Application of Teams Games Tournament (TGT) Type Teaching

Model in Efforts to Improve Playing Skills in Futsal Game Learning

Activity

Syam Anugrah Putra, Dian Budiana and Alit Rahmat

Faculty of Sport and Health Education, Universitas Pendidikan Indonesia, Jln. Dr. Setiabudhi No. 229, Bandung, Indonesia

ebzanputra14@gmail.com

Keywords: Co-operative Learning Model Type Teams Games Tournament.

Abstract: This study aims to examine students' playing skills through the application of cooperative learning model

type Teams Games Tournament in futsal game. The research method used is Classroom Action Research

method by applying the research design developed by Kemmis and Teggart. The research consists of several

steps, namely as follow: (1) action planning, (2) action implementation, (3) observation, and (4) reflection.

Place of study at SDN Gegerkalong I KPAD Bandung with the object of research class V students amounted

to 31 students. The research process is divided into II cycles consisting of IV actions. Each action uses a

variety of motion tasks that are packaged in a game that has levels and steps from the easiest to the most

difficult. Data were collected using GPAI instruments. Then all the data collected were analyzed using

percentage technique. The overall average score of baseline data was 30.70% and cycle I action I was

40.54%, cycle I action II was 55.19%, cycle II action I was 63.06%, and cycle II action II was 76 , 35%.

From the average aspects of playing skills based on the results of data analysis, obtained conclusion through

the application of Teams Games Tournament type of cooperative learning model can improve the skills of

futsal playing. As a suggestion from the results of research, in giving futsal learning materials, it should be

gradually given from the easiest to the hardest.

1 INTRODUCTION

In National Education Council (1996) and Darling

(2012) Physical education is an educational process

that is strung together in several motion activities

and aims to achieve an educational goal and is an

integral part of the overall education system.

Physical education is designed to improve physical

fitness, develop motor skills, knowledge, attitudes,

healthy living behaviors, social skills, and emotional

intelligence. As revealed by Suherman (2009):

The ability to exercise with skill is not by itself

carried away from birth. Humans may genetically be

stronger, taller, and faster. But the physical quality

does not necessarily cause the person to be directly

able to exercise with skill. In a school system, sports

and physical fitness are considered to be of such

importance that they are incorporated into the

curriculum as a compulsory field of study and a

person skilled in the art is responsible for delivering

this field of study to his or her students. This field of

study is called the field of Physical Education and a

person who is responsible for teaching the subject is

a Physical Education teacher.

Thus Physical education should be given to

students as early as possible, because by giving

Physical Education, it is expected to build a healthy

attitude and character physically, intelligently in

knowledge and is expected to have intelligence in

every attitude and behavior. Physical education and

sports in elementary schools have become part of the

overall educational process with a view to changing

student behavior. Nevertheless, the fact that the

teacher of physical education in SDN Gegerkalong 1

KPAD performs the learning process in the

traditional way by emphasizing the subject matter

and the learning objective which is in the form of

sports without regard to who the student is.

Related to the description of the problem faced

by learners in learning caused by several factors,

such as they dislike the teaching materials given by

the teacher, the problem is derived from the lack of

enthusiasm and participation of learners in following

the learning.

Putra, S., Budiana, D. and Rahmat, A.

Application of Teams Games Tournament (TGT) Type Teaching Model in Efforts to Improve Playing Skills in Futsal Game Learning Activity.

In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 2, pages 319-322

ISBN: 978-989-758-317-9

319

A physical education teacher must have a

strategy as to what should be applied so that learning

activities are right on target. In addition to strategy

they must also think about what learning models

should be applied when learning is to be carried out

according to Burden and Byrd (2003) in Subroto et

al., (2011) that states: 'Learning model is a

conceptual framework which describes a systematic

procedure in organizing learning experiences to

achieve learning goals'. One of them is cooperative

learning model Teams Game Tournament (TGT).

The TGT type has much in common with the STAD

Type. According to Subroto (2011) revealed that

"TGT Type is a learning model that emphasizes the

learning process in groups and cooperates with each

other", meaning friends in the group will help each

other and prepare to play in the game by studying

the sheet activities and explaining problems with

each other, but when students are playing in the

game their friends should not help, but ensuring

individual responsibility has occurred.

To improve the playing skills of students in

which there are affective, cognitive, and

psychomotor domains, researchers will "Apply

Teams Games Tournament (TGT) of Cooperative

Learning Model In an effort to improve students'

playing skills in Futsal game learning activities" and

strive to achieve the general goals of Physical

education which is loaded with teaching tasks

assigned to students, stimulating students to working

together in learning and being accountable to one's

friends, able to make themselves learn as well as to

contribute ideas for the success of the group itself, to

do activities together means to divide the activities

in small tasks among a group of people. Forms and

patterns of cooperation can be found in all groups of

people.

