THE IMPLEMENTATION OF TALKING STICK

METHOD IN TEACHING EXPLANATION

TEXT TO IMPROVE STUDENTS’ SPEAKING
SKILLS

(A Study towards the XI Grade Students of Pasundan 2

Senior High School Bandung Academic Years 2021/2022)

A Research Paper

Submitted to English Department

Faculty of Arts and Letters Pasundan University
as a Partial Fulfillment of the Requirements for Taking the Sarjana Degree

By:
Muhamad Nova
187010006

ENGLISH DEPARTMENT STUDY PROGRAM

FACULTY OF ARTS AND LETTERS
PASUNDAN UNIVERSITY
BANDUNG
2022
 CHAPTER I
INTRODUCTION

In this chapter presents the introduction of the research, which consists of

background of the study, identification of the problems, limitation of the

problems, research questions, objectives of the study, significances of the study

and subject of the research.

1.1 Background of the Study

English is an international language used to communicate by everyone

from various countries and this is very important for the development of

education. In Indonesia, English is still considered foreign. In the past, English

lessons were only taught by teachers in high schools. But now English lessons

have begun to be taught for elementary school programs. From now on we

have to start liking and learning English, so that in the future we can master

the language well and if we have high aspirations we can be accepted in the

best companies when we enter the job ladder.

On the only hand, English is an international language this is found out

with the aid of using many humans to trap up with international developments,

especially in the fields of education, science, and technology. Therefore, it is

very important to master it in order to be able to communicate smoothly with

other people from other countries. Recognizing the importance of English, the

Indonesian government has established English as the first foreign language

taught in Indonesia.

1
 Based on research conducted by the world's educational institution, EF

English First announced the first comprehensive report on the EF English

Proficiency Index (EF EPI) in 44 countries. English proficiency in Indonesia

is very low at 34th, while Malaysia is in 9th place. The EF EPI is the first

index to compare English proficiency of adults in various countries. This

index uses unique test data (specific methodology) on more than two million

people in 44 countries, who used free online tests over a period of three years

(2007-2009) (Fisher, 2011).

As a teacher, knowing the purpose of language learning is highly

emphasized. As we all know, the main purpose of language learning is to

prepare students to achieve communication and the use of a language that has

been learned. Every meeting that is carried out with the learning process is the

acquisition of sentences that have been carried out by student’s, however, the

practice of the language they have acquired is sometimes only limited to

acquisition in the form of linguistics without the practice of communicating

itself after leaving the classroom (Widdowson, 2000).

On the other hand, learning English must involve four skills, namely:

listening, speaking, reading, and writing. We must also study the language

components that support the mastery of the four language skills. The purpose

of learning English is so that we can communicate both in spoken and written

English. As instructed by the government to educational institutions including

schools, universities and informal educational institutions, in every English

2
language teaching, students are expected to have the ability to communicate

using English actively.

Talking Stick is a method used by Native Americans to get everyone to

talk or express opinions in a forum (an inter-tribal meeting). Now this method

has been used as a classroom learning method. As the name suggests, Talking

Stick is a group learning method with the help of sticks. The group that holds

the stick must first answer questions from the teacher after they have studied

the subject matter. This activity is repeated continuously until all groups have

a turn to answer questions from the teacher.

The benefit of this topic in the world of learning English is that it is

able to test students’ readiness, practice their skills in reading and

understanding subject matter quickly, and invites them to continue to be ready

in any situation.

There is a problem that arises, so the writer needs to research it. That is

the lack of student motivation in learning English. The motivation from within

the student’s themselves have not found a moment where they have to learn

this international language well and seriously. Student motivation can arise

from outside such as association with friends, family conditions and the

environment. Then the method given by the teachers is still not suitable. So

that many student consider English as a difficult subject. This may be due to

the lack of prior knowledge of students English and the striking differences

from English and Indonesian, especially in the pronunciation of vocabulary

and sentence patterns they use. This can be seen when they pay less attention
3
to the lesson when the teaching and learning process takes place. They even

tend to chat with their classmates and do other activities such as doodling,

study subjects, and some even sleep. The last problem is how to evaluate

learning outcomes that are still lacking. Maybe there are too many students in

the English class. The number of students in the classroom is better around

fifteen or twenty students. In Indonesia, however, teachers can find more than

thirty students.

The reason the writer is interested in researching this topic is the

importance of the research problem. As well as students who are not able to

respond well to the English conversation given by the teacher, because of their

lack of English speaking skill. Even though these students can understand

what the teacher is saying, their speaking skills are still lack so that some

students cannot speak English well. They feel ashamed and afraid if they make

mistakes when speaking in English. That way, based on the situation in the

field (grade XI IPA 4 Semester 2 nd of Pasundan 2 Senior High School

Bandung students) speaking skill is lack in English learning practice. Lack of

student motivation is a factor that makes it difficult for students to achieve

English speaking skills. Without being supported by appropriate learning

methods, students are no longer interested in learning English. So in this case,

this study discusses the application of Talking Stick Method in Teaching

Explanation Text to Improve Student’s Speaking Skills of Study Students in

Grade XI Semester 2 of Pasundan 2 Senior High School Bandung in the

2021/2022 academic year. So, in this case this research concerned about The
4
 Implementation of Talking Stick Method in Teaching Explanation Text to

Improve Student’s Speaking Skills A Study towards at the XI Grade Semester

2nd of Pasundan 2 Senior High School Bandung Academic Years 2021/2022.

1.2. Identification of the Problems

Based on some of the problems above, student of grade XI IPA 4

Semester 2nd of Pasundan 2 Senior High School Bandung students are not

able to respond to English conversation or material given by the teacher.

Lack of confidence, lots of new vocabulary and sentence structures that are

different from Indonesian, make many students lazy or tend to be shy to take

this lesson. There are some students such as a phobia of learning English

until then this fear then makes the students dislike it so that the results of

student learning are below average.

Lack of student motivation in learning English is also a problem. A

student’s who learns without motivation or lacks motivation, will not succeed

optimally. By providing good and appropriate motivation, students can

realize the benefits of learning and the goals to be achieved by learning. The

existence of motivation is also expected to be able to inspire the spirit of

learning, especially for students who are lazy to study as a result of negative

influences from outside students In this research, the writer wants to analyze

The Implementation of Talking Stick Method in Teaching Explanation

Text to Improve Students Speaking Skills A Study towards at the XI

Grade Semester 2nd of Pasundan 2 Senior High School Bandung

5
 Academic Years 2021/2022. The writer wants to know how to use this

method.

1.3. Limitation of the Problems

On based on the identification of problem, the writer would like to

focus the research on the Implementation of Talking Stick Method in

Teaching Explanation Text to Improve Student’s Speaking Skills A Study

towards at the XI Grade Semester 2 nd of Pasundan 2 Senior High School

Bandung Academic Years 2021/2022.

1.4. Research Questions

In focusing the research, the writer intends to purpose the research

question below:

1. What are the procedure for preparation the implementation of Talking

Stick Method in Teaching Explanation Text in grade XI IPA 4 Semester

2nd at Pasundan 2 Senior High School Bandung academic years

2021/2022?

2. How are the teaching equipment used in the implementation of Talking

Stick Method in Teaching Explanation Text in grade XI IPA 4 Semester

2nd at Pasundan 2 Senior High School Bandung academic years

2021/2022?

6
 3. What are the result the implementation of Talking Stick Method in

Teaching Explanation Text in grade XI IPA 4 Semester 2nd at Pasundan 2

Senior High School Bandung academic years 2021/2022?

4. What are students response toward the implementation of Talking Stick

Method in Teaching Explanation Text in grade XI IPA 4 Semester 2nd at

Pasundan 2 Senior High School Bandung academic years 2021/2022?

1.5. Objective of the Study

The purpose of this research is to improve students speaking skills

through explanation text. Based on the question above, the objective of this

research are as follows:

1. To find out the procedure for preparation the implementation of Talking

Stick Method in Teaching Explanation Text in grade XI IPA 4 Semester

2nd at Pasundan 2 Senior High School Bandung academic years 2021/2022.

2. To find out how are the teaching equipment used in the implementation of

Talking Stick Method in Explanation Text in grade XI IPA 4 Semester 2nd

at Pasundan 2 Senior High School Bandung academic years 2021/2022.

3. To find out the result the implementation of Talking Stick Method in

Teaching Explanation Text in grade XI IPA 4 Semester 2nd at Pasundan 2

Senior High School Bandung academic years 2021/2022.

