THE EFFECT OF TEAMS GAMES TOURNAMENT IN SUBSTANCE TRANSPORTATION ACROSS MEMBRANE SUBTOPIC FOR
STUDENTS GRADE XI OF MAN 3 MEDAN ACADEMIC YEAR 2015/2016 ON THEIR MOTIVATION
AND LEARNING OUTCOME
By:
Lina Sukma Hayati 4113342010
Biology Bilingual Education
A THESIS
Submitted to Fulfill The Requirement for Degree of Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
BIOGRAPHY
THE EFFECT OF TEAMS GAMES TOURNAMENT IN SUBSTANCE TRANSPORTATION ACROSS MEMBRANE SUBTOPIC FOR
STUDENTS GRADE XI OF MAN 3 MEDAN ACADEMIC YEAR 2015/2016 ON THEIR MOTIVATION
AND LEARNING OUTCOME
Lina Sukma Hayati (4113342010)
ABSTRACT
The aimed of this study were to investigate the effect of Team Games Tournament and sex on Student’s (1) motivation; and (2) learning outcome for substance transportation across membrane material. This research was conducted in Madrasah Aliyah Negeri 3 Medan, academic year 2015/2016. The method used in this research was quasi-experimental method. Samples were students of class XI Science 2 as an experimental class, taught by Teams Games Tournament Model, while the students of class XI science 3 as a control class was tught by conventional learning model. Student’s motivation was measured by using questionnaire instrument based on Keller’s ARCS, while learning outcome was measured by multiple choice test and essay test. The data were analyzed with Quade Non-Parametric ANCOVA by using SYSTAT v.13.1 software packages. The results showed that TGT was not significantly affect student’s in (1) motivation (F = 0.74 ; P = 0.39 ); but significantly affect the students’ (2) learning outcome (F = 23.42 ; P = 0.00 ) in experimental class taught by TGT model compared to the students in control class which taught using conventional learning model. The interaction between the models and sex (female and male students) to the motivation was not significantly different (F = 3.41 ; P = 0.08), so was the learning outcome ( F= 0.14 ; P = 0.70). Thus, the Team Games Tournament model has significant effect on students’ learning outcome, but does not have significant different on students’ motivation.
ACKNOWLEDGEMENT
First of all, the writer would like to express a deep grattitude to Allah SWT who has given health, strength, and opportunity for the writer to complete this thesis.
A thousand of thank and appreciation are also delivered to her thesis supervisor, Syarifuddin, M.Sc., Ph.D who has guided her during the time of the thesis writing process. Without his suggestion, motivation, and contribution, this thesis would never be completed well.
A deep grattitude is also delivered to the thesis examiners, Prof. Dr. Herbert Sipahutar, M.S., M.Sc., Dr. Mufti Sudibyo, M.Si., and Dra. Martina Restuati, M.Si. who have patiently given many suggestions and corrections to the writer. Besides that, the support from the academic supervisor was also the most important thing to the writer, so a deepest grattitude is delivered to Dra. Martina A. Napitupulu, M.Sc. who has given the writer a spirit to complete the thesis patiently.
The writer would like to thank to the principle of MAN 3 Medan, Mr. Muhammad Asrul, S.Ag., M.Pd., who has allowed the writer to conduct the research in that school that lead the writer to meet extraordinary students, especially students in XI IPA 2 and XI IPA 3.
The writer owes her deepest grattitude to her parents, Darwin Matondang and Dra. Ainun Mardiah and her brothers; M. Arsad Matondang, Guntur Syahputra Matondang, Khairil Anwar Matondang, M. Zakaria Matondang, and Ali Ahmad Hakim Matondang who always give her the best support to complete this thesis. Without their endless prayer, this thesis would never be completed in a precise time.
Thank you very much for my friends in Bilingual Biology Education 2011 for the support and motivation given to me, especially to Desy Amelia Giawa, Zelfani Ayuza, Sonya Sandra Dewi, Aisyah Safitri, Hairunisa Novita, Indra Jaya Purba and the others who can not be mentioned one by one. And last, the deepest grattitude is also delivered to my friend, Sofa Khalida, Rilo Fambudi, and Sugiharto.
