The Effect of Team Assisted Individualization Technique on

Students’ Ability in Writing Descriptive Paragraph:

A Quasi-Experiment Research at Second Grade of Junior High School, Medan

Rina Irawan Nasution

Universitas Negeri Padang, Indonesia

rinairawan981@gmail.com
sisriwahyuni003@gmail.com

Abstract
Team Assisted Individualization is a cooperative learning system whereby
heterogeneous groups of individuals work together to master individualized
assignments. This research is aimed to find the significant effect of Team Assisted
Individualization technique on students’ ability in writing descriptive paragraph.This
research is a quasi-experiment research. The population of this research was the
second graders of junior high schools in Medan which consists of four parallel
classes. Two classes were selected to be samples by using cluster random sampling
technique, namely VIII-A as experimental class taught by using Team Assisted
Individualization technique, and VIII-B as control class taught by using
conventional teaching method. The data were analyzed by using T-test formula. The
result showed that 𝑡𝑐𝑜𝑢𝑛𝑡 is higher than 𝑡𝑡𝑎𝑏𝑙𝑒 at the significant level of 𝛼 = 0.05. It
means that the alternative hypothesis which is proposed by the researcher that there
is the significant effect of Team Assisted Individualization technique on students’
ability in writing descriptive paragraph is accepted. In conclusion, Team Assisted
Individualization technique is better than conventional teaching method on students’
ability in writing descriptive paragraph.

Keywords: Team Assisted Individualization technique; Students’ Writing Ability;

Descriptive Paragraph

Introduction
Writing is a form of communication to deliver through or to express feeling through
written form (Harmer, 2001, p.79). Another opinion, Dujsik (2008:1) also adds that writing is
recognized as a complex socio cognitive task which requires conscious effort and practice
through training and or schooling. For simply meaning, writing can be concluded as an
activity where we are expressing the forms of language like letters, words, sentences, even
also paragraph through the sequences of stages.
Writing also is regarded as a productive skill which aims to assist students in
expressing their idea written. Therefore, in expressing the writing skill, students may face
some problems whether those problem may come from students, or the problem in teaching
writing itself which may concern with its method or technique of teaching writing skill.

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 Based on the syllabus in Junior High School, there are some materials that concern
with improving of writing skill, namely writing paragraphs. In intermediate level, there are
some paragraph genre that to be learned and have to be mastered by students at junior high
school. One of them is descriptive paragraph.
Based on interview results with some students and their English teacher that taught
English subject in one of the schools in Medan; the writer found that the students still do not
understand clearly what the descriptive paragraph, and even they do not know how the way to
describe something in English (writing). The most crucial was they lack in vocabulary
mastery to create and to make a paragraph, even write some sentences because of their
problem in constructing the words to a sentence grammatically. Moreover, seing to the
teaching of writing descriptive paragraph, the teachers that taught there still use tribe
language and mix it into Indonesian. It means, English was rarely to apply in learning
English. English will be heard when the teacher ask them to read the paragraphs book. Other
reason, they were lacking on motivation too. It was influenced by environment. Some of
students are living at boarding school (dormitory). Then the rest of them are living with their
own family home. Therefore, English often considers as difficult subject for them. And the
last, the problem was the conventional method that used by teachers before is still teacher
centered approach. It means, the teacher still use the conventional teaching method.
However, to overcome this problem the writer tries to offer a technique in teaching
writing descriptive paragraph, the technique was called as Team Assisted Individualization
technique. TAI is the combination of two kinds of learning; team work and individual
responsibility. The writer is conscious to choose this technique because the writer believes
that work in team would invite and encourage students to share their ideas.
Team Assisted Individualization (TAI) is a cooperative learning system whereby
heterogeneous groups of individuals work together to master individualized assignments
(Robert E. Slavin, 1984, p.3). Team Assisted individualization considers as a branch of
cooperative learning method which emphasizes the team work. Here, team involves some
heterogeneous students with different level of capability who are instructed to work together
to finish the assignment.
According to Slavin:
“TAI was created to take advantage of the considerable socialization potential of
cooperative learning previous studies of group. Paced cooperative learning methods have
conssistently found positive effects of these methods on such out come as relationship and
antitude main streamed academically hadicapped students.”
(Muhammad Fathurohman, 2015, p.75)

That means, TAI is seeing to the students to be able to socialize well, and there will
be found the existence of the positive effect to the students’ attitude, especially they are in
academic low capacity.
Basically, the mechanism of cooperative learning type Team Assisted
Individualization (TAI) consists of eight principle components as been in CIRC or NHT, as
follow:
1. Placement test, is giving pre test to know the students achievement.
2. Teams, is shaped the heterogeneous groups.
3. Teaching group, is the teacher give a short materials before ask the students do the
assignment through team work.
4. Student creative, is the smart students can be a peer tutoring in their group.
5. Team study, the students do assiggnment together in group.
6. Fact test, is the teacher give simple test based on the fact which conveyed by the
students.

