Improving Student's Vocabulary Mastery through Talking

Stick Method for the Second Grade Students of SMPN 3

SALATIGA in the Academic Year of 2012 /2013

A Graduating Paper

Submitted to the Board of Examiners as a Partial Fulfillment

of the Requirement for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in
English Department of Education Faculty State Islamic Studies Institute
(STAIN) SALATIGA

By:
RAHAYUNINGSIH
NIM. 123 08 002

ENGLISH DEPARTMENT OF EDUCATION FACULTY

STATE ISLAMIC STUDIES INSTITUTE (STAIN)
SALATIGA
2013
 A GRADUATING PAPER

Improving Student's Vocabulary Mastery through Talking

Stick Method for the Second Grade Students of SMPN 3
SALATIGA in the Academic Year of 2012 /2013

RAHAYUNINGSIH
NIM. 123 08 002

Has been brought to the board of examiners of English Department of

Education Faculty State Islamic Studies Institute (STAIN) SALATIGA on
April 5th 2013 and hereby considered to completely fulfill of the
requirement for the degree of Sarjana Pendidikan Islam (S.Pd.I) in
English and Education Department.

Boards of Examiners,

Head : Prof. Dr. H. M. Zuhri

Secretary : Faizal Risdiyanto, M.Hum.

1st Examiner : Hanung Triyoko, M.Hum, M. Ed.

2nd Examiners : Ruwandi, M.A.

3rd Examiner : Mashlihatul Umami, M.A.

Salatiga, April 9th 2013

Head of STAIN SALATIGA

Dr. Imam Sutomo, M.A.

NIP. 195808 27 198303 1 00
 MINISTRY OF RELIGIOUS AFFAIRS
STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA

DECLARATION

‫ﻢﻴﺣﺮﻟا ﻦﲪﺮﻟا ﷲا ﻢﺴﺑ‬

"In The Name of Allah the Most Gracious and the Most Merciful"

Hereby the writer fully declares that the graduating paper is made by the

writer herself, and it is not containing materials written or has been published by

other people and other people’s ideas except the information from the references.

The writer is capable to account for this thesis, if in the future, it can be

proved of containing others’ ideas, or in fact, the writer imitates the others’

graduating paper.

Likewise, the declaration is made by the writer and she hopes that this

declaration can be understood.

Salatiga, February 15th , 2013

The writer,

Rahayuningsih
NIM: 123 08 002
 MINISTRY OF RELIGIOUS AFFAIRS
STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA

Maslikhatul Umami, M.A

The Lecturer of Education Faculty
State Islamic Studies Institute of Salatiga
Salatiga, February 15th , 2013

ATTENTIVE COUNSELOR NOTE

Case : Rahayuningsih’s Graduating Paper

Dear,
The Rector of State
Islamic Studies Institute of
Salatiga

Assalamu’alaikum, Wr. Wb.

After reading and correcting Rahayuningsih’s graduating paper entitled

"Improving Student's Vocabulary Mastery through Talking Stick Method for

the Second Grade Students of SMPN 3 SALATIGA in the Academic Year of

2012 /2013", I have decided and would like to propose that if it could be accepted by

education faculty, I hope it would be examined as soon as possible.

Wassalamu’alaikum, Wr. Wb.

Consultant,

Mashlihatul Umami, M.A

NIP. 1980051 3200312 2 003
 MOTTO

ÇÏÈ #ŽZô£ ç„ÎŽô£ ãèø9$# yì tB ¨b Î) ÇÎÈ #Ž·ô£ ç„ÎŽô£ ãèø9$# yìtB !ã¨b Î*sù

Surely with difficulty is ease. With difficulty is

surely ease.
(Q.S Al-Insyiroh: 5-6)

Do What You Love and Love What You Do (Billy Boen)

 DEDICATION

The researcher dedicates this thesis for all people inside of my heart.

§ My family, father (Kuspriyanto), mother (Sri Sudarti) and sisters (Rahayu

Kusriyani & Retno Arianti) thank for your pray and support.

§ My small family, husband (Ahmad Sutimin), my son (Abdillah Ahmad Z.)

and will be my second child (Al Khansa Abdillatief). I love you so much. You

are my spirit and happiness.

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

§ All of my friends, I appreciate for our togetherness.

 ACKNOWLEDGEMENT

Assalamualikum Wr. Wb.

In the name of Allah, the most gracious and the most merciful, the

king of universe and space. This thesis will never do without your help and

your merciful. Secondly, thanks a lot to my prophet Muhammad

shallahu’alaihi wa sallam, you are my way of life.

However, this paper will not be finished without supports, advices, help

and encouragement from some people and institution. The writer says thanks to:

1. Mr. Dr. Imam Sutomo, M.Ag as the director of STAIN Salatiga, thanks for the

opportunities to study in STAIN Salatiga.

2. Mrs. Maslihatul Umami, M.A as the chief of English Department and my

thesis’ counselor, thanks for the guidance. I learn a lot from you.

3. Mrs Chomsatun S.Pd, as English teacher of SMPN 3 Salatiga, thanks for your

help and guidance in my research.

4. All of my teachers and lecturers that I can not mention their names one by

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

5. My beloved husband and child. You are my proud and felicity.

6. My father, mother, sisters and my extended family in Karang Pete and Karang

Gondang.
7. My best friends’ mbak Kris, mbak Yuli, mbak Amin, mbak Sol, mbak Wahyu

and Arine, we are friend till eternally.

8. All of my friends in TBI-C ’08.

9. The big family of SMPN 3 Salatiga, especially VIIIG-class students.

10. Everybody who has contributed to finish my final paper.

Finally this thesis is expected to provide useful knowledge and

information to the teachers and other researchers. Moreover, the writer is pleased

to accept more suggestion and contribution for the betterment thesis.

Wassalamu’alaikum Wr.Wb.

Salatiga, February 15th 2013

The Writer,

Rahayuningsih
NIM: 123 08 002
 ABSTRACT

Rahayuningsih, 2013: Improving Student's Vocabulary Mastery through Talking

Stick Method for the Second Grade Students of SMPN 3 SALATIGA in the
Academic Year of 2012 /2013. Final Graduating Paper of English and Education
Department State Institute for Islamic Studies (STAIN) Salatiga.

Key Words: Talking Stick Method, Vocabulary Mastery

Students usually feel bored in vocabulary lessons because they have not
changed their learning habits. In learning a foreign language, vocabulary plays an
important role. It is one element to sharp the four skills of speaking, listening,
reading and writing all together. Therefore, the writer takes a research about this
case. This study is mainly aimed to identify the improvement of student's
vocabulary mastery through talking stick method for the second grade students of
SMPN 3 SALATIGA in the academic year of 2012 /2013. This research is a
classroom action research. The methods of collecting data are observation, interview,
test instrument and field notes. Then, the researcher analyzes them in descriptive and
statistical technique. This study takes two cycles. Both in the cycle I and cycle II,
score t-test is greater than score of t-table. The first cycle is t-test 5,27> t table 2,08 ,
then in the second cycle is t-test 7,67> t-table 2,09.These indicate that there is
significant improvement of students’ vocabulary mastery through talking stick method
for the second grade students of SMPN 3 SALATIGA in the academic year of 2012 /
2013.
 TABLE OF CONTENTS

TITLE................................................................................................................................i

DECLARATION.............................................................................................................ii

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

MOTTO.............................................................................................................................iv

DEDICATION.................................................................................................................v

ACKNOWLEDGEMENT............................................................................................vi

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

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

LIST OF TABLE.............................................................................................................ix

CHAPTER I INTRODUCTION
A. Background of the Study...........................................................1
B. Statement of the Problem.........................................................4
C. Objectives of the Study.............................................................4
D. Significance of the Study...........................................................5
E. Definition of the Terms.............................................................6
F. The Review of Related Literatures........................................7
G. Organization of the Paper..........................................................8

CHAPTER II THEORETICAL FRAMEWORK

A. Talking Stick Method
1. The Concept of Talking Stick Method..............................9
2. The Procedures of Talking Stick Method….......... 9
3. The Strength and Weakness…………….….......... 10
B. Vocabularies
1. The Concept of Vocabulary................................................11
2. Types of Vocabulary.............................................................13
3. Kinds of Vocabulary ……………………………. .. 14
 4. The Meaning of Words ………………………….. . 17
5. Vocabulary in the Classroom……………………. .. 19
6. Remembering Words ……………………………... 20
CHAPTER III METHODOLOGY OF RESEARCH

A. Research Report ………............................................. 21

B. Methodology of Research
1. The Method of Study……………………………. 28
2. The Setting of the Research ……………………. 28
3. Population………...………………………………. 28
4. Sampling Technique ……………………………... 29
5. Procedures of the Research ……………………… 30
6. Method of Collecting Data ………………………. 30
7. Method of Analyzing Data ……………………… 32
CHAPTER IV DATA ANALYSIS

A. The Implementation of the Study

1. Cycle I …………………………………………… 34
2. Cycle II…………………………………………… 40
B. Discussion ………………………………………....... 45
CHAPTER V CLOSURE

A. Conclusion................................................................... 51
B. Suggestion .................................................................. 51

BIBLIOGRAPHY

APPENDIXES
 CHAPTER I
INTRODUCTION

A. BACKGROUND OF THE STUDY

Nowadays, education is an equally important thing. It takes over

values, good morals, cultures, job opportunities, and knowledge to the owner.

It also brings the future of nation in the middle of world global civilization.

Therefore, the government applies for the best system to improve the

education quality in this country.

English is one subject in the curriculum of school that must be taught

by the teacher well. Although it is a foreign language, the students have to

master that language in order to develop their skills and reach their dreams in

the future. English is widely used for communication in the world. English is

used in many fields such as: information, technology, economy, science, art,

education, politics and so on. Thus, every school should contribute the best

strategies and methods to help the students master this language. Manurung

(2003:13) states that the ability of speaking, listening, reading and writing

English depend on the mastery of vocabulary and grammar.

The ability to master vocabularies is very crucial in the Junior High

School. Vocabulary is one key to improve the English achievement. Students

who have lots of vocabularies are easier in their study and learning process.

Without good vocabulary mastery, students will face difficulties in their study.

When they do not know how to enrich their vocabulary, students often

gradually lose interest in learning. However, in the David Nunan (1991:117)

River argued that acquisition of an adequate vocabulary is essential for

successful second language use. Without an extensive vocabulary, we will be

unable to use the structure and function we may have learned for

comprehensible communication.

One of problems that have to be faced by English teacher and learner is

how to deal with vocabulary. Sometimes, the students could master and

always remember all the vocabularies learned at school well, but after they

have finished their study, they lose many of English words and only limited

numbers are remembered. This phenomenon happens in the process of

vocabulary mastery in the Junior High School, belonging to the students of

SMPN 3 SALATIGA. Based on the researcher's observation, in the topic of

descriptive text about animals, the results of students' score were average;

some students got high score but some students’ worst. They got score 45-69.

