THE USE OF ‘ONE STAYS REST STRAY’ TECHNIQUE IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT.

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Noviga Darma, 2014

THE USE OF ‘ONE STAYS REST STRAY’ TECHNIQUE IN TEACHING READING COMPREHENSION OF

NARRATIVE TEXT

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

THE USE OF ‘ONE STAYS REST STRAY’ TECHNIQUE IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT

(A Case Study of Eleventh Graders in One of Public Senior High Schools

In Bandung)

A Research Paper

Submitted to the English Education Department of the Faculty of Language and Arts Education of the Indonesia University of Education as Partial Fulfillment

of the Requirements for Sarjana Pendidikan Degree

By:

NOVIGA DARMA

0807322

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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The Use of One Stays Rest Stray

Technique in Teaching Reading

Comprehension of Narrative Text

Oleh Noviga Darma

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Sastra

Desember 2013

Hak Cipta dilindungi undang-undang.

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ABSTRACT

Supervisor : Rojab Siti Rodliyah, S. Pd., M. Ed

Co- Supervisor : Ernie Diyahkusumaning A. I, S. S., M. Ed

This study reports on the use of ‘One Stays Rest Stray’ (OSRS) technique in teaching

reading comprehension of Narrative text. The aims of this study are to investigate the

extent to which the use of OSRS technique helps students’ reading comprehension and to examine students’ responses to the use of OSRS technique in classroom. This study employed a qualitative research design, embracing characteristics of a case study. The data were obtained from non- participant classroom observation, written documents, and close and open- ended questionnaire. All the data were analyzed by using theories of aspects of reading comprehension (Morsy et al., 2010), supported the theories from Moreillon (2007), Westwood (2008), Burns et al. (2005), Klingner et al. (2007), Rice (2013), and Ueta (2005), theories of cooperative learning (Jacobs et al., 2006; Jolliffe, 2007; McDonell, 1992; Shoval & Shulruf, 2011), and theories of OSRS technique (Jacobs et al., 2006; Kagan, 2009; Surjosuseno, 2011; Agust et al., 2012; Felder & Brent, 2007). The results of the data in this study revealed that the use

of OSRS technique helped students’ reading comprehension by covering aspects of

reading comprehension namely background knowledge, vocabulary knowledge, reading fluency, and comprehension strategies. The OSRS technique facilitated students in activating their background knowledge to connect to the text, finding out

vocabulary knowledge in reading, improving students’ reading fluency, and covering

comprehension strategies so that they could engage in reading actively and comprehend the Narrative text better and easier. Besides, Students responded positively towards the use of OSRS technique in their learning. They felt motivated to participate and enjoyed in reading activities. Based on these findings, it is recommended that further research in the same field of this study investigate the use of the OSRS technique for teaching different types of texts and for different grade.

