Observing The Use of Cue Cards in Cycle Three
93 perception. In table 4.7, the mean score was 32.40. It could be concluded that the
students’ perception about the use of cue cards was positive. The second part of questionnaire, which consisted of five open-ended
questions, showed the st udents’ personal opinions about the use of cue cards in
teaching and learning. According to the students, cue cards were very useful in learning speaking skills. The cues on the cards helped the students to speak
spontaneously. Moreover, learning speaking using cue cards was interesting and did not make them felt bored or sleepy. It was also fun and did not make them
afraid although the chances of speaking English were a lot. The interview was conducted after the students filled in the questionnaire
since t he goal of conducting interview was to confirm the students’ answers in the
questionnaire. The students also confirmed that the cue cards were very useful in learning speaking skills. The students confirmed that cue cards helped them to
understand the material faster and deeper. The students also admitted that they felt more confident because they had practiced to produce those expressions for many
times. The same as the previous cycle, 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. Through the observation
checklist and field notes, the data presented that the students showed positive attitude to the use of cue cards. The students were enthusiastic in playing the card
game and performing the dialogue.
94 The researcher stopped the cycle in cycle three because all the criteria of
successfulness had been reached. The first criteria, which was more than 75 of the students got scores more than 75, had been achieved since 88 of the students
got scores more than 75. The second criteria, which was the students perceived positively toward the use of cue cards and their speaking improvement, had also
been achieved.