ii v
T
C
A
R
T
S
B
A
. 2 1 0 2 . u y A g n e j a h a R , ir a s b aH Improving Speaking Fluency o fClas sX IIPA 2 .s d r a C e u C g n i s U y b l u t n a B 2 i r e g e N A M S f o s t n e d u t
S Yogyaka tra :Sanata
. y ti s r e v i n U a m r a h D e b l li w t i e s u a c e b s t n e d u t s y b d e r e t s a m e b o t t n a tr o p m i s i ll i k s g n i k a e p S t n e d u t s y n a m , r e v e w o H . e l p o e p r e h t o h ti w e t a c i n u m m o c o t d e d e e
n sstli lconside r
s s a l c f o s t n e d u t s e h T . ll i k s t l u c if fi d a s a t
i XII PA2 fo SMANeger i2Bantulalso e c it c a r p o t d a h y e h t s e it i n u tr o p p o f o k c a l e h T . g n i h t e m a s e h t d e c n e ir e p x e . y ll a r o a e d i r i e h t g n i s s e r p x e n i y tl u c if fi d t e g o t m e h t d e s u a c s s a l c n i g n i k a e p s o t m e h t w o ll a t o n d i d s s a l c n i r e h c a e t e h t y b d e il p p a s d o h t e m g n i h c a e t ,r e v o e r o M r i e h t s s e r p x e t o n d l u o c s t n e d u t s e h t , n o it i d n o c s i h t f o e s u a c e B . y l e v it c a k a e p s t a h w e z ir o m e m o t d e d n e t o s l a s t n e d u t s e h T . y lt n e u lf e g a u g n a l n e k o p s n i s a e d i a s o t d e t n a w y e h
t y before they spoke .I twa sthe reason why someitme sthey . y a s o t d e d n e t n i y e h t t a h w k n i h t o t e s u a p g n o l a d e d e e n s s a l c f o s t n e d u t s e h t p l e h o t d e m i a h c r a e s e r s i h
T XII PA2 fo SMANeger i2
l u t n a
B to i mprovet hei rspeaking lfuency .Theresearcheri mplemented cuecard s . y c n e u lf g n i k a e p s ’ s t n e d u t s e h t e v o r p m i o t d e s u e b d l u o w t a h t s d i a g n i h c a e t s a ) 1 : e r e w y e h T . h c r a e s e r s i h t n i r e h c r a e s e r e h t y b d e t a l u m r o f e r e w s m e l b o r p o w T
do cue card simprove the speaking lfuency leve lo fclas sX IIPA 2 student so f g
e N A M
S er i2 Bantul? and 2 )to wha texten tdo cue card simprove speaking s s a l c f o l e v e l y c n e u
lf XII PA2student so fSMANeger i2Bantul?
s i h t n i s e l c y c o w t e r e w e r e h T . h c r a e s e r n o it c a m o o r s s a l c s a w h c r a e s e r s i h T h T . s g n it e e m o w t f o d e t s i s n o c h c a e h c i h w , h c r a e s e
r eparitcipant swere32s tudent s
s s a l c f
o XII PA2 fo SMANeger i2Bantul .Thisr esearchi mplementedquanttiaitve m o r f d e r e h t a g e r e w a t a d e v it a ti t n a u q e h T . h c a o r p p a e v it a ti l a u q d n a h c a o r p p a a t a d e v it a ti l a u q e h t , e li h w n a e M . s t s e t g n i k a e p s d n a s e ri a n n o it s e u
q were taken
d e z y l a n a e r e w a t a d e h T . s e t o n d l e if d n a , s t s il k c e h c n o it a v r e s b o , s w e i v r e t n i m o r f . n o it a l u g n a ir t g n i s u y b f o s t n e d u t s e h t p l e h d l u o c s d r a c e u c , h c r a e s e r s i h t f o s tl u s e r e h t n o d e s a B s s a l
c X IIPA 2 fo SMA Neger i2 Bantul improve thei rspeaking lfuency .A tthe l li t s s a w y c n e u lf g n i k a e p s e s o h w s t n e d u t s t h g i e d n u o f r e h c r a e s e r e h t , e g a t s l a it i n i g n i o g e r e w y e h t t a h w k n i h t o t e m it d e d e e n l li t s s t n e d u t s e s e h T . t a lf d n a w o l s y r e v . g n i k a e p s n i s r o r r e t n e u q e r f d e tt i m m o c l li t s o s l a y e h t ,r e v o e r o M . y a s o
t However ,
s t n e d u t s e e r h t f o y c n e u lf g n i k a e p s , h c r a e s e r s i h t f o e l c y c d n o c e s e h t f o d n e e h t t a y e h t t a h t s e s u a p k c i u q t u b t n e u q e r f ll it s e r e w e r e h t h c i h w n i l e v e l a o t n i d e s a e r c n i p l a n o i s a c c o t s u j o d o t e l b a n e e b d a h s t n e d u t s e v if r e h t O . h c e e p s r i e h t n i d i
d ause s
n e h w s e k a t s i m l a n o i s a c c o d i d t s u j y e h t , e g a t s s i h t t a , n o it i d d a n I . h c e e p s r i e h t n o r i e h t g n ir u d y a s d l u o h s y e h t t a h w e t e l p m o c o t e l b a n e e b d a h y e h T . e k o p s y e h t d e w o h s t i d n a e k o p s y e h t n e h w s e s u a p r e tr o h s d i d o s l a y e h T . s e it i v it c a g n i k a e p s i e h t t a h
t rs peaking lfuencyhadi mproved.
