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CHAPTER I

INTRODUCTION

In this chapter, the writer begins her writing from the background of the study which
will discuss and try to answer some questions that is still debated: (a) why the writer
takes the title of the research, (b) w hat kinds of research the writer will do, (c) how
the research will be applied. Next, the limitations of the problem as well as the
formulation of the problem are also presented. At the end, the writer presents the
contributions of this research for the teacher, the students, the school, and for the
researcher herself.
A. Background of the Study
Reading comprehension is an essential skill for learners of English. For most
of learners it is the most important skill to master in order to ensure success in
learning. With strengthened reading skills, learners of English tend to make greater
progress in other areas of language learning. Reading should be an active, fluent
process that involves the reader and the reading material in building meaning.
Talking Stick is democratic teaching practice places the teacher in the front of the
classroom and the students assembled in rows of desks, all facing the chalkboard. The
unchallenged assumption underlying this set-up, is that the teacher has knowledge
that the students want to get. The students memorize information, provided by the

teacher through lectures, and at a later time, reproduce it in some kind of


examination.
Teaching students how to utilize the skills and knowledge they bring from their
first language, develop vocabulary skills, improve reading comprehension and rate,
and monitor students improvement are just some of the elements that teachers must
consider in preparing for an English language reading class. Learning to read in a
second or foreign language is a process that involves learning skills, learning new
vocabulary and patterns, and cultivating the ability to transfer skills from the
classroom to the real world, where English may be used.
In Indonesia, English has been taught as a foreign language both as local current
subject for elementary school students and as compulsory subject for junior and
senior high school students.As stated in the KTSP Curriculum , student of English
are expected to master in language skills namely listening, speaking, reading, writing
and to have communicative competence in using it. Having communicative
competence means students have competencies in understanding and producing
discourse in spoken and written under meaningful context which influenced by
situation and culture.
The basic competency of reading skill mentioned in KTSP Curriculum of SMP
for the first year students is to comprehend transactional discourse and dialogue
leading to interpersonal meaning and/or oral monologue in the forms of descriptive,
narrative, recount, and report. The achievement indicator that the students must gain

is being competent in the sub reading skill, including comprehending main idea,
specific information, word meaning and textual reference of the text.
However, the thing that many students find difficulties in reading activity is to
comprehend or understanding the information of the reading material. The fact of the
students problem in comprehending reading text above also becomes the problem
encountered by the Seventh grade students of SMP Negeri 4 Cibitung. The target of
the achievement in English competence is hoped as minimum criteria achievement
(KKM) 70 for the seventh grade.
However, there are some facts to show that reading scores for students at SMP
Negeri 4 Cibitung have not got satisfied result such as in the daily examination for the
seventh grade. The writer finds the scores of students reading achievement are still
below the standard score. There are 52 students in the class, 22 students get 70, 10
students got 65, and 20 others got 60. So, the result of students English scores is less
than 42% achieving KKM .
Based on the facts above, the writer observed during the reading lesson,
discusses with teachers who also teach in the same grade and finally, the writer asks
the students in order to know the real problem faced by them. Based on the writers
reflection, she finds the reason that made the students get difficulty in learning
reading is because most of them dont comprehend the content of the reading text that
makes them got difficulties in answering the reading comprehension questions.. It is
also seen the real situation in the class that they show their unwillingness to see the

text especially long enough text and mostly they cant finish their tasks completely.
At last, the result of teaching reading its self makes them not enjoyable and
uninterested in the teaching and learning process. Besides that, The reading class is
bored them because the English teacher teaches reading only involve tasks in the text
book, read the text, and answer the questions following the text.
Therefore, to minimize the lack of reading comprehension and to encourage
students to develop effective reading skills, the teacher applies such a learning
technique. The writer believes that to overcome the problem, it is necessary to
improve the quality of teaching and learning reading comprehension by trying an
appropriate technique of teaching and learning. This statement is supported by
Tompkin who states that the strategies we used in learning are problem solving
mechanism that involved complex thinking process. In other words, the strategy used
by a teacher might influence the result of learning and determines the success or
failure of the process of teaching and learning activities. There are various teaching
and learning techniques that can be used by the teacher in the classroom. Most of the
teaching and learning strategies usually focused on a particular strategy or skill.One
thing that must be taken into account is the technique in teaching reading. The
technique will use in this study is Talking Stick .
The need to change our teaching style, to incorporate more democratic methods
which would reflect the multicultural classroom in ESL teaching, is especially
necessary, where the use of English is critical to the learning process. Since the late

Herber toward a more learner - centered approach. The contributors of the scholarship
in this vein, have described it as a more communicative approach to language
learning. Nunan stresses the necessity of the teacher "doing things with language as
oppose to learning about language", while Di Pietro addresses the motivational
factors involved in language learning by suggesting students choose their own topics.
Based on the statement above as well as condition of the students in teaching
and learning process especially in reading lesson , the writer would like to improve
the students skill of reading comprehension through talking stick technique. The
writers purpose in using this technique is to improve the students ability in
mastering reading comprehension lesson. The writer is convinced to use this
technique since it is categorized as cooperative learning method and hopefully helps
the students enjoyable in learning that, of course, can improve their learning as well
as to improve the students achievement to get better scores.
In covering this research, the writer would like to do the research which entitles
Improving Students Reading Comprehension through Talking Stick Technique
at the Seventh Grade of SMP Negeri 4 Cibitung.

B. Identification of the Study


Based on the background of the study above, the problem in this research is
identified as follows:

1. How is the students skill in reading comprehension?


2. How does the teacher used the Talkind Stick Technique at the seventh grade
students of SMP Negeri 4 Cibitung?
3. How does the teacher improve the students by using Talking Stick Technique ?
4. What is the students impression in learning reading comprehension by using
talking stick in the classroom teaching and learning process?
C. Limitation of the Study
Related to the identification of problem, the research only focuses to improve the
students reading comprehension skill by talking stick technique as one way to get
better achievement in learning English especially in reading comprehension.
D. Formulation of the Problem
Based on the background above, the writer plans to analyze the use of talking
stick to improve students reading skill at the seventh grade of SMP Negeri4
Cibitung. The writer formulates the problem in this research
How does the teacher Improve the Students Reading comprehension Skill through
Talking Stick Technique?

E. Benefit of the Study


The results of the study can give some benefits to the students, the teachers, the
school, and the researchers.

