THE EFFECTIVENESS OF USING ONE STAYS THE REST STRAY TECHNIQUE TOWARDS THE SECOND GRADE STUDENTS’ READING ABILITY IN JUNIOR HIGH SCHOOL 3 KEDUNGWARU

VIA GIAROLA SARI, 1723143178 (2018) THE EFFECTIVENESS OF USING ONE STAYS THE REST STRAY TECHNIQUE TOWARDS THE SECOND GRADE STUDENTS’ READING ABILITY IN JUNIOR HIGH SCHOOL 3 KEDUNGWARU. [ Skripsi ]

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Abstract

ABSTRACT Sari, Via Giarola. Student Registered Number, 1723143178. 2018. The Effectiveness of Using One Stays the Rest Stray Technique Towards the Second Grade Students’ Reading Ability in Junior High School 3 Kedungwaru. Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor: Emmi Naja, M.Pd. Keywords: One Stays the Rest Stray (OSRS) technique, reading ability, narrative text Reading ability is the ability to get the idea or message of the written texts. It has to be mastered by the students because it relates to other English skills. The use of One Stays the Rest Stray technique could create the different atmosphere that help the students read with high motivation. In this technique, the students are divided into some groups and the number of group members is based on the number of paragraphs in the text. First, the students discuss in their own group. Then, one member stays in their own group and the other members stray to other groups to get the information about the other paragraphs. After that, the strayers of each group return to their own group to discuss about all of the paragraphs in the text. Based on the explanation above, this study examines to know the effect of treatment by using One Stays the Rest Stray technique towards the second grade students’ reading ability in Junior High School 3 Kedungwaru. The formulations of the research problems in this study are : 1) How is the students’ ability in reading narrative text being taught by using One Stays the Rest Stray technique? 2) How is the students’ ability in reading narrative text without being taught by using One Stays the Rest Stray technique? 3) Is there any significant difference of the students’ ability in reading narrative text between those who are taught by using One Stays the Rest Stray technique and those who are taught without using One Stays the Rest Stray technique? This study used Quasi-experimental design that used nonrandomized control group, pretest-posttest with quantitative approach. The population of this study was the second grade students of Junior High School 3 Kedungwaru consisting of 311 students. Due to the big number of students , the researcher used purposive sampling technique to take part of students as sample and the researcher chose A and B class of second grade students because these classes have average ability in English than other classes. A class was as the control group (without treatment) and B class was as the experimental group (with treatment). A test was an instrument used in this study to collect the data that will be analyzed by using T-test. The result of this study showed that the increased mean score of experimental group was 11.34 while the increased mean score of control group was 5.2. The Sig. (2-tailed) was 0.028, whereas the level of significance was 0.05. Thus, the Sig. (2-tailed) was smaller than the level of significance 0.05 (0.028 < 0.05). It means that Ha which states that there is any significant difference of the v i i

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