c. Applying the Technique
Card-game is basically a guessing game. In this cycle, the researcher gave the students two versions of card game. The first version was one student came in
front of the class and described the appearance or character then the others guessed the person who was described. While, the other version was one student
came in front of the class and the others gave descriptions of appearance or character. The student who stood in front of the class just said “yes or no”. Shehe
had to say “yes”, if the description given by herhis friend was correct and say “no” if it was incorrect. The students described someone’s appearance using the
learnt vocabularies and phrases.
d. Monitoring and Noticing the Fact Findings
During card-game activities, the researcher monitored the achievement of weak students. The researcher jotted down in field notes some important
information and some improvement which had happened during the activities. After monitoring the weak students’ performance, the teacher found out a very
different atmosphere and attitude in the second cycle. In this second cycle, the students showed their enthusiasm to perform in front of their friends. They spoke
louder than before and they built a lively class. Many students could pronounce some difficult words correctly and could use adequate range of vocabulary.
The students tried hard to describe the person whose name was written on the card. They used their ideas to describe the person. One of the weak students,
student 2, said: “He is a man. He is thin. He have wavy hair. He is funny. He is a PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
joker. paused, then asked the researcher silently ‘what is pelawak in English?’, then corrected the sentence He is a comedian. Who is he?” The students were
still confused and did not know the answer. Suddenly, student 6 asked the question. He said: “Is he…”paused and asked student 5 who sat next to him,
‘What tinggi?’ and student 5 said ‘Tall’. Student 6 continued asking, “Is he tall?” Student 2 answered “Medium”. Student 2 gave another description, she said: “We
see him in Extravaganza.” Then almost all the students answered at the same time “Oo..Aming.”
In this card-game activity, the students spoke spontaneously. They said and asked what they wanted to say and to ask. It could be seen more obviously
when the researcher conducted the second version of card-game. Here, the researcher became the person who stood in front of the class and the students
became the agents who asked the description of someone. They competed with each other to ask the question. At the beginning, the researcher only gave one
clue. The researcher said: “You can see this person in this school.” Then the students started asking many questions such as “Is she a girl? Is he a man? Is he a
student? Is he a teacher? Is he small? Is he funny? He is teach Sejarah eh history?” After asking many questions, the students could guess the name of the
person correctly. After conducting card-game activities, the researcher did a reflection on
what had been done by the students during the lesson. It could be seen that card- game technique could improve students’ speaking fluency. The improvement of
students’ speaking fluency can clearly be seen in Table 4.2. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
From speaking fluency rubric, it can be seen that there was a significant progress from the students, in which in the second cycle the students could speak
louder and clearer. The students also showed their confidence to speak English. They were not afraid to express their thoughts or ideas in front of many people. It
is shown in Table 4.2 that most of the students improved their vocal expression. The improvement also happened in the other three competencies. Most of the
students made a significant improvement in their pronunciation, fluency and vocabulary.
Table 4.2 Students’ Speaking Fluency Development in the Second 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 1
no
1 2
1
1 2
1
1 2
1
2 1 2
1
1 2
1
2 3
1
1 2
1
3 2 3
1
1 2
1
1 3
2
1 2
1
4 2 2
no
1 2
1
1 3
2
2 2
no
5 1 2
1
1 2
1
1 2
1
1 2
1
6 1 2
1
2 2
no
1 3
2
1 2
1
7 2 3
1
1 2
1
2 2
no
1 2
1
8 2 3
1
2 3
1
1 3
2
1 3
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
Based on the fact-findings which were recorded in field-notes and based on the scores in speaking fluency rubric, the researcher concluded that all weak
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
Kategori