i THESIS
Submitted to State Islamic University KH.AcmadSiddiqJember in Partial of the requirements of Bachelor Degree (S. Pd)
Isamic Studies and Language Education Departement Faculty of Tarbiyah and Teacher Training
English Education Departement
By:
VERA YULI ANDINI SRN: T20186024
ENGLISH EDUCATION DEPARTEMENT
FACULTY OF TARBIYAH AND TEACHING TRAINING
STATE ISLAMIC UNIVERSITY OF KH. ACHMAD SIDDIQ JEMBER 2022
ii
iii THESIS
Has been examined and approved in Partial of the requirements of Bachelor Degree (S. Pd)
Faculty of Tarbiyah and Teacher Training English Education Departement
Day : Tuesday Date : 20 December 2022
Examiners Team
Members :
1. Dr. InayatulMukarromah, S.S, M.Pd ( )
2. As’ari , M.Pd.I ( )
Approved by :
Dean of Faculty Tarbiyah and Teacher Training
Prof. Dr. Hj. Mukni’ah, M. Pd. I.
NIP. 196405111999032001
Chairman Secretary
Dr. Mohammad Zaini, S.Pd, M.Pd.I DewiNurulQomariyah, S.S, M.Pd
NUP. 20160366 NIP. 197901272007102003
iv
“Oh you who believe! "Fear Allah and speak the truth."
(QS. Al-Ahzab 33:70)1
1Al-Qur’an danterjemah, Departemen Agama RI, (Bandung, 2005). p 427
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1. My beloved family especially to my parents, my Father Rudy Himawan, my Mother Tutik Usnaini who have given their support during my study and process in finishing my research. Im so thankful for their patience and affection for me. Thank you for being my best support system ever.
2. My second best support Jihan, Inayah, Nurul, Nurma, Agustin, Mundir, Nabela, Ardi, Vina, Yusron, who has being my support system when I getting tired to finished my thesis. Thaks a lot guys to listening all of my stories, I love you.
3. All members of “TIM UNO” teams, Via,Vina,Nabela, Cak Tres, Cak zainur, Cak sofyan, Diki, Idris. Zen, thaks to colored my life, thak you for the support. You all amazing guys and crazy too but I do like you guys.
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also healty to finish my thesis. For the second, my sholawat and salam are always delivered to Prophet Muhammad SAW, who has guide us from the darkness to the lightness.
Researcher realized the process and completions this thesis would not finish without hepan support from many people. Therefore, I as the researcher would like to express my deepest gratitude to :
1. Prof. Dr. Babun Suharto, Se., MM, as the rector Rector of State Islamic University of KH ACHMAD SIDDIQ Jember.
2. Prof. Dr. Hj. Mukni’ah, M. Pd.I as the Dean of Faculty of Tarbiyah and Teacher Training of UIN KHAS Jember who had given permission to do this research.
3. Dr. Rif’an Humaidi, M. Pd.I as the head of Islamic Studies and Language Education Program, thank you for giving permission for the researcher’s thesis.
4. As’ari M. Pd.I., M.E., as the coordinator program study of English Education Departement and also as my thesis advisor who has given his patience, suggestion and guidance during the writing of my thesis.
5. Mrs. Trikustiarini as the English teacher tenth grade at SMAN 1 TenggarangBondowoso, who helped me to conduct this thesis.
6. My all beloved lectures who have been patient and generous to teach me anything about English and general knowledge.
vii who need it.
Jember, 24 December 2022
Vera YuliAndini
viii Sman 1 TenggarangBondowoso
Keywords: Speaking Skill, Tgt (Team Games Tournament), Learning Method.
People learn about a foreign language for some reasons. There are four skills in the English languagethat are taught in English, namely: writing, listening, speaking, and reading. One of the essential things in the language is speaking because the function of the language is for communication. The one of method that can be used that can practice Englishspeaking well is Cooperative learning method. Cooperative learning Requires pupils to work together in small groups to support each other to improve their own learning and that of others. There are several types from cooperative learning, namely:
Student TeamsAchievementsDivision (STAD), Teams-Games-Tournament (TGT), Teams Assisted Individualization (TAI), the researcher interested to investigate the implementation of teaching speaking skills through TGT learning method. This research will explain how the TGT method can improve students speaking skills.
There are four research question in this research, those are: 1). How is the goal of the implementation of teaching speaking skill through TGT learning method at tenth grade of SMAN 1 TenggarangBondowoso, 2). How is the material of the implementation of teaching speaking skill through TGT learning method at tenth grade of SMAN 1 TenggarangBondowoso ?, 3). How is the step of the implementation of teaching speaking skill through TGT learning method at tenth grade of SMAN 1 TenggarangBondowoso ?, 4). How is the evaluation the implementation of teaching speaking skill through TGT learning method at tenth grade of SMAN 1 TenggarangBondowoso ?. This research applied a qualitative approach as a research method. It was conclude in SMAN 1 TenggarangBondowoso. The data collected by interview, observation, document review. While, to validated the data researcher used technique and data source triangulation.
The results of this study are: The goal of the implementation of teaching speaking skill throgh TGT learning method as SMAN 1 Tenggarang Bondowoso was, The students be able to more active in the class, students can re-explaining the question,students can answered the question from the teacher well. The material of the implementation of teaching speaking skill through TGT learning method at tenth grade of SMAN 1 Tenggarang Bondowoso was: Textbook “Bahasa Inggris”, Several question card number, Slide presentation about describing place. The step of the implementation of teaching speaking skill through TGT learning method at tenth grade of SMAN 1 Tenggarang Bondowoso:First the teacher gave the material to the students. Second teacher make some group between 9-11 people.Third the teacher told them to learn together the material that had been explained. Fourth The teacher gives questions in the form of quiz cards to students.The evaluation of theimplementation of teaching speaking skill through TGT learning method at tenth grade of SMAN 1 Tenggarang Bondowoso was:Oral test, Written test.
