CHAPTER II REVIEW OF RELATED THEORIES
B. The Concept Of Talking Chips Strategy
Talking chips is cooperative strategy by Spencer Kagan. Talking chip can be used in all of term studies and course. Talking chips is a cooperative learning strategy that can be used effectively during group discussion. Each satudent is given on marker. When a student wishes to speak, he or she puts his or her marker in the centre of group’s circle . A student cannot speak again until everyone in the group has place his or her marker in the centre.
When each student has had the chance to speak, the markers are retrieved and everyone can speak again by repeating the process , This strategy ensures that everyone has an equal opportunity to speak .16
“Each person is given a number of markers. Each time a person wants to talk, a chip is placed in the center of the table. When an individual’s chips are all in the center of the table, she or he cannot talk again until everyone’s chips are all in the center. The chips are then retrieved and redistributed to begin again. This strategy ensures that everyone has an equal opportunity to speak.”17
Talking chips is one of the perfect strategies to make the students speak and make them confident in every they learn. Talking chips is the cooperative learning who can effective used in group discussion.
These chips include different strategies to use in conversation and could include; Express a doubt, Answer a question, Ask a question, Give an idea,
16 International Language, Ukrainian Language Art Guide To Implementation, (Canada:
Alberta Education, 2008),p. 76.
17 Heartland AEA., Strategies and Tool For Group Processing, (New York: Nova Science Publishers, 2006), p.19.
Ask for clarification/ clarify an idea, Respond to an idea, Summarize, Encourage participation , Say something positive about someone’s idea.
2. The Steps To Application Talking Chip Stategy In The Classroom a. Students sit in a team of four and each student is given a certain
number of chips
b. Any student with a chip may talk one at a time using complete sentences
c. Each student takes turns talking
d. Each time they finished talking they must place one chip in the center of the table
e. Once their chips are gone they may no longer talk for that round.
Students must use all their chips
f. When all chips are used, teammates each collect their chips and continue the discussion using their talking chips.”18
Depending upon the complexity of the activity. Each person is given a number of colored chips to facilitate reflection ,after five minutes there might be 7 red chips, 5 blue chips, 3 green chips, and no yellow chips .19 When a group member wants to speak, he or she places a chip in the centre of the table to indicate that he or she has something to say. Once a student has used up all of his or her chips, he or she cannot speak until the other members of the group have exhausted their chips. When all of the chips are in the centre, they are redistributed and the students start the process again.
“Modifications: Students may be given just one chip each, or two chips. Students with no chips left must wait until teammates have used all their chips before they all collect their chip(s) and continue the discussion. Setup: Teams have talking chips (maximum: two chips each). The teacher provides a discussion topic and provides think time. Any student begins the discussion, placing one of
18 StanleyC. Mantooth, Engagement Ring Effeftive Intructional Strategies 2010, p. 14.
19 Ibid.p.19
his/her chips in the center of the table. Any student with a chip continues discussing, using his/her chip.”20
3. Teaching Speaking Performance Using Talking Chips Strategy Speaking has several important role to teach. Those are:
a. Prompter : Students sometimes get lost, cant think of what to say next or in some other way lose the fluency we expect of them.
We can leave them to struggle out of such situations on their own, and indeed sometimes this may be the best option. However, we may be able to help them and the activity to progress by offering discrete suggestions. If this can be done supportively, without disrupting the discussion or forcing students out of role, it will stop the sense of frustration that some students feel when they come to a dead end of language or ideas.
b. Participant : Teachers should be good animators when asking students to produce languange Sometimes this can be achieved by setting up an activity clearly and with enthusiasm. At other times, however, teachers may want to participate in discussions or role-plays themselves. That way they can prompt covertly, introduce new information to help the activity along,ensure continuing student engagement and generally maintain a creative atmosphere. However, in such circumstances they have to be careful that they do not
20 Spencer Kagan, Kagan Cooperative Learning,Kagan Publishing, (University of Virginia: Kagan Coomperative Learning. 2010), P.158.
participate too much, thus dominating the speaking and drawing all the attention to themselves.
c. Feedback Provider : The veked question of when and how to give feedback in speaking activities in answered by considering carefully the effect possible different approaches . When students are in the middle of a speaking task, over-correction may inhibit them and take the communicativeness out of the activity. On the other hand, helpful and gentle correction may get students out of difficult misunderstandings and hesitations. Everything depends upon our tact and the appropriacy of the feedback we give in particular situations.21 Three stages in teaching speaking namely introduction new language, practice, and communicative activity.
Talking chips support democratic and accountable participation in small group interaction. Each student is given a certain number of chips.
Each time they talk, they must submit a chip, but once their chips are gone they may no longer talk. Students must use all their chips. This helps the teacher to monitor the students’ interaction and ensure all groups’
members have equal opportunity to share their thinking while enhancing communication skill. It is mean that talking chips can be used effectively to teach speaking, because the students can be enhancing how to communication with talking chips tehnique.
21 Jeremy Harmer, The Practice Of English Languange Teaching, (Harlaw: Longman, 1991), p. 275-276.
Then, in holding Talking Chips strategy students will be given chips and the chips are used for every time they speak, they must put the chips in the center of table. It is done until the chips are over. If the chips are over, the students may not speak until chips of all members of group are over too. If all chips have been used, while the task has not been finished. The students can be given the chips again.
From the definition above talking chip is the cooperative learning strategy that can help the teacher must form effective groups, assign appropriate tasks, be keenly observant during group activities, diagnose problems quickly, and supply information or direction necessary to keep all groups moving forward.
4. Advantages and Disadvantages of Using Talking Chips Strategy Advantages from applying Talking Chips strategy during the learning process. Talking Chips strategy allows every student is held accountable for participanting, develops speaking and listening skills.
Disavantages Talking Chips Strategy is strategy can inhibit the natural flow of conversation since the procedure of this technique controls participations. But, this condition would make a chance for all the students to speak in the classroom and This situation makes discussion feel stilted and artificial. But, in this case feel stilted and artificial would not disturb students learning process since the discussion is going well. 22
22Dr.Spencer Kagan, Kagan Structure : A Miracle Of Active Engagement, www.kaganonline.com, it was retrieved on May 07 2017 at 13:30 PM .
Although this strategy has some disadvantages, the researcher believes that this technique has more advantages that can improve students’ speaking ability.