SKRIPSI
FERNANDO PATANDUK 4516101007
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION BOSOWA UNIVERSITY
2020
ii
iii
iv ABSTRACT
Fernando Patanduk. 2020. Improving Students’ Reading Comprehension through Two Stay Two Stray (TSTS) Technique at SMPN 1 Tana Lili. (Supervised by ST. Haliah Batau and Ulfah Syam)
This study is aimed to know the extent and students‟ response toward the implementation of Two Stay Two Stray technique in improving students‟ reading comprehension at the ninth grade of SMPN 1 Tana Lili.
This research focused applied classroom action research. The population of this research were the ninth grade students of SMPN 1 Tana Lili in academic year 2020/2021which consisting of 160 students. This research was used to take one class as the sample of the research which consist of 32 students. The instrument of this research was multiple choice test. There are two cycle in this research.
The result shows that students means score in cycle 1 was 59,68 and in the cycle II was 75,31. From the data it indicate that using of Two Stay Two Stray (TSTS) technique was effective and from the data above it could be concluded that the students‟ reading comprehension have been improved by using Two Stay Two Stray (TSTS) technique. It‟s related to the result of observation sheet showed that the students were more interested and motivated in joining the class and they were enthusiastic during teaching learning process.
Keywords: Two Stay Two Stray technique, reading comprehension
v ABSTRAK
Fernando Patanduk. 2020. Improving Students’ Reading Comprehension through Two Stay Two Stray (TSTS) Technique at SMPN 1 Tana Lili. (dibimbing oleh ST. Haliah Batau and Ulfah Syam)
Tujuan penelitian ini adalah untuk mengetahui pengaruh dan respon siswa terhadap penerapan teknik Two Stay Two Stray pada kemampuan membaca siswa pada siswa kelas IX SMPN 1 Tana Lili.
Penelitian ini menggunakan penelitan tindakan kelas. Populasi penelitian ini adalah siswa kelas IX SMPN 1 Tana Lili pada tahun akademik 2020/2021 yang terdiri dari 160 siswa. Peneliti mengambil satu kelas sebagai sampel dalam penelitian ini yang terdiri dari 32 siswa. Instrument penelitian ini adalah tes pilihan ganda.
Hasil dari penelitian ini menunjukkan bahwa skor rata-rata dalam siklus pertama adalah 59,68 dan siklus kedua adalah 75,31. Dari data tersebut menunjukkan bahwa teknik Two Stay Two Stray (TSTS) efektif dan dari data diatas dapat disimpulkan bahwa pemahaman membaca siswa meningkat dengan menggunakan teknik Two Stay Two Stray (TSTS). Hal ini terkait dengan hasil lembar observasi yang menunjukkan bahwa siswa lebih tertarik dan termotivasi dalam mengikuti kelas serta antusias selama proses belajar mengajar
Kata Kunci: teknik Two Stay Two Stray, kemampuan membaca.
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ACKNOWLEDGEMENT
First for All, praise to be Allah, the Almighty God, the Most Merciful and the Most Beneficent, for blessing me with His mercy and guidance to finish this skripsi entitled “Improving Students‟ Reading Comprehension Through Two Stay Two Stray (TSTS) Technique at SMPN 1 Tana Lili”.
This skripsi is presented to English Language Education study program of Bosowa University. The primary objective of writing this skripsi is to fulfill a part of students‟task in partial fulfillment of the requirement to obtain the SI-degree.
In relation to the writing and finishing of this skripsi, the great appreciation and sincerest gratitude be expressed to Prof. Dr. Ir. M. Saleh Pallu, M.Eng as the rector of Bosowa University; Dr. Asdar, M.Pd as the Dean of Faculty of Teacher Training and Education of Bosowa University; Hj St. Haliah Batau, S.S.,M.Hum as the first supervisor, who has patiently guided and directed him until the completion of this skripsi well; Ulfah Syam, S.S., M.Pd, the second supervisor, who has always patiently guided and helped in correcting and giving countless time to finish this skripsi. Dr. Ramli, S.S., S.Pd., M.Pd and Muliati, M.Hum., M.Ed as the examiner who tasted and direct him in the examination session until of this skripsi well; all the lecturers of English department of Bosowa University who have taught him since the first of his study; all the staffs of English department for their help; Mr. Priyanto, S.Pd.,M.Si as the Headmaster of SMPN 1 Tana Lili, for allowing the research; English teacher of SMPN 1 Tana Lili, Mrs.Hasniah, S.Pd for being helpul during the research process. The beloved
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parents; Jeni Kassa and Hamsinah who always give love, motivation, prayers and support for the research.
