75 After finishing the game, the researcher asked the students about the game
whether or not they enjoyed game. The students responded positively. They enjoyed the game because it was fun and interesting. The students admitted that
they could understand the Expression of Giving and Responding to Compliments better.
2 Second Meeting
Continuing the first meeting, the objective of second meeting was the students could practice the Expression of Giving and Responding to Compliments
in the daily conversation. In the beginning, the researcher reviewed the previous meeting. Most of the students remembered the previous material but they failed to
make Expression of Giving and Responding to Compliments in the form of “how.”
After the students remembered on how to make Expression of Giving and Responding to Compliments properly, the researcher continued the next activity
in the Scientific Approach. It was associating activity. The researcher gave examples of Expression of Giving and Responding to Compliments in Bahasa
Indonesia to some students. Most of the students did not respond to the expression. There were a few
students who said “Terimakasih.” After asking some students, the researcher asked the whole class to compare the Expression of
Giving and Responding to Compliments in Indonesian and Western cultures. There was one student who answered that sometimes he felt uneasy if he
responded to compliment. He was afraid if the other people thought that he was
76 arrogant. There was a nice discussion. It helped the student to build their
characteristic as young people. The next activity, which was communicating, was started by providing the
students a dialogue. The students were asked to read the dialogue. Comprehension questions were given to dig up
the students’ understanding about the dialogue. The students also tried to read the dialogue loudly to practice their pronunciation.
Basically, this dialogue was used to help the students to perform a dialogue using communication cards provided in front of the class. The following pictures are the
examples of communication cards used to build a conversation.
77
Figure 4.5 Communication Cards for Expression of Giving and Responding to Compliments
Figure 4.5 is a set of communication cards. A set of communication cards
consisted of two cards because it involved two students. Every student got one card. The phrases, words or picture would be the guidance for the students to
build a conversation with their pairs. On the card, there were numbers which showed the order of the conversation. To have this kind of activity, the researcher
prepared 16 sets of communication cards.
c. Observing
The observing stage of cycle two was done simultaneously with the acting stage. In the observing stage, the researcher observed every single event happened
during the teaching and learning activity. To observe the acting stage, the researcher was helped by observation checklist and field notes filled in by the
observer. In the beginning of the class, the observing activity was really needed by
the students since the students did not have any knowledge about the compliment. In the first meeting, the students observed the Expressions of Giving and
Responding to Compliments using a video. The video contained a conversation between two people about those expressions. In the second meeting, a discussion
about those expressions was needed to remind the students about the previous material.
During the implementation of cue cards, the students looked enthusiastic. The students were interested in playing the card game and performing in front of
78 the class using communication cards. In the first meeting, the focus of playing the
card game was to make the students be accustomed to speaking the Expressions of Giving and Responding to Compliments in English. By playing card game, the
students did not realize that they were learning a language. When they were playing the card game, the students did not realize that they were repeating the
patterns of an expression in English. Showing a slide that contained the words which the students were going to
use to play the card game was helpful for the students since the students did not know the meaning of certain words. It gave the students chances to ask about the
pronunciation of the words. It aimed to make the card game more meaningful. Thus, when the students were playing card game, the students also learned to
produce the expressions in the correct grammatical and pronunciation. In the second meeting, the cue cards used were in the form of
communication cards. Communication cards were designed to make the students build a communication using the information provided. Most of the students were
enthusiastic to perform a dialogue using the cue cards . The students’ speech was
better than the previous cycle. They could speak with few pauses. The students could follow the cues provided on the cards. The students could produce the
meaningful conversation with their pairs. However, there were a lot of mispronunciations that the students made but it was not as many as in the cycle
one. Generally, the teaching steps were conducted very well. The activity that
had been prepared could attract the students to speak actively. The objectives in
79 the first meeting and the second meeting could be reached. The students were
enthusiastic to perform in front of the class. They felt confident to speak in English. The students also had more time to practice speaking English. Most of
the students could understand how to give and respond to a compliment correctly. There were still only seven students who were still passive and needed more
encouragement. The thing that should be improved from this teaching and learning process was the
students’ pronunciation. Some of the students did not care how they pronounced the words.
d. Reflection
Reflecting on the findings in the cycle two, the researcher found that the speaking skills of the students in X Kimia Industri of SMK Negeri 2 Depok
showed significant improvement. It could be seen from the results of the speaking test in the end of the cycle
. The students’ speaking scores in cycle two was better than those in cycle one. The students were enthusiastic to speak in front of the
class. The students also looked more confident when they were playing the card game and performing the dialogue in front of the class.
