Framework of Thinking LITERATURE REVIEW

20 difficult. It can be made them de-motivated. It problems might lead to students’ failure in comprehend the text. Moreover, English students in Indonesian often do not have sufficient chance to increase their social skill because teachers mostly use classical technique in teaching and learning process to deliver the material to the students. In this case, teachers prefer their students to sit properly on their chair, and pay attention to the teachers’ explanation. This technique does not allow students to interact with their classmates about the material that are being discussed because when students talk to their friend, they will be seen as students who are not paying attention to the teacher’s explanation. Hence, to solve this problem, teachers may use teams games tournaments TGT technique in the class to give the students opportunity to understand text they are reading by interacting with their friends about the text. According to Robet E Slavin, “Teams Games Tournaments TGT has many of the same dynamics as STAD, but adds a dimension of excitement contributed by the use of the games. Teammates help one another prepare for the game by studying worksheets and explaining problems to one other ”. 30 It means the teams games tournaments TGT technique allows the students to comprehend a text by understanding this text in their own group. The teams games tournaments TGT technique also allows students to communicate with their teammate about the material so they can develop their reading skill, and also their communication skill. In other word, the writer assumes the teams games tournaments TGT technique can help students to get better understanding in reading by allowing students to interact in the small group about the material that being discussed, Giving the opportunities for the students to solve problems together, they will have good attitudes because beside they are responsible of their own selves, they also responsible of the team, increasing the students’ desire in learning process, motivating the students to compete, providing the teachers to use new variation in 30 Robert E. Slavin, Cooperative Learning, Theory, Research, and Practice, 2 nd Edition Boston: A Simon Schucter Company, 1995, p, 6. 21 teaching, providing the teachers to make good assessment, providing the good atmosphere in the class.

F. Research Hypotheses

The aim of this study is to get the evidence whether teams games tournaments TGT technique is effective in teaching reading of narrative text or not. Therefore the research hypotheses are designed as follow:

1. The Null Hypothesis Ho

There is no significant difference in teaching reading of narrative text using teams games tournaments TGT and teaching reading of narrative text without teams games tournaments TGT in second grade of SMPN I Pakuaji.

2. The Alternative Hypothesis Ha

There is a significant difference in teaching reading of narrative text using teams games tournaments TGT and teaching reading of narrative text without teams games tournaments TGT in second grade of SMPN I Pakuaji. 22

CHAPTER III RESEARCH METHODLOGY

This chapter explains the methodology of the study. It consists of place and time of the study, population and sample, method of the study, instrument of the study, procedures of the study, technique of data collection, technique of data analysis, and statistical hypotheses.

A. Place and Time

This study was conducted at SMPN1 Pakuaji. It is located on Jl. KH. Saadullah Km. 01 Pakualam, Tangerang Regency-Banten. SMPN 1 Pakuhaji is a public school. There are twenty-seven classrooms. In SMPN 1 Pakuaji teaching and learning process divides into two part times, morning and afternoon class. Most of students at first Grade study in the morning class but two classes study in the afternoon, while all students at second grade and third grade study in the morning. The focus of this study was second grade junior high school. This research was conducted on August 2014. The writer conducted 6 meetings for each both experimental class and controlled class. The first meeting was used to give the pre-test in five classes, next, second meeting until fifth meeting used to teach in experimental class and controlled class. The writer used the treatment in the experimental class. The last meeting was used by the writer to give the post-test. Then, the writer collected all the data and analyzed them.

B. Method of the Study

The study used quantitative research. Furthermore, this study used a quasi- experimental study. Quasi-experimental is an experimental study in which the unit of the objects are not decide in randomly conditions. 1 In the process of the study, 1 William R. Saddish, Thomas D. Cook, and Donald T. Campbell, Experimental and Quasi-Experimental Designs for Generalized Causal Inference, New York: Houghton Mifflin Company, p. 12.