THE EFFECTIVENESS OF TEAMS-GAMES-TOURNAMENTS (TGT) TO TEACH READING COMPREHENSION VIEWED FROM STUDENTS’ READING HABIT (An Experimental Study at MTsN 2 Paron Ngawi in the Academic Year of 2009/2010)

IMAROH, HUSNUL (2011) THE EFFECTIVENESS OF TEAMS-GAMES-TOURNAMENTS (TGT) TO TEACH READING COMPREHENSION VIEWED FROM STUDENTS’ READING HABIT (An Experimental Study at MTsN 2 Paron Ngawi in the Academic Year of 2009/2010). Masters thesis, SEBELAS MARET UNIVERSITY.

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    Abstract

    The objective of the research is to know the effectiveness of Teams- Games-Tournaments(TGT) to teach reading comprehension viewed from students’ reading habit. The method used is experimental study. The population is the students of MTsN 2 Paron Ngawi in the academic year of 2009/2010. The samples are the seventh year students which are taken by using cluster random sampling. There are two classes used in the research: experimental class, and control class. The data are resulted from students’ reading habit and students’ reading comprehension. The data of the students’ reading habit are taken by the close-typed questionnaire, while the data of the students’ reading comprehension are taken by multiple-choice test with four options. In analyzing the data, Multifactor Analysis of Variance and Tukey Test are used. The results of this research show that (1) TGT is more effective than DIM to teach reading (F(8.98)>Ft(a) = 0.05 (4.08) and Ft(a) = 0.01 (7.31), qoA1 and A2 (4.24)>qt(a) = 0.05 (2.95) and qt(a) = 0.01 (4.02), and mean score of A1 (70.86)>A2(66.5), (2) The students having high reading habit have better reading comprehension than those having low reading habits F(18.55)>Ft(a) = 0.05 (4.08) and Ft(a) = 0.01 (7.31), qoB1 and B2 (6.09)>qt(a) = 0.05 (2.95) and qt(a)=0.01 (4.02), the mean score of B1(71.82)>B2 (65.55), (3) there is an interaction between methods of teaching and students’ reading habits, TGT is more effective than DIM for students having high reading habit, DIM is more effective than TGT for students having low reading habits (F(54.24)>Ft(a) = 0.05 (4.08) and Ft(a) = 0.05 (7.31), qoA1B1 and A2B1 (10.33)>qt(a) = 0.05 (3.11) and qt(a) = 0.01 (4.39), the mean score of A1B1 (79.36)>A2B1 (64.27, q0A1B2 and A2B2 (4.36) > qt(a) = 0.05 (3.11), the mean score of A1B2 (62.36)>A2B2 (68.73). From the results of the research it is known that the first hypothesis saying that TGT method is more effective than DIM for teaching reading is accepted. The second hypothesis saying that the students having high reading habits have better reading comprehension than the students having low reading habits is accepted. And the third hypothesis saying that there is an interaction between teaching methods and reading habit in teaching reading is accepted. The results of the research also show that the implementation of teaching method is effected by the level of students’ reading habit, so it is important that teacher knows the level of students’ reading habits before using the method.

    Item Type: Thesis (Masters)
    Subjects: L Education > L Education (General)
    P Language and Literature > PE English
    Divisions: Pasca Sarjana > Magister > Pendidikan Bahasa Inggris - S2
    Depositing User: Noreka Destiana
    Date Deposited: 18 Jul 2013 17:52
    Last Modified: 18 Jul 2013 17:52
    URI: https://eprints.uns.ac.id/id/eprint/6537

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