A.

Background of Research

Speaking is one of language skills (writing, reading,

listening and speaking) to express opinion, feeling, comment or

refuse opinion from others. Through speaking, learners can

communicate or interact with others. Speaking is a productive skill.

As a productive skill, speaking is important to master among other

skills. However, it does not mean that the other skills are not

important but speaking skill seems to be often used than other skill.

Speaking is one of the important skills in language learning,

because speaking is the important tool for communication.

Through speaking students can show that they are proficient in

language or not. The students can interact or communicate with

others by speaking, so without speaking students will be dumb in

english learning.

There are many materials should be mastered by the

eleventh students in curriculum 2013. They are: offers and

suggestions, opinion and thoughts, party time, national disaster-an

exposition, letter writing, cause and effect, meaning through music

and explain this. Then, the material that related to speaking is

about cause and effect. So, cause and effect will be a basic material

in this research.

The essential of speaking on topic cause and effect is to

apply social functions, text structures, and linguistic elements of

1
 2

spoken and written transactional interaction texts that involve the

act of giving and asking information that related to cause and effect

relationship according to the context of their use.

In speaking mastery, many students in SMA N 1

Panyabungan at the XI grade faced some problems in learning

speaking. Students’ problem in speaking mastery are lack of

vocabulary, feeling shy and not confidence to speak. So, they

difficult to catch the material.

Many students lack of vocabulary about English speaking.

Then, students confuse how to pronounce the vocabulary
and grammar correctly. Moreover, some students are not
interested in English and they are shy and also not
confidence to speak. So, therefore the students difficult to
undertand the maaterial in English speaking.1

From the explanation above, it means that the learning

process has not been achieved optimally, because the teacher did

not used another strategy while teaching. It means the students’

speaking is still low. Then, to increase students’ speaking mastery,

the teacher needs to use some strategies in order to take students’

attention made the learning process more fun.

There are some cooperative learning strategies that can be

used in teaching speaking such as talking stick, story telling, think

pair and share, jigsaw, make a match, numbered heads together,

roundrobin brainstorming and three-step interview. Those various

1
Y. Ritonga, “Private Interview to Teacher of SMA N 1 Padang Bolak Julu” (Sipupus,
Padang Bolak Julu: SMA Negeri 1, 2021)
 3

of strategies are suitable and good for enjoyable teaching and

learning process in speaking class.

Talking Stick strategy is one of the cooperative learning

strategy in the learning process by using a small wooden stick. For

the student who gets the stick must answer the question by the

teacher. So, this strategy is interest and can create fun, and it can be

a strategy for teaching speaking.

The roles of this strategy can create fun and active condition

in the class. It is also can train students’ skill in finding and getting

information to answer question given by the teacher. So, based on

the definition above can conclude that teaching by using this

strategy students will be more active to practice their speaking in

learning speaking.

Based on the explanation above, this research essential to a

research entitled “The Effect of Using Talking Stick Strategy on

Speaking Mastery At The XI Grade Students of SMA N 1

Panyabungan.

Identification of The Problem

Speaking is one of language skills to express opinion,

feeling, comment or refuse opinion from others. Speaking also as a

tool for someone to communicate or interact with others. Then,

speaking is influenced by many factors, such as strategy and

 4

method. So, it can make them difficult to understand the material

that has been given by the teacher.

Actually there are some kinds of strategy that can be used in

teaching speaking such as talking stick, story telling, think pair and

share, jigsaw, make and match, numbered heads together,

roundrobin brainstorming and three-step interview. Those various

of strategies are suitable and good for enjoyable teaching and

learning process in speaking class.

B. Limitation of the Problem

As mention on the identification of the problem above,

there are some kinds of strategy that can be used in teaching

speaking to encourage students’ speaking mastery such as talking

stick, storytelling, think pairs and share, roundrobin brainstorming

and three-step interview.

In this research, not all of the strategies are discussed, but

only focused on talking stick as a strategy. Talking Stick strategy is

one of the cooperative learning strategy in the learning process by

using a small wooden stick. For the student who gets the stick must

answer the question by the teacher. So, this strategy will be

interested to be used in teaching speaking.

 5

The reason why choose Talking Stick strategy because this

strategy can make the learning process more interesting and create

fun. Then, it is also can make students speak up and express their

idea confidently. So, those are the reasons for choosing talking

stick as a strategy in this research.

C. Formulation of the Problem

Based on the background of the problem, the formulation of

the problem in this research as follows:

1. How is students’ speaking mastery before teaching by using

Talking Stick strategy?

2. How is students’ speaking mastery after teaching by using Talking

Stick strategy?

3. Is there any significant effect of using Talking Stick strategy on

Speaking Mastery at the grade XI students of SMA N 1 Padang

Bolak Julu?

D. Purpose of the Research

According to the formulation above, the purposes of this

research as follow:

1. To find out students’ speaking score before teaching by using

talking stick strategy.

2. To find out student’s speaking score after teaching by using talking

stick strategy.
 6

3. To identify any significant difference score between before and

after teaching by using talking talking stick in teaching speaking.

E. Significances of the Research

The research will be intended to be useful for :

1. Teachers

This research can be as an additional reference in teaching

speaking to encourage students’ speaking mastery in learning

speaking.

2. Headmaster

In this research, it also can motivate the headmaster to

improve students’ speaking mastery by using talking stick.

3. Readers

This research will be useful for the reader as an additional

references for teaching speaking in the future and as a comparison

for using strategy in teaching speaking.

F. Outline of Research

The systematic of this research is divided into five chapters.

Each chapter consist of some sub title/chapters with detail as

follow:

Chapter I, it discuss of introduction that consist of

background of the problem, identification of the problem,

limitation of the problem, formulation of the problem, purpose of

the research and significance of the research.

 7

Chapter II, it contains about literature review that consist of

theoretical description with some sub theory about speaking

mastery, talking stick, related findings, conceptual framework and

hypothesis.

Chapter III, it is about the research method that consist of

time and place of the research, the method of research, research

design, population and sample, definition of operational variable,

technique of collecting data, and technique of data analysis.

Chapter IV, is the result of the research that consist of the

description of the data with some sub theory about speaking

mastery, talking stick, hypothesis, discussion of the result, and treat

of research.

Chapter V, it is contains the conclusions about the result of

the research and suggestions which is given to students and teacher

by researcher.
8
 CHAPTER II

LITERATURE REVIEW

A. Theoritical Description

1. The Nature of Speaking

a. Definition of Speaking

Speaking is a language skill which someone can express or

say their opinion or give the information to others. Speaking

also is very important to learn, because speaking in an activity

used by people to communicate with other. For many years,

teaching speaking has been undervalued and English language

teacher have continued to teach speaking just a repetition of

drills or memorizations of dialogues.

According to David Nunan “speaking is the productive oral

skill. It is consists of producing systematic verbal utterances to

convey meaning”.2 Kathleen Bailey states “speaking is such a

fundamental human behavior that we do not stop to analyze it

unless there is something noticeable about is”. 3 Moreover,

Richard and Renandya state that “speaking is used for various

purposes that are to express opinion, to describe something, to

complain about something, to persuade someone, or to make

polite requests”.4 So, it means that students can master these

2
David Nunan, Practical English Language Teaching (Singapore: Mc Graw Hill,
2003),p.48
3
Kathleen Bailey and David Nunan, Practical English Language Teaching Speaking,
2019.
4
Jack C Richards, Language Teaching, Language Teaching, vol. 35, 2002,
https://doi.org/10.1017/S0261444802211829.

9
 10

components, they will not have difficulties to express their

ideas, their feeling or something in their minds to others. In

addition, Burke states that “speaking is the process of building

and sharing meaning through the use of verbal and non verbal

symbols, in a variety of context”. “Speaking also is an activity

involving two or more people in sending and receiving the

information or the message in oral form”.5

Based on Curriculum K13, the definition of speaking as

follow.

