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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 WAFA
11309016

ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY
STATE INSTITUTE OF ISLAMIC STUDIES (STAIN)
SALATIGA
2013

MINISTRY OF RELIGIOUS AFFAIRS
STATE INSTITUTE OF ISLAMIC STUDIES (STAIN) SALATIGA
Jl. Tentara Pelajar No.2 Phone: 0298 323706 Salatiga 50721
Website: www.stainsalatiga.ac.id, E-mail:administrasi@stainsalatiga.ac.id

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 of
this thesis. Other writer‟s opinion or findings included in the thesis are quoted or cited in
accordance with ethical standard.

Salatiga, August 26th, 2013
The writer

Zaenul Wafa
11309016

.

MOTTO “…Allah will raise those who have believed among you and those who were given knowledge. by degrees… (The noble Alquran [58]: 11) .

3. especially Ali masykur. thank for serving attention and pray for me. Salatiga. 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. My father and mother.DEDICATION This graduating paper is dedicated to: 1. Didin. especially in TBI A 2009 and my gratitude are to Mansur Hidayat for his help and encouragement. . Arhamtul and Takmila. Sigit Purnomo. thanks for the entire thing that you give to me. All my friends in Tingkir lor. 4. My sisters. 2. Himatul. Munawar Said. All my friends in TBI.

Setia Rini. very good advice as well as suggestion and encouragement during consultation. M. M. 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 2012/2013”cannot be finished without any support. thanks for her patience in providing careful guidance. 2. as the Rector of State Institute of Islamic Studies (STAIN) Salatiga.A. and help from the other people. M. All lecturers in English Department Faculty for valuable knowledge. his colleague. Mrs. For that. the writer wants to say thanks very much to the honorable figures: 1. as the chief of English Department of STAIN Salatiga. guidance. Imam Sutomo. Mrs. as the consultant of the writer. 3. Invocation and Salutation may be granted to our noble prophet Muhammad Pbuh as the best figure in this universe and his family. his followers who has brought Islam until this present. 4. guidance.ACKNOWLEDGEMENT Praise be to Allah who has given blessing and mercies so that the writer can finish in creating this graduating paper.Pd.Ag. by the honor of this. . Dr. Mr. and advice during the years of my study in STAIN Salatiga. helpful corrections. She triggered to find out and to think procedurally and systematically. Maslikhatul Umami. As human who has the weakness and limitations.

there are still lots of people who cannot be mentioned one by one who helped in finishing this thesis. and also the school administration staff. especially for the writer and generally for the reader. Dra.Yuliati Eko Atmojo.Pd as the principal of SMAN 2 Salatiga who had allowed the writer to carry out the research in the school and Drs. may this thesis is useful. 7. Hence. 8. Salatiga. 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.5. Sigit Supriyanto. The writer realizes that this thesis is still far from completeness. may the goodness be charity and get the reward from Allah SWT. By expecting pray. 2013 The writer Zaenul Wafa . Finally. 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. Last but not least. August 26th. 6. the writer so expects constructive suggestion and criticism from all sides for the advantages of this thesis. My beloved father (Muh Zaini) and my mother (Rosidah) and sisters (Himatul. M. the writer expects. Arkhamatul and Takmila) in Yogjakarta who always give motivation and pray for the writer.

.................................................. 9 ....... Limitation of the problem ........................................................................................................................................................................................ vii TABLE OF CONTENT ................. v DEDICATION ........................................................... ix ABSTRACT................................................. 6 G................................... 5 D................................................ The outline of the thesis presentation ..................................................................................................................................... 5 E......................................... 1 B................................................................... Research Question ............................................................................................................................................ Review of Related Research ..................................................................... 6 H. vi ACKNOWLEDGEMENT ............................... iv MOTTO .............................................................................. Hypothesis of the Study ............... 8 J.............................................. 8 I................................ ii ATTENTIVE CONSELLOR‟S NOTES ................................. Background of Study ................................................................................................................................................................................................ Pedagogical significance .............. xiii LIST OF TABLE ...................................................... Objectives of the Study ....................................................................................... 5 F..................... Classification of key term .............. The identification of the problem ................................................................................................................... xiv CHAPTER I INTRODUCTION A........... i DECLARATION .................................................................. 4 C.............TABLE OF CONTENT TITLE PAGE ................................................. iii STATEMENT OF RATIFICATION......................

.. 17 6.................................................................... 21 D................................... 12 2.................. Definition of Teaching ............................................................ The Characteristics of Classroom Action Research ................... 27 1......... Collaborator ............................................................................................... 22 E............................................. 28 3.......................... Types of Listening...................................... 14 4................................................. 30 C..................... The Process in Listening Comprehension ....................................................... 11 B... Setting and time of the research .................... 26 CHAPTER III RESEARCH METHODOLOGY A.................................. 11 1.................................. The Objectives of Classroom Action Research ........ Teaching .......................CHAPTER II LITERATUR REVIEW A............... 11 2. Listening Comprehension ............ 16 5..... The Principles in Listening Comprehension ............................ The components of STAD ................... Implementation Guide and STAD Procedure ..................................... 12 1................................................................................................................ 29 B... 13 3........................................ Student Teams-Achievement Divisions (STAD) Method .......... The Method of Research ........................................................................... General concept of Teaching .... 27 2.... 20 1..................................... The importance of Listening ............................. 31 D................. The subject of research. 20 2.......... 18 C............................. Definition of Listening .................................. 33 ........................................ Classroom Action Research (CAR) ........ General concept of Listening ...... Advantage of using Student Teams-Achievement Divisions ...... Definition of STAD ...........

............................................. 53 3...................................................................................... 98 B.................E........ Mission and School Objective .......................................................................................... Analysis of Cylce I .......................................... 40 1........................................ Technique of Analysis data ........................................ 43 4........................................ Vision....................................................... 93 B....................... 36 G............................ 42 3.......... 96 CHAPTER V CLOSURE A........................................................ The Situation of Students ................................................ School Organization Structure ............................... 39 H................................. School Profile ..................................................................... Suggestion ...... 47 CHAPTER IV RESEARCH IMPLEMENTATION AND DATA ANALYSIS A..... Conclusion .................................. Analysis of Preliminary Assessment (Observation) ............ the Students‟ improvement and analysis of listening comprehension after being taught by using Student TeamsAchievement Divisions (STAD) .............. Achievement Indicator ............................ Analysis of Cylce II ... 40 2............................... Technique of collecting data......... 50 1.... Discussion ........................................................................................ Analysis of interview with the teacher .................... Infrastructure ........................ Procedure of Research ............... 51 2............... 33 F........... 99 BIBLIOGRAPHY APPENDICES CURRICULUM VITAE ....................... 39 I.................... 76 4....................................................... The Situation of teacher of SMAN 2 Salatiga . 46 5..................................

in the first meeting of cycle I was 7.. the participants are the second grade students of SMAN 2 Salatiga which consists of 34 students. (b) To analyze and evaluate how is the improvement of Listening Comprehension after using Student Teams-Achievement Divisions Method. the researcher took a test of their improvement in each cycle. There are two cycles in every cycle include two meetings.M.6 then in cycle II. Teaching listening comprehension using STAD is aimed to improve students‟ listening comprehension skill. The teacher only asked for the students to pay attention what the teacher said and the students did the listening comprehension test. the second meeting was 7. The data collection techniques used in this research are documentation and test. This research was done in six meetings with the different types of material. listening comprehension. .0 and the final assessment was 8. the second meeting was 8. State Institute of Islamic Studies. The background of the study is the students have difficulities in understanding listening comprehension. classroom action Research. those are cycle I. Its purposes are : (a) To describe how Student Teams-Achievement Divisions Method is implemented to improve Listening Comprehension of SMAN 2 Salatiga in the academic year of 2012/2013. (2) How is the improvement of Listening comprehension after using Student Teams-Achievement Divisions Method?.3.The problem of this research can be stated as following question: (1) How is the implementation of Student Teams-Achievement Divisions Method to improve Listening Comprehension of the second grade students of SMAN 2 Salatiga in the academic year 2012/2013?. To develop listening skill the teacher needs a method that will make students enjoy and easy to understand listening comprehension. Consultant: Setia Rini. English major.ABSTRACT Zaenul Wafa (2013) : “THE USE OF STUDENT TEAMS-ACHIEVEMENT DIVISIONS METHOD (STAD) TO IMPROVE LISTENING COMPREHENSION OF THE SECOND GRADE STUDENTS OF SMAN 2 SALATIGA IN THE ACADEMIC YEAR 2012/2013”. It is aimed to improve students‟ participation and comprehension in listening. In this research. because in the teaching and learning process the teacher still used traditional method. In the mean of preliminary assessment was 6. Student Teams-Achievement Division Method (STAD) is a method that can be used in teaching listening comprehension. and cycle II. Tarbiyah Faculty.8.9. Graduating paper.4. The result of the research showed that the students‟ listening comprehension skill improves significantly and the students also enjoyed in teaching listening comprehension using STAD. the first meeting was 7. This research design is classroom action research.Pd Keyword: Student Teams-Achievement Divisions (STAD).

3 Individual score of cycle I (the first meeting) Table 4.LIST OF TABLE Table 3.7 Infrastructure list of SMA Negeri 2 Salatiga Table 4. Table 4.1 Preleminary assessment Table 4.5 Situation of teachers in SMAN 2 Salatiga Table 3.8 Individual score of cycle II (the second meeting) Table 4.7 Individual score of cycle II (the first meeting) Table 4.2 List of Students‟ team names in STAD Table 4.11 The result of the final assessment Table 4.6 Situation of students Table 3.10 Instrument of Observation Table 4.9 Team score (Cycle II: the first meeting and the second meeting) Table 4.3 The Procedures of classroom action research Table 3.4 School Organization Structure Table 3.2 Subject of research Table 3.12 Students‟ Score Improvement .4 Individual score of cycle I (the second meeting) Table 4.1 Research Schedule Table 3.5 Team score (Cycle I: the first and the second meeting).6 Instrument of Observation Table 4.

(Oxford Learner‟s Pocket Dictionary.CHAPTER I INTRODUCTION A. English subject in Indonesia has several goals. We can take a look how important to master English in our country. The dimension of the subject is: listening. Lots of people use English as medium of communication to contact or cooperate among people in difference countries in the world. Junior High School. That is not surprising news because there are many outstanding universities suggest an applicant to attach English proficiency for instance TOEFL. both formally or informally. in the form . Senior High School and University. train language skill and able to communicate spoken and written to prepare students to confront knowledge and technology development in globalization era. English is universal language. the standards of competency for the graduates in this country are the competence to understand the meaning in interpersonal and transactional oral text. speaking. 2008: 247) Language is a system of communication in speech and writing used by people of a particular country. reading. In relation to listening skill. Through language one generation can transfer their knowledge to the next generation. Background of Study Language is a device which is used by human being to communicate and transfer knowledge from time to time. IELST and others. It plays an important role in the entire human lifetime. writingand one of four skills has to be mastered is listening. Even the government sets English as main subject in Elementary School.

The teachers attach the listening aspect of listening skill in lesson plan. procedure. On the contrary. They do not even get sufficient portion of learning in the classroom. In addition. 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. Moreover. news item. analytical exposition etc. Good communication depends on the way a listener can understand what a speaker says.of recount. 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.However it also must be supported by other language components such as grammatical. 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. but they do not teach listening comprehension as they make in the lesson plan. narrative. Actually there is misconception in teaching listening in our country. Listening in teaching and learning process is often neglected by a teacher. the better will be their ability to communicate. Some teachers have tendency to force student to understand as much as possible words on the tape. The better students can understand what is being said. report. 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. descriptive. Listening comprehension is a key initial step in communication. grammar or speaking rather than to teach listening as unity of language aspect that must be mastered. vocabulary and pronunciation. . Teachers in Indonesia also would prefer to teach reading.

The method was quite good for years but in recent years some students are not interested in the listening class. . Thus.In addition. Actually. the researcher concluded that the failure of teaching listening was English teachers just used traditional technique to teach listening. teachers must choose the learning methods that are appropriate to the characteristics of learners. 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. They need learning variations in the class so that why they are not bored in the class. 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. 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. a teacher is an educator. 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. They provided a worksheet and students must find missing words based on the listening on the tape. 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. Educators are adults with all abilities that can change the mindset of their students from not knowing to knowing and mature students.

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”. 3. there are some problems that arise.The problems identified are as follows: 1. are: 1) The students‟ improvement in listening comprehension skill. C. 2) The improvement of students‟ listening skill by using Student TeamsAchievement Divisions (STAD) Method in teaching listening comprehension. The teacher used to applying the lecturing method in teaching listening comprehension.Due to the fact found. The students got difficulties in comprehending spoken text. 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. 2. 4. The identification of the problem Based on the background of the study. The students lacked of concentration of the teaching and learning process. B. The teacher tended to test listening comprehension than to teach listening comprehension. .

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. D.3) The subject in this research is listening comprehension ability of the second grade students of SMAN 2 Salatiga. 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. Teacher Teachers are expected to enrich their teaching method and develop their creativity in teaching Listening toward an ideal classroom. . To analyze and evaluate how is the improvement of Listening Comprehension after using Student Teams-Achievement Divisions Method? F. 2. 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. Pedagogical significance The outputs of this study are expected to be useful for: 1. Objectives of the Study 1. Student Students are expected to be able to improve their listening comprehension through Student teams-achievement divisions.

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. no part of which contradicts. instructing and teaching.3. guiding in the study of something (Brown. STAD consists of five components. Method An overall plan for the orderly presentation of language material. It is activities of that impart knowledge or skill. class presentation. team. 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.1963:95). Writer The writer hopes that this study can facilitate himself and the English learners in Listening Comprehension through Student Teams-Achievement Divisions Method (STAD). 3. 2000: 7). Furthermore. 143). teaching . Teaching Teaching is showing or helping someone to learn how to do something. 2005. and all of which is based upon the selected approach (Anthony. quiz. Slavin. scoring and team recognition (Robert E. G. The activities of teaching involve educating. 2. giving instruction. Classification of key term Here are some definitions as a guidance to understand the terms of this study: 1.

Improving Become or make something or somebody better (Oxford Learner‟s Pocket Dictionary. 2005:117). It includes the process of progression in human‟s ability and proficiency. 2008: 26). Classroom Action Research (CAR) is a research designed to assist a teacher to find out what is happening in his or her own class and to determine actions for future improvement. In listening comprehension Student not only must interpret what they hear but pay attention to the speakers as well to catch the meaning. 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. Furthermore. the hypothesis of this study stated that: “Student Teams-Achievement Divisions . 2008: 222). 5.listening is a teaching concentrated on listening comprehension of the research object. Listening is the early skill that humans possess if they do not have listening disorder. 4. Hypothesis of the Study Based on the background of study. It indicates that the basic unity of theoretical and practical knowledge (Basrowi. statement of the problem. H. 6. Action Research Classroom Action Research (CAR) is systematic study from a group of teachers to conduct actions in learning based on their reflection.

he identified that the use of STAD can help students to comprehend the text and answer the question. the outline of Paper In order to make easy to understand this thesis. the researcher uses a system of presentation as follows: . The implementation of Student Teams-Achievement Divisions (STAD) is reasonable because it can give students great motivation to learn English (QurotulAin. In the paper. 2011: 35).Method (STAD) can improve Listening Comprehension of the second grade students of SMAN 2 Salatiga in the academic year 2012/2013”. STAD is not only easier to make students understand the lesson but motivated and interest students in learning English particularly in reading ability as well (Budi. Review of Related Research In the research paper the writer takes two literature reviews. interest and achievement. 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. J. a student of STAIN salatiga. I. 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). In that paper. she analyzed that the result of the research shows that the use of Student Teams-Achievement Divisions can improve students‟ motivation.2011: 94) The second review was researched by Budi Kurniawan(11305010).

analysis of cyle II. subject of the study. the process in listening comprehension. components of STAD. student teams-achievement divisions (STAD) Method. analysis of cyle 1. technique of collecting data. It contains. pedagogical significance.Chapter 1 is introduction. the identification of the problem. research question. Chapter III is research methodology which consists of the methods of research. achievement indicator and the general description of SMAN 2 Salatiga. the types of listening. place and time of research. procedure of research. analysis of teacher interview and discussion. technique of analyzing data. the principles in listening comprehension. hypothesis of the study. general concept of teaching. and outline of paper Chapter II is literature review which contains about the definition of teaching. Chapter V is closure which consists of conclusion and suggestion Bibliography Appendices . limitation of the problem. the background of the study. implementation of STAD in teaching listening comprehension and advantages of STAD. the importance of listening. objectives of the study. classification of key term. general concept of listening comprehension. Chapter IV is research implementationanddata analysis which consist of the Students‟ Improvement and Analysis of Listening comprehension after being taught by using Student Teams-Achievement Divisions.

guiding in the study of something”. giving instruction. Brown (2000). . 1995: 1225). achieve master and develop the subject properly. give somebody information about a particular subject to learn something (Oxford-Advanced Learner‟s Dictionary. in his bookPrinciples of Language Learning and Teaching stated that “Teaching is showing or helping someone to learn how to do something.CHAPTER II LITERATURE REVIEW A. Teaching 1. receive. Definition of Teaching Teaching is derived from word teach. Based on the previous definition the writer limited the meaning of teaching is a series of subject delivery activity to students to help. It has meaning.

interpreting.html)stated the concept of teaching divides into three. receiving. namely: a) In quantitative terms. b) In terms of institutional teaching means "the efficient orchestration of teaching skills".com/2012/04/belajar. Definition of Listening Listening is the attending. 2008: 7).2. and needs. General Concept of Listening 1. Overall understanding of the above can be concluded that in principle are teaching activities to develop the full potential of the realm of psychological.blogspot. If one sentence cannot be heard . abilities. 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. in (http://san-anugrah. 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. c) Quantitative understanding of teaching that is "the facilitation of learning" that is an effort to help facilitate student learning activity. That definition explains that listening is not only recognizing the sound but also student must get the meaning of listening. and responding to messages presented aurally (International Listening Association/ILA. General Concept of Teaching Biggs (1991) an expert on contemporary cognitive psychology. B.

