2.34 4 The Use of Cue Cards in Cycle One

59 researcher asked the whole class to guess what the expression was. Because there were a lot of answers from the students, the researcher needed to confirm the correct answer and told that it was the material they were going to learn. After the students knew the correct answer, the researcher asked the students to observe the material by watching a video. The researcher asked the students to watch and listen to the video carefully. The video was about a conversation between two people using the Expression of Asking and Responding to Requests. The speed of the speeches was not really fast, so it was easy to catch the main idea of the conversation. The students watched the video twice. After the second playing, the researcher gave some grading questions about the general idea of the video. It aimed to dig up the students’ understanding about the conversation they heard. There were only some students who could answer the questions. To help the other students, the researcher confirmed the answers and asked some students to repeat it. The next activity for the students was to find out the Expressions of Asking and Responding to Requests in the video. The students were successful in finding all of the expressions. After that, the students repeated the conversation in the video and identified the structure of the text. The repeating activity was so useful for the students so they knew what the correct intonation was. Because the time was so limited, the students only repeated the expression once. In identifying the structure of the text, the teacher helped the students to conclude the formula of making appropriate Expression of Asking and Responding to Requests. 60 The handout which was prepared by the researcher was distributed to the students after formulating the sentences of Expressions of Asking and Responding to Requests. To create deep understanding of those expressions, the researcher asked the students to read. According to the 2013 Curriculum, after the students observed the material that they were going to learn, the students asked questions related to the material they were learning. This was the questioning activity. In cycle one, this activity could not be conducted successfully although the researcher had given the “hook” to encourage the students to be more critical. Most of the students were still afraid of speaking English. The next activity was experimenting. Cue card would be used in this step. The researcher started the third step by showing a slide which consisted of a picture and two words. From showing the slide, the teacher asked the students to make Expressions of Asking and Responding to Requests. The researcher prepared five slides to do this activity. This activity was the pre-work to implement the cue cards. In cycle one, the researcher conducted the card game to implement the cue cards. This game aimed to make the students be accustomed to speaking English. The card game required the students to repeat the sentences of Expressions of Asking and Responding to Requests in many times. To conduct the game, the researcher divided the students into seven groups. There were 27 students so there were three up to four students in each group. To explain the way to play the card game, the researcher invited four students to come in front of the class. The researcher explained how to play the 61 card game and the rules of the game. This simulation was needed since the rules of the game were quite a lot and the time was so limited. After everybody in the class understood how to play it, the researcher allowed them to sit in group. Then, the researcher distributed the cards and asked them to find difficult words. The students started to play the card game by shuffling the cards. Then, the cards were distributed to each member of the group. In the beginning, each member of the group only got four cards. Then, the remaining cards were put in the center. Most of the students understood how to play it because playing the cards like this was quite familiar to them. This game required the students to have interaction with their friends. This game involved the students to use the Expressions of Asking and Responding to Requests. To play this game, one of the members asked for a request to another member using the clues provided in the card. If the member asked had the same card, he or she gave the card to the one who asked for the request by giving the positive response. If the student, who was asked, did not have the same card, he or she could refuse the request by giving negative response. Meanwhile the student who asked for the request took a new card from the remaining ones in the center. The winner of the game was the one who could collect the twin cards the most. Figure 4.1 A Cue Card for Expressions of Asking and Responding to Requests repair chain