THE EFFECT OF TEAM GAMES TOURNAMENT (TGT) THROUGH WORDWALL IN TEACHING VOCABULARY AT SMPN 1 TULUNGAGUNG

ROSA INDAH SAPUTRI, 1860203223194 and ARPINDA SYIFA'A AWALIN, 199509142025212062 (2026) THE EFFECT OF TEAM GAMES TOURNAMENT (TGT) THROUGH WORDWALL IN TEACHING VOCABULARY AT SMPN 1 TULUNGAGUNG. [ Skripsi ]

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Abstract

Vocabulary plays a crucial role in English language learning, as it provides the basis for the development of the four essential language skills. However, many junior high school students in Indonesia still struggle with vocabulary mastery due to passive and teacher-centered instructional practices that provide limited variation, combined with low student motivation. This study aimed to investigate whether there is a significant difference in vocabulary achievement between students taught using the Team Games Tournament (TGT) model through Wordwall and those taught not using Team Games Tournament (TGT) model through Wordwall. This study employed a quasi-experimental design with a quantitative approach, involving two classes of seventh-grade students at SMPN 1 Tulungagung in the academic year 2025/2026. Class VII-B (38 students) served as the experimental group and received vocabulary instruction through TGT integrated with Wordwall, while Class VII-A (38 students) served as the control group and was taught not using TGT integrated with Wordwall. The data were obtained through the administration of pre-tests and post-tests, to the experimental and control groups. The findings revealed that the experimental group achieved a mean post-test score of 90.05, improving from a pre-test mean of 63.57, while the control group improved from a pre-test mean of 65.76 to a post-test mean of 81.44. The Independent Sample T-test yielded a significance value of p < 0.001, which indicates that a statistically significant difference existed between the two groups. Accordingly, the null hypothesis (H₀) was rejected and the alternative hypothesis (Hₐ) was accepted. This study concludes that the effect of the TGT model through Wordwall is effective in improving the English vocabulary mastery of seventh-grade students at SMPN 1 Tulungagung. Overall, the implementation of TGT through Wordwall not only improved students’ vocabulary achievement but also fostered more active participation and a more enjoyable learning atmosphere, as students engaged collaboratively in group discussions, tournament activities, and interactive Wordwall games. These findings confirm that integrating a cooperative learning model with digital gamification media offers a practical and motivating alternative for teaching English vocabulary at the junior high school level.

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