PENERAPAN STRATEGI THINK-PAIR-SHARE (TPS) DALAM MENINGKATKAN KETERAMPILAN MEMBACA (MAHARAH QIRĀ’AH) SISWA DI MA AL-ITTIHAD PONCOKUSUMO

Abstract

Abstract

Reading skill (Maharah Qirā’ah) is one of the essential language skills in Arabic language learning because it enables students to understand texts, identify main ideas, and obtain information accurately. However, many students still experience difficulties in comprehending Arabic texts due to limited vocabulary, low self-confidence, and passive participation during the learning process. Therefore, this study aimed to describe the implementation of the Think-Pair-Share (TPS) learning strategy and to determine the improvement of students’ reading skills after the implementation of the strategy. This study employed Classroom Action Research (CAR) based on Kurt Lewin’s model, consisting of planning, action, observation, and reflection stages. The research was conducted in two cycles involving 21 eleventh-grade students of MA Al-Ittihad Poncokusumo. Data were collected through tests, observations, interviews, and documentation. The data were analyzed using qualitative and descriptive quantitative approaches through mean scores, median scores, and learning mastery percentages. The findings revealed that the Think-Pair-Share (TPS) strategy was implemented systematically through three stages: think, pair, and share. In the first cycle, several obstacles were identified, including limited student participation and a lack of confidence in expressing their understanding of reading texts. Therefore, improvements were made in the second cycle through more intensive guidance, structured discussions, and increased opportunities for interaction. The implementation of TPS significantly improved students’ reading skills. The total score increased from 1130 in the pre-cycle to 1455 in Cycle I and 1835 in Cycle II. The mean score improved from 53.80 in the pre-cycle to 69.29 in Cycle I and further increased to 87.38 in Cycle II. Furthermore, the number of students achieving the Minimum Mastery Criterion (KKM) increased from 7 students to 19 out of 21 students. These findings indicate that the Think -Pair-Share (TPS) strategy is effective in improving students’ reading skills, participation, confidence, and comprehension of Arabic reading texts.

Keywords: Think-Pair-Share, Maharah Qirā’ah, Reading Skill, Arabic Language Learning