IMPLEMENTING TALKING STICK STRATEGY

TO IMPROVE STUDENTS’ READING SKILL

ON NARRATIVE TEXT IN HIGH SCHOOL EDUCATION

AN UNDERGRADUATE THESIS

Submitted as a Partial Fulfilment of the Attainment of Sarjana Pendidikan

(Bachelor of Education) Degree

Written by:

Dhesi Fitria
1910302052

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING
UNIVERSITAS TIDAR
2023
APPROVAL SHEET

i
EXAMINATION AND LEGALIZATION

ii
STATEMENT AND AUTHENTICITY

iii
 MOTTO AND DEDICATION

“Indeed, with hardship (will be) ease.”

(Q.S. Al-Insyirah: 6)

“It does not matter how slowly you go as long as you do not stop.”
(Confucius)

“If you believe in yourself, everything is possible.”

(The Writer)

This work is fully dedicated to

My beloved Alm. Bapak and Almh. Ibuk,
Thank you for bringing me to this world. You are irreplaceable.
My beloved brother, thanks for always supporting me.
You are the best brother in this world.
It’s also dedicated to myself. Thank you for surviving.

iv
 ABSTRACT

Fitria, Dhesi. (2023). Implementing Talking Stick Strategy to Improve Students’

Reading Skill on Narrative Text in High School Education. An
Undergraduate Thesis. English Education Department, Faculty of
Education and Teacher Training, Universitas Tidar. Advisor I Moch Malik
Al Firdaus, M.Pd., Advisor II Agnira Rekha, M.Pd.

Keywords: Talking Stick Strategy, reading skill, narrative text

One of the English skills that students have to acquire in learning English is
reading. However, the students have low activeness in the teaching and learning
process, which leads to low students' reading skill. Therefore, the teacher needs an
innovative teaching strategy to contrive the students to be active in the classroom.
One of the strategies that can be implemented is the Talking Stick Strategy. In this
study, Talking Stick was implemented to increase students' reading skill on
narrative text in High School Education.

This study was intended to fulfill two objectives. First, this study was
carried out to know the students' activeness when Talking Strategy was
implemented in reading class narrative text. The second one is to find out how well
Talking Stick improved students' reading skill on narrative text in High School
Education.

The writer conducted Classroom Action Research (CAR). This study was
done in some stages, they are Pre-Cycle, Cycle I, and Cycle II. The subject of this
study was X-3 students of SMAN 1 Candimulyo in the academic year 2022/2023.
The class was chosen as the subject because it has the lowest score average among
the classes. The total of students was 36 and it consists of 12 males and 24 females.
The data collection techniques that were used were test and non-test. In the non-test
technique, there were observations, questionnaires, and documentation. Then the
data were analyzed by qualitative and quantitative techniques.

The result showed a good improvement in students' activeness in narrative

text reading class after the writer implemented Talking Stick Strategy. It was proven
by the result of observation, questionnaire, and documentation. The result of
observation in Pre-Cycle was 50.83%, the observation in Cycle I was 62.50%, and
it became 72.77% in Cycle II. The implementation of the Talking Stick Strategy
also made improvements in reading skill. In the Pre-Cycle test, the average reading
skill narrative text score was 64.44. After the Talking Stick Strategy was applied,
the average of student's score in Cycle I test reached 72.91, and it improved to 85
on the Cycle II test. Therefore, there was 20.56% points of the total improvement
from the Pre-Cycle and Cycle II tests.

Based on the results above, the writer concludes that using the Talking Stick
Strategy could improve the students' activeness and significantly improve their
narrative text reading skill. Hence, it is recommended that English teachers apply
Talking Stick Strategy as an alternative media in teaching reading narrative text.

v
 ACKNOWLEDGEMENT

Alhamdulillahirabbil'alamiin. First and foremost, the writer wishes to

express gratitude to Allah SWT, God the Almighty, who has given His blessings,

strength, guidance, and mercy to the writer in completing this undergraduate thesis

entitled "Implementing Talking Stick Strategy to Improve Student's Reading Skill

on Narrative Text in High School Education." This thesis was arranged as a partial

fulfilment of the attainment of Sarjana Pendidikan (Bachelor Education) Degree in

the English Education Department, Faculty of Education and Teacher Training

Universitas Tidar.

The writer realizes that this undergraduate thesis would not ever be finished

without any supports, suggestions, and guidance from many people. Therefore, on

this valuable chance, the writer would like to acknowledge her great gratitude and

appreciation for;

1. Prof. Dr. Sugiyarto, M.Si., as the Rector of Universitas Tidar

2. Dr. Ahmad Muhlisin, M.Pd., as the Dean of the Faculty of Education and

Teacher Training, Universitas Tidar

3. Agnira Rekha, M.Pd., as the Coordinator of the English Education

Department, Universitas Tidar and the writer's second advisor

4. Moch. Malik Al Firdaus, M.Pd. as the writer's first advisor. Thanks for

giving continued guidance, motivation, and patience while writing the final

project.

vi
 5. The lecturers in the English Education Department of Universitas Tidar.

Thanks for your dedication to teaching the writer until she graduated.

6. All students of the English Education Department Universitas Tidar

7. All the writer's friends in class PBI Skill 2, especially Paguyuban Bar-Bar

circle; Uma, Desti, Syifa, Rosa, and Izza. Thank you for accompanying the

writer passed college life for around four years. You are always be the

writer's reason to laugh and be happy.

8. The big family and the Principal of SMAN 1 Candimulyo, who have given

great assistance to make this study able to conduct

9. The writer's special thanks to the writer's parents (Alm. Bapak and Almh.

Ibu), the writer's brother, Haryanto, the writer's family, and the writer's

friends (including KKN and PLP friends), also all people who have

motivated and shared the memories along with her journey.

Finally, the writer fully realizes that her writing still has any debility even

if is completely done. Therefore, the writer welcomes any constructive critics and

suggestions from the readers. Hopefully, this writing would be useful and give

contribution for many people, especially in English Language Teaching.

Magelang, May 2023

The Writer

vii
 TABLE OF CONTENTS

APPROVAL SHEET .................................................................................... i

EXAMINATION AND LEGALIZATION ................................................. ii

STATEMENT AND AUTHENTICITY ...................................................... iii

MOTTO AND DEDICATION ..................................................................... iv

ABSTRACT ................................................................................................... v

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

TABLE OF CONTENTS .............................................................................. viii

LIST OF TABLES ........................................................................................ x

LIST OF FIGURES ...................................................................................... xi

LIST OF DIAGRAMS .................................................................................. xii

LIST OF APPENDICES .............................................................................. xiii

CHAPTER I INTRODUCTION .................................................................. 1

1.1 Background of the Study ...................................................................... 1
1.2 Identification of the Problems .............................................................. 4
1.3 Limitation of the Problems ................................................................... 4
1.4 Formulation of the Problems ................................................................ 5
1.5 Objectives of the Study ........................................................................ 5
1.6 Significances of the Study .................................................................... 5
CHAPTER II REVIEW OF RELATED LITERATURE ......................... 7
2.1 Literature Review ................................................................................. 7
2.1.1 English Language Teaching (ELT) in High School Education ...... 7
2.1.2 Reading Skill .................................................................................. 10
2.1.3 Text ................................................................................................. 18
2.1.4 Narrative Text ................................................................................. 21
2.1.5 Students’ Activeness ...................................................................... 25

viii
 2.1.6 Teaching Strategy ............................................................................ 27
2.1.7 Talking Stick Strategy .................................................................... 30
2.2 Previous Studies ................................................................................... 34
2.3 Theoretical Framework ........................................................................ 38
2.4 Action Hypothesis ................................................................................ 39
CHAPTER III RESEARCH METHOD ..................................................... 41
3.1 Type of Research .................................................................................. 41
3.2 Research Subject .................................................................................. 43
3.3 Research Setting ................................................................................... 43
3.4 Research Instruments ........................................................................... 44
3.5 Data Collection Techniques ................................................................. 44
3.6 Data Analysis Techniques .................................................................... 50
3.7 Research Procedures ............................................................................. 52
3.8 Performance Indicators ......................................................................... 57
CHAPTER IV RESULT AND DISCUSSION ............................................ 58
4.1 The Result of the Study ........................................................................ 58
4.1.1 Pre-Cycle ........................................................................................ 58
4.1.2 Cycle I ............................................................................................ 65
4.1.3 Cycle II ........................................................................................... 76
4.2 Discussion ............................................................................................ 86
4.2.1 The Improvement of Students’ Activeness ..................................... 86
4.2.2 The Improvement of Students’ Reading Skill on Narrative Text .... 88
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION 90
5.1 Conclusion ............................................................................................ 90
5.2 Implication ............................................................................................ 91
5.3 Suggestion ............................................................................................ 92
REFERENCES .............................................................................................. 93
APPENDICES ............................................................................................... 97

ix
 LIST OF TABLES

Table 3.1 Observation Sheet ........................................................................... 45

Table 3.2 Analytic Rating Score of Students’ Activeness .............................. 46
Table 3.3 The Questionnaire Sheet Guidance in Pre-Cycle ............................ 47
Table 3.4 Questionnaire Sheet Guidance in Cycle I and Cycle II .................. 47
Table 3.5 Indicators of Reading Skill Areas ................................................... 49
Table 3.6 Analytic Rating Score of Test ......................................................... 50
Table 4.1 The Result of Observation in Pre-Cycle ......................................... 60
Table 4.2 The Result of Questionnaire in Pre-Cycle ...................................... 62
Table 4.3 The Result of Test in Pre-Cycle ...................................................... 64
Table 4.4 The Result of Observation in Cycle I .............................................. 69
Table 4.5 The Result of Questionnaire in Cycle I ........................................... 72
Table 4.6 The Result of Test in Cycle I .......................................................... 74
Table 4.7 The Result of Observation in Cycle II ............................................ 79
Table 4.8 The Result of Questionnare in Cycle II .......................................... 82
Table 4.9 The Result of Test in Cycle II ......................................................... 84
Table 4.10 The Result of Observation in All Cycles ...................................... 86
Table 4.11 The Result of Test in All Cycles ................................................... 88

x
 LIST OF FIGURES

Figure 1. Theoretical Framework .................................................................... 39

Figure 2. Steps in the Classroom Action Research .......................................... 42

xi
 LIST OF DIAGRAMS

Diagram 4.1 The Result of Observation in Pre-Cycle .................................... 62

Diagram 4.2 The Result of Test in Pre-Cycle ................................................. 65

Diagram 4.3 The Result of Observation in Cycle I ......................................... 71

Diagram 4.4 The Result of Test in Cycle I ..................................................... 75

Diagram 4.5 The Result of Observation in Cycle II ....................................... 82

Diagram 4.6 The Result of Test in Cycle II .................................................... 85

Diagram 4.7 The Result of Observation in All Cycles ................................... 88

Diagram 4.8 The Result of Test in All Cycles ................................................ 89

xii
 LIST OF APPENDICES

Appendix 1 Surat Keputusan Pembimbing Penyusunan Skripsi .................... 98

Appendix 2 Surat Tugas Seminar Proposal ................................................... 102
Appendix 3 Berita Acara Seminar Proposal ................................................... 103
Appendix 4 Surat Permohonan Ijin Penelitian ............................................... 105
Appendix 5 Surat Keterangan Telah Melaksanakan Penelitian ..................... 106
Appendix 6 Surat Tugas Ujian Skripsi ............................................................ 107
Appendix 7 Berita Acara Ujian Skripsi .......................................................... 108
Appendix 8 List of Students ............................................................................ 109
Appendix 9 Pre-Cycle ..................................................................................... 111
a. The Result of Observation in Pre-Cycle ............................................ 112
b. The Result of Questionnaire in Pre-Cycle ......................................... 113
c. The Test Sheet in Pre-Cycle ............................................................... 114
d. The Result of Test in Pre-Cycle ......................................................... 116
e. The Observation Sheet ....................................................................... 117
f. The Students’ Questionnaire Sheet .................................................... 118
g. The Students’ Answer Sheet .............................................................. 121
Appendix 10 Cycle I ....................................................................................... 126
a. Lesson Plan of Cycle I ........................................................................ 127
b. Narrative Text and Question List for Talking Stick Strategy ............. 136
c. The Result of Observation in Cycle I .................................................. 137
d. The Result of Questionnaire in Cycle I ............................................... 138
e. The Result of Test in Cycle I .............................................................. 139
f. The Observation Sheet ........................................................................ 140
g. The Students’ Questionnaire Sheet ..................................................... 141
h. The Students’ Answer Sheet ............................................................... 144
Appendix 11 Cycle II ...................................................................................... 149
a. Lesson Plan of Cycle II ....................................................................... 150
b. Narrative Text and Question List for Talking Stick Strategy ............. 159
c. The Result of Observation in Cycle II ................................................ 161
d. The Result of Questionnaire in Cycle II ............................................. 162
e. The Result of Test in Cycle II ............................................................. 163
f. The Observation Sheet ........................................................................ 164
g. The Students’ Questionnaire Sheet ..................................................... 165

xiii
 h. The Students’ Answer Sheet ............................................................... 168
Appendix 12 The Result of Observation in All Cycles ................................... 173
Appendix 13 The Result of Test in All Cycles ............................................... 174
Appendix 14 Documentation .......................................................................... 175
Appendix 15 Journal of Paper Revision........................................................... 179

xiv
 CHAPTER I

INTRODUCTION

1.1 Background of the Study

In English, students have four skills to be mastered; speaking,

listening, reading, and writing. Reading is one of the essential things in English.

Reading is an activity that requires readers to respond to and interpret a text in

light of their prior knowledge (Spratt, Pulverness, and William, 2005:21). In

addition, Grellet (2004) adds, "Reading requires students to understand the text

or passage. It has some purposes, such as getting information and knowledge.

Through reading text or passage, students can get much information". Students

are expected to gain information and increase their knowledge by

understanding reading text or passage. Therefore, the students can comprehend

and improve their reading strategies through teaching reading, such as

skimming, scanning, and looking for information.

In learning reading, students in high school education learn various

kinds of text, such as report, descriptive, procedure, recount, and narrative text.

Based on the syllabus, narrative text is one of the materials that teachers give

to their students in Senior High School. The narrative text is taught in the tenth

grade of Senior High School. The curriculum implemented in the school is

Merdeka Belajar Curriculum, so there are some learning goals to be reached

by the students.

There are reasons why the narrative text should be taught in high

school education. First, narrative text can increase students' interest in reading

because the narrative text is made passionately, interestingly, and

1
 2

imaginatively. Besides, narrative text can grow the students' creative mindset

and critical thinking. An exciting story can create positive energy for the

readers, starting from memories, perceptions, brains, feelings, and emotions.

This means that narrative text should be taught to the students so that they can

improve their creativity. The narrative text also helps the students to enhance

their reading motivation. The students will enjoy reading the text and are

excited to know what will happen next. Furthermore, the narrative contains a

moral value that students can learn from it (Havianisa, 2013). The story in the

narrative text gives the readers a lesson and tells about the positive values to be

implemented in real life. Therefore, this is relevant for the students to have

good critical thinking and positive attitudes.

However, the condition of teaching and learning narrative reading

skill in SMAN 1 Candimulyo preferred a different expectation. The students of

the tenth grade of SMAN 1 Candimulyo scored less than 67 as the standard of

minimum completeness (KKM). The average score of the tenth graders in class

X-3 was less than KKM; it was 65 and it became the lowest score average

among the other classes. Based on the observation in the field, when English

teaching and learning was conducted in the class, the teaching and learning

narrative reading skill were still passive. The students did not want to give

questions, although they had not yet to understand the material. They also felt

less confident in expressing opinions. They needed more communication with

teachers and friends. Another problem was that the students must be more

interested when they joined the reading class because the strategy used to teach

reading could be more varied. In every teaching and learning activity, the
 3

teacher just asked the students to read a text and then answer the question based

on the text without using some strategies. It happened many times and it made

the teaching and learning process monotonous. All the problems mentioned led

to low student learning outcomes.

To overcome the problems above, applying more innovative

teaching strategies was necessary. A strategy was needed to teach reading.

Furthermore, McNamara (2009) states that reading strategy is essential because

in addition to gain the successful comprehension, using reading strategy can

also overcome reading problems and become a better reader. One of the

teaching strategies that could be applied was the Talking Stick Strategy.

Talking Stick Strategy is a teaching strategy with the help of a stick

in which students who hold a stick are required to respond the questions given

by the teacher after they have studied the subject matter and repeated

continuously until all students have a turn to answer questions from the teacher.

Talking Stick Strategy is very suitable as a teaching strategy that teachers can

implement in the classroom because there are some advantages of it, such as;

(1) encouraging students to be more active in the learning process, (2)

motivating students to be interested in following the learning process, and (3)

encouraging students to think creatively and confidently in expressing

opinions. Applying the Talking Stick Strategy would increase student activity

and learning outcomes in English lessons, especially reading skill.

Based on the problems above, to solve them, the writer discussed

them further through classroom action research entitled "Implementing Talking

 4

Stick Strategy to Improve Student's Reading Skill on Narrative Text in High

School Education."

1.2 Identification of the Problems

Based on the description above, the writer could find the following

problems:

1. Students are not active in the teaching and learning process.

2. The teaching method applied by the teacher is monotonous.

3. Students and teachers have passive communication.

4. The students' learning scores are low.

1.3 Limitations of the Problem

Based on the identification of the problems, the study was limited to

using the Talking Stick Strategy in teaching reading to SMAN 1 Candimulyo

students in one of the tenth grades; it was X-3 class students. It focused on

how the teacher utilized Talking Stick Strategy to improve students' activeness,

which would enhance students' reading skill on narrative text. This study would

investigate the increase in students' activeness and learning outcomes by

implementing the Talking Stick Strategy. The indicator for the rise in students'

activeness would be viewed in the learning process when the action was taken,

and the indicator for the increase in students' learning outcomes would be seen

from the students' tests.

 5

1.4 Formulation of the Problems

Based on the background of the study, the identification of the problem, and

the limitation of the problem, the writer formulated the problems as follows:

1. How is the students’ activeness when Talking Stick Strategy is implemented

in reading class narrative text?

2. How well does Talking Stick Strategy improve students' reading skill on

narrative text?

1.5 Objectives of the Study

Based on the formulation of the problems, there were two objectives of this

study:

1. To investigate the students’ activeness when Talking Strategy was

implemented in reading class narrative text

2. To find out how well it improved students' reading skill on narrative text

1.6 The Significances of the Study

The significance of this study could be seen from some sides; for the

teachers, the students, and the other researchers.

1. For Teachers

The study was expected that academics and educators would be able

to adopt a suitable teaching strategy for English as Foreign Language (EFL)

students to achieve their abilities. Furthermore, the study would provide

information for teachers related to the learning model to make learning more
 6

exciting and active. This study provided theories and samples as references

to solve problems in teaching and learning. As a result, teachers could use

it as information when teaching in the classrooms.

