Skripsi Lika

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
i
DECLARATION
"In The Name of Allah the Most Gracious and the Most Merciful"
Hereby the writer fully declares that the graduating paper is made by the
writer herself, and it is not containing materials written or has been published by
other people and other people’s ideas except the information from the references.
The writer is capable to account for this thesis, if in the future, it can be
proved of containing others’ ideas, or in fact, the writer imitates the others’
graduating paper.
Likewise, the declaration is made by the writer and she hopes that this
declaration can be understood.
Salatiga, September 1st 2016
The writer,
Aisyah Ambalika saraswati
113 12 010
ii
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

NIP. 19630420 199203 1003
iii
iv
MOTTO
Verily, after hardship comes relief.
After hardship comes relief.
(Q. S. Al Insyirah: 5-6)
v
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.
vi
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 2016/2017 ” . Peace and
blessing be upon to the lovely prophet Muhammad SAW, his family, his
companion and his followers.
This final graduating paper is presented to The Faculty of Tarbiyah
and Teachers’ Training as partial fulfillment of the requirements for the
degree of S.Pdi in the Department of English Education.
However, this paper will not be finished without supports, advices,
help and encouragement from some people and institution. The writer says
thanks to:
1. Dr. Rahmat Hariyadi, M.Pd as the director of IAIN Salatiga, thanks
for the opportunities to study in IAIN Salatiga.
2. Noor Malihah, Ph. D., as the head of English Department of IAIN
salatiga.
3. Dr. H. Sa’adi, M.Ag as my thesis’ counselor, thanks for the guidance.
I learn a lot from you.
vii
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.