ii i v
K
A
R
T
S
B
A
. 2 1 0 2 . u y A g n e j a h a R , ir a s b aH Improving Speaking Fluency o fClas sX IIPA 2 .s d r a C e u C g n i s U y b l u t n a B 2 i r e g e N A M S f o s t n e d u t
S Yogyaka tra :Universtia s
. a m r a h D a t a n a S i a s a u k i d k u t n u g n it n e p a r a c i b r e b n a u p m a m e
K siswa karena tiu
n a k h u t u b i
d dalam berkomunikas idengan orang l ain .Akan t etapi ,banyak siswa s n a g n e d a g u j u ti g e b , ti l u s a y n p a g g n a g n e m h i s a
m iswa-siswakela sXII PA2 SMA
.l u t n a B 2 i r e g e
N Terbatasnya kesempatan mereka untuk praktek berbicara id s
a l e
k menyebabkan mereka mengalam ikesultiandalammengungkapkan gagasan . n a s il a r a c e s a k e r e
m Metode mengaja rguru d ikela sjuga itdak membiarkan a
k e r e
m berbicara secara aktfi .Oleh karena tiu ,siswa itdak dapa tberbicara g n a y n a k l a f a h g n e m g n u r e d n e c a g u j a w s i S . h i s a f n a g n e
d akanmerekasampaikan
g n a d a k a p a g n e m h a l u tI . a r a c i b r e b a k e r e m m u l e b e
s -kadang mereka memerlukan
. n a k i a p m a s a k e r e m n a k a g n a y n a k r i k i m e m k u t n u g n a j n a p g n a y a d e j j u t r e b i n i n a it il e n e
P u an membantu siswa kela sX IIPA 2 SMA Neger i2 l
u t n a
B meningkatkan kefasihan mereka dalam berbicara .Penelti imenggunakan s d r a c e u
c dalam peniilitan i ni .Ada dua rumusan masalah ,yatiu 1 )apakah cue s
d r a
c dapa tmeningkatkan itngka tkefasihan berbicarasiswakela sXII PA2 SMA l u t n a B 2 i r e g e
N ? dan 2 )sejauh mana cue cards dapa tmeningkatkan itngka t ? l u t n a B 2 i r e g e N A M S 2 A P I I X s a l e k a w s is a r a c i b r e b n a h i s a f e k s a l e k n a k a d n it n a it il e n e p i n i n a it il e n e
P yangt erdri idar iduas iklu sdengan n a u m e t r e p a u
d d iseitapsiklusnya .Respondendar ipeneilitani n iadalah 32siswa n a t a k e d n e p n a k a n u g g n e m i n i n a it il e n e P . l u t n a B 2 i r e g e N A M S 2 A P I X I s a l e k i d f it a ti t n a u k a t a D . fi t a ti l a u k n a d f it a ti t n a u
k dapat dar ihasi lkuesione rdan te s b m a i d f it a ti l a u k a t a d n a k g n a d e s , a r a c i b r e
b i ldar ihasi lwawancara ,observa is , n
a
d catatanl apangan .Data- ad at tersebu tdianalsii smenggunakant riangulas.i h n a k r a s a d r e
B asi lpeneilitani n ,icuecardsdapa tmembantus iswakela sX I a c i b r e b m a l a d a k e r e m n a h i s a f e k n a k t a k g n i n e m l u t n a B 2 i r e g e N A M S 2 A P
I ra .
t a b m a l t a g n a s h i s a m g n a y a w s is n a p a l e d n a k u m e n e m i ti l e n e p , l a w a p a h a t a d a P r a t a d n a
d keitka berbicara . Siswa-ssiwa in i masih membutuhkan jeda untuk . n a k a t a k a k e r e m n a k a g n a y a p a n a k r i k i m e
m Bahkan , mereka masih sering
r a c i b r e b a k it e k n a h a l a s e k n a k u k a l e
m a .Akan t etapi ,d iakhi rsiklu syang kedua , a r a c i b r e b n a h i s a f e
k itga siswa meningka tpada l eve ld imana masih sering ada n a k t a k g n i n e m t a p a d n i a l g n a y a w s i s a m i L . a r a c i b r e b a k e r e m a k it e k t a k g n i s a d e j a d a p a k e r e m a r a c i b r e b n a h i s a f e
k itngkatd imanakadang- ak dangmasihadaj eda . a r a c i b r e b a k e r e m a k it e k l u c n u m g n a
y Sebaga i tambahan , pada tahap ini , g n a d a k i d a jr e t a y n a h a g u j a r a c i b r e b a k it e k a w s i s a r a p n a h a l a s e
k -kadang .
a k e r e
M sudah dapa tmenyelesaikan apa yang haru smereka katakan selama n a y a r a c i b r e b s a ti v it k
a g mereka lakukan .Jeda-jeda yang muncu lselama para a w h a b n a k k u j n u n e m i n i l a H . t a k g n i s h i b e l g n u r e d n e c a g u j a r a c i b r e b a w s i s .t a k g n i n e m h a d u s a r a c i b r e b m a l a d a k e r e m n a h i s a f e k : i c n u k a t a
S
S
A
L
C
F
O
Y
C
N
E
U
L
F
G
N
I
K
A
E
P
S
G
N
I
V
O
R
P
M
I
X
I
I
P
A
2
F
O
S
T
N
E
D
U
T
S
S
M
A
N
E
G
E
R
I
2
B
A
N
T
U
L
S
D
R
A
C
E
U
C
G
N
I
S
U
Y
B
ASARJANAPENDIDIKANTHESIS
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i
y B
ir a s b a H u y A g n e j a h a R
3 3 1 4 1 2 1 8 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
i
S
S
A
L
C
F
O
Y
C
N
E
U
L
F
G
N
I
K
A
E
P
S
G
N
I
V
O
R
P
M
I
X
I
I
P
A
2
F
O
S
T
N
E
D
U
T
S
S
M
A
N
E
G
E
R
I
2
B
A
N
T
U
L
S
D
R
A
C
E
U
C
G
N
I
S
U
Y
B
ASARJANAPENDIDIKANTHESIS
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i
y B
ir a s b a H u y A g n e j a h a R
3 3 1 4 1 2 1 8 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
v i
-
F
r
i
e
d
r
i
c
h
N
i
e
t
z
s
c
h
e
-:
o
t
d
e
t
a
c
i
d
e
d
s
i
s
i
s
e
h
t
s
i
h
T
t
s
i
r
h
C
s
u
s
e
J
d
r
o
L
y
M
s
t
n
e
r
a
p
d
e
v
o
l
e
b
y
M
v
Y
T
I
L
A
N
I
G
I
R
O
S
’
K
R
O
W
F
O
T
N
E
M
E
T
A
T
S
k r o w e h t n i a t n o c t o n s e o d , n e tt ir w e v a h I h c i h w , s i s e h t s i h t t a h t e r a l c e d y lt s e n o h I
c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p r
o tied i n t hequotaiton sand t he .
