IMPROVING STUDENTS ACHIEVEMENT IN SPEAKING THROUGH TWO STAY TWO STRAY STRATEGY

*Dita Masyitah Sianipar ** Sumarsih Abstract : This study deals with the way to improve students achievement in speaking particularly through Two Stay Two Stray Strategy. This study was conducted by using classroom action research. The subject of of the research was class X-AP SMK Swasta Harapan Danau Sijabut in Asahan Regency that consisted of 34 students. The research was conducted in two cycles consisted of three meetings in each cycle. The instruments of collecting data for quantitative data used Speaking Test and instrument for analysis of qualitative data used observation, interview and questionnaire sheet. Based on the speaking test score, students score kept improving in every test. In the test I the mean was 61,47, in the test II the mean was 67,41 and the test III the mean was 78,52. Based on observation sheet and questionnaire sheet, it was found that teaching learning process run well and lively. Students were active and interest in speaking. The using of Two Stay Two Stray Strategy is significantly improved students achievement in speaking. Keywords: speaking achievement, two stay two stray strategy, classroom action research

Introduction Background of the Study There are four basic skills to be learnt from this English, they are listening, reading, speaking, and writing. Among the four, speaking is very important to learn since it can accommodate an interaction process between a speaker and a listener. In this interaction, the activity done by speaker and listener is producing, receiving, and processing information. To speak English is not easy because speaker should be able to master a lot of rules in speaking English such as, pronunciation, intonation, fluency, tone of voice, stress, vocabulary, grammatical structure, coherence, using of body language, and effectiveness of communication. After people master the English rules of speaking, they will be best speakers
*Graduate status ** Supervisor Status

and can use this language in many opportunities, such as students who master this language will not be annoyed by other students or will not be humiliated when interviewed to get a job. Many students find difficulties to speak English. Based on the observation and interview when doing teaching practice in MAN Kisaran, there are two problems found. First, most of the students said that they have problems in speaking English. They have difficulties in using grammar, diction, and pronunciation. Second, some of students are afraid to be laughed if they speak English wrong in front of the class. That is why they do not want to embarrass themselves. In addition, based on writers experience when doing observation in SMK Swasta Harapan Danau Sijabut, most of the students were not interested in speaking. They were speechless, and did not give attention to the teaching and learning process. They did not know what to speak and how to speak up their mind. This situation happened because the teacher teaches the students monotonously. The teacher just asked the students to open the exercise book, read the task, and then do exercise although it is for speaking task. Indeed it will be better to do orally. Therefore, the English teaching and learning process was passive and not effective. Another problem that occurs during teaching and learning process was the students do not show their cooperation besides students were lack of vocabulary. In turn they felt shy to talk in front of the class. They just kept silent because they do not want to show their weakness while speaking in English. This phenomenon made the students get low scores in learning speaking. To solve the problem between curriculum expectation and students low speaking skill in communication, there are many ways that can be used to help students. One of them is strategy. Strategy in teaching used by teacher can help students to practice their English. Many strategies are used as the technique to involve students in teaching and learning process. One of them is cooperative learning. The appropriate teaching strategy like

cooperative learning strategies helps the teacher to solve problems in the class because the cooperative strategies employ student centered activities rather than teacher centered activities. It can guide and facilitate a better atmosphere of learning. The strategy may also attract the students attention toward achievement of speaking skill and increase their motivation by actively involving in learning. In addition, the use of appropriate strategy in teaching speaking can solve the problems occurring in speaking class. One strategy that can be applied in teaching speaking skill is cooperative learning strategy two stay two stray strategy because besides cooperative learning is as an effective instructional method, it is also a successful way to enhance social and academic development among students. Two Stay Two Stray (TS-TS) strategy is the teaching method adopted from One Stay Three Stray by Spencer Kagan. Structure of Two Stay Two Stray (TS-TS) strategy gives the groups opportunity to share result and information to other group. The five elements in cooperative learning can be applied. They are mutual positive dependency, personal responsibility, face to face, communication among the groups, and evaluation process of group. When the two members stray to another group, process of sharing information, which completes each other happens. Furthermore when teaching learning happens, face to face process among students and internal and outer communication among the groups are so good that every student still has personal responsibility. This study focuses on improving students achievement in SMK Swasta Harapan Danau Sijabut in speaking through Two Stay Two Stray (TS-TS) strategy. This research was applied for students grade X-AP. The standard of competence is students communicate in English equal to Level Novice and the basic competence is students can communicate by using expression of greetings, thanking, introducing themselves and others, and describing person in daily life communication.