The Writer,
Aisyah Ambalika Saraswati

NIM: 113 12 010
viii
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.
TABLE OF CONTENTS
ix
TITLE ...................................................................................................... i
DECLARATION .................................................................................... ii
ATTENTIVE COUNSELOR NOTES ................................................... iii
MOTTO ................................................................................................. iv
DEDICATION ....................................................................................... v
ACKNOWLEDGEMENT ...................................................................... vi
ABSTRACT ............................................................................................ viii
TABLE OF CONTENTS ........................................................................ ix
LIST OF TABLE .................................................................................... xii
CHAPTER I INTRODUCTION
Background of the Study ........................................................................ 1
Problems of Study .................................................................................. 4
Objective of Study .................................................................................. 5
Significance of Study ............................................................................. 5
Definition of the Key Terms .................................................................. 6
Review of Previous Researcher ............................................................. 7
Organization of the Paper ....................................................................... 8
CHAPTER II THEORETICAL FRAMEWORK
Talking Stick Method .............................................................................. 10
Concept of Talking Stick Method .......................................................... 10
Procedures of Talking Stick Method....................................................... 10
Strength and Weakness of Talking Stick Method ................................... 11
READING .............................................................................................. 12
Reading .................................................................................................. 12
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Reading Technique.................................................................................. 14
Teaching Reading ................................................................................... 16
Types Classroom Reading Performance ................................................ 17
CHAPTER III METHODOLOGY OF RESEARCH
RESEARCH METHOD .......................................................................... 19
Method of Study .................................................................................... 19
Setting of Research ................................................................................ 19
Procedure of Research ............................................................................ 20
Technique of Collecting Data ................................................................ 21
Method of Data Analysis ....................................................................... 22
Technique of Data Analysis .................................................................... 31
DATA PRESENTATION
Time and Place of the Research ............................................................. 33
Indentity of SMPN 1 Pringapus ............................................................ 33
Situation of Educational Facilities ........................................................ 34
Situation of Teacher and Staff ............................................................... 34
Subject of The Study ............................................................................... 35
BAB IV DATA ANALYSIS
IMPLEMENTATION OF THE STUDY ............................................... 36
Cycle 1 .................................................................................................... 36
Cycle 2 .................................................................................................... 42
DISCUSSION ......................................................................................... 48
xi
Cycle 1 .................................................................................................... 48
Cycle 2 ................................................................................................... 51
BAB V CLOSURE
CONCLUSIONS ..................................................................................... 53
SUGGESTIONS .................................................................................... 54
REFERENCES
APPENDICES
LIST OF TABLE
xii
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 of Students’ Improvement ................................ 52
xiii
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.
1
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
2
the appropriate one to reach their goals. For example in Indonesia, it is
known that most of the classes are big. These classes can consist of 34 up
to 45 students or more for each class. Consequently, it is hard for the
teacher to manage such big classes. It is difficult for the teacher to make
the contact to the student directly, moreover students at the back row. The
teachers will be difficult to control every students on by one. On the other
side, it is also difficult for the students to ask for and receive individual
attention. Moreover, if the teacher wants to actively engage the students in
the students in learning activities, it will take more time to do it.
According to Diane’s statement (2000:159), that good language learners
are who have a strong desire to communicate.
Reading becomes an important part of language teaching, and it
has complicated problem. To solve the problem, the researcher uses a
method to improve students’ reading skill. It is expected that The Talking
Stick 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
3
learning process. Second, the students become more active in doing
activities such as; answering teacher's questions, listening, speaking and
working together with their friends. So, they do not feel bored in their
study. Finally, they could improve their confidence in English class.
The talking stick method is also a kind of ways to makes the
teacher more creative and responsible. Teacher becomes more serious in
teaching and the learning process well prepared. This method creates an
ideal condition because teacher explains the materials by fun learning
activities in classes. Furthermore, there are feedback and interaction
between teacher and the students. Thus, the goals of education are reached
easily.
Based on the description above the writer intends to conduct a
study entitled, “Using Talking Stick Method to Improve Students’ Reading
Mastery at The Second Grade Students of SMPN 1 Pringapus in The
Academic Year of 2016/2017
B. Problems of Study
Based on the explanation in the background of study, the problems
statement in this research are:
1. How is the profile of students’ reading mastery at the second grade
students of SMPN 1 Pringapus ?
2. Can the talking stick improve students’ reading mastery through
talking stick method for the second grade students of SMPN 1
Pringapus ?
4
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.
5
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),
6
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
7
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
8
analysis. It explains about teaching implementation and discussion. In this
chapter, the researcher would like to explain about data analysis the result
of research then make analysis. Chapter V is closure. The last chapter
describes the conclusion and suggestions.
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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 2ndMay 2016).
2. Procedures of Talking Stick Method
According to Imas Kurniasih and Berlin Sani (2015:83-84), the
procedure of Talking Stick Method are :
a. The teacher prepares the materials and a stick.
b. The teacher explains the main topic. Then, the students read and
learn the materials for some minutes (10 minutes).
c. The teacher commands the students to close their books and takes a
stick.
10
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.
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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.
12
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
13
the classroom such as English. In the English subject, the teacher is
also able to use the activities in teaching and learning process to
improve four skills in English subject; listening, writing, speaking, and
reading.
Designing interactive reading is not easy. It needs techniques in
order to abridge into an easier way. There are principles for designing
interactive reading techniques. An expert named Brown (2000: 313-
316) says there are several techniques. Those techniques are in the
following.
a. In an interactive curriculum, the teacher has to gives
priority to the importance of specific instruction in reading
skills
b. The teacher has to use techniques which are intrinsically
motivating
c. Authenticity and readability in choosing texts should be
balanced.
d. The teacher should encourage the development of reading
strategies
e. Both bottom-up and top-down techniques are include in the
activity.
f. The teacher should follow “SQ3R” sequence.
g. The teacher subdivides the techniques into pre-reading,
during-reading, and after-reading phases.
14
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
15
without any guidance. The teacher needs to lead the students in gaining
any knowledge. Also, to make the students learn, the teacher should
make innovative ways, such as, unnatural orientation and unusual
treatment to what is being learned.
Other experts explained about the term of teaching reading which
may be further discussed here. Nuttal (1982: 21) states one of the
functions of teaching reading especially reading foreign language, such
as English, for students who are not native speaker, is to make them be
able to understand the text when they deal with the foreign language.
They will be capable to read in an appropriate speed, a silent way, and
adequate understanding.
4. Types Classroom Reading Performance
The variety of reading performance in classroom can be
determined by the variety of texts. It means that the teacher should
consider about the types of the text used in the teaching reading in
order to support the process. It is stated in Brown (2000: 312) that
there are two types of classroom reading performance. First is oral
reading. In the process of teaching and learning teaching in the
classroom, the teacher may ask the students to read orally. There are
some advantages in the oral reading done at beginning and
intermediate levels. The advantages of the oral reading are as an
evaluative check on bottom-up processing skills, a pronunciation
16
check, and an extra activity for students to help the teacher to highlight
a certain short segment of a reading passage.
Second is silent reading. It is subcategorized into intensive and
extensive reading. The intensive reading focuses on linguistic or
semantic detail of a passage. It is usually classroom-oriented activity.
The students are demanded to pay attention to grammatical forms,
discourse markers, and other surface details. To achieve general
understanding especially when the students are asked to read longer
text, such as books, magazines, novels, essays, and the like, extensive
reading is more compatible than intensive reading. It belongs to
outside of classroom activity. The extensive reading can also help the
students get away from their tendency to over analyse or look up
words they do not know, and read for understanding.
17
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
18
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
planning, action, observation and reflection before revising the
plan.
a. Planning
Some activities in the planning step are preparing materials,
making lesson plan, preparing list of students’ name, preparing
teaching aid, preparing sheets for classroom research and
preparing a test.
b. Action
In the action step, the researcher gives pretest first, teaches
using talking stick method, gives occasion to the students to
ask any difficulties or problems, gives the students some
questions orally.
c. Observation
Observation is one of the instruments to know the students
feeling, thought and anything they do in the learning process.
d. Reflection
Based on the result of the observation, the reseacher makes
an evaluation to the students during teaching learning process.
19
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
to the scope of the study. The researcher uses the observation, the
interview, test instrument and field notes to obtain the data.
The methods of collecting data are;
a. Observation
Observation is focused on activities to an object in the class.
This method gives monitor and record of the phenomena
systematically investigated. This method also uses in finding
concrete data easily an directly.
b. Test instrument
Test instrument plays an important role to collect data. In this
research, there are two kinds of test, pre test and post test. Pre-
test is used to know how far the students’ competences before
utilize talking stick method. Then, post-test is used to see how
far the students’ competences after using talking stick method.
c. Field note
Field note refers to various note recorded by researcher and
observer during or after their observation of a specific
phenomena they are studying.
20
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
the major steps of planning, action, observation and reflection
before revising the plan. Teacher was possible to find a new
problemor the previous unfinished problems yet after applying first
cycle. If it happens, it was necessary to do same way to submit the
second cycle. Here are some explanations about each phase and
how it works.
1. Cycle 1
a) Planning
In this season, the research was conducted as a
real action. Its aim was to know what problems of
the students in learning English in terms of reading
lesson especially in mastering reading. So, the
English teacher would know what she should do.
Therefore, in this phase, there were many things
should be prepared to start the action. Firstly, lesson
plan was prepared to make a scenario of the
action.hen, choosing teaching materials, after that,
preparing all of media which needed, also preparing
21
evaluation sheet 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
becomes teacher. Before the research, the
instruments of research are prepared.
a. Lesson plan and the material
b. A stick, the stick is used by the researcher in
applying the talking stick method.
c. Sheets for Classroom Action Research
The researcher provides the observation sheets
for observer to take a note on teaching learning
process.
d. Test instrument
The test instrument consists of pre-test and post-
test. The pre-test are the test given for the
students before applying the talking stick
method in teaching learning process. post-test
are test given for the students after applying the
talking stick method in teaching learning
process.
b) Acting
22
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
of reading and everything that can be found in
reading . After that, the teacher introduces and
explains what talking stick was with the strategy
used by students in learning reading.
Here, all the preparations and plans were
implemented. It was begun in 5th August 2016. In
the beginning of teaching learning process, the
researcher asked the students about descriptive text
and their difficulties in understanding the text,
because the teacher knew that this material has been
taught by the English teacher. After that, the
researcher asked the students to tell everything
about descriptive text that they knew. It may be
about the definition, purpose, and the generic
structures in descriptive text. After opening, the
researcher explained the definition, purpose and the
generic structures of descriptive texts. The
researcher told the students about what they should
23
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 corner. Next, the researcher explains about the
role of talking stick method and plays this method.
The student who gets the stick answer the
researcher’s question. After most of the students get
the stick, the researcher gives explanation about
descriptive text clearly and discusses their
difficulties.
Then the students answer the post-test in the last
lesson and the researcher identifies the students’
difficulties. At last, the researcher gives the students
task or a homework.
c) Observing
In this phase, the teacher observes the process
worked andthe students’ response, participation,
achievement and everything which found during the
teaching and learning process. Also, it is necessary
to aks smoe students’ opinion about the process
teaching and learning reading using talking stick to
24
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.
25
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
researcher tried to find some more interesting
stories, it is based on sarah’s suggestion in her book.
Sarah Philips (1993 : 46)
In analyzing the result of cycle I,the researcher
summarizes that it is very important for teacher to
be serious with the students’ reading mastery. Cycle
I also shows that the students can improve their
reading. The talking stick method helps the students
to be enjoyed and interest in the learning process.
Based on the result of previous cycle, the
research must be continued to the next cycle (Cycle
2) with doing some improvements, not only about
the students activities but also everything that
supported the teaching learning process.
2. Cycle 2
a) Planning
Cycle 2 begins from making new lesson plan
with some revised part. It is aimed to get better of
implementation the method. As the planning phase
26
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
and teaching aids to motivate students, so that they
will get a better understanding of the texts.
The cycle I is continued by cycle II. This is the
next action to know the significance of the use
talking stick method in improving students’ reading
mastery. Before the research, the instruments of
research are prepared.
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
27
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 9th August 2016. In the
beginning of the lesson the researcher brings the
students to review the material that has been
discussed in the first cycle. It was different with the
activity in the first cycle, here the researcher gives a
minutes and command to the students to describe
about the researcher in a short paraghraph. Then,
researcher gives a stick for a student start in the
corner. Next, the researcher explains about the role
of talking stick method and plays this method. The