d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r
2 1 0 2 , 8 r e b m e v o N , a tr a k a y g o Y
r e ti r W e h T
ir a s b a H u y A g n e j a h a R
i v
I
S
A
K
I
L
B
U
P
N
A
U
J
U
T
E
S
R
E
P
N
A
A
T
A
Y
N
R
E
P
R
A
B
M
E
L
S
I
M
E
D
A
K
A
N
A
G
N
I
T
N
E
P
E
K
K
U
T
N
U
H
A
I
M
L
I
A
Y
R
A
K
g n aY betrandat angand ibawahi n,is ayamahasiswaUniverstia sSanataDharma:
a m a
N :RahajengAyuHabsa ir a w s i s a h a M r o m o
N :081214133
n a a k a t s u p r e P a d a p e k n a k ir e b m e m a y a s , n a u h a t e g n e p u m li n a g n a b m e g n e p i m e D u jr e b g n a y a y a s h a i m li a y r a k a m r a h D a t a n a S s a ti s r e v i n
U d u :l
S S A L C F O Y C N E U L F G N I K A E P S G N I V O R P M
I XII PA2
F O S T N E D U T
S SMANEGER I2BANTUL S D R A C E U C G N I S U Y B n a k ir e b m e m a y a s n a i k i m e d n a g n e D . ) a d a a li b ( n a k u lr e p i d g n a y t a k g n a r e p a tr e s e b , n a p m i y n e m k u t n u k a h a m r a h D a t a n a S s a ti s r e v i n U n a a k a t s u p r e P a d a p e k n a l a k g n a p k u t n e b m a l a d a y n a l o l e g n e m , n i a l a i d e m k u t n e b m a l a d n a k h il a g n e m u a t a t e n r e t n i i d a y n n a k i s a k il b u p m e m n a d , s a t a b r e t a r a c e s n a k i s u b ir t s i d n e m , a t a d a y a s i r a d n ij i a t n i m e m u lr e p a p n a t s i m e d a k a n a g n it n e p e k k u t n u n i a l a i d e m a p e k i tl a y o r n a k ir e b m e m n u p u a
ii v
T
C
A
R
T
S
B
A
. 2 1 0 2 . u y A g n e j a h a R , ir a s b aH Improving Speaking Fluency o fClas sX IIPA 2 .s d r a C e u C g n i s U y b l u t n a B 2 i r e g e N A M S f o s t n e d u t
S Yogyaka tra :Sanata
. y ti s r e v i n U a m r a h D e b l li w t i e s u a c e b s t n e d u t s y b d e r e t s a m e b o t t n a tr o p m i s i ll i k s g n i k a e p S t n e d u t s y n a m , r e v e w o H . e l p o e p r e h t o h ti w e t a c i n u m m o c o t d e d e e
n sstli lconside r s s a l c f o s t n e d u t s e h T . ll i k s t l u c if fi d a s a t
i XII PA2 fo SMANeger i2Bantulalso e c it c a r p o t d a h y e h t s e it i n u tr o p p o f o k c a l e h T . g n i h t e m a s e h t d e c n e ir e p x e . y ll a r o a e d i r i e h t g n i s s e r p x e n i y tl u c if fi d t e g o t m e h t d e s u a c s s a l c n i g n i k a e p s o t m e h t w o ll a t o n d i d s s a l c n i r e h c a e t e h t y b d e il p p a s d o h t e m g n i h c a e t ,r e v o e r o M r i e h t s s e r p x e t o n d l u o c s t n e d u t s e h t , n o it i d n o c s i h t f o e s u a c e B . y l e v it c a k a e p s t a h w e z ir o m e m o t d e d n e t o s l a s t n e d u t s e h T . y lt n e u lf e g a u g n a l n e k o p s n i s a e d i a s o t d e t n a w y e h
t y before they spoke .I twa sthe reason why someitme sthey . y a s o t d e d n e t n i y e h t t a h w k n i h t o t e s u a p g n o l a d e d e e n s s a l c f o s t n e d u t s e h t p l e h o t d e m i a h c r a e s e r s i h
T XII PA2 fo SMANeger i2 l
u t n a
B to i mprovet hei rspeaking lfuency .Theresearcheri mplemented cuecard s . y c n e u lf g n i k a e p s ’ s t n e d u t s e h t e v o r p m i o t d e s u e b d l u o w t a h t s d i a g n i h c a e t s a ) 1 : e r e w y e h T . h c r a e s e r s i h t n i r e h c r a e s e r e h t y b d e t a l u m r o f e r e w s m e l b o r p o w T
do cue card simprove the speaking lfuency leve lo fclas sX IIPA 2 student so f
g e N A M
S er i2 Bantul? and 2 )to wha texten tdo cue card simprove speaking s s a l c f o l e v e l y c n e u
lf XII PA2student so fSMANeger i2Bantul?
s i h t n i s e l c y c o w t e r e w e r e h T . h c r a e s e r n o it c a m o o r s s a l c s a w h c r a e s e r s i h T h T . s g n it e e m o w t f o d e t s i s n o c h c a e h c i h w , h c r a e s e
r eparitcipant swere32s tudent s s s a l c f
o XII PA2 fo SMANeger i2Bantul .Thisr esearchi mplementedquanttiaitve m o r f d e r e h t a g e r e w a t a d e v it a ti t n a u q e h T . h c a o r p p a e v it a ti l a u q d n a h c a o r p p a a t a d e v it a ti l a u q e h t , e li h w n a e M . s t s e t g n i k a e p s d n a s e ri a n n o it s e u
q were taken
d e z y l a n a e r e w a t a d e h T . s e t o n d l e if d n a , s t s il k c e h c n o it a v r e s b o , s w e i v r e t n i m o r f . n o it a l u g n a ir t g n i s u y b f o s t n e d u t s e h t p l e h d l u o c s d r a c e u c , h c r a e s e r s i h t f o s tl u s e r e h t n o d e s a B s s a l
c X IIPA 2 fo SMA Neger i2 Bantul improve thei rspeaking lfuency .A tthe l li t s s a w y c n e u lf g n i k a e p s e s o h w s t n e d u t s t h g i e d n u o f r e h c r a e s e r e h t , e g a t s l a it i n i g n i o g e r e w y e h t t a h w k n i h t o t e m it d e d e e n l li t s s t n e d u t s e s e h T . t a lf d n a w o l s y r e v . g n i k a e p s n i s r o r r e t n e u q e r f d e tt i m m o c l li t s o s l a y e h t ,r e v o e r o M . y a s o
t However ,
s t n e d u t s e e r h t f o y c n e u lf g n i k a e p s , h c r a e s e r s i h t f o e l c y c d n o c e s e h t f o d n e e h t t a y e h t t a h t s e s u a p k c i u q t u b t n e u q e r f ll it s e r e w e r e h t h c i h w n i l e v e l a o t n i d e s a e r c n i p l a n o i s a c c o t s u j o d o t e l b a n e e b d a h s t n e d u t s e v if r e h t O . h c e e p s r i e h t n i d i
d ause s
n e h w s e k a t s i m l a n o i s a c c o d i d t s u j y e h t , e g a t s s i h t t a , n o it i d d a n I . h c e e p s r i e h t n o r i e h t g n ir u d y a s d l u o h s y e h t t a h w e t e l p m o c o t e l b a n e e b d a h y e h T . e k o p s y e h t d e w o h s t i d n a e k o p s y e h t n e h w s e s u a p r e tr o h s d i d o s l a y e h T . s e it i v it c a g n i k a e p s i e h t t a h
t rs peaking lfuencyhadi mproved.
