THE EFFECT OF TEAM GAMES TOURNAMENT ON STUDENTS READING COMPREHENSION ACHIEVEMENT.
THE EFFECT OF TEAM GAMES TOURNAMENT
ON STUDENTS READING COMPREHENSION
ACHIEVEMENT
A THESIS
Submitted in Partial Fulfillment of the Requirements for the
Degree of Sarjana Pendidikan
By:
PHUPUH CITRA DEWI
Registration Number: 2113321038
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
The greatest gratitude is expressed to Allah SWT, the Almighty and Most
Beneficial for His Grace, Guidance, Praise, Honor and Mercy that has been given
to writer so that she finally accomplishes her thesis entitled “The Effect of Team
Games Tournament on Students’s Reading Comprehension Achievement ”.
This thesis is submitted to the English Department, Faculty of Languages
and Arts, State university of Medan as a partial fulfillment of the requirements for
taking the degreeof Sarjana Pendidikan. During the completion of this thesis, the
writer realized that she had received a lot of help, and suggestion. Therefore, the
writer would like to express her sincerest gratitude to :
Prof. Dr. Syawal Gultom M.Pd., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts State University of Medan and all her staffs.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Dra. Meisuri, M.A., the Secretary of English Department and Her Thesis
Reviewers.
Nora Ronita Dewi, S.Pd, S.S, M.Hum., the Head of English Education
Study Program.
Dra. Yunita Agnes Sianipar, M.Hum, Academic Advisor, who has given
support, guidance and kindness for helping this thesis.
Dr. Sri Minda Murni, M.S., her first Thesis Advisor.
Dra. Masitowarni Siregar, M.Ed., her second Thesis Advisor.
Dr. Anni Holila Pulungan, M.Hum., Dra. Meisuri, M.A., Tiarnita
Maria Sarjani Siregar, S.Pd. M.Hum., her Thesis Reviewers.
All lectures who have taught her in this English Department, for giving
new knowledge, advices in facing life, and for giving gorgeous study
experiences.
Isnadi, The Headmaster of SMA for helping the writer to complete this
thesis.
All teachers and the students at SMA Swasta Hang Tuah Belawan for
giving permission and helping the writer to do this research.
Eis Sriwahyuningsih, M.Pd., and Pantes, the administration staff of
English Department, for their attention, asistance, and information in
completing this thesis.
Her beloved parents (Wardoyo and Jamini), Thanks for their endless
love and has been patiently given their moral and financial, advices,
motivations, support, and also her beloved sister (Pritho Nurmalita Sari
and Anggriny Parapat).Thank you for your kindness, support, pray to
Ahman Tanjung.
Her beloved friends, the students of English Department, Ayu , Fitri ,
Fira , Karmila , Khalida and Khairin , Intan from Reg C also the
other students in Extension A,B,C 2011 for always be there when she
needed their support and motivation. Her beloved close friends and Arif ,
Renny , Rony , Tami , and all people who cannot be mentioned one by
one, she says thank you.
Overall, the writer hopes this thesis can give contribution to the English
Education students and further pedagogical research. And also it can be useful for
the readers.
Medan,
September 2015
The Writer
Phupuh Citra Dewi
Reg. Number 2113321038
ABSTRACT
Dewi, Phupuh Citra. The Effect of Team Games Tournament on
Students’ Reading Comprehension Achievement. A Thesis. English
Department. Faculty of Language and Arts. State University of Medan. 2015.
This study attempts to discover the effect of using Team Games Tournament
Technique on students’ achievement in reading report text. It was conducted by
using experimental research design. The population of this research was the
eleventh (XI) grade students of SMA Hang Tuah Belawan which consists of 4
parallel classes with the total number of students is 120. The samples of this
research were taken by random sampling through lottery technique. The result
was class XI1 consisted of 30 students became the experimental group and class
XI3 consisted of 30 students became the control group. The experimental group
was taught by Team Games Tournament Technique while the control group was
taught by using lecture technique. The instrument was used to collect the data was
reading report text. After the data were analyzed, it was found that the value of ttest was 5,50 with the degree of freedom (df) = 58 at the level significance 0.05. it
means that t-test was higher than t-table (5,50 > 2,000. Therefore, the null
hypothesis (Ho) is rejected and the hypothesis alternative (Ha) is accepted.
Keywords : Team Games Tournament Technique. Reading Report Text.
