Skripsi Kurnia Megiyatri (11150140000072) Watermark
Skripsi Kurnia Megiyatri (11150140000072) Watermark
Skripsi Kurnia Megiyatri (11150140000072) Watermark
KURNIA MEGIYATRI
11150140000072
1
APPROVAL SHEET
i
SURAT PERNYATAAN KARYA SENDIRI
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ABSTRACT
The purpose of this study is to foster student speaking skill in asking and
giving opinion through Talking Chip Technique. The subject of this study was the
ninth grade of SMPIT As Shof Depok. The researcher uses Classroom Action
Research (CAR) to conduct this research. The Classroom Action Research (CAR)
based on Kurt Lewin that consists of four phases: planning, acting, observing, and
reflecting. To measures the data of this research, the researcher uses two kinds of
data in this study; qualitative and quantitative data. The qualitative data is derived
from the observation and interview. Meanwhile, the quantitative data is obtained
from the pre-test and post-test. Talking chip technique had been successfully
fostering the students‘ speaking skill in asking and giving opinion. There are three
reasons why talking chip technique can foster students‘ speaking skill in asking and
giving opinion. The first was talking chip can equalise the students‘ participation.
The second was talking chip was a new teaching technique for the students, so they
enthusiast during the lesson. The third was talking chip can be increased students‘
attention. Based on the result of the students‘ speaking test, talking chip can be
measured that the students could improve the students‘ speaking score. In the pre-
test, students‘ mean score was 48,52. In the post-test 1, students‘ mean score was
73,52. In the post-test 2, students‘ mean score was 81,37. In the post-test 3,
students‘s mean score was 83,82. Thus, the implementation of talking chip
technique in improving the students‘ speaking skill in asking and giving opinion in
ninth grade SMPIT As Shof Depok in the academic year 2019/2020 was successful.
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ABSTRAK
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and Merciful
All praises are to Allah, the Lord of the World, who has given the
researcher his mercy, guidance and strength to finish this research paper. Peace
and salutation be upon to the prophet Muhammad, his family, his companions, as
well as his followers.
In this occasion, the researcher would like to express her most significant
appreciation, honour, and gratitude to her beloved parents Mrs.Sulastri and
Mr.Wahyu Wagiyo who always give prayer, support, motivation and guidance
while doing this research, and also her sisters, Fitri Asmawati who always give
support and motivation.
Secondly, the researcher would like to address her thank and great
gratitude to the advisors, Dr. Nida Husna,M.Pd.,M.A.TESOL and Dadan
Nugraha,M.Pd. for the valuable suggestion, comment and support while
conducting this research.
Thirdly, the researcher thought that she would never finish this research
paper without their supports and helps. Therefore, her sincere gratitude also goes
to:
1. Dr. Sururin,M.Ag. as the Dean of the Faculty of Educational Sciences.
2. Didin Nuruddin Hidayat, MA.,TESOL.,Ph.D. as the Head of Department of
English Education.
3. Zaharil Anasy, M.Hum. as the Secretary of Department of English Education.
4. All lectures in Department of English Education for the precious knowledge
and patience to the researcher during her study at Syarif Hidayatullah State
Islamic University.
5. Ari Rahma Sri Kusumawardani,S.E. as the English Teacher of SMPIT As
Shof Depok, for all sincere help, time and guidance.
6. The students of ninth grade SMPIT As Shof Depok who are willing to
contribute their effort during this research.
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7. All beloved friends of DEE B 2015 who have accompanied the reseracher‘s
life during the study in university.
8. All of people, whose name cannot be mentioned for their contribution to the
researcher while finishing this research.
Finally, the researcher admits that her writing is still far from being perfect.
Therefore, she hopes some suggestion and constructive critique from the reader
for this better research paper. Hopefully, this research paper will be useful not
only for the researcher but also for the reader.
Ciputat, 24 Oktober 2019
The Researcher
Kurnia Megiyatri
vii
TABLE OF CONTENT
viii
D. Teaching speaking in asking and giving opinion through talking chip
technique .................................................................................................................. 17
E. Thinking framework .......................................................................................... 18
F. Previous study .................................................................................................... 19
G. Research hypothesis ........................................................................................... 20
CHAPTER III RESEARCH METHODOLOGY ............................................ 21
A. Place and time of the study ................................................................................ 21
B. Research method and design ............................................................................. 21
C. The subject of the study ..................................................................................... 22
D. The researcher’s role ......................................................................................... 22
E. The procedure of the study................................................................................ 23
F. Research instrument .......................................................................................... 24
1. Observation list ................................................................................... 24
2. Interview .............................................................................................. 24
3. Test ....................................................................................................... 24
4. Collecting data procedure .................................................................. 26
5. Trustworthiness .................................................................................. 28
6. Criteria of the action success ............................................................. 28
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ........................ 30
A. Research finding ................................................................................................. 30
1. Pre-implementation ............................................................................ 30
a. The result of a pre-action interview .............................................. 30
b. The result of pre-action observation ............................................. 32
c. The result of the pre-action test .................................................... 33
2. The implementation of Classroom Action Research ....................... 35
3. Post-Implementing the Action ........................................................... 62
a. The Result of Post-Interview ......................................................... 62
b. The Result of Post-Action Test ...................................................... 63
B. Data interpretation............................................................................................. 68
C. Discussion............................................................................................................ 69
CHAPTER V CONCLUSION ........................................................................... 72
A. Conclusion........................................................................................................... 72
B. Suggestion ........................................................................................................... 73
ix
REFERENCES .................................................................................................... 74
APPENDICES ..................................................................................................... 77
x
LIST OF TABLES
xi
LIST OF FIGURES
xii
LIST OF APPENDICES
xiii
CHAPTER I
INTRODUCTION
In this chapter, the researcher begins her writing from the background of
study, which will discuss and try to answer some questions, why the researcher
takes the title for this research, what kind of research the researcher intends to do,
and how the research will be applied. Next, formulation of the problem and the
objective of research are also presented. In the end, the researcher presents the
contributions of this research for some interrelated sides, those are for the teacher,
the students, the school, and for the researcher.
A. Background of study
Speaking is an interactive process of constructing meaning that involves
producing, receiving, and processing information. Students can express their
thoughts in any communicative situation, for example, in group discussion,
presentation, or debate. To make students able to send the information accurately,
they need good ability in speaking. However, to be able to speak is not easy. It
requires much training and practice. Thornbury stated that speaking could be an
ability and has to be developed and practised severally.1
Training student to be right in speaking is not easy because speaking is a
communication activity that involves several essential elements, such as grammar,
vocabulary, and pronunciation. Some students are afraid to try to speak because
they have lack of vocabulary, make many mistakes in grammar, and also
mispronounce in some words. It is supported by Maulana Yusup Irwansyah2, in
his skripsi, he mentioned some problems that have influenced students‘ ability to
speak English fluently. The first problem is vocabulary knowledge, in which
students lack of vocabulary and make them doubt to speak in English. However, it
1
Scott Thornbury, How to Teach Speaking, (Longman: New York), 2005, p.1
2
Maulana Y. Irwansyah, Fostering students’ Speaking Skill of Giving Opinion Through Role Play,
(UIN Syarif Hidayatullah: Jakarta), 2019, p. 2
1
2
does not mean that speaking cannot be trained. One of the ways to train students‘
speaking ability is teaching it at school.
Teaching and learning English, including speaking at the school level, is an
effort to improve students‘ skill in English. Referring to the formulation of core
competencies for SMP/MTs, learning English is designed to provide experience in
using English-language texts to understand and apply factual, conceptual, and
procedural knowledge related to visible events, through speaking, listening,
reading and writing in the concrete unit.3 English-language texts, as known as
text-based in speaking use three types of text that are interpersonal, transactional,
and functional. Interpersonal text serves to maintain interpersonal relationships,
for example introducing ourselves, congratulating, inviting, thanks giving, and so
on. Then, transactional text serves to exchange information, goods, and services,
for example asking and giving opinion, asking for help, giving suggestion, and so
on. In the text, For functional text, it functions to carry out specific tasks or jobs,
for example making instruction, notice, advertisement, letter, invitation, and so
on.
According to Junior High School syllabus4, speaking on ninth grade focuses
on several kinds of speaking material that should be learned by students, one of
them is asking and giving opinion. Asking and giving opinion material is included
in transactional interpersonal text because it is used to communicate with other
people properly and to get some information. Students can get some information
from others‘ opinion when they speak English well. However, some students have
some problems to speak English, especially in asking and giving opinion.
The common problem that occurs in teaching asking and giving opinion is
students‘ lack of vocabulary. This statement is supported by Agustina who has
conducted a research at SMP Negeri 5 Tangerang Selatan. She said that most of
the students experienced difficulty in speaking English since they had a lack of
vocabulary, grammar, pronunciation, and other elements of speaking. They often
3
English syllabi for junior high school, (Ministry of education and cultural: Jakarta., 2016), p.1
4
Ibid., pp.30-31
3
5
Tri Hanifah Agustina, Improving Students’ Speaking Skill Through Speaking Board Game, (UIN
Syarif Hidayatullah: Jakarta, 2018), p.2
6
Kagan and Kagan, Cooperative Learning, (Kagan Publishing : San Clemente, 2009), pp.6.10-
6.11
4
The opinion that the talking chip technique is one of the effective techniques
for teaching speaking has been proven by several researchers who researched
similar fields using the talking chip technique. For instance, the research
conducted by Nanik Purwasih7 entitled Using Talking Chip Technique to Improve
Speaking Achievement. The result of this study showed that most of the students in
the experimental group showed better improvement than before. It is proved by the
independent sample t-test that there was a significant difference between the mean
score of posttest in the experimental group and the mean score of the posttest in the
control group, in which the mean score of the experimental group was higher than the
control group. It means that the treatment was sufficient to improve students‘
speaking achievement.
Hertati Mukadimah also researched in the same field8, entitled ―The use of
talking chips strategy to improve speaking ability.‖ According to the result of the
tests, the students made a better improvement in all aspects. The most
improvement made by the students was in vocabulary and pronunciation aspect.
The interaction aspect also showed good improvement. However, the fluency and
grammar aspects did not show a significant improvement. It does not mean that
the students could not master the aspects, but instead, they needed more practice.
Based on the discussion mentioned above, the researcher would like to
conduct a Classroom Action Research and is interested in taking the title of
―Fostering Students‘ Speaking Skill Through Talking Chip Technique.‖ The
researcher will research SMPIT As Shof Depok located Jalan Raya Kalimulya,
Kp. Kebon Duren RT 001 RW 005 Kalimulya, Cilodong, Kota Depok 16413. The
researcher will take one class for doing research, that is ninth grade in academic
year 2019/2020. Ninth grade is consists of 27 students. The material of asking and
giving opinion is taught in ninth grade, and students of ninth grade have different
levels of speaking skill.
7
Nanik Purwasih, Using Talking Chip Technique to Improve Speaking Achievement of 11 th
graders of one Senior High School in Indralaya Utara, (Proceedings of the 2nd SULE – IC 2016,
FKIP, Unsri, Palembang, 2016), p.2
8
Hertati Mukaddimah, The use of talking chips strategy to improve speaking ability of grade XI
students of SMAN 1 Pengasih Yogyakarta in the academic year of 2013/2014, (UNY press:
Yogyakarta, 2014), p.2
5
THEORETICAL BACKGROUND
In this chapter, the researcher tries to explain some explanations of the theoretical
framework which covers the general concept of speaking in asking and giving opinion,
talking chip technique, and the implementation of teaching asking and giving opinion
through talking chip technique.
A. Speaking skill
1. Definition of speaking
Some experts have different opinion in defining speaking. According to Ur,
people who are said to have a language skill, will primarily judge to the way they
speak the language, because speaking includes all other aspects of language and most
of language learners are interested to the speaking of the language at the beginning of
the language learning.1
Lenka stated that speaking involves verbal and non-verbal communication to
construct and share meaning.2 Petra stated that speaking is defined as the process of
using word in order to accomplish specific purpose in term of basic ability used in
daily life.3 Thornbury said that speaking is an activity that is carried out spontaneously
and in a short time, so the speaker does not need many plans about what will be said.
That is why this activity becomes less complicated.4 The other definition comes from
Lynne. She said that speaking is the use of language in conveying the meaning to be
understood by other people.5
Donough and Shaw stated that there are some reasons for speaking, involved
expressing thought: expressing an urge to do something; negotiating and/or solving a
1
Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge University: New
York), 2009, p. 120.
2
Lenka Lustigova, Simplified Debate as A Learning Tool at the University Level, Journal on
Efficiency and Responsibility in Education and Science, Vol. 4 (1), 2011, p. 19.
3
Petra Šolcová, Teaching Speaking Skills, (Czech Republic: Masaryk University), 2011, p.17
4
Scott Thornbury, How to Teach Speaking, (London: Longman) 2005, p.20
5
Lynne Cameron, Teaching Language to Young Learners, (United Kingdom: Cambridge
University Press, 2001) p. 40.
7
8
6
Jo McDonough and Christopher Shaw, Materials and Methods in ELT, (Melbourne: Blackwell
Publishing, 2003), p.157.
7
Jeremy Harmer, The Practice of English Language Teaching 4th Edition, (Cambridge: Pearson
Longman, 2007), p. 343.
8
Harold S Madsen, Technique in Testing, (New York: Oxford University Press, 1983), p.57.
9
Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge
University Press, 1996), p.75.
9
words combine into structures of phrases, clauses, and sentences). In other words,
understanding the language can be achieved by understanding grammar. The language
will be complicated to comprehend if the rules in grammar are not used.
3. Vocabulary
Language is formed by a series of words. In this case, words are named as
vocabulary. Vocabulary is a very basic tool to create a language or to consume the
language because the students will easily speak up with the number of vocabularies
and the listeners will easily comprehend the language with it as well. Learners should
be able to choose appropriate words in certain situations in order to make their
speaking meaningful.10 For instance, when someone wants to talk to a different
person, they have to be able to find a word which is appropriate to be delivered in the
message.
4. Fluency
Brown added that fluency is the ability to speak spontaneously, flow well, without
having to stop and pause a lot to channel the speech on a more purposeful course.11
Therefore, in order to increase students‘ speaking in the classroom, the teacher should
be able to make the students speak more than herself so that they can use the target
language without any difficulty.
5. Comprehension
In order to make the dialogue process run smoothly and continually, we must
understand the content of the conversation so that we can give the response. Hence,
Brown stated that the successful speaking is determined by the success in delivering
the message so that it can be received by interlocutor well.12 In order, the listeners can
get the massages that the speaker delivers.
All these components of speaking; pronunciation, grammar, vocabulary, fluency,
and comprehension are the critical and complementary components in the
10
Paul Bogaards & Batia Laufer Dvorkin, Vocabulary in a Second Langugae: Selection,
Acqusition, and Testing, (Amsterdam: John Benjamin Publishing, 2004), p.40.
11
H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy
2nd Edition, (New York: Pearson Education, 2001), p. 269.
12
Loc.cit.
10
development of students‘ speaking skill. These elements support each other to gain the
goal of speaking.
B. Asking and giving opinion
1. Definition of opinion
Opinion is ideas, thoughts and beliefs that are not necessarily based on factual
data and have not been proven or verified.13
It can be concluded that giving opinion is giving an expression or a view from
our thoughts on a matter or issue, which could be a personal point of view, an
agreement, and disagreement opinion.
Iswandi stated that opinion is the result of perspective, understanding, certain
feelings, beliefs, and desires of someone who refers to information that is unfounded,
different from knowledge and facts.14
Mitchell stated that opinion is ―an implicit verbal response or ‗answer‘ that an
individual gives in response to a particular stimulus situation in which some general
‗question‘ is raised‖.15
Based on the definition above, the researcher concludes that opinion refers to a
judgement or belief about something, come from assumption or personal view,
subjective statement, and will be different from person to person.