student who gets the stick they must read loudly of
28
voice about descriptive text that they have made.
After all of the students get the stick, the researcher
gives explanation about descriptive text clearly and
also discusses the difficult words in the text. After
that the students answer the post-test. In the last
lesson the researcher identifies the students’
difficulties about the materials and gives the
homework.
c) Observing
The researcher observes students’ participation
and achievement in this phase. Here, the researcher
tries to make sure whether students improve their
understanding or not and differ their achievements
between cycle 1 and cycle 2.
According to activity in the cycle II, the data
show that the students have the improvement in the
English competence. The researcher and observer
see that the students enjoy this method and do not
afraid to speak in English.
The teacher found that in this second cycle,
students had a significant progress. They improved
their understanding the reading of descriptive text
29
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
30
one cycle. It is used to know how the students’ reading skills were
improved. It used the formula as below. Sudjana, (2005 : 67)
∑𝑥
Mx = 𝑛
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) .
∑D2 ∑D 2
SD = √ −( )
N N
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)
∑D
t 0= ( N )
SD
√N − 1
Where,
t0 : T-test for the differences of pre-test and post-test
SD : Deviation Standart for one sample t-test
31
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 : 20320306
Address : Jl. Siswa , Wonoyoso , Pringapus
Province : Central Java
Postal Zip : 50553
Phone : (024) 6930191
Day school : Monday-Thursday (07.15-13.35)
: Friday (07.15-11.05)
: Saturday (07.15-12.25)
Headmaster : Adi Kusyanto, S.Pd, M.Pd
(Source:Administration Staff of SMPN1_Pringapus 25th July 2016)
32
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.
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.
b) Staff
They are 6 staffs of SMPN 1 Pringapus.
33
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.
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
34
In this cycle, the researcher teaches about descriptive text in
reading skill. The researcher becomes teacher. Before the
research, the instruments of research are prepared.
a) Lesson plan and the material
b) A stick, the stick is used by the researcher in applying the
talking stick method.
c) Sheets for Classroom Action Research
The researcher provides the observation sheets for
observers to take a note on teaching learning process.
d) Test instrument
The test instrument consists of pre-test and post-test. The
pre-test are the test given for the students before applying
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.
2. Acting
The classroom action research done based on the lesson
plan and the material. The learning processes are mentioned;
Here, all the preparations and plans were implemented. It
was begun in 5th August 2016. In the beginning of teaching
learning process, the researcher asked the students about
descriptive text and their difficulties in understanding the text,
because the teacher knew that this material has been taught by
35
the English teacher. After that, the researcher asked the
students to tell everything about descriptive text that they
knew. It may be about the definition, purpose, and the generic
structures in descriptive text. After opening, the researcher
explained the definition, purpose and the generic structures of
descriptive texts. The researcher told the students about what
they should find in descriptive text such as the orientation and
description. Next, the students were given the text and some
question based on the text.The reseacher commands the
students read the text (10 minutes). Then, researcher gives a
stick for a student start in the corner. Next, the researcher
explains about the role of talking stick method and plays this
method. The student who gets the stick answer the researcher’s
question. After most of the students get the stick, the researcher
gives explanation about descriptive text clearly and discusses
their difficulties. Then the students answer the post-test in the
last lesson and the researcher identifies the students’
difficulties. At last, the reseacher gives the students task or a
homework.
3. Observing
Based on the activities in the cycle I, the researcher gets
data. The field notes show the students’ interest in teaching
learning process. The students are curious and shy when they
36
hold the stick, but they still have enthusiastic to join the
learning. Some of them are confidence to answer the question,
but some students are silent when get the stick. Overall, they
enjoy with the talking stick method and feel new atmosphere in
learning English.
Meanwhile, the test instruments show the improvement of
the students’ achievement in acquiring the reading with talking
stick method. It is the proof that they take a part and interest in
the learning process. In the final section, the students were
given a post action test 1
1. Result of Instruments test
Table 4.1
THE SCORE OF PRETEST AND POST TEST CYCLE I
No Name X Y D D2
1 Asih Qoiru nisa 50 80 30 900
2 Andina Prasita W 70 100 30 900
3 Bunga Audila 100 80 -20 400
4 Deva radhitya P 80 100 20 400
5 Disky Melinda E 70 90 20 400
37
6 Eva Nur 70 80 10 100
7 Firda Oktavia 100 80 -20 400
8 Firdana Ningtyas 70 90 20 400
9 Fina Fitriyani 60 80 20 400
10 Heri Irawan 70 100 30 900
11 Ilham D.A 90 - 0 0
12 Indah Trio Destanti 60 80 20 400
13 Kurnia Dwi Fatmawati 100 90 -10 100
14 Luna Wike Vandiyana 70 100 30 900
15 Meyliana Rista Amalia 100 80 -20 400
16 Muhamad Solikin 80 100 20 400
17 Nadia Rista sari 80 100 20 400
18 Nerisa Dika Septiana 60 100 40 1600
19 Nurul Ifadah 70 100 30 900
20 Novi Dila 50 70 20 400
21 Oktavia Ira Ningtyas 80 100 20 400
22 Oktavia Putri A 70 80 10 100
23 Pradita Putri Oktavia 50 90 40 1600
24 Putri Dika Lestari 50 90 40 1600
25 Puput Putri Nuhayati 80 70 -10 100
26 Putri may Silfia 100 100 0 0
27 Qonik Istiyaningrum 50 90 40 1600
28 Ria wening Dyah Ayu 80 90 10 100
29 Reno Renaldi Setiawan 100 100 0 0
38
30 Sepna Ayu Bagita 100 100 0 0
31 Satrio Bagus Tegar 80 100 20 400
32 Vega Adhi S 70 100 30 900
33 Wisnu Yosa Adhi 100 100 0 0
34 Yeni 80 90 10 100
Total Score 2590 3000 500 17600
a. Mean of Pre-Test 1
∑X
Mx = N
2.590
Mx = 34
Mx = 76,17
b. Mean of Post Test 1
∑y
My = N
3.000
My = 34
My = 88,23
c. Standart Deviation
∑D2 ∑D 2
SD = √ −( )
N N
17600 500 2
SD = √ −( )
34 34
SD = √517,64 − 216,09
SD = √301,55
39
SD = 17,36
d. T-Test Calculation
∑D
t 0= ( N )
SD
√N − 1
500
t 0= ( 34 )
17,36
√34 − 1
14,70
t 0= ( )
17,36
√33
14,70
t 0= ( )
3,04
t 0= 4,83
e. T-table
Df = N-1= 34- 1=33.
According to the Distribution Table-T, if df=33, the
value of t-table is 2,03. T- Calculation in cycle 1 was 3,05 ,
than T-Calculation > T-Table
From the calculation above, it shown that using
talking stick method in teaching reading skill in descriptive
text could improve the students’ reading mastery.
4. Reflecting
40
In analyzing the results of cycle I, the researcher
summarizes that it is very important for teacher to be serious
with the students’ reading mastery. Based on the result of
previous cycle, the research must be continued to the next cycle
(Cycle 2) with doing some improvements, not only about the
students activities but also everything that supported the
teaching learning process.
b. Cycle 2
The cycle I is continued by cycle II.
1. Planning
Before the research, the instruments of research are prepared.
b. A stick, the stick is used by the researcher in applying the
talking stick method.
c. Sheets for Classroom Action Research.
d. Test instrument.
2. Acting
This is the second cycle, the researcher emphasized and
reviewed generic structures of descriptive texts to the students
in order to make them getting better understanding and mastery
the reading. The learning processes are mentioned;
It was begun in 9th August 2016. In the beginning of the
lesson the researcher brings the students to review the material
41
that has been discussed in the first cycle. It was different with
the activity in the first cycle,here the researcher gives a minutes
and command to the students to describe about the reseacher in
a short paraghraph. Then, researcher gives a stick for a student
start in the corner. Next, the researcher explains about the role
of talking stick method and plays this method.The student who
gets the stick they must read loudly of voice about descriptive
text that they have made. After all of the students get the stick,
the researcher gives explanation about descriptive text clearly
and also discusses the difficult words in the text. After that the
students answer the post-test. In the last lesson the researcher
identifies the students’ difficulties about the materials and gives
the homework.
3. Observing
According to activity in the cycle II, the data show that the
students have the improvement in the English competence. The
researcher and observer see that the students enjoy this method
and do not afraid to speak in English.
The teacher found that in this second cycle, students had a
significant progress. They improved their understanding the
reading of descriptive text significantly. Also they could do the
task easier faster than before. In the end of this phase, the
42
students were given the second post action test. The following
was a result of students’ score of post-action test 2.
1. Result of Instruments Test
Table 4.2
THE SCORE OF PRETEST AND POST TEST CYCLE 2
No Name X Y D D2
1 Asih Qoiru nisa 70 90 20 400
2 Andina Prasita Wulandari 90 100 10 100
3 Bunga Audila 90 90 0 0
6 Eva Nur 90 100 10 100
7 Firda Oktavia 90 90 0 0
10 Heri Irawan 100 100 0 0
11 Ilham D.A 90 90 0 0
13 Kurnia Dwi Fatmawati 90 90 0 0
15 Meyliana Rista Amalia 80 90 10 100
43
19 Nurul Ifadah 90 90 0 0
20 Novi Dila 70 70 0 0
21 Oktavia Ira Ningtyas 100 90 -10 100
22 Oktavia Putri Andiayani 70 90 20 400
25 Puput Putri Nuhayati 60 80 20 400
26 Putri may Silfia 90 90 0 0
28 Ria wening Dyah Ayu 90 100 10 100
32 Vega Adhi S 90 90 0 0
33 Wisnu Yosa Adhi 100 100 0 0
34 Yeni 90 90 0 0
Total Score 2990 3130 140 2400
a. Mean of Pre-Test 1
∑X
Mx =
N
2.990
Mx = 34
Mx = 87,94
b. Mean of Post Test 1
∑y
My = N
44
3.130
My = 34
My = 92,05
c. SD (Standar Deviation)
∑D2 ∑D 2
SD = √ −( )
N N
2400 140 2
SD = √ −( )
34 34
SD = √70,58 − 16,89
SD = √53,69
SD = 7,32
d. T- Test Calculation
∑D
t 0= ( N )
SD
√N − 1
140
t 0= ( 34 )
7,32
√34 − 1
4,11
t 0= ( )
7,32
√33
4,11
t 0= ( )
1,28
45
t 0= 3,21
e. T-table
Df = N-1= 34- 1=33.
According to the Distribution Table-T, if df=33, the
value of t-table is 2,03. T- Calculation in cycle 2 was
3,21 , than T-Calculation > T-Table
In the second cycle, the researcher concludes that
using talking stick method in teaching English reading
in descriptive text was very significant. It shown that
between pre-test and post-test have significant
difference, where post-test score is greater than pre-test
score.
4. Reflecting
In the second cycle, the researcher concludes that using
appropriate method in teaching reading is very significant. The
students are enthusiastic in taking a part the learning process.
They become familiar with the talking stick method and enjoy
the fun learning activities. Moreover, they have motivation and
interest in learning English.
B. DISCUSSION
46
In this section, the researcher would like to analyze all data from the
research. The data will describe the finding of this study generally.
1. Cycle 1
In this cycle, all preparation were done. Such as; making lesson
plan, making teaching materials, preparing post-action test form.
Entering the class, the students look surprising and afraid when the
reseacher bought the tape recorde and stick. In the action of applying
the method, most of the students take a part in the learning process.
According to Imas Kurniasih and Berlin Sani (2015:83), talking stick
method is a method in the learning process by a stick, student who gets
the stick must answers the question by the teacher. This method gives
an alternative manner to refresh and to made reading in a more
enjoyable way. The procedures of Talking Stick Method (Imas
Kurniasih and Berlin Sani 2015:83-84) are mentioned;
a. The teacher prepares the materials and a stick.
b. The teacher explains the main topic. Then, the students read
and learn the materials for some minutes (10 minutes).
c. The teacher commands the students to close their books and
takes a stick.
d. The teacher gives the stick to a student.
e. The teacher sings a song or plays music while the stick moves
one student to another until the song or music stops.
47
f. The student who gets the stick must stands up and answers the
teacher's questions.
g. Then, the stick rolls on again until each student gets the stick
and takes part in the learning process.
Finally, the teacher gives the evaluation and makes conclusion.
The researcher gives the rules to play the talking stick method. The
researcher plays music while the stick moves one student to another
until the song or music stops. The student who gets the stick must
stands up and answers the researcher's questions. Then, the stick rolls
on again until each student gets the stick and takes part in the learning
process.
Several data are takes from the field notes. In cycle I, the
researcher summaries that students are interest with the talking stick
method. Although they feel afraid and surprises get the stick, they still
enjoy and participate in learning process. From cycle I, the researcher
analyzes the students’ activities as follow;
1. Talking stick method is first method applies to the students of
VIIIB class SMPN 1 pringapus.
2. Students feel comfort with the talking stick method.
3. Students feel afraid and curious when roll on the stick, get the
stick and nervous to answer and read the question.
4. Students take a part in the learning process because interests in
the talking stick method.
48
5. Most of students are not confidence to speak up English
The students could improve their score from pre-test to post-test
cycle 1. Based on the data that class average score in post-test was 88,23 ,
which score was higher than before (76,17). From the t-calculation, the
researcher analyzes that there is a significant difference between pretest
and post test. In cycle I, the result of t-test (4,83) is greater than t-table
(2,03). It means that there was a significance improvement. To make sure
about the effectiveness of the technique and to maximize the result, so it
was decided to continue to the second cycle.
2. Cycle 2
In this cycle, the researcher did what she did in the first cycle. In
second meeting, the students look more relax and enthusiastic than
first meeting. In this action, the researcher prepares the teaching well.
In the process of applying the method, most of the students participate
in the learning process. However, students are common with talking
stick method. They are happy when playing this method. Although
some of them wrong in arranging the sentence, all of them speak
English confidently. This phenomenon is the proof that they develop
their competence through talking stick method.
In cycle II, the field note also obtains data. The researcher
concludes that students are more interested with the talking stick
method. They are confidence to speak English and enjoy in learning
process.
49
Based on the data , the test instrument also shows the development
of students’ achievement in the second cycle. The mean score of post-
test (92,05) are higher than score of pretest(87,94). It indicates there
was an improvement of students’ achievement of English class. Its
improvement was so significant, which in the the t-calculation, the
researcher analyzes that there is a significant difference between
pretest and post test. In the cycle II, the result of test (3,21) is greater
than t-table (2,03).In this case, there is significant improvement of the
use talking stick method.
After analyzing the data each cycle, the researcher identifies the
result of cycle I and cycle II. In order to understand the data easily, the
researcher makes the table as follow;
Table 4.3
THE ANALYSIS OF STUDENTS IMPROVEMENT
No Analyze Cycle 1 Cycle 2
1 Mean
Pre-test 76,17 87,94
Post-test 88,23 92,05
50
2 Standart Deviation 17,36 7,32
3 T-test 4,83 3,21
T- Table 2,03 2,03
CHAPTHER V
CLOSURE
A. CONCLUSIONS
The title of this study is " Using Talking Stick Method to Improve
Students’ Reading Matery at the Second Grade Students of SMPN 1
51
Pringapus in the Academic Year of 2016 /2017". After describing the
previous chapter, the researcher summarizes that;
1. The implementation of using talking stick method to improve students’
reading mastery for the second grade students of SMPN 1 Pringapus in
the academic year of 2016/2017 applies well. Based on the data that
class everage score in pre-test cycle 1 was 76,17, post-test cycle 1 was
88,23 and class average score in pre-test cycle 2 was 87,23, post-test
cycle 2 was 92,05.
2. Score mean test of post test are greater than pre test. It indicates that
each cycle has different improvement of using talking stick method.
The result of mean in cycle 1 which post-test score (88,23) higher than
pre-test (76,17) it could be seen clearly in the students’ improvement
score of their achievement in cycle 1 and the result of mean in cycle 2
which post-test score (92,05) higher than pre-test (87,23) it could be
concluded that teaching reading by using talking stick method could be
effectively improved in cycle 2.
3. The finding of the t-calculation was the proof that students have
significant improvement in their competence. Both in the cycle I the t-
calculation was 4,83 and cycle II the t-calculation was 3,21. Score t-
calculation each cycle were higher than t-table (2, 03), It means that
there was significant improvement of students’ reading mastery
through talking stick method.
B. SUGGESTIONS
52
Buildings on the conclusions above, there are several suggestions
in applying the talking stick method.
The suggestions from the finding of this research are;
1. For the students
The students must develop their bravery in order to answer the
questions or ask the teachers’ instruction. They not only focus in
playing the method but also in mastering the English materials.
2. For the teacher
Teacher should prepare the materials and good scenario to create an
exciting teaching in the class. The teacher also applies the talking stick
method friendly so that the students do not frightened and stress.
3. For the researcher
The researcher must expand knowledge and experience in teaching
reading through the others method. The talking stick method is as an
inspiration to teach well next.
4. For other researchers
The result of this research can be used as input by those who want to
conduct research about teaching reading as reference.The talking stick
method also can apply in the other competences such us writing,
listening and speaking. Thus, they complete this research or make it
better.
5. For English Department of FTIK IAIN Salatiga
53
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.
References
Aini, Irfatul. 2010. “Application of Innovative Instruction Model by Means of the

