| dc.description.abstract | This research is a classroom action research that was conducted
collaboratively by the researcher with the English teacher. It applied TGT technique
to improve the tenth grade students’ reading comprehension achievement at SMAN 1
Banyuwangi in the 2012/2013 academic year.
This research was begun by conducting an informal interview as the
preliminary study with the English teacher of the tenth grade students of SMAN 1
Banyuwangi. It was revealed that the tenth grade students of SMAN 1 Banyuwangi,
especially X-6 class, still faced some problems with reading comprehension. The
teacher stated that only 29.40% of students could reach the standard score of Standar
Kompetensi Minimum
To overcome the problem above, applying an appropriate technique in
teaching reading became important. The teaching technique that was used in this
research was Teams Games Tournament
The data in this research were collected by administering reading
comprehension achievement test after the actions and by having observation in the
class in each cycle during the implementation of the action. The research design was
Classroom Action Research
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stages of activity: the planning of the action, the implementation of the action,
observation and evaluation, and data analysis and reflection of the action.
This research was conducted at SMAN 1 Banyuwangi. The tenth grade
students of SMAN 1 Banyuwangi, especially X-6 class in the 2012/2013 academic
year, were the research subjects of this research.
Based on the results of the data analysis and discussion, it could be concluded
that teaching reading by using TGT technique in two cycles was able to improve the
tenth grade students’ reading comprehension achievement at SMAN 1 Banyuwangi in
the 2012/2013 academic year. The improvement was from 61.76% in the first cycle to
76.47% of students who got score of 75 or higher in the second cycle.
It also showed that the TGT technique was applicable to the tenth grade
students in improving the students’ active participation. It was supported by the
improvement of the results of observation that was from 71.42% in Cycle 1 to
80.55% of the students who actively participated in the teaching learning process of
reading comprehension.
Finally, the result findings in Cycle 2 indicated that TGT technique was able
to improve the students’ reading comprehension achievement and their active
participation. Therefore, the English teacher is suggested to apply the TGT technique
as an alternative technique in teaching the reading skill. | en_US |
