Investigating the Effects of Talking Stick Technique of Cooperative Learning on

Students’ Speaking Motivation and Communicative Competence at

SMA Xaverius Bandar Lampung.

Desi Natalia Gultom1 and Yanuar Dwi Prastyo2

1
Student at English Department, Faculty of Teacher Training and Education,
Universitas Bandar Lampung
2
Lecturer at English Department, Faculty of Teacher Training and Education,
Universitas Bandar Lampung

Corresponding Email: desi.natalia.gultom@gmail.com

Abstract

Talking Stick Technique (TST) is one of Cooperative Learning Techniques besides Jigsaw,
Think Pair Share, Student Teams-Achievement Division, Teams-Games-Tournament, and
Learning Together (Vitalia, 2016). Talking stick technique is a technique in the teaching and
learning process in which teacher gives stick(s) to students and those who get the stick must
speak up to share their ideas or answer question from the teacher (Berlin, 2015). Some previous
studies have been conducted on the implementation of talking stick technique (Vitalia, 2016;
Sari, 2016; Mustmaidah, 2018; Hui-Chuan, 2006; Quiin, 2006; and Nichols, 2006). Those
studies have identified some problems faced by students in speaking English such as students’
shyness, lack of motivation, low self-confidence, and afraid of making mistakes. These studies
have also suggested that talking stick technique of cooperative learning is effective in helping
students to solve students’ problems in sepaking English by evaluating its effects on students’
speaking skill performance. However, a more comprehensive investigation on the
implementation of talking stict technique in senior high school students have not been
conducted yet as most research studies focused only on the effects of TST on students’ speaking
skill, but students’ perceptions on its implementation have not been explored. Therefore, the
present study aimed to investigate the effects of talking stick technique (TST) on students’
motivation and communicative competence, as well as to exploring the students’ perceptions
towards its implementation in the classroom. This study is a mixed-method study with one
group pretest – posttest experimental design. Thirty students at eleventh grade of SMA
Xaverius Bandar Lampung in the academic year 2019/2020 participate in the present study. As
this study tries to find out the effects of talking stick technique on students’ speaking motivation
and communicative competence as well as to explore their perceptions on its implementation,
the data are collected by using tests, questionnaire, and interview. The data gathered from tests
are analyzed by using t-test statistical analysis, while the data from questionnaire are analyzed
using descriptive statistic. Content analysis is also performed in analyzing the data from the
intervie. The results from the present study are expected to provide empirical evidences on the
effects of TST towards students’ motivation and communicative competence of SMA Xaverius
Bandar Lampung. The results will also provide explorations of students’ perceptions towards
the implementation of TST in the classroom.

Keywords: talking stick technique, cooperative learning, speaking motivation, communicative

competence, students’ perception.
 Investigating the Effects of Talking Stick Technique of Cooperative Learning on
Students’ Speaking Motivation and Communicative Competence at
SMA Xaverius Bandar Lampung.

A. Introduction
Talking Stick Technique (TST) is one of techniques of Cooperative Learning in addition to
other techniques of cooperative learning such as Jigsaw, Think-Pair-Share, Student Teams-
Achievement Devision, Teams-Games-Tournament, and Learning Together.

B. Cooperative Learning
Cooperative Learning (CL) is ...

C. Talking Stick Technique

D. Communicative Competence

E. Speaking Motivation

F. Perceptions

G. Research Methodology
1) Research Design
2) Population and Sample
3) Instrumentation
4) Data Collection
5) Data Analysis

H. Effects of TST on Students’ Speaking Motivation

I. Effects of TST on Students’ Communicative Competence

J. Students’ Perceptions on TST

K. Suggestions and Recommendations

References: