DEVELOPING
STUDENTS’ SPEAKING ABILITY THROUGH TALKING STICK MODEL AT CLASS 11 OF TATA BUSANA DEPARTEMENT
SMK DAERAH KOTAMOBAGU
I.
INTRODUCTION
A. BASIC CONSIDERATION
Speaking
is one of four language skills whether in English or another language. The four of language skills are speaking,
reading, listening and writing which have close relationship among one to the
others. Berbicara adalah kemampuan mengucapkan bunyi-bunyi artikulasi
atau kata-kata untuk mengeekspresikan, menyatakan serta menyampaikan pikiran,
gagasan dan perasaan (http://makalahdan skripsi.blogspot.com). Means
that speaking is an activity to express filling and idea orally. Speaking in
English is very important to communicate in this globalization era, because the
world society agreed that English is international language. There are some
examples of speaking activities, they are dialogue, interview, speech etc.
In
teaching and learning process commonly the learner have problem from their self
who shy in making mistakes to express their idea or sentences. But actually in
learning, every student must speak. It’s started from try it then practice
continuously without feeling afraid or enjoy. Every mistake can correct and we can learn
from those mistakes to develop our speaking English. As the statement “practice
makes perfect”.
The
purpose of students’ learn is the student must be able to express words,
express an idea, practice dialogue, interview, telling story, telling argument,
and present their Prakerin report in
English. It is based on the curriculum of KTSP. It is also makes student
adaptation in their job later. But in fact, the students who stand in class 11
of SMK Daerah kotamobagu, especially Tata Busana Department is not as expected.
It caused by the straight model of teaching and learning. Therefore, as a
teacher anticipate it by using new tricks which necessary to develop their
speaking ability. One of tricks is apply interesting model of teaching and
learning.
The
model of teaching and learning is very important, because it is teaching and
learning activities from beginning to end. Based on Sudrajat (2008: www. Psb-psma.org) stated that model pembelajaran pada dasarnya merupakan bentuk pembelajaran yang
tergambar dari awal sampai akhir yang disajikan secara khas oleh guru. In another word, it is a wrapper or frame the
application of metode and technique of teaching and learning. One of
interesting model of teaching is talking stick model. The writer thought that talking
stick model can develop students’ speaking ability, because it gives chance to
the student to learn and also play.
Based on the background
above, the writer gives the title of this study “DEVELOPING STUDENTS’ SPEAKING
ABILITY THROUGH TALKING STICK MODEL AT CLASS 11 OF TATA BUSANA DEPARTMENT SMK DAERAH KOTAMOBAGU”
B. PROBLEM IDENTIFICATION
Based on the basic consideration above, I reflected about
my teaching and learning I found some cases in my class.
1.
The students have
very little vocabulary
2.
Based on the
background of the student, their English ability is very low
3.
The student
afraid to make mistake
4.
The student want
to speak if invite by the teacher
5.
The methodology
which I applied before is interesting
C. PROBLEM FORMULATION
Based on the background and identification above,
so I
formulate my problem:
Can talking stick model develop students’ speaking
ability?
D. PROBLEM SOLVING
Using Talking stick model in class and hopefully it
can develop students’ speaking ability
E. PURPOSE OF THE STUDY
1. The purpose of the study is to develop students’
speaking ability through talking stick model.
F. THE CONSTRIBUTION OF THE STUDY
The contributions of this study are:
1. The students’ speaking ability are develop
2. The teacher can develop students’ speaking ability
II.
REVIEW OF
THE LITERATURE
I.
THE THEORY
OF STUDY, TEACHING AND LEARNING, SPEAKING AND MODEL
1.
