Professional Documents
Culture Documents
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
DECLARATION
: 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.
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
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.
Zaenul Wafa
TABLE OF CONTENT
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
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
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
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.
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
general
concept
of
teaching,
general
concept
of
listening
divisions
(STAD)
Method,
components
of
STAD,
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.
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
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
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
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.
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.
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.
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
Activities
Place
The second
science classof
assessment
SMAN 2
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)
science classof
SMAN 2
Salatiga
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)
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
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
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
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
In which:
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
:301036204003
c. Accreditation
:A
d. Address
e. Telephone
: (0298) 322250
f. Post code
: 50733
g. Village
: Tegalrejo
h. Subdistrict
: Argomulyo
i. City
: Salatiga
j. Province
: Central Java
k. Founded
: 1983
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.
NAME OF TEACHER
POSITION
Drs. Soenardjo
School committee
Principal
Giyarni
Administration Coordinator
Dra. Hendrawati
Dra. Sulastri
SitiPurwatiningsih,S.Pd
Dra. NurRochmah
Ngaidin,S.Ag
MokhTohari, S.Pd
10
11
12
Sugiyanto, S.Pd
13
Dra. Istiani
NAME
DICIPLINE
SitiPurwatiningsih,S.Pd
Biology
Dra. YuliatiEkoAtmojo,M.Pd
Drs. Purwanto
Physics
Physics
Dra. Istiani
Education Management
PMP
Dra. Sulastri
10
Dra. PenySetyaningsih
11
Dra. EniHaristiyati
12
Sri Rahayu,S.Pd
Indonesian
13
Dra. Kadarwati
English
14
Dra. Hendrawati
PDU
15
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
23
Ennyhandayaningsih,S.Pd
24
Partijah,S.Pd
25
NaniWidiastuti,S.Pd
26
Dra. PramasttutiSwastiMurdani
27
Dra. Puniyem
History
28
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
54
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
61
Soendari,S.Ag
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
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.
408
6.
Hall
600
7.
Mosque
117
8.
21
9.
Cooperation
24
21
Bad
63
108
13.
63
12
12
113
18. Storehouse
12
19
Administration room
Student Organization
14.
Room
Rest room for women
15.
teacher
Rest room for men
16.
teacher
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.
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
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
M=
Explanation:
M
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
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
Collaborator
Students
Collaborator
Merryana
Collaborator
Students
Teacher
Arma
Teacher
Teacher
AyuQuraisin
Teacher
Students
Teacher
Students
: Clap..clap
Teacher
Students
Teacher
Students
Teacher
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
Teacher
Teacher
: Yes, We do
(Students discuss the topic in the team)
Teacher
Smile Team
Teacher
Students
Teacher
Students
Teacher
Teacher
Students
Teacher
Night moon
Teacher
(The team listened the test before doing the task individually)
Students
Teacher
Students
Teacher
: I was sure that you could do the best for your own
teams
Students
Teacher
Students
(The teacher clapped his hand three times and students started
exchanging their work)
Teacher
Students
Teacher
Angel team
Teacher
(the teacher collected the students score and counted the individual
development of the pre-test)
Students
Teacher
Student
Teacher
Students
: Huu..Huuuu
Teacher
Students
Teacher
Students
Teacher
Teacher
Students
Teacher
Students
: (just mute)
Teacher
Students
Teacher
Students
: Birds !!!
Teacher
Students
Teacher
Students
Teacher
Students
Teacher
Students
: Yes, we do
(Students discuss the topic in the team)
Teacher
Angel
Teacher
Students
Teacher
No name
Teacher
Teacher
Students
Teacher
Students
Teacher
Students
Teacher
enthusiastically)
Teacher
Students
Teacher
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.
