PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - core.ac.uk · THE USE OF CUE CARDS TO IMPROVE THE SPEAKING ABILITY OF THE STUDENTS IN X “KIMIA INDUSTRI” SMK NEGERI 2 DEPOK A SARJANA

THE USE OF CUE CARDS TO IMPROVE THE SPEAKING

ABILITY OF THE STUDENTS IN X “KIMIA INDUSTRI”

SMK NEGERI 2 DEPOK

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Paulina Besty Fortinasari

Student Number: 101214089

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

THE USE OF CUE CARDS TO IMPROVE THE SPEAKING

ABILITY OF THE STUDENTS IN X “KIMIA INDUSTRI”

SMK NEGERI 2 DEPOK

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By


Student Number: 101214089

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015


Advisor

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I dedicate this thesis to:

My Jesus Christ, my beloved ones whom I mentioned in the

acknowledgements, and everybody who believes the art of teaching


STATEPIENT OF WORK'S ORIGNALITY

I honestly declare that this thesis, which I have written, does not contain the workor parts of the work of other people, except those cited in the quotatians aridthereferences, as a scientific paper should.

Yogyakarla, 5 Februar], 2015


101214089

The Writer

V


LEl■IBAR PERNYATAAN PERSETUJUANPUBIJIKASI KAIRYA ILⅣ IIAII UNTUK KEPENTINGAN AKADEⅣ IIS

Yang beltanda tangan di ba、 vah iniっ saya lYlahasis、 va lJniversitas Sanata Dharlllal

Nama

Nomor Mahasiswa

:Pa■llina Besty Fortinasari

:101214089

Demi pengembangan ilmu pengetahuan saya memberikan kepada Perpustakaan

Universitas Sanata Dharmakarya ilmiah sayayang berjudul .

THE IISE OF CUE CARIDS TO IMPROVE THE SPEAKINGABILITY OF TⅡ E STUDENTSIN X``翻列し4カVDじl'留P'

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beselta alat yang diperlukan(bila ada)Dengan delllikian saya mellabe」 kan

kepada Perpustakaan Universitas Sanata Dharma hak untuk llllenyimpan)

mengalihkan dalam belltuk media lain, 1■ el■golahnya dalam bel■tllk pan3kalan

data,IYlendistribusikan sccara terbatas,dan mempublikasikannnya di lnternct atau

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maupun lllelllberikan foyalti kepada saya, selama tetap lllencanttlmk‐ an nama saya

sebagai penulis

Dcnllkian pernyataan inl saya buat dellgan sebenarnva

Dibuat di Yogyakarta

Pada tanggal:5 Febltlari 20i 5

Paulina Bestv Fortinasari

Vl


vii

ABSTRACT

Fortinasari, Paulina Besty. (2015). The Use of Cue Cards to Improve the Speaking

Ability of the Students in X “Kimia Industri” of SMK Negeri 2 Depok.

Yogyakarta: Sanata Dharma University.

It is important for vocational students to adequately master the competence

of speaking skill since they will be part of the global era community. However,

many vocational students consider that speaking in English is difficult. The

students in X Kimia Industri of SMK Negeri 2 Depok also experienced the same

thing. They did not have enough time to practice and were not accustomed to

speaking English. They also had very limited English vocabulary and could not

develop their ideas about what they were going to speak in the conversation. For

that reason, the students were not confident to speak in English. The students

admitted speaking in English was very hard and scary.

This research aimed to help the students in X Kimia Industri of SMK

Negeri 2 Depok overcome the problem of developing ideas during the speaking by

proposing and using the cue cards. Cue cards which contained texts or pictures

could motivate the students to speak confidently. The problem that the researcher

proposed was how do cue cards help X Kimia Industri (X KI) students in SMK

Negeri 2 Depok to improve their speaking skill.

This research was in essence Classroom Action Research (CAR). The

research participants were 32 students in X Kimia Industri of SMK Negeri 2

Depok, Sleman, Yogyakarta in the 2014/2015 academic year. There were three

cycles in this research. Cycle one consisted of one meeting while cycle two and

cycle three consisted of two meetings respectively. Cycle one focused on

conditioning the students to speak in English. Cycle two and cycle three focused

on developing the students’ ideas during the speaking activity. There were five

instruments used to gather data, namely field notes, observation checklist,

questionnaires, interview, and speaking tests.

The data gathered were analyzed using data triangulation. Through the

interview and questionnaire, the students admitted that they felt more confident in

speaking English. They were more accustomed to speaking in English and not

afraid of making mistakes. The students could develop their ideas for speaking so

they could speak fluently and naturally. In addition, the students’ speaking scores

were improved from cycle one until cycle three. The average of the speaking

scores in cycle one until cycle three were 69.17, 75.30 and 81.40. In the students’

speaking scores, the improvement of their skill aspects was also followed by their

improvement of their attitude aspects, for example they were more polite when

they spoke to the peers and teacher. They were also more enthusiastic in learning

English. From the data analysis, it was concluded that cue cards could help the

students in X Kimia Industri of SMK Negeri 2 Depok solve their problems in

English speaking.

Keywords: classroom action research, speaking skills, cue cards


viii

ABSTRAK

Fortinasari, Paulina Besty. (2015). The Use of Cue Cards to Improve the Speaking

Ability of the Students in X “Kimia Industri” of SMK Negeri 2 Depok.

Yogyakarta: Sanata Dharma University.

Menguasai ketrampilan berbicara sangat diperlukan oleh siswa sekolah

kejuruan karena mereka diharapkan bisa berpartisipasi pada era globalisasi.

Namun banyak siswa sekolah kejuruan menganggap berbicara Bahasa Inggris

sulit. Kesulitan tersebut juga dialami oleh siswa di kelas X Kimia Industri SMK

Negeri 2 Depok. Para siswa tidak memiliki banyak waktu untuk berlatih

berbicara sehingga mereka tidak terbiasa berbicara Bahasa Inggris. Para siswa

juga tidak memiliki perbendaharaan kosakata Bahasa Inggris yang cukup

sehingga mereka tidak bisa mengembangkan ide. Hal ini membuat mereka tidak

percaya diri untuk berbicara Bahasa Inggris dan menganggap berbicara Bahasa

Inggris adalah hal yang menakutkan.

Penelitian ini bertujuan untuk mengatasi permasalahan terkait

kemampuan berbicara siswa di kelas X Kimia Industri di SMK Negeri 2 Depok.

Cue cards dipilih sebagai solusi untuk mengatasi masalah tersebut. Cue cards

yang dikombinasikan dengan teknik pengajaran ketrampilan berbicara tertentu

dapat mendorong siswa untuk belajar dan membuat mereka percaya diri.

Permasalahan yang ingin diselesaikan oleh peneliti adalah bagaimana cue cards

dapat membantu siswa di kelas X Kimia Industri di SMK Negeri 2 Depok

meningkatkan kemampuan berbicara mereka.

Penelitian ini adalah Penelitian Tindakan Kelas. Responden penelitian ini

adalah 32 siswa dari kelas X Kimia Industri di SMK Negeri 2 Depok, Sleman,

Yogyakarta pada tahun ajaran 2014/2015. Penelitian ini terdiri dari tiga siklus.

Siklus pertama dapat diselesaikan dalam satu pertemuan sedangkan siklus kedua

dan ketiga dapat diselesaikan masing-masing dalam dua pertemuan. Instrumen

penelitian yang digunakan untuk mengumpulkan data yaitu lembar observasi,

catatan lapangan, kuesioner, wawancara dan ujian lisan.

Hasil penelitian ini menunjukkan bahwa cue cards dapat membantu siswa

di kelas X Kimia Industri di SMK Negeri 2 Depok mengatasi permasalahan dalam

ketrampilan berbicara. Melalui kuisioner yang didistribusikan dan wawancara

yang dilakukan oleh peneliti, siswa mengaku lebih percaya diri dan tidak takut

lagi untuk berbicara Bahasa Inggris. Siswa dapat mengembangkan ide tentang

apa yang sedang dibicarakan dengan mudah. Rata-rata nilai tes berbicara dari

siklus satu hingga siklus tiga adalah 69.17, 75.30 dan 81.40. Meningkatnya aspek

ketrampilan ternyata diikuti dengan meningkatnya aspek sikap. Mereka lebih

sopan dalam berbicara dengan teman maupun guru serta lebih bersemangat

dalam mengikuti pelajaran Bahasa Inggris.

Kata kunci: classroom action research, speaking skills, cue cards


ix

ACKNOWLEDGEMENTS

My greatest gratitude goes to My Jesus Christ, for His marvelous grace,

everlasting love and endless guidance throughout my life. Without Him, I could

not have passed the hard times in completing my thesis.

I am particularly indebted to Made Frida Yulia, S.Pd., M.Pd., as my

advisor, who has been willing to devote her valuable time to read, correct and give

suggestions to my thesis patiently. I would like to send my gratitude to all PBI

lecturers who have shared their knowledge and wisdom. Without them, I would

not finish my thesis.

It is an honor for me to thank the teachers and staff of SMK Negeri 2

Depok for their hospitality and help when I was doing my research. I personally

thank Heri Afrahatu, S.Pd. for her patience, encouragement, and chance so I

could conduct the research in her class and finish my thesis. My sincere gratitude

is also sent to the students in X Kimia Industri of SMK Negeri 2 Depok

academic year 2014/2015 who enthusiastically responded and became the

participant for the whole steps of finishing this thesis. They have given me

inspiration in teaching.

I am greatly indebted to my beloved parents Yohanes Pemandi Suparjo

and Margareta Susilawati for their love, trust, prayer and endless support. I owe

my beloved little sister Patricia Dwi Harmani, who always gives me spirit and

energy to complete this thesis. My special gratitude also goes to Erlangga Madya

Pratama for his attention and motivation to enjoy every single step of finishing

this thesis.

I am really grateful to my beloved friends in the English Language

Education Study Program 2010 who show wonderful friendship and a lot of

meaningful values of life. My deepest thank goes to Riska, Paula, Arnis, Rini,

Gaby, Galuh, Venni, Regita, Wisnu, Ardi, Marino, Yulia, Tito, Yoga, Kapuk

Estu, Ratri, Siwi, Vina, Jipi Siska, Fani, and Mela for coloring my study with

laugh and love. I also appreciate the togetherness of all friends, seniors, and

juniors in PBI and the other study programs.


x

I also express my gratitude to teachers and staff in ALPHA English

Course and Realia Language Culture Center for giving me precious

experiences in teaching. I thank them for the sharing, support and understanding.

Lastly, I thank everyone whom I cannot mention one by one for their help

and support.



xi

TABLE OF CONTENTS

Page

TITLE PAGE …………………………………………………………. i

APPROVAL PAGES …………………………………………………. ii

DEDICATION PAGE ………………………………………………… iv

STATEMENT OF WORK’S ORIGINALITY ……………………….. v

PERNYATAAN PERSETUJUAN PUBLIKASI ………………………... vi

ABSTRACT …………………………………………………………... vii

ABSTRAK ……………………………………………………………... viii

ACKNOWLEDGEMENTS.…………………………………………... ix

TABLE OF CONTENTS ...………………………………………….... xi

LIST OF TABLES ...…………………………………………............... xiv

LIST OF FIGURES ..………………………………………….............. xv

LIST OF APPENDICES ……………………………………................ xvi

CHAPTER I. INTRODUCTION

A. Research Background …........................................... 1

B. Research Problem …................................................. 5

C. Problem Formulation …............................................ 6

D. Research Objective …............................................... 7

E. Research Benefits….................................................. 7

F. Definition of Terms ….............................................. 9

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description …........................................ 11

1. The Nature of Speaking ….................................. 12

a. The Definition of Speaking …........................ 12

b. The Characteristics of Speaking …................ 13

c. The Types of Speaking …............................... 13


xii

d. Speaking Accuracy and Fluency …................ 15

2. Teaching Speaking ….......................................... 16

a. The Nature of Teaching Speaking .................. 16

b. The Aims of Teaching Speaking …................ 18

c. The Problems in Teaching Speaking .............. 18

d. The Principles of Teaching Speaking ............. 20

3. The Use of Cue Cards as Teaching Media …..... 24

a. The Nature of Cue Cards ................................ 24

b. The Advantages of Using Cue Cards ............. 25

c. Speaking Activities Using Cue Cards ............. 26

4. English for Vocational School

in the 2013 Curriculum ........................................ 30

B. Theoretical Framework …........................................... 33

CHAPTER III. RESEARCH METHODOLOGY

A. Research Method ….................................................. 36

B. Research Setting ..…................................................. 39

C. Research Participants................................................. 39

D. Instruments and Data Gathering Technique ............. 40

E. Data Analysis Technique .......................................... 47

F. Research Procedure …............................................... 51

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

A. The Description of the Use of Cue Cards ................ 53

1. Cycle One ............................................................ 55

2. Cycle Two ............................................................ 69

3. Cycle Three .......................................................... 82

B. Contribution of Cue Cards

to Improve the Students’ Speaking Ability ............. 94


xiii

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions ….......................................................... 101

B. Recommendations..….............................................. 102

REFERENCES ……………………………………………………….. 104

APPENDICES ………………………………………………………... 107


xiv

LIST OF TABLES

Table Page

Table 3.1 The Rubric for Speaking Tests……..……………………….. 46

Table 4.1 The Students’ Speaking Scores

before the Implementation of Cue Cards ..…………………. 56

Table 4.2 The Students’ Speaking Scores in Cycle One ……………… 66

Table 4.3 The Results of the Questionnaire in Cycle One….…………. 68

Table 4.4 The Students’ Speaking Scores in Cycle Two ……………… 81

Table 4.5 The Results of the Questionnaire in Cycle Two….…………. 82

Table 4.6 The Students’ Speaking Scores in Cycle Three …………….. 92

Table 4.7 The Results of the Questionnaire in Cycle Two….…………. 93


xv

LIST OF FIGURES

Figure Page

Figure 3.1 Kemmis’s Approach to Classroom Action Research ………. 37

Figure 4.1 A Cue Card in Cycle 1 .…....………………………………... 62

Figure 4.2 The Illustration of the Conversation ……..…………………. 63

Figure 4.3 A Cue Card in Cycle 2 ……..……………………………….. 74

Figure 4.4 The Illustration of the Conversation .……..………………… 75

Figure 4.5 Communication Cards in Cycle 2 …………………………... 77

Figure 4.6 A Cue Card in Cycle 3………………………………………. 87

Figure 4.7 The Illustration of the Conversation ……..…………………. 88

Figure 4.8 Communication Cards in Cycle 3 ..…………………………. 89

Figure 4.9 The Comparison of the Students’ Speaking

Scores from Cycle One until Cycle Three …………………... 97


xvi

LIST OF APPENDICES

Page

Appendix 1 Letters of Permission ………………………………….. 108

Appendix 2 Lesson Plan of Cycle One ...…...……………………… 111

Appendix 3 Lesson Plan of Cycle Two…...………………………… 129

Appendix 4 Lesson Plan of Cycle Three ...…………………………. 149

Appendix 5 The Blue Print of Questionnaire ………………………. 171

Appendix 6 The Sample of Questionnaire ………………..………… 174

Appendix 7 The Raw Data of Questionnaire..………………………. 177

Appendix 8 The Interview Guide Used

before the Implementation of Cue Cards ………………. 187

Appendix 9 The Summary of Interview

Conducted before the Implementation of Cue Cards…… 189

Appendix 10 The Interview Guide Used

after the Implementation of Cue Cards .………………… 192

Appendix 11 The Summary of Interview Conducted

after the Implementation of Cue Cards ............................. 194

Appendix 12 Observation Checklists ……………….…..……………... 198

Appendix 13 Field Notes ……………….…..………………………... .. 204


1

CHAPTER I

INTRODUCTION

In this chapter, the researcher would like to discuss six major points. Those

include research background, research problem, problem limitation, research

objectives, research benefits and definition of terms. Further, the discussion about

each part of this chapter will be presented below.

A. Research Background

According to Harmer (2007, p. 13), English has been used by many people

in this world as an international means of communication. It is spoken in many

countries in this world and used to communicate in various fields such as

business, finance, politics, industry and education. Based on that phenomenon,

most Indonesians want to be able to speak English well.

Since the 1994 Curriculum being applied, Depdiknas has included English

as the compulsory subject in all stages of education in Indonesia. All of the

students are expected to learn English. By acquiring English, students can

communicate with other people around the world. However, the students are

demanded to master English skills to have communication in English. There are

four skills that should be mastered, namely listening, writing, reading and

speaking skill.

From those skills, speaking is classified as productive skill which then

becomes the most important skill to be actively involved in oral communication.


2

Walter (2004, p. 204) states that the ability to use a language in communication is

more important than to understand the language. Therefore, when students are

learning English, the students not only comprehend the language but also show

the ability to use the language in oral communication. Speaking skill is the ability

which shows that the students can use the language in oral communication.

However, many people consider that speaking English is very difficult.

Bailey (1994) as cited by Nunan (2003, p. 48) states that speaking in a new

language is harder than reading, writing, and listening. This consideration is

caused by two reasons. The first reason is that speaking happens in real time.

When two people are talking, the first person is speaking and second one is

listening and waiting for the first person to speak right then. The second reason is

when people are speaking, they cannot revise and edit what they have spoken. In

addition, when people speak fluently, people are demanded to be able to speak in

a range of different genres and situations. Harmer (2007, p. 343) states besides the

ability to pronounce words correctly and use appropriate intonation patterns, the

ability to speak in a range of different genres and situations is needed. Those

abilities are needed to be able to survive in typical functional exchanges.

The condition of considering that learning speaking English is very difficult

was also found in SMK Negeri 2 Depok. Most of the vocational students also

considered that speaking was the most difficult skill. Through the observation that

was done by the researcher, the students admitted that speaking was very hard.

Most of the students were shy and afraid of making mistakes to speak English.

The students realized when they were speaking, they were demanded to use


3

grammar, pronunciation and dictions appropriately. In addition, the students

admitted that speaking in spontaneous condition was very difficult, for example

on daily conversation. The students realized that sometimes they did not have any

idea about what they were going to speak in the conversation. The students

realized that their vocabulary range was limited.

During the observations, the researcher also found that the students in SMK

Negeri 2 Depok tended to speak in Indonesian or local language although they

were studying English. When the students wanted to go to the restroom, they

tended to ask permission in Indonesian. If the students were asked to say it in

English, they did not know what the appropriate expressions of asking for

permission were. Students also tended to answer the teacher’ questions in

Indonesian or local language rather in English although the teacher had asked the

questions in English. On the other hand, when the students had to practice

speaking in the class, they also showed that they could not use English

spontaneously. They would like to ask the teacher to give extra time to write the

script down before they practiced. Thus, the students tended to memorize the

script. Sometimes some of them forgot what they said in the middle of the

conversation or speech. As a result, the students’ speaking test for the first topic

was not satisfiying. None of the students got scores more than the minimum score,

75.

In order to solve the problems that were faced by the X Kimia Industri

students in SMK Negeri 2 Depok, the researcher planned to conduct a classroom

action research. Borg, Gall and Gall (2007, p. 599) mention that the purpose of


4

classroom action research is to solve a problem or achieve a goal in current

practice. In this research, the researcher has a purpose to solve the problem faced

among the X Kimia Industri students in SMK Negeri 2 Depok. The problem was

that the students in X Kimia Industri had difficulties to acquire speaking skills,

especially in having transactional and interpersonal conversation. From the

observation in that school, the researcher realized that those problems came

because the students did not have enough time to practice. The time allocation for

English lesson in 2013 Curriculum is only one meeting each week, in which one

meeting consists of 90 minutes. It is really not enough for them because they also

have to learn other skills. Thus, the teacher has to be creative to make the meeting

as meaningful, effective and efficient as possible for the students to study English.

One of the solutions in language teaching is using media. Media offer

effective, efficient and meaningful teaching and learning in the class. According

to Gerlach, Donal and Melnick (1973, pp. 241-242), media have four general

functions. The first function is media can help to simplify the teaching process.

The second one is media can be the machines that allow the teacher to practice the

principle of object teaching and illustrations. The third function is media help the

students to reduce the use of their mother tongue. Then, the last one is media can

be the instruments of motivation to stimulate the teaching and learning process.

There are many kinds of media that can be used to help the students to

increase their speaking ability. Cue card is one of the teaching media. Cue card

can help the teacher to improve the students’ speaking skill through fun and

interesting ways. According to Briggs (1977, p. xv), a cue is an indirect prompt


5

given to help a learner complete a recitation or solve a problem. It can also be

defined as an indirect form of “guidance” stopping short of supplying the missing

word or solution. In addition, Mora (1994, p. 36) states that physically a cue card

is 12 cm x 7 cm in size which contain legible text and pictures. The text and

pictures on the cue card can guide the students to produce utterances in their

conversation. Those text and pictures will be the prompt and supply the idea to

make the students to keep talking without writing the whole dialogue.

There are several studies about cue cards that have relation with speaking

skill. The first study was a journal study written by Mora in 1994. The journal

showed how cue cards could be used to give students practice speaking and

writing English in daily situation. The second study was an undergraduate thesis

written by Habsari in 2012. It was classroom action research which was used to

know the effectiveness of the cue cards to teach speaking fluency in senior high

school. The participants were the students of grade XI in senior high school. The

third study was also an undergraduate thesis written by Kusumastuti in 2012. It

was a study about students’ perception on the use of cue cards in the speaking

activity of the vocational students grade XI. Although there have been several

studies about cue cards, this research is different from the previous studies. This

research is classroom action research dealing with how the cue cards improve the

students’ speaking skill in X Kimia Industri in SMK Negeri 2 Depok.

B. Research Problem

To solve the problems that have been shown in the research background,

there is a research question that will be answered. The research question is:


6

How do the cue cards help X Kimia Industri (X KI) students in SMK Negeri

2 Depok to improve their speaking skill?

C. Problem Limitation

In this research, the researcher would like to use cue cards in order to help

X Kimia Industri students in SMK Negeri 2 Depok to increase their speaking skill.

This research is categorized into classroom action research because the purpose of

classroom action research, which is to overcome the problems appearing in the

classroom through some stages, is suitable with the purpose why the researcher

conducted this research. However, in this research, there are some limitations in

order to create deeper and more meaningful result.

The first limitation is on the participants of this research. The participants

of the research are the students in grade X Kimia Industri in SMK Negeri 2 Depok

academic year 2014/2015. Through the observation, the students showed that they

have problems in acquiring the English skills. However, they still kept their

enthusiasm to study English. The students realized that they needed help to

improve their English skills.

The second limitation is on the language skill that will be the focus of the

research. The researcher does not explore all of the skills. From the four English

skills, the researcher decides to focus on speaking skills. It is because most of the

X KI students consider that speaking is the most difficult and important skill to be

mastered. The students realize that acquiring speaking skill is really demanded in

this modern and globalization era.


7

The third limitation in this research is on the media that will be used to

solve the problems faced by X Kimia Industri students in SMK Negeri 2 Depok.

The media that will be used to improve the student’s speaking skill are cue cards.

The reason why researcher chooses cue card as the media is because of its

effectiveness and efficiency. The researcher expected that cue cards can create fun

learning and motivate the students to speak English fluently and naturally.

The fourth limitation is on the speaking material or topic that can be

explored using cue cards. The speaking material will be elaborated from the

standard competency in the 2013 Curriculum. The researcher will focus on the

transactional and interpersonal function which will be taught in the first semester

in grade X. The topics of the function in this research are Expression of Asking

and Responding to Request, Expression of Giving and Responding to

Compliments, and Expression of Plans and Intentions.

D. Research Objective

The objective of this research is to overcome the problems related the

speaking skill among X Kimia Industri students in SMK Negeri 2 Depok. By

implementing cue cards, the students are expected to improve their speaking

ability. Therefore, the students are able to communicate in English more fluently,

accurately and confidently, especially in the transactional and interactional

function for daily life communication.

E. Research Benefits

There are several benefits which can be obtained from this research. The

researcher expected that this research can give benefits to the students, the English


8

teachers in vocational school, the students of English Language Education Study

Program (ELESP) and future researchers. Therefore, those benefits can be

clarified as follows.

1. To the Students of X Kimia Industri SMK Negeri 2 Depok Sleman

Participating in the class in which the cue cards are implemented, the

students will be able to improve their speaking skill. Cue cards are expected to

help the students to speak English fluently. Combining the cue cards with the

appropriate teaching and learning methods and activities, the students can learn

speaking effectively and efficiently with more fun and meaningful ways.

Therefore, they can be vocational graduates who master the spoken language well

in order to communicate with other people actively.

2. To the English Teachers in Vocational School

This research will give the English teachers in vocational school an

alternative solution to solve the problems in teaching speaking. This research

helps the teachers to explore effective and efficient teaching media that can be

used to increase the students’ motivation to speak English.

3. To the Students of English Language Education Study Program (ELESP)

The researcher hopes that this research gives more information to the

students of ELESP about the effective and efficient teaching media which can be

used to teach speaking. The students can try to implement and explore cue cards

to teach their students when they are having microteaching and teaching practice

program.

4. To Future Researchers


9

The researcher hopes that this research can be useful for everyone who

wants to conduct research or study related to the cue cards, speaking skills and

vocational school in the context of English teaching and learning. The researcher

also hopes this research can give future researchers insights to study deeper about

the use of cue cards in order to enrich the development of English teaching media.

F. Definition of Terms

In order to have clear understanding on this study, the researcher includes

the definition of terms used in this research. Moreover, this section defines

keywords or phrases especially used in this research, in attempting to clarify

concept, avoid misinterpretation and misunderstanding. It will help the readers

understand terms used in this research easily. The keywords and also the phrases

will be defined related to the research. Therefore, in this section, it is important to

define the following terms.

1. Cue Cards

Mora (1994) states cue cards are thin cardboards containing legible printed

texts or pictures. The size of the cards is like poker card around 7 cm x 12 cm. In

this research, every card will contain texts and pictures. The texts on the card can

be a single word or phrase. The pictures on the cards are the pictures that related

to the word. Therefore, both the words and the pictures can be the clues of what

the students are going to say. In this research, the content of the cue cards will be

adapted depending on the expressions that will be learned by the students in X


10

Kimia Industri of SMK Negeri 2 Depok in the first semester academic year

2014/2015.

2. Speaking Skills

Bailey (2003) states that speaking is the productive aural or oral skill that

consists of producing systematic verbal utterances to convey meaning. Having

good speaking skill means that the person can communicate to the other person

well. He or she can understand what the other says and involves in the

conversation. In this research, acquiring speaking skill is determined by producing

expressions and involving in the meaningful conversation.

