IMPROVING STUDENTS’ SPEAKING ACHIEVEMENT THROUGH TEAM GAME TOURNAMENT METHOD IN CLASS XI.1 UPW (USAHA PERJALANAN WISATA) AT SMK PUTIKECWARA BATU
IMPROVING STUDENTS’ SPEAKING ACHIEVEMENT
THROUGH TEAM GAME TOURNAMENT METHOD IN
CLASS XI.1 UPW (USAHA PERJALANAN WISATA)
AT SMK PUTIKECWARA BATU
THESIS
By:
SUSILO UMARDANI
07360078
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
IMPROVING STUDENTS’ SPEAKING ACHIEVEMENT
THROUGH TEAM GAME TOURNAMENT METHOD IN
CLASS XI.1 UPW (USAHA PERJALANAN WISATA)
AT SMK PUTIKECWARA BATU
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
SUSILO UMARDANI
07360078
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
MOTTO AND DEDICATION
Hai orang-orang yang beriman, Jadikanlah sabar dan shalat sebagai
penolongmu, Sesungguhnya Allah beserta orang-orang yang sabar (Al Baqarah
[2]: 153)
Dan janganlah kamu mengikuti apa yang kamu tidak mempunyai pengetahuan
tentangnya. Sesungguhnya pendengaran, penglihatan dan hati, semuanya itu
akan diminta pertanggungan jawabnya (Al Isra [17]: 36).
This thesis is dedicated to:
My Beloved Parents
Mr. Bambang Sugianto and Mrs. Pujiati, I do love
you Mom, Dad. You are the most precious stars,
jewels from heaven. Your sacrifice is never
enough.
For my Friend: Hamid Rahman, Muhammad
Zainal Arifin, Mey Riyanti, my world will be
nothing without you all.
ACKNOWLEDGEMENTS
Alhamdullilahi rabbil alamin, First of all, researcher would like to say
Thank you to Allah subhanahu wa ta’ala which has given opportunity, guidance
and power so that researcher can complete this thesis, entitled “Improving
Students Speaking Achievement Through Team Game Tournament Method”.
Shalawat is also sent to Prophet Muhammad shallallahu ‘alaihi wa sallam who
has brought Islam as the rahmatan lil alamin.
The arrangement of this thesis could not be completed without some
contribution in form of help, guidance, direction, and support from many people.
Therefore researcher would like to express gratitude to:
1. Dr. Masduki, M.Pd as the first advisor who has helped researcher in guiding
this thesis and making correction since the beginning of the thesis until the mid
of the thesis. I appreciate his idealist principal that once he find not original
work, he will stop guiding them. Tragically, his idealist is not always true. It
emerges impression that he wanted his students much suffering. But I see
positive point from him that people should not underestimate every little thing,
because little things could bring people into misery. Again, I’m also not angry
with his ‘little bit rude’ guidance because I aware that every person would face
conflict wherever they are until die. Every bad or good things I have got from
him, the most important thing is researcher can learn from it.
2. Drs. Munash Fauzi Anwar, M.M as the second advisor for his motivation,
guidance, criticism, attentions and also immense knowledge given to
researcher in the entire process of this thesis.
3. All teachers and staffs in SMK Putikecwara Batu who had helped researcher to
get the data by observation and conducting research in the class.
4. My beloved Mother (Pujiati) and Father (Bambang Sugianto) who have been
giving the opportunity to get prestigious education. Because of their support
especially in form of materials, researcher can finish this thesis. Again, thanks
for your never die love, immense attention, and prayers.
Malang, September 24, 2013
Researcher,
Susilo Umardani
TABLE OF CONTENTS
COVER ...........................................................................................................
APPROVAL ....................................................................................................
LEGALIZATION ...........................................................................................
MOTTO AND DEDICATION .......................................................................
ABSTRACT ....................................................................................................
ACKNOWLEDGEMENTS ............................................................................
TABLE OF CONTENTS ................................................................................
THE LIST OF TABLES .................................................................................
THE LIST OF FIGURES ................................................................................
i
ii
iii
iv
v
vii
ix
xi
xii
CHAPTER I INTRODUCTION
1.1
1.2
1.3
1.4
1.5
1.6
1.7
The Background of Study ......................................................................
Statement of The Problem .....................................................................
Action Hypothesis .................................................................................
Purpose of Study ....................................................................................
Significant of the Study .........................................................................
Scope and Limitation .............................................................................
Definition of Key Terms ........................................................................
1
5
5
5
5
7
7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
2.11
The Definition of Learning ....................................................................
The Definition of Teaching ...................................................................
Cooperative Learning ............................................................................
The Steps of Cooperative Learning .......................................................
