Enhancing reading comprehension and motivation through Think-Pair-Share: Classroom action research in an Indonesian EFL context

Abstract: Improving Motivation and Mathematics Learning Outcomes Recognizing the Element of Simple Flat Building with Think Pair Share (Tps) Type for Class Ii Sdn 4 Selatpanjang Semester 2 Academic Year 2017/2018. Mathematics learning is more often type-oriented, which gives students less opportunity to construct their own mathematical ideas so that students become passive learners. Students are confused about using mathematical concepts because students only memorize the concepts, not understand them. This study aims to determine how to apply Realistic Mathematics Learning (PMR) with the Think Pair Share (TPS) type in order to increase motivation and mathematics learning outcomes. This type of research is classroom action research (PTK). Each cycle consists of 4 stages, namely planning, implementing the action, observing, and reflecting. This research consists of two cycles with 2 meetings in each cycle. The subjects of this study were Class II students of SDN 4 Selatpanjang in the 2017/2018 academic year consisting of 33 students with 17 male students and 16 female students. The data collection techniques used oral reading test techniques, observation, and documentation. The validation techniques used in this study were data triangulation, member checks, and audit trail. The data analysis technique used descriptive analysis. The results showed that the process of learning mathematics in the material recognizing the elements of simple flat shapes by applying Realistic Mathematics Learning (PMR) with the Think Pair Share (TPS) type was proven to increase, the average score of the observation result of learning motivation. shows motivation to learn mathematics well, which is only 15 students (45.45%) who are declared complete. After using Realistic Mathematics Learning (PMR) with the Think Pair Share (TPS) type, in cycle I students were able to show an increase in motivation to learn Mathematics by 26 students (78.79%). Likewise, in cycle II, all students had been able to do activities properly and were declared complete as many as 31 students (93.94%), and an average score of 57.58 with the number of students completing or getting a score above the KKM of 6 students (18 , 18%), in the first cycle increased to 23 students (69.70%) with the acquisition of an average value of learning outcomes of 67.58%, and in the second cycle increased to 29 students (87.88%) with the acquisition of results learning amounted to 77.58. From the explanation above, it can be concluded that the use of Realistic Mathematics Learning (PMR) with the word Think Pair Share (TPS) type can improve the process, activities and learning outcomes in learning mathematics for students in class 2 SD Negeri 4 Selatpanjang, Tebing Tinggi District, Meranti Islands Regency Semester 2 Academic Year 2017 / 2018. Keywords: Motivation, Learning Outcomes, PMRI, Think Pair Share Abstrak: Meningkatkan Motivasi Dan Hasil Belajar Matematika Materi Mengenal Unsur Bangun Datar Sederhana Dengan Tipe Think Pair Share (Tps) Siswa Kelas Ii Sdn 4 Selatpanjang Semester 2 Tahun Pelajaran 2017/2018. Pembelajaran matematika lebih sering bersifatteacher oriented yang kurang memberi peluang siswa untuk mengkonstruksi ide-ide matematika mereka sendiri sehingga siswa menjadi pembelajar pasif. Siswa bingung menggunakan konsep-konsep matematika karena siswa hanya menghafal konsep bukan memahaminya. Penelitian ini bertujuan untuk mengetahui cara menerapkan Pembelajaran Matematika Realistik (PMR) dengan tipe Think PairShare (TPS) agar terjadi peningkatan motivasi dan hasil belajar matematika. Jenis penelitian yang digunakan adalah penelitian tindakan kelas (PTK).Setiap siklus terdiri dari 4 tahap yaitu perencanaan, pelaksanaan tindakan, pengamatan, dan refleksi.Penelitian ini terdiri dari dua siklus dengan 2 pertemuan pada tiap siklusnya. Subjek penelitian ini adalah siswa Kelas II SDN 4 Selatpanjang Tahun Pelajaran 2017/2018 terdiri dari 33 siswa dengan penjelasan siswa laki-laki sebanyak 17 orang dan perempuan sebanyak 16 siswa.Teknik pengumpulan data menggunakan teknik tes membaca lisan, observasi, dan dokumentasi. Teknik validasi yang digunakan dalam penelitian ini adalah triangulasi data, member check, dan audit trail. Teknik analisis data menggunakan analisis deskriptif.Hasil penelitian menunjukkan bahwa proses pembelajaran matematika pada materi mengenal unsur bangun datar sederhana dengan menerapkan Pembelajaran Matematika Realistik (PMR) dengan tipe Think Pair Share (TPS) terbukti meningkat, skor rata-rata hasil observasi motivasi belajarMatematika siswa belum menunjukkan motivasi belajarmatematika dengan baik, yakni hanya sebesar 15 siswa (45,45%) yang dinyatakan tuntas. Setelah menggunakan Pembelajaran Matematika Realistik (PMR) dengan tipe Think Pair Share (TPS), pada siklus I siswa telah mampu menunjukkan peningkatan motivasi belajarMatematika sebanyak 26 siswa (78,79%). Demikian pula dengan siklus II, seluruh siswa telah mampu beraktivitas dengan baik dan dinyatakan tuntas sebanyak menjadi 31 siswa (93,94%), dan nilai rata-rata 57,58 dengan jumlah siswa tuntas atau mendapat nilai di atas KKM sebesar 6 siswa (18,18%), pada siklus pertama meningkat menjadi 23 siswa (69,70%) dengan perolehan nilai rata-rata hasil belajar sebesar 67,58%, dan pada siklus kedua meningkat menjadi 29 siswa (87,88%) dengan perolehan nilai hasil belajar sebesar 77,58. Dari penjelasan di atas maka dapat disimpulkan bahwa penggunaan Pembelajaran Matematika Realistik (PMR) dengan tipe Think Pair Share (TPS)kata dapat meningkatkan proses, aktivitasdan hasil belajar dalam pembelajaran matematikasiswa kelas 2SD Negeri 4 Selatpanjang Kecamatan Tebing Tinggi Kabupaten Kepulauan Meranti Semester 2 Tahun Pelajaran 2017/2018. Kata Kunci: Motivasi, Hasil Belajar, PMRI, Think Pair Share

