69 3 The rules of the game were still quite confusing for the students although the
researcher provided the simulation. 4 Some students admitted that the cards were so small. It was difficult to shuffle
the card. Based on this reflection in cycle one, the researcher decided to continue the
second cycle. The second cycle focused more on how the students developed the idea when they were speaking. They needed to manage their idea to reduce
unnecessary pauses. In cycle two, the researcher would like to add a speaking activity by using communication cards.
2. The Use of Cue Cards in Cycle Two
The second cycle was conducted on the 5
th
and 12
th
of September 2014. The focus of the second cycle was on how the students developed the idea when they
were speaking. To conduct the second cycle, the researcher 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 two would be presented in the following explanation.
a. Planning
The researcher designed lesson plan as the guidelines to conduct the second cycle. Cycle two was designed to solve the problems found in the first cycle of the
research. From the reflection done in the first cycle, the researcher focused more on how the students developed the idea when they were speaking. The activities
70 on the lesson plan of cycle two were designed based on the standard competence
in the 2013 Curriculum that should be accomplished by the students. In the planning stage of the second cycle, the researcher also designed the cue
cards, which were the main media applied in this research. The topic for cycle two was Expressions of Giving and Responding to Compliments. In cycle two, the
techniques that were used to implement the cue cards were the card game and communication card. Communication card contained the clues which involved
two students to make dialogue spontaneously. The researcher also designed handouts to minimize the explanation. The
handouts contained the examples of Expressions of Giving and Responding to Compliments and the examples of the use of those expressions in dialogues. By
using the handouts, the students could read the materials by themselves so that the researcher did not need to explain all materials. Otherwise, the researcher just
needed to deliver the main points to the students. To help the students who still had difficulty in understanding the meaning,
the researcher provided Power Point slides. On the slide, the researcher showed the words and asked the students to find the difficult ones. It also gave chances to
the students to ask about the pronunciation of the words. The researcher prepared the assessment sheet and also the rubric to assess the
students’ ability in speaking. The speaking aspects assessed were task completion, pronunciation, grammar, and fluency. There was also assessment for attitude to
support the assessment in the 2013 Curriculum. The attitude aspects assessed here were politeness and enthusiasm.
71
b. Acting
In cycle two, there were two meetings. Each meeting consisted of 90 minutes. The first meeting would be allocated to identify the pattern of Expression of
Giving and Responding to Compliments and to practice using the Expression of Giving and Responding to Compliments in the form of meaningful drills.
Meanwhile, the second meeting would be used to practice the Expression of Giving and Responding to Compliments for daily conversation. In this meeting,
the students would have speaking test.
1 First Meeting
In the beginning of the class, the students did not know the meaning of the word
“compliment”. It was not familiar for them. The researcher needed to give brief illustration about it. In the observing activity, the students observed the
Expression of Giving and Responding to Compliments by watching a video. The students watched the video three times. After the second playing, the teacher gave
some grading questions related to the general idea of the video to dig up the students’ understanding. After the third playing, the students were asked to
mention the Expressions of Giving and Responding to Compliments. The students successfully mentioned all of the expressions. The same as the previous cycle, the
students repeated the conversation in the video and indentified the structure of Expressions of Giving and Responding to Compliments. Repeating the
conversation was important in order to know the correct intonation while identifying the structure of those expressions helped the students produce the
expression with correct grammar.
72 Due to the second activity of Scientific Approach which was questioning, the
students were expected to ask about the material. There was one student who asked about adverbial of manner. The researcher invited the whole class to discuss
the questions since the understanding of adverbial of manner was quite important. Fortunately, the students’ understanding about adverbial of manner was quite
good. Therefore it did not take a long time. The next activity was experimenting. In this activity, the students experienced
to use the expressions. To give the experience, the researcher provided the card game. The nature of the card game in cycle two was almost the same as the game
in cycle one. The goal of the card game in cycle two was the students were accustomed to speaking English and able to produce the Expressions of Giving
and Responding to Compliments in correct pronunciation, intonation and grammar. The technique used was meaningful drill, which was proposed by
Paulston 1970. The researcher showed a slide which consisted of the words they were going
to use. This slide helped them to know the meaning and the pronunciation of the words. This activity was important since the students’ vocabulary was still limited
and the students did not know the correct pronunciation. After that, the researcher explained how to play the card game in this cycle. As the pre-work to conduct the
game, the researcher showed a slide which contained a picture and two words. From showing the slide, the researcher asked the students to make an Expression
of Giving and Responding to Compliments. Then, the researcher showed some other slides and gave the same task.
73 The rules of the game were almost similar to the previous one. The students
sat in a group that consisted of four people. Every group got a set of cards. A set of cards consisted of 25 pairs of cards. The total of the cards in one set of the card
game were 50 cards. After the cards were shuffled, the cards were distributed to each member in the group. However, not all cards were distributed. In the
beginning, each member of the group only got four or five cards. The remaining cards were put in the center.
The card game required the students to have interaction with their friends. This game involved the students to use the Expressions of Giving and Responding
to Compliments. To play this game, one of the members gave a compliment to another member using the clues provided in the card. If the member who was
asked had the same card, the one who produced the compliment gave the cards to the one who was asked. The one who got the cards gave the response. If the
students asked, did not have the same card, he or she could not get the card. Meanwhile the one who produced the compliment took a new card from the
remaining ones in the center. The winner of the games was the one who could collect the twin cards the most.
Figure 4.3 A Cue Card for Expressions of Giving and Responding to Compliments
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