IMPROVING THE STUDENTS READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT THROUGH TEAM GAMES TOURNAMENT (TGT).
IMPROVING THE STUDENTS’ READING COMPREHENSION
ACHIVEMENT IN DESCRIPTIVE TEXT THROUGH
TEAM GAMES TOURNAMENT
A THESIS
Submitted to Partial Fulfillment of Requirement for
The Degree of Sarjana Pendidikan
By:
DESI YUSNANDA SARI
NIM. 209321039
ENGLISH DEPARTMENT
FACULTY LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Yusnanda, Desi Sari. Nim. 209321039. Improving the Students’ Reading
Comprehension Achievement in Descriptive Text Through Team Games
Tournament (TGT). A thesis. English Department. Faculty of Language and
Arts. State University of Medan. 2014.
This study attempted to improve the students’ reading comprehension achievement
in descriptive text through Team Games Tournament (TGT) method. This study
was conducted by using classroom action research. The subject of the research was
class IX SMP PAB 10 Medan Estate which consisted of 25 students. The research
was conducted in two cycles and the first cycle consisted of four meetings the
second cycle consisted of two meetings. The instruments for collecting the data
were quantitative data (reading evaluation) and qualitative data (diary note,
observation sheet and interview sheet). Based on reading scores, students’ score
kept improving in every evaluation. In the test I the mean was 65,33, in the test II
the mean was 71,72 and the test III the mean was 84,54.Based on diary note,
observation sheet and interview sheet, it was found that teaching-learning process
ran well. Students were active, enthusiastic, and interested in reading. The result of
the research showed that Team Games Tournament (TGT) method significantly
improved students’ achievement in reading comprehension especially in reading
descriptive text.
ACKNOWLEDGEMENT
First and foremost, the writer would like to express thank to Allah, the
beneficent, the merciful. All praises be to Allah, the lord of the worlds. Who has
given the health, pprotection, kknowledge and opportunity to the writer in
completing this “Thesis”. May Allah’s peace and blessing be upon His final Prophet
and Messenger, Muhammad, his family and his companions.
This Thesis is presented to the English Department of Faculty Languages
and Arts, State University of Medan as a partial fulfillment of the requirement for
the Degree of first strata.
It is great honor for the writer to make acknowledgement of indebtedness to
convey her sincere gratitude to Dr. Sri Minda Murni, M.S who has patiently given
valuable advice and guidance to finalize this “Thesis”.
Alhamdulillah, the writer has finished this thesis. Absolutely it is not only
an effort by her self alone, there are many hands help her. In this occasion, she
presents great honor to :
Prof. Dr. Ibnu Hajar Damanik, M.Si, as the Rector of University of Medan.
Dr. Isda Pramuniati, M.Hum, The Dean of Faculty Languages and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd, The Head of English Department.
Rika, S. Pd, M.Hum, The Secretary of English Department
Dra. Masitowarni Siregar, M.Ed, the Head of English Education Study
Program.
Dr. Sri Minda Murni, M.S her advisor, who has given her time, support,
guidance, kindness, contributions, and patience in correcting and helping
her in finishing this thesis.
All lecturers who have taught her in this English Department, for giving new
knowledge, advices in facing life, and for giving gorgeous study
experiences. Mom Eis for helping her in settling the administration
procedures.
The most special persons in her life, her beloved, dad and mom “ Yusnan,
S.Pd and Nurmala, S.Pd ”, who have given their support during her study
and her writing thesis. Thank you for your kindness and you are so patience.
Very special thanks to her dear, Norris Eka Yudha Sembiring, S.T for his
support, advices, love and prayer during the process in accomplishing this
thesis. And her beloved best friends, Annisa Hutasuhut, Afni Widya
Ningsih, for his support.
Thanks for all the student of Ext class and Regular class A, B, and C ’09.
Especially my lovely class Ext C ’09. To any others persons who can not be
mentioned one by one to their any contribution to the writer during finishing
her thesis.
Finally, yet importantly, the writer resizes that his thesis still has some
weakness and mistakes. Thus, she would be grateful to accept any suggestion and
connection from anyone for the better writing.
Medan, Maret 2014
The Writer,
Desi Yusnanda Sari
NIM. 209321039
TABLE OF CONTENTS
ABSTRACT ...............................................................................................
ACKNOWLEDGEMENT ........................................................................
