1 FOSTERING STUDENTS’ SPEAKING SKILL IN ASKING AND GIVING OPINION THROUGH TALKING CHIP TECHNIQUE (A Classroom Action Research in the Ninth Grade of SMPIT As Shof Depok in the Academic Year 2019/2020) A Skripsi Presented to the Faculty of Educational Sciences in Partial Fulfillment of the Requirements for the Degree of S.Pd. (S-1) in English Education KURNIA MEGIYATRI 11150140000072 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH ISLAMIC STATE UNIVERSITY JAKARTA 2019 1 APPROVAL SHEET i SURAT PERNYATAAN KARYA SENDIRI iii ABSTRACT Kurnia Megiyatri. NIM. 11150140000072. “Fostering Students’ Speaking Skill in Asking and Giving Opinion through Talking Chip Technique” (A Classroom Action Research in the Ninth Grade of SMPIT As Shof Depok in the Academic Year 2019/2020). ―Skripsi” of the English Education Department, the Faculty of Educational Sciences, Syarif Hidayatullah Islamic State University Jakarta. 2019. Advisors : 1. Dr. Nida Husna,M.Pd., M.A.TESOL. 2. Dadan Nugraha,M.Pd. Keywords: Speaking Skill, Asking and Giving opinion, Talking Chip technique The purpose of this study is to foster student speaking skill in asking and giving opinion through Talking Chip Technique. The subject of this study was the ninth grade of SMPIT As Shof Depok. The researcher uses Classroom Action Research (CAR) to conduct this research. The Classroom Action Research (CAR) based on Kurt Lewin that consists of four phases: planning, acting, observing, and reflecting. To measures the data of this research, the researcher uses two kinds of data in this study; qualitative and quantitative data. The qualitative data is derived from the observation and interview. Meanwhile, the quantitative data is obtained from the pre-test and post-test. Talking chip technique had been successfully fostering the students‘ speaking skill in asking and giving opinion. There are three reasons why talking chip technique can foster students‘ speaking skill in asking and giving opinion. The first was talking chip can equalise the students‘ participation. The second was talking chip was a new teaching technique for the students, so they enthusiast during the lesson. The third was talking chip can be increased students‘ attention. Based on the result of the students‘ speaking test, talking chip can be measured that the students could improve the students‘ speaking score. In the pre- test, students‘ mean score was 48,52. In the post-test 1, students‘ mean score was 73,52. In the post-test 2, students‘ mean score was 81,37. In the post-test 3, students‘s mean score was 83,82. Thus, the implementation of talking chip technique in improving the students‘ speaking skill in asking and giving opinion in ninth grade SMPIT As Shof Depok in the academic year 2019/2020 was successful. iv ABSTRAK Kurnia Megiyatri. NIM. 11150140000072. “Fostering Students’ Speaking Skill in Asking and Giving Opinion through Talking Chip Technique” (A Classroom Action Research in the Ninth Grade of SMPIT As Shof Depok in the Academic Year 2019/2020). Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2019 Dosen pembimbing : 1. Dr. Nida Husna,M.Pd., M.A.TESOL. 2. Dadan Nugraha,M.Pd. Kata Kunci : Teknik kancing gemerincing, Kemampuan Berbicara, memberi dan menanyakan pendapat. Tujuan dari penelitian ini adalah menumbuhkan keterampilan berbicara siswa dalam bertanya dan memberikan pendapat melalui teknik kancing gemerincing. Subjek penelitian ini adalah siswa kelas IX SMPIT As Shof Depok. Peneliti menggunakan Penelitian Tindakan Kelas (PTK) untuk melakukan penelitian ini. Penelitian Tindakan Kelas (PTK) berdasarkan Kurt Lewin yang terdiri dari empat fase: perencanaan, tindakan, pengamatan, dan penggambaran. Untuk mengukur data penelitian ini, peneliti menggunakan dua jenis data; data kualitatif dan kuantitatif. Data kualitatif diperoleh dari observasi dan wawancara. Sementara itu, data kuantitatif diperoleh dari pre-test dan post-test. Teknik kancing gemerincing berhasil mengembangkan keterampilan berbicara siswa dalam bertanya dan memberikan pendapat dalam tiga alasan, hal pertama adalah Teknik kancing gemerincing dapat menyamakan partisipasi siswa. Hal kedua adalah teknik kancing gemerincing merupakan teknik mengajar baru bagi siswa, sehingga mereka antusias selama pelajaran. Ketiga adalah tekinik kancing gemerincing dapat meningkatkan perhatian siswa. Dalam tes awal, nilai rata-rata siswa adalah 48,52. Dalam post-test 1, nilai rata-rata siswa adalah 73,52. Dalam post-test 2, nilai rata-rata siswa adalah 81,37. Dalam post-test 3, nilai rata-rata siswa adalah 83,82. Dengan demikian, penerapan teknik berbicara dalam meningkatkan keterampilan berbicara siswa dalam meminta dan memberikan pendapat di SMPIT kelas sembilan As Shof Depok pada