1. To the researchers
This research can be used as reference for further study about teaching and
learning English, especially by applying talking stick technique in classroom
activity.
2. To the teachers
For the English teacher in general is able to create a good condition of
study and guide the students to the meaningful learning. And this study can be
considered as the measurement whether she has succeeded to get the purpose in
teaching her students. This study could give a contribution as one of alternative
to the teachers to improve learning reading comprehension strategy especially
using talking stick technique , so that they could improve students learning
achievement at SMP Negeri 4 Cibitung.
3. To the students
For the students especially in the observed school, they could measure
themselves and realize that the main purpose in learning reading comprehension
by using talking stick is to be able to understand the passage in order to have
better achievement in the reading comprehension skill in which they can use the
technique as their learning model.

4. To STKIP Kusuma Negara


The result of the research will give the extensive information about the
way to teach reading comprehension by using talking stick and it is hoped that
the result can be practiced by the English teacher to improve English teaching.
The writer hopes that the reference of

talking stick technique could apply

consistently in teaching reading in order to be have better teaching process.

CHAPTER II
THEORETICAL DESCRIPTION,FRAMEWORK OF THINKING AND
ACTION HYPOTHESIS

A. Theoretical Description
1.The Essence of Reading
Reading is very important for study purposes, careers, or simply for pleasure.
Only by reading, we can get much information and pleasure. According to Harris 1
Reading is a form of communication. Information and ideas are exchanged between

writer and reader in the act of communicating. The writer expresses his thoughts on
paper with language, using whatever skills and styles he has developed personally.
It means that when we read something, we interact with a piece of written material
that the writer has written in order to give some information or ideas. Reading is a
necessary skill that any learner needs. There is no doubt that reading occupies a
distinguished position among the other skills of the language and its importance in
teaching/learning is unquestionable. Because of that, learning to read is a fundamental
goal of schooling and a major part of curricula and for EFL students , efficient
reading is the most important skill in language learning.
__________________
1

.Harris,k.(1980). Reading in Content Areas .Strategies for Reading to Learn .Semantic Maps. University of
Virginia.P.53

Cross and James2 have stated that: Clearly, reading in the foreign language
deserves attention and reading passages should not be viewed merely as a
springboard for speaking or writing activities. An aim of most language teaching
programs should be to develop the students reading competence. Teaching reading
has not been given much care in our schools and universities. In the past time ,
according to the traditional strategy , reading begins with the child's mastering the
names of the letters, then mastering the letter-sound relationships, then learning some
easy words in isolation, and finally reading samples of simple stories with highly
controlled vocabularies as Harp, B and Brewer states

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a. Concept of Reading Comprehension


The concept of reading comprehension is a never-ended concept to be discussed.
People try to give limitation or determine the meaning in order to make a clearer
definition and understanding of reading comprehension. There are so many
definitions of reading comprehension available.
Johnson3states reading is the act of creating meaning with text. The two
keywords here are creating and meaning. If there is no meaning being created, there
is no reading taking place. To do this practice, the way how readers can understand
and create the meaning of what they read will depend on how they can perceive
________________
2

.3

James Cross. 1995. Semantic Theory. New York:Pearson. P.255


D.D Johnson. & Pearson, P.D. 1984. Teaching reading vocabulary (2nd Edition). New York: Holt, Rinehart

&Winston.

P.18

as well as to make sense words, sentences, or even a connected textin their mind or
thought. This process will require the readers to use of background knowledge,
vocabulary, grammatical knowledge, experience of the readers to help them in
comprehending the written text.
Background knowledge will really help reader in reading comprehension.As
what had been stated by Call.J 4 in which reading comprehension is about relating
background knowledge to new knowledge contained in the written texts. Our ability
to understand what we read is highlydependent upon the background knowledge that
we bring to the act of reading. If we know a lot about a topic, then, we will use this

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knowledge to interpret the text to make inferences, to create visual images, and to
evaluate the authors point of view.
Cook in Hammer5 also has the same idea of activating background knowledge to
comprehend any reading text. He states in order to make sense any text we need to
have preexistent knowledge of the world. It can be assumed that the wider we have
background knowledge, the easier we comprehend what we are reading. It is because
we have been already familiar with the topic and we do not need to think hard to
catch the idea.

________________
4.

Chall, J.(1996. Learning to Read: The Great Debate (3rd Edition). New York: McGraw-Hill. Pamplona, Spain
P.12

J.Harmer. 200). The Practice of English Language Teaching (4th Ed.). Essex: Pearson Longman P.23

This understanding comes from the interaction between the words that are
written and how they trigger knowledge outside the text/message. Since and
grammatical knowledge have a big rule within this context.
According to to a research Person, Rochler, dole, Duffy9 on Developing
experetise in reading comprehension, a good reader usually used the following
skills and strategies: (1) use prior knowledge to make sense of new information
9 J.a, Duffy Dole, G.G,,Roeller, L,R Person,P.D.1992.Developing expertise in Reading Comprehension.New
York. NY: McGraw-Hill, Inc.P.767 Joan Herber Nelson, 1978. Literacy Strategy, Three level Study Guide. New
York. NY : McGraw-Hill, Inc.P.12

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(making prediction), (2)ask question about the text before, during, and afther reading
(reading between lines), (3) draw inferences from text; monitor comprehension
(checking and confirming), (4) use fix up strategies when meaning breaks down
(guessing meanings from semantic cues, structural cues, and visual cues, self
correcting), (5) determine what is important (identify main ideas), and (6) determine
what is important; and synthesize information to create sensory image.
b. Level of Reading Comprehension
According to Herber,7 there were three levels of reading comprehension. They
were Literal, Interpretative, and Applied comprehension. Literal required the readers
to recall or to recognize. information explicitly presented in the reading materials. In
this level, the meaning was derived by reading the lines.
Interpretative comprehension was text-implicit answers. It required the readers to
draw conclusion in response and to understand cause effect relationships or
comparisons, perception of difference, and/or symbolic use of language. In this level,
the meaning was derived by reading between the lines. Applied comprehension
utilized the reading background knowledge and leaded them to evaluate, elaborate,
predict, and solve problems based on the implicit information in the text. In this level,
the meaning derived by reading beyond the lines.
McWhorten8 also states that there are three levels of comprehension, or
sophistication of thinking, are presented in the following hierarchy from the least to

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the most sophisticated level of reading. Least is surface, simple reading while Most is
in-depth, complex reading. Level One, Literal - what is actually stated; facts and
details, rote learning and memorization, surface understanding only. Tests in this
category are objective tests dealing with true or false, multiple choice and fill-in-the
blank questions.Common questions used to illicit this type of thinking are who, what,
when, and where questions.Level Two, Interpretive - what is implied or meant,
rather than what is actually stated; drawing inferences, tapping into prior knowledge ,
experience, attaching new learning to old information

________________

8.