TABLE OF CONTENTS
........................................................................................................................ Pages
ABSTRACT .................................................................................................... i
ACKNOWLEDGEMENT ............................................................................. ii
TABLE OF CONTENTS............................................................................... v
LIST OF TABLE ........................................................................................... vii
LIST OF APENDICES .................................................................................. viii
CHAPTER I
INTRODUCTION ............................................................. 1
A. The Background of the Study............................................................... 1
B. The Problem of the Study..................................................................... 4
C. The Objective of the Study................................................................... 4
D. The Scope of the Study ........................................................................ 5
E. The Significance of the Study .............................................................. 5
CHAPTER II REVIEW OF LITERATURE ........................................... 6
A. Theoretical Framework ........................................................................ 6
1. Cooperative Learning.................................................................... 6
2. Teams Games Tournament (TGT) ................................................ 7
3. The Advantages of Team Games Tournament ............................. 15
4. Students’ Achievement in Reading Comprehension .................... 15
5. Reading ......................................................................................... 16
6. The Purpose of Reading ................................................................ 17
7. Reading Comprehension ............................................................... 18
8. Level of Comprehension ............................................................... 18
a. Literal Comprehension ............................................................ 19
b. Interpretive Comprehension .................................................... 19
c. Critical Comprehension .......................................................... 19
d. Creative Comprehension ........................................................ 19
9. Genre ............................................................................................. 20
a. Types of Genre ....................................................................... 20
10. Reading Report Text ..................................................................... 21
a. The Generic Structure of Report Text.................................... 22
b. Language Features of Report Text ......................................... 22
B. Relevant Study ..................................................................................... 23
C. Conceptual Framework ........................................................................ 24
D. Hypothesis ........................................................................................... 25
CHAPTER III RESEARCH METHOD .................................................... 26
A. Research Design ................................................................................... 26
B. Population and Sample ......................................................................... 27
1. Population .................................................................................... 27
2. Sample
.................................................................................... 27
C. The Instrument for Collecting Data ..................................................... 27
D. Scoring System ..................................................................................... 27
E. The Procedure of Research………………………............................... 28
1.Try Out……………………………………………………………28
1. Pre-test ............................................................................................. 28
2. Teaching Presentation (Treatment) ................................................. 29
3. Post-test
.................................................................................... 32
F. The Validity and Reliability of the Test ............................................... 32
1. The Validity of the Test ................................................................... 32
2. The Reliability of the Test ............................................................... 33
G. TheTechnique of analyzing Data ......................................................... 34
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS ........ 36
A. Data ..................................................................................................... 36
B. Data Analysis ...................................................................................... 37
1. Reliability of the Test ................................................................ 37
2.Data Analysis ......................................................................................... 37
C. Testing Hypothesis............................................................................... 38
D. Research Finding ................................................................................. 39
CHAPTER V: CONCLUSION AND SUGGESTIONS ............................. 40
A. Conclusion ........................................................................................... 40
B. Suggestions .......................................................................................... 41
REFERENCES ............................................................................................... 42
APPENDICES ................................................................................................ 44
LIST OF TABLE
.......................................................................................................................... Pages
Table 1.1. The Percentage of Score ................................................................ 2
Table 2.1 The Placement of Tournament Table ............................................... 10
Table 2.2 The Point Calculation in Tournament for Three Players ................. 13
Table 2.3 The Point Calculation in Tournament for Four Players ................... 13
Table 2.4 Criteria of Team Rewards ................................................................ 14
Table 3.1. Research Design .............................................................................. 26
Table 3.2 The treatment for Experimental Group ................................................ 29
Table 3.3. The treatment for Control Group .................................................... 31
Table 3.4 Table of Specification ...................................................................... 33
LIST OF APENDICES
Pages
Appendix A. The Scores of Pre-Test and Post-Test in Experimental class ..44
Appendix B. The Scores of Pre-Test and Post-Test in Control class............46
Appendix C. The Calculation of the T-Test Experimental Group ...............48
Appendix D. The Calculation of the T-Test Control Group .........................50
Appendix E. The Calculation of the T-Test .................................................52
Appendix F. The Scores of Two Raters Reliability ......................................54
Appendix G. Percentage points of the Distribution ......................................56
Appendix H. Lesson Plan..............................................................................58
Appendix I. The question of Pre-Test and Post-Test ...................................98
Appendix J. Students’ Answer Sheet ...........................................................108
CHAPTER I
INTRODUCTION
A. The Background of the Study
As one of four important skills of a language, reading can be a gateway to
success for the people in the world. Reading has important role for the students to
comprehend and get the information from the text. Generally, reading is taught at
a very young age, beginning before kindergarten. According to Grabe and Stoller
(2002: 9) reading is the ability of understanding the meaning from the printed
page and interprets the information appropriately. It means that reading is useless
without comprehending and interpreting any ideas of the text. Reading
comprehension can also increase students’ horizon. Therefore, the teaching
reading process should be enjoyable in order to improve students reading
comprehension.