2. For Students

This study was intended to assist EFL students in integrating and

increasing their reading skill. Students might also realize that using Talking

Stick Strategy positively influenced their English learning progress. It

would increase their activeness in the classroom, leading them to increase

their reading skill on a narrative text using the Talking Stick strategy that

the teachers have implemented.

3. For Other Researchers

This study would be utilized as a data and reference source for future

researchers who would or were now exploring the impact of the Talking

Stick Strategy in increasing students’ reading skill on narrative text,

significantly improving English skills. As a result, as we all know, research

in learning strategies has developed. This study might be used as a jumping-

off point for future studies to examine a few new teaching strategy concepts

to increase students’ reading skill, particularly in the setting of EFL (English

as a Foreign Language).
 CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Literature Review

2.1.1 English Language Teaching (ELT) in High School Education

English in Indonesia tends to be taught and learned only as a foreign

language. It is different from neighbouring countries, such as Singapore,

Hong Kong, and Malaysia, where English is commonly used as a second

language. This indicates that teaching and learning English occurs primarily

in classrooms rather than in daily communication in Indonesia. English

learners in Indonesia require more immediate access to English as a

communication tool in their daily lives, even when they are not in the

classroom. In this context, a foreign language is only learned during formal

education (Oxford and Shearin, 1994).

In response to reports that the standard of EFL teachers in Indonesia

is deplorable, the Indonesian government continues to promote the

importance of English, such as by making English classes compulsory for

middle and high school students. In this age of globalization, where Asia has

become a part of economic expansion and development, English courses aim

to provide students with the ability to participate actively in the international

community through the spread of English (Yuwono, 2005). Thus, English as

a Foreign Language (EFL) leads to the presence of English Language

Teaching (ELT) in the Indonesian education system.

Abubaker et al. (2022) state that English Language Teaching (ELT)

is the practice and theory of learning and teaching English to help non-native

7
 8

English speakers. Secondary schools in Indonesia provide post-primary

education. In most countries, secondary education is compulsory to prepare

students for later higher education. In addition, high school education or

secondary education is a continuation of primary education. According to

Kepmendikbud No. 0186/P/1984, secondary or high school education

prepares students to become community members who can establish

relationships and reciprocity with the socio-cultural environment. The natural

surroundings can also develop further capabilities in the world of work or

higher education (Ihsan, 2013: 23). In high school education, students are

expected to develop their ability to prepare themselves to continue their

education to higher education. Therefore, ELT in high school education

means developing the ability to speak English contextually and acceptably

according to students' context, conditions, and daily situations. This is to

produce a form of learning English that is more in touch with students'

language needs.

As a teacher, knowing the purpose of language learning is very

emphasized. The primary purpose of language learning is to prepare the

students to gain communication and language implementation in a language

that has been learned. Every meeting that has been carried out in the learning

process is the acquisition of sentences done by the students. Still, the language

practice they have reached sometimes is just in the form of linguistics without

any communication practice after the students leave the classroom

(Widdowson, 2000). As long as English holds the position as a foreign

language, the student's abilities and skill will stay the same, so the teacher
 9

needs some strategies for that. One of the strategies is teaching English with

techniques suitable for the English position in Indonesia.

In relation to the strategy, teaching reading narrative text with

Talking Strategy is very suitable in Senior High School because the strategy

would increase the students' activeness in the classroom, which would

increase students' reading skill in narrative text. The learning goals can be

reached, and the goals of English itself to make students develop the ability

to play an active role in the international community based on the spread of

English in this era of globalization can also be achieved. Furthermore, high

school students are prepared to become members of society, where someone

in high school education has been able to establish a reciprocal relationship

with the community with the cultural and natural environment.

From the description above, some points have to be emphasized for

ELT in high school education, especially in Senior High School, such as; 1)

The teacher needs to implement an innovative teaching strategy for Senior

High School students; 2) As long as the learning problems faced by the

students have not been solved yet, the hope to reach the quality learning result

based on the curriculum would be challenging to realize; 3) It is needed to

implement the use of English in its natural context in Indonesian society so

that English is not only a foreign language but also a daily communication

tool.
 10

2.1.2 Reading Skill

1. Definition of Reading Skill

Tarigan (2008:7) defines reading as the process performed and used by

the reader to understand author’s message conveying through his words that a

reader can see and know. In other words, reading is an activity that involves

extracting meaning from printed words and symbols and using this skill to

perceive, understand, and interpret observations. Furthermore, reading is an

interactive process between writer and reader through written text that can

expand reader knowledge to interpret writing into the proper meaning

(Ruddell, 2005). Pang et al. (2003) state that reading involves two interrelated

processes: word recognition (symbol decoding) and skill (understanding).

Reading has two stages, namely symbol de-codification and constructs

meaning. Decoding learning activities symbols are embodied in reading aloud

activities while learning to build meaning accommodated in reading skill.

Mikuleckly (2008) explains that reading skill is the cognitive process readers

use to understand the text. Then, Brown (2004:187-188) states that there are

two essential reading skills. These are micro-skills and macro-skills.

For microskills, students must have knowledge of working with

graphemes, orthographic patterns, and linguistic signals. Here is a list of

reading comprehension: 1) Distinguish between distinctive graphemes and

orthographic patterns of English; 2) Retain chunks of the language of varying

lengths in short-term memory; 3) Process writing at an efficient speed for the

purpose; 4) Recognize word cores and interpret word order patterns and their

meanings; 5) Recognize grammatical word classes (nouns, verbs, etc.),

 11

systems (tenses, agreement, pluralization, etc.), patterns, rules, and

abbreviations; 6) Recognize that a given meaning can be expressed in a variety

of grammatical forms.

While in mastering macroskills, readers must use their discourse

knowledge, communicative functions of speech in written text, inference

skills, and scanning and skimming techniques. The macro-skills of reading

help the readers understand the text better. As presented by Brown (2004: 187-

188), these macro-skills of reading are: 1) Recognize the cohesive devices and

their role in signaling the relationship between and among clauses; 2)

Recognize the rhetorical form of the written discourse and its importance in

interpretation; 3) Recognize the communicative functions of written texts,

according to form and purpose; 4) Use background knowledge to infer the

implicit context; 5) Infer links and connections between events, ideas etc.,

deduce causes and effects, identify such relations such as main idea, supporting

idea, new information, given information, generalization, and exemplification;

6) Distinguish literal and implied meanings; 7) Identify culturally particular

references and interpret them in a context of relevant cultural patterns. 8)

Develop and use a battery of reading strategies including scanning and

skimming, identifying discourse markers, guessing the meaning of words from

context, and activating schemas to interpret the text.

From the explanations above, the writer concludes that reading skill is

essential in this life. Reading can enrich experience and knowledge. By

reading, people can increase their understanding of science and technology,

which is an easy way to get much helpful information. Through the reading
 12

process, students can broaden their knowledge, significantly influencing other

language skills, namely speaking, listening, and writing.

2. The Purpose of Reading

According to Grellet's opinion (2010), reading has two main

purposes; they are reading for pleasure and reading for information. Reading

for pleasure is reading to amuse but not to remember the exact detail (e.g.,

reading novels and short stories). Then, the purpose of reading for

information is to learn something or do something with the information the

reader receives.

3. Kinds of Reading

In the development of reading, Tompkins, Grenn, and Smith (2015)

explain four kinds of reading which can be listed as follows:

a. Independent Reading

When students read independently, they read silently for their own

purposes and in their own space. Students choose books that match

their reading level. It should be remembered that the students have a

high interest in the subject matter.

b. Reading Aloud

Teachers use an interactive reading process to read books that are

developmentally appropriate but written above students reading

levels. When students make predictions, repeat, refrain, and ask

questions frequently, they become active participants.

 13

c. Buddy Reading

Students choose to read or reread with classmates or sometimes with

older students. Peer reading is a fun social activity and students can

read a text together that they can both read separately.

d. Guided Reading

Guided reading is used by teachers to work with groups of four or five

students who are reading at the same level. They select a book

appropriate for their educational level with roughly 90- 94 percent

delicacy.

e. Shared Reading

Teachers apply shared reading to read aloud a book or text that

students cannot read independently. Teachers read audibly/loudly the

books that are applicable for the students’ interest level but too

difficult for them to read themeselves.

4. Techniques of Reading

Sullivan (2016) describes that there are four techniques of reading, they are:

a. Skimming

Skimming is reading that looks only for the general idea of reading

material. It is just like what the word is. The reader reads the parts of

the story, article, or report in a generalized manner.

 14

b. Scanning

Scanning may be similar to skimming, but the reader mainly looks at

specific facts in a text. The readers do not read an entire text at all.

Instead, the reader only reads certain information.

c. Intensive

Intensive reading is all about reading with a deeper purpose:

understanding the reading material to acquire newer and more

complex skills and knowledge.

d. Extensive

Extensive reading is simply relaxed reading. Book lovers do this kind

of reading as they read a book they intend for leisure. The reader can

read while imagining the character in the story.

5. Components of Reading Skill

According to The National Reading Panel Report in Five Essential

Components of Effective Reading Instruction (2004), there are five

components of reading skill. They are as follows:

a. Phonemic Awareness

Phonemes, the smallest units of spoken language, join together to

form syllables and words. Phonemic awareness refers to a student's

ability to focus on and manipulate phonemes in spoken syllables and

words.
 15

b. Phonics

Phonics is the relationship between written letters (or letter

combinations) and individual sounds in spoken language. Phonics

instruction teaches students how to read and spell words using these

relationships.

c. Fluency

Fluent readers can read aloud with adequate speed, accuracy, and

expression. Fluency is the ability to read as well as speak and make

sense of text without stopping to decode each word.

d. Vocabulary

Vocabulary is closely related to comprehension. The greater the

reader's vocabulary (oral or written), the easier it is to understand the

text.

e. Comprehension

Readers use comprehension, a complex cognitive process, to

understand what they have read. Vocabulary development and

instruction are essential for comprehension. The National Reading

Panel determined that various techniques, such as answering questions

(quizzes) and summarization (retelling the story), help young readers

develop text comprehension.

 16

6. Teaching Reading in Senior High School

The curriculum used in the tenth grade of SMAN 1 Candimulyo is

Merdeka Belajar Curriculum. According to SK Kepala BSKAP (Badan

Standar, Kurikulum, dan Asesmen Pendidikan), the Learning Achievement

of English in Merdeka Belajar Curriculum has some purposes to develop;

1) Communicative competency in English with various kinds of multimodal

texts (spoken, written, visual, and audiovisual). 2) Intercultural

competency, to understand and appreciate the perspectives, practices, also

Indonesian and foreign cultural products. 3) Confidence, to share

expression as independent and responsible individual. 4) Skill, to think

critically and creatively.

This curriculum implements Genre-Based Approach in English

learning, which is focused on the text, in various models; spoken, written,

visual, audio, or multimodal. According to Hammond et.al (1992: 18-23),

there are four stages in Genre-Based Approach, they are;

a. Building Knowledge of the Field (BKOF)

Teacher builds the students’ background knowledge of the topic that

will be written or spoken. In this step, teacher also builds the culture

context of the text being taught.

b. Modelling of the Text (MOT)

Teacher gives model/example of text as references for students in

producing work, both in written and spoken.

c. Joint Construction of the Text (JCOT)

Teacher guides the students and together produce texts.

 17

d. Independent Construction of the Text (ICOT)

Students produce text both in written and spoken individually (Emilia,

2011).

In this curriculum, there are Learning Achievement (Capaian

Pembelajaran) and Plot of Learning Goals (Alur Tujuan Pembelajaran) of

English subject. In Learning Achievement (Capaian Pembelajaran) of

reading skill, by the end of Phase E, students read and respond to a wide

range of texts, including narratives, descriptions, procedures, expositions,

recounts, and reports. They read in order to learn or to gather information.

They search for and assess specific details and main ideas in a variety of

texts. These texts can be printed or digital, and they can be visual,

multimodal, or interactive. They are gaining an understanding of key ideas,

issues, or plot developments in a variety of texts. They recognize the

author's intentions and are practicing simple inference skills to help them

understand implied information in the texts.

While in Plot of Learning Goals (Alur Tujuan Pembelajaran), there

are some learning goals related to the material narrative text reading skill;

a) Students can identify the context, purpose, main idea, and supporting idea

of narrative text. b) Students can explain narrative text structure and

language features. c) Students can analyze the written and hidden

information of narrative text. d) Students can identify the main idea and the

structure organization of narrative text. Besides, in Merdeka Belajar

Curriculum, there is also Profil Pelajar Pancasila. It consists of dimension

element that not only focuses on cognitive ability but also on students’
 18

attitude and behaviour (Modul Belajar Praktis Bahasa Inggris Kurikulum

Merdeka untuk SMA/MA dan SMK/MAK Kelas X).

2.1.3 Text

1. Definition of Text

According to Carter and McCarthy (2006), a text is a stretch of

language, whether spoken or written, that is semantically and pragmatically

coherent in its real-world context. A text can be as simple as one word (e.g., a

SLOW sign on the road) or as complex as a series of utterances or sentences

in a speech, a letter, a novel, etc. A text is the result of a specific cultural and

situational context. We must comprehend a text in terms of the context in

which it was created. The differences in texts occur as a result of the language

system choices we make (Board of Studied NSW, 1994:67). Meanwhile, text,

according to Karatay (2007:17), is a meaningful, logical, and related structure

composed of all language-based structures. Text is a relatively autonomous

and hierarchically structured linguistic unit (macrostructure) that reflects a

complex state of affairs and serves a specific communicative purpose.

Based on the explanation above, the writer concludes that a text is a

product of a particular context in which it is produced with the specific

structures and language features, either written or spoken.

 19

2. Kinds of Text

According to Gerot and Wignell’s ideas (1994:17), there are 15 kinds of text.

a. Recount

Recount is a type of text that is used to inform by retelling an event.

b. News Story

A news story is a factual text that informs readers about current

events that are newsworthy or important.

c. Exemplum

Exemplum is a kind of text which deals with incidents that some

respect out of the usual, point to some general value in the cultural

context.

d. Anecdote

An anecdote is a type of text that is used to share a story or an

amusing incident with others.

e. Narrative

Narrative is a type of text that is used to amuse, entertain, and tell

stories about various experiences in various ways.

f. Spoof

Spoof is a type of text that makes use of an event with a humorous

twist.

g. Procedure

A procedure is a type of text that describes how something is done

through a series of events or steps.

 20

h. Explanantion

Explanation is a kind of text which is used to explain the process

involved the formation or working of natural and social cultural

phenomena.

i. Report

Report is a kind of text which is used to describe the ways thing is,

with reference to arrange or natural, manmade and social phenomena

in our environment.

j. Analytical Exposition

Analytical exposition is a type of text that is used to convince the

reader or listener that something is true.

k. Hortatory Exposition

Hortatory exposition is a type of text used to convince the reader that

something should or should not be true.

l. Discussion

A discussion is a type of text that is used to present (at least) two

points of view on a topic.

m. Description

A description is a type of text that is used to describe a specific

person, place, or thing.

n. Review

A review is a type of text that is used to criticize an artwork or event

for a public audience.

 21

o. Commentary

A commentary is a type of text that is used to explain the process of

forming (evaluating) a socio-cultural phenomenon as if it were a

natural phenomenon.

2.1.4 Narrative Text

1. Definition of Narrative Text

The narrative text is an English text that students must master. The

narrative text is learned in English subject in high school education, both in

Junior High School and Senior High School. According to Rebecca (2003), a

narrative text is a text that relates a series of logically and chronologically

related events that are caused or experienced by factors. Furthermore, she

states that a sense of plot, theme, characters, events, and how they relate is

essential for understanding a narrative. According to Gorys Keraf (2010),

narrative text is an essay that presents a series of events. Furthermore,

Anderson and Anderson (2003) define a narrative text as a text that tells a story

while entertaining the audience. It has a character, a setting, and an action

scene.

Narrative text tells a story and the plot with a sequence of

interrelated chronological events. The narrative mode, the set of methods used

to communicate the narrative through a process narration, is an essential

component of narrative text. Based on the definitions above, the writer

concludes that narrative text is a text that tells a story logically and

chronologically to entertain the readers and deliver some messages.

 22

2. Social Function of Narrative Text

According to Gerot and Wignell (1994), the social function of

narrative text is to amuse, entertain, and deal with actual or varied experiences

in various ways. Besides, the narrative text also delivers a message or moral

value to the readers. The narrative text is created based on categories and story

ideas. The examples of narrative text are fairy tales, imaginative stories,

mysteries, science fiction, romances, horror stories, adventure stories, fables,

myths and legends, historical narratives, ballads, a slice of life, etc.

As a text that tells the story interestingly, the narrative text has some

functions in English learning. First, narrative can increase students' interest in

reading. Because the narrative text is made passionately, interestingly, and

imaginatively, when the readers read the story, they would be interested to read

it. Their reading interest would be increased since reading can enrich

knowledge and insights. Besides, narrative text can grow the students' creative

mindset and critical thinking. An exciting story can create positive energy for

the readers, starting from memories, perceptions, brains, feelings, and

emotions. This is important in building the students' creativity, imagination

idea, and strong and innovative mindset. This means that the material narrative

text should be taught to the students so that they can improve their creativity.
 23

3. Elements of Narrative Text

Keraf (2010, p. 45) states that narrative has several constituent

elements. These elements are as follows.

a. The theme is the subject of discussion, and the basis for the

development of the story told by the author.

b. The setting, namely the time, social environment, and place where the

event is told.

c. Characterization, namely how the character and description of the

characters are contained in the narrative essay.

d. The plot is a pattern or series of events or incidents that try to solve the

conflict in the narrative.

4. Characteristics of Narrative Text

Rusmilawati (2020: 5) reveals that narrative text has characteristics as

follows:

a. Fill in the text about stories and events using a narrative style.

b. The story has a straightforward plot from the beginning to the end of

the story.

c. There is an event and conflict.

d. Has elements in the form of a theme, background, plot, character, and

point of view.

e. There are elements of time series and information.

f. Presenting elements of action and deeds.

g. Have a background atmosphere, place, and time.

 24

h. Have an exact figure and character.

i. Using the order of time and place related

j. Describe the characters and setting in detail.

5. Generic Structures of Narrative Text

Anderson and Anderson (2003) have discussed that narrative text has five

generic structures, as follows;

a. Orientation

It describes who is in the story, when it takes place, and what is

happening.

b. Complication

The narrator tells about something that will set off a chain of events in

this step. These events will have an impact on one or more of the

characters. The complication is the catalyst.

c. Sequence of events

The narrator describes how the characters react to the problem. This

step includes nature's feelings and what they do. Furthermore, the

events can be told in chronological order (the order in which they occur)

or through flashbacks. The narrator's point of view is presented to the

audience.

d. Resolution

This section resolves the complication or solves the problem.

