Skripsi
THE EFFECT OF USING TEAM ASSISTED INDIVIDUALIZATION (TAI) ON STUDENTS’ READING ACHIEVEMENT (An Experimental Study on the Eight Grades Students of SMP Ihasinyah Tegal in the Academic Year of 2014/2015)
Key Words: Team Assisted Individualization (TAI), Reading Achievement
.The objectives of this research are to find out whether the use of Team Assisted Individualization (TAI) gives positive effect on students’ reading achievement, and to find out whether there is a significant difference of reading achievement between students who are taught by using Team Assisted Individualization (TAI) and students who are taught without using Team Assisted Individualization (TAI) to the eight grade students of SMP Ihsaniyah Tegal.
Based on the theory, the research hypothesis is drawn as follows: there is positive effect and significance differences after they are taught using index card match technique. This study is an experimental. Two-group design was used in this experiment. Population of this research is the eight grade students of SMP Ihsaniyah Tegal which are totally 149 students. The writer uses random sampling as the method to get the sample. The total number of the samples are 48 students. The tests are used in this research include pre and post test. Post test is used to test both of hypothesis.
On the first hypothesis the data shows score of t table at 95% level of confidence and on the degree of 24 is 1,711. While t test is 7,273, so t-ratio is higher than t table (7,273>1,711). According to the calculation, the null hypothesis is rejected. It means there is a positive effect on students’ reading achievement after they are taught by using Team Assisted Individualization (TAI).
While for the second hypothesis the data shows score of t table at 95% level of confidence is 1,678. While t test is 3,124, so t-ratio is higher than t table (3,124>1,678). According to the calculation, null hypothesis is rejected. It means that there is significance differences on reading achievement between the students who are taught by using Team Assisted Individualization (TAI) and students who are not taught by using Team Assisted Individualization (TAI).
By using Team Assisted Individualization (TAI), the students became active in teaching learning process. The students were interested in reading class with their groups and encouraged to ask the researcher directly while they were facing problems, and the students became more independent to solve their problems by discussing with their partners in groups. Therefore, the writer recommends the English teachers to use Team Assisted Individualization (TAI) to increase the students’ reading achievement.
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