Escolar Documentos
Profissional Documentos
Cultura Documentos
the world. In indonesia, English has dominated the language teaching proogram.
The process of English teaching in indonesia has been marked by new objectives
and new methods. The new goals and techniques have resulted a great
2
four skills that should be learned and mastered by the students of junior high
school or senior high school. They are listening, speaking, reading, and writing.
Morever, one of the important skills mentioned is reading (brown, 2001 : 51).
Reading is a process in which our mind translates printed material into the
idea that the writer is trying to tell or communicate with the reader. We do not
really know what happen in our nervous system when we read a page of printed
materials, but in contrast with the extreme complexity of the visual and the mental
activit, the aim of reading in fact is very simple. We read because we want to
understand what the writer wants to convey. If we do not graps the writers
meaning we cannot be said we got meaning at all even we have read the word at
all. If we merely look at the printed symbols and our mind do not register the
teaching and learning English in junior high school in indonesia is to develop the
studied as a common foreign language and taught from junior high schools up to
university. People, for many reason, take a great interest to build up their reading.
English. Its popularly known that in teaching and learning english aas a foreign
3
learners in which the English environtment is not available. Reading would surely
play a very impotant role. It is a clear, as important skill, one skill should be
junior high school, the students should develop their reading skill besides
speaking, listening, and writing because the reading does not only gives
information to the students but it also gives students ideas. Cullough (1995 : 28)
state that a reader today id to tought to read for some purposes through many
reading is absolutely needed for those who wish to search for further knowledge.
Several methods and techniques are constucted some the linguist and
techer to make teaching and learning reading reading material effective and
ejoyable. How effective the methods and the techniques deppends mostly on how
the teacher apply it and the condition of the student in the classroom.
Based on the problem mentoned above, the writer would like to implement
provides the students a chance to broaden their skills that can be implemented
collaborated with the reading course at school in order to develop student ability
in reading. (kagan : 1) state talking stick is also a group of study that students
learnt independetly from one another, each students has the same chance to
Based on this statement, the writer choose the Group Work With Talking
Stick to improve the reading ability and make the students become active and
between technique and media. Group Work is include technique and Talking Stick
2012:3) group work is the ability to work together toward a common vision.
When people listen carefully to each other, when they seek and take seriously
each of other opinions, they make use of each others competencies and expertise,
they are involved in team work. Group work is all about reaching the same goal,
not worrying about the single glory as a person, but the revolution as a group.
1. Start the session by placing the talking stick on the floor with everyone sitting
The writer gave a students an intruction how the way a teaching learning
procces
The writer explained the way in learning reading by using talking stick
The writer asked to the students to pay attention when the writer explained
2. Trainer explains the rules and everyone agrees to abid by them. No body who
The writer gave a students a material. The material is a text which genre of
a descriptive text
The writer explained the material for students who had sat in the circles.
The writer explained about the grammar rule or the type of sentences in
the text
The writer asked to the students to read the text and comprehend a text.
time to the students who would submit a question for the writer.
The writer explained the material that would be hard to get a drift by
students.
The writer told to the students to share the opinion regard to the text with
The writer just observed the students while the students sharing the
The writer gave opportunity to the students who would to give a question
5. Begin with one person holding the talking stick. When he/she holding the stick,
The writer prepared one stick, and the writer explained it back the purpose
of that stick.
After the writer explained that step, the writer bagan to give a stick to the
first students, and the students who hold the stick, he/she is asked to
describe about the material, and it continued until the last man.
6. When the talker has stopped, he/she passes the talking stick to somebody else.
This section is the stick arrounded for all students. The students who hold
a stick, he/she had to describe a different meaning about the material that
When the writer found the students mistake while describing a text, the
writer take it, and it would be explained back in the end of meeting by the
writer.
7. The next person holding the stick repeats the same process.
The writer asked to the students in order they did not describe carelessly.
The writer told to students to pay attention to the students who was
describing a material.
8. Continue the session until no body else has anything left to say, which is
This is the last step of applying talking stick in teaching reading ability.
The writer concluded all the opinion of the students who had described
the talking stick technique is applicabe for the second year of SMP Negeri 1 Sakti
METHOD
study, the researchers collaborated with the English teacher in preparing lesson
plans, determining the criteria of success, observing the teaching and learning
process, and correcting the tests before it was given to the students.
Talking stick is a method that use sticks to hold the students in group and
the student who get the stick have to talk about answer the question given by their
Anyone with the talking stick would have the right to talk as long as he/she need
to say without fear of interrupted with questions, criticism. Talking stick can be
Planning
In this stage, the writer prepared the materials, the research instruments,
the lesson plans, and determined the criteria of success. The researchers decided
that the criteria of success was 80% of the students obtain the score 75 and above
Implementing
is conducted on clas VIII-B. The test was a reading test consisting of 20 items in
the form of multiple choices. In this stage, one of the writer acted as the teacher
while the English teacher observed the teaching and learning process.
Observing
In the observation stage, the writer collected the data related to the
implementation of the action in the teaching and learning process. The data related
to the students performance were obtained from the students score in reading
test while the data related to the improving of cooperative script for students
reading in the teaching learning process were obtained from the test.