TABLE OF CONTENTS..........................................................................
LIST OF TABLES ....................................................................................
LIST OF FIGURES ..................................................................................
LIST OF APPENDIXES ..........................................................................
i
ii
iv
vi
vii
viii
CHAPTER I INTRODUCTION..............................................................
A. The background of the Study ...............................................................
B. The Problem of the Study ....................................................................
C. The objective of the Study ...................................................................
D. The Scope of the Study ........................................................................
E. The Significance of the Study ..............................................................
1
1
4
4
5
5
CHAPTER II REVIEW OF LITERATURE .........................................
A. Theoretical Framework .........................................................................
1. Students’ Achievement in Reading Comprehension .......................
2. Reading comprehension ..................................................................
3. Levels of Reading Comprehension .................................................
4. Assessment of Reading Comprehension .........................................
5. Descriptive Text ..............................................................................
B. Cooperative Learning ............................................................................
1. Team Games Tournament (TGT) ....................................................
2. Advantages of Team Games Tournament (TGT) ............................
3. Steps in Team Games Tournament (TGT) .......................................
C. Conceptual Framework ..........................................................................
6
6
6
6
7
8
10
13
14
15
15
18
CHAPTER III RESEARCH METHODOLOGY ..................................
A. Research Design ...................................................................................
B. The Subject ..........................................................................................
C. The Instrument of Data Collection ......................................................
D. The Procedure of Data Collection........................................................
E. The Technique of Data Analysis ..........................................................
20
20
22
22
23
27
CHAPTER IV THE DATA AND DATA ANALYSIS ...........................
A. The Data ...............................................................................................
1. The Quantitative Data .....................................................................
2. The Qualitative Data .......................................................................
B. Data Analysis .......................................................................................
1. Analysis of Quantitative Data .........................................................
2. Analysis of Qualitative Data ...........................................................
C. The Research Finding and Discussion .................................................
CHAPTER V CONCLUSION AND SUGGESTION ............................
A. Conclusion ...........................................................................................
29
29
29
29
30
30
33
38
40
40
B. Suggestion ............................................................................................
40
REFRENCES ............................................................................................
41
LIST OF TABLES
Table 3.1 The First, Second and Third Meeting While Doing
The Research in Cycle I ...........................................................
25
Table 4.1. Score from Pre-test, test-1, test-2 .............................................
31
Table 4.2. The Percentages of The Student’s were score up to 75............
33
LIST OF APPENDIXES
APPENDIX A Lesson Plan ........................................................................
APPENDIX B Diary Notes ........................................................................
APPENDIX C Interview Sheet ..................................................................
APPENDIX D Observation Sheet ..............................................................
APPENDIX E Pre Test, Test Cycle I, Test Cycle II ...................................
43
77
80
84
88
REFERENCES
Aqib, Zainal., et.al. 2008. Penelitian Tindakan Kelas Untuk Guru SMP, SMA,SMK.
Bandung: Alfaeda.
Bernhardt, et.al. 2003. Teaching reading. Available in http://www.ibe.unesco.org.
Accessed on mei 15, 2011.
Brown,H.D.2000.Principles of Language Learning and Teaching-4th Ed..New York
Longman. Person Education
Burns. Et al. 1984. Teaching in Today’s Elementry School (Third Ed). New York:
Longman.
Burton, S.H. 1982. Mastering English Language. Hong kong: The Macmilallan
press Ltd.
Evawani S., Ervina. 2010. Thesis of Improving Students’ Achievement on Writing
Descriptive Paragraph Through the Application of Student Team
Achievement Division. Medan: State University of Medan.
Gerrot, L.& P. Wignell. 1994. Making sense of functional Grammar. Sidney: Gerd
Stabler
J. S., Caldwell. 2008. Reading Assessment, A Primer for Teachers and Coaches2th Ed. New York: Guilford Press.
Kemmis, S. 1998. The Action Research Planner 3rd Education. Victoria: Deakin
University Press
Mariotti, A. S. & Homan, S. P. 2005. Linking Reading Assessment to Instruction.
New Jersey: Lawrence Erlbaum Associates.
Pardiyono. 2007. Pasti bisa! Teaching genre. Yogyakarta: penerbit Andi
Patel, M & Jain, P. 2008. English Language Teaching. Jaipur. Sunrise Publishers
& Distributors
Slavin, R. E. 1990. Cooperative Learning: theory, Research and practice. Engle
Wood Clifts: N.J: Prentice Hall.
