The influence of using two stay two stray in learning reading comprehension of recount text: a quasi experimental research at second grade students of SMP Dharma Karya UT Pondok Cabe Ilir, Pamulang, Tangerang Selatan, Banten.

Pondok Cabe Ilir, Pamulang, Tangerang Selatan, Banten)

By

NUR FATONI

NIM. 109014000094

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS TRAINING

SYARIF HIDAYATULLAH

JAKARTA

2014

v

Research at Second Grade Students of SMP Dharma Karya UT Pondok Cabe Ilir, Pamulang, Tangerang Selatan, Banten), Skripsi, Department of English Education, Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta. 2014.

Advisors : Dr. Ratna Sari Dewi, M.Pd., and Hapsari Dwi Kartika, M.A, TESOL

Keywords : Cooperative Learning, Two Stay Two Stray Technique, Reading Comprehension

The objective of this study was to examine the effectiveness of using Two Stay Two Stray (TSTS) technique on the students’ reading comprehension achievement of second grade. For this purpose the researcher selected the sample comprised 50 students studying at class VIII 1 and class VIII 2 of SMP Dharma Karya UT. Each class contained 25 students. Pre-test and post-test are given to both classes. Pre-test was given to see student’s basic capability in reading before the treatment was conducted. Post-test will measure the effectiveness of the treatment

towards students’ reading achievement in a certain period. Experimental class was taught by using Two Stay Two Stray (TSTS) technique and the control class was taught by using Conventional Method that currently is used by the teacher (Grammar Translation Method). The data were collected from 20 test items which are tested to the students before and after treatment. T-test was applied to calculate the data and to test the hypothesis.

The research findings indicated that tobservation > ttable (23.80 > 2.407) which means that the Null Hypothesis (H0) is rejected and the Alternative Hypothesis (Ha) is accepted. Therefore, it can be inferred that Two Stay Two Stray (TSTS) Technique has effectiveness in learning reading of recount text as shown by 23.80 value of t0 which was higher than 0 (zero). The t-observation (t0 = 23.80) which is higher than t-table (ttable =2.407) shows that the effectiveness of Two Stay Two Stray (TSTS) Technique is significant in learning reading recount text compared to the use of other technique that currently used by the teacher on SMP Dharma Karya UT.

Cabe Ilir, Pamulang, Tangerang Selatan, Banten), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. 2014.

Pembimbing : Dr. Ratna Sari Dewi, M.Pd., dan Hapsari Dwi Kartika, MA, TESOL

Kata kunci : Pembelajaran Kooperatif, Two Stay Two Stray Teknik, Pemahaman Membaca

Tujuan dari penelitian ini adalah untuk mengetahui efektivitas menggunakan teknik Two Stay Two Stray (TSTS) terhadap pemahaman membaca siswa kelas kedua. Dalam Penelitian ini, peneliti memilih sampel terdiri 50 siswa kelas VIII 1 dan kelas VIII 2 SMP Dharma Karya UT. Setiap kelas terdapat 25 siswa. Dalam penelitian ini, peneliti memberikan Pre-test dan post-test kepada kedua kelas. Pre-test diberikan untuk melihat kemampuan dasar siswa dalam membaca sebelum penerapan metode TSTS dilakukan. Post-test akan mengukur efektivitas penerapan metode TSTS terhadap prestasi membaca siswa. Kelas eksperimen diajar dengan menggunakan teknik Two Stay Two Stray dan kelas kontrol diajar dengan menggunakan Metode Konvensional yang saat ini digunakan oleh guru (Grammar Translation Method). Data dikumpulkan dari 20 item tes yang diuji kepada siswa sebelum dan sesudah penerapan metode TSTS. T-test digunakan untuk menghitung data dan untuk menguji hipotesis.

Hasil penelitian menunjukkan bahwa t observation> t tabel (23,80> 2,407) yang berarti bahwa Hipotesis Null (H0) ditolak dan Hipotesis Alternatif (Ha) diterima. Oleh karena itu, dapat disimpulkan bahwa teknik Two Stay Two Stray efektif dalam pengajaran teks recount seperti yang ditunjukkan oleh nilai t0 23,80 yang lebih tinggi dari t-tabel (t tabel = 2,407). Hal ini menunjukkan bahwa efektivitas teknik Two Stay Two Stray adalah signifikan dalam pengajaran membaca teks recount dibandingkan dengan penggunaan teknik lain yang saat ini digunakan oleh guru di SMP Dharma Karya UT.

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blessing given to the researcher, so he could accomplish this skripsi entitled The Influence of Using Two Stay Two Stray Technique in Learning Reading Comprehension (A Quasi Experimental Research at Second Grade Students of SMP Dharma Karya UT Pondok Cabe Ilir, Pamulang, Tangerang Selatan, Banten),. Peace and Blessing be upon to the prophet Muhammad, who had guided mankind to the right path blessed by the lord.

In this opportunity, the researcher would like to remark the utmost thanks from his deep heart to the following people, who always helped, contributed, and empowered him to achieve a success in completing this skripsi.

1. The honorable Dr. Ratna Sari Dewi, M.Pd., and Hapsari Dwi Kartika, M.A, TESOL, as the advisors of the researcher, for the guidance and patience in helping and correcting the researcher in writing this skripsi.

2. The Head of English Education Department, Drs. Syauki, M.Pd., and the Secretary, Zaharil Anasy, M.Hum.

3. All lecturers of English Education Department who have given lots of things like motivation, guidance, knowledge and happiness during his study in English Education Department, Syarif Hidayatullah Jakarta State Islamic University Jakarta.

4. The Principal, Vice-Principal, the English teacher and the students at SMP Dharma Karya UT Pondok Cabe Ilir, Pamulang, Tangerang Selatan, Banten, for giving chance, permission and helping the researcher to conduct the research. 5. The researcher’s parents and families, who are always giving motivation, never

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7. The people who have helped the researcher to finish his study that he cannot mention one by one.

May Allah bless them all, Aamiin.

Jakarta, Desember 2014

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APPROVAL………. ii

ENDORSEMENT SHEET……….. iii

CERTIFICATION OF ORIGINALITY………... iv

ABSTRACT……….. v

ABTRAK……….. vi

ACKNOWLEDGEMENT………... vii

TABLE OF CONTENT………... ix

LIST OF TABLES………... xi

LIST OF APPENDICES………. xii

CHAPTER I INTRODUCTION A. Background of the Study………. 1

B. Identification of the Problem .………. 4

C. Limitation of the Problem……….………... 4

D. Formulation of the Problem………. 4

E. Objective of the Study………. 4

F. Significance of the Study………. 5

CHAPTER II THEORETICAL FRAMEWORK A. Reading ……….……….. 6

1. Definition of Reading Comprehension………... 6

2. Purpose of Reading……… 8

3. Kinds of Reading………... 11

a. Intensive Reading……….11

b. Extensive Reading………... 12

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B. Recount Text ………... 14

1. Definition of Recount Text ……….……….. 14

2. The Purpose of Recount Text ...……… 15

3. The Generic Structure of Recount Text …………... 15

4. The Example of Recount Text ……….. 16

C. Two Stay Two Stray……… 17

1. Definition of Two Stay Two Stray……… 17

2. The Advantage and Disadvantage of Two Stay Two Stray Technique………. 19

3. Teaching Recount Text Using Two Stay Two Stray 20 D. Grammar Translation Method………. 22

1. Definition of Grammar Translation Method ……… 22

2. The Advantages and Disadvantages of Grammar Translation Method ………... 23

3. Teaching Recount Text Using Grammar Translation Method ……….. 24

E. Previous Studies……... 26

F. Framework of Thinking………... 28

G. Hypothesis………... 30

CHAPTER III RESEARCH METHODOLOGY A. Place and Time of the Research………... 31

B. Method of the Study…..………...31

C. The Population and Sample……….……… 32

D. Technique of Data Collection………... 33

E. Technique of Data Analysis………. 33

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CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion………...……… 49

B. Implication………... 49

C. Suggestion………...……. 50

BIBLIOGRAPHY……… 52

1

CHAPTER I

INTRODUCTION

A. The Background of the Study

Reading is one of essential ways in building our knowledge. Reading provides us with some activities to help us to comprehend the written expressions. Through reading we can get a lot of knowledge, information, or even problem solution. According to Jean Wallace Gillet, et al. “Building knowledge is the phase of reading and finding out.”1 So, reading can help us to get a lot of information to expand our knowledge. In addition, reading is one of tools in learning which is always involved in classroom activities.