The Elements of Cooperative Learning .................................................
The Purpose of Cooperative Learning ...................................................
The Model of Cooperative Learning .....................................................
Team Games Tournament (TGT) ..........................................................
The Procedures of Team Games Tournament (TGT) ............................
The Relationship between TGT and Students’ Achievement ................
Achievement ..........................................................................................
8
12
15
15
16
18
18
21
22
24
25
CHAPTER III RESEARCH METHODOLOGY
3.1
3.2
3.3
3.4
3.5
Researh Design ......................................................................................
Place, Time, and Subject of the Research ..............................................
The Procedure of Class Action Research ..............................................
Data Collection ......................................................................................
Instruments ............................................................................................
3.5.1 Test ...............................................................................................
3.5.2 Observation Sheet ........................................................................
3.5.3 Questionnaire ...............................................................................
27
28
29
37
37
38
39
39
3.6
3.7
Data Analysis .........................................................................................
3.6.1 Observation Sheet ........................................................................
3.6.2 Test ...............................................................................................
3.6.3 Questionnaire ...............................................................................
The Indicator of Success ........................................................................
3.7.1 Test ...............................................................................................
40
40
41
42
43
43
CHAPTER IV FINDING AND DISCUSSION
The Result of Teacher’s Observation Sheet in Cycle One ....................
4.1.1 First Meeting ................................................................................
4.1.2 Second Meeting ............................................................................
4.1.3 Third Meeting ...............................................................................
4.2 The Result of Students’ Activity Sheet in Cycle One ...........................
4.3 The Result of Students’ Questionnaire in Cycle One ............................
4.4 The Result of the Test in Cycle One ......................................................
4.5 Reflection in Cycle One .........................................................................
4.6 Planning in Cycle Two ..........................................................................
4.7 The Result of Teacher’s Observation Sheet in Cycle Two ....................
4.7.1 First Meeting ................................................................................
4.7.2 Second Meeting ............................................................................
4.7.3 Third Meeting ...............................................................................
4.8 The Result of Students’ Activity Sheet in Cycle Two ...........................
4.9 The Result of Students’ Questionnaire in Cycle Two ...........................
4.10 The Result of The Test in Cycle Two ....................................................
4.11 Reflection in Cycle Two ........................................................................
4.12 Discussion ..............................................................................................
4.1
44
44
47
50
52
53
54
56
59
59
59
64
65
68
70
71
72
76
CHAPTER V CONCLUSION AND SUGGESTION
5.1
5.2
Conclusion .............................................................................................
Suggestion .............................................................................................
BIBLIOGRAPHY
APPENDIXES
81
82
THE LIST OF TABLES
Table 2.1 The Steps of Cooperative Learning ..............................................
16
Table 3.1 Time of Research .........................................................................
28
Table 3.2 The Descriptor of Aspect .............................................................
38
Table 3.3 Activity Criteria ............................................................................
40
Table 3.4 Questionnaire Criteria ..................................................................
42
Table 4.1 Students’ Activity Percentage in Cycle One ................................
52
Table 4.2 Questionnaire Result in Cycle One ..............................................
53
Table 4.3 Test Result in Cycle One ..............................................................
55
Table 4.4 Students’ Activity Percentage in Cycle Two ...............................
69
Table 4.5 Questionnaire Result in Cycle Two .............................................
70
Table 4.6 Test Result in Cycle Two .............................................................
71
THE LIST OF FIGURES
Figure 2.1
The Example of Tournament Table ...........................................
23
Figure 4.1
The Comparison of Students’ Activity Sheet from Cycle One
to Cycle Two ..............................................................................
73
The Comparison of Questionnaire from Cyle One to Cycle
Two ............................................................................................
74
The Comparison of Test Result from Cycle One to Cycle Two
75
Figure 4.2
Figure 4.3
BIBLIOGRAPHY
Agus Suprijono. (2011). Cooperative Learning Teori dan Aplikasi PAIKEM.
Yogyakarta: Pustaka Belajar
Anita Lie. (2004). Cooperative Learning: Mempraktikkan Cooperatif Learning di
Ruang-Ruang Kelas. Jakarta: Grasindo.
Arifah Nur Triyani (2009). Model Pembelajaran Kooperatif tipe Teams Games
Tournament (TGT) sebagai Upaya Meningkatkan Keaktifan Belajar
Matematika pada Pokok Bahasan Peluang dan Statistika di SMP Negeri
04 Depok Yogyakarta kelas IX C
Dimyati dan Mujiono. (2006). Belajar dan Pembelajaran. Jakarta: PT. Rineka
Cipta
Eko. (2011). Model Pembelajaran Teams Games Tournament. (Online),
(ekocin.wordpress.com)
Isjoni. (2011). Pembelajaran Kooperatif. Yogyakarta: Pustaka Belajar
Moh. User Usman. (2002). Menjadi Guru Profesional. Bandung: Remaja
Rosdakarya.
