Student`s perception on the use of cue cards in speaking class activity at XII tekstil B class of SMK N 5 Yogyakarta.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Kusumastuti, Lucky A. (2013). Students’ Perception on the Use of Cue Cards in
Speaking Class Activity at XII Tekstil B of SMKN 5 Yogyakarta. Yogyakarta: Sanata
Dharma University.
Language is used by people world-wide to communicate, interact and gain
information. English as an international language becomes so important to be
mastered especially for vocational school students who are prepared to be ready to
work after graduating from the school. Unfortunately, the fact shows that students’
English mastery especially in speaking skill still remains low. This fact is
characterized by students’ low participation in speaking and the low ability to
generate ideas in speaking. The use of cue cards can offer to help the students to
improve their speaking ability in English.
This study intended to investigate students’ perception on the use of cue cards
as media in a speaking class activity. There are two problems formulated in this
study. The first problem is students’ perception to the use of cue cards in speaking
class activity and the second problem is students’ recommendations to improve the
use of cue cards in their speaking class activity.
This study was a survey research which applied quantitative and qualitative
method to know students’ perception on the use of cue cards in speaking class
activity. Quantitative method was used since this study was intended to obtain
statistical analysis of numerical data and qualitative method was used to obtain
descriptive data on the use of cue cards in students speaking class activity. The
participants of this research were 33 students o XII Tekstil B of SMK N 5 Yogyakarta
2012/2013 academic year. The instruments used in this study were questionnaire and
interview.
The result of the study showed that most of the students perceived the use of
cue cards in speaking activity positively. The students agreed that cue cards were
interesting media to be applied in their speaking class activity. The students enjoyed
their speaking activity using cue cards as the supporting media. The result of the
study also showed that cue cards helped the students to have more understanding in
organizing ideas and developing content. Cue cards could also help the students to
improve their speaking ability by increasing their fluency, vocabulary and
pronunciation. The students suggested that cue cards should be implemented earlier
and more often. The students also suggested that cue cards should be implemented in
every English skill.
Based on the result, the researcher suggests that English teachers implement
cue cards in students speaking class activity. The teacher needs to vary and improve
the use of cue cards to attract students interest in speaking practice. Finally, the
researcher suggests further researcher to study about the use of cue cards to the other
skills such as listening, reading and writing.
Keywords: perception, cue cards, speaking
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Kusumastuti, Lucky A. (2013). Students’ Perception on the Use of Cue Cards in
Speaking Class Activity at XII Tekstil B of SMKN 5 Yogyakarta. Yogyakarta: Sanata
Dharma University.
Bahasa digunakan oleh manusia untuk berkomunikasi, berinteraksi dan
memperoleh informasi. Bahasa Inggris sebagai bahasa internasional berperan
penting terutama bagi siswa sekolah kejuruan yang bersiap berkompetisi di dunia
kerja setelah menyelesaikan studinya. Sayangnya, fakta menunjukkan penguasaan
keterampilan berbicara bahasa Inggris siswa masih rendah. Fakta ini ditandai
dengan rendahnya partisipasi siswa dalam berbicara dan kemampuan siswa dalam
membangun ide percakapan. Penggunaan cue cards ditawarkan sebagai media
untuk membantu meningkatkan kemampuan berbicara siswa dalam bahasa Inggris.
Penelitian ini ditujukan untuk mengetahui persepsi siswa tentang penggunaan
cue cards sebagai media dalam aktivitas berbicara di kelas. Dalam penelitian ini
terdapat dua rumusan masalah. Masalah pertama adalah apa persepsi siswa dengan
penggunaan cue cards di aktivitas berbicara dan masalah kedua adalah rekomendasi
siswa untuk meningkatkan penggunaan cue cards dalam aktivitas berbicara di kelas.
Penelitian ini merupakan penelitian survei yang mengaplikasikan metode
kuantitatif dan kualitatif untuk mengetahui persepsi siswa terhadap penggunaan cue
cards di aktivitas berbicara di kelas. Metode kuantitatif digunakan karena penelitian
ini bertujuan untuk memperoleh data dalam bentuk angka dan metode kualitatif
digunakan untuk memperoleh data deskriptif terhadap penggunaan cue cards di
aktivitas berbicara di kelas. Partisipan dalam penelitian ini adalah 33 siswa XII
Tekstil B SMK N 5 Yogyakarta tahun akademik 2012/2013. Instrumen yang
digunakan dalam penelitian ini adalah kuesioner dan interview.
Hasil penelitian menunjukkan kebanyakan siswa memiliki persepsi positif
terhadap penggunaan cue cards. Para siswa setuju jika cue cards merupakan media
pembelajaran yang menarik untuk diaplikasikan dalam kegiatan berbicara di kelas.
Para siswa menikmati aktivitas berbicara menggunakan cue cards sebagai media
pendukungnya. Hasil penelitian juga menunjukkan cue cards dapat membantu siswa
dalam memiliki pemahaman yang lebih baik dalam mengorganisir dan
mengembangkan ide cerita. Cue cards juga membantu siswa dalam meningkatkan
kemampuan berbicara dengan meningkatkan kefasihan, kosakata dan pengucapan
kata. Para siswa menyarankan cue cards baik untuk diimplementasikan sedari dini
dan waktu penerapannya lebih intens. Para siswa juga menyarankan cue cards
sebaiknya diimplementasikan ke semua aspek keterampilan berbahasa Inggris.
Berdasarkan hasil penelitian, peneliti menyarankan guru bahasa Inggris
mengimplementasikan cue cards dalam kegiatan berbicara dalam kelas. Namun
demikian, penggunaan cue cards perlu lebih bervariasi untuk menarik perhatian
siswa dalam praktek berbicara. Akhirnya, peneliti menyarankan penelitian
selanjutnya mengembangkan penggunaan cue cards dalam keterampilan lain seperti
menyimak, membaca dan menulis.
Kata kunci : perception, cue cards, speaking
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STUDENTS’ PERCEPTION ON THE USE OF CUE CARDS
IN SPEAKING CLASS ACTIVITY AT XII TEKSTIL B CLASS
OF SMK N 5 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillments of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Lucky Aditya Kusumastuti
Student Number: 081214128
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STUDENTS’ PERCEPTION ON THE USE OF CUE CARDS
IN SPEAKING CLASS ACTIVITY AT XII TEKSTIL B CLASS
OF SMK N 5 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillments of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Lucky Aditya Kusumastuti
Student Number: 081214128
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
I dedicate this thesis
to everyone who loves me. . .
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or
parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, March 7, 2013
The Writer
Lucky Aditya Kusumastuti
081214128
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Lucky Aditya Kusumastuti
Nomor Mahasiswa
: 081214128
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENTS’ PERCEPTION ON THE USE OF CUE CARDS
IN SPEAKING CLASS ACTIVITY AT XII TEKSTIL B CLASS
OF SMK N 5 YOGYAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengolahnya dalam bentuk pangkalan data,
mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media
lain untuk kepentingan akademis tanpa perlu meminta izin dari saya maupun
memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai
penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 22 Februari 2013
Yang menyatakan
Lucky Aditya Kusumastuti
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Kusumastuti, Lucky A. (2013). Students’ Perception on the Use of Cue Cards in
Speaking Class Activity at XII Tekstil B of SMKN 5 Yogyakarta. Yogyakarta: Sanata
Dharma University.
Language is used by people world-wide to communicate, interact and gain
information. English as an international language becomes so important to be
mastered especially for vocational school students who are prepared to be ready to
work after graduating from the school. Unfortunately, the fact shows that students’
English mastery especially in speaking skill still remains low. This fact is
characterized by students’ low participation in speaking and the low ability to
generate ideas in speaking. The use of cue cards can offer to help the students to
improve their speaking ability in English.
This study intended to investigate students’ perception on the use of cue cards
as media in a speaking class activity. There are two problems formulated in this
study. The first problem is students’ perception to the use of cue cards in speaking
class activity and the second problem is students’ recommendations to improve the
use of cue cards in their speaking class activity.
This study was a survey research which applied quantitative and qualitative
method to know students’ perception on the use of cue cards in speaking class
activity. Quantitative method was used since this study was intended to obtain
statistical analysis of numerical data and qualitative method was used to obtain
descriptive data on the use of cue cards in students speaking class activity. The
participants of this research were 33 students o XII Tekstil B of SMK N 5 Yogyakarta
2012/2013 academic year. The instruments used in this study were questionnaire and
interview.
The result of the study showed that most of the students perceived the use of
cue cards in speaking activity positively. The students agreed that cue cards were
interesting media to be applied in their speaking class activity. The students enjoyed
their speaking activity using cue cards as the supporting media. The result of the
study also showed that cue cards helped the students to have more understanding in
organizing ideas and developing content. Cue cards could also help the students to
improve their speaking ability by increasing their fluency, vocabulary and
pronunciation. The students suggested that cue cards should be implemented earlier
and more often. The students also suggested that cue cards should be implemented in
every English skill.
Based on the result, the researcher suggests that English teachers implement
cue cards in students speaking class activity. The teacher needs to vary and improve
the use of cue cards to attract students interest in speaking practice. Finally, the
researcher suggests further researcher to study about the use of cue cards to the other
skills such as listening, reading and writing.