2. Asking opinion
There are many expressions to express opinions to others that can be used, but
there are only two views that can be used in giving opinions, namely the opinions we
give from our own views and the opinions we give from views in general (the views of
many people in general). According to Nina, asking opinion is used when someone
wants to know about anyone thought.16
13
Astrid S. Susanto, Pendapat Umum, (Bandung : PT Karya Nusantara, 1975 ) p. 48
14
Iswandi Syahputra, Opini Publik, (Bandung: Simbiosa Rekatama Media, 2018), p.3
15
Malcolm G. Mitchell, Propaganda, Polls, and Public Opinion: Are the People Manipulated?
(United States of America:Pearson college div, 1977), p.67
16
Nina Prastuti, Improving Students‘ Ability in Asking and Giving Opinion by Using Hangman
Game. Journal (Pontianak: Tanjungpura University, 2013), p. 2
11
3. Giving opinion
Nina stated that giving opinion is used when someone conveys about his/her
thought to others.17 According to Maulana, giving opinion is giving an expression or a
view from our thought on a matter or issue, which could be a personal point of view,
agreement, and disagreement opinion.18
4. Type of opinion
Judging from the similarities and differences in scope, opinions can be
distinguished in several types, including:19
a. Personal opinion or individual opinion, namely one's original opinion about an
issue.
b. Group opinions, namely group opinions about social issues that concern the
interests of many people.
c. Majority opinion, namely the majority opinion relating to a problem that is pro,
contra, or other judgments.
d. Minority opinions, namely opinions which are relatively few in number relating to
a social problem.
e. Public opinion, namely the same opinion of all people in a society about issues
involving the public interest.
f. Mass opinions, namely mass opinions, can turn to destructive physical actions if
they are not successfully controlled.
g. Scientific opinion, that is, opinion refers to a number of opinions from many
different scientific organizations and entities as well as scientists in the relevant
field.
h. Legal opinion, which contains the professional judgment of lawyers regarding
legal issues being handled.
17
Loc.cit.
18
Maulana Y. Irwansyah, Fostering students’ Speaking Skill of Giving Opinion Through Role
Play, (UIN Syarif Hidayatullah: Jakarta), 2019, p. 8
19
Syahputra, op.cit., p.3
12
i. Judicial opinion, namely the opinion of the judge or group of judges who
accompanied and explained or decided on a controversy before the court, to lay
down the rationale and legal principles used by the court to make decisions.
j. Editorial opinion, which is an evaluation of a topic conducted by a media
submitted on its editorial page.
Table 2.1.
Expression of Asking and Giving Opinion
Asking for opinion Giving opinion
What do you think of…? In my opinion…
Is that true that …? I think…
Why do they behave like that? I believe…
Do you have any idea about….? I personally believe…
20
Anastasia Koltai, Expressing of Asking and Giving Opinion. Retrieved from
https://www.myenglishteacher.eu/blog/asking-giving-opinions-agreeing-disagreeing/
13
Example 2
Maggie: Tina, what do you think is the best action to reduce global warming?
Tina : I think everyone should start changing their life styles.
Maggie: What do you mean?
Tina : Well, we have to start to do what we can, to reduce global warming.
Maggie: What do you suggest that we should do?
Tina : Well, there are lots of things that we can do. We should start saving
electricity, recycling things, using public transportation, buying and consuming as
much as we need only. Basically, just save anything that we can.
Maggie: that‘s a great idea. I will do that.
21
Admin, Example of Expressing of Asking and Giving Opinion. Retrieved from
https://englishclas.com/10-contoh-dialog-asking-and-giving-opinion-singkat/
14
Example 3
Vidia: Hi Ryan, by the way, I just don‘t understand why you guys like smoking?
Ryan : Well… It‘s nice you know…
Vidia: Nice? What‘s nice about smoking? In my opinion, there is nothing nice
about smoking; it‘s dangerous for your health and it is waste of money
Ryan : I‘ve heard it many times, but I don‘t believe it.
Vidia: Maybe you‘ll believe it when you get your lung cancer.
C. Talking Chip
1. Definition of talking chip technique
Talking chips is one of the teaching strategies or techniques of cooperative
learning, which was developed by Kagan in 1992 for the first time. The history of
talking chips was that Kagan looked for ways to equalize participation in groups
by making paper squares like a card colored red, green, blue, and yellow which
consisted of topics to be discussed by each member in a group by putting one of
their cards each time they talk.22 The purpose of this technique is ensuring
equitable participation by regulating how often each group member is allowed to
speak. Since this technique emphasizes full and even participation from all the
members, this technique encourages reticenct students to be able to speak out
confidently. Talking chips is useful for helping students discuss issues, and it is
useful to solve communication problem such as dominating or clashing group
members.
Referring to Kagan, talking chip technique is one of cooperative learning
technique in which students work in small group to discuss about certain topic by
using chip.23 The chips‘ material is flexible. The chips can be paper clips, pencils,
cards, and other items that are available to use. In the other words, talking chip
technique is a technique that attempts equal participation among students by the
22
Spencer Kagan and Miguel Kagan, Kagan Cooperative Learning, (San Clemente: CA: Kagan
Publishing, 2009) p.4.23
23
Loc.cit.
15
use of chips during discussion. It is because discussion can be always effective for
the children.
According to Nilson, Talking chips is the strategies that ensure equal
participation in discussion groups. Each group member receives the same member
of chips (or any other markers, such as index cards).24 Kagan shared that Talking
Chip is the strategy that ensures that everyone has an opportunity to share in a
discussion25. So, there is no gap between students who are active to speak and
those who are not. Furthermore, it extends students speaking practice, and
students would have an equal opportunity to speak in the classroom.
According to Kagan, talking chip technique is one of rules approach26. Rules
approach is an activity where students engaged establish guidelines for equal
participation. Rules approach is the effective way to make students being active
participant in a class. In other words, talking chip technique is a technique that
allows learners to practice their speaking into conversational form. Based on the
explanation above, it can be inferred that talking chip technique will be useful on
students‘ active participation especially for establishing conversational skill.
1. Team building27
24
Linda B. Nilson, Teaching at Its Best, (Sanfrancisco: John Wiley and Sons, Inc, 2010), p. 164
25
Spencer Kagan and Miguel Kagan, Kagan Cooperative Learning, (San Clemente: CA: Kagan
Publishing, 2009) p.6.15
26
Ibid., p. 12.18
27
Ibid., p. 5.7
16
Teambuilding allows relationship between its people, team identity and mutual
support development, synergistic connection, as well as it makes the people
value their differences.
2. Social skill28
Students require a variety of social skills to be successful in cooperative
learning and life. These are the very skills that students practice daily in the
cooperative classroom; Active listening, appreciating others‘ ideas, caring,
conflict resolution skills, cooperation, diversity skills, encouraging others,
leadership skills, patience, respect, responsivity, and sharing. Many of these
skills are naturally acquired in the process of working together.
3. Communication skill29
Being able to communicate effectively is the most important of all life skills.
Communication is simply the act of transferring information from one place to
another, whether this be vocally (using voice), written (using printed or digital
media such as books, magazines, websites or emails), visually (using logos,
maps, charts or graphs) or non-verbally (using body language, gestures and the
tone and pitch of voice). How well this information can be transmitted and
received is a measure of how excellent our communication skills are.
Developing out communication skills can help all aspects of our life, from our
professional life to social gatherings and everything in between.
5. Last, the chips are then retrieved and tribute to begin again.
must prepare some steps to make proper performance. Here are the stages in
talking chip activity:
1. The teacher arranges or prepares topics that will be performed by the
students. This topic is essential for students to know the situation of their
roles.
2. The teacher appoints some students to learn about the topic for several
minutes. Giving time for the students is useful in order to have proper
preparation for acting.
3. The teacher makes groups of students consist of four people per group. The
teacher has to make a group of variant member due to their ability to speak.
So, the smart student is combined with a low student.
4. The teacher explains competence that will be achieved. The teacher
enlightens the students from their performance; they will know some
expression of giving opinions and its response and also making and declining
an invitation.
5. The teacher calls a group of students who have been chosen to play based on
the topic. Besides, the teacher chooses the group to perform.
6. Each student in his/her group observes the topic being performed.
E. Thinking framework
Speaking is a communication activity that involves several essential
elements, such as grammar, vocabulary, and pronunciation. Speaking is not
knowledge that can be transferred, but it is a skill that should be trained. In
Indonesia, learning English is designed to provide experience in using English-
language texts through spoken and written.
Students still find trouble when speaking; most of the students experience
difficulty in speaking English since they have a lack of vocabulary, grammar,
pronunciation, and other elements of speaking. Thus, teaching speaking should
encourage the emphasis of practice as a way of developing communicative skills.
The teacher should give speaking activities that encourage students to speak as
naturally as possible.
19
One of the ways to increase students‘ speaking skill is through talking chip
technique. This technique allows students to work in groups to discuss a specific
topic. Moreover, Kagan and Kagan said that Talking Chips technique is a
technique of teaching speaking, which makes the students interested and help the
students to speak. It is because this technique can make the students be active in
the classroom, learn how to collaborate in a group and have a chance to speak
English because the students are divided into several groups and each member
will have a turn to speak English.
Based on this research, the researcher will conduct a research on talking
chip technique to improve students‘ speaking skill at the ninth grade students of
SMPIT As Shof Depok in order to encourage them to speak English properly.
Talking chip technique can be an alternative for the teacher to attract students‘
motivation to participate in the class discussion.
F. Previous study
Muhammad Muklas conducted a research entitled Talking Chip Technique
to Teach Speaking31. The research aims to find the Effectiveness of Talking Chips
Technique to Teach Speaking at the Eleventh Grade Students of SMK. Based on
the calculation by using Independent t-test, the researcher found that Talking
Chips Technique was significantly effective in teaching speaking to the eleventh-
grade students of SMK. It means that Talking Chips Technique was sufficient to
improve students‘ speaking ability. It could be seen from the average score in the
post-test of the experimental group that was 76,38, and control group was 72,48.
By using Talking Chips Technique, the students finally found the cause of their
problem in speaking, and they could solve their problem. Moreover, Talking
Chips Technique provided opportunities for students to apply the knowledge that
they have in real life.
The second previous study selected by the researcher is from Nanik
Purwasih, Machdalena Vianty, and Margaretha Dinar Sitinjak who conducted
31
Muhammad Muklas, Talking Chips Technique to Teach Speaking, Journal of English Language
Education and Literature, Vol. II No. 1, 2017, p. 58
20
their research by the title of Using Talking Chips Technique to Improve Speaking
Achievement of 11th Graders of Senior High School in Indralaya Utara32. The
result of this study showed that there was an improvement of speaking
competence, especially being more confident, that can be seen from the result of
the means in all four cycles from the pretest and post-test. The researcher
concluded that talking chip technique is useful to improve students‘ speaking
skill.
Those two types of research have similarities and differences with this
research. For the similarities, they have the same variables which are talking chip
and speaking skill. However, those two types of research have differences with
this research in terms of the methodology. First, the two of the researches above
have quasi-experimental as the methodology while this research uses classroom
action research. Second, the objectives of those two researches above are to see
the effectiveness of talking chip technique toward students‘ speaking skill while
the objective of this research is to describe the implementation of talking chip in
improving students‘ speaking skill and to identify of how much is students‘
speaking improvement after using talking chip technique.
G. Research hypothesis
Based on the theoretical and conceptual framework above, the researcher
formulated the hypothesis that if the talking chip technique to improve students‘
speaking ability is implemented as well as possible, the researcher assumes that it
will be a useful technique towards students speaking ability. However, if the
talking chip technique to improve students‘ speaking ability is not implemented as
well as possible, the researcher assumes that it will not be a useful technique
towards students speaking.
32
Nanik Purwasih, Using Talking Chip Technique to Improve Speaking Achievement of 11 th
graders of One Senior High School in Indralaya Utara, Proceedings of the 2nd SULE – IC 2016,
FKIP, Unsri, Palembang, 2016, p. 765
CHAPTER III
RESEARCH METHODOLOGY
21
22
researcher also collected and analysed data, then reported the result of the study.
Whereas the collaborator in this research was the English teacher, she became the
observer who observed the implementation of talking chip in asking and giving
opinion.
The researcher used a Classroom Action Research (CAR) designed by Kemmis
and McTaggart.2 It consisted of two cycles, and in each cycle, there were four phases
implemented, namely planning, acting, observing, and reflecting. Cycles of the
research can be seen in the figure below:
2
John W Cresswell, Educational Research: planning, conducting, and evaluating quantitative and
qualitative research, (Boston: Pearson, 2012), p. 577
23
researcher along with the English teacher when the researcher delivered materials
and distributed the task.
3
Ibid., p.589
24
F. Research instrument
1. Observation list
From the observation checklist, the researcher attained pictures of her teaching
performance and students‘ attitude towards talking chip technique in learning
speaking. According to Verma and Mallick, in doing the observation, the
researcher collects the information without asking the question directly.4 In this
study, the observation towards English learning and teaching process at SMPIT
As Shof was done in order to get the description of students‘ activities and
participation in the learning process. This observation was the primary technique
in collecting the data of teaching preparation, teaching materials, and the
evaluations as used in the teaching and learning process.
2. Interview
The purpose of the researchers conducting observations was to obtain
information about the material taught and how teaching and learning activities
went in the classroom. The interview was conducted twice to gather detailed
information from the teacher before and after implementing classroom action
research. Interview guidelines were used by the researcher in interviewing both
teacher and students. The questions that were asked in the first interview were
about the general condition of the class, and the obstacles or difficulties that
occurred in the classroom during the process of teaching and learning English
speaking. Afterward, the second interview guideline was about the teacher‘s and
students‘ opinion about the implementation of using a talking chip technique in
asking and giving opinion.
3. Test
Pre-test and post-tests were administered to see the students‘ ability in the form
of a number. A pre-test was administered before the students receive any
treatments from the researcher. However, post-tests were administered after they
4
Gajendra K. Verma and Kanka Mallick, Researching Education: Perspective and techique,
(USA: Taylor & Francis e-Library, 2005), p.130
25
experienced learning with the talking chip technique. The test which is done
before implementing the talking chip is called a pre-action test. It is to measure
students‘ speaking skill at first. Meanwhile, the test which is implemented after
using talking chip technique is called post-action test.
Scoring the test is a crucial step in measuring the ability of the students,
especially in speaking. The scoring rubric of the test provides some fundamental
aspects: vocabulary, thoughts/opinion delivery, and pronunciation. The researcher
used a speaking scoring rubric modified from Jeremy Harmer5 that argue about
elements of speaking consist of pronunciation, grammar, vocabulary, fluency, and
comprehension. The researcher only uses two elements for assessing students‘
speaking skill which are vocabulary and pronunciation. Moreover, the researcher
also adds the assessment speaking scale with delivering opinion or thought. It
proved by Nina Prastuti6. scoring scale is provided in the table below:
Table 3.1
Rubric for Assessment Speaking Scale
Aspect 100 75 50 0
Vocabulary/usin Use many Use Use little Use nothing
g expression expressions adequate expressions of expressions
asking and of asking expressions asking and of asking and
giving opinion and giving of asking giving opinion. giving
opinion. (4- and giving (1 expressions) opinion. (0
5 opinion. (2- expression)
expressions 3
) expressions
)
Delivering Deliver Deliver Deliver little Deliver
opinion/thought many adequate opinions related nothing
5
Jeremy Harmer, The Practice of English Language Teaching 4th Edition, (Cambridge: Pearson
Longman, 2007), p. 343.
6
Nina Prastuti, Improving Students‘ Ability in Asking and Giving Opinion by Using Hangman
Game. Journal (Pontianak: Tanjungpura University, 2013), p. 2
26
7
Ibid., p. 27.
8
Loc.cit
27
The process of data collection started since the pre-test was administered until
the end of the cycle to measure the improvement of students‘ speaking skill after
implementing the talking chip technique.