Talking
54
Stick Method to Improve the Students Learning Activity on the Integrated
Social Studies Subject Matter of VIIth Grade of the State JuniorHigh
School 1 of Singosari Malang”. Minithesis, Study Program of Economics,
Department of Social Study Education, Faculty of Tarbiyah, Maulana
Malik Ibrahim State Islamic University (UIN) of Malang.
Assa, Enar Ratriany, 2015. Strategy of Learning (Hal-hal Yang Boleh Dan Tidak
Boleh Dilakukan Oleh Guru Saat Mengajar) . Yogyakarta : Araska.
Brown, H. Douglas. 2000. Principles of Language Learning And Teaching Fourth

Edition. London:Longman Publishing Group.
Brown, H. Douglas. 2000. Teaching by Principles: An Interactive Approach to

Language Pedagogy Second Edition. New York: Pearson Education
Company.
Freeman, Diana Larsen. 2000. Techniques and Principles in Language Teaching.
NewYork: Oxford University Press.
Grabe, W. 2009. Reading in a Second Language (Moving from Theory to

Practice). New York: Cambridge University Press.
Jeremy Harmer, 1989. The Practice of English Language Teaching, New York:
Longman
Kurniasih , Imas and Sani, Berlin, 2015. Ragam Pengembangan Model

Pembelajaran. Yogyakarta:Kata Pena
Koshy, valsa. 2005. Action Research For Improving Practice ( An Practical

Guide). London. Paul Chapman
Kimberly, Fujioka, September 1998. “The Talking Stick , An American Indian

Tradisition in ESL Classroom”. The internet TESL Journal. Volume:IV.
No:9, http//itselj.org/Techniques/ FujiokaTalkingstick.html 6th June 2016.
55
Nuttall, C. E. 1982. Teaching Reading Skills in A Foreign Language. London:
Heinemann Educational Books.
Philips, Sarah, 1993. Young Learners.New York: Oxford University Press
Rivers, Wilga M. 1981. Teaching Foreign Language Skills.United States: The

University of Chicago.
Spratt, M., A. Pulverness and M. Williams. 2005. The TKT (Teaching Knowledge
Test) Course. Cambridge: Cambridge University Press.
Sukandarrumidi. 2004. Metodologi Penelitian. Yogyakarta : Gadjah Mada

University Press.
Sudjana. 2005. Metoda Statistika. Bandung: PT Tarsito.
Sudijono, Anas. 2008. Pengantar Statistik Pendidikan.Jakarta: PT Raja Grafindo

Persada.
V.Wiratna Sujarweni. 2014. Metodologi penelitian. Yogyakarta : PT. Pustaka

Baru.
Weaver, Constance. 2009. Reading Process: Brief Edition of Reeading Process

and Practice. Ohio: Miami University, Oxford.
www.historytalkingstick.com, 2nd May 2016
56
APPENDICES
Curriculum Vitae
Name : Aisyah Ambalika.S
Birth :Semarang, April 15th
57
1993
Address :Soka Raya Street,
Wonoasri Rt04/08,
Pringapus, Semarang
Achievement : Entrepreneur
Hp : 085640794191
Education
TK Mardisiwi Wonorejo 1997-1999
SDN Wonorejo 04 1999-2005
ITTC Darussalam Gontor For Girls 3,
East Java Ngawi 2006-2012
IAIN Salatiga, English Department 2013-2016
Lembar Konsultasi Skripsi
NAMA MAHASISWA : Aisyah Ambalika Saraswati

NIM : 113-12-010
58
DOSEN PEMBIMBING : Dr. H. Sa’adi, M.Ag
JUDUL SKRIPSI :USING TALKING STICK METHOD TO IMPROVE
STUDENTS’ READING MASTERY AT THE
SECOND GRADE STUDENTS OF SMPN 1
PRINGAPUS IN THE ACADEMIC YEAR
2016/2017)
NO Tanggal Isi Konsultasi Catatan Pembimbing Paraf
Pembimbing

NIP. 19630420 199203 1003
DAFTAR NILAI SKK
Nama : AISYAH AMBALIKA SARASWATI
Fakultas/Jurusan : FTIK/PBI
59
NIM : 113-12-010
Dosen Pembimbing : Dr. H. Sa’adi, M.Ag
No. Nama Kegiatan Pelaksanaan Status Skor

