THE USE OF ‘ONE STAYS REST STRAY’ TECHNIQUE IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT.
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
© Noviga Darma 2013 Universitas Pendidikan Indonesia
Desember 2013
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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THE USE OF ‘ONE STAYS REST STRAY’ TECHNIQUE IN TEACHING READING COMPREHENSION OF
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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.
Keywords: Reading Comprehension, Cooperative Learning, One Stays Rest Stray Technique, Narrative Text.
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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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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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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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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 Appendix 4: Official Letters
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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 with Surjosuseno’s study (2011) that discovered teacher- centered approach led students to have low motivation so that students’ opportunity to develop ideas, comprehend texts, and create discussion in learning is so limited. As a
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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 other groups rather than with the entire class.
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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 qualitative case study research method.
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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 to give another innovation in teaching reading collaboratively.
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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 resolved (Calfe & Drum, 1986, p. 386, as cited in Dymock, 2007). The elements
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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 collection, and data analysis.
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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 suggestions for teacher and further study.
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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 individuals) (Duff, 2008).
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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 &Wallen, 2012). The aim of being observer was to get rid of losing any natural
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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 them (Wilson & McLean, 1994, as cited in Cohen et al, 2007; Dornyei, 2010). To
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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 results of the analyzed data were described thoroughly in Chapter IV.
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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 enthusiastic, active, confident, and motivated to learn reading.
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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 high school.
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Algozzine, B. & Hancock, D. R.. (2006). Doing Case Study Research: A Practical Guide for Beginning Researchers. Teachers College Press: New York and London.
Alwasilah, C. (2009). Pokoknya Kualitatif. Jakarta: PT Dunia Pustaka Jaya
Anderson, N. J. (1994). Developing Active Readers: A Pedagogical Framework for the SL Reading Class, 22, (2). 177- 194.
Agust, Satria. et al. (2012). The Effectiveness of One Stay/ three Stray Method to
Teach Reading Viewed from Students’ Self Actualization. Journal Pasca
UNS. I. 68- 84. Retrieved from: http://www.eprints.uns.ac.id/1389.pdf Birch, B. M. (2002). English L2 Reading: Getting to the Bottom. London:
Lawrence Erlbaum Publisher Association.
Brown, H. D. (2001). Teaching by Principle: An Interactive Approach to
Language Pedagogy Second Edition. California: Longman
Burns, A., Hood, S., & Solomon, N. (2005). Focus on Reading. NCELTR: Sydney.
Cahyono, B. Y. & Widiati, U. (2006). The Teaching of EFL Reading in Indonesia Context. TEFLIN Journal. 17. (1). 36-58.
Closs, E. K. (2013). Teaching Reading Comprehension to Struggling and At- Risk
Readers: Strategies That Work. Retrieved from:
http://www.readinglady.com/.../TeachingReadingComprehensiontoStruggl
ingR..pdf
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. Routledge: New York.
Cresswell, J. W. (2008). Educational Research: Planning, Conducting, and
Evaluating Quantitative and Qualitative Research. Upper Saddle River,
NJ: Pearson Education Inc.
Day, R. R. (2003). Teaching Reading: Skills and Strategies. Journal of Teacher
Talk. 19. 1-2.
Department of Education Queensland. (2011). Teaching Reading. Retrieved from:
(25)
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THE USE OF ‘ONE STAYS REST STRAY’ TECHNIQUE IN TEACHING READING COMPREHENSION OF
NARRATIVE TEXT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 54
Derewianka, B. (2004). Exploring How Texts Work. Australia: Primary English Teaching Association.
Dornyei, Z. (2010). Questionnaires in Second Language Research: Construction,
Administration, and Processing. London: Routledge.
Duff, P. A. (2008). Case Study Research in Applied Linguistic. New York: Taylor and Francis Group.
Duke, N. K., and Pearson, P. D. (2002). Effective Practices for Developing
Reading Comprehension. International Reading Association.
