USING TALKING STICK METHOD TO IMPROVE ST
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) SALATIGA 2016
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 containi ng 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 1 st 2016 The writer,
Aisyah Ambalika saraswati
Salatiga, September 1 st 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
Dr. H. Sa’adi, M.Ag NIP. 19630420 199203 1003
MOTTO
Verily, after hardship comes relief. After hardship comes relief.
(Q. S. Al Insyirah: 5-6)
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 and always together even after.
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 paper entitled “ Using Talking Stick Method to Improve Students’ Reading Mastery at The Second Grade Students of
SMPN 1 Pringapus in The Academic Year 201 6/2017 ” . 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.
I learn a lot from you.
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 1 st 2016 The Writer,
Aisyah Ambalika Saraswati
NIM: 113 12 010
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
Students usually feel bored in reading lessons because they have not changed their learning habits. In learning a foreign language, reading plays an important role. The students should comprehend reading for certain purposes. Therefore, the researcher takes a research about this case. This study is mainly aimed to identify the improvement of student's reading mastery through talking stick method for the second grade students of SMPN 1 Pringapus in the academic year of 2016/2017. This research is a classroom action research. The methods of collecting data are observation, test instrument and field notes. Then, the researcher analyzes them in statistical technique. This study takes two cycles. Both in the cycle I and cycle II, score t-test is greater than score of t-table. The first cycle is t-test 4,83> t table 2,03 , then in the second cycle is t-test 3,21> t- table 2,03.These indicate that there is significant 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.
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 Table 4.3 The Analysis o f Students’ Improvement ................................ 52
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 involve receiving message, so they are regarded as receptive skills.
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 more creative 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
be used by the English teachers. Absolutely, every teacher should choose be used by the English teachers. Absolutely, every teacher should choose
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 Method can help the 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 interest. As the result, teacher is easier to conduct the students in the Stick Method can help the 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 interest. As the result, teacher is easier to conduct the students in the
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 Pringapus ?
3. Is there any significant improvement of students’ reading mastery through talking stick method?
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 stick method 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 to improve their reading.
2. For english teachers, talking stick method 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 stick method 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 stick method 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 the text. According to Spratt, Pulverness, and William (2005: 21),
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 by Romli’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 mapping strategy in teaching reading 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
TECHNIQUE AT SMA N 1 KRETEK IN THE ACADEMIC YEAR
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 collecting data and method of analyzing data. Next, Chapter IV is data 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 collecting data and method of analyzing data. Next, Chapter IV is data
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.com accessed on 2 nd May 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 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.
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 reading mastery and create fun learning activities in the class.
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 readers will get a new conclusion as a new knowledge for them.
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 objectives. The activities help teacher and students in many subjects in 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 objectives. The activities help teacher and students in many subjects in
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, during-reading, and after-reading phases.
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 for learning (Brown, 2000: 7). The teacher cannot do those activities 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 for learning (Brown, 2000: 7). The teacher cannot do those activities
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 evaluative check on bottom-up processing skills, a pronunciation 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 evaluative check on bottom-up processing skills, a pronunciation
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 words they do not know, and read for understanding.
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 Valsa Koshy (2005:4), action research has the major steps of 3. Procedures of Research This study was a classroom action research. According to Valsa Koshy (2005:4), action research has the major steps of
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 capture the quantitative information of the respondents according 4. Technique of Collecting Data According to (V.Wiratna Sujarweni 2014:74), Data collection techniques are ways to do research for the arrest or capture the quantitative information of the respondents according
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 research. According to Valsa Koshy (2005:4), action research has 5. Method of Data Analysis In general, there are many Classroom Action Research designed by some experts. This study was a classroom action research. According to Valsa Koshy (2005:4), action research has
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 s heet to measure the students’ achievement in the end of this cycle.
In this cycle, the researcher teaches about descriptive text in reading skill. The researcher In this cycle, the researcher teaches about descriptive text in reading skill. The researcher
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. Then, the teacher explains the schematic structures 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. Then, the teacher explains the schematic structures
Here, all the preparations and plans were implemented. It was begun in 5 th 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). Then, researcher gives a stick for a student start 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). Then, researcher gives a stick for a student start in
the stick, the researcher gives explanation about descriptive text clearly and discusses their difficulties.
Then the students answer the post-test in the last le sson 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 and to prepare for the next agenda.
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
be overcome and the target can be achieved. The be overcome and the target can be achieved. The
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 of this cycle. The teacher also re-selects the topics 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 of this cycle. The teacher also re-selects the topics
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 process.
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 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 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 gives explanation about descriptive text clearly and 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 gives explanation about descriptive text clearly and
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.
d) Reflecting
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)
Mx =
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 N : Number of observation in sample
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
Address : Jl. Siswa , Wonoyoso , Pringapus Province
: Central Java
Postal Zip
Day school : Monday-Thursday (07.15-13.35) : Friday
Headmaster : Adi Kusyanto, S.Pd, M.Pd (Source:Administration Staff of SMPN1_Pringapus 25 th July 2016)
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 25 th 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 25 th July 2016)
b) Staff They are 6 staffs of SMPN 1 Pringapus.
(Source:Administration Staff of SMPN1_Pringapus 25 th July 2016)
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.
(Source:Administration Staff of SMPN1_Pringapus 25 th July 2016)
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.