1

FOSTERING STUDENTS’ SPEAKING SKILL IN ASKING AND GIVING

OPINION THROUGH TALKING CHIP TECHNIQUE
(A Classroom Action Research in the Ninth Grade of SMPIT As Shof Depok
in the Academic Year 2019/2020)

A Skripsi Presented to the Faculty of Educational Sciences in Partial Fulfillment

of the Requirements for the Degree of S.Pd. (S-1) in English Education

KURNIA MEGIYATRI
11150140000072

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH ISLAMIC STATE UNIVERSITY
JAKARTA
2019

1
APPROVAL SHEET

i
SURAT PERNYATAAN KARYA SENDIRI

iii
 ABSTRACT

Kurnia Megiyatri. NIM. 11150140000072. “Fostering Students’ Speaking Skill

in Asking and Giving Opinion through Talking Chip Technique” (A Classroom
Action Research in the Ninth Grade of SMPIT As Shof Depok in the Academic
Year 2019/2020). ―Skripsi” of the English Education Department, the Faculty of
Educational Sciences, Syarif Hidayatullah Islamic State University Jakarta. 2019.
Advisors : 1. Dr. Nida Husna,M.Pd., M.A.TESOL.
2. Dadan Nugraha,M.Pd.
Keywords: Speaking Skill, Asking and Giving opinion, Talking Chip technique

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.

iv
 ABSTRAK

Kurnia Megiyatri. NIM. 11150140000072. “Fostering Students’ Speaking Skill

in Asking and Giving Opinion through Talking Chip Technique” (A
Classroom Action Research in the Ninth Grade of SMPIT As Shof Depok in the
Academic Year 2019/2020). Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu
Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta,
2019
Dosen pembimbing : 1. Dr. Nida Husna,M.Pd., M.A.TESOL.
2. Dadan Nugraha,M.Pd.
Kata Kunci : Teknik kancing gemerincing, Kemampuan Berbicara, memberi dan
menanyakan pendapat.

Tujuan dari penelitian ini adalah menumbuhkan keterampilan berbicara siswa

dalam bertanya dan memberikan pendapat melalui teknik kancing gemerincing.
Subjek penelitian ini adalah siswa kelas IX SMPIT As Shof Depok. Peneliti
menggunakan Penelitian Tindakan Kelas (PTK) untuk melakukan penelitian ini.
Penelitian Tindakan Kelas (PTK) berdasarkan Kurt Lewin yang terdiri dari empat
fase: perencanaan, tindakan, pengamatan, dan penggambaran. Untuk mengukur
data penelitian ini, peneliti menggunakan dua jenis data; data kualitatif dan
kuantitatif. Data kualitatif diperoleh dari observasi dan wawancara. Sementara itu,
data kuantitatif diperoleh dari pre-test dan post-test. Teknik kancing gemerincing
berhasil mengembangkan keterampilan berbicara siswa dalam bertanya dan
memberikan pendapat dalam tiga alasan, hal pertama adalah Teknik kancing
gemerincing dapat menyamakan partisipasi siswa. Hal kedua adalah teknik
kancing gemerincing merupakan teknik mengajar baru bagi siswa, sehingga
mereka antusias selama pelajaran. Ketiga adalah tekinik kancing gemerincing
dapat meningkatkan perhatian siswa. Dalam tes awal, nilai rata-rata siswa adalah
48,52. Dalam post-test 1, nilai rata-rata siswa adalah 73,52. Dalam post-test 2,
nilai rata-rata siswa adalah 81,37. Dalam post-test 3, nilai rata-rata siswa adalah
83,82. Dengan demikian, penerapan teknik berbicara dalam meningkatkan
keterampilan berbicara siswa dalam meminta dan memberikan pendapat di
SMPIT kelas sembilan As Shof Depok pada tahun akademik 2019/2020 berhasil.

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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.

vi
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

APPROVAL SHEET ............................................................................................. i

ENDORSEMENT SHEET ................................................................................... ii
SURAT PERNYATAAN KARYA SENDIRI .................................................... iii
ABSTRACT .......................................................................................................... iv
ABSTRAK ............................................................................................................. v
ACKNOWLEDGEMENT ................................................................................... vi
TABLE OF CONTENT ..................................................................................... viii
LIST OF TABLES ............................................................................................... xi
LIST OF FIGURES ............................................................................................ xii
CHAPTER I INTRODUCTION.......................................................................... 1
A. Background of study ............................................................................................ 1
B. The Identification of The Problems .................................................................... 5
C. Limitation of the Problems .................................................................................. 5
D. Formulation of the study ..................................................................................... 5
E. The objective of the study .................................................................................... 5
F. The significance of the study ............................................................................... 6
CHAPTER II THEORETICAL BACKGROUND ............................................ 7
A. Speaking skill ........................................................................................................ 7
1. Definition of speaking ........................................................................... 7
2. The elements of speaking ..................................................................... 8
B. Asking and giving opinion ................................................................................. 10
1. Definition of opinion ........................................................................... 10
2. Asking opinion .................................................................................... 10
3. Giving opinion ..................................................................................... 11
4. Type of opinion ................................................................................... 11
C. Talking Chip ....................................................................................................... 14
1. Definition of talking chip technique .................................................. 14
2. Advantages of talking chip technique ............................................... 15
3. The implementation of talking chip technique................................. 16

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 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

Table2.1 Expressions of Asking and Giving Opinion ………………………… 12

Table3.1 Rubric for Assessment Speaking Scale …………………………...… 26
Table 4.1 Students‘ Score in Pre-action Test …………………………………. 34
Table 4.2 Students‘ Score in Post-action Test 1 ……………………………… 41
Table 4.3 Students‘ Score in Post-action Test 2 ……………………………… 50
Table 4.4 Students‘ Score in Post-action Test 3 ……………………………… 60
Table 4.5 Students‘ Speaking Score in Pre-test to Post-test 3………………… 64
Table 4.6 The Comparison score of the pre-test to Post-test 3 ……………..… 68

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 LIST OF FIGURES

Figure 3.1 Kemmis & McTaggart Action Research Design …………………... 23

Figure 4.1 Percentage of Students‘ Score in Post-test 1 ………………….....… 41
Figure 4.2 Percentage of Students‘ Score in Post-test 2 …………………..…... 47
Figure 4.3 Percentage of Students‘ Score in Post-test 3 ……………………..... 60
Figure 4.4 The Comparison Score in Pre-test to Post-test 3 ………………..…. 68

xii
 LIST OF APPENDICES

Appendix 1 Classroom Observation Checklist ……………………………. 77

Appendix 2 Transcription of Classroom Observation ………………….…. 79
Appendix 3 Interview Guidelines …………………………………………. 93
Appendix 4 Transcription of interview …………………………………… 95
Appendix 5 Pre-Action Test ……………………………………………… 105
Appendix 6 Post-Action Test 1 …………………………………………... 106
Appendix 7 Post-Action Test 2 ……………………………………...…… 107
Appendix 8 Post-Action Test 3 ………………………………………….. 108
Appendix 9 Transcription of Pre-Action Test …………………………… 109
Appendix 10 Transcription of Post-Action Test 1 ………………….…… 112
Appendix 11 Transcription of Post-Action Test 2 ………………….…… 118
Appendix 12 Transcription of Post-Action Test 3 ………………………. 126
Appendix 13 Speaking Scoring Rubric ……………………………….…. 126
Appendix 14 Students‘ Speaking Score …………………………………. 130
Appendix 15 Lesson Plan ………………………………………………... 131
Appendix 16 Documentations …………………………………………… 132
Appendix 17 Letters …………………………………………………...… 141

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 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

struggled in translating sentences from their native language (Bahasa Indonesia)

to English.5
The other problem comes from students‘ confidence. Based on indirect
interviews with an English teacher, she said that her students are unconfident
when they are asked to speak up in the class. Most of them are afraid to make a
mistake in grammar. Moreover, the researcher also found that the students are still
difficult to deliver their opinion even though they have an argument to deliver.
Based on the researcher‘s experience, learning speaking needs much time to
practice because speaking is not a knowledge that can be transferred, but it is a
skill that should be trained.
The last problem is the students do not familiar with expressions of asking
and giving opinion. Based on the researcher‘s interview with the teacher, she
found that students had difficulty in expressing various expressions of asking and
giving opinion because they did not know some expressions to express asking and
giving opinion. Other factors are that the students have the opportunity to speak
English only in the class. Therefore, students have no chance to explore and
practice their speaking ability.
From the researcher‘s experience, speaking is not knowledge that can be
transferred, but it is a skill that should be trained. Thus, speaking needs much time
to practice. To support that, Dr. Spencer Kagan and Miguel Kagan develop
Talking Chips technique6. This technique allows students to work in groups to
discuss a specific topic. Moreover, Talking Chips technique is a technique of
teaching speaking, which make the students interested and help the students to
speak. It is because this technique can make the students be active in the
classroom with no students dominate the discussion, learn how to collaborate in a
group and have a chance to speak English because the students will be divided
into several groups and each member will have a turn to speak English.