 25

e. Coda

This is an optional closing remark to the story. It is made up of the

author's moral lesson, advice, or teaching.

6. Language Features of Narrative Text

A text has its language feature, including narrative text. Here are the

language features of narrative text in general, according to Kosasih (2016).

a. Using past sentences

b. Using chronological conjunctions

c. Using action verbs

d. Being dominated by indirect speech as a way of telling the

character's sayings

e. Using mental verbs

f. In some cases, the writer will act directly as the first person and

engage in the related story so that the first pronoun will be used, such

as I or we.

g. The writer can also be the third person as an observer. Therefore, the

text will use the third pronouns, such as he, she, or they.

2.1.5 Students’ Activeness

Students' activeness is one indicator that most affects the learning

process in the class. Students' activeness is essential for teaching and learning

(Sinar, 2018). This is because students’ activeness can affect knowledge since

students are the subject who plan and do the learning (Daryanto & Rahardjo,
 26

2012). Based on those two statements, the teacher's role in inviting the students

and creating a more energetic class atmosphere during learning is essential to

motivate them to construct their knowledge because they are the learning

subject.

In study and learning activities, students are always asked to be

active. According to Dimyati dan Mudjio (1994: 47), to be able to process their

learning outcomes, learners are asked to be active physically, intellectually,

and emotionally. The form of activeness can be the students' direct engagement

in the learning process. Another manifestation of students’ activeness can be

viewed in their interactions during the learning process, responding teacher's

questions, listening and paying attention to the teacher's explanations, being

brave in giving opinions, and actively doing the questions the teacher gave. As

the manager of learning activity, the teacher must guide the students to actively

look for, process, and manage their learning achievements.

Learning in the class has to engage the students actively and directly

so that the students do not just receive the scores and the knowledge the teacher

gives (Isjoni, 2006). Consequently, learning is not only about the teacher who

is teaching and giving the material to the students but also about the students

who are asked to be actively engaged in every learning topic delivered by the

teacher. During the learning process in the class, the teacher can see and

evaluate the students' activeness through the student's responses to the teacher's

questions, students' questions, or the other questions from their friends. Based

on the theories about students' activeness that have been presented, the

students' engagement actively depends on the way, method, or strategy used

 27

by the teacher to encourage the students to be active in learning. In the end, if

the students can engage in the learning process, they will be able to construct

the knowledge delivered by the teacher.

From the description above, students' activeness is all of students’

activities which involves both physical and mental done by the students during

the learning process so that the learning goals could be achieved. It plays a

vital role in teaching and learning because the student is the learning subject.

The teacher, as the facilitator, should know the students' needs and facilitate

them to be active in the class to achieve the learning goals.

2.1.6 Teaching Strategy

1. Definition of Teaching Strategy

Teaching strategy is one of aspects that teachers must have when

conducting the learning process. According to Lawton in Sarode (2018:58),

teaching strategy is a generalized plan for a lesson(s) that includes structure

desired learner behaviour in terms of goals of instructions and an outline of

planned tactics necessary to implement the strategy. Perry in Fajriah

(2017:305) defines teaching strategy as the way of a teacher to play with

children. Furthermore, according to Oemar Hamalik, the definition of teaching

strategies are all of the methods and procedures that focus on student activities

in the teaching and learning process to achieve certain goals.

Teaching strategies lead to the methods used by the teacher

when delivering material in the classroom so that learning objectives can be

achieved. Based on the definitions above, it can be concluded that

 28

teaching strategy is a structured method or plan used by the teacher when doing

the learning process to make the students easier to achieve the learning goals.

2. Types of Teaching Strategy

In achieving the learning goals, there are some types of teaching

strategies that teacher can use. The types of teaching strategies can be seen

from two orientations, namely oriented to the learning process and oriented to

the material delivery. Syafarudin et al. in Munazar (2018:16) states

that strategies oriented the learning process divided into three,

namely:

1. Learning strategy centered on teacher

2. Learning strategy centered on students

3. Learning strategy centered on material

Then, there are two types of strategies that are focused on delivering the

material:

1. Expository Strategy

The expository strategy is one that the teacher develops to simply

accept the material before it is presented to the students. The principles

of learning through the process of receiving information serve as the

foundation for expository strategy. In another word, the teacher should

set up the material in aggregate before it is given to the students.

2. Inquiry Strategy

An inquiry strategy is a series of learning activities that maximize the

students' ability to search and investigate systematically, critically,

logically, and analytically so that they can confidently choose their own
 29

discovery. To put it another way, students actively participate in the

learning process, from finding the material to managing it.

Furthermore, according to Oemar Hamalik, there are four teaching strategies

that teachers should know, namely as follows:

1. Reception Learning

Mainly, with this strategy, the teacher plays an active role in presenting

information to students, namely from general matters to more specific

matters. After that, students are given the opportunity to think about the

application of the concepts they learn. This type of strategy requires a

teacher to play an active role in obtaining information to be taught to

students.

2. Discovery learning

Mainly, with this strategy, the teacher presents realities, cases or

problems to students. They then understand and solve it. Starting from

this activity, students find and express ideas, concepts and ideas that

can be brought into a broader study. This type of strategy requires

students to be more active and creative.

3. Master Learning

Basically, with this strategy, the teacher guides students to master a

learning stage before moving on to the next stage. If students have not

shown mastery of knowledge and skills in a stage, they are not allowed

to take part in further learning activities. This type of strategy requires

teachers to be more patient. This strategy is suitable for the learning

process outside of school, for example tutoring.

 30

4. Integrated learning (Unit Learning)

Macroscopically, with this strategy, the teacher guides students to

understand a unit case or event from various aspects or points of view

so that they have a thorough and integrative understanding.

2.1.7 Talking Stick Strategy

1. Definition of Talking Stick Strategy

Talking Stick is one of the suitable methods. According to Carol

Locust in Ramadhan (2010), the Talking Stick is a method applied with the

help of a stick, where students who hold sticks are required to answer the

teacher’s questions after students learn the subject matter. Imas Kurniasih and

Berlin Sani (2015: 82) define Talking Stickas as a method of learning using a

stick. The student who gets the stick must answer the questions by the teacher

after studying the materials. Furthermore, according to Laura Candler

(2013:2), Talking Stick is a strategy that encourages all students to participate

equally in learning. This teaching strategy is done with the help of a stick;

whoever takes the stick is required to answer the question from the teacher

after studying the primary material beforehand. To appreciate students’ good

job in answering the question, the students were given a reward. Talking Stick

Strategy is suitable to be applied to high school students because, in addition

to training students to think critically, it can also create a fun classroom

atmosphere and make students active.

Based on the description above, it can be concluded that the Talking

Stick Strategy is a teaching strategy with the help of a stick in which students
 31

who hold a stick are required to answer the questions given by the teacher after

they have studied the subject matter and repeated continuously until all

students take turns answering the teacher's questions.

2. Purpose of Talking Stick Strategy

Talking Stick is a method that is very thick with game elements. It

is done because there is a specific purpose. There are some objectives of the

Talking Stick Strategy according to Murtiningsih (2016), they are: (1) to

increase student activity during learning activities, (2) to train students to be

able to express their opinions in public, (3) to create a warmer, more pleasant,

and enjoyable learning atmosphere, not stressful, (4) mentally train students to

be more courageous when faced with a question, and (5) educate students to

be able to work together in solving problems with friends.

From this description, the Talking Stick Strategy in learning aims to

build student activity to improve students' cognitive, affective, and

psychomotor abilities. Therefore, this method is very suitable for learning

English and can be implemented inside and outside the classroom.

3. Procedures of Talking Stick Strategy

According to Imas Kurniasih and Berlin Sani (2015:83-84), the procedures of

Talking Stick Strategy are :

a. The materials and a stick are prepared by the teacher.

b. The main topic is explained by the teacher. The students then read

and study the materials for ten minutes.

 32

c. The teacher tells the students to put their books away and grabs a

stick.

d. A student receives the stick from the teacher.

e. The teacher sings or plays music while moving the stick from one

student to the next until the song or music stops.

f. The student who receives the stick must stand and respond to the

teacher's questions.

g. The stick then continues to roll until each student receives it and

participates in the learning process.

h. Finally, the teacher provides an evaluation and conclusion.

4. The Strengths and Weaknesses of the Talking Stick Strategy

a. The Strengths of the Talking Stick Strategy

The advantages of the Talking Stick Strategy include the following:

1) Testing students' readiness

Using a stick during the learning process will make it

difficult for students to know who the last stick holder is, because

in learning using the Talking Stick Strategy, the student who holds

the last stick will get questions from the teacher. If the student who

is given the question cannot answer the question, then the student

will be punished by the teacher. This will directly make students

prepare themselves with questions asked by the teacher.

 33

2) Make students more active in learning

This is because before students are invited to carry out

learning activities with the Talking Stick Strategy, they are

recommended by the teacher to understand the material that has

been taught first. By actively learning and understanding the

previous material, students are expected to be better prepared to

learn with the Talking Stick Strategy.

With Talking Stick Strategy, students can actively

participate in the learning because it can make them interested in

joining the class. Furthermore, it will make the students think

creatively and critically, and they will be trained to be confident in

giving opinions. It is expected that the learning result and the

students' activeness would increase by implementing Talking

Stick.

3) Create a pleasant learning atmosphere

The Talking Stick Strategy is a method that uses media in the

form of a stick and a music player. When the stick goes from one

student to another, the teacher will play a song to determine which

student would hold the last stick. With the implementation of such

learning activities, students would be happier because in learning

with the Talking Stick Strategy, they can learn while singing and

even playing activities that can be seen when students give sticks

to other friends.
 34

b. The Weaknesses of the Talking Stick Strategy

The disadvantages of the Talking Stick Strategy include the

following:

1) Time-Consuming

Although the method can create a fun learning atmosphere,

it takes more time than usual learning. The teacher needs to give

the questions to students one by one then there is punishment for

students who are not able to answer the question. Therefore, it

will take more time to learn.

2) Crowded Situation

The strategy also makes the situation in the class crowded.

In applying the Talking Stick Strategy, students would be invited

to play by rotating the stick with other friends. In addition to

turning the sticks, students will be invited to sing so that by seeing

the excitement of this method, students may scream with joy

while singing. This feeling of joy would arise because the

students are enthusiastic about implementing the Talking Stick

Strategy, which emphasizes the elements of the game.

2.2 Previous Studies

Several previous studies are related to this study. Sarni (2018)

conducted the study entitled "The Use of Talking Sticks to Improve the

Students' Speaking Skill at the Second Grade of SMKN 9 Pinrang".The purpose

of this study is to find out the students' speaking abilities in the second grade at
 35

SMKN 9 Pinrang using the Talking Stick Method. In this study, the writer used

a population sampling technique to implement a pre-experimental design with

one group pre-test and post-test. A test and a questionnaire were used to collect

data, which was then analyzed using a scoring scale that included accuracy,

fluency, and comprehensibility. The mean score of pre-test students was 3,7,

and the mean score of post-test students was 4,6. It showed that the students'

speaking abilities had improved. The result of students' responses showed that

students had an excellent response in learning speaking using Talking Stick.

The second related literature is a study by Wibowo et al. (2018).

They carried out a classroom action research titled "The Implementation of

Talking Stick to Improve Students’ Vocabulary Mastery at The Tenth Grade of

SMA Negeri 2 Kabupaten Sorong.” This classroom action research sought to

determine the improvement of students' vocabulary mastery through Talking

Stick for tenth-grade students at SMA Negeri 2 Kabupaten Sorong during the

2016/2017 academic year. The following methods were used to collect data:

observation, interview, test instrument, and field notes. The writer then

analyzed them using descriptive and statistical techniques. The results revealed

a significant improvement in students' vocabulary mastery through Talking

Stick for tenth-grade students at SMA Negeri 2 Kabupaten Sorong during the

2016/2017 academic year.

Fitria et al. (2021) conducted another study entitled "The Use of

Talking Stick Method to Improve Student's Reading Mastery at The Eleventh

Grade Students of SMA Negeri 1 Peukan Bada, Aceh Besar." It sought to

ascertain whether there was a significant difference between eleventh-grade

 36

students at SMA Negeri 1 Peukan Bada Aceh Besar who were taught reading

mastery using the Talking Stick method and those who were not. This study

used quantitative research and was an experimental study in this case. The

writer collected data using a pre-test and post-test as an instrument. The survey

results showed that there was a significant difference between the eleventh-

grade students of SMA Negeri 1 Peukan Bada Aceh Besar who were taught

reading mastery using the talking stick method and those who were not,

indicating that the method's implementation can increase the students' reading

mastery.

This study was similar to the three kinds of study mentioned above:

using the Talking Stick Strategy in the teaching and learning process.

However, there were several differences between this study and the previous

ones. Firstly, this study used the tenth graders of SMAN 1 Candimulyo as the

study subject. Meanwhile, for the study subject, Sarni (2018) used eleventh-

grade students of SMKN 9 Pinrang, Wibowo et al. (2018) used the tenth-grade

students of SMA Negeri 2 Kabupaten Sorong, and the last was Fitria et al.

(2021), used eleventh graders of SMA Negeri 1 Peukan Bada, Aceh Besar.

Secondly, this study used the Talking Stick Strategy to improve students'

reading skill on narrative text. Meanwhile, Sarni (2018) implemented Talking

Stick Strategy to enhance the students' speaking skill, Wibowo et al. (2018)

used Talking Stick Strategy to improve students' vocabulary mastery, and

Fitria et al. (2021) applied Talking Stick Strategy to increase student's reading

mastery.
 37

In addition, Sarni (2018) applied a pre-experimental design with one

group pre-testing and post-testing using a population sampling technique. The

study design implemented by Wibowo et al. (2018) was a classroom action

research. It was the same with this study, but there was a difference in the

theory used; it used theory by Kemmis and McTaggart, but this study

implemented a theory by Anna Burns (2010). And Fitria et al. (2021)

implemented an experimental study. Then, the instruments used by Sarni

(2018) were test and questionnaire, Wibowo et al. (2018) implemented

observation, interview, test instrument, and field notes, and Fitria et al. (2021)

used pre-test and post-test. Meanwhile, this study combined all those

instruments without enclosing field notes and interviews, so this study

implemented observation, questionnaire, test, and documentation as the study

instruments.

Based on the explanations above, the writer concluded that a

research gap was found. This classroom action research focused on

implementing Talking Stick Strategy to increase students’ reading skill on

narrative text in Senior High School and implemented classroom action

research by using some instruments such as observation, questionnaire, test,

and documentation. Based on some references, any researchers have yet to

analyze Talking Stick Strategy with the same focus as this study. The previous

studies show that using Talking Stick as a teaching strategy was still important

to analyze.
 38

2.3 Theoretical Framework

In learning English, one of the most important skills to teach and learn is

reading. By learning reading, teachers can develop moral values, reasoning

abilities, and students' creativity. This shows that it is vital for a teacher to

master the ability to choose teaching strategies so that students have great

activeness in reading activities. In Senior High School, the learning model is

text-based. One of the texts that students learn is narrative texts. In the teaching

and learning process, typically, the students have low activeness. This leads to

the students’ learning outcomes. Moreover, the teaching method could be more

varied, so the students could be more interested and do not get bored quickly in

reading class. Therefore, to keep students engaged and active, the teacher

should implement the appropriate strategy.

One of the teaching strategies that can be implemented to teach reading

skill on narrative text is the Talking Stick Strategy. Teaching by using this

strategy is an alternative to increase students' reading skill on narrative text. It

can increase students’ activeness in the teaching and learning process. It can

also train the students to give opinions in front of the public, make the learning

atmosphere more fun, more relaxed, and not stressful, and train the students

mentally to be braver when facing questions. In short, Talking Stick Strategy

can create a fun classroom, which can increase students' activeness and reading

skill on narrative text. The students would not get bored, and they would be

more active. Ultimately, the students' reading skill in learning narrative text

would be increased.
 39

Figure 1. Theoretical Framework

2.4 Action Hypothesis

In quantitative research, a hypothesis is a statement in which the investigator

makes a prediction or conjecture about the outcome of a relationship between

attributes or characteristics (Cresswell, 2011: 111). Sugiyono (2012: 96) says that

a hypothesis is a short-term answer to a statement of the problem. The type of

research is classroom action research, so the hypothesis used is the action

hypothesis. Action hypothesis refers to a tentative assumption or assumptions

pointing to the possible solution to the problem or difficulty. According to Pernecky

(1963), in the action research study, it is common to hypothesize or predict that

 40

specific desired results would follow from what appears to practice better. The

writer determined the action hypotheses of the study as follows:

1. Talking Stick Strategy can improve the students’ activeness in learning

narrative text reading skill in high school education.

2. Talking Stick Strategy can improve students’ reading skill on narrative text

in high school education.

 CHAPTER III

RESEARCH METHOD

3.1 Type of Research

The writer implemented classroom action research (CAR) in this

study. Classroom action research is aimed to fix and improve the quality of

teaching and learning through the appropriate teaching techniques and strategies

suitable for the problems and students' development levels.

According to Anne Burns (2010), some common characteristics of

classroom action research include:

1. Action research is contextual, small-scale, and focused on a specific

location. It identifies and investigates issues within a specific context.

2. It is evaluative and reflective in nature because it seeks to change and

improve practice.

3. It is participative because it allows for collaborative research by teams of

colleagues, practitioners, and researchers.

4. Changes in practice are driven by the gathering of information or data,

which serves as the impetus for change.

Based on Anne’s common features of action research above, there

were two cycles in this Classroom Action Research. Each cycle consisted of

planning, acting, observing, and reflecting. Steps in the next cycle were revised

planning, action, observation, and reflection. Before going to the first cycle,

there would be a preface action named identification of the problem and a Pre-

Cycle. The writer had one meeting in every action of the cycle. The spiral cycle

and the steps in classroom action research can be seen in the picture below.

41
 42

Figure 2. Steps in classroom action research

Here is the explanation :

1. The first planning

Before doing the study, the writer arranged to formulate the problem,

objectives, and action planning, including research instruments and

learning tools.

2. Action and observation

This step included the writer's action to build students' understanding

and observe the result or effect of the Talking Stick Strategy on students'

reading skill on narrative text.

3. Reflection

The writer investigated, looked at, and considered the result or the effect

and action based on the observation sheet filled by the observer.

4. Planning that has been revised

The observer revised the next cycle's design based on the reflection

result.
 43

3.2 Research Subject

The subject of this study was the tenth graders of class X-3 of SMAN

1 Candimulyo in the academic year 2022/2023. The total of subjects was 36

students, consisting of 14 males and 22 females. The reason for choosing this

class was because this class had the lowest score average. In addition, from the

teacher's information, the students in this class needed help to understand the

message's meaning, either in words or sentences. This class was chosen to see

the significant effect of implementing the Talking Stick Strategy to improve their

reading skill on narrative text.

