LAPORAN INDIVIDU PRAKTIK PENGALAMAN LAPANGAN TAHUN AKADEMIK 2015

Praktek Pengalaman Lapangan (PPL) merupakan program kegiatan yang tujuannya memberikan pengalaman kepada mahasiswa dalam bidang pembelajaran di sekolah atau lembaga, dalam rangka melatih dan mengembangkan kompetensi keguruan atau kependidikan. Dalam kegiatan PPL tahun ini, dilaksanakan dari tanggal 10 Agustus-12 September 2015. Lokasi kegiatan PPL berada di Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan (PPPPTK) Seni dan Budaya Yogyakarta. Mahasiswa yang terjun dalam pelaksanaan PPL di PPPPTK Seni dan Budaya sebanyak 14 mahasiswa dari jurusan Kurikulum dan Teknologi Pendidikan. Kelompok mahasiswa PPL berada dalam naungan divisi Data dan Informasi PPPPTK Seni dan Budaya. Kelompok PPL juga dibagi dalam empat kelompok kecil yang terdiri kelompok pengembangan naskah website, kelompok monitoring jaringan,kelompok pengelolaan sim diklat dan kelompok pengolahan data pendidik dan tenaga kependidikan. Sebagai program kerja utama kelompok PPL adalah pengembangan media video profil lembaga PPPPTK Seni dan Budaya. Sebagai program kerja individu PPL adalah pengolahan data pendidik dan tenaga kependidikan. Dalam pelaksanaan kegiatan PPL terdapat beberapa kendala yang dialami, diantaranya ialah keterbatasan dan ketepatan waktu PPL. Waktu pelaksanaan PPL bersamaan dengan peringatan HUT RI ke-70 dan pelaksanaan kegiatan prakerin dari beberapa sekolah. Dalam pelaksanaan program kerja individu terdapat kendala dalam mendownload data verval, aplikasi hanya dapat digunakan oleh lima user dan jaringan yang kuat. Hal itu yang menghambat keterlaksanaan program. Dari beberapa program yang direncanakan terdapat dua program tambahan dari lembaga yang tidak dapat terlaksana, yaitu analisis bahan ajar diklat dan keterlibatan dalam diklat. Hal ini dikarenakan tidak adanya program diklat yang dipersiapkan pada bulan pelaksanaan PPL. Dengan segala kegiatan yang telah dilaksanakan, tidak hanya mengamalkan ilmu pengetahuan yang telah didapat dibangku kuliah tetapi kelompok juga mendapatkan ilmu baru dari lembaga, yakni mengetahui dan memahami kondisi dan iklim lingkungan kerja yang sesuangguhnya

ANALISIS KECELAKAAN LALU LINTAS DI RUAS JALAN SUKOWATI KABUPATEN SRAGEN

Secara geografis ruas Jalan Sukowati yang merupakan wilayah Kabupaten Sragen, terletak di bagian timur kota Solo, dan merupakan daerah yang cukup potensial terhadap pergerakan arus lalu lintas. Sebagai konsekuensi dari keadaan tersebut, maka pergerakan lalu lintas di ruas Jalan Sukowati dari tahun ke tahun mengalami peningkatan. Data yang digunakan dalam analisis adalah menggunakan data primer dan data sekunder. Data primer yang diperlukan adalah tipe jalan, nama jalan, jumlah jalur, waktu tempuh. Data sekunder yang diperlukan adalah peta kabupaten Sragen, data kejadian kecelakaan, dan data jumlah penduduk. kecepatan. Data yang diperoleh kemudian dianalisis dengan menggolongkan kecelakaan berdasarkan faktor-faktor penyebab kecelakaan. Faktor utama terjadi kecelakaan lalu lintas di ruas Jalan Sukowati adalah manusia, umur korban kecelakaan lalu lintas yang terbanyak berumur 26-35 tahun. Untuk mengurangi tingkat kecelakaan yang terjadi, upaya yang dilakukan antara lain memberikan pendidikan lalu lintas dan sanksi yang tegas pada pengguna jalan yang melanggar peraturan berlalu lintas

