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TITLE

IMPROVING THE STUDENTS’ PARTICIPATION

IN EFL CLASSROOM THROUGH TALKING CHIPS TECHNIQUE

(A Classroom Action Research to the Twelfth Grade of Accounting 2nd

Class in SMK Batik 2 Surakarta in the Academic Year of 2014/2015)

ISNA MAYLANI

K2210043

Submitted to the Teacher Training and Education Faculty

of Sebelas Maret University to Fulfill of the Requirement for Obtaining

the Undergraduate Degree of English Education

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

2015


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PROPOSED TITLE

IMPROVING THE STUDENTS’ PARTICIPATION

IN EFL CLASSROOM THROUGH TALKING CHIPS TECHNIQUE

(A Classroom Action Research to the Twelfth Grade of Accounting 2nd

Class in SMK Batik 2 Surakarta in the Academic Year of 2014/2015)

THESIS

ISNA MAYLANI

K2210043

Submitted to the Teacher Training and Education Faculty

of Sebelas Maret University to Fulfill of the Requirement for Obtaining

the Undergraduate Degree of English Education

ENGLISH EDUCATION DEPARTEMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

2015


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ABSTRACT

Isna Maylani. K2210043. IMPROVING THE STUDENTS’

PARTICIPATION IN EFL CLASSROOM THROUGH TALKING CHIPS

TECHNIQUE (A Classroom Action Research to the Twelfth Grade of

Accounting 2nd

Class in SMK Batik 2 Surakarta in the Academic Year of

2014/2015). Thesis. Surakarta: Teacher Training and Education Faculty of

Sebelas Maret University, March 2015.

The objectives of the research are to find out how Talking Chips

Technique is implemented effectively in improving the students‟ participation and

to find out the students‟ participation when Talking Chips Technique is used in

EFL classroom at the twelfth grade of SMK Batik 2 Surakarta in the academic

year of 2014/2015.

The method used in this study is Classroom Action Research (CAR). This

research was conducted in 2 cycles. Each cycle was done in 3 meetings. Every

cycle consists of four stages: planning, acting, observing, and reflecting. The data

were collected through observation, questionnaire, interview, diary, field note,

and photograph. The approach used in collecting data for this research was

qualitative supported by simple statistic calculation. The students‟ participation

during the EFL classroom was reported every 5 minutes in the observational

sheet. The subject of this study is the twelfth grade of 2nd

Accounting students in

SMK Batik 2 Surakarta in the academic year of 2014/2015. The students‟

composition of twelfth grade of 2nd

Accounting class is 31 girls and 1 boy.

In implementing Talking Chips Technique effectively, there are some

points to consider. They are (1) The students‟ grouping that should determine

heterogeneously, (2) the management of EFL classroom, and (3) the adaptation of

Talking Chips Technique. The results of the research show that there are positive

improvements in the students‟ participation due to the implementation of Talking

Chips Technique. This result is supported by the students‟ observation score

which increases significantly. The students‟ mean score on the pre-research is 1.9.

Meanwhile, the students‟ score on post – observation 1 is 3.56 and 4.69 on post –

observation 2. By following Talking Chips procedures, the students are able to

work cooperatively with their group. The students focus in the teaching and

learning process, offered ideas and thought spontaneously, and answered the

questions voluntarily. Moreover, the students can do the task appropriately.

The conclusions of this research are the use of Talking Chips Technique

with some adaptations can improve the students‟ participation and create an

effectiveness of teaching and learning in EFL classroom in twelfth grade of SMK

Batik 2 Surakarta.

Keywords: Talking Chips Technique, Students‟ Participation, EFL, Action

Research.


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ABSTRAK

Isna Maylani. K2210043. MENINGKATKAN PARTISIPASI SISWA PADA

PELAJARAN BAHASA INGGRIS MENGGUNAKAN TEKNIK TALKING

CHIPS (Penelitian Tindakan Kelas pada Kelas XII Akuntansi 2 SMK Batik

2 Surakarta pada Tahun Ajaran 2014/2015). Skripsi. Surakarta: Fakultas

Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret, Maret 2015.

Tujuan penelitian ini adalah untuk mengetahui bagaimanakah Teknik

Talking Chips diterapkan secara efektif untuk meningkatkan partisipasi siswa dan

untuk mengetahui proses belajar mengajar ketika Teknik Talking Chips

digunakan di dalam kelas Bahasa Inggris di SMK Batik 2 Surakarta pada tahun

ajaran 2014/2015.

Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan

Kelas (PTK). Penelitian ini dilaksanakan dalam 2 siklus. Setiap siklus terdiri dari

3 pertemuan. Setiap siklus terdiri dari 4 tahap: perencanaan, tindakan, observasi,

dan refleksi. Pengumpulan data dilakukan melalui observasi, kuesioner,

wawancara, diari, dan foto. Pendekatan yang digunakan untuk mengumpulkan

data adalah kualitatif yang didukung dengan penghitungan statistik sederhana.

Partisipasi siswa selama pelajaran Bahasa Inggris dicatat setiap 5 menit sekali di

dalam lembar observasi. Subjek dalam penelitian ini adalah siswa kelas XII

Akuntasi 2 SMK Batik 2 Surakarta pada tahun ajaran 2014/2015. Komposisi kelas

terdiri dari 31 siswa perempuan dan 1 siswa laki-laki.

Dalam penerapan Teknik Talking Chips secara efektif, ada beberapa poin

yang perlu dipertimbangkan. Poin tersebut adalah (1) pengelompokan siswa yang

harus ditentukan secara heterogen, (2) managemen kelas dalam pelajaran Bahasa

Inggris, dan (3) adaptasi dari Telknik Talking Chips. Hasil penetian menunjukkan

bahwa ada peningkatan positif pada partisipasi siswa dikarenakan implementasi

Teknik Talking Chips. Hasil ini didukung oleh skor observasi siswa yang

mengalami meningkatan secara signifikan. Rata-rata siswa sebelum dilakukan

tindakan adalah 1.9. Sedangkan, rata-rata partisipasi siswa para pos-observasi 1

adalah 3.56 dan 4.69 pada pos-observasi 2. Dengan mengikuti prosedur Teknik

Talking Chips, siswa dapat bekerjasama secara berkelompok. Siswa fokus pada

proses pembelajaran, menyampaikan ide secara spontan, dan menjawab

pertanyaan secara sukarela. Siswa juga dapat mengerjakan tugas dengan tepat.

Kesimpulan dari penelitian ini adalah penggunaan Teknik Talking Chips

dengan beberapa adaptasi dapat meningkatkan partisipasi siswa dan mencipatakan

pembelajaran efektif dalam pelajaran Bahasa Inggris di kelas XII SMK Batik 2

Surakarta.

Kata kunci: Teknik Talking Chips, Partisipasi Siswa, Bahasa Inggris, Penelitian

Tindakan.


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MOTTO

Guide us on the straight path,

(QS. Al Fatihah: 6)


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DEDICATION

This thesis is especially dedicated to:

My beloved Mom and Dad for their love, affection, patience, support, prayer

along my life.

My beloved brother and sister, Wakhid Junaedi and Salsa Khoirunna Ni‟mah

who have supported and motivated me.

My Murobbi (spiritual teacher) who shows me the virtue of Islam.

All of inspiring people who have taught me about the value of life.


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ACKNOWLEDGEMENT

First and above all, the writer praises to Allah SWT for blessing, mercy

and love given to the writer, so the writer has finished the thesis entitled :

“Improving the Students‟ Participation in EFL Classroom Through Talking Chips

Technique (A Classroom Action Research to the Twelfth Grade of Accounting 2nd

Class in SMK Batik 2 Surakarta in the Academic Year of 2014/2015)”.

The writer realizes that the writer would not be able to complete the thesis

without support, advice and guidance from many people. Therefore, the writer

would like to express the sincerest gratitude to:

1. Prof. Dr. H.M. Furqon Hidayatulloh M.Pd, the Dean of Teacher Training and

Education Faculty of Sebelas Maret University;

2. Teguh Sarosa, S.S.,M.Hum., the Head of English Education Department;

3. Drs. Gunarso Susilohadi, M.Ed,TESOL as the first advisor who always gives

guidance, excellent advice and idea to the writer;

4. Drs. Martono, M.A., as the second advisor, who has carefully read and made

corrections for the improvement of this research and given valuable advice;

5. All of the lecturers and staffs of English Education Department of Teacher

Training and Education Faculty of Sebelas Maret University who have gave

their contribution to the writer for completing this research;

6. Drs. Bambang Kandiawan as the headmaster of SMK Batik 2 Surakarta who

have given opportunity for the writer to conduct an action research at SMA

Negeri Kebakkramat;

7. Mukhammadi, M.Pd as the English teacher of the twelfth grade students of

SMK Batik 2 Surakarta who have given guidance and support for the writer in

conducting this research;

8. The twelfth grade students of Accounting 2nd

class in SMK Batik 2 Surakarta

who help the writer in conducting the research;

9. All of writer‟s beloved friends in English Education Department 2010 who

have shared happiness and spirit.