3.3 Research Setting

This classroom action research was carried out in SMAN 1

Candimulyo, Jl. Candimulyo KM 04 Magelang, Karen, Surojoyo, Candimulyo,

Magelang Education Year 2022/2023. The location of this study was class X-

3. Related to the time, the study was conducted in the even semester, on April

3rd until May 4th 2023. Mrs. Sulistiyah, S.Pd., the English teacher in SMAN 1

Candimulyo, was the writer's collaborator in this study. The teacher helped the

writer made the lesson plans, gave information about the students' condition,

and observed the teaching and learning process carried out by the writer in

Cycle 1 and Cycle 2. This study was carried out through two cycles. But before

the cycle, there was a Pre-Cycle. The writer had two meetings in each cycle.

Each cycle was made up of planning, action, observation, and reflection.

Through those two cycles, the increase in students' reading skill on narrative

text through Talking Stick Strategy could be observed.

 44

3.4 Research Instruments

1. Non-Test

Non-test instruments were the study instruments developed to

answer the process question about how the students learn and how the

teacher (the writer) conducts the learning. How the students learned could be

seen from their behaviors and activities, and how the teacher (the writer)

conducted the learning could be seen from the teacher's ways of learning

based on the Talking Stick Strategy. The non-test instruments that were

developed were observation, questionnaires, and documentation.

2. Test

Test instrument was developed to answer the input and output

questions, which was the preparation after the students joined the learning.

The test was written as objective questions (10 multiple choices) and five

essays to measure the student's reading skill on the narrative text after

implementing the Talking Stick Strategy.

3.5 Data Collection Technique

The writer used two techniques to collect the data: test and non-test.

1. Non-Test

a. Observation

Observation is a form of data collection activity rely on human

sensory abilities. This observation technique, though, focuses on the power of

vision; in practice, it is also supported by other senses, such as the ear (hearing)

and even sixth sensory sensitivity (Yahya, 2004). This kind of data collection
 45

technique was used to collect data on students' activeness during the learning

process to know the characteristics of students, behaviors, and conditions. This

data determined the problem-solving or improvement used in Pre-Cycle, Cycle

1, and Cycle 2. The observation in this study was done using a checklist

observation. This kind of observation showed the students' performance in the

teaching and learning process.

The observation sheet can be seen as follows:

Table 3.1 Observation Sheet

No Behavioral Observation Focus Number Total Percen

Types of Students tage
Students (%)
1. The students' 1. The students pay
activeness in attention to the
listening to teacher's
the teacher's explanation.
explanation 2. The students ask
about the material.
3. The students
comment on the
material.
4. The students
answer the
teacher's
questions.
5. The students make
notes about the
material.
2. The students’ 1. The students are
activeness active in the
during the learning process.
teaching and 2. The students are
learning involved in the
process of the learning process.
narrative text 3. The students can
reading skill understand the
material.
 46

3. The students' 1. The students can

activeness in do the evaluation
doing the sheet.
assignment 2. The students can
given by the finish the task on
teacher time which has
been determined.
SUM
AVERAGE SCORE
CATEGORY
(source: adapted from Brown: 2004)

Brown (2004) states that the result of the observation can be classified into

five categories.

Table 3.2 Analytic Rating Score of Students’ Activeness

No Category Span of Score

1. Very High 85-100
2. High 70-84
3. Fair 60-69
4. Low 50-59
5. Very Low <50
(Brown, 2004: 23)

b. Questionnaire

A questionnaire is several written questions used to get information

from respondents, such as their reports or everything they know (Arikunto,

2010, p. 194). Muslich (2009, pg. 62) says a questionnaire contains a sequence

of written questions that need written answers. The question that was used was

a closed questionnaire. In conducting this study, the writer used a checklist

questionnaire, in which the respondents only selected one of the provided

answers by ticking off the statement yes or no.

 47

Table 3.3 The Questionnaire Sheet Guidance for Pre-Cycle

Please tick off your preference. Choose Yes or No!

No. Question Yes No

1. Do you like studying English?
2. Do you think reading is critical?
3. Are you interested in reading English?
4. Is reading in English easy to do?
5. Do you understand the narrative text?
6. Do you need help reading narrative text?
7. Do you understand the generic structure of the
narrative text?
8. Do you understand the linguistic feature of
narrative text?
9. Is learning narrative text difficult?
(Source: adapted from Arikunto, 2006: 151)

In Cycle I and Cycle II, the writer used this questionnaire.

Table 3.4 Questionnaire Guidance for Cycle I and II

Please tick off your preference!

No. Question Yes No

1. Do you like studying English?
2. Do you think reading is critical?
3. Do you think that reading narrative text is
complex?
4. Does your teacher explain the material clearly?
5. Are you able to understand the teacher’s
explanation?
6. Do you want to avoid the teacher's explanation?
7. Do you like Talking Stick Strategy?
 48

8. Can you understand the material after the teacher

uses Talking Stick Strategy?
9. Do you have high activeness after the teacher uses
Talking Stick Strategy?
(Source: adapted from Arikunto, 2006: 151)

c. Documentation

The documentation was needed to complete the data required by the

writer and document every progress in each action. Arikunto (2010, pg. 201)

explains that documentation is derived from the word "document," which

means written goods. This study's documentation took the form of learning

implementation carried out through the test done by the students. The

documentation was taken to collect some data used as visual evidence while

teaching and learning. The documentation covered photographs, recapitulated

students' scores, recapitulated questionnaires, and observation sheets.

2. Test

The test, according to Arikunto (2010), is a series of questions,

exercises, and other tools utilized to measure individuals' or groups' skill,

knowledge, intelligence, talent, or ability. In other words, a test is a tool used

to measure the knowledge and ability of someone or a group. The tests were

used in this classroom action research in the Pre-Cycle and the two cycles.

The test used to measure the students' learning result was multiple choice

and essay.
 49

The writer utilized a test to get quantitative data on the students'

narrative text reading skill. The tests were held three times. They were

conducted in Pre-Cycle, Cycle I, and Cycle II. It was presented on 15 test

items. After getting the scores, the writer calculated and analyzed the mean

scores of the narrative text reading skill.

The indicators of the test are shown in the table below.

Table 3.5 Indicators of Reading Skill Areas

No Indicators Items of Points

Question
1. The students are able to find the 1, 3, 4, 5, 12, 5
detailed information (explicit and
implied) of the narrative text.
2. The students are able to find the moral 9, 14 2
values in the story.
3. The students are able to determine the 7 1
generic structure of the narrative text.
4. The students are able to find the 2, 11 2
purpose of the text.
5. The students are able to determine the 10 1
tenses (syntactical meaning) used in
narrative text.
6. The students are able to find 6, 15 2
synonyms.
7. The students are able to determine the 8, 13 2
reference of the word.
Points accumulation 15 15
(Source: adopted from Brown, 2004:206)
 50

Based on Brown's concept, the writer calculated and classified the

average reading skill scores of students using the following analytical rating

score. The result of the test could be classified into five categories.

Table 3.6 Analytic Rating Score of Test

No Category Span of Score

1. Very Good 85-100
2. Good 70-84
3. Fair 60-69
4. Poor 50-59
5. Very Poor <50
(Brown, 2004)

3.6 Data Analysis Techniques

Data analysis was needed to know how the students' activeness and

how well the Talking Stick Strategy improved students' reading skill on

narrative text. here were two types of data analysis performed in this classroom

action research, which were qualitative technique and quantitative technique.

1. Qualitative Technique

This technique examined data from observations and questionnaires. The

obtained data was then processed and analyzed using the interactional

process proposed by Miles and Huberman (1994:24). The procedure

included the following steps::

a. Data Reduction

The data obtained from the field were plenty, so it was

necessary to reduce the data. Reducing the data meant summarizing,

 51

selecting the main points, and focusing on the essentials, then finding

the theme and the pattern. Therefore, the reduced data gave a more

detailed description, help the writer collected the following data, and

searched it if needed.

b. Data Display

The next step was to display the data after it had been

reduced. This helped us understand what happened and plan the

subsequent work based on what had been understood.

c. Conclusion and Verification

Concluding had been carried out since the writer went down

to the field, but a more comprehensive conclusion could be reached

after all the data were accumulated, analyzed, and interpreted. Besides,

those data were verified by rechecking them into the respondent and

comparing the collected data using one method and others.

At the same time, quantitative data were gained from the test.

2. Quantitative

In this kind of analysis, the writer analyzed the students’ scores in the tests.

After calculating the student’s scores, the writer calculated the average to

measure the progress of students' scores in each cycle. (Arikunto, 2010).

Here is the formula;

Mean’s Formula

𝑆𝑆
𝑀=
𝑅
 52

Explanation:

M : Mean

SS : Sum of the students’ score

R : Number of students

3.7 Research Procedures

In conducting the study, the writer followed the procedure of

classroom action research. It was achieved through a Pre-Cycle , Cycle I, and

Cycle II. This action research implemented a classroom action research by

Anna Burns (2010), which included the following four steps: planning, action,

observation, and reflection. The four stages in each cycle were clearly

explained as follows:

1. Pre-Cycle

The Pre-Cycle was carried out at the beginning of the study, before

the two cycles. This Pre-Cycle included three activities: observation,

questionnaire, and test. The teacher taught as usual. The first activity was

observation. The writer began observing the teaching and learning process

in class in order to determine students' activeness in the learning activity.

The second was a questionnaire. The purpose was to ask the students’

perspectives on English reading skill. The last was the test. The goal was

to check the students' reading skill which was adjusted to the material given

by the teacher.
 53

2. Cycle I

Cycle I was the early actions that had been done to know whether

there was an improvement in students' reading skills as well as the

classroom situation and condition. Cycle I was divided into four stages.

They were preparing, performing, observing, and reflecting. The procedure

of Cycle 1 is as follows:

a. Planning

In this stage, the writer did some preparation activities in the

teaching-learning process to improve the students' reading skill. The

preparations that were done can be listed as follows:

1) Making the lesson plan

2) Preparing the material in the form of PowerPoint

3) Making the observation sheet

4) Making a questionnaire

5) Preparing the students’ name list

6) Making test items for Cycle I

7) Preparing a camera for documentation

b. Acting

Based on the lesson plans that had been designed, this stage was the

time to conduct the teaching-learning process. The Talking Stick

Strategy was applied in conducting the class. Below are some

procedures for applying Talking Stick Strategy in the class.

 54

1) Pre-activity

a) The writer greeted the students and asked about the students'

condition.

b) The writer checked the students’ attendance list.

c) The writer told the material that they would learn.

2) Main Activity

a) The writer explained the main topic presented in the

PowerPoint. The students then read and learned the materials

for ten minutes.

b) The writer instructed the students to close their books and grab

a stick.

c) The writer gave the stick to a student.

d) The writer played music while moving the stick from one

student to the next until the song or music ended.

e) The student who received the stick must stand and respond to

the writer's (teacher's) questions. Students who correctly

answered the questions received a reward, but those who did

not would not be punished.

f) The stick then rolled again until each student received it and

participated in the learning process.

g) Finally, the writer evaluated the work and reached a conclusion.

3) Post -activity

The writer and the students summarized the material that they had

learned.
 55

a) The writer gave feedback to the students.

b) The writer gave the students a test.

c) The writer gave a questionnaire.

d) The writer ended the lesson.

c. Observing

Using an observation sheet, the writer asked the help of English

teacher to observe the students' participation in a learning activity in

Cycle I at this stage. The information was analyzed descriptively. In

addition, as documentation, the writer took photographs during the

learning process. The observation result was used as input for the next

learning in Cycle II.

d. Reflecting

The writer reflected on all of the activities in Cycle I. The results of

the observation sheet, questionnaire sheet, and students' test were also

examined by the writer. The findings of this analysis were used to

determine how well the Talking Stick Strategy improved students'

reading ability on narrative text. Reflection of Cycle I was used to

change the strategy of teaching learning process in Cycle II.

3. Cycle II

Based on the observations and reflections made in Cycle I, the writer

continued the treatment in Cycle II in order to improve students' narrative

text reading skills. The process of this stage was similar to Cycle I but used

a different topic. This was more effective. The procedures are as follows:
 56

a. Planning

In Cycle II, the writer created a lesson plan based on observation and

reflection, similar to the first cycle. The writer made learning tools

such as topic, media and material in the form of PowerPoint, and

evaluation sheets. The writer prepared an observation sheet,

questionnaire sheet, and photo document.

b. Acting

In this stage, the writer presented a new topic. Action in Cycle II was

the same as the action in Cycle I. The students learned with Talking

Stick Strategy with a different topic.

c. Observing

During this phase, the writer with the help of the English teacher

observed the students' activities during the learning activity. The writer

then administered a second reading test to assess the students' reading

ability. The test was distinct from the previous one. The writer

photographed students' activities during the teaching-learning process.

d. Reflecting

The writer analyzed the results of the Cycle II observation,

questionnaire, and narrative text reading skill test at this stage. The

findings of this study were used to determine how well the Talking

Stick Strategy improved students' reading skills on narrative text.

 57

3.8 Performance Indicator

Djamarah and Zain (2016) state that there are two performance

indicators of a classroom action research, seen from the learning process and

the learning result. Performance indicators used in this study are:

1. Learning Process: At least 75% of the students taught using the Talking

Stick Strategy are enhanced by the learning activity on narrative text reading

skill and increased students' activeness.

2. Learning Result: At least 75% of the students taught using the Talking Stick

Strategy got the standard of minimum completeness of 67 in the narrative

text reading skill learning activity.

 CHAPTER IV

RESULT AND DISCUSSION

4.1 The Results of the Study

The study was carried out in three steps: Pre-Cycle, Cycle 1, and Cycle II.

The writer collected the data of the study through non-test and test in the Pre-

Cycle and the two cycles. Non-test data were collected through observation,

documentation, and a questionnaire.

4.1.1 The Result of Pre-Cycle

The Pre-Cycle was conducted from April 3rd - April 17th 2023. First of all,

the writer asked the permission from the Headmaster of SMAN 1 Candimulyo

to conduct the research. The writer also contacted the English teacher and made

an agreement about the meeting. The results of the agreement enabled the writer

to make three meetings in conducting the research. They are meeting for the Pre-

Cycle, meeting for the action in Cycle I, and meeting for the action in Cycle II.

Then, in the Pre-Cycle, the writer also prepared the observation sheet,

questionnaire sheet, and the test instruments to research the condition before the

writer implemented the Talking Stick Strategy.

After all the instruments had been ready, the writer came to the class on

Thursday, April 17th 2023. The class was started at 08.30 a.m. until 10.00 a.m.

During the teaching and learning process, the writer did the observation, gave

the questionnaire, and test to the students. The writer observed the students’

activeness during the teaching and learning process with the teaching method

used by the English teacher. Then, the writer took some photographs to illustrate

58
 59

the students’ activity. The test was also given to the students to know how was

their reading skill before the Talking Stick was implemented. The test sheet

consisted of 15 items; 10 multiple choices and 5 essays. And last, the writer gave

every student a questionnaire sheet to know their perception about learning

reading narrative text without implementing the Talking Stick Strategy. After

collecting the data, the writer analyzed it qualitatively and quantitatively. The

result of Pre-Cycle was utilized to know the students’ activeness and the

students’ narrative text reading skill before the writer used Talking Stick

Strategy in reading class.

1. Non-Test

a. The Result of Observation

The observation was carried out during the teaching and learning

process in SMAN 1 Candimulyo in the school year 2022/2023. It was

focused on 3 behavioural types. There were the students’ activeness in

paying attention to the teacher’s explanation, the students’ activeness

during the teaching and learning process of the narrative text reading skill,

and the students’ activeness in doing the assignment given by the teacher.

The writer observed the students’ activeness during the teaching and

learning with the English teacher. The observation result in the Pre-Cycle

could be seen in table 4.1 below.

 60

Table 4.1 The Result of Observation in Pre-Cycle

No Behavioural Observation Number of Total Percentage

Types Focus Students Students (%)
1. The students' 1. The students 18 36 50.00%
activeness in pay attention to
listening to the teacher's
the teacher's explanation.
explanation 2. The students 19 36 52.77%
ask about the
material.
3. The students 17 36 47.22%
comment on
the material.
4. The students 18 36 50.00%
answer the
teacher's
questions.
5. The students 17 36 47.22%
make notes
about the
material.
2. The students’ 1. The students 18 36 50.00%
activeness are active in the
during the learning
teaching and process.
learning 2. The students 17 36 47.22%
process of the are involved in
narrative text the learning
reading skill process.
3. The students 18 36 50.00%
can understand
the material.
3. The students' 1. The students 21 36 58.33%
activeness in can do the
doing the evaluation
assignment sheet.
given by the 2. The students 20 36 55.55%
teacher can finish the
task on time
 61

which has been

determined.
SUM 183 360 508.31%
AVERAGE SCORE 50.83%
CATEGORY Poor

Table 4.1 describes the indicators of students’ activeness that were

used to know students’ activeness in the teaching and learning. There were

18 of 36 students or 50.00% who gave attention to the teacher’s

explanation. There were 19 of 36 students who asked about the material.

Those who commented about the material of the lesson were 17 of 36

students or 47.22%. There were 18 of 36 students or 50.00% who

answered the teacher’s questions. And 17 or 36 students or 47.22% of

students made notes about the material.

The students’ activeness during the teaching and learning process of

the narrative text reading skill was low. There were 18 or 36 students or

50.00% who were active in the learning process. The total number of

students who were involved in the learning process were 17 of 36 students

or 47.22%. Then, there were 18 or 36 students or 50.00% students who

understood the material.

The students' activeness in doing the assignment given by the

teacher was not good enough. There were 21 of 36 students or 58.33%

who did the evaluation sheet. Meanwhile, there were 20 of 36 students or

55.55% who finished the task on time which has been determined. The

observation result in Pre-Cycle could be seen on the diagram below.

 62

Diagram 4.1 The Result of Observation in Pre-Cycle

b. The Result of Questionnaire

The writer also utilized a questionnaire to collect the data on

students’ responses and opinions on the teaching learning process without

using Talking Stick Strategy. The result of the data was presented in the

table as follows.

Table 4.2 The Result of Questionnaire in Pre-Cycle

No. Question Yes No

1. Do you like studying English? 14 22
2. Do you think reading is critical? 21 15
3. Are you interested in reading English? 28 8
4. Is reading in English easy to do? 10 26
5. Do you understand the narrative text? 25 11
6. Do you need help in reading narrative text? 35 1
7. Do you understand the generic structure of the 25 11
narrative text?
8. Do you understand the linguistic feature of 8 28
narrative text?
9. Is learning narrative text difficult? 24 12
 63

Table 4.2 shows that the students had low responses and activeness

to follow the teaching learning process, especially in reading narrative

text. There were only 14 of 36 students who liked studying English. There

were 21 of 36 students who thought that reading is critical. The students

who were interested in reading English were 28 of 36 students. Then,

there were 10 or 36 students who thought that reading in English is easy

to do. As many as 25 of 36 students understood the narrative text. There

were 35 of 36 students who needed help in reading narrative text. The

total of students who understood the generic structure of the narrative text

is 25 of 36 students. At least 8 of 36 students who understood the language

feature of narrative text. And there were 24 of 36 students who thought

that learning narrative text is difficult.