Table 4.4 is the results of the students’ speaking test. In Table 4.4, it could be seen that 17 of the 31 students 54 got scores more than the minimum score,
75. Fourteen students got scores under 75. The students’ understanding of tasks
was getting better. The students could follow the instruction and cooperated well with their peers. Their fluency was also getting better. Since they practice
producing the expressions for many times, they had been accustomed to speaking English. Their politeness and enthusiasm were also getting better since they
80 showed polite interaction to the teacher and to their peers. The following table is
the results of students’ speaking test in cycle two.
Table 4.4 The Students’ Speaking Scores in Cycle Two
Students Task
Pronun- ciation
Grammar Fluency Polite-
ness Enthu-
siasm Final
Score Minimum score
75 1
4 3
4 3
5 5
80.0
Successful
2 4
2 3
3 5
5 73.3
Need improvement
3 4
3 4
3 5
4 76.7
Successful
4 3
2 3
3 5
4 66.7
Need improvement
5 3
3 3
3 5
4 70.0
Need improvement
6 3
2 3
3 5
4 66.7
Need improvement
7 4
3 4
4 5
5 83.3
Successful
8 3
2 3
4 5
4 70.0
Need improvement
9 4
3 4
3 5
5 80.0
Successful
10 3
3 3
3 5
4 70.0
Need improvement
11 3
2 4
3 5
5 73.3
Need improvement
12 4
3 4
4 5
4 80.0
Successful
13 3
2 4
3 5
4 70.0
Need improvement
14 3
3 3
3 5
4 70.0
Need improvement
15 3
2 4
3 5
4 70.0
Need improvement
16 4
3 4
4 5
5 83.3
Successful
17 3
3 3
3 5
5 73.3
Need improvement
18 4
3 4
3 5
5 80.0
Successful
19 4
3 4
3 5
5 80.0
Successful
20 4
3 4
4 5
5 83.3
Successful
21 4
3 3
3 5
5 76.7
Successful
22 4
3 4
4 5
4 80.0
Successful
23 4
3 4
3 5
5 80.0
Successful
24 3
2 4
3 5
4 70.0
Need improvement
25 4
3 4
3 5
5 80.0
Successful
26 3
3 3
3 5
4 70.0
Need improvement
27 4
3 4
3 5
5 80.0
Successful
28 3
2 3
3 5
4 66.7
Need improvement
29 4
3 4
2 5
5 76.7
Successful
30 Absent
31 4
3 4
3 5
5 80.0
Successful
32 4
3 3
4 5
5 80.0
Successful
Average 3.56
2.72 3.59
3.19 5
4.53 75.30
The data gathered from questionnaire showed that there was positive perception to the use of cue cards in cycle two. Questionnaire was distributed to
81 the students who were present in the class. There were 31 students who were
present in the second meeting of cycle two. The following table is the results of questionnaire in cycle two.
Table 4.5 The Result of the Questionnaire in Cycle Two
No Statements
Strongly Disagree
Disagree Agree
Strongly Agree
1 Cue cards improve my English
speaking ability.
0.00 1
3.26 22
70.97 8
25.80
2 Cue cards give me the idea of
what I am going to say.
0.00 0.00
19 61.30
12 38.71
3 I can speak more fluently after
learning English using cue cards.
0.00 1
3.26 18
58.06 12
38.71
4 I can speak more confidently
after learning English using cue cards
0.00 0.00
20 64.52
11 35.49
5 I can speak spontaneously after
learning English using cue cards.
0.00 2
6.45 20
64.52 9
29.03
6 I can speak naturally after
learning English using cue cards
0.00 0.00
24 77.42
7 22.58
7 I am happy to study English
speaking using cue cards.
0.00 0.00
15 48.39
16 51.61
8 Cue cards in teaching and
learning English is attractive.
0.00 0.00
17 54.80
14 45.16
9 Cue cards motivate me to
participate more actively in the teaching-learning activities.
0.00 0.00
21 67.74
10 32.26
10 Cue cards in teaching and
learning English is very useful.
0.00 0.00
16 51.62
15 48.38
Total X
15 202
94
Total X Point
30 606
376
Total Points
1012
Mean
32.65
In Table 4.5 , the researcher could see the students’ perception about the use
of cue cards to improve their speaking skill. As described in Chapter Three, the researcher calculated its mean score to conclude the data gathered from the
questionnaire. The perception is positive if the mean score is higher than 25. If the