This research concerned on students’ reading comprehension using Think Pair Share (TPS) method. The objective of research is to know the improvement of students’ reading comprehension in reading kids story material when Think Pair Share (TPS) Method is applied in fifth grade at SD Negeri 003 Siabu. This research is Classroom Action Research. It has been conducted on May 2021. It conducted in six meetings. The subject of the research is students of fifth grade at SD Negeri 003 Siabu included of 26 students. The result of this research showed that Think Pair Share method can improve students’ reading comprehension in reading kids story material it proved from the comparison of students score in every cycle. In pre-cycle, 5 students or 19,2% that achieve score higher than KKM 70. In cycle I, it improved to be 15 students or 57,7%. In cycle II, 24 students or 92,3% have score higher than KKM. In conclusion, the use of Think Pair Share method can improve students’ reading comprehension of fifth grade at SD Negeri 003 Siabu in academic year of 2021/2022.

Abstract
 This study aims to determine the increase in learning outcomes of animal tissue structure in class XI IPA 5 SMAN 1 Paciran through the application of the Think Pair Share (TPS) learning model. This research includes classroom action research with descriptive quantitative research methods. This study adapts the model of Kammis and Mc. Tangart which consists of four steps in a spiral, namely planning, implementation, observation, and reflection in cycle I and cycle II. The subjects of this study were 28 students of class XI IPA 5,14 male students and 14 female students. The instrument of data collection in this study was the learning outcome test instrument which was carried out at the end of each cycle. The research data were analyzed using the percentage statistical method, then compared with the KKM provisions. The results of this study indicate that the application of the Think Pair Share (TPS) learning model can improve student learning outcomes on the material of animal tissue structure, first, increase the average value of learning outcomes from a value of 80 in the first cycle to 85.79 in the second cycle. Second, an increase in the number and percentage of students' completeness from 21 or 75% of students in the first cycle, to 24 or 85.7% of students who completed learning in the second cycle. This study can be concluded that the application of the Think Pair Share (TPS) learning model is able to improve learning outcomes of animal tissue structure material for class XI IPA 5 with an increase in the average score of 5.79 points, and 3 or 10.7% of students who complete learning.
 
