THE EFFECTIVENESS OF TEAM GAME TOURNAMENT (TGT) TOWARD STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT AT MTS AL ULUM DADAPAN

i

THE EFFECTIVENESS OF TEAM GAME TOURNAMENT (TGT)

TOWARD STUDENTS’ READING COMPREHENSION OF

DESCRIPTIVE TEXT AT MTS AL ULUM DADAPAN

THESIS

by:

LAILATUL BADRIYAH

201110100311311

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATAION

UNIVERSITY OF MUHAMMADIYAH MALANG

ii

THE EFFECTIVENESS OF TEAM GAME TOURNAMENT (TGT)

TOWARD STUDENTS’ READING COMPREHENSION OF

DESCRIPTIVE TEXT AT MTS AL ULUM DADAPAN

THESIS

This thesis is submitted to meet one of the requirements to achieve

Sarjana Degree in English Education

by:

LAILATUL BADRIYAH

201110100311311

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATAION

UNIVERSITY OF MUHAMMADIYAH MALANG

iii

This thesis was written by Lailatul Badriyah and was approved on 2nd September, 2015

by:

Advisor II, Advisor I,

iv

This thesis was defended in front of the examiners of the Faculty and Teacher Training and Education of University of Muhammadiyah Malang

and accepted as one of the requirements to achieve Sarjana Degree in English Education

on 2nd September, 2015

Approved by:

Faculty and Teacher Training and Education University of Muhammadiyah Malang

Dean,

Dr. Poncojari Wahyono, M.Kes.

Examiners: Signatures: 1. Bayu H. Wicaksono, M.Ed., Ph.D 1.

2. Erlyna Abidasari., MA., M.Ed 2. 3. Puji Sumarsono, M.Ed., M.Pd 3.

v

Letter of Authenticity

The undersigned below:

Name : Lailatul Badriyah NIM : 201110100311311 Department : English Department

Faculty : Faculty of Teacher Training and Education

I hereby declare that in this thesis there is no any thesis or paper that have been proposed to receive a bachelor degree, and there is no idea or nations written or published by another person, unless what have been written in this thesis and mentioned in the references.

Malang, 2ndSeptember 2015 Sincerely,

vi

MOTTO

Dan (ingatlah juga), tatkala Tuhanmu memaklumkan;

"Sesungguhnya jika kamu bersyukur, pasti Kami akan menambah (ni'mat) kepadamu, dan jika kamu mengingkari (ni'mat-Ku), maka sesungguhnya azab-Ku sangat pedih".

(QS. Ibrahim:7)

Hari esok tidak akan mengubah hari yang lalu ataupun hari ini, akan tetapi hari ini akan mengubah hari esok jadi lakukanlah yang terbaik yang bisa kamu lakukan hari

ini.

Jika anda berfikir anda bisa, maka insya allah anda bisa, tetapi jika anda berfikit anda tidak bisa, maka insya allah anda tidak bisa

DEDICATION

This final project is dedicated to: My beloved father H. Ali Masykur and mother Hj. Umi Fadhilah; My big family and; My lecturers and friends at English Department of University of Muhammadiyah Malang

vii

ACKNOWLEDGMENTS

Bismillahirromahmaanirrohim,

All Glory is to almighty Allah Who bestowed His blessing upon the researcher in his life and enabled him to accomplish this thesis entitled the effectiveness of Team Game Tournament (TGT) toward students reading comprehension on descriptive text at MTs Al Ulum Dadapan. The prayer and salaams are always offered for the Prophet Muhammad the most beloved Prophet of Allah, his relatives and companions. In this opportunity, the researcher extends his gratitude to:

1. Dr. Poncojari Wahyono, M.Kes, the dean of faculty of teacher training and education.

2. Sudiran, M.Hum, the lead of English Department.

3. Puji Sumarsono, M.Ed., M.Pd and Drs. Mas udi, M.Ed as my advisors for providing their valuable guidance whose encouraging, kind, and valuable assistance enabled her to complete this study. She can never forget their politeness because their precious suggestions and valuable advice removed all his hurdles.

4. All the English lecturers for providing academicals assistance and support. 5. Sirojuddin Abbas as the Head master and Krisrtinaningsih as an English

teacher at MTs Al Ulum Dadapan who have given permission for the researcher to conduct the research.

viii

6. My father H. Ali Masykur, mother Hj. Umi Fadhilah and big family, thank you very much for your prayer and always support the researcher for finishing her research.