---------------. 1995. Cooperative Lerarning: Theory, Raesearch and Practice
(seconded). Needham Heights, Massachussetts. A Simon & Schuster
Company.
--------------- 2008. Cooperative Laerning. California: Resources for teachers
Smith, Louis M., and Hudgins, Bryce B. 1964. Educational Psychology. An
Application of social and Behavioural Theory. New York. Alfred. A. Knopt.
Stringer, ernest t. 2007. Action Research Third Edition. United State of America:
Sage Publication Inc.
Tinambunan, Wilmar. 1988. Evaluation of students Achievement. Jakarta:
Depdikbut
Travers. John P. 1970. Fundamental of Educational Psychology. Cranton,
Pensylvania: Ingternasional Textbook Company.
Yelon, Stephen L., Weinstein, Grace W., Paul D. A. 1977. Psychology in the
Classroom. Tokyo: Mc Graw-Hill, Inc.
BIOGRAPHY
The writer’s name is Desi Yusnanda Sari, born on 17th February 1992 in
Kisaran, North Sumatera. She is the first and the last daughter of Yusnan, S.Pd and
Nurmala, S.Pd.
She went to SDN 010145 Labuhan Ruku (graduated in 2003), then entered
SMPN 1 Talawi (graduated in 2006) and SMAN 1 Talawi (graduated in 2009). She
started undergraduate study at State University of Medan in 2009 at English
Education Program. Her ambition is want to be a Teacher.
CHAPTER I
INTRODUCTION
A. The Background of the study
Language consists of four skills, namely: listening, speaking, reading and
writing. Each should be achieved by the students who learn English. In this study
reading is the focus. Reading is one of the most important skills in learning
language. In fact, most students find some difficulties in comprehending a text when
they have reading activity. Brown (2000:185) states that reading is argued the most
essential skill in all educational context, remain a skill of paramount importance as
we create assessment of general language ability. It is emphasized that reading is
very important because through reading students can get knowledge. Reading can
be challenging, particularly when the material is unfamiliar, technical or complex.
Reading, according to Patel and Jain (2008) is an active process which
consists of recognition and comprehension skill, and important skill activity in life
with which one can update his/her knowledge, and important tool for academic
success.
Based on the writer’s experiences during the teaching practice program
(Praktek Program Lapangan/PPL), the writer found that in teaching reading, most
of students were just asked to read the text then they were asked to answer some
question based on the text. When she told them to tell some information from text,
most of them did not have any ideas or opinions to clarify the information from
1
2
the text. This situation happened because the technique that was used was not
suitable.
In PPL, The students scores on reading descriptive text were very low. They
just got the mean of the score 5,5. It was very poor, and it needed to be improved.
From the data above, students comprehension in reading descriptive text
were very low because the learning method that was adopted by the English teacher
was a method that was not appropriate because the method did not attract students’
interest and liveliness in the learning process so the students were bored, and they
did not want to continue learning as well as possible.
At this present time, there are already implementations learning Revolution
in teaching and learning that is learning is so longer centered on teachers. In other
words, it is called ‘Teacher Centered Learning (TCL)” but it has been centered on
students. It is called “Student Centered Learning (SCL)”, theoretically SCL is an
approach to education focusing on the needs of the students, rather than those of
others are involved in the educational process. So the teacher is only as facilitators
and a provider of solutions in learning is no longer only as a source of knowledge
in the learning process.
Based on the theory above, the researcher offers a method that must be
applied in the learning process of reading text. The method that is offered by
researcher is the implementation of Students Centered Learning (SCL) and the
development of cooperative learning (CL) that according to Robert E. Slavin (1995)
Cooperative Learning refers to variety of teaching methods in which students work
in small group to help one another learn academic content. In cooperative
classrooms, students are expected to help each other to discuss and argue with each
3
other, to assess each other’s current knowledge and fill in gaps in each other’s
understanding so that the interest and the active of students in the learning process
can be improved not only individually but in groups or together. Learning method
which the research refers to is Team Games Tournament.