Speaking is expressing various meanings (interpersonal,

ideational, textual) in various interactional oral texts and
monologue, especially in the form of descriptive, narrative,
spoof/recount, procedure, report, news item, anecdote,
exposition, explanation, discussion, commentary and
review.6

So, from the definition above, it can conclude that speaking

is expressing the meaning such as interpersonal, ideational, and

textual in oral text. Not only oral texts, but also monologue

especially in the form of text genre such as descriptive, narrative

and so on.

b. Purpose of Speaking

5
Burke in Putri Ramadhani “Teachers’ Problem in Teaching Speaking to Young Learners
“ vol 2 , no, 1 , Februari 2017, page. 28.
6
Wachyu Sundayana, “Pedoman Guru Bahasa Inggris SMA”,
(http://file.upi.edu/Direktori/FPBS/JUR._PEND._BAHASA_INGGRIS/195802081986011-
WACHYU_SUNDAYANA/ESP_Material_Development/
Pedoman_Guru_ING_SMA_05_Bag_I.pdf Accessed on 1 November 2021)
 11

Speaking has the general purpose and specific purpose. In

gereral, the purpose of speaking as follows:

Dan O’hair states that there are three purposes of speaking,

they are: to inform, to persuade and to entertain. Then the
explanation as follows:

1. To inform: to share information with listener by defining,

describing, or explaining a thing, place, concept, process,
or function. This is about helping audience members
acquire information that they do not already process. In
this way, the speaker is sharing meaning and ways to
understand meaning.
2. To persuade: to change or reinforce a listener’s attitude,
belief, value, or behavior. When speak to persuade, we
attempt to get listener to embrace a point of view or
adopt a behavior that they would not have do otherwise.
3.To entertain: to help listeners have a good time by getting
them to relax, smile and laugh. Where as information and
persuasive speech making is focused on the result of the
speech process entertainment speaking is focused on the
theme and occasion of the speech.7

As mention above, there are three purposes of speaking in

general such as to inform, to persuade and to entertain. According

to curriculum K13 the purpose of speaking in Senior High School

as follows:

a) Applying social function, text structures and linguistic

elements of spoken and written transactional interaction
texts that involve the act of giving and asking for
information related to cause and effect, according to the
context of their use.
b) Compose transactional interaction texts, spoken and
written, short and simple, which involves the act
providing information related to cause and effect by
paying attention to social function, text structures, and
linguistic elements that are correct and in context.8

7
Dan O’hair, A Pocket to Public Speaking (New York: Bedford St, Martin’s, 2012)
8
Mahrukh Bashir, Bahasa Inggris (Jakarta: Pusat Kurikulum dan Perbukuan, Balitbang,
Kememdikbud, 2017), hlm.74
 12

So, speaking has purpose that applying the social function,

text structures and linguistic elements of spoken and written

transactional interaction texts that involve the act of giving and

asking for information. By speaking students can apply social

function when they want to give their opinion to others.

c. Principle of Speaking

There are some principles in speaking that the speaker must

be applied in teaching speaking. According to Kathleen, there are

three principles in speaking, they are:

1. Provide something for learners to talk about.

When people choose to speak, it is usually about
something. They want something, or they find a topic
interesting and want to comment on it. Teacher should
attend to the communicative needs and purposes of
language learners. Sometimes in language classroom,
teachers seem to forget the natural joy and enthusiasm of
talking about something interest, or accomplishing a
genuine purpose for communicating with others.
2. Create opportunities for students to interact by using
groupwork or pairwork.
Sometimes students perhaps especially those at the lower
levels can be anxious about speaking out in class. One
way to overcome their reticence and increase their
opportunities to speak is to use pairwork and groupwork.
3. Manipulate physical arrangements to promote speaking
practice.
It can be difficult to get students to talk with one another
a new language, but that difficulty is often exacerbated
by traditional classroom arrangement of desks facing
forward toward the teacher’s zone. Changing the
physical environment can encourage speaking activities,
partly because it partially alters the power structure of
the traditional English classroom.9

9
Kathleen Bailey, Practical English Language Teaching, Speaking, p.36
 13

So, those are some principles of speaking according to

Kathleen. It principles can apply by the teacher in teaching

speaking. In addition, Brown stated there are some principles for

teaching speaking. They are:

1. Focus on both fluency and accuracy, depending on your

objective.
2. Provide intrinsically motivating techniques.
3. Encourage the use of authentic language in meaningful
context.
4. Provide appropriate feedback and correction.
5. Capitalize on the natural link between speaking and
listening
6.Give students opportunities to initiate oral
communication.
7. Encourage the development os speaking strategies.10

From the explanation above there are principles in teaching

speaking. So, the teacher can follow those principles to make

students more active in learning process. Teacher also can make the

learning process more fun and interest especially in teaching

speaking.

d. Types of Speaking

Speaking has some types such as monologue and dialogue.

There are some types of speaking, According to Brown, there are

five types of speaking they are :

1) Imitative speaking

10
H. Douglas Brown, Teaching by Principles, An Interactive Approach to Language
Pedagogy, Third Edition (San Francisco State University), 2007, p. 331
 14

A very limited portion of classroom speaking time may

legitimately be spent generating “human tape recorder”

speech, where, for example, learners practice an intonation

contour or try to pinpoint a certain vowel sound. According to

Brown “Imitative speaking is the ability to imitate (parrot

back) a word or phrase or possibly a sentence”. 11 So, at this

level, it is simply trying to repeat what was said.

2) Intensive Speaking

Intensive speaking goes one step beyond imitative to

include any speaking performance that is designed to practice

some phonological or grammatical aspect of language. then,

“Intensive speaking involve producing a limit amount of

language in highly control context”.12 An example like to read

aload a passage or give a direct response to a simple question.

3) Responsive Speaking

A good deal of student speech in the classroom is

responsive: short replies to teacher or student-initiated

questions or comments. In addition, “Responsive speaking is

slighty more complex than intensive but the differences is

blurry, to say the least.”13 So, at this level, the dialogue

11
Brown in Asramadhani and Sri Minda Murni, “Improving Students’ Speaking Skill in
Expressing Offering by Role Play Technique”,
(http://media.neliti.com/media/publications/221780-none.pdf Accessed on 1 November 2021)
12
Darrin, “Types of Speaking in ESL”,
(https://educationalresearchtechniques.com/2017/07/21/types-of-speaking-in-esl/amp/ Accessed
on 1 November 2021)
13
Darrin, “Types of Speaking in ESL”,
 15

includes a simple question, and the conversation that take

place by this point.

4) Transactional (dialogue)

Transactional language, carried out for the purpose of

conveying or exchanging specific information, is an extended

form of responsive language. Richard stated that “transactional

refers to situations where focus is on what is said or done”. 14 It

means the message from what is said will understand clearly

and accurately.

5) Interpersonal Speaking (dialogue)

“Interpersonal speaking (dialogue) is the speaking that

involves two or more speakers. Then, this speaking is

unplanned such as conversation that takes place

spontaneously”.15 So, it means this is a conversation of the two

or more speaker unplanned in face to face.

Based on explanation above, there are five types of

speaking according to Brown they are imitative, intensive,

responsive, transactional, and interpersonal. In addition, there are

two types of speaking based on Nunan, they are as follow:

1. Monologue

14
Jack Richards, “ Teaching Speaking #4-Talk as transaction”
(https://www.cambridge.org/elt/blog/2016/02/08/teaching-speaking-4-talk-transaction/ Accessed
on 1 November 2021)
15
H. Douglas Brown, Teaching by Principles, An Interactive Approach to Language
Pedagogy, Third Edition, p.27
 16

A monologue “is the speech in which character

expresses thoughts and feeling to other character or

audience”.16 Then, Monologue is the speaking where the

speaker used spoken language for length time, such as

speech, reading a text, and storytelling. So, the listener

have to process the information from the speaker and also

the listener comprehends what the speaker means.

2. Dialogue

Nunan said that “dialogue is the speaking that

involves two or more speakers. The interruption may

happen in the speech when the interlocutor does not

comprehend what the speaker have said. It is different

with monologue.17 So, dialogue refers to conversation

between two or more people. It is include the speaker and

listener.

So, from the types of speaking above, this research focus on

dialogue. Where the teacher asks students to speak when answering

the question from the teacher and another students will be the

listener.

e. Assessment of Speaking

16
Michelllene Chen Tadle, “Dialogue Vs Monologue”,
(https://id.scribd.com/document/429868795/Dialogue-vs-Monologue Accsessed on 1 November
2021)
17
Nunan in Brown, Teaching by Principles, 2001
 17

There are some components of language that influence

speaking. According to Brown there are five components the

assessment of speaking they are:

a) Grammar
It is needed for students to arrange a correct sentence in
conversation. Student’s ability to manipulate structure and to
distinguish appropriate grammatical form is necessary to
speak English accurately. The utility of grammar is also to
learn the correct way to gain expertise in a language in oral
and written form.
b) Vocabulary
Someone cannot communicative effectively or express their
ideas both oral and written form if they do not have sufficient
vocabulary. That’s why, vocabulary means the appropriate
diction which is used in communication.
c) Comprehension
It means how far students’ ability to respond the oral
communication. Students should be able to understand
whatever the speakers say.
d) Pronunciation
Pronunciation is the way for students’ to produce clearer
language when they speak. It deals with the phonological
process that refers to the component of a grammar made up
of the elements and principles that determine how sounds
vary and pattern in a language.
e) Fluency
Fluency can be defined as the ability to speak fluently.
Fluency in speaking is the aim of many language learners.
Signs of fluency include a reasonably fast speed of speaking
and only a small number of pauses. These signs indicate that
the speaker does not spend a lot of time searching for the
language items needed to express the message.18

As mention above, there are some assessment of speaking

they are: grammar, vocabulary, comprehension, pronounciation and

fluency. In speaking those assessment should know by the speaker.

