Implementing the Cooperative Learning Model Team Game Tournament Type in Improving Students’ Vocabulary at MTSN Nurul Falah Jambi

: The purpose of the research was to improve students’ vocabulary ability through cooperative learning model Teams Game Tournament type at second year students of MTs Nurul Falah Jambi. The target of this research is hoped that cooperative learning model teams’ game tournament type can be one of model that can be used by the English teacher in teaching vocabulary. This research used classroom action research. This research conducted in MTs Nurul Falah Jambi, and the subject of research was the second-year students with total of student are 34 students in academic year 2018/2019. The researcher used observation, test, and questionnaire to get the data. The procedure in this research is referring to classroom action research that consists of four elements: planning, acting, observing, and reflecting which did in every cycle. The researcher did cycle 1, and then the researcher arranged the action plan on the result of the reflection at the first cycle. There was the improvement of students’ vocabulary ability, the test score at cycle 1 was 14,49% and at cycle 2 was 31,54 %. There are 6 teams, 3 teams got the award as “Super team” they are group 3, 4, and 5. 2 Teams got the award as “Great Team” they are group 2 and 7. While 2 teams got the award as “Good Team” they are group 1 and 6. This research has revealed that Cooperative Learning Model Team Game Tournament Type can be an alternative to solve the students’ problems in vocabulary


INTRODUCTION
One of the components of language study is understand about vocabulary in English itself, beside the other components. Furthermore, according to Kasihani K.E. Suyanto (2008:43) in language teaching there are 3 components that must be taught, namely grammar, vocabulary, and pronunciation. Vocabulary is the most important component to be mastered by student, because it is a basic ability to develop language skills.
Becker (1997) emphasizes how important improvement of vocabulary that is connecting some of total words mastered by students with academic matter of language subject. He stated that less of understanding vocabulary is the main cause of academic fail that had been around by students.
A research clarified that the understanding of a text is also depend on the measure of vocabulary that owned someone. According to Graves (1986), ideal vocabulary that have owned by young learner is between 2500 to 5000 words to support language learning.
Unfortunately, the students especially at Islamic Junior High School (MTsN) Nurul Falah at second years are less of vocabulary. When researcher did the preliminary study by interviewed the English teacher and gave the questionnaire about teaching vocabulary system in their class, teacher said that usually she teach vocabulary by commands students to memorize 5 words that had learned to take their exercise book. If they cannot do it, they may not take their exercise books in teacher table. It is such kinds of punishment that the teacher gave to the students. So, the students must be able to do it. If they could not do it, they will not get the exercise mark. Finally, the students memorized the words.
This method actually can be effective to motivate the student in order to improve their vocabulary, but students just remember the word at that time, and when the next meeting teacher asked it again about the word, they mostly forgot it.
Dealing with the problems above, the researcher concludes that the teacher had never used the method or model in teaching and learning process. She hadnever used interesting method like game and conversation during teaching and learning process. Learning that involve students directly can make the memory harder and longer. While conventional learning model can make the student often felt bored when they learn. So, the learning model should be more attractive.
This problem need the attention from the teacher, refer to Hartoyo(2000)declared that the activity of student need to improved through active participation and exercises or study task by work in small group and elaborate the ideas to other.These steps require the active participation of students. So, these conditions need a learning method which involve student directly in learning. The method that researcher offer is the Cooperative Learning Model.
In this cooperative learning, the student will study in a small group that the ability are heterogeneous. The heterogeneous group can be formed by looking up the kindness of gender and the academic achievement. This group usually consist of one student that high ability, two students that middle ability, and one other is from low ability in academic. Every group must responsible for the understanding of every member toward the lesson. The student who has a high ability may explain to the other friends who do not understand.
Finally, the researcher will conduct the research in implementing the Cooperative Learning Model Team Game Tournament Type to improve students' vocabulary.

LITERATURE REVIEW Vocabulary
Language, in this case is English has four skills they are: Speaking, Writing, Reading, and Listening. But to support those skills we need to study and comprehend the basic components like vocabulary, grammar and pronunciation.
As the basic components above that reputed the most important thing is vocabulary. Because to can speak English, write in English, reading any English text even listen people speak or sing any song, first we have to know the word. So, the root of language is word, it is vocabulary. Becker(1997) emphasized about how important the improvement of vocabulary that to connecting some of words that mastered by student with the academic matter of language subject. He stated that less of understanding vocabulary is the main cause of academic fail that had been around by students. If a student has enough list of vocabularies of English so automatically will supporting to achieve four competency of English; Speaking, Writing, Reading, and Listening. In the other hand, without have enough lists of vocabularies, a student will hard to achieve the competency of language.

