THE EFFECT OF TEAMS GAMES TOURNAMENT (TGT) METHOD ON STUDENTS’ ACHIEVEMENT IN VOCABULARY.
THE EFFECT OF TEAMS GAMES TOURNAMENT (TGT)
METHOD ON STUDENTS’ ACHIEVEMENT IN
VOCABULARY
A THESIS
Submitted as Partial Fulfillment of the Requirement for
the Degree of Sarjana Pendidikan
By:
HOSIANNA BR SINAGA
Registration Number. 2113321017
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Sinaga, Hosianna Br. 2113321017. The Effect of Teams Games Tournament
(TGT) Method on Students’ Achievement in Vocabulary. A Thesis. English
Department. Faculty of Languages and Arts. States University of Medan.
2016.
This study deals with The Effect of Teams Games Tournament (TGT)
Method on Students’ Achievement in Vocabulary. The objective of this study was
to find out if there was a significant effect of Teams Games Tournament (TGT)
Method on Students’ Achievement in Vocabulary. It was conducted by using
experimental research. The population of this study was seventh grade of SMP
Negeri 1 Selesai, which is consisted of 9 parralel classes. Two classes were taken
as the sample of the research. The class VII-2 was a experimental group and VII-3
was a control group. The experimental group was taught by using Teams Games
Tournament Method, and control group was taught by using Conventional
Method. The instrument for collecting the data was multiple choice test. The data
was analyzed by using t-test formula. The result shows that the value of tobserved is higher than the value of t-table 6.81 > 1.668 (α=0.05), with degree of
freedom (df) = 70. Based on analysis of the study, the result indicates that the
alternative hypothesis (Ha) was accepted. It means that Teams Games
Tournament Method significantly affect on students’ achivement in vocabulary.
Keywords: Teams Games Tournament Method, Vocabulary
ACKNOWLEDGMENT
First of all, the writer would like to express her deepest gratitude to
Almighty God, Jesus Christ for His amazing grace, uncountable blessing, love,
strength given to the writer during her study and in completing this thesis which
entitled: The Effect of Teams Games Tounament (TGT) Method on Students’
Achievement in Vocabulary. This thesis is aimed to fulfill one of the requiremets
for the degree of Sarjana Pendidikan of the English Department, Faculty of
Languages and Arts, State University of Medan.
In completing this thesis, the writer realized that she faced some problems
and she had received the academic guidance, suggestions, and comments and got
a lot of assistance and moral support from people. Therefore, the writer expresses
her gratitude and special thanks to:
1.
Prof. Dr. Syawal Gultom, M.Pd., as the Rector of State University of
Medan.
2.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and
Arts, State University of Medan.
3.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, Faculty
of Languages and Arts, State University of Medan.
4.
Dra. Meisuri, MA., as the Secretary of English Department, Faculty of
Languages and Arts, State University of Medan.
5.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., as the Head of English Education
Study Program.
6.
Dra. Tjut Ernidawaty, M.Pd., as her First Thesis Advisor, who has
encouraged her to learn more serious and given guidance, suggestions and
precious time along completing this thesis.
7.
Drs. Johan Sinulingga, M.Pd., as her Second Thesis Advisor, who has given
suggestions and comments in completing the thesis.
8.
Dra. Sortha Silitonga, M.Pd., Dr. I Wayan Dirgayasa, M.Hum., and Dr.
Anni Holila Pulungan, M.Hum., her Reviewer for their advices and
constructive suggestions for this thesis.
9.
All Lectures who were strongly taught the need of English Science during
the time.
10. Eis Sri Wahyuningsih, M.Pd., the Academic staff and administrative staff.
11. Thanks either to Masa, S.Pd., as The Headmaster of SMP Negeri 1 Selesai,
and Sir SC, as The English teacher. Thanks for your cooperation and
kindness of allowing the study being applied on school.
