"The Use of Student Teams-Achievement Divisions - Stain Salatiga - 3

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
Students number
: 11309016
Faculty
: English Department
Certify that this is definitely my own work. I am completely responsible for the content of
this thesis. Other writers 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)
DEDICATION
This graduating paper is dedicated to:

1. My father and mother, thanks for the entire thing that you give to me.
2. My sisters; Himatul, Arhamtul and Takmila, thank for serving attention and pray
for me.
3. All my friends in Tingkir lor, Salatiga, especially Ali masykur, Sigit Purnomo,
Munawar Said, Didin, Khamim and all the committees of Islamic boarding house
Al-Islah for accompanying me to stay up all night just to do this paper and
when I started tiring they cheered me up and made a joke for me.
4. All my friends in TBI, especially in TBI A 2009 and my gratitude are to Mansur
Hidayat for his help and encouragement.
ACKNOWLEDGEMENT
Praise be to Allah who has given blessing and mercies so that the writer can
finish in creating this graduating paper.
Invocation and Salutation may be granted to our noble prophet Muhammad
Pbuh as the best figure in this universe and his family, his colleague, his followers
who has brought Islam until this present.
As human who has the weakness and limitations, the writer realized that this
thesis by the e title The use of Student Teams-Achievement Divisions to improve
listening comprehension of the second grade students of SMAN 2 Salatiga in the
academic year 2012/2013cannot be finished without any support, guidance, and
help from the other people. For that, by the honor of this, the writer wants to say
thanks very much to the honorable figures:
1. Mr. Dr. Imam Sutomo, M.Ag, as the Rector of State Institute of Islamic Studies
(STAIN) Salatiga.
2. Mrs. Maslikhatul Umami, M.A, as the chief of English Department of STAIN
Salatiga.
3. Mrs. Setia Rini, M.Pd, as the consultant of the writer. She triggered to find out
and to think procedurally and systematically, thanks for her patience in providing
careful guidance, helpful corrections, very good advice as well as suggestion and
encouragement during consultation.
4. All lecturers in English Department Faculty for valuable knowledge, guidance,
and advice during the years of my study in STAIN Salatiga.
5. Library officials who always give good service related with the references in this
thesis so that why the writer could do this thesis well and in punctual.
6. Dra.Yuliati Eko Atmojo, M.Pd as the principal of SMAN 2 Salatiga who had
allowed the writer to carry out the research in the school and Drs. Sigit
Supriyanto, the English teacher of the second science class two of SMAN 2
Salatiga who had helped the writer in conducting the research and All students of
SMAN 2 Salatiga, thanks for cooperation, and also the school administration staff.
7. My beloved father (Muh Zaini) and my mother (Rosidah) and sisters (Himatul,
Arkhamatul and Takmila) in Yogjakarta who always give motivation and pray for
the writer.
8. Last but not least, there are still lots of people who cannot be mentioned one by
one who helped in finishing this thesis.
By expecting pray, may the goodness be charity and get the reward from
Allah SWT.
The writer realizes that this thesis is still far from completeness. Hence, the
writer so expects constructive suggestion and criticism from all sides for the
advantages of this thesis.
Finally, the writer expects; may this thesis is useful, especially for the writer
and generally for the reader.
Salatiga, August 26th, 2013

The writer
Zaenul Wafa
TABLE OF CONTENT
TITLE PAGE ...................................................................................................................... i

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

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

F. Technique of collecting data................................................................. 36
G. Technique of Analysis data .................................................................. 39
H. Achievement Indicator ......................................................................... 39
I. School Profile ................................................................................... 40
1. Vision, Mission and School Objective ............................................. 40
2. School Organization Structure ......................................................... 42
3. The Situation of teacher of SMAN 2 Salatiga ................................. 43
4. The Situation of Students ................................................................. 46
5. Infrastructure .................................................................................... 47
CHAPTER IV RESEARCH IMPLEMENTATION AND DATA ANALYSIS
A. the Students improvement and analysis of listening
comprehension after being taught by using Student TeamsAchievement Divisions (STAD) .......................................................... 50
1. Analysis of Preliminary Assessment (Observation) ........................ 51
2. Analysis of Cylce I ........................................................................... 53
3. Analysis of Cylce II ......................................................................... 76
4. Analysis of interview with the teacher ............................................. 93
B. Discussion ............................................................................................ 96
CHAPTER V CLOSURE
A. Conclusion .......................................................................................... 98
B. Suggestion ........................................................................................... 99
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
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.
Graduating paper. Tarbiyah Faculty. English major. State Institute of Islamic Studies.
Consultant: Setia Rini,M.Pd
Keyword: Student Teams-Achievement Divisions (STAD), listening comprehension,
classroom action Research.
The background of the study is the students have difficulities in
understanding listening comprehension, because in the teaching and learning process
the teacher still used traditional method. The teacher only asked for the students to
pay attention what the teacher said and the students did the listening comprehension
test. To develop listening skill the teacher needs a method that will make students
enjoy and easy to understand listening comprehension. Student Teams-Achievement
Division Method (STAD) is a method that can be used in teaching listening
comprehension. Teaching listening comprehension using STAD is aimed to improve
students listening comprehension skill.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?, (2) How is the improvement
of Listening comprehension after using Student Teams-Achievement Divisions
Method?. 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., (b) To analyze and evaluate how is the
improvement of Listening Comprehension after using Student Teams-Achievement
Divisions Method. In this research, the participants are the second grade students of
SMAN 2 Salatiga which consists of 34 students. This research design is classroom
action research. It is aimed to improve students participation and comprehension in
listening. This research was done in six meetings with the different types of material.
There are two cycles in every cycle include two meetings; those are cycle I, and
cycle II. The data collection techniques used in this research are documentation and
test, the researcher took a test of their improvement in each cycle. In the mean of
preliminary assessment was 6.9, in the first meeting of cycle I was 7.3, the second
meeting was 7.6 then in cycle II; the first meeting was 7.8, the second meeting was
8.0 and the final assessment was 8.4. 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.
LIST OF TABLE
Table 3.1 Research Schedule

Table 3.2 Subject of research
Table 3.3 The Procedures of classroom action research
Table 3.4 School Organization Structure
Table 3.5 Situation of teachers in SMAN 2 Salatiga
Table 3.6 Situation of students
Table 3.7 Infrastructure list of SMA Negeri 2 Salatiga
Table 4.1 Preleminary assessment
Table 4.2 List of Students team names in STAD
Table 4.3 Individual score of cycle I (the first meeting)
Table 4.4 Individual score of cycle I (the second meeting)
Table 4.5 Team score (Cycle I: the first and the second meeting).
Table 4.6 Instrument of Observation
Table 4.7 Individual score of cycle II (the first meeting)
Table 4.8 Individual score of cycle II (the second meeting)
Table 4.9 Team score (Cycle II: the first meeting and the second meeting)
Table 4.10 Instrument of Observation
Table 4.11 The result of the final assessment
Table 4.12 Students Score Improvement
CHAPTER I
INTRODUCTION
A. Background of Study
Language is a device which is used by human being to communicate and
transfer knowledge from time to time. (Oxford Learners Pocket Dictionary, 2008:
247) Language is a system of communication in speech and writing used by
people of a particular country. It plays an important role in the entire human
lifetime. Through language one generation can transfer their knowledge to the
next generation.
English is universal language. That is not surprising news because there
are many outstanding universities suggest an applicant to attach English
proficiency for instance TOEFL, IELST and others. Lots of people use English as
medium of communication to contact or cooperate among people in difference
countries in the world. We can take a look how important to master English in our
country. Even the government sets English as main subject in Elementary School,
Junior High School, Senior High School and University.
English subject in Indonesia has several goals; train language skill and
able to communicate spoken and written to prepare students to confront
knowledge and technology development in globalization era. The dimension of
the subject is: listening, speaking, reading, writingand one of four skills has to be
mastered is listening. In relation to listening skill, the standards of competency for
the graduates in this country are the competence to understand the meaning in
interpersonal and transactional oral text, both formally or informally, in the form
of recount, narrative, procedure, descriptive, news item, report, analytical

exposition etc.However it also must be supported by other language components
such as grammatical, vocabulary and pronunciation.
Listening comprehension is a key initial step in communication. Good
communication depends on the way a listener can understand what a speaker says.
The better students can understand what is being said, the better will be their
ability to communicate. In addition, they will be better able to notice the
characteristics of the target language which will help improve their language
development in all four key skill areas.
The real goal in most listening is not only to understand every word but
also to comprehend the information that the listener wants or needs from the
message. Actually there is misconception in teaching listening in our country.
Some teachers have tendency to force student to understand as much as possible
words on the tape. On the contrary, in real life even native speakers do not always
understand or hear every word when they are talking with someone or watching
TV but they just take main point of the speakers utterance.
Listening in teaching and learning process is often neglected by a
teacher. The teachers attach the listening aspect of listening skill in lesson plan,
but they do not teach listening comprehension as they make in the lesson plan.
Moreover, the major things have happened in English as a Foreign Language
(EFL) in our country is that the students rarely taught the listening skill properly.
They do not even get sufficient portion of learning in the classroom. Teachers in
Indonesia also would prefer to teach reading, grammar or speaking rather than to
teach listening as unity of language aspect that must be mastered.
In addition, some students in junior high school even senior high school
grumble when they must confront listening test in national examination that is
carried out byNational Education Department. When the researcher asks to the
students what is the most difficult in English national examination? They
directly said that the most difficult part of English examination is listening.
Actually, a teacher is an educator. Educators are adults with all abilities
that can change the mindset of their students from not knowing to knowing and
mature students. A professional teacher must have ability to design and organize
the classroom well. One of the most important is the performance of teachers in
the classroom such as controlling a classroom to create a fun learning
environment. Thus, teachers must choose the learning methods that are
appropriate to the characteristics of learners.
Based on the researchers observation and interview to the teachers and
the students of SMAN 2 Salatiga during teaching practice in August to September
2012, the researcher concluded that the failure of teaching listening was English
teachers just used traditional technique to teach listening. They provided a
worksheet and students must find missing words based on the listening on the
tape. The method was quite good for years but in recent years some students are
not interested in the listening class. They need learning variations in the class so
that why they are not bored in the class.
The researcher chooses Student teams-achievement division (STAD) as
an alternative technique to teach listening comprehension in the classroom. STAD
is one of the popular methods in cooperative learning that is introduced by John
Hopkins.
Due to the fact found, the researcher wants thesis entitled The Use of
Student Teams-Achievement Divisions Method (STAD) to improve Listening
Comprehension of the second grade students of SMAN 2 Salatigain the Academic
Year 2012/2013.
B. The identification of the problem
Based on the background of the study, there are some problems that
arise.The problems identified are as follows:
1. The teacher tended to test listening comprehension than to teach listening
comprehension.
2. The teacher used to applying the lecturing method in teaching listening
comprehension.
3. The students got difficulties in comprehending spoken text.
4. The students lacked of concentration of the teaching and learning process.
C. Limitation of the problem

The writer would like to limit the scope of the study to the following
pronlems in order to avoid misinterpretation of the problem, are:
1) The students improvement in listening comprehension skill.
2) The improvement of students listening skill by using Student TeamsAchievement Divisions (STAD) Method in teaching listening comprehension.
3) The subject in this research is listening comprehension ability of the second

grade students of SMAN 2 Salatiga.
4) This research was conducted in Science Class Two of the second grade
students in SMA 2 Salatiga in the academic year of 2012/2013.
D. Research Question
1) How is the implementation of Student Teams-Achievement Divisions Method
to improve Listening Comprehension of thesecond grade students of SMAN 2
Salatiga in the academic year 2012/2013?
2) How is the improvement of Listening comprehension after using Student
Teams-Achievement Divisions Method?
E. Objectives of the Study
1. To describe how Student Teams-Achievement Divisions Method is
implemented to improve Listening Comprehension of SMAN 2 Salatigain the
academic year of 2012/2013?
2. To analyze and evaluate how is the improvement of Listening Comprehension
after using Student Teams-Achievement Divisions Method?
F. Pedagogical significance
The outputs of this study are expected to be useful for:
1. Student
Students are expected to be able to improve their listening comprehension through
Student teams-achievement divisions.
2. Teacher
Teachers are expected to enrich their teaching method and develop their creativity
in teaching Listening toward an ideal classroom.
3. Writer
The writer hopes that this study can facilitate himself and the English learners in
Listening Comprehension through Student Teams-Achievement Divisions
Method (STAD).
G. Classification of key term
Here are some definitions as a guidance to understand the terms of this study:
1. Student Teams-Achievement Divisions Method (STAD)
Student Teams-Achievement Divisions Method (STAD) is one of the
simplest cooperative learning method and the best model to start for new
teachers who use cooperative approach. STAD consists of five components;
class presentation, team, quiz, scoring and team recognition (Robert E.
Slavin, 2005, 143). This method is very interesting activity in the classroom
because the method involves student and teacher to activate their selves in
teaching and learning process.
2. Method
An overall plan for the orderly presentation of language material,
no part of which contradicts, and all of which is based upon the selected
approach (Anthony,1963:95).
3. Teaching
Teaching is showing or helping someone to learn how to do
something, giving instruction, guiding in the study of something (Brown,
2000: 7). It is activities of that impart knowledge or skill. The activities of
teaching involve educating, instructing and teaching. Furthermore, teaching
listening is a teaching concentrated on listening comprehension of the

