i
THE USE OF TEAM ACCELERATED INSTRUCTION
METHOD TO IMPROVE STUDENTS’ READING
COMPREHENSION OF ELEVENTH GRADE STUDENTS
OF SMA MUHAMMADIYAH PLUS SALATIGA
IN THE ACADEMIC YEAR OF 2014/2015
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I) English Education Departmen of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
ISTIKHAYATUN
113 10 117
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
iv MOTTO
“Every hardship is followed by ease. Really, every hardship is followed by ease”,
Zayid (1980)
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DEDICATION
This graduating paper is sincerely dedicated for:
1. My beloved parents Mr. Budi Santoso and Mrs. Siti Fatikatun, who always educate me in doing good thing. They are my hero, thanks for all generosity, finance, and encouragement, and also thanks for your love, trust, and everlasting praying. Allah bless you mom and dad.
2. My beloved sisters are Wiji Wijayanti, Mbak Elva Kaliki, and Mbak
Rafiatul Ferimawati, thanks for your kindness, support, and prayer
3. My beloved mother at Salatiga is Mrs. Ari Sudarsono who always teaches me to be wise person. She also gives me big support.
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ACKNOWLEDGEMENT
All praise due to Allah, the Most Gracious and the Most Merciful because of His wonderful blessing and His mercy, the writer could finish this graduating paper successfully. The incredible blessings make realize that nothing is impossible in the eyes. Thanks for Your will and endless blessing in my life.
Peace and salutation always be given to our beloved prophet Muhammad SAW was a great revolutionary and true educator who guided us from the darkness to the lightness.
However, this success would not be achieved without the support, guidance, advice, help and encouragement from individuals and institutions. Therefore, the writer would like to express the deepest gratitude to:
1. Dr. Rahmat Hariyadi, M. Pd., as the Rector of State Institute for Islamic Studies of Salatiga.
2. Suwardi, M. Pd, as the Dean Teacher Training and Education Faculty. 3. Noor Malihah, M. Hum, Ph. D., as the Head of English Education
Department
4. Mashlihatul Umami, M. A., as a consultant of this graduating paper. Thanks for all of your suggestion, recommendation and support for this graduating paper from beginning till the end.
5. Norwanto, M. Hum, as my Academic Counselor thanks for your support and guidance.
6. Mr. Ruwandi, M.A thanks for your guidance and suggestion.
7. All of the lectures in English Education Department of Tarbiyah Faculty who had given valuable knowledge.
8. All of the staffs who have helped the writer in processing of graduating paper administration.
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10.My beloved sisters are Wiji Wijayanti, Mbak Elva Kaliki, and Mbak
Rafiatul Ferimawati, thanks for your kindness, support, and prayer
11.My big family of IMM (Muhammadiyah Students Association) Salatiga City, thanks for support, kindness and attention.
12.My beloved mother at Salatiga is Mrs. Ari Sudarsono, who always gives big support for me.
13.Mr. Hammam’s family, thanks for your kindness to stay at your house and for your library, it gives me new knowledge.
14.My beloved friends are Mas Kariim, Puji, Ika, Neneng, Mbak Dewi, Mbak
Barid, thanks for your attention and support.
15.My wonderful friends in TBI 2010 especially my classmates of TBI D: Itis, Wahyu, Sofi, Matul, Sinna, Sinta, Intan, Ida, Mut, Ayu, Wilda, Mbak
Endar, Mbak Khotim, Ririn and Vita thanks for sharing, support and advices. Keep our friendship.
16.All my friends in Hilal’s Boarding house: Farida, Yeni, Riska, Titik, Indah and Maya
17.The big family of SMA Muhammadiyah Plus Salatiga who allowed me to conduct the research there.
18.All of my friends who help me to finish this graduating paper.
Finally, this graduating paper is expected to be able to provide useful knowledge and information to the readers.
Salatiga, Januari 08th 2015 The writer,
viii ABSTRACT
Istikhayatun. 2015. The Use of Team Accelerated Instruction Method to Improve Students’ Reading Comprehension (A classroom action research of eleventh grade students of SMA Muhammadiyah Plus Salatiga in the academic year of 2014/2015). A Graduating Paper. Teacher Training and Education Faculty. English Education Department. State Institute of Islamic Studies (IAIN).Counselor: Mashlihatul Umami, S. Pd.I, M. A. Keywords: Reading Comprehension, Team Accelerated Instruction Method.
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TABLE OF CONTENTS
TITLE PAGE ………. i
DECLARATION ……….. ii
ATTENTIVE COUNSELOR……… iii
CERTIFICATION PAGE……….. iv
MOTTO ………...……….……….. v
DEDICATION……….……….……….. vi
ACKNOWLEDGEMENT………. vii
ABSTRACT……… x
TABLE OF CONTENTS………... xi
LIST OF TABLE……… xiii
CHAPTER I INTRODUCTION A. Background of Study………. 1
B. Limitation of Study..………. 4
C. Statements of the Study….……… 5
D. Objectives of the Study……….. 5
E. Benefits of the Study………...……….. 6
F. Definition of Key Term………. 7
G. Review of Previous Research…..………. 8
x CHAPTER II THEORITICAL REVIEW
A. Team Accelerated Instruction Method…..……… 11
1. The procedures of TAI Method…..……….………. 12
2. The advantages of TAI Method.…..………. 13
3. The disadvantages of TAI Method………..………. 13
B. Reading………. 14
1. The Definition of Reading………... 14
2. The Purpose of Reading ……...…..………. 15
3. The Technique of Reading …..…..………. 17
4. The Principles of Reading ……...…….………. 18
5. Teaching Reading at Senior High School……….……. 19
C. Reading Comprehension………... 20
1. Definition of Reading Comprehension ………….…..………. 20
2. Components of Reading Comprehension …………...………. 21
3. Levels of Reading Comprehension …….……….…..………. 22
4. Factors Affecting Students on Reading Comprehension ………. 24
5. Indicators of Students’ Reading Comprehension …..………. 25
CHAPTER III METHOD OF RESEACRH A. The Setting of the Research ………..……… 27
B. The Subject of the Research..……… 33
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D. The Procedure of the Research……….. 36
E. The Technique of Collecting Data…………..……….. 38
F. The Technique of Data Analysis……….………... 39
CHAPTER IV DATA ANALYSIS
A. Research Findings………. 42
B. Analysis and Discussion………... 68
CHAPTER V CLOSURE
A. Conclusion………. 71
B. Suggestion………. 72
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LIST OF TABLES AND FIGURE
Table 3.1: The subject for eleventh grade students ………. 29
Table 3.2: The number of the teachers………..……… 30
Table 3.3: The number of the staffs ……….………... 30
Table 3.4: The number of the students………..…..… 31
Table 3.5: The list of facilities……….………. 32
Figure 3.1: The Procedures of Classroom Action Research……… 38
Table 3.6: The list of teaching media……..………. 39
Table 3.7: The list of MIA class students………. 35
Table 4.1: The result of pre-test and post-test cycle I…..…………... 51
Table 4.2: The result of pre-test and post-test cycle II…………..…... 59
Table 4.3: The result of pre-test and post-test cycle III……….…….. 65
1 CHAPTER 1 INTRODUCTION
A. Background of the Study
Language has an important role in communication. To communicate with people in whole world, at least people have to master English because it’s as international language. In Indonesia, English is a foreign language so many Indonesian people feel difficult to learn it.
