THE IMPACT OF TEAM GAMES TOURNAMENT WITH READING INFUSION TOWARDS THE IMPROVEMENT OF STUDENTS’ LEARNING ACTIVITIES AND ACHIEVEMENT IN WAVES TOPIC.
Fitri Nuraeni, 2013
THE IMPACT OF TEAM GAMES TOURNAMENT WITH READING
INFUSION TOWARDS TH
E IMPROVEMENT OF STUDENTS’
LEARNING ACTIVITIES AND ACHIEVEMENT IN WAVES TOPIC
Research Paper
Submitted as fullfilment of the requirement
to obtain the degree of Sarjana Pendidikan in International Program on Science Education
Prepared by:
Fitri Nuraeni 0902170
INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FACULTY OF MATHEMATICS AND SCIENCE EDUCATION
INDONESIA UNIVERSITY OF EDUCATION 2013
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THE IMPACT OF TEAM GAMES TOURNAMENT WITH READING
INFUSION TOWARDS TH
E IMPROVEMENT OF STUDENTS’
LEARNING ACTIVITIES AND ACHIEVEMENT IN WAVES TOPIC
Oleh Fitri Nuraeni
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Matematika dan Ilmu Pengetahuan Alam
© Fitri Nuraeni 2013 Universitas Pendidikan Indonesia
Juli 2013
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,
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AUTHORIZATION
THE IMPACT OF TEAM GAMES TOURNAMENT WITH READING INFUSION TOWARDS THE IMPROVEMENT OF STUDENTS’ LEARNING ACTIVITIES AND
ACHIEVEMENT IN WAVES TOPIC
by:
Fitri Nuraeni
Registration Number: 0902170
Approved and authorized by: First Supervisor
Dr. Setiya Utari, M.Si NIP: 196707251992032002
Second Supervisor
Rini Solihat, S.Pd. M.Si. NIP: 197902132001122001
Head of Study Program of International Program on Science Education
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DECLARATION OF ORIGINALITY
I, the undersigned, hereby declare that this research paper which entitled “THE IMPACT OF TEAM GAMES TOURNAMENT WITH READING INFUSION TOWARDS THE IMPROVEMENT OF STUDENTS’ LEARNING ACTIVITIES AND ACHIEVEMENT IN WAVES TOPIC” is entirely the result of my own work where all sources have been properly acknowledged and the research paper contains no plagiarism. Accordingly, I shall be solely responsible for taking penalty as the case of any action against this statement.
Bandung, June 2013
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THE IMPACT OF TEAM GAMES TOURNAMENT WITH READING INFUSION TOWARDS THE IMPROVEMENT OF STUDENTS’ LEARNING ACTIVITIES AND ACHIEVEMENT IN WAVES TOPIC
ABSTRACT
As one of alternative solution for the lack of activities and low achievement in science learning, Team Games Tournament (TGT) with reading infusion is implemented through pre experiment research with one group pretest posttest design in which the samples are fourteen low-achiever-students in secondary-2 level in one of private school in Bandung who are chosen through availability sampling. It is found that after the lesson has been conducted there is medium improvement of students’ achievement as the average normalized gain value is 0.43. The highest improvement is in remembering (C1) domain and the lowest improvement is in applying (C3) domain. Moreover, students’ activities also improve in the second cycle of lesson implementation, which is seen from the increasing percentage of students who did visual, oral, motor and writing activities that promote learning. The implementation of TGT with reading infusion also give positive impact toward the learning interaction among students, where symmetric interaction more likely appear on the second cycle of lesson implementation. Yet, the implementation of reading infusion is still very poor where according to questionnaire result it is found that most of the students did not want to read the science text because they want teacher explain the concept later and most of them taught that reading science text before coming to science lesson is useless.
Keywords: Team Games Tournament (TGT), Reading infusion, Learning activity Learning achievement, Waves topic
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LIST OF CONTENT
DECLARATION OF ORIGINALITY ……… i
ABSTRACT ………...……….. ii
PREFACE ……….. iii
ACKNOWLEDGEMENT …..………... iv
TABLE OF CONTENT………...….. v
LIST OF TABLE….………….……….. vii
LIST OF FIGURE………...……….. viii
LIST OF APPENDICES ………...………….... ix
CHAPTER I INTRODUCTION A. Background………... 1
B. Problem of Research... 3
C. Objective of Research………... 4
D. Significance of Research …... 4
CHAPTER IITEAM GAMES TOURNAMENT WITH READING INFUSION A. Team Games Tournament (TGT) ... 5
B. Reading Infusion..…... 13
C. Team Games Tournament (TGT) with Reading Infusion... 15
D. Learning Achievement………... 16
E. Learning Activity ……....... 19
F. Learning Interaction Pattern ……….………... 20
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H. Rationale Framework ….………. 24
CHAPTER IIIRESEARCH METHODOLOGY A. Location and Subject ………….……….. 26
B. Research Design ………….………. 26
C. Research Method ……….……… 27
D. Operational Definition ……….……… 27
E. Instructional Materials ……….… 28
F. Instruments ……….………. 33
G. Instrument Development Process .………... 35
H. Data Collection Technique ….………. 36
I. Data Analysis Technique ……….……… 37
J. The Results of Trial –Achievement Test Instrument ………. 40
CHAPTER IV RESULT AND DISCUSSION A. Results... 42
1. Students’achievement test result.………….………... 44
2. Students’ learning activity result …………..……… 45
3. Learning interaction pattern result ………..……….. 47
4. Students response toward Teams Games Tournament with Reading Infusion ………... 48
B. Discussion ………... 52
CHAPTER V CONCLUSION AND RECOMMENDATION A. Conclusion ………...…………... 58
B. Recommendation …….………... 58
REFERENCES………..………..………. 60
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LIST OF TABLE
2.1.Scoring framework for a 4-Player Game ………….……….……. 12
2.2.Scoring framework for a 3-Player Game ………….…….………. 12
2.3.Scoring framework for a 2-Player Game …….…….………. 12
2.4.Team appreciation Guideline .………... 12
2.5.Reading activity based on SQ3R stages ………….………... 14
2.6.Rationale framework of Team Games Tournament with reading infusion ……….………. 24
3.1. One group pre-test post-test design …...……...……….... 26
3.2. Learning Objectives and indicator in each cycle of lesson implementation ……….. 28
3.3. The indicator of worksheet a and b in cycle 1 ... 31
3.4. The indicator of worksheet a and b in cycle 2 ... 31
3.5. Percentage interpretation criteria ……….. 34
3.6. Interaction pattern criteria .……… 35
3.7.Classification of lesson implementation ……….…………... 36
4.1. The Improvement of students’ learning activities ... 44
4.2. Percentage of students’ achievement test score in cognitive aspect …. 46 4.3. Students’ achievement improvement in each cognitive aspect.…..….. 47
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LIST OF FIGURE
2.1.Students’ placement into tournament table………. 11 4.1.The average of students’ learning activity percentage in each type of
learning activity..………. 45
4.2.The average percentages of students’ response toward working as a
team …....………. 49
4.3.The average percentage of students’ responds toward games in
science ……….…...…. 50
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LIST OF APPENDICES
A.1. Lesson Plan ………...… 64
A.2. Learning Scenario ………... 68
