The purpose of
education is something that needs to be achieved by education activities.
National education has a purpose to evolve students’ potential in order to
become human that have belief and god-fearing to Allah, have noble attitude,
healthy, bookish, capable, and creative, independent and become democratic
citizen and responsible. The phenomenon in the reality had shown that in
learning process, there are still many problems.
From the result of observation in the
class and discussion with teacher, in the English learning process at Junior
High School in the academic year 2013/2014 there are many weaknesses that
influence the result of study and based on diagnosis, it is found several
weaknesses, such as: Low students participation in learning activity, Certain
students domination in learning activity, Students are not attracted with the
teacher’s way in conveying material (monotonous method), Most of students are
not motivated to study. As an English teacher, researcher feels that English is
very important because it is UNAS lesson. Researcher wants the students can
follow lesson well.
The researcher
is a teacher in Junior high school. Based on experience of researcher in
teaching English at SMPN I Sukomoro Magetan for five years, the researcher
often sees the difficulties faced by the students especially in reading and
comprehending of vocabulary. The researcher teaches English eight grade from B,
C, D, E, F and G. Each class has the minimum standard of students’ score
suitable with its grade. Based on the data of students’ score in Sumative test.
And students get low score, the researcher will study class B because they get
worst score.
The average of
students’ score 48 even though the researcher hopes the students’ score 70. And
the researcher has be held preliminary with the average of students’ score
57.10. Based on the preliminary study conducted at VIII B class SMPN I Sukomoro
by using direct observation and inquiry, and reading test especially narrative text.
the researcher find that the student’s reading comprehension indicate
unsatisfactory result. They are difficult to understand content of the text. So
that they can’t answer these questions well. They say that they don’t know the
meaning of the text.
It
is clear that reading is an important skill to be
developed in the teaching and learning process at schools. The aim of reading
is to get the meaning or message of a text. Students have to be able to
comprehend text, both oral and written. It will be easy to understand a text
for those having good competence at reading.
This condition
encourages the researcher to help the students to be better prepared in
understanding in reading. To improve the students’ reading comprehension,
Teams-Games-Tournaments (TGT) technique becomes alternative solution to be used
in teaching learning process. The problem of the research can be formulated as
follow: How can TGT technique be implemented to improve the reading
comprehension in narrative text of the eight B grade students of SMPN I
Sukomoro Magetan 2013-2014 Academic Year?
The objective of
the research is to investigate how TGT technique can be implemented to improve
reading comprehension in narrative text of the eight grade students of SMPN I
Sukomoro Magetan 2013-2014 Academic Year.
This research is
useful for the teachers to suggest alternative in teaching reading
comprehension; for future researcher, it may add information on implementing
Teams-Games-Tournaments (TGT) technique based on which further research can be
done.
TGT gives rules and techniques to
compete as individuals after receiving help from their teammates. They build a
self confidence on their source team to give a chance for trusting themselves
when competing in tournament. Learning English by using TGT technique that use
group goal sand individual accountability will increase students’ achievement.
So, using TGT technique is expected to improve students understanding in
learning the material. Based on explanation above, the researcher decides to
apply TGT technique to improve the reading comprehension in narrative text of
eight B grade students at SMPN I Sukomoro
Magetan. The researcher had proved that Teams-Game-Tournament technique
is an effective technique to increase the students’ skill in reading
comprehension for narrative text. If the students have the higher motivation to
do reading comprehension, they will have the higher achievement.
In
this research, the researcher focused on the factors which make reading uneasy
or difficult for the learners. Based on inquiry after preliminary study, those
factors are the vocabulary and the meaning problem of the students. To overcome
the vocabulary and meaning problem, the researcher used bottom up TGT technique
which consists of five steps: a) Class presentation, b) Team, c) Games, d)
Tournaments, e) Group Recognition.
In the
teaching-learning language process we know some terms that often confuses us.
They are approach, method, technique and strategy. In this research, the
researcher used technique. Technique is a procedure or the way to improve
students’ comprehension and to reach the goals of reading comprehension. Snow (2002:2) says
that defines reading comprehensions as the process of simultaneously extracting
and constructing meaning through interaction and involvement with written
language. The emphasis is merely on the words extracting and constructing.
William
(2002, p. 17), reading comprehension is, in its most obvious sense, the ability
to understand information in a text and interpret it appropriately. Harmer
(1998) explains that reading for detailed comprehension whether looking for
detailed information or language must be seen by students something very
different from the reading skill mention above when looking for details, we
expect students to concentrate on the minutiae of what they are reading.
Reading comprehension is not essentially different from other kinds
of comprehension. Comprehension is sometimes, but not always related to
the speed of reading. Reading comprehension means the ability to understand the
material given by the authors. From the statement above, it can be known that
reading with comprehension covers not only reading the selection on the
essential facts, but also trying to comprehend or understand the message in the
selection of the essential facts.
To help students
in reading comprehension, the researcher use cooperative learning. According to
Robert E. Slavin (2005) says that cooperative learning is learning that is
conducted in group. Cooperative learning models have characteristic as below:
First, to finish learning material, students learn in group cooperatively,
second, group is formed from students with high, medium, and low ability,
Third, if in the class there are students consists of several race, tribe,
culture, gender which are formed to small groups consists of 4-5 students
concerning the diversity students as a place to solve some problems,
forth, reward is more to be a priority
to teamwork instead of individual.
In this
research, by implementing TGT Technique the students will cooperate with their
group to practice some techniques for reading comprehension above with the
purpose to improve their comprehension in understanding reading text. Block at al
(2002, p. 07) in Dhiarini (2013) gave statement that research on comprehension
instruction including the studies of vocabulary instruction, teaching or
comprehension technique in small group.
TGT technique is
a part of cooperative learning. Slavin (1995, p. 84) explains that, “TGT is a
structure for recognizing the classroom into four or five member teams, each
having members from all levels of achievement and can help to make important in
students attitudes.” It means that TGT gives opportunity to the group to let
students suggest things they would like to work toward. According to Slavin
(2005) says that type TGT cooperative learning consists of 5 steps are class
presentation, teams, games, tournament, and group recognition.
a)Class
presentation. The teachers deliver the material, usually by direct instruction
from teacher, or teacher led a discussion about material. At the class
presentation, students should pay attention and understand the material
presented by the teacher, because it will help them when work in the group, b) Team.
The group usually consists of 4 to 6 heterogeneous students. The teacher
divided a group based on student’s ability and gender. It make a group can work
properly and optimally in the game.
c)Games. Game
consists of the numbered questions. Students select a numbered card and try to
answer the questions. Students who answer correctly the question would get a
score. These scores are collected as group score, d) Tournament. Usually the tournament conducted
on weekends or on each unit after the teacher does class presentations and the
student do group work sheet, e) Group
Recognition. Announced the best group by the teacher.
There are some
benefits of implementing Teams-Games-Tournaments (TGT) technique. First,
students are more active during the learning process, second, students will
better mastery in the material provided, third, improve the students
communication skill to each other, fourth, learning process will be more
attractive, fifth, improving the teaching quality.
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