Improving speaking fluency of class XI IPA 2 students of SMA Negeri 2 Bantul by using cue cards.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Habsari, Rahajeng Ayu. 2012. Improving Speaking Fluency of Class XI IPA 2
Students of SMA Negeri 2 Bantul by Using Cue Cards. Yogyakarta: Sanata
Dharma University.
Speaking skill is important to be mastered by students because it will be
needed to communicate with other people. However, many students still consider
it as a difficult skill. The students of class XI IPA 2 of SMA Negeri 2 Bantul also
experienced the same thing. The lack of opportunities they had to practice
speaking in class caused them to get difficulty in expressing their idea orally.
Moreover, teaching methods applied by the teacher in class did not allow them to
speak actively. Because of this condition, the students could not express their
ideas in spoken language fluently. The students also tended to memorize what
they wanted to say before they spoke. It was the reason why sometimes they
needed a long pause to think what they intended to say.
This research aimed to help the students of class XI IPA 2 of SMA Negeri 2
Bantul to improve their speaking fluency. The researcher implemented cue cards
as teaching aids that would be used to improve the students’ speaking fluency.
Two problems were formulated by the researcher in this research. They were: 1)
do cue cards improve the speaking fluency level of class XI IPA 2 students of
SMA Negeri 2 Bantul? and 2) to what extent do cue cards improve speaking
fluency level of class XI IPA 2 students of SMA Negeri 2 Bantul?
This research was classroom action research. There were two cycles in this
research, which each consisted of two meetings. The participants were 32 students
of class XI IPA 2 of SMA Negeri 2 Bantul. This research implemented quantitative
approach and qualitative approach. The quantitative data were gathered from
questionnaires and speaking tests. Meanwhile, the qualitative data were taken
from interviews, observation checklists, and field notes. The data were analyzed
by using triangulation.
Based on the results of this research, cue cards could help the students of
class XI IPA 2 of SMA Negeri 2 Bantul improve their speaking fluency. At the
initial stage, the researcher found eight students whose speaking fluency was still
very slow and flat. These students still needed time to think what they were going
to say. Moreover, they also still committed frequent errors in speaking. However,
at the end of the second cycle of this research, speaking fluency of three students
increased into a level in which there were still frequent but quick pauses that they
did in their speech. Other five students had been able to do just occasional pauses
on their speech. In addition, at this stage, they just did occasional mistakes when
they spoke. They had been able to complete what they should say during their
speaking activities. They also did shorter pauses when they spoke and it showed
that their speaking fluency had improved.
Keywords: speaking fluency, cue cards, classroom action research
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Habsari, Rahajeng Ayu. 2012. Improving Speaking Fluency of Class XI IPA 2
Students of SMA Negeri 2 Bantul by Using Cue Cards. Yogyakarta: Universitas
Sanata Dharma.
Kemampuan berbicara penting untuk dikuasai siswa karena itu
dibutuhkan dalam berkomunikasi dengan orang lain. Akan tetapi, banyak siswa
masih menganggapnya sulit, begitu juga dengan siswa-siswa kelas XI IPA 2 SMA
Negeri 2 Bantul. Terbatasnya kesempatan mereka untuk praktek berbicara di
kelas menyebabkan mereka mengalami kesulitan dalam mengungkapkan gagasan
mereka secara lisan. Metode mengajar guru di kelas juga tidak membiarkan
mereka berbicara secara aktif. Oleh karena itu, siswa tidak dapat berbicara
dengan fasih. Siswa juga cenderung menghafalkan yang akan mereka sampaikan
sebelum mereka berbicara. Itulah mengapa kadang-kadang mereka memerlukan
jeda yang panjang untuk memikirkan yang akan mereka sampaikan.
Penelitian ini bertujuan membantu siswa kelas XI IPA 2 SMA Negeri 2
Bantul meningkatkan kefasihan mereka dalam berbicara. Peneliti menggunakan
cue cards dalam penilitian ini. Ada dua rumusan masalah, yaitu 1) apakah cue
cards dapat meningkatkan tingkat kefasihan berbicara siswa kelas XI IPA 2 SMA
Negeri 2 Bantul? dan 2) sejauh mana cue cards dapat meningkatkan tingkat
kefasihan berbicara siswa kelas XI IPA 2 SMA Negeri 2 Bantul?
Penelitian ini penelitian tindakan kelas yang terdiri dari dua siklus dengan
dua pertemuan di setiap siklusnya. Responden dari penelitian ini adalah 32 siswa
kelas IX IPA 2 SMA Negeri 2 Bantul. Penelitian ini menggunakan pendekatan
kuantitatif dan kualitatif. Data kuantitatif didapat dari hasil kuesioner dan tes
berbicara, sedangkan data kualitatif diambil dari hasil wawancara, observasi,
dan catatan lapangan. Data-data tersebut dianalisis menggunakan triangulasi.
Berdasarkan hasil penelitian ini, cue cards dapat membantu siswa kelas XI
IPA 2 SMA Negeri 2 Bantul meningkatkan kefasihan mereka dalam berbicara.
Pada tahap awal, peneliti menemukan delapan siswa yang masih sangat lambat
dan datar ketika berbicara. Siswa-siswa ini masih membutuhkan jeda untuk
memikirkan apa yang akan mereka katakan. Bahkan, mereka masih sering
melakukan kesalahan ketika berbicara. Akan tetapi, di akhir siklus yang kedua,
kefasihan berbicara tiga siswa meningkat pada level di mana masih sering ada
jeda singkat ketika mereka berbicara. Lima siswa yang lain dapat meningkatkan
kefasihan berbicara mereka pada tingkat di mana kadang-kadang masih ada jeda
yang muncul ketika mereka berbicara. Sebagai tambahan, pada tahap ini,
kesalahan para siswa ketika berbicara juga hanya terjadi kadang-kadang.
Mereka sudah dapat menyelesaikan apa yang harus mereka katakan selama
aktivitas berbicara yang mereka lakukan. Jeda-jeda yang muncul selama para
siswa berbicara juga cenderung lebih singkat. Hal ini menunjukkan bahwa
kefasihan mereka dalam berbicara sudah meningkat.
Kata kunci: speaking fluency, cue cards, classroom action research
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
IMPROVING SPEAKING FLUENCY OF CLASS XI IPA 2
STUDENTS OF SMA NEGERI 2 BANTUL
BY USING CUE CARDS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Rahajeng Ayu Habsari
Student Number: 081214133
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
IMPROVING SPEAKING FLUENCY OF CLASS XI IPA 2
STUDENTS OF SMA NEGERI 2 BANTUL
BY USING CUE CARDS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Rahajeng Ayu Habsari
Student Number: 081214133
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
-Friedrich
Nietzsche-
This thesis is dedicated to:
My Lord Jesus Christ
My beloved parents
My sister
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, November 8, 2012
The Writer
Rahajeng Ayu Habsari
081214133
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
: Rahajeng Ayu Habsari
Nomor Mahasiswa : 081214133
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
IMPROVING SPEAKING FLUENCY OF CLASS XI IPA 2
STUDENTS OF SMA NEGERI 2 BANTUL
BY USING CUE CARDS
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 8 November 2012
Yang menyatakan
Rahajeng Ayu Habsari
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Habsari, Rahajeng Ayu. 2012. Improving Speaking Fluency of Class XI IPA 2
Students of SMA Negeri 2 Bantul by Using Cue Cards. Yogyakarta: Sanata
Dharma University.
Speaking skill is important to be mastered by students because it will be
needed to communicate with other people. However, many students still consider
it as a difficult skill. The students of class XI IPA 2 of SMA Negeri 2 Bantul also
experienced the same thing. The lack of opportunities they had to practice
speaking in class caused them to get difficulty in expressing their idea orally.
Moreover, teaching methods applied by the teacher in class did not allow them to
speak actively. Because of this condition, the students could not express their
ideas in spoken language fluently. The students also tended to memorize what
they wanted to say before they spoke. It was the reason why sometimes they
needed a long pause to think what they intended to say.
This research aimed to help the students of class XI IPA 2 of SMA Negeri 2
Bantul to improve their speaking fluency. The researcher implemented cue cards
as teaching aids that would be used to improve the students’ speaking fluency.
Two problems were formulated by the researcher in this research. They were: 1)
do cue cards improve the speaking fluency level of class XI IPA 2 students of
SMA Negeri 2 Bantul? and 2) to what extent do cue cards improve speaking
fluency level of class XI IPA 2 students of SMA Negeri 2 Bantul?
This research was classroom action research. There were two cycles in this
research, which each consisted of two meetings. The participants were 32 students
of class XI IPA 2 of SMA Negeri 2 Bantul. This research implemented quantitative
approach and qualitative approach. The quantitative data were gathered from
questionnaires and speaking tests. Meanwhile, the qualitative data were taken
from interviews, observation checklists, and field notes. The data were analyzed
by using triangulation.
Based on the results of this research, cue cards could help the students of
class XI IPA 2 of SMA Negeri 2 Bantul improve their speaking fluency. At the
initial stage, the researcher found eight students whose speaking fluency was still
very slow and flat. These students still needed time to think what they were going
to say. Moreover, they also still committed frequent errors in speaking. However,
at the end of the second cycle of this research, speaking fluency of three students
increased into a level in which there were still frequent but quick pauses that they
did in their speech. Other five students had been able to do just occasional pauses
on their speech. In addition, at this stage, they just did occasional mistakes when
they spoke. They had been able to complete what they should say during their
speaking activities. They also did shorter pauses when they spoke and it showed
that their speaking fluency had improved.