NAME
Preleminary
Quiz
Individual
assessment
Score
Development
5.0
6.5
30
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
8.0
8.0
20
7.5
7.0
10
7.5
8.0
20
10
8.0
7.5
10
11
4.5
6.0
30
12
7.0
7.5
20
13
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
6.5
6.5
20
21
MAEDA ROSEDIANA
6.0
6.0
20
22
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
7.5
7.5
20
30
RIFANI FATMA
8.0
7.5
10
31
SELLY YULIASTANTI
6.5
6.5
20
32
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
Explanation:
M
Note:
M
=
34
2480
7.3
NAME
First
Quiz
Individual
Score
Score
Development
6.5
7.0
20
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
8.0
7.5
10
7.0
7.0
20
8.0
8.5
20
10
7.5
8.0
20
11
6.0
7.5
20
12
7.5
8.5
20
13
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
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
7.5
7.0
10
30
RIFANI FATMA
80
7.5
20
31
SELLY YULIASTANTI
6.5
7.5
20
32
6.0
7.0
20
33
TONI AZHAR
6.0
7.5
20
34
ULINNAHIYATUL WACHIDAH
7.5
8.5
20
TOTAL SCORE
2.480
2.600
AVERAGE
7.3
7.6
In which:
M
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
listening the
teachers
explanation
The students
2
follow the teacher
suggestion
question to clarify
understanding
The students
4
answer teachers
questions
The students
answer quiz
correctly
The students help
6
enthusiastic in
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%
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
Students
Teacher
Students
Teacher
Students
Teacher
Teacher
Students
: Yes, we do
Teacher
(The teacher clapped his hand and distributed the activity sheet to the
students to dig the information in the text)
Teacher
Smile Team
Teacher
Smile Team
Teacher
Students
Teacher
Students
Teacher
Coming soon
No name
Teacher
No name
: Mrs. Yuli
Teacher
Spirit
Teacher
No name
: Library
Teacher
Spirit
Teacher
Students
Teacher
(Teacher played the listening test and checked the students work)
Teacher
No name
Teacher
No name
Teacher
Students
Teacher
Students
Teacher
Students
Teacher
Students
: No one, sir
Teacher
Students
Teacher
Students
Teacher
Teacher
Angel
(The teacher clapped his hand and distributed the activity sheet to the
students to dig the information in the text)
Teacher
Strawberry
: A jar of honey
Teacher
No name
Teacher
Students
: Quiz!!!
Teacher
Teacher
Students
Teacher
Teacher
(The students moved to their own seat and played listening test)
Teacher
(The students read aloud the answer key in the screen on the wall then
the teacher inserted the score)
Students
Teacher
Teacher
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
7.0
7.5
20
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
7.5
8.0
20
7.0
7.5
20
8.5
8.5
20
10
8.0
8.0
20
11
7.5
7.5
20
12
8.5
8.5
20
13
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
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
8.5
8.5
20
29
7.0
7.5
20
30
RIFANI FATMA
7.5
8.0
20
31
SELLY YULIASTANTI
7.5
7.5
20
32
7.0
7.5
20
33
TONI AZHAR
7.5
7.0
10
34
ULINNAHIYATUL WACHIDAH
8.5
8.0
10
TOTAL SCORE
2.600
2.635
AVERAGE
7.6
7.8
First
Quiz
Individual
Score
Score
Development
NAME
7.5
7.5
20
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
8.0
8.0
20
7.5
8.0
20
8.5
8.5
20
10
8.0
7.5
10
11
7.5
8.0
20
12
8.5
8.5
20
13
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
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
8.5
8.0
10
29
7.5
7.5
20
30
RIFANI FATMA
8.0
9.0
20
31
SELLY YULIASTANTI
7.5
7.5
20
32
7.5
8.0
20
33
TONI AZHAR
7.0
7.5
20
34
ULINNAHIYATUL WACHIDAH
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
listening the
teachers
explanation
The students
2
follow the
teacher
suggestion
3
clarify
understanding
The students
4
answer teachers
questions
The students
answer peers
5
question
correctly
The students
6
of the team
The students are
7
enthusiastic in
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
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?
