SIMPATI: Jurnal Penelitian Pendidikan dan Bahasa Volume.
2 No.
4 Oktober 2024 e-ISSN : 2964-8629, dan p-ISSN : 2964-8548.
Hal.
DOI: https://doi.
org/10.
59024/simpati.
Available online at: https://jurnal.
id/index.
php/simpati The Implementation Of Teams Game Tournament (TGT) To Improve StudentsAo Writing Ability Of Second Grade Students In SMP Negeri 7 Padang Ananda Feby1*.
Dania Rahma2.
Suparmi Suparmi 3 Universitas Putra Indonesia YPTK Padang.
Indonesia Alamat: Jalan Raya Lubuk Begalung.
Lubuk Begalung nan XX.
Kecamatan Lubuk Begalung.
Kota Padang.
Provinsi Sumatera Barat, 25145 Korespondensi penulis: febyananda021010@email.
Abstract.
This study aimed to determine whether the implementation of the Teams Game Tournament (TGT) can improve studentsAo writing abilities in learning English of second grade students in SMP Negeri 7 Padang.
The population was second grade students in SMP Negeri 7 Padang.
The sample of this research was 33 students of Vi.
5 class.
This type of research was quantitative.
The method used was a pre-experimental design, with one group pre-test and post-test.
The result of the data showed that the average students score on the post-test was .
higher that the average score on the pre-test .
From the t-test, the study showed that the t-test value .
is higher that t-table .
at a significance level of 0,05 with degree freedom .
= 32.
This result meant that there was a significant difference.
This indicated that the alternative hypothesis (H.
was accepted and the nul hypothesis (H.
was rejected.
Hence, it can be concluded that the implementation of Teams Game Tournament (TGT) significantly improve studentsAo writing ability.
Keywords: Improvement.
Teams Game Tournament (TGT).
Writing Skill Abstrak.
Penelitian ini bertujuan untuk mengetahui apakah penggunakan Teams Game Tournament (TGT) dapat meningkatkan kemampuan menulis siswa dalam pembelajaran Bahasa Inggris kelas dua di SMP Negeri 7 Padang.
Populasi dari penelitian ini adalah siswa kelas dua di SMP Negeri 7 Padang.
Subjek penelitian ini adalah 33 siswa kelas Vi.
Jenis penelitian ini adalah Kuantitatif.
Metode yang digunakan adalah penelitian pre-ekperimental.
Teknik pengumpulan data yang digunakan dalam penelitian ini adalah test yaitu pre-test dan post-test.
Hasil penelitian menunjukkan bahwa nilai rata-rata siswa dari post-test adalah .
, lebih besar dari nilai rata-rata dari pre-test .
Dari uji t-test, penelitian menunjukkan bahwa nilai uji t-test .
lebih besar dari t-table .
pada tingkat signifikansi 0,05 dengan derajat kebebasan .
=32.
Artinya ada perbedaan yang signifikan.
Ini menunjukkan bahwa hipotesis alternatif (H.
diterima dan hipotesis nol (H.
Hal ini dapat disimpulkan bahwa penggunaan Teams Game Tournament (TGT) secara signifikan meningkatkan kemampuan memulis siswa.
Kata kunci: Kemampuan Menulis.
Peningkatan.
Team Game Tournament (TGT) INTRODUCTION Writing is a crucial role for students since almost all learning processes are done by Therefore, writing can be called as be a productive ability in which people generate words to reveal messages, ideas, opinions and feelings to readers through written form.
Apart from communicating indirectly, writing is also necessary for the students to complete assignments at every level of education.
Generally, students stated that writing was a difficult activity.
In consequence, students become unenthusiastic and become careless.
According to Yuliadi .
, there are two factors Received: September 07, 2024.
Revised: September 21,2024.
Accepted: September 29, 2024.
Published : Oktober 01 2024.
The Implementation Of Teams Game Tournament (TGT) To Improve StudentsAo Writing Ability Of Second Grade Students In SMP Negeri 7 Padang students do not like writing.
first, internal factor such as students' background knowledge, lack of knowledge in developing paragraphs, lack of practice, lack of understanding of language structures, ideas and lack of knowledge of how to develop essays in a good way.
Second, external factors, those are lecturer abilities, facilities, and books.
The teacher does not have right method in teaching.
Teachers play the crucial role in teaching and encourage students to Moreover, students often feel bored and are not enthusiastic about acquiring writing One of the many problems in teaching writing is that the teachers only explain the lesson on the whiteboard, while students record the materials in books.
As a result, students participate less in learning.
The aim of teaching writing is that students are able to generate their own words, ideas and thoughts into sentences.
Therefore, teachers should try to find and apply the right method when teaching writing There a lot of methods that can be applied to solve this problem.