The writer realizes that this skripsi is not perfect, therefore the writer hopes that the skripsi will be useful for writer herself and the readers.
Makassar, 18 September 2020
Fernando Patanduk
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TABLE OF CONTENT
PAGE OF TITLE i
PAGE OF APPROVAL ii
PERNYATAAN KEASLIAN SKRIPSI iii
ABSTRACT iv
ABSTRAK v
ACKNOWLEDGEMENT vi
TABLE OF CONTENT viii
LIST OF TABLE x
LIST OF APPENDIX xi
CHAPTER I: INTRODUCTION
A. Background 1
B. Identification of Problem 3
C. Scope of the Research 4
D. Formulation of the Research 4
E. Objective of the Research 4
F. Significance of the Research 4 CHAPTER II: REVIEW OF LITERATURE
A. Theoretical Review 6
B. Previous Related Research Finding. 15
C. Conceptual Framework. 17
D. Hypothesis. 18
CHAPTER III: METHOD OF THE RESEARCH
A. Research Design 19
B. Time and Location of the Research 19
C. Population and Sample of the Research 19
D. Research Variable and Operational Definition 20
E. Instrument of the Research 21
F. Procedure of the Research 21
G. Procedure of Collecting Data 22
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H. Technique of Analysis Data 23
CHAPTER IV: FINDING AND DISCUSSION
A. Finding 24
B. Discussion 36
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion 38
B. Suggestion 39
BIBLIOGRAPHY 40
APPENDICES 45
BIOGRAPHY 80
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LIST OF TABLE
Table 4.1. Reading Score in preliminary study 24
Table 4.2. Students‟ Observation Sheet in Cycle 1 28
Table 4.3. Score in Cycle 1 29
Table 4.4. Students „Observation Sheet in Cycle 2 33
Table 4.5. Score in Cycle 2 34
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LIST OF APPENDICES
Appendix 1: Instrument of the Research 46
Appendix 2: Lesson Plan 50
Appendix 3: Multiple choice test in Preliminary test, cycle 1 & cycle II 54
Appendix 4: Students‟ work 61
Appendix 5: Data Analysis 73
Appendix 6: Administration 75
Appendix 7: Documentation 76
CHAPTER I INTRODUCTION
This chapter contains about background, identification of the problem, scope of the research, research question, objective of the research, and significance of the research.
A. Background
English is a global language which means English is used by people in almost all parts of the world to communicate one to another. Harmer (2007: 11) states that English is very important and has many benefits by human being. In some countries, English is used as the first language after the mother tongue language, while in other countries, English is used as foreign language, including in our country, Indonesia. There are four skills in English, those are listening, reading, writing, and speaking.
Reading is one of essential ways in building our knowledge. Gillet (2012) states that building knowledge is the phase of reading and finding out. Therefore, reading can help us to get a lot of information to expand our knowledge. Stone (2009:39) states that reading is a fundamental goal that children must be able to read meaningful. Therefore, it is undeniable that reading is very important to teach in school. Since students should be able to communicate their ideas in their daily life through writing, such as to write letters, to put written report and to reply to advertisement.
In order to achieve the objectives of teaching reading, suitable teaching method is required since the achievement of the objective depends on the method applied by the teacher. It is a must for the teacher to choose an appropriate method in teaching reading therefore the students are able to develop their reading skill so the objectives of teaching reading are achieve.
One of the various methods which can be applied in teaching reading is cooperative learning. Cooperative learning is work on something together to help each other as a group or a team. According to Larsen (2000 :164), cooperative or collaborative learning essentially involves students learning from each other in groups. In the field of education, cooperative learning is one of the cardinal innovative practice. It can be described as an instructional strategy which employs motivational techniques to make learning more interesting and relevant (Cornelius-Ukpepi, 2016).