Medan, September 2015 Writer
TABLE OF CONTENT
Page
APPROVAL SHEET...i
BIOGRAPHY...ii
ABSTRACT...iii
ACKNOWLEDGEMENT...iv
TABLE OF CONTENT...vi
LIST OF TABLE...ix
LIST OF FIGURE...x
LIST OF APPENDIX...xi
CHAPTER I. INTRODUCTION...1
1.1 Background...1
1.2 Problem Identification...2
1.3 Problem Scope...3
1.4 Research Question...3
1.5 Research Objective...3
1.6 Research Benefit...4
1.7 Operational Definition...4
CHAPTER II. THEORETICAL REVIEW...6
2.1 Theoretical Framework...6
2.1.1 Learning Motivation...6
2.1.2 Learning Outcome...8
2.1.3 Conventional Learning Model...10
2.1.4 Teams Games Tournament...10
2.2 Conceptual Framework...12
2.3.1 Statistical Hypothesis...14
2.3.2 Descriptive Hypothesis...15
CHAPTER III. RESEARCH METHOD...17
3.1 Location and Time...17
3.2 Population and Sample...17
3.3 Research Variable...17
3.4 Research Design...18
3.5 Research Instrument...18
3.5.1 Quantitative Data...18
3.5.2 Instrument Testing...21
3.5.2.1 Validity Test...21
3.5.2.2 Reliability Test...22
3.5.2.3 Item Difficulty Test...23
3.5.2.4 Item Discriminant Test...24
3.6 Research Procedure...25
3.6.1 Control Class...25
3.6.2 Experimental Class...26
3.7 Data Analysis Technique...28
3.7.1 Learning Outcome...28
3.7.2 Motivation...28
3.8 Prerequisite Test Analysis...29
3.8.1 Normality...29
3.8.2 Homogenity...29
CHAPTER IV. RESULT AND DISCUSSION...30
4.1 Result...30
4.1.1.1 Pre- Motivation...30
4.1.1.2 Post- Motivation...30
4.1.2 Learning Outcome...30
4.1.2.1 Pretest...30
4.1.2.2 Posttest...31
4.2 Discussion...32
4.2.1 Students’ Motivation...32
4.2.2 Students’ Learning Outcome...33
CHAPTER V. CONCLUSION AND SUGGESTION...35
5.1 Conclusion...35
5.2 Suggestion...35
LIST OF TABLE
Page
Table 3.1 Number of XI Science Students of MAN 3 Medan Academic Year
2015/2016 ...17
Table 3.2 Research Design...18
Table 3.3 Table of Grating Test of Students Conceptual Knowledge in Substance across Membrane Material (KTSP 2006)...19
Table 3.4 Students Motivation Questionnaire (Keller,2004)...20
Table 3.5 The Percentage of Validity Test...22
Table 3.6 The Percentage of Reliability Test...23
Table 3.7 The Percentage of Difficulty Level...24
Table 3.8 The Percentage of Discriminant Test...25
LIST OF FIGURE
Page
Figure 2.1 Edgar Dale’s Cone of Learning...9 Figure 2.2 Conceptual Framework...12 Figure 3.1 Research Procedure...27 Figure 4.1 Students’ post-test in conventional learning model and
LIST OF APPENDIX
Page
Appendix 1 Syllabus...40
Appendix 2 Lesson Plan...41
Appendix 3 Worksheet...53
Appendix 4 Question...57
Appendix 5 Answer Key...62
Appendix 6 Questionnaire...63
Appendix 7 Validity Test...68
Appendix 8 Reliability Test...70
Appendix 9 Difficulty Test...71
Appendix 10 Discriminant Index Test...73
Appendix 11 Calculation of SPSS and SYSTAT...75
CHAPTER I INTRODUCTION 1. 1. Background
Biology is categorized as a difficult material for students. According to the
research done by Cimer (2012) the main reasons of students’ difficulty are too
much abstract concepts and various biological events that can not be seen by naked eye. Furthermore, a popular study conducted by Johnston and Mahmoud (1980) showed water transport through diffusion and osmosis to be one of the most difficult topics faced by secondary school and even university students. That research was also supported by Carl-Johan Rundgren, et al. (2010) that the result was limited number of students understand the mechanism of osmosis and diffusion. Teacher’s style, method, and technique in teaching may also be the factors that affect students in learning biology material. If the students do not enjoy and not happy to the way the teachers taught biology, they may show disinterest and negative attitudes towards biology and also its teaching.
According to P.L. Nandi, et al. (2000), the conventional learning that used by the teacher nowadays is a tutor-centered that comprises large group lectures, tutorials, structured laboratory experience and periodic test achievement. It causes students learn passively in absorbing the information rather than actively acquiring a meaningful knowledge. The effect of this is students will show a less enthusiastic attitude toward the lesson. The phenomenon of less motivation of students that taught by conventional learning was conducted by Tanjung (2013). The research revealed that the class taught by conventional method cannot retain the information given because most of the method used by teacher was only speech in front of the class.
inside the class. Students only listened to the teacher’s explanation and write on their book (teacher-centered).
In order to overcome the phenomenon of low motivation that also will result in low learning outcome and retention, a model known as “Team Games
Tournament” has been being developed in order to motivate students in learning.
Susan Boyle (2011) stated some roles of games in learning process, are : 1) creative ice breakers and agents of innovation, 2) help students retain salient points in teaching, 3) aid with dips in concentration levels, 4) an easy means to incorporate peer learning, 5) encourage collaborative problem solving, 6) appeal to different learning styles, 7) engage students, and 8) induce creative divergent thinking among students.
