“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”

TABLE OF CONTENT

TITLE PAGE ...................................................................................................................... i
DECLARATION ................................................................................................................ ii
ATTENTIVE CONSELLOR‟S NOTES ............................................................................ iii
STATEMENT OF RATIFICATION.................................................................................. iv
MOTTO .............................................................................................................................. v
DEDICATION .................................................................................................................... vi
ACKNOWLEDGEMENT .................................................................................................. vii
TABLE OF CONTENT ...................................................................................................... ix
ABSTRACT ........................................................................................................................ xiii
LIST OF TABLE ................................................................................................................ xiv
CHAPTER I INTRODUCTION
A. Background of Study ................................................................................ 1
B. The identification of the problem ............................................................. 4
C. Limitation of the problem ......................................................................... 5
D. Research Question .................................................................................... 5
E. Objectives of the Study ............................................................................ 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 Teams-
Achievement Divisions (STAD) .......................................................... 50
1. Analysis of Preliminary Assessment (Observation) ........................ 51
2. Analysis of Cylce I ........................................................................... 53
3. Analysis of Cylce II ......................................................................... 76
4. Analysis of interview with the teacher ............................................. 93
B. Discussion ............................................................................................ 96
CHAPTER V CLOSURE
A. Conclusion .......................................................................................... 98
B. Suggestion ........................................................................................... 99
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE

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 Learner‟s Pocket Dictionary, 2008: 247) Language is a system of communication in speech and writing used by people of a particular country. It plays an important role in the entire human lifetime. Through language one generation can transfer their knowledge to the next generation.

English is universal language. That is not surprising news because there are many outstanding universities suggest an applicant to attach English proficiency for instance TOEFL, IELST and others. Lots of people use English as medium of communication to contact or cooperate among people in difference countries in the world. We can take a look how important to master English in our country. Even the government sets English as main subject in Elementary School, Junior High School, Senior High School and University.

English subject in Indonesia has several goals; train language skill and able to communicate spoken and written to prepare students to confront knowledge and technology development in globalization era. The dimension of the subject is: listening, speaking, reading, writingand one of four skills has to be mastered is listening. In relation to listening skill, the standards of competency for the graduates in this country are the competence to understand the meaning in interpersonal and transactional oral text, both formally or informally, in the form

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.

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