research object.
4. Improving
Become or make something or somebody better (Oxford Learners
Pocket Dictionary, 2008: 222). It includes the process of progression in
humans ability and proficiency.
5. Listening Comprehension
Comprehension as the mental process by which listeners take in the
sounds uttered by a speaker and use them to construct an interpretation of
what they think the speaker intended to convey (Fauziati, 2005:117).
Listening is the early skill that humans possess if they do not have listening
disorder. In listening comprehension Student not only must interpret what
they hear but pay attention to the speakers as well to catch the meaning.
6. Action Research
Classroom Action Research (CAR) is systematic study from a group
of teachers to conduct actions in learning based on their reflection. It
indicates that the basic unity of theoretical and practical knowledge (Basrowi,
2008: 26). Furthermore, Classroom Action Research (CAR) is a research
designed to assist a teacher to find out what is happening in his or her own
class and to determine actions for future improvement.
H. Hypothesis of the Study
Based on the background of study, statement of the problem, the
hypothesis of this study stated that: Student Teams-Achievement Divisions
Method (STAD) can improve Listening Comprehension of the second grade

students of SMAN 2 Salatiga in the academic year 2012/2013.
I. Review of Related Research
In the research paper the writer takes two literature reviews. The first
review is entitled the use of Student Teams-Achievement Divisions (STAD) to
improve Grammar Mastery of the second year of MTsNNgablak 2010/2011 that
was researched by QurrotulAin (11307113), a student of STAIN salatiga.
In that paper, she analyzed that the result of the research shows that the
use of Student Teams-Achievement Divisions can improve students motivation,
interest and achievement. The implementation of Student Teams-Achievement
Divisions (STAD) is reasonable because it can give students great motivation to
learn English (QurotulAin,2011: 94)
The second review was researched by Budi Kurniawan(11305010), a
student of STAIN salatigaentitled the use of Student Teams-Achievement
Divisions (STAD) to reading comprehension of the sixth grade students of MI
MAARIF TIRTO in the academic year of 2010/2011.
In the paper, he identified that the use of STAD can help students to
comprehend the text and answer the question. STAD is not only easier to make
students understand the lesson but motivated and interest students in learning
English particularly in reading ability as well (Budi, 2011: 35).
J. the outline of Paper
In order to make easy to understand this thesis, the researcher uses a
system of presentation as follows:
Chapter 1 is introduction. It contains; the background of the study, the

identification of the problem, limitation of the problem, research question,
objectives of the study, pedagogical significance, classification of key term,
hypothesis of the study, and outline of paper
Chapter II is literature review which contains about the definition of
teaching,
general
concept
of
teaching,
general
concept
of
listening
comprehension, the importance of listening, the types of listening, the process in

listening comprehension, the principles in listening comprehension, student
teams-achievement
divisions
(STAD)
Method,
components
of
STAD,
implementation of STAD in teaching listening comprehension and advantages of

STAD.
Chapter III is research methodology which consists of the methods of
research, place and time of research, subject of the study, procedure of research,
technique of collecting data, technique of analyzing data, achievement indicator
and the general description of SMAN 2 Salatiga.
Chapter IV is research implementationanddata analysis which consist of
the Students Improvement and Analysis of Listening comprehension after being
taught by using Student Teams-Achievement Divisions, analysis of cyle 1,
analysis of cyle II, analysis of teacher interview and discussion.
Chapter V is closure which consists of conclusion and suggestion
Bibliography
Appendices
CHAPTER II
LITERATURE REVIEW
A. Teaching
1. Definition of Teaching
Teaching is derived from word teach. It has meaning; give somebody
information about a particular subject to learn something (Oxford-Advanced
Learners Dictionary, 1995: 1225).
Brown (2000), in his bookPrinciples of Language Learning and Teaching
stated that Teaching is showing or helping someone to learn how to do
something, giving instruction, guiding in the study of something.
Based on the previous definition the writer limited the meaning of teaching
is a series of subject delivery activity to students to help, receive, achieve
master and develop the subject properly.
2. General Concept of Teaching

Biggs (1991) an expert on contemporary cognitive psychology, in
(http://san-anugrah.blogspot.com/2012/04/belajar.html)stated the concept of
teaching divides into three, namely:
a) In quantitative terms, teaching means "the transmission of knowledge" that
the transmission of knowledge in this case the teacher only needs to master
the knowledge of their field of study and pass on to his students as well as
possible.
b) In terms of institutional teaching means "the efficient orchestration of
teaching skills", it means the arrangement of all the teaching skills
efficiently in this sense teachers are required to always be ready to adapt
different teaching techniques for a variety of different students' talents,
abilities, and needs.
c) Quantitative understanding of teaching that is "the facilitation of learning"
that is an effort to help facilitate student learning activity. Overall
understanding of the above can be concluded that in principle are teaching
activities to develop the full potential of the realm of psychological.
B. General Concept of Listening
1. Definition of Listening
Listening is the attending, receiving, interpreting, and responding to
messages presented aurally (International Listening Association/ILA, 2008: 7).
That definition explains that listening is not only recognizing the sound but
also student must get the meaning of listening. If one sentence cannot be heard
clearly, it is difficult to understand words, phrases or sentences so that why

there is so much attention in listening process.
Listening is the ability to identify and understand what others are
saying. This process involves understanding a speaker's accent or
pronunciation, the speakers grammar and vocabulary, and comprehension of
meaning (Nurul, 2012: 206).
From the definition above the writer makes conclusion that listening is
the process of understanding speech in a first or second language and listening
involves hearing the speakers words, understanding the message of a
speakers intention.
2. The Importance of Listening
Bozorgian (2012) in his research article Listening Skill requires a
further look into second or foreign language learning stated that The
important of listening skill for effective communication has been recognized
almost for a century. In our daily life, listening skill has important role in
communication. Good communication will happen if the speaker and listener
have good listening skill to transfer information each other.
According to Rankinin Bozorgian (2012) listening skill was the most
dominant skill for the mode of human communication. Listening skill occupies
almost fifty percentages of our daily communications. In this regard, two
studies conducted by Ralph and Stevens and Rankin reported that listening
forty six percentage, speaking thirty percentages, reading sixteen percentages,
and writing nine percentages involve our daily communication.
From the definition above that listening is very important skill must be
acquired by any language learner. Practically, there are still many people who
have lack of listening skill than other skill, especially it is the common problem
the mostly ESL students find. The writer had experience related to English
listening comprehension when he was on vocation in Borobudur temple on
May 6th, 2012 there were several students of Islamic senior high school from
Central Java practiced their English with foreigners they were good at English
speaking and they could speak English clearly but they had difficulities in
understanding of the foreigners English speaking. That case showed that
listening comprehension cannot be separatedfrom one of crucial English skills
must be mastered in English.
2. Type of listening
There are many types of listening in English and one of the popular
theories isWolvin and Coakelytheory. They formulated the types of listening
into
five
types
according
to
the
purpose
of
listening
(http://www.teachingenglish.org) as follows:
a. Comprehensive listening
Comprehensive listening or listening comprehension is where the
focus is on understanding the message. The writers consider this as the basis
for the next three types of listening. However, the problem can come in the
form of understanding. Depending on many factors (both individual and
social) students can end up understanding the same message in different,
different ways. Lot of work in teaching listening in the classroom has to
happen here in facilitating the students to develop their comprehension

skills.
b. Discriminative listening
Discriminative listening is where the objective is to distinguish
sound and visual stimuli. This objective does not take into account the
meaning; instead the focus is largely on sounds. In a basic level class this
can be as simple as distinguishing the gender of the speaker or the number
of the speakers etc. As mentioned before the focus is not on comprehending;
but on accustoming the ears to the sounds. If somebody thinks he or she can
see that this is where L1 listening begins - the child responds to sound
stimulus and soon can recognize its parents' voices amidst all other voices.
Depending on the level of the students, the listening can be discriminating
sounds to identifying individual words.
c. Therapeutic listening
One kind of listening is where the listener's role is to be a
sympathetic listener without much verbal response. In this kind of listening
the listener allows somebody to talk through a problem. This kind of
listening is very important in building good interpersonal relations.
d. Critical listening
Critical listening is where listeners have to evaluate the message.
Listeners have to critically respond to the message and give their opinion.
e. Appreciative listening
Appreciative listening is where the focus is on enjoying what
someone listens. In the classroom students raised the point that when they
listen to English music, even if they do not understand, they still enjoy
thereby challenging the notion of comprehensive listening as the basis for
other three types of listening. Then when a teacher reflected on the practice
of listening to songs in the language laboratory, the students generally listen
to the songs once and try to make out the lyrics before listening a second
time with the lyrics. Then they recalled that they appreciated the song better
during the second time and were able to see the relation between how one
would enjoy something that she or he is able to make sense of.
3. Listening Comprehension
a. Definition of Listening Comprehension
Listening comprehension is based largely on the amount of
information listeners can retrieve from what they hear and the inferences
and connections that they can make (American Council on The Teaching of
Foreign Languages/ACTFL, 2012:15).
Listening comprehension is a mental process by which listeners take
in the sounds uttered by a speaker and use them to construct an
interpretation of what they think the speaker intended to convey (Fauziati,
2005:117).
Hence, listening comprehension is a process of interpreting and
understanding what the speakers intention. Listening is also compulsory
ability that must be possessed by a student especially English learner. In
listening comprehension learners need to consider some of the
characteristics of spoken discourse and the special problems they speak for
listeners. Spoken discourse has very different characteristics from written
discourse, and these differences can add many dimensions to our

understanding of how we process speech. For example, spoken discourse is
usually instantaneous. The listeners must process it directly and there is
often no chance to listen to it again.In studying listening comprehension the
learnerswill undergo many difficulties. That is very different with other
skills in English such as reading, writing and speaking. In listening the
learners are demanded to focus on the listening play and conclude what is
posed and it happens once.
4. The Process inListening Comprehension
According to (Richards, 2008:4) there are two different kinds of
processes are involved in understanding spoken discourse or listening
comprehension. In this study the writer referred to use bottom-up and top-down
processing as follows:
a. Bottom-up processing
Bottom-up processing refers to using the incoming input as the basis
for understanding the message. Comprehension begins with the received
data that is analyzed as successive levels of organization; sounds, words,
clauses, sentences, texts until meaning is derived. Comprehension is viewed
as a process of decoding. The listeners lexical and grammatical competence
in a language provides the basis for bottom-up processing. The input is
scanned for familiar words, and grammatical knowledge is used to work out
the relationship between elements of sentences.
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.
b. Top-down processing
Top-down processing refers to the use of background knowledge in
understanding the meaning of a message. Whereas bottom-up processing
goes from language to meaning, top-down processing goes from meaning to
language. The background knowledge required for top-down processing
may be previous knowledge about the topic of discourse, situational or
contextual knowledge, or knowledge in the form of schemata or scripts
about the overall structure of events and the relationships between them.
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.
5. The principles inListening Comprehension
A professional teacher must consider some principles in teaching
listening. The principles will assist a teacher to handle and organize how he or
she applies strategy that he or she chooses in the classroom. Here is a series of
principles in teaching listening comprehension.
a) The first principle; Encourage students to listen as often and as much as
possible.The more students listen, the better they get at listening and the
better they get at understanding pronunciation and at using itappropriately
themselves. One of our main tasks, therefore, will beto use as much
listening in class as possible, and to encourage students to listen to as much

English as they can (via the Internet,podcasts, CDs, tapes, etc).
b) The second principle; Help students prepare to listen. Students need to be
made ready to listen. This means that they willneed to look at pictures,
discuss the topic, or read the questionsfirst, for example, in order to be in a
position to predict what is coming. This is not just so that they are in the
right frame of mind(and are thinking about the topic), but also so that they
are engaged with the topic and the task and really want to listen.
c) The third principle;Once may not be enough in playing.There are almost no
occasions when the teacher will play an audio track only once. Students will
want to hear it again to pick up the things they missed the first time - and we
may well want them to have a chance to study some of the language features
on the tape. In the case of live listening, students should be encouraged to
ask for repetition and clarification when they need it. The first listening to a
text is often used just to give students an idea of what the speakers sound
like, and what the general topic is so that subsequent listening is easier for
them. For subsequent listening, we may stop the audio track at various
points, or only play extracts from it. However, we will have to ensure that
we dont go on and on working with the same audio track (Harmer,
2010:135).
C. Student Team Achievement Division (STAD) Method
1. Definition of STAD Method
Method is derived from met and hodes that mean through.
Method is an overall plan for the orderly presentation of language material, no
part of which contradicts, and all of which is based upon the selected approach
Anthony (1963:95).
According to Wang (2009) in his journal Applying Slavins
Cooperative Learning Techniques to a College EFL Conversation Class,
STAD is a prevailing and simple technique in cooperative learning. It consists
of five major components: class presentations, teams, quizzes, individual
improvement scores, and team recognition.
Rai (2007) in the journal Effect of Students Team Achievement
Division (STAD) on Academic Achievement of Students, STAD is one of the
many strategies in cooperative learning, which helps promote collaboration and
self-regulating learning skills.
STAD is an effective and efficient way to teach well-defined
educational subjects. The teams are heterogeneous, made up of learners of
diverse academic achievement, race, and nationality. The rewarding of the best
teams motivates the better students in a team to encourage the other members
to achieve their mutual goal (Kordaki, 2012:135).
From the definition above it can be concluded that Student 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, teams, quizzes, individual
improvement scores, and team recognition.
2. The Components of STAD
STAD consists of five components; class presentation, team, quiz,

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

Every student is given first score that is acquired from average of score in
doing the similar quiz. Then, the students can collect the point for their team
based on the increasing of score quiz that is compared with their first score.
e. Team recognition
The teacher collects the individual score and inserts the team score then the
team can get certificate or other appreciation if they can reach certain
criteria (Slavin, 2009:146).
D. Implementation of STAD (Student Teams-Achievement Divisions)
inTeaching Listening Comprehension
a.Implementation of STADin listening comprehension
To implement STAD is not easy. A teacher is demanded to prepare the
instrument and technique well to apply this method in learning. Here are some
procedures to apply STAD in the class:
1) Make a team summary that is given for students.
2) Arrange the students achievement
3) Determine the members of the team
4) Divide the students into a team.
5) Suggest students to fill the paper of team summary(Slavin,2008: 143).
b. Implementation Guide and STAD Steps in teaching listening comprehension
Robert E. Slavin in his bookCooperative Learning: theory, research and
practice2005 stated Implementation Guide and STAD Steps as follows:
1). Implementation Guide
1. Make the students enthusiastic to do the question
2. Ask students randomly. It will make the students to prepare their answers
every time.
3. Do not give the question that needs long time to do. They will be bored
andnot be interested in the learning.
2). STAD (Student Teams-Achievement Divisions) Steps in listening
comprehension.
a) Teaching
This step is material delivery step (teaching) to transfer lesson to
the student before they learn in their team. A teacher must set the goal
includes what aspect will be achieved and state the general concept of the
ongoing teaching and learning in the meeting.
b) Team study
Students work with the project paper of their team to master the
material.The obligation of the members of team is to master material that
explained in the class and to help other team members to master the
material. The students get activity sheet and answer sheet that is used to
drill ability during teaching and to score their own selves and classmates.
In the first teamwork in STAD, A teacher must explain to the students
how important to do in a team and set the classroom rules:
1. Students have responsibility to ensure that their team to learn their
material.
2. No one stops learning until their own entire team master the material.
3. Ask a help to all team members to help other team members before
asking to the teacher.
4. Team member is allowed talking each other in a soft of voice.

