IMPLEMENTING COOPERATIVE LEARNING USING TEAMS GAMES TOURNAMENT TO IMPROVE SPEAKING SKILL

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i A THESIS

IMPLEMENTING COOPERATIVE LEARNING USING TEAMS GAMES TOURNAMENT TO IMPROVE SPEAKING SKILL

(A Classroom Action Research on the Eighth Grade of SMP N 14 Surakarta in the Academic Year of 2010/2011)

Written to Fulfill One of the Requirements for the Undergraduate Degree of Education in English

Arranged by:

KRISNONI

X2206011

TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY

SURAKARTA 2011

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ii ABSTRACT

KRISNONI. X2206011. IMPLEMENTING COOPERATIVE LEARNING USING TEAMS GAMES TOURNAMENTS TO IMPROVE SPEAKING SKILL (A Classroom Action Research on the Eighth Grade of SMP N 14 Surakarta in the Academic Year of 2010/2011). A Thesis. Surakarta. Teacher Training and Education Faculty, Sebelas Maret University, 2011.

This thesis is aimed to improve the situation when Teams Games Tournaments is implemented in the speaking class of the eighth grade students of SMP N 14 Surakarta in the academic year of 2010/ 2011 and to describe whether or not and to what extent Teams Games Tournaments improves speaking skill of the eighth grade students of SMP N 14 Surakarta in the academic year of 2010/ 2011.

In this research, the researcher uses action research. The researcher plays the role as a teacher and Mrs.Kitri Katon Peni as the observer. The method used in this research is a classroom action research. The research is conducted in two cycles: Each cycle consists of three meetings. Every cycle consists of four steps. This research was conducted from August 16th to September 1th 2010 to the eighth grade of SMP N 14 Surakarta. The research data were collected by using techniques of observation, interview, teacher’s diary, students’ diary, lesson plan, photographs, audio recording, and tests (pre-test and post-test). The data were analyzed using quantitative and qualitative techniques.

The research findings prove that Teams Games Tournaments can improve the students’ speaking skill and make conducive situations when it is implemented in the teaching learning process. The improvement of the students’ speaking skill includes 1) the students’ difficulty in using grammar decreased, 2) the students’ difficulty in pronouncing words decreased, 3) the students’ vocabulary mastery increased, and 4) the students’ fluency improved. Besides, the improvement of the students’ speaking skill can be seen from the improvement of the mean score of the pre-test and the second post-test, that is, from 4.38 to 7.02. The conducive situations include: 1) the students got adequate opportunities to practice speaking, 2) all of the students got chances to practice speaking in the class, 3) all of the students were more active and more cooperative during the speaking class, and 4) the teacher taught speaking in real situation.

Teams Games Tournaments can be implemented in teaching learning process. Hopefully, by applying Teams Games Tournaments, the students can achieve the optimum speaking skill. The researcher hopes that what the researcher had done will give the English teachers inspiration to conduct Teams Games Tournaments in their classroom.

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iii ABSTRAK

KRISNONI. X2206011. PENERAPAN PEMBELAJARAN KOOPERATIF

MENGGUNAKAN TEAMS GAMES TOURNAMENTS UNTUK

MENINGKATKAN KEMAMPUAN BERBICARA (Sebuah Penelitian Tindakan Kelas pada Kelas Delapan di SMP N 14 Surakarta Tahun 2010/2011). Sebuah Skripsi. Surakarta. Pelatihan Guru dan Fakultas Pendidikan, Universitas Sebelas Maret, 2011.

Skripsi ini ditujukan utuk meningkatkan situasi ketika Teams Games Tournaments diterapkan didalam kelas

berbicara pada kelas delapan di SMP

N 14 surakarta tahun 2010/2011

dan untuk mendiskripsikan sejauh mana

Teams Games Tournaments meningkatkan kemampuan berbicara

pada kelas

delapan di SMP N 14 surakarta tahun 2010/2011

.

Di dalam penelitian ini, peneliti menggunakan penelitian tindakan. Peneliti memainkan peran sebagai seorang guru dan Ibu.Kitri Katon Peni sebagai peneliti. Metode yang digunakan di dalam penelitian ini adalah penelitian tindakan kelas. Penelitian ini diadakan dua siklus: masing-masing siklus terdiri dari tiga pertemuan. Setiap siklus terdiri dari empat langkah. Penelitian ini diadakan dari 16 Agustus sampai 1 September 2010 untuk kelas delapan SMP N 14 Surakarta. Data penelitian itu dikumpulkan dengan penggunaan teknik dari pengamatan, wawancara, buku harian guru, buku harian murid, rencana pembelajaran, foto, rekaman, dan ujian (sebelum ujian dan saat ujian). Data itu dianalisis menggunakan kuantitatif dan kualitatif teknik.

Penemuan penelitian itu membuktikan bahwa Teams Games Tournaments dapat meningkatkan kemampuan berbicara murid dan membuat situasi kondusif ketika Teams Games Tournaments dilaksanakan pada waktu proses pembelajaran. Peningkatan kemampuan berbicara murid meliputi 1) Kesulitan murid di dalam penggunaan tata bahasa menurun, 2) Kesulitan murid di dalam pengucapan kata menurun, 3) Penguasaan perbendaharaan kata meningkat, dan 4) Kelancaran berbicara murid meningkat. Selain itu, Peningkatan kemampuan berbicara murid dapat dilihat dari peningkatan rata-rata skor dari sebelum ujian dan saat ujian, itu adalah, dari 4.38 ke 7.02. Situasi kondusif meliputi: 1) Murid mendapatkan kesempatan cukup untuk praktek berbicara, 2) Semua murid mendapatkan kesempatan utuk praktek berbicara di kelas, 3) Semua murid lebih aktif dan lebih kooperatif ketika kelas berbicara berlangsung, dan 4) Guru mengajar berbicara didalam situasi nyata.

Teams Games Tournaments dapat diperankan di dalam proses pembelajaran pegajaran. Dengan penuh harapan, oleh Penerapan Teams Games Tournaments, Murid dapat mencapai kemampuan berbicara yang maksimum. Peneliti mengharapkan bahwa peneliti telah melakukan untuk memberikan inspirasi guru bahasa inggris untuk mengadakan Teams Games Tournaments diruang kelas mereka.

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Acknowledgment

Praise be to Allah SWT, the Most Merciful, for His blessing so that the writer can finish her thesis as one of the requirements for achieving the Undergraduate Degree of Education in English

The writer realizes that her study would not be finished without contribution, help, and support from other people. Therefore, in this occasion she would like to express her deep gratitude and appreciation to:

1. The Dean of Teacher Training and Education Faculty of Sebelas Maret University for giving her permission to write this thesis.

2. The Head of the Language and Art Department and The Head of English Department for giving her permission to write the thesis.

3. Drs. Suparno M. Pd. her first consultant who has given thoroughly and patiently the writer guidance, advices, and invaluable ideas from the beginning up to the completion of the thesis.

4. Drs. A. Handoko Pudjobroto her second consultant who has patiently corrected either the structure or the writing skill and guided the writer from the beginning up to the completion of the thesis.

5. Kitri Katon Peni, S.Pd the English teacher of SMP Negeri 14 Surakarta for her help and guidance.

6. The students of class VIII A, SMP Negeri 14 Surakarta for friendliness and help in her research.

7. Her beloved parents for their unconditional love, cares, support, and everything.

8. Her sweet sisters, brothers and surrounding in “Kos Lestari”, “Kos Khotimah” and “Kos Salsabila”, Mbk. Anip, Meilani, Mbk.Novi, Cikuy, Yeni Rosita, Alvian, Sita Nurlaily, Mbk.cupe, Dithek, Mbk. Eka, Dhek Nisa, Dhek Hany, Hany, Eko, Herlan, Mas. Aji, Surya, Ika Suluh,

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9. Nanik Didin, Dhek wiwit, Mbk Ainun , Ceria, Dhek Vicky, Dhek Riska, Dhek Prapti, Dhek Ririn, Dhek Fitri, Dhek ifa, Mawar, Cahyo, Ema, Herlan, Indah, Joko Pujianto, Zeny, and Ginda Tera Saputra. For their beautiful moments that we shared together.