3. X Kimia Industri of SMK Negeri 2 Depok

X Kimia Industri of SMK Negeri 2 Depok is one of the classes in SMK

Negeri 2 Depok, Sleman, Yogyakarta. This class usually deals with the chemistry

product and marketing. There are 32 students in this class. The students in X

Kimia Industri of SMK Negeri 2 Depok are the participants of the class in which

the cue cards are implemented. Through the observation and interview, the

students in X Kimia Industri of SMK Negeri 2 Depok showed that they have

difficulties in speaking. They were afraid of speaking in English and not

confident. They tended to use Indonesian or local language rather than English.

Therefore, X Kimia Industri of SMK Negeri 2 Depok is the setting in which cue

cards are implemented


11

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter includes a discussion of the related literature review. It

presents theoretical research which consists of two main parts, namely theoretical

description and theoretical framework. Theoretical description discusses some

theories related to the study which are needed to conduct Classroom Action

Research. This chapter consists of some sections. They are The Nature of

Speaking Skills, Teaching Speaking, The Use of Cue Cards as the Teaching

Media, and English for Vocational School in Curriculum 2013.

The theories discussed will be used as the bases to establish the theoretical

framework of this research. Theoretical framework discuses major relevant

theories which help the researcher implement the cue cards to improve the

students’ speaking ability of X Kimia Industri in SMK Negeri 2 Depok.

A. Theoretical Description

This part gives the appropriate theories implemented in this research. It is

aimed to give the foundation from related literature review and written sources to

conduct this study. There are four sections that are discussed in this part. The first

section is The Nature of Speaking Skill, which leads the researcher to do this

research. The second section is Teaching Speaking Skill. The third section is The

Use of Cue Card as the Teaching Media and the fourth one is about English for

Vocational School in the 2013 Curriculum.


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1. The Nature of Speaking

This part presents some theories related to speaking skill. The theories

discussed in this part are the definition of speaking, characteristics of speaking,

types of speaking and the discussion of speaking accuracy and fluency. Further

discussion about the theories related to the speaking skill will be described as

follows.

a. The Definition of Speaking

Bailey (2003) as cited by Nunan (2003, p. 48) states that speaking is the

productive spoken skill consisting utterances to give meaning. Spoken language is

different from written language. Brown and Yule (1983) state that “the nature of

spoken language is distinguishing between spoken and written languages” (as

cited in Nunan, 1999, p. 226). Spoken language consists of short, often

fragmentary utterances, in range of pronunciation. Nunan (1999) states that

“communicative competence includes not only linguistic competence, but also a

range of other linguistics and conversational skills that enable the speaker to know

how to say what to whom, and when” (p. 226). It means that the speakers need to

know not only what they are going to say but also the setting when they speak and

the person to whom they speak. Thus, speaking is an ability to produce the

language orally in order to communicate with others. Speaking is important to be

accomplished by people because it is the basic skill in communication. In

speaking, a speaker needs to be able to deliver what he or she intends to speak to

others by using the most appropriate form of language.


13

b. The Characteristics of Speaking

Speaking is an ability to produce the language orally in order to

communicate with others. According to Nunan (1999, p. 49), there are four

characteristics of being communicative. The first characteristic is knowledge of

grammar and vocabulary of the language. The second characteristic is the rules of

speaking which consist of the knowledge to talk about different topics to different

people in different situations. The third characteristic is the knowledge of how to

use and respond to different functions of language like requests, apologies, thanks

and invitation. The fourth characteristic is the knowledge of how to use the

language appropriately.

Bailey (2003) as is cited by Nunan (2003, p. 48) presents other

characteristics of spoken language which are stated by Van Lier. Van Lier (1995,

p. 88) states that spoken language is an auditory skill. As an auditory skill, spoken

language has the characteristic of a temporary. Spoken language needs immediate

reception and feedback. The rhythm, stress and intonation are included in spoken

language and it needs immediate feedback. In spoken language, the speakers have

limitation of planning on what they are going to say and limitation of editing on

what they have been said.

c. Types of Speaking

Brown and Yule as cited in Nunan (1999, p. 27) draw a useful distinction

between two basic language functions. These are the transactional function, which

is primarily concerned with the transfer of information, and the interactional


14

function, in which the primary purpose of speech is the maintenance of social

relationships.

Scoot Thornbury (2005) as cited in Harmer (2007, p. 343) suggests that

there are various dimensions of different speaking events to differentiate speaking

genres. Based on the purpose of speaking, speaking can be categorized into two

types. They are transactional function and interpersonal function. Harmer (2007)

explains “transactional funtion has its main purpose in conveying information and

facilitating the exchange of goods and services, whereas the interpersonal

functional is all about maintaining and sustaining good relations between people”

(p. 343).

Harmer (2007) also shows another categorization of speaking. They are

interactive and non-interactive. Interactive speaking is the conversation done by

two or more people in which each person speaks. Each person will give and

receive the information. The example of interactive speaking is the conversation

that takes place between the seller and the customer in the market. While non-

interactive speaking is the conversation that involves two or more people but there

is only one person who is the most dominant. The example of non-interactive

speaking is leaving message on the phone.

The last categorization that is shown by Harmer (2007, p. 343) is planned

and unplanned speaking. Planned speaking is the situation when the speaker can

prepare what he or she is going to speak. The example of planned speaking is a

lecture or wedding speech. Unplanned speaking is the situation when the speaker


15

directly and spontaneously gives respond or reaction to the other speakers. The

example of unplanned speaking is bumping into someone on the street.

Brown (2004, pp. 141-142) proposed five basic types of speaking. The first

type is imitative speaking. In this type of speaking, the speakers are supposed to

have the ability to simply parrot back (imitate) a word or phrase or possibly a

sentence. For instance, the speaker parrot back short stretch of language retained

by a native speaker or recording. The second type of speaking is intensive

speaking. It deals with the production of short stretches of oral language designed

to demostrate in a narrow band of grammartical, phrasal, lexical, or phonological

relationships such as prosodic elements-intonation, stress, rhythm, and juncture.

The examples of intensive speaking are sentence and dialogue completion,

directed response task and the like. Responsive speaking, which is the third type

of speaking, requires the speakers to be able to give the correct and expected

answer of certain question verbally. This speaking can be used for interaction and

test comprehension by in the limited level of very short conversations, standard

greetings and small talk, simple requests and comments, and the like. The four

type of speaking is interactive speaking which is to maintain the social

relationships. The fifth type of speaking is extensive speaking. It requires the

speakers to produce a monologue, oral presentations, or story-telling.

d. Speaking Accuracy and Fluency

Bailey (2003) as cited in Nunan (2003, p. 55) suggests that there are two

important aspects that should be paid attention on speaking. They are speaking

fluency and speaking accuracy. Bailey (2003) states that speaking fluency “… is


16

the extent to which speakers use the language quickly and confidently, with few

hesitations or unnatural pauses, false starts, word searches, etc…” (as cited in

Nunan, 2003, p. 56). Moreover, speaking fluency deals with the ability to respond

to what other people say to them directly. On the other hand, speaking accuracy is

the extent to which students’ speech matches what people actually say. Speaking

accuracy also deals with the ability to use grammar, vocabulary, and

pronunciation accurately. From those aspects above, each speaker is expected to

use the language based on its function to the right person in the right situation.

2. Teaching Speaking

This part presents some theories related to teaching speaking. The theories

discussed in this part are The Nature of Teaching Speaking, The Aims of

Teaching Speaking, The Problems of Teaching Speaking and The Principles of

Teaching Speaking. Further discussion about every part will be presented as

follows.

a. The Nature of Teaching Speaking

Harmer (2007) states that “students are expected to be able speak in a

range of different genres and situations, and they will have to be able to use a

range of conversational and conversational repair strategies. They will need to be

able to survive in typical functional exchanges” (p. 343). It means when the

students learn speaking, the students are expected to be able to speak to anyone

and anytime.

Harmer (2007) also states three main reasons for teaching speaking to the

students in the classroom. He states that:


17

Firstly, speaking activities provide rehearsal opportunities-chances to

practice real-life speaking in the safety of the classroom. Secondly,

speaking tasks in which students try to use any or all of the language they

knowprovide feedback for both the teacher and the students. And finally

the more students have opportunities to active the various elements of the

language they have stored in the brain, the more automatic their use of

these element becomes (p. 127).

From the explanation above, speaking practices done by the students in the

class give opportunities for them to speak English in real-life. Having practice

everyday, the students can improve their speaking skill. Having reflection is also

needed because it helps the students recognize their problems in speaking. Thus,

the students will be accustomed to using the language sand speak spontaneously.

b. The Aims of Teaching Speaking

Brown (2007) states that “the benchmark successful teaching speaking is

there is demonstration of an ability to accomplish pragmatic goals through

interactive discourse with their other speakers of the language” (p. 322). It means

that teaching speaking will be considered successful if the learners in speaking

class can show their ability to speak and reveal their idea.

Nunan (2003, p. 56) notes that the goals and the techniques for teaching

speaking are extremely diverse, depending on the students, teachers, overall

contexts of techniques in the interactive classroom. The teacher can deal with both

interpersonal (interactional) and transactional dialogue. In brief, the aim of

teaching speaking is to help the students to use the language in oral

communication.


18

c. The Problems in Teaching Speaking

Many problems in the teaching and learning English are faced by the

teacher and students. Before discussing the problem in teaching speaking, the

researcher will show the reason why speaking looks difficult. Brown (2003) states

eight reasons of what makes speaking difficult. They are “clustering, redundancy,

reduced forms, performance variables, colloquial language, rate of delivery,

stress-rhythm-intonation, and interaction” (pp. 270-271).

On the other hand, Gebhard (1996, p. 186) states three main problems

usually faced by the students and teachers in the teaching and learning speaking.

They are the students’ unwillingness to speak, the teachers’ errors on giving

feedback and the perception that native speaker can teach speaking better.

1) The Students’ Unwillingness to Speak

There is the fact that the students in any classes, beginners or even some

students who are in advanced level do not have willingness to speak. There are

two reasons why the students do not want to speak. The first reason is the students

are shy, anxious and not confident. Most of them are afraid of making mistakes.

The possibility to improve their confidence is by giving them trust. The students

must have feeling that the teacher is on their side. In this case, the teacher can start

using some warm-up activities. The second reason is the students only have

limited time to practice speaking English. They are not accustomed to speaking

English. Therefore, students must have many opportunities to practice speaking in

the class to solve this problem.


19

2) The Teachers’ Errors on Giving Feedback

Feedback from teacher is very important for students to improve their

speaking ability. However, the fact shown by Gebhard (1996) is not all the

teachers agree with that statement. Many teachers also believe that the students

learn the grammar of a language by their own. There are many types of feedback

that can be given to the students. Gebhard (1996) describes two types of feedback.

The first feedback is direct feedback, which is given directly to the students. In

giving this feedback, the teacher will interrupt the students’ speech and correct the

oral errors. The second feedback is delay feedback, which is given later after the

student finish their speaking.

The teacher should know which feedback is the best for the students.

Gebhard (1996) emphasizes that the most effective feedback is the most needed

by the students. Teacher has to give the feedback in the careful and meaningful

ways in order to make the students pay attention to the feedback given to them

and help them not to do the same mistakes.

3) The Perception that Native Speaker Teaches Speaking Better

Many people consider that all native speakers can teach speaking in

English. However, people should be careful. Gebhard (1996) notices that native

speakers can be the standard on how to use the language naturally although

sometimes they are not qualified as teachers. Not all native speakers are

guaranteed to have good ability in teaching. They need to improve the ability on

the variety of skills in classroom management.


20

d. The Principles of Teaching Speaking

There are many principles in teaching speaking. Those will be the

foundation for the teacher to design the classroom techniques and activities.

Bailey (2003) as cited in Nunan (2003, pp. 54-56) states five principles of

teaching speaking. They are:

1) Be aware of the differences between second language and foreign language

learning contexts

Bailey (2003) notes that the challenge of teaching speaking in foreign

language learning context is that the students will not have many opportunities to

use the target language outside the classroom. It is because the target language is

not the language used to communicate in their community. Since English is a

foreign language in Indonesia, the students here also do not have many

opportunities to use English to communicate. One of the opportunities in which

they can speak in English is when they practice it in class. Therefore, teachers

must be able to design the teaching and learning activities that enable the students

to practice the language maximally.

2) Give students practice in fluency and accuracy

Students must be given the opportunities to use the language in order to

develop their accuracy and fluency in learning the language. When the students

speak in the target language accurately, it means that their speech in the target

language matches the other speakers’ speech. Students speak in the target

language fluently means that they speak in the target language quickly,

confidently, with few hesitation or unnatural pauses, false starts and word


21

searches. In order to help the students to be fluent in speaking, teachers should

give the students opportunities to speak. Teachers must provide various activities

that can enable the students to use the language and practice it. Teacher should be

able to allocate the time effectively. Moreover, if the only opportunity the students

have to speak in English is just in the class during the English lesson. Teacher

must give understanding that making mistakes is a natural part of learning a new

language. Feedback that is given to the students should be in the correct way.

Bailey (2003) states students cannot develop fluency if the teacher keeps

interrupting the students’ speech to correct the students’ oral errors.

3) Provide opportunities for students to talk by using group work or pair work,

and limiting teacher talk

In teaching speaking, teachers should minimize their domination to talk in

the class. In other words, teachers have to give opportunities to the students to

speak a lot. Bailey (2003) suggests that “pair work and group work activities can

be used to increase the amount of time that learners get to speak in the target

language during lessons” (p. 55). It means that the pair work and group work are

very effective to make the students speak when they learn the language in class.

Students usually feel more comfortable, relaxed and free to speak with their

friends in groups rather than in whole class. Therefore, teachers must provide

many activities that enable the students to speak and practice the language with

their friends.


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4) Plan speaking tasks that involve negotiation for meaning

The negotiation for meaning is the ability to understand and to be

understood by the other speakers in the communication of the target language.

Bailey (2003, p. 55) adds that “by asking for clarification, repetition, or

explanation during conversations, learners get the people they are speaking with

to address them with language at a level they can learn and understand. They are

natural in the speaking context. It is why memorizing is not the appropriate way to

learn speaking. It makes the way of speaking look unnatural. The students need to

learn how to speak naturally by involving the use of the negotiating for meaning.

5) Design classroom activities that involve guidance and practice in both

transactional and interactional speaking

Bailey (2003) mentions that the classroom activities for teaching speaking

must cover transactional and interactional speaking activities, because those are

the main purposes of speaking activities. Bailey (2003) also adds that “speaking

activities inside the classroom need to embody both interactional and transactional

purposes. Since language learners will have to speak the target language in both

transactional and interactional setting” (p. 56). The teachers must create the

teaching and learning activities that enable the students to use the language for

both transactional and interactional purposes. To develop speaking techniques,

Nunan (2003) states seven principles. They are:

a) Techniques that are used should cover the spectrum of learner needs, from

language based focus on accuracy to message-based focus on interaction,

meaning, and fluency;


23

b) Provide intrinsically motivating techniques;

c) Encourage the use of authentic language in meaningful contexts;

d) Provide appropriate feedback and correction;

e) Capitalize on the natural link between speaking and listening;

f) Give students opportunities to initiate oral communication;

g) Encourage the development of speaking strategies. (Nunan, 2003, pp. 275-

276)

Bailey (2003) as cited by Nunan (2003, pp. 56-58) notes five classroom

technique and tasks in teaching speaking. Those five techniques and tasks could

be used to enrich the speaking activities in this class. Therefore, the students have

more opportunities to speak. Those techniques and tasks will be presented as

follows.

a) Information gap

This speaking activity involves the students to exchange the information that

they have in the target language.

b) Jigsaw activity

Bailey says it is “a bidirectional or multidirectional information gap” (p.56).

This speaking activity involves the students to have negotiation for meaning.

c) Role-plays

In this technique, the students are given particular roles to speak in the target

language. It can be done in pairs or in groups.


24

d) Simulations

This technique is the elaboration of role-plays. In a simulation, there will be

properties to provide a real environment and create the nuances.

e) Contact assignments

This technique involves the students to have an activity out of the classroom

in order to talk to people in the target language. (Nunan, 2003, pp. 56-58)

3. The Use of Cue Cards as Teaching Media

This part presents some theories related to cue cards. The theories

discussed in this part are the nature of cue cards, the advantages of using cue cards

as the teaching media and speaking activities using cue cards. Further discussion

about every part will be shown below.

a. The Nature of Cue Cards

Harmer (2007) defines cue as another word for “prompt” (p. 180). In one

sense it means an action or behavior that starts a chain of events. It also means the

significant elements in a situation. While Briggs (1977, p. xv) defines a cue is an

indirect prompt given to help a learner complete a recitation or solve a problem. It

can also be defined as an indirect form of “guidance” stopping short of supplying

the missing word or solution. In short, cue is the prompt that is used to guide the

speaker to speak fluently and give the solution when the speaker misses the words

and does not have any idea.

Harmer (2007, p. 181) defines cue card is one of the forms of flashcards.

Cue card is defined as small card which can be used in pair or group work. Apart


25

from flash cards with pictures on them, cards of all shapes and sizes are good

choices. Harmer (2007, p. 179) also adds that cards should be appropriate not only

for the purpose in hand by but for the classes they are being used for. It should be

visible so it can be used more than once or reusable.

Teacher can make wall pictures, flashcards and cue cards in a number of

ways. Teacher can take pictures from magazines and stick them on card. It is

possible to find pictures of almost anything on the Internet and print them off.

Physically, Mora (1994, p. 36) states that cue cards are thin cardboards contained

legible printed texts or pictures. The size of the cards is like poker card around 7

cm x 12 cm. Every card usually consists of texts and pictures. The pictures on the

cue cards could be very simple and designed to elicit a word or a phrase.

b. The Advantages of Using Cue Cards as The Teaching Media

Zarefsky (1996, p. 290) states note cards, which go under the name of cue

cards in this study, are printed texts or pictures on thin card boards. It contains

speaking outlines which are usually used by the speaker to deliver the speech.

Note cards are very effective for speaking. “They are practical ways to use in a

speech because they are compact, studier, and less distracting” (Zarefsky, 1996, p.

290). Like in a speech, cue cards were very practical to use in some speaking

activities. It has simple forms that will not disturb the speakers in doing the

speaking activities. According to Sayer (2005), using cue cards in some speaking

techniques like role-plays and diagram is a good combination of techniques to

help the students practice speaking. Cue cards can help the students to produce

utterances in their conversation without writing the whole dialogue. In line with


26

Zarefsky and Sayer, Littlewood (1981, p. 50) agrees that cue cards can be used in

teaching speaking. Cue cards can help the students to create meaningful

interaction by giving questions and responses in the spontaneous way. Littlewood

(1981) states that:

This gives the interaction some of the uncertainty and spontaneity involved

in “real” communication because each learner must listen to his partner

before formulating a definite response. On the other hand, the cues enable

them to predict a large proportion of what the others will say, and of

course, to prepare the general gist of their own response” (p. 51).

Spontaneity requires a speaker to listen to what another speaker says

before giving responses directly. Spontaneity in speaking is related to the fluency.

The relation is when the speaker can give direct responses; they can speak

quickly, confidently and without any hesitation or unnecessary pauses.

Littlewood (1981, p. 51) states that cue cards can be used to study fluency in

speaking because it supplies the idea for the speaker to speak spontaneously.

In addition, Boyd (2007) states cue cards are tools “used to help the patient

restructure thought patterns” (p. 421). Cue cards allow the speaker to predict what

other speakers say so that he or she can prepare his or her own responses. The

pictures on the cue cards help the speaker to imagine what their situations are.

Harmer (2007, p. 179) notes a picture can also be used for creative language use.

It can invent the conversation taking place between two people in a picture.

c. Speaking Activities Using Cue Cards

Cue cards are effective and efficient media that can be used to improve the

students’ speaking ability. Sayer (2005) notices that using cue cards in some

speaking techniques like role-plays and diagram is a good combination of


27

techniques to help the students practice speaking. Cue cards can be applied in

some classroom activities. Littlewood (1981) notices “cue cards are eligible to be

used in matching and ordering games and card games” (p. 55). The games, which

use cue cards, can involve a pair of two students or groups. In line with

Littlewood (1981), Harmer (2007, pp. 178-179) states that cue cards can be used

in a multiplicity of ways, for examples, for drilling, communication games,

prediction, understanding, ornamentation and discussion.

Pictures on the cue cards give important role in every speaking activity.

Harmer (2007, p. 179) notices pictures help the students to be more creative in

using the language because it helps the students to imagine what kind of situation

they are. The conversation taking place between two people or in one particular

role-play activity can be invented by putting pictures on the cue cards.

Beside role play, cue cards also can be used in communication drills.

Communication drills are activities which provide the students to practice in

repetition and variation of language segments. Rivers (1983) notices “….drill

may be given the appearance of a game, or of elementary communication, by

provoking the students into asking the teacher a series of questions in response to

cues …” (p. 44). From that statement, it can be concluded that communication

drills can be given in the form of games. Communication drills can be applied

using cue cards. Rivers (1983, p. 45) states that drilling done in the innovative

way can make the students more interested in using the language.

Paulston (1970) as cited in Rivers (1983, p. 45) divides communication

drills into three types. They are mechanical drills, meaningful drills, and


28

communicative drills. In mechanical drills, the students do not need to understand

the meaning of the words or the sentences because there is a pattern to control the

responses. The purpose of mechanical drills is the students can give responses

completely in good sentence construction, proper pronunciation and intonation.

An example of a mechanical drill would be presented as follows.

Pattern : I’m holding a book.

Cue : Magazine

Response : I’m holding a magazine.

Cue : Banana

Response : I’m holding a banana. (Rivers, 1983, p. 45)

In meaningful drills, the students must have understanding completely in

grammar and meaning although there is still a pattern to control the responses.

The students must understand the meaning of the cue to make a meaningful

conversation. The following conversation is an example of a meaningful drill:

Question : When did you arrive this morning?

Answer : I arrived at nine o’clock.

Question : When will you leave this evening?

Answer : I’ll leave at six o’clock. (Rivers, 1983, p. 45)

In communicative drills, the students must have understood completely in

grammar and semantic but there is not any pattern to control the response. The

students have free choices to answer. However, Paulston (1970) underlines

“..whatever control there is lies in the stimulus…. It still remains a drill rather

than free communication because we are still within the realm of the cue-response

pattern” (as cited in Rivers, 1983, p. 46). An example of mechanical drills is

presented as follows.

Question : What did you have for breakfast?


29

Answer : I had toast and coffee for breakfast.

OR

Answer : I slept late night and skipped breakfast so I wouldn’t miss

the bus. (Rivers, 1983, p. 46)

Furthermore, Palmer (1970) as cited by Rivers (1983, p. 46) states

communication practice drills are useful for teaching speaking. Communication

practice drills provide the students find the response not only in linguistically

acceptable but also in personally relevant to themselves and other people. Palmer

(1970) underlines drills should be done carefully to build the students’ characters.

This is the illustration of Palmer’s communication practice drills.

Pattern : I would tell him to shut the door.

Teacher : Karen, if you and Susan came to class at 8 a.m. and it was

winter and the room was dark at 8 a.m., what would you tell

Susan?

Karen : I would tell her to turn on the light.

Teacher : And how about you, Paul, if you were with Mary and you

wanted to read, what would you do?

Paul : I would tell her to turn on the light.

Teacher : You as a boy would tell a girl to do that for you?

Now, if you came alone, and I was in the room, what would

you do?

Paul : I would tell you to turn on the light.

Teacher : Then I would throw you out of the class.

(Rivers, 1983, p. 46)

The illustration above shows that Paul’s response is mechanically correct

but unfortunately he does not know the implication of his response in a certain

setting. In social interaction, it is impolite if young people ask elder people to do

something. Teacher’s teasing in this drill is used to increase the students’ self

awareness on using the language. Rivers (1983, p. 47) notes having training in

such drills can help the students to be able to produce more original responses.


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4. English for Vocational School in the 2013 Curriculum

Vocational education is known as a formal secondary education which has

special characteristics among other educational institutions. The special

characteristic of vocational school is organizing an educational program which is

appropriate for various fields of work. According to Calhoen vocational education

is “an organized education program which is directly related to the preparation for

a career requirement other than baccalaureate or advanced degree” (as cited in

Soeharto, 1988, p. 1). Supriadi (2002) states that “vocational education is aimed to

produce productive human, not human who becomes a burden for his or her

family, community and nation” (p. 17). Based on Depdiknas (2003), there are four

aims of vocational school. The first aim is vocational school prepares the students

in the field of work and to develop a professional attitude. The second aim is to

prepare the students in order to be able to choose their carrier, compete and

develop themselves. The third aim is vocational school prepares the middle level

labors for business world and industries at the present time and the future. The last

one is vocational school prepares the graduates in order to be productive, adaptive

and creative citizen.

Related to the objective of vocational education, Bryl Shoemaker and

Thomas Arcy as cited by Soeharto (1988, p. 9) state the vocational education can

be used as the preparation for the students before entering the job field. In short, it

can be concluded that vocational education is not only an education for the

students to have continuity education as an aspect of general education, but also as


31

an organized education which prepares the students to be productive people as

their preparation to find jobs.

Since English is as the international means of communication, it also

becomes compulsory subject in vocational school. English plays an important role

in the student’s current and future links. The students in the vocational school are

expected to take parts in the global era community with adequate competence in

English. Furthermore, the vocational school graduates can get better job and lives

by working for business sector in foreign countries.

The 2013 Curriculum is the latest curriculum for national education in

Indonesia. According to Materi Pelatihan Guru Implementasi Kurikulum 2013

which is written by Kemendikbud (2014), the 2013 Curriculum is the continuation

of Kurikulum Berbasis Kompetensi (KBK) 2004 and Kurikulum Tingkat Satuan

Pendidikan (KTSP) 2006. The purpose of changing the curriculum is to improve

morality and tolerance among Indonesian youth. Therefore, the implementation of

the 2013 Curriculum emphasizes how important the aspect of attitude, skill, and

knowledge for building the students’ soft skill and hard skill.

However, in the 2013 Curriculum puts attitude on the higher priority than

skill and knowledge. Attitude is related to how an individual view issues and other

people. Skill is related to how to do something while knowledge is related to how

to understand the information and ideas. Based on Krathwohl’s taxonomy,

“attitude can be measured through accepting, responding, organizing or

internalizing, valuing and characterizing or actualizing” (as cited in Kemendikbud,

2014, p. 14). Skill is measured using Dyers’ taxonomy, which consists of


32

observing, questioning, experimenting, associating, and communicating. Then,

using Bloom’s taxonomy which is revised by Anderson, Kemendikbud (2014, p.

13) suggests knowledge can be measured through knowing or remembering,

understanding, applying, analyzing, evaluating and creating.

The approach used in the 2013 Curriculum is Scientific Approach. Scientific

Approach encourages the students to do observing, questioning, experimenting,

associating and networking. Permendikbud no. 81 A tahun 2013 states that

learning process in the 2013 Curriculum must consists of observing, questioning,

experimenting, associating and networking steps. In the observing step, the

students find the fact and the relation between object which is shown and the

learning material. In the questioning step, the students ask what they do not know

about the material. In the experimenting step, the students explore more about the

material by reading or discussion. In the associating step, the students conclude

the results of their experiment logically. The last step is networking or

communicating which means that the students apply what they have learned in the

daily communication.

