IMPROVING THE STUDENTS’ PARTICIPATION IN EFL CLASSROOM THROUGH TALKING CHIPS TECHNIQUE (A Classroom Action Research to the Twelfth Grade of Accounting 2 Class in SMK Batik 2 Surakarta in the Academic Year of 2014/2015) - UNS Institutional Repository

  TITLE

  IMPROVING THE STUDENTS’ PARTICIPATION

  IN EFL CLASSROOM THROUGH TALKING CHIPS TECHNIQUE nd (A Classroom Action Research to the Twelfth Grade of Accounting 2

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

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 nd

Accounting 2 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

  nd

  sheet. The subject of this study is the twelfth grade of 2 Accounting students in SMK Batik 2 Surakarta in the academic year of 2014/2015. The students‟

  nd composition of twelfth grade of 2 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.

commit to user commit to user MOTTO

  Guide us on the straight path, (QS. Al Fatihah: 6)

  

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

  nd

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

  nd 8.

  class in SMK Batik 2 Surakarta The twelfth grade students of Accounting 2 who help the writer in conducting the research;

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

  

commit to user have shared happiness and spirit. 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

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

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

  iii PROPOSED TITLE ........................................................................................ iv APRROVAL OF THE CONSULTANTS ...................................................... v LEGALIZATION OF THE EXAMINERS .................................................... vi ABSTRACT .................................................................................................... vii ABSTRAK ...................................................................................................... viii MOTTO .......................................................................................................... ix DEDICATION ................................................................................................ x ACKNOWLEDGEMENT .............................................................................. xii TABLE OF CONTENTS ................................................................................

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

  xvi LIST OF FIGURE AND GRAPHS ................................................................ xvii LIST OF APPENDICES .................................................................................

  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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  commit to user 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

  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 .............................................................4Table 3.1 The Schedule of the Research .........................................................25Table 4.1 The Problem Indicators ..................................................................39Table 4.2 The Pre-observation Score of each Indicator .................................40Table 4.3 The Outline of Action Plan in Cycle 1 ...........................................44Table 4.4 The Observation Findings in Cycle 1 ............................................53Table 4.5 The Improvement of each Indicator in Cycle 1 ..............................56Table 4.6 The Outline of Cycle 2 ...................................................................59Table 4.7 The Differences of Planning in Cycle 1 and Cycle 2 and Its‟ Problem and Causes ...............................................................59Table 4.8 The Observation Findings in Cycle 2 ............................................69Table 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 ............................................28Graph 4.1 The Result of the Students‟ Participation Mean Score ..................76

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LIST OF APPENDICES

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