Improving Arabic Learning Outcomes through Cooperative Learning

Type of Team Games Tournament

Marhamah

, Suparman

, Yen Nguyen

and Gusneti Ilyas

Islamic University of Jakarta, Indonesia

State Madrasah Aliyah 3 Jakarta, Indonesia

Can Tho University, Vietnam

Universitas Krisnadwipayana, Jakarta

Keywords: Learning Outcomes, Cooperative Learning, Team Games Tournament, Arabic Learning, Classroom Action

Research.

Abstract: This study aims to improve students' learning outcomes in learning Arabic language with cooperative learning

type of TGT on students of X-Religious class in State Madrasah Aliyah 3 Central Jakarta, amounting to 32

students. Research methodology is Classroom Action Research and the procedure used the Hopkin model in

each cycle consists of four stages of planning, implementation, observation and reflection. The assessment

process starts from the planning, implementation and learning stages of pre-test, cycle I and cycle II post-

tests, interviews, observations, field note documentation and peer information. The results of this study found

that first, there were significant differences in learning outcomes during three measurements: pre-test (X1),

cycle I (X2) and second cycle (X3) test. F

count

= 307.99> F

table

= 4.84 at significant level α = 0.01 with dk

numerator that is dk (A) = 2 and dk denominator is dk (D) = 93. Secondly there is a significant difference

between the mean pre-test (test I) And test II ( score of cycle I) where t

count

= -18.193 < t

table

= -1.661, there

is a significant difference between the mean of pre-test (test I) and test score III ( score of cycle II ) where t

count

= -24.813 < t

table

= -1.661, and there is also a significant difference between the mean of test II ( score of

cycle I ) and the score of test III (score of cycle II ) where t

count

= -12.897 < t

table

= -1.661. Based on the above

findings, it can be concluded that the use of cooperative learning type TGT model proved to improve student

learning outcomes, especially on Arabic subject matter. Therefore, in the opinion of the authors cooperative

learning type of TGT can serve as an alternative learning strategy that can be developed in the learning process

in school.

1 INTRODUCTION

Every teacher basically wants the learning process

that is carried out is fun and student-cantered. For

example, students are always enthusiastic in the

learning process, including raising their hands to

answer questions, express opinions, exchange

information and encourage each other among friends.

But the attitude is less passionate in learning, student

activity is still low and sometimes there are some

students playing or chatting with friends is a problem

faced in State Madrasah Aliyah Jakarta, especially for

Arabic subjects in State Madrasah Aliyah Jakarta

students. This has an impact on the mastery of the

concepts and their learning completeness is low. The

conditions like this are clearly not expected in the

learning process.

Some teachers have conducted several learning

methods such as discussion methods, question and

answer and practicum. However, because teachers

have not been able to package learning to be

interesting and have not introduced or applied

learning models, the results of the learning process

have not been able to increase motivation and

learning activities of students maximally. During the

learning process, State Madrasah Aliyah students

generally feel ashamed or have no courage to ask

questions or answer questions. A student will answer

a question if the teacher is appointed him/her to

answer it. Most students do not use existing books to

help them to complete the task, they only use notes

given by the teacher.

If these conditions are not found a solution or

alternative solution to the problem, then the teacher

Marhamah, ., Suparman, ., Nguyen, Y. and Ilyas, G.

Improving Arabic Learning Outcomes through Cooperative Learning Type of Team Games Tournament.

DOI: 10.5220/0009917708090817

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 809-817

ISBN: 978-989-758-458-9

809

remains the only source of information in the class.

Students become less passionate about learning, lack

of learning activity, no exchanging of information

among friends, mastering the concepts of learning

Arabic becomes less attractive and tends to be boring,

so some students are not motivated to improve their

language skills while assuming that Arabic is a

difficult lesson.

2 LITERATURE REVIEW

2.1 Cooperative Learning

Cooperative learning is a teaching method where

students learn in small groups that have different

levels of ability. In completing group assignments

each member works with each other and helps to

understand a learning material. Learning is said to be

unfinished if one of the friends in the group has not

mastered the learning material.

