The aim of this study is to demonstrate the effectiveness of Team Game Tournament Technique on the speaking skills of the students. This research was conducted to discuss how the increase in Team Game Tournament Technique contributes to the students' fluency in English. It means that there was a significant increase in Team Game Tournament learning technique on the speaking performance of the eighth grade students of SMP N 1 Seputih Raman Central Lampung.
Kesimpulan bahwa teknik pembelajaran Team Game Tournament merupakan salah satu yang dapat digunakan untuk meningkatkan keterampilan berbicara siswa. Tujuan dari penelitian ini adalah untuk menunjukkan bahwa penggunaan Teknik Turnamen Permainan Beregu berpengaruh terhadap keterampilan berbicara siswa. Penelitian ini dilakukan untuk membahas bagaimana pengaruh Team Game Tournament Technique terhadap kemampuan siswa dalam berbicara dan menulis bahasa Inggris.
MOTTO
INTRODUCTION INTRODUCTION
Background of The Research
To improve students' fluency during learning and understand the material easily, Team Game Tournament is used in this study. The first student is low in fluency; students feel shy to speak English because they are afraid of making mistakes. The SMP N 1 Seputih Raman Eighth Grade Speaking Performance Survey Score Data.
It means that most of the students of SMP N 1 Seputih Raman still have low fluency. Looking at the data description above, the writer assumes that students have low speaking skills related to the speaking method of learning used by the teacher. The researcher would try to apply Team Game Tournament to improve the speaking skills of the students.
Problem Limitation
Problem Formulation
Objective of The Research
Benefits of The Research
- Types of Speaking Activities 7
- Factors Affecting Speaking Performance
- Analytic Speaking Performance Criteria
- Strategies of Team Game Tournament 15
- The Principles of Team Game Tournament
- Steps of Team Game Tournament
- Advantage and Disadvantage of Team Game Tournamnet a. Advantage of Team Game Tournament 18
Imitation of this type is not performed for the purpose of meaningful interaction, but to focus on a particular element of linguistic form. Transactional language, performed for the purpose of conveying or exchanging specific information, is an extended form of reactive language. 3 For the most part, effective use of vocabulary for the task with some examples of.
TGT builds student learning through repetition and variation. As brain researcher Eric Jensen (2005) tells us, “The simple fact is that repetition strengthens connections in the brain. In TGT, students practice learning the same content and skills repeatedly (there is repetition) in different ways: independently, through collaborative study, and in a competitive tournament. Prepare short-answer objective questions and answer sheets for the tournament; prepare a study sheet to help students prepare for the tournament.
Subject of Research
Action research is suitable for educators as a hands-on process because it does not require detailed statistical analysis (eg, quantitative research), or lengthy narrative explanations (eg, qualitative research), but is more concerned with solving a problem in an efficient and feasible way. Also, while traditional research methods have given much more concern to relating findings to other settings or populations, action research is more concerned with improvements within the context of the study (ie, solving a particular problem). . According to Anne Burn, action research is part of a wider movement that has been going on in education in general for some time.
It is related to the ideas of "reflective practice" and "teacher as researcher".21 Therefore, one of the main goals of action research in the classroom is to identify "problems". In addition, McNiff cites research for practitioners that can help you improve professional practice in many different types of workplaces.22 This means that research is carried out by individuals themselves in their own practices. Based on the above explanation, the writer can conclude that action research is research in classroom teaching and learning that aims to correct something or solve a problem.
Data Collecting Technique
The research plan is planned for the next cycle, which is switched from cycle. Based on the cycle 1 evaluation of the weakness felt, and then the action cycle is developed and so on. The step in the second cycle is the same as in the first cycle and the cycle will be successful if the indicators of success are achieved.
After observing the subject's activities, the researcher tested in advance to know how far the students' speaking ability before giving treatments. This is one to determine readiness for the instructional program and to diagnose the individual's specific strengths and weaknesses in speech performance. In other words, the post test is to ensure whether this way is effective or not to increase students' speaking performance.
