CHAPTER I

INTRODUCTION

1.1 Background of the problem

In learning language, one of that should be improved is reading. In daily

life, it is very important to get information from every reading passage, especially

in learning English. Reading is one of the basic skills in English which is not

simply translated word by word but need to be acquired during language course.

Therefore, when the students learn to read, they should be able to comprehend the

readings text during the process of reading. They are not only expected to read the

text in good pronunciation or to find the meaning of each word within the text.

As a foreign language in our country, English is widely taught for the first

time in Elementary school. At the level teaching aims to give basic knowledge of

the English language for students and will be developed when they were in Junior

and Senior high school. Teaching reading is one of the duties that have to be

conducted by teachers of English to improve the students reading comprehension

in English. In learning English sometimes the students are bored with certain

teaching atmosphere. There are various techniques used for teaching language

skills: Listening, Speaking, Reading and Writing.

In reading competence, the students should be able to comprehend the

meaning of short functional text and essays in the context daily life activities and

to access knowledge. There are number of the texts types provided in learning

1
English. One of them narrative. Although narrative has been familiar taught at

school, many students still have difficulties to comprehend it.

Based on observation and information with the teacher of SMPN 35

Pekanbaru, the writer found that most of the students still get difficulties to

understand the English text during teaching learning process. But in fact,

difficulties to understand can be seen from the sympyton bellow : the first is some

students still get difficulties to comprehend the reading narrative text. The second,

some of students still get low score in English lesson, and the third is some of

students still get difficulties to answer the question based on the reading text.

To improve the students reading narrative text needs an appropriate

strategy and method to help them solve their problems. There is actually a strategy

that can help students in develop their reading narrative text, called three stay one

stray. Three stay one stray is a strategy, able to facilitate students in

comprehending reading text.

There stay one stay as a kind of cooperative learning strategy can be one

alternative which creates the teaching English more actively and effectively. It

was developed by Spencer Kagan in 1992. In TSOS a group consists of four

students solve a problem given by the teacher. After finishing discussion, three

members stay in group to share the information of their group result to guest and

one student strays or goes to another group to find and compare the teams

solution (Kagan.1992).

2
 There are a number of advantages of using TSOS Strategy. It is used to

avoid the students boredom caused information of permanent group and provide

an opportunity for students to interact with other group. In addition, by having the

social interaction with another friend, the new ideas come followed by the

development of students intellectual (Kagan, 1992 in Yusril, 2009). That is ehy

students can share information not only with their own group but also with the

other group.

Three Stay One Stray offers a low-threat forum where students can

exchange ideas and build social skill such as asking probing questions. It also

offers students the opportunity to learn by teaching. Placing the report-out

responsibility on the students reinforces the valuable conception that knowledge

resides within the learning community, not just with the authority-figure

instructor (Millis, 2011).

There are many researches which have done the study about Three Stay One

Stray Strategy. They are successful in conducting their research and it affects

good result to the students achievement in learning. In this study, the researches

is eager to apply TSOS strategy into the classroom in order to overcome the

students problem in reading. She believes that this strategy can also good result

for the increasing of students reading comprehension.

According to Teixeira (2012:1), reading is a key language skill that has a

significant place in the teaching and learning of foreign languages. This skill

allows students to have access to ideas that is communicated by people in

3
different locations and eras, give them the opportunity to broaden their horizons

and increase their knowledge. Reading in a foreign language is essential not only

for promoting the students personal and cognitive development, but also for

improving their study and job prospects in a globalized society. Due to the

importance of reading, one of the priorities of language teaching should provide

students with the tools they need to tackle texts in variety of contexts and to

define purposes more intensively.

One of the strategies that used to improve the students problem in reading

comprehension is Three Stay One Stray. Three Stay One Stray is considered as an

effective strategy in teaching reading, Three Stay One Stray helps students have

higher reading achievements than those taught using lockstep technique. This

strategy does not only helps teachers to be more creative and innovative in

varying their teaching but also improve students reading achievements. An

additional explanation, Three Stay One Stray is very compatible to enhance

students reading achievement 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.

Based on phenomena above the writer interested to conduct the research entitle

The Effect of Three Stay One Stray toward Reading Narrative Text of the

Year Eight Students at SMPN 35 Pekanbaru.

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1.2 Setting of the Problem

In comprehending reading text becomes a big problem for most of the

students and it is not easy process. It also becomes a problem for almost all the

students in junior high school. They cannot interpret the text they are reading well.

It cause by some reason:

First, there are many students having problem to comprehend what they

read. They still confused when facing new vocabulary that they never heard

before. The problem is, when they get stuck on vocabulary they do not

understand, they stop read. There are too lazy find something of the difficult

words they do not understand. It makes them feel reading is not an interesting

activity. But, there is no motivation from the teacher makes this problem getting

worse.

Second, the students only focused on one meaning for one word. In

comprehending the text, the students should be able to interpret the words that

have different meanings in different sentences. They should be able to be more

flexible in the translation of what particular combinations of words mean. A

proficient the students should be able each of the following potentially has more

the one meaning.

Third, the students do not know how to determine the main idea,

true/false/not true/exception, the specific information, reference and meaning

(synonym and antonym) from narrative text. And the students do not know how to

specify the genre (communicative purpose, generic structure) of narrative text.

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1.3 The Limitation of the Problem

The writer has to limit the research focused the problem study about the

students do not know how to determine the main idea, true/false/not

true/exception, the specific information, reference and meaning (synonym and

antonym) from narrative text. And the students do not know how to specify the

genre (communicative purpose, generic structure) of narrative text. The writer use

on generate the ideas in reading by using TSOS strategy. In reading, TSOS

strategy helps students to develop topic given through some steps, are: Three Stay,

One Stray. This research in concerning in improving the eight year students

comprehension in reading narrative text by using TSOS strategy at SMP Negeri

35 Pekanbaru.

1.4 Formulation of the Problem

To make this research question will be clear, the problem is formulated in

the following research question:

Is there any significant effect of using Three Stay One Stay strategy towards

reading comprehension of SMPN 35 Pekanbaru?

1.5 The Objective the Research

The objective of the research is to find out whether there is significant effect

of using Three Stay One Stray Strategy (TSOS) in teaching reading ability to the

second grade of SMPN 35 Pekanbaru.

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1.6 The Hypothesis

Based on the assumption above, the researcher makes hypothesis as follows:

1. The Null Hypothesis

H0 : There is no significant effect of using TSOS strategy

towards students reading ability.

2. The Alternative Hypothesis

Ha : There is significant effect of using TSOS strategy towards

students reading ability.

1.7 The Needs of the Research

The result of this research, the researchers expect to useful for:

1. Students

Develop the students reading ability by using Three Stay One Stray

(TSOS) strategy.

2. Teachers

This research can use by the teachers in teaching learning reading

process as the strategy to make the students easy for reading English it is

can improving the teachers confidence in learning process.

3. The writer

Improving the writer knowledge in reading ability it is purposely the

requirement of completing the writer study of English study program.

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1.8 The Definition of the Terms

To make this research is clear, and do not make the readers are confusing.

So it is needs the definition of the key terms. They are:

1. Reading Comprehension

Reading comprehension is an activity of the students to understand and

find out the important information from a written text.

2. Three Stay One Stray (TSOS) Strategy

There stay one stay as a kind of cooperative learning strategy can be one

alternative which creates the teaching English more actively and

effectively. It was developed by Spencer Kagan in 1992. In TSOS a

group consists of four students solve a problem given by the teacher.

After finishing discussion, three members stay in group to share the

information of their group result to guest and one student strays or goes

to another group to find and compare the teams solution (Kagan.1992).

3. Narrative Text

Narrative text is a text that has a purpose to entertain the readers or

listeners which is used as media in learning reading comprehension.

