98 The second part of questionnaire consisted of five open-ended questions.
Questions one up to three were designed to look into the students’ personal
feeling about their participation in the use of cue cards. Questions four up to five were designed to look into the strengths and weaknesses of the use of cue cards.
From cycle one until cycle three, the students wrote that they felt more confident to speak in English because there were a lot of friends who also tried to speak in
English. The students also admitted that learning speaking English was fun and not stressful. Related to the focus of cycle two, the students admitted that cue
cards helped them to develop their ideas for speaking. The students could speak spontaneously. In short, cue cards were useful in the teaching and learning process
and could improve their speaking ability. When the students were asked about the strengths and weaknesses of the use
of cue cards, the students mostly wrote that using cue cards made learning English become more interesting and less boring. On the other hand, the weakness that
most of the students found was the use of time. They wrote that the time for learning English was too short.
The data from questionnaire were also supported on the interview conducted in the end of every cycle. The results of the interview with five randomly selected
students showed that the students enjoyed the card games done in cycle one and hoped that they could learn using card games more frequently. The students
admitted that cue cards helped them understand the material more easily and faster. Cue cards also gave them idea. Therefore, the students felt more confident
in speaking.
99 Student 12
: “Senang juga mbak, ngerti pelajarannya lebih cepat dan lebih
dalam karena langsung praktek bic ara pakai permainan kartu.”
I am also happy, Miss. I can understand the material faster and deeper because I can directly practice speaking in English using
card game.
Student 28 :
“Sama mbak, senang. Gambar dan kata-kata yang di dalam kartu itu ngasih g
ambaran, nanti aku bakal ngomong apa.” I feel the same as the others. The picture and the words on the cards give
me the idea on what I am going to say. Student 27
: “Kalau saya lebih PD aja kan gambar dan kata-kata yang ada di
kartu bisa jadi gambaran b uat nanti mau ngomong apa.” I feel
more confident because the picture and the words give me ideas on what I am going to say.
In cycle two, the results of the interview with five randomly selected students showed that the students could speak fluently because they had repeated the
expression for many times. During the card game, the students were required to produce the expressions a lot. Therefore, during the communication game, which
was more challenging, the students did not have a lot of problems in producing the expressions and could speak more fluently.
Student 29 :
“Kartunya itu kan untuk latihan ngomong kan kak, dan karena itu dilakukan berulang kali jadi bisa dong di akhir pelajaran.” The
cards were for practicing speaking, weren’t they Miss? I have repeated the expression. Therefore, it is not difficult to understand
the material in the end of the lesson.
Student 31 :
“Kalau saya lebih lancar aja mbak.” For me, cue cards help me to speak more fluently, Miss.
In cycle three, the results of the interview with five randomly selected students showed that the students were interested in the cards which were
designed for the cards games and communication games. The students admitted that it was easier for them to build the ideas during the speaking. The students
could speak more spontaneously. Student 24 :
“Iya mbak, minggu lalu pembahasan tentang will and be going to dalam banget, jadi ga gampang lupa. Kalau hari ini, permainan
100 kartunya variatif, ada yang kita harus ngomong di depan segala.
Asyi k sih mbak.” The discussion of the use of “will” and “be
going to” was deeper on last week the first meeting of cycle three, so I do not forget the material easily. For today, the card
games are variety. We have time to practice speaking in front of the class. It is fun, Miss.
Student 1 :
“Lebih lancar mbak, kadang otomatis. Contohnya juga kayak pas kita buat pertanyaan. Kalau jawabannya ini pasti pertanyaannya
pake ini dan begini.” I can speak more fluently. Sometimes it looks we speak automatically. For example, when we are asking,
if the answer is about the place, we must use WH-questions
“where” for asking. The students’ achievement was also recorded in the field notes and
observation checklist filled in by the observers. Field notes and observation checklist also recorded that the students followed the instructions of the teacher
enthusiastically. In the field notes, the observers also wrote that the learning goals could be reached and cue cards were successfully implemented. The comment
written by the observers in the field notes and observation checklist are shown as follows.
The learning objectives that the students could identify future tense, produced future tense and practiced speaking well could be reached. All
the students could practice speaking in front of the class. The fluency of the students was getting better. There was less unnecessary pauses so that
the students could speak more naturally. field notes of cycle 3, meeting 2
At last, all the data had been shown by the researcher. Through all the research findings in this chapter, it could be concluded that cue cards could
improve the speaking ability of the students in X Kimia Industri of SMK Negeri 2 Depok.
1
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusions and recommendations of this research. The former is obtained from the major findings of this research. The
latter is intended to the current practice and the future research.
A. Conclusions
Based on the results of the students’ speaking tests and their response to
the implementation of cue cards monitored in all meetings, it was concluded that the use of cue cards to improve students’ speaking skills in X Kimia Industri of
SMK Negeri 2 Depok was successfully conducted. It could be seen from the results of speaking tests. The average of the final scores in cycle one was 6.91
and only seven of the 28 students 25 got higher scores than 75. The results of speaking test were getting better in cycle two. The average test score in cycle two
was 7.53 and 17 of the 31 students 54 got higher scores than 75. The numbers of the students who got scores more than 75 were increasing in cycle three.
Twenty eight of the 32 students 88 got scores more than 75 while the average score in cycle three was 8.17.
The data through the questionnaire and interview showed that the students enjoyed participating in playing card games and performing dialogues in front of
the class. The students were motivated to perform better throughout all the meetings. The card games and communication game made the students learn in a
102 pleasant atmosphere, which eventually helped them to reduce their fear or
shyness. The data gathered through observation checklist and field notes supported
that the use of cue cards helped the students solve their speaking problems. Most of the students could speak in English more confidently. They admitted that
learning to speak English using the cue cards was fun and enjoyable. They could develop their ideas and spoke more fluently with less unnecessary pauses because
they had adequate vocabulary. Using the cue cards several times, the students had been accustomed to speaking spontaneously.
B. Recommendations
There are several things that can be done to improve the current practice of teaching speaking in vocational school. Most vocational school students in SMK
Negeri 2 Depok pay greater attention to their majors, such as architecture, mining and automobile. They tend to think that English is not as important as the other
major-related subject. In order to avoid the worst effect of this condition, it is important to vary the methods of teaching English itself to attract students’
attention. The use of cue cards is one of the alternative techniques to teach speaking to the vocational students. Cue cards which are combined with games or
other speaking activities require the students to participate actively. It can help the students to be more confident in speaking. Cue cards which consist of words and
picture can help the students to develop their ideas to speak more fluently. Cue cards provide the vocabulary which they need so that they will not produce
unnecessary pauses.
103 For the purpose of future research, it is important to bear in mind that
classroom action research should be done to improve the practice of teaching and learning. The researcher expects that the future researchers can use cue cards to
help the students improve other speaking aspects like pronunciation, accuracy or intonation. The results of this research may be used as a reference for research
topics related to the improvement of teaching speaking. As research results may differ depending on the context and participants, it is recommended to adapt the
most suitable procedures which will be used to implement the cue cards.
1
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