Keywords: speaking fluency, cue cards, classroom action research
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Habsari, Rahajeng Ayu. 2012. Improving Speaking Fluency of Class XI IPA 2
Students of SMA Negeri 2 Bantul by Using Cue Cards. Yogyakarta: Universitas
Sanata Dharma.
Kemampuan berbicara penting untuk dikuasai siswa karena itu
dibutuhkan dalam berkomunikasi dengan orang lain. Akan tetapi, banyak siswa
masih menganggapnya sulit, begitu juga dengan siswa-siswa kelas XI IPA 2 SMA
Negeri 2 Bantul. Terbatasnya kesempatan mereka untuk praktek berbicara di
kelas menyebabkan mereka mengalami kesulitan dalam mengungkapkan gagasan
mereka secara lisan. Metode mengajar guru di kelas juga tidak membiarkan
mereka berbicara secara aktif. Oleh karena itu, siswa tidak dapat berbicara
dengan fasih. Siswa juga cenderung menghafalkan yang akan mereka sampaikan
sebelum mereka berbicara. Itulah mengapa kadang-kadang mereka memerlukan
jeda yang panjang untuk memikirkan yang akan mereka sampaikan.
Penelitian ini bertujuan membantu siswa kelas XI IPA 2 SMA Negeri 2
Bantul meningkatkan kefasihan mereka dalam berbicara. Peneliti menggunakan
cue cards dalam penilitian ini. Ada dua rumusan masalah, yaitu 1) apakah cue
cards dapat meningkatkan tingkat kefasihan berbicara siswa kelas XI IPA 2 SMA
Negeri 2 Bantul? dan 2) sejauh mana cue cards dapat meningkatkan tingkat
kefasihan berbicara siswa kelas XI IPA 2 SMA Negeri 2 Bantul?
Penelitian ini penelitian tindakan kelas yang terdiri dari dua siklus dengan
dua pertemuan di setiap siklusnya. Responden dari penelitian ini adalah 32 siswa
kelas IX IPA 2 SMA Negeri 2 Bantul. Penelitian ini menggunakan pendekatan
kuantitatif dan kualitatif. Data kuantitatif didapat dari hasil kuesioner dan tes
berbicara, sedangkan data kualitatif diambil dari hasil wawancara, observasi,
dan catatan lapangan. Data-data tersebut dianalisis menggunakan triangulasi.
Berdasarkan hasil penelitian ini, cue cards dapat membantu siswa kelas XI
IPA 2 SMA Negeri 2 Bantul meningkatkan kefasihan mereka dalam berbicara.
Pada tahap awal, peneliti menemukan delapan siswa yang masih sangat lambat
dan datar ketika berbicara. Siswa-siswa ini masih membutuhkan jeda untuk
memikirkan apa yang akan mereka katakan. Bahkan, mereka masih sering
melakukan kesalahan ketika berbicara. Akan tetapi, di akhir siklus yang kedua,
kefasihan berbicara tiga siswa meningkat pada level di mana masih sering ada
jeda singkat ketika mereka berbicara. Lima siswa yang lain dapat meningkatkan
kefasihan berbicara mereka pada tingkat di mana kadang-kadang masih ada jeda
yang muncul ketika mereka berbicara. Sebagai tambahan, pada tahap ini,
kesalahan para siswa ketika berbicara juga hanya terjadi kadang-kadang.
Mereka sudah dapat menyelesaikan apa yang harus mereka katakan selama
aktivitas berbicara yang mereka lakukan. Jeda-jeda yang muncul selama para
siswa berbicara juga cenderung lebih singkat. Hal ini menunjukkan bahwa
kefasihan mereka dalam berbicara sudah meningkat.
Kata kunci: speaking fluency, cue cards, classroom action research
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
First of all, I would like to express my gratitude to God the Almighty,
Jesus Christ, for His grace and love so that I can finish this thesis. I thank Him
for His companion in the whole of my life since I was born until today.
I would also like to express my thankfulness to my advisor, V.
Triprihatmini, S.Pd., M.Hum., M.A. for her attention, encouragement,
guidance, and motivation in writing my thesis. I deeply indebted to her for her
great effort to supervise and lead me to accomplish this thesis.
I would like to thank Drs. H. Paimin, the principal of SMA Negeri 2
Bantul who had permitted me to conduct this research in SMA Negeri 2 Bantul. I
would deliver my gratitude to Dra. Sri Ndhadhari, M.Pd., who had allowed me
to conduct this research in her classroom. I thank her for allocating her valuable
time for the consultation sessions. In addition, I would also address my
thankfulness to all students of class XI IPA 2 of SMA Negeri 2 Bantul
2011/2012 academic year for being cooperative when I conducted my research.
I would like to express my greatest gratitude to my beloved parents,
Bapak Sumarlam and Ibu Suwartini for their great love for me. I would give my
deep appreciation to their patience, kindness, motivation, and encouragement. I
thank them for being my inspiration in my life. I thank my younger sister, Yunita
Ernis Habsari, for her support and jokes that sometimes can motivate me.
I owe a great debt to Frieda Baumann-Stiftung Foundation for giving
me a full scholarship to study in PBI. I would express my thankfulness to Apostle
ix
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Edy Isnugroho to approve my proposal for the scholarship. I also thank Priest
Eko H. Kriswanto for his patience and kindness to help me manage the
scholarship every semester. I am indebted to them because without them I may
not be able to continue my study.
I would give my appreciation to one of my best friends, Anisa Agustin,
who was willing to be my great observer. I thank her for her suggestions, support,
and positive opinions. My gratitude also goes to my best friends, Meita and Yeni.
I thank them for being my “AYAM family” and great friends during my study in
PBI. I would like to thank them for the love, joy, laughter, motivation, and spirit
they have shared with me in these years. I would also like to deliver my
thankfulness to my friend, Ika, for being my “Ibu Sapi”. I am indebted to her for
being a great listener and for the great solutions she offers to solve my problems.
In addition, I thank my friends in E-Smart Company, especially Bang Franky,
Toro, and Siana. I thank them for their spirit of hard work they share with me.
I thank all my friends in PBI, especially 2008ers in class C. I owe them
for the great moments we shared during my study in PBI. I am very happy to be
their friend. I would also express my thankfulness to my Mitra Perpustakaan
friends, especially Agung, Era, Rini, Hani, Novita, Tina, Maria, Ineke, Mia,
Mylda, Modes, and Yessie to motivate me to finish my thesis as soon as possible.
Lastly, I offer my regard and blessing to all people who supported me
during the completion of this thesis that I cannot mention one by one.
Rahajeng Ayu Habsari
x
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 .............................................................................
xi
LIST OF TABLES .......................................................................................
xv
LIST OF FIGURES .....................................................................................
xvi
LIST OF APPENDICES .............................................................................. xvii
CHAPTER I. INTRODUCTION
A. Research Background .......................................................
1
B. Research Problems ...........................................................
5
C. Problem Limitation ............ ...............................................
5
D. Research Objectives .........................................................
6
E. Research Benefits ..............................................................
6
F. Definition of Terms ...........................................................
8
xi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description .....................................................
11
1. The Nature of Speaking ................................................
11
a. The Definition of Speaking .......................................
11
b. Characteristics of Speaking ......................................
12
c. Types of Speaking ....................................................
14
d. The Definition of Speaking Fluency .........................
14
2. Teaching Speaking ........................................................
15
a. The Background of Teaching Speaking ....................
16
b. Goals of Teaching Speaking .....................................
16
c. Problems of Teaching Speaking ................................
17
e. Principles of Teaching Speaking ...............................
19
3. The Use of Cue Cards in Learning Speaking .................
22
a. The Nature of Cue Cards ..........................................
22
b. Advantages of Using Cue Cards in Learning
Speaking ...................................................................
23
4. Classroom Action Research ..........................................
25
a. The Definition of Classroom Action Research ..........
25
b. Aims of Classroom Action Research ........................
26
c. The Model of Classroom Action Research ................
27
B. Theoretical Framework .....................................................
28
xii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III. RESEARCH METHODOLOGY
A. Research Method ..............................................................
31
B. Research Setting ...............................................................
33
C. Research Participants/Subjects ..........................................
34
D. Instruments and Data Gathering Technique .......................
34
1. Questionnaires ..............................................................
34
2. Interviews .....................................................................
35
3. Field Notes ...................................................................
36
4. Observation Checklists .................................................
36
5. Speaking Tests ..............................................................
37
E. Data Analysis Technique ..................................................
37
G. Research Procedure ..........................................................
39
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. The Use of Cue Cards to Improve Speaking Fluency of
Class XI IPA 2 Students of SMA Negeri 2 Bantul ..............
41
B. The Improvement of Students’ Speaking Fluency after
Learning Speaking by Using Cue Cards ............................
50
1. The Observation Results of the Preliminary Study ........
51
2. The Action Planning .....................................................
56
3. The Action Taking ........................................................
57
a. The First Cycle .........................................................
57
1) Planning ..............................................................
58
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2) Acting .................................................................
59
3) Observing ............................................................
62
4) Reflecting ............................................................
72
b. The Second Cycle ....................................................
72
1) Planning ..............................................................
73
2) Acting .................................................................
73
3) Observing ............................................................
76
4) Reflecting ............................................................
82
4. The Action Results .......................................................
83
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions ......................................................................
86
B. Recommendations ............................................................
88
REFERENCES .............................................................................................
90
xiv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Table
Page
4.1 Students’ Speaking Fluency Progress in the Preliminary Study, Cycle 1,
and Cycle 2 of the Research ...................................................................
