STUDENTS’ LEARNING EXPERIENCES IN USING THE THINK-PAIR-SHARE METHOD TO IMPROVE READING COMPREHENTION

Abstract

This research explores students’ learning experiences in using the Think-Pair-Share (TPS) method to support reading comprehension at MAN 1 OKI. The researcher uses a qualitative descriptive approach to examine students’ perceptions, participation, and challenges during the implementation of TPS in English reading activities. The data were collected through classroom observations, interviews, and documentation. The findings reveal that TPS encourages students to become more active, confident, and engaged through individual thinking, peer discussion, and classroom sharing activities. The method also helps students construct meaning from texts collaboratively. However, several challenges were found, including limited vocabulary, time constraints, and differences in students’ participation levels. The findings highlight that Think-Pair-Share can create a more interactive learning environment and support students’ reading comprehension development.