 Abstrak
 
 Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar struktur jaringan hewan di kelas XI IPA 5 SMAN 1 Paciran melalui penerapan model pembelajaran Think Pair Share (TPS). Penelitian ini termasuk penelitian tindakan kelas (classroom action research) dengan metode penelitian kuantitatif deskriptif. Penelitian ini mengadaptasi model Kammis dan Mc. Tangart yang terdiri dari empat langkah secara spiral, yakni perencanaan, pelaksanaan, pengamatan, dan refleksi pada siklus I dan siklus II. Subyek penelitian ini sejumlah 28 siswa kelas XI IPA 5,14 siswa laki-laki dan 14 siswa perempuan. Instrumen pengumpulan data pada penelitian ini dengan instrument tes hasil belajar yang dilakukan setiap akhir siklus. Data penelitian dianalisis dengan metode statistik persentase, kemudian dibandingkan dengan ketentuan KKM. Hasil penelitian ini menunjukkan bahwa dengan penerapan model pembelajaran Think Pair Share (TPS) dapat meningkatkan hasil belajar siswa pada materi struktur jaringan hewan, pertama, peningkatan rata-rata nilai hasil belajar dari nilai 80 pada siklus I menjadi 85,79 pada siklus II. Kedua, peningkatan jumlah dan persentase ketuntasan siswa dari 21 siswa atau 75% pada siklus I, menjadi 24 siswa atau 85,7% yang tuntas belajar pada siklus II. Penelitian ini dapat disimpulkan bahwa penerapan model pembelajaran Think Pair Share (TPS) mampu meningkatkan hasil belajar materi struktur jaringan hewan kelas XI IPA 5 dengan peningkatan rata-rata nilai siswa 5,79 poin, dan 3 siswa atau 10,7% siswa yang mencapai ketuntasan belajar.

This research aims to: (1) described the amount of outcomes of learning physics before applying Think Pair Share (TPS) Cooperative Learning Strategies with Index Card Match Techniques, (2) described the amount of outcomes of learning physics after applied Think Pair Share (TPS) Cooperative Learning Strategies with Index Card Match Techniques, (3) described the improvement the outcomes of learning physics of Class XI IPA SMA Muhammadiyah 6 Makassar after applied Think Pair Share (TPS) Cooperative Learning Strategies with Index Card Match Techniques. The amount of students are 30 students consist of 1 class. The method of research is pre-experimental. The instrument used was a test of physics learning outcomes. The results of descriptive analysis on the pretest obtained an average score the learning outcomes of 11,03 with variance 10,31 and standard deviation 3,21 meanwhile on posttest obtained an average score of 21,57 with variance 11,77 and standard deviation 3,43 and average score of normalized n-gain test of 0,56 in the medium category.

