Jurnal DEDIKASI www.jurnal.abulyatama.ac.id/dedikasi THE USE OF TWO STAY TWO STRAY IN IMPROVING STUDENTS’ READING COMPREHENSION Ema Dauyah 1, Intania Purnama 2 1), 2) Program Studi Pendidikan Bahasa Inggris, Fakultas KIP, Universitas Abulyatama Jl. Blang Bintang Lama Km 8,5 Lampoh Keude Aceh Besar. Email: ema.dauyah@gmail.com, purnama_intan@gmail.com Abstract: This study was aimed to investigate whether Two Stay Two Stray technique can improve students’reading comprehension. It also aimed to find out the students response toward Two Stay Two Stray technique. This research used an experimental study. Based on the research findings, the researcher found that teaching reading comprehension by using Two Stay Two Stray technique was better in experimental group than control group. It was shown from the result that score mean score of pre-test of experimental group was sligtly better than the control group (38,5 and 39,13). Whereas the mean score of post-test of the experimental group also revealed the same result where the mean score of experimental group wa higher than the control group (79,13 and 68,83). and the mean score of post-test of experimental group was 79,13. Then, t-score pre-test of both techniques was 0,21 and t-score of post-test of both techniques was 3,04. So, t-score post-test is higher than t-score of pre-test. From the questionnaire was positive responses. Keywords : Reading Comprehension, Two Stay Two Stray Abstrak: Penelitian ini bertujuan untuk melihat apakah Two Stay Two Stray dapat memperbaiki kemampuan pemahaman membaca (reading comprehension) siswa. Penelitian ini juga bertujuan untuk melihat tanggapan siswa terhadap penggunaan tehnik Two Stay Two Stray. Penelitian ini adalah jenis penelitian eksprerimen. Berdasarkan hasil dari penelitian, peneliti menemukan bahwa pembelajaran pemahaman membacara siswa dengan menggunakan tehnik Two Stay Two Stray menunjukkan hasil lebih baik; dimana siswa di kelas ekperimen menunjukkan hasil yang lebih baik dibandingkan dengan kelas kontrol. Hal ini terlihat dari hasil penghitungan data, dimana nilai mean pre-test dari kelas kontrol eksperimen lebih tinggi dari kelas kontrol (39,13 dan 38,5). Hal ini juga terlihat dari nilai mean post-test dari kelas eksperimen lebih tinggi dari kelas kontrol (79,13 dan 68,83). Dari pengolahan data kuesioner juga ditemukan bahwa tanggapann siswa terhadap penggunaan Two Way Two Stray sangat positif hal ini terlihat dari respon siswa dalam kuesioner dimana siswa memberikan tanggapan positif terhadap pertanyaan yang ada dalam kuesioner. Dengan demikian, hasil penelitian ini menunjukkan bahwa penggunaan tehnik Two Way Two Stray dapat digunakan guru sebagai salah satu tehnik mengajar untuk meningkatkan kemampuan siswa dalam reading comprehension. Kata kunci : Reading Comprehension, Two Stay Two Stray There are four basic skills that should be that they read. Rayner (2001) affirms “Reading mastered by the students in learning English; they comprehension is defined as the level of are listening, speaking, reading and also writing. understanding The students cannot master these four skills understanding comes from the interaction between without proper techniques or strategies especially the sentences and how they trigger knowledge in reading. In reading, the students not only read outside the texts/messages. It implies that in the text but also have to read which follows by reading comprehension, the students are able to good comprehension. So, theyhe need the ability gain the information correctly, accurately, and can and good understanding to comprehend the text improve their knowledge. However, reading Volume 1, No. 2, Januari 2017 of a text/message”. This 161 Jurnal DEDIKASI www.jurnal.abulyatama.ac.id/dedikasi comprehension is not as easy as it seen. There are Straycould increase the activity and ability of several problems that can distract the students student (Isjoni, 2007). There are some researchers ability in reading. succeeded in doing the research by using Two Stay In the classrooms where English is not as the Two Stay model. students first language, some problems often occur According to the description above, the in the reading activity. The major problem in researcher is interested in conducting this strategy reading comprehension is the students have as an experimental research. This research is difficulty in comprehending the text. It may be due focused on