To support those steps, there are two teaching models in the 2013

Curriculum. They are Project-Based Learning and Discovery Learning. Project-

Based Learning involves the students working in the permanent groups to explore

learning issues in the framework of a realistic problem. Discovery Learning which

is proposed by Bruner involves the students to draw their past experience and

existing knowledge to discover facts and relationships and new truths to be

learned. English in the 2013 Curriculum becomes compulsory subject in


33

vocational school. However, the time allocation for English lesson is only two

contact hours each week in which one contact hour consists of 45 minutes.

B. Theoretical Framework

This research employs several theories in order to solve the problem. The

research problem is to find out how cue cards improve speaking skill of the

students in X Kimia Industri of SMK Negeri 2 Depok. This section summarizes the

relationship between the problem that will be solved and the related theories.

The theories used in this research are presented in the sections of The

Nature of Speaking, Teaching Speaking Skill, The Use of Cue Cards as The

Teaching Media and English for Vocational School in the 2013 Curriculum. In the

first section, The Nature of Speaking, there is a theory about the definition of

speaking which is used by the researcher as the foundation to know what actually

speaking is. The knowledge of the characteristics of speaking and types of

speaking help the researcher understand the characteristics of speaking and the

types of speaking. Those theories also help the researcher to decide what kind of

speaking that is taught to the students. Since this research discusses the students’

speaking skill, the theories of speaking fluency and accuracy are important as the

foundation to know the meaning and characteristics of fluency and accuracy.

Fluency and accuracy are aspects which are measured in speaking.

The theories, which are presented in Teaching Speaking Skill section, are

important for the foundation to teach speaking skill. Theory of the nature of

teaching speaking is used to know the reason why speaking is taught to the

students. The knowledge of the aims of teaching speaking is also used to know


34

the goals of teaching speaking so that the teaching practice will not deviate from

the goals. To know the problems which are faced by the students in X Kimia

Industri of SMK Negeri Depok, the researcher did the observation. The knowledge

of problems in teaching speaking is used to support the results of analyzing the

students’ problems. The last theory in Teaching Speaking Skill, namely the

principles of teaching speaking, is used by the researcher as the guidance to teach

speaking. Knowing the principles of teaching speaking, the researcher can

conduct the teaching and learning successfully. Therefore, the goal of this

research, which is to help the students improve their speaking skill, can be

achieved.

The knowledge of the use of cue cards as the teaching media is important in

this research since cue cards are the teaching aids used to help the students

improve their speaking skill. The knowledge of the advantages of using cue cards

will be the foundation to understand what cue cards are and how cue cards can be

used effectively in learning speaking. Understanding those theories, the researcher

choose the cue cards which can be used effectively in teaching and learning

activities. Therefore, the knowledge of the advantages of cue cards is supported

by the knowledge of speaking activities using cue cards. The theory about

communication drill (Rivers, 1983, pp. 44-48) is the foundation to implement the

cue cards in the speaking activities in order to create the meaningful and effective

learning process.

The knowledge in the section English of Vocational School in the 2013

Curriculum is also important in this research since this research will be conducted


35

in the vocational school, which has special aims of education. The theory helps

the researcher to recognize the needs and the characteristics of vocational

students. While the knowledge about English in the 2013 Curriculum is used for

the guidance to make lesson plan and the assessment of the students’

performances, so that the goal of teaching speaking English based on the 2013

Curriculum can be reached.


36

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher will provide the methodology applied in

conducting the research. The explanation of the detailed methodology in this

research will be elaborated under several sections, namely Research Method,

Research Setting, Research Participants, Instruments and Data Gathering

Technique, Data Analysis Technique, and Research Procedure.

A. Research Method

This research was conducted by using classroom action research in order to

find out how the cue cards improve speaking skills of X Kimia Industri students in

SMK Negeri 2 Depok. Fraenkel and Wallen (2009) define action research as “a

research conducted by one or more individuals or groups for the purposes of

solving a problem or obtaining information in order to inform local practice” (p.

589). In line with Fraenkel and Wallen, Hopkins (1993, p. 1) states this research is

done by the teachers to evaluate their own or their colleague’s teaching or to

implement a certain teaching technique to find out the solutions to the current

problems in the class. In addition, Borg (1983, p. 597) mentions action research in

education is a form of applied research whose primary purpose is to increase the

quality, impact, and justice of education professionals’ practice. Borg also

explains the research purpose of classroom action research is to solve a problem

or achieve a goal in current practice. The research done by the researcher in SMK

Negeri 2 Depok was categorized as classroom action research because the


37

implementation of cue cards was one of teaching techniques which was used to

solve the problem faced by the students in speaking English.

Kurt Lewin (1953) as cited in Hopkins (1993) describes classroom action

research as “a spiraling cyclical activities that consisted in analysis, fact finding,

conceptualization, planning execution and more fact-finding or evaluation” (p.

45). In further, Lewin’s idea is developed by Stephen Kemmis (1988), whose are

steps are generally understood as “an action-reflection cycle of planning, acting,

observing, and reflecting” (as cited Hopkins, 1993, p.48). The continuation of the

cycles shows that there is a change in thinking and a change in action. The

following figure is the summary of Stephen Kemmis’ approach to classroom

action research shown by Hopkins (1993, p. 48).

Figure 3.1 The Stephen Kemmis’s Approach to Classroom Action Research

(Hopkins, 1993, p. 48)


38

The classroom action research done in SMK Negeri 2 Depok was conducted

based on the framework proposed by Stephen Kemmis. There were three cycles,

in which there were four stages in every cycle. In the planning stages, the

researcher analyzed the problems faced by the teacher and students in teaching

and learning process. The data were gathered from the observation and interview.

Based on the observation and interview, the students had difficulties to improve

their speaking skill. The students were not accustomed to speaking in English.

They were not confident and felt afraid of making mistakes. They had limited

vocabulary and did not have enough time to practice speaking. To solve the

problem, the researcher offered a solution by using cue cards as the teaching

media. In this step, the researcher designed cue cards based on the topic that

would be learned by the students in X Kimia Industri of SMK Negeri 2 Depok.

The researcher also designed the lesson plans as the guidelines to implement cue

cards in the classroom.

The second stage in Kemmis’ framework is acting. The acting stage

included the implementation of cue cards as the solutions to the problem faced by

the students in X Kimia Industri of SMK Negeri 2 Depok. Cue cards would be

combined with some teaching techniques to attract the students to have

meaningful speaking activities. The third stage is observing. The observing stage

cannot be separated from the acting stage. The acting and observing stages in this

research were carried out simultaneously. The observing step included the data

gathering. The researcher observed every single event which happened in the class

by using observation checklists and field notes. To support data gathered from


39

observation checklist and field notes, the researcher also distributed the

questionnaire and conducted the interview a few hours after finishing the acting

stage.

The last stage in this classroom action research was reflecting. The

reflection was dealing with the results of the implementation of cue cards in the

class. The results of the reflection in this stage would be the foundation for the

researcher to conclude whether the cue cards could really help the students

improve their speaking skill or not. Then, the researcher concluded whether the

researcher needed to do the next cycle or ended the cycle. If the researcher needed

to do the next cycle, the result of reflection helped the researcher decide what

should be improved in the next cycle.

B. Research Setting

This research was conducted from August 29th

, 2014 until September 26th

,

2014 in X Kimia Industri (KI) class of SMK Negeri 2 Depok Sleman Yogyakarta

in the first semester of the 2014/2015 academic year. This research was conducted

in five meetings in which one meeting lasted for ninety minutes.

C. Research Participants

The participants of the research were the students in X Kimia Industri of

SMK Negeri 2 Depok in the 2014/2015 academic year. The numbers of the

students were 32 students. All of them would participate in the research. Based on

the observation and interview done by the researcher in July-August 2014, the


40

students in this class had difficulties in speaking English. They did not know what

they had to say in a daily conversation.

D. Instruments and Data Gathering Technique

In this research, the researcher used a number of instruments to gather the

data. The instruments would be divided into two types. They were the research

instruments used before the implementation and the research instruments used

during the implementation.

1. The Research Instruments Used before the Implementation

There were some instruments which were used before the implementation of

cue cards in the teaching and learning activities in the classroom. The instruments

used before the implementation consisted of field notes, semi-structured focus

group interview and speaking test. Each instrument used before the

implementation of cue cards is described as follows.

a. Field Notes

According to Kemmis and McTaggart (1982), field notes are “the methods

of reporting observations of and reflections about classroom problems and the

teacher’s own reaction to them” (p. 197). Before the implementation of cue cards,

the researcher observed the speaking ability of the students in X Kimia Industri

SMK Negeri 2 Depok by using field notes. Field notes helped the researcher to

make self-reflection on the problems found in the classroom.

b. Semi-structured Focus Group Interview

Before the implementation of cue cards, the researcher conducted focus

group interview. Focus group interview was used to confirm a clear illustration of


41

the students’ real problem in speaking. Mills (2011) explains focus group is “a

particularly useful technique when the interaction among individuals will lead to a

shared understanding of the questions being posed by the researcher” (p. 79).

There were two focus groups in which there were 5-6 students in one focus group.

The researcher used semi structured questions to conduct focus group interview.

During the interview, the students shared their understanding of the questions one

by one. The researcher made the atmosphere as warm as possible in order to make

the students feel comfortable to share their understanding.

c. Speaking Test

Speaking test is used to measure the students’ speaking ability. Brown

(2004, p. 114) defines performance test, in which in this research goes under the

name of speaking test, measures an individual’s performance on a particular task.

Before the implementation of cue cards, the speaking score were taken when the

students performed a role play for the first topic in the first semester academic

year 2014/2015.

To define the speaking score, the researcher used a rubric. According to

Best and Khan (1981, p. 89), a rubric is used to evaluate certain performance

based on the criteria an observer has already kept in mind. Based on the theory of

assessing speaking which is proposed by Brown (2004, p. 114), Hughes (1989, p.

116) and theory of assessing in the 2013 Curriculum, the aspects measured in the

situation before implementing the cue cards were understanding the task,

pronunciation, grammar, fluency, and politeness. Politeness was measured

because it was related to the attitude on introducing somebody.


42

2. The Research Instruments Used during the Implementation

There were five research instruments which during the implementation of

cue cards. Those instruments were observation checklist, field notes,

questionnaire, focus group interview and speaking test.

a. Observation Checklist

Observation was very important in the classroom action research. By doing

observation, the researcher had an illustration of the real situation in the class

which was being observed. During the observation in the implementation of cue

cards, the observer checked the list that has been prepared. According to Best

(1981, p. 162), checklist consists of a prepared list of items which is used to

indicate that an individual has completed the tasks. Best (1981) adds “the

presence or absence of the items may be indicated by checking yes or no…” (p.

162).

In this research, observation checklist was used to check whether all points

that should be done during the teaching and learning process had occurred or not.

There were three main points that should be observed. The first one was the

learning process. The second point was about teaching skills and strategies. The

third point was about the learners. The presence or absence of the item was

indicated by checking “yes” or “no”. The observation checklist was filled by the

observer during the teaching and learning process in the class.

b. Field Notes

Field notes were used to report the results of observation. Hopkins (1993, p.

116) states that the advantages of field notes are field notes can focus on a


43

particular issue or teaching behavior over a period of time and reflect on general

impression of the classroom. By having field notes in this research, the researcher

could examine what had gone well and what things needed to be improved in

details. Field notes were written down by the observer who was present in the

classroom in which the implementation of cue cards was conducted.

c. Questionnaires

Elliot (1991) says that questionnaires are “ways of eliciting other people’s

observation and interpretations of situations and events, as well as their attitudes

towards them” (pp. 81-82). According to Hopkins (1993, p. 134), the advantages

of questionnaires are the ways of obtaining information are simple and quick.

Hopkins (p. 134) also mentions that questionnaires dig up more information from

the students. In this research, the questionnaires were distributed to the students to

find out how the students responded to the implementation of cue cards.

Questionnaires were distributed in the end of every cycle. The researcher needed

to know how the students perceived the implementation of cue cards as well as

whether or not they felt that they benefited from the carried out research.

Questionnaires used in this research helped the researcher find out the

problem which was faced by the students individually. The questionnaires

consisted of two parts. The first part consisted of ten closed-ended questions while

the second part consisted of five open-ended questions. In the first part of the

questionnaires, question one up to six dug up the students’ personal reflection

toward their improvement in speaking skill. Question seven up to ten dug up the

students’ perception about the use of cue cards during the teaching and learning


44

activities. The options of the answer for the closed questions were strongly agree,

agree, disagree, and strongly disagree.

The researcher chose to use closed-ended questions because the researcher

did not want to make the students confuse when they were answering the

questions in the questionnaires. On the other hand, the researcher also used open-

ended questions because the researcher wanted to dig up deeper information from

the students. According to Wallace (2010, p. 135), the advantage of closed

questions in the questionnaires is to make the questionnaires easier to fill in. On

the same page, Wallace also mentions the advantage of open-ended questions is to

yield more data.

d. Semi-structured Focus Group Interviews

Frankel and Wallen (1993) explain interview is “an important way for the

researcher to check the accuracy of the impressions he or she has gained through

observation” (p. 384). The researcher used the interview to find out what the

students thought and how the students felt about the use of cue cards in improving

their speaking skill. On the other hand, the researcher conducted interviews to

clarify the students’ answers in the questionnaire which was given to them.

The type of interview which was used by the researcher was semi-structured

focus group interview. According to Lichtman (2013, p. 189), focus group

interviews involve group of people at one time and give opportunities to interact

each other. In addition, Lichtman (2013) adds semi-structured focus group

interview is “focus group interview in which the researcher has developed a list of

questions and has a preconceived plan for proceedings” (p. 208).


45

In conducting the interview, the researcher prepared a list of questions as the

interview guide. Semi-structured focus group interviews were conducted in the

end of every cycle. The participants of the semi-structured interview were chosen

randomly. There were two focus group interviews in every cycle in which there

were 5-6 students in each group.

e. Speaking Test

Speaking test was conducted to measure the students’ speaking ability after

the implementation of cue cards. The speaking test was conducted at the end of

every cycle of this research. To conduct the speaking test, the students were given

the communication cards. The students performed a conversation using the cues

provided on the cue cards. While the students were performing in front of the

class, the researcher conducted the assessment. According to Brown (2004, p.

157) three are some aspects that could be assessed in speaking skills. Those

aspects were grammar, vocabulary, comprehension, fluency, pronunciation and

task.

Based on the 2013 Curriculum, there were two aspects which should be

measured in the speaking tests. They were cognitive aspect and affective aspect.

In this research, the cognitive aspect consisted of the understanding of the task,

pronunciation, grammar, and fluency. Meanwhile, the affective aspect consisted

of politeness and enthusiasm. To measure those aspects, the researcher used a

rubric which had been modified from many sources.

There were six aspects measured in speaking activities. The first aspect was

students’ understanding on task. It included how far the students understood and


46

completed the task. The second aspect was pronunciation. It included how the

students pronounced the English words. The third aspect was grammar. It

included how the students produced the expressions in the correct form. The

fourth aspect was fluency. It included the students’ speed in delivering the speech.

The fifth and sixth aspects were politeness and enthusiasm. Those characteristics

included the students’ attitude in having communication with other people. Each

aspect was labeled by score one up to five. Each score had own criteria. The

criteria of each score could be seen below.

Table 3.1 The Rubric for Speaking Tests

No Aspect Score Criteria

1 Task

1 Minimal attempt to complete the task and/or responses

frequently inappropriate.

2 Partial completion of the task yet needs help in handling any

complication or difficulties.

3 Partial completion of the task, responses mostly appropriate

yet undeveloped.

4 Completion of the task responses appropriately and

adequately developed.

5 Completion of the task perfectly, responds with elaboration.

2 Pronun-

ciation

1 Frequent errors, little or no communication.

2 Some mispronunciations and a very heavy accent make

understanding difficult, require frequent repetition.

3 Mispronunciations do not interfere with understanding,

show the “foreign accent”

4 Errors in pronunciation are quite rare.

5 No conspicuous mispronunciations.

3 Grammar

1 Frequent inadequate and/or inaccurate use of basic language

structure.

2 Producing constant errors frequently shows uncontrolled of

using major patterns.

3 Producing constant errors that cause misunderstanding.

4 Producing some errors but it can be understood.

5 Control of grammar is good. Few errors, with no pattern of

failure.

4 Fluency

1 Speech is so halting with long pauses and/or incomplete

thoughts.

2 Speech is very slow and/or with frequent pauses, few and no

incomplete thoughts for short or routine sentences.


47

No Aspect Score Criteria

3 Speech is frequently hesitant; can manage to continue and

complete the idea.

4 Speech is occasionally hesitant, with some unevenness

caused by rephrasing and groping for words.

5 Speech is almost fluent, effortless and smooth, but

perceptibly non-native in speech and evenness.

5. Politeness

1 Showing uncooperative and irresponsible attitude, less

interaction and respect for others, not giving any respond.

2 Occasionally showing cooperation and respect for others,

sometimes giving the respond.

3 Showing cooperation and respect for others, always giving

the respond, but it requires motivation from the teacher.

4 Demonstrating respect most of the time, having good

interaction with the other students.

5 Always showing respect for others (both to the teacher and

classmates) and responsibility; can work well with everyone.

6 Enthu-

siasm

1 Consistently showing little or no effort; passive all the time.

2 Not putting forth an effort to be able to speak well; passive

most of the time.

3

Occasionally showing the effort to be able to speak well and

having acceptable demonstration of willingness to perform

to the best of his/her ability.

4

Having good demonstration of willingness to perform to the

best of his/her ability; occasionally working at a challenging

level.

5

Having excellent demonstration of willingness to perform to

the best of his/her ability; almost working at a challenging

level.

(Modified from: Sample Assessment Tools, page 4 and 30; A Collection of Performance

Task and Rubrics: Foreign Languages, page 39; Brown (2004, pp. 172-173; Hughes

(1989, pp. 111-112))

E. Data Analysis Technique

Merriam (2009) states that “data analysis is the process of making sense out

of data, which involves consolidating, reducing, and interpreting what people

have said and what the researcher has seen and read…It is the process of making

meaning” (p. 176). The data gathered before the implementation and during the

implementation were analyzed to find out whether or not cue cards used in the

teaching and learning activity could effectively and efficiently improve the

students’ speaking skill. The instruments that the researcher used to gather the


48

data were field notes, interview, observation checklist, questionnaire and speaking

test. Data gathered from questionnaire and speaking test were included in

quantitative data while data gathered from field notes, interview and observation

checklist were included in qualitative data.

The data gathered from the questionnaires were analyzed quantitatively and

qualitatively. The closed-ended questions were analyzed quantitatively and

presented in the form of numbers and percentage. The open-ended questions were

analyzed qualitatively and presented in the form of short descriptions. Since the

closed-ended questions in the questionnaire used Likert scale, the researcher

analyzed the students’ answers by using the formula which was defined by Hoel

(1971, p. 16) and Vaus (2002, pp. 193-195). The formula is presented as follows.

Note:

n : the number of the students who choose the option.

Σn : means the total number of the students

There were 10 items of closed-ended questions. The students had to put

check on the item which showed their responses. Each response had different

points: “Strongly agree” had 4 points, “agree” had 3 points, “disagree” had 2

points, and “strongly disagree” had 1 point. As a result, the lowest point of each

student was 10, while the highest point was 40. The mean score between 10 and

40 was 25. Hence, if the mean score equals to or is less than 25, it causes a

negative perception. The formula is clarified as follows.


49

(Hoel, p. 16)

The next data which would be analyzed were data gathered from the

speaking tests. The researcher conducted speaking tests in every cycle in order to

measure the students’ improvement in speaking. From this speaking test, the

researcher would know how effective and efficient the cue cards were. There were

six aspects that would be measured. They were the understanding of the task,

pronunciation, grammar, fluency, politeness and enthusiasm. The score for each

aspect was one and the maximum score was five. To find the final score, the

researcher used the formula defined by Brown (2004, p. 157) and Hughes (1989,

p. 220). Therefore, the final score for each student would be in the following

formula:

The results of the interviews were analyzed by summarizing and

paraphrasing the students’ answers. The interview data would be the confirmation

description to the results of the questionnaire. The data gathered from field notes

and observation checklist were analyzed by summarizing them into a form of

description. Then, data gathered from the interviews, questionnaire, field notes,

(Task+Pronunciation+Grammar+Fluency+Politeness+Enthusiasm) x 100

____________________________________________________________ = 100

30


50

observation checklist and speaking test would be the foundation of the final

conclusion.

To obtain the credibility and validity of the data, the researcher used data

triangulation. According to Johnson and Larry (2012), data triangulation was

defined as “the use of multiple data sources using a single method” (p. 270). In

this classroom action research, the data being triangulated were taken from

interviews, field notes, observation checklist, questionnaire and speaking tests.

Data triangulation would help the researcher to determine the relationship

among the results of the students’ speaking test, the student’ perception on the use

of cue cards in improving their speaking skill, and what happened in the

classroom during the implementation. This relationship would be the foundation

to answer how the cue cards improve the students’ speaking skill in X Kimia

Industri of SMK Negeri 2 Depok.

Data triangulation also helped the researcher to decide whether the

researcher needed to continue the cycle or to end the cycle. To end the cycle, the

researcher determined the criteria of success. There were two criteria of success.

The first one was 75% of the students got speaking scores more than the minimum

score, 75. The second criterion was the students perceived positively to use of cue

cards.

F. Research Procedure

This section provides the procedures done by the researcher. There were seven

steps. The explanation of each step is shown as follows.


51

1. Asking to Permission

To conduct the research in SMK Negeri 2 Depok, the researcher asked

permission letter to Dinas Pendidikan Kabupaten Sleman. Then, the researcher

went to the headmaster of SMK Negeri 2 Depok to get approval. After that, the

researcher met the English teacher who was recommended by the headmaster. The

researcher asked permission to conduct the research in one of the classes which

the teacher taught. At last, the teacher gave permission to the researcher to

conduct the research in X Kimia Industri.

2. Observing X Kimia Industri Class in SMK Negeri 2 Depok

The researcher observed the class to find out the problems faced by the

students in X Kimia Industri Class on 18 July, 8 August and 15 August 2014.

Besides observing the class, the researcher interviewed the students to know about

their needs in studying English and their knowledge about expressions in daily

conversation. In the end of this first step, the researcher analyzed the results of

the observation and interview.

3. Planning the Research

After observing the class, the researcher built the research strategy to

overcome the problem which had been analyzed. The researcher chose the

material and constructed the lesson plan for the teaching and learning process. In

this step, the researcher also chose what kinds of cue cards which are appropriate

to the students’ need and characteristics. Then, the researcher designed some

speaking activities or techniques to implement cue cards.


52

4. Preparing the Instruments

In this step, the researcher prepared all instruments which would be used in

the research. The instruments consisted of the instruments used before the

implementation and during the implementation.

5. Collecting Data

Collecting data started when the researcher implemented the cue cards to the

students in X Kimia Industri of SMK Negeri 2 Depok. During the implementation

of cue cards, the researcher observed everything happening in the classroom. To

observe the class, the researcher was helped by an observer and the English

teacher of X Kimia Industri of SMK Negeri 2 Depok. The observers completed the

field notes and observation checklist provided. Then, to dig up the students’

perception about the use of cue cards, the researcher distributed questionnaire and

conducted semi-structured focus group interview.

6. Analyzing and Reflecting the Data

In this step, the researcher analyzed the data gathered using data

triangulation. All of the data gathered corroborated with each other. The results of

corroborating were reflected in the end of every cycle. From the reflection in the

first cycle, the researcher knew what was still needed to improve in the next cycle.

From the reflection done at the end of the last cycle, the researcher concluded

whether or not cue cards could improve the students’ speaking ability.

7. Reporting

After completing the data analysis, the researcher wrote a report about the

results of this classroom action research.


53

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter discusses the results found in this research related to the use of

cue cards to improve the students’ speaking ability. The discussion is presented in

two main parts. The first part discusses the description of the use of cue cards to

improve the students’ speaking ability. The second part discusses the contribution

of cue cards to improve the students’ speaking ability.

The description of the use of cue cards in every cycle will be presented,

since this is classroom action research. This classroom action research was

conducted in three cycles. Each cycle consisted of planning, acting, observing and

reflecting. The first cycle was conducted on August 29th

, 2014. The second cycle

was conducted on September 5th

and 12th

, 2014. Then, the third cycle was

conducted on September 19th

and 26th

, 2014. The researcher distributed

questionnaires and conducted an interview in every cycle. The results of both

were analyzed to corroborate the results taken from the students’ speaking test,

observation checklist, and field notes.

A. The Description of the Use of Cue Cards

This section is divided into three parts. They are the use of cue cards in

cycle one, the use of cue cards in cycle two, and the use of cue cards in cycle

three. The first cycle was completed in one meeting, while each the second cycle

and the third cycle was completed in two meetings respectively. The duration of


54

each meeting was set to 90 minutes because the time allocation for English lesson

was two contact hours in which one contact hour consisted of 45 minutes.

Basically the researcher planned each cycle would be conducted in one

meeting. Nevertheless, after the first meeting, the researcher found that one

meeting was not enough to conduct all the learning steps in the 2013 Curriculum.

There were five learning steps in the 2013 Curriculum that should be applied in

the teaching and learning process. In addition, the topics for cycle two and three

were not familiar to the students. Thus, the researcher negotiated with the real

English teacher for X Kimia Industri class of SMK Negeri 2 Depok about the time

allocation. Finally we decided to set two meetings for each cycle two and three.

By doing so, all of the approaches in the 2013 Curriculum could be conducted

and the students would have more time to explore the new material.

1. The Use of Cue Cards in Cycle One

Before conducting cycle one, the researcher indentified the students’

problems by looking at the results of the observation. The most problematic

evidence that the researcher found in X Kimia Industri of SMK Negeri 2 Depok

was in speaking English. The students were not confident to speak in English.

The students admitted speaking in English was very hard and scary. The students

did not have any idea about what they were going to speak in the conversation.

The students had very limited English vocabulary that made them create filler

such as “ehmmmm….” The students were not accustomed to speaking English

spontaneously. When the students had to practice speaking in the class, the

students would like to ask the teacher to give extra time to write the script down


55

before they practiced. They did not have enough time to practice speaking. Their

time to practice speaking in the class or outside the class was limited so that the

students were never accustomed to speaking English. In addition, the results of

the speaking test for the first topic in the 2013 Curriculum was not satisfying

enough. Table 4.1 presents the results of the students’ speaking scores before the

implementation of cue cards.

