This research aimed to find out the speaking skills of the students of SMPN 39 Bulukumba using the Talking Chips method. The research found that the Talking Chips method could improve the speaking skills of the students. The mean score of the students' speaking accuracy during the pre-test was 4.52 and the post-test was 7.04.
The average score of the students on the pretest was 4.69, and the students' score on the posttest was 7.07. Based on the facts, the writer concluded that the use of the Talking Chips method was effective in improving students' speaking skills.
SRI ATIRA
Thanks to all the lecturers and staff of FKIP UNISMUH Makassar, especially the English Department lectures who taught her for many years. Especially to her English Department Classmate Innovation Class 2013, P2K friends and other best friends too many to name one by one thank you for everything, love, help, support, encouragement, enthusiasm, etc. Finally, to all those who provided valuable suggestions, instructions, help and advice for the completion of this thesis, may Allah bless him and grant him peace.
INTRODUCTION
Research Problem
Does using the Talking Chips method improve the speaking accuracy of students in terms of vocabulary and pronunciation of the second grade student of SMP Negeri 39 Bulukumba. Does using the Talking Chips method improve the speaking skills of students in terms of self-confidence of the second grade student of SMP Negeri 39 Bulukumba.
Research Objective
Significance of the Research The benefits of this research are
The Scope of the Research
Estiningrum (2015) found that first, the implementation of Talking Chips created a pleasant learning atmosphere that increases students' motivation to build their confidence to practice speaking. While the students were carrying out the Talking Chips activity, it could be seen that they enjoyed being involved in the teaching and learning process. This does not mean that students cannot master the aspects, but rather they need more practice.
This improvement can be easily seen by comparing the students' average scores from pre-test and post-test. This is significant progress of the students compared to the results of the pre-test and post-test in cycle I.
Theory of Speaking 1. Definition of Speaking
- Teaching of Speaking
- Principles of teaching speaking
This means that the teacher must connect the students' interest and their need for knowledge to achieve competence. Teachers should provide students with materials that match the student's knowledge, interest, and experience. This means that meaningful interaction is important to foster the learner's .. willingness to speak in the target language.
It means that the activities should provide many opportunities for the students to start with the target language. It means that the students don't have to worry about their low skill level as they will develop their personal speaking strategies for achieving oral communication goals.
Theory of Talking Chips 1. Talking Chips Method
- Step Implementation of Talking Chips Method
- The advantages of using Talking Chips
- Implementing Talking Chips in SMP
After the students have given their opinion, the card is kept on their group's table. Barkley (2005) states that the use of Talking Chips improves students' active participation in the English classroom. When implementing Talking Chips in the teaching and learning process, there are several strengths and weaknesses.
As stated by Cottell in Barkley (2005) that Talking Chips requires the students to pass a token, passive students feel encouraged to speak because the ground rules have created an environment that promotes participation by all. Talking slides technique facilitates the students to work in groups around 4-6 students to share the ideas and give opinion on the topics. In this study, talking slides function as techniques to increase the students' learning activity by organizing each student to be actively involved.
Lie and Devi (2015) state that the advantage of using the talking token technique is that it allows each student to participate equally. Additionally, Kagan in Mukaddimah (2014:38) cites another benefit of using the talking tokens technique that develops students. Estiningrum (2014:30) states that there are several activities to be done in the speaking activity using Talking chips.
Using group work is one of the ways to encourage students in a speaking activity so that the interaction and communication between students is improved. And then the teacher will ask students to participate equally in the group discussion, specifying that when they contribute comments, the teacher will give a token and place it in view of the other group members. Finally, when all students have contributed to the discussion and all tokens are down, students are asked to retrieve and redistribute the chips.
Conceptual Framework
Research Hypothesis
RESEARCH METHOD
Research Variables and Indicators a) Research Variables
Population and Sample 1. Population
Instrument of the Research
- The Improvement of Students’ Speaking Accuracy
- The Improvement of Students’ Speaking Fluency
- The Frequency and Rate Percentage of the Students’ Score
- Test of Significance in the Students’ Speaking
Fairly good 6.6 – 7.5 Makes frequent mistakes, causing some key patterns to appear out of control, occasionally causing irritation and misunderstandings. The table shows that the students' significance scores on t-value; it was compared to the value of t-table. In addition, the findings of this study in this chapter describe the improvement of the students on the pre- and post-test, the frequency and percentage of the students' scores, and the t-test value.
The table 4.1 shows that the students' speaking accuracy in the result of the calculation of students' pre- and post-test using the Talking Chips method. Based on the result, it can be concluded that the use of Talking Chips method was effective in improving the students' speaking accuracy with the percentage (55.70%) from the mean score (4.52) on pre-test to (7.04) on post- test (See the calculation of score in appendix E.4 and E.5). The table shows that the students' speaking fluency in the result of the calculation of students' pre- and post-test using Talking Chips Method.
