Enhancing Students’ Grammar Awareness Using the Think-Pair-Share Strategy in English Classes

Grammar is foundational to language learning, yet many students struggle to master its rules and applications. Addressing this issue requires effective strategies that actively engage learners in meaningful grammar practice. Students who receive little or no traditional grammar training frequently have poor competency, impacting their academic performance and general communication. The purpose of the study is to examine how the Think-Pair-Share method enhanced the grammatical awareness of Grade 9 students. The study, which involved 30 randomly chosen students with low grammar proficiency, was conducted at a public secondary school in Misamis Occidental during the 2024–2025 academic year. The study used a classroom-based action research approach, collecting data through created lesson plans, pre-tests, post-tests, and observation tools. Student performance was described using mean and standard deviation, and the observed changes were analyzed using a paired sample t-test to establish statistical significance. Results revealed that before the intervention, students had a poor level of grammar awareness, with all participants who "Did Not Meet Expectation" category. Following the implementation of the Think-Pair-Share technique, students demonstrated significant improvement in grammatical performance, with many improving to higher levels. The statistical analysis revealed a significant distinction between pre- and post-test scores, showing that the improvement was not random. The Think-Pair-Share model encourages student participation, collaboration, and involvement in learning, making it a useful approach to grammar lessons. Educators may integrate this strategy into language instruction and consider combining it with other learner-centered techniques to support diverse student needs. The results demonstrate that Think-Pair-Share is a valuable and successful method of teaching grammar since it encourages participation, teamwork, and linguistic confidence. In order to meet their students' diverse learning needs, teachers should incorporate this concept in grammar sessions and combine it with other learner-centered approaches. To further its influence on language development, future scholars can investigate its use in different facets of English, such as speaking, writing, and reading.

grammar awareness, language instruction, learner-centered technique, Think-Pair- Share

1. Abid, A. (2020). PROMOTING ENGLISH SPEAKING SKILLS: LESSONS LEARNT FROM THE EFL CLASSROOMS CONTEXT. European Journal of Foreign Language Teaching. [Google Scholar] [Crossref]

2. https://doi.org/10.46827/ejfl.v0i0.3054 [Google Scholar] [Crossref]

3. Adams, R., & Oliver, R. (2019). Teaching Through Peer Interaction. Routledge. [Google Scholar] [Crossref]

4. Albahouth, K. (2024). The impact of a pedagogic intervention on learner engagement in Saudi EFL grammar classes: a focus on flipped and interactive pedagogy – ePrints Soton. Soton.ac.uk. https://eprints.soton.ac.uk/489342/1/ Khalid_Albahouth_s_Thesis_PDF_a3.pdf [Google Scholar] [Crossref]

5. Amponsah, S., Kwesi, A., & Ernest, B. (2019). Innovations in teaching to support student centered learning. [Google Scholar] [Crossref]

6. Apriyanti, D., & Ayu, M. (2020). Think-pair-share: Engaging students in speaking activities in classroom. Journal of English Language Teaching and Learning, 1(1), 13-19. [Google Scholar] [Crossref]

7. Arianti, A. (2020). The role of active student involvement in improving learning outcomes. [Google Scholar] [Crossref]

8. El-Adl, A. M., & Alkharusi, H. (2020). The relationship between learning strategies, ,and academic achievement. [Google Scholar] [Crossref]

9. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059 [Google Scholar] [Crossref]

10. Ghafournia, N. (2023). Exploring the Predicting Role of Emotional Intelligence (EQ) in Reading Comprehension Proficiency among Iranian EFL Learners. International Journal of Research in English Education, 8(2), 47–66. Retrieved from https://ijreeonline.com/article-1-761-fa.html [Google Scholar] [Crossref]

11. Hard, B. M., & RaoShah, T. (2021). Developing Collaborative Thinkers: Rethinking how we Define, Teach, and Assess Class Participation. Teaching of Psychology, 49(2), 176 184. https://doi.org/10.1177/0098628320986953 [Google Scholar] [Crossref]