A.3. Reading Article A.3.1. Reading Article 1…..………...….. 89
A.3.2. Reading Article 2……...………. 94
A.4.Students’ Worksheet A.4.1. Students’ Worksheet Cycle 1 .………..…………...….. 97
A.4.2. Students’ Worksheet Cycle 2 …...……….. ………..…... 100
A.5.Games Properties A.5.1.Question and Answer Cards Cycle 1 ………... 102
A.5.2.Question and Answer Cards Cycle 2 ………... 108
A.5.3.Game Scoring Sheet ………. 116
A.5.4.Certificate of Achievement ……….. 117
B.1. Achievement Test Blue Print ………..………. 119
B.2. Achievement Test Trial Draft ……….. 139
B.3. Achievement Test Draft ………..………. 147
B.4. Observation Sheet B.4.1. Observation Sheet Toward Interaction Pattern ……… 155
B.4.2. Teacher and Students Observation Sheet of 1stMeeting ….… 157 B.4.3. Teacher and Students Observation Sheet of 2ndMeeting ....… 162
B.5. Student questionnaire B.5.1. Blueprint of Students’ Questionnaire ……….. 167
B.5.2. Students’ Questionnaire Draft ………. 170
C.1. Instrument Analysis of Achievement Test ……….. 173
C.2. Interpretation of Achievement Test Instrument Analysis …………... 184
C.3. Judgment Result ……….. 186
D.1. Data Distribution of Pre-Test ……….. 190
D.2. Data Distribution of Post-Test ………. 192
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D.4. Normalized Gain Analysis for Remembering Domain ………... 195
D.5. Normalized Gain Analysis for Understanding Domain …………... 196
D.6. Normalized Gain Analysis for Applying Domain ……….….. 197
D.7. Data Distribution of Students’ Learning Activity D.7.1 Data Distribution of Students’ Visual Activity……….... 198
D.7.2 Data Distribution of Students’ Oral Activity ……….. 199
D.7.3. Data Distribution of Students’ Motor Activity ………... 200
D.7.4 Data Distribution of Students’ Writing Activity ………. 201
D.7.5 Students’ interaction profile in each cycle of lesson implementation ... 202
D.8. Data Distribution of Students’ Worksheet Completion D.8.1 Cycle 1………. 203
D.8.2 Cycle 2………. 207
D.9. Data Distribution of Reading Infusion Implementation D.9.1 Data Distribution of Reading Infusion Cycle 1 ……… 211
D.9.2 Data Distribution of Reading Infusion Cycle 2 ……… 212
D.10. Recapitulation of Teacher and Students’ Activities ... 213
D.11. Data Distribution of Questionnaire Results D.10.1 Toward Working as a Team ……….. 215
D.10.2 Toward Game in Science ……….. 216
D.10.3 Toward Reading Infusion ……….…. 217 E.1. Research Document
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CHAPTER I INTRODUCTION
A. Background
The teaching and learning process of science lesson should be conducted in an interactive, inspiring, fun and challenging way that also motivate students to actively participate, and provide opportunity for students to build innovation, creativity, and independence according to their talents, interests, as well as physical and psychological development. This process need to be done systematically through exploration, elaboration and confirmation process. (Permendiknas No.41, 2007). Moreover, science lesson also need to be well-designed to stimulate curiosity, interest and enjoyment in science and its methods in enquiry (UCIES, 2012)
Based on the preliminary study which is done during professional teaching practice program in one of Cambridge based-private school in Bandung, specifically in grade secondary 2 – low achiever class, it is found that most of the students did not pay attention to teacher explanation and did not show active participation during the science lesson took place. Students rarely involved in demonstration or even interactive discussion that can build the concept mastery. During group work, the interaction among students during performing task always dominated by some students who has high academic achievement while other only lies on him. Moreover, based on the results from questionnaire filled by students, it is found that generally, students are not enjoy (81.81%) and feels frustrated (63.63%) in learning science. From opened questions given, it is found that most of the students regard science as difficult, not interesting and complicated subject especially when they deal with formulas, calculations and various terminologies which are hard to understand (54.54%). This condition does not challenge and motivate students to learn science as 63.00% students give up learning when they know that the science concept which is going to be learned is difficult. Besides, the pertinent teacher argue that generally students in secondary 2 – potential class
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are having poor concentration, so that they are easily bored and then not interest and easily give up to learn. This condition results in low students’ achievement where the average of previous physics chapter test score is still below the minimum completeness criteria, that is 50.
The problem elaborated above need efforts to be solved, that is by applying instructional model that stimulate their interest to learn and makes them enjoy during learning science so that they will not easily feel bored and give up to learn science, thus students’ learning activity and learning achievement can be improved. The learning model that can be used to address this problem is cooperative learning model. One of cooperative learning types is Team Game Tournament (TGT). According to Slavin, in TGT students are not accustomed to interact each other, communicate one to the other and work together only, but students also have to understand the concept and compete to be the best (Lang & Evans, 2006). TGT is believed can improve students’ achievement by building positive interaction among students Slavin (2008:164). Some other researchers have proved that the use of TGT can improve students’ motivation to learn and learning achievement (Fadhilah, 2011; Hulten, 1974; Edward, 1972), students’ learning achievement (Ismoyo, 2012; Yuliani, 2011; Slavin and Kartweit, 1979) and students’ learning activity as well as learning achievement (Kusmiati, 2011).
TGT is actually a cooperative learning type which is adaptable to most subjects and grade levels (Slavin, 1995), but in this research the topic will be used to implement this learning model is waves chapter, specifically describing waves and properties of waves motion topic. This topic is chosen because it comprises of many terminologies, formula and calculation that might be difficult to be understood by low achiever students in secondary-2 level. Differently from previous researches, in this research the number of sample is only 14 students with low academic ability who lack of self independency in learning science. Moreover, in this research TGT will be integrated with reading infusion. This is done to prepare students with prior knowledge before instructional process takes place. It is necessary to make students possessing ability to analyze, synthesize and critique the information that has critical role in learning process and
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production of learning achievement (Fang, et.al, 2008). Researcher hope, by integrating TGT with reading infusion, students’ learning activity and achievement can be improved.
