THE EFFECT OF TEAMS GAMES TOURNAMENT (TGT) MODEL USING CROSSWORD PUZZLE WORKSHEET ON STUDENTS LEARNING
ACHIEVEMENT IN HUMAN REPRODUCTIVE SYSTEM TOPIC OF GRADE XI IPA SMA NEGERI 1 BABALAN
ACADEMIC YEAR 2013 / 2014
By:
Hastika Juliana 4103342015
Biology Billingual Education
THESIS
Submitted to fullfill the requirement for the Degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES UNIVERSITAS NEGERI MEDAN
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ACKNOWLEDGEMENT
First and foremost, All praises be to Allah Subhanahu wa Ta’ala, on Whom ultimately we depend for sustenance and guidance. The writer appreciation goes to all people that have assisted her throughout the completion of this thesis. It would be impossible to list all names, as well as expressing apology that she could not mention personally one by one. But several people deserve her sincere and special thanks.
She would like to express the deepest gratitude to her supervisor, Dra. Martina A. Napitupulu, M.Sc., whose her expertise, understanding, and supporting with guidance and suggestions, added considerably to the writer graduate experience. Her enormous appreciation is addressed to Drs. Tri Harsono, M.Si., the head of Biology Department, Prof.Dr.rer.nat. Binari Manurung, M.Si., the coordinator of Billingual Program, and Mr. Samsuddin for his administrative assistance. She sincerely wishes to acknowledge Prof. Dr. Herbert Sipahutar M.S., M.Sc., Dra. Martina Restuati, M.Si., Dra. Meida Nugrahalia, M.Sc., as her examiners, for the valuable inputs to be included in this thesis.
Special thanks are extended to Drs. Lazuardi, M.Si., as academic supervisor, as well as to Dra. Miroh Mayanur, M.Pd., the headmaster of SMA Negeri 1 Babalan, Dra. Siti Zulfah, M.Hum., as public relations of SMA Negeri 3 Medan, Biology Teacher of Grade Eleven, Desy Mandasari, S.Pd., and to students’ of class XI IPA 2 and XI IPA 3 of SMA N.1 Babalan academic year 2013/2014 for the cooperation during research.
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for always cheering her up and accompanying her grew to the sky. Thanks’ for their support and prayers. Thanks for giving her home and family.
Finally, her heartfelt thank goes to Amir Hamzah, for the spirit and being a best friend. She also thanks to her academic sister Helma K. Sihombing, Ika Armila Pulungan, Eka Sari Monica Barus, Shelly Eka Putri, Rafika Novianti, Tiara Tobing, Azlisa Helmi, Hanifah Rizki, Ayu Febriana, and Sri Rahmania for helping her through discussions. Then thanks to Billingual Biology Education year 2010 for their friendship and cooperation. It would be difficult to find adequate words to convey how much she owes all of them. Lots of love and thank to all of you.
The writer has tried her best to complete this thesis. She realizes there are still many weaknesses that she will be very happy to have critics and suggestions from the readers. It is expected that the thesis would be useful in the development
of science education.
Medan, Augustus 2014 The Writer
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THE EFFECT OF TEAMS GAMES TOURNAMENT (TGT) MODEL USING CROSSWORD PUZZLE WORKSHEET ON STUDENTS LEARNING
ACHIEVEMENT IN HUMAN REPRODUCTIVE SYSTEM TOPIC OF GRADE XI IPA SMA NEGERI 1 BABALAN
ACADEMIC YEAR 2013 / 2014 Hastika Juliana (NIM 4103342015)
ABSTRACT
The objective of this study is to find out the effect of Teams Games Tournament (TGT) model using crossword puzzle worksheet on students learning achievement in Human Reproductive System topic. It was conducted the class XI IPA of SMA N 1 Babalan academic year 2013/2014. The population of research is all students in class XI IPA of SMA N 1 Babalan consists of 4 classes with the total of 145 students. The sample was taken randomly and each group of experimental and control class is consisted of 39 students. The data is analyzed by SPSS for Independent T-test and Ms. Excel with the level of significance α = 0.05.
