i
THE EFFECTIVENESS OF TEAM GAME TOURNAMENT (TGT)
TOWARD STUDENTS’ READING COMPREHENSION OF
DESCRIPTIVE TEXT AT MTS AL ULUM DADAPAN
THESIS
by:
LAILATUL BADRIYAH
201110100311311
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATAION
UNIVERSITY OF MUHAMMADIYAH MALANG
ii
THE EFFECTIVENESS OF TEAM GAME TOURNAMENT (TGT)
TOWARD STUDENTS’ READING COMPREHENSION OF
DESCRIPTIVE TEXT AT MTS AL ULUM DADAPAN
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
by:
LAILATUL BADRIYAH
201110100311311
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATAION
UNIVERSITY OF MUHAMMADIYAH MALANG
iii
This thesis was written by Lailatul Badriyah and was approved on 2nd September, 2015
by:
Advisor II, Advisor I,
iv
This thesis was defended in front of the examiners of the Faculty and Teacher Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve Sarjana Degree in English Education
on 2nd September, 2015
Approved by:
Faculty and Teacher Training and Education University of Muhammadiyah Malang
Dean,
Dr. Poncojari Wahyono, M.Kes.
Examiners: Signatures: 1. Bayu H. Wicaksono, M.Ed., Ph.D 1.
2. Erlyna Abidasari., MA., M.Ed 2. 3. Puji Sumarsono, M.Ed., M.Pd 3.
v
Letter of Authenticity
The undersigned below:
Name : Lailatul Badriyah NIM : 201110100311311 Department : English Department
Faculty : Faculty of Teacher Training and Education
I hereby declare that in this thesis there is no any thesis or paper that have been proposed to receive a bachelor degree, and there is no idea or nations written or published by another person, unless what have been written in this thesis and mentioned in the references.
Malang, 2ndSeptember 2015 Sincerely,
vi
MOTTO
Dan (ingatlah juga), tatkala Tuhanmu memaklumkan;
"Sesungguhnya jika kamu bersyukur, pasti Kami akan menambah (ni'mat) kepadamu,
dan jika kamu mengingkari (ni'mat-Ku), maka sesungguhnya azab-Ku sangat pedih".
(QS. Ibrahim:7)
Hari esok tidak akan mengubah hari yang lalu ataupun hari ini, akan tetapi hari ini
akan mengubah hari esok jadi lakukanlah yang terbaik yang bisa kamu lakukan hari
ini.
Jika anda berfikir anda bisa, maka insya allah anda bisa, tetapi jika anda berfikit
anda tidak bisa, maka insya allah anda tidak bisa
DEDICATION
vii
ACKNOWLEDGMENTS
Bismillahirromahmaanirrohim,All Glory is to almighty Allah Who bestowed His blessing upon the researcher in his life and enabled him to accomplish this thesis entitled the effectiveness of Team Game Tournament (TGT) toward students reading comprehension on descriptive text at MTs Al Ulum Dadapan. The prayer and salaams are always offered for the Prophet Muhammad the most beloved Prophet of Allah, his relatives and companions. In this opportunity, the researcher extends his gratitude to:
1. Dr. Poncojari Wahyono, M.Kes, the dean of faculty of teacher training and education.
2. Sudiran, M.Hum, the lead of English Department.
3. Puji Sumarsono, M.Ed., M.Pd and Drs. Mas udi, M.Ed as my advisors for providing their valuable guidance whose encouraging, kind, and valuable assistance enabled her to complete this study. She can never forget their politeness because their precious suggestions and valuable advice removed all his hurdles.
4. All the English lecturers for providing academicals assistance and support. 5. Sirojuddin Abbas as the Head master and Krisrtinaningsih as an English
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6. My father H. Ali Masykur, mother Hj. Umi Fadhilah and big family, thank you very much for your prayer and always support the researcher for finishing her research.
7. My friends at F class of English department who always support the researcher for finishing her thesis.
Finally, the researcher realizes that thesis is far from being perfect; therefore, the researcher will happily accept constructive criticism in order to make it better. The writer expects that this thesis may be helpful for all. Amin.
