| dc.description.abstract | 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. | en_US |