reading skill where the treatment is in to the students have less vocabulary and make reading comprehensionof narrative text. The them hard to understand the paragraphs and make sample and population are the first grade of SMA them difficult to answer the task given. In addition N 1 Indrapuri Aceh Besar.Through an assumption to that, the teacher had a problem on how to get the that the implementation of Two Stay Two Stray students’ attention and participation. The other strategy could give positive effects, the writer problem is a classical problem in which sometimes thought that is was necessary to conduct the the teacher also has a problem in handling the research entitled “The Effectiveness of Two Stay passsive students who are not participate well in Two Stray Technique to Improve Students’ Ability the class. These problems make the students in Understanding Reading Comprehension.” difficult in dealing with the reading comprehension tasks. A teacher must be able to create a goodconditions in the classroom to avoid the spirit LITERATURE REVIEW Reading Chomprehension Reading is about understanding written texts. of the student in learning reading comprehension and to increase the students’ ability in reading comprehension. The researcher tried to solve that problems by providing a specific cooperative learning in teaching-learningprocess. It was Two Stay Two Stray (TSTS) developed by Spencer The model of Cooperative learning, type Two StayTwo Stray is a technique that developed by Spencer Kagan and can combine with The Number Head. This technique gives a chance to shares Reading also helps someone knows the world. Reading is one of the four English skills that should be taught from elementary school up to university level. Through reading, students can get a Kagan in 1992. student Reading can make someone successful in study. the result information to theothergroups. The learning process using Cooperative Learning type Two Stay Two lot of meaningful information.Reading comprehension is a complex process which comprises the successful or unsuccessful use of many abilities. When we read, we should be able to recall information afterwards (Gordon, 2007). In addition to that, Kilingner (2007) states that, “Reading comprehension is the process of constructing meaning by coordinating a number of complex processes that include word reading, 162 Volume 1, No. 2, Juli 2017 Jurnal DEDIKASI www.jurnal.abulyatama.ac.id/dedikasi word knowledge, and fluency”. method. In cooperative learning method, students Reading comprehension involves taking are more active in the class as they have to discuss meaning in a text in order to obtain meaning the learning tasks in the group. Cooper (1989) fromthe text. The ability to comprehend printed or defines cooperative learning as “An instructional written material, however, involves much more task design that engages students actively in than recognizing words, knowing their appropriate achieving a lesson objective through their own meaning, and reading phrases and sentences. efforts and the efforts of their small team.” In Reading comprehension is a complex process addition to that, Alma (2009) asserts that involving many different types of higher level cooperative learning is a learning activity that is thinking skills. That is why the teacher needs to done through joint activities which provide teach reading comprehension by using a suitable enggangement for the learners which in turncan strategy. motivate students in learning activity. The Reading comprehension is primarily a matter implementation of cooperative learning can of developing appropriate, efficient comprehension provide solution for students to interact and strategies (Brown, 2001). Some strategies are cooperate with their friends, increasing teacher and related to bottom-up procedures, and others student’s interaction to comprehend difficult enhance the top-down processes. According to concepts. Brown (2000) there are ten reading comprehension The Use of Cooperative Learning strategies: identify the purpose in reading, use The use of cooperative learning can be very graphemic rules and patterns to aid in bottom-up valuable for the students as it meant to engage decoding (especially for beginning level learners.), them in group activities which can increase the use efficient silent reading techniques for relitavely learning mood. Harmer (2004) states that rapid