THE EFFECT OF TEAM GAMES TOURNAMENT ON

STUDENTS READING COMPREHENSION ACHIEVEMENT

*
Phupuh Citra Dewi
**Sri Minda Murni
**Masitowarni Siregar

ABSTRACT

This study attempts to discover the effect of using Team Games Tournament
Technique on students achievement in reading report text. It was conducted by
using experimental research design. The population of this research was the
eleventh (XI) grade students of SMA Hang Tuah Belawan which consists of 4
parallel classes with the total number of students is 120. The samples of this
research were taken by random sampling through lottery technique. The result
was class XI1 consisted of 30 students became the experimental group and class
XI3 consisted of 30 students became the control group. The experimental group
was taught by Team Games Tournament Technique while the control group was
taught by using lecture technique. The instrument was used to collect the data was
reading report text. After the data were analyzed, it was found that the value of t-
test was 5,50 with the degree of freedom (df) = 58 at the level significance 0.05. it
means that t-test was higher than t-table (5,50 > 2,000. Therefore, the null
hypothesis (Ho) is rejected and the hypothesis alternative (Ha) is accepted.

Keywords : Team Games Tournament Technique, Reading Report Text.

*
Graduate Status
**
Lecturer Status

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 INTRODUCTION

As one of four important skills of a language, reading can be a gateway to

success for the people in the world. Reading has important role for the students to

comprehend and get the information from the text. Generally, reading is taught at

a very young age, beginning before kindergarten. According to Grabe and Stoller

(2002: 9) reading is the ability of understanding the meaning from the printed

page and interprets the information appropriately. It means that reading is useless

without comprehending and interpreting any ideas of the text. Reading

comprehension can also increase students horizon. Therefore, the teaching

reading process should be enjoyable in order to improve students reading

comprehension.

In fact, most of students always get difficulties when they are asked to

read and comprehend some texts. Based on the writers observation in SMA

HANGTUAH Belawan, students achievement in reading is still very low

especially in understanding several types of text. There are some factors that cause

this, they are :(1) Students felt bored when they saw some paragraphs in reading

texts,(2) the students are still confused about the mean of the sentences, how to set

the main idea systematically, and how to conclude the sentences,(3) the strategy

of the teacher who uses contain technique in memorize students to read encourage

them to understand them. When reading students should be able to comprehend

the text, such as a report text. Report text referred to a text which describe or

given information about something based on facts.

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 There are some general reasons why some students have difficulty with
reading comprehension. Some students have difficulties because they have not
truly mastered reading fluently. It was difficult for the students to find a main idea
in a text. Not only that, when a student is struggling to read words and focuses so
hard on just saying the words correctly, they are not focusing on what they are
reading.
Regarding to the problem discussed previously, the way of teaching in the
classroom needs to be improved. The use of creative and effective teaching
technique and media in teaching reading is needed to perform in the classroom in
order to improve students achievement, particularly students reading
comprehension achievement. To overcome the problem occurred, the writer
acclaimed to use Team Games Tournament.
The reason why the writer chooses team games tournament is that because
team games tournament is believed as an effective way in increasing students
reading comprehension achievement. In Team Games Tournament technique,
learning activities combine with the game. That activity can make teaching
learning process more interesting. Besides, this technique will raise students'
responsibility, being cooperative, healthy emulation, and learning involvement.
The use of games makes Team Games Tournament even more exciting and
motivating to students. Based on the background of the study above, the problem
of this study was formulated as follows: Is there any significant effect of using
team games tournament on students reading comprehension achievement?

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 REVIEW OF LITERATUTE

1. Reading
Grabe and Stoller ( 2002:18) Reading is an interactive process in at least
two ways. First, the various processes involved in reading are carried out
simultaneously. Reading is also interactive in the sense that linguistic information
from the text interacts with information activated by the reader from long-term
memory, as background knowledge. Furthermore, from the Grabe and stollers
statement above the writer conclude that reading is an activity of the reader to get
linguistic information from the reading text.
According to Patel and Jain (2008:114) reading consist of three processes:
recognition, structuring, and interpretation. Recognition is the process to
recognize the graphic counterparts of the phonological items. Structuring is the
process to recognize to see the syntactic relationship of the items and understands
the structural meaning of the syntactical units. Interpretation is the process to
comprehend the significance of a word, a phrase, or a sentence in the overall
context of the discard.
2. Team Games Tournament

The effective teaching learning is not enough with choosing method or

technique but also follow up the media that support the improvement of effective
learning. Team Games Tournament is one of the relaxing ways in teaching
learning reading comprehension. According to Slavin (2005: 13), Team Games
Tournament is the first learning method from John Hopkins and first developed by
David De Vries and Keith Edwards. As a part of cooperative learning, Team
Games Tournament also puts students into small groups.
Team Games Tournament has three basic elements. The first element is
teams. Teams are made at the beginning of the activities. Students are divided into
small groups about 4-5. The placement is based on students achievement level on
their initial test score or their score in rapports. Ideally, each group consists of one

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high-achieving student, two average-achieving students, and one low-achieving
student. This group stays together until the next placement.
The second element of Team Games Tournament is games. Games are
played during weekly tournament. Short-answered questions about what have
been taught are given in game to examine students understanding after group
discussion.
The third element of Team Games Tournament is tournament. Tournament
is held after teachers presentation about the material and group discussion. In
tournament, students compete as the delegation from their group. So, students will
match other students with equal achievement level from other groups.