12. Ismail, F. A., Bungsu, J., & Shahrill, M. (2023). Improving Students’ Participation and Performance in Building Quantities through Think-Pair-Share Cooperative Learning. Indonesian Journal of Educational Research and Technology, 3(3), 203–216. https://doi.org/10.17509/ijert.v3i3.50348 [Google Scholar] [Crossref]

13. Johnson, D. W., & Johnson, R. T. (2019). Cooperative learning and communication skill development. [Google Scholar] [Crossref]

14. Kaddoura, M. (2013). Think Pair Share: A teaching Learning Strategy to Enhance Students’ Critical Thinking. [Google Scholar] [Crossref]

15. Kaddoura, R., Faraji, H., Otaki, F., Radhakrishnan, R., Stanley, A., Paulus, A., … Jan, R. K. (2024). High-fidelity simulation versus case-based tutorial sessions for teaching pharmacology: Convergent mixed methods research investigating undergraduate medical students’ performance and perception. PLoS ONE, 19(8), e0302609–e0302609. https://doi.org/10.1371/journal.pone.0302609 [Google Scholar] [Crossref]

16. Kurjum, M., Muhid, A., & Thohir, M. (2020). Strategies fordesigning effective learning plans. [Google Scholar] [Crossref]

17. Lukas Mundelsee, & Jurkowski, S. (2021). Think and pair before share: Effects of collaboration on students’ in class participation. Learning and Individual Differences, 88, 102015102015 [Google Scholar] [Crossref]

18. Nafisah, S. L., Suwartono, T., Noviyanti, E., & Rahmi, A. C. S. (2024). Enhancing students’ participation in English language classes using the ‘Think Pair Share’ cooperative learning model. Edukatif: Jurnal Ilmu Pendidikan, 6(1), 130–140. https://edukatif.org/edukatif/article/view/5810 [Google Scholar] [Crossref]

19. Orwat, J., et al. (2018). Innovative strategies for engaging students in active learning. [Google Scholar] [Crossref]

20. Phan, H. (2021). Using think-pair-share strategy to support students in speaking lessons. Journal of English Language Teaching and Applied Linguistics, 3(4), 1-8. [Google Scholar] [Crossref]

21. Pratiwi, N. S. (2019). The importance of cooperative learning in high school classrooms [Google Scholar] [Crossref]

22. Raba, A. A. A. (2017). The Influence of Think-Pair-Share (TPS) on Improving Students’ Oral Communication Skills in EFL Classrooms. Creative Education, 08(01), 12–23. https://doi.org/10.4236/ce.2017.81002 [Google Scholar] [Crossref]

23. Rai, H. (2022). The Effects of Classroom Participation Strategies on Students’ Learning Outcome in English. Contemporary Education and Teaching Research, 3(3), 93–100. https://doi.org/10.47852/bonviewcetr2022030305 [Google Scholar] [Crossref]

24. Siegle, D. (2015, February 28). Research Ethics and Informed Consent | Educational Research Basics by Del Siegle. Retrieved November 27, 2024, from Uconn.edu [Google Scholar] [Crossref]

25. Sumarsih, M., & Sanjaya, D. (2013). English Language Teaching. 6(12). [Google Scholar] [Crossref]

26. THE MODERN VECTOR OF THE DEVELOPMENT OF SCIENCE. (n.d.). Xu, L., & Qiu, W. (2022). Multidimensional aspects of class participation in university coursework [Google Scholar] [Crossref]

27. Wuryandani, W., & Herwin, H. (2021). The effect of the think–pair–share model on learning outcomes of civics in elementary school students. Cypriot Journal of Educational Sciences, 16(2), 627–640. [Google Scholar] [Crossref]

• Psychoanalytical Criticism in Korean Literature: A Study of Trauma, Repression, And Desire in Han Kang’s Novels