Documentation is a technique used to get information from written sources or documents such as books, magazines, regulations, notes of meeting and daily report. The researcher will use a documentation to get data about the history of the school, the sum of teachers, officials in service and students at SMP N 1 Seputih Raman. Field note is a tool that has the function of seeing the action and student development learning process.
A field note is an important thing to make a note of the students action performed by. Field notes should be written as soon as possible after the action taken to maintain the objectivity of some facts found.
Data Analysis Technique
Indicators of student activity that will be observed that students can succeed in speaking performance if they have the following criteria;.
Description of The Data 1. Research Setting
- Acting
This research used Classroom Action Research (CAR) whose purpose is to improve students' reading comprehension and the result of the study in SMP N 1 Central Lampung. The researcher used team play tournaments as a technique to increase speaking performance because from the result of the preliminary survey, the researcher had information that the eighth grade students in SMP N 1 Central Lampung. The research result was obtained through tests that were administered to the students at the beginning of the research and at the end of each cycle, while the activity data was obtained from the observation when the learning activity took place.
To produce items to be tested as pre-test and post-test I in cycle 1. In this meeting, students expected from the teacher that they were given specific information about the narrative text. The first session was held on Tuesday 28th November 2017, this session was used as a 2 x 40 minute pre-test before the students gave the action.
This meeting was started by praying and greeting, checking the attendance list and asking the students. condition, after which the teacher asked the students to answer the pretest until finished. The pre-test was about retelling text and some students are very happy to do their test and others looked very annoyed. The table below shows the data and the frequency of the students' pretest scores:.
The pre-test result of students speaking performance at the eighth grades in SMP N 1 Seputih Raman. From the above table, the result of the pre-test showed that there were 24 students who did not finish achieving the minimum. On the basis of the result of the pre-test above, it can be concluded that the students are low in Recount text.
Moreover, this condition was appropriate with the problem identifications that the students need technique to improve their speaking performance. a) The Second Assembly.
Pre-test
In this meeting, the collaborator was the observer and the researcher the teacher. From the table above, the post-test result I showed that there were 15 students incomplete to reach the Minimum Mastery Standard (MMC).
Post-test I
Planning
There are three meetings of this part, two meetings for the action and one meeting for the post-test II. a) The First Meeting. From the table above, the result of the post-test II showed that there were 5 students incomplete to reach the Minimum Standard of Mastery (MMC).
Observing
Post-test II
Discussion
- Interpretation the Result of Students’ Learning Activities in Cycle I and Cycle II
- Interpretation the Result of Students’ Score in Cycle I and Cycle II The students score in recount text from pos-test I to post-test II
- Action and Learning Result in Cycle I
- Action and Learning result on cycle II
- The Comparison of Pre-test and Post-test I & II Figure 4
Interpretation of the results of the students' learning activities in I. and II. and II. In this lecture, the researcher will discuss the interpretation of research results. Based on the above data, the researcher can claim that the students' activities improved from I. to II.
Most of the students were able to develop their retelling text and this means that cycle II was successful. From the result of data above, The treatment on cycle I was done, it shows the result of post test I. Based on the result of pre-test and post-test in cycle I, it could be known that there was an increase .
In cycle I, the researcher found some difficulties that occur in the classroom such as students had difficulties in teaching the learning process. It happened because they were not focused to join the class and another case the students hardly understood. The data from the cycle I made the researcher should continue the learning process until cycle II and fix the problem in cycle I.
The result of pre-test and post-test I is good enough, but the student's score could not reach the target (Minimum Completeness Criteria). It means that using team game tournament technique can improve the students' speaking skills in recount texts. From the result of the pre-test, post-test I and post-test II, it could be concluded that the storytelling technique has a positive effect on the learning process of teaching, especially when learning retelling texts.
Based on the graph above, it can be concluded that the use of storytelling technique can increase the students' narrative text.
Score
It can be said that the result of students' scoring in pre-test to post-test I to post-test II reached the criteria of the success indicator with percentage up to 70% in the last cycle.
CONCLUSION AND SUGGESTION
Conclusion
In addition, Team Game Tournament can be the solution for the teacher to teach students in speaking performance, students more active in the learning process.
Suggestion
