Observing The Use of Cue Cards in Cycle Two

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. 0.00 1 3.26 22 70.97 8 25.80 2 Cue cards give me the idea of what I am going to say. 0.00 0.00 19 61.30 12 38.71 3 I can speak more fluently after learning English using cue cards. 0.00 1 3.26 18 58.06 12 38.71 4 I can speak more confidently after learning English using cue cards 0.00 0.00 20 64.52 11 35.49 5 I can speak spontaneously after learning English using cue cards. 0.00 2 6.45 20 64.52 9 29.03 6 I can speak naturally after learning English using cue cards 0.00 0.00 24 77.42 7 22.58 7 I am happy to study English speaking using cue cards. 0.00 0.00 15 48.39 16 51.61 8 Cue cards in teaching and learning English is attractive. 0.00 0.00 17 54.80 14 45.16 9 Cue cards motivate me to participate more actively in the teaching-learning activities. 0.00 0.00 21 67.74 10 32.26 10 Cue cards in teaching and learning English is very useful. 0.00 0.00 16 51.62 15 48.38 Total X 15 202 94 Total X Point 30 606 376 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 questionnaire. The perception is positive if the mean score is higher than 25. If the 82 mean score equals or is less than 25, it means that the students have a negative 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 techn ique 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 19 th and 26 th 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