Keywords: perception, cue cards, speaking
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Kusumastuti, Lucky A. (2013). Students’ Perception on the Use of Cue Cards in
Speaking Class Activity at XII Tekstil B of SMKN 5 Yogyakarta. Yogyakarta: Sanata
Dharma University.
Bahasa digunakan oleh manusia untuk berkomunikasi, berinteraksi dan
memperoleh informasi. Bahasa Inggris sebagai bahasa internasional berperan
penting terutama bagi siswa sekolah kejuruan yang bersiap berkompetisi di dunia
kerja setelah menyelesaikan studinya. Sayangnya, fakta menunjukkan penguasaan
keterampilan berbicara bahasa Inggris siswa masih rendah. Fakta ini ditandai
dengan rendahnya partisipasi siswa dalam berbicara dan kemampuan siswa dalam
membangun ide percakapan. Penggunaan cue cards ditawarkan sebagai media
untuk membantu meningkatkan kemampuan berbicara siswa dalam bahasa Inggris.
Penelitian ini ditujukan untuk mengetahui persepsi siswa tentang penggunaan
cue cards sebagai media dalam aktivitas berbicara di kelas. Dalam penelitian ini
terdapat dua rumusan masalah. Masalah pertama adalah apa persepsi siswa dengan
penggunaan cue cards di aktivitas berbicara dan masalah kedua adalah rekomendasi
siswa untuk meningkatkan penggunaan cue cards dalam aktivitas berbicara di kelas.
Penelitian ini merupakan penelitian survei yang mengaplikasikan metode
kuantitatif dan kualitatif untuk mengetahui persepsi siswa terhadap penggunaan cue
cards di aktivitas berbicara di kelas. Metode kuantitatif digunakan karena penelitian
ini bertujuan untuk memperoleh data dalam bentuk angka dan metode kualitatif
digunakan untuk memperoleh data deskriptif terhadap penggunaan cue cards di
aktivitas berbicara di kelas. Partisipan dalam penelitian ini adalah 33 siswa XII
Tekstil B SMK N 5 Yogyakarta tahun akademik 2012/2013. Instrumen yang
digunakan dalam penelitian ini adalah kuesioner dan interview.
Hasil penelitian menunjukkan kebanyakan siswa memiliki persepsi positif
terhadap penggunaan cue cards. Para siswa setuju jika cue cards merupakan media
pembelajaran yang menarik untuk diaplikasikan dalam kegiatan berbicara di kelas.
Para siswa menikmati aktivitas berbicara menggunakan cue cards sebagai media
pendukungnya. Hasil penelitian juga menunjukkan cue cards dapat membantu siswa
dalam memiliki pemahaman yang lebih baik dalam mengorganisir dan
mengembangkan ide cerita. Cue cards juga membantu siswa dalam meningkatkan
kemampuan berbicara dengan meningkatkan kefasihan, kosakata dan pengucapan
kata. Para siswa menyarankan cue cards baik untuk diimplementasikan sedari dini
dan waktu penerapannya lebih intens. Para siswa juga menyarankan cue cards
sebaiknya diimplementasikan ke semua aspek keterampilan berbahasa Inggris.
Berdasarkan hasil penelitian, peneliti menyarankan guru bahasa Inggris
mengimplementasikan cue cards dalam kegiatan berbicara dalam kelas. Namun
demikian, penggunaan cue cards perlu lebih bervariasi untuk menarik perhatian
siswa dalam praktek berbicara. Akhirnya, peneliti menyarankan penelitian
selanjutnya mengembangkan penggunaan cue cards dalam keterampilan lain seperti
menyimak, membaca dan menulis.
Kata kunci : perception, cue cards, speaking
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
First of all, I would express my greatest gratitude to my Almighty God for
His blessing, guidance and spirit given to me so I can finish this thesis. Without his
companion during the process of writing, I could not finish my thesis.
I would express my greatest gratitude to my sponsor, V. Triprihatmini,
S.Pd., M.Hum., M.A., for her guidance, time and advice given to me from the
beginning to the end of this thesis. My gratitude also goes to all lectures in PBI who
had spent their time to guide and teach me well.
My gratitude is extended to Suyono, S.Pd., M.Pd., the headmaster of SMK N
5 Yogyakarta for the permission to conduct my research. My gratitude is also
addressed to thank Nur Endah Sulistyorini, S.Pd., the English teacher of XII Tekstil
B for helping me in gathering the data of the research and to all students of XII
Tekstil B of SMKN 5 Yogyakarta for being my participants and helping me to obtain
valuable information for this study.
I would like to thank my parents and my sister for their care and support. I
would also thank Dani Ismoyo for his love, true partnership, trust and support.
Further, I would like to thank my great friends, Tika Dwi Puspita and Matrianofa
Gadau for their great friendship during studying in PBI. Kristin and Mba Setyo for
their supports to help me in finishing this thesis. May God bless all those lovely
people now and forever.
Lucky Aditya Kusumastuti
ix
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE ........................................................................................................ i
APPROVAL PAGES ............................................................................................ ii
DEDICATION PAGE .......................................................................................... iv
STATEMENT OF WORK’S ORIGINALITY ...................................................... v
PERNYATAAN PERSETUJUAN PUBLIKASI ....................................................... vi
ABSTRACT ......................................................................................................... vii
ABSTRAK ............................................................................................................. viii
ACKNOWLEDGEMENTS .................................................................................. ix
TABLE OF CONTENTS ...................................................................................... x
LIST OF TABLES ................................................................................................ xiii
LIST OF FIGURES ............................................................................................... xiv
LIST OF APPENDICES ....................................................................................... xv
CHAPTER I. INTRODUCTION .......................................................................... 1
A. Research Background ................................................................. 1
B. Research Problem ....................................................................... 3
C. Problem Limitation ..................................................................... 3
D. Research Objectives ................................................................... 4
E. Research Benefits ....................................................................... 4
F. Definition of Terms ..................................................................... 5
CHAPTER II. REVIEW OF LITERATURE .......................................................... 8
A. Theoretical Description ............................................................. 8
1. Perception ............................................................................. 8
a. Definition of Perception ................................................... 8
b. Factors Creating Perceptual Difficulty .............................. 10
2. Speaking ............................................................................... 11
a. The Nature of Speaking .................................................... 11
x
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1) The Definition of Speaking ........................................... 11
2) The Characteristics of Speaking .................................... 12
3) The Types of Speaking.................................................. 13
4) Speaking Accuracy and Speaking Fluency .................... 13
b. Teaching Speaking Skill ................................................... 14
1) The Goal of Teaching Speaking ................................... 14
2) The Problems in Teaching and Learning Speaking ....... 14
3. Cue Cards ............................................................................. 16
4. Vocational Education ............................................................ 17
B. Theoretical Framework ............................................................. 18
CHAPTER III RESEARCH METHODOLOGY .................................................... 19
A. Research Method ......................................................................... . 19
B. Research Setting .......................................................................... . 20
C. Research Participants .................................................................. . 20
D. Research Instruments .................................................................. . 20
1. Questionnaire ........................................................................ 21
2. Interview ............................................................................... 22
E. Data Analysis Technique ........................................................... 23
F. Research Procedure ................................................................... 25
1. Planning ................................................................................. 25
2. Sampling ............................................................................... 25
3. Construction of The Instrument .............................................. 25
4. Carrying Out The Survey ....................................................... 26
5. Processing The Data............................................................... 26
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ............................... 27
A. Students’ Perception on The Use of Cue Cards
in Speaking Class Activity at XII Tekstil B
of SMKN 5 Yogyakarta ........................................................... 27
1. Students’ Perception Based on the Questionnaire ................... 27
xi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2. Students’ Perception Based on the Interview .......................... 50
B. The Recommendations to Improve the Use of Cue Cards
in Speaking Class Activity at XII Tekstil B of SMKN 5
Yogyakarta .............................................................................. 53
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ........................... 57
A. Conlusions .................................................................................. 57
B. Recommendations ....................................................................... 58
REFERENCES ..................................................................................................... 60
xii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Table
Page
Table 1.1. Questionnaire Indicators and Items Distribution ................................... 24
Table 2.1. The Result of Questionnaire ................................................................. 28
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
FIGURE
Page
FIGURE 1 The Chart of Questionnaire ................................................................. 30
FIGURE 2 The Chart of Questionnaire ................................................................. 31
FIGURE 3 The Chart t of Questionnaire ............................................................... 31
FIGURE 4 The Chart of Questionnaire ................................................................. 32
FIGURE 5 The Chart of Questionnaire ................................................................. 33
FIGURE 6 The Chart of Questionnaire ................................................................. 33
FIGURE 7 The Chart of Questionnaire ................................................................. 34
FIGURE 8 The Chart of Questionnaire ................................................................. 34
FIGURE 9 The Chart of Questionnaire ................................................................. 35
FIGURE 10 The Chart of Questionnaire ............................................................... 36
FIGURE 11 The Chart of Questionnaire ............................................................... 38
FIGURE 12 The Chart of Questionnaire ............................................................... 39
FIGURE 13 The Chart of Questionnaire ............................................................... 40
FIGURE 14 The Chart of Questionnaire ............................................................... 41
FIGURE 15 The Chart of Questionnaire ............................................................... 42
FIGURE 16 The Chart of Questionnaire ............................................................... 42
FIGURE 17 The Chart of Questionnaire ............................................................... 43
FIGURE 18 The Chart of Questionnaire ............................................................... 44
FIGURE 19 The Chart of Questionnaire ............................................................... 45
FIGURE 20 The Chart of Questionnaire ............................................................... 46
FIGURE 21 The Chart of Questionnaire ............................................................... 46
FIGURE 22 The Chart of Questionnaire ............................................................... 47
FIGURE 23 The Chart of Questionnaire ............................................................... 48
FIGURE 24 The Chart of Questionnaire ............................................................... 49
xiv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Appendix
Page
Appendix 1. Covering Letter for the Head of SMKN 5 Yogyakata ......................... 63
Appendix 2. Covering Letter for the Governor of DIY ........................................... 65
Appendix 3. Covering Letter for the Mayor of Yogyakarta .................................... 67
Appendix 4. Permission Letter from the Governor of DIY ..................................... 69
Appendix 5. Permission Letter from the Mayor of Yogyakarta............................... 71
Appendix 6. Questionnaire .................................................................................... 73
Appendix 7. Interview Guide ................................................................................ 76
Appendix 8. Interview Transcripts ......................................................................... 78
xv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
This chapter discusses the general explanation of this study. It consists of
six parts. Those are research background, problem formulation, problem
limitation, research objectives, research benefits, and definition of terms.
