Lisdawati, Lisdawati (2011) Upaya Meningkatkan Penguasaan Vocabulary Bahasa Inggris Melalui Model Pembelajaran Kooperatif Tipe Team Games Tournament Pada Siswa Kelas V MIN Simpang Empat Amuntai. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

Lisdawati. 2011. Upaya Meningkatkan Penguasaan Vocabulary Bahasa Inggris Melalui Model Pembelajaran Kooperatif Tipe Team Games Tournament Pada Siswa Kelas V MIN Simpang Empat Amuntai. Thesis, English Department. Tarbiyah Faculty. Advisor: (I) Dr. Saifuddin Ahmad Husin, MA. (II) Raida Asfihana, S.Pd, M.Pd In implementing a team work method, the negative effects can be minimized if the teacher give ekstra time and attention to prepare and manage the team work method itself. The aspect that is introduced in the cooperative learning method is not merely a group work, but also its structure thus, cooperative learning system of teaching can be defined as a structured team-work which are five main aspects included : a positive dependable, individual responsibility, personal interaction, group work skill, and group process. This study is based on two problems : (a) Does Team Games Tournament (TGT) model of cooperative learning influence the English teaching result ? (b) how is the students’ mastery of vocabulary after implementing the TGT model of cooperative learning ? The objective of this research are : (a) to observe the influence of TGT model of cooperative learning toward the English teaching result (b) to find out the students’ master of English lesson, especially in vocabulary mastery after the implementation of TGT model of cooperative learning. This study uses classroom action research which is run on three cycles. Every cycle consist of four stage, they are planning, acting, observation, and reflection. The subject of this study is the fifth grade students. The data obtained are formative test and observation result of teaching and learning process. Based on the result of data analysis, it is obtained that the students result of study is improved from the first to the third cycle, that is 56,9% to 63,9% for the first cycle, 81,0% to 82,0% for the second cycle, and 93,7% to 96,5% for the third one. The conclusion of this study is that TGT model of cooperative learning can give a positive influence to the fifth grade student’ learning motivation, which is shown by the improvement of students’ vocabulary mastery on every teaching and learning process and students’ antusiasme which is stated that they are interested on TGT model of cooperative learning which is made this model can be applied as one alternative in teaching and learning process of English.

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