Indonesia also considers reading as one of the main focus in English subject. According to School Based Curriculum (KTSP 2006) the objectives of teaching reading are clearly stated ”mata pelajaran bahasa Inggris bertujuan mengembangkan kemampuan berkomunikasi dalam bahasa tersebut, dalam bentuk lisan dan tulis. Kemampuan berkomunikasi meliputi mendengarkan (listening), berbicara (speaking, membaca (reading), dan menulis (writing).2 (The purpose of English subject is to develop communicative competence in English in the form of spoken and written. Communicative competence covers listening, speaking, reading, and writing).

Moreover, as stated in competency standard of reading (SK) and the basic Competence (KD) in the School Based Curriculum, the first semester of the eight grade students in Junior High School are expected to be able to comprehend both functional text and a simple essay such us recount and descriptive text in their nearest

1

Jean Wallace Gillet, et al., Understanding Reading Problem (Boston: Pearson Education, Inc, 2012), p. 171

2

Standar kompetensi Mata Pelajaran Bahasa Inggris SMP/MTA, (Jakarta: Departemen Pendidikan Nasional, 2006), p. 1.

environment in mastering reading skill.3 Therefore, every student in junior high school is expected to be able to read and comprehend what kind of text above. But, based on the result of primarily study conducted by the writer in SMP Dharma Karya UT, there are several problems faced by the students. They were not able to respond the teacher’s question and they were not able to comprehend the texts after teaching learning process. Finally, they got low score achievement in reading English.

Despite the problems could be caused by several factors such as motivation, interest, intelligence, or learning materials, but the teaching strategy is still major reason why the problems in reading are still happened. The writer found some causal

factors that affect students’ reading comprehension related to strategies used in the

classroom. First, the monotony of teaching strategies caused the students were bored when teaching learning process. Second, teacher’s rule is teacher-dominated classroom structures, which means the students were passive while teaching learning process. Third, the students had low motivation to read; therefore the students decided to cheat with their friends when they had to answer question from reading passage. Fourth, students still have difficulties in some important aspects in reading such as, finding main idea, deciding general structures of the text, knowing the purpose of the text or specific language features of the text.

Realizing the facts above, it is necessary for language teacher to foster reading on their students. The teacher should use appropriate methods and appropriate strategies which should be interesting to attract students’ attention in reading. However teaching reading to students is not easy as it seems because it needs many supporting aspects such as the background of the language, vocabulary, grammatical knowledge, experience with a text and other strategies to help them understanding a

written text and also the students’ habit of reading. In carrying out all those, a teacher must be able to discover the most appropriate methods that can be used to improve

students’ reading comprehension.

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One of the various methods which can be applied in teaching reading is cooperative learning. Cooperative learning is not a new method in education; in fact there are a few teachers who used this method. This method is structured in learning that involves students working together to reach a common goal. Students are required to interact with all learners in a class. The point of this method is emphasizing to the students to have social interaction with all learners in a class by dividing into small groups. It creates the opportunity for students to help their group members to solve the problems.

There are many techniques in cooperative learning classes which can be applied in classroom activities. One of them is two stay two stray which is adapted from Kagan. This technique will bring students to active learning process, because students will learn more though process constructing and creating working in group and sharing knowledge. Nevertheless, individual responsibility is still the key of success in learning English. This learning process is believed as being able to give chance to students to be involved in discussion. It also encourages critical thinking and is willing to take responsibility of their own learning by enhancing of their reading comprehension.

From the explanation above, the writer conclude that two stay two stray technique is very compatible to help students are involved in active learning because this strategy allows students to enhance their interdependence, individual accountability, interpersonal skills, face to face interaction and their group processing when they work in group. In learning process, this technique also can give the students experience in gathering information when they become the strayer to other groups. In this activity the students are encouraged to contribute their ideas to other students and after they come back to their group they must share the information they got from the other groups to their own groups.

Based on the background of the study above, the writer would like to conduct a study under the tittle “The Influence of Using Two Stay Two Stray Technique in

Learning Reading Comprehension of Recount Text”. (A Quasi-Experimental Study at the Eight Grade of the First Semester in SMP Dharma Karya UT).

B. Identification of The Problem

Based on the background study above, the problems which are identified as follows:

1. The teacher not yet applied an appropriate technique of teaching in teaching reading such as the monotony of teaching strategies which caused the students were bored when teaching learning process.

2. Teacher’s rule is teacher-dominated classroom structures 3. The students had low motivation to read

4. Students are still have difficulties in interpreting some important aspects in reading such as, finding main idea, deciding general structures of the text, knowing the purpose of the text or specific language features of the text.

C. Limitation of The Problem

Based on the identification of the problems above, the problems will be limited on the technique that the teacher uses in teaching reading. In this case, the

writer uses technique from Cooperative Learning method that’s Two Stay Two Stray.

D. Formulation of the Problem

Based on background of the study, the writer limits the study on the teaching of English that concerns with reading of recount text. To make the study easy to

understand, the writer formulates the problem as follow: “Is the use of two stay two

stray techniques effective in teaching reading on first semester of the eight grades SMP Dharma Karya UT?”

E. The Objective of the Study

In line of the problem above, this study is expected to find empirical evidence whether or not the use of two stay two stray technique is effective in reading. It is also expected to find whether there is a significant difference of the achievement in reading comprehension between students who are taught by using two stay two stray

techniques and the traditional method that currently is used by the teacher (Grammar Translation Method).

F. The Signification of the study

The result of the study is intended to have several significances. First, for the English teachers in SMP Dharma Karya UT in order to offer them a good way to teach their students and help them in increasing their reading comprehension through cooperative learning, Two Stay Two Stray. Second, this study is also expected to

bring good effect for students’ reading comprehension and also to achieve students’

reading achievement. Third, for the further research, it will provide them basic information about teaching reading by using two stay two stray techniques. Fourth, the writer whishes that this study will help him to enrich his knowledge.

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of reading, kinds of reading, recount text, Two Stay Two Stray (TSTS) Technique, Grammar Translation Method, framework of thinking, previous studies, and hypothesis.

A.

Reading

1. Definition of Reading Comprehension

Reading is the basic foundation on which the academic skills of individual are built. Before the writer discusses further about the definition of reading, it is also essential to know that reading is a complex skill. To master reading, the reader must have ability to recognize, analyze, and correlate the black marks in the paper into meaningful context. According to Broughton, et al, reading must be recognized that reading is a complex skill. First of these is the ability to recognize stylized shapes which are figures on a ground, curve, and line and dots in patterned relationships. Second of the skills involved in the complex is the ability to correlate the black marks on the paper – the pattern shapes – with language. A third skill which is involved in the total skill of reading is essentially an intellectual skill; this is the ability to correlate the black marks on the paper by way of the formal elements of language.1

The definition of reading is varieties. According to Jeremy Harmer, “Reading is an exercise dominated by the eyes and the brain. The eyes receive massages and the brain then has to work out the significances of these massages.”2

Meanwhile, Nunan states “Reading is an interactive process between what a reader already knows about a given topic or subject and what the writer writes.”3

1

G. Broughton, Chirstopher Brumfit, Roger Flavell, Peter Hill, Anita Pincass, Teaching English as a Foreign Language Second Edition (New York: Routledge, 2003), p. 89-90

2

Jeremy Harmer, The Practice of English Language Teaching (New Edition), (New York: Longman Publishing, 1994), p. 190

3

David Nunan, Designing Task for the Communicative Classroom, (New York: Cambridge University Press, 1999), p.33

Similarly, Deborah and Nancy states that “reading is an active process that depends on both an author’s ability to convey meaning using word and the reader ability to create meaning from them.”4

Another statement comes from I.S.P. Nation who claims that “An essential part of reading skills is the skill of being able to recognize the written forms and to

connect them to their spoken forms and their meanings.”5

A good reader will understand what they read and they can explain what they read in their spoken form because they absolutely know what the meaning inside the text.