Then, the other students who have high level were 45% with the score 70-

100. Moreover, when the teacher continued and reviewed the material, lots of

students forgot the vocabularies again and again. These cases are kinds of the

proof that the students have problems in their English words mastery.

“Why are the students diffcult to remind their vocabularies?”. The

researcher makes a study to answer this problem. Firstly, the students are

difficult to recall the vocabularies. They just get the vocabulary and the

meaning from their teacher or dictionary to be remembered. Perhaps, this

conventional method is not good enough because they do not have something

that burn in their mind. On the other hand, students must think and recall the

other lessons that make them bored. So, the teacher must has good method to
teach vocabularies with the pleasant ways that make students enjoy. Secondly,

students are difficult to master vocabulary because minimum motivation and

creativity from the teacher. Teacher focuses on the main topic according to

the curriculum than the support material likes the vocabulary.

Cooperative learning is one of methods to solve problems above.

Teacher has to find out the appropriate method of teaching English in order to

get the good result of vocabulary mastery and English achievement. Yet, the

researcher uses talking stick method to help the teacher in improving students'

vocabulary mastery.

According to Brown (1972:7) talking stick method is a method in the

learning process by a stick, student who gets the stick must answer the

question by the teacher. This method gives an alternative manner to refresh

and to add vocabulary in a more enjoyable way.

Talking stick method is a suitable method to be used in teaching Junior

High School students. First, the students feel happy, enjoy and interest. As the

result, teacher is easier to conduct the students in the learning process.

Second, the students become more active in doing activities such as;

answering teacher's questions, listening, speaking and working together with

their friends. So, they do not feel bored in their study. Finally, they could

improve their confidence in English class.

The talking stick method is also a 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.

Based on the explanation above, the researcher wants to conduct a

research entitled: "Improving Student's Vocabulary Mastery through

Talking Stick Method for the Second Grade Students of SMPN 3

SALATIGA in the Academic Year of 2012 /2013".

B. STATEMENT OF THE PROBLEMS

As stated in the background, the researcher finds the problems to be

solved as follows;

1. What is the profile of student's vocabulary mastery through talking stick

method for the second grade students of SMPN 3 SALATIGA in the

academic year of 2012 /2013?

2. How far is the improvement of student's vocabulary mastery through

talking stick method for the second grade students of SMPN 3 SALATIGA

in the academic year of 2012 /2013?

3. Is there any significant improvement of student's vocabulary mastery

through talking stick method?

C. OBJECTIVES OF THE STUDY

The objectives of the study are to answer the questions above. In this

research, the researcher has some purposes according to the statement of the

problems.
 The purposes of this research are;

1. To explain the profile of student's vocabulary mastery through talking

stick method for the second grade students of SMPN 3 SALATIGA in the

academic year of 2012 /2013.

2. To identify the improvement of student's vocabulary mastery through

talking stick method for the second grade students of SMPN 3

SALATIGA in the academic year of 2012 /2013.

3. To find out the significant improvement of student's vocabulary mastery

through talking stick method for the second grade students of SMPN 3

SALATIGA in the academic year of 2012 /2013.

D. SIGNIFICANCE OF THE STUDY

The findings of this study are expected to give some advantages for

the students, the teacher, the researcher and other researchers.

1. For the students, they will get an enjoyable situation and fun learning

activities through talking stick method. The students also get a new

atmosphere to improve and memorize vocabulary easily.

2. For the teacher, talking stick method enriches teacher's technique to teach

vocabulary in the classroom. So, teacher expands the ability to create

innovation, effective strategies, and interesting teaching.

3. For the researcher, this research adds the researcher's knowledge and

experience in teaching vocabulary especially in applying talking stick

method.
 4. For other researchers, the results of this research can be used as an input

by those who want to conduct related research about teaching vocabulary

and talking stick method as reference.

E. DEFINITION OF THE TERMS

1. Learning

Learning is change behaviour, value and intelligence of learner based on

long knowledge that takes new change. According to Kimble in Lodo’s

book, learning is a relativity permanent change in a behavioural tendency

and is the result of reinfored practice (Brown, 1972 : 7-8).

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. Vocabularies

In the Oxford Advanced Learner Dictionary book (Hammam, 1992:1425),

there are three definition of vocabulary;

a. Vocabulary is total number of words that make up of language.

 b. Vocabulary is a body of words known to a person or used in a

particular book, subject,etc.

c. Vocabulary is a list of words with their meaning, especially one which

accompanies a textbook of foreign language.

F. THE REVIEW OF RELATED LITERATURES

In this graduating paper, the researcher reviews several related studies

to support this paper as mentioned;

1. Ita Kurniawati's minithesis entitled "Improving Students' Vocabulary

Mastery through Mind Mapping Strategy. A Classroom Action

Research at the Second Year of SMP Negeri 2 Pulonharjo Klaten

in the Academic Year of 2010/2011”. She explained that there is

significant improvement by using mind mapping strategy in teaching

vocabulary. The implementation of mind map can enhance students’

interest, broaden students’ vocabulary about a certain topic and reduce

their boredom in learning English.

2. "The Use of Illustration Method to Improve Vocabulary Mastery of

the Second Year Students of MTsN Sambi Boyolali" by Ulfa Nur

Hasanah(STAIN, 2011) also gives some literatures in this final paper.

She succeeds in improving students' vocabulary mastery through

illustration method in her research.

3. This research is supported by Irfatul Aini's final paper ( UIN Malang,

2010) entitled “Application of Innovative Instruction Model by

Means of the Talking Stick Method to Improve the Students

 Learning Activity on the Integrated Social Studies Subject Matter

of VIIth Grade of the State Junior High School 1 of Singosari

Malang”. Her minithesis indicated that the talking stick method can

increase the students learning activities in Junior High School 1 of

Singosari Malang.

G. ORGANIZATION OF THE PAPER

This study contains five chapters.

Chapter I is INTRODUCTION, consists of background of the study,

statement of the problems, objectives of the study, significance of the study,

definition of the terms, the review of related literatures, research method and

organization of paper. This chapter is a general introduction to what the thesis

all about.

Then, Chapter II is THEORETICAL FRAMEWORK. It discusses the

literatures about the terms. This chapter talks about talking stick method and

vocabulary mastery.

Chapter III is METHODOLOGY OF RESEARCH. It consists of the

research report and methodology of the research. Research report describes

about the object of research. The methodology of the research explains about

method of collecting data and method of analyzing data.

Next, Chapter IV is DATA ANALYSIS. It explains about teaching

implementation and discussion. In this chapter, the researcher would like to

explain about data analysis the result of research then make analysis.

Chapter V is CLOSURE. The last chapter describes the conclusion and

suggestions.
 CHAPTER II
THEORETICAL FRAMEWORK

A. TALKING STICK METHOD

1. The Concept of Talking Stick Method

Talking stick or "tongkat berbicara" is a kind of methods used in

Americans to invite all the people speak and extend their opinions in an

ethnic group meeting. For long times ago, Indian ethnics are used this

method as a good and wise facilitation without taking side each others.

Talking stick is used by the councils to decide who will have the right to

speak up. When the leader starts in the discussion, he must hold the stick.

Then, the stick moves to another person who wants to speak or respond the

topic. After all the people have the opportunities to convey their opinions,

the stick returnable to the leader. (www.historytalkingstick.com)

Ahmad Munjin Nasih dan Lilik Nur Kholidah (2006:136) 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.

2. The Procedures of Talking Stick Method

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.

Picture 2.1 the Talking Stick Method

3. The Strength 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. Irfatul Aini (2010: 45) define 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 construct and improve their

vocabulary mastery and create fun learning activities in the class.

B. VOCABULARIES

1. The Concept of Vocabulary

Several definitions of vocabulary are listed below. Fauziati

(2005:155) argues that vocabulary is central to language and of critical

importance to typical language learner. Without a sufficient vocabulary, one

cannot communicate effectively or express his ideas in both oral and written

form. Then, Hornby (1995:1331) states that vocabulary is the total numbers

of words which (with rules of combining them) make up a language. In

addition, Dupuis et al (1989: 67) state that vocabulary refers to “a set of

words or phrases which label the parts of material to be learned and which

are necessary for students to use in talking and writing about the material.”

Vocabulary mastery is a great skill of knowledge about a set of words

known by a person as a part of specific language. Harmer (2001:4) states

that vocabulary is one of the most obvious components of language and

one of first things applied linguistics turned their attention. On the other

hand, Vocabulary is the stock of words used by people or particular uses or

person, or a list of collection of the word of a language, book, author and

branch of science or the like, in alphabetical order and defined. According

to Fauziati (2005: 157), vocabulary is one of the aspects of language

besides grammar and pronunciation. Vocabulary mastery is crucial to

language acquisition. An adequate vocabulary is essential for successful

second language use because without an extensive vocabulary we will be

unable to use the structures and functions which we may have learned for

comprehensible communication. Scrivener (1994:73) argues that

vocabulary is a powerful carrier of meaning. Beginners often manage to

communicate in English by using the accumulative effect of individual

words. A good knowledge of grammar, on the other hand is not such a

powerful tool. Moreover, Levine (1965:1) states that “research has

established a close correlation between vocabulary and intelligence”.

Student is identified as that of superior mental ability if she/he has good

vocabulary. It means that she/he has done wide reading since reading is the

principal way of developing a good vocabulary. It enables students to find

new words and their meanings in different context. By reading much, their

vocabulary will develop greatly.

2. Types of Vocabulary

The learner's vocabulary is divided into two main areas, active and

passive (Nasr: 1972:75). Sometimes they called productive and receptive

vocabulary. Scrivener (1994:74) states that an important consideration for

teachers planning vocabulary work is the distinction between receptive and

productive vocabulary. Receptive vocabulary is the set of words that we

recognize and understand, but tend not to use ourselves. Receptive

vocabulary sometimes called passive vocabulary, it is a word that a person

understands when he hears or reads them but does not use in his own

speech (Nasr, 1972: 75). According to Harris (1969:48), receptive

vocabulary is the word which is used in reading and writing skill. Then,

Scrivener (1994:74) states that productive vocabulary is new words

learned by students have obvious immediate practical uses, they quickly

become part of the learners' everyday English. Sometimes, productive

vocabulary called active vocabulary (Nasr, 1972: 75). Harris (1969:48)

argues that productive vocabulary is the words that the students should be

used in their speech and writing. Teachers can help this by giving learners

opportunities to practice using new vocabulary items in spoken

communication. However, as students learn more and more words, they

will find that many items seem less immediately useful and are perhaps

only occasionally met within the context of reading or listening material.

3. Kinds of Vocabulary

Four kinds of vocabulary are described by Fries (1967:44) as follows:

a. Function Words

The first kinds of vocabulary is "function words", although some

of them may have full word meaning content, primarily or largely operate

as means of expressing relations of grammatical structure. These include

auxiliaries, prepositions, conjunctions, interrogative particles, etc.

ü Auxiliaries, include; have be, shall, will, may, can, must, might, could,

would, should, do, get, keep, etc.

