The results of the research show that students' speaking performance improves with the use of the Talking Chips technique. Students' average scores showed improvements in all aspects of speaking performance after performing the actions.
DEDICATION
INTRODUCTION
- Background of the Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objectives and Benefit of Study 1. Objectives of the study
- Benefits of Study 1) For the teacher
Source: Students' speaking performance test result conducted during a pre-survey on April 10, 2017. Based on the background of the research and the problem identification above, the researcher formulates that the problem is: "can the technique of the speaking chip improve the speaking skills of the students?" performance?".
THEORITICAL REVIEW
Definition of Performance
Then performance is useful mainly because it allows those who study a language to distinguish between a speech error and something that does not know about the language. It can be concluded that achievement is a goal that has standards and requirements that must be done by the learners.
The Function of Speaking
Talking as transaction refers to situations where the focus is on what is being said or done. The third kind of talk that can be usefully distinguished is called talk as performance.
Kinds of Speaking Performance
A good deal of student talk in the classroom is responsive: short responses to the teacher or student-initiated form of responsive language. Transactional dialogue, conducted for the purpose of conveying or exchanging specific information, is an extended form of responsive language.
The Difficulties in Speaking
Based on the above explanation, the researcher concludes that the types of speaking performance include imitative, intensive, responsive, transactional, interpersonal, and extensive, and development from all types of speaking performance will increase the student's speaking skill. teaching pronunciation). Students who do not learn conversational contractions can sometimes develop a stilted, bookish quality to their speech, which in turn stigmatizes them.
Aspects of Speaking Performance
Pronunciation refers to the student's ability to produce comprehensible utterances to meet the task requirements. Vocabulary development refers to the knowledge of stored information about the meanings and pronunciation of words necessary for communication. 14. A speech usually also uses deictic language, i.e. words and expressions that refer to the place, time and participants in the intermediate or a more distant context.
Interactive communication refers to the ability of a candidate to communicate with the interlocutor and the other candidates by initiating and responding appropriately and at the required speed and rhythm to meet the task requirements. 15. It is wrong that written language is highly organized, structured and complex, while spoken language is organized, fragmentary and simple.18 What made speaking difficult was related to the type of information that had to be conveyed and related to the extent of the task and interrelationships between the different elements involved.19.
Elements of Speaking Performance
Effective speaking benefits from the negotiating language we use to seek clarification and show the structure of what we say. Effective speakers must be able to process language in their own heads and put it into a coherent sequence so that it comes out in forms that are not only understandable but also convey the intended meanings. Aside from our reaction to other people's feelings, we also need to be able to process the information they tell us the moment we get it.
From the above explanation, it can be concluded that the teacher can use the above point to increase the element for speech production. So the researcher assumes that the above point can help the teacher to interact well with the students.
Assessing Speaking Performance
3 (good) Rhythm, intonation and pronunciation require more careful listening; some pronunciation mistakes that can sometimes lead to misunderstanding. 3 (good) For the most part, effective use of vocabulary for the task with some examples of in appropriateness. 3 (good) Some errors in the use of sentence structures and grammatical forms, but they do not hinder understanding.
3 (good) Use of interactive strategies is generally adequate, but sometimes experiences some difficulty in maintaining interaction consistently. Based on the explanation above, the researcher wants to adapt Weir's analytical rubric to measure the student's speaking skills.
Concept of Talking Chip Technique 1. Definition of Talking Chip Technique
- The Procedure of Talking Chip Technique
It can be concluded that Talking chip technique is one of cooperative learning techniques which has the main purpose of making students work in group. However, cooperative learning is more than just putting students in groups and giving them something to do. 26 Van Dat Tran, The Effects of Cooperative Learning on the Academic Achievement and Knowledge Retention, International Journal of Higher Education Vol.
Thus, although it has character works in groups, the evaluation in cooperative learning is assigned individually. Then, as a teaching method that applies work in groups, cooperative learning can also be a solution to develop students' motivation in the learning process.
Teaching Speaking Throught Talking Chip Technique
Action Hypothesis
The Operational Definition of Variables
The indicator of talking slide technique is that the students are able to discuss in group and speak in front of the class.
