The Implementation of Think-Pair-Share in The Tenth Grade Reading Classroom at SMK PGRI 3 Kediri

Abstract

This research investigates the implementation of the Think-Pair-Share (TPS) strategy in improving reading comprehension among tenth-grade students at SMK PGRI 3 Kediri during the 2023–2024 academic year. The study employs a descriptive qualitative approach to explore how TPS enhances students’understanding of narrative texts through structured peer collaboration. Data were collected through observation, interviews, and documentation, focusing on how students interact during each phase of the TPS process—Think, Pair, and Share. 
 The findings reveal that TPS increases student engagement, confidence, and comprehension by providing individual reflection time, peer discussion, and opportunities to share ideas in a supportive learning environment. The strategy not only fosters active participation but also helps address students’ common reading challenges, such as limited vocabulary and low motivation. The integration of reading modules and evaluation tools further supports learning outcomes. In conclusion, TPS is shown to be an effective cooperative learning strategy for promoting literal comprehension, critical thinking, and classroom interaction in the English reading classroom