Based on the result, it could be concluded that the students

conditions in Pre-Cycle has not reached the ideal conditions. Th students

had low activeness in teaching learning process. Some of them were not

interested in their teacher's explanation during the teaching learning

process on narrative text reading skill. The result of the above description

then encouraged the writer to do the actions in teaching learning process

to increase the students’ activeness on narrative text by using Talking

Stick Strategy in the next cycle that would be Cycle 1.

c. Documentation

In Pre-cycle, most of the students did not pay attention to the

teacher’s explanation. They had low activeness in joining the learning

process. The writer took some photographs during teaching learning

 64

process of class X-3 of SMAN 1 Candimulyo. The writer also took the

recapitulated questionnaires, recapitulated students’ scores, and the

observation sheet. The recapitulated questionnaires and observation sheet

indicated that the students’ activeness was still low. The recapitulated

students’ scores showed the poor result. The photo documentation and the

other documents can be seen in the appendices.

2. Test

The writer did a test in Pre-Cycle to know the students’ reading skill

on narrative text before the writer implemented Talking Stick Strategy. The

result of Pre-Cycle test was presented in the table 4.3.

Table 4.3 The Result of Test in Pre-Cycle

No. Category Span Frequency Sum of Percentage Mean

of Score (%) Score
Score
1. Very good 85-100 0 0 0% 2.320
2. Good 70-84 13 940 40.52% 36
= 64.44
3. Fair 60-69 17 1.060 45.68%
4. Poor 50-59 6 320 13.80%
Fair
5. Very poor <50 0 0 0%
Category
SUM 36 2.320 100%

Table 4.3 shows that none of students belongs to very good score.

Instead, there were 6 students belong to Poor Category, 17 students belong

to Fair Category, and 13 students belong to Good Category. The average

 65

score of Pre-Cycle test is 64.44 and belongs to Fair Category. However, it

has not reached the standard of minimum completeness which is 67.

The result of scores in Pre-Cycle test can be seen on diagram 4.2.

Diagram 4.2 The Result of Test in Pre-Cycle

4.1.2 The Result of Cycle I

Cycle I was conducted on April 18th until April 27th 2023. This is the time

when the writer implemented the Talking Stick Strategy to improve students’

reading skill on narrative text. This cycle consisted of four stages, they are

planning, acting, observing, and reflecting. Here is the explanation of each stage.

a. Planning

In the planning stage, the writer developed the lesson plan of English

subject for the tenth graders with the topic Narrative Text Reading Skill.

The curriculum used in SMAN 1 Candimulyo was Merdeka Curriculum so

there were some learning goals related to the material narrative text reading

skill; a) Students could identify the context, purpose, main idea, and

supporting idea of narrative text. b) Students could explain narrative text

 66

structure and language features. c) Students could analyze the written and

hidden information of narrative text. d) Students could identify the main

idea and the structure organization of narrative text. (Modul Belajar Praktis

Bahasa Inggris Kurikulum Merdeka untuk SMA/MA dan SMK/MAK Kelas

X)

Same with the instrument in the Pre-Cycle, the writer developed the

research instruments in the form of observation sheet, questionnaire sheet,

and test items sheet. The other learning sets prepared included reading text

materials entitled “The Story of a Rainbow.” In this Cycle I, the writer

wanted to find out how is the students’ activeness and the students’ reading

skill on narrative text when the Talking Stick Strategy implemented in

reading class narrative text. The target which the writer wanted to achieve

in this Cycle I is that the average of score could achieve the standard of

minimum completeness of 67.

b. Acting

In this stage, the writer conducted the teaching and learning process

in one meeting with the time allotment of 90 minutes. The meeting in Cycle

I was done on April 27th 2023. The class was started at 08.30 a.m. until

10.00 a.m. Based on the lesson plans that had been designed, this stage was

the time to conduct the teaching-learning process. The Talking Stick

Strategy was applied in conducting the class. Below are some procedures

for applying Talking Stick Strategy in the class.

 67

1) Pre-activity

a) The writer greeted the students and asked about the students' condition.

b) The writer checked the students’ attendance list.

c) The writer told the material that they would learn.

2) Main Activity

a) The writer explained the main topic presented in the PowerPoint. The

students then read and learned the materials for ten minutes.

b) The writer instructed the students to close their books and grab a stick.

c) The writer gave the stick to a student.

d) The writer played music while moving the stick from one student to

the next until the song or music ended.

e) The student who received the stick must stand and respond to the

writer's (teacher's) questions. Students who correctly answered the

questions received a reward, but those who did not would not be

punished.

f) The stick then rolled again until each student received it and

participated in the learning process.

g) Finally, the writer evaluated the work and reached a conclusion.

3) Post -activity

a) The writer and the students summarized the material that they had

learned.

b) The writer gave feedback to the students.

c) The writer gave the students a test.

d) The writer gave a questionnaire.

 68

e) The writer ended the lesson.

The observation was carried out to find out student activity and

teacher activity during the learning process using Talking Stick Strategy. In

this cycle, the writer asked for the help to Mrs. Sulistiyah, S.Pd., the English

teacher as the collaborator in doing the observation when the writer

implemented Talking Stick Strategy in the classroom. Then, the writer took

some photographs to illustrate the students’ activity during the

implementation of the Talking Stick Strategy. The test was also conducted

to find out the development of the students’ reading skill on narrative text

of class X-3 of SMAN 1 Candimulyo in the Academic Year 2022/2023 after

implementing Talking Stick Strategy. Then the writer asked the students to

fill the questionnaire in order to get the students’ perception on learning

narrative text reading skill with the Talking Stick Strategy.

c. Observing

Observation activity in cycle I was conducted by observing all

activities during the teaching and learning process using the Talking Stick

Strategy and all data that had been gotten from the action stage. In this cycle,

the writer asked for the help to Mrs. Sulistiyah, S.Pd., the English teacher

as the collaborator in doing the observation when the writer implemented

the Talking Stick Strategy in the classroom. Then the writer observed and

analyzed the data collected after the action of teaching and learning process.

Considering the observer’s observation on teacher and student activities

during the learning process in teaching and learning process, the following
 69

data were obtained in the form of observation, questionnaire,

documentation, and test.

1. Non-Test

a. The Result of Observation

The observation was carried out during the teaching and learning

process in SMAN 1 Candimulyo in the school year 2022/2023. In this

cycle, the writer asked for the help to Mrs. Sulistiyah, S.Pd., the English

teacher as the collaborator in doing the observation when the writer

implemented Talking Stick Strategy in the classroom. The result of the

observation in Cycle I could be seen as follows.

Table 4.4 The Result of Observation in Cycle 1

No Behavioural Observation Number of Total Percentage

Types Focus Students Students (%)
1. The students' 1. The students 22 36 61.11%
activeness in pay attention to
listening to the teacher's
the teacher's explanation.
explanation 2. The students 21 36 58.33%
ask about the
material.
3. The students 18 36 50.00%
comment on
the material.
4. The students 20 36 55.55%
answer the
teacher's
questions.
5. The students 18 36 50.00%
make notes
about the
material.
2. The students’ 1. The students 20 36 55.55%
activeness are active in the
 70

during the learning

teaching and process.
learning 2. The students 25 36 69.44%
process of the are involved in
narrative text the learning
reading skill process.
3. The students 20 36 55.55%
can understand
the material.
3. The students' 1. The students 28 36 77.77%
activeness in can do the
doing the evaluation
assignment sheet.
given by the 2. The students 33 36 91.66%
teacher can finish the
task on time
which has been
determined.
SUM 225 360 624.96%
AVERAGE SCORE 62.50%
CATEGORY Fair

As can be seen on the table 4.4, there are some improvements of the

students’ activeness in learning narrative text reading skill when the writer

was using Talking Stick Strategy. There were 22 of 36 students or 61.11%

who gave attention to the teacher’s explanation. There were 21 of 36

students or 58.33% who asked about the material. Those who commented

about the material of the lesson were 18 of 36 students or 50.00%. There

were 20 of 36 students or 55.55% who answered the teacher’s questions.

In addition, 18 of 36 students or 50.00% of students made notes about the

material.

The students’ activeness during the teaching and learning process of

the narrative text reading skill improved. There were 20 of 36 students or

 71

55.55% who were active in the learning process. The total of students who

involved in the learning process was 25 of 36 students or 69.44%. Then,

there were 20 or 36 students or 55.55% students who understood the

material.

The students' activeness in doing the assignment given by the

teacher increased, higher than in Pre-Cycle. There were 28 of 36 students

or 77.77% who did the evaluation sheet. Meanwhile, there were 33 of 36

students or 91.66% who finished the task on time which has been

determined.

The observation result in Cycle I could be seen on the diagram as follows.

Diagram 4.3 The Result of Observation in Cycle I

b. The Result of Questionnaire

The writer also used questionnaire to collect the data of students

responses and opinions to the teaching learning process by using Talking

Stick Strategy. The questionnaire that given has 9 questions to answer and
 72

there were two options of answering by ticking Yes or No. The result of

questionnaire could be seen on the table 4.5 below.

Table 4.5 The Result of Questionnaire in Cycle I

No. Question Yes No

1. Do you like studying English? 23 13
2. Do you think reading is critical? 36 0
3. Do you think that reading narrative text is 17 19
complex?
4. Does your teacher explain the material clearly? 30 6
5. Are you able to understand the teacher’s 29 7
explanation?
6. Do you want to avoid the teacher's explanation? 14 22
7. Do you like Talking Stick Strategy? 31 5
8. Can you understand the material after the teacher 25 11
uses Talking Stick Strategy?
9. Do you have high activeness after the teacher uses 20 16
Talking Stick Strategy?

Related to the data above, the results of questionnaire increased from

Pre-Cycle. It displays that 23 of 36 students like studying English. There

were 36 of 36 students who thought that reading is critical. There were 17

of 36 students who thought that reading narrative text is complex. Then,

there were 30 or 36 students who answered that the teacher (the writer)

explained the material clearly. As many as 29 of 36 students understood

the teacher’s explanation. There were just 14 of 36 students who wanted

to avoid the teacher’s explanation. The total of students who like Talking

Stick Strategy is 31 of 36 students. There were 25 of 36 students who

understood the material after the teacher (writer) used Talking Stick
 73

Strategy. And there were 20 of 36 students who had high activeness after

the teacher (writer) used Talking Stick Strategy.

c. Documentation

The situation in teaching learning process during Cycle I was more

active than in Pre-Cycle. The students had higher activeness and joined

more learning activities. Most of them also paid attention to the teacher's

explanation, but there were some who did not.

Photo documentation was used as visual evidence of teaching-

learning process when Talking Stick Strategy was implemented and they

did the test activity. The writer also took the recapitulated questionnaires,

recapitulated students’ scores, and the observation sheet. The

recapitulated questionnaires and observation sheet indicated that the

students’ activeness increased from the previous step, which is Pre-Cycle.

The recapitulated students’ scores showed the better result. The photo

documentation and the other documents can be seen in the appendices.

2. Test

In Cycle I, Talking Stick Strategy was used to teach the students

during the learning process. Then, they answered some questions about

narrative text as the Cycle I test. The result of the test to measure the

students’ reading skill on narrative text could be seen on the table 4.6 below.
 74

Table 4.6 The Result of Test in Cycle I

No. Category Span Frequency Sum of Percentage Mean

of Score (%) Score
Score
1. Very good 85-100 3 255 9.72% 2.625
2. Good 70-84 20 1.545 58.86% 36
= 72.91
3. Fair 60-69 13 825 31.42%
4. Poor 50-59 0 0 0%
Good
5. Very poor <50 0 0 0%
Category
SUM 36 2.625 100%

According to table 4.6, the students who got Very Good Category

were only 3 students. Good Category in this cycle were 26 students involved

73.92% students of the class. There were 7 students belong to Fair Category.

The average score was 72.91 or belongs to Good Category. It has also

reached the standard of minimum completeness of 67. However, one of the

performance indicators requires at least 75% of the students got the standard

of minimum completeness, which means at least 27 students have to get the

the standard of minimum completeness. Meanwhile, the results of test in

this cycle show that appropriately just 23 students or 63.88% of the students

who have reached the minimum achievement criteria of 67 and there are

still 13 students or 36.11% of the students who have not achieved the

minimum achievement criteria of 67. Therefore, the writer did the Cycle II.

Here is the diagram 4.3 to give a more slightly description of the test result
in Cycle I.
 75

Diagram 4.3 The Result of Test in Cycle I

d. Reflecting

The writer got some problems in controlling the students’ activity.

They were interested in studying English using Talking Stick Strategy but

even less attention in listening to the teacher’s explanation. They were so

excited about the game and their activeness increased than the usual

learning, but during the teaching learning process, some students chatted

with others and made noise in the class. They were also not interested in

asking question, while actually they do not understand about some

materials. Therefore, the reflection above should make the writer to be

better in the teaching-learning process in the following cycle.

 76

4.1.3 The Result of Cycle II

The study in Cycle I was continued to the Cycle II in order to

improve the result of Cycle I that still not achieved the second performance

indicators of the study which required at least 75% of the students got the

standard of minimum completeness of 67. The Cycle II was conducted on April

28th until May 4th 2023. This is the time when the writer implemented the Talking

Stick Strategy for the twice after the writer did the reflection in Cycle I. This

cycle consisted of four stages, they are planning, acting, observing, and

reflecting. Here is the explanation of each stage.

a. Planning

In the planning stage, the writer developed the lesson plan of English

subject for the tenth graders with the topic Narrative Text Reading Skill

with the same learning goals as the previous cycle, but in different topic.

Same with the instrument in the Cycle I, the writer developed the

research instruments in the form of observation sheet, questionnaire sheet,

and test items sheet. The other learning sets prepared included reading text

materials entitled “The Legend of Surabaya.” In this Cycle II, the writer

wanted to find out how is the students’ activeness and the students’ reading

skill on narrative text when the Talking Stick Strategy implemented in

reading class narrative text based on the reflection in Cycle I. The target

which the writer wanted to achieve in this Cycle II is that at least 75% of

the students got the standard of minimum completeness of 67.

 77

b. Acting

In this stage, the writer conducted the teaching and learning process

in one meeting with the time allotment of 90 minutes. The meeting in Cycle

II was done on May 4th 2023. The class was started at 08.30 a.m. until 10.00

a.m. Based on the lesson plans that had been designed, this stage was the

time to conduct the teaching-learning process with the reflection of the

previous cycle. For the twice, the Talking Stick Strategy was applied in

conducting the class. Below are some procedures for applying Talking Stick

Strategy in the class.

1) Pre-activity

a) The writer greeted the students and asked about the students'

condition.

b) The writer checked the students’ attendance list.

c) The writer told the material that they would learn.

2) Main Activity

a) The writer explained the main topic presented in the PowerPoint.

b) The students then read and learned the materials for ten minutes.

c) The writer instructed the students to close their books and grab a

stick.

d) The writer gave the stick to a student.

e) The writer played music while moving the stick from one student

to the next until the song or music ended.

f) The student who received the stick must stand and respond to the

writer's (teacher's) questions. Students who correctly answered the

 78

questions received a reward, but those who did not would not be

punished.

g) The stick then rolled again until each student received it and

participated in the learning process.

h) Finally, the writer evaluated the work and reached a conclusion.

3) Post -activity

a) The writer and the students summarized the material that they had

learned.

b) The writer gave feedback to the students.

c) The writer gave the students a test.

d) The writer gave a questionnaire.

e) The writer ended the lesson.

The observation was carried out to find out student activity and

teacher activity during the learning process using Talking Stick Strategy. In

this cycle, the writer asked for the help to Mrs. Sulistiyah, S.Pd., the English

teacher as the collaborator in doing the observation when the writer

implemented Talking Stick Strategy in the classroom for the second

meeting. Then, the writer took some photographs to illustrate the students’

activity during the implementation of the Talking Stick Strategy. The test

was also conducted to find out the development of the students’ reading

skill on narrative text of class X-3 of SMAN 1 Candimulyo in the Academic

Year 2022/2023 after implementing Talking Stick Strategy. Then the writer

asked the students to fill the questionnaire in order to get the students’
 79

perception on learning narrative text reading skill with the Talking Stick

Strategy.

c. Observing

Observation activity in Cycle II was conducted by observing all

activities during the teaching and learning process using the Talking Stick

Strategy and all data that had ben gotten in the action. In this cycle, the

writer also asked for the help to Mrs. Sulistiyah, S.Pd., the English teacher

as the collaborator in doing the observation when the writer implemented

the Talking Stick Strategy in the classroom. Then the writer observed and

analyzed the data collected after the action of teaching and learning process.

Considering the observer’s observation on teacher and student activities

during the learning process in teaching and learning process, the following

data were obtained in the form of observation, questionnaire,

documentation, and test. Based on the action in the Cycle II, the writer got

the data of test and non-test and would be analyzed by qualitative and

quantitative data analysis.

1. Non-Test

a. The Result of Observation

Same with the previous cycle, in this cycle, the writer was helped by

the English teacher as the collaborator in doing the obervation. The

collaborator observed the students’ activeness when the writer

implemented Talking Stick Strategy for the twice. Table 4.7 below

presented the result of the observation in Cycle II.

Table 4.7 The Result of Observation in Cycle II

 80

No Behavioural Observation Focus Number Total Percentage

Types of Students (%)
Students
1. The students' 1. The students pay 25 36 69.44%
activeness in attention to the
listening to teacher's
the teacher's explanation.
explanation 2. The students ask 23 36 63.88%
about the
material.
3. The students 20 36 55.55%
comment on the
material.
4. The students 25 36 69.44%
answer the
teacher's
questions.
5. The students 20 36 55.55%
make notes
about the
material.
2. The students’ 1. The students are 25 36 69.44%
activeness active in the
during the learning process.
teaching and 2. The students are 30 36 83.33%
learning involved in the
process of the learning process.
narrative text 3. The students can 24 36 66.66%
reading skill understand the
material.
3. The students' 1. The students can 35 36 97.22%
activeness in do the evaluation
doing the sheet.
assignment 2. The students can 35 36 97.22%
given by the finish the task on
teacher time which has
been
determined.
SUM 262 360 727.73%
AVERAGE SCORE 72.77%
CATEGORY Good
 81

Table 4.7 shows that the students’ activeness activeness in listening

to the teacher's explanation increased from Cycle I. There were 25 of 36

students or 69.44% who gave attention to the teacher’s explanation. There

were 23 of 36 students or 63.88% who asked about the material. Those

who commented about the material of the lesson were 20 of 36 students

or 55.55%. There were 25 of 36 students or 69.44% who answered the

teacher’s questions. And 20 of 36 students or 55.55% students made notes

about the material.