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 CHAPTER II

THEORETICAL FRAMEWORK

2.1 Reading Comprehension

English as an international language makes students must be able to master

English. Since English has four language skills, it means students also should be

able to master all of them. One of them is reading skill. Pang. et al. (2003) argued

that reading is a complex activity in understanding written text that involves both

perception and though, also consists of word recognition and comprehension

process. Word recognition refers to the process of realizing how a text or written

symbols correspond to ones spoken language Comprehension is the process of

making sense of words, sentences, and connected text.

Reading is also as a process of communication between a writer and a

reader. A writer has message in her mind, such feeling, facts, ideas, and argument

she wants to share. The writer puts the message into the words or printed verbal

symbol.

In reading, the readers should use their background knowledge; means the

reader bring their knowledge, emotion, experience, and culture to what they read.

Ur (1996) continued that when learners beginning to read a text, or where there is

a little or no helpful context, we depend on decoding letters to understand words;

but as soon as there is a meaningful context we tend to bring our own

9
interpretation to the word. That is some way how to make a connectivity with a

text, and how learners understanding the meaning in a text.

Students should be able to master reading comprehension of texts. Harmer

(1998) formulated some kinds of reading skill are needed to be mastered. They are

faster reading, skimming, scanning, making prediction (Predicting), reading for

detailed information, reading between the lines, deducting meaning from context,

reference and deducting meaning from form.

Students cannot read fast because they often read a text word by word; they

murmur every word they find. For example, they use their index finger to point

the word in every line. This habit prevents them for being good readers.

To get the meaning of a new word in the text one might stop reading and

look up his dictionary. This is not always necessary. By reading the text he might

be able to get the meaning. This ability to find the meaning of new word by

making used of the clues found in the text is called deducting meaning from

context. This skill is very important because one has to look up his dictionary

whenever he meets a new word in the text. He will get bored and tired.

One of the goals Reading is comprehension. Reading can help people to

improve their comprehension. Comprehension can be meant the process by which

a person understands the meaning of written or spoken language. As state by the

RAND (Reading Study Group) (2002), reading comprehension is the process of

simultaneously extracting and constructing meaning through interaction and

involvement with written language. In classroom of students' reading activities,

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they are able to explore the potential that exists themselves in reading activities.

The meaning of the text will be easy to know when they are expending the

thoughts in writing. To achieve it, the comprehension ability in reading is needed.

There are three stages in reading. They are before reading, whilst reading

and after reading (Abbott, 1981). Before/pre-reading stage is the activities before

the students read the text. Then, whilst reading stage is the activities during the

students read the text and try to understand the text. Hence, after/post reading

stage is the activities to review the content of the text.

Irwin in Klingner et al (2007:9) describes five basic comprehension

processes that work together simultaneously and complement one another: micro

processes, integrative processes, macro processes, elaborative processes, and

metacognitive processes.

a. Micro processes

Micro processing refers to the readers initial chunking of idea units

within individual sentences. Chunking involves grouping words into

phrases or clusters of words that carry meaning, and requires an

understanding of syntax as well as vocabulary. For example, consider

the following sentence: Michelle put the yellow roses in a vase. The

reader does not picture yellow and roses separately, but instead

immediately visualizes roses that are the colour yellow. The good reader

processes yellow roses together. Selective recall is another aspect of

micro processing. The reader must decide which chunks of text or which

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 details are important to remember. When reading only one sentence, it is

relatively easy to recall details, but remembering becomes more difficult

after reading a long passage. For example, the reader may or may not

remember later that the roses were yellow. To some extent, whether this

detail is remembered will depend upon its significance in the passage. In

other words, does it matter in the story that the roses were yellow, or is

this just an unimportant detail.

b. Integrative Processes

As the reader progresses through individual sentences, he or she is

processing more than the individual meaning units within sentences. He

or she is also actively making connections across sentences. This

process of understanding and inferring the relationships among clauses

is referred to as integrative processing. Subskills involved in integrative

processing include being able to identify and understand pronoun

referents and being able to infer causation or sequence.

c. Macro processes

Ideas are better understood and more easily remembered when the

reader is able to organize them in a coherent way. The reader does this

by summarizing the key ideas read. He or she may either automatically

or deliberately (subconsciously or consciously) select the most

important information to remember and delete relatively less important

details. The skill full reader also uses a structure or xxi organizational

pattern to help him or her organize these important ideas. More

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 proficient comprehended know to use the same organizational pattern

provided by the author to organize their ideas (a story map that includes

characters and setting/problem/solution in a narrative or a compare-and-

contrast text structure for an expository passage).

d. Elaborative Processes

When we read, we tap into our prior knowledge and make inferences

beyond points described explicitly in the text. We make inferences that

may or may not correspond with those intended by the author. For

instance, in the two sentences provided above about Michael, we do not

know why he was afraid. But we can predict that perhaps he was

worried that someone had followed him home, or maybe a storm was

brewing and he was concerned about strong winds. When making these

inferences, we may draw upon information provided earlier in the text or

upon our own previous experiences (perhaps at some point the reader

was followed home and hurried inside and quickly shut and locked the

door). This process is called elaborative processing.

e. Metacognitive Processes

Much has been made of the importance of metacognition, that is,

thinking about thinking. Metacognition is the readers conscious

awareness or control of cognitive processes. The metacognitive

processes the reader uses are those involved in monitoring

understanding, selecting what to remember, and regulating the strategies

used when reading. The metacognitive strategies the reader uses include

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 rehearsing (repeating information to enhance recall), reviewing,

underlining important words or sections of a passage, note taking, and

checking understanding.

Based on the opinions above, there are many aspects influence in successful

teaching reading. Firstly, the teacher will choose appropriate 16 material related to

the students background knowledge and teach effective strategies on reading for

them. Next, it will also inform and explain the strategy of reading efficiently and

effectively. So, the students will have better reading comprehension with effective

and efficient strategies. Finally, the teacher can also make appropriate assessment

and evaluation toward the students comprehension.

2.1.1 The Importance of Reading

Reading is an activity that involves greater levels of concentration and adds

to the conversational skills of the reader, which enhances the knowledge acquired,

consistently. The habit of reading also helps students to receive new words and

phrases that they come across in everyday conversations. The habit can become an

ad to the information available on various topics. It helps students to stay in-touch

with contemporary writers as well as those from the days and makes students

aware to global issues.

According to Barth (2012:4) reading is both directly and indirectly

connected to later educational achievement and it is critically important to a

students growth across all subject areas. Failure to achieve reading

comprehension has also been linked to other factors that have an impact on

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academic success. The habit of reading can add to the information available on

various topics. It also helps the readers to stay in-touch with contemporary

information and makes them sensitive to global issues and helps them catch in

hand what is going on around them. Generally, reading texts are good sources and

wealth choices for self improvement and motivation. They have a great

contribution towards proficient achievement. In addition, they are informational

and reliable for what we may query for a long time without satisfactory answers.

Furthermore, Brath also states reading is essential to success in school,

work, and society. A students ability to make sense of grade level texts can

ensure either success or failure in school, depending on the students ability to

comprehend. Comprehension is a complex process, in which many factors play a

role, including the active process of the interaction between the reader and the

xxiii text, the understanding of the language and vocabulary in the text, and the

learning and use of specific strategies for comprehension.

that is comprehension it depends on the kinds of reading material. This speed rate

if reading a story or narrative on will be different room reading scientific material

2.1.2 The Purpose of Reading

A good reader is not being able to interpret, judge, and draw the inference

from the printed language being read. In other word, reading activities entail the

readers intelligence and carefulness and analysis in identifying the major purpose

of the author through word, signs or even symbol of the text.

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 Pleasure reading is the most important point. It is commonly perceive to be

the antithesis or academic or serious reading. Reader interest in a text can be a

function of purpose.The purpose is, if reading also determines the appropriate

approach to reading comprehension. The purpose for reading and the type of text

determine the specific knowledge, skills, and strategies that reader need to apply

to achieve comprehension is thus much more than decoding. Reading

comprehension result when the reader know which skills and strategies are

appropriate for type of text, and understand how to apply them to accomplish the

reading purpose.