PENGARUH VARIASI DIAMETER LUBANG BURNER 3 mm 5 mm 7 mm DESAIN MELINGKAR PADA KOMPOR METANOL TERHADAP KARAKTERISTIK PEMBAKARAN

ABSTRAKSI Bahan bakar minyak merupakan bahan bakar yang tidak dapat diperbaharui, sehingga dalam pemakaianya harus lebih hemat dan efisien. Produksi minyak yang terbatas dan harga bahan bakar minyak yang selalu meningkat mendorong pemerintah membatasi subsidi bahan bakar terutama minyak tanah, sehingga minyak tanah menjadi langka dan susah diperoleh di masyarakat. Untuk mengatasi masalah tersebut masyarakat mulai mencari bahan bakar alternatif lain pengganti minyak tanah, salah satunya dengan menggunakan metanol. Penelitian ini bertujuan untuk mengetahui seberapa besar pengaruh variasi diameter lubang burner terhadap pembakaran pada kompor metanol. Burner yang di uji adalah burner lubang 12 diameter 3mm 5mm dan 7mm dengan pengujian meliputi temperatur api, waktu yang diperlukan untuk mendidihkan air dan jumlah pemakaian bahan bakar yang digunakan. Hasil penelitian menunjukkan bahwa variasi jumlah lubang pada burner sangat berpengaruh terhadap karakteristik pembakaran yang dihasilkan oleh kompor metanol. Pada burner dengan jumlah lubang 12 diameter 5 mm lebih baik dibanding dengan burner yang lain karena untuk mendidihkan air sebanyak dua liter hanya memerlukan waktu selama 15 menit dan menghabiskan bahan bakar sebanyak 48 ml, dengan temperatur api tertinggi mencapai 669,75 0 C

Komposisi Jenis Burung Bawah Tajuk: Perbandingan antara Sistem Tebang Pilih Tanam Indonesia (TPTI) dan Tebang Pilih Tanam Indonesia Intensif (TPTII)

Penelitian ini bertujuan untuk mengetahui perbedaan keragaman burung bawah tajuk di tiga tapak hutan yaitu tapak hutan dipterokarpa dengan sistem TPTI, TPTII (Silin) tahun 2005 dan TPTII (Silin) tahun 2008. Perbedaan ini dapat mengungkap pengaruh penerapan Silin pada burung bawah tajuk. Pada setiap tapak hutan yang dibandingkan dipasang masing-masing sepuluh buah mist net berukuran panjang 10 m dan tinggi 4 m selama 6 hari. Setiap hari jaring dibuka dari jam 06:00 hingga Jam 17:00 (11 jam per hari). Hasil penelitian berhasil menangkap 257 ekor burung dari 50 jenis dengan indeks keragaman 3.11. Jumlah yang terperangkap pada hutan TPTI, 91 ekor dari 27 jenis dengan indeks keragaman 2.73, pada Silin 2005, 86 ekor dari 29 jenis dengan indeks keragaman 2.98 dan pada Silin tahun 2008, 80 ekor dari 23 jenis dengan indeks keragaman 2.41. Uji statistik menunjukkan bahwa perbedaan jumlah individu, jumlah jenis dan indek keragaman jenis dari ketiga tapak hutan secara statistik tidak berbeda nyata pada tingkat kepercayaan 0.5. Dari hasil penelitian ini disimpulkan bahwa silin tidak berdampak negatif secara ekologis pada komunitas burung bawah taju

Pemodelan Aliran Gas Buang Turbin Gas dalam Sistem Exhaust Plenum Tipe Fr-9E

Pembelokan aliran gas buang turbin gas dengan temperatur 560 Cmerupakan kondisi kritis dalam sistem operasi exhaust plenum. Selain mengalami beban thermal yang cukup tinggi, dinding dalam (liner sheet) exhaust plenum mengalami tekanan akibat kecepatan aliran yang besarnya sekitar 36 m/detik yang sifatnya tidak terdistribusi merata pada seluruh dindingnya. Paper ini membahas tentang simulasi pola aliran, distribusi tekanan dan distribusi temperatur pada struktur liner sheet sistem exhaust plenum. Pada simulasi pertama liner sheet dimodelkan tanpa clamp bar, sedangkan pada pemodelan kedua liner sheet ditempel clamb bar yang berfungsi sebagai pengikat liner sheet terhadap schallop bar dan frame. Hasil simulasi menunjukkan bahwa pemasangan clamp bar yang disesuaikan dengan arah aliran terbukti mampu meningkatkan keteraturan pola aliran terutama pada dinding samping dimana proses pembelokan arah aliran terjadi. Kata kunci: exhaust plenum, clamp bar, frame, liner sheet, turbin ga