Referring to the description of the background

and problems faced by students in SDN

Gegerkalong 1 KPAD, there is a problem in the

classroom that is less good playing skills, especially

in real game situation in learning Futsal game

activity in which there are affective, cognitive, and

psychomotor areas. So the authors are interested to

follow up by conducting research "Application of

Type Teams Game Tournament (TGT) Learning

Model in Efforts to Improve Student Play Skills in

Game Ball (Futsal) Learning Activity Class V

Students”.

2 METHODS

The method used in this research is Classroom

Action Research which is a practical research that is

intended to improve learning in the classroom. This

study is one of the efforts of teachers or practitioners

in the form of various activities undertaken to

improve and/or improve the quality of learning in

the classroom.

2.1 Research Subject

Research subjects in this classroom action research

is a class V student of SDN Gegerkalong I KPAD,

amounting to 31 students with 20 male students and

10 female students. The students in this school come

from different family backgrounds, their parents

come from different professions, and some are

traders, teachers, employees, government officials,

and others.

2.2 Instrument

Instruments or tools used to collect data in this study

is the Game Performance Assessment Instrument

(GPAI) which is used to measure or assess the

playing ability of students. The play skills in

question have 3 constructs, namely (1) Decision

taken, (2) Implementing skills, (3) Giving support.

3 RESULTS

The following is the results of the analysis of the

action through two cycles conducted in the

implementation of classroom action research in the

Application of Teams Learning Model Type

Tournament (TGT) To Improve Playing Skills in

Futsal Games.

ICSSHPE 2017 - 2nd International Conference on Sports Science, Health and Physical Education

320

Table 1: Analysis Result Data.

variable

research

observation

Cycle 1

Cycle 2

Cycle 3

Cycle 4

decision made

- passing to friends standing freely

- no rush in doing the skill

Score

952

1257

1711

1955

2367

percentege

30,70 %

40,54 %

55,19%

63,06 %

76,35 %

doing the skill

- passing through friends

- proper dribbling, proper kicking

Remarks

incomplete

complete

giving support

- finding free space

- helping friends

- blocking opponent movements

Based on the results of the data analysis in table

1 there is an increase in every action from start pre

observation up to action 4 cycle II increase from pre

observation up to Action 4 is cycle II of 76,35%.

4 DISCUSSION

By giving the application of cooperative learning

model type TGT in futsal game, which is student can

improve playing skill, so that students are more

comfortable to cooperate one and another. As

according to Winataputra in Subroto et al. (2011)

argues that:

"The model of learning can be defined as a

conceptual framework that delineates systematic

procedures in organizing learning experiences to

achieve specific learning goals and functions as a

guide for teaching designers and teachers in

planning and implementing teaching and learning

activities.”

Thus the students avoid the basic learning

techniques, through the application of cooperative

learning model will stimulate students to play futsal,

so the students' playing skills will be honed. As

Laban and Laurence have described in Mahendra

(2009) suggests that "skill is an economic endeavor

that one man performs during a complex

movement." While playing according to Freeman

and Munandar (1996) defines "playing as an activity

that helps the child achieve full development,

physical, intellectual, social, moral and emotional".

And futsal according to Sucipto (2015) and Reddy

(2015) "Futsal is a dynamic sport where the players

are required to always move and need good

technical skills and have high determination".

From this opinion it is clear that playing skills

need to be trained with appropriate strategies and

learning models as the basic capital in doing a game.

In futsal game with a good understanding of the

game then a player can improve the quality of the

game, either individually or in groups to cooperate

with the team. In addition, with good collaboration

unconsciously students are already playing with

team collectivises, so that all students in the group

learn and improve with each other in the game

especially in futsal game. From some opinions

above it is clear that through the implementation of

cooperative learning model type TGT can improve

the playing skills in futsal game. Through the

process, students can understand the essence of the

whole futsal learning.

5 CONCLUSIONS

From the research that has been done by the

researcher from the beginning of observation to the

last action, that is the cycle II of action II, the initial

data is 30.70% and the cycle I of action I is 40.54%,

cycle I action II is 55.19%., Cycle II action I is

63.06%, and cycle II of action II is 76.35%. Based

on the results of the research from the beginning of

observation to the cycle II action II, it can be seen

that the application of cooperative learning model

type TGT in an effort to improve the playing skills

of Class V A SDN Gegerkalong I KPAD from

30.70% to 76.35% that with the application of TGT

type cooperative learning model can improve

playing skill in ClassV A SDN Gegerkalong I

KPAD.

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teaching, Boston, MA.

Darling-Hammond, L., 2012. Powerful teacher education:

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Freeman, Munandar, 1996. Pengertian Bermain Menurut

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Application of Teams Games Tournament (TGT) Type Teaching Model in Efforts to Improve Playing Skills in Futsal Game Learning

Activity

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Mahendra, A., 2009. Asas dan Falsafah Pendidikan

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