Student`s perception on the use of cue cards in speaking class activity at XII tekstil B class of SMK N 5 Yogyakarta

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A T R A K A Y G O Y

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T C A R T S B A

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K Students ’Percep iton on the Use o fCue Card sin a

t r a k a y g o Y 5 N K M S f o B l it s k e T I I X t a y ti v it c A s s a l C g n i k a e p

S .Yogyaka tra :Sanata

a m r a h

D Universtiy.

Language si used by people wo lrd-wide to communicate ,interac tand gain .

n o it a m r o f n

i Engilsh a s an internaitona l language become sso impo tran t to be e

d e r e t s a

m specially fo rvocaitona lschoo lstudent swho are prepared to be ready t o m

o r f g n it a u d a r g r e tf a k r o

w the school. Unfo trunately, t he fac tshowst ha tstudents ’ n

i a m e r l li t s l li k s g n i k a e p s n i y ll a i c e p s e y r e t s a m h s il g n

E s low . Thi s fac t i s

w o l ’ s t n e d u t s y b d e z ir e t c a r a h

c paritcipaiton in speaking and t he low ablitiy to g

n i k a e p s n i s a e d i e t a r e n e

g . The use o fcue card scan offe rto help the student sto e

v o r p m

i thei rspeakingablitiyinEngilsh.

Thi sstudy intended to invesitgatestudents ’percepitonon t heuseo fcuecards s

a media in a speaking clas sacitvtiy. There are two problem sformulated in thi s .

y d u t

s Thef ris tproblem i sstudents ’percepiton tot heuseof cuecardsi nspeaking y

ti v it c a s s a l

c and t hesecond problem i sstudents ’recommendaitons t o i mprove t he g

n i k a e p s ri e h t n i s d r a c e u c f o e s

u clas sacitvtiy.

s a w y d u t s s i h

T a survey research which appiled quanttiaitve and qualtiaitve d

o h t e

m to know students ’percepiton on the use o fcue card sin speaking clas s .

y ti v it c

a Quanttiaitve method wa sused since thi sstudy wa sintended to obtain a

l a c it s it a t

s nalysi so fnumeirca l data and qualtiaitve method wa sused to obtain . y ti v it c a s s a l c g n i k a e p s s t n e d u t s n i s d r a c e u c f o e s u e h t n o a t a d e v it p ir c s e

d The

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2 a .rThei nsrtument susedi nt hi sstudywerequesitonnarieand .

w e i v r e t n i

Theresul toft he study showed tha tmos tof t hestudent sperceived t heuse o f g

n i k a e p s n i s d r a c e u

c acitvtiy posiitvely .The student sagreed tha tcue card swere a

i d e m g n it s e r e t n

i tobeappiledi nt hei rspeakingclas sacitvtiy. Thestudent senjoyed e h t f o t l u s e r e h T . a i d e m g n it r o p p u s e h t s a s d r a c e u c g n i s u y ti v it c a g n i k a e p s r i e h t

o t s t n e d u t s e h t d e p l e h s d r a c e u c t a h t d e w o h s o s l a y d u t

s havemoreunderstanding i n

d n a s a e d i g n i z i n a g r

o developing content .Cuecard scould also help t he students t o e

v o r p m

i thei r speaking ablitiy by increasing thei r lfuency , vocabulary and n

o it a i c n u n o r

p .Thestudent ssuggested t ha tcuecard sshould be i mplemented earile r s

o s l a s t n e d u t s e h T . n e tf o e r o m d n

a uggestedt ha tcuecardss houldbei mplementedi n ll

i k s h s il g n E y r e v

e .

s t s e g g u s r e h c r a e s e r e h t , tl u s e r e h t n o d e s a

B tha tEngilsh teacher simplemen t e

t e h T . y ti v it c a s s a l c g n i k a e p s s t n e d u t s n i s d r a c e u

c ache rneedst o vary andi mprove

g n i k a e p s n i t s e r e t n i s t n e d u t s t c a rt t a o t s d r a c e u c f o e s u e h

t pracitce .Finally ,the

r e h tr u f s t s e g g u s r e h c r a e s e

r researche rtostudyabou ttheuseo fcuecard stot heothe r s

ll i k

s sucha silstening,r eadingandw iritng. :

s d r o w y e

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K A R T S B A

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K Students ’Percep iton on the Use o fCue Card sin a

t r a k a y g o Y 5 N K M S f o B l it s k e T I I X t a y ti v it c A s s a l C g n i k a e p

S .Yogyaka tra :Sanata

y ti s r e v i n U a m r a h

D .

, i s a k i n u m o k r e b k u t n u a i s u n a m h e l o n a k a n u g i d a s a h a

B berinteraks i dan

h e l o r e p m e

m informasi . Bahasa Inggri s sebaga i bahasa internasiona l berperan i

g a b a m a t u r e t g n it n e

p ssiwa sekolah kejuruan yang bersiap berkompeits id idunia a

jr e

k setelah menyelesaikan studinya. Sayangnya ,fakta menunjukkan penguasaan a

r a c i b r e b n a li p m a r e t e

k bahasa Inggris siswa masih rendah .Fakta ini dtianda i n

a g n e

d rendahnya parit ispas isiswa dalam berbicara dan kemampuan siswa dalam e

d i n u g n a b m e

m percakap . Pan enggunaan cue card sdtiawarkan sebaga imedia a

r a c i b r e b n a u p m a m e k n a k t a k g n i n e m u t n a b m e m k u t n

u siswadalambahasaI nggris.

