Nurlinda, 2014. The Implementation of Two Stay Two Stray (TSTS) Strategy of Cooperative Learning in Teaching Reading Comprehension (A Classroom Action Research at SMPN I Jeunieb Bireuen). Thesis. Graduate Program in English Language Education, Syiah Kuala University. Darussalam Banda Aceh. Advisors: (1) Dr. Sofyan A. Gani, M.A. (2) Abdul Manan, M.Sc., M.A., Ph.D. Key Words: Cooperative Learning, Two Stay Two Stray (TSTS), Reading Comprehension This thesis is written under the title “The Implementation of Cooperative Learning Model Two Stay Two Stray (TSTS) Strategy in Teaching Reading Comprehension. This research was conducted as the researcher faced problems with her ways of teaching since some students were passive in reading class. Besides, the researcher found that the students’ reading ability particularly in comprehending narrative texts were still unsatisfactory. The students faced difficulties in answering the questions related to the texts. This research is intended to improve students’ reading comprehension by using TSTS strategy, to know the students’ responses toward TSTS strategy. The research was done at SMPN I Jeunieb. The subject of the study was the students of class VIII-1 of SMPN I Jeunieb consisting of 25 students. This research was conducted in the form of classroom action research and was done in two cycles which consisted of six meetings. The procedure of the research consisted of four main steps; planning, implementing, observing, and reflecting. The instruments used in collecting the data were tests, observation sheet for both the researcher and the students and the questionnaire for the students. The results of the research showed that the implementation of cooperative learning model TSTS strategy had positive improvements on the students’ participation in learning reading comprehension and the teacher’s performance in teaching reading comprehension. This can be shown by the result of observation sheet to the researcher’s activity that the percentage of the researcher’s performance in the first cycle was 58,5% or in the middle criterion. In the second cycle, the percentage of the researcher’s performance was 78% or in the good criterion. It means that the researcher could increase her teaching quality by implementing TSTS strategy in her reading class. Furthermore, TSTS strategy could improve the students’ reading comprehension especially in comprehending narrative texts. It can be proved from the results of the tests conducted; the students’ mean score of the pre-test is 54.8 and it increased to 70.4 at the end of cycle 1 and reached 76.4 at the end of cycle 2. In addition, from the observation sheet to the students’ activity, it was found that the percentage of the students’ participation during the teaching-learning process in reading comprehension class increases gradually. This is proved by the results of the observation sheet taken where at the beginning of cycle 1, the percentage of the students’ participation was only 57,7% and it increased to 76,9 % or reached Good category at the end of cycle 1. The percentage of the students’ participation increased higher at the end of cycle 2 and reached the level Good (84,6 %). It means that they worked cooperatively in completing the tasks. And also, the list of questionnaire given to the students indicates that the students had positive responses toward the implementation of TSTS strategy in reading class. It was proved by overall mean score 3.28 which is categorized to the level of Agree. Thus, based on the findings, it is recommended that other researchers and teachers who have problems in their teaching try to implement this type of learning as it might help overcome the problems encountered by teachers as well as students.