Proceedings of the 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020)

The Effect of Student Team Achievement Division Strategy and Think Pair Share Strategy on Reading Comprehension Achievement

Authors
Rizka Sari, Rahmad Husein, Zainuddin
Corresponding Author
Rizka Sari
Available Online 25 November 2020.
DOI
https://doi.org/10.2991/assehr.k.201124.070How to use a DOI?
Keywords
student team achievement division strategy, think pair share strategy, reading comprehension
Abstract
The objective of the study is to explain whether are students’ reading comprehension achievement taught by using Student Team Achievement Division strategy is higher than that taught by using Think Pair Share strategy. The research design was experimental with research by using factorial design 2 x 2. There were 34 students from 2020/2021 academic year of Madrasah Aliyah Swasta Al Washliyah 30 Binjai as the sample of this research. The students were divided into two groups. The first group was treated by using Student Team Achievement Division strategy and the second group was treated by using Think Pair Share strategy. Students’ achievement in reading comprehension was measured by using multiple choice tests. The data were analysed by applying Two- Way ANOVA. The result of the research that students’ reading comprehension achievement taught by using Student Team Achievement Division strategy is higher than that of taught by using Think Pair Share strategy.
Open Access
This is an open access article distributed under the CC BY-NC license.

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Cite this article

TY  - CONF
AU  - Rizka Sari
AU  - Rahmad Husein
AU  - Zainuddin
PY  - 2020
DA  - 2020/11/25
TI  - The Effect of Student Team Achievement Division Strategy and Think Pair Share Strategy on Reading Comprehension Achievement
BT  - The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020)
PB  - Atlantis Press
SP  - 332
EP  - 337
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201124.070
DO  - https://doi.org/10.2991/assehr.k.201124.070
ID  - Sari2020
ER  -