ü Preposition

- Preposition-adverb, include at, by, for, from, in, into, of, on, to, and

with

- Prepositions of Place, include; behind, in front of, over, under, above,

below, beside, between, beyond, around

- Preposition of direction, include; through, into, out of, toward, away

from, up, down, across

- Preposition of Time, include; before, after, during, since and until

- Preposition of Comparison, include; like, different from, as....as,

...than...

ü Conjunctions

The important conjunctions, the function words used with word groups

(and, that, which, if, as, but, so, who, when, while, what, where),

conjunctions express such relationships as time (after, before, since,

until), cause(for, because, since), purpose(in order that, so, that),

 comparison(as...as, ...than), concession(although), condition(unless,

weather), conclusion(therefore)

ü Interrogative Particles include who, whose, which, what, when, where,

why, how), articles(the, a, an), degree words(more, most), generalizing

particle(ever) and special uses of there, it and one

b. Substitute Words

The second kind of vocabulary items consist of the "substitute"

words, those words which represent not individual things or specific

actions, but function as substitutes for whole form-classes of words. In this

group, they are;

ü Personal pronouns, include I, me, we, us, you, he, him, she, her, it, they,

them, my, our, your, his, its, their, mine, ours, yours and theirs

ü The indefinites, include; anyone, anybody, anything, everyone,

anywhere, everybody, everything, everywhere, someone, somebody,

something, somewhere

ü The negatives, include; none, nobody, nothing and nowhere

ü Quantity of number, include; each, both, all, some, any, few, many,

several, much, one, ones, two, etc.

c. Grammatical matters as presence or absence of a negative

The third kind of vocabulary item consists of those that are distributed in

use according to such grammatical matters as the presence or absence of a

negative.
 Table 2.1 Example
VOCABULARY EXAMPLE

Affirmative Sentence Negative Sentence

some - any " They have some." "They don't have any."
"There are some here" "There aren't any here."
"I wrote some letters yesterday." "I didn't write any letters
yesterday."

too - either "He can speak Spanish and she "He can't speak Spanish and
can too." she can't either."
"I went to Jakarta and Dina did "I didn't go to Jakarta and
too." Dina didn't either."

already - yet "It is eight o'clock and the boy "It is eight o'clock and the
has begun to study already." boy hasn't begun to study
already."

still - any more "Mr. Barton moved to New York "He doesn't live there any
a year ago. He still lives there." more."

(exception) "The coffee is quite hot." "The coffee isn't quite hot."
quite "The man is quite ready." "The man isn't quite ready."

d. Content Words

According to Fries (1967:46), the large body of "content" words

constitutes the fourth group of vocabulary items and the chief material

usually considered when the vocabulary of a language is discussed.

These are the words that function as symbols for the phenomena which

we react upon as the world of reality about us, symbol for "thing", for

"action" and for "qualities."

Fries also write in Teaching and learning English as a Foreign

Language book that in English, words fall roughly into three classes;

class I, class II and class III.

 a) Class I is the words for "things"

The words of class I represent sets of phenomena that seem to

endure with some stability, such as chair, book, hat, stone, water,

paper, food, blood, etc.

b) Class II is the words for "action"

The words of class II represent sets of phenomena that seem to

change or be in process, such as sit, read, cover, lift, drink, write,

cut, eat, etc.

c) Class III is the words for "qualities"

The words of class III express judgments and the precise meanings

shift with the various "thing" to which the "quality" word is attached

as a modifier. In fact these words can be said to have no meaning

except in relation to the particular objects to which they are attached.

4. The Meaning of Words

Meaning isn't as precise as we might feel it to be. Screvener

(1994:75) argues that translation of words cannot be exact because different

cultures have interpreted the world around them in different ways. These are

obviously difficulties for learners and teachers. Furthermore, he analyze the

way to study the meaning effectively. Three ways of doing this are looking

at the components of meaning of lexical items, the meaning of lexical items

in context and meaning in relation to other words.

 We have in English at least four very important kinds or levels of

meaning ((Fries, 1967:38).

a. Lexical content

The lexical content of the various words is the words as listed and

defined in a dictionary.

b. Syntactical

Syntactical meaning absolutely essential to any understanding of the

utterance is expressed by the word order.

c. Morphological meaning

Morphological meaning is the forms of the words that indicate the

action.

d. Pitch contours

Pitch contours with which the words are spoken is the fourth type of

meaning. Even single words constitute very different utterances when

spoken with different intonations. This table bellow explains the sample

of each kinds of meaning.

Table 2.2 Example

NO KINDS OF EXAMPLE :
MEANING "The old man killed the little bear"

1 Lexical meaning man= 'orang laki-laki, manusia, suami', bear= 'beruang'

old= 'tua', little= 'kecil sedikit'
killed= 'membunuh'

2 Syntactical the man that is old

the bear that is little
the old man precedes the words killed(as a subject)
the little bear follow the words killed(as an object)
 3 Morphological man is single words, men is plural
meaning bear is single words, bears is plural
killed indicates the fact that the action has already
occurred

4 Pitch contours -

5. Vocabulary in the Classroom

Vocabulary is central to language and of critical importance to

typical language learner (Fauziati, 2005:155). Without a sufficient

vocabulary, one cannot communicate effectively or express his ideas in

both oral and written form. Furthermore, she states that having limited

vocabulary is also a barrier that precludes students from learning a foreign

language and when they do not know how to enrich their vocabulary, for

example they often gradually lose interest in learning.

Scrivener (1994:75) states that the roles of vocabulary in the

classroom have five initial conclusions;

a. Vocabulary is very important and needs to be dealt with systematically

in its own right; it is not simply add on grammar or skills lesson.

b. Our job does not finish as soon as a learner has first met some new

vocabulary, we need to help them practice, learn, store, recall and use

the items.

c. Training in the use of English-English dictionaries provides learners

with a vital tool for self-study.

d. We need to distinguish between vocabulary for 'productive' use and for

'receptive' recognition and adapt our classroom work appropriately.

 e. We need to deal not only with single word lexical items, but also with

longer, multiword items.

6. Remembering Words

There is no point in studying new words if they are not remembered. Many

students record newly learned words in long lists in their files or exercise

books. In many cases, these lists are disorganized and are often never

looked at again after they have been written. Moreover, Scrivener

(1967:89) states that remembering involves four things; putting into

storage, keeping in storage, retrieving and using.

Putting into Keeping in storage

Retrieving

Using

Picture 2.2 Remembering Word Process

 CHAPTER III
METHODOLOGY OF RESEARCH

A. RESEARCH REPORT

The classroom action research was conducted in SMPN 3 Salatiga. In

these sections try to describe about the situation of this school.

1. Identity of SMPN 3 Salatiga

Name of School : SMP Negeri 3 Salatiga

SK : 443 / C / Kep / I / 1993
Statistic Number : 201036201003
Address : Stadion Street No.04, Sidomukti, Salatiga 50721
Website : www.smpn3salatiga.sch.id
E-mail : smp_netisa_ssn@ymail.com
Phone : (0298) 326260, 313 721
Fax : (0298) 326 260
Build st
: August 1 , 1954
Day school : Monday-Saturday (07.00-12.50)
Headmaster : Bambang Subiyakto Mpd.
.

2. Vision and Mission of SMPN 3 Salatiga

a. Vision of SMPN 3 Salatiga

Race achievement, Pioneer in technology and Model in attitude to

create "SEGAR"(Santun Energik Gembira Arif Reevaluasi) in SMPN 3

Salatiga
 b. Missions of SMPN 3 Salatiga

1) Improve the learning motivation

2) Develop the graduation quality

3) Create smart, competent and creative generations who has

nationality

4) Create familial spirit and best achievement

5) Create harmonies condition, good emotion and intellectual to reach

the goal of national education

3. Organization Structure

ORGANIZATION STRUCTURE OF SMP NEGERI 3 SALATIGA

IN THE ACADEMIC YEAR 2012/2013

COMMITTEE Bambang Subiyakto

(Headmaster)

Tri Mulyani Teguh Sugiyarto

(Vice Chairman (Vice Chairman of
"Sapra") Curriculum)

Indriyati Siti Aminah

Triningsih(Adm.
(Treasurer)
leader)

Widodo Slamet Riyadi WRst.Nurhayati Endang Srinawa D. Retno Setyowati

(Curriculum (Students ("Sarpras" ("Humas" (Library
Coordinator) Coordinator) Coordinator) Coordinator) Coordinator)
4.
Danny Pranindyo, Giyono,Sri Tiyono Eleanore Harini
Dwi Estuningdyas Mulyani,Aditya
Nurul Hastuti Ibnu Nugroho

Source: www.smpn3salatiga.sch.id
4. The Situation of Educational Facilities

Table 3.1
INFRASTRUCTURES OF SMP NEGERI 3 SALATIGA
IN THE ACADEMIC YEAR 2012/2013

NO NAME SIZE (m2) CONDITION TOTAL

1 Classroom 2583 Good 24
2 Library 84 Good 1
3 Laboratory 88 Good 1
4 Art and Culture Room 84 Good 2
5 Multimedia 72 Good 2
6 Aula 243 Good 1
7 Headmaster Room 112 Good 1
8 Vice Chairman Room 24 Good 1
9 Teacher Office 144 Good 1
10 Administration Office 72 Good 1
11 Storeroom 24 Good 2
12 Kitchen 20 Good 1
13 Teacher's Toilet 30 Good 5
14 Student's Toilet 6 Good 10
15 "BK" Room 42 Good 1
16 "UKS" Room 18 Good 1
17 "OSIS" Room 25 Good 1
18 "KOPERASI" 35 Good 1
19 Mosque 64 Good 1
20 Canteen 25 Good 3
21 Post Security 4 Good 1
22 Parking Area 46 Good 1
23 Sport Field 492 Good 1
24 Ceremony Field 1476 Good 1
25
TOTAL AREA 7218
Source: rofi2011_smpn3 Salatiga(Staff Admistration)
5. The Situation of Teacher and Staff

