COOPERATIVE LEARNING TYPE THREE STAY ONE STRAY

TOWARDS STUDENTS' SELF-ACCEPTANCE IN TEACHING

READING AT RINJANI ASRI ENGLISH COURSE

THESIS PROPOSAL

BY:
VIRGINIA SARI ANISSA
NIM. 21291002

MANDALIKA UNIVERSITY OF EDUCATION

FACULTY OF CULTURE, MANAGEMENT AND BUSINESS

ENGLISH EDUCATION DEPARTMENT

2023
 TABLE OF CONTENTS

ABSTRACT ..........................................................................................................

TABLE OF CONTENTS ......................................................................................

CHAPTER I INTRODUCTION

A. Background of the Study ...............................................................

B. Statement of the Problems .............................................................

C. Objectives of the Study .................................................................

D. Significance of the Study...............................................................

E. Scope of the Study .........................................................................

F. Definition of Key Terms ...............................................................

CHAPTER II REVIEW OF RELATED LITERATURE

A. Theoritical Review ........................................................................

B. Theoritical Framework ..................................................................

C. Preview of the Study .....................................................................

D. Hypothesis of the Study.................................................................

CHAPTER III RESEARCH METHOD

A. Research Design ............................................................................

B. Setting of the Research ..................................................................

C. Subject and Object of the Research ...............................................

D. Techniques and Procedures of Data Collection.............................

1. Testing ........................................................................

2. Questionnaire ..............................................................

3. Interview .....................................................................

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 4. Instruments .................................................................

5. Procedure of Data Collection .....................................

E. Instruments of Data Collection ......................................................

F. Validity of Data .............................................................................

G. Techniques of Data Analysis .........................................................

REFERENCES ....................................................................................................

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 CHAPTER I

INTRODUCTION

A. Background of the study

Reading is one of the abilities in language learning which is a

standard for understanding the ability to master a language. Reading

activities in language learning are related to learning patterns from student

motivation just like other abilities in English, such as the ability to listen,

speak, and write. In developing students' reading skills, many learning

methods are used in order to create effectiveness for students. Self-

acceptance of students is aimed at creating good learning patterns to support

students' reading skills. Most students experience difficulties with

acceptance of language learning due to a lack of understanding about self-

motivation and how students accept themselves during reading learning.

With a good level of self-acceptance, students will be facilitated in

improving learning abilities. The use of appropriate learning methods and

strategies can also increase student self-acceptance well in class.

Appropriate and effective learning methods and strategies will increase each

student's self-acceptance so that students will be able to self-evaluate and

understand the purpose of the given reading lesson. Self-acceptance can be

indicated by looking at how far the students understand theirselves and they

can accept the condition in the class, included their comprehension and

social skills. Self-acceptance is included to how the students can react and

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interact in the class with less conflict and create fun English learning in

accepting the lessons in the class, especially in reading class.

Looking at how students had difficulty in improving their reading

skill in English class, the researcher found that there were difficulties in

reading in one of the English courses, namely the Rinjani Asri English

Course. The researcher found several problems in students’ reading activity

for 2 months observation in April-May 2023. The researcher found that the

students are children who live in the Sesela environment, West Lombok and

come from middle class families. The children in this environment are used

to group activities in playing so that the level of cooperation and social skills

they have is already good. Looking at this phenomenon, the researcher tries

to find out how children still have difficulties in learning English, especially

for reading skill. It can be found that the students’ reading difficulties are

caused by the lack of reading learning media, conventional teaching method

that is dominant in the class, and low of students’ understanding towards the

purpose of reading learning in the class.

In this study, the researcher will focus on children who take English

course at the Rinjani Asri English Course by trying to use one of the

Cooperative Learning methods, namely Three Stay One Stray because the

researcher found the conventional method in teaching reading should be

replaced to see how high the students’ self-acceptance in reading

comprehension. The students are expected to be able to understand and

improve their reading skills in groups as well as increasing students’ self-

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 acceptance that is why the researcher tries to implement Three Stay One

Stray (TSOS) to receive any better result. The researcher will also focus

more on how students can accept and understand themselves well in order

to be able to increase the self-acceptance of each student in the English

learning class.

B. Statement of the Problems

Based on the background of the study above, the researcher could

take the problems, there are:

1. Is Three Stay One Stray nore effective than discussion method

towards students’ self-acceptance in teaching reading?