4. To find out students response toward the implementation of Talking Stick

Method in Teaching Explanation Text in grade XI IPA 4 Semester 2nd at

Pasundan 2 Senior High School Bandung academic years 2021/2022.

7
1.6. Significances of the Study

This research is expected to have the following uses:

1. Theoretical

The findings of this study are expected to add insight into

the theory of teaching English learning. In other words, the

findings of this study expected to add to and complement previous

studies related to speaking skills. The findings are then expected to

be used as a reference for other researchers who will do similar

research.

2. Practically

a. Students

The students can develop English speaking strategies

well, so that their abilities can be improved efficiently and

effectively. It can also increase vocabulary, their prior

knowledge and their creativity in English speaking skills. The

students may experience a different learning atmosphere which

can motivate them to confidently speak English.

b. Teachers

This research can be used by teachers in designing and

developing methods and techniques of speaking English skills

that can improve students speaking skills and teacher

performance. The teacher can choose the appropriate strategy

for teaching speaking technique. In addition, teachers can also

8
 encourage and motivate students to build on their prior

knowledge and motivate them during the teaching and learning

process.

c. For the next researcher

This research can increase knowledge, skills and

become a reference for further researchers who will conduct

research with the same method and purpose, namely

developing English speaking skills.

1.7 Subject of the Research

The subjects of this research were students of grade XI IPA 4 Semester

2nd of Pasundan 2 Senior High School Bandung Academic Years 2021/2022.

To choose the right subject, the writer observes the daily life of the classroom

inside. Research conducted in Pasundan 2 Senior High School Bandung.

9
 CHAPTER II
THEORETICAL FOUNDATION

In this chapter, the writer discusses all of the theories related to the title of

this research. There are the theories of approach, method and technique, the theory

talking stick, theory of speaking, and learning method.

2.1 Method and Technique in teaching language

In the process of teaching English, there are several important terms

that must be considered by teachers, namely approaches, methods, and

techniques.

Approach theoretically well informed positions and beliefs about the

nature of language, the nature of language learning, and the applicability of

both to pedagogical settings.

Approach constitutes the theoretical bases for language teaching; it's

far regarded as “a fixed of correlative assumptions managing the character of

language and the character of language teaching and learning.

Anthony (1963) Stated that explained these terms with definitions that

were quite easy to understand at the time. The approach (approach) is placed

at the first level of the three elements of the hierarchy in English education. In

his view, the approach is a group of hypotheses related to the type of language

learning and teaching.

10
a. Method of Teaching Language

Method a general set of classroom specifications for

accomplishing linguistic objectives. Methods tend to be concerned

primarily with teacher and student roles and behaviors and

secondarily with such features as linguistic, and subject matter

objectives, sequencing, and materials. They are almost always

thought of as being broadly applicable to a variety of audiences in

a variety of contexts.

Anthony (1963) Stated that after the approach, it sets the

“method” in second place. In his view, the method is an overview /

general plan of the presentation of language learning that is

systematic and based on the chosen approach. Examples of

methods are CLL (community language learning).

According to Djahiri (1992) method is an effort or design

effort to implement or achieve something by using a number of

techniques.

Alipadie (1984) interpreted the method as a systematic way

used to achieve goals. In learning the method is a tool that must be

goal-oriented to be achieved. The method or method of teaching as

a means of achieving goal requires knowledge of the goals

themselves, therefore the formulation of clear objectives is an

important requirement before a teacher determines in choosing the

right teaching method.

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b. Technique of Teaching Language

Technique (also commonly referred to by other terms):*

Any of a wide variety of exercises, activities, or task used in the

language classroom for realizing lesson objectives.

According to Anthony (1963) "technique is a particular

trick, stratagem, or contrivance used to accomplish an immediate

objective." Larsen-Freeman in his book Teaching Techniques in

English as a Second Language (2000) uses the term language

teaching method' as a mean of linking the actions and thoughts

logically in language teaching, the actions refer to techniques and

thoughts refer to principles. Thus, it can be stated that technique is

tricks/ stratagems/ actions of linking the teaching method that have

been designed which are still relevant with the teaching approach.

Hamnuri (2007) said the technique is a way that is done by

someone to implement a method can run effective and efficient.

The success of teaching speaking depend in the technique that used

by the teacher in the class.

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2.2 Talking Stick Method

Miftahul Huda (2019) Stated talking stick is a method that was

originally used by Native Americans to invite everyone to speak or express

their opinions in a forum (meeting between tribes), as stated Carol Locust

(2006) in (Miftahul Huda, 2019), the talking stick has been used for centuries

by Indian tribes as tools listen fairly and impartially. Stick talking often used

by the council to decide who has the right Speak up. At the time the chair of

the meeting began to discuss and discuss problem, the leader must hold the

talking stick.

Carol Locust (2006) in (Christian Hogan, 2007) once said: “The

talking stick has been used for centuries by many Indian tribes as a means of

just and impartial hearing. The talking stick was commonly used in council

circles to decide who had the right to speak. When matters of great concern

would hold the talking stick, and begin the discussion. When matters of great

concern would come before the council, the leading elder would hold the

talking stick, and begin the discussion. When he would finish what we had to

say, he would hold out the talking stick, and whoever would speak after him

would take it. In this manner, the stick would be passed from one individual

to another until all who wanted to speak had done so. The stick was then

passed back to the elder for safe keeping.”

The stick will move to another person if he wants to speak or respond

to it. In this way the talking stick will move from one person to another if the

person wants to express their opinion. When everyone starts talking, the stick
13
 then speaks again to the chair/chairman of the meeting. From the explanation

above, it can be concluded that the talking stick is used as a sign of someone

who has the right to vote (speaking) which is given in turns.

In applying the Talking stick method, the teacher divides the class

into groups of 5 or 6 heterogeneous students. The groups are formed by

considering familiarity, intelligence, friendship, or different interests. This

method can be used for all classes and all age levels.

2.3 The Reasons of Using Talking Stick Method

This method is useful for learning methods. Because it is able to train

students’ readiness, practice their skills in reading and understanding subject

matter quickly, and invites them to be ready in any situation. That's why the

writer considers choosing this method.

2.4 The Procedures of Using Talking Stick Method

According to Miftahul Huda (2019) the steps in the model talking

stick learning is as follows:

1. The first, the teacher prepares a stick length ± 20 cm.

2. The second, the teacher explains the material that will be learned,

then give a chance of the students to read and learn them material.

3. The third, the students discuss of the matter on the text.

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 4. The fourth, after students have finished reading the material /

textbooks and studying its contents, the Teacher invites students to

close the reading content.

5. The fifth, the teacher takes the stick and gives to one of the

students. Then teacher gives question to the students. The students,

holds the stick must answer the question or speak. The stick is

rolled on again until each student gets the stick in the learning

process.

6. The sixth, the teacher concludes the material.

7. The seventh, the teacher gives evaluation and assessment.

8. The last, the teacher closes the learning process.

2.5 Speaking Skills

Speaking is verbal communication which has an important role in

human life, communication and interaction. There are several definitions

given by experts about speech such as:

Nunan (2003) stated that speaking is the productive skill which

consists of producing systematic verbal utterances to express meaning. The

product of the activity of speaking is verbal utterances in which people usually

have communicative purposes by producing it. They may want to retell

stories, to give information, to express feelings, to give commands, to make

jokes, to agree or complain about something. Speaking is a productive skill.

15
 Harmer (2001) stated talking happens when people are engaged in talking.

It can be fairly sure that they are doing so for good reason. They want to say

something to achieve their purposes and they also select their language store.

Richards and Rodgers (2001) stated that in the traditional methods, the

speaking skill was ignored in the classrooms where the emphasis was on reading

and writing skills. For example, in The Grammar-Translation method, reading and

writing were the important skills and speaking and listening skills were not of

great significance.

According to Syakur (1987), there are as a minimum 5 additives of

speaking skill. Those additives are:

1. Comprehension

For oral communication including talking, information is an

essential element. It is a demand of a topic to reply to a speech in

addition to provoke it.

2. Grammar

Grammar is one of the essential components of talking. An

utterance will have a special that means if the speaker makes use

of the incorrect grammar. If the guidelines of grammar are

violated carelessly. Communication can also additionally suffer.

16
3. Vocabulary

A person can't talk efficiently or specific their thoughts

each verbally and in writing in the event that they do now no

longer have enough vocabulary. Without grammar, little or no

may be conveyed. Without vocabulary not anything may be

conveyed.