Basically cooperative learning contains

understanding as an attitude or shared behavior in

working or helping among others in the structure of

regular cooperation in groups, consisting of two or

more people where work success is greatly influenced

by the involvement of each member of the group itself

(Etin Solihatin, Raharjo, 2008: 4). Nur Asma (2006:

12) said that: "Cooperative learning bases on an idea

that students work together in group learning and at

the same time are responsible for the learning

activities of their group members, so that all group

members can master the subject matter well".

Meanwhile, according to Anita Lie (2004: 12),

suggests that learning that gives students the

opportunity to work together with their peers in

structured tasks is called a system of "mutual

learning" or cooperative learning.

Muslimin Ibrahim (2006: 6-7), argues that most

learning that uses cooperative models can have the

following characteristics:

a. Students work in groups cooperatively to

complete their learning material.

b. The group is in the form of students who have

high, medium, and low abilities. If possible

group members come from different races,

cultures, tribes, genders.

c. Awards are more group-oriented than

individuals.

According to Roger and David Johson in Anita

Lie (2004: 31) that not all group work can be

considered cooperative learning so that to achieve

maximum results it is necessary to apply the 5

elements of the cooperative learning model, namely:

1. Positive interdependence, meaning that the

success of the group is strongly influenced by the

efforts of each member. To create an effective

working group, the teacher needs to arrange in

such a way that each group member must

complete his own task so that others can achieve

their goals.

2. Individual responsibility means that each group

member must carry out his duties well for the

success of his group.

3. Face to face, meaning that each group must be

given the opportunity to meet and discuss.

Interaction activities will encourage students to

form synergies that benefit all members of their

group. The essence of this synergy is to

appreciate differences, take advantage of

strengths and fill their respective shortcomings.

4. Communication between members, this element

requires that students be equipped with various

communication skills, because the success of the

group also depends on the willingness of its

members to listen to each other and their ability

to express their opinions.

5. Evaluation of the group process, the teacher

needs to schedule a special time for the group to

evaluate the group work process and the results

of their collaboration so that they can work

together effectively.

According to Muslimin Ibrahim (2006: 7),

cooperative learning models have at least three

learning objectives. (1). Increase academic learning

outcomes where students are required to complete

academic tasks. (2). Cooperative learning provides

opportunities for students with different backgrounds

and conditions to depend on each other for shared

tasks and through the use of cooperative reward

structures, learn to respect each other. (3). To teach

students cooperative and cooperative skills. These

skills are important to have in a society where adult

work is mostly done in organizations that are

interdependent.

There are 6 main steps in using cooperative

learning (Muslimin Ibrahim, 2006: 10). These steps

can be seen in the table 1.

2.2 Cooperative Learning Model

Learning model is a pattern that is used as a guide

in planning classroom learning and tutorials. The

learning model can also be interpreted as a pattern

used for the preparation of the curriculum, arranging

material, and giving instructions to the teacher in the

classroom. Sulking Joyce's thinking, the model

function is each model guides us as we design

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instruction to help students achieve various

objectives. Through teacher learning models can help

students get information, ideas, skills, ways of

thinking, and express ideas (Agus Suprijono, 2015:

65).

Table 1: Cooperative learning steps

Phase Teacher's behavior

Phase-1

Delivering

goals and

motivate

students

The teacher conveys all the

learning objectives to be

achieved in the lesson and

motivates students to learn.

Phase-2

Presenting

information

The teacher presents

information to students by

demonstration or through

reading material.

Phase-3

Organize

students into

study groups

The teacher explains to

students how to form

learning groups and help

each group to make the

transition efficiently.

Phase-4

Guiding

groups to work

and study

The teacher guides learning

groups as they work on their

assignments.

Phase-5

Evaluation

The teacher evaluates

learning outcomes about the

material that has been studied

or each group presents their

work.

Phase-6

Give awards

Teachers look for ways to

appreciate both individual

and group learning and

learning outcomes.

