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THE IMPLEMENTATION OF COOPERATIVE
LEARNING BY USING TALKING STICK METHOD
TO IMPROVE STUDENTS SPEAKING SKILL (A
Classroom Action Research for the Second Grade
Students of SMK PGRI 1 Salatiga in the Academic Year
2015/2016)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I)
English Education Departmen of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
Directed By:
INDAH RAHAYU
113 11 140
ENGLISH EDUCATION DEPARTMENT OF TEACHER
TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2016
viii
DEDICATION
In the name of Allah, the gracious and merciful, This graduating paper
is whole-heartedly dedicated to:
1. My God the Almighty
2. My dearest father and mother (Mr. Abdurrohim and Mrs. Hanifah).
Thanks for all support, trust, guidance, finance, encouragement and also
thanks for your love and prayer. Allah always blesses you and his affection
around you. You are my best parents in the world. I strongly love you.
3. My dearest brother and sisters (Faiz Anaza, Hayatun Nurlaila and Ainaya
Khoirunnisa), Thanks for your motivations, kindness, and loves .
4. My amazing friends in TBI 2011 especially my classmate of TBI E Yeni
Wulansari, Ayu, Restu, Alya, Mara, Mbak Sri, Aulia and Indah Safitri
thank you for togetherness and happiness.
5. My beloved friends are Fadjar Indra Fauzy and his family, Annisa Indah
Nurina, Indriani Lestari, Arum, Pita, Tyas, Hasan Fahrudin, Honang, Faiz
Mubarok, Toted, thanks for your support and loves.
6. All my friends in Hilal‟s Boarding House Zhendy, Anna, Titik, Riska,
Maia Otos, Fadhil and Farida.
7. The big family of SMK PGRI 1 Salatiga, thanks for your attention and
support.
8. My entire friends in TBI who can‟t mentioned one by one. Thanks for
your support.
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ACKNOWLEDGEMENTS
All praise due to Allah, the Most Gracious and the Most Merciful. First
and foremost, I would like to express gratitude Allah because of great blessing the
writer could finish this graduating paper as one of the requirement for Sarjana
Pendidikan Islam in English Department of Educational Faculty of State Institute
for Islamic Studies (IAIN) Salatiga
Peace and solution always be given to our prophet Muhammad SAW who
has guided us from the darkness to the lightness.
However, this success would not be achieved without those support,
guidance, advice, help and encouragement from institutions and individual, and I
somehow realize that an appropriate moment for me to deepest gratitude for:
1. Mr. Rahmat Hariyadi, M. Pd., as the Rector of State Institute for Islamic
Studies of Salatiga.
2. Mr. Suwardi, M.Pd, as the Dean Teacher Training and Education Faculty
3. Mrs. Noor Malihah, M.Hum, Ph. D., as the Head of English Education
Departement
4. Mrs. Sari Famularsih, S.Pd.I., M.A, as consultant of this graduating paper.
Thanks for your suggestion, recommendation, guidance and support for
this graduating paper from beginning until the end.
5. Mr. Rifqi Aulia Erlangga, S.Fil, M.Hum as my academic consultant.
6. All of the lectures in English Education Department of Tarbiyah Faculty
who had given valuable knowledge.
7. All of the staff who have helped the writer in processing of graduating
paper administration.
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Finally, this graduating paper is expected to be able to provide
usefull knowledge and information to the readers. Also, The writer is
pleased to accept more suggestion and contribution from the readers for
the improvement of the graduating paper.
Salatiga, March, 30th
2016
The writer,
Indah Rahayu
NIM. 11311140
xi
ABSTRACT
Rahayu, Indah. 2016. The implementation of cooperative learning by using
talking stick method to improve students’ speaking skill (a classroom
action research for the second grade students of SMK PGRI 1 Salatiga in
the academicyear 2015/2016). Graduating Paper English Education
Department of State Institute for Islamic Studies (IAIN) Salatiga.
Counselor: Sari Famularsih, M.A.
Keywords: Talking stick method, improving speaking skill.
The aims of this research are (1) To describe the use of cooperative learning by using
talking stick method toward student‟s speaking skill and (2) to identify the improvement
and the result of student‟s speaking skill through talking stick method for the second
grade students of SMK PGRI 1 Salatiga. The research method that is used in this research
is classroom action research. The subjects of the research were 35 students in second
grade at SMK PGRI 1 Salatiga. The researcher uses two cycles; each cycle consists of
planning, action, observation and reflection. The result of her resarch shows that there is
an improvement of students‟ speaking skill using talking stick method. It can be seen
from T-Test calculation in cycle 1 is 16.47 and cycle 2 is 16.80. And also the increasing
percentage of the oral test from cycle 1 to cycle 2 with standardized score (the minimum
of passing criteria) is 75, at the cycle 1 is 51.42 % students and 88.57 % in cycle 2 who
pass in oral test. The increasing of oral test from cycle 1 to cycle 2 is 11.42 %. This
indicates the by applying talking stick method, the students in speaking skill can be
improved.
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TABLE OF CONTENTS
TITLE ...................................................................................................................... i
DECLARATION ................................................................................................... ii
ATTENTIVE COUNSELOR NOTES ................................................................. iii
PAGE OF CERTIFICATION ................................................................................ iv
MOTTO .................................................................................................................. v
DEDICATION ....................................................................................................... vi
ACKNOWLEDGEMENT ................................................................................... vii
ABSTARCT .......................................................................................................... ix
TABLE OF CONTENTS ....................................................................................... xi
LIST OF TABLE ................................................................................................... xi
CHAPTER 1 INTRODUCTION ......................................................................... 1
A. Background of the Study ................................................................1
B. Statements of the Problem..............................................................5
C. Objectives of the Study ..................................................................5
D. Benefits of the Study ......................................................................5
E. Limitation of the Study ..................................................................6
F. Definition of Key Terms ................................................................7
G. Hypothesis ......................................................................................8
H. Research Method ............................................................................8
I. Graduating Paper Organization .................................................... 10
CHAPTER II THEORETICAL REVIEW ............................................12
A. Cooperative Learning ...................................................................12
1. Definition of Cooperative Learning ....................................... 12
2. Elements of Cooperative Learning ......................................... 13
3. Types of Cooperative Learning Group................................... 14
4. The Advantage and Disadvantages of Cooperative Learning 14
5. Cooperative Learning Activity ............................................... 17
B. Talking Stick Method ..................................................................18
1. The Concept of Talking Stick Method .................................18
2. Method and Technique of Teaching Speaking .....................20
3. The Procedures of Talking Stick Method .............................21
4. The Strenght and Weakness of Talking Stick Method..........22
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C. Speaking ......................................................................................22
1. Definition of Speaking ................................................................... 22
2. The Elements of Speaking ......................................................22
3. Assessing Speaking .................................................................27
4. Teaching Speaking .................................................................28
5. The Principles of Teaching Speaking .....................................29
6. Technique in Teaching Speaking ...........................................30
7. The Role of the Teacher in Speaking .....................................32
CHAPTER III RESEARCH METHODOLOGY .................................34
A. The Method of Research ..............................................................34
B. The Setting of the Research .........................................................47
CHAPTER IV IMPLEMENTATION OF THE RESEARCH .............52
A. Field Note .....................................................................................52
B. Analysis and Discussion...............................................................69
CHAPTER V CLOSURE ........................................................................73
A. Conclusions ..................................................................................73
B. Suggestions...................................................................................74
REFERENCES
APPENDIXES
xiv
LIST OF TABLES
Table 3.1: The Subject for SEcond Grade Students ........................................ .38
Table 3.2: The Scoring Rubric of Speaking ................................................... 41
Table 3.3: Question Sheet ................................................................................. 42
Table 3.4: Observational Checklist for Teacher ............................................... 42
Table 4.1: The Result of Pre-Test and Post-Test Cycle I ................................ 58
Table 4.2: The Result of Pre-test and Post-Test Cycle II ................................ 65
Table 4.3: The Mean of Students‟ Score ......................................................... 70
Table 4.4: The Percentages of Students‟ Score ............................................... 71
LIST OF FIGURE
Figure 3.1: The Procedures of Classroom Action Research ............................. 45
LIST OF CHART
Chart 4.1: The Mean and T-calculation of Students‟ Score ............................ 70
Table 4.3: The Percentages of Students‟ Score ............................................... 71
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CHAPTER 1
INTRODUCTION
This chapter presents about background of the study, statement of
problem, objective of the study, benefit of the study, limitation of the study,
definition of key terms, hypothesis, research method and graduating paper
organization.
A. Background of the Study
Harmer (2001: 08) defines English is the universal language which
used by more than a half of population in the world. English as an
international language and as a tool of communication among peoples in
the world. It means that we are able to know everything in the world
through English. We also cannot deny that English is very important for
our future. When applying for job, people who can speak English will get
a better opportunity to be accepted than those who cannot. English is
believed as the key to survive and succeed in the coming era. However,
most people have realized that learning English is not an easy matter.
Moreover, it can take a long time for people to learn English as a foreign
language.
A foreign language is learned seriously by many people to have a
good prospect in the community of international world. Recently, English
becomes important (Harmer, 2001: 08). English is tought widely at formal
school starting from elementary school up to universities, even at informal
school course. There are four English skills to learn, namely speaking,
2
reading, writing and listening skill. The success is measured in terms of
the ability to carry out conversation in language speaking in an interactive
process of constracting meaning that involves producing, receiving, and
processing information (Fauziati, 2005: 126).
Chancy (1998, in Nurjannah 2014: 1) speaking is very important
because by mastering speaking skill, people can carry out good
conversations with others. Therefore, in speaking classroom the learner
should work as much as possible on their own, talk to one another directly
and not through the medium of teacher. Speaking is the process of
building and sharing meaning through the use of verbal symbol in a
variety of context. The other opinion is shown by Hornby (1995, in
Nurjannah 2014: 1), speaking is making use of words in an ordinary voice,
uttering words, knowing and being able to use a language; expressing
oneself in words, making a speech. In short, speaking skill is the ability to
perform the linguistic knowledge in the actual communication. By
speaking with others, we are able to know what kinds of situation are in
the world.
However we can see many schools in Indonesia teach English as an
important lesson nowadays. It means that our people and our goverment
have realized the importance of English as a tool of communication. The
teachers play an important role in English teaching learning process,
because they must find the best teaching method to be used in teaching
English (Ningsih, 2013: 02). Finding the exact methods in teaching
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English for students is not easy. The teachers will find many difficulties
and problems toward the teaching learning process. Some teachers believe
that teaching English for beginners is not easy, because they must pay
attention to some aspects related to the student‟s life background (Huda,
2013: 12).
Knight (2009: 3) said that cooperative learning is one of
appropriate method to solve problems above. Teacher has to find out the
appropriate method of teaching English in order to get the good result of
speaking mastery and English achievement. Huda (2013: 226) said that
Talking stick is one of cooperative learning method, it is not only used to
increase students‟ interest and motivate the students to participate in the
classroom but also a way to makes the teacher more creative and
responsible. Teacher becomes more serious in teaching and the learning
process prepared well. 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 easy to be reach. Yet, the
researcher uses talking stick technique to help the teacher in improving
students‟ speaking mastery.
The talking stick has been used for centuries by many Indian tribes
as a means of just and impartial hearing. The talking stick was commonly
used in council circles to decide who had the right to speak. When matters
of great concern would come before the council, the leading elder would
4
hold the talking stick, and begin the discussion. When he would finish
what he had to say, he would hold out the talking stick, and whoever
would speak after him would take it. In this manner, the stick would be
passed from one individual to another until all who wanted to speak had
done so. The stick was then passed back to the elder for safe keeping Carol
Locust (2006, in Miftahul Huda, 2013: 224). The other opinion is shown
by Kurniasih dan Sani (2015: 82), talking stick 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 to
enhance students speaking mastery in a more enjoyable way. They also
argue that talking stick method is a suitable method to be used in teaching
Senior High School students. First, the students feel happy, enjoy and
interest. As the result, teacher is easier to conduct the students in the
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.
Based on the explanation above, the researcher wants to conduct a
research entitled: “THE IMPLEMENTATION OF COOPERATIVE
LEARNING BY USING TALKING STICK METHOD TO
IMPROVE STUDENT’S SPEAKING SKILL ( A Classroom Action
Research At The Second Grade Students Of SMK PGRI 1 Salatiga In
The Academic Year 2015/2016).
