The Implementation of the Talking Stick Media in English Language Instruction to Support Students’ Speaking Skills

Najin Fadila Foresta, Surayanah Surayanah, Muchammad Survy Nur Huda, Muhammad Hafidz Abdillah

Abstract


Speaking skills are one of the key competencies in English language learning that need to be developed starting in elementary school. However, some students still struggle to express their answers, opinions, and ideas orally, making it necessary to use teaching materials that can encourage student engagement and build their confidence in speaking. This study aims to describe the implementation of the “talking stick” method in English language instruction to support the speaking skills of elementary school students. The study employed a qualitative approach using a case study design conducted at SDN 1 Pakisrejo. Data were collected through observation, interviews, and documentation, involving teachers and students as sources of information. Data validity was verified through triangulation of sources and techniques, while data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the talking stick was implemented through game-based activities by passing the stick from one student to another in turn. The student holding the stick when the activity paused was given the opportunity to answer questions or present material that had been studied. The implementation of this method provided students with opportunities to practice speaking, give answers, and actively participate in learning. Students also showed positive and enthusiastic responses because the learning activities were considered more engaging and varied. Thus, the “talking stick” method can serve as a practical, interactive, and cost-effective alternative learning tool to support speaking skills and student engagement in English language learning in elementary school.

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References


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