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)

SALATIGA

2015

ii

iii

iv

MOTTO

“Every hardship is followed by ease. Really, every hardship is followed by ease”,

Zayid (1980)

(Q.S Al Inshiroh, verse 6)

v

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.

4. Mybig family of IMM (Muhammadiyah Students Association) Salatiga

city who fills my life with spirit to struggle.

vi

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.

9. My beloved parents Mr. Budi Santoso and Mrs. SitiFatikatun, 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.

vii

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,

Istikhayatun 11310 117

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.

This research is aimed to improve the students’ reading comprehension through

Team Accelerated Instruction Method. This research has three objectives of the

study are 1) how is the implementation of Team Accelerated Instruction Method

to improve the students’ reading comprehension?, 2) whether the use of Team

Accelerated Instruction Method is able to improve the students’ reading

comprehension or not, and 3) how far is the improvement of the students’ reading

comprehension of the eleventh grade students of SMA Muhammadiyah Plus

Salatiga?. This research was conducted at SMA Muhammadiyah Plus Salatiga in

the academic year of 2014/2015 especially in XI MIA (Mathematics and Science)

Class. The method of this research used Classroom Action Research (CAR).

There were three cycles; each cycles comprised planning, implementing of the

action, observing and reflecting. The techniques of collecting the data are

observation, test and documentation. The results show that the students’ reading

comprehension improves significantly. The T-calculation results show that the T-

calculation of cycle I is 3.32, cycle II is 3.53, and cycle III is 5.78. The students

who reach standardized score in cycle I, the percentage for pre-test is 11.1 % and

post-test is 22.2 %. In cycle II, the percentage for pre-test is 27.7 % and post test

is 61.1 %. In cycle III, pre-test is 61.1 % and post-test is 94.4 %. So, it can be

concluded that there is significant improvement of students’ reading

comprehension by applying Team Accelerated Instruction Method in XI MIA

Class of SMA Muhammadiyah Plus Salatiga in the academic year of 2014/2015.

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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

H. Graduating Paper Organization….……………………………………… 9

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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

C. The Method of the Research…………………………………………….. 35

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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

REFERENCES

APPENDIXES

xii

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

Table 4.7: The mean of students’ score……………………………... 68

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.

Being active readers, the students are able to receive information and

processing of information as well as they can.

2

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)

The other factors come from the teacher. The students do not

understand the subject well if they do not find out any variation in the

3

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,

get up and look what others did and verbalize to learn (Kagan, 2009: 124).

Team Accelerated Instruction method is a group work that the students are

divided into groups of four that are mixed in performance level, gender, and

4

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

the students’ reading comprehension.

5

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:

1. To describe the implementation of Team Accelerated Instruction Method

in improving students’ reading comprehension to the eleventh grade

students of SMA Muhammadiyah Plus Salatiga in the academic year of

2014/2015.

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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

This study is expected to help the teacher applies Team

Accelerated Instruction in the process of teaching and learning. For the

students it is expected to give a solution to comprehend reading materials,

so they have more spirit in studying English. And the result is objected to

help the researcher increasing the students to express their opinion, and

students easily master both spoken and written form. This research also

hoped to contribute to the Senior High School students to enlarge their

knowledge.

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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

Team Accelerated Instruction method is a group work that the

students are divided into groups of four that are mixed in performance

level, gender, and ethnicity. Team members work on different units.

Teammates check each other’s work against answer sheets and help one

8

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

concluded that using Team Accelerated Instruction is able to help the students

to improve the students’ vocabulary mastery. The implementation is being

popular and reasonable because it can give the students a great motivation

and challenge to read more in English learning. There was a changing of

students’ behavior after they followed English class using Team Accelerated

Instruction. The students become more active and confident because they are

working in groups (Habibullah, 2011). So, it can be concluded that Team

Accelerated Instruction can be implemented in teaching reading.

9

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:

Chapter I is Introduction. It contains background of the study,

limitation of the problem, statement of the problem, objective of the study,

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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

Appendixes

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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.

Students have equal opportunities for success because all have been prior

knowledge, it is as easy for difficult for allow achiever to complete three

12

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.

e. Each week, teacher sums how many questions can be answered by

each group. Reward is given to groups that are able to answer

13

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

a. The students are possible to cheat each other.

14

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)

Carrell (1988: 12) states that Reading is a receptive language

process in hat it stars with linguistic surface representation encoded by a

writer and ends with meaning which the reader constructs. There is thus an

essential interaction between language and thought in reading. The writer

encodes thought as language and the reader decode language to thought.