ix
APPROVAL SHEET ... ii
APPROVAL OF EXAMINE ... iii
MOTTO ... iv
DEDICATION ... v
ACKNOWLEDGEMENT ... vi
ABSTRACT ... viii
TABLE OF CONTENT ... ix
LIST OF TABLE ... xi
LIST OF APPENDICIEST ... xii
CHAPTER I: INTRODUCTION ... 1
A. Research Background... 1
B. Research Focus... 4
C. Research Objective... 4
D. Research Significant... 5
E. Definition of Key Terms ... 6
F. Structure of Report ... 6
CHAPTER II REVIEW RELATED LITERATURE ... 8
A. Previous Research ... 8
B. Theoritical Framework ... 11
CHAPTER III: RESEARCH METHOD ... 29
A. Aproach and Type Research ... 29
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E. Teachnique of Data Analysis ... 34
F. Validity of Data ... 35
G. Research Step ... 36
CHAPTER IV: FINDING AND DISCUSSION ... 38
A. Description of Data Object... 38
B. Research Findings ... 39
C. Discussion ... 47
CHAPTER V: CONCLUSSION ... 51
A. Conclussion ... 51
B. Suggestion ... 53
BIBLIOGRAPHY ... 54 APPENDIX
xi
the current research ... 9 2.2 Research Findings ... 46
xii Appendix 2 :Research Instrument Appendix 3: Research Journal Appendix 4: Curriculum Appendix 5 :Lesson Plan
Appendix 6 :Research Permission Letter Appendix 7 : Research Completion Letter Appendix 8 : Document Review
Appendix 9 : Declaration of Authenticity Appendix 10 : Curriculum Vitae
1 A. Background of Research
People learn about a foreign language for some reasons, when they learn a foreign language, motivation will emerge which can determine their process in learning a language. In Indonesia English is a foreign language that is taught from elementary school. The one of them at SMAN1 Tenggarang Bondowoso. There are four skills in the English languagethat are taught in English, namely: writing, listening, speaking, and reading.
Specifically speaking. In speaking many students can practiced to express their feeling and also make some conversations with others in many activities. Speaking is a productive skill that can be directly and empirically observed, those observations are invariably colored by the accuracy and effectiveness of a test-taker’s listening skill which necessarily compromises the reliability and validity of an oral production test1
On the other hand, speaking skill has been taught in the Islamic religion. Allah SWT command us to learn about speaking so human can understand each other. That's obviously explained in the Al-Qur’an (QS.Ar- Rahman verse 4):
The meaning: “Teach him to speak well.”. (Q.S Ar-rahman verse 4).
1H. Douglass Brown, Language AssesmentPrinciples and Classroom Practice (San Fransisco State, 2004), p140.
Surah Ar-rahman verse 4 that contain speaking skill. in this verse explained that Rahman Allah SWT. the human was even more perfect, because humans were taught by God to express their feelings with words.
That's what in Arabic is called "Al-Bayan", which is to explain, explain what is felt in the hearts, so that languages arise. We are the same understand how important language progress is because of progress Science. A nation that is more advanced, especially seen people in their ability to use language2.
One of the essential things in the language is speaking because the function of the language is for communication, it mean through language we can express our ideas also our emotion to other people that we wanted.
Commission education for the “21” century recommend four strategies for success in education, the first is learning to be learned, the second is learning to be, the third is learning to do and the fourth is learning to be together.
Trianto (2009:4). Learning results from what the student does and thinks and only from what the student does and think. So the teacher can advancelearning only by influencing what the student does learn3, Learning as a process that leads to change, which occurs as a result of experience and increases the potential for students performance and future learning4, and method is the process that must be passed to achieve the goal. There are some learning methods that we can use to practice English speaking skill. The one of method that can be used that can practice Englishspeaking well is Cooperative
2Tri Wati, “Tafsir Al-Qur’an Surah Ar-Rahman Ayat 1-4 DalamPerspektifPendidikan Islam” (A Thesis, Sekolah Tinggi Agama Islam Negeri (Stain) Curup, 2016), p76.
3Susan A. Amborse... “How Learning Works” ( United State of America, 2010), p1.
4Susan A. Amborse..., p3.
learning method. Cooperative learning Requires pupils to work together in small groups to support each other to improve their own learning and that of others.5
There are several types from cooperative learning, namely: Student TeamsAchievementsDivision (STAD), Teams-Games-Tournament (TGT), Teams Assisted Individualization (TAI), Learning together and so on.
According to those types of Cooperative learning above, the researcher interested to investigate the implementation of teaching speaking skills through TGT learning method. This research will explain how the TGT method can improve students speaking skills. The researcher finds some reasons why TGT learning from a preliminary study that TGT is useful for the student speaking skills. First, there are some students who have lack vocabulary, second, there are some students that are too shy when there are want to speak English, and third students worried if the words that they said that's wrong, so the researcher can be called these case with the less confident case. TGT learning is similar to STAD, except that the student play academic games as representatives of their teams instead of taking quizzes. Students compete with others of similar achievementso that, as in STAD, any student who prepares can be successful6.
In accordance with explanation above, the researcher try to analyze and clarify more about this study under the tittle “The Implementation of
5Wendy Jollife, Cooperative Learning in the Classroom Putting it Into Practice (London: Paul Chapman Publishing, 2007). P3.
6Robert E. Slavin, Sholomo Sharan, Spencer Kagan, Learning To Cooperative Cooperative To Learn (New York, 1985). P7.
Teaching Speaking Skill Trough TGT (Team Games Tournament) Learning Method At The Tenth Grade of Sman 1 Tenggarang Bondowoso”
B. Research Question
Based on Background of research above , researcher formulated the research question of this study are :
1. How is the goal of the implementation of teaching speaking skill through TGT learning method at tenth grade of SMAN 1 TenggarangBondowoso
?
2. How is the material of the implementation of teaching speaking skill through TGT learning method at tenth grade of SMAN 1 TenggarangBondowoso ?
3. How is the step of the implementation of teaching speaking skill through TGT learning method at tenth grade of SMAN 1 TenggarangBondowoso
?
4. How is the evaluation the implementation of teaching speaking skill through TGT learning method at tenth grade of SMAN 1 Tenggarang Bondowoso ?
C. Research Objective
Based on the research question, the research objective of this study are:
1. To find out the goal of the implementation of teaching speaking skill through TGT learning method at tenth grade of SMAN 1 Tenggarang Bondowoso.
2. To find out the material of the implementation of teaching speaking skill through TGT learning method at tenth grade of SMAN 1 Tenggarang Bondowoso.