4. Pronunciation

Pronunciation is an essential component of mastering to

talk overseas language. If a scholar does now no longer

pronounce the phrase correctly, it's far tough to understand. We

get the phrase proper from its pronunciation. If the

pronunciation of one phrase is wrong, that's the method we get

from another phrase form whose route had it or now no longer

has that other meaning. It may be visible that true pronunciation

could be very essential in talking capabilities.

5. Fluency

Fluency in talking capabilities is the aim of many language

learners. The achievement of talking in a overseas language is

essentially indicated via way of means of the higher fluency he

possesses.

17
 The speaking skill test is different from other skill tests. For exam

Speaking skills are in the form of an oral exam, so the assessment method

is different. There are several ways to test speaking skills.

1. Using the monologue technique

Students are asked to convey something according to the

specified topic with the allotted time. For example, the topic of

introduction, students are asked to introduce themselves for 2

minutes

2. Using interview technique

Students are asked to sit in front of the teacher, after that

the teacher asks the students and students answer the teacher's

questions. For example, the teacher asks what the meaning of a

picture is and then the students explain in detail.

3. Using free conversation techniques

Two or more students are assigned a topic. Each student is

given a role and then asked to have a conversation in the allotted

time. For example, the teacher gives a drama assignment to

students. Then students make a drama and display it in front of the

class.

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2.6 Explanation Text

Anderson and Anderson (1997) stated that explanation text is the

clarifying content sort explains to how or why something happens. It takes a

gander at the means instead of the things. The goal of an explanation text is to

tell each progression of the procedure (the how) and to give reasons (the why).

Explanations are bits of content that bargain with procedures related to

understanding and making explicit how or why certain phenomena, events,

and ideas occur in logical and specialized fields. The grammatical features in

the explanatory text combine passive voice, simple present tense, conjunctions

of time and cause, groups of nouns and complex sentences.

There are three stages to developing a written explanation according to

Anderson and Anderson (1997). The first step is a general statement about the

event or thing to be clarified. Then, a paragraph progressing that tells the how

or why. In this paragraph, the writer tells the succession of explanatory texts.

The last progress is the finishing part as the end. It can be concluded that the

author has explained in this paragraph.

A good explanation text requires some grammatical features in

forming the text. The main idea is to use the simple present tense to explain

why something happened. The action words in simple present tense will

change by including‘s’ if the subjects of the sentence are ‘she, he, it’; for

example go progresses toward becoming goes. The second thought is the

utilizing of passive voice which is usually used when the object of the action

could really compare to the individuals who play out the action. Furthermore,
19
it is necessary to pay attention to the use of explanatory texts to provide

insight into what, how and why something happens and the use of the word

cause and effect to show explanations of phenomenon likes because, caused

by, as a result of, and an effect of.

1. The Generic Structure and Language Features of Explanation Text

Hartono (2005) stated that the structure of an explanation text

includes: First, a general statement which is introducing the topic or

process being explained. Second, the sequenced explanation is written

for how and why something works or occurs. The last is the conclusion

which provides a final explanation25

Later on, Hartono (2005) explained that there are six language

features in explanation text, namely 27:

a. General Noun The general noun includes noun that is known

generally. People commonly use those nouns for

communication, e.g. bee, food, honey, etc.

b. Action Verb Action verb is a verb that can be seen when we do

it, e.g. drink, make, fall, cover, etc.

c. Simple Present Tense 22 The simple present tense is used for

events or situations that exist always, usually, or habitually in

the past, present, and the future (Azar, 1993). Azar, B. S.

(1993). Fundamentals of English Grammar (2nd). Jakarta

Barat: Binarupa Aksara.

20
d. Passive Voice Passive voice concerns more on the events (what

happen). The object of an active sentence becomes the subject

of a passive sentence. The subject of an active sentence is the

object of by in the "by phrase" in a passive sentence.

e. Technical Terms Using technical term is to make the sentences

sound more scientific. Example: Inside the stomach, special

enzyme changes nectar into sugar. They are called fructose and

glucose. The paragraph below is the example of explanation

text from Hartono (2005).

a) The conjunction of Time and Cause-Effect Relationship

1. Conjunction of time is used to show chronological

order. It may include: first, then, after, next, finally,

etc.

2. Cause and effect relationship is used to explain the

reason and the result of events. The expressions are

that usually used are because, since, as, because of,

due to, so, etc.

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2.7 Lesson Planning

Lesson plan is a very important process in learning. The process helps

teachers manage teaching more effectively. Without lesson planning, both

teachers and students will find lessons meaningless and also interesting.

Worse, it will damage students' learning motivation. It will happen. In

contrast, if the lesson planning is carried out well and meaningfully, the

teacher will lead the lesson effectively and of course help build the teacher's

confidence to teach, because the teacher is not worried about what to do next.

At the same time, students will find the lessons easy to understand. Therefore,

opportunities for students to achieve optimal performance seem easy to come

by.

Harmer (2007) stated that lesson plan is the art of combining various

different elements into a coherent unity so the lesson has a character that

students can identify, work within and react to. Farrell (2002) said that lesson

plan is systematic records of a teacher's thoughts about what will be covered

during a lesson”. Further he adds lesson plan help the teacher think about the

lesson plan in advance to resolve problems and difficulties, to provide a

structure for a lesson, to provide a map for the teacher to follow, and to

provide a record of what has been taught.

According to Mulyasa (2011) many teachers take shortcuts by not

making preparations to do learning, so the teacher teaches without preparation.

In addition, related to the lesson plan specific learning device, the teacher has

difficulty determining the allocation of learning time. Furthermore, the

22
problem that addresses teachers is a problem in the use of learning media.

There are teachers who do not use technology such as laptops, LCD as

learning media, other things are teachers who rarely make learning media,

teacher only use the learning media available at school.

At least lesson plan consist of: learning aims, Learning material,

Learning method, Learning source and Assessment. Component and

systematic of lesson plan are:

School:

Subject:

Class:

Core material:

Time allocation:

Core Competence

Basic Competence and Indicator

........................ (KD in KI-1)

........................ (KD in KI-2)

....................... (KD in KI-3)

Indicator: ...........................

....................... (KD in KI-4)

Indicator: ...........................

Note:

23
 KD 1 and KD 2 from KI-1 and KI-2 must not developed in indicator

because both of them achieve from indirect learning process. Indicator

developed only for KD-3 and KD-4 achieving from direct learning process

Learning aims

Learning material

Learning method

Media, tools, and learning source

Media

Material

Source

Learning activity

1. First meeting

First activity (.....minutes)

Core activity (.....minutes)

Closing (.....minutes)

2. Second meeting

First activity (.....minutes)

24
 Core activity (.....minutes)

Closing (.....minutes)

3. Assessment

Kind of assessment

Form of assessment

Technique of assessment

The 2013 curriculum is a follow-up to the Education Unit Level

Curriculum (KTSP) which was tested in 2006. KTSP is used as a reference or

guideline for the implementation of education in developing integrated attitudes,

knowledge and skills competencies, as mandated by the law. 20 of 2003

concerning the National education system in the explanation of article 35, where

graduate competence is a graduate's ability qualification which includes attitudes,

knowledge and skills in accordance with agreed national standards. This

presentation is part of the 2013 curriculum public test, which is expected to solicit

opinions and input from the public.

E. Mulyasa (2013) Stated that curriculum based on Character and

Competence was born in response to various criticisms of the 2006 curriculum,

and in accordance with the development of wholeness and the world of work. The

2013 curriculum is one of the government's efforts to achieve excellence the

nation's community in the mastery of science and technology as outlined in the

direction of the State.

25
 Based on the attached copy of Permendikbud No. 69 of 2013 concerning

Curriculum is designed with the following characteristics:

a. Developing a balance between developing spiritual attitudes and social,

curiosity, creativity, cooperation with ability intellectual and psychomotor

b. Schools are part of a society that provides a planned learning experience

in which students apply what learned in school to the community and take

advantage of community as a source of learning

c. Develop attitudes, knowledge and skills as well as apply it in a variety of

situations in schools and communities

d. Give enough free time to develop various attitudes, knowledge and skills

e. Competence is stated in the form of class core competencies which are:

further detailed in the subject's basic competencies

f. Class core competencies become elements of organizing (organizing)

elements) basic competencies, where all basic competencies and the

learning process is developed to achieve desired competencies stated in

core competence

g. Basic competencies are developed based on the principle of accumulative,

mutually reinforce (reinforced) and enrich (enriched) between subjects

and levels of education (horizontal organization and verticals)

2.8 Teaching Equipment

26
 Teaching equipment are things that must be prepared by the teacher

before carrying out learning. In the KBBI (2007), the device is a tool or

equipment, while learning is a process or a way to make people learn.