Kathleen T McWhorten 2003..level of reading comprehension, 7th Edition.College Reading & Study Skills
GuestaCollege ,San Luis Crispo County. P.12

making logical leaps and educated guesses, reading between the lines to
determine what is meant bywhat is stated. Tests in this category are subjective, and
the types of questions asked are open-ended, thought-provoking questions likewhy,
what if, and how.Level Three, Applied- taking what was said (literal) and then what
was meant by what was said (interpretive) and then extend (apply) the concepts or
ideas

beyond

the

situation.;

Synthesizing,

and

Applying.In

this

level

are analyzing or synthesizing information and applying it to other information. In


this research, the writer just use two levels; Literacy and Interpretive since the
students are in the seventh grade of Junior High School and kind of reading text in
this grade is Descriptive.

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c. Reading Comprehension Strategies


Reading comprehension strategies referred to the effort that students used to
determine what they read. The strategies enabled the students to interact with fiction
or non-fiction in order to understand and to answer questions about what they had
read. In relation with the reading comprehension strategies , Stream and Thiele9state
that

Reading Comprehension Strategies

were meant of helping students to

comprehend all things dealing with what they had just read.
_______________
9.

PatriciaStreamS ,and VenetieTheile. 2002 .Reading Comprehension


Strategies.http//www.Manatee.k12.fl.us/sites/elementary/palmasola/readcomplex.htm-17k.Accessed on
september2.2014.P.1-4

Furthermore, Reading Indiana10 proposed that there were some purposes of


reading comprehension strategies. They are to: (1) enhance understanding of content
information presents in a text, (2) improve understanding of the organization of
information in a text, (3) improve attention and concentration while reading, (4)
make reading a more active process, (5) increase personal involvement in the reading
material, (6) promote critical thinking and evaluation of reading material, (7)enhance
registration and recall of text information in memory.

10 Reading Indiana.2002. Reading Comprehension Instructional Strategies.

http:///www.ReadingIndiana.edu/ieo/bibs/rdcompel.htm1-4k. accessed on Sept 20,2014.P.1411 B.B,F Lehr


Ambruster,,& J. Osborn.2001. Put Reading First : The Research Building blocks for teaching Children to
Read. http:///www.nifl/gov.nifl/PartnershipForReading/publications/PFRbooklet.html. accessed on Nov
15,2014

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Armburster, Lehr, and Osborn 11 postulate several effective comprehension


strategies as revealed by some researches, namely; (1) teaching students to pinpoint
hard-to-understand sections of text and then seeking solutions such as rereading,
restating, and looking forward to other sections for clues, (2) using graphic
organizers-it helps students focus on important points the author is trying to convey.
These help students organize information to increase learning and retention, (3)
answering questions-among several benefits, answering teachers questions helped
students focus on important points in a text and read actively, 4) generating questionsstudents who are taught to ask their own questions become more active, involved
readers, (5) recognizing story students who can analyze a text in terms of its plot,
characters, and other content categories and more likely to remember the story. They
might also recognize text features in both fiction and non fictions texts, and (6)
summarizing- it encouraged students to focus on the most important elements in a
text and reprocessed them through using their own words.
d. Assessment of Reading
Reading ability is very difficult to assess accurately. In the communicative
competence model, a student's reading level is the level at which that student is able
to use reading to accomplish communication goals. This means that assessment of
reading ability needs to be correlated with purposes for reading. Duke and Person 11
11 Duke N.K and P. David Person, Effective Practises for Developing Reading Comprehension, in What
Research Has to Say About Reading Instruction. International Reading Association, 2002, P.235.

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state that comprehension is a mental process, it can only be observed and assessed
indirectly. We cannot get inside a readers head to observe comprehension, but we can
infer comprehension strategies or make them more visible. Brown12 defines some
assessment of reading, there are:
1. Grammar; is the way which words are put together to form proper sentences.
2. Vocabulary; is the stock of words used by or known to a particular people or
group of persons.
3. Pronunciation ; is the act or result of producing the sounds of speech,
including articulation, stress ,and intonation, often with reference to some
standard of correctness or acceptability.

4. Comprehension : is the understanding and interpretation of what is read.


5. Contextual : is knowledge about different types of texts and their usual
structure and content.
2. The Essence of Talking Stick Technique
a. The concept of Talking Stick Technique

12 H.D Brown.2004. Language Assesement Principle and Classroom Practices. Longman Pearson Education,
Inc usa.P.71.

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According Fujioka13The Talking Stick method used by native Americans, to


let everyone speak their mind during a council meeting, a type of tribal meeting.
According to the indigenous American's tradition, the stick is imbued with
spiritual qualities, that called up the spirit of their ancestors to guide them in
making good decisions. The stick ensures that all members, who wish to speak,
have their ideas heard. All members of the circle are valued equally.
According to Agus Suprijono 14, There are some techniques that supported
the development of cooperative learning such as: (1) PQ4R, (2)Guided not
taking, (3)Snowball drilling, (4)Concept mapping, (5)Giving question and
getting answer15, (6)Question student have, (7)Talking stick, (8)Everyone is
teacher here, (9)Guess the lesson.He also states that Learning by using talking
stick supports the students to encourage them to express their ideas.
Furthermore, Ramadhan16 defines that talking stick is a cooperative learning
must answer teachers question after the students has learned the material. It

13 Kimberly Fujioka.1998.The Talking Stick : An American Indian Tradition In The ESL classroom. Retrived
From Internet TEST.Journal. http:/iteslj.Guesta college, San Luis Crispo country

14 AgusSuprijono. (2010). Cooperative LearnigTeoridanAplikasi PAIKEM. Yogyakarta: Pustaka Belajar.P.103111.

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16 Tarmizi Ramadhan,2010. Talking Stick. Retrived from
http://tarmiziworpreess.Com/2010/02/15/talkingstickonDecember10,2014

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means that a talking stick is given to the studens to make the students be
motivated to speak and hold the stick must speak to give answer.
The writer concludes that the talking stick is a tool to get opportunity is
speaking. Whoever holds the talking stick, he or she should speak. It is a practice
tool used to motivated the students to speks. It is an interested technique to
improve students interaction in the classroom. The students will be brave to
deliver their opinion and information because when one student speaks others
students not to be interrupt the speaker.
b. The Procedures in Teaching through Talking Stick Technique
Ramadan17 expalins that steps application of talking stick as follow:
1. The teacher forms group that consits of five numbers. It can make the
2.

students discuss with another. They can share opinion and information.
The teacher prepares the talking stick. She or he tells how to use it. The
talking stick will be given to on students keep silent. No one is allowed

to interrupt.
3. The students must speak. Who holds the talking stick, he or she must
answer teacher question. She or he must give information or opinion.
4. Teacher explains the material to the students. Before the talking stick is
given to students the teacher must give information about the material. It
can make the students understand more about the material.

