9

CHAPTER II
REVIEW OF RELATED LITERATURE
A. The Nature of Reading
1. Definition of Reading
Nuttal (1982:18) states that reading is the transfer of meaning from
mind to mind. It means that reader should know the meaning of the text in
reading. There are many definition of reading. All the purposes or
definitions attributed to reading cannot be list in this study. The writer tries
to write some of them. According to Ned M. Marksheffel (1981:10)
reading has been defined as a means of solving problems, a way of
learning, a perception process, a means of relaxation, a tool subject,
getting meaning from the printed page, a thinking process, and a
stimulator of ideas.
While another expert, Seyler (2004:3) said reading is the process of
obtaining and constructing meaning from a word or cluster of words.
Harris (1980:2) declares that reading is the meaningful interpretation of
written or printed verbal symbols. In the other hand, Nunan (2005:71)
states that reading is a set of skills that involves making sense and deriving
meaning from the printed word. So, reading ia a skill to carry out the
meaning of the printed words.
2. Definition of Reading Comprehension
Reading comprehension is defined as the level of understanding of a
passage or text. Brown (2001:291) states that reading comprehension is

10

primarly a matter of developing appropriate and efficient comprehension

strategies.
According

to

Kustaryo

(1988:12)

comprehension

involves

understanding vocabulary seeing the relationship among the words and

concept organizing the ideas and recognizing the authors purpose making
judgment and evaluation. Comprehension means reading in depth in order
that the students can answer the questions about the reading material
correctly.
Davies as quated Nurul (2012:12) declares that explains that reading
comprehension is a process of using syntatic, semantic, and rhetorical
information found in the printed texts to be reconstructed in the reader's
mind. It means knowledge of word he or she processes, cognitive skills,
and many other things of his own will influence his ability in
comprehension the text given.
Reading comprehension instruction ought to help children acquire
the ability to understand the materials. On the other hand, reading
comprehension can be defined as the necessary information from materials
by involving their memory, experience and sentences.
In reading comprehension, the reader does not decode only of the
symbols of the language, but he is also required to have the ability to
understand the material. It supports with the statement from Miculecky
and Jeffies (2004: 10), in the reading process you make connection
between what you are reading and what you already know. So reading

11

comprehension is the process of understanding reading text by involving

the readers memory (old experience).
Base on some definition above it can be concluded that reading
comprehension is an active process at thing king to get necessary
information by involving readers knowledge, experience and prediction.
Grellet (1999) found there are two reasons of reading:
a. Reading for pleasure
Another purpose of reading is just to get fun and enjoyment.
Nowadays, reading for interest becomes more important as most new
labor saving devices at home and industry create more leisure time. As
matter of fact, it is one reason why people read the book, article, story,
newspaper and soon.
b. Reading for Information
Reading not just looking at word, reading is receiving and sorting
out information from word, by reading the students will know about
many things. They can get a lot information, they read many sources it
can help them to intensify their knowledge in various field. In fact
many people read to obtain information to satisfying their curiously to
communicate effectively with the society
Depend on the serve about, said that all of us as human life that
created of his must be read, and always read if we want to know the
meaning of something text to get much information or book that

12

contains of knowledge because of it can make increase knowledge or

comprehension.
We can read everything in the world, not only by written or text
but also from sign, there are many knowledge that we can get from
them such as from our nature, our society live, environment, etc.
Brown (2000:306) divided Micro and macro skills for Reading
Comprehension, they are :
Micro skills :
1.
2.

Discriminate

among

the

distinctive graphemes and orthographic patters of English.

Retain chunks of language of
different lengths in short-term memory.

3.

Process writing at an efficient

rate of speed to suit the purpose.

4.

Recognize a core of words and

5.

interpret word order patterns their significance.

Recognize grammatical word
classes (noun, verbs, etc), systems (e.g. tense, agreement, pluralisation),
patterns, rules, and elliptical forms.

6.

Recognize

that

particular

meaning may be expressed in different grammatical forms.

7.
Recognize cohesive devices in
written discourse and their role in signalling the relationship between
and among clauses.
8.

