IMPROVING STUDENTS SPEAKING ABILITY THROUGH

TWO STAY TWO STRAY STRATEGY AT THE SEVENTH

GRADER OF MTs TRI BHAKTI AT-TAQWA
RAMAN UTARA EAST LAMPUNG
IN ACADEMIC YEAR 2015/2016

An Undergraduate Thesis
Submitted in Partial Fulfillment of the Requirement
of S1 Degree English Education Program

By

SAYYIDATUL UMMAH
Student Number: 11240058

ISLAMIC INSTITUTE OF MAARIF (IAIM) NU

METRO - LAMPUNG
2016 M / 14387 H

IMPROVING STUDENTS SPEAKING ABILITY THROUGH

TWO STAY TWO STRAY STRATEGY AT THE SEVENTH
GRADER OF MTs TRI BHAKTI AT-TAQWA
RAMAN UTARA EAST LAMPUNG
IN ACADEMIC YEAR 2015/2016
An Undergraduate Thesis
Submitted In Partial Fulfillment of the Requirement of
S1 Degree English Education Departement
BY:
SAYYIDATUL UMMAH
Student Number: 11240058
TARBIYAH FACULTY
ENGLISH EDUCATION PROGRAM
ADVISOR 1:
AHMAD SUBHAN ROZA, M.Pd
ADVISOR 2:
IRHAMMUDIN, S.S, M.M

ISLAMIC INSTITUTE OF MAARIF (IAIM) NU

METRO LAMPUNG
2016 M / 1438 H

CURRICULUM VITAE

A. Personal Identity
1. Name

: Sayyidatul Ummah

2. Place and Date of Birth

: East Lampung, July, 21st 1992

3. Address

: Raman Utara, East Lampung

4. Email

: ayikcute19@gmail.com

5. Phone

: 085777722047

B. Educational Background
1.

SD Negeri 2 Raman Utara.

2.

Mts Tri Bhakti At-Taqwa Raman Utara.

3.

MA Darul Falah Jombang.

4.

Islamic Institute of Maarif ( IAIM ) NU Metro.

DEDICATION
I proudly present this undergraduate thesis to:
My parents (Hj. Mukhul Kholidah, S,Hi and my father Habib Hamdani) who never
tired keep me, never bored with all my mistakes, who always think how can I am happy
and always think the best to me until now I have husband, Its never change. For my father
also (Drs. Mahmud Rifai and his wife) I say thanks for all the love that you gave to me. May
Allah always give you all longvity and always healthy.
For my sisters Sofatul mabruroh, Dina auliyaul azizah, and my brothers Nur M.
Najmudin al-muzakki and A. Haikal multazam whom I love.
For my beloved leader who always support me with all his power, he is my way to
get heaven. Who loved me with all my deficiency, who had proud to care n love me until
here after. Nur Abdillah Faqih, S.Pd.I, he is father for me and my child to be when I need
suggestion, He is friend when I need someone to shere, He is brother when I spoiled, He is
power when I fall, althugh I say how big my love to you, how much I say thanks for you, it
never reply what ever gave to me. May Allah always give you the best.
For the name who always I call in my prayer, who accompany me to finish this
thesis, Who allways we wait to present in the world. For my child to be in my womb, you
are our hope, My Allah always keep you in your live.
For All my friends and my big family in PBI that I cant tell one by one, thanks for the
help and care to me. Love you so much

MOTTO

(:

So, verily, with every difficulty, there is relief. (Q.S. Asy-Syarh: 5)1

Departemen Agama RI. Al-Quran Terjemah Paralel Indonesia Inggris. Solo: Qomari. 2010. P.ii

CERTIFICATION OF ORIGINALITY

I certify that this undergraduated thesis entitle IMPROVING STUDENTS SPEAKING

ABILITY THROUGH TWO STAY TWO STRAY STRATEGY AT THE SEVENTH GRADER
OF MTs TRI BHAKTI AT-TAQWA RAMAN UTARA EAST LAMPUNG IN ACADEMIC
YEAR 2015/2016 is original my own work. I am completely responsible for the content of this
thesis. Other writers opinions or findings included in this thesis are quoted from the bibliograpy
mentioned.

