THE USING OF TWO STAY TWO STRAY (TSTS) STRATEGY ON STUDENTS’ READING COMPREHENSION

The objective of this research was to find out the effect of using Two Stay Two Stray (TSTS) strategy on students’ reading comprehension at the tenth grade of SMA Negeri 4 Pematangsiantar. In this research, the researcher used a quantitative research and the method of this research is experimental research by used true-experimental research design. The population of this research was the students of the tenth grade PMIA SMA Negeri 4 Pematangsiantar, there are seven classes and the total of population in this research was 249 students. To determine the sample, the researcher make a lottery, the sample of this research were two classes. The first class is taken from X PMIA-6 with 36 students as control class and the second class is taken from X PMIA-7 with 36 students as experimental class. So, the total of the sample in this research is 72 students. In analyzing the data, the researcher used SPSS version 2.1. The result of this research was the students’ score pre -test in control class are 1876 with the mean score 52.11 and the students’ score post -test in control class are 2152 with the mean score 59.78. Before the treatment of Two Stay Two Stray strategy, the students’ prior knowledge in reading comprehension was less with score pre-test are 1870 with the mean score 51.94. After the treatment using Two Stay Two Stray strategy, the students’ score post -test in reading comprehension had been improved are 2808 with the mean score 78.00. It means that the scores of experimental class are higher than in control class because the researcher conducted the research in experimental class by using a treatment (Two Stay Two Stray Strategy). Then the results of hypothesis testing using T-Test obtained tcount (9.86) >ttable (1.66), it can be concluded that Ho is rejected and Ha is accepted. It means that the using of Two Stay Two Stray strategy affects significantly on students’ reading comprehension at the tenth grade of SMA Negeri 4 Pematangsiantar.


I. INTRODUCTION
English is an international language which means that English is used by people in almost all parts of the world to communicate one to another. In some countries, English is used as the first language after the mother tongue language, while in other countries, English is used as second language, including in our country, Indonesia. In Indonesia, English is taught as compulsory subject in schools from kindergarten level up to the university level. It can says that English is learn for all level of education in Indonesia. In learning English, there are four skills which are important to be learned. They are speaking, listening, reading and writing Reading is one of important aspect on language learning. According to Grabe and stoller (2011:3), state that reading is the ability to draw meaning from the printed page and interpret this information appropriately. Effective readers use reading strategic appropriate to text and content in order to understand meaning when reading. According to Grellet (1981:3) stated that "Reading comprehension is understanding a written text means extracting the required information from it as efficiently as possible". It means that reading comprehension is to know the information from written text and to understand the text.
Based on the researcher experience, when she was taking job training in one of the school, she founds some problems of the students in the teaching learning process especially in reading comprehension. When she was teaching them about some material, they are not able to respond the teacher's question and they are not able to comprehend the text after teaching learning process because they have limited vocabulary, lack of motivation and they are sometimes not interested in reading text. Finally, they got low score achievement in reading comprehension.
In implement all of that, a teacher must be able to find the exact method that can be used to improved students' reading comprehension. One of the various methods which can be applied in teaching reading is cooperative learning. Cooperative learning is not a new method in education. The point of this method is emphasizing to the students to have social interaction with all learners in a class by dividing into small group. It creates the opportunity for students to help their group member to solve the problem There are many techniques in cooperative learning class which can be applied in the classroom activities to make the learning process effective, and the researcher used Two Stay Two Stray Strategy to improve students' reading comprehension. According to Huda in Sari and Fitriyati (2018:85) Two Stay Two Stray strategy is one of the strategy based on cooperative learning which involved students in a groups and each groups has the opportunity to share with other groups. This strategy brings students to learn more through process constructing and creating working in group and sharing knowledge. So that using Two Stay Two Stray strategy is effective and needed in delivering materials cooperatively. From this strategy, students can explore their skill and knowledge to help each other in solve the problem from the task. Students looked more actively in learning process and able to get a needed information.
Based on the background of the problem above, the researcher made the formulation of the problem as follow: "Does using Two Stay Two Stray Strategy effect on students' reading comprehension at the tenth grade SMA Negeri 4 Pematangsiantar?" In line with the problem of the research above, the objective of the research is to find out the effect of using Two Stay Two Stray strategy on students' reading comprehension at tenth grade SMA Negeri 4 Pematangsiantar.