In this study, the researcher focuses on the application of Team Games
Tournament (TGT) method because it works best for information that is relatively
objective teaching reading descriptive text and can be used teach foreign language
and any material with single right answer (Slavin, 1995) Team Games Tournament,
in which students play academic games with members of other teams to contribute
points for their team scores. The use of games makes Team Games Tournament
even more exciting and motivating to students.
With the application of this method is expected to enhance students’ skill in
reading descriptive text properly and accordance with the existing elements in the
reading descriptive text.
According to Admin, Friday 17 February 2012.The research findings show
that the students‟ reading comprehension improved after implementing TGT. The
improvement of students reading comprehension includes students could find: (1)
general idea of the text; (2) stated detail information of the text; (3) implied
information of the text; (4) the meaning of unfamiliar word of the text (5) reference
of pronouns of the text; (6) social purpose of recount text; and (7) generic structure
of recount text.
Besides, the class situation also increased during TL process. The
improvement of class situation includes: (1) students were active in answering
teachers questions; (2) students paid attention to the teachers explanation; (3)
4
students were active in discussing the material; (4) students felt enjoyable during
TL process.
The writer comes to the conclusion that TGT is able to improve the students‟
reading comprehension and the class situation. TGT can create an enjoyable and
active class environment. Therefore, teacher can choose TGT to overcome students.
Problems in learning reading and to improve class situation. Then, according to me
in Team Games Tournament makes the students work in their groups and have a
competition in the tournament. In each team, there are students who have different
ability in learning English. So the students who have the higher ability can motivate
their other friends.
B. The Problem of The Study
The problem of the study is formulated as follows:
“Does the Team Games Tournament technique students’ ability in reading
comprehension?”
C. The objective of the study
The objective of the study is to investigate whether students’ reading
comprehension a achievement in descriptive text by Team-Games-Tournament
(TGT).
D. The Scope of The Study
There are four competences in learning English: listening, speaking, reading
and writing. But this case the writer focused in reading especially descriptive
reading.
5
There are many models of cooperative learning that can be used to
improving student ‘reading comprehension a achievement descriptive text. This
study focused on using TGT model. Especially in reading the description of place.
E. The Significance of the study
Findings of the study are expected to be very useful for:
1. Teacher who want to develop their ability in teaching reading, especially
reading descriptive text.
2. Student who want to Improve their achievement on reading comprehension.
3. Readers who are interested in doing the related study.
ACHIVEMENT IN DESCRIPTIVE TEXT THROUGH
TEAM GAMES TOURNAMENT
A THESIS
Submitted to Partial Fulfillment of Requirement for
The Degree of Sarjana Pendidikan
By:
DESI YUSNANDA SARI
NIM. 209321039
ENGLISH DEPARTMENT
FACULTY LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Yusnanda, Desi Sari. Nim. 209321039. Improving the Students’ Reading
Comprehension Achievement in Descriptive Text Through Team Games
Tournament (TGT). A thesis. English Department. Faculty of Language and
Arts. State University of Medan. 2014.
This study attempted to improve the students’ reading comprehension achievement
in descriptive text through Team Games Tournament (TGT) method. This study
was conducted by using classroom action research. The subject of the research was
class IX SMP PAB 10 Medan Estate which consisted of 25 students. The research
was conducted in two cycles and the first cycle consisted of four meetings the
second cycle consisted of two meetings. The instruments for collecting the data
were quantitative data (reading evaluation) and qualitative data (diary note,
observation sheet and interview sheet). Based on reading scores, students’ score
kept improving in every evaluation. In the test I the mean was 65,33, in the test II
the mean was 71,72 and the test III the mean was 84,54.Based on diary note,
observation sheet and interview sheet, it was found that teaching-learning process
ran well. Students were active, enthusiastic, and interested in reading. The result of
the research showed that Team Games Tournament (TGT) method significantly
improved students’ achievement in reading comprehension especially in reading
descriptive text.
ACKNOWLEDGEMENT
First and foremost, the writer would like to express thank to Allah, the
beneficent, the merciful. All praises be to Allah, the lord of the worlds. Who has
given the health, pprotection, kknowledge and opportunity to the writer in
completing this “Thesis”. May Allah’s peace and blessing be upon His final Prophet
and Messenger, Muhammad, his family and his companions.
This Thesis is presented to the English Department of Faculty Languages
and Arts, State University of Medan as a partial fulfillment of the requirement for
the Degree of first strata.