3. To find out thestep of the implementation of teaching speaking skill through TGT learning method at tenth grade of SMAN 1 Tenggarang Bondowoso.
4. To find out the evaluation the implementation of teaching speaking skill through TGT learning method at tenth grade of SMAN 1 Tenggarang Bondowoso.
D. Research Significance
The results of this study, hope to be able to contribute to : 1. Students of English Department
This research provides benefical and referential for students English departemen as a reference for finding and studying knowledge related to speaking skills.
2. Students tenth grade of SMAN 1 Tenggarang Bondowoso
This research can help students to choose their Learning style, so that they can understand more about English learning, especially in how can speaks English language well.
3. English Teacher
Hopefully this research can give some impact on how the teacher teach their students, so that students are more flexible in practicing speaking in English correctly.
4. Other Researcher
This study can give a new idea for other researcher who will try to find some tittle for their future research.
E. Definition of key Tern
Researcher had define into two definition of key tern, to explain the significance of key tern. It can be explained as below:
a. Teaching Speaking
Teaching speaking is meant to teach ESL learners to produce the English speech sound and pattern. To select appropriate words and sentences according to the proper social setting, audience, organize their thoughts in a meaningful and logical sequence, and use language quickly and fluency.
b. TGT Method
Teams game tournament is a student teams learning method developed by Slavin and his colleagues, the implementation of TGT is students make some group composition, instructional format, and worksheets. TGT is called an academic game.
F. Structure of Report
There are four chapter in this study and in each chapter has several sub-chapters but having relevance to each. Basicaly, research had three parts, initial part, core part, and final part that would be explained as follow.
First is initial part, there are some sub- part in this part it conclude research tittle, approval sheet, ratification sheet, motto dedication, acknowledgment, abstract, table of content, and list of table.
The second is initial part, in this part is discuss about:
1. Chapter I it conclude the introduction of thesis, research background, research question, research objective, research significance, definition of key tern, and the structure of report.
2. Chapter II discussed about review of related literature, it consist more previous research of this study, and some theories from this research.
3. Chapter III it conclude the research methodologyconsistof, the research approach, type of research, technique of data collection, data analysis, and the validity of data.
4. Chapter IV discussed about the finding and discussion, conclude the result of implementation of teaching speaking skill through TGT learning method at tenth grade of SMAN 1 Tenggarang Bondowoso.
5. Chapter V discussed about the conclusion or any suggestion from this research.
Third is the final part there are some sub-part consistreferences, appendixes including of the research matrix, the bibliography researcher, sheets of declaration, the journalresearch.
CHAPTER II LITERATURE REVIEW A. Previous research
Before this research, there are some previous research that can help the researcher to found a novelty to conducting this research. The researcher found some research that related with this study :
1. First the thesis was conducted by SeptiYeniRusmawan, Tarbiyah and Teacher Training Faculty RadenIntan Islamic University Lampung 2020, entitled “The Influence of Using Team Game Tournament Towards Students Speaking Ability of the Seventh Grade of SMP Al-Huda South Lampung In Academic Year 2019/2020”. The thesis was used quasi- experimental design. Team game tournament was used in experimental class and role play in control class. The data was collected by pre-test and post-test.
2. Second, the thesis that was conducted by: Nurfaidah Lestari, from Englis Education DepartementTarbiyah and Teaching Science Faculty UIN Alauddin Makassar, 2017 entitled “The Use of Teams Games Tournament (TGT) to Develop Students Reading Skill at The First Grade of SMAN 4 Bone”. This research was quasi experimental design exactly non- equivalent control group that involving two groups of classes
3. Third, the journal that was conducted by: Rahmawati from Syiah Kuala University, 2017 entitled “Improving English Speaking Ability Using The Teams-Game-Tournament Technique”. This study aimed to study the
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application of the TGT technique for teaching speaking to student grade X. This study was used Class Action Research which is to improve the quality of teaching performance and the learning processes as well as to detect and solve the problems found in the teaching-learning process. Two cycles were conducted for third research.
Table 1
Similarities and Differences of Previous Research
NO Title of theResearch Similarities Differences 1 the thesis was conducted
by Septi Yeni Rusmawan, Tarbiyah and Teacher Training Faculty Raden Intan Islamic University Lampung 2020, entitled
“The Influence of Using Team Game Tournament Towards Students
Speaking Ability of the Seventh Grade of SMP Al- Huda South Lampung In Academic Year
2019/2020.
1. Both
research use TGT as learning method 2. Both
researching discuss about the ability to speak
The thesis was used quasi- experimental design. Team game tournament was used in experimental class and role play in control class.
The data was collected by pre-test and post-test.
2 the thesis that was
conducted by: Nurfaidah Lestari, from Englis Education Departement Tarbiyah and Teaching Science Faculty UIN Alauddin Makassar, 2017 entitled “The Use of Teams Games Tournament (TGT) to Develop Students Reading Skill at The First Grade of SMAN 4 Bone”.
1. Both
research use TGT method a learning method
This research was quasi experimental design exactly non-equivalent control group that involving two groups of classes, this reseach used to developing students reading skill.
NO Title of theResearch Similarities Differences 3 The journal was
conducted by: Rahmawati from Syiah Kuala
University, 2017 entitled
“Improving English Speaking Ability Using The Teams-Game- Tournament Technique”.
1. Both
research use TGT as learning method.
2. Both research choose tent grade of Senior High School as the subject.
The previous research This study was used Class Action Research which is to improve the quality of teaching performance and the learning processes as well as todetect and solve the problems found in the teaching-learning process.
Two cycles were conducted for thid research. While this research use Qualitative study with type of research Case study and data
triangulation for the validity of data.
According to the similarities andthe differences some research above, it is understandable that some of the researchers who mentioned above, have their own methods to researching those study, such as use CAR (Class Action Research) Quantitative approach to collect this research. The similarities of those previous research with this research are they study about the implementation of teaching speaking skill through TGT learning method.
Moreover, the differences between three of the previous research with this research are if the several previous research used CAR (Class Action Research) and Quantitative approach to compiled their research approach, and the researcher applied qualitative research approach for the researchmethod.