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu vi

TABLE OF CONTENT

STATEMENT OF AUTHORIZATION……… i

PREFACE……….. ii ACKNOWLEDGMENT……….. iii

ABSTRACT………... v

TABLE OF CONTENT ……… vi

LIST OF TABLE & FIGURES ……… x

CHAPTER I INTRODUCTION ……… 1

1.1 Background ……….. 1

1.2 Research Questions ……….. 4

1.3 Aims of the Study ……… 4

1.4 Scope of the Study ……… 4

1.5 Significance of the Study ……… 4

1.6 Research Methods ……… 5

1.7 Clarifications of Terms ……… 5

1.8 Organization of the Paper ……… 6

CHAPTER II LITERATURE REVIEW ……… 8

2.1 Reading ……… 8

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu vii

2.2.1 The Nature of Reading Comprehension ………. 9

2.2.2 Teaching Reading Comprehension ………. 11

2.2.3 Aspects of Reading Comprehension ……… 12

2.2.3.1 Background Knowledge ……… 13

2.2.3.2 Vocabulary Knowledge ……… 14

2.2.3.3 Reading Fluency ………15

2.2.3.4 Comprehension Strategies ……… 15

2.3 Cooperative Learning ……….. 17

2.3.1 The Nature of Cooperative Learning ………... 17

2.3.2 The Principles of Cooperative Learning ……….. 18

2.3.3 The Benefits of Cooperative Learning ………. 19

2.4 One Stays Rest Stray (OSRS) Technique ……… 21

2.5 The Narrative Text ……….. 22

2.5.1 The Nature of Narrative Text ……….. 22

2.5.2 Generic Structure of Narrative Text ……… 23

2.5.3 Languages Features of Narrative Text ……… 23

2.6 Teaching Reading Comprehension of Narrative Text by Using OSRS ….. 24

2.7 Previous Research of OSRS Technique ……….. 25

CHAPTER III RESEARCH METHODOLOGY ……… 27

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu viii

3.2 Research Site and Participants ……….… 28

3.3 Data Collection ……… 28

3.3.1 Classroom Observation ……… 28

3.3.2 Written Document ……… 29

3.3.3 Questionnaire ……… 29

3.4 Data Analysis ……… 31

CHAPTER IV FINDINGS AND DISCUSSION ………33

4.1 The Extent to Which the Use of OSRS Technique Helps Students’ Reading Comprehension ……….33

4.1.1 Data from Classroom Observation ………....33

4.1.1.1 Background Knowledge ……… 34

4.1.1.2 Vocabulary Knowledge ………. 35

4.1.1.3 Reading Fluency ………36

4.1.1.4 Comprehension Strategies ………. 38

4.1.2 Data from Written Documents ……….. 42

4.1.3 Data from Questionnaire ………43

4.2 Students’ Responses towards the Use of OSRS Technique in Their Learning ………47

4.2.1 Data from Classroom Observation ………47

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ix

4.2.3 Data from Questionnaire ……… 49

CHAPTER V CONCLUSIONS AND SUGGESTIONS ……… 51

5.1 Conclusions ……… 51

5.2 Suggestions ……… 52

REFERENCES ……….. 53

APPENDECIES ………

Appendix 1: Lesson Plans

Appendix 2: Students’ Worksheets

Appendix 3: Transcription of Classroom Observation

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1

CHAPTER I

INTRODUCTION

This chapter presents the introduction which reviews background, research

questions, aims of the study, scope of the study, significance of the study, research

methods, clarification of related terms, and organization of the paper.

1.1 Background

Reading as a receptive skill is important to be mastered by students

because it deals with other skills such as listening, speaking, and writing. As

asserted by Brown (2001), reading has its own role in each language skill. In

listening, for example, reading takes its role in giving informative statements.

Meanwhile, it becomes the topic under discussion in speaking skill. Reading skill

is also needed to get information of the passage before students paraphrase the

passage in writing activity.

In Indonesian context, reading skill can be generally categorized as

reading comprehension especially in senior high school (Cahyono & Widiati,

2006; National Curriculum, 2006). Based on the National Curriculum (2006),

students of senior high school are expected to be able to comprehend texts and

develop their ability both in oral and written to achieve informational level in

which they are capable of accessing language ability as priority in global

challenges. Unfortunately, most of the teaching of reading comprehension in

senior high school is still conducted as teacher-centered approach. This is in line

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THE USE OF ‘ONE STAYS REST STRAY’ TECHNIQUE IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT

consequence, students get bored to learn reading. In addition, Burns, Hood and

Solomon (2005) state that the teaching of reading comprehension is still

considered as the teaching of grammatical rules which draws a line of students’ literacy levels only. Whereas, reading comprehension particularly should be able

to be obtained by students from many things for instance specific information,

vocabulary, or text structure.

In order to solve the problems above, the ideal teaching reading

comprehension should be built to create activities which involve some movements

and language knowledge including overall structure of language, literacy, and

content of a text (Burns et al., 2005; Ari, 2002, as cited in Shoval & Shulruf,

2011). One of the ideals teaching reading comprehension is through cooperative

learning which intends to improve the learning output of students. Cooperative

learning refers to a learning model in which a teacher acts as a leader and a

facilitator in guiding students’ group work (Jacobs, Iddings, & McCafferty, 2006). Group work may simply raise active learning in classroom that creates interaction

among students as functional part in sharing their thoughts and feeling.

One of the ways to implement cooperative learning is through ‘One Stays

Rest Stray’ (OSRS) technique. OSRS technique is a cooperative learning model

which can be used to foster students’ reading comprehension ability to a text

(Kagan, 1992, as cited in Jacobs et al., 2006). This technique exploits instructional

process actively that involves movement activity of students so that the students

have an opportunity to develop and collect ideas, discuss, and figure out a text by

building teamwork (Jacobs et al., 2006). This technique is basically somewhat

similar to jigsaw technique in which students make base groups and spread to

other groups to get information. After that, the students return to base groups to

discuss the information obtained. The difference between the jigsaw and OSRS is

in the way students interact with each other. In jigsaw technique, group mates

share information with each other, while in OSRS technique, mates share with

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Some previous studies on the use of OSRS technique have been

conducted. A study of the use of OSRS technique in reading skill for college

students was conducted by Surjosuseno (2011) who used an experimental method.

