i
USING TALKING
STICK METHOD TO IMPROVE STUDENTS’ READING
MASTERY FOR THE SECOND GRADE STUDENTS OF SMPN
1 PRINGAPUS IN THE ACADEMIC YEAR OF 2016/2017
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan (S.Pd.) in English Department of Education Faculty Institute Islamic of Studies
(IAIN) SALATIGA
By:
AISYAH AMBALIKA SARASWATI NIM. 113 12 010
ENGLISH DEPARTMENT OF EDUCATION FACULTY INSTITUTE ISLAMIC OF STUDIES SALATIGA (IAIN)
ii
DECLARATION
"In The Name of Allah the Most Gracious and the Most Merciful" Hereby the writer fully declares that the graduating paper is made by the
writer herself, and it is not containing materials written or has been published by other people and other people’s ideas except the information from the references.
The writer is capable to account for this thesis, if in the future, it can be
proved of containing others’ ideas, or in fact, the writer imitates the others’
graduating paper.
Likewise, the declaration is made by the writer and she hopes that this
declaration can be understood.
Salatiga, September 1st 2016
The writer,
iii
Salatiga, September 1st 2016
Dr. H. Sa’adi, M.Ag
The Lecturer of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
ATTENTIVE COUNSELOR NOTE
Case : Aisyah Ambalika Saraswati’s Graduating Paper
Dear,
Dean of Teacher Training and Education Faculty
Assalamu’alaikum, Wr. Wb.
After reading and correcting Aisyah Ambalika Saraswati’s graduating paper entitled "USING TALKING STICK METHOD TO IMPROVE STUDENTS’ READING MASTERY FOR THE SECOND GRADE STUDENTS OF SMPN 1 PRINGAPUS IN THE ACADEMIC YEAR 2016/2017”, I have decided and would like to propose that if it could be accepted by education faculty, I hope it would be examined as soon as possible.
Wassalamu’alaikum, Wr. Wb.
Consultant
v
MOTTO
Verily, after hardship comes relief.
After hardship comes relief.
vi
DEDICATION
The researcher dedicates this graduating paper for all people inside of my
heart ;
1. My family, father ( Rudi Agus Budiyanto, S.Pd ), mother ( Siti Askariyah, S.Pd ), big brother ( Adam Pratama Ramadhan Adbdurrahman), young
sister ( Sekar Mega Islami) and young brother ( Yordi Alba Afreiza ). I
love you so much. You are my spirit and happiness thank for all your pray
and support.
2. All of my teachers and lecturers thank for your guidance.
3. All of big family SMPN 1 Pringapus, the head master (Mr. Adi Kusyanto, S.Pd, M.Pd ) , english teacher ( Mrs. Wintarti, S.Pd ), and
students of VIII B. Thank for your cooperation.
4. All of my friends and especially my beloved best friends ( Afuza Shara Zulfah, Muhamad Mustofa, Pipit Puspita Sari, Ulin Ni’am, Nur Hikmah
and Yuli Susanto). Thank you so much. I appreciate for our togetherness
vii
ACKNOWLEDGEMENT
Assalamualikum Wr. Wb.
In the name of Allah, the Most Gracious, the Most Merciful
All praised be to Allah, Lord of the world, for the blessing given in
finishing the final graduating paperentitled “ Using Talking Stick Method
to Improve Students’ Reading Mastery at The Second Grade Students of
SMPN 1 Pringapus in The Academic Year 2016/2017 ” . Peace and blessing be upon to the lovely prophet Muhammad SAW, his family, his
companion and his followers.
This final graduating paper is presented to The Faculty of Tarbiyah and Teachers’ Training as partial fulfillment of the requirements for the
degree of S.Pdi in the Department of English Education.
However, this paper will not be finished without supports, advices,
help and encouragement from some people and institution. The writer says
thanks to:
1. Dr. Rahmat Hariyadi, M.Pd as the director of IAIN Salatiga, thanks
for the opportunities to study in IAIN Salatiga.
2. Noor Malihah, Ph. D., as the head of English Department of IAIN
salatiga.
3. Dr. H. Sa’adi, M.Ag as my thesis’ counselor, thanks for the guidance.
viii
4. Wintarti S.Pd, as English teacher of SMPN 1 Pringapus, thanks for
your help and guidance in my research.
5. All of my teachers and lecturers that I can not mention their names one
by one. You add knowledge, experience, inspiration and value in my
life.
6. My father, mother, brother, sister. You are my spirit and happiness
7. My best friends’ Afuza Shara Zulfah, Muhamad Mustofa, Pipit Puspita Sari, Ulin Ni’am, Nur Hikmah and Yuli Susanto we are friend till
eternally.
8. All of my friends in TBI-A ’12.
9. The big family of SMPN 1 Pringapus, especially VIIIB-class students.
10. Everybody who has contributed to finish my final paper.
Finally this thesis is expected to provide useful knowledge and
information to the teachers and other researchers. Moreover, the writer is
pleased to accept more suggestion and contribution for the betterment
thesis.
Wassalamu’alaikum Wr.Wb.
Salatiga, September 1st 2016 The Writer,
ix ABSTRACT
AISYAH AMBALIKA SARASWATI, 2016: Using Talking Stick Method to Improve Students’ Reading Mastery at The Second Grade Students of SMPN 1 PRINGAPUS in The Academic Year of 2016/2017. Final Graduating Paper of English Department of Education Faculty Institute Islamic of Studies (IAIN) Salatiga.