II. REVIEW OF LITERATURE
In this section starts with a review of literature and focusing in the definitions of reading, reading comprehension, theories relating to the implementation of Two Stay Two Stray strategy, procedure of Two Stay Two Stray strategy, the advantage and disadvantage of Two Stay Two Stray strategy.

Reading
Reading is the process of transfer information or ideas from the writer to the reader using the written language or the text. Furthermore, the definition of reading is varieties. According to Rubin in Hamra and Syatriana (2010:29) state that, reading is the bringing and the getting of meaning from the printed page. This definition implies that readers bring their background, experience, and emotion into play. Specifically, reading is the process of reconstructing from the printed patterns on the page of the ideas and information intended by the author.
Meanwhile, according to Linse (2005:69), reading is a set of skills that involves making sense and deriving meaning from the printed word. In order to read, we must able to decode (sound out) the printed words and also comprehend what we read.
From all the explanation above, it can be concluded that reading is an active process to get information, ideas and knowledge from the writer to the reader using the written language or the text.

Reading Comprehension
There are many definition of reading comprehension. According toKhoiriyah in Aida (2019:16) reading comprehension is the ability to process information that we have read and to understand its meaning. In addition, reading comprehension can be defined as a thinking process through which readers become aware of an ideas, understand it in terms of experiential background, and interpret it in relation to their own needs and purposes.
Reading comprehension involves taking knowledge to a text in order to obtain meaning from the text. It is a process in which the reader has to decipher language and construct a meaningful whole as intended by the writer. Wainwright (2007:35) added that reading comprehension is a complex process which comprises the successful or unsuccessful use of many ability. It is not just pronouncing or reading out loud, but it is understanding the meaning of a text.
Based on the explanation of theories above, the researcher can be concluded that reading comprehension is an active thinking process to understanding the meaning of a text and to found new information on the text.

Text
A text is a sequence of paragraphs that represents an extended unit of speech.According to Nunan (1999:254) state that, the text is written in a language. According to Brown in Silalahi, Rafli and Rasyid (2018:25) that the text is all kinds of linguistic forms, both written and oral. There are many kinds of text. In this research, the researcher used narrative text.
Narrative text is any written English text that has functions to amuse or to entertain the readers, and to deal what actual or vicarious experiences in the different ways, narrative text deal with problematic events, which lead to a crisis or turning point of some kind which term find resolution.According to Gerot and Wignel (1994:204) state that the social function of narrative text is to amuse, entertain, and to deal with actual or vicarious experience in different ways; Narratives deal with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution. In addition, Anderson (2003:3) explain that a narrative is a piece of text which tells a story and in doing so, entertains or informs the readers or listener.
Based on the explanation above, narrative text is a kind of story or event or retold in spoken or written of which social function is to amuse or entertain the reader. And then, a narrative text usually contains with features of characters, main character, setting time, problem, solution and plot (structure).

