perpustakaan.uns.ac.id digilib.uns.ac.id A THESIS ... fileperpustakaan.uns.ac.id digilib.uns.ac.id commit to user i A THESIS

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A THESIS

IMPLEMENTING COOPERATIVE LEARNING USING TEAMS GAMES

TOURNAMENT TO IMPROVE SPEAKING SKILL

(A Classroom Action Research on the Eighth Grade of SMP N 14 Surakarta in the

Academic Year of 2010/2011)

Written to Fulfill One of the Requirements for the Undergraduate Degree of

Education in English

Arranged by:

KRISNONI

X2206011

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2011


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ABSTRACT

KRISNONI. X2206011. IMPLEMENTING COOPERATIVE LEARNING USING TEAMS GAMES TOURNAMENTS TO IMPROVE SPEAKING SKILL (A Classroom Action Research on the Eighth Grade of SMP N 14 Surakarta in the Academic Year of 2010/2011). A Thesis. Surakarta. Teacher Training and Education Faculty, Sebelas Maret University, 2011.

This thesis is aimed to improve the situation when Teams Games Tournaments is implemented in the speaking class of the eighth grade students of SMP N 14 Surakarta in the academic year of 2010/ 2011 and to describe whether or not and to what extent Teams Games Tournaments improves speaking skill of the eighth grade students of SMP N 14 Surakarta in the academic year of 2010/ 2011.

In this research, the researcher uses action research. The researcher plays the role as a teacher and Mrs.Kitri Katon Peni as the observer. The method used in this research is a classroom action research. The research is conducted in two cycles: Each cycle consists of three meetings. Every cycle consists of four steps. This research was conducted from August 16th to September 1th 2010 to the eighth grade of SMP N 14 Surakarta. The research data were collected by using techniques of observation, interview, teacher’s diary, students’ diary, lesson plan, photographs, audio recording, and tests (pre-test and post-test). The data were analyzed using quantitative and qualitative techniques. The research findings prove that Teams Games Tournaments can improve the students’ speaking skill and make conducive situations when it is implemented in the teaching learning process. The improvement of the students’ speaking skill includes 1) the students’ difficulty in using grammar decreased, 2) the students’ difficulty in pronouncing words decreased, 3) the students’ vocabulary mastery increased, and 4) the students’ fluency improved. Besides, the improvement of the students’ speaking skill can be seen from the improvement of the mean score of the pre-test and the second post-test, that is, from 4.38 to 7.02. The conducive situations include: 1) the students got adequate opportunities to practice speaking, 2) all of the students got chances to practice speaking in the class, 3) all of the students were more active and more cooperative during the speaking class, and 4) the teacher taught speaking in real situation. Teams Games Tournaments can be implemented in teaching learning process. Hopefully, by applying Teams Games Tournaments, the students can achieve the optimum speaking skill. The researcher hopes that what the researcher had done will give the English teachers inspiration to conduct Teams Games Tournaments in their classroom.


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ABSTRAK

KRISNONI. X2206011. PENERAPAN PEMBELAJARAN KOOPERATIF MENGGUNAKAN TEAMS GAMES TOURNAMENTS UNTUK MENINGKATKAN KEMAMPUAN BERBICARA (Sebuah Penelitian Tindakan Kelas pada Kelas Delapan di SMP N 14 Surakarta Tahun 2010/2011). Sebuah Skripsi. Surakarta. Pelatihan Guru dan Fakultas Pendidikan, Universitas Sebelas Maret, 2011.

Skripsi ini ditujukan utuk meningkatkan situasi ketika Teams Games Tournaments diterapkan didalam kelas berbicara pada kelas delapan di SMP N 14 surakarta tahun 2010/2011 dan untuk mendiskripsikan sejauh mana Teams Games Tournaments meningkatkan kemampuan berbicara pada kelas delapan di SMP N 14 surakarta tahun 2010/2011.

Di dalam penelitian ini, peneliti menggunakan penelitian tindakan. Peneliti memainkan peran sebagai seorang guru dan Ibu.Kitri Katon Peni sebagai peneliti. Metode yang digunakan di dalam penelitian ini adalah penelitian tindakan kelas. Penelitian ini diadakan dua siklus: masing-masing siklus terdiri dari tiga pertemuan. Setiap siklus terdiri dari empat langkah. Penelitian ini diadakan dari 16 Agustus sampai 1 September 2010 untuk kelas delapan SMP N 14 Surakarta. Data penelitian itu dikumpulkan dengan penggunaan teknik dari pengamatan, wawancara, buku harian guru, buku harian murid, rencana pembelajaran, foto, rekaman, dan ujian (sebelum ujian dan saat ujian). Data itu dianalisis menggunakan kuantitatif dan kualitatif teknik. Penemuan penelitian itu membuktikan bahwa Teams Games Tournaments dapat meningkatkan kemampuan berbicara murid dan membuat situasi kondusif ketika Teams Games Tournaments dilaksanakan pada waktu proses pembelajaran. Peningkatan kemampuan berbicara murid meliputi 1) Kesulitan murid di dalam penggunaan tata bahasa menurun, 2) Kesulitan murid di dalam pengucapan kata menurun, 3) Penguasaan perbendaharaan kata meningkat, dan 4) Kelancaran berbicara murid meningkat. Selain itu, Peningkatan kemampuan berbicara murid dapat dilihat dari peningkatan rata-rata skor dari sebelum ujian dan saat ujian, itu adalah, dari 4.38 ke 7.02. Situasi kondusif meliputi: 1) Murid mendapatkan kesempatan cukup untuk praktek berbicara, 2) Semua murid mendapatkan kesempatan utuk praktek berbicara di kelas, 3) Semua murid lebih aktif dan lebih kooperatif ketika kelas berbicara berlangsung, dan 4) Guru mengajar berbicara didalam situasi nyata. Teams Games Tournaments dapat diperankan di dalam proses pembelajaran pegajaran. Dengan penuh harapan, oleh Penerapan Teams Games Tournaments, Murid dapat mencapai kemampuan berbicara yang maksimum. Peneliti mengharapkan bahwa peneliti telah melakukan untuk memberikan inspirasi guru bahasa inggris untuk mengadakan Teams Games Tournaments diruang kelas mereka.


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MOTTO

a. “God is a place for human being to hang everything its all.”

(QS. Al Ikhlas: 2)

b. “In truth, after difficulty, there is ease.”

(Al-Insyirah: 6)

c. “Keep in mind, God’s help never be away.”

(QS. Al-Baqarah: 214)


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DEDICATION

This thesis is dedicated to:This thesis is dedicated to:This thesis is dedicated to:This thesis is dedicated to:

• Her beloved “Mom and Dad” who give Her beloved “Mom and Dad” who give Her beloved “Mom and Dad” who give Her beloved “Mom and Dad” who give

strength to pass this thesisstrength to pass this thesisstrength to pass this thesisstrength to pass this thesis

• Her youHer youHer youHer younger brother who gives happinessnger brother who gives happinessnger brother who gives happinessnger brother who gives happiness

• Her big family who gives support, prayer, and Her big family who gives support, prayer, and Her big family who gives support, prayer, and Her big family who gives support, prayer, and

chance through this lifechance through this lifechance through this lifechance through this life

• Her best friends who give opportunities Her best friends who give opportunities Her best friends who give opportunities Her best friends who give opportunities

among her weaknessesamong her weaknessesamong her weaknessesamong her weaknesses

• Her beloved brother who gives help and Her beloved brother who gives help and Her beloved brother who gives help and Her beloved brother who gives help and

supportsupportsupportsupport


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Acknowledgment

Praise be to Allah SWT, the Most Merciful, for His blessing so that the

writer can finish her thesis as one of the requirements for achieving the

Undergraduate Degree of Education in English

The writer realizes that her study would not be finished without

contribution, help, and support from other people. Therefore, in this occasion she

would like to express her deep gratitude and appreciation to:

1. The Dean of Teacher Training and Education Faculty of Sebelas Maret

University for giving her permission to write this thesis.

2. The Head of the Language and Art Department and The Head of English

Department for giving her permission to write the thesis.

3. Drs. Suparno M. Pd. her first consultant who has given thoroughly and

patiently the writer guidance, advices, and invaluable ideas from the

beginning up to the completion of the thesis.

4. Drs. A. Handoko Pudjobroto her second consultant who has patiently

corrected either the structure or the writing skill and guided the writer

from the beginning up to the completion of the thesis.

5. Kitri Katon Peni, S.Pd the English teacher of SMP Negeri 14 Surakarta

for her help and guidance.

6. The students of class VIII A, SMP Negeri 14 Surakarta for friendliness

and help in her research.

7. Her beloved parents for their unconditional love, cares, support, and

everything.

8. Her sweet sisters, brothers and surrounding in “Kos Lestari”, “Kos

Khotimah” and “Kos Salsabila”, Mbk. Anip, Meilani, Mbk.Novi,

Cikuy, Yeni Rosita, Alvian, Sita Nurlaily, Mbk.cupe, Dithek, Mbk. Eka,

Dhek Nisa, Dhek Hany, Hany, Eko, Herlan, Mas. Aji, Surya, Ika Suluh,


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9. Nanik Didin, Dhek wiwit, Mbk Ainun , Ceria, Dhek Vicky, Dhek Riska,

Dhek Prapti, Dhek Ririn, Dhek Fitri, Dhek ifa, Mawar, Cahyo, Ema,

Herlan, Indah, Joko Pujianto, Zeny, and Ginda Tera Saputra. For their

beautiful moments that we shared together.

10. The members of the English Department 2006 for the togetherness and

sharing knowledge, patience, and everything.

11. Her best friends in her life (Dhek Joko susilo, Mbk.Sukrisni, Mas

Sukrisno, Mas Basuki, Mas. Anto, Mbk. Jumini, Pak Sumarsono, Bu

Warni, Bu Legiyem, Arifin Perhyangan, Fiko Celebi, Ismail

Amangeldi, Nurgeldi Geldekov, Selim hojayew, Ismail Yilmaz, Bu Eli

Notaris, Pak Hartanto Notaris, Mbak. Fitri Dosen PGRI, Mas Amier,

Dhek Sunda, Mas Shohifudin, Mas Adi, Mas Ari Tentara, Mas setyo)

for their trust, love, and kindness and her chance to become a part of

their life.

Last but not least, nothing is perfect in the world. The writer realizes that

this thesis is far from being perfect. However, the writer hopes that this thesis can

provide contribution to the improvement of English teaching. Therefore, all

suggestions and criticism for improving the work will be most welcome.

Surakarta, January 2011

Krisnoni


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TABLE OF CONTENTS

TITLE.…. ......................................................................................................... i

ABSTRACT.………………………………………………………………. ... ii

THE APPROVAL OF THE CONSULTANT……………………………… . iv

THE APPROVAL OF THE BOARD EXAMINERS………………………... v

MOTTO.……………………………………………………………………… vi

DEDICATION.………………………………………………………………. vii

ACKNOWLEDGEMENT.…………………………………………………… viii

TABLE OF CONTENTS…………………………………………………… . . x

LIST OF APPENDICES.................................................................................... xii

LIST OF FIGURES........................................................................................... xiii

LIST OF TABLES ………………………………………………………….... xiv

CHAPTER I

CHAPTER II

INTRODUCTION……………………………………………….

A. The Background of the study..................................................

The Problem Statements.........................................................

B. The Objectives of the Study…………………………...........

C. The Benefit of the Study……………………………………

LITERATURE REVIEW

a. Speaking Skill

a. The Definition of Speaking Skill.......................................

b. The Kinds of Speaking .....................................................

c. Speaking Accuracy and Speaking Fluency........................

b. Teaching Speaking………………………………………….

a. Teacher Roles....................................................................

b. Characteristics of successful Speaking Activities.............

c. Problem with Speaking Activities.....................................

d. Solutions for Problem of Speaking Activities...................

e. Teaching Speaking at SMP……………………...............

c. Teams Games Tournaments (TGT)…………..……………..

1

1

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8

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10

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12

15

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CHAPTER III

CHAPTER IV

CHAPTER V

a. Review of Cooperative Learning......................................

b. Review of Teams Games Tournaments.............................

c. The Positive Effects of TGT…………………………….

d. Components of TGT…………………………………….

e. Preparation and Schedule of Activities………………….

d. The Relationship between Teams Games Tournaments

and Speaking Skill...............................................................

e. Rationale…………………………………………………..

f. Action Hypothesis…………………………………………

RESEARCH METHODOLOGY..................................................

A. The Setting and Time of the Research………………………

B. The Subject of the Research………………………………...

C. The Method of the Research……………………………….

D. The Procedures of Action Research………………………..

E. The Techniques of Collecting the Data.................................

F. The Techniques of Analyzing the Data…………………….

THE RESULT OF THE STUDY………………………………..

1. The Process of the Research ……………………………….

2. The Discussion……………………………………………..

CONCLUSION, IMPLICATION, AND SUGGESTION……….

1. Conclusion………………………………………………….

2. Implication………………………………………………….

3. Suggestion…………………………………………………..

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106

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114

BIBLIOGRAPHY.....................................................................................................

APPENDICES..........................................................................................................

116

120

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LIST OF APPENDICES

A. Pre-Research Observation .................................................................... 121

B. Field Notes of the Interview ................................................................ 127

C. Field Notes ........................................................................................... 139

D. Teacher’s Diary ................................................................................... 162

E. Students’ Diary ..................................................................................... 164

F. Blue Print .............................................................................................. 168

G. Lesson Plan ........................................................................................... 171

H. Students’ Worksheet .............................................................................. 204

I. Photograph ............................................................................................ 214

J. Pre-test Scores ....................................................................................... 217

K. First Post-test Scores ............................................................................ 218

L. Second Post-test Scores ........................................................................ 219

M. Result of the Student’ Test .................................................................... 220

N. Assigning Students Teams ..................................................................... 221

O. List of Students’ Groups ....................................................................... 222

P. Team Summary Sheet of Cycle 1 and Cycle 2 ...................................... 223

Q. Legalization .......................................................................................... 228


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LIST OF FIGURES

Figure 2.1 Assignment to Tournaments Tables.................................................... 38 Figure 2.3 Sample Game...................................................................................... 43 Figure 2.4 The Rationale of the Research............................................................ 47 Figure 3.2 Action Research Spiral....................................................................... 52 Figure 3.3 The basic Mode 1 of Action Research................................................ 53


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LIST OF TABLE

Table 2.2 Table of Average Team Scores............................................................ 39

Table 3.1 The Schedule of the Research.............................................................. 49

Table 3.4 Table of Speaking Test……................................................................. 56

Table 3.5 Table of Collecting the Data................................................................ 60

Table 4.1 The Timetable of the Research............................................................. 67

Table 4.2 The Research Findings......................................................................... 99

Table 4.3 The Mean Scores Table....................................................................... 110


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CHAPTER I

INTRODUCTION

A. Background of the Study

The acquisition of a foreign language, especially English, as an

international language has become more and more important in the globalization

era. English is one of the first foreign languages in Indonesia, meaning that it is

formally taught from Junior High School. In teaching and learning English, there

are four skills that should be developed, namely: reading, listening, speaking, and

writing. The four skills are supported by the learning of language elements which

include structure, vocabulary, and pronunciation.

Byrne (1997: 9) says that speaking skill covers practice and production

stages. The practice stage focuses on sounds, vocabulary, spelling, grammatical

items or function. The production stage concerns with speaking fluency. It means

that learners who have passed the practice stage are demanded to continue to the

production stage.

Based on the interview with the English teacher in SMP N 14 Surakarta

made by the writer on January 4st, 2010, the problem related to speaking class is

that the technique used by the teacher is still a traditional one, and speaking class

is still dominated by the teacher. The students spend a lot of time listening in the

class than speaking. It means that the teacher focuses on reading the material and


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the students listen to the teacher. They spend so much time listening so that they

have a little chance to practice speaking. In reality, teaching speaking encounters

many challenges.

According to Kurikulum Tingkat Satuan Pendidikan (KTSP), the first

standard competency that should be reached by students of grade VIII in the first

semester is conveying meaning into a transactional and spoken short monologue

especially in the form of narrative, descriptive and recount. Within this standard

competence, there is a basic competence which should be mastered by the

students, namely, conveying meaning into a transactional and spoken short

monologue especially in the form of narrative, descriptive, recount accurately,

fluently, and acceptably.

Unfortunately, those expectations demanded by the curriculum above do

not seem to have been reached yet by the students of Grade VIII of SMP N 14

Surakarta. It is reflected by the absence of indicators of students speaking

competence, including: (1) Students are able to identify new words on the

dialogue text related to the theme (2) Students are able to identify the parts of

telephoning conversation in the form of inviting people (3) Students are able to

say the expressions of how to open a telephoning conversation (4) Students are

able to say the expressions of how to accept an invitation and decline an invitation

in telephoning conversation (5) Students are able to say the expression of how to

close telephoning conversation (6) Students are able to perform telephoning

conversation fluently through a good pronunciation, stressing and intonation and


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(7) Students are able to use the expression to have telephoning conversation with

their friends in the classroom.

Many problems occur during the process. Feeling nervous, absence of the

theme to be chosen and lack of teaching techniques variation become the

prominent problems. The students are not able to express their ideas fluently.