Key Words:
Key Words: Talking Stick Method, Reading Mastery
x
TABLE OF CONTENTS
TITLE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR NOTES ... iii
MOTTO ... iv
DEDICATION ... v
ACKNOWLEDGEMENT ... vi
ABSTRACT ... viii
TABLE OF CONTENTS ... ix
LIST OF TABLE ... xii
CHAPTER I INTRODUCTION Background of the Study ... 1
Problems of Study ... 4
Objective of Study ... 5
Significance of Study ... 5
Definition of the Key Terms ... 6
Review of Previous Researcher ... 7
Organization of the Paper ... 8
CHAPTER II THEORETICAL FRAMEWORK Talking Stick Method ... 10
Concept of Talking Stick Method ... 10
Procedures of Talking Stick Method... 10
Strength and Weakness of Talking Stick Method ... 11
xi
Reading ... 12
Reading Technique... 14
Teaching Reading ... 16
Types Classroom Reading Performance ... 17
CHAPTER III METHODOLOGY OF RESEARCH RESEARCH METHOD ... 19
Method of Study ... 19
Setting of Research ... 19
Procedure of Research ... 20
Technique of Collecting Data ... 21
Method of Data Analysis ... 22
Technique of Data Analysis ... 31
DATA PRESENTATION Time and Place of the Research ... 33
Indentity of SMPN 1 Pringapus ... 33
Situation of Educational Facilities ... 34
Situation of Teacher and Staff ... 34
Subject of The Study ... 35
BAB IV DATA ANALYSIS IMPLEMENTATION OF THE STUDY ... 36
Cycle 1 ... 36
xii
DISCUSSION ... 48 Cycle 1 ... 48 Cycle 2 ... 51 BAB V CLOSURE
CONCLUSIONS ... 53 SUGGESTIONS ... 54 REFERENCES
xiii
LIST OF TABLE
Table 4.1 The Result of Students’ Pre-test and Post-test cycle... 39
Table 4.2 The Result of Students’ Pre-test and Post-test cycle 2... 44
1 CHAPTER I INTRODUCTION A. Background of Study
Language is a means of communication and we need it in social relationship. Accroding to Diane’s statement, (2000:163), Language is
communication. English is an important language in the world. It is used
as a communicative tool among countries. Therefore, English language is
needed by students to learn in at school. Now days, English is important in
our daily lives. For example in science and technology such as video
rental, ATM, hand phone, computer, newspaper, film subtitle, on-line
articles, and announcement of job vacancy also use this language.
In Indonesia, English is learned as foreign language. It is formally
to students of Elementary school, Junior and Senior High School, and even
to university students. English is just learnt in the school with limit of
time. In line with The Implementation of The School-Based Curriculum
English is taught five hours in a week. Students need much time to master English well.
However, every single languages has its own rules and uniqueness,
English does too. English has four basic language skills. They are
listening, speaking, writing, and reading. According to Jeremy Harmer
(1989 :199), Speaking and writing involve language production, so they
are regarded as productive skills. On the other hand, listening and reading
2
According to Enar Ratriany Assa (2015 :74-80), An English
teacher has to know about strategies in order to get better result in
learning. Besides, she or he has to know about the method or model which
must be used to guide the students. The teacher who has important role to
guide and to motivate the students to be morecreative in the classroom. If
the method is not suitable with the situation of the class, the teaching and
learning will not be successful.
Reading, as one of language skills, has a very important role. The
students should comprehend reading for certain purposes, however it
needs a practical and suitable method.
The idea is supported by the fact that reading now has a part of
daily life. Reading cannot be separated from daily activities. People read
many kinds written materials such as newspapers, magazines, novels,
academic books and so on. Through reading people can get a lot of
information, knowledge, enjoyment and even problem solution. Therefore,
the ability to read the text in any form will bring great advantages to the
readers. All those purposes need reading skill enough.
So that way, when people talk about reading, it might be
automatically related to comprehension or understanding. For instance, a
reader who understands what he has read can answer questions about it. It
means that understanding something is the main goal of reading.
Talking about reading activities, there are some techniques that can
3
the appropriate one to reach their goals. For example in Indonesia, it is
known that most of the classes are big. These classes can consist of 34 up
to 45 students or more for each class. Consequently, it is hard for the
teacher to manage such big classes. It is difficult for the teacher to make
the contact to the student directly, moreover students at the back row. The
teachers will be difficult to control every students on by one. On the other
side, it is also difficult for the students to ask for and receive individual
attention. Moreover, if the teacher wants to actively engage the students in
the students in learning activities, it will take more time to do it. According to Diane’s statement (2000:159), that good language learners
are who have a strong desire to communicate.
Reading becomes an important part of language teaching, and it
has complicated problem. To solve the problem, the researcher uses a method to improve students’ reading skill. It is expected that The Talking
Stick Methodcan helpthe students to understand the text easily, and make
them active and creative in reading.
According to Imas Kurniasih and Berlin sani (2015:82-83), talking
stick method is a method in the learning process by a stick, student who
gets the stick must answer the question by the teacher. This method gives
an alternative manner to refresh and learning process in a more enjoyable
way. Talking stick method is a suitable method to be used in teaching
Junior High School students. First, the students feel happy, enjoy and
4
learning process. Second, the students become more active in doing
activities such as; answering teacher's questions, listening, speaking and
working together with their friends. So, they do not feel bored in their
study. Finally, they could improve their confidence in English class.
The talking stick method is also a kind of ways to makes the
teacher more creative and responsible. Teacher becomes more serious in
teaching and the learning process well prepared. This method creates an
ideal condition because teacher explains the materials by fun learning
activities in classes. Furthermore, there are feedback and interaction
between teacher and the students. Thus, the goals of education are reached
easily.
Based on the description above the writer intends to conduct a study entitled, “Using Talking Stick Method to Improve Students’ Reading
Mastery at The Second Grade Students of SMPN 1 Pringapus in The
Academic Year of 2016/2017
B. Problems of Study
Based on the explanation in the background of study, the problems
statement in this research are:
1. How is the profile of students’ reading mastery at the second grade
students of SMPN 1 Pringapus ?
2. Can the talking stick improve students’ reading mastery through
talking stick method for the second grade students of SMPN 1
5
3. Is there any significant improvement of students’ reading mastery
through talking stickmethod?
C. Objective of Study
The objective of this research are;
1. To find the profile of students’ reading mastery at the second grade
students of SMPN 1 Pringapus in the academic year of 2016 /2017
before applying talking stick method.
2. To find the improvement of students’ reading mastery through talking
stick method for the second grade students of SMPN 1 Pringapus in
the academic year of 2016 /2017.
3. To find out the significant improvement of students’ reading mastery
through talking stickmethod for the second grade students of SMPN 1
Pringapus in the academic year of 2016 /2017.
D. Significance of Study
The findings of this study are expected to be advantages for the
students, teachers, the researcher, other researchers and English
Department.
1. For students, they get an enjoyable situation and fun learning activities
through talking stick method. The students also get a new atmosphere
6
2. For english teachers, talking stickmethod enriches teachers’ technique
to teach reading in the classroom. So, teacher expands the ability to
create innovation, effective strategies, and interesting teaching.