The model that can be used to help students active

in learning is:

1. Student Team Achievement Division (STAD)

consists of the syntax of learning activities as

follows (Slavin, 2005: 143-144):

a. Teach. The teacher presents the subject

matter.

b. Learning in teams. Students work in teams /

groups consisting of 4/5 people guided by

student activity sheets to complete the

subject matter. In group work students share

tasks. The results of this group work were

collected.

c. Test. Students work on quizzes or other

individual assignments to find out what they

have learned individually as long as they

work in groups.

d. Team award. The teacher gives awards to

the team / group. Team scores are calculated

based on team member improvement scores,

and certificates, class periodic reports or

notice boards are used to reward the team

that scored the highest score.

2. Cooperative Learning Group Investigation

Model (IK) with the following syntax

(Komalasari, 2011: 75):

a. Identify topics and organize students in

groups. Students choose specific subtopics

in a common problem set by the teacher.

b. Plan the tasks to be studied. Students and

Teachers plan learning procedures and

specific goals that are consistent with the

selected subtopics.

c. Carry out investigations. Students

implement the plan they have set in the

second stage (gathering information,

analyzing data, and making conclusions by

exchanging information, discussing,

clarifying, and synthesizing ideas). The

teacher strictly follows the progress of each

group and provides assistance when needed.

d. Prepare a final report. Students analyze and

evaluate information obtained in the third

stage and plan how the information is

summarized and presented in class.

e. Present the final report. Some or all groups

present the results of their investigations,

with the aim that all students know the topic.

This presentation was coordinated by the

Teacher.

f. f. Evaluation. Evaluation can be individual

or group. Teachers and students collaborate

in evaluating student learning.

3. Think-Pair-Share (TPS) models with the

following syntax (Trianto, 2014: 130):

a. Thinking. The teacher gives questions or

issues related to the material to be studied

and asks students to think about the question

or issue independently for a while.

b. Pairing. The teacher asks students to pair up

with other students to discuss what they have

thought about at the stage of thinking.

Interaction at this stage is expected to share

answers if questions have been asked or

shared ideas if a problem has been

identified. Usually the teacher gives 4-5

minutes to pair up.

c. Sharing (sharing). The teacher asks the

couple to share classically about what they

have discussed. This is effectively done by

rotating pair by pair, until about a quarter of

couples have the opportunity to report.

4. Numbered-Head-Together (NHT) model with

the following syntax (Trianto, op. Cit: 131):

Improving Arabic Learning Outcomes through Cooperative Learning Type of Team Games Tournament

811

a. Numbering: The teacher divides students

into groups of 3-5 people and each member

is numbered 1 to 5.

b. Asking questions: The teacher asks a

question to students. This question can be in

the form of a question sentence or direction.

c. Thinking together: Students integrate their

opinions on the answers to the questions and

convince members in their team to know the

answers.

d. Answer: The teacher calls students with a

certain number, then he answers the

teacher's question for the whole class.

5. The Jigsaw model with the following syntax

(Agus Suprijono, 2015: 108-109):

a. The teacher divides students into teams /

groups with 3-5 members (called origin

groups).

b. Each student in the team is given a different

piece of material to learn.

c. Members from different teams / groups who

have studied the same section / subpart meet

in a new team / group (expert group) to

discuss their subchapters.

d. After completing the discussion as a team of

experts, each member returns to the original

group and takes turns teaching their

teammates about the sub-chapters they

control and every other member listens

intently.

e. Each team of experts presented the results of

their discussions.

f. The teacher evaluates.

6. Model Teams game tournament (TGT) with the

following syntax (Slavin 2009: 84-86):

a. Class presentation: The teacher introduces

learning material that is given directly or

discussed in class.

b. Division of groups: Students are divided into

groups of four to five heterogeneous people,

based on academic ability and gender.

c. Game: The teacher holds a game made with

the contents of the questions. The game is

played with a table containing three students

represented from different groups. Students

take numbered cards and try to answer

questions according to numbers. The rules

allow players to challenge other answers.

d. Tournament: The teacher groups students

from each team and then holds competitions

and scores for each team.

e. Group awards (team recognition): After

participating in games and tournaments, the

teacher announces the scores for each team

and awards according to the criteria that

have been determined. Group awards can be

in the form of gifts, certificates, and so on.