17 Tarmizi Ramadhan,2010. Talking Stick. Retrived from


http://tarmiziworpreess.Com/2010/02/15/talkingstickonDecember10,2014

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5. The students discuss about the problem or issue in text, it is used to make
the students be able to give their opinion or argument. The students have
been ready when the teacher gives question.
6. After grouping members have finished reading and learning the material,
then the teacher asks the students to close book. The students will focus
in learning.
7. The teacher takes the talking stick and gives to one of the group. Then
teacher gives question to the students. Group member holds the talking
stick must answer the question or speak.
8. The other students may help the students to answer the question if the
speaker cannot give answer; other students can add the answer.
9. The teacher concludes the material. It can be used to improve students
understanding in learning. The teacher gives explanation of the material,
and closes learning teaching process.
Moreever , Suprijono18gives explanation to the students about there are
several ways in using the talking stick as follow the first ,in learning by using
talking stick, the teacher gives explanation to the students about the material that
will be learned. Then the students are given opportunity to read and learn the
material. The teacher must give enough time. It can make the students to be able
to understand about what the material that will be learned. The second, the
teacher asks the students to close their book. It can be used to test students
memory. The students will focus more to remember the material that they have

1818 Agus Suprijono.2010. Cooperative Lerning Teori dan Aplikasi PAIKEM. Yogyakarta: Pustaka Belajar.P.2.

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learned. The third, the talking stick is given to one student; the students who
receive the talking stick must answer the teachers question after that the stick is
given to other students. It can make the students be ready more to speak. Fourth,
when the talking stick is holed by students, the teacher gives opportunity to the
students to do reflection of the material that has been learned. The teacher writes
the question of all students. The students can give explanation to their teacher
about the material that has learned. The last, the teacher with all of the students
conclude the material..
Based on the explanation of the above, the writer concludes that the
procedure used by the talking stick is great Ramadan steps can make the reader
understand how the workings of the talking stick, and we can understand it as
well as with students.

c. The Advantages of Teaching Reading through Talking Stick Technique


Dr. Locust 19 states that there are several advantageous of talking stick technique.
They are:
1. Keep the students alert
Even the best students will find their minds wandering occasionally if
there is someone at the front of the room speaking, especially if what is
being said is a grammar explanation in a foreign language.

19 Locust C.1998. The Talking Stick Available: http://www.acaciart.com/stories/archives 6.html.

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2. Help the teacher realizes if the students are listening and understanding
or not.
The lack of an answer makes that they are not listening or are not
following the teachers explanation and a correct answer makes it clear that
they are alert and with the teacher in teachers explanation..
3. Help you find out what they already know
By starting with easy questions and working the teacher way towards
more difficult ones, the teacher will be able to boost the students confidence
with the first ones and realize the limits of their knowledge once their
answers start to become incomplete or wrong.
4. It means more student talking time (STT)/ cut down on teacher talking
time (TTT)
The fact that students are responding to almost everything the teacher say
in almost every stage of the lesson should mean that they are speaking more
often than they would be if they just listening to an explanation by the
teacher. This effect can be increased if the teacher can get them commenting
on what the other students say in the eliciting stages.
5. Help students learn how to guess
Communicating in real time is a continual process of guessing- trying to
predict what people are going to say, trying to work out their attitude by their
tone of voice and body language,

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6. Students can learn/ be exposed to useful incidental language during


elicitation
Incidental language is language that the teacher doesnt teach but still
hope that students pick up during their interactions in the classroom.
7. Can show the students how to work things out for themselves.
From the explanation above, the writer convinced that talking stick
technique is very helpful and useful for the students to comprehend the
content of reading text in order to answer reading comprehension easily that
will cause the improvement of students reading achievement.

B. The Framework of Thinking


Comprehension is the main goal of reading. Since the reading skill is very
important, the teacher attempts to help the students to be able to read and comprehend
the text. The learners have to be able to discover the meaning which is as the purpose
of the text. The learners need to construct the meaning of the text by analyzing,
learning, and organizing the information that is logic to the learners. To construct the
meaning of the text the readers need to know the main idea of the text. Reading
comprehension involves more than readers responses to the text. It involves many
interactions between readers and what they bring to the text.

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In teaching reading skill the teachers have to be able to help the students to read
and comprehend the text. The teacher needs to lead the students to know the purpose
of the text, how the sentences are connected each other in order to comprehend the
content of the text. Mostly teachers when they teach reading skill they ask the
students to read the text and answer the questions from the text then, correct it. This
teaching method makes the condition of the class bored. The teacher needs to make
the students to be more active in comprehending the text.
Based on the writers observation, many students have difficulties to understand
the text well. Most of them have limited knowledge to master reading skill. They are
unable to understand the purpose of the text because they are unable to comprehend
the text. And for the result the students are not able to answer the questions at the end
of the chapter and from the teacher as well. Besides, the teacher applies the traditional
method in teaching and learning process. Therefore, they have scores below the
standard.
In order to make the teaching process interesting and the purpose of the teaching
learning process reached, the teacher needs a special technique. The purpose of using
it is to make the students easy to learn and understand the lesson. Besides making the
student easier to comprehend, using a technique in comprehending a text can make
the teaching learning process more effective and make the students more active.
There are so many technique to interact and improve the achievement of students
reading comprehension. The Researcher assume that use Talking Stick technique can
improve the reading Skill.

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C. Action Hypothesis
This hypothesis is a temporary answer towards the formulation of the research
problem. The hypothesis provides in this study is the implementation of talking stick
technique in teaching and learning process that could improve the students reading
comprehension skill to the seventh grade students of SMP Negeri 4 Cibitung.

CHAPTER III
RESEARCH METHODOLOGY

This chapter presents objective of the research, time and place of the research, the
method of the CAR research procedures, steps of the research,

data resources,

technique of data collection, technique of data analysis, validity of the data, and the
criteria of success research.
A. Objective of the Research
The objective of this research is to improve the students reading comprehension
through Talking Stick Tehnique at seventh grade of Smp Negeri 4 Cibitung..
B. Place and Time of the Research

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1. Place
The place of the research is SMP Negeri 4 Cibitung which is

located

in Perum Pesona Gading Desa Wanajaya Cibitung. The Subjects in this


study are the students of VII 2

which consists of 52 persons. They are 20

boys and 32 girls.