Since there were two kinds of data collecting, the technique of data analysis was
separated in two ways. The qualitative data which was collected from interview and
observation were presented in the form of description. However, the quantitative data
that was collected from both pre-test and post-test were analysed by using the scoring
rubric and were processed with some formula.
After analysing students‘ pre-test and post-test, the researcher calculated the
average of students‘ test result by using this formula:
Explanation:
M : Mean
X : Individual score
N : Number of students
Then, the researcher should find the class percentage of students‘ score who
passed the criterion of minimum competency (KKM). Below is the formula that
the researcher used:
Finally, the formula that the researcher used to analyse the improvement of
students‘ score before and after the implementation of the action research is as
follows:
28
5. Trustworthiness
To maintain the validity of the research result, the researcher collected the data
which were gained from several instruments; interview, observation checklist, and
tests. The purpose of using several instruments is to test out the trustworthiness of
our data and to encourage ongoing reflections on them as part of the process of data
analysis. Burns stated that to investigate the validity, triangulation is one of the most
used and successful ways9. Furthermore, according to Burns, the aim of triangulation
is to gather multiple perspective on the situation being studied. It is a term which is
used in different senses by qualitative researchers.10
The intention of triangulation is to collect various perspectives from the situation
being studied. Therefore, it can be concluded that triangulation is using several data
collecting techniques to increase the validity of the data.
9
Anne Burns, Collaborative Action Research for English Language Teachers, (Cambridge:
Cambridge university press, 1999) p.162
10
Ibid., p. 163
29
Research will be stopped after the criterion of the action successfulness has already
been achieved.
CHAPTER IV
This chapter explains the research findings and the discussion based on
the analysis of the data collected from the implementation of Talking Chip
technique to foster students‘ speaking skill in asking and giving opinion in two
cycles. Related to the research finding, this part is divided into four parts,
referring to the students‘ participation, the students‘ achievement score in learning
asking and giving opinion, students‘ responses, and teacher‘s responses to the
implementation of talking chip technique.
A. Research finding
1. Pre-implementation
There were three kinds of instruments used in collecting the data before
implementing the actions, and those were the pre-action interview, pre-action
observation and pre-action test. The data is described as follows:
a. The result of a pre-action interview
1) Interview with the Teacher
The interview was conducted to the English teacher of SMPIT As Shof
Depok. It was held on August, 30th 2019. Here, the researcher gave some
questions divided into six questions. The first question was about the general
condition in English class at IX grade. The second question was about the
difficulties faced by the teacher in study English. The third question was about
speaking activity in the classroom. The fourth question was about the method the
teacher used in speaking class. The fifth question was about media the teacher
used in speaking class, and the last question was about students‘ response in
speaking class.
The first question discussed the general condition in English class at IX
grade. The teacher said the teaching and learning English at SMPIT As Shof was
the same as the others, for example using audiovisual as the media. The teacher
30
31
In the beginning, the teacher greeted the students. Then the teacher asked the
students to pray before studying. Then, teacher checked the students‘ attendance
list. After that, then she gave a brief overview of the material that would be
learned at that meeting. After getting the students‘ attention, she began to deliver
the material.
2) Methods
From the researcher‘s point of view, in this meeting, the teacher did not
prepare any exciting technique in the class. She used lecturing learning activity,
and she taught the students without using any instructional aids such as a
computer, projector, or loudspeaker. She only asked the students to make
sentences based on some situations individually. After asking the students to
make some sentences, the teacher asked some students randomly to read their
sentences in front of the class.
3) Teacher-Students Interaction
The class situation was quite noisy. However, when the teacher asked the
students to make their sentences, they did it quietly. However, some of them
showed their nervousness during the learning activity because they were afraid
that the teacher would ask them to read their sentences loudly in front of the
class.
4) Contents
Although the teacher gave a lecture in the class, she delivered a well-planned
lecture. The material in that meeting was about a polite request. The teacher
asked the students to apply the suitable polite request based on the situation. By
asking them to make their sentences based on their situation, it connected the
concept to students‘ experience.
post-test 2, only 17 students who followed the lesson completely. After giving
the pre-action test, the score was calculated. Here is the students‘ score in the
pre-action test.
Then, the percentage of students who passed KKM is calculated by using this
formula:
Furthermore, the maximal, minimum, and the mean score of the students are
illustrated in the table 4.1.
Table 4.1
Students’ Score in Pre-Action Test
Maximum score 75
Minimum score 25
Mean 48,52
Based on the calculation above, it shows that the mean of the pre-action test
is 48,52. Then, there is no student who passes the criterion of minimum
completeness which is 80 — meanwhile, 17 students do not pass or still below
the standard.
As a result, it was known that the students‘ speaking skill was still low. The
researcher found many causes. The first cause is students did not familiar with
using the expressions of asking and giving opinion, so they did not use the
expressions of asking and giving opinion. It can decrease their score because
using the expressions of asking and giving opinion is the essential thing in this
research. The second cause is students did not deliver their opinion
35
appropriately. Delivering the opinion or thought also the important thing in this
research. When they talked about the topic, they did not give their reason why
they agree or disagree with the topic. The third cause is students‘ pronunciation
must be improved, but overall, they speak correctly. Finally, all students get
low score because of they did not fulfil the assessment. Thus, it was needed to
find the solutions to solve this problem. To solve the problem, the researcher
used a talking chip technique in teaching asking and giving opinion. The action
was needed to improve students‘ speaking skill. The action research was
conducted in two cycles. Every cycle followed the procedures of action
research, such as planning, acting, observing, and reflecting.
b) Acting
i. First meeting
The action of cycle one was begun on September 04th 2019. The researcher
implemented the teaching-learning process based on the lesson plan had been
made. In the first meeting, the researcher taught about asking and giving opinion.
Before starting the lesson, the students were greeted and asked to pray together.
Then, she checked the attendance list, and five students did not attend the class for
some reason. After that, she started the lesson by giving brainstorming to the
students about asking and giving an opinion and also telling the students about the
learning objective. Then, she asked the students what they have known before
about asking and giving opinion. Several students just kept silent; several of them
also answered it hesitantly. Many of them answered that they forget about asking
and giving opinion because it was taught at seventh grade and eighth grade. Then,
they said that they still confused about the material. After asking the students, the
researcher explained the definition, the purposes, and the language features of
asking and giving an opinion.
After explaining the material, the students were asked to make several groups
to discuss and write the example of the expression in giving an opinion based on
the topic. Each group consisted of six to seven students. Thus there were four
groups in this activity. The researcher asked to count one to four. The students
who got number one gathered together with the students who also got number
one. The students gathered with their groups directly. During the activity, some
students were busy to discuss with their group, and some others were busy to talk
with other groups. However, there were only several students who interacted and
cooperated actively with their friends for finishing their task. The situation in the
classroom was very noisy and crowded, even in this class was just consisted of
37
asked the students about their feelings during the lesson, about the difficulties in
learning English, and about the talking chip. Some students answered that they
were dizzy; it proved by one of the students said she was dizzy, some students
expressed that it was fun because they discussed the topic using talking chip. They
said that the chip was delightful because the colour was eye-catching. At the end
of this meeting, the researcher concluded the material. Then, the researcher asked
the students if they had questions, but no students had questions. Thus, the
researcher ended the meeting, prayed together and greeted the students, then left
the class.
quite noisy, same as the previous meeting. The researcher did not command the
students to remain silent as long as the students discussed and did the task
correctly. The teacher prohibited the students from bothering other groups. The
students were only allowed to discuss with their friends in the same group. Then,
the researcher gave talking chip to the students, same with the previous meeting.
After that, the researcher concluded the material, asked students whether they
had questions, and asked them about this meeting. When the researcher explained
the conclusion, the students listened carefully; then, no one had questions.
Moreover, they expressed that some of them were happy because this day they
could study English with the researcher, some of them were happy because that
day was Friday, which means that the day after it was weekend so they can enjoy
with their family.
In the end, the researcher gave them feedback such as correction and
suggestion, then the researcher asked to pray together, greeted the students and
left the class.
checked the work on every group. She asked the students to collect their task at
the end of the class. After that, the researcher concluded the material, asked the
students whether they had questions, and asked them about this meeting. When
the researcher explained the conclusion, the students listened carefully; then, no
one had questions.
Furthermore, they expressed that some of them were happy because that day
they can study English with the researcher, some of them were tired and hopeless
because after studying English they must attend a scout ceremony, learn PBB, and
many others. Then, the researcher motivated them. In the end, the researcher gave
them feedback such as correction and suggestion, then the researcher asked to
pray together, greeted the students and left the class.
c) Observing
In this phase, the researcher observed the students‘ participation, response,
achievement and other things in the physical classroom. In the first meeting, the
researcher realised that she had to make much effort to make the students more
active during the learning process. Some of them were active and showed their
enthusiasm. However, some of them were quiet, and they did not involve
themselves actively. They said that they were afraid if they made mistakes when
answering the question from the researcher. Therefore, she motivated them to
involve themselves actively during the learning process.
In the second meeting, the researcher saw a better classroom condition;
students showed their enthusiasm during the learning process. They were not shy
to ask a question when they did not understand the researcher‘s explanation.
Moreover, they were also able to finish the task given by the researcher.
In the third meeting, it was found that the students became more active during
the learning process. They did the task based on the instruction. They also
finished the task on time. They said that they felt more comfortable with the
classroom condition. However, several students felt unconfident when the
researcher asked them to speak their task loudly in front of the class.
41
Then, the percentage of students who passed KKM is calculated by using this
formula:
Furthermore, the maximal, minimum, and the mean score of the students are
illustrated in the table 4.2.
Table 4.2
Students’ Score in Post-Action Test 1
Maximum score 91,66
Minimum score 58,33
Mean 73,52
24%
76%
From the figure above, the class percentage of students who pass the KKM
is 24%. Meanwhile, 76% of students or 13 students have scores below the KKM.
It shows that there is students‘ improvement between pre-test and post-test 1 with
percentage of 24% or 4 students pass the KKM and have the improvement in
speaking skill. From the percentage result in the classroom action research, it is
still not successful yet because the percentage has not reached the criteria of
action success when there is 50% of students pass the KKM.
d) Reflecting
In this phase, the researcher analysed the students‘ achievement and progress
based on their test score. The researcher also discussed the result of the
implementation of the modified action and decided whether the action should be
continued or not. The researcher targeted action success at 50% of students who
passed the minimum score (KKM). The minimum score of English was 80. Thus,
the researcher continued the action if the number of students who passed the
KKM was below eight students. However, regarding the first cycle, there was a
progress of the students‘ speaking skill although not all the targets could be
accomplished yet. When the researcher taught about asking and giving opinion
using talking chip technique, students were interested. Many of them were excited
with the chip because they said the chip was colourful and eye-catching. Some of
43
them were enthusiast about the activity (discussion) using talking chip. In general,
most of the students could understand the material, but some of them still could
not use the variety of giving opinion expression and also still lacked vocabulary.
This condition happened because the students were not familiar with the
expression of asking and giving opinion. Thus they still forgot that when they
wanted to ask somebody's opinion, they should use ―what do you think
about….?‖, ―what is your opinion about….‖, and many more. The students also
forgot the expression of giving opinion because they were not familiar with it.
Moreover, the students did not know some terms in English. Sometimes, they put
the terms in the sentence incorrectly.
Therefore, based on the discussion with the English teacher and the result of
post-action test 1, it can be concluded that it was necessary to do the cycle two
because the researcher found only a little progress that could be achieved by the
students. The researcher thought that there must be more efforts to develop
students speaking skill. Therefore, the new lesson plan for cycle two was
formulated. Based on the discussion between the researcher and the collaborator,
it was concluded that in the first cycle the students were still categorised poorly.
This result was disappointing and let the researcher know precisely students‘
ability in asking and giving opinion. The researcher concluded that the students
had difficulties in pronouncing the word and students used too much time to
discuss the topic and make them chatting with their friends. Therefore, for the
next meeting the researcher should overcome the problems that occurred in the
first cycle. The change was the teacher should teach the lesson much more
interesting to make the students more comfortable to comprehend.
Cycle 2
1) Planning
The planning phase of the second cycle was implemented in a lesson plan. It
was aimed to vary some component that required to be revised. The new lesson
plan used was still related to the use of talking chip technique for speaking in
asking and giving opinion. However, there was a modification in this cycle; the
44
researcher asked the students to work with smaller groups with their friends. The
researcher also prepared teaching aids. Besides, she also prepared the new
material that was familiar to them.
Based on the discussion between the teacher and the researcher, it was
concluded that in the first cycle the students were still categorised poorly. This
result was disappointing and let the teacher know precisely students‘ ability in
asking and giving opinion. The teacher concluded that the students had difficulties
in pronouncing the word and students used too much time to play the game
without finished the exercise. Therefore, for the next meeting the teacher should
overcome the problems that occurred in the first cycle. The change was the
researcher should teach the lesson much more exciting and slower to make the
students more comfortable to understand.
2) Acting
a) First Meeting
The action of cycle two was begun on September, 18th 2019. In this meeting,
the researcher motivated the students to compete with other groups to get the extra
point and told them that students who were active in the discussion would get a
better point than the passive students. Before starting the lesson, she greeted the
students and asked the students to pray together. Then, she checked the attendance
list as usual.
After checking the attendance list, the researcher reviewed the previous
material. The researcher asked the students if they wanted to re-explain about
previous material. The researcher said that the student should raise their hand.
Some students only kept silent, some students answered it hesitantly, and some
students opened their book and explained the previous material. After getting the
previous material, the researcher told the students about the objective of the
meeting. Then, the researcher gave permission to the students whether they
wanted to ask some question. Student 1 asked the question. She asked what tenses
for asking and giving opinion. Then the researcher gave opportunity to other
students to answering it. Other student answered that in asking and giving opinion
45
used simple present tense. Moreover, the researcher agreed the answer, then the
researcher gave to the other student to answer the question, but no one wanted to
answer the question, and finally the researcher answered the question.
Then, the researcher explaining again about asking and giving opinion, how to
asked the other‘s opinion and how to give our opinion. The researcher also gave
the students opportunity to asked if they have a question. No students asked the
question. The researcher continued explaining about today‘s activity. In this
meeting, the researcher wanted to discuss about students‘ favourite drink. Some
students were excited because they could express and shared their opinion about
their favourite drink.
The researcher commanded the students to count one to five in order to make a
group consisting of four students, and the researcher gave them the same topic.
After the students gathered with their groups, the researcher gave them 15 minutes
to prepare a discussion. One of the groups built a strategy. They consisted of four
students. Their strategy is: students 1 asked the opinion to student 2, students 2
asked the opinion to student 3, student 3 asked the opinion to student 4, and
finally student 4 asked to student 1.
The researcher monitored the students by walking around the class, and the
researcher helped the students if they have difficulties. Overall, the students
difficult translate the sentence from Bahasa into English. Some students make
noisy and bothered the other friend in other groups, it makes the condition of the
class was crowded. However, the researcher can manage the class by giving
punishment if they talked with other groups. The punishment is the students have
to perform at the front of class. They have to do ‗stand-up comedy‘. Finally, the
students could keep quite during the lessons.
Then, they continued to write their opinion about the topic, and they discussed
it together with their groups. After the time of discussion were timed out, the
researcher asked the students to practice their speaking using talking chip
technique. The researcher accompanied the students when they practised their
speaking in asking and giving opinion using talking chip technique.
46
From the observation based on the students‘ discussion and practised using
talking chip technique, it was found that most of the students had difficulties in
pronouncing some word and still used a little expression of asking and giving
opinion.
After the students‘ practised their speaking in asking and giving opinion using
talking chip technique, the researcher gave the comment and feedback for the
students. The researcher said that they did it well and they deliver many variations
opinion about their favourite drink.
After giving comment and feedback, the researcher gave opportunities to
students to tell about their difficulties in practice speaking using talking chip.
After the researcher observed that in this meeting, the researcher concluded that
students improved their speaking skill in asking and giving opinion, especially in
delivering opinion. It can be seen by the students‘ enthusiast about the topic, their
favourite drink. Some students said that they did not have difficulties in delivering
their opinion about their favourite drink because it was a simple topic.