Of the several models that can be used to develop

student learning activity in the classroom, researchers

chose to use the Model Teams game tournament

(TGT). For reasons because this model is easier to

make students active in learning and fun and simpler

in the implementation so that students do not feel

there is a burden and do not feel bored and boring

while doing the learning process.

2.3 Cooperative Learning Type of TGT

The Teams game tournament is a type of cooperative

learning developed by Robert E. Slavin and his

friends at John Hopkin University. This method is one

type or model of cooperative learning that is easy to

implement, involving the activities of all students

without having to have differences status, involving

the role of students as peer tutors and containing game

elements.

Slavin (2009: 163) says generally TGT is the

same as STAD except for one thing: TGT uses

academic tournaments, and uses quizzes and

individual progress score systems, where students

compete as their team representatives with other team

members who have previous academic performance

equivalent like them.

Nur Asma (2006: 54) asserts that the TGT

method is a learning method that is preceded by the

presentation of learning material by the teacher and

ends by giving a number of questions to students.

After that the students move to their respective groups

to discuss and resolve the questions or problems

given by the teacher. Instead of a written test, each

student will meet once a week at the tournament table

with two colleagues from other groups to compare

their group's abilities with other groups.

So the TGT is a type of cooperative learning that

results from the development of the STAD type

(Student Teams-Achievement Divisions), where

students learn in small groups with the main

components of class presentations, team discussions,

games, tournaments and team recognition. Whereas

the difference between these two types is the presence

of academic games on the TGT type, so that it can

make the learning process more enjoyable and deep

in a happy atmosphere and the creation of team

competitions based on the responsibilities of each

individual. With the discussion, the activeness of

students when exchanging opinions, asking other

students / teachers about things that are not

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understood will appear. Quizzes and team tournament

recognition will motivate students to get the highest

score by answering the teacher's questions correctly.

2.4 Steps for Cooperative Learning

TGT Type

According to Slavin (2009: 84-86), components in the

TGT: (1) Class presentations by the teacher to

introduce learning material given directly or discuss

in class. The teacher acts as a facilitator. Learning

refers to what is conveyed by the teacher to assist

students in participating in games and tournaments.

(2) Students are divided into groups consisting of four

heterogeneous students. The main purpose of group

formation is to convince students that all members of

the study group and all members prepare themselves

to participate in the best games and tournaments. It is

expected that each group member will do the best for

his group and the group effort will be done to help his

group members so that they can improve their

academic abilities and foster the importance of

cooperation among students and increase self-

confidence. (3) Games are made with the contents of

questions to test students' knowledge gained from

class presentations and group exercises. The game is

played with a table containing three students who are

represented by three different groups. Students take

numbered cards and try to answer questions

according to numbers. The rules allow players to

challenge other answers. (4) Tournaments are held at

the end of the week, after the teacher has made class

presentations and groups practice their tasks. For the

first tournament the teacher groups students with

similar abilities that represent each team. This

competition is an individual ability assessment

system in the TGT. This competition also allows

students from all levels in previous performances to

maximize their group's score to the best. (5) Group

awards can be obtained after participating in games

and tournaments, each group will earn points. The

average group points obtained from games and

tournaments will be used as a determinant of group

awards. Type of award according to predetermined

criteria. Group awards can be in the form of gifts,

certificates, and so on.

2.5 Strengths and Weaknesses of TGT

Cooperative Learning

2.5.1 Strengths

TGT is a learning method that provides full

opportunities for students to achieve competence

through group collaboration, resulting in multi-

directional interaction in learning. Can develop

academic learning outcomes acceptance of diversity

and development of social skills (Slavin, 2009: 121).

In addition to the emergence of students 'self-

confidence, the students' belief that they are important

and valuable individuals is very important to build

their ability to face disappointment in life and become

productive individuals (Slavin, 2009: 122).

Norms of group norms that are academic pros also

appear, in this case interest or motivation will grow

among students. When working on assignments,

students' behavior in class will improve, preference

for class and school, friendship or socialization will

also increase (Slavin, 2009: 142).