Moh. Nur. (2005). Pembelajaran Kooperatif. Surabaya: Pusat Sains dan
Matematika Sekolah UNESA.
Oemar Hamalik. (2002). Psikologi Belajar Mengajar. Bandung: Sinar Baru
Algesindo.
Oemar Hamalik. (2004). Proses Belajar Mengajar. Jakarta: PT. Bumi Aksara
Rochiati Wiriaatmadja. (2005). Metode Penelitian Tindakan Kelas: Meningkatkan
Kinerja Guru dan Dosen. Bandung: Remaja Rosdakarya.
Sardiman. (2007). Interaksi dan Motivasi Belajar Mengajar. Jakarta: Rajawali
Press.
Slavin (2005). Cooperative Learning: Teori, Riset dan Praktik
T. Raka, Kardiawan, Trisno Hadisubroto. (1998). Konsep Dasar Penelitian
Tindakan Kelas (Classroom Action Research). Jakarta: Proyek
Pengembangan Guru Sekolah Menengah Depdikbud Dirjen Dikti.
CHAPTER I
INTRODUCTION
In this chapter researcher will explain about the background of study, the
scope and limitation of study, the statement of problem, the purpose of study, as
well as the significant of study.
1.1 The Background of Study
Learning is an interaction process between teacher and student. In this
case, the activity that happened is teacher teach and student study. According E.
Mulyasa (2002:32), learning is going to be successful and excellent if students are
involved in learning process either actively, physically, mentally, and socially.
Based on explanation above, teacher’s attempt in developing active learning is the
main key for succesful learning.
Furthermore, Oemar Hamalik (2005:172) said that learning is not only
through listening and seeing but also through doing the other activities such as
reading, asking, answering, sharing, doing homework, drawing, communicating,
presentation, discussion, concluding, and using the tools. Students are called
active if students dominate the learning. In this case, Students actively use the
brain either to meet the main idea of material, solve the problem, or apply what
has been learned already. Therefore, one of the way could be conducted by the
teacher is planning and implementing learning method which enables passive
student to become active student in which finally can improve students’
achievement.
1
2
According to Slavin (2005), one of the learning model that makes student
active is cooperative learning. Cooperative learning is a teaching model in which
students learn and work in small groups whose members four up to six students
whichn is heterogeneous .
In line with Slavin, Sugandi (2002:14) stated that cooperative learning is a
teaching system that gives an opportunity to the students to collaborate with
another students in a structured tasks. Cooperative learning is known as group
learning. However, cooperative learning is more than just group learning because
it has cooperative task that allows open interaction and effective interdependence
relationship among group members. The conclusion of some opinions about
cooperative learning above is that cooperative learning is quite successful in small
groups, in which each group consists of students who have different levels of
abilities perform a variety of learning activities to improve their understanding of
the material being studied. Each group member is responsible for not only
learning what is taught but also help their colleagues learn, so that they together
achieve success. All students try to understand the subject material until all group
members successfully understand.
Researcher carried out the observation in Class XI.1 UPW SMK
Putikecwara Batu to obtain the description of teaching learning process in the
class on September 24, 2012 and April 15, 2013. Based on researcher’s point of
view during observation, (1) students were taught by conventional teaching
method, teaching learning process applied by using lecturing method with the use
of textbooks as the only major source of learning that teachers used in the delivery
of the material. (2) Some students were tend to talk and make a joke with his
3
classmates when teacher was explaining the material. Tragically, a few of them
were listening the music and sleeping (3) When the teacher asked questions
related to the material, there were only one or two students who could answer
correctly out of 22 students. (4) The majority of students did not like English
Lesson because English was still a foreign language to them. Some of students
said that they must think about the word or sentence in Indonesian. Then they
translated the word or sentence from Indonesian into English. They added, their
brain was set to produce Indonesian word or sentence first before translating into
English. It caused their brain work harder in speaking English. (5) Students were
not creative. For example, when teacher gave them a question about making a
dialogue, they would answer based on model of dialogue given by teacher, and
they could not create another model themselves (6) the results in final semester
examination in the academic year 2012/2013 was 60 % out of 22 students had
score above 7.0. It revealed that this class had yet met qualification. Minimal
completeness criteria of English at SMK Batu Putikecwara is 7.0. And classical
completeness criteria in English Subject at SMK Putikecwara Batu is 75%. (7)
Students did not know the good way to get teacher’s attention. They tried to grab
teacher’s attention through negative behaviors. They thought that the only way to
get teacher’s attention was from making noise, disturbing their friend or breaking
the rules of school (8) When students successful identified her mistakes, the
teacher did not want to be blamed.