According to Zuhdan, (2011) Teaching equipment is a tools or

equipment to carry out processes that allow educators and students to carry

out learning activities. Learning tools become a guide for teachers in carrying

out learning both in the classroom, laboratory or outside the classroom.

In Permendikbud No. 65 of 2013 concerning Basic and Secondary

Education Process Standards, it is stated that the preparation of learning tools

is part of learning planning. Learning planning is designed in the form of a

syllabus and lesson plans that refer to content standards. In addition, the

learning planning also includes the preparation of learning media and

resources, assessment tools, and learning scenarios.

1. Teaching Materials

27
 Teaching materials are the resources that a teacher uses to deliver

instruction. Tomlinson (1998) viewed that “materials is used to refer to

anything which is used by the teachers or the learners to facilitate the

learning of a language. Materials could obviously be cassettes, videos,

CD- Rom, dictionaries, grammar books, readers, workbook, or photo

copied exercises. In other words, they any be anything which is

deliberately used to increase the learners’ knowledge or experience of the

language”.

Each teacher requires a range of tools to draw upon in order to

assist and support students learning. These materials play a large role in

making knowledge accessible to learner and can encourage a student to

engage with knowledge in different ways.

a. The Benefit of Teaching Materials

Teaching materials should help the students to learn or as

part of the activities of instruction learning in the class that help

both teacher and learners. O’Neill (1990) Stated that materials may

be suitable for students’ needs, even if they are not designed

specifically for them, that textbooks make it possible for students

to review and prepare their lesson. So, the materials of teaching

have function to control the instruction in teaching learning

process. Here some principles of the useful the relevant

development of materials for teaching according to Tomlinson

(1998)
28
 a) Materials should achieve impact

b) Material should help learners to feel at ease

c) Materials should help learners to develop

confidence

d) Materials should require and facilitate learner self-

investment

e) Materials should provide the learners with

opportunities to use the target language

f) Materials should take into account that the positive

effects of instruction

g) Materials should take into account that learners

differ styles

h) Materials should take into account that learners

differ in affective attitudes

i) Materials should permit a silent period at the

beginning of instruction

j) Materials should not rely too much on controlled

practice

k) Materials should provide opportunities for outcome

feedback

b. The Process of Making Teaching Materials Based on the 2013

Curriculum

29
 The Ministry of Education and Culture Rule No. 81A year

2013 states the standards of the English learning materials based on

curriculum 2013 as follows:

a) The materials are taught to develop language

competency

b) Students are rehearsed to read and understand the

meaning of text, summarize and then present it with

their own language

c) Students are rehearsed to create text systematically,

logically, and effectively

d) Students are taught how to create contextual text

e) Students are rehearsed to express themselves and their

knowledge using the target language confidently and

fluently.

2. Learning Media

Learning media is anything that can be used to convey a message so as

to stimulate students' feelings, thoughts, willingness, and attention and

encourage the learning process (Miarso, 2009). Meanwhile, according to

Musfiqon (2012), learning media can be defined as a tool in the form of a

physical and non-physical used teacher in conveying material to students to be

more effective and efficient. The use of learning media is expected to be more

quickly accepted student learning materials as well as attract students to learn.

30
b. The Benefit of Learning Media

On the basis of the benefits presented by Sudjana and Rivai

in Sanaky (2009), learning media needs to be utilized to overcome

the limitations of the learning process. As an example of media

learning in the process of learning is in the 5th grade of elementary

school subjects social studies with material Meaning of National

Heritage of the Hindu-Buddhist and Islam in Indonesia. This

material is usually delivered with a didactic method of lecturing

and using material books as a supporting medium. The current

technology can be utilized as a learning medium to support the

learning process.

c. The Process of Making Learning Media Based on the 2013

Curriculum

According to Sadiman, Rahardjo, Haryono, and Harjito

(2012) in general education media has several uses as follows:

(a) Clarify the presentation of information or messages so

as not to be too verbalistic (in the form of written or oral words);

(b) Overcome the limitations of space, time, and sense-power, for

example: objects that are too large can be replaced with pictures,

films, and so on; (c) The use of various educational media in the

learning process will strengthen students' active attitudes and can

motivate students to learn; and (4) Given the characteristics,

31
 environments, and experiences of students of different educational

media can be used as a tool for teachers. This is thanks to the same

educational media, the same learning experience, and providing the

same stimulus to the students.

3. Student Worksheet

Student worksheet is one of the printed teaching materials that helps

teachers in teaching and learning activities. The integrated student worksheet in

Literacy Science can activate and make it easier for students to complete

assignments so that learning objectives can be achieved.

Prastowo (2011) said that the student worksheet is an activity sheet

which contains a sheet of activity steps to complete a task that must be done by

students.

Ozmen & Yildrim (2005) said that the student worksheet is an

important component that must be done by all students in the learning process

and makes students more active.

a. The benefit of Student Worksheet

Prastowo (2011) stated that there are at least four points for

the purpose of preparing the student worksheet, including (1)

presenting one of the teaching materials that makes it easier for

students to interact with the material provided, (2) presenting tasks

that increase students mastery of the material presented. Given, (3)

32
 train students' learning independence, (4) make it easier for

teachers to give assignments to students.

b. The Process of Making Student Worksheet Based on the 2013

Curriculum

Good student worksheets it’s development must meet three

aspects (Darmojo & Kaligis, 1992), namely:

1) Didactic Aspect

Students worksheet as a means for the teaching and

learning process to take place must meet didactic

requirements, which means they must follow the principles

of effective teaching and learning, namely (a) paying

attention to individual differences, so that a good student

worksheet is the one who can used by all students, (b)

emphasizes the process of finding concepts, so that the

student worksheet serves as a guide for students to find out

a concept, (c) has a variety of stimuli through various

media and student activities in students worksheets, (d) can

develop social, moral, and aesthetic communication on

students.

2) Construction Aspect

33
 Construction aspects are aspects related to language

use, sentence structure, vocabulary, level of difficulty.

These aspects must be able to be understood. Students

worksheets in this aspect are required to meet the following

criteria (a) use language appropriate to the level of maturity

of students, (b) use clear sentence structures, (c) have a

sequence of lessons according to the ability level of

students, (d) avoid questions that are too open, (e) do not

refer to books sources outside of student legibility, (f)

providing sufficient space to allow students to write or

draw on the student worksheet, (g) using simple and short

sentences, (h) uses more illustrations than words, (i) has

clear learning objectives and benefit from the lesson as a

source of motivation.

3) Technical Aspect

Aspects related to the design of writing include (a)

writing using printed letters, bold letters that are rather

large for the topic, and the ratio of large letters to images

must be harmonious and balanced, (b) the images used can

convey messages effectively to students, (c) there a

combination of images and text, where the text cannot be

larger than the image.

34
4. Evaluation

Evaluation is a process of assessing the achievement of goals and

disclosure of program/activity performance problems to provide feedback for

improving the quality of program/activity performance. In the learning process,

evaluation is a very important part important. Evaluation can give an idea of

the level of student mastery of one material, provides an overview of student

learning difficulties, and provides an overview of the position of students

among their friends.

a. The benefit of Evaluation

Based on the Law of the Republic of Indonesia concerning

National Education System No. 20 2003 Article 58 paragraph 1

that evaluation of student learning outcomes is carried out to assist

the process, progress, and development of student learning

outcomes on an ongoing basis (Sisdiknas, 2003) Learning

evaluation also functions to:

1) To find out whether or not specific instructional objectives have

been achieved. With this function, it can be seen that the level of

mastery of the subject matter is mastered by students. In other

words, can it is known that the student learning outcomes are good

or not good.

2) To find out the activeness of the learning process that carried out

by the teacher. The low achievement of learning outcomes

35
 obtained by students is not solely caused by student's own

incompetence. But maybe because of the teacher who are not good

at teaching. With a good rating carried out, it will be known

whether the learning outcomes are due to student's ability or also

because of the teacher's factor, in addition to the assessment can

assess the teacher himself and the results can be used as material in

improving actions teach next. (Mahirah, 2017)

b. The Process of Making Evaluation Based on the 2013 Curriculum

The general principles of assessment according to the

Ministry of National Education are adapted by Zainal Arifin are as

follows:

1) Measuring clearly defined learning outcomes and in accordance

with the competence and learning objectives;

2) Measuring a sample of behavior that is Presentation from

learning outcomes and materials included in the teaching;

3) Includes the most suitable types of assessment instruments to

measure the desired learning outcomes;

4) It is planned in such a way that the results are in accordance

with what is expected specially use made with the greatest possible

reliability and should be interpreted with caution; and Used to

improve learning processes and outcomes.