2.5.2 Weaknesses

TGT often experiences obstacles if it has

shortcomings in socialization. In this case, students

who cannot make friends will hamper the TGT

method so that it cannot run smoothly. This problem

often arises because of differences in gender,

ethnicity and academic ability (Slavin, 2009: 274).

Therefore; a) it takes a relatively long time to

understand the team's learning philosophy, so that

students who have more abilities will feel hampered

by other students who have abilities under it; b) with

the creation of conditions of mutual learning between

students, it could be possible to create an

understanding that is not supposed to or not in line

with expectations; c) Assessment based on group

performance, the teacher must realize that the actual

results and expected achievements are the

achievements of each individual student; d) is not an

easy job, to collaborate students' individual abilities

together with their collaboration abilities.

2.5.3 Obstacles in the Implementation of

TGT in Schools

First, there is no habituation for teachers so teachers

cannot directly implement the TGT type cooperative

learning model effectively, they need adjustments or

training in the first meeting, but at the next meeting

the teachers are able to do that more effectively.

Second, there is no habituation for students so

students also need time to adjust to the new activities.

Teachers are required to further improve the

discipline of learning, especially the habits of

students to speak up and work more efficiently.

Third, group activities that activate students

require relatively longer learning time. This problem

can be overcome by increasing the efficiency of time

use, determining targets and time for each activity,

Improving Arabic Learning Outcomes through Cooperative Learning Type of Team Games Tournament

813

supervision and orders to immediately end an activity

and move to another activity.

Fourth, is the completeness of media and

sources. This problem is a common problem faced by

schools, it can be overcome by increasing

collaboration with elements of leadership and school

committees, and increasing the efforts of teachers to

develop their own media and learning resources.

(Syaodih Educar Education Journal, 2007: 18-19).

2.5.4 The Purpose and Scope of Arabic in

State Madrasah Aliyah

Arabic is a subject that is directed to encourage,

guide, develop, and foster abilities and foster a

positive attitude towards Arabic both receptive and

productive. Receptive ability is the ability to

understand other people's speech and understand

reading. Productive ability is the ability to use

language as a communication tool both verbally and

in writing. The ability to speak Arabic and a positive

attitude towards Arabic are very important in helping

to understand the sources of Islamic teachings,

namely the Qur'an and hadith, as well as the Arabic-

language books for students relating to Islam. For this

reason, Arabic in madrasas is prepared for the

achievement of basic language competencies, which

includes four language skills that are taught

integrally, namely listening, speaking, reading, and

writing. Even so, at the elementary (elementary)

education level focused on listening skills and

speaking as a language base. At the level of secondary

education, all four language skills are taught in a

balanced manner. As for the level of advanced

education (advanced) concentrated on reading and

writing skills, so students are expected to be able to

access various Arabic references.

Arabic subjects has a purpose; (1) Develop the

ability to communicate in Arabic, both oral and

written, which includes four language skills, namely

listening (istima '), speaking (kalam), reading

(qira'ah), and writing (kitabah); (2) To raise

awareness about the importance of Arabic as a

foreign language to be the main tool of learning,

especially in studying the sources of Islamic

teachings; (3) Develop an understanding of the

interrelationship between language and culture and

expand cultural horizons. Thus, students are expected

to have cross-cultural insight and involve themselves

in cultural diversity. (Permenag, 2013: 46).

3 METHODOLOGY

3.1 Classroom Action Research

Procedure

Research methodology used is Classroom Action

Research, which is a study that aims to make a real

contribution to improving teacher professionalism,

preparing knowledge and understanding and insight

into the behaviour of teaching teachers and students

learning.

In the implementation of classroom action

research there are four stages in each cycle with

reference to the Hopkins (1993) model. These stages

are planning, implementing or acting, observing or

observing and reflecting (Mulyasa, 2009: 181).

These stages are called one cycle of problem

solving activities. If a cycle has not shown signs of a

change towards improvement (quality improvement),

research activities are continued in the second cycle

and so on, until the researcher reaches his research

objectives. The design of the class action research

procedure is as follows:

3.2 Design

3.2.1 Procedure of Classroom Action

Research

Figure 1: Procedure of classroom action research.

