I. INTRODUCTION A.

Background of Problem Teaching students from the different school backgrounds is not an easy way to improve their vocabulary. Some ways has been applied to practice students to achieve the vocabulary mastery better; however, it has not been changed what they have known before. They still have not enough glossaries to express their mastery both speaking and understanding simple text as appropriate as their level in one of English Language Courses in Sidenreng Rappang. Relating to the reason above, it needs a divergent way in order that the students own enough expressions to apply in their daily activity when they attend the teaching process in the courses or when they are outside the class. Owning sufficient words support the student competence to keep four language skills because without having it, they will face difficulty to utilize in written and oral language. Vocabulary teaching is one of the most important components of any language class. The main reason is the fact that it is a medium, which carries meaning; learning to understand and express the meaning is what counts in learning languages. Moreover, vocabulary functions as a basis without it, any language could not exist. Speaking would be meaningless and perhaps impossible having only structure without vocabulary. The word vocabulary generally represents a summary of words or their combinations in a particular language.

As the researcher said before that to keep students own adequate vocabulary, it needs a different way to improve students vocabulary not only to write but also to apply it. The best way the researcher thinks is by means of visual aids in teaching vocabulary. As an instructor, she is interested in applying different teaching technique to introduce the meaning of new words. Using visual aids is one of the teaching techniques in which the researcher tries to apply in her teaching. The aids that help in teaching languages and that can be seen are called 'visual aids'. They provide practical solutions to the problems of a language teacher whose equipment, as a rule, consists of nothing more than books and classroom. They include blackboard, chart maps, pictures, flannel-boards, filmstrips, slides, epidiascope, and actual objects that facilitate the process of teaching. Nation (1990:51) lists a number of basic techniques through which teachers can explain the meanings of new words, all of which can be used in the young learner classroom. Some of these techniques involve the use of pictures from a variety of sources - pictures from computers; photographs; drawings or diagrams on the board; and pictures from books. It will be interesting in this study to see which techniques teachers use. Besides that Harmer (2001: 134), pictures should be appropriate not only for the language to be learned but also for the classes they are being used for; if pictures are too childish students may not like them and if they are culturally inappropriate they can offend people. Pictures also need to be visible especially if they are being

shown to the whole class they need to be big enough for everyone to see. Moreover, it helps if pictures are durable that is, strong enough to be used several times. In order to make comfortable condition for students in teaching vocabulary by using visual aids, the researcher will apply one of teaching models as it called Team Game Tournament or TGT. This means to stimulate the students more capable in improving their vocabulary not only words stand alone but also applying in sentences that used in verbal or non verbal socialization. According to Slavin (1995), Team Games Tournament (TGT) is one of learning strategies for review and mastery learning of material. He has found that TGT increased basic skills, students achievement, positive interactions among students, acceptance of mainstreamed classmates and self-esteem. To sum up, applying Team Games Tournament by using visual aids in teaching new words makes the teaching process enjoyable and memorable and also attract students attention and deepen their understanding of vocabulary. Besides that using visual aids can also assist the students with abstract words, as associating the words with a concrete object makes these words easier to remember. Thats why, the researcher is keen on finding out the effect applying Team Games Tournament in improving students vocabulary by using visual aids in English Conversation School in Pangkajene Sidrap, academic year 2012/2013.

B. Problem Statements Based on the background above, it is formulated two research questions. The following will be presented on the specific focus for the study: 1. How can be applied Team Games Tournament in improving students vocabulary using visual aids? 2. How do visual aids assist students in comprehending and remembering new vocabulary? C. Objectives of Research The purpose of this study is to find out the effectiveness of team games tournament (TGT) in improving students vocabulary by using visual aids. A further subsidiary aim is to assist students in comprehending and remembering new vocabulary. D. Significance of Research The benefits can be obtained after doing research, that is: i) the theoretical benefits and ii) practical benefits. As for the benefits mentioned above as follows; 1. Theoretical Signifance a. Adding comprehension about application of cooperative learning, especially in MODAPUTA-English Conversation School Pangkajene Sidrap with the aim to improve students' vocabulary by using visual aids.

b. As a reference for other researchers who want to get more information about one of learning model application, that is; Teams-Games-Tournament. 2. Practical Significance a. For management of the institutions Providing input in the improvement of innovative teaching and learning to enhance the learning of vocabulary. b. For the mentors As a reference for the mentors or instructors in creating a fun learning more creative and innovative. c. For students 1) Motivating students to improve their vocabulary. 2) Encouraging each other to compete in achieving success learning vocabulary. 3) Creating an atmosphere of learning that not forcing students to learn. d. For Researchers 1) Studying the implementation of the cooperative learning model to improve students' vocabulary at one of institutions in Pangkajene Sidrap. 2) Applying research capability in completing a graduate program at university of Muhammadiyah Parepare.

