The objective of this research is to determine whether the use of team accelerated instruction strategy can improve the reading skills of eighth grade students in SMP Wiratama Kotagajah. The researcher notes that the team accelerated teaching strategy could be one of the strategies in the learning process of teaching. The researcher gave one pre-test before treatment, two treatments and two post-test, the subject of this action research are eighth grade in SMP Wiratama Kotagajah Central Lampung.
Hal ini menunjukkan bahwa skor rata-rata meningkat setelah penerapan tindakan atau setelah penggunaan strategi pengajaran berakselerasi tim dalam proses belajar mengajar. Dapat disimpulkan bahwa penggunaan strategi team-accelerated instruction dapat meningkatkan keterampilan membaca siswa kelas VIII SMP Wiratama Kotagajah Lampung Tengah. Dapat disimpulkan bahwa strategi penempatan kelompok dapat meningkatkan kemampuan membaca siswa kelas VIII SMP Wiratama Kotagajah Lampung Tengah.
Realizing that this undergraduate thesis is on “Improving Student Reading Skills through Team Accelerated Instructional Strategy in Eighth Grade of SMP Wiratama Kotagajah Central Lampung” would not be achieved without the help and support of many helpful individuals.
INTRODUCTION
- Background of The Study
- Problem Identification
- Problem limitation
- Problem formulation
- Objective and Benefit of Study
There are some factors that influence the students in mastering English especially in reading skills. If the students' English skills are poor, this will affect their performance, especially in reading skills. Based on the observation with the eighth grade English teacher in SMP Wiratama Kotagajah, it has been determined that the reading skills of the students are not yet sufficient.
The above data shows that the reading skills of the students need to be improved. Therefore, the researcher will conduct the research titled: "Improving the reading ability of the students through team-accelerated instruction strategy in the eighth grade of SMP Wiratama Central Lampung. In accordance with the above-mentioned problems, the researcher restricts the problem only to teach the students improve.' reading skills by using team-accelerated instruction in eighth grade of SMP Wiratama Kotagajah Central Lampung D.
Based on the above problems, the researcher formulates the problem in this research as follows: “can the use of Accelerated Team Learning Strategy improve the reading skills of students in the eighth grade of SMP Wiratama Kotagajah Central Lampung.
THEORETICAL FREAMWORK
Theoretical Review
- Reading
- Team Accelerated Instruction
According to Robinson's team, accelerated instruction is a strategy in which students take a placement test and begin instruction at an appropriate place in an individualized order. Team Accelerated Instruction is a research and development program on a strategy that combines cooperative learning and learning. According to Kagan, Team Accelerated Instruction is designed to allow each student to progress at his or her own pace and work on the skills he or she needs most.21.
In addition, team-accelerated teaching has students divided into groups and they work on their assignments and then help other group members with their assignments. Based on the above statement, we can conclude that team-accelerated teaching teaches cooperation by forming teams of students who can help each other achieve team goals and improve individual skills. In a team accelerated instruction strategy, students must check their work and work with each other on a set of specific questions, and the teacher can give a cursory explanation of what the questions were.
There are some advantages of team-accelerated instruction, these are: individualization meets needs of all students, allows students to succeed at their own level.
Action Hypothesis
RESEARCH METHOD
The Operational Definition Of Variable
In this research, the researcher conducts action research in the classroom to observe the students' reading skills. The tests will let you know about the achievements of the students before and after the learning process. The researcher received a pretest from the students at the first meeting before administering the treatment.
This research used classroom action research, the purpose of which was to increase students' activity and the result of the study in SMP Wiratama Kotagajah Central Lampung, where the researcher previously did the pretest first. In order to know the students' reading skills in eighth grade science 1 before implementing the treatment, the researcher conducted the pretest. The above table was the result of pretest, it could be seen that the score for the students' reading skills was different.
It was shown that the result of the students' reading skills in the pre-test was not satisfactory. The researcher gave the students the task of reading a narrative text as a posttest in Cycle I. b. The teacher taught the students to understand the text, suitable with the strategy of team-accelerated teaching.
Based on the result of the first posttest, it was clear that the average score of the students in the pretest was 57.53 and in the first posttest 64.42. Based on the results of the students in cycle I, the researcher prepared a curriculum, materials, media, a sheet for observing answers and a test for pretest and posttest II. b. Comparison of students' activities in I. and II. cycle Without student activities 1st cycle 2nd cycle Note.
