Implementing the Team Assisted Individualization Learning Model to Enhance Anecdotal Text Writing Skills in Grade X Students

Junifer Siregar; Meliana Br Gultom

doi:10.35445/alishlah.v17i3.7385

Implementing the Team Assisted Individualization Learning Model to Enhance Anecdotal Text Writing Skills in Grade X Students

Junifer Siregar, Meliana Br Gultom

Abstract

This study aims to investigate the effectiveness of the Team Assisted Individualization (TAI) learning model in improving Grade X students' skills in writing anecdotal texts. Writing is a fundamental language skill that remains challenging for many students, particularly in crafting anecdotal texts, which require creativity, structure, and a clear narrative. This research was conducted at SMA Swasta Teladan Pematangsiantar during the 2022/2023 academic year, involving 70 Grade X students selected through cluster sampling. A pre-experimental one-group pretest-posttest design was employed. Students were assessed using a written test administered before and after the implementation of the TAI model. Data were analyzed using a paired sample t-test at a 0.05 significance level. The results showed a substantial improvement in students’ writing performance. The average pre-test score was 44.22, categorized as low, while the average post-test score increased to 77.88, indicating a good level of writing proficiency. The statistical analysis yielded a t-value of -28.01, which exceeded the critical value (t-table = 1.996), leading to the rejection of the null hypothesis. These findings indicate that the TAI learning model significantly enhances students’ ability to write anecdotal texts. The collaborative and individualized nature of the TAI model supports active student engagement, idea development, and writing fluency. This study recommends the integration of the TAI model into Indonesian language instruction to foster students' writing competence and motivation.

Keywords

TAI learning model; cooperative learning; anecdotal text; writing skills; secondary education

References

Amin, S. P., & Sumendap, L. Y. S. (2022). Model pembelajaran kontemporer (Vol. 1). Pusat Penerbitan LPPM.

Aminah Mursalin, S., & Muhsam, J. (2021). Pengaruh model pembelajaran TAI (Team Assisted Individualization) terhadap hasil belajar IPA ditinjau dari motivasi belajar peserta didik sekolah dasar. Jurnal Pendidikan Dasar Flobamorata, 2(1), 103–110. https://doi.org/10.51494/jpdf.v2i1.413

Aprita, Y. M., Nuraeni, Y. S., Warpindyastuti, L. D., & Syarif, M. (2021). Penerapan model pembelajaran kooperatif tipe Team Assisted Individualization (TAI) untuk meningkatkan aktivitas belajar akuntansi siswa. Akrab Juara: Jurnal Ilmu-Ilmu Sosial, 6(2), 111–123. https://doi.org/10.58487/akrabjuara.v6i2.1459

Aslan Berzener, Ü., & Deneme, S. (2021). The effect of cooperative learning on EFL learners’ success of reading comprehension: An experimental study implementing Slavin’s STAD method. Turkish Online Journal of Educational Technology (TOJET), 20(4), 90–100. http://www.tojet.net

Berliana, N. P. (2022). Kajian model pembelajaran kooperatif tipe Team Assisted Individualization (TAI) terhadap hasil belajar IPA siswa kelas V sekolah dasar. Jurnal Kajian Pendidikan Dasar, 7(1), 9–12.

Donato, R. (2004). Aspects of collaboration in pedagogical discourse. Annual Review of Applied Linguistics, 24, 284–302. https://doi.org/10.1017/S026719050400011X

Giyono, G. (2021). Penerapan metode Group Investigation untuk meningkatkan motivasi dan kemampuan menganalisis kebahasaan teks laporan hasil observasi peserta didik kelas X IPS 1 SMA Negeri 1 Gemolong tahun pelajaran 2019/2020. Jurnal Pendidikan, 30(2), 245–260. https://doi.org/10.32585/jp.v30i2.1343

Hardi, I., & Rino, R. (2022). The effectiveness of economic learning using the cooperative learning model type of Team Games Tournament with the help of Edmodo learning media on learning outcomes. In Eighth Padang International Conference on Economics Education, Economics, Business and Management, Accounting and Entrepreneurship (PICEEBA-8 2021) (pp. 531–538). Atlantis Press. https://doi.org/10.2991/aebmr.k.220702.077

Hyland, K. (2003). Second language writing. Cambridge University Press.