Peneilitan i n idtiujukanuntukmengetahu iperseps isiswa t entang penggunaan s

d r a c e u

c sebaga imedia dalam akitvtia sberbicara d ikela .s Dalam peneilitan in i a

m n a s u m u r a u d t a p a d r e

t salah.Masalahpertamaadalahapapersep iss iswadengan n

a a n u g g n e

p cuecardsd iakitvtiasberbicaradanmasalahkeduaadalahr ekomendas i n

a a n u g g n e p n a k t a k g n i n e m k u t n u a w s i

s cuecardsdalamakitvtia sberbicarad ikela .s n

a it il e n e p n a k a p u r e m i n i n a it il e n e

P surve i yang mengap ilkasikan metode n a a n u g g n e p p a d a h r e t a w s i s i s p e s r e p i u h a t e g n e m k u t n u f it a ti l a u k n a d f it a ti t n a u

k cue

s d r a

c d iakitvtia sberbicarad ikelas .Metodekuanttiaitf digunakankarenapeneilitan a

t a d h e l o r e p m e m k u t n u n a u j u t r e b i n

i dalam bentuk angka dan metode kualtiait f n

a a n u g g n e p p a d a h r e t f it p i r k s e d a t a d h e l o r e p m e m k u t n u n a k a n u g i

d cue cards id

I I X a w s i s 3 3 h a l a d a i n i n a it il e n e p m a l a d n a p i s it r a P . s a l e k i d a r a c i b r e b s a ti v it k a

K M S B l it s k e

T N 5 Yogyakarta tahun akademik 2012/2013 . Instrumen yang .

w e i v r e t n i n a d r e n o i s e u k h a l a d a i n i n a it il e n e p m a l a d n a k a n u g i d

Ha lis peneilitan menunjukkan kebanyakan isswa memiilk i perseps iposiit f n

a a n u g g n e p p a d a h r e

t cuecards. Parasiswa setuju ijkacuecardsmerupakanmedia s

a k il p a i d k u t n u k i r a n e m g n a y n a r a j a l e b m e

p ikandalamkegiatan berbicara d ikelas . n

a k a n u g g n e m a r a c i b r e b s a ti v it k a i t a m k i n e m a w s i s a r a

P cue cards sebaga imedia

. a y n g n u k u d n e

p Hasi lpeneilitan juga menunjukkancuecardsdapa tmembantusiswa m

a l a

d memiilk i pemahaman yang lebih baik dalam mengorganisi r dan .

a ti r e c e d i n a k g n a b m e g n e

m Cue cards juga membantu siswa dalam meningkatkan n

a k t a k g n i n e m n a g n e d a r a c i b r e b n a u p m a m e

k kefasihan ,kosakata dan pengucapan .

a t a

k Para siswa menyarankan cue cardsbaik untukdiimplementasikan sedar idin i n

a k n a r a y n e m a g u j a w s i s a r a P . s n e t n i h i b e l a y n n a p a r e n e p u t k a w n a

d cue cards

.s i r g g n I a s a h a b r e b n a li p m a r e t e k k e p s a a u m e s e k n a k is a t n e m e l p m ii d a y n k i a b e s

n a k n a r a y n e m i ti l e n e p , n a it il e n e p l is a h n a k r a s a d r e

B guru bahasa Inggri s

n a k i s a t n e m e l p m i g n e

m cue cards dalam kegiatan berbicara dalam kelas .Namun n

a a n u g g n e p , n a i k i m e

d cue cards perlu lebih berva irasi untuk menarik perhaitan .

a r a c i b r e b k e t k a r p m a l a d a w s i

s Akhirnya , penelti i menyarankan peneilitan a

y n t u j n a l e

s mengembangkan penggunaancuecardsdalamketeramplianl ain sepert i k

a m i y n e

m ,membacadanmenuil .s :

i c n u k a t a

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M Suyono ,S.Pd. ,M.Pd. , theheadmaste ro fSMK N a

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A ... ii E

G A P N O I T A C I D E

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P ... iv T

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T N E M E G D E L W O N K C

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T N E T N O C F O E L B A

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L ... ix ii 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

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m r e T f o n o it i n if e D .

F ... 5 ....

E R U T A R E T I L F O W E I V E R . I I R E T P A H

C ... 8 .

A Theoreitcal Descirpiton ... 8 .

1 Percepiton ... 8 .

a Deifniitono fPercepiton ... 8 .

b Factor sCreaitngPerceptua lDfi ifcutly ... 01 .

2 Speaking ... 11 .

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1 TheDeifniitono fSpeaking ... 11 )

2 T heCharacteirsitc so fSpeaking ... 2..1 )

3 TheType so fSpeaking... 31 )

4 SpeakingAccuracyandSpeakingFluency ... 31 .

b TeachingSpeakingSkill ... 41 )

1 TheGoa lo fTeachingSpeaking ... 4..1 )

2 TheProblemsinTeachingandLearningSpeaking ... 41 .

3 CueCard s ... 16 .

4 Vocaitona lEducaiton ... 17 .

B Theoreitcal Framework ... 18

R E T P A H

C II IRESEARCHMETHODOLOGY ... 91 .

A ResearchMethod... . 91 .

B ResearchSetitng ... . 20 .

C ResearchParitcipants... . 0.... 2 .

D ResearchI nsrtuments... . 02 .

1 Quesitonnarie ... 12 .

2 Interview ... 22 .

E DataAnalysi sTechnique ... 32 .

F ResearchProcedure ... 25 .. .

1 Planning... 52 .

2 Sampilng ... 52 .

3 Consrtucitono fTheI nsrtument... 52 .

4 CarryingOu tTheSurvey ... 26 .

5 ProcessingTheData... 62

. V I R E T P A H

C RESEARCHRESULTSANDDISCUSSION... 72 .

A Students ’PercepitononTheUseo fCueCards I

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L OFFIGURES

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F Page

1 E R U G I

F TheChar to fQuesitonnarie ... 03 2

E R U G I

F TheChar to fQuesitonnarie ... 13 T

3 E R U G I

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E R U G I

1 E R U G I

F TheChar to fQuesitonnarie ... 04 e

h T 4 1 E R U G I

F Char to fQuesitonnarie ... 14 5

1 E R U G I

F eT h Char to fQuesitonnarie ... 44 9

1 E R U G I

2 E R U G I

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S E C I D N E P P A F O T S I L

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1 I R E T P A H C

N O I T C U D O R T N I

f o s t s i s n o c t I . y d u t s s i h t f o n o it a n a l p x e l a r e n e g e h t s e s s u c s i d r e t p a h c s i h T

m e l b o r p , n o it a l u m r o f m e l b o r p , d n u o r g k c a b h c r a e s e r e r a e s o h T . s tr a p x i s

.s m r e t f o n o it i n if e d d n a , s ti f e n e b h c r a e s e r ,s e v it c e j b o h c r a e s e r , n o it a ti m il

.