Reading for information is persuaded to gain insight or information. It

may range from scanning and the reading of letters to in depth reading article or

books. Whether we are reading for pleasure of information the nature of the

reading depends and what we want from the text, as well as situational factors

such as time available or constraints elative to place reading. No matter what our

agenda, why, and where we read inevitably determine how we read.

2.1.3 Types of Reading

Reading is one of the receptive skills in English that should be mastered

by students. There are many types of reading:

a. Preceptive. Involves attending to the components of larger stretches of

discourse: letters, words, punctuation, and other graphemic symbols.

b. Selective. Involves ascertaining ones reading recognition of lexical,

grammatical, or discoursing features of language within a very short stretch of

language.

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c. Interactive, Stretches of language of several paragraphs to one page or more in

which reader must, in psycholinguistic sense, interact with the text.

d. Extensive. Extensive reading applies to text of more than page, up to including

professional articles, essays, technical report, short story, and books (Douglas

H. Brown, 2000:189).

According to Davies in David Nunan there are several types of reading

that is:

a. Receptive Reading, which is rapid, automatic reading that we do when we read

Descriptive

b. Reflective Reading, in which we pause often and reflect on what we have read

c. Skim Reading, in which we read rapidly to establish in a general way what a

text about

d. Scanning or searching for specific information.

2.1.4 Process of Reading

The process of reading may be broadly classified into three stages:

a. The first stage is 'the recognition stage'. At this stage, the learner simply

recognizes the graphic counterparts of the phonological items. For instance, he

recognizes the spoken words in its written form. Difficulty at this stage

depends upon the difference between the script of the learner's mother tongue

and English and between the spelling conventions of two languages.

b. The second stage is the 'structuring stage.' The learner sees the syntactic

relationship of the items and understands the structural meaning of the

syntactical units.

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c. The third stage is the 'interpretation stage'. This is the highest level in the

process of reading. The learner comprehends the significance of a word, a

phrase, or a sentence in the overall context of the discards. For instance, he

comprehends the serious and jocular use of words, distinguishes between a

statement of fact and a statement of opinion. It is this stage at which a person

really reads for information or for pleasure (Ibid:114).

According to Kalayo, reading is an interactive process that goes on

between the reader and the text, resulting in comprehension. The text presents

letters, words, sentences, and paragraphs that encode meaning. The reader uses

knowledge, skills, and strategies to determine what that meaning is. Reader

knowledge, skills, and strategies include:

a. Linguistic competence: the ability to recognize the elements of the writing

system; knowledge of vocabulary; knowledge of how words are structured

into sentences.

b. Discourse competence: knowledge of discourse markers and how they connect

parts of the text to one another.

c. Sociolinguistic competence: knowledge about different types of texts and their

usual structure and content.

2.1.5 Teaching Reading

Teaching reading is one of the important parts in Indonesias curriculum, the

aim of the teaching reading is to develop to students ability to understand English

text effectively. Teaching reading is very important skill because this is the stage

18
where the knowledge of learners starts to fly. The selection of reading material

should be authentic.

Reading is an essential skill for learner of English as a second language.

For most of those learners the most important skill to master in order to ensure

success not only in learning English, but also in learning any context class is when

reading in English is required (Neil Anderson, 2003:69). It means that by reading,

the learners will make greater progress and development in all other areas of

learning.

According to Harmer, there are six principles in teaching reading, they are

(Jeremy Harmer, 1998:70) :

1. Reading is not passive skill

In reading there are some activities that interact each other like the reader

and the text, we have to understand what words mean, see the picture the words

are painting, understand the arguments and works out if we agree with them.

2. Students need to be engaged with what they are reading

Choose the interesting topic for the students, because when they are really

fired up by the topic or task, they get much from what is in front of them.

3. Students should be encouraged to respond to the context of a reading text, not

just to the language

The teacher should give a chance to respond about the context or the

message of the text and how to express their feelings about the-thus personal

engagement with it and the language.

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4. Prediction is a major factor of reading

The teacher gives the students the hints-the book cover, the headline, the

word processes page, and students brain starts predicting what they are going to

read, it will make them better and more engaged reader.

5. Match the task to the topic

The teacher needs to choose good reading task-the right kind of questions,

engaging and use puzzles. The most common place passage can be made really

exciting with imaginative and challenging tasks.

6. Good teacher exploit reading texts to the full

Good teachers integrate the reading text into interesting class sequences, by

using the topic for discussion and further tasks, using the language for study and

later activation.

2.2 Narrative text

Narrative text is one of English text types. According to Anderson (1997),

narrative text is a text that has a purpose to entertain the reader or listener.

However, narrative can also be written to teach or inform, to change attitudes or

social opinions and to show the moral of a story. Porter (2002) defines narrative

as the representation of an event or a series of events. Some examples of

narrative text are fantasy novel, historical fiction and stories.

Narrative text is writing in which a story is told, the details may be

fictional or based on fact. Meyers (2005) states that narrative is one of the most

powerful ways of communicating with others. A good written story lets your

20
reader response to some event in your life as if it were own. They not only

understand the event, but they can almost feel it. The action, details, and dialogue

put the readers in these seem and make it happen for them.

In Curriculum 2004 narrative text is defined as a text which function is to

amuse, entertain, and to deal with actual or various experience in different ways.

Narrative deals with problematic event lead to a crisis or turning point 17 of some

kind in turn finds a resolution. Typically, the events described in narrative text are

written sequentially. For instance, novels depict numerous episodes of action

while short stories may only contain a few or even one episode. Nevertheless,

both relate a causal chain of events: each event in the story leads to another, as the

protagonist, or main character, tries to reach a goal or solve a problem.

A narrative text consists of some steps. Neo (2005) states that a narrative

has a structure, a shape or a pattern. It can be represented graphically in this way

Climax

Rising action Falling action

Exposition Resolution

Figure 2.1 : Freitag triangle Neo (2005)

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 That picture is known as the Freitag triangle. The idea of the Freitag

triangle is to serve as a kind of blue print or map which can be used to guide us

systematically in our writing. The Freitag triangle consists of: (a) the composition,

it establishes the characters and situation. (b) Rising action, it refers to a series of

complication leads to the climax. (c) The climax is the critical moment when

problem/conflicts demand something to be done about them. (d) Felling action is

the moment away from the highest peak of excitemen. (e) The resolution consists

of the result or outcome. (Neo, 2005)

On the other hand, according to Anderson (1997), the steps of Narrative

text are an orientation, a complication, a sequence of events, a resolution, and a

coda. An orientation is about the opening paragraph where the characters are

introduced, where and when the story takes place. A complication is about the

problems that the participants have. The complication is pushed along by a serious

of events, during which we usually expect some sort of complication or problem

to arise. It just would not be so interesting if something unexpected did not

happen. This complication will involve the main characters and oven serves to

(temporally) toward them from reaching their goal. A sequence of events where

the characters react to the complication. A resolution is about how the problem is

solved. It includes their feeling and what they do. The event can be told in

chronological order (the order in which they happen) or with flashback. The

audience is given the narrators point of view. And a coda provides a comment or

moral based on what has been learned from the story, but it is an optional step.

22
 There are language features of narrative text. According Anderson (1997),

the language features usually found in a narrative text are specific characters such

as The King, time words to tell when they occur such as one upon a time, verbs to

show the action, and descriptive words to portray the characters and settings.

Beside that, the reader usually found direct and indirect sentences in narrative text

and the writer uses past tense ; simple past, past continuous and past perfect tense.

In addition, there are some types of narrative. They are humour, romance,

crime, real-life fiction, historical fiction, mystery, fantasy, science 19 fiction,

diary-novel, and adventure (Anderson, 1997). There can be a combination within

each of these types. For example, a romance novel could include crime and

mystery.

