IMPROVING STUDENTS’ SPEAKING SKILLS THROUGH TIME TOKEN ARENDS TECHNIQUE

This research was aimed at improving at the tenth grade students' speaking skills through Time Token Arends Technique using recount texts at SMA Negeri 3 Medan. This research was classified as a Classroom Action Research (CAR). The implementation is carried out in two cycles, each of which consists of four stages, namely planning, implementing the action, observing, and reflecting. The data were collected from spoken test, observation, and document. The observation during the process of English teaching and learning was conducted by the observer. In this research the researcher took 21 students of one excellent class. Then, the researcher gave pre-test and post-test. The results of the research show that the action on improving students’ speaking skill through Time Token Arends Technique using recount texts is successful. After doing the research, the researcher got the data both from pretest, post-test 1 and post-test 2. The research findings showed: The results of average of pretest score was 52,14 meanwhile the minimal mastery criterion (Kriteria Ketuntasan Minimal/ KKM) is 75. This means, only 14.28% of students pass the KKM. Furthermore, the mean posttest 1 and posttest 2 scores were 71.42 and 82.61. The results showed that the percentage of students who scored above the KKM was 95%. Based upon the finding of the data above the researcher concluded that using time token arends increase students’ speaking skills.


The Study Background
Speaking, as well listening, writing, reading play a significant role in developing students' English mastery. In communicating with other people, speaking is the most important thing. The goal of speaking skill mastery is how sending messages to others.
Speaking is one of the language skills that are quite important to master, person's ability to express or express ideas, thoughts that exist in themselves that involve other people in conveying this information using words. According to Levelt (1993:1) speaking is moreover, one of four most complex cognitive, linguistic, and motor skills. Speaking means express ideas or spoken messages actively.
English is the global language which is now spoken by a quarter of the world's population. The kinds of language is oral, written, and gesture forms. English must be acknowledged, as the mean of communication, student have to be accustomed to speak utterances orally in the classroom. The teacher is in charge of guiding students to speak English because students do not express themselves by speaking, but they need active interaction.
In learning English as foreign language most of the students' have some problem to speak English susch as luck of students' who do not have high self-confidence, lack of vocabulary and innacurate pronunciation. Other reason is lacking motivation to practice the second language in daily conversation. Therefore, the researcher choose cooperative learning by using Time Token Arends Technique to increase the speaking skill of students. For concerning explanation above, the researchers interested to conduct this study with the tittle "Improving Students' Speaking Skills Through Time Token Arends Technique at The Tenth Grade of SMA Negeri 3 Medan".

The Problems of The Study
In line with the background of the study, formulated the problem as follows: 2. The teachers, this technique is an alternative way for teachers to improve English language skills for their students.
3. The future researcher, the result will give the readers fundamental knowledge that can be implemented.

Definition Of Speaking Skills
Productive speaking skills where humans pronounce words and sentences that aim to convey certain messages by using grammar rules and vocabulary that are in accordance with the atmosphere and self-confidence. The process of interaction between speakers and listeners with the exchange of information, namely speaking. Speaking is also an exchange of ideas and thoughts on a topic or more between two speakers or many speakers. This shows that speaking is the pronunciation of sounds that are seen from physical factors to communicate ideas.

Component Of Speaking
Speaking is a complex skill because at least it is concerned with components of grammar, vocabulary, pronunciation, and fluency (Syakur, 1987: 5). The component is what aspect influencing how well people speak English.

Speaking Assesment
According to Nurgiyantoro (2001:284) there are five components are emphasized that can be determiner of the student quality in their speaking competence, there are include: grammar, fluency, comprehension, vocabulary, and pronunciation. In learning English language the students should be learn about five components. So, the students can increase their ability to master in English language well.

Improve
Improve emphasizes more on the results achieved, not the method used. Besides improving tends to be based on student activity. And in essence that improves is learning by using an emphasis on the process of forming a concept and providing broad opportunities for students to play an active role in the process. This is because students dont have the ability to: (1) identify detailed stories, (2) sort using the right words, (3) organize ideas systematically and coherently, (4) speak with good sound quality, pronunciation, and intonation , and (5) are not used to communicating their ideas in front of the class.

Time Token Arends Technique
In line with the results of this study which are guided by theory Arends (1998) Time Token Arends technique is to train and develop the students' speaking skill not domination or silent when they are discussion with their friends in the class. This technique is used as one of the cooperative learning activities so that the learning process can help teachers to organize small groups in the classroom learning process. In this technique, the teacher divides group with each member consisting of 4-5 people. The teacher gives recount text material that will be completed by each group. Each group must discuss to make a summary using their own words. During the learning process, the examiner controls all group members in the discussion and at the end of the lesson provides evaluation and suggestions for the learning process and outcomes.

Research Design
The type of this research was classroom action research or CAR (Classroom Action Research). Classroom Action Research is an activity carried out for events in the classroom to improve practices in learning to be more quality in the process so that learning outcomes become better (Bahri, 2012: 8). This research involves actions in class using rules that are in accordance with research conducted in several periods or cycles; planning, acting, observating, and reflecting.

Research Subject
This classroom action research was conducted at the grade X-MIPA 1 of senior high school in SMA Negeri 3 Medan at Jl Budi Kemasyarakatan No.3 Kecamatan Medan Barat.
The research population of this study was only 1 class at SMAN 3 Medan which consists of the superior class (X-MIPA 1). The class consisted of 21 students, thus this study had a total of 21 students.
To collect of data collection techniques in this study were quantitative and qualitative data. They are observation, diary notes and speaking test.
1. Observation sheet, which is a sheet containing details of activities to observe all conditions that occur during the teaching and learning process.
2. Diary notes, examiner keep diaries to write down important things in student development. Increase or decrease in students' abilities during the study.
3. Speaking test is conducted to determine the level of students' speaking ability. This test is carried out in two types, namely pre-test and post-test. To find out the extent problem differences in the ability of students before and after treatment is given.

