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Muhamad Irwansyah et.al (The Effect of Team Game Tournament Method on….)

I M E J

Innovations in Multidisciplinary Education Journal

Vol. 3, No. 1, May 2026, page: 109-116

E-ISSN: 3064-0180

The Effect of Team Game Tournament Method on

Students’ Reading Comprehension at the Eleventh

Grade of SMAN 1 Cihara in the Academic Year 2025/

2026

Muhamad Irwansyah

a,1

, Ade Sudirman

b,2

, Ridzki Elang Gumelar

c,3

a,b,c

Universitas Mathlaúl Anwar Banten, Jl. Raya Labuan KSM 23 Cikaliung Saketi. Pandeglang Banten 42273

lidaasiatu@gmail.com;

adesudirman03@gmail.com;

rizkielang855@gmail.com

INFO ARTICLE

ABSTRACT

Article History:

Received: 27 February 2026

Revised: 24 June 2026

Accepted: 28 July 2026

Available Online: 16 August 2026

This research aims to investigate the effect of the Team Games Tournament

(TGT) method on the reading comprehension skills of eleventh-grade

students at SMAN 1 Cihara. The research method used was quantitative with

a quasi-experimental design involving two groups, the experimental class and

the control class. The population of this study consisted of 134 students from

class XI of SMAN 1 Cihara, and the sample size was 64 students (32 students

as the experimental class and 32 students as the control class). The research

instrument used was a reading comprehension test (pre-test and post-test).

The data were analyzed using SPSS version 25.0, including mean, standard

deviation, and t-test. The results of the study indicate a significant effect of the

TGT method on students' reading comprehension of narrative texts. This is

supported by the higher average post-test score in the experimental class

compared to the control class, and the t-test results which showed a

significance value of 0.000 ≤ 0.05, meaning Ha is accepted and Ho is rejected.

In conclusion, the TGT method is effective in improving reading

comprehension skills for narrative texts among eleventh-grade students at

SMAN 1 Cihara.

Kata Kunci:

Narrative Text

Reading Comprehension

Team Games Tournament

This is an open access article under CC BY-SA license

1. Introduction

English functions as a global language for international communication across various

sectors. In Indonesia, English is learned as a foreign language where reading serves as a

fundamental skill for acquiring academic knowledge and language proficiency. Reading

comprehension is an active process wherein readers construct meaning by coordinating word

reading, world knowledge, and fluency. However, many eleventh-grade students at SMAN 1

Cihara struggle with reading comprehension, particularly in identifying main ideas, mastering

vocabulary, and understanding the generic structure of narrative texts. Preliminary observations

indicate that these difficulties stem from conventional, teacher-centered instructional strategies

that leave students passive and unmotivated. To address this gap, interactive cooperative

learning strategies such as the Teams Games Tournament (TGT) method are required to actively

engage students and improve their reading performance.

According to Nunan (2019:68), reading is not merely about decoding words; it is an active

process in which readers use their prior experiences and knowledge to construct meaning from

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Innovations in Multidisciplinary Education Journal

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the text. Similarly, Somadayo (2018:4) states that reading is an active process of identifying and

understanding the messages or information presented in written form. In addition, Grabe and

Stoller (2020:3) emphasize that reading involves comprehending the content of a text and

understanding it accurately.

According to Nasution P.S (2019:2), “Vocabulary is key element when learning a foreign

language. It is fundamental skill that enables students to learn other skills such as listening,

speaking, reading and writing.” Vocabulary cannot be separated from other elements of English

language, English language learning ability is especially affected in junior high school. Students

can communicate well and express their thoughts, emotions and feelings well with an

appropriate number of words stored in their memory. Based on several vocabulary definitions

above, the researcher concluded that vocabulary is the most important part of language skills,

without vocabulary students will experience difficulties in speaking, writing and vocabulary is

a basic competency for students to obtain other competencies such as listening, speaking, reading

and writing.

The novelty of this study lies in the integration of the Teams Games Tournament (TGT)

cooperative learning method with multimoda-based narrative texts specifically tailored within

the framework of the Kurikulum Merdeka at SMAN 1 Cihara. While previous studies largely

focus on general cooperative models, this research uniquely combines heterogeneous team

structures, academic tournaments, and structured reward systems within eleventh-grade reading

classrooms to foster peer teaching and active cognitive engagement.

Several relevant studies explore the implementation of cooperative learning in reading

instruction. Rahmawati demonstrates that the TGT technique significantly affects students'

reading motivation and reading comprehension. Similarly, Anggraini finds that the TGT method

yields positive outcomes in teaching reading comprehension for secondary school students.

Furthermore, Aziz, Fahmi, Sutisna, and Suryanti report that utilizing Teams Games Tournament

stimulates active student participation and enhances individual reading achievement.

2. Method

This research uses quantitative approach with experimental methods. According to

Creswell (2014:247),“A mean for testing objective theories by examining the relationship

among variables.” Some of these variables can be measured, usually using instruments so that

the numbered data can be analyzed using statistical procedures. Quantitative research seeks

theoretical assumptions that can be tested and confirmed. And looking for scientific explanations

that involve discovering laws that do more than just govern behaviour. The final written report

has a structure consisting of an introduction, literature and theory, methods, results and

discussion.