II. REVIEW OF RELATED LITERATURE A. Concept of Literature Review 1. The Definition of Teaching Strategy Teaching strategy is very important for teachers before presenting the material of the subject in class. Based on this concept, a teacher expected to be able to organize class in order to create the comfortable atmosphere for students and the students can learn cheerfully. Therefore, presented in the following some views from experts about teaching strategy. Hornby (1974) stated that teaching means the occupation, profession, or work of a teacher, besides that teaching is the imparting of knowledge, developing of skills and attitudes, and meeting of special needs in various ways ranging from structured to individualized activities, including instructional support activities that aid and enrich the teaching-learning process. Crowther (1995: 1225) said that teaching is the work of teacher and a plan designed for a particular purpose, the process of planning something or carrying out a plan in a skillful way. It can be said that teaching strategy is a way how the teacher educates with the plan designed in order to get the determined aim. And Readence, et.al., (1989 : 214) stressed that a strategy is not an accident but is rather the planned means to end. In general, teaching strategies have some characteristics, that is; helping students focus attention on important information, providing students with meaningful study goals, assisting students organize

information, causing students to practice, and encouraging deep processing of information. Besides that Oxford (1990: 7-17) reveals that strategies are specific actions taken by the teacher to make learning and teaching easier, faster, more enjoyable, more self-directed, more effective, and more transferable. He divided teaching strategies into two aspects; they are direct and indirect strategies. The direct strategies, in which teacher is encouraged to create mental linkage, apply images and sounds, review things well, and employ them in action, and the indirect strategies means teacher gives confidence to students center, arrange, plan, and then evaluate their learning. 2. Teams-Games-Tournament (TGT) Teams-Games-Tournament is one of the team learning strategies designed by Robert Slavin for review and mastery learning of material. Slavin has found that TGT increased basic skills, students achievement, positive interactions between students, acceptance of mainstreamed classmates and self-esteem. Slavin (1995) explained that by applying TGT, students learn material in class; this can be taught traditionally, in small groups, individually, using activities, etc. The heterogeneous study teams review the material, then students compete in academically homogeneous tournament teams. And students bring from 2-6 points back from their tournament to their study teams. Points are totaled and normalized

(for a group size of 4). It is the study team that is successful. It should be noted that the tournament based on material often for which there is a specific correct answer. In the following, it will be presented the procedure of TGT; 1. Study Teams (also called Home Teams) The students reinforce, review and study the material cooperatively in these teams. Set-up: Heterogeneous Teams a) Generate a ranked class list of all students. The ranking should be academic, by marks. b) Team size: 4 students, to make the teams, divide the total number of students by 4. (32 students 4 = 8) c) Number students, beginning at the top. Reverse the numbering the second time through. e.g. 1,2,3,4,5,6,7,8,8,7,6,5,4,3,2,1,1,2,... etc. d) This will generate academically heterogeneous teams of about equal ability. Balance the teams for sex, ethnicity, etc. while trying to maintain academic equalness. 2. Tournament After the designated study time, the students then compete in the tournament. Set-up: Homogeneous (Tournament) Teams a) Use the same ranked student list.

b) Form groups of three (alternate size is 4). c) Cluster students by 3's, going down the ranked student list. This will result in the 3 strongest students competing together, the 3 weakest together, etc. Format: a) Have a deck of numbered cards (1 - 30) available for each tournament table. b) Make up a worksheet of 30 numbered questions. c) Make up a numbered answer sheet. d) Each team picks up an envelope/deck of cards, question sheet, and answer sheet. e) Students draw cards at each table. The highest number goes first. f) The first student pulls a card from the envelope and reads out the number. The second student (with the question sheet) reads the question aloud. The first student answers the question. The third student (with the answer sheet) tells if the answer is correct. If correct, the first student keeps the card. If incorrect, the question (2nd) student may challenge answer. If they get the answer correct, they may keep the card. If still incorrect, the card goes to a discard pile. g) The game proceeds clockwise. After each question (whether correct or incorrect) each student changes jobs. It continues until the time is up.

