Vocational School Students’ Perception of The Potential of Team Game Tournament as A Conventional Learning Strategy

Introduction

The effectiveness of English language instruction in vocational high schools is increasingly challenged by the need to balance communicative competence with contextual relevance and limited instructional resources. English plays a crucial role in vocational education, as it equips students with language skills required for workplace communication and career advancement (1, 2). In the era of global labor mobility, vocational graduates are expected to demonstrate not only technical competence but also sufficient English proficiency for professional interaction (3). However, English classrooms in vocational settings often struggle to create engaging learning environments that foster active participation, collaboration, and meaningful language use. Interactive learning is widely acknowledged as essential for developing linguistic competence and communication skills, as enjoyable and engaging instruction encourages students to participate actively in the learning process (2, 4). Despite this, many vocational classrooms still rely on conventional, teacher-centered practices that limit students’ opportunities for interaction and authentic language practice (5).

The urgency of addressing this issue is intensified by persistent structural constraints in many vocational schools, particularly those located in suburban or rural areas. While gamification and technology-assisted learning have been shown to enhance motivation and engagement, their implementation remains uneven due to limited access to digital devices, unstable internet connectivity, and insufficient technological infrastructure (6, 7). These limitations prevent teachers from effectively integrating widely used digital platforms such as online quizzes or learning management systems. As a result, educators face a critical challenge: how to sustain student engagement and motivation in English learning without relying on digital tools. Cooperative learning has been identified as a viable alternative, as it promotes peer interaction, shared responsibility, and social engagement (7, 8). Previous studies confirm that cooperative learning strategies contribute positively to students’ academic engagement and collaborative skills, which are essential for vocational students preparing for real-world workplace demands (1, 7). However, the practical implementation of cooperative learning models in low-resource vocational English classrooms remains underexplored, particularly from the students’ perspective the practical implementation of cooperative learning in low-resource vocational contexts remains underexplored (9).

Students’ perception is an important aspect in evaluating instructional strategies because perception reflects how learners interpret, experience, and respond to classroom activities. Positive perceptions toward learning activities may influence students’ motivation, participation, and engagement during the learning process. Previous studies also indicate that students’ perceptions of classroom environments are closely associated with active participation and learning involvement in language learning contexts (10). From the perspective of cooperative learning theory, meaningful interaction, teamwork, and peer collaboration are considered essential elements that support active learning and social development among students (11, 12). In this context, Team Game Tournament (TGT) is viewed not only as a game-based instructional activity but also as a cooperative learning strategy that encourages interaction, shared responsibility, and collaborative participation among learners. Empirical studies have demonstrated the effectiveness of TGT in improving learning outcomes such as reading comprehension, vocabulary mastery, and classroom interaction (13, 14). However, previous studies have predominantly emphasized achievement-related outcomes, while relatively limited attention has been given to students’ subjective perceptions and classroom experiences, particularly in vocational English classrooms with limited technological resources. Therefore, this study focuses specifically on examining vocational students’ perceptions toward TGT as a conventional non-digital cooperative learning strategy.

Methodology

Study Design

This study employed a descriptive quantitative research design to examine vocational high school students’ perceptions of the Team Game Tournament (TGT) as a conventional learning strategy in English language instruction. A descriptive quantitative approach was selected because the study aimed to describe students’ perceptions systematically using numerical data rather than to examine causal relationships (15). This design allowed the researcher to capture learners’ responses objectively and to present the findings in the form of measurable trends and distributions.

Population and Sample

The population of this study consisted of tenth-grade vocational high school students enrolled in the Fashion Design program at a vocational school in East Java, Indonesia. The sample comprised 32 students, representing the entire population of the selected class. A total sampling technique was applied because the population size was relatively small and all students had experienced the same instructional treatment. This approach ensured complete data coverage and minimized sampling bias. Participants were generally between 15 and 17 years old, which is the typical age range for tenth-grade vocational students.

