The implementation of two stay two stray learning model to improve student discussion ability

This research has an aim to improve student learning process and ability of discussion through the learning model of Two Stay Two Stray. This research consider as Class Action Research. This research was conducted at State High school 1 which located in Kedaton Bandar, Bandar, Simalungun. This research was carried out from May to October 2019 which covered all activities from the preparation of proposals to the implementation of research. The implementations schedule in Accordance with English Language schedule. The result of this research showed that the entire aspect of discussion skill assessment has been improved much better in cycle III rather that in preliminary test. Cycle III has reach the determined target, which is 75% of student success to obtainscore ≥ 19. Based on the results of research and discussion that has been stated in the previous chapter, it can be concluded that discussion learning by Two Stay Two Stray learning model can help to improve discussion skills of Class X IPS-1 students at State Highschool I Bandar, Simalungun.


Resumen
Esta investigación tiene como objetivo mejorar el proceso de aprendizaje de los estudiantes y la capacidad de discusión a través del modelo de aprendizaje Two Stay Two Stray. Esta investigación se considera como investigación de acción de clase. Esta investigación se llevó a cabo en la escuela secundaria estatal 1 que se encuentra en Kedaton Bandar, Bandar, Simalungun. Esta investigación se llevó a cabo de mayo a octubre de 2019 y abarcó todas las actividades desde la preparación de propuestas hasta la implementación de la investigación. Y el cronograma de implementación de acuerdo con el cronograma del idioma inglés. El resultado de esta investigación mostró que todo el aspecto de la evaluación de la habilidad de discusión se ha mejorado mucho mejor en el ciclo III que en la prueba preliminar. El ciclo III ha alcanzado la meta determinada, que es el 75% de éxito del estudiante para obtener una puntuación ≥ 19. Con base en los resultados de la investigación y discusión que se ha establecido en el capítulo anterior, se puede concluir que el aprendizaje de la discusión por Two Stay Two Stray El modelo de aprendizaje puede ayudar a mejorar las habilidades de discusión de los estudiantes de Clase X IPS-1 en State Highschool I Bandar, Simalungun. This research has a purpose to improve the discussion learning process and discussion skills of students at State Highschool 1 Bandar, Simalungun through Two Stay Two Stray learning model.

Research Methodology
This research included as classroom action research. Classroom action research is a research conducted by observing teaching and learning activities by an action, which is deliberately raised and occurs in a class altogether (Arikunto, 2006). There are four aspects of classroom action research according to Kemmis and Mc. Taggart inside (Madya, 2006) such as: (1) planning arrangement, (2) carrying an action, (3) observation, and (4) reflection.
This research was done on State High school 1 Bandar, Simalungun which is located in Kedaton Bandar, Bandar, Simalungun. This location was chosen because researchers wanted to improve learning process and discussion skills of students at State Highschool 1 Bandar, Simalungun.
This research was done from May to October 2019 which includes the entire activities starting from preparation of proposals untill conducting research. And the implementation of the research will be adjusted based on the schedule of Indonesian language lesson.
The subjects of this study were students of X IPS-1 Class of State Senior Highschool 1 Bandar, Simalungun. This class determination was based on level of problem that required by observations result and interviews with teachers conducted before the research was done, such as: the low skills of students in discussion. The object of this research is students' discussion skills in Indonesian language learning process by Two Stay Two Stray learning model. This research was conducted through several stages (Nilson, 2010). Planning, this stage prepared based on the results of observations at reflexive initial pre-observation stage.
Action, this stage is a realization of previous designed plan. Observation is the activity of recording all events and activities that occur during the actionstage. And Reflection, on this stage, researcher observes the analysis result, take a conclusion of students' abilities after being subject of action, assess student activeness and ability during discussions, and evaluate the lack of learning process.

Early Definition of Student Learning Skill
Students' preliminary skills can be seen from the results of pre-action tests that carried out before the implementation of action. To find out the class average score for each aspect of discussion skills, calculations were made on each of aspects. The results of pre-action assessment of students' discussion skills are presented in Table 1 below. Less than the average of1 ≤ x ≤ 2 Based on the table above, students' discussion skills will be described more detail in every aspect of pre-action activities. The aspect of courage/passion related to the ability of student on stating their idea to solve the problem. The aspect of eloquence related to student ability of speaking, whether the student speak fluently or still stammered. The aspect of Speech clarity and word choice related to personal vocal, sentence structure and vocabulary.
The aspect of problem understanding, topic understanding, argumentation and the direction of conversation is a criterion that contained in the aspect of problem understanding. The aspect Research, Society and Development, v. 9, n. 11, e1669119658, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i11.9658 6 of opinion delivery related to approval and rebuttal of students. Whether their opinions consider as rational, accompanied by appropriate reason or not.

