Improving students’ participation in english class Using talking chips (A Classroom Action Research at the Tenth Grade Students of SMA N 5 Surakarta in the Academic Year of 2012/2013)

Oleh :
Fitria Hardiyanti - K2209034 - Fak. KIP

This research aims at identifying whether the use of Talking Chips improves student’s participation in English class, and what happens in class when the technique is implemented, and also identifying the strengths and weaknesses of Talking Chips when it is implemented to improve the student’s participation in English class. The method used in this research was a collaborative action research. The research was conducted in a cycle at the tenth grade students of SMA N 5 Surakarta from February through June 2013. The data were collected through observation, questionnaire, field notes, photographs and interview. The data were analyzed using constant comparative method which consists of five stages. They are assembling the data, coding the data, comparing the data, building interpretation and reporting the outcomes. The research findings show that the implementation of Talking Chips improves the students’ participation in English class. The improvement includes: 1) Students were active and brave to speak aloud and most of them answered questions voluntarily, 2) Most of the students asked the teacher confidently and they even gave comment to their classmates’ answer, 3) Some students were able to answer teacher’s questions spontaneously, 4) Students enjoyed working in a group and gave contribution to the discussion, 5) Most of the students looked confident when speaking English in front of the class although they need a long preparation, and 6) Students were more focused on the task and classroom activity. During the research, it is found several strengths of Talking Chips. It gave reason for the students to speak in the classroom, eliminated dominance in the classroom or group discussion, and overcame psychological barrier faced by the students. However, the weaknesses of the technique also appeared. Due to the limited time of the research, Talking Chips did not optimally improve students’ spontaneity in speaking English. It can be concluded that the implementation of Talking Chips improves the students’ participation in English class. It is hoped that the research findings can be a reference for other researchers to implement Talking Chips in their classroom. Keywords: Students’ Participation, English Class, Talking Chips.
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