According to elaboration above, it is necessary to implement the study which is entitled “The Impact of Team Games Tournament with Reading Infusion toward The Improvement of Students’ Learning Activities and Achievement in Waves Topic”
B. Problem of Research
According to the background which is elaborated above, the research problem of this research is: “How is the impact of Team Games Tournament with Reading Infusion towards the improvement of students’ learning activities and achievement in waves topic?”
1. Research Questions
In order to make this study focus, the research problem above is described with the following research questions:
a. “How is the impact of Team Games Tournament with Reading Infusion towards the improvement of students’ learning activities in waves topic?” b. “How is the impact of Team Games Tournament with Reading Infusion
towards the improvement of students’ learning achievement in waves topic?”
c. “How is the impact of Team Games Tournament with Reading Infusion towards students’ learning interaction pattern?”
d. “How is the students’ response toward Team Games Tournament with Reading Infusion implementation?”
2. Research Problem Limitation
The limitations of this research are:
a. The topic that will be used as medium to achieve the objective of the research that is to improve learning achievement and activities is waves that
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contain vibration and waves concept; and, kind of waves and properties of waves concept which regard to the Scheme of Work of Secondary 2 Science used in pertinent school.
b. The students’ achievement that is going to be measure in this research is learning achievement in cognitive aspect according to Bloom includes: remembering (C1), understanding (C2), and applying (C3) with regard to the learning objective stated on Scheme of Work of science used in pertinent school.
c. The aspects of students’ learning activities that learning will be measured are learning activities according to Diederich, which includes visual, oral, motor and writing activities. Moreover, the learning interaction pattern of students during study team will be investigated as well in which it is also related to students’ learning activity which is observed. Learning interaction pattern that is observed in this research is learning interaction pattern according to Roychoudhury and Roth which only focus on learning interaction in heterogeneous group composition.
d. Students’ response toward the implementation of team games tournament with reading infusion is focusing on responses toward working as a team, games in science lesson and reading infusion. The measurement of students’ response is done by using questionnaire.
C. Objective of Research
The objective of this research is to investigate how is the impact of TGT with reading infusion towards the improvement of students’ activities and achievement in waves topic.
D. Significance of Research
It is hoped that this research can be used as reference for alternative learning model in particular science concept. Differently from previous relevant
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studies, in this research researcher use small sample size where the samples are Cambridge based – private school’s students.
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CHAPTER III
RESEARCH METHODOLOGY
A. Location and Subject
This research is implemented in one Cambridge based – private school in Bandung. The subjects of this research are 14 low achiever students in secondary 2 level in pertinent school.
The sampling method that is carried out is availability sampling method where the selection of subject with this method is not regarding to the aspect of strata, random or region, but subjects are selected based on its availability. In fact, this form of sampling is the most common type in educational research since probability samples, particularly in experimental studies, are maybe impossible (McMillan and Schumacher, 2001).
B. Research Design
Remembering that the number of classes that given treatment is only one class in the absence of comparable classes and control class, the research design used in this study is one group pre-test post-test design. In this design, observations are done before and after treatment given. Observations were conducted before the treatment is given is called the pre-test, whereas the observations made after the treatment given is called the post-test. The scheme of one group pre-test post-test design is shown by the table below:
Table 3.1 One group pre-test post-test design
Pretest Treatment Post Test
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With:
O1 = Initial observation towards learning achievement and activity before treatment is given
O2 = Final observation towards learning achievement and activity after treatment is given
X = Instruction with cooperative learning model type Team Games Tournament with Reading Infusion
C. Research Method
This research use pre-experimental method. This is related to the purpose of the research which is to see the impact of TGT with reading infusion toward the improvement of students’ learning activities and achievement instead of effectiveness. This method is not a method of the true experiment, due to the persistence of the effect of other variables on the expected results. Thus, the experimental results are not solely influenced by its variable alone, therefore there are a number of other plausible explanations for any outcomes that occur in the absence of control. Moreover, the sample was not randomly selected.
D. Operational Definition
1. The implementation of Team Games Tournament (TGT) with reading infusion is this research regards to the syntax of TGT where before students involved in TGT, they were given homework in form of reading task to read articles related to the concept that will be taught. The reading technique used to understand the article is SQ3R (Survey, Question, Read, Recite and Review) where students are given 5 questions which are constructed according the steps of this technique. The home work aims to prepare students with adequate knowledge before following the lesson. Steps to be done in TGT are (1) class presentation, (2) study team, (3) tournament, and (4) team recognition and (5) bumping. TGT with reading infusion will be implemented in two cycles
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regarding to learning objective for waves topic. There are two meetings in each cycle, where step (1) and (2) will be implemented in the first meeting, and the rest: step (3), (4) and (5) will be implemented on the second meeting. The implementation of reading infusion will be seen from students’ worksheet completion while the implementation of TGT will be seen from observation sheets.
2. The improvement of learning achievement in this research is seen from the average normalized gain value obtained from students’ pretest and posttest score that will be interpreted into category of improvement according to Hake (1998).
3. Students’ activities will be recorded in observation sheets, where the improvement can be seen from the changing of fulfillment percentage of activity indicator. The percentage itself is interpreted according to criteria developed by Koenjtaranigrat (in Suherman, 2003).
E. Instructional Materials
The instructional materials that will be used in this research includes lesson plan, learning scenario, instructional tools, media and sources. The lesson plan is made according to the Scheme of Work (SOW) of Secondary 2 Science used in school which is derived from the Cambridge Combined Science Syllabus 2012. The learning scenario is then constructed according to the weekly lesson plan that has been made by researcher. The learning scenario itself is made to make the planning of the lesson is more specific and detailed. The learning objective and indicators of each lesson implementation is shown by table below.
Table 3.2 Learning Objectives and indicator in each cycle of lesson implementation
Cycle Learning Objective Learning Indicator
1 Explain vibration and its variable through vibration in pendulum demonstration
Describe waves and its variable through water
Explain the concept of vibration
Describe the variable of vibration
Explain the concept of waves
Describe the variable of waves
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Cycle Learning Objective Learning Indicator
waves demonstration
Describe the relationship between vibration and waves based on water waves demonstration
Describe the relationship between vibration and waves
2 Describe the characteristic of transversal and
longitudinal waves through waves in slinky and rope demonstration
Identify and calculate variables of transversal and longitudinal waves
Give example of
transversal and longitudinal waves
Describe the properties of waves that waves only transfer energy without transfer matter through demonstration
Explain the characteristic of transversal waves
Calculate the waves variable of transversal waves
Mention the example of transversal waves in daily life
Explain the characteristics of longitudinal waves
Calculate the waves variable of longitudinal waves
Mention the example of
longitudinal waves in daily life
Describe the properties of waves that waves only transferring energy without transferring matter.
