THE EFFECT OF USING TEAM GAMES TOURNAMENT TECHNIQUE ON THE EIGHTH GRADE STUDENTS’ VOCABULARY ACHIEVEMENT OF RECOUNT TEXTS AT SMPN 09 JEMBER IN THE 2015/2016 ACADEMIC YEAR

Abstract

This experimental research investigated the effect of using Team Games Tournament technique on the eighth grade students' vocabulary achievement at SMP Negeri 9 Jember in the 2015/2016 academic year. This research was started by conducting an interview with the English teacher of the eighth grade students at that school on 2nd October 2015. There were six classes of the eighth grade students that consisted of 30 to 40 students in each class. Prior to conducting this experimental research, a homogeneity test was done to examine the homogeneity of the population. As the result of the homogeneity test, it was showed that the population was not homogeneous. Therefore, the respondents of the research were chosen by selecting classes that had minimum gap of mean score and doing a random selecting for the experimental group and control group. As the result, there were two classes chosen as the respondent of the research, they were class A as the control group, and class C as the experimental group. Further, the experimental group was given the treatment that was the teaching of vocabulary by using TGT technique while the control group was taught the same materials by using pairing technique. The treatments were given to both groups in two meetings and followed by giving the posttest in the third meeting. The data in the term of posttest scores were analyzed by using the independent sample t-test formula. The result of the data analysis, showed that the use of Team Games Tournament technique in teaching vocabulary had a significant effect on the students' vocabulary achievement. The mean score of each class had a significant difference, where the experimental group had significantly higher mean score than the control group. Moreover, the Degree of Relative Effectiveness analysis showed that the use of TGT technique in teaching vocabulary was 11,5576% relatively more effective than the ix use of pairing technique. It could be said that the use of TGT was relatively effective to gain the students' success in learning vocabulary compared to the pairing technique. The whilst teaching class observation found that the students in the experimental class were more enthusiastic in learning the materials than those in the control class. The students in control class was not as motivated as those in the experimental class, they held their focus on what they had to learn in shorter duration than those in experimental group. The students in the experimental class were more active in learning the materials and helped each other to master the materials in order to win the game. The students were more motivated in learning the materials so that they were be able to comprehend the materials better and faster. The students were more motivated because there was a game in which they got a reward if they won the game, and since the success of a team was affected by the performance of each member of the team, the members in the team helped each other to master the materials given. Moreover, most students feel more comfortable to ask their friend for a help rather than ask their teacher. The TGT Technique engage the students into positive interaction between the students, engage the students into peer tutoring activity, and improves the students attitudes and motivation in the learning activity. In brief, the use of Team Games Tournament technique in teaching vocabulary had a significant positive effect on the eighth grade students' vocabulary achievement at SMPN 9 Jember in the 2015/2016 academic year. Therefore, it is suggested to the English teacher to apply TGT technique as an alternative technique of teaching vocabulary and to improve the students’ vocabulary achievement. Furthermore, it also suggested to the future researchers to use the results of this action research as a reference to conduct the same research to improve the students achievement of vocabulary or other English components and skills in different research design or at different school to develop the quality of teaching vocabulary or other English components and skills.