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B. Statements of the Problem
Based on the explanation above, the writer do this research because
the students of second grade of SMK PGRI 1 Salatiga make errors in
English learning process especially speaking skill. There are problem
presented in this graduating paper, those are:
1. How is the implementation of cooperative learning by using talking
stick method to improve student‟s speaking skill at the second grade
of SMK PGRI 1 Salatiga in the academic year 2015/2016?
2. How is the improvement and the result of student‟s speaking skills
through talking stick method for the second grade students of SMK
PGRI 1 Salatiga in the academic year 2015/2016?
C. Objectives of the Study
Based of the problem state above the objective of the study are:
1. To describe the use of cooperative learning by using talking stick
method toward student‟s speaking skills.
2. To identify the improvement and the result of student‟s speaking
mastery through talking stick method for the second grade students of
SMK PGRI 1 Salatiga in the academic year 2015/2016.
D. The Benefits of the Study
The results of the study can be used as reference for others. Based
on the book, written by Jeremy Harmer (2007: 8) “English Language
Teaching”. The researcher viewed that the following benefits may be
derived from the study:
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1. Practically
a. The result of the research is to improve their quality and quantity
in teaching learning process at class.
b. The result of the research can be used by teacher to improve their
teaching method to get a good result.
c. For the researcher, it can add experience and knowledge about
using method in teaching learning process.
2. Academically
a. For the English teacher:
1) To help the teacher in enrich knowledge about the factors that
influence English speaking skill.
2) To find out the best method in developing speaking skills for
students.
b. For the students:
1) The students more interesting to learn speaking English.
2) They will try to use the language to express something.
3) To stimulate and motivate the students in learning of
speaking.
E. Limitation of the Study
In this reserch the researcher focused on solve the problem clearly,
accuracy, exactly and correctly by using cooperative learning type talking
stick method to improve the student‟s speaking skill for the second grade
of SMK PGRI 1 Salatiga in the academic year 2015/2016.
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F. Definition of Key Terms
1. Cooperative Learning
Felder and Brent (p.1) define cooperative learning is an
approach to group work that minimizes the occurrence of those
unpleasant situations and maximizes the learning and satisfaction that
result from working on a high-performance team. The term
Cooperative Learning (CL) refers to students working in teams on an
assigment or project under conditions in which certain criteria are
satisfied, including that the team members be held individually
accountable for the complete content of the assigment or project.
2. Talking Stick Method
A definition of talking stick method carried from Ahmad Munjin
and Lilik Nur Kholidah (2009: 36). 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 read the topic. (Talking Stick adalah metode
pembelajaran dalam kelas dengan bantuan sebuah tongkat, siapa
yang memegang tongkat wajib menjawab pertanyaan dari guru
setelah siswa mempelajari meteri pokoknya).
This is a kind of cooperative learning in order to make the students
participate, develop their confidence and be more active in the learning
process.
3. Speaking
Speaking is one of skills in english. Speaking is the process of
building and sharing meaning through the use of verbal symbol in a
variety of context. The other opinion is shown by Hornby (1995, in
8
Nurjannah 2014: 1), speaking is making use of words in an ordinary
voice, uttering words, knowing and being able to use a language;
expressing oneself in words, making a speech. In short, speaking skill
is the ability to perform the linguistic knowledge in the actual
communication. By speaking with others, we are able to know what
kinds of situation are in the world.
G. Hypothesis
A hypothesis is a logical supposition, a reasonable guess, an
educated conjecture; it provides a tentative explanation for a phenomenon
under investigation (Leedy and Ormrod, 2001).
Suryabrata (1995: 69) said in his book ”Metodologi Penelitian”
that hypothesis is answer for the problem of research and must be tested
again empirically. So on the basis of the problem of the study, the writer
draws the hypothesis of the research. It can be stated as follow:
“By using Cooperative learning type Talking stick method as the method
in teaching speaking, it will improve the speaking skill of the second grade
students of SMK PGRI 1 Salatiga”.
H. Research Method
1. Type of research
The type of this research is classroom action research.
According to Gwynn Mettetal (2001: 2) Classroom Action Research
(CAR) is a method of finding out what works best in your own
classroom so that you can improve student learning. The goal of
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Classroom Action Research is to improve your own teaching in your
own classroom, department, or school.
2. Research subject
The research subject in this observation is the second grade
students of SMK PGRI 1 Salatiga in the academic year 2015/2016.
3. Research variable
The research object in this observation is cooperative learning
by using talking stick technique to improve speaking skill.
4. Technique of collecting data
a. Observation
Observe is look at an occurrence, movement and process.
Observing is not an easy task since people are influenced a lot by
interest and tendencies they have. In observation the most effective
method is by fulfilling an observation blank from as a tool. The
arranged from consists of items about occurrences or behaviors that
drawn will be happened (Arikunto, 2010: 272). The observation
noticed classroom events and classroom interaction.
b. Test
Brown (2004: 3), defines test is number measuring a person
ability, knowledge, or performance in a given domain. In this
research, the writer will make pre-test and post-test to compare the
students‟ speaking ability before and after the implementation of
the method.
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c. Documentation
Arikunto (2010: 274) states that documentation method is
an activity to look for variable like notes, transcribes, books,
newspaper, magazines, etc. This method is not too difficult since if
there is an error the source data is still not change. In this section,
besides make a note the resercher take photographs as proof of
teaching learning activity.
d. Research Instrumental
The purpose of the data analysis is to know the significant
of using cooperative learning by using talking stick tecnique to
improve students speaking skill of the second grade students of
SMK PGRI 1 Salatiga in the academic year of 2015/2016.
I. Graduating Paper Organization
The researcher wants to arrange the graduating paper in order to
the reader can catch the content easily. It is divided into five chapters.
Chapter I is introduction. In this chapter the researcher comes up to
the background of the study, the statement of problem, the objective of the
study, the benefit of the study, limitation of the study, definition of key
term, hypothesis, research method, and graduating paper organization.
Chapter II is theoritical framework. It consist of the underlying
theories that include speaking mastery, cooperative learning and talking
stick.
11
Chapter III explains about methodology the research, the setting of
the research. Subject the rsesearch, type of the research, procedures of the
research, technique of collecting data, and technique analyzing data.
Chapter IV is data analysis which consist of description from
chapter I up to chapter III, result and discussion of the research. It contains
process and the result score of the research.
Chapter V is closure, it is contains of conclusion and suggestion.
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CHAPTER II
THEORETICAL FRAMEWORK
In this chapter, the writer discusses about review of related theory.
Review of related theory consists of explanation of cooperative learning,
explanation of speaking and explanation of talking stick method. The writer
provides further explanation of each section below.
A. COOPERATIVE LEARNING
1. Definition of Cooperative Learning
Felder and Brent (2007: 1) define cooperative learning is an
approach to group work that minimizes the occurrence of those
unpleasant situations and maximizes the learning and satisfaction that
result from working on a high-performance team. The term
Cooperative Learning (CL) refers to students working in teams on an
assigment or project under conditions in which certain criteria are
satisfied, including that the team members be held individually
accountable for the complete content of the assigment or project. This
chapter summarizes the defining criteria of cooperative learning,
surveys CL applications, summarizes the research base that attest to
the effectiveness of the method, and outlines proven methods for
implementing CL and overcoming common obtacles to its succes.
Kagan (2009: 10) states that cooperative learning includes
social interaction over content, and literally the brains in a cooperative
learning classroom are more enganged. He also defines that
13
cooperative learning as “ a teaching arrangement that refers to small,
heterogeneous groups of students working together to achieve a
common goal students work together to learn and are responsible for
the teammates learning as well as their own”. The Kagan model of
cooperative learning based on the concept and use of “structures” is an
innovate approach to classroom instructions these structures such as
“numbered heads together”.
2. Elements of Cooperative Learning
According to the Johnson model in Felder and Brent journal
(2007: 2), cooperative learning is instruction that involves students
working in teams to accomplish a common goal, under conditions that
include the following elements:
a. Positive interpendence: Team members are obliged to rely on one
another to achieve the goal. If any team members fail to do their
part, everyone suffers consequences.
b. Individual accountable: All students in a group are held
accountable for doing their share of the work and for mastery of all
of the material to be learned.
c. Face-to-face promotive interaction: Although some of the group
work may be parcelled out and done individually, some must be
done interactively, with group members providing one another with
feedback, challenging reasoning and conclusions, and perhaps most
importantly, teaching and encouraging one another.
14
d. Appropriate use of collaborative skills: Students are encouraged
and helped to develop and practice trust-building, leadership,
decision-making, communication, and conflict management skills.
e. Group processing: Team members set group goals, periodically
assess what they are doing well as a team, and identify changes
they will make to function more effectively in the future.
3. Types of Cooperative Learning Group
Johnson (1994, in susanti 2010: 28) described three types of
Cooperative Learning groups.
a. Formal Cooperative Learning
Established for a spesific task and asked students to work together
to achieve shared learning goals.
b. Informal Cooperative Learning Groups
Used to facilitate learning during direct teaching and focus on
student attention.
c. Cooperative base Groups
Consist of heterogeneous learning groups with steady membership
whose primary purpose is to allow member to give each other
support., help encouragement, and assistance they need to succeed
academically.
4. Advantages and Disadvantages of Cooperative Learning
a. Advantages of Cooperative Learning
15
Felder and Brent (2007: 7) states that cooperative learning
has some advantages, there are:
1) Learners learn from one another, learn the material covered at a
deeper level and feel better about themeselves and their
interactions with their peers.
2) Cooperative learning can be used successfully with a variety of
other teaching strategies.
3) Learners learn valuable social skills such as resolving conflict,
problem solving, criticizing ideas and not people, paraphasing,
asking questions, giving direction to the group‟s work, and
building on each other‟s information.
4) Learners learn trust building, communication and leadership
skills from which they benefit for the rest of their lives in the
work place, or in relationship.
5) Learners usually enjoy working together because they are
actively involved in the learning process.
6) Helping learners learn to cooperate in their groups gives them
valuable life-long learning skills.
7) The teacher‟s role changes from being in front of the room
doing most of the work and all of the talking, to being a
facilitator of learning, monitoring and collecting data on learner
performance, as well as intervening when the group needs
16
assistance in doing the task or learning to work together more
effectively.
8) Cooperative learning efficacy is heavily supported by over 90
years of research found in over 650 studies.
9) When in place, processing skills help learners learn effective
conflict resolution which improves group functioning in the
future.
10) Instructors will eventually be able to cover more material at
deeper level with learners who will also enjoy the learning
process.
b. Disadvantages of Cooperative Learning
Felder and Brent (2007: 7) states that cooperative learning
has some disadvantages, there are:
1) Learning to facilitate cooperative learning expertly requires
training, experience, and perseverance. It mat take 2 to3 years
before a instructor can use these techniques routinely.
2) Groups finish work at their different times. Sometimes learners
argue or refuse to do the work. Some learners don‟t know how
to get along with others and settle their differences. Some
learners want to work alone.
3) Initially, the teaching of collaborative/social skills takes up a
great deal of class time, affecting the amount of content
covered.
17
4) Cooperative learning does not work well in easy lessons.
5) Processing skills take time to learn and to carry out in the
classroom. Conflicts may arise for which the instructor may not
be prepared.
6) Some learners do not like to work in groups. If individual
accountability is not in place, some learners do all of the work
and the other group members let them.
7) Working in cooperative groups creates a level of “noise” that
may be uncomfortable for some indtructors.
5. Cooperative Learning Activity
There are some classroom activities that use cooperative
learning. Most of these activities are developed by Spencer Kagan
(2009: 14), they are:
a. Jigsaw: Groups with five students are set up. Each group member
is assigned some unique material to learn and then to teach to his
group members. To help in the learning students across the class
working on the same sub-section get together to decide what is
important and how to teach it. After practice in these “expert”
groups the original groups reform and students teach each other.
b. Think-Pair-Share: Involves a three step cooperative structure.
