The Effect of Think-Pair-Share Strategy on The Eighth Grade Students’ Descriptive Text Reading Comprehension Achievement at Junior High School

Agri Imandha Ruslen (ENGLISH EDUCATION STUDY PROGRAM, LANGUAGE AND ARTS DEPARTMENT, FACULTY OF TEACHER TRAINING AND EDUCATION, JEMBER UNIVERSITY)
Made Adi Andayani T. (Universitas Jember)
Sudarsono Sudarsono (Universitas Jember)

EFL Education Journal
Vol 8 No 2 (2021): Vol. 8. No. 2. JULY 2021

This study aimed at finding whether there was an effect of Think-Pair-Share Strategy on the eighth grade students’ descriptive text reading comprehension achievement at Junior High School. The design used was quasi-experimental research with post-test only. The experimental group was given TPS strategy, while the control group was given the question and answer strategy as their teaching strategy. In the end, post-test was given to both groups and the data was analyzed using the independent sample t-test with 5% significant level by using SPSS software. The sig (2-tailed) was 0.010 which is less than 0.05 with 95% of significance level. The alternative hypothesis was accepted. Thus, there was a significant effect of TPS strategy on students’ reading comprehension.