Metro,

February 2016

SAYYIDATUL UMMAH
NPM:
11240058

ACKNOWLEDGEMENT

First of all, the writer praises to Allah the Almight for His grace, blessing and mercy
given to her during her study and in completing this final project. This paper is finished as one of
the requirements in accomplising the S-1 degree of English Education at IAI Maarif NU Metro
Lampung. This paper is entitled: Improving Students Speaking Ability Through Two Stay Two
Stray Method At The Seventh Grader Of Mts Tri Bhakti At-Taqwa Raman Utara Lampung
Timur In Academic Year 2014/2015. The writer relizes that she cannot complete this
undergraduate thesis without the help from others. Many people have helped her during the
process of writing this final project. In this opportunity the writer would express her deepest
gratitude and appreciation to:
1.

Drs. Mispani Ramli, M.Pd.I, as the rector of IAI Maarif NU Metro lampung.

2.

Drs. Abdul Jalil, M.Pd.I, as the dean of Tarbiyah faculty of Islamic Institute of
Maarif (IAIM) NU Metro lampung.

3.

Mai Zuniati, M.Pd, as the chief of English departement of Islamic Institute of

Maarif (IAIM) NU Metro lampung.

4.

Ahmad Subhan Roza, M.Pd as the first advisor and Irhammudin, S.S, M.M as the
second advisor for their forbearance in giving guidance, suggestion and correction to
make this undergraduate thesis better.

5.

All my beloved lecturers of English department: Mai Zuniati, M.Pd, Aria Septi
Anggaira, M.Pd, Sophan Krisna Aji, S.Pd, M.M, Chandra Jaya, M.Pd, Santi
Budiwati, M.Pd, Ahmad Subhan Roza, M.Pd, Irhammudin, S.S, M.M, Wiwied
Pratiwi, M.Pd who have helped and guided me to enhance my English.

6.

My special thanks to all of lecturers and staffs of Islamic Institute of Maarif (IAIM)
NU Metro lampung who have taught and given the best and benefit knowledge.

7.

Thanks again to Drs. Abdul Jalil, M.Pd.I, the dean of Tarbiyah faculty of IAI Maarif
(IAIM) NU Metro who permitted me to conduct the research.

8.

Brs. H. Rohmat Syaifullah, S.Pd, M.Pd, as the headmaster of MTs Tri Bhakti Attaqwa for giving permission to conduct this research in the school.

9.

My beloved Almamater of Islamic Institute of Maarif (IAIM) NU Metro lampung.

Last but not least, the writer expresses her thanks to all the people who cannot be

mentioned one by one. None or nothing is perfect and neither is this final project. Any
correction, comments, and critics for the improvement of this final project are always wholeheartedly welcomed. The writer hopes that this final project would be useful for everyone.

Metro, August 2015

The writer

SAYYIDATUL UMMAH
NPM: 11240058

TABLE OF CONTENTS
COVER I..........................................................................................................
COVER II ........................................................................................................
APPROVAL ....................................................................................................
NOTA DINAS .................................................................................................
ADMISSION PAGE........................................................................................
DECLARATION .............................................................................................
MOTTO ...........................................................................................................
CURRICULUM VITAE..................................................................................
DEDICATION.................................................................................................
ACKNOWLEDGEMENT ...............................................................................
TABLE OF CONTENTS.................................................................................
LIST OF TABLE .............................................................................................
LIST OF APPENDICES..................................................................................
ABSTRACT.....................................................................................................
CHAPTER I. INTRODUCTION .................................................................
1.1 Definition of the key terms.....................................................................
1.2 Background of study...............................................................................
1.3 Problem of study.....................................................................................
1.4 Objective of the study.............................................................................
1.5 Scope of the study ..................................................................................
1.6 Significance of study ..............................................................................

i
ii
iii
iv
v
vi
vii
viii
ix
x
xii
xiii
xiv
xv
1
1
2
5
5
5
6

CHAPTER II. REVIEW OF RELATED LITERATURE.........................

2.1 Concept of Speaking Ability ..................................................................
2.1.1
Definition of speaking ability ..............................................
2.1.2
Styles of Speaking ...............................................................
2.1.3
Functions of speaking..........................................................
2.1.4
Types of speaking ability.....................................................
2.1.5
Assessing speaking ..............................................................
2.1.6
Strategies for developing speaking ability...........................
2.2 Concept of Teaching Speaking...............................................................
2.3 Concept of Two stay two stray strategy .................................................
2.3.1
Procedure of Two Stay Two Stray ......................................
2.3.2
The implementation Two Stay Two Stray in speaking class
2.3.3
Advantages and Disadvantages of Two Stay Two Stray.....
2.3.4
Relevance of study ..............................................................
2.4 Action Hypothesis ..................................................................................