3. For researchers, this research adds the researchers’ knowledge and
experience in teaching reading especially in applying talking stick
method.
4. For other researchers, the results of this research can be used as an
input by those who want to conduct related research about teaching
reading and talking stickmethod as reference.
5. For English Department, the result of this research could be useful
especially for students majoring in English Department in increasing
the quality of teaching English Lesson using talking stick method.
E. Definition of The Key Terms 1. Talking stick method
A definition of talking stick method carried from Imas Kurniasih and Berlin Sani (2015: 82). They define that “Talking stickmethod is a
method in the learning process by a stick. The student who gets the
stick must answer the questions by the teacher after studying the materials”.
2. Reading
Reading activity is the way to get information and knowledge from
7
Reading as an activity in which the readers respond to and make sense
of a text being read connected to their prior knowledge.
F. Review of Previous Researcher
1. This research is supported byRomli’s final paper (UIN Jakarta, 2014)
“IMPROVING THE STUDENTS’ READING COMPREHENSION
OF NARRATIVE TEXT THROUGH STORY MAPPING (A Classroom Action Research of the Second Grade of MTs Tarbiyatul
Falah)” He explained that there is significant improvement by using
story mappingstrategy in teachingreading comprehension of narrative
text .
2. “USING JIGSAW TECHNIQUE TO IMPROVE READING
COMPREHENSION SKILL AT THE EIGHT GRADE STUDENTS
OF SMPN 3 MLATI YOGYAKARTA IN THE ACADEMIC YEAR
OF 2012/2013.” By Kusriani (UNY Yogyakarta 2013). She also gives
some literatures in this final paper.Her minithesis indicated that jigsaw
technique, the students were involved in the reading class and they
were enthusiastic in joining the reading class. So, that teaching reading
by using jigsaw technique , the students’ reading comprehension skill
can be effectively improved.
3. Suryani’s minithesis (UNY Yogyakarta, 2015) entitled “IMPROVING STUDENTS’ READING SKILLS BY USING THE MIND MAP
8
OF 2013/2014” She succeeds in improving students' reading skill by
using the mind map technique in her research.
4. This research is also supported by Aini's final paper ( UIN Malang,
2010) entitled “APPLICATION OF INNOVATIVE INSTRUCTION
MODEL BY MEANS OF THE TALKING STICK METHOD TO
IMPROVE THE STUDENTS LEARNING ACTIVITY ON THE
INTEGRATED SOCIAL STUDIES SUBJECT MATTER OF VIITH
GRADE OF THE STATE JUNIOR HIGH SCHOOL 1 OF SINGOSARI MALANG”. Her minithesis indicated that the talking
stick method can increase the students learning activities in Junior
High School 1 of Singosari Malang.
G. Organization of the Paper
This study contains five chapters.
Chapter I is introduction, consists of background of the study, statement of
the problems, purpose of the study, significance of the study, defintion of
key terms and the review of previous researcher. This chapter is a general
introduction to what the thesis all about. Then, Chapter II is theorical
framework. It discusses the literatures about the terms. This chapter talks
about talking stick method and reading mastery. Chapter III is
methodology of reseacrh. It consists of the research report and
methodology of the research. Research report describes about the object of
research. The methodology of the research explains about method of
9
analysis. It explains about teaching implementation and discussion. In this
chapter, the researcher would like to explain about data analysis the result
of research then make analysis. Chapter V is closure. The last chapter
10 CHAPTER II
THEORETICAL FRAMEWORK
A. TALKING STICK METHOD 1. Concept of Talking Stick Method
Talking stick is a kind of methods in language teaching used to
invite all the people speak and extend their opinions in an ethnic group
meeting. For long times ago, Indian ethnics are used this method as a
good and wise facilitation without taking side each others. Talking
stick is used by the councils to decide who will have the right to speak
up. When the leader starts in the discussion, he must hold the stick.
Then, the stick moves to another person who wants to speak or
respond the topic. After all the people have the opportunities to convey
their opinions, the stick returnable to the leader.
(www.historytalkingstick.comaccessed on 2ndMay 2016).
2. Procedures of Talking Stick Method
According to Imas Kurniasih and Berlin Sani (2015:83-84), the
procedure of Talking Stick Method are :
a. The teacher prepares the materials and a stick.
b. The teacher explains the main topic. Then, the students read and
learn the materials for some minutes (10 minutes).
c. The teacher commands the students to close their books and takes a
11
d. The teacher gives the stick to a student.
e. The teacher sings a song or plays music while the stick moves one
student to another until the song or music stops.
f. The student who gets the stick must stands up and answers the
teacher's questions.
g. Then, the stick rolls on again until each student gets the stick and
takes part in the learning process.
h. Finally, the teacher gives the evaluation and makes conclusion.
3. Strength and Weakness of Talking Stick Method
The talking stick method is one of innovative strategies in order to
make the students speak up and express their idea confidently. Every
strategy and method has the strengths and weaknesses belong to the
talking stick method. Irfatul Aini (2010: 45) defines that the talking
stick method has strengths and weakness. This method gives the advantages to attract the students’ preparation, so they become more
serious in learning. Next, the talking stick method trains the students to
comprehend and recall the materials vividly. However, there are some
weaknesses when applying this method. This method makes the
student be strained and afraid. Students stressed when he or she gets
the stick and must answers the teacher's question.
Based on the explanation above, talking stick method is one of
alternative strategy to help the students construct and improve their
12 B. READING
1. Reading
According to Grabe (2009:5), reading is a process when readers
learn something from what they read and involve it in an academic
context as a part of education. In the classroom, some teachers often
use texts or books as media to deliver material of a subject.
Furthermore, the teacher asks the students to read the texts to grab
information in order that they could master the material.
Reading also engages human brain, emotions, and beliefs as Weaver (2009:11) states that “ Reading is a process which is very
much determined by what the reader’s brain and emotions and beliefs
bring to the reading : the knowledge / information (or misinformation,
absence of information), strategies for processing text, moods, fears
and joys- all of it.”