a. Teacher

Table 3.2
TEACHERS OF SMP NEGERI 3 SALATIGA
IN THE ACADEMIC YEAR 2012/2013
NO KODE NAME SUBJECT
1 BG Drs. Bambang Subiyakto, Headmaster
Mpd.
3 TM Hj. Tri Mulyani, S.Pd History
4 TG Teguh Sugiyarto, S.pd Physic
5 DJ H. Darodji, S.Ag Islam Religion
6 HY Sri Haryanto, S.PdI Islam Religion
7 JM Jumadi, S.Th. Christian Religion
8 YU Yustina S.Pd Catholic Religion
9 NH Hj. Nurul Hastuti, S.Pd PKn
10 BD Budiarto, S.Pd..M.Si PKn
11 DY Dwi Estuningdyas, S.Pd Indonesian Language
12 ED Endang Srinowo D, S.Pd Indonesian Language
13 AM Siti Aminah S.Pd Indonesian Language
14 DW Dewi Wardah, S,Pd Indonesian Language
15 RS Retno Setyowati, S.Pd Indonesian Language
16 DR Dwi retno BW, S.Pd Mathematic
17 JS Jusmaniar, S.Pd Mathematic
18 AA Anastasia Tri Astuti, S.Pd Mathematic
19 YN Hj. Sri Mulyani, S.Pd Mathematic
20 AP Anik prihati, S.Pd Mathematic
21 IK Ika Resmanawati, S.Pd Mathematic
22 PR Patricia RK, S.Pd Mathematic
23 CA Chatarina TSR, S.Si Physic
24 IS Ismanto, A.Md.Pd Physic
25 EP Dra. Endang Pratiwi TP Biology
26 JH Johan Ananto TL, S.Pd Biology
27 RW Retno Wigati, S.Pd Biology
28 RN Eleanore Harini, S.Pd History/PKn/TIK
29 TA Titik Anggrahini, S.Pd Geography
30 GI Drs. Giyono Geography
31 DP Danny Pranindyo, S.Pd Economy/Geography
 NO KODE NAME SUBJECT
32 KR Kristanto Adni N, S.Pd Economy/TIK
33 CH Chomsatun, S.Pd English
34 HA Hariyati, M.Pd English
35 YT Yulia Tri Wahyuni, S.Pd English
36 DS Dik Sindu, S.Pd English
37 AD Aditya Ibnu Nugroho, S.Pd English
38 WI Widodo, S.S Javanese Language
39 RT Y Rini Tri P, S.Pd Javanese Language
40 EN Eny Setyowati, S.Pd Javanese Language
41 EL Elly Maharani Shakti, S.Pd Art and Culture
42 AN Sri Andewi DA, S.Pd Art and Culture
43 MP Monica Diah P, S.Sn Art and Culture
44 SM Sri Mulyaningsih Sport
45 SL Slamet Riyadi, S.Pd Sport
46 LS Leny Septiyani, S.Pd Sport
47 EH Endro Harlono SH Electronics
48 TY Tiyono SPd Electronics
49 NU Dra. Wst. Nurhayati BK
50 SM Sri Mulyaningsih BK
51 DT Dewi Prawasti, S.Pd BK
52 AK Ary Sungkono, S.Pd BK
53 PM Dwi Puji M, S.Kom TIK
Source: rofi2011_smpn3 Salatiga(Staff Admistration)

b. Staff
Table 3.3
STAFF OF SMPN 3 SALATIGA IN THE ACADEMIC YEAR
2012/2013
QUALIFICATI
NO STAFF COORDINATOR ON TOT
S S D1 D2 D3 S
AL
M M 1
P A
1 Administration Indriyati Triningsih, S.Pd 4 2 1 6
2 Library Retno Setyowati, S.Pd 2 2
3 Laboratory Sugiarti 1 1
4 Canteen Sularno 1 1
5 Security Daryono 1 1
6 Gardener Slamet 4 4
6. The Situation of Students

The total numbers of students SMPN 3 Salatiga are 688

students. They come from various areas with different background,

age, religion, economic status and characteristic. The tables below are

summary of the data:

Table 3.4
STUDENTS OF SMPN 3 SALATIGA IN THE ACADEMIC YEAR
2012/2013

NO CLASIFICATION CLASS TOTAL

VII VIII IX

1 Gender Male 91 102 132 325

Female 100 147 116 363
2 Religion Islam 153 214 198 565
Christian 33 30 44 151
Catholic 5 5 6 16
Hindu - - -
Buddha - - -
Confucius - - -
TOTAL 191 249 248 688

Table 3.5
FAMILY BACKGROUND OF STUDENTS SMPN 3 SALATIGA
IN THE ACADEMIC YEAR 2012/2013
NO OCCUPATION PRESENTASE (%)
1. PNS 18,3
2. TNI/POLRI 8,3
3. Farmer 5,8
4. Swasta 49,2
5. Wiraswasta 15,6
6. Politicians (DPR) 0,2
7. Village Official 0,4
8. Fisherman 2,2
TOTAL 100
Source: rofi2011_smpn3 Salatiga(Staff Admistration)
7. The Subject of the Study

The writer was conducted this action research in SMPN 3 Salatiga

and especially concern in the second grade student of Gclass. This class
consists of 22 students, 10 male and 12 female. The data could be seen in
the table below:
Table 3.5
VIII G STUDENTS OF SMP NEGERI 3 SALATIGA
IN THE ACADEMIC YEAR 2012/2013

NO NAME GENDER
Male Female
1 ANDRA RIDA NAHILA √
2 AGA NAUFAL GHAZI √
3 AININE DEVARA √
NUGROHO
4 APRILIANI SAPUTRI √
5 AYU WANDIRA √
6 DEDY YULIANTO √
7 DICKY WAHYU A. L. √
8 DWI HANDAYANI √
9 EVA FEBRIANA √
10 HANIF √
11 M. HANS FUAD √
12 M. RAIHAN √
13 RAHIAN ADIB S. √
14 DIFALDO √
15 SALSABILAH R. √
16 SETO WIDI
IRAWUDYAN √
17 SHEYLA N. L. √
18 SINDI AGESTIKA √
19 SITI NUR AFIFAH √
20 SYIVA ALYA F. √
21 WIBI SHOLIHAH √
22 YUSRIL IHZA M. √
TOTAL 10 12
B. METHODOLOGY OF RESEARCH

1. The Method of Study

This study is a Classroom Action Research and quantitative

research approach. Quantitative research is general involves collecting

and converting data into numerical form, so that statistical calculations

can be made and conclusions drawn. Data is collected by various means

following a strict procedure and prepared for statistical analysis to

discover complex causal relationships and to determine to what extent

one variable influences another.

2. The setting of the Research

This research will be done in SMPN 3 Salatiga. It is located in

Stadion Street 04, Sidomukti, Salatiga. This research has been done from

August 2012 until September 2012. The object of this research is the

second grade students of SMPN 3 Salatiga in the academic year

2012/2013.

3. Population

According to Sukandarrumidi(2004:47), the population is all

members of the research subjects. In other word, population is all

individuals from whom the data are collected. The populations of this

study are second grade students of SMPN 3 Salatiga in the academic year

of 2012/2013. They are 249 students and grouped into class VIII A to VIII

H as describes in the following table.

 Table 3.6
SECOND GRADE STUDENTS OF SMP NEGERI 3 SALATIGA
IN THE ACADEMIC YEAR 2012/2013

NO CLASS NUMBER OF
STUDENT
1 VIII A 40
2 VIII B 40
3 VIII C 36
4 VIII D 36
5 VIII E 26
6 VIII F 26
7 VIII G 22
8 VIII H 23
TOTAL 249

4. Sampling Technique

Sampling is the process of selecting units from a population of

interest, so that by studying the sample we may fairly generalize our

results back to the population from which they were chosen (Nasution,

2003:1). On the other word, the sample is made up of the students from the

populations who are chosen to participate in the study. In this study, the

researcher chooses VIIIG class consist of 22 students as the sample. The

English teacher, Mrs. Chomsatun S.Pd.Ing suggests this class because the

students have motivation in the learning process and represent the

population. Most of them are cheerful and enthusiastic students.

5. Procedures of the Research

This study is a classroom action research. According to Kemmis (in Hopkins,

1985:175), action research has the major steps of planning, action,

observation and reflection before revising the plan.

a. Planning

The activities in the planning are preparing materials, making

lesson plan, preparing list of students’ name, preparing teaching aid,

preparing sheets for classroom research and preparing a test.

b. Action

In the action, the researcher giving pretest first, teaching uses

talking stick method, giving occasion to the student to ask any difficulties

or problems, asking the students some question orally and giving post test

c. Observation

Observation is one of the instruments to know the students feeling,

thinking and anything they do in the learning process.

d. Reflection

Based on the result of the observation, the researcher makes an

evaluation to the students during teaching learning process.

PLANNING ACTION OBSERVATION REFLECTION

6. Method of Collecting Data

The researcher uses the observation, the interview, test instrument

and field notes to obtain the data.

The methods of collecting data are;

a. Observation

Observation is focused on activities to an object in the class. This

method gives monitor and record of the phenomena systematically

investigated. This method also uses in finding concrete data easily and

directly.

b. Interview

Interview is dialogue done by the interviewer directly to the

respondents. This method uses to know students’ interest and

comprehension of the text by asking them. The respondents of this

study are the sample of this research.

c. Test instrument

Test instrument plays an important role to collect data. In this research,

there are two kinds of test, pre test and post test. Pre-test is used to

know how far the students’ competences before utilize talking stick

method. Then, post-test is used to see how far the students’

competences after using talking stick method.

d. Field note

Field note refers to various note recorded by researcher and observer

during or after their observation of a specific phenomena they are

studying.
7. Method of Analyzing Data

According to the explanation above, the researcher collects the data and

analyzes them. They are:

a. Descriptive Qualitative Technique

This technique shows the students participation and their activities in

the classroom. In this case, the researcher uses field note in recording

all of students’ activities. It is also describing the process and the result

of improving student's vocabulary mastery using talking stick method.

b. Statistical Technique

The researcher uses statistical technique to analyze the data. The steps

of this technique are;

ü Mean
Mean is formula to know the average of the student's score.

M=
∑
M = Mean of the student's score
∑X = the sum of student's score
N = the total number of students
ü Standard Deviation
SD = Standard Deviation
SD= ∑ ∑ D = Difference between pretest and post
−
test
N = the number of observation
ü T-test

T test is formula to know the significant differences between pretest

and post test. to = T test
∑
=
√ −1 SD = SD for one sample t test
D = Difference between pretest and post
test
N = the number of observation in one
sample
 CHAPTER IV
DATA ANALYSIS

This study is a classroom action research. It uses talking stick method

to improve the student’s vocabulary mastery in Junior High School. Data

analysis in this chapter will answer problems of the research as mentioned in

the chapter I. The statements of the problems to be discussed are;

1. What is the profile of student's vocabulary mastery through talking stick

method for the second grade students of SMPN 3 SALATIGA in the

academic year of 2012 /2013?

2. How far is the improvement of student's vocabulary mastery through

talking stick method for the second grade students of SMPN 3 SALATIGA

in the academic year of 2012 /2013?

3. Is there any significant improvement of student's vocabulary mastery

through talking stick method?

A. THE IMPLEMENTATION OF THE STUDY

This study has been done on August 2012 until September 2012 in SMP

Negeri 3 Salatiga. Monday, July 30th 2012, the researcher meets the

headmaster of this school, Mr. Bambang Subiyakto M.Pd. He permits the

researcher to do the research in his school. Then, on Saturday, August 4 th

2012, the researcher meets the English teacher, Mrs. Chomsatun S.Pd. She

suggests that the research done after the I’dul Fitri holiday. Next, on Tuesday,

September 4th 2012, the researcher meets again the English teacher to discuss

about the materials and the research.

 This study takes two cycles, cycle I and cycle II. The explanations of

each cycles are follow;

1. CYCLE I

a. Planning

In this cycle, the researcher teaches about descriptive text. The

researcher becomes teacher and the English teacher is observer. Before

the research, the instruments of research are prepared.

