TEACHING READING COMPREHENSION USING TEAM ACCELERATED INSTRUCTION (TAI) TECHNIQUE
Abstract
This study aims at examining whether students’ reading comprehension can be improved by using Team Accelerated Instruction (TAI) technique. This research used pre experimental design with one group pretest and post-test. The sample of this research was 34 students of tenth grade of SMK Pasundan 1 Cimahi in academic year 2017/2018. The instrument of this research was test which consist of multiple choice question. The data of this research was collected by giving reading comprehension test to students. The collected data of this research was analyzed using SPSS program. Then, the result of data analysis showed that mean of pretest 55.59 and after the implementation of Team Accelerated Instruction (TAI) technique the mean of posttest became 67.79. It shows that there are significant differences between pretest and posttest. Based on the data analysis, the null hypothesis was rejected. In other words, teaching reading comprehension using Team Accelerated Instruction (TAI) technique had significance improvement on students’ reading comprehension. The implementation of Team Accelerated Instruction (TAI) technique in teaching reading comprehension was able to resolve those difficulties since it required the students to share, discuss, and unite their thought or problem on comprehending the content of the text with other members of their group.
Downloads
References
Creswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. Bandung: Pearson Education Inc.
Depdiknas. (2006). Curriculum for Senior High School Students. Jakarta.
Dornyei, Z. (2007). Research Methods in Applied Linguistics. International Journal of Applied Linguistics. https://doi.org/10.5054/tj.2010.215611
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw Hill Companies.
Goodman, Y. M. (1980). Reading Strategies Focus on Comprehension. Singapore: B&J Enterpries PTE Ltd.
Guilford, J. P. (1956). Fundamental Statistics in Psychology and Education. New York: McGraw Hill.
Hamra, A., & Syatriana, E. (2015). Developing a Model of Teaching Reading Comprehension for Efl Students. Teflin Journal, 21(1), 27–40. https://doi.org/10.15639/Teflinjournal.V21I1/27-40
Istikhayatun. (2015). The Use of Team Accelerated Instruction Method to Improve Students’ Reading Comprehension.
Kaswan, & Suprijadi, D. (2013). Research in English Education. Bandung: Putra Praktisi.
Purnami, A. S., Widodo, S. A., & Prahmana, R. C. I. (2018). The Effect of Team Accelerated Instruction on students ’ mathematics achievement and learning motivation. Journal of Physics: Conferences Series, 948. https://doi.org/10.1088/1742-6596/948/1/012020
Setiani, R. (2018). The Implementation of Lesson Study to Improve Student’s Vocabulary Mastery Through Team Accelerated Instruction (TAI). Jurnal Elsa, 16(1), 33–38.
Slavin, R. E. (1987). Cooperative Learning: Student Teams. What Research Says to Teacher (Second). Washington DC: National Education Association.
Tarigan, G. (2008). Membaca Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa Bandung.
Tavakoli, H. (2012). A Dictionary of Research Methodology and Statistics in Applied Linguistics. Tehran: Rahnama Press.
Wiguna, I. G. P. (2017). The Implementation of TAI (Team Accelerated Instruction) in Improving Descriptive Paragraph Writing Ability of the Eighth Grade Students of SMPK 2 Harapan in Academic Year 2016/2017.
Copyright notice:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)