42
4.2 The Results of Eight Concerned Students’ Speaking Test in the
Preliminary Study .................................................................................
54
4.3 The Comparison of the Results of Eight Concerned Students’ Speaking
Test in the Preliminary Study and the First Cycle .................................
69
4.4 The Comparison of the Results of Eight Concerned Students’ Speaking
Test in the First Cycle and the Second Cycle .........................................
xv
80
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
Figure
Page
2.1 Kemmis and McTaggart’s Model of Action Research ...........................
27
4.1 Students’ Speaking Test Results in Preliminary Study, Cycle 1, and
Cycle 2 ..................................................................................................
xvi
44
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Appendix
Page
Appendix 1. Letter of Inquiry to Conduct Research ......................................
94
Appendix 2. Letter of Permission from the Governor of DIY .......................
96
Appendix 3. Letter of Permission from the Mayor of Bantul ........................
98
Appendix 4. Research Official Statement from SMA Negeri 2 Bantul .......... 100
Appendix 5. Lesson Plans and Teaching Materials of Cycle One ................. 102
Appendix 6. Lesson Plans and Teaching Materials of Cycle Two ................. 135
Appendix 7. Field Notes of Cycle One ......................................................... 148
Appendix 8. Field Notes of Cycle Two ........................................................ 157
Appendix 9. Observation Checklists of Cycle One ....................................... 165
Appendix 10. Observation Checklist of Cycle Two ...................................... 170
Appendix 11. The Raw Data of the Questionnaire ........................................ 175
Appendix 12. Interview Guidelines .............................................................. 179
Appendix 13. Interview Transcripts ............................................................. 181
Appendix 14. Students’ Score Analysis ........................................................ 194
xvii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
This chapter presents the background information and rationale of this
research. It consists of six sections. They are the research background, research
problems, problem limitation, objectives of the study, benefits of the study, and
definition of terms.
A. Research Background
English is a language that is very important to be mastered by people
around the world. Harmer (2007a) states that English has been used by many
people in this world as an international means of communication. This language
has become a global language, which is spoken in many countries in this world.
Furthermore, it is also used to communicate in many fields. It is why, nowadays,
people are expected to master this language.
Since English is very important, it becomes a compulsory subject in all
stages of education in Indonesia. It means that all students in Indonesia have to
learn and master this language. The purpose is to help them to develop their
ability to communicate in English. Paulston and Bruder (1976) propose that “the
objective of language teaching is the production of speakers competent to
communicate in the target language” (pp. 55-56). Therefore, the students are
expected to be able to master English so that they will not get difficulty in
communicating with other people around the world.
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
There are four skills that should be mastered by students in learning
English. One of them is the speaking skill. Walter (2004) states that the ability to
use a language to communicate is more important than that to understand the
language. It means that in learning English, students are expected not only to
comprehend the language but also to show the ability to use the language in
communication. Here, the speaking skill can show how students use the language
actively in oral communication. It is why speaking skill is an important skill to be
learned by students.
Senior high school students are expected to be able to speak English
fluently because they have already learned this language since they were in
elementary school. They have to be able to use this language actively in oral
communication. However, what is happening today shows the opposite. Most of
them still consider that speaking is the most difficult skill among other three
language skills. Bailey and Savage (1994, p. vii) as cited in Lazaraton (2001)
support this opinion and argue that speaking is the most challenging skill in a
second or foreign language. Bailey (2003) also agrees that many people consider
speaking as the hardest skill to learn. It is why many students feel afraid and shy
when they are asked to speak in English. It causes them to get difficulty in
expressing their idea in English orally.
This problem was also faced by the students of class XI IPA 2 of SMA
Negeri 2 Bantul. They considered that speaking English was difficult. Because of
that, they were afraid and shy if they were asked to speak in English. They feared
that they would make mistakes so that they tended to be reluctant to speak.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
In their English class, the students used mostly Indonesian. The teacher
had already tried to use English when teaching English in class, but the students
tended to respond to the teacher by using Indonesian. The students could
understand what their teacher said, but they could not respond to it directly in
English. In other words, their English passive ability had been already good, but
their English active ability still needed improving.
This problem occurred because of the students’ limited opportunity to
practice speaking in class. Moreover, teaching methods implemented by the
teacher in class did not allow the students to speak actively. The teacher used to
use the allocated time to deliver the explanation of the materials to the students. It
caused the students to be passive in class. Bailey (2003) has also revealed that
based on a research, many teachers still do approximately 50 to 80 percent of
talking in the classroom. Because of that, the students did not have the chances to
use English orally.
Since the students had limited time to practice speaking in class, they
showed that they could not use English spontaneously in communication. In
speaking, people mostly do not plan what they are going to say. It will flow
naturally, as they speak. However, when the students of class XI IPA 2 learned
speaking, the teacher would always ask the students to write their scripts down
before they practiced. The students tended to memorize what they wanted to say
before they did the speaking activities and they could not produce other utterances
beside those written in their scripts. It could affect their performances in the real
world because they would not be able to use the language naturally.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
This problem had affected the students’ speaking fluency. Riddell (2003)
states that someone is considered fluent in speaking if he/she has the ability to talk
without doing too much stopping and to understand what being said. However,
because the students just tended to memorize what they were going to say,
sometimes they forgot and could not continue talking. Furthermore, the students
also still needed pauses to think about the vocabulary they needed when they
spoke. The stopping and pauses done by the students showed that they were not
fluent in English and they still had difficulty in producing spoken language
spontaneously and naturally.
In order to help class XI IPA 2 students of SMA Negeri 2 Bantul solve the
problems that they faced in learning speaking, the researcher decided to conduct
classroom action research by implementing cue cards. The researcher chose to use
cue cards because cue cards could help the students to learn how to speak
spontaneously in English. Mora (1994) states that cue cards can help the students
to learn and practice speaking and writing English. Furthermore, according to
Sayer (2005), some speaking techniques like role-plays cards and diagram are
good techniques to help the students practice speaking. Cue cards can help the
students to produce utterances in their conversation without writing the whole
dialogue. Cue cards will also help them to keep going in talking when they forget
what they should say. Littlewood (1981) proposes that cue cards can allow the
speaker to predict what other speaker will say so that he/she can prepare his/her
own responses. Therefore, the researcher believes that cue cards can help the
students to be more spontaneous in speaking so that they could speak fluently.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
B. Research Problems
This research aims to investigate two problems that are formulated into
two questions below:
1.
Do cue cards improve the speaking fluency level of class XI IPA 2 students of
SMA Negeri 2 Bantul?
2.
To what extent do cue cards improve speaking fluency level of class XI IPA 2
students of SMA Negeri 2 Bantul?
C. Problem Limitation
Firstly, the researcher limits this research on the language skill being
researched. From four language skills, the researcher decided to pay attention to
the students’ speaking skill because they needed to master this skill to
communicate orally in English. Furthermore, this research would focus on the
problem faced by class XI IPA 2 students of SMA Negeri 2 Bantul, which was
improving their speaking fluency.
Secondly, the researcher also limits this research on its participants. The
participants were 32 students of class XI IPA 2 of SMA Negeri 2 Bantul. The
researcher chose to conduct this research to these students because the researcher
saw that their abilities in speaking English still needed improving. Most of the
students in class XI IPA 2 faced similar problems in learning speaking. They still
needed some helps in improving their speaking fluency.
Thirdly, the researcher limits the research on the teaching aid used to solve
the problem. The researcher decided to implement cue cards to help the students
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
improve their speaking ability. The researcher expected that cue cards could
minimize the students’ activities in writing and memorizing their dialogues before
they spoke so that they could increase their speaking fluency.
D. Research Objectives
In this research, the researcher wants to find out two objectives. They are:
1.
To know whether cue cards can improve the speaking fluency level of class
XI IPA 2 students of SMA Negeri 2 Bantul or not.
2.
To see to what extent speaking fluency level of class XI IPA 2 students of
SMA Negeri 2 Bantul can be improved by using cue cards.
E. Research Benefits
This part will present the benefits of this research. This research is
expected to give benefits to the students, the English teacher, the school in which
the research is conducted, the students of English Education Study Program, and
the future research.
1.
The Students
The researcher expects that the students can improve their speaking
fluency after they learn speaking by using cue cards. The researcher hopes that the
students are able to speak English fluently and use the language spontaneously. In
other words, they can use the language in spoken form to communicate with other
people well.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
2.
The English Teacher of Class XI IPA 2
The researcher expects that this research will give the English teacher an
alternative solution to solve the problems in teaching speaking. This research can
help the teacher to find an appropriate and effective teaching aid that can be used
to help the students to be able to speak English spontaneously and naturally.
Hopefully, in the future, cue cards can be used by the teacher to teach the
speaking skill and improve the speaking fluency of the students.
3.
The School
The researcher hopes that this research can also give positive contributions
to the school in which the research is conducted, which is SMA Negeri 2 Bantul.
Hopefully, cue cards can be applied to teach the speaking skill in other classes of
this school, especially if the problems faced by the students of these classes are
similar to those of the students of class XI IPA 2. The researcher expects that cue
cards can be used by the English teachers in this school to help the students
improve their speaking fluency.
4.
The Students of English Education Study Program
The researcher expects that this research can also give information to the
students of English Education Study Program about an appropriate and effective
teaching aid used to teach speaking to senior high school students. They can try to
implement and explore cue cards to teach their students when they do their
teaching practices or when they become teachers in the future.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
5.
