Utilization of the Talking Stick Learning Model in Improving English Vocabulary Mastery

DOI

10.2991/978-2-494069-35-0_161How to use a DOI?

Keywords

learning model; talking sticks; vocabulary

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 writingS. 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. So using talking stick media in the learning process, can improve students’ vocabulary mastery skills and can create a pleasant learning atmosphere.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Rinny Rorimpandey
AU  - Fivy Andries
PY  - 2023
DA  - 2023/01/17
TI  - Utilization of the Talking Stick Learning Model in Improving English Vocabulary Mastery
BT  - Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022)
PB  - Atlantis Press
SP  - 1345
EP  - 1353
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-494069-35-0_161
DO  - 10.2991/978-2-494069-35-0_161
ID  - Rorimpandey2023
ER  -