The study was a classroom action research aimed to explore the phenomenon in each variety of the Think-Pair-Share (TPS) technique in reading comprehension, and to propose a TPS model in reading comprehension. Twenty-two learners in grade 12 (17-18 years old) were selected by purposive sampling method. The qualitative data collection included four lesson plans which were conducted to teach reading comprehension and the different patterns of the TPS technique were implemented in each lesson plan. Then, the learners studied with the adapted lesson plans. The teacher simultaneously observed and video recorded the class. This was to examine the phenomenon in each stage of the TPS technique. Lastly, the researcher noted the reflections immediately after class. The data collection was divided into four sessions, each session was implemented with a different pattern of the TPS technique. The findings revealed that the appropriate proposed TPS model in teaching reading comprehension was (1) The “Think” stage is for answering the pre-reading questions. This activity could promote the learners’ individual thinking process. The appropriate time duration for this stage is ten minutes. (2) The “Pair” stage is for the learners to read the text, comprehend the text, and do the task in pairs. The appropriate pattern of pair dyadic was independent partner which means the learner chose their partner for themselves. This style of dyadic lead to high collaboration in each pair. (3) The appropriate method of sharing for the “Share” stage was answering the post-reading questions. It was not time-consuming; the teacher could examine all the learners’ comprehension at the same time. The learners had a chance to get feedback and revise their ideas.
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