During the firs step individuals think silently about a question
posed by the instructor. Individuals pair up during the second step
18
and exchange thoughts. In the third step, the pairs share their
responses with other pairs, other teams, or the entire group.
c. Three-Step Interview: Each member of a team chooses another
member to be a partner. During the first step individuals interview
their partners by asking clarifying questions. During the second
dtep partners reverse the roles. For the final step, members share
thier partner‟s responses with the team.
d. Roundrobin Brainstorming: Class is divided into small groups (4 to
6) with one person appointed as the recorder. A question is posed
with many answers and students are given time to think about
answers. After “think time”, members of the team share responses
with another round robin style. The recorder writes down the
answers of the group members. The person next to the secorder
starts and each person in the group in order gives an answer until
time is called.
e. Talking Stick: Talking stick is a management strategy that
encourages all students to participate equally in a discussion. It
involves giving each students a stick to use during a discussion to
signal that he or she would like to speak.
B. TALKING STICK METHOD
1. The Concept of Talking Stick Method
Carol Locust (2006 in Miftahul Huda, 2013: 224) said that
Talking stick or ”tongkat berbicara” is a kind of methods used in
19
Americans to invite all the people speak and extend their opinions in
an ethnic group meeting. The talking stick was commonly used in
council circles to decide who had the right to speak. When matters of
great concern would come before the council, the leading elder would
hold the talking stick, and begin the discussion. When he would finish
what he had to say, he would hold out the talking stick, and whoever
would speak after him would take it. In this manner, the stick would be
passed from one individual to another until all who wanted to speak
had done so. The stick was then passed back to the elder for save
keeping.
Kurniasih dan Sani (2015: 82) define that talking stick method
is one of cooperative learning methods in the learning process by a
stick, the student who gets the stick must answer the question by the
teacher. Talking stick method is not only trains the students speak up
but also creates fun and active condition in the class. Kurniasih dan
Sani (2015: 83) also states that Talking stick is a management strategy
that encourages all students to participate equally in a discussion. It
involves giving each students a stick to use during a discussion to
signal that he or she would like to speak.
Based on the definitions above, it can be concluded that
Talking Stick is a learning method that provides a structured
opportunity to students to construct their thought in improving
communication skill.
20
2. Method and Technique of Teaching Speaking
The writer needs to know the definition of method and
technique in teaching English.
a. Method of Teaching English
English teacher needs a method to help their students in
mastery English ability. According to Brown (2001: 16), method is
generalized set of classroom specification of accomplishing
linguistic objectives. Method is treated at the level of design in
which the roles of teachers, learners and instructional materials are
specified (Fauziyati, 2002: 5). Based on the definitions method
above, the writer concludes that Talking Stick is method in
teaching English.
b. Technique of Teaching English
According to Brown (2001: 16), technique is any of wide
variety of exercises, activity or divides used in the language
classroom for realizing lesson objectives. Fauziyati (2002: 6)
describes that technique is classroom practice done by the teacher
when presenting a language program. This is the way the
classroom activities are integrated into lessons and used as the
basis for teaching learning.
The writer is interested in dialogue as one technique of
teaching skill. Dialogue is a conversation between two or more
people to share ideas or view points. It helps the students practice
21
in speech, pronunciation, vocabulary. Today, dialogue is often used
in educational program. Dialogues used in such school to improve
the students speaking skill by treat them to represent their
conversation in pairs to the class. The technique is good for
generating class discussion.
3. The Procedures of Talking Stick Method
The procedures of using Talking Stick in teaching speaking
based on Huda (2013: 225) are:
a. The teacher prepares the materials and a stick.
b. The teacher explains the main topic. Then, the students read and
learn the materials for some minutes (10 minutes).
c. The teacher commands the students to close their books and takes a
stick.
d. The teacher gives the stick to a student.
e. The teacher sings a song or plays music while the stick moves one
student to another until the song or music stops.
f. The student who gets the stick must stands up and answers the
teacher's questions.
g. Then, the stick rolls on again until each student gets the stick and
takes part in the learning process.
h. Finally, the teacher gives the evaluation and makes conclusion.
22
4. The Strenght and Weakness of Talking stick Method
The talking stick method is one of innovative strategy in order
to make the students speak up and express their idea confidently.
Every strategy and method has the strengths and weakness belong to
the talking stick method. Kurniasih dan Sani (2015: 83) state that the
talking stick method has strengths and weakness. This method gives
the advantages to attract the student‟s preparation, so they are 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. Student stress 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 to construct and improve their
speaking skill and create fun learning activities in the class.
C. SPEAKING
1. Definition of Speaking
One of language skills which is very important to be mastered
by students to be a good communicator is speaking. Speaking is an
interactive process of constructing meaning that involves producing
and receiving and processing information (Brown 1994: 13). Speech is
about making choices. Students must choose how to interact in
expressing themeselves and forming relationship through speech.
23
Speaking is an ability that is taken for granted, learned as it is
through process of socialization through communicating. The other
opinion is shown by Hornby (1995, in Nurjannah 2014: 1) Speaking is
making use of language in ordinary voice; uttering words; knowing
and being able to use a language; expressing oneself in words, making
speech.
Therefore, speaking can be as the way to carry out feeling
through words, even conversation with other. It means that human uses
words and phrases in interactive process of constructing meaning of
speaking.
2. The Elements of Speaking
Harmer, (2001: 269), states that the ability to speak English
presupposes the elements necessary for spoken production as follows:
a. Language features, The elements necessary for spoken production,
are the folowing:
1) Connected speech: in connected speech sounds are modified
(assimilation), ommited (elision), added (linking), or weakened
a9 through contractions and stress patterning). It is also for this
reason that we should involve students in activities designed
specifically to improve their speaking skill.
2) Expressive devices: native speakers of English change the pitch
and stress of particular parts of utterances, vary volume and
speed, and shown by other physical and non-verbal (
24
paralinguistic) means how they are feeling (especially in face-
to-face interaction). The use of these devices contributes to the
ability to conveys meaning.
3) Lexis and grammar: teachers should therefore supply a variety
of phrases for different functions such as agreeing or
disagreeing, expressing surprise, shock, or approval.
4) Negotiation language: effective speaking benefits from
negotiators language we use to seek clarification and to show
the structure of what we are saying. We often need to ask for
clarification when we are listening to someone else talk and it
is very crucial for students.
b. Mental / social processing
Success of speaker‟s productivity is also dependent upon
the rapid processing skills that talking necessitates such as:
1) Language processing: language processing involves the
retrieval of words and phrases from memory and their
assembly into syntactically and propositionally appropriate
sequences.
2) Interacting with others: effective speaking also involves a good
deal of listening, an understanding of how the other participants
are feeling, and a knowledge of how linguistically to take turns
or allow others to do so.
25
3) Information processing (On-the-spot): quite apart from our
response to other‟s feelings, we also need to able to process the
information they tell us the moment we get it.
3. The Components of Speaking Skill
In practicing English, components of speaking are important to
be paid attention. Nunan, (1994: 272), states that there are two skills
in speaking, accuracy and fluency. Accuracy involves the correct use
of pronounciation, grammar and vocabulary, while fluency and
comprehension can be thought as the ability to keep going when
speaking spontaneously. So if students want to speaks English, they
have to pay attention to the components of speaking. below is further
explanation of each element in speaking skills.
a. Pronunciation
Pronunciation is one of the students‟ way to utter English
word. As stated by Brown (2001: 270), pronunciation is a key to
gaining full communicative competence. Pronunciation is one of
the difficult language components for teaching oral communication
skills to determine how sound vary and pattern in a language.
b. Grammar
Grammar is sometimes defined as „the way words are put
together to make correct sentences‟. It concerns with how to
arrange a correct sentences in conversation. It can develop the
ability to understand and respond quickly, and the ability to
26
articulate. The utility of grammar is also to learn the correct way to
gain expertise in a language in oral and written form.
c. Vocabulary
Vocabulary is an element that must be processed by the
speakers and the listeners in orther the process of speaking run
well. Vocabulary refers to a list or set of words that individual
speakers of a language might use (Brown, 1994: 1). It means the
appropriate diction which is used in conversation. Having limited
vocabulary is a barrier that precludes learners from learning a
language. Without having a sufficient vocabulary, one cannot
communicate effectively or express ideas in both oral and written
form.
d. Fluency
When speaking fluency students should be able to get the
message across with whatever resources and abilities they have
got, regardless of grammatical and other mistakes. Nunan (1991:
227) defines fluency as the extent to which speakers use the
language quickly and confidently, with few hesitations or unnatural
pauses, false starts, word searches, etc. It means that fluency is
being able to communicate one‟s ideas without having a stop think
too much about you are saying.
27
The four factors of speaking above have important role in
speaking. by mastering all the factors, people can produce good
speech.
4. Assessing Speaking
According to Louma (2004: 1), assessing speaking is
challenging, however, there are so many factors that influence our
impression of how well some one can speak a language. Then, we also
expect test scores to be accurate and appropriate for our purpose. To
comprehend speaking from someone, needful to act of determining
purpose of the study, thus, we can determine ways to assesses and
point that assessing by the teacher in order to be achieving the purpose
that use by the teacher. Ur uses some ways to assess speaking. he
submits what he calls as the scoring rubric. Explanation of the scoring
rubric can be seen on table 2.1
Table 2.1
The Scoring Rubric of Speaking Test (Ur, 1996: 135)
5 points 4 points 3 points 2 points 1 points
Pronunciation virtually no grammar mistakes
Produces words with mostly correct pronunciation but sometimes there is any error
Produces words with some errors pronunciation
May have many strong foreign accents or produces words with too many errors pronunciation and unintengible
Little or no language produces
Grammar Uses grammatical sentences or
Uses a slightly incorrect grammatical
Makes obvious grammar mistakes or makes
Makes mistakes in basic grammar or no correct
Little or no language produces
28
expressions or virtually no grammar mistakes
sentences or expressions or occasional grammar slips
some grammar mistakes
grammatical sentences or expressions
Vocabulary Uses wide vocabulary appropriately
Uses good range of vocabulary
Uses adequate but not rich vocabulary
Uses adequate but not rich vocabulary
Little or no language produces
Fluency Speaks fluently with rare repetition and uses long turns easily and effectively
Speaks with occasional repetition and uses short turns in speaking
Gets idea accross but hesitantlyand briefly with some repetition
Speaks slowly and very hesitant with frequent repetition and sometimes difficult to understand
Little or no communication
Maximum score = 20
Based on the explanation above, the score is the students‟ score
which is calculated from the score obtained by the students, divided
which maximum score and multiplied by 100%. The obtained score is
the score which is gained by every student in the aspects of
pronounciation, grammar, vocabulary and fluency. The maximum score
is the highest score when the students speaking based on the four
aspects determined.
5. Teaching Speaking
According to Brown (1994) Teaching speaking is started at
teaching the students how to speak in Englih as their foreign language,
for then ask them to be able to pronounce the new language
accurately. It‟s continued then to guide students to a point where they
29
can begin to judge whether their sound production are correct or not.
At this point, tecaher is no longer primarily to correct, but he or she is
supposed to encourage students to practice speaking the target
language. Meanwhile, teacher should be able to encourage students
speaking some sounds, repeating, and imitating him/ her. Finally, the
students are required to be used practice and do oral language.
6. The Principles of Teaching Speaking
Nunan, (2003: 54-56), states that teaching speaking has some
principles, there are:
a. Be aware of the differences between second language and foreign
language learning context. A foreign language context is one where
the target language is not the language of communication in the
society, then a secon language context is one where the target
language is the language of communication in the society).
b. Give students practice with both fluency and accuracy . Accuracy
is the extent to which students‟ speech matches what people
actually say when they use the target language, quickly and
confidently, with few hesitations of unnatural pauses, false starts,
and word searches).
c. Provide opportunities for students to talk by using group work or
pair work and limiting teacher talk.
d. Plan speaking tasks that involve negotiation for meaning. Research
suggest that learners make progress by communicating in the target
30
language because interaction necessarily involves trying to
undertand and make you understood.
e. Design classroom activities that involved guidance and practice in
both transactional and interaction of speaking.
7. Technique in Teaching Speaking Skill
Nunan, (1991: 271), states that there are many of classroom
speaking activities which are currently used are:
a. Acting from script
This activity encourage students to act out scenes from
plays and/ or their coursbooks, sometimes filming the results.
Students will often act out dialogues they have written themselves.
This frequently involves them in coming out to the front of the
class.
b. Communication Games
Speaking activities based on games are often a useful way
of giving students valuable practice, where younger learners are
involved. Game based activities can involve practice of oral
strategies such as describing, predicting, simplifying, and asking
for feedback.
c. Discussion
One of the reason that discussions fail (when they do) is
that students are relucant to give an opinion in front of the whole
class, particularly if they cannot think of anything to say and are
31
not, anyway, confident of the language they might use to say it.