Karman, K., Maslani, M., Anwar, R., Yudhiantara, R. A., & Djubaedi, D. (2024a). Enhancing student learning outcomes in the Qur’an interpretation course through the implementation of the Start From Reading (SFR) cooperative learning model. Nazhruna: Jurnal Pendidikan Islam, 7(1), 156–170. https://doi.org/10.31538/nzh.v7i1.4657

Karman, K., Maslani, M., Anwar, R., Yudhiantara, R. A., & Djubaedi, D. (2024b). Enhancing student learning outcomes in the Qur’an interpretation course through the implementation of the Start From Reading (SFR) cooperative learning model. Nazhruna: Jurnal Pendidikan Islam, 7(1), 156–170. https://doi.org/10.31538/nzh.v7i1.4657

Kementerian Pendidikan dan Kebudayaan. (2016). Silabus Bahasa Indonesia SMA Kurikulum 2013.

Kobandaha, P. E., Tonra, W. S., & Anam, A. C. (2022). Development of digital media and Ludo Eksponen to improve learning outcomes of grade IX junior high school students. Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika, 4(1), 99–108. https://doi.org/10.35316/alifmatika.2022.v4i1.99-108

Lestari, R. (2019). Teacher-centered vs student-centered learning: A critical review. Jurnal Pendidikan Indonesia, 8(2), 125–132.

Maelani, L. (2022). Pemanfaatan video akun TikTok Irfan Ghafur sebagai media pembelajaran menulis teks anekdot pada siswa SMAN 33 Jakarta tahun pelajaran 2022/2023 [Bachelor’s thesis, FITK UIN Syarif Hidayatullah Jakarta]. https://repository.uinjkt.ac.id/dspace/handle/123456789/74634

Marasabessy, R., Hasanah, A., & Angkotasan, N. (2021). Efforts to improve students’ mathematical critical thinking ability by using Team Assisted Individualization learning model. Journal of Physics: Conference Series, 1882(1), 012051. https://doi.org/10.1088/1742-6596/1882/1/012051

Nasution, M. M. (2023). The application of crossword puzzle in the Team Games Tournament (TGT) learning model to improve learning motivation. In Proceedings of the 4th International Conference on Science and Technology Applications (ICoSTA 2022), 1–2 November 2022, Medan, North Sumatera Province, Indonesia. EAI. https://doi.org/10.4108/eai.1-11-2022.2326218

Mertayasa, I. W. (2021). Aplikasi model pembelajaran kooperatif tipe Team Assisted Individualization (TAI) dengan tutor sebaya untuk meningkatkan prestasi belajar matematika. Journal of Education Action Research, 5(3), 301–308. https://doi.org/10.23887/jear.v5i3.34999

Misastri, M., Wirayuda, R. P., & Syarbaini, S. (2023). Application of the Team Assisted Individualization (TAI) learning model in improving understanding of mathematical concepts. Journal Evaluation in Education (JEE), 4(1), 1–7. https://doi.org/10.37251/jee.v4i1.308

Nuraeni, A., Rosita, T., & Novianti, I. (2022). Pengaruh penggunaan metode Team Assisted Individualization (TAI), Student Team Achievement Division (STAD) dan percaya diri dalam pembelajaran daring terhadap hasil belajar matematika kelas V di SDN Gugus I Kecamatan Cilincing. Naturalistic: Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran, 6(2), 1273–1289.

Pahri, E. D. (2023). Model pembelajaran Take and Give untuk keaktifan siswa dalam pembelajaran Bahasa Indonesia.

