Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
APPROVAL SHEET
This thesis is entitled
THE USE OF TALKING CHIPS TECHNIQUE IN TEACHING SPEAKING
( Quasi Experimental Design at Tenth Grade in One of the Senior High Schools in Bandung)
Approved by
First Supervisor
Prof. Dr. Hj. Nenden Sri Lengkanawati, M.Pd
Second Supervisor
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu DECLARATION
I hereby certify that this thesis which entitled The Use of Talking Chips Technique
in Teaching Speaking (Quasi Experimental Design at Tenth Grade in One of the
Senior High Schools in Bandung) is completely my own work. I am fully aware
that I have quoted some statements and ideas from various sources. All of the
quotations are already acknowledged.
Bandung, 2013
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
THE USE OF TALKING CHIPS TECHNIQUE IN TEACHING SPEAKING
(Quasi Experimental Design at Tenth Grade in One of the Senior High Schools in Bandung)
A THESIS
Submitted to English Education Program at the School of
Post Graduate Studies of UPI in Partial Fulfillment of the Requirements for Master’s Degree in English Education
By
SYAFRYADIN 1101138
ENGLISH EDUCATION PROGRAM SCHOOL OF POSTGRADUATE STUDIES INDONESIA UNIVERSITY OF EDUCATION
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 2013
The Use of Talking Chips Technique
in Teaching Speaking
Oleh Syafryadin
S.Pd Universitas Haluoleo, 2011
Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Fakultas Pendidikan Bahasa dan Seni
© Syafryadin 2013
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
THE USE OF TALKING CHIPS TECHNIQUE IN TEACHING SPEAKING
(Quasi Experimental Design at Tenth Grade in One of the Senior High Schools in Bandung)
ABSTRACT
This study investigated how the Talking Chips Technique can help students to improve their speaking. The sample of this study was only one class and total number of students was 36 students. This study used a quasi experimental design and three data collection, i.e. note taking, participant observation, and speaking test. The data from observation were analyzed by using thematic analysis and band score of speaking. This study was conducted by using multiple pre-test and post-pre-test. Therefore, the findings of this study were based on pre- pre-test, treatments and post- test. During the treatments, there were problems related to classroom management (noisy, low participation, laughing), fluency (pause, flow and speed) and accuracy (pronunciation, grammar and vocabulary). Those problems could be minimized. After post test, there were still problems, but the problems were fewer than previous ones like only fluency and accuracy because students had showed the awareness and enthusiastic in speaking English. This study
showed the improvement of students’ speaking achievement from treatment until post test. It was
proved by the mean score pre test and post test. In pre-test, the mean score of fluency was 61.1 and 62.81 for accuracy. In post-test, the mean score of fluency was 71.451 and accuracy was 74.69. Then, t- test for fluency was 7.05 and t-test for accuracy was 8.31 with t critical or table was 2.031. It meant that H1 was accepted. It indicated that there was significance improvement
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Table of Contents
2.3 Factors that Affect in Teaching and Learning Speaking ... 10
2.3.1 Lack of knowledge skill ... 10
2.3.2 Personal factors ... 12
2.4 Principle of learning and teaching speaking ... 13
2.5 Fluency and accuracy in speaking ... 15
2.5.1 Fluency in speaking ... 15
2.5.2 Accuracy in speaking ... 15
2.6 Characteristics of speaking activities ... 17
2.7 Problem in speaking activities ... 18
2.8 Cooperative learning in speaking ... 20
2.9 Teaching speaking through Talking Chips Technique ... 22
2.10 Criteria selecting for topic ... 24
2.11 Review of previous study through Talking Chips Technique ... 25
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
3.4 Instrument of the Study ... 30
3.5 Technique of Data Collection ... 31
3.6 Evaluation of two raters ... 32
3.7 Marking Scheme ... 33
3.8 Technique of data analysis ... 36
3.9 Procedure of teaching Talking Chips Technique ... 38
CHAPTER IV DATA ANALYSIS AND DISCUSSION 4.1 Data Analysis ... 39
4.1.1 Pre-test ... 39
4.1.2 Treatment 1-3 ... 49
4.1.3 Treatment 4-5 ... 53
4.1.3 Pos-test ... 57
4.2 Result ... 59
4.3 Hypothesis testing ... 83