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

B. The Identification of The Problems

From the background of the study, the author concludes the identification of
the problem, they are:
1. The opportunity to speak is limited. It indirectly makes students lose the
chance to practice speaking skills.
2. Students are not familiar with what expressions should be said when asking
and giving opinion
3. Students' ignorance of the language features of asking and giving opinion will
cause a decrease in scores that students will get and will affect the failure of
curriculum objectives.

C. Limitation of the Problems

Based on the reasons that are mentioned before, the author needs to limit the
problems. The author focuses on fostering students‘ speaking skill in asking and
giving opinion at ninth grade SMPIT As Shof Depok in the academic year
2019/2020 by using talking chip technique.

D. Formulation of the study

To make the study be understood, the researcher formulates the problems
stated as follows: ―How can talking chip technique foster students‘ speaking skill
in asking and giving opinion at ninth grade SMPIT As Shof Depok in the
academic year 2019/2020?‖

E. The objective of the study

In line with the formulation of the problem stated above, the study aims to
know how the talking chip foster students‘ ability in speaking, especially in
asking and giving opinion at ninth grade SMPIT As Shof Depok in the academic
year 2019/2020.
 6

F. The significance of the study

The significance of this study might be expected as follows:
 For the students
This research is expected to make the learning process more enjoyable and
to foster the students‘ ability in speaking as the talking chip will make all
of the students speak out and encourage the students to deliver their
opinion about something.
 For the English teachers
This research is expected to give the alternative solution in teaching
speaking through Talking Chip because talking chip is a part of
cooperative learning that is beneficial for teachers, especially for teaching
asking and giving opinion and use group discussion.
 For the other researchers
This research is expected to provide more insight to other researchers
regarding various teaching techniques, especially speaking in the
classroom. This research can help other researchers in developing teaching
techniques later on.
 CHAPTER II

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

particular problem; or building social relationships. Besides, fluency, accuracy, and

confidence are important goal in speaking‖.6
From the speaking definition that has been mentioned above, the researcher
concludes that speaking skills are the art of talking which acts as a means of
communication with spoken language including the process of conveying thoughts and
ideas with the aim of reporting, entertaining, or convincing others.

2. The elements of speaking

Speaking skill of a person not only implies the person‘s knowledge of the
linguistic element, but also interpret the ability of processing information from the
language appropriately. 7 Based on the statement, in order to have good speaking skill,
a learner should have knowledge both of language feature and how to process
information directly. Either five components are generally recognized in analysing the
speech process:
1. Pronunciation
Harold stated that pronunciation focuses on production and identification of the
sounds, stress pattern, and intonation in English8. Teaching pronunciation is to give an
understanding of the difference between the sounds and sounds features. Since
speaking is also dealing with listening, the proper pronunciation is needed in order to
avoid the misinterpreting while talking so the listener can be able to understand what
the speaker says, and it will make the communication process more manageable.
2. Grammar
Ur has defined grammar as arranging words altogether to create sentences
correctly.9 When dealings with speaking, sometimes grammar is often overlooked,
especially for non-native speakers. To be able to speak correctly and meaningfully, it
needs grammar ability. The scope of the grammar is maybe restricted to syntax (how

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.

5. Expressions of asking and giving opinion

There is several expressions of asking and giving opinion according to teacher‘s
lesson plan for Junior High School ninth grade.20

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…

How do you like that? I personally think…

How do you like…? I personally feel…
How about….? To my mind…
Please give me your frank opinion In my case…
about ….
Please share your idea about …. Well, personally…
What your view on? It seems that…
What is your reaction? I personally consider
What is your idea? I tend to think that
What is your comment? As far I know
How is your opinion? From my point of view

20
Anastasia Koltai, Expressing of Asking and Giving Opinion. Retrieved from
https://www.myenglishteacher.eu/blog/asking-giving-opinions-agreeing-disagreeing/
 13

6. Example of asking and giving opinion

There are some example of asking and giving opinion21
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 he was
interrupted 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 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.

2. Advantages of talking chip technique

Talking chips is also useful in building other‘s idea, contributing an idea,
elaborating, encouraging contribution, encouraging others, negotiating, and
working together. Kagan‘s chart in the book of Kagan Cooperative learning also
shows that there are some skills or abilities that can be developed by using talking
chips which some of them are as follows:

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.

3. The implementation of talking chip technique

There are many implementations of talking chip based on experts. Talking Chips
strategy, according to Kagan are as follows:30
1. Each person is given several markers/chips.
2. The teacher give a topic to disscuss and give the student time to think.
3. Each time a person wants to speak, a chip is placed in the center of the table.
4. When an individual‘s chips are all in the center of the table, she/ he cannot
speak again until everyone‘s chips are all in the center.
28
Ibid., p. 5.8
29
Ibid., p. 6.15
30
Ibid., p. 6.36
 17

5. Last, the chips are then retrieved and tribute to begin again.

D. Teaching speaking in asking and giving opinion through talking chip

technique
Speaking is a part of productive skill or life skill that requires much practice
in order to get used to the target language. Teaching speaking becomes one of the
biggest concerns when someone learns the language. Some of the reasons
underlying this are because of the complexity of the assessment of the number of
achievements that must be achieved by students with their limited time to learn in
the classroom. Many English classes in Indonesia tend to use Bahasa rather than
practicing English as well. It is rare for them to use English as a means of
communication during the class, especially in speaking class.
The teacher‘s role in the classroom can develop students' speaking skills in
English, yet many teachers only rely on textbooks and cannot provide contextual
teaching. Students usually memorize everything from the text or dialogue from
the textbook before performing a particular speech.
One of the materials which is taught to the ninth grade students is asking and
giving opinion. Asking and giving opinion is asking and giving an expression or a
view from our thoughts on a matter or issue, which could be a personal point of
view, agreement, and disagreement opinion. In delivering asking and giving an
opinion, there are written and spoken techniques. In this case, asking and giving
opinion orally becomes one of the ways in the classroom. Some components that
should be concerned in learning asking and giving opinion are the structure and
the language feature of the text.
Students learn two communicative skills, (1) expressing necessity and appeal,
using modal must, should, and express let's, and why do not, and (2) expressing
agreement with some expressions like that is a good idea. I agree with you. Yes, I
agree. I don't think so, and so on.
In improving speaking skill through talking chip technique, the teacher and
collaborator ask the students to perform group by group, the topic is about asking
and giving opinions based on the curriculum. To hold talking chip, the teacher
 18

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

This chapter is presented to describe methodological activities to examine the

teaching of asking and giving opinion through talking chip technique. This chapter
concerns with the place and time of the study, research method and design, subject of
the study, the researcher‘s role, the procedure of the study, research instrument,
collecting data procedure, trustworthiness, and the criterion of action success.

A. Place and time of the study

This research was held at SMPIT As Shof Depok, located in Jalan Raya
Kalimulya, Kp. Kebon Duren RT 01 RW 05, Kalimulya Cilodong Depok Jawa Barat
16413. It took a month to carry out this study, started from August to October 2019.

