ENGLISH DEPARTMENT TEACHER TRAINING AND … file(A Classroom Action Research at the Tenth Grade...

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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)

THESIS

BY:

FITRIA HARDIYANTI

K2209034

Submitted to Teacher Training and Education Faculty of

Sebelas Maret University to Fulfill One of the Requirements

for Achieving the Undergraduate Degree of English Education

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2013

perpustakaan.uns.ac.id digilib.uns.ac.id

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MOTTO

Education is what remains after one has forgotten everything he learned in school.

Albert Einstein


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DEDICATION

This thesis is whole-heartedly dedicated to:

My beloved father and mother, thank you very much for your prayer and care,

My brother and sisters, who always become my motivation,

My dear friends, who always support and inspire me to be a better person.


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ABSTRACT

Fitria Hardiyanti. K2209034. IMPROVING STUDENTS’ PARTICIPATIONIN ENGLISH CLASS USING TALKING CHIPS (A Classroom ActionResearch at the Tenth Grade Students of SMA N 5 Surakarta in theAcademic Year of 2012/2013). Thesis. Surakarta: Teacher Training andEducation Faculty, Sebelas Maret University, 2013.

This research aims at identifying whether the use of Talking Chipsimproves student’s participation in English class, and what happens in class whenthe technique is implemented, and also identifying the strengths and weaknessesof Talking Chips when it is implemented to improve the student’s participation inEnglish class.

The method used in this research was a collaborative action research. Theresearch was conducted in a cycle at the tenth grade students of SMA N 5Surakarta from February through June 2013. The data were collected throughobservation, questionnaire, field notes, photographs and interview. The data wereanalyzed using constant comparative method which consists of five stages. Theyare assembling the data, coding the data, comparing the data, buildinginterpretation and reporting the outcomes.

The research findings show that the implementation of Talking Chipsimproves the students’ participation in English class. The improvement includes:1) Students were active and brave to speak aloud and most of them answeredquestions voluntarily, 2) Most of the students asked the teacher confidently andthey even gave comment to their classmates’ answer, 3) Some students were ableto answer teacher’s questions spontaneously, 4) Students enjoyed working in agroup and gave contribution to the discussion, 5) Most of the students lookedconfident when speaking English in front of the class although they need a longpreparation, and 6) Students were more focused on the task and classroomactivity.

During the research, it is found several strengths of Talking Chips. Itgave reason for the students to speak in the classroom, eliminated dominance inthe classroom or group discussion, and overcame psychological barrier faced bythe students. However, the weaknesses of the technique also appeared. Due to thelimited 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 improvesthe students’ participation in English class. It is hoped that the research findingscan be a reference for other researchers to implement Talking Chips in theirclassroom.

Keywords: Students’ Participation, English Class, Talking Chips.


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ABSTRAK

Fitria Hardiyanti. K2209034. MENINGKATKAN PARTISIPASI SISWADALAM KELAS BAHASA INGGRIS MENGGUNAKAN TALKING CHIPS(Penelitian Tindakan Kelas di Kelas X SMA N 5 Surakarta pada TahunAjaran 2012/2013). Skripsi. Surakarta: Fakultas Pendidikan dan Ilmu Keguruan,Universitas Sebelas Maret, 2013.

Penelitian ini bertujuan untuk mengidentifikasi apakah Talking Chipsdapat meningkatkan partisipasi siswa dalam kelas Bahasa Inggris, dan apa yangterjadi di dalam kelas ketika teknik ini diterapkan, serta menemukan kelebihandan kekurangan Talking Chips ketika diterapkan untuk meningkatkan partisipasisiswa dalam kelas Bahasa Inggris.

Metode yang digunakan dalam penelitian ini adalah metode penelitiankolaboratif. Penelitian ini dilaksanakan di kelas X SMA N 5 Surakarta dari bulanFebruari hingga Juni 2013. Data dalam penelitian ini didapat melalui observasi,kuesioner, catatan lapangan, foto, wawancara, dan tes. Data yang diperolehdianalisis menggunakan metode komparatif konstan yang terdiri dari lima tahap,yaitu mengumpulkan data, memberi kode pada data, membandingkan data,membangun interpretasi, dan melaporkan hasil.

