62
Figure 4.1 is the example of cue cards used for Expressions of Asking and
Responding to Requests. On the cue cards for Expressions of Asking and Responding to Requests, there would be a picture and two words. The word above
the picture was the verb while the word below the picture was the noun. Both the words were related to the picture. This is the illustration of the interaction.
Figure 4.2 The Illustration of the Conversation
In situation 1, student A made an expression using the clues “repair” and
“chain.” Using those clues, student A asked a request to student B. In situation 1, student B had the card which consisted of picture of chain, the words “repair” and
the word “chain.” So, student B gave the card while giving positive response. In situation 2, student A asked an expression of request to student B using the clues
“repair” and “chain.” In situation 2, student B did not have the card which consisted of picture of chain, the words
“repair” and the word “chain.” Therefore, student B did not give the card to student A. In this case, student B gave the
negative response while student A took a new card from the remaining card in the center.
Situation 1 Student A
: Can you repair the chain? Student B
: With pleasure. Give the card to student A
Situation 2 Student A
: Can you repair the chain? Student B
: I am sorry, I can’t. Student A
: Take a card from the remaining card in the center
63 After finishing the game, the researcher asked the students about the game.
The researcher asked whether or not they enjoyed game. The students responded positively. They answered that it was fun and they could understand better. To
confirm the students’ understanding, the teacher described some situations. From the situations, the students were asked to make an Expression of Asking and
Responding to Request. Most of the students in X Kimia Industri of SMK Negeri 2 Depok were enthusiastic to complete the task.
c. Observing
The observing stage was done simultaneously with the acting stage. It could not be separated. In the observing stage, the researcher observed every single
event happened during the teaching and learning activity. To do this observation, the researcher was helped by observation checklists and the field note which were
completed by the observer. In the beginning of the lesson, the first problem that was found by the
researcher was that the students were not ready to start the class. To make them interested in this class, the researcher asked some students to do some actions
using the Expressions of Asking and Responding to Request. By doing so, the students were curious about the material and ready to follow the lesson. The
researcher used a video which contained a conversation using Expressions of Asking and Responding to Request to help the students conclude the material they
were going to learn. The students were interested in watching the video, listening to the conversation and also repeating what the speakers said.
64 The second problem found in X Kimia Industri of SMK Negeri 2 Depok was
the students were afraid of speaking English. They were afraid of making mistakes and were not confident of their pronunciation, grammar, and intonation.
It was shown when the researcher gave the questions in English. The students tended to answer in Bahasa Indonesia. The use of cue cards in this cycle could
help the students to be more confident. The students tried hard to speak English. There were 12 students who were still shy when the researcher stayed close to
them. They tended to speak in English slowly. The remaining students had been good and confident in speaking.
The students looked so enthusiastic. They enjoyed the game very much. Most of the students understood how to play it. The teacher moved around the class and
reminded the students to speak English. The teacher also reminded the students to use various Expressions of Asking and Responding to Request.
Playing the card game was very useful for the students to understand the expression deeper. It also gave more chance to practice making requests in many
situations so that the students were accustomed to speaking English. The students also could add their vocabulary range since there were many new vocabularies
from this game. The cue card game in this cycle could be categorized as meaningful drill Paulston, 1970. Meaningful drill is the drill in which the
students must have understood completely in grammar and meaning although there is still a pattern to control the response. The students must understand the
meaning of the cues to make a meaningful interaction with their friends.
65 Seeing the enthusiasm of the students when they were playing cue cards,
the researcher concluded that the goal of this material had been reached well. Cue card really helped the students to understand the material deeper, gave the
students more speaking practice and increased their confidence to speak English.
d. Reflection
Reflecting on the findings in the cycle one, the researcher found that the speaking skills of the students in X Kimia Industri of SMK Negeri 2 Depok
increased after they learned speaking by using cue cards. It could be seen from the results of the speaking test in the end of the cycle. Table 4.2
is the students’ speaking scores in cycle one.