B. Research method and design

In conducting this research, the researcher used classroom action research because
this study is dedicated to solve the problem about teaching and learning process as
classroom action research might help teachers to evaluate their teaching activity and
its progress. In this case, the researcher also played an essential role as a teacher in
evaluating the educational progress. As Anne Burns stated that in exploring teaching
contexts, action research require a self-reflective, critical, and systematic approach.
One of the main aims of action research is to recognize a ‗problematic‘ situation or
issue that observe deeper and more systematic by the participants who may include
teachers, students, or even parents.1
The classroom action research design employed in this study was collaborative
classroom action research because in conducting the research, the researcher was
assisted by the English teacher of SMPIT As Shof Depok. In this study, the researcher
had some roles. She became the practitioner who taught asking and giving opinion.
Besides, she made lesson plans and assessed each final cycle. Furthermore, the
1
Anne Burns, Doing Action Research in English Language Teaching, (New York: Routledge
Publishing, 2010), p.2

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:

Figure 3.1 Kemmis and McTaggart's Action Research Design

C. The subject of the study

The subject for this study was the ninth grade students at SMPIT As Shof Depok
in academic year 2019/2020. According to the discussion between the researcher and
the English teacher, the class was selected as the subject for the Classroom Action
Research because this class needed more improvement for speaking.

D. The researcher’s role

The researcher‘s role in conducting this study was as the teacher who applied the
teaching technique to the students. Observation in this class was done once by the

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.

E. The procedure of the study

In Classroom Action Research, there are four stages involved in each cycle. The
stages, according to Cresswell3, are these four stages; planning, acting, observing,
and reflecting. The researcher explained the each stage furtherly as follows:
a. Planning
In this planning step, the researcher identified the problem, made a plan based on
the problems that have been identified, prepared the detailed lesson plan and
syllabus, prepared the media to be used in the classroom, and made instruments that
would be used during the research.
b. Acting
After identifying the problem, preparing lesson plans, learning media and
instruments that would be used during the research, the researcher then researched
the teacher who would teach using the talking chip technique to all students in the
classroom.
c. Observing
When all the students learned by using the talking chip technique, the teacher
observed the state of the class by looking at the classroom‘s situation, students‘
performance and students‘ participation during the learning activities, as well as
students‘ enthusiasm about the material taught by talking chip techniques, and what
difficulties encountered during the learning.
d. Reflecting
After the researcher made observations during the research in the classroom, the
researcher then analysed the attitudes, enthusiasm, and students‘ participation during
learning activities.

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

opinions opinions to the topics opinion

related to related to discussed. (1 related to the
the topics the topics opinion) topics
discussed. discussed. discussed. (0
(4-5 (2-3 opinion)
opinions) opinions)
Pronunciation Has a few Intelligible Pronunciation Very difficult
traces of a enough, problem that to understand
local with a few may lead to because of
accent. errors misunderstandin pronunciatio
but they g n problem,
able to most
directly frequently be
revised asked to
without a repeat.
guide.

4. Collecting data procedure

In collecting the data for this research, the researcher used both qualitative and
quantitative data. Observation and interview were taken for qualitative data, and pre-
test and post-tests were administered for quantitative data. Qualitative data was
focused on collecting and analysing information in the non-numeral form, it also
focused on the process. In addition, according to Verma and Mallick, the aim of the
qualitative method is investigating the quality of relationships, activities, situations,
or materials.7 However, the aim of the quantitative method is gathering data that can
be quantified; it can be measured in numerical scores.8

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:

P: The class percentage

F: Frequency of students‘ score above KKM
N: Number of students

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

P : Percentage of students‘ improvement

y : Pre-test result
y1: Post-test result

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.

6. Criteria of the action success

The success of the action research is based on a criterion which is called as an
indicator of the success of the action. Indicator of the successfulness of an action is
usually set according to an accepted standard size. Based on the researcher‘s
discussion with the English teacher, the target score for this research was 80, in which
it was adjusted to the minimum criteria of mastery learning (KKM) applied in the
school for English subject. The action research is considered to be successful at least
75% of the students could achieve the target score. The action of Classroom Action

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

RESEARCH FINDINGS AND DISCUSSION

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

prioritised the convenience of students in learning English so that later on

students would get maximum results.
The second question talked about the difficulties faced by the teacher in
teaching English. The teacher said that students came from middle to low-
income families, to learn foreign languages they constrained by adequate costs
and facilities. To work around this, the teacher had told students to bring a
dictionary that students could get at affordable prices. According to the teacher,
students could learn English starting from the mastery of adequate vocabulary so
that students could deliver or send the information with the right meaning (not
miscommunication that causes misunderstanding).
The third question discussed speaking activity in the classroom. The teacher
said that speaking in the classroom was related to reading. It means that students
have given text by the teacher then students would read and answer questions
orally.
The fourth question was the method the teacher used in speaking class. The
teacher said that usually, speaking class would use audiovisual in which students
could watch the video in front of the class. Then the students would ask or be
asked the question based on the topic.
The fifth question was the media the teacher used in speaking class. The
teacher said that she used a projector, laptop, loudspeaker, and textbook to
deliver the material of speaking.
The last question discussed students‘ response in speaking class. The teacher
said that student responses to learning speaking in the class were quite
enthusiastic. Although at first students were still shy and afraid to speak in
English for fear of being laughed at by their friends, students would feel
motivated when the teacher gave an encouragement which would then set an
example to other friends.

2) Interview with the students

Besides having an interview with the English teacher, the researcher also had
an interview with the students. The researcher selected 3 of 27 students
 32

randomly to be interviewed. The students were asked several questions about

English first question is about the students‘ perspective on English. The second
question is teaching and learning process at the classroom, which divided into
five questions. The first question was about the students‘ perspective on English.
The second question was about the difficulties faced by the students in study
English. The third question was about speaking teaching and learning process in
class. The fourth question was about students‘ hope about speaking teaching and
learning process.
The students were asked about their perspective on English. They thought
that English was fun but little bit hard because they did not know the meaning of
the word, and lack of vocabulary.
The second question, they said that the difficulties in study English were hard
to pronounce some word, stutter speech, and translate English into Bahasa.
The third question, they mentioned that the speaking process was just so so.
Students told that the teacher asked them to make a conversation then practised
it in front of the class.
The fourth question, they expressed that media that teacher used were LCD
projector, laptop, loudspeaker, and textbook.
The fifth question, they claimed that they hope someday the students could
speak fluently, understood the meaning in every conversation so they could be
brave to speak with other people, primarily native speaker.

b. The result of pre-action observation

The pre-action observation was conducted to observe the process of teaching-
learning before implementing the action. It was held at IX grade of SMPIT As
Shof Depok in 2019/2020 academic year. There were 27 students in this class.
The pre-action observation was conducted on August, 30th 2019. There were
four categories observed in the classroom, which were class structure, methods,
teacher-student interaction, and contents.
1) Class Structure
 33

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.

c. The result of the pre-action test

Before conducting the Classroom Action Research, the pre-action test was
done. It was held on September, 04th 2019. Seventeen students of IX followed
the test. The researcher determined that the students who did not follow one of
the tests would be deleted for the entire test. It means from pre-action test until
 34

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.

2. The implementation of Classroom Action Research

Cycle 1
a) Planning
The first phase of Classroom Action Research is planning. In this phase, the
researcher as the teacher made planning for the action based on the problems
faced by students toward speaking skill. The researcher prepared a lesson plan to
help her in the teaching-learning process. She managed the time efficiently to get
the objective in the meeting. The objective in this cycle was to improve students‘
ability in asking and giving opinion by using talking chip technique. The
researcher determined the selected material and exercises into a lesson plan. Then,
some materials were chosen to be taught to students. The researcher designed the
lesson plan based on the English syllabus of the third grade of junior high school.
In this phase, it was hoped that those plans could help the researcher to achieve
the goal. Besides a lesson plan, the researcher needed to prepare some instruments
to collect the data including observation checklist table, field notes, tape
recording, and supporting material about asking and giving opinion. Last, is
teaching aids or media, the researcher also prepared the talking chip. Talking chip
made from coloured paper. On the other hand, the researcher prepared the
observation sheet to observed the activities during the teaching and learning
 36

process. Then, the researcher also prepared the post-test 1 as an instrument to

measure the students‘ achievement, and it was also as a data collecting.