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The writer would like to express her sincerest gratitude to the readers for

some critics and suggestions. Hopefully, this thesis will be useful for the readers.

Surakarta, Maret 2015

The writer

Isna maylani


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TABLE OF CONTENTS

COVER PAGE ................................................................................................i

PRONOUNCEMENT .....................................................................................ii

PROPOSED TITLE ........................................................................................iii

APRROVAL OF THE CONSULTANTS ......................................................iv

LEGALIZATION OF THE EXAMINERS ....................................................v

ABSTRACT ....................................................................................................vi

ABSTRAK ......................................................................................................vii

MOTTO ..........................................................................................................viii

DEDICATION ................................................................................................ix

ACKNOWLEDGEMENT ..............................................................................x

TABLE OF CONTENTS ................................................................................xii

LIST OF TABLES ..........................................................................................xv

LIST OF FIGURE AND GRAPHS ................................................................xvi

LIST OF APPENDICES .................................................................................xvii

CHAPTER I INTRODUCTION .....................................................................1

A. Background of the Study ...........................................................................1

B. Problem Formulation ................................................................................7

C. The Objectives of The Study.....................................................................7

D. Benefit of the Study ..................................................................................8

CHAPTER II LITERATURE REVIEW .........................................................9


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A. Theoretical Description .............................................................................9

1. Definition of Participation...................................................................9

2. Types of Student‟s Participation .........................................................10

3. Importance of Student‟s Participation .................................................13

4. Participation Problem in EFL Classroom ...........................................15

B. Review of Procedure Text Material ..........................................................17

C. Concepts of Talking Chips ........................................................................19

1. Definition of Talking Chips ................................................................19

2. The Procedures of Teaching English Using Talking Chips ................20

3. The Strengths and Weaknesses of Talking Chips ...............................21

D. Review of Related Research .....................................................................21

E. Rationale ...................................................................................................22

CHAPTER III RESEARCH METHODOLOGY ...........................................25

A. The Setting of the Study ............................................................................25

B. The Schedule of the Research ...................................................................25

C. The Subject of the Research ......................................................................26

D. The Method of the Research .....................................................................26

E. The Model of Action Research .................................................................27

F. The Procedures of Research ......................................................................29

1. Identifying the Problems .....................................................................29

2. Carrying out the real classroom research ............................................29

3. Evaluating ...........................................................................................31

G. Technique of Collecting Data ...................................................................31

1. Observation .........................................................................................31

2. Questionnaire ......................................................................................32

3. Interview .............................................................................................33

4. Diary ....................................................................................................34

5. Photograph ..........................................................................................34

H. Technique of Analyzing Data ...................................................................35


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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ...............38

A. Research Findings ....................................................................................38

1. The Situation before the Research ......................................................38

2. The Implementation of the Research ..................................................42

B. Discussion ................................................................................................73

1. The Implementation of Effective Talking Chips to Improve the

Students‟ Participation in EFL Classroom ..........................................73

2. The Teaching and Learning Process when Talking Chips Technique

Implemented in EFL Classroom .........................................................77

CHAPTER V CONCLUSION, SUGGESTION, AND IMPLICATION .......83

A. Conclusion ................................................................................................83

B. Implication ................................................................................................85

C. Suggestion .................................................................................................86

BIBLIOGRAPHY ...........................................................................................88


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LIST OF TABLES

Table 1.1 Result of Pre-questionnaire .............................................................4

Table 3.1 The Schedule of the Research .........................................................25

Table 4.1 The Problem Indicators ..................................................................39

Table 4.2 The Pre-observation Score of each Indicator .................................40

Table 4.3 The Outline of Action Plan in Cycle 1 ...........................................44

Table 4.4 The Observation Findings in Cycle 1 ............................................53

Table 4.5 The Improvement of each Indicator in Cycle 1 ..............................56

Table 4.6 The Outline of Cycle 2 ...................................................................59

Table 4.7 The Differences of Planning in Cycle 1 and Cycle 2

and Its‟ Problem and Causes ...............................................................59

Table 4.8 The Observation Findings in Cycle 2 ............................................69

Table 4.9 The Improvement of each Indicator in Cycle 2 ..............................72


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LIST OF FIGURES & GRAPHS

Figure 3.1 Model of Action Research Procedure ............................................28

Graph 4.1 The Result of the Students‟ Participation Mean Score ..................76


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LIST OF APPENDICES

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