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.

B. Contribution of Cue Cards to Improve the Students’ Speaking Ability

Before cue cards were applied during the teaching and learning English, the students in X Kimia Industri of SMK Negeri 2 Depok faced a lot of problems in speaking. The first problem that the students had was the students were not confident to speak in English. Most of the students admitted that speaking in English was very hard and scary. The second problem was the students did not have any idea about what they were going to speak in the conversation. The students did not know how to start a conversation or build a conversation into a meaningful conversation. The third problem was the students had very limited English vocabulary. As a result, the students tended to create some fillers such as “ehmmmm….”, “duh apa yaa... ” It was difficult for the students to speak fluently. The fourth problem was the students were not accustomed to speak in spontaneous condition. When the students had to practice speaking in the class, the students tended to write the script down before they practiced. The last problem which the students had was they did not have enough time to practice. Their time to practice speaking English