Thesis Hj.hasnah

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Draft of Proposal

THE EFFECTIVENESS OF TEAM GAMES TOURNAMENT (TGT)IN IMPROVING STUDENTS VOCABULARY

BY USING VISUAL AIDS

Hj. Hasnah

211 300 026

PRODI PENDIDIKAN BAHASA INGGRIS - PROGRAM MAGISTERUNIVERSITAS MUHAMMADIYAH PAREPARE

2012


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Subject : Draft of Proposal

Title: The Effectiveness of Team Games Tournament (TGT) in Improving

Students Vocabulary by Using Visual Aids

Writer : Hj. Hasnah

Reg. No. : 211 300 026

University : Universitas Muhammadiyah Parepare

A. IntroductionTeaching students from the different school backgrounds is not an easy

way to improve their vocabulary. Some ways has been being applied to give them

opportunity to get the vocabulary mastery better, however it has not been

changed what they have known before. They still have not enough vocabulary 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 explanation above, it needs a divergent way in order that

the students own enough vocabulary to apply in their daily activity when they

attend the teaching process in the courses or when they are outside the class.

Owning sufficient vocabulary 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. And other words, vocabulary functions as a cornerstone


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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.

As the writer 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 writer thinks is by means of visual aids in teaching

vocabulary. As an English teacher, she is interested in applying different types of

teaching technique to explain the meaning of new words. Using visual aids is one

of the teaching techniques that the writer 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 black-board, chart maps, pictures, flannel-boards, film

strips, 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.


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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. And it also 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 writer 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 socialisation.

According to Slavin (1995), Team Games Tournament (TGT) is one of team

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, the writer thinks that applying Team Games Tournament using

visual aids in teaching new words makes the process enjoyable and memorable

and also attract students attention and deepen their understanding of vocabulary.

Besides that using visual aids can also help the students with abstract words, as

associating the words with a concrete object makes these words easier to

remember.


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Therefore, this draft of proposal is submitted to be agreed become research

proposal by the lecturer.

B. Statement of StudyBased on the explanation above, it can be formulated two questions as

follows;

1. How can be most efficiently applying Team Games Tournament (TGT) using

visual aids when presenting new vocabulary ?

2. How do using visual aids assist students in comprehending and remembering

new vocabulary ?

C. Purpose of StudyThe 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. Concept of Literature Review1. Understanding of Teaching2. Models of Teaching3. The Definition of Team Games Tournament (TGT)4. The Importance of Vocabulary5. Teaching of Vocabulary6. Understanding of Visual Aids7. TGT Application using Visual Aids


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E. Concept of Research Methodology DesignThe research will be conducted in Modaputa : English Conversation School,

located at Jalan H. A. Nurdin No. 12 Pangkajene Sidrap. And in this part is divided

into the following sub chapters;

1. Design of the Study

2. Population

3. Sample

4. Research Instrument

6. Implementation of TGT using Visual Aids

7. Variables

8. Data Collection

9. Analysis of Data

F. Tentative List of References1. Allen, Virginia French. 1983. Techniques in Teaching vocabulary: Teachingtechniques in English as a second or foreign language. New York: Oxford

University Press.

2. Andrews, Richard. 2003. Continuum Research Questions. London : MPGBooks.

3. Creswell, John W. 2009. Research design: Qualitative, Quantitative, and MixedMethods Approach. London : Sage Publication.inc.

4. Harmer, J. 2001. The practice of English language teaching (3rd ed.). London:Longman.

5. Pianta, Robert C. 2011. Teaching Children Well: New Evidence-BasedApproaches to Teacher Professional Development and Training. USA : theAssociated Press/Steve Pope.

6. Reynolds, William M an Gloria E. Miller. 2003. Handbook Of Psychology :Educational Psychology, Vol. 7. Canada : John Wiley & Sons, Inc.


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7. Slavin, Robert E. 1990. Teams-Games-Tournaments: Cooperative LearningStrategies. USA : Allyn and Bacon.

8. Slavin, Robert E. 1995. Classroom Applications of Cooperative Learning. USA:Johns Hopkins University and University of York.

9. McCoy, Douglas. 2007. Visuals and Vocabulary: The Order of PresentationMatters. AIU : Edu 612-0704A-01.

10. Nation, I.S.P. 2001). Learning vocabulary in another language. Cambridge:Cambridge University Press.

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Thesis Hj.hasnah