Other expert define reading as an activity in which the readers
repons to and make sense of a text being read connected to their prior
knowladege (Spratt, Pulverness, and William : 2015 :21). The activity
is done by the readers as they want to get information and knowledge
from the text meanwhile the readers have their own background
knowledge. They automatically connect their knowledge with a new
knowledge from what they are reading. By doing this, sometimes, the
13
Reading can be a means of consolidating and extending someone’s
knowledge of the language. Doing it, the reader can grab any
information and pleasure about the subject of the language. This
activity also gives some advantages for the readers. One of the
advantages is that the students can improve their knowledge by reading
a text without the teacher’s help because they can interpret by
themselves (Rivers, 1981: 260).
People know that reading always deals with a text which is written
books, newspapers, magazines, and websites. Furthermore, the written
text has many varieties. Brown (2000: 302) states there are two main
categories of the varieties of the written texts. The first is non-fiction
such as reports, editorials, letters, greeting cards, diaries, journals,
memos, messages, announcements, newspaper, journalese, academic
writings, forms, applications, questionnaires, directions, labels, signs,
recipes, bills, maps, manuals, menus, schedules, advertisements,
invitations, directories, articles, and dictionaries. The second is fiction
such as novels, short stories, and comic stripes or cartoons.
2. Reading Technique
Anthony in Brown (2000:14) defines technique as specific
activities manifested in the classroom that were consistent with a
method and therefore were in harmony with an approach as well.
These activities might be doing tasks or exercises to realize lesson
14
the classroom such as English. In the English subject, the teacher is
also able to use the activities in teaching and learning process to
improve four skills in English subject; listening, writing, speaking, and
reading.
Designing interactive reading is not easy. It needs techniques in
order to abridge into an easier way. There are principles for designing
interactive reading techniques. An expert named Brown (2000:
313-316) says there are several techniques. Those techniques are in the
following.
a. In an interactive curriculum, the teacher has to gives
priority to the importance of specific instruction in reading
skills
b. The teacher has to use techniques which are intrinsically
motivating
c. Authenticity and readability in choosing texts should be
balanced.
d. The teacher should encourage the development of reading
strategies
e. Both bottom-up and top-down techniques are include in the
activity.
f. The teacher should follow “SQ3R” sequence.
g. The teacher subdivides the techniques into pre-reading,
15
h. In the last, the teacher should build in some evaluative
aspect to the techniques.
1) Doing: the students respond physically to a
command
2) Choosing: the students select from alternative pose
orally or in writing
3) Transferring: the students summarize orally what is
read
4) Answering: the students answer questions about
passage
5) Condensing: the students outline or take notes on a
passage
6) Extending: the students provide an ending to a story
7) Duplicating: the students the message into a native
language or copy it
8) Modelling: the students put together a toy, for
example, after reading direction for assembly
9) Conversing: the students engage in a conversation
that indicates appropriate processing of information
3. Teaching Reading
Teaching is an activity in which the teacher guides and facilitates
learning, gives a chance for the learners to learn, and sets the condition
16
without any guidance. The teacher needs to lead the students in gaining
any knowledge. Also, to make the students learn, the teacher should
make innovative ways, such as, unnatural orientation and unusual
treatment to what is being learned.
Other experts explained about the term of teaching reading which
may be further discussed here. Nuttal (1982: 21) states one of the
functions of teaching reading especially reading foreign language, such
as English, for students who are not native speaker, is to make them be
able to understand the text when they deal with the foreign language.
They will be capable to read in an appropriate speed, a silent way, and
adequate understanding.
4. Types Classroom Reading Performance
The variety of reading performance in classroom can be
determined by the variety of texts. It means that the teacher should
consider about the types of the text used in the teaching reading in
order to support the process. It is stated in Brown (2000: 312) that
there are two types of classroom reading performance. First is oral
reading. In the process of teaching and learning teaching in the
classroom, the teacher may ask the students to read orally. There are
some advantages in the oral reading done at beginning and
intermediate levels. The advantages of the oral reading are as an
17
check, and an extra activity for students to help the teacher to highlight
a certain short segment of a reading passage.
Second is silent reading. It is subcategorized into intensive and
extensive reading. The intensive reading focuses on linguistic or
semantic detail of a passage. It is usually classroom-oriented activity.
The students are demanded to pay attention to grammatical forms,
discourse markers, and other surface details. To achieve general
understanding especially when the students are asked to read longer
text, such as books, magazines, novels, essays, and the like, extensive
reading is more compatible than intensive reading. It belongs to
outside of classroom activity. The extensive reading can also help the
students get away from their tendency to over analyse or look up
18 CHAPTER III
METHODOLOGY OF RESEARCH
A. RESEARCH METHOD 1. Method of Study
The researcher used a Classroom Action Research (CAR) in
this study. It is one of quantitative research. According to
V.Wiratna Sujarweni (2014:39), Quantitative research generally
involves collecting and converting data into numerical form, so
that statistical calculations can be made and conclusions drawn.
Data was collected by various means following a strict procedure
and prepared for statistical analysis to discover complex causal
relationships and to determine to what extent one variable
influences another.
2. The Setting of Research
This research was conducted at SMPN 1 Pringapus which
was located in Siswa Street , Wonoyoso, Pringapus. This research
has been done from July 2016 until August 2016. The object of
this research was the second grade students of SMPN 1 Pringapus
in the academic year 2016/2017.
3. Procedures of Research
This study was a classroom action research. According to
19
planning, action, observation and reflection before revising the
plan.
a. Planning
Some activities in the planning step are preparing materials, making lesson plan, preparing list of students’ name, preparing
teaching aid, preparing sheets for classroom research and
preparing a test.
b. Action
In the action step, the researcher gives pretest first, teaches
using talking stick method, gives occasion to the students to
ask any difficulties or problems, gives the students some
questions orally.
c. Observation
Observation is one of the instruments to know the students
feeling, thought and anything they do in the learning process.
d. Reflection
Based on the result of the observation, the reseacher makes
an evaluation to the students during teaching learning process.
4. Technique of Collecting Data
According to (V.Wiratna Sujarweni 2014:74), Data
collection techniques are ways to do research for the arrest or
20
to the scope of the study. The researcher uses the observation, the
interview, test instrument and field notes to obtain the data.
The methods of collecting data are;
a. Observation
Observation is focused on activities to an object in the class.
This method gives monitor and record of the phenomena
systematically investigated. This method also uses in finding
concrete data easily an directly.
b. Test instrument
Test instrument plays an important role to collect data. In this
research, there are two kinds of test, pre test and post test.