English has been taught in all levels of Indonesian educational units, recently from kindergarten school, elementary school, junior high school, senior high school up to university. There are four language skills that should be mastered by the students, they are listening, speaking, reading and writing. Among these four skills, reading is difficult to master since it needs many competencies including the mastery of content, vocabulary, language and grammar.
Reading is important for the students because the success of their study depend on their ability to read. They have difficulty in making progress if their reading competence is low. On the other hand, if they have a good ability in reading, they have a better chance to succeed in their study. Reading is one of the ways to know how well the students master the written form.
There are some factors that influence the students in mastering English, especially in reading comprehension. They are internal and external factors. The internal factors can come from students themselves such as knowledge and motivation. If the students’ knowledge of English is poor, it will impact toward their achievement especially in reading skill. In addition, many students have low motivation in reading. Most of the students are uninterested in reading a lot of the text, whereas they also lack of vocabulary and grammar and these are one of obstacles which have been faced by the English teachers. Based on the interview with English teacher of second graders in SMA Muhammadiyah Plus Salatiga, it is found that the students’ reading skill is not satisfactory yet. The difficulty of comprehending the text is one of the factors that influence the students’ failure in the mastery of
reading.
While the external factors can come from the parents and teacher.At home the parents are seldom checking their children in studying. They only know their children have studied in school and they think that is enough. The parents do not care about their children’s achievement in the school. They
only hope that their children are able graduate from the school. Whereas children who are good readers and have more positive attitudes toward reading often are found to have parents who highly value education and the ability to read well (Samuels and Farstrup, 1996: 24)
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teaching of English, especially in the teaching reading process. If the teacher only asks the students to read aloud the text sentence by sentence and asks them to translate it in the teaching – learning process, the students are not interested in reading seriously. It can influence the students’ achievement and
they are not able to learn English well. The students should be given an interesting reading materials, motivation, and chance to study together in improving reading competence. The teachers have the important role to encourage students’ awareness in reading. They should be able toapply an appropriate technique in the teaching – learning to make the students interested in their learning and finally they easily master the reading comprehension.
There are many method to teach English in senior high school. The researcher chooses one of method in Cooperative learning; it is Team Accelerated Instruction method. According to Olsen and Kagan as quoted by Richard (2001: 192), Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange information between learners in groups and in which each learner is held accountable for his or her own learning and it’s motivated to increase the
learning of others. Unlike traditional method, Cooperative Learning is learning which involves healthy noise, help student’s partner solves a paper,
ethnicity. Team members work on different units. Teammates check each other’s work against answer sheets and help one another with any problem.
Then without help, they take final units tests that are scored by student monitors (Slavin, 1987: 15).
Based on the problems above, teaching English in senior high school is not simple taught to be done. It needshard working between teacher and students to reach better result. The teacher needs to help the students to improve their reading comprehension by using a particular method. Thus, the title of research is “The Use of Team Accelerated Instruction Method to Improve Students’ Reading Comprehensionof Eleventh Grade Students of
SMA Muhammadiyah Plus in The Academic Year 2014-2015”.
B. Limitation of the Study
In this research, the researcher limits her research on teaching reading through Team Accelerated Instruction method to the second grade students of SMA Muhammadiyah Plus Salatiga in the academic year 2014/ 2015. This research is focused on understanding the important information from the text; drawing inferences from the content; following the structure of a passage; recognizing the writer’s purpose; and vocabulary knowledge, and to improve
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C. Statement of the Problems
Based on the explanation in the background of the study, the writer formulates the problem as follow:
1. How is the implementation of Team Accelerated Instruction (TAI) method in improving students’ reading comprehension to the eleventh grade students of SMA Muhammadiyah Plus Salatiga in the academic year of 2014/2015?
2. Is Team Accelerated Instruction (TAI) method able to improve students’ reading comprehension of the eleventh grade students of SMA Muhammadiyah Plus Salatiga in the academic year of 2014/2015?
3. How far is the improvement of Team Accelerated Instruction (TAI) method in improving students’ reading comprehension of the eleventh grade students of SMA Muhammadiyah Plus Salatiga in the academic year of 2014/2015?
D. The Objectives of the Study
Dealing with the problems statement, the objectives of this classroom action research are as follow:
2. To find out whether Team Accelerated Instruction method is able to improve students’ reading comprehension of the eleventh grade students of SMA Muhammadiyah Plus Salatiga in the academic year of 2014/2015 or not.
3. To find out how far the improvement of the students’ reading comprehensionafter using Team Accelerated Instruction method of the studentsof the grade students students of SMA Muhammadiyah Plus Salatiga in the academic year of 2014/2015 is.
E. Benefits of the study
This study has two major benefits, practical and theoretical benefits:
1. Practical benefits
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2. Theoretical benefits
This research can support the researcher to broaden her knowledge in teaching reading and get useful experience during this study. The researcher knows teaching Reading using the method of Team Accelerated Instruction.
F. Definition of the Key Terms
The writer explains and clarifies the terms of the title of this research to make understandable meaning, they are as follow:
1. Reading
Reading is the most important skill of all to be mastered. It measures the students’ ability to understand the written form. According to
Beene (1992:12) reading is the process of finding meaning in written character or symbol and interpreting and analysis text. Reading is the complement of writing.