PRARANCANGAN PABRIK BIODIESEL DARI CPO ( Crude Palm Oil )DAN METANOL KAPASITAS 500.000 TON/TAHUN

Indonesia merupakan salah satu Negara penghasil minyak bumi di dunia, namun sampai saat ini masih mengimpor bahan bakar minyak (BBM) untuk mencukupi kebutuhan bahan bakar di sektor transportasi dan energi. Kenaikan harga minyak mentah dunia akhir-akhir ini memberikan dampak yang besar bagi perekonomian nasional sehingga banyak terjadi masalah sosial di sana-sini. Salah satu solusi untuk menanggulangi ketergantungan terhadap bahan bakar fosil maka didirikan pabrik biodisel dari CPO (Crude Palm Oil) dan metanol dengan kapasitas 500.000 ton per tahun direncanakan beroperasi selama 330 hari per tahun. Pabrik ini didirikan di kabupaten Sanggau, Kalimantan Barat dengan luas tanah 30.000 m2 dan jumlah karyawan 178 orang.Proses pembuatan biodisel dari CPO (Crude Palm Oil) dan metanol dilakukan dalam Reaktor Alir Tangki Berpengaduk (RATB). Pada reaktor ini reaksi berlangsung pada fase cair-cair, reversible, eksotermis, non adiabatic, isothermal pada suhu umpan 60C dan tekanan 1 atm. Pabrik ini digolongkan pabrik beresiko rendah karena kondisi operasi pada tekanan atmosferis. Kebutuhan CPO (minyak sawit) untuk pabrik ini sebanyak 64.120,8234 kg per jam dan kebutuhan metanol sebanyak 13.827,6434 kg per jam. Produk berupa Methyl Ester (Biodisel) sebanyak 63.131.3131 kg per jam, dan gliserol sebanyak 18.394,6098 kg per jam. Utilitas pendukung proses meliputi penyediaan air sebesar 125.000 kg per jam yang diperoleh dari air sungai, penyediaan saturated steam sebesar 16.111,0086 kg per jam kebutuhan udara tekan sebesar 65 m3 per jam, kebutuhan listrik diperoleh dari PLN dan dua buah generator set sebesar 1.000 kW sebagai cadangan, bahan bakar sebanyak 44.777,3672 liter per hari. Pabrik biodisel ini menggunakan Manufacturing cost atau modal tetap sebesar Rp 2.010.651.289.286,80 dan memerlukan Working capital atau modal kerja sebesar Rp 711.197.077.075,55 Dari analisis ekonomi menunjukkan keuntungan sebelum pajak Rp 388.353.500.146,23 per tahun setelah dipotong pajak 30 % keuntungan mencapai Rp 271.847.450.102,36 per tahun. Percent Return On Investment (ROI) sebelum pajak 39,65 % dan setelah pajak 27,760 %. Pay Out Time (POT) sebelum pajak selama 2,01 tahun dan setelah pajak 2,65 tahun. Break Even Point (BEP) sebesar 47,05 %, Shut Down Point (SDP) sebesar 27,55 % Discounted Cash Flow (DCF) terhitung sebesar 36,52 %. Dari data analisis kelayakan di atas disimpulkan, bahwa pabrik ini menguntungkan dan layak untuk didirikan

An Exploration of Lecturer Strategies in Managing Language Skills Courses Using Online Learning during the Pandemic Covid-19: A Case of Brawijaya University-Indonesia