Listening is the ability to identify and understand what others are saying. .clearly. speaking thirty percentages. it is difficult to understand words. the speaker‟s grammar and vocabulary. 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. 2012: 206). reading sixteen percentages. 2. Good communication will happen if the speaker and listener have good listening skill to transfer information each other. In this regard. listening skill has important role in communication. and comprehension of meaning (Nurul. This process involves understanding a speaker's accent or pronunciation. understanding the message of a speaker‟s intention. and writing nine percentages involve our daily communication. In our daily life. According to Rankinin Bozorgian (2012) listening skill was the most dominant skill for the mode of human communication. Listening skill occupies almost fifty percentages of our daily communications. two studies conducted by Ralph and Stevens and Rankin reported that listening forty six percentage. 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. phrases or sentences so that why there is so much attention in listening process.

org) as follows: a. Lot of work in teaching listening in the classroom has to . They formulated the types of listening into five types according to the purpose of listening (http://www. The writer had experience related to English listening comprehension when he was on vocation in Borobudur temple on May 6th. That case showed that listening comprehension cannot be separatedfrom one of crucial English skills must be mastered in English. However. Comprehensive listening Comprehensive listening or listening comprehension is where the focus is on understanding the message. The writers consider this as the basis for the next three types of listening. especially it is the common problem the mostly ESL students find. 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.From the definition above that listening is very important skill must be acquired by any language learner. there are still many people who have lack of listening skill than other skill. Depending on many factors (both individual and social) students can end up understanding the same message in different. Type of listening There are many types of listening in English and one of the popular theories isWolvin and Coakelytheory. 2. Practically. different ways.teachingenglish. the problem can come in the form of understanding.

Appreciative listening Appreciative listening is where the focus is on enjoying what someone listens. This objective does not take into account the meaning. b.happen here in facilitating the students to develop their comprehension skills. instead the focus is largely on sounds. In this kind of listening the listener allows somebody to talk through a problem. Discriminative listening Discriminative listening is where the objective is to distinguish sound and visual stimuli. As mentioned before the focus is not on comprehending. Critical listening Critical listening is where listeners have to evaluate the message. In a basic level class this can be as simple as distinguishing the gender of the speaker or the number of the speakers etc. In the classroom students raised the point that when they . but on accustoming the ears to the sounds. d. If somebody thinks he or she can see that this is where L1 listening begins . Depending on the level of the students. Therapeutic listening One kind of listening is where the listener's role is to be a sympathetic listener without much verbal response.the child responds to sound stimulus and soon can recognize its parents' voices amidst all other voices. Listeners have to critically respond to the message and give their opinion. e. c. the listening can be discriminating sounds to identifying individual words. This kind of listening is very important in building good interpersonal relations.

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. the students generally listen to the songs once and try to make out the lyrics before listening a second time with the lyrics. In listening comprehension learners need to consider some of the characteristics of spoken discourse and the special problems they speak for listeners. Then when a teacher reflected on the practice of listening to songs in the language laboratory. 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. Listening is also compulsory ability that must be possessed by a student especially English learner. they still enjoy thereby challenging the notion of comprehensive listening as the basis for other three types of listening. Spoken discourse has very different characteristics from written . Hence. 2012:15). even if they do not understand. Listening Comprehension a. 3.listen to English music. 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. 2005:117). listening comprehension is a process of interpreting and understanding what the speaker‟s intention.

spoken discourse is usually instantaneous. 2008:4) there are two different kinds of processes are involved in understanding spoken discourse or listening comprehension. texts until meaning is derived. Comprehension begins with the received data that is analyzed as successive levels of organization. sentences.In studying listening comprehension the learnerswill undergo many difficulties. 4. clauses. sounds. writing and speaking. . The listeners must process it directly and there is often no chance to listen to it again. The input is scanned for familiar words. The listener‟s lexical and grammatical competence in a language provides the basis for bottom-up processing. In this study the writer referred to use bottom-up and top-down processing as follows: a. Comprehension is viewed as a process of decoding. and these differences can add many dimensions to our understanding of how we process speech. The Process inListening Comprehension According to (Richards. That is very different with other skills in English such as reading. For example.discourse. In listening the learners are demanded to focus on the listening play and conclude what is posed and it happens once. Bottom-up processing Bottom-up processing refers to using the incoming input as the basis for understanding the message. words. and grammatical knowledge is used to work out the relationship between elements of sentences.

5. situational or contextual knowledge. top-down processing goes from meaning to language. One of our main tasks. therefore.The more students listen. The background knowledge required for top-down processing may be previous knowledge about the topic of discourse. Top-down processing Top-down processing refers to the use of background knowledge in understanding the meaning of a message. The principles will assist a teacher to handle and organize how he or she applies strategy that he or she chooses in the classroom. The principles inListening Comprehension A professional teacher must consider some principles in teaching listening. b. the better they get at listening and the better they get at understanding pronunciation and at using itappropriately themselves. Encourage students to listen as often and as much as possible. will beto use as much . The implementation of Top-down processing in STAD is the teachers offer students to guess and imagine the meaning of listening by keyword and the situational in listening play to catch the further understanding of the listening. Whereas bottom-up processing goes from language to meaning. a) The first principle. or knowledge in the form of schemata or scripts about the overall structure of events and the relationships between them.The implementation of bottom-up processing in STAD is the teachers offer students to look the script and understand the structure of the script and connect the words to catch the meaning of the listening. Here is a series of principles in teaching listening comprehension.

Method is an overall plan for the orderly presentation of language material. students should be encouraged to ask for repetition and clarification when they need it. or only play extracts from it. Help students prepare to listen. In the case of live listening.listening in class as possible. This means that they willneed to look at pictures. Definition of STAD Method Method is derived from “met‟ and “hodes” that mean through. discuss the topic. and to encourage students to listen to as much English as they can (via the Internet. in order to be in a position to predict what is coming. Student Team Achievement Division (STAD) Method 1.Once may not be enough in playing. we may stop the audio track at various points. This is not just so that they are in the right frame of mind(and are thinking about the topic). we will have to ensure that we don‟t go on and on working with the same audio track (Harmer. Students will want to hear it again to pick up the things they missed the first time . or read the questionsfirst. For subsequent listening. 2010:135).There are almost no occasions when the teacher will play an audio track only once. Students need to be made ready to listen. and what the general topic is so that subsequent listening is easier for them. However.podcasts. etc).and we may well want them to have a chance to study some of the language features on the tape. The first listening to a text is often used just to give students an idea of what the speakers sound like. no . for example. b) The second principle. CDs. c) The third principle. but also so that they are engaged with the topic and the task and really want to listen. C. tapes.

part of which contradicts. STAD is an effective and efficient way to teach well-defined educational subjects. The Components of STAD . individual improvement scores. and nationality. quizzes. Rai (2007) in the journal “Effect of Student’s Team Achievement Division (STAD) on Academic Achievement of Students”. 2012:135). From the definition above it can be concluded that Student TeamsAchievement Division Method (STAD) is one of popular cooporativelearnings that combines students‟ active-participation and collaboration team including five major components such as class presentations. quizzes. STAD is a prevailing and simple technique in cooperative learning. According to Wang (2009) in his journal “Applying Slavin‟s Cooperative Learning Techniques to a College EFL Conversation Class”. which helps promote collaboration and self-regulating learning skills. and team recognition. race. STAD is one of the many strategies in cooperative learning. and all of which is based upon the selected approach Anthony (1963:95). made up of learners of diverse academic achievement. It consists of five major components: class presentations. The teams are heterogeneous. 2. individual improvement scores. and team recognition. teams. The rewarding of the best teams motivates the better students in a team to encourage the other members to achieve their mutual goal (Kordaki. teams.

In quiz. It can help them to do the quiz and individual quiz score can determine the team score. achievement. rule and teaching technique before explaining the aim of subject that is reached in the class. Quiz Teacher evaluates the result of study with giving quiz about material that is learned and students evaluate other team presentations. motivation and helps if the students need. class presentation. So every student has to be responsible for understanding the material individually.STAD consists of five components. so that all members master and each member give contribution. In STAD. c. teacher observes. and gender. Team Teaming or grouping is a step to gather students in a team from different ethnic. team. b. quiz. Students work in a team that the teacher divides. students must be concerned with the material that is presented. 2005: 143). The aim of team is to determine that all of members can study seriously and to prepare the members work the quiz well. scoring and team recognition (Slavin. Class presentation Teacher as a facilitator must state material. . Teacher motivates students to be active and creative during teaching and learning process. Teacher prepares worksheet as a guide for the team. students are expected to work in a pair and they are allowed to help each other. When the team is working. give guidance. Here are the further descriptions of the components: a.

A teacher is demanded to prepare the instrument and technique well to apply this method in learning. 2009:146). Make the students enthusiastic to do the question .d. Implementation Guide 1. Here are some procedures to apply STAD in the class: 1) Make a team summary that is given for students. Implementation Guide and STAD Steps in teaching listening comprehension Robert E. D. the students can collect the point for their team based on the increasing of score quiz that is compared with their first score. Slavin in his bookCooperative Learning: theory. research and practice2005 stated Implementation Guide and STAD Steps as follows: 1). e. Implementation of STAD (Student Teams-Achievement Divisions) inTeaching Listening Comprehension a.Implementation of STADin listening comprehension To implement STAD is not easy. 5) Suggest students to fill the paper of team summary(Slavin.2008: 143). 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. Then. 2) Arrange the students‟ achievement 3) Determine the members of the team 4) Divide the students into a team. b. Score of Individual Development Every student is given first score that is acquired from average of score in doing the similar quiz.

A teacher must explain to the students how important to do in a team and set the classroom rules: 1. b) Team study Students work with the project paper of their team to master the material. They will be bored andnot be interested in the learning. 2. 3. Do not give the question that needs long time to do.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. 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.2. a) Teaching This step is material delivery step (teaching) to transfer lesson to the student before they learn in their team. Ask students randomly. No one stops learning until their own entire team master the material. 2). 3. In the first teamwork in STAD. Students have responsibility to ensure that their team to learn their material. STAD (Student Teams-Achievement Divisions) Steps in listening comprehension. The students get activity sheet and answer sheet that is used to drill ability during teaching and to score their own selves and classmates. . Ask a help to all team members to help other team members before asking to the teacher. It will make the students to prepare their answers every time.

A teacher can also motivate the students to make additional rules if it is needed. Here are the rules: a) Allow students move to their team. e) Suggest the students that they have not finished yet in learning until they believe that their team mates get 100 to their quiz. c) Share activity sheets d) Instruct the students to work together in pair.4. The teacher has to calculate the team score and quiz immediately. b) Allow the students to exchange the worksheet with other teams or collect the quiz to score after the class ends. d) Individual Development Score The main concept of individual development score is to tell students the purpose of performance that is reached if they strive diligently and give better performance. f) Ensure that the students understand the worksheet is to learn not to just fill in the blank. Test a) Give the quiz and time to the students to finish the task. b) Give time around 10 minutes to choose name of their team. Then the students collect point to their team based on their . Every student is given first score that got from the average of student performance in doing the same quiz before. Team member is allowed talking each other in a soft of voice. c). g) Remind the students if they have question they must ask their team mates before they ask the teacher.

E. 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.development level of quiz score is compared with the first score. 2) Individual accountability The succes of team depends on each member of team. The students can give maximal point contribution to their team in this scoring system if they can progress their first score. every student in a team feel interdependence. 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. . 4) Participation Communication It trains students to participate and communicate actively in teaching and learning activity. 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. so that why the members have a task and responsibility that must be done. 3) Face to face promotion interaction STAD gives a chance to each members of the team to make interaction to transfer or receive information each other.

Action Action is point to an activity which is done to special purpose. CHAPTER III RESEARCH METHODOLOGY A. 2. A classroom is a group of students which already catches same materials from some teachers. there are three terms that can be explained: 1. methodology of this research is derived from three words.2011: 212). classroom. Classroom Action Research According to SuharsimiArikunto (2007: 2). . The Method of Research 1. So.5) Team Evaluation It educates students how to evaluate and coordinate the task each other in a team (Rusman. but in term that it would be more specific. A Classroom A classroom is not limited just one room of class. action and research. 3. 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.

. and monitoring the outcomes (reflection) (Graham and Hughes. and others in (Basrowi. According to McNiff. A classroom action research is conducted cyclical approach. 2010: 58). collecting information or data (action). so the subject can get the implication. participative and decided by a researcher (Rosman.Kember (2000) stated that classroom action research is research method which emphasizes on social practice. c. analyzing and interpreting data (observing). school development. b. a cycle process. It examines problem which are assumed problematic by researcher in teaching learning process. Using reflective thinking from researcher both after and before doing the research. The steps of research are cyclic. The researcher can give treatment to solve the problems and improve the quality. d. which related to diagnosing and solving the problem. 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. has a goal toward improvement. followed systematic invention. The cycles of an action research project will involve identification of problem (planning). 1989: 28). 2008: 27). a reflective process. The Characteristics of Classroom Action Research Syamsuddin and Damaianti (2007:197) outline the following characteristics of classroom action research: a. e. 2. Contextual situational.

which the researcher evaluated by himself continually to improve the performance. 2006: 57).f. The procedure of research is on the spot which designed to handle the real problem in that area. Classroom action research used collaborative approach. h. . and in service education. 3. 2001:345). g. Self-evaluative. with the research teachers will know their weakness in teaching their students and they will know the effective methods in teaching. action research has been applied to problem involving curriculum development. In recent years. how we would look to our selves if we ere observing our own teaching. how we look to our students. or judge the effectiveness of certain activity types. We want to gauge the interest generated by certain topics. particularly within the field of selfevaluation (Arikunto. According to Zuriyah (2006:70) the objective of classroom action research is to improve a learning process with the research. The aim of action research is to feed practical judgment in concrete situation. 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. and the validity of the theories or hypothesis cannot be generated. We want to learn more about ourselves as teachers how effective we are. We want to see if an activity would work better done in groups rather than pairs(Harmer.

