CHAPTER I

INTRODUCTION

As an introduction this chapter presents the background of the study, statement of the
study, objective of the study, significance of the study, hypothesis and definition of key
terms.

1.1 Background of the Study

Language is the important part in communication. Language is being the way to

transfer an idea, thinking, opinion and feeling. In the world, there are so many languages and
English is an important language to be learned because it becomes an international language.
English influences our daily life; many sectors need English as the prerequisites. For
example, English is widely used in mass media and oral communication as means of
exchanging information including science, education and technology reasons. In Indonesia,
English is the first foreign language. It is taught from elementary school as an alternative
subject until high school as one of the compulsory subjects. It means that English has an
important position so the Indonesian students need to learn English as well as possible.
There are four important skills that students have to master in English. They are
speaking, reading, listening and writing. Furthermore, the students have to master English
components such as vocabulary, grammar, spelling and pronunciation. In current curriculum,
the English literacy level of junior high school is the ability to use English for communication
in daily life. It means that the objective of English teaching is the ability to speak English
fluently. But in reality, there are so many students are not able to speak English well.
Commonly, they only have capability in grammar, reading or writing. It is because English is
not spoken in society, so the accuracy and fluency to speak English is difficult for the
students. Moreover, the use of conventional teaching techniques which only use the same
way for each section of teaching English becomes the second reason of the problem in
speaking English. Setiyadi (2006: 21) states that “speaking is the productive skill in the oral
mode. It likes the other skills, is more complicated that it seems at first and involves more
than pronouncing words.”
 Based on the statements above, the researcher knows that the fluency in speaking
becomes the problem in learning English. Here, the using of appropriate techniques in
teaching and learning English is one of the ways to solve the problem. It is needed in order to
make the students be motivated in speaking English in the classroom and out of classroom.
There are many techniques to make English teaching especially speaking is fun, interesting
and active. So the students are encouraged to expose themselves to speak English. One of the
techniques which can be used in English speaking is cooperative learning technique, so the
teachers have to analyze the most appropriate technique to teach English in their class.
Cooperative learning has so many techniques which can be a good alternative to be applied in
teaching English and it can make an interesting teaching and learning for the students.
Based on the backgrounds above, the researcher will conduct a study in the form of
Classroom Action Research entitled “Enhancing the Eighth Students’ Ability in Speaking
through Team-Game-Tournament of Cooperative Learning Technique at SMP Negeri 1
Rejotangan in Academic Year 2013/2014.”

1.2 Statement of the Problem

Referring to the background of the study previously presented, the researcher

formulates the statement of the problem as follows “How can the Team-Game-Tournament of
cooperative learning technique enhance the eighth students’ ability in speaking at SMP
Negeri 1 Rejotangan in academic year 2013/2014?”

1.3 Objective of the Study

The objective of the study is to enhance the eighth students’ ability in speaking
through Team-Game-Tournament of cooperative learning technique at SMP Negeri 1
Rejotangan in academic year 2013/2014.

1.4 Significance of the Study

The advantages that can be acquired from this research are:

 For the students
This research can encourage them to learn English especially in learning
speaking so that they can enhance their speaking ability and find the interesting
teaching and learning process. It can be new experience for them in learning English
so that their speaking achievement can be better.

For the teachers

It can be input and reference to the English teachers in teaching speaking.
They can get an appropriate technique so that they can enhance their students’
speaking ability and make the students’ speaking achievement can be better than
before.

For other researcher

It can be used to be reference in conducting further research to develop
another technique to motivate the students to speak English.

1.5 Hypothesis

If the Team-Game-Tournament of cooperative learning technique is applied well, it

will improve the students’ ability in speaking at SMP Negeri 1 Rejotangan in academic year
2013/2014.

1.6 The Definition of Key Terms

To avoid misunderstanding and misinterpreting of any terms used in this class action
research, the researcher defines the key words as follow:
Speaking is an interactive process of constructing meaning that involves producing,
receiving and processing information (Brown, 1994; Burn & Joyce, 1997). Its form and
meaning are dependent on the context in which it occurs, including the participant
themselves, their collective experience, the physical environment and the purposes for
speaking. However, speaking is not always unpredictable.
Team-Game-Tournament is one of the games based on the procedure and developing
of cooperative learning technique. The major characteristic of the game is group work. The
students study in group and assigned a task that involves collaboration and self-initiated
language.
Cooperative learning technique is group learning activity organized so that learning is
dependent on the structured social exchange of information between learners in group and in
which each learner is held accountable for his or her own learning and is motivated to
increase the learning of other (Kesler 1992: 8). It means that cooperative learning technique
can enhance the motivation and spirit of the students to study with their friends in group.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents some related literatures that support this class action research. It
includes English curriculum for SMP, learning English, speaking, cooperative learning and
Team- Game- Tournament.

