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E. Rationale 1. The difference between TGT and DI
Reading involves understanding written text that needs simultaneous experiences which are influenced by reader’s attitude and exercises which
can be facilitated by employing appropriate strategy and technique. In reading class, students need to employ approaches which place them as
active learners, and not passive learners, as well as provide them cares of their friends’ needs.
Cooperative Learning CL is learner-center approach that emphasizes on all students’ success. TGT as model of CL places
tournaments in the last phases, promotes students’ best performance since individual scores contribute to group score so that to reach it, every member
will cooperate. CL views students as active learners; the key to success is not only the teacher but also the students themselves. It is opposite to the DI
in which the teacher takes dominant role in classroom so it results in students’ dependence on the teacher’s assistance. From the explanation
above it can be assumed that TGT is more effective to teach reading than DI.
2. The difference between the students having high reading habit and
those having low reading habit
Students’ reading
habit is
assumed influencing
reading comprehension because it deals with students’ willingness to either
approach or avoid reading situation. The students having high reading habit tend to approach reading situation. They have much time to read so they get
commit to user used to the texts, then it is easier for them to understand it. In another word,
students who want to have better comprehension on the texts, they have to spend more time to read so they have high reading habit. On the contrary,
the students having low reading habit tend to avoid reading situation. The time which is used to read is not as much as those having high reading habit.
When the students have little time to read, it is assumed that they do not get used to the texts so that is difficult for them to understand it. From the
explanation above, it is can be stated that the level of students’ reading habit influence students’ comprehension on the texts. The students having high
reading habit have high reading comprehension, and the students having low reading habit have low reading comprehension.
3. There is an interaction between teaching methods and reading habit to teach reading
TGT makes students to be more active in the teaching and learning process. The phases of activities in TGT promote them to be active students.
They do not depend all the time on their teacher’s role as they are aware that their achievement is decided by their activeness in the team activities. The
active students have strong willingness to get best achievement on the lesson which can be gained by approaching it. When it is in reading class,
the active students always force themselves to read the text and understand its contents. It means they have strong willingness to approach reading
situation, in which it is the characteristic of the students having high reading habit. From the explanation above, it can be said that the characteristic of
commit to user TGT have relationship with high reading habit of students. So, it can be
assumed that TGT is more effective for the students who have high reading habit.
In DI classroom, the students’ tendency to be more actively involved in the leaching and learning process is very low. It is because the teacher’s
role is very dominant. Teacher’s explanation and guided practices from time to time make students fully depend on the teacher. For the passive students,
they have weak willingness to get the best achievement on the lesson so that they tend to avoid every activity dealing with that lesson. When it is in
reading class, the passive students tend to avoid reading situation. The willingness to read the reading texts and understand its content is low since
they are only expected to listen to their teacher reading the text and then telling them everything related to the text. The weak willingness to approach
reading situation, and further tend to avoid it is one of the characteristics of the students having low reading habit. It means that the characteristics of DI
have relationship with low reading habit students. So, it can be assumed that DI is more effective for students who have low reading habit.
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F. Hypotheses
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