The Effect of Team Games Tournament on Students' Reading Motivation and Reading Comprehension

Sari Rahmawati

Abstract


The  purposes of the research were to find out the effect of Team Game Tournament (TGT) technique on students reading motivation and reading skill. The research design was quasi experimental research with the type was pre-test-posttest non-equivalent group design. Two groups (64 students) of the eighth grade were selected as samples by using cluster sampling. The techniques of data collection were questionnaire and reading comprehension test. There was difference in students reading motivation between control and experimental group. It was indicated by the value of sig. (2 tailed) was 0.016. It meant that TGT technique had a significant effect on students reading motivation. Moreover, it was also found that there was difference in students reading skill between control and experimental group. It could be seen from the value of sig. (2 tailed) was 0.000. Hence, TGT technique affected students reading comprehension. In conclusion, TGT technique had a significant effect on students' reading motivation and reading comprehension.

Full Text:

PDF

References


Afflerbach, P., Cho, B. —Y., & Kim, J. —Y. (2015). Conceptualizing and assessing higher-order thinking in reading. Theory into Practice, 54(3), 203-212.

Anderson, N., J. (2012). Active Skill for Reading 3: Teachers Guide (2nd ed.). New York: Cengage Learning. Inc.

Burke, A. (2011). Group work: how to use group efectively. The Journal of Effective Teaching, 11(2), 87-95.

Cahyono, B. Y. & Widiati, U. (2016). The teaching of EFL reading in the Indonesian context: The state of the art. TEFLIN Journal, 17(1), 36-58.

Cambria, J. & Guthrie, J. T. (2011). Motivating and engaging students in reading. The NERA Journal. 46(1), 16-29.

Cristensen, L., B., Johnson, R.., B, & Turner, L. A. (2014). Research Method, Design and Analysis (12th ed.). London: Pearson.

Gozco, E. & Caganaga, C., K. (2016). The importance of using games in EFL classroms. Cypriot Journal of Educational Sciences, 11(3), 126-135.

McGeown, S. P. (2013). Reading Motivation and Engagement in the Primary School Classroom: Theory, Research, and Practice. University of Leicester: UKLA.

Nunan, D. (2003). Practical English Language Teaching. New York: McGraw-Hill Education.

Renandya, W. A. (2004). Indonesia. In H. W. Kam & R. Y. L. Wong (Eds.), Language policies and language education:The impact in East Asian countries in the next decade (pp.115-131). Singapore: Eastern University Press.

Slavin, R. E. (1995). Cooperative Learning (2nd ed.). Needham Heights, MA: Allyn & Bacon.

Tahrun. (2019). Sustaining interaction through group work in English foreign language classroom. International Journal of Educational Review. 1(2), 62-70.

Wang, Y. —J., Shang, H. —F., & Briody, P. (2011). Investigating the impact of using games in teaching children English. International Journal of Learning and Development, 1(1), 127-141.

Wigfield, A. & Guthrie, J. T. (1997). A Questionnaire Measure of Childrens Motivations for Reading. New York: National Reading Research Center.

Wulanjani, A., N. (2016). The use of vocabulary games in improving childrens vocabulary in English language learning. Transformatika, 12(1), 76-83.




DOI: https://doi.org/10.18860/jetle.v2i2.11884

Refbacks

  • There are currently no refbacks.


Journal of English Language Teaching and Learning (JETLE)
Mailing Address
English Education Department
Faculty of Education and Teacher Training
Universitas Islam Negeri UIN Maulana Malik Ibrahim Malang
Jalan Gajayana 50 Malang 65144, Jawa Timur, Indonesia
Telp/Fax: +62341-552398    Email: jetle@uin-malang.ac.id  
 
 

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

 

Indexed by