The Use of Cooperative Learning Through Tai (Team Assisted Individualization) In Reading Comprehension

Nuroh, Ermawati Zulikhatin; Mandarani, Vidya

doi:10.24903/sj.v3i1.148

Cited by 7 publications

(5 citation statements)

References 3 publications

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“…Thus, the Team Assisted Individualization learning with modules expected can enhance social interaction and student learning achievement. [10,11].…”

Section: Resultsmentioning

confidence: 99%

Learning Model Team Assisted Individualization Assisted Module to Improve Social Interaction and Student Learning Achievement

Novalinda¹,

Dakhi²,

Fajra³

et al. 2020

ujer

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This research aims to improve social interaction and learning achievement in Computer and Network learning materials in Grade X-9 Vocational High School 1 Padang students using the Team Assisted Individualization learning model with modules. This research is a Class Action Research consisting of two cycles. Each Cycle consists of action planning, action execution, observation, and reflection. This study's subject was Grade X-9 Vocational High School 1 Padang Year 2019/2020, which numbered 38 students. Data sources come from teachers and students. The data validity technique used in this study is a triangulation technique that tests the validity of data by utilizing outside means of data to check or benchmarking data methods. The analysis technique also refers to Miles and Huberman analysis models performed in three components: data reduction, data presentation, conclusion drawing, and verification. Data collection instruments through questionnaires, tests, observations, and interviews. The data analysis techniques used are qualitative and quantitative descriptive analysis. The results showed that the Team Assisted Individualization learning model with modules could improve: (1) social interaction increased from 47.37% to 71.05%, and (2) cognitive aspect learning achievement by 34.21% increased to 65.79%. While the affective aspect is learning in (Cycle I) reached the target of 81.58%.

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“…Thus, the Team Assisted Individualization learning with modules expected can enhance social interaction and student learning achievement. [10,11].…”

Section: Resultsmentioning

confidence: 99%

Learning Model Team Assisted Individualization Assisted Module to Improve Social Interaction and Student Learning Achievement

Novalinda¹,

Dakhi²,

Fajra³

et al. 2020

ujer

View full text Add to dashboard Cite

show abstract

“…Dalam model pebelajaran kooperatif tipe Team Assisted Individualization (TAI), siswa ditempatkan dalam kelompok-kelompok kecil (4 sampai 5 orang) yang heterogen dan selanjutnya diikuti dengan pemberian bantuan secara individu bagi siswa yang memerlukannya (Manalu, Nainggolan, & Sipayung, 2018). By cooperative learning type team assisted individualization (TAI), the students' ability in teamwork more improve and have responsibility in their group (Nuroh, Sidoarjo, Mandarani, & Sidoarjo, 2018). Penerapan model ini juga menghasilkan pemerataan kemampuan pada masingmasing anggota dalam satu kelompok diskusi (Yuliantari, 2016).…”

Section: Pendahuluanunclassified

Modifikasi Model Pembelajaran Team Assisted Individualization Dengan Strategi Pembelajaran Tugas Dan Paksa

Kinasih

Fatimah

Julianti

2019

psnpk

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The selection and determination of appropriate learning strategies can improve the results to be obtained from the application of classroom learning models. This writing aims to discipline students to develop individual abilities of students to be more active in the learning process and improve the quality of learning. The learning process in Indonesia in general only uses conventional learning models that make students passive and undeveloped. In order for the quality of learning to increase, the Team Assisted Individualization learning model is combined with the task learning and forced strategies. The Team Assisted Individualization cooperative learning model is one of the cooperative learning models that combines learning individually and in groups. Meanwhile, task and forced learning strategies are strategies that focus on giving assignments that require students to complete them on time so that the learning process can run effectively. Students are required to do assignments according to the given deadline. This makes students become familiar with the tasks given by the teacher. Combining or modifying the learning model of the assisted individualization team with forced and forced learning strategies is expected to be able to make students more active, disciplined, independent, creative in learning and responsible for the tasks assigned. Therefore this method of incorporation is very necessary in the learning process and can be applied to improve the quality of learning in schools.

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“…Moreover, a research by Nuroh & Mandarani (2018) showed that students respond well to cooperative learning model type Team Assisted Individualization (TAI) to improve students' reading comprehension. This cooperative learning type Team Assisted Individualization (TAI) can be the one of the model to teach reading comprehension.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Team Accelerated Instruction (TAI) Strategy and Students’ Motivation on Reading Comprehension of Analytical Exposition Text at Grade XI MIA of SMAN 3 Padang

Nasution¹,

Amri²

2020

Proceedings of the Eighth International Conference on Languages and Arts (ICLA-2019)

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This research aimed to find out the effect of Team Accelerated Instruction (TAI) strategy and students' motivation on reading comprehension of analytical exposition text at grade XI MIA of SMAN 3 Padang. This research was a quasi-experiment research. The population of this research is the second graders of SMAN 3 Padang which consists of eight parallel classes. Two classes are selected to be samples by using cluster random sampling technique, namely XI MIA-6 as experimental class taught by using TAI strategy, and XI MIA-7 as control class taught by using Index Match Cards (IMC) strategy. The data were collected by using questionnaire and reading comprehension test. Then, the data were analyzed by using statistic formula (T-test and Two Ways Anova) and IBM SPSS Statistics 1.6 Software. The results showed that: 1) TAI strategy gave better effect on students' reading comprehension of analytical exposition text than IMC strategy; 2) Students with high motivation taught by TAI had better reading comprehension of analytical exposition text than those who were taught by IMC strategy; 3) Students with low motivation taught by TAI strategy did not have better reading comprehension of analytical exposition text than those who were taught by IMC strategy; and 4) there was no interaction between both of teaching strategies and students' motivation on reading comprehension of analytical exposition text. In conclusion, TAI strategy gave better effect on students' reading comprehension than IMC strategy, and it was better applied to the students who had high motivation than those who had low motivation.

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The Use of Cooperative Learning Through Tai (Team Assisted Individualization) In Reading Comprehension

Cited by 7 publications

References 3 publications

Learning Model Team Assisted Individualization Assisted Module to Improve Social Interaction and Student Learning Achievement

Learning Model Team Assisted Individualization Assisted Module to Improve Social Interaction and Student Learning Achievement

Modifikasi Model Pembelajaran Team Assisted Individualization Dengan Strategi Pembelajaran Tugas Dan Paksa

The Effect of Team Accelerated Instruction (TAI) Strategy and Students’ Motivation on Reading Comprehension of Analytical Exposition Text at Grade XI MIA of SMAN 3 Padang

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