A. Research Background
English is a language which is used by people around the world to
communicate, interact and gain information. The use of language especially
English does not apply only to the adult people, but also the young generation
must be able to master the language. This is why English as an international
language becomes so important to be mastered especially for vocational school
which prepares the students to be ready to work after graduating from school. This
speaking ability will be an important asset for the students of vocational high
school especially to compete in promoting their product in global working
competition soon.
As an internship English teacher in SMK N 5 Yogyakarta, the researcher
understands that speaking class activity is helpful for the students to study
English. This is the reason why the researcher conducted some observations
related to speaking activity. Based on the observation, the researcher found that
students’ weakness is in their speaking ability. Students do not know how to speak
simple English. Mostly, they do not know what to say and only focus on the paper
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
sheet the teacher gave to them. This phenomenon will bring a big problem among
the students especially when they have graduated from school. As stated before,
students of a vocational school are trained to be ready to work by their own skill
and sell the product to their (foreign) customers. So, the students must be able to
speak English well to be able to promote their product especially to the foreign
customers.
In order to discover students’ ability in speaking English, the educator or
the teacher must understand what students’ perception of speaking English.
According to Borger and Seaborne (1966: 105), perception is “an awarness of the
environment, through which a person processes incoming sensory data in a
acertain way to arrive at useful impression of his surroundings”. Students’
perception can be discovered by conducting a survey study related to students’
perception of speaking English.
This study is aimed to investigate students’ perceptions of having a
speaking class activity using cue cards. Mora (1994) defines cue cards as thin
cardboards contain legible printed texts or pictures. In relation to the
understanding of cue cards, Boyd (2007: 421) adds, “Cue cards are tools used to
help the patient restucture thought patterns.” From the explanation above, the
researcher finds out that printed texts and pictures on thin cardboards which can
be used as a media to help the students in improving their speaking skills by the
restuctured thought patterns is called cue cards.
If the responses are positive, then they should be followed by real action of
doing a speaking class activity to prepare the students compete in the working
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
world. It is also understood that there will be many problems that come in
applying the speaking class activity. That is why through this study, the researcher
will expose the problems among the students and also the solution or
recommendation to solve the problem.
B. Research Problem
The purpose of research problem is to know the use of cue cards in
speaking class activity for academic purposes at XII Tekstil B of SMK N 5
Yogyakarta in the academic year 2012/2013 with the following problem
formulations :
1. What is the students’ perception on the use of cue cards in speaking class
activity in order to improve their speaking ability?
2. What are students’ recommendations to improve the use of cue cards in their
speaking class activity?
C. Problem Limitation
To complete the study, the writer focuses and limits the scope of the study.
This study focuses on students at XII Tekstil B of SMK N 5 Yogyakarta in the
academic year of 2012/2013. The research takes 33 participants (30 female
students and 3 male students from textile class) with an average age of 16-18
years old. The data collected through questionnaire and interview which conduct
in December 2012.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
D. Research Objectives
In relation to the problem formulations that have mentioned before, this
research has objectives as follows.
1. To identify students’ perception on the use of cue cards in their speaking class
activity in order to improve students’ speaking ability.
2. To identify students’ recommendations in order to improve the use of cue cards
in students’ speaking class activity.
E. Research Benefit
This research is a study on how students at XII Tekstil B of SMK N 5
Yogyakarta perceive the use of cue cards in their speaking class activity. This
study is expected to give benefits epecially for the English teachers and the
students of SMK N 5 Yogyakarta, English eduction field and future researchers.
1. The English Teachers
This study is expected to inform that English is essential as a preparation
to face the global competition. This study also gives contribution for English
teachers especially for XII Tekstil B English teachers at SMK N 5 Yogyakarta to
organize the course for enhancing students’ speaking skills. It is valuable
information because the students are facing big difficulties in speaking, even in a
simple speech.
2. XII Tekstil B of SMK N 5 Yogyakarta
This study will help students at XII Tekstil B of SMK N 5 Yogyakarta in
the academic year 2012/2013 and also the other students in the following years to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
provide the solution in running the speaking class activity especially using cue
cards. In this study, the students are expected to share their experience in speaking
English through their perception on their speaking class activity using cue cards.
3. English Education Field
It is a study of Vocational High School students’ perception on the use of
cue cards in speaking class activity. This study is aimed to know their perception
of their speaking class experience using cue cards. The result of the study will be
recommended to be applied to the daily English study in SMK N 5 Yogyakarta in
various and creative ways if the students receive the study positively.
4. Further Study
For further study, the result of the study hopefully will be useful to
conduct further research related to the use of cue cards in speaking class activity.
The other researchers who have topics related to this study can use this study as
the reference in order to enrich the future study by doing deeper researches. The
deeper research may relate to the effect of using cue cards by doing pretest and
postest in learning process and also the research development on the use of cue
cards in teaching and learning process.
F. Definiton of Terms
1. Perception
According to Kreither and Kinicky (1992: 126), “Perception is a mental
cognitive process that makes people intrepret and understanding their
surrounding.” In this study, perception refers to how XII Tekstil B students of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
SMK N 5 Yogyakarta perceive the implementation of speaking class activity using
cued dialogue in learning English.
2. Speaking Class Activity
In this study, speaking activity refers to the activity which will be done by
at XII Tekstil B students of SMK N 5 Yogyakarta in their teaching and learning
activity. One of the purpose of speaking class activity in learning English at SMK
N 5 Yogyakarta is helping the students to be able to speak English especially in
order to promote students’ work.
3. Cue Cards
Mora (1994) states cue cards as kind of legible printed texts or pictures on
thin cardboards that will be used by the teacher to carry out the activity in class.
Zarefsky (1996: 290) also supports the use of printed texts or pictures on thin
cardboards than large sheets of paper for speaking outline as a good media to be
applied especially in class speaking learning activity. “They are compact, sturdier,
and less ditracting.” From that explanation, it can be understood that cue cards are
compact, studier and less distracting thin cardboards contains printed text or
pictures which can help the students create their speech through series of cues that
are already arranged.
4. Vocational Education
According to Peraturan Pemerintah RI Nomor 29 Tahun 1990 Bab 1
Pasal 1, “Vocational education is a secondary education that prepares the students
to enter the work world and to develop a professional attitude.” Rakestraw (1948:
2) adds that the existence of vocational education helps the employable age
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
students to have advantageous skilled trades and occupations. In this study the
vocational school that will be studied is SMK N 5 Yogyakarta. It is a school
offering instruction and practical introductory experience in working world, so the
students can compete in the globalization era.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF LITERATURE
In this chapter, the researcher discusses the review of related literature
which will be used to be the basis of the study. This chapter will be divided into
two parts. The first part is Theoretical description which involves theories related
to the research. Those theories which will be discussed are theory of perception,
speaking and vocational high school. The second part is Theoretical framework;
which explains the steps of the theories which will be used as the guideline to
answer the problem.
A. Theoretical Description
This section is concerned with theories that are related to the study.
Theoretical description includes the description of perception, speaking cue cards
and vocational high school.
1. Perception
This part presents some theories of perception which will be divided into
the definition of perception, factors influencing perceptions, factors creating
perceptual difficulty and the perceptual process.
a. Definition of Perception
There are some perceptions’ theories stated by some experts to help the
researcher in knowing students’ perception in class speaking activity. According
to Kreitner and Kinicky (1992: 126), “Perception is a mental cognitive process
8
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
that makes people intrepret and understand their surrounding.” Borger and
Seaborne (1966: 105) state the definition of perception as “an awarness of the
environment, through which a person processes incoming sensory data in a
acertain way to arrive at useful impression of his surroundings.” Vygotsky (1978:
33) adds, “Perception is a dynamic system of behaviour which is always
changing.” From the statements above, it explained that perception is a mentality
process in interpreting information influenced by the situation in his environment
that will always change.