Hasil penelitian menunjukkan bahwa penerapan Talking Chipsmeningkatkan partisipasi siswa dalam kelas Bahasa Inggris. Peningkatan tersebutmeliputi: 1) Siswa lebih aktif dan berani berbicara dalam Bahasa Inggris danmereka menjawab pertanyaan secara sukarela, 2) Siswa bertanya pada gurudengan percaya diri dan bahkan berani memberi komentar atas jawaban teman-teman sekelasnya, 3) Siswa dapat menjawab pertanyaan guru dengan spontan, 4)Siswa dapat bekerja dalam grup dengan baik dan berpartisipasi aktif dalamdiskusi, 5) Siswa terlihat lebih percaya diri saat berbicara dalam Bahasa Inggris didepan kelas meskipun mereka membutuhkan waktu untuk persiapan, dan 6) Siswamenjadi lebih focus pada tugas-tugas dan aktivitas dalam kelas.

Selama penelitian berlangsung, ditemukan beberapa kelebihan dariTalking Chips. Teknik ini memberikan alasan bagi siswa untuk berbicara,mengatasi dominasi saat diskusi kelas maupun kelompok, dan mengatasi masalahpsikologi yang dihadapi siswa. Namun, kelemahan dari Talking Chips adalahbelum mampu meningkatkan spontanitas siswa dalam berbicara dikarenakanwaktu penelitian yang terbatas.

Dapat disimpulkan bahwa penerapan Talking Chips dapat meningkatkanpartisipasi siswa dalam kelas Bahasa Inggris. Penulis berharap hasil penelitian inidapat menjadi referensi bagi para peneliti untuk dapat menerapkan Talking Chipsdalam kelas.

Kata kunci: Partisipasi Siswa, Kelas Bahasa Inggris, Talking Chips


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ACKNOWLEDGEMENT

Alhamdulillahirabbil’alamin. Thanks to Allah SWT for showering His

blessing to me so that I can finish this thesis. This thesis could not be

accomplished without support, assistance and encouragement from many

individuals and institutions. Therefore, in this occasion, I would like to express

my gratitude to:

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

and Education Faculty, for his permission and approval of the thesis.

2. Dr. Muh. Rohmadi, S.S., M.Hum., the Head of Art and Language

Education, for his permission to write this thesis.

3. Endang Setyaningsih, S.Pd., M.Hum., the Head of English Education

Department as well as my second consultant, who has patiently given her

guidance, advice and time.

4. Dra. Dewi Rochsantiningsih, M.Ed., Ph.D., the first consultant, for

patiently given her guidance, advice and time.

5. All lecturers of English Education Department for the valuable knowledge

and support.

6. Sajidan, S.Pd., M.Pd., the Headmaster of SMA N 5 Surakarta, for

facilitating the writer in collecting the data.

7. Dra. Dwi Riyani, the teacher of class X-5, for her permission and time for

me to conduct the research.

8. The students of class X-5 who were sincerely being the subject of the

research.

9. Her beloved family, for their prayer, support and motivation.

10. Her beloved friends, Mia, Kisbel, Ayuk, Dila, Anggug, Evy, Inong, Emy

and Mamah Karin, for the beautiful friendship and precious support.

11. Her friends in Wisma 96, Inayah, Rini, Ikatun, Gresia, for their support

and motivation.

12. All her friends in English Department, especially Class of 2009.


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I realize that this thesis has mistakes and inaccuracies. Therefore, I accept

any suggestion, criticism and comments from those who concern to this thesis. I

hope that this thesis will be able to give contribution and useful for the readers.

Surakarta, December 2013

Fitria Hardiyanti


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TABLE OF CONTENTS

TITLE.................................................................................................................. i

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

APPROVAL OF CONSULTANTS.................................................................... iii

APPROVAL OF THE BOARD OF EXAMINERS ........................................... iv

MOTTO .............................................................................................................. v

DEDICATION .................................................................................................... vi

ABSTRACT........................................................................................................ vii

ABSTRAK .......................................................................................................... viii

ACKNOWLEDGEMENT .................................................................................. ix

TABLE OF CONTENT ...................................................................................... xi

LIST OF TABLE ................................................................................................ xiv

