TEACHERS IN IMPLEMENTING GROUP DISCUSSION METHOD TO IMPROVE CRITICAL THINKING SKILLS OF FIFTH GRADE ELEMENTARY SCHOOL STUDENTS

Abstract

This study aims to examine the effect of the discussion method on students’ critical thinking skills in English language learning. The background of the study is based on the low level of active participation and critical thinking skills in English classes, which are still dominated by conventional teaching methods. This research employed a quasi-experimental method with a Nonequivalent Control Group Design. The subjects consisted of 20 fifth-grade students at SDN 8 Payung. The research instruments included a critical thinking test, observation sheets of students’ learning activities, and documentation of discussion results. The data were analyzed quantitatively (descriptive and t-test) and qualitatively (narrative description). The findings reveal that the application of the discussion method significantly improved students’ critical thinking skills. The average pretest score was 58.3, which increased to 81.2 in the posttest, with an average gain score of 22.9. Observation results showed that 85% of students actively participated in group discussions, expressed opinions, and drew logical conclusions.