7
7
7
9
10
14
15
16
17
18
19
20
21
23
24

CHAPTER III. RESEARCH METHODOLOGY ......................................

25

3.1

3.2

3.3
3.4

3.5

3.6
3.7

Research Design .....................................................................................

3.1.1
Preliminary ..........................................................................
3.1.2
Planning ...............................................................................
3.1.2.1. Criteria of Success ...............................................
............................................................................................. 28
3.1.3
Acting/Implementing...........................................................
3.1.4
Observing ............................................................................
3.1.5
Reflecting ............................................................................
Research Setting and Subject .................................................................
3.2.1
Research Setting ....................................................................
3.2.2
Research Subject ...................................................................
Research Instrument ...............................................................................
Research Variable...................................................................................
3.4.1
Independent variable .............................................................
3.4.2
Dependent variable................................................................
Research Data and data Collecting Technique.......................................
3.5.1
Research Data ......................................................................
3.5.2
Data Collecting Method ......................................................
3.5.2.1 Questionnaire.......................................................
3.5.2.2 Observation..........................................................
3.5.2.3 Test ......................................................................
1. Pre test .......................................................
2. Post test......................................................
Data Analysis..........................................................................................
Validity and Reliability Data..................................................................
3.7.1
Validity ................................................................................
3.7.2
Reliability ............................................................................

CHAPTER IV. DATA FINDING AND DISCUSSION..............................

4.1 Data Finding ...........................................................................................
4.1.1
Data Finding Cycle 1...........................................................
1. Planning ..........................................................................
2. Acting/Implementing ......................................................
3. Observing........................................................................
4. Reflecting........................................................................
4.1.2
Data Finding Cycle 2...........................................................
1. Planning ..........................................................................
2. Acting..............................................................................
3. Observing........................................................................
4. Reflecting........................................................................
4.2 Data Discussion ........................................................................................

25
28
28
28
29
31
32
32
32
33
33
33
33
34
34
34
35
35
35
36
37
37
38
39
39
40

41
41
41
41
43
45
47
49
49
49
51
52
52

4.2.1
4.2.2
4.2.3

Learning Process Observation ......................................................

The Achievement of Students Learning .......................................
The result of questionnaire ...........................................................

53
53
54

CHAPTER V. CONCLUSION AND SUGGESTION................................

5.1 Conclusion .............................................................................................
5.2 Suggestion .............................................................................................

57
57
57

REFERENCES
APPENDICES

LIST OF APPENDICES

Appendix

Lesson Plan

Appendix

Students Attendance List

Appendix

The Picture Of The Students In The Class

Appendix

Pre Test And Post Test Questions

Appendix

Table Pre Survey

Appendix

Oral - English Rating Sheet

Appendix

The Score Of Speaking Test In Cycle 1

Appendix

The Score Of Speaking Test In Cycle 2

Appendix

The Accomplishment Result In Cycle 1

Appendix

10

The Accomplishment Result In Cycle 2

Appendix

11

The Score Of Learning Result In Cycle 1

Appendix

12

The Score Of Learning Result In Cycle 2

Appendix

13

The Score Of Learning Result In Cycle 1 & 2

Appendix

14

Observation Of Students Activities In Cycle 1

Appendix

15

Observation Of Students Activities In Cycle 2

Appendix

16

Observation Of Students Activities In Cycle 1 & 2

Appendix

17

The Data Of Questionnaire

Appendix

18

The Result Of Questionnaire

LIST OF TABLE
1.

Table 1 The Data of Score at pre survey ...........................................

2.

Table 2 The Result of Students Score in cycle 1..............................

46

3.

Table 3 Observation Of Students Activity in Cycle 1 .......................

47

4.

Table 4 The Data of Learning Result in cycle 2................................

51

5.

Table 5 Observation Of Students Activity in Cycle 2 .......................

52

6.

Table 6 Observation Of Students Activity on Cycle 1 and 2 ............

53

7.

Table 7 Students Learning Result on cycle 1 and cycle 2 .................

54

8.

