Enhancing Students’ Reading Comprehension through Think-Pair-Share Technique in EFL Classroom
DOI:
https://doi.org/10.35457/h3xn1j03Keywords:
Think-Pair-Share Technique, reading comprehension, EFL classroom, senior high school, classroom action research (CAR).Abstract
Reading comprehension is a fundamental component of English as a Foreign Language (EFL) learning at the senior high school level. However, many students experience difficulties in understanding texts due to limited vocabulary mastery, low reading motivation, and passive learning environments. This study aims to enhance students’ reading comprehension through the implementation of the Think-Pair-Share (TPS) technique. This research employed Classroom Action Research (CAR) design consisting of two cycles following the Kemmis and McTaggart model. The participants were 28 eleventh-grade students of a classroom in senior high school inSMA mambaus sholihin 2 Blitar. Data were collected through reading comprehension tests, classroom observation sheets, and field notes. The quantitative data were analyzed descriptively using mean scores and mastery percentages, while qualitative data were analyzed to support the interpretation of findings. The results shown a significant improvement in students’ reading comprehension and classroom participation. The mean score increased from 62.4 in the preliminary study to 67.8 in Cycle I and 81.8 in Cycle II. Furthermore, students demonstrated higher engagement, confidence, and collaboration during reading activities. The findings indicate that Think-Pair-Share is an effective cooperative learning technique for improving reading comprehension in EFL a classroom at the senior high school level in SMA Mambaus Sholihin 2 Blitar.
References
Bacon.Snow, C. (2018). Reading for understanding. RAND Corporation.
Yusuf, M., & Widodo, H. P. (2023). Cooperative learning strategies in EFL reading classrooms. Indonesian Journal of Applied Linguistics, 13(1), 85–97.
Brown, H. D. (2021). Teaching by principles: An interactive approach to language pedagogy (5th ed.). Pearson Education.
Grabe, W., & Stoller, F. L. (2002). Teaching and Researching Reading. London:
Humaera, S., Ruswandi, R., & Hidayat, H. (2025). Enhancing students’ reading comprehension of hortatory exposition texts through the Think-Pair-Share method: A classroom research study. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 9(1), 83–101.
https://jurnal.uisu.ac.id/index.php/languageliteracy/article/view/10988
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2022). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 33(2), 1–23.
Kemmis, S., & McTaggart, R. (1988). The Action Research Planner. Deakin University Press.
Lyman, Frank. 1981. Strategies for Reading Comprehension, Think -Pair-Share.Retrieved December 7, 2025, from http://www.readingquest.org/start/tps.html.
Lyman, F. T. (2021). Think-Pair-Share: An expanding teaching technique for active learning. International Journal of Educational Research, 105, 101–109. https://doi.org/10.1016/j.ijer.2020.101109
Nation, I. S. P. (2020). Learning vocabulary in another language (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139858656
Rahmawati, D., & Suryani, A. (2022). The effectiveness of Think-Pair-Share in improving EFL students’ reading comprehension. Journal of English Language Teaching, 11(2), 145–156.
Slavin, R. E. (2022). Educational psychology: Theory and practice (13th ed.). Pearson Education.
Sukardi, S., & Suryani, N. (2023). The effectiveness of Think-Pair-Share technique in improving EFL students’ reading comprehension. Journal of English Language Teaching, 12(1), 45–56. https://doi.org/10.24036/jelt.v12i1.12345
Widodo, H. P., & Dewi, F. (2024). Cooperative learning strategies and reading comprehension in EFL contexts. Indonesian Journal of Applied Linguistics, 14(1), 89–102. https://doi.org/10.17509/ijal.v14i1.67890
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Intan Susana, Lutin Nur Rohmi R., Lilik Mahmudah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Deprecated: json_decode(): Passing null to parameter #1 ($json) of type string is deprecated in /home/ejournal.unisbablitar.ac.id/public_html/plugins/generic/citations/CitationsPlugin.php on line 68