7. My friends at F class of English department who always support the researcher for finishing her thesis.

Finally, the researcher realizes that thesis is far from being perfect; therefore, the researcher will happily accept constructive criticism in order to make it better. The writer expects that this thesis may be helpful for all. Amin.

Malang, 2nd September 2015 The writer,

Lailatul Badriyah 201110100311311

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TABLE OF CONTENTS

COVER ... i

APPROVAL PAGE ... ii

MOTTO ... vi

DEDICATION ... vi

ABSTRACT ... vii

ACKNOWLEDGEMENT ... vii

TABLE OF CONTENTS ... ... x

CHAPTER I INTRODUCTION 1.1 Research Background ... 1

1.2 Research Problems ... 6

1.3 Problem Limitation ... 6

1.4 Research Objective ... 6

1.5 Hypothesis ... 6

1.6 Research Significance ... 7

1.7 Definition of Key Terms ... 8

CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Teaching Reading at SMP Level ... 9

2.2 Reading Comprehension ... 10

2.2.1 Approaches to Improve Comprehension ... 13

x

2.2.3 Levels of Reading Comprehension ... 15

2.2.4 Model of Reading Process ... 17

2.3 Descriptive Text ... 19

2.4 Cooperative Learning ... 20

2.4.1 The Element of Cooperative Learning ... 21

2.4.2 The Purposes of Cooperative Learning ... 23

2.4.3 The Models of Cooperative Learning ... 23

2.5 Team Game Tournament (TGT) ... 24

2.5.1 The Procedure of TGT ... 25

2.5.2 The Advantages and Disadvantages of TGT ... 27

2.6 Teaching Reading Comprehension of Descriptive Text through TGT... 29

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ... 31

3.2 Population and Sample ... 32

3.3 Research Instrument ... 33

3.4 The Data Collection Technique ... 33

3.5 The Data Analysis Technique ... 35

CHAPTER IV RESEARCH FINDING AND DISCUSSION 4.1 Research Finding ... 38

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4.1.2 The Result of the Post-test of Experimental and Control Groups... 40

4.1.3 The Result of Hypothesis Testing ... 41

4.2 Discussion ... 45

CHAPTER V CONCLUSION AND SUGGESTIONS

5.1 Conclusion ... 48

5.2 Suggestions ... 48

REFERENCES ... 50

APPENDIX I Daftar Siswa MTs Al - Ulum Dadapan APPENDIX II Pre-test Experimental and Control group APPENDIX III Post-test Experimental and Control group

APPENDIX IV The Gained Score of Experimental and Control group APPENDIX V The Comparison Scores of Experimental and Control group APPENDIX VI Independent Sample Test of Experimental and Control Group APPENDIX VII Lesson Plan of Experimental and Control Group

APPENDIX VIII The Pre-test and Post-test Question

APPENDIX IX Instrument Tournament of Experimental Group APPENDIX X List of experimental Group

APPENDIX XI The schedule of teaching Experimental and Control Group APPENDIX XII Surat Izin Penelitian

xii References

Adeniyi, F.A. (2000). Developing Reading Comprehension Skills Among Secondary School Students through Teacher Designed Vocabulary Context and the Use of Dictionary. Ilorin: Kwara State College of Education.Ilorin Journal of Education,(2000)(1-6)

Arikunto, S. (2010).ProsedurPenelitian: SuatuPendekatanPraktek. Jakarta: Rinekacipta.

Ary, D., Jacobs, L. C., Sorensen, C., &Razavieh, A. (2010).Introduction to Research in Education (8th edition.).United Stated of America, USA: Wadsworth Cengage Learning.

Brown, Douglas. (2000).Principles of Language Learning and

Teaching.(4thedition.).San Francisco State University:Addision Wesley Longman, Inc.

DeVries, D., Edwards, K., & Wells, E. (1974a).Team Competition Effects on Classroom Group Process.Baltimore, Johns Hopkins University: Center for Social Organization of Schools.

Dreyer, C., &Nel,C. (2003).TeachingReading Strategies and Reading

Comprehension within a Technology-Enhanced Learning Environment.South Africa: Potchefstroom University for CHE, Faculty of Education Sciences, Graduate School of Education,31 (2003) 349 365.

Duke &Pearson .(2001). Reading Comprehension: Strategies That Work. (1), 422-483

Duke, N. K. & Pearson, P. D. (2002).Effective Practices for Developing Reading Comprehension .Professional Article.Scholastic Red.