They faced problems in learning speaking dealing with grammar, vocabulary,

pronunciation and lack of themes to be chosen. They were also passive during the

teaching learning process. They are not accustomed to speaking English. They

rarely answer questions given by the teacher. It shows that the students’ speaking

skill is still low as shown in their scores of speaking. To solve these problems of

the classroom teacher, the researcher works collaboratively for doing an action

research. The writer will conduct observation and interview to the teacher and

students and gives the pre-test to the students.

Actually, in this school the teacher uses some techniques to improve the

students’ interest but the result is still questionable because the students still have

low interest in English. The students do not listen to the teacher’s explanation;

some of them are joking and talking to their friends, some others are walking

around the classroom. Only a few students pay attention to the teacher’s

explanation, though only for a moment. As a result, some of them couldn’t do the

exercise well and finally they got unsatisfactory achievement as shown in their

latest low examination scores. One of the reasons for this failure is that the teacher

could not maximize the teaching technique to explore and improve the students’


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speaking skill. Rixon states that it is a common place that young children learn

better through games or at least can be induced to go along with teaching using

exciting activities (1995: p. 33).

In addition to the problems of students’ speaking skill, there are also some

problems happening during the speaking class itself. Those are: (1) Students come

late to the class, (2) Students talk to each other during the lesson, (3) The Students

are not enthusiastic and interested in joining teaching activities. Only a few

students have great willingness to speak up voluntarily, (4) Students open

dictionary too often when they are speaking, (5) They also speak with a lot of

pauses, (6) they get difficulties to find the appropriate words to create sentence or

expression, (7) In using grammatical items they often make mistakes, for

example, the use of two kinds of auxiliary verb and the use of inappropriate word

form, (8) In pronouncing the words, they often make some mistakes. For example,

they pronounce ‘mine’ as [min] which actually should be [main] . Besides, their

vocabulary is also limited and (9) Moreover when the teaching and learning is

conducted after break time; they look tired and show low motivation to follow the

teaching and learning process. For instance, when the teacher asks them to come

forward to have speaking practice with their friends, they refuse it.

Based on those conditions, the classroom teacher and the researcher will

do an action research by using a cooperative learning model named Teams Games

Tournament in the speaking class. Cooperative learning can be one of the

techniques that can make changes in the atmosphere to a better one based on the


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relevant theory and adjusted with the developments in the society, and gives

contribution to the principle that education should be learner centered.

Cooperative learning is useful for improving students’ achievement, involvement,

and motivation. It is in line with what as Johnson in Slavin (1995) who states that

the positive interdependence created by cooperative learning groups helps to

improve the motivation in the group. Referring to the work done by Lewin (1935,

1948), Johnson and Johnson (1994b) in Slavin (1995) state that there is an

intrinsic state of tension within group members which motivates movement

toward the accomplishment of desired common goals. Based on that assumption,

because the outcomes are dependent on each student’s behavior, students will be

motivated to help the group to be rewarded. In other words, the group motivation

given (we are smart, we can do it, we are the best, and we are the winner) induces

students to encourage goal-directed behaviors among group mates. Because

students are working towards a common goal, it can be expected that they will be

more motivated to reward academic success within the group (Slavin, 1993) in

Slavin (1995).

Ghaith (2003) states that research done by people like Kagan, Kessler, and

Mcgoarty has established theoretical relevance of cooperative learning in second

language instruction because of its ability to provide maximum opportunities for

meaningful input and output in an interactive and supportive learning

environment. Cooperative learning also integrates language and content learning

the varied applications which are in harmony with the pedagogical implications of

the input, socialization, and interactive theories of L2 acquisition. This is because


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cooperative learning enhances the motivation and psychological adjustment of

language learners (http://www.aare.edu.au/96pap/leeke96512.txt).

The students’ speaking skill is greatly influenced by the technique used by

the teacher. This is in line with Brown (1994: 74) who says that an approach or

theory of language and language learning takes great importance. The approach to

language teaching methodology is the theoretical rationale that underlines

everything that teachers do in the classroom. Cruickshank (1999: 205) says that

cooperative learning is a term used to describe instructional procedures whereby

learners work together in small groups and are rewarded for their collective

accomplishments. Cooperative learning is not a new idea in education. Slavin as

quoted by Ornstein and Lasley (2000: p. 445) states that recent research indicates

that teams of heterogeneous learners can increase the collaborative skills, self

esteem, and achievement of individual learners. Four team-oriented cooperative

learning methods have been particularly successful in bringing about these

outcomes: Student Teams-Achievements Division (STAD), Teams-Games

Tournaments (TGT), Jigsaw II and Team-Assisted Individualization (TAI).

In this study, to improve students’ speaking skill in learning and to

understand the material easily, the writer uses Teams Games Tournaments (TGT)

with the reason that it is one of the simplest of all cooperative learning techniques.

TGT contains activities involving the entire students without status difference,

involving students’ character as tutor and contain game elements. Learning

activities with game designed in Teams Games Tournaments type makes it


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possible for students to learn with more relax. Besides, TGT can create

characteristics as responsibility, agreement, rivalry, and involvement learning.

TGT is appropriate to be used since in TGT the students are assigned to

four or six member learning teams. Each time is made as heterogeneous as

possible to represent the composition of the entire class it means that each group

is made in different level (high, average and low). The students work in teams to

ensure that all members can perform well on an upcoming game. By such a

situation it is hoped that the students’ speaking skill will improve and they can get

the best result in learning speaking.

Based on the reasons above, the writer in her thesis would like to discuss

“Implementing Cooperative Learning Using Teams Games Tournaments to

Improve the Speaking Skill Students (A Classroom Action Research in the Eighth

Grade of SMP N 14 Surakarta in the Academic Year of 2010/ 2011).”

B. Problem Statement

Based on the background of the study, some problems can be identified,

related to the students’ speaking skill. The problems are:

1. How is the situation when Teams Games Tournaments is implemented in

the speaking class?

2. Can and to what extent Teams Games Tournaments improve the students’

speaking skills?


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C. The Objective of the Study

This study is aimed at answering the above problems, namely:

1. To identify the situation when Teams Games Tournaments is implemented

in the speaking class of the eighth grade students of SMP N 14 Surakarta

in the academic year of 2010/ 2011.

2. To describe whether or not and to what extent Teams Games Tournaments

improves speaking skill of the eighth grade students of SMP N 14

Surakarta in the academic year of 2010/ 2011.

D. The Benefits of the Research

The result of the study is expected to give some benefits for the teachers,

students and researchers. The benefits are as follows:

1. For the teacher

Through this research, it is hoped that the English teacher can improve her

teaching-learning process by using Teams Games Tournaments. The

teacher is expected to understand the learning speaking skill so that the

teacher is able to implement one of the appropriate approaches in teaching

students speaking skill, and the teacher expected to make the students are

engaged in teaching learning process especially in teaching speaking skill.

Therefore, the teacher will be creative person and she selects strategies due

to improving students’ speaking skill through a good teaching materials

and strategies.


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2. For the Students

This study is expected to make the lesson more interested, enjoyable and

effective for the students.

3. For other researcher

This study is expected to give experience to the researcher in conducting

the research directly in the real teaching learning process and especially

related to improve students’ speaking skill. The researcher expects that she

can give a valuable experience to other researcher which can be used for

doing a better action research in the future. She will be motivated to be

creative and an effective teacher in the future who can facilitate her

students to use everything as the resources to teach English.


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CHAPTER II

THEORETICAL REVIEW

This chapter presents some theories the researcher needs to cope with the

problems of the research.

A. Speaking Skill

a. The Definition of Speaking Skill

Brindley (1995: 19) defines oral skill as speaking. He believes that oral

skill is used to:

1. Express oneself intelligibility (for pronunciation or prosodic features)

2. Convey intended meaning accurately with sufficient command of

vocabulary

3. Use language appropriate in context

4. Interact with other speakers fluently

He also clarifies oral skill into four areas consulting of interactive

communication (for fluency effect on listener), intelligibility (for pronunciation or

prosodic features), appropriacy (for pragmatic competence or register), and

accuracy (for structures and vocabulary resources) it means speaking demands

fluency, intelligibility, appropriateness, and accuracy.

Speaking is a complex activity, when people speak, they produce not only

sounds. Laughin (1990: p. 66-67) believes that speaking is an example of a

complex cognitive skill that can be differentiated into various hierarchical sub

skills, some of which may require controlled processing while others could be


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processed automatically. Lewis and Hill (1993: 54) state that speaking is a process

that covers many things in addition to the pronunciation of individual sounds.

Widowson (1996: 54) believes that speaking is simply the physical embodiment

of abstract system in the usage sense involve the manifestation of the

phonological system or of the grammatical system of language or both.

Based on the definition above, it can be concluded that speaking is a

complex cognitive skill. When people speak, they produce not only sounds.

Speaking is a process that covers the pronunciation of individual sounds which

demands fluency, intelligibility, appropriateness, and accuracy in its process.

b. Kinds of Speaking

According to Blumental (1963: 49), there are two kinds of speaking. The

first is impromptu speaking and the second one is extemporaneous speaking.

(1) Impromptu Speaking

This kind of speaking is done on the spur of the moment with no

opportunity for preparation. Furthermore, this is also natural and

enjoyable. It will help the speakers to gain poise in speaking before a

group. Moreover, it will help them to plan and share their ideas as they

speak and give a valuable skill in all speaking situation. More importantly

it will help speakers to develop standards to use in evaluating more formal

speeches, offering constructive criticism to each other, and will help them

improve their speaking skill. This type of speaking can be found all the

time, most our conversation with friends, parents, teachers, employers, etc.


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People make these talks as work, home school, parties, etc. These

impromptu talks include answering questions, giving opinions, or sharing

our knowledge about many topics with people on daily basis.

(2) Extemporaneous Speaking

In extemporaneous speaking, the speakers know beforehand about

the subject on which they may be called to speak. This kind of speaking can

be the most effective of all types. It has most of the advantages of

impromptu speaking without the possible disadvantages of being

inadequately informed. Because speakers know the subject, they are not

grouping for ideas. Because the speeches haven been planned but they have

not been memorized, speaking will seem spontaneous and natural. If

audience reaction is not what speakers have anticipated, they may re-

explain a point or adopt their speech as necessary.

In conclusion, impromptu speaking is done with no opportunity for

preparation which extemporaneous speaking is planned out to be

memorized to carry out speaking activities particularly in language class.

c. Speaking Accuracy and Speaking Fluency

Nunan (1998: 63) says that learning activities are those which focus

the learner on developing accuracy and those which focus on the

development of fluency. Brumfit in Nunan (1998: 63) concerns with

fluency or accuracy in follows:


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…Language display for evaluation tended to lead to a concern for accuracy…in contrast, language use requires fluency…It will on occasion also require monitoring and problem-solving strategies, but these will not be the most prominent features as they tend to be in the conventional model where the students produce, the teacher corrects, and the student tries again.

1) Seaking Accuracy

Accuracy in speaking is one of the main goals targeted by the

learner in the process of teaching and learning a language. Brown

(1994: 254) defines accurate as clear, articulate, grammatically and

phonologically correct language. He adds that in a language teaching

accuracy is achieved to some extent by allowing students to focus on

the elements of phonology, grammar and discourse in their speaking

out. Byrne (1997: 5) states that accuracy is the use of language which

depends on mastery of the language system. He adds that language

system includes grammar, vocabulary, and phonology.

2). Speaking Fluency

Fluency in speaking is one of the competencies acquired by

many language learners. Signs of fluency include a reasonably fast

speed of speaking and only a small number of pauses and fillers.

These signs indicate that the speaker does not have to spend a lot of

time searching for the language items needed to express the message

(Sanborn, R and Nation, P, 1990). According to Byrne (1997: p. 90),

speaking fluency is the ability to express oneself intelligibly

reasonably accurately and without too much hesitation. A fluent

speaker is able to express his idea accurately and fluently.


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According to Syakur (1987: 5), speaking skill is a complex

skill because at least it is concerned with components of pronunciation,

grammar, vocabulary and fluency.

a. Pronunciation

When teachers teach English, they need to be sure that their

students can be understood when they speak. Students need to be able

to say what they want to say.

b. Grammar

It is clearly necessary for the students when knowledge of grammar

is essential for competent users of a language. For example, they need

to know what verbs in the third person singular have an ‘s’ ending in

the present simple (‘he swims’; ‘she runs’)

c. Vocabulary

Language students need to learn the lexis of the language. They

need to learn what words mean and how they are used.

d. Fluency

It includes the ease and speed of the flow of speech. While

according to Byrne (1997: 9), speaking fluency is the ability to express

oneself intelligibly, reasonably accurately and without too much

hesitation.

From the ideas above, speaking accuracy in this study is the use

of language by controlling the language system which consists of

grammar, vocabulary, and phonology exactly. While speaking fluency


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refers to the aspect of speech production that refers to the ability to

express oneself with automatic usage of units and patterns of language

accurately comprehensible, easy to follow without significant pauses

for an extended period.

Speaking skill in this research is a complex skill because at

least it is concerned with components of pronunciation, grammar,

vocabulary and fluency (Syakur, 1987: 5). Nunan (1998: 63) says that

learning activities of speaking skill are those which focus the learner

on developing accuracy and those which focus on the development of

fluency.

In this research, the researcher concerns with the usage of the

language in speaking that involves some aspects, namely

pronunciation, grammar, vocabulary, and fluency. It means that when

students want to speak to the others, they should consider some aspects

of speaking skill, namely pronunciation, grammar, vocabulary, and

fluency.

B. Teaching Speaking

Teaching speaking is not an easy job since language learners need to

recognize that speaking involves three areas of knowledge (Burkart: 1998). These

are:

a. Mechanics (pronunciation, grammar, and vocabulary): using the right word in

the right order with the correct pronunciation.


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b. The functions (transaction and interaction); This is the clarity of message is

essential (transaction/ information exchange) and when precise understanding

is not required (interaction/ relationship building).

c. The social and cultural rules and norms (turn-taking, rate of speech, length of

pause between speakers, relative roles of participants); This is to take into

account who is speaking to whom in what circumstances, about what topic,

and for what reason.

In language teaching, especially teaching speaking, the teachers help their

students develop their knowledge by providing authentic practice that preparing

the students for real-life communication situations. They help their students

develop the ability to produce grammatically correct, logically connected

sentences that are appropriate to specific contexts, and to do so using acceptable

pronunciation.

a. Teacher Roles

Byrne (1997: 2) says that the teachers also need to know their roles in

teaching speaking. They have specific roles at different stages, as follows:

1) The presentation stage (when the teachers introduce something new to be

learned), the teachers play a role as informant.

2) The practice stage (when the teachers allow the learners to work under their

direction), the teachers have a role as conductor and monitor.

3) The production stage (when the teacher gives the learner opportunity to work

on their own).


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The teachers must be able to motivate their students in order to arouse

their interest and involve them in what they are doing. There are some factors

which determine their ability to motivate their students, namely: their

performance (the mastery of teaching skills, the selection and presentation of

topics and activities, the teacher’s personality).

b. Characteristics of Successful Speaking Activities

According to Ur (1999: 120), there are some characteristics of a successful

speaking activity:

1) Learners talk a lot.

As much as possible the period of time allotted to activity is in fact

occupied by learners’ talk. This may seem obvious, but often most time is

taken up with teacher talk or pauses.

2) Participation is even.

Classroom discussion is not dominated by a minority of talkative

participants: all get to speak, and contributions are fairly evenly distributed.

3) Motivation is high.

Learners are eager to speak because they are interested in the topic and

have something new to say about it, or just because they want to contribute to

achieving a task objective.

4) Language is of an acceptable level.

Learners express themselves in utterance that is relevant, easily

comprehensive to each other, and of an acceptable level of language accuracy.


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c. Problem with Speaking Activities

According to Ur (1996: 121), there are some problems faced by the

learners in speaking activities. The problems include inhibition, the lack of theme

to be spoken, the low of participation, and the use of the mother tongue. Those

problems can be explained as follows:

1) Inhibition

Unlike reading, writing and listening activities, speaking requires some

real time exposures to an audience. Learners are often inhibited about trying to

say things in a foreign language in the classroom, such as worried about

mistakes, fearful of criticism or shy of the attention that their speech attracts.

2) Lack of theme

Some learners get the difficulties in thinking of anything to say, they have

no motivation to express themselves beyond the guilty feeling that they should

be speaking.

3) Low participation

Only one participant can talk at a time if he or she is to be heard. In a large

group, this means that each one will have only very little time to talk. This

problem is compounded by the tendency of some learners to dominate, while

other speaks very little or not at all.

4) The use of mother tongue

Some members of class share the same mother tongue. They may tend to

use it because of some reasons. Firstly, it is easier. Secondly, it feels unnatural

to speak to one another in foreign language. Finally, they feel less “exposed” if


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they are speaking their mother tongue. If they are talking in small groups, it can

be quite difficult to keep using the target language.

d. Solutions for Problem of Speaking Activities

There are some solutions which can be selected to overcome the problems

in speaking activity (Ur, 119: 121-122). These are:

1) Use group work

This increases the sheer number of students who talk in a limited period of

time and also lowers the inhibitions of students who are unwilling to speak in

front of the full class. It is true that the teacher can not supervise all students’

speech, so that not all utterances will be correct, and students may

occasionally slip into their native language. Nevertheless, taking into

consideration occasional mistakes and mother tongue use, the amount of the

time remaining for positive, useful oral practice is still likely to be far more

than in the full class set up.

