THE USE OF TEAMS GAMES TOURNAMENT (TGT)
METHOD TO IMPROVE STUDENTS’ WRITING
SKILL OF DESCRIPTIVE TEXT
(A Classroom Action Research at the Second Grade Students of
SMK Negeri 3 Salatiga in the Academic Year of 2015/2016)
A GRADUATING PAPER
Submitted to the Board of Examiners in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Islam (S.Pd.I)
English Education Department of Teacher
Training and Education Faculty State Institute for Islamic
Studies (IAIN) Salatiga
Arranged By:
NUR ALITA LISNAWATI
NIM. 11311057
ENGLISH EDUCATION DEPARTMENT
TEACHING TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
Motto
“The beautiful thing about
learning is
nobody can take it from you.”
DEDICATION
This graduating paper is sincerely dedicated for:
Allah SWT, My Lord My God Almighty, thanks for guiding me to face
everything in this extraordinary world.
My beloved parents, my mother (Nur Chasanah) and my father (Kholish) who
always pray, guide, motivate me to become better person. My beloved brother
(Muhammad Anad Bahtiar) and all of my family.
My beloved friends and partner (Nur Khikmah and Siti Aisah Putri Jamina),
thanks a lot for your loving, support, advice and accompany me to finish this
ACKNOWLEDGEMENT
Assalamu’alaikum Wr. Wb,
Alhamdulillah the researcher would like to express my sincere thanks to
Allah SWT, who has given health, blessing, inspiration, and protection so that this
graduating paper could be finished.
This graduating paper is submitted in partial fulfillment of the requirement
for the degree of Sarjana Pendidikan Islam (S.Pd.I) at English Education
Department of Teacher Training and Education Faculty of State Institute for
Islamic Studies (IAIN) Salatiga in 2016. This graduating paper would not have
been completed without support, guidance, and help from individual and
institution. The researcher would like to express her sincere thanks to:
1. Dr. Rahmat Hariyadi, M.Pd, as the Rector of State Institute for Islamic
Studies (IAIN) of Salatiga.
2. Suwardi, M.Pd., as the Dean of Teacher Training and Education
Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.
3. Noor Malihah, Ph.D., as the Head of English Education Department of
State Institute for Islamic Studies (IAIN) of Salatiga.
4. Ari Setiawan, S.Pd., M.M. as the counselor, thanks for advice, support,
suggestion, direction and guidance from the beginning until the end of
this research. Thanks for your patience and care.
5. All the lecturers in English Education Department of Teacher Training
TABLE OF CONTENTS
TITLE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR NOTE ... iii
PAGE OF CERTIFICATION ... iv
MOTTO ...v
DEDICATION ... vi
ACKNOWLEDGEMENT ... vii
TABLE OF CONTENT ... ix
LIST OF TABLES AND FIGURES ... xii
ABSTRACT ... xiii
CHAPTER I INTRODUCTION ...1
A. Background of the Study...1
B. Limitation of the Problem ...4
C. Problems of the Study ...4
D. Objectives of the Research ...5
E. Benefits of the Research...5
F. Definition of the Key Terms ...7
G. Previous Research ...9
H. Outline of the Research ...10
CHAPTER II THEORITICAL FRAMEWORK ...12
A. General Concept of Writing ...12
3. Writing Process ...15
4. Criteria of Good Writing ... 18
B. General View of Descriptive Text ...19
1. Definition of Descriptive Text ...19
2. Generic Structure of Descriptive Text ...20
3. Language Feature of Descriptive Text ...21
4. Example of Descriptive Text...21
C. General Concept of Cooperative Learning...22
1. Definition of Cooperative Learning ...22
2. Basic Principle of Cooperative Learning ...24
3. Advantages and Disadvantages of Cooperative Learning ...26
D. General View of TGT ...26
1. Definition of TGT ...26
2. Components of TGT ...29
3. Procedures of TGT ...32
4. Advantages and Disadvantages of TGT ...35
5. Relation of Descriptive Text and TGT Method ...37
CHAPTER III RESEARCH METHODOLOGY ...38
A. Setting of Research ...38
B. Subject of the Research ...38
C. Research Method ...39
D. Research Procedures ...40
G. Technique of Analyzing Data ...49
H. General Description of SMK Negeri 3 Salatiga ...52
I. Research Schedule ...54
CHAPTER IV DATA ANALYSIS AND DISCUSSION ...55
A. Field Note ...55
1. Description of Cycle I ...55
2. Description of Cycle II ...70
B. Discussion ...82
CHAPTER V CLOSURE ...86
A. Conclusion ...86
B. Suggestions ...87
REFERENCES
LIST OF TABLES
Table 2.1 Example of Descriptive Text ...21
Table 2.2 Team Appreciation Levels ...32
Table 2.3 Score Criteria to Each Team ...34
Table 3.1 Scoring Rubric of Writing Descriptive Text ...47
Table 3.2 Criteria of Students’ Score ...49
Table 3.3 List of Facilities in SMK N 3 Salatiga ...54
Table 3.4 Time Schedule of the Research ...54
Table 4.1 List of Students’ Teams Name in TGT ...60
Table 4.2 Observation Sheet in Cycle I ...63
Table 4.3 Score of the Pre-test and Post-test in Cycle I...65
Table 4.4 Students’ Score of Pre-Test and Post-Test In Cycle I ...66
Table 4.5 Result Of Differences Score BetweenPre-Test and Post-Test ...66
Table 4.6 Observation Sheet in Cycle II ...76
Table 4.7 Score of the Pre-test and Post-test in Cycle II ...78
Table 4.8 Students’ Score of Pre-Test and Post-Test In Cycle II ...79
Table 4.9 Result Of Differences Score BetweenPre-Test and Post-Test ...79
Table 4.10 Analysis of the Students’ Improvement...85
LIST OF FIGURES Figure 2.1 Assignments to Tournament Tables ...31
Figure 3.1 Model of Action Research ...41
Figure 3.2 Organization Structure of SMK N 3 Salatiga ...54
ABSTRACT
Nur Alita Lisnawati. 2016. “The Use of Teams Games Tournament (TGT)
Method to Improve Students’ Writing Skill of Descriptive Text (A Classroom Action Research at the Second Grade Students of SMK Negeri 3 Salatiga in the Academic Year of 2015/2016)”. A Graduating Paper of English Education Department of Teacher Training and Education Faculty (TTEF) State Institute for Islamic Studies.