Edwards., Keith J., DeVvies., & David L. (1974).The Effects of Teams Games Tournament and TwoInstructional Variations on Classroom Process, Student Attitudes, and Student Achievement.Washington,D.C: National Inst. of Education (DREW),172(3), 1-34.

Hedge, T. (2003).Teaching & Learning in the Language Classroom.United Kingdom, UK: OUP.

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Johnson, D.W., Johnson, R.T., &Stanne, M.B. (2000).Cooperative Learning

Methods: A Meta-Analysis. University of Minnesota: Minneapolis, Minnesota 55455.

Li, M. P. & Lam, B. H. (2005).Cooperative Learning. The active classroom: The Hong Kong Institute of Education.

Nazamim. (2013).Penerapan Model Pembelajaran Cooperative Tipe Teams Games Tournaments (TGT)

untukMeningkatkanPrestasiBelajarMatematikaSiswaKelas V. Yogyakarta: Program Study Pendidikan Guru Sekolah Madrasah Ibtidaiyah,

FakultasIlmuTarbiyahdanKeguruan, UniversitasIalamNegriSunanKalijaga. mahony, M. (2006).Team Games Tournamen (TGT): Cooperative Learning and

Review.NABT Conference.

Paris, S. (2008).Developing Comprehension Skill.University of Michigan, Ann Arbor: the Mc Grow Hill Companies.

Permadi, K.S. (2013).The Effect of Using Teams Games Tournament on the Vocabulary Achievement on the Eight Year Students in Academic Year 2012/2013.Ganesha University of Education: English Education Department. Slavin, R.E. (1987).Cooperative Learning: Student Teams. What Research Says to

the Teacher.(2ndEdition.). Washington, D.C: National Education Association, 4(70), 1-33.

Smalley et. al., (2001).Descriptive Text in Teaching English. Retrieved on January 23, 2015, https://teachingenglish4all.wordpress.com/2010/06/28/descriptive-text/

Teaching comprehension strategies(2010). NSW Department of Education and Training Literacy Continuum. State of New South Wales: education & training

Terwel, J. (2011).Cooperative Learning and Mathematics Education:A happy marriage?. Education for Innovation: The role of Arts and STEM

Education . VU University Amsterdam: Faculty of Psychology and Educatio. Treptow, M.A. (2006).Reading at Students Frustrational, Instructional, and

Independent Levels: Effects on Comprehension and Time on-Task.

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Umardani, S. (2013).Improving Students Speaking Achievement through Team Game Tournament Method in Class XI.1 UPW ( UsahaPerjalananWisata) at

smkputikecwarabatu.University of Muhammadiyah Malang: English Education Department.

Wardiman, et. al. (2008).Descriptive Text in Teaching English. Retrieved on January 23, 2015, https://teachingenglish4all.wordpress.com/2010/06/28/descriptive-text/

1

CHAPTER I INTRODUCTION

This chapter explains about research background, research problem, problem limitation, research objective, hypothesis, research significance, and definition of key terms.

1.1Research Background

English has been used for all over people on the world in recent years as an international language. In other words, English has important role in people’s communication. In Indonesia, English is taught in schools as a foreign language. It means that teaching English in Indonesia refers to teach English to students whose first language is not English. TEFL usually occurs in the student's own country, either within the state or private school. This subject is tested in the national examination in senior and junior high school which shows that English is an important subject.

As we know, there are four skills should be mastered by the students in learning English such as listening, speaking, reading, and writing. Dreyer and Nel (2003) argue that one of the most serious problems in higher education, but one which is often not recognized by either students or lecturers until some way into academic courses is the problem of reading, perhaps because the ability of reading such as the fluency of reading is not assessed. However, the results or outputs from reading are assessed by using the question. No wonder that the students can learn many things through reading. In other words, the more they read, the more

2

knowledge they get; hence, a strong correlation between reading and academic success is shown. Levine et al. (2000, p. 1) state that the ability to read academic texts is considered one of the most important skills for the students of English as a Second Language (ESL) and English as a Foreign Language (EFL). (Kasper 2000ab; Singhal 2001; Van Wyk 2001) argue that in foreign language learning, the teacher expects the students to acquire the reading ability. In order to fill the reading need of students in the newest century, educators are pressed to develop effective instructional for teaching reading comprehension and reading strategy used.