Malang, 2nd September 2015 The writer,
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TABLE OF CONTENTS
COVER ... i
APPROVAL PAGE ... ii
MOTTO ... vi
DEDICATION ... vi
ABSTRACT ... vii
ACKNOWLEDGEMENT ... vii
TABLE OF CONTENTS ... ... x
CHAPTER I INTRODUCTION 1.1 Research Background ... 1
1.2 Research Problems ... 6
1.3 Problem Limitation ... 6
1.4 Research Objective ... 6
1.5 Hypothesis ... 6
1.6 Research Significance ... 7
1.7 Definition of Key Terms ... 8
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Teaching Reading at SMP Level ... 9
2.2 Reading Comprehension ... 10
2.2.1 Approaches to Improve Comprehension ... 13
x
2.2.3 Levels of Reading Comprehension ... 15
2.2.4 Model of Reading Process ... 17
2.3 Descriptive Text ... 19
2.4 Cooperative Learning ... 20
2.4.1 The Element of Cooperative Learning ... 21
2.4.2 The Purposes of Cooperative Learning ... 23
2.4.3 The Models of Cooperative Learning ... 23
2.5 Team Game Tournament (TGT) ... 24
2.5.1 The Procedure of TGT ... 25
2.5.2 The Advantages and Disadvantages of TGT ... 27
2.6 Teaching Reading Comprehension of Descriptive Text through TGT... 29
CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ... 31
3.2 Population and Sample ... 32
3.3 Research Instrument ... 33
3.4 The Data Collection Technique ... 33
3.5 The Data Analysis Technique ... 35
CHAPTER IV RESEARCH FINDING AND DISCUSSION 4.1 Research Finding ... 38
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4.1.2 The Result of the Post-test of Experimental and Control Groups... 40
4.1.3 The Result of Hypothesis Testing ... 41
4.2 Discussion ... 45
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion ... 48
5.2 Suggestions ... 48
REFERENCES ... 50
APPENDIX I Daftar Siswa MTs Al - Ulum Dadapan APPENDIX II Pre-test Experimental and Control group APPENDIX III Post-test Experimental and Control group
APPENDIX IV The Gained Score of Experimental and Control group APPENDIX V The Comparison Scores of Experimental and Control group APPENDIX VI Independent Sample Test of Experimental and Control Group APPENDIX VII Lesson Plan of Experimental and Control Group
APPENDIX VIII The Pre-test and Post-test Question
APPENDIX IX Instrument Tournament of Experimental Group APPENDIX X List of experimental Group
xii References
Adeniyi, F.A. (2000). Developing Reading Comprehension Skills Among Secondary School Students through Teacher Designed Vocabulary Context and the Use of Dictionary. Ilorin: Kwara State College of Education.Ilorin Journal of Education,(2000)(1-6)
Arikunto, S. (2010).ProsedurPenelitian: SuatuPendekatanPraktek. Jakarta: Rinekacipta.
Ary, D., Jacobs, L. C., Sorensen, C., &Razavieh, A. (2010).Introduction to Research in Education (8th edition.).United Stated of America, USA: Wadsworth Cengage Learning.
Brown, Douglas. (2000).Principles of Language Learning and
Teaching.(4thedition.).San Francisco State University:Addision Wesley Longman, Inc.
DeVries, D., Edwards, K., & Wells, E. (1974a).Team Competition Effects on Classroom Group Process.Baltimore, Johns Hopkins University: Center for Social Organization of Schools.
Dreyer, C., &Nel,C. (2003).TeachingReading Strategies and Reading
Comprehension within a Technology-Enhanced Learning Environment.South Africa: Potchefstroom University for CHE, Faculty of Education Sciences, Graduate School of Education,31 (2003) 349 365.
Duke &Pearson .(2001). Reading Comprehension: Strategies That Work. (1), 422-483
Duke, N. K. & Pearson, P. D. (2002).Effective Practices for Developing Reading Comprehension .Professional Article.Scholastic Red.
Edwards., Keith J., DeVvies., & David L. (1974).The Effects of Teams Games Tournament and TwoInstructional Variations on Classroom Process, Student Attitudes, and Student Achievement.Washington,D.C: National Inst. of Education (DREW),172(3), 1-34.
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Johnson, D.W., Johnson, R.T., &Stanne, M.B. (2000).Cooperative Learning
Methods: A Meta-Analysis. University of Minnesota: Minneapolis, Minnesota 55455.
Li, M. P. & Lam, B. H. (2005).Cooperative Learning. The active classroom: The Hong Kong Institute of Education.
Nazamim. (2013).Penerapan Model Pembelajaran Cooperative Tipe Teams Games Tournaments (TGT)
untukMeningkatkanPrestasiBelajarMatematikaSiswaKelas V. Yogyakarta: Program Study Pendidikan Guru Sekolah Madrasah Ibtidaiyah,
FakultasIlmuTarbiyahdanKeguruan, UniversitasIalamNegriSunanKalijaga. mahony, M. (2006).Team Games Tournamen (TGT): Cooperative Learning and
Review.NABT Conference.
Paris, S. (2008).Developing Comprehension Skill.University of Michigan, Ann Arbor: the Mc Grow Hill Companies.