Then, the researcher motivated the students to study harder and practise
English anywhere and anytime. The researcher closed the meeting with pray
together and goodbye to the students.
b) Second Meeting
The second meeting was done on September 20th 2019. In this meeting, the
material was still about asking and giving opinion. The same as the previous
meeting, the researcher greeted the students and asked them to pray together
before study. Then, she checked the attendance list, three students did not attend
to the class because of some reason. Besides, she also motivated the students to be
more active during the learning process. She told them that she would give an
extra point for them who wanted to involve themselves actively.
In this meeting, the researcher explained asking and giving opinion, gave an
example of asking and giving opinion. How to ask the other‘s opinion and how to
give our opinion appropriately. Not only used the expression asking and giving
opinion, but also the researcher said that we have to respect to other‘s opinion
47
because every people have their thought, point of view, and opinion about
something that may be different from our thought. Moreover, in this era which
social media has common place for sharing the idea. We have to be smart in
giving our opinion about something, it means we did not allow to hurt someone or
certain parties. Because giving opinion not only about our intelligence in deliver
our thought correctly, but also, we have to be kind, and good attitude to the other.
Then, the researcher gave opportunities for students to ask anything about
asking and giving opinion. Three minutes later, no students have a question. Until
in the fourth minute, one of the students asked what topic that we must discussed
in this meeting. Then, the researcher explained about the topic. Today‘s topic is
their favourite song.
The researcher asked the students to ask and give opinion about their favourite
song. As usual, the researcher asked the students to make a group consisted of
four students, and then gave them talking chip as media for teaching asking and
giving opinion. The researcher gave 15 minutes for discussion and think about the
topic.
The researcher walking around the class, monitored the students and make sure
they did their task well, helped the students if they have difficulties, and managed
them to keep quiet. Based on teacher‘s observation, the students gained their skill
in asking and giving opinion. It can be seen by only two students that have a
problem in arranged the sentence correctly.
After the prepared the discussion, teacher asked the students to practice their
speaking in asking and giving opinion through talking chip. All of the students did
it well. No students have difficulties when practice their speaking in asking and
giving opinion using talking chip. They said they were familiar with this
technique so they did not have problems when using talking chip. And also, they
did not have any problem when ask somebody‘s opinion and when deliver their
opinion because every meeting, the researcher always explains about expression
of asking and giving opinion, the attitude when deliver our opinion. Thus, it helps
them so much.
48
Then, the researcher gave the students comment and feedback. The researcher
said that they gained their skill in speaking even some students still mispronounce
some word. But it was not a big problem. Overall, the researcher appreciated the
students because of their great work.
At the end, the researcher closed the meeting with pray together and motivated
the students. After that, the researcher said goodbye to the students.
c) Third Meeting
The last meeting of cycle two was done on September 25th 2019. The
researcher greeted the students and asked them to pray first before starting the
learning activity. She also checked the attendance list, in this meeting, three
students did not attend the class because of some reason. Then, the researcher
asked the students about they feel, using expression of asking and giving opinion
in order to review about asking and giving opinion. some students answered it
properly because using expression of asking and giving opinion, some students
answered it hesitantly, and some students keep silent. Some students said that they
were not happy because after English, they have to attend the Scout‘s activity.
Scout‘s activity conducted in school field so they have to stand up for long time.
Based on the students‘ response about their feeling right now, the researcher
did an ice-breaking for helped the students feel better. the ice-breaking was
―Simon said‖. The rules were, if the researcher said ―Simon said‖, the students
have to did what ―Simon said‖. For instance, the researcher commanded, ―Simon
said, hold your nose‖, then the students have to hold their nose. If the researcher
commanded, ―hold your nose‖, the students did not have to hold their nose. The
students did what researcher said not Simon said, they have to do the punishment.
After the researcher stopped the game, the students asked to did the game
again. It means they were happy. Because of the researcher have limited time, the
researcher said to the students that they have to learn not only played the game.
In this meeting, the topic was about Indonesian favourite food. The researcher
asked the students to make a group consisted of four students; then the researcher
49
gave students the talking chip that could be used to ask and give opinion in their
group.
The researcher gave 15 minutes to students for discussed about the topic,
Indonesian favourite food. The students were exciting because it was simple topic
and they felt it was easy to talked.
The researcher implemented Talking Chip as a technique of teaching. The
students were excited by the technique because they have used the technique,
especially in teaching and learning process.
However, some of the students were familiar with the chip and often using the
talking chip in the classroom. Each group needed to make a short conversation
using asking and giving opinion based on the topic. They needed to speak up the
sentences. Afterwards, each group needed to discuss the topic. Later on, every
student in the group have to discuss the topic using talking chip. Each of the
students were actively participated in the lesson. The researcher came to each
group to observe and also to help the students when they have any problem. The
students said that they did not have a big problem because this topic is simple and
easy to talk. However, some students make noise and talked with their friends in
other groups. The researcher tried to manage them. The researcher said that she
would be reduced the students‘ score if they make noise.
After prepared the discussion, the researcher asked the students to practice their
speaking using talking chip technique. All the groups did it well. The researcher
commanded to gave applause to the students‘ performance.
After that, the researcher gave feedback and comment for the students. All of
the students can use the expressions of asking and giving opinion properly, and
students were familiar with talking chip technique, so there were no
misunderstand.
At the end of the lesson, the researcher motivated the students. She said that we
have to study hard in order to have many knowledges and make us smart.
Nevertheless, did not forget to be kind, to everybody, in every situation, and every
time. Then, the researcher closed the lesson by pray together and said goodbye to
the students.
50
3) Observing
In this cycle, the activities in the classroom, such as students‘ participation and
their progress during the learning process, were observed. Then, it can be
concluded that the classroom condition during the learning process was better
than the previous cycle. Besides, they did not find many scientific terms as they
found in the previous cycle. In this meeting, their participation in classroom
activity increased because of the extra point that the researcher gave.
In the second meeting, the students involved themselves actively during the
learning process. They asked the researcher bravely when they found challenging
instruction. Besides, they were given limited time to do discussion steps.
However, they could finish it well; they gave their effort to have the best result.
Furthermore, after finishing the teaching and learning process in the second
cycle, the researcher gave the post-action test 2 in order to know the students‘
progress in speaking. It was held at the next meeting.
After giving the post-action test 2, the score was calculated. Here is the
students‘ score in the pre-action test 2.
Then, the percentage of students who passed KKM is calculated by using this
formula:
Furthermore, the maximum, minimum, and the mean score of the students are
illustrated in the table below:
Table 4.3
Students’ Score in Post-Action Test 2
51
Based on the result of post-test 2, there is 7,85 point improvement from post-
test 1 to post-test 2. The mean score of post-test 1 is 73,52, and post-test 2 is
81,37. Then, there is 32,85 point improvement from pre-test to post-test 2. The
mean score of pre-test is 48,52, and post-test 2 is 81,37. It means 9 students
passed the test with the percentage of 52,94%. The class percentage of successful
and unsuccessful students is illustrated in figure below:
47%
53%
(4) Reflecting
After getting the result of the speaking test, the researcher carried out the
reflection of classroom action research (CAR). In this phase, the researcher felt
satisfied that the effort to foster students‘ speaking skill by using a talking chip
was increased significantly. Students could comprehend the text well. It was
proved by the students‘ test result of post-action test 2 which was better than post-
action test 1 and pre-action test. Besides, the students were also active and
confident during the learning process. After achieving the 50% of students passed
the KKM, the researcher decided to continue the classroom action research (CAR)
because it had not already succeeded.
Based on the criterion of action research success, the researcher determined
the criterion at least 75% of students can passed the KKM. It means, in this
research, the researcher needed to foster at least 13 students to have good
speaking in asking and giving opinion so they can pass the KKM which was 80.
The result of post-test 2 showed that only 52% of students can passed the KKM. It
means, the researcher have to continue to the cycle three in order to achieve the
criterion of action research success.
Based on the research in cycle 2, the researcher found that some students
could foster their speaking skill in asking and giving opinion through talking chip
technique. They can asked somebody‘s opinion properly, they can deliver their
though appropriately, but sometimes they were lack of vocabulary and had
difficult to translate from Bahasa into English. The researcher wanted to help the
students‘ difficult more intensively by giving simple vocabulary.
Besides, many students can apply the lesson appropriately. They can asked
somebody‘s opinion using expression of asking opinion, they can deliver their
thought using expression of giving opinion, and they were brave to speak English
during the lesson, even they were mispronounce or still using Bahasa when they
did not know some terms in English.
The researcher hoped that in the next cycle, she could foster students‘
speaking skill in asking and giving opinion significantly with the good response
from students.
53
Cycle 3
1) Planning
In this planning phase of third cycle, the researcher begin from prepared the
students‘ attendance list and students‘ speaking scoring list. It could be ease the
researcher to collect the data from the class. Then, the researcher prepared the
post-test of cycle 3. The post-test was instrument for the researcher to collect the
quantitative data of this research. The result of post-test could show how much the
improvement of the students‘ speaking skill in asking and giving opinion using
talking chip technique.
The researcher also revising the topic of the lesson. The researcher selected
the issue that coul be found in daily life, thus they could understand easily and
quickly.
The new lesson plan was still related to asking and giving opinion. In this
cycle, the researcher would give the students more time to practice their speaking.
The researcher would make sure that each of the students confidently speak up the
language in the classroom, so that they will be able to asked somebody‘s opinion
or deliver their opinion in the group discussion.
2) Acting
a) The first meeting
The action of cycle three was begun on October, 2nd 2019. In this meeting, the
researcher motivated the students to compete with other groups to get the extra
point and told them that students who were active in the discussion would get a
better point than the passive students. Before starting the lesson, she greeted the
students and asked the students to pray together. Then, she checked the attendance
list as usual.
After checking the attendance list, the researcher reviewed the previous
material. The researcher asked the students if they wanted to re-explain about
previous material. The researcher said that the student should raise their hand.
Some students only kept silent, some students answered it hesitantly, and some
54
students opened their book and explained the previous material. After getting the
previous material, the researcher told the students about the objective of the
meeting. Then, the researcher gave permission to the students whether they
wanted to ask some question. However, no students have any question so the
researcher continue to explained the material.
Then, the researcher explaining again about asking and giving opinion, how to
asked the other‘s opinion and how to give our opinion. The researcher also gave
the students opportunity to asked if they have a question. No students asked the
question. The researcher continued explaining about today‘s activity. In this
meeting, the researcher wanted to discuss about students‘ favourite person in their
family. Some students were excited because they could express and shared their
opinion, moreover some students still confused and doubt to deliver their opinion
since they were love all of their family member.
The researcher commanded the students to count one to five in order to make a
group consisting of four students, and the researcher gave them the same topic.
After the students gathered with their groups, the researcher gave them 15 minutes
to prepare a discussion.
The researcher monitored the students by walking around the class, and the
researcher helped the students if they have difficulties. Overall, the students
difficult translate the sentence from Bahasa into English. Some students make
noisy and bothered the other friend in other groups, it makes the condition of the
class was crowded. However, the researcher can manage the class by giving
punishment if they talked with other groups. The punishment is the students have
to perform at the front of class. They have to do ‗stand-up comedy‘. Finally, the
students could keep quite during the lessons.
Then, they continued to write their opinion about the topic, and they discussed
it together with their groups. After the time of discussion were timed out, the
researcher asked the students to practice their speaking using talking chip
technique. The researcher accompanied the students when they practised their
speaking in asking and giving opinion using talking chip technique.
55
From the observation based on the students‘ discussion and practised using
talking chip technique, it was found that most of the students had difficulties in
pronouncing some word and still used a little expression of asking and giving
opinion.
After the students‘ practised their speaking in asking and giving opinion using
talking chip technique, the researcher gave the comment and feedback for the
students. The researcher said that they did it well and they deliver many variations
opinion about their favourite person in their family.
After giving comment and feedback, the researcher gave opportunities to
students to tell about their difficulties in practice speaking using talking chip.
After the researcher observed that in this meeting, the researcher concluded that
students improved their speaking skill in asking and giving opinion, especially in
delivering opinion. It can be seen by the students‘ enthusiast about the topic, their
favourite drink. Some students said that they did not have difficulties in delivering
their opinion about their favourite drink because it was a simple topic.
Then, the researcher motivated the students to study harder and practise
English anywhere and anytime. The researcher closed the meeting with pray
together and goodbye to the students.
b) Second meeting
The action of cycle two was begun on October, 4th 2019. Same like previous
meeting, in this meeting, the researcher also motivated the students to compete
with other groups to get the extra point and told them that students who were
active in the discussion would get a better point than the passive students. Before
starting the lesson, she greeted the students and asked the students to pray
together. Then, she checked the attendance list as usual.
After checking the attendance list, the researcher reviewed the previous
material. The researcher asked the students if they wanted to re-explain about
previous material. The researcher said that the student should raise their hand.
Some students only kept silent, some students answered it hesitantly, and some
students opened their book and explained the previous material. After getting the
56
previous material, the researcher told the students about the objective of the
meeting. Then, the researcher gave permission to the students whether they
wanted to ask some question. Student 1 asked the question. She asked what tenses
for asking and giving opinion. Then the researcher gave opportunity to other
students to answering it. Other student answered that in asking and giving opinion
used simple present tense. Moreover, the researcher agreed the answer, then the
researcher gave to the other student to answer the question, but no one wanted to
answer the question, and finally the researcher answered the question.
Then, the researcher explaining again about asking and giving opinion, how to
asked the other‘s opinion and how to give our opinion. The researcher also gave
the students opportunity to asked if they have a question. No students asked the
question. The researcher continued explaining about today‘s activity. In this
meeting, the researcher wanted to discuss about students‘ favourite thing to do .
Some students were excited because they could express and shared their opinion
about their favourite thing to do.
The researcher commanded the students to count one to five in order to make a
group consisting of four students, and the researcher gave them the same topic.
After the students gathered with their groups, the researcher gave them 15 minutes
to prepare a discussion.
The researcher monitored the students by walking around the class, and the
researcher helped the students if they have difficulties. Overall, the students
difficult translate the sentence from Bahasa into English. In this meeting, the
researcher observed that the students more quiet than previous meeting. The
students busy to think what is the most favourite thing they do.
Then, they continued to write their opinion about the topic, and they discussed
it together with their groups. After the time of discussion were timed out, the
researcher asked the students to practice their speaking using talking chip
technique. The researcher accompanied the students when they practised their
speaking in asking and giving opinion using talking chip technique.
From the observation based on the students‘ discussion and practised using
talking chip technique, it was found that most of the students had difficulties in
57
pronouncing some word and still used a little expression of asking and giving
opinion.
After the students‘ practised their speaking in asking and giving opinion using
talking chip technique, the researcher gave the comment and feedback for the
students. The researcher said that they did it well and they deliver many variations
opinion about their favourite thing to do.
After giving comment and feedback, the researcher gave opportunities to
students to tell about their difficulties in practice speaking using talking chip.
After the researcher observed that in this meeting, the researcher concluded that
students improved their speaking skill in asking and giving opinion, especially in
delivering opinion. It can be seen by the students‘ enthusiast about the topic, their
favourite drink. Some students said that they did not have difficulties in delivering
their opinion about their favourite drink because it was a simple topic.
Then, the researcher motivated the students to study harder and practise
English anywhere and anytime since the internet ease us to access everything. The
researcher closed the meeting with pray together and goodbye to the students.
c) Third meeting
The last meeting of cycle three was done on October 9th 2019. The researcher
greeted the students and asked them to pray first before starting the learning
activity. She also checked the attendance list, in this meeting, three students did
not attend the class because of some reason. Then, the researcher asked the
students about they feel, using expression of asking and giving opinion in order to
review about asking and giving opinion. Some students answered it properly
because using expression of asking and giving opinion, some students answered it
hesitantly, and some students keep silent. Some students said that they were not
happy because after English, they have to attend the Scout‘s activity. Scout‘s
activity conducted in school field so they have to stand up for long time.