The students’ activeness during the teaching and learning process of

the narrative text reading skill improved. There were 25 of 36 students or

69.44% who were active in the learning process. The total of students who

were involved in the learning process were 30 of 36 students or 83.33%.

Then, there were 24 or 36 students or 6666% students who understood the

material.

The students' activeness in doing the assignment given by the

teacher increased, higher than in Pre-Cycle. There were 35 of 36 students

or 97.22% who did the evaluation sheet. Meanwhile, there were 35 of 36

students or 97.22% who finished the task on time which has been

determined.

Based on the explanation of the observation, it could be verified that

72.77% of the students behaviour and activeness showed a good

participation in teaching learning process, particularly in reading narrative

text. It increased from the previous result in Cycle I. It indicates that the

first performance indicator has been fulfilled.

 82

The observation result in Cycle I could be seen on the diagram as follows.

Diagram 4.5 The Result of Observation in Cycle II

b. The Result of Questionnaire

The writer also used a questionnaire to collect data on students'

responses and opinions to the teaching learning process by applying

Talking Stick Strategy. The questionnaire had 9 questions to answer, with

two options of answering by ticking Yes or No. The questionnaire results

are shown in table 4.8 below.

Table 4.8 The Result of Questionnaire in Cycle II

No. Question Yes No

1. Do you like studying English? 25 11
2. Do you think reading is critical? 36 0
3. Do you think that reading narrative text is 17 19
complex?
4. Does your teacher explain the material clearly? 33 3
5. Are you able to understand the teacher’s 30 6
explanation?
 83

6. Do you want to avoid the teacher's explanation? 12 24

7. Do you like Talking Stick Strategy? 33 3
8. Can you understand the material after the teacher 28 8
uses Talking Stick Strategy?
9. Do you have high activeness after the teacher uses 30 6
Talking Stick Strategy?

Related to the data above, the results of questionnaire increased from

Cycle I. It shows that 25 of 36 students like studying English. There were

36 of 36 students who thought that reading is critical. There were 17 of

36 students who thought that reading narrative text is complex. Then,

there were 33 or 36 students who answered that the teacher (the writer)

explained the material clearly. As many as 30 of 36 students understood

the teacher’s explanation. There were just 12 of 36 students who wanted

to avoid the teacher’s explanation. The total of students who like Talking

Stick Strategy is 33 of 36 students. There were 28 of 36 students who

understood the material after the teacher (writer) used Talking Stick

Strategy. And there were 30 of 36 students who had the high activeness

after the teacher (writer) used Talking Stick Strategy.

c. Documentation

The situation in teaching learning process during Cycle II was more

active than in Cycle I. The students had higher activeness and joined more

learning activity. Almost all of them also paid attention to the teacher’s

explanation.

Photo documentation was used as visual evidence of teaching

learning process when Talking Stick Strategy was implemented and they
 84

did the test activity. The writer also took the recapitulated questionnaires,

recapitulated students’ scores, and the observation sheet. The

recapitulated questionnaires and observation sheet indicated that the

students’ activeness increased from Fair Category into Good Category.

The recapitulated students’ scores showed very good result. The photo

documentation and the other documents can be seen in the appendices.

2. Test

Based on the data that the writer got in Cycle II, there were a

reflection and an improvement in the action of Cycle II. The writer

explained the material clearly and gave students chances to inquire about

material they did not understand. Table 4.9 presents the analysis of test

results in Cycle II.

Table 4.9 The Result of Test in Cycle II

No. Category Span Frequency Sum of Percentage Mean

of Score (%) Score
Score
1. Very 85-100 24 2.130 69.61% 3.060
good 36
= 85.00
2. Good 70-84 12 930 30.39%
3. Fair 60-69 0 0 0%
Very
4. Poor 50-59 0 0 0%
Good
5. Very poor <50 0 0 0%
Category
SUM 36 3.060 100%
 85

Based on table 4.9, it could be seen that the students who got Very

Good Category were 24 students or 69.61% of the percentage of class. Then,

the Good Category in this cycle were 12 students involved 30.39% students

of the class. There was none of the students belongs to Fair Category, Poor

Category, and Very Poor Category. The average score increased higher into

85.00 or belongs to Very Good Category. It has also reached the second

performance indicator which requires at least 75% of the students got the

the standard of minimum completeness, which means at least 27 students

have to get the the standard of minimum completeness. The results of test

in this cycle show that all students have achieved the minimum achievement

criteria of 67. Therefore, the writer stopped the cycle.

Diagram 4.6 presented the result of the test in Cycle II.

Diagram 4.6 The Result of Test in Cycle II

d. Reflecting

Based on the result of the observation, the questionnaire, and the

evaluation test in Cycle II, the students were interested in studying English

using Talking Stick Strategy. Their average score also reached the better
 86

score of 85.00. In addition, there were 36 students or 100% of the students

who got the standard of minimum completeness of 67. It means that the

study has fulfilled the second performance indicator which requires at least

75% of the students got the standard of minimum completeness of 67, so

the writer stopped to give actions until Cycle II.

4.2 Discussion

4.2.1 The Improvement of Students’ Activeness

The writer compared the result of the questionnaire from the Pre-Cycle , Cycle

I, and Cycle II to know the improvement of students’ activeness.

Table 4.10 The Result of Observation in All Cycles

Assessment Average of Score Improvement

Aspect PC C1 CII PC to C1 C1 to C2 PC to CII
Reading Skill 50.83% 62.50% 72.77% 11.67% 10.27% 21.94%
Category Low Fair High

Based on the results of questionnaire in Pre-Cycle, the students’ activeness

was 50.83%. It is possible to conclude that the students’ activeness in reading

classs before implementing Talking Stick Strategy was still low. Many students

said that reading was not critical and they got some difficulties in learning

English narrative text. The result of observation in Pre-Cycle showed that most

of students were passive in teaching learning process. They could not answer the

teacher’s questions well. The writer thought that it was very difficult to attract

students’ attention in the class. This condition happened because the students

needed a new strategy to be implemented in learning narrative text in reading

class.
 87

In Cycle I, the writer started to use Talking Stick in teaching learning

process. In this cycle, the result of students’ activeness was 62.50%. It improved

by 11.67% from Pre-Cycle. The students started to be active in teaching learning

process. They did not have difficulty understanding the step of the strategy. The

result of questionnaire in Cycle I revealed that the students enjoyed the learning

process when the writer implemented Talking Stick Strategy. Some of them have

understood the material. Then the students could also do and finish the task

assigned by the teacher on time. They could answer the teacher’s questions.

However, most of them could not answer the questions correctly. This condition

happened because some of the students were not careful in reading the text and

answering the questions about the narrative text. They also make noise when the

writer explained the material. The situation of the class was a little bit noisy so

the students in the back row did not listen to the writer’s explanation clearly.

In Cycle II, the result of students’ activeness was 72.77%. It increased by

10.27% from the previous cycle. The result of questionnaire showed that most

students like to study English. They were aware that reading was important to

do. Most of them could understand the material well. It could be seen from the

result of the questionnaire, most of students said that they can understand the

narrative text well after the writer applied Talking Stick Strategy. The students

could do and finish the assignment given by the writer on time. Most of them

could also correctly answer the teacher’s questions because the situation had

been conducive. Most of students gave attention in the learning process. They

enjoy narrative text reading class when the writer applied Talking Stcik Strategy.
 88

It indicates that the students have higher activeness in narrative text reading class

by implementing Talking Stick Strategy.

The improvement of observation in all cycles can be seen on diagram 4.7 below.

Diagram 4.7 The Result of Observation in All Cycles

4.2.2 The Improvement of Students’ Reading Skill on Narrative Text

The writer compared the results of the Pre-Cycle, Cycle I, and Cycle II tests

to determine the improvement of students' narrative text reading skills of class

X-3 of SMAN 1 Candimulyo. The improvement can be viewed in the table 4.11

Table 4.11 The Result of Students’ Reading Skill

on Narrative Text in All Cycles

Assessment Average of Score Improvement

Aspect PC C1 CII PC to C1 C1 to C2 PC to CII
Reading Skill 64.44 72.91 85 8.47% 12.09% 20.56%
Category Fair Good Very Good
 89

The table 4.11 shows that the average score of Pre-Cycle were 64.44

belongs to Fair Category. The average score of Cycle I test was 72.91 belongs

to Good Category. It means that there was improvement of the average score of

students’ reading skill on narrative text from Pre-Cycle to Cycle I that was 8.47%

and the students’ score has reached the score 67, as the standard of minimum

completeness. However, there has not been 75% of students who reached the

standard of minimum completeness so Cycle II was conducted. In Cycle II, the

average score was 85 and belongs to Very Good Category. There were also 75%

of the students who passed the standard of minimum completeness in mastering

learning grade at SMAN 1 Candimulyo. Hence, the writer did not conduct Cycle

III. The writer concluded that using Talking Stick Strategy can improve the

narrative text reading skill to the tenth graders of SMAN 1 Candimulyo.

The improvement of narrative text reading skill can be seen on diagram 4.8

below.

Diagram 4.8 The Result of Narrative Text Reading Test in All Cycles
 CHAPTER V

CONCLUSION, IMPLICATION,

AND SUGGESTION

5.1 Conclusion

Based on data analysis from the Pre-Cycle, Cycle I, and Cycle II tests, the writer

made some conclusions as follows.

1. The use of Talking Stick Strategy can increase the students’ activeness of

class X-3 of SMAN 1 Candimulyo in the school year 2022/2023.

In the Pre-Cycle, the students’ activeness is 50.83%. It means that

the students still have low activeness in reading class narrative text. In Cycle

I, the students’ activeness increased 11.67% becomes 62.50%. In cycle II,

the students’ activeness in reading class narrative text increased 10.27%

becomes 72.77%. Therefore, the students had better activeness and

participation to engage the teaching-learning process with Talking Stick

Strategy.

2. There is a great improvement of the students’ reading skill on narrative text

of class X-3 of SMAN 1 Candimulyo in the school year 2022/2023.

It can be seen that the students’ mean of score in Pre-Cycle is 64.44.

It increased in Cycle I into 72.91. Finally, in Cycle II, the students’ mean of

score becomes 85. The result above shows that the implementation of

Talking Stick Strategy can improve student’s reading skill on narrative text.

The test results of the students in this study improved in each cycle.

90
 91

5.2 Implication

This study gives implications for some sides. There are three implications

of this study; for the teachers, the students, and the other researchers.

1. For Teachers

a. This study can help the teacher to be more creative in using Talking

Stick Strategy in narrative text reading class.

b. This study can give an information about the effectiveness of

implementing Talking Stick Strategy to increase students’ reading

skill on narrative text.

2. For Students

a. This study can help the students to increase their activeness in

learning English, especially in reading.

b. This study can help the students to be more active in the class and

enjoy the learning process using Talking Stick Strategy .

3. For Other Researchers

a. This study can be used a data or reference for future researchers who

would or were now exploring the impact of the Talking Stick Strategy

in increasing students’ reading skill on narrative text, significantly

improving English skills.

b. This study can help the other researchers to examine a few new

teaching strategy concepts to increase students’ reading skill,

particularly in the setting of EFL (English as a Foreign Language).

 92

5.3 Suggestion

After implementing Talking Stick Strategy in teaching and learning

narrative text reading skill, the writer gave some suggestions in the last report of

the undergraduate thesis. Hopefully, it can be useful.

1. For the English Teachers

a. English teachers should be more creative in using interesting teaching

strategy to increase students’ reading skill on narrative text because

the students would not get bored to read a text.

b. It is better for the English teachers to use Talking Stick Strategy as

an alternative way in teaching narrative text reading skill to the tenth

graders of Senior High School to increase students’ activeness in

narrative text reading class, by giving all opportunity to practice

based on the rule and the instruction. Hence, the teacher can use time

and energy efficiently.

2. For the Students

a. The students have to try to solve their problem in understanding

narrative text reading skill.

b. It will be more effective for the students to apply Talking Stick

Strategy to increase their reading skill on narrative text.

 REFERENCES

Abubaker, F. and H. A. E.-B. (2022). Using Digital Storytelling as a Tool for

Reflection in the Libyan EFL Literature Classroom; English as a Foreign
Language in a New-Found Post-Pandemic World. Hershey, PA: IGI Global
Publisher.
Anderson, M. & Anderson, K. (2003). Text Types in English 2. Macmillan
Education Australia PTY, Ltd.
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APPENDICES
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Appendix 1. Surat Keputusan Pembimbing Penyusunan Skripsi

99
100
101
 102

Appendix 2. Surat Tugas Seminar Proposal

 103

Appendix 3. Berita Acara Seminar Proposal

104
 105

Appendix 4. Surat Permohonan Ijin Penelitian

 106

Appendix 5. Surat Keterangan Telah Melaksanakan Penelitian

 107

Appendix 6. Surat Tugas Ujian Skripsi

 108

Appendix 7. Berita Acara Ujian Skripsi

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Appendix 8. List of Students

LIST OF NAMES
GRADE X-3
SMA NEGERI 1 CANDIMULYO
ACADEMIC YEAR 2022/2023

STUDENTS’ GENDER
NO NAME
NUMBER
MALE FEMALE
1 4500 AHMADJALLU SATRIO PAMBUDI √

2 4501 AKHDAN MASLACH YUDRI √

3 4502 AMELIA NANDA IGNASIA √

4 4503 ANIK KHOERUL HIDAYAH SAYUDI √

5 4504 ANNIDA 'ILVA 'ARIFILLAH √

6 4505 BEVINA INTAN NURAINI √

7 4506 DIAN IKA RAHAYU √

8 4507 DWI FINA SARI √

9 4508 ERNA FERNANDA √
10 4509 FARHAN SYAHRUL MUBAROK √

11 4510 FIRMAN ROMIE RAMADHAN √

12 4511 FREDY PRASETYO √

13 4512 GALUH IMAM MAHENDRA √

14 4513 ICHA ALIFIANA GUSTI √

15 4514 IKA RIZKI AMALIA √

16 4515 INDIANA RACHMADANI √

17 4516 KAILA REIHAN KHAIRUNISA √

18 4517 LIDIA SHALOMITA √

MEILLANEE SOSIANA ENDAH
4518 √
19 RAHAYU
20 4519 MUHAMAD RIO FERDINAND √

21 4520 MUHAMAD ZIDAN MUZAKKI √

22 4521 MUTIARA TRI HARYATI √

23 4522 NAUFAL HANAN NAFIS √

24 4523 NAVIDA SALSABILA √
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25 4524 NAYLA ALMAYDA √

26 4525 NIKO DANI APRIANSYAH √

27 4526 NOVANIA EKA SAFITRI √

28 4527 QONA WAFA HANIA √
29 4528 RAFI NAUFAL RANANDAR √

30 4529 RAHAYU SEPTIANINGSIH √

31 4530 REHAN AFKA KURNIAWAN √

32 4531 RIFKI LATIF HIDAYAT √

33 4532 SARI OKTRIANA √

34 4533 TIA RAMADHANI √

35 4534 WAFA ORLEN NANDANA √

36 4535 WINDA OKTARA MEYDI √

SUM 14 22

TOTAL ALL STUDENTS 36

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Appendix 9. Pre-Cycle

PRE-CYCLE
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a. The Result of Observation in Pre-Cycle

No Behavioural Observation Focus Number of Total Percentage

Types Students Students (%)
1. The students’ 1. The students pay 18 36 50.00%
activeness in attention to the
listening to teacher’s
the teacher’s explanation.
explanation 2. The students ask 19 36 52.77%
about the material.
3. The students 17 36 47.22%
comment on the
material.
4. The students 18 36 50.00%
answer the
teacher’s
questions.
5. The students 17 36 47.22%
make notes about
the material.
2. The students’ 1. The students are 18 36 50.00%
activeness active in the
during the learning process.
teaching and 2. The students are 17 36 47.22%
learning involved in the
process of the learning process.
narrative text 3. The students can 18 36 50.00%
reading skill understand the
material.
3. The students’ 1. The students can 21 36 58.33%
activeness in do the evaluation
doing the sheet.
assignment 2. The students can 20 36 55.55%
given by the finish the task on
teacher time which has
been determined.
SUM 183 360 508.31%
AVERAGE SCORE 50.83%
CATEGORY Poor
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b. The Result of Questionnaire in Pre-Cycle

No. Question Yes No

1. Do you like studying English? 14 22
2. Do you think reading is critical? 21 15
3. Are you interested in reading English? 28 8
4. Is reading in English easy to do? 10 26
5. Do you understand the narrative text? 25 11
6. Do you need help in reading narrative text? 35 1
7. Do you understand the generic structure of the 25 11
narrative text?
8. Do you understand the linguistic feature of 8 28
narrative text?
9. Is learning narrative text difficult? 24 12
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c. The Test Sheet in Pre-Cycle

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d. The Result of Test in Pre-Cycle

Category
No. Name Score Very Good Fair Poor Very
Good Poor
1. AHMADJALLU SATRIO 70 √
PAMBUDI
2. AKHDAN MASLACH YUDRI 75 √
3. AMELIA NANDA IGNASIA 60 √
4. ANIK KHOERUL HIDAYAH 70 √
SAYUDI
5. ANNIDA ‘ILVA ‘ARIFILLAH 65 √
6. BEVINA INTAN NURAINI 55 √
7. DIAN IKA RAHAYU 60 √
8. DWI FINA SARI 70 √
9. ERNA FERNANDA 60 √
10. FARHAN SYAHRUL MUBAROK 70 √
11. FIRMAN ROMIE RAMADHAN 60 √
12. FREDY PRASETYO 65 √
13. GALUH IMAM MAHENDRA 65 √
14. ICHA ALIFIANA GUSTI 60 √
15. IKA RIZKI AMALIA 75 √
16. INDIANA RACHMADANI 75 √
17. KAILA REYHAN KHAIRUNISA 50 √
18. LIDIA SHALOMITA 75 √
19. MEILLANEE SOSIANA ENDAH 75 √
RAHAYU
20. MUHAMAD RIO FERDINAND 75 √
21. MUHAMAD ZIDAN MUZAKKI 50 √
22. MUTIARA TRI HARYATI 60 √
23. NAUFAL HANAN NAFIS 55 √
24. NAVIDA SALSABILA 70 √
25. NAYLA ALMAYDA 65 √
26. NIKO DANI APRIANSYAH 60 √
27. NOVANIA EKA SAFITRI 70 √
28. QONA WAFA HANIA 65 √
29. RAFI NAUFAL RANANDAR 55 √
30. RAHAYU SEPTIANINGSIH 55 √
31. REHAN AFKA KURNIAWAN 65 √
32. RIFKI LATIF HIDAYAT 65 √
33. SARI OKTRIANA 60 √
34. TIA RAMADHANI 60 √
35. WAFA ORLEN NANDANA 70 √
36. WINDA OKTARA MEYDI 65 √
SUM 2.320 𝟏𝟑 𝟏𝟕 𝟔
=0,36 𝟑𝟔=0,47 =0,16
𝟑𝟔 𝟑𝟔
AVERAGE SCORE 64,44
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e. The Observation Sheet

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f. The Students’ Questionnaire Sheets

119
120
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g. The Students’ Answer Sheet

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123
124
125
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Appendix 10. Cycle I

CYCLE I
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a. Lesson Plan of Cycle I

MODUL AJAR KURIKULUM MERDEKA 2023

SEKOLAH MENENGAH ATAS (SMA)

Nama Penyusun : Dhesi Fitria

Nama Sekolah : SMA N 1 Candimulyo

Mata Pelajaran : Bahasa Inggris

Fase E, Kelas / Semester : X (Sepuluh) / I (Genap)

MODUL AJAR KURIKULUM MERDEKA 2023

BAHASA INGGRIS SMA KELAS X
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INFORMASI UMUM

A. IDENTITAS MODUL

Penyusun : Dhesi Fitria

Instansi : SMA N 1 Candimulyo
Tahun Penyusunan : Tahun 2023
Jenjang Sekolah : SMA
Mata Pelajaran : Bahasa Inggris
Skill : Reading
Fase / Kelas : E / X-3
Tema : Narrative Text
Alokasi Waktu : 1 kali pertemuan (2 X 45 Menit)

B. KOMPETENSI AWAL

❖ Peserta didik mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan
teks narasi lisan dan tulis.
❖ Peserta didik mampu menangkap makna secara kontekstual terkait ide pokok dan isi
bacaan teks narasi lisan dan tulis.
❖ Peserta didik mampu menceritakan kembali teks narasi lisan secara sederhana.