Based on some opinions given above, the writer underlines that reading is the process of transfer idea or information from the writer to the reader using the written language or the text. It means that the purpose of reading must be comprehension for the information in the text. Therefore, comprehension can not be separated by reading.

In fact, there will be differentiations between one reader with other readers in catching the meaning of the text that they have writer. They will give interpretation based on their mind because comprehension has strong connection with readers’ background knowledge.

Comprehension is a part of reading. It may also be said that comprehension is the core point in reading. It means that the successful reading is the reader who can comprehend for what they have read. According to Francoise Grellet that “Reading comprehension is an understanding a written text means extracting the required

information from it as effectively as possible.”6

Another definition given by Flynn and Stainthorp which is quoted from Hoover and Gough explains that reading is product of decoding and comprehension. That means that reading result from an ability to decode the print and to comprehend the language that is thus unlocked. For

4

Deborah Daiek and Nancy Anter, Critical Reading for College and Beyond, (New York: The McGraw Hill Company, 2004), p. 5

5

I.S.P. Nation, Teaching ESL/EFL Reading and Writing, (New York: Routledge 2009) p.9 6

Francoise Grellet, Developing Reading Skill, (Cambridge: Cambridge University Press 2010), p.3

them, when the reader read the text that is not mean activity for their own sake. They

read because they want access to the information that’s encoded in the paper.7

Comprehension is very important in the students’ reading progress. Their

comprehension will show how their academic progress. As stated by Arthy. V quoted from Alverman and Earle explains that “comprehension is one general component of reading which has a set of interrelated processes. Without the skills of reading

comprehension and the motivation for reading to learn, students’ academic progress

is limited.”8

In sum up, reading comprehension is ability to decode and to construct the meanings or the massages which the writer gave in the text. The ability involves an active process from the reader such as interpretation and reproduction for the meaning or the massage of the text.

2. Purpose of Reading

In the real life, every time people read something, they read for a purpose. They read because they have a desire to do or a purpose to achieve. Many people used his time to read everyday in any kind of books, novels, articles, magazines, or

newspapers. It’s impossible to do if they don’t have certain purpose why they read

the books.

That phenomenon is similar with Aebersold and Field’s statement that when people read, they read for a purpose. Purpose determines how they read a text. They may read a text quickly or slowly and skimming or scanning.9 Everyone has their own purposes why they are reading. The reader usually read partly for the

7

Naomi Flynn and Rhona Stainthorp, The Learning and Teaching of Reading and Writing, (Cornwall: Whur Publisher Limited, 2006), p.42

8

Arthy.V, IJSR-International Journal of Scientific Research, Enhancing Reading Comprehension Skills through Small Group Interaction Techniques: A Comparative Study, Volume 1, Issue 5, 2012, p.75

9

Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher, (Cambridge: Cambridge University Press, 1997), p.15

information in a text. But the reader also has attention to finish their reading rapidly by getting the information inside.

Based on the explanation above, it can be inferred that every people have different purposes when they read a text and their purposes define how they read a

text. As similar with the opinion of Aebersold and Field which remark that “People vary reading behavior according to their purposes for reading.”10

According to Grabe and Stoller the purpose of reading has seven main point, namely: reading to search for simple information, reading to skim quickly, reading to learn from texts, reading to integrate information, reading to write, reading to critique texts, and reading for general comprehension.11 The explanation of those purposes as follows:

a. Reading to search for simple information and reading to skim

Most people argue that reading for simple information is a common reading purpose. For example, when people read newspaper, magazine, advertisement, or brochure, they only need simple information for what they will read.

When the readers want to search for simple information, they will engage in two skills; scanning or skimming. Scanning means when the readers try to locate specific information, they often do not even follow the linearity of the passage, and let their eyes wander over the text until they find what they are looking for.12 While skimming is reading which is directly go through the reading material quickly in order to get the gist of

it, to know how it’s organized, or to get an purpose of the writer.

10

Ibid. 11

William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, (London: Longman, 2002), p.13

12

Jeremy Harmer, How to Teach Reading, (Edinburg Gate: Pearson Education Limited, 2007), p. 101

b. Reading to learn from texts

This purpose usually exists in academic or professional context in which a person needs to learn a considerable amount of information from a text.

Nuttall infers that “People read because they want to get something from

the writing.”13

When people read in academic context, they will requires to remember main ideas, recognize and built rhetorical frames and link

the text with reader’s knowledge base.

c. Reading to integrate information, write and critique texts

This step of reading requires critical evaluation of the information being read, so that the reader can decide what information to integrate and how to integrate it for the readers’ goal. In addition, the reader requires the ability to compose, to select, and to critique information from a text. d. Reading for General Comprehension

Reading for general comprehension is the most basic purpose for reading. It requires vary rapid and automatic processing of words, strong skill in forming a general meaning representation of main ideas, and efficient coordination of many processes under very limited time constraints. Additionally, Williams in McDonough and Shaw as quoted from Williams classify the reason of reading as follows:

a. getting general information from the text b. getting specific information from a text c. for pleasure or for interest.14

In real situation, the purposes of reading are varying. People have different attentions or purposes when they read. According to McDonough and Shaw as quoted

13

Christine Nuttall, Teaching Reading Skills in a Foreign Language, (Oxford: The Bath Press, 1996), p. 3

14

Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition A

from Rivers and Temperley explain some reasons why people want to read as follows:

a. To obtain information for some purpose or because we are curious about some topic.

b. To obtain instructions on how to perform some task for our work or daily life.

c. To keep in touch with friends by correspondence or to understand business letters.

d. To know when or where something will take place or what is available. e. To know what is happening or has happened (as reported in newspapers,

magazines, reports)

f. For enjoyment or excitement.15

Based on the purposes which have been mentioned above, the writer concludes that every time people read, they read for a purpose. The purposes of reading vary from one reader to another because every people have different needs. But the main point is when the reader wants to read, they want to get new information.

3. Kinds of Reading a. Intensive Reading

Harmer describes intensive reading as reading that focus on the construction of reading text which takes place usually in classroom. It’s is usually accompanied by study activities such as asking students reading, teasing out of details meaning, or looking at particular uses of grammar.16 In addition, I.S.P. Nation states that “intensive reading is the grammar -translation approach where the teacher works with the learners, using the first

language to explain the meaning of a text, sentence by sentence.”17

Another

statement comes from Nuttal who claims that “intensive reading involves

15

Ibid. p. 90 16

Jeremy Harmer, op. cit, p. 99 17

approaching the text under the guidance of a teacher or a task which force the student to focus on the text.”18

From those definitions above, the writer assumes that intensive reading is reading which often used in the classroom to teach students to comprehend the text by giving them some study activities. The aim of intensive reading is to arrive an understanding, not only of what the text means, but how the meaning is produced.

b. Extensive Reading

The concept of extensive reading is different with intensive reading. Harmer explains extensive reading as reading which students do often (but not exclusively) away from the classroom such as reading novels, web pages, newspapers, or magazines. Extensive reading also should involve reading for pleasure.19 Meanwhile, Nuttal assumes that in order to understand the whole book, the reader must not always understand the parts such as sentences, paragraphs, or chapters which are made up. But, the reader often understands a text adequately without grasping every part of it.20

Based on the explanation which has been mentioned above, the writer sum up that extensive reading gives opportunity to the reader to understand

reading without reading every language feature of the text. But, it’s more

focus to the meaning of the text. It also allows the students to read a lot of texts and books in order to get fluency in reading.

