<![CDATA[The ability to analyze argumentative texts is an important competency in Indonesian language learning, yet pre-cycle results show that the average score of Class XI F11 at SMA Negeri 2 Kudus was only 67.4, with a classical mastery rate of 41.7%. This classroom action research aimed to improve the argumentative text analysis skills of Class XI F11 students at SMA Negeri 2 Kudus (36 students) through the implementation of the Teams Games Tournament (TGT) cooperative learning model. The study followed the Kemmis and McTaggart spiral model over two cycles, each consisting of three meetings (class presentation and team work, a tournament, and an individual end-of-cycle test), preceded by a pre-cycle stage as the baseline condition. Data were collected through written tests, observation, interviews, and documentation, then analyzed using comparative descriptive techniques for the quantitative data and the Miles and Huberman model for the qualitative data. The results show that the class average score increased from 67.4 (pre-cycle) to 76.0 (cycle I) and 85.1 (cycle II), while classical mastery increased from 41.7% to 69.4% and 86.1%. The teacher’s skill in implementing TGT improved from 41.7% (Fair category) to 93.1% (Excellent), followed by an increase in student activeness from 47.3% to 85.7%. All the established success indicators were achieved by the end of cycle II. The novelty of this study lies in applying TGT specifically to the competency of analyzing argumentative texts, accompanied by an integrated measurement of improvement in teacher skills. These findings imply that TGT can serve as an effective alternative learning model in Indonesian language instruction for enhancing students’ critical thinking and engagement in analyzing texts.]]>