Many students feel extremely exposed in discussion situation.
d. Prepared Talks
A popular kind of activity is the prepared talk where
students make a presentation on a topic of their own choice.
Students should speak from notes rather than from a script.
Prepared talks represent a define and useful speaking genre, and if
properly organised, can be extremely interesting for both speaker
and listeners.
e. Questionnaires
Questionnaires are useful because, by being pre-planned,
they ensure that both questioner and respondent have something to
say to each other. Students can design questionnaire on any topic
that is appropriate. As they do so the teacher can act as a resource,
helping them in the design process. The results obtained from
questionnaires can then form the basis for written work, discussion,
or prepared talks.
f. Simulation and role-play
Many students derive great benefit from simulation and
role-play. Students simulate a real-life encounter as if they were
doing so in the real world. Simulation and role-play can be used to
encourage general oral fluency, or to train students for specific
situations.
32
g. Debate
Dabete is an activity in which opposite ponts of view are
presented and argued. Debate can present opportunities for students
to engage in using extended shunkd of language for a purpose: to
convicingly defend one side of an issue.
All of speaking activities above encourage students to
practice speaking in classroom. Teacher should choose appropriate
activities above based on the level of the students. Every teaching
and learning process can be enjoyable if teacher gives the
appropriate activity based on the student‟s levels. Beside it, the
process of transfering knowledge can be done easily.
8. The Role of the Teacher in Speaking
Nunan, (1991: 273), said that there are many roles in teaching
speaking that can make effective in learning speaking process:
a. Use the target languge not only to deal with the subject matter but
also to regulate the interaction in the classroom.
b. Keep the number of disply questions to a minimum. Example:
teacher question that are aimed at gerring learners to „disply‟ their
knowledge, such as „what‟s the past of go?’.
c. Build the topic at hand together with the students; assume that
whatever they say contributes to the topic.
d. Tolerate silences; refrain from filing the gaps between turns.
33
e. Encourage students to sustain their speech beyond one or two
sentences and to take longer turns, do not use a student‟s short
utterance as aspringboard for your own lenghtly turn.
f. Extend your exchange with individual students to include
clarification of the speaker‟s intentions and a negotation of
meaning; do not cut off too soon an exchange to pass on to another
student.
g. Pay attention to the message of students utterances rather than to
the form in which they are cast.
h. Make extensive use of natural feedback rather than evaluating and
judging every student utterance following its delivery.
i. Give students expicit credit by quoting them; do not take credit for
what students contributed by giving the impression.
j. Promter: students sometimes get lost, can not think of what to say
next or in some other way lose the fluency it expect of them. The
teacher can leave them to struggle out of situation on their own,
and indeed sometimes this may be the best option.
k. Participant: teachers should be good animators when asking
students to produce language.
l. Feedback provider: the vexed question of when and how to give
feedback in speaking activities is answered by considering
carefully the effect of possible different approaches.
34
CHAPTER III
RESEARCH METHODOLOGY
A. The Method of Research
1. The definition of classroom action research
The method of research is using Classroom Action Research.
According to Arikunto (2006: 104) argues that classroom action
research is a research in which the root of the problems appear in the
class. This classroom action research is conducted by the teacher that
patient in the study to develop their teaching skill. Classroom action
research can be conducted using four ways. They are: planning,
action, observation and reflection. Classroom action research is aimed
to develop teachers‟ teaching skill and to improve students‟ score.
Based on the definitions above, classroom action research is
aimed not only to develop teaching skill for the teacher but also to
improve students‟ score and solve their problem in learning. As the
writer has found that the speaking skill of the students in class A
Nursing is still low, the writer would like to conduct a classroom
action research in this class to improve their speaking skill ability. In
conducting classroom action research, the writer will apply specificaly
Talking Stick Method through some procedures that the writer will
explain further in the next section.
35
2. The characteristic of classroom action research
Syamsudin and Damaianti (2011: 197) outline the following
characteristics of classroom action research:
a. It examines problem which are deemed problematic by researcher
in teaching learning process.
b. The researcher can give treatment which planed action to solve the
problems and improve the quality, so the subject can get the
implication.
c. The steps of research in the form of cycle.
d. Such reflective thinking from researcher both after and before
research.
e. Contextual situational, which related to diagnosing and solving the
problem.
f. Classroom action research used collaborative approach.
g. Participatory, which each team member accompany in the research.
h. Self-evaluative, which the researcher evaluate by self continually
to improve the performance.
i. The procedure of research is on-the-spot which designed to handle
the real immediately, long-range in perspective.
j. Measuring up to supple and adaptive.
3. The procedures of research
This research uses classroom action research and the
procedures are as follows:
36
a. Planning
The activities in the planning are:
1) Preparing materials, making lesson plan and designing the
steps in doing the action.
2) Preparing list of students‟ names and scoring
3) Preparing teaching aids
4) Preparing test (pre-test and post-test)
b. Action
1) Giving pre-test
2) Teaching speaking
3) Giving opportunity to the students to ask about difficulties.
4) Giving post-test
c. Observation
Observation is an observation activity to know how far the
action effect have reach target. Observation was conducted by
observing and scoring through oral test to students‟ ability in
speaking English.
d. Reflecting
Reflecting was conducted for evaluating all of the actions
done in every cycle. The result of the observation is analyzed, it is
to remember what occurs that has been written in observation.
Reflection seeks to memorize sense of the process, problems and
real issues in strategic action. The writer‟s reflection is done by
37
discussing with his collaborator. If the writer find problems in
teaching in the first cycle, she will try to solve the problem in the
next cycle.
Kemmis and Mc Taggart (2010: 132) illustrate the concept
of an classroom action research in figure 3.1. There are two cycles
in which each cycle contains four phases: planning, action,
observation and reflection.
Figure 3.1 The Classroom Action Research Concept
(Kemmis and Mc Taggart 2010: 132)
4. The subject of the research
The writer conducted this Classroom Action Research in SMK
PGRI 1 Salatiga and especially concern in the second grade students of
Nursing A class. it consists of 35 students with a boy and 34 girls. The
English teacher for the subject of the research is Herwanti
Pancaningsih, S.Pd. The observer for the research is writer‟s friend.
38
She is Nurul Aini, she will help the writer when do this research in the
class.
Table 3.1
The Students of Nursing A Class
SMK PGRI 1 Salatiga in the Academic Year 2015/2016
No Name Sex
1 Ahmad Hendri Susilo Male
2 Alifah Nur Aini Female
3 Anis Miranda Female
4 Astriya Hidayah Female
5 Chatharina Vanny Prajnasari Female
6 Dea Anggraini Indriasari Female
7 Dessy Kusuma Wardani Female
8 Deta Anggar Sari Female
9 Devia Dwi Yuliani Female
10 Dewi Kurniawati Female
11 Dewi Natalia Female
12 Diyah Febriyanti Female
39
13 Eko Jumiyarti Female
14 Eva Belia Tintin Pratiwi Female
15 Fatma Surtiana Female
16 Fina Febriana Female
17 Geffi Putri Maharani Female
18 Hinda Ningsih Female
19 Indah Laila Dwi Safitri Female
20 Indar Nurkhasatana Female
21 Lastriningsih Female
22 Lestari Dwi Puji Astuti Female
23 Lina Suswanti Female
24 Luluk Putri Hapsari Female
25 Maulidha Musfikah Female
26 Mellyna Nur Rochmah Female
27 Mila Dewi Inda Pahlexi Female
28 Ni‟mah Almar-Atush
Shalihah
Female
40
29 Qisa‟ul Khoiriyah Female
30 Rihka Siroz Female
31 Rosita Wardani Saputri Female
32 Sakinah Ratih Female
33 Santi Endah Suryaningdini Female
34 Shania Cipta Pranatasya Female
35 Solikhatun Toyibah Female
5. The technique of collecting data
To obtain the necessary data in composing and writing this
graduating paper, the writer uses several methods:
a. Observation
Observe is look at an occurrence, movement and process.
Observing is not an easy task since people are influenced a lot by
interest and tendencies they have. In observation the most effective
method is by fulfilling an observation blank from as a tool. The
arranged from consists of items about occurrences or behaviors that
drawn will be happened (Arikunto, 2010: 272). The observation
noticed classroom events and classroom interaction.
b. Test
41
Brown (2004: 3), defines test is number measuring a person
ability, knowledge, or performance in a given domain. In this
research, the writer will make pre-test and post-test to compare the
students‟ speaking ability before and after the implementation of
the method.
c. Documentation
Arikunto (2010: 274) states that documentation method is
an activity to look for variable like notes, transcribes, books,
newspaper, magazines, etc. This method is not too difficult since if
there is an error the source data is still not change. In this section,
besides make a note the resercher take photographs as proof of
teaching learning activity.
Table 3.2
The Scoring Rubric of Speaking Test (Ur, 1996: 135)
5 points 4 points 3 points 2 points 1 points
Pronunciation virtually no grammar mistakes
Produces words with mostly correct pronunciation but sometimes there is any error
Produces words with some errors pronunciation
May have many strong foreign accents or produces words with too many errors pronunciation and unintengible
Little or no language produces
Grammar Uses grammatical sentences or
Uses a slightly incorrect grammatical
Makes obvious grammar mistakes or makes
Makes mistakes in basic grammar or no correct
Little or no language produces
42
expressions or virtually no grammar mistakes
sentences or expressions or occasional grammar slips
some grammar mistakes
grammatical sentences or expressions
Vocabulary Uses wide vocabulary appropriately
Uses good range of vocabulary
Uses adequate but not rich vocabulary
Uses adequate but not rich vocabulary
Little or no language produces
Fluency Speaks fluently with rare repetition and uses long turns easily and effectively
Speaks with occasional repetition and uses short turns in speaking
Gets idea accross but hesitantlyand briefly with some repetition
Speaks slowly and very hesitant with frequent repetition and sometimes difficult to understand
Little or no communication
Maximum score = 20
6. Research Instrument
The instrument used to collect the data is observation sheets
and test. The writer use pre-test and post-test.
Table 3.3
Question Sheet
Pre-test I Make the dialogue with your partner about
your hobbies and interests, after that present
the dialogue what did you make in front of the
class!
Pre-test II Make the dialogue with your partner about
daily activity, after that present the dialogue
43
what did you make in front of the class.
Post-test I Telling about your hobbies and interests
individually.
Post-test II Telling about daily activity based on the
picture.
Table 3.4
Observation Checklist (Before Talking Stick Implemented)
No
Statement
Score
Yes No
1 Teacher prepares the material
2 Teacher can manage classroom condition
well
3 Teacher uses time effectively
4 The method that used by the teacher is
interesting
5 Teacher being friendly to the student
6 Teacher is able to use the technique well
44
7 Teacher provides teaching aids
8 Teacher asks the students‟ difficulties
9 Students pay attention to the teacher
explanation
10 Students ask the teacher explanation
11 Students understand the teacher
explanation
12 The students become active in classroom
13 Students brave to ask and answer
14 Students feel happy during the lesson
15 Students get bored during the lesson
process
Table 3.5
Observation Checklist (After Talking Stick Implemented)
No
Statement
Score
Yes No
1 Teacher prepares the material
45
2 Teacher can manage classroom condition
well
3 Teacher uses time effectively
4 The method that used by the teacher is
interesting
5 Teacher being friendly to the student
6 Teacher is able to use the technique well
7 Teacher provides teaching aids
8 Teacher asks the students‟ difficulties
9 Students pay attention to the teacher
explanation
10 Students ask the teacher explanation
11 Students understand the teacher
explanation
12 The students become active in classroom
13 Students brave to ask and answer
14 Students feel happy during the lesson
46
15 Students get bored during the lesson
process
7. Data Analysis Method
After collecting data, the next step of the study is analyzing the
data. There are two ways to analyze the data. They are:
a. Descriptive Technique
A descriptive technique is used to know the students
behavior during the teaching learning process. In descriptive
technique, the researcher analyzes the observation sheet which has
been made by his partner.
b. Statictical Technique
A statistical technique is used to know the extent to using
the small group discussion to improve the students‟ speaking skill
the result of pre-test and post-test. This research is calculated by t-
test analysis:
1) Mean
A set of numbers you had collected, add them up and
then divide the total by the number of items, you would end up
the mean (Burn: 2010: 122).