: Role Of Cooperative Learning Model Type Think Pair Share (TPS) In Efforts Improving Learning Activities Student School Students In Class VII-C SMPN 1 Sidikalang. The study was conducted with two cycles by applying cooperative learning model Think Pair Share (TPS) as an alternative problem solving. The implementation of cooperative learning model type Think Pair Share (TPS) is done in an effort to improve learning outcomes and student learning activities in the field of Integrated IPS study. Application of the model is carried out in classroom action research for two cycles with two meetings (KBM) each cycle. So the data in this study is the result of learning and learning activities of students after applying cooperative learning model type Think Pair Share (TPS), with the subject of research is all students of class VII-C SMP Negeri 1 Sidikalang which amounted to 33 students.Keywords: Cooperative Learning Model of Peer Tutor Type, Student Learning Activity, Student Learning Result.Abstrak : Peran Model Pembelajaran Kooperatif Tipe Think Pair Share (TPS) Dalam Upaya Meningkatkan Aktivitas Belajar IPS Terpadu Siswa Di Kelas VII-C SMPN 1 Sidikalang. Penelitian dilakukan dengan dua siklus dengan menerapkan model pembelajaran kooperatif tipe Think Pair Share (TPS) sebagai alternatif pemecahan masalah. Adapun penerapan model pembelajaran kooperatif tipe Think Pair Share (TPS) dilakukan dalam upaya meningkatkan hasil belajar dan aktivitas belajar siswa pada bidang studi IPS Terpadu. Penerapan model dilaksanakan dalam penelitian tindakan kelas selama dua siklus dengan dua kali pertemuan (KBM) setiap siklusnya. Sehingga data dalam penelitian ini adalah hasil belajar dan aktivitas belajar siswa setelah menerapkan model pembelajaran kooperatif tipe Think Pair Share (TPS), dengan subjek penelitian adalah seluruh siswa kelas VII-C SMP Negeri 1 Sidikalang yang berjumlah 33 siswa.Kata Kunci: Model Pembelajaran Kooperatif Tipe Tutor Sebaya, Aktivitas Belajar Siswa, Hasil Belajar Siswa.

This study aims to examine how the implementation of the think pair share (TPS) cooperative learning model can increase engagement, and how the model can improve cognitive learning activities and outcomes through the TPS cooperative learning approach. The research approach used is Classroom Action Research (CAR) which includes four stages: planning, implementation, observation, and reflection. The selected research participants were students from class VIIA of SMP Negeri 3 Numfor Barat. The success criteria in this study include the implementation of a cooperative learning model known as think pair share (TPS), with an average percentage of student engagement reaching a high category, and an increase in students' cognitive learning outcomes as reflected in the increase in gain scores, especially g> 0.30. The tools used include pretest and posttest questions, student activity observation sheets, student activity surveys, and observation sheets for the implementation of think pair share (TPS) learning, which have been reviewed by experts (expert judgment). The research findings show that the use of think pair share (TPS) cooperative learning model can increase student engagement through the following stages: 1) students evaluate worksheets with individual problem solving tasks, 2) individuals share the results of their analysis with their partners, 3) students present the results of their group discussions, with other students providing feedback. The increase in student participation in cycle I was 70.86% and in cycle II was 78.88%, reaching a high category, while students' cognitive learning outcomes increased with a gain score of 0.25 in cycle I and 0.43 in cycle II, reaching a moderate category.

This research focuses on the influence of using Think Pair Share (TPS) in teaching speaking at Eight grade students of MTs N Padang Panjang. After the using of Think Pair Share was applied in the experimental class, it can be concluded that there is effective of using Think Pair Share in teaching speaking. It was proved by average score of pre-test before giving treatment and post-test after giving treatment. In pre-test was 52,87 and post-test was 76,88. So it can be concluded that in post-test, there was a better progress in students’ speaking ability than pre-test. So the using of Think Pair Share (TPS) has some advantages in the learning process. First, teaching speaking by using Think Pair Share has good influence to the students’ speaking ability at Eighth grade students of MTs N Padang Panjang. Second, the using of Think Pair Share (TPS) can attract the students’ attention in the learning process. Third, the using of Think Pair Share (TPS) in teaching speaking helps students confidently to speak in the class based on their own style. Last, the result of this research shows that from the five of indicators namely fluency, comprehension, vocabulary, pronunciation and grammar, were important aspects that should be fulfilled by students to create a good speaking ability. Therefore, the using of Think Pair Share (TPS) makes students more effectiveness in learning and easier to comprehend the lesson. So Think Pair Share (TPS) is a good strategy that can be used in teaching speaking at Eight grade students of MTs N Padang Panjang.Key words: Think Pair Share, Speaking ability, Teaching English