Dymock, S. (2007). Comprehension Strategy Instruction: Teaching Narrative Structure Awareness. The Reading Teacher Journal. 61, (2), 161-167. Emilia, E. (2012). Pendekatan Genre- Based Dalam Pengajaran Bahasa Inggris:
Petunjuk Untuk Guru. Bandung: Rizqi Press.
Febriyanti, D. & Saun, S. (2013). Using The Two Stay Two Stray Technique To Find Ideas For Writing A Hortatory Exposition Text To The senior High School Students. Journal of English Teaching of FBS UNP. 2. (1).
Felder, R.M., & Brent, R. (2007). Cooperative Learning (pp.34-53). In P. A. Mabrouk (ed.), Active learning: Models from the analytical sciences (pp. 34-53). Washington, DC: American Chemical Society.
Fraenkel, J. R.., Hyun H. H., & Wallen, N. E. (2012). How to Design and
Evaluate Research in Education. New York: MacGrow Hill.
Fulton, H., Huisman, R., Murphet, J., Dunn, A. (2005). Narrative and Media. UK: Cambridge University Press.
Gupitasari, H. (2013). The Implementation of PGA to Teaching Writing Business Letter. (Skripsi, Universitas Pendidikan Indonesia, 2013).
Hamra, A. & Syatriana, E. (2010). Developing a Model of Teaching Reading.
TEFLIN Journal. 21. (1). 27- 31.
Hedgock, J. S. & Ferris, D. R. (2009). Teaching Readers of English: Students,
Text, and Context. Newyork: Routledge.
Ilustre, C. A. P. (2011). Beliefs about Reading, Metacognitive Reading Stratrgies, and Text Comprehension among College Students in a Private University. Philippine. ESL Journal. (7), 28- 41.
Jacobs, G. M., Iddings, A. C., & McCafferty, S. G. (Eds). (2006). Cooperative
Learning and Second Language Teaching. Cambridge University Press:
(26)
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 55
Jolliffe, W. (2007). Cooperative Learning in the Classroom: Putting it into
Practice. London: PCP.
Kagan, S. & Miguel, K. (2009). Kagan Cooperative Learning. San Clemente: Kagan Publishing.
Klingner, J. K., Vaughn, S., & Boardman, A. (2007). Teaching Reading
Comprehension to Students with Learning Difficulties. New York: The
Guilford Press.
Lambert, M. N. (2008). A Guide to Reading Fluency and The Assessment of
Specific Learning Disabilities in The Individuals with Disabilities Education Improvement Act of 2004. Retrieved from: http://www.dpi.wi.gov/sped/pdf/reading-fluency-draft.pdf
Leane, S. (2002). The Basics of Teaching Reading Skills . ETJ Journal. 3. 1.
Retrieved from:
http://ltprofessionals.com/journalpdfs/vol3no2/.../summer2002reading.pdf
Lehr, F., Osborn, J., & Hiebert, E. H. (2003). A Focus on Vocabulary. Pacific
Resources for Education and Learning. Retrieved from:
http://www.vineproject.ucsc.edu/.../A%20Focus%20on%20Vocabulary%
20PREL.pdf. .
McDonell, W. (1992). Language and Cognitive Development Through
Cooperative Group Work. In: Kessler, C. (Ed.). Cooperative Language
Learning a Teacher. Resource Book. Prentice Hall Regents, Englewood Cliffs, NJ, 51-64.
Miller, G. & Tom, P. (1999). The Effect of Cooperative Learning Team Compositions on Selected Learner Outcomes. 40. (1). 66- 73.
Moreillon, J. (2007). Collaborative Strategies for Teaching Reading
Comprehension. Chicago: American Library Association.
Morsy, L., Kieffer, M. & Snow, C. (2010). Measure for Measure: A Critical
Consumers’ Guide to Reading Comprehension Assessments for Adolescents. CAAL: New York.
Nation, I. S. P. (2009). Teaching ESL/ EFL Reading and Writing. Newyork: Routledge
National Curriculum. (2006). Number 22. On National Education System.