It is great honor for the writer to make acknowledgement of indebtedness to
convey her sincere gratitude to Dr. Sri Minda Murni, M.S who has patiently given
valuable advice and guidance to finalize this “Thesis”.
Alhamdulillah, the writer has finished this thesis. Absolutely it is not only
an effort by her self alone, there are many hands help her. In this occasion, she
presents great honor to :
Prof. Dr. Ibnu Hajar Damanik, M.Si, as the Rector of University of Medan.
Dr. Isda Pramuniati, M.Hum, The Dean of Faculty Languages and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd, The Head of English Department.
Rika, S. Pd, M.Hum, The Secretary of English Department
Dra. Masitowarni Siregar, M.Ed, the Head of English Education Study
Program.
Dr. Sri Minda Murni, M.S her advisor, who has given her time, support,
guidance, kindness, contributions, and patience in correcting and helping
her in finishing this thesis.
All lecturers who have taught her in this English Department, for giving new
knowledge, advices in facing life, and for giving gorgeous study
experiences. Mom Eis for helping her in settling the administration
procedures.
The most special persons in her life, her beloved, dad and mom “ Yusnan,
S.Pd and Nurmala, S.Pd ”, who have given their support during her study
and her writing thesis. Thank you for your kindness and you are so patience.
Very special thanks to her dear, Norris Eka Yudha Sembiring, S.T for his
support, advices, love and prayer during the process in accomplishing this
thesis. And her beloved best friends, Annisa Hutasuhut, Afni Widya
Ningsih, for his support.
Thanks for all the student of Ext class and Regular class A, B, and C ’09.
Especially my lovely class Ext C ’09. To any others persons who can not be
mentioned one by one to their any contribution to the writer during finishing
her thesis.
Finally, yet importantly, the writer resizes that his thesis still has some
weakness and mistakes. Thus, she would be grateful to accept any suggestion and
connection from anyone for the better writing.
Medan, Maret 2014
The Writer,
Desi Yusnanda Sari
NIM. 209321039
TABLE OF CONTENTS
ABSTRACT ...............................................................................................
ACKNOWLEDGEMENT ........................................................................
TABLE OF CONTENTS..........................................................................
LIST OF TABLES ....................................................................................
LIST OF FIGURES ..................................................................................
LIST OF APPENDIXES ..........................................................................
i
ii
iv
vi
vii
viii
CHAPTER I INTRODUCTION..............................................................
A. The background of the Study ...............................................................
B. The Problem of the Study ....................................................................
C. The objective of the Study ...................................................................
D. The Scope of the Study ........................................................................
E. The Significance of the Study ..............................................................
1
1
4
4
5
5
CHAPTER II REVIEW OF LITERATURE .........................................
A. Theoretical Framework .........................................................................
1. Students’ Achievement in Reading Comprehension .......................
2. Reading comprehension ..................................................................
3. Levels of Reading Comprehension .................................................
4. Assessment of Reading Comprehension .........................................
5. Descriptive Text ..............................................................................
B. Cooperative Learning ............................................................................
1. Team Games Tournament (TGT) ....................................................
2. Advantages of Team Games Tournament (TGT) ............................
3. Steps in Team Games Tournament (TGT) .......................................
C. Conceptual Framework ..........................................................................
6
6
6
6
7
8
10
13
14
15
15
18
CHAPTER III RESEARCH METHODOLOGY ..................................
A. Research Design ...................................................................................
B. The Subject ..........................................................................................
C. The Instrument of Data Collection ......................................................
D. The Procedure of Data Collection........................................................
E. The Technique of Data Analysis ..........................................................
20
20
22
22
23
27
CHAPTER IV THE DATA AND DATA ANALYSIS ...........................
A. The Data ...............................................................................................
1. The Quantitative Data .....................................................................
2. The Qualitative Data .......................................................................
B. Data Analysis .......................................................................................
1. Analysis of Quantitative Data .........................................................
2. Analysis of Qualitative Data ...........................................................
C. The Research Finding and Discussion .................................................
CHAPTER V CONCLUSION AND SUGGESTION ............................
A. Conclusion ...........................................................................................
29
29
29
29
30
30
33
38
40
40
B. Suggestion ............................................................................................
40
REFRENCES ............................................................................................
41
LIST OF TABLES
Table 3.1 The First, Second and Third Meeting While Doing
The Research in Cycle I ...........................................................