This article describes the online learning strategy for language skills in the English Language Education Study Program of Brawijaya University-Indonesia during the COVID-19 pandemic. This research is exploratory qualitative research that uses observation and interviews as a way to obtain data. The data and information obtained are used as a basis in discussing this research problem with descriptive analysis. All lecturers take advantage of the available learning facilities by implementing synchronous and asynchronous learning sessions. Some information was obtained from interviews with lecturers stating that in using synchronous sessions, the lecturers use the Zoom, Google Meet, and VLM facilities to manage teleconference model lectures. Meanwhile, lecturers use the Google Classroom facility to carry out various activities in using asynchronous sessions, including sending reading assignments, projects, online discussions, and sending asynchronous class schedules. One of the learning strategies in this research is the strategy of managing the online learning process. In the strategy of managing learning, creating student discipline, in this case, so that students actively participate by turning on the camera in a synchronous session, is needed to create meaningful interactions. At last, the researcher suggests further research to develop language skills courses and pedagogy courses

The Application of STAD in Teaching Reading of Narrative Text to the Eleventh Graders Of SMA Intensif Taruna Pembangunan Surabaya

  Abstrak Siswa percaya bahwa mereka masih mengalami kesulitan dalam kegiatan membaca. Jadi, guru harus kreatif dalam mengajar membaca. STAD disarankan untuk digunakan sebagai teknik pengajaran membaca. Teks yang sesuai untuk tugas membaca adalah narasi. Ada dua pertanyaan dalam penelitian ini, pertama adalah "Bagaimana penerapan STAD dalam pengajaran membaca teks narasi dengan menerapkan STAD pada siswa kelas XI SMA Taruna intensif Pembangunan Surabaya?" Dan "Bagaimana respon dari siswa kelas XI SMA Taruna Pembangunan Surabaya intensif setelah belajar dengan teknik STAD? ".Peneliti menggunakan desain deskriptif kualitatif untuk mendapatkan informasi. Data penelitian untuk pertanyaan penelitian pertama adalah guru dan kegiatan siswa yang diperoleh dari lembar observasi dan catatan lapangan. Kemudian data penelitian untuk pertanyaan penelitian kedua adalah respon yang diperoleh dari kuesioner yang diisi oleh siswa. Data diperoleh melalui observasi tiga kali selama tiga pertemuan yang berfokus pada bagaimana STAD ini diterapkan dalam pengajaran membaca teks naratif dan juga bagaimana respon siswa setelah STAD itu diterapkan dalam pengajaran membaca di kelas. STAD ini diterapkan di kelas. Para siswa dibagi menjadi kelompok-kelompok dan kemudian mereka diminta untuk mendiskusikan teks dengan kelompok mereka sendiri. Guru berpindah-pindah di kelas untuk memeriksa apakah siswa memiliki beberapa kesulitan atau tidak. Setelah sesi diskusi berakhir, guru memastikan bahwa semua siswa memahami teks dengan baik dengan membahas teks bersama-sama. Berdasarkan hasil penelitian, siswa tertarik untuk membaca teks narasi melalui teknik STAD karena mereka memiliki berbagai kegiatan dalam proses belajar mengajar. Hal itu membuat siswa lebih aktif dan prestasi yang lebih baik dalam hal membaca teks narasi. Hal ini ditunjukkan dari hasil respon siswa terhadap penerapan STAD di kelas mereka. STAD diyakini sebagai salah satu teknik alternatif yang membantu baik guru dan siswa dalam proses belajar mengajar membaca teks narasi. Diharapkan bahwa penelitian lebih lanjut akan dilakukan dengan teknik yang berbeda untuk memperkaya pemahaman kita tentang mengajar dalam membaca narasi.   Abstract Students believe that they still have difficulty in reading activity. So, teacher should be creative in teaching of reading. STAD is suggested to be used as a technique in teaching reading. The appropriate text for reading task is narrative. There are two research questions in this study, first is “How is the application of STAD in teaching reading of narrative text by applying STAD to the eleventh graders of SMA Intensif Taruna Pembangunan Surabaya?” and “How is the response of the Eleventh Graders of SMA Intensif Taruna Pembangunan Surabaya after studying with STAD technique?” The researcher used descriptive qualitative design in order to obtain the information. The data of the study for the first research question was the teachers and the students’ activities that were obtained from observation checklist and field notes. Then the data of the study for the second research question was students’ responses that were obtained from students’ questionnaire. The data were obtained through three-time observation during three meetings that focused in how the STAD was applied in teaching reading of narrative text and also how the students’ responses after the STAD was applied in teaching reading in the class. The STAD is applied in the class. The students were divided into groups and then they were asked to discuss the text with their own group. The teacher moved around the class to check whether the students had some difficulties or not. After the discussion session ended, the teacher made sure that all the students understood the text well by discussing the text together. Based on the result, students were interested in reading narrative text through STAD technique because they had various activities in teaching and learning process. It made students more active in reading activity and better achievement in reading narrative text. It was shown from the result of students’ response toward the application of STAD in their class. The STAD was believed as one alternative technique which helped both of the teacher and the students in teaching and learning reading of narrative text. It was hoped that further research would be done with different techniques to enrich our understanding of teaching in narrative reading.            