The strategy of Two Stay Two Stray to improve EFL students’ reading skill

Sari, Diana Fauzia; Fitriani, Siti Sarah; Emafetery, Sevty

doi:10.24815/siele.v6i1.13057

Cited by 7 publications

(6 citation statements)

References 3 publications

(1 reference statement)

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“…They were more active and had more spirit in joining the class because they did more interaction with their friend. It is in line with Sari et al, (2019) research that Cooperative Learning "Two Stay -Two Stray" (TS-TS) led the learners to escalate their self-confidence, social interaction, individual accountability, and group skills. This method also gave the opportunities for each learners in the group to be more active in moving, viewing, brainstorming, asking, remembering what the result of group discussion were and how they socialized with other groups (Rani et al, 2018).…”

Section: Discussionsupporting

confidence: 82%

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Improving Students’ Reading Ability on Introduction to Linguistic Class Through Two –Stay Two Stray (Ts-Ts) Technique

Rijal

Rohaniyah²

2020

JETAR

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This research was conducted based on the researcher’s observation in the class of Introduction to Linguistic at second semester of English Education Department Madura Islamic University. From the data, there were some problems of learners, they are; 1) they felt difficult in understanding the subject of Introduction to Linguistic because it was the new subject for them, 2) they were not active in joining the process of teaching and learning. Related to the problems above, the researcher tried to find the solution by choosing the best strategy, it was Cooperative learning TWO –STAY TWO STRAY (TS-TS). This research is CAR (Classroom Action Research) which has four steps: planning, acting, observing and reflecting. The subject of this research was learners of second semester of English Education Department. The result after implementing Cooperative learning TWO –STAY TWO STRAY (TS-TS), there was high motivation from the learners in joining the class and there was a significant improvement of learners’ score from preliminary study, cycle I and Cycle II. In preliminary, there were only 27.3 % learners who got the target of the minimum score, it was 75 (B). In cycle I, there was 63.7 % learners achieved the target and 81.9 % of learners got the target of the research. Based on the data, it could be concluded that this method is success and can be used in teaching reading.

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Section: Discussionsupporting

confidence: 82%

“…Therefore, they need to recognize each of them in gaining information especially on reading text of English. According Sari et al, (2019)stated that reading English texts is remarkable to be taught and learned, especially in a country that treats English as a foreign language. This is what happened in Indonesia.…”

Section: Introductionmentioning

confidence: 99%

Improving Students’ Reading Ability on Introduction to Linguistic Class Through Two –Stay Two Stray (Ts-Ts) Technique

Rijal

Rohaniyah²

2020

JETAR

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“…In addition, it has many aspects of reading tested. According to Sari (2019), the aspects of reading tested in ITP TOEFL are main idea, detail information, vocabulary, and inference. The main idea is key or central thought or message.…”

Section: Reading Comprehension Section In Itp Toeflmentioning

confidence: 99%

The Problems Faced by Physiotherapy Students and Their Causes in Completing Reading Comprehension Section of ITP TOEFL

Meladina

Dasril

2021

Elsya

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TOEFL is an important English test that should be taken by all university students from all the study programs in Indonesia. Each student needs to know all English skills tested and master those skills as well. This study was conducted to investigate the difficulties faced by non-English students, namely students of physiotherapy study program with section three reading comprehension of International Testing Program (ITP) TOEFL as well as the causes of difficulties encountered. The type of this research was descriptive quantitative. Using total sampling technique, all of 36 physiotherapy students in the University of Fort De Kock Bukittinggi were chosen as the samples. The data were collected through a multiple-choice test consisting of 50 questions with four options and questionnaire. The data were then analyzed using Roger’s 2011 theory on the seven types of questions of reading tested in ITP TOEFL. The results showed that all of the students had problems with main idea (24.0%), factual question (26.1%), inference question (26.3%), vocabularies in-context (29.4%), and negative question (34.4%) (difficult questions, scanning (13.8%) and reference question (18.0%) (the most difficult questions. These problems are caused by a number of factors such as feeling panic to face long passages, limitation of vocabularies, lack of practice, and less motivation. Therefore, English teachers and trainers are strongly encouraged to pay more attention to the reading problems faced by the students in ITP TOEFL as well as the causes of the problems by facilitating and providing more study exercises and practice.

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“…For example, in Two Stay Two Stray strategy, it helps students and teacher building a good relationship by increasing students' confidence, interaction, personal accountability, and teamwork skill. Students can also learn the materials better by learning them in a team (D. F. Sari, 2019). Both studies show how important the relationship between teachers and students is in building a good learning environment that will lead to students' benefit.…”

Section: Introductionmentioning

confidence: 99%

Self-Regulated Learning Phases on Reading Comprehension: Students’ Perception

Nurjanah

2021

IJRE

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This study addresses the gaps shown by researches related to importance of reading strategies to create the generation of independent university students that can be started by implementing self-regulated learning strategy with its 3 phases guided with proper instructions from lecturer so students are kept working on track while building their reading comprehension skill. Related to the SRL phases, it is important to get students’ perception on the strategy so lecturer can decide which phase needs more attention. The objectives of this study are; to observe students’ perception on each phase of self-regulated learning strategy and which phase of self-regulated learning strategy is the easiest to follow by students. It is a qualitative research with closed-questions questionnaire distributed to students after applying the self-regulated learning phases on reading comprehension activity. 15 of 20 students agreed that time-allotment helps them to finish the tasks on time in Forethought and Planning phase. 12 students disagreed that writing the journal regularly in Monitoring phase could help them choose which strategy worked best for them. The first half could not decide whether they can get their strengths and weaknesses by evaluating their performance in Reflection phase and the other half agreed on the statement. 20 students agreed that the Forethought and Planning phase was easy to follow. 15 students disagreed that Performance Monitoring was easy to follow. 13 students strongly disagreed that this phase was easy. The Forethought and Planning Phase of SRL was the easiest to follow.

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The strategy of Two Stay Two Stray to improve EFL students’ reading skill

Cited by 7 publications

References 3 publications

Improving Students’ Reading Ability on Introduction to Linguistic Class Through Two –Stay Two Stray (Ts-Ts) Technique

Improving Students’ Reading Ability on Introduction to Linguistic Class Through Two –Stay Two Stray (Ts-Ts) Technique

The Problems Faced by Physiotherapy Students and Their Causes in Completing Reading Comprehension Section of ITP TOEFL

Self-Regulated Learning Phases on Reading Comprehension: Students’ Perception

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