Two Stay Two Stray Strategy
There are many various method which can be applied by teacher in the class. In teaching reading, one of various method which can be applied by the teacher is cooperative learning. The point of cooperative learning technique is emphasizing to the students to have social interaction with all learners in a class by dividing into small groups. Cooperative learning has various technique, one of them is Two Stay Two Stray Strategy. Two Stay Two Stray (TSTS) strategy is adapted from Spencer Kagan. This technique will bring students to achieve in learning process, because students will learn more through process constructing and creating working in group and sharing knowledge.
According Suprijono in Sari and Fitriyati (2018:87), "Two Stay Two Stray strategy is started by dividing students into a group. After creating the group, the teacher give them a task to discuss and find out the answer with their own group".Meanwhile, according to Lie in Mulya and Zainil (2019:2) states that this technique is very effective because it can be used in all subjects and all level of learners age. The learning method was also commonly called to as the "Two Lives Two Guest". This technique that gives the students chance to share their ideas, arguments and information to other groups, the students can help each other, from the high level and the low level of students will work together to achieve the purpose of their group. This strategy puts students in a small group 4-6 people. Then they are given to the task discuss the course material with their friends and then they will come to the other group members for a while in order to share mutual discussion. The group work discusses again with the other group members.
In this TS-TS strategy the learners not only learn and accept what is presented by the teacher in the learning process, but can also learn from other learners. It also have the opportunity to teach other learners. Therefore, when students, work in groups they will develop an open learning atmosphere in the dimensions of equality, because at that time there will be collaborative learning process in a personal relationship of mutual need. TS-TS strategy will work well if students have a product or information to share. It also gives students experience in gathering information and reporting back to their teammates. TS-TS strategy essentially is a group discussion model. Each member of group has its own responsibilities (two students become 'strayers' and other two students become 'stayers').
Furthermore, Two Stay Two Stray strategy is very compatible to help students are involved in active learning because this strategy allows students to enhance their independence, individual accountability, interpersonal skill, face to face interaction and their group processing when they work in group. In learning process, this strategy also can give the students experience in gathering information when they become the strayer to the other groups. In this activity the students are encouraged to contribute their ideas to other students and after they come back to their group they must share the information they got from the other groups to their own groups.
Based on the explanation above, the researcher conclude that Two Stay Two Stray strategy in this research is a part of the collaborative learning, which is the students make a group consists of four people to give experience in sharing and gathering information by collaboration with students from the other groups.

Procedure of Two Stay Two Stray Strategy
In this research, the researcher will use procedure of Two Stay Two Stray by Kagan in Kurniawati (2018:24), Two Stay Two Stray consist of some steps as follows: a. Teacher divides the students in some groups which consist of four students in each group. b. Teacher gives the assignment for each group to discuss it. c. Students cooperate in groups of four as usual. d. After the discussion is done, two members of each group leave the group to visit the other groups. e. The other two members who stay in the group have a tasked to share the information and the result from the discussion to their guests. f. The guests excused to return to their home group and report what they find in the other groups. g. Then each group compare and discuss the result of their work.
d. This strategy can be improved good relation between teacher and students. e. Students can increase critical thinking on a problem. f. Students can exchange ideas and build social skills. g. Make the assignment or project more fun The disadvantage of Two Stay Two Stray strategy are: a. Two Stay Two Stray needs more time to discussion b. Students who seldom work in group will feel difficult to cooperate c. It needs a lot of preparation.

III. THE METHOD OF RESEARCH Research Design
In this research, the researcher used a quantitative research. According to Aliaga and Gunderson in Muijs (2004:1), quantitative research is explaining phenomena by collecting numerical data that are analysed using mathematically based methods (in particular statistic). Then, Muijs (2004:2) also stated that quantitative research is essentially about collecting numerical data to explain a particular phenomenon.
The methodof this research is experimental research by used true-experimental research design. It means that there are two groups namely experimental class and control class. According to Arikunto (2013:125) stated that true-experimental research design is a good design because it has two groups of learning; one group as experimental class and one group as control class. The experiment class is taught reading comprehension of narrative text by using Two Stay Two Stray strategy while control class is taught by using conventional strategy. It is done to find out the effect of using Two Stay Two Stray strategy on students' reading comprehension at tenth grade PMIA SMA Negeri 4 Pematangsiantar. The design of true-experimental research can be seen as follows

Population and Sample
The population of this research is the students at the tenth grade PMIA SMA Negeri 4 Pematangsiantar. There are seven classes at the tenth grade PMIA SMA Negeri 4 Pematangsiantar. The total of population in this research is 249 students.
The researcher used a cluster sampling technique in choosing the sample in this research. According to Sugiyono (2015:83), the cluster technique is a technique used for determine the sample if the object that will be researched is very wide data source. So, to determine the sample the researcher makes lottery. The lottery is conducted by giving 7 rolling-pieces of papers where there are two paper contained letter E, letter C and others empty letter. Each chairman take one rolling-pieces of paper. Chairman who gets rollingpiece of paper contained letter E will be called as experimental class while chairman who gets letter C will be called as control class.
Based on the explanation above, the sample of this research were two classes. The first class is taken from X PMIA-6 with 36 students as control class and the second class is taken from X PMIA-7 with 36 students as experimental class. So, the total of the sample in this research is 72 students. The instrument used in this research is multiple choices test. The multiple choices tests are taken from a narrative text, there are 3 text, the total of multiple choices consist of 50 items with five options namely: A, B, C, D and E.

