The Effect of the Two Stay Two Stray Cooperative Model on Students’ Pronunciation Ability
Keywords:
two stay two stray, pronunciation ability, cooperative learning, efl students, junior high schoolAbstract
This study examines the effect of the Two Stay Two Stray (TSTS) cooperative learning model on students’ English pronunciation ability at SMP Negeri 3 Kutacane in the 2024/2025 academic year. Pronunciation is a crucial component of speaking skills; however, Indonesian EFL learners often experience difficulties due to limited exposure to English, low confidence, and teacher-centered instructional practices. To address this issue, this study implemented the TSTS model, which emphasizes student interaction and collaborative learning. A quantitative experimental method with a one-group pre-test and post-test design was employed. The population consisted of 90 ninth-grade students, from which 30 students were selected through purposive sampling. Data were collected using pronunciation tests focusing on accuracy of sounds, stress, and intonation. The data were analyzed using descriptive statistics and a t-test to measure the significance of the treatment. The findings revealed a significant improvement in students’ pronunciation ability after the implementation of the TSTS model. The mean score increased from 64.83 in the pre-test to 82 in the post-test, and the obtained t-value (22.89) exceeded the critical t-value at the 0.05 significance level. These results indicate that the Two Stay Two Stray cooperative learning model has a statistically significant effect on improving students’ pronunciation ability. Therefore, the TSTS model can be considered an effective instructional strategy for enhancing pronunciation skills in EFL classrooms.
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