2) Base the activity on easy language

In general, the level of the language needed for a discussion should be

lower than that used in intensive language learning activities in the same class.

It should be easily recalled and produced by the participants, so that they can

speak fluently with minimum hesitation. It is a good idea to teach or review

essential vocabulary before the activity starts.


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3) Make a careful choice and task to stimulate interest

On the whole, the clearer the purpose of the discussion, the more

motivated participants will be. A good topic is one which students can relate using

ideas from their own experience and knowledge. It should also represent a

genuine controversy. Some questions or suggested lines of thought can help to

stimulate discussion. A task is essentially goal-oriented. It requires the group, or

pair, to achieve an objective that is usually expressed by an observable result such

as brief notes or lists, a rearrangement of jumbled items, a drawing, and a spoken

summary.

4) Give some instruction or training in discussion skills

If the task is based on group discussion then include instructions about

participation when introducing it. For example, tell students to make sure that

everyone the group contributes to the discussion appoints a chairperson to each

group who will regulate participation.

5) Keep students speaking the target language

Teachers might appoint one of the groups as monitor, whose job is to

remind participants to use the target language, and perhaps report later to teacher

how well the group managing to keep it. Even if there is no actual penalty

attached, the very awareness that someone is monitoring such lapses helping the

participants to be more careful.


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e. Teaching Speaking at SMP

Based on Kurikulum Tingkat Satuan Pendidikan (KTSP) of the eighth

grade students of SMP in 2008/ 2011 academic year, teaching speaking covers

some points including: the standard competence, the main competence, and the

indicators. Each is described as follows:

a) Standard Competence

According to standard competence, the eighth grade students of SMP are

able to communicate using the spoken or written language in the form of

interactional and spoken short monologue especially in the narrative,

descriptive, and recount text.

b) Main Competence

In learning speaking, the students are able to develop main competences

which include: express the meaning in a transactional and spoken short

monologue especially in the form of narrative, descriptive and recount

text.

c) Indicators

There are two indicators showing the students’ competence in learning

speaking. First, students are able to identify new words on the text related

to the theme. Secondly, students are able to identify the expression of

telephoning conversation in form of inviting people. Third, students are

able to produce expressions how to open a telephoning conversation.

Fourth, students are able to produce the expressions in form of accept an

invitation and decline an invitation in telephoning conversation. Fifth,


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students are able to produce the expression in close telephoning

conversation. Sixth, students are able to perform telephoning conversation

fluently through good pronunciation, stress and intonation. Seventh,

Students are able to use expressions in telephoning conversation with their

friends in the classroom.

C. Teams Games Tournaments (TGT)

a. Review of Cooperative Learning

Slavin in Isjoni (2009: 63) states that cooperative learning has been

popular since a long time ago. At that time, teacher motivated his students to

cooperate with others in certain activities, like discussion or peer-teaching.

Besides, the teaching and learning process does not have to be conducted in a

traditional way where teacher fully controls the process. Instead, it reveals that

students can teach and learn from one to another. Lie in Isjoni (2009: 63) says that

a lot of studies had been conducted and they prove that peer-teaching works more

effectively than teaching conducted by the teacher alone. It means that a

successful learning can also be achieved with peers, not only teacher. In this case,

teacher plays his role as a facilitator.

Working in group is one of strategies to make students active in learning,

since it gives more chance to them to work together to solve a problem to achieve

a certain goal. Through such activities, it is expected that the students will like

English, especially speaking English. Rachmadi Widdiharto (2004: 14) states that

students’ activeness in asking their teacher, answering his questions, and writing


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their answers on the board voluntarily, as well as working together in their group

are expected to grow up that the students’ activeness in general would enhance.

Cooperative learning emphasizes on the presence or peers who interact

with one another as partners to solve a problem. According to Moh Uzer Usman

(2000: 103), small group learning will enable students to learn more actively, raise

their higher responsibility, develop their creativity and leadership, and fulfill their

needs optimally. Cooperative learning appears to promise positive effects for

students, both with and without disabilities, as reflected in the increasing of

academic achievement and the improvement of social attitudes and behavior. A

general principle behind cooperative learning is that students work together as a

team to accomplish a common goal, as the result, each student learns something

valuable from the cooperative learning activity. Although cooperative learning

activities may require more teacher preparation of group material and monitoring

of group activities, the rewards and benefits for both the teacher and students may

go in hand. They tend to positively influence a school’s academic and social

climates as well.

Robert E. Slavin (1991) as quoted by Rachmadi Widdiharto (2004: 15)

says that in cooperative learning, students learn in groups and help one another in

mastering the materials. Lowe in Rachmadi Widdiharto (2004: 15) states that

cooperative learning; in fact, gets students develop their social skill and learn so

many positive attitudes from their mates. Both describe that cooperative learning

improves positive social skill and cognitive appropriate to education goal.


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Cooperative learning model opens a great opportunity to reach the goal of

improving students’ social skill. As what Stahl in Isjoni (2009: 110) states the

cooperative behavior and attitudes that contribute to the success and or failure the

groups. In this group, they are not merely a group of people, but a solid work

team. A member of the group is dependent on others. Someone who has certain

superiority will share it to others. Beside that, cooperative learning can coach

students’ social attitudes and skill in their real life.

In cooperative groups, students work together toward a common goal,

usually to help one another learning the academic material (Slavin, 1991).

Students are not only helping to explain the material to one another and providing

mutual support, but also giving group members multiple perspectives (Morrow &

Smith, 1990). In cooperative learning groups, students perceive that the main goal

of the group is that all students are learning and that each member of the group is

critical for group success. Goor and Schwenn (1993: p. 8) identified six key

elements of cooperative learning:

1) Teams are formed to maximize heterogeneity.

3) Positive interdependence is structured through shared goal and rewards.

4) Management systems are established to maximize group learning.

5) The room is arranged to facilitate small-group activity.

6) Students are taught skills necessary to cooperate and teach one another.

7) The structure of each cooperative learning activity is chosen to match the

goals of the lesson.


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The benefits of cooperative learning are well documented in the research

literature. Slavin (1991) synthesized the research in this area with the following

highlights:

1) Cooperative learning is most successful when there are group goals coupled

with individual accountability.

2) Achievement effects of cooperative learning have been positive of high,

average, and low achieving students across grade.

3) Social effects of cooperative learning have been demonstrated in terms of

improving self-esteem, intergroup relations, acceptance of students with

disabilities, and attitudes toward school.

Cooperative groups consist six students, with typically about four per

group (Wilcox et al., 1987) and should include high, average, and low achievers

(Slavin, 1987). A direct relationship exists between effective use of study skills

and efficient implementation of cooperative learning. Slavin in Cruickshank

(1999: 206) says that group must be heterogeneous in terms of gender, academic

achievement ability, race and other traits.

Cooperative learning is a method of instruction that teachers can employ

in addition to peer tutoring to enlist the support of their students while

simultaneously promoting the academic and behavioral skills of the desired

lesson. According to Schniedewind and Salend (1987), teachers can structure their

class lesson so that students work together to achieve a shared academic goal.

These authors state that:


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Cooperative learning is especially worthwhile for heterogeneous student population, because it encourages liking and learning among students of various academic abilities, handicapping conditions, and racial and ethnic background. (p.22)

When planning a cooperative learning lesson, teachers should consider

four basic elements of cooperative learning: 1) positive interdependence, 2)

individual accountability, 3) collaborative skills, and 4) processing. Within a

lesson, positive interdependence is structure by having each student group agree

on 1) the answer to the task and 2) the process for solving each problem. In this

way, students work toward a common goal or outcome (Johnson, Johnson, &

Holubec, 1986).

The element of individual accountability is structured by having the

teacher randomly score a group’s work and determine whether the correct answer

has been written on their answer sheet. If the answer is correct, the teacher then

asks a random student to explain how to solve each problem. Individual

accountability is determined if individual group members have mastered the skill

needed in the process of solving the problem or demonstrate the skills necessary

for accomplishing the task.

Collaborative skills are also fostered by cooperative learning. These skills

emphasize student support for one another (e.g. praising and offering help),

enthusiasm for group work, and contributions to the group’s efforts. These

collaborative skills are necessary for the appropriate behaviors to occur within a

group. Finally, the teacher must include the element of processing the lesson.

Processing requires that the group evaluate how well they worked together and

what they could do in the future to be an even more effective group member of


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group. This type of evaluation requires that the group function as a whole as well

as that individual group members engage in self-evaluation for personal

improvement in the class work.

Although much of the research and literature regarding cooperative

learning groups focuses on students in general education classrooms, some

investigators have begun to adapt these procedures for special education teachers.

Guidelines for designing and implementing cooperative learning strategies for

classrooms providing special education services include: 1) selecting a format for

cooperative learning, 2) establishing guidelines for working in groups, 3) forming

cooperative learning groups, 4) arranging the classroom, 5) developing

cooperative learning skills, 6) evaluating cooperative learning, and 7) confronting

problems (Schniedewind & Salend, 1987).

There are five guidelines for working in groups: 1) Each group will

produce one product, 2) Each group member will assist other group members to

understand the materials, 3) Each group will seek assistance from his or her peers,

4) no group member will change his or her ideas unless logically persuaded to do

so, 5) Each group member will indicate acceptance of the group’s product by

signing his or her name.

Kagan and Olsen in Kessler (1992: 7) summarize the benefits of

cooperative learning in three major benefits, they are: 1) Cooperative learning

provides a richness of alternatives to structure interactions between students, 2)

Cooperative learning addresses content area learning and language development

needs within the same organizational framework, 3) The variety of ways to


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structure student practice with lesson material increases opportunities for

individualized instruction, such as peer-provided clarifications. Olsen and Kagan

(1992: 8) say that cooperative learning is group learning activity organized so that

learning is dependent on the socially structured exchange of information between

learners in groups and in which each learner is held accountable for his or her own

learning and is motivated to increase the learning of others.

Mc Groacy in Richard and Rogers (2001: 195) say that there are some

benefits of cooperative grouping in second language teaching in context as

follows:

1) Increased frequency and variety of second language practice through

different type’s interaction.

2) Possibility for development or use of language in ways that supporting

cognitive development and increasing language skill.

3) Opportunities to integrate language with content based instruction.

4) Opportunities to include a greater variety of curricular materials to

stimulate language as well as concept learning.

5) Freedom for teachers to master new professional skills, particularly those

emphasizing communication.

6) Opportunities for students to act as resources for each other, thus assuming

a more active role in their learning.

Cooperative learning involves students actively working together in

caring, concerning environment. Student’s grades are positively affected by

cooperative learning because each student is better able to master skills and


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understand concept. Slavin in Elliot (2000: 359) says that cooperative learning has

been defined as a set of instructional methods in which students are encouraged or

required to work together on academic tasks.

Furthermore, Slavin (1995: 2) says that cooperative learning refers to a

variety of teaching methods in which students work in small groups to help one

another learn academic content. In cooperative classrooms, students are expected

to help, discuss and argue with each other, and assess each others’ current

knowledge.

While Arends (2004: 356) states that cooperative learning has some

characteristics : 1) Student work in teams to master learning goals, 2) Team are

made up of high-average and low achieving students, 3) Whenever possible,

teams include racial, cultural and gander mix, 4) Reward system is oriented to the

group as well as the individual. According to the characteristics given above, it

can be concluded that the common criteria of cooperative learning must be met to

make cooperative learning work effectively.

The three central concepts becoming the characteristics of cooperative

learning as mentioned by Slavin in Isjone (2009: 33-34), are group reward,

individual responsibility, and the same opportunity to success.

1) Group reward

Cooperative learning operates group’s objectives to achieve a group

reward. Group reward is obtained the group scores higher than the

determined criteria. Group’s success is based on individuals’ performance


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as group members in holding an interpersonal relationship by supporting,

helping, and caring one to another.

2) Individual responsibility

Group’ success depends on the individuals’ learning. The responsibility

put a stress on group activities in which they help each other. The

individuals’ responsibility also makes the members more prepared to face

the exam and any other tasks independently, with no help form their

fellows.

3) The same opportunity to success

Cooperative learning uses scoring model covering progressing score based

on the increasing result made by the students. Every student, who achieves

high, moderate, or low success; has the same chance to succeed and do

his/ her best for the group using the scoring model.

Orlich, et al. (1998: 276) defines the benefits of cooperative learning as

follows: 1) Improving comprehension of basic academic content, 2) Reinforcing

social skills, 3) Allowing students decision making, 4) Creating active learning

environment, 5) Booting students’ self-esteem, 6) Celebrating diverse learning

styles, 7) Promoting students’ responsibility, 8) Focusing on success for everyone.

Mc Donald in Oemar Hamalik (2005: 158) says that motivation is energy

change the person characterized by effective arousal and anticipatory goal

reaction. Motivation pushes incidence behavior and influence with changing the

behavior. There are three functions of motivation in learning speaking.


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1) Pushing incidence behavior or a deed. Without motivation, so it will not

emerge a deed like to learn.

2) Motivation as director. It means that to aim deed to reach desirable aim.

3) Motivation as activator. High or low of motivation is will determine big or

small the result is.

According to Slavin (1995: 2), there are some weaknesses of cooperative

learning.

1) Need complex preparation to carry out.

2) When negative rivalry happens, it will result in bad learning outcomes.

3) Student does not use time as well as possible in group learning.

According to the benefits of cooperative learning above, it can be

concluded that cooperative learning differs from traditional methods in first,

students’ benefit from sharing ideas rather than working alone (Students help one

another so that all can reach some measure of success). The second is that

cooperative learning provides opportunities for students to develop not only

academic learning but also social skills. Beside that, the important thing is that

cooperative learning also contributes to high level of students’ speaking skill in

learning.

Slavin (1995: 35) says that cooperative learning has different goal from

the traditional one, in which individual’s success depends on other’s failure. The

goal of cooperative learning is to create a situation in which individual’s success

is determined and affected by his/her group’s success.


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According to Muslimin Ibrahim, et al (2000: 7), cooperative learning

models have at least three important goals, namely the academic learning

outcome, the acceptance toward diversity, and the development of cooperative

skill. The first goal is to increase the students’ academic learning outcome in

which students are assigned to complete some academic tasks. Some experts

argue that this model is excellent and helps students master some difficult

concepts. Cooperative learning is beneficial for both low and high level students.

The second goal is to give the same chance to students coming from different

academic level and background to work depending on one to another to complete

tasks. Through this way they learn how to respect one to another. The third one is

to teach the students the skills of cooperation and collaboration. These are very

important in their social living, in which they compromise one each other in as an

organization, colored by different cultural background.

b. Review of Teams Games Tournaments (TGT)

Isjoni (2009: 83-84) states that Teams Games Tournaments is one of

Cooperative learning strategies in which students are divided into groups of 5 or 6

having different ability, sex, and race. Teacher presents the material, and students

work in their own group. In the group work, teacher distributes some worksheets

to each group. The task given by the teacher should be done together by all the

members of the group. When anyone of the members could not understand the

task, others are responsible to explain and help him or her completing the task,

before redirecting the problem to the teacher. Finally, to make sure that all


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students in the group have mastered the material, all students will have to play an

academic game. In this game, students will be grouped to some tournaments

tables. Each table is occupied by one representative of each group. It should be

organized in such a way that there is no table occupied by a students coming from

the same group as who occupies another table. In each tournament table, all the

players must be in the same degree of ability. It can be determined through

considering the scores the students have got in the pre-test. Each score achieved

by every student must be recorded. Team score is obtained by summing up the

scores achieved by each member. The team score is used to determine which

group deserves to receive the award, in the form of certificate putting down a

certain predicate.

Isjoni (2009: 85) states that in this game, each competing student is a

representative of his/her group. Every one of those who represent their group is

assigned to tournament tables. Each tournament table is occupied by 5 to 6

students, and it should be settled that there is no one coming from the same group

as the one occupies another table. It should be organized in such a way that the

participants of each tournament are in the same degree of ability. The game begins

using question cards put upside down on the table, so that nobody can read the

questions and their answer key. The game in each tournament table is carried out

according to the following procedures. First of all, each table decides who the

question reader becomes and who has to play first randomly. The selected player

then takes a numbered card and hands it over to the question reader. The question

reader will read the question based on the number taken by the player. Next, the


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question will be completed by the player and his/her challengers. How long the

question must be completed is mentioned in the question card. When the time is

over, the player will read his/her answer which latter will be responded by his/her

challengers clockwise. After that, the question reader will read the answer key,

and the score will be given to the player, if his/her answer is correct, or the first

challenger who answers correctly.

Isjoni (2009: 86) says that if no one answers correctly, then the card is

passed. The game goes on to the next question until all questions have been read.

The games are arranged clockwise, so that all players can act as the question

reader, player, and challenger. It can be played more than one time so long as it

gives the same opportunity for the students to be the question reader, player, and

challenger. Isjoni (2009: 86) declares that in this game, the question reader is only

obliged to read the question and open the answer key. He/she may not answer or

help answer the question. After all cards have been completed, each player in a

table counts how many card(s) he/ she has collected, then determines how many

points he/she got according to the provided table. Then, each player goes back to

his/her group and report his/her points to the chief of the team. The chief of each

team then fill in the provided table the points, and decides the criteria of the award

for the group.

c. The Positive Effects of TGT

Kagan (1985: 86) mentions the positive effects of TGT viewed from six

factors.