10. The members of the English Department 2006 for the togetherness and sharing knowledge, patience, and everything.

11. Her best friends in her life (Dhek Joko susilo, Mbk.Sukrisni, Mas Sukrisno, Mas Basuki, Mas. Anto, Mbk. Jumini, Pak Sumarsono, Bu Warni, Bu Legiyem, Arifin Perhyangan, Fiko Celebi, Ismail Amangeldi, Nurgeldi Geldekov, Selim hojayew, Ismail Yilmaz, Bu Eli Notaris, Pak Hartanto Notaris, Mbak. Fitri Dosen PGRI, Mas Amier, Dhek Sunda, Mas Shohifudin, Mas Adi, Mas Ari Tentara, Mas setyo) for their trust, love, and kindness and her chance to become a part of their life.

Last but not least, nothing is perfect in the world. The writer realizes that this thesis is far from being perfect. However, the writer hopes that this thesis can provide contribution to the improvement of English teaching. Therefore, all suggestions and criticism for improving the work will be most welcome.

Surakarta, January 2011

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TABLE OF CONTENTS

TITLE.…. ... i

ABSTRACT.………. ... ii

THE APPROVAL OF THE CONSULTANT……… . iv

THE APPROVAL OF THE BOARD EXAMINERS………... v

MOTTO.……… vi

DEDICATION.………. vii

ACKNOWLEDGEMENT.……… viii

TABLE OF CONTENTS……… . . x

LIST OF APPENDICES... xii

LIST OF FIGURES... xiii

LIST OF TABLES ……….... xiv CHAPTER I

CHAPTER II

INTRODUCTION………. A. The Background of the study... The Problem Statements... B. The Objectives of the Study………... C. The Benefit of the Study……… LITERATURE REVIEW

a. Speaking Skill

a. The Definition of Speaking Skill... b. The Kinds of Speaking ... c. Speaking Accuracy and Speaking Fluency... b. Teaching Speaking……….

a. Teacher Roles... b. Characteristics of successful Speaking Activities... c. Problem with Speaking Activities... d. Solutions for Problem of Speaking Activities... e. Teaching Speaking at SMP………... c. Teams Games Tournaments (TGT)…………..………..

1 1 7 8 8 10 11 12 15 16 16 17 18 20 21

commit to user CHAPTER III

CHAPTER IV

CHAPTER V

a. Review of Cooperative Learning... b. Review of Teams Games Tournaments... c. The Positive Effects of TGT………. d. Components of TGT………. e. Preparation and Schedule of Activities………. d. The Relationship between Teams Games Tournaments

and Speaking Skill... e. Rationale……….. f. Action Hypothesis……… RESEARCH METHODOLOGY...

A. The Setting and Time of the Research……… B. The Subject of the Research………... C. The Method of the Research………. D. The Procedures of Action Research……….. E. The Techniques of Collecting the Data... F. The Techniques of Analyzing the Data………. THE RESULT OF THE STUDY……….. 1. The Process of the Research ………. 2. The Discussion……….. CONCLUSION, IMPLICATION, AND SUGGESTION……….

1. Conclusion………. 2. Implication………. 3. Suggestion………..

21 31 34 35 39 43 44 48 49 49 50 50 54 57 61 62 62 106 111 111 113 114 BIBLIOGRAPHY... . APPENDICES... 116 120 xi

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xii

LIST OF APPENDICES

A. Pre-Research Observation ... 121

B. Field Notes of the Interview ... 127

C. Field Notes ... 139

D. Teacher’s Diary ... 162

E. Students’ Diary ... 164

F. Blue Print ... 168

G. Lesson Plan ... 171

H. Students’ Worksheet ... 204

I. Photograph ... 214

J. Pre-test Scores ... 217

K. First Post-test Scores ... 218

L. Second Post-test Scores ... 219

M. Result of the Student’ Test ... 220

N. Assigning Students Teams ... 221

O. List of Students’ Groups ... 222

P. Team Summary Sheet of Cycle 1 and Cycle 2 ... 223

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xiii

LIST OF FIGURES

Figure 2.1 Assignment to Tournaments Tables... 38 Figure 2.3 Sample Game... 43

Figure 2.4 The Rationale of the Research... 47 Figure 3.2 Action Research Spiral... 52 Figure 3.3 The basic Mode 1 of Action Research... 53

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xiv

LIST OF TABLE

Table 2.2 Table of Average Team Scores... 39

Table 3.1 The Schedule of the Research... 49

Table 3.4 Table of Speaking Test……... 56

Table 3.5 Table of Collecting the Data... 60

Table 4.1 The Timetable of the Research... 67

Table 4.2 The Research Findings... 99

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1

CHAPTER I

INTRODUCTION

A. Background of the Study

The acquisition of a foreign language, especially English, as an international language has become more and more important in the globalization era. English is one of the first foreign languages in Indonesia, meaning that it is formally taught from Junior High School. In teaching and learning English, there are four skills that should be developed, namely: reading, listening, speaking, and writing. The four skills are supported by the learning of language elements which include structure, vocabulary, and pronunciation.

Byrne (1997: 9) says that speaking skill covers practice and production stages. The practice stage focuses on sounds, vocabulary, spelling, grammatical items or function. The production stage concerns with speaking fluency. It means that learners who have passed the practice stage are demanded to continue to the production stage.

Based on the interview with the English teacher in SMP N 14 Surakarta made by the writer on January 4st, 2010, the problem related to speaking class is that the technique used by the teacher is still a traditional one, and speaking class is still dominated by the teacher. The students spend a lot of time listening in the class than speaking. It means that the teacher focuses on reading the material and

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the students listen to the teacher. They spend so much time listening so that they have a little chance to practice speaking. In reality, teaching speaking encounters many challenges.

According to Kurikulum Tingkat Satuan Pendidikan (KTSP), the first standard competency that should be reached by students of grade VIII in the first semester is conveying meaning into a transactional and spoken short monologue especially in the form of narrative, descriptive and recount. Within this standard competence, there is a basic competence which should be mastered by the students, namely, conveying meaning into a transactional and spoken short monologue especially in the form of narrative, descriptive, recount accurately, fluently, and acceptably.

Unfortunately, those expectations demanded by the curriculum above do not seem to have been reached yet by the students of Grade VIII of SMP N 14 Surakarta. It is reflected by the absence of indicators of students speaking competence, including: (1) Students are able to identify new words on the dialogue text related to the theme (2) Students are able to identify the parts of telephoning conversation in the form of inviting people (3) Students are able to say the expressions of how to open a telephoning conversation (4) Students are able to say the expressions of how to accept an invitation and decline an invitation in telephoning conversation (5) Students are able to say the expression of how to close telephoning conversation (6) Students are able to perform telephoning conversation fluently through a good pronunciation, stressing and intonation and

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(7) Students are able to use the expression to have telephoning conversation with their friends in the classroom.

Many problems occur during the process. Feeling nervous, absence of the theme to be chosen and lack of teaching techniques variation become the prominent problems. The students are not able to express their ideas fluently. They faced problems in learning speaking dealing with grammar, vocabulary, pronunciation and lack of themes to be chosen. They were also passive during the teaching learning process. They are not accustomed to speaking English. They rarely answer questions given by the teacher. It shows that the students’ speaking skill is still low as shown in their scores of speaking. To solve these problemsof the classroom teacher, the researcher works collaboratively for doing an action research. The writer will conduct observation and interview to the teacher and students andgives the pre-test to the students.