According to Sabrina Symon and Najinder Gill (2008), the students that taught by using Teams Games Tournament show a higher score test than the students taught by conventional learning. Furthermore, their previous research indicated that male students showed higher motivation than the female students did. Considering the ability of games to cover the cognitive, psychomotoric, and affective aspects of students, it is Team Games Tournament offered as a good way to increase the motivation of students to study. Besides, the problem provided in the games will trigger the students to have higher problem solving skill in order to get a good learning outcome. The games that will be conducted will be played in group in order to collaborate the high and low ability students. The team games tournament used in delivering the learning material will motivate students to participate in the learning process.
Teams games tournament need to be applied in order to encourage students motivation and learning outcome of learning the substance transportation across membrane material. Because if the conventional learning model is still applied, it is really worried that teachers can not motivate the students to learn.
1. 2. Problem Identification
relatively monotonous by lecturing in front of the class that create less participation of the students in learning process. Lack of teacher’s skill to implement the effective learning model lower students motivation, enthusisasm, and involvement in learning biology and then the learning outcomes of the students are still low.
1. 3. Problem Scope
This research focused on the use of Team Games Tournament model that aims to motivate students of MAN 3 Medan academic year 2015/2016 in learning the substance transportation across membrane. The aspects measured include the
students’ motivation and learning outcome.
1. 4. Research Questions
Related to the background explained above, there are some problems formulated. They are :
1. Is there any significant difference of Teams Games Tournament model on
students’ motivation in substance transportation across membrane material
in class XI Grade Science of MAN 3 Medan?
2. Is there any significant difference of Teams Games Tournament model on
students’ learning outcome in substance transportation across membrane
material in class XI Grade Science of MAN 3 Medan?
3. Is there any significant difference in students’ motivation taught by TGT
between the female and male students in substance transportation across membrane material for students in class XI Grade Science of MAN 3 Medan?
4. Is there any significant difference in students’ learning outcome taught by
TGT between the female and male students in substance transportation across membrane material for students in class XI Grade Science of MAN 3 Medan?
1. 5.ResearchObjective
1. To find out the effect of Team Games Tournament model on students’ motivation in substance transportation across membrane subtopic for students in XI Science Class of MAN 3 Medan academic year 2015/2016. 2. To find out the effect of Team Games Tournament model on students’
learning outcome in substance transportation across membrane subtopic for students in XI Science Class of MAN 3 Medan academic year 2015/2016.
3. To find out the effect of Team Games Tournament model on male and
female students’ motivation outcome in substance transportation across
membrane subtopic for students in XI Science Class of MAN 3 Medan academic year 2015/2016.
4. To find out the effect of Team Games Tournament model on male and
female students’ learning outcome outcome in substance transportation
across membrane subtopic for students in XI Science Class of MAN 3 Medan academic year 2015/2016.
1. 6. Research Benefit
This research is expected to be beneficial for the other researchers as reference to develop the Teams Games Tournament model. For the teachers, this model hopefully can be a reference to implement the appropriate learning model when teaching biology material in school. For students, this research is expected to trigger students’ motivation and learning outcome in learning biology, and also will develop team work, and social skill since students work in group. For the school, as a reference and as an input in improving students’ motivation and learning outcome in the school.
1. 7.Operational Definition
There are some definitions in this proposal that need to be explained specifically, they are :
Extrinsic Goal Orientation, 3) Task Value, 4) Control of Learning Beliefs, and 5) Self Efficacy for Learning Performance.
b. Learning Outcome is defined as the goal that describe the difference gained by the students after having a learning experience. In this research, learning outcome is specified to be an action by the students which is measurable by the evidence of the test result.
c. Conventional model is a learning model dominated by lecturing from the teacher. Teacher explains the learning material while the students listen to the explanation, that’s the reason why this learning model is categorized as teacher-centered model. This learning model doesn’t perform an active learning process.
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1 Conclusion
1. There was significant difference of Team Games Tournament on students’ learning outcome in substance transportation across cell membrane material for students in Grade XI Science of MAN 3 Medan Academic Year 2015/2016, so Ho1 was rejected.
2. There was no significant difference of Team Games Tournament on female and male students’ motivation in substance transportation across cell membrane material for students in Grade XI Science of MAN 3 Medan Academic Year 2015/2016, so Ho2 was accepted.
3. There was no significant difference of Team Games Tournament on female and male students’ learning outcome in substance transportation across cell membrane material for students in Grade XI Science of MAN 3 Medan Academic Year 2015/2016, so Ho3 was accepted.
5.2 Recommendation
1. The teacher is suggested to apply the Team Games Tournament model for the biological learning in school in order to enhance the students’ motivation and learning outcome.
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