In addition, the design of the research the method using in this research is quasi-

experimental with a pre-test and post-test experimental control group design. According to

Latipun (2015:82), A quasi-experiment design is an experimental design that controls several

non-experimental variables and there is a control group as a comparative group to understand

the treatment effect. In this research, there are two variables which are Team game tournament

as the independent variable and students reading comprehension as the dependent variable.

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Innovations in Multidisciplinary Education Journal

Vol. 3, No. 1, May 2026, page: 109-116

E-ISSN: 3064-0180

There are two kinds of classes that need to conduct the study. The first is the experimental

class that will give treatment by using Team game tournament. Then, the control class will give

treatment by using jigsaw. For the pre-test and post-test will give to both experimental and

control class.In conducting experimental research, the sample will be divided into an

experimental group and a control group. This is explained as follows:

Table 1 Research Design

Group

Pre-test

Treatment

Post-test

Experimental

Control

X (Team Game

Tournament)

Y (Jigsaw)

In which:

X : The Application of Team Game Tournament

Y : The Application of JIgsaw

X1,Y1 : Pre-test in experimental and control

class X2,Y2 : Post-test in experimental and control

class

There are some types technique for collecting data

a. Pre-test

Before administering treatment, the researcher offered the students a pre-test. The form of

the test is multiple choice of reading comprehension. There are twenty numbers in each

test. The researcher distributed tests to identify students’ reading comprehension and the

students did the test.

b. Treatment

The researcher gave treatment to the experimental class and control class. With different

application, the experimental class used Team Game Tournament, while the control class

used Jigsaw. Researcher used the Team Game Tournament in the experimental class. The

researcher teach students reading comprehension, arranging the letters in a word so that

the word has the meaning of the previous words. While the control class also used Jigsaw.

The experimental class and control class are though with interesting game, the

experimental class uses Team Game Tournament, while the control class uses Jigsaw.

Treatment was carried out for fourth meetings.

c. Post-test

The investigator then administered a post-test following the course of treatment. The post-

test contains twenty in a multiple choice. The researcher gave four minute for each number,

so students had ninety minutes to de the test, giving a post-test to found out the results of

applying the Team Game Tournament.

The data‘s results will be analyzed by the following tests:

1. Normality

Normality testing is a test of establish whether the data collected from a sample adheres to

a normal distribution or not.”.The form is adopted from Rahayu (2018: 30. The researcher

analysis the normality data in Kolmogorov-Smirnov in SPSS software 29 by comparing

p-value with a = 0.05.

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E-ISSN: 3064-0180

2. Homogeneity

The purpose of the homogeneity test is to determine if the sample exhibits homogeneity.Rahayu

(2018:30)

1. Hypothesis Test

The purpose of a hypothesis test, according to Creswell (2008: 127), “Hypothesis testing

is a method used to determine if there is a significant difference or relationship between

sample and population scores by comparing them”.

3. Result and Discussion

In this chapter, the researcher presents the findings from the reading comprehension test

administered to students in both the experimental and control groups. The data were collected

through a multiple-choice test consisting of 20 questions, designed to assess key reading skills,

including identifying the main idea, locating specific information, understanding vocabulary,

making inferences, and recognizing references. The tests were conducted before and after the

treatment was applied. The research focused on eleventh-grade students at SMAN 1 Cihara. The

study involved two groups: the experimental group, which was taught using the Team Game

Tournament method, and the control group, which received Jigsaw instruction without the use

of Team Game Tournament.

The findings are consistent with previous studies on TGT. For example, Sari Rahmawati's

research demonstrated that TGT significantly improves both reading motivation and

comprehension. Similarly, Mutia Anggraini found that TGT effectively improves reading skills

for recount texts, and the study by Aziz et al. reported enhanced student engagement and reading

performance using TGT. This current research reinforces the established view that collaborative

learning through TGT serves as an effective instructional method for enhancing reading

comprehension across different text types.

The results support Slavin's (2008) theory of cooperative learning, highlighting how class

presentation, team study, and tournaments foster academic success. The findings also align with

Klingner's (2017) model, where reading comprehension is constructed through word knowledge

and fluency, facilitated by the peer-assisted environment inherent in the TGT method. The

objective was to analyze the test results from both groups to determine whether the use of the

Team Game Tournament had a significant impact on students' reading comprehension. Data

collection involved administering pre-tests and post-tests to both the experimental class (Class

XI-1) and the control class (Class XI-2).

Table 2 Descriptive of the Data Descriptive Statistics

Range

Minimu

Maximu

Mean

Std.

Deviation

Variance

Pretest Control

25.31

6.342

40.222

Postest Control

100

69.69

10.075

101.512

Pretest

Experimental

33.59

8.820

77.797

Postest

Experimental

82.66

7.404

54.814

Valid N

(listwise)

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Muhamad Irwansyah et.al (The Effect of Team Game Tournament Method on….)