The Future Research
The researcher hopes this research can give additional information that is
beneficial to the students of English Education Study Program and other
researchers that want to conduct research in speaking. Hopefully, this research can
give them insights to study deeper about cue cards to help their students improve
their speaking fluency.
F. Definition of Terms
This part discusses the definitions of the key words of this research. They
are speaking, speaking fluency, cue cards, classroom action research, and SMA
Negeri 2 Bantul.
1.
Speaking
Speaking is one of the language skills to be mastered by the language
learners. Bailey (2003) states that “speaking is the productive aural/oral skill that
consists of producing systematic verbal utterances to convey meaning” (p. 48).
Savignon (1970, p. 9) as cited in Nunan (1999) defines speaking as
communicative competence in a real communicative setting. Therefore, speaking
is the ability to use the language orally in order to communicate with other people.
2.
Speaking Fluency
Hornby and Wehmeier (2000) define fluency as the quality of someone’s
ability to speak or write foreign language easily and well. In addition, Riddell
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
(2003) proposes that fluency is “the ability to to talk fairly freely, without too
much stopping or hesitating” (p. 118). Harmer (2001) states that “the ability to
speak fluently presupposes not only a knowledge of language features, but also
the ability to process information and language on the spot” (p. 269). In short, it
can be said that speaking fluency means the ability to speak a language without
any unnecessary pauses and to respond to the information provided by others
when the conversation takes place.
3.
Cue Cards
Cue cards are very useful teaching aids that are used in teaching a
language. Hornby and Wehmeier (2000) explain that a card is “a small piece of
stiff paper or plastic with information on it” (p. 175). Furthermore, Hornby and
Wehmeier (2000) also describe that a cue is “an action or event that is a signal for
somebody to do something” (p. 305). According to Mora (1994), cue cards are
cards that are made of thin cardboard and they contain printed or written text or
pictures. In this research, what is meant by cue cards are cards containing
information or pictures as guidelines or instructions for somebody to speak.
4.
Classroom Action Research (CAR)
Ary, Jacobs, and Sorensen (2010) define classroom action research as “a
process to improve education by incorporating change and involves educators
working together to improve their own practice” (p. 514). They add that the goal
of classroom action research is to think about the effectiveness of someone’s
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
performance in teaching. According to Gall, Gall, and Borg (2007), in education,
classroom action research aims to improve the quality and result of teachers’
practice. In short, classroom action research is a research done to help the students
solve their problems in learning by using certain techniques.
5.
SMA Negeri 2 Bantul
SMA Negeri 2 Bantul is a public senior high school located on Jalan R. A.
Kartini Trirenggo Bantul. The curriculum that is implemented in this school is
school-based curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP). This
research is conducted in this school, especially in class XI IPA 2. The researcher
wants to help the students of this class to solve their problems in learning
speaking by implementing cue cards. The aim is to help them to use the language
in oral communication fluently.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of two parts. They are the theoretical description and
theoretical framework. The theoretical description discusses the relevant theories
supporting the research. The theoretical framework consists of the summary from
all relevant theories that help the researcher solve the problems.
A. Theoretical Description
This part discusses the theories employed in this research. They are the
theories about the nature of speaking, teaching speaking, cue cards, and classroom
action research.
1.
The Nature of Speaking
This part presents some theories related to speaking skill. They focus on
speaking skill and speaking fluency. The theories discussed in this part are the
definition of speaking, characteristics of speaking, types of speaking, and
speaking fluency.
a.
The Definition of Speaking
According to Luoma (2004), speaking is “a technical term that refers to
one of the various skills that language learners should develop and have” (p. 20).
In line with Luoma (2004), Bailey (2003) adds that speaking is the productive
11
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
spoken skill consisting spoken utterances produced to give meaning. Lazaraton
(2001) proposes that the ability to speak is the foundation of human
communication. Based on those theories, speaking is an important skill to learn. It
is important to develop the ability to speak in order to be competent at
communicating orally.
Nunan (1999) states that “communicative competence includes not only
linguistics competence, but also a range of other sociolinguistics and
conversational skills that enable the speaker to know how to say what to whom,
and when” (p. 226). In accordance with Nunan (1999), Paulston and Bruder
(1976) revealed that “communicative competence must include not only the
linguistic forms of a language but also the knowledge of when, how and to whom
it is appropriate to use this form” (pp. 56-57). It means that the speakers need to
know not only what they are going to say but also the setting they speak and the
person to whom they speak.
In short, speaking is an ability to produce the language orally in order to
communicate with others. Speaking is important to be accomplished by people
because it is the basic skill in communication. In speaking, a speaker needs to be
able to deliver what he/she intends to speak to others by using the most
appropriate form of the language.
b. Characteristics of Speaking
Richards, Platt, and Weber (1985, p. 49) as cited in Nunan (1999) share
four characteristics of communicative competence. The first one is the knowledge
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
of grammar and vocabulary of the language. Luoma (2004) also agrees that the
knowledge of grammar and vocabulary is important in speaking because the
spoken grammar and vocabulary used in speaking usually are different from those
used in writing. The second characteristic of communicative competence is the
knowledge of the rules of speaking. It consists of the knowledge to talk about
different topics to different people in different situations. The third characteristic
is the knowledge of how to use and respond to different functions of language like
requests, apologies, thanks, and invitations. The last characteristic is the
knowledge of how to use the language appropriately.
However, Van Lier (1995) as cited in Bailey (2003, p. 48) proposes
different characteristics of the spoken language. The five characteristics of the
spoken language according to Van Lier (1995) as cited in Bailey (2003) are:
x
x
x
x
x
Spoken language is an auditory skill;
Spoken language is a temporary skill that needs immediate reception;
Spoken language includes rhythm, stress, and intonation;
Spoken language needs immediate feedback;
There is limitation on planning and editing what have been said (p.
48).
In speaking, there are two important aspects to be paid attention. They are
speaking fluency and speaking accuracy. Speaking fluency deals with the ability
to respond to what other people say to them directly. On the other hand, speaking
accuracy consists of the ability to use grammar, vocabulary, and pronunciation
accurately. They are two main characteristics of speaking that should be mastered
by a speaker. In addition to those two characteristics, the ability of a speaker to
use the language based on its function to the right person in the right situation is
also important.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
c.
Types of Speaking
Based on the preparation done by the speaker, Ochs (1979) as cited in
Luoma (2004) divides speaking into two categories: planned speaking and
unplanned speaking. Ochs (1979) as cited in Luoma (2004) defines planned
speaking as a speaking activity in which the speaker has the opportunity to do the
preparation or rehearsal to express the idea before he/she does the real
performance. On the other hand, unplanned speaking is a speaking activity in
which the speaker has to respond to what other speaker says directly at that
moment without any preparation (Ochs, 1979, as cited in Luoma, 2004).
Bygate (1987) as cited in Nunan (1991), Gebhard (1996), and Bailey
(2003) separate speaking based on its purposes into two types. Those are
interactional speech and transactional speech. Gebhard (1996) adds that the focus
of transactional speech is the meaning conveyed by the language, while the
interactional speech focuses on maintaining social relations. Bailey (2003) also
agrees with Gebhard (1996) and expresses that “interactional speech is
communicating with someone for social purposes including both establishing and
maintaining
social
relationships,
while
transactional
speech
involves
communicating to get something done, including the exchange of goods or
service” (p. 56).
d. The Definition of Speaking Fluency
Bailey (2003) defines fluency as “the extent to which speakers use the
language quickly and confidently, with few hesitations of unnatural pauses, false
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
starts, word searches, etc” (p. 55). In line with Bailey (2003), Cohen (1994)
acknowledges that fluency is the continuous speech that uses certain important
devices to mark communication patterns. According to Hedge (1993, pp. 275276) as cited in Lazaraton (2001), fluency has two meanings.
The first, which is the ability to link units of speech together with facility
and without strain or inappropriate slowness or undue hesitation, is what is
commonly understood as fluency in language assessment procedures. The
second, which is “natural language use”, is likely to take place when
speaking activities focus on meaning and its negotiation, when speaking
strategies are used and when overt correction is minimized (p. 104).
Riddell (2003) suggests that fluency covers the ability to talk without
unnecessary stopping or pauses and it requires the speakers to understand what
they say. Fluency occurs when the speakers’ utterances flow smoothly when they
are talking. Brown (2007) adds:
Fluency is probably best achieved by allowing the “stream” of speech to
“flow”; then as some of this speech spills over beyond comprehensibility,
the “riverbanks” of instruction on some details of phonology, grammar, or
discourse can channel the speech on a more purposeful course (p. 324).
Speaking fluency deals with the way a speaker uses the language orally. It
is an important goal in learning speaking. A speaker is fluent in speaking if he/she
can speak naturally without any pauses to think the words that they will use. It is
very important to be fluent in speaking because it can show the speaker’s
naturalness in using the language in oral communication.
2.
Teaching Speaking
This part provides the theories about the concepts and the principles of
teaching speaking. It consists of the background of teaching speaking, goals of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
teaching speaking, problems of teaching speaking, and principles of teaching
speaking.
a.
The Background of Teaching Speaking
Harmer (2007a) proposes three main reasons for teaching speaking to the
students in the classroom. He states that:
Firstly, speaking activities provide rehearsal opportunities – chances to
practice real-life speaking in the safety of the classroom. Secondly,
speaking tasks in which students try to use any or all of the languages they
know provide feedback for both teacher and students. And finally, the
more students have opportunities to activate the various elements of
language they have stored in their brains, the more automatic their use of
ABSTRACT
Habsari, Rahajeng Ayu. 2012. Improving Speaking Fluency of Class XI IPA 2
Students of SMA Negeri 2 Bantul by Using Cue Cards. Yogyakarta: Sanata
Dharma University.