18

Nuttal, op. cit., p.38 19

Jeremy Harmer, op. cit., p. 99 20

4. Reading Skills

In reading certain text, there are number of skills which can be done by the students; they are scanning, skimming, and reading fro detailed information.21

a. Scanning

This skill requires students to be able scan the text for particular bits of

information they are looking for. It means the students don’t have to read

every word or line, but they directly go to find specific information they are looking for. It’s similar with Crawly and Merrit opinion which mentions that

“scanning is reading or examining something very quickly to find specific

information, such as the answer to a specific question. Students should not have to read every word on the page to locate the answer.”22

From those views, the writer assumes that scanning is the type of reading skill which directly focuses to specific information in the page which the readers are looking for by avoiding reading every word on the page. The reader does it very quickly to find what they need in order to get the information and to answer their question.

b. Skimming

The purpose of this skill is to get the general understanding of what the text is about. Skimming is done by running our eyes rapidly over a text. For example, when the students read a novel review, they only run their eyes over it to see what the novel is about and what the reviewer thought about the story.23

In addition, Crawly and Merrit explains that “skimming is reading

rapidly and selectively, but purposefully, rather than carefully, to get an

21

Jeremy Harmer, op. cit., p. 100-101 22

Sharon J. Crawly and King Merrit, Remediating Reading Difficulties (Third Edition), (USA: The McGraw-Hill Companies, 2000), p. 101

23

overview of what the material is about. During skimming, students identify main ideas and a few of supporting details.24

By those opinions, it can be said that skimming is the type of reading skill which focus to an overview of the text by running our eyes rapidly over the text. In this step, students are also more focus to find main ideas than supporting details.

c. Reading for Detailed Comprehension

This skill is very different with the skills mentioned above. Reading for detailed comprehension is more complex than two skills above. This skill required very rapid and automatic processing words, strong skills in forming a detailed meaning representation of main ideas, and efficient coordination of many processes under very limited time constrains.25 So, the writer looks that reading for detailed comprehension needs fluency in reading because fluent reader can be automatically comprehend the text without giving them much thought. Fluent reader also will avoid difficulties which often occur to students such as longer texts under time constrains.

B.

Recount Text

1. Definition of Recount Text

In English, text is divided into some categories for example narrative text, recount text, procedure text, report text and the others. Before the writer discuss further about the definition of recount text, better we know about the meaning of text itself. Siahaan and Shinoda assume that “text is a meaningful linguistic unit in a

context”.26

So, they define that either linguistic or non linguistic context can be mentioned as a text with one condition, they must be in meaningful linguistic.

24

Sharon J. Crawly and King Merrit, op. cit., p. 101 25

William Grabe and Fredricka L. Stoller, op. cit., p. 14 26

Sanggam Siahaan and Kisno Shinoda, Generic Text Structure, (Yogyakarta: Graha Ilmu, 2008), p. 1

According to Mark Anderson and Kathy Anderson “a recount text is a piece

of text that retell past events, usually in the order in which they occurred.” 27 In addition, Anderson and Anderson point out that every time we want to tell other people about something that happened in this life, we might be tell about what we did in weekend or what happened in the campus yesterday. So, speaking or writing about past event like that is called a recount.

Meanwhile based on Siahaan and Shinoda mark that recount text is retelling what happened and recount has a social function because in recount text there is a story which involved other people.28

From those explanations about the definition of recount text, it can be conclude that recount text is a text that telling about something which happened in the past to other people either by speaking or writing or retelling past experience to other people about a information of what occurred and when it occurred.

2. The Purpose of Recount Text

When we make writing, we absolutely have a purpose to be delivered.

According to Siahaan and Shinola, “recount has a social purpose that’s retell an event with a purpose to inform or entertain the readers”.29

In recount text, the writer must have intention to retell a story and entertain the reader and also inform what happened and when it happened.

3. The Generic Structure of Recount Text

A recount text usually has three main sections as follow:

a. Orientation: First paragraph gives back ground information about who, what, where, and when about the story.

27

Mark Anderson and Kathy Anderson, Text Types, (South Yarra: Macmillan Education Australia PTY LTD, 2003), p. 24

28

Sanggam Siahaan and Kisno Shinoda, loc. cit. p. 9 29

b. Events : Series of paragraphs that retell the events in the order in which they happened.

c. Conclusion: A concluding paragraph.

The language features usually found in recount text: a. Proper noun to identify those involved in the text

b. Descriptive words to give details about who, what, where and how c. The use of past tense to retell the events

d. Words that show the order of events30

4. The Example of Recount Text

As It Happened

One very spooky encounter with a UFO (an unidentified flying object) occurred in May 1974 involving a couple driving from Zimbabwe to South Africa.

As they carefully drove throughout the night they saw a flashing blue-white light that was going on and off in a slow, steady rhythm. Shortly after noticing this, the car was covered in a bright circle of light.

Inside the car it suddenly became very cold. The couple wrapped themselves in thick blankets and turned on the heater bit they still shivered.

Then their car began to act very strangely. Suddenly the headlight went of, the brakes failed, the steering wheel locked and the fuel gauge showed empty. Next the car began speeding up and raced along the road at 190 kilometers an hour. To one side of the car, the UFO continued to follow.

The driver and his passenger lost his consciousness. When they

awoke they were near the small town of Fort Victoria. The car’s

odometer showed that only 12 kilometers had been travelled, yet the

30

Mark Anderson and Kathy Anderson, loc. cit., p. 50 Introduction that provide an orientation Sequence of events that reconstruct the past in the order in which event occurred

Sequence of events that reconstruct the past in the order in which event occurred

distance from where they first saw the UFO to Fort Victoria was 290 kilometers.

Although the couple’s description of what happened, contained

plenty of details, many people find it hard to believe that UFOs do exist. 31

C.

Two Stay Two Stray

1. Definition of Two Stay Two Stray

There area various method which can be applied by teacher in the class. In teaching reading, one of various techniques which can be applied by the teacher is cooperative learning. Olsen and Kagan in Kessler regarding is that “Cooperative Learning is a body of literature and research that has examined the effects of cooperation in education. It offers ways to organize group work to enhance learning

and increase academic achievement.”32

According to Kagan, “Cooperative, interdependent educational experiences in

our classrooms is necessary if we hope to make possible the democratic ideal of

informed and equal participation. It’s necessary if we hope to maintain traditional

values, including respect, kindness, and the ability to enter and maintain positive

social relations.”33

Kagan emphasizes that cooperative is need to be done in the classroom because it will make students have same roles and can help each other.

The point of cooperative learning technique is emphasizing to the students to have social interaction with all learners in a class by dividing into small groups. It creates the opportunity for students to help their group members to solve the problems. It’s similar with opinion of Johnson, Johnson and Holubec in Cayabyab

31

Mark Anderson and Kathy Anderson, loc. cit., p. 50 32

Carolyn Kessler (editor), Cooperative Language Learning. (Englewood Cliffs: Prentice-Hall, inc., 1992), p. 1

33

Spencer Kagan, Kagan Cooperative Learning, (San Clamente, CA: Kagan Publishing, 2009), p.2.16

Concluding comment

and Jacob that “Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning.”34

Cooperative learning has various techniques. One of them is Two Stay Two Stray (TSTS). Two Stay Two Stray (TSTS) technique is adapted from Spencer Kagan. This technique will bring students to active in learning process, because students will learn more though process constructing and creating working in group and sharing knowledge. Nevertheless, individual responsibility is still the key of success in learning English. This learning process is believed as being able to give chance to students to be involved in discussion. It also encourages critical thinking and is willing to take responsibility of their own learning by enhancing of their reading comprehension.

According to Lie Two stay two stray is a technique that gives the students chance to share their ideas, arguments and information to other groups. In this technique, there are some activities. Then, by using this technique, students help each others. The high level and the low level of students will work together to achieve the

purpose of their group”.35

Agus Suprijono pointed out that Two Stay Two Stray Teachnique is started by dividing students into a group. After creating the group, the teacher gives them a task to discuss and find out the answers with their own group.36

This technique emphasizes interaction between students, every member of the group have same role and function to share their knowledge with the other group. Besides, students are also hoped have individual responsibility to help other students and they are motivated to understand material which is provided by the teacher.

34

Eleonor C. Cayabyab and George M. Jacobs, The ACELT Journal-Practical Papers on Teaching English Language and Literature in Philipines, Making Small Groups Work Via Cooperative Learnin, Volume 3, No.2, 1999, p.28

35

Anita Lie, Cooperative Learning, (Jakarta: Gramedia Widiasarana Indonesia, 2002), p.60 36

Agus Suprijono, Cooperative Learning: Teori & Aplikasi PAIKEM, (Yogyakarta: Pustaka Pelajar, 2009), p. 77

Furthermore, Two Stay Two Stray technique is very compatible to help students are involved in active learning because this technique allows students to enhance their interdependence, individual accountability, interpersonal skills, face to face interaction and their group processing when they work in group. In learning process, this technique also can give the students experience in gathering information when they become the strayer to other groups. In this activity the students are encouraged to contribute their ideas to other students and after they come back to their group they must share the information they got from the other groups to their own groups.