A ResearchBackground

o t d lr o w e h t d n u o r a e l p o e p y b d e s u s i h c i h w e g a u g n a l a s i h s il g n E

. n o it a m r o f n i n i a g d n a t c a r e t n i , e t a c i n u m m o

c The use o f language especially

h s il g n

E does no ta y ppl only to the adul tpeople ,bu talso the young generaiton

o t e l b a e b t s u

m maste rthe language .T his i swhy Engilsh a san internaitona l

e d e r e t s a m e b o t t n a tr o p m i o s s e m o c e b e g a u g n a

l specially fo rvocaitona lschoo l

l o o h c s m o r f g n it a u d a r g r e tf a k r o w o t y d a e r e b o t s t n e d u t s e h t s e r a p e r p h c i h

w .Thi s

tr o p m i n a e b l li w y ti li b a g n i k a e p

s an tasse tfo rthe student so fvocaitona lhigh

g n i k r o w l a b o l g n i t c u d o r p r i e h t g n it o m o r p n i e t e p m o c o t y ll a i c e p s e l o o h c s

. n o o s n o it it e p m o c

l g n E p i h s n r e t n i n a s

A ish t eacher i n SMK N 5 Yogyaka tra, t heresearche r g

n i k a e p s t a h t s d n a t s r e d n

u clas sacitvtiy i shelpfu lfo rthe student sto study

h s il g n

E .Thi si sthe reason why the researche rconducted some observaiton s

t a h t d n u o f r e h c r a e s e r e h t , n o it a v r e s b o e h t n o d e s a B . y ti v it c a g n i k a e p s o t d e t a l e r

k a e p s o t w o h w o n k t o n o d s t n e d u t S . y ti li b a g n i k a e p s ri e h t n i s i s s e n k a e w ’ s t n e d u t s

o t t a h w w o n k t o n o d y e h t , y lt s o M . h s il g n E e l p m i

(18)

g n o m a m e l b o r p g i b a g n ir b l li w n o n e m o n e h p s i h T . m e h t o t e v a g r e h c a e t e h t t e e h s

s A . l o o h c s m o r f d e t a u d a r g e v a h y e h t n e h w y ll a i c e p s e s t n e d u t s e h

t stated before ,

k r o w o t y d a e r e b o t d e n i a rt e r a l o o h c s l a n o it a c o v a f o s t n e d u t

s by t hei rown skli l

o t e l b a e b t s u m s t n e d u t s e h t , o S . s r e m o t s u c ) n g i e r o f ( ri e h t o t t c u d o r p e h t ll e s d n a

n g i e r o f e h t o t y ll a i c e p s e t c u d o r p r i e h t e t o m o r p o t e l b a e b o t ll e w h s il g n E k a e p s

.s r e m o t s u c

o t r e d r o n

I discoverstudents ’ab litiy i n speaking Engilsh, t he educato ro r

. h s il g n E g n i k a e p s f o n o it p e c r e p ’ s t n e d u t s t a h w d n a t s r e d n u t s u m r e h c a e t e h t

: 6 6 9 1 ( e n r o b a e S d n a r e g r o B o t g n i d r o c c

A 105) ,percepiton i s“anawarnes soft he

a n i a t a d y r o s n e s g n i m o c n i s e s s e c o r p n o s r e p a h c i h w h g u o r h t , t n e m n o ri v n e

y a w n i a tr e c

a to ar irve a t usefu l impression o f hi s surroundings” . Students ’

e b n a c n o it p e c r e

p discovered by conducitng a survey study related to students ’

. h s il g n E g n i k a e p s f o n o it p e c r e p

o t d e m i a s i y d u t s s i h

T invesitgate students ’ percepiton s o f having a

s a l c g n i k a e p

s sacitvtiy using cue cards .Mora (1994 )deifnes cue card sa sthin

. s e r u t c i p r o s t x e t d e t n ir p e l b i g e l n i a t n o c s d r a o b d r a

c In relaiton to the

n a t s r e d n

u dingo fcuecards ,Boyd ( 2007 :421 )adds ,“Cuecard saret ool susedt o

t h g u o h t e r u t c u t s e r t n e it a p e h t p l e

h pattern .s” From the explanaiton above ,the

s d n if r e h c r a e s e

r ou ttha tp irnted t ext sand picture son t hin cardboard swhich can

e h t y b s ll i k s g n i k a e p s r i e h t g n i v o r p m i n i s t n e d u t s e h t p l e h o t a i d e m a s a d e s u e b

s n r e tt a p t h g u o h t d e r u t c u t s e

r i scalledcuecard .s

n e h t , e v it i s o p e r a s e s n o p s e r e h t f

I theyshouldbef ollowedbyr ea lacitono f

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s m e l b o r p y n a m e b l li w e r e h t t a h t d o o t s r e d n u o s l a s i t I . d lr o

w tha tcome in

e h t g n i y l p p

a speakingclas sacitvtiy .Thati swhyt hrought hiss tudy ,theresearche r

r o n o it u l o s e h t o s l a d n a s t n e d u t s e h t g n o m a s m e l b o r p e h t e s o p x e l li w

. m e l b o r p e h t e v l o s o t n o it a d n e m m o c e r

.

B ResearchProblem u

p e h

T rpose fo research problem i sto know the use o fcue card sin

e p

s aking clas sacitvtiy fo racademic purpose sa tXI ITekstli B o fSMK N 5 a

t r a k a y g o

Y in the academic yea r 2012 1/20 3 wtih the following problem s

n o it a l u m r o

f :

.

1 Wha ti sthe students’ percepiton on the use o fcue card sin speaking clas s

n i y ti v it c

a ordert oi mprovethei rspeakingablitiy?

.

2 Wha tarestudents’recommendaiton sto i mprove t heuse o fcuecards i n t hei r

y ti v it c a s s a l c g n i k a e p

s ?

.

C ProblemLimtia iton

s u c o f r e ti r w e h t , y d u t s e h t e t e l p m o c o

T e sand ilmtis thes copeoft hes tudy .

s u c o f y d u t s s i h

T es on student sat XI ITekstli B o fSMK N 5 Yogyakarta in the 1

0 2 f o r a e y c i m e d a c

a 2 1/20 3 .The research take s33 paritcipant s (3 0 female

d n a s t n e d u t

s 3 male students from textlie class )wtih an average age o f16-18

e ri a n n o it s e u q h g u o r h t d e t c e ll o c a t a d e h T . d l o s r a e

y and i nterviewwhich conduct

n

(20)

.