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.
b) Give time around 10 minutes to choose name of their team.
c) Share activity sheets
d) Instruct the students to work together in pair.
e) Suggest the students that they have not finished yet in learning until
they believe that their team mates get 100 to their quiz.
f) Ensure that the students understand the worksheet is to learn not to
just fill in the blank.
g) Remind the students if they have question they must ask their team
mates before they ask the teacher.
c). Test
a) Give the quiz and time to the students to finish the task.
b) Allow the students to exchange the worksheet with other teams or
collect the quiz to score after the class ends. The teacher has to
calculate the team score and quiz immediately.
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. Every student is given first score
that got from the average of student performance in doing the same quiz
before. Then the students collect point to their team based on their
development level of quiz score is compared with the first score. The
students can give maximal point contribution to their team in this scoring
system if they can progress their first score.
e) Team recognition
The teacher announces the best team in the meeting based on the
level of development in the test and gives certificate to the best team.
E. Advantage of using Student Teams-Achievement Divisions (STAD)

There are lots of advantages of using Student Teams-Achievement
Divisions (STAD) not only in language teaching but also in other subjects. There
are five advantages of using STAD in English language teaching as follows:
1) Positive Interdependence
The success of team is decided by the members effort hence, every student in
a team feel interdependence.
2) Individual accountability
The succes of team depends on each member of team, so that why the members
have a task and responsibility that must be done.
3) Face to face promotion interaction
STAD gives a chance to each members of the team to make interaction to
transfer or receive information each other.
4) Participation Communication
It trains students to participate and communicate actively in teaching and
learning activity.
5) Team Evaluation
It educates students how to evaluate and coordinate the task each other in a
team (Rusman,2011: 212).
CHAPTER III
RESEARCH METHODOLOGY
A. The Method of Research

1. Classroom Action Research
According to SuharsimiArikunto (2007: 2), methodology of this research
is derived from three words, classroom, action and research. So, there are three
terms that can be explained:
1. Research
Research is activities to observe object of research that use a way and
methodology together information or data to increase quality of thing which
is very interesting and important for researcher.
2. Action
Action is point to an activity which is done to special purpose.
3. A Classroom
A classroom is not limited just one room of class, but in term that it would
be more specific. A classroom is a group of students which already catches
same materials from some teachers.
Kember (2000) stated that classroom action research is research

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

g. Self-evaluative, which the researcher evaluated by himself continually to
improve the performance.
h. The procedure of research is on the spot which designed to handle the real
problem in that area.
3. The Objectives of Classroom Action Research
There are many possible reasons for conducting a classroom action
research as follow: we want to know more about our learners. We want to learn
more about ourselves as teachers how effective we are, how we look to our
students, how we would look to our selves if we ere observing our own
teaching. We want to gauge the interest generated by certain topics, or judge
the effectiveness of certain activity types. We want to see if an activity would
work better done in groups rather than pairs(Harmer, 2001:345).
According to Zuriyah (2006:70) the objective of classroom action
research is to improve a learning process with the research, with the research
teachers will know their weakness in teaching their students and they will
know the effective methods in teaching.
The aim of action research is to feed practical judgment in concrete
situation, and the validity of the theories or hypothesis cannot be generated. In
recent years, action research has been applied to problem involving curriculum
development, and in service education, particularly within the field of selfevaluation (Arikunto, 2006: 57).
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
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)
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
topicThe 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
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
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
teacher of SMAN 2 Salatiga in the second grade student. He is Drs. F.Y.

SigitSupriyanto.
E. Procedure of Research
This research used a classroom action research. Actually there are varieties
of procedures of research, but the researcher selects Kemmis and Mc Taggart
Model in Hamzah (2012),MenjadiPeneliti PTK yang Profesionalas the
measurement in this study.
The researcher did the research in two cycles in every cycle include two
meetings; those were cycle I, and cycle II. The steps in every cycle were same.
There were four steps in one cycle for doing classroom action research. They were
planning, action and observation, and reflection. The steps of action research
could be presented as follows:
Table 3.3
THE PROCEDURES OF CLASSROOM ACTION RESEARCH
Kemmis and Mc Taggart Model
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
If the problem
has not finished
yet
Reflection II
Observation II
NEXT STEP
a. Planning
In this stage the researcher conducted some activities to make the
teaching and learning process interesting. The researcher arranges the lesson
plan based on the teaching material, improves the teaching strategy, prepare
the teaching aid and also prepares the sheet of the observation to observe
teaching and learning process in this cycle.
b. Action
Doing the activity based lesson plan which is made. In teaching and
learning activity, the students are guided to study listening comprehension
through Student Teams-Achievement Divisions (STAD) and here are some
steps:
1) Giving a brief explanation of the material of listening
comprehension.
2) Applying Student Teams-Achievement Divisions.
3) Providing worksheet
4) Stimulate the students to do the task.
5) Closure activity
In the end of teaching and learning activity in every cycle, the teacher
gives a test to evaluate the students result for teaching and learning process.
c. Observation
Observation is madeduring thelearning processshould beongoing
andobserverdoes a collaborationin implementation with the English teacher of
the class. The observer of the research was the researcher. Here were the
instruments used:
1) Field note
2) Collecting data (students score)
d. Reflection
A reflection was an effect to inspect what has been done. The result of
reflection was used to establish the next steps of the research. This research
was designed in classroom action research. It was purposed to improve student
listening comprehension. Before doing the cycle, the researcher used
preliminary research to identify the problems in teaching and learning process.
There were two cycles in this classroom action research. They were first cycle,
and second cycle. Each cycle had several steps such as identifying area focus
(planning), collecting data (action), analyzing and interpreting data
(observation), develop an action planning (reflection).
The researchers reflection was done by discussing with his
collaborator. Note of lack, incompatibility between action and scenario or
different response of students that expected. They were analysis of the
observation, identification of the problem and find out the alternative decision
of the problem.
F. Technique of collecting data
There were four kinds of instruments used to collect the data of this
classroom action research as follows:
1. Documentation
Documentation method was to get a researcher data linked to research object
that would be elaborated in this research, and it emphasized an interview
method result, photo and observation. 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.
The writer asked with officials of the school to give the complete data, so this
research could produce good finding.
2. Observation
Observation was the activity of giving total concern to research object
by the sense (Arikunto, 2006: 149). In conducting observation the writerused
field note and instrument of observation and the instrument form of
observation which was quoted from Munib (2011). The field nota and
instrument of observation were used to observe and to know the situation and
activities during teaching-learning process. 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).
3. Interview
Interview meant dialogue that was done by an interviewer to acquire data
from an interviewee (the English teacher as the collaborator). The researcher
gave the questions and digged for the deeper information about using Student
Teams Achievement Division (STAD) in teaching listening comprehension in
the classroom. The interview as conducted on May 29th, 2013 at 1 A.M in the
teacher office.
4. Test
Test is a method of measuring a persons ability, knowledge, or
performance in a given domain (Brown, 2004: 3). In this classroom action
research, the researcher provided preliminary assessment and final assessment
to evaluate how far the students understand listening comprehension.The
assessment was done to know students achievement so that the researcher
knows the students improvement can be reached by the students.
There are many types of test in listening and the researcher selects
objective test as the measurement of the test. The objective test is a test that
asked the students to fill in the blank space with the correct answer times to
five
(http://penelitiantindakankelas.blogspot.cc/2013/04/jenis-jenis-tes.com)
and the researcher combines the scoring system from Slavin (Rusman,2011:
216), STAD (Student Teams Achievement Divisions)here are the description
of the scoring system:
a) Individual Score
No
1
Test Score
More than 10 points under first score
Development
Score
0 point
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. Technique of Analysis data

1. 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. 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.
The researcher uses mean formula from (Sutrisnohadi, 1981:246) to analyze
the data:
M=
In which:
: the mean obtained
: the sum of the students value
: the number of subject
H. Achievement Indicator
The students success and failure in doing the activities assessed by
referring criterion issued by SMAN 2 Salatiga, namely Achievement Minimum
Score (KriteriaKetuntasan Minimal). A material could be successfully taught if
students had minimum score 7.0.
In this research, the researcher determined the criteria of students achievement:
1. The percentage of mastery for each the component of science process skills is
successful is it reached the limit of minimum passing score 7.0.
2. There is increasing percentage of the mastery of science process skills during
the learning in each cycle.
I. School Profile
School Profile
a. School name
:SMA Negeri 2 Salatiga
b. School main number
:301036204003
c. Accreditation
:A
d. Address
: Tegalrejo Street No.79
e. Telephone
: (0298) 322250
f. Post code
: 50733
g. Village
: Tegalrejo
h. Subdistrict
: Argomulyo
i. City
: Salatiga
j. Province
: Central Java
k. Founded
: 1983
1. Vision, Mission and School Objective

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

C. Objectives
1. School develops curriculum.
2. School has/achieves standard content (curriculum) in 2008.
3. School has/achieves process learning standard includes in the year of
2007,
Conducting learning with CTL strategy
Conducting approachtotal learning.
Conducting innovative learning.
4. School has/achieves education standard and educator staff based on
SPM the year of 2008.
5. School has/achieves infrastructure in the year of 2009.
6. School has/achieves school management standard.
7. School has/achieves competence standard, achievement standard and
graduate standard.
8. School has/achieves school budgeting standard.
9. School has/achieves national standard in international level.
2. School Organization Structure
Table3.4
SCHOOL ORGANIZATION STRUCTURE
NO
NAME OF TEACHER
POSITION
Drs. Soenardjo
School committee
Dra. YuliatiEko A.,M.Pd
Principal
Giyarni
Administration Coordinator
Dra. Hendrawati
Curriculum vice Principal
Dra. Sulastri
Student vice Principal
SitiPurwatiningsih,S.Pd
Infrastructure vice Principal
Dra. NurRochmah
Society relation and cooperation

coordinator
Ngaidin,S.Ag
Board of Student Organization
MokhTohari, S.Pd
Board of Scout organization
10
Herry Tri Agung BS
Head of library staff
11
Drs. FY. SigitSupriyanto
Language laboratory staff
12
Sugiyanto, S.Pd
Head of Science laboratory staff
13
Dra. Istiani
Head of guidance and counseling

staff
3. The situation of teacher of SMAN 2 Salatiga

The staffswho work in SMAN 2 Salatigaare generally state officials and
certificated. Here list the list of educator staff as follows:
Table 3.5
NO
NAME
DICIPLINE
SitiPurwatiningsih,S.Pd
Biology
Dra. YuliatiEkoAtmojo,M.Pd
Drs. Purwanto
Physics
Drs. Guyu[p Widadi
Physics
Dra. Istiani
Drs. Moch. Slamet
Education Management
Guidance and concealing

