INTRODUCTION

CHAPTER I

INTRODUCTION

This section discusses about background of the study, statement of the problem, purpose of the study, hypothesis, significance of the study, scope and limitation of the study, and definition of key terms.

1. Background of the study

Basically, the English curriculum emphasizes on the fourth skills there are, listening, reading, speaking and writing. In order to master those skills, learners should read many references and knowledge of those skills by reading a lot, because they learn and master other skills and finally they can master English language well. Reading is very important to learn useful for language acquisition. Provided that students more or less understand what they read, the more they read, the better they get at it. Reading has also has a positive effect on student’s vocabulary knowledge, on their spelling and on their writing encourage students to focus on vocabulary, grammar or punctuation. Moreover, in junior and senior high school, reading skill has big role because majority of the material is reading comprehension. In final national examination, the students are given text in order to answer the questions.

Cooperative learning is one of learning strategy that based on the constructivism concept. Cooperative learning is a successful teaching strategy in which small teams, each student with different levels of ability use a variety in learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is teach but also for helping teammates, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it (Isjoni: 2012). So the learning process means unfinished, if the member in a team have not understand yet about the topic in lesson.

In the teaching and learning process, English teachers should have several of methods and techniques, so their students are achieved the aim of learning English. That is the basic and fundamental reason for Slavin to create TGT (Teams-Games-Tournaments) technique.

TGT (Teams-Games-Tournaments) is one of the team learning strategies designed by Slavin for review and mastery learning of material. Slavin has found that TGT increased basic skills, students’ achievement, positive interactions between students, acceptance of mainstreamed classmates and self-esteem.

TGT (Teams-Games-Tournaments) technique by Slavin is one of cooperative learning technique which is suitable for elementary up to higher level of education. The application of this technique is by dividing class into small group, use the academic tournament, and some quizzes and the improvement of individual system, which the student as the representative from their team in competition with other team that has same basic skill as like them.

This research uses TGT (Teams-Games-Tournaments) technique, because the researcher measures the effectiveness of this technique to reading comprehension ability. This supported by the data that researcher finds study related to this research Mulyono. (2012). Improving The Reading Comprehension Ability Of The Second Year Students Of Ma Al Khoiriyah Putukrejo Gondanglegi Through TGT Strategy. This research employed collaborative classroom action research in which the researcher and his collaborator worked together on designing the lesson plans, implementing the actions, observing the effect of action, and reflecting the results of the actions. In conducting the research, the researcher was the practitioner while the collaborator became the observer. The subjects of the research were 25 students of the second grade of science program of MA Al Khoiriyah in the 2010/2011 academic year. The research was carried out in two cycles following the action research procedure, i.e., planning, implementing, observing, and reflecting. The first and the second cycles were carried out in three meetings. The data of the research were gathered using observation checklist, interview guide, field notes, and reading comprehension tests. And the last come from Sepwan Partogi Sinaga. The influence of TGT type (team games tournament) Towards The Result Of Student’s Learning On The Studying Of Excretory System At Class Xi Sma Negeri 1 Pangururan On The Year Of 2011/2012. The purpose of this research is to know the influence of TGT type (Team Games Tournament) towards the result of student’s learning on the studying of excretory system at class XI SMA Negeri 1 Pangururan on the year of 2011/2012 The kind of research is experiment. The population is all students at class XI, SMA Negeri 1 Pangururan. There are five classes and the sample is two classes, by using TGT type experiment and conventional type at control class. The number of students in experiment class is 39 and 40 people in control class.

The data instrument or data collector used to see the result of student’s. Studying result in biology is to studying result test on excretory system with 30 questions using objective test with five options. From the result of giving post test done for the two classes, we can see the average of student’s studying result, experiment class is 9, 35 and the highest score is 10 and the lowest score 8,0 with variance 0,504. The average of student’s studying result at control class is 7, 71. The highest score at this control is 9, 0 and the lowest score 6, 0 with variance 0,738. To analyst the data, the researcher used t-test. From the previous researcher gets analyzes of pretest data 18.12 = t account > t table = 1.167, so Ha is accepted, there is significant influence in the result of biology between experiment and control class, in which studying.

Based on the description above, this research uses TGT (Teams-Games-Tournaments) strategies, in order to compare the improving of reading comprehension ability between experimental and control group of second year student of SMA Negeri 1 Trawas, Mojokerto.

1.2 Statement of problem

Based on the discussion above, the researcher states the research problem “Do the students who are taught using TGT (Teams-Games-Tournaments) have better reading comprehension ability than students who are taught by conventional technique?”

3. Purpose of the study

Related to the research problem above, the purpose of the study is to figure out the effectiveness of TGT (Teams-Games-Tournaments) teaching technique on reading comprehension ability in second year student of SMA Negeri 1 Trawas.

3. Hypothesis

Based on research problem above, the researcher states two hypotheses, they are:

Research hypothesis “students who are taught using TGT (Teams-Games-Tournaments) technique have better result on their reading comprehension than students who are taught using conventional technique.

Null hypothesis of this study “students who are taught using TGT (Teams-Games-Tournaments) technique do not have better reading comprehension than students who are taught using conventional technique.

3. Significances of the Study

This study uses cooperative learning especially TGT (Teams-Games-Tournaments) technique, actually cooperative technique is better way than competitive way which is used commonly in conventional teaching. Theoretically the researcher hopes this research will be very useful for later research as the description and reference of similar theory. Practically, this study is useful for: The successful of this study help the institution to know the right technique and it useful on their syllabus policy, and also the study introduce a new method and technique that very helpful to the teacher to give objective description to the teacher using TGT (Teams-Games-Tournaments) technique to improve the student’s comprehension ability especially in reading.

3. Scope and Limitation

In this study, the researcher uses two variables; they are TGT (Teams-Games-Tournaments) technique as independent variable and reading comprehension as dependent variable.

The study is conduct in second year student of SMA Negeri 1 Trawas, Mojokerto. The researcher takes two regular classes. One class is the experimental and one is control group and the researcher limit the study to know the effectiveness of TGT (Teams-Games-Tournaments) technique in improving the reading comprehension ability on the experimental group.

3. Definition of Key Term

In order to avoid misunderstanding or get the same perception of the terms used in the study, the following definitions are given:

• Reading Comprehension refers to the students’ score of reading comprehension with cover the understanding with the content of the passage, such as: main idea, the generic structure and vocabulary.
• Team-Games-Tournament (TGT) technique is one of cooperative learning in a small group with the members of the team around 4-5 students in heterogenic.