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1. Asking to Permission
To conduct the research in SMK Negeri 2 Depok, the researcher asked permission letter to Dinas Pendidikan Kabupaten Sleman. Then, the researcher
went to the headmaster of SMK Negeri 2 Depok to get approval. After that, the researcher met the English teacher who was recommended by the headmaster. The
researcher asked permission to conduct the research in one of the classes which the teacher taught. At last, the teacher gave permission to the researcher to
conduct the research in X Kimia Industri.
2. Observing X Kimia Industri Class in SMK Negeri 2 Depok
The researcher observed the class to find out the problems faced by the students in X Kimia Industri Class on 18 July, 8 August and 15 August 2014.
Besides observing the class, the researcher interviewed the students to know about their needs in studying English and their knowledge about expressions in daily
conversation. In the end of this first step, the researcher analyzed the results of the observation and interview.
3. Planning the Research
After observing the class, the researcher built the research strategy to overcome the problem which had been analyzed. The researcher chose the
material and constructed the lesson plan for the teaching and learning process. In this step, the researcher also chose what kinds of cue cards which are appropriate
to the students’ need and characteristics. Then, the researcher designed some speaking activities or techniques to implement cue cards.
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4. Preparing the Instruments
In this step, the researcher prepared all instruments which would be used in the research. The instruments consisted of the instruments used before the
implementation and during the implementation.
5. Collecting Data
Collecting data started when the researcher implemented the cue cards to the students in X Kimia Industri of SMK Negeri 2 Depok. During the implementation
of cue cards, the researcher observed everything happening in the classroom. To observe the class, the researcher was helped by an observer and the English
teacher of X Kimia Industri of SMK Negeri 2 Depok. The observers completed the field notes and observation checklist provided. Then, to dig up
the students’ perception about the use of cue cards, the researcher distributed questionnaire and
conducted semi-structured focus group interview.
6. Analyzing and Reflecting the Data
In this step, the researcher analyzed the data gathered using data triangulation. All of the data gathered corroborated with each other. The results of
corroborating were reflected in the end of every cycle. From the reflection in the first cycle, the researcher knew what was still needed to improve in the next cycle.
From the reflection done at the end of the last cycle, the researcher concluded whether or not cue cards could improve the
students’ speaking ability.
7. Reporting
After completing the data analysis, the researcher wrote a report about the results of this classroom action research.
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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter discusses the results found in this research related to the use of cue cards to improve
the students’ speaking ability. The discussion is presented in two main parts. The first part discusses the description of the use of cue cards to
improve the students’ speaking ability. The second part discusses the contribution
of cue cards to improve the students’ speaking ability.
The description of the use of cue cards in every cycle will be presented, since this is classroom action research. This classroom action research was
conducted in three cycles. Each cycle consisted of planning, acting, observing and reflecting. The first cycle was conducted on August 29
th
, 2014. The second cycle was conducted on September 5
th
and 12
th
, 2014. Then, the third cycle was conducted on September 19
th
and 26
th
, 2014. The researcher distributed questionnaires and conducted an interview in every cycle. The results of both
were analyzed to corroborate the results taken from the students’ speaking test,
observation checklist, and field notes.
A. The Description of the Use of Cue Cards
This section is divided into three parts. They are the use of cue cards in cycle one, the use of cue cards in cycle two, and the use of cue cards in cycle
three. The first cycle was completed in one meeting, while each the second cycle and the third cycle was completed in two meetings respectively. The duration of
54 each meeting was set to 90 minutes because the time allocation for English lesson
was two contact hours in which one contact hour consisted of 45 minutes. Basically the researcher planned each cycle would be conducted in one
meeting. Nevertheless, after the first meeting, the researcher found that one meeting was not enough to conduct all the learning steps in the 2013 Curriculum.
There were five learning steps in the 2013 Curriculum that should be applied in the teaching and learning process. In addition, the topics for cycle two and three
were not familiar to the students. Thus, the researcher negotiated with the real English teacher for X Kimia Industri class of SMK Negeri 2 Depok about the time
allocation. Finally we decided to set two meetings for each cycle two and three. By doing so, all of the approaches in the 2013 Curriculum could be conducted
and the students would have more time to explore the new material.
1. The Use of Cue Cards in Cycle One
Before conducting cycle one, the researcher indentified the student s’
problems by looking at the results of the observation. The most problematic evidence that the researcher found in X Kimia Industri of SMK Negeri 2 Depok
was in speaking English. The students were not confident to speak in English. The students admitted speaking in English was very hard and scary. The students
did not have any idea about what they were going to speak in the conversation. The students had very limited English vocabulary that made them create filler
such as “ehmmmm….” The students were not accustomed to speaking English spontaneously. When the students had to practice speaking in the class, the
students would like to ask the teacher to give extra time to write the script down
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