learn since it gives the students something to talk about, something to focus
on other than their own uncertainty with the new language.
Derived from those advantages of using cue cards for teaching speaking, using cue cards media teaching speaking can help students to
generate their ideas in order to communicate fluently.
d. The Use of Cue Cards in Speaking Activity
Mora 1994 shows the procedure to use cue cards in speaking Activity.
The procedure will be elaborated further in the following paragraph.
Firstly, the students will work in pairs or small groups after the teacher explains about how the exercises should be carried out. The situational
sentences had been printed on each cue card. This will help the students to initiate the conversation when they lack ideas of how to start a conversation.
Secondly, they should have the freedom to form their own questions and answers as creative as possible. Thirdly, the students should practice the
grammatical patterns. It gives students an opportunity to practice English thoughtfully. And lastly, follow up section contains ideas for reinforcement
and further practice.
B. Review of Related Studies
There was a study related to the use of cue cards as the media in the teaching and learning process of speaking conducted by Shabrina 2013. She
dealt with the eighth Grade students of SMP N 2 Kalasan who was less
motivated in speaking class. The students were not confident and not fully participated during teaching and learning process of speaking. The cue cards
were used to improve the students’ speaking skills. According to her thesis, the implementation of cue cards as the teaching and learning media in the
speaking class was successful to improve the students speaking skill.
The second study is related to the use cue cards media in improving the students speaking skill in Junior High School conducted by Farah 2013. She
dealt with the eighth Grade students of Junior High School who had high anxiety in speaking class. The students have difficulties in memorizing the
vocabulary and pronouncing word. She stated the students only practiced speaking once or twice. She used cue cards as her teaching media. The result
shows that the media have made some improveme nts in students’ speaking
skill.
C. Conceptual Framework
In the context of English teaching and learning process of speaking, students need to be given opportunities to use the target language in a
situation that replicates the real life. It indicates that the students have to be trained to be able to speak English well. According to what has been
explained in chapter I, there were two problems happening in SMP Negeri 1 Kasihan Bantul especially in Grade VII A. The problems were relating to the
lack of media and the students’ motivation in learning English.
In accordance with the literature review presented in this chapter, the problem could be solved by involving the students through the use of cue
cards media. As what has been explained previously, cue card is a card on which there are words andor pictures to prompt or encourage learners to
produce particular language, often during a controlled practice activity or drill. In this kind of media, students are required to speak in English through
many activities using cue cards.
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CHAPTER III RESEARCH METHOD
This chapter discussed the method in conducting the research which contains the research design, subject of the research, instrument of the research,
method of data collection, method of data analysis, validity and reliability of the data, and procedure of the research.
A. Research procedure
This research was action research since the aim was to improve speaking skill of Grade VII A students of SMP N 1 Kasihan Bantul through
the use of cue cards as a media to support the teaching and learning process. The research used the procedure of action research proposed by Kemmis and
McTaggart 1988. The procedure was elaborated in the following points.
1. Reconnaissance
Before carrying out the first cycle, an observation was done in several meetings in the reconnaissance step to find out what problems existed in the
English teaching and learning process in the research setting. In this step, the researcher entered the English classes handled by the teacher, observed the
whole process and took notes of the occurring problems. This kind of observation was done in two meetings to see the reoccurring problems. To
support my observation result, questionnaires were distributed to the students and interviews with them as well as the English teacher were done. Besides,