tahun akademik 2019/2020 berhasil. v ACKNOWLEDGEMENT In the name of Allah, the Beneficent and Merciful All praises are to Allah, the Lord of the World, who has given the researcher his mercy, guidance and strength to finish this research paper. Peace and salutation be upon to the prophet Muhammad, his family, his companions, as well as his followers. In this occasion, the researcher would like to express her most significant appreciation, honour, and gratitude to her beloved parents Mrs.Sulastri and Mr.Wahyu Wagiyo who always give prayer, support, motivation and guidance while doing this research, and also her sisters, Fitri Asmawati who always give support and motivation. Secondly, the researcher would like to address her thank and great gratitude to the advisors, Dr. Nida Husna,M.Pd.,M.A.TESOL and Dadan Nugraha,M.Pd. for the valuable suggestion, comment and support while conducting this research. Thirdly, the researcher thought that she would never finish this research paper without their supports and helps. Therefore, her sincere gratitude also goes to: 1. Dr. Sururin,M.Ag. as the Dean of the Faculty of Educational Sciences. 2. Didin Nuruddin Hidayat, MA.,TESOL.,Ph.D. as the Head of Department of English Education. 3. Zaharil Anasy, M.Hum. as the Secretary of Department of English Education. 4. All lectures in Department of English Education for the precious knowledge and patience to the researcher during her study at Syarif Hidayatullah State Islamic University. 5. Ari Rahma Sri Kusumawardani,S.E. as the English Teacher of SMPIT As Shof Depok, for all sincere help, time and guidance. 6. The students of ninth grade SMPIT As Shof Depok who are willing to contribute their effort during this research. vi 7. All beloved friends of DEE B 2015 who have accompanied the reseracher‘s life during the study in university. 8. All of people, whose name cannot be mentioned for their contribution to the researcher while finishing this research. Finally, the researcher admits that her writing is still far from being perfect. Therefore, she hopes some suggestion and constructive critique from the reader for this better research paper. Hopefully, this research paper will be useful not only for the researcher but also for the reader. Ciputat, 24 Oktober 2019 The Researcher Kurnia Megiyatri vii TABLE OF CONTENT APPROVAL SHEET ............................................................................................. i ENDORSEMENT SHEET ................................................................................... ii SURAT PERNYATAAN KARYA SENDIRI .................................................... iii ABSTRACT .......................................................................................................... iv ABSTRAK ............................................................................................................. v ACKNOWLEDGEMENT ................................................................................... vi TABLE OF CONTENT ..................................................................................... viii LIST OF TABLES ............................................................................................... xi LIST OF FIGURES ............................................................................................ xii CHAPTER I INTRODUCTION .......................................................................... 1 A. Background of study ............................................................................................ 1 B. The Identification of The Problems .................................................................... 5 C. Limitation of the Problems .................................................................................. 5 D. Formulation of the study ..................................................................................... 5 E. The objective of the study .................................................................................... 5 F. The significance of the study ............................................................................... 6 CHAPTER II THEORETICAL BACKGROUND ............................................ 7 A. Speaking skill ........................................................................................................ 7 1. Definition of speaking ........................................................................... 7 2. The elements of speaking ..................................................................... 8 B. Asking and giving opinion ................................................................................. 10 1. Definition of opinion ........................................................................... 10 2. Asking opinion