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Fitri Palupi Kusumawati
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Journal of English Education and Entrepreneurship (JEEP)
Published by Universitas Muhammadiyah Metro
ISSN : 27743195     EISSN : 27744078     DOI : https://doi.org/10.24127
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
JEEP: Journal of English Education and Entrepreneurship focusses and welcomes researcher in both EFL and ESL context to publish professional or conceptual articles, and research articles formed in qualitative and quantitative study in the area of the following scopes: Analysis on English Literatures in English Education Context Discourse Analysis in English Education context ELT Material Development (K-12 and Higher Education) English Applied linguistics English for Specific Purposes in higher education English for Young Learners (K-12) and Adult (Higher Education) English Language Teaching in the four skills; listening, speaking, reading and writing English Language Testing and Evaluation Second Language Acquisition Translations in English Education It allows any writer to submit up to 10-15 pages or equivalent with 3000 to 5000 words in range. It applies APA style in all articles submitted to this journal. More than 5000 to 7000 words are preferable
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 51 Documents
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THE EFFECTIVENESS OF TWO STAY TWO STRAY (TSTS) STRATEGY TOWARDS READING COMPREHENSON OF TENTH-GRADE STUDENTS AT SMA YOS SUDARSO METRO Nurul Hidaya Tika; Dedy Subandowo; Bambang Eko Siagiyanto
Journal of English Education and Entrepreneurship (JEEP) Vol. 5 No. 2 (2025): JULY
Publisher : Universitas Muhammadiyah Metro

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Abstract

The Two Stay Two Stray (TSTS) cooperative learning approach aimed to improve student participation and involvement during collaborative assignments. The impact of TSTS on the reading comprehension of tenth-grade students at SMA Yos Sudarso Metro was examined in this study. Instruments for the pre-test and post-test were used in a quantitative quasi-experimental approach. Thirty-five students from the experimental class (Pratama 1) and thirty-five students from the control class (Pratama 3) made up the sample, which was selected using cluster random sampling from the population of 137 students. SPSS version 27 was used for data analysis. The results revealed that the experimental class's pre-test mean score was 45.29 (SD = 9.339), while the control class's was 57.97 (SD = 18.883). Then, the control class scored 71.17 (SD = 17.431) on the post-test, whereas the experimental class scored 69.69 (SD = 13.955). A significant value of 0.000 was identified through hypothesis testing, suggesting that TSTS influenced students' reading comprehension. Nevertheless, the second hypothesis provided a significance value of 0.695, indicating that there was no significant distinction between TSTS and conventional teaching. Overall, the study found that while TSTS improved reading comprehension, it did not significantly improve conventional approaches in this aspect.

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