Young learners' achievement towards the use of team-games-tournament (TGT) technique and flashcards teaching technique in learning grammar
| Main Author: | Yovita, Diania |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2017
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| Subjects: | |
| Online Access: |
http://repository.wima.ac.id/12744/55/ABSTRACT.pdf http://repository.wima.ac.id/12744/1/CHAPTER%201.pdf http://repository.wima.ac.id/12744/3/CHAPTER%202.pdf http://repository.wima.ac.id/12744/44/CHAPTER%203.pdf http://repository.wima.ac.id/12744/4/CHAPTER%204.pdf http://repository.wima.ac.id/12744/61/CHAPTER%205.pdf http://repository.wima.ac.id/12744/6/APPENDICES.pdf http://repository.wima.ac.id/12744/ |
Daftar Isi:
- In recent years, grammar teaching has been through some debates. One of the controversial issues rests on the preference of student-oriented, or teacher-oriented. As a matter of fact, the issue faced by most of the teachers nowadays is how to teach grammar effectively within a communicative context. Grammar teaching traditionally is considered as the presentation and practice of grammatical structures which have a clear independent form. Cooperative learning, meanwhile, proffers increased frequency and variety of foreign language practice through different types of interaction. Teams-Games-Tournament, being one of cooperative learning method, is carefully structured sequence of teaching-learning activities, a blend of three educational techniques-small groups, instructional games, and tournaments. Therefore, this present study aims to investigate the young learners’ achievement towards the student-centered approach through Team Games Tournament (TGT) technique and teacher-centered approach through flashcard teaching technique in learning grammar. A quasi experimental was employed in this study. The writer used two classes as the experimental and control groups. The writer also developed a research instrument which contains fifteen items. After the meetings of the treatment, the writer administered a post test to both classes. Having collected the data, the writer analyzed the mean scores of post-test using independent sample t-test. From the statistical data, the study reveals that there is a significant difference on the students’ grammar achievement between those taught using TGT technique and those taught using Flashcard teaching technique.