The Use of Tea Party Technique in Teaching Reading Comprehension

Nurul Ulfa, Endang Komariah, Diana Achmad


This study aims to find out whether there is a significant different improvement on students’ scores of reading descriptive text between the students who are taught through Tea Party technique and those who are taught through Drill and Repetition technique in teaching and learning process. Tea Party technique which is promoted by Beers (2003) is a team work that is formed by dividing students into groups. Moreover, Tea Party focuses on guiding the students to activate their schemata and be able to use their prior knowledge in reading text. The population of this study was the tenth grade students of SMAN 07 Banda Aceh. The sample was the students of class XIPA4 (as an experimental class) and XIPS2 (as a control class).  In this study, the writers used a True Experimental Design. The writers conducted a pre-test, treatments and a post-test to collect data, and used gain score calculation. The mean score of the pre-test in experimental class was 62 and the post-test was 78.4. Meanwhile the mean score of the pre-test in control class was 52.4 and the post-test was 68.8. The gain score in experimental class was 9.18, while in control class was 7.92. In addition, the analysis of t-test shows that t score > t table or 1.932 > 1.71 at the level of significance 0.05 with the degree of freedom (df) 48. It is clear that the alternative hypothesis (Ha) is accepted, that is there is a significant different improvement on the students’ reading comprehension between in the experimental class and in the control class. The improvement of students’ scores in the experimental class is higher than in the control class.  In other words, Tea Party technique can improve the students’ achievement in learning reading comprehension skills because it can create enjoyable learning atmosphere.

Keywords:Tea Party Technique, reading skill, descriptive text.

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