B. Theoritical Framework
1. English Language Teaching
The field of TESOL is shaped in substantial ways by how the nature of language teaching is conceptualized. As with teaching in general, language teaching can be conceived in many different ways – for example, as a science, a technology, a craft, or an art. Different views of language teaching lead to different views as to what the essential skills of teaching are, and to different approaches to the preparation of teachers. The purpose of this paper is to examine conceptualizations of teaching which are found in TESOL and to consider the implications of different views of teaching for second language teacher education. In an important paper on the relationship between theories of teaching and teaching skills, Zahorik (1986) classifies conceptions of teaching into three main categories:
scienceresearch conceptions, theory-philosophy conceptions, and art-craft conceptions7.
a) Science-research conceptions
Science-research conceptions of language teaching are derived from research and are supported by experimention and empirical investigation. Zahorik includes operationalizing learning principles, following a tested model, and doing what effective teachers do, as examples of science-research conceptions.
7 Jack C Richards, Metodology in- lan-gusge teachin-g. (Cambridge University Press 2002). p19
b) theory-philosophy conceptions
The conceptions underlying many teaching methods or proposals can be characterized as theory-based or rationalist in approach. This suggests that the theory underlying the method is ascertained through the use of reason or rational thought. Systematic and principled thinking, rather than empirical investigation, is used to support the method. These conceptions of teaching tend not to draw support from classroom results as such (e.g., by showing pre- and post-test gains resulting from the use of a method), but defend themselves through logical argumentation.
c) and art-craft conceptions
Another way of conceptualizing teaching is to view it as an art or craft, and as something which depends on the teacher’s individual skill and personality. Zahorik said characterizes this approach to teaching in these terms: “The essence of this view of good teaching is invention and personalization. A good teacher is a person who assesses the needs and possibilities of a situation and creates and uses practices that have promise for
that situation.”
Art-craft approaches to teaching seek to develop teaching as a unique set of personal skills which teachers apply in different ways according to the demands of specific situations. There are no general methods of teaching; rather, teachers should develop an approach to
teaching which allows them to be themselves and do what they feel is best.
Teacher decision-making is an essential competency in this approach, because a good teacher is seen as one who analyses a situation, realizes that a range of options is available based on the particular class circumstances, and then selects an alternative which is likely to be most effective for the circumstances. This does not deny the value of knowing about different methods of teaching and how to use them, but it suggests that commitment to a single method of teaching may impede the teacher’s full potential as a teacher8.
2. Applied linguistic English of linguistic
Applied linguistics is using what we know about (a) language, (b) how it is learned and (c) how it is used, in order to achieve some purpose or solve some problem in the real world. Those purposes are many and varied, In a broad sense, applied linguistics is concerned with increasing understanding of the role of language in human affairs and thereby with providing the knowledge necessary for those who are responsible for taking language-related decisions whether the need for these arises in the classroom, the workplace, the law court, or the laboratory.
sociolinguistics is the study of the linguistic indicators of culture and power. This is much more specific. This allows us to focus on language but also allows us to emphasize the social force of language
8 Jack C Richards, Metodology in- lan-gusge teachin-g. (Cambridge University Press 2002). p20- 23
events in the world. It allows us to use the tools of linguistics as outlined in the first part of this book (grammar, vocabulary, corpus linguistics, discourse analysis and pragmatics), as well as phonology, but it also encourages us to see the influences of ethnicity, gender, ideology and social rank on language events. Above all, this definition allows sociolinguists to be descriptive of pieces of language in the world, whilst encouraging us to recognize that we are all included in that world too. It could even be argued that sociolinguists have a special responsibility to use their privileged knowledge to influence the direction of, for example, government language policies, educational practices, media representations and so on
3. Teaching Speaking Skill
Foreign language teaching is the one of the worlds largest educational enterprises and millions of children and adult worldwide devote large amount of time and effort to the task of mastering new language9. Teaching speaking is the one important to learn English well, also this is the part of English Language Teaching (ELT). Teaching itself has traditionally had a number of different meanings such as: To give systematic information to person, to practice this professionally, to enable a person to do something by instruction and training, to be advocate for moral principles to communicate, instruct in amoral principle, to induce a person by example or punishment to do or not to do a thing, to make a
9Jack C. Richard, Curriculum Development in Language Teaching (Canbridge University Press 2001). p1
person disciplined to do a thing10. From the other definition teaching means to give someone knowledge or to instruct or train someone, and also to show somebody how to do something or to change somebody’s ideas11. Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions to learning12. Speaking usually defined as the way we deliver informationswith each other.
a. Aspect of Teaching
Teaching has traditionally been associated with the idea, there is a truth knowledge or an accepted theory that can be disseminated throughthe agency of the teacher but in late moderenitythe idea, there is a truth or an indisputable theory to be taught is now harder to accept, althoughthere are many people who still hold to the idea that what they are taught is true13.
1) Teaching Goals
In the Classroom, it is the teacher job these three learning process by the use appropriate teaching acts. Thus she or he present or explain the material in order to make it clear, comprehensible and available for learning, gives practice to consolidate knowledge, and test, in order to check what has been mastered and what still needs to be learned or reviewed14
10Peter Jarvis , The theory and Practice of Teaching (London and New York, 2002). p3
11Jeremy Harmer, The Practic of English Language Teaching (Canbridge, UK). p56
12H. Douglas Brown, Principles of Language Learning and Teaching (Longman, New York 2000).
p7
13Peter Jarvis , The theory and Practice of Teaching (London and New York, 2002). p28
14Cambridge Teacher Training and Development, A Course in Language Teaching Practice and Theory. (Cambridge University Press, United Kingdom 2009). p10
It can be conclude that the goals of teaching are to make the students can understand about the material easier, to provide training to students, so that they can develop their knowledge.
2) Teaching Material
For the teaching material, find opportunities to include authentic realia in the content of lesson. For example, if the lessons is about sea creatures, bring in actual seashell for students to experience first hand, also trade books and other supplemental material are help full15. Other example as like note book, stationery, dictionary, and also the things that students needed related with the material to be taught by the teacher.