Counselor: Ari Setiawan, S.Pd.,M.M.
This research is aimed to improve the student’s writing skill through Teams Games Tournament (TGT) method. The objectives of this research is to describe about the process of teaching writing by using TGT, to find out whether
TGT method can improve the students’ writing skill and to know the significant
improvement using TGT method to the students’ writing skill. This research was
conducted at the second grade students of SMK Negeri 3 Salatiga in the academic year of 2015/2016. The data was gathered through the evaluation test score, the observation note, and documentation study. The result of the study shows that the
use of TGT method can improve students’ writing skill. This research used
classroom action research (CAR). It was seen from the comparative result of the test in each cycle. The improvement of students’ writing was indicated by their score in test. It can be seen from the result of cycle I to the cycle II, where in pre-
cycle students’ mean on mastery writing was only 66.68, it increased became 71.58 In cycle I. In cycle II it increased from 73.24 to 79.31. The finding shown that the t-test calculation from the result of pre-test and post-test in cycle I is 12.22 and in cycle II is 9.92. Both of them was greater than t-table with N=28 (2.05). This mean this research has been completed and shows that TGT can improve the
students’ writing skill, especially in descriptive text. This method can help the
students to understand the material easily.
CHAPTER I
INTRODUCTION
A. Background of the Study
Learning is a process to acquiring new, develop or modifying existing,
knowledge, science, behaviors, skills, values, and may involve synthesizing
different types of information. One of the essential subjects to learn in
globalization era is English. English as a worldwide language plays an
important role in the development of science and technology. There are four
language skills in teaching English they are; listening, speaking, reading and
writing. All of those language skills are very important to learn.
Writing is one of the four language skills which is very important to
learn. Writing is interesting and challenging thing to do. Gelb (1969:12)
stated that writing is clearly a system of human intercommunication by
mean of conventional visible sign. Writing is a discovering how to organize
them, discovery process, it involves discovering ideas, and discovering what
that you want to put ever to your readers.
In this research the writer will focus in student’s skill in writing descriptive text. According to Pardiyono (2009:122) descriptive is strategy
for presenting a verbal portrait of a person, a place or a thing. It means that
when we describe something, we need to capture the details so that the
purpose to give information. The context of this kind text is the description
of particular thing, animal, person or others (Mursyid, 2005:4).
According to Richard and Renandya (2002:303) writing is the most
difficult skill for second language learners to master. The difficulty lies not
only in generating and organizing ideas, but also in translating these ideas
into readable text. As it knows, writing is not easy thing. Among the skills,
writing is difficult skill to be learnt, because it needs hard thinking in
producing words, sentences, and paragraph at the same time. It is
challenging for students to find the ideas for their writing.
Most of students say that writing is not easy thing. They get many
difficulties to write their idea to make paragraphs. Many students complain
that they do not know how to write and they cannot link sentences into
coherence ideas. In fact, the students of SMK Negeri 3 Salatiga have the
weaknesses in English writing. They often feel frustrated when their English
teacher asks them to compose a piece of writing because they do not
understand well about grammar, lack vocabulary and they have difficulties
in expressing the idea into the written form. So, the researcher assumes that
the students of that school especially at the second grade still have
difficulties in arranging the words into sentence. Besides that, the students
also lack grammar and vocabulary.
For every problem solving there are some teaching principles that
would be helpful in facing students’ problems. To increase the writing
habitual. Teachers must think about new innovation to create a better
approach in teaching and learning process. Cooperative learning becomes
alternative solution to be used in teaching learning process. Harmer
(2004:260) state, writing in group, whether as part of a long process or short
game like communicative activity, can be greatly motivating for students.
According to Slavin (2009:4) Cooperative learning is instructional use
of small groups so that students work together to maximize their own and
each other’s learning skill. There are many kinds of cooperative learning
method, namely: Jigsaw, Learning Together, Student Teams Achievement
Divisions (STAND), Teams Games Tournament (TGT) and others. By using
appropriate method teacher will be able to perform well in the teaching
learning process.
From the reason above, the researcher suggest Teams Games
Tournament (TGT) method as the solution. It can be an effective way in
teaching writing to improve students’ writing mastery because it will create an enjoyable learning. The reason the researcher uses Team Games
Tournament is to prove that TGT is a useful and effective method to increase
academic achievement. It is mentioned in David L. DeVrie as quoted by
Umairoh (2015:18) that TGT not only helps the students to increase
academic achievement but also give the positive outcomes on social relation.
TGT is capable of producing positive outcomes on society, attitude, and
According with the explanation above, the writer conducted the
research entitled “The Use of Teams Games Tournament (TGT) Method
to Improve Students’ Writing Skill of Descriptive Text (A Classroom
Action Research at the Second Grade Students of SMK Negeri 3 Salatiga in the Academic Year of 2015/2016)”.
B. Limitation of the Study
In order to avoid misinterpretation of the problem, the writer limits this
research because there are many ways to improve students’ writing skill. The writer wants to focus in the research on the improvement achieved by
students’ in writing ability, especially in writing descriptive text. So, in this
research the writer will discuss about the use of Teams Games Tournament
(TGT) method to improve writing skill in descriptive text.
C. Problems of the Study
In this research, the writer had formulated the problems as follows:
1. How is the process of teaching descriptive text using Teams Games
Tournament (TGT) method of the second grade students of SMK
Negeri 3 Salatiga in the academic year of 2015/2016?
2. Can Teams Games Tournament (TGT) method improve students’ writing skill in descriptive text of the second grade students of SMK
3. Is there any significant improvement of students’ writing skill in descriptive text using Teams Games Tournament (TGT) method of the
second grade students of SMK Negeri 3 Salatiga in the academic year
of 2015/2016?
D. Objectives of the Study
The objectives of the study are as followed:
1. To describe the process of teaching descriptive text using Teams
Games Tournament (TGT) method of the second grade students of
SMK Negeri 3 Salatiga in the academic year of 2015/2016.
2. To find out whether Teams Games Tournament (TGT) method can
improve the students’ writing skill in descriptive text of the second
grade students of SMK Negeri 3 Salatiga in the academic year of
2015/2016.
3. To know the significant improvement using Teams Games
Tournament (TGT) method to the students’ writing skill in descriptive
text of the second grade students of SMK Negeri 3 Salatiga in the
academic year of 2015/2016.
E. Benefits of the Study
The benefits of the study divided as theoretical and practical benefits.
1. Theoretical Benefit
The result of the research is expected to give a new strategy in
Tournament (TGT) method especially to improve students’ skill in
writing descriptive text of the second grade students of SMK Negeri 3
Salatiga in the academic year of 2015/2016.
2. Practical Benefits
a. For the Teachers
This research can help the teachers to support and motivate
their students in writing paragraph with new method of learning
that is used in the class to help the students increase their skills.It
gives the further information about one of cooperative learning,
called TGT (Teams Games Tournament) method. It can help
teachers to find the effective way to make their students can use
English properly and to change the atmosphere in tha classroom
become more attractive.
b. For the Students
This research can help students to know how to improve their
writing skill and compose descriptive text use Teams Games
Tournament (TGT) method. Furthermore, it is helping the students
to practice their writing skill. It can help the students to understand
and mastery in writing descriptive text easier because the method is
more enjoyable while doing the games and tournaments. Moreover,
students will have chance to improve their skill in creating a good
c. For the researcher
The writer can use the finding of the research to get further
information about the method of learning. Then, from this research,
the writer can learn a better way to give more motivation to the
students to improve their writing skill. This research also expected
to give a new knowledge for the further researcher in order to make
a better research in teaching and learning cases.
F. Definition of the Key Terms
To avoid the misinterpreting of the title of the research, it is important
to explain the key terms related with this research. Therefore, the writer
gives some description and explanation of the key terms to make the reader
understand the study easier.
1. Improve
According to oxford university press (2003:216) improving is
process of becoming or making to the better. While Webster (1994:
487) state that words improving means to make better in quality or to
make more productive to become better.
2. Cooperative learning
Cooperative learning is instructional use of small groups so that
students work together to maximize their own and each other’s
of teaching method in which students work in small groups to help one
another learn to improve their academic skill.
CL is a learning method that is focus on students grouping with
the different academic level achievements in to small group that
consist of 4 - 5 students with the heterogeneous members.
3. Teams Games Tournament (TGT)
TGT is one of the team learning strategies designed by Robert
Slavin for review and mastery learning of material. Slavin has found
that TGT increased basic skills, students’ achievement, acceptance of
mainstreamed classmates, positive interactions between students, and
self – esteem.
According to Slavin (2009:6) Teams Games Tournament is one
of the methods that are developed from cooperative learning. It
contains with teams, games and tournament section. Here, students are
assigned to make group consisting of 4 – 5 students. It consists with some activities such as: class presentation, teams, games, tournaments,
and team recognition. TGT is one of enjoyable method to foster
students’ responsibility, cooperation, and good competition between
learner.
4. Writing
Gelb (1969:12) stated that writing is clearly a system of human
intercommunication by mean of conventional visible sign. Writing
thought and feeling by means of visible signs, understandable not only
to himself but also to all other people more or less initiated into the
particular system.
5. Descriptive text
Descriptive text is kind of text with a purpose to give
information. The context of this text is the description of particular
thing, animal, person, or others (Mursyid, 2005:4). The context of this
kind of text is the description of particular thing, animal, person, or
others, for instance: our pets or a person we know well.
G. Previous Research
In this research, the writer has literature as comparison of this research.
The writer finds the other that has same topic with this research. The
researcher uses the other research paper, with the title is “The Use Of Teams
Game Tournament (TGT) Method To Develop Students’ Reading Skills (An
Experimental Study At Eleventh Grade In SMA N 3 Salatiga In The
Academic Year 2014/2015)“ Which has been researched by Siti Umairoh in
2015, the lecturer of State Institute for Islamic Studies (IAIN) Salatiga.
In this research paper, she focuses on the use of TGT to improve the
students’ reading mastery. She analyzed about the process of teaching
reading using TGT, and the significant of class achievements after using
students’ reading mastery and the advantage of using TGT is the students
become more sociable at eleventh grade in SMA N 3 Salatiga.
The present research deals with the use of TGT to improve student’s
students’ skill in writing descriptive text of the second grade students of
SMK Negeri 3 Salatiga in the academic year of 2015/2016. It can be said
that the research has difference from the previous research above. The
difference between the present researches to the previous research is the
researcher focuses on using TGT to improve student’s skill in writing descriptive text.
Comparing with Siti Umairoh’s research, this research has difference
in the skill which wants to be improved. This research focus on the student’s skill in mastery writing descriptive text, while the Siti Umairoh’s research focus in reading skill. So, it can be said that the difference between both
researches is in the student’s learning skill which want to be improved, between writing and reading.
H. Outline of the Research
Chapter I consist of background of study, limitation of the study,
problems of the study, objectives of the study, benefits of study, definition
of the key terms, previous research, research methodology, and outline of
Chapter II presents the theoretical framework that consists of the
general concept of writing and Descriptive text, the definition of cooperative
learning and applying Teams Games Tournament (TGT) method.
Chapter III deals with the methodology of the research, it consists of
the design of the research, subject of the study, variable of the research,
instruments of data collection, and procedure of data analysis.
Chapter IV employs research findings and discussions. It discusses the
data analysis and the result of the test which has done by the writer.
The chapter V states about closing of this research by presenting the
conclusions and suggestions.
CHAPTER II
THEORETICAL FRAMEWORKS
This chapter presents some points to be discussed. The theoretical view
below present some supporting theoretical description related to the research. This
chapter provides some theories related to the study. The theories focused on
general concept of writing and descriptive text, the definition of cooperative
learning and applying Teams Games Tournament (TGT) method in the classroom.
A. General Concept of Writing
1. Definition of Writing
Writing is one of the ways to express things in our mind, feeling,
ideas, or thought. Gelb (1969:12) stated that writing is clearly a system
of human intercommunication by mean of conventional visible sign.
Writing began at the time when someone learns how to communicate his
thought and feeling by means of visible signs, understandable not only to
himself but also to all other people more or less initiated into the
particular system. Furthermore, it means that writing is the process to
learn how to express the ideas, information, knowledge, or experience
and understand the writing to acquire the knowledge or some information
to share and learn to others.
Harmer (2004:33) states Writing is frequently useful as preparation
for some other activity, in particular when students write sentence as a
improve their thinking skill. Another definition, writing is a discovery
process, it involves discovering ideas, and discovering how to organize
them and discovering what are you want to put on your readers. So,
writing has purpose to inform any information from the writer. It also
can be use to express any idea and to persuade people do something.
From the explanation above, it can be concluded that writing is
process of creating written text that obtains ideas, feelings, thoughts, and
desires to other person. Writing is an activity that produces something
from mind become meaningful a text of the sentence in the paper. It
means that writing is not only process to create sentence but also to
organize sentence in to good paragraph. We can make a good writing by
arranged good sentence. It is our ability to express ideas that are
organized on paper and share the information about everything to the
reader into written form.
The term of skill is defined as ability. Hornby (1974:805) says
ability has same meaning with skill. Skill is ability to do something
expertly and well. Shortly, writing skills are specific abilities which help
writer to put their thoughts into words in meaningful sentences. Writing
can be said as an act of forming symbols. It represents one of human’s communication systems because when we write, we used graphic
symbols.
From the explaining above, we know that, writing skill is the skill
other people or readers understand the idea explained. It is shown on
piece of paper which is representing our idea in writing form. It has
purpose not only for media but also giving information to others. By
writing someone can share their idea, feeling, or anything that exist in
their mind.
2. Teaching Writing
The reason for teaching writing to students of English as a foreign
language include reinforcement, language development, learning style,
and the most importantly writing as a skill in its own right (Harmer,
2004:79). Writing skill is needed in teaching and learning process in
which the students try to combine English knowledge including
vocabulary and grammar to result a text. Writing also helps students
express their ideas and it can explain something unclear when they
communicate to others.
Based on the explanation above, we know that teaching writing
does not mean simply having students do grammar exercise in writing. It
no longer means having students manipulate unfamiliar texts that have
no special meaning for them. Instead, students are writing about what
they really want to communicate with someone else and what they really
want a reader to know. To teach writing teacher needs something that
can make students feel fun and have a good impression, so that the
students will always remember what they have got from their teacher’s
Harmer (1990:330) states that there are some roles of the teacher
when students are asked to write, the ones that are special important are
as follow:
a. Motivator: writing task will be motivated the students, creating
the right conditions for the generation of ideas.
b. Resource: especially during more extended writing task, we
should be ready to supply information and language where
necessary.
c. Feedback provider: teacher should respond positively and
encouragingly to the content of what the student have written.
From the explanation above, it can be said that teacher has
important role in teaching writing. Teaching writing is good technique to
improve structure competence. When students write something, they
raced to use their knowledge of structure to get sentences having
meaning. So, when they learn how to arrange good sentence, mostly they
can practice it by how to complete words in separate sentence form or
filling in the blank at a text. So, Writing is important skill because it
helps students to develop their thinking skill by create and arrange
paragraph with a lot of sentences.
3. Writing Process
Writing process need more time to learn, it takes up space and can
not an essay option for students or teacher. Students need to combine
their language skill and creative skill to produce a good writing.
To compose a well organized writing, it needs writing procedures
that should be considered by the writer. The procedures are proposed by
Harmer (2004:4) namely:
a. Planning (Pre-writing)
Pre-writing is any activity in the classroom that
encourages students to write. It moves students away from
having to face a blank page toward generating tentative ideas
and gathering information for writing. Before starting to write
or type, try and decide something that going to say. When
planning, writer has to think about three main issues.
First, the purpose of writing since this will influence the
type of text, the language, and the information. Second is the
audience, since this will influence not only the shape of writing
but also the choice of language. Thirdly, the content structure
that is, how best to sequence the facts, ideas, or arguments
which they have decided to include (Harmer, 2004:4).
b. Drafting
The first version of a piece of writing is a draft. This first
go at a text is often done on the assumption that it will be
amended later. Drafting is a messy process that not two people
drafting that create a text that embodies the goals (Harmer,
2004:5).
At the drafting stage, the writers are focused on the
fluency of writing and are not preoccupied with grammatical
accuracy or the neatness of the draft.
c. Revising
Students reexamine what was written to see how
effectively they have communicated their meanings to the
reader. Revising is done to improve global content and the
organization of ideas so that the writer’s intent is made clearer
to the reader (Harmer, 2004:5).
Revising means rewriting an essay, building on what has
already been done to make it stronger. There are three stages to
the revising process: revising content, revising sentence and
editing.
d. Editing
At this stage, students are engaged in tidying up their
texts as they prepare the final draft for evaluation by the
teacher. After revising for the content and style, the next step is
editing for error grammar, punctuation and spelling. If the
writer discovers that the essay hasn’t achieved its original
purpose; the writer must make major changes in the draft
e. Final Version
When writers have edited their draft, making the changes
they consider to be necessary, they produce their final version.
This may look considerably different from both the original
plan and the first draft, because things have changed in the
editing process (Harmer, 2004:5).
Based on the explaining above, we know that writing process is
complex and not easy thing to do. It involves planning what we are
going to write. First is drafting it. Then reviewing and editing what we
have written and producing a final version. Thus, we may plan, draft, re-
plan, draft, edit, re-edit, and re-plan before we produce our version. We
have to complete the process to produce good writing.