Electrical technique
Dra. Sri Sulasmini
PMP
Dra. Sulastri
Dra. Tri Waryatun
10
Dra. PenySetyaningsih
11
Dra. EniHaristiyati
12
Sri Rahayu,S.Pd
Indonesian
13
Dra. Kadarwati
English
14
Dra. Hendrawati
PDU
15
Dra. Budiani D.S
English
16
Sri SubektiS.Pd
Indonesian
17
Sugiyanto,S.Pd
Physics
18
NingWulantin, BA
Biology
19
Dra. RonnaSimangunsong
20
SupraptiRahaju,S.Pd
21
Dra. Nurrahman
Chemistry
22
Sri Sawarti,SP.d
Guidance and counseling
23
Ennyhandayaningsih,S.Pd
24
Partijah,S.Pd
25
NaniWidiastuti,S.Pd
26
Dra. PramasttutiSwastiMurdani
27
Dra. Puniyem
History
28
Dra. Maria Suharsini,M.Si
Biology
29
Dra. Danoto
Chemistry
Regional Language
Economy
PMP
Mathematics
History
Economy
Mathematics
History
Geography
Art
30
Ngaidin,S.Ag
Islamic education
31
MahaniAssagaf,S.Pd
32
Dra. Suratmini
33
Drs. FilipusYosefSigit S
34
MokhTohari,S.Pd
35
MasnunSuaedi,S.Pd
36
Drs. WaqofAdroi,M.Ag
37
Rohmat,S.Pd
38
Suratno,SPd
English
39
YuliHartanti,S.S
40
Sofiatinnajah ,S.Pd
41
Kun Murtiastanti,S.Pd
Mathematics
42
Paryanti,S.Pd
Mathematics
43
Ariantowibowo,S.Pd
44
Suwandi,S.Pd
45
Sri Lestari,S.Pd
46
NurEndahSetyorini,S.Pd
English
47
Sulistyaningsih,S.Pd
Biology
48
Sugiono,S.Pd
49
WiwikIndriastuti,S.Pd
Geography
50
Tri Hastuti,S.Pd
Geography
51
Indah Ismiyati,S.Pd
52
Dra. FerinaDyahPeniPuspita
Physics
Art
English
Mathematics
PMP-KN
Islamic education
Indonesian
Physics
Art
History
Indonesian
Economy
English
Social Science
53
Paulina Linda P, S.Psi
54
Dra. Rr. YuliSuryani
Germany Language
55
BambangMurtiyoso,S.Pd
Art
56
CahyoEkoMartono,S.Pd
Sociology
57
FestiIkaPradita,S.Pd
58
BernabesAmbon,S.Pd
59
DwiSukoco, S.Sn
60
Andreas Sayat, MTh
61
Soendari,S.Ag

Theology
Art
Theology
Buddha Religion
4. The Situation of Students

Students who are in SMAN 2 Salatiga generally have good achievement
and a variety of potentials that can be developed. Here are a total of students
per class:
Table 3.6
NO
Grade
Students
1.
X1
35
2.
X2
36
3.
X3
35
4.
X4
35
5.
X5
35
6.
X6
35
7.
X7
35
8.
X8
35
9.
X9
35
10.
XI IPA 1
33
11.
XI IPA 2
34
12.
XI IPA 3
33
13.
XI IPS 1
37
14.
XI IPS 2
38
15.
XI IPS 3
38
16.
XI IPS 4
38
17.
XI IPS 5
38
18.
XI BAHASA 1
21
19.
XII IPA 1
34
20.
XII IPA 2
34
21.
XII IPA 3
35
22.
XII IPS 1
32
23.
XII IPS 2
33
24.
XII IPS 3
32
25.
XII IPS 4
33
26.
XII IPS 5
34
27.
XII BAHASA
31
5. Infrastructure
The whole school width is 28850 M2. The width of buildingis3.812
M2, yard width is20 M2, the width of sport field is7.740 M2 dan luas kebun
2
3.4162 M2and the width of other area is 13.583 M .
Table 3.7
Infrastructure list of SMANegeri 2Salatiga:
Condition
No
Room
Total
Width(M )
Good
1.
Room
26
1.575
a. Physics
225
b. Biology
225
c. Chemistry
219
d. Computer
126
e. Language
255
f. Social science
180
g. Multimedia
63
150
96
Laboratorium
2.
Conventional Library
3.
Room
Multimedia Library
4.
Room
5.
Meeting Public building
408
6.
Hall
600
7.
Mosque
117
8.
Student health unit
21
9.
Cooperation
24
10. Concealing room
21
Bad
11. Principal room
63
12. Teacher room
108
13.
63
12
12
17. Rest room for students
113
18. Storehouse
12
19
Administration room
Student Organization
14.
Room
Rest room for women
15.
teacher
Rest room for men
16.
teacher
Teacher workshop room
CHAPTER IV
RESEARCH IMPLEMENTATION AND
DATA ANALYSIS
In this chapter, the researcher would like to describe and discuss the
research implementation and data analysis. As mentioned in the previous chapter
that in this research, researcher wanted to describe the implementation of using
Student Teams-Achievement Divisions (STAD) to improve students listening
comprehension and to find out, analyze how was the improvement of students
listening comprehension after being taught by using STAD. In this research the
researcher used classroom action research. Its purposes were to know students
ability in understanding listening comprehension.
A. The Students Improvement and Analysis of Listening comprehension
afterusing Student Teams-Achievement Divisions Method
In this research, the researcher used classroom action research. It
purposed to know whether there is improvement of students listening
comprehension by using Student Teams-Achievement Divisions (STAD) or not
after taught by using STAD. In this finding, the researcher would analyze the
result of research according to data collected which was conducted though pre
test, cycle I, cycle II and post test. In each cycle consisted of two meeting in
classroom.
1. Analysis of Preliminary Assessment

The pre test was conducted on Saturday, April 27th, 2013. In this
activity the researcher did the observation during the teacher taught in the class
then the researcher asked for the teacher to do listening test as the researcher
planned with the teacher in the last minutes of the study. The test was done at 1
P.M after the teacher explained the material. It was followed by thirty four
students as participants of the listening test. The researcher gave thirty minutes
for the students to do the test. The purpose of the test was to measure the
students listening comprehension.
After finished the test, the researcher asked them to collect their test.
They said that listening was difficult, because they often found unclear word
and expression of the speaker of the listening test. Then, after implementing the
test, the researcher assessed the result of the students test.
Table 4.1
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
7.0
7.5
7.5
8.0
5.0
8.0
7.5
7.5
8.0
4.5
7.0
6.0
7.0
6.5
7.0
7.5
7.5
6.0
6.5
6.0
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
7.0
7.5
7.5
7.5
7.5
8.0
7.5
7.5
8.0
6.5
5.5
5.0
7.5
2350
6.9
(Source: SMAN 2 Salatiga,2013)
M=
Explanation:
M
: the mean obtained
Note:
M
2.350
69
34
The average score of the students test for the preliminary assessment is 69. It
meant that the result of the test was lower than the target of achievement
indicator (KKM).
The result of preliminary assessment was not satisfying yet. The
researcher was aware that most students in the second grade of science class
student still had difficulties to understand the listening test. Hence, the
researcher intended to help them to improve their listening comprehension by

using Student teams-Achievement Divisions method.
2. Analysis of Cycle I
a). Planning
The activities are preparing:
a. Materials first meeting; kangaroo, second meeting; Bird, lesson plan,
designing steps in implanting the action.
b. List of students name
c. Teaching aids (slides of PowerPoint, certificate, activity sheet etc.)
d. Observation Instrument.
e. Test; objective test (twenty questions).
b). Acting
1). the first meetingImplementation (Cycle I)
On Thursday, May 2nd, 2013 at 12 A.M 1.30 P.M. The writer
as the teacher of the class and researcher coordinated lesson plan to his
collaboratorto make it sure that the instrument completed. He invited the
researcher went to the eleventh science classroom. The researcher looked
some of students were still in front of the class to wait the teacher. Then,
when they looked Mr. Sigit (the English teacher) as a collaborator of the
researcher walked on toward the class they came into the class
immediately.
List of Students team names in STAD
Table 4.2
TEAM NAME
Member
TEAM NAME
Member
SWEETIE
TEAM NAME
SPIRIT
TEAM NAME
1. Elita
2. AyuQuraisin
3. Intan .K
4. ArmaEko
Member
1. ItsnaAyu
2. DwiAfnan
3. Monika
4. MirnaLinggar
Member
1. Lena Tri
STRAWBERRY 2. KrisnaDwiva
3. Indah K
4. Titin Ulan
TEAM NAME
NIGHT MOON
Member
1. Khoirul Huda
2. Selly Y
3. Irma
4. AlvianiDwi
5. Ornastya
SMILE
1. Maeda
2. IlmaKurnia
3. AyudyaAprilena
4. Ulinnihayatul
TEAM NAME
COMING
SOON
Member
1. HestiKurnia
2. RifaniFatma
3. IzasAmelinda
4. DewaSatria
TEAM NAME
Member
ANGLE
1. Merryana
2. Meytania
3. NoviaNur
4. NoviaPuspita
TEAM NAME
Member
1. Dimas Aditya
2. GatotBagus
3. DetaPrasetia
4. Toni Azhar
5. Panji Abdul
NO NAME
Students
: Stand up please, Good morning Sir
Collaborator
: Good morning, Students and how are you?
Students
: We are fine, sir
Collaborator
: That sounds great. Ok as you did pre-test from Mr.

Wafa In the previous meeting and today he will do
classroom action research in this class for about
one month?
Merryana
: What is classroom action research?
Collaborator
: Classroom action research is a kind of research

that is conducted in the class to increase students
grade and skill. Lets get started, Help Mr. Wafa to
do research and follow his instruction
enthusiastically. Time is your Mr.Wafa. Please,
come up
Students
: We will help him, Sir
Teacher
: Nice to be in your class, today I will take Mr.

Sigits class to do research and the purpose of my
research is the use of Student Teams-Achievement
Divisions to improve student listening
comprehension.
Arma
: Mas, pelajaran listening itumbosenin, suarabule

nyatidakjelas (Older brother, listening is boring
subject, the foreigners speaking is not clear)
Teacher
: Ok, Good assumption smart boy, let me tell you

the rule in the class:
1. No texting during the teaching and learning
activity.
2. No saying profanity in the class.
3. Raise your hand to speak or to ask permission to
leave the class.
4. Do not make any noise.
5. Listen to the teacher while explaining material
and if you break the rule, please take one card

and memorize the words in front of the right
corner of the class. If you finish, you can
report the words and you can back to your
seat. Everyone, stand up please and now give
applause for your respect and appreciation.
Now take outyour note, this meeting we will
study about Report text. Anyone knows what
the report is?
Merryana
: Is the report about retelling something, Elder

brother?
Teacher
: It is almost correct, any additional information or

help for Merryana?
AyuQuraisin
: I dont have any idea, Elder brother
Teacher
: OK, now look at the screen on the wall and read

aloud the definition of report text?
Students
: Report is a text which presents information about

Something. It is as a result of systematic
observation and analyses.
Teacher
: Thats very smart, give applause for your selves
Students
: Clap..clap
Teacher
: In report text you will find the generic structure

and there are two structures, we can call GE-DES ?
Students
: What GE-DES, Elder brother.
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, do you understand?
Students
: Thats very funny, elder brother
Teacher
: The next instruction is that I will divide you into 8

teams, now just count down from the right side of
me one to eight. 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. Are
you ready?
Students
: Yes, we are
(Student made teaming and they gathered with their friends who had
same number and made teamname, the jingle of the team. the teacher
gave 5 minutes team for preparation)
Teacher
: Well done, and I have information I will give

reward for the team that has the highest score in
this class. The scoring system is;
when you have More than 10 points under first
score, your team will get zero points,10-1 points
under first score, you will get ten points quiz score to
10 points upper first score, you will get twenty points,
More than 10 points upper first score and Answer
sheet is perfect (apart from first score) you will get

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

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

team that get two certificate can be exchanged to
one package of chocolatos (a kind of chocolate)
and I hope that you must do and cooperat in
the team to develop your score because it could
help your team score to be the best team if you
did the best. OK class and now pay attention the
technique to dig the information of the text using
5 W + 1 H. Who is the actor discussed?, What is
thing is discussed?, Where : Focus on the place
you find in the text, When
: You must focus on
the time is mentioned and How : just focus the

way or the process happens in the text , you must
understand in the text, or if you have question just
ask because after doing this text in team I will
play the listening test and you must focus the
listening by using this technique. Do you
understand?
Students
: Yes, we do, elder brother
Teacher
: These are activity and answer sheet for your team,
you can use activity sheet for your team

discussion and the answer sheet is for yourselves
in doing the quiz after you discuss the material or
technique in your team and now I will set the time
for about 7 minutes then I will ask the team
randomly for the team that is not finished the task
must sing the song on the screen. Do you
understand?
Students
: Yes, We do
(Students discuss the topic in the team)
Teacher
: Times is up let me check your team work and

whose team do not finish yet. They must stand up
and sing a song like the lyric on the screen.
Smile Team
: The Sweetie team plays trick they do not finish,

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

other team thats part of the class rule, isnt it? Now I
will ask the teams randomly, tell the information you
got in the text?
Students
: Kangaroo: What, Australia: Where
Teacher
: Is any additional information?
Students
: Kangaroo runs at speeds of over 45 kilometers per

hour.
Teacher
: Good job, any other teams? How about you, Spirit
(name of team in the class)

Student
: Kangaroos ate grass and plants!!!
Teacher
: Humm..a brilliant answer, Spirit. All of you had

know the technique in analyzing the information
in the text, so it was time to do the quiz or test and
I gave you twice in playing listening of test then
you must go back to your first own seat and I
hoped you to apply the technique that you
discussed in the team, share the information you
understood to your own team. Any question so far
before doing the quiz?
Students
: No, sir. We are ready o do the quiz
Teacher
: Are you ready to listen to this test carefully?
Night moon
: Wait a moment, Elder brother
Teacher
: Dont take too long, Night moon. I will count

down to ten before starting the test .. ( one
..two..three -- ten)
(The team listened the test before doing the task individually)
Students
: Could you play again, Elder brother? (smiling)
Teacher
: No more additional playing. I will clap my hand

and you must move from your team to your first
own seat.
Students
: That will be terrible for my team, elder brother
Teacher
: I was sure that you could do the best for your own
teams
Students
: We hoped so, elder brother

(The teacher played the test in three times)
Teacher
: I gave you three minutes to fix and rechecked your

own work. And If I clap three times you must
exchange your work with seatmate and correct
your seatmate.
Students
: Five minutes, elder brother
(The teacher clapped his hand three times and students started
exchanging their work)
Teacher
: Now, look at the answer in the screen on the wall

the answer. The first answer is?
Students
: Number one was Animal, two; whale, three; reach,

four; thirty etc.
Teacher
: Good job, class and your duty is to correct your

seatmate score with the scoring system is the
correct answer times five. I give you 3 minutes to
score your seat mates work then I will call the
student name and for the correctors just mentions
the score.
Angel team
: We are sure we will be the winner. (laughing and

smiling)
Teacher
: Just see whose time will be the winner of this

meeting.
(the teacher collected the students score and counted the individual
development of the pre-test)
Students
: Elder brother, who is the winner?
Teacher
: Any team can be the winner. Stop making a noisy;

it will be great moment because I will announce
the winner of this meeting, no complaining, no
screaming or scolding the winner team, thats the
deal, what do you think?
Student
: Yes, I will accept any team that will be the

winner, please make it faster, we are waiting.
Teacher
: The best team goes to .. Lets give a big hand

forNight moon come up, please
Students
: Huu..Huuuu
Teacher
: No screaming, give respect to the winner team!!!

and thanks for Mr. Sigit who waits for during the
lesson in the corner, and Ihope Mr. Sigit will give
the certificate forthe winner team.
Students
: Time to go home, Elder brother
Teacher
: Yes, I know, wait a minute. The next meeting we

willdiscuss listening comprehension with the
different topic. Do not forget to work in a team
Students
: Is the team same with this meeting?
Teacher
: Yes, it is. So, every member of the team must try

hard to increase your progress for your team and
lets pray in your own belief.