2. Comprehension
Comprehension is the ability to understand something (Oxford University Press 2003:80).
3. Team Accelerated Instruction
another with any problem. Then without help, they take final units tests that are scored by student monitors (Slavin, 1987: 15).
4. Student
Student is a person who is studying at college or university or any person interested in particular subject (Oxford University Press 2003:412)
G. Review of previous research
In this study, the writer takes three of previous research to emphasize and support her research. The first, previous research is written by Gilang Riski Habibullah entitled “Using Team Accelerated Instruction Method To Improve The Vocabulary Mastery of the Fourth Graders of SD Negeri
Sumberarum 2 Tempuran in The School Year 2011-2012)”. In his research he analyzed the implementation of Team Accelerated Instruction toward students’ vocabulary mastery in English teaching learning process. He
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The second review is written by Any Laelasari entitled “The Use of
Students Team Achievement Division to Improve Reading Comprehension (A
Classroom Action Research at the second year students of MA AL Manar Tengaran in the Academic year of 2012/2014)”. In her research, the writer used one of the methods of Cooperative Learning; it is Students Team Achievement Division. She concluded that the students’ reading
comprehension can improve using STAD Method. The implementation of STAD can enhance students’ interest in learning English especially reading (Laelasari: 2013)
The other research is “A Study of the Effectiveness of Using Picture
Media to the Students Reading Skill of the First Year Students of SLTP Pondok Modern Selamat Kendal in the Academic Year of 2003/2004”. It is done by LeniNurhayati in 2004, students of Islamic Studies Institute (STAIN) Salatiga. She analyzed the effectiveness of Using Picture Media toward students’ reading skill. In this study, the writer found out that there is
significant improvement in reading skill toward experimental group is taught using picture media in reading activity (Nurhayati: 2004).
H. Graduating Paper Organization
In order to make easy to understand this paper, the following out lines of the graduating paper as follows:
literature of previous research, the benefits of the study, definition of key terms, and outlines of the graduating paper.
Chapter II is theoretical framework; it contains Team Accelerated Instruction as teaching method and Reading Comprehension description.
Chapter III is methodology of research; it consists of the general situation of SMA Muhammadiyah Plus Salatiga, subject of the study, method of the research, procedure of the research, technique of collecting data and technique of analysis data.
Chapter IV is teaching implementation and data analysis. It contains description of data analysis and result of the research.
Chapter V is Closure. It consists of conclusion and suggestion. Bibliography
11 CHAPTER II LITERATURE REVIEW
A. Team Accelerated Instruction (TAI) 1. Definition of TAI
According to Slavin as quoted by Robinson (1991: 3) Team Accelerated Instruction is a method when students take a placement test and begin instruction at an appropriate place in an individualized sequence. Students may proceed at different rates and work on different units which contain a guide page reviewing the concepts, skill practice pages, formative quizzes, a 15-item unit test, and answer pages so that a student monitor may score the test.
Students take tests twice a week. The management functions of securing materials, checking student papers, and scoring tests are the responsibility of the students. After each two-weeks period of individualized instruction, the teacher conducts group-paced instruction for a week (Robinson, 1991: 4).
In TAI, students encourage and help one another to succeed. Individual accountability is assured because the only score that counts is the final test score, and students take final tests without teammate’s help.
subtraction units in a week, as it is for a higher achieving classmate to complete three long division units (Slavin, 1987: 7)
Based in the definitions above, it can be concluded that TAI teaches cooperation by forming teams of students who can help each other to achieve team goals and improve the individual ability.
2. The Procedures of TAI of English
a. Teacher divides the students into groups based on their different abilities. The teacher divides it by giving numbers to all students, and the groups consist of the students who have the same numbers. Each group consists of four students and they are assigned to complete specific learning material or homework.
b. Each group is given the series of specific tasks to be done together. Points in the task are sequentially distributed to each member (eg, for material that consists of 15 questions, it means four members in each group must take turns to answer the questions about it).
c. All members have to check the answers each other in the group and give assistance each other if needed.
d. After that, each member is given individual tests without assistance from other members. During individual tests, teachers should give more attention to each student.
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mostquestions correctly and able to finish homework well. Teacher provide extra points to individuals that are able to obtain an average score on the final exam.
In the TAI technique, students have to check their works each other and they have to work each other based on the series of specific questions, the teacher can give cursory explanation about the questions which were mostly considered complicated by the student. In this TAI method, individual accountability, equal opportunities for success, and motivational dynamics become the main elements to be emphasized by the teacher (Huda, 2011: 125).
3. The Advantages of TAI
There are some advantages of TAI, They are: a. The students can work together as a team. b. It increases students’ motivation.
c. They can help each other in doing task. d. It makes the learning more interesting. e. The students become active and creative.
4. The Disadvantages of TAI
b. If there is homework and students are supposed to work with team, they have to work together. However, there is student’s house is too
far from the others.
c. The team which has members who have same low abilitywill have difficulties in doing task.
B. Reading
In mastering English, students have to master the four basic languages of English which consist of listening, speaking, reading, and writing. From those four basic skills, reading is considered as important skill. Students need good reading skill for acquiring knowledge and learning new information. They have to practice continually and extensively to develop reading skill. 1. The Definition of Reading
Reading is a verbal process interrelated with thinking and with all other communication abilities-listening, speaking and writing, specifically reading is a process of reconstructing from the printed patterns on the page ideas and information intended by the author (Dallman, Rouch, Char and Deboer, 1982:23)
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Reading is a complex process that requires the analysis, coordination, and interpretation of a variety of sources of information (Scanlon et al, 2010: 9)
According to Dechant (1982: 5) Reading is also a language and communication process, it means that the process of putting the reader in contact and communication with ideas. Reading always involves an interaction between the writer and the reader. It is culminating act of the communication process, initiated by the thoughts of the writer and expressed through symbols on the page. Reading also as an interaction by which meaning encoded in visual stimuli by author becomes meaning in the mind of the reader.
From the definition above it can be concluded that reading is an effort to understand the content of the texts and the result of interaction between the perception of graphic symbols and the readers’ language skills
and the knowledge of the world. Besides that, reading is used to get an idea, pleasure, or feeling that is expressed by the writer. Reading is also interaction between the reader and the author’s ideas.