The conclusion of the observation above are there are eight factors that
makes students’ achievement under classical completeness criteria. They are
lecturing method with text book, talking and making joke during teaching
4
learning, only one or two students could answer question out of 22 students,
students were not creative, students did not like English, final test result was
under classical completeness criteria, Students did not know the good way to grab
teacher attention, and teacher did not want to be blamed.
There are few types of cooperative learning model that can raise students’
achievement. One of them is Team Game Tournament (TGT). There are some
steps in this learning. Teacher presents the subject material in outline only, then
students are formed into group and given a worksheet designed by teacher. After
that students complete the worksheet and the representative of each group present
it in front of the class. Besides, The group also compete with another group in
form of tournament and game. The group whose highest score will get reward.
TGT avoids learning process from boring activities. TGT also helps student
actively find problem solving and communicate their knowledge to others, so each
student become more proficient in the material. In Addition, teacher goes around
the class to guide the student during group study. It stimulates student to have
close interaction with teacher. Having close interaction enables student to ask
question and share opinion to teacher without terrible fear.
Previous research on cooperative learning model TGT had been done by
Fathul Munir, Elementary School Teacher Department, (2011) in English subject.
His research shows that students’achievement was increased from cycle 1 to cycle
2. The ratio of the classical completeness cycle 1 is 64.52% and classical
completeness cycle 2 is increased to 91.67%. From this result, researcher
concluded that TGT can improve students’ achievement.
5
Based on the view above, researcher wants to conduct an classroom action
research entitled improving students’ speaking achievement through Team Game
Tournament Method in Class XI.1 UPW at SMK Putikecwara Batu.
1.2 Statement of The Problem
Based on the background of study and problem limitation above, the
problem can be formulated as follows.
1. How does Team Game Tournament Method improve students’speaking
achievement in Class XI.1 UPW at SMK Putikecwara Batu?
1.3 Action Hypothesis
1. If TGT is given to the students, their English Speaking Achievement would be
improving.
1.4 Purpose of Study
1. The purpose of the study is to describe the implementation of Team Game
Tournament to improve students’ speaking achievement in Class XI.1 UPW at
SMK Putikecwara Batu.
1.5 Significant of the Study
After conducting Classroom Action Research, it is expected to be useful for:
1. Teacher
It can give description, insight, and experience in carrying out the teaching.
Teacher can change her boring conventional teaching into TGT method.
Because this method has group work phase which can make students
communicate each other to find problem solving, so that sleeping, listening
music, or something like that could be avoided. In addition, teacher can
6
entertain students through Games Tournament. In this phase, teacher asked
students in a group to play a game and to collect point as many as possible.
Teacher would give a reward to winner groups. Games Tournament is expected
to deteriote pressure during teaching and learning process and Reward is
expected to stimulate students to make good achievement. Hence, they will
study hard either inside or outside class. In addition, reward is an evident that
teacher has given attention to students who has made great job.
2. Student
TGT can give new experience of learning to students. Students can understand
the material easily and to the point because teacher delivered material in
outline only. Besides, students could enhance intimacy and solidarity with one
another. Intimacy and solidarity can be performed through communicating
each other to find problem solving in worksheet. Intimacy and solidarity can
raise the awareness to help each other. In another words, students who were
smart would help students who less or not smart. Moreover, students can be so
much fun and no under pressure in learning by participating in game
tournament, because they would be in a group and would play a game and
compete with another group to get reward.
3. Researcher
This research can give inspiration and references to the next similar research.
4. School
This method can fix the performance of teacher. If teachers make changes or
improvements in a professional performance, then the school will be thrive or
rapidly growing. There is a close relationship between the development of a
school and the development of teacher skills. School will not develop, if the
teacher does not have the ability to develop themselves.
7
1.6 Scope and Limitation
This research is only restricted on the implementation of Team Game
Tournament Method to improve students’ speaking achievement in Class XI.1
UPW at SMK Putikecwara Batu.
1.7 Definition of Key Terms
Researcher included some definition of key term to support the readers
understanding this thesis easily. They are as follow.
1. TGT is one of model in cooperative learning method. It has four steps. They
are Presentation, group study, games and tournament, and reward. In
presentation, the task of student is paying attention to the explanation. In group
study, the task of students is working together and finding problem solving
based on question in worksheet. In games tournament, the task of students is
playing a game representing their group and collecting point as many as
possible to get winning title. In reward, teacher is going to announce three
winner groups (super team, great team and good team) and give presents.
2. Achievement is the ability obtained by student measured by number after
teaching learning process (Abdurrahman, 2003).