∑
Explanation:
47
M : the mean of obtained
∑ x : the sum of test
N : the number of group
2) SD (Deviation Standard)
The first step, the researcher will calculate SD, the
formula is:
SD = √∑
(
∑
)
SD : Deviation standard for one sample t-test
D : Different between pre-test and post-test
N : Number of observations in sample
3) T-test
After calculating the SD, the researcher will calculate t-
test to know is there any significant differences or no between
pre-test and post-test, the formula is:
To = (∑
)
√
Explanation:
To : T-test for the differences of pre-test and post-test
SD : Deviation standard for one sample t-test
48
D : Different between pre-test and post-test
N : Number of observation in sample
4) Percentages score
P =
X 100%
Explanation:
P : Percentages
F : Frequency
N : Number of group
The standardized score (the minimum of passing criteria)
is 75. If students have low mark from the standardized, they will
bw assumed that they have not passed. While students who
passed the standardized are students who have equal mark or
good mark.
8. Statistical Hypothesis (Ho)
Ho is hypothesis which no relation or influenced between a
variable and another variable. In this research, Null hypothesis that
using talking stick method can not improve students‟ speaking skill.
B. The Setting of the Research
1. General Description of SMK PGRI 1 Salatiga
School : SMK PGRI 1 SALATIGA
Address : Jl. Nakula Sadewa 1 Salatiga
District : Sidomukti
49
City : Salatiga
School owner : YPLP PGRI DISKASMEN PGRI
Status : Accreditation A
Telp/ fax : (0298) 324383
Email Address : [email protected]
SMK PGRI 1 Salatiga is an educational institution which
stands under the YPLP PGRI DISKASMEN central java. The school
was built on March, which was located on Jalan Nakula
Sadewa No 1, Kembangarum, Sidomukti, Salatiga. This is a private
school. The headmaster of this school is Sardi, S.Pd. SMK PGRI 1
Salatiga has duration of study 3 years and the school has two program
studies, they are nursing and sewing.
2. Time Setting
The subjects of the research were students in the second grade
of SMK PGRI 1 Salatiga in the academic year 2015/2016. They
consists of 35 students with a boy and 34 girls. This research was
conducted on the first semester in the academic year of 2015/ 2016 for
about 16 November- 28 November.
3. The situation of educational facilities and tools
SMK PGRI I Salatiga has 9 classrooms, 1 Headmaster rooms,
2 teachers room, I administration room, 1 library, 5 toilets, 1
laboratory, 1 counseling room, 2 canteens, 1 auditorium, 1 computer
laboratory, 1 mosque, 1 productive unit, and UKS room , all those
50
room are in a good condition. SMK PGRI I Salatiga also has a large
parking area.
4. The Teachers of SMK PGRI 1 Salatiga
There are a lot of teacher and staff in SMK PGRI I Salatiga.
They are lead by Mr. Sardi, S.Pd as a headmaster. There are 2
mathematic teacher, they are Djantik Setyaningrum, S.Si and
Anjariyani, S.Pd, there are 4 teachers in sewing division, they are Nila
Trilisnawati, S.Pd, A.Md, Rubiyati, S.Pd, Siti Na‟imah, Pd, S.Pd, and
Tri Wijayanti, M.Pd, S.Pd. There are 5 teachers in nursing division,
they are Muhammad Thoni, Sumyani, A.Md, Theresia Oktiana Rikha
Dewi, A.md, Purwadi, A.Md, and Eni Kusumastuti, A.Md.
51
CHAPTER IV
IMPLEMENTATION OF THE RESEARCH
The researcher collect the data from 35 students of the second
grade students of vocational high school PGRI 1 Salatiga in the academic
year 2015/2016. They are consist of 1 male and 34 female students who
are tought using talking stick method to improve speaking skill.
In this chapter, the researcher present the data and the analysis
from the result of pre-test and post-test from the classroom action research.
This chapter discover the problems in chapter I, they are; how is the
implementation of cooperative learning by using talking stick method to
improve students‟ speaking skill and how is the improvement and the
result of students‟ speaking skill through talking stick method.
To answer those questions, the researcher shows the students‟
behavior in teaching learning process. In this implementation, the
researcher arrange two cycles. In each cycle, the steps are; planning,
acting, observing, and reflecting. Then the researcher calculates the test
result.
A. Field Note
In this research, the researcher acts as the teacher and learning
process observed by researcher‟s friend. The researcher arranged two
cycles, each cycle consist of planning, action, observing and reflection.
52
The whole steps of this research are explained in the description
bellow:
1. Cycle I
a. Planning
Before conducting the research, the researcher prepared
the instruments of the research. They are as follows:
1) Preparing the material, making lesson plan, and designing
the steps in doing the action
2) Preparing students‟ list and scoring
3) Preparing teaching aids
4) Preparing sheet for classroom observation (to know the
situations of teaching learning process when the method or
technique or mode is applied)
5) Preparing a test (to know whether students improve or not)
b. Implementation of the action
The researcher (the teacher) and the observer did
research on November 2015 at 07.00 a.m in the class of
XI A. The students surprised with our coming, because the
English teacher was not with them, she asked the researcher to
enter the classroom early. The situation of the classroom was
crowded. The researcher conditioned the students until they
have paid attention to the teacher. After all of the students was
organized, the teacher began the class said salam and led to
53
pray by reciting bassmallah together. After that, she greeted
the students and also the students too.
The teacher told them about her participation in their
classroom for about two weeks. She hoped the students and the
teacher can be cooperative in teaching learning process. After
checked the students‟ list name she began the lesson by giving
the game for ice breaking. The game was founding an
adjective from the last letter of the students‟ name. She gave
them an example about the game. She said “The last letter of
my call name is H, so I say Happy”. It was begun from Hendri.
He was doing the game, he had the letter I, and also he said
“Incredible”. The next studnet was Shania Cipta Pranastasya,
she had the letter A, and also she said “Angry”.
The game kept continuing until all of students were
doing it. The teacher asked the students did they have some
hobbies or intersets and they answered yes. The teacher asked
one of student in the class “What do you usually do in your
spare time?”, he said actually, I prefer reading about medical
books, because it can increase my knowledge. Then, the
teacher asked to another student “How about you? What do
you usually do in your spare time?”, she said I love gardening
very much, miss, because it is fun and interesting. After that,
the teacher gave the example of some expressions of talking
54
about hobbies and interests. The teacher divided them into five
groups, each group consist of 5 to 6 members. Then, she asked
them to make dialogue like the example in different topic, she
gave 15 minutes to prepare it. After that, the students doing
conversation with their group.
The activity was continuing until all of the students had
done, and it is the teacher doing pre-test. After that, the teacher
asked the students did they ever play Talking Stick and they
answerd not yet. Then, the teacher said “Well, now we are
going to play it together, but before we play it, I would like to
explain the definition of talking stick and the rule how to play
it. Talking stick is a method in the learning process by a stick,
the student who gets the stick must stands up and answers the
teachers‟ questions. Did you get it? They answered “Yes, I get
it”. Then, the teacher gave a stick and question to a student.
Then, the stick rolled on again until each student got the stick
and took part in the learning process.
The activity was continuing until all of the students had
done, and it is the teacher doing treatment by using talking
stick method. After that, the teacher gave each student
different picture about hobbies and interests. Then, the teacher
gave the explanation and the example about the rule of test,
after finished each student present their hobbies and interests
55
appropriate the picture. The activity was continuing until all of
the students done, and it is the teacher doing post-test.
After that, the teacher conclude the material and closed
the learning process said hamdallah together. Teacher
reminded the students to study for the next meeting. She
closed by reciting Wassalamu’alaikum Wr. Wb. and the
students answered by reciting Wassalamu’alaikum Wr. Wb.
c. Observation
In the cycle I the teacher entered the class with the
observer. The class was too crowded and disorganozed, but
after that, the teacher spoke up and they paid attention to us,
then the teacher and the observer introduced their selves to the
students. The teacher companied by a collaborator observer. By
monitoring the students‟ activity in this action, we could see
that the students were ready in the class when the teacher came.
In the research the teacher had dominants function. She served
as a model, provide help, support, guidance and facilities to
build up an interaction in all learning activities in English class.
When students presented the result in front of the class, some
students still did not have high convidences and therefore they
were so shy and afraid if they would do mistake. When they
were doing assigment almost all of the students needed helping
to the teacher, and the teacher always helped to students. When
56
they were practicing speaking, they still did incorrect
pronounciation and sometimes they still read the text, because
they still have difficulties to speak up spontaneously.
d. Reflection
Based on the observation of the cycle I, the researcher
and the observer concluded that it was very important to give
some feedbacks and motivations to the students to be more
active in classroom, to be confident to face anything, to be
discipline, to have well time management and to enhance their
interest and spirit in learning English.
The researcher as the teacher had to reflect the
weakness that happened in the learning process to maximize
the students‟ speaking skill. First, the teacher ask to the
students to bring dictionary to help their vocabulary
difficulties. After that, the teacher ask to the students, try to
understand and remember what will the students said, so they
do not need to read. Then, the teacher ask to the students three
or four times to repeat the words. Finally, the teacher has to
motivate the students to present in front of the class.
The first cycle did not give a satisfactory result,
because it was still found some problems in learning and
teaching process. So, those are very important to continue to
the next cycle to increase the students‟ speaking skill. The
57
cycle II is carried out as follow up of the cycle I. The teacher
used the same technique and theme.
e. Calculation of the test result
1) Score of pre-test and post-test in cycle 1
Table 4.1
The Students’ Score of Pre-test and Post-test in Cycle I
Number
of
Students
Pre-test
1
(X)
Post-tes
1
(Y)
Post – pre
(D)
1 70 75 5 25
2 50 60 10 100
3 55 70 15 225
4 50 65 15 225
5 50 65 15 225
6 50 60 10 100
7 45 60 15 225
8 45 65 20 400
9 45 55 10 100
10 50 65 15 15
11 75 80 5 5
12 45 65 20 400
13 55 65 10 100
14 50 60 10 100
15 50 60 10 100
16 60 70 10 100
17 60 70 10 100
18 60 75 15 225
19 65 75 10 100
20 70 75 5 25
21 75 80 5 25
22 65 70 5 25
23 65 70 5 25
24 60 65 5 25
25 70 75 5 25
58
26 55 65 10 100
27 65 75 10 100
28 60 70 10 100
29 65 70 5 25
30 75 80 5 25
31 65 70 5 25
32 55 65 10 100
33 55 60 5 25
34 50 60 10 100
35 60 70 10 100
∑ 2040 2380 340 3720
a) Mean of pre-test 1
= ∑
=
= 58.28
b) Mean of post-test 1
= ∑
=
= 68
c) SD of pre-test and post-test
From the data above, the researcher calculates
SD pre-test and post-test.
= √∑
(
∑
)
59
= √
(
)
= √
= √
= 3.45
d) T-test calculation
= (∑
)
(
√ )
= (
)
(
√ )
=
(
√ )
=
(
)
=
= 16.47
Mean of pre-test 1 is 58.28
Mean of post test 1 is 68
SD of Pre-test and Post-test is 3.45
T-test is 16.47
60
It shows that there is a significant influence
between pre-test and post-test in cycle 1. It means that
the use of talking stick method can help the students to
improve their speaking skill.
e) Percentages score
P =
x 100%
Percentage of Pre-test : < 70 =
x 100 %
: < 70 = 82.85 %
: > 70 =
x 100 %
: > 70 =
Percentage of Post-test : < 70 =
x 100%
: < 70 = 48.57 %
: > 70 =
x 100%
: > 70 =
The result of the cycle I, there is 51.42% student
who pass in oral test and 48.57% who does not pass in
oral test. The score of result above also showed that the
students‟ score increased from the pre-test to the post-
test. The mean of pre-test is 58.28 while the mean of
post-test is 68.
In the other hand, from the percentage in the
cycle I, based on the standardized score (KKM) is 75
61
and the students who get the score approach with the
KKM is 51.42 % students. The writer wants to get 70
% students who get score is 70.
It is necessary for the researcher to conduct
cycle II because from the results of this cycle is not
suitable with the target‟s writer. The researcher hopes
the students who will pass the KKM in cycle II more
than cycle I.
