<![CDATA[This study aimed to improve students’ reading comprehension through the implementation of the Team Games Tournament (TGT) cooperative learning strategy at SMP N 9 Batanghari. The research applied a collaborative Classroom Action Research design based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. The participants were 30 students of Class IX A in the 2024/2025 academic year, selected purposively because the class demonstrated the lowest reading comprehension performance among the Grade IX classes. The study was conducted in two cycles and six meetings. Cycle I implemented TGT using origami-based question cards, whereas Cycle II integrated Quizizz as the tournament medium. Data were collected through a pre-test, Post-Test I, Post-Test II, teacher and student observation sheets, field notes, and a student questionnaire. The findings showed a progressive increase in the students’ mean scores from 70.47 in the pre-test to 78.87 in Post-Test I and 88.13 in Post-Test II. The Wilcoxon Signed-Rank Test indicated a significant difference at p < 0.05. The questionnaire had a Cronbach’s Alpha coefficient of 0.989 and showed positive student perceptions. Observations and field notes also revealed greater participation, confidence, collaboration, and engagement. Therefore, TGT, strengthened by Quizizz in Cycle II, effectively improved students’ reading comprehension and created a more interactive, collaborative, and motivating learning environment.]]>
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