In an instruction, tools, media and sources are essential. By the presence of those three, the instruction can be made more effective in achieving the desired objectives. The instructional tools that are used in the implementation of TGT with reading infusion are projector, laptop and board.
On the other hand the media which were utilized in the implementation of TGT with reading infusion are:
1. Reading article.
Reading article related to the concept being taught. There are two reading articles which were given to students. The first reading article is related to the concept of vibration and waves along with each variables and the relationship among them. Meanwhile the second reading article is related to the concept of kind of waves and properties of waves. These articles are made by researcher with regard to the IGCSE book and other resources. The articles are attached with the worksheet that actually guides the students to do the SQ3R reading technique
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since the indicator in the worksheet is constructed according to SQ3R stages, those are survey, question, read, recite and review.
2. Sets of demonstration.
Sets of demonstrations were used to illustrate the concept of vibration, waves, kind of waves and properties of waves. The descriptions of each set of demonstration are as follow:
a. Set of water ripple demonstration. This set of demonstration consists of a clear-jar filled with water and small stone. This media is used to show the real example of wave phenomena that is actually happening in daily life. b. Set of vibrating ruler demonstration. This set of demonstration consists of
ruler and thick book. This media is used to show the real example of vibration phenomena.
c. Set of vibrating pendulum demonstration. This set of demonstration consists of pendulum which is tied into a thread. This media is used to illustrate the concept of vibration and make the variable of vibration is visible.
d. Set of water waves demonstration. This set of demonstration consists of a clear-elongated jar filled with colored water and ruler. This media is used to illustrate the concept of relationship between vibration and wave where the wave itself is actually the traveling vibration.
e. Set of waves in rope demonstration. This set of demonstration consists of a long rope and a red ribbon. This media is used to visualize the concept of transversal waves, including its characteristic and variables. Moreover, the demonstration also explains the property of waves that waves only transferring energy without transferring matter.
f. Set of waves in slinky demonstration. This set of demonstration consist of slinky and a red ribbon. This media is used to visualize the concept of longitudinal waves, including its characteristic and variables. Moreover, the demonstration also explains the property of waves that waves only transferring energy without transferring matter.
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In the implementation of TGT with reading infusion students will be given two kind of worksheet, A and B. worksheet A is filled during class presentation stage while worksheet B is filled during study team stage. Each worksheet has different indicator according to the learning objective to be addressed. Generally, the indicators for each worksheet are made according to the learning indicator which then categorized into cognitive domains which were measured in this research. The indicator for each worksheet is seen on the tables below.
Table 3.3. The indicator of worksheet A and B in cycle 1 Learning
Indicator Worksheet Indicator
Cognitive Domain Explain the
concept of vibration
Describe what is meant by vibration C2 Interpret vibration phenomena into picture C2
Exemplify vibration phenomena C2
Describe the path of one vibration
C2
Describe vibration’s
variables
Explain the displacement of vibrating
pendulum C2
Explain the amplitude of vibrating pendulum C2 Explain the frequency of vibration C2
Explain period of vibration C2
Explain displacement of vibration C2 Explain amplitude of vibration
C1 Explain the
concept of waves
Describe what is meant by waves C2
Interpret waves phenomena into picture
C2
Describe the waves’ variables
Label the wavelength from picture
C1 Label the wave’s amplitude from picture C1
Explain the frequency of waves C2
Explain the period of waves C2
Explain the wavelength of waves
C2
Explain the amplitude of waves C2
Explain speed of waves
C2 Calculate waves
variables
Calculate speed of waves C3
Calculate period of waves
C3 Describe the
relationship
Describe what is meant by wave in regard to vibration
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Learning
Indicator Worksheet Indicator
Cognitive Domain between vibration
and waves
According to the table 3.3 above, it can be seen that the worksheet indicator is constructed in association with the learning indicator which are derived from learning objectives in concept of vibration and waves. Differently, the indicator for worksheet A and B in the second cycle refer to the learning objectives in concept of kind of waves and properties of waves. The learning indicators, worksheet indicator and its cognitive domain is seen on the table below.
Table 3.4 The indicator of worksheet A and B in cycle 2 Learning
Indicator Worksheet Indicator
Cognitive Domain
Explain the characteristic of transversal waves
Draw waves in rope C2
Recognize crest and trough of waves in rope C1 Recognize wavelength of waves in rope C1 Identify direction of vibration toward waves
propagation in rope
C2 Calculate the
waves variable of transversal waves
Calculate the frequency of transversal waves C3 Calculate the period of transversal waves
C3 Mention the
example of transversal waves
Exemplify transversal waves in daily life C2 State kind of wave happening in rope C1
Explain the characteristic of longitudinal waves
Draw waves in slinky C2
Recognize rarefaction and contraction of
waves in slinky C1
Recognize wavelength of waves in slinky C1 Identify direction of vibration toward the
waves propagation in slinky
C2 Calculate the
variable of longitudinal waves
Recall wave’s period formula
C1 Recall wave’s frequency formula C1
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Learning
Indicator Worksheet Indicator
Cognitive Domain Calculate the frequency of longitudinal waves C3 Calculate the period of ;longitudinal waves
C3 Mention the
example of longitudinal waves
Exemplify longitudinal waves in daily life C2 State kind of waves formed in slinky C1
Describe properties of
waves
Describe properties of waves C2
4. Power point slides
This media is used to help students catch the idea of the concept easily, that is by helping them illustrating the concept through pictures or animation. Moreover, by using power point slides students can see the problems instead of only listening to teacher information. Through the slides, teacher also can give clear instruction so that students know well what should they do during the lesson.
F. Instruments
The research instruments which are designed and used in this study are in the form of tests and non-test. Associated with the data needed, the test instrument to be used consists of achievement test, while non test instrument to be used consists of observation sheet towards students’ learning activities, observation sheets for TGT with reading infusion implementation and observation sheets toward learning interaction pattern.
1. Test
Test as instrument is questions which are given to students to obtain students’ answer in form of oral, writing or performance (Sudjana, 2005). Commonly, test is used to evaluate and measure students’ learning achievement, especially in cognitive aspect related to concept mastery. The test used to determine student learning achievement in this research is objective test in form of multiple choice. This test consists of 30 multiple choice questions with four choices. The achievement test is limited to the aspects of the cognitive abilities
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that correspond to the learning objectives in the syllabus used in schools where the research took place that is from remembering (C1) domain until applying (C3) domain.