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,23rd, 2013 to May
31st, 2013. The schedule of research can be presented in figure below.
Table 3.1 Research Schedule
No

Date and time

Activities

Place
The second

1

Observation and Preliminary

science classof

assessment

SMAN 2

April 23rd to 27th,
2013
Salatiga

A. The First Action

The second

Teaching listening
comprehension by
STAD with the topic
“Kangoroo”- Report
(one of genre types)

science classof

Thursday, May2nd,
2013 (12.00 -13.30)

2

SMAN 2
Salatiga

CYCLE I
The second
th

Saturday, May 4 ,
2013
(12.00-13.30)

B. The Second Action
Teaching listening
comprehension by
STAD with the topic
“Birds “-Report (one of
genre types)

science classof
SMAN 2
Salatiga

A. The First Action
Teaching listening
comprehension by
STAD with the topic
“The Fox and the
Grapes”- Narrative (one
of genre types)

Saturday, May 11th,
2013 (12.00 -13.30)

CYCLE II

The second
science classof
SMAN 2
Salatiga

3
B. The Second Action
Teaching listening
comprehension by
STAD with the
topic“The Flies and the
Jar of Sweets” Narrative (one of genre
types).

Thursday, May
th

16 , 2013
(12.00-13.30)

The second
science classof
SMAN 2
Salatiga
The second
science classof

th

4

Thursday, May30 ,
Final assessment

SMAN 2

2013
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
NUMBER

NAME

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34

7716
7610
7614
7615
7824
7798
7720
7620
7621
7834
7801
7584
7728
7874
7657
7587
7875
7658
7659
7661
7630
7663
7591
7697
7699
7774
7665
7595
7596
7668
7599
7888
7783
7604

AHMAD KHOIRUL HUDA
ALFIANI DWI RUKMANA
ARMA EKO SULISTYO N.P
AYU QURAISIN NUR FAZRIAH
AYUDYA APRILENA
DETA PRASETIA WIBAWA
DEWA SATRIA KUSUMA
DIMAS ADITYA PAMBUDI
DWI AFNAN PUJI ASTUTI
ELITA RISCA ARDITA
GATOT BAGUS SAPUTRO
HESTI KURNIA RAHMAWTI
ILMA KURNIA ISNANI
INDAH KURNIAWATI
INTAN KUSUMA WARDHANI
IRMA LUV'YATTUL HANIFAH
ITSNA AYU NUR WIJAYANTI
IZAS AMELINDA DISTIANA
KRISNADWIVA
LENA TRI UTAMI
MAEDA ROSEDIANA
MERRYANA TRI
MEYTANIA SAPUTRI
SETIANINGRUM
MIRNA LINGGAR PERTIWI
MONIKA ANTARISTI
NOVIA NUR PUSPITASARI
NOVIAPUSPITASARI
ORNASTYA PRATIWI
PANJI ABDUL MALIK
WULANDARI
RIFANI FATMA
SELLY YULIASTANTI
TITIN ULAN AGUSTIN
TONI AZHAR
ULINNAHIYATULWACHIDAH

(Source: SMAN 2 Salatiga, 2013)

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

F. He is Drs.teacher of SMAN 2 Salatiga in the second grade student. There were four steps in one cycle for doing classroom action research.Y. The researcher did the research in two cycles in every cycle include two meetings. The steps of action research could be presented as follows: Table 3. Procedure of Research This research used a classroom action research.3 THE PROCEDURES OF CLASSROOM ACTION RESEARCH Kemmis and Mc Taggart Model CYCLE I Set of problem Planning I Reflection I Action I Observation I CYCLE II New problem from Reflection I of problem Planning II Action II . and cycle II. but the researcher selects Kemmis and Mc Taggart Model in Hamzah (2012). and reflection. The steps in every cycle were same. action and observation.MenjadiPeneliti PTK yang Profesionalas the measurement in this study. Actually there are varieties of procedures of research. SigitSupriyanto. They were planning. E. those were cycle I.

improves the teaching strategy. . the teacher gives a test to evaluate the students‟ result for teaching and learning process. prepare the teaching aid and also prepares the sheet of the observation to observe teaching and learning process in this cycle. Action Doing the activity based lesson plan which is made. 2) Applying Student Teams-Achievement Divisions. The researcher arranges the lesson plan based on the teaching material. 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. 5) Closure activity In the end of teaching and learning activity in every cycle. 3) Providing worksheet 4) Stimulate the students to do the task. Planning In this stage the researcher conducted some activities to make the teaching and learning process interesting. In teaching and learning activity.If the problem has not finished yet Reflection II Observation II NEXT STEP a. b.

The researcher‟s reflection was done by discussing with his collaborator. and second cycle. It was purposed to improve student listening comprehension. They were first cycle. The result of reflection was used to establish the next steps of the research. The observer of the research was the researcher. identification of the problem and find out the alternative decision of the problem. There were two cycles in this classroom action research. They were analysis of the observation. Here were the instruments used: 1) Field note 2) Collecting data (students‟ score) d. Each cycle had several steps such as identifying area focus (planning). This research was designed in classroom action research. Technique of collecting data . F. the researcher used preliminary research to identify the problems in teaching and learning process. Observation Observation is madeduring thelearning processshould beongoing andobserverdoes a collaborationin implementation with the English teacher of the class. Before doing the cycle. develop an action planning (reflection). Note of lack. incompatibility between action and scenario or different response of students that expected. analyzing and interpreting data (observation). collecting data (action).c. Reflection A reflection was an effect to inspect what has been done.

so this research could produce good finding. photo and observation. 2. Observation Observation was the activity of giving total concern to research object by the sense (Arikunto. In conducting observation the writerused field note and instrument of observation and the instrument form of observation which was quoted from Munib (2011). Documentation Documentation method was to get a researcher data linked to research object that would be elaborated in this research. The writer asked with officials of the school to give the complete data. By using field note the writer would like to know class situation and participation of studentin the teaching listening comprehension by using Student Teams Achievement Division (STAD).There were four kinds of instruments used to collect the data of this classroom action research as follows: 1. This method was used to collect data dealing with documentation of teaching and learning process to implement Student Teams Achievement Division (STAD) in listening comprehension. The writer completed the research by using the document in which explained about the school and the data which was needed for this research. and it emphasized an interview method result. . 2006: 149). The field nota and instrument of observation were used to observe and to know the situation and activities during teaching-learning process.

In this classroom action research. or performance in a given domain (Brown.com) and the researcher combines the scoring system from Slavin (Rusman. knowledge.The assessment was done to know students‟ achievement so that the researcher knows the students‟ improvement can be reached by the students. 4. 2013 at 1 A.2011: 216).3. STAD (Student Teams Achievement Divisions)here are the description of the scoring system: a) Individual Score No 1 Test Score More than 10 points under first score Development Score 0 point . The interview as conducted on May 29th. Interview Interview meant dialogue that was done by an interviewer to acquire data from an interviewee (the English teacher as the collaborator).cc/2013/04/jenis-jenis-tes.M in the teacher office. There are many types of test in listening and the researcher selects objective test as the measurement of the test. Test Test is a method of measuring a person‟s ability.blogspot. the researcher provided preliminary assessment and final assessment to evaluate how far the students understand listening comprehension. 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. 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. 2004: 3).

Statistical technique A statistical technique is used to know there are any influences to student listening comprehension or no from the result of pre-test and post test. Descriptive technique A descriptive technique is used to know the students‟ behavior during teaching and learning process. In descriptive technique the researcher will analyze the observation sheet which has been made with his collaborator. 2. Technique of Analysis data 1.2 3 4 5 10-1 points under first score Quiz score until 10 points upper first score More than 10 points upper first score Answer sheet is perfect (apart from first score) 10 20 30 30 points points points points b) Team Score Average score of team = addingthe team development score Members of the team No 1 2 3 4 Average Score 0<N<5 6 < N< 15 16 < N<20 21 < N< 30 Development Score Good Team Great Team Super Team G. The researcher uses mean formula from (Sutrisnohadi. 1981:246) to analyze the data: M= 𝑥 𝑁 In which: .

the researcher determined the criteria of students‟ achievement: 1.0. The percentage of mastery for each the component of science process skills is successful is it reached the limit of minimum passing score 7. School Profile School Profile a. Accreditation :A d. There is increasing percentage of the mastery of science process skills during the learning in each cycle.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. School main number :301036204003 c. School name :SMA Negeri 2 Salatiga b. Village : Tegalrejo h.0. Subdistrict : Argomulyo . namely Achievement Minimum Score (KriteriaKetuntasan Minimal). Post code : 50733 g. 2. In this research. A material could be successfully taught if students had minimum score 7. Address : Tegalrejo Street No. Telephone : (0298) 322250 f. I.79 e.

Conducting academic activity and non academic as a place for students to develop self potential. Doing Cooperation with university or other institutions. Increasing life spirit and create harmony between religion communities. School carries out coordination and communication with students‟ parent. City : Salatiga j. 9. Mission To actualize the vision SMA Negeri 2 Salatigahas mission as follows: 1. . 8. 6. 2. devout. Conducting teaching and learning effectively and efficiently. care to environment and to able to compete in global era. B. Mission and School Objective A. Conducting extracurricular periodically that can grows students‟ social care. government institution or non government institution. Vision. 4. Vision To create an institution with excellent graduates in achievement.i. Province : Central Java k. 3. Creating school culture that cares and loves environment. Implementing school rule consistently. pious. society. 7. Involving students‟ parent to give guidance about good attitude. Founded : 1983 1. 5.

Conducting innovative learning.10. School develops curriculum.4 SCHOOL ORGANIZATION STRUCTURE NO NAME OF TEACHER POSITION 1 Drs. School has/achieves school budgeting standard. 9. School has/achieves national standard in international level. 4. Objectives 1. School has/achieves infrastructure in the year of 2009. 8. 6. 5. 7. School has/achieves school management standard. School has/achieves standard content (curriculum) in 2008. School Organization Structure Table3. Soenardjo School committee 2 Dra. 2. 2. Conducting learning with CTL strategy Conducting approachtotal learning. 3. C.Pd Principal 3 Giyarni Administration Coordinator .. achievement standard and graduate standard.Conducting self development program to recognize self-potentials. School has/achieves process learning standard includes in the year of 2007.M. School has/achieves competence standard. School has/achieves education standard and educator staff based on SPM the year of 2008. YuliatiEko A.

Slamet Education Management Guidance and concealing Electrical technique . The situation of teacher of SMAN 2 Salatiga The staffswho work in SMAN 2 Salatigaare generally state officials and certificated.Ag Board of Student Organization 9 MokhTohari. FY. Moch.Pd Board of Scout organization 10 Herry Tri Agung BS Head of library staff 11 Drs. Istiani 6 Drs. S.Pd Biology 2 Dra.M.Pd Infrastructure vice Principal 7 Dra.Pd 3 Drs. YuliatiEkoAtmojo. Istiani Head of guidance and counseling staff 3. Here list the list of educator staff as follows: Table 3. Guyu[p Widadi Physics 5 Dra. S.4 Dra.5 NO NAME DICIPLINE 1 SitiPurwatiningsih. SigitSupriyanto Language laboratory staff 12 Sugiyanto. Hendrawati Curriculum vice Principal 5 Dra. NurRochmah Society relation and cooperation coordinator 8 Ngaidin.S.S.Pd Head of Science laboratory staff 13 Dra.S. Purwanto Physics 4 Drs. Sulastri Student vice Principal 6 SitiPurwatiningsih.

S. BA Biology 19 Dra. Hendrawati PDU 15 Dra.d Guidance and counseling 23 Ennyhandayaningsih.M.Pd Indonesian 13 Dra.S. Budiani D.Pd 24 Partijah. EniHaristiyati 12 Sri Rahayu.7 Dra.SP. Sri Sulasmini PMP 8 Dra. Puniyem History 28 Dra. Danoto Chemistry Regional Language Economy PMP Mathematics History Economy Mathematics History Geography Art . Sulastri 9 Dra.Pd Physics 18 NingWulantin. Maria Suharsini.Pd Indonesian 17 Sugiyanto.Pd 26 Dra. RonnaSimangunsong 20 SupraptiRahaju.S.S. PenySetyaningsih 11 Dra.S. Tri Waryatun 10 Dra.S English 16 Sri SubektiS. Kadarwati English 14 Dra.S.Pd 25 NaniWidiastuti.Si Biology 29 Dra.Pd 21 Dra. Nurrahman Chemistry 22 Sri Sawarti. PramasttutiSwastiMurdani 27 Dra.

Pd 41 Kun Murtiastanti.S.Pd 35 MasnunSuaedi.Ag Islamic education 31 MahaniAssagaf.S.S.S.30 Ngaidin.S 40 Sofiatinnajah .SPd English 39 YuliHartanti.S.Pd Geography 50 Tri Hastuti.Pd 36 Drs.S.S.S.S.S.S. WaqofAdroi.S. Suratmini 33 Drs.S.Pd Mathematics 43 Ariantowibowo.S. FilipusYosefSigit S 34 MokhTohari.S.Ag 37 Rohmat.Pd Guidance and counseling 38 Suratno.Pd 32 Dra.S. FerinaDyahPeniPuspita Physics Art English Mathematics PMP-KN Islamic education Indonesian Physics Art History Indonesian Economy English Social Science .Pd 44 Suwandi.Pd Mathematics 42 Paryanti.S.M.Pd English 47 Sulistyaningsih.Pd Biology 48 Sugiono.Pd 45 Sri Lestari.Pd 49 WiwikIndriastuti.Pd 46 NurEndahSetyorini.Pd 52 Dra.Pd Geography 51 Indah Ismiyati.S.

53 Paulina Linda P.S. X6 35 7. MTh 61 Soendari.Pd 59 DwiSukoco.S. The Situation of Students Students who are in SMAN 2 Salatiga generally have good achievement and a variety of potentials that can be developed.6 NO Grade Students 1. X4 35 5.S. Rr. X7 35 8. S. X3 35 4. X5 35 6.S.Sn 60 Andreas Sayat.S.Ag Guidance and counseling Theology Art Theology Buddha Religion (Source: SMAN 2 Salatiga. X1 35 2. S.Pd 58 BernabesAmbon. YuliSuryani Germany Language 55 BambangMurtiyoso. X2 36 3.Pd Art 56 CahyoEkoMartono. 2013) 4.Psi Guidance and counseling 54 Dra. Here are a total of students per class: Table 3.Pd Sociology 57 FestiIkaPradita. X8 35 .

XII IPA 1 34 20. XI IPA 3 33 13. The width of buildingis3. Infrastructure The whole school width is 28850 M2. XI IPS 2 38 15. XII IPS 5 34 27. XI IPS 4 38 17. XII IPS 2 33 24.583 M . XI IPA 1 33 11. XII IPS 4 33 26. XI IPS 5 38 18. XI BAHASA 1 21 19.812 M2. XI IPA 2 34 12.740 M2 dan luas kebun 2 3. . XII IPS 3 32 25. XII IPS 1 32 23. 2013) 5.9.4162 M2and the width of other area is 13. XII IPA 3 35 22. the width of sport field is7. XI IPS 3 38 16. yard width is20 M2. X9 35 10. XI IPS 1 37 14. XII BAHASA 31 (Source: SMAN 2 Salatiga. XII IPA 2 34 21.

Biology 1 225 V c. Room 5. Meeting Public building 1 408 V 6.Table 3. Computer 1 126 V e. Multimedia 1 63 V 1 150 V 1 96 V Laboratorium 2. Cooperation 1 24 V 10. Language 1 255 V f. Mosque 1 117 V 8.575 V a.7 Infrastructure list of SMANegeri 2Salatiga: Condition No Room Total 2 Width(M ) Good 1. Room Multimedia Library 4. Concealing room 1 21 V Bad . Social science 1 180 V g. Hall 1 600 V 7. Room 26 1. Student health unit 1 21 V 9. Physics 1 225 V b. Chemistry 1 219 V d. Conventional Library 3.

Rest room for students 8 113 V 18. Principal room 1 63 V 12. 2013) CHAPTER IV RESEARCH IMPLEMENTATION AND . teacher Teacher workshop room (Source: SMAN 2 Salatiga. Room Rest room for women 15. Teacher room 1 108 V 13. 1 63 V 1 9 V 1 12 V 2 12 V 17. Storehouse 1 12 V 19 1 Administration room Student Organization 14. teacher Rest room for men 16.11.