Researcher chooses one method of cooperative learning.
One form of cooperative learning is the Teams Game Tournament (TGT) method.
TGT is a learning method that divides students into 4 to 8 people in a group and each member answers questions.
The group that answers quickly and correctly will be the winner.
Rusman .
explains TGT is a kind of cooperative learning in which students are placed in study groups consisting of 5 to 6 students who have distinct abilities, gender, and ethnicity or race.
The TGT method is expected to motivate students and make the class more relaxed, as well as improve students' writing abilities.
REVIEW OF LITERATURE
Writing is forming a meaning through a series of letters, symbols, words that are connected become sentences or paragraphs.
Dalman .
, writing is a structure of conveying thoughts in the form of symbols or signs.
In writing, these symbols and signs are letters which form words.
One of the important things in writing is learning to make a good sentence by arranging letters into word, words to sentence, and sentences to paragraph.
According to Yovie .
, there are several components necessary for good writing process, those are language use, mechanic skills, treatment of content, stylistic skill, and judgements skill.
Some components are rumination for students when they start to write.
Writing is one of productive abilities which need several procedures.
According to Harmer .
, to generate a great writing, the procedures should be specified, the procedures are planning, drafting, editing .
, and final version.
it can be concluded that the SIMPATI - VOLUME.
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procedures of writing are separated into four parts such as planning, drafting, editing, and final Planning is the first way to determine the topic that will be used.
Drafting is the way to make sketch in writing.
Editing is the way to revise the draft became a systematically and effectively sentences or paragraph.
Final version is the way to re-check all of the writing.
this step, the writer should provide the final touches to perfect the writing.
The researcher assessed the studentsAo writing ability by using an analytic scoring rubric.
According to Brown .
, there are several aspects present the score criteria of studentsAo writing ability, those are content, organization, grammar, vocabulary, and mechanic.
The content is the studentsAo writing ability that provided all the information according to the topic so that the reader understands the ideas conveyed by the writer.
Organization was the studentsAo writing ability that managsed the contents of a paragraph so as to create a coherent sentence or Grammar was the studentsAo writing ability that developed sentences according to correct grammar provisions.
Vocabulary was the studentsAo writing ability that used vocabulary that is appropriate to the topic and used simple vocabulary so that it was easy for readers to Mechanic was the student's writing ability that created writing that complied with the provisions of word spelling, capital letters and punctuations.
Cooperative learning is one of the learning methods that involve working together to accomplish goals.
According to Ali .
Cooperative learning is a learning method that involves cooperation between students in groups, so as to achieve success as a team.
In this learning method, students are allowed to discuss and share their knowledge with others in the Students with low abilities may ask questions from friends who have more understanding so that all members in each group participate in learning.
The purposes of cooperative learning are providing the new innovation in learning and enhancing studentsAo performance.
According to Widyani .
, the cooperative learning model is divided into three crucial objectives of cooperative learning, those are: first, cooperative learning aims to boost student performance in academic task.
Second, cooperative learning allows students accept the diversity of students who have various backgrounds include nationality, religion, academic ability, and social level.
Third, cooperative learning develops social ability such as sharing task, regarding other peopleAos opinions, working in groups, and so on.
Teams Games Tournament is a unique step in learning that involves learning while Huda .
also stated The TGT (Teams Games Tournamen.
learning model is learning where students and their group members are given the opportunity to comprehending the material first and after individual students are tested through academic games.
In this The Implementation Of Teams Game Tournament (TGT) To Improve StudentsAo Writing Ability Of Second Grade Students In SMP Negeri 7 Padang model, students act as tutors to help friends who have low comprehending.
Students in their groups discuss and guide each other to complete assignments.
Teams Games tournament goes through several procedures to conduct this method.
Mudiyanto .
stated that there are several procedures that must be done if we want to implement cooperative learning type TGT in writing ability namely class presentation, study groups, and academic tournament.
In addition.
Team Games Tournament (TGT) has positive value as a medium for language learning.
SaAoadah .
explained that based on the cooperative learning method, the advantage of TGT is that students participation increase from the beginning to the end of learning since this method combines games, competition and learning which gives students full attention to stimulate interest in learning.
This method increases cooperation within the group.
Active and fun learning will make the learning atmosphere between students and teachers more comfortable and effective.
RESEARCH METHOD
In this research, researcher utilized quantitative method.
The method is overall research design in which planned, systematic and clear.
According to Sugiyono .
, a research method that is based on the positive ideology with the aim of researching certain populations and samples, generally samples are taken randomly, research instruments are used for data collection, and hypotheses are tested through statistical or numerical data analysis, is called quantitative research.
In quantitative research, there are several kinds of research design can be utilized by the researcher.