12. A very special mention gratitude is dedicated to her beloved parents D.
Sinaga and T.D. Br Panggabean for numerous pray, advice, and endless
love. Moreover, her wonderful siblings and beloved sisters and brothers:
Januarmy Br Sinaga, Hilda Br Sinaga, Friska Br Sinaga and Gabe
Pranata Sinaga, Santo Limbong, and Frans Simanjuntak and the special
man for endless love, prayer, inspiration, motivation, courage and everything
that they have given to the writer during the process of completing the thesis.
13. Furthermore, highest thanks and love to Kal Hoo Naa Ho Small Group:
K’Maria Panggabean, Novawina Sitompul, Evania Sinulingga, and
Mentari Manalu who always remind in all circumstance faced backward.
Besides that UKMKP – UP FBS, her beloved roommate Jesika Febrina
Ginting, her classmates Extention A 2011, and everyone who has taken part
of the extraordinary time.
Medan,
January 2016
The writer,
Hosiannna Br Sinaga
Reg. No. 2113321017
TABLE OF CONTENTS
Pages
ABSTRACT ......................................................................................................... ...i
ACKNOWLEDGMENT .................................................................................... ..ii
TABLE OF CONTENTS .................................................................................... .iv
LIST OF APPENDICES .................................................................................... vii
LIST OF TABLES..............................................................................................viii
LIST OF PICTURES............................................................................................ix
CHAPTER I. INTRODUCTION ............................................................................... 1
A. The Background of the Study ....................................................1
B. The Problem of the Study ..........................................................3
C. The Objective of the Study .......................................................3
D. The Scope of the Study .............................................................3
E. The Significance of the Study ...................................................3
CHAPTER II. REVIEW OF LITERATURE .....................................................5
A. Theoretical Framework ..............................................................5
1. Vocabulary ............................................................................5
2. The Kinds of Vocabulary ......................................................7
3. Conventional Method ............................................................8
4. Lecturing Method ..................................................................9
5. Cooperative Learning ............................................................9
6. Teams Games Tournament ..................................................10
7. The advantages and disadvantages of TGT Method............19
8. Teaching Vocabulary through TGT.....................................19
B. Relevant Studies .......................................................................21
C. Conceptual Framework ............................................................22
D. Hypothesis ...............................................................................23
CHAPTER III. RESEARCH METHOD ...........................................................24
A. Research Method .......................................................................24
B. Population and Sample .............................................................25
1. Population ............................................................................25
2. Sample .................................................................................25
C. The Instrument of Collecting Data ............................................26
D. Teaching Procedure of Research ...............................................26
1. Pre-Test ..............................................................................26
2. Treatment ............................................................................26
3. Post-Test .............................................................................28
E. Validity and Reliability of the Test ...........................................29
1. The Validity of the Test ......................................................29
2. The Reliability of the Test ..................................................30
F. Technique for Analyzing the Data .............................................30
CHAPTER IV. DATA AND DATA ANALYSIS ..............................................31
A. Data Description ........................................................................31
B. The Data Analysis ......................................................................35
1. Reliability of the Test ..........................................................35
2. Testing Normality................................................................36
3. Test of Homogeneity of Data ..............................................37
4. Data Analysis by Using t-Test formula ...............................38
C. Testing Hypothesis ....................................................................39
D. Research Findings......................................................................40
E. Discussion ..................................................................................40
CHAPTER V. CONCLUSION AND SUGGESTIONS ....................................42
A. Conclusion .................................................................................42
B. Suggestions ................................................................................42
REFERENCES .....................................................................................................44
APPENDIX ...........................................................................................................46
LIST OF APPENDICES
Pages
Appendix A. The Pre-Test and Post-Test in Experimental and Control
Group ............................................................................................ 46
Appendix B. Students’ Score of Pre-Test and Post-Test of Experimental
Group ........................................................................................... 50
