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e. Motivating the students to compete. f.
Provides the teachers to use new variation in teaching. g. Provides the teachers to make good assessment.
h. Provides the good atmosphere in the class.
5. The Disadvantages of Teams Games Tournaments TGT
Teams Games Tournament also has some disadvantages for some side in teaching and learning, such as:
a. Wasting the time, the tournament will take a long time. b. The absences of the students during tournament period will disturb the
successful of the tournament.
6. Teaching Narrative Text Using Teams Games Tournaments TGT
In teaching narrative text using Teams Games Tournaments TGT teachers should apply some procedures. Firstly, teachers should prepare the
learning material and explain it in the class. Secondly, teachers divide the students in some groups, each groups should contain of some level students, high, medium,
and low ability. Then, teachers give the opportunity to the groups of the students to study and deal with the learning materials.
After discussing, teachers conduct the tournaments, before conducting the tournaments teachers were already prepared the table tournaments and some
questions which taken from the learning materials.
D. Relevant Studies
Here are some relevant studies that related to my study: first, the „Skripsi’
by Fadillah. She has written a „skripsi’ in 2011 entitled “Improving Students’
Un derstanding of Narrative Text by Using Cooperative Learning”.
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In her „Skripsi’ she tried to find out the significance improvement of students’
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Nurul Fadilah, Understanding of Narrative Text by Using Cooperative Learning. Jakarta: UIN Jakarta, 2011.
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comprehension of Narrative text in second grade of Mts. Manartul Islam Jakarta. She used a cooperative learning method in her study. She used Classroom Action
Research to solve students’ problem in understanding Narrative Text. She also used test as the instrument of the study, she used both pre-test and post-test. By
the end of the study she concluded that students improved their understanding of narrative text during the teaching and learning process.
There are similarities and differences between Fadilah’s study and writer’s
study. The similarities between us, both of us used test as the instrument of the study and conducted the study toward junior high school and narrative text
subject. The differences between Fadilah’s study and writer’s study are in the method, design, material, objective, and place of the study. Fadilah used
Classroom Action Research CAR to s olve students’ problem in understanding
narrative text and the writer used experimental study to solve students’ problem in understanding narrative text.
Second „Skripsi’ by Saputra. He has written a „skripsi’ in 2011 entitled
“Improving Students’ Ability in Reading Narrative Text Through Jigsaw Technique”,
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he conducted the study at second grade of SMP Al-Hidayah Lebak Bulus. His
„Skripsi’ purpose is to find out the improvement of students’ ability in reading narrative text using jigsaw technique. He used classroom action research.
He conducted the research through two cycles with two meeting in every cycle. The result of his study is through jigsaw technique students’ ability in reading
narrative text can be improved. He proved it by some data that he got. The study above had similarities and differences with writer’s study. In the
similarities side, both of us conducted the study toward junior high school students and conducted the study in the reading narrative text. Saputra and the
writer used the test as the instrument of the study. In the other hand, the differences between us occurred in the method, design, material, objective, and
place of the study. Saputra’s used Classroom Action Research and Jigsaw
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Firman Adi Saputra, Improving Students’ Ability in Reading Narrative Text Through
Jigsaw Technoque, Jakarta: UIN Jakarta.