2. Time
The writer doing the research for three months, from Febuary until May
2015.
C. Method of The Research
Based on that explanation, classroom action research is used in the present study.
The research was started by doing the initial reflection and then lesson will be held
for several times in the form of cycles. Each cycle consisted of three sessions in
which each session in that cycle consists of four interconnected activities.
Furthermore, the four interconnected activities are planning, action, observation, and
reflection.
D. Steps of the Research
The Classroom Action Research will be performed in three cycles .Each cycle
will have three meetings. Lewin divides the main concept of action research into four

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elements; planning, acting, observing, and reflecting. These components need to be


considered as a cycle. The four steps in classroom action research are planning,
action, observation, and reflection.

Cycle 1
1. Planning
Planning means the reflection of one action will be done in applying the
talking stick technique in teaching reading.

First, the researcher arranges

schedule of classroom action research and adjusts the materials with the teachers
annual program based on the syllabus then makes the lesson plan as the guidance
in teaching and implementing the talking stick technique. The researcher also
makes a preparation for the teaching instrument that will be used to support the
teaching. In this first phase, the researcher gives long reading text.
2. Acting
Acting means the activities that will be done. It is the implementation of
project of the researcher. After forming the lesson plan, the researcher implements
the technique by using those preparations. Based on the discussion with the teacher
before, the researcher will take the role of the teacher , while the teacher roles as
an observer in teaching process. In this phase, the activity is divided into three

27

steps, there are Pre- activity which deals with greeting, knowing the students
attendance, the subject of material will be discussed, the purpose of learning
lesson. The second phase is whilst activity in which all the activities conducted
according to the lesson plan and text book. The last phase is Post- activity which
consists of reviewing all the materials taught and gives the next subject of lesson
that will be given in the next meeting.

3. Observing
Observation is done to get the valid data, . It has function the researcher and
collaborator do the observation together. The observer as a collaborator observes
the students participation during the teaching and learning activities, the
performace of the teacher is the researcher, also the situation of during the teaching
process. In doing this, the researcher uses structured observation form that has
been prepared by the researcher and notices every single things in every cycle.
4. Reflecting
Reflection is the evaluation of action that has been done. It recalls action as it
will be recorded in observation. It evaluates all of the aspects. In this stage, the
teacher as a collaborator received data from observation and teachers performance
are collected and analyzed the result within the overall activities during the action
up to reflection phase by the researcher and collaborator as well as the students
workbook in order to know the implementation of the technique whether it is
successful or not. If it is found the problems, it will continue to the next cycle as

28

the target to reach with the same concept at the first one. The result will be used as
reference for the next planning.
2. Cycle 2
a. Planning
In this cycle 2, The researcher makes a lesson plan based on the problem that
the students face in cycle 1.The researcher will reform and select the material and
research instrument to improve the teaching achievement of the students as the
next step from the cycle that have not reached the target yet. In this second phase,
researcher determines short reading material..

b. Acting
The researcher conducts the teaching and learning again by using talking stick.
The researcher will act according to the lesson plan, reform the research instrument
to improve the class activities in order to make a better result. The teaching
activities are still three steps: Pre activity, Whilst activity and Post acivity in the
classroom in order to get better achievement for cycle 3. It is hoped to solve the
students problems in learning reading.
c. Observing
The researcher observes again the activities in the process of teaching and
learning including the students participation , response and the achievement
towards the use of talking stick technique during cycle 2.

29

d. Reflecting
The writer evaluates again the process of teaching reading through talking stick
in cycle 2 whether it shows the improvement or not as well as the students
responds . if it doesnt show the significant achievement. It will be continued for
cycle 3.

3. Cycle 3
a. Planning
This is the last phase which is perfecting of plan from the previous cycle. It
means that as the final phase the researcher can create a better plan to improve the
students reading skill. In this phase, the researcher still gives short reading text
that will be done in pairs.

b. Acting
The last acting phase is completing activities according to the lesson plan in
cycle 3 and still include of three steps activities. The researcher expects to improve
the way of teaching in order to get a better assessment of students reading skill
that will positively improve their achievement in learning in the form of getting
good scores.

c. Observing

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The researcher and the teacher still observe the students participation,
response and achievement in reading skill through talking stick. It is expected that
they could apply the technique in their learning reading.

d. Reflecting
The researcher and the teacher as a collaborator evaluate the implementation
of talking stick technique during the third cycle whether it is successful or not.
The data from the third test will strengthen the result in applying talking stick
technique. After doing the reflection, the researcher and the teacher as collaborator
agree to stop the cycle.

E. Data Resources
This data is taken from the students achievement from each cycle of the
seventh grade of SMP Negeri 4 Cibitung, teacher collaboration, and informan. All
the data resources are collected to support the result of the research in order to
know the implementation of the teaching reading as well as the technique
conducted in the research.
F. Techniques of Data Collection

31

Before conducting the research, the researcher prepared some instruments.


The instruments in this research are observation notes, interview, questionnaire,
and written test.
1. Observation notes
Observation is conducted before and during the implementation. Observation
before the implementation is carried out to reveal the real condition of teaching
and learning reading process and the problems that face by the students in their
reading skill.. The researcher also observes the students ability in reading skill
by using technique, method and media used by the teacher. The behavior and how
they participates in the teaching and learning which the teacher emphasized in
mastering reading comprehension and also the facilities conditioned in the school
Moreover, the observation during the implementation is carried out to reveal
students reading comprehension development by using talking stick technique.
In conducting the classroom action research, the writer use observational note
for record all activities that happen in teaching learning process. It is used to find
the instructional activities in the class during the method implemented. In
addition, it is used to know the good point from the students and the teacher view
and things to consider for the next meeting. The writer and observer record a
description of classroom atmosphere, the setting of the class, the students

32

activities and the teacher activities during the teaching and learning reading
process by using talking stick technique.
2. Interview
The writer uses interview as media to collect the data. It is carrie out
between the researcher and the participant of research in this case is

the

students in order to know the problem that they face in the process of teaching
and learning. The interview is about problem in reading before and after using
talking stick. Interview before implementing the CAR is aimed at to know the
students difficulties in learning reading, students condition involving in reading
comprehension activity and the strategy or method that the teacher usually uses in
teaching reading in the classroom. Furthermore, interview conducted after
implementing the CAR is carried out to know the students reading development
after they have given the talking stick technique and to know the students as well
as the teachers respond towards the implementation of talking stick technique in
reading lesson.
3. Questionnaire
The writer uses questionnaire in order to know the data about the students
perception by using talking stick in reading comprehension skill after
treatments. It consists of 10 items about yes or no based on the questions
or statements given.