2. Non Test
In this research, non test instrument that will be used is in form of observation sheets as follow:
a. Observation sheet towards students’ learning interaction pattern
The observation sheet that will be used is adopted from Roychoudhury and Roth (1996) study about interaction pattern. The aspects that will be observed are students’ interaction, type of interaction, task completion method, attention of students, orientation of task completion, and helping or problem solving. The observer is asked to fill in the observation sheet by choosing criteria which appear in teams which are being observed. The results are analyzed based on the criteria of each interaction pattern in heterogeneous team composition.
b. Observation sheet towards TGT with reading infusion implementation
This observation sheet is designed for students and teachers as its object. Observation sheet contains the learning stage which is used to view the activities of teachers during the lesson took place. Moreover in this worksheet, students’ activities also observed. The students’ activities which are observed and recorded are visual, oral, motor and writing activities. This observation sheets will be filled in by the observer who observed during the lesson. Observation sheet is not tested first, but fairly coordinated with the observer in order to avoid misunderstandings in the filling process. Observer will be asked to fill in the columns in observation sheet using checklist, which will then be processed by the percentage interpretation.
c. Questionnaire of students’ response toward the implementation of TGT with reading infusion.
This instrument will be used to record the students’ response toward the implementation of TGT with reading infusion that focus on three indicators: response toward working as a team, response toward games in science
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instruction and response toward reading infusion. Each indicator comprises of ten statements. Students are required to choose one of five scale (stongly disagree, disagree, undecided, agree and strongly agree) for each statement. G. Instrument Development Process
1. Analysis of Test Instrument
Before being used in research, test instrument need to be judged and tried first. The result from the trial will then be analyzed based on its validity, reliability, difficulty level, and discriminating power.
a. Validity
Validity is a measure to see if the test can be used as an assessment tool to predict a particular trait or behavior. An instrument is said to be valid only if it can measure what is actually want to be measured. The technique used to determine the validity is product moment correlation technique which is developed by Pearson. The product moment correlation is calculated by using validity formula in Sudjana (2005: 144). The value of product moment correlation which is obtained is interpreted to determine the validity of test item by using its criteria.
b. Reliability
Reliability is the consistency level of test, which indicates to what extent a test can be trusted to produce consistence score although it is used in different situation. This reliability test is used to determine the reliance of instrument to be used as tools to collect the desired data.
The reliability coefficient can be obtained by using K-R 20 formula in Sugiyono (2008:132). The value is then interpreted according to its criteria.
c. Difficulty level
A good test item is an item that neither too easy nor too hard. The difficulty level of an item test is the proportion of all students that answer the item correctly. Difficulty index is a value that showing the difficulty of an item. It is between 0,00 until 1,00. The item with 0,00 difficulty index indicate that it is too difficult, meanwhile the item with 1,00 difficulty index indicate that it is too easy.
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The difficulty index can be calculated by using difficulty index formula in Sudjana (2005:137). The difficulty index that obtained is then interpreted according to item test difficulty level criteria in Arikunto (2012).
d. Discriminating power
Discriminating power of a test item is the ability of an item test to differentiate high achiever students with low achiever students. The value that shows differentiating power is called discrimination index. This index is in between 0,00 until 1,00. The item test discrimination index is calculated by using discrimination index formula in Tinambunan (1988:140). The value which is obtain is interpreted according to discriminating power criteria in Arikunto (2012: 232)
2. Observation sheet analysis
In this research, there are observation sheets toward students’ learning activities, observation sheets toward learning interaction pattern and observations sheets toward the implementation of Team Games Tournament (TGT). These instruments are evaluated by supervisor first and judged by lecturer before it is used in the research.
3. Questionnaire analysis
In this research, the questionnaire will be use to measure students response toward working as a team, toward games in science and toward reading infusion. The questionnaire is evaluated by supervisor and judged by lecturer before it is used in the research.
H. Data Collection Technique
Data collection techniques are various ways which used to obtain data to support the research purposes. Data collection techniques used in this study are: 1. Test technique
According to Harahap, et.al (1982) test technique aims to measure and evaluate learning outcome including mental ability, achievement, skills and coordination between motor and aptitude. The test technique used in this study is
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the written test to measure learning achievement in cognitive aspect. Data was obtained after the implementation of the pretest and posttest.
2. Non test technique
According to Harahap, et.al (1982) non test technique is used to measure attitude and character of students which relate to learning activity, including behavior, statement, activity and experience. Non test technique instruments that will be used in this study are in form of observation and questionnaire. Observation is a purposeful, systematic and selective way of watching and listening to an interaction or phenomenon as it takes place (Kumar, 2005).
In this study, observation was done by systematic observation, since the researcher has already known about what variable to be observed (Kumar, 2005:120). The observer do direct observation during the learning takes place by using the guidelines in observation sheet as an instrument of observation that has been made by researcher. There are three observation sheets: observation sheet towards students learning activity, observation sheet toward learning interaction pattern and observation sheet toward the implementation of Team Games Tournament (TGT). To obtain the data, it took some observers to assist researcher whose job is to observe every implementation of learning. Observer must fill out the observation sheet of students’ activities, interaction pattern and learning implementation that has previously been made by researchers.
I. Data Analysis Technique
1. Learning achievement data analysis a.Scoring
Score of each student are determined by the number of correct answer with right only scoring method. It means that each right answer is given one score meanwhile the wrong answer or unanswered questions is given zero score. The scoring is then transformed into percentage which is calculated by using the following formula:
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∑
With:
S = students’ score
R = students’ right answer b.Calculating mean
The mean of both pre test and post test score of students is calculated using average score formula in Sudjana (2005:109)
c.Calculating Score Gain
Gain is the difference between pretest and post tests score. To calculate score gain value the formula of gain in Hake (1998) is used.
d.Calculating Normalized gain
The formula of normalized gain g and normalized gain average <g> is calculated by using normalized gain and normalized gain average formula in Hake (1999). Then, the value of normalized gain average <g> is determined based on improvement criteria.
2. Learning activity data analysis
The data gained from observation sheet for students’ learning activities will be calculated by following formula:
∑ From the result, the researcher will then see the changing of students’ activity percentage in the second cycle compared to the first cycle of lesson implementation. The percentage is interpreted using criteria stated by Koenjtaranigrat (in Suherman, 2003).
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Percentage Interpretation
0 None of
1-25 A few of
26-49 Almost half of
50 Half of
51-75 Most of
76-99 Generally
100 All of
3. Learning interaction pattern data analysis
The data gained from observation sheet for students’ interaction will be interpreted into type of interaction pattern according to criteria developed by Roychoudhury and Roth (1996) for heterogeneous group composition as it seen on the table below.
