Implementation of the Talking Stick Method in the Writing Course: A Best Practice of LSLC

Abstract

The utilization of the instructional model rooted in the Talking Stick methodology serves to facilitate students' proclivity to express their viewpoints. The Talking Stick technique is notably well-suited for integration into the educational framework, particularly within contexts of writing-focused courses. This research primarily seeks to implement the Talking Stick approach into the curriculum of the fourth-semester "Writing" course within the program of Indonesian Language and Literature Education at the Faculty of Teacher Training and Education, Muhammadiyah University of Mataram.Employing a qualitative descriptive methodology, the study involves a participant cohort consisting of 25 students. The research unfolds across three distinct cycles, designated as Cycle I, Cycle II, and Cycle III. The observations yield the ensuing results: 1) Initial Familiarization Phase (165), 2) Planning Phase (200), 3) Implementation Phase (233), 4) Evaluation Phase (235). Advancing to Cycle II, the findings are as follows: 1) Initial Familiarization Phase (167), 2) Planning Phase (221), 3) Implementation Phase (320), 4) Evaluation Phase (269). Meanwhile, observations conducted during Cycle III demonstrate the subsequent data: 1) Initial Familiarization Phase (188), 2) Planning Phase (220), 3) Implementation Phase (314), 4) Evaluation Phase (267).These data notably underscore a discernible improvement in the quality of the learning experience, underscoring the instructors' preparedness to steer a deliberate and quantifiable instructional process that aligns with the specified learning objectives.