Table 4.1 The Students’ Speaking Scores before

the Implementation of Cue Cards

Student Task Pronun-

ciation Grammar Fluency

Polite-

ness

Final

Score

Minimum Score

(75)

1 3 2 2 2 4 52.0 Need improvement




















21 2 2 2 2 4 480 Need improvement












Average 2.97 2.25 2.34 2.06 4 54.5


56

Based on Table 4.1, it can be seen that students’ speaking skill was very

poor. None of the students got score, 75, which was as the minimum score

decided by the school policy and the 2013 Curriculum. The average of the final

score was only 54.5. The students’ understanding about the task was 2.9, which

meant that the students could finish the task completely but the students needed a

confirmation from the teacher. The pronunciation of the students was the lowest

aspect. The average of the pronunciation score was 2.25 and it was rounded into

2. From the rubric of the speaking test (see Appendix 9), score 2 in the

pronunciation section means that the students mispronounced many words.

The students tended to produce frequent repetition that was difficult to be

understood. The grammar and the fluency of the students were also not good. The

average score for the grammar and the fluency was under 3. The students

produced constant errors frequently. The students did not master the use of

expressions in introducing. The students’ fluency was the lowest score in the

average. The speed was slow and there were frequent pauses. The students could

not complete the ideas even for short or routine sentences.

To solve the problem that the students faced, the researcher decided to use

cue cards in teaching speaking skill. The researcher conceived that cue cards

would be an alternative solution to solve the students’ problems. Cue cards

contained the texts and pictures which gave the ideas during the speaking. On the

other hand, cue cards combined with some teaching techniques required the

students be accustomed to speaking in English. Therefore, the students became

more confident and were not afraid of making mistakes. The detailed explanation


57

of the use of cue cards in cycle one would be presented in the explanation as

follows.

a. Planning

Considering the students’ problems, the researcher decided to use cue cards

as the media in teaching speaking skills. From the review of the theories in

Chapter Two, cue cards can help the students to improve their speaking skills. To

use the cue cards in cycle one, the researcher designed a lesson plan for one

meeting. The activities on the lesson plan were designed based on the steps in

Scientific Approach in the 2013 Curriculum that were necessary to be

accomplished by the students.

The researcher tried to design the classroom activities as interesting as

possible. It aimed to help the students to be more enthusiastic in class activities.

The approach that was used in cycle one was Scientific Approach which consisted

of 5 main activities, namely observing, questioning, experimenting, associating,

and communicating or networking.

In the planning stage, the researcher also designed the cue cards. In designing

the cue cards, the researcher considered the students’ need and the topic. The need

of vocational students in novice level was the students were able to speak for daily

conversation in English spontaneously. The topic for cycle one was Expressions

of Asking and Responding to Request. In cycle one, the technique used to

implement the cue cards was the card game. Playing the card game was chosen

since it was quite familiar to them. By playing the card game, the researcher

expected that the students were interested in doing the speaking activities.


58

To minimize the explanation, the researcher designed the handout. The

handout contained the examples of Expressions of Asking and Responding to

Request and the examples of the use of those expressions in dialogues. By using

the handouts, the students could read the materials by themselves so that the

researcher did not need to explain all materials. Otherwise, the researcher just

needed to deliver the main points to the students.

To assess the students’ improvement on their speaking skills, the researcher

prepared assessment sheet and rubric. The speaking aspects assessed were task

completion, pronunciation, grammar, and fluency. To support the assessment in

Curriculum 2013, there was also assessment for attitude. The attitude aspects

assessed here were politeness and enthusiasm since those characters were related

to the speaking ability.

b. Acting

In the acting stage, the researcher had a role as the classroom teacher. The

focus of the first cycle was helping the students be accustomed to speaking

English. The topic of the first cycle was Expression of Asking and Responding to

the Requests. The objectives of the lesson were the students were able to use the

Expressions of Asking and Responding to Requests and practiced the Expression

of Asking and Responding to Requests for daily conversational (see Appendix 1).

The researcher began the action by checking the student’s readiness to

follow the lesson. The first activity of Scientific Approach, which was observing,

was conducted by asking some students to stand up, open the window, close the

door, and take out the book using the Expression of Asking Request. Then, the


59

researcher asked the whole class to guess what the expression was. Because there

were a lot of answers from the students, the researcher needed to confirm the

correct answer and told that it was the material they were going to learn.

After the students knew the correct answer, the researcher asked the

students to observe the material by watching a video. The researcher asked the

students to watch and listen to the video carefully. The video was about a

conversation between two people using the Expression of Asking and Responding

to Requests. The speed of the speeches was not really fast, so it was easy to catch

the main idea of the conversation. The students watched the video twice. After the

second playing, the researcher gave some grading questions about the general idea

of the video. It aimed to dig up the students’ understanding about the conversation

they heard. There were only some students who could answer the questions. To

help the other students, the researcher confirmed the answers and asked some

students to repeat it.

The next activity for the students was to find out the Expressions of

Asking and Responding to Requests in the video. The students were successful in

finding all of the expressions. After that, the students repeated the conversation in

the video and identified the structure of the text. The repeating activity was so

useful for the students so they knew what the correct intonation was. Because the

time was so limited, the students only repeated the expression once. In identifying

the structure of the text, the teacher helped the students to conclude the formula of

making appropriate Expression of Asking and Responding to Requests.


60

The handout which was prepared by the researcher was distributed to the

students after formulating the sentences of Expressions of Asking and Responding

to Requests. To create deep understanding of those expressions, the researcher

asked the students to read. According to the 2013 Curriculum, after the students

observed the material that they were going to learn, the students asked questions

related to the material they were learning. This was the questioning activity. In

cycle one, this activity could not be conducted successfully although the

researcher had given the “hook” to encourage the students to be more critical.

Most of the students were still afraid of speaking English.

The next activity was experimenting. Cue card would be used in this step.

The researcher started the third step by showing a slide which consisted of a

picture and two words. From showing the slide, the teacher asked the students to

make Expressions of Asking and Responding to Requests. The researcher

prepared five slides to do this activity. This activity was the pre-work to

implement the cue cards.

In cycle one, the researcher conducted the card game to implement the cue

cards. This game aimed to make the students be accustomed to speaking English.

The card game required the students to repeat the sentences of Expressions of

Asking and Responding to Requests in many times.

To conduct the game, the researcher divided the students into seven

groups. There were 27 students so there were three up to four students in each

group. To explain the way to play the card game, the researcher invited four

students to come in front of the class. The researcher explained how to play the


61

card game and the rules of the game. This simulation was needed since the rules

of the game were quite a lot and the time was so limited. After everybody in the

class understood how to play it, the researcher allowed them to sit in group. Then,

the researcher distributed the cards and asked them to find difficult words.

The students started to play the card game by shuffling the cards. Then,

the cards were distributed to each member of the group. In the beginning, each

member of the group only got four cards. Then, the remaining cards were put in

the center. Most of the students understood how to play it because playing the

cards like this was quite familiar to them.

This game required the students to have interaction with their friends. This

game involved the students to use the Expressions of Asking and Responding to

Requests. To play this game, one of the members asked for a request to another

member using the clues provided in the card. If the member asked had the same

card, he or she gave the card to the one who asked for the request by giving the

positive response. If the student, who was asked, did not have the same card, he or

she could refuse the request by giving negative response. Meanwhile the student

who asked for the request took a new card from the remaining ones in the center.

The winner of the game was the one who could collect the twin cards the most.

Figure 4.1 A Cue Card for Expressions of Asking and Responding to Requests

(repair)

chain


62

Figure 4.1 is the example of cue cards used for Expressions of Asking and

Responding to Requests. On the cue cards for Expressions of Asking and

Responding to Requests, there would be a picture and two words. The word above

the picture was the verb while the word below the picture was the noun. Both the

words were related to the picture. This is the illustration of the interaction.

Figure 4.2 The Illustration of the Conversation

In situation 1, student A made an expression using the clues “repair” and

“chain.” Using those clues, student A asked a request to student B. In situation 1,

student B had the card which consisted of picture of chain, the words “repair” and

the word “chain.” So, student B gave the card while giving positive response. In

situation 2, student A asked an expression of request to student B using the clues

“repair” and “chain.” In situation 2, student B did not have the card which

consisted of picture of chain, the words “repair” and the word “chain.” Therefore,

student B did not give the card to student A. In this case, student B gave the

negative response while student A took a new card from the remaining card in the

center.

Situation 1

Student A : Can you repair the chain?

Student B : With pleasure. (Give the card to student A)

Situation 2

Student A : Can you repair the chain?

Student B : I am sorry, I can’t.

Student A : (Take a card from the remaining card in the center)


63

After finishing the game, the researcher asked the students about the game.

The researcher asked whether or not they enjoyed game. The students responded

positively. They answered that it was fun and they could understand better. To

confirm the students’ understanding, the teacher described some situations. From

the situations, the students were asked to make an Expression of Asking and

Responding to Request. Most of the students in X Kimia Industri of SMK Negeri

2 Depok were enthusiastic to complete the task.

c. Observing

The observing stage was done simultaneously with the acting stage. It could

not be separated. In the observing stage, the researcher observed every single

event happened during the teaching and learning activity. To do this observation,

the researcher was helped by observation checklists and the field note which were

completed by the observer.

In the beginning of the lesson, the first problem that was found by the

researcher was that the students were not ready to start the class. To make them

interested in this class, the researcher asked some students to do some actions

using the Expressions of Asking and Responding to Request. By doing so, the

students were curious about the material and ready to follow the lesson. The

researcher used a video which contained a conversation using Expressions of

Asking and Responding to Request to help the students conclude the material they

were going to learn. The students were interested in watching the video, listening

to the conversation and also repeating what the speakers said.


64

The second problem found in X Kimia Industri of SMK Negeri 2 Depok was

the students were afraid of speaking English. They were afraid of making

mistakes and were not confident of their pronunciation, grammar, and intonation.

It was shown when the researcher gave the questions in English. The students

tended to answer in Bahasa Indonesia. The use of cue cards in this cycle could

help the students to be more confident. The students tried hard to speak English.

There were 12 students who were still shy when the researcher stayed close to

them. They tended to speak in English slowly. The remaining students had been

good and confident in speaking.

The students looked so enthusiastic. They enjoyed the game very much. Most

of the students understood how to play it. The teacher moved around the class and

reminded the students to speak English. The teacher also reminded the students to

use various Expressions of Asking and Responding to Request.

Playing the card game was very useful for the students to understand the

expression deeper. It also gave more chance to practice making requests in many

situations so that the students were accustomed to speaking English. The students

also could add their vocabulary range since there were many new vocabularies

from this game. The cue card game in this cycle could be categorized as

meaningful drill (Paulston, 1970). Meaningful drill is the drill in which the

students must have understood completely in grammar and meaning although

there is still a pattern to control the response. The students must understand the

meaning of the cues to make a meaningful interaction with their friends.


65

Seeing the enthusiasm of the students when they were playing cue cards,

the researcher concluded that the goal of this material had been reached well. Cue

card really helped the students to understand the material deeper, gave the

students more speaking practice and increased their confidence to speak English.

d. Reflection

Reflecting on the findings in the cycle one, the researcher found that the

speaking skills of the students in X Kimia Industri of SMK Negeri 2 Depok

increased after they learned speaking by using cue cards. It could be seen from the

results of the speaking test in the end of the cycle. Table 4.2 is the students’

speaking scores in cycle one.

Table 4.2 The Students’ Speaking Scores in Cycle One

Student Task Pronun

-ciation Grammar Fluency

Polite-

ness

Enthu-

siasm

Final

Score

Minimum score

(75)

1 0 0 0 0 0 0 0 Absent

2 4 2 3 2 5 4 66.7 Need improvement

3 4 3 3 3 5 4 73.3 Need improvement 4 3 2 2 2 5 4 60.0 Need improvement 5 3 3 4 3 5 4 73.3 Need improvement 6 0 0 0 0 0 0 0 Absent

7 4 3 4 2 5 4 73.3 Need improvement 8 3 2 3 3 5 4 66.7 Need improvement 9 4 2 3 2 5 4 66.7 Need improvement 10 3 2 3 3 5 4 66.7 Need improvement 11 3 2 3 2 5 4 63.3 Need improvement 12 4 3 4 3 5 4 76.7 Successful

13 3 2 3 3 5 4 66.7 Need improvement 14 3 3 2 2 5 4 63.3 Need improvement 15 3 2 3 2 5 4 63.3 Need improvement 16 4 3 4 3 5 4 76.7 Successful 17 3 3 2 2 5 4 63.3 Need improvement 18 4 2 3 2 5 4 66.7 Need improvement 19 4 3 2 3 5 4 70.0 Need improvement 20 0 0 0 0 0 0 0 Absent

21 4 2 3 2 5 4 66.7 Need improvement 22 4 3 4 3 5 4 76.7 Successful 23 4 3 3 3 5 4 73.3 Need improvement 24 3 2 3 2 5 4 63.3 Need improvement 25 4 3 4 3 5 4 76.7 Successful


66

26 0 0 0 0 0 0 0 Absent

27 4 3 4 3 5 4 76.7 Successful 28 3 2 2 2 5 4 60.0 Need improvement 29 4 2 4 2 5 4 70.0 Need improvement 30 3 3 2 3 5 4 66.7 Need improvement 31 4 3 4 3 5 4 76.7 Successful 32 4 3 4 3 5 4 76.7 Successful

Average 3,07 2,54 3,14 2,5 5 4 69.17

In Table 4.2, it could be seen that the students’ speaking scores were getting

increased. Although the average score was still under the minimum score in the

2013 Curriculum, the students’ speaking scores in the cycle one was better than

those in the preliminary study. Seven of the 28 students (25%) got scores more

than the minimum score, 75. The remaining students got scores under the

minimum score, 75. Their weaknesses were still in fluency and pronunciation.

Their average scores for the fluency and the pronunciation were still under the

score 3. Their average scores for the understanding of the task and the grammar

were above the score 3 but it still needed improvement.

The data gathered from the questionnaire showed that the students showed

positive perception to the use of cue cards in cycle one. The questionnaire was

distributed to the students who were present in the class. There were 28 students

but one student did not return the questionnaire. As described in Chapter Three,

the researcher calculated its mean score to conclude the data gathered from the

questionnaire. The perception is positive if the mean score is higher than 25. If the

mean score equals or is less than 25, it means that the students have a negative

perception.

In Table 4.3, the researcher could see the students’ perception about the use

of cue cards to improve their speaking skill in cycle one. In Table 4.3, the mean


67

score was 31.74, which meant that the mean score was higher than 25. It could be

concluded that the students’ perception about the use of cue cards in cycle one

was positive. The following table is the results of the questionnaire in cycle one.

Table 4.3 The Results of the Questionnaire in Cycle One

No Statements

Strongly

Disagree

(1)

Disagree

(2)

Agree

(3)

Strongly

Agree

(4)

1. Cue cards improve my English

speaking ability. 0

(0.00%)

2

(7.40%)

21

(77.77%)

4

(14.81%)

2. Cue cards give me the idea of

what I am going to say. 0

(0.00%)

0

(0.00%)

19

(70.37%)

8

(29.6%)

3. I can speak more fluently after

learning English using cue cards. 0

(0.00%)

2

(7.40%)

21

(77.77% )

4

(14.81%)

4. I can speak more confidently

after learning English using cue

cards

0

(0.00%)

2

(7.40%)

21

(77.77%)

4

(14.81%)

5. I can speak naturally after

learning English using cue cards 0

(0.00%)

1

(3.70%)

21

(77.77%)

5

(18.52%)

6. I can speak spontaneously after


(0.00%)

4

(14.81%)

16

(59.25%)

7

(25.93%)

7. I am happy to study English

speaking using cue cards. 0

(0.00%)

0

(0.00%)

20

(74.07%)

7

(25.93%)

8. Cue cards in teaching and

learning English is attractive. 0

(0.00%)

0

(0.00%)

24

(88.88%)

3

(11.11%)

9. Cue cards motivate me to

participate more actively in the

teaching-learning activities.

0

(0.00%)

0

(0.00%)

18

(66.66%)

9

(33.33%)

10. Using cue cards in teaching and

learning English is very useful. 0

(0.00%)

1

(3.70%)

18

(66.66%)

8

(29.6%)

Total X 0 12 199 59

Total X Point 0 24 597 236

Total Points 857

Mean 31.74

In general, the use of cue cards was running in accordance with the lesson

plan. The evidence was provided through field notes and observation checklist

filled in by the observer. The data gathered from observation checklist and field


68

notes presented that the students showed positive attitude to the implementation of

cue cards. The students were enthusiastic in playing the card game. They could

cooperate well with their peers. The students did the instructions given well. Some

students had dared to speak English for simple expression like “May I go to the

toilet?” or “Would you repeat once again, Miss?” The students also started to give

the responses in English like “all right, Miss” or “with my pleasure.” The students

had tried to reduce the words “sip” and “siap.”

Although the results of the speaking performances were getting better and the

students showed positive attitude to the use of cue cards, the researcher would like

to conduct the second cycle. The data gathered from the interview and

questionnaire showed that there were a lot of things that should be improved. Here

are the problems which were still found in the first cycle.

1) The students needed extra time to explore the new words. There were some

unfamiliar words for them. The students, who did not pay attention to the

researcher, did not know the meaning of the words and how to pronounce the

words properly. It was necessary to find the effective activity to introduce the

new words.

2) The students did not know the correct pronunciation of some words, for

example arrange, broth, carburetor, create, manufacture, pepper, polish,

rope, soak, and vegetable. The researcher would pay more attention to the

pronunciation and intonation since the pronunciation and intonation were two

of the requirements in having good speaking skill.


69

3) The rules of the game were still quite confusing for the students although the

researcher provided the simulation.

4) Some students admitted that the cards were so small. It was difficult to shuffle

the card.

Based on this reflection in cycle one, the researcher decided to continue the

second cycle. The second cycle focused more on how the students developed the

idea when they were speaking. They needed to manage their idea to reduce

unnecessary pauses. In cycle two, the researcher would like to add a speaking

activity by using communication cards.

2. The Use of Cue Cards in Cycle Two

The second cycle was conducted on the 5th

and 12th

of September 2014. The

focus of the second cycle was on how the students developed the idea when they

were speaking. To conduct the second cycle, the researcher still followed the

stages of classroom action research proposed by Kemmis and McTaggart (1988).

The detailed explanation of the use of cue cards in cycle two would be presented

in the following explanation.

a. Planning

The researcher designed lesson plan as the guidelines to conduct the second

cycle. Cycle two was designed to solve the problems found in the first cycle of the

research. From the reflection done in the first cycle, the researcher focused more

on how the students developed the idea when they were speaking. The activities


70

on the lesson plan of cycle two were designed based on the standard competence

in the 2013 Curriculum that should be accomplished by the students.

In the planning stage of the second cycle, the researcher also designed the cue

cards, which were the main media applied in this research. The topic for cycle two

was Expressions of Giving and Responding to Compliments. In cycle two, the

techniques that were used to implement the cue cards were the card game and

communication card. Communication card contained the clues which involved

two students to make dialogue spontaneously.

The researcher also designed handouts to minimize the explanation. The

handouts contained the examples of Expressions of Giving and Responding to

Compliments and the examples of the use of those expressions in dialogues. By

using the handouts, the students could read the materials by themselves so that the

researcher did not need to explain all materials. Otherwise, the researcher just

needed to deliver the main points to the students.

To help the students who still had difficulty in understanding the meaning,

the researcher provided Power Point slides. On the slide, the researcher showed

the words and asked the students to find the difficult ones. It also gave chances to

the students to ask about the pronunciation of the words.

The researcher prepared the assessment sheet and also the rubric to assess the

students’ ability in speaking. The speaking aspects assessed were task completion,

pronunciation, grammar, and fluency. There was also assessment for attitude to

support the assessment in the 2013 Curriculum. The attitude aspects assessed here

were politeness and enthusiasm.


71

b. Acting

In cycle two, there were two meetings. Each meeting consisted of 90 minutes.

The first meeting would be allocated to identify the pattern of Expression of

Giving and Responding to Compliments and to practice using the Expression of

Giving and Responding to Compliments in the form of meaningful drills.

Meanwhile, the second meeting would be used to practice the Expression of

Giving and Responding to Compliments for daily conversation. In this meeting,

the students would have speaking test.

1) First Meeting

In the beginning of the class, the students did not know the meaning of the

word “compliment”. It was not familiar for them. The researcher needed to give

brief illustration about it. In the observing activity, the students observed the

Expression of Giving and Responding to Compliments by watching a video. The

students watched the video three times. After the second playing, the teacher gave

some grading questions related to the general idea of the video to dig up the

students’ understanding. After the third playing, the students were asked to

mention the Expressions of Giving and Responding to Compliments. The students

successfully mentioned all of the expressions. The same as the previous cycle, the

students repeated the conversation in the video and indentified the structure of

Expressions of Giving and Responding to Compliments. Repeating the

conversation was important in order to know the correct intonation while

identifying the structure of those expressions helped the students produce the

expression with correct grammar.


72

Due to the second activity of Scientific Approach which was questioning, the

students were expected to ask about the material. There was one student who

asked about adverbial of manner. The researcher invited the whole class to discuss

the questions since the understanding of adverbial of manner was quite important.

Fortunately, the students’ understanding about adverbial of manner was quite

good. Therefore it did not take a long time.

The next activity was experimenting. In this activity, the students experienced

to use the expressions. To give the experience, the researcher provided the card

game. The nature of the card game in cycle two was almost the same as the game

in cycle one. The goal of the card game in cycle two was the students were

accustomed to speaking English and able to produce the Expressions of Giving

and Responding to Compliments in correct pronunciation, intonation and

grammar. The technique used was meaningful drill, which was proposed by

Paulston (1970).

The researcher showed a slide which consisted of the words they were going

to use. This slide helped them to know the meaning and the pronunciation of the

words. This activity was important since the students’ vocabulary was still limited

and the students did not know the correct pronunciation. After that, the researcher

explained how to play the card game in this cycle. As the pre-work to conduct the

game, the researcher showed a slide which contained a picture and two words.

From showing the slide, the researcher asked the students to make an Expression

of Giving and Responding to Compliments. Then, the researcher showed some

other slides and gave the same task.


73

The rules of the game were almost similar to the previous one. The students

sat in a group that consisted of four people. Every group got a set of cards. A set

of cards consisted of 25 pairs of cards. The total of the cards in one set of the card

game were 50 cards. After the cards were shuffled, the cards were distributed to

each member in the group. However, not all cards were distributed. In the

beginning, each member of the group only got four or five cards. The remaining

cards were put in the center.

The card game required the students to have interaction with their friends.

This game involved the students to use the Expressions of Giving and Responding

to Compliments. To play this game, one of the members gave a compliment to

another member using the clues provided in the card. If the member who was

asked had the same card, the one who produced the compliment gave the cards to

the one who was asked. The one who got the cards gave the response. If the

students asked, did not have the same card, he or she could not get the card.

Meanwhile the one who produced the compliment took a new card from the

remaining ones in the center. The winner of the games was the one who could

collect the twin cards the most.

Figure 4.3 A Cue Card for Expressions of Giving and Responding to Compliments

[cool]

car


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Figure 4.3 is the example of the cue card used in the Expression of Giving

and Responding to Compliments. On this cue card, there would be a picture and

two words. The word above the picture was the adjective while the word below

the picture was the noun. Both the words were related to the picture. This is the

illustration of the interaction.

Figure 4.4 The Illustration of the Conversation

In situation 1, student A gave an expression of compliment to student B

using the clues “cool” and “car.” In situation 1, student B had the card which

contained picture of car, the words “cool” and the word “car.” Therefore, student

A gave the card to student B. Student B received the card while giving the

response. In situation 2, student A gave an expression of compliment to student B

using the clue “cool” and “car.” In situation 2, student B did not have the card

which consisted of picture of chain, the words “cool” and the word “car.”

Therefore, student B did not receive the card and prepared another reason to

respond to it. Meanwhile, student A took a new card from the remaining card in

the center.

Situation 1

Student A : What a cool car!

Student B : It’s kind of you to say that. (Get the card from student A)

Situation 2

Student A : What a cool car!

Student B : Yes, you are right, but this is not mine/ exactly. It is John’s car.



75

After finishing the game, the researcher asked the students about the game

whether or not they enjoyed game. The students responded positively. They

enjoyed the game because it was fun and interesting. The students admitted that

they could understand the Expression of Giving and Responding to Compliments

better.

2) Second Meeting

Continuing the first meeting, the objective of second meeting was the

students could practice the Expression of Giving and Responding to Compliments

in the daily conversation. In the beginning, the researcher reviewed the previous

meeting. Most of the students remembered the previous material but they failed to

make Expression of Giving and Responding to Compliments in the form of

“how.”

After the students remembered on how to make Expression of Giving and

Responding to Compliments properly, the researcher continued the next activity

in the Scientific Approach. It was associating activity. The researcher gave

examples of Expression of Giving and Responding to Compliments in Bahasa

Indonesia to some students. Most of the students did not respond to the

expression. There were a few students who said “Terimakasih.” After asking

some students, the researcher asked the whole class to compare the Expression of

Giving and Responding to Compliments in Indonesian and Western cultures.

There was one student who answered that sometimes he felt uneasy if he

responded to compliment. He was afraid if the other people thought that he was


76

arrogant. There was a nice discussion. It helped the student to build their

characteristic as young people.

The next activity, which was communicating, was started by providing the

students a dialogue. The students were asked to read the dialogue. Comprehension

questions were given to dig up the students’ understanding about the dialogue.

The students also tried to read the dialogue loudly to practice their pronunciation.

Basically, this dialogue was used to help the students to perform a dialogue using

communication cards provided in front of the class. The following pictures are the

examples of communication cards used to build a conversation.


77

Figure 4.5 Communication Cards for Expression of

Giving and Responding to Compliments

Figure 4.5 is a set of communication cards. A set of communication cards

consisted of two cards because it involved two students. Every student got one

card. The phrases, words or picture would be the guidance for the students to

build a conversation with their pairs. On the card, there were numbers which

showed the order of the conversation. To have this kind of activity, the researcher

prepared 16 sets of communication cards.

c. Observing

The observing stage of cycle two was done simultaneously with the acting

stage. In the observing stage, the researcher observed every single event happened

during the teaching and learning activity. To observe the acting stage, the

researcher was helped by observation checklist and field notes filled in by the

observer.

In the beginning of the class, the observing activity was really needed by

the students since the students did not have any knowledge about the compliment.

In the first meeting, the students observed the Expressions of Giving and

Responding to Compliments using a video. The video contained a conversation

between two people about those expressions. In the second meeting, a discussion

about those expressions was needed to remind the students about the previous

material.

During the implementation of cue cards, the students looked enthusiastic.

The students were interested in playing the card game and performing in front of


78

the class using communication cards. In the first meeting, the focus of playing the

card game was to make the students be accustomed to speaking the Expressions of

Giving and Responding to Compliments in English. By playing card game, the

students did not realize that they were learning a language. When they were

playing the card game, the students did not realize that they were repeating the

patterns of an expression in English.