The researcher utilized pre-experimental design.
Creswell .
stated that preexperimental research design is that the researcher only studies one group.
This research was designed to not have a control group to compare with the experimental group.
In this research, in the first stage the researcher assigned a pre-test to appraise students' writing abilities before implementing the treatment.
In the second stage, the researcher implemented the treatment toward the students.
Then, to see whether there was an improvement in students' abilities, the researcher assigned a post-test at the final stage.
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RESEARCH FINDINGS AND DISCUSSION
Data Description This chapter presented the result of the research entitled AuThe Implementation of Teams Game Tournament (TGT) to Improve StudentsAo Writing Ability of Second Grade Students in SMP Negeri 7 PadangAy.
The purposes of the research are to discover how Teams Game Tournament (TGT) can improve studentsAo writing ability of second grade students in SMP Negeri 7 Padang and discover the significant influence using Teams Game Tournament (TGT) on studentsAo writing ability of second grade students in SMP Negeri 7 Padang.
Pre-test The pre-test was held at the first meeting on July 25th, 2024, from 13.
00 p.
m to 14.
At the first meeting, the researcher conducted the observation to list or points of questions regarding information obtained by students and researchers during the teaching learning process in first meeting.
The researcher mentioned the learning objectives and explained the material in accordance with the RPP (Learning Implementation Pla.
regarding degree of comparison material.
After that, the researcher gave a pre-test to class 8.
5 of SMP Negeri 7 Padang, which consisted of 33 students.
In pre-test, the researcher distributed two sheets of paper containing question sheets and answer sheets which would be filled in by the students.
This session lasted 30 minutes and the work process is carried out in a pleasant situation.
In this part, the researcher displayed pre-test data.
A pre-test was given to students with the aimed of researcher being able to determine students' writing abilities before implementing the Teams Game Tournament (TGT).
The pre-test scores displayed in the table below.
Table 1.
The Score of Pre-test
Name
AYM
AIP
ARK
BAI
BHR
FRS
FAP
HMK
,2,3,.
,2,3,.
,2,3,.
,2,3,.
,2,3,.
Score
The Implementation Of Teams Game Tournament (TGT) To Improve StudentsAo Writing Ability Of Second Grade Students In SMP Negeri 7 Padang
JMAP
KNS
MNA
NFR
QAN
QAS
RFK
RAZ
S S
SPY
VAP
VAB
ZNN
Total Note:
C = Content G = Grammar O = Organization M= Mechanic V = Vocabulary Based on the table above, researcher assessed students' pre-test results using a rubric score, namely content, organization, vocabulary, grammar, and mechanic.
In the results of student writing using rubric scores, there were still very many students who get scores 1 and 2.
In which meant students still had difficulty in several categories in writing words, sentences and paragraphs.
The researcher calculated the total score for each student and the researcher concluded from the pre-test scores, the lowest score was 45 and the highest score was 83.
Treatment The treatment was held at the second meeting on July 30th, from 10.
10 to 10.
In this session, the researcher conducted the observation to list all of the steps was did in the class between students and the researcher.
The researcher explained the degree of comparison material again and explained the learning instructions using Teams Game Tournament (TGT) in simple terms.
Then, the researcher asked students to form 4 groups, each group consisting of 8 to 9 students according to the number of students present that day.
The students gave explanation with their friend if there was any friend did not comprehend.
Researcher conducted the first treatment, namely writing adjectives of degree of comparison based on pictures.
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Researcher providde images that showed adjectives which could be used in the image.
Then students are asked to write adjective vocabulary quickly and alternately.
The aimed of the first treatment are students expected to recognize the adjectives, spell the adjectives, and also find the meaning of adjective so that the treatment helped students to make sentences.
After completing the first treatment, the researcher continued to conduct the second The second treatment was held at the third meeting was held on August 2nd from 50 a.
m to 11.
30 a.
The second treatment is guessing and writing the type of the degree of Before that, the researcher conducted the observation to list all of the steps was did in the class between students and the researcher.
Then, the researcher gave direction for students made the several groups again, in which every group consist 8 to 9 students.
The students gave explanation again with their friend if there was any friend still did not The student in the group guessed and wrote the type of degree of comparison based on the sentence on the paper, whether the sentence is a positive degree, comparative degree, or superlative degree.
The aimed of this second treatment was for students to get used to recognizing sentence forms and formulas for the types of degrees of comparison.
After completing the second treatment, the researcher continued to conduct the third treatment from 10.
40 a.
m to 11.
40 a.
m in the same day.
The final treatment was writing a In this treatment, each student in the group wrote one sentence of degree of comparison based on the pictures on the paper.