In this finding. cycle II and post test. Analysis of Preliminary Assessment The pre test was conducted on Saturday. 2013.DATA ANALYSIS In this chapter. the researcher used classroom action research. researcher wanted to describe the implementation of using Student Teams-Achievement Divisions (STAD) to improve students‟ listening comprehension and to find out. In this research the researcher used classroom action research. analyze how was the improvement of students listening comprehension after being taught by using STAD. In this activity the researcher did the observation during the teacher taught in the class . April 27th. the researcher would like to describe and discuss the research implementation and data analysis. In each cycle consisted of two meeting in classroom. As mentioned in the previous chapter that in this research. cycle I. 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. Its purposes were to know students‟ ability in understanding listening comprehension. the researcher would analyze the result of research according to data collected which was conducted though pre test. The Students’ Improvement and Analysis of Listening comprehension afterusing Student Teams-Achievement Divisions Method In this research. A. 1.

0 7. The purpose of the test was to measure the students‟ listening comprehension. the researcher assessed the result of the students‟ test.0 7.5 8. The researcher gave thirty minutes for the students to do the test.5 8. They said that listening was difficult.5 6.0 . After finished the test.0 6. Then.5 7.5 7.0 8.5 7.0 7.M after the teacher explained the material.0 4.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. after implementing the test.0 6.1 Preliminary Assessment No t1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Name Ahmad Khoirul Huda AlfianiDwiRukmana ArmaEkoSulistyoNugroho AyuQuraisinNurFazriah AyudyaAprilena DetaPrasetiaWibawa DewaSatriaKusuma Dimas AdityaPambudi DwiAfnanPujiAstuti ElitaRiscaArdita GatotBagusSaputro HestiKurniaRahmawti IlmaKurniaIsnani Indah Kurniawati IntanKusumaWardhani Irma Luv'yattulHanifah ItsnaAyuNurWijayanti IzasAmelindaDistiana KrisnaDwiva Lena Tri Utami Maeda Rosediana Preliminary assessement 5.0 6.5 7. Table 4.5 7.0 5. The test was done at 1 P.0 7.5 6. It was followed by thirty four students as participants of the listening test. the researcher asked them to collect their test. because they often found unclear word and expression of the speaker of the listening test.0 7.

The researcher was aware that most students in the second grade of science class student still had difficulties to understand the listening test.5 5.5 7.5 7.5 7.5 5. The result of preliminary assessment was not satisfying yet.9 (Source: SMAN 2 Salatiga.0 6.0 7.5 7.5 2350 6.0 7.5 8. It meant that the result of the test was lower than the target of achievement indicator (KKM). Hence.5 8.2013) M= 𝑥 𝑁 Explanation: M : the mean obtained ∑x : the sum of the students‟ value N : the number of subject Note: M = 2. the .350 = 69 34 The average score of the students test for the preliminary assessment is 69.0 7.22 23 24 25 26 27 28 29 30 31 32 33 34 Merryana Tri Setianingrum MeytaniaSaputri MirnaLinggar Pertiwi Monika Antaristi NoviaNurPuspitasari NoviaPuspitasari OrnastyaPratiwiWulandari Panji Abdul Malik RifaniFatma SellyYuliastanti Titin Ulan Agustin Toni Azhar UlinnahiyatulWachidah Total Score Average 7.

He invited the researcher went to the eleventh science classroom. List of Students‟ team names in STAD Table 4. e. May 2nd. b). Test.M – 1. 2. the first meetingImplementation (Cycle I) On Thursday.30 P.) d. kangaroo. Analysis of Cycle I a). Then.2 TEAM NAME Member TEAM NAME Member . Observation Instrument.researcher intended to help them to improve their listening comprehension by using Student teams-Achievement Divisions method. Materials ”first meeting. 2013 at 12 A. when they looked Mr. certificate.M. activity sheet etc. objective test (twenty questions). Teaching aids (slides of PowerPoint. The writer as the teacher of the class and researcher coordinated lesson plan to his collaboratorto make it sure that the instrument completed. Sigit (the English teacher) as a collaborator of the researcher walked on toward the class they came into the class immediately. designing steps in implanting the action. b. lesson plan. Planning The activities are preparing: a. second meeting. Acting 1). The researcher looked some of students were still in front of the class to wait the teacher. Bird”. List of students‟ name c.

NoviaPuspita TEAM NAME Member 1. Lena Tri STRAWBERRY 2. DwiAfnan 3. AyuQuraisin 3. Intan . Students and how are you? Students : We are fine.K 4. Monika 4. AlvianiDwi 5. IlmaKurnia 3. GatotBagus 3. Khoirul Huda 2. Dimas Aditya 2. Elita 2. DetaPrasetia 4. Ok as you did pre-test from Mr. Merryana 2. DewaSatria TEAM NAME Member ANGLE 1. RifaniFatma 3. AyudyaAprilena 4. HestiKurnia 2. Ulinnihayatul TEAM NAME COMING SOON Member 1. KrisnaDwiva 3. ItsnaAyu 2. ArmaEko Member 1. 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? . Meytania 3. IzasAmelinda 4. NoviaNur 4.2013) Students : Stand up please. Titin Ulan TEAM NAME NIGHT MOON Member 1. Panji Abdul NO NAME (Source: SMAN 2 Salatiga. Irma 4. Ornastya SMILE 1. sir Collaborator : That sounds great.SWEETIE TEAM NAME SPIRIT TEAM NAME 1. Indah K 4. MirnaLinggar Member 1. Toni Azhar 5. Maeda 2. Selly Y 3. Good morning Sir Collaborator : Good morning.

listening is boring subject. Do not make any noise. suarabule nyatidakjelas (Older brother. come up Students : We will help him. the foreigner‟s speaking is not clear) Teacher : Ok. Let‟s get started.Collaborator : Classroom action research is a kind of research that is conducted in the class to increase students‟ grade and skill. Arma : Mas. Wafa to do research and follow his instruction enthusiastically. Sir Teacher : Nice to be in your class. 2. No saying profanity in the class. 3. Help Mr. today I will take Mr. let me tell you the rule in the class: 1. Listen to the teacher while explaining material . No texting during the teaching and learning activity. Please. pelajaran listening itumbosenin.Wafa. 5. 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. 4. Good assumption smart boy. Time is your Mr. Raise your hand to speak or to ask permission to leave the class.

this meeting we will study about Report text.. It is as a result of systematic observation and analyses. any additional information or help for Merryana? AyuQuraisin : I don‟t have any idea. Everyone. Now take outyour note. Elder brother? Teacher : It is almost correct. Teacher : That‟s very smart.and if you break the rule. Anyone knows what the report is? Merryana : Is the report about retelling something. . 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. we can call GE-DES ? Students : What GE-DES.clap Teacher : In report text you will find the generic structure and there are two structures. you can report the words and you can back to your seat. please take one card and memorize the words in front of the right corner of the class. Elder brother Teacher : OK. give applause for your selves Students : Clap. stand up please and now give applause for your respect and appreciation. Elder brother. If you finish.

elder brother Teacher : The next instruction is that I will divide you into 8 teams. and I have information I will give reward for the team that has the highest score in this class. Are you ready? Students : Yes. the teacher gave 5 minutes team for preparation) Teacher : Well done.10-1 points under first score. The scoring system is. the jingle of the team. we are (Student made teaming and they gathered with their friends who had same number and made teamname. “when you have More than 10 points under first score. And I will clap my hand twice and you must start counting down and if I clap my hand three times you must be in your team. More than 10 points upper first score and Answer . do you understand? Students : That‟s very funny. your team will get zero points.Teacher : GE-DES is abbreviation of General classification and Description? General classification is we tell the object in general and description is we tell the object in detail. now just count down from the right side of me one to eight. you will get twenty points. you will get ten points quiz score to 10 points upper first score.

. Where : Focus on the place you find 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. 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?. 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. elder brother Teacher : These are activity and answer sheet for your team. you must understand 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 . What is thing is discussed?. we do. Do you understand? Students : Yes.sheet is perfect (apart from first score) you will get thirty points” Angel team : What kind of reward will you give.

tell the information you got in the text? Students : Kangaroo: What. isn‟t it? Now I will ask the teams randomly. any other teams? How about you. They must stand up and sing a song like the lyric on the screen. no pointing and accusing other team that‟s part of the class rule. Smile Team : The Sweetie team plays trick they do not finish. Australia: Where Teacher : Is any additional information? Students : Kangaroo runs at speeds of over 45 kilometers per hour. 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. Spirit . Teacher : Good job.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. elder brother. Teacher : Smile team listens to me. Do you understand? Students : Yes.

( one ... Students : That will be terrible for my team. Elder brother Teacher : Don‟t take too long. Any question so far before doing the quiz? Students : No. share the information you understood to your own team. 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. Elder brother? (smiling) Teacher : No more additional playing. Spirit.. Night moon. I will clap my hand and you must move from your team to your first own seat. All of you had know the technique in analyzing the information in the text.ten) (The team listened the test before doing the task individually) Students : Could you play again. elder brother Teacher : I was sure that you could do the best for your own .(name of team in the class) Student : Kangaroos ate grass and plants!!! Teacher : Humm. I will count down to ten before starting the test .three… -. sir.a brilliant answer.. We are ready o do the quiz Teacher : Are you ready to listen to this test carefully? Night moon : Wait a moment.two.

The first answer is? Students : Number one was Animal. thirty etc. elder brother (The teacher clapped his hand three times and students started exchanging their work) Teacher : Now. 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. whale. four.teams Students : We hoped so. class and your duty is to correct your seatmate score with the scoring system is the correct answer times five. (laughing and smiling) Teacher : Just see whose time will be the winner of this meeting. Angel team : We are sure we will be the winner. two. Teacher : Good job. . Students : Five minutes. three. look at the answer in the screen on the wall the answer. And If I clap three times you must exchange your work with seatmate and correct your seatmate. elder brother (The teacher played the test in three times) Teacher : I gave you three minutes to fix and rechecked your own work. reach.

who is the winner? Teacher : Any team can be the winner. Stop making a noisy. no complaining. we are waiting. no screaming or scolding the winner team. wait a minute. it will be great moment because I will announce the winner of this meeting. please make it faster. Let‟s give a big hand for“Night moon” come up. Elder brother Teacher : Yes. Teacher : The best team goes to …. So.(the teacher collected the students’ score and counted the individual development of the pre-test) Students : Elder brother. that‟s the deal. it is. Sigit will give the certificate forthe winner team. give respect to the winner team!!! and thanks for Mr. I know. Do not forget to work in a team Students : Is the team same with this meeting? Teacher : Yes.. Students : Time to go home. The next meeting we willdiscuss listening comprehension with the different topic. every member of the team must try hard to increase your progress for your team and . and Ihope Mr. please Students : Huu.Huuuu Teacher : No screaming. I will accept any team that will be the winner.. Sigit who waits for during the lesson in the corner. what do you think? Student : Yes.

let‟s pray in your own belief. the second meetingImplementation(Cycle I) On Saturday. 2). 2013 at 12 A.M.30 P. I will clap my hand and say some words then you must follow what I do. The teacher consulted the lesson plan with his collaborator. Let‟s keep on the lesson with the same topic in different discussion. Students : What is the discussion for this day? Teacher : let‟s check the discussion out in the screen and read at once. They came into the class to examine the improvement of the first action then. class. sir Teacher : Do you still remember what the last topic we discuss is? Students : (just mute) Teacher : Ok I will make sure your readiness to study. Students : Birds !!! Teacher : Anyone knows the features of bird? . collaborator waited in the corner of the class. May 4th. Teacher : How are you. Waving… Stand up… Studying.M – 1. class? Students : We are fine. Listening… (The students followed Total physical Respond enthusiastically) Teacher : Good work.

They belong to aves class. Please. Tell the information you got in the text? The first question for Angel team. Are you ready? ( clap.Students : a kind of animal and it can fly Teacher : Good answer. And I will ask the team randomly and for the team that is not finished the task must sing the song on the screen. just tell your result in digging the information in the text? .. we do (Students discuss the topic in the team) Teacher : Let‟s check your work in your team. tell the features of bird? Angel : They are vertebrates and warm blooded animals. The next instruction is to listen to the instruction if I clap my hand three times you must move to your team. sir? Teacher : You must work in the team to dig the information with using 5 W+ 1 H in seven minutes. Angel and give applause for them Students : (clapping their hand for team appreciation) Teacher : No name. Is any other opinions? Students : They have feather Teacher : Good job. Do you understand? Students : Yes.3 times) Students : What should we do. class. Teacher : Smart answer.

Thanks for following the instruction. Teacher : Good answer. Do the best for the test it will bring your team to be a winner team in this meeting. Teacher : OK.No name : Birds breathe with their air pocket they use it to enlarge or reduce their weight when flying or swimming. Sweetie. Then I will call the student‟s name and the corrector just stated the score. you should correct your friends‟ task and now you can check the answer of test on the screen. (The teacher inserted the score in the scoring list) Students : Who is the winner of this day. Time to back to your seat I will count down one to five you must go back to your seat. sir Teacher : Listen the listening test carefully. class. sir? Teacher : Yes. Students : You are welcome. sir (asking . sir Teacher : Hurry up. Give applause for the good collaboration between the members in the team then let‟s prepare your selves to do the quiz time. Students : Wait a moment. (The teacher played the listening test three times) Students : Should we correct and exchange our answer sheet to our friends.

b) Some students who were in the back corner do not pay attention of their work. Sigit will give the certificate to them. c) The progress was not significant yet as achievement indicator. c) The students looked awkward to participate in the team. 2). The researcher did monitoring. sir Teacher : The winner of the day is … no name team . b) The students who sat close to the door often speak while the teacher is explaining the material. . I am still counting up the team score Students : We wait the winner team. go forward and I hope Mr.!! give applause for them and for the members please. the first meeting Observation a) The students have not followed yet the instruction of the teacher.. thesecond meeting Observation a) A few members of the team counted on the leader of the team to work the team quiz by his or her self. guiding and conditioning of the classroom and the researcher found some problems in the classroom as follows: 1). Observing The researcher observed the teaching and learning process.enthusiastically) Teacher : Wait a minutes. c).

5 8.0 10 9 DWI AFNAN PUJI ASTUTI 7.0 20 15 INTAN KUSUMA WARDHANI 6.0 20 3 ARMA EKO SULISTYO N.0 20 8 DIMAS ADITYA PAMBUDI 7.5 7.0 20 10 ELITA RISCA ARDITA 8.0 7.0 8.5 7.0 7.5 7.5 20 14 INDAH KURNIAWATI 7.5 20 5 AYUDYA APRILENA 8. The first meeting 1) Individual score Table 4.P 7.0 7.0 20 4 AYU QURAISIN NUR FAZRIAH 7.0 20 .5 8.5 8.Here is a list of students‟ score and observation Cycle I 1.5 6. Scoring system a.0 6.5 8.5 20 17 ITSNA AYU NUR WIJAYANTI 7.0 8.5 10 11 GATOT BAGUS SAPUTRO 4.0 7.0 6.5 20 18 IZAS AMELINDA DISTIANA 7.0 20 7 DEWA SATRIA KUSUMA 8.0 30 12 HESTI KURNIA RAHMAWTI 7.0 8.5 20 13 ILMA KURNIA ISNANI 6.5 20 16 IRMA LUV'YATTUL HANIFAH 7.3 NO NAME Preleminary Quiz Individual assessment Score Development 1 AHMAD KHOIRUL HUDA 5.0 6.5 30 2 ALFIANI DWI RUKMANA 7.5 10 6 DETA PRASETIA WIBAWA 5.

5 7.0 20 33 TONI AZHAR 5.0 20 22 MERRYANA TRI SETIANINGRUM 7.5 7.5 6.0 20 ORNASTYA PRATIWI 28 WULANDARI 29 PANJI ABDUL MALIK 7.5 7.5 6.5 8.5 20 30 RIFANI FATMA 8.9 7.5 20 24 MIRNA LINGGAR PERTIWI 7.5 20 27 NOVIAPUSPITASARI 8.5 7.0 7.5 8.5 10 31 SELLY YULIASTANTI 6.0 6.5 20 21 MAEDA ROSEDIANA 6.0 6.19 KRISNADWIVA 6.0 20 26 NOVIA NUR PUSPITASARI 7.2013) To calculate the mean of score listening comprehension.5 20 TOTAL SCORE 2350 2480 AVERAGE 6.5 8.5 20 32 TITIN ULAN AGUSTIN 5.5 20 20 LENA TRI UTAMI 6.5 10 7.0 6.0 7.3 (Source: SMAN 2 Salatiga.0 20 34 ULINNAHIYATUL WACHIDAH 7.5 6.5 20 23 MEYTANIA SAPUTRI 7.5 20 25 MONIKA ANTARISTI 7.0 7. the researcher used formula: M= 𝑥 𝑁 Explanation: M : the mean obtained ∑x : the sum of the students‟ value N : the number of subject .