Based on the students‘ response about their feeling right now, the researcher
did an ice-breaking for helped the students feel better. the ice-breaking was
―Simon said‖. The rules were, if the researcher said ―Simon said‖, the students
58
have to did what ―Simon said‖. For instance, the researcher commanded, ―Simon
said, hold your nose‖, then the students have to hold their nose. If the researcher
commanded, ―hold your nose‖, the students did not have to hold their nose. The
students did what researcher said not Simon said, they have to do the punishment.
After the researcher stopped the game, the students asked to did the game
again. It means they were happy. Because of the researcher have limited time, the
researcher said to the students that they have to learn not only played the game.
In this meeting, the topic was about Indonesian favourite food. The researcher
asked the students to make a group consisted of four students; then the researcher
gave students the talking chip that could be used to ask and give opinion in their
group.
The researcher gave 15 minutes to students for discussed about the topic,
Indonesian favourite food. The students were exciting because it was simple topic
and they felt it was easy to talked.
The researcher implemented Talking Chip as a technique of teaching. The
students were excited by the technique because they have used the technique,
especially in teaching and learning process.
However, some of the students were familiar with the chip and often using the
talking chip in the classroom. Each group needed to make a short conversation
using asking and giving opinion based on the topic. They needed to speak up the
sentences. Afterwards, each group needed to discuss the topic. Later on, every
student in the group have to discuss the topic using talking chip. Each of the
students were actively participated in the lesson. The researcher came to each
group to observe and also to help the students when they have any problem. The
students said that they did not have a big problem because this topic is simple and
easy to talk. However, some students make noise and talked with their friends in
other groups. The researcher tried to manage them. The researcher said that she
would be reduced the students‘ score if they make noise.
After prepared the discussion, the researcher asked the students to practice their
speaking using talking chip technique. All the groups did it well. The researcher
commanded to gave applause to the students‘ performance.
59
After that, the researcher gave feedback and comment for the students. All of
the students can use the expressions of asking and giving opinion properly, and
students were familiar with talking chip technique, so there were no
misunderstand.
At the end of the lesson, the researcher motivated the students. She said that we
have to study hard in order to have many knowledges and make us smart.
Nevertheless, did not forget to be kind, to everybody, in every situation, and every
time. Then, the researcher closed the lesson by pray together and said goodbye to
the students.
3) Observation
In this cycle, the activities in the classroom, such as students‘ participation and
their progress during the learning process, were observed. Then, it can be
concluded that the classroom condition during the learning process was better
than the previous cycle. Besides, they did not find many scientific terms as they
found in the previous cycle. In this meeting, their participation in classroom
activity increased because of the extra point that the researcher gave.
In the second meeting, the students involved themselves actively during the
learning process. They asked the researcher bravely when they found challenging
instruction. Besides, they gave their effort to have the best result.
Furthermore, after finishing the teaching and learning process in the third
cycle, the researcher gave the post-action test 3 in order to know the students‘
progress in speaking. It was held at the next meeting.
After giving the post-action test 3, the score was calculated. Here is the
students‘ score in the post-action test 3.
Then, the percentage of students who passed KKM is calculated by using this
formula:
60
Furthermore, the maximum, minimum, and the mean score of the students are
illustrated in the table below:
Table 4.4
Students’ Score in Post-Action Test 3
Maximum score 91,66
Minimum score 66,66
Mean 83,82
Based on the result of post-test 3, there is 2,45 point improvement from post-
test 2 to post-test 3. The mean score of post-test 2 81,37, and post-test 3 is 83,82.
Then, there is 35,30 point improvement from pre-test to post-test 3. The mean
score of pre-test is 48,52, and post-test 3 is 83,82. It means 14 students passed the
test with the percentage of 82,35%. The class percentage of successful and
unsuccessful students is illustrated in figure below:
18%
82%
d) Reflecting
Based on the discussion between the researcher and the researcher, it was
concluded that in the second cycle the students were categorized as good. In this
last cycle was the good cycle that improved students‘ speaking ability in asking
and giving opinion by using talking chip technique. In this cycle, the researcher
concluded that improving students‘ ability in asking and giving opinion by using
talking chip technique gave positive impact to improve students‘ speaking skill.
The teaching-learning process was good since the beginning until the end of the
action. By using talking chip, the students could remember most of the expression
of asking and giving easier. From the research findings above, the researcher
found some essential things. Talking chip made the students active because in this
activity, besides the chip was eye-catching and exciting, the students often
practised their speaking especially in ask and gave opinion by using chip. The
students more struggle to discuss the topic and practice the dialogue. When
students want to take part, they must understand what others are saying or have
written. They must speak or write in order to express their opinion or thought.
Thus, the activity provides one way of helping the learners to experience language
rather than merely study it. When the students were motivated in speaking, and
they understood the rules of talking chip clearly, they were practising the dialogue
about asking and giving opinion. The improvement of students‘ ability in asking
and giving opinion by using talking chip from the first cycle to the third cycle is
presented in the table.
62
could actively share their opinion with every member of a group. By knowing the
unfamiliar vocabulary and getting help from their friends in the group to have
better preparation, it made them able to speak in English better.
Furthermore, they were satisfied when they knew their test results; most of
them made a significant improvement. Although it consumed many times to do
the whole steps of this technique, some of them hoped that the teacher would use
this technique in teaching other kinds of speaking material.
Table 4.5
Students’ Speaking Score in Pre-test, Post-test 1, post-test 2,
and Post-test 3
Students‘ Post-action Post-action Post-action
Pre-action test
number test 1 test 2 test 3
1 58,33 58,33 91,66 91,66
2 66,66 66,66 83,33 91,66
3 33,33 75 75 83,33
4 33,33 75 91,66 91,66
5 25 75 66,66 83,33
6 66,66 83,33 75 83,33
7 33,33 66,66 91,66 91,66
8 58,33 91,66 91,66 83,33
9 75 75 75 75
10 58,33 83,33 83,33 83,33
11 58,33 83,33 91,66 91,66
12 33,33 58,33 75 66,66
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There were three steps to have the result. Those were calculating the students‘
mean score of post-action test 1, the percentage of students‘ improvement score
from pre-action test to post-action test 1 and the percentage of students who
passed the KKM. The first step was to calculate the mean score of the post-action
test.
The calculation is as follows:
From that calculation, the students‘ mean score of post-action test 1 is 73,52. It
proves that there is an improvement from the mean score of the pre-action test. It
could be seen from the mean score of the pre-action test, which is 48,52 to the
mean score of post-action test 1 which is 73,52.
The second step was calculating the percentage of students‘ improvement score
from pre-action test and post-action test 1. It is calculated as follows:
65
From that calculation, the students‘ improvement from pre-action test to post
action test 1 is 72,52%. It shows that the score of the post-action test in cycle one
has improved 72,52% from the pre-action test. The next step was calculating the
percentage of students who passed KKM. It is calculated as follows:
From that calculation, the class percentage who passes the KKM is 23,52%. It
means that in cycle one, four students pass the KKM and 13 students have the
score below the KKM. Furthermore, in cycle 2, the result of post-action two is
also calculated to know the score improvement. The same as the previous
calculation, there were three steps to know the improvement, which were
calculating the students‘ mean score of post-action test 2, the percentage of
students‘ improvement score from the pre-action test and post-action test 2, and
the percentage of students who passed the KKM. The first step was to calculate
the mean score of post-action test 2. The calculation is as follows:
From that calculation, the mean score of post-action test 2 is 81,33. It proves
that there is an improvement in this cycle. It could be seen from the mean score of
post-action test 1 which is 73,52 with the mean score of post-action test 2 which is
81,37. Then, the second step was calculating the percentage of students‘
improvement score from pre-action test to post-action test 2. It is calculated as
follows:
66
Based on the calculation, it can be seen that the post-action test 2 improves
80.37% from the pre-action test. Furthermore, the next step was calculating the
percentage of students who passed the KKM. It is calculated as follows:
From that calculation, the class percentage who passes KKM is 52,94%. It
means that in cycle two, nine students pass the KKM and six students have the
score below the KKM. The result of the class percentage in cycle 2 shows the
improvement from the previous test. The same as the previous calculation, there
were three steps to know the improvement, which were calculating the students‘
mean score of post-action test 3, the percentage of students‘ improvement score
from the pre-action test and post-action test 3, and the percentage of students who
passed the KKM. The first step was to calculate the mean score of post-action test
3. The calculation is as follows:
From that calculation, the mean score of post-action test 3 is 83,82. It proves
that there is an improvement in this cycle. It could be seen from the mean score of
post-action test 2 which is 81,37 with the mean score of post-action test 3 which is
83,82. Then, the second step was calculating the percentage of students‘
improvement score from pre-action test to post-action test 3. It is calculated as
follows:
67
Based on the calculation, it can be seen that the post-action test 3 improves
82,82% from the pre-action test. Furthermore, the next step was calculating the
percentage of students who passed the KKM. It is calculated as follows:
From that calculation, the class percentage who passes KKM is 82,35%. It
means that in cycle 3, there are 14 students who passed the KKM and there are 3
students who have a score below the KKM. The result of the class percentage in
cycle 3 shows the improvement from the previous test. In short, the result of the
test can be obviously seen in this table 4.5:
Table 4.6
The Comparison Score of the Pre-Action test, Post-action test 1, Post-action
test 2 and Post-action test 3
Post-
Post- Post-
Pre-action action 3
Category action 1 action 2
test score test
test score test score
score
Maximum 75 91.66 91.66 91,66
Number of students who get max 1 1 5 5
Minimum 25 58,33 66,66 66,66
Number of students who get min 1 2 1 1
Mean 48,52 73,52 81,37 83,82
68
Number of Student
80 73,52
66,66 66,66
Speaking Score
58,33 4
60 48,52
3
40
25 2
20 1
0 0
pre-action test post-action test 1 post-action test 2 post-action test 3
Mean Min Max minimum Maximum
Figure 4.4 The Comparison Score in Pre-test, Post-test 1, Post-test 2, and Post-test 3
Based on the table, it shows that the mean score of the speaking test before
applying the talking chip technique is 48,52. Meanwhile, the minimum score is
25, and the maximum score is 91,66. Then, the mean score of post-action test 1 is
73,52. Besides, in this test, the minimum score is 58,33, and the maximum score
is 91.66. Next, the mean score of post-action test 2 is 81,37.
Meanwhile, the minimum score is 66,66, and the maximum score is 91,66.
Then, the mean score of post-test 3 is 83,82. The minimum score is 66,66 and the
maximum score is 91,66. It shows that the students always have significant
improvement from the pre-action test to post-action test 3. It means the talking
chip technique can improve students speaking skill.
B. Data interpretation
Based on the data finding, talking chip technique was applied to solve the
students‘ problem because it could equalise students‘ participation and motivated
students to be more active. It supposed to increase students‘ speaking skill in asking
and giving opinion. The researcher used talking chip technique in order to fostering
students speaking skill in asking and giving opinion in ninth grade SMPIT As Shof
Depok in the academic year 2019/2020 which were explained before by the
69
researcher in research finding, it can be interpreted that talking chip could foster
students speaking skill in asking and giving opinion through three factors. The first
factors were talking chip was a new teaching technique for ninth grade SMPIT As
Shof in the academic year 2019/2020. It can be proved in the students‘ interview
(post-action implementation). Three students said that talking chip was a new
teaching technique that they never known before. The talking chip was helpful for
them because talking chip can equalized students‘ participation in speaking.
The second factors were talking chip was impressive; the students who have
interviewed said that talking chip was delightful because they can speak alternately
with their friends. So, there are no students speak more, and no students speak less.
The third factors were talking chip was eye-catching. Based on the researcher‘s
interview with the teacher (post-implementation), the teacher said that the students
were happy and excited because the chip has bright colour, so the students were
attracted with the chip, and it could increase the students‘ attention.
Besides interviewing the teacher, the students were also interviewed to make the
data more reliable. The representatives of the students were asked about some
questions related to the use of talking chip technique. Most of them agreed that the
talking chip technique was helpful since it can help them shared their opinion more
equally. They also hoped that the teacher would use the talking chip technique in
teaching the other types of speaking.
The improvement of students‘ speaking skill also can be proved by the result of
the test. The mean score of pre-test was 48,52. The mean score of post-test 1 was
73,52. The mean score of post-test 2 was 81,37. And the mean score of post-test 3
was 83,82. The action was stopped since the percentage of the students in post-test 3
has achieved the criterion. The percentage of post-test 3 was 82,35%, and the
criterion of the action success based on previous chapter was 75%.
C. Discussion
Based on the process of conducting the research and the calculation of the data,
there are some information was explained as follows. The researcher determined 17
students because only 17 students that follow the action completely.
70
1
Muhammad Muklas, Talking Chips Technique to Teach Speaking, Journal of English Language
Education and Literature, Vol. II No. 1, 2017, p. 58
71
group was 72,48. Nanik Purwasih also in line with this research. Her research
entitled: Using Talking Chip Technique to Improve Speaking Achievement of 11th
Graders of One Senior High School in Indralaya Utara2. She said that there are two
reasons why Talking Chips technique can improve students‘ speaking achievement.
Firstly, Talking Chips technique offers an interesting way of learning in which they
have a turn to speak. Secondly, Talking Chips encourage students to be confident and
respect their friends during discussion in order to create mutual understanding.
2
Nanik Purwasih, Using Talking Chip Technique to Improve Speaking Achievement of 11 th
graders of one Senior High School in Indralaya Utara, (Proceedings of the 2nd SULE – IC 2016,
FKIP, Unsri, Palembang, 2016), p.780
CHAPTER V
CONCLUSION
A. Conclusion
The observation and the implementation of this Classroom Action Research
(CAR) were held at the ninth grade of SMPIT As Shof Depok in the academic year
2019/2020. The number of students was 27.
From all the discussion in this paper, the researcher would like to conclude the
result of this research. Teaching speaking in asking and giving opinion through talking
chip technique could positively involve the students during the lesson. The research
was done in two cycles. In the first cycle, students‘ result of speaking ability in asking
and giving opinion was low, but they were involved in the activity happily. It means
that in the second cycle the researcher should explain the lesson much more exciting
and slower to make the students easier to understand.
Based on the researcher‘s observation, talking chip technique had been
successfully fostering the students‘ speaking skill in asking and giving opinion. There
are three reasons why talking chip technique can foster students‘ speaking skill in
asking and giving opinion. The first was talking chip can equalise the students‘
participation so that they can speak actively during the lesson. The second was talking
chip was a new teaching technique for the students, so they enthusiast with the lesson.
The third was talking chip has bright colour so it can be increased students‘ attention.
Based on the result of the students‘ speaking test, talking chip can be measured
that the students could improve the students‘ speaking score. In the pre-test, students‘
mean score was 48,52. In the post-test 1, students‘ mean score was 73,52. In the post-
test 2, students‘ mean score was 81,37. In the post-test 3, students‘s mean score was
83,82. It means talking chip foster 82,35% of students, since the researcher determined
that criterion for CAR success was 75%, the researcher stopped the action research in
cycle three. Thus, the implementation of talking chip technique in improving the
students‘ speaking skill in asking and giving opinion in ninth grade SMPIT As Shof
Depok in the academic year 2019/2020 was successful.
72
73
B. Suggestion
According to the conclusion of the study, talking chip technique is an appropriate
and aplicable in teaching speaking English in asking and giving opinion in ninth grade
SMPIT As Shof in the academic year 2019/2020. The teacher should have many
technique to deliver the lesson and using talking chip is one of the way to teach
speaking. Therefore, the researcher would like to give the suggestions to:
1. English Teacher
a. The teacher should make sure the students understand the lesson or material
before using talking chip technique.
b. The teacher must give the instruction of talking chip technique in order the
teacher can direct the class.
c. The teacher should always control the situation in the class when talking chip
technique is running.
d. The teacher can try to use talking chip technique for teaching activity in speaking
especially in asking and giving opinion. By talking chip technique, the students
can be more enthusiastic to speak English, be more deliver their opinion or
thought, get many new vocabularies, and be more interactive with other students
in the classroom.
