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Using Two-Stay-Two-Stray Method to Increase the Speaking Ability in

Procedure Text of the First Year Students of SMPN 6 Tambang
Dhea Intan Lestari*, Fadly Azhar**, Erni***
Email:* Dheaintanlestari@ymail.com No. Hp: 083167744109
Student of English Language Education Department
Faculty of Teacher’s Training and Education
Riau University

Abstract: This was an action research which conducted at SMPN 6 Tambang

and started on April 2014 and ended on June 2014. The subject of this research was the
first year students of SMPN 6 Tambang, particularly VII 1 consisted 22 students. The
specific objective of this research is to know whether or not the use of two-stay-two-
stray method can improve the students’ speaking ability and to know the factors cause
the improvement. Besides, the researcher asked the collaborator to observe the process
of the teaching and learning process by using the observation sheets prepared by the
research. There were two kinds of research instruments used in this research which
were test and observation. The test was used to collect the quantitative data and the
observation sheet was used to collect the qualitative data. After accomplishing this
research, the researcher concludes that the use of two-stay-two-stray method can
improve the students’ speaking ability. It was clearly proven by the improvement in
average score of the student from 45,45 (Pre-test) up to 62,85 (Post – test 1), then up to
78,36 (post-test 2). Moreover, based on the qualitative data that collected by the
observer, the dominant factors caused the improvement of the students ability in
speaking ability is the activeness of the students. Furthermore, by implementing two-
stay-two-stray method, the students’ behavior changed gradually from the ‘teacher-
centered’ learning to ‘students-centered’ learning because they were allowed to work in
group and help each other. In addition, this method also influenced the students to be
more active while studying with two-stay-two-stray since they were free to express their
idea about the text. Therefore, it was concluded that the use of two-stay-two-stray
method could improve the students’ speaking ability.

Keywords : Speaking ability, Two-Stay-Two-Stray method

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INTRODUCTION

Speaking is one of basic skills that should be mastered in learning English.

Besides, due to the global era of interaction and communication over human in the
world, most people have learned to master the language then they will get easy to
contact with people from other countries such as in business, education, social,
entertainment, etc.
Realizing the condition, many government of countries put English as
compulsory language lesson as school as preparation for the young generation
especially in Indonesia. Indonesian government put English as a compulsory lesson
from grade four in Elementary school up to grade twelve in Senior High School. The
government hopes that the students will be able to use English as tools of
communication actively.
Speaking should be mastered by each student if he or she wants to be successful
in terms of communicative competent. In this case, teachers are required to pay
attention to the development of speaking materials so that students interest as well as
motivation to be able to speak English fluently, appropriately, and naturally will be
possible to increase. In addition, teachers attempt to activate slow students, for example,
by involving them either in pair-work, group-work, give time for preparation, and
classroom discussion.
One of the goals of teaching English in this context is to enable students to speak
in proper way. However this is a big problem for Junior High School students,
particularly students of Junior High School (SMP N 6) Tambang. They might have lack
of vocabularies so that they tend to keep silent and even avoid to talk or being asked by
the teacher. Another problem, the student's lack of ability in speaking English is caused
by lack of practice to pronounce the words regularly and correctly.
The situation above is supported by David. P. Harris (1974) who says ‘'speaking
is a complex language skill requiring the simultaneous use of different abilities which
often develop at different rates''. Either four or five components are generally
recognized in analysis of speech process, pronunciation, grammar, vocabulary, fluency,
and comprehension''.
During practice teaching, the researcher did observation and interview both
English teacher and students at the first year students of SMPN 6 Tambang. Based on
the English teacher, the researcher found that the teacher still used the conventional way
on teaching, giving explanation and exercise. Furthermore, some students refused when
the teacher asked them to dialogue in front of the class; they felt shy, afraid and worry.
Based on the facts above, teachers need to increase student's motivation to learn
English by applying simple and interesting method. One of the interesting method to
teach speaking is by using group work. Therefore, the students will have opportunity to
use English among themselves. The teaching learning process should not only happen
between teacher and students but also among students.
In this research, the researcher focuses on the two-stay-two-stray method to
know the student's speaking ability. Therefore, the researcher conducted the research
entitled ‘'Using Two-Stay-Two-Stray Method to Increase Students' Ability in Speaking
Procedure Text by the First Year Students at SMPN 6 Tambang''.
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METHODOLOGY