D ResearchObjecitves

s i h t , e r o f e b d e n o it n e m e v a h t a h t s n o it a l u m r o f m e l b o r p e h t o t n o it a l e r n I

.s w o ll o f s a s e v it c e j b o s a h h c r a e s e r

.

1 To i dentfiystudents ’percepitonont heuseo fcuecardsi n t hei rspeakingclas s

y ti v it c

a inordert oi mproves tudents’s peakingablitiy.

.

2 Toi dentfiystudents’recommendaitonsi nordert oi mprovet heuseo fcuecard s

g n i k a e p s ’ s t n e d u t s n

i clas sacitvtiy.

.

E ResearchBenefti

I I X t a s t n e d u t s w o h n o y d u t s a s i h c r a e s e r s i h

T Tekstli B o fSMK N 5

a t r a k a y g o

Y perceive the use o fcue card sin thei rspeaking clas sacitvtiy .Thi s ti

f e n e b e v i g o t d e t c e p x e s i y d u t

s sepecially fo rthe Engilsh teacher sand the

s t n e d u t

s fo SMKN5Yogyaka tra ,Engilsheduciton ifeldandf uturer esearchers. .

1 TheEngilshTeachers

m r o f n i o t d e t c e p x e s i y d u t s s i h

T tha tEngilsh i sessenital a sa preparaiton

e c a f o

t the globa lcompeititon .Thi sstudy also give scontirbuiton fo rEngilsh

f y ll a i c e p s e s r e h c a e

t o rXI ITekstli B Engilsh t eacher sa tSMK N 5 Yogyakarta to s

i t I . s ll i k s g n i k a e p s ’ s t n e d u t s g n i c n a h n e r o f e s r u o c e h t e z i n a g r

o valuable

a n i n e v e , g n i k a e p s n i s e it l u c if fi d g i b g n i c a f e r a s t n e d u t s e h t e s u a c e b n o it a m r o f n i

. h c e e p s e l p m i s

.

2 XI ITekstliB o fSMKN5Yogyakarta s

i h

T studywli lhelp student sa tXI ITekstliB o fSMK N5 Yogyakarta in 1

0 2 r a e y c i m e d a c a e h

(21)

s s a l c g n i k a e p s e h t g n i n n u r n i n o it u l o s e h t e d i v o r

p acitvtiy especially using cue

s d r a

c . Int hiss tudy,t hes tudent sareexpectedt osharet hei rexpeirenceinspeaking

h s il g n

E throught hei rpercepitonont hei rspeakingclas sacitvtiyusingcuecard .s

.

3 EngilshEducaitonField

s i

tI a studyo fVocaitona lHighSchoo lstudents’ percepiton on t heuseo f

n i s d r a c e u

c speakingclas sacitvtiy .Thi sstudyi saimedt o knowt hei rpercepiton

g n i k a e p s r i e h t f

o clas sexpeirenceusingcuecard .s Ther esul toft hestudywli lbe

n i y d u t s h s il g n E y li a d e h t o t d e il p p a e b o t d e d n e m m o c e

r SMK N5 Yogyakarta in

y d u t s e h t e v i e c e r s t n e d u t s e h t fi s y a w e v it a e r c d n a s u o ir a

v posiitvely.

.

4 Fu trhe rStudy

u f r o

F tr her study ,the resul tof the study hopefully wli lbe usefu lto

h c r a e s e r r e h tr u f t c u d n o

c related t o t heuseo fcuecardsi n speaking clas sacitvtiy .

r r e h t o e h

T esearcher swho have t opic srelated t o t hi sstudy can uset hi sstudy a s

e c n e r e f e r e h

t in orde rto en irch t he futurestudy by doing deepe rresearche .s The

d n a t s e t e r p g n i o d y b s d r a c e u c g n i s u f o t c e f f e e h t o t e t a l e r y a m h c r a e s e r r e p e e d

r p g n i n r a e l n i t s e t s o

p oces sand also t he research developmen ton t he use o fcue

.s s e c o r p g n i n r a e l d n a g n i h c a e t n i s d r a c

.

F De ifntiono fTerms .

1 Percepiton

: 2 9 9 1 ( y k c i n i K d n a r e h ti e r K o t g n i d r o c c

A 126) ,“Percepiton i sa menta l

r i e h t g n i d n a t s r e d n u d n a t e r p e rt n i e l p o e p s e k a m t a h t s s e c o r p e v it i n g o c

” . g n i d n u o r r u

(22)

a t r a k a y g o Y 5 N K M

S perceivet heimplementaiton fo speakingclas sacitvtiyusing u

c eddialogueinl earningEngilsh.

.

2 SpeakingClas sAcitvtiy

y b e n o d e b l li w h c i h w y ti v it c a e h t o t s r e f e r y ti v it c a g n i k a e p s , y d u t s s i h t n I

t

a XI ITekstli B student so fSMK N 5 Yogyaka tra in t herit eaching and learning .

y ti v it c

a Oneo fthepurposeo fspeakingclas sacitvtiyinl earningEngilsh a tSMK a

t r a k a y g o Y 5

N si helping the student st o beablet o speak Engilsh especially i n .

k r o w ’ s t n e d u t s e t o m o r p o t r e d r o

.

3 CueCards

s e t a t s ) 4 9 9 1 ( a r o

M cuecard sa skindofl egiblep irnted t ext so rpicture son

s d r a o b d r a c n i h

t tha twli lbeusedby t het eacher t o carry out t heacitvtiy i n class .

: 6 9 9 1 ( y k s f e r a

Z 290 )also suppo tr sthe use o fp irnted text so rpicture son thin

s d r a o b d r a

c than l argesheet sofpaperf o rspeaking outilnea sagood mediat o be

, r e i d r u t s , t c a p m o c e r a y e h T “ . y ti v it c a g n i n r a e l g n i k a e p s s s a l c n i y ll a i c e p s e d e il p p a

” . g n it c a rt i d s s e l d n

a Fromt ha texplanaiton,i tcanbeunderstoodt ha tcuecard sare

n it c a rt s i d s s e l d n a r e i d u t s , t c a p m o

c g thin cardboard scontain sp irnted tex to r

t a h t s e u c f o s e ir e s h g u o r h t h c e e p s ri e h t e t a e r c s t n e d u t s e h t p l e h n a c h c i h w s e r u t c i p

e r

a arleadyarranged.