15

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

The purposes of reading described by Grabe (2009: 8-10) there are

at least six main purposes for comprehensive reading. These purposes

include:

16

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.

f. Reading for general comprehension

17

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.

18

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.

c. Students should be encouraged to respond to the content of a reading

text, not just the language. It is important to study reading texts for the

19

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

prior knowledge and students’ experiences, how to comprehend the text,

how to analyze the text and the paragraph, which have been realized into

lexico grammatical, grammar and vocabulary.

20

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.

Comprehension includes the correct association of meanings with

word symbols, the selection of the right meaning suggested by the content,

21

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

In constructing the meaning of a text, readers may engage in

different types or levels of thinking. According to Heilman, Blair, &

22

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.

3) Summarization of story content.

23

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).

4. Factors Affecting Students on Reading Comprehension

24

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

Method of teaching that concentrate on the recognition of

individual words but neglect attention to meanings that can be derived

25

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.

g. Adjustment of reading techniques to purpose and type of material

Effective reading requires a flexible approach to the printed

page. There should be versatility in adapting the reading method to the

reading purpose and to the nature of the material being read.

26

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

been read.

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:

1. General Information of SMA Muhammadiyah (PLUS) Salatiga

Senior High School Muhammadiyah (PLUS) Salatiga is

located at Kyai Haji Ahmad Dahlan street, No.1, Soka, RT 03 / RW

06, Sidorejo Lor, Salatiga. It was built on State-Own Area as wide

5.445 and building area as wide 1.885m2.

The total number of

students of SMA Muhammadiyah Plus Salatiga in academic year of

2014/2015 is 148 students. They consist of 59 male students and 89

female students. The detail of this school described as follows:

28

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.

c) Growingspirit of achievementin theschool community.

d) Growing joy ful learning, familiar, and participate actively.

29

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

No Subject

1. Mathematic

2. Indonesian Language

3. English

4. Javanese

5. Physics

6. Chemist

7. Biology

8. Sociology

9. Economy

10. Geography

11. Penjaskes (Sport)

12. Art and Culture

13. Islamic Studies

14. Counseling

15. Japanese

16. Civic Education

17. Indonesian literature

18. Anthropology

Source of SMA Muhammadiyah Plus

4. The Teachers of SMA Muhammadiyah (PLUS) Salatiga

In this school there are 20 teachers in total. Those teachers

teach different subject divided into 18 subjects. The lists of the

teachers can be seen on the table 3.2 below:

30

Table 3.2 List of Teachers SMA Muhammadiyah (PLUS)

Salatiga in the academic year of 2014/2015

No. Name Education Subject

1. Dian Indrihartani, S.Sos,

M. Pd

S2 Sociology

2. Drs. Amin H, M. Pd S2 Indonesian Language

3. Dwi Swastiningsih, S. Pd. S1 Counseling

4. Dra. Suratilah S1 Civic Education

5. NurHadi, S. Ag. S1 Islamic Study

6. Dra. Widyastuti, M. Pd S2 English

7. Drs. HeruSutopo. S1 Conseling

8. Sapto Rini H, S. Pd

S1 Indonesian

Language&Literature

9. Dra. Siti Ruqoyah. S1 Islamic Study

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

Source of SMA Muhammadiyah Plus Salatiga

31

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

Study

Students

X XI XII Total

Male Female Male Female Male Female Male Female

MIA 10 22 8 10 18 32

IIS 12 13 9 11 21 24

IBB 4 11 3 4 7 15

IPA 5 11 5 11

IPS 8 7 8 7

Sum 26 46 20 25 13 18 59 89

8. Students’ Activities

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

f. Theater

g. Free day

h. English club

32

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

Source of SMA Muhammadiyah Plus Salatiga

33

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

No. Name Total

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

Sport Equipments

Laptop

LCD proyektor

Speaker

Computer

Hotspot

Microphone

Sound

Printer

Lab equipments

VCD

±20

6

4

3

10

2

3

2

5

±25

2

Sum ±85

B. The Subject of the Research

In this research, the writer chooses SMA Muhammadiyah Plus

Salatiga as object of the study especially the eleventh grade students. The

eleventh grades consist of three class groups, they are MIA (Mathematics

and Science), IBB (Linguistics and Culture), IIS (Social Sciences), but the

writer took one class group, MIA. The number of the participants is 18

students. They are 10 girls and 8 boys. Their native language is Indonesian

Language. The average age of the participants is 16 years old. They have

34

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

the sample. The reason is the students of MIA Class are low in reading

comprehension. Purposive sampling is a technique to takes sample

based on consideration, Sugiyono (2008: 85).