INTRODUCTION Language is important since it is a means of communication. Through language, people tell stories, share ideas, give information, and so forth. Considering that there are five different continents with, definitely, different languages, it is such a task to master all languages existing in this world in order to be able to communicate with people from different countries. Fortunately, the solution of this barrier appears. English nowadays serves as lingua franca in many parts of the world. Lingua franca is a language widely adopted for communication between two speakers whose native languages are different from each other and where one or both are using it as a second language. Reading is one that can provide experience to the reader. People can enrich their vocabularies, build their knowledge and increase their skill in understanding a context of written discourse through reading. People can read any reading materials such as books, magazines, newspapers, and reports. Reading is a fluent process of reader in combining information from a text and their own background knowledge to build meaning. There are many students who have problem in learning reading skill at the classroom. One of the main factors is that the students find difficulties to understand the text in their class. Although the students understand the meaning of difficult words, they do not know the message in the text. It is caused by the condition that they are accustomed to understand the meaning of a difficult word in isolation; they find it difficult to comprehend the text well. There are several kinds of genre texts taught in junior high school in Indonesia; they are descriptive, recount, procedure, narrative, etc. Narrative text is a text that entertains and deals with problematic events, imaginations, experiences and time. The purpose of narrative text is to present a view of the world that entertains and to inform the reader or listener. Having the general purpose, narrative text also served to gain and hold the reader’s interest to a story. In addition to that, narrative text is organized to focus on character. It may be built by using descriptive, familiar language and dialogue. Many students also get some difficulties in reading narrative text because the monotonous way of teaching then they get bored and get low motivation. If an English class is conducted in interesting and attractive ways, the students can have high motivation in studying English. In this study, the researcher tried to use a technique called Cooperative Learning to make the class more interesting and attractive. Cooperative learning provides beneficial activities to the students. Here the students were divided into teams that provide them to interact. By interacting with peers, students understand the topic discussed more and easily since they use a simpler language. Cooperative Learning has many models and technique. One of them is Student Team Achievement Division (STAD). It is a type of Cooperative Learning where students learn in small group with heterogeneous members. It uses activity sheet or peripheral study which needs to be completed in study items. Then students need to help each other to comprehend study materials through tutorial, quiz and discussion. By using STAD, the students not only listen to the teacher and do other boring activities such as reading the whole text without understanding the message in the text, but they also participate and involve actively in the learning process. STAD makes the students easier to comprehend a text because it gives everyone opportunity to discuss the material with their group. So, STAD is very appropriate to be used to teach students. The researcher chooses Senior High school because English is taught as a local content course of study in this grade. The important task is the teacher should be able to motivate the students to learn and pay attention to the material which the teacher presents, so they do not get bored. In this study, the researcher wants to study “The Application of STAD in Teaching Reading  of Narrative Text to the Eleventh Graders of SMA Intensif Taruna Pembangunan (ITP) Surabaya”.   RESEARCH DESIGN This study used qualitative research because the researcher considered this studydescribed the class activities during teaching learning process and also analyzed the students’ responses while learning with STAD in reading narrative text class. The data that was collected was in the form of word or pictures rather than numbers. The written results of the research contained quotations from the data to illustrate and substantiate the presentation. “The data included interview, transcripts, field notes, photographs, videotapes, personal documents, memos, and other official records. In their search for understanding, qualitative researchers do not reduce the pages upon pages of narration and other data to numerical symbols. They try to analyze it with all its richness as closely as possible to the form in which it was recorded and transcribed” (Bogdan and Biklen, 1982:28). But in this research are only used field notes, observation checklist and questionnaire. The class activities include the teacher and student’s activities during teaching learning process. The researcher described the teaching learning process, the use of STAD, and the students’ activities when they read narrative text, their responses to the material, etc. The subjects of the study was divided into two, namely the English teacher