Pre-test is used to know how far the students’ competences before
utilize talking stick method. Then, post-test is used to see how far the students’ competences after using talking stick method.
c. Field note
Field note refers to various note recorded by researcher and
observer during or after their observation of a specific
phenomena they are studying.
5. Method of Data Analysis
In general, there are many Classroom Action Research
designed by some experts. This study was a classroom action
21
the major steps of planning, action, observation and reflection
before revising the plan. Teacher was possible to find a new
problemor the previous unfinished problems yet after applying first
cycle. If it happens, it was necessary to do same way to submit the
second cycle. Here are some explanations about each phase and
how it works.
1. Cycle 1
a) Planning
In this season, the research was conducted as a
real action. Its aim was to know what problems of
the students in learning English in terms of reading
lesson especially in mastering reading. So, the
English teacher would know what she should do.
Therefore, in this phase, there were many things
should be prepared to start the action. Firstly, lesson
plan was prepared to make a scenario of the
action.hen, choosing teaching materials, after that,
preparing all of media which needed, also preparing
evaluation sheet to measure the students’
achievement in the end of this cycle.
In this cycle, the researcher teaches about
22
becomes teacher. Before the research, the
instruments of research are prepared.
a. Lesson plan and the material
b. A stick, the stick is used by the researcher in
applying the talking stick method.
c. Sheets for Classroom Action Research
The researcher provides the observation sheets
for observer to take a note on teaching learning
process.
d. Test instrument
The test instrument consists of pre-test and
post-test. The pre-test are the test given for the
students before applying the talking stick
method in teaching learning process. post-test
are test given for the students after applying the
talking stick method in teaching learning
process.
b) Acting
In this phase, everything which was determined
on the lesson plan was done as on the scenario.
Firstly, The teacher asks the students about reading
and their difficulties in understanding the reading.
23
of reading and everything that can be found in
reading . After that, the teacher introduces and
explains what talking stick was with the strategy
used by students in learning reading.
Here, all the preparations and plans were
implemented. It was begun in 5th August 2016. In
the beginning of teaching learning process, the
researcher asked the students about descriptive text
and their difficulties in understanding the text,
because the teacher knew that this material has been
taught by the English teacher. After that, the
researcher asked the students to tell everything
about descriptive text that they knew. It may be
about the definition, purpose, and the generic
structures in descriptive text. After opening, the
researcher explained the definition, purpose and the
generic structures of descriptive texts. The
researcher told the students about what they should
find in descriptive text such as the orientation and
description. Next, the students were given the text
and some question based on the text. The researcher
commands the students read the text (10 minutes).
24
the corner. Next, the researcher explains about the
role of talking stick method and plays this method.
The student who gets the stick answer the researcher’s question. After most of the students get
the stick, the researcher gives explanation about
descriptive text clearly and discusses their
difficulties.
Then the students answer the post-test in the last
lesson and the researcher identifies the students’
difficulties. At last, the researcher gives the students
task or a homework.
c) Observing
In this phase, the teacher observes the process worked andthe students’ response, participation,
achievement and everything which found during the
teaching and learning process. Also, it is necessary to aks smoe students’ opinion about the process
teaching and learning reading using talking stick to
get feedback. When observing, the teacher should
notice all of activities in the classroom. It is done in
order to get accurate result in the end of the research
25
Based on the activities in the cycle I, the
researcher gets data. The field notes show the students’ interest in teaching learning process. The
students are curious and shy when they hold the
stick, but they still have enthusiastic to join the
learning. Some of them are confidence to answer
the question, but some students are silent when get
the stick. Overall, they enjoy with the talking stick
method and feel new atmosphere in learning
English.
d) Reflecting
In this last phase, the teacher reflected the whole
action based on data that have been collected, and
then it is necessary to give some evaluation before
continue to the next cycle. This phase is carried out
collaboratively, that was to discuss some further
problems occur in the class with the students. Its
aim, the reflection was able to be determined after
implementing the action and observation outcomes.
If there were still some problems, so it is needed to
start the next cycle. By continuing to the next cycle,
it was expected that the unfinished problems yet can
26
researcher tried to find some more interesting stories, it is based on sarah’s suggestion in her book.
Sarah Philips (1993 : 46)
In analyzing the result of cycle I,the researcher
summarizes that it is very important for teacher to be serious with the students’ reading mastery. Cycle
I also shows that the students can improve their
reading. The talking stick method helps the students
to be enjoyed and interest in the learning process.
Based on the result of previous cycle, the
research must be continued to the next cycle (Cycle
2) with doing some improvements, not only about
the students activities but also everything that
supported the teaching learning process.
2. Cycle 2
a) Planning
Cycle 2 begins from making new lesson plan
with some revised part. It is aimed to get better of
implementation the method. As the planning phase
in Cycle 1, Also the teacher makes preparation of
teaching aids. Evaluation and post test 2 are
prepared to know students' achievements in the end
27
and teaching aids to motivate students, so that they
will get a better understanding of the texts.
The cycle I is continued by cycle II. This is the
next action to know the significance of the use
talking stick method in improving students’ reading
mastery. Before the research, the instruments of
research are prepared.
a. Lesson plan and the material
b. A stick, the stick is used by the researcher in
applying the talking stick method.
c. Sheets for Classroom Action Research
The researcher provides the observation sheets
for observer to take a note on teaching learning
process.
d. Test instrument
The test instrument consists of pre-test and
post-test. The pre-test are the test given for the
students before applying the talking stick
method in teaching learning process. Post-test
are test given for the students after applying the
talking stick method in teaching learning
28 b) Acting
In this phase; the researcher applies the new
lesson plan. As the teacher, the researcher also
emphasizes and reviews schematic structures to the
students in order to make them getting better
understanding. In this phase, the students are taught
to describe about the researcher in a short
paraghraph, to make sure that the students
understand well about the concept.
It was begun in 9th August 2016. In the
beginning of the lesson the researcher brings the
students to review the material that has been
discussed in the first cycle. It was different with the
activity in the first cycle, here the researcher gives a
minutes and command to the students to describe
about the researcher in a short paraghraph. Then,
researcher gives a stick for a student start in the
corner. Next, the researcher explains about the role
of talking stick method and plays this method. The
student who gets the stick they must read loudly of
voice about descriptive text that they have made.