Teacher
: Good Morning
Researcher
Teacher
Researcher
Teacher
Researcher
Teacher
: Yes, go ahead
Researcher
Teacher
Researcher
Teacher
Researcher
Teacher
Researcher
Teacher
Researcher
Teacher
Research activity
Preliminary Assessment
69
Cycle I
Cycle II
Final Assessment
(Source: SMAN 2 Salatiga,2013)
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
2. The improvement of listening comprehension after using Student TeamsAchievement Division Method (STAD) could be seen in the progress of
BIBLIOGRAPHY
American
Council
on
The
Teaching
of
Foreign
Languages
(2012),
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)
looking animal with its thick (2)__________, huge sides and backs, large hanging
(3)
has a long
(4)
(5)
(6)
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
(10)
__________
(11)
__________.
The elephant is a very (12)__________ animal. Its intelligence combined
(13)
(14)
be
__________ to serve in various ways such as carry heavy loads, hunt for
(15)
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.]
kembar" sekalipun. Intinya, dalam report text itu biasanya berisi dengan faktafakta yang bisa dibuktikan secara 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
2) Information
3) Place
etc
4) The word
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
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)
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
More than 10 points under first score
10-1 points under first score
Quiz score until 10 points upper first score
More than 10 points upper first score
Answer sheet is perfect (apart from first score)
Development
Score
0 point
10 points
20 points
30 points
30 points
b) Team Score
Average score of team =
No
1
2
3
4
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
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)
Competency Standards
Understand monologue text /essay; report, narrative dan analytical exposition
accurately and thank in daily conversation context and access knowledge.
Basic Competency
Learning Method
- Cooperative Learning STAD
Steps of Learning Activity
Meeting
Learning Steps
A. Preliminary
a. The teacher says hello and point one of the
Duration
10 minutes
10 menit
2. ELABORATION
a. The Teacher divides 34 students in the class into 8
teams (4 5 students in a team).
b. Allow the students 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 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.
g. The teacher suggests the students to write down the
words in the listening they hear and allow them to
discuss about the listening play (at once listening)
h. Teacher ask them to prepare their selves to do the
listening test individually
i. The teacher conducts a test (report listening
comprehension; twice playing).
j. The teacher evaluates the result of test immediately
and grade the individual development
50 menit
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 genre
Instrument
Score
Listening Test
Correct answer x 5
(14)
(15)
__________
__________.
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
More than 10 points under first score
10-1 points under first score
Quiz score until 10 points upper first score
More than 10 points upper first score
Answer sheet is perfect (apart from first
Development
Score
0 point
10 points
20 points
30 points
30 points
score)
2) Team Score
Average score of 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
Approved by
English Teacher
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)
Competency Standards
Understand monologue text /essay; report, narrative dan analytical exposition
accurately and thank in daily conversation context and access knowledge.
Basic Competency
Understand and respond meaning in monologue text/essay that uses variety of
written and spoken language accurately and fluently.
Indicator
Identify the main idea of listening comprehension in narrative
Identify and understand the meaning of the listening comprehension of
narrative
Aim of learning
Student identify the main idea of listening comprehension in narrative (The
Fox and the Grapes)
Student can identify and understand the meaning of the listening
comprehension in narrative The Fox and the Grapes.
Character
e. Trustworthiness
f. Respect
g. Self-confidence
h. Responsibility
Material
A. Narrative
1. Pengertian Narrative
Adalah teks yang berisi tentang cerita nyata atau cerita khayalan.
Ciri-cirinya Narrative text:
a) (Folktale) cerita rakyat; Maling kundang, Lutung kasarung dll,
b) (Fable) kisah dengan tokoh hewan; kancil mencuri ketimun,
c) (Legend) legenda ; Danau Toba,
d) (Short story) cerpen
e) (Fairytale) cerita yang berlatar kerajaan/dunia peri; Snow white/puteri
salju, Cinderella dll. Dan didalamnya terdapat konflik/puncak masalah yang
diikuti dengan penyelesaian. Fungsi utama teks ini adalah untuk
menceritakan suatu cerita dan menghibur pembaca.
)* Kita biasanya menemukan teks jenis ini pada : cerpen, novel, dongeng
dan cerita rakyat.
