CHAPTER I INTRODUCTION
A. Findings
1. Cycle 1
Cycle 1 carried out from Friday, August 28th to Wednesday, September 2nd , 2020. It is conducted in two main meetings. First meeting was done on August 28th, 2020, and second meeting was September 2nd, 2020,. In this meeting the researcher giving in test for cycle 1.
a. Planning
On Thursday, August 27th, 2020, the writer discussed with collaborator teacher ( English teacher). The writer made the lesson plan. The material was prepared by the researcher. The writer prepared about narrative text for the student, then prepared the observation sheet to write students‟ activity in the classroom and make student‟s test to know their reading comprehension.
b. Acting
The writer describe the action of classroom action using Two Stay Two Stray. The action consists of two meetings on Friday, August 28th and Wednesday,
, September 2nd , 2020. The teaching learning was followed by 32 students.
1. Meeting 1 (August 28th, 2020 at 07.30-08:30 am)
The writer as the teacher came to the class. Then the writer greeted the students when entered the classroom and introduced himself and also the students greeted the researcher. After that, the writer checked the students‟ attendance list.
and calling the students‟ name one by one. Then explained the topic of the material that would given. In this meeting the writer teaching about narrative text.
He started the lesson with explain the meaning of narrative text to the students.
When the writer teach in the class, the students kept silent and gave attention.
When the writer finished to explain the material, he gave the multiple choice test and the students worked the test.
2. Meeting 2 ( September 2nd,2020 at 07.30-08.30 am)
In this meeting, the writer came to class and greeted the students. Then, the writer checked the students‟ attendance list and calling the students‟ name one by one. When the writer began to teach in class, the students kept silent and gave attention. In this meeting the writer gave the test for cycle 1. The writer gave the instructions of this test, then the researcher started by giving 20 numbers a multiple choice. The writer gave 45 minutes to do the test.
C. Observing
The writer observed the students activity using observation sheet in the teaching learning process.
Table 4.2. Students’ observation sheet in cycle 1 No. The students‟ activity Yes No Description
1. Paying attention √ The students pay attention to the writer explanation 2. Asking question √ The students ask question to
the writer if there is something unclear.
3. Responding to question √ The students answer question that are given by the writer.
4. Responding the topic √ The students responds the topic
5. Being enthusiasm √ The students being enthusiasm and fell interested in Two Stay Two Stray Technique
d. Reflecting
Based on the activity during cycle 1, the writer noted that there were some problems of students. Students did not ask question to the teacher if there is something unclear and did not answer question that are given by the writer in learning process. The students also need improvement their understanding about Two Stay Two Stray technique. Students got less difficulty in exploring ideas.
Meanwhile, there are some problems that have to solve in this research, the writer found that there were some students who had not finished yet their assignment caused the time was not enough. There were some students who still got difficulty to answer the assignment because their English were still not good.
After the preliminary study had finished. Here is the score for cycle 1 test.
For detail score in cycle 1 can be seen in table 4.3.
Table 4.3 Score in cycle 1
No. Initial of Students Score
1. AZ 60
2. AL 60
3. AF 60
4. AJ 55
To be continued
Continuation
5. AA 55
6. CO 65
7. CS 55
8. CL 55
9. DK 65
10. DN 60
11. FF 75
12. FA 60
13. GR 70
14. GA 45
15. IK 65
16. IT 65
17. LA 70
18. MT 55
19. MF 75
20. MR 40
21. MN 70
22. NF 60
23. NA 40
24. NM 60
25. SL 55
To be continued
Continuation
26. TS 60
27. TN 60
28. ZA 70
29. ZL 65
30. UT 50
31. WA 50
32. ZF 60
Total
x191068 ,
59
Based on the result score of cycle 1, the writer found thatthe total score of the students was 1910 and the number of the students who took the multiple choice test was 32 students, therefore the mean of the students score was :
68 , 32 59
1910
In cycle I, the students who got point up to 70 consisted of 6 students, therefore the percentage was:
% 75 , 18
% 32 100
1 6
x
In cycle 1, there are improvements on students‟ writing scores than preliminary scores. On the preliminary study only 2 students passed the test, but in cycle 1 there are 6 students passed the test.
2.
Cycle II
Cycle 2 was conducted on September, 4th and 11th, 2020. In this cycle, the writer did the same step in first cycle. The cycle comprised planning, action, observation and reflection.
A. Planning
In this cycle, the writer prepared lesson plan and material of narrative text, the writer also preparing observation sheet and test instrument.
B. Acting
In this action, the writer did the same activity as in the first cycle. The teaching learning was followed by 32 students and the writer took the times 2x40 minutes.
The action focused on improving students‟ reading comprehension through Two Stay Two Stray technique.