.

4 Vocaitona lEducaiton

o t g n i d r o c c

A Peraturan Peme irntah R INomo r29 Tahun 1990 Bab 1 1

l a s a

P , “Vocaitonaleducaiton si as econdaryeducaitontha tprepares thestudents

o

t entert heworkwo lrdand t o developaprofessiona latttiude. ”Rakesrtaw( 1948 :

)

(23)

s t n e d u t

s to have advantageou sskilled rtade sand occupaitons .In thi sstudy the

s i d e i d u t s e b l li w t a h t l o o h c s l a n o it a c o

v SMK N 5 Yogyakarta .I ti sa schoo l r

e f f

o i nginsrtucitonandpracitcali nrtoductoryexpeirencei nworkingwo lrd,s ot he

e h t n i e t e p m o c n a c s t n e d u t

(24)

8

I I R E T P A H C

E R U T A R E T I L F O W E I V E R

e r u t a r e ti l d e t a l e r f o w e i v e r e h t s e s s u c s i d r e h c r a e s e r e h t , r e t p a h c s i h t n I

o t n i d e d i v i d e b l li w r e t p a h c s i h T . y d u t s e h t f o s i s a b e h t e b o t d e s u e b l li w h c i h w

h c i h w n o it p ir c s e d l a c it e r o e h T s i tr a p t s ri f e h T . s tr a p o w

t involvest heo iresr elated

, n o it p e c r e p f o y r o e h t e r a d e s s u c s i d e b l li w h c i h w s e ir o e h t e s o h T . h c r a e s e r e h t o t

g n i k a e p

s and vocaitona lhigh school .Thesecond patr i sTheoreitca lframework ; u

g e h t s a d e s u e b l li w h c i h w s e ir o e h t e h t f o s p e t s e h t s n i a l p x e h c i h

w ideilne to

. m e l b o r p e h t r e w s n a

.

A Theoreitca lDescrip iton

t a h t s e ir o e h t h ti w d e n r e c n o c s i n o it c e s s i h

T are related to the study .

g n i k a e p s , n o it p e c r e p f o n o it p ir c s e d e h t s e d u l c n i n o it p ir c s e d l a c it e r o e h

T cuecard s

.l o o h c s h g i h l a n o it a c o v d n a

.

1 Percep iton

a p s i h

T r tpresent ssometheori es o fpercepiton which wli lbedivided i nto g n it a e r c s r o t c a f , s n o it p e c r e p g n i c n e u lf n i s r o t c a f , n o it p e c r e p f o n o it i n if e d e h t

.s s e c o r p l a u t p e c r e p e h t d n a y tl u c if fi d l a u t p e c r e p

.

a Deifni itono fPercep iton

ir o e h t ’ s n o it p e c r e p e m o s e r a e r e h

T e sstated by some expetr sto help the .

y ti v it c a g n i k a e p s s s a l c n i n o it p e c r e p ’ s t n e d u t s g n i w o n k n i r e h c r a e s e

r According

o

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r i e h t d n a t s r e d n u d n a t e r p e rt n i e l p o e p s e k a m t a h

t surrounding.” Borge r and

: 6 6 9 1 ( e n r o b a e

S 105 )state the de ifniiton o fpercepiton a s“an awarnes so fthe a n i a t a d y r o s n e s g n i m o c n i s e s s e c o r p n o s r e p a h c i h w h g u o r h t , t n e m n o ri v n e

7 9 1 ( y k s t o g y V ” .s g n i d n u o r r u s s i h f o n o i s s e r p m i l u f e s u t a e v ir r a o t y a w n i a tr e c

a 8 :

s d d a ) 3

3 , “Percepiton i s a dynamic system o f behaviou r which i s alway s ”

. g n i g n a h

c From t hestatement sabove, i texplainedt ha tpercepiton i samentaltiy t n e m n o ri v n e s i h n i n o it a u ti s e h t y b d e c n e u lf n i n o it a m r o f n i g n it e r p r e t n i n i s s e c o r p

s y a w l a l li w t a h

t change. : 5 8 9 1 ( n a m tl

A 85 )descirbe spercepiton a sa sitmul itha tselected and n o it p e c r e P . d e t e r p r e t n i y ll u f g n i n a e m e b n a c y e h t t a h t o s n o s r e p a y b d e p u o r g

s i h n i s n e p p a h n o it a u ti s e h t t e r p r e t n i o t w e i v f o t n i o p s i h s e s u e n o e m o s s e k a m

e n o e m o s e c n e u lf n i t a h t s r o t c a f r u o f e r a e r e h T . t n e m n o ri v n

e to have dfiferen t

n o it p e c r e

p s toeachother .Thoseare: )

1 Selecitono fS itmu il

e n o e m o s s e c n e u lf n i t a h t r o t c a f t s ri f e h

T to have dfiferen tpercep iton to r

e h t o h c a

e i sthe seleciton o fsitmuil .I twli lonly focus on a smal lnumbe ro f e v a h e l p o e p , tr a p s i h t n I . e n o o t n i il u m it s e s o h t e k a t t o n n a c e l p o e p e s u a c e b i l u m it s

y h w n o s a e r e h t s i s i h T . s r e h t o f o t u o s r e tl if d n a s e u c c if i c e p s t s o m e h t t c e l e s o t

n o it p e c r e p t n e r e f fi d e v a h e l p o e

p toeachother .s

)

2 Organizaitono fStimuil

t I . n o it a z i n a g r o s i n o it p e c r e p s ’ e n o e m o s s e c n e u lf n i t a h t r o t c a f d n o c e s e h T

(26)

d n a a t a d y r o s n e s c it o a h c e h t e t a r a p e s l li w d n i m e h t ,s s e c o r p s i h t n I . l u f g n i n a e m

i a tr e c e k a

t n tiemsi nameaningfu lwayt hati sbasedonexpeirence. )

3 Stiuaiton

a u ti s e h t s i n o it p e c r e p s ’ e n o e m o s s e c n e u lf n i t a h t r o t c a f d ri h t e h

T iton .