CHAPTER III
RESEARCH METHOD

36
 In this chapter, the writer discusses the research methods related to this

research. There are several research methods which include research methods and

design, data collection procedures, population and samples, and data analysis

techniques.

3.1 Research Design

In this research which discusses the application of the Talking Stick

Method in Explanation Text Learning to Improve Students Speaking Skills

(Study Towards Grade XI Semester II of Pasundan 2 Senior High School

Bandung Academic Year 2021/2022), the writer uses qualitative descriptive in

this implementation. Data were obtained through interviews with students,

English teachers, and classroom observations during the teaching and learning

process.

Arikunto (2010) said that one group pretest-posttest design is a

research activity that provides a pretest before being given a test. After, being

given treatment then given a final test (posttest). After seeing this

understanding, it can be concluded that the results of the treatment can be

known more accurately because it can compare with the situation before being

given treatment. The use of this design is adjusted to the objectives to be

achieved, namely to determine the students' reading ability at school learning

to identify the elements of effective sentences in the exposition text before and

after and after being given treatment.

37
 After seeing this understanding, it can be concluded that the results of

the treatment can be known more accurately because it can compare with the

situation before being given treatment. The use of this design is tailored to the

purpose to be achieved, namely to determine students reading ability in

learning to identify elements of effective sentences in exposition texts before

and after and after being given treatment.

3.2 Research Method

Basrowi & Suwandi, (2008) Stated that through research qualitative

researchers can recognize the subject, feel what experienced by the subject in

everyday life. In research qualitative, the researcher is involved in the

context, with the situation and setting of natural phenomena according to

what is being studied. Every phenomenon is something unique, different

from others due to different contexts.

Qualitative research or qualitative research is the type of research that

produces findings that cannot be achieved using procedures statistically or by

other quantitative means. According to Strauss and Corbin (2007), this

qualitative research is a research that can be used to examine life society,

history, behavior, organizational functionalization, social movement, or

kinship.

Strauss and Corbin (2007) Stated that research Qualitative research is a

type of research whose findings are not obtained through statistical procedures

or computational forms other. Although the data can be calculated and

38
 conveyed in numbers as in the census, analyze the data qualitative. Qualitative

research refers to the analysis of facts non-mathematical. This procedure

yielded findings that obtained through facts collected in various ways

facilities, including interviews, observations, documents or archives, and test

3.3 Procedures of Data Collection

a. Observation

Observation is a data collection tool that is widely used to measure

individual behavior or the process of occurrence of an activity that is

observed both in actual situations and in artificial situations.

b. Test Technique

This technique aims to measure the knowledge skills and abilities

possessed by students. The types of tests given are in the form of pre-test

and post-test. This test was conducted to determine the students' ability to

identify the elements of effective sentences in the exposition text using the

talking model sticks.

c. Analysis Techniques

The analytical technique is used to obtain an investigation of

students in learning to identify effective sentence elements in explanation

text by using the talking stick model. This technique is used to analyze

students' difficulties in identifying effective sentence elements in

explanation text.

39
3.3.1 Observation

The observation technique in this study is to determine the

circumstances or conditions that will be the object of research. This

observation technique contains research on student attitudes during the

learning process. The following is an observation assessment layout for

students. First, the writer made observations to find out how the situation

and conditions in student of Grade XI MIPA 4 Semester 2nd of Pasundan

2 Senior High School Bandung. After follows all of activities of grade

XI MIPA 4 students, the writer still paid attention to their actions during

the learning activities in class. After that, the researcher chose the topic

in this research. In addition, the researchers also designed lesson plans,

teaching equipment, and instruments to be used during the study of the

learning process in the classroom.

The Instrument for Lesson Planning

Lesson Plan Format

40
Is the preparation of the lesson plans in accordance with the 2013 curriculum

procedures, here are the points:

Observed aspect indicators Available No Available

School identity (school name, subjects, class or

semester, subject matter. Time allocation

4 core competence (k,k2,k3,k4)

Basic competencies

Learning objectives

Learning material

Learning method

Steps learning activities (opening, main, closing)

Opening

Teaching says greeting to the students

Prepare students psychologically and physically to

take part in learning process

Giving motivation

Ask about the previous material

Explain the purpose of learning

Mention the material that will be studied

Main

There are 5 scientific questions (observe, ask, collect

the information, associate or cultivate the

41
information, connect)

Explain the whole learning material

After explained, ask the students whether the

Students understand or not

Give the students work sheet

Ask the students to answer the question in the

worksheet

Closing

Conclude

The teacher does the evaluation or assessment

Close the material

Students worksheet

Assessment rubric

As explained above, there are ten factors that have to be included in

making the lesson plans in keeping with the 2013 curriculum. To study the class

state of affairs, the completeness of the factors can affect the elegance situation.

Complete or not, the writer can write it within the to be had and unavailable

columns.

3.3.2 The instruments of Teaching Equipment

There are four teaching tools, namely Teaching Material, Student

Worksheet, Learning Media, and Evaluation. The instruments for each

of them are as follows:

42
Teaching material

Teaching substances must be made based on the K13 syllabus,

containing: the values cited in the K13 syllabus. Traits of properly teaching

are:

1. Informative (informs the learner about the target language)

2. Instructional (guides the learner in practicing the language)

3. Experiential (provides the learner with experience of the language

in use)

4. Eliciting (encourage the learner to use the language)

5. Exploratory (helps the learner to make discoveries about the

language)

The instruments of teaching material

Here are the points that must be Contain in teaching material:

Observe aspect indicators Available No Available

43
 The tittle of teaching material

There are four indicators

Informative

Instructional

Experiential

Eliciting

Exploratory

Bibliography

Students Worksheet

The purpose of preparing the student worksheet, including (1)

presenting one of the teaching materials that makes it easier for students to

interact with the material provided, (2) presenting tasks that increase

students' mastery of the material presented. Given, (3) train students'

learning independence, (4) make it easier for teachers to give assignments

to students.

The Instruments of Students Worksheet

Observed aspect indicators Available No Available

44
 Identity (name, class, time allocation, and

theme)

Core competence (optional)

Basic competence

Learning Objectives

Study guide

Material

Work steps

Question

Assessment

Learning Media

Learning media is anything that can be used to convey a message

so as to stimulate students' feelings, thoughts, willingness, and attention

and encourage the learning process

Observed Aspect of Media Available No Available

45
Audio visual (teaching material that made by teacher)

Media visual (poster, cartoon, comic, etc.

Media audial (radio, tap-recorder, language

laboratory)

Projected still media (in focus)

Projected motion media (video, computer, etc)

The media instrument is elective, the teacher can determine whether or not

to put together getting to know media or no longer. However to train English

topics, teachers are cautioned to apply media to assist students recognize the issue.

Evaluation

In this section, the assessment is to assess the students speaking skills in

analyzing rationalization textual content. Assessment is done to improve matters

which are still missing in any issue, so that the next teaching can be higher.

Instruments for evaluation

46
 Observed Aspect Indicators Available No Available

Grammar

Vocabulary

Comprehension

Fluency

Pronunciation

3.3.3 Speaking Test (Pre-test & Post-test)

The writer uses oral tests as test instruments. The test consists of

pre-test and post-test. In the pre-test, the writer called the students one by

one to come forward to take an oral test on the explanation text in turn.

Then, the writer knows the speaking ability of students who have not been

treated. After that, the writer gave treatment about the explanation text

material and the writer also started using the talking stick method and

asked questions about the material in class so that students understand

better.

As for the post-test, the writer asked the students to come back to

the front to take the final test. The writer during the test and the writer

recorded the students speaking skills. If needed, the writer will enter the

student's speaking skill score at that time based on the student performance

and based on the rubric that has been prepared previously.

