Teams-Games-Tournaments on Student Activity and Achievement: Elaboration of the Cooperative Learning Model
DOI:
https://doi.org/10.51574/ijrer.v3i4.362Keywords:
Achievement, Cooperative Learning Model, Middle School, Student Activity, Teams-Games-TournamentsAbstract
The purpose of this study was to determine the improvement of English students' activities and learning outcomes. This type of research is classroom action research. The study used grade VII students from Al Firdaus Gubug's middle school IT program as the sample. The study employed both test and non-test data collection techniques. Data analysis techniques use quantitative descriptions. The study's results demonstrated an increase in student learning outcomes, both before and after learning improvements, from cycle I to cycle II. Before learning improvements, 31.82% of students completed their learning outcomes, 63.64% in cycle I, and 100% in cycle II. The activity failed to meet 68.18% of the student learning outcomes, 36.36% of cycle I, and 0% of cycle II before the improvements were made. The analysis and findings suggest that implementing the TGT (Teams Games Tournaments) cooperative learning model in English, specifically for identifying elements in children's stories, can enhance student learning outcomes.
References
Abdikarimova, M., Tashieva, N., & Abdullaeva, Z. (2021). Developing students verbal communication skills and speech etiquette in english language teaching. Open Journal of Modern Linguistics, 11(1), 83-89.
Al-Thani, W. A., Ari, I., & Koç, M. (2021). Education as a critical factor of sustainability: case study in Qatar from the teachers’ development perspective. Sustainability, 13(20), 11525.
Darling-Hammond, L. (2015). Getting teacher evaluation right: What really matters for effectiveness and improvement. Teachers College Press.
Daryanes, F., Darmadi, D., Fikri, K., Sayuti, I., Rusandi, M. A., & Situmorang, D. D. B. (2023). The development of articulate storyline interactive learning media based on case methods to train student's problem-solving ability. Heliyon, 9(4).
Dewi, I. S., & Lestari, A. (2024). Implementation of The Teams Games Tournament (TGT) Type Cooperative Learning Model to Improve Learning Outcomes. Science Education and Application Journal, 6(1), 53-60.
Gillies, R. M., Millis, B., & Davidson, N. (2023). Cooperative learning and the state of the field: an introduction. Contemporary global perspectives on cooperative learning, 1-10.
Kamaruddin, S., & Yusoff, N. M. R. N. (2019). The Effectiveness of Cooperative Learning Model Jigsaw and Team Games Tournament (TGT) towards Social Skills. Creative Education, 10(12), 2529-2539.
Kim, J. (2024). Leading teachers' perspective on teacher-AI collaboration in education. Education and Information Technologies, 29(7), 8693-8724.
Kusnandar, A., & Febiana, W. (2023). The Effectiveness Of The Teams Games Tournament (Tgt) Model In Improving English Vocabulary Mastery. ELang| An English Language Education Journal, 8(1), 1-13.
Lestari, W., & Widayati, A. (2022). Implementation of Teams Games Tournament to improve student’s learning activity and learning outcome: classroom action research. Al-Ishlah: Jurnal Pendidikan, 14(4), 5587-5598.
Luo, Y. J., Lin, M. L., Hsu, C. H., Liao, C. C., & Kao, C. C. (2020). The effects of team-game-tournaments application towards learning motivation and motor skills in college physical education. Sustainability, 12(15), 6147.
Malone, T. W., & Lepper, M. R. (2021). Making learning fun: A taxonomy of intrinsic motivations for learning. In Aptitude, learning, and instruction (pp. 223-254). Routledge.
Marliana, R., & Isroyana, D. N. (2022). The effect of Teams Games Tournament (TGT) method towards students’ English learning achievement. Inggara: Jurnal Pendidikan Bahasa Inggris Dan Bahasa Arab, 1(1), 20-25.
Megawati, W., & Hartono, R. (2020). The Impact of Teachers’ Verbal and Non-Verbal Communication on Students’ Motivation in Learning English. English Education Journal, 10(4), 436-448.
Muttaqien, A. R., Suprijono, A., Purnomo, N. H., & AP, D. B. R. (2021). The influence of cooperative learning model types of teams games tournaments on students' critical thinking ability. International Journal for Educational and Vocational Studies, 3(6), 432-437.
Najmi, N., Rofiq, M. H., & Maarif, M. A. (2021). The Effect Of Cooperative Learning Model Type Of Teams Games Tournament (Tgt) On Student's Learning Achievement. Jurnal At-Tarbiyat: Jurnal Pendidikan Islam, 4(2).
Namaziandost, E., & Rezai, A. (2024). Interplay of academic emotion regulation, academic mindfulness, L2 learning experience, academic motivation, and learner autonomy in intelligent computer-assisted language learning: A study of EFL learners. System, 125, 103419.
Novritasari, B., Setiawan, B., & Mahdiannur, M. A. (2022). Implementation of cooperative learning model teams games tournament to improve student science learning outcome of junior high school. Jurnal Pijar Mipa, 17(5), 650-656.
Pedota, P. J. (2015). How can student success support teacher self-efficacy and retention?. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 88(2), 54-61.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of educational Psychology, 95(4), 667.
Pramana, C., Chamidah, D., Suyatno, S., Renadi, F., & Syaharuddin, S. (2021). Strategies to Improved Education Quality in Indonesia: A Review. Turkish Online Journal of Qualitative Inquiry, 12(3).
Sulfiani, B., Nurhayati, N., Abdullah, E., Takwa, E. S., Fitriani, F., & Nesti, V. A. (2024). Increasing Student Learning Interest through Cooperative Learning. Journal La Edusci, 5(3), 178-197.
Syaifuddin, T., Nurlela, L., & Prasetya, S. P. (2020). The effect of cooperative learning model type Team Games Tournaments (TGT) and learning motivation on student learning outcomes. In International Joint Conference on Arts and Humanities (IJCAH 2020) (pp. 1390-1394). Atlantis Press.
Tournaki, N., & Podell, D. M. (2005). The impact of student characteristics and teacher efficacy on teachers’ predictions of student success. Teaching and Teacher Education, 21(3), 299-314.
Zeng, J., Parks, S., & Shang, J. (2020). To learn scientifically, effectively, and enjoyably: A review of educational games. Human Behavior and Emerging Technologies, 2(2), 186-195.
Zulfikar, M. L., & Budiana, D. (2019). Penerapan Model Pembelajaran Kooperatif Tipe Teams Games Tournament untuk Meningkatkan Partisipasi Belajar Siswa. TEGAR: Journal of Teaching Physical Education in Elementary School, 2(2), 86-91.
Downloads
Published
How to Cite
Issue
Section
1.png)