2). the second meetingImplementation(Cycle I)
On Saturday, May 4th, 2013 at 12 A.M 1.30 P.M. The
teacher consulted the lesson plan with his collaborator. They came into
the class to examine the improvement of the first action then,
collaborator waited in the corner of the class.
Teacher
: How are you, class?
Students
: We are fine, 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, I will

clap my hand and say some words then you must
follow what I do, Waving Stand up Studying,
Listening
(The students followed Total physical Respond enthusiastically)

Teacher
: Good work, class. Lets keep on the lesson with

the same topic in different discussion.
Students
: What is the discussion for this day?
Teacher
: lets check the discussion out in the screen and

read at once.
Students
: Birds !!!
Teacher
: Anyone knows the features of bird?
Students
: a kind of animal and it can fly
Teacher
: Good answer, Is any other opinions?
Students
: They have feather
Teacher
: Good job, class. The next instruction is to listen to

the instruction if I clap my hand three times you
must move to your team. Are you ready? ( clap..3
times)
Students
: What should we do, sir?
Teacher
: You must work in the team to dig the information

with using 5 W+ 1 H in seven minutes. And I will
ask the team randomly and for the team that is not
finished the task must sing the song on the screen.
Do you understand?
Students
: Yes, we do
(Students discuss the topic in the team)
Teacher
: Lets check your work in your team, Please, Tell

the information you got in the text? The first
question for Angel team, tell the features of bird?
Angel
: They are vertebrates and warm blooded animals.

They belong to aves class.
Teacher
: Smart answer, Angel and give applause for them
Students
: (clapping their hand for team appreciation)
Teacher
: No name, just tell your result in digging the

information in the text?
No name
: Birds breathe with their air pocket they use it to

enlarge or reduce their weight when flying or
swimming.
Teacher
: Good answer, Sweetie, Give applause for the good

collaboration between the members in the team
then lets prepare your selves to do the quiz time.
Teacher
: OK. Time to back to your seat I will count down

one to five you must go back to your seat.
Students
: Wait a moment, sir
Teacher
: Hurry up, class. Thanks for following the

instruction.
Students
: You are welcome, sir
Teacher
: Listen the listening test carefully. Do the best for

the test it will bring your team to be a winner team
in this meeting.
(The teacher played the listening test three times)
Students
: Should we correct and exchange our answer sheet

to our friends, sir?
Teacher
: Yes, you should correct your friends task and now

you can check the answer of test on the screen.
Then I will call the students name and the
corrector just stated the score.
(The teacher inserted the score in the scoring list)

Students
: Who is the winner of this day, sir (asking
enthusiastically)
Teacher
: Wait a minutes, I am still counting up the team

score
Students
: We wait the winner team, sir
Teacher
: The winner of the day is no name team ..!! give

applause for them and for the members please, go
forward and I hope Mr. Sigit will give the
certificate to them.
c). Observing
The researcher observed the teaching and learning process. The
researcher did monitoring, guiding and conditioning of the classroom and
the researcher found some problems in the classroom as follows:
1). the first meeting Observation
a) The students have not followed yet the instruction of the teacher.
b) Some students who were in the back corner do not pay attention of
their work.
c) The students looked awkward to participate in the team.
2). 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.
b) The students who sat close to the door often speak while the
teacher is explaining the material.
c) The progress was not significant yet as achievement indicator.
Here is a list of students score and observation

Cycle I
1. Scoring system
a. The first meeting
1) Individual score
Table 4.3
NO
NAME
Preleminary
Quiz
Individual
assessment
Score
Development
AHMAD KHOIRUL HUDA
5.0
6.5
30
ALFIANI DWI RUKMANA
7.0
8.0
20
7.5
8.0
20
7.5
8.5
20
AYUDYA APRILENA
8.0
7.5
10
5.0
6.0
20
DEWA SATRIA KUSUMA
8.0
8.0
20
7.5
7.0
10
7.5
8.0
20
10
ELITA RISCA ARDITA
8.0
7.5
10
11
GATOT BAGUS SAPUTRO
4.5
6.0
30
12
7.0
7.5
20
13
ILMA KURNIA ISNANI
6.0
6.5
20
14
INDAH KURNIAWATI
7.0
8.0
20
15
6.5
7.5
20
16
7.0
7.5
20
17
7.5
7.5
20
18
7.5
8.0
20
19
KRISNADWIVA
6.0
6.5
20
20
LENA TRI UTAMI
6.5
6.5
20
21
MAEDA ROSEDIANA
6.0
6.0
20
22
MERRYANA TRI SETIANINGRUM
7.0
7.5
20
23
MEYTANIA SAPUTRI
7.5
7.5
20
24
7.5
8.5
20
25
MONIKA ANTARISTI
7.5
8.0
20
26
7.5
7.5
20
27
NOVIAPUSPITASARI
8.0
7.5
10
7.5
8.0
20
ORNASTYA PRATIWI
28
WULANDARI
29
PANJI ABDUL MALIK
7.5
7.5
20
30
RIFANI FATMA
8.0
7.5
10
31
SELLY YULIASTANTI
6.5
6.5
20
32
TITIN ULAN AGUSTIN
5.5
6.0
20
33
TONI AZHAR
5.0
6.0
20
34
ULINNAHIYATUL WACHIDAH
7.5
7.5
20
TOTAL SCORE
2350
2480
AVERAGE
6.9
7.3
To calculate the mean of score listening comprehension, the researcher

used formula:
M=
Explanation:
M
: the mean obtained
Note:
M
=
34
2480
7.3
b. The second meeting

1) Individual score
Table 4.4
NO
NAME
First
Quiz
Individual
Score
Score
Development
AHMAD KHOIRUL HUDA
6.5
7.0
20
ALFIANI DWI RUKMANA
8.0
8.5
20
8.0
7.0
10
8.5
8.0
10
AYUDYA APRILENA
7.5
8.0
20
6.0
7.5
20
DEWA SATRIA KUSUMA
8.0
7.5
10
7.0
7.0
20
8.0
8.5
20
10
ELITA RISCA ARDITA
7.5
8.0
20
11
GATOT BAGUS SAPUTRO
6.0
7.5
20
12
7.5
8.5
20
13
ILMA KURNIA ISNANI
6.5
7.5
20
14
INDAH KURNIAWATI
8.0
8.0
20
15
7.5
7.0
20
16
7.5
7.5
20
17
7.5
7.5
20
18
8.0
8.0
20
19
KRISNADWIVA
6.5
7.0
20
20
LENA TRI UTAMI
6.5
7.5
20
21
MAEDA ROSEDIANA
6.0
7.0
20
22
MERRYANA TRI .S
7.5
8.0
20
23
MEYTANIA SAPUTRI
7.5
7.5
20
24
8.5
8.0
10
25
MONIKA ANTARISTI
8.0
7.5
10
26
7.5
7.5
20
27
NOVIAPUSPITASARI
7.5
8.0
20
28
ORNASTYA PRATIWI .W
8.0
8.5
20
29
PANJI ABDUL MALIK
7.5
7.0
10
30
RIFANI FATMA
80
7.5
20
31
SELLY YULIASTANTI
6.5
7.5
20
32
TITIN ULAN AGUSTIN
6.0
7.0
20
33
TONI AZHAR
6.0
7.5
20
34
7.5
8.5
20
TOTAL SCORE
2.480
2.600
AVERAGE
7.3
7.6
(Source: SMAN 2, 2013)
To calculate the mean of score listening comprehension, the researcher

used formula:
M=
In which:
M
: the mean obtained
Note:
= 2.600
34
=
7.6
2. Team score (Cycle I: The first meeting and the second meeting).
Table 4.5
SWEETIE
Members
Action
I
ElitaRisca
10
AyuQuraisin
20
IntanKusuma
20
ArmaEko.S.P
20
Total
70
Average
17
Great
Achievement
team
SPIRIT
Members
Action
I
ItsnaAyu . N.W
20
DwiAfnan
20
Monika .A
20
MirnaLinggar
20
Total
80
Average
20
Great
Achievement
team
STAWBERRY
Members
Action
I
Lena Tri Utami
20
KrisnaDwiva
20
Indah .K
20
TitinUlan.A
20
Total
80
Average
20
Great
Achievement
team
Action
II
20
10
10
10
50
12
Good
team
SMILE
Members
Action
I
Maeda .R
20
IlmaKurnia
20
Ayudya A
10
Ulinnahiyatul .
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 .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 .T.S
20
Meytania.S
20
NoviaNur .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
NIGHT MOON
Members
Action
I
A. Khoirul H
30
SellyYuliastanti
20
Irma Luvyatul
20
AlfianiDwi. R
20
Ornastya .P.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 4.6
None
No
Indicators
(0%)
Half
Many
(20-
(50-
49%)
69%)
A few
Majority
(<20%)
Total
( >70%)
score
5
The students are

enthusiastic in
1
listening the
teachers
explanation
The students
2
follow the teacher
suggestion
The students ask

3
question to clarify
understanding
The students
4
answer teachers
questions
The students
answer quiz
correctly
The students help
6
the member of the

team
The students are
enthusiastic in
doing the test

The students are
enthusiastic to
9
complete the task
Score
=
Maximal score
=
12
Total Score
28
x 100 %
16
Description
5
4
: Majority >70%
: Many
50% - 69%
28
45
62 %
3
2
1
: half
: few
: none
20% - 49%
< 20 %
0%
(The instrument form of observation was quoted from Munib, 2011)
d). Reflecting
The researcher implemented the steps of cycle based on procedure
of classroom research. After analyzing the result of action in cycle I with
the collaborator, 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.
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.
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) Make some games in teaching and learning activity as alternative
activity to reduce the stress because of the difficult materials.
2. Analysis of Cycle II
Based on the result reflection of cycle I, it is necessary to continue to the
next cycle.
a). Planning
a) These activities are prepared;
b) Lesson plan, materials the first meeting;The fox and the grapes, the
second meeting;the flies and the jar of the sweets, designing steps in
doing the action
c) List of students name
d) Teaching aids(slides, and short video certificate, activity sheet,
memorization card and digital camera).
e) Test; objective test (twenty questions).
b). Acting
1). the first meeting implementation (Cycle II)
On Saturday, May 11th, 2013 at 12 A.M - 1 P.M, The writer and
his collaborator conduct pre-test before the teacher kept on material.
They did the cycle as the result of reflection in the previous cycle.
Teacher
: Good morning, students and how are you?
Students
: We are fine, sir and how about you?
Teacher
: I am fine too. Look at the screen on the wall,

science class?
Students
: Smart, kind and one family
Teacher
: This day we are going to talk about say together,

the topic is
Students
: Narrative text !!!
Teacher
: I will explain what narrative is, narrative is a text

which contains about story (fiction, nonfiction,
tales, folktales, fables or myths) and its plot

consists of orientation, complication and
resolution. Or we can make abbreviation with
OCOR
Students
: What is OCOR, sir
Teacher
: OCOR is Orientation Complication and

Resolution.
1. Orientation: Sets the scene; such as telling a place
and introduces the participants.
2. Complication: A crisis arises
3. Resolution: The crisis is resolved, for the better or
for worse. And know I will clap my hand three
times and you must go to your team, discuss and
dig the information in the text using 5 W + 1 H.
We well discuss our lesson for today, look at the
screen on the wall, listen to my instruction and
follow the direction, 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. Do you understand?
Students
: Yes, we do
Teacher
: It is time for you to go to your team, lets do it

now!!!
(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, we are waiting for

you, smile
Smile Team
: the subject of the text is fox
Teacher
: Good answer, class and before we go to the lesson,

I will check your team preparation, I have some
question on the slide and if you know the answer
just raise your hand, for the team that get the
lowest score must sing a song on the slide like we
did in the last meeting.
Students
: Good idea, sir
Teacher
: Listen this question carefully, Are you ready?
Students
: Yes, we are ready
Teacher
: The first question is she is smart and professional,

she is one of the influential teacher of this school
and now she is the principal of this school, who is
she?
Coming soon
: pick our team, sir
No name
: me, pick us, sir (joined by other teams to raise

their hand)
Teacher
: Wait, No name you go first, the answer is?
No name
: Mrs. Yuli
Teacher
: Correct!!! give applause for no name team
Spirit
: We are the first, sir
Teacher
: Thats our deal, accept and respect other teams.