35

Table 3.7 List of Sample of MIA Class of SMA

Muhammadiyah Plus Salatiga In the Academic Year of

2014/2015.

No. NIS Name

1. 4370 Afthon Azhanul U

2. 4371 Altika

3. 4377 Dhea Dwi Safitri

4. 4385 Imam Mashuri Assidik

5. 4386 Imas Racmasari

6. 4390 M. Saefudin

7. 4392 Mei Gita Dewi Parma

8. 4398 Nisaul Mufidah

9. 4399 Nur Lestariningsih

10. 4426 Ricky Demas Prihardian

11. 4407 Rozakki Fatkhurrohman

12. 4408 Sinta Ulfiana

13. 4409 Siti Rohimah

14. 4410 Sodiq Basuki

15. 4410 Suryadi

16. 4412 Tika Mila Sari

17. 4416 Trimanto

18. 4417 Walidatus Tsamrotul Ummi

C. The Method of research

The type of this research is classroom action research (CAR).

According to Kemmis as quoted by Hopkins (1993: 44) that action

research is a form of self reflective inquiry undertaken by participant in a

social (including educational) situation in order to improve the rationality

36

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

f. Making pre-test and post test each cycle

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

In this stage, the researcher analyzes the result of the test,

uses the observation sheet. That will be used to revise the steps in

Cycle I in order to be better than before. The researcher as a teacher

also does self evaluation; it is expected to reform next cycle.

38

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

The researcher will use test as one of research instrument in

order to know students’ ability and to know how well the students can

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

Descriptive qualitative technique is used to know students

participation and their activities in classroom. In this case the writer

will use field note in which record all of activities in classroom. It

40

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

D = difference between pre test and post test

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:

To = T- test for different of pre-test and post-test

SD = Standard deviation for one sample t-test

D = difference between pre test and post test

N = the number of observation in one sample

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

4) Preparing list of the students’ name and scoring

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.

Before the lesson, the teacher gave 15 minutes for students to

do pre-test. She divided the sheets and walked around the class in

order to check students along do the test. After students finished the

pre-test, she began the teaching learning process. The teacher

introduced the model of presentation in studying English especially

reading through Team Accelerated Instruction method and explained

the role of Team Accelerated Instruction method. She showed a

picture of Bullying to the students to stimulate the students’ curiosity.

44

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”

Teacher : “Before we start our lesson I will give pre-test to

you. I give you 15 minutes to finish it.”

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?”

Students : “Bullying is a serious issue that has to be solved, it

is happening everywhere”

46

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

task. I will divide you into the groups, each group

consists of four students, pay attention please. I will

give you assignment, you should do by yourself, but

if you get difficulties, you can discuss with your

friend on your group. After that, all members have

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

di akhir pertemuan” (You have to work in groups,

but each member of the group do the different

number of question. If one of your members in your

group gets in trouble, you should help them but do

not cheat each other. After doing questions, you

have to check or review your friends’ worksheet. I

will give reward for a group which get highest score,

in the end of the meeting, Okay do the best for your

group

48

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,

assalamulaikum wr.wb (peace be with you)”

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.

However, there is weakness that happened in the teaching

learning process in cycle I. Some students still ask to the other

students when do individual task. So, the researcher has to encourage

the students to do the task by themselves. She needs to ask the

students to bring dictionary to help their vocabulary difficulties. The

researcher will use the same method to teach reading with the different

topic for the next meeting to get better result.

50

Table 4.1

The Result of Pre Test and Post Test Cycle I

No. Name Pre-Test

I (X)

Post-Test

I (Y)

Post-Pre

D

1. Afthon Azhanul U 45 65 20 400

2. Altika 75 60 -20 400

3. Dhea Dwi Safitri 55 60 5 25

4. Imam Mashuri 35 65 30 900

5. Imas Racmasari 60 70 20 400

6. M. Saefudin 40 60 20 400

7. Mei Gita Dewi Parma 55 60 5 25

8. Nisaul Mufidah 50 60 10 100

9. Nur Lestariningsih 50 55 5 25

10. Ricky Demas P. 50 65 15 225

11. Rozakki

Fatkhurrohman

75 50 -25 625

12. Sinta Ulfiana 30 55 25 625

13. Siti Rohimah 50 60 10 100

14. Sodiq Basuki 40 75 35 1225

15. Suryadi 45 50 5 25

16. Tika Mila Sari 55 75 20 400

17. Trimanto 55 75 20 400

18. Walidatus Tsamrotul U 50 65 15 225

∑ = 915 1130 215 6525

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 = √

(

)

52

SD = √

(

)

SD = √

SD = √

SD = 14.82

3) T-test calculation

T = (

)

(

√ )

T= (

)

(

√ )

T =

(

√ )

T =

(

)

T =

T = 3.32

T calculation is 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)

5) Preparing a test (to know whether students’ reading

comprehension is improve or not when the method is applied).

