This document summarizes a study that investigated the effect of using Teams-Games-Tournaments (TGT) technique versus a conventional technique on vocabulary achievement of 8th grade students in Indonesia. The study found that students who were taught using TGT had significantly higher average vocabulary test scores (76.21) than students taught using a conventional lecture-based technique (69.25). The document provides background on the importance of vocabulary for reading comprehension, defines key terms like reading, vocabulary, and cooperative learning techniques like TGT, and summarizes the methodology used in the study.

1. Komang Satya Permadi (2013)
English Education Department - Ganesha University of Education 1
THE EFFECT OF USING TEAMS GAMES TOURNAMENTS ON THE
VOCABULARY ACHIEVEMENT OF THE EIGHTH YEAR STUDENTS
OF SMP LABORATORIUM SINGARAJA IN ACADEMIC YEAR
2012/2013
Komang Satya Permadi
Jurusan Pendidikan Bahasa Inggris, Fakultas Bahasa & Seni
Universitas Pendidikan Ganesha
Singaraja, Indonesia
e-mail: satya_intershuty@ovi.com
Abstract
This research was an experimental research, which was aimed at
investigating whether there was a significant difference in students' vocabulary
achievement taught by using Teams-Games-Tournaments (TGT) Technique and
Conventional Technique in eighth grade students. Cluster random sampling was used
as sampling technique in this study, in which two classes were selected randomly as
the samples of the study. The result of descriptive statistics shows that the mean
score of experimental group was 76.21 while the control group was 69.25.
Furthermore, from the analysis by using inferential statistic, it was found that the
value of t observed (to) was 3.319. It was higher than t critical value (tcv) which was
1.6698 (α = .05). Based on the data, it can be concluded that there is significant
difference in vocabulary achievement of the students who are taught through TGT
Technique and the students who are taught by using conventional technique.
Keywords: Cooperative Learning, Teams-Games-Tournaments, Vocabulary
Achievement
Abstrak
Ini adalah penelitian eksperimen, dimana bertujuan untuk mengetahui
apakah ada perbedaan yang signifikan pada kosakata siswa yang diajar dengan
tehnik Teams-Games-Tournaments (TGT) dan tehnik konvensional di siswa kelas 8.
Cluster Random Sampling adalah tehnik pengambilan sampel yang digunakan dalam
studi ini, dimana dua kelas dipilih secara acak sebagai sampel dalam penelitian ini.
Hasil dari descriptive statistics menunjukan hasil rerata nilai kelompok eksperimen
76.21 dan kelompok control 69.25. Lebih lanjut, analisis secara statistik inferensial
menunjukan nilai t observed (to) adalah 3.319. Nilai tersebut lebih besar dari nilai t
critical value (tcv) yaitu 1.6698 (α = .05). Berdasarkan hasil penelitian tersebut, bisa di
simpulkan bahwa ada perbedaan yang signifikan pada hasil kosakata siswa yang
diajarkan dengan menggunakan tehnik (TGT) dan siswa yang diajarkan dengan
menggunakan tehnik konvensional.
Kata Kunci: Kosakata, Pembelajaran Kooperatif, Teams-Games-Tournaments,

2. 2
BACKGROUND
In the English curriculum, the
students are likely to reach the standard
and the basic competency based on
BSNP in which the learning process
should be emphasized on the teaching of
four basic language competencies, such
as: listening, speaking, reading, and
writing. From those competencies that
must be learned, reading was the most
important than the other competencies,
because it can develops mind, expands
knowledge and etc. Reading also involves
some vocabularies from the students to
comprehend the text very well. But, this
skill will not be mastered without good
mastery of vocabulary. According to Putri
(2010) he states that in learning foreign
language, vocabulary plays an important
role in linking the four of language skills of
listening, speaking, reading, and writing all
together. It is clear enough that everybody
who learns a language as a foreign
language is hoped to know and master the
vocabulary to improve the language skills
especially reading skill.
In teaching vocabulary, generally
the teacher teaches new words taken from
reading text. A difficult reading text
achieved by the students during junior
high school. When in elementary level
they learn to read, then in the junior high
school they learn to comprehend the text.
It means that the teacher integrates
vocabulary with reading. This integration
will lead to integrative lesson plan.
