THE EFFECT OF USING COOPERATIVE LEARNING MODEL TEAM GAME TOURNAMENT TYPE TOWARD THE STUDENT’S READING COMPREHENSION
AT THE FIRST YEAR OF SMA N 1 KAMPAR
A. Background A good learning process is centered learning to students. Student centered learning to enabling students in teaching. Students can understand the lesson through the experience gained in learning. Otherwise few of students can master a lesson when students are only accepted from what is conveyed by the teacher. Therefore we need a method of learning that can attract students' interest in learning. The method in question is the method cooperative learning. Cooperative learning is a teaching that involves students working in groups to establish common goals. Slavin stated that cooperative learning teaching strategies as a technique to create fun, improve social environment in the classroom, learning outcomes effective and interpersonal relationships1. One of suspected learning model can overcome this problem is cooperative learning Team Games Tournament (TGT). It is part of the learning strategies cooperative learning. silberman (2006) explains that learning model TGT is a simplified version of the tournaments team. Slavin say that the TGT type of learning is one type of cooperative learning that place students in study groups consist of 3 to 6 students who have the ability, gender and syllable or a different race. 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.2. According to Slavin type TGT cooperative learning consists of the 5-step stages: stage presentation of the class, learning in groups (teams), games, tournament, and team recognition. In the implementation of cooperative learning model types there are several stages TGT is to be implemented, namely:
a. Teaching (teach) Presenting material, delivered goals, tasks, or activities that need to be students, and provide motivation.
b. Study Group (study team) Students work in groups of 5 to 6 people with academic ability, gender, and racial / ethnic different. After the matter to inform teachers, and learning objectives, discussion groups using LKS. In the group discussions to solve problems together, each correct answer and if there are any members of the group in answering.
c. Games (tournament games) The game was followed by members of their groups - each group is different. The purpose of this game is to find out whether all group members have mastered the material, where the questions questions that relate to the material provided that have been discussed in group activities.
d. Award the group (team recognition) Awards (rewards) based on the average points obtained by the group from the game. As in other models of cooperative learning, TGT learning model has advantages and disadvantages, among others: a. Excess
a) The involvement of students in higher learning. b) Students become excited about learning. c) Knowledge obtained by the students rather than solely from the teacher, but also through the construction of its own by students. d) It can foster positive attitudes in students, such as cooperation, tolerance, responsibility, and could not accept other people's opinions. e) Train students to express or convey an idea or ideas. b. Deficiency a) For novice teachers, this model takes a lot. b) Requires adequate facilities and infrastructures. c) Can grow the rowdy atmosphere in the classroom. d) Students familiar with the prize. Learning outcomes in this study is the result of reading comprehension. In English there are four skills that must be mastered, namely listening, speaking, reading and writing. One of skill aspect is reading. Ability to understand the text in reading must be able manages parts of text, because it's easier to understand if the reader can coordinate reading the text properly. Reading (reading comprehension) is a process of interaction between the reader with the text and the reader connects the idea of the text with their previous experiences and knowledge.
With reading comprehension is a process in which readers construct knowledge through interaction with text. SMA N 1 Kampar is one of school has applied school based curriculum. Based on the writers primarily study in this school and observation, writer found some symptoms:
1. low outcomes of student learning 2. Some of student many students less active in participating in the learning process. 3. Some of students are noisy when following the discussion in learning. 4. Some of students are usuriously following the learning process. 5. The learning method has not succeeded in improving student learning outcomes. 6. There is a tendency that a lot done lecture method of learning. Based on the phenomena above, the writer is interested in conducting a research which entitled The Effect of Using Cooperative Learning Model Team Game Tournament Type toward the Student’s reading comprehension at the First Year of SMA N 1 Kampar.
REFERENCES Gagne, Robert M. 1988. Prinsip-prinsip Belajar untuk Pengajaran. Surabaya : usaha offset printing (terjemahan Abdillah Hanafi) Gay, L.R. 1987. Educational Research. USA. Merrie Publishing Company. Ibrahim, dkk. 2000. Pembelajaran Kooperatif. Surabaya: UNESA University Press. Joyce,B and Weil,M. 2000. Models of Teaching. Boston: Allyn and Bacon Nana sudjana. 1989. Dasar-dasar Proses Belajar Mengajar. Bandung: Sinar Baru Algensindo Slavin, Robert. 1995. Cooperative Learning. Theory, Research and Practise. Massachusetts: Allyn and Becon Publishers.