1) The aim of education of TGT


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The aim of education implied by TGT is to increase the general knowledge

and the basic skills of students. This aim can be described as a product orientation

and is measured by standardized achievement tests. The product is achievement.

2) Nature of learning

In TGT the nature of learning is more exclusively oriented toward content

acquisition. The learning tasks in TGT tend to be simpler, uniform across

students, and always involve skill or content acquisition.

3) Nature of cooperation

The nature and the extent of within and between team cooperation in

different methods of cooperative learning differ markedly. The reason is that the

methods create different task and reward structures and, consequently, different

amounts and kinds of interdependence and social facilitation among the students.

TGT emphasize a peer-tutoring structure: one student helps another. In TGT, each

team member receives an individual score that contributes to the team score, so

the reward structure is probably best describe as individualistic and cooperative.

In those techniques, therefore, there is positive interdependence in relation to the

team score.

4) Student roles and communication

All of the methods in cooperative learning provide students with role

experiences from which they are constrained in traditional classrooms. Whereas in

traditional classroom students are confined to the role of “student”, which too

often translates into being passive recipient of information and methods, in

cooperative activities students experience role diversity. It is likely that such

diversity has beneficial effects on student development. Students can experience a


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change in self-concept when they are expected to become a tutors, expert

consultants, investigators, and presenters.

5) Teacher roles

In TGT, the teacher is available to work in individual students or with

groups while most of the class is involved in tutor tutee relations.

6). Evaluation

In TGT, the source of evaluation is the teacher. The form of evaluation is

individual performance on games, tournament and test, teacher evaluations of the

student papers based on their individual contributions to the group.

d. Components of TGT

Slavin (1995: 84-86) outlines a description of the components of TGT as

follows:

1) Class Presentation

Material in TGT is initially introduced in a class presentation. This is most

often direct instruction or a lecture-discussion conducted by the teacher, but could

include audiovisual presentations. Class presentations in TGT differ from usual

teaching only in that they must be clearly focused on the TGT unit. In this way,

students realize that they must pay attention during the class presentation, because

by doing so, it will help them to do well on the games and their game scores

determine their team scores.

2) Teams

Teams are composed of four or five students who represent a cross-section

of the class in term of academic performance, sex, and race or ethnicity. The

major function of the team is to make sure that all team members are learning, and


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more specifically, to prepare its members to do well on the games. After the

teacher present the material, the team meets to study worksheet or other material.

Most often, the study involves students discussing problems together, comparing

answers, and correcting any misconceptions if teammates make mistakes.

The team is the most important feature of TGT. At every point, emphasis

is placed on team members doing their best for the team, and the team doing its

best to help its members. The team provides the peer support for academic

performance that is important for learning, and it provides the mutual concern and

respect that are important for such outcomes as intergroup relations, self-esteem,

and acceptance of mainstreamed students.

3) Games

A cooperative game is a game in which players or teams work together

towards a common goal. Chen (2005) said in his journal that the benefits of using

games in language learning are promoting communicative competence, creating a

meaningful context for language use, increasing learning motivation, reducing

learning anxiety, increasing creativity and spontaneous use of language, and

constructing a cooperative learning environment. Games offer a fun and relax

learning atmosphere to the students. When students join in games, anxiety is

reduced and speech fluency is generated. It makes them to achieve communicative

competence.

Games activities are excellent ways to motivate learners in speaking.

Games activities introduce competition to the students in using language. In other

words, games create a meaningful context for language use. Games can make the


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students enjoy the language learning unconsciously. The students acquire a great

deal of language by concentrating and listening intensively in playing games

The games are composed of content-relevant questions which are designed

to test the knowledge of students’ achievement from the class presentations and

team practice. Games are played on the table played by three students. Each of

them represents a different team. Most games are simply numbered questions on a

sheet. A student picks a numbered card then he/she gives a chance the others and

try to answer. If he/she can not answer well, he gives a chance to the other

students to answer it.

4) Tournaments

The tournament is the structure in which the games take place. It is usually

held at the end of a week or a unit, after the teacher has made a class presentation

and the teams have had time to practice with the worksheets. For the first

tournament, the teacher assigns students to tournament tables. Three students who

performed best occupy table 1, the next three occupy table 2, and so on. The

individual improvement score system makes it possible for students of all levels

of past performance to contribute maximally to their team scores if they do their

best.

Figure 4-3 illustrates the relationship between heterogeneous teams and

homogeneous tournament tables. After the first tournament, students exchange

tables depending on their own performance in the most recent tournament. The

winner at each is “bumped up” to the next higher table, the second scorer stays at

the same table, and the low scorer is “bumped down.” In this way, if the students


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have been misaligned at the first, they will eventually be moved up or down until

they reach their true level of performance.

TEAM A

TEAM B TEAM C

FIGURE 2.1 Assignment to tournament tables

(Robert E. Slavin, 1995: 86)

5) Team Recognition

Soon after the tournament, the teacher figures team scores and prepares

team certificates to recognize high-scoring teams. To do this, she first checks the

tournament points on the game score sheets. Then, simply transfer each student’s

tournament points to the summary sheet for his or her team, adds all the team

members’ scores, and divides by the number the present of team members.

Tournament 1

Tournament 2 Tournament

3

Tournament 4

A-1 A-2 A-3 A-4 High Average Average Low

B-1 B-2 B-3 B-4 High Average Average Low

C-1 C-2 C-3 C-4 High Average Average Low


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Three levels of awards are given in Teams Games Tournaments (TGT),

based on average team scores:

Criterion (Team Average) Award

40 Good team

45 Great team

50 Super team

Table 2.2. Average Team Scores Source: Robert E. Slavin (1995: 90)

e. Preparation and Schedule of Activities

Slavin (1995: 87-88) says that there are some preparation and schedule of

activities in Teams Games Tournaments.

1. Materials John Hopkins Team Learning states that Curriculum materials for TGT are

new material to the whole class which can be used with materials adapted from

textbooks or other published sources or with teacher made materials. Beside

that, teacher will also need a set of cards numbered from one to thirty for every

three students in largest class.

2. Assigning Students to Teams

The number of students in the class is counted. If the number is divisible

by three, all tournament tables will have three members. The first three

students on the list are assigned to table 1, the next three to table 2, and so on.


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If there is a remainder to the division, one or two of the top tournament tables

will have four members. For example, a class of twenty-nine students would

have nine tournament tables, two of which would have four members. The first

four students on the ranked list will be assigned to table one, the next four to

table two, and three each to the other tables. These table numbers are only for

your records; in announcing table assignments to children, call them table blue,

red, green, etc., in random order, so that students will not know exactly how

tables are assigned.

3. How to Start TGT TGT begins with the schedule of activities described in the following

section. After teaching the lesson, the teacher announces team assignments and

has students move their desks together to make team tables. Then tells students

that they will be working in teams for several weeks and playing academic

games to add points to their team scores, and that high-scoring team will

receive recognition (whatever you have selected).

4. Schedule of Activities

TGT consists of a regular cycle of instruction activities as follows:

a. Teach, in which the teacher presents the lesson.

b. Team study, in which students work on worksheets in their teams to master

the material.

c. Tournaments, in which students play academic games in ability-

homogeneous, three member tournament tables.


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At the beginning of the tournament period, the teacher announces the rules

of the tournament assignments and has students sit on different desks together.

The teacher scrambles the number so that students won’t know which are the

“top” and “bottom” tables. After that selected students help to distribute one game

sheet, one answer sheet, one deck of the number cards, and one game score sheet

to each table. Then the game begins.

To start the game, the students draw cards to determine the first reader of

the students drawing the highest number. Play proceeds clockwise from the first

reader. The first reader shuffles the cards and picks the top one. He or she then

reads aloud the question corresponding to the number on the card, including the

possible answers if the question is multiple-choice. For example, a student who

picks card 21 reads and answers question 21. A reader who is not sure of the

answer is allowed to guess without penalty. If the content of the game involves

1st Challenger 1. Try to answer 2. Challenges if he or she wants to (and gives a different answer), or passes.

2nd Challenger 1. Try to answer 2. Challenges if 1st challenger passes, if he or she wants to. When all have challenged or passed, 2nd challenger checks the answer sheet. Whoever was right keeps the card. 3. If the reader was wrong, there is no penalty, but if either challenger was wrong, he or she must a previously won card, if any, back in the deck.

Reader 1. Picks a numbered card and finds the corresponding question on the game sheet. 2. Reads the question out loud. 3. Tries to answer.


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problems, all students (not just the reader) should work the problems so that they

will be ready to challenge. After the reader gives an answer, the student to his or

her left (first challenger) has the option of challenging and giving a different

answer. If he or she passes, or if the second challenger has different answer from

the first two, the second challenger may challenge.

Challengers have to be careful, because they must return a previously won

card to the deck (if they have one) if they are wrong. When everyone has

answered, challenged, or passed the second challenger (or the player to the

reader’s right), the teacher checks the answer sheet and reads the correct answer

aloud. The player who gave the correct answer keeps the card. If either challenger

gave a wrong answer, he or she must return a previously won card to the deck. If

no one gave a correct answer, the card returns to the deck.

For the next round, everything moves one position to the left: the first

challenger becomes the reader, the second challenger becomes the first challenger,

and the reader becomes the second challenger. Play continues, as determined by

the teacher, until the period ends or the deck is exhausted. When the game is over,

players record the number of cards they won on the game score sheet in the

column for game one. If there is time, students reshuffle the deck and play a

second game until the end of the period, recording the number of cards won under

“Game 2” on the score sheet.

All students should play the game at the same time. While they are

playing, move from group to group to answer questions and be sure that everyone

understands the game procedures. Ten minutes before the end of the period, call


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“Time” and have students stop and count their cards. They should then fill in their

names, teams, and scores on the game score sheet. Students have to add up the

scores they earned in each game (if they played more than one) and fill in their

day’s total.

TABLE GAME SCORE SHEET (TGT)

PLAYER TEAM GAME 1

GAME 2

GAME 3

DAY’S TOTAL

TOURNAMENT POINTS

Eric Glants 5 7 12 20

Lisa A. Geniusess 14 10 24 60

Darryl B.Boms 11 12 23 40

Figure 2.3. Sample Game

d. Team recognition, in which team scores are computed based on team members’

tournament scores, and teams are recognized if they exceed pre-set criteria.

In this research, Teams Games Tournaments is one of the team learning

strategies designed by Robert Slavin for review and mastery learning of material.

Slavin has found that TGT increased basic skill, students’ achievement, positive

interactions between students, acceptance of mainstreamed classmates and self-

esteem. Students learn material in class; this can be taught traditionally, in small

group, individually, using activities, etc. The different Study Teams review the

material, and then students compete in academically the same level in

Tournaments Teams. Students bring from 2-6 points back from their tournament

to their Study Team. Points are totaled and normalized (for a group size of 4). It is

the Study Team which is successful. Slavin (1995: 84-86) outlines a description of

the components of TGT as follows:


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1) Class Presentation

2) Teams

3) Games

4) Tournaments

5) Team Recognition

D. The Relationship between Teams Games Tournaments and Speaking Skill

Isjoni (2009: 83-84) states that TGT is one of Cooperative learning

strategies in which students are divided into groups of 5 or 6 having different

ability, sex, and race. In addition, The Teams Games Tournaments (TGT)

approach (Devries & Slavin, 1978; Devries, Slavin, Fennessey, Edwards, &

Lombardo, 1980) demanded the students to work together in four to five member

heterogeneously grouped teams to help one another mastering content and

preparing for competitions against other teams. For the tournaments, students are

assigned to three person tables composed of students from different teams who are

similar in achievement.

While according to Kagan (1986) in Kessler, in cooperative learning a

genuine for communication exists. It means cooperative learning is an approach to

teach that makes the maximum use of cooperative activities involving pairs and

small groups of learners in the classroom. Cooperative learning depends on the

socially structured, exchange of information between learners in groups and in

which each learner is held accountable for his or her own learning and is

motivated to increase the learning of others. It belongs to Teams Games

Tournaments with a genuine purpose for communication exists. The more


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students practice speaking through communication, the better speaking skill the

students have. The points earned by individual students at these tournament tables

are later summed to determine each team’s score, and the teacher prepares a

newsletter that recognizes successful teams and unusually high scores attained by

individuals.

E. Rationale

Based on the previous underlying theory, the writer assumes that Teams

Games Tournament can improve senior high school students’ skill. There are

several reasons how Teams Games Tournament can improve students’ speaking

skill. Teams Games Tournaments (TGT) developed by Robert Slavin as one of the

simplest techniques in cooperative learning is not a meant as a comprehensive

teaching method, but rather as a way to organize classes, with the principle goal

being to accelerate the achievement of all students. Slavin (1995: 84-86) outlines

a description of the components of TGT as follows:

1. Class Presentation

Class presentations in TGT differ from usual teaching only in that they

must be clearly focused on the TGT unit. In this way, students realize they must

pay attention during the class presentation, because doing so will help them do

well on the games, and their game scores determine their team scores.

2. Teams

Teams are composed of four or five students who represent a cross-section

of the class in term of academic performance, sex, and race or ethnicity. The

major function of the team is to make sure that all team members are learning, and


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more specifically, to prepare its members to do well on the games. The team

provides the peer support for academic performance that is important for learning,

and it provides the mutual concern and respect that are important for such

outcomes as intergroup relations, self-esteem, and acceptance of mainstreamed

students.

3. Games

The benefits of using games in language learning are to promote

communicative competence, create a meaningful context for language use,

increase learning motivation, reduce learning anxiety, encourage creative and

spontaneous use of language, and construct a cooperative learning environment.

Games offer students a fun and relaxing learning atmosphere. When students join

in games, anxiety is reduced and speech fluency is generated, so communicative

competence is achieved.

Games activities are an excellent way of motivating learners to speak.

Games introduces of competition into language-building activities. In other words

games create a meaningful context for language use. Language learning should be

enjoyable. Games help make it. The games are composed of content-relevant

questions designed to test the knowledge students’ gain from class presentations

and team practice. Games are played at tables of three students, each of whom

represents a different team. Most games are simply numbered questions on a ditto

sheet. A students picks a numbered card permits players to challenge one

another’s answers.

4. Tournaments


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The tournament is the structure in which the games take place. It is usually

held at the end of a week or a unit, after the teacher has made a class presentation

and the teams have had time to practice with the worksheets. For the first

tournament, the teacher assigns students to tournament tables: the higher three

students in past performance to table 1, the next three to table 2, and so on. The

individual improvement score system makes it possible for students of all levels

of past performance to contribute maximally to their team scores if they do their

best.

5. Team Recognition

Soon after the tournament, the teacher figures team scores and prepares

team certificates to recognize high-scoring teams. The teacher may give

certificates or reward to teams that meet Great team or Super team criteria. Good

team should just be congratulated in class. Instead of or in addition to team

certificates, the teacher may wish to display each week successful teams on a

bulletin board, posting their pictures or team names in a place of honor. However,

teacher recognizes a team accomplishment which is important to communicate

that team success (not just individual success) is important, as this is what

motivates students to help their teammates learn.

The approach operates on the principle that students work together to learn

and are responsible for their teammates learning as well as their own. This

situation will create enjoyable and comfortable situations in order to improve

students’ speaking skill. This is based on the assumption that outcomes in learning

process are dependent on each student’s behavior which students will be


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motivated to help the group to be rewarded. In other words, the group incentive

induces students to encourage goal directed behaviors among group mates.

Because students are working towards a common goal, it can be expected that

they will be more motivated to reward academic success within the group. In

Teams Games Tournaments, the students work in teams to ensure that all

members can perform well on an upcoming game. By such situation, the students’

speaking skill to learn and master the materials given will improve and they can

get the best result in learning Speaking.

The rationale in this research can be figured as follows:

Figure 2.4. The Rationale of the Research

F. Action Hypothesis

Considering carefully the theory underlying speaking skill and Teams

Games Tournaments (TGT), an action hypothesis can be formulated that Teams

Games Tournaments technique can improve speaking skill of eight grade students

of SMP N 14 Surakarta in academic year 2010/2011.

Teaching model

Speaking skills

Learning out come


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CHAPTER III

RESEARCH METHODOLOGY

A. Setting and the Time of the Research

1. The Place of the Research

The research is conducted in SMP N 14 Surakarta located at JL.

Prof. WZ. Yohanes 54, Purwodiningratan, Jebres, Surakarta. The school is

located in a strategic place and easy to reach since it is located on a

highway.

2. The Time of the Research

The research was conducted for 8 months from January 2010 to

August 2010 by exploiting the use of TGT as a teaching technique.

This research includes pre-research, action, and activities after the action.

It is arranged as follows:

Table 3.1. The Schedule of the Research

No. Activity Time of Research

1. Pre-research (interview, observation) January 2010

2. Preparation of thesis proposal February-July 2010

3. Preparation of try out and pre-test July 2010

4. Pre-test August 2010

5. Action August 2010

6. Post-test August 2010

7. Analyzing the result September 2010


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B. Subject of the Research

The subject of the research is the students of the class VIII “A” students of

SMP N 14 Surakarta. The class consists of 36 students (15 boys and 21 girls).

C. The Method of the Research

The research method used in this study is Classroom Action Research used

to improve students’ speaking skill by using Teams Games Tournaments (TGT).

