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Devi Anggraeni
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A Systematic Literature Review on The Effectiveness of The Teams Games Tournament (TGT) Model with Flashcard Media in Enhancing Early Reading Skills in Elementary School Students Anggraeni, Devi; Supriatna, Encep; Sopandi, Wahyu
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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Abstract

Early reading ability is a fundamental literacy skill that underpins students’ success in subsequent learning stages. However, numerous studies indicate that many elementary school students still struggle with early reading, particularly in letter recognition, syllable decoding, and basic comprehension. One promising approach to address this issue is the integration of the Teams Games Tournament (TGT) learning model with flashcard media. This study aims to systematically review research findings on the effectiveness of the TGT model assisted by flashcards in improving early reading skills among elementary school students. The study employed a Systematic Literature Review (SLR) method following the PRISMA guidelines, analyzing articles published between 2014 and 2025 from databases such as Google Scholar, ERIC, and ScienceDirect. From an initial pool of 134 articles, 25 met the inclusion criteria and were further analyzed. The findings reveal that the integration of the TGT model and flashcard media effectively enhances students’ learning motivation, engagement, and early reading proficiency, particularly in letter and word recognition. Most studies employed quasi-experimental designs using pretest-posttest methods. Thematic analysis identified four major research focuses: (1) the effectiveness of the TGT model on reading outcomes, (2) the pedagogical role of flashcards in interactive learning, (3) implementation strategies of TGT in lower-grade classrooms, and (4) challenges faced by teachers in game-based learning application. The review also highlights several research gaps, including intervention duration, school context diversity, and long-term retention measurement. This SLR provides valuable insights for educators and researchers in designing innovative and effective instructional models to improve early reading skills in elementary education.
Co-Authors AA Sudharmawan, AA Abdul Basyir Mangun Agus Sudono, Agus Ahmad Nur, Agum Ahmad Suryadi, Ahmad Alexandra Hukom Ana Kadarningsih Angraini, Selvi Ardya Eka Prameswari Budhi Pratomo, Wisnu Dede Puspa Pujia Dewi Turgarini  Didiek Reza Mawardi Waris Doni Hartono Dwi Anung Nindito Encep Supriatna Enny Savitri Erna Herlinawati Fidilia, Shaula Handayani, Ellena Nurfazria Hanifah, Wanda Nur Hertasning, Bram Irma Citarayani Jaya, Allan Restu Karabi, Jumadi K. Melani Quintania Muttaqin, Pebriyanti Nur Azizah Nandar Wirawan Nila Sari Nurhaliza, Reza Nurul Sabilla P. Amin Octo Firmansyah Gulo, Deden Pratomo, Wisnu Budhi Puannandini, Dewi Asri Putri Biloro, Berlin Anggraeni Quintaniaa, Melani Rowesha Citra, Cindy San San Gutawa Shenda Aprilia Christanti Sirait, Hermin Sumantyo, Riwi Teuf, Juregin Diansi Wahyu Sopandi Widya Ayu