Recognize the rhetorical forms

of written discourse and their significance for interpretation.

13

9.

Recognize the communicative

functions of written texts, according to form and purpose.

10.
Infer context that is not explicit
by using background knowledge.
11.

From

events,

ideas,

etc,

describes, infer links and connection between events, deduce causes and
effects, and detect such relations as main idea, supporting idea, new
information, given information, generalization, and exemplification.
12.
Distinguish between literal and
implied meanings.
13. Detect culturally specific references and interpret them in a context of
the appropriate cultural schemata.
14. Develop and use a battery of reading strategies, such as previewing as

pre-reading activity, detect discourse markers, guessing the meaning

of words from context, and activating schemata for the interpretation
of texts.
Macro skills :
1. Recognize the rhetorical form of written discourse and their significance
for interpretation.
2. Recognize the communicative functions of written texts, according to
form and purpose.
3. Infer context that is not explicit by using background knowledge.
4. From described events, ideas, etc. infer links and connections between
events, deduce causes and effects, and detect such relations as main idea,
new information, given information, generalization, exemplification.
3.

Component of Reading Comprehension

King and Stanley in Bermawi as quated Yanita (2007: 23) states that
there are five components that help the students to read carefully :
a. Finding actual information

14

Factual information requires readers to scan specific details. Factual

information question begin with W-H question words.
b. Main idea
Reading is concerned with the meaning to grater extent than is with
form. An efficient reader understands not only that the idea but also the
relative significant as express by the outdoors. In other words. Some of
the ideas are super ordinate while other is subordinate.
c. Reference
Recognizing reference words and being able to identify the words or
phrase which they refer to will help the reader understand the passage.
d. Inference
Understanding is the most important aspect in reading. Writers how
ever do not write out everything they expected the reader to understand
to do. So, it is often not necessary and sometimes not desirables from
the writers point of view. Writer use language efficiently and
recognize what can be inferred from their sentences. In order words, an
efficient reader is able to understand those implications.
e. Restatement
The last few questions of reading comprehension are to ask the reader
to recognize which of the four possibilities best restated the meaning
of a given sentences.
4. Aims of Reading Comprehension
A person may read for enjoyment or to improve his/her knowledge.
According to Davies ( 1995 : 133-134) as qouted Nurul (2012:20) reading
purposes are :
a. For pleasure: to follow a narrative and enjoy the sound and rhythm or
rhyme of a literary text

15

b. For a general impression: to gain a idea of the writers viewpoint, gain

an overall impression of the tone of a text, and to decide whether or
not to read the text.
c. For organizing reading and study: to identify the important content a
text, to answer a specific question(s), and to decide which section of a
text to start studying.
d. For learning content or procedures: to gain an understanding of new
concepts, learn certain facts from text, and to follow instruction;
e. For language learning: it is for translating the text, literally, or
metaphorically, and then to learn new vocabulary, to identify useful
structures or collocations, to use the text as a model for writing, and to
practice pronunciation.
5. Reading Assessment
According to Cohen (1994:225) the items should be assessed in
reading comprehension ability are:
a. The recognition of words and phrase of similar and opposing
meaning.
b. The identifying or locating of information.
c. The discriminating of elements or features within context; the analysis
of elements within a structure and of the relationship among themd.
e.
f.
g.

e.g., causal, sequential, chronological, hierarchical,

The interpreting of complex ideas, action, events, and relationships,
Inferring- the deriving of conclusions and predicting the continuation,
Synthesis,
Evaluation.
The assessment in the reading class encompass a variety of