3. UPW is the abbreviation of Usaha Perjalanan Wisata. It is one of departments
existed in SMK Putikecwara Batu.
THROUGH TEAM GAME TOURNAMENT METHOD IN
CLASS XI.1 UPW (USAHA PERJALANAN WISATA)
AT SMK PUTIKECWARA BATU
THESIS
By:
SUSILO UMARDANI
07360078
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
IMPROVING STUDENTS’ SPEAKING ACHIEVEMENT
THROUGH TEAM GAME TOURNAMENT METHOD IN
CLASS XI.1 UPW (USAHA PERJALANAN WISATA)
AT SMK PUTIKECWARA BATU
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
SUSILO UMARDANI
07360078
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
MOTTO AND DEDICATION
Hai orang-orang yang beriman, Jadikanlah sabar dan shalat sebagai
penolongmu, Sesungguhnya Allah beserta orang-orang yang sabar (Al Baqarah
[2]: 153)
Dan janganlah kamu mengikuti apa yang kamu tidak mempunyai pengetahuan
tentangnya. Sesungguhnya pendengaran, penglihatan dan hati, semuanya itu
akan diminta pertanggungan jawabnya (Al Isra [17]: 36).
This thesis is dedicated to:
My Beloved Parents
Mr. Bambang Sugianto and Mrs. Pujiati, I do love
you Mom, Dad. You are the most precious stars,
jewels from heaven. Your sacrifice is never
enough.
For my Friend: Hamid Rahman, Muhammad
Zainal Arifin, Mey Riyanti, my world will be
nothing without you all.
ACKNOWLEDGEMENTS
Alhamdullilahi rabbil alamin, First of all, researcher would like to say
Thank you to Allah subhanahu wa ta’ala which has given opportunity, guidance
and power so that researcher can complete this thesis, entitled “Improving
Students Speaking Achievement Through Team Game Tournament Method”.
Shalawat is also sent to Prophet Muhammad shallallahu ‘alaihi wa sallam who
has brought Islam as the rahmatan lil alamin.
The arrangement of this thesis could not be completed without some
contribution in form of help, guidance, direction, and support from many people.
Therefore researcher would like to express gratitude to:
1. Dr. Masduki, M.Pd as the first advisor who has helped researcher in guiding
this thesis and making correction since the beginning of the thesis until the mid
of the thesis. I appreciate his idealist principal that once he find not original
work, he will stop guiding them. Tragically, his idealist is not always true. It
emerges impression that he wanted his students much suffering. But I see
positive point from him that people should not underestimate every little thing,
because little things could bring people into misery. Again, I’m also not angry
with his ‘little bit rude’ guidance because I aware that every person would face
conflict wherever they are until die. Every bad or good things I have got from
him, the most important thing is researcher can learn from it.
2. Drs. Munash Fauzi Anwar, M.M as the second advisor for his motivation,
guidance, criticism, attentions and also immense knowledge given to
researcher in the entire process of this thesis.
3. All teachers and staffs in SMK Putikecwara Batu who had helped researcher to
get the data by observation and conducting research in the class.
4. My beloved Mother (Pujiati) and Father (Bambang Sugianto) who have been
giving the opportunity to get prestigious education. Because of their support
especially in form of materials, researcher can finish this thesis. Again, thanks
for your never die love, immense attention, and prayers.
Malang, September 24, 2013
Researcher,
Susilo Umardani
TABLE OF CONTENTS
COVER ...........................................................................................................
APPROVAL ....................................................................................................
LEGALIZATION ...........................................................................................
MOTTO AND DEDICATION .......................................................................
ABSTRACT ....................................................................................................
ACKNOWLEDGEMENTS ............................................................................
TABLE OF CONTENTS ................................................................................
THE LIST OF TABLES .................................................................................
THE LIST OF FIGURES ................................................................................
i
ii
iii
iv
v
vii
ix
xi
xii
CHAPTER I INTRODUCTION
1.1
1.2
1.3
1.4
1.5
1.6
1.7
The Background of Study ......................................................................
Statement of The Problem .....................................................................
Action Hypothesis .................................................................................
Purpose of Study ....................................................................................
Significant of the Study .........................................................................
Scope and Limitation .............................................................................
Definition of Key Terms ........................................................................
1
5
5
5
5
7
7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
2.11
The Definition of Learning ....................................................................
The Definition of Teaching ...................................................................
Cooperative Learning ............................................................................
The Steps of Cooperative Learning .......................................................
The Elements of Cooperative Learning .................................................
The Purpose of Cooperative Learning ...................................................
The Model of Cooperative Learning .....................................................
Team Games Tournament (TGT) ..........................................................
