DATA ANALYSIS
THE SCORE OF PRETEST AND POST TEST CYCLE I
No 2 Name X Y D D
1 Asih Qoiru nisa
2 Andina Prasita W
3 Bunga Audila
80 -20 400
4 Deva radhitya P
5 Disky Melinda E
7 Firda Oktavia
80 -20 400
8 Firdana Ningtyas
9 Fina Fitriyani
10 Heri Irawan
11 Ilham D.A
90 - 0 0
12 Indah Trio Destanti
13 Kurnia Dwi Fatmawati
90 -10 100
14 Luna Wike Vandiyana
15 Meyliana Rista Amalia
80 -20 400
16 Muhamad Solikin
17 Nadia Rista sari
18 Nerisa Dika Septiana
19 Nurul Ifadah
20 Novi Dila
21 Oktavia Ira Ningtyas
22 Oktavia Putri A
23 Pradita Putri Oktavia
24 Putri Dika Lestari
25 Puput Putri Nuhayati
80 70 -10 100
26 Putri may Silfia
27 Qonik Istiyaningrum
28 Ria wening Dyah Ayu
29 Reno Renaldi Setiawan
30 Sepna Ayu Bagita
31 Satrio Bagus Tegar
32 Vega Adhi S
33 Wisnu Yosa Adhi
Total Score
a. Mean of Pre-Test 1
b. Mean of Post Test 1
My =
My =
My = 88,23
c. Standart Deviation
d. T-Test Calculation
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.
a. Lesson plan and the material a. Lesson plan and the material
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 9 th 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 students answer the post-test. In the last lesson the researcher 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 students answer the post-test. In the last lesson the researcher
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 2 Name X Y D D
1 Asih Qoiru nisa
2 Andina Prasita Wulandari
3 Bunga Audila
4 Deva radhitya P
5 Disky Melinda E
6 Eva Nur
7 Firda Oktavia
8 Firdana Ningtyas
9 Fina Fitriyani
10 Heri Irawan
11 Ilham D.A
12 Indah Trio Destanti
13 Kurnia Dwi Fatmawati
14 Luna Wike Vandiyana
15 Meyliana Rista Amalia
16 Muhamad Solikin
17 Nadia Rista sari
18 Nerisa Dika Septiana
19 Nurul Ifadah
20 Novi Dila
21 Oktavia Ira Ningtyas
100 90 -10 100
22 Oktavia Putri Andiayani
23 Pradita Putri Oktavia
24 Putri Dika Lestari
25 Puput Putri Nuhayati
26 Putri may Silfia
27 Qonik Istiyaningrum
28 Ria wening Dyah Ayu
29 Reno Renaldi Setiawan
30 Sepna Ayu Bagita
31 Satrio Bagus Tegar
32 Vega Adhi S
33 Wisnu Yosa Adhi
Total Score
a. Mean of Pre-Test 1
b. Mean of Post Test 1
c. SD (Standar Deviation) c. SD (Standar Deviation)
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 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 between pre-test and post-test have significant 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 between pre-test and post-test have significant
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 an alternative manner to refresh and to made reading in a more 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 an alternative manner to refresh and to made reading in a more
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 process.
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 was decided to continue to the second cycle.
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 pretest(87,94). It indicates there was an improveme nt 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 use talking stick method.
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
1 Mean Pre-test
2 Standart Deviation
T- Table
2,03
2,03
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 stick method 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 significant improvement in their competence. Both in the cycle I the t- 3. The finding of the t-calculation was the proof that students have significant improvement in their competence. Both in the cycle I the t-
B. SUGGESTIONS
Buildings on the conclusions above, there are several suggestions in applying the talking stick method. The suggestions from the finding of this research are;
1. For the students The students must develop their bravery in order to answer the
questions or ask the teachers’ instruction. They not only focus in playing the method but also in mastering the English materials.
2. For the teacher Teacher should prepare the materials and good scenario to create an exciting teaching in the class. The teacher also applies the talking stick method friendly so that the students do not frightened and stress.
3. For the researcher The researcher must expand knowledge and experience in teaching reading through the others method. The talking stick method is as an inspiration to teach well next.
4. For other researchers The result of this research can be used as input by those who want to conduct research about teaching reading as reference.The talking stick 4. For other researchers The result of this research can be used as input by those who want to conduct research about teaching reading as reference.The talking stick
5. For English Department of FTIK IAIN Salatiga 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.