Context Clues-Using Techniques
The meaning of many words can be figures out from the way they are used in a sentence. It can be seen from the following example: The missing words in the paragraph above can be identified correctly since the words around the blank spaces give the readers some clues to think about what words would fit and make sense. Such clues are called context clues.

The Teaching Model
Model can defined as an object or concept that used to presentation something. A conceptual framework that describes a systematic procedure in organizing learning experiences to achieve a specific learning objective, and functions as a guideline for a designers of learning and teachers in planning an activity of teaching learning.
Thus, learning activity is really as an activity which has purposes and systematically arranged. This is constant with what stated by Eggen and Kauchak that learning model provides a framework and direction for teacher to teach.Arends (1997:7) in Trianto(2009:22)explained that: ''The term teaching model refers to a particular approach to instruction that includes its goals, syntax, environment, and management system."

Team Game Tournament (TGT)
Learning Model Cooperative type Teams Games Tournament was originaldeveloped by David De Vries and Keath Edward (1995). Team Game Tournament is one of cooperative learning model with formed the small group in the class that consist of 3-5 students that heterogen in academic achievement, sex, race, even ethnic. In this Team Game Tournament is used academic tournament, which the students will competence as an agent of team against the other team member that get same achievement in the last.

METHOD
The research was arranged using Classroom Action Research. Arikunto (2010: 3) said that: "Classroom action research is an observation toward learning activity in an action, which intentionally arranged and occur in a class". To reduce the subjectivity unsure, so researcher invited the teacher to be a collaborator in observe the student's activity in learning process. Because if it done with collaborator, the observation will be accurate and the result will be more objective.
This observation method is used to help researcher obtain data on the use of Cooperative Learning Model Type Teams Games Tournament (TGT) in English teaching. In this research, observation method used to observe the student's activity when teaching learning process run, contains: a. The student activity when work in team; b. The student enthusiasm in follow game tournament.
This observation form is in checklist observation. Check list is one of observation instrument that consist of all of aspects that will be observed. (Sanjaya, 2009: 93). Researcher will collaborate with the teacher in observe the student activity. Then, researcher also used field note if there is no answer match in checklist. The researcher also used test, questionnaire and documentation The Data that analyzed consist of: 1. The change that happen to student when and after the learning process.
To analyse it used descriptive; describe the data of observation, and questionnaire of student in every cycles with compare the result that achieved in every cycles. 2. Improvement of student's score of test in every cycle.
To knowing the improvement of student's outcome, by using Quantitative analysis by the formula: P = Prostrate -Base rate ×100% Base rate Explanation: P = percentage of improvement Prostrate= students' score after treatment Base rate =students' score before treatment 3. The percentage of student respond calculated using the formula: Where: A = Proportion of students that choose. B = Total of students (respondent).

FINDINGS AND DISCUSSION
1. Cycle One a. Based on the record of observation and fieldnote, about the student activity in learning process as follows: Students' enthusiast in looking at the teacher when explain the subject matter, students' ability in memorizing the vocabulary, students' ability in understand the subject matter get good score criteria with the range 71-85. Students' ability to do the group task, students' competition spirit when follow the game tournament get enough score criteria with the range 60-70. Students' activeness in asking, students' enthusiast in listen to the teacher instruction before follow game turnament, students' ability in answer the questions of game tournament get the less score, that is with the range< 60. Students' activity can be descripted as the table as follows: Students' Activity in Learning Process of Cycle one Num.
Students' enthusiasm in looking at the teacher when explain the subject matter Good 2.
Students' activeness in asking Less 3.
Students' ability to do the group task Enough 4.
Students' ability in memorizing the vocabulary Good