In order to make teaching reading
be successful and competent, the teacher
have to provide some indicators in their
lesson plan. These indicators are
developed by teacher themselves based
on School-based Curriculum. According to
Maggino (2009) Indicator is a measure
that naturally connected to a conceptual
model that aimed to know the different
aspect of reality. The reading indicator in
junior high school grade VIII are as
follows: “Mengidentifikasi berbagai makna
teks narrative / recount” Those indicators
are refer to the ability of students in
understanding the several meaning of
narrative text/recount. In conclusion,
vocabulary is an important factor in
reading because without enough
vocabularies the students will not
comprehend about the text very much.
Then it needs an innovative treatment to
improve the students’ vocabulary.
In fact the low level of
understanding in learning vocabulary is
one form of learning difficulties that
students frequently faced. While teaching
vocabulary, it is quite useful to have some
ideas of what makes the words easy or
difficult to learn. According to
Latsanyphone (2009), factors can be
related to the word itself or they can
involves how well the first language match
with the second language learners. It
means that when the teacher teach
vocabulary, they probably face the
problem from many factors related to the
word itself and also the first language
learners match with the second language
learners. There are some characteristics
that teacher should know from this
problem. For every problem solving there
are some teaching principles that would
helpful in facing students’ problems. In
teaching vocabulary in particular, a
teacher should find out the strategy,
method or the way how to improve
students’ vocabulary enrichment. Instead
of teacher centered or conventional
method that is only transfer the knowledge
by teacher’s speech it is important to move
to student centered to make the students
actively achieve the vocabulary by
themselves.
Based on the fact, it is important
for the teacher to have an effective
strategy to teach the students about
reading and vocabulary. Cooperative
learning can be used for this reason to
maximize learning of reading and
improving vocabulary. It is able to increase
students’ academic achievement than
using conventional technique. In
conventional technique, the teachers
mostly speak when they explain the
materials in the teaching learning process
(Scherman in Puspitasari, 2008).
Therefore, student centered is better than
teacher centered to push the students to
be more actively to argue an opinion or
question as same as Cooperative learning.
One of the techniques where Cooperative
Learning Method is most frequently

3. 3
applied is Team Game Tournament (TGT)
technique.
In TGT technique developed by
DeVires (1980), students are divided into
heterogenic groups, which is balanced
according to their abilities and genders. By
establishing heterogenic group, it will form
groups with students of varying levels of
success, interest, ability and so on.
Forming heterogenic groups makes it
possible for the groups established in the
classroom to be heterogenic in general.
The purpose of TGT is to develop an
effective classroom environment in which
all students are actively involved in the
teaching-learning process and consistently
receive encouragement for successful
performance.
DEFINITION OF READING
Reading is not only the activity of
understanding written language because it
must be a link between the reader and the
text (Wallace, 1992 as cited by Morales,
2010). Further, Tarigan (2008) define that
"reading is a process that is done or used
by readers to get the message which
going to be delivered by the author
through words or written language". A
process, which requires that a group of
words that is a unity, will be seen as a sign
and that the meaning of individual words
will be known. If this is not encountered,
then the explicit and implied messages will
not be captured or understood, and the
reading process is not done well.
Another meaning of reading is
proposed by Soedarso (2010). He define
that "reading is a complex activity by
recruiting a large number of separate
actions, including the requirement to use
the understanding and imagination,
observing and remembering”. Reading is
an active which is provide a response to
the meaning that is read. When reading,
the reader will form a conclusion about the
content of reading. Making the conclusion
is an indication that readers respond to
literature
Finally, it can be defined that reading
is the process of interpreting written
language in order to get the meaning from
the author of what has been read.
DEFINITION OF VOCABULARY
Vocabulary is the main element of
language. It plays important role in
language learning because it appears in
every language skill. Therefore, learning a
language can not be separated form
learning vocabulary. According to Putri
(2010), vocabulary is a list of words with
their meanings, glossary, some of words
used in language or particular books or a
branch of science and known and used by
certain person.
Meanwhile, Hornby (1995) as cited in
Bahri (2008) define vocabulary as follow:
a. The total number of words in a
language.
b. All the words known to a person or
used in a particular book, subject,
etc.
c. A list of words with their meanings,
especially one that accompanies a
textbook in a foreign language.
From the definitions above, it can be
concluded that vocabulary is a list of
words arranged in alphabetical order with
their meanings that are used in a particular
book, subject, etc.
DEFINITION OF COOPERATIVE
LEARNING
Cooperative learning is not new in
education world. It was implied in Dewey’s
work in the 1900s. In 1960s the issue of
cooperative learning reappeared and it
then formulized in term of cooperative
learning in the 1970s and 1980s.