The result of hypothesis test shows that tcount is 0,015 < 0,05, means that Ho is rejected and Ha is accepted. There is a significant difference between student’s learning achievement that is taught by Teams Games Tournament model using crossword worksheet and Direct Instruction model. The result of cognitive achievement shows the mean difference is 4.61, means that experimental class (m= 81.07; SD= 8.483) is higher than control class (m= 76.46; SD= 7.907). The result of affective achievement shows that tcount is 0.001 < 0.05, and the mean difference is 0.219 means that the first group (experimental class) has bigger average than the second group. It means students’ learning achievement in affective aspect that were taught by Teams Games Tournament model using crossword puzzle worksheet (m= 2.94) is higher than students that were taught using Direct Instruction model (m= 2.72).
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2.1.1.2. Vigotsky’s Constructivism Theory 8
2.1.2. Definition of Learning 10
2.1.3. Factors Affecting the Learning Process 12
2.1.4. Learning Effectiveness 13
2.1.5. Learning Achievement 13
2.1.6. Cooperative Learning 14
2.1.6.1. The Strength and The Weakness of Cooperative Learning 16 2.1.6.2. Teams Games Tournament (TGT) Model 17 2.1.6.2.1. The Strength and The Weakness of TGT Model 20 2.1.6.2.2. Combination of Teams Games Tournament (TGT) Model 21 2.1.7. Crossword Puzzle Worksheet 22 2.2. Review on Human Reproductive System topic 23 2.2.1. Male Reproduction and The Process of Spermatogenesis 23 2.2.2. Female Reproduction and The Process of Oogenesis 27 2.2.3. Menstrual cycle, Fertilization, Pregnancy Parturition and
Contraception 30
2.3. Conceptual Framework 34
2.4. Hypothesis 35
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3.3. Variables and Instrument of Research 37
3.4. Research Design 37
3.5. Research Procedure 38
3.6. Research Instruments 42
3.6.1. Research Instrument for Cognitive Aspect (Test) 42 3.6.2. Research Instrument for Affective Aspect 43 3.7. Instrument for Learning Achievement (Test) 43
3.7.1. Validity Test 44
4.1. Research Instrument of Data Analysis 49
4.1.1. Validity Test 49
4.1.2. Reliability Test 49
4.1.3. Difficulty Index 49
4.1.4. Discrimination Index 50
4.2. Description of the Result of Research 50 4.2.1. The Result of Pre-Test Data 51
4.4. The Result of Learning Achievement in Affective Aspect 55
4.5. Discussion of Research 57
4.5.1. The Effect of Teams Games Tournament Model Using Crossword Puzzle Worksheet on Students’ Learning Achievement (Cognitive
Aspect) 58
4.5.2. The Effect of Teams Games Tournament Model Using Crossword Puzzle Worksheet on Students’ Learning Achievement (Affective
Aspect) 59
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CHAPTER V
CONCLUSION AND SUGGESTION 62
5.1. Conclusion 62
5.2. Suggestion 62
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LIST OF TABLE
page
Table 3.1. Design of Research 38
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LIST OF FIGURE
page Figure 2.1. Scheme of the Placement of Tournament Table 19 Figure 2.2. Male Reproductive Organs 25 Figure 2.3. Male Reproductive Glands 25 Figure 2.4. Spermatogenesis Process 26 Figure 2.5. Female Reproductive Organs 29
Figure 2.6. Oogenesis Process 30
Figure 2.7. Menstrual Cycle 32
Figure 2.8. Fertilization 33
Figure 3.1. Research Procedure 41
Figure.4.1. Diagram of Pre-test 51
Figure.4.2. Diagram of Post-test 52
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LIST OF APPENDICES
page
Appendix 1 Syllabus 66
Appendix 2 Lesson Plan for Experimental Class 68 Appendix 3 Lesson Plan for Control Class 89
Appendix 4 Crossword Worksheet 107
Appendix 5 The Answer Key of Crossword Puzzle Worksheet 113
Appendix 6 Research Instrument 116
Appendix 7 Answer Key of the Test 126