From the explanation above, narrative text is story occurred in past time

which its social function is to emuse or entertain the readers. It is written with

certain characteristics and its language features.

Chatman classified narrative text into four basic elements as follow:

a. characters

In every story, there must be characters that paly in it. There are two

characters take place within a story. They are main characters and

secondary characters. Characters is the single most important element

in the narrative text. It describe physical of the character such as age,

weight, height, even personality traits including the strength and

weakness.

23
 A character is the most important part in the story which will be more
focus in it. He or she plays the role of the story.
b. Settings

Settings are what author writes describe the reader where and when the

story take place. The setting addresses the location (where) and period

(when) of the story whether the story tells a reader among realistics,

historical fiction or fantasy.

c. Plot

The plot includes a series of episodes or events written by the author to

hold the readers attention and to build excitement as the story

progresses. The plot contains an initiating event, starting the main

character of the series of events toward problem solving. A good writer

will make the reader drown to the plot of the story that he writes. The

writer will be as an actor of the story its self.

d. conclusion

The writer ends up the story by summarizing and telling the solution of

the problems in the story. This last part is called by conclusion.

2.2.1 The Purpose of Narrative Text

People write narrative text might be basically for pleasure, to gain and hold

the readers interest in a story. It means that they like to write any kinds of stories

to entertain or even to teach the readers about the writers reflection on

experience.

This is one idea to Andersons explanation that narrative is used to present a

view of the world that entertains or informs the reader or listener. It is also to

24
entertain the readers or listener by presenting a story. From the explanation above,

it means that the social function of narrative text is to emuse the reader or listener,

other than providing entertainment, can be to make the audience thinks about an

issue, teach them a lesson, or excite their emotions.

2.2.2 The Schematic Structures of Narrative Text

The generic structures of narrative texts are orientation, complication,

sequence of events, resolution, and Coda. A more detailed generic structure of

narrative text has been proposed by Anderson and Anderson who argue that a

narrative text includes

a. Orientation that sets the scene (when and where) and introduces

participants/character (who).

b. Complication where a crisis arises and something happened unexpectedly.

c. Resolution when the crisis is resolved in which the characters finally sort

out the complication.

d. A code which is closing to the narrative (an optional step).

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 Example Of Narrative Text

SNOW WHITE Title

Once upon time there lived a little girl

named Snow White. She lived with her Orientation
Aunt and Uncle. She lived with her Aunt
and Uncle because her parents were died.

One day she heard her Uncle and Aunt

talking about leaving Snow White in the
castle because they both wanted to go to Major Compilation
America and they didnt have enough
money to take Snow White.

Snow White didnt want her Uncle and

Aunt to do this so she decided it would be
best if she ran away. The next morning she Resolution
ran away from home when her Aunt and
Uncle were having breakfast. She ran away
into the woods.

She was very tired and hungry.

Then she saw a little cottage. She knocked
but no one answered so she went inside Compilation
and fell asleep.

Meanwhile, the seven dwarfs were

coming home from work. They went inside. Resolution
There they found Snow White sleeping.
Then Snow White woke up. She saw the
dwarfs. The dwarfs said, What is your
name? Snow White said, My name is Snow Compilation
White.

Doc said, If you wish, you may live here

with us. Snow White said, Oh could (I)? Compilation
Thank you. Then Snow White told the
dwarfs the whole story and Snow White
and the 7 dwarfs lived happily ever after. Major Resolution

26
2.2.3 The Linguistic Features of Narrative Text

The language features usually found in a narrative are:

Specific characters

Time words that connect events to tell when they occur.

Verbs to show the actions that occur in the story

Descriptive words to portray the characters and settings.

The language features shown above are being used by a narrator. There

always be specific characters in every story. For instance, in the story of Snow

White above, the specific character is Snow White. Time words are also used in

that story, for example "One day...... And also the last two language features. The

language features are provided to help the readers in understanding the story. By

past tense used, the readers will know what happened in the story. Conjunction is

also really important to describe the characters and settings of the story.

From the explanation above, narrative text has certain language feature

which is adapted from a story. It shows how the whole story is, also it becomes a

special characteristic of narrative text among other texts.

2.3 Three Stay One Stray (TSOS) Strategy

There stay one stay as a kind of cooperative learning strategy can be one

alternative which creates the teaching English more actively and effectively. It

was developed by Spencer Kagan in 1992. In TSOS a group consists of four

students solve a problem given by the teacher. After finishing discussion, three

members stay in group to share the information of their group result to guest and

27
one student strays or goes to another group to find and compare the teams

solution (Kagan.1992).

There are a number of advantages of using TSOS Strategy. It is used to avoid

the students boredom caused information of permanent group and provide an

opportunity for students to interact with other group. In addition, by having the

social interaction with another friend, the new ideas come followed by the

development of students intellectual (Kagan, 1992 in Yusril, 2009). That is ehy

students can share information not only with their own group but also with the

other group.

Three Stay One Stray offers a low-threat forum where students can exchange

ideas and build social skill such as asking probing questions. It also offers

students the opportunity to learn by teaching. Placing the report-out responsibility

on the students reinforces the valuable conception that knowledge resides within

the learning community, not just with the authority-figure instructor (Millis,

2011).

There are many researches which have done the study about Three Stay One

Stray Strategy. They are successful in conducting their research and it affects

good result to the students achievement in learning. In this study, the researches

is eager to apply TSOS strategy into the classroom in order to overcome the

students problem in reading. She believes that this strategy can also good result

for the increasing of students reading comprehension.

28
2.3.1 The Use of TSOS (Three Stay One Stray) Strategy

Three Stay One Stray is a kind of structure in Cooperative Learning.

Cooperative learning is a successful teaching strategy in which small teams, each

with students of different levels of ability, use a variety of learning activities to

improve their understanding of a subject.

(http://edtech.kennesaw.edu/intech/cooperative learning.htm).

Three Stay One Stray is a technique for having groups report out results of

their discussion when there is no time to hear from each group. Groups are given a

problem to solve and are told to make sure that everyone in the group understands

the solution that the group has come up with. Then one member of each group is

selected to "stray" by going to the next group. At the new group, the designated

student is welcomed as a visitor then briefs the three who have remained on the

findings of the student's original group. Each group, in other words, learns the

findings of another group and has its findings reported to another group. It is

important that student who will be reporting is not told beforehand until the last

minute, so that each student must be ready to represent the groups. Millis

describes the benefits of this process this way:

Three-Stay One-Stray offers a low-threat forum where students can

exchange ideas and build social skills such as asking or probing questions. It also

offers students the opportunity to learn by teaching. Placing the report-out

responsibility on the students reinforces the valuable conception that knowledge

resides within the learning community, not just with the authority-figure

instructor. Perhaps its greatest value lies in its efficiency. Instead of, for example,

29
ten sequenced five-minute reports to the entire class (fifty minutes, plus transition

time), individual students are simultaneously giving five-minute reports

throughout the room.

2.3.2 Procedures of Holding Three Stay One Stray in Classroom

According to Kagan cited in Rogov (2005), steps or procedures of holding

Three Stay One Stray in class are as the following:

(1) Students work in group of four (one group consists of four students);

(2) After the groups get their discussion result, one of group members will be

selected to leave his group and go to other groups on a certain time to

report out the result of his group.

(3) After reporting out the result of his group to all of the groups, he returns to

his own group.

(4) In own group, all students discuss other groups results and compare them

with their own groups results.

(5) Teacher and students discuss the students work together.

Meanwhile, Hock (2006) explained the steps or procedures of holding

Three Stay One Stray in class as follows:

(1) All group members do the task together.

(2) Three of group members remain in their original group while one group

member goes to other groups to observe the activity which has been done

by them and tell them about his group discussion result.