Appendix C. Students’ Score of Pre-Test and Post-Test of Control Group ... 51
Appendix D. The Calculation of Reliability of the Test .................................. 52
Appendix E. Test for Distribution of Frequency in Experimental Group........ 54
Appendix F. Test for Distribution of Frequency in Control Group ................. 57
Appendix G. Testing Normality in Experimental Group ................................. 60
Appendix H. Testing Normality in Control Group .......................................... 65
Appendix I. Test for Homogeneity of Variance of Pre-Test in Experimental
and Control Groups ......................................................................... 70
Appendix J. Test for Homogeneity of Variance of Post-Test in Experimental
and Control Groups ......................................................................... 72
Appendix K. The Calcucation of t-test ............................................................ 74
Appendix L. Table of Normality from 0 to Z .................................................. 77
Appendix M. List of Testing Liliefors ............................................................. 79
Appendix N. Percentage Points of the t distribution ........................................ 80
Appendix O. Lesson Plan................................................................................. 81
LIST OF TABLES
Pages
Table 1.1 The English grade Students’ Score .................................................. .2
Table 2.1 Team Grouping Procedure ............................................................... 12
Table 2.2 The Point Calculation in Tournament for Three Player....................17
Table 2.3 The Point Calculation in Tournament for Four Player .................... 17
Table 2.4 Team Rewards.................................................................................. 18
Table 3.1 Research Method.............................................................................. 24
Table 3.2 Teaching Procedure in Experimental Group .................................... 27
Table 3.3 Teaching Procedure in Control Group ............................................. 28
Table 4.1 Students’ Score in Pre-Test .............................................................. 32
Table 4.2 Students’ Score in Post-Test ............................................................ 33
Table 4.3 Students’ Score in Pre-Test and Post-Test ....................................... 34
Table 4.4 Students’ Distribution Score ............................................................ 35
Table 4.5 Normality of the Data ...................................................................... 37
Table 4.6 Test for Homogeneity of Data ......................................................... 38
LIST OF TABLES
Pages
Table 1.1 The English grade Students’ Score .................................................. .2
Table 2.1 Team Grouping Procedure ............................................................... 12
Table 2.2 The Point Calculation in Tournament for Three Player....................17
Table 2.3 The Point Calculation in Tournament for Four Player .................... 17
Table 2.4 Team Rewards.................................................................................. 18
Table 3.1 Research Method.............................................................................. 24
Table 3.2 Teaching Procedure in Experimental Group .................................... 27
Table 3.3 Teaching Procedure in Control Group ............................................. 28
Table 4.1 Students’ Score in Pre-Test .............................................................. 32
Table 4.2 Students’ Score in Post-Test ............................................................ 33
Table 4.3 Students’ Score in Pre-Test and Post-Test ....................................... 34
Table 4.4 Students’ Distribution Score ............................................................ 35
Table 4.5 Normality of the Data ...................................................................... 37
Table 4.6 Test for Homogeneity of Data ......................................................... 38
LIST OF PICTURES
Page
Picture 2.1 The Placement of Tournament Table ............................................ 14
CHAPTER I
INTRODUCTION
A. The Background of the Study
As a foreign language in this globalization era, English is very important.
It is used many aspects of live such as communication, knowledge, education,
technology, culture, etc.
Vocabulary learning plays an important role in English language learners’
succes because it is concern to all four language skills (Jordan, 1997:149).
Language components consist of grammar, vocabulary, pronunciation, and
spelling. Vocabulary is important part in language learning because it is very
useful for communication with other people either in spoken or written form.
Learning vocabulary as foreign language is very important. Without
learning vocabulary of foreign language, no one will succesful in that
language. If students master vocabulary, they will practice it for
comprehensible communication. By mastering number of vocabularies they
will able to conceive what they hear and read, and better they will be able to
say what they want to speak or write.
In fact, based on the result of observation that the reseacher’s observation
in grade VII at SMPN 1 Selesai the reseacher doing interview with English
teacher in that school so that the researcher getting the data as follow: from 36
students it is found that there are only 14 students could pass the KKM and 22
students still get score below KKM which is made by the teacher, the score of
passing grade (KKM) is 75. Here is the data about students who get the score
of vocabulary achivement below KKM:
Table 1.1 The English grade students’ score of vocabulary achievement in
the first semester at SMPN 1 Selesai in Academic Year 2014/2015
Semester
Score
Students
Percentage
1st Semester
>75
14
40
2014/2015
the score of t- table (1.668). It mean that
the alternative hypothesis (Ha) is accepted. So, it is concluded that teaching
vocabulary by using teams games tournament method has significant effect
than teaching vocabulary by using conventional method.