33

4. Written Test
Test is used to find out the students knowledge or ability in a certain field.
In this study, test is used to measure the improvement of students reading
ability. The research instrument in this study is

reading test to measure

students ability. The data are taken from the result of reading test in order to
know the students achievement before and after treatment. The result of test is
taken from the students achievement in each cycles.

G. Technique of Data Analysis


1. Data Reduction
The qualitative data is derived from the observation in the teaching and
learning process towards the students activities in the classroom and from
interviewing the students and teacher are organized systematically.
2. Data Description
The description of data is taken by qualitative which taken from the test in the
cycles. The description of data also taken from practice test related to the purpose
to improve the students reading comprehension ability.
3. Data Verification

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The qualitative data derived from students tests result based on students
reading scores per meeting or action in the cycle by using triangulation. Besides
that the writer also uses questionnaire in order to the students perception about
the implementation of talking stick technique to improve their reading
comprehension ability.

H. Validity of Data
In o get the validity of research, the writer uses Descriptive Statistics in the
form of mean, mode, median, and percentage in order to know the validity of
research. The writer calculates the data by using some formula:
1. Written Test
a. Test Score = Number of students scores above KKM x100%
Number of students

b. Mean

= Students Score
Number of students

2. Questionnaire
The data from questionnaire is analyzed by percentage analysis in which to
strengthen the data finding about talking stick technique used. The formula was
shown as follows:

35

P = F x 100%
N
Where:
P: percentage of the students answer
F : the total number of the students answer
N : the total number of the students
Finally, the writer will know from the calculation using percentage analysis
above from the students answer of the questionnaire, the writer will be able to
interpret the data, that it is 85 % or more of the sample students give yes answer so
the writer could say that they have a good perception towards talking stick technique
after the treatment.

I. Criteria of the Succeeded Research


After carrying out the activities in cycles, it is expected that all of the students
scores in the seventh grade especially VII 2 could get 71% for the individual
standard score achievement 70 and 100% above 70 for the classical one of the
standard score for English subject (KKM) from the implementation of talking stick
technique in order to improve the students reading comprehension skill.

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CHAPTER IV
RESEARCH FINDING AND DISCUSSION
In this research finding, the writer presents the data that have been collected.
The data description consists of description of data from observation. Interview,
questionnaire, the implementation of teaching reading using talking stick and the
improvement result of the implementation of talking stick at the seventh grade of of
SMPN 4 Cibitung.
A. Reasearch Finding
1. Pre- Action Description
Based on the observation conducted by the writer on February 24 th, it is known
that in teaching reading in the seventh grade of SMPN 4 Cibitung the teacher teaches
reading by giving them a text and asking them to read the text then find out the
difficult words and do the reading comprehension exercise without giving them more
communicative activity to make them more active in learning in the class.
This strategy influences the teaching of reading which can cause many
problems. First, the students feels difficulty in understanding the reading passage

37

because they dont fully understand about the content of it that will effect the result of
their achievement score in daily examination.

Second, they feel reluctant and bored to see the text that makes them unable to
finish their tasks completely since the result of teaching reading itself makes them not
enjoyable and interested in the teaching and learning process.
The teacher also has difficulties to teach in large class. The main problem is the
way to manage it. During the teaching hours the teacher should make the students
pay attention to the material given to them. It needs hard work to get students
attention without giving them an interesting activity for more than one hour.
Therefore, to minimize the lack of reading comprehension and to encourage the
students to develop effective reading skills, the writer applied such a learning reading
strategy using talking stick technique.
2. Action Desrcription
a. Cycle I
Cycle 1 is held on 25th of February and 3rd of March 2015, for the treatment
and on 4th of March is for the assessment in accordance with teachers schedule in the
class.
1. Planning

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Cycle I is the first process that the writer conducts to improve the students
reading ability by using talking stick technique. There are three meetings in Cycle
I. Two meetings for treatment program and one meeting for assessment. There
are two lessons plans in cycle one, the topics are about reading in the form of
descriptive text.
2. Acting
In this phase, the writer does the action by teaching the seventh grade
students of SMPN 4 Cibitung by using talking stick technique. The writer explains
about how to give direction and also performs the procedure of teaching reading
through talking stick technique in the process of teaching and learning process.
After performing teaching and learning activities,. The writer gives them reading
comprehension exercise in the form of essay and evaluates them. Besides that, the
writer and observer also observe and monitor the students activities and responds
in teaching and learning activities.
In this phase, there are three steps in the teaching and learning process. First,
Pre-Activity, the writer enters the class and greats the students. After that inform
them the learning objectives and the standard of competency that is going to
achieve for reading comprehension in the form of descriptive text. Second,
Whilst- Activity, there are three stages in this phase; exploration, elaboration and
confirmation. In the exploration stage, the writer motivates them by asking some

39

questions related to the material. In the elaboration stage, the writer explains and
teaches the students well about how to master reading comprehension text through
talking stick technique. The stages are as follows:
1. The writer divides the students into a group consists of eight students.
2. The writer informs the material and asks them to find out the important
information and discuss the text.
3. The writer prepares the talking stick
4. The writer holds the stick and gives the reading comprehension questions to the
member of the group to answer it. Other groups keep silent
5. Other students in the group can give opinion by adding some answers from the
writers questions.
6. Then, the writer gives another questions to other students in group.
7. The writer gives the evaluation
In the confirmation stage, the writer gives them a chance to ask questions about
the text that they dont understand yet by guiding them and giving good respond to
the right answer. Third, Post- Activity, the writer concludes the material and gives
them assignment to read descriptive text before ending the meeting.

40

3. Observing
The writer carried out the observation. The writer observes the teaching and
learning process by monitoring the students activities in this cycle. The writer
finds that most of the meeting are not running well. The students are still confused
about the technique because they are not accustomed to do it in learning reading.
They are still difficult to follow the stages in talking stick technique and to
comprehend the quite long reading passage that makes them cannot answer the
reading comprehension test well. The Standard Minimum Score (KKM) is 70 and
criteria of success in classroom action research if all students could get the
standard minimum score or above it. From the data in Cycle I shows that 25
students can achieve for KKM while 27 are still under KKM with the average
score 66.92.
4. Reflecting
After analyzing the data by observing and evaluating the result of observation
in teaching and learning process in cycle I, the writer concludes that it is very
important for her to apply and to train the technique more actively in order to
make them accustomed to master the reading text without reading all passage. The
writer should give more attention and motivation to encourage them to

41

comprehend the reading material. Having seen the result in cycle I, the writer will
continue for the cycle II in order to get good achievement.
b. Cycle 2
Cycle II is held on 10 and 11 th of March 2015, for the treatment and on 17 th
of March is for the assessment in accordance with teachers schedule in the class.