ii i v
K
A
R
T
S
B
A
. 2 1 0 2 . u y A g n e j a h a R , ir a s b aH Improving Speaking Fluency o fClas sX IIPA 2 .s d r a C e u C g n i s U y b l u t n a B 2 i r e g e N A M S f o s t n e d u t
S Yogyaka tra :Universtia s
. a m r a h D a t a n a S i a s a u k i d k u t n u g n it n e p a r a c i b r e b n a u p m a m e
K siswa karena tiu
n a k h u t u b i
d dalam berkomunikas idengan orang l ain .Akan t etapi ,banyak siswa s n a g n e d a g u j u ti g e b , ti l u s a y n p a g g n a g n e m h i s a
m iswa-siswakela sXII PA2 SMA
.l u t n a B 2 i r e g e
N Terbatasnya kesempatan mereka untuk praktek berbicara id s
a l e
k menyebabkan mereka mengalam ikesultiandalammengungkapkan gagasan . n a s il a r a c e s a k e r e
m Metode mengaja rguru d ikela sjuga itdak membiarkan a
k e r e
m berbicara secara aktfi .Oleh karena tiu ,siswa itdak dapa tberbicara g n a y n a k l a f a h g n e m g n u r e d n e c a g u j a w s i S . h i s a f n a g n e
d akanmerekasampaikan
g n a d a k a p a g n e m h a l u tI . a r a c i b r e b a k e r e m m u l e b e
s -kadang mereka memerlukan
. n a k i a p m a s a k e r e m n a k a g n a y n a k r i k i m e m k u t n u g n a j n a p g n a y a d e j j u t r e b i n i n a it il e n e
P u an membantu siswa kela sX IIPA 2 SMA Neger i2 l
u t n a
B meningkatkan kefasihan mereka dalam berbicara .Penelti imenggunakan
s d r a c e u
c dalam peniilitan i ni .Ada dua rumusan masalah ,yatiu 1 )apakah cue s
d r a
c dapa tmeningkatkan itngka tkefasihan berbicarasiswakela sXII PA2 SMA l u t n a B 2 i r e g e
N ? dan 2 )sejauh mana cue cards dapa tmeningkatkan itngka t ? l u t n a B 2 i r e g e N A M S 2 A P I I X s a l e k a w s is a r a c i b r e b n a h i s a f e k s a l e k n a k a d n it n a it il e n e p i n i n a it il e n e
P yangt erdri idar iduas iklu sdengan n a u m e t r e p a u
d d iseitapsiklusnya .Respondendar ipeneilitani n iadalah 32siswa n a t a k e d n e p n a k a n u g g n e m i n i n a it il e n e P . l u t n a B 2 i r e g e N A M S 2 A P I X I s a l e k i d f it a ti t n a u k a t a D . fi t a ti l a u k n a d f it a ti t n a u
k dapat dar ihasi lkuesione rdan te s b m a i d f it a ti l a u k a t a d n a k g n a d e s , a r a c i b r e
b i ldar ihasi lwawancara ,observa is , n
a
d catatanl apangan .Data- ad at tersebu tdianalsii smenggunakant riangulas.i h n a k r a s a d r e
B asi lpeneilitani n ,icuecardsdapa tmembantus iswakela sX I a c i b r e b m a l a d a k e r e m n a h i s a f e k n a k t a k g n i n e m l u t n a B 2 i r e g e N A M S 2 A P
I ra .
t a b m a l t a g n a s h i s a m g n a y a w s is n a p a l e d n a k u m e n e m i ti l e n e p , l a w a p a h a t a d a P r a t a d n a
d keitka berbicara . Siswa-ssiwa in i masih membutuhkan jeda untuk . n a k a t a k a k e r e m n a k a g n a y a p a n a k r i k i m e
m Bahkan , mereka masih sering
r a c i b r e b a k it e k n a h a l a s e k n a k u k a l e
m a .Akan t etapi ,d iakhi rsiklu syang kedua , a r a c i b r e b n a h i s a f e
k itga siswa meningka tpada l eve ld imana masih sering ada n a k t a k g n i n e m t a p a d n i a l g n a y a w s i s a m i L . a r a c i b r e b a k e r e m a k it e k t a k g n i s a d e j a d a p a k e r e m a r a c i b r e b n a h i s a f e
k itngkatd imanakadang- ak dangmasihadaj eda . a r a c i b r e b a k e r e m a k it e k l u c n u m g n a
y Sebaga i tambahan , pada tahap ini , g n a d a k i d a jr e t a y n a h a g u j a r a c i b r e b a k it e k a w s i s a r a p n a h a l a s e
k -kadang .
a k e r e
M sudah dapa tmenyelesaikan apa yang haru smereka katakan selama n a y a r a c i b r e b s a ti v it k
a g mereka lakukan .Jeda-jeda yang muncu lselama para a w h a b n a k k u j n u n e m i n i l a H . t a k g n i s h i b e l g n u r e d n e c a g u j a r a c i b r e b a w s i s .t a k g n i n e m h a d u s a r a c i b r e b m a l a d a k e r e m n a h i s a f e k : i c n u k a t a
x i
N
E
M
E
G
D
E
L
W
O
N
K
C
A
T
S
o t e k il d l u o w I , ll a f o t s ri
F express my grattiude to God the Almighty ,
t s i r h C s u s e
J , f o rHi sgraceand l oveso t ha t Ican ifnish t hist hesis .I t hank Him
. y a d o t li t n u n r o b s a w I e c n i s e fi l y m f o e l o h w e h t n i n o i n a p m o c s i H r o f r p x e o t e k il o s l a d l u o w
I es s my thankfulnes s to my advisor , V .
, . m u H . M , . d P . S , i n i m t a h i r p i r
T M.A. fo r he r atten iton , encouragement ,
r e h r o f r e h o t d e t b e d n i y l p e e d I . s i s e h t y m g n it ir w n i n o it a v it o m d n a , e c n a d i u g . s i s e h t s i h t h s il p m o c c a o t e m d a e l d n a e s i v r e p u s o t tr o f f e t a e r g k n a h t o t e k il d l u o w
I Drs .H .Paimin, the p irncipa lo fSMA Neger i2
. l u t n a B 2 i r e g e N A M S n i h c r a e s e r s i h t t c u d n o c o t e m d e tt i m r e p d a h o h w l u t n a
B I
o t e d u ti t a r g y m r e v il e d d l u o
w Dra .Sr iNdhadhari ,M.Pd., who hadallowed me
t c u d n o c o
t thi sresearch i n he rclassroom .I t hank he rfo rallocaitng he rvaluable
y m s s e r d d a o s l a d l u o w I , n o it i d d a n I . s n o i s s e s n o it a tl u s n o c e h t r o f e m it o t s s e n l u f k n a h
t al l student s o f clas sX I IPA 2 fo SMA Neger i 2 Bantul
r a e y c i m e d a c a 2 1 0 2 / 1 1 0
2 fo rbeingcooperaitvewhen Iconductedmyr esearch .