47
 Table 3.2 The Speaking sill Assessment by Syakur (1987)

Criteria Score 4 Score 3 Score 2 Score 1

Pronoun- the there is a problem difficult to almost always

citation pronunciation in pronunciation understand mistaken in

can be so that the listener because there are pronunciation so

understood even must be very problems in the it is

with certain focused and pronunciation and incomprehensible

accents sometimes cause frequency often

misunderstanding

s Sentences
Grammar
Vocabulary almost no the
sometimes there are
often use some therethe
use arewrong
many the vocabulary
the grammar is is
so

grammatical is
pronunciation grammatical
Inaccurate grammaticalso it
vocabulary bad that
very the so
limited

errors and
incorrect errors but they
vocabulary so that errorsbethat affect
can't conversation
that dialogue is
is

requires further don't

the affect the
dialogue meaning and
Understood verypossible
not difficult to

explanation due meaning limited

becomes often have to understand

to inappropriate due to limited rearrange

Vocabulary Vocabulary conversation

Fluency Smooth not very smooth often doubt and often stop and be

dialogue has because it has stop because of quiet during

very few Language Language dialogue so that

Difficulties Difficulties Limitations dialogue is not

Created

Comprehen the entire most of the it is difficult to cannot be

Sion
contents of the contents of the follow the understood even

Conversation conversation can dialogue carried in the form of a

can be be understood out except in the brief dialogue

understood even even though there general dialogue

though there are

48
are a number of section with slow

Occasional Repetitions conversations and

repetitions in many repetitions

certain sections
3.3.4 Interview

Interviews are the most frequently used form of data collection in

qualitative research. The writer often find interviews easy because in their

daily life. The reality is not that easy. Many writers have difficulty

interviewing people, because people tend to give short answers. Moreover,

the culture of Indonesian society tends not to be used to expressing feelings.

According to Robinson (2000) in-depth, formal open interviews are

the main stream of qualitative nursing research. Formal qualitative

49
 interviews are unstructured conversations with the aim of usually

prioritizing the recording and transcription of verbatim data (word for word),

and the use of interview guidelines instead of a rigid set of questions.

Table 3.3 the instrument of Teacher’s Interview

No. Teacher’s Interview

1. How do you teach speaking for Senior high school?

2. Is there any difficulty when you teach speaking? What are they?

3. What kind of resources do you use in teaching speaking?

4. What is your goal in teaching speaking?

5. How are the responses of the students in speaking actively?

50
6. How do you encourage of the students in speaking actively?

7. Do you think it is hard for your students to learn speaking?

8. What are the difficulties which faced by the students in speaking?

9. What will you do to solve the problems?

10. Could some media attract the student’s attention in learning?

11. Are the students going to be more motivated in learning speaking by using

media?

12. Is it easier for the students to catch the lessons through media?

13. Are the students going to be bored when they learn the lessons of speaking?

Table 3.4 the instrument of Student’s Interview

No. Student’s Interview Yes No

1. English is important to learn

2. Learning English, especially speaking is easy

3. Better to study alone

4. Better to study in groups

5. Learning to speak using the talking stick technique is easier

51
6. Using the talking stick technique has a positive effect on your

speaking

7. After learning the talking stick technique, increase your

confidence in speaking English

8. Using this method is more fun

9. Talking stick technique can improve your speaking skills

10. After learning by using the talking stick method, there is no

significant effect

3.4 Data Collecting Techniques

Data collection techniques, researchers used several techniques to

make it easier to analyze and identify data. Data analysis technique is the

process of systematically compiling data, which data has been obtained to be

processed and selected what is important and what will be studied. Then make

conclusions so that they are easy to understand. The data analysis is to explain

how the process of improving the results of each step, and to describe the

improvement of the learning process with the talking stick method to improve
52
 students' English speaking skills. The results of the assessment are analyzed as

below:

Score = Total Score

The number of student X 100

Figure 3.1 Score Measurement

In harmony with Moleong, Kothari (1990) reveals a qualitative

approach, namely an approach that focuses on research on the interpretation of

a person or subject's perspective, opinions and behavior.

𝑀= ∑𝑥

Figure 3.2 Score Measurement

Explanation:

M = the average of students’ score

∑x = total score

N = the number of students

53
 After calculating the consequences of students’ abilities based on the four

points of view above, the author then, then, completes the follow-up effects of

these abilities in the standard evaluation table as below. Should be successful in

the ability norm if the results obtained with the base score are … Here is the

scoring table:

No. Criteria Rating Score

1. Excellent 4

2. Good 3

3. Enough 2

4. Less 1

Figure 3.3 Assessment Criteria

The assessment criteria description as a follow:

1. If a student gets a score of (4) can be determined very

competent.

2. If a student gets a score of (3) can be determined competent.

3. If student gets a score of (2) it can be determined quite

competent.

54
 4. If a student gets a score of (1) it can be determined as

incompetent.

3.5 Population and Sample

3.5.1 Population

According to Arikunto (2006) "population is the whole object

study". Research can only be done for a limited population and not too many

subjects.

The writer took Grade XI MIPA 4 Semester 2 of the 2021/2022

Academic Year at Pasundan 2 Senior High School Bandung, Jl. Cihampelas

No.167, Cipaganti, Coblong, Bandung City, west Java. Which consists of 7

classes (4 science classes and 3 social classes).

3.5.2 Sample

According to Sugiyono (2008) "the sample is part of the number

and characteristics possessed by the population". Sampling in this research

was taken by students of class XI MIPA 4 as samples. It consists of 34

students (13 boys and 21 girls). The method used in this sampling is

purposive sampling for self-introduction material taught in all class XI. The

writer used qualitative methods to identify this research.

55
 CHAPTER IV
ANALYSIS DATA, DISCUSSION, AND FINDING

This chapter describes data analysis of the research, finding and the

answers of the research questions as mention in chapter I.

4.1 Analysis Data

The writer gains the data using observation, test, and interview. Here are

for the details:

4.1.1 Data gain from observation

56
 Observed aspect indicators Available No Available

School identity (school name, subjects, class or 

semester, subject matter. Time allocation

4 core competence (k,k2,k3,k4) 

Basic competencies 

Learning objectives 

Learning material 

Learning method 

Steps learning activities (opening, main, closing) 

Opening

Teaching says greeting to the students 

Prepare students psychologically and physically to 

take part in learning process

Giving motivation 

Ask about the previous material 

Explain the purpose of learning 

Mention the material that will be studied

Main

There are 5 scientific questions (observe, ask, collect 

the information, associate or cultivate the

information, connect)

Explain the whole learning material 

57
After explained, ask the students whether the 

Students understand or not 

Give the students work sheet 

Ask the students to answer the question in the 

worksheet

Closing

Conclude 

The teacher does the evaluation or assessment 

Close the material 

Students worksheet 

Assessment rubric 

As defined inside the table above, those are the points scored in planning.

There are 23 points, 21 points that the writer can fulfill even as the rest can't. The

effects of the lesson plans instrument to answer research questions no. 1 is

whether or not the talking stick method procedure is used in improving students

speaking skills. The end result is that the writer is quite good at compiling and

implementing the lesson plans the use of the talking stick method. Even though it

is difficult, there are only 2 points left for the mastering system to run easily

following the steps of the 2013 curriculum-primarily based lesson plans.

The instrument of teaching material

Observe aspect indicators Available No Available

58
The tittle of teaching material 

There are four indicators 

Informative 

Instructional 

Experiential 

Eliciting 

Exploratory 

Bibliography 

The rating outcomes for teaching equipment, as defined in the table above.

There are eight points in teaching materials. The writer can fulfill 5 points and 3

points the writer cannot fulfill it. In teaching equipment there are teaching

materials, worksheets, media, and evaluations. Then, this result still cannot be

decided because we still have to see the results of the other three.

The Instrument of Students Worksheet

Observed aspect indicators Available No Available

Identity (name, class, time allocation, and 

theme)

Core competence (optional) 

Basic competence 

Learning Objectives 

Study guide 

59
Material 

Work steps 

Question 

Assessment 

In making of student worksheets, there are 9 points that must be met by

the writer. However, as explained in the table above, the writer cannot fulfill all of

them. Only 3 points are available and 6 points are not available in the student

worksheet. The writer still has to look at other results to answer research questions

number 2.

The instrument of learning media

Observed Aspect of Media Available No Available

Audio visual (teaching material that made by teacher) 

Media visual (poster, cartoon, comic, etc. 

Media audial (radio, tap-recorder, language 

laboratory)

Projected still media (in focus) 

60
Projected motion media (video, computer, etc) 

Learning media can help students understand the subject. Learning media

can be in the form of pictures, songs, maps, or globes, and others. Using audio

visuals and sticks as learning media. Used by students to answer questions.

