BY
Muhammad Rifa’i
NPM 2120730032
MALANG ISLAMIC UNIVERSITY
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION STUDY PROGRAM
2015
CHAPTER I
INTRODUCTION
This chapter presents (1) the background of the study, (2)
research problem, (3) objective of the study, (4) research hypotheses, (5)
assumptions, (6) significance of the study, (7) scope and limitations, (8)
definition of key terms.
I.1 Background of Study
English is now used in almost all countries all over the world. In other
words, the researcher can say that English has been an International language.
People and the learners all over the world communicate in this language in
business, economic, education, and social side. Rahmah (2014) argued that
English has become the most important and international language in the world.
Almost all people communicate in English due to the importance of this language
in any scope of their lives.
English speaking skill is the best one to be learned and
mastered by the English learners. “Speaking is usually considered as the core
skill in foreign language learning and it is what learners want to be able to
do” (Broady, 2005, as cited in Rahmah, 2014). Learners are hoped to communicate
this language accurately and fluently. Arbain (2014) stated that by
communicating this language, all learners can share their ideas, opinions, and
feeling to people all over the world. So that, speaking plays an important role
in people’s live in the world.
Having good speaking skill in English has been used as the
compulsory requirement to be accepted working in big companies. Employees have
to be able to communicate in English well if they want to work in big
companies. Murcia (2001, as cited by Arbain, 2014) stated that, “speaking is a
second or foreign language has often been viewed as the most demanding of the
four skills”. It means that English learners who can speak this language well
can have great opportunity to gain a job in a big company or other places that
requires English speaking ability and other advantages.
As a foreign
language or second language, English learners usually have difficulties in
mastering it especially in speaking. Almost all English learners have
difficulty in communicating this language. There are some problems in speaking
activities faced by the learners according to Ur (2003, as cited in Rohadi,
2013) that stated that, “there are four problems faced by the learners in
speaking activities. The problems include inhibition, nothing to say, low or
uneven participation, and mother-tongue use”. These four problems will cause
the accuracy and fluency in speaking. Then Thornbury (2006, as cited in Arsyad,
2014) described that, “speaking is like another skill, such as driving or
playing a musical instrument: the more practice you get, the more likely it is
you will be able to speak”. Most English learners actually know that they have
to always practice many times in their spare time to gain good speaking
ability.
Based on the
problems faced by the learners above, researcher attempts to use Talking Chips
technique in teaching speaking in order the learners can speak fluently and
accurately. Researcher believes that Talking Chips technique will make the learners
interested and active in speaking activity in the class. In this technique, the
leaners will be divided into some groups and each member in the group will have
chance and role to speak. Therefore, this technique is hoped to improve
students’ speaking ability fluently and accurately. Last but not least, the
researcher is going to carry this study to the fourth semester students of
English education study program at Malang Islamic University.
1.2 Research Problem
Based on the background of the study above, the problem is formulated as
follows: Will students who are taught by using Talking Chips technique have
better speaking skill than students who are taught by using conventional way?
1.3 Objective of the Study
The objective of this study is to describe how Talking Chips technique can
improve the fourth semester students’ speaking skill of English education study
program at Malang Islamic University.
1.4 Research Hypotheses
Based on the research problem above, the researcher hypothesize that
students who will be taught by using Talking Chips technique will have
improvement towards students’ speaking skill comparing to the students who are
taught by using conventional way.
1.5 Assumption of the Study
Based on the background of the study above, the researcher assumes that by
using Talking Chips technique, the students will be active in the classroom
learning activity. All students will speak and give the idea, opinion,
argumentation, or even question using English language in the class. Students
will be interested to speak much by using this technique. When the students are
active and interested to speak in the classroom learning activity, they will
improve their speaking skill. In other words, by using this Talking Chips
technique, the students’ speaking skill will be improved.
1.6 Significance of the Study
The researcher hopes so much this study will yield beneficial results that can
be contributed to the English teachers who teach English subject especially in
Indonesia or even all over the world as their materials reference. The
researcher hopes to help the English teachers with their problems in teaching
speaking in the class. The researcher also do hopes that this study will help
the English learners to master English language especially in speaking
component and increase the students’ academic achievement.
1.7 Scope and Limitation
This study will just focus on using Talking Chips technique in the speaking
classroom learning activity to improve the fourth semester students’ speaking
skill of English education study program at Malang Islamic University. In other
words, this study will just focus on improving one of four components in
English language, that is speaking component by using Talking Chips technique.
1.8 Definition of Key Terms
In order to avoid misunderstanding of the terms used in this study, the
following definitions are given:
1.