The Procedures of Team Games Tournament (TGT) ............................
The Relationship between TGT and Students’ Achievement ................
Achievement ..........................................................................................
8
12
15
15
16
18
18
21
22
24
25
CHAPTER III RESEARCH METHODOLOGY
3.1
3.2
3.3
3.4
3.5
Researh Design ......................................................................................
Place, Time, and Subject of the Research ..............................................
The Procedure of Class Action Research ..............................................
Data Collection ......................................................................................
Instruments ............................................................................................
3.5.1 Test ...............................................................................................
3.5.2 Observation Sheet ........................................................................
3.5.3 Questionnaire ...............................................................................
27
28
29
37
37
38
39
39
3.6
3.7
Data Analysis .........................................................................................
3.6.1 Observation Sheet ........................................................................
3.6.2 Test ...............................................................................................
3.6.3 Questionnaire ...............................................................................
The Indicator of Success ........................................................................
3.7.1 Test ...............................................................................................
40
40
41
42
43
43
CHAPTER IV FINDING AND DISCUSSION
The Result of Teacher’s Observation Sheet in Cycle One ....................
4.1.1 First Meeting ................................................................................
4.1.2 Second Meeting ............................................................................
4.1.3 Third Meeting ...............................................................................
4.2 The Result of Students’ Activity Sheet in Cycle One ...........................
4.3 The Result of Students’ Questionnaire in Cycle One ............................
4.4 The Result of the Test in Cycle One ......................................................
4.5 Reflection in Cycle One .........................................................................
4.6 Planning in Cycle Two ..........................................................................
4.7 The Result of Teacher’s Observation Sheet in Cycle Two ....................
4.7.1 First Meeting ................................................................................
4.7.2 Second Meeting ............................................................................
4.7.3 Third Meeting ...............................................................................
4.8 The Result of Students’ Activity Sheet in Cycle Two ...........................
4.9 The Result of Students’ Questionnaire in Cycle Two ...........................
4.10 The Result of The Test in Cycle Two ....................................................
4.11 Reflection in Cycle Two ........................................................................
4.12 Discussion ..............................................................................................
4.1
44
44
47
50
52
53
54
56
59
59
59
64
65
68
70
71
72
76
CHAPTER V CONCLUSION AND SUGGESTION
5.1
5.2
Conclusion .............................................................................................
Suggestion .............................................................................................
BIBLIOGRAPHY
APPENDIXES
81
82
THE LIST OF TABLES
Table 2.1 The Steps of Cooperative Learning ..............................................
16
Table 3.1 Time of Research .........................................................................
28
Table 3.2 The Descriptor of Aspect .............................................................
38
Table 3.3 Activity Criteria ............................................................................
40
Table 3.4 Questionnaire Criteria ..................................................................
42
Table 4.1 Students’ Activity Percentage in Cycle One ................................
52
Table 4.2 Questionnaire Result in Cycle One ..............................................
53
Table 4.3 Test Result in Cycle One ..............................................................
55
Table 4.4 Students’ Activity Percentage in Cycle Two ...............................
69
Table 4.5 Questionnaire Result in Cycle Two .............................................
70
Table 4.6 Test Result in Cycle Two .............................................................
71
THE LIST OF FIGURES
Figure 2.1
The Example of Tournament Table ...........................................
23
Figure 4.1
The Comparison of Students’ Activity Sheet from Cycle One
to Cycle Two ..............................................................................
73
The Comparison of Questionnaire from Cyle One to Cycle
Two ............................................................................................
74
The Comparison of Test Result from Cycle One to Cycle Two
75
Figure 4.2
Figure 4.3
BIBLIOGRAPHY
Agus Suprijono. (2011). Cooperative Learning Teori dan Aplikasi PAIKEM.
Yogyakarta: Pustaka Belajar
Anita Lie. (2004). Cooperative Learning: Mempraktikkan Cooperatif Learning di
Ruang-Ruang Kelas. Jakarta: Grasindo.
Arifah Nur Triyani (2009). Model Pembelajaran Kooperatif tipe Teams Games
Tournament (TGT) sebagai Upaya Meningkatkan Keaktifan Belajar
Matematika pada Pokok Bahasan Peluang dan Statistika di SMP Negeri
04 Depok Yogyakarta kelas IX C
Dimyati dan Mujiono. (2006). Belajar dan Pembelajaran. Jakarta: PT. Rineka
Cipta
Eko. (2011). Model Pembelajaran Teams Games Tournament. (Online),
(ekocin.wordpress.com)
Isjoni. (2011). Pembelajaran Kooperatif. Yogyakarta: Pustaka Belajar
Moh. User Usman. (2002). Menjadi Guru Profesional. Bandung: Remaja
Rosdakarya.