5 8.5 8.5 20 10 ELITA RISCA ARDITA 7.0 20 9 DWI AFNAN PUJI ASTUTI 8.5 20 14 INDAH KURNIAWATI 8.5 7.5 10 8 DIMAS ADITYA PAMBUDI 7.0 7.0 20 11 GATOT BAGUS SAPUTRO 6. The second meeting 1) Individual score Table 4.0 8.0 8.0 7.0 20 .5 20 18 IZAS AMELINDA DISTIANA 8.0 20 16 IRMA LUV'YATTUL HANIFAH 7.4 NO NAME First Quiz Individual Score Score Development 1 AHMAD KHOIRUL HUDA 6.0 8.5 7.5 7.0 20 19 KRISNADWIVA 6.5 20 12 HESTI KURNIA RAHMAWTI 7.Note: M = 34 2480 = 7.5 20 7 DEWA SATRIA KUSUMA 8.0 20 15 INTAN KUSUMA WARDHANI 7.0 8.0 7.5 8.P 8.5 7.0 20 6 DETA PRASETIA WIBAWA 6.3 b.5 8.5 20 3 ARMA EKO SULISTYO N.0 10 5 AYUDYA APRILENA 7.5 7.5 20 17 ITSNA AYU NUR WIJAYANTI 7.5 20 13 ILMA KURNIA ISNANI 6.0 7.0 10 4 AYU QURAISIN NUR FAZRIAH 8.5 7.0 7.0 20 2 ALFIANI DWI RUKMANA 8.

2013) To calculate the mean of score listening comprehension.5 20 29 PANJI ABDUL MALIK 7.480 2.5 20 32 TITIN ULAN AGUSTIN 6.5 8.5 8.0 10 25 MONIKA ANTARISTI 8.5 7.0 7.S 7.5 20 31 SELLY YULIASTANTI 6.5 10 26 NOVIA NUR PUSPITASARI 7.5 20 34 ULINNAHIYATUL WACHIDAH 7.0 20 23 MEYTANIA SAPUTRI 7.5 7.5 20 TOTAL SCORE 2.0 7.6 (Source: SMAN 2.5 7.5 20 21 MAEDA ROSEDIANA 6.5 7. the researcher used formula: M= 𝑥 𝑁 In which: M : the mean obtained ∑x : the sum of the students‟ value N : the number of subject Note: .5 8.20 LENA TRI UTAMI 6.5 8.0 20 28 ORNASTYA PRATIWI .W 8.600 AVERAGE 7.5 20 24 MIRNA LINGGAR PERTIWI 8.0 20 33 TONI AZHAR 6.3 7.0 20 22 MERRYANA TRI .0 7.0 10 30 RIFANI FATMA 80 7.5 20 27 NOVIAPUSPITASARI 7.0 7.0 8.5 7.

K 20 TitinUlan. Table 4.A 20 Total 80 Average 20 Great Achievement team Action II 20 10 10 10 50 12 Good team SMILE Members Action I Maeda . 20 Total 70 Average 20 Great Achievement team Action II 20 20 10 20 70 17 Great team COMING SOON Members Action Action I II HestiKurnia 20 20 RifaniFatma 10 20 IzasAmelinda 20 20 DewaSatria .5 SWEETIE Members Action I ElitaRisca 10 AyuQuraisin 20 IntanKusuma 20 ArmaEko.S 20 NoviaNur . N.S 20 Meytania. Team score (Cycle I: The first meeting and the second meeting).M = 2.600 34 = 7.R 20 IlmaKurnia 20 Ayudya A 10 Ulinnahiyatul .A 20 MirnaLinggar 20 Total 80 Average 20 Great Achievement team STAWBERRY Members Action I Lena Tri Utami 20 KrisnaDwiva 20 Indah .P 20 NoviaPuspita 10 Total 70 Average 17 Great Achievement team Action II 20 20 20 20 80 20 Great team Action II 20 20 20 20 80 20 Great team .K 20 10 Total 70 70 Average 17 17 Great Great Achievement team team Action II 20 20 20 20 80 20 Great team ANGEL Members Action I Merryana .S.P 20 Total 70 Average 17 Great Achievement team SPIRIT Members Action I ItsnaAyu .6 2.T.W 20 DwiAfnan 20 Monika .

Khoirul H 30 SellyYuliastanti 20 Irma Luv‟yatul 20 AlfianiDwi.W 20 Total 110 Average 22 Super Achievement team NO NAME Members Action I Dimas Aditya 10 GatotBagus 30 DetaPrasetia 20 Toni Azhar 20 Panji Abdul .M 20 Total 100 Average 20 Great Achievement team Action II 20 20 20 20 20 100 20 Great team Action II 20 30 30 30 10 120 24 Super team INSTRUMENT OF OBSERVATION Table 4.NIGHT MOON Members Action I A.6 None No Indicators (0%) 1 Half Many (20- (50- 49%) 69%) 3 4 A few Majority (<20%) 2 Total ( >70%) score 5 The students are enthusiastic in 1 listening the V 3 V 3 teacher‟s explanation The students 2 follow the teacher . R 20 Ornastya .P.

69% 28 .suggestion The students ask 3 question to clarify V 4 V 4 understanding The students 4 answer teacher‟s questions The students 5 answer quiz V 3 V 3 correctly The students help 6 the member of the team The students are 7 enthusiastic in V 4 V 4 doing the test The students are enthusiastic to 9 complete the task Score = Maximal score = - 12 Total Score 28 x 100 % 16 0 Description 5 4 : Majority >70% : Many 50% .

it is necessary to continue to the next cycle. After analyzing the result of action in cycle I with the collaborator. .= 45 62 % 3 2 1 : half : few : none 20% . 2011) d). 2.49% < 20 % 0% (The instrument form of observation was quoted from Munib. 2) Reflection of the second meeting a) The teacher must be more active in the class such as asking question to the teams and guiding the team that often gets problem to understand the topic. b) Emphasizing the rule in the classroom must be obeyed and not to keep on the teaching and learning process if there are some students make a noisy. Reflecting The researcher implemented the steps of cycle based on procedure of classroom research. b) Make some games in teaching and learning activity as alternative activity to reduce the stress because of the difficult materials. the researcher concluded several points in teaching and learning process in the next cycle as follows: 1) Reflection of the first meeting a) Checking students‟ work to make sure that the students do the task and encourage them to be aware that cooperative work will be interesting activity. Analysis of Cycle II Based on the result reflection of cycle I.

objective test (twenty questions). 2013 at 12 A. activity sheet.The fox and the grapes. and short video certificate. b) Lesson plan. The writer and his collaborator conduct pre-test before the teacher kept on material. the first meeting implementation (Cycle II) On Saturday. b).the flies and the jar of the sweets”. They did the cycle as the result of reflection in the previous cycle. kind and one family Teacher : This day we are going to talk about… say together. Teacher : Good morning. sir and how about you? Teacher : I am fine too. Acting 1). e) Test. the second meeting. designing steps in doing the action c) List of student‟s name d) Teaching aids(slides. May 11th.1 P. memorization card and digital camera).a). Planning a) These activities are prepared. students and how are you? Students : We are fine. Look at the screen on the wall.M.M . science class? Students : Smart. nonfiction. narrative is a text which contains about story (fiction. the topic is … Students : Narrative text !!! Teacher : I will explain what narrative is. materials” the first meeting. .

Complication: A crisis arises 3. listen to my instruction and follow the direction. Resolution: The crisis is resolved. if I clap my hand twice stand up and do face to face and If I clap my hand three times read aloud the material on the slide to your mate beside you. fables or myths) and its plot consists of orientation. discuss and dig the information in the text using 5 W + 1 H. 2. sir Teacher : OCOR is Orientation Complication and Resolution. let‟s do it now!!! . Orientation: Sets the scene. folktales. look at the screen on the wall. We well discuss our lesson for today. such as telling a place and introduces the participants. Or we can make abbreviation with OCOR Students : What is OCOR. for the better or for worse. we do Teacher : It is time for you to go to your team. 1. complication and resolution.tales. And know I will clap my hand three times and you must go to your team. Do you understand? Students : Yes.

class and before we go to the lesson. she is one of the influential teacher of this school and now she is the principal of this school. we are ready Teacher : The first question is “she is smart and professional. pick us. sir (joined by other teams to raise their hand) . sir No name : me. for the team that get the lowest score must sing a song on the slide like we did in the last meeting.(The teacher clapped his hand and distributed the activity sheet to the students to dig the information in the text) Teacher : Have you found the important information in the text? Smile Team : We just got a little Teacher : Just tell us about your finding. sir Teacher : Listen this question carefully. Students : Good idea. I have some question on the slide and if you know the answer just raise your hand. who is she?” Coming soon : pick our team. I will check your team preparation. we are waiting for you. Are you ready? Students : Yes. smile Smile Team : the subject of the text is fox Teacher : Good answer.

No name you go first. the answer is? No name : Mrs. Spend your time properly in team because I just play listening test in twice? Students : We are ready. discuss the information you get or new word and explain your finding to your friends in your team. Yuli Teacher : Correct!!! give applause for no name team Spirit : We are the first. give applause for no name team. The next question is “we go to that place when we need some subject books in the recess some students of this school spend time to read or just borrow the book there and the word is beginning with “L”? What is that? No name : Library Teacher : That‟s right answer. That was amazing collaboration in your own team.Teacher : Wait. accept and respect other teams. Spirit : Do you mean quiz. (Teacher played the listening test and checked the students’ work) . Listen carefully the listening test in team. Spirit. sir Teacher : Now I am going to clap my hand three times and you must be back to your own seat before. sir? Teacher : That‟s right. Let‟s go to the next session. sir Teacher : That‟s our deal.

sir Teacher : I will make the conclusion of this meeting. Any question for this material? Students : No more question. Wafa in the last meeting you promise that for the team that get two certificates can exchange to a package of chocolate. you just need more collaboration between the team. your obligation is if I clap my hand three times please exchange your work to your seatmate you should correct your friends‟ work and now you can check the answer of test on the screen. (The teacher inserted the score in the scoring list) No name : Mr. Narrative text has three structure. the first is called Orientation. Teacher : How many certificate did you get. second. you strive to get the highest score in the class. sir? Teacher : Ok. no name? No name : We have one certificate but I think this our team will be the winner. complication and third. I will announce the best team of the day goes to …? Night moon.!!! and give applause for them and say congratulation on you. night moon. . If you don‟t be the winner yet. Then I will call the student‟s name and the corrector just states the score.Teacher : Time is up..

Science class? Students : Smart. the second meetingImplementation (Cycle II) On Thursday. sir Teacher : Well done. explain and teach . Understand it.resolution. May 16th. kind and one family.M. 2.M . 2013 at 12 A. we do. Then they walked toward the eleventh science class 2. look for further explanation of narrative text. To develop your understanding you can access some websites about narrative and the next discussion is about narrative. sir? Teacher : you can guess what is about in your own team and now I will say STAD you must go to your team. sir (They moved to their team) Teacher : Don‟t forget to work in team. sir and how about you? Teacher : I am fine too. Teacher : Good morning. do you understand? Students : yes.1 P. students and how are you? Students : We are fine. The writer met the collaborator to consult lesson plan and the material of the day. in this meeting we are going to talk about the narrative text with the topic” The Flies and the Jar of Sweets”. Teacher : Who are absent this day? Students : No one. Students : What is the story about.

do you have additional information of the text? No name : The moral of the story is “Pleasure isn‟t worth it if boughtwith pain. Angel : OCOR is Orientation Complication and Resolution. what did a number of flies see? Strawberry : A jar of honey Teacher : No name. (The teacher clapped his hand and distributed the activity sheet to the students to dig the information in the text) Teacher : Let me check your understanding with several question.your team if you need to say another technique of 5W + 1 H. no name and what is the next step after you discuss the material? Students : Quiz!!! Teacher : I will count down one to five and you must be in .Strawberry. Students : How long does our team discuss the material in team? Teacher : You need 10 minutes to understand the information of the text then as usual I will ask a question randomly to each team. By the way do you still remember OCOR.” Teacher : Good answer.

some teams have same score in the quiz . (The students waited for three minutes) Teacher : Actually... you just have twice playing listening test in team and you have three times for individual quiz. (The students moved to their own seat and played listening test) Teacher : Everyone listens to me exchange your work to your seatmate then you must correct your friends‟ work. The scoring system is same with the previous meeting. Wafa.. Teacher : Be patient. (The students read aloud the answer key in the screen on the wall then the teacher inserted the score) Students : Mr.five (The students move to their own team) Students : How many times will you play the listening test? Teacher : As I did before. it is. two. we want to know the winner team of this day. Students : Is the rule same with the previous meetings? Teacher : yes. make it faster. (The teacher played the listening test for team) Teacher : You have worked and discussed with your team then you must go back to your own seat.your team.four. one. Now listen this listening test and do your best for your work.three.. class I need several minutes to count up all the score.

were not nervous to work or ask the teacher in understanding the material and they were also enthusiastic in learning listening comprehension with STAD method.7 NO NAME First Quiz Individual Score Score Development . Observing The second cycle. Scoring system a. All of students enjoyed. The first meeting 1) Individual score Table 4.but I will add your individual contribution to your team and the final decision the winner team goes to no name team !!! give applause for them and please come to the front. The teacher can look the improvement of the students‟ skill in listening comprehension. Mr. c). Sigit who devotes his time to be collaborator.Sigit will give a certificate for test. observation was conducted during the implementation of the first and second meeting. Here is a list of students‟ score and observation instrument Cycle II 1. At least I will say thank you for all the students and Mr.

0 7.1 AHMAD KHOIRUL HUDA 7.0 20 11 GATOT BAGUS SAPUTRO 7.0 20 20 LENA TRI UTAMI 7.0 10 21 MAEDA ROSEDIANA 7.5 20 14 INDAH KURNIAWATI 8.5 20 16 IRMA LUV'YATTUL HANIFAH 7.0 20 .5 8.0 20 4 AYU QURAISIN NUR FAZRIAH 8.5 7.P 7.5 20 24 MIRNA LINGGAR PERTIWI 8.0 7.5 20 25 MONIKA ANTARISTI 7.5 20 10 ELITA RISCA ARDITA 8.5 8.0 8.5 20 17 ITSNA AYU NUR WIJAYANTI 7.5 7.0 20 15 INTAN KUSUMA WARDHANI 7.5 20 2 ALFIANI DWI RUKMANA 8.0 8.5 20 5 AYUDYA APRILENA 8.0 20 18 IZAS AMELINDA DISTIANA 8.0 10 3 ARMA EKO SULISTYO N.0 20 6 DETA PRASETIA WIBAWA 7.0 20 8 DIMAS ADITYA PAMBUDI 7.0 10 19 KRISNADWIVA 7.0 7.5 7.0 7.5 8.5 20 9 DWI AFNAN PUJI ASTUTI 8.0 7.5 20 12 HESTI KURNIA RAHMAWTI 8.5 20 13 ILMA KURNIA ISNANI 7.0 8.5 7.5 8.5 7.5 7.5 20 7 DEWA SATRIA KUSUMA 7.0 8.5 8.0 8.0 20 22 MERRYANA TRI SETIANINGRUM 8.0 7.0 20 23 MEYTANIA SAPUTRI 7.0 8.5 8.0 8.

