ABSTRAK
The objectiveof  this  researchare:  (1) to  identify  howSTADisimplemented  in the classroom to improve the students’ behaviour engagement; and (2) to find out the difficulties in implementing STADto improvestudents’behaviorengagement in the classroom. The research was carried out at Islamic Senior High School of Al Azhar 9 Sleman,   Yogyakartafrom December   2015to   April2016employing   a Collaborative Classroom Action Research. The subject of the research isthe tenthgrade of X MIPA 2 of Islamic Senior High School of Al Azhar 9 Yogyakarta.The research was conducted in three cycles each of which consisted of four meetings in  cycle  I  and  Cycle  II, while  in  cycle  III  there  are  twomeetings.  Each  cycle comprises four steps: planning, implementing, observing, and reflecting the result of   the   action.In   collecting   data,   the   writerused   interview,   observation, questionnaire,    and    research    diary. Observing,    distributing    questionnaires, interviewing were done to obtainqualitative data, while the quantitative data were obtained  through  the  percentage  of  questionnaire.  To  analyze the quantitative data,  the  researcherapplied  a  descriptive  statistics  to  describe  mean  score.  To analyze  the  qualitative  data  the  researcherused  interactive  model  of  qualitative data  analysis,  Miles  and  Huberman  which  include these  steps:  (1)  data  reduction (2) conclusion drawing andverification.The  findings  revealed  that  the  technique of  improving  students  behaviour engagement  using  Student  Team  Achievement  Divisions  is  successful in  trms  of some   dimensions. The   research   findings   showed   some   important   points   in improving students’ behaviour engagement  as  follows: (a)  productivity/on-task; (b) level  of  engagement;  (c) responding;  (d) listening  skilland  (e) behaviour.  In addition, the improvement was also indicated by themean score. The mean scorebefore the action was 56%, meanwhile in the cycle 1 was 59%, in the cycle 2 was 65%, and in the cycle 3 was 69%. The classroom situation also improved which indicates (1) Students joined each  meeting  and  startedthe  class  more  engagedbehaviourally,  (2)  During  the teaching  and  learning  process,  the  studentsgotinvolved  in  the  learning  process actively, (3) Most of them said that they gotenjoyed the class.
Keywords : Student  Team  Achievement  Divisions(STAD), Students’ behaviour engagement, quantitative data, qualitative data, questionnaire