1) Lesson plan and the material

2) A stick, the stick is used by the researcher in applying the talking

stick method.

3) Sheets for Classroom Action Research

The researcher provides the observation sheets for observers to

take a note on teaching learning process.

4) Test instrument

The test instrument consists of pre-test and post-test. The pre-test

are the test given for the students before the teaching learning

process. Post test are test given for the students after teaching

learning process.

b. Action

The classroom action research done based on the lesson plan and the

material. On the first meeting, the English teacher helps the researcher

to introduce herself. She also orders the students to pay attention and

take a part in the learning process. Moreover, Mrs. Chomsatun chooses

the descriptive text about place (2x40 minutes) to be explained in the

classroom. The learning processes are mentioned;

Cycle I ( Tuesday, September, 6th 2012)

PREFACE
1) Greeting, introducing and call the role
Researcher : “Good morning students?”

Students : “Good morning mam.”

Researcher : “How are you today?”

Students : “Fine, and you?”

Researcher : “Fine, thank you. OK, here I’ll accompany you to

study together. Is it important for you to know

about me?”

Students : “Ya”

Researcher : “I’m Rahayu Ningsih. I live in Salatiga. You can

call me Mrs. Rahayu. I come from STAIN Salatiga.

I’ll study together with you. Hope that you will

enjoy study with me.”

“Ok, is there any students absence today?”

Students : “Yes, Difaldo, miss..”

Researcher : “Why?”

Students : “He is sick”

2) Apperception
In this section, the researcher brings the students to enter the
topics discussed. The researcher asks the students about their
bedroom and things surrounding.
CONTENT (Exploration, Elaboration and Confirmation)

1) The researcher asks the vocabularies about place

Researcher : “Ok, we will discuss about things around us. Now,

let’s go to your bedroom. Next, imagine what you

have seen there. Not only the name of things but also

the position. Do you see my instruction?”

Students : “Yes, miss.”

Researcher : “Open your eyes, students. Give me the vocabulary

that you got in your bedroom. Everything…, just

mentioned it!”

Students : (The students answer the teacher’s question

together) “Bed, books, cupboard, lamp, door, pillow,

pen, bag, window, doll, guitar, mirror, blanket,

poster etc.”

Researcher : “Very good. What about the position, can you

describe it? You can use preposition of place to

describe it. For example, my bed is in front of the

door, my doll is on the table,…..”

2) The researcher and the students discuss about description of place

3) The students answer the pre-test

4) The students read the material about descriptive text (10minutes)

 5) The researcher commands the students close the books. Then,

the researcher gives a stick for a student start in the corner.

Next, the researcher explains the role of talking stick method

and plays this method

6) The student who gets the stick answer the researcher’s question

and describes her/his bedroom.

7) After most of the students get the stick, the researcher give

explanation about descriptive text vividly and discusses

about difficult vocabulary

8) The students answer the post-test

CLOSING

The researcher identifies the students’ difficulties about the materials

c. Observation

Based on the activities in the cycle I, the researcher gets data.

The field notes show the students’ interest in teaching learning

process. The students are curious and shy when they hold the stick, but

they still have enthusiastic to join the learning. Some of them are

confidence to answer the question, but some students are silent when

get the stick. Overall, they enjoy with the talking stick method and feel

new atmosphere in learning English.

Meanwhile, the test instruments show the improvement of the

students’ achievement in acquiring the vocabulary with talking stick

method. In order to know the students’ vocabulary and writing, the

researcher makes the pre-test and posttest task are same. Moreover, the

result of posttest is greater than pretest. It is the proof that they take a

part and interest in the learning process. Next, the researcher analyzes

the data by t-test calculation.

1) The Result of Instrument Tests Table

4.1

THE SCORE OF PRETEST AND POST TEST CYCLE I

NO X Y D D2
1 10 10 0 0
2 8 10 2 4
3 10 10 0 0
4 5,5 7,5 2 4
5 5,5 10 4,5 20,25
6 3,5 7,5 4 16
7 9 9 0 0
8 5,5 9,5 4 16
9 5,5 7 1,5 2.25
10 6 7 1 1
11 5 6 1 1
12 9,5 9 0,5 0,25
13 5 6 1 1
15 4,5 5 0,5 0,25
16 4,5 5,5 1 1
17 3,5 7,5 4 16
18 5,5 6 0,5 0,25
19 3,5 6,5 3 9
20 5 6 1 1
21 4 6 2 4
22 3,5 7,5 4 16

TOTAL 122 158,5 36,5 113,25

X = Score pre-test D = the differences between pre-test and post-test

Y = Score post-test D2 = the differences between pre-test and post-test in
quadrate
2) Mean

∑X 122
Mx = = = ,
21

∑ 158,5
My = = = ,
21

3) Standard Deviation

According to the data in the table, the researcher calculates the

Standard Deviation of pre-test and post-test.

SD = ∑ ∑

= ,

−
,

= 5,39 − (1,738)
= 5,39 − 3,02
= √2,37

= 1, 54

4) T-test Calculation

After the researcher calculates the Standard Deviation, the t-test

calculations are;
∑ 36,5

1,74 1,74 1,74

21

= = = = =

1,54 1,54 1,54 0,33

4,47
√ −1 √21 − 1 √20

= 5, 27

5) T-table

Df = N-1= 21- 1=20.

According to the Distribution Table-T, if df=20, the value of t-table

with level of signification 5% is 2,09

 From the computations above, the researcher knows that

between pre-test and post-test have significant difference, where post-

test score is greater than pre-test score. It shows that using talking stick

method in teaching vocabulary can improve the students’ vocabulary

mastery.

d. Reflection

In analyzing the results of cycle I, the researcher summarizes

that it is very important for teacher to be serious with the students’

vocabulary mastery. Cycle I also shows that the students can improve

their vocabulary. The talking stick method helps the students to be

enjoyed and interest in the learning process. As a consequence, they

are easier to do the post-test and get the higher score than the pretest.

2. CYCLE II

The cycle I is continued by cycle II. This is the next action to

know the significance of the use talking stick method in improving

students’ vocabulary mastery.

a. Planning

Before the research, the instruments of research are prepared.

1) Lesson plan and the material

2) A stick

3) Sheet for Classroom Action Research

4) Test Instruments
b. Action

This second classroom action research done based on the lesson plan

and the material too. On this meeting, the English teacher orders the

researcher to teach Recount (2x40 minutes) in the classroom. The

learning processes are mentioned;

Cycle II ( Tuesday, September, 13th 2012)

PREFACE

1) Greeting, introducing and call the role

Researcher : “Good morning students?”

Students : “Good morning.”

Researcher : “How is life?”

Students : “…?”

Researcher : “Ok, the answer is same when I ask you- How are

you? So, you can answer fine, good, great, very

good or it’s beautiful.”

Students : “…”

Researcher : “How is life?”

Students : “It is beautiful.”

Researcher : “Today, Is there any student absence?”

Students : “No….”

2) Apperception

In this section, the researcher brings the students to enter the topics

discussed. The researcher asks the students about their experience

or event in the past.

 CONTENT (Exploration, Elaboration and Confirmation)

1) The researcher asks the vocabularies about activities

2) The researcher and the students discuss about experience and event

in the past

3) The students answer the pre-test

4) The students read the material about recount text (10minutes)

5) The researcher commands the students close the books. Then, the

researcher gives a stick for a student start in the corner. Next, the

researcher explains about the role of talking stick method and plays

this method

6) The student who gets the stick answer the researcher’s question

and tells her/his experience.

7) After most of the students get the stick, the researcher give

explanation about recount text vividly and discusses about difficult

vocabulary

8) The students answer the post-test

CLOSING

The researcher identifies the students’ difficulties about the

materials and gives the homework.

c. Observation

According to activity in the cycle II, the data show that the students

have the improvement in the English competence. The researcher and

observer see that the students enjoy this method and do not afraid to
speak in English. This field note supported by the test instrument. The

test instruments data define that there is improvement of pre-test and

post-test. Thus, the calculations of the data are;

1) The result of tests

Table 4.2
THE SCORE OF PRETEST AND POST TEST CYCLE II
NO X Y D
D2
1 5,5 9 3,5 12,25
2 3,5 1,5 2 4
3 8 9,5 1,5 2,25
4 3,3 8,5 5,2 27,04
5 9,3 9,5 0,2 0,04
6 2 4 2 4
7 7,5 10 2,5 6,25
8 2 8,5 6,5 42,25
9 3 7,5 4,5 20,25
10 8 9,5 1,5 2,25
11 7,5 9,3 1,8 3,24
12 5 9 4 16
13 4 8 4 16
14 5,5 8,7 3,2 10,24
15 6 8,5 2,5 6,25
16 2,3 6,7 4,4 19,36
17 5 9,5 4,5 20,25
18 2,5 9 6,5 42,25
19 5,5 9,3 3,8 14,44
20 5,3 9,3 4 16
21 4 9,5 5,5 30,25
22 6,5 9,5 3 9
TOTAL 111,2 183,8 72,6 323,86

X = Score pre-test D = the differences between pre-test and post-test

Y = Score post-test D2 = the differences between pre-test and post-test
in quadrate
 2) Mean

∑X 111,2
Mx = = = ,
22

∑Y 183,8
My = = = ,

22

3) Standard Deviation

According to the data above, the researcher calculates the Standard

Deviation of pre-test and post-test

SD = ∑ ∑

= , ,

= 14,72 − (3, )
= √14,72 − 10,89
= √3.83

= 1, 96

4) T test calculation

After the researcher calculates the Standard Deviation, the t-test

calculations are;
∑ 72,6

3,3 3,3 3,3

22

= = = = =

1,96 1,96 1,96 0,43

4,58
√ −1 √22 − 1 √21

= 7, 67

5) T-table

Df = N-1= 22- 1=21 .According to the Distribution Table-T, if

df=21, the value of t-table with level of signification 5% is 2,08

 From the calculation above, the researcher knows that between pre-test

and post-test have significant difference, where post-test score is

greater than pre-test score. It shows that in cycle II, using talking stick

method in teaching vocabulary can improve the students’ vocabulary

mastery too.

d. Reflection

In the second cycle, the researcher concludes that using appropriate

method in teaching English vocabularies is very significant. The

students are enthusiastic in taking a part the learning process. They

become familiar with the talking stick method and enjoy the fun

learning activities. Moreover, they have motivation and interest in

learning English.

B. DISCUSSION

In this section, the researcher would like to analyze all data from the

research. The data will describe the finding of this study generally.