According to Lie, Two Stay Two Stray consists of some steps as follow: a. The students are set in group of four students.

b. Then two students of each group will leave the group, each of the two students will stray to other groups.

c. The two staying students have task to share information and work result to their guests.

d. The guests excuse themselves and back to their group and report their findings from other groups.

e. The group matches and discusses the information.37

2. The Advantage and Disadvantage of Two Stay Two Stray technique The advantages and disadvantages of Two Stay Two Stray technique will explain as follow:

1) The advantage of Two Stay Two Stray

a. Giving an opportunity to the students to decide their own concept by solving the problem which is given to them.

b. Giving an opportunity to the students to build their creativity and to communicate with their friends in group.

37

c. Forming the habit of the students to open minded with their friends. d. Increasing the students’ motivation in learning.

e. Helping teacher to reach learning goal, because the cooperative learning method is easy to be applied.

2) The disadvantage of Two Stay Two Stray a. TSTS needs more time for discussion.

b. Students who seldom work in group will feel difficult to cooperate. c. Generally, fluent students in discussing usually dominate the

discussion.

3. Teaching Recount Text Using Two Stay Two Stray

In two stay two stray, the students will be divided into four students each groups. Then, the teacher will give them a reading material to discuss in the group and decide how long they discuss in the group. Each group has different material to discuss. When time is up, two of four students in the group will leave the group to stray to other group to look for the information. While the rest will stay in group explain their material to other group who stray to them. This teaching learning process gives an opportunity to the students to share their ideas related to material which is discussed. The technique will give the students a chance to discuss with the group and the other friends. In addition, this technique will give the students sharing and discussing experiences while gathering the information.

In the real situation, the writer would like to explain further about the implementation in the class. First, the teacher explains generally about recount text. Second, the teacher sets students in a group that consist of four students and give them opportunity to discuss about material given by the teacher. Every group has different material to discuss. For example, a recount text which consists of some paragraphs divided by the teacher into part per part. Group 1 will discuss paragraph 1, group 2 will discuss 2, group 3 will discuss paragraph 3, and so on. After their 10

minutes discussion, two students of each group will leave the group to come other group to look for information and the rest stays in their based group to welcome the strayers from other groups and share their group discussion. This will be carried out for 5 minutes. The strayers group may ask questions or give suggestions or comments on the explanation of stayers. This is carried out in 5 minutes (the time limit should be mentioned: otherwise they will talk about other things). Then, after 5 minutes the two strayers of each group return to their base group, discuss and make a report for their group. After all activities are already held, the teacher will evaluate them by giving them a question or quiz about the material. The group with highest score will get the reward from the teacher.

D.

Grammar Translation Method

1. Definition of Grammar Translation Method

The Grammar Translation Method is a method of teaching foreign languages derived from the classical method of teaching language. In grammar-translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language. Advanced students may be required to translate whole texts word-for-word. The method has two main goals: to enable students to read and translate literature written

in the target language, and to further students’ general intellectual development. In this modern era, there are various methods that can be applied by the teacher in the classroom in teaching language. But in practically, there are some teachers that still use the grammar translation method in their teaching. As stated by Cagri quoted form Larsen-Freeman that “the purpose of the grammar translation method was to help students read and understand foreign language literature”.38 It was also can be said that grammar translation method gives an efficient way in learning vocabulary and grammatical structures.

There are two main goals to grammar-translation classes. One is to develop

students’ reading ability to a level where they can read literature in the target language. The other is to develop students’ general mental discipline. Furthermore, Richard and Rodgers explain the principal characteristic of the Grammar Translation Method as follow:

a. The goal of foreign language is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign language study.

b. Reading and Writing is a major study; no systematic attention is paid to speaking or listening.

c. Vocabulary selection is based solely on the reading texts used. d. The sentence is the basic unit of teaching and language practice.

38

Cagri Tugrul Mart, Journal of Advances in English Language Teaching (Department of Languages, Ishik University,Erbil, Iraq), the Grammar Translation Method and Use of Translation in Facilitate Learning in ES: Classes, Volume 1, No.4, 2013, p.103-105

e. Accuracy is emphasized.

f. Grammar is taught deductively. That’s by presentation and study of grammar rules, which are then practiced through translation exercises.

g. The students of native language are the medium of instruction.39

2. The Advantages and Disadvantages of Grammar Translation Method Like the other method, grammar translation method has also many advantaged and disadvantages. Those are as follows: 40

1) The Advantages of Grammar Translation Method a. Reduced Teacher Stress.

Resources for GTMs are easier to come by then other approaches and generally require less teacher involvement. Class activities or learning games are rarely necessary, as students are translating the text to another language directly, teachers who are not fluent in English (but fluent in the other language that the students primarily use) can teach English using this approach, as the emphasis is not on the spoken word but on translation.

b. Focus in Grammar, sentence structure and word meanings

Unlike a verbal approach to language learning, GTM focuses on the application of grammar and correct sentence structure. This is especially helpful in teaching students how to write and read in another language, allowing them to explore interchangeable words and phrases more effectively than a verbal teaching method. The approach is also easily applied and can be less stressful on students; verbal teaching methods do not describe the application of grammar and sentence structure as effectively as GTM does.

39

Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language Teaching (Second Edition), (New York: Cambridge University Press, 2007), p. 3-4.

40

Victoria Gorski, Advantages and Disadvantages of GTM in TEFL, 2014, (http://www.ehow.com/info_8059435_advantages-disadvantages-gtm-tefl.html).

2) The disadvantages of Grammar Translation Method a. Learner Motivation and Participation

The GTM approach involves no learner participation and little teacher-students relationship. Students are required to learn from a textbook and use the same method throughout their learning. Because lessons using GTM are not interactive and engaging for students, they become more likely to lose interest in their subject and less motivated to learn. Furthermore, the method does not require students to participate in any activities or communicate with each other, so they will not learn how to use language in a real-life conversation or situation and will only know how to translate one language to another.

b. Unnatural and inaccurate pronunciation

As children, people generally learn how to speak before they learn how to write and read. In the GTM approach, this natural learning method is reversed. Students are only taught how to read and write the language. This can affect how they learn to speak the learned language. The mere application of grammar and sentence structure cannot adequately prepare them for realistic conversations or verbal communications, as no emphasis is given to spoken language in the GTM approach.

3. Teaching Recount Text Using Grammar Translation Method

Teaching using grammar translation method used teacher as a center in teaching-learning process. In teaching reading, teacher used students’ native language as a main communication. Teacher also emphasized that reading and writing is a major focus in learning. In the class, teacher must explain all material to the students and students must listen to what teacher said. After teacher explained the materials, teacher gives them chance to ask about the material. Then, teacher gives them task to

everything they don’t understand they must ask directly to the teacher and teacher

will explain to them.

In Grammar Translation Method, understanding about grammar is much

stressed. Grammar is also taught deductively. That’s mean the teacher explain the

rule of the grammar first, before they give exercise to the students to be analyzed. Besides, translation is also major attention in GTM. In teaching learning process, teacher will ask students to translate some passages or text whether from target language to native language or native language to target language.

In real situation, the writer would like to explain further about the implementation teaching Recount text in the class. First, teacher will explain about general structure about recount text and language features that usually found in recount text. While the teacher explains the material, the students must be listening and they may not ask before the teacher finished explaining the material. Second, the teacher gives an example of recount text to the students. The teacher will ask student to identify general structures, types of tenses used in the text, or translating the text. The students do their work by themselves; they may not discuss or collaborate with their friends in doing their work. Teacher also gives them a chance to ask what they

don’t understand with the materials. Teacher also emphasize in reading

comprehension question, antonym or synonym, memorization, or using word in sentences in grammar section.

The major characteristics of Grammar Translation Method can be summed up in the following list:

1) Instruction is given in the native language of the students. 2) There is little use of the target language for communication.