measures, from the most informal, alternative, developmental, learning

based, student centered types to the most formal, teacher controlled,

16

traditional, and standardized methods, many people tend to equate test

with assessment, but assessments are not always tests.
6. Teaching Reading at Junior High School
Before discussing about teaching reading for Junior High School, let us
consider some aspects related to children, it is really quite different
between teaching children and adult. The children tend to change their
mood every minute, children world is their daily game, event of interest to
other new knowledge that may come across and question that they are
really want to ask their life, emotional concepts is not well yet, they like
playing. They are not self-motivated and do not have immediate need to
learn English.
In daily activities, they communicate all their needs, experience
and receive new knowledge in their mother tongue, so that a teacher must
be creative to attract the students interest in learning or studying. The
teacher need to know supporting aids based on students interest where the
learning process will occur, especially in teaching reading.
When the children learn to speak their mother tongue, it successes
in a very short time without any formal teaching, but they come to their
school and get some difficulties appear, they need much time to learn it.
Moreover, in Indonesia the students usually begin elementary school at the
age of seven. Some of the students have graduated from kindergarten
before.
In addition, the students in Junior High School are belonging to
beginners. Teaching beginner is considered by many to be the most

17

challenging level of language instruction. The teacher must consider the

appropriate strategy and materials in teaching them.
According to Brown (2001: 101-111) there are ten factors that
should be considered in teaching beginners namely:
a. Students cognitive learning processes
b. The role of the teacher
c. Teacher talk
d. Authenticity of language
e. Fluently and accuracy
f. Students creativity
g. Techniques
h. Listening and speaking goals
i. Reading and writing goals
j. Grammar
At Junior High School the students learn everything related to the
activity that the people done in daily life. In learning language the teacher
builds the students ability in listening, speaking, reading and writing. The
materials of English textbook for Islamic junior high school had been sold
in many bookstores such as Lets Talk, English on sky, etc.
Teaching reading in the classroom to young learner should be based
on the individual childs development, native language literacy skill and
oral language skill in English. One important thing is the teacher should
alert the students that reading can be used as a form of entertainment, in

18

children home bed time stories are really good for them because it will
teach them that reading give enjoyment and entertainment. The teacher
should encourage them to read even if they are reading in the child native
language, the result or reward will carry over into childs English language
development. For example if the students know that he can get pleasure
from reading stories in their own language, they may be able to make
conclusion that reading in general can give pleasure.
One thing in encouraging the students to read is by reading the
funny stories or anecdotes; it can be folktales or other texts in simple form.
The teacher alerts the students to get imagination and guides them when
they are reading by reviewing vocabularies or answering question as
example. Step by step the students will become independent readers. The
teacher should introduce them the reading technique before the reading
activity is done such as to find the context clues (pictures, background
illustration), to alert them with print conversation (mark symbol,
punctuation, interrogative mark, color or semi colon) and also about
graphic organizer (semantic mapping, diagram) which helps the students
organize the information that they have read or will read.
B. Concept of Two Stay Two Stray (TSTS) Technique
Two Stay Two Stray technique is one of cooperative learning
approaches that students are involved in planning both the topics for study
as well as how to proceed with their investigation (Arends, 1989 :409).Two
Stay Two Stray (TSTS) is one of the cooperatively work that stimulates
student becomes active, creative, critic, and responsible. According Kagan,

19

1992 Two Stay Two Stray is this cooperative technique is useful for
reviewing or sharing class projects or assignments. In other hand Kagan in
Lie (2002: 62) defines that TSTS is working in groups in order to manage
and assist each other in problem solving, share the knowledge and
information that they have held from the discussion to another group, and
encourage each other to gain the best achievement by staying to share and
discuss and straying to explain information.
Based on the statements above about definition of Two Stay Two Stray
technique can be conclude that Two Stay Two Stray is working in groups in
order to manage and assist each other in problem solving, share the
knowledge and information that they have held from the discussion to
another group, and encourage each other to gain the best achievement by
staying to share and discuss and straying to explain information.Concept
Two Stay Two Stray also helps people to think more effectively as a group
without losing their individuality.
TSTS supposed effective by Lie for lessons where parallel groups of
students work on the same laboratory, place investigation, problem set or
other activity. The use of this strategy enables learners to check their
procedures, answers, results, and conclusions with others. Cohen adding
some accounts, Ive added tools to my teaching that help me challenge
students more. It makes my classroom more enjoyable for me and my
students. Students learn more, remember more, build relationships, and
learn group skills that they can use outside of the classroom (Cohen, 2004:
60).