ORIENTASI PENGENALAN
AKADEMIK DAN
Rabu 05-Jumat
KEMAHASISWAAN (OPAK)
1 07 September Peserta 3
STAIN SALATIGA 2012
2012
(Progressifikasi Kaum Muda, Kunci
Perubahan Indonesia)
ORIENTASI PENGENALAN
AKADEMIK DAN
KEMAHASISWAAN (OPAK)
Sabtu-Minggu ,
JURUSAN TARBIYAH STAIN
2 08-09 Peserta 3
SALATIGA “Mewujudkan
September 2012
Gerakan Mahasiswa Tarbiyah
Sebagai Tonggak Kebangkitan
Pendidikan Indonesia”
ORIENTASI DASAR
KEISLAMAN (ODK)
10 September
3 “Membangun Karakter Keislaman Peserta 2
2012
Bertaraf Internasional di Era
Globalisasi Bahasa”
Seminar Entreprenership dan
11 September
4 Perkoperasian 2012 (Explore Your Peserta 2
2012
Entreprenership Talent)
Seminar Achievment Motivation
12 September
5 Training dengan AMT, Bangun Peserta 2
2012
Karakter Raih Prestasi
Seminar UPT Perpustakaan
LIBRARY USER 13 September
6 peserta 2
EDUCATION(Pendidikan Pemakai 2012
Perpustakaan )
Seminar “Technology Era, The
12 Desember
7 Best Moment to Learn English” by Peserta 2
2012
CEC
Seminar IPST ( Islamic Publick
8 Speaking Training) di Festifal 09 Juni 2014 Peserta 2
Dakwah MILAD XII (LDK)
Seminar DAURAH MAR’ATUS
SHOLIHAH (DMS) Aktualisasi
9 Dakwah Dalam Membentuk 04 Mei 2015 Peserta 2
Generasi Yang Bertaqwa, Berilmu,
dan Berakhlak Mulia
10 Seminar Training Kepribadian di 19 Mei 2015 Peserta 2
60
IAIN Salatiga
Training Workshop IALF
EDUCATION FOR
DEVELOPMENT “Learning
11 Strategies in Using Authentic 27 May 2015 Peserta 2
Materials for SMP and SMA
Students” by IALF Bali Language
Center
Seminar Nasional CEC
“Understanding the World By
12 04 June 2015 Peserta 8
Understanding the Language and
The Culture”
Talk Show “Ngabuburit dan Dialog
13 Lintas Agama Salatiga Bhineka 30 Juni 2015 Peserta 2
Tunggal Ika”
Seminar Training Makalah dan 12 September
14 Peserta 2
Motivasi (LDK) Fathir Ar-Rasyid 2015
Seminar Hari Hak untuk Tahu “Hak
22 September
15 untuk Tahu Sebagai Basis Peserta 6
2015
Penguatan Masyarakat Sipil”
Seminar IMOT (Islamic Motivation
Training) Kementerian Riset,
Teknologi, dan Pendidikan Tinggai
27 September
16 Universitas Diponegoro Peserta 2
2015
“Menginspirasi Lewat Karya” Oleh
UKM INSANI Universitas
Diponegoro
Seminar Nasional 2015
“Epistemologi Tafsir Kontemporer; 30 September
17 Peserta 8
Integrasi Hermeneutika dalam 2015
Metode Penafsiran Al-Quran”
Seminar Upaya Pencegahan
Perkawinan Anak dalam Perin
18 19 Oktober 2015 Peserta 2
gatan World Sexual Health Day
2015 Di C3 Hotel, Ungaran
Dialog Interaktif dan Edukatif
dengan tema “Diaspora Pendidikan
02 November
19 Politik : Pancasila Sebagai landasan Peserta 2
2015
Berpolitik, Berbangsa, dan
Bernegara”
IAIN Salatiga Bersholawat dan
Orasi Kebangsaan “Menyemai
Nilai-Nilai Islam Indonesia Untuk 03 November
20 Peserta 2
Memperkokohkan NKRI dalam 2015
Mewujudkan Baldatun Toyyibatun
Warobbun Ghofur”
61
Seminar Nasional ”Revitalisasi
Pendidikan IPS dalam Rangka 07 November
21 Peserta 8
Membangun Karakter Bangsa” FIS 2015
(Fakultas Ilmu Sosial) UNNES
Seminar Pendidikan “Menciptakan
Metode Pendidikan Agama Islam
12 November
22 Yang Ideal Dalam Proses Peserta 2
2015
Membebaskan Dan Memerdekakan
Manusia” HMJ PAI
Seminar Nasional “ENGLISH –
PRENEURSHIP” DO YOU DARE
TO BE THE NEXT MOSLEM 27 November
23 Peserta 8
BUSINESS OWNER? 2015
Seminar Nasioal LDK Fathir Ar

Rasyid IAIN Salatiga dengan tema 29 November
24 Peserta 8
“ Muslimah Sejati Bertabur 2015
Inspirasi”
Seminar Nasional “Musik, Islam & O5 Desember
24 Peserta 8
Nusantara” 2015
Seminar Nasional “memperkuat
peran pemuda dalam meningkatkan
25 Ekonomi Nasional Melalui 26 April 2016 Peserta 8
Kewirausahaan” KOPMA
“FATAWA”
Seminar Nasional “PENGUATAN
26 WAWASAN KEBANGSAAN 28 April 2016 Peserta 8
DAN NASIONALISME”
Seminar Nasional “ Nasionalisme
sebagai Benteng dalam
27 Menghadapi Proxy War di 16 Mei 2016 Peserta 8
Indoneisa” oleh MENWA Yon 953-
K
Seminar Nasional “ Metodologi
Penafsiran Kontemporer ; Al-
28 23 Mei 2016 Peserta 8
Qur’an dalam Problematika
Kemanusiaan”
JUMLAH SKORE 124
Salatiga, 22 Agustus 2016
Mengetahui,
62
Wakil Dekan 3
Bidang Kemahasiswaan dan

Kerjasama
(Achmad Maimun, M. Ag.)

NIP : 19700510 199803 1 003
RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)
NAMA SEKOLAH : SMP Negeri 1 Pringapus

TAHUN PELAJARAN : 2016 / 2017
KELAS / SEMESTER : VIII / Gasal
63
MATA PELAJARAN : Bahasa Inggris
PB / Sub PB : Decriptive
KECAKAPAN ( SKILL) : Membaca
WAKTU : 2 X 40 menit
A. STANDAR KOMPETENSI
5. Memahami makna teks tulis fungsional dan esei pendek sederhana
berbentuk
descriptive dan recount yang berkaitan dengan lingkungan sekitar
B. KOMPETENSI DASAR
5.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam
teks berbentuk decriptive
C. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran diharapkan siswa dapat;
1. Merespon makna dalam esei pendek sederhana berbentuk descriptive
2. Membaca teks deskripsi dengan rasa ingin tahu
3. Menjawab pertanyaan tentang informasi yang terdapat pada teks
dengan baik dan benar
4. Mengetahui langkah retorika dalam membuat esei pendek ederhana
berbentuk descriptive
Karakter yang diharapkan ; Cakap, kreatif, toleransi, demokratis,
bersahabatdan disiplin
D. Materi Pembelajaran
1. Grammar practice
a. Internet
(http://www.kursusmudahbahasainggris.com/2013/09/pengertian-
tujuan-struktur-ciri-dan.html )
b. Penjelasan tentang simple present tense
2. Communication practice
64
a. Internet(http://www.caramudahbelajarbahasainggris.net/2015/04/cont
oh-dan-soal-deskriptif-teks-lengkap-dan-terbaru.html )
b. Text monolog berbentuk descriptive
c. Kosa kata yang terkait dalam text descriptive
d. Generic structure of descriptive text
3. Teacher made materials
a. Example of descriptive text
b. Exercises of pretest
E. Metode Pembelajaran
Discussion and practice
F. Langkah-langkah Kegiatan
Kegiatan Pendahuluan ( 5 Menit)
1. Salam dan tegur sapa
2. Apersepsi : Tanya jawab tentang materi descriptive text, menebak dan
merespon ucapan guru
3. Motivasi : Menjelaskan pentingnya materi yang akan dipelajari berikut
kompetensi yang harus dikuasai siswa
Kegiatan Inti ( Eksplorasi, elaborasi dan konfirmasi )
1. Guru menjelaskan materi tentang deskriptive text yang sudah disiapkan

oleh guru
2. Guru dan siswa bersama-sama membahas teks deskripsi yang sudah
disiapkan oleh guru
3. Guru dan siswa bersama-sama menggali kosa kata yang sulit yang terdapat
pada bacaan
4. Siswa mencoba membaca teks deskripsi yang sudah diberikan oleh guru
dengan suara yang lantang dan jelas
5. Guru dan siswa melakukan diskusi tentang materi
6. Guru memberikan reward kepada keberhasilan siswa
65
7. Guru memberikan pre test untuk siswa
8. Guru memfasilitasi siswa melakukan refleksi untuk memperoleh
pengalaman belajar yang telah dilakukan dan bermakna dalam mencapai
kompetensi dasar
Kegiatan Penutup (15 Menit)

Dalam kegiatan penutup, guru:
1. bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman / simpulan pelajaran;
2. melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah
dilaksanakan secara konsisten dan terprogram;
3. memberikan umpan balik terhadap proses dan hasil pembelajaran;
4. Guru memberikan siswa kesempatan bertanya
5. menyampaikan rencana pembelajaran pada pertemuan berikutnya
G. Sumber belajar
a. Buku English In Focus
b. Internet (http://www.caramudahbelajarbahasainggris.net/2015/04/contoh-
dan-soal-deskriptif-teks-lengkap-dan-terbaru.html
H. Penilaian
Indikator Pencapaian Teknik Bentuk

Instrumen/ Soal
Kompetensi Penilaian Instrumen
1. Merespon makna dalam Tes Test 1. Read teh text carefully and
esei pendek sederhana tertulis Answer the question below
tertulis
berbentuk descriptive based on the text !
2. Menjawab pertanyaan
tentang informasi yang
terdapat pada teks
3. Mengetahui langkah-
langkah retorika dalam
66
membuat esei pendek
sederhana berbentuk
descriptive
a. Instrumen:
1. Petunjuk:
Read the text carefully and answer the question based on the text!
My best friend
I have a special friend. She is my classmate and sits besides me. Her name is
Rohmi. Rohmi is a quite girl and very simple on the look. However, I really adore
her. She is not only kind but also tough.
Rohmi comes from a very simple family. Her father is a pedicab driver and
her mother has passed away. She has a younger brother. His name is Rahmat. In
order to help their father, Rohmi and her brother work part-time to earn some
money. Rohmi sells food during our class break, while her brother sells
newpapers and magazines after school.
One thing that I always admire about her is that she can manage her time well,
and she always looks cheerful.
b. Pedoman Penilaian:
Jumlah skor maksimal keseluruhan 100
1. Rubrik Penilaian Test Tertulis
No Aspek Skor
1 s.d. 10 Setiap jawaban yang 10

benar 0
Setiap jawaban yang
tidak benar
Nilai siswa = Skor perolehan x 10
67
Nilai maksimal 100
Mengetahui Pringapus, 02 Agustus 2016
Guru Mata Pelajaran Mahasiswa
Wintarti, SPd Aisyah Ambalika

Saraswati
Nim: 113 12 010
Pre-test
1. Read the text carefully and answer the question based on the text!
My best friend
I have a special friend. She is my classmate and sits besides me. Her name
is Rohmi. Rohmi is a quite girl and very simple on the look. However, I really
adore her. She is not only kind but also tough.
68
Rohmi comes from a very simple family. Her father is a pedicab driver and
her mother has passed away. She has a younger brother. His name is Rahmat. In
order to help their father, Rohmi and her brother work part-time to earn some
money. Rohmi sells food during our class break, while her brother sells
newpapers and magazines after school.
One thing that I always admire about her is that she can manage her time well,
and she always looks cheerful.
Answer the question below ! (choose the correct answer!)