Cooperative learning can be characterized by the following features. First, students work in the team to master academic goals. Second, teams are made up of high, everage, and low achievers. Third, reward system are oriented to the group rather than the individual (Arends, 2001:315). There are many techniques in cooperative learning class which can be applied in classroom activities. According to Arends (2001:323), there are several variation of the model cooperative learning, there are Student Team Achievement (STAD), Jigsaw, Group Investigation and Two Stay Two Stray.
In this research, the researcher chooses Two Stay Two Stray to teach reading comprehension in SMPN 1 Tana Lili. Two Stay Two Stray is adapted from
Spencer Kagan. According to Isjoni (2007 :79), Two Stay Two Stray provide an opportunity for students to share results and information with other groups. With Two Stay Two Stray technique, the students are expected be able to find out some of new words, creating ideas and sharing team each other. This technique can encourage students to be more active in class.
Based on explanation above, it was important to conduct a research to improve students‟ reading comprehension through Two Stay Two Stray technique. The researcher decided to conduct a research that concern on improving students‟ reading comprehension through Two Stay Two Stray technique of SMPN 1 Tana Lili.
B. Identification of Problem
In Indonesia, students had some problems in their four skills of English, especially in reading skill. The problem faced by students was low reading comprehension of the students. They had difficult to interpreted some aspects in reading. Oberholzer (2005) stated that difficulty with reading can have an increasingly negative effect on the students‟ schoolwork and tertiary education, as reading requirements become greater and more extensive.
The other problems happened because there were no varieties in teaching English used by the teacher in the classroom. Teacher only used a method in the whole day. It could be made the learning process monotonous in the class, because the class was dominated by the teacher and the students does not had opportunity to develop their communicative. Therefore, the students seems bored and lazy in reading comprehension. Brophy (2006) stated that the primary
emphasis for classroom management in a behavioral model is the use of techniques that bring students‟ behavior under stimulus control when education was teacher centered, the classroom remains orderly and students were quite while the teacher retains full control and therefore denying the students to actively participate in their learning.
C. Scope of the Research
This research focused on improving students‟ reading comprehension through Two Stay Two Stray technique (a classroom action research to the students of class IX of SMPN 1 Tana Lili) in 2020/2021 academic year.
D. Research Question
Based on the explanation above, the writer formulated the research question as follows : Does Two Stay Two Stray technique improve students‟
reading comprehension at SMPN 1 Tana lili?.
E. Objective of the Research
In connection with the research question, the objectives of this research were: to explain the extent to which Two Stay Two Stray technique can improve students‟ reading comprehension at SMPN 1 Tana Lili.
F. Significance of the Research
The writer expected that the findings of the research could be contributed to theoretical and practical aspects. Theoretically, this research was expected to be valuable information and contribution for the teaching and learning process. It was Two Stay Two Stray (TSTS) technique.
Practically, this research could be assisted the teacher to improving learning quality especially for English lesson at SMPN 1 Tana Lili. This research were expected to help the students when they learn reading comprehension through two stay two stray technique. And this research were expected to help school in arranging the program of development quality school.
CHAPTER II
REVIEW OF LITERATURE
This chapter concerns with related literature, concept of reading, the current issue of students reading comprehension, two stay two stray, previous related findings and conceptual framework.
A. Theoretical Review 1. Concept of Reading a. Definition of Reading
Reading is one of the English skills as part of four essential skills such as speaking, listening and writing. It is the way to understand written messages.
According to Harmer (2007:99), reading is the skill or activity of getting information from books. It is an important skill for students to learn. Hence, a student who is not engaged in reading activity, he/she will miss new information.
Harmer states that reading is useful for language acquisition; the more the students read, the better they get at it. In addition, reading also has positive effect on students‟ vocabulary knowledge, on their spelling, and on their writing.
Donough (2003:89) supports by stating reading is clearly one of the most important.
In order to know correctly what reading is, there are some definitions of reading below based on some experts. Grabe and Stoller (2002:4) states that reading can be though as a way to draw information from the text and to form an interpretation of that information. The process of drawing information and interpreting information requires the work of the brain actively. According to
Patel and Jain (2008:114), reading is form of experience. Reading brings us in contact with the minds of great authors, with the written account of their experience. Other definition, Johnson (2008:3) stated that reading is the practice of using text to create meaning.
