students had increased their speaking fluency level. From the description in ACTFL, all weak students increased their speaking fluency level from novice low
level to novice mid level. The students could produce simple utterances with some language pauses and repetition. Since the second technique could improve the
students’ speaking fluency, the researcher stopped the cycle.
3. The Third Cycle
Even though card-game had improved the students’ speaking fluency in the second cycle, the researcher needed to verify whether card-game was truly
successful in improving students’ speaking fluency or not. Therefore, the researcher ran the third cycle which became a verification cycle. In the third cycle,
the researcher implemented card-game for a different teaching material. The material given in this third cycle was a report text.
a. Problem Identification
In the second cycle, the students showed the progress in their speaking fluency. They spoke louder and clearer. They could also use the given phrases and
vocabularies in their speech. In the third cycle, the researcher wanted to increase the students’ spontaneity, so that the students could speak more fluently.
b. Making a Lesson Plan
In the third cycle, the researcher made a plan to provide two different texts. One was a report text and another was a descriptive text. The researcher
then asked the students to differentiate those two texts. By reading the texts, the students knew the differences between report and descriptive text clearly. After
differentiating the texts, the researcher told the students that they would play card- game again. The researcher asked the students to give a report on something
which is written on the card. After playing card-game, the students were asked to recall and to share their experiences on doing card-game. At the end of the lesson,
the researcher asked the students to answer the questions in the questionnaire which was given by the researcher.
c. Applying the Technique Card-game
At the first glance, report text and descriptive text seem similar. Meanwhile, they are different in genre. Report consists of descriptions of an
object in general. While, descriptive consists of descriptions of a particular object. Even though they are different, in this cycle the students still used card-game to
describe objects in general. In this third cycle, the teacher decided to conduct the card-game activity in
groups. There were nine groups and the teacher spread the weak students in each group. In this card-game activity, the weak students had a job to give report or
general descriptions of some words which were written on the card to their groups. Hisher friends in the group guessed it.
d. Monitoring and Noticing the Fact Findings
The researcher monitored and recorded what had been done by the students in field notes. The findings showed that the students played the card-
game activity more spontaneously, because they had experienced playing on it in the second cycle. The spontaneity was shown obviously. It could be seen when
the weak students tried to describe the word which was written on the card, like what student 8 did:
Student 8: “Ehm..it is very big.” Friend A: “Elephant.”
Student 8: “No. pointed to the north Baturraden.” Friend B: “Gunung Slamet, ehh Slamet mountain.”
Student 8: “No..no. Slamet, Merapi, Sindoro, Bromo…what is that?” Friend C: “Ooh…Mountain.”
Student 8: “No, many…not only one.” Friend C: “Mountains.”
Student 8: “Ah…Yes.” The researcher monitored another weak student’s performance during the
card-game activity. From the finding, the researcher found out that the students could speak or perform very well in the third cycle. The students still made a
significant progress in the third cycle. Table 4.3 shows the students’ improvement in their speaking fluency in the third cycle.
Table 4.3 shows that the scores in almost all speaking competencies
increased. In this third cycle, the students were more confident to speak English PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
than before. It was showed by speaking in a proper manner loudly and clearly, using appropriate vocabulary and responding with few pauses and self-correction.
Table 4.3 Students’ Speaking Fluency Development in the Third Cycle
Pronunciation Fluency Vocabulary Vocal
expression St
Initial stage
Role play
Inc Initial
stage Role
play Inc
Initial stage
Role play
Inc Initial
stage Role
play Inc
1 1 2
1
2 2
no
2 3
1
2 3
1
2 2 3
1
2 3
1
3 4
1
2 3
1
3 3 3
no
2 3
1
3 3
no
2 3
1
4 2 3
1
2 2
no
3 4
1
2 4
2
5 2 3
1
2 2
no
2 4
1
2 3
1
6 2 3
1
2 2
no
3 3
no
2 3
1
7 3 4
1
2 3
1
2 3
1
2 4
2
8 3 4
1
3 3
1
3 4
1
2 4
2
Note: Inc: increased
Vocal expression:
1 = the audibility and clarity of speech are very poor 2 = the audibility and clarity of speech are poor
3 = the audibility and clarity of speech are fair 4 = the audibility and clarity of speech are good
From the description of ACTFL Speaking Proficiency guidelines, it could be concluded that six students increased their speaking fluency level from novice
mid level to novice high level. While two students were still novice mid level students. Those two students still showed frequent language pauses and self-
correct repetition. They also showed the difficulties to produce long utterances. Meanwhile, six weak students showed signs of spontaneity and they could choose
the appropriate word and use it correctly in their utterances. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
To verify whether the findings were true or not, the researcher distribute open-ended questionnaires to the students. It was aimed to know the students’
opinion towards the implementation of card-game. From the questionnaires, the researcher was able to find out whether card-game could really increase the
students’ speaking fluency level or not. Based on the data gathered from the questionnaire, all students stated that
learning to speak English by playing card-game was fun and enjoyable. The students also stated that card-game activity did not make them bored. This
situation was very different from what they had experienced when they were in the first grade. They said that it was easier to understand the material of the lesson
by learning through card-game. They said that even though it seemed like playing a game, they could increase their knowledge in English.
Almost all students stated that their vocabulary increased after doing card- game activities, because from card-game activities they found new vocabularies.
If the students did not know the meaning of the new word, they would find it out in the dictionary or ask the teacher the meaning of the word. It was easier for them
to remember new vocabularies, because they used the learnt vocabularies in the game. Card-game also helped the students to know how to use the vocabulary in
the right context. Card-game also improved their speaking fluency. The students stated that
in the card-game activity they were reinforced to speak so that they had many chances to practice speaking in English. In the card-game activity the students
said that they could speak more fluently than before, because when they spoke PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
they uttered whatever that came up in their mind. They spoke spontaneously. They spoke what they wanted to speak.
By conducting card-game, the students spoke more frequently. By performing frequently, the students felt more confident than before. Even though
sometimes they were still nervous, in this card-game activity they were brave to speak English in front of their friends. Here, they felt that they were trained to be
brave to speak in front of many people. The reason why they were not afraid to perform was that they felt like playing a game, even though actually they were
studying English. After reflecting on what had been achieved by the students from their
statements in the questionnaire, the researcher could verify that card-game technique had improved the students’ speaking fluency. The verification was from
both the teacher and the students. Therefore, the researcher was sure that card- game was an appropriate technique to increase the speaking fluency level of the
second grade students class XI-IA.2 of SMA Negeri 1 Maos. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusion of the study and some suggestions for those who have intentions to continue or adapt the idea of this research.
A. Conclusions
After conducting a Classroom Action Research at SMA Negeri 1 Maos with the second grade students class XI-IA.2, the researcher concluded that the
students were novice low level students at the initial stage. The researcher ran three cycles and applied two different techniques in this research. They are role-
play and card game. Card-game was an appropriate technique to increase the second grade
students of SMA Negeri 1 Maos. The development of their speaking fluency level could be seen in students’ speaking fluency rubrics. After conducting card-game,
the students were able to speak English in a proper manner, loudly and clearly. They could pronounce words and phrases correctly. They could speak with few
noticeable pauses and self-correction. They could also choose and use the appropriate word or phrase in utterances.
From the description of ACTFL Speaking Proficiency guidelines, it could be concluded that from eight weak students, six students increased their speaking
fluency level from novice low level to novice high level. They showed signs of spontaneity, could choose the appropriate word and use it correctly in their
51 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