Cooperative learning became a commonly
used form of active teaching method in the
1980’s, and continues to be a valuable tool
for learning in academic institutions in this
present, as it provides advantages for both
students and instructors (Shimazoe and
Aldrich, 2010) Generally, cooperative
learning has been used since long time
ago in classroom in Indonesia and has
been widely known as group working.
According to Mohammed (2011),
cooperative learning is a variety of
concepts and techniques for improving the
value of student-to-student interaction. It
refers to the instructional use of small
groups in which students work together to
achieve meaningful school tasks.

4. 4
However, some experts define
cooperative learning in other ways which
are visible to know the benefit of
cooperative learning than common group
working. Clevenger, et al. (2008) define
cooperative learning as a method that
uses cooperation in the student groups to
involve all of the students, increase
interactions between the students, and
promote collaboration in the solution of
given tasks.
Thus, there is well-organized small
group in cooperative learning to maximize
learning each other. It is intended to make
equal role for every member so the
dependence to a certain student in-group
will be avoided. From those definitions,
cooperative learning is not automatically
the same with common group working.
Just putting some students in a group is
not always mean cooperative learning
because in cooperative learning there is a
mutual interaction among members in-
group. There is a give and share action
because all students learn by teaching
each other.
TEAMS-GAMES TOURNAMENT (TGT)
According to Slavin (2010: 13),
TGT is the first learning method from John
Hopkins and first developed by David
DeVries and Keith Edwards. As a part of
cooperative learning, TGT also puts
students into small groups.
As the words that form its acronym,
TGT has three basic elements. The first
element is teams. Teams are made at the
beginning of the activities. Students are
divided into small groups about 4-5. The
placement is based on students’
achievement level on their initial test score
or their score in raport. Ideally, each group
consists of one high-achieving student,
two average-achieving students, and one
low-achieving student. This group stays
together until the next placement.
The second element of TGT is
games. Games are played during weekly
tournament. Short-answered questions
about what have been taught are given in
game to examine students’ understanding
after group discussion. Many researchers
say that games are effective as media of
teaching and learning language
(Latsanyphone, 2009). Thus, games here
are not only used as the icebreaker to kill
the rest time. The third element of TGT is
tournament. Tournament is held after
teacher’s presentation about the material
and group discussion. In tournament,
students compete as the delegation from
their group. Therefore, students will match
other students with equal achievement
level from other groups.
TGT METHOD IN READING NARRATIVE
TEXT
Narrative is one of the text genres
commonly used in school. It is included in
competency standard from secondary to
high school. A narrative text is a text,
which tells stories and past events. The
text can tell about fiction, non-fiction, tales,
folktales, fables, myths, or epic. The
purpose of the narrative text is to amuse
or entertain the readers.
Beside the language features, a
narrative text can also be distinguished
from other genre of texts by its generic
structures. They are orientation,
complication, resolution, and reorientation.
On the first paragraph, we can find
orientation. The orientation contains
information about the characters (who),
the place (where) and the time setting
(when). The next structure is complication
when the problem or conflict appears
about the characters or the events. In a
narrative text, there may be more than one
conflict. After that, there is resolution as
the completion of the problems. Then, the
narrative text is often closed with the
reorientation. As the ending of the story,
the reorientation is generally formed as the
lesson of the story.
CONVENTIONAL TECHNIQUE
Based on Scherman in Puspitasari
(2008), conventional technique
categorized as the common technique of
teaching used by most teachers in their
daily teaching.
When implementing the
conventional technique, the researcher
only used the textbook. The students in
control group asked to do the task in the
book.

5. 5
The teachers also mostly used the
speech method when they explain the
materials in the teaching learning process.
In conventional method, the teacher works
as an informant to explain the material
without considering students' participation.
It causes the students unmotivated in
following the lesson.
For example:
a. When the teacher comes to the
classroom, he/she just greets the
students.
b. The teacher tells and asks about the
student’s assignment.
c. If there is no question from the
student, it means that the teacher
think that the students have already
understood about the material and
the teacher continues the students'
material based on the book.
d. The teacher never gives chance to
the students who want to share their
idea, because the teacher always
speaks in front of the classroom
although it is connected to the
material or not.
e. After the teacher tells the material,
the teacher gives the students
assignment it is answering the
questions based on the text, the
students might find difficult words
from the text, find the meaning of
some words based on the text, until
the time is over.