Actually, in this school the teacher uses some techniques to improve the students’ interest but the result is still questionable because the students still have low interest in English. The students do not listen to the teacher’s explanation; some of them are joking and talking to their friends, some others are walking around the classroom. Only a few students pay attention to the teacher’s explanation, though only for a moment. As a result, some of them couldn’t do the exercise well and finally they got unsatisfactory achievement as shown in their latest low examination scores. One of the reasons for this failure is that the teacher could not maximize the teaching technique to explore and improve the students’

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speaking skill. Rixon states that it is a common place that young children learn better through games or at least can be induced to go along with teaching using exciting activities (1995: p. 33).

In addition to the problems of students’ speaking skill, there are also some problems happening during the speaking class itself. Those are: (1) Students come late to the class, (2) Students talk to each other during the lesson, (3) The Students are not enthusiastic and interested in joining teaching activities. Only a few students have great willingness to speak up voluntarily, (4) Students open dictionary too often when they are speaking, (5) They also speak with a lot of pauses, (6) they get difficulties to find the appropriate words to create sentence or expression, (7) In using grammatical items they often make mistakes, for example, the use of two kinds of auxiliary verb and the use of inappropriate word form, (8) In pronouncing the words, they often make some mistakes. For example, they pronounce ‘mine’ as [min] which actually should be [main]. Besides, their vocabulary is also limited and (9) Moreover when the teaching and learning is conducted after break time; they look tired and show low motivation to follow the teaching and learning process. For instance, when the teacher asks them to come forward to have speaking practice with their friends, they refuse it.

Based on those conditions, the classroom teacher and the researcher will do an action research by using a cooperative learning model named Teams Games Tournament in the speaking class. Cooperative learning can be one of the techniques that can make changes in the atmosphere to a better one based on the

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relevant theory and adjusted with the developments in the society, and gives contribution to the principle that education should be learner centered. Cooperative learning is useful for improving students’ achievement, involvement, and motivation. It is in line with what as Johnson in Slavin (1995) who states that the positive interdependence created by cooperative learning groups helps to improve the motivation in the group. Referring to the work done by Lewin (1935, 1948), Johnson and Johnson (1994b) in Slavin (1995) state that there is an intrinsic state of tension within group members which motivates movement toward the accomplishment of desired common goals. Based on that assumption, because the outcomes are dependent on each student’s behavior, students will be motivated to help the group to be rewarded. In other words, the group motivation given (we are smart, we can do it, we are the best, and we are the winner) induces students to encourage goal-directed behaviors among group mates. Because students are working towards a common goal, it can be expected that they will be more motivated to reward academic success within the group (Slavin, 1993) in Slavin (1995).

Ghaith (2003) states that research done by people like Kagan, Kessler, and Mcgoarty has established theoretical relevance of cooperative learning in second language instruction because of its ability to provide maximum opportunities for meaningful input and output in an interactive and supportive learning environment. Cooperative learning also integrates language and content learning the varied applications which are in harmony with the pedagogical implications of the input, socialization, and interactive theories of L2 acquisition. This is because

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cooperative learning enhances the motivation and psychological adjustment of language learners (http://www.aare.edu.au/96pap/leeke96512.txt).

The students’ speaking skill is greatly influenced by the technique used by the teacher. This is in line with Brown (1994: 74) who says that an approach or theory of language and language learning takes great importance. The approach to language teaching methodology is the theoretical rationale that underlines everything that teachers do in the classroom. Cruickshank (1999: 205) says that cooperative learning is a term used to describe instructional procedures whereby learners work together in small groups and are rewarded for their collective accomplishments. Cooperative learning is not a new idea in education. Slavin as quoted by Ornstein and Lasley (2000: p. 445) states that recent research indicates that teams of heterogeneous learners can increase the collaborative skills, self esteem, and achievement of individual learners. Four team-oriented cooperative learning methods have been particularly successful in bringing about these outcomes: Student Teams-Achievements Division (STAD), Teams-Games Tournaments (TGT), Jigsaw II and Team-Assisted Individualization (TAI).

In this study, to improve students’ speaking skill in learning and to understand the material easily, the writer uses Teams Games Tournaments (TGT) with the reason that it is one of the simplest of all cooperative learning techniques. TGT contains activities involving the entire students without status difference, involving students’ character as tutor and contain game elements. Learning activities with game designed in Teams Games Tournaments type makes it

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possible for students to learn with more relax. Besides, TGT can create characteristics as responsibility, agreement, rivalry, and involvement learning.

TGT is appropriate to be used since in TGT the students are assigned to four or six member learning teams. Each time is made as heterogeneous as possible to represent the composition of the entire class it means that each group is made in different level (high, average and low). The students work in teams to ensure that all members can perform well on an upcoming game. By such a situation it is hoped that the students’ speaking skill will improve and they can get the best result in learning speaking.

Based on the reasons above, the writer in her thesis would like to discuss “Implementing Cooperative Learning Using Teams Games Tournaments to Improve the Speaking Skill Students (A Classroom Action Research in the Eighth Grade of SMP N 14 Surakarta in the Academic Year of 2010/ 2011).”

B. Problem Statement

Based on the background of the study, some problems can be identified, related to the students’ speaking skill. The problems are:

1. How is the situation when Teams Games Tournaments is implemented in the speaking class?

2. Can and to what extent Teams Games Tournaments improve the students’ speaking skills?

commit to user C. The Objective of the Study

This study is aimed at answering the above problems, namely:

1. To identify the situation when Teams Games Tournaments is implemented in the speaking class of the eighth grade students of SMP N 14 Surakarta in the academic year of 2010/ 2011.

2. To describe whether or not and to what extent Teams Games Tournaments improves speaking skill of the eighth grade students of SMP N 14 Surakarta in the academic year of 2010/ 2011.

D.The Benefits of the Research

The result of the study is expected to give some benefits for the teachers, students and researchers. The benefits are as follows:

1. For the teacher

Through this research, it is hoped that the English teacher can improve her teaching-learning process by using Teams Games Tournaments. The teacher is expected to understand the learning speaking skill so that the teacher is able to implement one of the appropriate approaches in teaching students speaking skill, and the teacher expected to make the students are engaged in teaching learning process especially in teaching speaking skill. Therefore, the teacher will be creative person and she selects strategies due to improving students’ speaking skill through a good teaching materials and strategies.

commit to user 2. For the Students

This study is expected to make the lesson more interested, enjoyable and effective for the students.

3. For other researcher

This study is expected to give experience to the researcher in conducting the research directly in the real teaching learning process and especially related to improve students’ speaking skill. The researcher expects that she can give a valuable experience to other researcher which can be used for doing a better action research in the future. She will be motivated to be creative and an effective teacher in the future who can facilitate her students to use everything as the resources to teach English.

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10

CHAPTER II

THEORETICAL REVIEW

This chapter presents some theories the researcher needs to cope with the problems of the research.

A. Speaking Skill a. The Definition of Speaking Skill

Brindley (1995: 19) defines oral skill as speaking. He believes that oral skill is used to:

1. Express oneself intelligibility (for pronunciation or prosodic features) 2. Convey intended meaning accurately with sufficient command of

vocabulary

3. Use language appropriate in context 4. Interact with other speakers fluently

He also clarifies oral skill into four areas consulting of interactive communication (for fluency effect on listener), intelligibility (for pronunciation or prosodic features), appropriacy (for pragmatic competence or register), and accuracy (for structures and vocabulary resources) it means speaking demands fluency, intelligibility, appropriateness, and accuracy.

Speaking is a complex activity, when people speak, they produce not only sounds. Laughin (1990: p. 66-67) believes that speaking is an example of a complex cognitive skill that can be differentiated into various hierarchical sub skills, some of which may require controlled processing while others could be

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processed automatically. Lewis and Hill (1993: 54) state that speaking is a process that covers many things in addition to the pronunciation of individual sounds. Widowson (1996: 54) believes that speaking is simply the physical embodiment of abstract system in the usage sense involve the manifestation of the phonological system or of the grammatical system of language or both.