5.
Students' ability in understand the subject matter Good 6.
Students' enthusiasm in listen to the teacher instruction before follow game tournament From the result of first cycle test, it is shows that there are the improvement that is 16,49%. c. From the game are gotten 1 team can achieve the award as "Superteam" they are group 4, 3 teams achieve the award as "Great Team" they are group 2, 3, and 5. While 4 teams can achieve the award as "Good Team" they are group 1, 6, 7 and 8. d. From questionnaire are gotten 83.079% of students shows the positive attitude toward the implementation of Cooperative Learning Model Team Game Tournament Type.
Considering there are many weaknesses are found in this first cycle. Based on the fieldnote, when the teacher explains the rule of the game many male students made noise before the game run, even the teacher have to explain more time from one team table to others. This case clearly spent many time and energy. Besides, many students are dishonest, they directly look the key of answer that are in their team table, this is because the teacher impossible can focus to monitoring every team table consider that there are 11 team table that play in the same time. Dishonest can see from the average points in one team table are same.
The researcher could made summary that this first cycle is as an orientation stage of the new teaching model in this class. So, it is needs the adaptation for a while time so that the students could understood about the activity which must they done in learning through this Cooperative Learning Model Team Game Tournament. Because still many weakness and lacks in achieved the indicator of performance, so the researcher needed to continue the next cycle.
At the second cycle researcher need to make a new planning, such as; a) Make a new interested task for students in work in group, b) the extra monitoring when the student work in group and in game tournament so there are not dishonest. c) the researcher and collaborator have to divide the job to monitoring the student to reduce the dishonest. d) the answer sheet of quiz game tournament need to separate each answer.

2.Cycle Two
The data colleting of cycle two was conducted in three meetings. First meeting was done on April 12 th , 2011. Second meeting was done on April13 th , 2022. And third meeting was done on April 19 th , 2022. It which at the first and second meeting researcher implemented Cooperative Learning Model Team Game Tournament Type with some revisions of cycle one. While, at the third meeting the researcher conducted the vocabulary test to assess the vocabulary comprehension of students and giving questionnaire to get the data about students' attitude to the implementation of Cooperative Learning Model Team Game Tournament Type. Then, in implementing the activities, researcher gave the students the topic about "Recount text (Biography)".

The Teaching Procedure
After reflecting the result of the cycle one, the researcher improved few steps in this cycle. It was worth doing to have betterment in implementing the strategy. Similarly, in cycle two the teacher used the picture but just a little, teacher also use concept-map media that patched on the wall. The media in cycle two were about "Recount Text (Biography)".

a. First Meeting
In the plan of this classroom action, researcher has arranged the lesson plan 2.3, are the student memorize 15 vocabularies that have been learned, student knowing the generic structure of biography text (simple past tense), developed the instrument to observed the student's activity in learning process and the questionnaire for student after the learning process through Cooperative Learning Model Team Game Tournament Type, prepare the photo copy of material for student, divided the class into 8 new heterogenous groups based on their last test mark and arrange the scenario of learning through Cooperative Learning Model Team Game Tournament Type as Lesson Plan enclose.
Furthermore, the first action of this cycle is the teacher do the apperception to give the motivation and direct the student to enter the based competenceabout the material Biography that will be learned, explained the objective want to achieve. Teacher firstly explained the subject matter using media, asked questions concerned the vocabularies and give the photocopy sheet of matter to the students to learn. Moreover, teacher directed student to cooperate according to group list, and students learn in group to do the task that given by the teacher on task sheet and memorize 15 vocabularies as the preparation matter to follow the game tournament. Student provided an opportunity to work in group for 45 minutes. Students were given some interested task of some questions that must be done in groups. Next, students collected the task. Teacher directed the students to restudy the lesson about Biography that has been learned as a preparation to follow the game tournament at the next meeting.
At the same time, the collaborator (English teacher) observing the student activity while the learning run. While also, researcher observed their activity using fieldnote.

b.Second Meeting
The second meeting is as the continuation from the first meeting. Firstly, teacher open the lesson by giving apperception that is review the last lesson by testing about their memory in memorized the vocabularies that have been learned.
Furthermore, teacher explains about the procedure of team game tournament. Each student is putted on every team table based on by homogenous. All of them follow the game to provide the point for their group. Time for game is 60 minutes.
Teacher and collaborator have each duty to monitor the running of game tournament in every team tables. That is teacher monitored 6 team tables and collaborator monitored 5 team tables at the same time.
At the same time the collaborator observed by fill the instrument of student's activity in learning process. After the game finished, teacher calculated the point and announce the champion of game tournament. The Team who achieve the award as "Super Team" get the certificate and some pens. The team who get the award as "Great Team" just get the certificate. While, the team who get the award as "Good Team" get the certificate, also.

c.Third Meeting
Teacher gave the vocabulary test for student for 45 minutes. After that, the students fill the questionnaire for 40 minutes.