Technique of Data Analysis
To find significant results on students' speaking ability, it means that the researcher conducted several speaking test. The results of the English speaking test are given an assessment based on four classifications of English speaking ability assessments. In this stage the researcher has guidelines in giving scores on students' pronunciation, grammar, vocabulary and fluency. Based on Harris (1984) to make the researcher described all classifications as follows: Speech as fluent and effort as that of native speaker Speech seems to be slightly by language problems The ability to speak and fluency begin to be easily understood by listeners There are still doubts so that they often pause and keep silent The conversation stutters and often stops so that the listener has difficulty understanding the meaning To find out the student's average score in each cycle the method was used by

RESULT FINDING AND DISCUSSIONS
In this classroom action research, according to a predetermined theory, it is carried out in two cycles. Each cycle consists of two actions. The time required for each activity is 90 minutes (2x45 ') in the teaching and learning process. The rules for implementing Kurt Lewin's classroom action research consist of four stages in one cycle. It is planning, acting, observing, and reflecting.

a. Planning
First, to determine the action plan to be carried out, the researcher decided to take two actions in each cycle. Second, the researcher compiled a lesson plan whose material was in accordance with the TTA technique, namely recount text. Third, prepare learning media that will be used in the action process in the classroom. research results being carried out. Fifth, preparing for the next post test 1 to collect data; whether after taking the action there was an increase in student scores from the pretest and posttest.
b. Acting The first action of cycle 1 was done on Monday, August 10 th 2020. The teaching and learning process is carried out by researchers referring to the lesson plans that have been made previously. Recount text, especially biographical text as material to be used as an object of research. First, before carrying out the activity, the researcher explained how the TTA technique was carried out in the learning process clearly and students could understand it. Second, students are given biography text that is different by making 5 groups. Each group discussed in determining the structure in the biography text. Third, each student reproduces a short story using their own language about biography that was discussed with a group of friends. Fourth, each student comes forward in turn to retell the story they have made by handing over a TTA card to determine how much time is spent of speaking in front of the class. In this stage of cycle II, the previous learning was modified by the researcher while still using the TTA technique. Basically, cycle 2 was the same as cycle 1. But was done again to ensure that the TTA method can improve student learning outcomes.
In cycle 2, researchers provide questions back that require students' critical thinking and the material must be more interesting so students are interested and not bored.
b. Acting The first action in cycle 2 will take place on Monday, August 12 th 2020. The action takes in this second cycle was that researcher give exercises to students to be more active. The second action of cycle 2 was done on Thursday, August 20 th 2020. Here, the researcher conducts a teaching and learning process using a video where the contents will be identified by the students. The material provided through the video is about biographical texts. The first exercise, students listen to biographical texts presented by the researcher. The video displays recount text where some text is missing or blank, then the students fill in the gaps in the text.
c. Observing The first observation of cycle 2 was done on Monday, August 24 th 2020. In this process the researcher observes student performance, as well as student behavior as long as the researcher applies TTA in the teaching and learning process. Regarding student performance, from the overall observation results it turns out that students can complete assignments well according to the lesson plan which is combined with the TTA technique. The second observation of cycle 2 was done on Thursday, August 27 th 2020. In this case the implementation of the 2nd action of implementing TTA in the classroom is the same as the action taken previously. Implementing TTA in biographical texts and filling in the blanks.

d. Reflecting
The total result of the two cycles is that cycle II has more improvement than in cycle I, so that the score of the second posttest results meets the requirements for the success of the action where at least 80% of students can pass the KKM with a value of 75 (seventy five). The results show that the total score increase is sufficient. This means that researchers no longer need to continue or take action anymore.

Data
The results of research data processing from students of class X-MIA 1 at SMA Negeri 3 Medan, consist 21 of excellent class, showed a significant increase, as evidenced by the following data descriptions.  The results of the students' speaking skills that had been implemented in cycle 1 increased. The average score of students 'speaking skills in the pre-test became a reference for improving students' speaking skills in the first cycle of post-test. From the results of the pre-test the mean score of the students was 52.14 and increased to the post test in cycle 1, namely 71.42.  have a better performance. In addition, researcher also found that in the learning process most of the students focused on paying attention to the material and this technique made students more active.

Summary
The result of the students' speaking using time token Arends, the researcher calculates the students' score in pretest and posttest. The description of the data results shows that the speaking ability of students who use the Arends time token, at posttest I (71.42) and posttest II (82.61) is higher than in pretest (52.14). It means that using TTA technique can improve the students ability to speak. There are several factors that influence the success of this study, namely the high interest of students in English lessons and most students who are active in the learning process of Recount text by Time Token Arends (TTA) have experienced a significant increase.

Suggestions
In connection with the results of research using this TTA technique, researcher provide suggestions for readers of this paper, as follows: 1. For the English teacher : English teacher are recommended to apply Time Token Arends strategy as one of the ways in teaching speaking in Recount text because it encourages the students to be actively involved in teaching and learning process.
2. For the students': Students have to practice their speaking as often as possible, because the more practice will make the students more fluently in speaking English.
3. For the next researchers : The results of this study can be used as additional references for further research with different discussions and materials.