RESEARCH PROPOSAL

IMPROVING STUDENT’S SPEAKING SKILL THROUGH TALKING

CHIPS WITH PICTURE OF THE TENTH GRADE STUDENTS OF SMA
NEGERI 1 UBUD IN ACADEMIC YEAR 2019/2020

NI MADE ARIKA UTAMI

1701882030058

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
2019
 CHAPER 1
INTRODUCTION

1.1 Background of the study

Speaking is one of the four language skills which is very important for developing
English, because without speaking communication will not be going well. Grady (2000:220)
states that speaking is fundamental human behavior. Speaking skill is very important part of
the curriculum in language teaching and this is an important object of assessment as well
because there are many factors that influence impression of how well someone can speak a
language. To have an appropriate purpose and different context, teachers and testers have
tried to achieve all this through the range of different procedures (louma, 2004:1)
In language acquisition, speaking is a crucial part of language learning and teaching.
However today’s world requires that the goal of teaching speaking should improve the
students’ communicative skills because student can express themselves and learn how to use
a language. Lawtie (2004:5) believes that if the goal of English course is truly to enable the
students to communicate in English, then speaking should be taught and practiced in the
classroom and the talking chip is one of technique which students can apply in developing
their skill in speaking as well as teaching student to create an exciting situation while they are
studying.
Nowadays, many teachers agree that students should learn speaking of English as a
second habit. For this case, students should master several speaking components, such as:
comprehension, pronunciation, grammar, and vocabulary, in order to make them easier to
communicate with others. They should be more creative in developing their English in
teaching learning process to create good atmosphere, improving the English speaking skill,
giving attention to the speaking components, and making classroom speaking activities more
exiting.
According to my cousin who is in tenth grade, she still has a problem with her
speaking. She felt the English speaking was very difficult to learn, and her teacher just
concerned on the theory not on the practice. When she tried to speak and answer the oral
question, she was confused. The standard passing grade is 75, and it means the students
should reach that standard grade for their English lesson. But almost 80% of the students
were still under the standard passing grade for their English lesson, and the students were
sometimes bored with their English teacher.
 Many students regard speaking ability as a measure of knowing a language. They
define fluency as the ability to converse with others, much more than the ability to read, write
or comprehend to oral language. As speakers, consciously or unconsciously, people use their
speech to create an image of themselves to others. By using speed and pausing, and variation
in pitch, volume and intonation, they also create the texture for their talk that supports and
enhances what they are saying
In accordance with the above fact and the importance of the English speaking the
researcher is highly motivated to find out the effectiveness of talking chip in improving
students’ speaking skill. Thus, in the present study the researcher is highly interested in
undertaking the research which dealt with teaching speaking through Talking Chip with
Picture to the tenth grade student of SMA Negeri 1 Ubud in academic year 2019/2020.

1.2 Objective of the Study

Related to the research problem, the objective of this research was as follows:
To find out whether there is improvement or not in students’ speaking ability after
being taught through Talking Chip with Picture at the tenth grade of SMA N 1 Ubud

1.3 Talking Chips Technique

Kagan (2010: 17) points out that Talking Chips Technique is a technique in teaching
speaking which makes the students work in group. Then, in holding Talking Chips
Technique, students are given chips and the chips are used for every time they speak.
They must put the chips in the center of the table. It is done until all the students’
chips are used. If there is one student has already used all his chips, that student may
not speak until the chips of all members of the group have been used. If all chips have
been used, while the task has not been finished, the students can be given the chips
again. Since the researcher teaches argumentative dialogue in teaching speaking to
improve students’ speaking ability, the researcher uses the chips in Talking Chips
Technique as the opportunity to give argument. So, one chip here means a chance for
the student to give one argument.

1.4 Procedure of Talking Chips with Picture Technique

1. Students are divided into small groups of about 4-6 people in groups.
2. The group students are asked to discuss a problem or subject matter.
3. Each group is given 4-5 chips that are used for students to talk.
 4. After students express their opinions, the chips is stored on the table of the
group. The process continues until all students can use the chips to talk.

1.5 Research instrument

Pre-Test : Speaking test about asking and giving opinion

Pot-Test : Asking and giving opinion about a problem

Questionnaire