2.1 English Curriculum for SMP

English curriculum for SMP is The School Based Curriculum 2006 is called KTSP
2006. The objective of KTSP namely KKM, it does include the indicator of competence that
use for determining the minimum score of passing grade in every school. As stated in the
2006 curriculum that every school has full authority and responsibility for determining the
subject matter and learning instruction in line with the vision, mission, purpose, condition and
characteristic of every school.
According to 2006 English curriculum: Pengembangan kemampuan siswa dalam
berbahasa Inggris yaitu dengan memiliki empat ketrampilan dalam berbahasa Inggris
(speaking, listening, reading, writing) yang bertujuan untuk mengembangkan kompetensi
berkomunikasi secara lisan secara terbatas untuk mengiringi tindakan (language
accompanying action).
The 2006 curriculum based on Depdiknas 2006 targets the students to be able to
understand various types of texts, i.e. descriptive, procedure, recount, narrative and report.
Those kinds of text types have to be mastered by the students in four skills; they are listening,
speaking, reading and writing. The standard competence especially in speaking the students
should be expressing the meaning in written functional text and short essay of descriptive and
procedure to interact with the closest environment. Moreover, the basic competence in
speaking the students must express the meaning and the steps accurately, fluently and
acceptably in very simple short essay related to the closest environment.

2.2 Learning English

Learning English has an essential point in order to make the students master in
English. As we know that in Indonesia, English is the first foreign language. This section
introduces and explains the definition of learning and English language learning for SMP.

2.2.1 Definition of Learning

The formal definition of learning describes the process as a relatively permanent

change in behavior based on individuals’ interactional experience with its environment. As
such, learning is an important form of personal adaptation. It means that learning is relatively
permanent is to emphasize that behavior is flexible and not genetically pre- programmed in
form or function.

2.2.2 English Language Learning for SMP

In KTSP Mata Pelajaran Bahasa Inggris (Depdiknas, 2006: 278) learning English in
SMP has aims as follows: (1) developing communicative competence either oral or written
ways to achieve literacy level; (2) having awareness of the essence and importance of English
to enhance competitive power of nation in global society; (3) developing understanding of the
students about the relationship between language and culture.

2.3 Speaking

This section focuses in some important aspects of speaking as one of the skills in
learning English involves the definition of speaking and the importance of speaking.
2.3.1 Definition of Speaking

Of all the four skills (listening, speaking, reading and writing), speaking seems
intuitively the most important: people who know a language are referred to as ‘speakers’ of
that language, as if speaking included all other kinds of knowing; and many if not most
foreign language learners are primarily interested in learning to speak (Paulo, 2010:120).
Moreover, (Shrouf in Brown, 1994; Burns & Joyce, 1997) defines that speaking is an
interactive process of constructing meaning that involves producing and receiving and
processing information. It means that speaking is a crucial part of language and it became a
communicative skill for the students.

2.3.2 Teaching Speaking

Hornby (1995: 37) quoted that teaching means giving the instruction to (a person):
give a person (knowledge, skill etc). While speaking means to make use of words in an
ordinary voice, so teaching speaking is giving instruction to a person in order to
communicate. Many students equate being able to speak a language as knowing the language
therefore view learning the language as learning how to speak the language.
Speaking is fundamental to human communication. Just think of all the different
conversation we have in one day and compare that how much the written conversation we do
in one day. In our daily lives most of us speak more than we write, yet many English teachers
still spend the majority of class time on reading and writing practice almost ignoring speaking
and listening skills. If the goal of English course is truly to enable the students to
communicate in English, then speaking skill should be taught and practiced in the language
classroom. Classroom activities that develop the ability of learners to express themselves
through speech would therefore seem an important component of a language course and it is
usually called an effective speaking activity.

