commit to user method is more effective than Teams-Games-Tournaments to teach
reading for students having low reading habits.
D. Discussion
1. TGT is more effective than DI method to teach reading. This is true because TGT emphasizes that students must be active in teaching and learning process.
Students learn in small teams activities formed by teacher, where each team which consists of four persons with different abilities has the same aim to
tackle the problem given by teacher. When they are in teams, they cooperate and share the knowledge so they can contribute the best score for their teams.
These are what Arends 2007: 8-9 says that cooperative learning where TGT comes from gives three effects: 1 students cooperate rather than compete;
2 students have better relationship; 3 students have better achievement. On the contrary, in DI method, students are the objects of learning.
They are passive students rather than active since they fully depend on teacher’s instruction and guidance, they listen to teacher’s instruction and do
the things required by teacher. It is stated by Nunan 1996: 49 that in DI, teacher straightforward gives instruction to the students, and supported by
Arends 1997: 64 that teacher’s roles in DI are giving explanation, presenting material and asking students to do the required things like homework. The
implementation of TGT will run smoothly if only in four phases: preparation, before tournaments, tournaments, after tournaments, the teacher plays her
roles as well as possible. For instance, in the preparation section, she has to prepare the material, number cards, divide students into teams; before
commit to user tournaments the teacher must be able to place the students in tournaments
table; in tournaments, the teacher must be sure that all students understand and know both “what” and “how” their role is in the tournaments; and finally the
teacher had better
commit to user Nuttal 1982 and Krashen Terrel 1983, as cited by Eng
http:mptkl.tripod.comrndgan_02.htm , that good readers with good
reading habits usually have higher language proficiency, and on the contrary poor reader with poor reading habits usually have lower language proficiency.
Furthermore, the level of students’ reading habits influence students’ performance in reading comprehension-test. It is based on the study by
Pratheba, which shows there is a relationship between reading habit and reading comprehension tests; in which the students having high reading habit
have higher reading comprehension-score than the students having low reading
habit http:eltweekly.commore20091141-research-paper-
correlating-the-performance-of-esl-students-in-reading-comprehension passages.
On the contrary, the student is considered as low reading habit-student when heshe only spends little time to read
www.readingmatrix .com
articles. When heshe only spends a little time to read, the reading strategies do not improve Gray, 2008: 5. When the reading strategies do not improve,
there is low comprehension Pan, 2006:1. From the explanation above, it can be concluded that the students having high reading habit have better reading
comprehension than students having low reading habit. 3. There is an interaction between methods and reading habits in teaching
reading. Teaching method can influence students in mastering the learning materials. In TGT, students must be actively involved in team activities by
helping each other so they can master the materials and contribute best mark
commit to user for their team. It is stated by Olsen and Kagan, as cited in Richards and
Rodgers 2001:192 that in cooperative learning students are involved in small group activities formed by the teacher, where each group has the same aim to
solve the problem given by the teacher so that everyone in each group is responsible for the success not only hisher own but also other members in the
groups. Furthermore, in cooperative learning class, students need more attention to the learning situation so that they can both understand and do the
phases in cooperative learning class. It is stated by Richards and Rogders 2001: 193 who states that interactive tasks used in cooperative learning
enable students to give focused attention. The high reading habit students tend to be more active in the teaching and learning process as well as tend to
approach reading situation by giving attention to the material. They approach reading situation, get used to the text, and then have better comprehension.
This is as what Alexander and Filler says as cited in Nishimo available at www.cooperation-orgpagesCLD.htmnature
that reading habit deals with the willingness to approach or avoid reading situation; in which high reading
habit-students are those who have willingness to approach reading situation. The characteristic of TGT which needs students’ activeness in the teaching
and learning process and attention to always approach reading situation, have relationship with high reading habit-students who have willingness to
approach reading situation and give attention to it. When high reading habit- students are taught using TGT, they will get better comprehension. So, the use
of TGT is effective for the students having high reading habit.
commit to user On the contrary, in Direct Instruction’s classroom situation, students
tend to be passive as the teacher’s role is very dominant. Students are only asked to listen to the teacher’s presentation and do the things asked by the
teacher. This is as what Arends 1997: 64 says that DI method is teacher- centered approach rather than students-centered approach; where teacher is
placed in the dominant role. Students’ passiveness in the DI classroom situation can be seen from the phases in which teacher controls all the learning
processes all the times. It is stated by Arends 1997: 75 that in DI from the beginning until the last step, teacher’s roles are very dominant and students’
needs to teacher’s guidance are very dominant too. The low reading habit students tend to be passive in the classroom. They tend to avoid reading
situation rather than approach it. The willingness to read the text as well as understand the contents of the text is low because it has been explained by the
teacher using direct explanation on the texts during classroom activities. It is stated by Alexander and Filler as cited in Nishimo available at
www.cooperation-orgpagesCLD.htmnature that reading habit deals with
the willingness to approach or avoid reading situation; in which low reading habit students are the students who tend to avoid reading situation. The
characteristics of DI which places students as passive learners have relationship with low reading habit-students who tend to avoid reading
situation. So, the use of DI is effective for the students having low reading habit. When low reading habit students are taught using DI, they get better
comprehension.
commit to user Based on the explanation above, it can be stated that the
implementation of the teaching methods on the reading comprehension of the students depends on the level of student’s reading habit. That is why there is
an interaction between teaching methods and reading habit in teaching reading; in which TGT is more effective for students having high reading
habit and DI is more effective for students having low reading habit.
commit to user
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
Kategori