Keywords: Reading comprehension, Teams Games Tournament (TGT), Recount.

Reading is one English skill that is very important to be learned in junior high
school. Today, students in junior high school have less motivation in learning reading
because of the monotonous teaching-learning process. This study is aimed to find out
whether there is significant difference in students’ achievement in reading
comprehension between students who are taught by using Teams Games Tournament
(TGT) technique and those who are taught with Team Assisted Individualization
(TAI) at eight grade students of SMP Negeri 24 Banjarmasin academic year
2016/2017.
In this research, quasi experimental design is used, where VIII A and VIII B
was chosen as sample. There were three instruments were used, they were
achievement test, observation, and documentation. The hypothesis testing that was
used was t-test formula.
In this result, it was shown that average score of pre-test in experimental class
was 70.71, and the average score of post-test was 75.34. While in the control class,
the score of pre-test was 78.2 and post-test score was 79.00. the t-test result is 2.01
and t-table is 1.9955 with 5% significant level and 68 degree of freedom (df). Based
on the result, it is proved that alternate hypothesis (Ha) accepted and nul hypothesis
(Ho) is rejected. However, there is minor significant different in reading recount text
who are taught by using TGT than who are taught by using TAI.
Based on finding, TGT can be suggested to be used for teacher in teaching
reading comprehension. Also, it is recommended to future researcher who want to
conduct the same study, however, the well preparation is needed in order to get best
result.