Showing a slide that contained the words which the students were going to

use to play the card game was helpful for the students since the students did not

know the meaning of certain words. It gave the students chances to ask about the

pronunciation of the words. It aimed to make the card game more meaningful.

Thus, when the students were playing card game, the students also learned to

produce the expressions in the correct grammatical and pronunciation.

In the second meeting, the cue cards used were in the form of

communication cards. Communication cards were designed to make the students

build a communication using the information provided. Most of the students were

enthusiastic to perform a dialogue using the cue cards. The students’ speech was

better than the previous cycle. They could speak with few pauses. The students

could follow the cues provided on the cards. The students could produce the

meaningful conversation with their pairs. However, there were a lot of

mispronunciations that the students made but it was not as many as in the cycle

one.

Generally, the teaching steps were conducted very well. The activity that

had been prepared could attract the students to speak actively. The objectives in


79

the first meeting and the second meeting could be reached. The students were

enthusiastic to perform in front of the class. They felt confident to speak in

English. The students also had more time to practice speaking English. Most of

the students could understand how to give and respond to a compliment correctly.

There were still only seven students who were still passive and needed more

encouragement. The thing that should be improved from this teaching and

learning process was the students’ pronunciation. Some of the students did not

care how they pronounced the words.

d. Reflection

Reflecting on the findings in the cycle two, the researcher found that the

speaking skills of the students in X Kimia Industri of SMK Negeri 2 Depok

showed significant improvement. It could be seen from the results of the speaking

test in the end of the cycle. The students’ speaking scores in cycle two was better

than those in cycle one. The students were enthusiastic to speak in front of the

class. The students also looked more confident when they were playing the card

game and performing the dialogue in front of the class.

Table 4.4 is the results of the students’ speaking test. In Table 4.4, it could

be seen that 17 of the 31 students (54%) got scores more than the minimum score,

75. Fourteen students got scores under 75. The students’ understanding of tasks

was getting better. The students could follow the instruction and cooperated well

with their peers. Their fluency was also getting better. Since they practice

producing the expressions for many times, they had been accustomed to speaking

English. Their politeness and enthusiasm were also getting better since they


80

showed polite interaction to the teacher and to their peers. The following table is

the results of students’ speaking test in cycle two.

Table 4.4 The Students’ Speaking Scores in Cycle Two

Students Task Pronun-


Polite-

ness

Enthu-

siasm

Final

Score

Minimum score

(75)

1 4 3 4 3 5 5 80.0 Successful


3 4 3 4 3 5 4 76.7 Successful




7 4 3 4 4 5 5 83.3 Successful


9 4 3 4 3 5 5 80.0 Successful



12 4 3 4 4 5 4 80.0 Successful




16 4 3 4 4 5 5 83.3 Successful


18 4 3 4 3 5 5 80.0 Successful

19 4 3 4 3 5 5 80.0 Successful

20 4 3 4 4 5 5 83.3 Successful

21 4 3 3 3 5 5 76.7 Successful

22 4 3 4 4 5 4 80.0 Successful

23 4 3 4 3 5 5 80.0 Successful


25 4 3 4 3 5 5 80.0 Successful


27 4 3 4 3 5 5 80.0 Successful


29 4 3 4 2 5 5 76.7 Successful

30 0 0 0 0 0 0 0 Absent

31 4 3 4 3 5 5 80.0 Successful

32 4 3 3 4 5 5 80.0 Successful

Average 3.56 2.72 3.59 3.19 5 4.53 75.30

The data gathered from questionnaire showed that there was positive

perception to the use of cue cards in cycle two. Questionnaire was distributed to


81

the students who were present in the class. There were 31 students who were

present in the second meeting of cycle two. The following table is the results of

questionnaire in cycle two.

Table 4.5 The Result of the Questionnaire in Cycle Two

No Statements Strongly

Disagree Disagree Agree

Strongly

Agree

1 Cue cards improve my English

speaking ability. 0

(0.00%)

1

(3.26%)

22

(70.97%)

8

(25.80%)

2 Cue cards give me the idea of


(0.00%)

0

(0.00%)

19

(61.30%)

12

(38.71%)

3 I can speak more fluently after


(0.00%)

1

(3.26%)

18

(58.06%)

12

(38.71%)

4

I can speak more confidently


cards

0

(0.00%)

0

(0.00%)

20

(64.52%)

11

(35.49%)

5 I can speak spontaneously after


(0.00%)

2

(6.45%)

20

(64.52%)

9

(29.03%)

6 I can speak naturally after


(0.00%)

0

(0.00%)

24

(77.42%)

7

(22.58%)

7 I am happy to study English


(0.00%)

0

(0.00%)

15

(48.39%)

16

(51.61%)

8 Cue cards in teaching and


(0.00%)

0

(0.00%)

17

(54.80%)

14

(45.16%)

9

Cue cards motivate me to



0

(0.00%)

0

(0.00%)

21

(67.74%)

10

(32.26%)



(0.00%)

0

(0.00%)

16

(51.62%)

15

(48.38%)

Total X 0 15 202 94


Total Points 1012

Mean 32.65

In Table 4.5, the researcher could see the students’ perception about the use

of cue cards to improve their speaking skill. As described in Chapter Three, the

researcher calculated its mean score to conclude the data gathered from the



82


perception. In Table 4.5, the mean score was 35.16. It could be concluded that the

students’ perception about the use of cue cards was positive.

The same as the previous cycle, the use of cue cards was running in

accordance with the lesson plan. The evidence was provided through field notes

and observation checklist filled in by the observer. Through the observation

checklist and field notes, the data presented that the students showed positive

attitude to the implementation of cue cards. They were enthusiastic in playing the

card game and performing the dialogue. They also could cooperate well with the

other students.

Although the results of the speaking performance were getting better and the

students’ perception about the use of cue cards was positive, the researcher needed

to conduct the third cycle. The third cycle was still needed since only 54 % of the

students in X Kimia Industri of SMK Negeri 2 Depok got scores more than the

minimum score, 75. On the other hand, there were two problems still found in the

second cycle. The first problem was the time allocation to play the card game and

perform the dialogue was too short. The second problem was the students’

pronunciation was still weak. In the next cycle, the researcher would use another

technique in using cue cards to confirm that the students’ speaking skill had

improved.

3. The Use of Cue Cards in Cycle Three

The third cycle was conducted on 19th

and 26th

September 2014. Based on the

reflection on the previous meeting, the researcher focused more on building the


83

idea in order to be able to speak fluently. The third cycle of the research still

followed the stages of classroom action research proposed by Kemmis and

McTaggart (1988). The detailed explanation of the use of cue cards in cycle three

would be presented in this following explanation.

a. Planning

The researcher designed lesson plan as the guidelines to conduct the third

cycle. In cycle three, the researcher focused more on building the idea in order to

be able to speak fluently. The activities on the lesson plan in cycle three were

designed based on the standard competence in the 2013 Curriculum that should be

accomplished by the students.

In planning stage of the third cycle, the researcher designed the cue cards. In

designing the cue cards, the researcher still considered the students’ need and the

topic. The students’ need here was the students should be able to speak in English

spontaneously in daily conversation. The topic for cycle three was Expressions of

Plans and Intentions. In cycle three, the techniques used to implement the cue

cards were the card game and the communication game. Communication cards

used in cycle three were different from communication cards in cycle two.

Communication cards in cycle three were simpler and there were fewer words.

Those would be challenging for the students to develop the idea.

To minimize the explanation, the researcher designed handouts. The handouts

contained the examples of Expression of Plans and Intentions and the examples of

the use of those expressions in dialogues. Using the handouts, the students could

read the materials by themselves so that the researcher did not need to explain all


84

materials. Otherwise, the researcher just needed to deliver the main points to the

students.

To help the students who still had difficulties in understanding the meaning,

the researcher provided Power Point slides. On the slides, the researcher would

show the words used in the card game and communication game. Then, to assess

the students’ ability in speaking, the researcher prepared the assessment sheet and

the rubric. The speaking aspects assessed were task completion, pronunciation,

grammar, fluency, politeness and enthusiasm.

b. Acting

In cycle three, there were two meetings. Each meeting consisted of 90

minutes. The first meeting would be allocated to identify the pattern of Expression

of Plans and Intentions. Meanwhile, the second meeting would be used to practice

using the Expression of Plans and in the form of meaningful drills and practice the

Expression of Plans and Intentions for daily conversation.

1) First Meeting

Because the time allocation was only 70 minutes and the students were still

weak in recognizing future tense, the researcher did not apply any cue cards in this

meeting. The objective of the lesson in the first meeting was the students were

able to identify the Future Tense which was the foundation of using the

Expression Plans and Intentions. The students really needed to understand how to

construct appropriate future sentences.

The activities of first meeting consisted of observing, questioning, and

experimenting. In observing activity, some students were invited to write their


85

plans for Saturday night. Through the plans that the students wrote, the researcher

invited them to identify the structure of Future Tense. In identifying the tenses,

the researcher guided them to make the negative and the interrogative of Future

Tense. After indentifying the structure, the students were given chance to ask

about the material. There were some students who asked about the difference of

using “be going to” and “will.” After the discussion, the researcher continued the

next activity which was experimenting. The activity for the students was listening

to the words and phrases related to the dialogue which they were going to listen.

2) Second Meeting

The focus of meeting two in the cycle three was applying all the cue cards to

develop their idea in speaking. There were two kinds of cue cards which were

going to be applied. The first cue cards were for playing the card game and the

second ones were for making dialogue.

There were only three activities of Scientific Approach which would be

applied. The first activity, which was observing activity, was done by asking the

students to imagine what they were going to do on holiday. After around three

minutes, the students were asked to share their imagination. There were three

students who shared their imagination. The three students could reveal their

imagination using simple present tense and future tense. Although they made

some mistakes, it was good. The students had been confident to speak for the

whole class. This technique aimed to remind them about the previous material.

Observing step ended after reviewing the use of “be going to” and “will.”


86

The second step, which was experimenting, was done by applying cue cards

in the form of card game. The pre-work for this game was the same as the

previous game. The teacher showed a slide contained a picture and two words,

which were as the clues to make future tense.

Figure 4.6 A Cue Card for Expressions of Plans and Intentions

On the cue cards for Expressions of Plans and Intentions, there would be a

picture and two words. The word above the picture was the verb, while the word

which the picture was the noun. Both the words were related to the picture.

The rules of the game were almost the same as the previous ones. The

students sat in a group which consisted of four people. Every group got a set of

cards. After the cards were shuffled, the cards were distributed to each member of

the group. However, not all cards were distributed. In the beginning, each member

of the group only got four cards. Then, the remaining cards were put in the center.

Most of the students understood how to play this game because playing cards like

this was quite familiar for them.

This game required the students to have interaction with their friends. This

game involved the students to use the Expressions of Plans and Intentions. To

(repair)

chain


87

play this game, one of the members asked about a plan to another member using

the clues provided in the card. If the member who was asked had the same card,

he or she gave the card to the one who asked. If the one who was asked did not

have the same card, the one who asked took a new card from the center. The

winner of the games was the one who could collect the twin cards the most. This

is the illustration of the interaction using the cue cards in cycle two.

Figure 4.7 Illustration of the Conversation

In situation 1, student A made an expression using the clues “repair” and

“chain.” Then, student A asked a plan to student B. In situation 1, student B had

the card which consisted of picture of chain, the word “repair” and the word

“chain.” Therefore, student B gave the card to student A. Meanwhile in situation

2, student B did not have the card which consisted of picture of chain, the word

“repair” and the word “chain.” Therefore, student B did not give the card to

student A. In this case, student B told a reason while student A took a new card

from the remaining card in the center.

Situation 1

Student A : Are you going to repair the chain? / Will you repair the chain?

Student B : With pleasure. (Give the card to student A)

Situation 2

Student A : Are you going to repair the chain? / Will you repair the chain?

Student B : No, I am not. My chain is not broken.



88

The next activity, which was communicating, was started by providing the

students a dialogue. The students were asked to read the dialogue. Comprehension

questions were given to dig up the students’ understanding about the dialogue.

The students also tried to read the dialogue loudly to practice their pronunciation.

This dialogue was an illustration of the dialogue they were going to perform using

communication cards provided. The pictures in Figure 4.8 are the examples of

communication cards used to build a conversation.

Figure 4.8 Communication Cards for Expression of Plans and Intentions

The pictures in Figure 4.8 are the examples of communication cards which

used in cycle three. On the cards, there were some pictures and clues for holiday

plans. This communication game involved two students to have dialogue of

planning during the holiday. There were eight sets of communications cards.

There were 16 groups that practiced speaking in front of the class. Thus, one set

of communication cards would be performed twice.


89

c. Observing

The observing stage of cycle three was done simultaneously with the acting

stage. In the observing stage, the researcher observed every single event happened

during the teaching and learning activities. To observe in the acting stage, the

researcher was helped by observation checklist and field notes written by the

observer.

In the first meeting of cycle three, the focus was helping the students to

understand the structure of future tense since the students’ understanding of future

tense was weak. This meeting was very important for the speaking activities on

the second meeting of cycle three. Future tense was the foundation of using the

Expression of using the Expression of Plans and Intentions.

On the first meeting, the students studied deep on how to produce Future

Tense using “will” and “be going to.” They also learned how to produce the

negative sentences, interrogative sentences and WH questions. On the first

meeting, there was not any implementation of cue cards.

Cue cards were started to be implemented in the second meeting of cycle

three. The first cue cards implemented were used for playing the card game.

During the card game, the researcher observed the class and made sure that the

students really spoke in English. The researcher found that the students used the

variations of Expression of Plans and Intentions. The students had been

accustomed to speaking English. They were not shy and did not reduce their voice

volume when the teacher observed them closely.


90

On the second implementation of cue cards, the students performed a

dialogue using the communication cards. Before performing, the researcher

introduced them an example of dialogue. Then, the students were given five

minutes to prepare the dialogue. Surprisingly, the students could perform dialogue

very well. The students were successfully in making questions using “be going

to.” They could produce long sentences. Their fluency also had been improved.

There were fewer unnecessary pauses so that the students could speak more

naturally.

d. Reflection

Reflecting on the findings in the cycle three, the researcher found that the

speaking skills of students in X Kimia Industri of SMK Negeri 2 Depok was

getting better after they learned speaking by using cue cards. It could be seen from

the results of the speaking test in the end of the cycle. The students’ speaking

scores in the third cycle was better than those in the previous cycles. Cue cards in

the third cycle of this research had successfully helped the students to improve

their speaking ability.

Table 4.6 shows the students’ speaking scores in cycle three. In table 4.6, it

could be concluded that students’ speaking ability was increasing. Twenty eight of

the 32 students (88%) got scores more than the minimum score, 75. Only four

students got scores less than the minimum score in the 2013 Curriculum. The

average score of the students’ understanding of tasks was above 4, which meant

that the students could complete the task appropriately. Some of them built a

conversation with some elaboration. The use of expression was getting better.


91

During the speaking test, the students produced appropriate grammar and could

reduce the mistakes. Their fluency was also getting better. They could produce

long sentences without any mistakes. Table 4.6 is the results of students’ speaking

test in cycle three.

Table 4.6 The Students’ Speaking Scores in Cycle Three

Student Task Pronun

-ciation Grammar Fluency

Polite

-ness

Enthu

-siasm

Final

Score

Minimum score (75)

1 4 3 4 3 5 5 80.0 Successful

2 4 3 4 4 5 5 83.3 Successful

3 4 3 4 4 5 4 80.0 Successful


5 4 3 4 3 5 4 76.7 Successful


7 4 3 4 4 5 5 83.3 Successful


9 4 3 5 4 5 5 86.7 Successful

10 4 3 4 4 5 4 80.0 Successful

11 3 3 4 4 5 5 80.0 Successful

12 5 3 5 4 5 4 86.7 Successful

13 4 3 4 4 5 4 80.0 Successful

14 4 3 3 4 5 4 76.7 Successful

15 4 2 4 4 5 4 76.7 Successful

16 5 3 5 4 5 5 90.0 Successful

17 4 3 3 4 5 5 80.0 Successful

18 4 3 4 5 5 5 86.7 Successful

19 4 3 4 5 5 5 86.7 Successful

20 5 4 4 4 5 5 90.0 Successful

21 5 3 3 5 5 5 86.7 Successful

22 5 4 4 5 5 4 90.0 Successful

23 5 3 4 4 5 5 86.7 Successful

24 4 3 4 3 5 4 76.7 Successful

25 5 3 4 4 5 5 86.7 Successful

26 4 3 3 4 5 4 76.7 Successful

27 5 3 4 4 5 5 86.7 Successful

28 4 3 4 3 5 4 76.7 Successful

29 4 3 4 4 5 5 83.3 Successful


31 5 3 4 5 5 5 90.0 Successful

32 5 3 4 4 5 5 86.7 Successful

Average 4,16 3.03 3,84 3,94 5,00 4,53 81.67

The data gathered from questionnaire showed that students’ perception about

the use of cue cards to improve their speaking ability in cycle three was positive.


92

There were 32 students who filled in the questionnaire. Table 4.7 shows the

results of questionnaire distributed in cycle three.

Table 4.7 The Results of Questionnaire in Cycle Three

No Statements

Strongly


Strongly

Agree

1. Cue cards improve my English

speaking ability. 0

(0.00%)

1

(3.12%)

20

(62.5%)

10

(31.25%)



(0.00%)

0

(0.00%)

20

(62.5%)

12

(37.5%)

3. I can speak more fluently after


(0.00%)

0

(0.00%)

19

(59.38%)

13

(40.62%)



cards

0

(0.00%)

2

(6.25%)

21

(65.6%)

9

(28.12%)



(0.00%)

1

(3.12%)

21

(65.6%)

10

(31.25%)

6. I can speak spontaneously after


(0.00%)

0

(0.00%)

22

(68.75%)

10

(31.25%)



(0.00%)

1

(3.12%)

17

(53.13%)

14

(43.75%)



(0.00%)

0

(0.00%)

17

(53.13%)

15

(46.87%)




0

(0.00%)

0

(0.00%)

19

(59.38%)

13

(3.12%)



(0.00%)

0

(0.00%)

15

(46.87%)

17

(53.13%)

Total X 0 5 191 125


Total Points 1093

Mean 34.15

In table 4.7, the researcher could see the students’ perception toward the use

of cue cards to improve their speaking skill. As described in Chapter Three, the

researcher calculated its mean score to conclude the data gathered from the




93

perception. In table 4.7, the mean score was 32.40. It could be concluded that the

students’ perception about the use of cue cards was positive.

The second part of questionnaire, which consisted of five open-ended

questions, showed the students’ personal opinions about the use of cue cards in

teaching and learning. According to the students, cue cards were very useful in

learning speaking skills. The cues on the cards helped the students to speak

spontaneously. Moreover, learning speaking using cue cards was interesting and

did not make them felt bored or sleepy. It was also fun and did not make them

afraid although the chances of speaking English were a lot.

The interview was conducted after the students filled in the questionnaire

since the goal of conducting interview was to confirm the students’ answers in the

questionnaire. The students also confirmed that the cue cards were very useful in

learning speaking skills. The students confirmed that cue cards helped them to

understand the material faster and deeper. The students also admitted that they felt

more confident because they had practiced to produce those expressions for many

times.

The same as the previous cycle, the use of cue cards was running in

accordance with the lesson plan. The evidence was provided through field notes

and observation checklist filled in by the observer. Through the observation

checklist and field notes, the data presented that the students showed positive

attitude to the use of cue cards. The students were enthusiastic in playing the card

game and performing the dialogue.


94

The researcher stopped the cycle in cycle three because all the criteria of

successfulness had been reached. The first criteria, which was more than 75% of

the students got scores more than 75, had been achieved since 88% of the students

got scores more than 75. The second criteria, which was the students perceived

positively toward the use of cue cards and their speaking improvement, had also

been achieved.

B. Contribution of Cue Cards to Improve the Students’ Speaking Ability

Before cue cards were applied during the teaching and learning English, the

students in X Kimia Industri of SMK Negeri 2 Depok faced a lot of problems in

speaking. The first problem that the students had was the students were not

confident to speak in English. Most of the students admitted that speaking in

English was very hard and scary. The second problem was the students did not

have any idea about what they were going to speak in the conversation. The

students did not know how to start a conversation or build a conversation into a

meaningful conversation.

The third problem was the students had very limited English vocabulary. As a

result, the students tended to create some fillers such as “ehmmmm….”, “duh apa

yaa...” It was difficult for the students to speak fluently. The fourth problem was

the students were not accustomed to speak in spontaneous condition. When the

students had to practice speaking in the class, the students tended to write the

script down before they practiced. The last problem which the students had was

they did not have enough time to practice. Their time to practice speaking English


95

in the class or outside the class was also limited and therefore the students were

never accustomed to speaking English.

To see the contribution of cue cards to the improvement of the students’

speaking skill, the researcher corroborated the data gathered from all of the

instruments. The result gathered from cycle one until cycle three showed that cue

cards helped the students improve their speaking skill. The cue cards which were

designed in cycle one enhanced the students’ confidence in speaking. The card

game done in cycle one helped the students be more accustomed to speaking

English and not to be afraid of making mistakes.

The cue cards designed in cycle two enhanced the students’ ideas when they

were speaking. They needed to manage their idea in order to reduce unnecessary

pauses so that the students could speak fluently and naturally. The students’

improvement on developing ideas for speaking could be seen from their

performances using communication cards. Most of the students were enthusiastic

to perform a dialogue using the communication cards. The students could follow

the cues provided on the cards and produced the meaningful conversation with

their peers.

Cycle three was conducted to confirm that the students had improvement on

developing ideas and enough vocabulary in order to speak fluently without many

unnecessary pauses. The cue cards in cycle three helped the students build the

speaking ideas in order to speak in English spontaneously and fluently. Because

cycle three was confirming cycle, the cue cards designed were more challenging


96

than previous cycles. However, the students enjoyed the activities and were more

enthusiastic.

The contribution could be seen from the results of the students’ speaking test.

Their understanding of the task, pronunciation, fluency, and grammar were

getting better. The students could understand the instructions well. The students’

pronunciation was also getting better since they listened to and repeated the

conversation in the video provided. The improvement of their speaking skills was

also followed by their attitude aspects. They were more polite and enthusiastic in

the class. The students showed respect and tolerance not only to the teacher but

also to the other students.

Figure 4.9 The Comparison of the Students’ Speaking Scores

from Cycle One until Cycle Three

Figure 4.9 shows the three kinds of lines which represented the improvement

in each cycle. The blue line showed the results of the students’ speaking test in


97

cycle one. The red line showed the results of the students’ speaking test in cycle

two. The green line showed the results of the students’ speaking test in cycle

three. Through figure 4.9, it could be seen that the red line was higher than the

blue line. Then, the green line was higher than the red line. Therefore, it could be

concluded that there was improvement toward the aspects of speaking skill every

cycle.

In order to corroborate the results deducted from the students’ speaking

scores, the researcher distributed the questionnaire to all the students who were

present in the class. The questionnaire was distributed in the end of every cycle.

There were two parts in the questionnaire. The first part consisted of 10 closed-

ended questions. Questions 1-6 reflected the students’ perception about the use of

cue cards. Questions 7-10 reflected the students’ personal reflection to what they

had got after learning speaking English using cue cards. The second part, which

consisted of 5 open-ended questions, reflected the students’ opinion on the use of

cue cards during teaching and learning process.

To find the perception in the first part of the questionnaire, the researcher

calculated the mean scores. As described in Chapter Three, the researcher

calculated its mean score to conclude the data gathered from the questionnaire.

The perception is positive if the mean score is higher than 25. If the mean score

equals or is less than 25, it means that the students have a negative perception.

The mean scores showed that the students’ perceptions from cycle one until cycle

three were positive. The mean scores in cycle one, cycle two and cycle three were

31.74, 35.16 and 34.15.


98

The second part of questionnaire consisted of five open-ended questions.

Questions one up to three were designed to look into the students’ personal

feeling about their participation in the use of cue cards. Questions four up to five

were designed to look into the strengths and weaknesses of the use of cue cards.

From cycle one until cycle three, the students wrote that they felt more confident

to speak in English because there were a lot of friends who also tried to speak in

English. The students also admitted that learning speaking English was fun and

not stressful. Related to the focus of cycle two, the students admitted that cue

cards helped them to develop their ideas for speaking. The students could speak

spontaneously. In short, cue cards were useful in the teaching and learning process

and could improve their speaking ability.

When the students were asked about the strengths and weaknesses of the use

of cue cards, the students mostly wrote that using cue cards made learning English

become more interesting and less boring. On the other hand, the weakness that

most of the students found was the use of time. They wrote that the time for

learning English was too short.

The data from questionnaire were also supported on the interview conducted

in the end of every cycle. The results of the interview with five randomly selected

students showed that the students enjoyed the card games done in cycle one and

hoped that they could learn using card games more frequently. The students

admitted that cue cards helped them understand the material more easily and

faster. Cue cards also gave them idea. Therefore, the students felt more confident

in speaking.


99

Student 12 : “Senang juga mbak, ngerti pelajarannya lebih cepat dan lebih

dalam karena langsung praktek bicara pakai permainan kartu.”

(I am also happy, Miss. I can understand the material faster and

deeper because I can directly practice speaking in English using

card game.)

Student 28 : “Sama mbak, senang. Gambar dan kata-kata yang di dalam kartu

itu ngasih gambaran, nanti aku bakal ngomong apa.” (I feel the

same as the others. The picture and the words on the cards give

me the idea on what I am going to say.)

Student 27 : “Kalau saya lebih PD aja kan gambar dan kata-kata yang ada di

kartu bisa jadi gambaran buat nanti mau ngomong apa.” (I feel

more confident because the picture and the words give me ideas

on what I am going to say.)

In cycle two, the results of the interview with five randomly selected students

showed that the students could speak fluently because they had repeated the

expression for many times. During the card game, the students were required to

produce the expressions a lot. Therefore, during the communication game, which

was more challenging, the students did not have a lot of problems in producing

the expressions and could speak more fluently.

Student 29 : “Kartunya itu kan untuk latihan ngomong kan kak, dan karena itu

dilakukan berulang kali jadi bisa dong di akhir pelajaran.” (The

cards were for practicing speaking, weren’t they Miss? I have

repeated the expression. Therefore, it is not difficult to understand

the material in the end of the lesson.)

Student 31 : “Kalau saya lebih lancar aja mbak.” (For me, cue cards help me

to speak more fluently, Miss.)

In cycle three, the results of the interview with five randomly selected

students showed that the students were interested in the cards which were

designed for the cards games and communication games. The students admitted

that it was easier for them to build the ideas during the speaking. The students

could speak more spontaneously.