B. Suggestions
As the result of the study, it is suggested that:
1. Students are more active in the class when they are taught by
teams games tournament method because the students work
together to maximize their own and each other’s learning.
2. The English teacher should use the method in their attempt to
improve students’ achievement in vocabulary, especially for the
students who have difficulty to explore ideas, to think of what on
the vocabulary.
3. And it also suggested for othe researcher that the result of the
study will be very useful for those who are interested in doing a
research related to the study.
REFERENCES
Arikunto, S. 2002. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta:PT.
Rineka Cipta.
Ary, D., Jacob Cheser. & Razavieh, Asghar. 2002. Introduction to Research in
Education (sixth edition). Canada: Wadsworth Group.
Brown, H. D. 2003. Language Assesment: Principles and Classroom Practices.
New York: Longman.
Fotovania, Zahra. (2013). The Effects of Cooperative Versus Competitive Word
Games on EFL Learners` Vocabulary Gain, Motivation, and Class
Atmosphere. Mediterranean Journal of Social Sciences, Volume(4),
No.1. ISSN: 2039-9340.
Hiebert, Elfrieda. H. & Kamil,M. L. 2005. Teaching and Learning Vocabulary:
Bringing Research to Practice. London: Lawrence Erlbaum
Associates.
Hornby,A.S. 1989. Oxford Advance Learner’s Dictionary of Current English.
London: Oxford University.
Huyen, N. T. T. & Nga, K. T. T. (2003). The Effectiveness of Learning
Vocabulary through Games. Asian-English Foreign Language Journal,
44-56.
Jacson, Howard. 2002. Grammar and Vocabulary: A resource book for Students.
New York: Routledge.
Kimura, H., & Fushino, K. (2006). Using Cooperative Learning in College
English Classroom. English Journal, 9-28.
Lie, A. 2008. Cooperative Learning. Jakarta: Gramedia.
Mahony, O Meg. (2006). Team Games Tournament (TGT), Cooperative Learning
and Review. NABT Conference Journal, 6-8.
Schmitt, Norbert. 2008. Teaching Vocabulary. University of Nottingham: Cambridge
University Press.
Schmitt, Norbert. 2000. Vocabulary in Language Teaching. United Kingdom: Cambridge
University Press.
Nguyen. (2002). Learning Vocabulary Through Game. Asian EFL Journal 1.
Oxford, Dictionary 2003. Oxford Learners Pocket Dictionary. New York:
University Press.
Paul Nation, (2000). Teaching Vocabulary, Victoria University of Wellington,
New Zealand. EFL Journal 2.
Slavin, R. E. 1995. Cooperative Learning: Teori, Riset, and Practice. Second
Edition USA
Slavin, R. E. 2005. Cooperative Learning: Teori, Riset dan Praktik. Bandung:
Nusa Media.
Slavin, R. E. 2010. Cooperative Learning: Teori, Riset dan Praktik. Bandung:
Nusa Media
Sudjana. 2002. Metode Statistika. Bandung: Tarsito
Thornburry, S. 2002. How to Teach Vocabulary. London: Longman
Wallace, M. 1982. Foundation of Educational Teaching Vocabulary. London:
Heniman International
Wyk, M.M.Van. (2011). The Effect of Team Games Tournament on
Achievement, Retention, And Attitudes of Economics Education
Students. Journal of Social Science, 83-89.
Wright, et al. 2006. Games for Language Learning. Cambridge: Cambridge
University Press
METHOD ON STUDENTS’ ACHIEVEMENT IN
VOCABULARY
A THESIS
Submitted as Partial Fulfillment of the Requirement for
the Degree of Sarjana Pendidikan
By:
HOSIANNA BR SINAGA
Registration Number. 2113321017
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Sinaga, Hosianna Br. 2113321017. The Effect of Teams Games Tournament
(TGT) Method on Students’ Achievement in Vocabulary. A Thesis. English
Department. Faculty of Languages and Arts. States University of Medan.