25
Table 4.1. Score from Pre-test, test-1, test-2 .............................................
31
Table 4.2. The Percentages of The Student’s were score up to 75............
33
LIST OF APPENDIXES
APPENDIX A Lesson Plan ........................................................................
APPENDIX B Diary Notes ........................................................................
APPENDIX C Interview Sheet ..................................................................
APPENDIX D Observation Sheet ..............................................................
APPENDIX E Pre Test, Test Cycle I, Test Cycle II ...................................
43
77
80
84
88
REFERENCES
Aqib, Zainal., et.al. 2008. Penelitian Tindakan Kelas Untuk Guru SMP, SMA,SMK.
Bandung: Alfaeda.
Bernhardt, et.al. 2003. Teaching reading. Available in http://www.ibe.unesco.org.
Accessed on mei 15, 2011.
Brown,H.D.2000.Principles of Language Learning and Teaching-4th Ed..New York
Longman. Person Education
Burns. Et al. 1984. Teaching in Today’s Elementry School (Third Ed). New York:
Longman.
Burton, S.H. 1982. Mastering English Language. Hong kong: The Macmilallan
press Ltd.
Evawani S., Ervina. 2010. Thesis of Improving Students’ Achievement on Writing
Descriptive Paragraph Through the Application of Student Team
Achievement Division. Medan: State University of Medan.
Gerrot, L.& P. Wignell. 1994. Making sense of functional Grammar. Sidney: Gerd
Stabler
J. S., Caldwell. 2008. Reading Assessment, A Primer for Teachers and Coaches2th Ed. New York: Guilford Press.
Kemmis, S. 1998. The Action Research Planner 3rd Education. Victoria: Deakin
University Press
Mariotti, A. S. & Homan, S. P. 2005. Linking Reading Assessment to Instruction.
New Jersey: Lawrence Erlbaum Associates.
Pardiyono. 2007. Pasti bisa! Teaching genre. Yogyakarta: penerbit Andi
Patel, M & Jain, P. 2008. English Language Teaching. Jaipur. Sunrise Publishers
& Distributors
Slavin, R. E. 1990. Cooperative Learning: theory, Research and practice. Engle
Wood Clifts: N.J: Prentice Hall.
---------------. 1995. Cooperative Lerarning: Theory, Raesearch and Practice
(seconded). Needham Heights, Massachussetts. A Simon & Schuster
Company.
--------------- 2008. Cooperative Laerning. California: Resources for teachers
Smith, Louis M., and Hudgins, Bryce B. 1964. Educational Psychology. An
Application of social and Behavioural Theory. New York. Alfred. A. Knopt.
Stringer, ernest t. 2007. Action Research Third Edition. United State of America:
Sage Publication Inc.
Tinambunan, Wilmar. 1988. Evaluation of students Achievement. Jakarta:
Depdikbut
Travers. John P. 1970. Fundamental of Educational Psychology. Cranton,
Pensylvania: Ingternasional Textbook Company.
Yelon, Stephen L., Weinstein, Grace W., Paul D. A. 1977. Psychology in the
Classroom. Tokyo: Mc Graw-Hill, Inc.
BIOGRAPHY
The writer’s name is Desi Yusnanda Sari, born on 17th February 1992 in
Kisaran, North Sumatera. She is the first and the last daughter of Yusnan, S.Pd and
Nurmala, S.Pd.
She went to SDN 010145 Labuhan Ruku (graduated in 2003), then entered
SMPN 1 Talawi (graduated in 2006) and SMAN 1 Talawi (graduated in 2009). She
started undergraduate study at State University of Medan in 2009 at English
Education Program. Her ambition is want to be a Teacher.
CHAPTER I
INTRODUCTION
A. The Background of the study
Language consists of four skills, namely: listening, speaking, reading and
writing. Each should be achieved by the students who learn English. In this study
reading is the focus. Reading is one of the most important skills in learning
language. In fact, most students find some difficulties in comprehending a text when
they have reading activity. Brown (2000:185) states that reading is argued the most
essential skill in all educational context, remain a skill of paramount importance as
we create assessment of general language ability. It is emphasized that reading is
very important because through reading students can get knowledge. Reading can
be challenging, particularly when the material is unfamiliar, technical or complex.
