<![CDATA[This study investigated the implementation of the Teams Games Tournament (TGT) strategy to improve the reading comprehension skills of eleventh-grade students at an Islamic senior high school in Batam, Indonesia. The study employed a Classroom Action Research (CAR) design consisting of four stages: planning, action, observation, and reflection, with a one-group pre-test–post-test comparison used to examine changes in students’ reading comprehension achievement. The participants were 18 eleventh-grade students selected through purposive sampling based on their varied levels of reading comprehension proficiency. Data were collected through reading comprehension tests, classroom observations, and open-ended interviews. The implementation was conducted over five meetings, including one pre-test session, three instructional meetings, and one post-test session. The findings revealed an improvement in students’ reading comprehension achievement following the implementation of the TGT strategy. The class mean score increased from 71.94 in the pre-test to 86.11 in the post-test, indicating a significant improvement in students’ comprehension performance. The results also showed positive changes in students’ classroom participation, motivation, confidence, and collaborative behavior during reading activities. The participating students became more active in group discussions, demonstrated stronger teamwork, and showed greater enthusiasm toward reading tasks. Although several challenges were identified, including classroom noise and limited discussion time, the overall implementation of the TGT strategy created a more interactive and student-centered learning environment. Therefore, the study concluded that the TGT strategy was a contextually appropriate approach for supporting students’ reading comprehension development EFL classroom settings.]]>