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
: Thats right answer, give applause for no name

team. That was amazing collaboration in your own
team. Lets go to the next session.
Spirit
: Do you mean quiz, sir?
Teacher
: Thats right, Spirit. Listen carefully the listening

test in team, discuss the information you get or
new word and explain your finding to your friends
in your team. Spend your time properly in team
because I just play listening test in twice?
Students
: We are ready, sir
Teacher
: Now I am going to clap my hand three times and

you must be back to your own seat before.
(Teacher played the listening test and checked the students work)
Teacher
: Time is up, 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. Then I will call the students name and the
corrector just states the score.
(The teacher inserted the score in the scoring list)
No name
: Mr. Wafa in the last meeting you promise that for

the team that get two certificates can exchange to a
package of chocolate.
Teacher
: How many certificate did you get, no name?
No name
: We have one certificate but I think this our team

will be the winner, sir?
Teacher
: Ok, 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
dont be the winner yet, you strive to get the
highest score in the class, you just need more
collaboration between the team. Any question for
this material?
Students
: No more question, sir
Teacher
: I will make the conclusion of this meeting.

Narrative text has three structure, the first is called
Orientation, second, complication and third,
resolution. To develop your understanding you can

access some websites about narrative and the next
discussion is about narrative. Understand it, look
for further explanation of narrative text.
2. the second meetingImplementation (Cycle II)
On Thursday, May 16th, 2013 at 12 A.M - 1 P.M, The writer met
the collaborator to consult lesson plan and the material of the day. Then
they walked toward the eleventh science class 2.
Teacher
: Good morning, students and how are you?
Students
: We are fine, sir and how about you?
Teacher
: I am fine too. Science class?
Students
: Smart, kind and one family.
Teacher
: Who are absent this day?
Students
: No one, sir
Teacher
: Well done, in this meeting we are going to talk

about the narrative text with the topic The Flies
and the Jar of Sweets.
Students
: What is the story about, sir?
Teacher
: you can guess what is about in your own team and

now I will say STAD you must go to your team, do
you understand?
Students
: yes, we do, sir

(They moved to their team)
Teacher
: Dont forget to work in team, explain and teach
your team if you need to say another technique of

5W + 1 H.
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.
Angel
: OCOR is Orientation Complication and

Resolution.
(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,Strawberry, what did a number of flies
see?
Strawberry
: A jar of honey
Teacher
: No name, do you have additional information of

the text?
No name
: The moral of the story is Pleasure isnt worth it if

boughtwith pain.
Teacher
: Good answer, 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
your team, one.. two..three..four..five

(The students move to their own team)
Students
: How many times will you play the listening test?
Teacher
: As I did before, you just have twice playing

listening test in team and you have three times for
individual quiz.
Students
: Is the rule same with the previous meetings?
Teacher
: yes, it is. Now listen this listening test and do your

best for your work.
(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.
(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.
(The students read aloud the answer key in the screen on the wall then
the teacher inserted the score)
Students
: Mr. Wafa, make it faster, we want to know the

winner team of this day.
Teacher
: Be patient, class I need several minutes to count up

all the score.
(The students waited for three minutes)
Teacher
: Actually, some teams have same score in the quiz
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, Mr.Sigit will give a
certificate for test. At least I will say thank you for
all the students and Mr. Sigit who devotes his time
to be collaborator.
c). Observing
The second cycle, observation was conducted during the
implementation of the first and second meeting. The teacher can look the
improvement of the students skill in listening comprehension. All of
students enjoyed, 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.
Here is a list of students score and observation instrument
Cycle II
1. Scoring system
a. The first meeting
1) Individual score
Table 4.7
NO
NAME
First
Quiz
Individual
Score
Score
Development
AHMAD KHOIRUL HUDA
7.0
7.5
20
ALFIANI DWI RUKMANA
8.5
8.0
10
7.0
8.0
20
8.0
8.5
20
AYUDYA APRILENA
8.0
8.0
20
7.5
7.5
20
DEWA SATRIA KUSUMA
7.5
8.0
20
7.0
7.5
20
8.5
8.5
20
10
ELITA RISCA ARDITA
8.0
8.0
20
11
GATOT BAGUS SAPUTRO
7.5
7.5
20
12
8.5
8.5
20
13
ILMA KURNIA ISNANI
7.5
7.5
20
14
INDAH KURNIAWATI
8.0
8.0
20
15
7.0
7.5
20
16
7.5
7.5
20
17
7.5
8.0
20
18
8.0
7.0
10
19
KRISNADWIVA
7.0
7.0
20
20
LENA TRI UTAMI
7.5
7.0
10
21
MAEDA ROSEDIANA
7.0
7.0
20
22
8.0
8.0
20
23
MEYTANIA SAPUTRI
7.5
7.5
20
24
8.0
8.5
20
25
MONIKA ANTARISTI
7.5
8.0
20
26
7.5
7.5
20
27
NOVIAPUSPITASARI
8.0
8.0
20
28
ORNASTYA PRATIWI WULANDARI
8.5
8.5
20
29
PANJI ABDUL MALIK
7.0
7.5
20
30
RIFANI FATMA
7.5
8.0
20
31
SELLY YULIASTANTI
7.5
7.5
20
32
TITIN ULAN AGUSTIN
7.0
7.5
20
33
TONI AZHAR
7.5
7.0
10
34
8.5
8.0
10
TOTAL SCORE
2.600
2.635
AVERAGE
7.6
7.8
First
Quiz
Individual
Score
Score
Development
b. The second meeting

1) Individual score
Table 4.8
NO
NAME
AHMAD KHOIRUL HUDA
7.5
7.5
20
ALFIANI DWI RUKMANA
8.0
8.5
20
8.0
8.0
20
8.5
8.5
20
AYUDYA APRILENA
8.0
8.0
20
7.5
8.5
20
DEWA SATRIA KUSUMA
8.0
8.0
20
7.5
8.0
20
8.5
8.5
20
10
ELITA RISCA ARDITA
8.0
7.5
10
11
GATOT BAGUS SAPUTRO
7.5
8.0
20
12
8.5
8.5
20
13
ILMA KURNIA ISNANI
7.5
7.5
20
14
INDAH KURNIAWATI
8.0
8.5
20
15
7.5
7.5
20
16
7.5
7.5
20
17
8.0
8.5
20
18
7.0
8.0
20
19
KRISNADWIVA
7.0
7.5
20
20
LENA TRI UTAMI
7.0
8.0
20
21
MAEDA ROSEDIANA
7.0
7.5
20
22
8.0
8.5
20
23
MEYTANIA SAPUTRI
7.5
7.5
20
24
8.5
9.0
20
25
MONIKA ANTARISTI
8.0
8.0
20
26
7.5
7.5
20
27
NOVIAPUSPITASARI
8.0
8.0
20
28
ORNASTYA PRATIWI WULANDARI
8.5
8.0
10
29
PANJI ABDUL MALIK
7.5
7.5
20
30
RIFANI FATMA
8.0
9.0
20
31
SELLY YULIASTANTI
7.5
7.5
20
32
TITIN ULAN AGUSTIN
7.5
8.0
20
33
TONI AZHAR
7.0
7.5
20
34
8.0
8.5
20
TOTAL SCORE
2.635
2.725
AVERAGE
7.8
8.0
2. Team score (Cycle II: the first and the second meeting).
Table 4.9
SWEETIE
Members
Action
I
ElitaRisca
20
AyuQuraisin
20
IntanKusuma
20
ArmaEko.S.P
20
Total
80
Average
20
Great
Achievement
team
SPIRIT
Members
Action
I
ItsnaAyu . N.W
20
DwiAfnan
20
Monika .A
20
MirnaLinggar
20
Total
80
Average
20
Great
Achievement
team
STAWBERRY
Members
Action
I
Lena Tri Utami
10
KrisnaDwiva
20
Indah .K
20
TitinUlan.A
20
Total
70
Average
17
Great
Achievement
team
Action
II
10
20
20
20
70
17
Good
team
SMILE
Action
I
Maeda .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 .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 .T.S
20
Meytania.S
20
NoviaNur .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
NIGHT MOON
Members
Action
I
A. Khoirul .H
20
SellyYuliastanti
20
Irma Luvyatul
20
AlfianiDwi. R
20
Ornastya .P.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 .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 4.10
Half
None
A few
(0%)
(<20%)
Majority
(20-
No
Indicators
Many
(50-
Total
( >70%)
49%)
69%)
score
5
The students are

enthusiastic in
1
listening the
teachers
explanation
The students
2
follow the
teacher
suggestion
The students ask

question to
3
clarify
understanding
The students
4
answer teachers
questions
The students
answer peers
5
question
correctly
The students
6
help the member
of the team
The students are
7
enthusiastic in
doing the test

The students are
9
enthusiastic to
complete the
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, 2011)
The Result of Final assessment

Table 4.11
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
8.5
8.5
9.5
7.5
8.5
8.5
8.5
8.5
7.5
8.5
8.5
8.0
9.0
8.5
8.5
9.0
7.5
8.5
7.5
8.5
9.5
8.5
9.0
>70%
50% - 69%
20% - 49%
< 20 %
0%
37
25
26
27
28
29
30
31
32
33
34
Monika Antaristi
NoviaNurPuspitasari
NoviaPuspitasari
OrnastyaPratiwi.W
Panji Abdul Malik
RifaniFatma
SellyYuliastanti
Titin Ulan Agustin
Toni Azhar
UlinnahiyatulWachidah
Total Score
Average
8.5
8.5
8.5
8.0
8.5
8.0
8.5
8.5
8.5
8.5
2.860
8.4
d). Reflection
After analyzing the result of cycle I and II, it can be concluded that
using Student Teams-Achievement Divisions (STAD) can improve listening
comprehension skill in English. In the previous cycle they have some
problem to activate their selves to work in a team, to coordinate with other
friends and now they start adapting to learn systematically with STAD
method; teaching, team, quiz, individual development score and team
recognition. 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.
3. Analysis of interview with the teacher
The interview was conducted on May 29th, 2013 at 1 A.M in the
teacher office. Here are the interview guideline and the transcript of
interview as follows:
A. Question
1. How did you teach listening comprehension to students?
2. How did they respond?
3. Have you ever use STAD (Student Team Achievement Divisions)

especially in listening aspect?
4. Is it possible to use STAD in other aspects of language teaching?
5. What are you interested in this method (STAD)?
B. the Transcript of Interview with the English teacher
Researcher
: Good Morning, Mr. Sigit
Teacher
: Good Morning
Researcher
: How are you today?
Teacher
: Im fine, how about you?
Researcher
: Im fine too. Thank you for giving me a chance to do

research in your class, Sir
Teacher
: You are welcome. How about your study now?
Researcher
: Good willing. I have finished whole my subjects in

Campus.Bye the way, Can I ask something, Sir
Teacher
: Yes, go ahead
Researcher
: Im so happy in your class, Sir. How How did you teach

listening comprehension to the students?
Teacher
: Well, I taught students based on the text book as main source

and used LKS to support the material. Then I explained the
material based on the social function, generic structure, 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. It made
them easy to study.
Researcher
: How did they respond?
Teacher
: Enthusiasm, they listen to carefully what I speak and try to

understand the meaning of the listening.
Researcher
: Have you ever use Student Achievement Divisions

(STAD) in teaching listening comprehension.
Teacher
: Not yet, I just taught listening comprehension with jigsaw

and speech method.
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.
STAD is a kind of cooperative learning, isnt it?
Researcher
: What are you interested in this method?
Teacher
: I think this method is good enough for teaching listening.