C. PROFIL PELAJAR PANCASILA

❖ Berkebhinnekaan global
❖ Mandiri
❖ Bernalar kritis
❖ Kreatif

D. SARANA DAN PRASARANA

❖ Sumber Belajar : Buku Teks Bahasa Inggris Kelas X, (Viva Pakarindo. 2022.
Modul Belajar Praktis Bahasa Inggris. Tim Penyusun), Lembar kerja peserta didik
❖ Peralatan Pembelajaran : Laptop, Proyektor, Papan Tulis, dan Alat Tulis, Seperti
Spidol Atau Kapur Tulis

E. TARGET PESERTA DIDIK

❖ Fase E / Kelas X-3 / Bahasa Inggris

F. JUMLAH PESERTA DIDIK

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❖ 36 Peserta didik

G. MODEL PEMBELAJARAN

❖ Pembelajaran Tatap Muka (Genre-Based Approach)

KOMPONEN INTI

A. CAPAIAN PEMBELAJARAN

❖ Membaca-Mempresentasikan
Peserta didik membaca dan merespons teks narasi. Mereka membaca untuk mempelajari
sesuatu atau untuk mendapatkan informasi. Mereka mencari dan mengevaluasi detail
spesifik dan inti dari teks narasi. Teks ini berbentuk cetak dan digital, termasuk di
antaranya teks visual, multimodal, atau interaktif. Pemahaman mereka terhadap ide
pokok, isu-isu, atau pengembangan plot dalam teks narasi mulai berkembang. Mereka
mengidentifikasi tujuan penulis dan mengembangkan keterampilannya untuk melakukan
inferensi sederhana dalam memahami informasi tersirat dalam teks. Peserta didik
mampu memahami aspek-aspek membaca teks narasi melalui aktivitas yang dipandu,
menunjukkan kesadaran peserta didik terhadap tujuan dan target pembaca.
Peserta didik mampu mengomunikasikan ide dan pengalamannya melalui aktivitas
pembelajaran. Dengan bantuan guru, peserta didik mampu memahami tentang isi dan
struktur teks narasi. Kemudian, secara sederhana, peserta didik mampu
mengkomunikasikan pemahamannya secara lisan.

B. TUJUAN PEMBELAJARAN

❖ Peserta didik dapat mengidentifikasi konteks, tujuan, gagasan utama, dan informasi
terperinci dari teks narasi.
❖ Peserta didik dapat menjelaskan karakteristik, struktur, dan unsur kebahasaan dari teks
narasi.
❖ Peserta didik dapat menganalisis informasi tersurat dan tersirat dari teks narasi.
❖ Peserta didik dapat menguraikan ide pokok dan rangkaian penyusunan (struktur) dari
teks narasi.
❖ Peserta didik dapat mengemukakan gagasan dan pendapat di berbagai diskusi dan
presentasi terkait teks narasi.

C. PEMAHAMAN BERMAKNA
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❖ Peserta didik mampu mengenali contoh jenis teks narasi yang ada di kehidupan sehari-
hari.
❖ Peserta didik mampu memahami makna dari teks narasi dalam bahasa Inggris.
❖ Peserta didik mampu menganalisis permasalahan yang dihadapi oleh karakter dalam
teks narasi.
❖ Peserta didik mampu menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks
narasi.

D. PERTANYAAN PEMANTIK

❖ What is narrative text?

❖ What is the social function of narrative text?
❖ What are the generic structures of narrative text?
❖ What are the language features of narrative text?
❖ What is the text about?
❖ Where did the story take place?
❖ Who are the characters?

E. KEGIATAN PEMBELAJARAN

Prosedur Kegiatan
Kegiatan Pendahuluan
Look and Observe
1. Guru memulai kelas dengan mengucapkan salam dan menanyakan kabar.
2. Salah satu peserta didik memimpin doa.
3. Guru mengecek kehadiran peserta didik dan kesiapan peserta didik mengikuti
pembelajaran.
4. Guru menunjukkan gambar tokoh dongeng dunia.
5. Peserta didik dan guru bertanya jawab tentang gambar tokoh dongeng dunia.
6. Guru menyampaikan tentang topik pembelajaran yang akan dipelajari.
Kegiatan Inti
Read and Answer
1. Guru menyampaikan tujuan pembelajaran beserta strategi “Talking Stick.”
2. Guru dan peserta didik menyampaikan materi secara umum tentang teks narasi.
 131

3. Peserta didik membaca dan mempelajari materi teks narasi selama 10 menit.
4. Guru menanyakan peserta didik apakah ada yang ingin ditanyakan.
5. Guru meminta peserta didik untuk menutup buku.
6. Guru memberikan sebuah stik kepada peserta didik di baris pertama.
7. Guru memutar musik ketika stik berjalan dari peserta yang satu ke peserta didik yang
lain sampai lagu dihentikan.
8. Ketika musik berhenti, peserta didik yang memegang stik harus menjawab pertanyaan
dari guru. Begitu pula seterusnya sampai sebagian besar peserta didik berkesempatan
menjawab pertanyaan dan berpartisipasi dalam kegiatan pembelajaran.
9. Guru memberikan kesimpulan dan evaluasi.
Kegiatan Penutup
Do It!
1. Guru memberikan umpan balik (feedback) kepada peserta didik.
2. Guru memberikan tes sumatif kepada peserta didik.
3. Guru memberikan kuesioner kepada peserta didik.
4. Guru meminta peserta didik menyimpulkan materi apa saja yang sudah dipelajari.
5. Peserta didik memimpin doa untuk menutup proses pembelajaran.
6. Peserta didik mengucapkan salam dan terima kasih, kemudian bersama dengan guru
saling mengucapkan selamat berpisah.

F. ASESMEN / PENILAIAN

Rubrik Penilaian
Berikut adalah penilaian yang dapat digunakan oleh guru dalam menilai peserta didik pada
unit 1.
Rubrik Penilaian Sumatif pada Reading Skill

Aspek

Social
Reading
Function and Language Rata-
No. Nama Comprehensi
Generic Feature Rata
on
Structure

1 2 3 1 2 3 1 2 3
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LAMPIRAN

A. MATERI AJAR

NARRATIVE TEXT
1. Definition
Narrative text is a text that tells a story logically and chronologically to entertain the
readers and deliver some messages. There are some kinds of narrative texts; fairy tale,
legend, myth, fable, etc.
2. Social Function
The social function of narrative text is to entertain or amuse the readers with a story.
3. Generic Structures
a. Orientation / Beginning: characters and setting (who, when, and when)
b. Complication / Middle: problem or conflict
c. Resolution / End: solution of the problem or the ending
4. Language Features
a. Focus on specific participant, e.g. Snow White, Malin Kundang, etc.
b. Use simple past tense, e.g. ate, grew, married, did
c. Use temporal conjunctions, e.g. when, next, finally
d. Use adverb of time and place, e.g. once upon a time, at home
e. Use direct and indirect speech
“How can you dare?” (direct speech)
Cinderella said that she didn’t have a gown for the ball. (direct speech)
f. Use saying verbs (e.g. said, asked) thinking verbs (e.g. fell in love, lived), and action
verbs, (e.g. walked, sat)

B. LEMBAR KERJA PESERTA DIDIK (LKPD)

LEMBAR KERJA PESERTA DIDIK (LKPD)

 133

TEST II
I. Multiple Choices

Choose the best answer by crossing a, b, c, or d! (Pilihlah jawaban yang paling tepat dengan
menyilang a, b, c, atau d!)
This text is for number 1-10.
Snow White’s evil stepmother wanted to be the fairest in the land and was jealous of Snow
White’s beauty. The stepmother ordered Snow White to be killed but the huntsman spared her life.
Snow White came upon a cottage that belonged to seven dwarfs and they let her stay. Soon, the
wicked stepmother found her, disguised herself and took her a poison apple. She fell into a deep sleep
and the dwarfs made a crystal coffin for her. Prince Charming came by the cottage, saw her, kissed
her, and she awoke. They were married and lived happily ever after.
1. What does the text tell us about?
a. The Prince
b. Snow White and Prince Charming
c. A Fair Lady
d. A Beautiful Girl
e. A Wicked Stepmother
2. What is the purpose of the text?
a. To describe Snow White
b. To explain about Snow White and her true love
c. To entertain the readers about the story
d. To retell about the past experience
e. To report about the condition of Snow White and the seven dwarfs
3. Why did the stepmother want to kill Snow White?
a. Because Snow White was beautiful.
b. Because Snow White had found her true love.
c. Because the seven dwarfs helped her.
d. Because she was jealous of Snow White’s beauty.
e. Because she did not like Snow White.
4. What did the stepmother do after she found Snow White?
a. She disguised herself and took her a poison apple.
b. She made a crystal coffin for her.
c. She ordered Snow White to be killed.
d. She searched Prince Charming.
 134

e. She lived happily.

5. How could Snow White finally survive?
a. The stepmother could not kill her.
b. She lived alone in the forest.
c. She lived with her stepmother.
d. Seven dwarfs gave her a house.
e. Prince Charming came and saved her.
6. ".... Prince Charming came by the cottage, saw her, kissed her, and she awoke." (par 2)
The synonym of the underlined word is ....
a. helped
b. arrived
c. went
d. lived
e. saved
7. In the last sentence, you read "They were married and lived happily ever after.”
What do you call this part of the text?
a. Orientation
b. Re-orientation
c. Complication
d. Identification
e. Description
8. “Snow White came upon a cottage that belonged to seven dwarfs and they let her stay.”
The underlined word refers to .....
a. Snow White and her stepmother
b. Snow White and Prince Charming
c. The seven dwarfs
d. Prince Charming
e. Snow White
9. The story teaches us to ......
a. Be honest in this life
b. Not be a wicked person
c. Be a beautiful girl
d. Believe that if there is a will, there is a way
e. Be a good person once we still alive
10. Snow White ..... asleep after the stepmother gave her an apple poison
 135

The correct verb to complete the sentence above is .....

a. fall
b. fell
c. felt
d. falls
e. falling

II. Essay
Read the text and answer the following questions!
(Bacalah teks berikut dan jawablah pertanyaan di bawah ini!)
This text is for number 11-15.
The Hare and the Tortoise
One day, a Hare was making fun of a Tortoise for being so slow. “Do you really think you can
race me?” he asked. The Tortoise said, “I may be slow, but I can beat you.” The Hare thought this
was impossible and challenged the Tortoise to a race. They agreed to race from one end of the forest
to the other. The Hare ran quickly at first, but then he stopped to take a nap. The Tortoise kept walking
slowly but steadily and soon he passed the Hare. The Hare woke up and saw that the Tortoise was far
ahead of him. He ran as fast as he could, but he couldn’t catch up and the Tortoise won the race.
11. What is the purpose of the text?
12. Why did the Tortoise finally win the race?
13. “The Tortoise kept walking slowly but steadily and soon, he passed the Hare.”
The word “he” refers to ......
14. “The Hare ran quickly at first, but then he stopped to take a nap.”
What is the synonym of the underlined word?
15. What is the moral value of the story?

Answer:
Mengetahui, Rabu, 26 April 2023
Guru Bahasa Inggris Mahasiswa

Sulistiyah, S.Pd. Dhesi Fitria

NIP. 196912021997022003 NPM. 1910302052
 136

b. Narrative Text for Talking Stick in Cycle I

The Story of a Rainbow

A very long time ago, there was a nice farmer named John. He married a
beautiful woman and both of them had a beautiful baby boy. But one day, the wife
and son of the farmer got sick. Then the wife wore her wings and then flew with
the son next to her, leaving the farmer alone and heartbroken.
The gods didn't want to see him sad and heart broken. They help the farmer
by building a gorgeous, colorful bridge. The farmer can climb the sky and then see
his wife and son again.

Question List for Talking Stick in Cycle I

1. What are the kinds of narrative text?
2. What is the example of fairy tale?
3. What is the social function of narrative text?
4. What is the generic structure of narrative text?
5. What is the language feature of narrative text?
6. What kind of narrative text is the story about The Story of a Rainbow?
7. What is “The Story of a Rainbow” about?
8. What is the social function of the text?
9. What do you call the second paragraph as?
10. Why did the wife leave the farmer alone?
11. What did the gods do to the farmer?
12. “He married a beautiful woman and both of them had a beautiful baby
boy.” The word “them” refers to ......
13. “They help the farmer by building a gorgeous ...”
What is the synonym of the word “building”?
14. What happened to the farmer finally?
15. Can you mention past verb found in the text?
16. What is the moral value of the story?
17. Who are the characters?
18. How do you describe the farmer?
19. “They help the farmer by building a gorgeous, colorful bridge.”
20. What is the antonym of the word “gorgeous”?
 137

c. The Result of Observation in Cycle 1

No Behavioural Observation Focus Number of Total Percentage

Types Students Students (%)
1. The students' 1. The students pay 22 36 61.11%
activeness in attention to the
listening to teacher's
the teacher's explanation.
explanation 2. The students ask 21 36 58.33%
about the material.
3. The students 18 36 50.00%
comment on the
material.
4. The students 20 36 55.55%
answer the
teacher's
questions.
5. The students 18 36 50.00%
make notes about
the material.
2. The students’ 1. The students are 20 36 55.55%
activeness active in the
during the learning process.
teaching and 2. The students are 25 36 69.44%
learning involved in the
process of the learning process.
narrative text 3. The students can 20 36 55.55%
reading skill understand the
material.
3. The students' 1. The students can 28 36 77.77%
activeness in do the evaluation
doing the sheet.
assignment 2. The students can 33 36 91.66%
given by the finish the task on
teacher time which has
been determined.
SUM 225 360 624.96%
AVERAGE SCORE 62.50%
CATEGORY Fair
 138

d. The Result of Questionnaire in Cycle I

No. Question Yes No

1. Do you like studying English? 23 13
2. Do you think reading is critical? 36 0
3. Do you think that reading narrative text is 17 19
complex?
4. Does your teacher explain the material clearly? 30 6
5. Are you able to understand the teacher’s 29 7
explanation?
6. Do you want to avoid the teacher's explanation? 14 22
7. Do you like Talking Stick Strategy? 31 5
8. Can you understand the material after the teacher 25 11
uses Talking Stick Strategy?
9. Do you have high activeness after the teacher uses 20 16
Talking Stick Strategy?
 139

e. The Result of Test in Cycle I

Category
No. Name Score Very Good Fair Poor Very
Good Poor
1. AHMADJALLU SATRIO 75 √
PAMBUDI
2. AKHDAN MASLACH YUDRI 75 √
3. AMELIA NANDA IGNASIA 65 √
4. ANIK KHOERUL HIDAYAH 80 √
SAYUDI
5. ANNIDA ‘ILVA ‘ARIFILLAH 70 √
6. BEVINA INTAN NURAINI 65 √
7. DIAN IKA RAHAYU 75 √
8. DWI FINA SARI 80 √
9. ERNA FERNANDA 65 √
10. FARHAN SYAHRUL MUBAROK 80 √
11. FIRMAN ROMIE RAMADHAN 65 √
12. FREDY PRASETYO 75 √
13. GALUH IMAM MAHENDRA 75 √
14. ICHA ALIFIANA GUSTI 65 √
15. IKA RIZKI AMALIA 85 √
16. INDIANA RACHMADANI 80 √
17. KAILA REYHAN KHAIRUNISA 60 √
18. LIDIA SHALOMITA 85 √
19. MEILLANEE SOSIANA ENDAH 85 √
RAHAYU
20. MUHAMAD RIO FERDINAND 80 √
21. MUHAMAD ZIDAN MUZAKKI 60 √
22. MUTIARA TRI HARYATI 65 √
23. NAUFAL HANAN NAFIS 65 √
24. NAVIDA SALSABILA 80 √
25. NAYLA ALMAYDA 75 √
26. NIKO DANI APRIANSYAH 65 √
27. NOVANIA EKA SAFITRI 80 √
28. QONA WAFA HANIA 80 √
29. RAFI NAUFAL RANANDAR 60 √
30. RAHAYU SEPTIANINGSIH 60 √
31. REHAN AFKA KURNIAWAN 75 √
32. RIFKI LATIF HIDAYAT 75 √
33. SARI OKTRIANA 75 √
34. TIA RAMADHANI 65 √
35. WAFA ORLEN NANDANA 80 √
36. WINDA OKTARA MEYDI 80 √
SUM 2.625 𝟑 𝟐𝟎 𝟏𝟑
=0,83 𝟑𝟔=0,55 =0,36
𝟑𝟔 𝟑𝟔
AVERAGE SCORE 72,91
 140

f. The Observation Sheet

 141

g. The Students’ Questionnaire Sheets

142
143
 144

h. The Students’ Answer Sheet

145
146
147
148
 149

Appendix 11. Cycle II

CYCLE II
 150

a. Lesson Plan of Cycle

MODUL AJAR KURIKULUM MERDEKA 2023

SEKOLAH MENENGAH ATAS (SMA)

Nama Penyusun : Dhesi Fitria

Nama Sekolah : SMA N 1 Candimulyo

Mata Pelajaran : Bahasa Inggris

Fase E, Kelas / Semester : X (Sepuluh) / I (Genap)

MODUL AJAR KURIKULUM MERDEKA 2023

BAHASA INGGRIS SMA KELAS X
 151

INFORMASI UMUM

A. IDENTITAS MODUL

Penyusun : Dhesi Fitria

Instansi : SMA N 1 Candimulyo
Tahun Penyusunan : Tahun 2023
Jenjang Sekolah : SMA
Mata Pelajaran : Bahasa Inggris
Skill : Reading
Fase / Kelas : E / X-3
Tema : Narrative Text
Alokasi Waktu : 1 kali pertemuan (2 X 45 Menit)

B. KOMPETENSI AWAL

❖ Peserta didik mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan
teks narasi lisan dan tulis.
❖ Peserta didik mampu menangkap makna secara kontekstual terkait ide pokok dan isi
bacaan teks narasi lisan dan tulis.
❖ Peserta didik mampu menceritakan kembali teks narasi lisan secara sederhana.