In fact, most of students always get difficulties when they are asked to
read and comprehend some texts. Based on the writer’s observation in SMA
HANGTUAH Belawan, student’s achievement in reading is still very low
especially in understanding several types of text. There are some factors that cause
this, they are :(1) Students felt bored when they saw some paragraphs in reading
texts,(2) the students are still confused about the mean of the sentences, how to set
the main idea systematically, and how to conclude the sentences,(3) the strategy
of the teacher who uses contain technique in memorize students to read encourage
them to understand them. When reading students should be able to comprehend
the text, such as a report text. Report text referred to a text which describe or
given information about something based on facts.
There are some general reasons why some students have difficulty with
reading comprehension. Some students have difficulties because they have not
truly mastered reading fluently. It was difficult for the students to find a main idea
in a text. Not only that, when a student is struggling to read words and focuses so
hard on just saying the words correctly, they are not focusing on what they are
reading. All of their cognitive ability is being put into calling out the correct
words properly and only put a little effort into the meaning of what is being read
(Woolley, 2010).
The writer found the same problem with students in SMA HANGTUAH
Belawan. The problems are students still feel strange and face some difficulties
with English lesson, especially in developing reading comprehension. The
problems faced in the class are sometimes the students have difficulties to find out
the mean of a sentence in a text. The Minimal Completeness Criteria (KKM)
applied for the eleventh grade (XI) by school is 72. Most students get the score
under Minimal Completeness Criteria (KKM) of English lesson for Senior High
School. The score of reading test from the students can be seen in Table 1.1
Table 1.1 The Second Grade (XI) Students’ Score of Reading Test
Semesters
1st Semester 2014/2015
Score
ON STUDENTS READING COMPREHENSION
ACHIEVEMENT
A THESIS
Submitted in Partial Fulfillment of the Requirements for the
Degree of Sarjana Pendidikan
By:
PHUPUH CITRA DEWI
Registration Number: 2113321038
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
The greatest gratitude is expressed to Allah SWT, the Almighty and Most
Beneficial for His Grace, Guidance, Praise, Honor and Mercy that has been given
to writer so that she finally accomplishes her thesis entitled “The Effect of Team
Games Tournament on Students’s Reading Comprehension Achievement ”.
This thesis is submitted to the English Department, Faculty of Languages
and Arts, State university of Medan as a partial fulfillment of the requirements for
taking the degreeof Sarjana Pendidikan. During the completion of this thesis, the
writer realized that she had received a lot of help, and suggestion. Therefore, the
writer would like to express her sincerest gratitude to :
Prof. Dr. Syawal Gultom M.Pd., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts State University of Medan and all her staffs.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Dra. Meisuri, M.A., the Secretary of English Department and Her Thesis
Reviewers.
Nora Ronita Dewi, S.Pd, S.S, M.Hum., the Head of English Education
Study Program.
Dra. Yunita Agnes Sianipar, M.Hum, Academic Advisor, who has given
support, guidance and kindness for helping this thesis.
Dr. Sri Minda Murni, M.S., her first Thesis Advisor.
Dra. Masitowarni Siregar, M.Ed., her second Thesis Advisor.
Dr. Anni Holila Pulungan, M.Hum., Dra. Meisuri, M.A., Tiarnita
Maria Sarjani Siregar, S.Pd. M.Hum., her Thesis Reviewers.
All lectures who have taught her in this English Department, for giving
new knowledge, advices in facing life, and for giving gorgeous study
experiences.
Isnadi, The Headmaster of SMA for helping the writer to complete this
thesis.
All teachers and the students at SMA Swasta Hang Tuah Belawan for
giving permission and helping the writer to do this research.
Eis Sriwahyuningsih, M.Pd., and Pantes, the administration staff of
English Department, for their attention, asistance, and information in
completing this thesis.