5 8 9 1 ( n a m tl A o t g n i d r o c c

A :89) ,“Perceivingastiuaitonaccuratelyi salso r elated o

s i h s t s u j d a n o s r e p a l l e w w o h o

t rhe rbehaviou rto stiuaiton .s” I tcan be o t e l b a e b d l u o h s e n o e m o s , n o it a u ti s a d n a t s r e d n u o t r e d r o n i t a h t d o o t s r e d n u

. n o it a u ti s e h t o t n i s e v l e s m e h t t p m e tt a

)

4 Sel fConcept

t I . t p e c n o c f l e s s i n o it p e c r e p s ’ e n o e m o s s e c n e u lf n i t a h t r o t c a f h tr u o f e h T

e h t s w o h

s way someonesees t hemselvest o determinet he percepiton around he r a s i e r e h t , e l p m a x e r o F . o d d n a e v i e c r e p e w t a h w w o h s o t t n a tr o p m i s i tI . m i h r o

t s e n o h a t o n s i e h t a h t s l e e f o h w n a

m person .I tmakest heman have no hones t h

t t n e m n o ri v n e e h t n i il u m it

s atr elatest ooppotuniitest obehones.t

.

b Factor sCrea itngPerceptua lDfiifcutly

d n o p s e r y e h t y a w e h t e s u a c e b s r e h t o h ti w g n il a e d n i y tl u c if fi d e v a h e l p o e P

: 5 8 9 1 ( n a m tl A o t g n i d r o c c A . s r e h t o h c a e t n e r e f fi d e r a i l u m it s e m a s e h t o

t 91) ,

s r o t c a f r u o f e r a e r e h

t tha tcontirbute to the dfiifcutly in creaitng percepiton , y

l e m a

n :

)

1 Stereotyping

a n o d e s a b s g n i h t r o e l p o e p g n i z ir o g e t a c f o s s e c o r p e h t s i g n i p y t o e r e t S

(27)

e h t r o f n o i s i c e d e l p m i

s decision take rbecause some decision taker shave lack .s

e v it a n r e tl a d n a s e it il i b a x e l p m o c h ti w g n il a e d n i s e it il i b a

)

2 HalloEfect

l l a r e v o n a r o f s i s a b e h t s a t i a rt r a l u c it r a p n w o n k a f o e s u e h t o t s r e f e r t I

s n i o j o h w n o s r e p a , e l p m a x e r o F . n o it a u l a v

e cookingclas sand ifnd soutt hatt here . y ti v it c a y s a e n a s i g n i k o o c t a h t e d u l c n o c y a m g n i k o o c n i y ti v it c a y s a e n a s i

)

3 Perceptua lDefense

s i t a h t n o it a m r o f n i f o g n it r o t s i d r o t u o g n i n e e r c s e h t o t s r e f e r r o t c a f s i h T

a c t o n o d e w t a h t r o g n i b r u t s i d y ll a n o s r e

p ret oacknowledge .Peoplemus thavet he d n a , s t n i o p w e i v r i e h t s tr o p p u s t a h t n o it a m r o f n i o t d n e tt a r o t c e l e s o t y c n e d n e t

r i e h t o t y r a rt n o c t a h t n o it a m r o f n i e v i e c r e p o t l i a f r o e r o n g i o t , y lt n e r r u c n o c

v a h m o r f p e e k o t s y a w p o l e v e d e w , s d r o w r e h t o n I . n o i n i p

o ing to change ou r

. n o it p e c r e p

)

4 Projeciton

r o s ti a rt e l b a e ri s e d n u n w o r u o f o n o it u b ir tt a e h t s i n o it c e j o r P

e r a e w s n o it o m e y b d e tr o t s i d e b y a m s n o it p e c r e p r u O . s r e h t o o t s c it s ir e t c a r a h c

.s e s s o p y a m s ti a rt y ti l a n o s r e p y b r o g n i c n e ir e p x e

.

2 Speaking .

a TheNatureo fSpeaking )

1 TheDeifniitono fSpeaking

: 7 7 9 1 ( k r a l C d n a k r a l C o t g n i d r o c c

(28)

k r a l C d n a k r a l C h ti w e n il n I ” .r e n e t s il r i e h t n o t c e f f e e m o

s ,Luoma (2004: 20 )

s d d

a tha tspeakingi s“at echnicalt ermt hatr eferst o oneoft hevairou sskillst ha t :

5 8 9 1 ( p p a C . ” e v a h d n a p o l e v e d d l u o h s s r e n r a e l e g a u g n a

l 12 )adds, t herearet wo

d n a n o it a c i n u m m o c l a n o s r e p a rt n i “ . n o it a c i n u m m o c l a r o f o s e p y

t interpersona l

d n a y ll a u d i v i d n i s n e p p a h n o it a c i n u m m o c l a n o s r e p a rt n I ” . n o it a c i n u m m o c

h ti w n o it a c i n u m m o c a e k a m e w n e h w s n e p p a h n o it a c i n u m m o c l a n o s r e p r e t n i

o t t c a r e t n i n a c r e k a e p s e h t , g n i k a e p s n i t a h t d e d u l c n o c e b n a c t i , y lt s ri F . s r e h t o

o it a m r o f n i y n a e r a h

s n because there i sa producitve interaciton among them . g n ir e t s a m e h t n e h t e l p o e p r e h t o h ti w t c a r e t n i o t y ti v it c a e h t e s u a c e b s i ti , y l d n o c e S

. d e r e t s a m d n a d e p o l e v e d e b d l u o h s ll i k s e h t

6 7 9 1 ( n o t s l u a

P : 56 )states tha t“communicaitvecompetencemust i nclude w o h , n e h w f o e g d e l w o n k a o s l a t u b e g a u g n a l a f o s m r o f c it s i u g n il e h t y l n o t o n

g n i k a e p s n i e v it a c i n u m m o c t a h t ) 9 9 9 1 ( n a n u N y b s tr o p p u s t I ” .s i ti m o h w o t d n a

r e h t o f o e g n a r a s e d u l c n i o s l a t u b , e c n e t e p m o c s c it s i u g n il y l n o t o n s e d u l c n i “ l li k s

it s i u g n il o i c o

s c sand conversaitona lskillst ha tenablet hespeakert o know how t o f o t o l a e r a e r e h t , g n i k a e p s n i t a h t d e d u l c n o c e b n a c t I . ” n e h w , m o h w o t t a h w y a s

a e s u a c e b r e k a e p s d o o g a e b o t r e d r o n i d n a t s r e d n u t s u m r e k a e p s e h t t a h t s g n i h t

l n o t o n r e t s a m t s u m r e k a e p

s y ilnguisitc scompetence ,bu talso the knowledge , e b r e k a e p s e h t e k a m o t s ll i k s l a n o it a s r e v n o c d n a s c it s i u g n il o i c o s r e h t o f o e g n a r

