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According to Muslimin Ibrahim, et al 2000: 7, cooperative learning models have at least three important goals, namely the academic learning
outcome, the acceptance toward diversity, and the development of cooperative skill. The first goal is to increase the students’ academic learning outcome in
which students are assigned to complete some academic tasks. Some experts argue that this model is excellent and helps students master some difficult
concepts. Cooperative learning is beneficial for both low and high level students. The second goal is to give the same chance to students coming from different
academic level and background to work depending on one to another to complete tasks. Through this way they learn how to respect one to another. The third one is
to teach the students the skills of cooperation and collaboration. These are very important in their social living, in which they compromise one each other in as an
organization, colored by different cultural background.
b. Review of Teams Games Tournaments TGT
Isjoni 2009: 83-84 states that Teams Games Tournaments is one of Cooperative learning strategies in which students are divided into groups of 5 or 6
having different ability, sex, and race. Teacher presents the material, and students work in their own group. In the group work, teacher distributes some worksheets
to each group. The task given by the teacher should be done together by all the members of the group. When anyone of the members could not understand the
task, others are responsible to explain and help him or her completing the task, before redirecting the problem to the teacher. Finally, to make sure that all
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students in the group have mastered the material, all students will have to play an academic game. In this game, students will be grouped to some tournaments
tables. Each table is occupied by one representative of each group. It should be organized in such a way that there is no table occupied by a students coming from
the same group as who occupies another table. In each tournament table, all the players must be in the same degree of ability. It can be determined through
considering the scores the students have got in the pre-test. Each score achieved by every student must be recorded. Team score is obtained by summing up the
scores achieved by each member. The team score is used to determine which group deserves to receive the award, in the form of certificate putting down a
certain predicate. Isjoni 2009: 85 states that in this game, each competing student is a
representative of hisher group. Every one of those who represent their group is assigned to tournament tables. Each tournament table is occupied by 5 to 6
students, and it should be settled that there is no one coming from the same group as the one occupies another table. It should be organized in such a way that the
participants of each tournament are in the same degree of ability. The game begins using question cards put upside down on the table, so that nobody can read the
questions and their answer key. The game in each tournament table is carried out according to the following procedures. First of all, each table decides who the
question reader becomes and who has to play first randomly. The selected player then takes a numbered card and hands it over to the question reader. The question
reader will read the question based on the number taken by the player. Next, the
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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