2.4 Cooperative Learning

This section focuses in some important aspects of cooperative learning that includes
the nature of cooperative learning and the five key elements of cooperative learning; positive
interdependence, face to face interaction, individual and group accountability, interpersonal
small- group skill and group processing.
2.4.1 The Nature of Cooperative Learning

As humans we are social animals and have an inherent social nature. It is not in our
nature to life alone (Johnson and Johnson, 1975: 1). Based on the statement above we can
conclude that make a group is needed in our life. It seems for the students that they need to
learning together through group work. Group work is a generic term covering a multiplicity
of techniques in which two or more students are assigned a task that involves collaboration
and self initiated language (Brown, 2001: 177). Group work is usually called cooperative
learning. (Kessler, 1992: 8) states that “cooperative learning is group learning activity
organized so that learning is dependent on the social structured exchange of information
between learners in group and in which each learner is held accountable for his or her own
learning and is motivated to increase the learning of other”. It means that cooperative
learning can increase the spirit of the students to study with their friends in group.

2.4.2 Key Elements of cooperative Learning

It is only under certain conditions that cooperative efforts may be expected to be more
productive than competitive and individualistic efforts. Those conditions are positive
interdependence, face to face interaction, individual and group accountability, interpersonal
and small- group skill and also group processing. Then this section focuses on explanation of
each key element is defined below:

2.4.2.1 Positive Interdependence

Positive Interdependence exists when each member realizes that success is impossible
without the support and interaction of all members, that is, each one has an awareness of
“sink or swim together” (Burns- Roe- Ross 1996: 588). It is also can make the students have
responsibility to themselves and also to their groups’ member. Each member tries to give the
best for his or her group.
2.4.2.2 Face to Face Interaction

Face to Face Interaction promotes each other’s success. It has five points, they are: (1)
orally explaining how to solve the problem, (2) teaching one’s knowledge to other, (3)
checking for understanding, (4) discussing concepts being learned and (5) connecting present
with past learning. The students share each other to solve the problems. They share their
knowledge and their experience with the other members in the group.

2.4.2.3 Individual and Group Accountability

Individual and Group Accountability exist when the performance of each individual is
assessed and the results are given back to the group and the individual in order to as certain
who needs more assistance, support and encouragement in learning (David & Johnson, 2009).
Individual and group accountability refer to the teachers’ monitoring of each group members
and provision of feedback to ensure that each student is learning (Burns- Roe- Ross, 1996:
588).

2.4.2.4 Interpersonal and Small- Group Skills

Interpersonal and Small- Group Skills also called Collaborative Skills include such
group interaction skills as leadership, decision- making, trust- building, communication and
conflict- management skills. The purpose of learning together in group work is that they can
make collaboration of the skills with their friends in the group and share those all
collaborative skills.

2.4.2.5 Group Processing

Group Processing occurs when the students discuss their progress in reaching goals
and analyze their working relationship within the group. Group processing exist when group
members discuss how well they are achieving their goals and maintaining effective working
relationship. The effective working relationship shows and describes what member actions
are helpful and not helpful.
2.5 Team- Game- Tournament

Basically, Team- Game- Tournament is one of the techniques of cooperative learning.

Then this section presents the definition of Team- Game- Tournament and the characteristics
of Team- Game- Tournament.

2.5.1 Definition of Team- Game- Tournament

Team Game Tournament (TGT) is a cooperative learning technique that enhances

students’ academic achievement and attitudes towards the content material. The purpose of
the Team- Game- Tournament is to create an effective classroom environment in which
students are actively involved in the teaching process and are consistently receiving
encouragement for successful performance. The Team- Game- Tournament structure
encourages competition and cooperation in a way that promotes peer group rewards for
academic achievement and this strategy is appropriate for secondary school students of all
abilities especially speaking ability (Abrami, 1991: 83).

2.5.2 The Characteristics of Team- Game- tournament

Team- Game- Tournament has three basic elements: (1) teams— students are
assigned to equal teams categorized by equivalent academic levels; (2) games —skill
exercises relating to content material are played during weekly tournaments; (3) tournament
—students represent their teams and compete individually against students from other teams.
The winnings are brought back to their teams. Total winnings are tallied across teams and
team champions are announced. Not only is Team- Game- Tournament a fun activity, it also
helps students review what they have just learned in the unit for a future test. There is an
incentive for playing the game. The team that wins the tournament gets a reward. For
example, stickers or extra time to play outside.
 CHAPTER III

RESEARCH METHOD

Research method is a significant element in the research activity. In this chapter, some
aspects will be used to conduct the study. They include the research design, research
procedure, setting and subject of the study, data collection method and data analysis.