Students' Vocabulary Comprehension
Similarly, the researcher had done in cycle one, the vocabulary test was conducted to investigate the improvement of the students' vocabulary comprehension. Researcher also using the same type of test that is written test (objective) in multiple choice test.
The average of students' vocabulary test was 90,73 while the average score from preliminary study was 67,79. The improvement of the average score in cycle two was 33.8%. The highest score is 100 and the lowest is 80.
In conclusion, the data analysis of vocabulary test showed that the average of students' vocabulary comprehension improved significantly. Thus, it could be concluded that the researcher was not required to continue to the other cycle and drew the conclusion of the research.

Students' Attitudes to the Implementation of Cooperative Learning Model Team Game Tournament Type
The questionnaire was administered to get the data of the students' attitude to the implementation of Cooperative Learning Model Team Game Tournament Type in classroom. It was provided to the students on April 19 th , 2011. This questionnaire was important to investigate whether there was the change of the students' attitude during the teaching and learning process.
In this cycle, the questionnaire employed was the same questionnaire used in cycle one. It was aimed to examine the students' positive attitude of this cycle compared with the previous one. The data collected of this questionnaire would look into the possibility of having different responses of the students' attitude after implementing the Cooperative Learning Model Team Game Tournament Type.
Dealing with the issues of teaching English on the questionnaire, the researcher provided ten statements should be responded by the students. It was classified into three issues on English language teaching, such as the first issue was concerned with the procedure of Cooperative Learning Model Team Game Tournament Type, the second issue was about the usefulness of Cooperative Learning Model Team Game Tournament Type toward their comprehension of vocabulary. The last issue was about students' feeling to the implementation of Cooperative Learning Model Team Game Tournament Type.
First statement of questionnaire got the data was about 67.64% of students showed the positive response, they could open minded toward the different status of student in a group, but 17.64% of them was unsure, and just 14.7% was disagree that in a group consist of different students in status.
Second statement of questionnaire got the data was about 100% of students agree to work in group, to cooperate each other in do the task and in follow the game tournament.
Third statement of questionnaire shows that 88.23% of students stated they faster comprehend (memorized) many words in short time, while just 11.76% were unsure.
Result of fourth statement of questionnaire shows that 94.11% of students like study vocabulary through Cooperative Learning Model Team Game Tournament Type, and 5.4% of students unsure about it.
The data from the fifth statement of questionnaire stated that 88.23% of students give positive response that this model gave the variant of their learning model. About 11.76% of students was unsure.
Moreover, 100% of students were like the prize of game tournament, it is got from the data of sixth statement of questionnaire.
From the seventh statement was gotten the data about 91.17% of students like study through playing. About 8.8% of students was unsure. Next, from eight statement, data that can gathered was about 100% very impression toward this model. The statement number nine shows that 88.23% of students'enthusiast to all the activity of Cooperative Learning Model Team Game Tournament Type and become interested to study English, while 11.73% was unsure.

CONCLUSION
The data result of all the instrument of data collecting show the improvement significantly, the activeness of students in learning process in the second cycle more than the first. And so, the improving of the test shows the progression. From the field note is identified, there are not students that dishonest in game tournament, because the teacher and collaborator observe carefully, so students cannot cheat the key answer. While, when they work in group, students more motivated to learn together with the other friend in group.
Male students also played along in work to do the group's task. So, the enthusiast of students' activity in learning process has improved. From the data, researcher decided to stop the research.
Considering the findings and the discussions of the research in the preceding chapter, the researcher draws a conclusion that Cooperative Learning Model Team Game Tournament Type has been proven to be able to improve the Vocabulary ability of students of second years class A of MTsNNurul Falah Jambi. This conclusion is derived from the result of analysing on the students' vocabulary comprehension, their activity and their attitude toward the implementation activities.
Related to the students' improvement in vocabulary comprehension after cycle two, it is concluded that the implementation of Cooperative Learning Model Team Game Tournament Type can improve the students' vocabulary ability. Besides it can improve the students' vocabulary ability, the researcher also found that the students hadenthusiasts and had positive attitude to the implementation of Cooperative Learning Model Team Game Tournament Type.
In short, this research has revealed that Cooperative Learning Model Team Game Tournament Type can be an alternative to solve the students' problems in vocabulary and it should be considerably used in class not only for the reason that it can improve the students' vocabulary ability but also because it can promote the students' enthusiast and positive attitudes towards language learning.