18
Brown in Ilham, Muhammad Fauzi Bafadal, and Muslimin Muslimin, “An Analysis of
Students’ Speaking Ability on Specific Purpose of Learning,” Linguistics and ELT Journal 7, no.
1 (2020): 23, (https://doi.org/10.31764/leltj.v7i1.1013 Accessed on 20 Oktober)
 18

So, those are very important assessment in students’ speaking

development in English learning.

f. Difficulties of Speaking

To be a good speaker and also to make speaking easier,

students should know the difficulties of speaking. As Brown states

some of characteristic of spoken language can make performance

easy as well as, in some of cases difficult:

1) Clustering
Fluent speech is phrasal, not word by word. Learners
can organize their output both cognitively and
physically (in breath groups) through such clustering.
2) Redundancy
The speaker has an opportunity to make meaning
clearer through the redundancy of language. learners
can capitalize on this feature of spoken language.
3) Reduced Form
Constractions, elisions, reduce vowels, etc., all form
special problems in teaching spoken English. Students
who do not learn colloquial constractions can
sometimes develop a stilled, bookish quality of
speaking that it turn stigmatizes them.
4) Performances Variables
One of the advantages of spoken language is that the
process of thinking as you speak allows you to manifest
a certain number of performance hesitations, pauses,
backtracking, and corrections. Learners can actually be
taught how to pause and hesitate. For example, in
English our “thinking time” is not silent; we insert
certain “fillers” such as uh, um, well, you know, I
mean, like, etc. One of the the most important
differences between native and nonnative speakers of a
language is in their hesitation phenomena.
5) Colloquial Language
Make sure that the students are reasonably well
acquainted with the words, idioms, and phrase of
colloquial language and that they get practice in
producing these forms.
 19

6) Rate of Delivery
Another important characteristic of fluency is rate of
delivery. One of your tasks in teaching spoken English
is to help learners achieve an acceptable speed along
with other attributes of fluency.
7) Stress, Rhythm, Intonation
This is the most important characteristic of English
pronounciation, as will be explained below. The stress-
timed rhythm of spoken English and its intonation
patterns convey important messages.
8) Interaction
Learning to produce waves of language in a vacuum
without interlocutors would find speaking skill of its
richest component: the creativity of conversational
negotiation.19

So, based on explanation above, difficulties in speaking are

the students problem when they are speaking. If students want to be

a good speaker or be successfull in speaking students must know

the difficulties of speaking. After knowing the difficulties they can

avoid it and can speak well.

g. The Material of Speaking

Nowadays, most of school in Indonesia include elementary

school, junior high school, and senior high school have changed

their curriculum of education from KTSP into 2013 curriculum or

named k’13. Means that, in k’13 curriculum students more active

than teacher. In 2013 curriculum, ethics, logic and aesthetics are

combine to become a whole unit.

There are three ways of communication applied in

implementation of 2013 curriculum, they are: student – teacher,

teacher – students, and student – student. Here, students should be

19
H. Douglas Brown, Teaching by Principle, p. 326
 20

able to observe, asking question, think out, experiment and

communicate by doing discussion with their group. In other words,

by doing discussion students have to speak and communicate each

other. So that, to learn the materials of English language in senior

high school especially at the eleventh grade students of SMA N 1

Padang Bolak Julu on text book are :

The students text book entitled “. They are Chapter 1 with

topic Offers & Suggestions, chapter 2 with topic Opinions &

Thoughts, chapter 3 with topic Party Time, chapter 4 with topic

National Disaster-An Exposition, chapter 5 with topic Letter

Writing, chapter 6 with topic Cause & Effect, chapter 7 with topic

Meaning Through Music, chapter 8 with topic Explain This!.20

From those materials, they did not talk about all of topics.

They only focus on chapter 6 in the second semester with the topic

Cause & Effect. This topic talk about why and how something

happened. Based on syllabus in k13 from students’ textbook at

grade XI PERMENDIKBUD version cause means the reason or

cause of why something happened. The material of Cause and

Effect are:21

Material I
20
Mahrukh Bashir, Bahasa Inggris (Jakarta: Pusat Kurikulum dan Perbukuan, Balitbang,
Kemendikbud, 2017
21
Mahrukh Bashir, Bahasa Inggris, p.74
 21

Conversation about Cause and Effect

The picture above is the material from the students’ text book in

chapter 6 page 75. It is the material for teaching in this research. It is include

conversation about Cause and Effect that talking about smoking. From this

conversation, the students can get some signal words of Cause and Effect.

Then, they also can know the effect or the disadvantage of smoking. By

practicing this conversation students can practice their speaking and also can

memorize the signal word of Cause and Effect. So that, they can use it in

their daily activity.

Material II
 22

Signal words of Cause and Effect

(Source:Mahrukh Bashir,Pusat Kurikulum dan Perbukuan, Balitbang,

Kemendikbud)

The picture above that contains the signal words of Cause and also

the signal words of Effect. This material find in page 76. The students can

use these signal word for making sentences or speaking that talking about

Cause and Effect. When applying Talking Stick strategy students have to

use these signal words when answering the question from the teacher.

2. Talking Stick Strategy

a. Definition of Talking Stick Strategy

Talking Stick strategy is one of the cooperative learning

strategy in the learning process by using a small wooden stick.

For the student who gets the stick must answer the question by

the teacher. According to Dista’s study “Talking Stick is social

based learning and does not only function as a method or

 23

strategy but also as a motivational factor for students to speak up

their ideas with confidence”.22 So, students can speak up their

opinion, ideas and feeling confidently.

Talking Stick which is developed by Spencer Kagan “is

a group of study that students learn independently from one into

another, each student has the same chance to express their ideas

and concern with equal participant of students”.23 Talking Stick

is one of cooperative strategy to make students to be more active

in speaking class. Moreover, Laura Candler states that “Talking

Stick is a strategy that encourages all the students to participate

equally in the learning”.24 The use of Talking Stick gives each

group member a chance to speak and encourage each member to

listen carefully.

Based on three explanations above, Talking Stick

strategy can be used in the teaching speaking. The students will

be more active in learning process and they will interest to speak

about the material that presented by the teacher in the lesson and

it helps students feel more comfortable. According to Soihimin

Talking Stick as follows.

22
Candraning Prihatini, “Talking Stick Learning Model: A Strategy in Enhancing
Students’ English Profiency”, English Language Education, vol. 1, No. 1, 2020,
(https://jurnal.stain-madina.ac.id/index.php/je21/article/view/82/78 Acsessed on 22 October 2021)
23
Nasiratus Saidah, “The Use Of Talking Stick To Improve The Auxilary Verb Mastery
Among The Eight Graders Of Mts Riyadlatul Ulum Batanghari East Lampung, (State Institute For
Islamic Studies Of Metro, 2019): 19, (http://repository.metrouniv.ac.id/id/eprint/163/ Accessed on
20 October 2021)
24
Laura Candler,
 24

“Talking Stick is a kind of strategy used by native

speaker Americans to invite people to speak and extend
their opinions in group meeting”. “Talking stick is used
by the coucils to decide who will have the right to speak
up”. When matters of the great concern would come
before the council, the leading elder would hold the
talking stick and begin the discussion. When he would
finish what he had to say, he would hold out the stick,
and whoever would speak after him would take it.25

From the definitions above, it can be

concluded that Talking Stick strategy refers to

one of the cooperative learning strategy. Whoever

get the stick must answer the question from the

teacher. It can make students confidence to

speak. Therefore, they will motivate to speak, so

their speaking will be increase.

b. Purpose of Talking Stick Strategy

Talking Stick strategy as a management strategy that can

encourages all students to participate equally in learning process. It

involves giving each students a stick to use during a learning to

signal that the students have to speak and answer the question from

the teacher. Talking Stick also is one of cooperative strategy that

has purpose that to make students more active in speaking class.

