaWardhani 6.516 Irma Luv'yattulHanifah 7.017 ItsnaAyuNurWijayanti 7.518 IzasAmelindaDistiana 7.519 KrisnaDwiva 6.020 Lena Tri Utami 6.5

21 Maeda Rosediana 6.0


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researcher intended to help them to improve their listening comprehension by

using Student teams-Achievement Divisions method.

2. Analysis of Cycle I

a). Planning

The activities are preparing:

a. Materials first meeting; kangaroo, second meeting; Bird , lesson plan,

designing steps in implanting the action.

b. List of students name

c. Teaching aids (slides of PowerPoint, certificate, activity sheet etc.)

d. Observation Instrument.

e. Test; objective test (twenty questions).

b). Acting

1). the first meetingImplementation (Cycle I)

On Thursday, May 2 nd, 2013 at 12 A.M 1.30 P.M. The writer

as the teacher of the class and researcher coordinated lesson plan to his

collaboratorto make it sure that the instrument completed. He invited the

researcher went to the eleventh science classroom. The researcher looked

some of students were still in front of the class to wait the teacher. Then,

when they looked Mr. Sigit (the English teacher) as a collaborator of theresearcher walked on toward the class they came into the class

immediately.

List of Students team names in STAD

Table 4.2

TEAM NAME Member TEAM NAME Member


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SWEETIE

1. Elita2. AyuQuraisin3. Intan .K4. ArmaEko

SMILE1. Maeda2. IlmaKurnia3. AyudyaAprilena4. Ulinnihayatul


SPIRIT1. ItsnaAyu2. DwiAfnan3. Monika4. MirnaLinggar

COMINGSOON

1. HestiKurnia2. RifaniFatma3. IzasAmelinda4. DewaSatria


STRAWBERRY1. Lena Tri2. KrisnaDwiva3. Indah K4. Titin Ulan

ANGLE 1. Merryana2. Meytania3. NoviaNur4. NoviaPuspita


NIGHT MOON

1. Khoirul Huda2. Selly Y3. Irma4. AlvianiDwi

5. Ornastya

NO NAME

1. Dimas Aditya2. GatotBagus3. DetaPrasetia4. Toni Azhar

5. Panji Abdul(Source: SMAN 2 Salatiga,2013)

Students : Stand up please, Good morning Sir

Collaborator : Good morning, Students and how are you?

Students : We are fine, sir

Collaborator : That sounds great. Ok as you did pre-test from Mr.

Wafa In the previous meeting and today he will do

classroom action research in this class for about

one month?

Merryana : What is classroom action research?


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Collaborator : Classroom action research is a kind of research

that is conducted in the class to increase students

grade and skill. Let s get started, H elp Mr. Wafa to

do research and follow his instruction

enthusiastically. Time is your Mr.Wafa. Please,

come up

Students : We will help him, Sir

Teacher : Nice to be in your class, today I will take Mr.

Sigit s class to do research and the purpose of my

research is the use of Student Teams-Achievement

Divisions to improve student listening

comprehension.

Arma : Mas, pelajaran listening itumbosenin, suarabule

nyatidakjelas (Older brother, listening is boring

subject, the foreigner s speaking is not clear)

Teacher : Ok, Good assumption smart boy, let me tell you

the rule in the class:

1. No texting during the teaching and learning

activity.2. No saying profanity in the class.

3. Raise your hand to speak or to ask permission to

leave the class.

4. Do not make any noise.

5. Listen to the teacher while explaining material


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and if you break the rule, please take one card

and memorize the words in front of the right

corner of the class. If you finish, you can

report the words and you can back to your

seat. Everyone, stand up please and now give

applause for your respect and appreciation.

Now take outyour note, this meeting we will

study about Report text. Anyone knows what

the report is?

Merryana : Is the report about retelling something, Elder

brother?

Teacher : It is almost correct, any additional information or

help for Merryana?