Her beloved parents (Wardoyo and Jamini), Thanks for their endless
love and has been patiently given their moral and financial, advices,
motivations, support, and also her beloved sister (Pritho Nurmalita Sari
and Anggriny Parapat).Thank you for your kindness, support, pray to
Ahman Tanjung.
Her beloved friends, the students of English Department, Ayu , Fitri ,
Fira , Karmila , Khalida and Khairin , Intan from Reg C also the
other students in Extension A,B,C 2011 for always be there when she
needed their support and motivation. Her beloved close friends and Arif ,
Renny , Rony , Tami , and all people who cannot be mentioned one by
one, she says thank you.
Overall, the writer hopes this thesis can give contribution to the English
Education students and further pedagogical research. And also it can be useful for
the readers.
Medan,
September 2015
The Writer
Phupuh Citra Dewi
Reg. Number 2113321038
ABSTRACT
Dewi, Phupuh Citra. The Effect of Team Games Tournament on
Students’ Reading Comprehension Achievement. A Thesis. English
Department. Faculty of Language and Arts. State University of Medan. 2015.
This study attempts to discover the effect of using Team Games Tournament
Technique on students’ achievement in reading report text. It was conducted by
using experimental research design. The population of this research was the
eleventh (XI) grade students of SMA Hang Tuah Belawan which consists of 4
parallel classes with the total number of students is 120. The samples of this
research were taken by random sampling through lottery technique. The result
was class XI1 consisted of 30 students became the experimental group and class
XI3 consisted of 30 students became the control group. The experimental group
was taught by Team Games Tournament Technique while the control group was
taught by using lecture technique. The instrument was used to collect the data was
reading report text. After the data were analyzed, it was found that the value of ttest was 5,50 with the degree of freedom (df) = 58 at the level significance 0.05. it
means that t-test was higher than t-table (5,50 > 2,000. Therefore, the null
hypothesis (Ho) is rejected and the hypothesis alternative (Ha) is accepted.
Keywords : Team Games Tournament Technique. Reading Report Text.
TABLE OF CONTENTS
........................................................................................................................ Pages
ABSTRACT .................................................................................................... i
ACKNOWLEDGEMENT ............................................................................. ii
TABLE OF CONTENTS............................................................................... v
LIST OF TABLE ........................................................................................... vii
LIST OF APENDICES .................................................................................. viii
CHAPTER I
INTRODUCTION ............................................................. 1
A. The Background of the Study............................................................... 1
B. The Problem of the Study..................................................................... 4
C. The Objective of the Study................................................................... 4
D. The Scope of the Study ........................................................................ 5
E. The Significance of the Study .............................................................. 5
CHAPTER II REVIEW OF LITERATURE ........................................... 6
A. Theoretical Framework ........................................................................ 6
1. Cooperative Learning.................................................................... 6
2. Teams Games Tournament (TGT) ................................................ 7
3. The Advantages of Team Games Tournament ............................. 15
4. Students’ Achievement in Reading Comprehension .................... 15
5. Reading ......................................................................................... 16
6. The Purpose of Reading ................................................................ 17
7. Reading Comprehension ............................................................... 18
8. Level of Comprehension ............................................................... 18
a. Literal Comprehension ............................................................ 19
b. Interpretive Comprehension .................................................... 19
c. Critical Comprehension .......................................................... 19
d. Creative Comprehension ........................................................ 19
9. Genre ............................................................................................. 20
a. Types of Genre ....................................................................... 20
10. Reading Report Text ..................................................................... 21
a. The Generic Structure of Report Text.................................... 22
b. Language Features of Report Text ......................................... 22
B. Relevant Study ..................................................................................... 23
C. Conceptual Framework ........................................................................ 24
D. Hypothesis ........................................................................................... 25
CHAPTER III RESEARCH METHOD .................................................... 26
A. Research Design ................................................................................... 26
B. Population and Sample ......................................................................... 27
1. Population .................................................................................... 27
2. Sample
.................................................................................... 27
C. The Instrument for Collecting Data ..................................................... 27
D. Scoring System ..................................................................................... 27
E. The Procedure of Research………………………............................... 28
1.Try Out……………………………………………………………28
1. Pre-test ............................................................................................. 28
2. Teaching Presentation (Treatment) ................................................. 29
