Dicky HERIYADI Pengarang Dra. Sitti Hadijah, M.Pd. Dosen Pembimbing 2 Dina Destari, S.S., M.Pd. Dosen Pembimbing 1 Dra. Sitti Hadijah, M.Pd. Penguji 2 Rostanti Toba, M.Pd. Ketua Penguji Dina Destari, S.S., M.Pd. Penguji 1

Dicky Heriyadi. 2023. Using Think Pair Share Strategy for Improving Reading Comprehension on Narrative text at Ninth-Grade Students of SMPN 7 Bontang in The Academic Year 2022/2023. Thesis, English Language Education Study Program, Language Education Department, Tarbiyah and Teacher Training Faculty. State Islamic University Sultan Aji Muhammad Idris Samarinda. Many students struggle with mastering the English language, particularly when it comes to reading and comprehending Narrative Texts. In the class IX A of SMP Negeri 7 Bontang, only 5 students (15.62%) passed the KKM with a mean score of 45.12 in the reading pre-test. This indicates that the reading comprehension skill of students in Narrative Texts at SMPN 7 Bontang is still low. The problem arises from the teacher's use of traditional teaching methods, where the teacher dominates the learning process and students become passive learners. To address this issue, it is crucial for teachers to find interactive and engaging teaching strategies to motivate students in mastering English. The researcher believes that the think pair share strategy is a potential solution as it encourages student participation and active learning in the classroom. The aims of this research are to improve students reading comprehension skills on narrative text by implementing the think pair share strategy at the ninth- grade students of SMP Negeri 7 Bontang in the academic year of 2022/2023. The research design use in this research is classroom action research (CAR) design by Kurt Lewin. The central idea of the classroom action research is to intervenes in a deliberate way in the problematic situation in order to bring about change and, even better improvements in practice. The CAR approach consists of two cycles designed to achieve improvement in the subject under investigation. If the desired improvement is not attained, additional cycles may be carried out. Each cycle consists of four distinct phases: planning, acting, observing, and reflecting. The result of this research showed that there was significant improvement in students’ score from the post test of the two cycles. In the pre-test, only 5 or 15,62% of students passed the minimum passing score (KKM) with the mean score 45,12, However in the post test of cycle 1, 18 or 56,25% students passed the KKM. Finally, in the post test of cycle 2, all 32 or 100% students passed the KKM, and their mean score on the reading test improved.