The Schematic Structure of Descriptive Text

and to prepare its member to do their best in tournament. The students in the teams usually study worksheet or other material to discuss problems together, comparing answer, and correcting any misconceptions. c. Games. The games are composed of content relevant question designed to test the students‟ knowledge from class presentation and team practice. Games are played at tables of four students from different team. Most games are simply numbered question on a ditto sheet. A numbered card picked by a student. Then, the student attempts to answer the question corresponding to the number. 33 d. Tournament. Students play the games in frequently held tournaments. Each tournament needs more or less 40 minutes. In the tournament students compete as individuals to contribute points to their teams, they play at three students, ability homogenous tables. At each table the higher scorer brings six points to each his or her team. The middle scorers bring four points; and the low scorers bring two points. The scoring system is used to show that every member has roughly equal change of bringing six points to his or her team. 34 e. Last, Team recognition. Team may earn rewards such as certificate or others if their average scores exceed a certain criterion. Students‟ team scores may also be used to determine up to 20 percent of their grades. 35

4. The Advantages of Team-Games-Tournament

Teams-Games-Tournament has many advantages in teaching and learning activities .Based on DeVries research on TGT, it has some intentions: a. Increase academic achievement. b. Improve students‟ attitudes. c. Create students peer tutoring. d. Stimulate the outside world. e. Dissolves social barriers. 36 33 Slavin, op. cit., pp. 71 —84 34 DeVries, op. cit., pp. 17 —18. 35 Slavin, op. cit., p. 73. 36 DeVries, op. cit., pp. 5 —6. 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” 37 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.”