comprehension (for intermediate to advanced cooperative learning requires grouping that will levels.), skim the text for main ideas, scan the text have for specific information, use semantic mapping or achievement. Additionally, he states several clustering, guess when you are not certain, analyze advantages of cooperative learning. It reinforces a vocabulary, distinguish between literal and implied sense of belonging among the group members. It is meaning, and capitalize on discourse markers to also suitable for the activities where the teacher process relationship. By incorporating those acts as controllerespecially good for giving strategis in reading comprehension activities, later explanation and instruction. It is an ideal way of on will impact on the ability to comprehend the showing materials that can be in pictures, texts, texts properly. audio or video tapes. Later on, it will allow teacher Cooperative Learning to boost the mood of the class. In general, it is a some advantages for the students There are many learning methods that have good way for the teachers to get understanding of been developed by the expert. The latest method students’ progress. Finally, it is preferred class style that has been widely used is cooperative learning in many educational setting where students and Volume 1, No. 2, Januari 2017 163 Jurnal DEDIKASI www.jurnal.abulyatama.ac.id/dedikasi teachers feel secure when the whole class is b. Once completed, two students from each working in lockstep, and under the direct authority group will leave the group and each visit of the teacher that can give enjoyment of the to the other group. classes, students motivation and indepedence. c. Two students who stay in the group in charge of the work and share their Two Stay Two Stray Cooperative learning has several models. One information to their guests. of the cooperative learning model is a Two Stay d. The guests excuse themself and return to Two Stray (TSTS). Two Stay Two Stray was their own groups and report their developed by Spencer Kagan in 1992. Two Stay information to their guests. Two Stray is a cooperative learning strategy that is e. Matching groups and discuss the result of improved from Kagan’s One Stay-Three Stray. their work. Two Stay Two Stray will work well if students have a product or information to share. It also gives students experience in gathering information and reporting back to their teammates. Two Stay Two Stray cooperative learning model has the same goal of cooperative learning approaches that have been discussed previously. Students worked together on the invitation to the finding of a concept. The use of Two Stay Two Stray will lead students to be active, both in the discussion, asking questions, finding answers, explaining and comprehending the material described by a friend. Moreover, the reason for using the learning model Two Stay Two Stray is because there is a clear division of labor groups for each member to groups, students can collaborate with others, can overcome the condition of students who are crowded and unruly when the learning process (Santoso, 2011) The model measures of Two Stay Two Stray suggested by Lie (2002) are as follows: a. Students work together in groups of four as usual. RESEARCH METHOD The study was an experimental research design that tried to measure the students ability in reading comprehension of narrative text. Experimental research is a systematic method that manipulates treatment or environmental condition and behavior of the subject is affected or changed (Best and Khan, 1993). In this research, the researcher manipulated at least one independent variable, controlled other revelant variables, and observed the effect on one or more dependent variable. In this case, Two Stay Two Stray model was as indepedent variabel that affected students’ ability in understanding reading comprehension. The data of this research are collected through test and questionaire. Data obtained were analyzed by applying basic statistical computation.The data was gathered from the pre-test and the post-test. The data from the pre-test and the post-test then was analyzed by using statistical procedures. The two sets of the scores obtained from the two groups was analyzed in the following ways in order to know the range, mean, standard deviation and t-score. 