2. Students
a. The students should be more active in the activity of group and try to have many
apportunities to speak.
b. The students are expected to be focus and serious in doing the talking chip
technique
c. The students should have critical thinking to perceive the argument from their
friends when talking chip technique is running
3. Further Researchers
a. The future researcher hopefully can solve the problem of students especially in
asking and giving opinion that the researcher found by combining talking chip
with other techniques to make the learning process perfect.
74
REFERENCES
APPENDICES
Appendix 1
Place:
Date:
Cycle:
the lesson.
The lesson keeps the students‘
12
interest until the end.
The students who are weaker in
13 English can take part without
being frustrated.
All of the students participate in
14
the lesson.
79
Appendix 2
TRANSCRIPTION OF CLASSROOM OBSERVATION
correctly.
The students practice the Most of them practice the language function.
8 √
language function Eventhough just in the discussion.
Most of students always ask the question. Even the
The students ask questions when small question, for instance the terms in English, or
9 √
they do not understand. asked the teacher to give correction about their
opinion, is that wrong or right.
The students produce the
10 √ Most of them can produce the sentence orally
sentences orally
A little bit of the students that brave speak English
The students speak English during
11 √ during the lesson. Some of them just speak English
the lesson.
when they asked permission to go to toilet.
The teacher doing ice breaking again to keep the
students‘ interest until the end, and they are happy
The lesson keeps the students‘
12 √ and look fresh again. Because before ice breaking,
interest until the end.
many students yawn their mouth, it indicates they
are sleepy.
The students who are weaker in
The teacher motivated and help them to faced the
13 English can take part without √
difficulties, thus they feel stronger than before.
being frustrated.
All of the students participate in
14 √ Most of the students follow the lesson.
the lesson.
89
they do not understand. when they did not know or did not understand the
material.
The students produce the
10 √ All of the students produce the sentence orally
sentences orally
Almost of the students speak English not only in
The students speak English during
11 √ discussion, but also when they talking with other
the lesson.
friends.
The teacher always tries to keep the students‘
The lesson keeps the students‘
12 √ interest until the end of lesson. The teacher doing
interest until the end.
ice breaking for return the students‘ spirit.
The students who are weaker in
They feel enjoy and have confident to speak
13 English can take part without √
English during the lesson.
being frustrated.
All of the students participate in All of the students participate and follow the lesson
14 √
the lesson. well.
93
Appendix 3
INTERVIEW GUIDELINES
INTERVIEW GUIDELINES
Appendix 4
INTERVIEW TRANSCRIPT
2. Peneliti: kemudian, apa saja kesulitan yang ibu hadapi ketika mengajar
Bahasa Inggris, khususnya di kelas IX SMPIT As Shof?
Guru: yaa, kalo kesulitannya cukup banyak yaa. Karena anak-anak As Shof
ini terutama berasal dari keluarga menengah bawah, jadi, hmmm, secara
pendidikan juga agak sedikit kurang, jangankan untuk Bahasa Inggris, untuk
yang lain aja mereka kurang gitu ya, apalagi kalo Bahasa Inggris ini Bahasa
asing, tapi hmm untuk antusiasmenya sih cukup ya, tapi memang kendalanya
biasanya sih tidak membawa kamus. Jadi kamus itu harus dibawa, hmmm,
mau dibawa oleh anak-anak dengan terpaksa dengan ancaman apa namanya,
denda, biasanya begitu. Kalo di denda, supaya memaksa mereka untuk
membawa kamus. Karena kalau saya, anak-anak ini bisa Bahasa asing ya dari
vocabnya dulu. Dari kamusnya ini dulu. Karena kan kalau mereka tidak
paham, bagaimana mereka mengetahui apa yang dipelajari. Hmm, kalau
kesulitannya, kendalanya cukup lumayan besar ya.
96
4. Peneliti: kemudian untuk speaking sendiri, metode apa yang ibu gunakan di
dalam kelas?
Guru: hmmm, metodenya menggunakan audiovisual ya. Jadi melihat, biasanya
saya pakai infocus, hmm gitu dari laptop, mereka nanti membaca. Atau biasa
ada juga langsung ke buku. Jadi nanti di buku text, nanti misalnya ada bacaan
atau apa, gitu mereka nanti membaca mewajibkan mereka untuk speaking.
Peneliti: ooh, berarti yang audio visual itu ibu menggunakan video?
Guru: iya betul
Peneliti: ibu menggunakan video percontohan, kemudian nanti siswa speaking?
guru: iya, siswa nanti menirukan berbicara. Biasa juga kadang-kadang ada
dialog. Misalnya mereka memperkenalkan diri sendiri dulu, bisanya sih
memang agak-agak susah juga, padahal kan sebetulnya itu basic yaa. Apalagi
sudah di kelas IX kan seharusnya sudah bisa. Tapi ya memang Namanya
Bahasa asing kalau tidak di ulang-ulang biasanya akan lupa. Meskipun itu
awalnya memperkenalkan diri dalam bentuk yang sederhana, mereka gugup.
Padahal seharusnya sudah terbiasa. Tapi kalau untuk ininya sih mau ya, mereka
membaca, hmmm, apa Namanya, mungkin ketakutan mereka berbicara lebih
karena mereka tidak menguasai vocab, dan tidak terbiasa membaca kamus.
Kan kalau di kamus itu biasanya ada ejaannya ya, ada pronunciation mereka
untuk membacanya gimana sih, diejanya tulisan itu bagaimana. Nah mereka ini
anak-anak di As Shof tidak terbiasa untuk membaca kamus, jadi tidak terbiasa
97
untuk membaca yang benar. Jadi kadang-kadang ada yang dibaca sesuai
dengan tulisannya. Jadi speakingnya mungkin mereka malu atau takut itu
karena belum terbiasa, gitu. Ibaratnya belum pernah, tidak dipaksakan, tidak
terbiasa, akhirnya hmm, takut. Biasanya kecenderungannya begitu.
5. Peneliti: oke, baik bu. Kemudian media apa yang ibu gunakan dalam kegiatan
belajar mengajar speaking di kelas IX SMPIT As Shof?
Guru: kalau tadi, biasanya sih saya menggunakannya media, laptop, ya, jelas.
Terus kemudian, pakai handphone juga pernah. Jadi biasanya sih, pakai ada
rekaman, begitu yaa. Kemudian mereka dengar, listening. Kemudian speaking.
Jadi selain reading tadi juga bisa listening yaa.
Peneliti: itu menggunakan handphone ibu?
Guru: iya, handphone saya.
Peneliti: berarti pakai speaker ya bu?
Guru: iya, pakai speaker. Kemudian pakai infocus, kadang juga, kadang karena
kebetulan kita speakernya terbatas, tidak ada headset ya, jadi kita pakai
speakernya yang loud gitu ya. Yang besar, jadi mereka nggak perlu satu-satu
agar jelas yang di dengar. Karena kalau speaker aktif yang biasa tidak terlalu
jelas didengar ya. Kan sebetulnya lebih enak pakai headset ya, kan jadi fokus
tidak ada lagi yang didengar lainnya, tidak terganggu kanan kiri. Cuma karena
keterbatasan itu, jadi saya pakai loudspeaker yang besar, jadi mereka bisa
mendengarkan dengan jelas apa yang disampaikan, kemudian mereka
mengucapkan, jadi repeat. Setelah ada yang berbicara, mereka mengucapkan,
begitu.
masih mau gitu yaa diulang lagi, diulang lagi, masih itu apa Namanya, sangat
antusias, meskipun masih terbata-bata, masih banyak kesalahan dalam
pengucapan.
Peneliti: memang pada awalnya anak-anak malu, tapi kemudian pada saat kita
paksa begitu, bagaimana bu?
Guru: mereka akan mau (berbicara). Memang saya melihat kecenderungannya,
apalagi mohon maaf ini kan Bahasa asing, ya. Jadi kendalanya kalau saya
selama hampir lima tahun mengajar Bahasa Inggris itu anak-anak sebetulnya
lebih takut disalahkan, artinya ditertawakan, kadang-kadang. Jadi kendalanya
kalau saya melihat selama ini, mungkin mereka salah, kita benarkan tapi tidak
menjudge mereka, tidak meghakimi mereka, ooh kamu ini, yang kamu baca itu
salah. Jadi akan lebih bijak kalau mengajak mereka, misalnya: kak, salah
bacaannya. Ayo diulang lagi, coba. Sambal kita ucapkan yang betul. Nanti dia
akan mengulang, dan ulangan itu yang akan dia ingat terus. Jadi misalnya dia
salah lagi mengucap, ayo diperbaiki lagi. Salah lagi mengucap, ayo diperbaiki
lagi. Nanti sampai akhirnya dia paham, oh yang betul adalah seperti ini. Atau
biasanya saya terakhir, kalau mereka sudah mau belajar begitu, karena sudah
antusias ya, saya suaruh membaca pronunciationnya dari kamus. Karena kan
kalo saya sendiri sih tidak termasuk guru yang terbiasa untuk melafalkan,
mengeja misalnya huruf A itu dibaca hurufnya begini tuh tidak terlalu begitu.
Karena kan sudah kelas IX ya, maksudnya, sudah bukan masanya pengenalan.
Jadi saya memaksa mereka belajar sendiri dengan membaca kamus. Jadi
mungkin sedikit saran untuk anak-anak yang baru belajar seperti ini, menarik
diri untuk tidak lebih lanjut belajar, lebih diperkenalkan untuk membawa
kamus. Jadi membiasakan membawa kamus. Jadi artinya supaya si anak itu
dekat dulu nih, tidak perlu merangkai kata, tidak perlu merangkai sesuatu, tapi
mereka tau dulu nih artinya, bagaimana pengucapannya, itu nanti akan
memudahkan mereka untuk belajar Bahasa. Jadi kalau menurut saya lebih
efisien seperti itu, jadi grammar dan sebagainya akan menyusul, ibaratnya juga
kan tensesnya nggak perlu, maksudnya itu sambal tata Bahasa ya, itu sambal
mengikuti. Tapi saya juga kadang-kadang tidak terlalu setuju perbendahaaraan
99
kata yang disetor ya, ada yang 1000, kalau saya tidak terlalu. Karena begitu
mereka menghafal, begitu selesai pasti mereka lupa. Jadi kalau saya, lebih ke
pembiasaan membawa kamus saja.
Peneliti: baik, ibu. Terimakasih banyak untuk wawancara kali ini,
100
Siswa 2: Bahasa Inggris itu sebenarnya memang Bahasa tambahan dalam sekolah,
Bahasa Inggris itu menyenangkan, hanya saja terkadang jika kita sedang bosan
belajar, terkadang kita tidak bisa memahami apa itu Bahasa Inggris. Memang
susah dimengerti, namun jika kita belajar dan fokus insyaAllah bisa.
Siswa 3: menurut saya, karena saya suka Bahasa Inggris, jadi menyenangkan,
gurunya juga asik-asik selama mengajar disini, gitu.
2. Peneliti: oke, kedua. Apakah kesulitan yang kamu hadapi ketika belajar Bahasa
Inggris?
Siswa 1: ya tentunya itu menerjemahkan artinya, terus harus tau aturan-aturannya.
Kan kalau di Bahasa Indonesia harus SPOKT, kalau di Bahasa Inggris SPO, gitu.
Siswa 2: jika saya tidak fokus, kayak menerjemahkan kalimat-kalimat, menyusun
kalimat, membuat cerita, membuat dialog, terkadang susah.
Siswa 3: sejauh ini, dalam mengartikan Bahasa-bahasa atau kosakatanya, kadang
suka lupa atau tidak tahu.
4. Peneliti: oke, kemudian, media apa yang sering digunakan guru dalam mengajar?
Siswa 1: guru menggunakan speaker, proyektor, kalo kayak ada filmnya gitu.
Siswa 2: speaking menggunakan speaker, hmmm menerangkan antar guru ke
murid, atau sebaliknya.
Siswa 3: speaker, laptop, iya udah sih itu, proyektor.
1. Peneliti: bagaimana pendapat ibu mengenai Teknik talking chip dalam proses
pembelajaran speaking di kelas IX?
Guru: kalau menurut saya ya, penerapan Teknik ini sangat bermanfaat, karena
terlihat juga dari bentuk kartunya ya, bentuk chipnya ini yang ngejreng, apa yaa
berwarna, warnanya mencolok. Warnanya mencolok, sehingga menarik untuk
anak konsentrasi dengan tugas yang di minta, gitu. Misalnya kan kalau dalam ini
giving opinion dan asking opinion, jadi, apa yang harus dikerjakan oleh si anak,
dia dapat kartu giving opinion, berarti dia harus menyampaikan sesuatu yang
bersangkutan dengan opinion, kalau dia mendapatkan chip asking opinion, dia
harus menyampaikan asking opinion. Saya sih hmm bagus ya, sangat pas, sangat
tepat untuk anak-anak jadi mereka bisa aktif.
tidak mau, terpaksa dapat kartu giving opinion berarti dia harus cari apapun
tentang giving opinion, misalnya dia dapat asking opinion, dia berusaha keras nih
mencari tentang apa saja asking opinion. Jadi menurut saya sih meningkatkan
kemampuan mereka berbicara dalam Bahasa Inggris.
4. Peneliti: kemudian, apakah ibu akan menggunakan Teknik yang sama dalam
proses mengajar dimasa yang akan datang?
Guru: menggunakan Teknik ini ya, apa Namanya, talking chip ya. Kalau saya sih,
kemungkinan akan saya buat seperti ini. Karena dari melihat cara mereka,
ketertarikannya ada, kemampuannya juga meningkat yaa, untuk beberapa yang
belum bisa pun nanti lebih ada sedikit ditambahkan ibaratnya nanti kisi-kisi atau
tambahan kira-kira apa saja, seperti clue begitu. Kira-kira petunjuknya apa,
membuat kalimatnya tuh seperti apa. insyaAllah sih kalau saya sih teratrik juga
karena warnanya memang menarik, dan biasanya anak jaman sekarang lebih
tertarik dengan yang seperti ini.
104
4. Peneliti: apakah kamu setuju jika guru menggunakan Teknik yang sama dalam
pembelajaran dimasa yang akan datang?
Siswa 1: setuju
Siswa 2: setuju
Siswa 3: sangat setuju
105
Appendix 5
PRE-ACTION TEST
Make a short conversation about the topic with the expression of asking and
giving opinion. Please work in pairs.
1. Playing video games
2. Your school
3. Your canteen
4. Jakarta
5. Fried rice
6. Listening music
7. Football
8. Our city (Depok)
9. Instagram
10. Watching movie is fun
106
Appendix 6
POST-ACTION TEST 1
Make a short conversation about the topic with the expression of asking and
giving opinion. Please work in pairs.
Topic: the best novel
107
Appendix 7
POST-ACTION TEST 2
Make a short conversation about the topic with the expression of asking and
giving opinion. Please work in pairs.
Topic: favourite singer
108
Appendix 8
POST-ACTION TEST 3
Make a short conversation about the topic with the expression of asking and
giving opinion. Please work in pairs.
Topic: favourite lesson/subject
109
Appendix 9
Pair 1
Student 1: hello
Student 2: hi
Student 1: do you like playing Instagram?
Student 2: yes, I like. Hmm, how about you? why?
Student 1: yes, I like. Because Instagram so very happy.
Student 2: I agree with you
Student 1: wow, it‘s very good job, hahaha.
Pair 2
Student 1: hi
Student 2: hi
Student 1: do you playing video games?
Student 2: yes, I playing video games. How about you?
Student 1: yes, I‘m playing, too.
Student 2: what‘s your video games?
Student 1: my video games is mobile legend. And what‘s your video game?