Research Question Is the students achievement in speaking significantly improved by the application of Two Stay Two Stray Strategy?

Conceptual Framework Basically, stay in the class to get some learning materials is a kind of boring activity for the students. It is very hard for them to learn in a very formal situation every day. It also happened in the class of first grade students of SMK Swasta Harapan Danau Sijabut. They feel bored in the class although the teacher had already initiated them to actively follow the learning process especially in speaking activities. But the students still keep silent if they were asked to speak in English. If they have to speak in English, they say it words by words confusedly. That is way they need a different way to learn their learning materials. They need a kind of learning strategy that makes them happy in their learning process. This study is called cooperative learning strategy. Cooperative strategy is a teaching method that emphasize at the students team work. It differs from other teaching approaches because students work together rather than complete each other individually. Hopefully this strategy will initiate their motivation in the learning process especially English. By the use of cooperative activities the students will have a kind of discussion or some activities in a group. The group consist of students with different abilities of English, so for the students with lower ability can ask their friends with higher ability if they get some difficulties, while for the students with higher ability they will have kinds of fun activities so they do not feel so bored during the learning process.

The students will not feel that they are learning in order to improve their speaking ability but they will feel that they are having some talk with their friends in English by

cooperative learning strategy because they will have more interactions by having some discussions or playing some games with their friends in English. Two Stay Two Stray Strategy as one of cooperative learning types is a strategy in which the students work in the group of four to discuss and speak the topics and solve the problem given by the teacher. After discussing, they are invited to share the result to other groups by straying to another group to get the information and practice speaking with the two stayers in that group. TS-TS Strategy is strategy making teaching learning process become active. Therefore it is expected will bring better atmosphere and result to students achievement in speaking especially interpersonal and transactional type.

Methodhology This research was based on Classroom Action Research. According to Ferrance (2000), action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research which is used for various purposes: school based curriculum development, professional development, systems planning, school restructuring, and as an evaluative tool. The subject of this research was the first year students in SMK Swasta Harapan Danau Sijabut which consisted of 34 students. The subject consisted of 22 female and 12 male students. In order to make the groups of four, this number was divided into eight groups In collecting the data, the data was collected by using quantitative and qualitative data. Wallace (1998:38) confirms quantitative is broadly used to describe what can be counted or measures and can be considered objective. Qualitative is to describe data that are not amenable to being counted or measured in an objective way, therefore it is subjective.

The qualitative data was gathered through interview sheet, observation sheet and diary notes. Diary notes contained the writers personal evaluation about the class, the progress of the project. Furthermore it contains of everything that happened during the teaching learning process including reflection and evaluation of the teaching learning process. The interview was used in order to know the students difficulties and feeling about speaking including the background of the problem in speaking. Observation sheet was used to record the situation in the classroom while research and questionnaire was used to see the students opinion about the strategy. All of this data was useful for the researcher in order to determine the suitable application of the teaching strategies that potential to touch the students understanding. In collecting data, the writer used speaking test as the instrument. The students were tested by giving the explanation in the attempt to know the result of teaching speaking through TS-TS strategy. The answers were usually recorded in some ways so that they become available for subsequent reflection and analysis. Beside the speaking test, the writer also used interview and observation sheet which are used when the researcher want to identify what is happening in the classroom. It was expected that the require data of the research would be achieved after being analyzed. To find out the class mean score in each cycle, the following formula is applied.