A-1 A-2 A-3 A-4

High Average Average Low

Tournamen Tournamen Tournamen Tournamen

t t t t
Table 1 Table 2 Table 3 Table 4

B-1 B-2 B-3 B-4 C-1 C-2 C-3 C-4

High Average Average Low High Average Average Low

TEAM-B TEAM-C

Figure 2.1 The Placement of Tournament Table

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Explanation of the figure 2.1:

Perfectly, each teams such as team A, B, and C has four members by the

composition of one high-achieving student, two average-achieving students, and

one low-achieving student. The high-achieving student from team A meets the

high-achieving student from team B, C, and D. The average-achieving student

meets other average-achieving students, and the low-achieving student meets

other low-achieving student. By this rule, all students have their balanced rival in

tournament table.

RESEARCH METHOD AND FINDINGS

This study was conducted by using an experimental research. This design

intended to investigate the effect of team games tournament on students reading
comprehension achievement. This study has two variables in this study, team
games tournament as independent variable and students reading comprehension
achievement as dependent variable. In conducting an experimental research, there
were two groups, namely one group as the experimental group was taught by team
games tournament and another one as the control group was taught by using
lecture technique.
The population of this research was the first years of SMA Hang Tuah
Belawan. There were 120 students which consist of eight parallel classes. The
writer just choosing two classes based on the randomizing system, so there are 60
students was taken as sample Thus, the experimental group was XI- 1 and the
control group was XI- 2.

The procedure of this research was divided into try out, pre- test,
treatment, and post- test. Pre- test was given in the beginning of the treatment. It
was given to find out the homogeneity of the sample and the mean score of each
group. It was administered to the students both experimental and control group.
After giving the pre- test, treatment was given in both experimental and control

6
group. Both groups were taught the same material by using different ways. The
experimental group was taught by using team games tournament and the control
group was taught by using lecture technique. Then, after giving treatment, both
experimental and control groups were given post- test. This post- test was given to
know the mean score from both of groups. The result of the test was compared
and analyzed to find out if using team games tournament on students reading
comprehension is significant effect or not.

The data which would be analyzed was obtained by giving the multiple
choice test which consisted of 25 items to the students in order to know their
ability in reading. It was calculated by using the scores of reading test in both the
experimental and control group. The analysis was intended to get the significant
differences of teaching reading between taught by team games tournament and
taught by using lecture technique.

Research Finding

The result of this research shows that there is difference of output between
both classes. For the product data, based on the statistical calculation, it was
obtained that t-observed (0,05) is higher than t-table (2,00) for the degree of
freedom (df) 58 at level of significance () 0,05. It means that the alternative
hypothesis (Ha) is accepted. For the process data, it can be seen that the students
which were taught by using Team Games Tournament Technique got better
observation scores than the students which were not taught by using Team Games
Tournament.
Based on the finding above, it can be conclude that teaching reading
comprehension using team games tournament was more effective than teaching
reading using lecture technique. It could be seen by seeing the result of the test
where the students score was higher after being given the treatment, the students
who were taught by team games tournament were higher than the students that
were taught by using lecture technique. However, some of the students still got
the score below Minimal Completeness Criteria (KKM), this happened because

7
they did not pay attention well to the teachers instruction and explanation, they
hesitated to ask some more difficulties they found and after seeing their tests, the
researcher found that they did not confidence with their answer so that they
changed their answer.
Team games tournament allows the students are likely to feel more
comfortable in their groups and possibly to share in similar working style. In
addition, team games tournament is a technique that allows a class to work
actively and collaboratively in small groups.

CONCLUSIONS AND SUGGESTION

Conclusion

Based on the data analysis, it can be concluded that teaching reading skill
by team games tournament significantly affects on the students achievement in
reading report text. It can be seen from the data which had obtained in the post-
test of experimental group were: the total score was 2232 and the mean score was
74,4, while the data in control group were: the total score was 1964 and the mean
score was 65,46. Thus, the students score in experimental group was higher than
the students score in control group. The calculation of the data in the hypothesis
showed that t-observed 5,50 was higher than t-table 2.00, it means that the
alternative hypothesis (HO) is acceptable.

Suggestion

Based on the conclusion drawn, the results of the findings contribute some
valuable suggestions, they are:

1. The English teachers are suggestions to use Team Games Tournament

Technique to improve students achievement in reading report text and
also to improve their attitude and skill during the teaching and learning
process.

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 2. The students are suggested to apply Team Games Tournament
Technique to improve their reading comprehension ability, attitude and
skill.

3. For schools, it is expected that they provide the media needed for
teaching English.

4. The other researchers, who that to study more about Team Games
Tournament Technique, This research could be advisable reference.

Finally, the writer considers that this study still need validation from
the next researcher that has the similar topic with this study.

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