Journal of English Language Teaching 

http://ojs.ikipmataram.ac.id/index.php/joelt 

DOI:10.33394/jo-elt.v6i2.2359 

Volume 6 Nomor 2, Desember 2019 

online: 2548-5865, print: 2355-0309 

pp.84-90  
 

84 
 

THE USE OF TEAM GAME TOURNAMENT TO IMPROVE 

STUDENTS’ ELT CLASSROOM INTERACTION AND READING 

COMPREHENSION IN RELATION TO SELF-EFFICACY 

H. Ruslan Abdul Gani 

SMPN 5 Kopang, Central Lombok 

ruslangani2000@gmail.com 

 

Abstract 

This research is aimed to find out the implementation of Team Game Tournament to 

improve students’ classroom interaction and reading comprehension viewed from self-

efficacy. The subject of this study was 30 students at second grade students of SMPN 5 

Kopang. Which consists of 14 males and 16 females. This study was classroom action 

research (CAR) with two cycles, each cycle consists of four steps: planning, acting, 

observing and reflecting. The first cycle was focused on the students’ classroom interaction. 

Meanwhile, the second cycle was oriented to solve the students’ improvement of reading 

comprehension. The data gathering used reading test, observation sheet, and questionnaires 

and analyzed by using quantitative and qualitative approach. The result of the questionnaire 

showed the students score in the first cycle was 16.86 or 56% and the second cycle showed 

the students' score was 27.10 or 90.3% indicating the target of 75 of the minimum criterion 

has been achieved, it means that the action was stopped in the cycle 2. In other words, the 

students’ classroom interaction and reading comprehension in relation to self-efficacy was 

improved by implementing team game tournament (TGT) for the eighth-grade students of 

SMPN 5 Kopang. 

Keywords: Team Game Tournament, Classroom Interaction, Self-Efficacy, Reading Skill 

 

 

INTRODUCTION 

English has been the international 

language and the promising foreign 

language studied by Indonesian students 

from schools up to the university level. 

The teaching of English, particularly at the 

school level is intended to teach in 

integrated language learning for the four 

language skills at once (Haerazi, 2017). 

Because of this aim, English teachers are 

suggested to apply effective instructional 

strategies or methods that are appropriate 

for their students’ characteristics. 

In linguistics, there are many 

obstacles for students to understand the 

meaning and structure of words and 

sentences in learning English (Haerazi & 

Irawan, 2019). There are four skills of 

English that are listening, speaking, 

reading and writing. All of these skills are 

important. Self-efficacy is also a very 

important thing in learning English 

because it’s beliefe in one’s capacity in 

performing tasks, especially in learning 

reading. 

According to Marzuki (2018), 

English teachers should be aware of 

students; needs, self-efficacy, and 

motivation for reading and the aim of 

reading activities because learning to read 

for a variety of purposes is essential to 

success. Reading activities must be 

encouraged for students because those 

make them open their new worlds and 

attain a bunch of information. 

However, in SMPN 5 Kopang the 

researcher found problems in learning 

reading, that is most of the students are 

difficult in understanding reading text and 

students are not able to understand the 

mailto:ruslangani2000@gmail.com


 

85 
 

meaning of words, passages, texts and 

more literature itself. Also, students have a 

lack of self-efficacy like they feel not 

confident in being able to deal with 

obstacles and difficulties. 

The teaching of reading skills also 

needs a good atmosphere and situated 

learning interaction in reading activities. 

To create this, the English teachers find 

out the team game tournament as the 

instruction method. This method helps 

students learn in the form of teams through 

games. The reading materials presented are 

in line with the students’ reading levels. 

Haerazi et al. (2018) state the appropriate 

materials in EFL classes are necessary to 

keep the learning processes going well. 

The purpose of this research is to 

find out the implementation of Team 

Game Tournament in improving ELT 

classroom interaction and reading 

comprehension in relation to students’ 

self-efficacy for the eighth-grade students 

at SMPN 5 Kopang, Central Lombok. 

The result of this research is 

expected it gives a theoretical contribution 

to the students, English teacher, and the 

readers in learning reading in relation to 

self-efficacy. Also, it could be practiced by 

the teachers to encourage their students to 

read through this strategy because this 

strategy gives more experience or 

information for students and readers. 

Literature Review 

The teaching of reading in junior 

secondary schools has different 

characteristics and treatments from that in 

upper secondary schools (Sabri, 2018). 

Students are directed to acquire vocabulary 

mastery, grammatical use, and language 

devices much more (Faradillah, 2018). 

Moreover, students are involved in active 

learning in which they learn familiar and 

difficult words in order that they can 

understand the reading texts. 