Table 4.2 The Students’ Speaking Scores in Cycle One
Student Task
Pronun -ciation
Grammar Fluency Polite-
ness Enthu-
siasm Final
Score Minimum score
75 1
Absent
2 4
2 3
2 5
4 66.7
Need improvement
3 4
3 3
3 5
4 73.3
Need improvement
4 3
2 2
2 5
4 60.0
Need improvement
5 3
3 4
3 5
4 73.3
Need improvement
6
Absent
7 4
3 4
2 5
4 73.3
Need improvement
8 3
2 3
3 5
4 66.7
Need improvement
9 4
2 3
2 5
4 66.7
Need improvement
10 3
2 3
3 5
4 66.7
Need improvement
11 3
2 3
2 5
4 63.3
Need improvement
12 4
3 4
3 5
4 76.7
Successful
13 3
2 3
3 5
4 66.7
Need improvement
14 3
3 2
2 5
4 63.3
Need improvement
15 3
2 3
2 5
4 63.3
Need improvement
16 4
3 4
3 5
4 76.7
Successful
17 3
3 2
2 5
4 63.3
Need improvement
18 4
2 3
2 5
4 66.7
Need improvement
19 4
3 2
3 5
4 70.0
Need improvement
20
Absent
21 4
2 3
2 5
4 66.7
Need improvement
22 4
3 4
3 5
4 76.7
Successful
23 4
3 3
3 5
4 73.3
Need improvement
24 3
2 3
2 5
4 63.3
Need improvement
25 4
3 4
3 5
4 76.7
Successful
66
26
Absent
27 4
3 4
3 5
4 76.7
Successful
28 3
2 2
2 5
4 60.0
Need improvement
29 4
2 4
2 5
4 70.0
Need improvement
30 3
3 2
3 5
4 66.7
Need improvement
31 4
3 4
3 5
4 76.7
Successful
32 4
3 4
3 5
4 76.7
Successful Average
3,07 2,54
3,14 2,5
5 4
69.17
In Table 4.2, it could be seen that the students’ speaking scores were getting increased. Although the average score was still under the minimum score in the
2013 Curriculum, the students’ speaking scores in the cycle one was better than those in the preliminary study. Seven of the 28 students 25 got scores more
than the minimum score, 75. The remaining students got scores under the minimum score, 75. Their weaknesses were still in fluency and pronunciation.
Their average scores for the fluency and the pronunciation were still under the score 3. Their average scores for the understanding of the task and the grammar
were above the score 3 but it still needed improvement. The data gathered from the questionnaire showed that the students showed
positive perception to the use of cue cards in cycle one. The questionnaire was distributed to the students who were present in the class. There were 28 students
but one student did not return the questionnaire. As described in Chapter Three, the researcher calculated its mean score to conclude the data gathered from the
questionnaire. The perception is positive if the mean score is higher than 25. If the mean score equals or is less than 25, it means that the students have a negative
perception. In Table 4.3, the researcher could see the students’ perception about the use
of cue cards to improve their speaking skill in cycle one. In Table 4.3, the mean
67 score was 31.74, which meant that the mean score was higher than 25. It could be
concluded that the students’ perception about the use of cue cards in cycle one
was positive. The following table is the results of the questionnaire in cycle one.
Table 4.3 The Results of the Questionnaire in Cycle One
No Statements
Strongly Disagree
1 Disagree
2 Agree
3 Strongly
Agree 4
1. Cue cards improve my English
speaking ability.
0.00 2
7.40 21
77.77 4
14.81
2. Cue cards give me the idea of
what I am going to say.
0.00 0.00
19 70.37
8 29.6
3. I can speak more fluently after
learning English using cue cards.
0.00 2
7.40 21
77.77 4
14.81
4. I can speak more confidently
after learning English using cue cards
0.00 2
7.40 21
77.77 4
14.81
5. I can speak naturally after
learning English using cue cards
0.00 1
3.70 21
77.77 5
18.52
6. I can speak spontaneously after
learning English using cue cards.
0.00 4
14.81 16
59.25 7
25.93
7. I am happy to study English
speaking using cue cards.
0.00 0.00
20 74.07
7 25.93
8. Cue cards in teaching and
learning English is attractive.
0.00 0.00
24 88.88
3 11.11
9. Cue cards motivate me to
participate more actively in the teaching-learning activities.
0.00 0.00
18 66.66
9 33.33
10. Using cue cards in teaching and learning English is very useful.
0.00 1
3.70 18
66.66 8
29.6
Total X 12
199 59
Total X Point 24
597 236
Total Points 857
Mean 31.74
In general, the use of cue cards was running in accordance with the lesson plan. The evidence was provided through field notes and observation checklist
filled in by the observer. The data gathered from observation checklist and field