0 7.0 20 8 DIMAS ADITYA PAMBUDI 7.0 20 28 ORNASTYA PRATIWI WULANDARI 8.5 8.5 7.6 7.5 20 5 AYUDYA APRILENA 8.0 10 34 ULINNAHIYATUL WACHIDAH 8.0 8.5 8.5 20 30 RIFANI FATMA 7.5 20 27 NOVIAPUSPITASARI 8.5 7.P 8. The second meeting 1) Individual score Table 4.0 8.635 AVERAGE 7.8 NO NAME 1 AHMAD KHOIRUL HUDA 7.5 7.5 20 .0 8.0 20 31 SELLY YULIASTANTI 7.0 20 6 DETA PRASETIA WIBAWA 7.5 20 3 ARMA EKO SULISTYO N.5 8.0 8.5 8.8 First Quiz Individual Score Score Development (Source: SMAN 2 Salatiga.0 8.5 8.0 20 4 AYU QURAISIN NUR FAZRIAH 8.5 20 7 DEWA SATRIA KUSUMA 8.26 NOVIA NUR PUSPITASARI 7.5 8.5 20 32 TITIN ULAN AGUSTIN 7.5 8.5 20 29 PANJI ABDUL MALIK 7.5 20 2 ALFIANI DWI RUKMANA 8.5 20 33 TONI AZHAR 7.2013) b.0 10 TOTAL SCORE 2.600 2.0 7.0 20 9 DWI AFNAN PUJI ASTUTI 8.5 7.

5 9.5 20 23 MEYTANIA SAPUTRI 7.5 20 .5 7.5 20 22 MERRYANA TRI SETIANINGRUM 8.5 20 24 MIRNA LINGGAR PERTIWI 8.0 8.0 8.5 8.5 8.5 7.0 20 26 NOVIA NUR PUSPITASARI 7.5 20 32 TITIN ULAN AGUSTIN 7.5 20 17 ITSNA AYU NUR WIJAYANTI 8.5 20 15 INTAN KUSUMA WARDHANI 7.0 8.5 20 16 IRMA LUV'YATTUL HANIFAH 7.0 10 29 PANJI ABDUL MALIK 7.5 20 27 NOVIAPUSPITASARI 8.10 ELITA RISCA ARDITA 8.0 20 19 KRISNADWIVA 7.5 20 34 ULINNAHIYATUL WACHIDAH 8.0 7.5 8.5 20 20 LENA TRI UTAMI 7.5 20 18 IZAS AMELINDA DISTIANA 7.5 7.0 8.5 7.0 9.0 8.0 8.0 20 33 TONI AZHAR 7.5 20 13 ILMA KURNIA ISNANI 7.0 8.5 20 14 INDAH KURNIAWATI 8.0 20 21 MAEDA ROSEDIANA 7.0 20 28 ORNASTYA PRATIWI WULANDARI 8.5 10 11 GATOT BAGUS SAPUTRO 7.5 7.0 8.0 7.0 20 31 SELLY YULIASTANTI 7.5 8.5 7.5 20 30 RIFANI FATMA 8.0 7.0 7.0 20 12 HESTI KURNIA RAHMAWTI 8.5 7.0 20 25 MONIKA ANTARISTI 8.

Team score (Cycle II: the first and the second meeting).725 AVERAGE 7.9 SWEETIE Members Action I ElitaRisca 20 AyuQuraisin 20 IntanKusuma 20 ArmaEko. N.P 20 Total 80 Average 20 Great Achievement team SPIRIT Members Action I ItsnaAyu .K 20 TitinUlan.0 (Source: SMAN 2 Salatiga.A 20 Total 70 Average 17 Great Achievement team Action II 10 20 20 20 70 17 Good team SMILE Action I Maeda .K 20 20 Total 70 80 Average 17 20 Great Great Achievement team team Action II 20 20 20 20 80 20 Great team ANGEL Members Action I Merryana . 2013) 2.TOTAL SCORE 2.S 20 NoviaNur .S 20 Meytania.W 20 DwiAfnan 20 Monika .T.A 20 MirnaLinggar 20 Total 80 Average 20 Great Achievement team STAWBERRY Members Action I Lena Tri Utami 10 KrisnaDwiva 20 Indah .8 8.R 20 IlmaKurnia 20 Ayudya A 20 Ulinnahiyatul 10 Total 70 Average 17 Great Achievement team Action II 20 20 20 20 80 20 Great team COMING SOON Members Action Action I II HestiKurnia 20 20 RifaniFatma 20 20 IzasAmelinda 10 20 DewaSatria .P 20 NoviaPuspita 10 Total 70 Average 17 Great Achievement team Members Action II 20 20 20 20 80 20 Great team Action II 20 20 20 20 80 20 Great team .635 2.S. Table 4.

M 20 Total 90 Average 19 Great Achievement team Action II 20 20 20 10 20 90 18 Great team Action II 20 20 20 20 20 100 20 Super team INSTRUMENT OF OBSERVATION Table 4.W 20 Total 100 Average 20 Super Achievement team NO NAME Members Action I Dimas Aditya 20 GatotBagus 20 DetaPrasetia 20 Toni Azhar 10 Panji Abdul . Khoirul .P.H 20 SellyYuliastanti 20 Irma Luv‟yatul 20 AlfianiDwi.NIGHT MOON Members Action I A.10 Half None A few (0%) (<20%) Majority (20- No Indicators 1 2 Many (50- Total ( >70%) 49%) 69%) 3 4 score 5 The students are enthusiastic in 1 listening the V 5 teacher‟s explanation The students 2 follow the V 4 . R 20 Ornastya .

teacher suggestion The students ask question to V 4 3 clarify understanding The students 4 answer teacher‟s V 5 V 5 questions The students answer peer‟s 5 question correctly The students 6 help the member V 4 of the team The students are 7 enthusiastic in V 5 V 5 doing the test The students are 9 enthusiastic to complete the .

5 8.5 8.5 8.5 9.11 No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Name Ahmad Khoirul Huda AlfianiDwiRukmana ArmaEkoSulistyoNugroho AyuQuraisinNurFazriah AyudyaAprilena DetaPrasetiaWibawa DewaSatriaKusuma Dimas AdityaPambudi DwiAfnanPujiAstuti ElitaRiscaArdita GatotBagusSaputro HestiKurniaRahmawti IlmaKurniaIsnani Indah Kurniawati IntanKusumaWardhani Irma Luv'yattulHanifah ItsnaAyuNurWijayanti IzasAmelindaDistiana KrisnaDwiva Lena Tri Utami Maeda Rosediana Merryana Tri Setianingrum MeytaniaSaputri MirnaLinggar Pertiwi 25 Post test 7.5 7. 2011) The Result of Final assessment Table 4.5 8.5 8.49% < 20 % 0% 37 .0 8.5 8.0 9.5 8.5 8.5 9.task - Score = Maximal score - - 12 Total Score = 37 45 x 100 % = 82 % Description 5 4 3 2 1 : Majority : Many : half : few : none (The instrument of observation was quoted from Munib.69% 20% .5 7.5 9.0 >70% 50% .5 9.5 8.5 8.0 7.5 8.5 8.5 7.5 8.

W Panji Abdul Malik RifaniFatma SellyYuliastanti Titin Ulan Agustin Toni Azhar UlinnahiyatulWachidah Total Score Average 8. 3.25 26 27 28 29 30 31 32 33 34 Monika Antaristi NoviaNurPuspitasari NoviaPuspitasari OrnastyaPratiwi. team.5 8. 2013 at 1 A. Here are the interview guideline and the transcript of interview as follows: A. to coordinate with other friends and now they start adapting to learn systematically with STAD method. They are enthusiastic in doing the test. aware of their own responsibility in a team and motivated to be the winner time in every meeting. individual development score and team recognition.0 8. it can be concluded that using Student Teams-Achievement Divisions (STAD) can improve listening comprehension skill in English.5 8. Question 1.5 8. Analysis of interview with the teacher The interview was conducted on May 29th. In the previous cycle they have some problem to activate their selves to work in a team. How did you teach listening comprehension to students? 2. quiz.5 8.2013) d).860 8.5 2. Reflection After analyzing the result of cycle I and II. How did they respond? . teaching.0 8.5 8.5 8.4 (Source: SMAN 2 Salatiga.M in the teacher office.5 8.

I taught students based on the text book as main source and used LKS to support the material. Sigit Teacher : Good Morning Researcher : How are you today? Teacher : I‟m fine. How How did you teach listening comprehension to the students? Teacher : Well. . Then I explained the material based on the social function. Sir Teacher : You are welcome. generic structure. go ahead Researcher : I‟m so happy in your class. Have you ever use STAD (Student Team Achievement Divisions) especially in listening aspect? 4. and language features as the syllabus that I got. Sometimes I drilled the students listening comprehension through speaking in front of the class and they noted what they heard. Thank you for giving me a chance to do research in your class. how about you? Researcher : I‟m fine too.Bye the way. Sir. It made them easy to study. I have finished whole my subjects in Campus.3. How about your study now? Researcher : Good willing. Is it possible to use STAD in other aspects of language teaching? 5. Mr. Sir Teacher : Yes. Can I ask something. What are you interested in this method (STAD)? B. the Transcript of Interview with the English teacher Researcher : Good Morning.

it could be concluded that the teacher was happy to observe teaching . Researcher : Is it possible to use Student Achievement Divisions (STAD) in listening? Teacher : I think you can teach use STAD because it will be interestingto work listening comprehension in a group. Researcher : Have you ever use Student Achievement Divisions (STAD) in teaching listening comprehension. isn‟t it? Researcher : What are you interested in this method? Teacher : I think this method is good enough for teaching listening. It will be boring if the material that we use is a high topic for instance science. From the result of interview above. In listening comprehension the teacher must make it sure that the material is interesting and funny.Researcher : How did they respond? Teacher : Enthusiasm. they listen to carefully what I speak and try to understand the meaning of the listening. I just taught listening comprehension with jigsaw and speech method. Teaching listening comprehension is a bit harder that teaching other English skills such as writing. STAD is a kind of cooperative learning. As I know STAD is one of methods that supports. reading and speaking. Teacher : Not yet. political issue and world history. cooperates the students as unity of group.

listening comprehension by using STAD was effective andinteresting. Discussion The use of Student Teams-Achievement Divisions in teaching listening comprehension not only hadpositive development in classroom participation but in the individual and team score as well in every cycle of the research. It could be seen in the results of observation sheet in cycle I was 62 % and cycle II was 82 % Based on the result of the testsduring the research. C. He assumed that cooperative learning was suitable method to decrease the boredom level that the students confront during the lesson.12 Research activity The result of test (Mean of test) Preliminary Assessment 69 Cycle I Cycle II The first meeting The second meeting The first meeting The second meeting Final Assessment (Source: SMAN 2 Salatiga. the writer as the researcher would like to show the students' listening comprehension improvement from cycle I to cycle II.The improvements are as follows: Table 4.2013) 73 76 78 80 84 . The condition of the class was getting better than before because they were interested in teaching listening comprehension using STAD that the English teacher never uses as teaching method in the classroom.

The tests used blank space which consisted of ten items of question. each cycle consisted of two meetings and in the end of the meeting the writer made scoring as the procedure of Student Teams-Achievement Division (STAD). All items. As mentioned before there were two cycles in this classroom action research. .The result of preliminary assessment and final assessment were used to know the score of Students‟ listening comprehension improvement.The table showed that the mean of preliminary assessment and the final assessment has significant differences which final assessment is higher thanpreliminary assessment. instruments can be seen in appendices.

The students werenot only enthusiastic about teaching and learning process but also happy to follow the procedure of STAD. quiz. teaching. Conclusion Based on the result of the research that had been done in two cycles in the research entitled “THE USE OF STAD TO IMPROVE STUDENT LISTENING COMPREHENSION OF THE SECOND GRADE STUDENTS OF SMAN 2 SALATIGA IN THE ACADEMIC YEAR OF 2012/2013”. The improvement of listening comprehension after using Student TeamsAchievement Division Method (STAD) could be seen in the progress of . They could work.Hence. individual score development and team recognition.CHAPTER V CLOSURE A. the writer concluded that: 1. cooperate and discuss each other to catch the understanding of listening comprehension task in the team then they made summary of the task for their teams. The implementation of Student Teams-Achievement Divisions Method (STAD) in teaching listening comprehension went well. teaming. The other advantageous sides of using STAD in listening comprehension during the research arethe studentswere more sociable with their own team other teams. this application of STAD in teaching listening comprehension is an effective method to improve students‟ listening comprehension skill. 2.

the second meeting is 7.9 to 7.Suggestion Based on the research finding and conclusion above.6 then in cycle II. To the teachers They must state the classroom rule before applying the method. 2. the writer would like to suggest as follows. 1. The teachers have important role to activate their classroom. suggesting. They should be able to use kinds of device to support their teachinglearning process.8. To the students Students should always be active in teaching-learning process. motivating the students to work in a team. they must have belief that English is one of important subjects that must be learn and they must enrich their proficiency in English. the first meeting is 7.3 in the first meeting of cycle I.0 and the final assessment is 8. confident and active in teaching and learning in the classroom. but also they are more sociable.improvement in every cycle during the research from the mean of preliminary assessment is 6. In applying STAD method in the classroom. the students are not only involved in teaching and learning process. the second meeting is 8. B. They must give direct response when the students break the rule. To other researcher . 3.4. They must improve their teaching through doing the innovation in the real context the students face. They also must study hard if they want to be successful in mastering English.

The finding of research by the use of Student Teams-Achievement Division can improve student listening comprehension. . Based on the explanation above the writer would like suggest to other researcher. the result of the study can be used as additional reference for further research with different place and it can motivate other researcher especially in educational research to create or launch the new method in improving aspect as enrichment of education in our country or in other counties that is English as foreign language.

(New York: Datix International Limited.Hossein (2012). Douglas (2004). Arikunto.Surakarta: Muhammadiyah University Press. 2006.) p. Endang(2005). Research and the teacher: A qualitative Introduction to School Based Research. Bogor:Ghalia Indonesia. Brown H. Principles of Language Learning and Teaching. Fauziati. (Jakarta: PT RienekaCipta. 2013 at 8 P.uk/blogs/cherrymp/five-types Listening. San Francisco: Pearson Education. BrownH. Graham Hitchcock and David Huges (1989).7 Slavin.Douglas (2000).BIBLIOGRAPHY American Council on The Teaching of Foreign Languages (2012).org. ProsedurPenelitianTindakanKelas. Robert E. Cooperative Learning: teori.28 . 2005. Basrowi and Suwandi (2008).Teaching of English as Foreign Language(TEFL). Suharsini. ProsedurPenelitian: SuatuPendekatanPraktik.(Longman: Pearson education. Alexandria. Language Assessment: Principles and Classroom Practice. the writer was cherrymp. Bigg (1991) in Http://www.teachingenglish. London: Allymand Bacon.) P. risetdanpraktik.M. retrieved on June 3rd. Bozorgian. 4thed. ACTFLProficiency guidelines 2012. Research article: Listening Skill requires a further look into second/foreign language learning.

Hamzah

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Uno

(2012).

MenjadiPeneliti

PTK

yang

Profesional.Jakarta:

BumiAksara.
Http://san-anugrah.blogspot.com/2012/04/pengertian-belajar-dan-mengajar
menurut.html. Retrieved on May 21st, 2013 at 10 A.M., the writer
was San-anugrah.
Http://www.nclrc.org/essentials/listening/liindex.htm. Retrieved on June 1st, 2013
at 4 P.M, the writer was Ana Maria Schwartz.
Khan, GulNazir(2011),“Effect of Student’s Team Achievement Division (STAD)
onAcademic Achievement of Students”, Asian Social ScienceJournal, Vol. 7,
No. 12.
Kordaki, Maria (2012) “Adapting the Collaborative Strategy „Students
Team Achievement Divisions‟ in Information Technology Work Place”,
Journal, p. 135
Richards Jack (2008).Teaching Listening and Speaking from Theory to Practice.
New York: Cambridge University Press.
Ronald Carter and David Nunan (2001), The Cambridge Guide to Teaching English
to Speakers of Other Language (Cambridge: Cambridge University Press)
Rusman(2011).Model-Model Pembelajaran- MengembangkanProfesionalisme Guru.
Jakarta: PT Raja GrafindoPersada.

