Using Two Stay Two Stray Technique to Improve Students’ Participation in Listening Class of Senior High School

ABSTRAK Ciptorini, Nanda Putri. 2018. Using Two Stay Two Stray Technique to Improve Students’ Participation in Listening Class of Senior High School. Thesis, Department of English, Faculty ofLetters, UniversitasNegeriMalang. Advisors: Nur Hayati, S.Pd., M.Ed.and Francisca Maria Ivone, M.A., Ph.D. Keywords: Two Stay Two Stray (TSTS) technique, listening class, students’ participation, hortatory texts Students’ participation is significant impact on students’ language performance including their listening ability. The students had low participation in the discussion on what they have listened to. In order to address these issues, the reseacher designed learning activities using Two Stay Two Stray (TSTS) technique to improve their participation. The students’ inability to understand listening texts was also observed in SMAN 1 Turen. The students had difficulties in understanding unfamiliar words, sentence structures, and the speaker’s accent. This study aimed to investigate how the technique can be used to improve students’ participation in listening class of senior high school. The research design of this study was classroom action research which consisted of four stages: planning, implementing, observing, and reflecting. The subjects of this study were twenty two students of class XI MIA 1. The instruments used to collect the required data were observation checklist, field notes, questionnaire and interview guide. The technique was found to be successful in improving students’ participation that on average, there were 78% of the students participated in the teaching and learning process in terms of asking and answering the questions, giving the opinions, responding to the teacher, and discussing the topics related with hortatory texts. The successful procedure in implementing the technique began with general explanations of hortatory texts, then students’listening on hortatory texts and doing listening exercises using the worksheets. The stages continued to a brief class discussion on hortatory texts using TSTStechnique, a presentation of the hortatory texts they listened to, and ended with an evaluation of the technique. Based on the findings, it is suggested that English teachers implement the TSTS technique as the alternative learning using thedesigned procedure and consider the choice of the listening material sinceit affects the students’ interest.It is recommended that future reseachers conduct a study on TSTS technique with students of different grades and levels of education. They can also conduct a study on TSTS technique to increase the students’ active participation and understanding in different language skills.