Instructional Materials and Learning Strategy

The instructional strategy implemented in this study was the Team Game Tournament (TGT), a cooperative learning model that combines teamwork and academic games (11). The learning material focused on a narrative text, Cinderella, which was selected in accordance with the English curriculum and adapted to students’ learning level. The instructional objectives included improving reading comprehension, vocabulary understanding, classroom participation, and students’ engagement in English learning.

All learning activities were conducted using non-digital, paper-based materials, including printed texts, question cards, and manually prepared game boards made of carton paper. Each game board contained eight numbered sections, with each number representing one comprehension question. Students were divided into four heterogeneous teams, with each team consisting of seven to eight members to promote peer interaction, cooperation, and balanced participation.

Research Procedures

The research procedures followed a structured sequence adapted from Creswell’s (2012) (15), research framework and are illustrated in Figure 1. The implementation began with a teacher-led explanation of the narrative text, including vocabulary clarification and guided comprehension questions. After the explanation session, the Team Game Tournament activity was conducted.

Students were instructed to line up in front of their respective team boards and take turns selecting numbered questions. Each student was given an opportunity to answer orally. If a student was unable to answer, the opportunity was passed to another team member. Peer discussion was encouraged to facilitate collaborative problem-solving and active learning. The tournament continued until all questions on the boards had been answered. The complete instructional session lasted approximately 90 min.

Immediately after the instructional session, data collection was conducted to capture students’ direct learning experiences. Paper-based questionnaires were distributed to all participants in the classroom. Clear oral instructions were provided, and students completed the questionnaire individually before submitting it directly to the researcher.

Research Instrument

The research instrument used in this study was a closed-ended questionnaire designed to measure students’ perceptions of the Team Game Tournament strategy. The questionnaire consisted of 15 items adapted from Kusuma’s (2018) framework of conventional learning (16) Responses were measured using a four-point Likert scale: Strongly Disagree (1), Disagree (2), Agree (3), and Strongly Agree (4). A four-point scale was selected to reduce neutral responses and encourage clearer participant attitudes (17)

The questionnaire measured two main dimensions: (1) Positive perceptions, including students’ interest, motivation, vocabulary improvement, collaborative learning, and effectiveness of the strategy; and (2) Negative perceptions, including perceived difficulty, lack of suitability with learning preferences, and limited effectiveness.

To ensure clarity and comprehension, the questionnaire was translated into Indonesian. Content validity was established through expert judgment from English education lecturers, ensuring alignment between the instrument and the research objectives (18). The internal consistency of the questionnaire was evaluated using Cronbach’s alpha, which indicated acceptable reliability (19)

Data Analysis

Data were analyzed using descriptive statistical techniques, including the calculation of frequencies, percentages, and mean scores (20). The results were tabulated and interpreted to determine the overall tendency of students’ perceptions toward the TGT strategy. Mean scores were interpreted using four categories: very low, low, high, and very high perception levels (21).

Additionally, consistency analysis was conducted by pairing positively and negatively worded items addressing similar constructs. Differences in mean scores between paired items were examined to evaluate the consistency of students’ responses. This procedure strengthened the credibility of the findings and supported the interpretation that responses reflected genuine perceptions. Statistical analysis was conducted using Microsoft Excel and SPSS version 25.

Ethical Considerations

Ethical considerations were strictly observed throughout the study. Students participated voluntarily and were informed about the purpose of the research prior to data collection. To minimize social desirability bias, students were informed that their responses would not affect academic evaluation and that there were no right or wrong answers. The questionnaire was completed anonymously to encourage honest responses and reduce pressure during data collection. Anonymity and confidentiality were maintained by excluding personal identifiers from the questionnaire. Permission to conduct the study was obtained from the school, and all procedures adhered to ethical standards for educational research.

Results

This section presents the findings regarding vocational high school students’ perceptions of the Team Game Tournament (TGT) as a conventional English learning strategy. Data were obtained from questionnaire responses and analyzed using descriptive statistics, including mean scores and percentages. Following the Framework of Conventional Learning (16), students’ perceptions were classified into positive and negative categories. In addition, a consistency analysis was conducted to evaluate the internal alignment of responses across paired positive and negative statements.