Effectiveness
Effectiveness is the ability the method given to be effective
in the classroom learning activity and help the students to achieve the better
English speaking skill.
2.
Talking Chips
Talking Chips technique is a strategy to make the speaking
classroom activity active and the students are interested to learn by dividing
the students in the class into some groups and each member in the group will
have chance and role to speak.
3.
Speaking
Make the students
in the classroom activity
speak and express their idea in English.
4.
Skill
Skill is the ability the students have in communicating in
English whether in their daily communications or in the classroom learning
activity.
5.
Improvement
Improvement is the process had by the students to enlarge
their knowledge and make the students acquire the skill to communicate in
English.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses about some theories related to the
topic relevant to this study. It concerns to the definition of speaking, the
importance of speaking English, problems on speaking English, Talking Chips
technique, why Talking Chips technique is appropriate in teaching speaking, how
to implement Talking Chips technique in teaching speaking, and previous
studies.
2.1 Speaking
Speaking is a main component in a language. Language has to be spoken.
That’s why, in English language, learners should master this skill to master a
language. Speaking will connect people all over the world. By speaking, people
can give their information and ideas to other people. There are several experts
who define speaking in different definitions. Broady (2015, as cited in Rahmah,
2014) stated that, “speaking is usually considered as the core skill in foreign
language learning and it is what learners want to be able to do”. It means that
speaking is the most important skill in a foreign language like English that
learners have to master. “Speaking is the productive oral skill that consists
of producing systematic verbal utterances to convey meaning” (Nunan, 20013, as
cited in Novika, 2014). Therefore, through speaking, people will be able to
transfer what they want to say and their mean to people they are communicating
to.
From the definitions coming from two experts above, the researcher can conclude
that speaking is the main skill in a language and a way of people conveying the
meaningful ideas and information to other people they are talking to.
2.2 The Importance of Speaking English
English has become the international language in this globalization era.
Almost all countries all over the world make this language as their second
language in their daily activities. They use this language in economic,
politic, and education sides. All learners and people will become competitive
people by being able to speak this language fluently and accurately. Let’s see,
almost all companies all over the world require English mastery especially in
speaking skill to hire and accept employee. It means that, mastering speaking
skill in English will help much for the learners and people who master it to
easily get job, be politician, and develop the education side in their
countries. As Murcia (2001, as cited by Arbain, 2014) stated that, “speaking is
a second or foreign language has often been viewed as the most demanding of the
four skills”. This definition gives us meaning that learners who can master
speaking skill in English will have a great opportunity to gain things through
this skill.
2.3 Problems on Speaking English
As Indonesian people, English is not our first language. English is our
second language or even our foreign language. Students who have learned this
language from elementary school till senior high school: they still can’t
communicate in this language fluently. Knowing this fact, the researcher can
say that communicating or speaking English is not easy because of the problems
the learners face. Based on the researcher’s experience in learning to speak
English fluently, there are several problems the researcher has. They are less
of vocabulary and grammar mastery. Relating to the learners’ problems around,
they also have such problems. They have no enough English vocabulary to help
them to speak English fluently without thinking the words and meaning to be
spoken. They also think much of the structure whether or not the structure use
is right in their speaking. It also affects the learners’ fluency in speaking
if they think much of the English structure, they will not speak because of afraid
of creating mistake. Ur (2003, as cited in Rohadi, 2013) stated that, “there
are four problems faced by the learners in speaking activities. The problems
include inhibition, nothing to say, low or uneven participation, and
mother-tongue use”. These four problems will cause the accuracy and fluency in
speaking. Learners should be able to solve these four problems to speak English
fluently.
2.4 Talking Chips Technique
Kagan (2010, as cited in Syafryadin, 2013) explained that
talking chips technique is a technique that is used in teaching speaking to
make the students active in the class. In implementing this technique in the
class, the students are divided into several groups and all members in each
group are given chips. These chips are given to the students to be used every
the student wants to speak. Every the student who has spoken, he/she has to put
the chips in the middle of the table. If the chips are over, he/she is not
allowed to speak until all members’ chips are also over. The students will be given
the chips again if the discussion in the class is not finished yet.
In addition, the definition of talking chips technique above,
the researcher tries to include more definition according to the other experts
on this article. According to Gray, inspired by Reeves’s (2010, as cited in
Herianto, 2013) explained that talking chips technique is a technique to make
the students have opportunity to speak. More definition stated by Hilson (2010,
as cited in Herianto, 2013) that elaborated that, “talking chips is the
strategies guarantees equal participation in discussion groups. Each group
member receives the same member of poker chips (or any other markers, such as
index cards”. Talking chips technique definition is also defined by Turville
(2008, as cited in Herianto, 2013) that stated that talking chips is a way to
make the students’ participation equal in the class by using chips on each
group discussion.