Research Setting
Subject of the Study
The researcher chooses this class because of several reasons and one of them is that this class has the lowest score in English subject among the other class, especially in speaking.
Research Procedure
- Classroom Action Reseach
- Action Plan
Furthermore, the researcher also collects the data from the post-test and the result of student's activity. In the fourth phase, the researcher and the collaborator discussed the data collected from all the activities from the scene phase to the observation phase. In this phase, the researcher and the collaborator also analyzed the teacher's performance during teaching and learning process and students' speaking performance to find out whether the implementation of Talking Chip Technique was successful or unsuccessful by identifying strength and weakness.
In addition, the researcher also collected data from the experiment and the results of the student's activity. In the fourth phase, the researcher and the colleague discussed the data that was collected in all activities from the action phase to the observation phase.
Data Collection Technique
The test consists of two types of tests, i.e. pre-test and post-test. After observing the subject's activities, the writer conducted a pre-test to determine the students' level of speaking performance before giving the treatment. A pre-test is given to find out how well students can speak in class.
Second, the post-test is administered to the students after they have been taught to speak by Talking Chip Technique as the treatment. To determine the improvement before and after treatment, it can be seen by comparing the result between pre-test and post-test.
Research Instrument
The researcher used documentation to obtain the data about the school profile such as history of the school, the number of teachers and staff officers and students at SMP N 8 Metro. The last, the indicator of Students' speaking performance, is that students can be spoken well in development, pronunciation, fluency, grammar, vocabulary, interaction. Content validity refers to the content of the manifest variable is right to measure the talent concept that the author is trying to measure.42.
The researcher used content validity so that the instrument has a good quality and the instrument is suitable for the focus of the research. The data analysis was obtained from the average score of the pre-test and the post-test in cycle 1 and cycle 2.
Indicator of Success
In addition, to know the result, the writer had to compare the mean score between pre-test and post-test for each cycle. There are higher average scores in each cycle; percentage of students' activity increased in each cycle reaching a high predicate ≥ 80% of Minimum Mastery Criteria (KKM) 74.
Result of the Research
- Description of the Research Location a. The History of SMPN 8 Metro
- Description of the Research Data
- Acting
- Observing
- Reflecting
The researcher prepared the observation format and also the evaluation format to evaluate the student's activity after the teaching and learning process. j) The applicant and collaborator defined the success criteria. The teacher explains the procedures of the talking chip technique. i) The teacher gives the student a topic to discuss. j) Then asks the student to discuss the topic. k) The teacher personally evaluates the student's speaking grade and observes their problems. The observation was made by the colleague (the English language teacher) of the eighth grade students of SMP N 8 Metro.. a) Observation of Student Activities in the Teaching and Learning Process.
The result of the students' activity in the teaching and learning process in cycle II. The students' results Activity in the teaching and learning process in cycle II. Based on the table and chart above, it was found that 92% of the students are active in the teaching and learning process.
This can be seen from the improvement in the score of students' speaking performance and student activity.
Discussion
- Interpretation the Result of Students’ Speaking Performance Score in Cycle I and Cycle II
- Interpretation the Result of Students’ and Teacher’s Activity in Cycle I and Cycle II
The percentage of students who spoke the performance score in the Post Test I was 56%, while in the Post Test II it was 84%. From the above explanation it can be concluded that there was an improvement in the speaking skills score of the students from pre-test to post-test I. The result of the speaking score of students in Post-Test I and Post-Test II No Name Post-Test I .
From the above explanation it could be concluded that there was an improvement in the speaking skills score of the students from post-test I to post-test II. From the explanation above, it appears that there was an improvement in the speaking skills score of the students from Pre Test to Post Test I to Post Test II.
CONCLUSION
SUGGESTION
- The photos of pre-test
- The photos of treatment 1
- The photos of post test 1
- The photos of treatment 2
- The photos of post test 2
Students are suggested to be more active in learning English, if they do not understand the lesson provided by their teacher, they should ask the teacher. The English teacher is suggested to use this technique as contributing information to facilitate the learning process, especially in speaking subjects, and as an alternative activity in teaching speaking to make students comfort and enjoy the learning process. The Principal is suggested to the English teacher to use the Talking Chip Technique in English in order to improve speaking performance so that it can improve active, creative and fun learning for students.
