<![CDATA[The present study focused toward enhancing ninth-grade pupils' reading comprehension of narrative texts in Class IX.3 of SMP Negeri 7 Bukittinggi by applying the Two Stay Two Stray (TSTS) technique.The research was motivated by students’ low reading comprehension, particularly in identifying main ideas, specific information, vocabulary in context, references, and inferences. Students also showed limited participation during the learning process, while classroom instruction remained predominantly teacher-centered. The research utilized Classroom Action Research (CAR) based on the Kemmis and McTaggart framework, which included four phases: planning, action, observation, and evaluation. The study was conducted in two phases involving 30 students from Class IX.3.Data were collected through reading comprehension tests, classroom observations, field notes, and documentation, and were analyzed using descriptive quantitative and qualitative analysis. The application of the TSTS method led to improved student outcomes in reading comprehension.The students’ mean score increased from 65.50 in the pre-test, with 37% achieving the Minimum Mastery Criterion, to 75.00 in Cycle I, with 57% achieving the criterion, and reached 83.50 in Cycle II, with 100% achieving the criterion. Furthermore, the TSTS technique improved students’ participation, cooperation, classroom interaction, and engagement during the learning process. Therefore, the Two Stay Two Stray (TSTS) technique improved students’ reading comprehension of narrative texts in Class IX.3 at SMP Negeri 7 Bukittinggi.]]>
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