In this method, the teacher has no
variation in presenting the material. It is
only focuses on the result but not on the
process.
METHODOLOGY
The aim of this study is to find out
whether there is any significant difference
in students' achievement of vocabulary
through reading between those who are
taught by using TGT and those who are
taught by using conventional method of
SMP Laboratorium Undiksha Singaraja.
The population in this study was the eighth
grade students of SMP Laboratorium
Undiksha Singaraja. There are three
classes those are VIII-1, VIII-2, and VIII-3.
The total number of the eighth students in
SMP Laboratorium Undiksha Singaraja
was 96 students. The researcher will take
the eighth grade students since they also
faced problems in vocabulary, especially
in finding word meaning.
Cluster Random Sampling was used
in this study as sampling technique. It is
the selection of groups or clusters of
subject rather than individuals (Best and
Kahn, 2005). It is useful when the
population members are grouped in units
that can be conveniently used as cluster.
After that, the researcher used the
students’ final examination score for
obtaining two samples. Then, lottery was
applied in order to determine which of the
group would become the experimental and
control group. Based on the lottery that
had been done, class VIII-1 which
consisted of 32 students was taken as
experimental group and class VIII-2 which
consisted 32 students was taken as
control group. To measure in order to
identify the difference of the achievement
between two groups after treatment, this
study was done by using Post-test Only
Control Group. Best and Kahn (2005)
state that this design involves two groups,
one group receive the experimental
treatment while the other do not. Both of
the groups were form by random
assignment.
There also some instruments were
used to collect the data such as data
collection instrument and treatment
instrument. Data collection instrument is
an instrument that is used to collect the
data. It is researcher’s test to administer in
order to get the students products for
evidence. Vocabulary reading test (Post-
test) was used to measure the students’
competency of the two groups. It is
administrated at the end of the treatment
to both experimental group and control
group.
Treatment instrument that were used
in this study are teaching scenario and
English vocabulary test. Teaching
scenario is guidance for the teacher in
administering the treatments. It was used
for both experimental group and control
group. There were different teaching
scenario that was used for experimental
group and control group. In this study, the
researcher used the narrative text as the

6. 6
material for eight grade students of junior
high school.
DATA ANALYSIS
There were several steps in
analysing the data of the research. The
data was analyzed by using two forms of
statistical analysis. Descriptive statistics
was used to measure the central tendency
or averages such as mean, median, mode,
range, and the spread or desperation
(standard deviation). Inferential statistics
refers to certain type of procedures that
allow researchers to make inferences
about a population based on the finding
from the sample (Best and Kahn, 2005).
To prove that the data were appropriate to
be analyzed parametrically using t-test,
the data must be categorized as having
normal distribution and homogeneity of the
variance. Further, a number of criteria
used to determine the significant
difference between the mean score of both
the samples. In this case, the comparison
between t-observed (tob) and t-critical
value (tcv) was used to investigate whether
there is a significant difference between
the two samples. The study took 0.05 (5%)
alpha level of significances for a two-tailed
test since the null hypothesis of the
difference will be tested.
In determining tcv an appropriate
degree of fredom (df) had tp be selected.
The formula for degree of freedom for
independent samples test (t-test) is n1+n2-
2. So, the degree of freedom was 32 + 32
– 2 = 62. It can be determined in the table
Critical Values of the t-Distribution as it
was summarized in the table below.
Table 1 Critical Values of the t-Distribution
df Level of significance of one-tailed
test
0.05
62 1.66
To gain all of the analysis, the
researcher used IBM SPSS (Statistical
Product and Service Solution) 19 Statistics
for windows.
FINDINGS
In findings section, there are several
section will be explored. The samples of
this study were class VIII-1 and class VIII-
2. Each of the samples was consisted of
32 students. There were asked to answer
the multiple choice question in narrative
text based on the topic. The data were in
form of the score as the result of post-test
from both groups were analyzed in two
forms of statistical analysis, namely
descriptive statistics and inferential
statistics.
Descriptive analysis provided
information about mean score, median,
mode, range, and standard deviation.
Table 2 Statistics
Based on the Table 2, the mean
score of students in experimental group
was 76.21 and the mean score of control
group was 69.25. The median of
experimental group was 76.00 while the
median of control group was 70.00. The
score which frequently appeared in
experimental group was 76.00.
Meanwhile, 66.00 was the score which
was gained by most of the students in
control group. Standard deviation of the
experimental group was 8.10 while the
standard deviation of control group was
9.06251.