After all of the students get the stick, the researcher
29
also discusses the difficult words in the text. After
that the students answer the post-test. In the last lesson the researcher identifies the students’
difficulties about the materials and gives the
homework.
c) Observing
The researcher observes students’ participation
and achievement in this phase. Here, the researcher
tries to make sure whether students improve their
understanding or not and differ their achievements
between cycle 1 and cycle 2.
According to activity in the cycle II, the data
show that the students have the improvement in the
English competence. The researcher and observer
see that the students enjoy this method and do not
afraid to speak in English.
The teacher found that in this second cycle,
students had a significant progress. They improved
their understanding the reading of descriptive text
significantly. Also they could do the task easier
faster than before.
30
The teacher discusses about the implementation
of the method also the result of the implementation
of the modified action and decides whether the
action should be continued or not.
In the second cycle, the researcher concludes
that using appropriate method in teaching reading is
very significant. The students are enthusiastic in
taking a part the learning process. They become
familiar with the talking stick method and enjoy the
fun learning activities. Moreover, they have
motivation and interest in learning English.
6. Technique of Data Analysis
According to V.Wiratna Sujarweni (2014:45-46), methods
of quantitative data analysis was conducted by the statistics,
analyzing the various statistical basis that was done by reading
tables, graphs or figures that have been provided and then do
some explanations or interpretations of these data.
Here several steps to be taken to get the data. There are
some numerical data to be processed.First, the researcher measured the average or mean of students’ reading score per-action within
one cycle. It is used to know how the students’ reading skills were
improved. It used the formula as below. Sudjana, (2005 : 67)
31 Mx : mean or average.
∑x : total score of all students.
N : number of students..
The writer also uses the formula to know the improvement
of students. The formula is Anas Sudijono (2008 : 311) SD
(Standard Deviation) .
√ ( )
Where,
SD : Deviasion Standart for one sample t-test
D : Different between pre-test post-test
N : Number of observation in sample
To be able to know whether there is significant
improvement or not between pre-test and post-test, researcher
using t-test. The formula is Anas Sudijono (2008 : 313)
(
√
)
Where,
t0 : T-test for the differences of pre-test and post-test
SD : Deviation Standart for one sample t-test
D : Different between pre-test and post-test
32 B. DATA PRESENTATION
1. Time and Place of the Research
The research was conducted from July up to August 2016.
The research took place at SMPN 1 Pringapus which was located
at Jl. Siswa , Wonoyoso , Pringapus.
The classroom action research was conducted in SMPN 1
Pringapus. In these sections try to describe about the situation of
this school.
2. Identity of SMPN 1 Pringapus
Name of School : SMP Negeri 1 Pringapus
NPSN : 20320306
Address : Jl. Siswa , Wonoyoso , Pringapus
Province : Central Java
Postal Zip : 50553
Phone : (024) 6930191
Day school : Monday-Thursday (07.15-13.35)
: Friday (07.15-11.05)
: Saturday (07.15-12.25)
Headmaster : Adi Kusyanto, S.Pd, M.Pd
33 3. Situation of Educational Facilities
The School has many infrastuctures; 24 classrooms, an
administration room, a teacher office, a headmaster room, an art
and culture room, an library, a meeting room, a laboratory, a
computer room, a counseling room, a health and care room, an
OSIS room, a living room, 16 toilets , 4 canteens , a mosque, 2
parking area, 2 sport field and a ceremony field, those are in a good
condition.
(Source:Administration Staff of SMPN1_Pringapus 25th July 2016)
4. Situation of Teacher and Staff
a) Teacher
The teacher of SMPN 1 Pringapus consist of 32 teachers, 4
teachers of Social studies, 4 teachers of Mathematical and Natural
Science, 1 Dressmaking teachers , 2 Sport teachers, 4 Indonesian
teachers, 2 Civics teachers, 4 English teachers, 2 art and culture
teachers, 3 mathematics, 2 teachers of Computer Science, 2
Guidance and Counseling teachers, and 2 javanese teachers.
(Source:Administration Staff of SMPN1_Pringapus 25th July 2016)
b) Staff
They are 6 staffs of SMPN 1 Pringapus.
34 5. Subject of the Study
The writer was conducted this action research in SMPN 1
Pringapus and especially concerned in the second grade students of
class B. This class consists of 34 students, 8 males and 26 females.
35 CHAPTER IV
DATA ANALYSIS
This study was a classroom action research. It using talking stick method to improve the students’ reading mastery for the second grade students of SMPN
1 Pringapus in the academic year 2016/2017. Data analysis in this chapter will
answer problems of the research as mentioned in the chapter I.
A. Implementation of The Study a. Cycle 1
1. Planning
In this cycle, the researcher teaches about descriptive text in
reading skill. The researcher becomes teacher. Before the
research, the instruments of research are prepared.
a) Lesson plan and the material
b) A stick, the stick is used by the researcher in applying the
talking stick method.
c) Sheets for Classroom Action Research
The researcher provides the observation sheets for
observers to take a note on teaching learning process.
d) Test instrument
The test instrument consists of pre-test and post-test. The
pre-test are the test given for the students before applying
Post-36
test are test given for the students after applying the talking
stick method in teaching learning process.
2. Acting
The classroom action research done based on the lesson
plan and the material. The learning processes are mentioned;
Here, all the preparations and plans were implemented. It
was begun in 5th August 2016. In the beginning of teaching
learning process, the researcher asked the students about
descriptive text and their difficulties in understanding the text,
because the teacher knew that this material has been taught by
the English teacher. After that, the researcher asked the
students to tell everything about descriptive text that they
knew. It may be about the definition, purpose, and the generic
structures in descriptive text. After opening, the researcher
explained the definition, purpose and the generic structures of
descriptive texts. The researcher told the students about what
they should find in descriptive text such as the orientation and
description. Next, the students were given the text and some
question based on the text.The reseacher commands the
students read the text (10 minutes). Then, researcher gives a
stick for a student start in the corner. Next, the researcher
explains about the role of talking stick method and plays this
37
question. After most of the students get the stick, the researcher
gives explanation about descriptive text clearly and discusses
their difficulties. Then the students answer the post-test in the
last lesson and the researcher identifies the students’
difficulties. At last, the reseacher gives the students task or a
homework.
