Comparative Analysis of Think-Pair-Share and Brainstorming Methods in High School English Language Learning
Kata Kunci:
Brainstorming Technique, Collaborative Learning Strategies, Language Learning Methodologies, High School Education, Think-Pair-Share (TPS)Abstrak
This research investigates the comparative effectiveness of two distinct teaching methodologies, the Think-Pair-Share (TPS) method and Brainstorming technique, in facilitating English language learning among high school students. A quasi-experimental design was employed, enrolling 200 high school students who were randomly assigned to either the TPS group (n=100) or the Brainstorming group (n=100). The study aimed to evaluate the impact of these methodologies on language proficiency, comprehension, and student engagement over a defined period. Quantitative analysis revealed that both groups exhibited significant improvements in language proficiency from pre-test to post-test assessments. However, the TPS group demonstrated a notably higher increase in language proficiency scores compared to the Brainstorming group, indicating the superiority of the TPS method in enhancing language learning outcomes. Students in the TPS group reported increased engagement, improved confidence in expressing ideas, and perceived enhancements in language comprehension and communication skills. These findings underscore the transformative potential of structured collaborative methodologies, particularly the TPS method, in optimizing language learning experiences in high school settings. The study highlights the significance of structured collaboration and peer interaction in enhancing language proficiency, fostering active engagement, and promoting a supportive learning environment. The implications extend to educators, curriculum designers, and policymakers, advocating for the integration of structured collaborative methods in language education curricula.
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