30
 (3) The original groups compare their discussion result with other groups

result. Here is the scheme of model discussion in Three Stay One Stray:

Group 1

Group 2 Group 4

Group 3

= Guest = The Host

Figure 2.1 Scheme of Model Discussion in Three Stay One Stray

The explanations of model discussion in Three Stay One Stray above are

presented more clearly as the following:

(1) Students work in group of four to discuss a certain topic.

31
 (2) After getting the discussion result, one of group members will be selected

to be the guest. Another three members will be the host of their group.

(3) The guest will give information about his group discussion result to other

group.

(4) The hosts stay in their group and receive the discussion result from other

group guest that is visiting them.

(5) After giving information to one group, the guest moves to other groups

and does the same activity.

(6) After visiting all of the groups, the guest returns to his own group.

(7) Each of the hosts has duty to tell the information they have gotten to their

friend who has been the guest.

(8) Teacher summarizes the conclusion from all of the group discussion

results.

2.4 Past Studies

Sinur Vera Afriana and Rumiri University a good reading comprehension is

a necessity for students who studying English. Dealing with the result of survey,

this study aimed to increase the students ability in comprehending narrative text

by using Three Stay One Stray Strategy. It also investigated the factors which

cause the students improvement. This study was conducted to 40 Senior High

School Students who are in the first year at SMA Nurul Falah Pekanbaru. At the

beginning of this study, the students base score. The students then divided into

groups consist of four people taught by using the strategy trough two cycles. At

the end of each cycle they were given post-test to know the students achievement

32
in comprehending narrative text. The score in post-test I and post-test II increase

compared with the score in pre-test. The result showed that Three Stay One Stray

Strategy can increase the students ability in comprehending narrative text. In

addition to this study, it proved some factors such as students activeness,

vocabulary mastery, motivation and teachers explanation cause the students

improvement.

33
 CHAPTER III

RESEARCH DESIGN

The chapter deals with research design, the location and the schedule of the

research, the population and the sample of the research, research instrument, the

data collection technique, and the data analysis technique.

3.1 The Research Design

This research is a kind of experimental research. According to Arikunto,

Experiment I that you test an idea ( or practice procedure ) to determine whether it

influences an outcome or dependent variable. (Arikunto :985). The design of this

research of this design, the researcher is quasi-experimental non-randomized

control group pretest-posttest. In this design, the researcher used two classes as

the sample; control group and experimental group. Those classes were no chosen

randomly.

In this research there are two groups that were become sample. There are

experimental group and control group. The experimental group which is by using

TSOS Strategy that the students and focus of a piece already reading narrative

text, that is means the students have to choose atopic and continued to reading

and should be end up with more specific information what students thinking about

particular generic structure and language futures. Besides the control group was

not by using TSOS Strategy. In experimental group the writer was provide a

34
pretest, treatment and post-test. In treatment students was asked to reading a

narrative text that was use TSOS Strategy. The researcher gave the post-test

activities that the researcher directly administrated the post-test and the researcher

and the researcher program by giving test based on the materials.

Table 3.1 Pre-experimental Design

Class Pre-test Treatment Post-test

Experiment X1 T X2

Where:

E : Experiment group

T : Treatment

X1 : The pre-test for both classes

X2 : The post-test for both classes

3.2 Location and Time of Research

The location of the research was at the eighth grade at SMP Negeri 35

Pekabaru which is located in Tengku By / Reformasi II kelurahan Simpang Tiga

Pekanbaru. The time of the research will be conducted on January 2016. The

reason for choosing this location because it is easy for the writer to get this data.

3.3 The Population and the Sample of the Research

The population of this research was the eighth grade students of SMP

Negeri 35 Pekanbaru in academic 2015/2016 consist of 6 classes and the sample

35
of this research is all students or two classes. Each class consist 40 students. They

are assumed to have the same level proficiency and the same background. They

taught by the same teacher with the same time allocation and materials.

Table 3.2 Population of the Students

NO Class Total

1 VIII 1 40

2 VIII 2 40

Total Sample 80

3.4 Research Material

These experimental research would be started at January 2016 and the

experimental research would follow the schedule in SMPN 35 Pekanbaru. The

writer would do experiment when they were studying English subject in the class.

In order to know schedule completely it was described on the table below:

Table 3.2 The Experimental Schedule in Classroom

No Date Material Lesson Plan

1 13-01-2016 The Greedy Pre-Test
Man
2 15-01-2016 The Story of Explain about TSOS strategy to the
Toba Lake text, and give example how to do a
text. Text example will be told The

36
 Story of Toba Lake

3 20-01-2016 The Magic Box
4 22-01-2016 Little
Riding Hood
5 27-01-2016 The Rats
Elephants
6 30-01-2016 The Greedy Post- Test
Man
Read text, determain the main idea,
generic structure, language features,
the students work to do the text.
Then, the writer gives conclusion
from that text.
Red Have students read the paragraph
and have them individually write a
20-word (around 20) summary or
less in their own words
and Read text, have them individually
write a 20-word (around 20)
summary or less in their own words
Adopted from Internet

In order to explore the research data, the writer applied reading test to sample

group. In this case the writer uses reading test, they were pretest and posttest as

instrument

3.5 Research Instrument

The test applied for pre-test and post-test. The pre-test aimed at finding out

the prior reading of the students. While post-test aimed at finding the students

reading narrative text after treatment was taught by using TSOS Strategy.

37
 The writer use reading test as an instrument. An instrument is very useful

in research in using trough the instrument we was know the result of the research.

For the instrument of this research, the writer uses reading test. For pre-test and

post-test material multiple choice.

3.4 Research Instrument

No Topic Number of Item Total

1 The Greedy Man 1,2,3,4,5,6 6

2 The Lancang 7,8,9,10,11 5

3 The Legend of Dumai 12,13,14,15 4

4 The Legend of Kolam Putri 16,17,18,19,20 5

Total 20

3.5 Blue Print of the Test

No Topic Criteria
1 The Greedy Man 1. Main idea
2. True/false/not true/exception
3. Specific information
4. Reference
5. Meaning ( antonym/synonym)
6. Genre (communicative purpose, general
structure)

II The Lancang 1. Main idea

2. True/false/not true/exception
3. Specific information

38
 3.5 Continued

No Topic Criteria
III The Legend of 1. Main idea
Dumai 2. True/false/not true/exception
3. Specific information
4. Reference
5. Meaning ( antonym/synonym)
6. Genre (communicative purpose, general
structure)
IV The Legend of 1. Main idea
Kolam Putri 2. True/false/not true/exception
3. Specific information
4. Reference
5. Meaning ( antonym/synonym)
6. genre (communicative purpose, general
structure)

3.6 Research Procedure

In order to get a good result in teaching reading, it is suggested to use Three

Stay One Stray strategy. It can make the students interest to study and easy to

reading text. This procedure of teaching TSOS strategy:

3.6.1 Pre-test

The students are was giving pre-test before they get treatment. One of the

purposes of giving this kind of the test is to measure the sample respondents

comprehending reading text trough TSOS strategy. Pre-test was conduct first

meeting. The test consist of 20 questions multiple choice about narrative text. For

the research, reading passages and question are selected from textbook English on

39
BRIGHT 2, LKS and Internet. The test classifies into three components based on

the second year curriculum of Junior High School.

3.6.2 Treatment (Lesson Plan)

The lesson plane is design to 6 meeting. Every lesson plan consists

of standard competence, basic competence, indicator, teaching and learning

process, source and evaluation. The lesson plan contains of the teaching material

about reading text of Narrative text that different each other.