2016.
This study deals with The Effect of Teams Games Tournament (TGT)
Method on Students’ Achievement in Vocabulary. The objective of this study was
to find out if there was a significant effect of Teams Games Tournament (TGT)
Method on Students’ Achievement in Vocabulary. It was conducted by using
experimental research. The population of this study was seventh grade of SMP
Negeri 1 Selesai, which is consisted of 9 parralel classes. Two classes were taken
as the sample of the research. The class VII-2 was a experimental group and VII-3
was a control group. The experimental group was taught by using Teams Games
Tournament Method, and control group was taught by using Conventional
Method. The instrument for collecting the data was multiple choice test. The data
was analyzed by using t-test formula. The result shows that the value of tobserved is higher than the value of t-table 6.81 > 1.668 (α=0.05), with degree of
freedom (df) = 70. Based on analysis of the study, the result indicates that the
alternative hypothesis (Ha) was accepted. It means that Teams Games
Tournament Method significantly affect on students’ achivement in vocabulary.
Keywords: Teams Games Tournament Method, Vocabulary
ACKNOWLEDGMENT
First of all, the writer would like to express her deepest gratitude to
Almighty God, Jesus Christ for His amazing grace, uncountable blessing, love,
strength given to the writer during her study and in completing this thesis which
entitled: The Effect of Teams Games Tounament (TGT) Method on Students’
Achievement in Vocabulary. This thesis is aimed to fulfill one of the requiremets
for the degree of Sarjana Pendidikan of the English Department, Faculty of
Languages and Arts, State University of Medan.
In completing this thesis, the writer realized that she faced some problems
and she had received the academic guidance, suggestions, and comments and got
a lot of assistance and moral support from people. Therefore, the writer expresses
her gratitude and special thanks to:
1.
Prof. Dr. Syawal Gultom, M.Pd., as the Rector of State University of
Medan.
2.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and
Arts, State University of Medan.
3.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, Faculty
of Languages and Arts, State University of Medan.
4.
Dra. Meisuri, MA., as the Secretary of English Department, Faculty of
Languages and Arts, State University of Medan.
5.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., as the Head of English Education
Study Program.
6.
Dra. Tjut Ernidawaty, M.Pd., as her First Thesis Advisor, who has
encouraged her to learn more serious and given guidance, suggestions and
precious time along completing this thesis.
7.
Drs. Johan Sinulingga, M.Pd., as her Second Thesis Advisor, who has given
suggestions and comments in completing the thesis.
8.
Dra. Sortha Silitonga, M.Pd., Dr. I Wayan Dirgayasa, M.Hum., and Dr.
Anni Holila Pulungan, M.Hum., her Reviewer for their advices and
constructive suggestions for this thesis.
9.
All Lectures who were strongly taught the need of English Science during
the time.
10. Eis Sri Wahyuningsih, M.Pd., the Academic staff and administrative staff.
11. Thanks either to Masa, S.Pd., as The Headmaster of SMP Negeri 1 Selesai,
and Sir SC, as The English teacher. Thanks for your cooperation and
kindness of allowing the study being applied on school.
12. A very special mention gratitude is dedicated to her beloved parents D.
Sinaga and T.D. Br Panggabean for numerous pray, advice, and endless
love. Moreover, her wonderful siblings and beloved sisters and brothers:
Januarmy Br Sinaga, Hilda Br Sinaga, Friska Br Sinaga and Gabe
Pranata Sinaga, Santo Limbong, and Frans Simanjuntak and the special
man for endless love, prayer, inspiration, motivation, courage and everything
that they have given to the writer during the process of completing the thesis.
13. Furthermore, highest thanks and love to Kal Hoo Naa Ho Small Group:
K’Maria Panggabean, Novawina Sitompul, Evania Sinulingga, and
Mentari Manalu who always remind in all circumstance faced backward.
Besides that UKMKP – UP FBS, her beloved roommate Jesika Febrina
Ginting, her classmates Extention A 2011, and everyone who has taken part
of the extraordinary time.