4. Criteria of Good Writing
To produce a good writing student need to create it with creative
and clear thinking. Students need to fulfill some elements in writing.
According to Harris as quoted by Purnomo (2014:11) there are five
criteria of good writing, they are:
a. Content: writing must convey the main idea or an attentive
reader should be able to grasps the writer purpose.
b. Form: writing should contain logical or associative connection
and transition which clearly express the relationship of the idea
c. Grammar: writing should adhere to the rules of grammar
related to the tenses with sequence of time, the employment of
grammatical form and synthetic pattern.
d. Style: writing should engage its reader through original insight
and precise.
e. Mechanic: writing must use good spelling and punctuation.
Based on the explanation above, we know that to produce a good
writing is not an easy thing. We have to fulfill those 5 elements at least
all together. Then, we need to arrange sentence properly and compose it
in to good paragraph. Good writing will be produced by students if they
able to combine the elements and arrange sentence perfectly.
B. General View of Descriptive Text
1. Definition of Descriptive Text
According to Pardiyono (2009:122) descriptive is strategy for
presenting a verbal portrait of a person, a place, or a thing. It means that
when we describe something, we need to capture the details so that the
reader can understand what we mean. Descriptive text is a text having
aim to describe a particular person, place or thing (Harmer, 2004:67).
Another description, descriptive writing is the clear description of
people, places, objects, or events using appropriate details (Saputra,
2013). Descriptive text is a text that related to the sense of the writer
reader can understand and imagine the object which describe by the
writer, it means that is a good descriptive text.
Based on the definitions, it can be concluded that descriptive text is
a text which presents information about something specifically or says
what a person or a thing is like. It means that descriptive text is a text
which the context of this kind of text is the description of particular
thing, animal, person or others, for instance: our pets or a person we
know well. Moreover, descriptive text has a social function to describe,
explain or reveal a particular person, place or thing, for example:
description of a particular building, specific animal, particular place, and
specific person.
2. Generic Structure of Descriptive Text
a. Identification
This part identifies particular things to be described (Mursyid,
2005:4). Identifies is phenomenon to be described. It means that in
first part contain with introducing what, where or who is the subject
is being described. Usually answer the following question: What’s the topic of the text? What is the text about? (Saputra, 2013).
b. Description
Describes contents with parts, qualities, and the characteristic of
the person, place, or thing to be described (Mursyid, 2005:4). So, in
second part we need give a description about the object condition
weather, size about feature of the subject specifically (Saputra,
2013).
3. Language Features of Descriptive Text a. Using Simple Present Tense
Example: He has brown eyes and he studies in the school.
b. Using adjective
Example: He is handsome man.
c. Using linking verbs or relating verbs
Examples: The temple is so magnificent.
d. Focus on Specific Participant
e. Using attributive and identifying process
f. Using comparative degree of adjectives
Examples: He is bigger than elephant (Mursyid, 2005:4).
4. Example of descriptive text
Table 2.1
Example of Descriptive Text
Title Christiano Ronaldo
Identification
His full name is Cristiano Ronaldo Dos Santos Aveiro.
We can call him as Ronaldo or CR7. Ronaldo succeeds to
get an appreciation for several times. He is the nimble and
bright player. Ronaldo is known as a great football player
Description
Ronaldo was born in Funchal, Madeira, Portugal on 5
February 1985. He is a handsome man. He has dark black
His nose is sharp and his skin is light brown. He has tall
and proportional body as an athlete. Ronaldo has the
height of 185 centimeters and 83 kilograms of weight.
He starts his career with play for Sporting Lisbon and
Manchester United. Now, He plays for Real Madrid.
People know Ronaldo is a good football player. He can
run fast and dribble well. As a striker, he becomes a goal
getter for Real Madrid along his career. Ronaldo won a lot
of appreciation like; the La Liga Spain Top Scorer Award
in 2010.Now, he becomes the best football player in the
world.
Source: https://rajiesaputra.wordpress.com/2013/05/29/descriptive-text.html
C. General Concept of Cooperative Learning
1. Definition of Cooperative Learning
According to Slavin (2009:4) cooperative learning is instructional
use of small groups so that students work together to maximize their
own and each other’s learning skill. Cooperative learning refers to a
variety of teaching method in which students work in small groups to
help one another learn to improve their academic skill. In academic
classroom, students are expected to help each other, to discus and argue
with each other, to access each other’s current knowledge and fill in gaps
in each other understands (Slavin, 2009:5).
Another definition, Olsen and Kagan as quoted by Richards and
Rodgers (2001:192) state that cooperative learning is group learning
activity organized so that learning is dependent on the socially structured
learner is held accountable for his or her own learning and is motivated
to increase the learning of others. Suprijono (2011:54) states that
cooperative learning is the term used to describe instructional procedures
whereby learners work together in small groups and rewarded for their
collective accomplishments.
According to Suprijono (2011:58) cooperative learning motivates
the students to help and encourage each other to learn. If they want to
success as a team, they will encourage teammate to be excelled and will
help them to do so. In cooperative learning students learn together in the
groups share the material which taught in order to achieve the goals of
teaching and learning process. Students work together to get success and
responsible for the success of individual in their group. In cooperative
learning, the students can share ideas and learn together and success
individually or in group.
From the definitions above, the researcher concludes that
cooperative learning is a teaching method which consists of groups of
students working together in a group team, as opposed to competitive
and completes a task, an activity, or a project. They have to work as
team to finish it properly as team. It means the term cooperative learning
(CL) refers to students working in teams on assignment or for the
complete content of the assignment or project. Moreover, cooperative
students can reach team goals and the subjects taught. So they can be
success together as one group team.