APPENDIXES

PRELIMINARY ASSESSMENT
A. Script of Test
Elephant
An elephant is the largest and strongest animals. It is a strange looking animal
with its thick legs, huge sides and backs, large hanging ears, small tall, little eyes,
long white tusks and above all it has a long noise, the trunk.
The trunk is the elephant‟s peculiar feature, and it has various uses. The
elephant draws up water by its trunk and can squirt it all over its body like a shower
bath. It can also lift leaves and puts them into its mouth. In fact the trunk serves the
elephant as a long as his hand. An elephant looks very clumsy and heavy and yet it
can move very quickly.
The elephant is a very intelligent animal. Its intelligence combined with its
great strength makes it a very useful servant to man and it can be trained to serve in
various ways such as carry heavy loads, hunt for tigers and even fight.
(http://englishahkam.blogspot.com)

B. Instrument of Test
PRELIMINARY ASSESSMENT
Name
:
Team name :
Date
:
An elephant is the largest and

(1)

__________ animals. It is a strange

looking animal with its thick (2)__________, huge sides and backs, large hanging
(3)

__________, small tall, little eyes, long

has a long

(4)

__________ tusks and above all it

(5)

__________, the trunk.

The trunk is the elephant‟s peculiar

(6)

__________, and it has various

uses. The elephant draws up (7)__________ by its trunk and can squirt it all over
its body like a shower (8)__________. It can also lift leaves and puts them into its
(9)

__________. In fact the trunk serves the elephant as a long as his hand. An

elephant looks very clumsy and

(10)

__________

and yet it can move very

(11)

__________.
The elephant is a very (12)__________ animal. Its intelligence combined

Ears 13.with its great strength (13) __________ it a very useful servant to man and it can (14) be __________ to serve in various ways such as carry heavy loads. elephant‟s trunk (D). D 17. elephant looks very clumsy. (A). E 20. 17. Water 8. The third paragraph is mainly about the fact that. 16.. its clumsiness (B). hunt for (15) __________ and even fight. Legs 12. The elephant draws up water by its trunk and can squirt it all over its body like a shower bath (paragraph 2) The underlined word refers to…. strange looking animal (D). B 19. 10. an elephant (E). Answer Key 19. its large ears C. (A) elephant are very useful (B) elephants can lift logs (C) elephants are servants (D) elephants are strong (E) elephant must be trained 18. Heavy . water 1. Makes 4. 9. its thick legs (E). Strongest 11. The most distinguishing characteristic of an elephant is... a shower (E). elephant‟s body (C).. A 18. The text tells us about…. its large body (D). useful servant (C). the Elephant‟s peculiar feature (B). its long nose (C). Feature 16. Bath. (A). a shower bath (B). 2. Mouth. Tigers 6. White 14.. Intelligent 3.. Which of the following is NOT part of the elephant described in the first paragraph ? (A) It has a small tail (B) It is heavy (C) It is wild (D) It has a trunk (E) It looks strange 20. (A). Trained 5. C 7. Quickly. Noise 15..

Scoring System The Correct answer x 5 : The score of the test .D.

narrative dan analytical exposition accurately and thank in daily conversation context and access knowledge. as it is. Trustworthiness b. Responsibility Material A. Respect c. Teks ini adalah sebagai hasil dari observasi dan analisa secara sistematis. Indicator  Identify the main idea of listening comprehension in report (one of genre types)  Identify and understand the meaning of the listening comprehension in report Aim of learning  Student identify the main idea of listening comprehension of report “A kangaroo”  Student can identify and understand the meaning of the listening comprehension of report “A kangaroo” Character a. Self-confidence d.LESSON PLAN School Subject Class/Semester Topic Duration : : : : : SMAN 2 Salatiga English XI/2 Report (Genre) 2 x 45 minutes ( The First meetings) Competency Standards Understand monologue text /essay. It is as a result of systematic observation and analyses. report." [Report adalah sebuah teks yang menghadirkan informasi tentang suatu hal secara apa adanya. meski nampak keduanya dikatakan sebagai "saudara . Report Text Report is a text which presents information about something. sebenarnya teks report dan descriptive mempunyai perbedaan yang cukup jelas. Basic Competency Understand and respond meaning in monologue text/essay that uses variety of written and spoken language accurately and fluently.] Dengan demikian.

blogspot.com) C. dalam report text itu biasanya berisi dengan faktafakta yang bisa dibuktikan secara ilmiah. and leap across fences more than three metres high. and it crawls at once into this pouch where it spends its first five months of life. (http://infogreget. dan klasifikasinya. They have short front legs. A baby kangaroo is very tiny when it is born. Generic Structure Report Text. Kangaroos eat grass and plants. B. kebiasaannya. Material discussion A kangaroo A kangaroo is an animal found only in Australia.60 metres and weigh over 90 kilos. 1. Adult grow to a length of 1. These are used for sitting up and for jumping. ataupun tingkah lakunya. Kangaroos are marsupials. sifatsifatnya. This means that the female kangaroo has an external pouch on the front of her body. General Clasification. Every learners in any language need more attention to understand listening in a . b. qualities. Kangaroos have been known to make forward jumps of over eight metres. Listening Technique To catch the global meaning of the listenng comprehension is not easy. in terms of parts. They can also run at speeds of over 45 kilometres per hour. Description: tells what the phenomenon under discussion . and very strong back legs and a tail. Seperti halnya dengan descriptive text. Pernyataan umum yang menerangkan subjek laporan. habits or behaviors. keterangan. Intinya.kembar" sekalipun. Pada bagian ini biasanya memberikan gambaran fenomena-fenomena yang terjadi. but very long. which lives on the Australian island of Tasmania and also in New Guinea. although it has a smaller relative. called a wallaby. baik bagian-bagiannya. Report text juga hanya memiliki dua struktur umum [generic structure] yaitu : a. Intinya adalah penjabaran dari klasifikasi yang disajikan dengan ilmiah. The largest kangaroos are the Great Grey Kangaroo and the Red Kangaroo.

speech etc. (10 minutes to understand the material: general classification. year etc 3) Place : situation. e. air port. This are some tips to catch or comprehend the meaning in the long or short listening in a test. The Teacher suggests the students to understand the concept of listening comprehension using 5 W + 1 H. train station etc 4) The word : the word often appears Learning Method . Duration 10 minutes 10 menit 50 menit . Blue Whale). description in report) f. The teacher checks the team readiness with guessing the words in the listening song. market. Give an answer sheet to each team. b. (4-5 minutes) c. The teacher asks the students about the problem in the lesson. post office. team study. d. The teacher tells the rule of STAD in the class. B. 1) Name : name of speakers in the listening 2) Information : number.Cooperative Learning – STAD Steps of Learning Activity Meeting Learning Steps A.conversatio. EXPLORATION a. ELABORATION a. Allow them to choose the name of the team and make their own jingle of the team. b. The Teacher divides 34 students in the class into 8 teams (4 – 5 students in a team). individual development and team recognition) 2. test. school. Preliminary a. teaching. b. The teacher checks students as a social care. The teacher stated what the purpose and the material in the lesson (report listening. The teacher says hello and point one of the students to lead a prayer together before the lesson begins as a form of religious attitudes. Core Activity 1.

The teacher gives response and conclusion about the lesson communitavely. Student can identify the main idea of the listening comprehension in report 2. Fully grown.blogspot. these great creatures (3)_______ length of over (4)_______ meters and weigh as much as (5)_______ large elephants.g.500 men. (http://englishahkam. The teacher asks the material and collect h. CONFIRMATION a. The teacher suggests the students to write down the words in the listening they hear and allow them to discuss about the listening play (twice playing) i. 10 menit 1. Resource a. b. 3-4 times in playing). Instrument of test CYCLE I (The First Meeting) Name : Team name : Date : The largest (1)_______ alive is the blue (2)_______. k. Teacher ask them to prepare their selves to do the listening test individually j.The Teacher announces the best team of the day and appreciate them with a certificate for the team 10 menit C. or more than 1. CLOSURE a. Assessment a.com) 2. The teacher evaluates the result of test immediately and grade the individual development 3. . Description Indicator 1. A teacher states the following material that will be discussed.Students can work individually or in a team Instrument Score Listening test Correct answer x5 1. The heart of a blue whale is more than a meter in (6)_______. The teacher conducts a test (report listening comprehension.

The largest animal is the blue whale C. Harmless 15.The blue whale is not a fish. Whale is a huge animal D. Complication D. Reach 4. not an egg. The last paragraph of the text is categorized as A. mammals E. 3. Whale breaks by laying egg C. even though it (7)_______ its entire life in the _______. The blue whale feeds her baby with her own Milk E. Whales are (9)_______. A mother whale gives (10)_______ to a live baby whale. A . It is (14) _______ to man. "For all its size. 11. Whale is a kind of fish E. Answer key 1. 14. While fish are clod-blooded. Orientation C. Size. What is the text about? A. a blue whale feeds mainly on tiny shrimps. Warm-blooded. (8) 1. a blue whale feeds mainly on tiny shrimps. The blue whale is a kind of mammal 4. Lungs 13. like us. For all its (13)_______. Whale. Twenty four 6. General classification B. Shark 2. whales are (11)_______." What does the word "tiny" mean in the sentence? A. The blue whale feeds mainly on tiny shrimps D. Blue whale C. Killed 16. Tiny 5. Unfortunately for the blue whales. Huge B. men are not harmless to them. Whale eats every sea creature B. What is the main idea of the second paragraph? A. just like us. Diameter. 12. Resolution E. Very small E. So many blue whales are hunted and (15)_______ that very few of these magnificent animals are now left alive. She feeds her baby with her own milk. Whale is a dangerous fish 2. Description 3. Animal 2. Fish B. and they have (12)_______ and breathe air. The blue whale is not a fish B. Shrimps D. Which statement below is true according to the passage? A. Big D. Small C. 30 5.

Lives 8. C 19.7. Sea. 2007:55) a) Individual Score No 1 2 3 4 5 Test Score More than 10 points under first score 10-1 points under first score Quiz score until 10 points upper first score More than 10 points upper first score Answer sheet is perfect (apart from first score) Development Score 0 point 10 points 20 points 30 points 30 points b) Team Score Average score of team = No 1 2 3 4 adding the team development score Members of the team Average Score 0<N<5 6 < N< 15 16 < N<20 21 < N< 30 Approved by Development Score Good Team Great Team Super Team . Assessment technique Slavin (Trianto. 9. Mammals. Birth 17. 10. A c. D 20. B 18.

Y. Sigit Supriyanto NIP. Basic Competency . 11309016 LESSON PLAN School Subject Class/Semester Topic Duration : : : : : SMAN 2 Salatiga English XI/2 Report (Genre) 2 x 45 minutes ( The Second meetings) Competency Standards Understand monologue text /essay. 2013 Researcher Drs. 196705111995121003 Zaenul Wafa NIM.English Teacher Salatiga.F. report. narrative dan analytical exposition accurately and thank in daily conversation context and access knowledge. May 2nd.

“Birds”)  Student can identify and understand the meaning of the listening comprehension in report genre “Birds” Character a) Trustworthiness b) Respect c) Self-confidence d) Responsibility Material A. They are vertebrates and warm blooded animals.com) Learning Method . Indicator  Identify the main idea in listening comprehension of report  Identify and understand the meaning of the listening comprehension Aim of learning  Student identify the main idea and the characters in listening comprehension (Report genre.Understand and respond meaning in monologue text/essay that uses variety of written and spoken language accurately and fluently. Script of discussion Birds Birds are interesting flying animals. Birds breath with their air pocket. Some of them eat seeds. They have different morphology according to their food and their habitat. They belong to aves class and they can be found all over the world. There are many kinds of birds. Beside that they look for foods for their baby. pollen. Earth bird has special characteristic. Beside as respiration organ. Land birds live on their nest. Review the previous Technique in doing listening comprehension test. B.blogspot. There are some species that live in land and the others live in water. (http://englishahkam. air pocket also can enlarge or reduce their weight when flying or swimming. Preliminary a. they lay eggs and feed their baby. fish or meat. The teacher says hello and point one of the Duration 10 minutes . Female birds have specific tasks.Cooperative Learning – STAD Steps of Learning Activity Meeting Learning Steps A.

ELABORATION a. CLOSURE a. individual development and team recognition) 10 menit 2. The teacher conducts a test (report listening comprehension. b. d. Allow the students to choose the name of the team and make their own jingle of the team. The teacher gives response and conclusion about the lesson communitavely. j. b.The Teacher announces the best team of the day and appreciate them with a certificate for the team 10 menit C. A teacher states the following material that will be discussed. test. e.students to lead a prayer together before the lesson begins as a form of religious attitudes. teaching. EXPLORATION a. The teacher suggests the students to write down the words in the listening they hear and allow them to discuss about the listening play (at once listening) h. Teacher ask them to prepare their selves to do the listening test individually i. The teacher stated what the purpose and the material in the lesson (report genre listening “Thanksgiving”listening). Give an answer sheet to each team. description in report) f. CONFIRMATION a. The teacher checks the team readiness guessing the words in the listening song. The Teacher divides 34 students in the class into 8 teams (4 – 5 students in a team). The teacher tells the rule of STAD in the class. twice playing). team study. B. b. The teacher evaluates the result of test immediately and grade the individual development 50 menit 3. g. b. The teacher asks the students about the problem in the lesson. (10 minutes to understand the material: general classification. The Teacher suggests the students to understand the concept of listening comprehension using 5 W + 1 H. (4-5 minutes) c. The teacher checks students as a social care. 10 menit . Core Activity 1.

Student can identify the main idea of the listening comprehension in report genre Instrument Score Listening Test Correct answer x 5 2. It is usually celebrated in late autumn. Thanksgiving now is celebrated in United States of America and in (8)__________ a.blogspot.Students can work individually or in a Team 1. http://englishahkam. and the attempt of Native (3)__________.S and on the second Monday of October in Canada. Thanksgiving was celebrated for their (4)__________ harvest in New England. Turkey is the main dish in the thanksgiving (12) __________ r. In North America. Thanksgiving parades are also usually held. In the past. It is celebrated through (11)__________ and friends gathering to eat and give good luck. Resource a. Description Indicator 1. in Canada.1. Tables are . Lamps are lighted to brighten the environment. however. Assessment a. Thanksgiving (9)__________ are held every fourth Thursday of November in the U. it was originally (5) __________ to thank God for (6)__________ survival in the new land which was not easy for them. thankfulness for (2)__________. fresh and dried flowers.com 2. It is usually celebrated in four to five days in the North America and for (10) __________ in Canada. The instrument of test CYCLE I (The Second Meeting) Name : Team name : Date : Thanksgiving or Thanksgiving Day is a (1)__________ of harvest. In Thanksgiving (13)__________ are decorated with wreaths. (7) __________. it had been celebrated as in New England.

2007:55) 1) Individual Score No 1 2 3 4 5 Test Score More than 10 points under first score 10-1 points under first score Quiz score until 10 points upper first score More than 10 points upper first score Answer sheet is perfect (apart from first Development Score 0 point 10 points 20 points 30 points 30 points .However. Peace 3. How does Turkey celebrate it? 20. Turkey is the main dish in the thanksgiving dinner 5. Americans 4. How many days does North America celebrate it? 18. Three days 11. Thanksgiving 2. When is Thanksgiving Day celebrated? 19. Held 6. 9. Assessment technique . Dinner. Narrative b. Their 7. Decorated 15. What kind of genre of the listening? 2.Slavin (Trianto. Families 12. Celebration 2.(14) (15) __________ __________. Homes 14. 1. What is the title of the text? 17. Answer key 1. 13. In late Autumn 4. Occasion. Canada. four to five days 3. 8. Rich 5. Festivals 10. with best china and antique silver dishes to mark the 16.

May 4th.score) 2) Team Score Average score of team = No 1 2 3 4 adding the team development score Members of the team Average Score 0<N<5 6 < N< 15 16 < N<20 21 < N< 30 Development Score Good Team Great Team Super Team Approved by English Teacher Salatiga. 196705111995121003 Zaenul Wafa NIM. 2013 Researcher Drs.F. Sigit Supriyanto NIP. 11309016 .Y.