This research was conducted in two cycles,

because the learning outcomes of students had

fulfilled the graduation standard value of 75, a

minimum of 85% of the number of students in the X-

Religion class had met these criteria. The research

stages are as follows:

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Figure 2: The research stages.

3.2.2 Data

The data obtained is the result of the assessment

process which starts from the planning stage, actions

and results of the assessment process itself in the form

of; (1) 1. Learning outcomes in the form of student

tests; (2) Interviews with students; (3) Observation;

(4) Questionnaire; (5) documentation of field

observations; (6) Field notes, and (7) information

from peers.

3.2.3 Research Instruments

a), test sheet / answer sheet, b) Questionnaire sheet

about students' opinions about the cooperative

learning strategy of the TGT model, c) teacher and

student observation sheets, d) interview guide sheets,

e) field notes, f) teacher evaluation tools and

evaluation tools student.

3.2.4 Data Validity Check Technique

Triangulation techniques in checking the validity of

the data, namely: (1) interviews, (2) observations, and

(3) questionnaires/documentation

4 RESEARCH RESULT

4.1 Pre-test Results

From the pre-test results obtained data that student

learning outcomes are less satisfactory because there

are no X-Religion class students who achieve the

minimum completeness criteria is 75. The highest

score is 66 and the lowest score is 50. While the

average grade obtained is 58.94.

Table 2: Score of Pre-Test Student

Students

code

M/F Score No

Students

code

M/F

Scor

1 S 1 M 56 17 S 17 M 50

2 S 2 F 56 18 S 18 M 54

3 S 3 F 60 19 S 19 M 66

4 S 4 M 66 20 S 20 F 56

5 S 5 F 60 21 S 21 F 62

6 S 6 M 56 22 S 22 F 62

7 S 7 F 64 23 S 23 F 64

8 S 8 M 54 24 S 24 F 56

9 S 9 F 66 25 S 25 F 56

10 S 10 F 58 26 S 26 F 52

11 S 11 F 58 27 S 27 F 66

12 S 12 F 64 28 S 28 M 56

13 S 13 F 60 29 S 29 F 56

14 S 14 F 56 30 S 30 M 54

15 S 15 M 66 31 S 31 M 58

16 S 16 M 60 32 S 32 M 58

Highest score 66 Sum of score 1886

Lowest score 50 Class average 58.94

Number of Completed

Students

% Of Complete

Students

Number of Students

Not Completed

% Of students are not

complete

100%

4.2 Learning Outcomes Cycle I

Based on the learning outcomes of the first cycle (test

II) obtained data that there were still 17 students or

53.13% who had not obtained the score according to

the minimum completeness criteria of 75 while those

who obtained the same or exceeded the minimum

criteria were 15 students or 46.88 %. The highest

score of 80 and the lowest score was 64. While the

average grade obtained was 74.13. Thus the student

learning outcomes after using the TGT have increased

by 25.77% from the pre-test results (test I). To be

clearer, it can be seen in the table below:

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Table 3: Learning outcomes of Student Cycles I

Students

Code

M/F Score No

Students

Code

M/F Score

1 S 1 M 70 17 S 17 L 76

2 S 2 F 78 18 S 18 L 68

3 S 3 F 70 19 S 19 L 80

4 S 4 M 80 20 S 20 P 72

5 S 5 F 70 21 S 21 P 70

6 S 6 M 70 22 S 22 P 78

7 S 7 F 80 23 S 23 P 74

8 S 8 M 70 24 S 24 P 80

9 S 9 F 80 25 S 25 P 78

10 S 10 F 72 26 S 26 P 64

11 S 11 F 68 27 S 27 P 74

12 S 12 F 80 28 S 28 L 80

13 S 13 F 70 29 S 29 P 76

14 S 14 F 80 30 S 30 L 66

15 S 15 M 80 31 S 31 L 68

16 S 16 M 80 32 S 32 L 70

Highest Score 80 Amount of score 2372

Lowest Score 64 Average Grade Score 74.13

Number of

Completed Students

% Of Complete

Students

46.88

Number of Students

Not Completed

% Of students are not

complete

53.13

Table 4: Comparison of Pre-Test Score and Post-Test

(Cycle I)