Speaking skill is important to be mastered by students because it will be
needed to communicate with other people. However, many students still consider
it as a difficult skill. The students of class XI IPA 2 of SMA Negeri 2 Bantul also
experienced the same thing. The lack of opportunities they had to practice
speaking in class caused them to get difficulty in expressing their idea orally.
Moreover, teaching methods applied by the teacher in class did not allow them to
speak actively. Because of this condition, the students could not express their
ideas in spoken language fluently. The students also tended to memorize what
they wanted to say before they spoke. It was the reason why sometimes they
needed a long pause to think what they intended to say.
This research aimed to help the students of class XI IPA 2 of SMA Negeri 2
Bantul to improve their speaking fluency. The researcher implemented cue cards
as teaching aids that would be used to improve the students’ speaking fluency.
Two problems were formulated by the researcher in this research. They were: 1)
do cue cards improve the speaking fluency level of class XI IPA 2 students of
SMA Negeri 2 Bantul? and 2) to what extent do cue cards improve speaking
fluency level of class XI IPA 2 students of SMA Negeri 2 Bantul?
This research was classroom action research. There were two cycles in this
research, which each consisted of two meetings. The participants were 32 students
of class XI IPA 2 of SMA Negeri 2 Bantul. This research implemented quantitative
approach and qualitative approach. The quantitative data were gathered from
questionnaires and speaking tests. Meanwhile, the qualitative data were taken
from interviews, observation checklists, and field notes. The data were analyzed
by using triangulation.
Based on the results of this research, cue cards could help the students of
class XI IPA 2 of SMA Negeri 2 Bantul improve their speaking fluency. At the
initial stage, the researcher found eight students whose speaking fluency was still
very slow and flat. These students still needed time to think what they were going
to say. Moreover, they also still committed frequent errors in speaking. However,
at the end of the second cycle of this research, speaking fluency of three students
increased into a level in which there were still frequent but quick pauses that they
did in their speech. Other five students had been able to do just occasional pauses
on their speech. In addition, at this stage, they just did occasional mistakes when
they spoke. They had been able to complete what they should say during their
speaking activities. They also did shorter pauses when they spoke and it showed
that their speaking fluency had improved.
Keywords: speaking fluency, cue cards, classroom action research
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Habsari, Rahajeng Ayu. 2012. Improving Speaking Fluency of Class XI IPA 2
Students of SMA Negeri 2 Bantul by Using Cue Cards. Yogyakarta: Universitas
Sanata Dharma.
Kemampuan berbicara penting untuk dikuasai siswa karena itu
dibutuhkan dalam berkomunikasi dengan orang lain. Akan tetapi, banyak siswa
masih menganggapnya sulit, begitu juga dengan siswa-siswa kelas XI IPA 2 SMA
Negeri 2 Bantul. Terbatasnya kesempatan mereka untuk praktek berbicara di
kelas menyebabkan mereka mengalami kesulitan dalam mengungkapkan gagasan
mereka secara lisan. Metode mengajar guru di kelas juga tidak membiarkan
mereka berbicara secara aktif. Oleh karena itu, siswa tidak dapat berbicara
dengan fasih. Siswa juga cenderung menghafalkan yang akan mereka sampaikan
sebelum mereka berbicara. Itulah mengapa kadang-kadang mereka memerlukan
jeda yang panjang untuk memikirkan yang akan mereka sampaikan.
Penelitian ini bertujuan membantu siswa kelas XI IPA 2 SMA Negeri 2
Bantul meningkatkan kefasihan mereka dalam berbicara. Peneliti menggunakan
cue cards dalam penilitian ini. Ada dua rumusan masalah, yaitu 1) apakah cue
cards dapat meningkatkan tingkat kefasihan berbicara siswa kelas XI IPA 2 SMA
Negeri 2 Bantul? dan 2) sejauh mana cue cards dapat meningkatkan tingkat
kefasihan berbicara siswa kelas XI IPA 2 SMA Negeri 2 Bantul?
Penelitian ini penelitian tindakan kelas yang terdiri dari dua siklus dengan
dua pertemuan di setiap siklusnya. Responden dari penelitian ini adalah 32 siswa
kelas IX IPA 2 SMA Negeri 2 Bantul. Penelitian ini menggunakan pendekatan
kuantitatif dan kualitatif. Data kuantitatif didapat dari hasil kuesioner dan tes
berbicara, sedangkan data kualitatif diambil dari hasil wawancara, observasi,
dan catatan lapangan. Data-data tersebut dianalisis menggunakan triangulasi.
Berdasarkan hasil penelitian ini, cue cards dapat membantu siswa kelas XI
IPA 2 SMA Negeri 2 Bantul meningkatkan kefasihan mereka dalam berbicara.
Pada tahap awal, peneliti menemukan delapan siswa yang masih sangat lambat
dan datar ketika berbicara. Siswa-siswa ini masih membutuhkan jeda untuk
memikirkan apa yang akan mereka katakan. Bahkan, mereka masih sering
melakukan kesalahan ketika berbicara. Akan tetapi, di akhir siklus yang kedua,
kefasihan berbicara tiga siswa meningkat pada level di mana masih sering ada
jeda singkat ketika mereka berbicara. Lima siswa yang lain dapat meningkatkan
kefasihan berbicara mereka pada tingkat di mana kadang-kadang masih ada jeda
yang muncul ketika mereka berbicara. Sebagai tambahan, pada tahap ini,
kesalahan para siswa ketika berbicara juga hanya terjadi kadang-kadang.
Mereka sudah dapat menyelesaikan apa yang harus mereka katakan selama
aktivitas berbicara yang mereka lakukan. Jeda-jeda yang muncul selama para
siswa berbicara juga cenderung lebih singkat. Hal ini menunjukkan bahwa
kefasihan mereka dalam berbicara sudah meningkat.
Kata kunci: speaking fluency, cue cards, classroom action research
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
IMPROVING SPEAKING FLUENCY OF CLASS XI IPA 2
STUDENTS OF SMA NEGERI 2 BANTUL
BY USING CUE CARDS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Rahajeng Ayu Habsari
Student Number: 081214133
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
IMPROVING SPEAKING FLUENCY OF CLASS XI IPA 2
STUDENTS OF SMA NEGERI 2 BANTUL
BY USING CUE CARDS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Rahajeng Ayu Habsari
Student Number: 081214133
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
-Friedrich
Nietzsche-
This thesis is dedicated to:
My Lord Jesus Christ
My beloved parents
My sister
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, November 8, 2012
The Writer
Rahajeng Ayu Habsari
081214133
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
: Rahajeng Ayu Habsari
Nomor Mahasiswa : 081214133
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
IMPROVING SPEAKING FLUENCY OF CLASS XI IPA 2
STUDENTS OF SMA NEGERI 2 BANTUL
BY USING CUE CARDS
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 8 November 2012
Yang menyatakan
Rahajeng Ayu Habsari
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Habsari, Rahajeng Ayu. 2012. Improving Speaking Fluency of Class XI IPA 2
Students of SMA Negeri 2 Bantul by Using Cue Cards. Yogyakarta: Sanata
Dharma University.
Speaking skill is important to be mastered by students because it will be
needed to communicate with other people. However, many students still consider
it as a difficult skill. The students of class XI IPA 2 of SMA Negeri 2 Bantul also
experienced the same thing. The lack of opportunities they had to practice
speaking in class caused them to get difficulty in expressing their idea orally.
Moreover, teaching methods applied by the teacher in class did not allow them to
speak actively. Because of this condition, the students could not express their
ideas in spoken language fluently. The students also tended to memorize what
they wanted to say before they spoke. It was the reason why sometimes they
needed a long pause to think what they intended to say.
This research aimed to help the students of class XI IPA 2 of SMA Negeri 2
Bantul to improve their speaking fluency. The researcher implemented cue cards
as teaching aids that would be used to improve the students’ speaking fluency.
Two problems were formulated by the researcher in this research. They were: 1)
do cue cards improve the speaking fluency level of class XI IPA 2 students of
SMA Negeri 2 Bantul? and 2) to what extent do cue cards improve speaking
fluency level of class XI IPA 2 students of SMA Negeri 2 Bantul?
This research was classroom action research. There were two cycles in this
research, which each consisted of two meetings. The participants were 32 students
of class XI IPA 2 of SMA Negeri 2 Bantul. This research implemented quantitative
approach and qualitative approach. The quantitative data were gathered from
questionnaires and speaking tests. Meanwhile, the qualitative data were taken
from interviews, observation checklists, and field notes. The data were analyzed
by using triangulation.
Based on the results of this research, cue cards could help the students of
class XI IPA 2 of SMA Negeri 2 Bantul improve their speaking fluency. At the
initial stage, the researcher found eight students whose speaking fluency was still
very slow and flat. These students still needed time to think what they were going
to say. Moreover, they also still committed frequent errors in speaking. However,
at the end of the second cycle of this research, speaking fluency of three students
increased into a level in which there were still frequent but quick pauses that they
did in their speech. Other five students had been able to do just occasional pauses
on their speech. In addition, at this stage, they just did occasional mistakes when
they spoke. They had been able to complete what they should say during their
speaking activities. They also did shorter pauses when they spoke and it showed
that their speaking fluency had improved.