Table 8 The Result of Students Questionnaire ................................

55

IMPROVING STUDENTS SPEAKING ABILITY THROUGH TWO STAY TWO

STRAY STRATEGY AT THE SEVENTH OF MTs TRI BHAKTI AT-TAQWA RAMAN
UTARA EAST LAMPUNG
IN ACADEMIC YEAR 2015/2016
ABSTRACT
BY:
SAYYIDATUL UMMAH
Student Number: 1124058
Language is basic tool, and language is a mysterious phenomenon. Speaking is one of the
most important skill to be mastered. There are many problem in English teaching process which
it needs to solve. This study is classroom action research (CAR). This study was designed to
improve the students speaking skill through two stay two stray. The objective study was to find
out whether two stay two stray strategy can improve students speaking ability at the seventh
grader of Mts Tri Bhakti At-Taqwa Raman Utara East Lampung in academic year 2015/2016.
This research was applied collaborative action research. the researcher acted as an
observer and the English teacher acted as teacher. This research was done with the following
procedure: planning, acting, observing, and reflecting. It was carried out in two cycles. Each
cycle consist of two meetings. The data of the research were gathered through the following
instrument: test, observation, and questionnaire. The subject of this study are 30 students of the
seventh grader of Mts Tri Bhakti At-Taqwa Raman Utara.
The result of the research showed using two stay two stray in learning speaking was
effective to help the students in improving their speaking skill. Most of the students gradually
gained good score at the end cycle. The score minimum mastery criterion (KKM) of English
lesson was 70. The students average score in pre survey was 61,16 %, in the cycle 1 was 71,0 %
and in the cycle 2 was 78,50 %. On other hand, student who passed KKM were 16,66 % in the
pre survey, whereas in the cycle 1 there were 26,66 %, and the cycle 2 were 83,33 %, so the
criteria of success was achieved.
Based on the data of students activity in the class when use two stay two stray strategy
could be known that the students asking question and answering question in cycle 1 are 16, the
average only 53,33%. And in cycle 2 the students asking question and answering question are
27, the average was 90%. It means that the learning activity the students improve in teaching and
learning process.
From the questionnaire after teaching learning process, it can be concluded that the
students answer yes are 92% and answer no only 8%. The students felt better for their speaking
ability and they understand the two stay two stray strategy.

Key words: Speaking, Two Stay Two Stray

CHAPTER I
INTRODUCTION
In this chapter the writer would like to explain such as: The definition of key terms,
background of study, problem of The Study, Objectives of The Study, Scope of The Study, and
Significance of The Study like as follows:
1.1 Definitions of Key Terms
1.1.1. Speaking is concerned with a transmission of correctness, and with the sounds and
impressions it conveyed, rather than any intellectual development that might be
brought about in or through the medium itself.2 It means that speaking is one skill of
English to express about something or idea, and so on.
1.1.2. Two stay and two stray is two members of the group join another group to discuss
how they completed the task and then return to their original group to feedback. 3 It
means that by using two stay two stray make student easier for understanding in
speaking English form.

Geoff Dean, Improving Learning in Secondary English, London, David Fulton Publishers Ltd, 2004, P.126
Wendy Jolliffe. Cooperative Learning in The Classroom Putting it Into Practice.London: Paul Chapman
Publishing.2007, p.81
3

1.2 Background Of The Study

English is the most useful language in the world. In Indonesia, English is
considered as foreign language. It had been introduced to education institutions, which
is learnt from elementary school up to university level as compulsory subject to learn.
But, most of Indonesian students feel that English is very difficult, because English is
not our language. So, they must study hard, if they want to master English and practice
to speak English during their study.
There are four skills of the English competence. They are Listening, Speaking, Reading,
and Writing. Speaking is one of the most difficult aspects for students to be mastered. This is
hardly surprising when one considers everything that is involved when speaking: ideas, what to
say, language, how to use grammar and vocabulary, pronunciation as well as listening to and
reacting to the person you are communicating with. There are many learners of foreign language
that can confirm how difficult the speaking is. 4
Speaking is one of the most important skills to be mastered. According to Douglas fisher
speaking is the uniquely human act or process of sharing and exchanging information, ideas, and
emotions using oral language.