Reading is also considered as a difficult language skill to study. If word recognition in reading is difficult, students use too much of their processing capacity to read which interferes with their ability to comprehend what is read. Twinning (1996, cited in Merrie, 2010:1) stated that there are five reasons of lack of reading which are failure to understand a word, failure to understand a sentence, failure to understand how sentences are related to another, failure to understand how the information are meaningful and lack of interest or concentration. It means that the complexity of language aspects of reading which involves grammar, vocabulary, spelling, pronunciation should be mastered by the students. The students’ ability in mastering those language aspects, will affect their ability to understand a reading material.

The act of reading could not be separated from comprehension. The students cannot achieve their academic success without comprehending what they read. In comprehending the text, the students should be monitored by their

3

teachers; hence the way to teach comprehension should be well understood by the teachers. Teaching Comprehension strategies are an activity through some steps: selecting a text, explaining the strategy, modeling the strategy, guided support, practicing independently, and reflecting (NSW Department of Education and Training 2010). Therefore, it can be concluded that teaching reading comprehension is a long process.

In addition, having a good comprehension in reading can be facilitated by many strategies. The use of reading strategies is essential; high ability of the students who use reading strategies are getting successful not only in comprehending reading, but also in overcoming reading problems and becoming a better comprehend reader. In summary, the students should have better strategies for their good comprehension.

Nowadays, the need of reading comprehension requires teachers to facilitate students through interesting strategies in learning process but, the teachers usually ask the students to read without giving the solution about how to read with pleasure and comprehend through interesting strategies. The students read the text only by reading normally, as what their habits in learning process. In short, the students are having problems in learning reading comprehension because of their reading habit normally.

At the senior high school level, the students are expected to master reading comprehension in which they need appropriate method that can help them improving their reading ability about the content of the text in reading class especially handbook and text book.

4

Based on the researcher’s interview with Mrs kristinaningsih as an English teacher at MTS Al-Ulum Dadapan, the researcher concludes that the students faced some problems in reading comprehension on descriptive text. First, the students’ participation in reading activity was low. Then, this situation brought the students had difficulties in getting information from the text. In addition, the students were not attracted and motivated with the teacher’s way in conveying material in which the students learn from the book only that given by teacher in class (monotonous method). It made the students thought twice to do reading activity; moreover the reading class was a long activity. Hence, the students’ scores were still low.

According to those explanations, the researcher expects to apply a model of teaching to teach them. The researcher considers that Team Game Tournament (TGT) can be an alternative technique for students when doing reading comprehension on descriptive text in achieving their academic success later. Slavin (1987) argues that TGT is a strategy of the learning method which demands the students to learn on group with 5-6 students each having member from all level of achievement. The purpose of TGT is to develop an effective classroom environment in which all students are actively involved in the teaching-learning process and consistently receive encouragement for successful performance. Thus, it will make students more interesting in learning reading and it can be a very useful learning strategy for the effective.

The researcher takes some previous researches related to this topic. The first one is the research that had been done by Permadi (2013) entitled ”the effect

5

of using Team Games Tournaments on the vocabulary achievement of the eighth year students of SMP Laboratorium Singaraja”. He found that TGT improved students' vocabulary achievement in which the mean score of experimental group (76.21) was higher than control group (69.25) at the 0.05 level of significance. It could be concluded that there is a significant difference in vocabulary achievement between the students who are taught using TGT technique and the students who are taught by using conventional technique.

The second is the research that had been done by Umardani (2013) entitled “improving students’ achievement through Team Games Tournament method in class XI.1 at SMK Putikecwara Batu”. He found that TGT improved students’ speaking achievement in which the result in cycle two was 84.21 percent out of 20 students has met qualification. This method was very successful; hence students could fluently speak English.

Those previous researches show that TGT method is able to make the students more active and cooperative; hence it can improve the students’ achievement. Therefore, the researcher considers that TGT is supposed to be an interesting alternative method that will help the students to organize their ideas about the text they have read by their own schema hence; they can comprehend the text easily.

Based on the explanation above, therefore, the researcher is interested in conducting a research entitled: the effectiveness of Team Game Tournament toward students’ reading comprehension of descriptive text at MTs Al Ulum Dadapan Wajak Malang.

6

1.2Research Problems

Based on the background above, the researcher formulates the problems as follows:

1. Does Team Game Tournament (TGT) improve students’ reading

comprehension on descriptive text at MTs Al Ulum Dadapan Wajak Malang?

1.3Problem Limitation

This research specifically deals with the teaching and learning process of reading comprehension on descriptive text. The researcher limits on the use of TGT in teaching reading on descriptive text to the seventh grade of MTs Al Ulum

Dadapan Wajak Malang and with the theme “people and animal”.