Then, “traditional Talking Stick can enhance students’ ability to

25
Hamdiah Arief, “The Effectiveness of Talking Stick Method In Teaching Vocabulary
At The Second Grade of Mts Madani Paopao,” Faculty Alauddin State Islamic University
Makassar, (2017): 20, http://repositori.uin-alauddin.ac.id/7784/ Accessed on 20 October 2021.
 25

respect other students’ opinion and provide opportunities for other

students to express their ideas in group”.26

Based on the explanation above, the purposes of Talking

Stick strategy is making students interest to respect others in

speaking. Then, by implementing this strategy students will have

some opportunities to express themselves. So, they will be more

active in the learning process.

c. Advantages and Disadvantages of Talking Stick Strategy

Actually, every strategy and method has the strenght and

the weakness belong to the Talking Stick strategy. Talking stick

strategy is one of innovative strategy in order to make the students

speak up and express their ideas or their feeling confidently. Laura

Candler stated that “by applying Talking Stick strategy in the

classroom, it helps students to be more patient in giving opinion

because if they are more patient, they will have opportunity to

speak due to the limited number of the sticks that each students has

in learning process”.27 Moreover, Agus Suprijono stated that

Talking Stick can encourage students to dare to express their

opinions.28 So, it means by using Talking Stick strategy student

have a chance to share or express their opinion. According to

26
Amalia Rizky Utami, “Fostering Students’ Speaking Ability Through Traditional
Talking Stick.”
27
Laura Candler,
28
Agus Suprijono, Cooperative Learning Teori Dan Aplikasi, Kumpulan Metode
Pembelajaran, 2010, http://history22education.wordpress.com-bloghistoryeducation.
 26

Irfatul Aini define that that talking stick has the strength and the

weakness.

Talking Stick strategy has the strength and the weakness.

The advantages of this strategy are to attract the students’
preferation, so they are more serious in learning. Then, the
Talking Stick trains the students to comprehend and recall
the materials clearly. However, there are some weakness
when applying this strategy. This strategy makes student be
strained and afraid. Then, students stressed when he or she
gets the stick and must answer the teachers’ question.29

Based on the explanation above, can conclude that Talking

Stick strategy have the strenght they are:

1). To attract students’ preferation to speak.

2). Can make students serious in learning.

3). Can train the students to comprehend and recall the material.

4). To make students interest in speaking.

Then, Talking stick strategy also have the weakness, they

are:

1). Can make students strained.

2). Can make students afraid to speak.

3). Can make students stressed when they get the stick.

So, those are the advantages and disadvantages of Talking

Stick strategy. But, if the teacher can applicate it well, certain the

students will enjoy when they study use it strategy and the learning

29
Aisyah Ambalika, “Using Talking Stick Method To Improve Students’ Reading
Mastery or The Second Grade Students of Smpn 1 Pringapus In The Academic Year Of
2016/2017,” Faculty Institute Islamic of Studies Salatiga (Iain), (2016): 11, (http://e-
repository.perpus.iainsalatiga.ac.id/1513/1/SKRIPSI%20LIKA.pdf Accessed on 20 October 2021)
 27

activities will be fun and the interest of students to speak will

increas.

d. Procedure of Talking Stick Strategy

Kagan stated that the procedures of Talking Stick in

teaching and learning process are follows:

1) First, the teacher provides a discussion topic and provides think

time to the students before starting the discussion.
2) Then, any student begins the discussion, placing one of his/ her
stick in the center of the table.
3) Next, any student with a stick continues discussing, using his/
her stick. When all sticks are used, teammates each collect their
stick and continue the discussion using their talking stick.30

So, as mention above there are three procedures of Talking

Stick in teaching and learning according to Kagan. Then, according

to Kurniasih and Sani, the procedures Talking Stick strategy are as

follows:

1. The teacher explains the learning objectives at that time.

2. The teacher prepares a stick that is 20 cm long.

3. After that, the material to be studied then gives the group

the opportunity to read and study the subject matter in

the allotted time.

4. Students discuss the problems contained in the discourse.

5. After the group finishes reading the subject matter and

studying its contents, the teacher invites group members

to close the reading.

30
Kagan Spencer, Cooperative Learning, (California: Kagan Publishing, 2009), p. 6.36
 28

6. The teacher takes a stick and gives it to one of student,

after that the teacher gives a question for the member

that holding the stick and then the student must answer

it, and so on until most of the students get a share to

answer each question from the teacher.

7. Other students may help answer the question if the group

members cannot answer the question.

8. After everyone has a turn, the teacher makes conclusion

and evaluates, either individually or in groups and after

that close the lesson.31

From the procedures that already stated above, this research

will use the procedures of Talking Stick strategy by Kurniasih and

Sani. The reason why this strategy will be apply by this procedure

is to avoid the possibility that students would get bored in the

learning process due to applying the same procedure of Talking

Stick strategy in the classroom. It procedures also will make the

teaching speaking more interest.

B. Teaching Speaking by Using Talking Stick Strategy

To teach speaking with cause and effect sub topic lesson above,

there are three phases in teaching: pre teaching, while teaching and post

teaching.

In pre teaching, for the first the teacher come into the class and

greeting. Then, the teacher asked the students to pray together. Next, the
31
Suprijono, Cooperative Learning Teori Dan Aplikasi.
 29

teacher checked students’ attendant. After that, the teacher asked the

students about the last material and then the teacher asked students’

readiness to study the new material.

In while teaching, the first teacher explains about cause and effect

by giving example of expressions cause and effect in a conversation from

the text book. Then, teacher asks students to read together the

conversation. Next, teacher gives the sentence about cause and effect and

the students have to analyze the sentence given by the teacher. After that

teacher asks the students to close their books and takes a stick. Next, the

teacher explains the instruction of using Talking Stick strategy. Then, the

teacher grouping the students and then give the text that include cause and

effect. Then each group read and understand the text. Next, the teacher

asks students to make a big circle and then plays music while the stick

moves one students to another until the song or music stops. For students

who gets the stick must stands up and answer the teachers’ questions. If

the students can not answer the question, students get punishment and

another students that know the answer may answer the question. Then the

stick rolls on again untill each students gets the stick and takes part in the

learning process.

In post teaching, teacher asks the students difficulties about the

material and then teacher answer students question if there is. After that, to

make students more understand about cause and effect, teacher ask
 30

students to do the task that is making conversation that include cause and

effect.

Table 1.
Teaching Speaking by using Talking Stick

Process of Teacher Activities Procedure Students

Teaching Activities
Pre- 1. Teacher opens 1. The teacher 1. Students listen
Teaching the class explains the to the teacher.
learning 2. Students open
objectives at the text book.
2. Teacher choose the time. 1. Students listen
the material to the teacher.
While- 1. Teacher prepares 2. The teacher 1. Students pay
Teaching the stick prepares a attention to the
stick that is teacher.
20 cm long 2. Students ask
what is the
function of the
stick.
1. Teacher explains 3. After that, the 1. Students pay
about cause and material to be attention to the
effect by giving studied then teacher.
the example of gives the 2. Students asked
signal words group the what they do
cause and effect opportunity to not
in conversation read and study understand.
from the text the subject 3.Students
book. matter in the memorize the
allotted time. signal words of
cause and effect
2. Teacher asks 1. Students read
students to read together the
together the conversation.
conversation 2. Students try to
understand the
meaning of the
conversation.
1. The teacher 4. Students 1. Students read
gives some discuss the the sentence.
sentences about problems 2. Students have
cause and effect contained in to analyze the
the discourse sentences.
 31

2. Teacher asks 1. Students read

students to read the book in 5
the book and then minutes.
close their book 2. Students close
their book
1. Teacher explains 5. After the group 1. Students listen
the instruction finishes to the teacher.
of using Talking reading the
Stick strategy. subject matter
2.Teacher grouping and studying 1. Students make
the the students its contents, their groups.
and give a text the teacher 2. Students read
include cause invites group and discuss the
and effect and members to text with their
then make a big close the each group.
circle. reading 3. Students make
a big circle.
1. Teacher plays 6. The teacher 1. Students do
music while the takes a stick and what the
stick moves on gives it to one teacher said.
students to of student, after 2.Students moves
another until the that the teacher the stick until
music the stops. gives a question music stop.
For students get for the member 3. Students get
the stick must that holding the the stick must
stands up and stick and then answer the
answer the the student question.
teacher’s must answer it,
question. and so on until
most of the
students get a
share to answer
each question
from the
teacher.
1. Teacher gives 7. Other students 1. Students who
the question for may help get the answer
another students answer the may answer
if the question question if the the question.
can not answer. group
members
cannot answer
the question.

Post- 1. Teacher make a 8. After everyone 1. Students listen

 32

Teaching conclusion and has a turn, the to the teacher.

gives the test for teacher makes 2. Students ask
students conclusion and how to do the
evaluates, test.
either 3. Students do the
individually or test.
in groups and
after that close
the lesson.