Reading refers to the ability to 

comprehend or make meaning from 

written text (Brassell & Rasinski, 2008: 

15). Reading is a process of understanding 

written language which needs the readers’ 

abilities to comprehend and to take the 

meaning of words, sentences, and 

paragraph as well as sense relationship 

among the ideas. According to (Chesla, 

2002: 24) There are some indicators of 

reading, as follows: (1) Finding Main Idea, 

it is important to find main ideas when 

reading. Main ideas help readers remember 

the important information;  (2) Vocabulary 

asks you to determine the meaning of a 

word as it is used in the passage and asks 

you to identify a synonym for the 

vocabulary word; (3) Specific Fact or 

Detail, this kind of question asks you to 

identify a specific fact or detail mentioned 

in the passage; (4) Exceptions, asks you to 

identify which item was not specifically 

mentioned in the passage; (5) Location of 

Information, this kind of question asks you 

to identify the exact place in the passage 

where specific information is provided; (6) 

Identifying Word References, reference 

allows the reader to establish the 

relationships which exist between two 

linguistic expressions in a sentence or text; 

(7) Making Inference, it is just a big word 

that means a conclusion or judgments. 

Self-efficacy is personal judgments 

of one's capabilities to organize and 

execute courses of action to attain 

designated types of educational 

performances (Bandura, 1997: 203). 

According to Bandura, (1997: 42 - 

43) there are 5 indicators of self-efficacy 

refers to Level, Generality and strength 

dimension, they are: (1) Sure can pass a 

particular task, individual is convince that 



 

86 
 

he or she can complete a certain task, 

which the individual himself is carrying 

out what tasks to accomplish; (2) Sure can 

motivate yourself to take the action needed 

in the completion of task, individuals are 

able to motivate themselves to choose and 

take the necessary actions in order to 

accomplish the task; (3) Sure able to hard, 

persistent and diligent, the hard effort of 

the individual to complete the assigned 

task using all the power possessed; (4) Be 

confident of being able to deal with 

obstacles and difficulties, individuals can 

survive see the difficulties and obstacles 

that arise and able to rise from failure; (5) 

Can be tasked with a wide range or 

narrow, the individual believes that in any 

of his duties although it can be completed 

broadly or specifically. 

Team Game Tournament is where 

the students play games with members of 

other teams to add points to their team 

scores (Slavin 2005: 256). To use TGT in 

teaching and learning process, follow these 

steps: (1) Divide the learners into groups 

of four or five and give an outline of what 

they will be learning and why; (2) Give the 

learners worksheets and give the learners 

sufficient time to work together; (3) When 

it is time to check on what the learners 

have learned, select three at a time for the 

“tournament‟, the three learners from 

different group; (4) Pose a series of 

questions (perhaps four) to the 

“contestant‟ who will be trying to be the 

first to answer; (5) At the end of the round 

the winner earns one point for his/her team 

regardless of how many questions they 

answered correctly or how difficult the 

questions were. 

 

 

 

 

RESEARCH METHOD 

Research Setting 

This study is done at the eighth-

grade students of SMPN 5 Kopang, 

Central Lombok. This school is one of the 

junior secondary schools in Central 

Lombok that has various background 

students socially and economically. Each 

grade has 5-7 classes. The total numbers of 

students in academic year 2018/2019 was 

150 students. This school is taken as the 

research location because the instructional 

problems found are possible to be solved 

using team game tournament viewed from 

the level of students’ self-efficacy. 

Research Design 

The design of this research is 

Classroom Action Research (CAR) with a 

collaborative design Quantitative and 

Qualitative approach. Classroom action 

research is a process of systematic 

reflection, inquiry and action carried out 

by individuals about their own 

professional practice. This research 

consists of two cycles in which each cycle 

consists of four steps namely: Planning, 

action, observation, and reflection (Kemis 

and Mc Taggart, 1988: 11 in Anne 1999: 

33).  

Research Subject 

The subject of this research is the 

8
th

-grade students of SMPN 5 Kopang. 

The number of students consists of 30 

(thirty) students. There are 14 (fourteen) 

males and 16 (sixteen) females. The object 

of this research is Team Game Tournament 

to improve students’ classroom interaction 

and reading comprehension viewed from 

self-efficacy in learning reading at second 

grade students of SMPN 5 Kopang. The 

data in this research was observed directly 

to the second grade students of SMPN 5 

Kopang. 



 

87 
 

Research Instruments 

The instrument used in this research 

is test and questionnaire. The instruments 

have been considered validity and 

reliability. In doing so, the Cronbach’s 

Alpha formula was applied. In addition, 

the researcher investigates the interaction 

process and provides questionnaire for 

research partners to identify the learning 

problems. Besides, the researcher utilizes 

the reading test to meet students’ reading 

comprehension during implementing the 

team game tournament strategy. 

The instrument of the test consists of 

25 items and questionnaire consists of 10 

items. To analyze qualitative data, the 

researcher applied some steps that are 

reduction, display, drawing, and 

conclusion. Meanwhile, the quantitative 

data was analyzed using percentage 

categories. The passing grade standard 

used by the English teachers at SMPN 5 

Kopang is 75. 