2. Cycle II
a. Planning
The activities in action planning are:
1) Preparing the material, making lesson plan, and designing
the steps in doing the action
2) Preparing students‟ list and scoring
3) Preparing teaching aids
4) Preparing sheet for classroom observation (to know the
situations of teaching learning process when the method or
technique or mode is applied)
5) Preparing a test (to know whether students improve or not)
b. Implementation of the action
The researcher (the teacher) and the researcher‟s friend
(the collaborator) did research on November 2015 in
Nursing A class. The situation of the class was ready to begin.
62
Teacher began the lesson. She said salam and led to pray by
reciting Basmallah together. After that, she greeted and also
the students too. She continued checking the students‟
attendance.
The teacher asked “ what is your daily activity?”. One
of student answer “I go to school, mom”. The teacher asked”
what time do you usually go to school?”. She answer “ I go to
school at 6.15 a.m. but before I go to school, I have breakfast
with my family. Then, I prepare what everything I need at
school. I go to school by bicycle. It takes about 10 minutes
from my house to school. I usually study at school until 1.30
p.m. I get home in the afternoon and have lunch. After that, I
take a nap at 2.00”. The teacher said “good job!”. Then, the
teacher asked to the students to gave her applause. After that,
the teacher asked to the students to make a dialogue with their
partner to share about their daily activities. Then, they were
practice in front of the classroom.
The activity was continuing until all of the students
done, and it is the teacher doing pre-test. Then, the teacher said
“now, we are going to play the game and sing a song, using
the stick, it called talking stick. As last meeting, the student
who gets the stick must stands up and answer the teacher‟s
question. Are you ready?”. Then, they answer “yes mom, I
63
have ready to play”. After that, the teacher gave a stick and
question to a student. Then, the stick rolled on again until each
student got the stick and took part in the learning process. The
activity was continuing until all of the students done, and it is
the teacher doing treatment. After that, the teacher asked to the
students to share about their daily activities based on the
picture what they got. After finished the students to present the
material, the activity was continuing until all of the students
done, and it is the teacher doing post-test.
After that, the teacher concluded the material and
before closing the lesson, teacher and students prayed by
reciting Hamdallah together. She closed the class by resciting
Wassalamu’alaikum Wr.Wb and the students answered by
reciting Waalaikumsalam.Wr.Wb.
c. Observation
This cycle used same method using talking stick
method. Students looked enthusiastic in following teaching and
learning process. The teacher reminded the students about the
material that has been studied previously by giving questions to
students. After explaining the material, the teacher asked the
students to share about their daily activities based on the
picture that was given by the teacher. At cycle II students look
64
more convidence and just several who read the text when they
speak up in front of the classroom.
d. Reflection
In this cycle, the writer as the teacher concludes that
the treatment was successful in improving the speaking skill. It
could be seen the students‟ speaking improvement in the
students‟ score. They were very active and confidence in
present the material in front of the class. Almost all of students
seriously paid attention to the teacher‟s explanation and being
active in engaging in the learning process; such as asking
question and responding question.
e. Calculation of Test Result
1) Score of pre-test and post-test in cycle 2
Table 4.2
The Students’ Score of Pre-test and Post-test in Cycle II
Number
of
Student
Pre-test
1 (X)
Post-tes
1 (Y)
post-pre
(D)
D2
1 70 80 10 100
2 55 70 15 225
3 60 70 10 100
4 55 65 10 100
5 60 75 15 225
6 55 65 10 100
7 55 70 15 225
8 55 70 15 225
9 50 65 15 400
10 55 70 15 225
11 75 80 5 25
65
12 60 70 10 100
13 60 75 10 100
14 60 70 10 100
15 60 65 5 25
16 65 75 10 100
17 70 80 10 100
18 65 75 10 100
19 70 75 5 25
20 70 80 10 100
21 70 80 10 100
22 60 75 15 225
23 60 70 10 100
24 65 70 5 25
25 70 75 5 25
26 60 70 10 100
27 60 75 15 225
28 60 70 10 25
29 65 75 10 100
30 70 80 10 100
31 65 75 10 100
32 55 65 10 100
33 60 70 10 100
34 65 75 10 100
35 65 70 5 25
∑ 2175 2540 360 4150
a) Mean of pre-test 2
= ∑
=
= 62.14
b) Mean of post-test 2
66
= ∑
=
= 72.57
c) SD of pre-test and post-test
From the data above, the writer calculates SD pre-
test and post-test.
= √∑
(
∑
)
= √
(
)
= √
= √
= 3.59
d) T-test calculation
To = (∑
)
(
√ )
= (
)
(
√ )
=
(
√ )
67
=
(
)
=
= 16.80
Mean of Pre-test 2 is 62.14
Mean of Post-test 2 is 72.57
SD of Pre-test and Post-test 2 is 3.59
T-test is 16.80
So, there is a significant influence between pre-
test and post-test in cycle 2. It means that the use of
talking stick method can help the students to improve
their speaking skill.
e) Percentages score
P =
x 100%
Percentage of Pre-test : < 70 =
x 100 %
: < 70 = 77.14 %
: > 70 =
x 100 %
: > 70 =
Percentage of Post-test : <70 =
x 100 %
: < 70 = 11.42 %
68
: > 70 =
x 100%
: > 70 =
The result of the cycle II, there is 88.57% student
who pass in oral test and 11.42% student who does not
pass in oral test. The score of result above also showed
that the students‟ score increased from the pre-test to the
post-test. The mean of pre-test is 62.14 while the mean
of post-test is 72.57.
In the other hand, from the percentage in the
cycle I, based on the standardized score (KKM) is 75 and
the students who get the score approach with the KKM is
88.57 % students. The writer wants to get 70 % studnets
who get score is 70.
Finally, the researcher not necessary to conduct
cycle 3 because from the results of this cycle is suitable
with the target‟s researcher. It is successful based on the
percentage in the cycle II which is more than the cycle I.
B. Analysis and Discussion
From the result of analyzing in cycle I and II, it shows that
there is a significant improvement of students‟ speaking skill. The
improvement is as follows:
69
Table 4.3
The Mean and T- Calculation of Students’ Score
No Analyzing Cycle I Cycle II
1 Mean
- Pre-test
- Post-test
58.28
62.14
62.42
72.57
2 T-calculation 16.47 16.80
Chart 4.1
The Mean and T-calculation of Students’ Score
The table and the chart display the improvement of the students‟
speaking skill from the cycle I to the cycle II. It means that the
implementation of talking stick method can improve students‟ speaking
skill. In addition, it means that the Ho (null hypothesis) rejected.
0
20
40
60
80
Cycle I Cycle II
58,28 62,42 62,14
72,57
16,47 16,80
Pre-test
Post-test
T-test
70
Based on the comparison among T-calculation of cycle I and
cycle II, the implementation of talking stick method on speaking skill is
successful to improve the students‟ speaking skill. It can be seen in the
chart. The chart shows that t-calculation of cycle II is greater than cycle
I, there are 16.80 for cycle II while 16.47 for cycle I.
Table 4.4
The Percentages of Students’ Score
Category Cycle I Cycle II
< 48.57 % 11.42 %
> 51.42 % 88.57 %
Chart 4.2
The Percentages of Students’ Score
The table and the chart also shows the improvement of
students‟ score from cycle I to cycle II. The percentage score displays
0
20
40
60
80
100
Cycle I Cycle II
48,57
11,42
51,42
88,57
<
>
71
the students who pass the standardized score it increases. From 51.42
% in cycle I to 88.57 % in cycle II.
It can be concluded that it is significant in improving students‟
speaking skill using talking stick method. Therefore, it shows that
talking stick method is effective to improve speaking skill in the
second grade students of SMK PGRI 1 Salatiga in the academic year
of 2015/2016.
C. Research Limitation
The researcher limit this research dealing with students‟
speaking skill for the second grade students of SMK PGRI 1 Salatiga
in the academic year 2015/2016 through talking stick method.
72
CHAPTER V
CLOSURE
This chapter presents the conclusion and suggestions for the English
teacher, students and other reseachers.
A. Conclusions
After presenting and analyzing data in the previous chapter, the
researcher accomplishes to the conclusion as follows:
1. The procedure of implementing of talking stick to improve speaking
skill for the second grade students of SMK PGRI 1 Salatiga are as
follows; (1) The teacher prepares the materials and a stick. (2) The
teacher explains the main topic. Then, the students read and learn the
materials for some minutes (10 minutes). (3) The teacher commands
the students to close their books and takes a stick. (4) The teacher
gives the stick to a student. (5) The teacher sings a song or plays music
while the stick moves one student to another until the song or music
stops. (6) The student who gets the stick must stands up and answers
the teacher's questions. (7) Then, the stick rolls on again until each
student gets the stick and takes part in the learning process. (8) Finally,
the teacher gives the evaluation and makes conclusion.
From the procedures for implementation of talking stick
method above, the research shows the students‟ behavior in teaching
learning process. In this implementation, the researcher arranges two
73
cycles. In each cycle, the steps are planning, acting, observing and
reflecting. Then, the researcher calculates the test result.
2. There is significant results for the use of talking stick method in
teaching speaking to improve students‟ speaking skill for the second
grade students of SMK PGRI 1 Salatiga. It is shown by the result of
calculation of t-test in the two cycles. In the cycle 1 is 16.47 and 16.80
in cycle 2. The percentages score of students is also improving from
51.42 % in cycle 1 up to 88.57 % in cycle 2. In addition, the
improvement can be seen from the result of mean in all cycle from pre-
test and post-test. The result showed that mean of pre-test I is 58.28
and up to 62.14 in post-test, the mean of pre-test II 62.42 and up to
72.57 of post-test II. It means that using talking stick method is able to
improve the students‟ speaking skill.
B. Suggestions
There are suggestions to the English teacher and the other
researcher based on the research findings as follows:
1. For the teachers
The method of teaching speaking will influence the students‟
skill in speaking. They should pay attention to the fact that the
students convidence and braveness during teaching learning process
which should be increased. The use of various method is suggested to
make the students more encourage to improve the teaching learning
process.
74
2. For the students
a. The students should bring the dictionary in each English class.
b. The students need to have a big spirit and study harder to reduce
thier difficulties of English learning.
c. The students should be active and creative to get the point of
teaching learning process.
d. The students should pay attention to the teacher‟s explanation.
e. The students try to have some practices speaking.
3. To other reseachers
It shows that the using of talking stick method can improve the
students‟ speaking skill. So that, the other researchers and the readers
could use the method in learning English especially in improving
students‟ speaking skill. They should read this research clearly, so
they can understand how to practice talking stick method in improving
students‟ speaking skill.
Based on the explanation above, the researcher would like to
suggest the readers and other researchers that this research can be used to
be applied in additional reference to further research with the different
sample and occasion.
75
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77
CURRICULUM VITAE
Name : Indah Rahayu
Place of Birth : Indramayu
Date of Birth : 10 juni 1992
Sex : Female
Religion : Islam
Address : Cikedung, RT 05/RW 04, Indramayu.
E-mail : [email protected]
Education Background :
1. 1998-2004 : Program Primary School (SDN) 02 Cikedung
2. 2004-2007 : Islamic Junior High School (MTSN) Cikedung
3. 2008-2011 : Islamic Senior High School (MA) Al- Ihsan Boyolali
4. 2011-2016: English Education Department, of State Institute for Islamic
Studies (IAIN) Salatiga.
Salatiga, March, 30th
2016
The writer,
Indah Rahayu
113 11 140
80
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
NAMA SEKOLAH : SMK PGRI 1 Salatiga
TAHUN PELAJARAN : 2015/2016
KELAS/ SEMESTER : XI/ GANJIL
MATA PELAJARAN : Bahasa Inggris
KECAKAPAN : Berbicara
WAKTU : 2 x 45 menit
A. Standar Kompetensi
Berkomunikasi dengan Bahasa Inggris setara Level Elementary
B. Kompetensi Dasar
Memahami percakapan sederhana sehari-hari baik dalam konteks
profesional maupun pribadi dengan orang bukan penutur asli.
C. Indikator Pencapaian Kompetensi
Berbagai bentuk dan ungkapan digunakan dengan tepat untuk
membicarakan kegemaran/ hobi dan minat.
D. Tujuan Pembelajaran
Pada akhir pembelajaran diharapkan siswa dapat:
Siswa dapat menggunakan penuturan yang tepat untuk mengadakan
percakapan tentang hobi dan minat dengan benar.