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3. Scoring Scoring is done for all the tournament tables. Each player will take back 2 to 6 points to their Study Team. Study Team points are totaled. They need to be normalized to a group size of four. (Study teams of 5 students will bring back more points; teams of 3, fewer points.) 4. Bumping The members of tournament tables can be bumped up or down. Each winner moved to a higher-level table, the loser moves to an easier table. This ensures that all students are playing with same-ability students and are winners about equally often. 3. Teaching of Vocabulary Vocabulary functions as a cornerstone without which any language could not exist. Speaking would be meaningless and perhaps impossible having only structure without vocabulary. The word vocabulary generally represents a summary of words or their combinations in a particular language. However, we should bear in mind, as Ur (2000: 60) remarked, that one item of vocabulary can consist of more than one word. E.g. post-office consists of two words and still expresses one idea. Vocabulary teaching is one of the most important components of any language class. The main reason is the fact that it is a medium, which carries meaning; learning to understand and express the meaning is what counts in learning languages.

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According to Thornbury (2004: 4) stated that there has been increased focus on teaching vocabulary, as a result of the development of new approaches to language teaching, which are much more word-centered. Ur (2000: 60) agreed in listing the fundamental features, which need to be included within vocabulary teaching. Besides knowing the form of the word, students also need to be familiar with its grammar. Students need to know e.g. irregular forms of verbs or plural nouns, the position of adjectives, etc. Harmer (1993: 156-157) stressed that students should know how to change a word form and when to use it. Teaching the meaning includes mainly connecting a word with its equivalent in the real world. It is called denotation. Apart from denotation, connotation of the word (associations and feelings, which arise when the word is heard) should be taught. Many vocabulary items have several meanings depending on context. Furthermore, students need to be provided with the word sense relations to other words. There are various relationships such as synonyms, antonyms, hyponyms etc. Ur (2000: 62) said that another challenge the student will face when learning a new item is collocation. That means he or she needs to know which words can be used in connection with each other and how. E.g. when learning the word picture, the student should be informed that one can take a picture, not make a picture. On top of that, the student needs to acquire the ability to recognize when it is appropriate to use a particular word - speaking or writing, informal conversation with a friend or formal polite conversation.

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4. Definition of Visual Aids There are wide varieties of teaching aids available to the language teacher. It should be considered to apply a range of these in teaching. One of the most commonly used teaching aids is the blackboard or white board. Moreover, visual aids such as flash cards, postcards, and magazine photos are very useful when it used in teaching. Hubbard, P. et.al. (1983) stated that the blackboard is probably the most commonly used and most teachers would find teaching without one to be a challenge, it is also the case that teachers frequently do not adequately consider how to present material on the board. It is generally considered a good practice to list the lessons objectives on the board and leave them up throughout the session, for the students to refer to. It is also helpful to leave a running list of vocabulary on one part of the board. The central part of the board can be used for examples, charts, drawings, etc., which will generally only be left up for one part of the lesson. Wright (1989) said that it also needs to consider the range of visual aids that might help in teaching vocabulary. Photos from magazines, postcards, books, etc can be very useful for teaching if chosen carefully. Many teachers find it useful to collect a file of these materials for easy access. These can be used for discussion; illustrating grammar points, description, for the basis of role-plays, etc. Various types of flash cards are also useful for teaching activities. Flash cards generally have words, pictures, or a combination of the two. There are commercially

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available cards, cards that can be made by cutting pictures from magazines, etc., or the teacher can make them him/herself with drawings and writing. They can be used for a wide variety of activities, from drills to matching activities, to different communicative activities. Holt (1995) provides the following basic kit of teaching aids, including objects, games, and materials. They are; 1) realia: clocks, food items, calendars, plastic fruits and vegetables, maps, household objects, real and play money, food containers, abacus, manual for learning to drive, and classroom objects; 2) flash cards: pictures, words, and signs; 3) pictures or photographs: personal, magazine, and others; 4) tape recorder and cassette tapes, including music for imagery and relaxation; 5) overhead projector, transparencies, and pens; video player and videos; 6) pocket chart for numbers, letters, and pictures; 7) alphabet sets, 8) camera for language experience stories to create biographies and autobiographies; 9) games such as bingo and concentration: commercial or teacher-made; 10) colored index cards to teach word order in sentences, to show when speakers change in dialogue, to illustrate question/answer format, and to use as cues for a concentration game; 11) cuisenaire rods to teach word order in sentences, to use as manipulative in dyad activities, and to teach adjectives; 12) colored chalk to teach word order, to differentiate between speakers in a dialogue, and to illustrate question and answer format.

