Modifying The Think Pair Share Technique based on The Metacognitive Reading Strategy to Enhance Students’ Reading Comprehension

A more effective teaching approach often emerges when the limitations of one technique are addressed by integrating another. The Think-Pair-Share Technique, while valuable, has its limitations, which can be effectively mitigated by incorporating the Metacognitive Reading Strategy. This study aims to determine the significant difference in reading comprehension achievement between students taught using a modified Think-Pair-Share technique based on the Metacognitive Reading Strategy and those taught with the original Think-Pair-Share technique. Using a quasi-experimental research design and quantitative methods, the study involved two classes from SMA N 12 Bandar Lampung, each consisting of 30 students. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 22. The results indicate that while both classes showed improvements in reading comprehension, the experimental group, which used the modified Think-Pair-Share technique based on the Metacognitive Reading Strategy, demonstrated a significantly greater improvement compared to the control group. The t-value is 4.625 with a significance level of 0.000, which is below the 0.05 threshold. Thus, it is concluded that the modified Think-Pair-Share technique based on the Metacognitive Reading Strategy significantly enhances students’ reading comprehension.