LIST OF APPENDICES..................................................................................... xv

CHAPTER I INTRODUCTION

A. Background of the Research ........................................................................ 1

B. Problem Statements ..................................................................................... 6

C. Objectives of the Research........................................................................... 6

D. Benefits of the Research .............................................................................. 7

CHAPTER II REVIEW OF RELATED LITERATURE

A. Review on Students’ Participation............................................................... 8

1. Definition of Participation .................................................................... 8

2. Types of Students’ Participation........................................................... 9

3. Importance of Students’ Participation .................................................. 12

B. Participation Problems in EFL classroom.................................................... 13

1. Review on News Item........................................................................... 16

2. Nature of News Item............................................................................. 16

3. Assets and Drawbacks of Using News Item Text in EFL Classroom .. 17

C. Review on Talking Chips............................................................................. 19

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


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2. Procedure of Talking Chips .................................................................. 19

3. Strengths of Talking Chips ................................................................... 21

4. Weaknesses of Talking Chips............................................................... 22

D. Review of Related Research ........................................................................ 23

E. Rationale ...................................................................................................... 26

CHAPTER III RESEARCH METHODOLOGY

A. Context of the Study .................................................................................... 30

B. Research Approach ...................................................................................... 31

1. Action Research .................................................................................... 31

2. Model of Action Research .................................................................... 33

3. Procedures of Action Research ............................................................. 33

C. Techniques of Collecting Data..................................................................... 35

D. Techniques of Analyzing Data..................................................................... 37

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Research Findings ....................................................................................... 40

1. Pre-research ........................................................................................... 40

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

a. Planning the action......................................................................... 46

b. Implementing the Action ............................................................... 49

c. Observing the Action ..................................................................... 55

d. Reflecting and Evaluating the Result............................................. 59

3. Findings ................................................................................................. 61

a. The Improvement of Students’ Participation in English Class..... 62

b. The Strengths and Weaknesses of Talking Chips.......................... 63

B. Discussion.................................................................................................... 66

1. Talking Chips Method is Able to Improve the Students’

Participation in English Class............................................................... 66

2. There are Strengths and Weaknesses of Using Talking Chips............. 67

CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION

A. Conclusion................................................................................................... 70

B. Implication................................................................................................... 71


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C. Suggestion ................................................................................................... 71

BIBLIOGRAPHY............................................................................................... 74

APPENDICES ................................................................................................... 78


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LIST OF TABLES

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

Table 3.1 Schedule of the Research .................................................................... 30

Table 4.1 Pre-test Score ...................................................................................... 41

Table 4.2 Pre-test Score of Each Indicator.......................................................... 42

Table 4.3 Summary of the Research Process ...................................................... 43

Table 4.4 Summary of the Plan Implementation ................................................ 44

Table 4.5 List of Learning Activities .................................................................. 47

Table 4.6 List of Problem Indicators .................................................................. 48

Table 4.7 Improvement of Students’ Participation in English Class .................. 60

Table 4.8 Students’ Improvement of Each Indicator .......................................... 61

Table 4.9 Students’ Mean Score of Participation................................................ 62

Table 4.10 Sample of Students’ Achievement .................................................... 62

Table 4.11 Summary of Research Findings ........................................................ 64


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LIST OF APPENDICES

Pre-research Note ................................................................................................ 78

Pre-research Interview Transcript (Teacher) ...................................................... 80

Pre-research Interview Transcript (Students)...................................................... 82

Blueprint of Questionnaire.................................................................................. 84

Pre- research Questionnaire ................................................................................ 85

Pre- research Questionnaire Result ..................................................................... 87

Students’ Work ................................................................................................... 89

Pre-test Score ...................................................................................................... 93

Post-test Score..................................................................................................... 94

Scoring Rubric of Students’ Participation........................................................... 95

Lesson Plan (Meeting 1 – 5) ............................................................................... 96

Research Field Notes (Meeting 1 – 5) ................................................................ 123

Students’ Participation Rubric (Each Meeting) .................................................. 132

Post-research Interview Transcript ..................................................................... 142

Improvement of Students’ Score......................................................................... 144

Post-research Questionnaire................................................................................ 145

Post-research Questionnaire Result..................................................................... 147

Seat Arrangement of Class X-5........................................................................... 149

Photograph of Learning Activity ........................................................................ 150

Syllabus ............................................................................................................... 155

Legalization......................................................................................................... 158

ENGLISH DEPARTMENT TEACHER TRAINING AND … file(A Classroom Action Research at the Tenth Grade...

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