From the definition presented by several experts above, the
researcher comes to a conclusion that talking chips technique is a technique
which is applied by the teacher in teaching speaking. This technique is very
effective to be used by the teacher in the class because this technique can
make all students taught in the class active in speaking activity. On the other
words, this technique tries not to make the speaking activity in the class
dominated by a student only.
2.5 Why Talking Chips technique is
appropriate in teaching speaking
In teaching activity, the teacher will gain success fulness towards the
students when the teachers can know what technique can be appropriate and
helpful for the students in the class. Students will never get improvement, and
they will not pay more attention to the teacher and lesson when the teacher
cannot decide and use the best and suitable technique to be used in the class.
Especially in speaking ability, speaking ability is one of difficult skills in
English that the students’ feel difficult to gain improvement. Knowing this
problem, the teacher should be sensitive to decide and use the appropriate
technique in the teaching activity.
In this article, the researcher tries to take up talking
chips technique to improve students’ speaking ability. The use and applying
talking chips technique will be very helpful to improve students’ speaking
ability because talking chips technique is one of teaching techniques that can
make the students’ speaking skill improve. It can improve students’ speaking
ability because when the teachers apply this technique in the class, the students’
are monitored to be active in the class, not only a student that dominates the
speaking activity in the class. In addition, this technique forces the students
to be active in the speaking activity in the class.
The main point of this technique usage is the teacher should
know first how to apply this technique in the class because this technique has
several procedures. The procedures that are on this technique will really help
the students’ active to speak in the class activity. On the other words, the
teacher’s role in implementing this technique is very important to gain success fulness whether to make the students monitored as long as the teaching
activity or to gain good result in improving students’ speaking ability in the
end of implementing the technique.
2.6 How to implement Talking Chips
technique in teaching speaking
In applying talking chips technique, teachers should know the steps and
procedures to apply this technique in the teaching speaking. According to Kagan
(1992, as cited in Herianto, 2013) that clarified that first, each person is
given a number of markers. Second, each time a person wants to talk, a chip is
placed in the center of the table. Third, when an individual’s chips are all in
the center of the table, she/ he cannot talk again until everyone’s chips are
all in the center. Last, the chips are then retrieved and tribute to begin
again.
Kagan (2010, as cited in Syafryadin, 2013) also clarified that first, the
teacher gives a topic for the discussion. Second, student who wants to start
the discussion, he/she should put the chip on the center of the group table.
Third, when a member of the group has already used all chips, the other members
on the group continues the discussion. Fourth, as long as the discussion is
going on, accuracy and fluency of the students will be viewed. Besides, in
evaluation, all students will also be assessed about the accuracy and the
fluency.
Knowing the steps and procedures of implementing talking chips technique, teachers
do need to know all the steps in implementing this technique in the teaching
speaking to gain success fulness. Students will really be helped to improve
their speaking ability by using this technique.
2.7 Previous Studies
This study proposal will be much better if the researcher includes and
states the previous studies related to the talking chips technique used in
teaching speaking.
First study conducted by Syafryadin whose study entitled “The
Use of Talking Chips Technique in Improving Students’ Speaking Achievement”. He
implemented talking chips technique to the grade X in one of senior high
schools in Bandung in year 2013. On the implementation of this technique, the
researcher conducted three cycles in the class, and each cycle really gained
good improvement towards students’ speaking ability. Before the researcher
applied this technique to the students, the researcher first reviewed about
present tense. Then researcher started applying this technique in the class. In
every cycle, the students’ got improvement even though they still had problems
on the speaking. The problems can be lessened from the first cycle to the third
cycle. To show the last result of the researcher after implementing this
technique, the researcher wants to include the result in score on every cycle
done in the class. In cycle one, the mean score of fluency was 61.1 and 62.81
for accuracy. In cycle 2, the mean score of students in fluency was 67.207 and
accuracy was 68.05. In cycle 3, the mean score of fluency was 71.451 and
accuracy was 74.69.
Second previous study conducted by Hardiyanti,
Rochsantiningsih, and Setyaningsih whose study under title Using Talking Chips
to Improve Students’ Participation in EFL Classroom. They implemented this
technique in State Senior High School 5 Surakarta at class X-5 in the academic
year of 2012/2013. The researchers implemented and finished the teaching
activity in five (5) meetings. The researchers also included game activity in
the class to make the students active and participate in the teaching speaking.