The aimed of this third treatment was students could be easier recognized the picture and the formula they used, whether the picture and formula were a positive degree, comparative degree, or superlative degree.
Post-Test The post-test was held at the fourth meeting on August 9 2024 from 10.
10 to 11.
the fourth meeting, the researcher conducted the observation again to list all of the steps was did in the class between students and the researcher.
Then, the researcher reviewed the material related to degree of comparison, after that the researcher gave a post-test to students.
The researcher distributed two sheets of paper containing the question sheet and answer sheets that would be filled in by students.
A set of questions in the post-test is created with the same instructions as the pre-test, but only differed in the pictures.
This session lasted for 30 minutes.
In this part, the researcher displayed post-test data.
A post-test was given to students with the aimed of researcher being able to determine students' writing abilities after implementing the Teams Game Tournament (TGT).
The post-test scores displayed in the table The Implementation Of Teams Game Tournament (TGT) To Improve StudentsAo Writing Ability Of Second Grade Students In SMP Negeri 7 Padang Table 2.
The Score of Post-Test
Name
AYM
AIP
ARK
BAI
BHR
FRS
FAP
HMK
JMAP
KNS
MNA
NFR
QAN
QAS
RFK
RAZ
SPY
VAP
VAB
ZNN
Total Note:
C = Content O = Organization V = Vocabulary .
,2,3,.
,2,3,.
,2,3,.
,2,3,.
,2,3,.
Score G = Grammar M= Mechanic In the post-test table, it can be seen that the researcher again assessed students' writing abilities using a score rubric.
As a result, the majority of students got scores of 3 and 4.
which means that students' difficulties in writing have decreased.
Data Analysis Data Analysis is purposed to appraise the improvement of writing abilities before and after treatment of second grade in SMP Negeri 7 Padang using Teams Game Tournament (TGT).
Based on the result of the test in pre-test and post-test of second grade students, the SIMPATI - VOLUME.
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researcher found that there was an improvement in the studentAos writing abilities by implementing Teams Game Tournament (TGT) of second grade students in SMP Negeri 7 Padang.
The data were taken from 33 students, thereafter the data was processed, and the treatment which was used to discover the students were able to improve their writing abilities in learning English through the Teams Game Tournament (TGT).
The following table showed the difference in studentsAo score and classification before and after treatment.
Table 3.
Difference in StudentsAo Score Before and After Treatment
Name
AYM
AIP
ARK
BAI
BHR
FRS
FAP
HMK
JMAP
KNS
MNA
NFR
QAN
QAS
RFK
RAZ
SPY
VAP
VAB
ZNN
Total Pre Classification Insufficient Insufficient Sufficient Insufficient Insufficient Insufficient Insufficient Insufficient Sufficient Insufficient Insufficient Insufficient Sufficient Sufficient Insufficient Insufficient Insufficient Insufficient Sufficient Insufficient Insufficient Insufficient Insufficient Insufficient Insufficient Insufficient Insufficient Insufficient Insufficient Very Good Insufficient Insufficient Insufficient Post test Classification yoyaE yoyaEya Very Good Very Good Very Good Good Very Good Sufficient Excellent Very Good Very Good Very Good Very Good Very Good Very Good Very Good Excellent Very Good Good Excellent Excellent Very Good Excellent Sufficient Excellent Very Good Good Excellent Very Good Very Good Excellent Excellent Very Good Good Good Table 3.
above showed total of pre-test score, total of post-test score, total score difference (D), and the square of the sum of the difference scores (D2 ).
Pre-test score was 1998, post-test was 2952, (D) = 954 and the ( D2 ) = 29906.
Hypothesis The hypothesis was used to get the level significance of the pre-test and post-test, the researcher used t-test analysis on the level of significance .
for an dependent sample 0,05 with the degree of freedom .
= 32, where N Ae 1= 32, and the value of the table is 1.
The Implementation Of Teams Game Tournament (TGT) To Improve StudentsAo Writing Ability Of Second Grade Students In SMP Negeri 7 Padang Based on the hypothesis in this research.
H0 states that Teams Game Tournament (TGT) cannot improve students writing ability of the second grade students in SMP Negeri 7 Padang.
Meanwhile.
H1 states that Teams Game Tournament (TGT) cannot improve students writing ability of the second grade students in SMP Negeri 7 Padang.
The following table showed the test of significant.
Table 4.
The Test of Significant Variable Writing T-test Value T-table value Result Significant The researcher displayed that the value of the T-test .
outperformed the t-table .
The result reveal that the T-test is greater than T-table, the hypothesis (H.
, that Team Game Tournament (TGT) can improve students writing ability of the second grade in SMP Negeri 7 Padang was accepted and that the hypothesis (H.
was rejected.
DISCUSSION