In a board sense, material could include, real object such as, pencil, chair or bag, and representation (such as a drawing or photograph of a person, house or scene). Materials of these kinds can, of course, be exploited effectively for language learning and advice on their use can be found in books that deal specifically with the use of visual aids. The focus here, however, is primarily on text material. Such material include those that have been either specifically designed for language learning and teaching ( e.g textbooks, worksheets, computer software ). Authentic materials ( e.g. off-air recordings, news paper articles) that have been specially
15Margaret Bouchard. Comprehension Strategies for English Languagr Learners. (Sholastic Inc, U.S.A 2005). p16
selected and exploited for teaching purposes by the classroom teacher16.
3) Teaching Step
The process of teaching a foreign language is a complex as one: as with many other subject, it has necessarilyto be broken down into components for purpose of study. There’s three components of teaching process: presenting and explaining new material, providing practice, and testing17.
Presenting and explaining new material, these kind may be called by presentation, the termis applied here not only to the kind of limited and controlled modelling of a target item that we do when we introduce a new word or grammatical structure, but also to he initial encounter with comprehensible input in the form of spoken and written text. As well as various kind of explanations, instructions and discussion of new language items or tasks.
Providing and practice the process students practice the material that the teacher has been given before. The last is testing,in process of testing usually the teacher give the students some instriction. Instructions is the ditrections that are given to introduce a learning task which entails some measure of independent student activity18
16Ian McGrath. Materials Evaluation and Design for Language Teaching. (Edinburgh University Press Ltd 22 George Square, Edinburgh 2006). P7
17Cambridge Teacher Training and Development, A Course in Language Teaching Practice and Theory. (Cambridge University Press, United Kingdom 2009). p11
18Cambridge Teacher Training and Development, A Course in Language Teaching Practice and Theory. (Cambridge University Press, United Kingdom 2009). P13-16
4) Teaching Evaluation
The only real indication that teaching was effective is, that it achieves program goals and students learn. Students learning at level of each individual, therefore has to be assessed and evaluated by one method or another19. The term assessment and evaluation are often interchangeably by teachers, but assessement reverse to the process collecting information from learners such as test score, work sample and so on. Evaluations means looking at the information and making some decisions in relation to instruction.20
There are many methods to obtaining informations on students progress. This ongoing type of assessment is refers to as formative and can be constrated with summative assessment that comes at the end of a cours of study. The most common ways of conducting formative assessments are: Observations, appraising work samples, homework and portofolio, interviewing students, and quizzes and informal testing.21
In the book from Margaret Boucmanstate that the evaluations for teaching that are, use a variety of evaluations or performance assesments and include students-self evaluations.
Portofolios, learning logs, authentic assessment, and the sample
19Peter Westood. What Teachers Need to Know About Teaching Methods. (Australia, ACER Press, 2008). p71
20Ibid. p 71-72
21Ibid. p 73
progress indicators are excellent methods by which to evaluate ELLs22.
Based on the explanation above the current perspective is that classroom should lead to improvements in teaching and learning. Assessment must lead to positive actions.23
In this study, the teacher used formative test. Formative assessementrevers to the collaborative process engaged in by educators and educators for the purpose of understanding the students learning and conceptual organization, identification of strengths, diagnosis of weaknesses, areas for improvement, and as sourceof information that teacher can be used in instructional planning and students can use in depending their understanding and improving their achivements24. The technique in formative test are:
1) Test technique a) Essay test
Written test in the form of descriptions or essays require students to able to remember, understand, organize, apply, analyze, evaluate, and so on the material. Which has been studied. Whenever possible, write the test in the form
22Margaret Bouchard. Comprehension Strategies for English Languagr Learners. (Sholastic Inc, U.S.A 2005). p16
23Peter Westood. What Teachers Need to Know About Teaching Methods. (Australia, ACER Press, 2008). p80
24Heidi L. Andrade . Gregory J. Cizek, Handbook of Formative Assesment (Routledge 270 Madison Ave, New York, Taylor and Francis e-Library, 2009). p6-7
of descriptions. Comprehensive, so that it is able to describe the domain of attitudes, skills and knowledge of students25. In this test, the teacher ask the student to make some group and give the students to discussion to answer the question about descriptive text.
b) Objective test
Also known as the short answer test, and one of the learning out comes test consist of ( items ). Which can be answer by the tester by choosing one (or) among the many possible responses that have been paired on each item or by writing the answer.In the form of words or certain symbols in certain places. Provide for each item inclusion26.
c) Oral test
In the oral test, the test applied by orally and answered by verbally as well, but it can be answered by written27. 2) Non-test technique
a) Observation
Observing is a method that presents certain advantages by presenting the real object28. This method usually used by teacher to saw the students progress.
25Asrul, Rusyadi Ananda, danRosnita. EvaluasiPembelajaran( Bandung: CiptaPustaka Media, 2015). P39
26Ibid; 45
27GitoSupriyadi, M. Pd. PengantardanTeknikEvaluasiPembelajaran (Intimedia (Kelompok In- TRANS Publishing), Malang 2011). p52
b) Attitude Assessment
The attitude assessment can be done in several ways.
Those techniques are: attitude and behavior observation, ,direct question, and personal reporting.
(a.) Observing attitudes, the teacher can observe their students.
The results of the observations can be used as feedback in coaching..
(b.) Direct question: a teacher can ask the students directly about some material. In attitude assessment, the teacher usually uses this technique in assessing students and fostering their positive attitudes.
(c.) Personal report. In this section, students are asked to make some observations about the problem, circumstances, or something that becomes the object attitude29.
This technique is used by teacher to appreciate the students in the classroom.
b. Speaking Skill
There are some definitions of speaking that have been proposed by some expert, speaking is defined as an interactive process of constructing meaning that involves producing, receiving and processing information. Its form and meaning are dependent on the context in which it occurs, the participants, and the purpose of
28Asrul, Rusyadi Ananda, danRosnita. EvaluasiPembelajaran( Bandung: CiptaPustaka Media, 2015). p25
29Ibid 217-218
speaking30. More definition from speaking is, speaking as two way process involving a true communication of ideas, information and feelings31.