Student 2: I‘m playing mobile legend, too
Student 1: hmmm, ok. Thank you
Student 2: you‘re welcome
Pair 3
Student 1: what do you think about music?
110
Student 2: listening music I feel happy and make me comfortable. Do you like
music?
Student 1: yes, I like.
Pair 4
Student 1: I like movie because movie is wonderful. what genre you like movie?
Student 2: I like action.
Pair 5
Student 1: what do you think about our school?
Student 2: my happy where it in school. What about you?
Student 1: because my friend is still, eh, little.
Pair 6
Student 1: what do you think about Jakarta?
Student 2: Jakarta is big city, and this favourite food Jakarta is kerak telor. What
this quality of Jakarta?
Student 1: pull of pollution.
Pair 7
Student 1: what do you think about Depok?
Student 2: Depok. Depok is maybe the small town, that‘s a beautiful town. And
full of trash. What do you think about Depok?
Student 1: (hmmmmm). Food is delicious.
Pair 8
Student 1: are you like egg?
Student 2: yes, I like egg. Are you like?
Student 1: yes, I like.
111
Pair 9
Student 1: what do you think about fried chicken?
Student 2: I think fried chicken is very delicious and what do you think about
fried chicken?
Student 1: fried chicken is very yummy and it‘s my favorite food
Pair 10
Student 1: what do you think about fried rice?
Student 2: fried rice is very delicious, a couple vegetable mixed up and the
sausage and meatball and noodle mixed up. How about you think fried rice?
Student 1: fried rice is delicious.
Pair 11
Student 1: what do you think about our canteen?
Student 2: my canteen is cleaning and many food is healthy. And how aout you?
Student 1: my canteen is many food.
Pair 12
Student 1: what about in class?
Student 2: class in good, and perfect, friend smart, and study. What the class in
good?
Student 1: in class good, perfect, friend smart.
112
Appendix 10
TRANSCRIPT OF POST-ACTION TEST 1
Pair 1
S1: do you have any opinion about the best novel?
S2: (ummm) I personally think that the best novel is Dilan 1990
S1: why do you think so?
S2: in my opinion, (umm) the story is very romantic and relate to teenagers‘ life
S1: do you read all the series of Dilan?
S2: you mean, (umm) Dilan 1990, Dilan 1991, and Milea?
S1: yap
S2: yes, I read all series of Dilan. How about you? What‘s your opinion about the
best novel?
S1: I personally think the best novel is Bumi Manusia
S2: oh, ya. I know. Why you said that?
S1: I learn a lot from the story. The story tell about mankind and freedom. I like it
Pair 2
S1: what‘s your comment about the best novel?
S2: (ummm) I think the best novel is laskar pelangi
S1: why you like laskar pelangi?
S2: because the story makes me melting. Laskar pelangi tell about several
students that must struggle for getting education. Mrs. Muslimah is the teacher
that teach that students, until they join the competition and win.
S1: ooo, I see. And, that is the true story, right?
S2: yap, that is true story in Bangka Belitung. So, what‘s your comment abot the
best novel?
S1: I think the best novel is Hujan. The author is Tere Liye. Maybe you know him
well.
113
S1: because Hujan has good story. (ummm) that is romantic story but happy
ending. I learn sacrifice and struggling from the story. I very love it.
Pair 3
S1: do you have any comment about the best novel?
S2: I personally think that the best novel is Tapak Jejak by Fiersa Basyir
S1: ooo, I know. (ummm) but, I think Fiersa is more known as singer, right?
S2: yes, you‘re right. But he also write some books
S1: why you think Tapak Jejak is the best novel?
S2: because, for me, Tapak Jejak tell about adventure, hike the mountain, and the
journey of Fiersa travel around Indonesia.
S1: do you like hiking?
S2: yes, I like hiking. One day, I believe that I can go to Semeru, Labuan Bajo,
Raja ampat, and the others. (ummm) Indonesia has many beautiful places. And
how about you? What do you think about the best novel?
S1: well, I think (ummm) the best novel is Spora. The genre is science fiction. I
very like it. It tells some student that attend the conference in Africa, but then they
bring the virus. The virus kill some people that infected. But at the end, the virus
can be removed.
Pair 4
S1: what do you think about the best novel?
S2: well, I think the best novel is Dia adalah kakakku, by Tere Liye. (ummm) I
think the story is relate to me. My sister always sacrifice for me. (umm) and
always make me happy.
S1: well, do you like sad story?
S2: (umm), not always. But sometimes, I need a sad story. So, how about you?
(umm) what do you think about the best novel?
S1: (ummm) well, I think my best novel is Pagi dan Senja, by Alfy Rev.
114
Pair 5
S1: what do you think about the best novel?
S2: I think the best novel is negeri lima Menara
S1: well, what‘s your opinion about negeri lima Menara?
S2: (ummm), I think the story relate to me as santri. And I miss the pesantren‘s
life when I read lima Menara
S1: oooo, I see. Who is the author?
S2: (umm), Ahmad Fuadi. So, what do you think about the best novel?
S1: (umm) I personally believe that the best novel is Aroma Karsa by Dee Lestari.
Because the story is very unique. It‘s about someone who has an extraordinary
sense of smell, so he can smell the perfume material.
S2: wow, it‘s sounds great!
Pair 6
S1: do you have any opinion about the best novel?
S2: (ummm) I think the best novel is 5 cm. the story tells about 5 bestfriend who
hike the mountain Semeru, East Java. I love it because I love hiking. It relate to
me.
S1:wow, Semeru is the highest mountain in Java, right?
S2: yap (ummm) Semeru is the highest mountain in Java, with the Mahameru as
the summt. So, how about you? What‘s your opinion about the best novel?
Sl: I personally think that the best novel (ummm) is sang pemimpi. The author is
Andrea Hirata, the same author of laskar pelangi.
S2: why you choose sang pemimpi?
S1: because the story is very inspiring. It inspired me to reach my dream to study
aboard
S2: wow, it‘s amazing. What country that you want for your study?
115
Pair 7
S1: how‘s your comment about the best novel?
S2: I personally think that the best novel is Antologi Rasa.
S1: why do you think so?
S2: (umm) I think because the story of the novel is relate to me. The story tells
about falling in love with bestfriend. (ummm) I feel it actually.
S1: how‘s the ending of the story?
S2: it‘s happy ending. And how about you? (umm) what‘s your opinion about the
best novel?
S1: (ummm) in my opinion, the best novel is Hapalan Solat Delisa. The story is
very deep. I always cry when I read the novel
S2: yeah I know, (ummm) but I only watched the movie
Pair 8
S1: what‘s your opinion about the best novel?
S2: (umm) In my opinion, the best novel is manusia setengah salmon, the author
is Raditya Dika. Do you know Raditya Dika?
S1: yeah, I know. (ummm) I know him as content creator at youtube and also
comedian
S2: that‘s right. I like the way he write the story. He always write the funny story.
I always laugh loudly when I read the Raditya Dika‘s novel
S1: ya, Radit always funny
S2: so, what do you think about the best novel?
S1: I think the best novel is teman tapi menikah. That is based on true story of
Ayudia bing slamet, who married with her friend, Ditto. I hope I can be like that,
someday I can marry with the people that I loved.
116
Pair 9
S1: do you have any opinion about the best novel?
S2: (ummm) I think the best novel that I read is Friend Zone by Vanesa Marcella.
The story relate to me, I love someone that I can‘t have. (umm) so, I just can be
his friend.
S1: is that one of our classmate?
S2: (ummm) that‘s secret. Hehehe
S1: uummmm okaaaay, that‘s your privacy
S2: and, what do you think about the best novel?
S1: I personally believe that the best novel is Dear Nathan
S2: why you say that?
Pair 10
S1: what‘s your opinion about the best novel?
S2: (ummm) I think the best novel is ubur-ubur lembur
S1: ubur-ubur lembur? (ummm) sounds funny! Who‘s the author?
S2: the author is Raditya Dika
S1: oooo I know
S2: yap, he is famous comedian in Indonesia. I like his jokes. It makes me laugh
S1: wow, sounds great
S2: what‘s your opinion about the best novel?
S1: I personally think that the best novel is danur
S2: what is danur?
S1: that is horror novel, written by Risa Saraswati. I like horror story
117
Pair 11
S1: what do you think about the best novel?
S2: (ummm) I think the best novel is aku, kau dan sepucuk angpau merah. I am a
big fan of Tere Liye!
S1: wow, we have same opinion! (ummm) I also like Tere Liye very much. But, I
personally believe that the best novel of Tere Liye is daun yang jatuh tak pernah
membenci angin. The title is very long, I think
S2: oke, that‘s great. I have read that and I like too. What‘s your opinion about
daun yang jatuh tak pernah membenci angin?
S1: the story was very deep and full of emotion. I like that
S2: can we go to bookstore to buy Tere Liye‘s novel together?
S1: sure!
118
Appendix 11
TRANSCRIPTION OF POST-ACTION TEST 2
Pair 1
S1: what do you think about your favourite singer?
S2: ummm, I think my favourite singer is Raisa, her full name is Raisa Andriana.
She has good voice
S1: why you choose Raisa as your favourite singer?
S2: as I told before, Raisa has good voice, and she is beautiful, gorgeous,
charismatic. She has characteristic voice, I like Raisa and the way she sing.
S1: do you ever watch her directly? In her concert, maybe?
S2: ummm, not yet. I just watch her at youtube, and follow her Instagram.
Because ticket price for her concert is very expensive. It will spend my money
saving. It will better if I just watch Raisa from youtube. Ummm, how about you?
What do you think about your favourite singer?
S1: ummm, well. In my opinion, I have same opinion with you. I like Raisa,
because she is beautiful. The first time when I like Raisa is when she sing
―Teduhnya Wanita‖ that song remember me to my mom. Ummm, then I like her
song, her voice and her face. We have same idol!
S2: yeah, raisa is our idol
Pair 2
S1: please give me your frank opinion about your favourite singer!
S2: ummm, I think my favourite singer is Ariana Grande because I like her voice.
Ummm, actually I don‘t like her appearance because she wear too vulgar, but her
hair tail is funny.
S1: oow, do you follow her Instagram?
S2: not. I just listen her song on spotify or youtube. I‘m not her big fans, I just like
her song. Not herself.
119
S1: wow, it‘s unique. As I know, someone who like their idol also like all of
idol‘s life.
S2: no, I‘m not. That‘s not me.
S1: okey, no problem
S2: and, what do you think about your favourite singer?
S1: so far, Hanin Dhiya is my favourite singer. In my opinion, she has good talent
in music. She can play guitar, piano, okulele, and many more.
S2: ummm, wait. I know her. Hanin Dhiya, cover singer, right?
S1: that‘s right! She sings ―pupus‖ and ―bintang kehidupan‖. I think that is the
best of her.
S2: yaa, I‘m with you. she is good singer.
Pair 3
S1: what do you think about your favourite singer?
S2: ummm, I think my favourite singer is Jaz Hayat. He is sooooo handsome. I
really really want to have boyfriend like him.
S1: just in your dream!
S2: ummm, you know, he came from Brunei Darussalam. He is not Indonesian.
But very fluent in Bahasa.
S1: do you ever come to his concert? Or see him directly?
S2: ummm, not yet. I just watch him in youtube. Ummm, I also subscribe his
channel on youtube, follow his Instagram, so I can updated all info about him. I
also join in his fanspage, hehehe.
S1: wow, you‘re a big fans of Jaz
S2: yaaap, because I love him. And, how about you? do have any idea about your
favourite singer?
S1: ummm, I think, Charlie puth is my favourite singer. I like him since he song
―attention‖. I think, he is handsome, good talent in singing, and charismatic. But I
didn‘t follow his Instagram or subscribe his channel. I don‘t like to do that. I just
want listen his song.
S2: wow, we have different way to love our idol
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Pair 4
S1: do you have any idea about your favourite singer?
S2: ummm, I think my favourite singer is Rizky Febian, son of Sule. His voice is
great!
S1: which song that you like most?
S2: ummm, kesempurnaan cinta and indah ada waktunya is the best song, I think.
And I like him because he is handsome enough, and cool
S1: do you ever see him?
S2: yes, accidentally I met him at shopping mall, when I accompany my brother to
buy some shirt. And I see him close. He is handsome, than my brother, hehehe.
S1: wow, how lucky you are! Do you ask him to take a photo together?
S2: no, he looks like in hurry. So I can‘t ask him to take a photo
S1: ooow, poor you are
S2: and what do you think about your favourite singer?
S1: ummm, I think my favourite singer is Selena Gomez. She is cute. I like her
since she song ―taki-taki‖
S2: it‘s a long time, dude
S1: yap, of course
Pair 5
S1: what do you think about your favourite singer?
S2: ummm, I think I like Maudy Ayunda
S1: why you like her?
S2: because she is multitalent, smart, and beautiful. Her voice is also good, I
think. A few months ago, she accepted as master degree at two university,
Stanford university and Oxford university. But then, she choose Stanford
university. How brilliant she is!
S1: wow, that‘s awesome. Is she study with scholarship?
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S2: ummmm, yes I think, maybe. I didn‘t know. And how about you? what do
you think about your favourite singer?
S1: ooow, maybe, Afgan. I like Afgan.
S2: why you like afgan?
S1: yes, because, ummm, I think, afgan is cute. He has two dimples in his cheeks.
And, I think afgan more charismatic because he wear glasses.
S2: do you ever meet him?
S1: not yet. I just follow his Instagram, hehehe
Pair 6
S1: ok, we will discuss about our favourite singer. So, what do you think?
S2: ummm, in my opinion, taylor swift has good voice. I like her song.
S1: but taylor swift full of controversy
S2: yap, I agree with you. I also don‘t like the way she wearing. She always wear
open clothes, ummm, I mean, like hotpants or tank top, something like that.
S1: yeah, in Indonesia, it will be dangerous and vulgar
S2: yap, but I like her song and voice, not her clothes. So, what do you think
about your favourite singer?
S1: umm, I have an idol. She is from Indonesian idol. Can you guess?
S2: ummm, many people in Indonesian idol (nama temanmu). Who is she?
S1: ummm, oke, oke. I will tell you. ummm, I like brisia Jodie.
S2: why you like her?
S1: in my opinion, she is cute. Her face is very cute. You didn‘t think she is 22,
because her face look like 17!
S2: wow, amazing! But, how about her voice?
S1: in my opinion, she has great voice. I like all of her song.
Pair 7
S1: ok, give me your frank opinion about your favourite singer.
S2: maybe, ummm. I think my favourite singer is Virzha. Do you know him?
S1: ummm, virzha. Is he has long hair?
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S2: yap, that‘s right. He has long hair. In my opinion, he has great voice, and his
performance is charismatic. Maybe, his hair that makes him charismatic.
S1: yap, I agree with you. virzha has good voice. My brother also like virzha
S2: so, how about you? do you have any idea about your favourite singer?
S1: ummm, I think I am big fans of shawn mendes. His voice is good, I think.
And he also handsome. But do you know, he is still young!
S2: how young he is?
S1: he was born in 1998
S2: wow, he is 21. Still older than us!
S1: yap, but he was make many song and do music tour almost all over the world.
S2: that‘s great!
Pair 8
S1: hay, what do you think about your favourite singer?
S2: ummm, ok. In my opinion, my favourite singer is Andmesh kamaleng.
S1: umm, I know. He is new singer in Indonesia, right?
S2: yap.
S1: he similar with tulus, I almost confused with him.
S2: what‘s the same?
S1: his body. Andmesh and tulus has fat body so I confused
S2: hahaha, that‘s different, (nama temanmu). Try to pay attention to their face
and their voice, that‘s two thing different.
S1: ummm, oke. So, why you like andmesh?
S2: ummm, I think his song is great. One song that makes me like him. When he
sing ―hanya rindu‖, I always remember my mom. And I like andmesh after that.
S1: wow, oooo I see. Ya, I know that song. That is sad song
S2: and you, this is your turn. What do you think about your favourite singer?