and the students in XI IPA3 of SMA Taruna Pembangunan Surabaya, related to the research questions. From the first research question which represent the interaction of teacher in applying STAD to teach a narrative text from its generic structure and language features, the subjects of study were the teacher andeleventh graders of SMA Intensif Taruna Pembangunan Surabaya. Based on the standard competency, narrative text was given in this grade The researcher chose SMA Intensif Taruna Pembangunan Surabaya with consideration of this school had ever applied STAD as one of teaching technique to be used to help students’ ability in reading activity of narrative text. The teacher also suggested XI IPA3to be the class that was going to be observed because this class has the most students who were interested in reading english texts. The students consist of 30 students, 9 boys and 21 girls. Research instrument is a means to collect the data. In this study, the instruments were observation checklist to describe the first research question and students speaking assessment task to describe the second research question. In this study, the researcher used non participant observation. The observation was done three times. The researcher presented in the classroom but did not interact or participate. He just observes and follows the teaching and learning process to see the teacher in applying folktale movie in teaching speaking in the class. There were three steps in analyzing the data in this research: In this research, the data of the study dealt with the students’ and teacher’s activity with STAD and students’ responses when they are taught with STAD in the classroom. In a research, data is the most important thing because data is the variable which is researched and has function as the verification of the hypothesis (Ismawati 2012:82). Therefore, good or bad of a data is to determine the quality of the result, while the truth of the data depends on the accuracy of the data collection instrument. Good instrument must have at least two important requirements, namely valid and reliable.    According to Moleong (1990:19), to collect the data, scientific paradigms utilize a written test or questionnaire or using physical means such as polygraph and so on.    The research instruments are used to collect the data. To get the information needed, some instruments have to be used. They are observation checklist, questionnaire and field notes. Observation checklist is used to describe the phenomena dealing with the implementation of STAD as a technique in teaching reading narrative text. The phenomena observed were including the points about material, the technique and the teaching and learning process. There were 3 major parts of observation checklist including teacher’s activities, the students’ activities, and the technique itself (STAD). The observation checklist for the teacher’s activities contained several points to be observed such as pre-activities, main activities, and evaluation.  For further details, the researcher tried to present the table of the observation checklist in details (see appendix). There were fifteen questions for the teacher’s observation checklist. The first five questions were used to find out what the teacher did in the beginning of the lesson such as greeted the students, asked their condition, describing tasks, and the purpose of the study that day and included how the teacher encouraged their motivation to learn. While the second five questions, are made in order to gather information about what teacher do during main activities, during the teaching using STAD. The questions were about how teacher organized the class into groups and what she did when the students worked cooperatively during the implementation of STAD. And the last five questions were made to find out how the teacher evaluated the students. While for students, the researcher paid attention on what the students’ did during the teaching of STAD technique in teaching reading narrative. The observation for the students’ activities consists of several parts question written down in the observation checklist (see appendix). The questions were about students’ activities in each section such as pre-activities, main activities, and evaluation. There were also questions about how the students worked and discussed the material with other students during the STAD technique. For the STAD technique, the researcher also made an observation checklist to find out whether the technique used was appropriate to both students and the material. In this case, the researcher tried to look further how each group discussed, and what steps were involved in STAD process like reading, discussions, evaluation and teamwork (see appendix). There were two columns in observation checklist. The first column was the indicator and the second column was the place to give the sign check (Ö). The content of first column was indicators about the material, technique and the teaching learning process. The researcher put a check (Ö) when the activities in the first column was done. But if the activities were in the contrary, the researcher put dash (-). Questionnaire is a form which is made by researcher to get the information from the students. It is used to gather the information to find out what the students’ feel during the teaching STAD. The researcher gave the questionnaire sheet to the students at the end of the lesson. The questionnaire consists of fifteen questions. The detail question about questionnaire are presented below         Table 1. Detail question in questionnaire No Indicator Number 1. Students’ preferences on English, reading, enthusiasm. 1, 2, 8 2.   Students’ response on the implementation of STAD in teaching reading narrative. 