,s t n e r a p d e v o l e b y m o t e d u ti t a r g t s e t a e r g y m s s e r p x e o t e k il d l u o w I k a p a
B SumarlamandIbuSuwaritn ifort hei rgreatl ovefo rme . Iwouldgivemy
I . t n e m e g a r u o c n e d n a , n o it a v it o m , s s e n d n i k , e c n e it a p r i e h t o t n o it a i c e r p p a p e e d r o f m e h t k n a h
t beingmyi nspriaitoni nmyl fie.I t hankmyyounge rsister ,Yun tia
i r a s b a H s i n r
E ,f o rhers uppor tandj okest hats omeitme scanmoitvateme .
o t t b e d t a e r g a e w o
I Frieda Baumann-Stfitung Founda iton fo rgiving
d l u o w I . I B P n i y d u t s o t p i h s r a l o h c s l l u f a e
x o h o r g u n s I y d
E to approve my proposa lfor t he scholarship . Ialso t hank Priest
o t n a w s i r K . H o k
E fo r hi s paitence and kindnes s to help me manage the
m I m e h t t u o h ti w e s u a c e b m e h t o t d e t b e d n i m a I . r e t s e m e s y r e v e p i h s r a l o h c
s ay
. y d u t s y m e u n it n o c o t e l b a e b t o n , s d n e ir f t s e b y m f o e n o o t n o it a i c e r p p a y m e v i g d l u o w
I Anisa Agusitn ,
, tr o p p u s , s n o it s e g g u s r e h r o f r e h k n a h t I .r e v r e s b o t a e r g y m e b o t g n il li w s a w o h w , s d n e ir f t s e b y m o t s e o g o s l a e d u ti t a r g y M . s n o i n i p o e v it i s o p d n
a MetiaandYeni .
y m g n i e b r o f m e h t k n a h t
I “AYAMfamliy” and greatf irend sdu irngmy studyi n
.I B
P Iwould ilket o t hank t hemf ort hel ove, j oy, l aughter ,moitvaiton ,and spiir t
y m r e v il e d o t e k il o s l a d l u o w I . s r a e y e s e h t n i e m h ti w d e r a h s e v a h y e h t , d n e ir f y m o t s s e n l u f k n a h
t Ika ,fo rbeingmy“IbuSapi” . Iami ndebtedt o herf o r
o f d n a r e n e t s il t a e r g a g n i e
b rt hegrea tsoluiton ssheofferst osolvemyproblems .
n i s d n e ir f y m k n a h t I , n o it i d d a n
I E-Smar tCompany ,especially Bang Franky ,
. a n a i S d n a , o r o
T It hankt hemf ort heris piir to fhardworkt heys harewtihme .
y ll a i c e p s e , I B P n i s d n e ir f y m l l a k n a h t
I 2008ers i n clas sC . Iowe t hem
e b o t y p p a h y r e v m a I . I B P n i y d u t s y m g n ir u d d e r a h s e w s t n e m o m t a e r g e h t r o f y m o t s s e n l u f k n a h t y m s s e r p x e o s l a d l u o w I . d n e ir f r i e h
t Mtira Perpustakaan
s d n e i r
f ,especially Agung ,Era ,Rini ,Hani ,Nov tia ,Tina ,Maria ,Ineke ,Mia ,
, s e d o M , a d l y
M andYessietomoitvatemet o ifnishmyt hesi sass oona spossible.
i x
E
L
B
A
T
O
F
C
O
N
T
E
N
T
S
e g a P
L T I
T EPAGE ... i
E G A P L A V O R P P
A S ... ii
E G A P N O I T A C I D E
D ... i v
Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... v
I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... iv
T C A R T S B
A ... iiv
K A R T S B
A ... iiv i
S T N E M E G D E L W O N K C
A ... xi
O E L B A
T FCONTENTS ... x i
S E L B A T F O T S I
L ... x v
S E R U G I F F O T S I
L ... x vi
S E C I D N E P P A F O T S I
L ... x vii
.I R E T P A H
C INTRODUCTION
.
A ResearchBackground ... 1
.
B ResearchProblem s ... 5
.
C ProblemLimtiaiton ... .... ... 5
.
D ResearchObjecitve s ... 6
.
E ResearchBeneftis ... 6
n o it i n if e D .
ii x .I
I R E T P A H
C REVIEWOFRELATEDLITERATURE
e D l a c it e r o e h T .
A scirpiton ... 1 1
.
1 TheNatureo fSpeaking ... 1 1
.
a TheDeifniitono fSpeaking ... 1 1
.
b Characte irsitc so fSpeaking ... .... 1 2
.
c Type so fSpeaking ... 14
.
d TheDeifniitono fSpeakingFluency ... 14
.
2 TeachingSpeaking ... 15
.
a TheBackgroundo fTeachingSpeaking ... 16
.
b Goal so fTeachingSpeaking ... .... 1 6
c .Problem so fTeachingSpeaking ... 1 7
g n i k a e p S g n i h c a e T f o s e l p i c n ir P .
e ... 1 9
g n i k a e p S g n i n r a e L n i s d r a C e u C f o e s U e h T .
3 ... 2 2
s d r a C e u C f o e r u t a N e h T .
a ... 2 2
.
b Advantage so fUsingCueCardsi nLearning
g n i k a e p
S ... .. 2 3
4 .ClassroomAcitonResearch ... 2 5
h c r a e s e R n o it c A m o o r s s a l C f o n o it i n if e D e h T .
a ... 2 5
h c r a e s e R n o it c A m o o r s s a l C f o s m i A .
b ... 2 6
h c r a e s e R n o it c A m o o r s s a l C f o l e d o M e h T .
c ... 2 7
t e r o e h T .
ii i x .
I I I R E T P A H
C RESEARCHMETHODOLOGY
.
A ResearchMethod ... 31
e R .
B searchSetitng ... 3 3
.
C ResearchParitcipants/Subjects ... 3 4
.
D Insrtument sandDataGatheirngTechnique... 3 4
s e ri a n n o it s e u Q .
1 ... 3 4
s w e i v r e t n I .