Based on the definition above, it can be concluded that speaking is a complex cognitive skill. When people speak, they produce not only sounds. Speaking is a process that covers the pronunciation of individual sounds which demands fluency, intelligibility, appropriateness, and accuracy in its process.

b. Kinds of Speaking

According to Blumental (1963: 49), there are two kinds of speaking. The first is impromptu speaking and the second one is extemporaneous speaking.

(1) Impromptu Speaking

This kind of speaking is done on the spur of the moment with no opportunity for preparation. Furthermore, this is also natural and enjoyable. It will help the speakers to gain poise in speaking before a group. Moreover, it will help them to plan and share their ideas as they speak and give a valuable skill in all speaking situation. More importantly it will help speakers to develop standards to use in evaluating more formal speeches, offering constructive criticism to each other, and will help them improve their speaking skill. This type of speaking can be found all the time, most our conversation with friends, parents, teachers, employers, etc.

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People make these talks as work, home school, parties, etc. These impromptu talks include answering questions, giving opinions, or sharing our knowledge about many topics with people on daily basis.

(2) Extemporaneous Speaking

In extemporaneous speaking, the speakers know beforehand about the subject on which they may be called to speak. This kind of speaking can be the most effective of all types. It has most of the advantages of impromptu speaking without the possible disadvantages of being inadequately informed. Because speakers know the subject, they are not grouping for ideas. Because the speeches haven been planned but they have not been memorized, speaking will seem spontaneous and natural. If audience reaction is not what speakers have anticipated, they may re-explain a point or adopt their speech as necessary.

In conclusion, impromptu speaking is done with no opportunity for preparation which extemporaneous speaking is planned out to be memorized to carry out speaking activities particularly in language class.

c. Speaking Accuracy and Speaking Fluency

Nunan (1998: 63) says that learning activities are those which focus the learner on developing accuracy and those which focus on the development of fluency. Brumfit in Nunan (1998: 63) concerns with fluency or accuracy in follows:

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…Language display for evaluation tended to lead to a concern for accuracy…in contrast, language use requires fluency…It will on occasion also require monitoring and problem-solving strategies, but these will not be the most prominent features as they tend to be in the conventional model where the students produce, the teacher corrects, and the student tries again.

1) Seaking Accuracy

Accuracy in speaking is one of the main goals targeted by the learner in the process of teaching and learning a language. Brown (1994: 254) defines accurate as clear, articulate, grammatically and phonologically correct language. He adds that in a language teaching accuracy is achieved to some extent by allowing students to focus on the elements of phonology, grammar and discourse in their speaking out. Byrne (1997: 5) states that accuracy is the use of language which depends on mastery of the language system. He adds that language system includes grammar, vocabulary, and phonology.

2). Speaking Fluency

Fluency in speaking is one of the competencies acquired by many language learners. Signs of fluency include a reasonably fast speed of speaking and only a small number of pauses and fillers. These signs indicate that the speaker does not have to spend a lot of time searching for the language items needed to express the message (Sanborn, R and Nation, P, 1990). According to Byrne (1997: p. 90), speaking fluency is the ability to express oneself intelligibly reasonably accurately and without too much hesitation. A fluent speaker is able to express his idea accurately and fluently.

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According to Syakur (1987: 5), speaking skill is a complex skill because at least it is concerned with components of pronunciation, grammar, vocabulary and fluency.

a. Pronunciation

When teachers teach English, they need to be sure that their students can be understood when they speak. Students need to be able to say what they want to say.

b. Grammar

It is clearly necessary for the students when knowledge of grammar is essential for competent users of a language. For example, they need to know what verbs in the third person singular have an ‘s’ ending in the present simple (‘he swims’; ‘she runs’)

c. Vocabulary

Language students need to learn the lexis of the language. They need to learn what words mean and how they are used.

d. Fluency

It includes the ease and speed of the flow of speech. While according to Byrne (1997: 9), speaking fluency is the ability to express oneself intelligibly, reasonably accurately and without too much hesitation.

From the ideas above, speaking accuracy in this study is the use of language by controlling the language system which consists of grammar, vocabulary, and phonology exactly. While speaking fluency

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refers to the aspect of speech production that refers to the ability to express oneself with automatic usage of units and patterns of language accurately comprehensible, easy to follow without significant pauses for an extended period.

Speaking skill in this research is a complex skill because at least it is concerned with components of pronunciation, grammar, vocabulary and fluency (Syakur, 1987: 5). Nunan (1998: 63) says that learning activities of speaking skill are those which focus the learner on developing accuracy and those which focus on the development of fluency.

In this research, the researcher concerns with the usage of the language in speaking that involves some aspects, namely pronunciation, grammar, vocabulary, and fluency. It means that when students want to speak to the others, they should consider some aspects of speaking skill, namely pronunciation, grammar, vocabulary, and fluency.

B. Teaching Speaking

Teaching speaking is not an easy job since language learners need to recognize that speaking involves three areas of knowledge (Burkart: 1998). These are:

a. Mechanics (pronunciation, grammar, and vocabulary): using the right word in the right order with the correct pronunciation.

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b. The functions (transaction and interaction); This is the clarity of message is essential (transaction/ information exchange) and when precise understanding is not required (interaction/ relationship building).

c. The social and cultural rules and norms (turn-taking, rate of speech, length of pause between speakers, relative roles of participants); This is to take into account who is speaking to whom in what circumstances, about what topic, and for what reason.

In language teaching, especially teaching speaking, the teachers help their students develop their knowledge by providing authentic practice that preparing the students for real-life communication situations. They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable pronunciation.

a. Teacher Roles

Byrne (1997: 2) says that the teachers also need to know their roles in teaching speaking. They have specific roles at different stages, as follows:

1) The presentation stage (when the teachers introduce something new to be learned), the teachers play a role as informant.

2) The practice stage (when the teachers allow the learners to work under their direction), the teachers have a role as conductor and monitor.

3) The production stage (when the teacher gives the learner opportunity to work on their own).

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The teachers must be able to motivate their students in order to arouse their interest and involve them in what they are doing. There are some factors which determine their ability to motivate their students, namely: their performance (the mastery of teaching skills, the selection and presentation of topics and activities, the teacher’s personality).

b. Characteristics of Successful Speaking Activities

According to Ur (1999: 120), there are some characteristics of a successful speaking activity:

1) Learners talk a lot.

As much as possible the period of time allotted to activity is in fact occupied by learners’ talk. This may seem obvious, but often most time is taken up with teacher talk or pauses.

2) Participation is even.

Classroom discussion is not dominated by a minority of talkative participants: all get to speak, and contributions are fairly evenly distributed. 3) Motivation is high.

Learners are eager to speak because they are interested in the topic and have something new to say about it, or just because they want to contribute to achieving a task objective.

4) Language is of an acceptable level.

Learners express themselves in utterance that is relevant, easily comprehensive to each other, and of an acceptable level of language accuracy.

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c. Problem with Speaking Activities

According to Ur (1996: 121), there are some problems faced by the learners in speaking activities. The problems include inhibition, the lack of theme to be spoken, the low of participation, and the use of the mother tongue. Those problems can be explained as follows:

1) Inhibition

Unlike reading, writing and listening activities, speaking requires some real time exposures to an audience. Learners are often inhibited about trying to say things in a foreign language in the classroom, such as worried about mistakes, fearful of criticism or shy of the attention that their speech attracts. 2) Lack of theme

Some learners get the difficulties in thinking of anything to say, they have no motivation to express themselves beyond the guilty feeling that they should be speaking.

3) Low participation

Only one participant can talk at a time if he or she is to be heard. In a large group, this means that each one will have only very little time to talk. This problem is compounded by the tendency of some learners to dominate, while other speaks very little or not at all.