2. Basic Principles of Cooperative Learning
According to Suprijono (2011:58) said that not all teamwork can
be called cooperative learning. To get success in learning process by
using cooperative learning has to apply five basic principles of
cooperative learning as follow:
a. Positive Interdependence
This principle indicates that in cooperative learning there
are two accountability groups. First, learn the assigned material
to the group. Second, ensure that all members of group
studying the material individually (Suprijono, 2011:58). So, it
means that each team members are obliged to trust one another
members of group to achieve the goal.
b. Personal Responsibility
Suprijono (2011:59) states that personal responsibility is
the key to ensure all members are strengthened by share the
learning activities. All students in a group are held accountable
for doing their share of the work and for mastery of all the
material to be learned. So, the goal of the principle is to form a
cooperative learning group members become stronger
c. Face to Face Promotive Interaction
Group members need to do real work together. Although
some of the group work may be divided and done individually,
some must be done interactively with group members provide
one another with feedback, challenging reasoning and
conclusions, and perhaps most importantly, teaching and
encouraging one another. So, by using face to face promotive
interaction, learning becomes active rather than before
(Suprijono, 2011:60).
d. Interpersonal and Small Group Skills
Suprijono (2011:61) adds in cooperative learning
groups students are required to learn academic subject matter
and also to learn about the interpersonal and small group skills
required to function as part of group. Students are encouraged
and helped to develop and practice; working together, trust-
building, leadership, decision-making, communication, and
conflict management skill.
e. Group Processing
Group processing means evaluate. The aim is to improve
the effectiveness of processing group members in contributing
to collaborative activities to achieve the group’s goal. There are two levels of processing small groups and as whole class.
doing well as team, and identify changes they will make it to
function more effectively in the future (Suprijono, 2011:61).
3. Advantages and Disadvantages of Cooperative Learning
Every teaching method has advantages and disadvantages.
According to Suprijono (2011:67) these following are advantages of CL
method:
a. Students can be more motivated when they work in groups.
b. CL asks students to take more responsibility for their learning.
c. Learners usually enjoy working together because they are
actively involved in the learning process.
d. Students can learn from one another about the material in group
e. CL can improve the student’s communicating skill. As a method of learning CL also has disadvantage, there are:
a. CL does not work well in every lesson.
b. CL need more time because it needs group discussion.
c. It will create a noisy and crowded atmosphere in classroom
Suprijono (2011:68).
D. General View of Teams Games Tournament (TGT) Method
1. Definition of TGT
According to Slavin (2009:6) Teams Games Tournament is one of
the methods that are developed from cooperative learning. It contains
with class presentation, teams, games, tournaments, and team
consisting of 4 – 5 students. In each team they have to discuss the given materials together. Games contain the relevant question or task to the
materials and it is discussed in team to test their individual
understanding. Tournament is the structure where the competition done
to complete games or tasks are take place.
Huda (2013:197) states that TGT is one of the team learning
strategies. It increased basic skills, students’ achievement, acceptance of
mainstreamed classmate, positive interactions between students, and
self-esteem. TGT originally developed by David DeVries and Kith
Edwards, was the first of the Johns Hopkins cooperative learning
methods. It uses the same teacher presentations and team work as in
Student Teams Achievement Divisions (STAD), but replaces the quizzes
with weekly tournaments, in which students play academic games with
members of other teams to contribute points to their team scores (Slavin,
2009:13).
Students play the game at three person “tournament tables” with
others with similar past score records. A “Bumping” procedure keeps the game fair. The top scorer at each tournament table brings sixty points to
his or her team, regardless of which table it is; this means that low
achievers (playing with other low achievers) and high achievers (playing
with other high achievers) have equal opportunities for success. As in
STAD, high performing teams earn certificates or other rewards (Slavin,
TGT is appropriate for the same types of objectives as STAD.
Studies of TGT have found positive effects on achievement in teaching
and learning process. In addition, Slavin (2009:163) stated that TGT is
the same as STAD in every respect but instead of the quizzes and the
individual improvement score system, TGT uses academic tournaments,
in which student compete as representatives of their teams with members
of other teams who are like them in past academic performance, TGT is
very frequently used in combination with STAD, adding an occasional
tournament to the usual STAD structure.
According to Huda (2013:197) the purpose of TGT is to create an
effective classroom environment in which students are actively involved
in the teaching process and consistently receiving encouragement for
successful performance. TGT structure encourages competition and
cooperation in a way that promotes peer group rewards for academic
achievement.
Based on the definition above, it can be assumed that TGT is one
of cooperative learning models with small groups in the class that consist
4 – 5 students in each team. It is involving the activities of all students without any distinction of status, involving the role of students as peer
tutors and contains elements of the games and reinforcement. Using
TGT is assumed to affect the motivational aspects of learning skills with
The main idea behind TGT is to motivate students to encourage
and help each other master skills presented by the teacher. The teacher
then organizes the games and practices it. TGT is similar with STAD but
the difference between both of them is in quiz section, TGT uses
tournament in the end of every learning activities but STAD uses
occasional tournament.
2. Components of TGT
According to Slavin (2009:166), in the implementation of TGT
there are five components, namely: class presentation, teams, games,
tournaments, and team recognition.
a. Class Presentation
First, the material is presented in the class directly and it is
headed by the teacher. Material in TGT is initially introduced
in a class presentation. This is most often direct instruction or a
lecture or discussion conducted by the teacher, but could
include audiovisual presentations (Slavin, 2009:143).
So, class presentation is focused on the TGT unit. At the
time of the presentation of this class, student should pay
attention and understand the material which is delivered by
teachers, because they it will help them do well on the quizzes,
b. Teams
Slavin (2009:144) says that team is consisted of 4 – 5 students who represent entire of division class in the academic
work, sex, race, and ethnic. Each team should discuss the given
materials from the teacher’s presentation. Main purpose of the team is to ensure that all of the team members study well and
especially to prepare the members able to finish the game
properly and optimally.
Here, students have to do the worksheet and discuss it
together and share their insights related to the topic. The study
involves students discussing problems, comparing answer, and
correcting any misconceptions. The team is the most important
feature of TGT. Team members doing their best and on the
team doing its best to help its members (Prasetyo, 2012:3).
c.
GamesGames contain the relevant questions to the material
discussed in team to test their individual understanding that
students’ gain from class presentations and team practice.