Permadi, K.S. (2013).The Effect of Using Teams Games Tournament on the Vocabulary Achievement on the Eight Year Students in Academic Year 2012/2013.Ganesha University of Education: English Education Department.
Slavin, R.E. (1987).Cooperative Learning: Student Teams. What Research Says to the Teacher.(2ndEdition.). Washington, D.C: National Education Association, 4(70), 1-33.
Smalley et. al., (2001).Descriptive Text in Teaching English. Retrieved on January 23, 2015, https://teachingenglish4all.wordpress.com/2010/06/28/descriptive-text/
Teaching comprehension strategies(2010). NSW Department of Education and Training Literacy Continuum. State of New South Wales: education & training
Terwel, J. (2011).Cooperative Learning and Mathematics Education:A happy marriage?. Education for Innovation: The role of Arts and STEM
Education . VU University Amsterdam: Faculty of Psychology and Educatio. Treptow, M.A. (2006).Reading at Students Frustrational, Instructional, and
Independent Levels: Effects on Comprehension and Time on-Task.
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Umardani, S. (2013).Improving Students Speaking Achievement through Team Game Tournament Method in Class XI.1 UPW ( UsahaPerjalananWisata) at
smkputikecwarabatu.University of Muhammadiyah Malang: English Education Department.
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CHAPTER I
INTRODUCTION
This chapter explains about research background, research problem,
problem limitation, research objective, hypothesis, research significance, and
definition of key terms.
1.1Research Background
English has been used for all over people on the world in recent years as
an international language. In other words, English has important role in people’s
communication. In Indonesia, English is taught in schools as a foreign language.
It means that teaching English in Indonesia refers to teach English to students
whose first language is not English. TEFL usually occurs in the student's own
country, either within the state or private school. This subject is tested in the
national examination in senior and junior high school which shows that English is
an important subject.
As we know, there are four skills should be mastered by the students in
learning English such as listening, speaking, reading, and writing. Dreyer and Nel
(2003) argue that one of the most serious problems in higher education, but one
which is often not recognized by either students or lecturers until some way into
academic courses is the problem of reading, perhaps because the ability of reading
such as the fluency of reading is not assessed. However, the results or outputs
from reading are assessed by using the question. No wonder that the students can
2
knowledge they get; hence, a strong correlation between reading and academic
success is shown. Levine et al. (2000, p. 1) state that the ability to read academic
texts is considered one of the most important skills for the students of English as a
Second Language (ESL) and English as a Foreign Language (EFL). (Kasper
2000ab; Singhal 2001; Van Wyk 2001) argue that in foreign language learning,
the teacher expects the students to acquire the reading ability. In order to fill the
reading need of students in the newest century, educators are pressed to develop
effective instructional for teaching reading comprehension and reading strategy
used.
Reading is also considered as a difficult language skill to study. If word
recognition in reading is difficult, students use too much of their processing
capacity to read which interferes with their ability to comprehend what is read.
Twinning (1996, cited in Merrie, 2010:1) stated that there are five reasons of lack
of reading which are failure to understand a word, failure to understand a
sentence, failure to understand how sentences are related to another, failure to
understand how the information are meaningful and lack of interest or
concentration. It means that the complexity of language aspects of reading which
involves grammar, vocabulary, spelling, pronunciation should be mastered by the
students. The students’ ability in mastering those language aspects, will affect
their ability to understand a reading material.
The act of reading could not be separated from comprehension. The
students cannot achieve their academic success without comprehending what they
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teachers; hence the way to teach comprehension should be well understood by the
teachers. Teaching Comprehension strategies are an activity through some steps:
selecting a text, explaining the strategy, modeling the strategy, guided support,
practicing independently, and reflecting (NSW Department of Education and
Training 2010). Therefore, it can be concluded that teaching reading
comprehension is a long process.
In addition, having a good comprehension in reading can be facilitated by
many strategies. The use of reading strategies is essential; high ability of the
students who use reading strategies are getting successful not only in
comprehending reading, but also in overcoming reading problems and becoming a
better comprehend reader. In summary, the students should have better strategies
for their good comprehension.
Nowadays, the need of reading comprehension requires teachers to
facilitate students through interesting strategies in learning process but, the
teachers usually ask the students to read without giving the solution about how to
read with pleasure and comprehend through interesting strategies. The students
read the text only by reading normally, as what their habits in learning process. In
short, the students are having problems in learning reading comprehension
because of their reading habit normally.
At the senior high school level, the students are expected to master reading
comprehension in which they need appropriate method that can help them
improving their reading ability about the content of the text in reading class
4
Based on the researcher’s interview with Mrs kristinaningsih as an English
teacher at MTS Al-Ulum Dadapan, the researcher concludes that the students
faced some problems in reading comprehension on descriptive text. First, the
students’ participation in reading activity was low. Then, this situation brought the
students had difficulties in getting information from the text. In addition, the
students were not attracted and motivated with the teacher’s way in conveying
material in which the students learn from the book only that given by teacher in
class (monotonous method). It made the students thought twice to do reading
activity; moreover the reading class was a long activity. Hence, the students’
scores were still low.
