The implementation of think-pair-share on students reading comprehension: Challenges and opportunities

Pelupessy, Velerin Virlinsia (2025) The implementation of think-pair-share on students reading comprehension: Challenges and opportunities. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Reading comprehension of descriptive texts remains one of the common difficulties faced by junior high school students, as they often struggle with vocabulary, identifying main ideas, and actively engaging in learning. To address these issues, this study aims to describe the implementation of the Think-Pair-Share (TPS) strategy in facilitating students’ comprehension of descriptive texts. Furthermore, it seeks to identify the challenges and opportunities experienced by both teachers and students throughout the process. This research employed a qualitative case study design involving an English teacher and eighth-grade students of Mekar Arum Junior High School. Data were collected through classroom observation and the teaching module to describe the implementation of TPS. Semi-structured interviews and questionnaires to capture the perspectives of both students and teachers comprehensively. The findings showed that the TPS strategy successfully fostered students’ engagement in reading activities. Active students demonstrated increased confidence during pair and group discussions, while passive students benefited from peer support, which helped them to participate more effectively. Despite its positive results, challenges such as unequal participation and limited classroom time were encountered. On the other hand, TPS also provided opportunities to promote collaboration, strengthen critical thinking, and encourage interaction through structured group discussions. In conclusion, this study highlights the potential of the TPS strategy as a practical approach to facilitating students’ reading comprehension of descriptive texts. Teachers are recommended to apply TPS with adequate preparation and time management, while also providing scaffolding to support learners who are less active. For future research, it is suggested to explore the long-term application of TPS in different text genres and integrate it with other collaborative learning strategies to enrich classroom practices.

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