D. Technique of Analyzing Data
IV. Findings
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accordance by the sources of speaking anxiety and strategies for coping language anxiety for speaking skill.
4. The researcher interpreted the data and analyze the students’ quistionaire based on the factors of speaking anxiety and strategies for coping language anxiety for speaking skill.
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References
Ansari, M. S. (2015). Speaking anxiety in ESL/EFL classroom: A holistic approach and practical study. International Journal of Education Investigations, Vol.2, No.4: 38-46.
Brown, H. D. (2007). Principle of language learning and teaching. New York: Pearson Education, Inc.
Hinkel, E. (2005). Handbook of research in second language teaching and learning. London:
Lawrence Erlbaum Associates.
Kondo, L. (2004). Strategies for coping with language anxiety: The case of students of English in Japan. Journal of ELT, Vol.58, No.3: 258-265.
Mahmoodzadeh, M. (2012). Investigating foreign language speaking anxiety within the EFL learner's interlanguage system: the case of Iranian learners. Journal of Language Teaching and Research, Vol.3, No.3: 466-476.
Spencer, E. DuPont. (2003). The anxiety for kids: A guide for parents. Canada: John Wiley &
Sons, Inc.
Tseng, F. S. (2012). The factor cause language anxiety for ESL/EFL learners in learning speaking. Journal of WHAMPAO- An Interdisciplinary, Vol 63, pp. 75-90.
Turk, C. (2003). Effective speaking: Communicating in speech. Francis: Taylor and Francis Goup.
Ur, P. (2009). A course in language teaching. New York: Cambridge University Press.
272 THE EFFECT OF TALKING CHIPS TECHNIQUE ON STUDENTS’ SPEAKING
ABILITY IN DESCRIPTIVE TEXT
Nolifiarty Siregar
(English Department, Nommensen HKBP University, Indonesia) nolisiregar5@gmail.com
Abstract
This research examined the Effect of Talking Chips on students’ speaking ability in descriptive text which is focused in describing animals. This research design has done with quantitative research. The sample of this research was taken from two classes. The researcher found that the mean of post-test in experimental group is 72.59 and the mean of post-test in control group is 61.48 and the researcher also found that t-test is higher than t-table. It can be seen from df: 52 (27+27-2) with the table is 1.67 and the calculate value is 10.79. It means that t- test is higher than t-table (10.79 > 1.67). After analyzing the data, the researcher concluded that Talking Chips technique could develop the students’ speaking ability in descriptive text.
Key Words: Descriptive text, talking chips technique, speaking ability,.
I. Introduction
According to Brown (2000:5), language is a system of arbitrary conventionalized vocal, written, or gestural symbols that enable members of a given community to communicate intelligibly with one another. Language is a very important for human to communicate with others because all of people cannot stand itself without the people in their surroundings. By using language people can express ideas, experiences, thought, and so on to others.
People come from different countries using different languages because there are so many languages in this world such as; Indonesian, Mandarin, Batak, Javanese, Korean, Italian, English, etc. English is one of international language. In the world of globalization era, English has increasingly become the medium in every domain communication, both in local and global contexts. To make communication become better students need skills.
There are four major skills which have to be taught during English teaching and learning process, they are listening, speaking, reading, and writing. Although all four skills are equally important, the researcher mainly focuses on speaking skill because in our daily life we do speaking and to face the globalization era, students need communication competence with others in order to express their ideas and feeling. One of ways to communicate with others is through speaking.
According to Syafryadin (2013:33), most of Indonesian students could not speak English well due to several reasons. Those were lack of vocabularies, make grammatical mistakes, mispronounce words, stuck in speaking pausing, and shy to speak. Those kinds of condition also happened during the teaching practice (PPL) done by the researcher found out the students of SMPN 1 Tanah Jawa were still lack on speaking ability. When researcher asked them to act out a conversation in front of class, they were still shy and afraid to do what they were asked to do. Most of students said that they were afraid to mispronounce words and had low motivation on challenging themselves. They were also lack on vocabulary because students asked the teacher directly when they found the difficult word without they looked on
273 dictionary firstly. And the last, they got low score, their average score was 60 while their KKM for English subject is 68.
Teacher needs a technique to solve students’ problem in speaking during the lesson in order to keep them on track and maintain the students’ motivation. The researcher focuses on apply Talking Chips during the learning process. Talking chips is the one technique of cooperative learning method.
Talking Chips is a type of cooperative learning that was developed by Spencer Kagan in 1992 for the first time. Kagan and Kagan (2009) pointed out that Talking Chips technique could be applied to improve the students’ interest during the process of teaching and learning speaking.
Based on the explanation above, the researcher is interested to conduct a research with entitle ‘’The Effect of Talking Chips Technique on Students’ Speaking Ability in Descriptive Text.’’
II. Literature Review