Background of the Study

2 However, teaching English text at second grade junior high school is not easy. In fact, based on the interview with the students and the English teacher of SMPN I Pakuhaji on February 24 th 2014, some students face difficulties to achieve the goal in learning reading materials, in the learning process they like to read the text loudly but they do not understand the messages or information of the text. And also, it is caused of lack vocabularies they had. Also, some of the students are de-motivated when they read the materials. To solve the problems above, the teacher should find strategies to improve students’ interest and motivation in reading narrative text to overcome this problem. English teachers are expected to find appropriate technique to make students understand the narrative text and moreover, enjoy reading. Based on the explanation above, this research is focused on finding an alternative technique in teaching reading of narrative text, it is expected can makes students enjoy in learning and make them confident to show their English ability. And then, the alternative technique is also expected can encourage students’ motivation in teaching and learning process. Moreover, the students feel fun in the classroom while teaching and learning process. As a professional worker, the teacher is expected to be able to motivate the students through certain ways. By using Teams Games Tournaments TGT, the teacher probably can motivate the students to understand narrative text. Because by Teams Games Tournaments TGT, the students can work together with their friends and they have variation in their learning style in the classroom. So, the teacher hopes that students will enjoy their learning activities. As Roy Killen said that “TGT is suited to the same types of subject matter and learning outcomes as STAD. It requires a little more than STAD, but can be very motivating for learners”. 2 Based on the Roy Killen statement it can be said that TGT can motivates the learners in teaching and learning process. There are some methods of teaching in teaching and learning English, one of them is Cooperative Lea rning. Based on Wendy Jollife “Cooperative learning 2 Roy Killen, Effective Teaching Strategies 4 th Edition, South Melbourne: Cengage Learning, 2007, p, 181. 3 requires pupils work together in small groups to support each other to improve their own learning and that of others ”. 3 It means in cooperative learning students study together and solve problems together, students have a sense of responsibility to themselves and also to their friends in teaching and learning process to accomplish the goals. In cooperative learning individuals look for the outcomes that are beneficial to themselves and beneficial to all group members. Cooperative Learning has many benefits which are related to students, according to Carolyn Kessler “Cooperative Learning classes are often more relaxed and enjoyable than traditional classes. This creates a positive learning environment, with more students attentive to assigned tasks. As a result, academic achievement increases for all students ”. 4 Cooperative Learning has some general or variation methods. As Donald R. Cruickshank, Deborah Bainer Jenkins, and Kim K. Metcalf stated ”Some variations on the theme of Cooperative Learning: Students Teams-Achievement Divisions STAD, Teams Games Tournaments TGT, Team Accelerated Instruction TAI, Jigsaw, and Cooperative Integrated Reading and Composition CIRC”. 5 In this research Teams Games Tournaments TGT will be used. Furthermore, Teams Games Tournaments TGT technique originally was developed by David DeVries and Keith Edward. According to Robert E. Slavin “Teams Games Tournaments TGT originally developed by David DeVries and Keith Edward, was the first of the John Hopkins Cooperative Learning methods. It uses the same teacher presentations and team work as in STAD, but replaces the quizzes with weekly tournaments, in which students play academic games with members of the teams to contribute points to their team score. 6 Based on the explanation above, this research took a t itle as “The Effectiveness of Using Teams Games Tournaments TGT in Teaching Reading 3 Wendy Jolliffe, Cooperative Learning in the Classroom, London: Paul Chapman Publishing, 2007, p. 3. 4 Carolyn Kessler, Cooperative Language Learning, A Teachers’ Resource Book, London: Prentice-Hall, 1992, p. 3. 5 Donald R. Cruickshank, Deborah Bainer Jenskins, Kim K. Metcalf, The Art of Teaching 4 th Edition, Boston: The McGraw-Hill, 2006, p, 238. 6 Robert E Slavin, Cooperative Learning, Theory, Research, and Practice, Second Edition London: Ally and Bacon, 1995 p. 6. 4 of Narrative Text A Quasi-Experimental Study at second grade of SMPN I Pakuhaji

B. Identification of the Problem

Based on background of the study above, the problems could be identified as follow: 1. Some students of SMPN I Pakuhaji face difficulties to achieve the goal in learning reading material. 2. Some students of SMPN I Pakuhaji face the difficulties to understand the message or information of the narrative text because there are many long sentences and lack of vocabulary.

C. Limitation of the Problem

Based on the explanation of the problems above, the writer limits the study on the Effectiveness of Using Teams Games Tournaments TGT in Teaching Reading of Narrative Text in Second Grade of Junior High School in SMPN I Pakuaji.

D. Formulation of the Problem

Based on the explanation above, the research problem is formulated as: “Is Teams Games Tournaments TGT effective to use in Teaching Reading of Narrative Text?

E. Objective of the Study

The objective of this research is to find out whether Teams Games Tournaments TGT is effective to use in Teaching Reading of Narrative Text at the Second Grade of Junior High School in SMPN I Pakuaji. 5

F. Significance of the Study

This research is expected to give some benefits for people in teaching and learning process such as teachers and students. For the students, they are expected to be more excited in learning English. They feel easier in reading English text, and they can explore their ability. And for the teachers, they can be more creative in teaching English by exploiting Cooperative Learning Method so that good atmosphere can be felt by the students. Further, this research is expected to be useful for other researchers who conduct the research on teaching reading narrative text using teams’ games tournaments field.