This research aims to improve students' reading comprehension using Team Accelerated Instruction (TAI). Team Accelerated Teaching (TAI) is one strategy that allows students to work together, consisting of 4-5 students in each group. There was a significant improvement in the mean score of the students from pre-test, post-test I and post-test II.
Rata-rata nilai siswa meningkat dari Pretest 71,66 menjadi Posttest I 78,33 dan akhirnya menjadi 84,16 pada Posttest II. Oleh karena itu, dapat disimpulkan bahwa terdapat peningkatan yang signifikan dengan menggunakan Strategi Team Accelerated Instruction (TAI) terhadap pemahaman membaca siswa kelas XI IPA 4 SMA Negeri 1 Kotagajah. Penelitian ini dilakukan di kelas XI SMA NEGERI 1 KOTAGAJAH Penelitian ini menggunakan 30 siswa sebagai objek penelitian. Peningkatan signifikan nilai rata-rata siswa melalui pre-test, post-test I dan post-test II.
Nilai rata-rata siswa meningkat yaitu pretest 71,66, posttest I 78,33 dan posttest II yaitu 84,16. Dengan demikian dapat disimpulkan bahwa terdapat peningkatan pemahaman membaca siswa yang signifikan di kelas XI IPA 4 SMA NEGERI 1 KOTAGAJAH setelah penggunaan Team Accelerated Instruction (TAI). 6 Lembar Observasi Aktivitas Siswa Pada Siklus 1 7 Lembar Observasi Aktivitas Siswa Pada Siklus 2 8 Daftar Kehadiran Siswa.
INTRODUCTION
- Background of the Researh
- Probelem Identification
- Problem Limitation
- Problem Formulation
- Objectives and Benefits of the Research
- Objectives of the Research
- Benefits of the Research
Most of the students felt more comfortable asking their friends than their teacher in class, but sometimes the students only mingle with their closest friends. If the students only ask their best friend, this will give the students limited knowledge. The students should be given interesting reading material, motivation and the opportunity to study together to improve reading.
Accelerated team learning is a group work strategy in which students are divided into groups of four that are mixed by performance level, gender, and ethnicity. Based on the preliminary survey on April 1, 2017, at SMA NEGERI 1 KOTAGAJAH, the writer found that students' reading comprehension is still not satisfactory. Most students feel more comfortable asking their peers than their teachers in the classroom.
Based on the identification of the problem, the writer limited the problem that the students have difficulty in identifying the topic and thoughts from the text, so the writer limits her research on teaching reading through team accelerated instruction to the eleventh grade students of SMA NEGERI 1 KOTAGAJAH. This research is focused on understanding important information from text and improving students' reading comprehension.
THEORETICAL REVIEW
The Concept of Reading Comprehension
- Reading
- Reading Comprehension
The next step is for the lecturer to give points to the group's work and give "salute" reward to the group that can pass the tasks well and also to the group that still fails the tasks, for example by recognizing them as "the BEST group ” or “the EXCELLENT group”, etc. This research used Classroom Action Research (CAR), the purpose of which is to improve the students' reading comprehension and the result of the study in SMA Negeri 1 Kotagajah. I item that in the final cycle 1 has been done 9) The teacher and the students must review and draw the conclusion about the subject material that has been studied.
The result of the students' score in post-test II no. Students' code score Explanation. The frequency of the students' score in post-test II No score frequency percentage category. However, the results of the students' test were better than the students' post-test in cycle 1. 3) Observation.
The students understood the material and understood the text and they enthusiastically followed the lesson from cycle I to cycle II. Based on the graph above, it can be concluded that the use of Team Accelerated Instruction (TAI) can increase the reading comprehension of the students.
The Concept of Team Accelerated Intruction (TAI)
- Team Accelerated Instruction (TAI)
- The Procedures of Team Accelerated Instruction (TAI)
RESEARCH METHOD
- Research Setting
- Subject of the Research
- Research Procedure
- The Data Collecting Technique
- Test
- Observation
- Documentation
- Field Note
- The Data Analysis Technique
- Observation Guidance
- Documentation Guidance
- The Indicator of Success
Therefore, the researcher makes the observation list to know the students' activity in the classroom directly. In this meeting, the students were expected by the teacher to receive specific information about the personal letter text. But the results of the students' tests were better than the students' tests before they gave treatment.