Altman (1985: 85) describes perception as a stimuli that selected and
grouped by a person so that they can be meaningfully interpreted. Perception
makes someone uses his point of view to interpret the situation happens in his
environment. There are four factors that influence someone to have different
perceptions to each other. Those are:
1) Selection of Stimuli
The first factor that influences someone to have different perception to
each other is the selection of stimuli. It will only focus on a small number of
stimuli because people cannot take those stimuli into one. In this part, people have
to select the most specific cues and filters out of others. This is the reason why
people have different perception to each others.
2) Organization of Stimuli
The second factor that influences someone’s perception is organization. It
is about the way to arrange the stimuli to affect someone’s perception and make it
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
meaningful. In this process, the mind will separate the chaotic sensory data and
take certain items in a meaningful way that is based on experience.
3) Situation
The third factor that influences someone’s perception is the situation.
According to Altman (1985: 89), “Perceiving a situation accurately is also related
to how well a person adjusts his or her behaviour to situations.” It can be
understood that in order to understand a situation, someone should be able to
attempt themselves into the situation.
4) Self Concept
The fourth factor that influences someone’s perception is self concept. It
shows the way someone sees themselves to determine the perception around her
or him. It is important to show what we perceive and do. For example, there is a
man who feels that he is not a honest person. It makes the man have no honest
stimuli in the environment that relates to oppotunities to be honest.
b. Factors Creating Perceptual Difficulty
People have difficulty in dealing with others because the way they respond
to the same stimuli are different each others. According to Altman (1985: 91),
there are four factors that contribute to the difficulty in creating perception,
namely:
1) Stereotyping
Stereotyping is the process of categorizing people or things based on a
limited amount of information to simplify complex stimuli. It helps to make a
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
simple decision for the decision taker because some decision takers have lack
abilities in dealing with complex abilities and alternatives.
2) Hallo Efect
It refers to the use of a known particular trait as the basis for an overall
evaluation. For example, a person who joins cooking class and finds out that there
is an easy activity in cooking may conclude that cooking is an easy activity.
3) Perceptual Defense
This factor refers to the screening out or distorting of information that is
personally disturbing or that we do not care to acknowledge. People must have the
tendency to select or attend to information that supports their viewpoints, and
concurrently, to ignore or fail to perceive information that contrary to their
opinion. In other words, we develop ways to keep from having to change our
perception.
4) Projection
Projection is the attribution of our own undesireable traits or
characteristics to others. Our perceptions may be distorted by emotions we are
experiencing or by personality traits may posses.
2. Speaking
a. The Nature of Speaking
1) The Definition of Speaking
According to Clark and Clark (1977: 223), the understanding of speaking
is “fundamentally an instrumental act in which speakers talk in order to have
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
some effect on their listener.” In line with Clark and Clark, Luoma (2004: 20)
adds that speaking is “a technical term that refers to one of the various skills that
language learners should develop and have”. Capp (1985: 12) adds, there are two
types of oral communication. “intrapersonal communication and interpersonal
communication.”
Intrapersonal
communication
happens
individually
and
interpersonal communication happens when we make a communication with
others. Firstly, it can be concluded that in speaking, the speaker can interact to
share any information because there is a productive interaction among them.
Secondly, it is because the activity to interact with other people then the mastering
the skill should be developed and mastered.
Paulston (1976: 56) states that “communicative competence must include
not only the linguistic forms of a language but also a knowledge of when, how
and to whom it is.” It supports by Nunan (1999) that communicative in speaking
skill “includes not only linguistics competence, but also includes a range of other
sociolinguistics and conversational skills that enable the speaker to know how to
say what to whom, when”. It can be concluded that in speaking, there area lot of
things that the speaker must understand in order to be a good speaker because a
speaker must master not only linguistics competence, but also the knowledge,
range of other sociolinguistics and conversational skills to make the speaker be
able in speaking appropriately based on the situation and condition.
2) The Characteristics of Speaking
Bailey (2003: 48) states “ Language generated by the learner (in speech or
writing) is reffered to as productive. Language directed as the learner (in reading
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
or listening) is called receptive.” There are also five characteristics of spoken
language according to Van Lier (1995: 88) as cited from Bailey (2003). It is
known that spoken language is an auditory skill and as an auditory skill, spoken
language has the characteristic of a temporary and it needs immediate reception.
The prosody (rhythm and stress intonation) are included in spoken language and it
needs immediate feedback even there is limitation on planning and editing by the
channel.
3) The Types of Speaking
According to Ochs (1979) as cited from Luoma (2004: 12) states that
speaking is divided into two categories, planned and unplanned speech. Planned
speech is the situation when the speaker is able to make his or her preparation or
training him or herself before the perfomance. Unplanned speech is a speech that
directly came as the reaction to someone’s speech.
Bailey (2003: 56) adds that there are two types of speaking, interactional
speech and transactional speech. In interactional speech, people communicate
each other in a social purposes an transactional speech according to Bailey (2003:
56) “involves communicating to get something done, including the exchange of
goods or service”.
4) Speaking Accuracy and Speaking Fluency
Bailey (2003: 55) gives students practice with both fluency and accuracy.
According to Bailey (2003: 55) “Accuracy is the extent to which students’ speech
matches what people actually say when they use the target language.” In line with
accuracy, Bailey (2003: 55) adds “Fluency is the extent to which speakers use the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
language quickly and confidently, with few hesitations of unnatural pauses, false
starts, word searches, etc.” In this case, in order to master language especially in
speaking skills, students must be given chance to practice their language. Teacher
has a big part of it in guiding the students to practice the speaking ability and
teacher must realize that in the process of teaching learning of a new language,
making mistakes is natural phenomenon.
b. Teaching Speaking Skill
1) The Goal of Teaching Speaking
According to Paulston (1976: 59) the goal of teaching speaking is the
abillity in developing communicative perfomance and the communicative
competence. He states :
..... In one kind of exercise, the teaching point is simply to get meaning
across, to be able to communicate some referential meaning in the target
language. ..... In the oher type of exercise the meaning point is getting
meaning across in a socially acceptable way, and typically these
exercises contain culturally relevant information—social interactional
rules.
2) The Problems in Teaching and Learning Speaking
Gebhard (1996: 186) states that there are three problems which some
EFL/ESL teachers face include the following :
a) The ‘Students Won’t Talk’ Problem
The fact is that students in any classes, beginners or even some students
who are fairly advanced in listening, do not want to speak because they are too
shy or anxious. The possibility to get their confidence to talk is by giving them a
trust that we believe them and not being a critical teacher. Students must get the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
feeling that the teachers are on their side and to provide to feel that kind of
feeling, teachers can start using some warm-up activities.
b) The ‘Error Treatment’ Problem
Feedback is needed by the students to improve their speaking ability, but
the fact shows that only half of teachers agree with that statement and the rest
teachers just believe that the students will learn the grammar of a language by
their own. According to Gebhard (1996), feedback is divided into two. Feedback
which will be given directly to the students or the feedback that will be given later
(delay feedback). The effective feedback is the most needed by the students to
improve their speaking ability. It is because if the teacher directly gives the
feedback, it may cause disrupt communication, but if the feedback is given after
some period of time (delay feedback) there will be a possibility that the students
will not understand the error that made by themselves.
c) The ‘Any Native Speaker Can Teach Conversation’ Problem
According to Gebhard (1996: 191) the phenomenon that native speaker is
often chose to be a native teacher because of two phenomenon, “First, the native
speaker is most qualified to expose learners to authentic use of English. Second,
those who teach the speaking course do not need special qualifications as teachers
(unlike teachers of reading and writing).” It is stated that the first assumption is
true that by exposing the teacher’s culture or the nuances of the use of English can
help the students get the authentic use of English. But, it is different in teaching.
Native speakers are not guaranteed to have a good ability to teach speaking. They
need to improve the ability on the variety of skills in classroom management.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
3. Cue Cards
There are many media that can be used in teaching speaking such as flash
cards, video, song and cue cards. In this study, the researcher focusses on the
study of cue cards as media in teaching speaking. According to Mora (1994: 36)
cue cards are number of cards made of thin cardboard (12cm x 7cm) with legible
printed text or picture that can be used by the teacher to carry out the activity in
class. Duffy and Walter (1985: 249) defines picture as “some hand-made or
machine-made images that relate, however distantly, to the appearances or
structures or real or imaged things”. The existence of picture that related with the
topic presented can help the students to visualizing the learning concept since the
pictures can deliver the understanding illustration that cannot be delivered by
words.
According to Littlewood (1981: 51), cue cards or cued dialogues as printed
cues on separate cards can help the learners to build the real communication by
allowing larger possibilities what to say and what to response. Paul (2006: 659)
adds, “They use the cards as cues as they construct their stories”. Based, on the
explanation above, cue cards can surely help the students to have larger
proportion of possibilties of what others will say and how to response by allowing
the students to construct real communication through those printed cues on
separate cards.
Concerning about the efect that may be achieved through cue cards,
Littlewood (1981) states that :
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
“A similar effect may be achieved through a ‘cued dialogue’ in which
learners interact on the basis of a series of cues. These specify the
communicative function to be expressed, but otherwise leave learners
to create the interaction themselves, by selecting the appropriate
language from their repertoire.”(p. 13)
Based on the statement, it can be understood that cue cards have their
communicative effect. Cue cards are allowing the learners to choose the
appropriate language to create their own interaction. Cue cards can help the
learners to improve their speaking abillity in the specified communicative
function to be expressed by developing series of cues that have already arranged.