The theory of Study
Study is an
active activity and process of gain knowledge and experience. It is support by
the theory of J. Bruner in surianta (http://disdikklungkung.net) belajar
merupakan suatu proses aktif yang memungkinkan manusia untuk menemukan hal-hal baru diluar informasi yang diberikan
kepada dirinya. To get the knowledge
the people need to study in level by level. It means that to internalize the
knowledge in the brain (cognitive structure). Based on the theory of J. Bruner
in surianta (http://disdikklungkung.net):
Proses internalisasi akan terjadi secara sungguh-sungguh(yang berarti
proses belajar mengajar terjadi secara optimal) jika pengetahuan itu dipelajari
dalam tahap- tahap sebagai berikut:
a)
Tahap enaktif adalah suatu tahap pembelajaran dimana pengetahuan
dipelajari secara aktif dengan menggunakan benda-benda konkret atau situasi
nyata.
b)
Tahap ikonik adalah suatu tahap pembelajaran dimana pengetahuan
dipresentasikan (diwujudkan) dalam bentuk bayangan visual (visual imagery),
ambar atau diagram yang menggambarkan kegiatan konkret yang terdapat pada tahap
enaktif.
c)
Tahap simbolik adalah suatu tahap pembelajaran dimana pengetahuan itu
direpresentasikan dalan bentuk simbol-simbol abstrak, baik simbol-simbol verbal
9misalkan huruf-huruf, kata-kata atau kalimat-kalimat), dan lambang-lambang
abstrak lainya.
2.
The theory of
teaching and learning
Suyitno,2004:1 dalam surianta: http://dislngkng.net) Pembelajaran
adalah upaya untuk menciptakan dan pelayanan terhadap kemampuan potensi, minat,
bakat dan kebutuhan peserta didik yang beragam agar terjadi interaksi optimal
antara guru dengan dengan peserta didik atau antara peserta didik dengan
peserta didik lainya.
3.
The meaning of Speaking
Speaking is
an activity to express idea and feeling between listener and speaker. Berbicara adalah Suatu alat untuk
mengkomunikasikan gagasan-gagasan yang disusun serta dikembangkan sesuai dengan
kebutuhan sang pendengar atau penyimak (http://makalahdanskripsi.blogspot.com)
4.
The Elements of
Speaking
The elements of speaking is speaker, idea, listener,
media and response. According to the paper in (http://makalahdanskripsi.blogspot.com) didalam berbicara terdapat lima
unsur yang terlibat yaitu:
1.
Pembicara
2.
Isi pembicaraan
3.
Saluran
4.
Penyimak
5.
Tanggapan penyimak
5.
Model Of The
Teaching and Learning
Sudrajat (2008:
http://www.Psb-psma.org) stated that model pembelajaran pada dasarnya merupakan
bentuk pembelajaran yang tergambar dari awal sampai akhir yang disajikan secara
khas oleh guru. Dengan kata lain, model pembelajaran merupakan bungkus atau
bingkai dari suatu penerapan metode dan teknik pembelajaran.
Based on Rampengan (2008:
19) Model pembelajaran talking stick
Steps:
1. Guru
menyiapkan sebuah tongkat
2. Guru
menyampaikan materi pokok yang akan di pelajari kemudian memberikan kesempatan
kepada siswa untuk membaca dan mempelajari materi.
3. Setelah
selesai membaca materi/buku pelajaran dan mempelajarinya, siswa menutup
bukunya.
4. Guru
mengambil tongkat dan memberikan kepada siswa, setelah itu gru memberikan
pertanyaan dan siswa yang memegang tongkat tongkat tersebut harus menjawabnya,
demikian seterusnya sampai sebagian besar siswa mendapat bagian untuk menjawab
setiap pertanyaan dari guru.
5. Guru
memberikan kesimpulan
6. Evaluasi
7. Penutup
II.
PROBLEM
DESIGN
Based on the case above,
it needs design to apply talking Stick model in teaching and learning.
Hopefully
talking stick model can develop students’ speaking ability.
III.
HYPOTHESIS
OF THE STUDY
Talking
stick can develop students’ speaking ability.
III.
PLAN
& PROCEDURE OF THE STUDY (METHODOLOGY
OF THE STUDY)
A. PLAN THE STUDY
There are pGHHlace of the research, time of research, plan of
action research and the cycle of the
research.
