English for Vocational School in the 2013 Curriculum

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