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

twenty-seven students. The researcher had to command so that students could be

quieter and have more concentration to do the task.
Nevertheless, after only five minutes, the class began to be noisy again. Thus,
the researcher walked around the class to monitor the students. The researcher
came to the group one by one, asked about the difficulties, and paid attention to
the students. The first group got ―idol‖ for their topic. Later on, they discussed
their idol, they asked and gave the opinion about idol to their friends. The first
group consisted of six students. There, some members of first group asked the
researcher about some terms in English that they did not know. The second group
discussed their favourite food. The second group also consisted of six students.
The third group talked about their favourite cartoon. The fourth group talked
about their favourite music.
Then, the researcher gave talking chip to the students. Each student got two
chips. The chip for asking opinion was yellow, and for giving opinion was pink
chip. The students were curious about the chip. They looked around and asked the
researcher about what the function of the chip was. The researcher explained
about talking chip. Students had to put on the appropriate chip in the middle of
their table where they discussed. For instance, the first student asked opinion
about the topic, so he/she put on yellow chip in the middle of table. Then, if the
second student wanted to give his/her opinion about the topic, she/he must put on
the pink chip in the middle of the table. If the student ran out of the chip, she/he
should not speak up. After the researcher explained the use of talking chip, some
students understood and were ready to use the chip. Some others asked their
friends how to use the chip hesitantly. Once, the researcher asked the students‘
comprehension about how to make the chip, and just then the students explained
how to use the chip to the researcher. After that, the researcher asked the students
to practice the discussion using talking chip. Overall, the students understood how
to use talking chip, but some students did not speak up. They did not speak
because they were confused about the topic and they lacked vocabulary so there
was no opinion they could discuss. After all of the group had performed, the
researcher gave them feedback about that day‘s material, then the researcher also
 38

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.

ii. Second Meeting

The second meeting was done on September 06th 2019. In this meeting, the
researcher focused on introducing the expression in asking and giving an opinion.
Before starting the lesson, she greeted the students and asked them to pray
together. Then, she checked the attendance list, and five students did not attend
the class. Besides, she also gave the general apperception about the material that
would be learned by the students. After that, she explained the expression in
asking and giving an opinion. The students listened carefully to the researcher‘s
explanation. When she finished explaining, she gave an example of dialogue text
about how people give their opinion using a variety of expression.
After giving an example to the students, she asked the student to make small
group consisted of four students. She decided to make small group because she
learned from the previous meeting that many members in a group did not work
well. Thus, the researcher commanded the students to counted one to six and
gathered together with their groups. Six groups were made; it consisted of four
students for each group. Then, the researcher gave them same topic for all groups;
the researcher also learned from previous meeting that different topic would make
students confused and distract other groups. Then the researcher asked every
group to make the dialogue based on the topic given using asking and giving
opinion expression. When the students were doing the discussion, she guided the
students and checked the work on every group. The situation of the class was
 39

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.

iii. Third Meeting

The third meeting was done on September 11th 2019. In this meeting, the
material was still about expression in giving an opinion, but the researcher tended
to focus on the conversation using talking chip with asking and giving opinion
expression. Just like the previous meeting, before starting the lesson, she greeted
the students and asked the students to pray together. Then, she checked the
attendance list.
In this meeting, the researcher showed the example of a conversation using
asking and giving opinion expression to the students. A few students realised
some of the mistakes they made after they understood the example. Then she
asked the student to group up with their friends by counting one to seven,
consisted of four students in each group. She asked the students to give their
opinion about the same topics. In this meeting, the researcher gave ―your parents‖
as the topic. The students delivered their opinion about their father or their
mother. When the students were doing the discussion, she guided the students and
 40

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

The Result of Post-Action Test 1

Furthermore, after finishing the teaching and learning process in the first cycle,
the researcher gave the post-action test 1 in order to know the students‘ progress
in speaking. It was held at the next meeting.
After giving the post-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 4.2.
Table 4.2
Students’ Score in Post-Action Test 1
Maximum score 91,66
Minimum score 58,33
Mean 73,52

Based on the result of post-test 1, there is 25 point of improvement from pre-

test to post-test. The mean score of pre-test is 48,52, and post-test one is 73,52, it
means 4 students pass the test with the percentage of 23,53%. The class
percentage of successful and unsuccessful students is illustrated in figure below:
 42

THE PERCENTAGE OF STUDENTS SCORE IN

POST-TEST 1
succesful unsuccesful

24%

76%

Figure 4.1 Percentage of students score in post-test 1

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

Maximum score 91,66

Minimum score 66,66
Mean 81,37

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:

THE PERCENTAGE OF STUDENTS'

SPEAKING SCORE IN POST-ACTION TEST 2
succesful unsuccesful

47%
53%

Figure 4.2 The Percentage of Students' score in post-test 2

Then, in the post-action test 2, the class percentage of successful students

who pass the KKM is 53%, it means there are 6 students who have score below
the KKM. It shows that there is students‘ improvement between pre-test and post-
test 2 with the percentage of 53% or 9 students pass the KKM and have been
improved from the pre-test. From the percentage result in the classroom action
research, it is already considered successful because there is more than 50% of
students who could achieve the KKM, which is 80.
 52

(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:

THE PERCENTAGE OF STUDENTS'

SPEAKING SCORE IN POST-ACTION TEST 3
succesful unsuccesful

18%

82%

Figure 4.3 The Percentage of Students' score in post-test 3

 61

Then, in the post-action test 3, the class percentage of successful students

who pass the KKM is 82%, it means there are 3 students who have score below
the KKM. It shows that there is students‘ improvement between pre-test and post-
test 3 with the percentage of 82% or 14 students pass the KKM and have been
improved from the pre-test. From the percentage result in the classroom action
research, it is already considered successful because there is more than 75% of
students who could achieve the KKM, which is 80.

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

3. Post-Implementing the Action

a. The Result of Post-Interview
1) Interview with the Teacher
After implementing the Classroom Action Research for about nine meetings,
the English teacher was interviewed. The teacher was asked about the speaking
technique being used, which was Talking chip. She said that she was satisfied
with the students‘ score improvement and their attitude toward English. Before
applying the talking chip technique, they had some difficulties in comprehending
speaking material. However, after applying the talking chip technique, they
showed their interest and enthusiasm during the learning process. Further, they
were also brave to ask a question when they found a challenging question and also
when they answered the teacher‘s question. Since they were brave to speak
English in front of the others, the teacher concluded that they made significant
progress by showing their eagerness to learn English. Besides, the teacher also
commented related to the talking chip technique. She commented that the talking
chip technique was very suited for speaking learning. Moreover, their reaction
was also excellent. She thought that she should apply this technique in teaching
the other kinds of speaking material since by using this technique the students‘
speaking skill was improved.

2) Interview with the Students

Besides interviewing the teacher, the researcher also interviewed the students.
They were asked to give opinion and comment about the use of talking chip
technique for the speaking activity. The representatives were three students from
the class IX. Most of them agreed that English was a tricky subject since they had
to memorise the rules of grammatical aspect, the pronunciation of each word, and
so on. Further, in speaking skill, they had to comprehend the topic, pronounce
well for every word and also understand the unfamiliar vocabulary. Related to the
use of talking chip technique, they agreed that the talking chip technique was
beneficial to improve their comprehension. They said that by using this technique,
they could comprehend the speaking material. Besides, they also said that they
 63

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.

b. The Result of Post-Action Test

After finishing the cycle 1, 2, and 3, the post-action test result was calculated.
First, the post-action test was calculated in order to know the students‘ score
improvement from the pre-action test to post-action test cycle 3.

