PROJECT

(Professional Journal of English Education) p–ISSN 0000-0000

Volume X, No. X, XXXX 2019 e–ISSN 0000-0000

IMPROVING VOCABULARY USING TGT (TEAMS GAMES

TOURNAMENT) METHOD

Author-name1, Author-name2, Author-name3

1
Author Affiliation
2
Author Affiliation
3
Author Affiliation
1
email-author@ymail.com, email-author-2@ymail.com, 3 email-author-3@ymail.com
2

Abstract
This study aims to improve vocabulary through Team Game Tournament Techniques in class IX
students of one of the junior high schools conceived. The sample of this research was 32 students. The
method used in this research was action research applied in two cycles. Then the data was collected by
using multiple choice tests (pre-test and post-test). The results that the TGT method can be improved
vocabulary students, it was showed from the table score that increased from the mean score of pre-test,
post-test cycle 1 and post-test cycle 2. The mean score of pre-test was 55.94 , the mean score of the
pre-test cycle was 74.37 and the mean score of the post-test cycle 2 80.31.it is assumed that the TGT
method is effective to improve vocabulary students and then the use of the TGT technique makes
students more motivated.
Keywords: Vocabulary, TGT (Teams Games Tournament), Action Research

INTRODUCTION
English is one of the languages that must be mastered by every individual because english has
become an international language. In this globalization era, every individual must have
english language skills because english is very important language both in the world of
education and the world of work. English has become a common subject and must be taught
in every department. That is, english lessons are given to all students at the school or
university level.

The problem we often encounter is the lack of vocabulary in english. In some cases in junior
high school is low in their vocabulary. When we want to speak english , we can not speak
without vocabulary. When we want to communicate with people by written, vocabulary have
to be involved. When we want hear people something in English, of course we hear spoken
vocabulary. Vocabulary is central to learning and teaching of a second language. It means
vocabulary is important for us without having vocabulary, students have difficulties to learn
English.

From the above problem english teacher plays an important role in improving student’s
vocabulary mastery. They should use appropriate method that can make student’s interesting
and fun with the material. Teachers must have appropriate method that suitable with their
student’s which can facilitate the student’s to understand the vocabulary given easily.

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There are various teaching methods that can be done to improve vocabulary student’s such as
Jigsaw, Clustering, Wordwall, TPS (Think Pair Share), TGT (Team Game Tournament) and
etc. All these method are useful to improve their vocabulary. The researcher used TGT (Team
Game Tournament) to solve this problem. Teams-Games-Tournaments were originally
developed by David DeVries and Keith Edwards at the University of Johns Hopkins. It uses
the same teacher presentations and team work as in STAD, but replaces the quizzes with
weekly tournaments, in which students play academic games with members of other teams to
contribute points to their team scores. (Halim, 2019). In this model the class is divided into
small groups consisting of 3 to 5 students with different levels of ability, gender, and ethnic
background, then students will work together in small groups. TGT is a learning model based on
Cooperative Learning which shows postive interdependency, face to face interaction, individual
responsibility, communication between members in group and process evaluation in group (Ristanto,
Zubaidah, Amin & Rohman, 2018). (Pradhita Yudhi Astri et al., 2018)

Team-Games-Tournament technique Kiyikkaya, Iseri & Vurkaya (2010) suggested that

games will make learning more effective than using traditional learning, especially to improve
the learning,active participation, and student concentration (Pradhita Yudhi Astri et al., 2018).
Furthermore, that the positive interdependence created by groups helps to improve the
motivation in the group. Team games Tournament is a type of cooperative learning resulting
from the development types STAD (Student Teams-Achievement Divisions), where students
learn in small groups with a major component in the form of classroom presentations, team
discussions, quizzes, scores of individual advancement, and recognition of the team. While
the difference of the two types is the existence of academic game on the type TGT, so that
they did not feel bored in teaching learning process and the student’s feel enthustiastics to
answer the question which were delivered through games in the team competition.

