provided vocabulary list, students usually remembered the words that they used in the dialogues only. Finally, this technique could not solve the problems occurred
in students’ speaking ability.
e. Specifying Learning
Cued-Dialogue as a technique to be implemented in the first cycle of the research seemed to be ineffective to improve students’ speaking ability for
students of SMA Stella Duce Bantul. Students could not maximize their potentials in speaking. Students still had weaknesses in four speaking components, namely
fluency, pronunciation, vocabulary, and grammar. They could not perform good dialogues in speaking because they could not express their ideas freely into
conversations.
2. Second Cycle
The second cycle of the research was aimed to revise the technique in teaching and solve the remaining problems. By conducting this second cycle, the
researcher hoped that the problems could be solved. There were three meetings in this cycle.
a. Diagnosing
After evaluating what happened in the first cycle, whether there were any weaknesses in the previous method or the problems unsolved, the researcher and
the observer discussed everything she felt in the action whether it was good or which part was not quite good. The data identified in the observation sheets and
field notes were used as a basis to implement the next cycle or teaching learning activities. In this cycle, the researcher tried to solve the remaining problems which
still occurred in the first cycle. It was obvious when students did a cued-dialogue they no longer had dificulties in formulating the content of the conversation and
delivering the comprehensibility of the conversations. Yet, they could not enrich the vocabulary, grammar mastery, and pronunciation ability because they could
not develop and expand the conversation as they would like to have. Therefore, the researcher decided to implement a different technique.
b. Action Re-planning
Based on the problems identified in the second cycle, the researcher tried to find another technique which could eliminate the problems. The researcher
decided to use role-play as a new technique applied in the second cycle of the research. Here was the example of role-play used in the research.
Situation 1 Robby and Dianne are good friends. They work in the same office. Robby has
just finished moving into a new house and wants to invite Dianne over to celebrate. The celebration will be held on Saturday at seven in the evening in his
new house. make a dialogue about inviting to a celebration.
Figure 4.2 Role-play in making invitation
The reason why researcher decided to use role-play was because this technique gave students opportunity to express their ideas freely. Students could
make longer conversation and as a result they could enrich the vocabularies because students used more words from the vocabulary list provided on the
handouts.furthermore students could enhance pronunciation and grammar mastery. As in the example of role-playing above, learners were able to express their ideas
and made their own path in dialogues to come to the goal of the role-playing. In this role-play, Littlewood 1981: 55 explains that learners are initially aware only
of the overall situation and their own goals in it. They must negotiate the interaction itself as it unfolds, each partner responding spontaneously to the
other’s communicative acts and strategies. The researcher prepared three topics of role-play which would be administered in three meetings, they were offering help,
making invitation, and givingasking for advice.
c. Action Taking