1) Meeting 3 (September 4th, 2020 at 07.30-08:30 am)
The writer entered to class IX A. At the beginning of the lesson, the writer greeted students and checked their attendance list. In this meeting, the writer reviewed the last lesson. The writer began to divide students into 8 groups, every group consist of 4 students. The writer gave the multiple choice test which related to the narrative text and students worked the test used Two Stay Two Stray Technique.
2) Meeting 4 (September 11th, 2020 at 07.30-08:30 am)
The writer entered class, then greeted students and checked their attendance list. The writer reviewed the last activity. In this meeting, the writer did the same activity as in the third meeting. He gave the test in every group.
After finished, the students submit the test. Then, he say thank you for all students because this is the last meeting.
C. Observing
To know how far the students activity, the writer observed the students activity using observation sheet in teaching learning process.
Table 4.4.Students’ observation sheet in cycle 2 No. The students‟ activity Yes No Description
1. Paying attention √ The students pay attention to the writer explanation
2. Asking question √ The students ask question to the writer if there is something unclear.
3. Responding to question √ The students answer question that are given by the writer.
4. Responding the topic √ The students responds the topic
5. Being enthusiasm √ The students being
enthusiasm and fell interested in TSTS
D. Reflecting
Based on the activity during cycle 2, the writer can increase the students‟
reading comprehension through Two Stay Two Stray technique, students being enthusiasm in groups, students score had improved too, it was based on the
observation sheet that showed the improvement in every meeting. Based on the percentage of the students‟ score, there were 18,75% at the first cycle and was 87,5% at the second cycle. It made the writer felt that the second cycle could be stopped. For detail score in cycle 2 can be seen in table 4.5.
Table 4.5. Score in cycle 2
No. Students‟ Initial Names Score
1. AZ 90
2. AL 70
3. AR 70
4. AJ 70
5. AA 95
6. CO 95
7. CS 85
8. CL 75
9. DK 80
10. DN 55
11. FF 75
12. FA 80
13. GR 70
14. GA 70
15. IK 80
16. IT 70
To be continued
Continuation
17. LA 80
18. MT 75
19. MF 90
20. MR 80
21. MN 85
22. NF 60
23. NA 80
24. NM 95
25. SL 75
28. ZA 70
29. ZL 65
30. UT 60
31. WA 80
32. ZF 95
Total x2410
=75,31
Based on the result score of cycle II, the writer found that the total score of the students was 2410 and the number of the students who took the multiple choice test was 32 students, therefore the mean of the students score was :
31 , 75 32 2410
In cycle II, the students who got point up to 70 consisted of 28 students, therefore the percentage was:
% 5 , 87
% 100 32
2 28
X
B. Discussion
This research applied classroom action research. This research aimed to improve students‟ reading comprehension at SMPN 1 Tana Lili. The result of the research, the writer found that Two Stay Two Stray technique can improve students‟ reading comprehension. Two Stay Two Stray technique can enhance class more active and the students showed enjoy to join the class and being enthusiasm. According to Kagan (1992), states that the strength of Two Stay Two Stray is building in staying and applying in straying. Building is when they stay to find out information, language and knowledge and the assimilating is when they share the information, language and knowledge.
These findings are supported by Febrian (2017), Hajar (2015) and Harahap (2012), who also found TSTS strategy to be more effective in increasing the students‟ achievement than the conventional method in teaching reading as well.
Two Stay Two Stray gave a good effect to the students in reading comprehension and motivated them in learning. In the process of learning, the students very well improved their reading and social relationship with their friends. They gave and shared their idea with their friends and other group while their learning together in
group. As the result, they could improve their reading comprehension. They also learned the way to interact with each other through Two Stay Two Stray technique and as result, they can learn to appreciate each other‟ ideas.
The result of preliminary test showed the students had limited vocabulary and difficult to answer the multiple choice test was given by the writer. They had difficult to expressed their ideas. It was made the students be passive and not confidence. When the writer applied Two Stay Two Stray technique in cycle 1 and cycle II the result of students‟ multiple choice test had significant. TSTS as cooperative learning model has made the students more active and confidence.
According to Siegel (2005), the implementation of cooperative learning is to increase students‟ achievement and social skills development. Slavin (1994) proclaims that cooperative study of TSTS is a study model that emphasizes on the activities and interaction between students to motivate and help each other in mastering the learning materials in order to achieve a satisfactory learning achievement.
The writer also found that the use Two Stay Two Stray (TSTS) did not only help the students in the classroom to improve their reading comprehension but also gave the students a chance in social relationship. TSTS is capable of producing positive outcomes on society, attitude, and academic performance dimension for the students. This way can gave chances for the students to be involved in discussions. Regarding to discussion above, it can be concluded that use Two Stay Two Stray (TSTS) technique can improve the students‟ reading comprehension at SMPN 1 Tana Lili.
CHAPTER V
CONCLUSION AND SUGGESTION
The discussion of the finding has been presented in the previous chapter.
This chapter presented the conclusion and suggestion for the teachers, students, and other researchers based from the finding of the researcher discussed on the previous chapter.