4) The use of mother tongue

Some members of class share the same mother tongue. They may tend to use it because of some reasons. Firstly, it is easier. Secondly, it feels unnatural to speak to one another in foreign language. Finally, they feel less “exposed” if

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they are speaking their mother tongue. If they are talking in small groups, it can be quite difficult to keep using the target language.

d. Solutions for Problem of Speaking Activities

There are some solutions which can be selected to overcome the problems in speaking activity (Ur, 119: 121-122). These are:

1) Use group work

This increases the sheer number of students who talk in a limited period of time and also lowers the inhibitions of students who are unwilling to speak in front of the full class. It is true that the teacher can not supervise all students’ speech, so that not all utterances will be correct, and students may occasionally slip into their native language. Nevertheless, taking into consideration occasional mistakes and mother tongue use, the amount of the time remaining for positive, useful oral practice is still likely to be far more than in the full class set up.

2) Base the activity on easy language

In general, the level of the language needed for a discussion should be lower than that used in intensive language learning activities in the same class. It should be easily recalled and produced by the participants, so that they can speak fluently with minimum hesitation. It is a good idea to teach or review essential vocabulary before the activity starts.

commit to user 3) Make a careful choice and task to stimulate interest

On the whole, the clearer the purpose of the discussion, the more motivated participants will be. A good topic is one which students can relate using ideas from their own experience and knowledge. It should also represent a genuine controversy. Some questions or suggested lines of thought can help to stimulate discussion. A task is essentially goal-oriented. It requires the group, or pair, to achieve an objective that is usually expressed by an observable result such as brief notes or lists, a rearrangement of jumbled items, a drawing, and a spoken summary.

4) Give some instruction or training in discussion skills

If the task is based on group discussion then include instructions about participation when introducing it. For example, tell students to make sure that everyone the group contributes to the discussion appoints a chairperson to each group who will regulate participation.

5) Keep students speaking the target language

Teachers might appoint one of the groups as monitor, whose job is to remind participants to use the target language, and perhaps report later to teacher how well the group managing to keep it. Even if there is no actual penalty attached, the very awareness that someone is monitoring such lapses helping the participants to be more careful.

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e. Teaching Speaking at SMP

Based on Kurikulum Tingkat Satuan Pendidikan (KTSP) of the eighth grade students of SMP in 2008/ 2011 academic year, teaching speaking covers some points including: the standard competence, the main competence, and the indicators. Each is described as follows:

a) Standard Competence

According to standard competence, the eighth grade students of SMP are able to communicate using the spoken or written language in the form of interactional and spoken short monologue especially in the narrative, descriptive, and recount text.

b) Main Competence

In learning speaking, the students are able to develop main competences which include: express the meaning in a transactional and spoken short monologue especially in the form of narrative, descriptive and recount text.

c) Indicators

There are two indicators showing the students’ competence in learning speaking. First, students are able to identify new words on the text related to the theme. Secondly, students are able to identify the expression of telephoning conversation in form of inviting people. Third, students are able to produce expressions how to open a telephoning conversation. Fourth, students are able to produce the expressions in form of accept an invitation and decline an invitation in telephoning conversation. Fifth,

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students are able to produce the expression in close telephoning conversation. Sixth, students are able to perform telephoning conversation fluently through good pronunciation, stress and intonation. Seventh, Students are able to use expressions in telephoning conversation with their friends in the classroom.

C. Teams Games Tournaments (TGT) a. Review of Cooperative Learning

Slavin in Isjoni (2009: 63) states that cooperative learning has been popular since a long time ago. At that time, teacher motivated his students to cooperate with others in certain activities, like discussion or peer-teaching. Besides, the teaching and learning process does not have to be conducted in a traditional way where teacher fully controls the process. Instead, it reveals that students can teach and learn from one to another. Lie in Isjoni (2009: 63) says that a lot of studies had been conducted and they prove that peer-teaching works more effectively than teaching conducted by the teacher alone. It means that a successful learning can also be achieved with peers, not only teacher. In this case, teacher plays his role as a facilitator.

Working in group is one of strategies to make students active in learning, since it gives more chance to them to work together to solve a problem to achieve a certain goal. Through such activities, it is expected that the students will like English, especially speaking English. Rachmadi Widdiharto (2004: 14) states that students’ activeness in asking their teacher, answering his questions, and writing

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their answers on the board voluntarily, as well as working together in their group are expected to grow up that the students’ activeness in general would enhance.

Cooperative learning emphasizes on the presence or peers who interact with one another as partners to solve a problem. According to Moh Uzer Usman (2000: 103), small group learning will enable students to learn more actively, raise their higher responsibility, develop their creativity and leadership, and fulfill their needs optimally. Cooperative learning appears to promise positive effects for students, both with and without disabilities, as reflected in the increasing of academic achievement and the improvement of social attitudes and behavior. A general principle behind cooperative learning is that students work together as a team to accomplish a common goal, as the result, each student learns something valuable from the cooperative learning activity. Although cooperative learning activities may require more teacher preparation of group material and monitoring of group activities, the rewards and benefits for both the teacher and students may go in hand. They tend to positively influence a school’s academic and social climates as well.

Robert E. Slavin (1991) as quoted by Rachmadi Widdiharto (2004: 15) says that in cooperative learning, students learn in groups and help one another in mastering the materials. Lowe in Rachmadi Widdiharto (2004: 15) states that cooperative learning; in fact, gets students develop their social skill and learn so many positive attitudes from their mates. Both describe that cooperative learning improves positive social skill and cognitive appropriate to education goal.

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Cooperative learning model opens a great opportunity to reach the goal of improving students’ social skill. As what Stahl in Isjoni (2009: 110) states the cooperative behavior and attitudes that contribute to the success and or failure the groups. In this group, they are not merely a group of people, but a solid work team. A member of the group is dependent on others. Someone who has certain superiority will share it to others. Beside that, cooperative learning can coach students’ social attitudes and skill in their real life.

In cooperative groups, students work together toward a common goal, usually to help one another learning the academic material (Slavin, 1991). Students are not only helping to explain the material to one another and providing mutual support, but also giving group members multiple perspectives (Morrow & Smith, 1990). In cooperative learning groups, students perceive that the main goal of the group is that all students are learning and that each member of the group is critical for group success. Goor and Schwenn (1993: p. 8) identified six key elements of cooperative learning:

1) Teams are formed to maximize heterogeneity.

3) Positive interdependence is structured through shared goal and rewards. 4) Management systems are established to maximize group learning. 5) The room is arranged to facilitate small-group activity.

6) Students are taught skills necessary to cooperate and teach one another.

7) The structure of each cooperative learning activity is chosen to match the goals of the lesson.

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The benefits of cooperative learning are well documented in the research literature. Slavin (1991) synthesized the research in this area with the following highlights:

1) Cooperative learning is most successful when there are group goals coupled with individual accountability.

2) Achievement effects of cooperative learning have been positive of high, average, and low achieving students across grade.

3) Social effects of cooperative learning have been demonstrated in terms of improving self-esteem, intergroup relations, acceptance of students with disabilities, and attitudes toward school.

Cooperative groups consist six students, with typically about four per group (Wilcox et al., 1987) and should include high, average, and low achievers (Slavin, 1987). A direct relationship exists between effective use of study skills and efficient implementation of cooperative learning. Slavin in Cruickshank (1999: 206) says that group must be heterogeneous in terms of gender, academic achievement ability, race and other traits.

Cooperative learning is a method of instruction that teachers can employ in addition to peer tutoring to enlist the support of their students while simultaneously promoting the academic and behavioral skills of the desired lesson. According to Schniedewind and Salend (1987), teachers can structure their class lesson so that students work together to achieve a shared academic goal. These authors state that:

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Cooperative learning is especially worthwhile for heterogeneous student population, because it encourages liking and learning among students of various academic abilities, handicapping conditions, and racial and ethnic background. (p.22)

When planning a cooperative learning lesson, teachers should consider four basic elements of cooperative learning: 1) positive interdependence, 2) individual accountability, 3) collaborative skills, and 4) processing. Within a lesson, positive interdependence is structure by having each student group agree on 1) the answer to the task and 2) the process for solving each problem. In this way, students work toward a common goal or outcome (Johnson, Johnson, & Holubec, 1986).

