The aim of this research was to find out the effect of time token Arends
towards students‟ speaking skill and to know students‟ interest in using time token
Arends technique. The sample of this research was the students of the eleventh grade
of Mipa 1 SMAN 3 Bone. They were selected by using purposive sampling that
consists of 30 students to study English especially speaking by using time token
Arends technique. This research applied quantitative research. Actually, most of
students have a good basic in English but they did not know how to convey. The
main problems were they still less of self-confidence, shy, doubt and did not want to
be mocked by their friends. The researcher used likert scale questionnaire and yes-no
questionnaire as instrument of the research. Likert scale questionnairewas used to
find out the effect of time token Arends in learning activity towards students‟
speaking skill and yes-no questionnaire used to know the students‟ interest in using
time token Arends. The result of the students likert scale questionnaire was 60% got
high effect and 36,7% got very high effect of the technique. The result of yes-no
questionnaire was 68.04% claimed that they were interested to use time token Arends
in learning activit
A. Conclusion
At the end of this research, the researcher concludes that the use of
time token Arends gives effect to students‟ speaking skill. This result is
proved by 11 (36,7%) students get high classification after implementing time
token Arends. There are18 (60%) students get very high classification after
implementing time token Arends and 1 (3,3%) student get neutral
classification. No one of them is classified as low and very low classification.
Based on the result of yes-no questionnaire, it can be concluded that
students are interested to use time token Arends technique. This result is
proved by among 30 students, more than 68,04% choose this technique can
enlarge their interest‟ on speaking English by using time token Arends.
B. Suggestion
Based on the conclusion above, the researcher would like to give some
suggestions as follows:
1. For the teacher
The teacher should give the students same chance to speak or express
their feeling because the students actually have basic in English. Give
more attention to the student that often quite or silent in the class, identity
whether the students are shy or surely incapable in the subject.
Considering this technique, the researcher suggests the English teacher to
apply this technique. This technique is one of technique that can help
students speak, listen by practicing step by step. This technique also can
train student to speak in front of their friends confidently.
2. For students
The students should know that speaking skill cannot be mastered
instantly. Everyone should study hard and consistent to be fluent in
speaking. It should practice regularly because there are many elements in
speaking such us vocabulary, grammar, fluency, pronunciation, and
comprehension.
Considering this technique, the researcher suggests the students to
learn English by using time token Arends. This technique can train you
speaking skill if you are regularly practicing. Training or practicing not
only does in school but also in the house or anywhere. If the students
consistent to practice at least 3 minute or more, the students exactly can be
fluent and confidence to speak especially in public.
3. For the other researcher
For the following researcher, the researcher supposes that will be an
adorable way to explore speaking skill inside out more suitable for
students. In other hand, the researcher says that speaking English can be
implemented in daily life of the students. In other words, practice
speaking can become a habit.

STAR20200191

191/2020

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