In summary, reading is the way to get some ideas and information from written text through continuously process in which the reader can make a decision to confirm, reject, or refine the ideas itself.
b. Types of reading
There are some types or way to read the text and help the reader easy to understand the meaning of the text, and it is more easier to get the point without read full text. Patel and Jain (2008) divide 4 types in reading: intensive reading, extensive reading aloud and silent reading.
1) Intensive reading
Intensive reading is related to further progress in language learning under the teachers guidance. Intensive reading is text reading or passage reading.
According to Nation (2009:25), intensive reading is the grammatical translation approach where the teacher works with the learners using the first language to explain the meaning of a text. In order to get to read enthusiastically in class, we need to work to create interest in the topic and task.
2) Extensive reading
According to Nation (2009:49), extensive reading fits into meaning focused input and fluency development stranding of a course depending on the level of the
books that the learners read. Sometimes the extensive reading helps the learners to get away from their tendency to look up words they do not know.
3) Reading Aloud
Reading aloud also play important role in teaching of enchant the training of reading aloud must be given at primary level because it is the base of words pronunciation.
4) Silent reading
Silent reading is a very important skill in teaching of English. This reading should be employed to increase reading ability among learners. Silent reading is done to acquire a lot of information.
Based on the explanations above, the researcher concludes that the type of reading shows the differences in reading each reader, but it cannot be separated from the meaning of reading itself.
c. The Aims of Reading
The main purpose of reading is to get accurate and correct information. As Rahim (2007: 11) stated, reading aims to get information or messages from the text. Reading with a purpose tends to be more understanding than those who don't have a purpose. Tarigan (2008: 9) said that there are some important about the aim, they are: First, the readers try to find or know the experience of someone what he has done or something that happens to him or the way how to solve his/her problems. Second, the readers try to know the topic interest and the problem of the story. Third, the reader try to know what happen in each part of stories, action, etc. Fourth, the readers try to find out the conclusion from the
action or the idea in the text. Fifth, the readers try to classify some information or actions of the writer in the text or paragraph. Sixth, the reader try to evaluate what the writer has done or what he try to explain in his paragraph. The last is the reader compares the plot of story or content, whether have similarity with him or even contrast.
From the purpose above reading have important role for the readers. It can be conclude that reading as organizing and study also for a general impression.
Moreover, we can know that reading as learning content.
2. Reading comprehension
As Nuttal (2002:2) stated, reading means a result of interaction between the writer‟s mind and the reader‟s mind. In this process, the reader tries to get the desired message or meaning from the writer‟s text. Kazemi (2012) says that reading is considered an active process in which readers use their cognitive and mental abilities to find out the internal meaning of the text.
Comprehension is a skill that must be mastered by students in reading. As Pang (2003:14) reported, comprehension is the process of making sense of words, sentences and connected text. According to Jannete (2007:2), reading comprehension is the process of constructing meaning by coordinating a number of complex processes that include word reading, word and world knowledge, and fluency.
3. Narrative Text
A narrative is some kind of retelling, often in words (though it is possible to mime a story), of something that happened (a story). The narrative is not the
story itself but rather the telling of the story, which is why it is often used in phrases such as written narrative, oral narrative, etc. A narrative is a story that is created in a constructive format (written, spoken, poetry, etc) that describes a sequence of fictional of non-fictional events.
Narrative text is a kind of text that exactly to tell the activities or events in the past, that show problematic experience and resolution means to amuse oftentimes meant to give moral lesson to the readers (Pardyono 2007:94).
According to Siahaan (2008:73) states that generic structure of narrative text estabilishes the character, setting and time. The steps for constructing a narrative text are:
A. Orientation : sets the scene and introduces the participants.
B. Evaluation : a stepping back evaluate the plight C. Complication : a crisis arises
D. Resolution : the crises is revolved, for better or for worse E. Re-orientation : optional
4. Cooperative learning
Cooperative learning is sometimes called small group learning. In line with Lie (2008:18), cooperative learning allows students to work in a small group.