3, 4, 5, 6, 7, 12, 13, 14, 15 3. Teacher’s role as motivator. 9, 10, 11 The data was collected through non-participant observation. It was an observation in which the researcher only observed the process of teaching and learning. The researcher had to keep his existence and not influenced the natural attitude or behavior of the subject of the study. It was done by using observation checklist and field notes. All the data (observation checklist, questionnaire and field notes) was presented or described into a description. The data was taken in each meeting. In order to gain information about the students’ feeling of STAD in reading narrative class, the researcher used questionnaire to the student. The data collected from the observation, questionnaire and field notes was evaluated through evaluated analysis and reported descriptively. The data from the observation, interview and field notes was analyzed. Afterwards, these data was arranged and classified into two broad categories. First was the data about how the teacher teaches using STAD teaching reading narrative text. Second was student’s response while learning with STAD in reading narrative class. The data was presented descriptively. At last, the researcher gave the conclusion about the research.   RESULT AND DISCUSSION The Results of the Study Based on the observation checklist, field notes and questionnaire to the process of the application of STAD and the response of the eleventh Graders of SMA ITP Surabaya after being taught by STAD, the result is described as follows:   The Application of STAD in Teaching Reading Narrative Text The first meeting was conducted on Monday, March 18th, 2013. It was conducted in XI IPA3. The researcher helped the teacher to design lesson plan to be implemented in the class. The material that was used in this meeting was “Why do Hawks Hunt Chicks?” In the first meeting, before the lesson started, the teacher greeted the students. After that, the teacher checked the students’ attendance by calling one by one and nobody was absent. There were 30 students in this class. Then, the teacher introduced the researcher and also explained the purpose of this research to the students. The researcher joined into the class for three meetings.  Then the researcher sat in the back seat of the class The teacher started to explain about what the students would be learned in this meeting, namely reading narrative text and understanding it by using STAD technique. The students listen carefully to the teacher. After that, the teacher wrote the material on the whiteboard. The students copied it on their notebook. After it was finished, the teacher told the student that they would learn in easy way. Then the teacher repeated his question about the definition of narrative text. The students seemed busy to read aloud the definition that had been written ion their paper. The teacher tried to explain it clear by giving simple explanation to make students easier to understand. The next was generic structure. The teacher asked the students about generic structure of narrative text. One of the students answered it. Then the teacher wrote the generic structure on the white board. The teacher explained it by using simple word and used comparable words to narrative texts in Bahasa Indonesia. The students could now understand it better. Then the teacher started explaining STAD. The rule, the purpose and how the STAD would be applied in the class. After all students understood about narrative and STAD, the teacher divided the students into 6 groups. The students gathered with their group in no time. After that, the teacher asked the students to read individually the text that had been copied to their book for 5 minutes. In that 5 minutes, the teacher walked around the class into each group and found some students got some difficulties. After 5 minutes gone, the teacher asked the students to discuss with their own group. Each student must have different ability in English. The discussion has purpose to make sure that all students in that group understand the content of the text. In discussion session, all students share their knowledge about the text. So, it can be peer teaching session. The teacher reminded to the students to use English while discussing the text. The students started to discuss with their own group. Students shared their knowledge about the text. The students had to make sure that all students in their own group understood the material. The teacher moved around the class to check there was any students needed help or not. But most of the students still used Indonesian when they discussed the text. When the students were discussing the text, the problem was emerged. There was domination of certain student in a group. Clever student in the group dominated the discussion, while the other were only keep their silence and listened to the clever student. Then the teacher came to each group and explained to them that it was a teamwork not individual work. If they want to get better understanding, they had to learn and discuss together. After all students discussed the text for 20 minutes, the teacher started to finish their discussion. Then the teacher discussed the text with the students. The explanation session and classroom discussion was started. The teacher explained and discussed about the content of the text until the generic structure of the text with all students. The discussion lasted until the teacher discussed about the resolution. After that the teacher gave them quizzes and asked them to do it individually. STAD is basically done in team, but the real purpose is the student’s individually

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