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 7. Team scores and team unit recognition, is the teacher scoring of the students
assignment and give a appreciation for the best team and give appreciation too for all
of group based on the score.
8. Whole-class units, is the teacher give a material in the end of learning process by
giving the problem solving strategy.

Each component of cooperative learning model type TAI brings benefit to the
lecturer, students, top groups and bottom groups who work together completing the academic
tasks, namely: the clever students take the responsibility to help the weak group. Thus, they
can develop their abilities and skills. The weak students will be assisted in understanding the
subject matter, since there is no competition among the students because they work together
to solve problems in dealing with different ways of thinking.

The purpose of this research is to find the significant effect of Team Assisted
Individualization technique on students’ ability in writing descriptive paragraph. Further, this
research is aimed to see how this technique contributes in teaching writing and whether this
technique effective in teaching writing descriptive paragraph compare to conventional
method that have been used by the English teacher. Therefore, the researcher designs the
hypothesis concerns to this research, namely: there is no significant effect of Team Assisted
Individualization technique on students’ ability in writing descriptive paragraph at second
grade of junior high school, Medan.
However, there are some relevant of the studies of this research, they are: a research
by Hafizhatunnisa (2015), “The Comparison Between Team Assisted Individually (TAI) and
Make a Match Methods On Students’ Ability In Writing Procedure Paragraph At MAS TPI
Sawit Seberang, Kab. Langkat”. The result was tcount is higher than that ttable at the significant
level of 0,05. It means Make A Match method is more better and effective than TAI. Then,
Bunga Triana Siregar (2014), “The Implementation of Team Assisted Individualization (TAI)
Strategy to Increase the Students’ Ability in Mastering Present Continuous Tense at Class
VIII A MTs S Daarul Arafah Pangkalan Brandan in Academic Year 2014/2015”. The result
of the data analysis showed that tcount (2,28) higher ttable (2,0). It means that students’ ability
in mastering Present continuous Tense is significance increasing. It also showed that
percentages average score increased from pre-test (20,75%), post-test 1 (76,13 %) and post-
test 2 (90,56%). Last, Indar Efriani (2013), “The Effect of TAI (Team Assisted
Individualization) Cooperative Learning Technique on The Eight Grade Students’ Writing
Ability at MTs. Ashri Jember.” This research showed that there was the significant effect of
using TAI technique on the eighth grade students’ writing achievement. It is proved by result
of SPSS Software was 0.007 which lower than 0,05. It means there is statistically different
between experimental and the control groups dealing with students’ writing achievement.

Method
The research was conducted in one of junior high schools in Medan which was
located at Janjimanahan Kawat, regency of Labuhanbatu. The population of the research is
Second Graders of one of Junior High Schools in Medan. The number of the population
consists of 141 students that originated from for parallel classes. The sample of this research
consisted of two classes; class VIII-A as experimental group treated by using Team Assisted
Individualization technique which consists 35 students (female 17 students, male 18
students), while VIII-B as the control group treated by using Conventional method (teacher-
centered class) which consists of 35 students too (female 21 studens, male 14 students). So,
the totality of the samples are consistsing of 70 students.

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 To obtain valid data for the appropriate analysis, the researcher used the test and
supporting instruments like: observation and interview sheet. Then, the procedures of this
research consist of two phase tests, they are; Pre-test, and Post-test (treatment).
In this research, the data was obtained from the experiment and control class.
Therefore, the data were analyzed by using descriptive and inferential analysis. Descriptive
analysis was used to know the mean, median, and standard deviation of the scores of the test.
While inferential analysis that will be used is t-test (student’s t).
Further, since it was quasi-experiment research, it is impossible for the researcher to
avoid all of variables which contribute to decrease the validity and reliability of the data.
Therefore, the researcher only able to control a part of them (variables) which are happened
in the school.

