the use of talking chips to develop students' speaking

2017. Using Talking Chips to Develop Students' Speaking Skills (An Experimental Study on Eleventh Grade Students of Madrasah Aliyah Muhammadiyah Cambajawaya/Gowa). The sample of the study was class XI IPS 2 of MA Muhammadiyah Cambajawaya which consisted of 25 students. The result of calculating the t-test score of students' speaking ability is 21.55>2.06. Of the indicators in the t-test, students' speaking skills (pronunciation and vocabulary) are greater than the t-table.

It was concluded that using Talking Chips Strategy in speaking develops students' speaking skills in terms of accuracy (pronunciation and vocabulary). The researcher realizes that many hands have given their help and helpful suggestions for the completion of this dissertation. Rahman Rahim SE MM., the Rector of Makassar Muhammadiyah University, for his advice during the researcher studies at the university.

My heartfelt thanks to all the lecturers of FKIP UNISMUH especially the lecturers of the English Department and all the staff of Muhammadiyah University of Makassar for their guidance during the Researcher's years of study. Deep gratitude to all the teacher of MA Muhammadiyah Cambajawaya and students especially to the students of class XI 2 in which they have spared their time and activities to be the subject of this research.

INTRODUCTION

Background
Research Problem
Objective of the Research
Significances of the Research
Scope of the Research

The Talking Chips strategy is a type of cooperative learning that was developed by Spencer Kagan in 1992. Kagan emphasized that the Talking Chips strategy is a strategy in teaching speaking that makes students interested in speaking English. The relationships between the problem and the strategy were that using the Talking Chips Strategy could develop students' speaking ability.

The researcher taught students about argumentative dialogue through the Talking Chips Strategy to develop students”. The researcher used argumentative dialogue in teaching speaking through Talking Chips Strategy because this dialogue can attract students to Talking Chips Strategy because this dialogue can attract students to talk in class to argue their friends' arguments based on the topic . Based on the above explanation, the researcher would know under the title: “The use of talking chips to develop students' speaking ability in eleventh grade students of MA Muhammadiyah Cambajawaya.

Is Talking Chips effective to develop students' speaking ability in terms of accuracy (pronunciation) in eleventh grade students of MA Muhammadiyah Cambajawaya. Is Talking Chips effective to develop students' speaking ability in terms of accuracy (vocabulary) in eleventh grade students of MA Muhammadiyah Cambajawaya.

REVIEW OF RELATED LITERATURE

Previous Related Research Finding
The Concept of Speaking

Definition of Speaking
Elements of Speaking
Types of Speaking Performance

The Concept of Talking Chips

Definition of Talking Chips
The Advantages Of Talking Chips
Procedure of Talking Chips

Argumentative Dialogue
Conceptual Framework

The result showed that the students' speaking ability improved after being taught through Talking Chips. The above studies have demonstrated the effectiveness of talking chip activities for developing students' speaking skills in educational settings and professional fields. While this research used a pre-experimental design using the Talking Chips strategy to develop students' speaking ability.

This explanation makes the researcher argue that Talking Chips strategy is one of cooperative learning that can attract students to engage in the learning process. It is as Bowers and Keisler say that Talking Chips strategy ensures that everyone has an opportunity to share in a discussion. The figure showed the activity process of the teaching and learning process of English in teaching speaking through Talking Chips strategy.

Talking Chips was a strategy in teaching speaking which made students interested in speaking English. The researcher used the argumentative dialogue as a material to teach the student using the Talking Chips Strategy.

RESEARCH METHODOLOGY

Research Design
Research Variables and Indicators

Variables
Indicators

Population and Sample

Population
Sample

Research Instrument
Proceduresof Collecting Data
Technique of Data Analysis
Hypotheses

Using the Talking Chips Strategy developed students' speaking skills in terms of pronunciation. Using the Talking Chips Strategy developed students' speaking skills in terms of vocabulary. Total score of students' speaking ability in pre-test (x1), post-test (x2), gain (D) and gain squared (D2).

FINDING AND DISCUSSION

Findings

The Improvement of the Students‟ Speaking Ability
The Classification of the Percentage Students‟ Speaking Ability
Hypotheses Testing

The researcher analyzed the data obtained from the students' pre- and post-test scores and the result has proven that the strategy was effective in developing students' speaking skills. The findings covered the students' average score, the improvement before and after the test, and also the significant difference between the students' score on the pre-test and the post-test. Table 4.1 shows that the improvement in students' pronunciation score by using Talking Chips Strategy was successful.

Table 4.2 shows that improving students' vocabulary scores using the Talking Chips strategy was successful. Using the Talking Chips strategy developed the students' speaking ability in terms of pronunciation and vocabulary. The following table and chart show the ranking of the students' speaking skills in percentages based on pronunciation before and after using the Talking Chips strategy.

Table 4.4 shows the classification of students' pronunciation results from the pretest and posttest. Table 4.5 shows the classification of students' pronunciation results from the pre-test and post-test. The following table and chart show the percentage ranking of students' speaking skills before and after using the Talking Chips strategy.

Table 4.6 shows the classification of the students' pronunciation scores from the pre- and post-test. It was a test to know the significant difference between the result of students' average scores in pretest and posttest. The result of calculating t-test of the indicators t-test students' speaking ability was greater than t-table (21.55> 2.06).

Table 4.2 The Improvement of the Students’ Score in Vocabulary

Discussion

Students‟ Speaking Ability In Term of Pronunciation
Students‟ Speaking Ability In Term of Vocabulary
The Significance Difference of T-test and T-table

But after the application of Talking Chips, the students' score in the post-test (78) became good. Thus, the improvement in students' performance from mean score from pre-test to post-test was 38.29%. From the explanation above, the researcher analyzed that the use of Talking Chips Strategy can develop students' speaking ability in terms of pronunciation.

It was supported by the frequency and percentage of students' pre-test and post-test scores. Students' vocabulary was supported by students' mean score on the pre-test and post-test. Therefore, it can be concluded that the Talking Chips Strategy can develop students' speaking ability in terms of vocabulary.

After comparing the findings of the previous research, it can be concluded that using the Talking Chips Strategy can develop students' speaking ability. It means that using Talking Chips in teaching speaking can develop students' speaking ability in terms of accuracy (pronunciation and vocabulary). The use of Talking Chips was effective to develop students' speaking ability in terms of accuracy (pronunciation) in eleventh grade students of MA Muhammadiyah Cambajawaya.

The use of Talking Chips was effective in developing students' speaking ability in terms of accuracy (vocabulary) in eleventh grade students of MA Muhammadiyah Cambajawaya. But the students' achievements do not depend on the uniform, so this is not necessary." However, student achievement does not depend on the uniform, but requires at least four different types of uniform.

The students' scores from pre-test and post-test, gain/difference between the matched pairs (D), and square of the gain.