commit to user
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
Slavin 1995: 84-86 outlines a description of the components of TGT as follows:
1 Class Presentation Material in TGT is initially introduced in a class presentation. This is most
often direct instruction or a lecture-discussion conducted by the teacher, but could include audiovisual presentations. Class presentations in TGT differ from usual
teaching only in that they must be clearly focused on the TGT unit. In this way, students realize that they must pay attention during the class presentation, because
by doing so, it will help them to do well on the games and their game scores determine their team scores.
2 Teams Teams are composed of four or five students who represent a cross-section
of the class in term of academic performance, sex, and race or ethnicity. The major function of the team is to make sure that all team members are learning, and
commit to user
more specifically, to prepare its members to do well on the games. After the teacher present the material, the team meets to study worksheet or other material.
Most often, the study involves students discussing problems together, comparing answers, and correcting any misconceptions if teammates make mistakes.
The team is the most important feature of TGT. At every point, emphasis is placed on team members doing their best for the team, and the team doing its
best to help its members. The team provides the peer support for academic performance that is important for learning, and it provides the mutual concern and
respect that are important for such outcomes as intergroup relations, self-esteem, and acceptance of mainstreamed students.
3 Games A cooperative game is a game in which players or teams work together
towards a common goal. Chen 2005 said in his journal that the benefits of using games in language learning are promoting communicative competence, creating a
meaningful context for language use, increasing learning motivation, reducing learning anxiety, increasing creativity and spontaneous use of language, and
constructing a cooperative learning environment. Games offer a fun and relax learning atmosphere to the students. When students join in games, anxiety is
reduced and speech fluency is generated. It makes them to achieve communicative competence.
Games activities are excellent ways to motivate learners in speaking. Games activities introduce competition to the students in using language. In other
words, games create a meaningful context for language use. Games can make the
commit to user
students enjoy the language learning unconsciously. The students acquire a great deal of language by concentrating and listening intensively in playing games
The games are composed of content-relevant questions which are designed to test the knowledge of students’ achievement from the class presentations and
team practice. Games are played on the table played by three students. Each of them represents a different team. Most games are simply numbered questions on a
sheet. A student picks a numbered card then heshe gives a chance the others and try to answer. If heshe can not answer well, he gives a chance to the other
students to answer it. 4 Tournaments
The tournament is the structure in which the games take place. It is usually held at the end of a week or a unit, after the teacher has made a class presentation
and the teams have had time to practice with the worksheets. For the first tournament, the teacher assigns students to tournament tables. Three students who
performed best occupy table 1, the next three occupy table 2, and so on. The individual improvement score system makes it possible for students of all levels
of past performance to contribute maximally to their team scores if they do their best.
Figure 4-3 illustrates the relationship between heterogeneous teams and homogeneous tournament tables. After the first tournament, students exchange
tables depending on their own performance in the most recent tournament. The winner at each is “bumped up” to the next higher table, the second scorer stays at
the same table, and the low scorer is “bumped down.” In this way, if the students
commit to user
have been misaligned at the first, they will eventually be moved up or down until they reach their true level of performance.
TEAM A
TEAM B TEAM C
FIGURE 2.1 Assignment to tournament tables
Robert E. Slavin, 1995: 86 5 Team Recognition
Soon after the tournament, the teacher figures team scores and prepares team certificates to recognize high-scoring teams. To do this, she first checks the
tournament points on the game score sheets. Then, simply transfer each student’s tournament points to the summary sheet for his or her team, adds all the team
members’ scores, and divides by the number the present of team members.
Tournament 1
Tournament 2
Tournament 3
Tournament 4
A-1 A-2
A-3 A-4
High Average Average Low
B-1 B-2
B-3 B-4
High Average Average Low
C-1 C-2
C-3 C-4
High Average Average Low
commit to user
Three levels of awards are given in Teams Games Tournaments TGT, based on average team scores:
Criterion Team Average Award
40 Good team
45 Great team
50 Super team
Table 2.2. Average Team Scores Source: Robert E. Slavin 1995: 90
e. Preparation and Schedule of Activities