Keywords: speaking fluency, cue cards, classroom action research
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ABSTRAK
Habsari, Rahajeng Ayu. 2012. Improving Speaking Fluency of Class XI IPA 2
Students of SMA Negeri 2 Bantul by Using Cue Cards. Yogyakarta: Universitas
Sanata Dharma.
Kemampuan berbicara penting untuk dikuasai siswa karena itu
dibutuhkan dalam berkomunikasi dengan orang lain. Akan tetapi, banyak siswa
masih menganggapnya sulit, begitu juga dengan siswa-siswa kelas XI IPA 2 SMA
Negeri 2 Bantul. Terbatasnya kesempatan mereka untuk praktek berbicara di
kelas menyebabkan mereka mengalami kesulitan dalam mengungkapkan gagasan
mereka secara lisan. Metode mengajar guru di kelas juga tidak membiarkan
mereka berbicara secara aktif. Oleh karena itu, siswa tidak dapat berbicara
dengan fasih. Siswa juga cenderung menghafalkan yang akan mereka sampaikan
sebelum mereka berbicara. Itulah mengapa kadang-kadang mereka memerlukan
jeda yang panjang untuk memikirkan yang akan mereka sampaikan.
Penelitian ini bertujuan membantu siswa kelas XI IPA 2 SMA Negeri 2
Bantul meningkatkan kefasihan mereka dalam berbicara. Peneliti menggunakan
cue cards dalam penilitian ini. Ada dua rumusan masalah, yaitu 1) apakah cue
cards dapat meningkatkan tingkat kefasihan berbicara siswa kelas XI IPA 2 SMA
Negeri 2 Bantul? dan 2) sejauh mana cue cards dapat meningkatkan tingkat
kefasihan berbicara siswa kelas XI IPA 2 SMA Negeri 2 Bantul?
Penelitian ini penelitian tindakan kelas yang terdiri dari dua siklus dengan
dua pertemuan di setiap siklusnya. Responden dari penelitian ini adalah 32 siswa
kelas IX IPA 2 SMA Negeri 2 Bantul. Penelitian ini menggunakan pendekatan
kuantitatif dan kualitatif. Data kuantitatif didapat dari hasil kuesioner dan tes
berbicara, sedangkan data kualitatif diambil dari hasil wawancara, observasi,
dan catatan lapangan. Data-data tersebut dianalisis menggunakan triangulasi.
Berdasarkan hasil penelitian ini, cue cards dapat membantu siswa kelas XI
IPA 2 SMA Negeri 2 Bantul meningkatkan kefasihan mereka dalam berbicara.
Pada tahap awal, peneliti menemukan delapan siswa yang masih sangat lambat
dan datar ketika berbicara. Siswa-siswa ini masih membutuhkan jeda untuk
memikirkan apa yang akan mereka katakan. Bahkan, mereka masih sering
melakukan kesalahan ketika berbicara. Akan tetapi, di akhir siklus yang kedua,
kefasihan berbicara tiga siswa meningkat pada level di mana masih sering ada
jeda singkat ketika mereka berbicara. Lima siswa yang lain dapat meningkatkan
kefasihan berbicara mereka pada tingkat di mana kadang-kadang masih ada jeda
yang muncul ketika mereka berbicara. Sebagai tambahan, pada tahap ini,
kesalahan para siswa ketika berbicara juga hanya terjadi kadang-kadang.
Mereka sudah dapat menyelesaikan apa yang harus mereka katakan selama
aktivitas berbicara yang mereka lakukan. Jeda-jeda yang muncul selama para
siswa berbicara juga cenderung lebih singkat. Hal ini menunjukkan bahwa
kefasihan mereka dalam berbicara sudah meningkat.
Kata kunci: speaking fluency, cue cards, classroom action research
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ACKNOWLEDGEMENTS
First of all, I would like to express my gratitude to God the Almighty,
Jesus Christ, for His grace and love so that I can finish this thesis. I thank Him
for His companion in the whole of my life since I was born until today.
I would also like to express my thankfulness to my advisor, V.
Triprihatmini, S.Pd., M.Hum., M.A. for her attention, encouragement,
guidance, and motivation in writing my thesis. I deeply indebted to her for her
great effort to supervise and lead me to accomplish this thesis.
I would like to thank Drs. H. Paimin, the principal of SMA Negeri 2
Bantul who had permitted me to conduct this research in SMA Negeri 2 Bantul. I
would deliver my gratitude to Dra. Sri Ndhadhari, M.Pd., who had allowed me
to conduct this research in her classroom. I thank her for allocating her valuable
time for the consultation sessions. In addition, I would also address my
thankfulness to all students of class XI IPA 2 of SMA Negeri 2 Bantul
2011/2012 academic year for being cooperative when I conducted my research.
I would like to express my greatest gratitude to my beloved parents,
Bapak Sumarlam and Ibu Suwartini for their great love for me. I would give my
deep appreciation to their patience, kindness, motivation, and encouragement. I
thank them for being my inspiration in my life. I thank my younger sister, Yunita
Ernis Habsari, for her support and jokes that sometimes can motivate me.
I owe a great debt to Frieda Baumann-Stiftung Foundation for giving
me a full scholarship to study in PBI. I would express my thankfulness to Apostle
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Edy Isnugroho to approve my proposal for the scholarship. I also thank Priest
Eko H. Kriswanto for his patience and kindness to help me manage the
scholarship every semester. I am indebted to them because without them I may
not be able to continue my study.
I would give my appreciation to one of my best friends, Anisa Agustin,
who was willing to be my great observer. I thank her for her suggestions, support,
and positive opinions. My gratitude also goes to my best friends, Meita and Yeni.
I thank them for being my “AYAM family” and great friends during my study in
PBI. I would like to thank them for the love, joy, laughter, motivation, and spirit
they have shared with me in these years. I would also like to deliver my
thankfulness to my friend, Ika, for being my “Ibu Sapi”. I am indebted to her for
being a great listener and for the great solutions she offers to solve my problems.
In addition, I thank my friends in E-Smart Company, especially Bang Franky,
Toro, and Siana. I thank them for their spirit of hard work they share with me.
I thank all my friends in PBI, especially 2008ers in class C. I owe them
for the great moments we shared during my study in PBI. I am very happy to be
their friend. I would also express my thankfulness to my Mitra Perpustakaan
friends, especially Agung, Era, Rini, Hani, Novita, Tina, Maria, Ineke, Mia,
Mylda, Modes, and Yessie to motivate me to finish my thesis as soon as possible.
Lastly, I offer my regard and blessing to all people who supported me
during the completion of this thesis that I cannot mention one by one.
Rahajeng Ayu Habsari
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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 .............................................................................
xi
LIST OF TABLES .......................................................................................
xv
LIST OF FIGURES .....................................................................................
xvi
LIST OF APPENDICES .............................................................................. xvii
CHAPTER I. INTRODUCTION
A. Research Background .......................................................
1
B. Research Problems ...........................................................
5
C. Problem Limitation ............ ...............................................
5
D. Research Objectives .........................................................
6
E. Research Benefits ..............................................................
6
F. Definition of Terms ...........................................................
8
xi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description .....................................................
11
1. The Nature of Speaking ................................................
11
a. The Definition of Speaking .......................................
11
b. Characteristics of Speaking ......................................
12
c. Types of Speaking ....................................................
14
d. The Definition of Speaking Fluency .........................
14
2. Teaching Speaking ........................................................
15
a. The Background of Teaching Speaking ....................
16
b. Goals of Teaching Speaking .....................................
16
c. Problems of Teaching Speaking ................................
17
e. Principles of Teaching Speaking ...............................
19
3. The Use of Cue Cards in Learning Speaking .................
22
a. The Nature of Cue Cards ..........................................
22
b. Advantages of Using Cue Cards in Learning
Speaking ...................................................................
23
4. Classroom Action Research ..........................................
25
a. The Definition of Classroom Action Research ..........
25
b. Aims of Classroom Action Research ........................
26
c. The Model of Classroom Action Research ................
27
B. Theoretical Framework .....................................................
28
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III. RESEARCH METHODOLOGY
A. Research Method ..............................................................
31
B. Research Setting ...............................................................
33
C. Research Participants/Subjects ..........................................
34
D. Instruments and Data Gathering Technique .......................
34
1. Questionnaires ..............................................................
34
2. Interviews .....................................................................
35
3. Field Notes ...................................................................
36
4. Observation Checklists .................................................
36
5. Speaking Tests ..............................................................
37
E. Data Analysis Technique ..................................................
37
G. Research Procedure ..........................................................
39
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. The Use of Cue Cards to Improve Speaking Fluency of
Class XI IPA 2 Students of SMA Negeri 2 Bantul ..............
41
B. The Improvement of Students’ Speaking Fluency after
Learning Speaking by Using Cue Cards ............................
50
1. The Observation Results of the Preliminary Study ........
51
2. The Action Planning .....................................................
56
3. The Action Taking ........................................................
57
a. The First Cycle .........................................................
57
1) Planning ..............................................................
58
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2) Acting .................................................................
59
3) Observing ............................................................
62
4) Reflecting ............................................................
72
b. The Second Cycle ....................................................
72
1) Planning ..............................................................
73
2) Acting .................................................................
73
3) Observing ............................................................
76
4) Reflecting ............................................................
82
4. The Action Results .......................................................
83
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions ......................................................................
86
B. Recommendations ............................................................
88
REFERENCES .............................................................................................
90
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Table
Page
4.1 Students’ Speaking Fluency Progress in the Preliminary Study, Cycle 1,
and Cycle 2 of the Research ...................................................................