 

FINDING AND DISCUSSION 

Reconnaissance 

In this stage, the researcher 

investigates learning problems faced by 

students in reading classes at the 8
th

-grade 

students of SMPN 5 Kopang. Thus, the 

researcher distributes questionnaires and 

observation sheets dealing with students’ 

difficulties in comprehending various 

texts. The problems found by the 

researcher include low interaction, less 

vocabulary, and grammatical knowledge. 

Research Action 

This chapter deals with the data 

obtained during the research. The 

researcher presented the result to answer 

the problems of investigation appear as 

formulated in the previous chapter that 

“how the implementation of Team Game 

Tournament in improving students self-

efficacy in learning reading at the second 

grade students of SMPN 5 Kopang.  

To know the students response 

toward the teaching and learning process, 

the researcher gave questionnaire for all 

the students and questionnaire consist of 

10 items and it was given to the students in 

each cycle. After giving the 

questionnaires, the researcher analyzed 

every number of questions to measure the 

student’s response. After the score 

calculated it could be known the 

improvement of students' self-efficacy in 

learning reading by using Bandura rating 

scale in this thesis on page 23.  

Based on the students' response on 

the table of qualitative data in cycle 1 

showed that the total score questionnaire 

of the students was 1686 (56%). It means 

that the students moderately certain can do 

or their self-efficacy still at medium level. 

But the researchers target the students 

highly certain can do or got point 70 - 100. 

While the total score questionnaire of 

cycle 2 was 2710 (90.3%). So, it means 

that the students pass the target and the 

students highly certain can do or their self-

efficacy at high level. 

It means that TGT, has improved the 

students' self-efficacy in learning reading. 

It was in line with Helmi (2018) and 

Effendi (2018) who state students with 

high self-efficacy can learn language skill 

well and it is able to improve language 

skills. The result of this data has answered 

the statement of the problem. So, Team 

Game Tournament has the advantage to 

improve students' self-efficacy in learning 

reading. It because by using Team Game 

Tournament students are more active 

during the teaching and learning process, 

students was better in the mastery of the 

material provided, and the students being 



 

88 
 

able to deal with obstacles and difficulties 

in performing a task. It deals with the 

theories of self-efficacy, self-efficacy is 

personal judgments of one's capabilities to 

organize and execute courses of action to 

attain designated types of educational 

performances (Bandura, 1997: 203). While 

Schunk, (1995: 1), stated that self-efficacy 

refers to one's belief about accomplishing 

a task and can influence the choice of 

activities, effort, persistence, and 

achievement. It shows by the result of the 

percentage was reached out for 90% from 

the students. The conclusion is, Team 

Game Tournament is effective used in 

teaching and learning reading to improve 

the students self-efficacy. 

 

CONCLUSION AND SUGGESTION 

The implementation of Team Game 

Tournament can improve students self-

efficacy in learning reading, it was proven 

by their response is very good, it based on 

the result of the questionnaire in cycle 2 

which showed that 90% of the students are 

enthusiastic to participate during the 

teaching-learning process. 

By implementing Team Game 

Tournament viewed from the level of the 

students’ self-efficacy was able to improve 

EFL classroom interaction and reading 

comprehension. In the learning process by 

implementing Team Game Tournament, 

the students are asked to work together 

with their team and it makes them 

confident enough in doing reading 

activities including giving their opinion to 

each other. It was proven by the students 

score in the questionnaire, most of the 

students get 96 points in accomplishing the 

learning tasks. 

About the students' response to the 

Team Game Tournament that uses by the 

researcher in learning reading is all of the 

students were happy and interested in the 

use of Team Game Tournament. Most of 

them pointed out that it was very useful to 

make them confident. During the teaching 

and learning process, the students gave 

good responses towards the 

implementation of Team Game 

Tournament. This can be seen from their 

active participation and enthusiasm in 

teaching-learning process. 

After getting the result of the study 

in this research, the researcher would like 

to give some suggestions as follows: 

1. For the Teachers: In order to improve 

the students self-efficacy and to make 

the teaching-learning process more 

fun and can be taught well, the 

researcher suggests for all the English 

teacher, improving students self-

efficacy by using Team Game 

Tournament was suitable to 

implement to all students, it aims to 

avoid the students boredom and 

improve students self-efficacy in 

learning reading.  

2. For the Students: The students should 

use the Team Game Tournament in 

learning reading to improve their self-

efficacy.  

3. For the Readers: Readers could know 

that Team Game Tournament can be 

used in learning about self-efficacy in 

reading at the second grade students of 

SMPN 5 Kopang.   

4. For the researcher: The researcher 

would get knowledge in improving 

students self-efficacy by 

implementing Team Game 

Tournament, the researcher would 

know difficulties faced by the students 

in learning reading and offer some 

possible solutions. 

 

 



 

89 
 

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