2. Generic structure
1. Orientation
Berisi tentang pengenalan tokoh, tempat dan waktu terjadinya
cerita (siapa/who atau apa/what, kapan/when dan dimana/where)
2. Complication
Berisi puncak konflik/masalah dalam cerita. Sebuah cerita boleh
memiliki complication lebih dari satu.
3. Resolution
Pemecahan masalah. Bisa berakhir dengan kegembiraan (happy
ending) bisa pula berakhir dengan kesedihan (sad ending).
Note:
a) Terkadang juga urutan ceritanya (generic structure) : Orientation,
Complication,
Evaluation,
Resolution
dan
Reorientation.
Untuk Evaluation dan Reorientation merupakan pilihan; bisa ada bisa
tidak. Evaluation berisi penilaian/evaluasi terhadap jalannya cerita atau
konflik. Sedangkan Reorientation berisi penyimpulan isi akhir cerita.
b) Cerita narrative umumnya menggunakan tenses past tense
c) Sering menggunakan kata penghubung waktu (temporal conjunction),
misalnya: once upon a time /dahulu kala, once/one day/pada suatu hari, long
time ago/ dahulu kala.
B. Material discussion
The Fox and the Grapes
One hot summer day, a thirsty Fox was walking through the woods. He
reached a grape farm and found a bunch of beautiful grapes hanging from a high
branch.
Those are just the thing i need to quench my thirst on this hot summer day,
he said. He backed up and took a running start, and jumped but he could not jump
high enough and did not reach the bunch.
He went back to his starting spot and tried again and again, but he 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.
(http://englishahkam.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.
5) Name
6) Information
7) Place
etc
8) The word
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 (narrative listening; The Fox
and the Grapes).
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 activity sheet and answer sheet to each team.
d. The teacher checks the team readiness with
guessing the words in the listening song.
Duration
10 minutes
10 menit
50 menit
10 menit
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 narrative
2.Students can work individually or in a
Team
1. Instrument of test
CYCLE II
(The first meeting)
Name
:
Team name :
Date
:
Instrument
Score
Listening test
Correct answer
x5
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
b. Assessment technique
Slavin (Trianto, 2007:55)
a) Individual Score
No
1
2
3
4
5
Test Score
More than 10 points under first score
10-1 points under first score
Quiz score until 10 points upper first score
More than 10 points upper first score
Answer sheet is perfect (apart from first score)
Development
Score
0 point
10 points
20 points
30 points
30 points
b) Team Score
Average score of team =
No
1
2
3
4
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
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)
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 language accurately and fluently.
Indicator
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.
Student can identify and understand the meaning of the listening
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
- 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
Duration
10 minutes
10 menit
50 menit
10 menit
10 menit
1. Resource
a. http://englishahkam.blogspot.com
2. Assessment
a. Description
Indicator
1. Student can identify the main idea of the
Instrument
Score
Correct answer x 5
listening comprehension
Listening Test
2.Students can work individually or in a
Team
1. The instrument of test
CYCLE II
(the second meeting)
Name
:
Team name :
Date
:
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
b. Assessment technique
- Slavin (Trianto, 2007:55)
1) Individual Score
No
1
2
3
4
5
Test Score
More than 10 points under first score
10-1 points under first score
Quiz score until 10 points upper first score
More than 10 points upper first score
Answer sheet is perfect (apart from first
score)
Development
Score
0 point
10 points
20 points
30 points
30 points
2) Team Score
Average score of team =
No
1
2
3
4
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
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.
(http://englishahkam.blogspot.com)
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)
(2)
(3)
(4)
a (5)_________ woman helped him. She gave him (6)_________ and a meal.
The little boy continued his
(7)
(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)
wanted to try his luck so he stepped forward and pulled out the stick. He could
do it very
(12)
(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
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
D. Scoring System
The Correct answer x 5 : The score of the test
DOCUMENTATION OF CLASSRROM ACTION RESEACH
(SMAN 2 SALATIGA 2012/2013)
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)