Wiersma (2000: 11) states that action research is a research usually conducted by

teachers, administrators, or other educational professionals for solving a specific

problem or for providing information for decision making at the local level. The

research is designed to overcome real problems, which are not confined to a

particular methodology or paradigm with effective ways.

In this study, the classroom action research is conducted to solve the

problem that occurs in teaching English during the teaching and learning process

in the classroom. The purpose of the research is to improve the students’ speaking

skills and to give the best solution for the problem that occurs during the teaching

and learning process in the eighth “A” grade of SMP N 14 Surakarta. This class

action is carried out by the teacher herself as the researcher. The practical action

the study use is the technique using Teams Games Tournaments (TGT).

Somekh in Burns (1999: 33) adds that in broad terms action research can

be seen as a research methodology which includes the following features:

1. The research is focused on a social situation.

2. In the situation participants collaborate with each other and with outsiders to

decide upon a research focus and collect and analyze data.


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3. The process of data collection and analysis leads to the construction of theories

and knowledge.

4. The theories and knowledge are tested by feeding them back into changes in

practice.

5. To evaluate these changes, further data is collected and analyzed, leading to

refinement of the theories and knowledge which are in their turn tested in

practice, and so on and so forth.

6. At some point, through publication, these theories and knowledge are opened

up to wider scrutiny and made available for others to use as applicable to their

situation. This interrupts the cyclical process of research and action, but is

useful in bringing the research to a point of resolution, if only temporarily.

The characteristics of action research can be identified as follows:

1. Action research is carried out by practitioners.

2. Action research is contextual, based on problems within a specific situation.

3. Action research is evaluative and reflective process that aims to bring about

change and improvement in practice.

4. Action research is participatory that provides collaborative investigation by

teams of colleagues, practitioners and researchers.

5. Action research is developed through a self reflective spiral; a spiral of cycles

of planning, acting, observing, reflecting and re-planning.

Based on the characteristics of action research above, this research was

appropriately conducted as classroom action research in order to bring about


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social and educational change and improvement in speaking and students’

behavior.

The model of action research in this study consists of four steps

developed by Hopkins (1993:48). The four steps are planning, action,

observation, and reflection.

Figure 3.2. Action Research Spiral

Plan

Reflective

Action/ Observation

Revised Plan

Revised Plan

Action/ Observation

Action/ Observation

Revised Plan

Reflective

Reflective


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Kurt Lewin in Arikunto (2006: 92) says that action research is a series of

steps in a cycle form. This cycle form has one stage in each step. These are:

planning, acting, observing and reflecting.

Figure 3.3 The basic mode l of action research according to Kurt Lewin in Arikunto (2002: 84)

While Mills (2000: 6) defines action research as follows:

Any systematic inquiry conducted by teacher researcher, principals, school counselors, or other stakeholders in the teaching learning environment, to gather information about the ways that their particular schools operate, how they teach, and how well their students learn. This information is gathered with the goals of gaining insight, developing reflective practice, effective positive changes in the school environment (and on educational practices in general), and improving student outcomes and the lives of those involved.

Little (2001) defines action research as a process to identify and solve

classroom instructional concerns within teacher’s own classrooms. McKay in

Rochsantiningsih (2007) declares action research is an effective strategy for

engaging educators in the change process. Educators involved in action research

think about a specific group in a particular setting with the main goal of finding

better ways to do their job.

From the definition above, it can be summarized that action research is a

systematic study of efforts to overcome education problems or to change things


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related to educational problems for improvement. It is done by practitioners or

teacher, or collaboration of teachers and researchers by means of their own

practical action and their own reflection upon the effect to those actions.

D. The Procedures of Action Research

Based on Kemmis and Taggart (in Hopkins, 1993: 48), the procedures of

each step can be explained as follows:

1. Identifying Problems and Planning

The problems were identified first before planning the action. The problems in

this study refer to the factors causing the low speaking skill of the students.

The problems are identified by using three techniques as follows:

Document Analysis is conducted by analyzing the English scores of the

previous English class that is final examination in the first semester,

interviewing the students is done to get accurate data about the problems

causing students’ low speaking while observation is done in order to know the

student behavior during the teaching-learning process and to know the model

of class management and the quality of teaching and learning process of

English.

After knowing the problems and their causes, the next step is planning the

action as follows:

a. Making lesson plan, and designing the steps in doing the action.

b. Preparing materials, preparing sheets for classroom observation (to know the

situation of teaching- learning process when the technique is applied).


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c. Preparing list of students’ name and scoring in order to put the students into

groups.

d. Preparing teaching aids (book, work sheet, LKS, etc).

e. Preparing a test

2. Implementing the Action

Following is the implementation of TGT to improve students’ speaking skill

according to the prepared plan. In general, the writer arranges the research

steps as follows:

a. Pre-teaching (grouping the students) and giving simple instructions

b. Class-Presentation

c. Team study

d. Game

e. Tournament

f. Team recognition

3. Observing/ Monitoring the Action

Observation is one of the instruments which are used in collecting the data. The

classroom action research is carried out by the researcher herself as the teacher

of English class. She observes the students’ activities while teaching and

learning process occurs. The researcher does the teaching and learning process

by using Teams Games Tournaments (TGT). She implements the lesson plan

she has composed. The English teacher, as an observer, will give some input

and suggestions to the researcher. The writer observed and noted all activities

during the teaching process in a field note.


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4. Reflecting the Result of the Observation

The writer and teacher make an evaluation on the observation result to find out

the positive results and the weaknesses during the action. The weaknesses can

be refined in the next cycle, to improve the effectiveness of Teams Games

Tournaments (TGT) in order to improve the quality of teaching speaking.

In conducting the evaluation process, the researcher gave pre-test before

starting the action and at the end of cycle one, students was given post-test. The

indicator is students can improve their skill in speaking activity.

Considering that the pre-test and post-test are focused at speaking ability, the

researcher used scale of oral testing criteria proposed by Ur. The candidates are

tested on fluency and accuracy, and may get a maximum of five points on each

of these two aspects, ten points in all (Ur, 1996: 135).

Accuracy Score Fluency Score

Vocabulary Grammar Pronunciation Communication

Little

vocabulary

Grammar

error

(very a

little

correct)

Pronunciation

error (very a

little correct)

1 Little or no

communication

1

Poor

vocabulary

Mistake in

basic

May have very

strong foreign

2 Very hesitant and

brief utterances,

2


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grammar accent sometimes difficult

to understand

Adequate

but not rich

vocabulary

Occasional

grammar

slips

Slight foreign

accent

3 Gets ideas across,

but hesitantly and

briefly

3

Good range

of

vocabulary

Occasional

grammar

slips

Slight foreign

accent

4 Effective

communication in

short turns

4

Wide

vocabulary

appropriate

used

Virtually

no

grammar

slips

Native-like or

slight foreign

accent

5 Easy and effective

communication,

uses long turns

5

Total Score: 10 Table 3.4. Table of Speaking Test

5. Revising the Plan

After doing observation, the researcher continued to the next step, namely

reflection. The researcher reflected how the teaching and learning process runs

using Teams Games Tournaments. It is very important to know the strengths

and the weaknesses of the action. The result of this reflection is very useful for

the next cycle to reach the goal which has been stated before.


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E. The Technique of Collecting Data

In this classroom action research, the researcher collected the data using

qualitative method. Mason and Bramble (1997: 42) state that action research is a

research which is designed to uncover effective ways of dealing with real world

problems. Action research is not confined to a particular methodology or

paradigm.

The data of the research which were collected by using qualitative data

collection are: observation, interview, and document analysis.

1. Observation

In the observational technique, the researcher collected the data from

observation, notes, and photograph. An observation is a research procedure in

which the researcher watches and records behaviors. It means that observation is a

technique of collecting the data that closely watching and noticing classroom

events, happening, or interaction, either as a participant in the classroom or as an

observer of another teacher’s observation.

The researcher conducts an observation on real situation of the teaching

and learning process. During the implementation of TGT in the teaching and

learning process, the researcher functioned as an active participant teacher and

also observer. The researcher observed the process of teaching and learning with

the help of the English teacher and an observation sheet which is used to identify

the existence of speaking skill during the lesson based on the criteria of test result

student’s. When actively engaged in teaching learning process, the researcher

observes the outcomes of the teaching. Students’ behavior and students’ activities


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are also observed during the lesson. The observation is focused on the

improvement of students’ speaking skill. The observer makes notes of all the

activities during the lesson, and notes the students’ reaction and respond to the

learning. Participant observation is undertaken with at least two purposes: to

observe the activities, people, and physical aspects of situation and to engage in

activities that provide useful information (Spraadloy: 1998 in Mills: 2000). It is

recorded on writing form called field notes. The researcher also uses research

photographs and video. The photo and video of the teaching and learning process

was taken by the observer.

2. Interview

The teacher conducts interview in the pre-research, in the process of action

and at the end of the research. The researcher makes interview to the teacher and

the students. In the pre-research, the researcher makes interview in order to know

what problems both the teacher and the students faced especially in learning

speaking. The interview given in the process of action and at the end of the

research aims to know students’ improvement and how far the action influences

the students as seen in the students’ achievement and the students’ behavior

towards English lesson. In those interviews, the students were given the same

questions with the same sequences.

By interviewing the students about their impressions with the lesson given,

the researcher could find out how effective the use of TGT is in improving

students’ speaking skill based on the criteria.


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3. Document Analysis

The aim of this analysis is to provide the information which has been

obtained from observation and interview. The results of the observation, interview

and document analysis were recorded in the form of field notes which become the

raw data of the research. Each field note consists of three parts: the identity of the

field note, description, and reflection.

The data collection used in this study is summarized in the table:

Table 3.5 Table of Collecting Data

Steps of the study

Participants Technique Data

Pre-research

Teacher Interview

Transcript of interview result

Researcher Observation

Observation report

Students Pre-test

Students’ pre-test score

Implication Teacher Observation

Field notes and research diary

Researcher Audio recording Record of the research implementation

Observer Photograph

Photograph of the TL

Researcher Document analysis

Photograph of TL process, Lesson plan, lesson task, list of students pre-test and post-test, and answer sheet.

Result discussion

Teacher Teacher’s diary

Transcript of teacher’s diary

Students Students’ diary

Transcript of students’ diary

F. The Technique of Analyzing Data


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The process of data analysis is conducted by the researcher using

qualitative and quantitative methods. Interview and observation belong to

qualitative method. The qualitative data is analyzed by investigating the field

notes that are made regularly in each action implementation. The data will be

simplified by making exposition and conclusion. After evaluating the field notes,

the researcher can find whether or not there is any problem in conducting Teams

Games Tournaments in speaking class and what the teacher should do to conduct

better teaching in the next cycle to improve students’ speaking skill.

The quantitative data will support the data obtained from qualitative

method and vice versa. The data will be presented in the form of mean score and

the result will be used to analyze the teaching and learning process. It is done to

compare the students’ speaking skill before and after each cycle. The result of

pre-test and post-test are analyzed to know whether or not there is improvement in

speaking skill. The formulas are:

= =

In which,

= Means of pretest score

= Means of posttest score

N = Numbers of sample

(Ary et.al, 1979: 150)


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CHAPTER IV

THE RESULT OF THE STUDY

The objectives of the research are to identify the improvement of the

students’ speaking skill using Teams Games Tournaments and the advantages of

using Teams Games Tournaments in the teaching learning speaking. Those

objectives are answered in chapter IV divided into two parts. They are the process

of the research and discussion. Each part is described as follows:

A. The Process of the Research

The research was conducted collaboratively between the researcher and

teacher KP. Before conducting the research, the researcher and the teacher KP

shared the knowledge about action research and the implementation of action

research in the class. In the implementation of the research, the researcher acted as

practitioner who implemented the action and teacher KP was as her facilitator and

observer. The researcher designed, planned, and revised the research procedures

collaboratively with teacher KP.

The procedures of the research consist of pre-research, research

implementation, and discussion. Each part is explained as follows:

4. Pre-Research

The pre-research was held before conducting the research. It was

conducted in order to identify the students’ problems in the teaching learning

process, to identify the teacher’s technique in the teaching speaking, and to


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identify the students’ activity during the teaching learning process. The pre-

research activity consists of interviewing the teacher, interviewing the students,

observing the teaching learning process, and giving the pre-test to the students.

When interviewing the teacher, the teacher told that the students’ speaking

skill was still low. The researcher found some problems in that class. The teacher

most of the time taught reading. It means that the students rarely got opportunities

to practice speaking. They were not accustomed to speak English. It was in line

with what the students said that they rarely got the speaking class. Most of the

time is for reading and writing. The students were passive during the teaching

learning process, they rarely answered the teacher question and they rarely asked

questions to the teacher if they did not understand the material. The teacher said

that in speaking lesson, she used the traditional technique in teaching speaking by

asking one by one student to speak in front of the class. She added that the

students looked so nervous in their talk, they were afraid of joining the speaking

lesson.

Based on the result of the first observation during the teaching learning

process, the teacher taught speaking just based on the handbook so that the teacher

could not develop the students’ speaking skill. The practicing speaking was taught

as a repetition of drills or memorization of dialogues in which one student asked a

question and the other student gave an answer. The purpose of this activity was an

ability to ask and answer questions. Not all of the students got opportunities to

practice dialogues in front of the class it means that not all of the students got

opportunities to practice speaking. The students never practice the dialogue in


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speaking activity. They got monotonous technique and only did exercise in

worksheet. The students tend to work individually. It made the students less active

and less cooperative during the teaching learning process.

In this pre-research, the researcher and teacher KP also conducted the pre-

test. The speaking pre-test was held in the VIIIA class which consists of 36

students. It was held on Agust 16th, 2010. The type of the test was individual test.

Each student had to practice the dialogue in the form of telephoning conversation

related the theme in front of the class.

The result of the second observation during conducting the pre-test

showed that students got some difficulties in speaking skill. In aspect of accuracy,

they got some difficulties when they produced some utterances, as follows:

d. In using grammatical items, they often made errors, for examples What

do you can go to see swimming full?, I want go to the market, et cetera.

e. In pronouncing the words, they often made mispronunciation, for

examples they pronounced “help” as /helep/ for /help/, “am” as /am/

for /eI’em/, et cetera.

f. Their mastering vocabulary was still poor. It could be seen from the

diction used, for examples one student said “my next time” for“next

time”, “very much” for “thank you very much”, et cetera. Most of them

did not use their own words but took words from the book and read

them. Some students used their own words but used wrong range of

vocabulary and still made mistakes, for examples, “thank’s

information” for “thank for the information, “I’m want go to the


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market” for “I want to go to the market” et cetera. In addition, there

were some students producing confusing utterances, such as “what can

do you go to the my birthday party”, so that the listeners did not

understand the meaning of those utterances. In addition, some of them

asked to the researcher some English words whose meanings they have

not known yet, for instance, “Mis, artinya shopping itu apa?”.

In aspect of fluency, they still spoke with a lot of pauses when doing

monologue in front of the class. Most of them brought written texts and often kept

reading. In addition, they were less confident. It could be seen from their behavior

while practicing the dialogue in front of the class. They brought notes while

speaking in front of the class. In addition, they were afraid of making mistakes

and nervous when performing in front of the class.

After the researcher combined the students' speaking scores with teacher

KP, it was found that the students' speaking skill was still low. The mean score

was 4.38 from the maximum score of 10. The result in detail could be described

as follows:

a. Aspect of Accuracy

Out of the 36 students, 8 students got score 1-1.5 because of insufficient

vocabulary, grammar error (very a little correct), and pronunciation error

(very a little correct). 12 students got score 3-3.5 because of adequate but

for vocabulary, occasional grammar slips, and slight foreign accent. 16

students got score 2-2.5 because of poor vocabulary, mistakes in basic


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grammar, and may have very strong foreign accent. Finally, the mean

score of accuracy in the pre-test was 2.27.

b. Aspect of Fluency

The results of fluency test were as follows: out of the 36 students, 10

students got score 1-1.5 because they kept reading notes completely although they

spoke without some repetition and hesitation. 17 students got score 2-2.5 because

they often kept reading notes although they spoke without some repetition and

hesitation. 9 students got score 3 because they sometimes kept reading or they still

spoke with some repetition, self-correction, and hesitation. No one got score 3.5, 4

and 5. Thus, the mean score of fluency was 2.1.

The explanations above can be summarized as follows: The students’

speaking skill was still low. The students got difficulties in using grammar and

pronouncing words; The students lack vocabulary; The students spoke with a lot

of pauses and often kept reading while speaking in front of the class; The students

were less confident, nervous, and afraid of making mistakes while speaking in

front of the class; the students got the low scores in the speaking test. Besides, the

class situation of the teaching learning process was less conducive. The students

rarely got opportunities to practice speaking English. It was caused by lack of

time of the teaching speaking in the class; Not all of the students got chances to

practice speaking in the speaking class; The students were less active and less

cooperative during the speaking class; The students tend to work individually;

The teacher taught just based on the handbook. She also taught speaking only as a

repetition of drills or memorization of dialogues.


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Considering those causes, the researcher decided to use a different

technique in teaching speaking. The researcher proposed to use Teams Games

Tournaments (TGT) in order to improve the students' speaking skill.

5. The Research Implementation

After conducting the pre-research, the researcher and teacher KP

continued to the research implementation. Teacher KP implemented the action by

teaching the students using Teams Games Tournaments.

