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having low self-esteem 63.73, so students having high self-esteem
have better reading skill than those having low self-esteem.
D. Discussion of the Result of the S tudy
1. Teams-Games-Tournament is more effective than lecture method to teach reading.
In Teams-Games-Tournament, students not only learn and receive whatever the teacher teaches in the teaching-learning process, but also learn
from other students. In other words, students are demanded to be more active in joining the learning process. Teams-Games-Tournament requires student
groups to work cooperatively Johnson, 1996: 114. Further, it is stated in http:cit.duke.eduresourcesteaching _ learningpresenting.html that people
learn best in interactive, student-centered environments. On the other hand, lecture is less effective to improve students’
reading skill since lecture less motivates students to involve in the teaching- learning process. Lecture fosters passive learning with very low student
involvement M oore, 1999: 182. Students just become the followers and depend on the teacher during the teaching learning process.
Based on multifactor analysis of variance 2 x 2 and Tukey test, the results show that F
o
between columns 10.91 is higher than F
t
at the level of significance α = 0.05 4.08 and F
t
at the level of significance α = 0.01 7.31 and q
o
between A
1
and A
2
4.67 is higher than q
t
at the level of significance α = 0.05 2.95 and q
t
at the level of significance α = 0.01 4.02. It means that Teams-Games-Tournament differs significantly from the lecture method. The
mean score of students who are taught by using Teams-Games-Tournament 69.91 is higher than that of those who are taught by using lecture 65.55. It
means that Teams-Games-Tournament is more effective than the lecture method to teach reading.
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2. The students who have high self-esteem have better reading skill than those who have low self-esteem.
Students having high self-esteem have high aspiration, great effort, more persistent, believe themselves to be capable, successful, and worthy.
Students with high self-esteem are challenged to be the best as they can be http:www.mindspirit.orgwomen_selfesteem.htm. The students having high
level of self-esteem expect to do well in their accomplishments, try hard, and tend to be successful Atwater, 1990: 155. They are inclined to attribute their
success to their abilities, and to make due allowance for circumstances in interpreting their failures. Greater self-esteem leads to greater effort and
persistence in the face of setbacks, so even if one is interrupted in hisher reading, heshe is likely to return to the task Woolfolk, 2007: 333.
M eanwhile, the students having low self-esteem have the opposite characteristics. They tend to expect the worst, exert less effort on their tasks,
especially challenging and demanding ones, and achieve less success Atwater, 1990: 155. Even, when students having low self-esteem achieve
success, they are less apt to attribute their success t o their abilities or to enjoy it. In other words, students with high self-esteem forge ahead academically
while those with low self-esteem fall behind. Based on multifactor analysis of variance 2 x 2 and Tukey test, the
results show that F
o
between rows 36.67 is higher than F
t
at the level of significance α = 0.05 4.08 and F
t
at the level of significance α = 0.01 7.31 and q
o
between B
1
and B
2
8.56 is hig4her than q
t
at the level of significance = 0.05 2.95 and q
t
at the level of significance = 0.01 4.02. It means
that students having high self-esteem differ significantly from those having low self-esteem on their reading skill. The mean score of students having high
self-esteem 71.73 is higher than that of those having low self-esteem 63.73.
It means that students having high self-esteem have better reading skill than those having low self-esteem.
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3. There is an interaction effect between teaching methods and s tudents’ self-
esteem on the students’ reading skill.
Teaching method which is used by the teacher influences the success of the teaching and learning process. Unlike lecture, which places the
students in passive learning role, Teams-Games-Tournament requires the students to be active in the learning process. Teams-Games-Tournament
demands student
involvement in
the learning
process http:
www.cust.educ.ubc.cacust565 - 05seeds2006213 _ 06CADIZTXT M icroteachingTGT.pdf.
Self-esteem is also crucial to acquire reading skill. The students who have high self-esteem are active in joining the teaching-learning process.
Bandura in Cloninger 2009: 355 states that high self-esteem leads to effort and persistence at a task and setting higher goals. The stronger the self-
esteem, the more likely are persons select challenging task and persist at them http:www.des.emory.edumfpefftalk.html. In other words, students having
high self-esteem like demanding activities. Therefore, Teams-Games- Tournament is suitable for students having high self-esteem.
M eanwhile, lecture is suitable for students having low self-esteem since it possesses characteristics which make the students passive during
teaching-learning process. In lecture, students usually get knowledge from their teacher. They are not demanded to elaborate their ideas, thoughts, and
feelings. In lecture, teacher is more active and students are passive http:www.cemca.orgbraousubject01ldmtext.htm. In fact, students having
low self-esteem tend to be passive in the teaching-learning process. They exert less effort on their tasks, especially challenging and demanding ones
Atwater, 1990: 155. In other words, they prefer being passive in the teaching-learning process. That is why, lecture is more effective for students
having low self-esteem.
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Based on multifactor analysis of variance 2 x 2 and Tukey test, the results show that F
o
interaction 75.17 is higher than F
t
at the level of significance α = 0.05 4.08 and F
t
at the level of significance α = 0.01 7.31; q
o
between A
1
B
1
and A
2
B
1
11.97 is higher than q
t
at the level of significance α = 0.05 3.11 and q
t
at the level of significance α = 0.01 4.39; and q
o
between A
1
B
2
and A
2
B
2
5.37 is higher than q
t
at the level of significance α = 0.05 3.11 and q
t
at the level of significa nce α = 0.01 4.39. It means that
Teams-Games-Tournament differs significantly from lecture method to teach reading for students having high self-esteem and lecture method differs
significantly from Teams-Games-Tournament to teach reading for students having low self-esteem. The mean score of students having high self-esteem
who are taught by using Teams-Games-Tournament 79.64 is higher than that of those who are taught by using lecture 63.82. It means that Teams-
Games-Tournament is more effective than lecture method to teach reading for students having high-self-esteem. The mean score of students having low self-
esteem who are taught by using lecture 67.27 is higher than that of those who are taught by using Teams-Games-Tournament 60.18. It means that
lecture is more effective than Teams-Games Tournament to teach reading for students having low self-esteem.
Therefore, there is an interaction effect between teaching methods and self-
esteem toward students’ reading skill. Teams-Games-Tournament is more effective than lecture method to teach reading for students having high
self-esteem. In other words, Teams-Games-Tournament is suitable for students having high self-esteem. M eanwhile, lecture is more effective than
Teams-Games-Tournament to teach reading for students having low self- esteem. In other words, lecture is suitable for students having low self-esteem.
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CHAPTER V CONCLUS ION, IMPLICATION, AND S UGGES TION
