Analyzing and Reflecting the Data Reporting

56 Based on Table 4.1, it can be seen that students’ speaking skill was very poor. None of the students got score, 75, which was as the minimum score decided by the school policy and the 2013 Curriculum. The average of the final score was only 54. 5. The students’ understanding about the task was 2.9, which meant that the students could finish the task completely but the students needed a confirmation from the teacher. The pronunciation of the students was the lowest aspect. The average of the pronunciation score was 2.25 and it was rounded into 2. From the rubric of the speaking test see Appendix 9, score 2 in the pronunciation section means that the students mispronounced many words. The students tended to produce frequent repetition that was difficult to be understood. The grammar and the fluency of the students were also not good. The average score for the grammar and the fluency was under 3. The students produced constant errors frequently. The students did not master the use of expressions in introducing. The students ’ fluency was the lowest score in the average. The speed was slow and there were frequent pauses. The students could not complete the ideas even for short or routine sentences. To solve the problem that the students faced, the researcher decided to use cue cards in teaching speaking skill. The researcher conceived that cue cards would be an alternative solution to solve the students’ problems. Cue cards contained the texts and pictures which gave the ideas during the speaking. On the other hand, cue cards combined with some teaching techniques required the students be accustomed to speaking in English. Therefore, the students became more confident and were not afraid of making mistakes. The detailed explanation 57 of the use of cue cards in cycle one would be presented in the explanation as follows.

a. Planning

Considering the students’ problems, the researcher decided to use cue cards as the media in teaching speaking skills. From the review of the theories in Chapter Two, cue cards can help the students to improve their speaking skills. To use the cue cards in cycle one, the researcher designed a lesson plan for one meeting. The activities on the lesson plan were designed based on the steps in Scientific Approach in the 2013 Curriculum that were necessary to be accomplished by the students. The researcher tried to design the classroom activities as interesting as possible. It aimed to help the students to be more enthusiastic in class activities. The approach that was used in cycle one was Scientific Approach which consisted of 5 main activities, namely observing, questioning, experimenting, associating, and communicating or networking. In the planning stage, the researcher also designed the cue cards. In designing the cue cards, the researcher considered the students’ need and the topic. The need of vocational students in novice level was the students were able to speak for daily conversation in English spontaneously. The topic for cycle one was Expressions of Asking and Responding to Request. In cycle one, the technique used to implement the cue cards was the card game. Playing the card game was chosen since it was quite familiar to them. By playing the card game, the researcher expected that the students were interested in doing the speaking activities.