20

Kagan in Cohen (2004), states that the strength of TSTS is building

in staying and applying in straying. Building is when they stay to find the
information, language and knowledge and then assimilating is when they
share the information, language and knowledge.
1.
Characteristics of Two Stay Two Stray
technique
According to Arend, 2004 (in Risnawati, 2005) stated that
cooperative learning methods have the following characteristics.
a. Students learn in cooperative groups to complete the learning material
b. The group was formed of students of high caliber, medium and low.
c. When possible, group members are from racial, ethnic, cultural and
gender diverse (heterogen)
d. The award is more oriented to the group of individuals
2. Application Procedures of Two Stay Two Stray (TSTS)
Firstly, a teacher divides students into some groups which consist of four
members for a group. Then, the teacher asks them work in group to discuss and
share the information about the fixed topic. Afterward, the teacher asks two
students to stay and two students to stray. In this part, two members of each
cooperative group visit another group to find information. The next, group
members who stray rejoin to his or her own group to share what he or she learns
from the visited group. The strayed and the visited group can compare answers to
the problem set. They can discuss differences at common information then report
it (Kagan in Lie, 2002:62).
The other procedure of Two Stay Two Stray ( Anita Lie, 2002:60-61) are
as follows.
a. Students work together in groups of four as usual.

21

b. Once completed, two students from each group will leave the group and
each visit to the other group.
c. Two students who live in the group in charge of the work and share their
information to their guests.
d. Guest excused himself and returned to their own groups and report their
findings from other groups.
e. Matching groups and discuss the results of their work
3. The Advantages and Disadvantages of Using Two Stay Two Stray (TSTS)
There many advantages of using authentic material in teaching
reading. According to (Anita Lie 2004) using authentic material in the
classroom, even it is not done authentic situation is significant for many
reasons such as:
a. The Advantages
1) Students can exchange ideas and build social skills such as asking
probing questions.
2) It offers students the opportunity to learn by teaching.
3) 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.
4) To reinforces a sense of belonging among the group members
If everyone is involved in the same activity, then we are all in it
together. Such experience gives us points of common reference to talk
about and can be used as reason to bond with each other. It is much
easier for student to share an emotion such as happiness or amusement
in a whole class setting.
5) To students more active and enthusiastic in learning process.

22

6) To make an invention class style in many educational setting where

students and teachers feel secure when the whole class is working in
lockstep, and under the direct authority of the teacher.
b. The Disadvantages
1) Active students dominate in discussing and some of the passive
students depend on his /her friends in the group;
2) Many students are disinclined to participate in front of the whole class
3)

since to do bring with it the risk of public failure.

It may not encourage students to take responsibility for their own
learning. Whole class teaching favors the transmission of knowledge
from teacher to the students rather than having students discover things

or research thing for them.

4) It is not the best way to organize communicative language teaching or
specially task based sequences communication between individuals is
more difficult in group of twenty or thirty than it is in groups of four or
five in the smaller groups. It is easier to share material, speak quietly
and less formally, and make good eye contact all of these contribute to
successful task resolution.
C. Procedures of Two Stay Two Stray (TSTS) Technique in Teaching

Reading
According to Lie (2002:64), TSTS cooperative learning model consists of
several stages as follows:
1. Preparation
In the preparation phase, the things that teachers do is create a
syllabus and assessment, instructional design, the task of preparing
students and divide students into groups with each member of the 4

23

students and each member must be a heterogeneous group of students

based on academic achievement and interest.
2. Teacher presentations
Delivered at this stage the teacher learning indicators identify and
explain the material in accordance with lesson plans that have been
made.
3. Group activities
In this learning activity using the activity sheet that contains the
tasks that must be learned by each student in one group. After receiving
an activity sheet that contains issues related to the concept of matter and
its classification, the students learn it in small groups (4 students) are
discussing the problem together members of the group. Each group is
finishing his or solve a given problem in their own way. Then two of
the four members of each group left the group and a visit to another
group, while two members living in the group in charge of the work and
deliver their information to the guests. After obtaining information from
two members who live, guest excused himself and returned to their
respective groups and report its findings and correct and discuss the
results of their work.
4. Formalization
After studying in groups and solve problems that are given one of
the groups presented the results of group discussion to be
communicated or discussed with other groups. Then the teacher directs
the students to discuss and formal shape.
5. Evaluation and Awards Group
The evaluation phase is to determine how much students'
skills in understanding the material has been obtained using the model