In some classroom, speaking means that the students repeat sentences or dialogues and some English words32. Speaking is defined operationally in this study as the secondary stage students ability to express themselves orally, coherently, fluently and appropriately in given meaningful context to serve both transactional and interactional purposed using correctpronounciation, grammar and vocabulary rules of spoken language. From those theories, it can be conclude that speaking is relate to communication. Speaking is a skill to use a language.Speaking is an interactive process of constructing meaning that involvesproducing and receiving and processing information. It means that speaking is acrucial part of language and it became a communicative skill for the students33.Heaton defines speaking skill is at the ability to communicate ideasappropriately and effectively34.
Other opinion said that teaching has some elements, those elements is:
30Burns A & Joyce H, Focus on Speaking (Sydney: National Center for English Language Teaching and Reseacrh, 1997).
31Howart P. Process Speaking Preparing to Repeat Yourself. (MET. V, 10, n.1, 2001) Pp: 39-34
32Joanna baker and Heater Westrup, Essential Speaking Skill. (Continuum, new York, 2003). p7
33Burns, A., & Joyce, H., Focus on Speaking. (Sydney: National Center for English Language Teaching and Research, 1997)
34 J.B. Heaton, Writing English language Test (New York : Longman Grup UK Company,1988), p, 87.
1) Language features
Among the elements neccessary for spoken productionare the folowing:
a) Connected Speech
Effective speakers of English, need to able not only to produce the individual phonemes of English, such as when we say
“ I would have gone”, but also to use fluent connected speech into
“i’d ve gone”. It is for the reason that we should involve students in activities design especially to improve their connected speech.
b) Expressive Device
Native speakers of English change the pitch and stress of particular part of utterance, vary volume and speed, and show by other physical and non-verbal means how they are feeling basically in face to face instractions.
c) Lexis and Grammar
`Spontaneous speech is marked by the use off all number of commonlexical phrases, especially in the performance of certain language function.
d) Negotiation Language
Effective speaking benefits from the negotiatorylanguage we use to seek clarification and to show the structure what we are saying.
2) Mental or Social Processing a) Language Processing
Effective speakers need to able process language in their heads and put into cohernt order so that it comes out in forms that are not only comprehensible, but also convey the meaning that are intended.
b) Interacting with Other
Most speaking involves interaction with one or more participants.
c) (On-The-Spot) Information Processing
Quiet apart from our response to other feelings. We need to process the information they tell us the moment we get it. The longer it takes for the peny to drop the less effective we are as instant communicators35.
3) TGT ( Teams Game Tournament) Method
This method uses replacing quizzes with weekly tournaments, where students play academic games with other team members to contribute points to their team's scores36. TGT uses academic tournaments quiz games, and an individual progress scoring system, in which students compete as representatives of their teams against other team members whose previous
35Jeremy Harmer. The Pactice of English Langage Teaching. (Cambridge-Longman ). p169-171.
36Robert E Slavin, Sholomo sharan. Learning to Cooperative Cooperative to Learn. (Springer Science+Buisness Media, LLC 1985). p7
academic performance was on par with them37.Team-Game-Tournament is one of cooperative learning models that easyto applying, Team Game Tournament method is learn by using tournamentprinciple. Learning activity with game in learning Team-Game-Tournament(TGT) of cooperative learning model enable students can learn more relax. In thisoccasion TGT is used academic tournaments, in which students compete asrepresentatives of their group with members of other group who are like them inpast academic performance38.The important thing is that students help each otherby successful. TGT gives idea that students have to make good cooperation inlearning and responsibility to their friend in one group with as good as in theresult of learning.
a. The Materials of TGT (Teams Game Tournament) The materials that teacher need are:
1) Material presentation in the class.
2) Some group of students.
3) The game which has included relevant questions with the material presentation before. This question designed to test students' knowledge about the material that has been delivered previously.
4) A tournament. Tournament is the stucture in games way.
5) Teams recognitions39.
37Robert E Slavin, Cooperative Learning Teori, Riset, dan Praktik. (Bandung-Penerbit Nusa Media). P163-165
38 Robert E. Slavin, Cooperative Learning; Theory, Research and Practice, (New York: Prentice Hall, 2002), p 2.
39Ibid. 166-167
b. Step of TGT (Teams Game Tournament)
The step of TGT (Teams Game Tournaments) are:
1) the first is Delivery of lessons for students,
2) The second is team learning, students work on their team sheets to master the material
3) the third is tournament students play academic games in homogeneous abilities with a three or more-participant tournament table
4) the fourth is team recognition, team scores are calculated based on Team members' tournament scores and the team will be recognized if they manage to exceed the expected criteria40
On the other literature step of TGT can described are
The stages of the Team Game Tournament (TGT) model are as follows: First, the teacher divides the students in the class into four groups of about nine students each. After the teacher's presentation of the materials, the students discuss some of the identified physical items until all members understand it. After that, students move to the classroom board to get their group's score. In each league table, there are about 4 to 5 people with details; (1) aschallenger (1), (2) aschallenger 1 aschallenger, 2 aschallenger, 3 asreader 2, and soon subject to group existence.
The exercise of each group is as follows: a) Reader 1's responsibilities are as follows: (1) Choose a card with a number and look for the question on the game sheet that corresponds to the card number. (2)
40Robert E Slavin. Cooperative Learning. (London: Allymand Bacon 2005). p170
read the question (3) respond to the question b) Challenger 1's task is to answer the reader's question if, according to challenger 1, the reader's answer is wrong. c) Challenger 2's task is to answer the reader's question if,
according to challenger 2, challenger 1's answer is wrong. d) Challenger 3's task is to answer the reader's question if, according to challenger 3, challenger 1's and challenger 2's answers are wrong. e) The duties Reader 2's is to read the key of the question .
Those explanation above shortened with the following pattern, as follows:
a) The reader
1. Take a number card, then look for the question related to the number card.
2. Read the question loudly.
3. Try to answer the questions.
b) Challenger 1
1. Challenging if he really wants to give a different answer to add points.
c) Challenger 2
1. Challenger 2 can challenge if challenger 1 passes, and if he wants to41.
41Robert E. Slavin, Cooperative Learning (Teori, risetdanpraktik ). (Bandung: Penerbit Nusa Media, 2005). 173
c. The Purpose of TGT (Teams Game Tournament)
Cooperative learning has a positive effect on students speaking skills42. Kagan’s (1995) stated that cooperative learning is actually practice that could put the communicative approach into action. Wood’s (2013) said that cooperative learning was considered is the best constructional format to enchancing students communicative competence.
d. The Evaluation of TGT (Teams Game Tournament)
Some of teacher choose TGT (Teams Game Tournament) because of the fun factor and the activities are purely cooperative43. In the book Robert E Slavin describes the opinions of several teachers who use the TGT method. The teacher said that “ TGT (Teams Game Tournaments) is the best technique i ever used in my class “. They can build up dependence and trust in the group, as long as they give them the opportunity to feel confident when competing in tournaments. And the teacher state that students always asks to the teacher when will they play TGT.
