[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589021-105":59,"doc-detail-589021-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","implementing-nht-and-tgt-to-enhance-students-knowledge-of-passive-and-active-voice-construction-comparative-study","Implementing NHT and TGT to Enhance Students’Knowledge of Passive and Active Voice Construction - Comparative Study","","This quantitative comparative study examines seventh-grade students’ initial knowledge of active and passive voice construction before instruction using Numbered Heads Together (NHT) and Team Games Tournament (TGT). It determines whether a significant difference exists between the two cooperative learning strategies using pre- and posttests. Results show similar initial scores for both groups and mean differences indicating no significant gap (0.005 \u003C 0.05). Questionnaire findings categorize both strategies as “Good,” implying enhanced knowledge after implementation.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/implementing-nht-and-tgt-to-enhance-students-knowledge-of-passive-and-active-voice-construction-comparative-study/589021/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/implementing-nht-and-tgt-to-enhance-students-knowledge-of-passive-and-active-voice-construction-comparative-study/589021.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of using NHT and TGT in this study?","Question",{"text":113,"@type":114},"To enhance students’ knowledge of constructing active and passive voice and to compare the effectiveness of Numbered Heads Together (NHT) and Team Games Tournament (TGT).","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was student knowledge measured?",{"text":118,"@type":114},"Using a quantitative pre-and-posttest design to assess active and passive voice construction before and after treatment.",{"name":120,"@type":111,"acceptedAnswer":121},"What were the main findings about initial knowledge and improvement?",{"text":122,"@type":114},"Initial scores in both groups were similar (NHT 59.07, TGT 58.33). After instruction, questionnaire results categorized both strategies as “Good,” with NHT 64.83% and TGT 63.34%, indicating improved knowledge.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},589021,1792273777,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":26,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","Acuity (4)2, 69-93  \nImplementing NHT and TGT to Enhance Students’Knowledge of Passive and Active Voice Construction:  \nComparative Study  \nKatty Elizabeth Malta Teedja  \nMalang Adventist Academy, Malang-Indonesia Email: [1521005@unai.edu](1521005@unai.edu)  \nAbstract  \nThis study intends to find out what is the initial knowledge of the students before they were treated using Numbered Heads Together (NHT) and Team Games Tournament (TGT), ascertain of the significant difference between these two teaching strategies, and to know the responses ofthe students after they taught using Numbered Heads Together and Team Games Tournament are the aims ofthis research. This is a quantitative study with comparative design to know the students' knowledge of active and passive construction test. The research instrument of this study is pre-and-posttest. This study was conducted among seventh-grade students at SMPN 10 Cimahi. The results of this study showed that the initial score for both respondents is quite similar to the score for NHT group is 59.07 and for TGT group is 58.33. It is also known that there is a significant difference in students' knowledge on active and passive voice construction between students who are taught with Numbered Heads Together and those who are taught with Team Games Tournament showed by the result of the mean differences from both groups are 0.005 \u003C 0.05. The questionnaire's result also supports that both teaching strategies are eligible to be applied in teaching active and passive voice construction with the score for NHT class is 64.83% and for the TGT class is 63.34%, it can be categorized as \"Good\". It implies that the implementation of Numbered Heads Together and Team Games Tournament enhances student's knowledge of active and passive voice construction.  \nKeywords: Active and Passive Voice Construction, Cooperative Learning, Numbered Heads Together, Team Games Tourname  \nAcuity (4)2, 69-93  \n2  \nIntroduction  \nGrammar is known as a union of words in the sentence which has its functions to deliver the meaning in a communication. River (1987) defined grammar as a set of formal patterns in which the words are arranged to convey a large meaning. Isnaini (2014) stated that grammar is also a set of rules which plays an important role in the existence of the four language skills because grammar is the basis of English. In addition, Loewen (2009, cited in Polat, 2017) stated that teaching grammar with its accuracy has been considered as the rudimentary elements to assist English learners to utilize English as means of communication in their target language.  \nIndonesian students often experience problems when learning English, because English differs from Bahasa Indonesia (the Indonesian language) in its structure, pronunciation, and vocabulary (Katemba, 2019) . To achieve the objective in learning English, there are current issues in learning English grammar that Indonesian learner faces.“In Indonesian schools, however, the teaching of English consists mainly of learning correct grammatical structures or forms, increasing vocabularies, working on exercises on the sentence level, and asking students to repeat over and over similar structures”(Katemba,2013) . The other problem in learning English by Indonesian learner is transforming English active voice into a passive voice which caused by difference of sentence patterns and tenses of English (Setyowati, 2006) . The use of subject-verb agreement which somehow does not exist in the Indonesian language causes mistakes in constructing an active and passive voice (Vahdatinejad,2008) . Indonesian learners, according to Andayanti (2010), have difficulties in using ‘to be' as the main verb or auxiliary verb corresponded with the subject as its antecedence in a sentence. Moreover, identifying the parts of speech in sentences also being a problem in learning grammar; some students cannot determine where the subjects, objects, and predicates are in sentences (Al-Makhzoomi","cbCaih6kzexE0mX2","https://ap.wps.com/l/cbCaih6kzexE0mX2","pdf",586162,24,"English","# Introduction\n## Sentence Structure\n# Literature Review\n## Sentence Structure","[{\"question\":\"What is the purpose of using NHT and TGT in this study?\",\"answer\":\"To enhance students’ knowledge of constructing active and passive voice and to compare the effectiveness of Numbered Heads Together (NHT) and Team Games Tournament (TGT).\"},{\"question\":\"How was student knowledge measured?\",\"answer\":\"Using a quantitative pre-and-posttest design to assess active and passive voice construction before and after treatment.\"},{\"question\":\"What were the main findings about initial knowledge and improvement?\",\"answer\":\"Initial scores in both groups were similar (NHT 59.07, TGT 58.33). After instruction, questionnaire results categorized both strategies as “Good,” with NHT 64.83% and TGT 63.34%, indicating improved knowledge.\"}]","Implementing NHT and TGT to Enhance Students’Knowledge of Passive and Active Voice Construction - Comparative Study | PDF",1792066392]