2. The Purposes of Reading
a. Reading for information
The combination of scanning (identifying a specific graphic form) and skimming (building a simple quick understanding of the text) allows a reader to search information.
b. Reading for quick understanding (skimming)
Reading for quick understanding used for variety of other reasons and so may be seen as a superordinate purpose. The readers used skimming when they want to determine what a text is about and whether or not they want to spend more time reading it.
c. Reading to learn
Reading to learn is often carried out in academic and professional settings. Reading to learn places more processing demands on the reader because the reader is expected to remember the main ideas and many supporting ideas and be able to recall this information as needed.
d. Reading to integrated information
This type of reading requires that the reader synthesize and learn information from multiple texts or bring together information from different parts of a long text.
e. Reading to evaluate, critique, and use information
It often also represents an increased level of demand and a more complex interaction of reading processes.
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Reading for general comprehension is the most common purpose for reading among fluent readers, and it is the default assumption for the term reading comprehension.
3. The Techniques of Reading
According to Wright (1989: 159) there are some techniques of reading, such as:
a. Skimming
Skimming is glancing rapidly through a text to determine its general context. Dechant (1982: 346) also states that Skimming is selective reading. In skimming, readers choose what they want to read. They select those sentences, clauses, and phrases that best serve their purposes, get a general impression of the selection, and decide on the basis of the examination whether to read the selection more intensively.
b. Scanning
Scanning is reading to locate specific information. For example, locating a telephone number in a directory, being able to search through material rapidly with given purposes in mind in order to find a specific fact or an answer to particular question plays a large role in much of a youngster’s reading.
c. Extensive Reading
Extensive reading is reading longer text, usually for one’s own
pleasure. This is a fluent activity, mainly involving global understanding. For example, reading novel, newspaper, and short story.
d. Intensive Reading
Intensive reading is reading shorter to extract specific information. This is more an accuracy activity involving reading for detail. For example, reading dosage instruction of medicine.
4. The Principles of Reading
In accordance to Harmer (2001:70), there are some principles behind the teaching of reading:
a. Reading is not a passive skill. Reading is an incredibly active occupation. To do it successfully, we have to understand what the words mean.
b. Students need to be engaged with what they are reading. As with everything else in lessons, students who are not engaged with the reading text, actively, not interested in what they are doing, are less likely to benefit.
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way they use language, the number of paragraph they contain and how many times they use relative clause.
d. Prediction is a major factor in reading. When we read texts in our own language, we frequently have a good idea of the context before we actually read.
e. Match the task to the topic. Once a decision has been taken about what reading text the students are going to read, we need to choose good reading tasks, the right kind of questions, engaging and useful puzzle etc.
f. Good teacher exploit reading text to the full. They integrate the reading text into interesting class sequences, using the topic for discuss and further tasks, using the language for study and later activation.
5. Teaching Reading at Senior High School
Teaching reading at senior high school is focused on the achievement of the competence, which can be shown on the students’ ability in comprehending the text. In further meaning, teaching reading is not merely reading and comprehending certain topic but also on the students’ competence in comprehending the text, such as how to use the
Basic competence for reading skill is that the students are able to understand the meaning of the text and the arranging of rhetorical development in the written text, especially in narrative, procedure, hortatory, spoof, recount, report and news item. So, the writer would like to have an observation on the eleven grade students of senior high school.
C. Reading Comprehension
1. Definition of Reading Comprehension
Reading cannot be separated from comprehension, because reader has to comprehend what he/she reads to get information from a text or a book. According to Scanlon et al (2010: 276), Comprehension is an active, constructive process in which the ultimate understanding of the text is determined by a combination of what is stated directly in the text and the reader’s preexisting knowledge related to the topic of the text.
McGuinne (2004: 234) also said that Reading comprehension was seen not as a passive receptive process, but as an active one that engaged the reader. Reading came to be seen as intentional thinking during which meaning is constructed through interactions between text and reader. Reading comprehension was seen as the construction of the meaning of a written text through a reciprocal interchange of ideas between the reader and the message in a particular text.
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the organization and retention of meanings, the ability to reason one’s way
through smaller idea segments and the ability to grasp the meaning of a larger unitary idea (Dechant, 1982: 311)
Based on the above explanation, the writer concludes that reading comprehension is a process of understanding written text, integrate new ideas and generalize from what is read.
2. Components of Reading Comprehension
A study by Davis (in Heilman, Blair, & Rupley, 1961:241) is generally regarded as the significant attempt to delineate separate comprehension skills. His analysis showed the following five comprehension skills:
a. Recalling word meaning (vocabulary knowledge) b. Drawing inferences from the content
c. Following the structure of a passage
d. Recognizing a writer’s purpose, attitude, tone and mood.
e. Finding the answers to questions answered explicitly or in paraphrasing.
3. Levels of Comprehension
Rupley (1961: 246), there are three levels of comprehension are typically identified: literal, interpretative, and critical.
a. Literal Comprehension
Literal comprehension is an understanding the ideas and information explicitly state in the passage. The abilities are:
1) Knowledge of word meaning
2) Recall of details directly stated and paraphrased in own words. 3) Understanding of grammar clues-subject, verb, pronouns,
conjunctions, and so forth.
4) Recall of main idea explicitly stated.
5) Knowledge of sequence of information presented in passage. b. Interpretative comprehension
Interpretative comprehension is an understanding of ideas and information not explicitly stated in passage. The abilities are:
1) Reason with information presented to understand the author’s tone, purpose, and attitude.
2) Infer factual information, main ideas, comparisons, cause-effect relationship not explicitly stated in the passage.
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c. Critical Comprehension
Critical comprehension includes analyzing, evaluating, and personally reacting to information presented in the passage. The abilities are:
1) Personal reacting to information in a passage indicating its meaning to the reader.
2) Analyzing and evaluating the quality of written information in terms of some standards.
In the other hand, Dechant explains that learning to comprehend involves a complex of skill. Various writers have attempted to categorize these into three or four levels. Lanier and Davis in Dechant (1982:313) summarizing comprehension skills, categorize them as:
1) Literal skills (recognizing and recalling facts, details, sequence, main idea, directions, organization, and the like)
2) Interpretative skills (inferring, drawing conclusions, generalizing, deriving meaning from figurative language, predicting, anticipating, and summarizing)
3) Critical skills (judging, detecting propaganda, analyzing, checking validity, checking the author’s biases and purpose)
4) Creative skills (applying information, responding emotionally).