This study is a Classroom Action Research. It is kind of research activity that is

designed, implemented, and evaluated by teacher himself/herself in the classroom
(Azhar, 2007). The purpose of classroom action research is to provide educational
practitioners with new knowledge and understanding, enabling them to improve
educational practices or resolve significant problems in classrooms and schools. It is
about teaching speaking by using two-stay-two-stray method to improve students
speaking ability in procedure text of the first year students at SMPN 6 Tambang.
Classroom Action Research is a cycle process, planning, acting, observing, and
reflecting. Here, the teacher can apply a certain treatment in order to improve the
students’ ability in speaking by using Two-Stay-Two-Stray Method. Then the teacher
can give more treatments until the goals of the learning are reached.
The procedure of the research can be drawn as follows:

1 2
Planning Acting

4
3
Reflecting
Observing

(Kemmis and Mc. Taggart, 1992)

Planning was the first step of the research procedure that was the most important
step in conducting action research. The researcher used two-stay-two-stray method in
order to improve the students speaking ability. Before the research, the researcher
makes some plans as follows: a. Making lesson plan in teaching speaking by using two-
stay-two-stray; b. Making observation sheets to observe the students’ progress in the
speaking increase; c. Providing the example of two stay two stray method to the
students; d. Preparing the pre-test and post-test; e. Preparing the scoring system;
In action stage, the researcher teaches speaking by using two-stay-two-stray
method. There are some teaching procedures in speaking by using two-stay-two-stray
method as follows: (1) Teacher gives some topics to feedback the students’ knowledge
and their speaking ability; (2) Teacher help students to make groups to discuss the topic;
(3) Each group consists of 4 members; (4) Teacher tells the students should divide the
members of 2 categories. Two members as guess and the others still stay in their group;
(5) After discuss the topics, students as guess change into the other groups and tell about
the topic that they are discuss in their own group. Students that stay in the group write
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the main idea that guesses given; (6) Students as guess back into their own group and
discuss again with the topic and answer that they are given by the other members as
guesses too; (7) After finish at the discuss, teacher order a group to present their own
word based on the topic.
At observation stage, the observer observed the students activities in individual
during the learning process. The observer focuses on words and sentences spoken in
correct pronunciation and fluency of speaking. The observer might not interupt the
students speaking directly, the observer just needs to write down when they present their
speaking or when they make mistakes. Reflection in this study is shown as the personal
reflection from the researcher about the strengths or the weaknesses in conducting the
research. The result of the observation are collected and analyzed including the
evaluation. The reflection is gotten from students perform and activities that teacher did
to the students. From the result, the teacher reflected success of the treatment by seeing
the data whether the activities which are implemented in the class can improve the
speaking ability of the students. The data is a guide for the researcher to do the next
activities.
The instrument of this research was “Speaking Test”. In this step, students were
asked to present their report discussion. The pre-speaking test will be given at the first
time entering to the classroom in order to know the students’ early background speaking
ability before teaching speaking with group discussion. Then, the researcher made class
action for the students by using two-stay-two-stray method in teaching speaking during
three times of classroom meeting. The aspects of speaking that are used for evaluating
can be explained as follows: pronunciation, grammar, vocabulary, fluency and
comprehension.
To analyze the data and to find out the students’ progress in speaking by using
two stay two stray method, the researcher uses the formula below (Harris, 1974):

SA= P + G + V + F + C x 100%
5

SA = Students’ speaking ability

P = Students’ ability in pronunciation
G = Students’ ability in grammar
V = Students’ ability in vocabulary
F = Students’ ability in fluency
C = Students’ ability in comprehension
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Below is the category level of speaking ability:

Table 4

The Category Level of Speaking Ability

Proficiency Level 5 Level 4 Level 3 Level 2 Level 1

Pronunciation 5 4 3 2 1

Grammar 5 4 3 2 1

Vocabulary 5 4 3 2 1

Fluency 5 4 3 2 1

Comprehension 5 4 3 2 1

(Harris, 1974)

FINDING AND DISCUSSIONS

The scores of the students’ speaking comprehension and vocabulary mastery

were gained through speaking test. From this research, the researcher found that there
was improvement in students’ ability in which could be seen and compared from the
pre-test to post-test 1 to post-test 2.
Table 4.9. Improvement of Students’ Speaking Ability from Pre-Test to Post-Test 1 to
Post-Test 2
Score Ability Level Pre-Test Post-Test 1 Post-Test 2