2 ... .... 3 5
s e t o N d l e i F .
3 ... .. 3 6
s t s il k c e h C n o it a v r e s b O .
4 ... 3 6
s t s e T g n i k a e p S .
5 ... 3 7
.
E DataAnalysi sTechnique ... 3 7
G .ResearchProcedure ... 3 9
V I R E T P A H
C .RESEARCHFINDINGSANDDISCUSSION
f o e s U e h T .
A Cue Card sto Improve Speaking Fluency o f
s s a l
C XII PA2Student so fSMANeger i2Bantul ... 4 1
.
B The Improvemen to fStudents ’Speaking Fluency atfe r
s d r a C e u C g n i s U y b g n i k a e p S g n i n r a e
L ... 5 0
e h T .
1 ObservaitonResutls fo thePreilminaryStudy ... 5 1
g n i n n a l P n o it c A e h T .
2 ... 5 6
g n i k a T n o it c A e h T .
3 ... 5 7
e l c y C t s ri F e h T .
a ... 5 7
g n i n n a l P )
v i x g
n it c A )
2 ... 5 9
g n i v r e s b O )
3 ... 6 2
g n it c e lf e R )
4 ... 7 2
e l c y C d n o c e S e h T .
b ... 7 2
g n i n n a l P )
1 ... 7 3
g n it c A )
2 ... 7 3
g n i v r e s b O )
3 ... 7 6
g n it c e lf e R )
4 ... 8 2
s tl u s e R n o it c A e h T .
4 ... 8 3
. V R E T P A H
C CONCLUSIONSANDRECOMMENDATIONS
.
A Conclusions ... .... 8 6
.
B Recommendation s ... 8 8
S E C N E R E F E
v x
S
E
L
B
A
T
F
O
T
S
I
L
e l b a
T Page
’ s t n e d u t S 1 .
4 SpeakingFluencyProgressi nthePreilminaryStudy ,Cycle1 ,
h c r a e s e R e h t f o 2 e l c y C d n
a ... .. 4 2
2 .
4 The Resutls o f Eigh t Concerned Students ’ Speaking Tes t in the
y r a n i m il e r
P Study ... 5 4
tl u s e R e h t f o n o s ir a p m o C e h T 3 .
4 s o fEigh tConcerned Students ’Speaking
e l c y C t s ri F e h t d n a y d u t S y r a n i m il e r P e h t n i t s e
T ... 6 9
tl u s e R e h t f o n o s ir a p m o C e h T 4 .
4 s o fEigh tConcerned Students’ Speaking
e l c y C d n o c e S e h t d n a e l c y C t s ri F e h t n i t s e
i v x
S
E
R
U
G
I
F
F
O
T
S
I
L
e r u g i
F Page
1 .
2 Kemmi sandMcTaggar’ts Mode lo fAcitonResearch ... 2 7
tl u s e R t s e T g n i k a e p S ’ s t n e d u t S 1 .
4 s in Preilminary Study ,Cycle 1 ,and
2 e l c y
ii v x
S
E
C
I
D
N
E
P
P
A
F
O
T
S
I
L
x i d n e p p
A Page
h c r a e s e R t c u d n o C o t y ri u q n I f o r e tt e L . 1 x i d n e p p
A ... .... 9 4
Y I D f o r o n r e v o G e h t m o r f n o i s s i m r e P f o r e tt e L . 2 x i d n e p p
A ... 9 6
l u t n a B f o r o y a M e h t m o r f n o i s s i m r e P f o r e tt e L . 3 x i d n e p p
A ... 9 8
m o r f t n e m e t a t S l a i c if f O h c r a e s e R . 4 x i d n e p p
A SMANeger i2Bantul ... 1 00
e n O e l c y C f o s l a ir e t a M g n i h c a e T d n a s n a l P n o s s e L . 5 x i d n e p p
A ... 1 02
o w T e l c y C f o s l a ir e t a M g n i h c a e T d n a s n a l P n o s s e L . 6 x i d n e p p
A ... 1 35
e n O e l c y C f o s e t o N d l e i F . 7 x i d n e p p
A ... 1 48
o w T e l c y C f o s e t o N d l e i F . 8 x i d n e p p
A ... 1 57
b O . 9 x i d n e p p
A servaitonCheckilst so fCycleOne ... 1 65
o w T e l c y C f o t s il k c e h C n o it a v r e s b O . 0 1 x i d n e p p
A ... .... 1 70
. 1 1 x i d n e p p
A TheRawDataoft heQuesitonnarie ... 1 75
s e n il e d i u G w e i v r e t n I . 2 1 x i d n e p p
A ... 1 79
s t p ir c s n a r T w e i v r e t n I . 3 1 x i d n e p p
A ... 1 81
e r o c S ’ s t n e d u t S . 4 1 x i d n e p p
1
I
R
E
T
P
A
H
C
N
O
I
T
C
U
D
O
R
T
N
I
r e t p a h c s i h
T present sthe background informaiton and raitonale o fthi s
h c r a e s e
r .I tconsist so fsix secitons .They are the research background ,research
m e l b o r
p s ,problem ilmtiaiton ,objecitve soft hestudy ,benefti soft hestudy, and
.s m r e t f o n o it i n if e d
.
A ResearchBackground
e l p o e p y b d e r e t s a m e b o t t n a tr o p m i y r e v s i t a h t e g a u g n a l a s i h s il g n E
. d lr o w e h t d n u o r
a Harme r(2007a )state stha tEngilsh ha sbeen used by many
d lr o w s i h t n i e l p o e
p a san internaitona lmean so fcommunicaiton. This l anguage
b s a
h ecome aglobal l anguage, which i sspoken i n many count iresi n t hi swo lrd .
o s l a s i ti , e r o m r e h tr u
F used t ocommunicatei nmany ifelds . tIi swhy, wno adays ,
a l s i h t r e t s a m o t d e t c e p x e e r a e l p o e
p nguage.
