Relevant Studies LITERATURE REVIEW

18 comprehension of Narrative text in second grade of Mts. Manartul Islam Jakarta. She used a cooperative learning method in her study. She used Classroom Action Research to solve students’ problem in understanding Narrative Text. She also used test as the instrument of the study, she used both pre-test and post-test. By the end of the study she concluded that students improved their understanding of narrative text during the teaching and learning process. There are similarities and differences between Fadilah’s study and writer’s study. The similarities between us, both of us used test as the instrument of the study and conducted the study toward junior high school and narrative text subject. The differences between Fadilah’s study and writer’s study are in the method, design, material, objective, and place of the study. Fadilah used Classroom Action Research CAR to s olve students’ problem in understanding narrative text and the writer used experimental study to solve students’ problem in understanding narrative text. Second „Skripsi’ by Saputra. He has written a „skripsi’ in 2011 entitled “Improving Students’ Ability in Reading Narrative Text Through Jigsaw Technique”, 28 he conducted the study at second grade of SMP Al-Hidayah Lebak Bulus. His „Skripsi’ purpose is to find out the improvement of students’ ability in reading narrative text using jigsaw technique. He used classroom action research. He conducted the research through two cycles with two meeting in every cycle. The result of his study is through jigsaw technique students’ ability in reading narrative text can be improved. He proved it by some data that he got. The study above had similarities and differences with writer’s study. In the similarities side, both of us conducted the study toward junior high school students and conducted the study in the reading narrative text. Saputra and the writer used the test as the instrument of the study. In the other hand, the differences between us occurred in the method, design, material, objective, and place of the study. Saputra’s used Classroom Action Research and Jigsaw 28 Firman Adi Saputra, Improving Students’ Ability in Reading Narrative Text Through Jigsaw Technoque, Jakarta: UIN Jakarta. 19 technique in his study but the writer used experimental study and used Teams Games Tournaments TGT technique in teaching narrative text. And the last relevant study, „skripsi’ entitled “Teaching the Simple Past Tense by Using Teams Games Tournaments” 29 written by Sofwan in 2010. He was conducted the research at second grade of SMP Islam Al-Mukhlisin Bogor, and the result of his study is teaching simple past tense through Teams Games Tournaments technique more effective and can improved the students’ understanding of simple past tense. Sofwan’s study and the writer’s study had the similarities and differences. The similarities between Sofwan and the writer used Teams Games Tournaments TGT as the teaching technique and the study conducted in the junior high school. In the differences side, Sofwan used Teams Games Tournaments TGT technique in teaching simple past tense but the writer used Teams Games Tournaments TGT technique in teaching in teaching narrative text.

E. Framework of Thinking

From the theories that have been discussed above, it can be concluded that reading is a skill that should be acquired by English language learners. Reading is a skill to develop one’s knowledge and language skill. Reading is an activity or process in which the readers make an effort to get information from what they rea d. Students’ purpose when they read a text is to comprehend the meaning and interpret the ideas from the text, so they can get the actual information and message that the writer tries to convey. In reading English language text, some problems are faced by students, such as some students face difficulties to achieve the goal in learning reading materials, in the learning process they like read the text loudly but they do not understand the messages or information of the text. It can be caused of some factors such students’ lack of vocabularies; the materials are too complex, and too 29 M. Sifa Sofwan, Teaching the Simple Past Tense by Using Teams Games Tournaments TGT, Jakarta: UIN Jakarta, 2010. 20 difficult. It can be made them de-motivated. It problems might lead to students’ failure in comprehend the text. Moreover, English students in Indonesian often do not have sufficient chance to increase their social skill because teachers mostly use classical technique in teaching and learning process to deliver the material to the students. In this case, teachers prefer their students to sit properly on their chair, and pay attention to the teachers’ explanation. This technique does not allow students to interact with their classmates about the material that are being discussed because when students talk to their friend, they will be seen as students who are not paying attention to the teacher’s explanation. Hence, to solve this problem, teachers may use teams games tournaments TGT technique in the class to give the students opportunity to understand text they are reading by interacting with their friends about the text. According to Robet E Slavin, “Teams Games Tournaments TGT has many of the same dynamics as STAD, but adds a dimension of excitement contributed by the use of the games. Teammates help one another prepare for the game by studying worksheets and explaining problems to one other ”. 30 It means the teams games tournaments TGT technique allows the students to comprehend a text by understanding this text in their own group. The teams games tournaments TGT technique also allows students to communicate with their teammate about the material so they can develop their reading skill, and also their communication skill. In other word, the writer assumes the teams games tournaments TGT technique can help students to get better understanding in reading by allowing students to interact in the small group about the material that being discussed, Giving the opportunities for the students to solve problems together, they will have good attitudes because beside they are responsible of their own selves, they also responsible of the team, increasing the students’ desire in learning process, motivating the students to compete, providing the teachers to use new variation in 30 Robert E. Slavin, Cooperative Learning, Theory, Research, and Practice, 2 nd Edition Boston: A Simon Schucter Company, 1995, p, 6.