Speaking Test The Research Instruments Used during the Implementation

49 Hoel, p. 16 The next data which would be analyzed were data gathered from the speaking tests. The researcher conducted speaking tests in every cycle in order to measure the students’ improvement in speaking. From this speaking test, the researcher would know how effective and efficient the cue cards were. There were six aspects that would be measured. They were the understanding of the task, pronunciation, grammar, fluency, politeness and enthusiasm. The score for each aspect was one and the maximum score was five. To find the final score, the researcher used the formula defined by Brown 2004, p. 157 and Hughes 1989, p. 220. Therefore, the final score for each student would be in the following formula: The results of the interviews were analyzed by summarizing and paraphrasing the students’ answers. The interview data would be the confirmation description to the results of the questionnaire. The data gathered from field notes and observation checklist were analyzed by summarizing them into a form of description. Then, data gathered from the interviews, questionnaire, field notes, Task+Pronunciation+Grammar+Fluency+Politeness+Enthusiasm x 100 ____________________________________________________________ = 100 30 50 observation checklist and speaking test would be the foundation of the final conclusion. To obtain the credibility and validity of the data, the researcher used data triangulation. According to Johnson and Larry 2012, data triangulation was defined as “the use of multiple data sources using a single method” p. 270. In this classroom action research, the data being triangulated were taken from interviews, field notes, observation checklist, questionnaire and speaking tests. Data triangulation would help the researcher to determine the relationship among the results of the students’ speaking test, the student’ perception on the use of cue cards in improving their speaking skill, and what happened in the classroom during the implementation. This relationship would be the foundation to answer how the cue cards improve the students’ speaking skill in X Kimia Industri of SMK Negeri 2 Depok. Data triangulation also helped the researcher to decide whether the researcher needed to continue the cycle or to end the cycle. To end the cycle, the researcher determined the criteria of success. There were two criteria of success. The first one was 75 of the students got speaking scores more than the minimum score, 75. The second criterion was the students perceived positively to use of cue cards.

F. Research Procedure

This section provides the procedures done by the researcher. There were seven steps. The explanation of each step is shown as follows. 51

1. Asking to Permission

To conduct the research in SMK Negeri 2 Depok, the researcher asked permission letter to Dinas Pendidikan Kabupaten Sleman. Then, the researcher went to the headmaster of SMK Negeri 2 Depok to get approval. After that, the researcher met the English teacher who was recommended by the headmaster. The researcher asked permission to conduct the research in one of the classes which the teacher taught. At last, the teacher gave permission to the researcher to conduct the research in X Kimia Industri.

2. Observing X Kimia Industri Class in SMK Negeri 2 Depok

The researcher observed the class to find out the problems faced by the students in X Kimia Industri Class on 18 July, 8 August and 15 August 2014. Besides observing the class, the researcher interviewed the students to know about their needs in studying English and their knowledge about expressions in daily conversation. In the end of this first step, the researcher analyzed the results of the observation and interview.

3. Planning the Research

After observing the class, the researcher built the research strategy to overcome the problem which had been analyzed. The researcher chose the material and constructed the lesson plan for the teaching and learning process. In this step, the researcher also chose what kinds of cue cards which are appropriate to the students’ need and characteristics. Then, the researcher designed some speaking activities or techniques to implement cue cards.