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
 64

13 33,33 66,66 75 83,33

14 58,33 66,66 83,33 83,33
15 58,33 75 75 75
16 41,66 75 75 83,33
17 33,33 75 83,33 83,33
Mean 48,52 73,52 81,37 83,82

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

The Comparison Score in Pre-test, Post-test 1, Post-

test 2, and Post-test 3
100 91,66 91,66 91,66 6
81,37 83,82
75 5

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

As it was stated in the previous chapter, to obtain the trustworthiness of the

research, the researcher asked the teacher to give the judgment about the research.
The teacher said that she was satisfied with the students‘ improvement. Besides, the
teacher felt their students‘ motivation was also increased. They showed their
enthusiasm during the learning process. Because talking chip can equalize the
students‘ participation. In addition, the teacher also gave her opinion the talking chip
technique that is used. She thought that she should apply the talking chip technique
in teaching the other kinds of speaking material since by using this technique, the
students‘ speaking skill was improved. Therefore, considered the judgment given by
the teacher, the researcher concluded that talking chip can improve students‘
speaking skill in giving an opinion, especially in the ninth grade SMPIT As Shof
Depok in the academic year 2019/2020. It can be shown by the result of pre-action
test, post-action test 1, post-test 2, and post-action test 3.
In the pre-test, there were no students who passed the minimum criterion and also
the students‘ mean score of pre-test was 48,52 before implementing the action
research. After implemented the first cycle action, there were four students who
passed the minimum criterion, and also the students‘ mean score of pre-test was
73,52. Because the researcher determined the action was success if the number of
students passed the KKM at least 75% of students. Thus, the action continued after at
least 75% of students achieved the KKM. After implemented the second cycle
action, there were nine students or 52,94% who passed the minimum criterion and
also the students‘ mean score of pre-test was 81,37. The action continued to the third
cycle, and the mean score was 83,82. The percentage of the students who achieved
the KKM was 82,35%. The improvement of the students‘ speaking skill from pre-test
to post-test 3 was 82,82%. Thus, the researcher stopped the action research.
The result of this research is similar to Muhammad Muklas. His study entitled:
Talking Chip Technique to Teach Speaking1. He said 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

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

Thornbury, Scott. How to Teach Speaking. New York: Longman, 2005

Irwansyah, Y. Maulana, ―Fostering Students‘ Speaking Skill of Giving Opinion
through Role Play‖, Skripsi at UIN Syarif Hidayatullah Jakarta: 2019. Not
published.
Ministry of Education and Cultural of Republic Indonesia, English Syllabi for
Junior High School, Jakarta: 2016. Not published.
Agustina, Tri Hanifah, ―Improving Students‘ Speaking Skill through Speaking
Board Game‖, Skripsi at UIN Syarif Hidayatullah Jakarta:2018. Not
published.
Kagan and Kagan. Cooperative Learning. San Clemente: Kagan Publishing, 2009
Purwasih, Nanik. Using Talking Chip Technique to Improve Speaking
Achievement of 11th graders of one Senior High School in Indralaya Utara.
Proceedings of the 2nd SULE – IC 2016, FKIP, Unsri, Palembang. 2016
Mukaddimah, Hertati, ―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‖, Skripsi at Universitas Negeri Yogyakarta,
Yogyakarta: 2014. Not published.
Penny Ur. A Course in Language Teaching: Practice and Theory. New York:
Cambridge University, 2009.
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.
Petra Šolcová. Teaching Speaking Skills. Czech Republic: Masaryk University.
2011.
Scott Thornbury. How to Teach Speaking, London: Longman, 2005.
Lynne Cameron. Teaching Language to Young Learners. United Kingdom:
Cambridge University Press. 2001.
Jo McDonough and Christopher Shaw. Materials and Methods in ELT.
Melbourne: Blackwell Publishing. 2003.
Jeremy Harmer. The Practice of English Language Teaching 4th Edition.
Cambridge: Pearson Longman. 2007.
 75

Harold S Madsen. Technique in Testing. New York: Oxford University Press.

1983.

Sidney Greenbaum. English Grammar. Great Britain: Oxford University Press.

1996.
Paul Bogaards & Batia Laufer Dvorkin. Vocabulary in a Second Langugae:
Selection, Acqusition, and Testing. Amsterdam: John Benjamin Publishing.
2004.
H. Douglas Brown. Teaching by Principles: An Interactive Approach to Language
Pedagogy 2nd Edition. New York: Pearson Education. 2001.
Astrid S. Susanto. Pendapat Umum. Bandung: PT Karya Nusantara. 1975.
Iswandi Syahputra. Opini Publik. Bandung: Simbiosa Rekatama Media. 2018.
Malcolm G. Mitchell. Propaganda, Polls, and Public Opinion: Are the People
Manipulated? United States of America:Pearson college div, 1977.
Linda B. Nilson. Teaching at Its Best. Sanfrancisco: John Wiley and Sons, Inc.
2010.
Muhammad Muklas, Talking Chips Technique to Teach Speaking, Journal of
English Language Education and Literature, Vol. II No. 1, 2017.
Nanik Purwasih, Using Talking Chip Technique to Improve Speaking
Achievement of 11th graders of One Senior High School in Indralaya Utara,
Proceedings of the 2nd SULE – IC 2016, FKIP, Unsri, Palembang, 2016.
Anne Burns. Doing Action Research in English Language Teaching. New York:
Routledge Publishing. 2010.
John W Cresswell. Educational Research: planning, conducting, and evaluating
quantitative and qualitative research. Boston: Pearson, 2012.
Gajendra K. Verma and Kanka Mallick. Researching Education: Perspective and
technique. USA: Taylor & Francis e-Library, 2005.
Anne Burns. Collaborative Action Research for English Language Teachers.
Cambridge: Cambridge university press. 1999.
Nina Prastuti, Improving Students‘ Ability in Asking and Giving Opinion by
Using Hangman Game. Journal. Pontianak: Tanjungpura University,. 2013.
 76

Anastasia Koltai, Expressing of Asking and Giving Opinion. Retrieved from

https://www.myenglishteacher.eu/blog/asking-giving-opinions-agreeing-
disagreeing/
Admin, Example of Expressing of Asking and Giving Opinion. Retrieved from
https://englishclas.com/10-contoh-dialog-asking-and-giving-opinion-singkat/
 77

APPENDICES
Appendix 1

CLASSROOM OBSERVATION CHECKLIST

Place:
Date:
Cycle:

No. Class structure Yes No Description

Teacher reviews previous day‘s
1
course content
Teacher gives an overview of the
2
day‘s course content
Teacher summarizes course
3
content covered
The teacher directs student
4
preparation for the next class
The students pay attention to the
5
explanation.
The students are interested in the
6
media which is used.
The students understand the
7
teacher‘s explanation.
The students practice the
8
language function
The students ask questions when
9
they do not understand.
The students produce the
10
sentences orally
11 The students speak English during
 78

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

Place: SMPIT As Shof Depok

Date: Friday, August 30th 2019
Cycle: pre-action (observation)

No. Class structure Yes No Description

Teacher reviews previous day‘s
1 √ The teacher did not review the previous material.
course content
Teacher gives an overview of the The teacher gave an overview about today‘s
2 √
day‘s course content material.
Teacher summarizes course
3 √ Teacher did not summarize the material.
content covered
The teacher directs student Teacher reminded the students to bring the
4 √
preparation for the next class dictionary for the next meeting
The students pay attention to the Many students talking with other, lay down on the
5 √
explanation. table, walking around the class, and make noisy.
The students are interested in the
6 √ The teacher did not use media at that time
media which is used.
Teacher did not check the students‘ understanding;
The students understand the
7 √ thus, the teacher did not know whether the students
teacher‘s explanation.
understand or not.
The students practice the Less than 50% students practice the language
8 √
language function function.
The students ask questions when The students raise their hand and ask the question
9 √
they do not understand. when the teacher gave them opportunity to ask.
The students produce the
10 √ The students did not produce the sentence orally
sentences orally
11 The students speak English during √ The students did not speak English during the
 80

the lesson. 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.
Many students looks bored, it indicate from they
walking around the class, joking with their friend
√
rather pay attention to their teacher, and lay down
on the table.
The students who are weaker in English just keep
√
silent during the lesson. They did not speak and ask.
√ Many students did not follow the lesson.
 81

TRANSCRIPTION OF CLASSROOM OBSERVATION

Place: SMPIT As Shof Depok

Date: Wednesday, September 4th 2019
Cycle: I (1st meeting)

