THE EFFECT OF TEAM ASSISTED
INDIVIDUALIZATION (TAI) STRATEGY
ON STUDENTS’ READING COMPREHENSION
A THESIS
Submitted as Partial Fulfilment of the Requirements for the Degree of Sarjana Pendidikan
By:
KHALIDA GUSTANI NST
Registration Number 2113321026
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
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ABSTRACT
Nasution, Khalida Gustani. 2113321026. The Effect of Team Assisted Individualization (TAI) Strategy on Students’ Reading Comprehension. A thesis: English Department. Faculty of Languages and Arts, State University of Medan. 2016.
This study deals with the effect of Team Assisted Individualization (TAI) strategy
on students’ reading comprehension. It was conducted by using experimental
research design. The population of this study was Grade Eight (VIII) students of MTSs Ali Imron Medan with three parallel classes. The samples of this study were two classes divided into two groups, experimental and control group. The experimental group was taught by using Team Assisted Individualization Strategy, while the control group was taught by using Conventional Strategy. The instrument for collecting the data was a multiple choice test of descriptive text.
The data of this study were taken from the students’ score of reading test. Kuder
Richardson (KR20) formula was applied to obtain the reliability of the test. Based on the calculation, it showed that the reliability of the test was 0.82 categorized as very high reliability. There were two data used in this research. They were pre-test and post-test. Then, after analyzing the data, it was found that the value of tobserved
was 4.28 with the degree of freedom (df) =58 at the level of significance p (0.05) = 2.00. It means that tobserved is greater than ttable (4.28 > 2.00). The result of this
study shows that Team Assisted Individualization Strategy has a significant effect
on the students’ reading comprehension. It means that the hypothesis is accepted.
Keywords: Team Assisted Individualization Strategy, Students’ Reading
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ACKNOWLEDGEMENT
The greatest gratitude is expressed to Allah SWT, the Almightily and Most Beneficial for his Grace, Guidance, Praise, Honour and Mercy that has been given
to writer so that she finally accomplishes her thesis entitled “The Effect of Team
Assisted Individualization (TAI) Strategy on Students’ Reading Comprehension”.
This thesis is submitted to the English Department, Faculty of Languages and Arts, State University of Medan as a partial fulfilment of the requirements for taking the degree of Sarjana Pendidikan. During the completion of this thesis, the writer realized that she had received a lot of help, and suggestion. Therefore, the writer would like to express her sincerest gratitude to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts State University of Medan and all her staffs.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department. Dra. Meisuri, M.A., the Secretary of English Department.
Nora Ronita Dewi, S.S, M.Hum., the Head of English Education
Program.
Prof. Dr. Berlin Sibarani, M.Pd., her first Thesis Consultant. Dr. Rahmad Husein, M.Ed., her second Thesis Consultant. Prof. Dr. Sri Minda Murni, M.S., the Academic Advisor.
Drs. Muhammad Natsir, M.Hum. and Prof. Dr. Amrin Saragih, M.A.
Ph.D., her Thesis Examiner.
All the Lectures of English and Literature Department who has taught,
guided, and advised her throughout the academic years.
Husnul Fitri Hasibuan, S.P, M.Pd., the Headmaster of MTSs Ali Imron
Medan for giving the permission and helping the writer to complete this Thesis.
All Teachers and Students at MTSs Ali Imron Medan for helping the
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Eis Sri Wahyuningsih, M.Pd. and Mr. Pantes, Administrative staffs of
English Department.
Her beloved parents H. Gustan Nasution and Hj. Masliana Lubis. Thanks for their endless love and their patience, affection, prayer and everything that have given not only in finishing her study but also in her entire life. Her beloved sister Layla Syafrina Nst, S.E., and her beloved brothers Syahreza Nasution, and Muhammad Yazid, S.H.
Her dearest man, Muhammad Halid, S.E., for the support and prayer.
Her beloved friends, the students of English Department, Ayu Purnama
Sari, S.Pd., Khairuni Syafitri, S.Pd., Fahrunnisa Mariyam, S.Pd.,
Karmila, S.Pd., and Rifa’atul Inayah, S.Pd also the other students in
Extension A, B, C 2011 for always be there when she needed their
support and motivation.