C. Conventional Teaching

1. Definition of Conventional Teaching

Conventional teaching is usually used by the teachers to teach

vocabulary to the students. Conventional teaching or traditional

teaching “refers to a teaching method involve the instruction and the

students interact in face to face manner in the classroom”. These

instructors initiate discussion in the classroom and focus exclusively

on knowing content in textbook or notes. Students receive the

information passively and reiterate the information memorized in the

exams.32

Teaching conventional is a traditional method used by the teachers

based on mutual agreement in a school. According to Hudson that that

“conventional method is a method that used by the teachers based on

mutual agreement in a school.33 So, conventional teaching include the

use of lecturer and discussion while and also limiting the room for

32
Yap Wei Li, “Transformating Conventional Teaching Classroom to Learner-Centred
Teaching Classroom using Multimedia-Mediated Learning Module,” International Journal of
Information and Education Technology 6, no 2 (2016): 105-106, (http://www.ijiet.org/show-63-
746-1.htm)
33
Hudson. .(Outline). (http://www.conventional-strategy/topic/54372-strategy), retrieved
on 15 Oktober 2021
 33

more creative thinking and then seldom considering individual

differences.

2. The Principle of Conventional Teaching

Conventional teaching is a traditional teaching that used by the

teacher. Conventional teaching has some principles and it can be

applied in teaching process. According to Freir, there are some

principles of traditional teaching, they are as follows:

a. There is no coherently formulated theory that discusses

learning activities in traditional system.
b. Motivation is based of punishment, reward of prize and
competition.
c. Study with memorizing and save the information without
help notes emphasized in traditional education.
d. The behavioural psychology has the clear significant.
e. The cognitive psychology does not give the significant.
f. In general, the learning process in traditional education
system is not generated by the certain particular theory.
g. The dominant mode of teaching is the teacher as the
speaker.
h. The traditional education system has various ways of
classifying students to be taught and a handful pf teaching
modes dominate the traditional education system.34

From explanation above, can conclude that conventional teaching

is the method that is used by the teachers in teaching learning process

that has some principles that can applied in teaching. The step of

conventional method is fewer than the step of the Talking Stick

strategy. Where the steps of conventional method are:

a) explain the material

b) identify the vocabularies that difficult to understand

34
Freire in Adnan, Pendidikan Tradisional, (https://pdfcoffee.com/download/pendidikan-
tradisional-pdf-free.html Acsessed on 20 October 2021)
 34

c) students translate to target language

d) students have to memorize it

So, it can conclude teaching by using conventional method can

make students bored and not interest in teaching. So that the teacher

have to use another method or strategy to teach students. Talking stick

can be used for teaching in order to make students speak up and not

bored when studying. Then, the students also will be more active in

learning process.

D. Review of Related Finding

This research is not the first research that had been done, there are

some related findings that relate to this research. The first research

conducted by Pramono about The Effect of Talking Stick Strategy on

Students’ Speaking Ability In Asking And Giving Opinion At The Eight

Grade of SMP Negeri 177 Jakarta. The result of this research showed that

the post-test means score of experimental class was 78.51 while the post-

test means score of controlled class was 74.17. Then, the hypothesis test

showed that 2 sig. 2 tailed which means that Alternative Hypothesis was

accepted and Null Hypothesis was rejected.35 In conclusion, the effect size

of Talking Stick strategy is modestly effective on students’ speaking

ability of asking and giving opinion of eight grade students at SMP Negeri

177 Jakarta Academic year 2019/2020.

35
Adit Tria Pramono, and Faculty of Educational, “The Effect of Talking Stick Strategy
on Students ’,” 2020, 155, https://repository.uinjkt.ac.id/dspace/bitstream/123456789/48994/1/
ADIT TRIA PRAMONO-FITK %2811151040000063%29.pdf.
 35

The second is conducted by Putriyawati about The Effect of Using

Talking Stick on Students’ Speaking Skill. The result of the research

showed that the mean of post-test score (67.5) was higher than the mean of

pre-test score (52). It can be concluded that H a was accepted. That means

there was significant effect of students„ speaking skill after giving

treatment. Therefore, H o hypothesis is accepted. It means, there was

significant effect of speaking skill after of using Talking Stick. The result

of independent sample T test was 2-tailed<0,05 0.031<0.05 it means there

is significant difference between the students who were taught by using

Talking Stick and those who were not.36 So, it can be stated that talking

stick strategy was effective to be implemented at MTs Guppi Jambi in

order to increase students’ speaking skill.

Then, the third is Utami, her research found that the

implementation of traditional Talking Stick is effective. It can be seen

based on the the percentage scores of students’ achievements result in two

meeting. in the first meeting the score was 90% and the second meeting

was 94% both in very good criteria. Based on the SPSS calculation result,

the overall students’ scores were 38.3 (pre-test) and 84.89 (post-test).37

The fourth is Ati’ Mustamiddah. The result shows that the passing

grade is 70. The number of the students who pass the passing grade in the

pre-test cycle 1 is 29.16% and in post-test is 62.5%. While in the second

36
Ika Putriyawati, “The Effect Of Using Talking Stick On Students‟ Speaking Skill At
Mts Guppi Jambi,” 2019, http://repository.uinjambi.ac.id/1315/1/Ika Putriyawati%2C
TE151577BOOKMARK - Ika Smsng.pdf.Putriyawati.
37
Amalia Rizky Utami, “Fostering Students’ Speaking Ability Through Traditional
Talking Stick.”
 36

cycle, pre-test is 58.33% and the post-test is 95.83%. It can be seen from

the T-test the first cycle and the second cycle is higher than the t-table. The

T-Table is 2.069. It means that using the Talking Stick can Improve the

Students Speaking skills.38

The fifth is Yulianti Tasmin. The result of this research showed

that there were significant improvements on students’ speaking skill at the

eight grade students of SMP N 2 Malangke Barat after conducting the

treatments by using talking stick than before get treatment. It means that

Talking Stick gives significant improvement to the students’ speaking

skill. The other side this research found almost all of the students gave

positive response toward talking stick in learning speaking.39

From the previous study, it can be seen that Talking Stick can

achieve students’ speaking mastery. The researcher would like to analyze

about “The Effect of Using Talking Stick Strategy on Speaking Mastery at

the XI Grade Students of SMA N 1 Padang Bolak Julu”.

E. Conceptual Framework

In speaking, there is a process of communication between the

speaker and listener. Speaking is a process of expressing opinion, feeling,

comment or refuse opinion from others. It means, it is necessary to find a

way how to achieve students’ speaking in teaching speaking. Having good

fluently in speaking can make students and teacher work together in the
38
Ati’ Mustamiddah, “How To Improve Students’ Speaking Skills Using Talking Stick
Strategy Of Second Grade Students Of Smp Nusantara Tuntang In The Academic Year
2017/2018.”
39
Yulianti Tasmin, “Improving Students’ Speaking Skill by Using Talking Stick at the
Eight Grade of SMP N 2 Malangke Barat.”
 37

class. So, the purpose of teaching English in the class can be reached

optimally.

Based on the students problem or students difficulties in mastering

speaking, it must be solve by doing new strategy in teaching namely

Talking Stick strategy. Talking Stick strategy is one of the cooperative

learning strategy in the learning process by using a small wooden stick.

For the student who gets the stick must answer the question by the teacher

Then, to know the effect of this strategy, the researcher must

research two classes. The class are experimental class and control class.

Experimental class is a class that teach by using Talking Stick Strategy.

Then, control class is a class that teach by using teachers’ strategy or

teachers’ method.

In this research, the test will be given before doing strategy named

pre-test for each class. After that, researcher teaches the material that about

Cause and Effect by using teachers’ strategy in controll class and then

using Talking Stick strategy in experimental class.

The aim of this research is to know the effect of Talking Stick

strategy, the researcher give back the test named post-test. This test to

weather the hypothesis is accepted or rejected. The process of researcher

activities in doing research can be seen as picture follow:

1. Students lack of vocabulary about English speaking and

students confuse how to pronounce the vocabulary and
grammar correctly.
2. Some students are not interested in English and they are
shy and also not confidence to speak.
 38

Talking Stick Strategy to solve the problem of

speaking

Pre-test

Experimental class Control class with

with Talking Stick teacher method
strategy

Post-test
Hypothesis

Ha=Accepte H0=Rejected
Figure I: The picture of the process Talking Stick strategy

F. Hypothesis

The hypothesis is need to show the researcher

thinking and expectation about result to the study. In this

research hypothesis is “There is a significant effect of using

Talking Stick strategy on speaking mastery at the eleventh grade students

of SMA N 1 Padang Bolak Julu”.