4.3 Discussion ... 85
CHAPTER V CONCLUSION AND RECOMMENDATION 5.1 Conclusion ... 90
5.2 Recommendation ... 91
1
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I
INTRODUCTION
1.1 Background
Speaking English is still a difficult skill for senior high school students. It was based on
an observation and interview with the teacher and the students in the tenth grade in one of the
senior high schools in Bandung on 9th of October 2012. . It was found that most of the students
had low ability in speaking English. Furthermore, most of the students got stuck because they
did not know what they wanted to say. They made many mistakes in speaking English like
grammatical mistakes and poor vocabularies. Next, they used Indonesian language for several
words. They also pronounced words incorrectly and so many pause when they were speaking
English. In addition, they were lack of motivation in speaking because the teacher just taught
them by using asking and answering questions. Therefore, the students were not enthusiastic in
speaking English.
In line with the facts mentioned above, Ur (1996), students have problems in speaking
activities, such as inhibition, low motivation, mother tongue use, and nothing to say. Those
problems were often occurred when students spoke English. Harmer (2007) also says that there
are two elements of speaking which become problems for students. Those elements are accuracy
and fluency. Those elements are very important for students in speaking English. They have to
consider about those elements when they are speaking English. It is because without considering
2
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
cause misunderstanding between speaker and listener, if the speaker cannot speak fluently and
accurately. In brief, students should pay attention to elements of speaking. Harmer (2007) says
that if students want to speak English fluently and accurately, they need to be able to pronounce
the words correctly and speak without mistakes in grammar.
Teaching speaking needs innovation to improve students’ speaking fluency and accuracy.
Thus, this research attempts to apply Talking Chips technique in teaching speaking in to see
whether this technique could help students to speak fluently and accurately. According to Kagan
(1992), Talking Chips Technique is a technique of teaching speaking which make the students
interested and help students to speak. It is because this technique can make students: (1) active
in the classroom, (2) learn how to cooperate in a group and (3) have a chance to speak English
because in Talking Chip, students are divided into several groups and each member of the group
will have a turn to speak English. Related to Talking Chips Technique, Furyanto (2011) had
conducted this technique in teaching speaking using action research. This study is going to
investigate know whether Discussion Using The Talking Chips Technique can improve the
speaking skill of the XI IPA 1 students of SMA Negeri 1 Bantarujeg or not, and to know the
strength and the weaknesses of the implementation of Discussion using the Talking Chips
Technique when it is used to teach speaking. The finding of the study shows that the Talking
Chips Technique could improve the students’ speaking skill.
The Talking Chips technique also applies three functions of speaking which are stated by
3
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
others in order to be more interactive or try to interact for other people. The Second function is
that speaking can be used for transaction purposes because in speaking, a human can deliver his
or her meaning and making other people understand clearly about the transaction. The Third
function is that speaking can be seen as the consideration in our performance. It means that if
someone speaks well in front of many people, someone will have good performance in speaking.
Based on those functions, speaking is very important for students as Bailey and Savage (1994)
point out that speaking is an activity which involve other language skills
However, studies on teaching speaking by using Talking Chips technique are rarely
conducted in Indonesia because it is not known well by most of the teachers. Thus, this research
is expected to reveal some advantages of the use of the technique, so that it will help teachers in
teaching speaking.
1.2 Research Question
The research questions of this study are as follows.