3.1 Research Design

To conduct a useful research, a systematic way or a well-done plan must be made in

order to obtain the valid answers of the research questions. It means that the appropriate
research design has to be selected. In conducting this study, classroom action research would
be used. It was designed to describe a condition objectively and information concerning the
status of phenomena of the sample. This study also attempts to describe the analysis of
improving the eighth grade student’s ability in speaking through one of the cooperative
learning techniques that is Team- Game- Tournament. The research design is used to find out
the result of “enhancing the eighth grade student’s ability in speaking through Team- Game-
Tournament at SMPN 01 Rejotangan in Academic Year of 2013/2014” using Classroom
Action Research.
Carr and Kemmis (2005:7) state that action research is a form of self-reflective
enquiry undertaken by participants in social (including educational) situation in order to
improve (a) the rationality and justice of these practices; (b) their understanding of the
practices, and the situations in which the practices are carried out. It can be said that an action
research is a “learning by doing” action a group of people or person (researcher), identifies a
problem, does something to resolve it, sees how successful the efforts which has been made,
and if the result is not satisfying, that group or that person will try again the efforts in the next
action.
Applying the principle of an action research design, the researcher took the model of
an action research proposed by Kemmis and Mc.Taggart model Aqib (2006: 23). The action
research consists of four main steps, namely planning, acting, observing, and reflecting in
which the cycle is shown in figure 3.1.
 Figure 3.1 the Procedure of Classroom Action Research
(Adapted from Kemmis and Mc Taggart’s model)

The explanations of the figure above were presented more clearly as the following:

3.1.1 Cycle I

Planning

Finding an institution to do an action (Eighth students of SMPN I Rejotangan).

Asking permission to the headmaster and English teacher to carry out the research there.
Designing a well-prepared plan (lesson plan and test).

Acting

First Activity (Pre-test)

Giving a pre-test to the students.
Second Activity (Treatment 1)

The researcher Students

The researcher distributes Students give their attention.

the practice version of the
test to each student and
instruct them to answer the
question orally and
cooperatively as a team,
ensuring that all team
members understand how
each answer was obtained
the intension.

The researcher evaluates Students who know, then answer the question orally then
and corrects the students’ check their answer and attention the teacher’s explanation.
answer then displayed a
copy of the answer on the
data projector and get each
team to check their answer
and resolve any issues
with their answer.
The researcher asks the Students rank their members on the basis of their
students to sort there team understanding.
on the basis of their
understanding of the topic
from very good
understanding (A students)
to poor understanding (E
students).

After that, the researcher Students regroup their selves.

regroups all of the teams
and asks them to seat all of
the A students in one area
of the room, B students in
another area, etc.

The researcher gives out Students answer the question orally.

the test version question to
each student and instructs
them to individually
answer the questions under
formal test conditions.

The researcher evaluates Students give their attention and rank their scores.
and corrects then displays
a copy of the answer on
the data projector and get
each student to mark their
answers and then to rank
themselves amongst the
group of students they are
group with. That is, the A
students will rank
themselves from best to
worst score. The students
with best score is given a
score of 5 points while the
students with the lowest
score is given a score 1
point. Students with equal
scores receive the same
number of points (e.g. the
point’s distribution could
be 5, 4, 4, 4, 1, if three
students have same score).

The researcher gives Students give attention and improve their speaking ability.
feedback for the students’
activity within teams, so
that the researcher can
 give evaluation for their
speaking activity.

Third Activity
The researcher Students

The researcher plays the Students do the rule once more with increase attention.
rule once more.

The researcher gives a Students do the cycle I test.

cycle I test to check the
students’ progress.

Monitoring Collecting and analyzing the result of the action. Its purpose
was to know to what extent the result of the action reached the
objectives.
Reflection Finding out the progress from the first activity to the last
activity.

3.1.2 Cycle II

Planning Designing a well-prepared plan (lesson plan and test).