Reflecting
In this stage, the data obtained from the observation stage were interpreted
to see whether the criteria of success was met or not and whether it was necessary
After the writer calculated statisticly formula score of test that was given
to the students, she found that the score of post test was higher teaching reading
comprehension by using talking stick got higher score when did post test
Based on the result on the statistic, the writer gets value of students of
pretest is 43.7 and the post test is 77.7 and value the standard deviation of pre test
is 10.7 and post test 10.3. We can see that in the pre test only some students can
understand in studying reading before is taught by using talking stick but almost
of students can understand in post test after is taught by using talking stick
because of the result above we know that varience value more smaller in post
testthan pre test. The writer get t-score of the students that is 10.6, it is higher
students get higher value of post test and the students more succesful in studying
after they were taught by using talking stick Technique. so, the hypothesis can be
accepted.
DISCUSSIONS
This research, the writer uses group work as technique and talking stick as
between technique and media, because some reason why the writer use to
combine it. Through group work, the teacher must divide the class to get a
First, the teacher gives greeting to the students and pray together.
Secondly, the teacher checks the students attendance list. Thirdly, the teacher
motivates the students by giving some simple question that related to the themes
about recount text. Next, the teacher divides the students into some groups. In
10
one group consist of 3-5students. After that, the teacher gives text in each
group has one text. Each group must understand about the text with work
together. After that, the teacher gives a stick to each group, one group get one
stick.
From group one, a stick has move from one student to the other
students. It also happened in the other group. Then, the teacher starts with
the song or count to moving the stick. When the teacher says STOP, moving
stick activity must be stop in one person. Whoever get a stick, they must be
listen carefully about the question given by their teacher and they must be
answer the question, and the other quite listen. After they listen the question,
who get a stick early to answer it because the other group also think early to
answer. Here, the teacher chooses one group that they show the stick early. The
teacher gives time to answer, if they lost for answering and the time is up,so
the teacher gives change to other group to answer correctly. Repeat it until the
end of question.
And the last, the teacher announce which group as a winner from
how many they answer correctly and also the teacher closes the lesson. Through
group work, maybe can help students learn to work cooperative and it helps
SCRIPT
The weakness
11
They are:
a. Time consuming
If students are getting more speaking during that time and are learning
useful language analysis skills and incidental language this doesn't have to be a
reason to abandon it, but it can still mean that students have forgotten about what
the listening is supposed to be about by the time the vocabulary pre-teach finishes.
Ways of avoiding this problem include: plan the elicitation and make sure the
teacher has found the quickest way, use pictures and other prompts if that will cut
down on the amount of time eliciting will take, and teach them the grammatical
jargon etc that they will need to understand when the teacher is eliciting (maybe
If the elicitation is much longer than the thing to elicit, it can actually
mean more TTT than if the teacher had just given them the answer. A general rule
is to make the question shorter than the answers. If that is impossible, explaining
elicitation stage written down to go through with a partner, follow all their
answers up with requests for additional ideas from the other students, or
occasionally tell them that the teacher would like someone else to answer.
12
This could mean that students don't know the answer, that they do know
the answer but aren't confident, that they would know the answer but haven't
understood the teachers elicitation, that the people who do know the answer are
too shy to speak, that the person who knows the answer is trying to avoid
dominating the class, that giving the right answer before everyone else might
seem like boasting, that they have been put off answering by getting so many
previous answers wrong, that they know the teacher always give the answer if
they wait long enough, that they expect to be asked individually, that they don't
understand that teacher really want people to speak out, or even that they are
refusing to take part because they are unhappy with the teaching methodology of
the teacher. Knowing how to reduce the problem of silence depends firstly on the
teacher being able to identify which of these reasons is the most important for
When the teacher begin to apply the Talking Stick technique, every
students should focus with the material as when they get the talking stick and the
2. Helps the teacher realizes if the students listen and understand it or not
When the teacher applies this technique, the teacher can observe whether
or not the students listen to the material and understand it. When the teacher find
13
the students do not focus to the material, she can directly tell them to be focus to
it.
In this technique, the teacher only tells the students about the rules and
asks some questions to the students about the material. Thus, the students should
be active by answering the question that is asked by the teacher. Even when they
do not know the answer, their group can help them to answer it.
Conclusions
From the research finding and discussion above, it can be concluded that
comprehension of the second year students of SMP Negeri 1 Sakti. They made a
pre-test and post-test score, post-test gave a better score in almost all reading
compreension.
43.7 and post-test is 77.7 and value the standard deviation of pre-test is 10.7 and
post-test 10.3. we can see that in the pre-test only some students have good score
in learning reading before was taught by using talking stick, but after it was taught
by using talking stick, the students got higher score compared with pre-test. On
14
the other hand, the writer concluded that it is an effect applying of talking stick
Suggestions
Based on the result discussion of this study, talking stick technique is
significantly influence in increasing the reading ability of the second year students
of SMP Negeri 1 Sakti. Moreover, the writer would like to give some suggestions
2. The teacher should explain the topic and supporting sentences briefly as a
3. The teacher should give the students mre motivation in order to make
REFERENCES
Kagan, S. 1992. The teaching of english language skill and english language
component. Malang : State University of Malang.
Knockwood, F. 1992. The teaching English language skill and english language
component. Malang : State University of Malang.
Sudijono, Anas. 2006. Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo
persada.
Yorkey. J.W 1998.Reading book; For Advantages Level India; Sangan Book.