1. How is Talking Chips technique applied in teaching speaking?
2. Can Talking Chips technique improve students’ speaking skill?
4
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
The objective of this study is to find out how to teach speaking by using Talking Chips
Technique and whether Talking Chips Technique can improve students’ speaking achievement
1.4 Significance of the Study
The significance of this study will be explained as follows.
1. This study is expected to improve teachers’ knowledge about various techniques in teaching
speaking especially Talking Chips Technique.
2. This study could improve students’ interest in learning speaking by using Talking Chips
Technique.
3. This study would be useful for the school because this technique contributes to fulfill the
school’s target in improving students’ speaking achievement
4. This study would be useful for other researchers as their reference in conducting their
research.
1.5 The Coverage of the Study
The coverage of this study is implementing of Talking Chips technique and describing
pictures in teaching speaking which focus on two elements of speaking namely fluency and
accuracy. Fluency is related to the flow, speed, and pause, while the accuracy is related to the
pronunciation, grammar (simple present tense), and vocabulary.
5
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
The hypothesis of this study is “Talking Chips Technique can improve significantly
students’ speaking skill”
1.7 Definition of Terms
To avoid misunderstanding related to the title of this study, so, there are some definitions
of terms that will be explained below.
1. Accuracy in this study refers to the use of correct utterances do not contain errors relating to
the phonological, syntactic, and semantic or discourse features of a language (Bryne, 1988).
In the other words, accuracy refers to grammar, pronunciation, and vocabulary. Accuracy is
one of elements in speaking which will be observed during Talking Chips technique is
applied in the classroom. In evaluation test, accuracy will be assessed well to students.
2. Fluency is the ability to produce written or spoken language easily and ability to speak well
(Richards, 1992). Fluency is one of the elements in speaking which will be observed during
Talking Chips technique is applied in the classroom. Then, in evaluation test, fluency will be
assessed.
3. Speaking achievement is related to the expected targets which used to measure the students’
speaking achievement.. In this case, the fluency and accuracy can be measured by using a
band score of speaking from Cauldwell (2005) and Hughes (2003).
4. The Talking Chips Technique is one of the techniques in cooperative learning which used in
6
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
which used when they are speaking. And also, each member is given a chance to speak
29
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III
METHODOLOGY OF THE STUDY
This chapter is going to elaborate several items which related to the method of
the study. Those items are, the research design, population and sample of the
research, instrument of the research, procedure data collection, data analysis,
procedures teaching speaking by using Talking Chips Technique in experimental
class and procedures teaching speaking by using Picture Describing technique in
control group.
3.1 Design of the Study
The design of this research was the quasi experimental study (time series design).
Quasi-experimental design which consisted only experimental class without control
class. Ary, et al (1979) defines quasi-experimental design as the design that would
have two choices either uses control group or not. Sugiyono (2006) states that the
times series design is one of the quasi experimental designs which only used
experimental class without a control group. Creswell (2012) states that time series
design is a design which only uses one group with multiple pre test and post test. The
design of this study can be seen in the following schema:
Time Series Design
30
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu participants
3.2 Population and Sample
3.2.1 Population
Ary, et al defined population as all members of any well defined class of people,
events or objects. The population of this research was all of the first year students in
one of the senior high schools in Bandung who were registered in academic year
2012/2013. It was considered homogeneous because all the populations were not
based on ranking. Based on the data gathered, the first grade students in one of the
senior high schools in Bandung.
31
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
The sampling technique of this research was the purposive sampling. It means
that in determining the sample class was based on the purpose of the study. In this
study, the researcher used class X1 as the experimental study because all the classes
have the same level in terms of ability. There was not favorite class.
3.3 Factors that were observed
There were several factors that were observed when the research was
conducted. In this case, the teacher (observer) observed the researcher (teacher) and
students. Related to this, factors that were observed as follows:
1. Students : The researcher tried to look into the speaking accuracy and
fluency of students in speaking activities.
2. Teacher : Observer (English teacher) investigated the teacher
(researcher) in applying in implementing or applying
Talking Chips Technique in teaching speaking.