. n o it i d n o c d n a n o it a u ti s e h t n o d e s a b y l e t a ir p o r p p a g n i k a e p s n i e l b a

)

2 TheCharacteris itc so fSpeaking

: 3 0 0 2 ( y e li a

(29)

T ” . e v it p e c e r d e ll a c s i ) g n i n e t s il r

o here are also ifve characteirsitc so fspoken e

g a u g n a

l according to Van Lie r(1995: 88 )a sctied from Baliey (2003) .I ti s n e k o p s , ll i k s y r o ti d u a n a s a d n a l li k s y r o ti d u a n a s i e g a u g n a l n e k o p s t a h t n w o n k

. n o it p e c e r e t a i d e m m i s d e e n t i d n a y r a r o p m e t a f o c it s ir e t c a r a h c e h t s a h e g a u g n a l

e r a ) n o it a n o t n i s s e rt s d n a m h t y h r ( y d o s o r p e h

T includedi ns pokenl anguageandi t e h t y b g n it i d e d n a g n i n n a l p n o n o it a ti m il s i e r e h t n e v e k c a b d e e f e t a i d e m m i s d e e n

.l e n n a h c

)

3 TheType so fSpeaking

o t g n i d r o c c

A Och s(1979 )a sctied from Luoma (2004: 21 )states t hat g

n i k a e p

s i sdivided into t wo catego ires, planned and unplanned speech .Planned e

p

s e chist hestiuaitonwhen t hespeakeri sablet omakehi so rhe rpreparaiton o r .

e c n a m o f r e p e h t e r o f e b f l e s r e h r o m i h g n i n i a

rt Unplanned speech i saspeecht ha t .

h c e e p s s ’ e n o e m o s o t n o it c a e r e h t s a e m a c y lt c e ri d

3 0 0 2 ( y e li a

B : 65 )adds t hatt here aret wo t ype so fspeaking, i nteracitona l i

n I . h c e e p s l a n o it c a s n a rt d n a h c e e p

s nteracitona lspeech ,people communicate o

t g n i d r o c c a h c e e p s l a n o it c a s n a rt n a s e s o p r u p l a i c o s a n i r e h t o h c a

e Baliey( 2003:

6

5 )“involve scommunicaitng t o ge tsomething done, i ncluding t he exchangeo f ”

e c i v r e s r o s d o o

g .

)

4 SpeakingAccuracyandSpeakingFluency

3 0 0 2 ( y e li a

B : 55 ) give sstudent spracitcewtih both lfuencyand accuracy . :

3 0 0 2 ( y e li a B o t g n i d r o c c

A 55 )“Accuracyi stheextentt owhichstudents ’speech e

g a u g n a l t e g r a t e h t e s u y e h t n e h w y a s y ll a u t c a e l p o e p t a h w s e h c t a

m .” In ilnewtih

, y c a r u c c

(30)

, s e s u a p l a r u t a n n u f o s n o it a ti s e h w e f h ti w , y lt n e d if n o c d n a y l k c i u q e g a u g n a

l false

. c t e , s e h c r a e s d r o w , s tr a t

s ”I n t hi scase, i n ordert o masterl anguageespeciallyi n g

n i k a e p

s skills ,student smus tbegivenchancet opracitcet heril anguage .Teache r d n a y ti li b a g n i k a e p s e h t e c it c a r p o t s t n e d u t s e h t g n i d i u g n i t i f o t r a p g i b a s a h

, e g a u g n a l w e n a f o g n i n r a e l g n i h c a e t f o s s e c o r p e h t n i t a h t e z il a e r t s u m r e h c a e t

. n o n e m o n e h p l a r u t a n s i s e k a t s i m g n i k a m

.

b TeachingSpeakingSkill )

1 TheGoa lo fTeachingSpeaking

o t g n i d r o c c

A Paulston (1976: 95 )the goa lo fteaching speaking i sthe n

i y ti ll i b

a developing communicaitve perfomance and the communicaitve :

s e t a t s e H . e c n e t e p m o c

g n i n a e m t e g o t y l p m i s s i t n i o p g n i h c a e t e h t , e si c r e x e f o d n i k e n o n I . .. ..

t e g r a t e h t n i g n i n a e m l a it n e r e f e r e m o s e t a c i n u m m o c o t e l b a e b o t ,s s o r c a

e h o e h t n I . .. .. . e g a u g n a

l r t ype o fexercise t he meaning point i sgetitng e s e h t y ll a c i p y t d n a , y a w e l b a t p e c c a y ll a i c o s a n i s s o r c a g n i n a e m

n o it a m r o f n i t n a v e l e r y ll a r u tl u c n i a t n o c s e s i c r e x

e —socia linteracitona l

.s e l u r

)

2 TheProblemsinTeachingandLearningSpeaking

6 9 9 1 ( d r a h b e

G : 618 )state stha tthere are three problem swhich some :

g n i w o ll o f e h t e d u l c n i e c a f s r e h c a e t L S E / L F E

)

a The‘ Student sWon’ tTalk ’Problem

s t n e d u t s t a h t s i t c a f e h

T in any classes ,beginner so reven somestudent s t

n a w t o n o d , g n i n e t s il n i d e c n a v d a y lr i a f e r a o h

w to speak becauset hey are t oo k

l a t o t e c n e d if n o c r i e h t t e g o t y ti li b i s s o p e h T . s u o i x n a r o y h

s i sby giving t hema

(31)

e d i v o r p o t d n a e d i s r i e h t n o e r a s r e h c a e t e h t t a h t g n il e e

f to fee ltha tkind o f

m r a w e m o s g n i s u t r a t s n a c s r e h c a e t , g n il e e

f -upacitviite .s

)

b The‘ ErrorTreatment ’Problem

t u b , 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 o t s t n e d u t s e h t y b d e d e e n s i k c a b d e e F

d n a t n e m e t a t s t a h t h ti w e e r g a s r e h c a e t f o f l a h y l n o t a h t s w o h s t c a f e h

t the res t

e h t t a h t e v e il e b t s u j s r e h c a e

t student swill learn the gramma ro fa language by k c a b d e e F . o w t o t n i d e d i v i d s i k c a b d e e f ,) 6 9 9 1 ( d r a h b e G o t g n i d r o c c A . n w o r i e h t

r e t a l n e v i g e b l li w t a h t k c a b d e e f e h t r o s t n e d u t s e h t o t y lt c e ri d n e v i g e b l li w h c i h w