Teaching activity of Reading Narrative Text using TSOS Strategy:

a. Meeting 1 : Teacher gives pre-test

b. Meeting 2 : The second meeting text in treatment after gave

pre-test, the teacher explain about narrative text and identify the main

idea, true/false/not true/exception, the specific information, reference,

meaning (antonym/synonym), and the students just listen the writer

explain, and then the writer introduce TSOS Strategy to the students

with give example of narrative text about The Rats and the

Elephants. The students do what the teacher ask, but the students

doubt make order correct the read of text, and the teacher help the

students arrange to correct read a text with determine generic structure

narrative text beginning, middle, and end part. The students understand

what the teacher purposes and the students read the more focus to find

out the beginning until end narrative from the text and try to correct

order based on the structure narrative text. (Internet).

40
c. Meeting 3 : Next meeting or the third meeting, teacher re-

explain about past lesson and ask what is the structure and meaning

narrative text to the students, and some students answer the teacher

questions. But, the student ask to the teacher how to make correct

order of narrative text more easy, in this case the teacher give

explanation about genre (communicative purpose, generic structure) of

narrative text. And the students understand and write on they book

what the teacher explanation. The teachers gave narrative text about

The Story of Toba Lake. Then the teacher will explain concept of

Three Stay One Stray Strategy with prepare a text, and ask the student

to read carefully, the students will do that and analyze the story. After

that the teacher gave three question based on the text they read, and the

student answer the question after finish the teacher correction the task

of students. The last, the teacher gave homework narrative text about

Cinderella. (Internet)

d. Meeting 4 : Fourth meeting the teacher ask to the students

about homework last meeting, the students was collect they

homework, and the teacher explain about step three stay one stray

strategy. The teacher ask group. One group consist four students, and

there is one who is be a guest (stray) and the others is a host (stay).

Then, a guest come to other group to ask what topic in the group, and

then a guest back to his/her group with the result about the topic others

group. And not just the results the group focus to find out the main

41
 idea, specific information, genre (communicative purpose, generic

structure) of narrative text. After finish the task each group collect to

the teacher explain about other example the title is The Magic Box

and to correction students homework. (Internet)

e. Meeting 5 : Fifth meeting the teacher are explain narrative text.

Before the teacher ask for students one by one how to determine main

idea, true/false/not true/specific information, reference, meaning

(antonym/synonym), genre (communicative purpose, generic

structure), of narrative text. the purposes was to the students remember

it, because it was help the students more easy in three stay one stray

strategy. And the material is Little Red Hiding Hood, the student

remember last meeting about that and answer the teacher questions.

After that the teacher will explain about indicators of narrative text to

help the students analyze text and make was easy do the three stay one

stray strategy and was easy answer the questions. Three stay one stray

strategy can also improve reading comprehension the students.

(Internet)

f. Meeting 6 : teacher gives Post-test.

In the final meeting the teacher will gives the post-

test to measure students in reading narrative text by

three stay one stray strategy. Whether significant

effect after use three stay one stray strategy. There

were 20 items.

42
 3.6.3. Post-test

After finish the treatment, the writer gave post-test to measure

students in reading narrative text by three stay one stray strategy. Whether

significant effect after use three stay one stray strategy in teaching and learning

process.

3.7 Technique of Data Collection

In this research, the writer will be used test as instrument to collecting data

different into two ways: pre-test and post-test. The test is use obtain the data of

their reading, and ability of reading narrative text. The test was be divide into two

test: pre-test was given before treatment, and post-test will be given after doing

the treatment. The type of the test was used multiple choice to pre-test and essay

test to post-test.

The procedure of research involved the following steps:

3.7.1 Pre-test

Before conducting a treatment, the writer gives test to experimental class to

choose the correct answer from pre-test. There are 20 items for 30 minutes. It is

done to know the students reading narrative text of eighth grade students at SMP

Negeri 35 Pekanbaru. After evaluating the students answer and computing the

students score the writer their percentage in order to know their ability level in

reading.

43
 3.7.2 Treatment

The writer used Three Stay One Stray Strategy in teaching reading narrative

text. The writer gives treatment that is TSOS Strategy for five meetings. The

treatment just gives to experimental class. The steps are:

Meeting I

The writer will explain a little about narrative text to make sure and review

about the text itself before giving the pre-test. After explained the material, the

writer gave the students pre-test. The writer made sure that the students got the

reading test, and the writer walked around to make sure that students do the test

by their own selves.

Meeting II

The writer gave the students such a guidance about what the students have

to do in the TSOS Strategy activities. The writer asked the students to make a

group, one group consist of four students. The writer gave each group one paper.

For the first time, the writer read the text about The Rats and the Elephants loudly

three times. The writer has pretends or imitate the content of the text about. After

that, the writer made sure that the students felt comfort with the strategy, when the

writer felt that the students feltl comfort, the writer continued to other paragraph.

At the end of the lesson, the writer asked the arranging the text based on the

paragraph they made. Then, the writer asked them some question about the text.

Meeting III

At the third meeting, the writer asked the students to make a group, one

group consist of four students. In the meeting III, the students make a group. The

44
writer gave each group a narrative text which the title The Story of Toba Lake.

The text is not in well sequence. Each group get different text. One of the students

in each group read the text aloud in front of the classroom and the other listened.

Meeting IV

At meeting four, the writer asked the students to work in pair. The writer

gave four papers to each pair. The student read the text about The Magic Box, end

of the lesson, the writer asked them to sequence the story and asked some question

about the story. And then, the teacher asked to the students about homework last

meeting, the students was collected they homework. Finish the task each group

collect to the teacher explain about other example.

Meeting V

Fifth meeting the teacher re explain main idea, true/false/not true/exception,

specific information, reference, meaning (antonym/synonym), and genre

(communicative purpose, generic structure) of narrative text, before that the

teacher asked for students one by one and remember it, because it is helped

students more easy in Three Stay One Stray Strategy.

Meeting VI

The writer gave the students post-test to know the students score after

treatment.

3.8 Analysis of the Research

In this study, the data obtain from the experimental group and control group.

After having the treatment, the data were analyzed by comparing the mean of

45
control group and experimental group. In testing the difference the mean between

the group, the t-test formula is used.

According to Hatch and Farhady ( 1982:114) the t-test is one of the most

frequently used statistical procedures that are most often used compare two

groups. To decide statistical t-test should be used some steps. The formula was

used:

3.8.1 Mean score of each group

Mean : MX =

Where : MX = mean score

: X = number of cases/students

(Sudijono,2009:81)

3.8.2 Difference (D) D

The difference between variable 1 (pre-test of X) and variable II (post-

test or Y), so the difference (D)

D=X-Y

Where : D : Difference

X : the score of variable I (Pre-test)

Y : the score of variable II (Post-test)

(Sudijono, 2009:306)

46
 3.8.3 Mean of Difference (MD)

MD =

Where : MD : mean of difference

D : the amount of D

N : Number of cases (Students)

(Sudijono, 2009:306)

3.8.4 The Amount of D quadrate (D2)

Next we quadrate each D and we can find D2. After that we can sum

up all of D2 and we can get the amount of D2 (D)

3.8.5 Standard Deviation (SDD)

D2
SDD = ( )2

Where : SDD = Standard deviation

D2 = The amount of D Quadrate

D = The amount of D

N = The number of students

(Sudijino, 2009:307)

3.8.6 Standard Error of Mean Difference (SEMD)

Standard Error of the Mean:

SEMD =
1

47
 Where:

SMMD : Standard Error of the Mean Difference

SDD : Standard Deviation

N : Number of Students

I : Constant number

3.8.7 T-Test (To)

T-test (to) can we get by this formula:

To =

Where = SEMD = Standard Error of Mean Difference

SDD = Standard Devation

N = Number of students

3.8.8 Formula to test the Hypothesis

After get T-test (to) we find the Degree of freedom (df or dp) with

the formula :

Degree of Freedom (df):

df = (Npre 1) + (Npos 1)

Where:

df = Degree of Freedom

Npre = Number of the sample at the pretest

Npos = Number of the sample at the posttest

I = Constant Number

(James Dean Brown, 1988:167)

48
 If the value t-calculated is smaller than t-table, there is significant or null

hypothesis is rejected. If the value t-calculated is bigger that value t-table, it

means there is no significant or alternative hypothesis is accepted. In other words,

if the value of t-calculated is smaller than the value of t-table, this indicated that

the null hypothesis is accepted and alternative hypothesis is rejected.