3. Observing
Based on the activities in the cycle I, the researcher gets
data. The field notes show the students’ interest in teaching
learning process. The students are curious and shy when they
hold the stick, but they still have enthusiastic to join the
learning. Some of them are confidence to answer the question,
but some students are silent when get the stick. Overall, they
enjoy with the talking stick method and feel new atmosphere in
learning English.
Meanwhile, the test instruments show the improvement of the students’ achievement in acquiring the reading with talking
stick method. It is the proof that they take a part and interest in
the learning process. In the final section, the students were
38 1. Result of Instruments test
Table 4.1
THE SCORE OF PRETEST AND POST TEST CYCLE I
No Name X Y D D2
1 Asih Qoiru nisa 50 80 30 900
2 Andina Prasita W 70 100 30 900
3 Bunga Audila 100 80 -20 400
4 Deva radhitya P 80 100 20 400
5 Disky Melinda E 70 90 20 400
6 Eva Nur 70 80 10 100
7 Firda Oktavia 100 80 -20 400
8 Firdana Ningtyas 70 90 20 400
9 Fina Fitriyani 60 80 20 400
10 Heri Irawan 70 100 30 900
11 Ilham D.A 90 - 0 0
12 Indah Trio Destanti 60 80 20 400
13 Kurnia Dwi Fatmawati 100 90 -10 100
14 Luna Wike Vandiyana 70 100 30 900
15 Meyliana Rista Amalia 100 80 -20 400
16 Muhamad Solikin 80 100 20 400
17 Nadia Rista sari 80 100 20 400
18 Nerisa Dika Septiana 60 100 40 1600
39
20 Novi Dila 50 70 20 400
21 Oktavia Ira Ningtyas 80 100 20 400
22 Oktavia Putri A 70 80 10 100
23 Pradita Putri Oktavia 50 90 40 1600
24 Putri Dika Lestari 50 90 40 1600
25 Puput Putri Nuhayati 80 70 -10 100
26 Putri may Silfia 100 100 0 0
27 Qonik Istiyaningrum 50 90 40 1600
28 Ria wening Dyah Ayu 80 90 10 100
29 Reno Renaldi Setiawan 100 100 0 0
30 Sepna Ayu Bagita 100 100 0 0
31 Satrio Bagus Tegar 80 100 20 400
32 Vega Adhi S 70 100 30 900
33 Wisnu Yosa Adhi 100 100 0 0
34 Yeni 80 90 10 100
Total Score 2590 3000 500 17600
a. Mean of Pre-Test 1 Mx =
Mx =
Mx = 76,17
41 e. T-table
Df = N-1= 34- 1=33.
According to the Distribution Table-T, if df=33, the
value of t-table is 2,03. T- Calculation in cycle 1 was 3,05 ,
than T-Calculation > T-Table
From the calculation above, it shown that using
talking stick method in teaching reading skill in descriptive
text could improve the students’ reading mastery.
4. Reflecting
In analyzing the results of cycle I, the researcher
summarizes that it is very important for teacher to be serious with the students’ reading mastery. Based on the result of
previous cycle, the research must be continued to the next cycle
(Cycle 2) with doing some improvements, not only about the
students activities but also everything that supported the
teaching learning process.
b. Cycle 2
The cycle I is continued by cycle II.
1. Planning
Before the research, the instruments of research are prepared.
42
b. A stick, the stick is used by the researcher in applying the
talking stick method.
c. Sheets for Classroom Action Research.
d. Test instrument.
2. Acting
This is the second cycle, the researcher emphasized and
reviewed generic structures of descriptive texts to the students
in order to make them getting better understanding and mastery
the reading. The learning processes are mentioned;
It was begun in 9th August 2016. In the beginning of the
lesson the researcher brings the students to review the material
that has been discussed in the first cycle. It was different with
the activity in the first cycle,here the researcher gives a minutes
and command to the students to describe about the reseacher in
a short paraghraph. Then, researcher gives a stick for a student
start in the corner. Next, the researcher explains about the role
of talking stick method and plays this method.The student who
gets the stick they must read loudly of voice about descriptive
text that they have made. After all of the students get the stick,
the researcher gives explanation about descriptive text clearly
and also discusses the difficult words in the text. After that the
43
identifies the students’ difficulties about the materials and gives
the homework.
3. Observing
According to activity in the cycle II, the data show that the
students have the improvement in the English competence. The
researcher and observer see that the students enjoy this method
and do not afraid to speak in English.
The teacher found that in this second cycle, students had a
significant progress. They improved their understanding the
reading of descriptive text significantly. Also they could do the
task easier faster than before. In the end of this phase, the
students were given the second post action test. The following was a result of students’ score of post-action test 2.
1. Result of Instruments Test
Table 4.2
THE SCORE OF PRETEST AND POST TEST CYCLE 2
No Name X Y D D2
1 Asih Qoiru nisa 70 90 20 400
2 Andina Prasita Wulandari 90 100 10 100
3 Bunga Audila 90 90 0 0
4 Deva radhitya P 100 100 0 0
44
6 Eva Nur 90 100 10 100
7 Firda Oktavia 90 90 0 0
8 Firdana Ningtyas 70 90 20 400
9 Fina Fitriyani 90 100 10 100
10 Heri Irawan 100 100 0 0
11 Ilham D.A 90 90 0 0
12 Indah Trio Destanti 90 90 0 0
13 Kurnia Dwi Fatmawati 90 90 0 0
14 Luna Wike Vandiyana 90 90 0 0
15 Meyliana Rista Amalia 80 90 10 100
16 Muhamad Solikin 100 100 0 0
17 Nadia Rista sari 90 90 0 0
18 Nerisa Dika Septiana 90 100 10 100
19 Nurul Ifadah 90 90 0 0
20 Novi Dila 70 70 0 0
21 Oktavia Ira Ningtyas 100 90 -10 100
22 Oktavia Putri Andiayani 70 90 20 400
23 Pradita Putri Oktavia 90 90 0 0
24 Putri Dika Lestari 90 90 0 0
25 Puput Putri Nuhayati 60 80 20 400
26 Putri may Silfia 90 90 0 0
27 Qonik Istiyaningrum 80 80 0 0
28 Ria wening Dyah Ayu 90 100 10 100
45
30 Sepna Ayu Bagita 90 90 0 0
31 Satrio Bagus Tegar 90 90 0 0
32 Vega Adhi S 90 90 0 0
33 Wisnu Yosa Adhi 100 100 0 0
34 Yeni 90 90 0 0
Total Score 2990 3130 140 2400
a. Mean of Pre-Test 1 Mx =
Mx =
Mx = 87,94
b. Mean of Post Test 1 My =
My =
My = 92,05
c. SD (Standar Deviation)
√ ( )
√ ( )
46
According to the Distribution Table-T, if df=33, the
value of t-table is 2,03. T- Calculation in cycle 2 was
3,21 , than T-Calculation > T-Table
In the second cycle, the researcher concludes that
using talking stick method in teaching English reading
in descriptive text was very significant. It shown that
47
difference, where post-test score is greater than pre-test
score.