To help students handle their short comings in comprehending what they read, the teachers must understand the factors that affect comprehension (Dallman, Rouch, Char, & DeBoer, 1982: 25). Here as follows:
a. Difficulty of material
One of the major factor causes of lack of comprehension is that the teachers expect them to read materials beyond their level. b. Intelligence
A child’s ability to comprehend in reading as sometimes
limited by the conceptual “load” that his mental ability enables him to carry. All the mechanical reading skills in the world will not able to read materials involving abstractions beyond the level of his mental development.
c. Environment
Noisy surrounding, inadequate lighting, high or low temperature, stimulating or distracting surrounding may interfere with maximum comprehension. The extent to which the environment affects comprehension varies with individuals. The same person may at one time not to be bothered by factors that other times decidedly decrease his comprehension.
d. Emphasize on word recognition
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from connected discourse may account for deficiencies in comprehension.
e. Emphasize on reading
Oral reading can have either a desirable or a detrimental effect on comprehension. At time oral reading of a selection that is particular difficult for the reader may increase his understanding of it, since them then not only sees but also hears what he reads.
f. Background for reading selection
A frequent cause of poor comprehension is lack of an experience background essential to the understanding of what is being read. Lack of knowledge of the words used and of understanding of the concepts involved are limitations to comprehension.
5. Indicators/ the nature of students’ reading comprehension
There are some indicators of students’ reading comprehension, they
are:
a. The students are able to understand the function of analytical exposition text.
b. The students are able to find the difficult words from the analytical exposition text.
c. The students are able to answer the questions about analytical exposition text.
d. The students are able to identify the important information on the text. e. The students are able to give opinions about the text that they have
27 CHAPTER III METHOD OF RESERCH
This chapter points out the place, time and research methodology. This research was conducted in SMA Muhammadiyah (PLUS) Salatiga, it consists of general information of SMA Muhammadiyah (PLUS) Salatiga which deals with vision and mission; the situation of teaching and learning activities; the teachers; students; staffs, and thefacilities of that school. The research methodcontains thetypes of the research; population; sample; data sources; technique of data collection and technique of data analyzes. The explanation of each point is discussed further into detail explanation.
A. The Setting of the Research
This research was conducted in SMA Muhammadiyah (PLUS) Salatiga. The further explanation about this school described as follows:
Name of School : SMA Muhammadiyah (PLUS) Salatiga Address : Jl. KHA Dahlan no. 1 Soka, Sidorejo,
Salatiga Acreditation : A
Phone Number : (0298) 322358/235440
Email : smamplussalatiga@yahoo.com Website : smamplussalatiga.webs.com Scool Status : Private
Established : 1977
Head Master : Dian Indrihartani, S. Sos, M. Pd Committee : Dr. Imam Sutomo, M. Ag
2. Vision and Mission 1) Vision
The vision of this school is “Characterize, Creative, andExcellent Achievement”.
2) Mission
a) Developingthe potential of religious/Islamic, character and morality of learners and the school community.
b) Implementation oflearningthat encourages creativity and the development ofthe totality ofthe learners.
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3. Situation of SMA Muhammadiyah (PLUS) Salatiga
The following table is the lists of subjects taught in eleventh grade students of SMA Muhammadiyah (PLUS) Salatiga:
Table 3.1 The List of Subject for Eleventh Grade Students of SMA Muhammadiyah (PLUS) Salatiga in the academic year of
2014/2015
Source of SMA Muhammadiyah Plus
4. The Teachers of SMA Muhammadiyah (PLUS) Salatiga
Table 3.2 List of Teachers SMA Muhammadiyah (PLUS) Salatiga in the academic year of 2014/2015
No. Name Education Subject
10. Sulasfiana A Raida, S.Pd S1 Biology
11. Robachul Muslim, S. Pd S1 Sport
12.
Sugiyani, S. Pd. S1 Art and Culture
Civic Education
13. Dra. Handiyani Ratih S1 Counseling
14. Tugini S1 Physic
15. Andari Puji Astuti, S. Pd S2 Chemist
16. Dra. Endry Naneforini S1 Mathematic
17. H. Djayadi, S. Pd S1 Mathematic
18. Dewi Oktara , S. Pd S1 Economics
19. Dewi Ariyanti, A. Md S1 Japanese
20. Abidah, S. Pd S1 Geo. n Antropology
Source of SMA Muhammadiyah Plus Salatiga
5. The Staff Members of SMA Muhammadiyah (PLUS) Salatiga Table 3.3 List of Staffs of SMA Muhammadiyah (PLUS)
Salatiga in the academic year of 2014/2015
No Name Education Position
1 Eni Prastiwi, SE SI Administrator
2 Sudaryanto Senior High School Librarian
3 Sari Utami Senior High School Administrator
4 Unik Baroroh Senior High School Administrator
5 Widodo Elementary High School Cleaning Service
6 Edy Suratno Senior High School Security
7 Rachmadi Junior High School Cleaning Service
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6. The Students of SMA Muhammadiyah (PLUS) Salatiga
The distribution of the class of SMA Muhammadiyah Plus Salatiga could be seen in the table below:
Table 3.4 List of Students of SMA Muhammadiyah (PLUS) Salatiga in the academic year of 2014/2015
Program
To complete the students’ achievement, SMA Muhammadiyah
Plus provides the extracurricular activities such as the following: a. Futsal
b. Badminton
c. Choral Singing Group
d. Scientific Group of Youth (KIR) e. Self Defense Art
7. The Facilities of SMA Muhammadiyah (PLUS) Salatiga
Facilities are all building, things are needed by the teachers, students and other educators in which are provided by school to support successful teaching learning process. The list of facilities in SMA Muhammadiyah (PLUS) Salatiga presented on the table 3.5 below:Table 3.5 List of Facilities in SMA Muhammadiyah (PLUS) Salatiga
NO Room/Equipment Total Condition
Good Broken
1. Theory/ Classes 8 V
2. Laboratorium
a. Science 1 V
3. b. Language 1 V
4. Library 1 V
5. Sport 1 V
6. Auditorium 1 V
7. Mosque 1 V
8. Principal Office 1 V
9. Teacher Office 1 V
10. Administration Office 1 V
11. OSIS Office 1 V
12. Vice Principal Office 1 V 13. School Health Unit 1 V
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Teaching media is one of things that make teaching learning process more interesting. The list of media in SMA Muhammadiyah (PLUS) Salatiga presented on the table 3.5 below:
Table 3.6 List of Teaching Media in SMA Muhammadiyah (PLUS) Salatiga
B. The Subject of the Research
English lesson once meeting in a week which is a meeting along with two hours lesson; one hour lesson is 45 minutes.
