Observing The Use of Cue Cards in Cycle One
67 score was 31.74, which meant that the mean score was higher than 25. It could be
concluded that the students’ perception about the use of cue cards in cycle one
was positive. The following table is the results of the questionnaire in cycle one.
Table 4.3 The Results of the Questionnaire in Cycle One
No Statements
Strongly Disagree
1 Disagree
2 Agree
3 Strongly
Agree 4
1. Cue cards improve my English
speaking ability.
0.00 2
7.40 21
77.77 4
14.81
2. Cue cards give me the idea of
what I am going to say.
0.00 0.00
19 70.37
8 29.6
3. I can speak more fluently after
learning English using cue cards.
0.00 2
7.40 21
77.77 4
14.81
4. I can speak more confidently
after learning English using cue cards
0.00 2
7.40 21
77.77 4
14.81
5. I can speak naturally after
learning English using cue cards
0.00 1
3.70 21
77.77 5
18.52
6. I can speak spontaneously after
learning English using cue cards.
0.00 4
14.81 16
59.25 7
25.93
7. I am happy to study English
speaking using cue cards.
0.00 0.00
20 74.07
7 25.93
8. Cue cards in teaching and
learning English is attractive.
0.00 0.00
24 88.88
3 11.11
9. Cue cards motivate me to
participate more actively in the teaching-learning activities.
0.00 0.00
18 66.66
9 33.33
10. Using cue cards in teaching and learning English is very useful.
0.00 1
3.70 18
66.66 8
29.6
Total X 12
199 59
Total X Point 24
597 236
Total Points 857
Mean 31.74
In general, 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. The data gathered from observation checklist and field
68 notes presented that the students showed positive attitude to the implementation of
cue cards. The students were enthusiastic in playing the card game. They could cooperate well with their peers. The students did the instructions given well. Some
students had dared to speak English for simple expression like “May I go to the
toilet?” or “Would you repeat once again, Miss?” The students also started to give the responses
in English like “all right, Miss” or “with my pleasure.” The students had tried to reduce the words
“sip” and “siap.” Although the results of the speaking performances were getting better and the
students showed positive attitude to the use of cue cards, the researcher would like to conduct the second cycle. The data gathered from the interview and
questionnaire showed that there were a lot of things that should be improved. Here are the problems which were still found in the first cycle.
1 The students needed extra time to explore the new words. There were some unfamiliar words for them. The students, who did not pay attention to the
researcher, did not know the meaning of the words and how to pronounce the words properly. It was necessary to find the effective activity to introduce the
new words. 2 The students did not know the correct pronunciation of some words, for
example arrange, broth, carburetor, create, manufacture, pepper, polish, rope,
soak, and vegetable. The researcher would pay more attention to the
pronunciation and intonation since the pronunciation and intonation were two of the requirements in having good speaking skill.
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.