It means that speaking is an activity involving two or more

people which whom the participants are both the listeners and the speakers having to act what
they listen and make their contribution at high speed and communicate and giving information.
While to another expert, Scott Thornburry said speaking is so much a part of daily life that we
take it for granted.6 Researcher can conclude that speaking is one of the ways that natural to

Lucy Pollards Guide to, Teaching English : A book to help you through your first twomyears in teaching.
University of London. 2008, p. 33
5
Douglas Fisher and Nancy Frey, Checking for Understanding: Formative Assessment Techniques for Your
Classroom, ASCD Alexandria, 2007, p. 16
6
Scott Thornbury, How to Teach Speaking, Longman: Pearson Education Limited, 2005, p.1

communicate in daily life, and speaking is expressing of feeling, ideas, sound, and opinions that
connected by orally.
Based on the research and interview with an English teacher, the researcher has observed
to know little situation or condition on January 21st 2015 and most of students especially in A
class seventh grade MTs Tri Bhakti At-taqwa Raman Utara East Lampung are not interested in
English lesson especially in speaking. Students did not respond the material that had been given
by the teacher. It made the situation in the class is boring. Some of the students are lazy to follow
the English class activities and some time they did not join the class. The teacher also got many
difficulties in teaching process especially in teaching speaking.
Based on the problems the writer predicts the causes of the problem. It may be caused by
internal and external factors. Internal factors may be come from students themselves. They are
less motivation to learn English. External factors come from the multimedia. In the school there
is LCD to support teaching learning process, but the teacher uses traditional method to teach. It
makes teaching learning process not interesting and the students become bored. Other problems
the teacher does not interact with the students, so there is not feedback between teacher and
students. The students becomes passive and does not understand the material.
Based on the explanation above, the researcher would like to know speaking ability in the
seventh grade students of MTs Tri bhakti At-taqwa Raman Utara East Lampung. Their speaking
ability are still low or unsatisfied, the KKM as the criteria in score measurement is 70 and the
researcher target 80% of students can achieve 70 or more. The researcher chooses in A class of
the seventh grader in MTs Tri Bhakti At-taqwa, Raman Utara East Lampung, the data of the
scores are as follows:

Table 1.
The Score at Pre Survey
No

Range of Score

90-100

Total
Students
-

Note

Excellent

80-89,99

Very good

70-79,99

16,66 %

Good

< 70

25

83,33 %

Poor

The researcher measures with the minimum passing grade or (KKM) is 70, according to
the explanation above there are 16,6 % of the students (5 students) that pass the speaking pre
survey given by researcher, and 83,33 % of them that do not pass ( 25 students).
So the teacher must find manner or way to implement the right method. Because with the
right or suitable method the teacher will be able to make student active in following English
learning process.
With the explanation above, the researcher as the collaborator and will ask the teacher to
teach and use two stay two stray to improve students speaking ability at the seventh grader of
MTs Tri Bhakti At-taqwa Raman Utara East Lampung. She assumed that by using two stay two
stray strategy in teaching speaking will be able to create an interesting way in classroom while
presenting the material in the class.
1.3 Problem Of The Study
Problem is unsuitable between reality and also ideality. So in line with the background of
the study mentioned above, the problem of the study can be formulated as follows: How can

two stay to stray method improve students speaking ability at the seventh grader of MTs Tri
Bhakti At-Taqwa Raman Utara East Lampung?
1.4 Objectives Of The Study
The objective of the study is to know whether the two stay two stray strategy improve the
students speaking ability at the seventh grader of MTs Tri Bhakti At - taqwa Raman utara East
Lampung.
1.5 Scope Of The Study
This research is only focused on the use of two stay two stray as strategy in teaching
speaking ability. Then, the subject of the research is the students at the seventh grader of MTs
Tri Bhakti At-taqwa Raman Utara East Lampung in Academic year 2015/2016.
1.6 Significance Of The Study
1. For The Teacher
The result of the research is expected to give great contribution for the teacher to
improve the students speaking ability by using two stay two stray in teaching English
furthermore make the student easier to understand English especially in speaking
performance.
2. For The Students
The research is expected to give many contributions for the students to improve their
speaking ability of course by using method and can motivate them to be more active in
learning process for becoming better in English lesson.
3. For Other Researchers

Researcher also hope that the result of the research can be used as reference for those
who want to conduct a research in teaching English by using two stay two stray especially
as great and easier method in English mastery for speaking skill.