Instruments for evaluation

Observed Aspect Indicators Available No Available

Grammar

Vocabulary

Comprehension

Fluency

Pronunciation

Instrument for evaluation as seen above, the writer deletes the available

and unavailable columns. Because in evaluation is like grammar, fluency,

vocabulary, comprehension, and pronunciation cannot be answered only by

available or unavailable. This is an explanation of the evaluation. After carrying

out a series of teaching and learning processes in teaching English, such as asking

to speak English, letting students answer simple or everyday questions in learning

English, answering student worksheets. Also, not all students understand these 5

components.

61
 The results of this teaching equipment instrument to answer research

questions no. 2, namely how are the teaching equipment used in the

implementation of Talking Stick method in Teaching Explanation Text. In their

respective teaching materials and student worksheets there are points that cannot

be fulfilled by the writer. This shows that the writer has not been able to fully

implement the teaching and learning process based on 2013 curriculum.

4.1.2 Data Gain from the text

The test is divided into Pre-test and post-test. Pre-test became

used for understanding the students' speaking skills earlier than the

use of the talking stick method. Moreover, the post-test was used to

determine the students speaking skills after the usage of the method.

Further, the writer carried out 2 cycles of gaining knowledge of

activities. Earlier than conducting the pre-test, the writer applied a

62
 test procedure which includes. Planning, acting, and observing and

analyzing student worksheets.

A. Learning activity Cycle 1

a. Planning: At this step, before the writer conducts research. The

first thing the writer did was to prepare lesson plans, the material

to be delivered was taken from an English language learning

book and according to the topic of discussion, namely about

explanation text, and had applied the Talking Stick technique in

learning to speak. The material made entirely is used by the

writer in learning to speak explanation text in class.

b. Acting: The plans that have been prepared are then carried out in

the process of learning to speak English discussing the

explanation text material with the talk stick technique. The first

one explains the explanation text, the second one gives an

example of explanation text, and the last one explains the talking

stick technique. Before the teacher gave the test in the first cycle,

the teacher reviewed the learning topics that had been discussed

in class to make it easier for the Post-test. The writer saw that the

student achievement score that must be achieved is 70 is progress

depending on the basic fulfillment rules of students in school.

c. Analyzing: The writer analyzing the Students worksheets and

giving the score.

63
B. The Result of the Pre-test

No Respondent Score

1 Respondent 1 1

2 Respondent 2 3

3 Respondent 3 2

4 Respondent 4 4

5 Respondent 5 4

6 Respondent 6 2

7 Respondent 7 4

8 Respondent 8 1

9 Respondent 9 3

10 Respondent 10 2

11 Respondent 11 4

12 Respondent 12 3

13 Respondent 13 4

14 Respondent 14 3

15 Respondent 15 1

16 Respondent 16 3

17 Respondent 17 1

18 Respondent 18 3

19 Respondent 19 4

20 Respondent 20 3

64
21 Respondent 21 3

22 Respondent 22 4

23 Respondent 23 4

24 Respondent 24 2

25 Respondent 25 4

26 Respondent 26 4

27 Respondent 27 2

Total score 78

Mean of pre test

M = the average of students’ score

∑x = total score

N = the number of students

M= 78
27
= 2.8 = 3 (Good)

From the table above, it shows that the student's completeness

score is 78 and the number who take the test is 27 students. So, the

average student based on the results of the analysis, the student's ability to

speak is good.

The student average score is calculated based on 5 aspects of

speaking skill assessment. Among them are abilities such as

pronunciation, grammar, vocabulary, fluency, and comprehension. The

following is an assessment between the aspects of each:

1. Pronunciation

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 Mean of pre test

M = the average of students’ score

∑x = total score

N = the number of students

M= 71
27
= 2.6 = 3 (Good)

2. Grammar

Mean of pre test

M = the average of students’ score

∑x = total score

N = the number of students

M= 56
27
= 2.0 = 2 (Enough)

3. Vocabulary

Mean of pre test

M = the average of students’ score

∑x = total score

N = the number of students

M= 60
27
= 2.2 = 3 (Good)

4. Fluency

Mean of pre test

M = the average of students’ score

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 ∑x = total score

N = the number of students

M= 67
27
= 2.4 = 3 (Good)

5. Comprehension

Mean of pre test

M = the average of students’ score

∑x = total score

N = the number of students

M= 67
27
= 2.4 = 3 (Good)

It can be concluded that the students speaking skills about

explanation text in the pre-test is categorized as good. But the writer

needs to do a Post test in the second cycle to find out the changes.

C. Learning activity Cycle 2

The writer has carried out several steps in second cycle, namely

planning, action, observation and reflection. The following are the

activities carried out in second cycle at each step:

a. Planning: In this step, several activities have been carried out to

make a lesson plan which contains the act of preparing teaching

materials related to the use of the talking stick technique and this is

all needed in action, test preparation to measure research results,

observation sheets, interview sheets and diaries.

67
 b. Acting: At this step, there are several activities that have been

carried out by the writer. First, the writer has explained the material

about explanation text so that students understand better, then the

teacher applies the talking stick technique to improve students

speaking skills, the teacher selects students with sticks and the

selected students have to answer questions.

c. Observing: Observations are still being made last time. What was

observed from student activities showed that most of the students no

longer had problems or difficulties in learning explanatory for the

second time.

d. Analyzing: The writer analyzing student worksheets and assign

scores.

D. The result of the Post test

No Respondent Score

1 Respondent 1 2

2 Respondent 2 3

3 Respondent 3 3

4 Respondent 4 4

5 Respondent 5 4

6 Respondent 6 2

7 Respondent 7 4

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8 Respondent 8 2

9 Respondent 9 4

10 Respondent 10 3

11 Respondent 11 4

12 Respondent 12 3

13 Respondent 13 4

14 Respondent 14 3

15 Respondent 15 1

16 Respondent 16 4

17 Respondent 17 1

18 Respondent 18 3

19 Respondent 19 4

20 Respondent 20 3

21 Respondent 21 3

22 Respondent 22 4

23 Respondent 23 4

24 Respondent 24 2

25 Respondent 25 4

26 Respondent 26 4

27 Respondent 27 2

Total score 83

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Mean of pre test

M = the average of students’ score

∑x = total score

N = the number of students

M= 83
27
= 3.0 = 3 (Good)

From the table above, it shows that the student's completeness

score is 83 and the number who take the test is 27 students. So, the

average student based on the results of the analysis, the student's ability to

speak is good.

Taking the average value of students in the second cycle is also

calculated based on 5 aspects of speaking skills assessment. Among them

are abilities such as pronunciation, grammar, vocabulary, fluency, and

comprehension. The following is an assessment between each aspect:

1. Pronunciation

Mean of pre test

M = the average of students’ score

∑x = total score

N = the number of students

M= 73
27
= 2.7 = 3 (Good)

2. Grammar

Mean of pre test

70
 M = the average of students’ score

∑x = total score

N = the number of students

M= 63
27
= 2.3 = 2 (Good)

3. Vocabulary

Mean of pre test

M = the average of students’ score

∑x = total score

N = the number of students

M= 62
27
= 2.2 = 3 (Good)

4. Fluency

Mean of pre test

M = the average of students’ score

∑x = total score

N = the number of students

M= 81
27
= 3 (Good)

5. Comprehension

Mean of pre test

71
 M = the average of students’ score

∑x = total score

N = the number of students

M= 77
27
= 2.8 = 3 (Good)

It can be concluded from this research, students’ ability in speaking

about explanation text in the post test was categorized as successfully

improved. So the writer stopped at this second cycle.

Based on the table above shows that the Results of data analysis

what has been completed has advanced students' ability to speak about

explanation text. That is indicated by the pre-test average value of 78, and

an increase in the post-test score of 83. Because of this there is an increase

of 5%. This is to answer research question no 3 what are the end result the

implementation of talking stick method in teaching explanation text. the

answer is yes, the usage of the talking stick method can improve students'

speaking skills in teaching explanation text.

4.1.3 Data Gain from Interview

4.1.3.1 Teacher Interview

No Questions Answer

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1 How do you teach speaking for To teach speaking skills, the teacher uses
Senior high school?
hands-on exercises given to students. Like

a question and answer.

Is there any difficulty when A common problem that is often faced by

2 you teach speaking? What are teachers in learning activities is to prepare

they? an appropriate Learning Implementation

Plan (RPP) in order to help students

achieve competence. This is due to the fact

that in the curriculum or syllabus the

lesson plan is only written in outline in the

form of reference material for teaching."