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III. METHODOLOGY OF RESEARCH A. Research Design Methodology and design used for this specific study will be based on quantitative design methods, which include conducting tests (pre-test and posttest) and giving questionnaire to students. B. Population and Sample The subject of this research is the students of MODAPUTA-English Conversation School in Pangkajene Sidrap. C. Data of Research Data of research will be got from the result of pretest, posttest, and questionnaire. The data of pretest is vocabulary mastery of students basic skill, and the data of pretest is the result of vocabulary proficiency after applying learning models of Teams-Games-Tournament (TG) using visual aids and a questionnaire given is used to find out the students response of TGT applied. D. Instruments of Research Instrument utilized to get research data is a test and a questionnaire. Test is prepared into two types, the first one is pretest and the second one is posttest, both of tests are vocabulary test. Pretest will be given to students before applying teaching model of TGT using visual aids, and posttest is provided after teaching application. Meanwhile a questionnaire will be distributed to the subject of research.

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E. Data Collection Procedure Data gathered from result of tests, and a questionnaire has to be carefully evaluated to confirm their worth for the purpose of the particular study. Getting the data of research is from three main steps. The first one is preparation, the second one is application, and the third one is evaluation. 1. Preparation; the researcher will prepare teaching materials, visual aids of vocabulary, such as; pictures, cards, and worksheet. In addition, design instruments such as tests (for pretest and posttest), and a questionnaire. 2. Application; the researcher will carry out pretest before beginning research. Conducting teaching by applying TGT using visual aids for 2 (two) months and after that providing posttest and distributing a questionnaire to students. 3. Evaluation; Computing the result of pretest and posttest and calculating the result of questionnaire. F. Data Analyzing Technique Calculating the result of questionnaire used the percentage technique is as follows :

Computing the result of pretest and posttest used t-Test formula is as follows :

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t=

][ ]

[
Where :

= The Mean Score of Pretest = The Mean Score of Posttest = Sum square of Pretest = Sum square of Posttest = Number of students who attend Pretest = Number of students who attend Posttest

IV. REFERENCES Allen, Virginia French. 1983. Techniques in Teaching vocabulary: Teaching techniques in English as a second or foreign language. New York: Oxford University Press. Andrews, Richard. 2003. Continuum Research Questions. London : MPG Books. Best, John W. 1981. Research In Education. New Jersey-Prentice Hall, Inc. Creswell, John W. 2009. Research design: Qualitative, Quantitative, and Mixed Methods Approach. London : Sage Publication.inc. Crowther, Jonathan. 1995. Oxford Advanced Learners Dictionary of Current English. New York : Oxford University Press. Harmer, J. 2001. The practice of English language teaching (3rd ed.). London: Longman. Hubbard, P. et. Al. 1983. A Training Course for TEFL. Oxford: Oxford University Press.

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Holt, G. M. 1995. Teaching Low-Level Adult ESL Students. California: California Department of Education. http://www.cal.org/caela/ esl_resources/ digests/HOLT.html/ accessed on October 2012. Lado, Robert. 1988. Teaching English Across Cultures : An Introduction for Teachers of English to Speakers of Other Languages. New York : McGrawHill. Pianta, Robert C. 2011. Teaching Children Well: New Evidence-Based Approaches to Teacher Professional Development and Training. USA : the Associated Press/Steve Pope. Readence, John E, Thomas W. Bean and R. Scott Baldwin. 1989. Content Area Reading : An Integrated Approach. Iowa : Kendal/Hunt Publishing Company. Reynolds, William M an Gloria E. Miller. 2003. Handbook Of Psychology : Educational Psychology, Vol. 7. Canada : John Wiley & Sons, Inc. Slavin, Robert E. 1990. Teams-Games-Tournaments: Cooperative Learning Strategies. USA : Allyn and Bacon. ___________. 1995. Classroom Applications of Cooperative Learning. USA: Johns Hopkins University and University of York. McCoy, Douglas. 2007. Visuals and Vocabulary: The Order of Presentation Matters. AIU : Edu 612-0704A-01. Nation, I.S.P. 2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. Oxford, R. L. 1990 Language Learning Strategies: What Every Teacher Should Know. New York, U: Newbury House. [USA:Heinle & Heinle Publishers]. Thornbury, Scott. How to Teach Vocabulary. Essex: Pearson Education Limited, 2004. ISBN 0582-429668 Ur, Penny. A Course in Language Teaching: Practice and theory. Cambridge: Cambridge University Press, 2000. ISBN-0521-44994-4

