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.