Cycle I is the first meeting between the researcher and the students of

VIIIG class SMPN 3 Salatiga. Entering the class, the students look surprising

and afraid. In the action of applying the method, most of the students take a part

in the learning process. According to Brown (1972:7) talking stick method is a

method in the learning process by a stick, student who gets the stick must

answers the question by the teacher. This method gives an alternative manner
to refresh and to add vocabulary in a more enjoyable way. The procedures of

Talking Stick Method (Aini, 2010:44) are mentioned;

a. The teacher prepares the materials and a stick.

b. The teacher explains the main topic. Then, the students read and learn the
materials for some minutes (10 minutes).
c. The teacher gives the stick to a student.
d. The teacher sings a song or plays music while the stick moves one student
to another until the song or music stops.
e. The student who gets the stick must stands up and answers the teacher's
questions.
f. Then, the stick rolls on again until each student gets the stick and takes
part in the learning process.
g. Finally, the teacher gives the evaluation and makes conclusion.
In this treatment, when the researcher shows a stick at the first time,

students look amazed and interested. Then, the researcher gives the rules to

play the talking stick method. They are afraid and curious to hold the stick.

Dicky Wahyu is the first student who gets the stick. He is a smart student. He

describes his bedroom clearly. Dicky also can arrange a paragraph consists of

five sentences well. In first cycle, there are 10 students who get opportunities

to speak up (Dicky, Wibi, Wahyu, Dedy, Alya, Siti, Eva, Andra, Hanif and

Salsabila). Students who have good vocabulary and confidence can answer the

researcher’s question. Then, students who have enough vocabulary and

confidence are just smile or silent when get the stick and answer the question.

Several data are takes from the field notes. In cycle I, the researcher

summaries that students are interest with the talking stick method. Although
they feel afraid and surprises get the stick, they still enjoy and participate in

learning process. This method gives them new atmosphere in the English

class. From cycle I, the researcher analyzes the students’ activities as follow;

a. Talking stick method is first method applies to the students of VIIIGclass

SMPN 3 Salatiga.

b. Students still comfort with the conventional method.

c. Students feel afraid and curious when roll on the stick, get the stick and

answer the question.

d. Students take a part in the learning process because interests in the talking

stick method.

e. Most of students are not confidence to speak up English.

In the first cycle, the test instrument also shows the student’s

improvement in class. The mean score of post-test (7,55) are higher than

score of pretest(5,81). It means that the students’ competences are increase,

especially in vocabulary and writing. The best score of pre-test is 10(two

students) and the worst score is 3,5(four students). Then, the best score of

posttest is 10(three students) and the worst score is 5. In the academic year of

2012/2013 the standardized score (Kriteria Ketuntasan Minimum) in SMPN 3

Salatiga is 7,5. Based on this rule, the mean score of posttest pass the KKM.

From the t-calculation, the researcher analyzes that there is a significant

difference between pretest and post test. In cycle I, the result of t-test(5,27) is

greater than t-table(2,09). It means that Ho is rejected. In this case, there is

significant improvement of the use talking stick method.

 In order to get more data, the researcher continues the cycle I to cycle

II. In second meeting, the students look more relax and enthusiastic than first

meeting. In this action, the researcher prepares the teaching well. The talking

stick method is still used in this cycle.

In the process of applying the method, most of the students participate in

the learning process. However, students are common with talking stick

method. They are happy when playing this method. In this action, there are

10 students who get opportunities to speak up (Difaldo, Aga, Dwi, Wibi,

Yusril, Sindi, Dicky, Raihan, Seto and Eva). Although some of them forget

the vocabulary and wrong in arranging the sentence, all of them speak

English confidently. This phenomenon is the proof that they develop their

competence through talking stick method.

In cycle II, the field note also obtains data. The researcher concludes

that students are more interested with the talking stick method. They are

confidence to speak English and enjoy in learning process. This method is a

suitable method to change the conventional method that makes students bored

and afraid in English class. Furthermore, the cycle II is better than cycle I.

The test instrument also shows the development of students’

achievement in the second cycle. The mean score of post-test (8,35) are

higher than score of pretest(5,05). It means that the students’ achievements

are increase, especially in vocabulary, reading and writing. The best score of

pre-test is 9,3 and the worst score is 2. Then, the best score of posttest is 10

and the worst score is 4. The mean score of posttest in cycle II also pass the

standardized score.
From the t-calculation, the researcher analyzes that there is a significant

difference between pretest and post test. In the cycle II, the result of t-

test(7,67) is greater than t-table(2,08). It means that Ho is rejected. In this

case, there is significant improvement of the use talking stick method.

After analyzing the data each cycle, the researcher identifies the

result of cycle I and cycle II. In order to understand the data easily, the

researcher makes the table as follow;

Table 4.3
THE ANALYSIS OF STUDENTS IMPROVEMENT

NO ANALYZE CYCLE I CYCLE II

1 Mean
Pre test 5,81 5,05
Post test 7,55 8,35

2 Standard Deviation 1,54 1,96

3 T-test 5,27 7,67

T-table 2,08 2,09

Table above shows that there is significant improvement from cycle I to cycle

II. The raising of students’ score is equal with their competences. Students

develop their vocabulary mastery, reading skill, speaking and writing. They

also participate and enjoy the English class well. Overall, the talking stick

method improves both student’s achievement and student’s interest in

learning process.

Based on the explanation above, the uses of talking stick method in

English learning can improve the students’ vocabulary mastery. In other word,
the treatments in second grade students of SMPN 3 Salatiga are successful.

Scrivener (1994:75) states that the role of vocabulary in the classroom is to

help students practice, learn, store, recall and use the items. Moreover, the

researcher concludes this study as mentioned;

1. The implementation of students’ vocabulary mastery through talking stick

method for the second grade students of SMPN 3 Salatiga in the academic

year of 2012/20013 applies well. Students enjoy and join with fun learning

activities in the class. The talking stick method makes them confidence to

speak English and there are feedback between teacher and students.

2. Score mean test of post test are greater than pre test. In cycle I score post

test 7,55 is greater than score pretest 5,81. Then, in cycle II score post test

8,35 is greater than pretest 5,05. It indicates that each cycle has different

improvement of the use talking stick method.

3. The finding of the t-test is the proof that students have significant

improvement in their competence. Both in the cycle I and cycle II, score

t-test are higher than t-table (2, 08), so H o is rejected. It means that there

is significant improvement of students’ vocabulary mastery through

talking stick method.

 CHAPTER V
CLOSURE

A. CONCLUSION

The title of this study is "Improving Student's Vocabulary Mastery

through Talking Stick Method for the Second Grade Students of SMPN 3

SALATIGA in the Academic Year of 2012 /2013". After describing the

previous chapter, the researcher summarizes that;

1. The implementation of students’ vocabulary mastery through talking stick

method for the second grade students of SMPN 3 Salatiga in the academic

year of 2012/20013 applies well. Students enjoy and join with fun learning

activities in the class. The talking stick method makes them confidence to

speak English and there are feedback between teacher and students.

2. Score mean test of post test are greater than pre test. It indicates that each

cycle has different improvement of the use talking stick method.

3. The finding of the t-test is the proof that students have significant

improvement in their competence. Both in the cycle I and cycle II, score

t-test are higher than t-table (2, 08), so H o is rejected. It means that there

is significant improvement of students’ vocabulary mastery through

talking stick method.

B. SUGGESTION

Buildings on the conclusions above, there are several suggestions in

applying the talking stick method.

The suggestions from the finding of this research are;

1. For the students

The students must develop their bravery in order to answer the questions or

ask the teachers’ instruction. They not only focus in playing the method but

also in mastering the English materials.

2. For the teacher

Teacher should prepare the materials and good scenario to create an

exciting teaching in the class. The teacher also applies the talking stick

method friendly so that the students do not frightened and stress.

3. For the researcher

The researcher must expand knowledge and experience in teaching

vocabulary through the others method. The talking stick method is as an

inspiration to teach well next.

4. For other researchers, the result of this research can be used as input by

those who want to conduct research about teaching vocabulary as

reference. The talking stick method also can apply in the other

competences such us reading, writing, listening and speaking. Thus, they

complete this research or make it better.

 References
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Talking Stick Method to Improve the Students Learning Activity on the
Integrated Social Studies Subject Matter of VII th Grade of the State
JuniorHigh School 1 of Singosari Malang”. Minithesis, Study Program of
Economics, Department of Social Study Education, Faculty of Tarbiyah,
Maulana Malik Ibrahim State Islamic University (UIN) of Malang.

Brown, H. Douglas (1972). Principles of Language Learning and Teaching.

London : Prentice Hal.

Dupuis, Mary M, Joice W. Lee, Bernard J and Eunice N (1989). Teaching

Reading and Writing in the Content Area. New York, NY: Scott Foresman
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Fauziati, Endang (2005). Teaching of English as a Foreign Language (TEFL).

Surakarta : Muhammadiyah University Press

Fries, Charles C (1967). Teaching and Learning English as a Foreign Language. USA
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Ghony, Djunaidi, Prof. Dr H and Almanshur, Fauzan S.T, Msi (2009). Petunjuk
Praktis Penelitian Pendidikan. Malang : UIN Malang Press

Hammam(2003). Essential Vocabulary in English.Salatiga: STAIN Salatiga

Harmer, Jeremy (2001). The practice of English Language Teaching. Harlow

:Pearson Education limited

Harris, David P(1969). Testing English as a Second Language. USA :McGraw-

Hill,Inc

Hartono, Mpd. Drs (2004). Statistik Untuk Penelitian. Yogyakarta : Pustaka

Pelajar Offset

Hasanah, Nur, Ulfa (2010)."The Use of Illustration Method to Improve

Vocabulary Mastery of the Second Year Students of MTsN Sambi Boyolali"
. Minithesis of English Department Of Educational Faculty State Islamic
Studies Institute (STAIN) Salatiga

Hornby (1995). Oxford Advanced Learners Dictionary of Current English. London:

Oxford University Press.

Kountur, Ronny (2006). Statistik Praktis. Jakarta Pusat : Penerbit PPM

Kurniawati, Ita(2010). "Improving Students' Vocabulary Mastery through Mind
Mapping Strategy A Classroom Action Research at the Second Year of
SMP Negeri 2 Pulonharjo Klaten in the Academic Year of
2010/2011".Minithesis of English Department Of Educational Faculty
State Islamic Studies Institute (STAIN) Salatiga

Levine, Harold. 1965. Vocabulary for the College. New York: Amsco School
Publication

Manurung, Heldin. 2003. Mastering English Competence. Jakarta: Great media.

Martono, Nanang (2011). Metode Penelitian Kuantitatif. Jakarta: PT Rajagrafindo

Nasih, Ahmad Munjin and Kholidah Nur Lilik(2009). Metode dan Tehnik
Pembelajaran Pendidikan Agama Islam. Malang: PT Refika Aditama

Nasr, Raja T (1972). Teaching and Learning English. London: Longman group
limited

Nunan, David (1991). Language Teaching Methodology : a Textbook for Teacher.

Great Britain : Prentice Hall

Scrivener, Jim (1994). Learning Teaching : a Guidebook for English Language

Teachers. Oxford : Heinemam Publishers

Sukandarrumidi (2004). Metodologi Penelitian. Yogyakarta : Gadjah Mada

University Press.