Even cooperative learning is similar with small group, but cooperative learning is more than just small group. According to Olsen & Kagan (1992), cooperative learning is an organized learning activity so that the process depends on socially structured exchange of information among students in the groups. Isjoni (2007:13) states that cooperative learning can used to motivate students‟ to tell their opinion,
respect their friends opinion and sharing ideas. students‟ also can work together and helping each other to do their work.
Based on that statement above, cooperative learning is the learning model that students‟ divided in small group to work together to do their work. Students‟
divided in small group so they will more understand the material and more respect each other.
5. Two Stay Two Stray Technique
a. Definition of Two Stay Two Stray Technique
Two stay two stray technique is adapted from Kagan (1992). This technique can be used to all lessons and all learners graders. In this technique student will learn in group, students can help the other students to solve the problem, and also the students can share their information to increasing the ability each other too. According to Suprijono (2009 :77), two stay two stray technique is started by dividing students into a group.
In line with Lie (2007:61-62), the structure of Two Stay Two Stray raises the opportunity to the group to distribute the result of the information with other groups. While Isjoni (2007: 79) reveals that Two Stay Two Stray provides an opportunity for students to share results and information with other groups.
Provide an opportunity for groups to share the result and information with other groups. How the students work in a group. In this technique two people from the groups was guest to other groups and two people who lived in the working group in charge of distributing the information to their guest and the guest returned into their own groups and report their findings from other groups and then the last they
discuss their work Two Stay Two Stray (TSTS), this technique can be used in all subjects and for all age levels of the students (Lie, 2007:61).
From explanation above, the researcher concludes that Two Stay Two Stray is a learning technique to form groups, in which it consists of four students to share results and information with other groups.
b. Procedure of Two Stay Two Stray
According to Istarani (2012:202), in Two Stay Two Stray classrooms, students work together in groups twice; in their own group and in the other groups. Each member of the groups has responsibility to win the competition in order to get group reward. This reward is received based on individual contribution to their home group, (Huda, 2011:129).
Two stay two stray procedure :
A B
C D
I J
K L
F
H E
G N
P M
0
Where:
A-B-C-D-E-F-G-H-I-J-K-L-M-N-O-P = Students Red = Stay
White = Stray
There are six steps of Two Stay Two Stray procedures (Lie, 2007: 62) where students work in group consisting of 4 members. The teacher gives the task to each group to discuss and work on together. When completed, two members from each group were asked to leave the group, and two members visit to other group. Two people who live in a group in charge of distributing information and the results of their work to their guests. The guests excused himself and return to their own group and reports their finding from other groups. Every group match and discuss the results of their work.
c. The characteristics of Two Stay Two Stray
Two Stay Two Stray learning model can be used in all subjects and for all levels of students. Two Stay Two Stray structure provides the opportunity for groups to share results and information with other groups. This done because many teaching and learning activities are characterized by individual activities.
Students are self-employed and are not allowed to see other students‟ work. Yet in life outside of school human life and work are shared with one another.
Two stay two stray technique also have characteristics. There are some characters about Two Stay Two Stray (Lie, 2007: 62) :
a) Students work cooperatively in groups to complete the learning material.
b) Form groups of students who have high ability, medium and low.
c) When the members of group may come from different racial, cultural, ethnic and gender.
d) More oriented towards the group award than individual.
d. The Relation Between Cooperative Learning and TSTS Technique
Larsen (2000:164) states that cooperative or collaborative learning essentially involves students learning from each other in groups. In cooperative learning, teacher teaches students collaboration or social skill so that they can work together more effectively. And one of the cooperative learning is two stay two stray technique. This makes them having relationship in groups. Same as cooperative learning, Two Stay Two Stray technique is one part of the cooperative learning that puts students in group.
6. The Advantages and Disadvantages of Two Stay Two Stray Technique Lie (2007: 63) stated that there are several advantages and disadvantages of Two Stay Two Stray technique. The advantages of Two Stay Two Stray (TSTS) technique are : First, giving an opportunity to the students to decide their own concept by solving the problem. Second, giving an opportunity to the students to built their creativity and to communicate with their friends in group.