1. Planning
After finding the facts that the students mastery in reading is still low which
is proved by the test. The writer plans the strategy of the research by giving them
short reading text in order to make them easier to understand the material. The
second cycle is carried out to solve the problem found in cycle I. Cycle II is the
second process that the writer conducts to improve the students reading ability by
using talking stick technique. There are still three meetings in Cycle II. Two
meetings for treatment program and one meeting for assessment. There are two
lessons plans in cycle two. the topics are about reading in the form of short
descriptive text.
2. Acting
In this phase, the writer still does the action by teaching reading to the
seventh grade students of SMPN 4 Cibitung by using talking stick technique. The

42

writer explains about how to give direction and also performs the procedure of
teaching reading through talking stick technique in the process of teaching and
learning process. After performing teaching and learning activities,. The writer
gives them reading comprehension exercise in the form of essay and evaluates
them. Besides that, the writer and observer also observe and monitor the students
activities and responds in teaching and learning activities.
In this phase, there are still three steps in the teaching and learning process.
First, Pre-Activity, the writer enters the class and greats the students. After that
inform them the learning objectives and the standard of competency that is going
to achieve for reading comprehension in the form of descriptive text. Second,
Whilst- Activity, there are three stages in this phase; exploration, elaboration and
confirmation. In the exploration stage, the writer motivates them by asking some
questions related to the material. In the elaboration stage, the writer explains and
teaches the students well about how to master reading comprehension text through
talking stick technique. In thi case, the writer writer trains them well by giving
some various questions related to the mastery of reading passage. The writer helps
and encourage them to answer the reading comprehension well. In the
confirmation stage, the writer gives them a chance to ask questions about the text
that they dont understand yet by guiding them and giving good respond to the
right answer. Third, Post- Activity, the writer concludes the material and gives
them assignment to read descriptive text before ending the meeting.

43

3. Observing
The writer carried out the observation. The writer observes the teaching and
learning process by monitoring the students activities in this cycle. This
observation is done to get the data from the students progress during their activity
when teaching and learning process occurs. In cycle II, the writer finds that most
of the meeting are running well enough. The students are not confused anymore
about the technique because they try to be accustomed to do it in learning reading.
They are familiar to follow the stages in talking stick technique and to
comprehend the short reading passage that makes them can answer the reading
comprehension test well.
Although there are some students still have difficulties in comprehending all
the reading passage well, but they try hard to understand the reading passage even
a little bit.
The Standard Minimum Score (KKM) is 70 and criteria of success in
classroom action research if all students could get the standard minimum score or
above it. From the data in Cycle II shows that 38 students can achieve for KKM
while 14 are still under KKM with the average score 69.76.
4. Reflecting

44

After analyzing the data by observing and evaluating the result of observation
in teaching and learning process in cycle II, the writer concludes that it is very
important for her to improve and to well-train the talking stick technique more
actively in order to make them well accustomed to master the reading text without
reading all passage. The writer should give more attention and motivation to
encourage them to comprehend the reading material. Having seen the result in
cycle II, the writer will continue for the cycle III in order to get better
achievement.
b. Cycle 3
Cycle III is held on 18 and 24 th of March 2015, for the treatment and on 25 th
of March is for the assessment in accordance with teachers schedule in the class.
1. Planning
After analyzing the result of cycle 2, the writer concludes that using talking
stick technique in teaching reading comprehension could improve the students
reading comprehension mastery. It can be said that talking stick technique is
effective in improving the students reading ability. Cycle 2 doesnt give

satisfactory result because there are some students who still get difficulties in
comprehending the reading text using talking stick technique. It is necessary to
continue the next cycle to improve the students reading ability as well as to get
better achievement in reading score.

45

The third cycle is carried out in order to solve the problem in cycle 2.where
a few students still get difficulty in mastering the reading passage although they
have already been familiar with the technique but they can not understand and
remember the information listed in the passage. The writer still drills them to
master the reading passage by using the same technique and give them short
descriptive text they and the writer change the strategy to discuss the reading
passage. In this cycle, the writer asks them to discuss in pairs not in a group.
b. Acting
In this phase, the writer conducts the teaching and learning process and still
uses the same technique in the third cycle in order to get a better result that is
significant in improving students reading ability by using talking stick technique.
There are still three meetings in this cycle including post test.
c. Observing
As it is explained in the previous section, observation is done to getthe data
from the students progress during their activities when teaching and learning
process carried out. It is expected that the result in the third cycle would be better
than what have been achieved in the second cycle.
The students responses in cycle 3 are very good. They are very enthusiastic
to follow the teaching and learning process because they have already been
accustomed to do such technique to comprehend the reading text. They look more

46

actively in performing the stages of talking stick technique and they try to perform
the role of teacher to hold and conduct the technique by asking reading
comprehension questions to their friends.
KKM is 70 and criteria of success in classroom action research is that if all the
students can get above the standard minimum score or KKM. The data in cycle 3
shows that no students are still under KKM. The average score of students is
73.59.
d. Reflecting
Based on th result of the observation, the writer evaluates the students
reading ability as well as the action procedures of teaching learning process that
she has conducted. The result implies that the students get a significant progress in
reading comprehension ability when they are taught using talking stick technique.
They are active to perform the technique in learning reading. besides that,
they look enjoyable and easier to understand English reading. They dont feel
bored anymore to read all the passage as they do before.
B. Discussion
1. Observation
Based on the observation conducted by the writer, it is known that the
English teacher teaches reading by giving them reading passage and asking the to

47

answer the comprehension question by themselves without having a communicative


activity to motivate and to make them enjoyable in learning reading. This strategy
causes many problems. First, the students feels difficulty in understanding the
reading passage because they dont fully understand about the content of it that will
effect the result of their achievement score in daily examination.
Second, they feel reluctant and bored to see the text that makes them unable to
finish their tasks completely since the result of teaching reading itself makes them not
enjoyable and interested in the teaching and learning process.
Third, the students are noisy because they are not interested in the activity given
by their teacher and it causes the teacher difficult to manage the classroom condition.
However, after the students are taught using talking stick technique, they can be
active and participate fully in the teaching and learning process. It is because they are
interested in the activity given to them that makes them feel easier to mastery the
reading passage and an interesting activity can motivate them to be active in teaching
and learning process.
2. Interviews
The data of interviews with the English teacher and the students of the seventh
grade of SMPN 4 cibitung show that the teacher and the students have some
problems. The teacher has a problem to get students, attention in teaching and
learning reading. Getting students attention and participations for more than one