Games are played at tables of three students, each of whom
represents a different team (Slavin, 2009:166).
Most games are simply numbered questions on a ditto
sheet. A student picks a numbered card and attempts to the
permits players to challenge one another’s answers. Students
who answer that question correctly will get a score (Prasetyo,
2012:3).
d. Tournament
Slavin (2009:166) states that tournament is the structure
where the games take place. Usually it is applied in the end of
week or unit after the teacher gives the class presentation and
teams have been done the group assignment on the sheet of the
task. The students are assigned to tournament tables in which
the tournaments are composed of homogenous students. After
the first tournament, students change tables depending on their
own performance in the most recent tournament. The winner at
each table is “bumped up” to the next higher tables. The model
can be figured out as follows:
e. Team Recognition
According to Slavin (2009:159) states that main concept
of team recognition is to count individual’s and team’s
progression and give a certificate or another type of
recognition. The teams will receive the reward or certificate if
the total score of team has fulfilled the certain criterion. Team
score will be calculated based on the score gained by each
member in tournament.
Last, teachers announce the winner; each team will
receive a certificate or a gift based on the criteria which have
pointed by teachers (Slavin, 2009:174). The reward will be
given to the team with certain criterion as below:
Table 2.2
Team Appreciation Levels Average Score’s Team The Reward
15 Good team
20 Great team
30 Super team
3. Procedures of TGT
According to Huda (2013:198) to use TGT in teaching and learning
process, follow these steps:
a. Study Teams (also called Home Teams)
The students reinforce, review, and study the material
with task to review using a specific format and sheet that is
given. Set – up the heterogeneous teams follows these steps: 1) Generate a ranked class list of all students.
2) The ranking should be academic, by marks.
3) Number students, beginning at the top.
4) Make generate academically heterogeneous teams of
equal ability. Balance the teams for sex, ethnicity etc.
b. Tournament
Huda (2013:198) says after the designated study time, the
students then compete in the tournament. Set – up the (Homogeneous Tournament Teams) follows these steps:
1) Use the same ranked student list.
2) Form groups of 3 (alternate size is 4).
3) Cluster students by 3's, going down the ranked
student list. It will result in the 3 strongest students
competing together and the 3 weakest together.
Format setting of tournament that is used is:
a) Have a deck of numbered cards (1 - 30) available for
each tournament table.
b) Make up a worksheet of 30 numbered questions.
c) Make up a numbered answer sheet.
d) Each team picks up an envelope/deck of cards,
e) Students draw cards at each table. The highest
number goes first.
f) The first student pulls a card from the envelope and
reads out the number. The second student (with the
question sheet) reads the question out loud. The first
student answers the question. The third student (with
the answer sheet) tells if the answer is correct.
g) Use the rule if correct, the first student keeps the
card. If incorrect, the question from second student
may challenge answer. If they get the answer correct,
they may keep the card. If still incorrect, the card
goes to a “discard”. c. Scoring
Scoring is done for all the tournament tables. The study
team points are totaled overall. Students collect point for their
team based on the level where their quiz score as follow:
(Slavin, 2008:159)
Table 2.3
Score Criteria to Each Team
Score Development point
More than 10 point under first score 5
10 – 1 point under first score 10
Quiz score until 10 point upper the score 20
More than 10 point upper first score 30
Answer sheet in perfect (a part from
first score)
From the explanation above, it can be said that TGT
begin by giving the materials by class presentation for the
students. After that teacher make team group. Then, make a
group discussion to finish the game. Next, students go to
compete in tournament. Last, teacher announces the winner and
gives reward to the winner team.
4. Advantages and Disadvantages of TGT
Every teaching method has advantages and advantages. According
to Prasetyo (2012:4) these following are advantages of TGT method:
a. By learning model TGT (Teams Games Tournaments) can
increase students' motivation and learning outcomes. Students
can foster responsibility, honesty, learning engagement, healthy
competition, and teamwork.
b. TGT has a dimension of excitement derive from the use of the
game. Students will become more active during the lesson
process.
c. TGT is increase the sensitivity, tolerance, and social sense
among students to one another.
d. The learning process takes place with the liveliness of the
students and will be more attractive.
e. TGT can improve the student communication skill to each
f. TGT will increase the students’ desire and motivation in learning process.
g. TGT will improve the teaching quality because students will be
better to mastery in the material provided.
h. The interactions in the classroom makes learning come alive
and not boring because there is a discussion or sharing among
group members.
i. TGT trains students to express or convey any ideas and their
opinions in the group.
j. Students can explore the materials and actualize themselves
with all the potential that exists.
k. TGT will create a deeper understanding of the subject matter
and giving the opportunities for the students to solve problems
together.
TGT also has some disadvantages for some side in teaching and
learning, such as:
a. It is difficult for teachers to grouping students who have
heterogeneous in terms of academic ability.
b. Teachers usually need more time preparation. Because they
should be able to condition the class so that it can adjust
according to what was planned.
c. It is difficult to know whether students can solve problems in
d. It is difficult to students because in TGT method it contains
with some kinds of assignment.
e. It is wasting the time, because the games and tournament will
take a long time during the process.
f. It can grow the rowdy and crowded atmosphere in the
classroom during the learning process.
g. It requires adequate facilities and infrastructure for prepare the
material, games and tournament (Prasetyo, 2012:4).
E. Relation of Descriptive Text and TGT Method
TGT method is interesting and enjoyable method to be used as
teaching method to create fun atmosphere during the teaching and learning
process. Students can learn and play game together in same time. This
method appropriates to apply in teaching descriptive text.
In descriptive text, students need to practice a lot time in create good
writing. They also have to understand how to describe and analyze something
specifically. Students need enjoyable atmosphere to support them during the
learning process. From this case, we know that TGT method and descriptive
text have benefited each other. In order to we can combine both into a
method. Students can be active in doing activities in the class and
understanding about descriptive text by doing game and compete with other
tem in tournament. Furthermore, students can practice their writing skill
during the activities. Then, students can make good descriptive text using
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research method. It focuses the method used in
conducting this study. It describes setting of the research, subject of the research,
research design, research procedure, data and data source, instrument of data
collection and technique of analyzing data.