Table 3.6 Interaction pattern criteria
No Interaction Pattern Criteria 1 Symmetric
1e, 2a, 3a, 4a, 5a, 6a
2 Shifting asymmetric
1f, 1g, 1h, 2b, 3b, 4a, 5b, 6b
3 Asymmetric
1i,1j,1k, 2c, 3c, 4b, 5c, 6c
4. The implementation of Team Games Tournament with reading infusion data analysis
The data gained from observation sheet for implementation of TGT with reading infusion will then calculated by following formula:
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Steps to be done in calculating the percentage of implementation are as follow:
a. Count the number of yes answer which is filled by observer
b. Calculate the percentage of its implementation by using the formula above c. Interpret the category of the implementation TGT according to the table
below:
Table 3.7. Classification of lesson implementation
Percentage Category
80% or more Very Good
60%-79% Good
40%-59% Satisfactory
21%-39% Poor
0%-20% Very Poor
Moreover, the implementation of team games tournament with reading infusion also can be seen from students’ worksheet completion. There are three types of students’ worksheet, those are reading task worksheet which is given as homework, individual worksheet, and group worksheet which is given during the lesson took place. The average percentage of worksheet completion is seen from the indicators that have been fulfilled by students.
5. Students response data analysis
The data gained from questionnaire will be calculated by using the following formula:
∑
From the result, the researcher will then see the respond of the students in which the percentage is interpreted using criteria developed by Koenjtaranigrat in (Suherman, 2003).
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J. The Result of Trial-Achievement Test Instrument
To obtain a good test instrument, it is necessary to do judgement and trial before it is used. This test instrument is judged by three lecturer who expert in content and assessment. It is also tried to second grade of secondary school students in one of public school in Bandung who have learned the same material. The test is in form of multiple choice containing 30 items.
According to the results of judgement it is found that generaly the instrument measured is associated with the learning indicator and Bloom cognitive domain. However there are some mistakes in the structure of sentences and the pictures as well as distractors in some questions are not homogen. Consequenctly, there are some question which is revised before it is tried to other students.
The result of trial is then analyzed which includes validity, difficulty level, discriminating power and reliability test. The analysis is done by utilizing AnatesV4 software. According to the recapitulation of achievement test instrument analysis, it is clearly seen that all of item test are valid, where 10% are in high category, 16.67% are in satisfactory category, 33.33% are in low category and 40% are in very low category. According to difficulty level analysis, it is found that there are 16.67% difficult items, 66.67% medium items, 13.33% easy items, and 3.33% very easy item. According to discriminating power analysis, it is found that there are 93.33% items that fulfilled the criteria to be used as research instrument, where 16.67% items are in excellent category, 20% items are in good category, 26.67% items are in satisfactory category and 30% items are in poor category. The rest of items (6.67%) are actually cannot be used as research instrument. It is also found that the reliability coefficient of this intrument is 0.60 which indicates that the instrument is reliable in satisfactory category. It means the instrument still can be used to produce the consistent and stable indication of the characteristic being investigated.
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After analyzing the trial results, there are some items which is need to be revised. Those items that were revised are those that have very low validity, have negative and poor discriminating power, and difficult and very easy item as well.
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CHAPTER V
CONCLUSION AND RECOMMENDATION A. Conclusion
According to the results and discussion in previous chapter it can be concluded that:
1. After the implementation of team games tournament with reading infusion,
there is medium improvement of students’ achievement in cognitive aspect
where the improvement of remembering (C1), understanding (C2) and applying (C3) domain is in medium category. The highest improvement is in remembering (C1) domain, while the lowest improvement is in applying (C3) domain.
2. After the implementation of team games tournament with reading infusion it is found that there is improvement of students’ learning activity in which the most improvement is in visual activities and the less improvement is in oral activity.
3. During the implementation of team games tournament with reading infusion, there are three types of interaction pattern appear, those are symmetric, shifting asymmetric and asymmetric interaction pattern, where the most interaction pattern that appear is symmetric interaction pattern while the less interaction pattern that appear is asymmetric interaction pattern.
4. Students tend to have positive response toward the implementation of team games tournament with reading infusion, where the highest to lowest positive response is found in response toward working as a team, toward games in science instruction and toward reading infusion respectively.
B. Recommendation
For further studies related to team games tournament with reading infusion implementation, the following suggestion can be considered:
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59
Fitri Nuraeni, 2013
1. It is found that the implementation of team games tournament with reading infusion is not adequately emphasize applying (C3) domain. Therefore for further research it is recommended to more emphasize applying domain especially in reading task and class presentation stage.
2. It is found that the implementation of team games tournament with reading infusion is not really emphasize students activity in posing questions or opinion, so for further research it is recommended to give students more chance to pose question or opinion. Moreover, researcher also needs to plan the lesson in more interesting way so that students are fostered to pose question or opinion related to the concept.
3. Researcher found that during the first implementation of team games tournament with reading infusion it is hard to control students. Therefore, it is recommended to habituate students with this kind of lesson before the research is done.
4. The findings also indicates that the implementation of reading infusion is very poor, since the students still lack of ability in conducting SQ3R reading method although it has been explained by teacher after the implementation of pretest. So, it is better to habituate students with SQ3R reading method far before the implementation of the research. Choosing non-traditional format text such as graphic novel or audio book also can be considered to fulfill various students’ needs.
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60 Fitri Nuraeni, 2013
REFERENCES
AEA267. (2007). Teams-Games-Tournaments (TGT). [Online]. Available at:
http://www.aea267.k12.ia.us/pdf [February 18th, 2013]
Al-Irsyad Satya Islamic School. (2012). Scheme of Work Secondary 2 Science. Mathematic and Science Department Al-Irsyad Satya Islamic School.
Anderson, L.W & Karthwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational
Objectives. Addison Wesley Longmam.Inc
Arikunto. S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Arikunto. S. (2012). Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
Badan Standar Nasional Pendidikan. (2007). Peraturan Menteri Pendidikan
Nasional Republik Indonesia Nomor 41 Tahun 2007 Tentang Standar Proses Untuk Satuan Pendidikan Dasar Dan Menengah.Jakarta: BSNP.
Cutnell & Johnson, (2007). Physics 7th Edition. John Wiley & Sons, Inc.
DeVries, D. L. (1980). Teams-Games-Tournament: The Team Learning
Approach. The instructional design library v:37. Educational
Technology Publication.
Depdiknas. (2008). Kegiatan Belajar Mengajar yang Efektif. Jakarta. Departemen Pendidikan Nasional.
Edwards, K. J. (1972). Games and Teams a Winning Combination. [Online]. Available at:
http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno.ED12 3825 [June 6th, 2013]
Fadhilah, G. A. (2011). Pengaruh Model Pembelajaran Teams Games
Tournament (TGT) Terhadap Hasil Belajar Dan Motivasi Belajar Siswa Pada Materi Sistem Indera. Research Paper S1 Biology
Education UPI. Unreleased.