48

hour, especially in a large class of 52 students is a hard job if we do not give them an
interesting, creative and .innovative activity in teaching reading to make the students
enjoyable and interested in teaching learning process. If the students enjoy the
teaching learning process, they will pay attention and participate actively in the
teaching and learning process.
Second, the English teacher has a problem to handle some passive students who
do not participate in the class, while other students are very active that they always
involve and answer the teachers questions while teaching and learning is going on.
Therefore, we have to motivate passive students to be active by giving them an
interesting activity that allows and forces them to be active to read and comprehend
the reading passage., and later it will motivate them to learn reading comprehension
well. The very active students will also be motivated to participate in an activity that
involve them actively in more interesting activity that allows them to use their
creativity in using language.
The third problem is that the teacher should change her conventional strategy in
teaching reading, just giving the students reading material and asking them to answer
the comprehension by themselves. The teacher should give the communicative
technique in teaching and learning reading comprehension that makes them not bored
to get the information from the reading text. Therefore, the writer decided to
implement talking stick technique in teaching reading comprehension at the seventh
grade of SMPN 4 Cibitung.

49

3. The Implementation of Talking stick technique to improve Students Reading


Comprehension Ability
The problem faced by the seventh grade students of SMPN 4 Cibitung in
reading comprehension is that they dont fully understand the reading passage
because they dont want to read the passage that makes their eyes tired and get
bored to do so. It, of course, will cause their mastery in comprehending the
passage well that will cause the ability to answer all reading comprehension
questions. Their ability in reading comprehension is low and it can be proved by
the students daily examination. There are only 22 students who can achieve the
standard score or KKM. It means only 42% of them could pass for KKM.
Therefore the writer decides to apply talking stick technique which purposes to
change the way the learn reading, to help them easy to comprehend the reading
text and to create the conducive and communicative learning situation in the class.
In then implementation of talking stick technique in teaching reading
comprehension at the seventh grade students of SMPN 4 Cibitung, the writer
choose some kinds of descriptive texts which are suitable for to be implemented
to the students of the seventh grade of junior high school. At first, the students
look confused because they are not accustomed to face the creative learning
situation because they just do the conventional learning in the class. However,
after they have engaged in interesting and communicative activities for nine
meetings, they look happy, brave and more motivated to follow and to do the

50

stages in talking stick technique in which it will improve their ability in mastery
the reading passage that will influence their achievement scores in reading
comprehension lesson.

4. Students Achievements in the Tests


After the problem is analyzed , the writer decides to apply talking stick
technique to overcome the problems. The use of talking stick technique can
improve students reading comprehension ability. Then the classroom action
research is held. The writer has conducted three cycles. The problems found in
cycle 1 have been solved in cycle 2 and 3. Each cycle consist of three meetings.
After cycle 3 is conducted, the writer carries out a post test which aims to know
the students improvement. The average of daily examination score before
treatment is 65.19, whereas the average score after treatment in cycle 3 is 73.13
and the improvement result of the implementation is 7.94. It shows that teaching
reading comprehension using talking stick can improve students reading
comprehension ability significantly.
The result of each cycle shows that there is an improvement of students
reading skill after they have been taught using talking stick technique. In cycle I
27 students are still under KKM with the average score 66.92. In cycle II 14

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students are still under KKM with the average score 69.76. In cycle III, no students
are still under KKM with the average score of students is 73.13.
5. Students Responses on the Implementation of Talking Stick Technique in
Teaching Reading Comprehension
From the students experiences during the treatment for nine meeting using
talking stick technique as well as the observation conducted by the teacher and
observer during the teaching and learning process for nine meetings in the
classroom. The students admit that they like this technique. They do not feel bored
and tired to read the information in the text. They look brave , more enthusiastic
and more confident to follow the teaching and learning process. They also admit
that they become active and full of concentration in the classroom.
Considering the expalanation above, the writer concludes that the research is
successful and the technique of talking stick vcan improve the students reading
comprehension ability at the seventh grade of SMPN 4 Cibitung. The
improvement of students reading comprehension ability can be supported by the
improvement of students scores. The result of daily examination and post test
showed a significant improvement. The use of talking technique in teaching
reading comprehension can overcome the research problem that is how to motivate
the students of the seventh grade of SMPN 4 Cibitung to learn reading
comprehension. The students also have a positive response to the implementation

52

of teaching reading using talking stick. The students reading comprehension can
be improved through talking stick because in this technique they can share
information one another that can make them easier to understand the reading
passage. They can help one another. They can be motivated, more enjoyable and
easier in learning English reading lesson.

53

CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The result of this research shows that the use of talking stick technique in
teaching reading comprehension can overcome the students problems effectively.
The conclusion drawn from the result of research as follows:
1. The result of each cycle shows that there is an improvement of students. Reading
comprehension skill after they have been taught using talking stick. In cycle I 27
students are still under KKM with the average score 66.92. In cycle II 14 students
are still under KKM with the average score 69.76. And in cycle III, no students are
under KKM> The average score of students is 73.13.
2. The average of daily examination score before the treatment is 65.19. Where as the
average score after the treatment in cycle 3 is 73.13 and the improvement result
of the implementation is 7.94. It shows that teaching reading comprehension using
talking stick can improve students reading comprehension ability significantly.
3. The students responses are positive. They do not feel bored, but more enthusiastic
to follow the teaching and learning process. The students look brave as well as
more active to learn reading, easier to understand the reading passage. They also

54

admit that they become active, enjoyable, and full of concentration in the
classroom.
B. Suggestion
Having concluded the result of research, the writer would like to propose some
suggestions that hopefully will be useful for the students, and other English teachers
or researchers.
1. Being aware that reading is important in English since it is one of four language
skills in learning English. The students should try their best to understand the
reading material individually, in pairs or in group, both inside and outside the
classroom.
2. The teacher should learn and be creative to find the way how to teach reading using
effective method, one of them is by using talking stick. The teacher must also give
some motivation and explanation about the importance of reading comprehension
in English lesson because it is one of materials for state examination.
3. The result of the study can be used as an additional reference or further research
with different discussion.

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