The researcher checked the students' score before and after using Team Accelerated Instruction (TAI) to learn the text of the personal paper.
RESEARCH RESULT AND DISCUSSION
Research Result
- Description of Research Setting
- Description of Research
The researcher used Team Accelerated Instruction (TAI) to improve reading comprehension because, based on the pre-survey result, the researcher had information that the 11th graders of SMA Negeri 1 Kotagajah had low reading comprehension. The study outcome was obtained through a test administered to the students at the beginning of the study and at the end of each cycle, while the activity data was obtained from the observation when the learning activity took place. The pre-test was administered on September 28, 2017 in 45 minutes before the students performed the action.
This is the reason why the researcher used Team Accelerated Instruction (TAI) to improve the students' reading comprehension in personalized letter text. a. In the last 45 minutes we as the post-test 1, the students did the test individually, after the students were given the action. This happens because the students do not understand the meaning of the text, although the teacher guided the students to do the task.
At the end of cycle 1 the results of students' . activities improve from the first meeting to the next meeting. This meeting was used as the post-test II at the end of cycle II, for 2 x 45 minutes the students were given the action. It was well completed by the students where they had to understand the meaning of a text by themselves without their group.
In this step, five indicators were also used to know the activities of the students as in the learning process before. Based on the results of the observation sheet in II. cycle, the researcher stated that the learning process in II. The activities of students who had a high percentage were paying attention to the teacher's explanation (83.3%) and students who could complete the task in cooperation with their group (100%), students who responded to the teacher's explanation (80 %).
Then the students were asked/answered the question. They showed students' creativity to their group (80%) and the last students contributed the active ways to their group (86.6%). It could be inferred that using Team Accelerated Instruction (TAI) to teach personal letter text could improve students' reading comprehension because there was an improvement from the mean in post-test I 78.33 to 84.16 in post-test II. The comparison between the students' scores at pre-test, post-test I and post-test II has taken.
Discussion
Based on the result of the above observation, it can be concluded that the result of using Team Accelerated Instruction (TAI) strategy to teach personal letter text was good. From the improvement in each cycle, it is clear that the implementation of Team Accelerated Instruction (TAI) can improve students' reading comprehension, although the post-test improvement. From this we can conclude that the scoring result of the students in the pretest to posttest I to posttest II reached the criteria of the success indicator with a percentage of up to 75% in the last cycle.
Students who achieved the standard improved from pre-test to post-test 1 and from post-test 1 to post-test 2. Interpretation of data on student learning activities was obtained from the overall student learning activity on the observation sheet. Based on the results of the implementation of reading comprehension using Team Accelerated Instruction (TAI) in two cycles of action research in the classroom, the researcher would like to conclude as follows.
It is clear that Team Accelerated Instruction (TAI) will be able to improve students' reading comprehension. I will now tell you about some of the things you will experience here in Indonesia. Introduction: The opening of the letter usually starts with "how are you?" or refers to previous letter.
CONCLUSION
Conclusion
The use of Team Accelerated Instruction (TAI) in the learning of English, especially material Personal Letter can improve the students' reading comprehension in the eleventh graders of SMAN 1 Kotagajah especially in XI IPA 4. The results of pre-test and post-test show that there has been improvement from the pre-test to the post-test. From pre-test to the post-test cycle I there is an improvement of approximately 6.67 points, and from the post-test cycle I to the post-test cycle II there is an increase of approximately 4.83 points.
Suggestion
To try, process and present various things in the field of the concrete (use, analyze, compose, . modify and . create) and the field of the abstract (write, read, count, . draw and . compose) in . Teacher gives chance to students to ask questions if they are still confused from the text regarding the personal ext specific information. Each student tries to answer the questions related to the text given by teacher.