The actions consist of two cycles. Each meeting took 90 minutes. The

cycles presented the theme and the dialogue based on the syllabus. The first cycle

was conducted on August 18th, August 19th, and August 23th 2010. Meanwhile, the

second cycle was conducted on August 25th, August 26th, and September 1th,

2010. The timetable of the research will be presented in table 4.1:

Cycles Meeting Date Time of the

Research

Cycle 1 Meeting 1

Meeting 2

Meeting 3

Wednesday, August, 18th 2010

Thursday, August, 19th 2010

Monday, August, 23th 2010

07.40-09.00 am

08.20-09.55 am

09.15-10.35 am

Cycle 2 Meeting 1

Meeting 2

Meeting 3

Wednesday, August, 25th 2010

Thursday, August, 26th 2010

Wednesday, September, 1th 2010

07.40-09.00 am

08.20-09.55 am

07.40-09.00 am

Table 4.1 : the timetable of the research.


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Every cycle consisted of steps consisting of identifying the problems,

planning the action, implementing the action, observing the action, reflecting the

action, and revising the action. The detailed information about the implementation

of the action is described as follows:

g. Cycle 1

1) Identifying the Problems

Before the researcher implemented the action, she had done the pre-

research consisting of the observations, interviews and pre-test. From the result of

the pre-research, she found some problems faced by the students in speaking. The

problems could be described as follows: The students’ speaking skill was still low

(The students got difficulties in using grammar and pronouncing words; The

students had lack of vocabulary; The students spoke with a lot of pauses and often

kept reading while speaking in front of the class; The students were less

confident, nervous, and afraid of making mistakes while speaking in front of the

class; The students got low scores in the speaking test). The class situation of the

teaching learning process was less conducive (The students rarely got

opportunities to practice speaking English. It was caused by lack time of the

teaching speaking in the class; Not all of the students got chances to practice

speaking in the speaking class; The students never practice the dialogue in

speaking activity. They got monotonous technique and only did exercise in

worksheet; The students tend to work individually; The students were less active

and less cooperative during the speaking class; The teacher taught just based on


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the handbook. She also taught speaking only as a repetition of drills or

memorization of dialogues).

To solve those problems, the researcher gave treatments using Teams

Games Tournaments in the teaching learning speaking in the VIIIA class. The

actions were aimed to improve the students' speaking skill.

2) Planning the Action

Finding the fact that the students' speaking skill was low and the class

situation was less conducive, the researcher planned to teach them by using

certain technique. The technique is Teams Games Tournaments. The technique is

appropriate for the students because the Teams Games Tournaments activity is an

effective way to encourage the students not only to think, ask questions, and take

notes but also make dialogue with the others. The researcher believed that Teams

Games Tournaments is an appropriate technique to improve the students' speaking

skill.

Before implementing the action, the researcher planned everything related

to the action for the 1st cycle. They were as follows:

a) Making the lesson plan and designing the steps in doing the actions.

b) Preparing the materials in the form of pen pals picture as Brandon from

internet combined the teacher own dialogue related the theme, teaching

aids (students’ worksheets) for the teaching speaking in the class.


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c) Preparing a book to record the activities happening in the teaching

learning process and a camera to take photos of the teaching learning

process in the class.

d) Preparing an audio recorder to record the students' voices in the pre-test

and post-test.

3) Implementing the Action

The teacher implemented the action based on lesson plan. In this cycle, she

utilized the dialogue text with the theme based on the syllabus. The 1st cycle was

held in three meetings. Each meeting took 90 minutes. The 1st cycle was held on

August 18th, August 19th, and August 23th 2010.

a) First Meeting (Teams)

(1) Opening

The First meeting was conducted on Wednesday, 18rd August 2010.The

lesson started at 07.40 a.m. The researcher came to the class then greet the

students. Next, the researcher checked the students’ attendance. After that,

the activity done by the researcher was introducing Teams Games

Tournaments (TGT) learning model to the students. The researcher

explained what is called by TGT and explained the TGT procedures by

using simple explanation understandable to the students. Some points of

rules are: students have responsibility to make sure that their teammates

have learned the material; no one finished studying until all teammates

have mastered the subject, and the team would be the winner if the teams


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get the highest scores. There would be a gift for the best team or the

winner. Each team is composed of four to five students whose

performance levels range from low to average to high. The average

performance level of all the teams in the class is equal. At the beginning,

some students were looked not really satisfied with the teammates

arranged by the researcher “Aggota timnya gak boleh milih sendiri ya

Mis?” half of the students asked. The class became noisy. Then, the

researcher explained that the teams have been fixed with some reasons and

it could not interrupted. The students understood and did what the

researcher said. Firstly, the researcher divided the class into 9 groups and

appointed the leader of each group.

The researcher started the teaching learning activities by using procedures

in TGT. The researcher and the teacher distributed the worksheets to the

students. Each student got it. After all of students had gotten the

worksheets at hand, the researcher started to deliver the materials. The first

step is a class presentation. The researcher asked the students to pay

attention during the class presentation. The researcher reminded the

students that today they were going to explain tenses and expressions in

the dialogue.

(2) Main Activity

After all students had already understood their theme, the students worked

together and helped each other to master the materials so they will learn

faster and more efficiently. The class became noisy again because they had


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to discuss and arrange the order of the dialogue. Next, the teacher and the

researcher were walking around to check whether or not everything was in

order. Some of the students still didn’t understand what they had to do.

Some of the students also asked the teacher and the researcher about the

meaning of a phrase that they didn’t understand. They looked very happy

enjoining the Teams Games Tournaments learning. It could be seen when

they were arranging the dialogue. They were enthusiastic. After they had

finished their discussion the researcher instructed the students to find the

expression inviting people in each dialogue. The teacher and the researcher

walked around again and checked each group. They reminded the students

to use expression inviting people when delivering their dialogue.

While the students were carrying on the dialogue, the teacher and the

researcher moved around again to monitor and observe the students to

make sure they use their English properly. In this cycle, the students

looked more relaxed. All of the students gave full participation. One

student acted as the speaker and the other student was the addressee. For

the first session, the researcher gave 10 minutes to carry on the first

challenger. When their partners as the speaker asked the addressee, there

were still some students responded with hesitation and spoke slowly. the

researcher gives 2 minutes for each group to practice their own dialogue.

The other members had to listen and correct the grammar, pronunciation

and vocabulary of what one member delivered.


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(3) Closing

The researcher asked the students to collect the result of the dialogue. The

researcher told them that they had to present their own dialogue related the

theme which they had discussed before in front of the class one by one. It

was done to ensure that every student had done the dialogue. At the end of

the meeting, she also gave homework to search the dialogue in English

and asked the students to search the meanings and the pronunciation of the

new words in dictionaries. The researcher asked the students whether they

still found difficulties or not. After that, the researcher announced to the

students that there were games the next meeting. There were no questions

from the students. Then, she summed up the lesson and said goodbye.

b) Second Meeting (Games)

(1) Opening

The second meeting was conducted on Thursday, 19rd August 2010.The

lesson started at 08.20.a.m. The researcher and the teacher entered the

class, greeted the students and checked the students’ attendance. The

researcher reminded the students that today they would present the

dialogue discussed in the previous meeting in pairs, with their groups.

Some students asked the researcher whether they are allowed to bring a

note or not. The researcher replied that they didn’t have to bring a note to

perform their own dialogue. Then, the teacher asked the leader of the class

to distribute those papers. There is some expression acted by the students


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after they got and knew them in the first game. Some students looked

happy, the others looked unsatisfied with the result. A student said to her

friend “Eh, besok usahain nilainya bagus semua ya! Biar tim kita dapat

tambahan nilai juga.” Seemingly all of the students were ready.

(2) Main Activity

The researcher reviewed the lesson. The students just looked at one

another and did not understand what the researcher said. So, the researcher

repeated it by using Indonesian.

Before starting the game, the researcher give explanation and instruction

about what the students have to do during the game. The researcher gave

10 minutes to do their own dialogue based on their theme on the

worksheet.

Then the researcher distributed the question sheet to the students. Ensuring

that all groups have got the question sheet, the researcher asked the

students to start doing the game. The students do their work and looked

serious. After some minutes, one of the students raised her hand up and

asked, “Miss disuruh buat dialog seperti yang kemarin ya mis, pakai

ungkapan2 yang kemarin juga gak mis apa buat dialog bebas?, boleh lihat

buku gak mis?” then the researcher explained the students what the

students had to do.

When the students had done the game, the researcher walked around the

class to make sure that the students did their own dialogue and did not talk

with the other groups. At the first 15 minutes, the students did the game


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(the students perform their own dialogue related the theme to each group

in pairs). After 20 minutes some students asked the meaning of some

difficult words they found in the question sheet. Question from one group

is followed by the others so that the situation became noisy. Then the

researcher tried to handle the class by giving some addition rules, “Before

asking a question, raise your hand first. So, listen your friends when they

asking something. Is it clear?”. Students answered “Yes Miss…” the

researcher said “ok time is up. Have you finish class?, now I will take your

work” the class became rather crowded. Some students of each group

answered “Sudaah nou mis.” While the other groups seemed finishing

their work in a hurry “Bentar-bentar mis, nama timnya lupa belum

ditulis.”

The researcher invited the students in pairs to present their own dialogue.

All of the students gave applause to every student who came forward.

However, some students still brought a note along with them in

performing their own dialogue. The class was a bit noisy because some

students practiced their dialogue in front of the class. The researcher gave

the students a hint to be silent and paid attention to the one who was

presenting the dialogue in front of the class. The situation in the class was

getting better because they started pay attention. Some students still

brought a note along with them in practicing their own dialogue. One by

one the students in pairs came forward until the time was over. The


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researcher considered this stage to collect score from the game to next

tournament with the other teams which they had to compete.

(3) Closing

The researcher announced the game score to each group. The researcher

said “ ini adalah hasil skor game kalian yang pertama hari ini. Hasilnya

cukup baik, tapi kalian semuanya harus meningkatkan lagi belajarnya.

Bagi kelompok yang sudah cukup baik jangan puas dulu dan bagi

kelompok yang mendapatkan skor sedikit, masih ada tournament

berikutnya, nilainya dipertahankan ya! Kalau nilai kalian bagus kan nilai

tim juga ikut bagus”.

After all the students had already presented their own dialogue, the

researcher asked the students whether or not they still found difficulties.

There was no question from the students. Then, the researcher summed up

the lesson and said goodbye.

c) Third Meeting (Tournaments)

(1) Opening

The third meeting was conducted on Monday, 23 rd August 2010.The

lesson started at 09.15 a.m. Before the researcher started the lesson, she

greeted the class and checked the students’ attendance. The students

looked noisy, the researcher told them to have a seat. Some students asked

the researcher whether they are allowed to bring a note or not. The


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researcher replied that they didn’t have to bring a note to perform their

own dialogue.

(2) Main Activity

The topic was still about expressions of inviting peoples. The researcher

started the lesson by reviewing the discussions in the previous meeting.

Then, she continued the activity during task phase to make a dialogue

based on the topic in the previous meeting. The students were given 10

minutes to practice their dialogues in tournaments to all group performing

the dialogue in front of the class. So each group had 2 minutes to practice

their own dialogue. She suggested the students not to bring notes while

speaking in front of the class.

The researcher read the rule of tournament then asked one of the students

on the right side of the group tournaments then he/she read a card

containing the question in the form of a theme of dialogue before they

practiced their own dialogue. After that, the students started to make a

dialogue with their partner. Each group had 2 minutes to perform their

own dialogue.

The researcher invited the students one by one to present their result of the

tournament in front of the class. After it was finished, each group

performed the dialogue in front of the class while the other groups

observed the performance of the group which performed in front of the

class. The researcher acted as an observer too and as a monitor who

monitored and corrected students’ mistakes. When speaking in front of the


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class, most of them could pronounce the words better. The number of the

incorrect pronunciations was reduced. Besides, they were able to speak

with less pauses, using correct grammar and better vocabulary. Moreover,

most of the students did not bring notes while presenting in front of the

class. They were also more confident. The researcher considered this stage

as the first post-test.

(3) Closing

The researcher gave reward to the first winner, the second winner and the

third winner. Then, the researcher reviewed the lesson by giving some

questions to the students like what grammar items they learned that day,

the topic, and their feeling. When the bell rang, the teacher and the

researcher said goodbye to the students.

4) Observing the Action

The result of the observation can be explained as follows:

a). The first meeting

In the first meeting, when the students were asked to have a simple

dialogue about inviting people in the form of telephoning conversation

they did not do it in good order. They walked around and chatted a lot.

The class was very noisy. When the teacher delivered her material, not all

of the students were involved in teaching learning process since the class

was too big. Some students chatted with their friends or went out of the

class. There was much time wasted to tell the students to be in order.


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Generally, in the first meeting many students were not active when they

joined the teaching learning process.

b). The second meeting

The researcher found that the students were active enough. Several

students tried to speak up. The students were interested in the teaching

learning process. However, the class becomes noisy when the students

were asked to make a dialogue in group. The students were very active in

making their dialogue in groups. After the students finished their

assignment, they were asked to perform the dialogue they had made in

front of the class. To make the students pay attention to their friends who

perform the dialogue, the teacher and the observer chose a game for the

students joining the scoring activity. As a result, almost all of the students

paid their attention. Actually the second meeting was better than the first

meeting. There were some students who began showing up their interest in

English lessons.

c). The third meeting

In the third meeting several students tried to speak up. The students were

interested in the teaching learning process. As reflected in their expression.

They seemed happy, especially when the students did a game in the form

of tournament and when the teacher asked them to do the tournament in

group. Actually, the teacher needed to speak more loudly because the class

was big and noisy. Most of the students could do the Teams Games

Tournaments activity because the procedures one good though they still


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made some mistakes. Besides, the result of first speaking post-test was

good enough. Out of 36 students, the result of accuracy test was as

follows: 10 students got score 2.5 because of poor vocabulary, mistakes in

basic grammar, and may have very strong foreign accent. 26 students got

score 3-3.5 because of adequate but not rich vocabulary, occasional

grammar slips, and slight foreign accent. Finally, the mean score of

accuracy in the 1st post-test was 3.03. Meanwhile, the result of fluency test

was as follows: out of 36 students, thirteen students got 2-2.5 because they

often kept reading notes although they spoke without repetition and

hesitation. Twenty three students got score 3-3.5 because they still spoke

with some repetition, self-correction, and hesitation or they sometimes still

kept reading while speaking. Thus, the mean score of fluency in the 1st

post-test was 3. However, the researcher was not satisfied with the result

because there were some problems found in the 1st cycle. Moreover, most

of the students still made some mistakes in pronouncing the words, for

example: “special”, “concert”, “feel”, “wondering” but those words were

intelligible. Some of them produced unintelligible words frequently. They

also faced problem in fluency. About half of them still brought notes and

sometimes kept reading while speaking in front of the class. The mean

score of fluency and pronunciation aspect were less than 3. Therefore, they

still got low scores in fluency.


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5) Reflecting the Action

After analyzing the observation in cycle one, the researcher found positive

and negative results in each meeting.

a. The first meeting

a) Positive result

The students looked very enthusiastic to join the teaching learning process

because the researcher used real object that was the realia of telephone and

she also used daily telephoning conversation and students participate in

every dialogue given. Moreover, using their names written on the dialogue

made the students interested and gave more attention.

In addition, listing some expressions in telephoning conversation, made it

easier for the students to understand the material without any explanation

from the researcher. Then, giving them a piece of paper containing tasks

made it easier them easier to do the task and understand more about the

dialogue.

b) Negative result

The students still got difficulties in pronouncing some words, and they

could not use some expressions in telephoning conversation well. The

students were noisy; therefore the researcher often counted warned them to

make them quiet.

b. The second meeting

a) Positive result


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By encouraging the students and giving rewards to them, they could

participate and be volunteers in performing the dialogue.

b) Negative result

When the researcher gave listening task to the students, they still have

difficulties to listen to the native speaker.

c. The third meeting

a) Positive result

There were some volunteers in performing the dialogue in the post test,

because the researcher would give rewards to who could perform the

dialogue well. She gave some only snacks to three good performers. The

students were not shy and they asked the researcher to be pointed first in

order to get a good score.

a) Negative result

a) Many students were still noisy, because they chatted and tried to disturb

their friends. Moreover, after finishing the speaking test, they did not get

any task from the researcher so they only talked. Some of the students

still had problems with pronunciation and half of them had problem in

fluency. They still made some mistakes in pronouncing the words, for

example: concert, sounds, wear, etc. They also faced problem in fluency.

About half of them still brought notes and sometimes kept reading while

speaking in front of the class. Most of the students were still less

confident, nervous, and afraid of making mistakes when speaking in

front of the class. Some of the students were still less active during the


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speaking class. They did not speak up during the Teams Games

Tournaments.

Based on the observation in the first meeting until the last meeting in

cycle 1, there was an improvement that could be considered as one of the

criteria of a successful speaking activity. The students’ motivation to join

the speaking activities increased. This could be seen in the students’

participation in performing the task in pairs which were done voluntarily.

Another criterion of successful speaking activity which was achieved is

that students got enough chance to practice the telephoning conversation

with their partner. However, the students’ talk in practicing speaking in

pairs still had some mistakes. Some students still had difficulties in

memorizing and pronouncing the vocabulary which were used in the

speaking activities. The miss pronunciations arouse when the students

used their own words in the dialogue. In addition, the students could not

memorize their own dialogue because some of the students were busy

disturbing or chatting with their friends. Therefore, the time given to

practice the dialogue were wasted by some of students. Moreover, they

were still practicing during the scoring; therefore the class was still

noisy.