54

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.

Teacher : “Did you still remember our lesson last week?

55

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”

Teacher explained about the places of bullying case. In the

other hand, students were active to give their opinion. At the moment,

teacher asked them to gather with their group which same with the

56

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.

assalamualaikum wr.wb” (peace with you)

57

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

post test in cycle II. The following table is the final result score of the

students in cycle II.

58

Table 4.2

The Result of Pre Test and Post Test Cycle II

No. Name Pre-Test

II (X)

Post-Test

II (Y)

Post-Pre

D

1. Afthon Azhanul U 65 75 10 100

2. Altika 55 65 10 100

3. Dhea Dwi Safitri 55 75 20 400

4. Imam Mashuri 80 65 -15 225

5. Imas Racmasari 75 85 10 100

6. M. Saefudin 50 75 15 225

7. Mei Gita Dewi Parma 55 70 15 225

8. Nisaul Mufidah 60 75 15 225

9. Nur Lestariningsih 75 80 5 25

10. Ricky Demas P. 60 80 20 400

11. Rozakki

Fatkhurrohman

60 80 20 400

12. Sinta Ulfiana 80 65 -15 225

13. Siti Rohimah 70 80 10 100

14. Sodiq Basuki 70 75 5 25

15. Suryadi 55 60 5 25

16. Tika Mila Sari 60 65 5 25

17. Trimanto 75 85 10 100

18. Walidatus Tsamrotul U 65 70 5 25

∑ = 1165 1325 150 2950

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

f) There is an improvement of reading comprehension through Team

Accelerated Instruction Method between pre test II ( before the

action) and the post test II (after the action)

60

2) Calculating of Standard Deviation

From the data above, the teacher calculates SD pre test and post test

SD = √

(

)

SD = √

(

)

SD = √ ( )

SD = √

SD = √

SD = 9.71

4) T-test calculation

T = (

)

(

√ )

T = (

)

(

√ )

T =

(

√ )

T =

(

)

T =

T = 3.58

61

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?

Students : “Yes mom, it happened on the bus, at the school, on

social media, and anywhere”

62

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.

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.

63

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

comprehension by calculating the result of pretest and posttest.

64

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

No. Name Pre-Test

III (X)

Post-Test

III (Y)

Post-Pre

D

1. Afthon Azhanul U 75 90 15 225

2. Altika 70 80 10 100

3. Dhea Dwi Safitri 75 80 5 25

4. Imam Mashuri 80 85 5 25

5. Imas Racmasari 70 85 15 225

6. M. Saefudin 60 75 15 225

7. Mei Gita Dewi Parma 80 90 10 100

8. Nisaul Mufidah 75 90 15 225

9. Nur Lestariningsih 85 95 10 100

10. Ricky Demas P. 80 60 -20 400

65

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

66

c) Mean of Pre Test = 74.72

d) Mean of Post Test = 85

e) Mean of Pre Test ≤ than post test

f) There is an improvement of reading comprehension through Team

Accelerated Instruction Method between pre test III ( before the

action) and the post test III (after the action)

3) Calculating of Standard Deviation

From the data above, the teacher calculates SD pre test and post test

SD = √

(

)

SD = √

(

)

SD = √ ( 0 )

SD = √

SD = √

SD = 7.35

67

4) T-test calculation

T = (

)

(

√ )

T = ( )

(

√ )

T =

(

√ )

T =

(

)

T =

T = 5.78

B. Analysis and discussions

1. Analysis

From the result of analyzing in cycle I, cycle II and cycle III. There

is significant improvement on the students’ ability. That will be explained

in the table below:

68

Table. 4.6

The Mean and T-calculation of Students’ Scores

No Analyze Cycle I Cycle II Cycle III

1. Mean

Pre test

Post test

50.83

62.78

64.72

73.71

74.72

85

2. t-table N=18 2.75 2.75 2.75

3. t-calculation 3.32 3.53 5.78

The table shows that T-calculation is higher than T-table which

means there is significant improvement to the students’ reading

comprehension from cycle I, cycle II and cycle III. The result of t-

calculation in cycle I is 3.32, cycle II is 3.53 and cycle III is 5.78. It means

that the application of Team Accelerated Instruction Method can improve

students’ reading comprehension. It means that the application of Team

Accelerated Instruction Method can improve students’ reading

comprehension. From the finding research above, it can be shown that the

using of TAI method can improve the students’ reading comprehension

because this method encourage the students do the best for their group.

