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1 Class Presentation 2 Teams
3 Games 4 Tournaments
5 Team Recognition
D. The Relationship between Teams Games Tournaments and Speaking Skill
Isjoni 2009: 83-84 states that TGT is one of Cooperative learning strategies in which students are divided into groups of 5 or 6 having different
ability, sex, and race. In addition, The Teams Games Tournaments TGT approach Devries Slavin, 1978; Devries, Slavin, Fennessey, Edwards,
Lombardo, 1980 demanded the students to work together in four to five member heterogeneously grouped teams to help one another mastering content and
preparing for competitions against other teams. For the tournaments, students are assigned to three person tables composed of students from different teams who are
similar in achievement. While according to Kagan 1986 in Kessler, in cooperative learning a
genuine for communication exists. It means cooperative learning is an approach to teach that makes the maximum use of cooperative activities involving pairs and
small groups of learners in the classroom. Cooperative learning depends on the socially structured, exchange of information between learners in groups and in
which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. It belongs to Teams Games
Tournaments with a genuine purpose for communication exists. The more
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students practice speaking through communication, the better speaking skill the students have. The points earned by individual students at these tournament tables
are later summed to determine each team’s score, and the teacher prepares a newsletter that recognizes successful teams and unusually high scores attained by
individuals.
E. Rationale
Based on the previous underlying theory, the writer assumes that Teams Games Tournament can improve senior high school students’ skill. There are
several reasons how Teams Games Tournament can improve students’ speaking skill. Teams Games Tournaments TGT developed by Robert Slavin as one of the
simplest techniques in cooperative learning is not a meant as a comprehensive teaching method, but rather as a way to organize classes, with the principle goal
being to accelerate the achievement of all students. Slavin 1995: 84-86 outlines a description of the components of TGT as follows:
1. Class Presentation Class presentations in TGT differ from usual teaching only in that they
must be clearly focused on the TGT unit. In this way, students realize they must pay attention during the class presentation, because doing so will help them do
well on the games, and their game scores determine their team scores. 2. Teams
Teams are composed of four or five students who represent a cross-section of the class in term of academic performance, sex, and race or ethnicity. The
major function of the team is to make sure that all team members are learning, and
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more specifically, to prepare its members to do well on the games. The team provides the peer support for academic performance that is important for learning,
and it provides the mutual concern and respect that are important for such outcomes as intergroup relations, self-esteem, and acceptance of mainstreamed
students. 3. Games
The benefits of using games in language learning are to promote communicative competence, create a meaningful context for language use,
increase learning motivation, reduce learning anxiety, encourage creative and spontaneous use of language, and construct a cooperative learning environment.
Games offer students a fun and relaxing learning atmosphere. When students join in games, anxiety is reduced and speech fluency is generated, so communicative
competence is achieved. Games activities are an excellent way of motivating learners to speak.
Games introduces of competition into language-building activities. In other words games create a meaningful context for language use. Language learning should be
enjoyable. Games help make it. The games are composed of content-relevant questions designed to test the knowledge students’ gain from class presentations
and team practice. Games are played at tables of three students, each of whom represents a different team. Most games are simply numbered questions on a ditto
sheet. A students picks a numbered card permits players to challenge one another’s answers.
4. Tournaments
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The tournament is the structure in which the games take place. It is usually held at the end of a week or a unit, after the teacher has made a class presentation
and the teams have had time to practice with the worksheets. For the first tournament, the teacher assigns students to tournament tables: the higher three
students in past performance to table 1, the next three to table 2, and so on. The individual improvement score system makes it possible for students of all levels
of past performance to contribute maximally to their team scores if they do their best.
5. Team Recognition Soon after the tournament, the teacher figures team scores and prepares
team certificates to recognize high-scoring teams. The teacher may give certificates or reward to teams that meet Great team or Super team criteria. Good
team should just be congratulated in class. Instead of or in addition to team certificates, the teacher may wish to display each week successful teams on a
bulletin board, posting their pictures or team names in a place of honor. However, teacher recognizes a team accomplishment which is important to communicate
that team success not just individual success is important, as this is what motivates students to help their teammates learn.
The approach operates on the principle that students work together to learn and are responsible for their teammates learning as well as their own. This
situation will create enjoyable and comfortable situations in order to improve students’ speaking skill. This is based on the assumption that outcomes in learning
process are dependent on each student’s behavior which students will be
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motivated to help the group to be rewarded. In other words, the group incentive induces students to encourage goal directed behaviors among group mates.
Because students are working towards a common goal, it can be expected that they will be more motivated to reward academic success within the group. In
Teams Games Tournaments, the students work in teams to ensure that all members can perform well on an upcoming game. By such situation, the students’
speaking skill to learn and master the materials given will improve and they can get the best result in learning Speaking.
The rationale in this research can be figured as follows:
Figure 2.4. The Rationale of the Research
F. Action Hypothesis
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