Rice, M. (2013). Making Connections: Reading Comprehension Skills and
(27)
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 56
Shoval, E. & Shulruf, B. (2011). Who Benefits from Cooperative Learning with Movement Activity School Psychology International 32(1), 58-72. DOI: 10.1177/0143034310396806
Smith, F. (2004). Analysis of Reading and Learning to Read. Routledge: New York.
Sugiyono. (2011). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: IKAPI
Surjosuseno, T. T. (2011). The Effects of One Stays the Rest Stray and Lockstep
Techniques on the Enhancement of Students’ Reading Achievements.
Conaplin Journal. 1(1). 129- 146.
Ueta, T. (2005). Teaching Reading. . Retrieved from:
http://www.kochinet.ed.jp/koukou/kenkyu/kaigaihaken/uetafinal.pdf.
Westwood, P. S. (2008). What Teachers Need To Know About Reading and
(1)
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THE USE OF ‘ONE STAYS REST STRAY’ TECHNIQUE IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 51 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 enthusiastic, active, confident, and motivated to learn reading.
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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 high school.
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 53 REFERENCES
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UNS. I. 68- 84. Retrieved from: http://www.eprints.uns.ac.id/1389.pdf Birch, B. M. (2002). English L2 Reading: Getting to the Bottom. London:
Lawrence Erlbaum Publisher Association.
Brown, H. D. (2001). Teaching by Principle: An Interactive Approach to
Language Pedagogy Second Edition. California: Longman
Burns, A., Hood, S., & Solomon, N. (2005). Focus on Reading. NCELTR: Sydney.
Cahyono, B. Y. & Widiati, U. (2006). The Teaching of EFL Reading in Indonesia Context. TEFLIN Journal. 17. (1). 36-58.
Closs, E. K. (2013). Teaching Reading Comprehension to Struggling and At- Risk
Readers: Strategies That Work. Retrieved from:
http://www.readinglady.com/.../TeachingReadingComprehensiontoStruggl ingR..pdf
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. Routledge: New York.
Cresswell, J. W. (2008). Educational Research: Planning, Conducting, and
Evaluating Quantitative and Qualitative Research. Upper Saddle River,
NJ: Pearson Education Inc.
Day, R. R. (2003). Teaching Reading: Skills and Strategies. Journal of Teacher
Talk. 19. 1-2.
Department of Education Queensland. (2011). Teaching Reading. Retrieved from: http://education.qld.gov.au/
(4)
Derewianka, B. (2004). Exploring How Texts Work. Australia: Primary English Teaching Association.
Dornyei, Z. (2010). Questionnaires in Second Language Research: Construction,
Administration, and Processing. London: Routledge.
Duff, P. A. (2008). Case Study Research in Applied Linguistic. New York: Taylor and Francis Group.
Duke, N. K., and Pearson, P. D. (2002). Effective Practices for Developing
Reading Comprehension. International Reading Association.
Dymock, S. (2007). Comprehension Strategy Instruction: Teaching Narrative Structure Awareness. The Reading Teacher Journal. 61, (2), 161-167. Emilia, E. (2012). Pendekatan Genre- Based Dalam Pengajaran Bahasa Inggris:
Petunjuk Untuk Guru. Bandung: Rizqi Press.
Febriyanti, D. & Saun, S. (2013). Using The Two Stay Two Stray Technique To Find Ideas For Writing A Hortatory Exposition Text To The senior High School Students. Journal of English Teaching of FBS UNP. 2. (1).
Felder, R.M., & Brent, R. (2007). Cooperative Learning (pp.34-53). In P. A. Mabrouk (ed.), Active learning: Models from the analytical sciences (pp. 34-53). Washington, DC: American Chemical Society.
Fraenkel, J. R.., Hyun H. H., & Wallen, N. E. (2012). How to Design and
Evaluate Research in Education. New York: MacGrow Hill.