AyuQuraisin : I don t have any idea, Elder brother

Teacher : OK, now look at the screen on the wall and read

aloud the definition of report text?

Students : Report is a text which presents information about

Something. It is as a result of systematic

observation and analyses.Teacher : That s very smart, gi ve applause for your selves

Students : Clap..clap

Teacher : In report text you will find the generic structure

and there are two structures, we can call GE-DES ?

Students : What GE-DES, Elder brother.


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sheet is perfect (apart from first score) you will get

thirty points

Angel team : What kind of reward will you give, Mas (elder

brother)

Teacher : I will give a certificate for the team and for the

team that get two certificate can be exchanged to

one package of chocolatos (a kind of chocolate)

and I hope that you must do and cooperat in

the team to develop your score because it could

help your team score to be the best team if you

did the best. OK class and now pay attention the

technique to dig the information of the text using

5 W + 1 H. Who is the actor discussed?, What is

thing is discussed?, Where : Focus on the place

you find in the text, When : You must focus on

the time is mentioned and How : just focus the

way or the process happens in the text , you must

understand in the text, or if you have question just

ask because after doing this text in team I will play the listening test and you must focus the

listening by using this technique. Do you

understand?

Students : Yes, we do, elder brother

Teacher : These are activity and answer sheet for your team,


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you can use activity sheet for your team

discussion and the answer sheet is for yourselves

in doing the quiz after you discuss the material or

technique in your team and now I will set the time

for about 7 minutes then I will ask the team

randomly for the team that is not finished the task

must sing the song on the screen. Do you

understand?

Students : Yes, We do

(Students discuss the topic in the team)

Teacher : Times is up let me check your team work and

whose team do not finish yet. They must stand up

and sing a song like the lyric on the screen.

Smile Team : The Sweetie team plays trick they do not finish,

elder brother.

Teacher : Smile team listens to me, no pointing and accusing

other team that s part of the class rule, isn t it? Now I

will ask the teams randomly, tell the information you

got in the text?Students : Kangaroo: What, Australia: Where

Teacher : Is any additional information?

Students : Kangaroo runs at speeds of over 45 kilometers per

hour.

Teacher : Good job, any other teams? How about you, Spirit


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(name of team in the class)

Student : Kangaroos ate grass and plants!!!

Teacher : Humm..a brilliant answer, Spirit. All of you had

know the technique in analyzing the information

in the text, so it was time to do the quiz or test and

I gave you twice in playing listening of test then

you must go back to your first own seat and I

hoped you to apply the technique that you

discussed in the team, share the information you

understood to your own team. Any question so far

before doing the quiz?

Students : No, sir. We are ready o do the quiz

Teacher : Are you ready to listen to this test carefully?

Night moon : Wait a moment, Elder brother

Teacher : Don t take too long, N ight moon. I will count

down to ten before starting the test .. ( one

..two..three -- ten)

(The team listened the test before doing the task individually)

Students : Could you play again, Elder brother? (smiling)Teacher : No more additional playing. I will clap my hand

and you must move from your team to your first

own seat.

Students : That will be terrible for my team, elder brother

Teacher : I was sure that you could do the best for your own


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teams

Students : We hoped so, elder brother

(The teacher played the test in three times)

Teacher : I gave you three minutes to fix and rechecked your

own work. And If I clap three times you must

exchange your work with seatmate and correct

your seatmate.

Students : Five minutes, elder brother

(The teacher clapped his hand three times and students started

exchanging their work)

Teacher : Now, look at the answer in the screen on the wall

the answer. The first answer is?

Students : Number one was Animal, two; whale, three; reach,

four; thirty etc.

Teacher : Good job, class and your duty is to correct your

seatmate score with the scoring system is the

correct answer times five. I give you 3 minutes to

score your seat mates work then I will call the

student name and for the correctors just mentions

the score.

Angel team : We are sure we will be the winner. (laughing and

smiling)

Teacher : Just se

“the use of student teams-achievement divisions - stain salatiga_3

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