To know the result of the implementation done by them, the researcher tries to
include the improvement gained by the students by comparing the pre-observation
and post-observation on the fifth meeting toward the implementing talking chips
technique. Natural desire to participate, this aspect improves from
54.2% to 83.3% on the post-observation. Confidence, this aspect improves
from 63.3% to 88.3% on the post observation. Enjoying discussion, it
improves from 68.3% to 90.8% on the post-observation. Spontaneity, it
improves from 38.3% to 53.3% on the post-observation. Focus, it achieves
from 68.3% to 82.5% on the post-observation. This result can be concluded that
talking chips technique really helps the improvement of students’ speaking
ability.
CHAPTER III
RESEARCH METHOD
This chapter consists of the research design, Population and
Sample, Research Instruments, Procedure of Data Collection, and Data Analysis.
3.1 Research Design
The research design of this study will be Experimental Design. The
researcher will apply Two Groups, Randomized Subjects, Posttest Only Design.
Ary, Jacobs, and Razavied (1979, p. 225) stated that, “the experiment is
generally regarded as the most sophisticated research method for testing
hypotheses.” According to Hadi (1988, 65, as cited in Aksani, 2013) that stated
that, “an experimental design is one of the precise methods to examine the
cause and effect because of the fact, instruction toward a group and experimental
sample.” The instructional activity will be designed only to teach students
about speaking by using Talking Chips technique toward the experimental group,
the group of sample will have interview to measure the effect that students get
after the treatment. The researcher hopes that by using Experimental Design,
exactly Two Groups, Randomized Subjects, Posttest Only Design on this study,
this study will gain strong result that will be stated in the conclusion
chapter. The researcher also hopes that the hypotheses the researcher has made
will be correct after implementing this proposal study.
The researcher will have two groups as the subjects on the study. These are
control group and experimental group. The control group will be using conventional
teaching way and the special treatment will be using Experimental Design. This
study is adopted from Ary, Jacobs, and Razavied (1979, p. 250).
Table 3.1 Two Groups, Randomized Subjects,
Posttest- Only Design
|
Group
|
Independent variable
|
Posttest
|
|
|
(R)
(R)
|
E
C
|
X
-
|
Y2
Y2
|
Notes :
R = Randomized
E = experimental
group
C = control group
X = treatment on
the experiment group
Y2 = posttest
After being implemented the independent variables in both groups, experimental
and control group. Measurement on the dependent variable for both groups will
be done at the same time with the same test called posttest.
3.2 Population and Sample
3.2.1 Population
According to Sudjana ( 2005, p. 74, as cited in Aksani, 2013) population is
totality of all value which possible, result of counting/calculating or
measurement, quantitative and also qualitative hit the certain characteristic
from all clear and complete corps member is which wish learned by the nature.
The population of this study will be all fourth students semester of English
education study program at Malang Islamic University. The students are 125
students. The students are divided into five classes, so each class consists of
25 students.
3.2.2 Sample
“Sample is shares or proxy from accurate population”, ( Arikunto, 2006 , p. 87,
as cited Aksani, 2013). From 125 students as the population, the researcher
will take 50 students as the sample of this study by using Cluster sampling.
Twenty students (25) join the Experimental group, and twenty five (25) others
will join control group.
3.3 Research Instrument
Research instrument is absolutely important in any scientific research for
collecting the data. To know the right and accuracy result, the researcher has
to prepare the research instrument well before carrying out the study.
The researcher will use interview that will be applied in form of unstructured
interviews as the instrument. The researcher will provide 10 questions for each
student. These 10 questions will be given after the study is implemented in
both groups, experimental and control group. In other words, these are the
students’ posttest that they will get. The 10 items will be taken from the
students’ textbook used in the classroom learning activity.
3.4 Procedure of Data Collection
The researcher will prepare the interview questions as the procedure for
collecting the data. The interview will be applied in form of unstructured
interviews. Each question will be given score ranking from 0-100. The high and
low point will be based on the students’ answer looking at the accuracy,
fluency, and the structures mastery. After the students of experimental and the
control group answer the questions, then the researcher will calculate both
scores of experimental and control group students. After all, the researcher
will compare the final score. If the experimental group’s score is higher than
the control group score, it means that the hypotheses made by the researcher is
right or proved.
3.5 Data Analysis
The data analysis on this study will be done by using computer program
called SPSS.
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(2013). Using Talking Chips to improve students’ participant in EFL
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Novika, H. (2014). The effectiveness of using group work to
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