39
 CHAPTER III
RESEARCH METHODOLOGY

A. Place and Time Research

The research was conducted at SMA N 1 Padang Bolak Julu,

Gunung Tua. It is located in Sipupus Lombang, Kec. Padang Bolak Julu,

Kab. Padang Lawas Utara. The population of this research was the XI

Grade students of SMA N 1 Padang Bolak Julu. This research started from

November until finishing the thesis.

B. Research Design

The kind of this research was quantitative research with

experimental method. According to Wiersma, experimental method is a

research situation in which at least one independent variable, called the

experimental variable, is deliberately manipulated or varied by the

researcher.40 Then, Sugiyono stated that experimental research is a method

used to find the effect of treatment on others under controlled conditions. 41

This research used two classes, which were experimental class and a

control class. So, this research used true experimental design with Pretest

(Control Group Design) and Posttest (Only Control Design).

The experimental class was the class that taught with Talking Stick

strategy as a treatment and control class was the class that taught with a

conventional technique. This research used experimental design with

40
Ni Made Ratminingsih, “Penelitian Eksperimental Dalam Pembelajaran Bahasa
Kedua,” Prasi 6, no. 11 (2010): 31–40,
https://ejournal.undiksha.ac.id/index.php/PRASI/article/download/6816/4664. Accessed on 22
2021
41
Sugiyono, “Metode Penelitian Kuantitatif, Kualitatif, R & D Sugiyono - 2015.Pdf,”
2015.

40
 41

Pretest-Posttest Control Group Design. That means there are two classes

would be chosen, then give pre-test to know the basic condition of the two

classes. Next, the both of class gave post-test. The result of the test

compared to know the different effect of treatment to experimental class.

The research design for pre-test and post-test by using one treatment can

be seen as follow:

Table 2.
Pre-test and Post-test Control Group Design
A O1 X O2
B O3 - O4

Where:
A: Symbol for experimental class
B: Symbol for control class
X: Symbol for treatment.42

C. Population and Sample

1. Population

Population is the total number of unit individual that the

characteristic or subject of research. According to Sugiyono

population is a generalization area consist of object and subject

determined by researcher to be studied and then drawn the

conclusions.43 The population of this research was all of the

students at XI grade of SMA N 1 Padang Bolak Julu. They consist

of 6 grades. It can be seen from the table below.

42
Sugiyono, Metode Penelitian Kuantitatif Kualitatif Dan R&D (Bandung: Alfabeta,
2010), 73.
43
Sugiyono, 80.
 42

Table 3
The Population of XI Grade students
No. Grade Total

1 XI IPA 1 30

2 XI IPA 2 29
3 XI IPA 3 26
4 XI IPS 1 30
5 XI IPS 2 23
6 XI IPS 3 20
Total 158

2. Sample

Sample is part of the number and characteristics possessed by

the population.44 In this research, the sample selected by

probability sampling technique. That is used a random sampling

technique. To know how a social gathering or prize draw is carried

out.45 Because the population of this research was big enough and

homogeneous, it needs to be classified into classes, So, that

random sampling was a technique for taking sample in this

research.

In this research, taking the sample by using lottery. First,

prepare six small papers and write the name of the grades. Then,

the lottery was put into a box and shaken randomly. After that, the

paper that will be taken was two papers. So, the sample that taken

44
Garaika Darmanah, Metodologi Penelitian (Lampung: CV Hira Tech, 2019),
https://doi.org/10.31219/osf.io/xy6uv.
45
Priyono, Metode Penelitian Kuantitatif, ed. Teddy Chandra, 2008.
 43

by randomly are XI IPA 3 and XI IPS 1. The students of XI IPA 3

that consist of 26 students were namely experimental class and

then the students of XI IPS 1 that consist of 30 students were

namely control class. So, the total sample of this research were 56

students. It can be seen in the table below:

Table 4.
The Sample of the Research
No Grade Number
1 Experimental Class XI IPA 1 13
2 Control Class XI IPS 3 14
Total 27

D. Definition of Operational Variable

To avoid missunderstanding, this research is consisted of two

variables, the key terms of this research are Talking Stick strategy and

Speaking Mastery. The explanation of these variables as follow:

1. Talking Stick Strategy (Variable X)

Talking Stick strategy is one of the cooperative learning strategy in

the learning process by using a small wooden stick. For students who

get stick have to answer the question that prepared by the teacher.

2. Speaking Mastery (Variable Y)

Speaking is expressing feeling, opinion and information to others

and speaking also is the process of building and sharing meaning

through the use of verbal and non verbal symbols, in a variety of

context.
 44

E. Instrument of Collecting Data

The instrument of this research is speaking test. Testing speaking is

the test to measure the student’s ability to speak. In testing speaking, there

are two types of test, they are oral test and written test. In this research, the

test that used is oral test. Actually the oral test has two types, monologue

and dialogue. The kinds of oral test that used is dialogue. So, the test is

about making conversation include the topic that is about Cause and

Effect. In this research, pre-test and post-test will be given to compare the

students’ speaking mastery before and after the implementation of the

strategy.

To know students’ speaking ability, there are some assessment that

must be considered. Brown stated that there are five element/assessment

that should be measured in speaking, they are grammar, vocabulary,

comprehension, pronounciation, and fluency.46 Those indicators of

speaking according to Brown. Based on teacher’s book in

PERMENDIKBUD k13 version, the indicators of speaking test can be

seen in the table below:

46
Ilham in Muhammad Fauzi Bafadal, and Muslimin Muslimin, “An Analysis of
Students’ Speaking Ability on Specific Purpose of Learning,” Linguistics and ELT Journal 7, no.
1 (2020): 23, https://doi.org/10.31764/leltj.v7i1.1013.
 45

Table 5.
Indicators of Speaking
No. Aspects Criterions Score
1. Pronunciation Almost perfect 5
There are some mistakes 4
but do not interrupt the
meaning
There are some mistakes 3
and interrupt the meaning
Many mistakes and 2
interrupt the meaning
Too much mistakes and 1
interrupt the meaning
2. Intonation Almost Perfect 5
There are some mistakes 4
but do not interrupt the
meaning
There are some mistakes 3
but do not interrupt the
meaning
Many mistakes and 2
interrupt the meaning
Too much mistakes and 1
interrupt the meaning
3. Fluency Very Good 5
Good 4
Enough 3
Not so bad 2
Bad 1
4. Accuracy Very Good 5
Good 4
Enough 3
Not too bad 2
Bad 1
(Source: Pedoman Guru Mata Pelajaran Bahasa Inggris SMA,
Pusat Kurikulum dan Perbukuan, Balitbang,
Kemendikbud)

The score’s criteria:

Every point of indicator x 5
e.g: If the student got fluency very good, the score is 5
and times by (5x5)
 46

F. Technique of Collecting Data

In completing the data, it will jump to the next step. The next step

is collecting the data. The purpose of collecting the data is to determine the

data that has collected by the researcher. This research used three steps.

The step that used in this research as follow:

1. Pre-test

Pre test is an a test given to test the level knowledge of students on

material to be delivered, the pre test activities are carried out before

teaching activities are given.47 The pre-test will conduct to find out the

homogenity of the sample. So, pre-test is the test that given before

teaching by Talking Stick and teachers’ method.

2. Treatment

The experimental class and control class give the same material.

Which is consist of communication aspect in different method or

strategy. In experimental class, the treatment will be given. The

treatment is teaching by using Talking Stick strategy and the control

class is teaching by using conventional method or strategy.

3. Post-test

After giving the treatment, both of classes will be given the post-

test as a final test in order to measure the students’ speaking ability.

Post test is a form of question given after the lesson or the material has

47
Sukri Almarosy, “Membuat Pre-test dan Post-test pada Peatihan secara Online melalui
Google Form”, (http://www.sukrialmarosy.com/2018/08/membuat-pre-test-dan-post-test-
pada.html?m= Accessed on 23 November 2021)
 47

been delivered to the students.48 The post test that will be given is

speaking test. This test is used for knowing the differences of students’

speaking ability in experimental class and control class.

G. Technique of Data Analysis

The technique of data collection in this research is speaking test.

The speaking test used to look the students’ speaking mastery on the class

XI (experimental and control class) at SMA N 1 Padang Bolak Julu.