1. Place of
the study
This classroom research will held at SMK Daerah Kotamobagu class XI for English
subject.
2. The time
of the study
This
research will be held in even term 2011/2012 academic year. It’s from July to December. The time
of the research based on the school academic calendar and semester gram calendar, because
classroom action research need the cycle
which need in teaching and learning process.
3. Plan
Of Action study
a. The writer will use standard competence (KD) 2.4 .
telling about past event and future plan in 5 meetings.
b. The writer
will make an instrument for pre-test and post test, also observation
instruments of teaching and learning by using talking stick models.
4. The
subject of the study
The
subject of the research is
class XI of Tata Busana department at SMK Daerah Kotamobagu which the
total of the students 20 people.
5. Data resources
The data
resources are students, teacher, another
English teacher and colaborator.
a.
Student
The function of student is to get the data from their result of study
b. Teacher
The function of teacher here is to research how far
the success of talking stick implementation based on the students’ result.
3. Another
English teacher and collaborator
The functions of Another English teacher and colaborator
are to see how far the success of talking sticks implementation based on
their observations.
6. Technique
and instrument of the study
a. Technique
The technique of collecting the data are test, observasion, interview and discussion.
a.1. Test: to get
students’ result
a.2. Observasion: to
observe how far the implementation of talking stick
a.3. Interview: to get short information and data of talking stick
implementation
a.4. Discussion among teacher, another English teacher, and
collaborator to
reflection about the classroom action research
b. Instruments
of the study
The instruments of the research are test, observasion, interview, quetioner and discussion.
7. Work
indicators
The indicator of this classroom research is not only students’ ability, but also
the teacher because teacher is students’ facilitators who influences to
students’ ability.
a. Student
a.1. Test: the average of student daily test
a.2. Observasion: the ability og the student
b. Teacher
b.1. Documentasion: students’ attendance, video of
research
b.2. Observasion: observation result
8. Analisis Data
The data
will collect in every cycles of the research and analize descriptively, with
the purpose to know what happen in teaching and learning activities. You can
see the aspects bellow:
a. Result of study : the way is write the class’ average.
Then, the writer categorize it into high, midle, and low
b. Student’s ability in the process of english teaching
and learning by dengan menganalisis analyzing the level of students’ speaking
english ability. Then, the writer categorize it into high, midle, and low
c. Implementation
of talking
stick model. The main pint is to analize the level of talking stick success
in chategorize; succsess, less success and unsuccess.
B. PROCEDURE OF THE STUDY
1. Classroom
Action Research Cycle
The
writer plans this classroom action research into two cycles by implementing
talking stick model to develop students’ speaking ability. It will implement in
6 months, 5 x 90 minutes.
The steps of this research
are planning, acting,
observing and reflecting. Lool the explanation bellow:
Cycle
1
1. Planing
a. The writer make discussion with another english
teacher about the models of teaching and learning which done before and caused
students’ speaking ability low.
b.The team analize
the curiculum. This purpose is to know which cucciculum will apply in talking stick
implementation.
c. Prepare the questioner
d. Prepare
the stick
e. write
a lesson plan
f. make
an instrument of pre-test and post - test
2. Acting
a.
Brain storming
give key words
b.
The
teacher prepare the stick
c.
The teacher explains the materials, then give a chance
to the students to learn and read the materials.
d.
The student closed their book.
e.
The teacher takes a stick and give to ones student. The student must answer the question
of the teacher. It continue until all of student had chance to answer the question
f.
Student and teacher make a conclution of the materials.
g.
Evaluation
h.
Ask to the student to fill the questioner
i.
Closing
3. Observing
a.
The situation of teaching and learning.
b.
Students’ ability.
4. Reflecting
This research is success if :
a). More than 75 % of the student can answer the question
from the teacher
b). More than
80 % of the students can speak english
Cycle 2
The activities are
same with the the activities in thefirst cycle, but the researcher make a
little modification in acting.
