about the effect of TGT on language art skill and classroom social processes in primary school.
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In conclusion, the research showed that TGT has positive impact on both of them. The similarities of his research and this research are first
both of the researches used the same method of research. Second, both researches study about TGT. Whereas, there are some differences between them. First, when
his research studies on language art skill, while this research study about students reading comprehension on descriptive text without social aspect. Second, the
population and sample used. If his research used third grade of elementary school, while this research use eight grade of junior high school as sample and population.
E. Thinking Framework
Reading is one of the skills that is important to master English. In addition, Reading is very important to students because it influences the other skills.
According to Harmer, reading gives positive impact on vocabulary, spelling and writing.
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Based on School Based Curriculum Kurikulum Tingkat Satuan Pendidikan, students should have the ability to understand short functional text,
monolog and some text such as procedure, descriptive, recount, narrative, and
report. One of texts that should be comprehended by eight grade of junior high school is descriptive text.
However, students sometimes find difficulties in understanding when they read descriptive text. There are some factors that become the causes. The causes
are learning process in class when teaching is still teacher centered, less communication between students, the big number of students in class, and lack of
vocabulary building activities of the students In order to solve the difficulties, TGT can be used. Because by using TGT,
learning process in the class is students centered, students are more active in order to share information in group and also when they do game. In addition when they
do group working and tournament, there is more chance for students to
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David L. DeVries, Ida T. Mescon, Susan L. Shackman, Teams-Games-Tournament in Elementary Classroom. Research on John Hopkins University centre for the study of social
organization of school, 1975, unpublished.
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Jeremy Harmer, How to Teach English, Edinburgh; Pearson ELT,2007, p.11.
communicate with each other. They also can share their vocabulary or search for new vocabulary in dictionary together effectively. However by making students
work in group help teacher to teach in big class because it is easier for teacher to monitor students in groups rather than to monitor students individually.
Based on the explanation above and the previous study, the writer used Teams-Games-Tournament to teach descriptive text. As said above, TGT is one of
cooperative teaching techniques that combines classroom presentation, team work, games, and tournament that can help teachers teach in the large class. It also
has many uses and it can help students to increase academic achievement.
F. Research Hypotheses
Based on the theory and the previous study, the research hypothesis is there is effectiveness of using TGT Teams-Games-
Tournament on students‟ reading comprehension on descriptive text at eighth grade of SMPN 166 Jakarta.