3) Focus is on grammatical parsing, i.e., the form and inflection of words. 4) There is early reading of difficult text.

5) Typical exercise is to translate sentences from the target language into the native language.

6) The result of this approach is usually an inability on the part of the student to use the language for communication.

7) The teacher does not have to able to speak the target language.

E.

Previous Studies

Some studies dealing with the investigation of how Cooperative Learning

improves students’ reading comprehension, especially two stay two stray technique, were conducted by some researchers. The brief explanation of those studies is described as follows:

First, A research was done by Devi Kusumayati (2009) in MA Jam’iyah Islamiiyah Pondok Aren with the title Pengaruh Metode Cooperative Leanring Teknik Two Stay Two Stray Konsep Ekosistem Terintegrasi Nilai terhadap Hasil Belajar Biologi. The research focuses on experimental research about whether Two

Stay Two Stray technique can improve students’ comprehension in learning biology

which focuses in material of ecosystem. The result of the study shows that learning through Two Stay Two Stray of cooperative learning model can improve their comprehension significantly.41

Second, Bunajat Tohir (2011) conducted a study in order to investigate the improvement of the ability of communication in math lesson with the title Meningkatkan Kemampuan Komunikasi Sisa Melalui Penerapan Model Pembelajaran Kooperative Tipe Two Stay Two Stray (TSTS) in SMP Negeri 1 Jayanti. This research uses class room action research (CAR). The result is the students can understand the concept of math improves significantly.42

41

Devi Kusumayati, Pengaruh Metode Cooperative Learning Teknik Two Stay Two Stray Konsep Ekosistem Terintegrasi Nilai Terhadap Hasil Belajar Biologi, Skripsi pada S1 UIN Syarif Hidayatullah Jakarta: 2009. Tidak dipublikasikan.

42

Bunajat Tohir, Meningkatkan Kemampuan Komunikasi Sisa Melalui Penerapan Model Pembelajaran Kooperative Tipe Two Stay Two Stray (TSTS) in SMP Negeri 1 Jayanti, Skripsi pada S1 UIN Syarif Hidayatullah Jakarta: 2011. Tidak dipublikasikan.

Third, the research was conducted by Rima Ulwa Dewi (2010) in the title of Pengaruh model Pembelajaran Kooperative Teknik Two Stay Two Stray (TSTS) terhadap Hasil Belajar Biologi pada konsep Archaebacteria and Eubacteria di SMA Negeri 3 Karawang. This research uses experiment research and the result is the students can comprehend the concept of Archaebacteria and Eubacteria improves significantly.43

43

Rima Ulfa Dewi, Pengaruh model Pembelajaran Kooperative Teknik Two Stay Two Stray (TSTS) terhadap Hasil Belajar Biologi pada konsep Archaebacteria and Eubacteria di SMA Negeri 3 Karawang, Skripsi pada S1 UIN Syarif Hidayatullah Jakarta: 2010. Tidak dipublikasikan.

F.

Framework of Thinking

Reading is one of essential ways in building our knowledge. Reading is the interaction between the writer and the reader through the written language using the process of transfer idea or information from the writer to the reader. Reading is one of tools in learning which is always involved in classroom activities. By mastering

Reading as one of the important skills

students’ reading

comprehension problem

Students' reading achievement

is low

Teacher dominates classroom

choosing the alternative method which engage students in learning to read

Two Stay Two Stray technique of Cooperative Learning

Influencing in students’ reading comprehension The

monotonous of teaching

learning process

Students hard to find important

aspect in reading classroom

The teaching method is not suitable with

the students condition

reading, students will be able to comprehend and to use the language because it also builds the other abilities. In addition, reading is also tested in National Examination in Indonesia. Consequently, students need to have good reading ability to pass the National Examination.

But in reality in the class, based on the writer’s pre-observation before conduct this research, the writer found that the students were not able to respond the

teacher’s question and they were not able to comprehend the texts after teaching learning process. Finally, they got low score achievement in reading English. After analyzing the case, the writer found some causal factors that affect students’ reading comprehension. First, the problem comes from the students such as they had low motivation to read, they had difficulties in interpreting some aspect in reading, etc. second, the problem comes from the teacher. The teaching learning strategy used by the teacher is monotonous, therefore it made the students were bored while teaching learning process. The other aspect is most activities in the classroom is dominated by the teacher, therefore student had little rules in teaching learning process. Hence, the writer assumes that the teacher should find an alternative and appropriate technique in teaching the reading; because by finding an appropriate technique, the writer assumes that all the problems such as students’ low motivation to read, teacher’s dominated classroom, etc. will be covered by the technique it self.

Those explanations above are seemed to be reason for the writer to conduct this research. Because the teaching strategy is a major problem in this research, the teacher must find alternative and appropriate technique which can be applied in the classroom. Finally, that technique is hoped to give the influences in students’ reading comprehension.

G.

Hypothesis

Hypothesis is a temporary answer or a conclusion of the research. To find out is there any influences of using Two Stay Two Stray (TSTS) technique towards students reading comprehension of recount text. Therefore the hypothesis of this research is, that Two Stay Two Stray (TSTS) technique is giving influences or effective towards students’ reading comprehension of recount text of class VIII of SMP Dharma Karya UT Pondok Cabe Ilir, Pamulang, Tangerang Selatan.

31

This chapter explains the methodology of the study. It consists of place and time of the study, the object of the study, method of the study, the population and sample, technique of data collection, technique of data analysis, and statistical hypotheses.

A.

Place and Time of the Study

This research took place in SMP Dharma Karya UT which is located at Jl. Talas II No.30 Pondok Cabe Ilir, Kecamatan Pamulang, Kota Tangerang Selatan, Banten, on first semester.

The writer started the research on August 2014. This research was conducted on August 2014. The writer conducted 6 meetings for each both experiment class and control class. The first meeting was used to give the pre-test in three clases. Next, second meeting until fifth meeting used to teach in experiment class and control class. The writer used the treatment in the experimental class. The last meeting was used by the writer to give the post-test. Then, the writer collected all the data and analyzed them.

B.

Method of the Study

In this research, the researcher used quantitative research. This research was conducted using an experiment design. Emzir pointed out as quoted from Gay that experimental research is research methodology which can test hypothesis related to casual relationship.1 In addition, Jogiyanto stated that experiment is a study which involves researcher manipulates some variables, analyzes them, and observes the effect of the variable.2 Meanwhile, Kasiram explained that experimental research is a research methodology where the researcher manipulates a stimulus or condition, then they observe the effect of the changing

1

Emzir, Metodologi Penelitian Pendidikan Kuantitatif dan Kualitatif, (Jakarta: PT Raja Grafindo Persada, 2008), p. 63-64

2

Jogiyanto, Metodologi Penelitian Sistem Informasi, (Yogyakarta: C.V Andi Offset, 2008), p. 95

of the stimuli or condition of the object.3 From the definition above, the writer conclude that experimental research is a research methodology where the researcher gives the treatment to the variable or object, then they analyze them and observe the changing effect of the variable.

This study used a Quasi Experiment Design specifically, because in a fact it is difficult to get control group which is homogeny. Quasi experiment is one approach of research which uses two groups; those are experimental class and control class. Furthermore, Kasiram pointed out that, generally, the researcher in experimental research uses two group, experimental group as a group that gets the treatment and the control group that did not get the treatment. 4

The researcher implemented Two Stay Two Stray (TSTS) Technique in the experiment class and conventional technique (Grammar Translation Method) was delivered in the control class. This study focused on giving the treatment on the experiment class by applying Two Stay Two Stray (TSTS) Technique in teaching reading, and then the writer observed the result of teaching learning process by classroom observation and test.

C.