The result of the students' activities has improved from cycle 1 up to cycle 2. The improvement can be examined based on the results of the students' pretest scores. So it can be concluded that using team accelerated teaching strategy can improve students' reading skills.
It means that using the team-accelerated instruction strategy can improve the reading skills of the students. By using team-accelerated instructional strategies in teaching reading, especially reading literacy, it can improve the reading skills of the eighth grade students of SMP Wiratama Kotagajah Central Lampung. The teacher is advised to choose an appropriate strategy in the learning process that can improve the students' ability in English, especially reading skills.
Setting of The Research
Subject of The Research
Action Plan
- The Definition of Classroom Action
- Classroom Action Research procedure
Planning is the first step in every activity, the researcher and the collaborator will discuss the planning of action. In this step, the teacher must do the appropriate activities according to the planning made by the researcher. In this step, the researcher observes the process of teaching learning by using the instrument of observation.
In this phase, the researcher analyzes the test result, uses an observation sheet. Researcher as . the teacher also conducts self-evaluation; it is expected to reform in the next cycle. The researcher will try to see and rethink something the researcher has done.
By reflecting, the researcher will know the strength and the weakness of the action that the researcher has taken.
Data Collection Method
After comparing the distribution of pre-test and post-test scores, the researcher reviews and reflects on the teacher's attitude and performance whether it is positive or negative. Improvement can be seen if the average post-test score is higher than the pre-test. Observation is observing and measuring the world around you, including observations of people and other measurable events.31 It has been used to obtain data about students and teachers' activities in the teaching and learning process.
Documentation is an instrument for collecting data about the previous event that has been documented. The researcher uses this method to get data about the history of the school, the sum of teachers, officials and students of SMP Wiratama Kotagajah. The researcher uses field notes to make it easy to analyze and collect data more accurately.
The researcher used this strategy to know the activities of students and record all the data during the teaching process, which is done after the teaching learning process is completed.
Data Analysis Technique…
The Indicator of Success…
Then the class leader led for forgiveness, then the teacher greeted the students and they responded. In this meeting, it started with prayer together, and then the teacher checked the presence of the students and asked about the condition of the students. The above table showed that the result of the students' reading skills in the cycle after test I was not satisfactory.
Based on table 19 and diagram 2 above, it can be deduced that using team accelerated teaching strategy can improve students'.
RESULT AND DISCUSSION
Description of the Result Location
- The History of Location
- The Condition of Teacher and their Educational Background
- The Quantity of the Students
- Organization of Research Location
Description of Research Data
Interpretation
Students enjoy more because the accelerated teaching team strategy can help them to read. Students should be more active and interested in the learning process, especially in the English program. It is suggested that the headmaster should take greater care of the teacher and the students in the learning process, especially English.
1. Memahami pentingnya teks lisan fungsional dan monolog pendek sederhana berbentuk deskripsi dan narasi untuk interaksi dengan lingkungan sekitar. Sesampainya di pantai, kami dikejutkan dengan pemandangan pantai yang indah. Sesampainya di pantai, kami dikejutkan dengan pemandangan pantai yang indah.
Score pre-test of eighth grade students' reading skills at SMP Wiratama Kotagajah No Name. The researcher gives a pre-test, but all the students don't know what the Team Accelerated Instruction is and how to do it in Team Accelerated Instruction. The researcher explains the strategy and the steps in the strategy so that the students can understand what the strategy is and how the strategy should be implemented.
The researcher asks students to practice the strategy with their team, so that the students can have more confidence if the researcher asks to practice in front of the class.
CONCLUSION AND SUGGESTION
Conclusion
Based on the result of the analysis on chapter IV it can be seen that in cycle I the mean score of pre-test cycle I was 57.53 and the mean of post-test in cycle I was 64.42.
Suggestion
Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk descriptive dan retelling untuk berkomunikasi dengan lingkungan sekitar. Memahami makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan narrative yang berkaitan dengan lingkungan sekitar. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan narrative untuk berkomunikasi dengan lingkungan sekitar.
Kompetensi Dasar: 11.1 Membaca nyaring teks fungsional dan esai pendek sederhana berbentuk descriptive dan narrative dengan lafal, tekanan dan intonasi yang berterima dalam kaitannya dengan lingkungan sekitar.