Fang, Z. et.al. (2008). Integrating Reading into Middle School Science: What we
did, found and learned. International Journal of Science Education. Vol.30, No.15, December 15th 2008, pp. 2607-2089
(39)
61 Fitri Nuraeni, 2013
Fang, Z & Wei, Y. (2010). Improving Middle School Students' Science Literacy
Through Reading Infusion. The Journal of Education Research.
June 1st, 2010.
Frey, N & Fisher, D. (2007). Re-engaging Adolescent Readers and Writers with
Meaningful Texts. Focus on: Reaching Reluctant Readers. Random
House Inc Vol. 1, Issue No.1.pdf
Hake, R. R. (1998). Interactive Engagement Methods in Introductory Mechanic
Course. Dept. of Physics, Indiana University. 1-4
Hake, R. R. (1999). Analyzing Change/Gain Scores. Dept. of Physics, Indiana University. 1-4
Hulten, B. H. (1974). Games and Teams: An Effective Combination in Classroom.
. [Online]. Available at:
http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno.ED12 3955 [June 6th, 2013]
Inquire. Teams Games Tournament (TGT). [Online]. Available at:
http://www.schools.nyc.gov/inquire.html. [February 17th, 2013]
Ismoyo, H. (2012). Penerapan Model Cooperative Learning Tipe Teams Games
Tournaments (TGT) Untuk Meningkatkan Hasil Belajar Siswa SMA Dalam Pembalajaran Fisika. Research Paper S1 Physics
Education UPI. Unreleased.
Istiqomah, N. (2006). Penerapan metode pembelajaran kooperatif model TGT
(Teams GamesTournament) untuk meningkatkan aktivitas dan hasil belajar biologi siswa kelas XI IA-2 SMA Negeri 1 Bangil Pasuruan. Skripsi (Sarjana)--Universitas Negeri Malang. Unreleased.
Kumar, R. (2005). Research Methodology. Frech Forest: Pearson Education Australia.
Kusmiati, E. (2011). Upaya Meningkatkan Aktivitas Dan Hasil Belajar Fisika
Siswa Kelas Ix B SMP Negeri 1 Parongpong Melalui Model Pembelajaran Kooperatif Tipe Teams Games Tournament.
Research Paper S1 Physics Education UPI. Unreleased.
Lang, H. R & Evans, D. N. (2006). Models, Strategies, and Methods For Effective
Teaching. Pearson Education.Inc (USA)
McMillan, J. H & Schummacher, S. (1998). Research in Education: a conceptual
Introduction Second Edition. Longman.
O’Mahony, M. (2006). TEAMS-GAMES-TOURNAMENT (TGT) Cooperative
(40)
62 Fitri Nuraeni, 2013
Roychoudhury, A and Roth, W. M. (1996). Interaction in an Open Inquiry Physics Laboratory. International Journal of Science Education. 4 (18), 423-445.
Sardiman. A. M. (2004). Interaksi dan Motivasi Belajar Mengajar. Jakarta: Raja Grafindo Persada
Slavin, R. E and Karweit N. L. (1979). An Extended Cooperative Learning
Experience in Elementary School. [Online]. Available at: http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno.ED12 8965 [June 6th, 2013]
Slavin, R. E. (1995). Synthesis of Research in Cooperative Learning. Association for Supervision and Curriculum Development.
Slavin, R.E. (2008). Cooperative Learning: Theory, Research, and Practice.
London: Allyman Bacon (terjemahan). Bandung: Nusa Media
Sudjana, N. (2005). Penilaian Hasil Proses Belajar Mengajar. Bandung: PT Remaja Rosda Karya
Sugiyono. (2008). Metode Penelitian Kuantitatif, Kualitatif dan R&D. CV. ALFABETA.
Sumitra, U. (2011). Upaya Meningkatkan Aktivitas Belajar Siswa Melalui
Pembelajaran Kooperatif Tipe Teams Games Tournament Pada Pembelajaran IPA Fisika Di Kelas VII J SMPN 3 Klari Kabupaten Karawang. Research Paper S1 Physics Education UPI. Unreleased.
Suyato. (2009). Teams Games Tournament: Memadukan Unsur Kompetitif dan
Kooperatif dalam rangka peningkatan kualitas pembelajaran.
UNY
Tinambunan, W. (1988). Evaluation of Student Achievement. Departemen
Pendidikan dan Kebudayaan, Proyek PLPTK. Jakarta.
UCIES. (2012).Cambridge IGCSE Combined Science Syllabus code 0653 For
examination in June and November 2012.UCIES.
Wulan, A.R. (2007). Penilaian Proses dan Hasil Belajar. FPMIPA Universitas Pendidikan Indonesia.
Yuliani H, F. (2011). Penerapan Model Pembelejaran Teams Games Tournament
(TGT) Dalam Pemebelajaran Fisika SMP (Suatu Studi Eksperimen Terhadap Siswa Kelas VII SMPN 12 Bandung). Research Paper S1
(1)
After analyzing the trial results, there are some items which is need to be revised. Those items that were revised are those that have very low validity, have negative and poor discriminating power, and difficult and very easy item as well.
(2)
CHAPTER V
CONCLUSION AND RECOMMENDATION A. Conclusion
According to the results and discussion in previous chapter it can be concluded that:
1. After the implementation of team games tournament with reading infusion,
there is medium improvement of students’ achievement in cognitive aspect
where the improvement of remembering (C1), understanding (C2) and applying (C3) domain is in medium category. The highest improvement is in remembering (C1) domain, while the lowest improvement is in applying (C3) domain.
2. After the implementation of team games tournament with reading infusion it is found that there is improvement of students’ learning activity in which the most improvement is in visual activities and the less improvement is in oral activity.
3. During the implementation of team games tournament with reading infusion, there are three types of interaction pattern appear, those are symmetric, shifting asymmetric and asymmetric interaction pattern, where the most interaction pattern that appear is symmetric interaction pattern while the less interaction pattern that appear is asymmetric interaction pattern.
4. Students tend to have positive response toward the implementation of team games tournament with reading infusion, where the highest to lowest positive response is found in response toward working as a team, toward games in science instruction and toward reading infusion respectively.
B. Recommendation
For further studies related to team games tournament with reading infusion implementation, the following suggestion can be considered:
(3)
1. It is found that the implementation of team games tournament with reading infusion is not adequately emphasize applying (C3) domain. Therefore for further research it is recommended to more emphasize applying domain especially in reading task and class presentation stage.
2. It is found that the implementation of team games tournament with reading infusion is not really emphasize students activity in posing questions or opinion, so for further research it is recommended to give students more chance to pose question or opinion. Moreover, researcher also needs to plan the lesson in more interesting way so that students are fostered to pose question or opinion related to the concept.