The Population and Sample

The researcher conducted the experiment of SMP Dharma Karya UT, academic year 2014/2015. The population of the research is the second grade of Junior high school. There are 3 classes of second grade. The total number of students or population is 75 students. The sampling technique of this research is Purposive Sampling. It is purposive because the sampling is determined by certain considerations.5 The sample is 50 students from two classes; both of those classes consist of 25 students. The researcher implemented Two Stay Two Stray (TSTS) Technique in the first class and conventional technique that currently is used by the teacher (Grammar Translation Method) was implemented in the second class. Before the researcher conducted the research, he made sure that both classes have

3

Moh. Kasiram, Metodologi Penelitian: Refleksi Pengembangan Pemahaman dan Penguasaan Metodologi Penelitian, (Malang: UIN Malang Press, 2008), p. 210

4

Ibid, p. 211 5

the same characteristic by doing a pre observation; they were observing the teaching and learning process in the classroom once and checking the students’ reading score from their real teacher. It will be found which classes that have the same characteristic. The researcher also gave pre-test to all classes to know which class that have same characteristic by seeing their scores. The researcher chose the second grade because reading skill is the crucial skill for them in preparation of facing the National Examination in the third.

D.

Technique of Data Collection

Technique and collecting data in this research used pre-test and post-test which is given to both classes. In this research, the writer gave pre-test to see student’s basic capability in reading before using Two Stay Two Stray (TSTS) Technique of cooperative learning method in learning reading. The next test was post-test which will measure the effectiveness of Two Stay Two Stray (TSTS) Technique towards students’ reading achievement in a certain period.

The test which will be applied in this research is written test which consist of 25 multiple choice questions. Before the test is applied, the researcher measures the instruments’ validity and reliability used ANATEST software.

The validity and reliability instrument test was conducted before the researcher administered the test to both classes. There were 30 numbers of questions given to the 40 students of class VIII.1 SMP Yadika Pasar Minggu Jakarta Timur. From the ANATEST result, there were 25 valid questions from 30 questions which were gained. Further information about validity and reliability result can be seen in the appendix.

E.

Technique of Data Analysis

The writer analyzed the data which taken from both classes 8-1 and 8-2. Analyzing the data was the last step of the research to get the result of the research. In this research, the writer used T-test formula as a technique of data analysis. T-test was used to know the effectiveness of using Two Stay Two Stray

(TSTS) Technique and to know the difference of students’ score in both experimental class and controlled class. Here is the form of the T-test:

= Mean of Variable X = Mean of Variable Y SE = Standard Error X = Experimental Class Y = Control Class N = Students

= t observation

Prior the calculation of the T-test there are several steps to be taken, they are as follow:

a. Determining the Mean of Variable X, with formula:

∑

b. Determining the Mean of Variable Y, with formula:

∑

c. Determining the Standard Deviation Score of Variable X, with formula:

√∑

d. Determining the Standard Deviation Score of Variable Y, with formula:

e. Determining the Standard Error Mean of Variable X, with formula:

√

f. Determining the Standard Error Mean of Variable Y, with formula:

√

g. Determining the Standard Error of different Mean of Variable X and Mean of Variable Y, with formula:

√

h. Determining to, with formula:

i. Determining the Degree of Freedom (df), with formula:

F.

Statistical Hypotheses

Before deciding the result of the hypotheses, the writer proposed two hypotheses to be tested:

a. Ho: there is empirical evidence that the use of Two Stay Two Stray

(TSTS) technique is not effective in teaching reading in second grade SMP Dharma Karya UT.

b. Ha: there is empirical evidence that the use of Two Stay Two Stray

(TSTS) Technique is effective in teaching reading in second grade SMP Dharma Karya UT.

c. Ho : µ1 = µ2 d. Ha : µ1≠ µ2

And then, the criteria used as follows:

a. If ≤ ttable, in significant degree of 5% and 1%, the Null Hypothesis

that that there is not empirical evidence that the use of Two Stay Two Stray (TSTS) Technique is effective in teaching reading.

b. If ≥ ttable, in significant degree of 5% and 1%, the Null Hypothesis

(Ho) is rejected and Ha or Hypothesis Alternative is accepted.

Therefore, there is empirical evidence that the use of Two Stay Two Stray (TSTS) Technique is effective in teaching reading.

37

This chapter contains the description of the data, the analysis of the data, and the discussion of the findings.

A.

Description of the Data

This chapter describes general description of data gained by researcher during the research. The data were collected from the result of pre-test and post-test from both experiment class and the control class. The data were depicted into two tables. The table 4.1 showed the students’ score and achievement in control class and the table 4.2 showed the students’ score and achievement in experiment class.

During this research, the researcher extended the material to students about recount text with reading as a focused skill. The treatment to experimental class and control class: Two Stay Two Stray (TSTS) Technique was implemented in the experimental class. While in the control class, the writer didn’t use Two Stay Two Stray (TSTS) Technique. After that, the writer measured students’ reading ability by using a test in multiple choices forms.

The validity and reliability instrument test was conducted before he administered the test to both classes. There were 30 numbers of questions given to the 40 students of class VIII.1 SMP Yadika Pasar Minggu Jakarta Timur. From the validity and reliability test, there were 25 valid questions from 30 questions which were gained. Further information about validity and reliability result can be seen in the appendix.

1. The Data of Control Class

Table 4.1

Pre-test and Post-test Score of Control Class

STUDENTS (Y) PRE-TEST POST-TEST GAIN SCORE

1 45 60 15

2 70 75 5

3 65 65 0

4 70 70 0

5 65 80 15

6 55 60 5

7 60 75 5

8 60 65 5

9 75 80 5

10 75 80 5

11 70 75 5

12 60 85 15

13 65 60 5

14 50 60 10

15 75 85 10

16 60 65 5

17 50 55 5

18 56 65 10

19 55 60 5

20 65 70 5

21 45 50 5

22 40 60 10

23 45 55 5

24 45 50 5

25 45 45 0

Σ n = 25 Σ Y0 = 1466 Σ Y1 = 1650 Σ Y2 = 160

SUM 1466 1650 160

AVERAGE 58.64 66 6.4

MAX 75 85

MIN 40 45

Mpre-test =

=

= 58.64

Mpost-test =

=

=

66

Mgain

=

=

=

6.4

From the description of the score in control class above, it could be seen the lowest and the highest score of 25 students in the control class. The lowest score in the pre-test was 40 and the highest score was 75 with an average of 58.64. After the writer gave the student material about recount text, the writer gave the students post-test. The data showed in the post-test is the lowest score was 45 and the highest score was 85. And the average of the post-test is 66. It can be seen that the control class could only gained score about 6.4 points.

2. The Data of Experimental Class

Table 4.2

Pre-test and Post-test Score of Experimental Class

STUDENTS (X) PRE-TEST POST-TEST GAIN SCORE

1 45 60 15

2 45 60 15

3 50 60 5

4 70 75 5

5 65 75 10

6 70 80 10

7 60 65 5

8 75 75 0

9 75 90 15

10 55 65 10

11 60 65 5

12 55 75 10

13 65 70 5

14 70 80 10

16 45 60 15

17 45 65 20

18 75 80 5

19 50 55 5

20 45 65 20

21 40 50 10

22 30 65 35

23 50 75 15

24 55 60 5

25 45 75 30

Σ n = 25 Σ X0 = 1390 Σ X1 = 1710 Σ X2 = 285

SUM 1390 1710 285

AVERAGE 55.6 68.4 11.4

MAX 75 90

MIN 30 50

Mpre-test =

=

= 55.6

Mpost-test =

=

=

68.4

Mgain

=

=

=

11.4

Based on the table 4.2 above figured that from 25 students in the experimental class, the lowest score in the pre-test was 30 and the highest score was 75 with the average 55.6. After the treatment using Two Stay Two Stray technique, the writer gave the students post-test. The data showed in the post-test is the lowest score was 50 and the highest score was 90. And the average of the post-test is 68.4. It can be seen that the control class could only gained score about 11.4 points.

Appendix

KEY ANSWER OF VALIDITY TEST

1. D 2. C 3. A 4. D 5. B 6. B 7. C 8. C 9. C 10.A 11.D 12.C 13.A 14.A 15.A

16.B 17.A 18.C 19.B 20.C 21.B 22.B 23.A 24.D 25.D 26.A 27.B 28.A 29.B 30.D

SOAL PRESTEST BAHASA INGGRIS KELAS VIII (Exp. Class)

Nama : Time : 30 Menit

Kelas :

CHOOSE THE CORRECT ANSWER A, B, C or D!

Text for no.1-4

It was the beginning of July, my friend and I were going on vacation on the beach. We chose the beach because it was the cheapest place for out vacation.