164 Volume 1, No. 2, Juli 2017 Jurnal DEDIKASI www.jurnal.abulyatama.ac.id/dedikasi In addition, the questionnaire was given to the students to find out their responses toward the =√111,57 =10,56 using of Two Stay Two Stray model in teaching When all of the standard deviation had been reading. The questionnaire consisted of ten found, then the researcher calculated the t-score of questions. Control Group and Experimental Group by using The students responded the questionnaire given by choosing the option the formula of t-score as follows: provided which matches their opinion on Likert 𝑋𝑒 − 𝑋𝑐 𝑡1 = scale (strongly agree, agree, undecided, disagree, (Se)2 √ and strongly disagree). √ Findings of the Experimental Group (by Using Two Stay Two Stray Tehnique) + (𝑆𝑐)2 𝑛 39,13 − 38,5 = FINDINGS AND DISCUSSION 𝑛 (9,14)2 19 + (8,97)2 18 0.63 = 83,53 80,46 + 19 18 In order to have description of the result √ interpretation, the researcher processed the result of = the pre-test and post-test. The researcher processed 0.63 √ 4,39 + 4,47 0.63 = √8,86 0.63 = 2.97 = 0,21 standard deviation of pre-test as follows: 𝑛∑𝑓𝑥 2 –(∑𝑓𝑥)2 𝑛(𝑛−1) SD= 19 (30598,75)− (743,5)2 19 (19−1) = 581376,25−552792,25 19 (18) Findings of the Control Group (Without 28584 Two Stay Two Stray Technique) = = 342 = 83,57 = √83,57 = 9,14 (SD of pre-test of experimental group) The calculation of standard deviation of posttest as follow: 𝑛∑𝑓𝑥 2 –(∑𝑓𝑥)2 SD= 𝑛(𝑛−1) 19 (120982,8)− (1503,5)2 = 19 (19−1) 2298672,2−2260512,25 = 19 (18) = 38159,95 342 = 111,57 In order to have description of the result interpretation, the researcher processed the result of the pre-test and post-test. The researcher processed standard deviation of pre-test as follows: 𝑛∑𝑓𝑥 2 –(∑𝑓𝑥)2 𝑛(𝑛−1) SD= 18 (28048,5)− (693)2 18 (18−1) = = 504873−480249 18 (17) = 24624 306 = 80,47 = √80,47 = 8,97 (SD pretest control group) The calculation of standard deviation of post- Volume 1, No. 2, Januari 2017 165 Jurnal DEDIKASI www.jurnal.abulyatama.ac.id/dedikasi test as follow: According to Arikunto (1993), affirms that hyphotesis can be seen from the formula categories 𝑛∑𝑓𝑥 2 –(∑𝑓𝑥)2 𝑛(𝑛−1) SD= and devided into two parts, as follows: 18 (87118,5)− (1239)2 = = 𝐻0 = There is not a relationship or 18 (18−1) influencing of one variable, with the other 1568133−1535121 18 (17) variables. It means that the hypothesis is rejected. 33012 = 306 𝐻𝑎 = There is a relationship or influencing of = 107,88 one variable, with the other variables. It means that = √107,88 the hypothesis is accepted. = 10,38 (SD posttest of Control Group) Based on data above, it can be seen that t- Based on the data above, it is found that the t- score of posttest between control group and score of pretest in control group and experimental experimental group is 3,04 and the critical –t/table group is 0,21 and the critical –t/table-t value for df –t for df of 19 = 1,7 at level of significance 5% of 18 = 1,7 at level of significance 5% (0,05). The (0,05). The result showed that there is a significant result showed that t-score is < than table –t. So, different between posttest control and experimental there is no significance difference between pretest group. In addition to that, from the calculation control group and experimental group. above, it can be seen that the t-score is 3,04. It The next activity was calculating the t-score means that sucessful than critical –t/ table –t 1,7. of posttest of control and experimental group. The This showed that there is a significant difference researcher determined it by using formula of the t- between the result of pre test 0,21 and post test score as follow: 3,04. It also showed that by applying two stay two 𝑡2 = √ 𝑋𝑒 − 𝑋𝑐 stray technique can improve the student’s reading (Se)2 comprehension and improve their reading skill. 𝑛 + 𝑛 The analysis of the result calculation above 79,3 − 68,83 = (10,56)2 √ 19 + (10,38)2 18 111,51 √ 19 + 107,74 18 10,47 √ 5,86 + 5,98 = 10,47 √11,84 10,47 = 3,44 = 3,04 (t-score of posttest) 166 shows that teaching reading comprehension by using Two Stay Two Stray technique has a significance 10,47 = = (𝑆𝑐)2 different on students’ reading comprehension achievement.So, the hypothesis is accepted. It can be seen from their reading comprehension score, where the students’ reading comprehension score taught by using two stay two stray technique is higher than the students’ reading comprehension by using think pair share technique. So, it can be said that two stay two stray technique was effective to improve students’ ability Volume 1, No. 2, Juli 2017 Jurnal DEDIKASI www.jurnal.abulyatama.ac.id/dedikasi in reading comprehension compared to the Think Stray Pair Share technique. To answer this research question, the data collected from the students’ responses. It showed Discussion This section presents the discussion that based that 50% participations thought that the application on the findings of the study. It is concerned about of Two Stay Two Stray was good. Because, Two the title. Stay Two Stray can help the students to improve 1. The effectiveness of applying Two Stay Two their ability in reading comprehension. Then, they Stray technique to improve students’ ability in more also excited in teaching-learning process, reading comprehension. showing the good interest during the treatment According to Kagan (1992), states that the and also they were actively worked in their groups strength of Two Stay Two Stray is building in and collaborated each others. 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. Moreover, Two Stay Two Stray is a good way to engage the students in learning English. Based on the research, the application of Two Stay Two Stray for the experimental group in teaching reading comprehension. It was more effective than the control group who are not taught using Two Stay Two Stray. Based on data above, positive result has been indicated which the result was proven by the calculation of t-test. The t-score of pre-test of both techniques was 0,21 and then tscore of post-test of both techniques was 3,04. The t-test showed that the value was 3,04. It was higher than t-table 1,7. So, the experimental group achieved higher than the control group. The figures show that, by applying Two Stay Two Stray could help students to solve their problems in learning reading comprehension. Then, they participated well during teachinglearning process, and it was more easier for CONCLUSION The implementation of Two Stay Two Stray is effective to overcome the researcher’s problems in teaching reading comprehension as this model of learning led the researcher find a solution of how to improve the students’ comprehension in narrative text. By implementing Two Stay Two Stray technique, the researcher could guide the students to be more active and responsible in their learning and also able to manage the time effectively.The students’ enthusiasm in learning reading comprehension through Two Stay Two Stray technique in the class also increased. The implementation of cooperative learning Two Stay Two Stray is effective to improve students’ reading comprehension particularly in comprehending narrative text. This can be proved by the result of the tests given to the students where there is the improvement in their score in tests sheet and also instrument of the questionnaire that showed the positive responses toward Two Stay Two Stray Technique. students to do the task in reading comprehension. 2. Students’ responses about Two Stay Two Volume 1, No. 2, Januari 2017 167 Jurnal DEDIKASI www.jurnal.abulyatama.ac.id/dedikasi Rayner K; Forman, B., Perfetti, C., Pesetsky, D DAFTAR PUSTAKA Arikunto, S. (1993). Prosedur Penelitian. “How Psychological Science Informs Jakarta: PT. Rhineka Cipta Cooper, J. (1989). and Seidenberg, M. (November 2001). Classroom Teaching Skills.Vanderbit: Weber, Leighton the Teaching of Reading”. Psychological Science in the Public Interest 2 Gordon, W. (2007). How to Read Faster and Slavin, R.E. (1995). Cooperative Learning: Recall More. Oxford: Oxford University Theory, Research, and Practice. Second press. Edition. Boston: Allyn and Bacon Harmer, J. (1991). The Practice of English Isjoni. Sukmana, A. (2010). Cooperative Learning Language Teaching. New York: Oxford Techniques University Press Language. (online) A Journal Posted on in Teaching a Second (2007). Cooperative Learning; Saturday, Efektifitas Pembelajaran Kelompok. (http://undovafkipbahasainggris.blog Bandung: Alfabeta. November 06, 2010. spot.com/2010/11/jurnal- Kagan, S. (1994). Cooperative Learning. San kampus.html) Clemente. CA: Kagan Publication Kilingner J, Sharon V and Alinson B. (2007). Teaching Reading Comprehension to Students with Difficulties, (Guilford Learning Press). http://en.wikipedia.org/wiki/Reading _comprehension Lie,A. (2002). Cooperative Learning. Jakarta: PT. Grasindo Oxford: Learner’s Pocket Dictionary. (2007). Oxford: Oxford University Press 168 Volume 1, No. 2, Juli 2017