3.4 Instruments of the Research
The instruments for conducting the research were observation sheet, note
32
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
a. Observation Sheet
Observation sheet was the instrument which used to know and observe
what the teacher and students were doing in the classroom.
b. Note Taking
Note taking was an instrument which used to take notes about what is
going on in the classroom from the beginning of the lesson until the end of the
lesson. In this case, it has included note the application of Talking Chips
Technique in speaking activities.
c. Handy Camera
Handy camera was an instrument which used to record what was
happening in the classroom. It could be as a proof that the research was
conducted in the classroom. Besides, it was also used to know how the
implementation of Talking Chips Technique in speaking English.
d. Speaking test
Speaking test was an instrument which used to measure the speaking of
students. Then, it was conducted at pre test and post test. It was used to know
how far the ability of students in speaking English. This speaking test covered
33
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.5 Data and Technique of Data Collection
3.5.1 Data Collection
Data collection of this research comprised qualitative data and quantitative
data. Qualitative data could be seen from the result of observation sheet and note
taking. It was because those instruments were used to collect more information about
the implementation of Talking Chips Technique in speaking English. Then, it could
be seen from teaching and learning process and how the problems that faced by
students could be overcome. While, quantitative data were seen from speaking test.
In this case, the result of evaluation test was as the consideration in cultivating the
quantitative data. The quantitative data elaborated about the result of accuracy and
fluency in speaking.
3.5.2 Technique of Data Collection
Technique of data collection of this research can be described as follows:
1. Observation
Observation sheet was made as a guideline in observing the students and
the teacher. After the observation sheet was ready, the observation started. The
teacher and an observer knew activities during the implementation of the
34
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
technique which was observed, but also the speaking accuracy and fluency of
students in speaking English.
2. Giving a test
There were two kinds of test that will be given to students. Those were
pre test and evaluation test. Pre-test was given in the beginning before
conducting the research. It was used to know the background knowledge of
students. Next, evaluation test or post test was a test which given at the end of
each cycle. It was used to know the progress of students in speaking English
and whether the students improved their speaking achievement or not after
Talking Chips Technique applied.
3.6 Evaluation of two Raters
This research used two independent raters to make the evaluation more valid.
In this case, the researcher and the English teacher in the tenth grade in one of the
senior high schools in Bandung had a role as independent raters. These independent
raters tried to evaluate the students’ speaking fluency and accuracy.
To measure two raters, the students’ score of each rater was correlated by
using product moment formula as follows:
35
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Where :
Rxy = The coefficient correlation of inter-rater agreement
X = The student’s score from the first rater
Y = The student’s score from the second rater
N = Number of respondents (36 students)
The criteria of coefficient correlation are as follows:
1. If rxy > rtable means that there is any significant correlation of inter- rater
agreement or it is accepted.
2. If rxy < rtable means that there is not significant correlation of inter-rater
agreement or it is rejected. ( Arikunto, 1992 : 71 )
3.7 Marking Schema
The marking schema for accuracy and fluency could be mentioned below:
Table 3.2 Band score of oral testing criteria for accuracy
Proficiency Description Score
Accent
Pronunciation frequently unintelligible 1
Frequent gross errors and a very heavy accent make understanding difficult, require frequent repetition
2
“Foreign accent” requires concentrated listening, and mispronunciations
lead to occasional misunderstanding and apparent errors in grammar or vocabulary.
3
Marked “foreign accent” and occasional mispronunciations which do
not interfere with understanding.
4
36
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
speaker.
Native pronunciation, with no trace of “foreign accent” 6
Grammar
Grammar also entirely inaccurate phrases. 1
Constant errors showing control of very few major patterns and frequently preventing communication.
2
Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding.
3
Occasional errors showing imperfect control of some patterns but no weakness that causes misunderstanding.