Third, forming the habit of the students to open minded with their friends. fourth, increasing the students‟ motivation in learning. Fifth, helping teacher reach learning goal. Because the cooperative learning method is easily applied. Sixth, the students are more brave to express their opinion. Seventh, increase the students‟ capability of speaking. The Last, the students can improve the capability of critical thinking.
The disadvantages of Two Stay Two Stray technique are : First, Two Stay Two Stray needs more time for discussion. Second, students who seldom work in group will feel difficult to cooperate. Third, generally, fluent students in discussing usually dominate the discussion. The last is Teacher has difficult to management the class.
Based on the advantage and the disadvantage of using Two Stay Two Stray technique it can solve the lack of learning before the teacher starts the learning, the teacher is preparing first, and forming the group consist 4 members, two people had good profile and other people low profile, therefore it makes balance in process of group discussion.
B. Previous Related Research Finding
There were some studies which are relevant with Two Stay Two Stray Technique. The first study is an action research conducted by Lewaherilla, (Language and Art Faculty of Sebelas Maret University, 2010) entitle Improving Students Reading Competence through Two Stay Two Stray Technique. This Classroom Action Research aimed to know wheatear Two Stay Two Stray technique can improve students reading competence for the students of class VIII A of SMP YPPK Biak Numfor, and to know the strengths and the weaknesses of the Two Stay Two Stray Technique when it is applied in teaching reading. The population was the VIII grade students of SMP Biak Numfor consisting of 26 students. The writer did some steps for each cycle. They were planning, action, observation, interview, questionnaire and test. The result of the research showed that Two Stay Two Stray technique can improve students reading competence.
The second study an action research conducted by Wibowo, (Language and Art Faculty of IAIN Tulungagung, 2012) entitle The Effectiveness of using Two Stay Two Stray technique in Teaching Reading comprehension. This study aimed to know the students reading comprehension before they are taught by using Two Stay Two Stray technique, to know the students reading comprehension after they are taught by using Two Stay Two Stray technique and to know the effect using Two Stay Two Stray technique toward teaching reading comprehension. Research design was experimental design. The population was grade VIIII and VIII class consisting of 30 students. The research instrument was test, the data analysis was using T-test. The result showed that Two Stay Two Stray technique increase teaching and learning process.
According to the studies mentioned above, it can be seen that there are some studies which have been done by investigating new ways in improving the quality of teaching reading. The researchers successfully used interesting method as a strategy to motivate students to improve their reading ability. Thus, the researcher will use an Two Stay Two Stray technique to improve students reading competence.
The result previous showed that using Two Stay Two Stray method is effective and needed in delivering materials. From this method students can explore their skill and knowledge to help each other in solve the problem from the task. Students looked more actively in learning process and able to get needed information. From this cooperative and participative discussion, therefore young learner will be able to feel that thinking is fun and enjoy. Therefore, this technique will help teacher in teaching material especially genre text.
C. Conceptual Framework
Figure 2.1 Conceptual Framework
The conceptual framework above shows us that the main problem comes from students reading comprehension, they had low motivation to read and also the teacher in teaching reading. Teacher only uses a method in their learning process, there were not varieties in their taught. Therefore, the writer tried to solve these problems using an interested technique, it was a cooperative learning technique in teaching reading, in this case were two stay two stray technique. In two stay two stray technique, the writer was carried out twice cycle in procedure of classroom action research to improve students reading comprehension. They were planning, action, observation and reflecting. In two stay two stray, the students divided in small groups, one group consists of four students. The students was given a topic by the writer and try to solve the problem with their group themselves and share the answer with the other groups. Therefore, it was
Students reading comprehension by using Two Stay Two
Stray technique
Use Two Stay Two Stray technique
Students can improve reading
comprehension Action
Start End
Cycle I (Planning, action, observation, and reflection)
Cycle II (Planning, action, observation, and reflection)
developed their motivation in learning reading, and improve their ability in comprehending the text. The writer was sure two stay two stray technique can help the students improve their reading comprehension, because in two stay two stray technique, there were interaction among the students in creating ideas and sharing them each other about the text which the teacher gives them that contains of indicators of reading skill.