1.4Research Objective

This research is intended to investigate whether or not TGT can improve students’ reading comprehension of descriptive text at the seventh grade MTs Al Ulum Dadapan Wajak Malang.

1.5Hypothesis

In order to give tentative answer of the result problem, the hypothesis is formulated as follows:

1. Null hypothesis (Ho): “Team Game Tournament does not effective to improve the students’ reading comprehension achievement.”

7

2. Alternative hypothesis (Ha): “Team Game Tournament effective to improve the students’ reading comprehension achievement.”

1.6Research Significance

The researcher expects that the research of TGT in teaching and learning reading comprehension of descriptive text will be beneficial for the researcher, teacher and students.

1. For the Researcher

The result of the research is expected to be useful for the researcher to enrich her knowledge in teaching reading especially about the use of TGT. 2. For the Teacher

This research can support the teacher to develop students’ reading comprehension on descriptive text. Teachers will be easy to teach reading comprehension. They will get the simple way to teach it. They can use new strategy to teach the students in order students will be more interested in learning process. Besides, it can be the English teacher’s reference in stimulating their students to read and comprehend the various reading materials by TGT in the teaching and learning of reading comprehension. 3. For the students

This research is expected to motivate the students to participate in learning process delightfully. They can build a reading comprehension easily through playing game. Besides, the students can improve their ability in reading comprehension skill by using TGT. Finally, the students can be

8

motivated to read more; hence they can improve their reading comprehension.

1.7Definition of Key Terms

In order to avoid misunderstanding about the terms used in this research, the researcher would like to clarify the definition of the terms as described below:

1. Reading is a highly complex activity, including various important aspects, such as recognizing symbols quickly and accurately comprehending clearly and with discrimination the meanings implied by the author (Gray, 2000).

2. Comprehension is a construct of varying hierarchical degrees of intensity. Students are confronted with problems of understanding what they have read and this makes it necessary for teachers to be sensitive to the issue of reading comprehension (Lawal, 1997).

3. Team Game Tournament (TGT) is one of cooperative learning strategies that increased basic skills, students’ achievement, and positive interactions between students, acceptance classmates and self esteem which divided into small groups. (Slavin, 1987).

4. Descriptive Text is a kind of text with a purpose to give information in which the context of this kind of text is the description of particular thing, animal or person (Gerot & Wignell, 1994).

5. Effectiveness is the ability to have noticeable effect which target problems are solved (commonwealth of Australia, 2013).

teachers; hence the way to teach comprehension should be well understood by the teachers. Teaching Comprehension strategies are an activity through some steps: selecting a text, explaining the strategy, modeling the strategy, guided support, practicing independently, and reflecting (NSW Department of Education and Training 2010). Therefore, it can be concluded that teaching reading comprehension is a long process.

In addition, having a good comprehension in reading can be facilitated by many strategies. The use of reading strategies is essential; high ability of the students who use reading strategies are getting successful not only in comprehending reading, but also in overcoming reading problems and becoming a better comprehend reader. In summary, the students should have better strategies for their good comprehension.

Nowadays, the need of reading comprehension requires teachers to facilitate students through interesting strategies in learning process but, the teachers usually ask the students to read without giving the solution about how to read with pleasure and comprehend through interesting strategies. The students read the text only by reading normally, as what their habits in learning process. In short, the students are having problems in learning reading comprehension because of their reading habit normally.

At the senior high school level, the students are expected to master reading comprehension in which they need appropriate method that can help them improving their reading ability about the content of the text in reading class especially handbook and text book.

Based on the researcher’s interview with Mrs kristinaningsih as an English teacher at MTS Al-Ulum Dadapan, the researcher concludes that the students faced some problems in reading comprehension on descriptive text. First, the students’ participation in reading activity was low. Then, this situation brought the students had difficulties in getting information from the text. In addition, the students were not attracted and motivated with the teacher’s way in conveying material in which the students learn from the book only that given by teacher in class (monotonous method). It made the students thought twice to do reading activity; moreover the reading class was a long activity. Hence, the students’ scores were still low.

According to those explanations, the researcher expects to apply a model of teaching to teach them. The researcher considers that Team Game Tournament (TGT) can be an alternative technique for students when doing reading comprehension on descriptive text in achieving their academic success later. Slavin (1987) argues that TGT is a strategy of the learning method which demands the students to learn on group with 5-6 students each having member from all level of achievement. The purpose of TGT is to develop an effective classroom environment in which all students are actively involved in the teaching-learning process and consistently receive encouragement for successful performance. Thus, it will make students more interesting in learning reading and it can be a very useful learning strategy for the effective.