1. Population
According to Arikunto (2002: 108), the population is all members of the research subject. So, the population is all individuals that involve in that research. The researcher takes population in the eleventh grade students of SMA Muhammadiyah Plus Salatiga in the academic year of 2014/2015. The total number of population is 45. They are 20 male students and 25 female students.
2. Sample
Sample is a part of population representative which is researched Arikunto (2002: 109). The researcher takes one class of the sample on the eleventh grade of students SMA Muhammadiyah Plus Salatiga. From the total population of 45 students, the writer takes MIA Class (Mathematics and Science) as the sample of this research. They consist of 18 students; they are 8 male students and 10 female students.
In this research, the researcher uses purposive sampling because the researcher has a reason or purpose in choosing that class as
35
Table 3.7 List of Sample of MIA Class of SMA Muhammadiyah Plus Salatiga In the Academic Year of
2014/2015.
9. 4399 Nur Lestariningsih 10. 4426 Ricky Demas Prihardian 11. 4407 Rozakki Fatkhurrohman 12. 4408 Sinta Ulfiana
18. 4417 Walidatus Tsamrotul Ummi
C. The Method of research
and justice of: (1) their own social or educational practices, (2) their understanding of these practices, and (3) the situation in which practices are carried out.
Classroom Action Research is a kind of research having function to improve educational quality, especially in learning condition and situation in order to make better than before. The researcher will carry out this research to know whether Team Accelerated Instruction method has positive influence on students’ reading comprehension or not.
D. The Procedure of Research
The researcher will apply classroom action research in her study. It consists of two cycles, each cycle consists of 4 steps, and they are presented below:
1. Planning
In this stage, the researcher will do some activities, they are: a. Making the schedule of the research
b. Preparing material and making a lesson plan c. Designing the steps doing the action
d. Preparing list of the students’ name and scoring e. Making an observation sheet
37
2. Action.
a. Giving pre-test
b. Teaching reading using Team Accelerated Instruction method. c. Giving occasion to the students to ask any problems.
d. Giving post test.
3. Observation
Observation is one of the instruments in collecting data. The researcher as the teacher and helped by a collaborator, researcher’s partner, sheobserves the learners’ activity in teaching learning activity by using observation sheet. The researcher knows students’ activitiesand something occurs during the teaching learning process through observation sheet. Besides using observation sheet, the observer also takepictures as the image of documented students during teaching learing process.
4. Reflection
Source: Kemmis in Hopkins (1993: 48)
Figure 3.1: The Procedures of Class Room Action Research
E. The Technique of Collecting data
Techniques of collecting data which are used in this research are as follows: 1. Observation
Observation will be used to observe the teaching learning process and the students’ activities. In the observation, the researcher will use technique which is field note. The researcher’s partner will observe the teaching learning process.
2. Test
39
improve their reading comprehension. According to Arikunto (2002: 198) Test is a set of question or exercise or other instrument used to measure knowledge, intelligence, ability or attitude of groups or individual.The writer uses pre-test and post-test. Pre-test is given before implementation of Team Accelerated Instruction method in teaching learning process and post-test is conducted after the method is implemented. Pre-test and post-test used to know the differences of students’ improvement.
3. Documentation
The researcher needs documentation to know about the teacher, the students, structure of organization, profile of the school, and the location of the school. The documentary data are book, transcript and history book of SMA Muhammadiyah Plus Salatiga.
F. The Technique of Data Analysis
The researcher would like to analyze the data by the action research. The data was attained from teaching-learning process and evaluation. The data will be analyzed in two ways;
1. Descriptive Qualitative Technique
describes the process and the result of students’ improvement in reading comprehension using Team Accelerated Instruction method. 2. Statistical Technique
Beside descriptive technique, the writer uses a statistical technique. In scoring the test, the students score is counted with the following formula:
a. Mean Calculation
Mean is formula to know the average of the students’ score.
The formula is:
Explanation:
M = Mean of the student’s score
∑X = the sum of student’s score
N = the total number of students
b. Standard Deviation Calculation
The formula is:
SD =
√
(
)
Explanation:SD = Standard Deviation
41
N = the number of observation c. T- test Calculation
T- test is formula to know the significant differences between pre test and post test. The formula is:
to =
(
)
√
Explanation:
42 CHAPTER IV DATA ANALYSIS
This chapter focuses on analyzing the data collected. The researcher gives the details of the findings. It displays the finding of the data collected since in the beginning until the end of the research. The findings consist of the results of the cycle I, cycle II and cycle III. The three cycles are treatments of the implementation of the Team Accelerated Instruction Method in the reading comprehension.
A. Research Findings
In this research, the researcher acts as the teacher and learning process is observed by her collaborator, Siti Purwaningsih. The writer arranged three cycles, each cycle consist of planning, action, observation and reflection. The whole steps of this research are explained in the description below:
1. Cycle I a. Planning
Before conducting the research, the researcher prepared the instrument of research, in the following:
1) Preparing the schedule of the research 2) Preparing material and making lesson plan 3) Designing the steps doing the action
43
5) Preparing an observation sheet (to know the situation of teaching learning process when method is implemented)
6) Preparing a test (to know whether students’ reading
comprehension is improve or not when the method is applied). Pre Test was given to the students before applying of Team Accelerated Instruction Method and Post Test was given to the students after applying method.
b. Implementation of the action
On Tuesday, 23 September 2014, the teacher (writer) and the observer entered the English class. The situation was so crowded; some student still talked to their friends and the other students outside of the class. The teacher opened the lesson by introducing herself and checked the students’ attendance.
