SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2017

Ukuran Huruf:  Kecil  Sedang  Besar

Using the Multiple Stay-Stray Strategy to Increase the Participation in Speaking Activity of the Eleventh Graders in SMAN 10 Malang

Ayu Ratih Dipa Yuliantari




Yuliantari, A.R.D. 2017. Using the Multiple Stay-Stray to Increase the Participation in Speaking Activity of the Eleventh Graders in SMAN 10 Malang. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Furaidah, M.A. (II) Dra. Sri Andreani, M.Ed.


Key words: Multiple Stay-Stray, group work, students’ active participation.

Student’ engagement in teaching and learning process as indicated by their oral participation is important for the development of language competence. However, in class XI MIPA 5C3 of SMAN 10 Malang, only 15% of the students were active in speaking practice. This study aimed at increasing students’ oral participation by using Multiple Stay-Stray (MSS) strategy. MSS strategy is a group work that makes students experience multiple times of being in stay and multiple times of being in stray condition in which students experience presenting and receiving information several times. Students stay in their group three times to present a topic to different audience, and in stray they listen to several presentations about several topics

The design of the study was collaborative classroom action research involving the English teacher and a researcher’s partner as observers. The procedure used were planning, observing, implementing, and reflecting. The research was conducted in two cycles involving three meetings in each cycle. To collect the data, observation sheet, field notes, questionnaire, interview and video recorder were used. The implementation of MSS strategy is considered successful if 60% of the students performed at least 4 of 5 indicators with a minimum of 2 frequencies per indicator and the students had positive response toward the strategy.

The results of the study indicated that MSS strategy could increase the students’ active participation effectively. The result showed that the criteria of success had been achieved. More than 60% of all the students took part actively in the teaching and learning process. In cycle one, the percentage of the students who participated actively in the class was 54.6% and in cycle two the percentage of students increased to 77.3%. The increase of the students’ participation was due to meaningful repetition, small audience and interesting topics (teenager-friendly topic). The repetition of presenting and receiving information made them know what to say. Based on the questionnaire, the students enjoyed the discussion in small groups. It reduced their anxiety of speaking in front of many people and made them more confident in asking question and explaining something. Then, the interesting topic motivated them to read and talk about the topics.


In conclusion, through well-designed strategy, activities and material, the students’ active participation could be increased. In addition, there are some aspects that should be considered in the further implementation, such as clearer instruction, various interesting topics and the way in grouping the students. The active students should be mixed with the passive students. This study focused only on increasing student’s active participation. Further researchers can expand the focus also on the students’ achievement in speaking activities