D. Action Hypothesis
In this research, the writer has a hypothesis as temporary answer toward some problems stated in this research. The hypothesis of this research were: “two stay two stray technique can improve students‟ reading comprehension of SMPN 1 Tana Lili”.
CHAPTER III
METHOD OF THE RESEARCH
This chapter present the research design, time and location of the research, population and sample of the research, research variables and operational definition, instrument of the research, procedure of the research, procedure of collecting data and techniques of data analysis.
A. Research Design
The method used on this study was Classroom Action Research (CAR).,which consisted of 2 cycle. The cycle in classroom action research was presented in 4 stages, they were planning, acting, observing and reflecting.
B. Time and Location of the Research
This research was carried out at SMPN 1 Tana Lili, in 2020/2021 academic year. The writer conducted one month for the research.
C. Population and Sample of the Research 1. Population
The population of this research were the nine grade students of SMPN 1 Tana Lili in 2020/2021 academic year which consisted of 160 students divided into five classes which each class consists of approximately 32 students.
2. Sample
The writer took only one class on the ninth grade which consisted of 32 students of class 1XA
D. Research Variable and Operational Definition 1. Variable of the Research
This research had two kinds of variables, namely independent variable and dependent variable. In this research, the independent variable was Two Stay Two Stray Technique, while dependent variable was the students‟ reading comprehension.
2. Operational Definition of Variables
To prevent bias interpretation especially related to the terms used in this study, operational definitions of the key terms are formulated as follows:
a. Reading is an activity that a person does to gain knowledge and information from books.
b. Comprehension is the process of extracting meaning from the text and integrating it with reader cognitive structure to become part of the experience of the reader.
c. Reading comprehension is the ability of reader to understand the information of the text.
d. Cooperative learning is a learning model in teams that aims to make students able to work together in groups.
e. Two stay two stray is one of the techniques in cooperative learning. In this technique students are divided in groups, consists of four members. Two of the members stray to the other group to get information and two members stay in group to give information for the other groups.
E. Instrument of the Research
In this research, the instrument used:
a) An observation sheet was a record of students‟ activities in the learning process.
b) The test was the questions given to students after each action, it is performed 2 times after cycle 1 and cycle 2.
c) Documentation was in the form of activities carried out to broaden the picture of the activities of students and teachers during the learning process
F. Procedure of the Research
This action research was carried out in cycles. Each cycle consists of four steps. They are planning, acting, observing, and reflecting. The more detail about research procedures are explain as follows:
Figure 3.2: Cyclical CAR model based adapted on Kemmis and McTaggart (2010)
1. Planning
In the planning stage, the writer planning a teaching learning activity to solve the problem found in the previous teaching learning process. The plans include the preparation before the teaching learning activity such as lesson plan, teaching materials, observation checklist table and field notes.
2. Action
In action stage, the writer acted as a teacher to teach the lesson that has already been prepared. The researcher helped by an English teacher to observe the classroom situation.
3. Observation
Observation is a way of collecting data by keeping a record of what is the object of observation. The focus of observation were the student activity in nine grade of SMPN 1 Tana Lili.
4. Reflecting
In reflecting stage, the writer get feedback to reflect to the next cycle. The feedback is very important in planning the next action. It can change a certain action or add some more actions in order to improve the teaching learning process.
G. Procedure of Collecting Data
In this research, the writer collected data with reading test, observation sheet and documentation. It was implemented as follows:
1) Data about the improvement of students‟ achievement were collected from test of cycle I and cycle II.
2) The writer was carried out observation directly toward teaching reading learning process in this research, the researcher will act as an active observer.
The researcher will observe students‟ activeness in learning process using Two Stay Two Stray technique.
3) A description of the activities of students and teachers during the learning process by taking documentation.
H. Technique of Data Analysis
To know the means of the students‟ score in each cycle, it was applying the following formula :
= N
Where:
M = the means of the students‟ score
= the total of the score N = the number of the studentsNext, to category the number of the students who passed the test successfully, it was applying the following the formula:
P =T
R x100%
Where:
P = the percentage of students who got points 70 R = the percentage of students who got points 70 above T = the percentage of students who took the test
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter deals with the findings of this research and the discussion of the findings. The findings which presented in this part consists of the data that have been gotten in the process of Classroom Action Research in each cycle.
