Exploring Javanese Script Reading through Adventure Games with the TGT Approach in Primary Schools

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Yogyakarta– Adventure Game with TGT Model Raises Javanese Script Literacy to 83 Percent Mastery. This research was conducted by Dyah Rahmawati Purwantari, Supartinah, and Setiawan Edi Wibowo from Yogyakarta State University and published in the International Journal of Education and Life Sciences (IJELS) Vol. 4 No. 2 (February 2026).

The latest research by Dyah Rahmawati Purwantari, Supartinah, and Setiawan Edi Wibowo from Yogyakarta State University shows that the Team Games Tournament (TGT) approach can significantly improve Javanese literacy skills.

Javanese Script Seen as Difficult and Irrelevant

Under Yogyakarta Governor Regulation No. 64 of 2013, Javanese language is a compulsory local content subject in schools. However, in practice, many students struggle to memorize, read, and write Javanese characters.

Before the intervention, students:

• Frequently relied on textbooks when completing exercises
• Lacked confidence reading without examples
• Considered Javanese script unimportant

Two students from non-Javanese ethnic backgrounds even expressed low motivation, believing they did not need to learn the script.

Integrating Adventure Games with Cooperative Learning

The researchers applied a qualitative phenomenological approach using the TGT (Team Games Tournament) cooperative learning model.

The learning sequence included:

1. Random formation of heterogeneous groups
2. Searching for scattered Javanese syllable cards
3. Arranging syllables into complete words and sentences
4. Inter-group competition
5. Individual formative assessment

The adventure game required students to reconstruct sentences based on subject–predicate–object structures using cut-and-paste syllables.

Creative Strategies Emerged

Classroom observations revealed dynamic group interactions.

One group, led by a student named Mahran, first transliterated the Javanese characters into sounds before forming sentences. This strategy helped them win first place.

Another group categorized words using symbols:

• Circles for subjects
• Triangles for predicates
• Check marks for objects

This method allowed them to complete tasks efficiently and secure second place.

However, not all groups functioned effectively. In one group, a high-achieving student dominated the activity while other members remained passive. The teacher intervened to encourage task sharing and collaboration.

Significant Improvement in Learning Outcomes

After implementing the TGT adventure game:

• The average formative score reached 81.7
• 83 percent of students exceeded the minimum passing grade (KKM)
• Group task completion reached 90 percent

Most students scored between 90 and 100, with only three scoring below 80.

These results indicate that game-based cooperative learning substantially improved early Javanese script reading ability.

Positive Changes in Attitude and Engagement

Before the intervention, student engagement was low. After introducing the game:

• Passive students became more active
• Group discussions intensified
• Higher-achieving students demonstrated leadership
• Collaboration improved

The TGT model fostered responsibility, innovation, healthy competition, and peer support.

Nevertheless, researchers noted that clearer teacher instructions and improved time management are necessary, as some students required additional guidance during gameplay.

Implementation Challenges

Several challenges emerged:

• Limited instructional time required two meetings per TGT cycle
• Students were initially unfamiliar with game procedures
• Some Javanese vocabulary was not understood
• Individual assessment primarily measured writing rather than reading fluency

The researchers recommend developing separate formative assessments specifically designed to measure individual reading ability.

Implications for Cultural Preservation

The findings highlight the importance of innovative teaching strategies in preserving regional culture.

Game-based cooperative learning:

• Aligns with the developmental psychology of children aged 9–11
• Integrates cultural literacy with active learning
• Encourages cognitive and social engagement

The TGT model can be adapted for other schools with contextual adjustments.

Conclusion

The adventure-based TGT cooperative learning model effectively enhances students’ interest and competence in reading Javanese script. With 83 percent of students achieving mastery and an average score of 81.7, this approach offers a promising strategy for strengthening cultural literacy in primary education.

The study confirms that playful, collaborative learning environments can revitalize local content education and improve literacy outcomes.

Author Profiles

• Dyah Rahmawati Purwantari- Universitas Negeri Yogyakarta
• Supartinah & Setiawan Edi Wibowo- Universitas Negeri Yogyakarta

Research Source

Purwantari, D. R., Supartinah, & Wibowo, S. E. (2026). Exploring Javanese Script Reading through Adventure Games with the TGT Approach in Primary Schools. International Journal of Education and Life Sciences (IJELS), Vol. 4 No. 2, 215–226. DOI: https://doi.org/10.59890/ijels.v4i2.281

URL: https://ntlmultitechpublisher.my.id/index.php/ijels