Vocabulary
Vocabulary is a collection of words that are part of a particular language and used to arrange
sentences. Murcia (2001: 285) states that vocabulary learning is central to language
acquisition, whether the language is first, second, or foreign. (Parmawati, 2019). According to
Nation (1990: 02), vocabulary is very important element in language learning for both
learners and teachers. (Tarigan, 2018). Culson says that mastery is a skill to use the
knowladge. It means that mastery is ability to use one’s knowledge (Science, 2018).
Furthermore without vocabulary we can not understand communicate in english. Hanson and
Padua (2011, p.5) define that the words people use when communicating in oral or written
reference to the vocabulary.(Noviyanti & Bahri, 2019)

Team Game Tournament

Team Game Tournament is where the students play games with members of other teams to
add points to their team scores (Slavin 2005: 256). (Gani, 2020). A weakness that occurs in
the TGT model is a learning process that can lead to saturation (Jura et al., 2018). (Zaitun &
Izzah, 2019). This method is a method that used widely in the field of formal education and it

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was effective to improve outcomes learning of student (Sari et al., 2019). There are steps used
TGT in teaching and learning process :

1. Class presentation
The teacher presents the material to students
2. Team
The group usually consists of four to five students. The function of the group is to
further explore the material with group.
3. Game
The game consists of questions which content is relevant. That is designed to test the
students knowledge gained from presentation in class and the implementation of
teamwork.
4. Tournament
Tournament is a structure where the game takes place.
5. Team recognise

The team will get award if the winner earns one point for his/her team regardless of how
many questions they answered correctly or how difficult the questions were

METHOD
This method used in the research is PTK is action research conducted in class with the aim of
improving or improving the quality of learning practices (Arikunto et al., 2008: 58). (Kurnia
et al., 2019).
There are four steps of Classroom Action Research there are :

1. Planning

In this phase the researcher prepared material for explanation session.

2. Action

The plan is applied TGT in teaching learning process.

3. Observation

The researcher observed the student’s during teaching learning process and the researcher
know whether or not TGT method can improve their skill.

4. Reflection

At this point the researcher reflect, evaluated and describe the effects of the observation of
implementing TGT method whether or not can improving their skill. Statistical technique is
used to find the mean score. The formula to find the mean as stated by Ngadiso (2013: 5-7)
(Parmawati, 2019) is follows :

∑X
M=
N

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M = Mean score

∑ X = Total Score

N = Total students

If the mean score of students increases , the students vocabulary increases to.
The subject study was one of junior high school in Bandung on the first semester 2019/2020.
There are 6 class of ninth grade. The researcher took the sample is IX A. The total of
student’s are 32 students with specification 16 Male and 16 Female

RESULTS AND DISCUSSION

Results
Here is the report of concerning the data by pretest and posttest (cycle 1 and cycle 2). The
following table shows score of the test :

Table. Score of students

No. Post-test Post-test
Name Gender Pre-test
Cycle 1 Cycle 2
1 Student 1 M 55 75 80
2 Student 2 F 60 75 85
3 Student 3 F 65 80 90
4 Student 4 M 60 75 75
5 Student 5 F 55 70 80
6 Student 6 M 65 75 80
7 Student 7 F 70 80 85
8 Student 8 F 60 70 80
9 Student 9 F 50 70 75
10 Student 10 M 50 75 80
11 Student 11 M 50 75 75
12 Student 12 F 45 80 80
13 Student 13 M 45 75 80
14 Student 14 M 45 70 85
15 Student 15 F 60 75 75
16 Student 16 M 65 70 75
17 Student 17 M 55 75 75
18 Student 18 M 50 75 85
19 Student 19 F 45 70 85
20 Student 20 F 50 70 70
21 Student 21 F 45 75 80
22 Student 22 M 50 80 75
23 Student 23 F 45 75 75
24 Student 24 M 55 75 75
25 Student 25 M 50 65 80
26 Student 26 F 60 65 75
27 Student 27 F 65 85 95
28 Student 28 F 65 70 80
29 Student 29 F 60 75 80
30 Student 30 M 65 70 80