Acting Fourth Activity (Treatment 2)

The writer Students

The researcher distributes Students give their attention.
the practice version of the
test to each student and
instructs them to answer
the question orally and
cooperatively as a team,
ensuring that all team
members understand how
each answer was obtained
the intension.
The researcher evaluates Students who know, then answer the question orally then
and corrects the students’ check their answer and attention the teacher’s explanation.
answer then displays a
copy of the answer on the
data projector and get each
team to check their answer
and resolve any issues
with their answer.
The researcher asks the Students rank their members on the basis of their
students to sort there team understanding.
on the basis of their
understanding of the topic
from very good
understanding (A students)
to poor understanding (E
students).
After that, the researcher Students regroup their selves.
regroups all of the teams
and asks them to seat all of
the A students in one area
of the room, B students in
another area, etc.
The researcher give out the Students answer the question orally.
test version question to
each student and instructs
them to individually
answer the questions under
formal test conditions.

The researcher evaluates Students give their attention and rank their scores.
and corrects then displays
a copy of the answer on
the data projector and got
each student to mark their
answers and then to rank
themselves amongst the
group of students they are
group with. That is, the A
students will rank
themselves from best to
worst score. The students
with best score is given a
score of 5 points while the
students with the lowest
score is given a score 1
point. Students with equal
scores received the same
number of points (e.g. the
point’s distribution could
be 5, 4, 4, 4, 1, if three
students have same score).
Third Activity
The writer Students

The researcher plays the Students do the rule once more with increase attention.
rule once more.

The researcher give a Students do the cycle II test.

cycle II test to check the
students’ progress.

Monitoring Collecting and analyzing the result of the action. Its purpose
was to know to what extent the result of the action reached the
objectives.

Reflection Finding out the progress from the first activity to the last
activity.

From the cycles above, the main difference of each cycle is the role of the teacher in giving
the more motivation to the students in speaking. The researcher motivates the students to do
their best within team. The students give more attention for their team. Then researcher gives
another form of test in cycle 2, so that the students will beyond the previous failure in the
cycle 1 from this class action research.

3.2 Research Procedure

The procedure of this classroom action research will be conducted in cycle covering four
steps of activities, namely the planning, acting, monitoring and reflecting.

a. Planning

Before conducting the action, observation is done to find out the condition of the
student performance in English teaching learning process. The researcher consulted her thesis
advisor to find information wether the situation of the eighth year students, which the
researcher found while she did the preliminary study, could improved students’ speaking
ability in English teaching learning process through Team- Game- Tournament.

b. Acting
 In this study, the researcher acted as the practitioner who implemented the proposed
strategy by referring to the activities done in class. The study was conducted in two meetings
in which each meeting had a different focus. The first meeting was focused on introducing
teaching with Team- Game- Tournament. In the step, the researcher divided the class into
teams of four or five. A class of 40 would have 9 teams of 5. The second meeting was
focused on the teaching and learning process using Team- Game- Tournament.

c. Monitoring

Monitoring is the process of recording and collecting data about any aspect which
happened during the implementation of the action. This active is done by the observer. In
conducting the observation, the observer is equipped with observation sheet and field notes to
record the required data. Thus, the data of this research were obtained from the result of the
observation and interview.

d. Reflection

During the process using Team- Game- Tournament, the researcher got data. The researcher
tried to criticize the strengths and weaknesses of her procedure in implementing the research
plan. After the analyzing of data, she made the reflection from the action in cycle 1, based on
observation sheets, to decide and plan the next cycle’s step. The result of the analysis from
next cycle had matched the criteria of success, the action was finished.

3.3 Researcher Attendance

The researcher needs to conduct this class action research in order to increases the
eighth students’ ability in speaking. The researcher found the students’ difficulty in
pronouncing the word correctly and their fluency in speaking English is decrease. In this
class action research, the researcher acts as a practitioner and observer. In order to making
success this activity, the researcher also collaborates with the English teacher and the head
master of SMPN 1 Rejotangan.

3.4 Setting and Subject of the Study

Each person or participant in the study was considered as a subject (Brown, 1993: 48). The
subjects of the study of this research were the eighth students of SMPN 01 Rejotangan in
academic year of 2013 – 2014. The school is in the Jl. Raya Kandung- Tanen Rejotangan
66293 and it leads by the head master that is Bpk. Haidar Alwi Zamzamy, M.Pd.