Student 24 : “Iya mbak, minggu lalu pembahasan tentang will and be going to

dalam banget, jadi ga gampang lupa. Kalau hari ini, permainan


100

kartunya variatif, ada yang kita harus ngomong di depan segala.

Asyik sih mbak.” (The discussion of the use of “will” and “be

going to” was deeper on last week (the first meeting of cycle

three), so I do not forget the material easily. For today, the card

games are variety. We have time to practice speaking in front of

the class. It is fun, Miss.)

Student 1 : “Lebih lancar mbak, kadang otomatis. Contohnya juga kayak pas

kita buat pertanyaan. Kalau jawabannya ini pasti pertanyaannya

pake ini dan begini.” (I can speak more fluently. Sometimes it

looks we speak automatically. For example, when we are asking,

if the answer is about the place, we must use WH-questions

“where” for asking.)

The students’ achievement was also recorded in the field notes and

observation checklist filled in by the observers. Field notes and observation

checklist also recorded that the students followed the instructions of the teacher

enthusiastically. In the field notes, the observers also wrote that the learning goals

could be reached and cue cards were successfully implemented. The comment

written by the observers in the field notes and observation checklist are shown as

follows.

The learning objectives that the students could identify future tense,

produced future tense and practiced speaking well could be reached. All

the students could practice speaking in front of the class. The fluency of

the students was getting better. There was less unnecessary pauses so that

the students could speak more naturally. (field notes of cycle 3, meeting 2)

At last, all the data had been shown by the researcher. Through all the

research findings in this chapter, it could be concluded that cue cards could

improve the speaking ability of the students in X Kimia Industri of SMK Negeri 2

Depok.


1

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions and recommendations of this

research. The former is obtained from the major findings of this research. The

latter is intended to the current practice and the future research.

A. Conclusions

Based on the results of the students’ speaking tests and their response to

the implementation of cue cards monitored in all meetings, it was concluded that

the use of cue cards to improve students’ speaking skills in X Kimia Industri of

SMK Negeri 2 Depok was successfully conducted. It could be seen from the

results of speaking tests. The average of the final scores in cycle one was 6.91

and only seven of the 28 students (25%) got higher scores than 75. The results of

speaking test were getting better in cycle two. The average test score in cycle two

was 7.53 and 17 of the 31 students (54%) got higher scores than 75. The numbers

of the students who got scores more than 75 were increasing in cycle three.

Twenty eight of the 32 students (88%) got scores more than 75 while the average

score in cycle three was 8.17.

The data through the questionnaire and interview showed that the students

enjoyed participating in playing card games and performing dialogues in front of

the class. The students were motivated to perform better throughout all the

meetings. The card games and communication game made the students learn in a


102

pleasant atmosphere, which eventually helped them to reduce their fear or

shyness.

The data gathered through observation checklist and field notes supported

that the use of cue cards helped the students solve their speaking problems. Most

of the students could speak in English more confidently. They admitted that

learning to speak English using the cue cards was fun and enjoyable. They could

develop their ideas and spoke more fluently with less unnecessary pauses because

they had adequate vocabulary. Using the cue cards several times, the students had

been accustomed to speaking spontaneously.

B. Recommendations

There are several things that can be done to improve the current practice of

teaching speaking in vocational school. Most vocational school students in SMK

Negeri 2 Depok pay greater attention to their majors, such as architecture, mining

and automobile. They tend to think that English is not as important as the other

major-related subject. In order to avoid the worst effect of this condition, it is

important to vary the methods of teaching English itself to attract students’

attention. The use of cue cards is one of the alternative techniques to teach

speaking to the vocational students. Cue cards which are combined with games or

other speaking activities require the students to participate actively. It can help the

students to be more confident in speaking. Cue cards which consist of words and

picture can help the students to develop their ideas to speak more fluently. Cue

cards provide the vocabulary which they need so that they will not produce

unnecessary pauses.


103

For the purpose of future research, it is important to bear in mind that

classroom action research should be done to improve the practice of teaching and

learning. The researcher expects that the future researchers can use cue cards to

help the students improve other speaking aspects like pronunciation, accuracy or

intonation. The results of this research may be used as a reference for research

topics related to the improvement of teaching speaking. As research results may

differ depending on the context and participants, it is recommended to adapt the

most suitable procedures which will be used to implement the cue cards.


1

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107

APPENDICES


108

Appendix 1

Letter of Permission


109


110


111

Appendix 2

Lesson Plan and Teaching Instrument

of Cycle One


112

LESSON PLAN

Name of School : SMK Negeri 2 Depok Sleman

Subject : English

Grade/Semester : X/1

Topic : Asking and Responding to Request

Meeting : 1 (1 x meeting)

Time Allocation : 2 x 45 minutes

A. Inner Competence

1. Experiencing and applying the values of the religion.

2. Experiencing and applying the values of honesty, responsibility,

discipline, care, cooperation, peacefulness, politeness, liveliness, and

tolerance; showing the attitude as the part of solutions in the daily

interactive communication and placing themselves as the reflection of

nationality.

3. Understanding, applying, and analyzing the factual, conceptual and

procedural knowledge based on the curiosity of science, technology, art,

culture and humanities by the concept of humanism, nationalism and

civilization related to the cause of phenomena; applying procedural

knowledge on the specific subject suitable with the interest in solving

problems.

4. Processing, reasoning and showing the concrete and abstract things related

to the development from the learning and teaching process independently

using the scientific methods.

B. Material Basic Competence

1. Being grateful to God for the chance to study English which is as the

International communication means by showing the spirit.

2. Showing honesty, discipline, confidence, and high-responsibility in doing

transactional conversation with the teacher and friends

3. Analyzing the social function, grammatical and linguistic of the expression

of asking and responding to a request in the daily conversation


113

Indicators :

a. Students are able to identify the expressions of asking and responding

to requests

b. Students are able to use the expressions of asking and responding to

requests politely

4. Arranging the dialogue about expression of asking and responding to

requests based on the correct social function, grammatical and linguistic in

the daily conversation.

Indicator:

Students are able to practice on how to ask and respond to requests with

great enthusiasm.

C. Learning Objectives

At the end of this activity, the students are able to use the expression of

asking and responding to request politely and apply the expression of asking

and responding to request in the daily life communication by showing

honesty, confidence, discipline and responsibility.

D. Material

1. Function : Asking and Responding to Request

2. The structure of the text :

• Can you lend me your dictionary, please?

• Will you call me at 7 o’clock?

• Could you read the announcement for me?

• Would you please tell me your phone number?

• Would you mind checking my homework, please?

• Would you like to turn off the air conditioner, please?

3. Grammatical Formula :

Modal

auxiliary

Subject Basic form

of verb

Object/adverb Please

Would

Could

Can

Will

you stay

lend

open

turn on

longer,

me your pencil,

the windows,

the fan,

please?


114

Modal

auxiliary Subject mind V-ing Object

Would

you mind closing

turning off

helping

the door?

the television?

me?

Modal

auxiliary Subject like to infinitive object

Would

you like to close

to turn off

to help

the door?

the television?

me?

E. Learning Method

1. Approach : Scientific Approach

2. Model : Discovery Learning

3. Technique : Role Play

F. Teaching Media and Source

a. Media : Cue cards, Video, PowerPoint, Handout

b. Equipment : Laptop, White/Black Board, Speaker

c. Source :

Hadfield, J. (1984). Elementary communication game. Essex: Longman

Lande, Shyla K. (2014). Forward for vocational school grade x. Jakarta:

Erlangga.

Pramesti, M. R. (2008). English for smk grade 1 - bse. Jakarta: Pusat

Perbukuan Departemen Pendidikan Nasional.

Richards, J.C. (2005). Interchange: teacher’s resource book 1. Cambridge:


Unit 6 Learn English - Making a Request. Retrieved July 25th

, 2013, from

http://www.youtube.com/watch?v=xFyBj6CKGT0

Widyati, Utami. (2014). bahasa inggris (buku siswa). Jakarta: Pusat

Kurikulum dan Perbukuan, Balitbang Kemdikbud.


http://www.youtube.com/watch?v=xFyBj6CKGT0

115

G. Learning Activity

Activity Description Time

Allocation

Opening Ss respond the greetings from the teacher and pray

together.

“Good morning everybody?”

“How are you?”

“Before we start, let’s pray together. Who wants to

lead the prayer?”

T asks a question related the previous material.

My name is Ms. Besty. Ms. Besty doesn’t know your

name well. Who wants to introduce your name to

Ms. Besty?”

Ss try to find out the material and learning goals of

today’s lesson from the teacher.

Today, we are going to learn an expression that is

important in our daily conversation.

Can you ……?

Could you ……?

Would you like to …..?

Would you mind …….?

Can you guess what expression it is?

Ss accept the motivations to achieve the goals.

The goal of learning this expression is you are able

to use it in the daily conversation correctly. This

expression is very common and important, so you

have to learn to master it.

10’

Main Observing

Ss watch a video and listen to the conversation

Now, let’s watch a video and please listen to it

carefully.

Ss and T discuss the conversation in the video

How many people in the dialogue?

Who are they?

What are they talking about?

Does the man help her?

Ss mention the expressions that are found in the

video

When the woman asks the man to burn the CD,

what does she say?

and when the man accept the request, what does he

say?

Ss repeat the expressions of asking and responding

70’


116


Allocation

to request

Let’s see the review! Please repeat it!

Ss identify the characteristic of asking and

responding to request and the teacher help the

students to identify it.

Modals (Can, Could, Will, Would)+you+Verb

Base+ O/Adv?

Would you like + to V1+ O/Adv?

Would you mind + V-ing + O/Adv?

Questioning

Ss get the handout from the teacher

Please, help me to distribute this handout.

Ss read the handout for 2 minutes

Could you read your handout in 2 minutes?

Ss ask the question related to asking and

responding to request

Do you have any question related to asking and

responding to request?

Do we have to use “please”? What is the function

of the word “please”?

Exploration

T reads the expression of asking and responding to

request from the handout and Ss repeat it

Now, please repeat after me!

T mentions some situation

So, how do you say in English :

“bisa benerin motorku?”

“tolong buatkan aku kopi”

“tolong buka jendelanya”

“tolong nyalain acnya”

“tolong tutupin pintunya”

T shows some pictures and Ss confirm about what

they see

Now I will let you to have more practice.

can you see the picture?

what is it?

now, I provide a verb ….. which is the meaning is

……..

So, can you make an expression of asking request

using the word (n) …….. and (v) ………..?

and how do you respond it?


117


Allocation

T will show some cues so Ss can make an

expression of asking and responding to request

using the clues provided

Ss practice using expression of asking and

responding request using card games

Now, do you want to play games?

I need 4 volunteers to show you how to play it.

Association

Ss find the conclusion of playing card game,

especially on using expression of asking and

responding to request.

Can we change the subject you into “I”? Why?

Can we change the subject you into “he, she, it, or

they

Communication

Ss use the expression of asking and responding to

request based on the situation provided.

Imagine : tomorrow you will have an exam and now,

you want to study, but your brother is listening to the

radio loudly. You ask your brother to reduce the

volume of the radio. So, what will you say to him?

Next situation : ……….. (it will be provided in

PowerPoint)

Closing Ss review the learning activities they have done

So, what have you studied today?

how do you say in English if you ask your friend to

……….?

if your friend say “would you mind washing the

apple?”

if you do not mind, what will you say?

if you mind to wash the apple, what will you say?

T tells the follow-up activity for today’s lesson

Please, make a dialogue of making request based

on the theme provided.

10’


118

H. Assessment

Indicators of

Achievement Technique Instrument

Showing the attitude of

politeness in having

conversation and doing

group or individual

activities

Role play by playing card

game

Assessment Sheet and

Rubric


enthusiasm in having


group or individual

activities


game


Rubric

Applying the expression

of asking and responding

request in the class

activities

Performance test Assessment Sheet and

Rubric

Technique : Oral Test

Form : Role Play and Student’s Performance

Instrument :

a. Rubric

No Aspect Score Note

1 Task






yet undeveloped.




2 Pronuncia

tion




3 Mispronunciations do not interfere with understanding, show

the “foreign accent”




119


3 Grammar


structure.

2 Producing constant errors frequently that shows uncontrolled

of using major patterns.




failure.

4 Fluency


thoughts.




complete the idea.

4 Speech is occasionally hesitant, with some unevenness caused

by rephrasing and groping for words.

5 Speech is almost fluent, effortless and smooth, but perceptibly

non-native in speech and evenness.

5. Polite-

ness





3 Showing cooperation and respect for others, always giving the

respond, but it requires motivation from the teacher.





6 Enthu-

siasm 1 Consistently showing little or no effort; passive all the time.


most of the time.

3


having acceptable demonstration of willingness to perform to

the best of his/her ability.

4



level.

5



level.

(Taken from: Sample Assessment Tools, page 4 and 30; A Collection of

Performance Task and Rubrics: Foreign Languages, page 39; Brown (2004, pp.

172-173; Hughes (1989, pp. 111-112) , elaborated by the researcher)


120

Total Score : 100

Scoring :

(Task+Pronunciation+Grammar+Fluency+Politeness+Enthusiasm)x100

30

b. Assessment Sheet

No. Name Task Pronun-


Polite

-ness

Enthu

siasm

Final

Score

1 Gilang 2 Wahid 3 Allyza 4 Tia 5 Anik 6 Anisa 7 Dea 8 Desti 9 Dhimas 10 Dwi 11 Fany 12 Galus 13 Indri 14 Intan 15 Ira 16 Klemens 17 Lisa 18 Maria 19 Okta 20 Nony 21 Nada 22 Pita 23 Ilyas 24 Ria 25 Luthfi 26 Rara 27 Galuh 28 Ningsih 29 Fadilah 30 Siti 31 Sulis 32 Tasyaa

Depok, …… August 2014

Verified by, Designed by,

Main teacher Researcher,

Heri Afrahatu Rahmah, S.Pd Paulina Besty Fortinasari

NIP. 196810132007012009 NIM. 101214089


121

HANDOUT

Asking and Responding to Requests

Less Formal

• Sit down there!

• Close the door, please!

• Is it okay if I borrow your money?

Formal

• Can you lend me your dictionary, please?

• Will you call me at 7 o’clock?

• Could you read the announcement for

me?

• Would you please tell me your phone

number?

• Would you mind checking my homework, please?

• Would you like to turn off the air conditioner, please?

Accepting

• Sure.

• All right.

• I’d be glad to.

• Yes, certainly.

• Yes, I will.

• It’s a pleasure.

Refusing

• I’m sorry, I can’t.

• I’m afraid ... (give your reason)

• I’d like to, but ...(give your reason)


122

Modals auxiliary for Expressing Requests

Modal

auxiliary Subject

Basic form

of verb Object/adverb please

Would

Could

Can

Will

You stay

lend

open

turn on

longer,

me your pencil,

the windows,

the fan,

please?

Modal

auxiliary Subject mind V-ing object

Would You mind closing

turning off

helping

the door?

the television?

me?

Modal

auxiliary Subject Like to infinitive object

Would

You like to close

to turn off

to help

the door?

the

television?

me?


123

How to Play Request Cue-Card

On the card, there are a picture and two words. The word above the picture is

verb, and the word below the picture is noun. Those picture and words will be the

clues for what the students are going to say.

The steps are:

1. Make a circle consisting of 4 students.

2. Shuffle the cards.

3. Distribute the cards until each member gets 5 cards. Put the remaining card in

the centre.

4. Choose the one who will start asking request. The player may only ask to one

student, for example, if there are A, B, C, and D. A can ask a request to B, C

or D only.

5. Use the expression appropriately. When the students ask a request, the

students must use the expression appropriately. Before the students ask,

please see the picture and read the words. Those picture and words will be the

clues to make a good expression.

6. Use the expression for accepting and refusing. The one who is asked a

request, he/she may accept or refuse the request depends on the cards that

he/she has. If he/she has, he/she must accept the request and give the card. If

he/she does not have, he/she must refuse the request and let the player to take

a card in the centre. Don’t forget to remind the students to use the expression

on responding to a request.

7. The winner is the one who can collect the twin cards the most.

8. The game will finish when the cards has been finish and each card has found

its twin.


124

CUE CARDS

painting

(show)

carburetor

(fix)

chain

(repair)

window

(close) (edit)

document

(save)

money

(turn off)

computer alarm

(set) (mix)

eggs


125

cup of tea

(make)

house

(build) (paint)

wall

(draw)

face guitar

(play)

instant noodle

(cook)

robot

(create) (throw)

rubbish

(polish)

table


126

helmet

(wear) (help)

old womandigital camera

(operate)

wood table

(move) (charge)

battery

(cut)

onion

(sing)

Indonesia Raya air conditioner

(turn on)

Mr. Obama

(interview)


127

(finish)

project

(cook)

chinese food

(pull)

rope

apple

(wash)

email

(send)

ball

(kick)

letter

(write)

(rinse)

cloth

(grind)

coffee


128

(publish)

product

(refine)

oil

(mill)

pepper

(steam)

vegetable

(soak)

Kidney bean

(boil)

potatoes

(pour)

honey

(heat)

broth

(freeze)

yogurt


129

Appendix 3


of Cycle Two


130

LESSON PLAN


Subject : English


Topic : Giving and Responding to a Compliment

Meeting : 2 meetings


A. Inner Competence






nationality.






problems.




B. Basic Competence




transactional conversation with the teacher and friends


of giving and responding to a compliment in the daily conversation


131

Indicators :

a. Students are able to identify the expressions of giving and responding

to compliments

b. Students are able to use the expressions of giving and responding to

compliments politely

4. Arranging the dialogue about expression of giving and responding to

compliments based on the correct social function, grammatical and

linguistic in the daily conversation.

Indicator:

Students are able to practice on how to give and respond to compliments

with great enthusiasm.


At the end of this activity, the students are able to apply the expression of

giving and responding to compliments in the daily life communication by

showing honesty, confidence, discipline and responsibility.

D. Material

1. Function : Giving and Responding to a Compliment


• Excellent! You really did it well.

• That’s nice. I really like it

• It was great.

• Well done.

• Wow! Awesome!

• Good job!

• You look great today!

• How cold it is!

• How beautifully she sings!

• What a wonderful design!

• What lovely flowers!

• What a beautiful smile you have!


132

3. Grammatical Formula :

How Adj/Adv Subject Verb

How Big it is!

How Quickly he run!

What a/an Adj

Singular

Countable

Noun

Subject Verb

What a nice house It is!

What a beautiful smile She has!

What Adj Uncountable

or plural noun Subject Verb

What Lovely weather It is!

E. Learning Method





1. Media : Cue cards, Video, PowerPoint, Handout

2. Equipment : Laptop, White/Black Board, Speaker

3. Source :



Erlangga.





Unit 3: Admiration - How to speak English. Retrieved July 26th

, 2013, from

http://www.youtube.com/watch?v=xWyLv6TAEH0




http://www.youtube.com/watch?v=xWyLv6TAEH0

133



Allocation

Opening Ss respond the greetings from the teacher and

pray together.

T asks a question related the previous material.

Ss try to find out the material and learning goals

of today’s lesson from the teacher.


10’

Main Observing

Ss watch a video and listen to the conversation

Ss and T discuss the conversation in the video

Ss watch a video once again and analyze the

expressions that are found in the video.

(T helps them to mention it by giving hook)

Ss repeat the expressions of giving and

responding to compliment

Ss identify the characteristic of giving and

responding to compliment. The teacher helps the

students to identify it.

How +adj/adv+S+V

What+a/an+adj+N+S+V

What+adj+UN+S+V

Questioning

Ss get the handout from the teacher

Ss read the handout for 2 minutes

Ss ask the question related to asking and

responding to request

Exploration

Ss read a dialogue of the expression of asking

and responding to compliment from the handout.

T helps them to understand the get the main

idea.

Two students read the dialogue for the whole

class.

T helps them to understand the dialogue deeper.

T shows some pictures and Ss confirm about

what they see

Ss make an expression of giving and responding

to compliment using the clues provided.

70’


134


Allocation

Ss practice using expression of giving and

responding to a compliment using card games


T tells the follow-up activity for today’s lesson

10’

Meeting 2


Allocation


pray together.

T reviews the previous material.

5’

Main Observing

T asks the Ss to imagine if their best friend gets

100 in English test, they see a beautiful scenery,

etc.

Ss show the expressions

T and Ss identify how to make expression of

giving and responding to compliment using

“how” and “what”(for the review)

Association

Ss compare two cultures (Indonesian and

Western) in responding to a compliment.

Ss recognize when compliment should be given.

Communication

Ss read the dialogue provided.

Two students read the dialogue.

T asks some comprehension questions to know

the understanding of the students

Ss are divided into two groups.

Ss read the dialogue.

T distributes the communication card and asks

the students to make dialogue.

Ss make the dialogue and perform it in front of

the class.

65’

Closing Ss do the written test

Ss summarize the material they have done

20’


135

I. Assessment

Indicators of

Achievement Technique Instrument




group or individual

activities


game


Rubric




group or individual

activities


game


Rubric


of giving and responding

to compliment in the

class activities


Rubric



Instrument :

a. Rubric


1 Task






yet undeveloped.




2 Pronuncia

tion




3 Mispronunciations do not interfere with understanding, show

the “foreign accent”




136


3 Grammar


structure.

2 Producing constant errors frequently that shows uncontrolled

of using major patterns.




failure.

4 Fluency


thoughts.




complete the idea.

4 Speech is occasionally hesitant, with some unevenness caused

by rephrasing and groping for words.

5 Speech is almost fluent, effortless and smooth, but perceptibly

non-native in speech and evenness.

5. Polite-

ness





3 Showing cooperation and respect for others, always giving the

respond, but it requires motivation from the teacher.





6 Enthu-

siasm 1 Consistently showing little or no effort; passive all the time.


most of the time.

3


having acceptable demonstration of willingness to perform to

the best of his/her ability.

4



level.

5



level.





137

Total Score : 100

Scoring :

(Task+Pronunciation+Grammar+Fluency+Politeness+Enthusiasm)x100

30

c. Assessment Sheet

No. Name Task Pronun-


Polite

-ness

Enthu

siasm

Final

Score

1 Gilang 2 Wahid 3 Allyza 4 Tia 5 Anik 6 Anisa 7 Dea 8 Desti 9 Dhimas 10 Dwi 11 Fany 12 Galus 13 Indri 14 Intan 15 Ira 16 Klemens 17 Lisa 18 Maria 19 Okta 20 Nony 21 Nada 22 Pita 23 Ilyas 24 Ria 25 Luthfi 26 Rara 27 Galuh 28 Ningsih 29 Fadilah 30 Siti 31 Sulis 32 Tasyaa

Depok, …… August 2014




NIP. 196810132007012009 NIM. 101214089


138

How to Play Compliment Cue-Card

On the card, there are a picture and two words. The word which is above the

picture is adjective and the word which is below the picture is noun. Those picture

and words will be the clues for what you are going to say.

The steps are:

1. Make a circle consisting of 4 people.



the centre.

4. Choose the one who will start giving compliment. He or she can give the

compliment to another member in the group. (ONLY TO ONE MEMBER)

5. When the students give and respond the compliment, they must use the

expression appropriately. Please remind the students to see the picture and

read the words. Those picture and words will be the clues for what the

students are going to say.

6. If the one who gets the compliment has the same card, he or she will receive a

card from the one who gives the compliment. If the one who gets the

compliment does not have the same card, he or she will not receive a card.

Meanwhile, the one who gives the compliment will take a new card in the

remaining cards in the center.

7. The game will finish when the remaining cards in the center finish.



139

HANDOUT Giving and Responding to a Compliment

Exclamation!!

How Adj/Adv Subject Verb

How Big it is!

How Quickly he run!

Expression Response

Excellent! You really did it well.

That’s nice. I really like it.

It was great.

Well done.

Wow! Awesome!

Good job!

You look great today.

How cold it is!

How beautifully she sings!

What a wonderful design!

What lovely flowers!

What a beautiful smile you have!

Thank you.

Thanks. You’ve made my day.

It’s kind of you to say that.

Do you really think so?

Thanks. I needed that.

It’s a nice word.

What a/an Adj

Singular

Countable

Noun

Subject Verb

What A Nice house It is!

What A beautiful smile She has!

What Adj Uncountable or

plural noun Subject Verb

What lovely weather It is!


140

Dialogue 1

Sari : Hi, I am glad you could make it. You’re the first one here. Make yourself

comfortable.

Agung : Thanks and you look great. Red looks great on you.

Sari : Oh, thanks. It’s nice to be out of school uniform. Can I get you something

to drink?

Agung : Sure. What do you have?

Sari : I have some cans of drinks. Want one?

Agung : Sure. What a cool place! This is a

really nice house.

Sari : Here you go. Actually, my family just

moved in last month and my father is

still decorating. But, that’s nice of you to say.

Agung : Wow, nice picture. Did you paint this?

Sari : No, I didn’t. We bought it in Bali. It’s just a copy. You know, I really

appreciate the compliments, but what’s up?

Agung : Up? Nothing. I’m glad to be here.

Sari : Sure. Cheers!


141

CUE CARDS FOR CARD GAME

sw imming pool

[large ]

boss

[arrogant]

boy

[brave]

teacher

[energetic]

girl

[beautiful] [professional]

singer

people

[friendly] [careful]

driver

[big]

building


142

[talented]

musician garden

[amazing] [great]

competition

secretary

[busy]

bedroom

[tidy] [smart]

robot

[patient]

nurse farmer

[successful]

hotel

[luxurious]


143

writer

[awesome] [hardworking]

employer

[cold]

water

lake

[wonderful]

house

[nice]

doctor

[passionate]

shoes

[unique]

jacket

[expensive] [cool]

car


144

COMMUNICATION CARDS


145


146


147


148


149

Appendix 4


of Cycle Three


150

LESSON PLAN


Subject : English


Topic : Expression of plans and intentions

Meeting : 2 meetings


A. Inner Competence






nationality.






problems.




B. Basic Competence




transactional conversation with the teacher and friends.


of plans and intentions in the daily conversation


151

Indicators :

a. Students are able to identify the expressions of plans and intentions

b. Students are able to differentiate the use of “be going to” and “will” in

the expressions of plans and intentions

4. Arranging the dialogue about expression of plans and intentions based on

the correct social function, grammatical and linguistic in the daily

conversation.

Indicator:

Students are able to use on how to express plans and intentions with great

enthusiasm.


At the end of this activity, the students are able to apply the expression of

plans and intentions the daily life communication by showing honesty,

confidence, discipline and responsibility.

D. Material

1. Function : Plans and intentions


S + to be going to + V1

S + will + V1

3. Linguistic :

“Be going to” is used:

a. To express future decision or plan made before the moment of

speaking.

Examples : I am going to go to London next Desember.

We are going to visit our grandparents next week.

b. To express that something certainly happen in the future

Examples : Look at those clouds! It is going to rain.

Watch out! The box is going to fall.


152

“Will” is used:

a. To express a voluntary action (we do something for someone)

Examples : I will send you the information when I get it.