Medan,
January 2016
The writer,
Hosiannna Br Sinaga
Reg. No. 2113321017
TABLE OF CONTENTS
Pages
ABSTRACT ......................................................................................................... ...i
ACKNOWLEDGMENT .................................................................................... ..ii
TABLE OF CONTENTS .................................................................................... .iv
LIST OF APPENDICES .................................................................................... vii
LIST OF TABLES..............................................................................................viii
LIST OF PICTURES............................................................................................ix
CHAPTER I. INTRODUCTION ............................................................................... 1
A. The Background of the Study ....................................................1
B. The Problem of the Study ..........................................................3
C. The Objective of the Study .......................................................3
D. The Scope of the Study .............................................................3
E. The Significance of the Study ...................................................3
CHAPTER II. REVIEW OF LITERATURE .....................................................5
A. Theoretical Framework ..............................................................5
1. Vocabulary ............................................................................5
2. The Kinds of Vocabulary ......................................................7
3. Conventional Method ............................................................8
4. Lecturing Method ..................................................................9
5. Cooperative Learning ............................................................9
6. Teams Games Tournament ..................................................10
7. The advantages and disadvantages of TGT Method............19
8. Teaching Vocabulary through TGT.....................................19
B. Relevant Studies .......................................................................21
C. Conceptual Framework ............................................................22
D. Hypothesis ...............................................................................23
CHAPTER III. RESEARCH METHOD ...........................................................24
A. Research Method .......................................................................24
B. Population and Sample .............................................................25
1. Population ............................................................................25
2. Sample .................................................................................25
C. The Instrument of Collecting Data ............................................26
D. Teaching Procedure of Research ...............................................26
1. Pre-Test ..............................................................................26
2. Treatment ............................................................................26
3. Post-Test .............................................................................28
E. Validity and Reliability of the Test ...........................................29
1. The Validity of the Test ......................................................29
2. The Reliability of the Test ..................................................30
F. Technique for Analyzing the Data .............................................30
CHAPTER IV. DATA AND DATA ANALYSIS ..............................................31
A. Data Description ........................................................................31
B. The Data Analysis ......................................................................35
1. Reliability of the Test ..........................................................35
2. Testing Normality................................................................36
3. Test of Homogeneity of Data ..............................................37
4. Data Analysis by Using t-Test formula ...............................38
C. Testing Hypothesis ....................................................................39
D. Research Findings......................................................................40
E. Discussion ..................................................................................40
CHAPTER V. CONCLUSION AND SUGGESTIONS ....................................42
A. Conclusion .................................................................................42
B. Suggestions ................................................................................42
REFERENCES .....................................................................................................44
APPENDIX ...........................................................................................................46
LIST OF APPENDICES
Pages
Appendix A. The Pre-Test and Post-Test in Experimental and Control
Group ............................................................................................ 46
Appendix B. Students’ Score of Pre-Test and Post-Test of Experimental
Group ........................................................................................... 50
Appendix C. Students’ Score of Pre-Test and Post-Test of Control Group ... 51
Appendix D. The Calculation of Reliability of the Test .................................. 52
Appendix E. Test for Distribution of Frequency in Experimental Group........ 54
Appendix F. Test for Distribution of Frequency in Control Group ................. 57
Appendix G. Testing Normality in Experimental Group ................................. 60
Appendix H. Testing Normality in Control Group .......................................... 65
Appendix I. Test for Homogeneity of Variance of Pre-Test in Experimental
and Control Groups ......................................................................... 70
Appendix J. Test for Homogeneity of Variance of Post-Test in Experimental
