The Effect of Think-Pair-Share (TPS) Cooperative Learning Model and Reading Interest on Students’ Reading Comprehension Skills in News Texts
DOI:
https://doi.org/10.35445/alishlah.v18i4.10146Keywords:
Think Pair Share, reading interest, reading comprehension, news text, cooperative learningAbstract
Reading comprehension of news texts is essential for developing students’ literacy and critical understanding of factual information. However, conventional instructional practices and differences in reading interest may influence students’ comprehension. This study examined the effects of the Think-Pair-Share (TPS) cooperative learning model and reading interest on seventh-grade students’ news text reading comprehension. A quantitative quasi-experimental study employing a 2 × 2 factorial design was conducted at UPTD SMP N 2 Kecamatan Payakumbuh, Indonesia, during the 2025/2026 academic year. The sample comprised 55 students selected through purposive sampling, with 27 students receiving TPS instruction and 28 receiving conventional instruction. Data were collected using a reading interest questionnaire and an objective reading comprehension test. Independent-samples t-tests and two-way analysis of variance (ANOVA) were employed. Students taught using TPS achieved significantly higher reading comprehension scores than those receiving conventional instruction (80.96 vs. 67.82; t(53) = 5.474, p < .001). Higher scores were also observed among TPS students with high reading interest (92.14 vs. 77.75) and low reading interest (71.43 vs. 56.63). However, the interaction between instructional model and reading interest was not statistically significant (F = 0.023, p = .881). TPS instruction was associated with higher news text reading comprehension scores across both reading-interest categories. These findings support its potential application in collaborative literacy instruction, although further research is needed to establish its effectiveness across broader educational contexts.
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