This makes it difficult for teachers to carry

out appropriate learning activities in

classroom learning. In terms of classroom

teaching, they often experience

difficulties. Implement appropriate

learning methods to teach English. Also,

the teacher has not fully mastered the four

skills in English, namely reading, writing,

speaking and listening. The teacher only

focuses on some language skills. The

teacher must spend more time to be able to

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 provide understanding to students, so that

time in learning is often not allocated

properly.

3 What kind of resources do you The learning resources that the teacher

use in teaching speaking? uses in teaching speaking are textbooks

from schools.

4 What is your goal in teaching The teacher's goal in teaching speaking

speaking? skills is so that students can be confident,

especially in expressing opinions using

English and also students are expected to

know the information conveyed by the

teacher through what students have

listened to.

5 How are the responses of the When students take part in speaking

students in speaking actively? activities, students are not used to

listening. Student Sometimes talking to

friends and not paying attention to what

the teacher says. Teachers sometimes have

to reprimand students because students

who talk interfere with the concentration

of students who pay close attention.

6 How do you encourage of the To be able to grow students’ motivation in

speaking activities, the teacher tries to

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 students in speaking actively? provide.

7 Do you think it is hard for your To provide understanding to students in

students to learn speaking? speaking learning activities in class is

considered quite difficult by the teacher.

Students are sometimes constrained by the

words they have just encountered.

8 What are the difficulties which Students have difficulty finding the

faced by the students in difficult words they are listening to.

speaking? Students are also often confused when

there is a text that is quite long.

9 What will you do to solve the To help students with this problem, the

problems? teacher gives extra time to provide

understanding to each student. The teacher

also gives students time to look up the

meaning of difficult words in the

dictionary. If students stay can't, the

teacher immediately gives the true

meaning of the word.

10 Could some media attract the The teacher believes that the media can

student’s attention in learning? help in teaching speaking and group study

with other friends. Teachers rarely use

media in teaching speaking. Teachers

usually practice speaking using the text in

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 the textbook.

11 Are the students going to be When the teacher uses the media, the

more motivated in learning students’ attention is immediately focused

speaking by using media? on what is conveyed by the teacher.

Students carefully listen to everything that

is said by the teacher who uses the media.

12 Is it easier for the students to With the media used, it really helps

catch the lessons through students in participating in speaking

media? learning activities.

13 Are the students going to be At the first time of learning, sometimes

bored when they learn the students feel bored because they confused

lessons of speaking? and unable to understand what the teacher

expects. However at the next lesson. The

teacher tries to improve the process

learning and using certain media so that

students feel very happy and able to follow

the learning process well.

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 4.1.3.2 Student Interview

No Student’s Interview Yes No

1. English is important to learn 

2. Learning English, especially speaking is easy 

3. Better to study alone 

4. Better to study in groups 

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5. Learning to speak using the talking stick technique is easier 

6. Using the talking stick technique has a positive effect on your 

speaking

7. After learning the talking stick technique, increase your 

confidence in speaking English

8. Using this method is more fun 

9. Talking stick technique can improve your speaking skills 

10. After learning by using the talking stick method, there is no 

significant effect

4.2 Finding

This research changed into carried out to determine the improvement

of speaking skills regarding explanation text through the talking stick method.

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 This method is a technique that can be used or implemented by teachers in

teaching English to improve students speaking skills in explanation text.

All tables in the observations show that the writer is good at getting

ready material for teaching. From the lesson plan table to the evaluation table

the researcher was able to satisfy almost all points and some couldn't be met.

The answer to research questions no. 1 is the procedure of the talking stick

method which is executed according with the lesson plans primarily based on

the 2013 curriculum. To answer research questions no. 2, it can be seen

through the effects of all tables. The teaching equipment table shows that the

writer is quite good at make it. The table of teaching materials and worksheets

can be seen from 21 points, there are 3 points that the writer cannot fulfill. The

media table shown with the aid of the writer most effective makes use of one

medium in teaching. That is adjusted to the teaching needs. The assessment

table all empathize. The writer found that every student has their very own

ability in learning English.

The results of the research conducted by the writer suggest that the

talking stick technique is effective and can be used in teaching speaking. this

can be seen from the table which shows that the results of increasing student

scores from the pre-test, post-test.

Pre-Test Post-Test

Mean of Pre-Test Mean of Post-Test

79
M = the average of students score M = the average of students score

∑x = total score ∑x = total score

N = the number of students N = the number of students

M= 78 M= 83
27 27
= 2.8 = 3 (Good) = 3.0 = 3 (Good)

From this improvement, the teacher can control the class well and make

the class active that is not bored besides this technique helps students in mastering

the material easily because their speaking stick easily expresses their ideas.

Talking stick is a method that was originally used by Native Americans to invite

everyone to speak or express their opinions in a forum (meeting between tribes)

from Miftahul Huda (2019).

In this research, several things have been concluded logically. First, for

both classes, they tend to have the same problem, which is lack of confidence in

their speaking skills. Second, the subjects in the experimental class showed their

great desire in the learning process. For example, they actively ask questions; they

are active to practice their vocabulary with their classmates even though their

pronunciation is not good. Third, before applying the talking stick in the

Experimental class, the students' competencies were very different. Actually the

learning process is not only dominated by teacher, which in turn causes students

to be less developed in their thinking abilities.

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4.3 Discussion

As a teacher, knowing the purpose of language learning is highly

emphasized. As we all know, the main purpose of language learning is to

prepare students to achieve communication and the use of a language that has

been learned. Every meeting that is carried out with the learning process is the

acquisition of sentences that have been carried out by student’s, however, the

practice of the language they have acquired is sometimes only limited to

acquisition in the form of linguistics without the practice of communicating

itself after leaving the classroom (Widdowson, 2000).

Student learning outcomes are one of the successes in the world of

education. Learning Outcomes can be interpreted as the results obtained

because of the activities carried out. Learning outcomes are things that cannot

be separated from learning activities, learning outcomes achieved by students

have different levels and to achieve student learning outcomes as it happens,

the expected learning objectives can be achieved. In this section, the writer

wants to analyze all the data from the research. The data will illustrate these

findings research in general.

CHAPTER V
CONCLUSION AND SUGGESTION

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 This chapter presents the conclusion and suggestions for the English

teacher, students and the writers.

5.1 Conclusion

After presenting and analyzing the data in the previous chapter, the writer

concludes as follows:

1. The procedure for applying the speaking stick to improve the speaking

skills of students of grade XI MIPA 4 of Pasundan 2 Senior High School

Bandung is as follows; 1) The teacher prepares learning materials and sticks.

2) The teacher explains about the subject and explanation text. 3) After

explaining the subject, the teacher asks the students whether they understand

or not. 4) The teacher asks students to make an explanation text. 5) The

teacher gives sticks to students until the sticks move from one student to

another. The student holding the stick will be asked a question and he must

answer it. 7) Then, the stick rolls again until each student gets a stick and

follows the learning process. 8) Finally, the teacher gives an evaluation and

draws conclusions.

From the procedure of applying the talking stick mentioned above, the

research shows the behavior of students when the learning process is running.

In the procedure mention that the writer was give the test to the students, the

result of test showed the implementation of talking stick method.

2. There are significant results for the use of talking stick method in teaching

explanation text to improve students speaking skill. In the pre-test showed that
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 students mean is 78 while post-test students mean is 83, this showed that using

talking stick method is able to improve students speaking skill. However, the

writer found different student responses through interviews, some of which

were the students response is that they feel happy and help students when the

learning process uses the talk stick method. Some students said that they feel

the same way, they still find it difficult to understand and speak skills, the

reason is because they are not used to it and still think English is difficult, so

some students say English is easier if they study in groups. Because there are

friends to communicate using English language.

5.2 Suggestions

There are suggestions for English teachers and other researchers based on

the results of the study as follows:

For teachers

There are lots of learning methods that can be used for learning

English. However, the teacher must choose whether it is suitable for the

subject and student. The teacher's ability to use learning methods and organize

learning the process of students will also have an influence on the success of

teaching and learning.

For students

a. Students must bring a dictionary in learning English

83
b. Students urge to study and practice often

c. Paying attention to the teacher when the learning process is running

For researchers

This research shows that the use of the talking stick method can improve

students speaking skills. Then, other researchers can also use this method to

improve students' speaking skills.

84