90 enough to improve two-way communication between the researcher as the
teacher and the students. It is indicated in the extract below.
Vignette, April 24
th
2014 Setting: XI IA 1 Class
... The R gave fifteen minutes for the groups to make a conclusion of their discussion. After fifteen minutes passed, the groups needed to present their
ideas in front of the class one by one. Since the time was limited, the R could not give proper feedback for the presenting groups. At the end of the lesson, the Ss
looked so eager to have a break, so the classroom was quite in a chaos. The R
asked the Ss to sit down and gave feedback for all of the Ss. “Thank you for your presentations, and I appreciate that you were brave enough to present your
ideas in front of the class. What do you think about today’s activity?” asked the R. “Fun”, “Entertaining” said the Ss. The R ended the class and greeted the Ss,
“Okay, thank you. That’s all for today and Wassalamu’alaikum Wr.Wb.” Vignette 6, Appendix B
5. Using Media
During Cycle II, the researcher only used audio recording as the media. In the previous cycle, she used video to give input for the students. However, it
took some preparation time that affected the overall time management. In the Cycle II, she still applied listening activity before the students had the speaking
activity. The audio recording was the media used as the input during the listening activity. She provided a monologue, then the students needed to listen
to the monologue, then filled in the blanks on the transcript. This activity helped the students to be familiar with spoken English. It also gave them opportunity to
listen on how native speakers spoke, that would help them to fix their pronunciation.
91
c. Reflection
1. Implementing the Talking Chips strategy
The Talking Chips strategy was successful in improving the students’
confidence in speaking English. This strategy allowed the students to work in groups. They needed to have discussion during the group work. In the discussion,
they could give comments, share ideas, or even asked t heir friends’ opinion.
Each student also should have contribution during the discussion. So implicitly they were forced to speak during the discussion. This strategy helped the
students to have more opportunity in practice speaking and gave them time to share their ideas with their friends.
In Cycle I, there were some technical problems related to the implementation of this strategy. Then the researcher made some modification on
implementing this strategy. Before, the groups made based on the students’ seats, but then in Cycle II, she grouped the students so there would be no actions
against the rules of the strategy. The modification went well and the implementation of the strategy could run as her expectation.
After the students had their group discussion, they needed to deliver the conclusion of their discussion in the form of group presentation. This activity
allowed the students to learn on how to combine all the ideas into a conclusion. This way, the students also learned on how to respect others and worked
together to achieve a goal. During the implementation of Talking Chips strategy, the students enjoyed the activity and enthusiastic to do the activity. The students
