IMPROVING STUDENTS’ SPEAKING ACHIEVEMENT THROUGH TEAM GAME TOURNAMENT METHOD IN CLASS XI.1 UPW (USAHA PERJALANAN WISATA) AT SMK PUTIKECWARA BATU
THESIS
By: SUSILO UMARDANI 07360078
ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG 2013
IMPROVING STUDENTS’ SPEAKING ACHIEVEMENT THROUGH TEAM GAME TOURNAMENT METHOD IN CLASS XI.1 UPW (USAHA PERJALANAN WISATA) AT SMK PUTIKECWARA BATU
THESIS This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education
By: SUSILO UMARDANI 07360078
ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG 2013
MOTTO AND DEDICATION
Hai orang-orang yang beriman, Jadikanlah sabar dan shalat sebagai penolongmu, Sesungguhnya Allah beserta orang-orang yang sabar (Al Baqarah [2]: 153)
Dan janganlah kamu mengikuti apa yang kamu tidak mempunyai pengetahuan tentangnya. Sesungguhnya pendengaran, penglihatan dan hati, semuanya itu akan diminta pertanggungan jawabnya (Al Isra [17]: 36).
This thesis is dedicated to: My Beloved Parents Mr. Bambang Sugianto and Mrs. Pujiati, I do love you Mom, Dad. You are the most precious stars, jewels from heaven. Your sacrifice is never enough. For my Friend: Hamid Rahman, Muhammad Zainal Arifin, Mey Riyanti, my world will be nothing without you all.
ACKNOWLEDGEMENTS
Alhamdullilahi rabbil alamin, First of all, researcher would like to say Thank you to Allah subhanahu wa ta’ala which has given opportunity, guidance and power so that researcher can complete this thesis, entitled “Improving Students Speaking Achievement Through Team Game Tournament Method”. Shalawat is also sent to Prophet Muhammad shallallahu ‘alaihi wa sallam who has brought Islam as the rahmatan lil alamin. The arrangement of this thesis could not be completed without some contribution in form of help, guidance, direction, and support from many people. Therefore researcher would like to express gratitude to: 1. Dr. Masduki, M.Pd as the first advisor who has helped researcher in guiding this thesis and making correction since the beginning of the thesis until the mid of the thesis. I appreciate his idealist principal that once he find not original work, he will stop guiding them. Tragically, his idealist is not always true. It emerges impression that he wanted his students much suffering. But I see positive point from him that people should not underestimate every little thing, because little things could bring people into misery. Again, I’m also not angry with his ‘little bit rude’ guidance because I aware that every person would face conflict wherever they are until die. Every bad or good things I have got from him, the most important thing is researcher can learn from it. 2. Drs. Munash Fauzi Anwar, M.M as the second advisor for his motivation, guidance, criticism, attentions and also immense knowledge given to researcher in the entire process of this thesis.
3. All teachers and staffs in SMK Putikecwara Batu who had helped researcher to get the data by observation and conducting research in the class. 4. My beloved Mother (Pujiati) and Father (Bambang Sugianto) who have been giving the opportunity to get prestigious education. Because of their support especially in form of materials, researcher can finish this thesis. Again, thanks for your never die love, immense attention, and prayers.
Malang, September 24, 2013 Researcher,
Susilo Umardani
TABLE OF CONTENTS
COVER ........................................................................................................... APPROVAL .................................................................................................... LEGALIZATION ........................................................................................... MOTTO AND DEDICATION ....................................................................... ABSTRACT .................................................................................................... ACKNOWLEDGEMENTS ............................................................................ TABLE OF CONTENTS ................................................................................ THE LIST OF TABLES ................................................................................. THE LIST OF FIGURES ................................................................................
i ii iii iv v vii ix xi xii
CHAPTER I INTRODUCTION 1.1 1.2 1.3 1.4 1.5 1.6 1.7
The Background of Study ...................................................................... Statement of The Problem ..................................................................... Action Hypothesis ................................................................................. Purpose of Study .................................................................................... Significant of the Study ......................................................................... Scope and Limitation ............................................................................. Definition of Key Terms ........................................................................
1 5 5 5 5 7 7
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11
The Definition of Learning .................................................................... The Definition of Teaching ................................................................... Cooperative Learning ............................................................................ The Steps of Cooperative Learning ....................................................... The Elements of Cooperative Learning ................................................. The Purpose of Cooperative Learning ................................................... The Model of Cooperative Learning ..................................................... Team Games Tournament (TGT) .......................................................... The Procedures of Team Games Tournament (TGT) ............................ The Relationship between TGT and Students’ Achievement ................ Achievement ..........................................................................................
8 12 15 15 16 18 18 21 22 24 25
CHAPTER III RESEARCH METHODOLOGY 3.1 3.2 3.3 3.4 3.5
Researh Design ...................................................................................... Place, Time, and Subject of the Research .............................................. The Procedure of Class Action Research .............................................. Data Collection ...................................................................................... Instruments ............................................................................................ 3.5.1 Test ............................................................................................... 3.5.2 Observation Sheet ........................................................................ 3.5.3 Questionnaire ...............................................................................
