The background of this study was based on the phenomena that many students in Eleventh Grade of Social Program of MAN Kendal in the academic year of 2015/2016 were quiet in English speaking activities, they were rarely responding to teachers’ questions, or they were not actively taking part in classroom discussions. This problem may be followed by other problems, such as vocabulary they have, shyness, fear of negative evaluation, personality variables and so on. This was proved from result in speaking that was still less as expected from the minimum standard of score (KKM). Based on that reason, the reseacher used talking chip technique to cope with students’ reticence in speaking activities.The objective of this study were to describe the students’ response to the implementation of talking chip technique in speaking activities and to identify whether talking chip technique can cope with students’ reticence in speaking activities.This study was classroom action research that was conducted in two cycles with four activities in each cycle, they are planning, acting, observing and reflecting. The data were collected through documentation, observation and test. The implementation of talking chip technique was conducted in three stages, including, pre cycle, cycle 1 and cycle 2. Pre cycle was done to know the initial condition before students taught using talking chip technique. The planning of cycle 1 was done after conducting pre cycle. And cycle 2 was conducted based on the reflection results of cycle 1.The result of this study showed that using talking chip technique could cope with students’ reticence in speaking activities. Talking chip encouraged students to participate and got involved in teaching learning process. Students’ reticence were decreased because all students got equal chance to speak, so there was no dominating students or silent students in speaking activities. This was also strengthened by students’ speaking scoresthat improved in every cycle and the change of students’ reticence observation that decreased in every cycle. In the pre cycle, the average of students’ speaking score was 71.3, it meant fair. And the observation result of students’ reticence was 75%, it meant poor. In the first cycle, the students’ speaking score got 78.2, whereas the observation of students’ reticence got 40%, it showed good. And in the second cycle students’ speaking score got 81.6, and the observation of students’ reticence got 20%, it meant excellent. Teaching learning process ran well. There were some significant enhancements from pre cycle, first cycle, and second cycle for speaking score and significant decreasing of students’ reticence. This implied that talking chip technique could cope with students’ reticence in speaking activities.