From the reflection above, it can be stated that 1st cycle did not give a

satisfactory result although the result of the speaking test had shown an

improvement. There were still some weaknesses found in 1st cycle.

6) Revising the Action


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To overcome the problems found in the 1st cycle, the researcher needed to conduct

the 2nd cycle. In improving grammar, pronunciation, and vocabulary, she planned

to review the materials of dialogue, point some mistakes found in the 1st post-test,

give correction, and ask the students to drill the words of the text given and the

sentences they would make. They believed that drilling could improve their

pronunciation. The researcher and teacher KP would gave more attention to the

students to ensure that all of them conduct the Teams Games Tournaments and

pay close attention to the explanations during the teaching learning process.

h. Cycle 2

1) Planning the Action

The action plan of the 2nd cycle was made based on the problems identified

in the 1st cycle. The problems included 1) half of the students still had problems in

fluency and some of the students still had problems in pronunciation; 2) most of

the students were still less confident, nervous, and afraid of making mistakes

when speaking in front of the class; 3) some of the students were still less active

during the speaking class. They did not speak up during the Teams Games

Tournaments activity.

Before implementing the 2nd cycle, the researcher prepared a lesson plan

for the 2nd cycle. The researcher and the teacher still used dialogue text as a theme

based on syllabus.

2) Implementing the Action

First Meeting (Teams)

(1) Opening


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The First meeting was conducted on Wednesday, 25rd August 2010. The

lesson started at 07.40 a.m. The researcher came to the class then greets

the students. The researcher divided the class into 9 groups and appointed

the leader of each group. Each group consisted of 4 members. The

researcher reminded the students that the groups were the same as the

previous meeting. Then, the researcher asked the students to have a seat

within their own team as usual. Next, the researcher checked the students’

attendance list and gave clues about the topic. Before starting the lesson,

the teacher and the researcher distributed the worksheets to the students.

Then, the researcher said “We have a new expression today, that is,

expression for help.” Each group members got it. After all group members

had got the worksheets at hand, the researcher started to deliver the

materials.

(2) Main Activity

The researcher asked the students to open LKS page 11 about the pattern

of expression asking for help in the form of negative response and positive

response. She explained one by one the pattern expression of asking for

help and gave the example of each pattern. The researcher distributed the

copy of the pattern. Then, the researcher reminded the tenses used in the

dialogue text.

The researcher appointed one student to read the dialogue loudly, one of

the others group said “Aku aja mis yang membaca dialognya.” Then the

researcher replied, “o.k. Ruben now read the dialogue, please”. He read


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with good pronunciation although a few mistakes were still made. Then,

the researcher corrected his pronunciation. She took a sentence from the

dialogue text that was the expression of asking for help. After that, the

researcher asked two volunteers to practice a similar dialogue in front of

the class while the other groups listened.

Then, the researcher asked the students to identify the expressions in the

dialogue. After that, the researcher asked them to do the exercise to make

the dialogue based on the example in group works to each group. In each

group, the students worked in pairs. The leaders of each group works had a

role to manage their groups. The leader of each group started the speaking

activity by giving a question, opinion and explanation to his members

while showing the theme. This question, opinion and explanation were

given until all themes were presented. This activity continued until all

questions were given to all members of each group and all members got a

chance to give a question to the members of the group. If the leaders or the

members of the group got difficulties related to the activity in group

works, they might consult their problems to the researcher. After the

students had finished their work, the researcher gave 15 minutes to

practice their own dialogue. Then, the researcher asked some students to

practice their own dialogue to each group. After that, the researcher and

the students discussed together. Then, the researcher checked the students’

speaking, and drilled the students to pronounce the words and of the

dialogue well, from groups up to pairs.


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As the next activity, the researcher asked the students to do task 3. The

students seemed enthusiastic. The researcher gave 10 minutes to do the

task. Next, the researcher asked the students to perform the task 3 in pairs

in front of the class. However, this activity could not be done because of

the limited time. The researcher asked the students to do their work at

home.

(3) Closing

The researcher asked the students to collect the result of the dialogue. It

was done to ensure that every student had done the dialogue. At the end of

the meeting, she also gave homework to search the dialogue in English

and asked the students to search the meanings and the pronunciation of the

new words in the dictionary. Then, she summed up the lesson and said

goodbye

Second Meeting (Games)

(1) Opening

The second meeting was conducted on Thursday, 26rd August 2010. The

lesson started at 08.20.a.m.The researcher came the class and greeted the

students. Then, the researcher checked the students’ readiness to do the

second game. The researcher reminded the students that the groups were

the same as the previous meeting. After that, the researcher reminded the

students that today they were going to present the dialogue discussed in

the previous meeting in pairs with their group.

(2) Main Activity


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The researcher said “Sudah siap menghadapi game kali ini kan?”. The

students answered “Siap miss…Soalnya gak sulit kan mis?. Then, the

researcher distributed the question sheet while give some instruction

“Jangan lupa ditulis name tim kalian. Ingat tidak boleh mencotek

pekerjaan kelompok lain. And your time is about 10 minutes to finish your

work.” After getting the question sheet, the students began to make a

dialogue related to the theme on the question sheet.

While the game was in progress, the situation was quiet since the students

done their work seriously. The researcher walked around to monitor and to

ensure the class activity. There were no discussions with the other group.

After some minutes the activity was in progress, some noise was heard at

the back of the class. A student raised her hands and asked “Miss, overdue

itu artinya apa?” the researcher did not answerer the question, but asked

the other students to help answer the question “Ayo siapa yang tahu

overdue itu artinya apa?”. Then, one of the student answered confidently

“terlambat, iya kan miss?”. The researcher gave feed back “ You are

right”. Sometimes, some students raised their hands and asked question if

they found difficult. Generally the game ran well under the control of the

researcher. Sometimes the students made some noise but after the

researcher warned the class, the situation became quiet.

The researcher gave 2 minutes each group to practice their own dialogue

because this activity could be finished in one meeting. After all groups

finished making the dialogue, the researcher asked them to present their


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work. One by one, the members performed their own dialogue with their

partners in front of the class until the time was over. They practice the

dialogue without reading their notes.

The researcher announced the score of each group who had high score in

the game. The researcher added, “the score would be used the next meeting

for the second tournaments. Is it clear?”. Before the researcher closed the

meeting, she checked the students’ understanding by giving them chance

to ask if there were difficulties they found dealing with the expressions

given. Some students raised their hands and asked some question they did

not understand yet. After that, the researcher gave explanation about it.

Then, the researcher reviewed the lesson by pointed some students

randomly to answer some questions dealing with the expressions of the

dialogue the students learnt.

(3) Closing

At the end of the meeting, the researcher announced the score of the game.

The teacher said “ ini adalah hasil skor game kalian yang pertama hari

ini. Hasilnya sudah baik, tapi masih ada beberapa siswa yang harus

meningkatkan lagi belajarnya. Yang sudah baik jangan puas dulu, masih

ada tournament berikutnya, nilainya dipertahankan ya! Kalau nilai kalian

bagus kan nilai tim juga ikut bagus”.

Then, the researcher announced that the next meeting would be used as a

second tournament. She said “Besok akan ada tournament. Jadi

tournament besok menentukan pemenangnya”. The students answered


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“o.k mis pasti kelompok saya besok yang menang miss?” . She asked them

to do the dialogue at home and then closed the lesson that day.

Third Meeting (Tournaments)

(1) Opening

The third meeting was conducted on Wednesday, 1rd September 2010. The

lesson started at 07.40 a.m. Before the starting the lesson, the researcher

greeted and checked the students’ attendance. Students started to play the

tournament. All groups looked so enthusiastic in playing the tournament. It

seemed the students were a little noisy so the researcher warned them to

have a seat and kept silent. The topic was still about pen pals. The

researcher started the lesson by reviewing the discussions in the previous

meeting. Then, she continued the activity during task phase to make a

dialogue based on a topic from the previous meeting. Each group got

similar role card a similar task in the form of topic the dialogue. The

students were given 10 minutes to practice their dialogues in tournaments

to all groups in front of the class. So each group had 2 minutes to practice

their own dialogue. She suggested the students not to bring notes while

speaking in front of the class.

(2) Main Activity

The researcher read the rule of tournament then asked one of the students

on the right side of the group tournaments. After that, the student read the

question in the form of topic of dialogue before the students practiced their

own dialogue. Before making the dialogue, the students were shown a pen


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pals picture like artist in IMB (Indonesia Mencari Bakat) as Brandon.

After that, the students started to make a dialogue with their partner.

The researcher invited the students one by one to present their work in

front of the class. After it was finished, each group performed the dialogue

in front of the class while the other groups acted as the observers who

observed the performance of the group which performed in front of the

class. Here, the researcher acted as an observer too and monitored and

corrected some students’ mistakes. When speaking in front of the class,

most of them could pronounce the words better. The number of the wrong

pronunciations was reduced. Besides, they were able to speak with a

pauses, using the correct grammar and the better vocabulary. Moreover,

most of the students did not bring notes while presenting in front of the

class. They were also more confident. The researcher considered this stage

as the second post-test.

(3) Closing

After all groups performed their dialogues in front of the class, the

researcher chose the first winner, the second winner and the third winner

of the competition. The researcher connected the students mistakes and

gave rewards to the best performers. She also gave supports to some

students to improving their speaking ability, because the researcher said

that some of the students were actually good at speaking. When the result

was announced, all the groups were happy because all groups were given

gifts by the researcher for their participation in competition although the


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gifts for the winner differed from groups who were not winners. The

tournaments could be finished in one meeting. In this stage, the researcher

said “thank you” to the students because they had done good job. Then,

the teacher and the researcher said goodbye.

3) Observing the Action

The observation was also carried out during the implementation of the

action. The teaching learning process ran well. All of the students participated in

the Teams Games Tournaments activity. They also paid more attention to the

explanation from the researcher. The researcher did not only observe the teaching

learning process but also monitored the students' behavior during the teaching

learning process. When there were some noises students, the researcher warned to

them and asked them to pay attention to the teacher's explanation.

When the technique of the teaching speaking using Teams Games

Tournaments was carried out, generally the teaching learning process ran well. It

was better than the teaching learning process in the 1st cycle. All of the students

tried to speak up when the Teams Games Tournaments was carried out although

there were still some mistakes in grammar and pronunciation. The mistakes could

be solved when they shared the result of their own dialogue in groups. Grouping

the students in conducting Teams Games Tournaments made the students under

control since each member of the groups listened and corrected their other

members' speaking. It helped the students to personalize their learning, listen to,

and appreciate the thinking of the others. Besides, if one member made some


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mistakes in using grammar or pronouncing words, the others could give

correction. The students could practice speaking in real communication and

interact with their friends in the classroom in order to improve their speaking skill.

The students’ motivation was more successfully increased better than that of the

teaching learning process before. The students showed their improvement in

working together with their friends. They were happy with the activity and they

also like doing tournaments. Through this activity, the students could use what

they had learned and practiced the language although it made the class noisy. The

researcher observed that this technique was effective in improving students’

speaking ability, because it made every student speak up and also express their

speaking ability. It also improved students’ cooperative behavior. It can be seen in

their solidarity of team work. They supported each other by making dialogue and

commenting on the performance.

When speaking in front of the class, most of the students could pronounce

the words better. They still made mistakes in pronouncing the words but these

were still intelligible. None of them got score 2. Moreover, less than half of the

students spoke fluently while the others sometimes still kept reading. The mean

score of fluency in the 2nd post-test was 3.56. Half of the students used good range

of vocabulary while the others used an adequate vocabulary. Besides, half of the

students used complex structures while the others used predominant simple

structures. Moreover, half of them were more confident, less afraid of making

mistakes and less nervous. In addition, all of the students paid more attention and


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gave participation in the teaching learning process. The time of the speaking class

was also adequate.

The result of the 2nd speaking post-test was also better than the result of

the 1st post-test in the 1st cycle. Out of 36 students, 25 students got score 3-3.5

because adequate but not rich vocabulary, occasional grammar slips, and slight

foreign accent. 11 students got score 4 because they were able to speak at length

with occasional repetition and hesitation. Finally, the mean score of accuracy in

the 2nd post-test was 3.46.

Meanwhile, the result of fluency test was as follows: out of 36 students, 20

students got score 3-3.5 because they still spoke with some repetition, self-

correction and hesitation or they sometimes still kept reading while speaking. 15

students got score 4 because they were able to speak at length with occasional

repetition and hesitation. Only one student got score 5 because he spoke fluently

with rare repetition or self-correction. Thus, the mean score of fluency in the 2nd

post-test was 3.56.

4) Reflecting the Action

a. The first meeting

a) Positive result

The students were active enough and enthusiastic in joining the teaching

learning process. This could be seen in their participation and in answering

the researcher’s questions dealing with some parts of the dialogue of asking

for help, using negative response and positive response. Moreover, by


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moving the other groups to sit different place in the class, the researcher

could overcome the noisiness of the students.

b) Negative result

Some students still made mistakes in pronouncing some words when the

researcher gave drilling to them. There were still some students that disturbed

other students during the teaching learning process. Therefore, the researcher

often warned students who disturbed others to make them quiet.

b. The second meeting

a) Positive result

Nearly all the students could follow the activities in the game. They could

share in making the dialogue with their friends and the researcher. Therefore,

they felt happy and enthusiastic in practicing the dialogue with their pairs.

b) Negative result

In practicing the dialogue with partner, however there were some students

that still disturbed other students who still had some difficulties in

pronouncing some words in the dialogue.

c. The third meeting

a) Positive result

Nearly all of the students in each pair were happy because they could perform

their dialogues well and get rewards from the researcher as the best

performers. There were many volunteers in performing the dialogue also.

Moreover, the researcher could minimize the noisiness of the students who

had performed the dialogue by giving them a task taken from Lembar Kerja


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Siswa (LKS) related to the material and asked them to submit their work.

Besides, Brandon’s picture and the real situation brought in the class made

the students enthusiastic and paid more attention to the lesson.

b) Negative result

Some of the students still made mistakes dealing with the use of the parts of

asking for help, negative response and positive response, and to pronounce

some words in the dialogue when they performed in front of the class without

a text.

Based on the observation in the first meeting until the last meeting in cycle 2,

there were some improvements that could be considered as the criteria of

successful speaking activity. The first was that the students’ motivation to

join the speaking activities increased. This could be seen in the students’

participation in answering the researcher’s questions dealing with mentioning

the parts of a dialogue containing asking for help and the using of negative

response and positive response, and the students’ participation in practicing

the speaking activities to achieve the task objective.

Besides, nearly all of the students could solve their problems dealing with

pronouncing some vocabularies used in the speaking activities. This finding

was another criterion of a successful speaking activity. Firstly, learners talked

a lot. By conducting pair works, the students who had some problems dealing

with the speaking activity can share their problems to their friends or the

researcher and got the solutions of their problems from their friends or the

researcher. The number of the students who had difficulty in memorizing and


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pronouncing some words in the dialogue decreased. Furthermore, they could

practice speaking with their friends. This meant that the students’ talks

dominated the teaching learning process. Secondly, participation was even.

Through the use of pairs, the speaking activities were not dominated by

talkative participants. All got a chance to speak and contributions were evenly

distributed. Thirdly, half of them were more confident, less afraid of making

mistakes and less nervous. Finally, all of the students were more active during

the speaking class.

The researcher concludes that teaching speaking using Teams Games

Tournaments encourages the students not only to think, ask questions, and

take notes to discuss with the others. It helps the students to personalize their

learning and listen to and appreciate the ideas and thinking of others. The

Teams Games Tournaments encourages the students to be more active during

the teaching learning process. They have responsibilities to be active listeners

and speakers. It means that they have to listen to what their own partners say

and answer the questions from their partner and then deliver their result of the

dialogue to perform in front of the class. Therefore, the students can practice

speaking in real communication and interact with their friends in the

classroom in order to improve their speaking skill.

5) Revising the Action

The researcher decided to stop the cycle because the result of the 2nd cycle

showed the better improvement of the students' speaking skill. Thus, the

researcher did not revise the plan.


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3. The Research Findings

a. Result Findings

After analyzing the research results which were gathered from several

sources of data consisting of the field notes, students’ diary, audio recording,

mean scores of the pre-test and post-test and photographs, the researcher

concluded several findings including the improvement of the students' speaking

skill, teacher’s behavior, and class situation. The research findings can be seen in

the table 4.2 below:

Research Findings

Before AR At the End of Cycle 1

At the End of Cycle 2

The Improvement of the Students’ Speaking Skill 1. Accuracy a. Grammar

Most of the students used simple structures and made errors frequently. They did many mistakes in using grammar.

Most of the students used predominant simple structures, made grammatical errors but it was clear what they were trying to express.

Almost half of the students used complex structures occasionally with some inaccuracies but it was intelligible

b. Pronunciation

Most of the students produced words or utterances with phonological errors frequently and some of those words were unintelligible.

Most of the students produced words or utterances with some phonological errors, which occasionally obstructed communication and understanding but most of those words were intelligible. Some of the students still made mispronunciation

All of the students produced words or utterances with some phonological errors, which occasionally obstructed communication and understanding but most of those words were intelligible.