1. who is sits besides the writer ?
a. She is Rahmat
b. She is Rohmi
c. She is Ratih
d. She is Rafael
2. Rahmat is ....?
a. Rohmi’s brother
b. Rohmi’s uncle
c. Rohmi’s father
d. Rohmi’s nephew
3. Which of the following statement is not true about Rohmi?

a. Rohmi sells food during our class break
b. Rohmi comes from a rich family
c. Rohmi and her brother work part-time to earn some money
d. Rohmi is a quite girl and very simple on the look
4. According to the passage, we know that Rohmi is ….

a. A quite girl and very simple on the look
b. A lazy girl and very simple on the look
69
c. A stupid girl and very simple on the look
d. A busy girl and very simple on the look
5. It is the true statement that ….

a. Her father is a pedicab driver and her mother has passed away
b. Rohmi never help her father
c. Rohmi is lazy girl
d. her brother sells books after school
6. From the text, we may conclude that….

a. Many people do not like Rohmi.
b. Rohmi comes from a very simple family
c. Rohmi is a rich peole.
d. Rohmi never help her father
7. What is the chapter of the text about?

a. My best friend
b. My family
c. My daily life
d. My classmate
8. ” I have a special friend. She is my classmate and sits besides me”

The underlined word refers to ….
a. Rahmat
b. Ratih
c. Rohmi
d. The writer
9. Rohmi father is a pedicab driver and her mother has passed away.”
The underlined word means that Rohmi is ….
a. Motherless child
b. Fatherless child
c. Orphan
70
d. Single parent
10. “One thing that I always admire about her is that she can manage her time
well,
and she always looks cheerful.”
The underlined means …
a. She is beautiful girl
b. She is always looks happy
c. She is bad girl
d. She is kind

(RPP)

PB / Sub PB : Decriptive
71
berbentuk
descriptive dan recount yang berkaitan dengan lingkungan sekitar
B. KOMPETENSI DASAR
5.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
dalam teks berbentuk decriptive
1. Merespon makna dalam esei pendek sederhana berbentuk descriptive
bersahabat dan disiplin
1. Grammar practice
a. Internet(http://www.kursusmudahbahasainggris.com/2013/09/pengerti
an-tujuan-struktur-ciri-dan.html )
a. Internet(http://bahasainggrismudah.com/5-contoh-descriptive-text-
animal-yang-simpel-dan-mudah/contoh-descriptive-text-animal-
tentang-gajah/)
72
b. Exercises of posttest
Talking Stick Method
3. Motivasi : Menjelaskan pentingnya materi yang akan dipelajari berikut
kompetensi yang harus dikuasai siswa
Kegiatan Inti ( Eksplorasi, elaborasi dan konfirmasi )
4. Guru menjelaskan kembali materi tentang deskriptive text.

disiapkan oleh guru
6. Guru dan siswa bersama-sama menggali kosa kata yang sulit yang
terdapat pada bacaan
7. Siswa mencoba membaca text deskripsi dan menjawab pertanyaan yang
diberikan oleh guru dengan bantuaan metode talking stick
a. Guru menyiapkan materi dan tongkat.
b. Guru menjelaskan tentang topic utama berupa descriptive text
Kemudian siswa membaca dan memahami topic yang diberikan
(10menit).
c. Guru menyuruh siswa menutup buku dan mengambil sebuah tongkat.
d. Tongkat diberikan pada seorang siswa.
73
e. Guru memainkan music/menyanyikan lagu sementara tongkat
berpindah dari siswa satu ke siswa yang lain secara berurutan sampai
music/lagu berhenti.
f. Siswa yang terakhir kali memegang tongkat harus berdiri dan menjawab
pertanyaan dari guru.
g. Kemudian tongkat berputar lagi sampai sebagian besar siswa
berpartisipasi dalam pembelajaran.
h. Guru memberikan evaluasi dan kesimpulan dari metode yang
diterapkan.
10. Guru memberikan post test untuk siswa
pengalaman belajar yang telah dilakukan dan bermakna dalam
mencapai kompetensi dasar

rangkuman / simpulan
5. menyampaikan rencana pembelajaran pada pertemuan berikutnya
G. Sumber belajar
b. Internet(http://bahasainggrismudah.com/5-contoh-descriptive-text-animal-
yang-simpel-dan-mudah/contoh-descriptive-text-animal-tentang-gajah/)
74
H. Penilaian
Indikator Pencapaian Teknik Bentuk

Instrumen/ Soal
Kompetensi Penilaian Instrumen
1. Merespon makna dalam Tes tertulis Test 2. Read teh text
esei pendek sederhana carefully and
tertulis
berbentuk descriptive Answer the
2. Menjawab pertanyaan question below
tentang informasi yang based on the
terdapat pada teks dengan text !
baik dan benar
3. Mengetahui langkah
retorika dalam membuat
esei pendek ederhana
c. Instrumen:
1. petunjuk:
Read the text carefully and answer the question based on the text!
I like Elephants
I like elephants. Elephants are the biggest land animals in the world. The
African elephant is found on the continent of Africa and the Indian
elephant is found in Asia. Elephants are mammals as well as herbivores,
meaning they only eat plants rather than meat.
I know that there are two main types of elephants; the African elephant
and the Indian elephant. The African elephant is bigger than the Indian
elephant. It has larger ears too. Both the males and females have tusks.
The African elephant has wrinkly gray
75
skin, a swayed back, and two tips at the end of its trunk that it can use like
fingers to pick stuff up. The tusk make elephant look really cool.
The Indian, or Asian, elephant is smaller than the African elephant and has
smaller ears. They have more of a humped back and only one fingerlike tip
at the end of their trunk. Also, their skin tends to be less wrinkly than the
African elephant. Next time go to the zoo. I want to ride an elephant.
d. Pedoman Penilaian:
No Aspek Skor

benar 0
Setiap jawaban yang
tidak benar
Nilai maksimal 100
Mengetahui pringapus, 05 Agustus 2016

Saraswati
76
Nim: 113 12 010
Kepala Sekolah SMP N 1 Pringapus
Adi Kusyanto, S.Pd, M.Pd
NIP: 19691102 199512 1 002
Post-test 1
Name :
Class :
Read the text carefully and answer the question below based on the text!
I like Elephants
I like elephants. Elephants are the biggest land animals in the

world. The African elephant is found on the continent of Africa and the
77
Indian elephant is found in Asia. Elephants are mammals as well as
herbivores, meaning they only eat plants rather than meat.
I know that there are two main types of elephants; the African
elephant and the Indian elephant. The African elephant is bigger than the
Indian elephant. It has larger ears too. Both the males and females have
tusks. The African elephant has wrinkly gray skin, a swayed back, and two
tips at the end of its trunk that it can use like fingers to pick stuff up. The
tusk make elephant look really cool.
The Indian, or Asian, elephant is smaller than the African elephant

and has smaller ears. They have more of a humped back and only one
fingerlike tip at the end of their trunk. Also, their skin tends to be less
wrinkly than the African elephant. Next time go to the zoo. I want to ride
an elephant.
1. What is the communicative purpose of the text?

a. to describe two main types of elephants
b. to share an amusing incident with others
c. to present two poins of view about an issue
d. to inform the readers about the beauty of animal
2. What kind of the text is the text above?

a. Narrative
b. Recount
c. Descriptive
d. Report
3. How many type of elephants?

a. One
b. Two
c. Three
d. Four
78
4. It is the true statement that ....
a. The African elephant is smaller than the Indian elephant
b. The African elephant is found on the continent of Africa and the Indian
elephant is found in America
c. The Indian, or Asian, elephant is smaller than the African elephant and has
smaller ears
d. The tusk make elephant look really bad
5. What does the African elephant look like ?

a. It is shorter than the Indian elephant and It has larger ears too
b. It is smaller than the Indian elephant and It has larger ears too
c. It is longer than the Indian elephant and it has larger ears too
d. It is bigger than the Indian elephant and It has larger ears too
6. What does The Indian or Asian elephant look like ?

a. They have more of a humped back and only two fingerlike tip at the end of
their trunk
b. They have more of a humped back and only four fingerlike tip at the end of
their trunk
c. They have more of a humped back and only one fingerlike tip at the end of
their trunk
d. They have more of a humped back and only five fingerlike tip at the end of
their trunk
7. Their skin tends to be less wrinkly

The underlined word refers to ....
a. Indian and Asian elephant
b. African and Indian elephant
c. Asian and African elephant
d. Indian, Asian and African elephant
79
8. According to the passage, we know that the African elephant has ….
a. wrinkly gray skin, a swayed back and one tips at the end of its trunk
b. wrinkly gray skin, a swayed back and two tips at the end of its trunk
c. wrinkly black skin, a swayed back and one tips at the end of its trunk
d. wrinkly blak skin, a swayed back and two tips at the end of its trunk
9. According to the passage, we know that the Indian and Asian elephant has ….
a. bigger ears
b. smaller ears
c. bright ears
d. dark ears

a. Elephants are mammals as well as carnivores
b. Elephants are mammals as well as herbivores
c. Elephants are the smallest land animals in the world
d. The African elephant is found on the continent of Africa and the Indian
elephant is found in America

