The Effectiveness of Test Taking Teams Model to Teach Reading Viewed from Students’ Interest (An Experimental Study at The Eighth Grade Students of Mts Nw Penedagandor Lombok Timur in The Academic Year of 2010/2011)

Oleh :
Muhammad Junaidi - S89080911 - Sekolah Pascasarjana

This research is aimed at finding out whether: (1) Test Taking Teams is more effective than Direct Instruction Model to teach reading at the Eighth Grader of MTs. NW Penedagandor in the Academic Year of 2010/2011; (2) the students who have high interest have better reading skill than those who have low interest at the eighth Graders of MTs.NW Penedagandor in the Academic Year of 2010/2011; and (3) there is an interaction between teaching model and interest for teaching reading at the eighth Graders of MTs. NW Penedagandor in the Academic Year of 2010/2011. The method which was applied in this research was experimental study. It was conducted at the eighth graders of MTs. NW Penedagandor. The population of the research is the eighth graders of MTs. NW Penedagandor in the academic year of 2010/2011. The samples were two classes. In taking the sample, a cluster random sampling technique was used. Each class was divided into two groups; the students who have high and low interest. Then, the techniques which were used to collect the data were questionnaire of interest and a multiple choice test for reading skill. The two instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 2x2 and tukey test. Based on the results of the analysis, there are some research findings that can be taken: (1) Test Taking Teams is significantly different from Direct Instruction Model to teach reading and Test Taking Teams is more effective than Direct Instruction Model to teach reading. (2) The reading skill of the students who have high interest is significantly different from that of those who have low interest and the students who have high interest have better reading skill than those who have low interest and (3) There is an interaction between teaching models and interest in teaching reading; (a) for the students who have high interest, Test Taking Teams is more effective than Direct Instruction Model to teach reading; and (b) for the students who have low interest, Direct Instruction Model is more effective than Test Taking Teams to teach reading; and Direct Instruction Model is not effective than Test Taking Teams to teach reading. Based on the findings, it can be concluded that in general Test Taking Teams is more effective than Direct Instruction Model to teach reading. For the students who have high interest, Test Taking Teams is more effective than Direct Instruction Model to teach reading but for the students who have low interest, Direct Instruction Model is not more effective than Test Taking Teams model to teach reading. In accordance with the above result, the English teacher is expected to be able to select the appropriate teaching models to teach reading for the students who have high or low interest.