Telling about the test, Suharsimi Arikunto said, test is a set of

statement that is used to measure the skill, inteligence, ability, or talent

that have by the individual or the group.49 After experimental process, two

of classes will test with using technique of data analysis as follow:

1) Requirement Test

a. Normality test

In normality test, the data can be tested with Chi-Quadtrate

as follow:50

∑ fo−fn
2
X = fh
Where:
X2 = Chi-Quadrate
Fo = Frequency is gotten from the sample or result of
observation (questioner)
Fh = Frequency is gotten from the sample as image from
frequency is hoped from the population.51

48
Sukri Almarosy.
49
Suharsimi Arikunto, Prosedure Penelitian Suatu Pendekatan Praktek
(Jakarta:Rineka Cipta, 2002). p.275.
50
Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta:PT Raja Grafindo Persada,
2005), p.298
51
Ahmad Nizar Rangkuti, Statistik Untuk Penelitian Pendidikan (Medan: Kelompok
Penerbit Perdana Mulya Sarana, 2015).
 48

To calculate the result of Chi-Quadrate, it is used

significant level 5% (0.05) and degree of freedom as big as

total of frequency is lessened 3 (dk= k-3). if result x 2count < x2table.

So, it concluded that data is distributed normal.

b. Homogeneity test

Homogeneity test is used to know whether control class and

experimental class have the same variant or not. If both of

classes are same, it is can be called homogenous. Homogeneity

is the similarity of variance of the group will be compared. So,

the function of homogeneity test is to find out whether the data

homogeny or not. It use Harley test, as follow:

The biggest variant

F=
The smallest variant

Where:
F = Frequency
n 1 = Total of the data that bigger variant
n2 = Total of the data that smaller variant52

2) Hypothesis Test

The technique in analyzing the data was by t-test, because it

is aimed to examine the different of two variables. Such

examination performed both on pre-test and post-test score

from the experimental class and control class. The hypothesis

test stated as:

52
Sugiyono, Metode Penelitian Kuantitatif Kualitatif Dan R&D.
 49

X 1−X 2
t=

√( n1 +n2−2 )( )
( n1−1 ) s21 +(n2−1)s 22 1 1
+
n1 n2

Where:
t : the value which the statistical significant
X1 : the average score of the experimental class
X2 : the average score of the control class
s12 : deviation standard of the experimental class
s22 : deviation standard of the control class
n1 : number of experimental class
n2 : number of control class.53

53
Sugiyono, 197.
 CHAPTER IV
RESULT OF THE RESEARCH

As mentioned in earlier chapter, in order to evaluate the effect of Talking

Stick on students’ speaking mastery, the researcher has calculated the data by

using pre-test and post-test. This research used the formulation of T-test the

hypothesis. Next, it is described as follows:

A. Data Description

1. Description of Data Before Using Talking Stick Strategy

a. Score of Pre-test in Experimental Class

In pre-test of experimental class, the result of the test before

using Talking Stick Strategy on students’ speaking mastery can be

seen in the following table:

Table 6.
The Score of Pre-test in Experimental Class
Descriptive Statistics
Highest score 55
Lowest score 25
Mean 38.23
Median 39.2
Modus 40.83
Range 30
Interval 7
Standard deviation 9.17
Variants 90.06

Based on the table above, the researcher got the highest

score was 55 and the lowest score was 25, then mean was 42.21,

median was 39.2, modus was 40.83, range was 30, interval was 7,

standard deviation is 9.17 and then the last variant was 90.06.

50
 51

Then, the calculation of the frequency distribution of the students’

score in experimental class can be seen in the table below:

Table 7.
Frequency Distribution of Experimental Class (Pre-test)
No. Interval Mid Point F Percentages
1. 25-31 28 4 30.76%
2. 32-38 35 2 15.39%
3. 39-45 42 5 38.46%
4. 46-52 49 1 7.69%
5. 53-59 56 1 7.69%
i=7 13 99.99%

Based on the table above, the students’ score that is there in the

class interval between 25-31 was 4 students (30.76%), class interval

between 32-38 was 2 students (15.39%), class interval 39-45 was 5

students (38.46%), class interval 46-52 was 1 student (7.69%), and the

class interval 53-59 was 1 student (7.69%). Based on the table above, it

could be seen the histogram on the following figure:

10

X
28 35 42 49 56
Figure 1: Description of Experimental Class (Pre-test)
 52

Based on the histogram above, the students’ score it can be

seen the comparison between the highest score and the lowest

score. From that histogram of students’ score of experimental class

in pre-test shown that the highest interval 53-59 was 1 student and

then the lowest interval 25-31 was 4 students.

b. Score of Pre-test in Control Class

The result of pre-test in control class, the researcher has

calculated the score is gotten by answering the test in control class.

The score of pre-test in control class can be seen in the table

below:

Table 8.
The Score of Pre-test in Control Class
Descriptive Statistics
Highest score 40
Lowest score 20
Mean 34.5
Median 35.5
Modus 37
Range 20
Interval 5
Standard deviation 5.85
Variants 37.5

Based on the table above, the researcher got the highest

score was 40 and the lowest score was 20, then mean was 36.5,

median was 35.5, modus was 37, range was 20, interval was 5,

standard deviation was 5.85 and then the last variant was 37.5.

Then, the calculation of the frequency distribution of the students’

 53

score in control class can be seen in the table frequency

distribution below:

Table 9.
Frequency Distribution Control Class (Pre-test)
No. Interval Mid Point F Percentages
1. 20-24 22 1 7.15%
2. 25-29 27 2 14.28%
3. 30-34 32 3 21.42%
4. 35-39 37 5 35,72%
5. 40-44 42 3 21.42%
i=5 14 99.99%

Based on the table above, the students’ score that is there in

the class interval between 20-24 was 1 students (7.15%), class

interval between 25-29 was 2 students (14.28%), class interval

between 30-34 was 3 students (21.42%), class interval between 35-

39 was 5 students (35.72%), and then class interval between 40-44

was 3 students (21.42%). Based on the table above, it can be seen

the histogram on the following:

10

X
22 27 32 37 42
Figure 2: Description of Control Class (Pre-test)
 54

Based on the histogram above, the students’ score it can be seen

the comparison between the highest score and the lowest score. From that

histogram of students’ score of control class in pre-test shown that the

highest interval 40-44 was 3 students and then the lowest interval 20-24

was 2 student.

2. Description of Data After Using Talking Stick Strategy

a. Score of Post-test in Experimental Class

The result of the calculation that had been gotten by the

students in answering the test after researcher did the treatment by

using Talking Stick strategy can be seen the in table below

Table 10.
The Score of Post-test in Experimental class
Highest score 70
Lowest score 30
Mean 49.23
Median 46.6
Modus 43
Range 40
Interval 9
Standard deviation 13.86
Variants 136.8

Based on the table above, the researcher got the highest

score is 70 and the lowest score was 30, then mean was 32.29,

median was 46.6, modus is 43, range was 40, interval was 9,

standard deviation was 13.86 and then the last variant was 136.8.

Then, the calculation of the frequency distribution of the students’

score in experimental class can be seen in the table of frequency

distribution as follows:
 55

Table 11.
Frequency Distribution Experimental Class (Post-test)
No Interval Mid Point F Percentages
.
1. 30-38 34 2 15.38%
2. 39-47 43 5 38.46%
3. 48-56 52 2 15.38%
4. 57-65 61 3 23.07%
5. 66-74 70 1 7.69%
i=9 13 99.98%

Based on the table above, the students’ score that is there in

the class interval between 30-38 was 2 students (15.38%), class

interval between 39-47 was 5 students (38.46%), class interval

between 48-56 was 2 students (15.38%), class interval between

3557-65 was 3 students (23.07%), and then class interval between

66-74 was 1 student (7.69%). Based on the table above, it can be

seen the histogram on the following:

10

X
34 43 52 61 70
Figure 3: Description of Experimental Class (Post-test)
 56

Based on the histogram above, the students’ score it can be

seen the comparison between the highest score and the lowest

score. From that histogram of students’ score of experimental class

in post-test shown that the highest interval 66-74 was 1 student and

then the lowest interval 30-38 was 2 students.

b. Score of Post-test in Control Class

The result of control class in post-test after answering the

test that taught by using conventional method can be seen in the

table below:

Table 12.
The Score of Post-test in Control class
Highest score 50
Lowest score 25
Mean 37.78
Median 35.3
Modus 37.9
Range 25
Interval 6
Standard deviation 5.28
Variants 60.02

Based on the table above, the researcher got the highest

score was 50 and the lowest score was 25, then mean was 26.24,

median was 35.3, modus is 37.9, range was 25, interval was 6,

standard deviation was 5.28 and then the last variant was 60.02.