4. Reflecting
In the second cycle, the researcher concludes that using
appropriate method in teaching reading is very significant. The
students are enthusiastic in taking a part the learning process.
They become familiar with the talking stick method and enjoy
the fun learning activities. Moreover, they have motivation and
interest in learning English.
B. DISCUSSION
In this section, the researcher would like to analyze all data from the
research. The data will describe the finding of this study generally.
1. Cycle 1
In this cycle, all preparation were done. Such as; making lesson
plan, making teaching materials, preparing post-action test form.
Entering the class, the students look surprising and afraid when the
reseacher bought the tape recorde and stick. In the action of applying
the method, most of the students take a part in the learning process.
According to Imas Kurniasih and Berlin Sani (2015:83), talking stick
method is a method in the learning process by a stick, student who gets
the stick must answers the question by the teacher. This method gives
48
enjoyable way. The procedures of Talking Stick Method (Imas
Kurniasih and Berlin Sani 2015:83-84) are mentioned;
a. The teacher prepares the materials and a stick.
b. The teacher explains the main topic. Then, the students read
and learn the materials for some minutes (10 minutes).
c. The teacher commands the students to close their books and
takes a stick.
d. The teacher gives the stick to a student.
e. The teacher sings a song or plays music while the stick moves
one student to another until the song or music stops.
f. The student who gets the stick must stands up and answers the
teacher's questions.
g. Then, the stick rolls on again until each student gets the stick
and takes part in the learning process.
Finally, the teacher gives the evaluation and makes conclusion.
The researcher gives the rules to play the talking stick method. The
researcher plays music while the stick moves one student to another
until the song or music stops. The student who gets the stick must
stands up and answers the researcher's questions. Then, the stick rolls
on again until each student gets the stick and takes part in the learning
49
Several data are takes from the field notes. In cycle I, the
researcher summaries that students are interest with the talking stick
method. Although they feel afraid and surprises get the stick, they still
enjoy and participate in learning process. From cycle I, the researcher analyzes the students’ activities as follow;
1. Talking stick method is first method applies to the students of
VIIIB class SMPN 1 pringapus.
2. Students feel comfort with the talking stick method.
3. Students feel afraid and curious when roll on the stick, get the
stick and nervous to answer and read the question.
4. Students take a part in the learning process because interests in
the talking stick method.
5. Most of students are not confidence to speak up English
The students could improve their score from pre-test to post-test
cycle 1. Based on the data that class average score in post-test was 88,23 ,
which score was higher than before (76,17). From the t-calculation, the
researcher analyzes that there is a significant difference between pretest
and post test. In cycle I, the result of t-test (4,83) is greater than t-table
(2,03). It means that there was a significance improvement. To make sure
about the effectiveness of the technique and to maximize the result, so it
50 2. Cycle 2
In this cycle, the researcher did what she did in the first cycle. In
second meeting, the students look more relax and enthusiastic than
first meeting. In this action, the researcher prepares the teaching well.
In the process of applying the method, most of the students participate
in the learning process. However, students are common with talking
stick method. They are happy when playing this method. Although
some of them wrong in arranging the sentence, all of them speak
English confidently. This phenomenon is the proof that they develop
their competence through talking stick method.
In cycle II, the field note also obtains data. The researcher
concludes that students are more interested with the talking stick
method. They are confidence to speak English and enjoy in learning
process.
Based on the data , the test instrument also shows the development of students’ achievement in the second cycle. The mean score of post
-test (92,05) are higher than score of pre-test(87,94). It indicates there
was an improvement of students’ achievement of English class. Its
improvement was so significant, which in the the t-calculation, the
researcher analyzes that there is a significant difference between
pretest and post test. In the cycle II, the result of test (3,21) is greater
than t-table (2,03).In this case, there is significant improvement of the
51
After analyzing the data each cycle, the researcher identifies the
result of cycle I and cycle II. In order to understand the data easily, the
researcher makes the table as follow;
Table 4.3
THE ANALYSIS OF STUDENTS IMPROVEMENT
No Analyze Cycle 1 Cycle 2
1 Mean
Pre-test
Post-test
76,17
88,23
87,94
92,05
2 Standart Deviation 17,36 7,32
3 T-test
T- Table
4,83
2,03
3,21
52
CHAPTHER V
CLOSURE
A. CONCLUSIONS
The title of this study is " Using Talking Stick Method to Improve Students’ Reading Matery at the Second Grade Students of SMPN 1
Pringapus in the Academic Year of 2016 /2017". After describing the
previous chapter, the researcher summarizes that;
1. The implementation of using talking stickmethod to improve students’
reading mastery for the second grade students of SMPN 1 Pringapus in
the academic year of 2016/2017 applies well. Based on the data that
class everage score in pre-test cycle 1 was 76,17, post-test cycle 1 was
88,23 and class average score in pre-test cycle 2 was 87,23, post-test
cycle 2 was 92,05.
2. Score mean test of post test are greater than pre test. It indicates that
each cycle has different improvement of using talking stick method.
The result of mean in cycle 1 which post-test score (88,23) higher than
pre-test (76,17) it could be seen clearly in the students’ improvement
score of their achievement in cycle 1 and the result of mean in cycle 2
which post-test score (92,05) higher than pre-test (87,23) it could be
concluded that teaching reading by using talking stick method could be
effectively improved in cycle 2.
3. The finding of the t-calculation was the proof that students have
