Implementation of Think Pair Share Model to Improve Recount Text Comprehension

Abstract

This study aims to describe and analyze the application of the Think Pair Share (TPS) learning model in improving students' comprehension of recount texts in Class X-3 at SMAN 8 Purworejo. Conducted as a Classroom Action Research (CAR), it consisted of three cycles, each encompassing planning, action, observation, and reflection. The subjects were 36 students (20 females, 16 males). The study utilized qualitative descriptive methods and data collection through observation and written tests. Results indicated a significant improvement in reading comprehension: 50% of students achieved comprehension in Cycle 1, increasing to 72.22% in Cycle 2 and 88.89% in Cycle 3. The TPS model effectively fostered students' understanding and communication skills. This research concludes that TPS is a viable strategy to enhance students' reading comprehension and interactive learning.