Results and Discussion

Based on data analysis, there were some research findings. First findings are the
normality and homogeneity of the data. Considering the number of students in this reseacrch
is more than 30 students, and the kind of the data is interval data that consist of few of
interval classes, the researcher used Chi-Square to test the normality of data distribution of
students ability in writing descriptive paragraph.
Table 1.1 Worktable for Finding the Normality of Data Distribution in Experimental
Class

Class 𝒇𝒉 = 𝑬𝒊 𝒇𝒐 (𝒇𝒐 − 𝒇𝒉 )𝟐
No 𝒁𝒊 0-𝒁𝒊 𝒑𝒊
Limit = (𝒑𝒊 . 𝑵) = 𝑶𝒊 𝒇𝒉
1 54.5 -2.54 0.4945 0.0274 0.959 1 0.0017
2 61.5 -1.84 0.4671 0.0942 3.297 1 1.600
3 68.5 -1.14 0.3729 0.2029 7.1015 8 0.1136
4 75.5 -0.44 0.17 0.2648 9.268 11 0.3236
5 82.5 0.24 0.0948 0.2316 8.106 9 0.0985
6 89.5 0.94 0.3264 0.1231 4.3085 5 2.0110
* 96.5 1.64 0.4495 - - - -
(𝒇𝒐 −𝒇𝒉 )𝟐
∑ 𝒇𝒐 ∑ =
- - 𝒇𝒉
= 𝟑𝟓 2.1484

Table 1.2 Worktable for Finding the Normality of Data Distribution in Control Class

Class 𝒇𝒉 = 𝑬𝒊 𝒇𝒐 (𝒇𝒐 − 𝒇𝒉 )𝟐
No 𝒁𝒊 0-𝒁𝒊 𝒑𝒊
Limit = (𝒑𝒊 . 𝑵) = 𝑶𝒊 𝒇𝒉
1 46.5 −1.91 0.4719 0.062 2.17 3 0.3174
2 53.5 −1.34 0.4099 0.1305 4.5675 7 1.2954
3 60.5 −0.77 0.2794 0.2001 7.0035 5 0.5731
4 67.5 −0.2 0.0793 0.2199 7.6965 7 0.063
5 72.5 0.36 0.1406 0.1832 6.412 6 0.0264
6 81.5 0.93 0.3238 0.1094 3.829 4 0.0076

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 7 88.5 1.5 0.4332 0.0476 1.666 3 1.0681
95.5 2.07 0.4808 - - - -
(𝒇𝒐 −𝒇𝒉 )𝟐
∑ 𝒇𝒐 ∑ =
- - 𝒇𝒉
= 𝟑𝟓 3.351

2
Based on the table above, in experimental class the value of 𝑋𝑐𝑜𝑢𝑛𝑡 is 2.1484. While
2
the value of 𝑋𝑡𝑎𝑏𝑙𝑒 can be found from determining freedom degrees, (dk = k-1) or (dk = k-3);
k= the number of classes in distribution table. So the value of dk=6-3=3. Therefore the value
of 𝑋𝑐2 (𝑜.𝑜5)(3) = 7.815 at the level 𝛼 = 0.05. It means, 𝑋𝑐𝑜𝑢𝑛𝑡
2 2
< 𝑋𝑡𝑎𝑏𝑙𝑒 . While in control
2 2
class, the value of 𝑋𝑐𝑜𝑢𝑛𝑡 is 3.351. While the value of 𝑋𝑡𝑎𝑏𝑙𝑒 can be found from determining
freedom degrees, (dk = k-1) or (dk = k-3); k= the number of classes in distribution table. So
the value of dk=7-3=4. Therefore the value of 𝑋𝑡2(𝑜.𝑜5)(4) = 9.49 at the level 𝛼 = 0.05. It
2 2
means, 𝑋𝑐𝑜𝑢𝑛𝑡 < 𝑋𝑡𝑎𝑏𝑙𝑒 . From the tables show that the data distribution of students’abily in
writing descriptive paragraph in experimental and control class that were taught by TAI and
conventional teaching method are normal.
After the computation normality test of the data of students’ ability in writing
descriptive paragraph that were taught by using and Team Assisted Individualization
technique and conventional teaching method, then the study of research is finding out the
homogeneity test, in order to know whether both of the data are homogeneous or not.
Through calculating the variants value of both samples. There was found that
coefficient of variant 𝐹𝑐𝑜𝑢𝑛𝑡 was 1.503. While the value of 𝐹𝑡𝑎𝑏𝑙𝑒 on the list of value of F
distribution with real level 𝛼 = 0.05 determining through calculate its freedom degree of
counter and freedom degree of denominator. Freedom degree of counter of this data is
symbolized to dk1 = n-1, while the value of freedom degree of denominator is symbolized as
dk2 = n-1 (n is the number of observed-data). It can be counted that dk1 = 35-1=34, and dk2
= 35-1. So, 𝐹𝑡𝑎𝑏𝑙𝑒 = 𝐹(0.05)(34;34) = 1.84. This value got from F distribution table with real
level 𝛼 = 0.05).