Appendix 8 Learing Achievement in Affective Aspect 127 Appendix 9 The Calculation of Data Analysis 130 Appendix 10 The Calculation of Pasca Research 134 Appendix 11 The Calculation of Validity Test 137 Appendix 12 The Calculation of Reliability Test 139 Appendix 13 Data of Validity and Reliability of Test Instrument 141 Appendix 14 The Calculation of Difficulty Index 142 Appendix 15 Data of Difficulty Index 144 Appendix 16 The Calculation of Discrimination Index 145 Appendix 17 Data of Discrimination Index 147 Appendix 18 Calculation of Normality Test 148 Appendix 19 Calculation of Homogeneity Test 151 Appendix 20 Independent Sample T-Test for Homogeneity 153
Appendix 21 Hypothesis Testing 154
Appendix 22 Independent Sample T-Test for Affective Achievement 155 Appendix 23 Table of Observation of Affective Assessment 156
Appendix 24 Product Moment Table 158
Appendix 25 Liliefors Table 159
1 CHAPTER I INTRODUCTION
1.1.The Background of Problem
Learning is the way to form the right human. It is the effort in improving the individual quality. After going through a learning process, the students are expected to achieve the goal of learning is also known as learning achievement, ie the result achieved by the students after undergoing the process of learning (Jihad, 2008 : 15).
Learning biology is aimed to make students able to understand the concepts or principles in biology. To perform this, the biology teachers should master the strategies, approaches, methods, models, and media in the learning activity. One way to improve the learning quality is to look for more inovative learning activities, including modification of learning process in biology subject that is able to make students are competent to discover ideas and solve problems actively in recreative learning situation, to achieve the learning objective.
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Based on interviewed from the biology teachers of grade XI IPA in SMA Negeri 1 Babalan academic year 2012 / 2013, there were some problems in the learning process. Students tend to be passive in the learning activities and the dominance of certain students in the learning process. Data shows that 55% of the students were not passed the subject matter. The average score of reproductive system of three classes are 68 or below the KKM, while KKM of Biology is 75. The result obtained indicate the student mastery in understanding the subject matter is low.
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post-test data, the significance value means that cooperative learning model Teams Games Tournament based multimedia can improve learning achievement of reproductive system topic as compared with the group of discussion learning model.
Adnyana (2014) showed that the significance of learning achievement of a group of students who studied by using TGT models is less than 0.05, it means that there is a significant difference between the group and a group of students who did not study using TGT models. it can be concluded that the Teams Games Tournament (TGT) models are very effective for improving student learning achievement.
The tool’s effectiveness can be explained by what Moore and Detlaff in Orawiwatnakul (2013), stated that crosswords can be used to teach terminology, definitions, spelling, and pairing key concepts. The result of research by Orawiwatnakul (2013), found that students in Spain experience supported the hypothesis that learning vocabulary through crossword puzzles contributed to the students’ improvement of vocabulary. The use of crossword puzzles was most likely to enhance the students’ vocabulary learning in the three proficient groups due to higher average scores from the pre-and post-tests (high = 16.69: 21.30, intermediate = 11.91: 21.68, low = 8.91 : 17.91). So, it may be concluded that the tool in this study was suitable to all students. No matter what level of vocabulary proficiency students had before the intervention, they could improve their vocabulary knowledge as well. It will be very useful to help students understand the terminology in Human Reproductive System topic.