The Results of Classroom Action Research with Two Stay Two Stray Learning Model in Early Cycle
After pre-action test was carried out, researcher and teacher conducted discussion and coordination to make a plan of the actions for cycle I based on the existing problems.
Planning the activity, the implementation of action research was carried out by Two Stay Two Stray learning model, which is expected to improve the lacking aspect based on the results of preliminary test. The action was carried out for twice.
From the results of observations made by researchers, it can be seen that the process of implementing the action is still not optimal and still not according to plan. Several students are still not able to understand their assignment. However, in this cycle students begin to have courage and confident to speak, ask questions, and express opinions.
Solidarity and mutual cooperation in groups already can be seen. Students begin to be active and some have been able to motivate other members by giving directions to other members who do not really understand their assignment. However, some students, especially male students, still not understand the topic of discussion. The following below is a description of data from the observation of the discussion in cycle I for each group in Table 2.
The following below is the description of observation result on cycle I of each group. The following diagram is a diagram of improving students' discussion skills from preliminary to cycle I. Based on the data above, it can be concluded that student speaking ability especially their discussion skill has improved from 7,31 on Preliminary test to 12,59 in cycle I. The increase in class average score from preliminary test to cycle I was 5.28. Research, Society and Development, v. 9, n. 11, e1669119658, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i11.9658 The last step of circle I is reflection. Reflection was done after the observation finish.
Researchers discuss what has been done in cycle I. Reflection was done based on the achievement of research success indicators. This reflection was seen both in terms of process and product.
In process, on cycle I student tends to be braver and more active during the learning process. Students who were just silent during preliminary, they began to actively speak and express their opinions in cycle I. The learning process becomes more alive.
This can be seen from the enthusiasm of students in conducting discussions by Two Stay Two Stray learning model. Students seemed enthusiastic hanging out with other groups and actively asked to find out their opinions about problems from other groups. However, female students still afraid to made a discussion with male student group.
Thus, the implementation of Two Stay Two Stray learning model has not been fully successed. It is caused by some students who still do not understand what their duties are and the necessary procedures.
In terms of products, the improvement of students' discussion skills can be seen from discussion test. Score improvement can be seen from the change of average on preliminary test score to the score of cycle I on each aspect. The improvement include as: (1) the aspect of courage/passion of pre-action gain the average of 1,54 and improved on cycle I become 2,82.
It means that the average score improved for 1,28; (2) the aspect of eloquence, on preliminary test, it obtain the average score of 1,41 and 2,41 on cycle I. based on the data above, the aspect of eloquence has improved 1,00; (3) the aspect of speech clarity obtain the score of 1,4, and obtain 2,50 on cycle I.
The increase of this aspect is 1,09; (4) the aspect of problem understanding obtain the score of 1,50 on preliminary test, and 2,41 in cycle I. it has increased 0,91; and (5) the aspect of opinion delivery (approval and rejection) has increased from 1,45 to 2,45. Based on the result above, every aspect inside the category consider as decent and need more improvement.
Thus, it should obtain more cycle.

The result of Classroom action research by Two Stay Two Stray in Cycle II
This cycle has a purpose to improve the aspects that have not been achieved in cycle I.
On the implementation of cycle I, every assessment aspect consider as decent, thus it needs second cycle. Especially, for the aspect of eloquence, problem understanding and the opinion delivery (agreement and rejection) Implementation of cycle II is expected to improve some aspects that are still lacking in cycle I. generally, the implementation of cycle II quite similar with cycle I. The procedure was carried out in several stages. The first meeting in cycle II was used to review the activities in previous cycle. On the secone meeting of cycle II, begin with reviewing the implementation of discussion by Two Stay Two Stray learning model from previous meeting.
Followed by the teacher asks students to join according to their respective groups.
Students were asked to discuss the results of their discussion at previous meeting. And they should conclude the results.
Cycle II have the same instrument as cycle I. Teachers as collaborator and researcher as observers observe the process of learning process which obtains the action of Two Stay Two Stray learning model.
The observed condition that happen such as stuident more understand the procedure of Two Stay Two Stray Learning model. In the implementation of cycle II, student cohesiveness and mutual cooperation in group are already consider as a good category. Students began to look active and some groups were able to be well organized. The following below is a description of data from the observation of discussion in cycle II for each aspect. Research, Society and Development, v. 9, n. 11, e1669119658, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i11.9658 Based on the table above, it can be seen that student ability of discussion has been improved more than cycle I. Overall all the observation aspects of this learning process have been improved. It can be seen from the activeness and courage of students.
By the system of group students visiting other group, it encourages students to talk and ask questions. Likewise, students are motivated to express their opinions about the material that has previously been discussed with other group. During this activity, there is an interaction to exchange opinions between the visiting students and the visited groups.
The following diagram is a diagram of improvement on students' discussion skills from cycle I to cycle II. Based on the data above, it can be concluded that students' speaking ability, especially discussion skills, has increased from the class average score of 12.59 in first cycle to 17.09 in second cycles. It is increased around 4,50.
Students during the first cycle were less active in discussion, in second cycle they already actively discussing their opinions. Student's attitude in class is calmer and well conditioned. The learning process in the classroom looks more alive. It can be seen by student enthusiasm when during the learning model of Two Stay Two Stray. Students seemed enthusiastic about visit and discuss withother groups and actively asked to find out their opinions about problems from other groups.
The improvement of score can be seen from the average score of cycle I to cycle II which can be seen in each aspect. The Detail of improvement on each aspect such as: (1) Aspects of courage/passion increase in cycle II become 3,72.
(2) The aspect of eloquence increased to 3.36; (3) Aspects of speech clarity and word choice in second cycle increased to 3.31.
(4) The aspect of problem mastery increased to 3.31 during second cycle.
(5) Aspects of expressing opinions (approval and rejection) in cycle II was increased to 3.41.
Based on the reflection result both process and product along with constraint of problem in implementations of cycle II. There are several aspects still not optimal yet, therefore the implementation of cycle III is necessary in order to achieve maximum results.