It means that the variation of the
score in control group was more spread
out than in experimental group.
In the inferential statistics, the data
were analyzed by using t-test. T-test is a
parametric statistical test used in order to
know whether the difference between
means of two samples was significant. T-
test was administered to determine
whether the difference of mean score
between the two groups was significant or
Experiment Control
N Valid 32 32
Missing 0 0
Mean 76.2188 69.2500
Std. Error of Mean 1.43244 1.60204
Median 76.0000 70.0000
Mode 76.00a
66.00a
Std. Deviation 8.10310 9.06251
Sum 2439.00 2216.00

7. 7
not. The tcv was used in this study was 1.66 at significant level of (.05).
Table 3 Independent Samples Test
Levene's Test
for Equality of
Variances
t-test for Equality of Means
F Sig. t df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Score Equal
variances
assumed
.613 .437 3.319 62 .002 7.0625 2.1282 2.8083 11.3167
Equal
variances
not assumed
3.319 60.917 .002 7.0625 2.1282 2.8068 11.3182
Viewing the table above, the
significant value of Levene’s test for
equality of variances exceeds 0.05, the
data was read based on equal variances
assumed. When t observed exceeds the t
critical value, it indicated there is
significant difference between two groups’
mean. Based on equal variance assumed
shows that tob = 3.319 is higher than tcv =
1.66. It is clearly can be understood that
there is a significant difference between
the two groups. The clear comparison of
tob and tcv was 3.319 > 1.66 in which tob
was higher than tcv. Therefore, the null
hypothesis was rejected in favor of the
directional alternative.
DISCUSSION
From the data analysis above, it was
found that the experimental group
students taught by using Teams- Games-
Tournament (TGT) Technique had better
English vocabulary achievement rather the
control group students taught by using
conventional technique. It can be seen in
the result of data analysis by using data
description and hypothesis testing. In the
data analyzed by data description, it was
obtained that mode, median, range, and
mean of experimental group were higher
than control group. The calculation
showed that the mode of experimental
group was 76 while it was 66 in control
group. The median in experimental group
was 76 and 70 in control group. Beside
mode and median, the range of control
group was also higher than experimental
group with 30 in experimental group and
33 in control group. Meanwhile, the mean
of experimental group was higher than
control group in which it was 76.21 for
experimental group and 69.25 for control
group. These differences between two
groups indicated that the students taught
by Teams-Games-Tournament (TGT)
Technique had better English vocabulary
mastery rather than those students taught
by conventional technique.
In contrary, the standard deviation in
experimental group was lower than in
control group since the variance obtained
in control group was higher than
experimental group. From the calculation,
the standard deviation of experimental
group was 8.10 while in control group it
was 9.06.
Furthermore, the data analysis by
using t-test was conducted in which it was
found that the value of t obtained (to) was
3.319. The result of t obtained was
compared to the value of tcv at level 0.05
that is 1.6698. From this comparison, the t
obtained was higher than tcv, which meant
that t obtained exceeded tcv. It show that
there was significant effect in the students
English vocabulary achievement taught by
using TGT Technique and Conventional
Technique. Based on this result, the null
hypothesis was rejected.
During the research, the students in
expenmental group were taught by using
Teams-Garnes-Tournament (TGT)
Technique. Material in TGT was
introduced in class presentation. Class
presentation in TGT was different with

8. 8
usual teaching in which the presentation
must be focused on TGT unit. Therefore,
the students realized that they had to pay
attention carefully during the class
presentation. By paying attention carefully,
they helped themselves to do as well as
they could in tournaments since their
tournaments score determined their team's
score. The researcher used pictures as
teaching media in this group. The pictures
represented the vocabulary learned that
could activate students' prior knowledge
since prior knowledge was very important
in helping the students to comprehend the
vocabulary easier. The teacher needed to
activate students' prior knowledge
because they often neglected it. By using
the stories, the students were easier to
interpret and comprehend the words that
related to the stories.
After that, the students were divided
into some heterogeneous group where
they would help each other to comprehend
the learning material. Teams were formed
of four or five students who represented
performance and sex. The function of
these teams was to ensure that all
members were learning and preparing
themselves to the tournaments. Then, they
were divided again to several
homogeneous groups. In these new
groups, each student became
representative for their own group and
played the tournaments. Along the
tournament, the students would try to
collect points as many as possible. The
students were enthusiastic to participate in
this tournament since they had to compete
to make their own group as the super
group. It had impact on the students’
motivation in learning. They were
conscious in learning English vocabulary.
