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 tens e 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 stud ents’ 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
4 3
3 3
4 5
4 73.3
Need improvement
5 4
3 4
3 5
4 76.7
Successful
6 3
3 3
3 5
4 70.0
Need improvement
7 4
3 4
4 5
5 83.3
Successful
8 3
3 3
4 5
4 73.3
Need improvement
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
30 3
3 3
3 5
4 70.0
Need improvement
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 Disagree
Disagree Agree
Strongly Agree
1. Cue cards improve my English
speaking ability.
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.
0.00 0.00
20 62.5
12 37.5
3. I can speak more fluently after
learning English using cue cards.
0.00 0.00
19 59.38
13 40.62
4. I can speak more confidently
after learning English using cue cards
0.00 2
6.25 21
65.6 9
28.12
5. I can speak naturally after
learning English using cue cards
0.00 1
3.12 21
65.6 10
31.25
6. I can speak spontaneously after
learning English using cue cards.
0.00 0.00
22 68.75
10 31.25
7. I am happy to study English
speaking using cue cards.
0.00 1
3.12 17
53.13 14
43.75
8. Cue cards in teaching and
learning English is attractive.
0.00 0.00
17 53.13
15 46.87
9. Cue cards motivate me to
participate more actively in the teaching-learning activities.
0.00 0.00
19 59.38
13 3.12
10. Cue cards in teaching and learning English is very useful.
0.00 0.00
15 46.87
17 53.13
Total X 5
191 125
Total X Point 10
573 500
Total Points 1093
Mean 34.15
In t able 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
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
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 st udents’ 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 t he 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.