The element of individual accountability is structured by having the teacher randomly score a group’s work and determine whether the correct answer has been written on their answer sheet. If the answer is correct, the teacher then asks a random student to explain how to solve each problem. Individual accountability is determined if individual group members have mastered the skill needed in the process of solving the problem or demonstrate the skills necessary for accomplishing the task.

Collaborative skills are also fostered by cooperative learning. These skills emphasize student support for one another (e.g. praising and offering help), enthusiasm for group work, and contributions to the group’s efforts. These collaborative skills are necessary for the appropriate behaviors to occur within a group. Finally, the teacher must include the element of processing the lesson. Processing requires that the group evaluate how well they worked together and what they could do in the future to be an even more effective group member of

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group. This type of evaluation requires that the group function as a whole as well as that individual group members engage in self-evaluation for personal improvement in the class work.

Although much of the research and literature regarding cooperative learning groups focuses on students in general education classrooms, some investigators have begun to adapt these procedures for special education teachers. Guidelines for designing and implementing cooperative learning strategies for classrooms providing special education services include: 1) selecting a format for cooperative learning, 2) establishing guidelines for working in groups, 3) forming cooperative learning groups, 4) arranging the classroom, 5) developing cooperative learning skills, 6) evaluating cooperative learning, and 7) confronting problems (Schniedewind & Salend, 1987).

There are five guidelines for working in groups: 1) Each group will produce one product, 2) Each group member will assist other group members to understand the materials, 3) Each group will seek assistance from his or her peers, 4) no group member will change his or her ideas unless logically persuaded to do so, 5) Each group member will indicate acceptance of the group’s product by signing his or her name.

Kagan and Olsen in Kessler (1992: 7) summarize the benefits of cooperative learning in three major benefits, they are: 1) Cooperative learning provides a richness of alternatives to structure interactions between students, 2) Cooperative learning addresses content area learning and language development needs within the same organizational framework, 3) The variety of ways to

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structure student practice with lesson material increases opportunities for individualized instruction, such as peer-provided clarifications. Olsen and Kagan (1992: 8) say that cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others.

Mc Groacy in Richard and Rogers (2001: 195) say that there are some benefits of cooperative grouping in second language teaching in context as follows:

1) Increased frequency and variety of second language practice through different type’s interaction.

2) Possibility for development or use of language in ways that supporting cognitive development and increasing language skill.

3) Opportunities to integrate language with content based instruction.

4) Opportunities to include a greater variety of curricular materials to stimulate language as well as concept learning.

5) Freedom for teachers to master new professional skills, particularly those emphasizing communication.

6) Opportunities for students to act as resources for each other, thus assuming a more active role in their learning.

Cooperative learning involves students actively working together in caring, concerning environment. Student’s grades are positively affected by cooperative learning because each student is better able to master skills and

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understand concept. Slavin in Elliot (2000: 359) says that cooperative learning has been defined as a set of instructional methods in which students are encouraged or required to work together on academic tasks.

Furthermore, Slavin (1995: 2) says that cooperative learning refers to a variety of teaching methods in which students work in small groups to help one another learn academic content. In cooperative classrooms, students are expected to help, discuss and argue with each other, and assess each others’ current knowledge.

While Arends (2004: 356) states that cooperative learning has some characteristics : 1) Student work in teams to master learning goals, 2) Team are made up of high-average and low achieving students, 3) Whenever possible, teams include racial, cultural and gander mix, 4) Reward system is oriented to the group as well as the individual. According to the characteristics given above, it can be concluded that the common criteria of cooperative learning must be met to make cooperative learning work effectively.

The three central concepts becoming the characteristics of cooperative learning as mentioned by Slavin in Isjone (2009: 33-34), are group reward, individual responsibility, and the same opportunity to success.

1) Group reward

Cooperative learning operates group’s objectives to achieve a group reward. Group reward is obtained the group scores higher than the determined criteria. Group’s success is based on individuals’ performance

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as group members in holding an interpersonal relationship by supporting, helping, and caring one to another.

2) Individual responsibility

Group’ success depends on the individuals’ learning. The responsibility put a stress on group activities in which they help each other. The individuals’ responsibility also makes the members more prepared to face the exam and any other tasks independently, with no help form their fellows.

3) The same opportunity to success

Cooperative learning uses scoring model covering progressing score based on the increasing result made by the students. Every student, who achieves high, moderate, or low success; has the same chance to succeed and do his/ her best for the group using the scoring model.

Orlich, et al. (1998: 276) defines the benefits of cooperative learning as follows: 1) Improving comprehension of basic academic content, 2) Reinforcing social skills, 3) Allowing students decision making, 4) Creating active learning environment, 5) Booting students’ self-esteem, 6) Celebrating diverse learning styles, 7) Promoting students’ responsibility, 8) Focusing on success for everyone. Mc Donald in Oemar Hamalik (2005: 158) says that motivation is energy change the person characterized by effective arousal and anticipatory goal reaction. Motivation pushes incidence behavior and influence with changing the behavior. There are three functions of motivation in learning speaking.

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1) Pushing incidence behavior or a deed. Without motivation, so it will not emerge a deed like to learn.

2) Motivation as director. It means that to aim deed to reach desirable aim. 3) Motivation as activator. High or low of motivation is will determine big or

small the result is.

According to Slavin (1995: 2), there are some weaknesses of cooperative learning.

1) Need complex preparation to carry out.

2) When negative rivalry happens, it will result in bad learning outcomes. 3) Student does not use time as well as possible in group learning.

According to the benefits of cooperative learning above, it can be concluded that cooperative learning differs from traditional methods in first, students’ benefit from sharing ideas rather than working alone (Students help one another so that all can reach some measure of success). The second is that cooperative learning provides opportunities for students to develop not only academic learning but also social skills. Beside that, the important thing is that cooperative learning also contributes to high level of students’ speaking skill in learning.

Slavin (1995: 35) says that cooperative learning has different goal from the traditional one, in which individual’s success depends on other’s failure. The goal of cooperative learning is to create a situation in which individual’s success is determined and affected by his/her group’s success.

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According to Muslimin Ibrahim, et al (2000: 7), cooperative learning models have at least three important goals, namely the academic learning outcome, the acceptance toward diversity, and the development of cooperative skill. The first goal is to increase the students’ academic learning outcome in which students are assigned to complete some academic tasks. Some experts argue that this model is excellent and helps students master some difficult concepts. Cooperative learning is beneficial for both low and high level students. The second goal is to give the same chance to students coming from different academic level and background to work depending on one to another to complete tasks. Through this way they learn how to respect one to another. The third one is to teach the students the skills of cooperation and collaboration. These are very important in their social living, in which they compromise one each other in as an organization, colored by different cultural background.

b. Review of Teams Games Tournaments (TGT)

Isjoni (2009: 83-84) states that Teams Games Tournaments is one of Cooperative learning strategies in which students are divided into groups of 5 or 6 having different ability, sex, and race. Teacher presents the material, and students work in their own group. In the group work, teacher distributes some worksheets to each group. The task given by the teacher should be done together by all the members of the group. When anyone of the members could not understand the task, others are responsible to explain and help him or her completing the task, before redirecting the problem to the teacher. Finally, to make sure that all

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students in the group have mastered the material, all students will have to play an academic game. In this game, students will be grouped to some tournaments tables. Each table is occupied by one representative of each group. It should be organized in such a way that there is no table occupied by a students coming from the same group as who occupies another table. In each tournament table, all the players must be in the same degree of ability. It can be determined through considering the scores the students have got in the pre-test. Each score achieved by every student must be recorded. Team score is obtained by summing up the scores achieved by each member. The team score is used to determine which group deserves to receive the award, in the form of certificate putting down a certain predicate.