<p class="05IsiAbstrak">The purpose of the research was to find out the improvement of student’s reading comprehension on narrative text through directed reading and think pair share at madrasa Aliyah of Manahijul Huda Ngagel in academic years 2019/2020. This research was done by applying Classroom Action Research which carried out through four steps. They were planning, action, observation, and reflection, in cycle 1 and cycle 2. The subject of research was the grade X-MIA, they are consisted of 30 students. Based on the result of the data analysis showed that mean of the score has increased in the cycle 2, the mean in the pre-test was 63,33%, the mean of cycle 1 was 74,33%. Then the mean of cycle 2 was 84,17%. The students who got up 75 also grew up. In the pre-test, students who got up 75 were only 5 of 30 students (16,67%). In the post test of cycle 1, students who got up 75 were only 17 of 30 students (56,67%). It means that there was improvement about 40%. In the post test of cycle 2, students who got up 75 were 24 of 30 students (80%). The improvement was about 23,33%. The total improvement of the student’s score from the pre-test to post test of cycle 2 was 63,33%. So, the result of the research showed that Directed-reading and Think Pair Share (TPS) strategy significantly improved student’s reading comprehension on narrative text.</p>

The Think Pair Share cooperative learning technique is highly effective in fostering diverse discussion patterns. The purpose of Think Pair Share learning is to shape student interaction habits. The Think Pair Share instructional approach provides students with extended opportunities for reflection, articulation, and collaborative assistance. The objective of this study is to enhance the academic performance of students in class X viral material at SMA Negeri 2 Tondano by applying the Think Pair Share instructional approach. The research methodology employed is known as Classroom Action Research (PTK), which is conducted in two cycles, with each cycle comprising four distinct stages: preparation, implementation/action, observation, and reflection. The research findings indicate that the implementation of the Think Pair Share (TPS) instructional approach has resulted in a significant enhancement of student learning outcomes in class 86.66% during cycle II. This indicates that the research findings have met the success criterion, specifically, that at least 75% of students have successfully finished.

The aim of this Classroom Action Research is to increase student s’learning motivation and students’ narative text writingskill, by using Think Pair Share and Picture and Picture. This research is conducted at class VIII -8SMP Negeri 1 Ciomas of Bogor regency in Academic Year 201 4 -201 5. The research is done by two cycles, each cycle s consis ts of two actions. The deficiencies of the first cycle is reflected and improved in the second cycle. The goals’ criteria are achieved in the second cycle, it means that the classroom management by using Think Pair Share and Picture and Picture has been succeeded, so the reasearch is stopped. Based on the result of the research, students’ enthusiasm in the first cycle, 92,36% increases to 96,005% in the second cycle, s tudents' learning motivation ,78 % in the f irst c ycle increases to 8 3 .8% in the s econd c ycle. Students’ narrative text writing skills in the f irst c ycle , 72% increases to 8 1% in the second cycle . So it can be concluded that t he result of the research show sthe classroom management by using Think Pair Share and Picture and Pictureis prove d increas ingenthusiasm, learning motivation and narrative text writing skill of the eighth grade of students’SMP Negeri 1 Ciomas of Bogor regency. Keywords : Think Pair Share ( TPS ), Picture and Picture ( PP ) , learning motivation, writing skill.

the aim of this research was to describe about teaching learning process using Cooperative Think Pair Share (TPS) to increase student’s active and study result to the VIIIB grade student’s at Taman Dewasa Ibu Pawiyatan Yogyakarta. The hypothesis of this research was applying Cooperative Think Pair Share (TPS) could increase student’s active and student’s study result. This research was Classroom Action Research (CAR) collaboratively. The research result showed that after applying Cooperative Think Pair Share (TPS) in teaching learning process, the student’s active increasing. Before this research the students were passive to listen to the teacher’s explanation but after this research the students were more active to ask and discuss in group. Means student’s score increased, first 53,07 score, increasing in first cycle was 64,86 and increasing second cycle was 74,65. From the result above, it showed that Cooperative Think Pair Share (TPS) could increase student’s active and study result.

