Fitria Hardiyanti, Dewi Rochsantiningsih, Endang Setyaningsih


This classroom action research is aimed at identifying whether the use of Talking Chips improves student’s participation in English class, and identifying the strengths and weaknesses of Talking Chips when it is implemented. The research was conducted in a cycle at the tenth grade of a senior high school in Surakarta, Central Java, from February through June 2013. The data were collected through observation, questionnaire, field notes, photographs and interview. The data were analyzed using constant comparative method. The research findings show that the implementation of Talking Chips improves the students’ participation in English class. The improvement includes: 1) Students were active and brave to speak aloud and most of them answered questions voluntarily, 2) Most of the students asked the teacher confidently and they even gave comment to their classmates’ answer, 3) Some students were able to answer teacher’s questions spontaneously, 4) Students enjoyed working in a group and gave contribution to the discussion, 5) Most of the students looked confident when speaking English in front of the class although they need a long preparation, and 6) Students were more focused on the task and classroom activity.


Talking Chips; students’ participation; EFL classroom

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