= Class mean score

x = Total score N = The total number of student

In the first meeting, the research was intended to identify the students achievement in introduce their selves and others in front of the class. In the second and the third meeting, the teacher taught the students about some expression and the way to introduce themselves and

others. In the end of the third meeting, teachers tested them to introduce themselves in group in front of the class while the teacher measured the student speaking achievement. For the second cycle, the writer gave the new material about describing persons in the first and the second meetings. The teacher did the review about word choice which was not appropriate and errors it grammar done by the student and discussed whit the students. Teacher asked them to sit in group, gave the assignment and guided the students to apply two stay two stray strategy. After that teacher measured the students speaking achievement. The process of action, observation, and reflection were done while the students studying. The quantitative data were taken from the test result which was carried out in two cycles. It was given to the students in the first and third meetings in the cycle I and the third meeting in the cycle II. The mean score of the first evaluation is 61,47, the second evaluation is 67,41 and the third evaluation I 78,52. The score is significantly improved in each evaluation. The Percentage of Students Speaking Achievement
EVALUATION CYCLE MEETING STUDENTS WHO GOT SCORE 70 UP PERCENTAGE

I II III

I I II

I III VI

4 14 31

11,76% 41,17% 91,17%

The qualitative data were taken from observation sheet, interview and questionnaire sheet. Observation sheet was used to observe all the condition that happened during the teaching and learning process. It was filled by the English teacher as the observer. It was focused on the situation of teaching-learning process in which two stay two stray strategy was applied; students activities and behavior; students speaking achievement, and the interaction between teacher and students. From the result of observation that conducted, it can be concluded that teaching learning process run well and two stay two stray strategy created a

good learning environment so students could be active and enjoy the class. The situation of teaching learning process was comfort, lively and enjoyable. There were two interview sessions conducted. The first interview was done before conducting the research and the second one was done in the end of second cycle. The writer interviewed the English teacher and the students. In the first session, they were interviewed about their problems in speaking and opinion of studying speaking in group. While in the second session, they were interviewed about their comments or responds about the using two stay two stray strategy. Most of the students said that they liked English very much, but they still feel difficult to speak freely. From the interview, it can be found that the students feel shy and did not know what they should say when teacher asked them to do speaking performance in front of the class. Moreover the strategy that made them bored decreased their motivation to speak. In the last meeting of research, researcher interviewed the students again to ask their opinion about TS-TS strategy. the result showed that TS-TS strategy helped the students to be brave speak English and break their bored in studying speaking. The students felt comfort and enjoy the condition of the class by using TS-TS strategy. The researcher had interviewed the English teacher at the first meeting and the last meeting. The result showed that the teacher seldom put the students in group when teaching speaking. The teacher only asked them to work individually to make dialogue or filled the gaps dialogue and read it in front of the class. This condition made the students could not cooperate with other students. In the last meeting interview showed that the teacher was very satisfy with the improvement of the students score in speaking. The teacher admitted that TS-TS strategy improve the students motivation to speak. Finally she decided that she would use TS-TS strategy in class to teach speaking.

Questionnaire sheet was used to know students opinions, perceptions and responds about the using of TS-TS strategy in teaching learning process, especially speaking. The result showed that the students agreed that the using of TS-TS strategy helped them to speak freely and bravely. Their motivation was improved because they must show their best to be the best group. They said that their tediousness in studying speaking had been broken by using TS-TS strategy. The TS-TS strategies had made them active, confidence and enjoy the class. Conclusion and Suggestion Conclusions Having analyzed the data that have been presented in the previous chapter, it was found that average scores of students in every evaluation kept improving. It can be said that there is a significant improvement on the students achievement in Speaking through TS-TS strategy. It can be seen from the improvement of mean of students score, namely: the mean of first evaluation (61,47) increased to the mean of second evaluation (67,41) and the mean of third evaluation (78,52). The score continuously improved from the first evaluation to the third evaluation. Observation result showed that the students gave their good attitudes and responses during teaching and learning process by applying the application of Two Stay Two Stray (TS-TS) strategy. Questionnaire and interview report showed that students agree that the application of Two Stay Two Stray (TS-TS) strategy could improve their speaking achievement. It can be concluded that the application of Two Stay Two Stray (TS-TS) strategy significantly improved students achievement in speaking. Suggestion The result of this study showed that the application of TS-TS strategy could improve students speaking achievement. In relation to the conclusion above, some points are suggested, as follow:

1. The English teacher are suggested to use Two Stay Two Stray (TS-TS) strategy as teaching method to stimulate the students motivation in teaching speaking. 2. For the university students who are interested for further study related to this research are suggested to explore the knowledge to enlarge the understanding about how to improve students speaking achievement and search more reference.

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