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affecting student learning outcomes. Therefore, teachers need to create a conducive classroom by applying activity-based learning model to foster
students motivation then students are comfortable in conducting learning activities so learning objectives planned by the teacher can be achieved.
D. Limitations of the Research
In carrying out this research, there are some limitations in the implementation of cooperative learning model type Team Games Tournament
TGT in class XI Accounting 1 SMK Negeri 1 Pengasih. Some of these were: 1. Implementation of this research consists of only one meeting in each cycle
because of XI Accounting 1 students should pursue the next material for the discussion of a trading company in Kompetensi Dasar KD 1
appendix 1.1 page 106 and the general journal to a trading company has claimed many meetings at the beginning of the academic year. So the
material KD 2 and KD 3 should be 6 lesson hours became 4 lesson hours. Additionally schedule on Accounting for Trading Company subject is only
once a week for 4 hours of lessons. This makes the action implementation should be very short and could not provided optimal results in variable
learning motivation.
2. Accounting learning achievement measured in this study are limited in cognitive side does not include affective and psychomotor so that affective
and psychomotor have not elaborated further on the changes.
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CHAPTER V CONCLUSION AND RECOMMENDATION
A. Conclusion
Based on research results and discussion in Chapter IV concluded that the implementation of Cooperative Learning Model Team Games Tournament
TGT could improve Learning Motivation and Learning Achievement in Accounting of XI Accounting 1 student of SMK 1 Pengasih Academic Year
20162017 evidenced by: 1. Accounting Learning Motivation score obtained through the results of
scoring questionnaire data was improved to 5.97 of the first cycle score 72.41 increased to 78.13 in the second cycle. Improvement of individual
motivation achievement scores amounted to 34.38 in the first cycle increased to 84.38 in the second cycle or by 50 absolut. Improvement
motivation per indicators also occurred, in the first cycle indicators the same amount or more than 75 is as much as three indicators, while on the second
cycle increased to 6 of 8 indicators. 2. Accounting Learning Achievement in cognitive calculated from the average
score of pre test of 68.33 increased to 84.58 from the score of post test cycle I or an improvement of 23.78 absolut. In the second cycle was improved
of 19.61, obtained from the average score of cycle II of pre test 75.42 increased to 90.21 in the post test. Learning mastery improved by 11.10
calculated from the mastery learning in post test cycle I of 84.38 increased in cycle II into 93.75.
