84 materials. Otherwise, the researcher just needed to deliver the main points to the
students. To help the students who still had difficulties in understanding the meaning,
the researcher provided Power Point slides. On the slides, the researcher would show the words used in the card game and communication game. Then, to assess
the students’ ability in speaking, the researcher prepared the assessment sheet and the rubric. The speaking aspects assessed were task completion, pronunciation,
grammar, fluency, politeness and enthusiasm.
b. Acting
In cycle three, there were two meetings. Each meeting consisted of 90 minutes. The first meeting would be allocated to identify the pattern of Expression
of Plans and Intentions. Meanwhile, the second meeting would be used to practice using the Expression of Plans and in the form of meaningful drills and practice the
Expression of Plans and Intentions for daily conversation.
1 First Meeting
Because the time allocation was only 70 minutes and the students were still weak in recognizing future tense, the researcher did not apply any cue cards in this
meeting. The objective of the lesson in the first meeting was the students were able to identify the Future Tense which was the foundation of using the
Expression Plans and Intentions. The students really needed to understand how to construct appropriate future sentences.
The activities of first meeting consisted of observing, questioning, and experimenting. In observing activity, some students were invited to write their
85 plans for Saturday night. Through the plans that the students wrote, the researcher
invited them to identify the structure of Future Tense. In identifying the tenses, the researcher guided them to make the negative and the interrogative of Future
Tense. After indentifying the structure, the students were given chance to ask about the material. There were some students who asked about the difference of
using “be going to” and “will.” After the discussion, the researcher continued the next activity which was experimenting. The activity for the students was listening
to the words and phrases related to the dialogue which they were going to listen.
2 Second Meeting
The focus of meeting two in the cycle three was applying all the cue cards to develop their idea in speaking. There were two kinds of cue cards which were
going to be applied. The first cue cards were for playing the card game and the second ones were for making dialogue.
There were only three activities of Scientific Approach which would be applied. The first activity, which was observing activity, was done by asking the
students to imagine what they were going to do on holiday. After around three minutes, the students were asked to share their imagination. There were three
students who shared their imagination. The three students could reveal their imagination using simple present tense and future tense. Although they made
some mistakes, it was good. The students had been confident to speak for the whole class. This technique aimed to remind them about the previous material.
Observing step ended after reviewing the use of “be going to” and “will.”
86 The second step, which was experimenting, was done by applying cue cards
in the form of card game. The pre-work for this game was the same as the previous game. The teacher showed a slide contained a picture and two words,
which were as the clues to make future tense.
Figure 4.6 A Cue Card for Expressions of Plans and Intentions
On the cue cards for Expressions of Plans and Intentions, there would be a picture and two words. The word above the picture was the verb, while the word
which the picture was the noun. Both the words were related to the picture. The rules of the game were almost the same as the previous ones. The
students sat in a group which consisted of four people. Every group got a set of cards. After the cards were shuffled, the cards were distributed to each member of
the group. However, not all cards were distributed. In the beginning, each member of the group only got four cards. Then, the remaining cards were put in the center.
Most of the students understood how to play this game because playing cards like this was quite familiar for them.
This game required the students to have interaction with their friends. This game involved the students to use the Expressions of Plans and Intentions. To
repair
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