4. Vocational Education
According to Calhoen
ABSTRACT
Kusumastuti, Lucky A. (2013). Students’ Perception on the Use of Cue Cards in
Speaking Class Activity at XII Tekstil B of SMKN 5 Yogyakarta. Yogyakarta: Sanata
Dharma University.
Language is used by people world-wide to communicate, interact and gain
information. English as an international language becomes so important to be
mastered especially for vocational school students who are prepared to be ready to
work after graduating from the school. Unfortunately, the fact shows that students’
English mastery especially in speaking skill still remains low. This fact is
characterized by students’ low participation in speaking and the low ability to
generate ideas in speaking. The use of cue cards can offer to help the students to
improve their speaking ability in English.
This study intended to investigate students’ perception on the use of cue cards
as media in a speaking class activity. There are two problems formulated in this
study. The first problem is students’ perception to the use of cue cards in speaking
class activity and the second problem is students’ recommendations to improve the
use of cue cards in their speaking class activity.
This study was a survey research which applied quantitative and qualitative
method to know students’ perception on the use of cue cards in speaking class
activity. Quantitative method was used since this study was intended to obtain
statistical analysis of numerical data and qualitative method was used to obtain
descriptive data on the use of cue cards in students speaking class activity. The
participants of this research were 33 students o XII Tekstil B of SMK N 5 Yogyakarta
2012/2013 academic year. The instruments used in this study were questionnaire and
interview.
The result of the study showed that most of the students perceived the use of
cue cards in speaking activity positively. The students agreed that cue cards were
interesting media to be applied in their speaking class activity. The students enjoyed
their speaking activity using cue cards as the supporting media. The result of the
study also showed that cue cards helped the students to have more understanding in
organizing ideas and developing content. Cue cards could also help the students to
improve their speaking ability by increasing their fluency, vocabulary and
pronunciation. The students suggested that cue cards should be implemented earlier
and more often. The students also suggested that cue cards should be implemented in
every English skill.
Based on the result, the researcher suggests that English teachers implement
cue cards in students speaking class activity. The teacher needs to vary and improve
the use of cue cards to attract students interest in speaking practice. Finally, the
researcher suggests further researcher to study about the use of cue cards to the other
skills such as listening, reading and writing.
Keywords: perception, cue cards, speaking
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Kusumastuti, Lucky A. (2013). Students’ Perception on the Use of Cue Cards in
Speaking Class Activity at XII Tekstil B of SMKN 5 Yogyakarta. Yogyakarta: Sanata
Dharma University.
Bahasa digunakan oleh manusia untuk berkomunikasi, berinteraksi dan
memperoleh informasi. Bahasa Inggris sebagai bahasa internasional berperan
penting terutama bagi siswa sekolah kejuruan yang bersiap berkompetisi di dunia
kerja setelah menyelesaikan studinya. Sayangnya, fakta menunjukkan penguasaan
keterampilan berbicara bahasa Inggris siswa masih rendah. Fakta ini ditandai
dengan rendahnya partisipasi siswa dalam berbicara dan kemampuan siswa dalam
membangun ide percakapan. Penggunaan cue cards ditawarkan sebagai media
untuk membantu meningkatkan kemampuan berbicara siswa dalam bahasa Inggris.
Penelitian ini ditujukan untuk mengetahui persepsi siswa tentang penggunaan
cue cards sebagai media dalam aktivitas berbicara di kelas. Dalam penelitian ini
terdapat dua rumusan masalah. Masalah pertama adalah apa persepsi siswa dengan
penggunaan cue cards di aktivitas berbicara dan masalah kedua adalah rekomendasi
siswa untuk meningkatkan penggunaan cue cards dalam aktivitas berbicara di kelas.
Penelitian ini merupakan penelitian survei yang mengaplikasikan metode
kuantitatif dan kualitatif untuk mengetahui persepsi siswa terhadap penggunaan cue
cards di aktivitas berbicara di kelas. Metode kuantitatif digunakan karena penelitian
ini bertujuan untuk memperoleh data dalam bentuk angka dan metode kualitatif
digunakan untuk memperoleh data deskriptif terhadap penggunaan cue cards di
aktivitas berbicara di kelas. Partisipan dalam penelitian ini adalah 33 siswa XII
Tekstil B SMK N 5 Yogyakarta tahun akademik 2012/2013. Instrumen yang
digunakan dalam penelitian ini adalah kuesioner dan interview.
Hasil penelitian menunjukkan kebanyakan siswa memiliki persepsi positif
terhadap penggunaan cue cards. Para siswa setuju jika cue cards merupakan media
pembelajaran yang menarik untuk diaplikasikan dalam kegiatan berbicara di kelas.
Para siswa menikmati aktivitas berbicara menggunakan cue cards sebagai media
pendukungnya. Hasil penelitian juga menunjukkan cue cards dapat membantu siswa
dalam memiliki pemahaman yang lebih baik dalam mengorganisir dan
mengembangkan ide cerita. Cue cards juga membantu siswa dalam meningkatkan
kemampuan berbicara dengan meningkatkan kefasihan, kosakata dan pengucapan
kata. Para siswa menyarankan cue cards baik untuk diimplementasikan sedari dini
dan waktu penerapannya lebih intens. Para siswa juga menyarankan cue cards
sebaiknya diimplementasikan ke semua aspek keterampilan berbahasa Inggris.
Berdasarkan hasil penelitian, peneliti menyarankan guru bahasa Inggris
mengimplementasikan cue cards dalam kegiatan berbicara dalam kelas. Namun
demikian, penggunaan cue cards perlu lebih bervariasi untuk menarik perhatian
siswa dalam praktek berbicara. Akhirnya, peneliti menyarankan penelitian
selanjutnya mengembangkan penggunaan cue cards dalam keterampilan lain seperti
menyimak, membaca dan menulis.
Kata kunci : perception, cue cards, speaking
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STUDENTS’ PERCEPTION ON THE USE OF CUE CARDS
IN SPEAKING CLASS ACTIVITY AT XII TEKSTIL B CLASS
OF SMK N 5 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillments of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Lucky Aditya Kusumastuti
Student Number: 081214128
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STUDENTS’ PERCEPTION ON THE USE OF CUE CARDS
IN SPEAKING CLASS ACTIVITY AT XII TEKSTIL B CLASS
OF SMK N 5 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillments of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Lucky Aditya Kusumastuti
Student Number: 081214128
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
I dedicate this thesis
to everyone who loves me. . .
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or
parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, March 7, 2013
The Writer
Lucky Aditya Kusumastuti
081214128
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Lucky Aditya Kusumastuti
Nomor Mahasiswa
: 081214128
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENTS’ PERCEPTION ON THE USE OF CUE CARDS
IN SPEAKING CLASS ACTIVITY AT XII TEKSTIL B CLASS
OF SMK N 5 YOGYAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengolahnya dalam bentuk pangkalan data,
mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media
lain untuk kepentingan akademis tanpa perlu meminta izin dari saya maupun
memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai
penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 22 Februari 2013
Yang menyatakan
Lucky Aditya Kusumastuti
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Kusumastuti, Lucky A. (2013). Students’ Perception on the Use of Cue Cards in
Speaking Class Activity at XII Tekstil B of SMKN 5 Yogyakarta. Yogyakarta: Sanata
Dharma University.
Language is used by people world-wide to communicate, interact and gain
information. English as an international language becomes so important to be
mastered especially for vocational school students who are prepared to be ready to
work after graduating from the school. Unfortunately, the fact shows that students’
English mastery especially in speaking skill still remains low. This fact is
characterized by students’ low participation in speaking and the low ability to
generate ideas in speaking. The use of cue cards can offer to help the students to
improve their speaking ability in English.
This study intended to investigate students’ perception on the use of cue cards
as media in a speaking class activity. There are two problems formulated in this
study. The first problem is students’ perception to the use of cue cards in speaking
class activity and the second problem is students’ recommendations to improve the
use of cue cards in their speaking class activity.
This study was a survey research which applied quantitative and qualitative
method to know students’ perception on the use of cue cards in speaking class
activity. Quantitative method was used since this study was intended to obtain
statistical analysis of numerical data and qualitative method was used to obtain
descriptive data on the use of cue cards in students speaking class activity. The
participants of this research were 33 students o XII Tekstil B of SMK N 5 Yogyakarta
2012/2013 academic year. The instruments used in this study were questionnaire and
interview.
The result of the study showed that most of the students perceived the use of
cue cards in speaking activity positively. The students agreed that cue cards were
interesting media to be applied in their speaking class activity. The students enjoyed
their speaking activity using cue cards as the supporting media. The result of the
study also showed that cue cards helped the students to have more understanding in
organizing ideas and developing content. Cue cards could also help the students to
improve their speaking ability by increasing their fluency, vocabulary and
pronunciation. The students suggested that cue cards should be implemented earlier
and more often. The students also suggested that cue cards should be implemented in
every English skill.
Based on the result, the researcher suggests that English teachers implement
cue cards in students speaking class activity. The teacher needs to vary and improve
the use of cue cards to attract students interest in speaking practice. Finally, the
researcher suggests further researcher to study about the use of cue cards to the other
skills such as listening, reading and writing.