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frequently.

c. Vocabulary

The other students used their own words but they used an adequate vocabulary and still made mistakes. They have a little vocabulary.

Most of the students used an adequate vocabulary but not rich vocabulary. It means that the students still had few vocabularies.

Half of the students used good range of vocabulary. Meanwhile, the others still used an adequate vocabulary.

2. Fluency

Most of the students often kept reading while speaking in front of the class. Some of them kept reading completely.

Less than half of the students (13 students) still often kept reading while speaking in front of the class. Most of them sometimes still kept reading while speaking in front of the class.

Two students still often kept reading while speaking. Most of them sometimes still kept reading. 15 students spoke at length with occasional repetition and self-correction. 1 student spoke fluently with only rare repetition or self-correction.

3. The Test Results

The achievement of speaking test was low. The mean scores of the pre-test : Accuracy: 2.27 Fluency: 2.1 The total of mean scores was 4.38 from the maximum score of 10.

The achievement of speaking test is increased. The mean scores of the 1st post-test: Accuracy: 3.03 Fluency: 3 The total of mean score was 6.03 from the maximum score of 10.

The achievement of speaking test is increased. The mean scores of the 2nd post-test: Accuracy: 3.46 Fluency: 3.56 The total of mean score was 7.02 from the maximum score of 10.


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B. The Improvement of the teacher’s behaviors

The teacher taught just based on the handbook.

The teacher taught speaking not only based on the handbook but also applying Teams Games Tournaments in the speaking class.

The teacher taught speaking not only based on the handbook but also applying Teams Games Tournaments in the speaking class.

The teacher taught speaking only as a repetition of drills or memorization of dialogues.

The teacher taught speaking not only as a repetition of drills or memorization of dialogues but in real communication.

The teacher taught speaking not only as a repetition of drills or memorization of dialogues but also in real communication.

The students never practice the dialogue in speaking activity. They got monotonous technique and only did exercise in worksheet.

The students could get variation techniques in learning speaking. They could practice the dialogue by discussion, acting in TGT.

The students could get variation techniques in learning speaking. They could practice the dialogue by discussion, acting, and using picture in TGT.

C. The Improvement of the Class Situation

The students rarely got opportunities to practice speaking in the class.

The students have opportunities to practice

The students got adequate opportunities to practice speaking.

Not all of the students got chances to practice speaking in the class.

All of the students got chances to practice speaking in the class but there were some students did not use those chances to speak up during the speaking class.

All of the students got chances to practice speaking in the class. All of them used those chances to speak up during the speaking class.

Most of the students were less active because they had no responsibility and

Most of the students were more active in the speaking class

All of the students were more active because they had responsibility and


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obligation to speak during the speaking class.

because they had responsibility and obligation to speak during the speaking class. Nevertheless, some of them gave less participation and paid less attention during the speaking class.

obligation to speak during the speaking class in the form of asking and answering questions from their own partner, also sharing the information they got from discussion with their group members. All of them gave participation and paid attention during the speaking class. TGT attracts the students’ interest to join the speaking lesson. They looked more relaxed and enthusiastic joining the TGT learning.

The students were less cooperative during the speaking class

The students were more cooperative during the speaking class

The students were more cooperative during the speaking class.

Most of the students were less confident, nervous, shy, and afraid of making mistakes while speaking in front of the class

Most of the students were still less confident, nervous, and afraid of making mistakes while speaking in front of the class.

Half of the students were more confident when speak up in front of the class. Sometimes they were using gesture and body language.

Competitive atmosphere could be felt and the students tend to work individually.

TGT provides cooperative atmosphere and teamwork is needed in order to accomplish the goal.

TGT provides cooperative atmosphere and teamwork is needed in order to accomplish the goal.


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Table 4.2 The research findings

Based on the table above, the research findings can be summarized as

follows:

1) There are conducive situations when Teams Games Tournaments is

implemented in the teaching learning process. It can be seen in the

improvement of the class situation and the teacher’s behavior, as follows:

The improvement of the class situation:

(a) The students got adequate opportunities to practice speaking because

the teacher gave enough times to practice speaking.

(b) All of the students got chances to practice speaking in the class. All of

them used those chances to speak up during the speaking class.

(c) All of them participated and paid attention during the speaking class.

TGT attracts the students’ interest to join the speaking lesson. They

looked more relaxed and enthusiastically joined the TGT learning.

(d) The students were more active and more cooperative during the

speaking class.

(e) TGT provides cooperative atmosphere and teamwork is needed in

order to accomplish the goal.

The improvement of the teacher’s behavior:

(a) The teacher gave enough times for the speaking class.

(b) The teacher taught speaking not only based on the handbook and as a

repetition of drills or memorization of dialogues but also applying

Teams Games Tournaments in real situation.


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(c) The students could get varied techniques in learning speaking. They

could practice the dialogue by discussion, acting, and using picture in

TGT.

(d) Half of the students were more confident when speak up in front of the

class. Sometimes they were using gesture and body language.

Meanwhile, the problem still found in the 2nd cycle is as follows:

In teaching English by doing Teams Games Tournaments, third of the

students were still difficulty in pronouncing some words in the dialogue.

Teams Games Tournaments can improve the students’ speaking skill.

It can be seen the improvement of the students’ speaking skill as follows:

(a) The students’ speaking difficulty in using grammar decreased

(b) The students’ speaking difficulty in pronouncing words decreased

(c) The students’ vocabulary mastery increased

(d) The students’ fluency improved

(e) The students’ speaking scores were improved.

b. Students Diary

Besides the observation, the researcher also investigated the

students’ diary. Students’ diary was used to find the significant result of

this research from the students’ side as the subject of teaching and learning

process through Team Games Tournaments material and activities. In this

research, the students wrote one diary which was made in the end of cycle

2.


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Many of the students wrote their expressions and their feelings

about the teaching learning process that they had followed. For example,

they wrote:

“Pelajarnya asyik, tapi emang banyak ditunggu tunggu trus turnamentnya

gitu, asyik. Tournament yang kedua sangat cukup bisa menyenangkan

aja.”

“Bisa masuk pelajarannya karena gara-gara tournament itu bisa

berlomba-lomba untuk menjadi yang terbaik.”

“Saya merasa senang dan menjadi semangat belajar bahasa inggris”

“Asyik, karena terasa suasanya berbeda”

“Saya merasa senang karena mendapat tambahan pengetahuan”

“Seneng soalnya pelajarannya gak Cuma itu itu melulu, ada sesuatu yang

baru gitu.”

“belajarnya tambah mudah, asyik, seru jadi gak kaya biasa Cuma lihat

dipapan tulis ditulis-tulis dan gak ada yang baru Cuma itu-itu aja.”

“To asyik banget kita bisa percakapan, mempraktekan langsung dalam

kehidupan sehari-hari.”

From those examples, the writer found that the students enjoyed

the teaching learning process through Teams Games Tournaments. For

some students, teaching learning process Teams Games Tournaments

made them interested in the English class.

Based on the students’ diary, it could be seen that there was an

improvement of the students’ interest. It could make the students follow


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the tasks in the speaking activities easily and they got new atmosphere in

the class as the result the students’ speaking skill was improved.

B. Discussion

The researcher decided to stop the cycle since the result of the second

cycle had shown a good improvement of the students' speaking skill. It can be

seen the research findings above. Each of them is explained as follows:

1. There are conducive situations when Teams Games Tournaments is applying

in the teaching learning process. The situations are explained as follows:

a. All of the students got chances to practice speaking in the class. The

photographs could prove it. All of them used those chances to speak up

during the speaking class because each of them shared their dialogue

result with their groups in the speaking class.

b. The students were more active and more cooperative during the speaking

class. It can be seen the photographs. All of the students had

responsibility to share the results of the dialogue within their own

groups. Thus, the students became more active and more cooperative

during the speaking class. It is based on the procedures of Teams Games

Tournaments stated by Slavin (1995: 84-86). Slavin added that good

team should just be congratulated in class. However, teacher recognizes

a team accomplishment which is important to communicate that team

success (not just individual success) is important, as this is what

motivates students to help their teammates learn. The approach operates


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on the principle that students work together to learn and are responsible

for their teammates learning as well as their own. This situation will

create enjoyable and comfortable situations in order to improve students’

speaking skill. This is based on the assumption that outcomes in learning

process are dependent on each student’s behavior which students will be

motivated to help the group to be rewarded. In other words, the group

incentive induces students to encourage goal directed behaviors among

group mates. Because students are working towards a common goal, it

can be expected that they will be more motivated to reward academic

success within the group. It is like what Ur (1996: 120) says that the

students’ motivation to join the speaking activities increased. In Teams

Games Tournaments, the students work in teams to ensure that all

members can perform well on an upcoming game. By such situation, the

students’ speaking skill to learn and master the materials given will

improve and they can get the best result in learning Speaking. It means

that Teams Games Tournaments is cooperative structure that helps

students to personalize their learning and listen to and appreciate the

ideas and thinking of others. An active listening and paraphrasing by the

speaker develop understanding and empathy for the thinking of the

addressee.

c. The teacher gave enough times for the speaking class. The teacher taught

speaking not only based on the handbook and as a repetition of drills or


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memorization of dialogues but also applying Teams Games Tournaments

in real situation. It could be seen in the field notes and lesson plans.

Meanwhile, the problem found in the 2nd cycle is as follows:

d. In teaching English by doing Teams Games Tournaments, third of the

students were still difficulty in pronouncing some words in the dialogue.

On the other hand, there is a problem found after AR, that is, in teaching

English by doing Teams Games Tournaments, the class will be noisy

when discussing and performing the dialogue. During the speaking class,

the teacher did not give opportunities the students to practice speaking

one by one in front of the class because it wasted many times. Teams

Games Tournaments is one of cooperative learning activities. It develops

classroom to foster cooperation rather than competition between members

of groups. It is like what Orlich et al (1998: 275) says. They say that

cooperative learning requires group cooperation and interaction.

2. Teams Games Tournaments can improve the students’ speaking skill.

In the teaching learning process, the teacher taught speaking consisting of

pronunciation, grammar, vocabulary, and fluency. It is like what Nunan

(1995: 39) says that the success of teaching speaking is measured in terms of

the ability to carry out a conversation in the (target) language. It means that

the success of teaching can be seen from the ability of students to carry out a

conversation in the target language, in this case, speaking English. Students’

speaking skill is not just producing sounds but also using relevant,

comprehensible, and acceptable utterances. The relevant, comprehensible, and


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acceptable utterances can be produced if students pay close attention to the

grammar, vocabulary, pronunciation, and fluency.

In the teaching learning process, first, the teacher gave modeling of dialogue

text. The teacher asked the students to listen to what she read. She also gave

modeling how to pronounce those words one by one and asked the students to

drill those words together. Second, she explained the language features

consisting of grammar used in dialogue text and how to make sentences using

expression in the dialogue. She had the students make sentences using those

expressions. She also demanded the students to read the sentences they made

louder and gave correction when they mispronounced those words. Moreover,

before conducting Teams Games Tournaments, the teacher asked the students

to search the dialogue text from the internet or the others book and understand

the content of dialogue by searching the meaning of those words in the

dialogue that they had searched. It means that the students should search the

meaning of those new words in dictionaries in order to understand the content

of that dialogue. This assignment is used as a theme for Teams Games

Tournaments activity. Then, the students used the words of that dialogue

while implementing the Teams Games Tournaments. Third, the students

conducted Teams Games Tournaments activity. They were given adequate

opportunities to practice speaking through Teams Games Tournaments

activity. While implementing Teams Games Tournaments, the students took

turns as receivers and producers. They shared their thinking and asked

questions. During communicating and interacting with their group, the


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students can correct each others dealing with grammar and pronunciation

what they talked about and exchange vocabulary of dialogue text. Thus, the

students’ speaking difficulties in mastering grammar, pronunciation,

vocabulary and fluency was decreased. Automatically, the student’ speaking

scores was improved. The improvement can be seen in table 4.3 below:

The total of mean score

in the pre-test


in the 1st post test


of the 2nd post test

4.38 6.03 7.02

Table 4.3 The mean scores table


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CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

This chapter presents the conclusion, implication, and suggestion for the

English teachers, students, school, and other researchers.

G. Conclusion

The point of the research is improving students’ speaking skill using

Teams Games Tournaments. In this research, the researcher tries to improve the

speaking skill of the eighth grade students of SMP Negeri 14 SURAKARTA

using Teams Games Tournaments. The researcher conducts an action research

collaboratively with teacher KP. The researcher is the teacher who implements the

action while teacher KP is the observer and facilitator.

The findings of the research are in line with the problems statements in the

previous chapter. The problem statements are “How is the situation when Teams

Games Tournaments is implemented in the speaking class of the eighth grade

students of SMP Negeri 14 SURAKARTA in the academic year of 2010/2011?”

and “Can and to what extent Teams Games Tournaments improves the students’

speaking skills of the eighth grade students of SMP Negeri 14 SURAKARTA in

the academic year of 2010/2011?”.

The findings of the research answer the problem statements above. First,

there are conducive situations when Teams Games Tournaments is implemented

in the speaking class of the eighth grade students of SMP Negeri 14


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SURAKARTA in the academic year of 2010/2011. Secondly, Teams Games

Tournaments improves the students’ speaking skills of the eighth grade students

of SMP Negeri 14 SURAKARTA”. The conducive situations of applying Teams

Games Tournaments in the teaching speaking can be summarized as follows:

1. The students got adequate opportunities to practice speaking because

the teacher gave enough times to practice speaking.

2. All of the students got chances to practice speaking in the class. All of

them used those chances to speak up during the speaking class.

3. The students were more active and more cooperative during the

speaking class.

4. The teacher gave enough times for the speaking class. She taught

speaking not only based on the handbook and as a repetition of drills

or memorization of dialogues but also applying Teams Games

Tournaments in real situation.

On the other hand, there is a problem found after AR, that is, in teaching

English by doing Teams Games Tournaments, one third of the students still have

difficulty in pronouncing some words in the dialogue.

Meanwhile, the improvement of the students’ speaking skill can be seen

the mean score of the speaking test before AR and after AR. Before AR, the

students’ speaking score was low. The students' mean score in the pre-test was

4.38 the maximum score of 10. Moreover, most of the students could not use the

grammar, pronunciation, and vocabulary correctly and they kept reading while

speaking in front of the class. After AR, the achievement of the speaking test


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increased. The students' mean scores were 6.03 in the 1st post test and 7.02 in the

2nd post test from the maximum score of 10. Simply, it can be concluded that

Teams Games Tournaments can improve the students’ speaking skill of the eighth

grade students of SMP Negeri 14 SURAKARTA in the academic year of

2010/2011. The improvement of the students’ speaking skill includes 1) the

students’ speaking difficulty in using grammar decreased, 2) the students’

speaking difficulty in pronouncing words decreased, 3) the students’ vocabulary

mastery increased, and 4) the students’ fluency was improved.

Finally, conclusions can be formulated dealing with Teams Games

Tournaments in teaching speaking. The theories can be written as follows:

1. There are conducive situation when Teams Games Tournaments is

implemented in teaching speaking of the eighth grade students of SMP

NEGERI 14 SURAKARTA

2. Teams Games Tournaments can improve the students’ speaking skill.

H. Implication

Based on the conclusion above, Teams Games Tournaments can be

applied in teaching learning process to improve students’ speaking skill. Teams

Games Tournaments is an effective way to develop speaking. It works best with

four students per group. The students discuss one another about a topic. Then,

they share what they have learned to their members. This step promotes equal

participation where each member in the whole group or class is talking at once.

Simply, it can be said that all students get chances to practice speaking in the


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class. In addition, by implementing Teams Games Tournaments, the students

have more responsibility in doing their task and can create a situation in which

they can learn from each other. It helps students to personalize their learning and

listen to and appreciate the ideas and thinking of others that Teams Games

Tournaments can develop the social skill of students by sharing, discussing and

solving problems because teamwork is needed in order to accomplish the goal.

Thus, they become learners that are more active because all of them are involved

in teaching learning process. Hopefully, by applying Teams Games Tournaments,

the students can achieve the optimum speaking skill.

I. Suggestion

The researcher would like to propose some suggestions for the English

teacher, school, students, and other researchers.

1. For the English teachers

a. The teacher can use Teams Games Tournaments in teaching English,

especially in the speaking class in order to make the students more active

in joining the lesson. Therefore, the students’ speaking skill can improve.

b. The teacher teaches speaking not only as a repetition of drills or

memorization of dialogues from the handbook but also using other

techniques in real communication, such as using Teams Games

Tournaments.


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3. For the students

The students should not be disturbing when they practice the dialogue doing

Tournaments, especially in the speaking class. They should pay attention and

appreciate the other groups practicing the dialogue in front of the class.

Teams Games Tournaments is one of alternative ways that can be chosen in

the speaking class since it encourages the students to not only think their

thinking, ask questions, and take notes but also make dialogue with the

others.

4. For the school

The school should encourage the English teachers to use the various

techniques in the teaching learning English process based on the basic

competence stated in the national curriculum, especially in the speaking class

in order to improve the quality of their teaching and students’ achievement.

5. For the other researchers

The result of the research is expected to be able to encourage other

researchers to conduct research dealing with the Team Games Tournaments

techniques in the other skills, such as writing, reading, or listening.

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