Criteria : tobs < ttable Ho hypothesis is accepted

tobs > ttable Ho hypothesis is rejected

49
 CHAPTER IV

THE PRESENTATION OF THE RESEARCH FINDINGS

4.1 Data Presentation

In this chapter, the writer presented the finding of the research that was the

effect of Three Stay One Stray (TSOS) strategy toward on students reading

comprehension of narrative text. The pre test was conducted by the researcher for

the experimental class, the purpose of the pre-test was to find out the students

comprehension in reading narrative text before the treatment began. The students

pre-test score showed as the following table :

Table 4.1 The Score of the Students Reading Comprehension for Pre-Test

No Sample Score
1 student 1 40
2 student 2 55
3 student 3 60
4 student 4 50
5 student 5 45
6 student 6 50
7 student 7 55
8 student 8 65
9 student 9 50
10 student 10 40
11 student 11 50
12 student 12 55
13 student 13 40
14 student 14 60
15 student 15 25
16 student 16 55
17 student 17 60
18 student 18 45
19 student 19 60
20 student 20 35
21 student 21 45

50
 Table 4.1 the Score of the Students Reading Comprehension for Pre-Test
(Continued)
22 student 22 65
23 student 23 30
24 student 24 45
25 student 25 80
26 student 26 60
27 student 27 45
28 student 28 60
29 student 29 35
30 student 30 55
31 student 31 45
32 student 32 65
33 student 33 60
34 student 34 55
35 student 35 50
36 student 36 60
37 student 37 45
38 student 38 55
39 student 39 60
40 student 40 55
Highest 80
Lowest 25
Mean 51.62

Table 4.1 showed the students result reading, particularly in reading

recount text in pre-test. From the data, it could be seen the result as follow; the

total score from 40 students get 2065. Here, it could be calculated that the average

score they got 51.62. The highest score was got by the students was 80 and the

lowest score thet was got by the student was 25. As could be proved by the

following chart :

51
 80
80 65 65
556050 5055 50 5055 60 5560 60 60 60 55 656055 60 556055
60 45 45 45 45 45 45 50 45
40 40 40 35 35
40 25 30
20
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39

The Students' Mean Score of the Pre Test

Meanwhile, the students score in post test were very different from pre-

test. The students score for post-test showed as the following table :

Table 4.2 The Total of Students' Reading Comprehension in Post-Test

No Sample Score
1 student 1 85
2 student 2 85
3 student 3 85
4 student 4 80
5 student 5 80
6 student 6 80
7 student 7 80
8 student 8 80
9 student 9 85
10 student 10 75
11 student 11 80
12 student 12 80
13 student 13 85
14 student 14 90
15 student 15 75
16 student 16 80
17 student 17 85
18 student 18 75
19 student 19 80
20 student 20 75

52
 21 student 21 80
22 student 22 90
23 student 23 75
24 student 24 75
25 student 25 90
26 student 26 80
27 student 27 80
28 student 28 85
29 student 29 85
30 student 30 90
31 student 31 75
32 student 32 80
33 student 33 80
34 student 34 80
35 student 35 90
36 student 36 80
37 student 37 90
38 student 38 90
39 student 39 90
40 student 40 80
Highest 90
Lowest 75
Mean 82.12

Table 4.2 showed the students result in reading comprehension,

particularly in reading recount text in post-test. From the data, it could be seen the

result as follows; from 40 students got score 3285. Here, it could be calculated

that the average score they got was 82.12 point. The highest score got by the

students was 90. In contrary, lowest score thet was got by the student was 75. As

could be seen by the following Chart:

53
 90

80

70

60
1 2 3 4 5 6 7 8 9 10111213141516171819202122232425262728293031323334353637383940
Series1 8 8 8 8 8 8 8 8 8 7 8 8 8 9 7 8 8 7 8 7 8 9 7 7 9 8 8 8 8 9 7 8 8 8 9 8 9 9 9 8

The Students' Mean Score of the Post Test

After analyzed the data above, the writer made the comparison from the

the result of mean score in pre test and post test as could be seen by the following

table:

Table 4.3 The Improvement of the Students Reading Comprehension

Description Pre-Test Post-Test Improvement

Score 2065 3285 1220
Mean score 51.62 82.12 30.5

The table 4.3 and chart 4.3 showed improvement score. As it could see on

the table above, the improvement of students score was 1220 and the

improvement of mean score of students was 30.5. As also could be describe by the

following chart:

54
 Range Score
Pretest Post test Improvement

82.12
51.62

30.5

Pretest
Post test
Improvement

4.2 Data Analysis

After showing the data pre-test and post-test, the writer analyzed the data.

It is done in order to get the answer of the formulation of the research to students

reading comprehension as well as different improvement betwen pre test which

the score got before the writer did the treatment and post test score after the

treatment did by using Generated Interaction between Schemata and Text (GIST)

Strategy. In the following was the table of students individual score in pre-test and

post test.

Table 4.4 The Differences of Students Individual Score in Pre-Test and

Post-Test

Students' Individual
Score
No Sample D (X-Y) D2
Pre-Test Post-Test
(X) (Y)
1 Student 1 40 85 -45 2025
2 Student 2 55 85 -30 900
3 Student 3 60 85 -25 625
4 Student 4 50 80 -30 900

55
 Table 4.4 Continued
5 Student 5 45 80 -35 1225
6 Student 6 50 80 -30 900
7 Student 7 55 80 -25 625
8 Student 8 65 80 -15 225
9 Student 9 50 85 -35 1225
10 Student 10 40 75 -35 1225
11 Student 11 50 80 -30 900
12 Student 12 55 80 -25 625
13 Student 13 40 85 -45 2025
14 Student 14 60 90 -30 900
15 Student 15 25 75 -50 2500
16 Student 16 55 80 -25 625
17 Student 17 60 85 -25 625
18 Student 18 45 75 -30 900
19 Student 19 60 80 -20 400
20 Student 20 35 75 -40 1600
21 Student 21 45 80 -35 1225
22 Student 22 65 90 -25 625
23 Student 23 30 75 -45 2025
24 Student 24 25 75 -50 2500
25 Student 25 80 90 -10 100
26 Student 26 60 80 -20 400
27 Student 27 45 80 -35 1225
28 Student 28 60 85 -25 625
29 Student 29 35 85 -50 2500
30 Student 30 55 90 -35 1225
31 Student 31 45 75 -30 900
32 Student 32 65 80 -15 225
33 Student 33 60 80 -20 400
34 Student 34 55 80 -25 625
35 Student 35 50 90 -40 1600
36 Student 36 60 90 -30 900
37 Student 37 45 90 -45 2025
38 Student 38 55 90 -35 1225
39 Student 39 60 90 -30 900
40 Student 40 55 80 -25 625
Total 2065 3285 -1250 40725
Mean 51.62 82.12

56
D = -1250

D2 = 40725

D2 D 2
SDD = ( )
N N

40725 1250 2
= ( )
40 40

=1018.125-976.56 = 41.56

= 6.44

SDD
SEMD =
N1

6.44
=
40

6.44
= 6.32

= 1.01

M
t0 = SE D
MD

-12.20
= 1.01

= 12.07

Degree of freedom (df) = N 1

df = 40 1 = 40

57
 Tt (T table) on the level of significant 5 % is 2,04, while significant at the

level 1 % is 2,75. So, it could be concluded a comparison:

2.04 < 12.08 2.75 (or it means that t0 tt)

4.3 The Hypothesis Testing

From the calculation of the analysis, it was found that tt is 2,04 at the level

of significant 5 % and tt is 2,75 on the level of significant 1 % is smller than to is

12.07. In the other word, to is bigger then tt in the level significant 5 % and 1 %. It

means that the null hypothesis is rejected and alternative hypothesis is accepted.