42
4.2 The Results of Eight Concerned Students’ Speaking Test in the
Preliminary Study .................................................................................
54
4.3 The Comparison of the Results of Eight Concerned Students’ Speaking
Test in the Preliminary Study and the First Cycle .................................
69
4.4 The Comparison of the Results of Eight Concerned Students’ Speaking
Test in the First Cycle and the Second Cycle .........................................
xv
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LIST OF FIGURES
Figure
Page
2.1 Kemmis and McTaggart’s Model of Action Research ...........................
27
4.1 Students’ Speaking Test Results in Preliminary Study, Cycle 1, and
Cycle 2 ..................................................................................................
xvi
44
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Appendix
Page
Appendix 1. Letter of Inquiry to Conduct Research ......................................
94
Appendix 2. Letter of Permission from the Governor of DIY .......................
96
Appendix 3. Letter of Permission from the Mayor of Bantul ........................
98
Appendix 4. Research Official Statement from SMA Negeri 2 Bantul .......... 100
Appendix 5. Lesson Plans and Teaching Materials of Cycle One ................. 102
Appendix 6. Lesson Plans and Teaching Materials of Cycle Two ................. 135
Appendix 7. Field Notes of Cycle One ......................................................... 148
Appendix 8. Field Notes of Cycle Two ........................................................ 157
Appendix 9. Observation Checklists of Cycle One ....................................... 165
Appendix 10. Observation Checklist of Cycle Two ...................................... 170
Appendix 11. The Raw Data of the Questionnaire ........................................ 175
Appendix 12. Interview Guidelines .............................................................. 179
Appendix 13. Interview Transcripts ............................................................. 181
Appendix 14. Students’ Score Analysis ........................................................ 194
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CHAPTER I
INTRODUCTION
This chapter presents the background information and rationale of this
research. It consists of six sections. They are the research background, research
problems, problem limitation, objectives of the study, benefits of the study, and
definition of terms.
A. Research Background
English is a language that is very important to be mastered by people
around the world. Harmer (2007a) states that English has been used by many
people in this world as an international means of communication. This language
has become a global language, which is spoken in many countries in this world.
Furthermore, it is also used to communicate in many fields. It is why, nowadays,
people are expected to master this language.
Since English is very important, it becomes a compulsory subject in all
stages of education in Indonesia. It means that all students in Indonesia have to
learn and master this language. The purpose is to help them to develop their
ability to communicate in English. Paulston and Bruder (1976) propose that “the
objective of language teaching is the production of speakers competent to
communicate in the target language” (pp. 55-56). Therefore, the students are
expected to be able to master English so that they will not get difficulty in
communicating with other people around the world.
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2
There are four skills that should be mastered by students in learning
English. One of them is the speaking skill. Walter (2004) states that the ability to
use a language to communicate is more important than that to understand the
language. It means that in learning English, students are expected not only to
comprehend the language but also to show the ability to use the language in
communication. Here, the speaking skill can show how students use the language
actively in oral communication. It is why speaking skill is an important skill to be
learned by students.
Senior high school students are expected to be able to speak English
fluently because they have already learned this language since they were in
elementary school. They have to be able to use this language actively in oral
communication. However, what is happening today shows the opposite. Most of
them still consider that speaking is the most difficult skill among other three
language skills. Bailey and Savage (1994, p. vii) as cited in Lazaraton (2001)
support this opinion and argue that speaking is the most challenging skill in a
second or foreign language. Bailey (2003) also agrees that many people consider
speaking as the hardest skill to learn. It is why many students feel afraid and shy
when they are asked to speak in English. It causes them to get difficulty in
expressing their idea in English orally.
This problem was also faced by the students of class XI IPA 2 of SMA
Negeri 2 Bantul. They considered that speaking English was difficult. Because of
that, they were afraid and shy if they were asked to speak in English. They feared
that they would make mistakes so that they tended to be reluctant to speak.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
In their English class, the students used mostly Indonesian. The teacher
had already tried to use English when teaching English in class, but the students
tended to respond to the teacher by using Indonesian. The students could
understand what their teacher said, but they could not respond to it directly in
English. In other words, their English passive ability had been already good, but
their English active ability still needed improving.
This problem occurred because of the students’ limited opportunity to
practice speaking in class. Moreover, teaching methods implemented by the
teacher in class did not allow the students to speak actively. The teacher used to
use the allocated time to deliver the explanation of the materials to the students. It
caused the students to be passive in class. Bailey (2003) has also revealed that
based on a research, many teachers still do approximately 50 to 80 percent of
talking in the classroom. Because of that, the students did not have the chances to
use English orally.
Since the students had limited time to practice speaking in class, they
showed that they could not use English spontaneously in communication. In
speaking, people mostly do not plan what they are going to say. It will flow
naturally, as they speak. However, when the students of class XI IPA 2 learned
speaking, the teacher would always ask the students to write their scripts down
before they practiced. The students tended to memorize what they wanted to say
before they did the speaking activities and they could not produce other utterances
beside those written in their scripts. It could affect their performances in the real
world because they would not be able to use the language naturally.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
This problem had affected the students’ speaking fluency. Riddell (2003)
states that someone is considered fluent in speaking if he/she has the ability to talk
without doing too much stopping and to understand what being said. However,
because the students just tended to memorize what they were going to say,
sometimes they forgot and could not continue talking. Furthermore, the students
also still needed pauses to think about the vocabulary they needed when they
spoke. The stopping and pauses done by the students showed that they were not
fluent in English and they still had difficulty in producing spoken language
spontaneously and naturally.
In order to help class XI IPA 2 students of SMA Negeri 2 Bantul solve the
problems that they faced in learning speaking, the researcher decided to conduct
classroom action research by implementing cue cards. The researcher chose to use
cue cards because cue cards could help the students to learn how to speak
spontaneously in English. Mora (1994) states that cue cards can help the students
to learn and practice speaking and writing English. Furthermore, according to
Sayer (2005), some speaking techniques like role-plays cards and diagram are
good techniques to help the students practice speaking. Cue cards can help the
students to produce utterances in their conversation without writing the whole
dialogue. Cue cards will also help them to keep going in talking when they forget
what they should say. Littlewood (1981) proposes that cue cards can allow the
speaker to predict what other speaker will say so that he/she can prepare his/her
own responses. Therefore, the researcher believes that cue cards can help the
students to be more spontaneous in speaking so that they could speak fluently.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
B. Research Problems
This research aims to investigate two problems that are formulated into
two questions below:
1.
Do cue cards improve the speaking fluency level of class XI IPA 2 students of
SMA Negeri 2 Bantul?
2.
To what extent do cue cards improve speaking fluency level of class XI IPA 2
students of SMA Negeri 2 Bantul?
C. Problem Limitation
Firstly, the researcher limits this research on the language skill being
researched. From four language skills, the researcher decided to pay attention to
the students’ speaking skill because they needed to master this skill to
communicate orally in English. Furthermore, this research would focus on the
problem faced by class XI IPA 2 students of SMA Negeri 2 Bantul, which was
improving their speaking fluency.
Secondly, the researcher also limits this research on its participants. The
participants were 32 students of class XI IPA 2 of SMA Negeri 2 Bantul. The
researcher chose to conduct this research to these students because the researcher
saw that their abilities in speaking English still needed improving. Most of the
students in class XI IPA 2 faced similar problems in learning speaking. They still
needed some helps in improving their speaking fluency.
Thirdly, the researcher limits the research on the teaching aid used to solve
the problem. The researcher decided to implement cue cards to help the students
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
improve their speaking ability. The researcher expected that cue cards could
minimize the students’ activities in writing and memorizing their dialogues before
they spoke so that they could increase their speaking fluency.
D. Research Objectives
In this research, the researcher wants to find out two objectives. They are:
1.
To know whether cue cards can improve the speaking fluency level of class
XI IPA 2 students of SMA Negeri 2 Bantul or not.
2.
To see to what extent speaking fluency level of class XI IPA 2 students of
SMA Negeri 2 Bantul can be improved by using cue cards.
E. Research Benefits
This part will present the benefits of this research. This research is
expected to give benefits to the students, the English teacher, the school in which
the research is conducted, the students of English Education Study Program, and
the future research.
1.
The Students
The researcher expects that the students can improve their speaking
fluency after they learn speaking by using cue cards. The researcher hopes that the
students are able to speak English fluently and use the language spontaneously. In
other words, they can use the language in spoken form to communicate with other
people well.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
2.
The English Teacher of Class XI IPA 2
The researcher expects that this research will give the English teacher an
alternative solution to solve the problems in teaching speaking. This research can
help the teacher to find an appropriate and effective teaching aid that can be used
to help the students to be able to speak English spontaneously and naturally.
Hopefully, in the future, cue cards can be used by the teacher to teach the
speaking skill and improve the speaking fluency of the students.
3.
The School
The researcher hopes that this research can also give positive contributions
to the school in which the research is conducted, which is SMA Negeri 2 Bantul.
Hopefully, cue cards can be applied to teach the speaking skill in other classes of
this school, especially if the problems faced by the students of these classes are
similar to those of the students of class XI IPA 2. The researcher expects that cue
cards can be used by the English teachers in this school to help the students
improve their speaking fluency.
4.
The Students of English Education Study Program
The researcher expects that this research can also give information to the
students of English Education Study Program about an appropriate and effective
teaching aid used to teach speaking to senior high school students. They can try to
implement and explore cue cards to teach their students when they do their
teaching practices or when they become teachers in the future.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
5.