This situations mentions that the students really enjoy these methods and love their recognition opportunities. It should be noted again that the structure and rules of the game greatly determine the color and determine the positive attitude.
42Ehsan Namaziadost, Vida Shatalebi, Mehdi nasri. The Impact of Cooperative Learning on Developing Speaking Ability and Motivation Toward Learning English. Journal Language Education. 5(3), 83-101 2019. P96;.
43Robert E Slavin. Robert E Slavin, Cooperative Learning Teori, Riset, dan Praktik. (Bandung- Penerbit Nusa Media). P14
CHAPTER III
RESEARCH METODOLOGY A. Approach and Type Research
In this Study the researcher used qualitative approach as a holistic approach that involves discovery. Qualitative research is a situated activity that locates the observer in the world. It consist of aset interpretive, material practice that make the world visible. These practices form transform the world. They turn the world into a series of representation, including fieldnotes, interview, conversation, photograph, recordings, and memo to the self. At this level qualitative research involves an interpretive, naturalistic approach to the world. This means that qualitative researchers study things in their natural settings, attempting to mak sense of, or interpret, phenomena in terms of the meanings people bring to them44.
Meanwhile some expert define qualitative study as an inquiry process of understanding based on a distinctmethodological tradition of inquiry that explores a social or human problem. The researcher builds a complex, holistic picture, analyzes words, report details view of informants, and conduct a study in natural setting45. The word Qualitative implies as an emphasis on the qualities of entities and on processes and meanings is not experimentally examined or measured in terms of quantity, amount, intensity or frequency.
Qualitative researchers stress in the socially constructed nature of reality, the
44Norma K. Denzin and Yvonna S. Lincoln. The sage Handbook of Qualitative Research 3rd Edition. (United State of America Sage Publications, 2005). p3
45Jhon W. Creswell. Qualitative Inquiry & Research Design Choosing among five approach.
(United State of America Sage Publication, 2007). p249
29
intimate the relationship between the researcher and what is studied, and the situational constraints that shape inquiry. Such researchers emphasize the value-leaden nature of inquiry. They seen answers to questions that stress how social experience is created and given meaning46.
This research used case study for the type of research. Case study research is a qualitative approach in which the investigator explores a bounded system (a case) or multiple bounded system cases over time, through detailed, in-depth data collection involving (observations, interviews, audiovisual material, documents and reports) and reports a case description and case based themes47.
Based on the statement above a qualitative approach is an method in which there are research proposal, processes, hypotheses, field work, data analysis and data conclusion up to writing using trends, non-numerical, calculations, in-depth interviews.
B. Research Location
This part, researcher will discuss about where the data collected. This study conduct in SMAN 1 Tenggarang Bondowoso Jawa Timur. Researcher due this study in this school because that school was implementing TGT (Teams Games Tournaments) method in teaching speaking skill.
46Norma K. Denzin and Yvonna S. Lincoln. The sage Handbook of Qualitative Research 3rd Edition. (United State of America Sage Publications, 2005). p10
47Jhon W Creswell. Second Edition Qualitative Inquiry & Research Dsign Choosing Among Five Approach. (United State of America Sage Publications, 2007). p73
C. ResearchSubject
Research subject is informant which have been used as data source to report data source that are related to the research focus. This research used purposive sampling based on specific purpose48
The researcher choose this location because SMAN 1 TenggarangBondowoso is the only one place apply the TGT (Team Game Tournament) method. This part consist of what where data was collected.
Whose would be the informant, how to collect the data, and the research subject in this study are:
1. English teacher tenth grade of SMAN 1 Tenggarang
Some qualified teacher are chosen to be the first informant for this study, who have been implementing the TGT method in the class.
2. Student of SMAN 1 Tenggarang
For the second subject are four students of SMAN 1 Tenggarang are chosento be interviewed. The chosen students have been participating in a speaking class with TGT method as learning method.
D. Technique of Data Collection
The data collection for this case study is extensive and draws from multiple sources such as interview, observations, documentations, artifacts49. For this case the researcher use three techniques to collect the data, there are:
48Sugiyono. Metode penelitian Kuantitatif Kualitatif and R&D (Alfabeta, Bandung, 2016). P206
49Jhon W. Creswell. Qualitative Inquiry & Research Design Choosing among five approaches.
(United State of America Sage Publication, 2007). p79
1. Observations
Observations is a special skill that requires addressing issues such as the potential deception of the people being interviewed, impression management, and the potential marginality of the researcher in a strange setting50. The observation method used must relate to locations, time, space, the protocol, feelings, activities, people. In this research, the researcher used non participant/observer as participant for the data obtained technique which is suitable to do at SMAN 1 Tenggarang Bondowoso 2. Interviews
Interview is the next technique after observation to obtained the next data, which involves the participant in its implementations. Interview on research Qualitative is a conversation that has purpose and preceded by some informal questions. Research interviews are more than just conversations and usually range from informal to formal.
In this case the researcher choose semi-structured interview. Semi structure interview is an interview technique in which the researcher can develop questions and decide for yourself which issues arise51. The data instruments or questions that the researcher obtained for the interviewing participants as follows:
a) How is the goals of the implementation of teaching speaking skill through TGT learning method at tenth grade of SMAN 1 TenggarangBondowoso ?
50Ibid 134
51Imami Nur Rachmawati. Pengumpulan Data Dalam Penelitian Kualitatif: Wawancara. Jurnal Keperawatan Indonesia; Volume 11 No.1. Maret 2007; 35-40;.
b) How is the material of the implementation of teaching speaking skill through TGT learning method at tenth grade of SMAN 1 TenggarangBondowoso ?
c) How is the step of the implementation of teaching speaking skill through TGT learning method at tenth grade of SMAN 1 TenggarangBondowoso
?
d) How is the evaluation of the implementation of teaching speaking skill through TGT learning method at tenth grade of SMAN 1 Tenggarang Bondowoso ?