Keywords: perception, cue cards, speaking
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Kusumastuti, Lucky A. (2013). Students’ Perception on the Use of Cue Cards in
Speaking Class Activity at XII Tekstil B of SMKN 5 Yogyakarta. Yogyakarta: Sanata
Dharma University.
Bahasa digunakan oleh manusia untuk berkomunikasi, berinteraksi dan
memperoleh informasi. Bahasa Inggris sebagai bahasa internasional berperan
penting terutama bagi siswa sekolah kejuruan yang bersiap berkompetisi di dunia
kerja setelah menyelesaikan studinya. Sayangnya, fakta menunjukkan penguasaan
keterampilan berbicara bahasa Inggris siswa masih rendah. Fakta ini ditandai
dengan rendahnya partisipasi siswa dalam berbicara dan kemampuan siswa dalam
membangun ide percakapan. Penggunaan cue cards ditawarkan sebagai media
untuk membantu meningkatkan kemampuan berbicara siswa dalam bahasa Inggris.
Penelitian ini ditujukan untuk mengetahui persepsi siswa tentang penggunaan
cue cards sebagai media dalam aktivitas berbicara di kelas. Dalam penelitian ini
terdapat dua rumusan masalah. Masalah pertama adalah apa persepsi siswa dengan
penggunaan cue cards di aktivitas berbicara dan masalah kedua adalah rekomendasi
siswa untuk meningkatkan penggunaan cue cards dalam aktivitas berbicara di kelas.
Penelitian ini merupakan penelitian survei yang mengaplikasikan metode
kuantitatif dan kualitatif untuk mengetahui persepsi siswa terhadap penggunaan cue
cards di aktivitas berbicara di kelas. Metode kuantitatif digunakan karena penelitian
ini bertujuan untuk memperoleh data dalam bentuk angka dan metode kualitatif
digunakan untuk memperoleh data deskriptif terhadap penggunaan cue cards di
aktivitas berbicara di kelas. Partisipan dalam penelitian ini adalah 33 siswa XII
Tekstil B SMK N 5 Yogyakarta tahun akademik 2012/2013. Instrumen yang
digunakan dalam penelitian ini adalah kuesioner dan interview.
Hasil penelitian menunjukkan kebanyakan siswa memiliki persepsi positif
terhadap penggunaan cue cards. Para siswa setuju jika cue cards merupakan media
pembelajaran yang menarik untuk diaplikasikan dalam kegiatan berbicara di kelas.
Para siswa menikmati aktivitas berbicara menggunakan cue cards sebagai media
pendukungnya. Hasil penelitian juga menunjukkan cue cards dapat membantu siswa
dalam memiliki pemahaman yang lebih baik dalam mengorganisir dan
mengembangkan ide cerita. Cue cards juga membantu siswa dalam meningkatkan
kemampuan berbicara dengan meningkatkan kefasihan, kosakata dan pengucapan
kata. Para siswa menyarankan cue cards baik untuk diimplementasikan sedari dini
dan waktu penerapannya lebih intens. Para siswa juga menyarankan cue cards
sebaiknya diimplementasikan ke semua aspek keterampilan berbahasa Inggris.
Berdasarkan hasil penelitian, peneliti menyarankan guru bahasa Inggris
mengimplementasikan cue cards dalam kegiatan berbicara dalam kelas. Namun
demikian, penggunaan cue cards perlu lebih bervariasi untuk menarik perhatian
siswa dalam praktek berbicara. Akhirnya, peneliti menyarankan penelitian
selanjutnya mengembangkan penggunaan cue cards dalam keterampilan lain seperti
menyimak, membaca dan menulis.
Kata kunci : perception, cue cards, speaking
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
First of all, I would express my greatest gratitude to my Almighty God for
His blessing, guidance and spirit given to me so I can finish this thesis. Without his
companion during the process of writing, I could not finish my thesis.
I would express my greatest gratitude to my sponsor, V. Triprihatmini,
S.Pd., M.Hum., M.A., for her guidance, time and advice given to me from the
beginning to the end of this thesis. My gratitude also goes to all lectures in PBI who
had spent their time to guide and teach me well.
My gratitude is extended to Suyono, S.Pd., M.Pd., the headmaster of SMK N
5 Yogyakarta for the permission to conduct my research. My gratitude is also
addressed to thank Nur Endah Sulistyorini, S.Pd., the English teacher of XII Tekstil
B for helping me in gathering the data of the research and to all students of XII
Tekstil B of SMKN 5 Yogyakarta for being my participants and helping me to obtain
valuable information for this study.
I would like to thank my parents and my sister for their care and support. I
would also thank Dani Ismoyo for his love, true partnership, trust and support.
Further, I would like to thank my great friends, Tika Dwi Puspita and Matrianofa
Gadau for their great friendship during studying in PBI. Kristin and Mba Setyo for
their supports to help me in finishing this thesis. May God bless all those lovely
people now and forever.
Lucky Aditya Kusumastuti
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE ........................................................................................................ i
APPROVAL PAGES ............................................................................................ ii
DEDICATION PAGE .......................................................................................... iv
STATEMENT OF WORK’S ORIGINALITY ...................................................... v
PERNYATAAN PERSETUJUAN PUBLIKASI ....................................................... vi
ABSTRACT ......................................................................................................... vii
ABSTRAK ............................................................................................................. viii
ACKNOWLEDGEMENTS .................................................................................. ix
TABLE OF CONTENTS ...................................................................................... x
LIST OF TABLES ................................................................................................ xiii
LIST OF FIGURES ............................................................................................... xiv
LIST OF APPENDICES ....................................................................................... xv
CHAPTER I. INTRODUCTION .......................................................................... 1
A. Research Background ................................................................. 1
B. Research Problem ....................................................................... 3
C. Problem Limitation ..................................................................... 3
D. Research Objectives ................................................................... 4
E. Research Benefits ....................................................................... 4
F. Definition of Terms ..................................................................... 5
CHAPTER II. REVIEW OF LITERATURE .......................................................... 8
A. Theoretical Description ............................................................. 8
1. Perception ............................................................................. 8
a. Definition of Perception ................................................... 8
b. Factors Creating Perceptual Difficulty .............................. 10
2. Speaking ............................................................................... 11
a. The Nature of Speaking .................................................... 11
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1) The Definition of Speaking ........................................... 11
2) The Characteristics of Speaking .................................... 12
3) The Types of Speaking.................................................. 13
4) Speaking Accuracy and Speaking Fluency .................... 13
b. Teaching Speaking Skill ................................................... 14
1) The Goal of Teaching Speaking ................................... 14
2) The Problems in Teaching and Learning Speaking ....... 14
3. Cue Cards ............................................................................. 16
4. Vocational Education ............................................................ 17
B. Theoretical Framework ............................................................. 18
CHAPTER III RESEARCH METHODOLOGY .................................................... 19
A. Research Method ......................................................................... . 19
B. Research Setting .......................................................................... . 20
C. Research Participants .................................................................. . 20
D. Research Instruments .................................................................. . 20
1. Questionnaire ........................................................................ 21
2. Interview ............................................................................... 22
E. Data Analysis Technique ........................................................... 23
F. Research Procedure ................................................................... 25
1. Planning ................................................................................. 25
2. Sampling ............................................................................... 25
3. Construction of The Instrument .............................................. 25
4. Carrying Out The Survey ....................................................... 26
5. Processing The Data............................................................... 26
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ............................... 27
A. Students’ Perception on The Use of Cue Cards
in Speaking Class Activity at XII Tekstil B
of SMKN 5 Yogyakarta ........................................................... 27
1. Students’ Perception Based on the Questionnaire ................... 27
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2. Students’ Perception Based on the Interview .......................... 50
B. The Recommendations to Improve the Use of Cue Cards
in Speaking Class Activity at XII Tekstil B of SMKN 5
Yogyakarta .............................................................................. 53
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ........................... 57
A. Conlusions .................................................................................. 57
B. Recommendations ....................................................................... 58
REFERENCES ..................................................................................................... 60
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LIST OF TABLES
Table
Page
Table 1.1. Questionnaire Indicators and Items Distribution ................................... 24
Table 2.1. The Result of Questionnaire ................................................................. 28
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
FIGURE
Page
FIGURE 1 The Chart of Questionnaire ................................................................. 30
FIGURE 2 The Chart of Questionnaire ................................................................. 31
FIGURE 3 The Chart t of Questionnaire ............................................................... 31
FIGURE 4 The Chart of Questionnaire ................................................................. 32
FIGURE 5 The Chart of Questionnaire ................................................................. 33
FIGURE 6 The Chart of Questionnaire ................................................................. 33
FIGURE 7 The Chart of Questionnaire ................................................................. 34
FIGURE 8 The Chart of Questionnaire ................................................................. 34
FIGURE 9 The Chart of Questionnaire ................................................................. 35
FIGURE 10 The Chart of Questionnaire ............................................................... 36
FIGURE 11 The Chart of Questionnaire ............................................................... 38
FIGURE 12 The Chart of Questionnaire ............................................................... 39
FIGURE 13 The Chart of Questionnaire ............................................................... 40
FIGURE 14 The Chart of Questionnaire ............................................................... 41
FIGURE 15 The Chart of Questionnaire ............................................................... 42
FIGURE 16 The Chart of Questionnaire ............................................................... 42
FIGURE 17 The Chart of Questionnaire ............................................................... 43
FIGURE 18 The Chart of Questionnaire ............................................................... 44
FIGURE 19 The Chart of Questionnaire ............................................................... 45
FIGURE 20 The Chart of Questionnaire ............................................................... 46
FIGURE 21 The Chart of Questionnaire ............................................................... 46
FIGURE 22 The Chart of Questionnaire ............................................................... 47
FIGURE 23 The Chart of Questionnaire ............................................................... 48
FIGURE 24 The Chart of Questionnaire ............................................................... 49
xiv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Appendix
Page
Appendix 1. Covering Letter for the Head of SMKN 5 Yogyakata ......................... 63
Appendix 2. Covering Letter for the Governor of DIY ........................................... 65
Appendix 3. Covering Letter for the Mayor of Yogyakarta .................................... 67
Appendix 4. Permission Letter from the Governor of DIY ..................................... 69
Appendix 5. Permission Letter from the Mayor of Yogyakarta............................... 71
Appendix 6. Questionnaire .................................................................................... 73
Appendix 7. Interview Guide ................................................................................ 76
Appendix 8. Interview Transcripts ......................................................................... 78
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CHAPTER I
INTRODUCTION
This chapter discusses the general explanation of this study. It consists of
six parts. Those are research background, problem formulation, problem
limitation, research objectives, research benefits, and definition of terms.
