Therefore, Teams-Games-Tournament is useful not only for the improvement of cognitive aspect but also for the affective aspect. Besides it can
improve understanding of material taught and also useful for students‟ social life
by training them to cooperate and help each other.
D. Relevant Previous Study
There are some relevant studies related to this research. First is „Skripsi‟ written by Agung Sedayu
entitled “the Effectiveness of Using Teams-Games- Tournaments TGT in Teaching Reading of Narrative T
ext”
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There are similarity and differences between his study and the writer
‟s research. First same as this research his research also study about students comprehension of reading,
nevertheless the text types that is used in this research are different, if this research studied about reading comprehension of descriptive text, his research
studied about students reading comprehension of narrative text. The second research related to this study is study written by Hery
Fitriyanto entitled “The Effectiveness of Teams-Games-Tournament TGT Technique on Students‟ Mastery of Simple Past Tense.”
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The result of this research is that there was effectiveness of TGT on students‟ mastery of simple
past tense. There are some similarities and difference between his research and this research. First, both of the researches used TGT technique to teach grammar.
Second, both of the researches are quasi-experimental research. Nevertheless, the subject taught is different, his research studied about grammar aspect, especially
simple past tense, while this research is about reading skill, especially on reading descriptive text.
The third research related to the study is research done by the developer of TGT, David L. Devries, together with Mescon and Shackman, entitled “Teams-
Games-Tournament in Elementary Classroom: a Replication. Devries studied
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Agung Sdayu, “The Effectiveness of Using Teams-Games-Tournaments TGT in Teaching reading of narrative text”, skripsi in Faculty of Tarbiya and Teachers Training UIN Jakarta, 2014,
unpublished.
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, Hery F itriyanto, “The Effectiveness of Teams-Games-Tournament TGT Technique on
Students‟ Mastery of Simple Past Tense.” skripsi in Faculty of Tarbiya and Teachers Training UIN Jakarta, 2014, unpublished.
about the effect of TGT on language art skill and classroom social processes in primary school.
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In conclusion, the research showed that TGT has positive impact on both of them. The similarities of his research and this research are first
both of the researches used the same method of research. Second, both researches study about TGT. Whereas, there are some differences between them. First, when
his research studies on language art skill, while this research study about students reading comprehension on descriptive text without social aspect. Second, the
population and sample used. If his research used third grade of elementary school, while this research use eight grade of junior high school as sample and population.
E. Thinking Framework
Reading is one of the skills that is important to master English. In addition, Reading is very important to students because it influences the other skills.
According to Harmer, reading gives positive impact on vocabulary, spelling and writing.
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Based on School Based Curriculum Kurikulum Tingkat Satuan Pendidikan, students should have the ability to understand short functional text,
monolog and some text such as procedure, descriptive, recount, narrative, and
report. One of texts that should be comprehended by eight grade of junior high school is descriptive text.
However, students sometimes find difficulties in understanding when they read descriptive text. There are some factors that become the causes. The causes
are learning process in class when teaching is still teacher centered, less communication between students, the big number of students in class, and lack of
vocabulary building activities of the students In order to solve the difficulties, TGT can be used. Because by using TGT,
learning process in the class is students centered, students are more active in order to share information in group and also when they do game. In addition when they
do group working and tournament, there is more chance for students to
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David L. DeVries, Ida T. Mescon, Susan L. Shackman, Teams-Games-Tournament in Elementary Classroom. Research on John Hopkins University centre for the study of social
organization of school, 1975, unpublished.
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Jeremy Harmer, How to Teach English, Edinburgh; Pearson ELT,2007, p.11.