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Vol. 3, No. 1, May 2026, page: 109-116

E-ISSN: 3064-0180

From the table 2 above, the minimum number of points achieved by the experimental class

on the pre-test is 15 and maximum experimental pretest class 50, the mean this score 33.59 and

the standard deviation is 8.820. Meanwhile, the experimental class post-test requires a minimum

score of 70 and a maximum score of 95, the mean this score 82.66 and the standard deviation is

7.404. A minimum score of 15 and a maximum score of 40 were required for the control class

pre-test, the mean this score 25.31 and the standard deviation is 6.342. The control class achieved

a minimum score of 55 and a maximum score of 100 on the post-test, with a mean of 69.69 and

a standard deviation of 10.075.

Table 3 the Result of Normality Test of Normality Kolomogorov-Smirnova Shapiro-Wilk

Statistics

Sig

Statistics

Sig

Pre-Test Experiment

.127

.200

.965

.376

Post-Test Experiment

.141

.105

.955

.196

Pre-Test Control

.176

.013

.937

.061

Post-Test Control

.196

.003

.910

.011

. This is a lower bound of the true significance

a. Liliefors Significance Correction

Based on the data above, it can be seen that the significant of data experimental and control

class used Kolmogorov-Smirnov is higher than 5% (>0.05), where for pre-test experimental

class is 0.200 > 0.05 and post-test 0.105 > 0.05, while pre-test control class is 0.013 > 0.05 and

post-test is 0.003 > 0.05. As the result, that the score of data each class is in normal distribution.

Table 4 The Result of Homogeneity of Pre-Test Experiment and Control Test of

Homogeneity of Variances

Levene Statistic

df1

df2

Sig.

Pre-Test Based on Mean

.457

.501

Experiment Based on Median

.509

.478

and Control Based on Median

.509

53.024

.479

and with adjusted

Based on trimmed

.454

.503

Mean

Based on the table above, the pre-test data for both the experimental and control classes are

homogeneous because the significance value is higher than the significance level. The score is

0.501 > 0.05. As a result, the pre-tests for the experimental and control classes contain identical

variants.

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Table 6 Paired Samples Test Paired Samples Test

Paired Differences

Levene's

Test for

Equality of

Variances

t-test for Equality of Means

Sig.

Significance

Mean

Differ

ence

Std.

Error

Differ

ence

95%

Confidence

Interval of the

Difference

One-

Sided

Two-

Sided

Lower

Upper

The Result

Students'

Reading

Test

Equal

variances

assumed

0.371

0.992

2.965

0.000

4.485

1.512

1.465

7.504

Equal

variances

not assumed

2.097

65.998

0.000

4.485

1.510

1.470

7.500

Based on the output SPSS 29 on table 4.5. Conclusion the significance value (P-Value) =

<0.01 at pair. Ha is accepted and Ho is rejected so that there is an influence Team Game

Tournament on Reading comprehension.

4. Conclusion

Based on the prove accumulated and the hypothesis put forward within the going before

chapter, the researcher would need to draw the taking after conclusion. According to the test

results, students' vocabulary acquisition in SMAN 1 Cihara Lebak-Banten, the total score of the

experimental class in the pre-test was 1075 points and the total score of the control class in the

pre-test was 810 points. The experimental class scored 2645 points in the post-test while the

control class scored 2230 points. This shows that the experimental class had better Reading

Comprehension than the control class. The researcher treated the classes with Team Game

Tournament in the experimental classes and Jigsaw in the control classes use of Team Game

Tournament in SMAN 1 Cihara Lebak-Banten in terms of Reading Comprehension, it was

shown that the mean score of the experimental class was higher than that of the control class

(2645 -2230). The researcher’s results using SPSS 25 t-test showed a significance level of 0.00

to 0.05, which means Ho was rejected and Ha was accepted, which shows that the Team Game

Tournament has an impact on students’ Reading Comprehension.

5. Acknowledgement

Praise be to Allah SWT who has given his grace and guidance so that researcher can

complete a research paper entitled “The effect of the Teams Games Tournament (TGT) method

on students’ reading comprehension at the eleventh grade of Sman 1 Cihara in the academic year

2025/2026.” It’s just in time in compiling this research paper, the research was given a lot of

help and support by people who are sincere and patient so that this research paper can be

completed properly. Therefore, the researcher would like to say many thanks to:

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1. Dr.Asep Saprudin, M.Pd as the Dean of Teacher Training and Education Faculty of Mathla’ul

Anwar University Banten.

2. Riandi M.Pd as head of English Education Department of Teacher Training and Education

Faculty of Mathla’ul Anwar University Banten.

3. Ade Sudirman M.Pd as supervisor one for her patience in providing guidance and correction

which was very helpful during my consultation for this research paper. Lots of valuable

advice and experience.

4. Ridzki Elang Gumelar, M.Pd as supervisor two for her patience in providing guidance and

correction which was very helpful during my consultation fro this research paper. Lost of

valuable advice and experience.

5. Parents and future husband who have given prayers and support both morally and materially.

6. Friends and all parties that the researcher cannot mention on by one who have provide support

in the process of working on this paper.

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