Based on the field note from the collaborator, during the teaching learning process, as follows;
Teacher : “Assalamualaikum wr.wb”(peace be with you) Students :“Waalaikumussalamwr.wb” (peace be with you
too)
Teacher : “Good morning students?” Students : “Good morning miss” Teacher : “How are you today?” Students : “I’m fine and you?”
Teacher : “I’m very well thank you. Let’s say Basmallah
(let’s pray) together to start our lesson today.” Students : “Bismillahirrahmaanirrahim” (in the name of
Allah)
Teacher : “Okay class, let me introduce myself, my name is Istikhayatun, you can call me Miss Tika and she is my partner, Siti Purwaningsih. I will teach English here, I hope we can study together”
Students : “Okay Miss, ”
Teacher : “Let me call your names one by one and raise your hand”
Students : “yes miss”
45
Students : “yes Miss.”.
After doing pre test, the students pay attention to the teacher. Teacher explained Bullying case.
Teacher : “Ok class, before we talk about our topic today, I will show you a picture, and do you know what this picture is?”
Students : “Yes… Kekerasan Miss”(Yes, It is violence
Miss)
Teacher : “Great answer, any other opinions?”
Students : “Penganiayaan, intimidasi, bullying miss” (It is
mistreatment, intimidation and bullying Miss) Teacher : “Great, have you ever seen this case in your
school?”
Students : “No, …”
Teacher : “Okay no we will talk about Bullying, what are the examples of Bulling which you know?
Students : “Ngompasi, menghina, mengejek, “ (some students
answer taking someone’s money by forcing,
humiliating, mocking.)
Teacher : “Good, how clever you are, all of you got a text of Bullying, what is the main idea of the text?”
Teacher : “Excellent, I think all of you had understood about the text”
After the teacher explained about Bullying to the students, she explained the role of Team Accelerated Instruction Method in order to improve students’ reading comprehension.
Based on the field note from the partner, during the teaching learning process using Team Accelerated Instruction Method, as follows;
Teacher : “Baiklah adek-adek, saya akan menerapkan metode Team Accelerated Instruction pada proses
belajar mengjar hari ini. Apa ada yang tau?”
(Well, I will apply Team Accelerated Instruction Method in our teaching learning process today. Anyone knows?)
Students : “No.. “
Teacher : “Team Accelerated Instruction method is method of teaching Reading; you have to work in group but your group’ score depend on your ability to do the
47
to check the answers each other in the group and give assistance each other if needed. I will give reward for a group which get highest score, in the end of the meeting, you will do the test by yourself, any question so far? Do you see?”
Students : “I haven’t understood Miss, repeat again please.” Teacher : “Jadi kalian bekerja dalam kelompok, akan tetapi
masing-masing anggota dalam grup mengerjakan
soal yang berbeda. Apabila salah satu temannya
ada yang mengalami kesulitan, maka salah satu
boleh membantu. Setelah semua soal selesai
dikerjakan, kalian harus mengecek jawaban teman
satu kelompok kalian. Bagi kelompok yang
mendapatkan nilai tertinggi akan mendapat hadiah
Finally, teacher gave summary and homework to the students. The students felt more enjoy because the situation of the class quite enough than previous meeting. Then, the teacher gave students 15 minutes to do the post-test. After finishing the post-test, students submitted the answer sheet and teacher closed the meeting.
Teacher : “Okay class, thanks for your attention, any question so far?”
Students : “Miss, what should we do to keep ourselves from bullying?”
Teacher : “Stand up and speak out, be a problem solver, it’s your responsible, do you get it? Any another questions?
Students : “No …
Teacher : “well, I will give homework; you have to look for the text about kinds of bullying, submit it next week, and put its source”
Students : okay miss
Teacher : “if there is no question, let’s say Hamdallah
(thanks to Allah) together to close our lesson today” Students :“Alhamdulillahirabbilaalamiin”(Allah be praised) Teacher :“See you next week; keep on spirit,
49
Students : “waalaikumussalam wr.wb” (peace be with you too)
c. Observation
In the first cycle, the researcher obtains the field note from her partner. By monitoring the students’ activity in this action, the teacher
could see that the students were not ready yet when the teacher (the writer) came to class. It can be seen for the students’ attitude. The
class situation was rather crowded, because it was the first time for them in English class using Team Accelerated Instruction Method and was monitored by observer. However, some students did pre-test by themselves without asking their friends.
d. Reflection
After analyzing the result of the action in cycle I, the students’ reading comprehension was improved. It can be seen by average of post-test, which is higher than the average of pre-test.
Table 4.1
The Result of Pre Test and Post Test Cycle I
51
1) Calculating Mean of Pre-Test a) Mean of Pre-Test I
b) Mean of Post-Test I
c) Mean of Pre-Test = 50.83 d) Mean of Post Test = 62.78
e) Mean of pretest < than mean of posttest
f) There is an improvement of reading comprehension trough Team Accelerated Instruction Method between pre test 1 (before the action) and the post test 1 (after the action).
2) Calculating of Standard Deviation
SD =
√
(
)
SD = √ SD = √
SD = 14.82
3) T-test calculation
T
=
()
(√ )
T=
()
(√ )
T =
( √ )
T =
( )
T =
T = 3.32
53
T-table > t-calculation = 2.75> 3.32
The result score above shows that the students’ score improve from the Pre Test and Post Test. There is an improvement in students’ score; it can be seen from the T-calculation is 3.32 and the average of posttest, which is higher than the average of pretest.
2. Cycle II
Based on the result of cycle I, it is better to the teacher to continue the next cycle:
a. Planning
Before conducting the research, the researcher prepared the instrument of research, in the following:
1) Preparing lesson plan 2) Preparing material
3) Preparing list of the students’ name and scoring
4) Preparing an observation sheet (to know the situation of teaching learning process when method is implemented)
b. Implementation of the action
On Tuesday, 30 September 2014, the teacher (writer) and the observer entered the English class. In action 2, the teacher revised the teaching learning process in cycle I to get better result in cycle II. The teacher waited for a minute because some students still outside the class. Then teacher opened the lesson.
Teacher : “Assalamualaikum wr.wb” (Peace be with you) Students : “Wa’alaikumussalam wr.wb” (peace be with you
too)
Teacher : “how are you today?” Students : “I am fine, and you?”
Teacher : “I am great, thank you. Well students, did you study last night?
Students : “No…” Teacher : “why?