Based on the result, it can be concluded that the use of the Talking Chips method was effective in improving the speaking skills of the students by a percentage (46.58%) of the mean score (4.85) on the pre-test to ( 7.11) on the post-test (see the score calculation in Appendices E.4 and E.5). After calculating the students' results in speaking accuracy and fluency, the researcher calculated the students' pre-test and post-test, which are shown in the following table: The table shows that the students' speaking ability is a result of the calculation of the students' pre- and post-test using the Talking Chips method.
Based on the result, it can be concluded that the use of the Talking Chips method was effective in improving the students'. See calculation of score in annexes E.4 and E.5). The frequency and percentage of students' scores show the result of students' speaking performance in terms of accuracy and fluency using the Talking Chips method. Reasonably good score, 2 (8%) of the students classified as "Good" and none of the students classified in "Excellent", "Very good", "Poor" and "Very poor".
- Hypothesis Testing
In other words, the Talking Chips method can be used to improve students' speaking skills.
Discussion
- The Improvement of the Students Accuracy in Speaking a. Vocabulary
- The improvement of the students’ speaking Fluency in term of Self- Confidence
- The Significance of the Students’ Speaking
It can therefore be concluded that this method is effective in improving the students' speaking skills. During the use of Talking Chips method in the treatment, the students can improve their accuracy in vocabulary. During the use of Talking Chips method in the treatment, the students can improve their accuracy in pronunciation.
The score of students' pre-test shows that the students have some mistakes in terms of pronunciation. During the use of Talking Chips method in the treatment, the students can improve their fluency in confidence. The score of students' pre-test shows that the students have some mistakes in terms of self-confidence.
Therefore, the use of Talking Chips method could improve the students' speaking fluency and it was helped the students to improve their speaking skills. The data described show that students' success in improving students' speaking precision and fluency using the Talking Chips method. On the other hand, the researcher concluded that students' speaking scores improved in terms of accuracy and fluency in the second grade in SMP Negeri 39 Bulukumba.
The students' speaking accuracy was effectively improved after using the Talking Chips method in the second year of SMPN 39 Bulukumba. This was demonstrated by the improvement in the mean score of the students in speaking accuracy (vocabulary and pronunciation) in the pre-test (4.52) and post-test (7.04) with a percentage (55.70%). Students' speaking fluency was effective to improve students' speaking skills after using the Talking Chips method in the second year of SMPN 39 Bulukumba.
Suggestions
- Mean Score of the Students’ Speaking Accuracy
- Mean Score of the Students’ Speaking Fluency
- Total Score of the Students’ Mean Score in Speaking Pre Test
- The Improvement of the Students’ Speaking Accuracy
- The Improvement of the Students’ Speaking Fluency
- Total of the Improvement of the Students’ Speaking
- T-test
Devi, Purwanti (2015) Effectiveness of Using Talking Chip Technique in Teaching Speaking to Grade Two Students at MTs N Tunggangri Kalidawir Tulungagung. Improving speaking skills of first year students through cooperative learning using speech chip method at SMA Negeri 11 Makassar. Using the Speech Chip Strategy to Improve the Speaking Skills of Grade 1 Students of SMAN 1 Pengasih.
Test of significance difference in student's score between pre-test and post-test score. Purpose: The purpose of the task is to enable the students to give their opinion about something. Purpose: The purpose of the task is to enable the students to express their opinion on something.
Teaching Material
- Kompetensi Dasar
- Indikator
- Sumber belajar Buku English in Focus
- Langkah – langkah Pembelajaran
- Instrument penilaian
Jika semua chip telah digunakan sementara tugas belum selesai, kelompok dapat membagikan chipnya kembali dan melanjutkan pembicaraan. Memahami pentingnya teks lisan fungsional pendek dan monolog pendek sederhana untuk berinteraksi dengan lingkungan sekitar. Merespon makna dalam percakapan transaksional sederhana (menyelesaikan sesuatu) dan interpersonal (bersosialisasi) secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar yang meliputi tindak tutur, meminta, memberi, menolak nikmat, memberi barang, mengakui, pemberi fakta, penanya dan anggota opini.
Merespon makna yang terkandung dalam monolog pendek sederhana secara akurat, lancar dan berterima dalam berinteraksi dengan lingkungan sekitar. Sangat baik 8.6 - 9.5 Kosakata luas dan tepat, kosakata umum cukup untuk menangani masalah-masalah praktis yang kompleks dan berbagai situasi sosial. Sangat Buruk 0 – 3,5 Tata bahasanya hampir seluruhnya salah dan kesalahan penyusunan kata sangat parah sehingga ucapannya praktis tidak dapat dipahami.
Very poor 0 – 3.5 They speak very hastily and more sentences are inappropriate in fluency little or no communication.