In addition, 𝐹𝑐𝑜𝑢𝑛𝑡 < 𝐹𝑡𝑎𝑏𝑙𝑒 or 1.503 < 1.84. It means that the variant data of
students’ ability in writing descriptive paragraph were taught by Team Assisted
Individualization technique (experimental class) and the variant data of students’ ability in
writing descriptive paragraph were taught by conventional method (control class) is
homogeneous.
Having finished the data analysis above, the next step is doing hypothesis test.
Hypothesis test was the second finding of this this research. It is aimed to answer the
statistical hypothesis that has been designed in the previews chapter before. This test also
aimed to decide whether the hypothesis will be accepted if the value of the observation is
higher than 𝑡𝑡𝑎𝑏𝑙𝑒 at the real level 𝛼 = 0.05, or rejected if the value of 𝑡𝑐𝑜𝑢𝑛𝑡 is lower than
𝑡𝑡𝑎𝑏𝑙𝑒 .
Based on the data analysis, it showed that both of groups those are the data of
students’ ability in writing descriptive paragraph were taught by TAI technique (experimental
class) and the data of students’ ability in writing descriptive paragraph that were taught by
conventional method (control class) have qualified the requirements of statistical hypothesis.

5
Those have done the normality and homogeneity test. So, to test the hypothesis in this
research, it is used two average similarity test by using statistic.

Based on the calculation above, it can be seen the coefficient of 𝑡𝑐𝑜𝑢𝑛𝑡 = 3.73. While
to see the coefficient of 𝑡𝑡𝑎𝑏𝑙𝑒 with the level 𝛼 = 0.05, which freedom degree (dk) = 𝑛1 + 𝑛2
−2. Freedom degree here, dk = 35 + 35 – 2 = 68. According to t-table distribution, for dk
=68, 𝑡𝑡 (0.05)(68) = 2.0 with real level 𝛼 = 0.05.

In addition, it can be conclude that 𝑡𝑐𝑜𝑢𝑛𝑡 > 𝑡𝑡𝑎𝑏𝑙𝑒 or 3.73 > 2.0. It means, 𝐻0 is
̅̅̅1 ≠ 𝑋
rejected and 𝐻𝑎 is accepted (𝐻𝑎 : 𝑋 ̅̅̅2 ), which is proposed by researcher that there is the
differences mean (average score) in both of sample; or in another words, there is significant
effect of Team Assisted Individualization technique in improving students’ ability in writing
descriptive paragraph at Second Grade of Junior High School, Medan. In addition, Team
Assisted Individualization technique is more effective to improve students’ ability in writing
descriptive paragraph than conventional teaching method.
As we know, the result was indicated that there was significant effect of Team
Assisted Individualization technique to improve students’ ability in writing descriptive
paragraph at Second Grade of Junior High School, Medan. Then, indirectly there was also the
comparison result of students’ ability in writing descriptive paragraph were taught by Team
Assisted Individualization and the students’ ability in writing descriptive paragraph were
taught by conventional teaching method as usual. It could be seen from the facts, for instance
the average score of both of samples in writing descriptive paragraph. The average score of
students were taught by TAI technique was 80 with the highest score was 95 and the lowest
one was 57. While the average score of students were taught by conventional teaching
method was 70 with the highest score was 94 and the lowest one is 48.
Another fact showed through the statistical computation of t-test which was found that
the value of 𝑡𝑡𝑎𝑏𝑙𝑒 = 2.0 at real level 𝛼 = 0.05 that showed in critical t-table distribution
with value of dk = 68. While 𝑡𝑐𝑜𝑢𝑛𝑡 = 3.73; it means 𝑡𝑐𝑜𝑢𝑛𝑡 > 𝑡𝑡𝑎𝑏𝑙𝑒 . In conclusion, the
null hypothesis was rejected and alternative hypothesis is accepted ( 𝐻𝑎 : ̅̅̅ ̅̅̅2 ). It showed
𝑋1 ≠ 𝑋
that there is significant effect of TAI technique in improving students’ ability in writing
descriptive paragraph at Second Grade of Junior High School, Medan. In other words, Team
Assisted Individualization was more effective to improve students’ ability in writing
descriptive paragraph than conventional teaching method that used by teacher as usual.
The research findings were not only acquired from quantitative data but also
qualitative data via observation and interview sheet. From the observation sheet, the result of
observation especially for experimental class was very good level. There was found that the
students’ face some problems when doing the test, especially pre-test before treatment was
given. Most of students were hard to find out and to build their ideas to make a paragraph.
Moreover, they had problems to build up their interest to write and they were also difficult to
find the suitable words or vocabulary. However, after they treated by applying Team Assisted
Individualization technique, the problems could be solved (especially for experimental class).
It was caused they found their ideas through teamwork. They could to sharing and asking to
the smarter or smartest students in their group and the other students could to listen to their
friends’ explanation.
Instead of the reality above, the students were taught by using conventional method
looked like feel so boring. And the development of their writing just showed slowly. Most of