(RPP)
PB / Sub PB : Descriptive text
80
5.Memahami makna teks tulis fungsional dan esei pendek sederhana
berbentuk descriptive dan recount yang berkaitan dengan lingkungan
sekitar
B. KOMPETENSI DASAR
5.3 Merespon makna dan langkah retorika dalam esei pendek sederhana
secara
1. Merespon makna dalam esei pendek sederhana berbentuk
descriptive
3. Menjawab pertanyaan tentang informasi yang terdapat pada
teks dengan baik dan benar
4. Mengetahui langkah retorika dalam membuat esei pendek
ederhana berbentuk descriptive
bersahabat dan disiplin
1. Grammar practice
a. Internet
(http://www.kursusmudahbahasainggris.com/2013/09/pengertian-
tujuan-struktur-ciri-dan.html )
a. Internet(http://www.englishindo.com/2012/03/simple-descriptive-text-
examples.html )
81
b. Exercises of pretest
Discussion and Practice
3. Motivasi : Menjelaskan pentingnya materi yang akan dipelajari
berikut kompetensi yang harus dikuasai siswa
Kegiatan Inti ( Eksplorasi, elaborasi dan konfirmasi ) (60 Menit)
4. Guru menjelaskan materi tentang deskriptive text yang sudah

disiapkan oleh guru
disiapkan oleh guru
7. Siswa mencoba membaca teks deskripsi yang sudah diberikan oleh
guru dengan suara yang lantang dan jelas
10. Guru memberikan pre test untuk siswa
82

rangkuman/ kesimpulan pelajaran;
5. menyampaikan rencana pembelajaran pada pertemuan berikutnya.
G. Sumber belajar
b. Internet(http://www.englishindo.com/2012/03/simple-descriptive-
text examples.html )
H. Penilaian
Teknik Bentuk
Indikator Pencapaian Kompetensi Instrumen/ Soal
Penilaian Instrumen
1. Merespon Tes Test 3. Answer the question

makna dalam tertulis below based on the
tertulis
esei pendek sederhana text !
berbentuk descriptive (True – False)
2. Membaca teks Question.
deskripsi dengan
rasa ingin tahu
3. Menjawab pertanyaan
83
tentang informasi
yang terdapat
pada teks dengan baik
dan benar
4. Mengetahui langkah
retorika dalam
membuat esei pendek
ederhana berbentuk
descriptive
a. Instrumen:
1. petunjuk:
Read the text, “The Small House” carefully and answer the question based
on the text! (True- False question)
1. Read the text carefully and answer the question based on the text!
My Small House
I live in a small house. It has five rooms; there are two bedrooms, a
living room, a bathroom, and a kitchen. Indeed it is a small house; but
I like living in here for wasting my spare time.
When the door is open, I can see the living room. It is so small with
only three chairs and a table, nothing else. I prefer reading a novel in
this room.
My bedroom is in the left side of the living room. In this room there is
a night table next to the bed, a TV, a radio, and a computer, when
being bored of reading, I usually play online games, chat with my
friends via facebook and so on.
Next to my bedroom is my mother’s. I do not know what is inside
because I never come in to see it. In the right side of the living room
there is the kitchen. In the kitchen I have everything I need when I get
84
hungry. It is very pleasure when my mother cooks, the smell fills my
whole house.
I know it is a very small house, but it is the best place I have never
seen.
No Aspek Skor

benar 0
Setiap jawaban yang
tidak benar
Nilai maksimal 100

Saraswati
Nim: 113 12 010
85
NIP: 19691102 199512 1 002
Pre- Test 2
My Small House
I live in a small house. It has five rooms; there are two bedrooms, a
living room, a bathroom, and a kitchen. Indeed it is a small house; but
I like living in here for wasting my spare time.
When the door is open, I can see the living room. It is so small with
only three chairs and a table, nothing else. I prefer reading a novel in
this room.
My bedroom is in the left side of the living room. In this room there is
a night table next to the bed, a TV, a radio, and a computer, when
being bored of reading, I usually play online games, chat with my
friends via facebook and so on.
Next to my bedroom is my mother’s. I do not know what is inside
because I never come in to see it. In the right side of the living room
86
there is the kitchen. In the kitchen I have everything I need when I get
hungry. It is very pleasure when my mother cooks, the smell fills my
whole house.
I know it is a very small house, but it is the best place I have never
seen
Answer the question below based on the text !
( True – False Question )
NO SENTENCE TRUE OR
FALSE
1 My small house has five rooms : there are two bedrooms, a
living room, a dinning room, a kitchen.
2 I do not like living in a small haouse.
3 My living room is so small.
4 I prefer reading a novel in the living room.
5 My bedroom is in the right side of the living room.
6 In my bedroom there is a TV.
7 I usually play online games when I feel bored.
8 In the right side of the living room there is a kitchen.
9 It is unpleasure when my mother cook.
10 I know it is a very small, but it is not the best place I have
never seen.
87
(RPP)
PB / Sub PB : Descriptive text
88
berbentuk descriptive dan recount yang berkaitan dengan lingkungan
sekitar
B. KOMPETENSI DASAR
5.3 Merespon makna dan langkah retorika dalam esei pendek sederhana
secara
1. Merespon makna dalam esei pendek sederhana berbentuk
descriptive
bersahabat
dan disiplin
1. Grammar practice
a. Internet(http://www.kursusmudahbahasainggris.com/2013/09/peng
ertian-tujuan-struktur-ciri-dan.html )
a. Internet (http://englishahkam.blogspot.co.id/2012/07/contoh-
descriptive-text-beserta-soal_774.html)
89
e. Teacher made materials
f. Example of descriptive text
g. Exercises posttest
Talking Stick Method
3. Motivasi : Menjelaskan pentingnya materi yang akan dipelajari
berikut kompetensi yang harus dikuasai siswa
Kegiatan Inti ( Eksplorasi, elaborasi dan konfirmasi ) (60 Menit)
1. Guru menjelaskan kembali materi tentang descriptive text

disiapkan oleh guru
4. Siswa mencoba membuat teks deskripsi dan membaca sekaligus
menjawab pertanyaan yang diberikan oleh guru dengan bantuaan
metode talking stick
a. Guru menyiapkan tongkat.
b. Guru menyuruh siswa untuk membuat teks deskripsi sederhana
yaitu dengan mendeskripsikan guru pengajar bahasa inggris dalam
waktu 10menit.
c. Guru menyuruh siswa berhenti menulis dan mengambil sebuah
tongkat.
d. Tongkat diberikan pada seorang siswa.
90
e. Guru memainkan music/menyanyikan lagu sementara tongkat
berpindah dari siswa satu ke siswa yang lain secara berurutan
sampai music/lagu berhenti.
f. Siswa yang terakhir kali memegang tongkat harus berdiri
menjawab pertanyaan dari guru dan membaca teks deskripsi yang
telah mereka buat.
g. Kemudian tongkat berputar lagi sampai sebagian besar siswa
berpartisipasi dalam pembelajaran.
h. Guru memberikan evaluasi dan kesimpulan dari metode yang
diterapkan.
i. Guru dan siswa melakukan diskusi tentang materi
j. Guru memberikan reward kepada keberhasilan siswa
k. Guru memberikan post test untuk siswa
l. Guru memfasilitasi siswa melakukan refleksi untuk memperoleh

rangkuman/simpulan pelajaran;
5. menyampaikan rencana pembelajaran pada pertemuan berikutnya.
G. Sumber belajar
b. Internet(http://englishahkam.blogspot.co.id/2012/07/contoh-
descriptive-text-beserta-soal_774.html)
91
H. Penilaian
Teknik Bentuk
Indikator Pencapaian Kompetensi Instrumen/ Soal
Penilaian Instrumen
1. Merespon makna dalam esei Tes Test 1. Read the the
pendek sederhana berbentuk terlutis text carefully!
tertulis
descriptive And Answer
2. Menjawab pertanyaan tentang the question
informasi yang terdapat pada teks below based
dengan baik dan benar on the test!
3. Mengetahui langkah retorika
dalam membuat esei pendek
ederhana berbentuk descriptive
a. Instrumen:
1. petunjuk:
Text 1
My Pet
I have a pet. It is a dog and I call it Dolgy. Dolgy is a Chinese breed. It is

small, fluffy, and cute. It has got thick black fur. When I cuddle it, the fur
feels soft. Dolgy does not like bones. Every day it eats soft food like
steamed rice, fish, or bread. Every morning I give him milk and bread.
When I am at school, Dolgy plays with my rabbit. They get along well,
and never fight maybe because Dolgy does not bark a lot. It treats the
other animals in our house gently, and it never eats shoes. Dolgy is really
sweet and friendly animal
Text 2
92
Paris
Paris is the capital city of France. It is also one of the most beautiful and
famous city in the world.
Paris is called as the city of light. It is also an international fashion center.

