83 idea in order to be able to speak fluently. The third cycle of the research 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 three
would be presented in this following explanation.
a. Planning
The researcher designed lesson plan as the guidelines to conduct the third cycle. In cycle three, the researcher focused more on building the idea in order to
be able to speak fluently. The activities on the lesson plan in cycle three were designed based on the standard competence in the 2013 Curriculum that should be
accomplished by the students. In planning stage of the third cycle, the researcher designed the cue cards. In
designing the cue cards , the researcher still considered the students’ need and the
topic. The students’ need here was the students should be able to speak in English spontaneously in daily conversation. The topic for cycle three was Expressions of
Plans and Intentions. In cycle three, the techniques used to implement the cue cards were the card game and the communication game. Communication cards
used in cycle three were different from communication cards in cycle two. Communication cards in cycle three were simpler and there were fewer words.
Those would be challenging for the students to develop the idea. To minimize the explanation, the researcher designed handouts. The handouts
contained the examples of Expression of Plans and Intentions and the examples of the use of those expressions in dialogues. Using the handouts, the students could
read the materials by themselves so that the researcher did not need to explain all
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