F P F P F P

81-100 Excellent 0 0% 0 0% 13 59,09%

61-80 Good 0 0% 12 54,55% 9 40,91%

41-60 Mediocre 20 90,91% 10 45,45% 0 0%

21-40 Poor 2 9,09% 0 0% 0 0%

0-20 Very Poor 0 0% 0 0% 0 0%

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From the chart above, it could be seen that in the pre-test, the students were in
the level of ‘Mediocre’. While in the post-test 1 and post-test 2, the students were in
level of ‘Good’ and 59,09% of them were at the level of ‘Excellent’.
In pre-test and post-test 1, there were no students achieved level ‘Excellent’, it
increased become 59,09% in post-test 2. Then for the level of ‘Good’, 54,55% of
students achieved it in post-test 1, and then decreased become 40,91% in post-test 2. For
level ‘Mediocre’, there were 90,91% of students achieved it in pre-test, then decreased
become 45,45% n post-test 1 and decreased become 0% in post-test 2. In level of ‘Poor’,
there were 9,09% of students achieved it in pre-test and it increased into 0% in post-test
1 and post-test 2.
In addition, the researcher also presented the improvement of students’ speaking
ability in each aspect.

Table 4.10. Improvement of Students’ Ability in Each Aspect of Speaking

Variable Aspect of Speaking

Pronunciatio Grammar Vocabulary Fluency Comprehensio

n n

Pre Test 2,33 2,09 2,32 2,27 2,35

Post Test 3,29 3,02 3,03 2,86 3,52

1

Post Test 3,80 3,67 4,17 3,68 4,27

2

For ‘Pronunciation’, the average score of students in pre-test was only 2,33 and
then it increased into 3,29 in post-test 1 and increased again into 3,80 in post-test 2. For
‘grammar’, in pre-test score was only about 2,09 and it become 3,02 in post-test 1 then
increased into 3,67 in post-test 2. While the score for ‘vocabulary’ is 2,32 in pre-test and
it increased into 3,03 in post-test 1 and become 4,17 in post-test 2. The score of
‘fluency’ which was 2,27 in pre-test, then become 2,86 in post-test 1 and become 3,68 in
post-test 2. The last one was ‘comprehension’ which was 2,35 in pre-test and increased
into 3,52 in post-test 1 and become 4,27 in post-test 2.
Furthermore, the researcher also presented the improvement of the students’ real
score.
Table 4.11 Improvement of Students’ Average Score
Variable Average Score

Pre-Test 45,45

Post-Test 1 62,85

Post-Test 2 78,36
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The average score of students in pre-test was 45,45. It increased to 62,85 in post-
test 1. In post-test 2, the students’ average score was 78,36. It meant that the students’
average score in post-test 2 could reach the KKM which was 70.
Shortly, it was true that there was improvement of speaking ability of the first
year students of SMPN 6 Tambang. So, the researcher concluded that the use of Two-
stay-two-stray method could improve the speaking ability of the first year students of
SMPN 6 Tambang since the KKM score was achieved by the students.

CONCLUSION

The purpose of this research was to find out if the use of Two-stay-two-stray
method could improve the students’ speaking ability and to know the factors cause the
improvement. from this research that was done in SMPN 6 Tambang, it could be
concluded that: (1) The use of Two-stay-two-stray method could improve the students
speaking ability. it can be seen that in the pre-test there was no student who reached the
KKM, then it increased become 4 person who could achieved it. Furthermore, in
inreased again into 20 students who reached the KKM which was 70; (2) In addition,
the dominant factors caused the improvement of the students speaking ability is the
activeness of the students. Furthermore, the teacher had a big deal to control the class
and engage the students attention. The use of Two-stay-two-stray method can stimulate
the students to be more active to follow the lesson. It can be seen from the three
meetings in each cycle, 72,21% of students in average were motivated to follow the
lesson well.
Thus, the use of Two-stay-two-stray method was really effective to improve
students’ speaking ability of the first year students of SMPN 6 Tambang.

SUGGESTION

From the conclusion above, the researcher suggested that: (1) It is suggested that
in teaching speaking, the English teachers may consider using the two-stay-two-stray
method as one of the alternative methods since the result can improve the speaking
ability of students by its steps that require students to be involved in learning process;
(2) Teacher should pay attention to the students when they are working in group. This is
the most valuable thing to determine whether the students learning or not: (3) This
strategy will effective and efficient to make the students more understand about the
materials given; (4) The researcher recommends a further research using Two-stay-two-
stray Method with negotiated material especially in speaking, because the students will
be more active in teaching and learning process if they are familiar with the topic of the
lesson; (5) The researcher realizes that this research is far from perfect. Therefore,
further research needs to be conducted.
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