Positive Perceptions of TGT

Students’ positive perceptions were examined across eight indicators: interest, vocabulary enrichment, ease of implementation, stimulus to learn more, effectiveness, encouragement in practicing language skills, collaboration and teamwork, and confidence in expressing ideas. The detailed results are presented in Table 1.

Overall, students demonstrated favorable perceptions toward the implementation of TGT in English learning activities. High scores in participation and collaboration indicate that the combination of teamwork and competitive interaction successfully encouraged students to become more actively involved during classroom activities. The findings also suggest that TGT created a more interactive learning atmosphere in which students were encouraged to communicate, cooperate, and engage with peers throughout the learning process.

The positive responses toward classroom interest and ease of implementation indicate that TGT was not only enjoyable but also relatively accessible for students to follow. This finding suggests that cooperative game-based activities can create engaging learning experiences without requiring complicated instructional procedures. The simplicity of the TGT format may have helped students focus more on interaction and participation during the learning process.

Students generally perceived TGT as an effective learning strategy that supported classroom interaction and language practice. Positive perceptions regarding vocabulary learning and speaking-listening activities indicate that the collaborative structure of TGT provided opportunities for students to learn through peer discussion, repetition, and active participation. Although the perceptions in these language-related aspects were slightly lower compared to participation and teamwork, the findings still suggest that TGT contributed positively to students’ English learning experiences.

Although students generally responded positively toward TGT, confidence in expressing ideas appeared to develop more gradually compared to participation and teamwork. This finding may indicate that while cooperative activities can encourage students to become more active, developing confidence in communication requires longer-term practice and repeated exposure to interactive learning situations.

Negative Perceptions of TGT

Students’ negative perceptions were assessed across three dimensions: incompatibility with learning preferences, complexity of the game format, and ineffectiveness in language retention. All items were reverse-coded; therefore, higher mean scores indicate weaker negative perceptions. The detailed results are shown in Table 2.

Overall, students demonstrated relatively low levels of negative perception toward TGT. The findings indicate that most participants were able to accept the cooperative and competitive learning activities positively, suggesting that the implementation of TGT was generally well received in the classroom environment.

The findings suggest that the competitive aspect of TGT was perceived more as a source of motivation than as psychological pressure. Rather than creating stressful classroom situations, the tournament activities appeared to encourage participation and engagement among students. In addition, most students did not perceive the learning procedures as confusing or excessively time-consuming, indicating that the structure of TGT was sufficiently clear and manageable during classroom implementation.

Despite the generally positive responses, several students still demonstrated preference for more conventional learning approaches. This finding indicates that cooperative game-based learning may not equally accommodate all learner preferences and classroom characteristics. Individual differences in learning style, participation comfort, and communication confidence may influence how students respond to collaborative instructional activities. Nevertheless, these concerns remained relatively limited compared to the overall positive perceptions toward TGT.

Consistency Analysis

A consistency analysis was conducted by comparing six pairs of positive and negative items measuring related constructs. The results are presented in Table 3.

The relatively small differences across most paired items indicate that students responded to the questionnaire in a reasonably consistent manner. The alignment between positive and negative statements suggests that participants demonstrated coherent perceptions regarding the implementation of TGT. However, the slightly larger difference in the teamwork-related pair may indicate that although students appreciated collaborative learning, minor communication difficulties or misunderstandings still occasionally occurred during group interaction.

Overall, the consistency analysis strengthens the credibility of the findings by demonstrating that students responded to the questionnaire thoughtfully and consistently. This result supports the interpretation that the reported perceptions genuinely reflected students’ classroom experiences during the implementation of TGT.

Discussion

cThe findings suggest that TGT can function as an effective interactive learning strategy even without reliance on digital technology. This result is particularly relevant in vocational classroom contexts where technological access and infrastructure remain limited. Previous studies have shown that technology integration in language learning often faces challenges related to infrastructure readiness, teacher competence, and unequal access, particularly in vocational education context (2, 4) Therefore, the positive perceptions identified in this study imply that meaningful classroom engagement may be achieved through collaborative instructional design rather than technological sophistication alone. Interpreted through the Framework of Conventional Learning, these findings further suggest that conventional learning strategies can remain effective when implemented in a student-centered, collaborative, and socially interactive manner (13, 14).