Medan, April 2016 The Writer
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A. The Backround of the Study ...1
B. The Problem of the Study ...4
C. The Objective of the Study ...4
D. The Scope of the Study ...4
E. The Significances of the Study ...4
CHAPTER II: REVIEW OF LITERATURE ...6
A. Theorithical Framework ...6
1. The Nature of TAI Strategy ...6
2. Steps of TAI Strategy ...7
3. Advantages and Disadvantages of TAI Staregy...9
4. Descriptive Text ...10
5. Reading Comprehension ...11
6. Teaching Reading Comprehension ...15
B. Conceptual Framework ...18
C. Hypothesis ...19
CHAPTER III: RESEARCH METHODOLOGY ...20
A. Research Design ...20
B. Population and Sample ...21
1. Population ...21
2. Sample ...22
C. Instrument for Collecting Data ...22
D. The Prcedure of the Research ...22
1. Pre Test...23
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3. Post Test ...25
E. Scoring of the Test ...25
F. Validity and Reliability of the Test ...25
1. The Validity of the Test ...26
2. The Reliability of the Test ...26
G. The Normality of the Test ...27
H. Homogeneity ...28
I. Technique for Analyzing Data ...28
J. Statistical Hypothesis ...29
CHAPTER IV: THE DATA ANALYSIS AND RESEARCH FINDINGS ..30
A. The Data ...30
B. Data Analysis ...31
1. Reliability of the Test ...33
2. Normality Test ...34
3. Homogeneity of the Test ...35
4. Data Analysis by Using T-Test Formula ...36
C. Testing Hypothesis ...37
D. Research Findings ...38
E. Discussion ...38
CHAPTER V: CONCLUSION AND SUGGESTION ...41
A. Conclusion ...41
B. Suggestion ...41
REFERENCES ...42
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LIST OF TABLES
Page
3.1 Research Design ...20
3.2 Treatment for Experimental Group ...23
3.3 Teaching Procedure in Control Group ...24
4.1 Students Score in Pre-Test ...31
4.2 Students Score in Post-Test ...32
4.3 The Calculation of Testing Normality ...35
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LIST OF FIGURES
Page
4.1 Students’ Score in Pre-Test ...32
viii
LIST OF APPENDICES
Appendix A. Lesson Plan of Experimental Group ... 44
Appendix B. Lesson Plan of Control Group ... 64
Appendix C. Pre and Post Test for Experimental and Control Group ... 80
Appendix D. Answer Key ... 88
Appendix E. The Scores of Pre Test and Post Test ... 89
Appendix F. The Score of Reliability ... 91
Appendix G. The Calculation of Reliability ... 92
Appendix H. The Calculation of the T-Test ... 96
Appendix I. Testing Normality ... 100
Appendix J. Testing Homogeneity ... 105
Appendix K. Percentage Points of the T Distribution ... 106
Appendix L. Table of Normality ... 108
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CHAPTER I
INTRODUCTION
A. The Background of Study
Reading is one of skills in language which is taught formally in Indonesia from elementary school up to university level. Reading is the most important skill in learning language besides speaking, writing, and listening. By reading, students can take the information and increase their knowledge from the reading texts. With a lot of information, students can learn to give response on what they read. Response they give will be useful to them because it can increase the critical countries, reading is a primary requirement for every citizen to obtain information required. Every aspect of life in the community approximately will involve reading activity.
However, many researchers concluded that the Indonesian people’s ability in
reading comprehension is still low. Vincent Grenary study (2009) reported that
students’ reading ability (51.7 percent) in Indonesia, the final sequence after
Phillipines (52.6 percent), Thailand (65.1 percent), Singapore (74.0 percent), and
Hongkong (75.5 percent). It means the interest of Indonesian’s students worst
than students in other countries.
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Lee, Grigg, and Donahue (2007) stated that only 29 percent of all eight graders were able to comprehend at or above a proficient level, while 43 percent read at a basic level, and 28 percent were only able to comprehend a text well is over 70 percent.
Based on researcher’s experience in teaching practice in Junior High School level at SMPN 1 KUALA, many students find some difficulties in learning reading comprehension. They think that comprehending the text is a difficult task to do because they have to open dictionary, look for the pronunciation of words, choose the suitable meaning, and getting main idea of the text.
Beside all of problems, each students have to reach score 75 as the number of minimum mastery learning (KKM). Students who have difficulties in reading comprehension will not easy to get that score. In pre-eminent class (VIII A), almost all of students or ninety seven percent (97%) can reach the KKM. While in class VIII B fifty three percent (53%), VIII C seventy eight percent (78%), VIII D forty five percent (45%), and VIII E sixty four percent (64%). Beside it, many students find some difficulties in reading comprehension. They think that comprehending the text is a difficult task to do because they have to open dictionary, look for the pronunciation of words, choose the suitable meaning, and getting main idea of the text.
3
There are some strategies in teaching reading comprehension. The teacher must be able to make variations and choose the suitable strategy in order to attract
students’ interest in reading. For this purpose, the researcher proposes a strategy
named TAI (Team Assisted Individualization) strategy to provide long term
support for students’ development in reading comprehension. The researcher uses
this strategy because the strategy can make students easier when learning reading comprehension because they have friend who can help them to teach them when they confused about the task. Sometimes students feel afraid to ask the teacher. Therefore, in this strategy students are grouped in different academic ability, so that if they find a problem, they can ask their teammates. In this strategy, students are also taught to be responsible because every student has a problem that must be done by them.
Slavin (1995:98) stated that TAI is a study strategy where students are placed into heterogeneous groups. The heterogeneous groups are got from a test before making groups or look for the score average of students in reading comprehension. In the heterogeneous groups, students have different ability. Students who have great ability in reading comprehension are expected to help their teammates who have lower ability in reading comprehension.
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conducts an experimental research with title “The Effect of Applying Team
Assisted Individualization (TAI) strategy on Students’ Reading Comprehension.”
B. The Problem of the Study
In line with the background of the study, the problem of the study is formulated as follows:
“Does Team Assisted Individualization (TAI) strategy significantly effect on
students’ reading comprehension?”
C. The Scope of the Study
There are many strategies that teachers can suggest to students for enhancing
the students’ ability in reading comprehension. In this study, the writer limits on
the effect of Team Assisted Individualization (TAI) strategy on students reading comprehension on eight grade students.
D. The Objective of the study
The objective of the study is aimed to find out which has more significant effect on reading comprehension: teaching reading with Team Assisted Individualization (TAI) strategy or teaching reading with Conventional strategy.
E. The Significance of the Study
5
1. English teachers, who want to get source and information to enlarge their knowledge in teaching reading comprehension.
41 CHAPTER V
A. Conclusion
Based on the research finding, the researcher concludes that:
1. The students’ that was taught by using Team Assisted Individualization
Strategy is higher than the students’ that was taught by Conventional
Strategy.
2. It is indicated from the data statistically that the result of calculation of t-test that t-observed is 4.28 is higher that t-table 2.00 (4.28 > 2.00) at the significant effect of 0.05, which implies that the alternative Hypothesis (Ha) is accepted.
3. Suggestions
Based on the conclusion above, suggestions are put forwarded as follows;
1. The English teachers are suggested to use team assisted individualization
in their teaching learning process in order to improve students’
achievement in reading comprehension.
42
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