He revealed that students’ reading achievement increased after implementing OSRS technique in instructional process. The OSRS technique helped students

work on task, speak orally, recall previous knowledge, summarize the passage,

and comprehend the text well and happily.

There was also a study which was related to the use of OSRS, namely One

Stays Three Strays (OSTS). This study was conducted by Agust, Ngadiso, & Asib

(2012) in order to see the use of OSTS technique in teaching reading towards

students’ self actualization in learning by using an experimental method. The findings showed that the use of OSTS was significantly effective in teaching

reading to students who have high self actualization. OSTS is part of OSRS in

which the number of strayers consists of three students.

The two previous studies concerned the use of OSRS technique in

teaching reading comprehension in correlation with students’ self actualization in

senior high school and its role in increasing tertiary students’ achievement in reading skill. Unlike those previous studies, the present research focuses on

investigating the use of ‘One Stays Rest Stray’ (OSRS) technique in teaching reading comprehension of narrative text in eleventh grade of senior high school by

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1.2 Research Questions

This study is designed to answer the following questions:

1. To what extent does ‘One Stays Rest Stray’ technique help students’ reading comprehension?

2. What are the students’ responses towards the use of ‘One Stays Rest

Stray’ technique in their learning?

1.3 Aims of the Study

Based on the background and the problems stated, this study aims to:

1. Investigate the extent to which the use of ‘One Stays Rest Stray’ technique helps students’ reading comprehension.

2. Examine students’ responses towards the use of ‘One Stays Rest

Stray’ technique in their learning.

1.4 Scope of the Study

The study is limited to two concerns. It focuses on investigating the

extent to which the use of ‘One Stays Rest Stray’ technique helps students’ reading comprehension and examining students’ responses towards the use of

‘One Stays Rest Stray’ technique in their learning.

1.5 Significance of Study

This study is expected to be significanttheoretically and practically.

Theoretically, this study is expected to enrich literature on using

cooperative learning specifically OSRS technique in English as foreign

language, especially in teaching reading comprehension of narrative text.

Practically, this study is expected to be another alternative way in

learning reading for students and also for readers who are interested in teaching

English especially teaching reading skill. For the students, they can collect

ideas attractively so the teacher triggers them to improve their reading ability

better. For those who are interested in teaching English, this study is expected

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1.6 Research Methods.

This study employed qualitative case study. It aims to get in depth

understanding of phenomena occurred specifically in the use of OSRS technique

in teaching reading comprehension of narrative text. The understanding was then

investigated into proper description that was relevant to the case (Algozzine &

Hancock, 2006; Duff, 2008; Cohen, Monion, & Morrison, 2007). Besides, this

study also bounded on singular phenomena or single case (Algozzine &

Hancock, 2006; Duff, 2008).

In collecting data, this study used classroom observation, written

documents, and close and open- ended questionnaires. To analyze the data, the

classroom observation, written documents, and the questionnaires were

interpreted by qualitative method. Further explanation about the study method

will be presented in Chapter III.

1.7 Clarification of Terms

There are some terms which are needed to be clarified to avoid

misunderstanding and misconception as follows:

1.7.1 Reading

Reading is a receptive skill that focuses on understanding the message of a

text and become the major source of meaning- focused input (Nation, 2009).

1.7.2 Reading Comprehension

Reading comprehension is the process of constructing meaning by

coordinating a number of complex processes that includes word reading, word and

world knowledge, and fluency (Klinger, Vaughn, & Boardman, 2007).

1.7.3 Narrative text

Narrative text is one of types of text that deals with a story in which it can

be drawn into plots to see how the story tells and the problem of the story gets

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of generic structure of narrative text are orientation, complication, and resolution

(Emilia, 2012).

1.7.4 ‘One Stays Rest Stray’(OSRS) technique

OSRS technique is a technique of cooperative learning model that involves

collaborative teaching in which students work together in a group and spread to

another group to get understanding of the subject explored. (Kagan, 1992, as cited

in Jacobs et al., 2006; Surjosuseno, 2011).

1.8 Organization of the Paper

This study is divided into five chapters as follows:

Chapter I Introduction

This chapter provides the background of the study, research questions,

aims of the study, scope of the study, significance of the study, research

methods, clarification of related terms and organization of the paper.