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V. APPENDIXES A. Pretest 1. Words Scramble Unscramble the following words: 1) oth __________________________ 2) pto __________________________ 3) tpso __________________________ 4) rinbg __________________________ 5) cctha __________________________ 6) eifv __________________________ 7) tow __________________________ 8) eterh __________________________ 9) labck __________________________ 10) rgene __________________________ 2. Missing Words Complete the missing letters in the following words 1) 2) 3) 4) 5) Lirar Sigi..g Fiis Witig Pantng = _________________________ = _________________________ = _________________________ = _________________________ = _________________________

3. Words Search

not hot got

pot spot stop

flop bring make

catch five two

three black green

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B. Postest 1. Scramble Test Unscramble the following words: 1) teg __________________________ 2) elt __________________________ 3) etm __________________________ 4) fcal __________________________ 5) upp __________________________ 6) ucb __________________________ 7) aks __________________________ 8) orpd __________________________ 9) drae __________________________ 10) itegh __________________________ 2. Missing Words Complete the missing letters in the following words 1) 2) 3) 4) 5) Tecer = Iprve = Dlignt = Lving rom = Barding Hose = _____________________________ ______________________________ ______________________________ ______________________________ ______________________________

3. Vocabulary Quiz Match the vocabulary words on the left with the definitions on the right.
1) energetic 2) citizen 3) aunt 4) volunteer 5) outgoing 6) human 7) partner 8) patrol 9) neighbor 10) sense a person associated with another in a common activity; associate. the sister of one's mother or father. pupil a person belonging by birth or naturalization to a political and geographic entity, esp. a nation. any person who studies under a teacher. full of or displaying energy; active; vigorous. a person who lives close to someone else. one who offers to perform work or services without pay. any of five ways to perceive, namely touch, smell, taste, sight, and hearing. reserved or ill at ease with other people; bashful. going out or leaving, as a vessel; outbound.

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C. Questionnaire 1. Tujuan : Quessionaire ini bertujuan untuk memperoleh data tentang respon siswa (peserta kursus) terhadap penerapan model pembelajaran kooperatif tipe TGT dengan menggunakan alat bantu Visual dalam pelaksanaan kursus bahasa Inggris di MODAPUTA-English Conversation School Pangkajene Sidrap. 2. Petunjuk Pengisian : Berilah tanda cross (X) pada kolom SS bila Sangat Setuju, kolom S bila Setuju, kolom TS bila Tidak Setuju, dan kolom STS bila Sangat Tidak Setuju dengan pernyataan di bawah ini. No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Pernyataan
Pembelajaran TGT dengan alat bantu Visual sangat menyenangkan dalam belajar Bahasa Inggris Pembelajaran TGT dengan alat bantu Visual tidak cocok dalam belajar Vocabulary Bahasa Inggris Pembelajaran TGT dengan alat bantu Visual baru pertama kali digunakan pada di tempat Kursus Pembelajaran TGT dengan alat bantu Visual sangat baik bila digunakan di tempat kursus Belajar Bahasa Inggris, khususnya Vocabulary tidak baik bila menggunakan pembelajaran TGT dengan alat bantu Visual Pembelajaran TGT dengan alat bantu Visual dapat meningkatkan kemampuan Vocabulary peserta kursus Penerapan pembelajaran TGT dengan alat bantu Visual tidak meningkatkan kemampuan Vocabulary dalam belajar Bahasa Inggris Pembelajaran TGT tanpa alat bantu Visual tidak dapat meningkatkan Vocabulary peserta kursus Pembelajaran TGT dengan alat bantu Visual sering digunakan Mentor dalam mengajarkan Vocabulary Pembelajaran TGT tanpa alat bantu Visual dapat meningkatkan Vocabulary peserta kursus

SS

TS STS

Keterangan : 1. 2. 3. 4. SS S TS STS = = = = Sangat Setuju Setuju Tidak Setuju Sangat Tidak Setuju