<![CDATA[Arabic language learning at the junior secondary level often faces challenges related to students’ limited participation and enthusiasm. This study aims to explore the implementation of the Teams-Games-Tournament (TGT) model in Arabic language learning and to examine students’ responses and enthusiasm during the learning process at MTsN 1 Sarolangun. This study employed a qualitative case study approach. Data were collected through classroom observations, interviews, and documentation involving participants directly engaged in the learning activities. The data were analyzed using the Miles and Huberman qualitative data analysis framework, including data collection, data condensation, data display, and conclusion drawing and verification. The findings indicate that the implementation of the TGT model provided students with opportunities to participate more actively through teamwork, educational games, discussion, vocabulary practice, and healthy competition. Students’ enthusiasm was reflected in their willingness to participate, interaction with peers, cooperation, positive responses to learning activities, and interest in practicing Arabic vocabulary. The study also identified challenges related to differences in students’ abilities and motivation, limited instructional time, and classroom management. These challenges were addressed through clear instructions, appropriate time allocation, varied activities, and adjustment of game difficulty to students’ learning conditions. Overall, the findings suggest that TGT can provide a more interactive and engaging learning environment for Arabic language learning at MTsN 1 Sarolangun.]]>
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