Isjoni (2009: 85) states that in this game, each competing student is a representative of his/her group. Every one of those who represent their group is assigned to tournament tables. Each tournament table is occupied by 5 to 6 students, and it should be settled that there is no one coming from the same group as the one occupies another table. It should be organized in such a way that the participants of each tournament are in the same degree of ability. The game begins using question cards put upside down on the table, so that nobody can read the questions and their answer key. The game in each tournament table is carried out according to the following procedures. First of all, each table decides who the question reader becomes and who has to play first randomly. The selected player then takes a numbered card and hands it over to the question reader. The question reader will read the question based on the number taken by the player. Next, the

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question will be completed by the player and his/her challengers. How long the question must be completed is mentioned in the question card. When the time is over, the player will read his/her answer which latter will be responded by his/her challengers clockwise. After that, the question reader will read the answer key, and the score will be given to the player, if his/her answer is correct, or the first challenger who answers correctly.

Isjoni (2009: 86) says that if no one answers correctly, then the card is passed. The game goes on to the next question until all questions have been read. The games are arranged clockwise, so that all players can act as the question reader, player, and challenger. It can be played more than one time so long as it gives the same opportunity for the students to be the question reader, player, and challenger. Isjoni (2009: 86) declares that in this game, the question reader is only obliged to read the question and open the answer key. He/she may not answer or help answer the question. After all cards have been completed, each player in a table counts how many card(s) he/ she has collected, then determines how many points he/she got according to the provided table. Then, each player goes back to his/her group and report his/her points to the chief of the team. The chief of each team then fill in the provided table the points, and decides the criteria of the award for the group.

c. The Positive Effects of TGT

Kagan (1985: 86) mentions the positive effects of TGT viewed from six factors.

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The aim of education implied by TGT is to increase the general knowledge and the basic skills of students. This aim can be described as a product orientation and is measured by standardized achievement tests. The product is achievement. 2) Nature of learning

In TGT the nature of learning is more exclusively oriented toward content acquisition. The learning tasks in TGT tend to be simpler, uniform across students, and always involve skill or content acquisition.

3) Nature of cooperation

The nature and the extent of within and between team cooperation in different methods of cooperative learning differ markedly. The reason is that the methods create different task and reward structures and, consequently, different amounts and kinds of interdependence and social facilitation among the students. TGT emphasize a peer-tutoring structure: one student helps another. In TGT, each team member receives an individual score that contributes to the team score, so the reward structure is probably best describe as individualistic and cooperative. In those techniques, therefore, there is positive interdependence in relation to the team score.

4) Student roles and communication

All of the methods in cooperative learning provide students with role experiences from which they are constrained in traditional classrooms. Whereas in traditional classroom students are confined to the role of “student”, which too often translates into being passive recipient of information and methods, in cooperative activities students experience role diversity. It is likely that such diversity has beneficial effects on student development. Students can experience a

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change in self-concept when they are expected to become a tutors, expert consultants, investigators, and presenters.

5) Teacher roles

In TGT, the teacher is available to work in individual students or with groups while most of the class is involved in tutor tutee relations.

6). Evaluation

In TGT, the source of evaluation is the teacher. The form of evaluation is individual performance on games, tournament and test, teacher evaluations of the student papers based on their individual contributions to the group.

d. Components of TGT

Slavin (1995: 84-86) outlines a description of the components of TGT as follows:

1) Class Presentation

Material in TGT is initially introduced in a class presentation. This is most often direct instruction or a lecture-discussion conducted by the teacher, but could include audiovisual presentations. Class presentations in TGT differ from usual teaching only in that they must be clearly focused on the TGT unit. In this way, students realize that they must pay attention during the class presentation, because by doing so, it will help them to do well on the games and their game scores determine their team scores.

2) Teams

Teams are composed of four or five students who represent a cross-section of the class in term of academic performance, sex, and race or ethnicity. The major function of the team is to make sure that all team members are learning, and

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more specifically, to prepare its members to do well on the games. After the teacher present the material, the team meets to study worksheet or other material. Most often, the study involves students discussing problems together, comparing answers, and correcting any misconceptions if teammates make mistakes.

The team is the most important feature of TGT. At every point, emphasis is placed on team members doing their best for the team, and the team doing its best to help its members. The team provides the peer support for academic performance that is important for learning, and it provides the mutual concern and respect that are important for such outcomes as intergroup relations, self-esteem, and acceptance of mainstreamed students.

3) Games

A cooperative game is a game in which players or teams work together towards a common goal. Chen (2005) said in his journal that the benefits of using games in language learning are promoting communicative competence, creating a meaningful context for language use, increasing learning motivation, reducing learning anxiety, increasing creativity and spontaneous use of language, and constructing a cooperative learning environment. Games offer a fun and relax learning atmosphere to the students. When students join in games, anxiety is reduced and speech fluency is generated. It makes them to achieve communicative competence.

Games activities are excellent ways to motivate learners in speaking. Games activities introduce competition to the students in using language. In other words, games create a meaningful context for language use. Games can make the

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students enjoy the language learning unconsciously. The students acquire a great deal of language by concentrating and listening intensively in playing games

The games are composed of content-relevant questions which are designed to test the knowledge of students’ achievement from the class presentations and team practice. Games are played on the table played by three students. Each of them represents a different team. Most games are simply numbered questions on a sheet. A student picks a numbered card then he/she gives a chance the others and try to answer. If he/she can not answer well, he gives a chance to the other students to answer it.

4) Tournaments

The tournament is the structure in which the games take place. It is usually held at the end of a week or a unit, after the teacher has made a class presentation and the teams have had time to practice with the worksheets. For the first tournament, the teacher assigns students to tournament tables. Three students who performed best occupy table 1, the next three occupy table 2, and so on. The individual improvement score system makes it possible for students of all levels of past performance to contribute maximally to their team scores if they do their best.

Figure 4-3 illustrates the relationship between heterogeneous teams and homogeneous tournament tables. After the first tournament, students exchange tables depending on their own performance in the most recent tournament. The winner at each is “bumped up” to the next higher table, the second scorer stays at the same table, and the low scorer is “bumped down.” In this way, if the students

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have been misaligned at the first, they will eventually be moved up or down until they reach their true level of performance.

TEAM A

TEAM B TEAM C

FIGURE 2.1 Assignment to tournament tables (Robert E. Slavin, 1995: 86)

5) Team Recognition

Soon after the tournament, the teacher figures team scores and prepares team certificates to recognize high-scoring teams. To do this, she first checks the tournament points on the game score sheets. Then, simply transfer each student’s tournament points to the summary sheet for his or her team, adds all the team members’ scores, and divides by the number the present of team members.

Tournament

1 Tournament

2 Tournament 3

Tournament 4

A-1 A-2 A-3 A-4

High Average Average Low

B-1 B-2 B-3 B-4

High Average Average Low

C-1 C-2 C-3 C-4

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Three levels of awards are given in Teams Games Tournaments (TGT), based on average team scores:

Criterion (Team Average) Award

40 Good team

45 Great team

50 Super team

Table 2.2. Average Team Scores Source: Robert E. Slavin (1995: 90)

e. Preparation and Schedule of Activities

Slavin (1995: 87-88) says that there are some preparation and schedule of activities in Teams Games Tournaments.

1. Materials

John Hopkins Team Learning states that Curriculum materials for TGT are new material to the whole class which can be used with materials adapted from textbooks or other published sources or with teacher made materials. Beside that, teacher will also need a set of cards numbered from one to thirty for every three students in largest class.

2. Assigning Students to Teams

The number of students in the class is counted. If the number is divisible by three, all tournament tables will have three members. The first three students on the list are assigned to table 1, the next three to table 2, and so on.

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If there is a remainder to the division, one or two of the top tournament tables will have four members. For example, a class of twenty-nine students would have nine tournament tables, two of which would have four members. The first four students on the ranked list will be assigned to table one, the next four to table two, and three each to the other tables. These table numbers are only for your records; in announcing table assignments to children, call them table blue, red, green, etc., in random order, so that students will not know exactly how tables are assigned.