4
Few errors, with no patterns of failure. 5
No more than two errors during the interview. 6
Vocabulary
Vocabulary inadequate for even the simplest conversation. 1 Vocabulary limited to basic personal and survival areas (time, food,
transportation, family, etc.)
2
Choice of words sometimes inaccurate, limitations of vocabulary prevent discussion of some common professional and social topics.
3
Professional vocabulary adequate to discuss special interests; general vocabulary permits discussion of any non-technical subject with some circumlocutions.
4
Professional vocabulary broad and precise; general vocabulary adequate to cope with complex practical problems and varied social situations.
5
Vocabulary apparently as accurate and extensive as that of an educated native speaker.
6
(Hughes, 2003: 111)
Table 3.3 Band Score of oral testing criteria for fluency
Proficiency Description Score
Speech Flow
hesitations, slowness, or even silences in language processing may prevent communication
1
speech is very slow and exceeding halting, strained, and stumbling except for short or memorized expressions
2
speech is slow and often hesitant and jerky. Sentences may be left uncompleted, but speaker is able to continue
3
37
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
this does not prevent effective communication
speech is fast but with some hesitation and unevenness caused primarily by rephrasing and grouping for words
5
speech is effortless and smooth with speed that approaches that of a native speaker
6
Average Speed
No word along conversation 1
Utterances are produced in few words, even in a short and single word
2
Average speed indicates up to 50 words per minute 3
Average speed indicates between 50 and 100 words per minute 4 Average speed indicates ability to speak at length with relative ease
on familiar topics, between 100 and 200 words per minute
5
Average indicates ability to speak at natural length, more than 200 words per minute
6
Pausing
Producing any pauses, whether silent pause, fillers uh/um only, or fillers uh/um plus continuously and distractingly
1
Producing stretches of language with long pauses to get understand with interlocutors, pauses are distracting
2
Producing sentences with pauses that are sometimes distracting. Pauses occur when looking for lexical choices
3
Producing sentences with pauses that are sometimes not distracting 4 Producing sentences with pauses that are not distracting 5 Producing pauses that are supported by good arrangement, it
approaches native speaker expression
6
(Cauldwell, 2005: 9)
The way of calculating final fluency and accuracy:
Fluency : total score of fluency (flow, speed, pause) x 100%
total maximum score (18)
Accuracy : total score of accuracy (accent, grammar, vocabulary) x 100%
38
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Table 3.4 Students’ Classification in Speaking Achievement
Classification Value Speaking Achievement (%)
Very High 8-10 80-100
High 7-7.9 70-79
Enough 6-6.9 60-69
Low 0-5.9 0-59
(Sayekti, 1983: 75)
3.8 Technique of Data Analysis
The data in this research were analyzed by using descriptive and inferential statistic.
Descriptive statistic analysis was used to describe the maximum and minimum
scores, mean, and deviation standard. While the inferential statistic analysis was used
to test the hypothesis. Before the hypothesis test was done, it was conducted
normality test of the data as the condition for testing the hypothesis.
1. Normality test was used for knowing the normality of data distribution in both of
the classes.
The formula that can be used is Chi-square test with the formula:
∑ [( ) ]
(Riduwan, 2004: 179)
39
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
fo = the observed frequency in each cell
fe = the expected frequency in each cell
With the criteria: If χ2
count χ 2table, it means that the data is not distributed
normally and If χ 2
count χ 2table, it means that the data is distributed normally.
To know whether there was a significant difference or not, then the post-test
score in students’ writing are analyzed by the dependent t-test. Two scores from pre
and post-test collected, and the two groups the scores from not independent are
paired. The important thing in dependent of t-test was to find the difference between
pre test score and post test score.
