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 MAGISTER UNIVERSITAS MUHAMMADIYAH PAREPARE 2012

Subject Title Writer Reg. No. University

: Draft of Proposal : The Effectiveness of Team Games Tournament (TGT) in Improving Students Vocabulary by Using Visual Aids : Hj. Hasnah : 211 300 026 : Universitas Muhammadiyah Parepare

A. Introduction Teaching 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

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.

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 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. but also applying in

Therefore, this draft of proposal is submitted to be agreed become research proposal by the lecturer. B. Statement of Study Based 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 Study 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. Concept of Literature Review 1. Understanding of Teaching 2. Models of Teaching 3. The Definition of Team Games Tournament (TGT) 4. The Importance of Vocabulary 5. Teaching of Vocabulary 6. Understanding of Visual Aids 7. TGT Application using Visual Aids
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E. Concept of Research Methodology Design The 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 References 1. Allen, Virginia French. 1983. Techniques in Teaching vocabulary: Teaching techniques in English as a second or foreign language. New York: Oxford University Press. 2. Andrews, Richard. 2003. Continuum Research Questions. London : MPG Books. 3. Creswell, John W. 2009. Research design: Qualitative, Quantitative, and Mixed Methods 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-Based Approaches to Teacher Professional Development and Training. USA : the Associated 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 Learning Strategies. 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 Presentation Matters. AIU : Edu 612-0704A-01. 10. Nation, I.S.P. 2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.