The research aims at revealing whether: (1) Team Assisted Individualization is more effective than Peer Tutoring method to teach Vocabulary; (2) the students with high level of Motivation have better Vocabulary mastery than those with low level of Motivation; and (3) there is an interaction between the teaching methods and students’ motivation in teaching vocabulary.
This experimental study was carried out at the English Education Department of IKIP PGRI Pontianak in the academic year of 2013/2014. The population is all of the first semester students of English Education Department of IKIP PGRI Pontianak the academic year of 2013/2014. The sample was taken by using cluster random sampling technique and it yields two classes: class A as the experimental group and class B as the control group in which each consists of 30 students for the sample of the study. The experimental group was treated by using Team Assisted Individualization method; while the control group was treated by using Peer Tutoring method.The instruments used to collect the data are a test on vocabulary mastery and a questionnaire on motivation. The data were analyzed by using multifactor analysis of variance (ANOVA 2X2) and tukey test.
Reffering to the summary of multifactor analysis of variance, it can be concluded that: (1) the students who are taught by using Team Assisted Individualization have better vocabulary that those who are taught using Peer Tutoring. In other word, the use of Team Assisted Individualization is more effective than Peer Tutoring to teach vocabulary; (2) the students having high motivation have better vocabulary than those having low motivation; and (3) there is interaction between teaching method and motivation toward students’ vocabulary.
Based on the research findings, it can be concluded that Team Assisted Individualization is an effective teaching method to teach vocabulary for the first semester students of IKIP PGRI Pontianak in academic years of 2013/2014. However,in the implementation of the method, a teacher must consider about the students’ level of motivation. As proved in the research,motivation influences the students’ vocabulary skill. By considering the students’ level of motivation, teachers are suggested to the teaching and learning process in the classroom which increase students’ motivation.
Key words: Team Assisted Individualization, Peer Tutoring Method, vocabulary mastery, motivation, experimental study