Purwanto, B., Jatmiko, A., Pahrudin, A., Munifah, M., Wardhani, S., Purnama, S., & Joemsittiprasert, W. (2020). The implementation of cooperative learning to develop management of language learning system. Journal for the Education of Gifted Young Scientists, 8(1), 379–392. https://doi.org/10.17478/jegys.675251

Ridwan, M. R., & Hadi, S. (2022). A meta-analysis study on the effectiveness of a cooperative learning model on vocational high school students’ mathematics learning outcomes. Participatory Educational Research, 9(4), 396–421. https://doi.org/10.17275/per.22.97.9.4

Rusmalinda, R., & Syaifudin, A. (2022). Keefektifan model Discovery Learning dengan Team Assisted Individualization (D-TAI) terhadap keterampilan kolaborasi peserta didik. Al-Ikmal: Jurnal Pendidikan, 1(1), 59–76. https://journal.iaidalampung.ac.id/index.php/al-ikmal/article/view/26

Septiana, R. A., Komara, F. G., & Wiguna, H. (2022). Penerapan model pembelajaran kooperatif Team Assisted Individualization untuk meningkatkan passing bawah bola voli. Journal of Physical and Outdoor Education, 4(1), 88–95. https://doi.org/10.37742/jpoe.v4i1.148

Slavin, R. E., & Madden, N. A. (2021). Student team learning and Success for All: A personal history and overview. In Pioneering perspectives in cooperative learning (pp. 128–145). Routledge.

Slavin, R. E., & Karweit, N. L. (1985). Effects of whole class, ability grouped, and individualized instruction on mathematics achievement. American Educational Research Journal, 22(3), 351–367.

Sugianti, R., Rismawati, R., & Suhendi, E. (2023). Upaya meningkatkan kemampuan kolaborasi siswa dengan menggunakan model koopratif tipe Team Assisted Individualization (TAI). JIIP - Jurnal Ilmiah Ilmu Pendidikan, 6(7), 4566–4571. https://doi.org/10.54371/jiip.v6i7.2320

Suyitno, S., Anitasari, M. E., Rakha, R., Kamin, Y. Bin, & Nurtanto, M. (2022). The application of the Teams Assisted Individualization (TAI) learning model to improve learning outcome of the starter motor electrical system in VHS. Jurnal Pendidikan Teknologi dan Kejuruan, 28(1), 32–46.

Tai, T.-Y., & Chen, H. H.-J. (2024). Improving elementary EFL speaking skills with generative AI chatbots: Exploring individual and paired interactions. Computers & Education, 220, 105112. https://doi.org/10.1016/j.compedu.2024.105112

Tarigan, H. G. (2008). Menulis sebagai suatu keterampilan berbahasa. Angkasa.

Ulla, M. B., & Perales, W. F. (2021). Facebook as an integrated online learning support application during the COVID-19 pandemic: Thai university students’ experiences and perspectives. Heliyon, 7(11), e08240. https://doi.org/10.1016/j.heliyon.2021.e08240

Widiansyah, R. (2023). Ta’sir istikhdam namudzaju at-ta’allum at-ta’awuni binau’i Team Assisted Individualization (TAI)‘ala mahârah al-qira’ah fî as shaffu tsamin fî Al-Madrasah Al-Tsanawiyah Al-Hukumiyah 3 Pariaman. Lisaanuna: Jurnal Pendidikan Bahasa Arab, 6(2), 258–270.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Widiati, U., & Cahyono, B. Y. (2006). The teaching of EFL writing in the Indonesian context: The state of the art. TEFLIN Journal, 17(1), 1–17.

Wilsam, W. (2023). Pengembangan media audio visual terintegrasi sugesti imajinasi dalam pembelajaran menyusun kalimat pada siswa kelas II MI Datok Sulaiman [Undergraduate thesis, IAIN Palopo].

Yapatang, L., & Polyiem, T. (2022). Development of the mathematical problem-solving ability using applied cooperative learning and Polya’s problem-solving process for Grade 9 students. Journal of Education and Learning, 11(3), 40–46. http://www.ccsenet.org/journal/index.php/jel

Yildiz Durak, H. (2022). Flipped classroom model applications in computing courses: Peer‐assisted groups, collaborative group and individual learning. Computer Applications in Engineering Education, 30(3), 803–820. https://doi.org/10.1002/cae.22487

DOI: https://doi.org/10.35445/alishlah.v17i3.7385