3. Post-test
.................................................................................... 32
F. The Validity and Reliability of the Test ............................................... 32
1. The Validity of the Test ................................................................... 32
2. The Reliability of the Test ............................................................... 33
G. TheTechnique of analyzing Data ......................................................... 34
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS ........ 36
A. Data ..................................................................................................... 36
B. Data Analysis ...................................................................................... 37
1. Reliability of the Test ................................................................ 37
2.Data Analysis ......................................................................................... 37
C. Testing Hypothesis............................................................................... 38
D. Research Finding ................................................................................. 39
CHAPTER V: CONCLUSION AND SUGGESTIONS ............................. 40
A. Conclusion ........................................................................................... 40
B. Suggestions .......................................................................................... 41
REFERENCES ............................................................................................... 42
APPENDICES ................................................................................................ 44
LIST OF TABLE
.......................................................................................................................... Pages
Table 1.1. The Percentage of Score ................................................................ 2
Table 2.1 The Placement of Tournament Table ............................................... 10
Table 2.2 The Point Calculation in Tournament for Three Players ................. 13
Table 2.3 The Point Calculation in Tournament for Four Players ................... 13
Table 2.4 Criteria of Team Rewards ................................................................ 14
Table 3.1. Research Design .............................................................................. 26
Table 3.2 The treatment for Experimental Group ................................................ 29
Table 3.3. The treatment for Control Group .................................................... 31
Table 3.4 Table of Specification ...................................................................... 33
LIST OF APENDICES
Pages
Appendix A. The Scores of Pre-Test and Post-Test in Experimental class ..44
Appendix B. The Scores of Pre-Test and Post-Test in Control class............46
Appendix C. The Calculation of the T-Test Experimental Group ...............48
Appendix D. The Calculation of the T-Test Control Group .........................50
Appendix E. The Calculation of the T-Test .................................................52
Appendix F. The Scores of Two Raters Reliability ......................................54
Appendix G. Percentage points of the Distribution ......................................56
Appendix H. Lesson Plan..............................................................................58
Appendix I. The question of Pre-Test and Post-Test ...................................98
Appendix J. Students’ Answer Sheet ...........................................................108
CHAPTER I
INTRODUCTION
A. The Background of the Study
As one of four important skills of a language, reading can be a gateway to
success for the people in the world. Reading has important role for the students to
comprehend and get the information from the text. Generally, reading is taught at
a very young age, beginning before kindergarten. According to Grabe and Stoller
(2002: 9) reading is the ability of understanding the meaning from the printed
page and interprets the information appropriately. It means that reading is useless
without comprehending and interpreting any ideas of the text. Reading
comprehension can also increase students’ horizon. Therefore, the teaching
reading process should be enjoyable in order to improve students reading
comprehension.
In fact, most of students always get difficulties when they are asked to
read and comprehend some texts. Based on the writer’s observation in SMA
HANGTUAH Belawan, student’s achievement in reading is still very low
especially in understanding several types of text. There are some factors that cause
this, they are :(1) Students felt bored when they saw some paragraphs in reading
texts,(2) the students are still confused about the mean of the sentences, how to set
the main idea systematically, and how to conclude the sentences,(3) the strategy
of the teacher who uses contain technique in memorize students to read encourage
them to understand them. When reading students should be able to comprehend
the text, such as a report text. Report text referred to a text which describe or
given information about something based on facts.
There are some general reasons why some students have difficulty with
reading comprehension. Some students have difficulties because they have not
truly mastered reading fluently. It was difficult for the students to find a main idea
in a text. Not only that, when a student is struggling to read words and focuses so
hard on just saying the words correctly, they are not focusing on what they are
reading. All of their cognitive ability is being put into calling out the correct
words properly and only put a little effort into the meaning of what is being read
(Woolley, 2010).
The writer found the same problem with students in SMA HANGTUAH
Belawan. The problems are students still feel strange and face some difficulties
with English lesson, especially in developing reading comprehension. The
problems faced in the class are sometimes the students have difficulties to find out
the mean of a sentence in a text. The Minimal Completeness Criteria (KKM)
applied for the eleventh grade (XI) by school is 72. Most students get the score
under Minimal Completeness Criteria (KKM) of English lesson for Senior High
School. The score of reading test from the students can be seen in Table 1.1
Table 1.1 The Second Grade (XI) Students’ Score of Reading Test
Semesters
1st Semester 2014/2015
Score