Moh. Nur. (2005). Pembelajaran Kooperatif. Surabaya: Pusat Sains dan
Matematika Sekolah UNESA.
Oemar Hamalik. (2002). Psikologi Belajar Mengajar. Bandung: Sinar Baru
Algesindo.
Oemar Hamalik. (2004). Proses Belajar Mengajar. Jakarta: PT. Bumi Aksara
Rochiati Wiriaatmadja. (2005). Metode Penelitian Tindakan Kelas: Meningkatkan
Kinerja Guru dan Dosen. Bandung: Remaja Rosdakarya.
Sardiman. (2007). Interaksi dan Motivasi Belajar Mengajar. Jakarta: Rajawali
Press.
Slavin (2005). Cooperative Learning: Teori, Riset dan Praktik
T. Raka, Kardiawan, Trisno Hadisubroto. (1998). Konsep Dasar Penelitian
Tindakan Kelas (Classroom Action Research). Jakarta: Proyek
Pengembangan Guru Sekolah Menengah Depdikbud Dirjen Dikti.
CHAPTER I
INTRODUCTION
In this chapter researcher will explain about the background of study, the
scope and limitation of study, the statement of problem, the purpose of study, as
well as the significant of study.
1.1 The Background of Study
Learning is an interaction process between teacher and student. In this
case, the activity that happened is teacher teach and student study. According E.
Mulyasa (2002:32), learning is going to be successful and excellent if students are
involved in learning process either actively, physically, mentally, and socially.
Based on explanation above, teacher’s attempt in developing active learning is the
main key for succesful learning.
Furthermore, Oemar Hamalik (2005:172) said that learning is not only
through listening and seeing but also through doing the other activities such as
reading, asking, answering, sharing, doing homework, drawing, communicating,
presentation, discussion, concluding, and using the tools. Students are called
active if students dominate the learning. In this case, Students actively use the
brain either to meet the main idea of material, solve the problem, or apply what
has been learned already. Therefore, one of the way could be conducted by the
teacher is planning and implementing learning method which enables passive
student to become active student in which finally can improve students’
achievement.
1
2
According to Slavin (2005), one of the learning model that makes student
active is cooperative learning. Cooperative learning is a teaching model in which
students learn and work in small groups whose members four up to six students
whichn is heterogeneous .
In line with Slavin, Sugandi (2002:14) stated that cooperative learning is a
teaching system that gives an opportunity to the students to collaborate with
another students in a structured tasks. Cooperative learning is known as group
learning. However, cooperative learning is more than just group learning because
it has cooperative task that allows open interaction and effective interdependence
relationship among group members. The conclusion of some opinions about
cooperative learning above is that cooperative learning is quite successful in small
groups, in which each group consists of students who have different levels of
abilities perform a variety of learning activities to improve their understanding of
the material being studied. Each group member is responsible for not only
learning what is taught but also help their colleagues learn, so that they together
achieve success. All students try to understand the subject material until all group
members successfully understand.
Researcher carried out the observation in Class XI.1 UPW SMK
Putikecwara Batu to obtain the description of teaching learning process in the
class on September 24, 2012 and April 15, 2013. Based on researcher’s point of
view during observation, (1) students were taught by conventional teaching
method, teaching learning process applied by using lecturing method with the use
of textbooks as the only major source of learning that teachers used in the delivery
of the material. (2) Some students were tend to talk and make a joke with his
3
classmates when teacher was explaining the material. Tragically, a few of them
were listening the music and sleeping (3) When the teacher asked questions
related to the material, there were only one or two students who could answer
correctly out of 22 students. (4) The majority of students did not like English
Lesson because English was still a foreign language to them. Some of students
said that they must think about the word or sentence in Indonesian. Then they
translated the word or sentence from Indonesian into English. They added, their
brain was set to produce Indonesian word or sentence first before translating into
English. It caused their brain work harder in speaking English. (5) Students were
not creative. For example, when teacher gave them a question about making a
dialogue, they would answer based on model of dialogue given by teacher, and
they could not create another model themselves (6) the results in final semester
examination in the academic year 2012/2013 was 60 % out of 22 students had
score above 7.0. It revealed that this class had yet met qualification. Minimal
completeness criteria of English at SMK Batu Putikecwara is 7.0. And classical
completeness criteria in English Subject at SMK Putikecwara Batu is 75%. (7)
Students did not know the good way to get teacher’s attention. They tried to grab
teacher’s attention through negative behaviors. They thought that the only way to
get teacher’s attention was from making noise, disturbing their friend or breaking
the rules of school (8) When students successful identified her mistakes, the
teacher did not want to be blamed.