Then, the calculation of the frequency distribution of the students’

score in control class can be seen in the table frequency

distribution below:
 57

Table 13.
Frequency Distribution Control Class (Post-test)
No. Interval Mid Point F Percentages
1. 25-30 27.5 3 21.42%
2. 31-36 33.5 5 35.71%
3. 37-42 39.5 2 14.28%
4. 43-48 45.5 1 7.14%
5. 49-54 51.5 3 21.42%
i=6 14 99.97%

Based on the table above, the students’ score that was there

in the class interval between 25-30 was 3 students (21.42%), class

interval between 31-36 was 5 students (35.71%), class interval

between 37-42 was 2 students (14.28%), class interval between 43-

48 was 1 student (7.14%), and then class interval between 49-54

was 3 students (21.42%). Based on the table above, it can be seen

the histogram on the following:

10

X
27.5 33.5 39.5 45.5 51.5
Figure 4: Description of Control Class (Post-test)
 58

Based on the histogram above, the students’ score it can be

seen the comparison between the highest score and the lowest

score. From that histogram of students’ score of control class in

post-test shown that the highest interval 49-54 was 3 students and

then the lowest interval 25-30 was 3 students.

B. Analysis Data

1. Requirement and Homogeneity Test

a) Normality and Homogeneity of Pre-test in Experimental

class and Control class

Table 14.
Normality of pre-test in experimental class and control class
Class Normality test Homogeneity test
x count x table f count f table
Experimental class 3.61 9.488 2.40 < 4.51
Control class 6.52 9.488

Based on the table above, the researcher had calculated that the score

of experimental was t count = 3.61 < t table = 9.488, and control class was t count =

6.52 < t table = 9.488. So, H a was accepted. It means that experimental and

control class were distributed normal.

Then, the coefficient of f count = 2.40 was compared with f table = 4.51.

So, by using the list of critical value at F distrubution got f 0.05 = 4.51. It

showed that f count = 2.40 < f table = 4.51. So, the researcher concluded that the

variant from the data of students’ speaking mastery at SMA N 1 Padang Bolak

Julu by experimetal and control class was homogeneous.

 59

b) Normality and Homogeneity of Post-test in Experimental

class and Control class

Table 15.
Normality of post-test in experimental class and control class
Class Normality test Homogeneity test
x count x table f count f table
Experimental class 10.2 9,488 2.27 < 4.51
Control class 6.9 9.488

Based on the table above, the researcher had calculated that the

score of experimental was t count = 10.2 < t table = 9.488, then control class

was t count = 6.9 < t table = 9.488. So, H a was accepted. It means that

experimental and control class were distributed normal.

Then, the coefficient of f count = 2.27 was compared with f table =

4.51. So, by using the list of critical value at F distrubution got f 0.05 = 4.51.

It showed that f count = 2.27 < f table = 4.51. So, the researcher concluded

that the variant from the data of students’ speaking mastery at SMA N 1

Padang Bolak Julu by experimetal and control class was homogeneous.

C. Hypothesis Test

After calculating the data of post-test, researcher has found that the

post-test result of experimental and control class is normal and

homogenous. The data would be analyzed to prove the hypothesis. It used

formula of t-test. Hypothesis of the research was “there is the effect of

using talking stick on speaking mastery at the eleventh grade students of

SMA N 1 Padang Bolak Julu”.

 60

The hypothesis test has two criteria. They are if t count <t table, H 0 was

accepted and if t count >t table H a was accepted. Based on the researcher

calculation in pre-test, the researcher found that t count 3.48 while t table 2.060

with opportunity (1-α) = 1-5% = 4% and dk = n1+n2 - 2 = 13+14-2 = 25.

Cause t count >t table (3.48>2.060). it means that hypothesis H a was accepted

and H 0 was rejected. So, in pre-test, the two classes were same. There is

no difference in both of classes. But, in post-test, the researcher found that

t count 9.78 while t table 2.060 with opportunity (1-α) = 1-5% = 4% and dk =

n1 +n2 - 2 = 13+14-2 = 25. Cause t count >t table (9.78>2.060), it means that

hypothesis H a was accepted and H 0 was rejected. So, there was significant

effect of using Talking Stick strategy on speaking mastery at the eleventh

grade students of SMA N 1 Padang Bolak Julu. In this case, the mean

score of experimental class by using Talking Stick startegy was 49.23 and

the mean score of control class by using conventional strategy was 38.23.

the gain score was . the calculation can be seen in the table below:

Class Pre-test Post-test Enhancement Gain Score

Experimental 38.23 49.23 11 7.72
Control 34.5 37.78 3.68

D. Discussion

The researcher discussed the result of this research. Based on the

result of data analysis, the researcher got the mean score of experimental

class in pre-test was 38.23 and in post-test was 49.23. the the mean score

of control class in pre-test was 34.5 and then in post-test 37.78. so, based
 61

on its comparing can be concluded that the improvement of experimental

class was higher than control class. So, Talking Stick had effect on

speaking mastery.

The first conducted by Pramono about The Effect of Talking Stick

Strategy on Students’ Speaking Ability. The result of this research showed

that the post-test means score of experimental class was 78.51 while the

post-test means score of controlled class was 74.17. Then, the hypothesis

test showed that 2 sig. 2 tailed which means that Alternative Hypothesis

was accepted and Null Hypothesis was rejected.54 In conclusion, the effect

of Talking Stick strategy is modestly effective on students’ speaking

ability.

The second is conducted by Putriyawati about The Effect of Using

Talking Stick on Students‟ Speaking Skill. The result of the research showed

that the mean of post-test score (67.5) was higher than the mean of pre-test

score (52). It can be concluded that Ho was accepted. That means there

was significant effect of students„ speaking skill after giving treatment.

Therefore, the hypothesis is accepted. It means, there was significant effect

of speaking skill after of using Talking Stick. The result of independent

sample T test was 2-tailed<0,05 0.031<0.05 it is mean there is significant

difference between the students who were taught by using Talking Stick

and those who were not.55

54
Adit Tria Pramono, and Faculty of Educational, “The Effect of Talking Stick Strategy
On Students ’,” 2020, 155,.
55
Ika Putriyawati, “The Effect Of Using Talking Stick On Students‟ Speaking Skill At
Mts Guppi Jambi,” 2019, http://repository.uinjambi.ac.id/1315/1/Ika Putriyawati%2C
TE151577BOOKMARK - Ika Smsng.pdf.Putriyawati.
 62

The last is conducted by Utami, in her research found that the

implementation of traditional Talking Stick is effective. It can be seen

based on the the percentage scores of students’ achievements result in two

meeting. In the first meeting the score was 90% and the second meeting

was 94% both in very good criteria.56

From the result of the research that is previously stated. It was

proved that the students who were taught speaking by using Talking Stick

strategy got better result. As in this research, the mean score of

experimental class got better result than control class (49.23> 37.78).

looking the students’ score after using talking stick strategy is motivated

their speaking. It aim to motivate the students in learning speaking.

Although not all of the aspect in speaking can be covered by this strategy.

It can be considerably used in teaching speaking. This strategy makes

students happy and interest and also not feel bored when the teacher gave

the material about speaking. So, this strategy is recommended to be used

in teaching speaking to encourage students’ speaking mastery.

E. Treat of the Research

The researcher found the threats of this research as follows:

56
Amalia Rizky Utami, “Fostering Students’ Speaking Ability Through Traditional
Talking Stick.”
 63

1. The students need more time for answering the test because the

time is limited.

2. There were some students that were noisy while teaching and

learning process. So, it can disturb the others students’

concentration.

3. There were some students that were lack of serious to answer the

pre-test and post-test. It can be threat of the research. So, the

researcher can not reach the validity of trustworthiness data.

 CHAPTER V
THE CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of this research, the conclusions of this research

are:

1) Before using Talking Stick strategy, students speaking mastery was still

low. It can be seen from the mean score of pre-test for experimental class

was 38.23 and the mean score of pre-test for control class was 34.5.

2) After using Talking Stick Strategy, the mean score of experimental class is

higher than control class which taught by using conventional strategy. The

mean score of post-test of experimental class was 49.23 and the mean

score of control class in post-test was 37.78.

3) There was a significant effect of using Talking Stick strategy at the grade

XI of SMA N 1 Padang Bolak Julu. The researcher found the result of t-

test where t count was highers that t table (9.78>2.060). So, it means that there

was a significant effect of using Talking Stick strategy on speaking

mastery at the grade XI students of SMA N 1 Padang Bolak Julu where H a

was accepted and H 0 was rejected.

B. Suggestion

After finishing this research, the researcher got many information

in English teaching and learning process. Therefore, the researcher show

some things that need to be proven. The researcher give some suggestion,

as follow:

64
 65

1) From the result of this research it is as the information for the headmaster

to motivate the English teacher to teach as well as possible by maximazing

the using of Talking Stick strategy in teaching speaking, because this

strategy can achieve the students ability in speaking.

2) From the result of this research, it is also as the information to the English

teacher to use Talking Stick as a new reference in teaching speaking to

make the learning process more active and fun.

3) The researcher suggests to another researchers to use this strategy in

solving another problem and find another factors that faced by students in

leaning English.