In addition, the mean of pre test and post test of each cycle

improved significantly. The mean of pre test in cycle I is 50.83 and post

test cycle I is 62.78. In cycle II, the mean of pretest is 64.72 and post test

is 73.71. In cycle III, the mean of pre test and post test is 74.72 and 85.

The result shows that the finding in cycle I and cycle II are lower

than the standardized score (kriteria ketuntasan minimal) in score 75. In

69

cycle III, the mean of post test is 85, it is successful to achieve the

standardized score. In this case, the different result could happen because

there are some problems occurred. In cycle I, the students are not familiar

with the vocabulary in the text. In cycle III, only one student who gets

score less than standardized score, it is 60. However, the result of test in

cycle I, cycle II and cycle III improved.

2. Discussion

Team Accelerated Instruction is one of method which the students

have to work in group. They can discuss with their member in group when

they cannot understand a question. By discussion, teaching-learning

process is more fun. In addition, giving reward can motivate the students

to increase their achievement in studying English. In TAI, the teacher has

to give reward for the group who gets the highest score, and it proved that

the students do the best for their group.

Related to the writer’s finding in the previous research, TAI

method helps students to achieve the team goal and encourage students to

help another. However, students take final test without teammate’s help

and teacher gives the score to the students based on their personal

achievement (Slavin, 2005: 191). In addition, by research finding of

Habibullah is “Using Team Accelerated Instruction method to improve the

vocabulary mastery of the fourth graders of SD Negeri Sumberarum

Tempuran in the School Year 2011-2012”, It can be concluded that Team

70

Accelerated Instruction method is not only applied in teaching vocabulary,

but also it is one of the effective method to improve students’ reading

comprehension. By using this method, the students can achieve the major

goal of reading, which is to understand the printed language (Heilman,

Blair, & Rupley, 1981: 2). They can explore their prior knowledge, and

they can find the answers to questions answered explicitly or in

paraphrasing.

71

CHAPTER V

CLOSURE

A. Conclusion

Based on the analysis of the data in pre-cycle test, cycle I test, cycle II

test and cycle III test. It can be concluded as follows;

1. The implementation of Team Accelerated Instruction Method in reading

comprehension of eleventh grade students of SMA Muhammadiyah Plus

Salatiga in the academic year of 2014/2015 runs successfully. The

students can improve their vocabulary knowledge, drawing inferences,

following the structure of a passage, recognizing a writer’s purpose, and

finding the answers of important information.

2. Team Accelerated Instruction Method is able to improve students’

reading comprehension, it can be seen from the percentage of students

who reach the standardized score (kriteria ketuntasan minimal) in score

75. The students who reach standardized score in cycle I, the percentage

for pre-test is 11.1 % and post-test is 22.2 %. In cycle II, the percentage

for pre-test is 27.7 % and post-test is 61.1 %. In cycle III, pre-test is 61.1

% and post-test is 94.4 %. It means that the students’ reading

comprehension increase significantly.

3. There is improvement of the use Team Accelerated Instruction Method

toward students’ reading comprehension of eleventh grade students of

SMA Muhammadiyah Plus Salatiga in the academic year of 2014/2015.

72

It can be seen from the progression of the result of the research. The

mean of post test in cycle I is 62.78 and cycle II is 73. 71. It means that

the mean of post test are lower than the standardized score (kriteria

ketuntasan minimal) in score 75. The score of mean of post test in cycle

III is 85, it means that cycle III is successful to achieve the standardized

score. However, the result of test in cycle I, cycle II and cycle III

improved.

B. Suggestion

At the end of this chapter, the writer would like to propose some

suggestions, which hopefully would be useful for all subjects.

1. For the English teachers

a. The teachers are suggested to apply Team Accelerated Instruction

Method in teaching learning process. They have to be more creative

and avoid the traditional method.

b. Teachers have to use appropriate teaching media to facilitate and

stimulate the students.

c. The English teachers should motivate the students to interest in

reading, so reading becomes interesting thing to learn.

2. For the students

a. The students should give more attention to the teacher explanation, so

if the teacher gives question, they can do perfectly and they can do

exercise.

73

b. The students should study and read the material before they enter the

class.

c. The students should attend the reading class seriously and should not

be afraid to give opinion or asking question in the discussion.

3. To the other researchers

Based on the finding of research, the writer would like to suggest

the other researcher; the result of the study can be used as additional

reference to further research with the different sample and skill.

74

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