l l a n i t c e j b u s y r o s l u p m o c a s e m o c e b t i , t n a tr o p m i y r e v s i h s il g n E e c n i S
o t e v a h a i s e n o d n I n i s t n e d u t s l l a t a h t s n a e m t I . a i s e n o d n I n i n o it a c u d e f o s e g a t s
n r a e
l and maste rthi slanguage .The purpose i sto help them to develop thei r
n i e t a c i n u m m o c o t y ti li b
a Engilsh. Paulston and Bruder(1976) proposetha t“the
o t t n e t e p m o c s r e k a e p s f o n o it c u d o r p e h t s i g n i h c a e t e g a u g n a l f o e v it c e j b o
u m m o
c nicate in the targe tlanguage” (pp .55-56) .Therefore ,the students are
d e t c e p x
e to be able to maste rEngilsh so tha tthey wli lno tge tdfi ifcutly in
e r e h
T are fou rskill stha tshould be mastered by students in learning
h s il g n
E .Oneoft hemi sthespeaking sk li.lWatler( 2004 )statest ha ttheablitiyt o
e h t d n a t s r e d n u o t t a h t n a h t t n a tr o p m i e r o m s i e t a c i n u m m o c o t e g a u g n a l a e s u
. e g a u g n a
l I tmean stha tin learning Eng ilsh ,student sare expected no tonly to
o s l a t u b e g a u g n a l e h t d n e h e r p m o
c to show the ab litiy to use the language in
t a c i n u m m o
c ion .Here ,t she peakingskli lc san howhowstudent suset hel anguage
n i y l e v it c
a ora lcommunicaiton. tIi swhyspeakingskilli sani mportan tskillt obe
y b d e n r a e
l student .s
h s il g n E k a e p s o t e l b a e b o t d e t c e p x e e r a s t n e d u t s l o o h c s h g i h r o i n e S
y lt n e u
lf because they have arleady learned thi slanguage since they were in
l o o h c s y r a t n e m e l
e . They have to be able to use this language acitvely in ora l
. n o it a c i n u m m o
c However ,whati shappening t oday showst heoppostie .Mos to f
m e h
t stli lconside rtha tspeaking i t s he mos tdfiifcul tskill among other three
d n a y e li a B . s ll i k s e g a u g n a
l Savage (1994 ,p .v ii )a sctied in Lazaraton (2001 )
e u g r a d n a n o i n i p o s i h t t r o p p u
s tha tspeaking i sthe mos tchallenging skli lin a
. e g a u g n a l n g i e r o f r o d n o c e
s Baliey( 2003 )also agreest ha tmany peopleconside r
y h w s i tI . n r a e l o t ll i k s t s e d r a h e h t s a g n i k a e p
s manystudentsf ee lafraid andshy
. h s il g n E n i k a e p s o t d e k s a e r a y e h t n e h
w I tcauses them to ge tdfi ifcutly ni
r i e h t g n i s s e r p x
e ideainEngilshorally.
Thi sproblem wa salso faced by the student so fclas sX IIPA 2 fo SMA l
u t n a B 2 i r e g e
N .They consideredt ha tspeaking Engilshwa sdfiifcutl .Becauseo f ,t
a h
t theyw ereafraidandshy fit hey ew reaskedt o speaki nEngilsh .T y he feared
e k a m d l u o w y e h t t a h
e h t , s s a l c h s il g n E r i e h t n
I students eus d moslty Indonesian .The teache r
d a
h arleady t ired t o useEngilsh when t eaching Engilsh i n class ,butt hestudent s
d n e
t e d to respond to the teache r by using Indonesian . The students c do ul
n
u derstand wha tthei rteache rsaid ,bu tthey could no trespond to i tdrieclty in
e h t ,s d r o w r e h t o n I . h s il g n
E i rEngilsh passiveablitiy had been arleady good ,bu t
ti li b a e v it c a h s il g n E r i e h
t y stli lneeded improvi . ng
m e l b o r p s i h
T occurred because o fthe students ’ ilmtied oppo truntiy t o
c it c a r
p e speaking in class .Moreover ,teaching methods implemented by the
. y l e v it c a k a e p s o t s t n e d u t s e h t w o ll a t o n d i d s s a l c n i r e h c a e
t The t eache rused t o
l p x e e h t r e v il e d o t e m it d e t a c o ll a e h t e s
u anaitonoft hemateiralst ot hestudent .sI t
d e s u a
c the students to be passive in class .Baliey (2003 )ha salso revealed tha t
, h c r a e s e r a n o d e s a
b many teacher sstli ldo approximately 50 to 80 percen to f
. m o o r s s a l c e h t n i g n i k l a
t Becauseoft ha,tthestudent sdidno thavet hechances to
. y ll a r o h s il g n E e s u
y e h t , s s a l c n i g n i k a e p s e c it c a r p o t e m it d e ti m il d a h s t n e d u t s e h t e c n i S
w o h
s e d tha tthey could no tuse Engilsh spontaneously in communicaiton .In
d y lt s o m e l p o e p , g n i k a e p
s o no tplan wha tthey are going to say .I twli l lfow
, y ll a r u t a
n a sthey speak .However ,when the student so fclas sX IIPA 2 learne d r
e h c a e t e h t , g n i k a e p
s would alway sask t he student sto wrtie theri scirpt sdown
h t e r o f e
b ey pracitced .Thestudentst ende d to memo irzewhat t hey wante d to say
d y e h t e r o f e
b i dthes peakingacitviitesandt heycouldno tproduceothe rutterance s
t p ir c s r i e h t n i n e tt ir w e s o h t e d i s e
b s t. c dI o ul affectt hei rpefrormancesi n t her ea l
y e h t e s u a c e b d lr o
l b o r p s i h
T em had affecte d the students ’speaking lfuency .Riddel l(2003 )
s i e n o e m o s t a h t s e t a t
s considered lfuenti ns peakingi fhe/shehast heablitiyt otalk
t u o h ti
w doing too much stopping and to understand wha tbeing said .However ,
s t n e d u t s e h t e s u a c e
b jus ttended to memo irze wha tthey were going to say ,
y e h t s e m it e m o
s forgo tand could no tconitnuet alking .Fu trhermore, t hestudent s
d e d e e n l li t s o s l
a pauses to think abou tthe vocabulary they needed when they
. e k o p
s The stopping and pausesdoneby t he student sshowed t hat t hey ew reno t
l li t s y e h t d n a h s il g n E n i t n e u
lf h ad dfi ifcutly in producing spoken language
d n a y l s u o e n a t n o p
s naturally.
p l e h o t r e d r o n
I clas sXII PA2student so fSMA Neger i2Bantulsolvet he e
c a f y e h t t a h t s m e l b o r
p d in learning speaking, the researche rdecided to conduct
e s e r n o it c a m o o r s s a l
c archbyi mplemenitngcuecards .Ther esearche rchosetouse
e u
c c s ard because cue cards c do ul help the student sto learn how to speak
h s il g n E n i y l s u o e n a t n o p
s .Mora( 1994 )statest ha tcuecard scan help t hestudent s
o
t learn and pracitce speaking and w iritng Engilsh. Fu trhermore ,according to
e m o s , ) 5 0 0 2 ( r e y a
S speaking technique s ilke role-play scard sand diagram are
. g n i k a e p s e c it c a r p s t n e d u t s e h t p l e h o t s e u q i n h c e t d o o
g Cue cards can help the
s t n e d u t
s to produce utterance sin their conversaiton wtihou tw iritng the whole
e u g o l a i
d .Cuecard swli lalsohelpt hemt okeep goingi nt alkingwhen t heyforge t
y a s d l u o h s y e h t t a h
w .Ltiltewood (1981 )propose stha tcue card scan allow the
i d e r p o t r e k a e p
s c twha tothe rspeake rwli lsay so t ha the/she can prepare his/he r
. s e s n o p s e r n w
o Therefore ,the researche rbeileves tha tcue card scan help the
s t n e d u t
.