6
the students who was in control class had bad and low scores, even though a few of them got
good score.
Furthermore, from the interview sheet, there was also found out that students gave the
positive responses, comments and interest about the applying of TAI technique. Especially to
cooperative work was able to help them to overcome writing problems. The students that
were not able to describe something (for instance, person) at the former meeting except write
her name, at the latest meeting can describe person even though their writing had not perfect
of good enough. At least, they can to describe something.
In conclusion, from statistical computation, observation and interview sheet, it was
found that Team Assisted Individualization technique was effective to improve students’
ability in writing descriptive paragraph if it was compared to the conventional teaching
method as usual.

Conclusion
From the discussion and explanation of the previews chapters, the writer can conclude
that: statistically, there was found that the coefficient of tcount = 3.73 while the value
coefficient of ttable = 2.0 with real level 𝛼 = 0,0 5 where the value of freedom degree (dk) =
68. It can be conclude that 𝑡𝑐𝑜𝑢𝑛𝑡 > 𝑡𝑡𝑎𝑏𝑙𝑒 . Therefore, it means there was the different of
average scores of both of samples/groups. It showed that there was significant effect of using
Team Assisted Individualization technique on students’ ability in writing descriptive
paragraph at Second Grade of Junior High School, Medan. In other words, it shows that Team
Assisted Individualization technique more effective to improve students’ ability in writing
descriptive paragraph than conventional teaching method.
Nevertheless, there was probability of common things that happened while doing
research to gain the data of the research, although the instrument has been designed as well as
possible by the researcher. For instance, cheating to friend’s work that make the test is little
bit unfair or not seriously.

Acknowledgments
Praise be to Allah, the Lord of the World, who has given the writer His love and
compassion to finish the last assignment in her study. Peace and salutation be upon to the
prophet Muhammad SAW, his family, his companion, and his followers.
The research about “The Effect of Team Assisted Individualization Technique on
Students’ Ability in Writing Descriptive Paragraph: A Quasi-Experiment Research at
Second Grade of Junior High School, Medan” was submitted firstly to the Department of
English Education, Faculty of Tarbiyah and Teachers’ Training, UIN Medan as partial
fulfillment of the requirements of the S1 degree, and now it is submitted to be presented in
the International Conference of Languages and Arts (ICLA) which would be celebrated by
Universitas Negeri Padang.
The writer realized that she would never finished writing this thesis without helping
of some people around her directly and indirectly. First of all, the writer also would like to
express her great honor and deepest gratitude to Dr.Hj.Siti Zubaidah, M.Ag (as Advisor I)
and Maslatif Dwi Purnomo, M.Hum (as Advisor II) who always be patient in guidance,
excellent advice, and constructive comments during completing this study. Also, great thanks

7
are also directed to Dr Sholihatul Hamidah, S.Ag, M.Hum as the Head of English Department
and the whole of the English Department staff for their administration help in requirements
process. Biggest thanks are also directed to the principle of the school, the headmaster
(Drs.H.A. Azahari Rambe) and the English teacher (Rosnah Pasaribu, S.Pd) who have
contributed during in conducting the research. The last but not least, deepest thanks are also
to all beloved partners (Steffi Anggia Putri, S,Pd and Sisri Wahyuni, S.Pd) who has given
bunch of contributions to this research as well as correcting, reviewing, editing, and revising.
The writer realizes that this paper cannot be considered perfectly without critiques and
suggestions. Therefore, it is such a pleasure for the writer to get constructing critiques and
suggestions for making thesis better.

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