Utilization of the Talking Stick Learning Model in Improving English Vocabulary Mastery Rinny Rorimpandey, Fivy Andries
Universitas Negeri Manado
Abstract
Lack of mastery of vocabulary is one of the obstacles experienced by students in learning foreign languages. Likewise, in English, many students have difficulty understanding and understanding in listening, speaking, reading, and writing. This study aims to evaluate the effectiveness of the Talking Stick Learning Model in improving English vocabulary mastery in Raanan Baru State Junior High School students. The subjects in this study were 25 students of class VIII SMP Negeri Raanan Baru. The method used is the Classroom Action Research method, according to Kemmis and Taggar. The steps in the research are planned in the form of a cycle there are four components of each step, namely: 1) Planning, 2) Action, 3) Observation, and 4) Reflective. In this study, several data collection techniques were used. These techniques include Observation, Test, and field notes. The Talking Stick learning model involves children working collaboratively in achieving the goal is cooperative learning. So that students are able to understand by conveying the contents of the reading again, rewriting it correctly about the contents of the reading. Students will look enthusiastic and motivated in learning. They are even more daring to say words without being afraid of making mistakes and they seem to be trying to always speak. The student^s mastery of English vocabulary from the initial average score of students only reached 61.2, and when they started using the talking stick learning model there was an increase, namely, in the first cycle the average value rose to 66.8 then in the second cycle it rose 79.2. Before being given treatment, vocabulary mastery was only achieved 36% after cycle I and cycle II used talking sticks as a medium in learning, there was an increase in students^ vocabulary mastery which was 52% with details of the percentage of students^ initial scores who reached the KKM (Minimum Completeness Criteria) was 40% increased to 92% after two cycles of research were conducted.