Here are the steps to compute dependent t-test:
1. State the hypothesis, the null hypothesis is no difference between students
speaking with Talking Chips Technique and without Talking Chips
Technique, that is
H0: µ1 = µ2
The alternative hypothesis is that there is different between students writing
with comic strips and without comic strips:
H1: µ1≠ µ2
2. Select level of significance. The 0.05 is the level of significance as α = 0.05
40
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
t = X D X D= Mean of the difference score
SD / N SD= standard Deviation
X = Score of difference score
XD = ΣD ΣD = Sum of difference scores
N N = Number of sample
State the results (t), if it is less than value of the level significance (accept H0
or null hypothesis) or greater than value of the level significance (reject H0 or null
hypothesis)
3.9 Procedures in teaching speaking through Talking Chips Technique in
experimental class
The procedures of teaching speaking through Talking Chips Technique were
combination from Kagan (1992) and Huda (2011). Then, it is modified as follows.
1. The teacher gave the topic for discussion and prepares the box which contains
chips
2. The teacher divided students into several groups based on the total number of
students in the classroom. Due to total number of students are 36, so there are
41
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
3. Every member in the group was given the head number A, B, C, D, E, and F
4. The teacher gave every group a piece of paper.
5. The teacher gave each member 2 or 3 chips.
6. The discussion was begun and when every member of the group talked about
something, he or she must put the chip in the middle of the table. Then, it was
continuous until the chips had been used by the students
7. The chips were filled with the things that students want to speak.
8. If the member had used all chips, he or she might not speak until his or her
friends in groups did not have chips too.
9. If the chips had been used by all students and discussion has not been finished,
they had to make an agreement to divide the chips again and continue
42
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
94
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V
CONCLUSION AND RECOMMENDATION
This chapter is going to elaborate the conclusion about the implementation
Talking Chips Technique at grade x in one of the senior high schools and
recommendation for further researcher.
5.1 Conclusion
There are two things that can be concluded in this research. Those things
are how Talking Chips Technique applied in teaching speaking and how Talking
Chips Technique can improve the students’ speaking at grade X in one of the
senior high schools in Bandung. Firstly, Talking Chips Technique had been
implemented well in teaching speaking based on the procedures. During the
teacher conducted Talking Chips Technique, students still got problems related to
the classroom management, procedures of Talking Chips Technique, fluency and
accuracy. During several meetings of treatments, several problems could be
solved, but the problems about fluency and accuracy still occurred. However,
those problems were still less than previously. It was the same as after post test,
students still made mistakes in terms of fluency and accuracy. However, the
mistakes were fewer than before.
Secondly, the improvement of students’ speaking achievement could be seen
95
Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
of fluency was 61.1 and 62.81 for accuracy. In post test, generally, the mean score
of fluency was 71.451 and accuracy was 74.69. Those mean scores got
improvement from pre test to post test. Besides, the score of ttest for fluency and
accuracy were 7.05 and 8.31 and tobserved was higher that tcritical. It indicated that
there was significant improvement of Talking Chips technique to students’
speaking skill. Next, it was caused also by the progress of the students. For
example, they were active in speaking, high motivation, responsible for their task
and so on. Besides, the cooperative learning elements which had been
implemented well during the Talking Chips Technique was implemented in
teaching speaking like face to face interaction, individual accountability,
simultaneous interaction, and equal participation.
5.1 Recommendation
There are three recommendations about this research. The first, English
teachers in that school or other schools could use Talking Chips Technique as the
alternative way to teach speaking. The second, for the future researchers, Talking
Chips Technique could be investigated again by using another design of the
research and another scope or other skills in English. The third, the teacher must
prepare well about the chips and everything before implementing Talking Chips
96 Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu REFERENCES
Arikunto, S. (1992). Dasar-dasar evaluasi pendidikan. Jakarta : Bumi Aksara
Arikunto, S,. (2003). Procedure Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.
Arnold, E. (1983). Starting to teach study skill. London: Edward Arnold Ltd.
Ary, Donald, Lucy Cheser Jacobs and Ashgar Razavich. (1979). Introduction to
Research in Education. USA: Holt, Rinehart and Winston
Bailey, K.M., and L. Savage., eds. (1994). New ways in teaching speaking. Alexandria, VA: TESOL.