What stylish women are wearing in Paris will be worn by women all over the
world. Paris is also famous for its world center of education. For instance, it is the
headquarters of UNESCO, the United Nations Education, Scientific and Cultural
Organization.
There are other many other famous places in Paris, such as the famous
museum the louvre as well as the cathedral of Notre Dame. However, the most
famous landmark in this city must be the Eiffel Tower.
Paris is named after a group of people called the Parisii. They built a small
village on an island in the middle of the Seine River about two thousand years
ago. This island is called Ile de la Cite. It is where Notre Dame located. Today
around eight million people live in the Paris area.
No Aspek Skor

benar 0
Setiap jawaban yang
tidak benar
93
Nilai maksimal 100

Saraswati
Nim: 113 12 010
94
NIP: 19691102 199512 1 002
Post Test 2
Name :
Class :
Text 1
My Pet
I have a pet. It is a dog and I call it Dolgy. Dolgy is a Chinese breed. It is

small, fluffy, and cute. It has got thick black fur. When I cuddle it, the fur feels
soft. Dolgy does not like bones. Every day it eats soft food like steamed rice, fish,
or bread. Every morning I give him milk and bread. When I am at school, Dolgy
plays with my rabbit. They get along well, and never fight maybe because Dolgy
does not bark a lot. It treats the other animals in our house gently, and it never eats
shoes. Dolgy is really sweet and friendly animal.
1. The communicative purpose of this text is…..
a. to describe a particular pet

b. to share an amusing incident with others
95
c. to present two poins of view about an issue
d. to inform the readers about the beauty of animal
2. How does Dolgy look like?
a. big, fierce, and cute

b. big, fluffly, and fierce
c. small, fierce, and stink
d. small, fluffy, and cute.
3. Whom Dolgy plays with when the writer goes to school?
a. the witer’s sister

b. the writer’s mother
c. the writer’s rabbit
d. the writer’s other dog
4. When I am at school, Dolgy plays with my rabbit.
The underlined word refers to ….
a. The writer
b. The rabbit
c. The Dolgy
d. The other pet
5. Wht does Dolgy eat every morning?
a. fish and rice

b. bread and milk
c. bone and milk
d. rice and bone
6. According to the passage, we know that Dolgy is ….
a. Really sweet and friendly animal
b. Really sweet and wild animal
c. Really sweet and tame animal
d. Really sweet and naughty animal
96
Text 2
Paris
Paris is the capital city of France. It is also one of the most beautiful and
famous city in the world.
Paris is called as the city of light. It is also an international fashion center.

What stylish women are wearing in Paris will be worn by women all over the
world. Paris is also famous for its world center of education. For instance, it is the
headquarters of UNESCO, the United Nations Education, Scientific and Cultural
Organization.
There are other many other famous places in Paris, such as the famous
museum the louvre as well as the cathedral of Notre Dame. However, the most
famous landmark in this city must be the Eiffel Tower.
Paris is named after a group of people called the Parisii. They built a small
village on an island in the middle of the Seine River about two thousand years
ago. This island is called Ile de la Cite. It is where Notre Dame located. Today
around eight million people live in the Paris area.
7. What is the communicative purpose of the text?

a. to present two points of views about Paris
b. to explain Paris, the capital city of France
c. to describe Paris
d. to retell Paris, the capital of France
97
a. Paris is called as the city of dark
b. Paris is named after a group of people called the Parisai
c. They built a big village on an island in the corner of the Seine River
about two thousand years ago
d. Today around eight million people live in the Paris area.
9. What are famous places in Paris?
a. Pisa Tower and The louvre museum
b. The cathedral of Notre Dame and Pisa Tower
c. The louvre museum, Eiffel Tower, and Pisa Tower
d. The louvre museum, Eiffel Tower, and the cathedral of Notre Dame
10. How many people live in Paris?
a. eight million people
b. seven million people
c. six million people
d. five million people
98
Observational Checklist for Teacher Cycle 1
Observer : Muhamad Mustofa
No Teacher’s activities Yes No
1 Greeting students before the lesson begins
2 Praying before the lesson begins
3 Checking students attendant
4 Reminding previous materials
5 Preparing and giving of the materials
6 Giving opportunity for asking question
7 Giving explanation of the materials
8 Guiding the students activity
9 Giving feedback after the lesson
10 Giving motivation for students
99
100
Observational Checklist for Students Cycle 1
No Students’ activities Yes No
1 Giving attention to the explanation
2 Giving question about Descriptive text
3 Personal responding to the material ( Descriptive text)
4 Doing the test
Pringapus, 5 Agustus 2016
Observer
Muhamad Mustofa
101
Observational Checklist for Teacher Cycle 2
No Teacher’s activities Yes No
1 Greeting students before the lesson begins
2 Praying before the lesson begins
3 Checking students attendant
4 Reminding previous materials
5 Preparing and giving of the materials
6 Giving opportunity for asking question
7 Giving explanation of the materials
8 Guiding the students activity
9 Giving feedback after the lesson
10 Giving motivation for students
102
Observational Checklist for Students Cycle 2
No Students’ activities Yes No
1 Giving attention to the explanation
2 Giving question about Descriptive text
3 Personal responding to the material ( Descriptive text)
4 Doing the test
Pringapus, 9 Agustus 2016
Observer
Muhammad Mustofa
103
Classroom Observation Sheets Post-test Cycle 1
School : SMP N 1 Pringapus
No The aspect being observed yes No
1 Do students look interested and entusiastic in
learning reading mastery ?
2 Do all students understand about talking stick
method?
3 Do all students involve actively in learning
reading mastery talking stick method?
4 Is talking stick method can improve reading
mastery of the students?
5 Is talking stick method can motivate the students
to increase their reading?
104
Classroom Observation Sheets Post-test Cycle 2
School : SMP N 1 Pringapus
No The aspect being observed yes No
1 Do students look interested and entusiastic in
learning reading mastery ?
2 Do all students understand about talking stick
method?
3 Do all students involve actively in learning
reading mastery talking stick method?
4 Is talking stick method can improve reading
mastery of the students?
5 Is talking stick method can motivate the students
to increase their reading?
105
The Score of Students’ Reading Mastery SMPN 1 Pringapus
No Name Pre-test Post-test Pre-test Post-test

1 Asih Qoiru Nisa 50 80 70 90
2 Andina Prasita Wulandari 70 100 90 100
3 Bunga Audila 100 80 90 90
6 Eva Nur 70 80 90 100
7 Firda Oktafia 100 80 90 90
10 Heri Irawan 70 100 100 100
11 Ilham D.A 90 - 90 90
13 Kurnia Dwi Fatmawati 100 90 90 90
15 Meyliana Rista Amalia 100 80 80 90
19 Nurul Ifadah 70 100 90 90
20 Novi Dila 50 70 70 70
21 Oktavia Ira Ningtyas 80 100 100 90
22 Oktavia Putri Andiayani 70 80 70 90
25 Puput Putri Nuhayati 80 70 60 80
26 Putri Mai Silfia 100 100 90 90
28 Ria Wening Dyah Ayu 80 90 90 100
32 Vega Adhi S 70 100 90 90
33 Wisnu Yosa Adhi 100 100 100 100
34 Yeni 80 90 90 90
Total Score 2.590 3.000 2.990 3.130
106
Picture.1 Picture.2
With Mrs. Wintarti, S.Pd With Mr. Adi Kusyanto, S.Pd, M.Pd
The English Teacher VIIIB The Head Master of SMPN 1 Pringapus
107
Picture.3
The students of class VIII B
Picture.4
Pre-action Test
108
Picture. 5
Post Test 1
The Teacher bought the tape recorder and stick to apply talking stick method
Picture.6
Post Test 1
109
Picture.7
Post Test 2 apply the Talking stick method
Picture.8
Post Test 2
110
Picture.9
Post Test 2
111

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USING TALKING

STICK METHOD TO IMPROVE STUDENTS’ READING

Submitted to the Board of Examiners as a Partial Fulfillment

AISYAH AMBALIKA SARASWATI

NIM. 113 12 010

ENGLISH DEPARTMENT OF EDUCATION FACULTY

INSTITUTE ISLAMIC OF STUDIES SALATIGA (IAIN)

declaration can be understood.

Salatiga, September 1st 2016

Aisyah Ambalika saraswati

Dr. H. Sa’adi, M.Ag

ATTENTIVE COUNSELOR NOTE

Assalamu’alaikum, Wr. Wb.

After reading and correcting Aisyah Ambalika Saraswati’s graduating paper

Wassalamu’alaikum, Wr. Wb.

Dr. H. Sa’adi, M.Ag

Verily, after hardship comes relief.

After hardship comes relief.

(Q. S. Al Insyirah: 5-6)

1. My family, father ( Rudi Agus Budiyanto, S.Pd ), mother ( Siti Askariyah,

S.Pd ), big brother ( Adam Pratama Ramadhan Adbdurrahman), young

2. All of my teachers and lecturers thank for your guidance.

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

and always together even after.

Assalamualikum Wr. Wb.

In the name of Allah, the Most Gracious, the Most Merciful

to Improve Students’ Reading Mastery at The Second Grade Students of

SMPN 1 Pringapus in The Academic Year 2016/2017 ” . Peace and

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,

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

3. Dr. H. Sa’adi, M.Ag as my thesis’ counselor, thanks for the guidance.

I learn a lot from you.

your help and guidance in my research.

by one. You add knowledge, experience, inspiration and value in my

6. My father, mother, brother, sister. You are my spirit and happiness

7. My best friends’ Afuza Shara Zulfah, Muhamad Mustofa, Pipit Puspita

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

Salatiga, September 1st 2016

Aisyah Ambalika Saraswati

AISYAH AMBALIKA SARASWATI, 2016: Using Talking Stick Method to

ATTENTIVE COUNSELOR NOTES ................................................... iii

ABSTRACT ............................................................................................ viii

TABLE OF CONTENTS ........................................................................ ix

LIST OF TABLE .................................................................................... xii

Background of the Study ........................................................................ 1