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31 Student 31 M 65 85 90
32 Student 32 M 65 80 90

Mean 55.94 74.37 80.31

Based on the table above we can see the score minimum of pre-test was 45 and the score
maximum was 70. Then in cycle 1 the score minimum of post-test was 65 and the score
maximum of post-test was 85. And then in cycle 2 the score minimum of score was 70 and
the score maximum of post-test 95. It was known that the score minimum and maximum of
post-test in cycle 1 and cycle 2 higher than pre-test.

Discussion
1. Cycle 1
The research did at YPKKP Junior high school in 34 students of VIII A on 11 february 2020.
The first steps of CAR is planning. In this stage, the researcher was conducted as a real
action. The aim was to know what the problem of the students in learning English lesson
especially in vocabulary. The researcher design the lesson plan from syllabus which is
consulted with English teacher, creating the topic able with students need and preparing the
material that will be used in the class during research . The researcher teach vocabulary in
narrative text using TGT method. The second steps is acting. In this step, the researcher came
to the class four times. The first was used for operate pre-test which subsited of 10 items. The
same thing went to fourth encounter was used for post-test which subsisted of the same as
pre-test. The third observing. The researcher observed the teaching learning process when she
did implemented the technique. In observation the researcher walking around class and did
sight seeing of the students activity. And the last reflection. The researcher analyze about the
result of the implementation of TGT method to improve vocabulary students. If the classroom
action research target could not be achieved , move to cycle 2, but if the students test result
has completed the criterion of success in this research the cycle would stop. It started from
pre-test. The students had read of material about narrative text that would be delivered. But
the students get a bad grades. The value of KKM determine is 70,00 and the average of pre-
test is 55,94 . During treatment 1 and 2 the students make a groups, one group subsisting 4-5
students. In the treatment 1 and 2 the researcher work in groups. From this treatment in cycle
1 there are positive and negative result. The positive result the student increase in score of
post test in cycle 1. And the negative some students less active in teaching learning process
the students rely onother students do the work. Revisions should be made to improve the
quality of their learning as well as their average value.
2. Cycle 2
In cycle 2 includes four steps in accordance with those contained in cycle 1. In the planning
the the researcher began with making new lesson plan with some revised part. It was aimed to
get better in cycle 2. The researcher prepare the material that has been revised previously. For
revisions, researcher create a new group that is different for each students. they were given a
new texts with the same theme of narrative text. The acting session includes the post-test of
the previous cycle. The final step is to Reflect on the observations made will be discussed in
this section. This strategy is expected to reduce the students' habits in relying on each other.
The final step is to Reflect on the observations made will be discussed in this section. There
are many improvements based on identification the problem, it was known that the students

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English vocabulary in one of junior high school of Bandung was low. It was showed from the
table score above that increased from the score of pre-test, post-test in cycle 1 and post-test
cycle 2. It is assumed that TGT method is effective to improve vocabulary students.

CONCLUSION
From the results of this study it can be concluded that the application of the TGT (Team
Game Tournament) method in Classroom Action Research is effective for increasing their
vocabulary as seen from the increase in the average students grades. TGT method gives
students motivation to learn vocabulary more effectively and easily. And then students can
motivate other students in a team and help the students who are low in understanding the
lesson (Salam et al, 2015) (Halim, 2019).

ACKNOWLEDGMENTS
In the name of Allah because of Him, the researcher could finish this article. Prophet
Muhammad SAW who has guided us from the darkness to the lightness. This journal have not
been completed without support, guidance from individual and institution. Therefore, the
researcher would likes to express special thanks to:

1. Hj. Sudiyono M.Pd and Aseptiana Parmawati, M.Pd. as the advisor for their guidance
and help to finish this journal.
2. My beloved parents and family to giving prayers and support.
3. All students of SMP YPKKP Bandung for great participations during research.

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