Chapter II Theoretical Foundation

This chapter presents some theoretical foundations related to the use of

OSRS technique in teaching reading comprehension of narrative text. It consists

of the explanation about reading, reading comprehension, cooperative learning,

OSRS technique, the nature of narrative text, the use of OSRS technique in

teaching reading comprehension of narrative text, and related previous studies.

Chapter III Methodology

This chapter provides clear discussion of how the study is conducted and

analyzed. It includes research design, research site and participants, data

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Chapter IV Findings and Discussion

This chapter consists of findings and their relevance to the respected study,

the analysis of the data collected, and the discussion or interpretation on the data

collected.

Chapter V Conclusions and Suggestions

This chapter concludes the result of the study and provides some

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the elaboration of methodology of the study which

attempts to answer the two questions related to the extent to which the technique

of „One Stays Rest Stray‟ (OSRS) helps students‟ reading comprehension and students‟ responses towards the use of OSRS technique in their learning.

It covers research design, research site and participant, data collection

including research instruments and data collection procedure, and data analysis.

3.1 Research Design

The research design used in this study is qualitative approach. The

approach was chosen since this study focused on analyzing and identifying a

social phenomenon of instructional process in detail (Cohen et al., 2007). The

phenomenon was specifically seen from the use of OSRS technique in teaching

reading comprehension of narrative text.

This study has a characteristic to use case study research. There were

several reasons to employ case study. First, this study attempted to investigate

contemporary phenomenon that what happened in educational context

(Algozzine& Hancock, 2006; Duff, 2008). Second, this study concerned on vivid

description of an event that is relevant to the case (Hitchock& Hughes, 1995, as

cited in Cohen et al., 2007). Third, this study focused on single case or small case

with particularly definable boundary system (e.g activity, process, event, or

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3.2 Research Site and Participants

This study was conducted at one of public senior high schools in Bandung,

West Java, Indonesia. The site was selected since it gave an easy access to that

school and it provided good facilities to support the instructional process.

The participants were an English teacher and 28 students of grade XI

Science 9. The teacher was chosen because she was familiar with the use of

cooperative learning in classroom, while the students were chosen because they

were recommended by the school.

3.3 Data Collection

The data collection techniques used in this study was classroom

observation, written documents, and questionnaire. The use of different

techniques is known as triangulation technique which is purposed to examine

validity and credibility of data in qualitative study so that the data gained will be

relatively consistent (Alwasilah, 2009; Sugiyono, 2011). Further explanation is

described below.

3.3.1 Classroom Observation

Observation was conducted to collect data of ongoing activities in

classroom. The data were gained through observing each conscious process

occurred in classroom. Observation gives sensitive data which deals with context

or human behavior and demonstrate the data validity of verbal/ non verbal

behavior (Moyles, 2002, as cited in Cohen et al., 2007).

The observations were conducted from April 9 to April 30 2013. The type

of participants applied in this study was a complete observer or non participant

observation which is to make the observation more effective (Fraenkel, Hyun

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interaction among the teacher and students. To make the data of observation valid

and reliable, the data were gained from videotaping. Videotaping was chosen to

give an ease of collecting every activity in classroom in detail and supported by

field notes. (Duff, 2008).

3.3.2 Written Documents

As suggested by Guba and Lincoln (1981, cited in Alwasilah, 2009;

Algozzine & Hancock, 2006), document is a written data that give description and

information related to research questions naturally. The written documents were

then used to support data from observation. The data of written documents were

obtained in form of lesson plans which were seen from learning activities in

classroom and students‟ worksheets. To collect the data, the data were examined

and identified to answer research questions in Chapter I. The detail of those

documents can be seen in Appendix.

3.3.3 Questionnaire

The aim of using questionnaire was to support the data gathered from

classroom observation. It was also to elicit the students‟ responses towards the use

of OSRS technique in teaching reading of narrative text in classroom. The

responses of respondent basically were used to find out about their point of view

subjectively about a particular target (Dornyei, 2010).

The type of questionnaire used was close and open- ended questionnaire.

Close- ended questions allowed respondents to select the answer from each of the

questions definitely easily. The close- ended questions are in multiple choices,

yes- no questions, constant cum, and rating scales form that give respondents to

complete and to code it quickly straightforwardly by encircling and ticking one of

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this study, the close- ended questions were implied by answering “yes” and “no”

in each question of the questionnaire.

Open- ended questions were needed to get simple reason as possible

answer. The open responses produce possible answer in form of graphic

examples, illustrative quotes, and can also lead to identify issues not previously

anticipated (Dornyei, 2010). In some cases, there may be good reason actually for

asking some questions both in open and closed form (Oppenheim, 1992, as cited

in Dornyei, 2010). For this study, both of close and open- ended questions were

collaborated to give ease of collecting data.