A. Findings
Before presenting procedures of the classroom action research, it started by presenting preliminary study. The preliminary study was done before the writer conducted. Preliminary study consisted of preliminary test.
From preliminary test it is showed the data of student‟s score that is showed 2 students passed the test and 30 failed on the test. For detail score in preliminary study can be seen in table 4.1.
Table 4.1. Reading Score in Preliminary Study
NO Students‟ Initial Names Score
1. AZ 40
2. AL 40
3. AF 40
4. AJ 35
5. AA 35
6. CO 25
To be continued
Continuation
7. CS 50
8. CL 30
9. DK 25
10. DN 35
11. FF 40
12. FA 70
13. GR 40
14. GA 30
15. IK 55
16. IT 15
17. LA 30
18. MT 30
19. MF 30
20. MR 20
21. MN 55
22. NF 70
23. NA 35
24. NM 40
25. SL 25
26. TS 15
27. TN 25
28. ZA 55
To be continued
Continuation
29. ZL 30
30. UT 45
31. WA 25
32. ZF 20
Total x1155
=36,09
Based on the data, the writer found that the total score of the students was 1155 of 32 students, and therefore the mean of the students score was:
09 , 36 32 1155
In the preliminary study, the students who got point up to 70 of 2 students, and therefore the percentage was:
% 25 , 6
% 100 32
2
Based on the result of preliminary test, 30 students from 32 students cannot answer correctly the multiple choice test. After giving the preliminary study to the students, the writer conducted the classroom action research to the students which is consist of two cycle .
The cycle in classroom action research presents in 4 stages they are planning, acting, observing and reflecting. The procedures in classroom action research as follow:
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.
A. Conclusion
Two Stay Two Stray (TSTS) technique can improve students‟ reading comprehension. The implementation Two Stay Two Stray (TSTS) technique is effective to overcome the researcher‟s problems in teaching comprehension as this model of learning led the researcher find a solution of how to improve the students‟ comprehension in narrative text. In Implementing Two Stay Two Stray technique, the writer could guide the students to be more active and responsible in their learning and also able to manage the time effectively. The implementation of Two Stay Two Stray technique can make the students enthusiastic in learning.
The implementation of cooperative learning Two Stay Two Stray technique is effective to improve students‟ reading comprehension particularly in comprehending narrative text. This can be proved by the result of the multiple choice test given to the students where there is the improvement in their score and also in students‟ observation sheet that showed the positive responses toward Two Stay Two Stray technique.
B. Suggestion
Based on the conclusion above some suggestions are provided for further researcher, English teacher, students and school. The writer suggests to the further researcher or writer to apply Two Stay Two Stray technique in other skill, such as speaking, writing and listening. The writer recommends to the English teacher to apply Two Stay Two Stray technique. This technique could be used to solve the problems in teaching learning process, especially for the class that has same problems with this study. The students can solve their problems through Two Stay Two Stray technique. This study expected to be a source on how the classroom action research to develop and improve the productivity of educators especially in solving the problems of teaching learning process for school.
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APPENDICES
Appendix 1: Instrument of the research
LESSON PLAN (CYCLE I) School : SMPN 1 TANA LILI
Subject : English Class : IX
Time Allocation : 4 x 45 minutes Meeting : 1 – 2
a) Standard Competence
Students are able to express the meaning of short narrative essay accurately in the daily life context.
b) Basic Competence
Responding the meaning in formal and informal function texts which used the variety of language accurately, fluently and appropriately in daily life context in narrative.
c) Indicators
1) Mentioning the definition of narrative text.
2) Identifying the generic structure of narrative text.
3) Find out the difficult words in the text.
4) Answering the questions based on the text.
d) Learning Objectives
a. The students are able to mention the definition of narrative text.
b. The students are able to identify the generic structure of narrative text.
c. The students are able to find out the difficult words in the text.
d. The students are able to answer the questions based on the text.
e) Learning Material Narrative text
A narrative is a meaningful sequence of events told in words. It is sequential in that the events are ordered, not merely random. Sequence always involves an arrangement in time (and usually other arrangements as well). A