The conclusion of the observation above are there are eight factors that
makes students’ achievement under classical completeness criteria. They are
lecturing method with text book, talking and making joke during teaching
4
learning, only one or two students could answer question out of 22 students,
students were not creative, students did not like English, final test result was
under classical completeness criteria, Students did not know the good way to grab
teacher attention, and teacher did not want to be blamed.
There are few types of cooperative learning model that can raise students’
achievement. One of them is Team Game Tournament (TGT). There are some
steps in this learning. Teacher presents the subject material in outline only, then
students are formed into group and given a worksheet designed by teacher. After
that students complete the worksheet and the representative of each group present
it in front of the class. Besides, The group also compete with another group in
form of tournament and game. The group whose highest score will get reward.
TGT avoids learning process from boring activities. TGT also helps student
actively find problem solving and communicate their knowledge to others, so each
student become more proficient in the material. In Addition, teacher goes around
the class to guide the student during group study. It stimulates student to have
close interaction with teacher. Having close interaction enables student to ask
question and share opinion to teacher without terrible fear.
Previous research on cooperative learning model TGT had been done by
Fathul Munir, Elementary School Teacher Department, (2011) in English subject.
His research shows that students’achievement was increased from cycle 1 to cycle
2. The ratio of the classical completeness cycle 1 is 64.52% and classical
completeness cycle 2 is increased to 91.67%. From this result, researcher
concluded that TGT can improve students’ achievement.
5
Based on the view above, researcher wants to conduct an classroom action
research entitled improving students’ speaking achievement through Team Game
Tournament Method in Class XI.1 UPW at SMK Putikecwara Batu.
1.2 Statement of The Problem
Based on the background of study and problem limitation above, the
problem can be formulated as follows.
1. How does Team Game Tournament Method improve students’speaking
achievement in Class XI.1 UPW at SMK Putikecwara Batu?
1.3 Action Hypothesis
1. If TGT is given to the students, their English Speaking Achievement would be
improving.
1.4 Purpose of Study
1. The purpose of the study is to describe the implementation of Team Game
Tournament to improve students’ speaking achievement in Class XI.1 UPW at
SMK Putikecwara Batu.
1.5 Significant of the Study
After conducting Classroom Action Research, it is expected to be useful for:
1. Teacher
It can give description, insight, and experience in carrying out the teaching.
Teacher can change her boring conventional teaching into TGT method.
Because this method has group work phase which can make students
communicate each other to find problem solving, so that sleeping, listening
music, or something like that could be avoided. In addition, teacher can
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entertain students through Games Tournament. In this phase, teacher asked
students in a group to play a game and to collect point as many as possible.
Teacher would give a reward to winner groups. Games Tournament is expected
to deteriote pressure during teaching and learning process and Reward is
expected to stimulate students to make good achievement. Hence, they will
study hard either inside or outside class. In addition, reward is an evident that
teacher has given attention to students who has made great job.
2. Student
TGT can give new experience of learning to students. Students can understand
the material easily and to the point because teacher delivered material in
outline only. Besides, students could enhance intimacy and solidarity with one
another. Intimacy and solidarity can be performed through communicating
each other to find problem solving in worksheet. Intimacy and solidarity can
raise the awareness to help each other. In another words, students who were
smart would help students who less or not smart. Moreover, students can be so
much fun and no under pressure in learning by participating in game
tournament, because they would be in a group and would play a game and
compete with another group to get reward.
3. Researcher
This research can give inspiration and references to the next similar research.
4. School
This method can fix the performance of teacher. If teachers make changes or
improvements in a professional performance, then the school will be thrive or
rapidly growing. There is a close relationship between the development of a
school and the development of teacher skills. School will not develop, if the
teacher does not have the ability to develop themselves.
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1.6 Scope and Limitation
This research is only restricted on the implementation of Team Game
Tournament Method to improve students’ speaking achievement in Class XI.1
UPW at SMK Putikecwara Batu.
1.7 Definition of Key Terms
Researcher included some definition of key term to support the readers
understanding this thesis easily. They are as follow.
1. TGT is one of model in cooperative learning method. It has four steps. They
are Presentation, group study, games and tournament, and reward. In
presentation, the task of student is paying attention to the explanation. In group
study, the task of students is working together and finding problem solving
based on question in worksheet. In games tournament, the task of students is
playing a game representing their group and collecting point as many as
possible to get winning title. In reward, teacher is going to announce three
winner groups (super team, great team and good team) and give presents.
2. Achievement is the ability obtained by student measured by number after
teaching learning process (Abdurrahman, 2003).
3. UPW is the abbreviation of Usaha Perjalanan Wisata. It is one of departments
existed in SMK Putikecwara Batu.