No Score Tes I Tes II Annotation

1 Score 1886 2372

Increased by

25.77%

2 Average 58.94 74.13

3 Maximal score 66 80

4 Minimal score 50 64

The learning outcomes of students in the first

cycle overall increased 25.77% after the students used

the cooperative learning of type TGT, but there were

still some weaknesses and shortcomings that existed

in the first cycle that needed to be improved and the

improvement is in the next cycle.

Based on the reflection on the first cycle above,

there are still weaknesses and shortcomings both in

terms of the interaction and motivation of students in

group learning, discussion between students in the

group and the ability of teachers to manage learning

and learning outcomes of students who need to be

improved. So, to achieve the learning outcomes to the

maximal score, the cooperative learning of type TGT

should be done for the cycle II. The score can be seen

in table 5 as follow;

Table 5: Score of Student Cycles II

Students

Code

Score No

Students

Code

Score

1 S 1 M 88 17 S 17 M 96

2 S 2 F 96 18 S 18 M 86

3 S 3 F 96 19 S 19 M 96

4 S 4 M 96 20 S 20 F 92

5 S 5 F 90 21 S 21 F 86

6 S 6 M 86 22 S 22 F 88

7 S 7 F 94 23 S 23 F 88

8 S 8 M 80 24 S 24 F 96

9 S 9 F 96 25 S 25 F 96

10 S 10 F 90 26 S 26 F 82

11 S 11 F 80 27 S 27 F 94

12 S 12 F 96 28 S 28 M 90

13 S 13 F 96 29 S 29 F 96

14 S 14 F 96 30 S 30 M 82

15 S 15 M 94 31 S 31 M 82

16 S 16 M 90 32 S 32 M 84

Highest Score 96 Amount of Score 2898

Lowest Score 80 Average Grade Score 90.56

Number of Completed

Students

% Of Complete

Students

100%

Number of Students

Not Completed

% Of students are

not complete

Based on the learning outcomes of cycle II above,

when the students use the cooperative learning type

of TGT, the mastery of students in receiving Arabic

language learning material experienced is a

significant increase in cycle II. Evaluation results of

students have an average grade value of 90.56 or

90.56% of the ideal score of 100. The highest score

of 96 and the lowest score of 80. Thus the learning

outcomes of students after using the cooperative

learning type of TGT increased by 22.18% of the

post- tests in the first cycle and increase of 53.66%

from the pre-test.

5 CONCLUSION

1. The use of the cooperative learning type of the

TGT that is applied in classroom is proven to

improve the learning outcomes of Arabic.

Mastery of students towards learning material

after action has experienced a significant

increase in learning outcomes. This can be shown

by the learning outcomes that have been obtained

by students in each cycle, namely in the first

cycle increased by 25.77% of the results of the

pre-test (test I) and in the second cycle increased

by 22.18% of test II in the first cycle and

increased by 53.66% of pre-test.

2. The development of cooperative learning type of

TGT in the classroom strongly prioritizes the

involvement of students to be active,

collaborative and help each other among their

fellow students because each individual

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contributes to the achievement of the goals of the

group members and it’s not for personal interests.

Therefore, to achieve personal goals namely

learning outcomes that satisfy each group

member, they must be willing to help their

teammates to do whatever is useful for the group

so that they succeed together, and more

importantly to motivate members of one group to

be active as maximum as possible. To achieve

maximum learning outcomes students are given

the freedom to interact with their friends so they

can exchange ideas and opinions both with their

groups and with other groups. Thus, students are

more motivated and enthusiastic in learning

Arabic because they can learn not only from the

teacher but also get help from their friends.

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2013.

Slavin, Robert, Cooperatif Learning (Teori Riset dan

Praktek), 2005 cet.3. Transleted by Narulita Yusron.

Bandung: Nusa Media. 2009.

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