No. Class structure Yes No Description

At the beginning of the lesson, teacher reviews the
Teacher reviews previous day‘s material from previous meeting. Some students are
1 √
course content remember, and some are forget. The teacher remind
all of students about the last material.
After give a review of the previous meeting‘s
Teacher gives an overview of the
2 √ material, the teacher give the overview about
day‘s course content
today‘s material.
Teacher summarizes course At the end of lesson, the teacher summarize today‘s
3 √
content covered material together with the students.
The teacher directs student The teacher ask the students to learn and read about
4 √
preparation for the next class the material for the next meeting.
Some students pay full attention to the teacher,
The students pay attention to the especially the students who sit in front of
5 √
explanation. whiteboard and the first row. Some students who sit
in back seems talking with the other friend.
When teacher show the talking chip, the students
The students are interested in the looks enthusiast and curious about the chip and how
6 √
media which is used. to use it. They said it was interesting because the
chip id very colourful.
The students understand the
7 √ Many students still confused about the material.
teacher‘s explanation.
The students practice the Many students still afraid to make mistakes if they
8 √
language function use English. The teacher motivated them that they
 82

have to use English when study English. But, some

of them still did not know some terms in English,
sometimes they put the wrong terms in sentence.
But, the teacher guide them to make a right
sentence.
Several students asked a question to the teacher.
The students ask questions when
9 √ Even they use Bahasa because they avoid
they do not understand.
misunderstanding.
The students produce the Some students that looks active and have more
10 √
sentences orally confident try to ask their friend using English.
The students still afraid to speak in English. they
The students speak English during
11 √ only use English when they asked permission to go
the lesson.
to toilet
The lesson keeps the students‘ The students looks tired, they lay down at the table.
12 √
interest until the end. Some of them walk around the class.
The students who are weaker have no time to speak.
The students who are weaker in
They are very afraid to speak. When the teacher
13 English can take part without √
guide them, they try to speak. But if the teacher did
being frustrated.
not guide them, they did not speak.
All of the students participate in Some students did not have any idea, thus he just
14 √
the lesson. follow his friend.
 83

TRANSCRIPTION OF CLASSROOM OBSERVATION

Place: SMPIT As Shof Depok

Date: Friday, September 6th 2019
Cycle: I (2nd meeting)

No. Class structure Yes No Description

After pray together, the teacher asked about
Teacher reviews previous day‘s previous material. Some students still remember
1 √
course content about the previous material but not explain all the
material. Some students answer hesitantly.
The teacher explained about today‘s material. Some
students listen and pay attention carefully to the
teacher‘s explanation. Three students who sits in
Teacher gives an overview of the
2 √ back are lay down in the table. The teacher come to
day‘s course content
them and ask them why they are laying down. They
said that they are sick because yesterday they are
raining.
Teacher summarizes course The teacher tried to summarize the material. Some
3 √
content covered students wrote the summarize, others just listen.
The teacher command the students to read and learn
again at their home about the material. Some
The teacher directs student
4 √ students said that they are tired when they arrived at
preparation for the next class
home, thus they sometimes forget to read again the
material.
The teacher explained about the material. Some
The students pay attention to the
5 √ students pay fully attention to the teacher, the other
explanation.
students are talking with their friends.
The students are interested in the The students still interesting with the chip, they said
6 √
media which is used. the chip is cute and eye catching.
 84

After explain the material, the teacher checked the

The students understand the students‘ understanding by asked them randomly.
7 √
teacher‘s explanation. Some of them answered it nervous, but overall is
good. The students understanding the material.
The students practice the
8 √ The students still afraid if they are make mistake.
language function
The students enthusiast to ask the teacher if they did
The students ask questions when not understand, and they have no problem to ask the
9 √
they do not understand. teacher to repeat the explanation until they are fully
understand.
The students produce the Many students produce the sentence orally. Even
10 √
sentences orally they have to write before speak.
The students speak English during Only two students that brave to speak English
11 √
the lesson. during the lesson.
Many students distracted with the other things, for
The lesson keeps the students‘
12 √ instance the students distracted with the people that
interest until the end.
walking in front of their class.
The students who are weaker in English feel
The students who are weaker in insecure, and said that they are fool boy. The
13 English can take part without √ teacher directly motivated them, that there is no
being frustrated. fool boy. Learning is about motivate and
willingness.
Some students still talking with the other friends,
All of the students participate in some students are sick so they only lay down at
14 √
the lesson. their table, and some students just keep silent even
the teacher asked whether they understand or not.
 85

TRANSCRIPTION OF CLASSROOM OBSERVATION

Place: SMPIT As Shof Depok

Date: Wednesday, September 11th 2019
Cycle: I (3rd meeting)

No. Class structure Yes No Description

Before explain about today‘s material, the teacher
Teacher reviews previous day‘s
1 √ asked about previous day‘s material. Some students
course content
answered it correctly.
After review the previous material, the teacher give
Teacher gives an overview of the an overview about today‘s material. Some students
2 √
day‘s course content are interesting because they said the material is
about daily life and easy to discuss.
The teacher summarizes the material together with
Teacher summarizes course
3 √ the students. Some students ask about the related
content covered
topic. It shows their enthusiast with the material.
The teacher command the students for read and
The teacher directs student learn again about today‘s material at home. The
4 √
preparation for the next class teacher suggested the students to make a group
lesson and have some discussion.
The teacher discipline to the students. The teacher
The students pay attention to the
5 √ will quite if the students make noise. Thus, the
explanation.
students pay fully attention to the teacher.
The students are interested with the media because
The students are interested in the they said they can hold and use directly. Unlike the
6 √
media which is used. other media, for instance LCD projector that they
can not use directly. They only see, not operate it.
The students understand the The teacher always checked the students‘
7 √
teacher‘s explanation. understanding, if they said they understand, the
 86

teacher will ask the students to repeat the

explanation.
The students begin to use language function in the
The students practice the
8 √ discussion. But, a little of them still not using
language function
language function.
The students asked the question when they did not
The students ask questions when understand, when they did not know the terms in
9 √
they do not understand. English, or they faced the difficulties when they
make a sentence.
Not only the students are stronger in English that
The students produce the produce the sentence orally, but also almost all of
10 √
sentences orally students produce the sentence orally. Even though
still nervous and any mistake.
The students still afraid to speak English outside of
The students speak English during
11 √ discussion. When they are talking each other, they
the lesson.
still using Bahasa.
The teacher kept the students‘ interest until the end.
One of the ways to keep students‘ interest is ice
The lesson keeps the students‘
12 √ breaking. The teacher does an ice breaking and the
interest until the end.
students looks happy because they laugh and asked
for continue the ice breaking.
The students who are weaker in English still feel
The students who are weaker in
insecure with their capability. But the teacher
13 English can take part without √
always motivated them and help them to face the
being frustrated.
difficulties.
All of the students participate in Almost all of the students follow the lesson actively
14 √
the lesson. until the end.
 87

TRANSCRIPTION OF CLASSROOM OBSERVATION

Place: SMPIT As Shof Depok

Date: Wednesday, September 18th 2019
Cycle: II (1st meeting)

No. Class structure Yes No Description

Before starting the lesson, the teacher always
Teacher reviews previous day‘s
1 √ reviews the previous material. Almost all of the
course content
student remembers the previous material.
After reviews the previous material, the teacher
give an overview about today material. The students
Teacher gives an overview of the
2 √ listen and pay attention to the teacher. They asked
day‘s course content
whether they use talking chip again. And they looks
happy when the teacher said yes.
Teacher summarizes course The teacher summarizes the material shortly. The
3 √
content covered students still pay attention to the teacher.
The teacher suggest the students to keep learning at
The teacher directs student home. Not only read, but the student can learn
4 √
preparation for the next class English from youtube that serve many videos that
can use for learning.
The students pay fully attention to the teacher and
The students pay attention to the they aware that they have to pay attention to the
5 √
explanation. teacher because they will faced the national
examination.
The students are interested in the The students feel good when they use the media
6 √
media which is used. because they said, it feel like playing game.
The students understand the The teacher checked the students‘ understand by
7 √
teacher‘s explanation. asked them randomly, and they can answered it
 88

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

TRANSCRIPTION OF CLASSROOM OBSERVATION

Place: SMPIT As Shof Depok

Date: Friday, September 20th 2019
Cycle: II (2nd meeting)