B ResearchProblems h c r a e s e r s i h
T aim sto invesitgate two problem stha tare formulated into
: w o l e b s n o it s e u q o w t
.
1 Docuecardsimprovet hes peaking lfuencyl eve lo fclas sXII PA2student so f l
u t n a B 2 i r e g e N A M
S ?
.
2 Towha texten tdocuecardsimproves peaking lfuencyl eve lo fclas sXII PA2 f
o s t n e d u t
s SMANeger i2Bantul?
.
C ProblemLimtia iton t
, y lt s ri
F he researche r ilmti sthi sresearch on the language skli lbeing
. d e h c r a e s e
r From fourl anguage skill ,s t heresearche rdecided to pay atteniton t o
’ s t n e d u t s e h
t speaking skli l because they needed to maste r thi s skli l to
. h s il g n E n i y ll a r o e t a c i n u m m o
c Fu trhermore ,thi sresearch would focus on the
m e l b o r
p faced by clas sX IIPA 2 student so fSMA Neger i2 Bantul ,which wa s .
y c n e u lf g n i k a e p s ri e h t g n i v o r p m i
e h t , y l d n o c e
S researche ralso ilmtis t hi sresearch on ti sparitcipants .The
s s a l c f o s t n e d u t s 2 3 e r e w s t n a p i c it r a
p X IIPA 2 fo SMA Neger i2 Bantul .The e
s o h c r e h c r a e s e
r to conductt hisr esearch to t hesestudent sbecauset her esearche r
w a
s tha ttheri ab litii es in speaking Engilsh stli lneeded improving . Mos to fthe
s s a l c n i s t n e d u t
s XII PA 2faced simlia rproblemsi n l earningspeaking. eT y h stli l
d e e
n e dsomehelpsi ni mprovingt heris peaking lfuency .
t , y l d ri h
T her esearche rilmtist her esearchont heteachingaidusedt os olve
d e d i c e d r e h c r a e s e r e h T . m e l b o r p e h
. y ti li b a g n i k a e p s r i e h t e v o r p m
i The researche rexpected tha tcue card sco uld
e h t g n i z ir o m e m d n a g n it ir w n i s e it i v it c a ’ s t n e d u t s e h t e z i m i n i
m ri dialogue sbefore
theys pokes ot hatt heycouldi ncreaset hei rspeaking lfuency.
.
D ResearchObjecitve s n
I thi sresearch ,ther esearche rwantsto ifndouttwoobjecitves. eTh yare:
.
1 T o know whethe rcuecard scan i mprovet hespeaking lfuency l eve lo fclas s
2 A P I I
X student so fSMANeger i2Bantulo rnot.
.
2 T o see to wha texten tspeaking lfuency leve lo fclas sX IIPA 2 student so f l
u t n a B 2 i r e g e N A M
S canbei mprovedbyusingcuecards.
.
E ResearchBenefti s s
i h
T par t wli l presen tthe benefti s o f thi s research .Thi s research si
s ti f e n e b e v i g o t d e t c e p x
e t othestudents ,theEngilshteacher , theschoolinwhich
d e t c u d n o c s i h c r a e s e r e h
t , thestudent so fEngilsh Educaiton StudyProgram ,and
e h
t futurer esearch.
.
1 TheStudents
The researche r expect s tha t the student s can improve thei r speaking
n r a e l y e h t r e tf a y c n e u
lf speakingbyusingcuecards .Ther esearche rhopes tha tthe
s t n e d u t
s areablet ospeakEngilsh lfuenltyanduset hel anguagespontaneously. I n
d r o w r e h t
o s,t heycanuset hel anguagei nspokenf ormt ocommunicatewtihothe r
e l p o e
.
2 TheEngilshTeachero fClas sXII PA2 r
e h c r a e s e r e h
T expectstha tthi sresearch wli lgive the Engilsh t eacher an
e v it a n r e tl
a solu iton to solvet heproblemsi n teaching speaking .Thisr esearchcan
p l e
h thet eacherto ifndanapprop irateand effecitvet eachingaid tha tcan beu d se
o
t h eelp t h students to be able to speak Engilsh spontaneously and naturally.
h c a e t o t r e h c a e t e h t y b d e s u e b n a c s d r a c e u c , e r u t u f e h t n i , y ll u f e p o
H the
speakings kli landi mprovet hes peaking lfuencyoft hes tudents.
.
3 TheSchool
t a h t s e p o h r e h c r a e s e r e h
T thisr esearchcanalsogiveposiitvecontirbu iton s
o
t theschoo lin which ther esearch i sconducted ,which si SMA Neger i2Bantul . ,
y ll u f e p o
H cuecardscan beappiled to t eachthespeakingskillin othe rclasse so f
l o o h c s s i h
t ,especially fi t he problem sfaced by t hestudent sof t hese classe sare
o t r a li m i
s thoseo fthestudent so fclas sXII PA2 .Ther esearche rexpectst ha tcue n
a c s d r a
c be used by the Engilsh teachers in thi sschoo lto help the student s
e v o r p m
i thei rspeaking lfuency .
.
4 TheStudent so fEngilshEduca itonStudyProgram e
h c r a e s e r e h
T rexpects t ha tthi sresearch can also giveinformaiton t o the
f o s t n e d u t
s Engilsh Educaiton Study Program abou ta n approp irateand effecitve
e
t achingaidusedt ot eachspeakingt osenio rhighschoo lstudents .Theycan rtyt o
t n e m e l p m
i da n explore cue card sto teach thei rstudent swhen they do thei r
s r e h c a e t e m o c e b y e h t n e h w r o s e c it c a r p g n i h c a e
.
5 TheFutureResearch s e p o h r e h c r a e s e r e h
T thi sresearchcan giveaddiitonali nformaiton t hati s
l a i c if e n e
b t o the student s o f Engilsh Educaiton Study Program and othe r
o t t n a w t a h t s r e h c r a e s e
r conductresearchi ns peaking .Hopefully ,thi sresearchcan
t h g i s n i m e h t e v