It could be seen during the learning
process in which the students participated
actively for answering the questions. It
was appropriate to the purpose of TGT
that is to create an effective classroom
environment in which students are actively
involved in the teaching process. In line
with this, Abidin (2013) states that TGT
comprises many useful advantages to
foster learning active in student self to
increases their basic skills, student’s
achievements, positive interactions
between students, acceptance of
mainstreamed classmates and self-
esteem.
Furthermore, the implementing of
this technique was also able to create a
fun learning environment. As a technique
of cooperative learning method, TGT
Technique trains the students to work
effectively in groups in which they did not
only learn and share something but also
did their best to their own groups. It was
supported by Glosser (2010), who states
that cooperative learning is more elaborate
than group work activity that should be
employed as part of a classroom
management system because if the
students are trained to work effectively in
groups, the result can be productive
learning environment. This situation could
be seen during teaching learning process
in which the students did not only listen to
the teacher’s explanation but also
participate actively.
Before implementing this technique,
the students discovered difficulty I
comprehending the English vocabulary.
The students had less motivation in
participating during the learning process.
By using stories, the students were easier
in comprehending the vocabulary. The
also enjoyed competing in the tournament.
By joining the tournament the students
were more motivated to learn English
vocabulary since they had to collect as
many points as possible for their own team
They were also easy to memorize the
vocabulary that had been learned. It could
be seen in the next meetings in which the
students still remembered the learning
material in the previous meetings. The
learning process also became more fun
and productive than before the
implementation of the technique.
In contrary, the control group taught
by using conventional technique in which
the teacher became the center and the
students were taught uninterestingly. The
teacher did the same thing in each
meeting. The teacher just explained the
material and asked the students to answer
exercise on the book. In addition to this
fact, ScheIman (1992) in Putri (2008)
defines conventional technique as a
common technique, in which teachers

9. 9
conduct their lesson in their daily teaching
for a long time. It is a kind of teacher-
oriented method of teaching that is
frequently conducted based on the book.
This technique made the students bored
and lost their interest that had impact on
the lack of their motivation and
participation in learning process. This
situation was aggravated by low ability
students who were passive and
unmotivated. They tended to be passive
learners because they had less self-
confidence to participate in teaching
learning activity. It caused the learning
process was only dominated by high ability
students so that the students could not
comprehend the material equally. This
situation created a bad classroom
atmosphere because there was no
balance opportunity for the students in the
different levels. It made the low motivated
students could not improve themselves to
maximize their learning. It impacted the
result of their post-test which was lower
than experimental group.
Based on the findings and
explanation above, it was clear that TGT
Technique could make the students had
better English vocabulary mastery rather
than conventional technique. It proved that
TGT Technique has significant effect to
the students’ vocabulary achievement.
CONCLUSION
The research aims to investigate the
difference of vocabulary achievement
gained by the eighth grade students taught
through TGT and conventional technique.
The research result shows that there was
a significant difference in vocabulary
achievement between two classes: VIII-1
and VIII-2 of grade eighth of SMP
Laboratorium Undiksha Singaraja taught
by using TGT and those who are taught by
using conventional technique.
Based on the result, the data was
analysis through descriptive analysis and
inferential analysis by using t-test. The
result of the mean score of the
experimental group that was 76.21875,
while the control group was 69.25.
Moreover, the result of t-test analysis
showed that t_0 was 3.319. It was higher
than t_cv which was 1.6698 (α = 0.05). It
indicated that the null hypothesis was
rejected. Indeed, the null hypothesis was
rejected. It means that there was
significant difference between students
who were taught through TGT technique
and conventional technique. Based on the
finding above, it is highly recommended to
practice cooperative learning strategies
into the classroom as an alternative
strategy in order to optimize students’
vocabulary achievement. It also has been
proven from the result of the data analysis,
TGT technique performed better than
Conventional technique to be applied upon
the students’ vocabulary achievement in
narrative text at eight grade students of
SMP Laboratorium Undiksha Singaraja.
SUGGESTION
From the result, it is highly
recommended to use Teams-Games-
Tournaments technique as alternative
technique to make the students enjoy
during teaching and learning process.
Firstly, it is highly recommended for
English teacher to improve an alternative
technique by using this technique in their
class in teaching activity. Secondly, it is
highly recommended for other researchers
who are interested in using this technique
in other genre.

10. 10
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