3. How to Start TGT

TGT begins with the schedule of activities described in the following section. After teaching the lesson, the teacher announces team assignments and has students move their desks together to make team tables. Then tells students that they will be working in teams for several weeks and playing academic games to add points to their team scores, and that high-scoring team will receive recognition (whatever you have selected).

4. Schedule of Activities

TGT consists of a regular cycle of instruction activities as follows: a. Teach, in which the teacher presents the lesson.

b. Team study, in which students work on worksheets in their teams to master the material.

c. Tournaments, in which students play academic games in ability-homogeneous, three member tournament tables.

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At the beginning of the tournament period, the teacher announces the rules of the tournament assignments and has students sit on different desks together. The teacher scrambles the number so that students won’t know which are the “top” and “bottom” tables. After that selected students help to distribute one game sheet, one answer sheet, one deck of the number cards, and one game score sheet to each table. Then the game begins.

To start the game, the students draw cards to determine the first reader of the students drawing the highest number. Play proceeds clockwise from the first reader. The first reader shuffles the cards and picks the top one. He or she then reads aloud the question corresponding to the number on the card, including the possible answers if the question is multiple-choice. For example, a student who picks card 21 reads and answers question 21. A reader who is not sure of the answer is allowed to guess without penalty. If the content of the game involves

1st Challenger 1. Try to answer 2. Challenges if he or she wants to (and gives a different answer), or passes.

2nd Challenger 1. Try to answer

2. Challenges if 1st challenger passes, if he or she wants to. When all have challenged or passed, 2nd challenger checks the answer sheet. Whoever was right keeps the card. 3. If the reader was wrong, there is no penalty, but if either challenger was wrong, he or she must a previously won card, if any, back in the deck.

Reader

1. Picks a numbered card and finds the corresponding question on the game sheet.

2. Reads the question out loud. 3. Tries to answer.

perpustakaan.uns.ac.id

digilib.uns.ac.id

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110

students can correct each others dealing with grammar and pronunciation

what they talked about and exchange vocabulary of dialogue text. Thus, the

students’ speaking difficulties in mastering grammar, pronunciation,

vocabulary and fluency was decreased. Automatically, the student’ speaking

scores was improved. The improvement can be seen in table 4.3 below:

The total of mean score

in the pre-test

The total of mean score

in the 1

st

post test

The total of mean score

of the 2

nd

post test

4.38

6.03

7.02

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111

CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

This chapter presents the conclusion, implication, and suggestion for the

English teachers, students, school, and other researchers.

G.

Conclusion

The point of the research is improving students’ speaking skill using

Teams Games Tournaments. In this research, the researcher tries to improve the

speaking skill of the eighth grade students of SMP Negeri 14 SURAKARTA

using Teams Games Tournaments. The researcher conducts an action research

collaboratively with teacher KP. The researcher is the teacher who implements the

action while teacher KP is the observer and facilitator.

The findings of the research are in line with the problems statements in the

previous chapter. The problem statements are “How is the situation when Teams

Games Tournaments is implemented in the speaking class of the eighth grade

students of SMP Negeri 14 SURAKARTA in the academic year of 2010/2011?”

and “Can and to what extent Teams Games Tournaments improves the students’

speaking skills of the eighth grade students of SMP Negeri 14 SURAKARTA in

the academic year of 2010/2011?”.

The findings of the research answer the problem statements above. First,

there are conducive situations when Teams Games Tournaments is implemented

in the speaking class of the eighth grade students of SMP Negeri 14

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SURAKARTA in the academic year of 2010/2011. Secondly, Teams Games

Tournaments improves the students’ speaking skills of the eighth grade students

of SMP Negeri 14 SURAKARTA”. The conducive situations of applying Teams

Games Tournaments in the teaching speaking can be summarized as follows:

1.

The students got adequate opportunities to practice speaking because

the teacher gave enough times to practice speaking.

2.

All of the students got chances to practice speaking in the class. All of

them used those chances to speak up during the speaking class.

3.

The students were more active and more cooperative during the

speaking class.

4.

The teacher gave enough times for the speaking class. She taught

speaking not only based on the handbook and as a repetition of drills

or memorization of dialogues but also applying Teams Games

Tournaments in real situation.

On the other hand, there is a problem found after AR, that is, in teaching

English by doing Teams Games Tournaments, one third of the students still have

difficulty in pronouncing some words in the dialogue.

Meanwhile, the improvement of the students’ speaking skill can be seen

the mean score of the speaking test before AR and after AR. Before AR, the

students’ speaking score was low. The students' mean score in the pre-test was

4.38 the maximum score of 10. Moreover, most of the students could not use the

grammar, pronunciation, and vocabulary correctly and they kept reading while

speaking in front of the class. After AR, the achievement of the speaking test

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increased. The students' mean scores were 6.03 in the 1

st

post test and 7.02 in the

2

nd

post test from the maximum score of 10. Simply, it can be concluded that

Teams Games Tournaments can improve the students’ speaking skill of the eighth

grade students of SMP Negeri 14 SURAKARTA in the academic year of

2010/2011. The improvement of the students’ speaking skill includes 1) the

students’ speaking difficulty in using grammar decreased, 2) the students’

speaking difficulty in pronouncing words decreased, 3) the students’ vocabulary

mastery increased, and 4) the students’ fluency was improved.

Finally, conclusions can be formulated dealing with Teams Games

Tournaments in teaching speaking. The theories can be written as follows:

1.

There are conducive situation when Teams Games Tournaments is

implemented in teaching speaking of the eighth grade students of SMP

NEGERI 14 SURAKARTA

2.

Teams Games Tournaments can improve the students’ speaking skill.

H.

Implication

Based on the conclusion above, Teams Games Tournaments can be

applied in teaching learning process to improve students’ speaking skill. Teams

Games Tournaments is an effective way to develop speaking. It works best with

four students per group. The students discuss one another about a topic. Then,

they share what they have learned to their members. This step promotes equal

participation where each member in the whole group or class is talking at once.

Simply, it can be said that all students get chances to practice speaking in the

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class. In addition, by implementing Teams Games Tournaments, the students

have more responsibility in doing their task and can create a situation in which

they can learn from each other. It helps students to personalize their learning and

listen to and appreciate the ideas and thinking of others that Teams Games

Tournaments can develop the social skill of students by sharing, discussing and

solving problems because teamwork is needed in order to accomplish the goal.

Thus, they become learners that are more active because all of them are involved

in teaching learning process. Hopefully, by applying Teams Games Tournaments,

the students can achieve the optimum speaking skill.

I.

Suggestion

The researcher would like to propose some suggestions for the English

teacher, school, students, and other researchers.

1. For the English teachers

a.

The teacher can use Teams Games Tournaments in teaching English,

especially in the speaking class in order to make the students more active

in joining the lesson. Therefore, the students’ speaking skill can improve.

b.

The teacher teaches speaking not only as a repetition of drills or

memorization of dialogues from the handbook but also using other

techniques in real communication, such as using Teams Games

Tournaments.

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3.

For the students

The students should not be disturbing when they practice the dialogue doing

Tournaments, especially in the speaking class. They should pay attention and

appreciate the other groups practicing the dialogue in front of the class.

Teams Games Tournaments is one of alternative ways that can be chosen in

the speaking class since it encourages the students to not only think their

thinking, ask questions, and take notes but also make dialogue with the

others.

4.

For the school

The school should encourage the English teachers to use the various

techniques in the teaching learning English process based on the basic

competence stated in the national curriculum, especially in the speaking class

in order to improve the quality of their teaching and students’ achievement.

5.

For the other researchers

The result of the research is expected to be able to encourage other

researchers to conduct research dealing with the Team Games Tournaments

techniques in the other skills, such as writing, reading, or listening.