A. Research Background
English is a language which is used by people around the world to
communicate, interact and gain information. The use of language especially
English does not apply only to the adult people, but also the young generation
must be able to master the language. This is why English as an international
language becomes so important to be mastered especially for vocational school
which prepares the students to be ready to work after graduating from school. This
speaking ability will be an important asset for the students of vocational high
school especially to compete in promoting their product in global working
competition soon.
As an internship English teacher in SMK N 5 Yogyakarta, the researcher
understands that speaking class activity is helpful for the students to study
English. This is the reason why the researcher conducted some observations
related to speaking activity. Based on the observation, the researcher found that
students’ weakness is in their speaking ability. Students do not know how to speak
simple English. Mostly, they do not know what to say and only focus on the paper
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
sheet the teacher gave to them. This phenomenon will bring a big problem among
the students especially when they have graduated from school. As stated before,
students of a vocational school are trained to be ready to work by their own skill
and sell the product to their (foreign) customers. So, the students must be able to
speak English well to be able to promote their product especially to the foreign
customers.
In order to discover students’ ability in speaking English, the educator or
the teacher must understand what students’ perception of speaking English.
According to Borger and Seaborne (1966: 105), perception is “an awarness of the
environment, through which a person processes incoming sensory data in a
acertain way to arrive at useful impression of his surroundings”. Students’
perception can be discovered by conducting a survey study related to students’
perception of speaking English.
This study is aimed to investigate students’ perceptions of having a
speaking class activity using cue cards. Mora (1994) defines cue cards as thin
cardboards contain legible printed texts or pictures. In relation to the
understanding of cue cards, Boyd (2007: 421) adds, “Cue cards are tools used to
help the patient restucture thought patterns.” From the explanation above, the
researcher finds out that printed texts and pictures on thin cardboards which can
be used as a media to help the students in improving their speaking skills by the
restuctured thought patterns is called cue cards.
If the responses are positive, then they should be followed by real action of
doing a speaking class activity to prepare the students compete in the working
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
world. It is also understood that there will be many problems that come in
applying the speaking class activity. That is why through this study, the researcher
will expose the problems among the students and also the solution or
recommendation to solve the problem.
B. Research Problem
The purpose of research problem is to know the use of cue cards in
speaking class activity for academic purposes at XII Tekstil B of SMK N 5
Yogyakarta in the academic year 2012/2013 with the following problem
formulations :
1. What is the students’ perception on the use of cue cards in speaking class
activity in order to improve their speaking ability?
2. What are students’ recommendations to improve the use of cue cards in their
speaking class activity?
C. Problem Limitation
To complete the study, the writer focuses and limits the scope of the study.
This study focuses on students at XII Tekstil B of SMK N 5 Yogyakarta in the
academic year of 2012/2013. The research takes 33 participants (30 female
students and 3 male students from textile class) with an average age of 16-18
years old. The data collected through questionnaire and interview which conduct
in December 2012.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
D. Research Objectives
In relation to the problem formulations that have mentioned before, this
research has objectives as follows.
1. To identify students’ perception on the use of cue cards in their speaking class
activity in order to improve students’ speaking ability.
2. To identify students’ recommendations in order to improve the use of cue cards
in students’ speaking class activity.
E. Research Benefit
This research is a study on how students at XII Tekstil B of SMK N 5
Yogyakarta perceive the use of cue cards in their speaking class activity. This
study is expected to give benefits epecially for the English teachers and the
students of SMK N 5 Yogyakarta, English eduction field and future researchers.
1. The English Teachers
This study is expected to inform that English is essential as a preparation
to face the global competition. This study also gives contribution for English
teachers especially for XII Tekstil B English teachers at SMK N 5 Yogyakarta to
organize the course for enhancing students’ speaking skills. It is valuable
information because the students are facing big difficulties in speaking, even in a
simple speech.
2. XII Tekstil B of SMK N 5 Yogyakarta
This study will help students at XII Tekstil B of SMK N 5 Yogyakarta in
the academic year 2012/2013 and also the other students in the following years to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
provide the solution in running the speaking class activity especially using cue
cards. In this study, the students are expected to share their experience in speaking
English through their perception on their speaking class activity using cue cards.
3. English Education Field
It is a study of Vocational High School students’ perception on the use of
cue cards in speaking class activity. This study is aimed to know their perception
of their speaking class experience using cue cards. The result of the study will be
recommended to be applied to the daily English study in SMK N 5 Yogyakarta in
various and creative ways if the students receive the study positively.
4. Further Study
For further study, the result of the study hopefully will be useful to
conduct further research related to the use of cue cards in speaking class activity.
The other researchers who have topics related to this study can use this study as
the reference in order to enrich the future study by doing deeper researches. The
deeper research may relate to the effect of using cue cards by doing pretest and
postest in learning process and also the research development on the use of cue
cards in teaching and learning process.
F. Definiton of Terms
1. Perception
According to Kreither and Kinicky (1992: 126), “Perception is a mental
cognitive process that makes people intrepret and understanding their
surrounding.” In this study, perception refers to how XII Tekstil B students of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
SMK N 5 Yogyakarta perceive the implementation of speaking class activity using
cued dialogue in learning English.
2. Speaking Class Activity
In this study, speaking activity refers to the activity which will be done by
at XII Tekstil B students of SMK N 5 Yogyakarta in their teaching and learning
activity. One of the purpose of speaking class activity in learning English at SMK
N 5 Yogyakarta is helping the students to be able to speak English especially in
order to promote students’ work.
3. Cue Cards
Mora (1994) states cue cards as kind of legible printed texts or pictures on
thin cardboards that will be used by the teacher to carry out the activity in class.
Zarefsky (1996: 290) also supports the use of printed texts or pictures on thin
cardboards than large sheets of paper for speaking outline as a good media to be
applied especially in class speaking learning activity. “They are compact, sturdier,
and less ditracting.” From that explanation, it can be understood that cue cards are
compact, studier and less distracting thin cardboards contains printed text or
pictures which can help the students create their speech through series of cues that
are already arranged.
4. Vocational Education
According to Peraturan Pemerintah RI Nomor 29 Tahun 1990 Bab 1
Pasal 1, “Vocational education is a secondary education that prepares the students
to enter the work world and to develop a professional attitude.” Rakestraw (1948:
2) adds that the existence of vocational education helps the employable age
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
students to have advantageous skilled trades and occupations. In this study the
vocational school that will be studied is SMK N 5 Yogyakarta. It is a school
offering instruction and practical introductory experience in working world, so the
students can compete in the globalization era.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF LITERATURE
In this chapter, the researcher discusses the review of related literature
which will be used to be the basis of the study. This chapter will be divided into
two parts. The first part is Theoretical description which involves theories related
to the research. Those theories which will be discussed are theory of perception,
speaking and vocational high school. The second part is Theoretical framework;
which explains the steps of the theories which will be used as the guideline to
answer the problem.
A. Theoretical Description
This section is concerned with theories that are related to the study.
Theoretical description includes the description of perception, speaking cue cards
and vocational high school.
1. Perception
This part presents some theories of perception which will be divided into
the definition of perception, factors influencing perceptions, factors creating
perceptual difficulty and the perceptual process.
a. Definition of Perception
There are some perceptions’ theories stated by some experts to help the
researcher in knowing students’ perception in class speaking activity. According
to Kreitner and Kinicky (1992: 126), “Perception is a mental cognitive process
8
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
that makes people intrepret and understand their surrounding.” Borger and
Seaborne (1966: 105) state the definition of perception as “an awarness of the
environment, through which a person processes incoming sensory data in a
acertain way to arrive at useful impression of his surroundings.” Vygotsky (1978:
33) adds, “Perception is a dynamic system of behaviour which is always
changing.” From the statements above, it explained that perception is a mentality
process in interpreting information influenced by the situation in his environment
that will always change.