I will help you move this table.

b. To express a promise

Examples : I will call you when I arrive

Don’t worry I will be careful

c. To express a prediction

Examples : I think she will not come.

They think we will win this competition.

E. Learning Method





1. Media : Cue cards, Video, PowerPoint, Handout

2. Equipment : Laptop, White/Black Board, Speaker

3. Source :



Erlangga.








Meeting 1


Allocation


pray together.

10’


153


Allocation

T reviews the previous meeting.

Ss try to find out the material and learning goals

of today’s lesson from the teacher.


Main Observing

T asks the Ss about what they are going to do on

Saturday night

Ss write down their idea in front of the class

T and Ss identify the characteristic of be going

to and will

Questioning

T distributes the handout

Ss read the handout

T and Ss discuss the handout

Ss ask the questions related the expression plans

and intentions

Exploration

Ss listen to the recordings (5 words)

Ss take a note about the words they listen to

Ss write the words with the correct spelling on

the white board

Ss repeat the words with the correct

pronunciation and intonation

Ss listen to the recordings (5 sentences)

Ss take a note about the sentences they listen to

Ss write the sentences on the white board

Ss repeat the words with the correct

pronunciation and intonation

T asks the Ss students to do exercise 1

Ss confirm what they have to do

Ss listen to the recording while completing the

dialogue (max. 3 times)

Ss write the answer in front of the class

Ss read the dialogue loudly

70’


Teacher tells the students to study “be going to”

and “will” at home since next week there is

performance test and written test.

10’


154

Meeting 2


Allocation

Opening Ss respond the greetings from the teacher and pray

together.

T reviews the previous material.

5’

Main Observing

T asks the Ss to imagine what places they will visit

on next holiday.

Ss write down their idea in front of the class

T and Ss identify how to use be going to and will

(for the review)

Exploration

Ss look at the picture on the slide

Ss make the future tense sentences using the clue

provided and write on the white board.

Ss and T check together the written sentences.

T tells that today there will be card game. T

explains the rules

Ss look at words on the slide and ask whether there

are some difficulty words.

Ss practice making expression of plans and

intentions by playing card games

Association

Ss find the conclusion of playing card game,

especially on how to show our plans.

Communication

Ss read the dialogue provided.

Two students read the dialogue.

T asks some comprehension questions to know the

understanding of the students

Ss are divided into two groups.

Ss read the dialogue.

T distributes the communication card and asks the

students to make dialogue.

Ss make the dialogue and perform it in front of the

class.

70’

Closing Ss do the written test

Ss review the learning activities they have done

10’


155

H. Assessment

Indicators of

Achievement

Technique Instrument




group or individual

activities


game


Rubric




group or individual

activities


game


Rubric


of plans and intentions in

the class activities


Rubric

Understanding the

expression of plans and

intentions

Written test Assessment sheet and

answer key



Instrument :

a. Rubric


1 Task



2 Partial completion of the task yet needs help in handling

any complication or difficulties.

3 Partial completion of the task, responses mostly

appropriate yet undeveloped.



5 Completion of the task perfectly, responds with

elaboration.

2 Pronun-

ciation




3 Mispronunciations do not interfere with understanding,

show the “foreign accent”




156


3 Grammar

1 Frequent inadequate and/or inaccurate use of basic

language structure.

2 Producing constant errors frequently that shows

uncontrolled of using major patterns.



5 Control of grammar is good. Few errors, with no pattern

of failure.

4 Fluency


thoughts.

2 Speech is very slow and/or with frequent pauses, few and

no incomplete thoughts for short or routine sentences.


complete the idea.

4 Speech is occasionally hesitant, with some unevenness

caused by rephrasing and groping for words.

5 Speech is almost fluent, effortless and smooth, but

perceptibly non-native in speech and evenness.

5. Politeness





3 Showing cooperation and respect for others, always giving

the respond, but it requires motivation from the teacher.



5

Always showing respect for others (both to the teacher

and classmates) and responsibility; can work well with

everyone.

6 Enthu-

siasm

1 Consistently showing little or no effort; passive all the

time.

2 Not putting forth an effort to be able to speak well;

passive most of the time.

3

Occasionally showing the effort to be able to speak well

and having acceptable demonstration of willingness to

perform to the best of his/her ability.

4

Having good demonstration of willingness to perform to

the best of his/her ability; occasionally working at a

challenging level.

5

Having excellent demonstration of willingness to perform

to the best of his/her ability; almost working at a

challenging level.





157

Total Score : 100

Scoring :

(Task+Pronun+Grammar+Fluency+Politeness+Enthusiasm+Review test)x100

40

b. Answer Key

1. will turn

2. will attend

3. will help

4. are going to go

5. will give

6. are going to visit

7. will give

8. will give

9. is going to have

10. will work

c. Assessment Sheet

No. Name Task Pronun


Polite

-ness

Enthu

-siasm

Review

test

Final

Score

1 Gilang

2 Wahid

3 Allyza

4 Tia

5 Anik

6 Anisa

7 Dea

8 Desti

9 Dhimas

10 Dwi

11 Fany

12 Galus

13 Indri

14 Intan

15 Ira

16 Klemens

17 Lisa

18 Maria

19 Okta

20 Nony

21 Nada

22 Pita

23 Ilyas

24 Ria

25 Luthfi


158

No. Name Task Pronun


Polite

-ness

Enthu

-siasm

Review

test

Final

Score

26 Rara

27 Galuh

28 Ningsih

29 Fadilah

30 Siti

31 Sulis

32 Tasyaa

Depok, …… September 2014




NIP. 196810132007012009 NIM. 101214089


159

Review Test

Complete the following sentences using the correct form of “will” or “be going

to”!

1. Person A : I can’t hear the television!

Person B : I (1. turn) ________________ it up so you can hear it.

2. After I graduated, I (2. attend) _______________chemical industry and

become an engineer. I want to be an engineer for all my life.

3. Guest : Excuse me, I need to talk to someone about our hotel

room. It is too small for four people.

Receptionist : The man at the desk (3. help) _____________you.

4. Jhony : We (4. go) ___________swimming this weekend. Would

you like to come along?

Haga : That sounds great, but I don’t have a bathing suit.

Jhony : No problem. I (5. give) ________________ you one. I

have some.

5. Mark : Fred and I (6. visit) ______________ Ambon next year.

Have you ever been there?

Peter : My family lives in Ambon. I (7. give) ________________

you my parents’ phone number. When you get there, just call them and they

(8. give) ________________ you a little tour of the city.

6. Aliya : She (9. have) _____________interview in Mayora

tomorrow.

Dena : Is she in Jakarta?

Aliya : Yes, but perhaps she (10. work) _________________ in

another city.


160

Handout

Expression of Plans and Intentions

I am going to ……

He is going to …..

I will …….

She will ……

Future tense using “be going to” and “will”

1. Future tense with “be going to”

I am

am not

going to eat meat

ball tomorrow

He

She

It

is

is not

We

You

They

are

aren’t

When

Am I

going to eat meat ball?

Is

He

she

it

Are

You

they

we

“Be going to” is used :

c. To express future decision or plan made before the moment of speaking.

Examples : I am going to go to London next Desember.

We are going to visit our grandparents next week.

d. To express that something certainly happen in the future

Examples : Look at those clouds! It is going to rain.

Watch out! The box is going to fall.


161

2. Future tense with “will”

I

will

will not

(won’t)

eat meat ball in the canteen.

He

She

It

We

You

They

Where will

I

eat meat ball?

He

she

it

You

they

we

“Will” is used :

d. To express a voluntary action (we do something for someone)

Examples : I will send you the information when I get it.

I will help you move this table.

e. To express a promise

Examples : I will call you when I arrive

Don’t worry I will be careful


162

Exercise 1

A. Listen and complete the following dialog with the phrases/sentences in the

box.

Person A : __________________ anything this evening?

Person B : Yes, _________________ to the cinema.

Person A : What movie ______________ to watch?

Person B : Pirates of the Caribbean.

Person A : What time does it start?

Person B : 7:30 PM

Person A : What _______________ after that?

Person B : _____________________ dinner with Donna.

Person A : What are you doing at the weekend?

Person B : I’m not sure. _____________ swimming?

Person A : Where _____________?

Person B : I expect ______________________ the Olympiad

Swimming Pool.

I’m going Are you doing Are you going to

Are you going to do I’ll go to I’ll probably go

Do you think you will go I’m having


163

How to Play Card Game for Expression of Plans and Intensions

On the card, there are a picture and two words. The word which is above the

picture is verb, and the word which is below the picture is noun. The picture and

those words will be the clues for what the students are going to say.

The steps are:

1. Make a circle consisting of 4 students.



the centre.

4. Choose the one who will start asking plans and intentions. The player may

only ask to one student. For example, if there are A, B, C, and D, A can ask a

plan or intention to B, C OR D only.

5. When the students ask plans and intentions, the students must use the

expression of plans and intentions appropriately. Before the students ask,

please remind them to see the picture and read the words. Those picture and

words will be the clues to make a good expression.

6. The one who is asked plans and intentions, he/she should accept or refuse the

request depends on the cards that he/she has. If he/she has, he/she must accept

the request and give the card. If he/she does not have, he/she must refuse the

request and let the player to take the card in the centre. The responds should

be given in the complete sentence of future tense.

The example of asking and responding in the future tense:

A : Are you going to buy jacket?

B : Yes. I am going to buy jacket.

A : Will you open the window?

B : No. I will not open the window.


8. The game will finish when the cards has been finish and each card has found

its twin.


164

CUE CARDS FOR CARD GAME

painting

(show)

carburetor

(fix)

chain

(repair)

truck

(drive)

schedule

(arrange) (clean)

bedroom

cup of tea

(make)

house

(build) (paint)

wall


165

(draw)

face guitar

(play)

instant noodle

(cook)

robot

(create) (throw)

rubbish

(polish)

table

helmet

(wear) (help)

old womandigital camera

(operate)


166

wood table

(move) (charge)

battery

(cut)

onion

(sing)

Indonesia Raya air conditioner

(turn on)

Mr. Obama

(interview)

(finish)

project

(cook)

chinese food

(pull)

rope


167

apple

(wash)

email

(send)

ball

(kick)

letter

(write)

(rinse)

cloth

(grind)

coffee

(publish)

product

(refine)

oil

(mill)

pepper


168

(steam)

vegetable

(soak)

Kidney bean

(boil)

potatoes

(pour)

honey

(heat)

broth

(freeze)

yogurt


169

COMMUNICATION CARDS


170


171

Appendix 5

Blue Print of Questionnaire


172

Blue print of Questionnaire

Part A

Aspect Statements Underlined Theory Number

Students’

personal

reflection of

their

achievement

Cue cards improve

my English

speaking ability.

Mora (1994) states that cue cards

can help the students to improve the

speaking and writing ability.

1

Cue cards give me

the idea of what I

am going to say.

Boyd (2007) states cue cards are

tools “used to help the patient

restructure thought patterns” (p.

421). Cue cards allow the speaker

to predict what other speakers say

so that he/she can prepare his/her

own responses.

2

I can speak more

fluently after

learning English

using cue cards.

Littlewood (1981, p. 51) proposes

that cue cards can be used to study

fluency in speaking because it

supplies the idea for the speaker to

speak spontaneously.

3

I can speak more

confidently after

learning English

using cue cards

Briggs (1977, p.xv) defines cue is

an indirect prompt given to help a

learner complete a recitation or

solve a problem. It can also be

defined as an indirect form of

“guidance” stopping short of

supplying the missing word or

solution.

4

I can speak

naturally after

learning English

using cue cards

Littlewood (1981) states that cue

cards give the interaction some of

the uncertainty and spontaneity

involved in “real” communication

(p. 51).

5

I can speak

spontaneously after

learning English

using cue cards.

Littlewood (1981, p. 51) proposes

that cue cards can be used to study

fluency in speaking because it

supplies the idea for the speaker to

speak spontaneously.

6

Students’

perception

on the use of

cue cards

I am happy to study

English speaking

using cue cards.

Sayer (2005) states using cue cards

in some speaking techniques like

role-plays and diagram is a good

combination of techniques to help

the students practice speaking.

7


173

Aspect Statements Underlined Theory Number

Cue cards in

teaching and

learning English is

attractive.

Harmer (2007, pp.178-179)

proposes that cue cards can be used

in a multiplicity of ways, for

examples, for drilling,

communication games, prediction,

understanding, ornamentation and

discussion.

8

Cue cards motivate

me to participate

more actively in

the teaching-

learning activities.

Bailey (2003) states one of the

principles of teaching speaking is

providing opportunities for

students to talk by using group

work or pair work, and limiting

teacher talk.

9

Using cue cards in

teaching and

learning English is

very useful.

Littlewood (1981) agrees that cue

cards can be used in teaching

speaking. 10

Part B

Aspect Statements Number

Students’ personal

opinion to the use of

cue cards as the

teaching media

Bagaimana pendapatmu tentang penggunaan

cue cards dalam pelajaran Bahasa Inggris? 1

Apa yang kamu rasakan sesudah bermain

card game menggunakan cue cards? 2

Apa yang kamu rasakan saat melakukan

percakapan di depan kelas menggunakan

cue cards?

3

The development of cue

cards

Apakah kekurangan dan/atau kelebihan dari

penggunaan cue cards dalam meningkatkan

ketrampilan berbicara dalam Bahasa

Inggris?

4

Hal apakah yang masih perlu ditingkatkan

dalam pembelajaran Bahasa Inggris hari ini?

Apa saran yang ingin kamu sampaikan

untuk meningkatkan hal tersebut?

5


174

Appendix 6

Sample of Questionnaire


175

KUESIONER

A. Berdasarkan pengalamanmu, berikan tanda centang () pada kolom

yang tersedia!

No Pernyataan

Sangat

Tidak

Setuju

Tidak

Setuju Setuju

Sangat

Setuju

1. Ketrampilan berbicara saya

meningkat setelah belajar

Bahasa Inggris menggunakan

cue cards

2. Cue cards membantu saya

menyusun ide-ide yang akan

saya ungkapkan

3. Penggunaan cue cards

membantu saya berbicara

Bahasa Inggris dengan lancar

4. Penggunaan cue cards membuat

saya lebih percaya diri dalam

berbicara Bahasa Inggris

5. Cue cards membantu saya

berbicara Bahasa Inggris secara

natural

6. Cue cards membantu saya untuk

berbicara Bahasa Inggris secara

spontan

7. Saya suka belajar Bahasa

Inggris dengan cue cards

8. Penggunaan cue cards dalam

pembelajaran Bahasa Inggris

menarik

9. Belajar menggunakan cue cards

memotivasi saya untuk aktif

dalam kegiatan pembelajaran di

kelas

10. Penggunaan cue cards dalam

pembelajaran Bahasa Inggris

bermanfaat


176

B. Jawablah pertanyaan di bawah ini sesuai dengan pengalamanmu!

1. Bagaimana pendapatmu tentang penggunaan cue cards dalam pelajaran

Bahasa Inggris?

_____________________________________________________________

_____________________________________________________________

2. Apa yang kamu rasakan sesudah bermain card game menggunakan cue

cards?

______________________________________________________________

______________________________________________________________

______________________________________________________________

3. Apa yang kamu rasakan saat melakukan percakapan di depan kelas

menggunakan cue cards?

______________________________________________________________

______________________________________________________________

______________________________________________________________

4. Apakah kekurangan dan/atau kelebihan dari penggunaan cue cards dalam

meningkatkan ketrampilan berbicara dalam Bahasa Inggris?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

5. Hal apakah yang masih perlu ditingkatkan dalam pembelajaran Bahasa

Inggris hari ini? Apa saran yang ingin kamu sampaikan untuk meningkatkan

hal tersebut?

______________________________________________________________

______________________________________________________________

______________________________________________________________


177

Appendix 7

Raw Data of Questionnaire


178

RAW DATA OF QUESTIONNAIRE

CYCLE 1

PART A

No Statements

∑

Strongly

Disagree

(1)

Disagree

(2)

Agree

(3)

Strongly

Agree

(4)

1. Cue cards improve my

English speaking ability.

0

(0.00%)

2

(7.40%)

21

(77.77%)

4

(14.81%)


what I am going to say.

0

(0.00%)

0

(0.00%)

19

(70.37%)

8

(29.6%)

3. I can speak more fluently

after learning English using

cue cards.

0

(0.00%)

2

(7.40%)

21

(77.77% )

4

(14.81%)



cue cards

0

(0.00%)

2

(7.40%)

21

(77.77%)

4

(14.81%)


learning English using cue

cards

0

(0.00%)

1

(3.70%)

21

(77.77%)

5

(18.52%)

6. I can speak spontaneously


cue cards.

0

(0.00%)

4

(14.81%)

16

(59.25%)

7

(25.93%)


speaking using cue cards.

0

(0.00%)

0

(0.00%)

20

(74.07%)

7

(25.93%)


learning English is attractive.

0

(0.00%)

0

(0.00%)

24

(88.88%)

3

(11.11%)


participate more actively in

the teaching-learning

activities.

0

(0.00%)

0

(0.00%)

18

(66.66%)

9

(33.33%)

10. Using cue cards in teaching

and learning English is very

useful.

0

(0.00%)

1

(3.70%)

18

(66.66%)

8

(29.6%)

Total X 0 12 199 59


Total Points 857

Mean 31.74


179

PART B

1. What is your opinion about the use of cue cards in learning English

speaking skills?

- It is interesting. (7)

- I am very happy because it is very attractive and not boring (4)

- It is very useful to help me speak English with correct pronunciation(2)

- There is more student-student or student-students interaction

- It helps me understand the material more easily.(3)

- It gives me the ideas on what I am going to say(2)

- It helps me produce the expressions with the correct grammar(3)

- I can increase my vocabulary building(2)

- The use of cue cards is simple and it is easy to be understood.

2. What did you feel when you were playing card game using the cue cards?

- I felt happy because I could learn while playing.(5)

- I could feel that learning English was fun and not stressful.(2)

- In the beginning I did not understand what the cards were for, but after

playing card, I understood what the cards were for. I could understand the

material easily.

- Nothing.

- I felt happy but I was disappointed. I couldn’t win the game. (2)

- I could understand more easily(3)

- It did not make me bored and sleepy(2)

- I could practice speaking English more(2)

- It was easier to arrange the sentences because I have repeated for many

times(6)

- I felt more confident to speak in English because there were many friends

who also tried to speak in English (9)

- I felt my ability to speak in English was getting better.


180

3. What are the strengths and the weaknesses of using cue cards in improving

your English speaking ability?

- Weaknessess :

o I still need extra time to memorize the meaning of the new words.

o The explanation of the rules of the game is quite confusing.

o Some new words are not familiar. (2)

o I do not know how to pronounce some words correctly.

o There are only a few new words. (2)

o The size of cue cards is too small to hold. (2)

o The verbs are so familiar.

o There is no weaknesses.(4)

- Strengths :

o I can speak in English more fluently.(3)

o The English lesson become more attractive and it does not make

me bored or sleepy(10)

o I can speak in English spontaneously(5)

o I can speak in English more

o I can enjoy my English class. It motivates me not to be lazy to

study English(5)

o I can understand the material more easily and faster(2)

o The picture and the words are clear and interesting.

4. What is your suggestion about the use of cue cards today? Is there anything

that should be improved?

- It has been good.(10)

- It’s better to add more new vocabulary.

- The size of the cards should be bigger.

- The teacher should pay more attention on pronunciation and intonation of

the students.

- It is better to have this game every day.


181


CYCLE 2

PART A

No Statements

`∑

Strongly


Strongl

y

Agree

1 Cue cards improve my


0

(0.00%)

1

(3.26%)

22

(70.97%)

8

(25.80

%)

2

Cue cards give me the idea of


(0.00%)

0

(0.00%)

19

(61.30%)

12

(38.71

%)

3

I can speak more fluently


cue cards.

0

(0.00%)

1

(3.26%)

18

(58.06%)

12

(38.71

%)

4

I can speak more confidently


cue cards

0

(0.00%)

0

(0.00%)

20

(64.52%)

11

(35.49

%)

5

I can speak spontaneously


cue cards.

0

(0.00%)

2

(6.45%)

20

(64.52%)

9

(29.03

%)

6

I can speak naturally after


cards

0

(0.00%)

0

(0.00%)

24

(77.42%)

7

(22.58

%)

7

I am happy to study English


(0.00%)

0

(0.00%)

15

(48.39%)

16

(51.61

%)

8

Cue cards in teaching and


(0.00%)

0

(0.00%)

17

(54.80%)

14

(45.16

%)

9

Cue cards motivate me to



activities.

0

(0.00%)

0

(0.00%)

21

(67.74%)

10

(32.26

%)


learning English is very

useful.

0

(0.00%)

0

(0.00%)

16

(51.62%)

15

(48.38

%)

Total X 0 15 202 94


Total Points 1012

Mean 32.65


182

PART B

1. What is your opinion about the use of cue cards in learning English speaking

skills?

- It is fun and very interesting. (6)

- I am very happy because it does not make me bored.(3)

- It is very useful to help me speak English with correct pronunciation.(3)

- I become closer to the other friends.

- It helps me to understand the material more easily and faster.(3)


- It helps me to produce the expressions with the correct grammar.(2)

- My vocabulary in English is richer.(3)

- The use of cue cards is simple and it can be understood easily.

- It helps me to recall the ideas when I forget the words that I have to say.

- I can perform a dialogue with my close friend without writing the script

and too much memorization.(4)


- I felt happy because I could learn while playing.(6)

- I didn’t feel stressful although it was the first time I studied expression of

compliment.(5)

- Playing cards with friends was fun. We could learn by playing.(3)

- I could understand the material faster.(5)


- I was not happy. I couldn’t win the game.(3)

3. What did you feel when you were having dialogue with your friends in front

of the class?

- In the beginning, I was afraid of making mistakes, but cue cards helped

me to supply the words that I was going to say.(3)

- Nothing.

- It was fun. It force me to speak in front of the class.(3)


183

- I felt more confidence to practice speaking. (4)

- I confused to express my idea.



- Weaknessess :

o Some new words are not familiar. (2)

o I still need extra time to memorize the pronunciation of some new

words


o The time allocation to play card games and perform the dialogue

is too short. (6)

- Strengths :



me bored or sleepy.(3)

o There is variation in playing the cards. (2)

o I can speak in English spontaneously.(6)

o The activities make me more close to the other friends.(2)

o I can directly practice speaking English.(2)

o The picture and the words give clear imagination about it.(2)



- It has already been good.(10)

- The teacher should pay more attention on pronunciation and intonation of

the students.

- There are presents for the winner.(2)


184


CYCLE 3

PART A

No Statements

∑

Strongly


Strongly

Agree

1. Cue cards improve my


0

(0.00%)

1

(3.12%)

20

(62.5%)

10

(31.25%)

2. Cue cards give me the idea

of what I am going to say.

0

(0.00%)

0

(0.00%)

20

(62.5%)

12

(37.5%)

3. I can speak more fluently


cue cards.

0

(0.00%)

0

(0.00%)

19

(59.38%)

13

(40.62%)



cue cards

0

(0.00%)

2

(6,25%)

21

(65,6%)

9

(28,12%)



cards

0

(0.00%)

1

(3.12%)

21

(65,6%)

10

(31.25%)

6. I can speak spontaneously


cue cards.

0

(0.00%)

0

(0.00%)

22

(68,75%)

10

(31.25%)


speaking using cue cards.

0

(0.00%)

1

(3.12%)

17

(53,13%)

14

(43,75%)


learning English is

attractive.

0

(0.00%)

0

(0.00%)

17

(53,13%)

15

(46,87%)




activities.

0

(0.00%)

0

(0.00%)

19

(59.38%)

13

(3.12%)


learning English is very

useful.

0

(0.00%)

0

(0.00%)

15

(46.87%)

17

(53.13%)

Total X 0 5 191 125


Total Points 1093

Mean 34.15


185

PART B

1. What is your opinion about the use of cue cards in learning English speaking

skills?


- It is still fun and very interesting. it does not make me bored and sleepy in

the class (6)

- It helps me to understand the material more easily and faster.(3)

- It helps me to produce the expressions with the correct grammar.(4)

- The use of cue cards is simple and it can be understood easily.

- It helps me to recall the ideas when I forget the words that I have to say.

- I can perform a dialogue with my close friend without writing the script

and too much memorization.(8)


- I felt happy because I could learn by playing.(6)

- Playing cards with friends was fun. We could learn by playing.(3)

- I could understand the material faster.(3)

- I could practice speaking English more.(2)


- It was easier to arrange the sentences because I have repeated for many

times.(6)

- I felt more confident to speak in English because there were many friends

who also tried to speak in English.(7)

3. What did you feel when you were having dialogue with your friends in front

of the class?

- In the beginning, I was afraid of making mistakes, but cue cards helped

me to supply the words that I was going to say.(3)

- It was fun. It forced me to speak in front of the class.(5)

- I felt more confidence to practice speaking. (6)


186

- I could speak fluently without writing the script or too much

memorization. (3)



- Weaknessess :


o The time allocation to prepare the dialogue is very short (7)

- Strengths :



me bored or sleepy.(4)

o There is variation in playing the cards. (2)

o I can speak in English spontaneously.(4)

o I was forced to speak in English more than usual.(3)

o I can directly practice speaking English.(4)

o There is a picture to help me imagine what situation it is. (2)



- It has already been good.(12)

- It should be applied in other subjects.


187

Appendix 9

The Interview Guide Used before



188

1. Do you like studying English? Why?

2. Is English important for your future? Why?

3. Do you have any difficulty in studying English? Can you mention it?

4. Among 4 skills in English –speaking, listening, writing, and reading--,

which one is the most difficult? Why?

5. (If the students do not mention “speaking skill”) Do you think that

studying English speaking is difficult? Why?

6. How do you say in English:

a. Boleh saya ke toilet?

b. Bisa hidupkan ACnya?

c. Tidak apa-apa kan kalau saya parkir mobil di sini?

d. Boleh pinjam kameramu?

e. Bisa matikan kompornya?

f. Bisa pinjam pensilmu?


189

Appendix 11

The Summary of Interview Conducted

before the Implementation of Cue Cards


190

The Summary of Interview Conducted before the Implementation

of Cue Cards

Point of the questions Student’s answers

The reason why they

study English

Learning English is fun and cool.

Learning English is challenging because sometimes

what we pronounce is different from what we write.

The students want to study abroad in English speaking

countries.

The students want to pass the National Examination

well.

The students’

perception about

acquiring English skills

related to their future

Acquiring English skills is very important for their

future lives because English has become international

means of communication.

Acquiring English is important to get better job.

English is one of subjects that include in National

Examination.

By acquiring English skills, the students expect to be

able to take parts in the global era community with

adequate competence in English.

The difficulties faced

by the students during

studying English

Students still do not understand about S-V agreements

in English.