Students : “I am busy Miss, (they smile)
Teacher : “I gave you assignment last week. Have you done your assignment?”
Students : “is it correct Miss?” Teacher : “Good, submit it to me”
The students submitted their homework. Before starting the lesson, the teacher reviewed the previous lesson.
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Students : “Bullying Miss”
Teacher : “Good, Can you tell me the examples of Bullying?”
Students : “Mengambil dan merusak barang milik orang
lain, menggoda teman.”(It is taking or breaking someone’s thing and teasing friend)
Teacher : “Ok, what will you do when your friend is bullied?”
Students : “dibela dan dihadapi, lapor kepada orang
dewasa, nanti ujung-ujungnya lapor polisi” (They should be protected, be faced, we should tell toadult, and report to the policeman.)
After reviewing the previous material, the teacher gave pre-test to the students. They spent about 20 minutes to finish it and the teacher asked them to collect it. The teacher continued the lesson.
Teacher : “Where is bullying happened?
Students : “bullying can happen at the market, bullying at the bus”
Teacher : “Great, now we will talk about where and when bullying happened”
previous meeting and asked them to give name for their group. Teacher gave brooch to each chief in each group. They worked in groups and discussed each other.
Teacher : “have you done?” Students : “Yes, we have”
Teacher : “Now, each student in the same group checks task each other and sums the correct answer. After that you have to give the score. After finishing, submit it to me, please. I will sum each group’s score.”
Students : “Yes Miss.”
Finally, teacher gave summary of the lesson at the day. The students felt more satisfied because they did the task better than before. Then, the teacher gave students 20 minutes to do the post-test. After finishing the post-test, students submitted the answer sheet and teacher closed the meeting.
Teacher : “Let’s say Hamdallah (thanks to Allah) together to close our lesson today”
Students : “Alhamdulillahirabbilaalamiin” (Allah be praised)
Teacher : “I am sorry for my mistakes that I have made, thanks for your attention, and keep on struggle.
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Students : “waalaikumussalam wr.wb” (peace be with you too)
c. Observation
In the cycle II, the researcher obtains the field note from her collaborator. By monitoring the students’ activity in this action, the teacher could measure the students’ understanding about bullying
cases. Based on the observation, most of students were active in cycle II. They gave more attention to the teacher’s explanation and asked
some questions when they did not understand about the material.
d. Reflection
After analyzing the result of cycle I and cycle II, the researcher concluded that using Team Accelerated Instruction method can improve students’ reading comprehension. It can be seen by
comparing the result of test between cycle I and cycle II.
As the result of this cycle, the researcher observed the students’ score that was gained after the scoring the students’ pre and
Table 4.2
The Result of Pre Test and Post Test Cycle II
59
1) Calculating mean of pre-test a) Mean of Pre Test II
b) Mean of Post Test II
c) Mean of Pre Test = 64.72 d) Mean of Post Test = 73.71 e) Mean of Pre Test ≤ than post test
2) Calculating of Standard Deviation
From the data above, the teacher calculates SD pre test and post test
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3. Cycle III
a. Planning
The researcher prepared some instruments of the research, such as: 1) Making lesson plan and designing the steps in doing action.
2) Material (text about how to prevent bullying case).
3) List of students’ name.
4) Teaching aid (e.g hand out)
5) Observation sheet to evaluate the teaching learning process.
6) Preparing a test.
b. The implementation of the action
This cycle has been applied on Tuesday, 23 October 2012. The teacher and her collaborator entered in the English class. The teacher gave the students pre-test about 15 minutes before she started to teach. She asked the students some questions related to the material of the last meeting.
Teacher : “Okay class. Do you still remember when and where bullying happened?
Teacher : “Great, now we will discuss about how to prevent of Bullying. Before starting, I will review the materials. It was begun from bullying, the place of bullying cases, example of bullying case, and you should give your opinion about that!”
After that, the teacher gave the text about preventing of bullying and asked the students’ opinion about the text using power
point. It was meant to stimulate the students. Then, the students applied the Team Accelerated Instruction Method to teach them. Each student did the different number of the question in order to they did not cheat each other, but they should help their partner who got in trouble. However, the students should be critical thinking and they had to give their opinions and example to answer the questions. The teacher walked around the class to watch the discussion and to help students if students found any difficulties. Then they finished doing the assessment. After that the members of each group evaluated each other’s worksheet and submitted it to the teacher. The teacher
calculated how many score which got by each group. She announced the group which got highest score and gave reward for them. The students felt more satisfied because they do the task very well.
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Teacher : “Let’s say Hamdallah (thanks to Allah) together to close our lesson today”
Students : “Alhamdulillahirabbilaalamiin” (Allah be praised) Teacher : “I am sorry for my mistakes that I have made,
thanks for your attention, and keep on struggle.
assalamualaikum wr.wb” (peace be with you) Students : “waalaikumussalam wr.wb” (peace be with you
too, they clapped their hand).
c. Observation
In cycle III, the researcher still used same method like in the cycle I and cycle II but she used the different media to teach reading. She used power point. At the beginning teacher provided some questions to stimulate the students. They answered the questions well. There was student who was less attention and did not be spirit to join in English class. After doing the pre-test, the students were explained about the material. The teaching learning process in cycle III is more active than before. They had more understood what bullying is. The researcher would like to analyze the students’ improvement in reading
d. Reflection
After analyzing the result of cycle III, the researcher concluded that using Team Accelerated Instruction method can improve students’ reading comprehension. The students more easy to
understand the material, so that most of them did the test well. The students presented the result of their discussion better than before. The result of pre test and posttest in this cycle are higher than the cycle I and cycle II.
The following table is the final result score of the students in cycle III.
Table 4.3
The Result of Pre Test and Post Test Cycle III
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11. Rozakki
Fatkhurrohman
80 95 15 225
12. Sinta Ulfiana 70 75 5 25
13. Siti Rohimah 80 95 15 225
14. Sodiq Basuki 75 95 10 100
15. Suryadi 60 75 15 225
16. Tika Mila Sari 70 90 20 400
17. Trimanto 85 95 10 100
18. Walidatus Tsamrotul U 65 80 15 225
∑ = 1345 1530 185 2875
1) Calculating mean of pre-test a) Mean of Pre Test III
b) Mean of Post Test III