E. Karakter Peserta Didik yang diharapkan
Siswa dapat bekerjasama (cooperative), aktif (active), kreatif (creative),
perhatian (respect), berani (bravery) dan tanggung jawab (responsibility)
81
F. Materi Pembelajaran
Talking about Hobbies and Interests
Expressions Responses
What is your hobby?
You are very interested in..., are
you?
What do you usually do in your
spare time?
Is gardening your hobby?
Do you like traveling?
Are you keen on painting?
My hobby is playing piano
Yes, I am interested in ...
I write novels, articles,
Actually, I prefer Designing
landscape
Yes, I like it very much
Not very, I like drawing cartoon
Better than ...
List of Reasons Why
“... because it‟s a great way to relieve stress”.
“... because it helps me to relax.”
“... because it‟s fun and interesting.”
“...because it‟s exiciting.”
“... because it helps me to think.”
List of Hobbies
Reading
Fishing
Coocking
Hiking
Sewing
drawing
Painting
Writing
Cycling
Gardening
Learning a new
language
Travelling
Listening to music
Dancing
Collecting coins
Photography
Playing video games
82
Dialogue:
Nanda : What are you doing in your spare time?
Dian : Well, I like coocking.
Nanda : Why do you like coocking?
Dian : because I like eating, so I want to make it by my self.
Nanda : Can you teach me how to make Rainbow Cake?
Dian : Sure.
Dialogue:
Mira : do you like traveling?
Jane : Yes, I like it very much.
Mira : Why you like it? Is it interesting ?
Jane : Sure. It is very interesting for me, because I love explore my life
and I love see the world.
G. Metode/ Model dan Teknik Pembelajaran
Metode : Talking Stick
Teknik : Ceramah, tanya jawab, diskusi dan pemberian tugas
H. Langkah- Langkah Kegiatan Pembelajaran
1. Kegiatan Awal
a. Guru memberikan salam dengan ramah kepada siswa kemudian
dilanjutkan dengan berdoa bersama.
b. Guru mengecek kehadiran siswa.
c. Tanya jawab tentang Talking about hobbies and interests, menebak
dan merespon ucapan guru.
- Sambil menunjukkan gambar, guru bertanya kepada siswa:
- Do you like cycling?
- How often do you cycle?
- Where do you usually cycle?
- What is your hobby? etc
83
d. Memberikan pengertian mengenai Talking about hobbies and
interests.
2. Kegiatan Inti
a. Eksplorasi
- Guru memberikan ilustrasi- ilustrasi tentang materi yang
diajarkan. Misalnya mencontohkan peristiwa yang mungkin
dialami oleh siswa terkait talking about hobbies and interests.
- Guru mengajak siswa untuk bermain game tentang kata sifat
berbahasa Inggris.
- Siswa diminta menyebutkan kata sifat sesuai dengan huruf
pada akhir nama panggilan siswa.
- Guru menjelaskan tentang topik utama berupa Talking about
hobbies and interests, kemudian siswa diperkenalkan dengan
kata-kata, ekspresi dan contoh percakapan yang digunakan
untuk berbicara tentang Talking about hobbies and interests.
b. Elaborasi
- Guru membagi siswa menjadi beberapa kelompok.
- Setiap kelompok terdiri dari 5 orang.
- Siswa diminta untuk membuat text dalam bentuk dialog.
84
- Guru meminta setiap siswa berdialog terkait Talking about
hobbies and interests di depan kelas (Pre- test).
- Guru menjelaskan kepada siswa tentang metode talking stick.
- Guru menyuruh siswa menutup buku dan mengambil sebuah
tongkat.
- Guru memainkan musik/ menyanyikan lagu sementara tongkat
berpindah dari siswa satu ke siswa lain secara berurutan sampai
musik/ lagu berhenti.
- Siswa yang terakhir kali memegang tongkat harus berdiri dan
menjawab pertanyaan dari guru terkait materi Talking about
hobbies and interests.
Treatment‟s Question
List of Hobbies
Reading
Fishing
Coocking
Hiking
Sewing
drawing
Painting
Writing
Cycling
Gardening
Learning a new
language
Travelling
Listening to music
Dancing
Collecting coins
Photography
Playing video games
- Siswa menjelaskan tentang hobi dan minat sesuai ketentuan
guru (list of hobbies)
- Kemudian tongkat berputar lagi sampai sebagian besar siswa
berpartisipasi dalam pembelajaran.
- Guru memberikan evaluasi dan kesimpulan dari metode yang
diterapkan.
c. Konfirmasi
- Guru meminta setiap siswa untuk membuat cerita terkait
dengan materi Talking about hobbies/interests sesuai dengan
gambar yang telah diberikan oleh guru.
85
- Siswa mempresentasikan hasil kerja di depan kelas dengan
menceritakan tentang hobi dan minat masing- masing (Post-
test).
3. Kegiatan Akhir
- Siswa mendapat kesimpulan atas apa yang telah mereka pelajari di
hari itu mengenai Talking about hobbies and interests.
- Guru mengulas kembali materi yang telah diberikan.
- Siswa diberikan kesempatan untuk bertanya mengenai materi yang
telah diberikan yaitu mengenai Talking about hobbies and interests.
- Guru menutup proses pembelajaran dengan salam.
I. Alat dan Media Belajar
- Fotocopy materi
- Worksheet
- Tongkat talking stick
- White board dan boardmarker
- Kamus Indonesia- Inggris
J. Penilaian Hasil Belajar
1. Teknik/ Jenis : tugas kelompok dan individu
2. Bentuk instrumen : oral dialog
3. Oral Rubric
5 points 4 points 3 points 2 points 1 points
Pronunciation virtually no grammar mistakes
Produces words with mostly correct pronunciation but sometimes there is any error
Produces words with some errors pronunciation
May have many strong foreign accents or produces words with too many errors pronunciation and unintengible
Little or no language produces
Grammar Uses grammatical sentences or expressions or
Uses a slightly incorrect grammatical sentences or
Makes obvious grammar mistakes or makes some grammar
Makes mistakes in basic grammar or no correct grammatical sentences or
Little or no language produces
86
virtually no grammar mistakes
expressions or occasional grammar slips
mistakes expressions
Vocabulary Uses wide vocabulary appropriately
Uses good range of vocabulary
Uses adequate but not rich vocabulary
Uses adequate but not rich vocabulary
Little or no language produces
Fluency Speaks fluently with rare repetition and uses long turns easily and effectively
Speaks with occasional repetition and uses short turns in speaking
Gets idea accross but hesitantlyand briefly with some repetition
Speaks slowly and very hesitant with frequent repetition and sometimes difficult to understand
Little or no communication
Maximum score = 20
Mengetahui,
Guru Mapel Bahasa Inggris
Herwanti Pancaningsih
NIP.
Salatiga, November 2015
Peneliti
Indah Rahayu
NIM. 113 11 140
87
MATERI PEMBELAJARAN
Talking about Hobbies and Interests
Expressions Responses
What is your hobby?
You are very interested in..., are
you?
What do you usually do in your
spare time?
Is gardening your hobby?
Do you like traveling?
Are you keen on painting?
My hobby is playing piano
Yes, I am interested in ...
I write novels, articles,
Actually, I prefer Designing
landscape
Yes, I like it very much
Not very, I like drawing cartoon
Better than ...
List of Reasons Why
“... because it‟s a great way to relieve stress”.
“... because it helps me to relax.”
“... because it‟s fun and interesting.”
“...because it‟s exiciting.”
“... because it helps me to think.”
List of Hobbies
Reading
Fishing
Coocking
Hiking
Sewing
drawing
Painting
Writing
Cycling
Gardening
Learning a new
language
Travelling
Listening to music
Dancing
Collecting coins
Photography
Playing video games
88
Dialogue:
Nanda : What are you doing in your spare time?
Dian : Well, I like coocking.
Nanda : Why do you like coocking?
Dian : because I like eating, so I want to make it by my self.
Nanda : Can you teach me how to make Rainbow Cake?
Dian : Sure.
Dialogue:
Mira : do you like traveling?
Jane : Yes, I like it very much.
Mira : Why you like it? Is it interesting ?
Jane : Sure. It is very interesting for me, because I love explore my life
and I love see the world.
Students‟ job:
Please tell about...
List of Hobbies
Reading
Fishing
Coocking
Hiking
Sewing
Drawing
Painting
Writing
Cycling
Gardening
Learning a new
language
Travelling
Listening to music
Dancing
Collecting coins
Photography
Playing video games
89
Write about your hobbies and interests based on the picture. After that, present
your story in front of the class!
Picnic to the beach
Watering garden
91
Assessment
The Procedures of Assessment
The teacher ask the students to present the presentation of their job
training.
Type of Test
Speaking: Oral Test
Pre-Test Cycle I
Assessment Format for Speaking
No Aspects of Assessment
Pron Gram Voc Flue Total
1 3 4 4 3 70
2 3 2 3 2 50
3 2 3 3 3 55
4 3 2 2 3 50
5 3 3 2 2 50
6 2 3 2 3 50
7 2 2 3 2 45
8 3 2 2 2 45
9 2 2 3 2 45
10 2 3 3 2 50
11 3 4 4 4 75
12 2 3 2 2 45
13 3 2 3 3 55
14 2 3 3 2 50
15 2 2 3 3 50
16 3 2 4 3 60
17 4 3 3 2 60
18 3 3 3 3 60
19 3 3 4 3 65
20 3 4 4 4 70
21 4 4 4 3 75
22 3 4 4 3 65
23 3 4 4 3 65
92
24 2 3 4 3 60
25 3 4 4 3 70
26 2 3 3 3 55
27 3 3 4 3 65
28 3 3 3 3 60
29 4 3 3 3 65
30 4 4 4 3 75
31 3 3 4 3 65
32 2 3 4 2 55
33 3 3 3 2 55
34 2 3 3 2 50
35 3 3 3 3 60
∑ 97 105 114 95 2040
Notes is filled with red color for Not Competent, or filled with blue color for
Competent.
93
Assessment
The Procedures of Assessment
The teacher ask the students to present the presentation of their job
training.
Type of Test
Speaking: Oral Test
Post-Test Cycle I
Assessment Format for Speaking
No Aspects of Assessment
Pron Gram Voc Flue Total
1 4 4 4 3 75
2 3 3 3 3 60
3 3 3 4 4 70
4 3 3 4 3 65
5 4 3 3 3 65
6 3 3 3 3 60
7 3 3 3 3 60
8 3 3 4 3 65
9 3 3 3 2 55
10 3 3 4 3 65
11 4 4 4 4 80
12 3 4 4 3 65
13 3 3 4 3 65
14 3 3 3 3 60
15 3 3 3 3 60
16 3 3 4 4 70
17 4 3 4 3 70
18 3 4 4 4 75
19 4 4 4 3 75
20 3 4 5 3 75
21 4 4 5 3 80
22 3 4 4 3 70
23 4 3 4 3 70
94
24 3 3 4 3 65
25 3 4 5 3 75
26 3 3 4 3 65
27 3 4 5 3 75
28 3 4 4 3 70
29 4 3 4 3 70
30 4 4 5 3 80
31 3 3 5 3 70
32 3 3 4 3 65
33 3 3 3 3 60
34 3 3 3 3 60
35 3 4 4 3 70
∑ 114 118 137 108 2380
Notes is filled with red color for Not Competent, or filled with blue color for
Competent.
96
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
NAMA SEKOLAH : SMK PGRI 1 Salatiga
TAHUN PELAJARAN : 2015/2016
KELAS/ SEMESTER : XI/ GANJIL
MATA PELAJARAN : Bahasa Inggris
KECAKAPAN : Berbicara
WAKTU : 2 x 45 menit
A. Standar Kompetensi
Berkomunikasi dengan Bahasa Inggris setara Level Elementary
B. Kompetensi Dasar
Memahami percakapan sederhana sehari-hari baik dalam konteks
profesional maupun pribadi dengan orang bukan penutur asli.
C. Indikator Pencapaian
Menggunakan penuturan untuk bercerita mengenai kehidupan sehari-hari.
D. Tujuan Pembelajaran
Siswa dapat menggunakan penuturan yang tepat untuk bercerita mengenai
kehidupan sehari-hari dengan benar.
