The Effectiveness Of One Stay/Three Stray Method To Teach Reading Viewed From Students’ Self–Actualization (An Experimental Study at the Eleventh Graders of SMA Negeri 01 Daik Lingga in the Academic Year of 2012/2013)

Oleh :
Satria Agust - S891108096 - Sekolah Pascasarjana

The objectives of the research are to identify: (1) whether One Stay/Three Stray Method (OSTS) is more effective than Grammar-Translation Method (GTM) to teach reading to the eleventh graders of SMA Negeri 01 Lingga; (2) whether the students having high self–actualization have better reading skill than those who have low self-actualization of the eleventh graders of SMA Negeri 01 Lingga; and (3) whether there is an interaction between the teaching methods and students‘ self-actualization to teach reading. The research was conducted at SMA Negeri 01 Daik Lingga from October to November 2012. The subject of the research was the eleventh graders of IPS-3 who were taught by using OSTS Method and the eleventh graders of IPS-1 who were taught by using GTM. The data were in the form of quantitative data taken from the reading test to know the students‘ reading skill and self–actualization questionnaire to know at what level the students were. The researcher analyzed the data by using ANOVA or analysis of variance and Tukey test. Based upon the result of data analysis, the researcher‘s findings are: (1) OSTS Method is more effective than GTM to teach reading; (2) The students having high self–actualization have better reading skill than those having low–one; and (3) There is an interaction between the teaching methods and students‘ self-actualization for teaching reading. It means that the effectiveness of the teaching methods depends on the degree of the students‘ self-actualization. OSTS method offers something different in teaching reading and it is more effective when it is properly implemented in the class than GTM. Students‘ direct activeness and involvement in running the activities of OSTS method from the beginning to the last activities are strongly required. Furthermore, OSTS method can be used to increase the students‘ reading skill effectively. The result of this study implies that: (1) The teacher is suggested to implement OSTS method to teach reading in order that the students‘ reading skill is better; (2) One Stay/Three Stray Method is suitable for students having high self–actualization, whereas the Grammar–Translation Method is for those who have low self–actualization; and (3) The other researchers are also able to outfit the limitations of the result of this research to be more complete so that the result of their research is able to offer something different and new for other readers. Key words: One Stay/Three Stray, Grammar–Translation Method, Self–actualization.