Altman (1985: 85) describes perception as a stimuli that selected and
grouped by a person so that they can be meaningfully interpreted. Perception
makes someone uses his point of view to interpret the situation happens in his
environment. There are four factors that influence someone to have different
perceptions to each other. Those are:
1) Selection of Stimuli
The first factor that influences someone to have different perception to
each other is the selection of stimuli. It will only focus on a small number of
stimuli because people cannot take those stimuli into one. In this part, people have
to select the most specific cues and filters out of others. This is the reason why
people have different perception to each others.
2) Organization of Stimuli
The second factor that influences someone’s perception is organization. It
is about the way to arrange the stimuli to affect someone’s perception and make it
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
meaningful. In this process, the mind will separate the chaotic sensory data and
take certain items in a meaningful way that is based on experience.
3) Situation
The third factor that influences someone’s perception is the situation.
According to Altman (1985: 89), “Perceiving a situation accurately is also related
to how well a person adjusts his or her behaviour to situations.” It can be
understood that in order to understand a situation, someone should be able to
attempt themselves into the situation.
4) Self Concept
The fourth factor that influences someone’s perception is self concept. It
shows the way someone sees themselves to determine the perception around her
or him. It is important to show what we perceive and do. For example, there is a
man who feels that he is not a honest person. It makes the man have no honest
stimuli in the environment that relates to oppotunities to be honest.
b. Factors Creating Perceptual Difficulty
People have difficulty in dealing with others because the way they respond
to the same stimuli are different each others. According to Altman (1985: 91),
there are four factors that contribute to the difficulty in creating perception,
namely:
1) Stereotyping
Stereotyping is the process of categorizing people or things based on a
limited amount of information to simplify complex stimuli. It helps to make a
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
simple decision for the decision taker because some decision takers have lack
abilities in dealing with complex abilities and alternatives.
2) Hallo Efect
It refers to the use of a known particular trait as the basis for an overall
evaluation. For example, a person who joins cooking class and finds out that there
is an easy activity in cooking may conclude that cooking is an easy activity.
3) Perceptual Defense
This factor refers to the screening out or distorting of information that is
personally disturbing or that we do not care to acknowledge. People must have the
tendency to select or attend to information that supports their viewpoints, and
concurrently, to ignore or fail to perceive information that contrary to their
opinion. In other words, we develop ways to keep from having to change our
perception.
4) Projection
Projection is the attribution of our own undesireable traits or
characteristics to others. Our perceptions may be distorted by emotions we are
experiencing or by personality traits may posses.
2. Speaking
a. The Nature of Speaking
1) The Definition of Speaking
According to Clark and Clark (1977: 223), the understanding of speaking
is “fundamentally an instrumental act in which speakers talk in order to have
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
some effect on their listener.” In line with Clark and Clark, Luoma (2004: 20)
adds that speaking is “a technical term that refers to one of the various skills that
language learners should develop and have”. Capp (1985: 12) adds, there are two
types of oral communication. “intrapersonal communication and interpersonal
communication.”
Intrapersonal
communication
happens
individually
and
interpersonal communication happens when we make a communication with
others. Firstly, it can be concluded that in speaking, the speaker can interact to
share any information because there is a productive interaction among them.
Secondly, it is because the activity to interact with other people then the mastering
the skill should be developed and mastered.
Paulston (1976: 56) states that “communicative competence must include
not only the linguistic forms of a language but also a knowledge of when, how
and to whom it is.” It supports by Nunan (1999) that communicative in speaking
skill “includes not only linguistics competence, but also includes a range of other
sociolinguistics and conversational skills that enable the speaker to know how to
say what to whom, when”. It can be concluded that in speaking, there area lot of
things that the speaker must understand in order to be a good speaker because a
speaker must master not only linguistics competence, but also the knowledge,
range of other sociolinguistics and conversational skills to make the speaker be
able in speaking appropriately based on the situation and condition.
2) The Characteristics of Speaking
Bailey (2003: 48) states “ Language generated by the learner (in speech or
writing) is reffered to as productive. Language directed as the learner (in reading
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
or listening) is called receptive.” There are also five characteristics of spoken
language according to Van Lier (1995: 88) as cited from Bailey (2003). It is
known that spoken language is an auditory skill and as an auditory skill, spoken
language has the characteristic of a temporary and it needs immediate reception.
The prosody (rhythm and stress intonation) are included in spoken language and it
needs immediate feedback even there is limitation on planning and editing by the
channel.
3) The Types of Speaking
According to Ochs (1979) as cited from Luoma (2004: 12) states that
speaking is divided into two categories, planned and unplanned speech. Planned
speech is the situation when the speaker is able to make his or her preparation or
training him or herself before the perfomance. Unplanned speech is a speech that
directly came as the reaction to someone’s speech.
Bailey (2003: 56) adds that there are two types of speaking, interactional
speech and transactional speech. In interactional speech, people communicate
each other in a social purposes an transactional speech according to Bailey (2003:
56) “involves communicating to get something done, including the exchange of
goods or service”.
4) Speaking Accuracy and Speaking Fluency
Bailey (2003: 55) gives students practice with both fluency and accuracy.
According to Bailey (2003: 55) “Accuracy is the extent to which students’ speech
matches what people actually say when they use the target language.” In line with
accuracy, Bailey (2003: 55) adds “Fluency is the extent to which speakers use the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
language quickly and confidently, with few hesitations of unnatural pauses, false
starts, word searches, etc.” In this case, in order to master language especially in
speaking skills, students must be given chance to practice their language. Teacher
has a big part of it in guiding the students to practice the speaking ability and
teacher must realize that in the process of teaching learning of a new language,
making mistakes is natural phenomenon.
b. Teaching Speaking Skill
1) The Goal of Teaching Speaking
According to Paulston (1976: 59) the goal of teaching speaking is the
abillity in developing communicative perfomance and the communicative
competence. He states :
..... In one kind of exercise, the teaching point is simply to get meaning
across, to be able to communicate some referential meaning in the target
language. ..... In the oher type of exercise the meaning point is getting
meaning across in a socially acceptable way, and typically these
exercises contain culturally relevant information—social interactional
rules.
2) The Problems in Teaching and Learning Speaking
Gebhard (1996: 186) states that there are three problems which some
EFL/ESL teachers face include the following :
a) The ‘Students Won’t Talk’ Problem
The fact is that students in any classes, beginners or even some students
who are fairly advanced in listening, do not want to speak because they are too
shy or anxious. The possibility to get their confidence to talk is by giving them a
trust that we believe them and not being a critical teacher. Students must get the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
feeling that the teachers are on their side and to provide to feel that kind of
feeling, teachers can start using some warm-up activities.
b) The ‘Error Treatment’ Problem
Feedback is needed by the students to improve their speaking ability, but
the fact shows that only half of teachers agree with that statement and the rest
teachers just believe that the students will learn the grammar of a language by
their own. According to Gebhard (1996), feedback is divided into two. Feedback
which will be given directly to the students or the feedback that will be given later
(delay feedback). The effective feedback is the most needed by the students to
improve their speaking ability. It is because if the teacher directly gives the
feedback, it may cause disrupt communication, but if the feedback is given after
some period of time (delay feedback) there will be a possibility that the students
will not understand the error that made by themselves.
c) The ‘Any Native Speaker Can Teach Conversation’ Problem
According to Gebhard (1996: 191) the phenomenon that native speaker is
often chose to be a native teacher because of two phenomenon, “First, the native
speaker is most qualified to expose learners to authentic use of English. Second,
those who teach the speaking course do not need special qualifications as teachers
(unlike teachers of reading and writing).” It is stated that the first assumption is
true that by exposing the teacher’s culture or the nuances of the use of English can
help the students get the authentic use of English. But, it is different in teaching.
Native speakers are not guaranteed to have a good ability to teach speaking. They
need to improve the ability on the variety of skills in classroom management.
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3. Cue Cards
There are many media that can be used in teaching speaking such as flash
cards, video, song and cue cards. In this study, the researcher focusses on the
study of cue cards as media in teaching speaking. According to Mora (1994: 36)
cue cards are number of cards made of thin cardboard (12cm x 7cm) with legible
printed text or picture that can be used by the teacher to carry out the activity in
class. Duffy and Walter (1985: 249) defines picture as “some hand-made or
machine-made images that relate, however distantly, to the appearances or
structures or real or imaged things”. The existence of picture that related with the
topic presented can help the students to visualizing the learning concept since the
pictures can deliver the understanding illustration that cannot be delivered by
words.
According to Littlewood (1981: 51), cue cards or cued dialogues as printed
cues on separate cards can help the learners to build the real communication by
allowing larger possibilities what to say and what to response. Paul (2006: 659)
adds, “They use the cards as cues as they construct their stories”. Based, on the
explanation above, cue cards can surely help the students to have larger
proportion of possibilties of what others will say and how to response by allowing
the students to construct real communication through those printed cues on
separate cards.
Concerning about the efect that may be achieved through cue cards,
Littlewood (1981) states that :
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“A similar effect may be achieved through a ‘cued dialogue’ in which
learners interact on the basis of a series of cues. These specify the
communicative function to be expressed, but otherwise leave learners
to create the interaction themselves, by selecting the appropriate
language from their repertoire.”(p. 13)
Based on the statement, it can be understood that cue cards have their
communicative effect. Cue cards are allowing the learners to choose the
appropriate language to create their own interaction. Cue cards can help the
learners to improve their speaking abillity in the specified communicative
function to be expressed by developing series of cues that have already arranged.
4. Vocational Education
According to Calhoen