1. Planing
Tim
peneliti membuat rencana pembelajaran berdasarkan hasil refleksi pada siklus
pertama
2. Acting
2.1.Brain storming give key words
2.2. The teacher prepare the stick
2.3. The teacher explains the materials, and then gives
a chance to the students to learn and read the materials.
2.4. The student closed their book.
2.5. The teacher takes a stick and gives to ones
student. The student must tell something one sentence or more by their own
sentence based on the picture. Every student who has finished he/she gives it
to ones of their friend which choose by their self. It continue until all of
student had chance tell their idea.
2.6. Student and teacher make a conclution of the
materials.
Evaluation
2.7. Ask to the student to fill the questioner
2.8. Closing
3. Observing
a.
The situation of teaching and learning.
b. Students’
ability.
4. Reflecting
This research is success if :
a)
More than 75 % of the student can answer the question
from the teacher
b) More than 80 % of the students can speak english
DESIGN OF CLASSROOM ACTION RESEARCH
STUDENTS’ SPEAKING ABILITY LOW
The Proposal
CYCLE I
IMPLEMENTING TALKING STICK MODEL
|
CYCLE II
IMPLEMENTING TALKING STICK MODEL
|
STUDENTS’ SPEKING ABILITY
IMPROVE
The report
of Study
IV.
The details
of classroom action research cost.
No
|
Activities
|
Volume
|
Total(
Rp )
|
expl.
|
I
|
Planning
1.
Make the
proposal of research
2.
Write the
lesson plan
3.
Prepare
the stick and all instruments
4.
Prepare
tools of documentation
|
1
times
5
times
1 times
|
500.000,00,-
60.000,00,-
500.000,00,-
1.000.000,00,-
|
|
|
total I
|
|
1.560.000,00,-
|
|
II
|
Acting
1.
The
salary for researcher
2.
The
salary for observer
|
5
times
3
times
|
600.000,00,-
150.000,00,-
|
|
|
total II
|
|
750.000,00,-
|
|
III
|
Analyzing
the data
|
3
times
|
1.000.000,00,-
|
|
|
total
III
|
|
1.000.000,00,-
|
|
IV
|
write
the report of research
|
6
eks
|
250.000,00,-
|
|
|
total
IV
|
|
250.000,-00,-
|
|
|
total
|
|
4.150.000,00,-
|
|
V.
SCHEDULE OF
CLASSROOM ACTION RESEARCH
No
|
Activity
|
Action
Plan
|
July 11
|
August 11
|
September
11
|
October
11
|
November
11
|
December 11
|
1
|
Write the
proposal of classroom action research
|
XX
|
|
|
|
|
|
2
|
Write the lesson plan
|
XX
|
|
|
|
|
|
3
|
Prepare the
stick and instruments of research
|
|
XX
|
|
|
|
|
4
|
Prepare tools of documentation (camera & video)
|
|
X
|
|
|
|
|
5
|
Activity in cycle I
·
panning
·
acting
·
Observings
·
reflecting
|
|
X
XX
XX
|
X
|
|
|
|
6
|
Activity in cycle
II
·
Planning
·
acting
·
Observing
·
Reflecting
|
XXX
|
|
XXX
XXX
|
X
|
|
|
7
|
write the research report
|
|
|
|
|
XX
|
|
8
|
Seminar
& publish the
research
|
|
|
|
|
|
X
|
VI.
Resercher
1. The leader of research
:
a. Full name & degree :
Sussilowati, S.Pd
b. sex : Female
c.
Pangkat/Gol/NIP : Penata muda Tkt I/III.a/9560 027 947
d. Positition : Teacher
e. instantion :
SMK Daerah Kotamobagu
f. Departement : english
2. Vice leader of the research
:
a. Full name & degree : Dra. N.dg. pawewang
b. sex : Female
c. Pangkat/Gol/NIP :
d. Position : Teacher
e. Institution :
SMK Daerah Gorontalo
f. Departement : English
BIBLIOGRAPY
Rampengan,M.J, (2008), Diklat Sertifikasi Guru, Manado:Modul