A. Setting of the Research
The research was conducted at SMK Negeri 3 Salatiga in the
academic year 2015/2016. It is located in Jl. Ja’far Shodiq RT 01 / RW 03 Salatiga. The total number of students of SMK Negeri 3 Salatiga in the
academic year of 2015/2016 is 1334 students. Most of them are male
students. This school has 37 classrooms which are divided into 13 classes
for the first grade, 12 classes for second grade and 12 classes for third grade.
B. Subject of the Research
In this classroom action research, the subjects of the research are
students of the grade XI Teknik Sepeda Motor (TSM) 3 class in the
academic year of 2015/2016. This class consists of 29 male students. The
researcher chose the students of class XI TSM 3 because when the
researcher did the observation, the researcher found that most of students in
that class have problems in their writing skill.
The problems that student often faces are how to start writing, think
the ideas, lack of vocabulary, and the grammatical item. For the teacher,
concluded that students had low level in writing skill but they have high
motivation in mastery English.
C. Research Method
In this Research, the researcher used Classroom Action Research
(CAR). According to Arikunto (2006:2) CAR is formed from three words,
they are: research, action, and class. Research is an action to get details from
an object using certain way or methodology to get useful data or information
in increasing the quality of something that attract the researcher interest and
important for the researcher. Action is activity that intentionally done in
certain aim, that has a form of cycle sequence activity to students. Class is a
group of students at the same time and have same lesson from their teacher.
As conclusion, Arikunto (2006:3) says that classroom action research
is an analysis of learning activities in the form of an action research which
deliberately and it occurs in a classroom together. According to Kemmis (in
Hopkins, 1993:44) Classroom Action Research is a form of self-reflective
enquiry undertaken by participants in social (including educational)
situations in order to improve the rationality and justice of (a) their own
social or educational practices, (b) their understanding of these practices,
and (c) the situations in which the practices are carried out.
CAR has some characteristic, such as: reflective participative, spiral
and collaborative, that has purpose to repair and to increase the system,
method, process, substance, competence and situation (Tampubolon,
teaching and learning. The goal of CAR is to improve your own teaching in
your own classroom.
Base on the definition above, it can be concluded that Classroom
Action Research is the research that undertaken by teachers to improve their
performance and teaching skills in the classroom. CAR is used as one way
to improve the quality of teaching and learning and to finding out what
works best in classroom so that can improve student learning process. The
researcher uses CAR because the research was done to solve the problem of
learning in the classroom and to explain the process of teaching writing
using TGT method.
This research is Collaborative Classroom Action Research, because
the researcher directly works together with one of her partner to help
conducting the research to solve the student’s problem in the class. The
collaborator is the English teacher in SMK N 3 Salatiga, named Mrs. Siti
Sulaikah. The researcher also brings one friend to act as the observer, named
Siti Aisah Putri Jamina. She is a student in English Education Department
2011th of IAIN Salatiga. In this research, the researcher acts as the teacher.
D. Research Procedures
In this classroom action research, the researcher planes to conduct
two cycles in teaching writing descriptive text, which is each cycle consists
of four stages, they are: planning, acting, observing, and reflecting. The four
stages of the CAR cycle is conducted integrated like spiral. The scheme of
?
Planning
Figure 3.1 Model of Action Research (Arikunto,2006:16)
Here some explanation about four stages of each cycle in the
procedure of this research according by Arikunto (2006:16), they are:
1. Planning
Planning is the first stage of research procedure. This activity
covers the problem identification. In planning stage, the researcher has
to do some activities to solve the problem in the classroom. It contains
with planning an action that explains about what, where, who, when, and
how the action will be done (Arikunto, 2006:17). In the first step the
researcher have to prepare the teaching method and the procedure that
will be implemented in the research.
The researcher prepares some activities which is supports in the
teaching learning process, as follow:
a. Preparing the teaching material and preparing teaching aids.
Acting Cycle II
Reflecting
Observing
Acting Cycle I
Reflecting
Planning
b. Making lesson plan based on the teaching material and
designing the steps in doing the action.
c. Preparing list of students’ name and scoring as the evaluation instrument.
d. Preparing sheets for classroom obseravation and field notes
used to collect the data during the learning teaching process.
e. Preparing test instrument ( pre-test and post-test) and the
criteria of success used in this study (Tampubolon, 2014:29).
2. Acting
The researcher conduct an action after planning stage was
completed. Arikunto (2006:18) states that action is a realization from an
act which has been planned before. It refers to what the researcher do in
the classroom and how the class is managed based on the lesson plan. In
this stage, the researcher follows the activities in the planning stage. The
action is aimed to solve the problem in planning stage.
The researcher implements the CAR with the activities below:
a. Giving pre-test for students
b. Explaining descriptive text as the subject material
c. Teaching descriptive text using Teams Games Tournament
(TGT) method.
d. Making team study and give the group assignment for
students.
f. Giving post-test for students (Tampubolon, 2014:30).
3. Observing
Arikunto (2006:19) says that observing is an activity to know how
far the action influences the students’ ability and to monitoring the
implementation of method working. The purpose of observing is to
know the improvement of students’ skill in writing descriptive text using
TGT method. The researcher must saw the students’ attitude and took
the students’ achievement in learning process. In this stage, the
researcher and the teacher will collaborate to observe and write all of the
activities during the learning process. They have to write all of activities
such as: observing students’ participation and attitude, students’ response, students’ writing result, and improvements.
The aim of observation is to collect data. Then, the researcher
evaluated the data of research and reflected them. She will observe the
students by analyzing the result of field note which is made by the
partner of researcher. Moreover, the researcher will analyze the result of
pre-test and post-test to know whether the students' writing skill
improves or not.
4. Reflecting
Reflecting is done in the end of cycle. Reflecting means to analyze
the result based on the data that have been collected to determine the
next action in the next cycle (Arikunto, 2006:18). Based on the
