Improving Arabic Listening Skill through Teams Games Tournament: One-Group Pretest–Posttest Study of Junior Secondary Students
Peningkatan Keterampilan Menyimak Bahasa Arab melalui Model Teams Games Tournament: Studi One-Group Pretest–Posttest pada Siswa Sekolah Menengah Pertama
Abstract
Purpose - This study investigated the association between the TGT cooperative learning model and short-term improvements in Arabic listening skills (maharah al-istima’) among ninth-grade students at a junior Islamic secondary school in Surakarta, Indonesia. The novelty of this study lies in applying TGT to Arabic listening skills at the junior secondary level, whereas prior studies have focused predominantly on vocabulary, speaking, or nonlanguage subject areas.
Design/methodology/approach - A preexperimental one-group pretest – posttest design was employed with 20 learners selected by total sampling. Four 80-minute TGT sessions were conducted using graded audio materials on Islamic themes (mawlid al-nabi, nuzul al-Qur’an, and Islamic holidays). The validity of the test was established through an expert panel review and Aiken’s V coefficients (ranging from 0.75 to 1.00 across items), and reliability through Cronbach’s alpha (αpretest = 0.81; αposttest = 0.79). Non-normal distributions (Shapiro–Wilk: pretest W = 0.895, p = .033; posttest W = 0.746, p < .001) led to the Wilcoxon signed-rank test as the inferential procedure. The N-Gain scores and effect size r were calculated to estimate the change magnitude.
Findings/results – The Wilcoxon test yielded Z = −4.005, p < .001, r = 0.90 (large effect), with the mean score rising from M = 69.50 (SD = 11.91) at pretest to 91.00 (SD = 11.65) at posttest. The mean N-Gain was 0.78 (77.83 %), which was classified as a high gain. All 20 learners showed individual score increases; 85 % met or exceeded the school minimum mastery criterion (KKM = 75) in the posttest versus 30 % in the pretest. Given the single-group design, these results indicate association, not causation.
Originality/value - This study offers a replicable four-phase implementation procedure grounded in Krashen and Vygotsky’s ZPD’s input hypothesis. The findings suggest that TGT is a viable instructional alternative in MTs/SMP settings. Future research should adopt quasi-experimental or true experimental designs with control groups and larger, more diverse samples to permit stronger causal inference.
Paper type – Research paper
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