| dc.description.abstract | The Ability to speak English fluently is a vital talent that may be applied to a variety of communication scenarios. However, speaking English is difficult as a practical talent, though, as the primary objective of speaking is to convey oral communication in a thorough manner.
The talking stick learning technique is one of the cooperative learning. Several studies shows the an effectiveness in implementing talking stick on speaking skills. This is why the researcher is interested in implementing talking stick technique in teaching speaking.
This research implemented using descriptive qualitative design to answer the research questions which conducted on 1 teacher and 5 students from 11th grade SMA 2 Bulu. The data for this research were collected with the use direct interview with Semi-structured interview guide as the instrument.
The data are analyzed using qualitative analysis that consists of data reduction, grouping, coding, and interpretation to get the data as a whole. The findings showed that using a talking stick in a speaking class helped students become less shy while speaking, more engaged in their participation, and more motivated to learn.
Additionally, using talking sticks gives kids additional chances to practice speaking and creates a less monotonous, collaborative, and competitive learning atmosphere. Implementing a talking stick can help kids become more fluent speakers while also enhancing their memory and reasoning skills, lowering their fear while speaking, and learning significantly outside of the classroom. The outcome also showed that the pupils' performance had improved, particularly in terms of active engagement.
Key Words: Teaching Technique, Talking Stick, Speaking | en_US |