As I know STAD is one of methods that supports,
cooperates the students as unity of group. Teaching
listening comprehension is a bit harder that teaching other
English skills such as writing, reading and speaking. In
listening comprehension the teacher must make it sure
that the material is interesting and funny. It will be boring
if the material that we use is a high topic for instance
science, political issue and world history.
From the result of interview above, it could be
concluded that the teacher was happy to observe teaching
listening comprehension by using STAD was effective

andinteresting. He assumed that cooperative learning was
suitable method to decrease the boredom level that the
students confront during the lesson.
C. 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. 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. 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, 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 4.12
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
73
76
78
80
84
The table showed that the mean of preliminary assessment and the final
assessment has significant differences which final assessment is higher
thanpreliminary assessment.The result of preliminary assessment and final
assessment were used to know the score of Students listening comprehension
improvement. As mentioned before there were two cycles in this classroom action
research, 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). The tests used blank space which consisted of ten items of question. All
items, instruments can be seen in appendices.
CHAPTER V
CLOSURE
A. 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
writer concluded that:
1. The implementation of Student Teams-Achievement Divisions Method
(STAD) in teaching listening comprehension went well. The students
werenot only enthusiastic about teaching and learning process but also
happy to follow the procedure of STAD; teaching, teaming, quiz,
individual score development
and team
recognition. The other
advantageous sides of using STAD in listening comprehension during the

research arethe studentswere more sociable with their own team other
teams. They could work, 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.Hence, this application of STAD in
teaching listening comprehension is an effective method to improve
students listening comprehension skill.
2. The improvement of listening comprehension after using Student TeamsAchievement Division Method (STAD) could be seen in the progress of
improvement in every cycle during the research from the mean of

preliminary assessment is 6.9 to 7.3 in the first meeting of cycle I, the
second meeting is 7.6 then in cycle II; the first meeting is 7.8, the second
meeting is 8.0 and the final assessment is 8.4. In applying STAD method
in the classroom, the students are not only involved in teaching and
learning process, but also they are more sociable, confident and active in
teaching and learning in the classroom.
B.Suggestion
Based on the research finding and conclusion above, the writer would
like to suggest as follows;
1. To the teachers
They must state the classroom rule before applying the method,
suggesting, motivating the students to work in a team. They must give
direct response when the students break the rule. The teachers have
important role to activate their classroom. They must improve their
teaching through doing the innovation in the real context the students face.
They should be able to use kinds of device to support their teachinglearning process.
2. To the students
Students should always be active in teaching-learning process. They
also must study hard if they want to be successful in mastering English,
they must have belief that English is one of important subjects that must be
learn and they must enrich their proficiency in English.
3. To other researcher
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.
BIBLIOGRAPHY
American
Council
on
The
Teaching
of
Foreign
Languages
(2012),
ACTFLProficiency guidelines 2012. Alexandria.

Arikunto, Suharsini, ProsedurPenelitian: SuatuPendekatanPraktik, (Jakarta: PT
RienekaCipta, 2006.
Basrowi and Suwandi (2008), ProsedurPenelitianTindakanKelas, Bogor:Ghalia
Indonesia.
Bigg (1991) in Http://www.teachingenglish.org.uk/blogs/cherrymp/five-types
Listening, retrieved on June 3rd, 2013 at 8 P.M, the writer was cherrymp.
Bozorgian,Hossein (2012), Research article: Listening Skill requires a further look
into second/foreign language learning.
BrownH. Douglas (2004), Language Assessment: Principles and Classroom
Practice, San Francisco: Pearson Education.
Brown H.Douglas (2000), Principles of Language Learning and Teaching,(Longman:
Pearson education, 4thed.) P.7
Slavin, Robert E, Cooperative Learning: teori, risetdanpraktik, London: Allymand
Bacon, 2005.
Fauziati, Endang(2005),Teaching of English as Foreign Language(TEFL),Surakarta:
Muhammadiyah University Press.
Graham Hitchcock and David Huges (1989), Research and the teacher: A qualitative
Introduction to School Based Research, (New York: Datix International
Limited,) p.28
Hamzah
B.
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 Students 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 elephants 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 elephants 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
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, hunt for
(15)
__________ and even fight.
16. The text tells us about.

(A). the Elephants peculiar feature
(B). useful servant
(C). strange looking animal
(D). an elephant
(E). elephant looks very clumsy.
17. The third paragraph is mainly about
the fact that....
(A) elephant are very useful
(B) elephants can lift logs
(C) elephants are servants
(D) elephants are strong
(E) elephant must be trained
18. The most distinguishing
characteristic of
an elephant is.....
(A). its clumsiness
(B). its long nose
(C). its large body
(D). its thick legs
(E). its large ears
C. Answer Key
19. 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. 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.
(A). a shower bath
(B). elephants body
(C). elephants trunk
(D). a shower
(E). water
1. Strongest
11. Quickly.
2. Legs
12. Intelligent
3. Ears
13. Makes
4. White
14. Trained
5. Noise
15. Tigers
6. Feature
16. D
17. A
18. B
19. E
20. C
7. Water
8. Bath.
9. Mouth.
10. Heavy
D. Scoring System
The Correct answer x 5 : The score of the test
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; 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 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. Trustworthiness
b. Respect
c. Self-confidence
d. Responsibility
Material
A. Report Text
Report is a text which presents information about something, as it is. It is as a
result of systematic observation and analyses." [Report adalah sebuah teks yang
menghadirkan informasi tentang suatu hal secara apa adanya. Teks ini adalah
sebagai hasil dari observasi dan analisa secara sistematis.]
Dengan demikian, sebenarnya teks report dan descriptive mempunyai

perbedaan yang cukup jelas, meski nampak keduanya dikatakan sebagai "saudara
kembar" sekalipun. Intinya, dalam report text itu biasanya berisi dengan faktafakta yang bisa dibuktikan secara ilmiah.
1. Generic Structure Report Text.

Seperti halnya dengan descriptive text, Report text juga hanya memiliki
dua struktur umum [generic structure] yaitu :
a. General Clasification; Pernyataan umum yang menerangkan subjek laporan,
keterangan, dan klasifikasinya.
b. Description: tells what the phenomenon under discussion ; in terms of parts,
qualities, habits or behaviors; Pada bagian ini biasanya memberikan
gambaran fenomena-fenomena yang terjadi; baik bagian-bagiannya, sifatsifatnya, kebiasaannya, ataupun tingkah lakunya. Intinya adalah penjabaran
dari klasifikasi yang disajikan dengan ilmiah.
B. Material discussion
A kangaroo
A kangaroo is an animal found only in Australia, although it has a smaller
relative, called a wallaby, which lives on the Australian island of Tasmania and
also in New Guinea.
Kangaroos eat grass and plants. They have short front legs, but very long,
and very strong back legs and a tail. These are used for sitting up and for jumping.
Kangaroos have been known to make forward jumps of over eight metres, and
leap across fences more than three metres high. They can also run at speeds of
over 45 kilometres per hour.
The largest kangaroos are the Great Grey Kangaroo and the Red
Kangaroo. Adult grow to a length of 1.60 metres and weigh over 90 kilos.
Kangaroos are marsupials. This means that the female kangaroo has an
external pouch on the front of her body. A baby kangaroo is very tiny when it is
born, and it crawls at once into this pouch where it spends its first five months of
life.
(http://infogreget.blogspot.com)
C. Listening Technique
To catch the global meaning of the listenng comprehension is not easy. Every
learners in any language need more attention to understand listening in a
conversatio, speech etc. This are some tips to catch or comprehend the meaning in
the long or short listening in a test.
1) Name
: name of speakers in the listening
2) Information
: number, year etc
3) Place
: situation; market, school, air port, post office, train station
etc
4) The word
: the word often appears
Learning Method
- Cooperative Learning STAD
Steps of Learning Activity
Meeting
Learning Steps
A. Preliminary
a. 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.
b. The teacher checks students as a social care.
B. Core Activity
1. EXPLORATION
a. The teacher stated what the purpose and the
material in the lesson (report listening; Blue Whale).
b. The teacher tells the rule of STAD in the class;
teaching, team study, test, individual development
and team recognition)
2. ELABORATION
a. The Teacher divides 34 students in the class into 8
teams (4 5 students in a team).
b. Allow them to choose the name of the team and
make their own jingle of the team. (4-5 minutes)
c. Give an answer sheet to each team.
d. The teacher checks the team readiness with
guessing the
words in the listening song.
e. The Teacher suggests the students to understand
the concept of listening comprehension using 5 W + 1
H. (10 minutes to understand the material: general
classification, description in report)
f. The teacher asks the students about the problem in
the lesson.
Duration
10 minutes
10 menit
50 menit
g. The teacher asks the material and collect

h. 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. Teacher ask them to prepare their selves to do the
listening test individually
j. The teacher conducts a test (report listening
comprehension; 3-4 times in playing).
k. The teacher evaluates the result of test immediately
and grade the individual development
3. CONFIRMATION
a. The teacher gives response and conclusion about
the lesson communitavely.
b.The Teacher announces the best team of the day
and appreciate them with a certificate for the team
10 menit
C. CLOSURE
a. A teacher states the following material that will be
discussed.
10 menit
1. Resource
a. (http://englishahkam.blogspot.com)
2. Assessment
a. Description
Indicator
1. Student can identify the main idea of the
listening comprehension in report
2.Students can work individually or in a
team
Instrument
Score
Listening test
Correct answer
x5
1. Instrument of test
CYCLE I
(The First Meeting)
Name
:
Team name :
Date
:
The largest (1)_______ alive is the blue (2)_______. Fully grown, these
great creatures (3)_______ length of over (4)_______ meters and weigh as much
as (5)_______ large elephants, or more than 1,500 men. The heart of a blue whale
is more than a meter in (6)_______.
The blue whale is not a fish, even though it (7)_______ its entire life in the
_______. Whales are (9)_______, just like us. A mother whale gives (10)_______
to a live baby whale, not an egg. She feeds her baby with her own milk. While fish
are clod-blooded, whales are (11)_______, and they have (12)_______ and breathe
air, like us.
For all its (13)_______, a blue whale feeds mainly on tiny shrimps. It is
(14)
_______ to man. Unfortunately for the blue whales, men are not harmless to
them. So many blue whales are hunted and (15)_______ that very few of these
magnificent animals are now left alive.
(8)
1. What is the text about?

A. Fish
B. Blue whale
C. Shrimps
D. mammals
E. Shark
2. What is the main idea of the second
paragraph?
A. The blue whale is not a fish
B. The largest animal is the blue whale
C. The blue whale feeds mainly on tiny
shrimps
D. The blue whale feeds her baby with
her own
Milk
E. The blue whale is a kind of mammal
4. "For all its size, a blue whale feeds

mainly on tiny shrimps." What does the
word "tiny" mean in the sentence?
A. Huge
B. Small
C. Big
D. Very small
E. Tiny
5. The last paragraph of the text is
categorized as
A. General classification
B. Orientation
C. Complication
D. Resolution
E. Description
3. Which statement below is true

according to
the passage?
A. Whale eats every sea creature
B. Whale breaks by laying egg
C. Whale is a huge animal
D. Whale is a kind of fish
E. Whale is a dangerous fish
2. Answer key
1. Animal
2. Whale.
3. Reach
4. 30
5. Twenty four
6. Diameter.
11. Warm-blooded,
12. Lungs
13. Size,
14. Harmless
15. Killed
16. A
7. Lives
8. Sea.
9. Mammals,
10. Birth
17. B
18. C
19. D
20. A
c. Assessment technique
Slavin (Trianto, 2007:55)
a) Individual Score
No
1
2
3
4
5
Test 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
English Teacher
Salatiga, May 2nd, 2013

Researcher
Drs.F.Y. Sigit Supriyanto

NIP. 196705111995121003
Zaenul Wafa
NIM. 11309016
LESSON PLAN
School
Subject
Class/Semester
Topic
Duration
:
:
:
:
:
SMAN 2 Salatiga
English
XI/2
Report (Genre)
2 x 45 minutes ( The Second meetings)
Basic Competency

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; Birds)
comprehension in report genre Birds
Character
a) Trustworthiness
b) Respect
c) Self-confidence
d) Responsibility
Material
A. Review the previous Technique in doing listening comprehension test.
B. Script of discussion
Birds
Birds are interesting flying animals. They are vertebrates and warm blooded
animals. They belong to aves class and they can be found all over the world.
Birds breath with their air pocket. Beside as respiration organ, air pocket also
can enlarge or reduce their weight when flying or swimming.
There are many kinds of birds. Earth bird has special characteristic. They
have different morphology according to their food and their habitat. Some of them
eat seeds, pollen, fish or meat. There are some species that live in land and the
others live in water. Land birds live on their nest.
Female birds have specific tasks. they lay eggs and feed their baby, Beside
that they look for foods for their baby.
Learning Method
Meeting
Learning Steps
A. Preliminary
Duration
10 minutes

B. Core Activity
1. EXPLORATION
material in the lesson (report genre listening
Thanksgivinglistening).
10 menit
2. ELABORATION
b. Allow the students to choose the name of the team
and make their own jingle of the team. (4-5 minutes)
d. The teacher checks the team readiness guessing the
words in the listening song.
e. The Teacher suggests the students to understand the
concept of listening comprehension using 5 W + 1 H.
(10 minutes to understand the material: general
classification, description in report)
the lesson.
g. The teacher suggests the students to write down the
discuss about the listening play (at once listening)
h. Teacher ask them to prepare their selves to do the
i. The teacher conducts a test (report listening
comprehension; twice playing).
j. The teacher evaluates the result of test immediately
50 menit
3. CONFIRMATION
the
lesson communitavely.
b.The Teacher announces the best team of the day and
appreciate them with a certificate for the team
10 menit
C. CLOSURE
discussed.
10 menit
1. Resource
a. http://englishahkam.blogspot.com
2. Assessment
a. Description
Indicator
listening comprehension in report genre
Instrument
Score
Listening Test
Correct answer x 5

Team
1. The instrument of test

CYCLE I
(The Second Meeting)
Name
:
Team name :
Date
:
Thanksgiving or Thanksgiving Day is a (1)__________ of harvest,
thankfulness for (2)__________, and the attempt of Native (3)__________. It is
usually celebrated in late autumn.
In the past, Thanksgiving was celebrated for their (4)__________
harvest in New England. In North America, however, it was originally
(5)
__________ to thank God for (6)__________ survival in the new land which
was not easy for them.
(7)
__________, in Canada, it had been celebrated as in New England.
Thanksgiving now is celebrated in United States of America and in (8)__________
a. Thanksgiving (9)__________ are held every fourth Thursday of November in
the U.S and on the second Monday of October in Canada.
It is usually celebrated in four to five days in the North America and for
(10)
__________ in Canada. It is celebrated through (11)__________ and friends
gathering to eat and give good luck. Turkey is the main dish in the thanksgiving
(12)
__________ r. Thanksgiving parades are also usually held.
In Thanksgiving (13)__________ are decorated with wreaths, fresh and
dried flowers. Lamps are lighted to brighten the environment. Tables are
(14)
(15)
__________
__________.
with best china and antique silver dishes to mark the
16. What is the title of the text?

17. How many days does North America celebrate it?
18. When is Thanksgiving Day celebrated?
19. How does Turkey celebrate it?
20. What kind of genre of the listening?
2. Answer key
1. Celebration
2. Peace
3. Americans
4. Rich
5. Held
6. Their
7.However,
8. Canada.
9. Festivals
10. Three days
11. Families
12. Dinner.
13. Homes
14. Decorated
15. Occasion.
1. Thanksgiving
2. four to five days
3. In late Autumn
4. Turkey is the main dish in the thanksgiving
dinner
5. Narrative
b. Assessment technique
- Slavin (Trianto, 2007:55)
1) Individual Score
No
1
2
3
4
5
Test Score
Development
Score
0 point
10 points
20 points
30 points
30 points
score)
2) Team Score
No
1
2
3
4

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, May 4th, 2013

Researcher

NIP. 196705111995121003
Zaenul Wafa
NIM. 11309016
LESSON PLAN
School
Subject
Class/Semester
Topic
Duration
:
:
:
:
:
SMAN 2 Salatiga
English
XI/2
Narrative (Genre)
2 x 45 minutes ( The First meetings)
Basic Competency
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)
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 couldnt
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.
C. Listening Technique
To catch the global meaning of the listenng comprehension is not easy. Every
learners in any language need more attention to understand listening in a
conversatio, speech etc. This are some tips to catch or comprehend the meaning in
the long or short listening in a test.
5) Name
: name of speakers in the listening
6) Information
: number, year etc
7) Place
: situation; market, school, air port, post office, train station
etc
8) The word
: the words often appears
Learning Method
Meeting
Learning Steps
A. Preliminary
B. Core Activity
1. EXPLORATION
material in the lesson (narrative listening; The Fox
and the Grapes).
2. ELABORATION
c. Give activity sheet and answer sheet to each team.
guessing the words in the listening song.
Duration
10 minutes
10 menit
50 menit

the concept of listening comprehension using 5 W + 1
H. (10 minutes to understand the material:
orientation, complication and resolution in narrative)
the lesson.
g. The teacher suggests the students to write down the
discuss about the listening play (twice in the play of
listening)
h. Teacher ask them to prepare their selves to do the
i. The teacher conducts a test (narrative listening
j. The teacher evaluates the result of test immediately
3. CONFIRMATION
C. CLOSURE
discussed.
10 menit
10 menit
1. Resource
a. (http://englishahkam.blogspot.com)
2. Assessment
a. Description
Indicator
listening comprehension in narrative
Team
1. Instrument of test
CYCLE II
(The first meeting)
Name
:
Team name :
Date
:
Instrument
Score
Listening test
Correct answer
x5
The Boy and the (1)________

A little boy once (2)________ a jar of sweets. He (3)________ into the jar
and grabbed as (4)________ as he could hold.
(5)
________ when he tried to pull (6)________ out, he found the

(7)
________ of the jar was too small. His hand was caught, but he did not want
to (8)________ any of the sweets.
He (9)________ again and again, but he couldnt get the (10)________
handful out. At last he began to (11)________. A Bystander (12)________ him
what the matter was.
I cant take this handful of sweets out of the jar, cried the boy.
Well, dont be so (13)________, said the bystander. Be satisfied with just half
of what you have, and youll have no (14)________ getting your hand out.
The moral of the story is that Do not (15)________ too much at once.
Question
16. What is the story about?

17. Mention the actors of the listening you hear?
18. What did the boy find?
19. Who said dont be so greedy?
20. What kind of the genre of the listening?
2. Answer key
1. Sweets
2. Found
3. Reached
4. Many
5. But
6. His hand
7. Neck
8. Drop
9. Tried
10. Whole
11. Cry
12. Asked
13. Greedy
14. Trouble
15. Attempt
16. The Boy and the Sweets
17. The boy and bystander
18. The jar
19. Bystander
20. Narrative listening
Slavin (Trianto, 2007:55)
a) Individual Score
No
1
2
3
4
5
Test Score
Answer sheet is perfect (apart from first score)
Development
Score
0 point
10 points
20 points
30 points
30 points
b) Team Score
No
1
2
3
4

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

Researcher

NIP. 196705111995121003
Zaenul Wafa
NIM. 11309016
LESSON PLAN
School
Subject
Class/Semester
Topic
Duration
:
:
:
:
:
SMAN 2 Salatiga
English
XI/2
Narrative (Genre)
2 x 45 minutes ( The Second meetings)
Basic Competency
written language accurately and fluently.
Indicator
Identify the main idea in listening comprehension in narrative context.

Identify and understand the meaning of the listening comprehension in
narrative.
Aim of learning
Student identify the main idea and the characters in listening comprehension,
the narrative title is The Flies and the Jar of Sweets.
comprehension; the narrative title is The Flies and the Jar of Sweets.
Character
e) Trustworthiness
f) Respect
g) Self-confidence
h) Responsibility
Material
A. Review the previous Technique in doing listening comprehension
B. 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
housekeepers room. They entered the jar and ate greedily. While eating, however,
their feet and wings got covered with the honey. They were stuck and could not
fly away. As they lay in the jar dying, the flies cried and said, What foolish
creatures we are, we have destroyed ourselves for the sake of such a small
pleasure.
The moral of the story is Pleasure isnt worth it if bought with pain.
It is important to lead a balanced life by enjoying some of the good and
refraining from the bad. This season, remember that theres nothing wrong with a
little fun and games.
Learning Method
Meeting
Learning Steps
A. Preliminary
B. Core Activity
1. EXPLORATION
Duration
10 minutes
10 menit
material inthe lesson (narrative listening).

2. ELABORATION
guessing the words in the listening song.
the concept of listening comprehension using 5 W +
1 H. (10 minutes to understand the material:
orientation, complication and resolution in narrative)
the lesson.
g. The teacher asks the material and collect
h. The teacher suggests the students to write down the
discuss about the listening play (at once listening)
i. Teacher ask them to prepare their selves to do the
j. The teacher conducts a test (narrative listening
k. The teacher evaluates the result of test immediately
3. CONFIRMATION
C. CLOSURE
discussed.
50 menit
10 menit
10 menit
1. Resource
a. http://englishahkam.blogspot.com
2. Assessment
a. Description
Indicator
Instrument
Score
Correct answer x 5
listening comprehension
Listening Test
Team
1. The instrument of test
CYCLE II
(the second meeting)
Name
:
Team name :
Date
:
The ________ of Pahesan Village and Dempet Graveyard

A long time ago, there was a beautiful woman. She was Paes. Her beauty
interested many teenagers. There were two boys who were unknown where they
came. They would propose Paes to marriage but Paes was afraid if they would kill
each other because they were brother.
Suddenly, Paes had an idea to make a contest. She promised that for
everyone who could plant a big pumpkin, one of them would be her husband.
Basically, pumpkin was a kind of spreading plant. The pumpkins crept each
other so they argued the big pumpkin, then they fought and they died. Their
graves were closed and the graveyard was called Dempet afterwards, a place
where Paes lived was called Pahesan. Up to now, the citizens of Pahesan village
have believed that they cannot harvest a pumpkin, if it grows; the harvest will not
be satisfying.
Question
16. Who was a beautiful woman in the text?
17. Was her beauty interested many teenagers?
18. What is the Dempet?
19. Why Did the brothers fight each other?
20. What kind the listening above?
2. Answer key
1. a long time ago
2. woman
3. two boys
4. came
5. marriage
6. each other
11. fought
12. lived
13. citizens
14. harvest
15. satisfying
16. Paes
7. Suddenly
8. a contest
9. pumpkin
10. crept
17. Dempet is a graveyard

18. They wanted to have the pumpkin
19. Pahesan
20. Narrative
- Slavin (Trianto, 2007:55)
1) Individual Score
No
1
2
3
4
5
Test Score
score)
Development
Score
0 point
10 points
20 points
30 points
30 points
2) Team Score
No
1
2
3
4

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

Researcher

NIP. 196705111995121003
Zaenul Wafa
NIM. 11309016
FINAL ASSESSMENT
A. Script of Test
Once upon a time, there was a little poor boy came into a little village. He
was baru Klinting He was very hungry and weak. He knocked at every door and
asked for some food, but nobody cared about him. Nobody wanted to help the
little boy and there was a generous woman helped him. She gave him shelter and a
meal.
The little boy continued his journey. While he was passing through the
village, he saw many people gathering on the field. The boy came closer and saw
a stick stuck in the ground. People challenged each other to pull out that stick.
Everybody tried, but nobody succeeded. Can I try? asked the little boy. The
crowd laughed mockingly. The boy wanted to try his luck so he stepped forward
and pulled out the stick. He could do it very easily. Everybody was dumbfounded.
Suddenly, from the hole left by stick, water spouted out. It did not stop until it
flooded the village. And no one was saved from the water except the little boy and
the generous old woman who gave him shelter and meal. As she told him, he used
the lesung as a boat and picked up the old woman.
Finally, the whole village became a huge lake. It is now known as Rawa
Pening Lake in Salatiga, Central Java, Indonesia.
B. Instrument of Test
FINAL ASSESSMENT
Name
:
Team name :
Date
:
Once upon a time, there was a little poor boy came into a little
(1)
_________. He was Baru Klinting He was very hungry and weak. He
(2)
_________ at every door and asked for some
cared about him. Nobody wanted to
(3)
_________, but nobody
(4)
_________ the little boy and there was
a (5)_________ woman helped him. She gave him (6)_________ and a meal.
The little boy continued his
(7)
_________. While he was passing
through the village, he saw many people gathering on the
(8)
_________. The
boy came closer and saw a stick stuck in the ground. People (9)_________each
other to pull out that stick. Everybody tried, but nobody (10)_________. Can I
try? asked the little boy. The crowd
(11)
_________ mockingly. The boy
wanted to try his luck so he stepped forward and pulled out the stick. He could
do it very
(12)
_________. Everybody was dumbfounded. Suddenly, from the
(13)
_________ left by stick, water spouted out. It did not stop until it flooded
the village. And no one was saved from the water except the little boy and the
generous old woman who gave him shelter and meal. As she told him, he used
the lesung as a boat and (14)_________the old woman.
Finally, the whole village became a huge
(15)
_________. It is now
known as Rawa Pening Lake in Salatiga, Central Java, Indonesia.
Question
16. What is the story about?
17. What was the name of the little boy?
18. What did the boy ask for?
19. Did the people die in the village?
20. Where is Rawa Pening located?
C. Answer Key
1. Village
2. Knocked
3. Food
4. Help
5. Generous
11. Laughed
12. Easily
13. Hole
14. Picked up
15. Lake
6. Shelter
7. Journey
8. Field
9. Challenged
10. Succeeded
16. Legend of Rawa pening

17. Baru Klinting
18. Food
19. Yes, they were
20. Salatiga , central Java
D. 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
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
CURRICULUM VITAE
Name
Place and date of birth
Address
Education
: Zaenul Wafa
: Grobogan, August, Sunday 26th, 1990.
: Tungu, RT. 05, RW, 01, Godong
Grobogan, Central Java.
: MI Tungu
(1997-2002)
MTsN. Jeketro
(2002-2005)
MA Yasis At-taqwa (2005-2008)
STAIN Salatiga
(2009-2013)

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THE USE OF STUDENT TEAMS-ACHIEVEMENT DIVISIONS

(STAD) TO IMPROVE LISTENING COMPREHENSION OF THE

ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY

MINISTRY OF RELIGIOUS AFFAIRS

In the name of Allah the most gracious and merciful

Salatiga, August 26th, 2013

This graduating paper is dedicated to:

Salatiga, August 26th, 2013

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

CHAPTER II LITERATUR REVIEW

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

Table 3.1 Research Schedule

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

C. Limitation of the problem

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

listening is a teaching concentrated on listening comprehension of the

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

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

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

implementation of STAD in teaching listening comprehension and advantages of

2. General Concept of Teaching

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

happen here in facilitating the students to develop their comprehension

discourse, and these differences can add many dimensions to our

The implementation of bottom-up processing in STAD is the

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

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

d. Score of Individual Development

4. Team member is allowed talking each other in a soft of voice.

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

A. The Method of Research

Kember (2000) stated that classroom action research is research

f. Classroom action research used collaborative approach.

B. Setting and time of the research

Date and time

Observation and Preliminary

April 23rd to 27th,

A. The First Action

B. The Second Action

A. The First Action

Saturday, May 11th,

C. The subject of the research

Table 3.2 Subject of research

AHMAD KHOIRUL HUDA

(Source: SMAN 2 Salatiga, 2013)

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

10-1 points under first score

G. Technique of Analysis data

: the mean obtained

: the sum of the students value

: the number of subject

:SMA Negeri 2 Salatiga

b. School main number

: Tegalrejo Street No.79

1. Vision, Mission and School Objective

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

Dra. YuliatiEko A.,M.Pd

Curriculum vice Principal

Student vice Principal

Infrastructure vice Principal

Society relation and cooperation

Board of Student Organization

Board of Scout organization