27 28 29 37 37 38 39 39
3.6
3.7
Data Analysis ......................................................................................... 3.6.1 Observation Sheet ........................................................................ 3.6.2 Test ............................................................................................... 3.6.3 Questionnaire ............................................................................... The Indicator of Success ........................................................................ 3.7.1 Test ...............................................................................................
40 40 41 42 43 43
CHAPTER IV FINDING AND DISCUSSION The Result of Teacher’s Observation Sheet in Cycle One .................... 4.1.1 First Meeting ................................................................................ 4.1.2 Second Meeting ............................................................................ 4.1.3 Third Meeting ............................................................................... 4.2 The Result of Students’ Activity Sheet in Cycle One ........................... 4.3 The Result of Students’ Questionnaire in Cycle One ............................ 4.4 The Result of the Test in Cycle One ...................................................... 4.5 Reflection in Cycle One ......................................................................... 4.6 Planning in Cycle Two .......................................................................... 4.7 The Result of Teacher’s Observation Sheet in Cycle Two .................... 4.7.1 First Meeting ................................................................................ 4.7.2 Second Meeting ............................................................................ 4.7.3 Third Meeting ............................................................................... 4.8 The Result of Students’ Activity Sheet in Cycle Two ........................... 4.9 The Result of Students’ Questionnaire in Cycle Two ........................... 4.10 The Result of The Test in Cycle Two .................................................... 4.11 Reflection in Cycle Two ........................................................................ 4.12 Discussion .............................................................................................. 4.1
44 44 47 50 52 53 54 56 59 59 59 64 65 68 70 71 72 76
CHAPTER V CONCLUSION AND SUGGESTION 5.1 5.2
Conclusion ............................................................................................. Suggestion .............................................................................................
BIBLIOGRAPHY APPENDIXES
81 82
THE LIST OF TABLES
Table 2.1 The Steps of Cooperative Learning ..............................................
16
Table 3.1 Time of Research .........................................................................
28
Table 3.2 The Descriptor of Aspect .............................................................
38
Table 3.3 Activity Criteria ............................................................................
40
Table 3.4 Questionnaire Criteria ..................................................................
42
Table 4.1 Students’ Activity Percentage in Cycle One ................................
52
Table 4.2 Questionnaire Result in Cycle One ..............................................
53
Table 4.3 Test Result in Cycle One ..............................................................
55
Table 4.4 Students’ Activity Percentage in Cycle Two ...............................
69
Table 4.5 Questionnaire Result in Cycle Two .............................................
70
Table 4.6 Test Result in Cycle Two .............................................................
71
THE LIST OF FIGURES
Figure 2.1
The Example of Tournament Table ...........................................
23
Figure 4.1
The Comparison of Students’ Activity Sheet from Cycle One to Cycle Two ..............................................................................
73
The Comparison of Questionnaire from Cyle One to Cycle Two ............................................................................................
74
The Comparison of Test Result from Cycle One to Cycle Two
75
Figure 4.2
Figure 4.3
BIBLIOGRAPHY
Agus Suprijono. (2011). Cooperative Learning Teori dan Aplikasi PAIKEM. Yogyakarta: Pustaka Belajar Anita Lie. (2004). Cooperative Learning: Mempraktikkan Cooperatif Learning di Ruang-Ruang Kelas. Jakarta: Grasindo. Arifah Nur Triyani (2009). Model Pembelajaran Kooperatif tipe Teams Games Tournament (TGT) sebagai Upaya Meningkatkan Keaktifan Belajar Matematika pada Pokok Bahasan Peluang dan Statistika di SMP Negeri 04 Depok Yogyakarta kelas IX C Dimyati dan Mujiono. (2006). Belajar dan Pembelajaran. Jakarta: PT. Rineka Cipta Eko. (2011). Model Pembelajaran Teams Games Tournament. (Online), (ekocin.wordpress.com) Isjoni. (2011). Pembelajaran Kooperatif. Yogyakarta: Pustaka Belajar Moh. User Usman. (2002). Menjadi Guru Profesional. Bandung: Remaja Rosdakarya. Moh. Nur. (2005). Pembelajaran Kooperatif. Surabaya: Pusat Sains dan Matematika Sekolah UNESA. Oemar Hamalik. (2002). Psikologi Belajar Mengajar. Bandung: Sinar Baru Algesindo. Oemar Hamalik. (2004). Proses Belajar Mengajar. Jakarta: PT. Bumi Aksara Rochiati Wiriaatmadja. (2005). Metode Penelitian Tindakan Kelas: Meningkatkan Kinerja Guru dan Dosen. Bandung: Remaja Rosdakarya. Sardiman. (2007). Interaksi dan Motivasi Belajar Mengajar. Jakarta: Rajawali Press. Slavin (2005). Cooperative Learning: Teori, Riset dan Praktik T. Raka, Kardiawan, Trisno Hadisubroto. (1998). Konsep Dasar Penelitian Tindakan Kelas (Classroom Action Research). Jakarta: Proyek Pengembangan Guru Sekolah Menengah Depdikbud Dirjen Dikti.