3. Researcher found that during the first implementation of team games tournament with reading infusion it is hard to control students. Therefore, it is recommended to habituate students with this kind of lesson before the research is done.
4. The findings also indicates that the implementation of reading infusion is very poor, since the students still lack of ability in conducting SQ3R reading method although it has been explained by teacher after the implementation of pretest. So, it is better to habituate students with SQ3R reading method far before the implementation of the research. Choosing non-traditional format text such as graphic novel or audio book also can be considered to fulfill
(4)
REFERENCES
AEA267. (2007). Teams-Games-Tournaments (TGT). [Online]. Available at: http://www.aea267.k12.ia.us/pdf [February 18th, 2013]
Al-Irsyad Satya Islamic School. (2012). Scheme of Work Secondary 2 Science. Mathematic and Science Department Al-Irsyad Satya Islamic School.
Anderson, L.W & Karthwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Addison Wesley Longmam.Inc
Arikunto. S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Arikunto. S. (2012). Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
Badan Standar Nasional Pendidikan. (2007). Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 41 Tahun 2007 Tentang
Standar Proses Untuk Satuan Pendidikan Dasar Dan
Menengah.Jakarta: BSNP.
Cutnell & Johnson, (2007). Physics 7th Edition. John Wiley & Sons, Inc.
DeVries, D. L. (1980). Teams-Games-Tournament: The Team Learning Approach. The instructional design library v:37. Educational Technology Publication.
Depdiknas. (2008). Kegiatan Belajar Mengajar yang Efektif. Jakarta. Departemen Pendidikan Nasional.
Edwards, K. J. (1972). Games and Teams a Winning Combination. [Online]. Available at:
http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno.ED12 3825 [June 6th, 2013]
Fadhilah, G. A. (2011). Pengaruh Model Pembelajaran Teams Games Tournament (TGT) Terhadap Hasil Belajar Dan Motivasi Belajar Siswa Pada Materi Sistem Indera. Research Paper S1 Biology Education UPI. Unreleased.
Fang, Z. et.al. (2008). Integrating Reading into Middle School Science: What we did, found and learned. International Journal of Science Education. Vol.30, No.15, December 15th 2008, pp. 2607-2089
(5)
Fang, Z & Wei, Y. (2010). Improving Middle School Students' Science Literacy Through Reading Infusion. The Journal of Education Research. June 1st, 2010.
Frey, N & Fisher, D. (2007). Re-engaging Adolescent Readers and Writers with Meaningful Texts. Focus on: Reaching Reluctant Readers. Random House Inc Vol. 1, Issue No.1.pdf
Hake, R. R. (1998). Interactive Engagement Methods in Introductory Mechanic Course. Dept. of Physics, Indiana University. 1-4
Hake, R. R. (1999). Analyzing Change/Gain Scores. Dept. of Physics, Indiana University. 1-4
Hulten, B. H. (1974). Games and Teams: An Effective Combination in Classroom.
. [Online]. Available at:
http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno.ED12 3955 [June 6th, 2013]
Inquire. Teams Games Tournament (TGT). [Online]. Available at: http://www.schools.nyc.gov/inquire.html. [February 17th, 2013] Ismoyo, H. (2012). Penerapan Model Cooperative Learning Tipe Teams Games
Tournaments (TGT) Untuk Meningkatkan Hasil Belajar Siswa SMA Dalam Pembalajaran Fisika. Research Paper S1 Physics Education UPI. Unreleased.
Istiqomah, N. (2006). Penerapan metode pembelajaran kooperatif model TGT (Teams GamesTournament) untuk meningkatkan aktivitas dan hasil belajar biologi siswa kelas XI IA-2 SMA Negeri 1 Bangil Pasuruan. Skripsi (Sarjana)--Universitas Negeri Malang. Unreleased.
Kumar, R. (2005). Research Methodology. Frech Forest: Pearson Education Australia.
Kusmiati, E. (2011). Upaya Meningkatkan Aktivitas Dan Hasil Belajar Fisika Siswa Kelas Ix B SMP Negeri 1 Parongpong Melalui Model Pembelajaran Kooperatif Tipe Teams Games Tournament. Research Paper S1 Physics Education UPI. Unreleased.
Lang, H. R & Evans, D. N. (2006). Models, Strategies, and Methods For Effective Teaching. Pearson Education.Inc (USA)
McMillan, J. H & Schummacher, S. (1998). Research in Education: a conceptual Introduction Second Edition. Longman.
O’Mahony, M. (2006). TEAMS-GAMES-TOURNAMENT (TGT) Cooperative
(6)
Roychoudhury, A and Roth, W. M. (1996). Interaction in an Open Inquiry Physics Laboratory. International Journal of Science Education. 4 (18), 423-445.
Sardiman. A. M. (2004). Interaksi dan Motivasi Belajar Mengajar. Jakarta: Raja Grafindo Persada
Slavin, R. E and Karweit N. L. (1979). An Extended Cooperative Learning Experience in Elementary School. [Online]. Available at: http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno.ED12 8965 [June 6th, 2013]
Slavin, R. E. (1995). Synthesis of Research in Cooperative Learning. Association for Supervision and Curriculum Development.
Slavin, R.E. (2008). Cooperative Learning: Theory, Research, and Practice. London: Allyman Bacon (terjemahan). Bandung: Nusa Media Sudjana, N. (2005). Penilaian Hasil Proses Belajar Mengajar. Bandung: PT
Remaja Rosda Karya
Sugiyono. (2008). Metode Penelitian Kuantitatif, Kualitatif dan R&D. CV. ALFABETA.
Sumitra, U. (2011). Upaya Meningkatkan Aktivitas Belajar Siswa Melalui Pembelajaran Kooperatif Tipe Teams Games Tournament Pada Pembelajaran IPA Fisika Di Kelas VII J SMPN 3 Klari Kabupaten Karawang. Research Paper S1 Physics Education UPI. Unreleased. Suyato. (2009). Teams Games Tournament: Memadukan Unsur Kompetitif dan
Kooperatif dalam rangka peningkatan kualitas pembelajaran. UNY
Tinambunan, W. (1988). Evaluation of Student Achievement. Departemen Pendidikan dan Kebudayaan, Proyek PLPTK. Jakarta.
UCIES. (2012).Cambridge IGCSE Combined Science Syllabus code 0653 For examination in June and November 2012.UCIES.
Wulan, A.R. (2007). Penilaian Proses dan Hasil Belajar. FPMIPA Universitas Pendidikan Indonesia.
Yuliani H, F. (2011). Penerapan Model Pembelejaran Teams Games Tournament (TGT) Dalam Pemebelajaran Fisika SMP (Suatu Studi Eksperimen Terhadap Siswa Kelas VII SMPN 12 Bandung). Research Paper S1 Physics Education UPI. Unreleased.