No. Class structure Yes No Description

The teacher reviews about the previous material.
Teacher reviews previous day‘s
1 √ The students remember and understand the previous
course content
material well and can repeat the explanation well.
The teacher gives an overview about today‘s
Teacher gives an overview of the material. The students pay attention to the teacher
2 √
day‘s course content and sometimes ask when they did not know what
teacher said.
When the teacher summarizes the material, some
Teacher summarizes course
3 √ students speak and give their opinion about today‘s
content covered
material.
The teacher always suggested the students for
The teacher directs student
4 √ prepared the next meeting. Thus, the students have
preparation for the next class
to learn at home.
The students pay attention to the The students pay fully attention, even two students
5 √
explanation. are sick and lay down at the table.
The students are interested in the
6 √ The students happy to use the media for learning
media which is used.
The teacher always checked the students‘
The students understand the
7 √ understanding by asked them randomly. The
teacher‘s explanation.
students can answer the question correctly.
The students practice the language function not
The students practice the
8 √ only in discussion, but also when they talking with
language function
other friends.
 90

The students asked the question actively. Not only

The students ask questions when when the teacher asked them to ask the question,
9 √
they do not understand. but also the students asked the teacher whenever
during the lesson.
The students produce the
10 √ Most of them can produce the sentence orally
sentences orally
Most of them try to speak English during the lesson
The students speak English during
11 √ not only in discussion, but also when they talking
the lesson.
with the other friends.
The teacher always keeps the students‘ interest until
The lesson keeps the students‘
12 √ the end of lesson. The teacher doing ice breaking to
interest until the end.
keep the students‘ interest.
Because of the teacher always motivated and help
The students who are weaker in them, they feel stronger when learning English.
13 English can take part without √ even they did not improve significantly, but the
being frustrated. teacher always awarded the students who are
weaker in English.
All of the students participate in All of the students participate and follow the lesson
14 √
the lesson. well.
 91

TRANSCRIPTION OF CLASSROOM OBSERVATION

Place: SMPIT As Shof Depok

Date: Wednesday, September 20th 2019
Cycle: II (3rd meeting)

No. Class structure Yes No Description

The teacher reviews about the previous material.
Teacher reviews previous day‘s
1 √ Some students forget and open their book to make
course content
sure their understanding.
After reviews the previous material, the teacher
Teacher gives an overview of the give an overview about today‘s material. The
2 √
day‘s course content students listen carefully and pay attention to the
teacher‘s explanation.
Teacher summarizes course The teacher summarizes the material, the students
3 √
content covered pay attention and asked some question.
The teacher directs student The teacher always suggests the students to keep
4 √
preparation for the next class learn and learn more at the home.
The students pay fully attention to the teacher‘s
The students pay attention to the explanation. And when there are students who make
5 √
explanation. noise, the other students will get mad and command
to keep silent.
The students are interested in the They are happy use the media because they said
6 √
media which is used. talking chip is colourful, eye catching and fun.
The teacher always checked the students‘
The students understand the
7 √ comprehension by asked them randomly. And they
teacher‘s explanation.
can answer the question properly.
The students practice the The students practice the language function in
8 √
language function conversation.
9 The students ask questions when √ The students will ask the question during the lesson
 92

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

Pedoman wawancara guru sebelum pelaksanaan penelitian tindakan kelas

1. Bagaimana proses pembelajaran Bahasa Inggris di kelas IX SMPIT As Shof?
2. Apa saja kesulitan yang bapak/ibu hadapi ketika mengajar Bahasa Inggris
khususnya di kelas IX SMPIT As Shof?
3. Bagaimana pembelajaran speaking dikelas IX SMPIT As Shof?
4. Metode apa yang bapak/ibu gunakan untuk mengajar speaking dikelas IX
SMPIT As Shof?
5. Media apa saja yang digunakan bapak/ibu dalam kegiatan belajar mengajar
Bahasa Inggris di kelas IX SMPIT As Shof?
6. Bagaimanakah respon siswa terhadap pembelajaran speaking di kelas IX
SMPIT As Shof?

Pedoman wawancara siswa sebelum pelaksanaan penelitian tindakan kelas

1. Apakah tanggapanmu mengenai pelajaran Bahasa Inggris?
2. Apakah kesulitan yang dihadapi ketika belajar Bahasa Inggris?
3. Bagaimanakah kegiatan pembelajaran speaking di kelas?
4. Media apa saja yang sering digunakan guru saat mengajarkan speaking?
5. Apa harapanmu terhadap pembelajaran speaking?
 94

INTERVIEW GUIDELINES

Pedoman wawancara guru setelah pelaksanaan penelitian tindakan kelas

1. Bagaimakah pendapat bapak/ibu mengenai penerapan teknik talking chip
dalam proses pembelajaran speaking di kelas IX?
2. Apakah siswa menunjukkan ketertarikan yang lebih terhadap pelajaran bahasa
Inggris selama proses penerapan teknik tersebut?
3. Apakah siswa menunjukkan peningkatan dalam kemampuan berbicara Bahasa
Inggris setelah diterapkannya talking chip sebagai teknik pembelajaran?
4. Apakah bapak/ibu akan menggunakan teknik yang sama dalam proses
mengajar dimasa yang akan datang?

Pedoman wawancara siswa setelah pelaksanaan penelitian tindakan kelas

1. Bagaimana pendapatmu mengenai talking chip technique?
2. Apakah kamu masih mengalami kesulitan dalam mempelajari Bahasa Inggris
dikelas setelah belajar dengan menggunakan talking chip technique?
3. Bagaimanakah pendapatmu tentang pelajaran Bahasa Inggris setelah belajar
dengan menggunakan talking chip technique?
4. Apakah kamu setuju jika guru menggunakan teknik yang sama dalam
pembelajaran dimasa yang akan datang?
 95

Appendix 4

INTERVIEW TRANSCRIPT

Transkrip wawancara guru sebelum pelaksanaan penelitian tindakan kelas

1. Peneliti: Selamat siang ibu. Saya akan melakukan wawancara mengenai

pembelajaran Bahasa Inggris khususnya speaking dalam asking and giving
opinion kelas IX SMPIT As Shof. Pertanyaan pertama, bagaimana proses
pembelajaran Bahasa Inggris di kelas IX SMPIT As Shof?
Guru: hmmm, proses pembelajarannya ya? Hmm, proses pembelajarannya
kalau di As Shof, saya pribadi menggunakan hmmm, metode yang biasa
diajarkan secara umum ya, di RPP menggunakan metode audio visual. Untuk
pembelajarannya sebetulnya sama saja dengan yang lain, tapi saya lebih
memberikan kenyamanan dulu kepada anak untuk mau belajar Bahasa
Inggris.

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

3. Peneliti: kemudian bagaimana pembelajaran speaking dikelas IX SMPIT As

Shof?
Guru: kalau saya, untuk pembelajaran speaking biasanya, hmmm, kaitannya
nanti sama membaca ya, sama reading berarti ya. Jadi reading, sekalian mereka
membacanya. Jadi reading dan speaking itu berbarengan. Biasanya mereka itu
speakingnya itu awalnya saya memberikan bacaan. Jadi setiap, misalnya awal
mereka membca. Jadi terpaksa untuk speaking, gitu. Jadi tidak membaca dalam
hati, ya. Jadi tidak hanya readingnya saja, tetapi memaksa mereka untuk
speaking.

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.

6. Peneliti: pertanyaan terakhir, bagaimanakah respon siswa terhadap

pembelajaran speaking di kelas IX SMPIT As Shof?
Guru: kalau saya melihat sih, cukup antusias ya, mereka sebetulnya awalnya
malu hanya karena takut tadi, nggak, hmm, apa Namanya, belum paham,
belum menguasai, belum banyak (vocabnya). Tapi sebetulnya saya sih lebih
menghargai meskipun mereka masih ada beberapa yang masih salah-salah,
 98

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

Transkrip wawancara siswa sebelum pelaksanaan penelitian tindakan kelas

1. Peneliti: bagaimana tanggapanmu mengenai pelajaran Bahasa Inggris?

Siswa 1: pelajaran Bahasa Inggris itu sebetulnya menyenangkan, tapi terkadang

tuh karena kita tidak tahu apa maksud dari teks-teksnya, jadi susah sih, bisa
dibilang begitu.

