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.