3. Document Review
Document review were designed to identify the agenciestthat play a role in supporting school programs52, and also for the researcher. Document review is a process to analysis the important document such as memo, notes, book, letters, journals that related with this research.. The data was include:
a) Profile of SMAN 1 Tenggarang Bondowoso
b) The structural organization of SMAN 1 Tenggarang Bondowoso c) The Vision and mission of SMAN 1 Tenggarang Bondowoso
d) The lesson plan or RPP of tenth grade of SMAN 1 Tenggarang Bondowoso
e) The document review that related to this research
52Glen A Bowen. Document analysis As a Quqlitative Research Method. Qualitative Research Journal; Vol.9, No.2, 2009. p 28
E. Technique of Data Analysis
In this study researcher used a Qualitative approach. To manage the data research, reproduce the data, present the data, then draw the data conclusion. This study used data reduction as a technique of data analysis according to Miles and Huberman there are three step as follows:
a) Data Reduction
Data reduction refers to the process of selecting, focusing, simplyfing, astacting, and transforming the data that appear in written-up fields notes ortranscriptions.
b) Data Display
Basically, a display is an organize, compressed assembly of information that permits conclusions drawing and action. Looking at display help us to understand what is happening and to do something either analyze further and take action based on understanding.
c) Conclusion Drawing and Verification
The conclusion is only half of the configuration. Conclusion are also verified as the list proceeds. Verification may be as brief as fleeting second thought crossing the analyst’s mind during writing, with a short excursion back to the fields note, or it may be through and elaborate, with lenghty argumentation and review among collegues to develop intersubjective sensus, or with extensive effort to replicate a finding in another data set.
Those have been presented in these three steams: Data reduction, data display, and conclusion drawing/ verivication as in tervowen before, during, and after data, during, and after data collection in pararel form, to make up the general domain called “analisis”.53
F. Validity of Data
The researcher used source triangulation and technical triangulation to test the validity of the data. Triangulation or the use of multiple methods is a plan of action that will raise sociolinguistics above personalistics baises that stem from single methodologies. By combaining methods and investigation in the same study, observers can partially overcome the devicienciest that flow from one investigator or the one method54.
Source triangulation is checking and testing the credibility of the data that has been obtained by several sources. Technical triangulation is data collecting techniques that use different data collection techniques to obtain
53Matthew B. Miles A. Michael Huberman. An Expended Sourcebook Qualitative Data Analysis.
(London SAGE Publications India Pvt.td. 1994). Pp0-12
54Norman K. Denzin. The research act a theoritical intriduction to sociological methods. ( USA McGrw-Hill Book Company, 1978). p294
data from the same source. researchers use observation, participatory, in-depth interviews, and documentation for the same data source simultaneously55 G. Research Steps
In this section the researcher make an outline or research plan that has been carried by the researcher. Starting from preliminary research, design development, actual research, and writing reports56. The plan from this stages from this study are:
a) Develop research design
To draw up this plan the researcher has defined several components: tittle of this study, the focus, the reasons, thepurpose, the object, and the method used in this study.
b) Choosing research fields
Before starting theobservation of this research the researcher must choose the reseach place. After that SMAN 1 Tenggarang Bondowoso become the chosen one.
c) Permit Processing
Before do the research, researcher need a permissions in a for, of letter from Islamic State University KH Achmad Siddiq Jember to be submited to SMAN 1 Tenggarang Bondowoso as a research permit.
d) Doing research in the fields
After the researcher gotthe permission from Islamic state University KH Achmad Siddiq Jember, The researcher can do the
55Prof. Dr. Sugiyono. Metode Penelitian Kuantitatif Kualitatif dan R&D. (ALFABETA-Bandung 2013). p241
56Tim penyusun, Pedoman Karya Ilmiah. (Jember, UIN KHAS Press, 2021). p96
observation, interview the participants and so on and also the researcher can explore more about this case in SMAN 1 Tenggrang Bondowoso.
e) Prepare research equipment
After that, in this stages the reasearcher must prepare the equipment that all researcher needed in this study before, such as:
observations sheets, list of the question for participants interview, notes, book, camera if it is necessary.
CHAPTER IV
RESEARCH FINDING AND DISCUSSION A. Descriptions of research object57
a. School identity
a) Name : SMAN 1 Tenggarang Bondowoso
b) NPSN : 20521712
c) Complete Address : Jl. Raya Situbondo – Tenggarang No. 96 Kecamatan Tenggarang Kabupaten Bondowoso Est Java 68281
d) School Status : Negeri b. Organization structure
1) Commitechairman : Drs. Lis Supriyanto 2) Principal : Basri, S. Pd, M. Pd
3) KASUBAG : Martoyo S, Pd 4) WAKA. URS. : Nurul Amanah 5) WAKA. URS. : Muzanni S. Pd
6) WAKA. URS. SARPRAS : Khairurrohman 7) WAKA URS. HUMAS : Ika Wijayanti A.
8) Teacher
9) Counseling guidance
57Document Review, at SMAN 1 Tenggarang Bondowoso, 20 September 2022
38
c. Vision and Mission of SMAN 1 Tenggarang Bondowoso a) Vision
1) Achievement in education and culture, excel in mastering science and technology based on IMTAQ.
b) Mission
1) Creating a conducive learning environment in an effort to improve the quality of learning
2) Cultivate the spirit of excellence and sound reasoning to students, teachers and employees so that they have a strong will to move forward
3) Increase the commitment of all education personnel to their main tasks and functions
4) Developing Information and Communication Technology in learning and school administration.
5) Growing and developing a religious and noble personality B. Research Findings
In this part, the researcher The researcher will deliver some of the activities that the researcher will do at tent grade of SMAN 1 TenggarangBondowoso 2021-2022 academic year. The data obtained is based on the researcher’s research data method. The data provided by the researcher in detail based on class observations or interview data. At this stage, the researcher will describe the real situations of teaching speaking skills through the TGT ( Teams Games Tournaments ) learning method in the tenth grade of