We left home so early in the morning because the beach was far enough. We arrived there at 10.00 a.m.

At the beach the weather was sunny and clear. We were about to take the banana boat when suddenly the weather changed into cloudy and the waves become so high. It was terrible. Everything shook terribly. We started to scream in fear because of the thunder and lightening. Then it rained very heavily. We run to the house near the beach. I held my parent’s hands. We were praying together, while mom was trying to calm me down.

Not long after the rain stopped and the extreme weather changed slowly. But we didn’t want to continue out vacation longer. We decided to go home as soon as possible.

On the way home we thanked God for saving us from bad weather on the beach. It was really a terrible experience. 1. What does the text talk about?

A. Interesting experience on the beach B. Good experience on the beach C. Nice experience on the beach D. Bad experience on the beach

2. When did the writer and his family arrive in the beach?

A. In 10.00 a.m. B. At noon

C. In the afternoon D. In the evening

3. The writer spent the vacation in the beach because?

A. It was cheap

B. It was free of charge C. It doesn’t take a long time D. It has a beautiful view 4. The type of the text is….

A. Descriptive C. Narrative B. Recount D. Report Text for no.5-7

The day of my 15th birthday is a memorable time for me. Many friends and relatives came to the party was something that was very special to me.

It was the day of my party, a day I would never forget. The party started at 7 p.m. My mom and my sister had already been busy since early morning. Although we ordered the food from the restaurant, still they had many things to do in the kitchen. I was called in the house to help with food, decorations, and chairs.

The party started when many people had come at around 7.15p.m. We gathered in

the living room. With beautiful gown my father bought me a few days ago, I felt like a queen. Everybody sang the birthday song. I blew up the candles and cut the birthday cake. The most exciting moment was after those activities, that was when the time to play games came. My brother led the activities. We all had a good time. We played lots of games. While my friends and I were playing game, older people were chatting upstairs. Before the party I had practiced magic trick for many days, now the day finally came. I could show everyone my tricks. Everyone loved to show.

Another thing that made me happy was the birthday present. I got 3 dolls: American girl doll named bekah, a butterfly baby doll, and a cabbage path doll which you could feed peanut butter and jelly. That day was the best birthday ever.

5. What is the purpose of the text?

A. To describe a memorable birthday party

B. To retell the writer’s past birthday party

C. To inform about the games in the birthday party

D. To entertain the readers with the story of the party

6. What is the main idea of the third paragraph?

A. The birthday party started early B. The writer was very proud of her

birthday gown

C. The writer enjoyed the activities in her birthday party

D. The writer’s brother was very good ad playing games.

7. The last paragraph is called…

A. Orientation B. Reorientation C. Event

D. Resolution

Text for no.8-10

I just recently came to my hometown in Padang. There my friends and I went to visit the local beach. We went just for a walk. There were a lot of pretty rocks and shells around the beach. We were attracted to collect them.

Among the colorful rocks and shells I found a white and rectangular bottle. I was really interested because of its unique shape. I was rinsing the sand off it when I noticed that there was something inside it.

I held it against sunlight and saw, to my surprise, two tiny hearts shape pendant. They were connected by an arrow. The words I LOVE YOU were below it. We had lots of fun coming up with different stories of how this tiny treasure ended up in our beach.

8. What did the writer find in the beach? A. A white and rectangular bottle B. Rocks

C. Shell D. Stone

9. “… because of its unique shape.” (Paragraph 2). The underline word means…

A. Picturesque C. Fine B. Colorful D. Old

10. The writer writes the text in order to… A. Tell his experience

B. Describe the beach C. Entertain the readers D. Encourage visitors

Text for no.11-13

Last week was holiday. We, the 8 grade students had a camping in Cibodas. We planned it for a long time ago. We wanted to get a new experience of living outdoor.

There were five groups which had 5 members each. Joyo, Afdi, Ayip, Agung and I were in the second group. Agung had to take the tents, afdi was responsible to take the cooking utensils, Joyo never forgot to bring his guitar and camera and Ayip had to prepare to meals. But everyone should bring their own bedding, clothes, and set of eating utensils. The bedding should be light and give enough protection against the damp ground.

The first activity was to set up the tents while the others prepared for cooking the food. We did these activities about two hours before having our own meals.

At night, we had a camp fire. We sat around it, sang songs accompanied with guitars, played roles, danced, jokes and had some funny games. We were really happy. The next day, we learnt to be the adventures in the nearest forest to find treasures in certain places. We had to find the signs to get them. My group got one; it was a set of story books.

In the evening we left the camping ground, it was tiring but it was fun to cook our own food, washed the clothes and stayed under the beautiful moonlight and stars.

11. ……. enough protection against the damp ground. (Paragraph 2). The underline word closest meaning to… A. Security C. Connection B. Solution D. Safety

12. “At night we had a camp fire. We sat around it, sang songs,….. (Paragraph 4). The word “it” in the sentences refers to A. Guitar C. Song B. Camp fire D. Meal 13.What is the purpose of the text above?

A. To tell readers the steps to avoid the danger in your life

B. To describe the situation of camping site at Cibodas

C. To retell the writers’ experience about camping at Cibodas

D. To infom the people about the advantages of camping.

Text for no.14-16

It was a sunny day and as I walked into the zoo, I notice the cages and the chimpanzees were the most noticeable animals. We were looking at them like a theater. There were seats looking into the chimpanzees playing in the open field. They were interacting and moving up and down around their stone house.

As I went closer to observe the chimpanzees, people followed me and created a group. The chimpanzees at that moment were playing together and suddenly all of them made sounds and one of the chimpanzees that look order that the others ran to one of the youngest chimpanzees and jumped toward her, and at that moment when we were looking at the situation behind the window he ran toward us and punched the window and ran away. He was angry about something and jumped around but after a while he sat somewhere and another chimpanzee came to him and groomed him. He became calm and nother

chimpanzees became calm too. They were sixteen chimpanzees in that area and they were separate most of the time.

For a long time they were sitting and on of chimpanzee was on top of the stone house and was eating fruit, and four of them were sitting on the stairs and looking at each other, and I saw in the corner two of those were grooming each other. One of the most interesting I look that whenever they wanted to defecate or urinate they would turn their back to the people and I found out that they ate their own poop!

14.Why did one of the chimpanzees become angry?

A. He could not play in the open field B. People became closer behind the

window

C. Other younger chimpanzees disturbed him

D. Sounds made by other chimpanzees annoyed him

15.Where was the position of the writer when a chimpanzee got angry?

A. In the theater B. In the open field C. In front of the cage D. Behind the window

16. “We were looking at them like a theater, …..”(Paragraph 1). What does the underline word refer to?

A. Cages C. Animals B. Notices D. Chimpanzees

Text for no.17-20

At the end of the first semester, I had a very long holiday. It was about two weeks. I decided to go to Anyer beach, I called my

friends and invited them to go together. And I was very happy because they agreed with my idea. So, we planned our departure to go to Anyer Beach. The day was Monday until Tuesday.

On Monday morning at 6, we were ready to go to Anyer Beach. We left for Anyer By car. After 3 hours driving we arrived there. We went straight to the hotel and took a rest. The hotel was really in from of the beach.

In the afternoon I played with the sand and water beach. Some of my friends swam at the pool beside the hotel. The next day we enjoyed our holiday at Anyer Beach.

17.What did the writer do in the afternoon? A. Swam at the sea

B. Played with the sand C. Rode banana boat D. Windsurfed

18.What does paragraph three tell us about?

A. The writer’s activities in Anyer B. Planing to go to Anyer

C. Leaving for Anyer with friends D. The situation of the hotel

19.How did the writer leave for Anyer? A. By motorcycle

B. By car C. On foot D. By bus

20.What does the purpose of the text? A. To share his experience during

holiday in Anyer beach

B. To describe Anyer Beach to the readers

C. To tell how to spend the holiday D. To express the situation of his

Appendix

KEY ANSWER OF PRE-TEST/POST-TEST

1. D 2. A 3. A 4. B 5. A 6. C 7. B 8. B 9. A 10.A

11.A 12.B 13.C 14.B 15.D 16.D 17.B 18.A 19.B 20.A