24

of cooperative learning model TSTS. Each student was given a quiz

that contains questions of learning outcomes with TSTS model, which
in turn followed by the awards to the group who received the highest
average score.
Table 2.1: Procedures of Two Stay Two Stray (TSTS) Technique in Teaching
Reading
Steps
1. Preparation

Procedures
Teacher preparing tools and media. Divided
the student into some the group.

2.Teacher presentations

Teacher explains about the topic lesson.

3.Group activity

After receiving an activity sheet that contains

issues related to the concept of matter and its
classification. The student work appropriate
the procedures of TSTS technique.

4. Formalization

The students presented the results of group

discussion.

5. Evaluation and Awards

groups

Each student was given a quiz that contains

questions of learning outcomes with TSTS
model, which in turn followed by the
awards to the group who received the
highest average score.

D. Relevant Studies

25

This research is supported by others researcher which deal with this

research. Firstly done, but there are some previous researches that had probed the
contribution of Two Stay Two Stray (TSTS) in learning process to hold the fixed
aims and goals of teaching and learning.
Lewaherilla (2011) Improving Students Reading Competence Through
Two Stay Two Stray Technique this research focus on identifying topic, finding
main idea, recognizing details, know type of the text, communicative purpose of
the text, generic structure and the language feature of the text. He finds that there
is significant improvement in the students reading competence. And Stay Two
Stray Technique becomes an appropriate way to overcome the problems occurring
in passive class.
Nafsitah (2009) examined that the result of research showed on discussion
activity, the use of cooperative learning type TSTS led process of thinking
interaction multi directly between research subjects when they had completed
group activity paper, and when they did a job as guests and house mans. Then,
Students who had high ability gave knowledge to the discussion math. Students
that were in middle ability stayed balance both in giving and accepting knowledge
from the discussion mate. Student that had low ability had accepted knowledge
from the discussion mate. Student that had middle ability grade two was more
active to interact with the discussion mate in discussion activity than student that
had middle ability grade one.
Nurul Muflihah (2012) concluded that teaching reading by using Two Stay Two
Stray (TSTS) technique towards students reading comprehension better than

26

conventional technique. It can be shown from the mean score of experimental

group was 66.97 and 52.12 for control group. It means that the mean score of
experimental group was bigger than the mean score of control group. The
difference of means score both of group was caused by the treatment given.
Researchers position will be quite different among the previous
researchers because some reasons, firstly most of the reseachers before used the
qualitative reseach and the reseacher will using the quantitative. Secondly, the
sample and population of these research are junior high school students.
E. Conceptual Framework
In teaching and learning process, teacher should be able to teach
appropriate technique. It is in order to prevent the student get boring and
understands the text what they have learned. One of technique that can help the
students
toreading
understand the text is byTeaching
using Two Stay Two Stray technique in
Students
problem
Speaking
readingLow
activity.
The following diagram show on the use of Two Stay Two Stray
motivation
and interest
(TSTS)Low
technique in reading comprehension.
comprehending
Pre TestFramework
the text
Figure 1: Conceptual
Teacher
domination

Two Stay Two Stray (TSTS) Technique

Procedures:
Small group (4 students)
Discussing the problem together
Two of the four members of each group
left the group and visit to another group
Two members living charge of the work
& deliver their information
Two members return and discuss the
result of their work.

Post Test

Compared

Finding

27

F. Hypothesis
1.

There

is

significant effect of Two Stay Two Stray (TSTS) technique towards

students reading comprehension.
2.

There

is

positive response from the students on the use of Two Stay Two Stray
(TSTS) technique on reading comprehension.