Barkley, Elizabeth E. and Cross, Patricia K. (2005). Collaborative learning
techniques. Bandung: Nusa Media.
Brown, H.D. (2000) Principle of Language Learning and Teaching 4th end Person Education Ltd.
Byrne, D. (1986). Teaching Oral English. Cambridge: Cambridge University Press.
Burns, Anne and Joyce, Helen. (1997). Focus on speaking. Sydney: National Centre for English Language Teaching and Research.
Cameron, Lyne. (2001). Teaching language to young learners. Cambridge: Cambridge University Press.
Cauldwell, R. (2005). Resource paket – Assessment of speech: Fluency. ED –4076 Rev. 07.09. Department of Education. Retrieved April 25th, 2010, from http://www- docstoc.com/docs/67625460/speakingfluency.doc.
Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in Grades
K-8. Boston: Allyn&Bacon.
Creswell, John W. (2012). Educational Research. Boston: Pearson.
97 Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Harmer, Jeremy. (2007). The practice of English language teaching (Longman
Handbooks for Language Teacher). New York: Longman Inc.
Harme, Jeremy. (1993). The practice of English language teaching. London: Longman.
Harmer, Jeremy. (2007). The practice of English language teaching (Longman
Handbooks for Language Teacher). New York: Longman Inc.
Hendrikus, Wuwur. (1991). Retorika. Yogyakarta: Kanisius.
Hopkinds, D. (1985). A teacher guide classroom research. Open University Pres: Philedelphia.
Huda, Miftahul. (2011). Cooperative learning : Metode, tehnik, struktur, dan
model penerapan. Yogyakarta: Pustaka Belajar.
Huddleston, Rodney and Pullum, K. Geoffrey. (2005). A student’s introduction to
English grammar. New York: Cambridge University Press.
Hughes, A. (2003). Testing for language teachers: Second edition. Cambridge: Cambridge University Press.
Isjoni. 2011. Cooperative Learning : Efektivitas pembelajaran kelompok. Bandung: Alfabeta.
Jhonson, jhonson & Smith. (1991). Active Learning: Cooperative in the College
Classroom.
Kagan, S. (1992). Cooperative learning. San Clemente, CA: Kagan Publishing. Retri- eved April 12nd, 2010, from http://www.gdrc.org/kmgmt/c- learn/methods.html.
Krashen. (1989). English fluency for speaking. New York.
Linse, Caroline .T. (2005). Practical English language teaching young learners. New York: McGraw-Hill ESL/ELT.
Lado, R. (1961). Language testing: The construction and use of foreign language
tests. London: Longman Group Ltd.
98 Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Nunan, D. (1995). Focus on the learner: Learning styles and strategies in
language teaching methodologies - A textbook for teachers, Chapter 9, pp.
165-188.
Richards, J. C. (1992). Conversationally speaking: Approaching to the teaching
conversation. The language teaching matrix. New York: Cambridge
University Press.
Richards, J.C and Platt, H & Platt J. 1992. Dictionary of language teaching &
applied linguistic. New Edition. Great Britain: Longman Sadiman.
Richard, Jack C and Rogers, Theodore s. (1996). Approaches and method in
language teaching. Cambridge University, press.
Riduwan. (2004). Metode dan Teknik Menyusun Tesis. Bandung: Alfabeta.
Sayekti, Ratna. (1983). Modul Struktur. Jakarta
Shumin, Kang. (1997). Factor To Consider Developing Of Speaking English
Journal Vol 35 No.3 Juli-September Page 8. Forum
Sugiyono. (2006). Metode penelitian kuantitatif, kualitatif dan R&D. Bandung:Alfabeta.
Tecniques. New York: Cambridge University Press.
99 Syafryadin, 2013
The Use Of Talking Chips Technique In Teaching Speaking
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