Suprijono, Agus (2011). Cooperative Learning. Yogyakarta : Pustaka Pelajar

Sutrisno Hadi (1987). Methodology Research. Yogyakarta: FPUGM

Wahidmurni and Ali, Nur (2008). Penelitian Tindakan Kelas. Surabaya: UIN Press

www.historytalkingstick.com, June 18th 2012; 10pm

 Curriculum Vitae

Name : RAHAYU NINGSIH

Birth : Salatiga, October 18th 1988

Address : Pramuka Street, Karang Pete RT

14/VI, Kutowinangun, Tingkir,

Salatiga 50742

Height/weight: 155cm/43kg

Achievement : Entrepreneur

Hp : 085640960014

Education

· Formal

1. TK Pertiwi I Salatiga 1993-1994

2. SD Kutowinangun V Salatiga 1994-2000

3. SLTP Negeri 1 Salatiga 2000-2003

4. SMU Negeri 3 Salatiga 2003-2006

5. STAIN Salatiga, English Department 2008

· Informal

1. “RATNA” English Course, Salatiga 2001-2002

2. LPK Magistra Utama Surakarta, TIK 2006-2007

3. PP “Al Muttaqien” Surakarta 2006-2007

4. LPK “Mugi Rahayu” Salatiga, Manual Sewing 2009-2009

J J J
 LEMBAR KONSULTASI SKRIPSI
Nama Mahasiswa : RAHAYU NINGSIH
NIM : 12308002
Dosen Pembimbing : Maslikhatul Umami, M.A
Judul : Improving Student’s Vocabulary Mastery
through Talking Stick Method for the Second
Grade Students of SMPN 3 Salatiga in the
Academic Year of 2012/2013
NO TANGGAL KONSULTASI CATATAN PEMBIMBING PARAF
 DATA OBSERVASI AKTIVITAS BELAJAR
SIKLUS I OBSERVER : …
NO KEGIATAN NILAI
4 3 2 1
1 PENDORONG
1. Siswa merasa terdorong untuk melakukan tugas yang diberikan
2. Siwa bersemangat terhadap tugas yang diberikan
2 PENGGERAK
1. Siswa merasa tergerak untuk melakukan tugas sesuai dengan
minatnya
2. Siswa tergerak untuk selalu belajar
3 RANGSANGAN
1. Siswa melakukan sesuatu karena ada rangsangan
2. Siswa terangsang untuk mewujudkan keinginannya
4 KEINGINAN
1. Siswa mempunyai keinginan untuk selalu menghilangkan
kemalasan
2. Siswa mempunyai keinginan yang kuat terhadap sesuatu
3. Siswa mempunyai rasa senang terhadap pelajaran
5 SEMANGAT
1. Siswa mengikuti KBM dengan senang
2. Siswa mengerjakan tugas sesuai petunjuk guru
3. Siswa tidak meras jenuh dengan pelajaran
6 RASA INGIN TAHU
1. Siswa bertanya untuk mencari tahu
2. Selalu merasa penasaran

JUMLAH

Keterangan :
4 : Baik Sekali
3 : Baik
2 : Cukup
1 : Kurang
 DATA OBSERVASI AKTIVITAS BELAJAR
SIKLUS II OBSERVER : ….
NO KEGIATAN NILAI
4 3 2 1
1 PENDORONG
1. Siswa merasa terdorong untuk melakukan tugas yang diberikan
2. Siwa bersemangat terhadap tugas yang diberikan
2 PENGGERAK
1. Siswa merasa tergerak untuk melakukan tugas sesuai dengan
minatnya
2. Siswa tergerak untuk selalu belajar
3 RANGSANGAN
1. Siswa melakukan sesuatu karena ada rangsangan
2. Siswa terangsang untuk mewujudkan keinginannya
4 KEINGINAN
1. Siswa mempunyai keinginan untuk selalu menghilangkan
kemalasan
2. Siswa mempunyai keinginan yang kuat terhadap sesuatu
3. Siswa mempunyai rasa senang terhadap pelajaran
5 SEMANGAT
1. Siswa mengikuti KBM dengan senang
2. Siswa mengerjakan tugas sesuai petunjuk guru
3. Siswa tidak meras jenuh dengan pelajaran
6 RASA INGIN TAHU
1. Siswa bertanya untuk mencari tahu
2. Selalu merasa penasaran

JUMLAH

Keterangan :
4 : Baik Sekali
3 : Baik
2 : Cukup
1 : Kurang
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

NAMA SEKOLAH : SMP Negeri 3 Salatiga

TAHUN PELAJARAN : 2012 / 2013
KELAS / SEMESTER : VIII / Genap
MATA PELAJARAN : Bahasa Inggris
PB / Sub PB : Descriptive text
KECAKAPAN ( SKILL) : Menulis
WAKTU : 2 X 40 menit

A. STANDAR KOMPETENSI
6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek

sederhana yang berbentuk descriptive dan recount untuk berinteraksi dengan

lingkungan sekitar

B. KOMPETENSI DASAR
6.2 Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana
dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima
untuk berinteraksi dengan lingkungan sekitar dalam text berbentuk descriptive
dan recount

C. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran diharapkan siswa dapat;
1. Mengungkapkan makna dalam esei pendek sederhana berbentuk
descriptive text
2. Menjawab soal dalam esei pendek sederhana berbentuk descriptive text
dengan baik dan benar
3. Mengetahui langkah retorika dalam membuat esei pendek sederhana
berbentuk descriptive text
Karakter yang diharapkan ; Cakap, kreatif, toleransi, demokratis, bersahabat
dan disiplin
D. MATERI PEMBELAJARAN
1. LKS Target (hal 19,20,28,29,30)
- Vocabulary about things around the class, school and the home
- Preposition of place and the exercises
2. Internet(www.englishindo.com, descriptivetext83.blogspot.com,understandi
ngtext.blogspot.com, www.englishclub.com)
- Generic structure of descriptive text
- Preposition of place
3. Teacher made materials
- Example of descriptive text
- Exercises of pretest and posttest

E. METODE / MODEL

PEMBELAJARAN Talking Stick Method

F. SKENARIO / LANGKAH- LANGKAH

PEMBELAJARAN Kegiatan Pendahuluan
1. Salam dan tegur sapa
2. Apersepsi : Tanya jawab tentang benda benda keadaan disekitar ruang
tidur siswa, menebak dan merespon ucapan guru
3. Motivasi : Menjelaskan pentingnya materi yang akan dipelajari berikut
kompetensi yang harus dikuasai siswa
Kegiatan Inti ( Eksplorasi, elaborasi dan konfirmasi )
1. Guru menggali kosa kata berhubungan dengan keadaan sekitar yang sudah
diketahui siswa
2. Melakukan tanya-jawab tentang kosa kata berhubungan dengan keadaan
sekitar yang sudah diketahui siswa
3. Guru dan siswa mendeskripsikan keadaan sekitar sesuai dengan tema
4. Siswa menjawab soal pre test yang diberikan oleh guru
5. Siswa mencoba menghafal kosa kata dan mendescripsikan keadaan sekitar
dengan bantuaan metode talking stick
o Guru menyiapkan materi dan tongkat.
o Guru menjelaskan tentang topic utama berupa descriptive text dan
preposition of place. Kemudian siswa membaca dan memahami topic
yang diberikan (10menit).
o Guru menyuruh siswa menutup buku dan mengambil sebuah
tongkat. o Tongkat diberikan pada seorang siswa.
o Guru memainkan music/menyanyikan lagu sementara tongkat
berpindah dari siswa satu ke siswa yang lain secara berurutan sampai
music/lagu berhenti.
o Siswa yang terakhir kali memegang tongkat harus berdiri dan
menjawab pertanyaan dari guru.
o Kemudian tongkat berputar lagi sampai sebagian besar siswa
berpartisipasi dalam pembelajaran.
o Guru memberikan evaluasi dan kesimpulan dari metode yang
diterapkan.
6. Guru dan siswa melakukan diskusi tentang materi
7. Guru memberikan reward kepada keberhasilan siswa
8. Guru memberikan post test untuk siswa
9. Guru memfasilitasi siswa melakukan refleksi untuk memperoleh
pengalaman belajar yang telah dilakukan dan bermakna dalam mencapai
kompetensi dasar
Kegiatan Akhir
1.Guru mengidentifikasi kesulitan siswa untuk memahami materi
berdasarkan tanya jawab dengan guru.
2.Siswa melakukan refleksi tentang kesulitan dalam memahami materi
3.Guru memberikan siswa kesempatan bertanya
 G. SUMBER BELAJAR
Buku LKS Target VIII/2, Internet dan teacher made material

H. PENILAIAN
Indikator Pencapaiaan Teknik Bentuk Contoh Instrument
penilaian Instrumen

Siswa dapat:
1. Mengungkapkan makna dalam Tes Tes Try to describe your school,
esei pendek sederhana tertulis tertulis SMPN 3 SALATIGA. You
can use the key word bellow
berbentuk descriptive text or others. (min 5 sentence) !
2. Menjawab soal dalam esei Cafeteria Teacher office

pendek sederhana berbentuk Library Curriculum Office

descriptive text dengan baik School yard Laboratory
dan benar Mosque Storeroom
3. Mengetahui langkah retorika Toilet Classroom
dalam membuat esei pendek
sederhana berbentuk
descriptive text

Rubrik Penilaian

Nomor Aspek Skor

1 s.d. 10 Setiap jawaban yang benar 1
Setiap jawaban yang tidak benar 0

Nilai siswa = Skor perolehan x 1

Nilai maksimal 10
Mengetahui Salatiga, 6 September 2012
Guru Mata Pelajaran Mahasiswa

Chomsatun, S.Pd.Ing Rahayuningsih

NIP: 19580308 198303 2 004 NIM: 123 08 002

Kepala Sekolah SMP N 3 Salatiga

Drs. Bambang Subiyakto, M.Pd

NIP: 196 1023 198803 1 005
 DESCRIPTIVE TEXT, Describing of Place
SMPN 3 SALATIGA, VIIIG
Name/ No: 6 Sept 2012

A. Read the following text to answer the question!

My Home
I live in a small house. It has five rooms: there are two bedrooms, a
living room, a bathroom and a kitchen. Indeed it is a small house, but I like in
here for wasting my spare time.
When the door is open, I can see the living room. It is so small with only
three chairs and a table, nothing else. I prefer reading a novel in this room.
My bedroom is on the left side of the living room. In this room there is
a night table next to the bed, a TV, a radio and a computer. When being bored
of reading, I usually play online games, chat with my friends via Facebook and
so on.
Next to my bedroom is my mother's. I do not know what is inside
because I never come in to see it.
On the right side of the living room there is a kitchen. In the kitchen I
have everything I need when I get hungry. It is a pleasure when my mother
cooks; the smell fills my whole house
I know it is a very small house, but it is the best place I have ever seen.

