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1. Implementing the Talking Chips strategy
Talking Chips strategy would be implemented during Cycle I and Cycle II. Talking Chips strategy would allow the students to have more opportunities
to practise their speaking. During the activity, the students needed to have discussion within the group and all of the members of the group had to have
contribution during the discussion. The chips used to show their turn to speak. This way would force the shy students to speak and give more contribution
while the dominant students had to limit their time to speak. This strategy would also solve the problems related to the activities done during the teaching and
learning process. The teaching and learning process would be more attractive and more communicative.
2. Vocabulary Practice
Based on the interview done before the implementation of the cycle, some students said that one of the obstacles on learning speaking was due to
their lack of vocabulary. They could not express their ideas and opinions well since they did not know how to say it in English. The researcher planned to do
vocabulary practice in each meeting. This activity would help the students to enrich their vocabulary.
3. Pronunciation Practice
One of the problems found in the field was related to the students’ pronunciation. The students’ pronunciation was still weak and needed to be
improved. The researcher then planned to have pronunciation practice in each meeting. This pronunciation practice was the follow-up activity from vocabulary
65 practice. After the students got the vocabulary practice, they needed to practice
on how to pronounce the words. This practice would give more opportunities for the students to learn speaking.
4. Using Classroom English during the teaching and learning process
The researcher acted as the teacher during the actions. She decided to use classroom English during the teaching and learning process to make the students
more familiar with the English words and expressions. The use of classroom English during the teaching and learning process could effectively solve the
problem related to the fact that the students were shy to speak English since they rarely practise speaking English in their daily life. This activity would force the
students to hear spoken English and to respond to the teacher. The researcher planned to use classroom English to greet in the beginning of the lesson, give
instructions, review the materials, and close the lesson. Based on her observation during PPL, the researcher decided not to use English while explaining the
materials since the students could not clearly understand when she used full English to explain the materials.
5. Using Media
The researcher planned to use various media such as audio recordings and videos. The students rarely had their lesson supported by the media, so it
was quite boring for the students, so that the researcher planned to use media to support the teaching and learning process. The researcher thought that the use of
media would give a new excitement for the students and it would help the students to maintain their motivation during the teaching and learning process.
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b. Actions Implementation
The actions in Cycle I was carried out in two meetings on April 8
th
and 10
th
2014. The actions were focused on implementing Talking Chips strategy which required the students to have small groups’ discussion. In this cycle, the
researcher planned to have the English teacher and a collaborator to share duty during the teaching and learning process, however the English teacher only
could attend the class in the second meeting, so only the researcher and the collaborator shared the duty during the teaching and learning process in first
meeting. The researcher acted as the teacher and the collaborator took the video of the teaching and learning process. The collaborator also helped the researcher
to observe the classroom situation during the teaching and learning process. The data during Cycle I was collected through classroom observations, interviews,
and video recording.
1. Implementing the Talking Chips strategy
The Talking Chips strategy was implemented in each cycle. In Cycle I, Talking Chips strategy was implemented in the second meeting. This activity
needed the students to work in small groups. The students should have discussion related to the topics given by the researcher. Each student should give
contribution during the discussion. The chips used when the student wanted to ask or give their stance related to the topic of the discussion.
In the first meeting of Cycle I, the material was expression of stance. The students already learned about the way to express their stance in informal and
formal situation. In the second meeting, the researcher planned to make the
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