The distribution of the questionnaire was conducted on April, 30 2013.

The categories of questions in the questionnaire were divided into two parts

consisting of five positive statements. The categories of questions were adjusted

to answer the research questions of this study. The categories of the questions had

been made in the framework below.

Table 3.1

The Table of The Framework of Students’ Questionnaire

No. Categories Item

Number Total

1. Responses to the benefit of using OSRS

technique in teaching reading comprehension of

narrative text

2, 3, 4 3

2. Students‟ personal feeling and attitude towards

the use of the OSRS technique in their learning

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3.4 Data Analysis

The methods used in analyzing data in this study were qualitative methods.

The qualitative data were analyzed from classroom observation, written document

and questionnaire in which the data were interpreted in form descriptive

explanation.

All the data were analyzed by using theories of aspects of reading

comprehension (Morsy, Kieffer, & Snow, 2010), supported the theories from

Moreillon (2007), Westwood (2008), Burns et al. (2005), Klingner et al. (2007),

Rice (2013), and Ueta (2005). In addition, the data were also analyzed based on

the theories of cooperative learning (Jacobs et al., 2006; Jolliffe, 2007; McDonell,

1992; Shoval & Shulruf, 2011) and the theories of OSRS technique (Jacobs et al.,

2006; Kagan, 2009; Surjosuseno, 2011; Agust et al., 2012; Felder & Brent, 2007).

After collecting the data from classroom observation, the data from videos

which consisted of the verbal and non verbal interaction were transcribed. Then,

the data were coded in categorization that was adjusted with the research

questions in Chapter I. The coding was aimed at narrowing form of descriptions

into a few themes (Cresswell, 2008).

The data from written documents were read firstly and then selected to be

analyzed based on the research questions. For the data of questionnaire consisted

of close and open- ended questions, those were interpreted and analyzed through

different ways. The answers of the data in close- ended questions were analyzed

by using formula of percentage as follow:

(Riduwan, 2009, in Gupitasari, 2013)

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Note:

P = percentage

fo = frequency observed

n = number of sample

Meanwhile, the answers of the data in open- ended questions were

analyzed by using the following procedures (Dornyei, 2003): a) Clarifying the

questions. b) Clarifying sentence completion task. c) Clarifying short- answer questions. d) Analyzing students‟ responses by marking any distinct content, element, substantive statements or key points. e) Forming students‟ responses into broader categories to compare with another response. f) Drawing the conclusion.

By using triangulation technique in collecting data, the data were analyzed

by cross- checking in order to ensure whether the data were consistent or not. The

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents conclusion and suggestions. The conclusion of the

research is a brief description that is based on the findings and discussion of the

research, while suggestions consist of recommendations to the teacher and further

research.

5.1 Conclusions

This research focuses on the use of ‘One Stays Rest Stray’ (OSRS)

technique in teaching reading comprehension of Narrative text. The purposes of

this study are to investigate the extent to which the use of OSRS technique helps

students’ reading comprehension and to examine students’ responses towards the learning.

Based on the findings, this study concludes that OSRS technique helped

students’ reading comprehension which was seen from aspects of reading comprehension namely background knowledge, vocabulary knowledge, reading

fluency, and comprehension strategies. As learning process, the students could

activate their background knowledge to connect to the text, find out difficult

words in reading, improve students’ reading fluency, and cover comprehension

strategies such as activating background knowledge, questioning among the

teacher and students, making predicting and inferences, and determining main

ideas. Therefore, they could engage in reading actively and comprehend the

Narrative text better and easier.

OSRS technique also gives positive attitudes of students. The data showed

that students enjoyed participating in reading activities. They are more

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5.2 Suggestions

After finishing the finding, discussion, and conclusions of this research,

there are some recommendations regarding on the use of OSRS technique in

teaching reading comprehension as follows.

In teaching reading by using OSRS technique, the teachers are suggested

to know the concept of OSRS technique itself and be well prepared before

conducting instructional process. Then, the teachers should pay attention to each

activity of students because OSRS involves students’ interaction more in

classroom until the activity can be taken place effectively. Moreover, the teachers

should also pay attention to the use of time allocation in classroom during

teaching learning process.

Next, it can be recommended for other researchers who want to investigate

OSRS technique as future research. The research can investigate OSRS technique

to be implemented in learning different kinds of texts. Besides, the researchers can

use OSRS technique in different grade for instance elementary school or junior

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