TAN, JESICA ELIONY YAFIA and Pohan, Erwin and Satria, Benni (2026) AN ANALYSIS OF TEACHERS’ PERCEPTIONS ON THE USE OF THINK-PAIR-SHARE STRATEGY IN TEACHING READING COMPREHENSION AT SMPS ANUGERAH. S1 thesis, Universitas Maritim Raja Ali Haji.

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Abstract

Tan, J. E. Y. 2026. An Analysis of Teachers’ Perceptions on the Use of ThinkPair-Share Strategy in Teaching Reading Comprehension at SMPS Anugerah. Skripsi. Tanjungpinang: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teacher Training and Education, Universitas Maritim Raja Ali Haji. Advisor I: Assist. Prof. Dr. Erwin Pohan S.Pd., M.Pd. Advisor II: Assist. Prof. Benni Satria, S.Pd., M.Pd. Keywords: teachers’ perception, Think-Pair-Share, reading comprehension, qualitative research This study was conducted to explore teachers’ perceptions of the use of the ThinkPair-Share (TPS) strategy in teaching reading comprehension at the junior high school level. The study aimed to investigate how teachers perceive the effectiveness, benefits, and challenges of implementing the Think-Pair-Share strategy in reading comprehension instruction. This research employed a descriptive qualitative research design. The participants were English teachers who implemented the Think-Pair-Share strategy in their classrooms. Data were collected through semi-structured interviews and questionnaires to obtain comprehensive information regarding teachers’ experiences and perceptions. The data were analyzed using thematic analysis, which involved data condensation, data display, and conclusion drawing. The findings revealed that teachers generally perceived the Think-Pair-Share strategy positively. Teachers reported that TPS effectively increased students’ participation, engagement, and understanding of reading texts. In addition, the strategy was perceived to provide several benefits, such as improving students’ confidence, encouraging cooperative learning, and creating a positive classroom atmosphere. Although some challenges were identified, including time management and students’ confidence levels, teachers indicated that these challenges could be managed through careful planning and clear instructional guidance. In conclusion, the study suggests that the Think-Pair-Share strategy is perceived as an effective and beneficial instructional strategy for teaching reading comprehension at the junior high school level.

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