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achievement in biology. This combination attracts students to compete and stay focus during learning process. The result showed that the average score of learning achievement in coordination system topic using crossword puzzle is higher (64,40) than using ladder games (52,13). It can be concluded that Teams Games Tournament model using crossword worksheet has significant effect on students learning achievement in biology topic of coordination system.
Similar result showed by Rahayu (2008) that the application of the model Teams Games Tournament (TGT) with TTS media (crossword puzzle) improve the process of learning biology students as indicated by increasing learning achievement biology of eighth grade students of SMP Negeri 7 Surakarta. The student learning achievement for the cognitive domain, value of students from cycle 1 to cycle II, had increased by 13.34. The result by Nasution (2012) in combining Teams-Games-Tournament (TGT) with Crossword media on Science subject of grade IV A MI Sultan Agung Yogyakarta showed the student achievement before action in the KKM 6.5 is 61% or High category (11 completed), then the first cycle is 83% or Very High category (15 completed), and the second cycle to be 90% is category Very High (17 completed).
Based on the explanation, the researcher expects students will have better learning achievement by Teams Games Tournament (TGT) model by using crossword puzzle worksheet on Human Reproductive System topic of grade XI of SMA Negeri 1 Babalan.
1.2. The Identification of Problem
From the background above, it can be identified that there are problems: 1. Student learning achievement in Human Reproductive System Topic is
still relatively low (below KKM).
2. Biology learning process used conventional method or lecturing, not variated
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4. Human Reproductive System is difficult topic that consists of terminologies with complex sentences in which hard to be identified by the students.
1.3. The Scope of Problem
The scope of this study will be limited on the effect of Teams Games Tournamet (TGT) model using crossword puzzle worksheet on learning achievement in the experiment class, while control class uses lecturing by Direct Instruction model. The material in this study is limited on human reproductive system topic in grade XI IPA students of SMA N.1 Babalan, covering male reproductive organs, female reproductive organs, reproduction hormones, gametogenesis, menstrual cycle, fertilization, pregnancy, parturition, and contraception. This research performed to see learning achievement through implementing the Team Games Tournament (TGT) using crossword puzzle worksheet.
1.4. Research Question
1. Does Teams Games Tournament (TGT) model using crossword puzzle worksheet affect significantly on students learning achievement in Human Reproductive System topic?
1.5. Research Objective
The purposes of this study is :
1. To know the effect of Teams Games Tournament (TGT) model using crossword puzzle worksheet on students learning achievement in Human Reproductive System topic.
1.6. Research Significances
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1.6.1. Theoretical Significance
1. The result are expected to provide a useful input for the educational development, especially students’ learning achievement in biology.
1.6.2. Practical Significances
1. Teacher can use Team Games Tournament model using crossword puzzle worksheet to improve students’ learning achievement in studying Human Reproductive System topic.
2. To provide information to emphasize students’ learning achievement in teaching and learning activities.
3. To improve students’ encouragement in studying Human Reproductive System topic.
4. To help teacher to optimize their performance in teaching Human Reproductive System topic.
62 CHAPTER V
CONCLUSION AND SUGGESTIONS
5.1. Conclusion
The data of students’ learning achievement from both cognitive and affective aspect, show that the score of experimental class that is taught by Teams Games Tournament model using crossword puzzle worksheet, is higher than the control class that is taught by Direct Instruction model (81.07 > 76.46). The data of affective aspect of both classes is enough category. Based on the data analysis and discussion, it is concluded that Teams Games Tournament using Crossword Puzzle Worksheet significantly affects on students’ learning achievement in Human Reproductive System topic at Grade XI IPA SMA Negeri 1 Babalan academic year 2013/2014.
5.2. Sugestions
1.
Teacher could consider the Teams Games Tournament model using crossword puzzle worksheet as innovation learning model in biology subject, specifically for Human Reproductive System topic.2.
School can consider the Teams Games Tournament model using crossword puzzle worksheet as input of variation of learning in recreative way to improve the student learning achievement.63 REFERENCES
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