E. Karakter Peserta Didik yang diharapkan
Siswa dapat bekerjasama (cooperative), aktif (active), kreatif (creative),
perhatian (respect), berani (bravery) dan tanggung jawab (responsibility)
F. Materi Pembelajaran
Daily Activities
Expressions Responses
What do you usually do everyday?
What time do you usually get up?
I usually go to school at 6.30
I wake up at 5.00 in the morning
97
Do you always get up early in the
morning?
Does your father go to work by
bus everyday?
Yes, I do. I always get up early
No, he does not. He goes to work
by his car.
List of Daily Activities
John Jenny
5.00 a.m wake up
6.00 a.m have breakfast
6.15 a.m go to school
1.30 p.m have lunch
1.45 p.m take a nap
3.30 p.m clean the house
4.45 p.m watch TV
7.00 p.m have dinner
7.17 p.m study
10.00 p.m go to bed
4.45 a.m wake up
6.00 a.m have breakfast
6.15 a.m go to school
1.30 p.m have lunch
2.00 p.m take a nap
3.30 p.m clean the house
4.45 p.m watch TV
7.00 p.m have dinner
7.17 p.m study
10.00 p.m go to bed
Text for daily activities:
My daily activities
Every morning from Monday to Saturday, I get up at 6 o‟clock.
After breakfast, I go to school by bicycle. It takes about 15 minutes from
my house to school. I usually study at school until 1.30 p.m. I get home in
the afternoon and have lunch with my mother. Then I attend a computer
course until 5.00 p.m. I get home at 6.00 p.m. and have dinner with my
family at 7.00 after that I usually prepare my books for school. I go to bed
around 10.00 p.m.
98
I have different activities on weekends. I usually accompany my
mother to go to the market. Sometimes, I go downtown with some of my
friends. Sunday is may favorite day to do anything I like.
Contoh dialog tentang daily activity:
John : What do you do in your daily activity?
Jenny : I am a student. So, I go to school everyday.
John : Do you like reading?
Jenny : Yes. I enjoy reading. I read widely.
John : What book do you read?
Jenny : I read novels and history books whenever I have time.
John : What kind of novel do you like most?
Jenny : I like the western fiction “Harry Potter”
John : Do you have that novel?
Jenny : Yes. I have.
John : It sounds interesting.
Jenny : Absolutely
John : Can I borrow it?
Jenny : Certainly!
John : That‟ kind of you. Thank you for lending me that interesting
novel
Jenny : No problem.
99
G. Metode/ Model dan Teknik Pembelajaran
Metode : Talking Stick
Teknik : Ceramah, tanya jawab, diskusi dan pemberian tugas
H. Langkah-Langkah Kegiatan Pembelajaran
1. Kegiatan awal
a. Guru memberikan salam dengan ramah kepada siswa kemudian
dilanjutkan dengan berdoa bersama.
b. Guru mengecek kehadiran siswa.
c. Tanya jawab tentang kegiatan sehari-hari, menebak dan merespon
ucapan guru.
- What time do you usually have breakfast?
- What time do you usually go to school?
- Do you go to school by foot everyday?
d. Memberikan pengertian dan penjelasan mengenai kegiatan sehari-
hari.
2. Kegiatan inti
a. Eksplorasi
- Guru memberikan ilustrasi-ilustrasi tentang materi yang
diajarkan. Misalnya, mencontohkan peristiwa yang mungkin
dialami oleh siswa terkait daily activity.
- Guru menjelaskan tentang topik utama berupa daily activity,
kemudian siswa diperkenalkan dengan kata-kata, ekspresi dan
contoh percakapan yang digunakan untuk berbicara tentang
daily activity.
b. Elaborasi
- Guru membagi siswa menjadi berpasang-pasangan dengan
teman satu meja.
- Siswa diminta untuk membuat text dalam bentuk dialog.
- Guru meminta setiap siswa berdialog secara berpasangan
terkait daily activity di depan kelas (pre-test)
- Guru menjelaskan kepada siswa tentang metode talking stick.
100
- Guru menyuruh siswa menutup buku dan mengambil sebuat
tongkat.
- Guru memainkan musik/ menyanyikan lagu sementara tongkat
berpindah dari siswa satu ke siswa lain secara berurutan sampai
musik/ lagu berhenti.
- Siswa yang terakhir kali memegang tongkat harus berdiri dan
menjawab pertanyaan dari guru terkait materi daily activity
(treatment).
- Treatment‟s Question; siswa diminta untuk menceritakan
kegiatan sehari-hari sesuai gambar yang diberikan oleh guru
(gambar terlampir).
c. Konfirmasi
- Guru meminta setiap siswa untuk membuat cerita terkait
dengan materi daily activity.
- Siswa mempresentasikan hasil kerja di depan kelas secara
individual dengan menceritakan tentang kegiatan sehari-hari
(post-test).
3. Kegiatan akhir
- Siswa mendapat kesimpulan atas apa yang telah mereka pelajari di
hari itu mengenai daily activity.
- Guru mengulas kembali materi yang telah diberikan.
- Siswa diberikan kesempatan untuk bertanya mengenai materi yang
telah diberikan yaitu mengenai daily activity.
- Guru menutup proses pembelajaran dengan salam.
I. Alat dan Media Belajar
- Fotocopy materi
- Worksheet
- Tongkat talking stick
- White board dan boardmarker
- Kamus Indonesia- Inggris
J. Penilaian Hasil Belajar
101
1. Teknik/ Jenis : tugas kelompok dan individu
2. Bentuk Instrumen : oral dialog
3. Oral Rubric
5 points 4 points 3 points 2 points 1 points
Pronunciation virtually no grammar mistakes
Produces words with mostly correct pronunciation but sometimes there is any error
Produces words with some errors pronunciation
May have many strong foreign accents or produces words with too many errors pronunciation and unintengible
Little or no language produces
Grammar Uses grammatical sentences or expressions or virtually no grammar mistakes
Uses a slightly incorrect grammatical sentences or expressions or occasional grammar slips
Makes obvious grammar mistakes or makes some grammar mistakes
Makes mistakes in basic grammar or no correct grammatical sentences or expressions
Little or no language produces
Vocabulary Uses wide vocabulary appropriately
Uses good range of vocabulary
Uses adequate but not rich vocabulary
Uses adequate but not rich vocabulary
Little or no language produces
Fluency Speaks fluently with rare repetition and uses long turns easily and effectively
Speaks with occasional repetition and uses short turns in speaking
Gets idea accross but hesitantlyand briefly with some repetition
Speaks slowly and very hesitant with frequent repetition and sometimes difficult to understand
Little or no communication
Maximum score = 20
102
Mengetahui,
Guru Mapel Bahasa Inggris
Herwanti Pancaningsih
NIP.
Salatiga, November 2015
Peneliti
Indah Rahayu
NIM. 113 11 140
103
MATERI PEMBELAJARAN
Daily Activities
Expressions Responses
What do you usually do everyday?
What time do you usually get up?
Do you always get up early in the
morning?
Does your father go to work by
bus everyday?
I usually go to school at 6.30
I wake up at 5.00 in the morning
Yes, I do. I always get up early
No, he does not. He goes to work
by his car.
List of Daily Activities
John Jenny
5.00 a.m wake up
6.00 a.m have breakfast
6.15 a.m go to school
1.30 p.m have lunch
1.45 p.m take a nap
3.30 p.m clean the house
4.45 p.m watch TV
4.45 a.m wake up
6.00 a.m have breakfast
6.15 a.m go to school
1.30 p.m have lunch
2.00 p.m take a nap
3.30 p.m clean the house
4.45 p.m watch TV
104
7.00 p.m have dinner
7.17 p.m study
10.00 p.m go to bed
7.00 p.m have dinner
7.17 p.m study
10.00 p.m go to bed
List of daily activity
Get up
Take a bath
Wash face
Pray to god
Breakfast
Cook
Eat
Watch TV
Listen to the music
Study
Drink
Lunch
Dinner
Go to school
Go to work
Go to office
Buy
Read
Sweep
Go to bedroom or go to sleep
Text for daily activities:
My daily activities
Every morning from Monday to Saturday, I get up at 6 o‟clock.
After breakfast, I go to school by bicycle. It takes about 15 minutes from
my house to school. I usually study at school until 1.30 p.m. I get home in
the afternoon and have lunch with my mother. Then I attend a computer
course until 5.00 p.m. I get home at 6.00 p.m. and have dinner with my
family at 7.00 after that I usually prepare my books for school. I go to bed
around 10.00 p.m.
I have different activities on weekends. I usually accompany my
mother to go to the market. Sometimes, I go downtown with some of my
friends. Sunday is may favorite day to do anything I like.
105
Contoh dialog tentang daily activity:
John : What do you do in your daily activity?
Jenny : I am a student. So, I go to school everyday.
John : Do you like reading?
Jenny : Yes. I enjoy reading. I read widely.
John : What book do you read?
Jenny : I read novels and history books whenever I have time.
John : What kind of novel do you like most?
Jenny : I like the western fiction “Harry Potter”
John : Do you have that novel?
Jenny : Yes. I have.
John : It sounds interesting.
Jenny : Absolutely
John : Can I borrow it?
Jenny : Certainly!
John : That‟ kind of you. Thank you for lending me that interesting
novel
Jenny : No problem.
108
Assessment
The Procedures of Assessment
The teacher ask the students to present the presentation of their job
training.
Type of Test
Speaking: Oral Test
Pre-Test Cycle II
Assessment Format for Speaking
No Aspects of Assessment
Pron Gram Voc Flue Total
1 3 3 4 4 70
2 3 3 3 2 55
3 3 3 3 3 60
4 3 2 3 3 55
5 3 3 3 3 60
6 3 3 3 3 55
7 3 3 3 3 55
8 3 3 3 3 55
9 2 3 3 2 50
10 3 3 3 3 55
11 4 4 4 3 75
12 3 3 3 3 60
13 3 3 3 3 60
14 3 3 3 3 60
15 3 3 3 3 60
16 3 3 4 3 65
17 3 4 4 3 70
18 3 3 4 3 65
19 4 3 4 3 70
20 3 3 4 3 70
21 4 3 4 3 70
22 3 3 3 3 60
23 3 3 3 3 60
109
24 3 3 4 3 65
25 3 4 4 3 70
26 3 3 3 3 60
27 3 3 3 3 60
28 3 3 3 3 60
29 4 3 3 3 65
30 4 3 4 3 70
31 3 3 4 3 65
32 3 2 3 2 55
33 3 3 3 3 60
34 3 3 3 3 65
35 3 3 4 3 65
∑ 109 106 118 103 2175
Notes is filled with red color for Not Competent, or filled with blue color for
Competent.
110
Assessment
The Procedures of Assessment
The teacher ask the students to present the presentation of their job
training.
Type of Test
Speaking: Oral Test
Post-Test Cycle II
Assessment Format for Speaking
No Aspects of Assessment
Pron Gram Voc Flue Total
1 5 4 4 3 80
2 3 3 5 3 70
3 3 3 4 4 70
4 3 3 4 3 65
5 4 3 5 3 75
6 3 3 4 3 65
7 4 3 4 3 70
8 3 4 4 3 70
9 3 3 4 3 65
10 4 3 4 3 70
11 4 3 5 4 80
12 3 3 4 4 70
13 4 3 4 4 75
14 3 3 4 4 70
15 3 3 4 3 65
16 3 3 4 4 70
17 3 4 5 4 80
18 3 4 4 4 75
19 4 3 4 4 75
20 4 3 5 4 80
21 4 4 5 3 80
22 3 3 5 3 75
23 4 3 4 3 70
111
24 4 3 4 3 70
25 3 4 5 3 75
26 4 3 4 3 70
27 4 3 4 4 75
28 4 3 4 3 70
29 4 3 4 4 75
30 4 3 5 4 80
31 4 3 4 4 75
32 3 3 4 3 65
33 4 3 4 3 70
34 4 3 4 4 75
35 4 3 4 3 70
∑ 126 111 149 120 2540
Notes is filled with red color for Not Competent, or filled with blue color for
Competent.
112
Photos during the Research
The Situation of Teaching Learning Process
The researcher explain the material and give instruction to the students
The researcher asks students to make a dialogue with their group. After they prepare it,
they have to present it in front of the class.
Making a dialogue
113
The researcher asks students to make a dialogue with their partner. Then they have to present it in
front of the class.
The students‟ presentation
Improving students‟ speaking skill by using talking stick method
Source: classroom activities and internet