<![CDATA[Students’ learning achievement in EFL classrooms is frequently hampered by low motivation and participation in the learning activities. The goal of the current research was to implement the Teams Games Tournament (TGT) method, one of cooperative learning strategies, to address any potential problems 24 seventh-grade students of a public junior high school might experience when learning the concept of telling time. This study used a two-cycled Classroom Action Research (CAR) design, each with well-planned phases. Quantitative data in the form of students’ academic achievement were collected through pre-tests and post-tests while classrooms observation and student interviews were used to collect qualitative data related to changes in learning motivation. The quantitative findings showed a significant improvement in students’ average post-test score of 85 over the pre-test score of 46.67 and 91.67% of the students achieved higher than the Minimum Mastery Criterion (KKM) of 75. In addition, the qualitative results revealed increased engagement, enthusiasm, and participation in learning English. Hence, it can be concluded that the implementation of the TGT method contributed to a noticeable improvement in students’ learning achievement in the topic of telling time.]]>
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