This school has 24 classes from the seven classes up to nine classes. As the sample, the
researcher took the eighth students of SMPN 01 Rejotangan. In the eighth grade class,
English was taught two times a week. The time was divided 2×45 minutes twice a week.

The school was chosen because it has applied the School Based Curriculum 2006 which is
suitable with the implementation one of the strategies from cooperative learning that is Team-
Game- Tournament. The setting is chosen because based on the preliminary study conduct by
the researcher, it was found that the students have low score and difficulties to mastery the
speaking ability. As shown on the students’ score list, this score is only on the average of less
than 75. The passing grade is 75 in the students’ score.

3.5 Data Collection Method

Data collection method is manner, used by researcher in collecting the data. In this research
writer used interview, questionnaire, observation sheets, test and documentation. The
following are the explanation of each method that is used in this class action research.

3.5.1 Interview

Interviewing is a technique that primarily used to gain and understanding of the

underlying reasons and motivations for people’s attitudes, preferences, or behavior (Thames
Valley University). In this research the researcher used the free-guided interview. It is an
interview in which the interviewer uses a set of questions and each question, is developed to
gain detail information.

The interview was conducted at preliminary study. At the preliminary study, an informal was
done to find out what kind of teaching and learning process in English speaking were faced
by English teacher. So the researcher found the most appropriate technique or strategy in this
class action research.

3.5.2 Questionnaire

Questionnaire is a form containing a set of questions, especially one addressed to a

statistically significant number of subjects as a way of gathering information for a survey The
American Heritage (2003).

The researcher distributed questionnaire to the students at preliminary study. It was enabled
to know the students’ difficulties in learning English skills especially mastery speaking. The
result was enabled to find out the suitable strategy to solve the problem in class.

3.5.3 Observation Sheets

Observation sheets were used to see and the note the real activities proceeded in the
classroom. There were two sheets of observation sheets used in this study. The first set was
for the teacher and the second one was for the students. The observation sheets contained
some important steps that the teacher and students had to do during the implementation
speaking class through Team- Game- Tournament in teaching learning process.

3.5.4 Test

Test is a series of questions, problems or physical responses design to determine knowledge,

intelligence, or ability (The American Heritage: 2003). The tests use in this study was pre-test
test and post-test. The pre-test was use in the preliminary study to find out information
dealing with the students’ speaking ability. To obtain data about the students’ progress in
learning speaking after the strategy apply, the researcher conducted an evaluation by
administering a post-test to the students individually at the end of each cycle.

3.5.5 Documentation

American Heritage (2003) states that documentation is act or instance of the supplying of
documents or supporting references or records. The researcher print in some information such
as: attendance list of the students in the classroom and the score list.

3.6 Data Analysis

Data analysis is an important aspect of the reflectivity of action research. The

reflecting steps use to analyzing whether the action success or failed. The whole of action
research is that analyzing the data, interpreting it, and developing theories about what it
means are constantly feedback into practice Burn (1999:155). The researcher used
descriptive analysis and score analysis in analyze the action research data.

The descriptive analysis was used to analyze the data of interview, observation and
questionnaire. The data gained through field interview were analyses and report descriptively.
While the data collect through interview, questionnaire and documentation were reported in
the form of table, in order to make it easier to compare the result and analyses descriptively.

The score analysis was used to analyze the students’ speaking ability after
implementing the plan. The score analysis consists of preparing the instrument of scoring, the
tabulation of the data and the summarizing of the data (Arikunto,1993: 205). The writer
prepared the students’ score list. It contains three score data: they are score of preliminary
study, score of cycle I, and score of cycle II. This step calculated the individual degree of
score and subject’s mean score. The formulation will be described as follow:

Individual Degree of Score = Sum of Score Earned x 100

Maximum Score

Subject Mean Score = Sum of Students’ Score x 100

Sum of Students

Percentage Gain Students = Gain Students x 100%

Total of Students

The conclusion of the data is whether the research could improve the students’ ability in
speaking or not. It described that the research categories’ in success if (1) the students’ post-
test mean score on speaking ability is improved not less than 75 and no students got the score
under 75; and (2) 75% of the students test in cycle I until cycle II test go up.