Reading, according to Patel and Jain (2008) is an active process which
consists of recognition and comprehension skill, and important skill activity in life
with which one can update his/her knowledge, and important tool for academic
success.
Based on the writer’s experiences during the teaching practice program
(Praktek Program Lapangan/PPL), the writer found that in teaching reading, most
of students were just asked to read the text then they were asked to answer some
question based on the text. When she told them to tell some information from text,
most of them did not have any ideas or opinions to clarify the information from
1
2
the text. This situation happened because the technique that was used was not
suitable.
In PPL, The students scores on reading descriptive text were very low. They
just got the mean of the score 5,5. It was very poor, and it needed to be improved.
From the data above, students comprehension in reading descriptive text
were very low because the learning method that was adopted by the English teacher
was a method that was not appropriate because the method did not attract students’
interest and liveliness in the learning process so the students were bored, and they
did not want to continue learning as well as possible.
At this present time, there are already implementations learning Revolution
in teaching and learning that is learning is so longer centered on teachers. In other
words, it is called ‘Teacher Centered Learning (TCL)” but it has been centered on
students. It is called “Student Centered Learning (SCL)”, theoretically SCL is an
approach to education focusing on the needs of the students, rather than those of
others are involved in the educational process. So the teacher is only as facilitators
and a provider of solutions in learning is no longer only as a source of knowledge
in the learning process.
Based on the theory above, the researcher offers a method that must be
applied in the learning process of reading text. The method that is offered by
researcher is the implementation of Students Centered Learning (SCL) and the
development of cooperative learning (CL) that according to Robert E. Slavin (1995)
Cooperative Learning refers to variety of teaching methods in which students work
in small group to help one another learn academic content. In cooperative
classrooms, students are expected to help each other to discuss and argue with each
3
other, to assess each other’s current knowledge and fill in gaps in each other’s
understanding so that the interest and the active of students in the learning process
can be improved not only individually but in groups or together. Learning method
which the research refers to is Team Games Tournament.
In this study, the researcher focuses on the application of Team Games
Tournament (TGT) method because it works best for information that is relatively
objective teaching reading descriptive text and can be used teach foreign language
and any material with single right answer (Slavin, 1995) Team Games Tournament,
in which students play academic games with members of other teams to contribute
points for their team scores. The use of games makes Team Games Tournament
even more exciting and motivating to students.
With the application of this method is expected to enhance students’ skill in
reading descriptive text properly and accordance with the existing elements in the
reading descriptive text.
According to Admin, Friday 17 February 2012.The research findings show
that the students‟ reading comprehension improved after implementing TGT. The
improvement of students reading comprehension includes students could find: (1)
general idea of the text; (2) stated detail information of the text; (3) implied
information of the text; (4) the meaning of unfamiliar word of the text (5) reference
of pronouns of the text; (6) social purpose of recount text; and (7) generic structure
of recount text.
Besides, the class situation also increased during TL process. The
improvement of class situation includes: (1) students were active in answering
teachers questions; (2) students paid attention to the teachers explanation; (3)
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students were active in discussing the material; (4) students felt enjoyable during
TL process.
The writer comes to the conclusion that TGT is able to improve the students‟
reading comprehension and the class situation. TGT can create an enjoyable and
active class environment. Therefore, teacher can choose TGT to overcome students.
Problems in learning reading and to improve class situation. Then, according to me
in Team Games Tournament makes the students work in their groups and have a
competition in the tournament. In each team, there are students who have different
ability in learning English. So the students who have the higher ability can motivate
their other friends.
B. The Problem of The Study
The problem of the study is formulated as follows:
“Does the Team Games Tournament technique students’ ability in reading
comprehension?”
C. The objective of the study
The objective of the study is to investigate whether students’ reading
comprehension a achievement in descriptive text by Team-Games-Tournament
(TGT).
D. The Scope of The Study
There are four competences in learning English: listening, speaking, reading
and writing. But this case the writer focused in reading especially descriptive
reading.
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There are many models of cooperative learning that can be used to
improving student ‘reading comprehension a achievement descriptive text. This
study focused on using TGT model. Especially in reading the description of place.
E. The Significance of the study
Findings of the study are expected to be very useful for:
1. Teacher who want to develop their ability in teaching reading, especially
reading descriptive text.
2. Student who want to Improve their achievement on reading comprehension.
3. Readers who are interested in doing the related study.