2. Do the students who have high self-acceptance have better

reading comprehension that the students who have low self-

acceptance?

3. Is there an interaction between teaching methods (Three Stay

One Stray) and students’ self-acceptance in reading

comprehension?

C. Objectives of the Study

The objectives of this research are to find whether or not:

1. Three Stay One Stray is more effective towards students’ self-

acceptance in reading class.

2. The students who have high self-acceptance have better reading

comprehension than the students who have low self-acceptance in the

class.

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 3. There is an interaction between teaching methods and students’ self-

acceptance on students’ reading comprehension.

D. Significance of the Study

The significant of the study is divided into two, there are:

1. Theoritical significant

The result of this study is expected to be able to give the

theorical information especially about the effectiveness of Cooperative

Learning Type Three Stay One Stray for reading class and for knowing

the students’ self-acceptance in reading comprehension.

2. Practical significant

a. For the teachers, the result of this study helps the teachers to know

how to apply the teaching method especialy to consider the match

or suitable method or strategy in teaching reading. The result of this

study helps the teachers to get more information regarding to the

effectiveness of using cooperative learning type Three Stay One

Stray for students’ self-acceptance in reading class.

b. For the students, the result of this study helps the students to get

more information about the objective learning in reading class by

looking at how high their self-acceptance to purse or improve their

reading comprehension.

c. For the readers, the result of this study helps the readers to

understand more about the use of cooperative learning type ‘Three

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 Stay One Stray’ in reading class and its effectiveness to pursue the

students’ self-acceptance.

d. For the next researchers, the result of this study also helps the

continuity of another research to know or analyze the reasons or

factors why Cooperative Learning Type Three Stay One Stray is

effective or not to be used in reading class for pursuing the students’

self-acceptance. The result of this study can be used as the reference

of descriptive qualitative method for the next research.

E. Scope of the Study

To make this research to be understood easily, the researcher gives

the limitation of this research. The researcher focuses on the use of Three

Stay One Stray for reading class in Rinjani Asri English Course, Sesela to

know how effective the method to pursue the students’ self-acceptance in

reading class. The researcher focuses on students’ confidence as one of

other factors in students’ self-acceptance. The researcher also gives

limitation to the reading activity that will use narrative text in this research

and observe the students’ pronunciation and vocabulary in students’ reading

activity. Another focus in this study is also included the elementary school

students who live in Sesela and take an English course in Rinjani Asri

English Course. This experimental study also focuses on two classes only

in Rinjani Asri English Course.

F. Definition of Key Terms

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 To understand this research easier, the researcher defines and

clarifies some terms of the research’s variable:

1. Cooperative learning

Cooperative learning is an instructional approach that

emphasizes collaborative and interactive learning among students. In

this approach, students work together in small groups to achieve a

common goal or complete a learning task. Cooperative learning fosters

active participation, engagement, and social interaction among

students, promoting both academic and social development.

2. Three Stay One Stray

‘Three Stay One Stray’ is a collaborative brainstorming or

decision-making technique often used in group discussions, meetings,

or workshops. It is a structured approach that helps prioritize ideas or

options by focusing on the most valuable or feasible ones. The process

involves generating a list of ideas, options, or solutions related to a

particular topic or problem. Participants are then asked to evaluate and

discuss the items on the list using the "Three Stay One Stray"

framework.

3. Students’ self-acceptance

It is a process of recognizing or valuing oneself for who you

truly are, including the strengths, weaknesses, limitations, and unique

qualities. It involves acknowledging and accepting all aspects of the

personality, physical appearance, emotions, and life circumstances

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 without judgment or the need of external validation. Self-acceptance is

an essential component of positive self-esteem and well-being. It goes

beyond tolerance or resignation and involves actively embracing and

loving theirselves, and the desire to meet societal standards of

perfection.

4. Reading

Reading is the process of interpreting and comprehending

written text in order to gain information, knowledge, or entertainment.

It involves visually perceiving written symbols, such as letters, words,

and sentences, and mentally understanding the meaning conveyed by

those symbols. Reading is a fundamental skill that plays a crucial role

in education, personal development, and communication. It allows us

to access written materials, including books, articles, newspapers,

magazines, websites, and more.