1. How many rooms do the writer's home have? ....

2. Is there a computer in the writer's bedroom? ...
3. "... I never come to see it."(par.4). The word it refer to ...
See the following picture, fill the blanks according text above!
4. Number 1 is ................because it's next to .........
1 2 3 5. Number 3 is ................ because it's .................... the
Living living room.
My room
bedroom
B. Try to describe your school, SMPN 3 SALATIGA. You can use the key
word bellow or others. (Min 5 sentence) !
Cafeteria Teacher office …………………………………………
Library Curriculum Office …………………………………………
School yard Laboratory …………………………………………
Mosque Storeroom
Toilet Classroom
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

NAMA SEKOLAH : SMP Negeri 3 Salatiga

TAHUN PELAJARAN : 2012 / 2013
KELAS / SEMESTER : VIII / Genap
MATA PELAJARAN : Bahasa Inggris
PB / Sub PB : Recount
KECAKAPAN ( SKILL) : Membaca
WAKTU : 2 X 40 menit

A. STANDAR KOMPETENSI
5. Memahami makna dalam teks tulis fungsional dan esei pendek
sederhana yang berbentuk descriptive dan recount untuk berinteraksi
dengan lingkungan sekitar

B. KOMPETENSI DASAR
5.2 Merespon makna dalam esei pendek sederhana dengan menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi
dengan lingkungan sekitar dalam text berbentuk recount
5.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
dalam teks berbentuk recount

C. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran diharapkan siswa dapat;
1. Membaca nyaring bermakna teks fungsional dan esei pendek sederhana
berbentuk recount
2. Merespon makna dalam esei pendek sederhana berbentuk recount
3. Menjawab soal dalam esei pendek sederhana berbentuk recount dengan
baik dan benar
4. Mengetahui langkah retorika dalam membuat esei pendek sederhana
berbentuk recount
 Karakter yang diharapkan ; Cakap, kreatif, toleransi, demokratis,
bersahabat dan disiplin

D. MATERI PEMBELAJARAN
1. LKS Target (hal 38-45, 52-53)
- Description about recount text
- Past Continues Tense (when and while )
2. Practical English Grammar
- Simple Past Tense and Past Continues Tense
3. Teacher made materials
- Example of recount text
- Exercises of pretest and posttest

E. METODE / MODEL

PEMBELAJARAN Talking Stick Method

F. SKENARIO / LANGKAH- LANGKAH

PEMBELAJARAN Kegiatan Pendahuluan
1. Salam dan tegur sapa
2. Apersepsi : Tanya jawab tentang kejadian yang terjadi diwaktu lampau
yang dialami siswa, siswa menebak dan merespon ucapan guru
3. Motivasi : Menjelaskan pentingnya materi yang akan dipelajari berikut
kompetensi yang harus dikuasai siswa
Kegiatan Inti ( Eksplorasi, elaborasi dan konfirmasi )
1. Guru menggali kosa kata berhubungan dengan kejadian yang terjadi
diwaktu lampau yang dialami siswa
2. Melakukan tanya-jawab tentang kosa kata berhubungan dengan kejadian
yang terjadi diwaktu lampau yang dialami siswa
3. Siswa menjawab soal pre test yang diberikan oleh guru
 4. Siswa mencoba menghafal kosa kata dan mengungkapkan kejadian yang
terjadi diwaktu lampau yang dialami siswa dengan bantuaan metode
talking stick
o Guru menyiapkan materi dan tongkat.
o Guru menjelaskan tentang topic utama berupa recount dan simple
past tense. Kemudian siswa membaca dan memahami topic yang
diberikan (10menit).
o Guru menyuruh siswa menutup buku dan mengambil sebuah
tongkat. o Tongkat diberikan pada seorang siswa.
o Guru memainkan music/menyanyikan lagu sementara tongkat
berpindah dari siswa satu ke siswa yang lain secara berurutan sampai
music/lagu berhenti.
o Siswa yang terakhir kali memegang tongkat harus berdiri dan
menjawab pertanyaan dari guru.
o Kemudian tongkat berputar lagi sampai sebagian besar siswa
berpartisipasi dalam pembelajaran.
o Guru memberikan evaluasi dan kesimpulan dari metode yang
diterapkan.
5. Guru dan siswa melakukan diskusi tentang materi
6. Guru memberikan reward kepada keberhasilan siswa
7. Guru memberikan post test untuk siswa
8. Guru memfasilitasi siswa melakukan refleksi untuk memperoleh
pengalaman belajar yang telah dilakukan dan bermakna dalam mencapai
kompetensi dasar
Kegiatan Akhir
1. Guru mengidentifikasi kesulitan siswa untuk memahami materi
berdasarkan tanya jawab dengan guru.
2. Siswa melakukan refleksi tentang kesulitan dalam memahami materi
3. Guru memberikan siswa kesempatan bertanya

G. SUMBER BELAJAR
 Buku LKS Target VIII/2, Buku Practical English Grammar dan teacher made
material

H. PENILAIAN
Indikator Pencapaiaan Teknik Bentuk Contoh Instrument
penilaian Instrumen

Siswa dapat:
1. Membaca nyaring bermakna
teks fungsional dan esei pendek
sederhana berbentuk recount
2. Merespon makna dalam esei
pendek sederhana berbentuk
recount
3. Menjawab soal dalam esei
pendek sederhana berbentuk
recount dengan baik dan benar
4. Mengetahui langkah retorika
dalam membuat esei pendek
sederhana berbentuk recount
Tes Tes Complete this sentences
tertulis tertulis using 'when' or ' while' (
Simple Continues Tense)!
1. It was raining ........... we
arrived.
2. I phoned Mia............ she
was reading a novel.
3. I played tennis ............
they were eating.

Rubrik Penilaian

Nomor Aspek Skor

1 s.d. 10 Setiap jawaban yang benar 1
Setiap jawaban yang tidak benar 0

Nilai siswa = Skor perolehan x 10

Nilai maksimal 10 2

Mengetahui Salatiga, 6 September 2012

Guru Mata Pelajaran Mahasiswa

Chomsatun, S.Pd.Ing Rahayuningsih

NIP: 19580308 198303 2 004 NIM: 123 08 002

 RECOUNT
SMPN 3 SALATIGA, VIIIG
Name/ No: 13 Sept 2012
A. Read the following text to answer the question !

FISHING IN THE HARBOR

Last New Year's Eve, my family joined some other families on a fishing trip at Greenwich harbor to
welcome New Year. We went fishing so we could sleep up late.
On our way to the harbor, we brought some beef mince at the butcher's. We used the mince as bait.
My parents' friends brought the fishing rods for us to use. When we got the harbor, some families were
already there. We were a bit late because we tried to find our way to the harbor and got a bit lost. We started
a fishing competition. We agreed that whoever got the most fish will keep all the fish caught that night.
Apparently, no one caught any big fish. We caught mostly small yellow fish. After fishing for nearly three
hours, my mom got the most fish. All the participants gave all their fish to us. We came home with a bucketful
of fish. It was not bad at all.
The next morning, we enjoyed some fresh fried yellowtail fish with steamed rice for breakfast. That
was very special because we had never had fried yellow tail fish for breakfast before.

1. When did the writer go on a fishing trip?

2. What we used as fishing’s bait?
3. Was there any contestant who caught a big fish?
4. Who got the most fish?
5. We went fishing so we could sleep up late. The word we is refers to ...
6. Analyze the generic structure of the text above
- Orientation is in paragraph...
- The events is in paragraph....
B. Try to make your sentences use the words bellow!
1. Bought =.....
2. Wrote =.....
3. Played = ....
C. Arrange this words to make a good sentence of Simple Past Tense !
1. showed/ poster/ He/ his/ collections ....
2. on/ we/ some/ had/ experiences/ bus/ the/ interesting ....
3. my grandfather'/ visited/ home/ I/ last holiday/ in the village ....
D. Complete this sentences using 'when' or ' while' (Past Continues Tense)!
1. It was raining ........... we arrived.
2. I phoned Mia............ she was reading a novel.
3. I played tennis ............ they were eating.
4. Mia called me ........... I was playing soccer.
5. The children were sleeping .......... Tina watched television.
6. I swept the floor .......... the children were running.
7. Ani was having dinner ............. someone knock the door.
8. She was reading a magazine ........... the telephone rang.
 HASIL P-TEST PENELITIAN
“IMPROVING STUDENT’S VOCABULARY MASTERY THROUGH TALKING
STICK METHOD FOR THE SECOND GRADE STUDENTS OF SMPN 3 SALATIGA
IN THE ACADEMIC YEAR OF 2012/2013”

NO Nama Siswa L Hasil P- test

P pre test post test pre test post test
I I II II
1 ANDRA RIDA NAHILA P 10 10 5.5 9
2 AGA NAUFAL GHAZI L 8 10 3.5 1.5
3 AININE DEVARA NUGROHO P 10 10 8 9.5
4 APRILIANI SAPUTRI P 5,5 7,5 3.3 8.5
5 AYU WANDIRA P 5,5 10 9.3 9.5
6 DEDY YULIANTO L 3,5 7,5 2 4
7 DICKY WAHYU A. L. L 9 9 7.5 10
8 DWI HANDAYANI P 5,5 9,5 2 8.5
9 EVA FEBRIANA P 5,5 7 3 7.5
10 HANIF L 6 7 8 9.5
11 M. HANS FUAD L 5 6 7.5 9.3
12 M. RAIHAN L 9,5 9 5 9
13 RAHIAN ADIB S. L 5 6 4 8
14 DIFALDO L - - 5.5 8.7
15 SALSABILAH R. P 4,5 5 6 8.5
16 SETO WIDI IRAWUDYAN L 4,5 5,5 2.3 6.7
17 SHEYLA N. L. P 3,5 7,5 5 9.5
18 SINDI AGESTIKA P 5,5 6 2.5 9
19 SITI NUR AFIFAH P 3,5 6,5 5.5 9.3
20 SYIVA ALYA F. P 5 6 5.3 9.3
21 WIBI SHOLIHAH P 4 6 4 9.5
22 YUSRIL IHZA M. L 3,5 7,5 6.5 9.5
RATA-RATA 6.9 7.6 5.1 8.4
NILAI TERTINGGI 10 10 9.3 10
NILAI TERENDAH 4 5 2 1.5
Mengetahui,
English Teacher SMPN 3 Salatiga

Chomsatun, S.Pd.Ing
NIP: 19580308 198303 2 004
 PICTURES
A. RESEARCH PICTURES

Picture 1. Students Preparation

Picture 2. Teacher Preparation

 Picture 3. Pre-test

Picture 4. Talking Stick Method

Picture 5. Answer the Question

Picture 6. Discussion
Picture 7. Post-test
B. SCHOOL PICTURES

Picture 8. Front Park

Picture 9. Gate
Picture 10. Monument

Picture 11. Mosque

Picture 12. Classroom Building

Picture 13. Canteen

Picture 14. Laboratory

Picture 15. Veranda

Picture 16. Library

Picture 17. Library

 Picture 18. Garden

Picture 19. School Field

 Picture 20. Sport Field

Picture 21. Basketball Field

Picture 22. Administration Office
Picture 23. Curriculum Office