The technique of collecting data
Collecting data is the most important one in research in order to support the research. The researcher collecting the data by use the test to know the students achievement in reading comprehension. There are two test in this research, pre-test giving before the treatment and post-test giving after the treatment.

Technique of analyzing data
After the students doing the test, the researcher took the total score from the result of the test with used the formula by Harris (1969:141) as follow:

S = x 100%
Where: S = The score of the students C = The number of correct answer N = The number of test item 100 = Constant number In analyzing the data, the researcher used SPSS version 2.1 to find out the frequency, statistics (mean score, standard deviation, minimum score, maximum score, variance and sum of the score), normality of the test, homogeneity and hypothesis (T-test score).

THE RESEARCH FINDING AND DISCUSSION
The purpose of this research is to find out the differences in students learning outcomes and to find out the effect of using Two Stay Two Stray strategy on students' reading comprehension at the ten grade SMA Negeri 4 Pematangsiantar.
Based on the data analysis that the researcher analyzed, the researcher found some results from both of the classes, that the students' score pre-test in control class are 1876 with the mean score 52.11 and the students' score post-test in control class are 2152 with the mean score 59.78. Before the treatment of Two Stay Two Stray strategy, the students' prior knowledge in reading comprehension was less with score pre-test are 1870 with the mean score 51.94. After the treatment using Two Stay Two Stray strategy, the students' score posttest in reading comprehension had been improved are 2808 with the mean score 78.00.
Then the results of hypothesis testing using T-Test obtained t count (9.86) >t table (1.66) at the significant level (=0.05 with degrees of freedom (df) = (36+36) -2 = 70. So, it can be concluded that H o is rejected and H a is accepted it means that the using of Two Stay Two Stray strategy affects significantly on students' reading comprehension at the tenth grade of SMA Negeri 4 Pematangsiantar.
The scores of experimental class such as total score, mean score were higher than in control class because the researcher conducted the research in experimental class by using a treatment, while in control class there was no treatment. It could happen because by using this treatment (Two Stay Two Stray) strategy, the students working together make a social interaction and share the new knowledge with other learners and looked more actively in learning process and able to get a needed information and they can explored their skill and knowledge to help each other, it means that the treatment that was given by the researcher effected significantly to improve the students' reading comprehension, therefore it could be concluded that the using of Two Stay Two Stray strategy effects significantly on students' reading comprehension at the tenth grade of SMA Negeri 4 Pematangsiantar.

CONCLUSIONS
Based on the result of data analysis. It could be concluded that the students' score pretest in control class are 1876 with the mean score 52.11 and the students' score post-test in control class are 2152 with the mean score 59.78. Before the treatment of Two Stay Two Stray strategy, the students' prior knowledge in reading comprehension was less with score pre-test are 1870 with the mean score 51.94. After the treatment using Two Stay Two Stray strategy, the students' score post-test in reading comprehension had been improved are 2808 with the mean score 78.00. It means that the scores of experimental class are higher than in control class because the researcher conducted the research in experimental class by using a treatment (Two Stay Two Stray Strategy). Then the results of hypothesis testing using T-Test obtained t count (9.86) >t table (1.66), it could be concluded that H o is rejected and H a is accepted it means that there are differences in student learning by using TSTS Strategy. The researcher implementation of TSTS Strategy was positive and it would be alternative technique in teaching reading comprehension. Then, the students' can share the new information and explore their skills and knowledge and look more active to do social interaction in learning process with all learners. So, it could be concluded that the using of Two Stay Two Stray strategy effects significantly to improve the students' reading comprehension at the tenth grade PMIA SMA NEGERI 4 Pematangsiantar.