and Control Groups ......................................................................... 72
Appendix K. The Calcucation of t-test ............................................................ 74
Appendix L. Table of Normality from 0 to Z .................................................. 77
Appendix M. List of Testing Liliefors ............................................................. 79
Appendix N. Percentage Points of the t distribution ........................................ 80
Appendix O. Lesson Plan................................................................................. 81
LIST OF TABLES
Pages
Table 1.1 The English grade Students’ Score .................................................. .2
Table 2.1 Team Grouping Procedure ............................................................... 12
Table 2.2 The Point Calculation in Tournament for Three Player....................17
Table 2.3 The Point Calculation in Tournament for Four Player .................... 17
Table 2.4 Team Rewards.................................................................................. 18
Table 3.1 Research Method.............................................................................. 24
Table 3.2 Teaching Procedure in Experimental Group .................................... 27
Table 3.3 Teaching Procedure in Control Group ............................................. 28
Table 4.1 Students’ Score in Pre-Test .............................................................. 32
Table 4.2 Students’ Score in Post-Test ............................................................ 33
Table 4.3 Students’ Score in Pre-Test and Post-Test ....................................... 34
Table 4.4 Students’ Distribution Score ............................................................ 35
Table 4.5 Normality of the Data ...................................................................... 37
Table 4.6 Test for Homogeneity of Data ......................................................... 38
LIST OF TABLES
Pages
Table 1.1 The English grade Students’ Score .................................................. .2
Table 2.1 Team Grouping Procedure ............................................................... 12
Table 2.2 The Point Calculation in Tournament for Three Player....................17
Table 2.3 The Point Calculation in Tournament for Four Player .................... 17
Table 2.4 Team Rewards.................................................................................. 18
Table 3.1 Research Method.............................................................................. 24
Table 3.2 Teaching Procedure in Experimental Group .................................... 27
Table 3.3 Teaching Procedure in Control Group ............................................. 28
Table 4.1 Students’ Score in Pre-Test .............................................................. 32
Table 4.2 Students’ Score in Post-Test ............................................................ 33
Table 4.3 Students’ Score in Pre-Test and Post-Test ....................................... 34
Table 4.4 Students’ Distribution Score ............................................................ 35
Table 4.5 Normality of the Data ...................................................................... 37
Table 4.6 Test for Homogeneity of Data ......................................................... 38
LIST OF PICTURES
Page
Picture 2.1 The Placement of Tournament Table ............................................ 14
CHAPTER I
INTRODUCTION
A. The Background of the Study
As a foreign language in this globalization era, English is very important.
It is used many aspects of live such as communication, knowledge, education,
technology, culture, etc.
Vocabulary learning plays an important role in English language learners’
succes because it is concern to all four language skills (Jordan, 1997:149).
Language components consist of grammar, vocabulary, pronunciation, and
spelling. Vocabulary is important part in language learning because it is very
useful for communication with other people either in spoken or written form.
Learning vocabulary as foreign language is very important. Without
learning vocabulary of foreign language, no one will succesful in that
language. If students master vocabulary, they will practice it for
comprehensible communication. By mastering number of vocabularies they
will able to conceive what they hear and read, and better they will be able to
say what they want to speak or write.
In fact, based on the result of observation that the reseacher’s observation
in grade VII at SMPN 1 Selesai the reseacher doing interview with English
teacher in that school so that the researcher getting the data as follow: from 36
students it is found that there are only 14 students could pass the KKM and 22
students still get score below KKM which is made by the teacher, the score of
passing grade (KKM) is 75. Here is the data about students who get the score
of vocabulary achivement below KKM:
Table 1.1 The English grade students’ score of vocabulary achievement in
the first semester at SMPN 1 Selesai in Academic Year 2014/2015
Semester
Score
Students
Percentage
1st Semester
>75
14
40
2014/2015
the score of t- table (1.668). It mean that
the alternative hypothesis (Ha) is accepted. So, it is concluded that teaching
vocabulary by using teams games tournament method has significant effect
than teaching vocabulary by using conventional method.
B. Suggestions
As the result of the study, it is suggested that:
1. Students are more active in the class when they are taught by
teams games tournament method because the students work
together to maximize their own and each other’s learning.
2. The English teacher should use the method in their attempt to
improve students’ achievement in vocabulary, especially for the
students who have difficulty to explore ideas, to think of what on
the vocabulary.
3. And it also suggested for othe researcher that the result of the
study will be very useful for those who are interested in doing a
research related to the study.
REFERENCES
Arikunto, S. 2002. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta:PT.
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