THE USE OF TEAM GAME TOURNAMENT TO IMPROVE STUDENTS’ ELT CLASSROOM INTERACTION AND READING COMPREHENSION IN RELATION TO SELF-EFFICACY

Authors

  • H. Ruslan Abdul Gani SMPN 5 Kopang, Indonesia

DOI:

https://doi.org/10.33394/jo-elt.v6i2.2359

Keywords:

Team Game Tournament, Classroom Interaction, Self-Efficacy, Reading Skill

Abstract

This research is aimed to find out the implementation of Team Game Tournament to improve students’ classroom interaction and reading comprehension viewed from self-efficacy. The subject of this study was 30 students at second grade students of SMPN 5 Kopang. Which consists of 14 males and 16 females. This study was classroom action research (CAR) with two cycles, each cycle consists of four steps: planning, acting, observing and reflecting. The first cycle was focused on the students’ classroom interaction. Meanwhile, the second cycle was oriented to solve the students’ improvement of reading comprehension. The data gathering used reading test, observation sheet, and questionnaires and analyzed by using quantitative and qualitative approach. The result of the questionnaire showed the students score in the first cycle was 16.86 or 56% and the second cycle showed the students' score was 27.10 or 90.3% indicating the target of 75 of the minimum criterion has been achieved, it means that the action was stopped in the cycle 2. In other words, the students’ classroom interaction and reading comprehension in relation to self-efficacy was improved by implementing team game tournament (TGT) for the eighth-grade students of SMPN 5 Kopang.

References

Amalia, A. (2013). proposal Classroom Action Research. Retrieved from http://proposal Classroom Action Research (CAR-PTK) ku. Tahun pelajaran 2013_2014 Amalia Aljauhariy.html.

Bandura, A. (1997). Self-Efficacy in Changing Societies. Cambridge University Press.

Bandura, A. (2006). Guide For Constructing Self-Efficacy Scales.

Brassel, D., & Rasinski, T. (2008). Comprehension That Works: Taking Students Beyond Ordinary Understanding to Deep Comprehension. SHELL Education.

Burns, A. (1999). Collaborative Action Research for English Language Teachers. Cambridge University Press.

Chesla, E. (2002). TOEFL (Test of English as a Foreign Language) EXAM SUCCESS In Only 6 Steps!. New York: Learning Express.

Effendi, A. (2018). The effectiveness of fishbowl technique towards students’ self-efficacy in speaking. JOLLT Journal of Languages and Language Teaching, 5(2), 46-51. https://doi.org/10.33394/jollt.v5i2.345.

Faradillah, N. (2018). The effectiveness of mind reading game in teaching. JOLLT Journal of Languages and Language Teaching, 5(2), 77-83. https://doi.org/10.33394/jollt.v5i2.362.

Haerazi. (2017). Genre-based language learning model in teaching writing skills for English department students, International Conference, 109 (Aecon), 108–111. https://doi.org/10.2991/aecon-17.2017.22.

Haerazi, Irwansyah, D., Juanda, & Azis, Y. A. (2018). Incorporating intercultural competences in developing English materials for writing classes, Journal of Language Teaching and Research, 9(3) 540-547. http://dx.doi.org/10.17507/jltr.0903.13.

Haerazi, H., & Irawan, L. A. (2019). Practicing Genre-Based Language Teaching Model to Improve Students’ Achievement of Writing Skills. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 4(1), 9-18. http://dx.doi.org/10.21093/ijeltal.v4i1.246.

Helmi, M. (2018). The effectiveness of vocab acrostic strategy in teaching vocabulary mastery. JOLLT Journal of Languages and Language Teaching, 5(2), 71-76. https://doi.org/10.33394/jollt.v5i2.360.

Isjoni, H. (2009). Pembelajaran Kooperatif: Meningkatkan Kecerdasan Komunikasi Antar Peserta Didik. Pekanbaru: Pustaka Belajar.

Johnson, A.P. (2008). Teaching Reading and Writing: A Guidebook for Tutoring and Remediating Students. United States of America: Rowman & Littlefield Education.

Lukitasari, P. (2012). Learning English for the Second Language. Retrieved from http://learningenglishforthesecondlanguage.blogspot.co.id.

Marzuki, A. G. (2018). Developing students’ reading skill s on islamic texts through SQ3R method in an EFL class, Register Journal, 12(1), 49–61. http://dx.doi.org/10.18326/rgt.v12i1.49-61.

Sabri, M. Z. (2018). The effect of two picture game towards students’ speaking anxiety. JOLLT Journal of Languages and Language Teaching, 5(2), 62-66. https://doi.org/10.33394/jollt.v5i2.353.

Schunk, D. H. (1995). Self-Efficacy, Motivation, and Performance. Journal of Applied Sport Psychology, 7(2), 112-137.

Slavin, E. Robert. (2005). Cooperative Learning Teori, Riset dan Praktik. London: allymand bacon.

Sugiyono. (2010). Statistika Untuk Penelitian. Bandung: Alfabeta.

Syafii, M. L. (2018). Using online short stories to improve the reading comprehension ability, Register Journal, 11(2), 123-138. https://doi.org/10.18326/rgt.v11i2.168-191.

Taufik, L.A.M. (2016). The Effect of Team Games Tournament toward Students’ Motivation in Learning Vocabulary. Unpublished. IKIP Mataram.

Downloads

Published

2019-12-31

How to Cite

Gani, H. R. A. (2019). THE USE OF TEAM GAME TOURNAMENT TO IMPROVE STUDENTS’ ELT CLASSROOM INTERACTION AND READING COMPREHENSION IN RELATION TO SELF-EFFICACY. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 6(2), 84–90. https://doi.org/10.33394/jo-elt.v6i2.2359

Issue

Vol. 6 No. 2 (2019)

Section

Articles

Citation Check

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities “tacitly or explicitly“ of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and publishing agreement.

Copyright
Authors who publish with Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP use a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:

Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.