CHAPTER 2

A. Previous Research

B. Listening Comprehension
1. Definition of listening comprehension
2. Type of listening comprehension
3. The importance of listening comprehension
4. The purpose of listening comprehension

C. Student Teams-Achievement Division (STAD)
1. Definition of Student Teams-Achievement Division (STAD)
2. Design of Student Teams-Achievement Division (STAD) in classroom
3. uj

D. Classroom Action Research
c1. Classroom Action Research (CAR)?
c2.
c3.







TYPE OF LISTENING
A. Discriminative listening
Discriminative listening is the most basic type of listening, whereby the difference
between difference sounds is identified. If you cannot hear differences, then you cannot make
sense of the meaning that is expressed by such differences.

We learn to discriminate between sounds within our own language early, and later are unable to
discriminate between the phonemes of other languages. This is one reason why a person from
one country finds it difficult to speak another language perfectly, as they are unable distinguish
the subtle sounds that are required in that language.

Likewise, a person who cannot hear the subtleties of emotional variation in another person's
voice will be less likely to be able to discern the emotions the other person is experiencing.

Listening is a visual as well as auditory act, as we communicate much through body language.
We thus also need to be able to discriminate between muscle and skeletal movements that signify
different meanings.

B. Comprehension listening
The next step beyond discriminating between different sound and sights is to make sense
of them. To comprehend the meaning requires first having a lexicon of words at our fingertips
and also all rules of grammar and syntax by which we can understand what others are saying.

The same is true, of course, for the visual components of communication, and an understanding
of body language helps us understand what the other person is really meaning.

In communication, some words are more important and some less so, and comprehension often
benefits from extraction of key facts and items from a long spiel.

Comprehension listening is also known as content listening, informative listening and full
listening.

D. ACTION RESEARCH
a. Definition of Action Research
In this research, the researcher will conduct a classroom action research (CAR). The
approach used by the researcher is qualitative approach. Action research is a process of
progressive problem solving led by individuals working with others in teams or as part of a
community to improve teaching and learning process through cycles of action. According to
Harmer (2003:244) Action research is the name given to a series of procedures teachers cab
engage in, either because they wish to improve aspects of their teaching, or because they wish to
evaluate the success and appropriacy of certain activities and procedure.
According to Kemmis and Taggort ( 1988: 17) in Nunan, Action research is a group of
activities and a piece of descriptive research carried out by teacher in his or her classroom, this
research is to solve the problems faced in teaching and learning process. Furthermore, classroom
action research is a reflective study done by teacher in a classroom action for getting solution
about the problem until it can be solved.
Arikunto (2008: 104) stated that action research is one of type investigation that has
characteristic reflecticve, collaborative, and spiral that have purpose to repair and increase the
system, method, process, substance, competence, and situation.
Basrowi (2008: 25) stated that classroom action research is a classroom action in a
research, which can be done by teacher, researcher, and teacher with his or her colleague with
involves a group of students to improve teaching and learning process or to enhance the
understanding of the students to the lesson.
Based on the definition above, it can be concluded that action research is done by a
teacher or researcher systematically. The researcher is to solve the problems faced in teaching
and learning process. Action research has advantage to know about teachers and learner deeper.
By doing action research, the researcher may give contribution to improve his or her teaching
and learning process so the results of the students improve as well.



BIBLOGRAPHY
Jeremy Harmer, the practice of English Language teaching, England : Longman,2003
David Nunan, Research methods in language Learning, (Australia : Cambridge University press,
1992
Suharsini Arikunto, Penelition Tindakan kelas, ( Jakarta: PT Bumi Aksara, 2008, P.104 )
Basrowi and Suwandi, Prosedur Penelitian Tindakan Kelas, (Bogor: Ghalia Indonesia
press,2008), P.25