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.

3. Peneliti: kemudian, bagaimanakah kegiatan pembelajaran speaking di kelas?

Siswa 1: lumayan menyenangkan juga sih, buat kita jadi lebih tau cara-caranya.
Kita disuruh buat dialog, percakapan juga ada.
Siswa 2: seperti biasa, hmm terkadang ketika pembelajaran Bahasa Inggris harus
menggunakan Bahasa Inggris ketika harus izin ke toilet, ketika harus izin keluar,
atau bertanya. Hmm, berbentuk dialog.
Siswa 3: hmm, baik sih. Membuat dialog, percakapan.
 101

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.

5. Peneliti: apa harapanmu terhadap pembelajaran speaking Bahasa Inggris di kelas?

Siswa 1: kalau harapan saya sih ya lebih bisa memahami tentang Bahasa Inggris,
terus cara memberi pendapat dalam speaking.
Siswa 2: hmmm, harapannya makin bisa, makin lancar, lebih memahami apa itu
Bahasa Inggris dan bagaimana belajar speaking dalam Bahasa Inggris
Siswa 3: lebih bisa dimengerti lagi.
 102

Transkrip wawancara guru setelah pelaksanaan penelitian tindakan kelas

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.

2. Peneliti: apakah siswa menunjukkan ketertarikan yang lebih terhadap pelajaran

Bahasa Inggris selama proses penerapan Teknik tersebut?
Guru: kalau yang saya lihat ya, dari tadi dikelas, seperti itu sih mereka lebih aktif
yaa, lebih senang. Mungkin karena bentuknya juga yang berbeda, bukan seperti
ibaratnya kita menulis di papan tulis, mungkin lebih umum yaa, tidak terlalu
mendapatkan perhatian. Kalau (Teknik) ini kan langsung ke anaknya. Seperti
anak-anak TK gitu ya, apalagi kalau dalam bentuk gambar, biasanya akan lebih
menarik lagi, karena kalau saya melihat sih ketertarikannya cukup lebih tertarik.

3. Peneliti: kemudian, apakah siswa menunjukkan peningkatan dalam kemampuan

berbicara Bahasa Inggris setelah diterapkannya talking chip sebagai Teknik
pembelajaran?
Guru: untuk beberapa anak yang memang sudah bisa ya, sudah mahir, menurut
saya sih Teknik ini sangat hmmmm, berguna. Artinya, si anak juga bisa tertarik
kemudian kalau menurut saya sih meningkatkan keteratrikan mereka, kemudian
kemampuan berbicaranya jadi terpaksa. Misalnya mereka dapat kartu giving
opinion, lalu mereka akan berfikir, saya harus giving opinionnya apa saja nih, nah
jadi menurut saya sih ada peningkatan dalam cara mereka berbicara. Jadi mau
 103

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

Transkrip wawancara siswa setelah pelaksanaan penelitian tindakan kelas

1. Peneliti: bagaimana pendapatmu mengenai Teknik talking chip?

Siswa 1: cukup menarik karena sebelumnya belum pernah ad acara belajar seperti
itu.
Siswa 2: menurut saya menarik, bagus. Karena saya belum pernah menggunakan
Teknik talking chip
Siswa 3: menyenangkan, karena sebelumnya saya tidak tahu tentang Teknik
belajarnya. Belum pernah menggunakan tekniknya.

2. Peneliti: apakah kamu masih mengalami kesulitan dalam mempelajari Bahasa

Inggris dikelas setelah belajar dengan menggunakan tenik talking chip?
Siswa 1: tidak. Saya merasa sangat terbantu.
Siswa 2: tidak sih, terbantu malah.
Siswa 3: tidak

3. Peneliti: bagaimanakah pendapatmu tentang pelajaran Bahasa Inggris setelah

belajar dengan menggunakan Teknik talking chip?
Siswa 1: lebih mudah dan lebih gampang dipahami
Siswa 2: menurut saya, jadi lebih mudah dipahami dalam pembelajaran. Saya
senang menggunakan Teknik talking chip.
Siswa 3: pembelajarannya menarik, karena bagus. Jadi lebih mudah dipahami
belajarnya, seru juga. dan menyenangkan

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

TRANSCRIPTION OF PRE-ACTION TEST

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

S2: why you think so?

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

S2: why you like pagi dan senja?

S1: well, I think I like romantic story

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

S1: (ummm) I think I want go to Australia

S2: well, good luck.

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?

S1: in my opinion, Dear Nathan is relate to our situation as teenager. We love

other people, broken heart, jealous, and many more

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
 120

S1: yeah, somebody has their own way

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?
 121

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?
 122

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
 123

S2: wow, ya I know her. Her sound is good

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?
 125

S1: ummm, in my opinion, my favourite singer is stephanie poetry, who sing I

love you 3000.
S2: why you like her?
S1: because, ummm, in my opinion, stephanie has good voice, her face is
beautiful, and I like her.
 126

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

Student 2: what‘s your view about sport?

Student 1: in my view, sport is fun. I can play football after study. And I feel free
because I like study outside. I also have a dream, someday I can be football
player.

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

STUDENTS‘ SPEAKING SCORE

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
13 33,33 66,66 75 83,33
14 58,33 66,66 83,33 83,33
15 58,33 75 75 75
16 41,66 75 75 83,33
17 33,33 75 83,33 83,33
Mean 48,52 73,52 81,37 83,82
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Appendix 15

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah: SMPIT As Shof Depok

Mata Pelajaran: Bahasa Inggris
Kelas/semester: IX/1 (satu)
Materi pokok: Asking and giving opinion

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).
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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….?
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- Menyatakan pendapat (giving opinion)

 In my opinion…
 I think that….
 I personally believe….
 In my case, ….

 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

EXPRESSIONS OF ASKING OPINION AND GIVING OPINION

Asking for opinion Giving opinion

What do you think of… In my opinion…
Is that true that … I think…
Do you think it‘s going… I believe…
Why do they behave like that? I personally believe…
Do you have any idea? I personally think…

How do you like that? To my mind…

How do you like…? In my case…
Please give me your frank opinion. Well, personally…
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Contoh percakapan berkaitan dengan expressions opinions

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.
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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 technique

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
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 Menjelaskan kepada siswa mengenai tujuan pembelajaran

2. Kegiatan inti (70 menit)
 Siswa dibagi menjadi 6 kelompok, dengan cara siswa berhitung dari 1-6
 Siswa mendapatkan chips yang diberikan guru, masing-masing siswa
mendapatkan 2 buah chips sebagai media pembelajaran
 Setiap kelompok mendapatkan tema permasalahan yang akan
didiskusikan
 Siswa mendapatkan handout mengenai ungkapan-ungkapan apa saja
yang digunakan untuk mengekspresikan meminta dan mengungkapkan
pendapat
 Siswa mendengar penjelasan guru mengenai kata-kata apa saja yang
digunakan untuk mengekspresikan meminta dan mengungkapkan
pendapat berdasarkan handout yang diberikan.
 Siswa diberi waktu untuk memahami ungkapan-ungkapan yang telah
diberikan guru
 Setiap kelompok berdiskusi sesuai tema yang disediakan guru
 Setiap kelompok membuat pernyataan atau menyampaikan pendapat
tentang topik tersebut sesuai dengan tema
 Setiap kelompok mengambil kesimpulan diskusi.
 Siswa Bersama guru melakukan flashback dan feedback mengenai materi
agar memperoleh pengalaman belajar dengan menanyakan kesulitan
siswa dalam mengungkapkan, mengekspresikan, meminta dan
menyampaikan pendapat

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
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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
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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.

Scoring assessment form

Day/date:
Class:

Aspect
Total
No. Student‘s name Delivering
Vocabulary Fluency score
opinion/thought
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Mengetahui, Depok, 4 September 2019

Guru mata pelajaran Mahasiswa

Ari Rahma Kusumawardhani,S.E. Kurnia Megiyatri

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Appendix 16

DOCUMENTATION
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Appendix 17

LETTERS
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