According to those explanations, the researcher expects to apply a model
of teaching to teach them. The researcher considers that Team Game Tournament
(TGT) can be an alternative technique for students when doing reading
comprehension on descriptive text in achieving their academic success later.
Slavin (1987) argues that TGT is a strategy of the learning method which
demands the students to learn on group with 5-6 students each having member
from all level of achievement. The purpose of TGT is to develop an effective
classroom environment in which all students are actively involved in the
teaching-learning process and consistently receive encouragement for successful
performance. Thus, it will make students more interesting in learning reading and
it can be a very useful learning strategy for the effective.
The researcher takes some previous researches related to this topic. The
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of using Team Games Tournaments on the vocabulary achievement of the eighth
year students of SMP Laboratorium Singaraja”. He found that TGT improved
students' vocabulary achievement in which the mean score of experimental group
(76.21) was higher than control group (69.25) at the 0.05 level of significance. It
could be concluded that there is a significant difference in vocabulary
achievement between the students who are taught using TGT technique and the
students who are taught by using conventional technique.
The second is the research that had been done by Umardani (2013) entitled
“improving students’ achievement through Team Games Tournament method in
class XI.1 at SMK Putikecwara Batu”. He found that TGT improved students’
speaking achievement in which the result in cycle two was 84.21 percent out of 20
students has met qualification. This method was very successful; hence students
could fluently speak English.
conducting a research entitled: the effectiveness of Team Game Tournament
toward students’ reading comprehension of descriptive text at MTs Al Ulum
6
1.2Research Problems
Based on the background above, the researcher formulates the problems as
follows:
1. Does Team Game Tournament (TGT) improve students’ reading
comprehension on descriptive text at MTs Al Ulum Dadapan Wajak
Malang?
1.3Problem Limitation
This research specifically deals with the teaching and learning process of
reading comprehension on descriptive text. The researcher limits on the use of
TGT in teaching reading on descriptive text to the seventh grade of MTs Al Ulum
Dadapan Wajak Malang and with the theme “people and animal”.
1.4Research Objective
This research is intended to investigate whether or not TGT can improve
students’ reading comprehension of descriptive text at the seventh grade MTs Al
Ulum Dadapan Wajak Malang.
1.5Hypothesis
In order to give tentative answer of the result problem, the hypothesis is
formulated as follows:
1. Null hypothesis (Ho): “Team Game Tournament does not effective to
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2. Alternative hypothesis (Ha): “Team Game Tournament effective to
improve the students’ reading comprehension achievement.”
1.6Research Significance
The researcher expects that the research of TGT in teaching and learning
reading comprehension of descriptive text will be beneficial for the researcher,
teacher and students.
1. For the Researcher
The result of the research is expected to be useful for the researcher to
enrich her knowledge in teaching reading especially about the use of TGT.
2. For the Teacher
This research can support the teacher to develop students’ reading
comprehension on descriptive text. Teachers will be easy to teach reading
comprehension. They will get the simple way to teach it. They can use
new strategy to teach the students in order students will be more interested
in learning process. Besides, it can be the English teacher’s reference in
stimulating their students to read and comprehend the various reading
materials by TGT in the teaching and learning of reading comprehension.
3. For the students
This research is expected to motivate the students to participate in learning
process delightfully. They can build a reading comprehension easily
through playing game. Besides, the students can improve their ability in
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motivated to read more; hence they can improve their reading
comprehension.
1.7Definition of Key Terms
In order to avoid misunderstanding about the terms used in this research,
the researcher would like to clarify the definition of the terms as described below:
1. Reading is a highly complex activity, including various important aspects,
such as recognizing symbols quickly and accurately comprehending
clearly and with discrimination the meanings implied by the author (Gray,
2000).
2. Comprehension is a construct of varying hierarchical degrees of intensity.
Students are confronted with problems of understanding what they have
read and this makes it necessary for teachers to be sensitive to the issue of
reading comprehension (Lawal, 1997).
3. Team Game Tournament (TGT) is one of cooperative learning strategies
that increased basic skills, students’ achievement, and positive interactions
between students, acceptance classmates and self esteem which divided
into small groups. (Slavin, 1987).
4. Descriptive Text is a kind of text with a purpose to give information in
which the context of this kind of text is the description of particular thing,
animal or person (Gerot & Wignell, 1994).
5. Effectiveness is the ability to have noticeable effect which target problems