In the other words, there was a positive or significant effect in the reading

comprehension after the using Three Stay One Stray (TSOS) Strategy towards

Reading Comprehension of The Eighth Grade Students of SMPN 35 Pekanbaru.

4.4 Data Interpretation

In this interpretation was focused on the result of the research and data

analysis which is the effect of Three Stay One Stray (TSOS) Strategy towards

Reading Comprehension of The Eighth Grade Students of SMPN 35 Pekanbaru,

particularly from pre-test and post-test.

It could be analyzed that the increasing of the students reading

comprehension after taught by using Three Stay One Stray (TSOS) Strategy. The

mean score of post test is 82.12. And, on the other hand, the pre-test was 51.62.

So, it could be concluded that the increasing of the postest is bigger than pre-test.

58
 Moreover, the score of observed static (to) is was greater than (tt) in the

significant of 5% (2,04) and also in the significant of 1% (2,75). The null

hypothesis was rejected and the alternative hypothesis was accepted. As the result,

there was a significant effect of using Three Stay One Stray (TSOS) Strategy

towards Reading Comprehension of The Eighth Grade Students of SMPN 35

Pekanbaru.

4.5 Description of Teaching and Learning Process

Pre-test

The students are was giving pre-test before they get treatment. One of the

purposes of giving this kind of the test is to measure the sample respondents

comprehending reading text trough TSOS strategy. Pre-test was conduct first

meeting. The test consist of 20 questions multiple choice about narrative text. For

the research, reading passages and question are selected from textbook English on

BRIGHT 2, LKS and Internet. The test classifies into three components based on

the second year curriculum of Junior High School.

Treatment

The lesson plane is design to 6 meeting. Every lesson plan consists

of standard competence, basic competence, indicator, teaching and learning

59
process, source and evaluation. The lesson plan contains of the teaching material

about reading text of Narrative text that different each other.

a. Meeting 1 : Teacher gives pre-test

b. Meeting 2 : The second meeting text in treatment after gave

pre-test, the teacher explain about narrative text and identify the main

idea, true/false/not true/exception, the specific information, reference,

meaning (antonym/synonym), and the students just listen the writer

explain, and then the writer introduce TSOS Strategy to the students

with give example of narrative text about The Rats and the

Elephants. The students do what the teacher ask, but the students

doubt make order correct the read of text, and the teacher help the

students arrange to correct read a text with determine generic structure

narrative text beginning, middle, and end part. The students understand

what the teacher purposes and the students read the more focus to find

out the beginning until end narrative from the text and try to correct

order based on the structure narrative text. (Internet).

c. Meeting 3 : Next meeting or the third meeting, teacher re-

explain about past lesson and ask what is the structure and meaning

narrative text to the students, and some students answer the teacher

questions. But, the student ask to the teacher how to make correct

order of narrative text more easy, in this case the teacher give

explanation about genre (communicative purpose, generic structure) of

narrative text. And the students understand and write on they book

60
 what the teacher explanation. The teachers gave narrative text about

The Story of Toba Lake. Then the teacher will explain concept of

Three Stay One Stray Strategy with prepare a text, and ask the student

to read carefully, the students will do that and analyze the story. After

that the teacher gave three question based on the text they read, and the

student answer the question after finish the teacher correction the task

of students. The last, the teacher gave homework narrative text about

Cinderella. (Internet)

d. Meeting 4 : Fourth meeting the teacher ask to the students

about homework last meeting, the students was collect they

homework, and the teacher explain about step three stay one stray

strategy. The teacher ask group. One group consist four students, and

there is one who is be a guest (stray) and the others is a host (stay).

Then, a guest come to other group to ask what topic in the group, and

then a guest back to his/her group with the result about the topic others

group. And not just the results the group focus to find out the main

idea, specific information, genre (communicative purpose, generic

structure) of narrative text. After finish the task each group collect to

the teacher explain about other example the title is The Magic Box

and to correction students homework. (Internet)

e. Meeting 5 : Fifth meeting the teacher are explain narrative text.

Before the teacher ask for students one by one how to determine main

idea, true/false/not true/specific information, reference, meaning

61
 (antonym/synonym), genre (communicative purpose, generic

structure), of narrative text. the purposes was to the students remember

it, because it was help the students more easy in three stay one stray

strategy. And the material is Little Red Hiding Hood, the student

remember last meeting about that and answer the teacher questions.

After that the teacher will explain about indicators of narrative text to

help the students analyze text and make was easy do the three stay one

stray strategy and was easy answer the questions. Three stay one stray

strategy can also improve reading comprehension the students.

(Internet)

f. Meeting 6 : teacher gives Post-test.

In the final meeting the teacher will gives the post-

test to measure students in reading narrative text by

three stay one stray strategy. Whether significant

effect after use three stay one stray strategy. There

were 20 items.

Post-test

After finish the treatment, the writer gave post-test to measure

students in reading narrative text by three stay one stray strategy. Whether

significant effect after use three stay one stray strategy in teaching and learning

process.

62
 CHAPTER V

CONCLUSION AND SUGGESTIONS

5.1 Conclusion

After the writer analyzed the data in chapter IV, the writer can make the

conclusion that are related to the research. The conclusion as in following:

5.1.1 Theoretical Conclusion

Reading is a complex activity that involves both perception and tought.

Reading consist of two related processes: word recognition and comprehension.

Three Stay One Stray (TSOS) strategy is a comprehension strategy that is used

both during reading and after reading. It is one approach to summarizing a text. in

this research, the writer used Three Stay One Stray (TSOS) strategy in some steps

to see the effect of students reading narrative text by using Three tay One Stray

strategy.

5.1.2 Research Conclusion

Having analyzed the data presented in the previous chapter, the conclusion

can be drawn as follow: To see students reading comprehension of Narrative text

by using Three Stay One Stray (TSOS) Strategy towards Reading Comprehension

of The Eighth Grade Students of SMPN 35 Pekanbaru made remarkable progress.

63
It can be seen from students scores of post-test mean score was 76.19 and mean

score for pre- test was 51.62

The use of Three Stay One Stray (TSOS) Strategy in teaching reading

facilitates students more, because the students just do what the teacher asked to

them. The using of Three Stay One Stray (TSOS) Strategy in teaching reading

brings real word context into the classroom and positively contributes to the

students reading comprehension improvement; the using of Three Stay One

Stray (TSOS) Strategy in teaching reading make the students motivated,

interested in reading comprehension because they understood what they were

doing, right or not from the action that they made.

5.2 Suggestion

From the explanation in previous chapters, the writer presented some

suggestions that related to the thesis:

1. For the English teachers

The writer suggests the English teacher to use Three Stay One Stray

strategy to create a classroom condition in which the students bcome active and

enjoyed while studying English especially reading. And durinng teaching and

learning process, teacher should give more attention to the students

comprehension and also guide them following each process of the strategy.

2. For the Students

64
 Students should be able to concentrate and take part during the teaching

and learning process. The students also should study seriously dealing with

reading which has many unknown word. Students should discuss or ask questions

to the teacher or their friends directly if they have some problems in reading. So it

can help students to know what they want to read or identify generally. And get

easier in reading narrative text or other genre.

3. For the Readers or Next Researchers

Hopefully, this thesis provided meaningful reference for those who are

reading this thesis and interested in conducting the same research. Because this

research has many weakness, especially in students vocabulary and find meaning

of the text, so the next researcher can do some way to improve those aspects. This

strategy can also helps students in their speaking ability not only can be used in

reading class. By using Three Stay One Stray (TSOS) Strategy can help teachers,

students and researchers to conduct better finding in teaching and learning

strategies.

65
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