The researcher takes some previous researches related to this topic. The first one is the research that had been done by Permadi (2013) entitled ”the effect

of using Team Games Tournaments on the vocabulary achievement of the eighth year students of SMP Laboratorium Singaraja”. He found that TGT improved students' vocabulary achievement in which the mean score of experimental group (76.21) was higher than control group (69.25) at the 0.05 level of significance. It could be concluded that there is a significant difference in vocabulary achievement between the students who are taught using TGT technique and the students who are taught by using conventional technique.

The second is the research that had been done by Umardani (2013) entitled “improving students’ achievement through Team Games Tournament method in class XI.1 at SMK Putikecwara Batu”. He found that TGT improved students’ speaking achievement in which the result in cycle two was 84.21 percent out of 20 students has met qualification. This method was very successful; hence students could fluently speak English.

Those previous researches show that TGT method is able to make the students more active and cooperative; hence it can improve the students’ achievement. Therefore, the researcher considers that TGT is supposed to be an interesting alternative method that will help the students to organize their ideas about the text they have read by their own schema hence; they can comprehend the text easily.

Based on the explanation above, therefore, the researcher is interested in conducting a research entitled: the effectiveness of Team Game Tournament toward students’ reading comprehension of descriptive text at MTs Al Ulum Dadapan Wajak Malang.

1.2Research Problems

Based on the background above, the researcher formulates the problems as follows:

1. Does Team Game Tournament (TGT) improve students’ reading comprehension on descriptive text at MTs Al Ulum Dadapan Wajak Malang?

1.3Problem Limitation

This research specifically deals with the teaching and learning process of reading comprehension on descriptive text. The researcher limits on the use of TGT in teaching reading on descriptive text to the seventh grade of MTs Al Ulum Dadapan Wajak Malang and with the theme “people and animal”.

1.4Research Objective

This research is intended to investigate whether or not TGT can improve students’ reading comprehension of descriptive text at the seventh grade MTs Al Ulum Dadapan Wajak Malang.

1.5Hypothesis

In order to give tentative answer of the result problem, the hypothesis is formulated as follows:

1. Null hypothesis (Ho): “Team Game Tournament does not effective to improve the students’ reading comprehension achievement.”

2. Alternative hypothesis (Ha): “Team Game Tournament effective to improve the students’ reading comprehension achievement.”

1.6Research Significance

The researcher expects that the research of TGT in teaching and learning reading comprehension of descriptive text will be beneficial for the researcher, teacher and students.

1. For the Researcher

The result of the research is expected to be useful for the researcher to enrich her knowledge in teaching reading especially about the use of TGT. 2. For the Teacher

This research can support the teacher to develop students’ reading comprehension on descriptive text. Teachers will be easy to teach reading comprehension. They will get the simple way to teach it. They can use new strategy to teach the students in order students will be more interested in learning process. Besides, it can be the English teacher’s reference in stimulating their students to read and comprehend the various reading materials by TGT in the teaching and learning of reading comprehension. 3. For the students

This research is expected to motivate the students to participate in learning process delightfully. They can build a reading comprehension easily through playing game. Besides, the students can improve their ability in reading comprehension skill by using TGT. Finally, the students can be

motivated to read more; hence they can improve their reading comprehension.

1.7Definition of Key Terms

In order to avoid misunderstanding about the terms used in this research, the researcher would like to clarify the definition of the terms as described below:

1. Reading is a highly complex activity, including various important aspects, such as recognizing symbols quickly and accurately comprehending clearly and with discrimination the meanings implied by the author (Gray, 2000).

2. Comprehension is a construct of varying hierarchical degrees of intensity. Students are confronted with problems of understanding what they have read and this makes it necessary for teachers to be sensitive to the issue of reading comprehension (Lawal, 1997).

3. Team Game Tournament (TGT) is one of cooperative learning strategies that increased basic skills, students’ achievement, and positive interactions between students, acceptance classmates and self esteem which divided into small groups. (Slavin, 1987).

4. Descriptive Text is a kind of text with a purpose to give information in which the context of this kind of text is the description of particular thing, animal or person (Gerot & Wignell, 1994).

5. Effectiveness is the ability to have noticeable effect which target problems are solved (commonwealth of Australia, 2013).