C. PROFIL PELAJAR PANCASILA

❖ Berkebhinnekaan global
❖ Mandiri
❖ Bernalar kritis
❖ Kreatif

D. SARANA DAN PRASARANA

❖ Sumber Belajar : Buku Teks Bahasa Inggris Kelas X, (Viva Pakarindo. 2022.
Modul Belajar Praktis Bahasa Inggris. Tim Penyusun), Lembar kerja peserta didik
❖ Peralatan Pembelajaran : Laptop, Proyektor, Papan Tulis, dan Alat Tulis, Seperti
Spidol Atau Kapur Tulis

E. TARGET PESERTA DIDIK

❖ Fase E / Kelas X-3 / Bahasa Inggris

F. JUMLAH PESERTA DIDIK

 152

❖ 36 Peserta didik

G. MODEL PEMBELAJARAN

❖ Pembelajaran Tatap Muka (Genre-Based Approach)

KOMPONEN INTI

A. CAPAIAN PEMBELAJARAN

❖ Membaca-Mempresentasikan
Peserta didik membaca dan merespons teks narasi. Mereka membaca untuk mempelajari
sesuatu atau untuk mendapatkan informasi. Mereka mencari dan mengevaluasi detail
spesifik dan inti dari teks narasi. Teks ini berbentuk cetak dan digital, termasuk di
antaranya teks visual, multimodal, atau interaktif. Pemahaman mereka terhadap ide
pokok, isu-isu, atau pengembangan plot dalam teks narasi mulai berkembang. Mereka
mengidentifikasi tujuan penulis dan mengembangkan keterampilannya untuk melakukan
inferensi sederhana dalam memahami informasi tersirat dalam teks. Peserta didik
mampu memahami aspek-aspek membaca teks narasi melalui aktivitas yang dipandu,
menunjukkan kesadaran peserta didik terhadap tujuan dan target pembaca.

B. TUJUAN PEMBELAJARAN

❖ Peserta didik dapat mengidentifikasi konteks, tujuan, gagasan utama, dan informasi
terperinci dari teks narasi.
❖ Peserta didik dapat menjelaskan karakteristik, struktur, dan unsur kebahasaan dari teks
narasi.
❖ Peserta didik dapat menganalisis informasi tersurat dan tersirat dari teks narasi.
❖ Peserta didik dapat menguraikan ide pokok dan rangkaian penyusunan (struktur) dari
teks narasi.
❖ Peserta didik dapat mengemukakan gagasan dan pendapat di berbagai diskusi dan
presentasi terkait teks narasi.

D. PEMAHAMAN BERMAKNA

❖ Peserta didik mampu mengenali contoh jenis teks narasi yang ada di kehidupan sehari-
hari.
❖ Peserta didik mampu memahami makna dari teks narasi dalam bahasa Inggris.
 153

❖ Peserta didik mampu menganalisis permasalahan yang dihadapi oleh karakter dalam
teks narasi.
❖ Peserta didik mampu menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks
narasi.

D. PERTANYAAN PEMANTIK

❖ What is narrative text?

❖ What is the social function of narrative text?
❖ What are the generic structures of narrative text?
❖ What are the language features of narrative text?
❖ What is the text about?
❖ Where did the story take place?
❖ Who are the characters?

E. KEGIATAN PEMBELAJARAN

Prosedur Kegiatan
Kegiatan Pendahuluan
Look and Observe
7. Guru memulai kelas dengan mengucapkan salam dan menanyakan kabar.
8. Salah satu peserta didik memimpin doa.
9. Guru mengecek kehadiran peserta didik dan kesiapan peserta didik mengikuti
pembelajaran.
10. Guru menunjukkan gambar tokoh dongeng dunia.
11. Peserta didik dan guru bertanya jawab tentang gambar tokoh dongeng dunia.
12. Guru menyampaikan tentang topik pembelajaran yang akan dipelajari.
Kegiatan Inti
Read and Answer
10. Guru menyampaikan tujuan pembelajaran beserta strategi “Talking Stick.”
11. Guru dan peserta didik menyampaikan materi secara umum tentang teks narasi.
12. Peserta didik membaca dan mempelajari materi teks narasi selama 10 menit.
13. Guru menanyakan peserta didik apakah ada yang ingin ditanyakan.
14. Guru meminta peserta didik untuk menutup buku.
 154

15. Guru memberikan sebuah stik kepada peserta didik di baris pertama.
16. Guru memutar musik ketika stik berjalan dari peserta yang satu ke peserta didik yang
lain sampai lagu dihentikan.
17. Ketika musik berhenti, peserta didik yang memegang stik harus menjawab pertanyaan
dari guru. Begitu pula seterusnya sampai sebagian besar peserta didik berkesempatan
menjawab pertanyaan dan berpartisipasi dalam kegiatan pembelajaran.
18. Guru memberikan kesimpulan dan evaluasi.
Kegiatan Penutup
Do It!
7. Guru memberikan umpan balik (feedback) kepada peserta didik.
8. Guru memberikan tes sumatif kepada peserta didik.
9. Guru memberikan kuesioner kepada peserta didik.
10. Guru meminta peserta didik menyimpulkan materi apa saja yang sudah dipelajari.
11. Peserta didik memimpin doa untuk menutup proses pembelajaran.
12. Peserta didik mengucapkan salam dan terima kasih, kemudian bersama dengan guru
saling mengucapkan selamat berpisah.

F. ASESMEN / PENILAIAN

Rubrik Penilaian
Berikut adalah penilaian yang dapat digunakan oleh guru dalam menilai peserta didik pada
unit 1.
Rubrik Penilaian Sumatif pada Reading Skill

Aspek

Social
Reading
Function and Language Rata-
No. Nama Comprehensi
Generic Feature Rata
on
Structure

1 2 3 1 2 3 1 2 3

LAMPIRAN
 155

A. MATERI AJAR

NARRATIVE TEXT
1. Definition
Narrative text is a text that tells a story logically and chronologically to entertain the
readers and deliver some messages. There are some kinds of narrative texts; fairy tale,
legend, myth, fable, etc.
2. Social Function
The social function of narrative text is to entertain or amuse the readers with a story.
3. Generic Structures
a. Orientation / Beginning: characters and setting (who, when, and when)
b. Complication / Middle: problem or conflict
c. Resolution / End: solution of the problem or the ending
4. Language Features
a. Focus on specific participant, e.g. Snow White, Malin Kundang, etc.
b. Use simple past tense, e.g. ate, grew, married, did
c. Use temporal conjunctions, e.g. when, next, finally
d. Use adverb of time and place, e.g. once upon a time, at home
e. Use direct and indirect speech
“How can you dare?” (direct speech)
Cinderella said that she didn’t have a gown for the ball. (direct speech)
f. Use saying verbs (e.g. said, asked) thinking verbs (e.g. fell in love, lived), and action
verbs, (e.g. walked, sat)

B. LEMBAR KERJA PESERTA DIDIK (LKPD)

LEMBAR KERJA PESERTA DIDIK (LKPD)

TEST III
I. Multiple Choices

Choose the best answer by crossing a, b, c, or d! (Pilihlah jawaban yang paling tepat dengan
menyilang a, b, c, atau d!)
This text is for number 1-10.
Long ago, in a village of Sumatra island, there lived a young farmer. He lived from farming and
fishing. One day he was fishing a golden fish. When he holds, the fish turned into a beautiful princess.
 156

The young man fell in love with the princess and ask her to marry. The princess accepted him on
condition that the he would not tell the origin of the princess who comes from fish. He agreed it and
after a year, the couple had a boy.
One day, the child made a mistake; he was eating all the food from their parents. The young man
was very angry and said: "The basis, this child, breeds fish!" That statement by itself had unlocked
the secrets of their promise. Knowing the husband had broken a promise, the princess and son
disappeared mysteriously. The land of their house burst a spring. Then the water that flows from the
spring growing bigger and bigger, and become a vast lake, named Toba Lake.
1. What is the best title for the text above?
a. The Princess
b. A Young Farmer
c. A Naughty Child
d. The Legend of Toba Lake
e. A Beautiful Fish
2. What is the purpose of the text?
a. To describe Toba Lake
b. To explain about Toba Lake
c. To retell about the past experience
d. To report about the condition of Toba Lake
e. To entertain the readers about the story
3. What the young farmer should not do if he wanted to marry the princess?
a. Make a big house
b. Have a child
c. Eat rice
d. Tell the origin of the princess
e. Make a spring
4. Why was the young man very angry to his child?
a. Because the child was eating the fish
b. Because the child said that her mother was a fish
c. Because the child was eating all the food
d. Because he had broken his promise
e. Because there was a spring
5. Who had broken the promise?
a. The young farmer
b. The princess
 157

c. The child
d. The fish
e. The parents
6. ".... from the spring growing bigger and bigger, and become a vast lake, named Toba Lake."(par 2)
The synonym of the underlined word is ....
a. kept
b. changed
c. took
d. made
e. helped
7. In paragraph two, you read, "One day, the child made a mistake; he was eating all the food from
their parents.”
What do you call this part of the text?
a. Description
b. Resolution
c. Orientation
d. Complication
e. Coda
8. “He agreed it and after a year, the couple had a boy.”
The underlined word refers to .....
a. The fish
b. The couple
c. The young farmer
d. The boy
e. The princess
9. What can we learn from the story?
a. Patience brings happiness.
b. No pain no gain.
c. Be a helpful person.
d. Kill two birds with one stone.
e. We have to keep our promise.
10. The princess .............. his application to marry.
The correct verb to complete the sentence above is .....
a. accepted
b. accepting
 158

c. accept
d. accepts
e. has acccepted

II. Essay
Read the text and answer the following questions!
(Bacalah teks berikut dan jawablah pertanyaan di bawah ini!)
This text is for number 11-15.
The Ant and The Grasshopper
It was summertime and the Ants were hard at work, storing food for the winter. The Grasshopper
saw them toiling away and asked why they were doing it. “Don’t you know?” said one of the Ants.
“The winter is coming and we need to store food so that we can survive.” The Grasshopper laughed
and said, “I don’t need to worry about the winter. I can sing and dance all day and I’ll be just fine.”
But when the cold weather came, the Grasshopper was hungry and cold and had to beg the Ants
for food. They gave him some, but said, “You should have worked with us in the summer and then
you would have had enough to eat.”
11. What is the purpose of the text?
12. Where did the story happened?
13. “They gave him some, but said, “You should have worked with us in the summer and then you would
have had enough to eat.”
The word “him” refers to ......
14. “The winter is coming and we need to store food so that we can survive.”
What is the synonym of the underlined word?
15. What is the moral value of the story?

Mengetahui, Rabu, May 1st 2023

Guru Bahasa Inggris Mahasiswa

Sulistiyah, S.Pd. Dhesi Fitria

NIP. 196912021997022003 NPM. 1910302052
 159

b. Narrative Text for Talking Stick in Cycle II

The Legend of Surabaya

A long time ago, there were two animals, Sura and Baya. Sura was the name
of a shark and Baya was a crocodile. They lived in the sea.
Once Sura and Baya were looking for some food. Suddenly, Baya saw a goat
"Yummy, this is my lunch," said Baya. "No way! This is my lunch. You are greedy"
said Sura. Then they fought for the goat. After several hours, they were very tired.

Feeling tired of fighting, they lived in different places. Sura lived in the
water and Baya lived in the land. The border was the beach, so they would never
fight again.

One day, Sura went to the land and looked for some food in the river. He
was very hungry and there was not much food in the sea. Baya was very angry when
he knew that Sura broke the promise. They fought again.

They both hit each other. Sura bit Baya's tail. Baya did the same thing to Sura. He
bit very hard until Sura finally gave up and went back to the sea. Baya was happy.

Question List for Talking Stick in Cycle II

1. What are the kinds of narrative text?
2. What is the example of fairy tale?
3. What is the social function of narrative text?
4. What is the generic structure of narrative text?
5. What is the language feature of narrative text?
6. What is the example of legend? (3)
7. Which one is the orientation?
8. What is the second paragraph called?
9. What is the reorientation?
10. Can you show me what is the past-tense verb in the text?
11. What is the text about?
12. What is the purpose of the text?
13. Why did Sura and Baya fight at first?
 160

14. Why was Baya very angry?

15. What happened to Sura in the end?
16. “Once Sura and Baya were looking for some food.”
What is the synonym of the bold word?
17. Who are the characters?
18. “Baya was very angry when he knew that Sura broke the promise.”
The word “he” refers to .....
19. What do you think about the character Sura?
20. What can we learn from the story?
 161

c. The Result of Observation in Cycle II

No Behavioural Observation Focus Number Total Percentage

Types of Students (%)
Students
1. The students’ 1. The students pay 25 36 69.44%
activeness in attention to the
listening to teacher’s
the teacher’s explanation.
explanation 2. The students ask 23 36 63.88%
about the material.
3. The students 20 36 55.55%
comment on the
material.
4. The students 25 36 69.44%
answer the
teacher’s questions.
5. The students make 20 36 55.55%
notes about the
material.
2. The students’ 1. The students are 25 36 69.44%
activeness active in the
during the learning process.
teaching and 2. The students are 30 36 83.33%
learning involved in the
process of the learning process.
narrative text 3. The students can 24 36 66.66%
reading skill understand the
material.
3. The students’ 1. The students can do 35 36 97.22%
activeness in the evaluation
doing the sheet.
assignment 2. The students can 35 36 97.22%
given by the finish the task on
teacher time which has
been determined.
SUM 262 360 727.73%
AVERAGE SCORE 72.77%
CATEGORY Good
 162

d. The Result of Questionnaire in Cycle II

No. Question Yes No

1. Do you like studying English? 25 11
2. Do you think reading is critical? 36 0
3. Do you think that reading narrative text is 17 19
complex?
4. Does your teacher explain the material clearly? 33 3
5. Are you able to understand the teacher’s 30 6
explanation?
6. Do you want to avoid the teacher’s explanation? 12 24
7. Do you like Talking Stick Strategy? 33 3
8. Can you understand the material after the teacher 28 8
uses Talking Stick Strategy?
9. Do you have high activeness after the teacher uses 30 6
Talking Stick Strategy?
 163

e. The Result of Test in Cycle II

Category
No. Name Score Very Good Fair Poor Very
Good Poor
1. AHMADJALLU SATRIO PAMBUDI 85 √
2. AKHDAN MASLACH YUDRI 90 √
3. AMELIA NANDA IGNASIA 80 √
4. ANIK KHOERUL HIDAYAH SAYUDI 90 √
5. ANNIDA ‘ILVA ‘ARIFILLAH 85 √
6. BEVINA INTAN NURAINI 75 √
7. DIAN IKA RAHAYU 85 √
8. DWI FINA SARI 90 √
9. ERNA FERNANDA 75 √
10. FARHAN SYAHRUL MUBAROK 90 √
11. FIRMAN ROMIE RAMADHAN 80 √
12. FREDY PRASETYO 80 √
13. GALUH IMAM MAHENDRA 85 √
14. ICHA ALIFIANA GUSTI 75 √
15. IKA RIZKI AMALIA 95 √
16. INDIANA RACHMADANI 90 √
17. KAILA REYHAN KHAIRUNISA 75 √
18. LIDIA SHALOMITA 95 √
19. MEILLANEE SOSIANA ENDAH 90 √
RAHAYU
20. MUHAMAD RIO FERDINAND 90 √
21. MUHAMAD ZIDAN MUZAKKI 75 √
22. MUTIARA TRI HARYATI 80 √
23. NAUFAL HANAN NAFIS 80 √
24. NAVIDA SALSABILA 90 √
25. NAYLA ALMAYDA 90 √
26. NIKO DANI APRIANSYAH 85 √
27. NOVANIA EKA SAFITRI 90 √
28. QONA WAFA HANIA 90 √
29. RAFI NAUFAL RANANDAR 85 √
30. RAHAYU SEPTIANINGSIH 75 √
31. REHAN AFKA KURNIAWAN 90 √
32. RIFKI LATIF HIDAYAT 85 √
33. SARI OKTRIANA 85 √
34. TIA RAMADHANI 80 √
35. WAFA ORLEN NANDANA 90 √
36. WINDA OKTARA MEYDI 90 √
SUM 3.060 𝟐𝟒 𝟏𝟐
=0,66 =0,33
𝟑𝟔 𝟑𝟔
AVERAGE SCORE 85
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f. The Observation Sheet

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g. The Students’ Questionnaire Sheets

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h. The Students’ Answer Sheet

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Appendix 12. The Result of Observation in All Cycles

Assessment Average of Score Improvement

Aspect PC C1 CII PC to C1 C1 to C2 PC to CII
Reading Skill 50.83% 62.50% 72.77% 11.67% 10.27% 21.94%
Category Low Fair High
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Appendix 13. The Result of Students’ Reading Skill on Narrative Text in

All Cycles

Assessment Average of Score Improvement

Aspect PC C1 CII PC to C1 C1 to C2 PC to CII
Reading Skill 64.44 72.91 85 8.47% 12.09% 20.56%
Category Fair Good Very Good
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Appendix 14. Documentation

Picture 1. The students do the test in Pre-Cycle.

Picture 2. The students fill the questionnaire in Pre-Cycle.

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Picture 3. The researcher explains the material and the strategy in Cycle I.

Picture 4. The researcher and the students applied Talking Stick Strategy in Cycle I.

Picture 5. The students do the test in Cycle I.

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Picture 6. The students fill the questionnaire in Cycle I.

Picture 7. The researcher and the students applied Talking Stick Strategy in Cycle II.

Picture 8. The students do the test in Cycle II.

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Picture 9. The students fill the questionnaire in Cycle II.

Picture 10. The researcher takes photo with the teacher and the students in class X-3.
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Appendix 15. Journal of Paper Revision

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