Students do not have enough vocabulary to speak in

English

Students do not master verb 1, verb 2 and verb 3

Speaking in complete sentences is hard.

The most difficult

English skills

Two students admit that listening is the most difficult

skill

Three students admit that speaking is the most difficult

skill

Four students admit that listening and speaking are the

most difficult skills

One student admits that writing is the most difficult

skill

The reason why that

skill is difficult

The students are not confident on their pronunciation.

The students do not have any idea how to respond in a

conversation.

The students have very limited English vocabulary.

They do not have enough time to practice listening and

speaking. They rarely listen to English conversation so


191

Point of the questions Student’s answers

it is difficult for them to catch the words during the

listening task. Their time to practice speaking in the

class or outside the class is also limited so the students

are never accustomed to speak in English.

Students are afraid of making mistakes in speaking.

They tend to be silent.

Students’ speaking

skills for daily

conversation

The students do not know how to express some

expressions for daily conversation.

For the first questions “how do say in English: Boleh

saya ke toilet?”, Three-tenths students can answer

correctly. Two-tenths students hesitate to answer, two-

tenths students give the wrong answer and the three-

tenths students do not answer anything.

For the second questions “how do say in English: Bisa

hidupkan ACnya?”, Four-tenths students can answer

correctly. One-tenth students hesitate to answer, Two-

tenths students give the wrong answer and the three-


For the three questions “how do say in English: Tidak

apa-apa kan kalau saya parkir mobil di sini?”, Nobody

can answer correctly. Three-tenths students hesitate to

answer, four-tenths students give the wrong answer and

the three-tenths students do not answer anything.

For the four questions “how do say in English: Boleh

pinjam kameramu?”, Four-tenths students can answer

correctly. Three-tenths students hesitate to answer, one-

tenths students give the wrong answer and the two-


For the five questions “how do say in English: Bisa

matikan kompornya?”, Four-tenths students can answer

correctly. Two-tenths students hesitate to answer, two-

tenths students give the wrong answer and the two-


For the seven questions “how do say in English: Bisa

ambil LCD di ruang guru?”, Three-tenths students can

answer correctly. Three-tenths students hesitate to

answer, one-tenths students give the wrong answer and

the three-tenths students do not answer anything.


192

Appendix 10

The Interview Guide Used after



193

INTERVIEW GUIDE

(for the students only in every cycle)

1. Do you understand the material of today?

2. Can you follow the activities?

3. In your opinion, how was the teaching and learning process in English lesson?

4. How do you feel when you are studying English by playing cue cards? Do you

feel happy? Why?

5. Do cue cards help you speak in English more confidently? Why?

6. Do cue cards help you speak in English more fluently? Why?

7. Are the words on the cue cards useful for daily conversation? Or are they only

used in the class?

8. Are there any cue cards which are unclear?

9. Is there any comment about the cards which are used today?


194

Appendix 11

The Summary of Interview Conducted

after the Implementation of Cue Cards


195

The Summary of Interview Conducted in Cycle One

Points of the Questions Students’ Answers

The students’ interest in

following the activities in

English class

The activities done in the class are fun and not stressful.

The students are not sleepy during the English class.

The activities done in the class do not make the students

feel bored.

The students’ perception

to the use of the cue cards The students are happy because they can directly practice

speaking in English.

Cue cards help them to understand the material deeper

and faster

The picture and the words on the cue cards give the idea

about what they are going to say

The students’ feeling

after playing card game The cue card game make the class not stressful

The students can understand the expression deeper

The students do not conscious that they are learning

speaking English by playing card game

Cue cards make the

students speak more

bravely

The students feel they are more confident when they are

playing cue cards. The students feel comfortable when

they can practice together with their close friends

The students get the idea about what they are going to

say from the picture and the words on the cards

The students feel more confident because they have tried

to speak the expressions for more than twice, so they

have been accustomed to speak English

Cue cards make the

students speak more

fluently

The students can speak more fluently because they have

tried to speak the expressions for more than twice, so

they have been accustomed to speak English

The students tried hard to speak in the spontaneous

because they are not allowed to write down the script.

The picture and the words give the idea on what they are

going to say. They can reduce the pauses.

The usefulness of the

words on the cue cards The students are more familiar on the words used in the

daily conversation

There are some new words that are useful to have daily

conversation

The difficulties still faced

by the students in

learning the Expression

of Asking and

Responding to Request

The students are still weak in pronunciation.

The time to practice the expression is still limited.

Improvement for the next

implementation The students should be given time to understand the

meaning of each vocabulary and know the pronunciation

The new words can be improved.

The rules of game should be more simple and clearer


196

The Summary of Interview Conducted in Cycle Two

Points of the

Questions Students’ Answers

The students’ interest

in following the

activities in English

class

The activities done in the class are interesting.

The students are happy because they can directly practice

speaking after understanding the structure.

The activities done in the class do not make the students feel

sleepy.

The students’

perception to the use

of the cue cards

Cue cards help them to understand the material deeper and

faster

The students are happy because they can directly practice

speaking in English

The students admit that cue cards can help them to speak

without writing the script down

The students’ feeling

after playing card

game

The students do not conscious that they are learning speaking

English by playing card game

They do not feel stressful and can understand the expression

deeper

Cue cards make the

students speak more

confidently

The students get the idea about what they are going to say

from the picture and the words on the cards

The students feel more confident because they have tried to

speak the expressions for more than twice, so they have been

accustomed to speak English

Cue cards make the

students speak more

fluently

The students tried hard to speak in the spontaneous because

they are not allowed to write down the script.

The students can speak more fluently because they have tried

to speak the expressions for more than twice, so they have

been accustomed to speak English


words on the cue cards

The students are more familiar on the words used in the daily

conversation

The difficulties still

faced by the students

in using the

Expression of Giving

and Responding to

Compliment

Some students are still weak in pronunciation.

Two students admit that they still tend to memorize the

conversation in using communication cards

Improvement for the

next implementation

The cards should be bigger.


197

The Summary of Interview Conducted in Cycle Three

Points of the Questions Students’ Answers

The students’ interest in

following the activities in

English class

The activities done in the class are interesting and

challenging.

The students are happy because they can directly

practice speaking in English.

The students’ perception to

the use of the cue cards

Cue cards are useful for them to understand the

material deeper and faster

The picture and the words on the cue cards give the

idea about what they are going to say

The students’ feeling after

playing card game

The cue card game make the class not stressful

The students can understand the expression deeper

The students do not conscious that they are learning

speaking English by playing card game

Cue cards make the

students speak more

confidently

The students admit that they are accustomed to speak

in English during the English class.

The students feel more confident because they have

tried to speak the expressions for more than twice, so

they have been accustomed to speak English

The students get the idea about what they are going

to say from the picture and the words on the cards so

they can reduce the pauses

Cue cards make the

students speak more

fluently

The students can speak more fluently because they

have tried to speak the expressions for more than

twice, so they have been accustomed to speak

English

The students have understood “will” and “be going

to” well

They have got the idea about what they are going to

say from the picture and the words on the cards


words on the cue cards

The students admit that there are some new words

that are useful to have daily conversation

Students’ understanding in

using the Expression of

Plans and Intensions

All of the interviewee can answer the questions

related to the use of Expression of Plans and

Intensions


198

Appendix 12

Observation Checklists


199

OBSERVATION CHECKLIST

CYCLE 1

ASPECTS TO BE OBSERVED YES NO COMMENTS

THE

LEARNING

PROCESS

Are the learning steps in

accordance with the lesson

plan?

The steps have already

been fixed with the

lesson plan.

Are the learning objectives

achieved?

At the end, the

students are able to

answer the situation

given by the teacher

Does the learning process

attract the learner’s

attention?

The students can

follow the learning

process

TEACHING

SKILLS

AND

STRATE-

GIES

Does the teacher give clear

instructions to the learners?

The teacher gives

example before asking

the students do the

activity.

Do the cue cards employed

successfully elicit the

learners’ responses?

The learners can use

the cue cards to

practice speaking.

Is the teacher able to

manage the class well?

The students give a lot

of attention to the

teacher

THE

LEARNERS

Are the learners ready to

start the class?

Do the learners do the

teacher’s instruction

attentively?

Only some students

who did not

understand the

instruction because of

lack of attention

Do the learners participate

actively during the

implementation of cue

cards?

The students use

various expressions.

Depok, 29 August 2014

Observer,

Aloysius Wisnu Mahendra


200


CYCLE 2 MEETING 1


THE

LEARNING

PROCESS


accordance with the

lesson plan?

Are the learning

objectives achieved?

At the end of the lesson,

the students can create

expression of

compliment based on

the situation provided

Does the learning

process attract the

learner’s attention?

Most of the students are

enthusiastic to play card

game

TEACHING

SKILLS AND

STRATEGIES

Does the teacher give

clear instructions to the

learners?

Some students still

asked his/her friend to

explain what the

teacher said

Do the cue cards

employed successfully

elicit the learners’

responses?

Some students are

passive and need more

encouragement from

the teacher



Time management for

preparation should be

considered

THE

LEARNERS

Are the learners ready

to start the class?



attentively?

Do the learners

participate actively

during the


cards?

The students looked

happy playing card

games

Depok, 5 September 2014

Observer,

Damariska Oktaviani


201


CYCLE 2 MEETING 2


THE

LEARNING

PROCESS


accordance with the

lesson plan?

Are the learning

objectives achieved?

At the end of the lesson,

the students can create

expression of

compliment based on

the situation provided

Does the learning

process attract the

learner’s attention?

Most of the students are

enthusiastic to have

dialogue using

communication cards

TEACHING

SKILLS AND

STRATEGIES

Does the teacher give

clear instructions to the

learners?

Some students still

asked his/her friend to

explain what the

teacher said

Do the cue cards

employed successfully

elicit the learners’

responses?

Some students are

passive and need more

encouragement from

the teacher



Time management for

preparation should be

considered

THE

LEARNERS

Are the learners ready

to start the class?



attentively?

Do the learners

participate actively

during the


cards?

The students looked

happy playing card

games


Observer,

Damariska Oktaviani


202


CYCLE 3 MEETING 1


THE

LEARNING

PROCESS



plan?


achieved?

Most of the students

can make (+/-/?)

sentences for future

tense very well



attention?

Ss are enthusiastic in

listening task.

TEACHING

SKILLS AND

STRATEGIES



The students looked

so enthusiastic in

this class.




There is no card

today.



Time management

for preparation

should be

considered.

THE

LEARNERS


start the class?



attentively?

Today’s material

was challenging

enough, but it was

good to give

exercises from the

easiest ones until the

difficult ones.


actively during the


cards?


Observer,

Emmanuella Venni


203


CYCLE 3 MEETING 1


THE

LEARNING

PROCESS



plan?


achieved?

The students could

perform dialogue

very well. Their

fluency has been

improved.



attention?

TEACHING

SKILLS AND

STRATEGIES






The cue card helped

them to explore what

they were going to

say



THE

LEARNERS


start the class?



attentively?

Every student is

interested in perform

in front of the class


actively during the


cards?

Every student has

willingness to

practice speaking

either in the groups

or in pairs.


Observer,

Emmanuella Venni


204

Appendix 18

Field Notes


205

FIELD NOTES

Meeting 1, Cycle 1 (29 August 2014)

The meeting was held on Friday, 29 August, 2014 at 07.00 AM – 08.30

AM in SMK Negeri 2 Depok, Sleman. The participants of the research were the

students in Kimia Industri Grade X. On that day, there were 5 students who did

not come to the class because of the school occasion. To start the class, the

teacher asked one of the students to lead the opening prayer. After that, the

teacher greeted the students. The students responded to the greeting friendly. Both

the teacher and the students were relaxed and happy. Before introducing the topic

that they were going to learn, the teacher introduced the observer.

To open the topic, the teacher asked some students to stand up, to open the

window, to close the door, and to take out the book using the expression of asking

request. Then, the teacher asked the whole class to guess what the expression it

was. There were a lot of answers about it, so the teacher confirmed the correct

answer and told that it was the material they were going to learn. After the

students knew the correct answer, the teacher asked the student to observe the

material by watching video. The teacher asked the students to watch and listen to

the video carefully. The students watched the video twice. After the second

playing, the teacher gave some grading questions about the general idea of the

video. There were only some students who could answer the questions. The

teacher confirmed the answers so it was so clear for all students. After that, the

teacher gave the task for the students to find out the expressions of asking and

responding to requests in the video. Although the students only watched the video

once again, the students could mention the expression in the video. The video was

interesting and suitable with the topic. The speed of the speeches was not really

fast, so it was easy to catch the main idea of the conversation. However, there

were some students who looked passive in the class. To motivate them, the

teacher mentioned their names and asked them to repeat the answers. The last

activities for observing the class were repeating the conversation in the video and

identifying the structure of the text. Repeating activity was so useful for the


206

students so they knew how the correct intonation was. It would be better if the

students could repeat the conversation more than once. While in identifying the

structure of the text, the teacher helped the students to conclude the formula.

After that, the teacher distributed the handout. The teacher gave 2 minutes

for the students to read the handout. After 2 minutes, the teacher checked the

students’ understanding by giving the questions. Most of the students could

answer the questions well although they still needed encouragement from the

teacher. In this step, the teacher and the students discussed further about the social

function of expression of asking and responding to request. It was good for the

students’ experience.

In the next activity, the teacher showed a slide which consisted of a picture

and two words. From showing the slide, the teacher asked the students to make an

expression of asking and responding to request. After that, the teacher told them

that they would be a card game. The teacher asked the student to make a group of

four people. To have a simulation, the teacher asked 4 volunteers to come in front

of the class. The simulation was so helpful since the rules of the game were quite

a lot. After everybody in the class understood how to play it, they sat in the group.

Every group got a set of card. The students were so enthusiastic. They enjoyed the

game very much. In this game, one of the members asked a request to another

member using the clues provided in the card. If the other member had the same

card, he/she had to give the card to the one who asked the request. The winner of

the games was the one who could collect the twin cards the most. Most of the

students understood how to play it. The teacher moved around the class to remind

the students to speak English. The teacher also reminded the students to use

various expressions of Asking and Responding to Request.

Generally, this activity is very useful for the students to understand the

expression deeper. It also gave more chance to practice making requests in many

situations. The students also got a lot of new vocabularies from this activity.

However, it needed to be improved. Before the game started, it was better if the

teacher gave more time to the students to explore the card, because not all the

words in the cards were familiar to the students. The students could study the


207

cards first and they could ask to the teacher about the unfamiliar words. The time

allocation for this activity was enough, but it would be better if the students got

more time.

After finishing the game, the teacher and the students discussed about the

use of expression of asking and responding to request. To confirm the students’

understanding, the teacher told a situation. From the situation, the students were

asked to make an expression of asking and responding to request. There were

many students who were enthusiastic to answer the task. Seeing the enthusiasm of

the students when answering the questions, I can conclude that the goal of today

had been reached well. Cue card really helped the students to understand the

material deeper and gave the students more speaking practice.

Aloysius Wisnu Mahendra


208

FIELD NOTES

Cycle 2, Meeting 1 (5 September 2014)

The meeting was held on Friday, 5 September, 2014 at 08.30 AM – 10.00


students in Kimia Industri Grade X. On that day, there was a student who did not

come to the class. The teacher did not start the class at 08.30 AM because the

class was still used by the previous teacher. The teacher opened the class at 8.50

AM. To start the class, the teacher greeted the students. The students responded to

the greeting friendly. Before introducing the topic that they were going to learn,

the teacher introduced the observer and asked about the students’ presence.

To open the topic, the teacher told that the material of that day was

expression of compliment. Then, the teacher asked the whole class to guess what

the expression it was. There were a lot of answers about it, but there was no one

who could answer correctly. So, the teacher gave some example by giving

compliment some students. After the students knew about the topic, the teacher

confirmed the correct answer. On the observing step, the teacher asked the student

to observe the material by watching video. The teacher asked the students to

watch and listen to the video carefully. The students watched the video twice.

After the second playing, the teacher gave some grading questions about the

general idea of the video. There were only some students who could answer the

questions. The teacher confirmed the answers so it was so clear for the other

students. After that, the teacher gave the task for the students to find out the

expressions of giving and responding to compliment in the video. To mention the

expression in the video, the students needed to watch the video twice. There were

some students who looked passive in the class. To motivate them, the teacher

stood by them side. The last activities for observing the class were repeating the

conversation in the dialogue and identifying the structure of the text. Repeating

activity was so useful for the students so they knew how the correct intonation

was. In this occasion, the students repeated the expression twice. After repeating,

the teacher and the students discussed about the expression of compliment that


209

they know. Most of them said the informal compliment. They did not know about

the form of exclamation.

After that, the teacher distributed the handout. The teacher gave 2 minutes

for the students to read the handout. After 2 minutes, the teacher checked the

students’ understanding by giving the questions. Most of the students could

answer the questions well although they still needed encouragement from the

teacher. There was little discussion about adjective and adverbial of manner. It

was useful for the students because perhaps the students forgot about it. In this

step, the teacher and the students discussed further about the social function of

Expression of Giving and Responding to Compliment especially about responding

to compliment among Indonesian people and Western people.

In the next activity, the teacher showed a slide which consisted of a picture

and two words. From showing the slide, the teacher asked the students to make an

expression of giving and responding to compliment. After that, the teacher told

them that they would be a card game. The teacher asked the student to make a

group of four people. Before the cards were distributed to the students, the teacher

showed some slides about adjective and adverb. The teacher asked the students

whether they did not know the words in the slide. The students asked the difficult

words to the teachers. This activity was useful for the students because not all of

the students knew the words well. After that, the teacher asked 4 volunteers to

come in front of the class to have a simulation. The simulation was so helpful

since the rules of the game were quite a lot. After everybody in the class

understood how to play it, they sat in the group. Every group got a set of card. The

students were so enthusiastic. They enjoyed the game very much. In this game,

one of the members gave a compliment to another member using the clues

provided in the card. The one who was giving the compliment should receive the

card although she/he did not have the same card. The one who gave the card had

to take a new card in the middle. The winner of the games was the one who could

collect the twin cards the most. The game would finish if the card in the middle

finished. Most of the students understood how to play it. The teacher moved

around the class to remind the students to speak English. The teacher also


210

reminded the students to use various expressions of giving and responding to

compliment.

Generally, this activity was very useful for the students to understand the

expression deeper. It also gave more chance to practice giving compliment in

many situations. The students also got a lot of new vocabularies from this activity.

The time allocation for this activity was enough, but it would be better if the

students could practice speaking outside the class. After finishing the game, the

teacher and the students discussed about the use of expression of giving and

responding to compliment.

At the end, the teacher could help the students to reach the learning goal.

At the end of the class, the teacher told the students that in the next meeting they

would continue this material.

Damariska Oktaviani


211

FIELD NOTES







AM. To start the class, the teacher greeted the students. The students responded

the greeting friendly. Before introducing the topic that they were going to learn,

the teacher introduced the observer and asked about the students’ presence.

The objective of the material was the students were able to practice the

Expression of Giving and Responding to Compliment in the daily conversation.

At first, the teacher asked whether the students remembered the previous material

or not. Most of the students remembered the previous material but they failed to

make Expression of Giving and Responding to Compliment in the form of “

how”. To remind the students about Expression of Giving and Responding to

Compliment, the teacher asked the students to identify how to make Expression of

Giving and Responding to Compliment using “how” and “what”.

After the students remembered on how to make Expression of Giving and

Responding to Compliment, the teacher gave examples of Expression of Giving

and Responding to Compliment in Bahasa Indonesia to some students. Most of

the students did not respond the expression. There were a few students who said

“terimakasih”. After asking some students, the teacher asked the whole class to

compare the Expression of Giving and Responding to Compliment in Indonesia

and Western cultures. There was one student who answered that sometimes they

felt uneasy if they got compliment. They were afraid if the other people thought

that they were arrogant. It was a nice discussion. It helped the student to build

their characteristic as young people.

After that discussion, the teacher asked the students to read a dialogue

provided in PowerPoint slide. Then, the teacher asked two students to be


212

volunteers to read the dialogue. The students in this class were very active. They

did the teachers’ instruction enthusiastically. Then, the teacher gave some

comprehension questions related to the dialogue. After that, the teacher told that

they had to perform a dialogue using cue cards provided in front of the class. The

teacher explained how to use the cue card briefly.

Some of the students understood what they had to do. Some of the students

did not understand and needed peer’s or teacher’s guidance. Teacher gave 3

minutes for the students to prepare the dialogue. During the preparation, the

teacher allowed the students to ask about difficult words or about pronunciation.

After 3 minutes, the students practiced the dialogue two by two. There were 15

groups that practiced speaking in front of the class. One dialogue consisted of 2-5

minutes. Some of the groups used the expression appropriately with some

elaboration. They could speak fluently. However, there were a lot of

mispronunciations that the students made. Fortunately, the teacher was aware

about that and sometimes she corrected the mistakes.

After all the students performed the dialogue, the teacher reviewed what

they had studied. According to the performances, most of the students could

understand how to give and respond to a compliment correctly.

Generally, the teaching steps were conducted very well. The activity that

had been prepared could attract the students to speak actively. The thing that

should be improved from this teaching and learning process was students’

pronunciation. There were a lot of mispronunciations that I heard. If the teacher

did not have much time to give feedback, teacher could ask the students to bring

dictionary. So, whenever students were not sure about the pronunciation, they

could consult on the dictionary.

Damariska Oktaviani


213

FIELD NOTES




students in Kimia Industri Grade X. On that day, everybody came to the class.

The teacher did not start the class at 08.30 AM because the class was still used by

the previous teacher. The teacher opened the class at 8.45 AM. To start the class,

the teacher greeted the students. The students responded to the greeting friendly.

Before introducing the topic that they were going to learn, the teacher introduced

the observers.

To open the topic, the teacher asked what day it was. The students

answered it enthusiastically. Then, the teacher asked what they were going to do

the next day. There were a lot of answers from the students. After that, the teacher

asked the students to come in front of the class and wrote their plans in front of

the class. There were 10 students who wrote their plans on the black board. From

those answers, the teacher asked the students to conclude what they were going to

study. Most of the students could answer correctly. The teacher had successfully

guided the students to observe the material.

After the students knew about the topic, the teacher explained how to

make future plans using “will” and “be going to”. The discussion was very deep.

The students could make the negative, the interrogative for yes/no questions and

question-word questions. The students were very active and enthusiastic when the

teacher asked them to do in front of the class.

After observing step, the teacher distributed the handout.The teacher gave

2 minutes for the students to read the handout. After 2 minutes, the teacher

checked the students’ understanding by giving the questions. Most of the students

could answer the questions well. There was a short discussion about the social

function of “will” and “be going to”. It was useful for the students’ knowledge.

In the next activity, the teacher played a recording. The students were

asked to listen and repeat the recording. The recording was about 5 words. The


214

students enjoyed the activities. They listen to the recording and asked the teacher

to play twice. After the second listening, the teacher asked the students to take a

note while listening. After the third listening, the teacher asked the student to

write the correct words in front of the class. The students were enthusiastic. There

was a student who failed to write the words correctly. This activity was good for

the students. It helped the students a lot to familiarize the English sound.

After listening to the English words, the teacher challenged the students to

listen to English sentences. The sentences that the students were going to listen

were related to the expression of plans and intentions. The first listening, the

students listened and repeated the sentences. The second listening, the students

listened and took a note. The third listening, the students confirmed on what they

had listened to. After that, the students were asked to write the correct sentences

in front of the class. There was a sentence which was not complete and correct.

Basically, the activity was so simple but the teacher successfully gave deeper

understanding about the expression.

The next activity was listening to the dialogue. The students were asked to

listen and complete a dialogue. To complete the dialogue, the students need to

listen 3 times. After that, the teacher and the students discussed the dialogue.

After discussing the dialogue, the teacher asked some students to read the

dialogue loudly.

Today’s material was challenging enough for the students. However, the

teacher helped the students to understand the material very well. At the end of the

class, the teacher told the students that in the next meeting they would continue

this material.

Emmanuella Venni


215

FIELD NOTES







AM. To start the class, the teacher greeted the students. The students responded

the greeting friendly. Before starting to the material, the teacher did short friendly

talk to create warm atmosphere in the class.

First, the teacher asked the students to imagine that they would have one

week holiday. After around 3 minutes, the teacher asked the students to share their

imagination. There were 3 students who shared their imagination. Their

imagination was interesting. The three students could reveal their imagination

using simple present tense and future tense. However, there were some mistakes.

When the students made mistakes, the teacher directly corrected the mistakes and

asked the students to repeat the correct sentences. This technique successfully

helped the students to remind them about the previous material. Observing step

ended after reviewing the use of “be going to” and “will”.

After the teacher made sure that the students understood the use of “be

going to” and “will”, the teacher asked the students to look at the picture on the

slide and made future tense based on the cue provided on the slide. On that slide,

there were two words and a picture. For example, there were a picture of chain

and words of “chain” and “fix”. The students were expected to make future tense

using those clues. Most of the student could guess that they would play card

games. They were so enthusiastically after knowing that they would play card

games. In this case, the teacher explained the rules briefly because the rules were

the same as the previous ones. Before distributing the cards, the students read the

vocabulary provided on the slide. The teacher asked the students whether they did

not know the meaning of the words or did not know how to pronounce the words


216

well. Some of the students asked about the pronunciations of the words. After

that, the teacher distributed the cards and let the students played. During the game,

the teacher moved around to assess the students speaking and made sure they

practiced the speaking. It was not difficult to ask the students to speaking. The

students had been accustomed to on this game. After 20 minutes, the teacher

asked the students to stop the game and collected the cards. While collecting the

cards, the teacher asked who won the game and how far their understanding in

making future tense was.

After that activity, the teacher showed a slide which was provided a

dialogue. The students were asked to read the dialogue quickly. After that, the

teacher chose two students to read the dialogue. After the students finished

reading, the teacher gave some comprehension questions. All of the students

could answer the questions so it could be concluded that the students understood

the dialogue well. Then, students were divided into two big groups. First group

would be character A and another group would be character B. After that, the

students were asked to work in pairs. The students had to make dialogue based on

the cue provided. The theme was about holiday and it was very interesting. Most

of the students were happy and enthusiastic with those speaking cards. The

teacher gave 5 minutes for the students to prepare the dialogue. During the

preparation, the students asked on how to pronounce words well. On the dialogue,

the students were expected to make questions in future tense and answered the

questions completely.

The learning and teaching process could be conducted well. The learning

objectives that the students could identify future tense, produced future tense and

practiced speaking well could be reached. All the students could practice speaking

in front of the class. The fluency of the students was getting better. There was less

unnecessary pauses so that the students could speak more naturally.

Emmanualla Venni


Documents

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - core.ac.uk · THE USE OF CUE CARDS TO IMPROVE THE SPEAKING ABILITY OF THE STUDENTS IN X “KIMIA INDUSTRI” SMK NEGERI 2 DEPOK A SARJANA