The Future Research
The researcher hopes this research can give additional information that is
beneficial to the students of English Education Study Program and other
researchers that want to conduct research in speaking. Hopefully, this research can
give them insights to study deeper about cue cards to help their students improve
their speaking fluency.
F. Definition of Terms
This part discusses the definitions of the key words of this research. They
are speaking, speaking fluency, cue cards, classroom action research, and SMA
Negeri 2 Bantul.
1.
Speaking
Speaking is one of the language skills to be mastered by the language
learners. Bailey (2003) states that “speaking is the productive aural/oral skill that
consists of producing systematic verbal utterances to convey meaning” (p. 48).
Savignon (1970, p. 9) as cited in Nunan (1999) defines speaking as
communicative competence in a real communicative setting. Therefore, speaking
is the ability to use the language orally in order to communicate with other people.
2.
Speaking Fluency
Hornby and Wehmeier (2000) define fluency as the quality of someone’s
ability to speak or write foreign language easily and well. In addition, Riddell
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
(2003) proposes that fluency is “the ability to to talk fairly freely, without too
much stopping or hesitating” (p. 118). Harmer (2001) states that “the ability to
speak fluently presupposes not only a knowledge of language features, but also
the ability to process information and language on the spot” (p. 269). In short, it
can be said that speaking fluency means the ability to speak a language without
any unnecessary pauses and to respond to the information provided by others
when the conversation takes place.
3.
Cue Cards
Cue cards are very useful teaching aids that are used in teaching a
language. Hornby and Wehmeier (2000) explain that a card is “a small piece of
stiff paper or plastic with information on it” (p. 175). Furthermore, Hornby and
Wehmeier (2000) also describe that a cue is “an action or event that is a signal for
somebody to do something” (p. 305). According to Mora (1994), cue cards are
cards that are made of thin cardboard and they contain printed or written text or
pictures. In this research, what is meant by cue cards are cards containing
information or pictures as guidelines or instructions for somebody to speak.
4.
Classroom Action Research (CAR)
Ary, Jacobs, and Sorensen (2010) define classroom action research as “a
process to improve education by incorporating change and involves educators
working together to improve their own practice” (p. 514). They add that the goal
of classroom action research is to think about the effectiveness of someone’s
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
performance in teaching. According to Gall, Gall, and Borg (2007), in education,
classroom action research aims to improve the quality and result of teachers’
practice. In short, classroom action research is a research done to help the students
solve their problems in learning by using certain techniques.
5.
SMA Negeri 2 Bantul
SMA Negeri 2 Bantul is a public senior high school located on Jalan R. A.
Kartini Trirenggo Bantul. The curriculum that is implemented in this school is
school-based curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP). This
research is conducted in this school, especially in class XI IPA 2. The researcher
wants to help the students of this class to solve their problems in learning
speaking by implementing cue cards. The aim is to help them to use the language
in oral communication fluently.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of two parts. They are the theoretical description and
theoretical framework. The theoretical description discusses the relevant theories
supporting the research. The theoretical framework consists of the summary from
all relevant theories that help the researcher solve the problems.
A. Theoretical Description
This part discusses the theories employed in this research. They are the
theories about the nature of speaking, teaching speaking, cue cards, and classroom
action research.
1.
The Nature of Speaking
This part presents some theories related to speaking skill. They focus on
speaking skill and speaking fluency. The theories discussed in this part are the
definition of speaking, characteristics of speaking, types of speaking, and
speaking fluency.
a.
The Definition of Speaking
According to Luoma (2004), speaking is “a technical term that refers to
one of the various skills that language learners should develop and have” (p. 20).
In line with Luoma (2004), Bailey (2003) adds that speaking is the productive
11
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spoken skill consisting spoken utterances produced to give meaning. Lazaraton
(2001) proposes that the ability to speak is the foundation of human
communication. Based on those theories, speaking is an important skill to learn. It
is important to develop the ability to speak in order to be competent at
communicating orally.
Nunan (1999) states that “communicative competence includes not only
linguistics competence, but also a range of other sociolinguistics and
conversational skills that enable the speaker to know how to say what to whom,
and when” (p. 226). In accordance with Nunan (1999), Paulston and Bruder
(1976) revealed that “communicative competence must include not only the
linguistic forms of a language but also the knowledge of when, how and to whom
it is appropriate to use this form” (pp. 56-57). It means that the speakers need to
know not only what they are going to say but also the setting they speak and the
person to whom they speak.
In short, speaking is an ability to produce the language orally in order to
communicate with others. Speaking is important to be accomplished by people
because it is the basic skill in communication. In speaking, a speaker needs to be
able to deliver what he/she intends to speak to others by using the most
appropriate form of the language.
b. Characteristics of Speaking
Richards, Platt, and Weber (1985, p. 49) as cited in Nunan (1999) share
four characteristics of communicative competence. The first one is the knowledge
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of grammar and vocabulary of the language. Luoma (2004) also agrees that the
knowledge of grammar and vocabulary is important in speaking because the
spoken grammar and vocabulary used in speaking usually are different from those
used in writing. The second characteristic of communicative competence is the
knowledge of the rules of speaking. It consists of the knowledge to talk about
different topics to different people in different situations. The third characteristic
is the knowledge of how to use and respond to different functions of language like
requests, apologies, thanks, and invitations. The last characteristic is the
knowledge of how to use the language appropriately.
However, Van Lier (1995) as cited in Bailey (2003, p. 48) proposes
different characteristics of the spoken language. The five characteristics of the
spoken language according to Van Lier (1995) as cited in Bailey (2003) are:
x
x
x
x
x
Spoken language is an auditory skill;
Spoken language is a temporary skill that needs immediate reception;
Spoken language includes rhythm, stress, and intonation;
Spoken language needs immediate feedback;
There is limitation on planning and editing what have been said (p.
48).
In speaking, there are two important aspects to be paid attention. They are
speaking fluency and speaking accuracy. Speaking fluency deals with the ability
to respond to what other people say to them directly. On the other hand, speaking
accuracy consists of the ability to use grammar, vocabulary, and pronunciation
accurately. They are two main characteristics of speaking that should be mastered
by a speaker. In addition to those two characteristics, the ability of a speaker to
use the language based on its function to the right person in the right situation is
also important.
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c.
Types of Speaking
Based on the preparation done by the speaker, Ochs (1979) as cited in
Luoma (2004) divides speaking into two categories: planned speaking and
unplanned speaking. Ochs (1979) as cited in Luoma (2004) defines planned
speaking as a speaking activity in which the speaker has the opportunity to do the
preparation or rehearsal to express the idea before he/she does the real
performance. On the other hand, unplanned speaking is a speaking activity in
which the speaker has to respond to what other speaker says directly at that
moment without any preparation (Ochs, 1979, as cited in Luoma, 2004).
Bygate (1987) as cited in Nunan (1991), Gebhard (1996), and Bailey
(2003) separate speaking based on its purposes into two types. Those are
interactional speech and transactional speech. Gebhard (1996) adds that the focus
of transactional speech is the meaning conveyed by the language, while the
interactional speech focuses on maintaining social relations. Bailey (2003) also
agrees with Gebhard (1996) and expresses that “interactional speech is
communicating with someone for social purposes including both establishing and
maintaining
social
relationships,
while
transactional
speech
involves
communicating to get something done, including the exchange of goods or
service” (p. 56).
d. The Definition of Speaking Fluency
Bailey (2003) defines fluency as “the extent to which speakers use the
language quickly and confidently, with few hesitations of unnatural pauses, false
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starts, word searches, etc” (p. 55). In line with Bailey (2003), Cohen (1994)
acknowledges that fluency is the continuous speech that uses certain important
devices to mark communication patterns. According to Hedge (1993, pp. 275276) as cited in Lazaraton (2001), fluency has two meanings.
The first, which is the ability to link units of speech together with facility
and without strain or inappropriate slowness or undue hesitation, is what is
commonly understood as fluency in language assessment procedures. The
second, which is “natural language use”, is likely to take place when
speaking activities focus on meaning and its negotiation, when speaking
strategies are used and when overt correction is minimized (p. 104).
Riddell (2003) suggests that fluency covers the ability to talk without
unnecessary stopping or pauses and it requires the speakers to understand what
they say. Fluency occurs when the speakers’ utterances flow smoothly when they
are talking. Brown (2007) adds:
Fluency is probably best achieved by allowing the “stream” of speech to
“flow”; then as some of this speech spills over beyond comprehensibility,
the “riverbanks” of instruction on some details of phonology, grammar, or
discourse can channel the speech on a more purposeful course (p. 324).
Speaking fluency deals with the way a speaker uses the language orally. It
is an important goal in learning speaking. A speaker is fluent in speaking if he/she
can speak naturally without any pauses to think the words that they will use. It is
very important to be fluent in speaking because it can show the speaker’s
naturalness in using the language in oral communication.
2.
Teaching Speaking
This part provides the theories about the concepts and the principles of
teaching speaking. It consists of the background of teaching speaking, goals of
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teaching speaking, problems of teaching speaking, and principles of teaching
speaking.
a.
The Background of Teaching Speaking
Harmer (2007a) proposes three main reasons for teaching speaking to the
students in the classroom. He states that:
Firstly, speaking activities provide rehearsal opportunities – chances to
practice real-life speaking in the safety of the classroom. Secondly,
speaking tasks in which students try to use any or all of the languages they
know provide feedback for both teacher and students. And finally, the
more students have opportunities to activate the various elements of
language they have stored in their brains, the more automatic their use of