The positive perceptions regarding participation, collaboration, and learning engagement indicate that the cooperative structure of TGT successfully transformed classroom activities into a more interactive learning process. Rather than functioning as passive learners, students were encouraged to participate actively through teamwork, discussion, and tournament-based interaction. This finding is consistent with previous studies emphasizing that cooperative learning environments can increase learner motivation, classroom participation, and social interaction (7, 8). he collaborative nature of TGT may also have strengthened peer support and shared responsibility during learning activities, allowing students to exchange ideas and assist one another throughout the instructional process. This interpretation aligns with Fauziyah and Anugraheni (2020), who associated TGT with stronger peer interaction and collaborative responsibilit (9). Furthermore, the positive perception of TGT effectiveness supports earlier findings by Gani (2019), who reported improvements in classroom interaction and reading comprehension through cooperative tournament activities (10). Similar findings were also reported by Puspita and Halim (2019), who found that TGT contributed positively to learner motivation and self-esteem in English learning contexts (11, 12). Although vocabulary-related perceptions were relatively lower compared to participation and collaboration, students still recognized the contribution of TGT to vocabulary learning through peer discussion, repetition, and contextualized interaction during classroom activities (19).

Despite the predominantly positive findings, several concerns remain important to consider. The presence of students who still preferred conventional learning approaches suggests that cooperative game-based instruction may not fully accommodate all learner preferences and classroom characteristics. Individual differences in learning style, communication confidence, and participation comfort may influence how students respond to collaborative learning environments. This finding supports Pacala and Obiedo (2023), who emphasized the importance of flexible instructional approaches to accommodate diverse learner needs and post-pandemic learning adjustments (21). In addition, several students still reported minor concerns regarding pacing, group interaction, and long-term vocabulary retention. Although these concerns were relatively limited, they indicate that the implementation of TGT requires clear classroom management, structured instructions, and supportive learning guidance to ensure that competitive activities remain constructive and pedagogically effective. This interpretation is consistent with previous studies emphasizing that learning innovation should remain balanced with clear instructional structure and learner support (18).

The consistency analysis further strengthens the credibility of the findings by indicating that students responded to the questionnaire in a relatively coherent and thoughtful manner. The slight discrepancy identified in the teamwork-related items also reflects the realistic nature of cooperative learning, where positive collaboration may still coexist with occasional interpersonal misunderstanding during group interaction. Rather than weakening the findings, this result provides a more nuanced understanding of students’ experiences throughout the implementation of TGT. From a pedagogical perspective, the findings imply that TGT may serve as a practical and low-cost instructional alternative for vocational English classrooms, particularly in educational settings with limited technological infrastructure. Nevertheless, several limitations should still be acknowledged, including the relatively small sample size, the focus on a single vocational school context, and the reliance on self-reported perception data. Therefore, future studies are recommended to involve broader participant groups, compare conventional TGT with digital gamification approaches, and examine the long-term effects of TGT on language achievement, motivation, and vocabulary retention.

Conclusion

The findings of this study indicate that the Team Game Tournament (TGT) was positively perceived by vocational high school students as a conventional English learning strategy. TGT effectively promoted students’ interest, classroom participation, collaboration, and overall learning motivation, while negative perceptions regarding difficulty, time management, and competition remained relatively low. These results suggest that structured cooperative learning strategies can remain effective without reliance on digital technology, particularly in vocational schools with limited technological resources. The consistency of students’ responses further supports the credibility of the findings. Therefore, TGT may serve as a practical, low-cost, and engaging instructional alternative for English teachers seeking to enhance interaction and learner motivation. However, future studies involving larger samples and multiple school contexts are recommended to examine its long-term effects on language achievement and broader learner outcomes.