Fulton, H., Huisman, R., Murphet, J., Dunn, A. (2005). Narrative and Media. UK: Cambridge University Press.
Gupitasari, H. (2013). The Implementation of PGA to Teaching Writing Business Letter. (Skripsi, Universitas Pendidikan Indonesia, 2013).
Hamra, A. & Syatriana, E. (2010). Developing a Model of Teaching Reading.
TEFLIN Journal. 21. (1). 27- 31.
Hedgock, J. S. & Ferris, D. R. (2009). Teaching Readers of English: Students,
Text, and Context. Newyork: Routledge.
Ilustre, C. A. P. (2011). Beliefs about Reading, Metacognitive Reading Stratrgies, and Text Comprehension among College Students in a Private University. Philippine. ESL Journal. (7), 28- 41.
Jacobs, G. M., Iddings, A. C., & McCafferty, S. G. (Eds). (2006). Cooperative
Learning and Second Language Teaching. Cambridge University Press:
(5)
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 55
Jolliffe, W. (2007). Cooperative Learning in the Classroom: Putting it into
Practice. London: PCP.
Kagan, S. & Miguel, K. (2009). Kagan Cooperative Learning. San Clemente: Kagan Publishing.
Klingner, J. K., Vaughn, S., & Boardman, A. (2007). Teaching Reading
Comprehension to Students with Learning Difficulties. New York: The
Guilford Press.
Lambert, M. N. (2008). A Guide to Reading Fluency and The Assessment of
Specific Learning Disabilities in The Individuals with Disabilities Education Improvement Act of 2004. Retrieved from:
http://www.dpi.wi.gov/sped/pdf/reading-fluency-draft.pdf
Leane, S. (2002). The Basics of Teaching Reading Skills . ETJ Journal. 3. 1.
Retrieved from:
http://ltprofessionals.com/journalpdfs/vol3no2/.../summer2002reading.pdf Lehr, F., Osborn, J., & Hiebert, E. H. (2003). A Focus on Vocabulary. Pacific
Resources for Education and Learning. Retrieved from:
http://www.vineproject.ucsc.edu/.../A%20Focus%20on%20Vocabulary% 20PREL.pdf. .
McDonell, W. (1992). Language and Cognitive Development Through
Cooperative Group Work. In: Kessler, C. (Ed.). Cooperative Language
Learning a Teacher. Resource Book. Prentice Hall Regents, Englewood Cliffs, NJ, 51-64.
Miller, G. & Tom, P. (1999). The Effect of Cooperative Learning Team Compositions on Selected Learner Outcomes. 40. (1). 66- 73.
Moreillon, J. (2007). Collaborative Strategies for Teaching Reading
Comprehension. Chicago: American Library Association.
Morsy, L., Kieffer, M. & Snow, C. (2010). Measure for Measure: A Critical
Consumers’ Guide to Reading Comprehension Assessments for Adolescents. CAAL: New York.
Nation, I. S. P. (2009). Teaching ESL/ EFL Reading and Writing. Newyork: Routledge
National Curriculum. (2006). Number 22. On National Education System.
Rice, M. (2013). Making Connections: Reading Comprehension Skills and
(6)
Shoval, E. & Shulruf, B. (2011). Who Benefits from Cooperative Learning with Movement Activity School Psychology International 32(1), 58-72. DOI: 10.1177/0143034310396806
Smith, F. (2004). Analysis of Reading and Learning to Read. Routledge: New York.
Sugiyono. (2011). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: IKAPI
Surjosuseno, T. T. (2011). The Effects of One Stays the Rest Stray and Lockstep
Techniques on the Enhancement of Students’ Reading Achievements. Conaplin Journal. 1(1). 129- 146.
Ueta, T. (2005). Teaching Reading. . Retrieved from:
http://www.kochinet.ed.jp/koukou/kenkyu/kaigaihaken/uetafinal.pdf. Westwood, P. S. (2008). What Teachers Need To Know About Reading and