The Implementation Of Tgt In Enhancing Students’ Engagement And Achievement In English

This study investigated the effectiveness of the Team Games Tournament (TGT) method in enhancing students’ engagement and achievement in English learning at MTsN 5 Pidie. A quantitative approach was employed using a quasi- experimental design with a non-equivalent control group. The participants consisted of students from an experimental class taught using the TGT method and a control class taught using conventional teaching methods. Data were collected through observation rubrics, pre-tests, and post-tests. The observation rubric was used to assess students’ engagement, while the tests measured students’ achievement before and after the intervention. The findings revealed that the implementation of the TGT method positively influenced students’ engagement in English learning. The experimental class obtained a higher observation score (13 out of 18) than the control class (11 out of 18), indicating stronger participation, collaboration, motivation, and interaction during classroom activities. In terms of achievement, students in the experimental class showed a slight improvement in their scores, with the average score increasing from 90 in the pre-test to 91 in the post-test. However, statistical analysis indicated that the improvement was not significant, as the obtained p-value was higher than the significance level of 0.05. In conclusion, the Team Games Tournament (TGT) method was effective in promoting active participation, collaboration, and motivation, thereby enhancing students’ engagement in English learning. However, its impact on students’ achievement was not statistically significant within the timeframe of this study. Further research is recommended to examine the effectiveness of the TGT method in different learning contexts and over a longer implementation period.