S1: ummm, I think, my favourite singer is stephanie poetri. She is good, her voice
is great, and she is beautiful.
S2: stephani also new singer, right?
S1: yap, that‘s right. But she is a daughter of diva Indonesia, titi DJ
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Pair 9
S1: so, please give me your opinion about your favourite singer
S2: ummm, I think my favourite singer is alan walker
S1: what? Alan walker? Alan is not singer. He is DJ, disk jockey. He makes music
but he didn‘t sing a song
S2: ummm, ya I know. But, I like alan walker. Even he is not singer, I love alan‘s
music. I feel enjoy when I listen him.
S1: aha, oke, no problem. When did you like him?
S2: I didn‘t remember when I start like him. I more like him when a few months
ago he release new his song, lily and on my way. I more like him.
S1: ooow, okee
S2: and what do you think about your favourite singer?
S1: in my opinion, jaz has great voice
S2: jaz? Jaz music you mean? Who is the singer?
S1: yaa, I mean. Jaz, maybe you didn‘t know. Jaz is a name. his full name is jaz
hayat. He came from brunei Darussalam, but now he is Indonesian singer.
S2: ooow, jaz. Ya ya, I know. Ummm, I know his song. One of his song is ―dari
mata‖, right?
S1: yaaaa, that‘s right. I like jaz because in my opinion, jaz has great voice,
handsome, and charismatic.
Pair 10
S1: please give me your frank opinion about your favourite singer!
S2: ummm, I think my favourite singer is Sheila on 7
S1: that‘s an old band!
S2: ya, I know. But In my opinion, they have great song. I like playing guitar, and
I like play their song because it was easy. And when I play their song, I feel
better. Umm, actually, I didn‘t know about Sheila on 7. One time, my sister sing
124
their song. Then, I ask her about the song, and I browsing at internet. Now, I like
Sheila on 7.
S1: did you come to their concert?
S2: not yet, that‘s too expensive. And how about you? what do you think about
your favourite singer?
S1: ummm, I think I like blackpink. Umm, I like jennie blackpink. Since she sing
―solo‖ I like her. I like her sound, I like her face. She is cute.
Pair 11
S1: please give me your frank opinion about your favourite singer!
S2: ummm, I have many favourite singer. But, I choose one. Ummm, I think
Charlie puth is one of my favourite singer.
S1: why you choose Charlie puth as your favourite singer?
S2: because, ummm, in my opinion, he is handsome, has great voice, and cool. I
like his song.
S1: what song do you like most?
S2: umm. Attention, maybe. Oh, I can‘t choose one, actually. I like all of his song.
How about you? what do you think about your favourite singer?
S1: ummm, In my opinion, I like shawn mendes. Shawn is handsome, too.
S2: Charlie is more handsome than mendes.
S1: no, in my opinion, mendes is more handsome. But, Charlie is older than
mendes. Ummm, Charlie is mature, mendes is cute
Pair 12
S1: we will talk about favourite singer. What do you think about this?
S2: ummm, well. I think, my favourite singer is fourtwnty.
S1: is that indie band?
S2: yeah, that‘s right. I like their song. Their song is slow and makes me relax.
When I want to play guitar, I play their song. It will booster my mood. And how
about you? what do you think about your favourite singer?
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Appendix 12
TRANSCRIPT OF POST-ACTION TEST 3
Pair 1
Student 1: we will discuss about our favourite lesson. What do you think about
this?
Student 2: umm, I think, my favourite lesson is math.
Student 1: ooow, what‘s your view about math? Many people said math is
difficult.
Student 2: yaaa, in my point of view, math is challenging. I feel challenged to
complete math assignments. I can not stop doing exercise before I find the right
answer. For me, doing math exercise is something fun. Math also makes me a
person who doesn't give up easily.
Student 1: wow, you are cool.
Student 2: no, it‘s just my opinion. Aha, how about you? what do you think about
favourite lesson?
Student 1: umm, I think my favourite lesson is English.
Student 2: what‘s your opinion about English?
Student 1: in my opinion, English is fun. When I study English, I can interact with
the other people from the other country. I feel so lucky when I can understand
what they said. English also makes me a lot of knowledge because of I
communicate by the other people, sometimes they share their opinion to me.
Student 2: wow, how lucky you are.
Pair 2
Student 1: what do you think about your favourite lesson?
Student 2: I think my favourite lesson is Bahasa.
Student 1: what‘s your opinion about Bahasa so you like it?
Student 2: in my opinion, Bahasa is fun. I like a story, and I find many story in
Bahasa book. I also like write a story, report, or interview. When I learn Bahasa, I
feel enjoy and happy. I very like Bahasa. And how about you? what do you think
about favourite lesson?
Student 1: I think my favourite lesson is sport.
127
Pair 3
Student 1: let‘s talk about favourite lesson. What do you think about this?
Student 2: oke, my favorite lesson is Islamic religion.
Student 1: what‘s your opinion about Islamic religion?
Student 2: in my opinion, Islamic religion is important lesson for our school
because our school is Islamic junior high school. We have to study about our
religion in school so that we can apply into our life.
Student 1: wow, it‘s cool
Student 2: how about you? what do you think about favourite lesson?
Student 1: I like art
Student 2: what‘s your opinion about art?
Student 1: in my opinion, art is fun, because I can sing and play guitar when study
art. It makes me enjoy.
Pair 4
student 1: what do you think of favourite lesson?
Student 2: I think my favourite lesson is science.
Student 1: please share your idea about science.
Student 2: well, personally, science is fun. I can get more knowledge about
mechanism of our body. For example, two weeks ago we learn about digestive
system. Now I know, what happen in my body after I eat. Because of I study
science, I can teach my little sister, so my parents are proud of me.
Student 1: yap, that‘s cool.
Student 2: now, what‘s your opinion about favourite lesson?
Student 1: umm, I like English.
Student 2: share your view about English so you like it
128
Student 1: I like English because I like sing Hollywood song. So, I can sing
appropriately without mispronounce the lyrics. I also like watching Hollywood
movie and I can follow their accents when they speaking.
Pair 5
Student 1: what‘s your opinion about favourite lesson?
Student 2: in my opinion, my favourite lesson is Bahasa.
Student 1: what‘s your view on Bahasa?
Student 2: well, personally, Bahasa is fun. And also, easy to understand because
there is no formula. I also like Bahasa because I like read a story. And how about
you? what do you think about your favourite lesson?
Student 1: I think my favourite lesson is sport. I like play football, basketball,
badminton, volley. I like sport. Sport is fun. I can feel enjoy when I do sport.
Pair 6
Student 1: well, we will talk about favourite lesson. What do you think about this?
Student 2: I think my favourite lesson is art.
Student 1: please share your opinion about that
Student 2: art is fun. I can sing, draw, and make a craft when study art. I like art.
What‘s your opinion about your favourite lesson?
Student 1: I think my favourite lesson is social
Student 2: why do you think so?
Student 1: well, personally, I like social. I can study about history. I can study
about human origin. That‘s very interesting. I also can understand human
behaviour because I also study sociology. Social is fun, social add my knowledge.
Pair 7
Student 1: what do you think about favourite lesson?
Student 2: I think my favourite lesson is English
Student 1: what‘s your view on English?
129
Student 2: for me, English is important. In this era, everything uses English. Many
books use English. When I go to the mall, I heard many children talk use English.
So, I think English is important. English also makes me cool when I can speak
appropriately. And how about you? what do you think about favourite lesson?
Student 1: I think my favourite lesson is math.
Student 2: what‘s your view on math?
Student 1: personally, math is hard. But I feel challenging. Because I study math, I
can count quickly and I can help my mom to keep our ―warung‖. My mom very
happy if I can help her. I am happy too. And I think math makes me more patient
because when I finish math task, I have to write the long formulas to get the
result.
Pair 8
Student 1: what do you think about favourite lesson?
Student 2: ummm, I think my favourite lesson is English. For me, English is fun. I
can learn English everywhere. When I watch youtube, the creator uses English. I
also can learn English when I watch movie. I always accompanied my brother to
watch movie in the theatre. And he likes Hollywood movie. I can learn English
when I watch. It‘s so fun. So, how about you?
Student 1: I think my favourite lesson is art because I can sing so I feel enjoy.
130
Appendix 13
SPEAKING SCORING RUBRIC
Aspect 100 75 50 0
Vocabulary/usin Use many Use Use little Use nothing
g expression expressions adequate expressions of expressions
asking and of asking expressions asking and of asking and
giving opinion and giving of asking giving opinion. giving
opinion. (5 and giving (1 expressions) opinion. (0
expressions opinion. (2- expression)
) 3
expressions
)
Delivering Deliver Deliver Deliver little Deliver
opinion/thought many adequate opinions related nothing
opinions opinions to the topics opinion
related to related to discussed. related to the
the topics the topics topics
discussed. discussed. discussed.
Pronunciation Has a few Accent is Pronunciation Very difficult
intelligible
traces of a problem that to understand
though
local often may lead to because of
quite faulty.
accent. misunderstandin pronunciatio
g n problem,
most
frequently be
asked to
repeat.
131
Appendix 14
Appendix 15
A. Kompetensi inti
1. Menghargai dan menghayati ajaran agama yang dianutnya
2. Menunjukkan perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong
royong), santun, percaya diri, dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya terkait fenomena dan kejadian tampak mata.
4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan
yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
B. Kompetensi Dasar
3.2 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi
transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta
informasi terkait maksud, tujuan, persetujuan melakukan suatu
tindakan/kegiatan, sesuai dengan konteks penggunaannya. (Perhatikan unsur
kebahasaan to, in order to, so that (dis)agreement).
133
4.2 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan
sederhana yang melibatkan tindakan memberi dan meminta informasi terkait
maksud, tujuan, persetujuan melakukan suatu tindakan/kegiatan, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar
dan sesuai konteks.
C. Indikator
Pada akhir pembelajaran, siswa diharapkan dapat:
1. Melafalkan ungkapan-ungkapan yang menunjukkan meminta dan
menyampaikan pendapat
2. Membedakan ungkapan meminta pendapat dengan ungkapan menyampaikan
pendapat
3. Menggunakan ungkapan-ungkapan yang menunjukkan meminta dan
menyampaikan pendapat
4. Membuat percakapan pendek tentang meminta dan menyampaikan pendapat
D. Materi Pokok
Bab ini memuat materi pokok teks lisan dan tulis untuk menanyakan pendapat,
menyampaikan pendapat serta responnya. Kemampuan ini dapat meningkatkan
kecerdasan sosial peserta didik, terutama menunjukkan perhatian bagi kebaikan
orang lain.
Fungsi sosial
Menjaga hubungan interpersonal dengan guru dan teman
Struktur teks
- Menanyakan pendapat (asking opinion)
What do you think of…?
Is that true that …?
Do you have any idea about….?
How about….?
134
Unsur Kebahasaan
Kosakata, tata bahasa, ucapan, tekanan kata, intonasi, dan ejaan.
Topik
Tindakan dan kegiatan peserta didik di sekolah, rumah, dan lingkungan sekitar
yang dapat menumbuhkan perilaku yang termuat di KI.
E. Tujuan Pembelajaran
Peserta didik secara aktif belajar menggunakan ungkapan-ungkapan untuk
menanyakan pendapat dan menyampaikan pendapat, serta responnya, secara urut
dan runtut dengan bahasa Inggris yang benar dan sesuai konteks. Melalui kegiatan
tersebut peserta didik akan meningkatkan kecerdasan sosialnya.
F. Materi pembelajaran
Example 1
Trevor: Have you heard about our school‘s plan to ban smartphones in the school?
Matt:Yeah
Trevor: What do you think about it?
Matt : Well, I think that‘s fair enough.
Trevor: why do you think so?
Matt : you see… Smartphones have caused so much trouble in our class.
Remember yesterday‘s history class? Our teacher got very angry because was
interrupt by smartphone ringing many times. This may happen again and again.
Trevor: Eh… Yea…
Matt : Another thing is… Smartphones have caused a kind of stupid competition.
Trevor: what do you mean?
Matt : you know, Everyone seems to compete to have the latest model.
Trevor: Yes, I feel that too.
Matt : So it‘s a good idea if the school doesn‘t allow students to use their
smartphone in the school.
Example 2
Maggie: Tina, what do you think is the best action to reduce global warming?
Tina : I think everyone should start changing their life styles.
Maggie: What do you mean?
Tina : Well, we have to start to do what we can, to help reduce global warming.
Maggie: What do you suggest that we should do?
Tina : Well, there are lots of things that we can do. We should start saving
electricity, recycling things, using public transportation, buying and consuming as
much as we need only. Basically, just save anything that we can.
Maggie: that‘s a great idea. I will do that.
136
Example 3
Vidia: Hi Ryan, by the way, I just don‘t understand why you guys like smoking?
Ryan : Well… It‘s nice you know…
Vidia: Nice? What‘s nice about smoking? In my opinion, there is nothing nice
about smoking; it‘s dangerous for your health. And it is waste of money
Ryan : I‘ve heard many times, but I don‘t believe it.
Vidia: Maybe you‘ll believe it when you get your lung cancer.
G. Metode pembelajaran
Talking chip adalah salah satu strategi pengajaran pembelajaran kooperatif, yang
dikembangkan oleh Kagan pada tahun 1992. Sejarah talking chip bermula ketika
Kagan mencari cara untuk menyamakan partisipasi siswa dalam kelompok dengan
membuat kotak kertas seperti kartu berwarna merah, hijau, biru, dan kuning yang
terdiri dari topik yang akan dibahas oleh masing-masing anggota dalam kelompok
dengan meletakkan salah satu kartu mereka setiap kali mereka berbicara. Tujuan
dari teknik ini adalah memastikan partisipasi yang adil dengan mengatur seberapa
sering setiap anggota kelompok diperbolehkan berbicara. Karena teknik ini
menekankan partisipasi penuh dan bahkan dari semua anggota, teknik ini
mendorong siswa yang kurang aktif untuk dapat berbicara dengan percaya diri.
Talking chip berguna untuk membantu siswa mendiskusikan masalah, dan
berguna untuk menyelesaikan masalah komunikasi seperti mendominasi
pembicaraan dalam kelompok.
H. Langkah-langkah kegiatan
1. Kegiatan pendahuluan (5 menit)
Membei salam
Mengecek kehadiran siswa
Menggali pengetahuan awal siswa mengenai bagaimana
mengekspresikan: menyampaikan dan meminta pendapat
137
3. Kegiatan penutup
Menyimpulkan materi pembelajaran
Menyuruh siswa untuk menerapkan ungkapan-ungkapan yang dipelajari
dalam situasi yang sebenarnya
Menyampaikan rencana pembelajaran untuk pertemuan berikutnya
Mengucapkan salam penutup
138
I. Sumber belajar
Buku teks
Judul buku: think globally, act locally
Pengarang: Siti Wachidah, dkk
Penerbit: Balitbang Kementerian Pendidikan dan Kebudayaan
Tahun: 2015
Halaman: 18 s.d. 33
J. Penilaian
a. Teknik: teks tertulis dan lisan
b. Bentuk: pertanyaan tulis dan lisan
c. Instrument: expressing your opinion based on the theme
K. Rubrik penilaian
Aspect 100 75 50 0
Vocabulary/usin Use many Use Use little Use nothing
g expression expressions adequate expressions of expressions
asking and of asking expressions asking and of asking and
giving opinion and giving of asking giving opinion. giving
opinion. (4- and giving (1 expressions) opinion. (0
5 opinion. (2- expression)
expressions 3
) expressions
)
Delivering Deliver Deliver Deliver little Deliver
opinion/thought many adequate opinions related nothing
opinions opinions to the topics opinion
related to related to discussed. related to the
the topics the topics topics
139
Aspect
Total
No. Student‘s name Delivering
Vocabulary Fluency score
opinion/thought
140
Appendix 16
DOCUMENTATION
142
Appendix 17
LETTERS
143