The objectives of this study are to capture the implementation of Think Pair Share (TPS) in teaching-learning process, to identify the improvement of the students' writing skills, and to find out the strengths and the weaknesses of Think Pair Share (TPS) in the teaching-learning process of the seventh-grade students of MTS AL Islahuddin Kediri. This research is a classroom action research. The researcher used qualitative and quantitative data. The qualitative data was interview and observation. The quantitative data was tested. The step to analyze the qualitative data used data reducing, data display, and conclusion drawing. The step to analyze the quantitative data used mean formula. The result of the research shows that there are positive improvements in either student" writing skills or the class situation during the teaching-learning process. It can be seen from the result of the test which is improved, from the students" writing score and the post-test conducted after the action. The mean scores of students" writing scores are increased. Besides, the situation of the class is more conducive before implementing it. From the class situations improvement, it can be drawn some strengths and the weaknesses of the Think Pair Share (TPS) implementation in writing class. The strengths include that the Think Pair Share (TPS) can build critical thinking, motivation, classroom interaction, easy to discuss, -self-confidence, and active learners. The weaknesses are required special attention in classroom use, and it needs a mediator.

The Think Pair Share (TPS) learning model is one of the learning models that need to be used in the implementation of teaching and learning activities, because the Think Pair Share (TPS) model is designed to invite students to think about finding answers to a question from a concept through a group (in pairs). One of the problems faced in accounting learning is the low student accounting learning outcomes because lecturers always use the lecture method so there is less interaction. This study aims (1) to find out how to analyze the Think Pair Share (TPS) learning model to improve student learning outcomes in joint venture material for the fifth grade advanced financial accounting course majoring in accounting at PSDKU POLNEP in Sanggau district (2) to find out how student learning outcomes are accounting in the joint venture material for the fifth grade advanced financial accounting course majoring in accounting at PSDKU POLNEP in Sanggau district after analyzing the Think Pair Share (TPS) learning model. This type of research is Classroom Action Research. This research was conducted in 2 cycles, using pre-test and post-test cycles, second cycle using post-test. Sources of data obtained from lecturers and students. The data collection techniques by means of interviews, observation, and documentation.

Abstract
 IMPROVING UNDERSTANDING OF THE CONCEPT OF QUADRATIC EQUATIONS THROUGH THINK PAIR SHARE (TPS) LEARNING MODEL FOR CLASS X STUDENTS OF SMAN 13 AMBON
 This study aims to improve the understanding of the concept of quadratic equations by applying the Think Pair Share (TPS) learning model in class X students of SMAN 13 Ambon. The type of research used was classroom action research with data collection techniques through concept understanding tests. the subjects in this study were 30 students of class X SMAN 13 Ambon. The results showed that by using the Think Pair Share (TPS) learning model can improve the understanding of the concept of quadratic equations of class X students of SMAN 13 Ambon. The average percentage of concept understanding from cycle I to cycle III is 63%; 70%; 82% with moderate, high, high categories respectively. The average percentage of achievement of each indicator of concept understanding is; (1) restate a concept: 54%;66%;93%. (2) using and selecting certain procedures or operations: 57%;66%68%. (3) applying concepts or algorithms in problem solving: 78%;79%;82%. The percentage of student learning completeness from cycle I to cycle III was 39.13%; 56.52%; 82.60% respectively.

The aim of this research was to describe about teaching learning process using Cooperative Think Pair Share (TPS) to increase student's active and study result to the VII A grade student's at SMP Negeri 2 Berbah. The hypothesis of this research was applying Cooperative Think Pair Share (TPS) could increase student's active and student's study result. This research was classroom action research (CAR) collaboratively. The research result showed that after applying Cooperative Think Pair Share (TPS) in teaching learning process, the student's active increasing. Before this research the student's were passive to listen to the teachers explanation but after this research the students were more ative to ask and discuss in group. Means students score increased, first 67,88 score, increasing in first cycle was 75,55 and increasing scond cycle was 79,34. From the result above, it showed that Cooperative Think Pair Share (TPS) could increase students active and study result.