The Result of Classroom Action Research by Two Stay Two Stray in Cycle III
Cycle III aims to improve aspects that have not been achieved in cycle II. Those aspects consider as good, however it needs more improvement to obtain maximum result. The implementation of cycle III is expected to improve several aspects that are not maximal yet in cycle II. The implementation of action research in cycle III is similar with the implementation in cycle II.
The implementation in cycle III was carried out with the same instrument as the action in cycle II. Teacher evaluates the learning process in class by Two Stay Two Stray Learning Model.
Based on the observation result, it shows that the process has been implemented better than the process in cycle II. The process of implementation has related with the plan. In cycle III, students already understand the procedures for implementing Two Stay Two Stray learning model.
The learning situation is good and students already active conducting group discussions and class discussions. On its implementation of cycle III, student has muster up their courage and confidence on speaking, asking and stating their opinion. Student teamwork consider as good. Students have been seen as active and able to organize their groups well. The following below is the observation data of student discussion skill improvement. Students obtain a good point on the aspect of courage and their enthusiasm of discussion. Student improves their eloquence aspect. They pay attention on their sentence structure and their sentence choice. They are also good at expressing their opinions accompanied by rational reasons.
The following diagram below is the result of overall student average score. On cycle III, student has significant improvement on the aspect of courage/passion. Improvement of student discussion skills can be seen from the discussion test. The increase score can be seen from the average score of cycle II to cycle III of each aspect.
The improvement include as (1)  Overall, the assessment aspect of discussion skill in cycle III has been improved better than preliminary stage. Cycle III has reach the target, which is 75% of student success to obtain score ≥ 19.

Early Description of Student Learning Skill
The preliminary test of student discussion skill was carried out by students' group discussions and class discussions. This was done to determine students' discussion skills before the implementation of the action.
On preliminary test, it gain the score of each aspect: (1) the aspect of courage/ passion obtain 1,54.

Two Stray
The implementation of class action research by using Two Stay Two Stray learning model to improve students' discussion skills was carried out by 3 kinds of cycles. Cycle I was carried out to improve the aspects that were still low during preliminary test. Cycle II used as an improvement of first cycle to improve aspects of students' discussion skills. Cycle III used to maximalize the minus aspect in cycle I.
The measuring instrument used to determine the improvement of students' discussion skills using the Two Stay Two Stray learning model of discussion. The assessment contains of five aspects, such as (1) the aspect of courage/passion, (2) the aspect of eloquence, (3) the aspect of speech clarity and sentence choice, (4) the aspect of problem understanding, and (5) the aspect of opinion delivery (approval and rejection).
The most conducive condition happens in cycle III. Students understand their assignment well, whether student who stay or student who stray. Students seem enthusiastic, active and brave. Student cohesiveness has increased well in this cycle. Students have worked together in carrying out discussions; students have also been able to motivate other group members. The organization of group teamwork considers as good and each member of group understands their respective assignment.

Conclusion
Based on the previous result and discussion, it can be concluded that discussion learning by Two Stay Two Stray learning model can help to improve student of state high school 1 Bandar, Simalungun discussion skill.
The improvement of students' discussion skills can be seen through the quality of learning process which is indicated by students' good cohesiveness. Students are able to motivate other students by remind other student assignments. Organizing the group discussion in cycle III consider as better than pre-action. Initiative of students group work during preaction was not obvious yet, and it improved in cycle III which consider as good. Students are able to determine what to do during discussion. Most notable improvement is student activeness.
Improved results can be seen from students' ability to discuss before implementing the action and after obtaining an action. During the test beore the action, students reach minimum score. Students tend to be silent, shy, and less active during the process of discussions. They lack of confidence to convey their arguments and are less fluent of speaking. After being implied by action (cycle III), student ability has improved and they have better skill of discussion.
The researcher suggests for the next researcher to analyze the improvement of students' discussion skills through the quality of learning process with the other type of learning models.