LESSON PLAN
School
Subject
Class/Semester
Topic
Duration

:
:
:
:
:

SMAN 2 Salatiga
English
XI/2
Narrative (Genre)
2 x 45 minutes ( The First meetings)

Competency Standards
Understand monologue text /essay; report, narrative dan analytical exposition
accurately and thank in daily conversation context and access knowledge.
Basic Competency
Understand and respond meaning in monologue text/essay that uses variety of
written and spoken language accurately and fluently.
Indicator
 Identify the main idea of listening comprehension in narrative
 Identify and understand the meaning of the listening comprehension of
narrative
Aim of learning
 Student identify the main idea of listening comprehension in narrative (The
Fox and the Grapes)
 Student can identify and understand the meaning of the listening
comprehension in narrative “The Fox and the Grapes”.
Character
e. Trustworthiness
f. Respect
g. Self-confidence
h. Responsibility
Material
A. Narrative
1. Pengertian Narrative
Adalah teks yang berisi tentang cerita nyata atau cerita khayalan.
Ciri-cirinya Narrative text:
a) (Folktale) cerita rakyat; Maling kundang, Lutung kasarung dll,
b) (Fable) kisah dengan tokoh hewan; kancil mencuri ketimun,
c) (Legend) legenda ; Danau Toba,
d) (Short story) cerpen
e) (Fairytale) cerita yang berlatar kerajaan/dunia peri; Snow white/puteri
salju, Cinderella dll. Dan didalamnya terdapat konflik/puncak masalah yang
diikuti dengan penyelesaian. Fungsi utama teks ini adalah untuk
menceritakan suatu cerita dan menghibur pembaca.

)* Kita biasanya menemukan teks jenis ini pada : cerpen, novel, dongeng
dan cerita rakyat.
2. Generic structure
1. Orientation
Berisi tentang pengenalan tokoh, tempat dan waktu terjadinya
cerita (siapa/who atau apa/what, kapan/when dan dimana/where)
2. Complication
Berisi puncak konflik/masalah dalam cerita. Sebuah cerita boleh
memiliki complication lebih dari satu.
3. Resolution
Pemecahan masalah. Bisa berakhir dengan kegembiraan (happy
ending) bisa pula berakhir dengan kesedihan (sad ending).

Note:
a) Terkadang juga urutan ceritanya (generic structure) : Orientation,
Complication,
Evaluation,
Resolution
dan
Reorientation.
Untuk “Evaluation” dan “Reorientation” merupakan pilihan; bisa ada bisa
tidak. Evaluation berisi penilaian/evaluasi terhadap jalannya cerita atau
konflik. Sedangkan Reorientation berisi penyimpulan isi akhir cerita.
b) Cerita narrative umumnya menggunakan tenses “past tense”
c) Sering menggunakan kata penghubung waktu (temporal conjunction),
misalnya: once upon a time /dahulu kala, once/one day/pada suatu hari, long
time ago/ dahulu kala.
B. Material discussion
The Fox and the Grapes
One hot summer day, a thirsty Fox was walking through the woods. He
reached a grape farm and found a bunch of beautiful grapes hanging from a high
branch.
“Those are just the thing i need to quench my thirst on this hot summer day,”
he said. He backed up and took a running start, and jumped but he could not jump
high enough and did not reach the bunch.
He went back to his starting spot and tried again and again, but he couldn‟t
jump high enough to grab the grapes. Finally, he gave up! As he walked away, he
put his nose in the air and said: “I am sure those grapes are sour.”
The moral of the story is that “It is easy to despise what you cannot get.”

The teacher says hello and point one of the students to lead a prayer together before the lesson begins as a form of religious attitudes. post office. air port. (4-5 minutes) c.Cooperative Learning – STAD Steps of Learning Activity Meeting Learning Steps A. school. The teacher tells the rule of STAD in the class. d. b. Core Activity 1. b. speech etc. b. Duration 10 minutes 10 menit 50 menit . Give activity sheet and answer sheet to each team.blogspot. individual development and team recognition) 2. EXPLORATION a. teaching. market.com) C. The teacher checks students as a social care. 5) Name : name of speakers in the listening 6) Information : number.(http://englishahkam. year etc 7) Place : situation. The Fox and the Grapes). Preliminary a. team study. ELABORATION a. The teacher checks the team readiness with guessing the words in the listening song. The teacher stated what the purpose and the material in the lesson (narrative listening. B. Allow them to choose the name of the team and make their own jingle of the team. This are some tips to catch or comprehend the meaning in the long or short listening in a test. train station etc 8) The word : the words often appears Learning Method . Listening Technique To catch the global meaning of the listenng comprehension is not easy. test. Every learners in any language need more attention to understand listening in a conversatio. The Teacher divides 34 students in the class into 8 teams (4 – 5 students in a team).

Resource a.e. complication and resolution in narrative) f. The teacher suggests the students to write down the words in the listening they hear and allow them to discuss about the listening play (twice in the play of listening) h.com) 2. The Teacher suggests the students to understand the concept of listening comprehension using 5 W + 1 H. CONFIRMATION a.The Teacher announces the best team of the day and appreciate them with a certificate for the team C. j. Student can identify the main idea of the listening comprehension in narrative 2. The teacher conducts a test (narrative listening comprehension. A teacher states the following material that will be discussed. (http://englishahkam. The teacher gives response and conclusion about the lesson communitavely. Description Indicator 1.blogspot. The teacher evaluates the result of test immediately and grade the individual development 3. b. CLOSURE a. g. The teacher asks the students about the problem in the lesson. (10 minutes to understand the material: orientation. Assessment a. Teacher ask them to prepare their selves to do the listening test individually i. 3-4 times in playing). 10 menit 10 menit 1. Instrument of test CYCLE II (The first meeting) Name : Team name : Date : Instrument Score Listening test Correct answer x5 .Students can work individually or in a Team 1.

but he couldn‟t get the (10)________ handful out. He (3)________ into the jar and grabbed as (4)________ as he could hold. Bystander 20. Who said “don‟t be so greedy”? 20. Attempt 16.The Boy and the (1)________ A little boy once (2)________ a jar of sweets. Asked 13. Reached 4. A Bystander (12)________ him what the matter was. “I can‟t take this handful of sweets out of the jar. What kind of the genre of the listening? 2.” The moral of the story is that “Do not (15)________ too much at once. At last he began to (11)________. Many 5. The jar 19. don‟t be so (13)________.” said the bystander. Tried 10. His hand 7. He (9)________ again and again. Narrative listening . Greedy 14. “Be satisfied with just half of what you have. “Well. Answer key 1. The boy and bystander 18. but he did not want to (8)________ any of the sweets. Found 3.” Question 16. Sweets 2. Neck 8. The Boy and the Sweets 17. Drop 9. His hand was caught. and you‟ll have no (14)________ getting your hand out. Whole 11. (5) ________ when he tried to pull (6)________ out. But 6. Trouble 15. What did the boy find? 19. Cry 12. What is the story about? 17. Mention the actors of the listening you hear? 18.” cried the boy. he found the (7) ________ of the jar was too small.

b. Assessment technique Slavin (Trianto. May 11th. 2007:55) a) Individual Score No 1 2 3 4 5 Test Score More than 10 points under first score 10-1 points under first score Quiz score until 10 points upper first score More than 10 points upper first score Answer sheet is perfect (apart from first score) Development Score 0 point 10 points 20 points 30 points 30 points b) Team Score Average score of team = No 1 2 3 4 adding the team development score Members of the team Average Score 0<N<5 6 < N< 15 16 < N<20 21 < N< 30 Development Score Good Team Great Team Super Team Approved by English Teacher Salatiga. 2013 Researcher .

Indicator . 11309016 LESSON PLAN School Subject Class/Semester Topic Duration : : : : : SMAN 2 Salatiga English XI/2 Narrative (Genre) 2 x 45 minutes ( The Second meetings) Competency Standards Understand monologue text /essay. narrative dan analytical exposition accurately and thank in daily conversation context and access knowledge.Y. report. Basic Competency Understand and respond meaning in monologue text/essay that uses variety of written language accurately and fluently. Sigit Supriyanto NIP.F. 196705111995121003 Zaenul Wafa NIM.Drs.

EXPLORATION a. They entered the jar and ate greedily.  Student can identify and understand the meaning of the listening comprehension. remember that there‟s nothing wrong with a little fun and games. As they lay in the jar dying. The teacher says hello and point one of the students to lead a prayer together before the lesson begins as a form of religious attitudes. They were stuck and could not fly away. their feet and wings got covered with the honey. the flies cried and said. B. Core Activity 1.” It is important to lead a balanced life by enjoying some of the good and refraining from the bad.Cooperative Learning – STAD Steps of Learning Activity Meeting Learning Steps A. Character e) Trustworthiness f) Respect g) Self-confidence h) Responsibility Material A. “What foolish creatures we are. Script of discussion The Flies and the Jar of Sweets A number of flies saw a jar of honey that was lying on its side in the housekeeper‟s room. b. the narrative title is “The Flies and the Jar of Sweets”. While eating. The teacher stated what the purpose and the Duration 10 minutes 10 menit .” The moral of the story is “Pleasure isn‟t worth it if bought with pain. Aim of learning  Student identify the main idea and the characters in listening comprehension. we have destroyed ourselves for the sake of such a small pleasure. Identify and understand the meaning of the listening comprehension in narrative. This season.  Identify the main idea in listening comprehension in narrative context. The teacher checks students as a social care. the narrative title is “The Flies and the Jar of Sweets”. Learning Method . however. Review the previous Technique in doing listening comprehension B. Preliminary a.

b. The Teacher divides 34 students in the class into 8 teams (4 – 5 students in a team). The teacher gives response and conclusion about the lesson communitavely. Assessment a. e. CONFIRMATION a. ELABORATION a. The teacher asks the material and collect h. 50 menit 10 menit 10 menit 1. The teacher evaluates the result of test immediately and grade the individual development 3. The teacher checks the team readiness with guessing the words in the listening song.The Teacher announces the best team of the day and appreciate them with a certificate for the team C. (10 minutes to understand the material: orientation.material inthe lesson (narrative listening). team study. http://englishahkam. CLOSURE a. The teacher suggests the students to write down the words in the listening they hear and allow them to discuss about the listening play (at once listening) i. g.com 2. individual development and team recognition) 2. The Teacher suggests the students to understand the concept of listening comprehension using 5 W + 1 H. b. Student can identify the main idea of the Instrument Score Correct answer x 5 . The teacher conducts a test (narrative listening comprehension. complication and resolution in narrative) f. A teacher states the following material that will be discussed. (4-5 minutes) c.blogspot. Teacher ask them to prepare their selves to do the listening test individually j. Give an answer sheet to each team. 3-4 times in playing). teaching. k. d. The teacher tells the rule of STAD in the class. Resource a. Description Indicator 1. Allow them to choose the name of the team and make their own jingle of the team. The teacher asks the students about the problem in the lesson. test. b.

They would propose Paes to marriage but Paes was afraid if they would kill each other because they were brother. then they fought and they died. the harvest will not be satisfying. Paes had an idea to make a contest. each other 11. a place where Paes lived was called Pahesan. pumpkin was a kind of spreading plant. marriage 6. came 5. What kind the listening above? 2. Why Did the brothers fight each other? 20. Who was a beautiful woman in the text? 17. Answer key 1. one of them would be her husband. harvest 15. if it grows. There were two boys who were unknown where they came. satisfying 16. Suddenly. Her beauty interested many teenagers. there was a beautiful woman. What is the Dempet? 19. The pumpkins crept each other so they argued the big pumpkin. a long time ago 2. Was her beauty interested many teenagers? 18. woman 3. The instrument of test CYCLE II (the second meeting) Name : Team name : Date : The ________ of Pahesan Village and Dempet Graveyard A long time ago. Up to now. the citizens of Pahesan village have believed that they cannot harvest a pumpkin. She promised that for everyone who could plant a big pumpkin. two boys 4. She was Paes.listening comprehension Listening Test 2. Paes . Their graves were closed and the graveyard was called “ Dempet ” afterwards. citizens 14. fought 12. Question 16.Students can work individually or in a Team 1. Basically. lived 13.

crept 17. 2007:55) 1) Individual Score No 1 2 3 4 5 Test Score More than 10 points under first score 10-1 points under first score Quiz score until 10 points upper first score More than 10 points upper first score Answer sheet is perfect (apart from first score) Development Score 0 point 10 points 20 points 30 points 30 points 2) Team Score Average score of team = No 1 2 3 4 adding the team development score Members of the team Average Score 0<N<5 6 < N< 15 16 < N<20 21 < N< 30 Development Score Good Team Great Team Super Team Approved by English Teacher Salatiga. Dempet is a graveyard 18. a contest 9. Pahesan 20.F. They wanted to have the pumpkin 19. 2013 Researcher Drs. pumpkin 10. 11309016 . Assessment technique .7. Sigit Supriyanto NIP. Narrative b. 196705111995121003 Zaenul Wafa NIM. Suddenly 8.Y. May 16th.Slavin (Trianto.

“Can I try?” asked the little boy. the whole village became a huge lake. As she told him. but nobody succeeded. Indonesia. but nobody cared about him. Script of Test Once upon a time. He was baru Klinting He was very hungry and weak. Finally. People challenged each other to pull out that stick.com) B. He knocked at every door and asked for some food. The crowd laughed mockingly. And no one was saved from the water except the little boy and the generous old woman who gave him shelter and meal. It did not stop until it flooded the village. It is now known as Rawa Pening Lake in Salatiga.FINAL ASSESSMENT A. The little boy continued his journey. he saw many people gathering on the field. She gave him shelter and a meal. he used the “lesung” as a boat and picked up the old woman.blogspot. While he was passing through the village. (http://englishahkam. Everybody tried. Nobody wanted to help the little boy and there was a generous woman helped him. there was a little poor boy came into a little village. Suddenly. Central Java. water spouted out. from the hole left by stick. The boy came closer and saw a stick stuck in the ground. Everybody was dumbfounded. Instrument of Test FINAL ASSESSMENT Name : Team name : Date : . He could do it very easily. The boy wanted to try his luck so he stepped forward and pulled out the stick.

Indonesia. Question 16. from the (13) _________ left by stick. Lake . He was Baru Klinting He was very hungry and weak. but nobody (4) _________ the little boy and there was a (5)_________ woman helped him. While he was passing through the village. Did the people die in the village? 20. Nobody wanted to (3) _________. Generous 11. “Can I try?” asked the little boy. It is now known as Rawa Pening Lake in Salatiga. but nobody (10)_________. Finally.Once upon a time. Suddenly. What did the boy ask for? 19. Where is Rawa Pening located? C. he used the “lesung” as a boat and (14)_________the old woman. And no one was saved from the water except the little boy and the generous old woman who gave him shelter and meal. Help 5. Everybody was dumbfounded. What is the story about? 17. He (2) _________ at every door and asked for some cared about him. It did not stop until it flooded the village. People (9)_________each other to pull out that stick. the whole village became a huge (15) _________. The little boy continued his (7) _________. Hole 14. What was the name of the little boy? 18. As she told him. The crowd (11) _________ mockingly. Answer Key 1. water spouted out. Easily 13. Food 4. Village 2. Knocked 3. She gave him (6)_________ and a meal. Picked up 15. he saw many people gathering on the (8) _________. there was a little poor boy came into a little (1) _________. Laughed 12. Everybody tried. The boy came closer and saw a stick stuck in the ground. The boy wanted to try his luck so he stepped forward and pulled out the stick. Central Java. He could do it very (12) _________.

Field 9. Baru Klinting 18. Scoring System The Correct answer x 5 : The score of the test DOCUMENTATION OF CLASSRROM ACTION RESEACH (SMAN 2 SALATIGA 2012/2013) Gate of SMAN 2 Salatiga The teacher was explaining the material The students asked question enthusiastically One of students explained to other members in herteam related to the material .6. Yes. Food 19. Succeeded 16. Challenged 10. they were 20. Legend of Rawa pening 17. central Java D. Salatiga . Journey 8. Shelter 7.

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The teacher checked students’ readiness before teaching The students were listening to listening comprehension test The teacher observed the team readiness in STAD implementation The best team that was announced in the end of teaching and learning activity .

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Sunday 26th. : MI Tungu (1997-2002) MTsN. August. 05. : Tungu. RT. RW.CURRICULUM VITAE Name Place and date of birth Address Education : Zaenul Wafa : Grobogan. Godong Grobogan. Central Java. Jeketro (2002-2005) MA Yasis At-taqwa (2005-2008) STAIN Salatiga (2009-2013) . 01. 1990.