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question will be completed by the player and hisher challengers. How long the question must be completed is mentioned in the question card. When the time is
over, the player will read hisher answer which latter will be responded by hisher challengers clockwise. After that, the question reader will read the answer key,
and the score will be given to the player, if hisher answer is correct, or the first challenger who answers correctly.
Isjoni 2009: 86 says that if no one answers correctly, then the card is passed. The game goes on to the next question until all questions have been read.
The games are arranged clockwise, so that all players can act as the question reader, player, and challenger. It can be played more than one time so long as it
gives the same opportunity for the students to be the question reader, player, and challenger. Isjoni 2009: 86 declares that in this game, the question reader is only
obliged to read the question and open the answer key. Heshe may not answer or help answer the question. After all cards have been completed, each player in a
table counts how many cards he she has collected, then determines how many points heshe got according to the provided table. Then, each player goes back to
hisher group and report hisher points to the chief of the team. The chief of each team then fill in the provided table the points, and decides the criteria of the award
for the group.
c. The Positive Effects of TGT
Kagan 1985: 86 mentions the positive effects of TGT viewed from six factors.
1 The aim of education of TGT
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The aim of education implied by TGT is to increase the general knowledge and the basic skills of students. This aim can be described as a product orientation
and is measured by standardized achievement tests. The product is achievement. 2 Nature of learning
In TGT the nature of learning is more exclusively oriented toward content acquisition. The learning tasks in TGT tend to be simpler, uniform across
students, and always involve skill or content acquisition. 3 Nature of cooperation
The nature and the extent of within and between team cooperation in different methods of cooperative learning differ markedly. The reason is that the
methods create different task and reward structures and, consequently, different amounts and kinds of interdependence and social facilitation among the students.
TGT emphasize a peer-tutoring structure: one student helps another. In TGT, each team member receives an individual score that contributes to the team score, so
the reward structure is probably best describe as individualistic and cooperative. In those techniques, therefore, there is positive interdependence in relation to the
team score. 4 Student roles and communication
All of the methods in cooperative learning provide students with role experiences from which they are constrained in traditional classrooms. Whereas in
traditional classroom students are confined to the role of “student”, which too often translates into being passive recipient of information and methods, in
cooperative activities students experience role diversity. It is likely that such diversity has beneficial effects on student development. Students can experience a
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change in self-concept when they are expected to become a tutors, expert consultants, investigators, and presenters.
5 Teacher roles In TGT, the teacher is available to work in individual students or with
groups while most of the class is involved in tutor tutee relations. 6. Evaluation
In TGT, the source of evaluation is the teacher. The form of evaluation is individual performance on games, tournament and test, teacher evaluations of the
student papers based on their individual contributions to the group.
d. Components of TGT