(delay feedback .) Theeffecitve feedback i s t hemos tneeded by t he students t o e h t s e v i g y lt c e ri d r e h c a e t e h t f i e s u a c e b s i t I . 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

r e tf a n e v i g s i k c a b d e e f e h t fi t u b , n o it a c i n u m m o c t p u r s i d e s u a c y a m t i , k c a b d e e f

t f o d o ir e p e m o

s ime(delay feedback)t herewli lbeapossiblitiy t hatt hestudent s .s

e v l e s m e h t y b e d a m t a h t r o rr e e h t d n a t s r e d n u t o n l li w

)

c The‘ AnyNa itveSpeakerCanTeachConversa iton ’Problem

: 6 9 9 1 ( d r a h b e G o t g n i d r o c c

A 191)t hephenomenon t ha tnaitvespeakeri s n

e tf

o choset o beanaitvet eache rbecauseoft wo phenomenon ,“Fris,tt henaitve , d n o c e S . h s il g n E f o e s u c it n e h t u a o t s r e n r a e l e s o p x e o t d e if il a u q t s o m s i r e k a e p s

s r e h c a e t s a s n o it a c if il a u q l a i c e p s d e e n t o n o d e s r u o c g n i k a e p s e h t h c a e t o h w e s o h t

s r e h c a e t e k il n u

( o freading and w iritng .)” tI i sstated thatt hefris tassumpiton i s n a c h s il g n E f o e s u e h t f o s e c n a u n e h t r o e r u tl u c s ’ r e h c a e t e h t g n i s o p x e y b t a h t e u rt

. g n i h c a e t n i t n e r e f fi d s i ti , t u B . h s il g n E f o e s u c it n e h t u a e h t t e g s t n e d u t s e h t p l e h

s r e k a e p s e v it a

(32)

.

3 CueCards

e r a e r e h

T manymediat ha tcan beused i n t eachingspeakingsuch a s lfash a

c e u c d n a g n o s , o e d i v , s d r a

c rds .In thi sstudy ,the researche rfocusse son the .

g n i k a e p s g n i h c a e t n i a i d e m s a s d r a c e u c f o y d u t

s According t o Mora (1994: 63 ) d

r a o b d r a c n i h t f o e d a m s d r a c f o r e b m u n e r a s d r a c e u

c (12cmx 7cm)wtihl egible

n i y ti v it c a e h t t u o y r r a c o t r e h c a e t e h t y b d e s u e b n a c t a h t e r u t c i p r o t x e t d e t n ir p

: 5 8 9 1 ( r e tl a W d n a y f f u D . s s a l

c 249 )deifnes picture a s“some hand-made o r e

n i h c a

m -made image s tha t relate , howeve r distanlty , to the appearance s o r e

r u t c u rt

s sorr ea lori magedt hings” .Theexistenceo fpicturet hatr elatedwtiht he e h t e c n i s t p e c n o c g n i n r a e l e h t g n i z il a u s i v o t s t n e d u t s e h t p l e h n a c d e t n e s e r p c i p o t

y b d e r e v il e d e b t o n n a c t a h t n o it a rt s u ll i g n i d n a t s r e d n u e h t r e v il e d n a c s e r u t c i p

.s d r o w

g n i d r o c c

A toLtiltewood( 1981: 15 ) ,cuecard so rcueddialogue sa sp irnted y b n o it a c i n u m m o c l a e r e h t d li u b o t s r e n r a e l e h t p l e h n a c s d r a c e t a r a p e s n o s e u c

: 6 0 0 2 ( l u a P . e s n o p s e r o t t a h w d n a y a s o t t a h w s e it il i b i s s o p r e g r a l g n i w o ll

a 659 )

s a s d r a c e h t e s u y e h T “ , s d d

a cue sas t hey consrtuct t hei rsto ires” .Based ,on t he r e g r a l e v a h o t s t n e d u t s e h t p l e h y l e r u s n a c s d r a c e u c , e v o b a n o it a n a l p x e

g n i w o ll a y b e s n o p s e r o t w o h d n a y a s l li w s r e h t o t a h w f o s e it li b i s s o p f o n o it r o p o r p

h t n o it a c i n u m m o c l a e r t c u rt s n o c o t s t n e d u t s e h

t rough those p irnted cue son

.s d r a c e t a r a p e s

e h t t u o b a g n i n r e c n o

C efec ttha tmay be achieved through cue cards , s

e t a t s ) 1 8 9 1 ( d o o w e lt ti

(33)

h c i h w n i ’ e u g o l a i d d e u c ‘ a h g u o r h t d e v e i h c a e b y a m t c e ff e r a li m i s A “

s e i r e s a f o s i s a b e h t n o t c a r e t n i s r e n r a e

l o fcues .These specfiy the s r e n r a e l e v a e l e s i w r e h t o t u b , d e s s e r p x e e b o t n o it c n u f e v it a c i n u m m o c

e t a ir p o r p p a e h t g n it c e l e s y b , s e v l e s m e h t n o it c a r e t n i e h t e t a e r c o t

) 3 1 . p ( ” . e r i o t r e p e r r i e h t m o r f e g a u g n a l

e v a h s d r a c e u c t a h t d o o t s r e d n u e b n a c t i , t n e m e t a t s e h t n o d e s a

B thei r

.t c e f f e e v it a c i n u m m o

c Cue card s are allowing the learner s to choose the

. n o it c a r e t n i n w o r i e h t e t a e r c o t e g a u g n a l e t a ir p o r p p

a Cue card scan help the

e v it a c i n u m m o c d e if i c e p s e h t n i y t