Implementation of the Mentimeter-Based Think Pair Share Model in Learning to Read Drama Texts for Class XI Students of SMA Negeri 70 Edi Puryanto1*, Karunia Isnaeni2 , Nurita Bayu Kusmayati3
1*Faculty of Languages and Arts, Universitas Negeri Jakarta, Indonesia
2*Faculty of Languages and Arts, Universitas Negeri Jakarta, Indonesia
3*Faculty of Languages and Arts, Universitas Negeri Jakarta, Indonesia
Abstract
Reading comprehension plays a vital role in language learning because
it develops students^ ability to understand, interpret, and appreciate
literary works. However, observations at Senior High School 70
Jakarta showed that students^ skills in reading and appreciating drama
texts remained low, particularly in interpreting implied meanings,
connecting texts to real-life experiences, and making evaluative
judgments. This study aims to determine the effectiveness of the
Mentimeter-based Think Pair Share (TPS) model in improving the
drama text reading skills of 11th-grade students. The research used a
pre-experimental design with a one-group pretest-posttest model
involving 35 students. Learning activities were carried out through
three TPS stages-think, pair, and share-supported by the
Mentimeter platform to encourage participation and reflection. Data
were collected using essay tests before and after the treatment. The
results showed a significant increase in the mean score from 55.57 on
the pretest to 85.86 on the posttest, and the number of students
achieving the minimum learning mastery criteria increased from 5
(14.3%) to 30 (85.7%). The N-Gain score of 0.71 indicated a high level
of effectiveness. Improvements occurred consistently in the cognitive,
emotive, and evaluative aspects of drama text reading. Therefore, the
Mentimeter-based Think Pair Share model is proven effective in
improving reading comprehension, fostering critical and emotional
appreciation, and promoting more equitable learning outcomes.
Keywords: think pair share, mentimeter, reading skills, drama text
