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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
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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
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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
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i x
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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
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’ 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
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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
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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 irzewhatt 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 i
g s to studydeepe rabou tcuecardstohelp t heri studentsi mprove r
i e h
t speaking lfuency.
.
F De ifniitono fTerms
t r a p s i h
T discussesthedeifniit s fon o thekeyword soft hisr esearch .They e
r
a speaking ,speaking lfuency ,cue cards c , lassroom aciton research ,and SMA i
r e g e
N 2Bantul.
.
1 Speaking
f o e n o s i g n i k a e p
S the language skill sto be mastered by the language .
s r e n r a e
l Baliey(2003 )statest ha t“speakingi st heproducitveaura/lora lskillt ha t .) 8 4 . p ( ” g n i n a e m y e v n o c o t s e c n a r e tt u l a b r e v c it a m e t s y s g n i c u d o r p f o s t s i s n o c
. p , 0 7 9 1 ( n o n g i v a
S 9 ) a s ctied i n Nunan (1999 ) de ifne s speaking a s e
c n e t e p m o c e v it a c i n u m m o
c in ar ea lcommunicaitvesetitng .Therefore ,speaking y
ll a r o e g a u g n a l e h t e s u o t y ti li b a e h t s
i inorde rtocommunicatewtihothe rpeople.
.
2 SpeakingFluency
r e i e m h e W d n a y b n r o
H (2000 )deifne lfuency ast hequaltiy o fsomeone’ s ti
li b
s e s o p o r p ) 3 0 0 2
( tha t lfuency is “the ablitiy to to talk fai lry freely ,wtihou ttoo .
) 8 1 1 . p ( ” g n it a ti s e h r o g n i p p o t s h c u
m Harme r(2001 )state stha t“the ab litiy to r
p y lt n e u lf k a e p
s esuppose sno tonly a knowledge o flanguage features ,bu talso r
p o t y ti li b a e h
t ocessi nformaiton and l anguageon t hespot”(p .269) .In sho tr, i t e
b n a
c said t ha tspeaking lfuency meanst he ablitiy t o speak a l anguage wtihou t y
n
a unnecessary pauses and to respond to the informaiton provided by other s e
c a l p s e k a t n o it a s r e v n o c e h t n e h
w .
.
3 CueCards
e r a s d r a c e u
C very usefu l teaching aid s tha t are used in teaching a .
e g a u g n a
l Hornby and Wehmeier (2000 )explain t ha ta card i s“asmal lpieceo f e
p a p f fi t
s ro rplasitc wtih i nformaiton on ti” p( .175). Fu trhermore ,Hornby and r
e i e m h e
W (2000 )alsodescirbetha tacuei s“anacitono reventt hati sasignalf o r ”
g n i h t e m o s o d o t y d o b e m o
s p( .305) .According to Mora (1994), cue card sare t
a h t s d r a
c aremadeoft hin cardboard and t hey contain p irnted o rw irtten t ex to r .s
e r u t c i
p In thi s research , wha ti s mean t by cue card sare card scontaining o
t y d o b e m o s r o f s n o it c u rt s n i r o s e n il e d i u g s a s e r u t c i p r o n o it a m r o f n
i speak.
.
4 ClassroomAcitonResearch( CAR)
n e s n e r o S d n a , s b o c a J , y r
A (2010 )deifne classroom aciton research a s“a s r o t a c u d e s e v l o v n i d n a e g n a h c g n it a r o p r o c n i y b n o it a c u d e e v o r p m i o t s s e c o r p
. ) 4 1 5 . p ( ” e c it c a r p n w o r i e h t e v o r p m i o t r e h t e g o t g n i k r o
w Theyadd thatt hegoa l
f
o t g n i d r o c c A . g n i h c a e t n i e c n a m r o f r e
p Gall ,Gall ,and Borg (2007 ,)i n educaiton , classroom aciton research aim sto improve the qualtiy and resutl o fteachers ’
. e c it c a r
p Ins ho tr ,classroomacitonresearchi sar esearchdonet ohelpt hes tudent s n
r a e l n i s m e l b o r p r i e h t e v l o
s ingbyusingcetraint echnique .s
.
5 SMANeger i2Bantul
l u t n a B 2 i r e g e N A M
S i sapubilcsenio rhighschooll ocatedonJalan AR . . i
n it r a
K Trrienggo Bantul .The curirculum tha ti simplemented in thi sschoo li s l
o o h c
s -based curirculum o rKurikulum Tingka tSatuan Pendidikan (KTSP .) Thi s s
s a l c n i y ll a i c e p s e , l o o h c s s i h t n i d e t c u d n o c s i h c r a e s e
r XII PA 2 .Theresearche r
g n i n r a e l n i s m e l b o r p r i e h t e v l o s o t s s a l c s i h t f o s t n e d u t s e h t p l e h o t s t n a w
g n i k a e p
s by i mplemenitng cuecards .Theaimi st o help t hemt o uset hel anguage y
lt n e u lf n o it a c i n u m m o c l a r o n
i .
1 1
I
I
R
E
T
P
A
H
C
E
R
U
T
A
R
E
T
I
L
D
E
T
A
L
E
R
F
O
W
E
I
V
E
R
s i h
T chapter oc nsist soft wo patrs .Theyare thetheoreitca ldescirpitonand
e h t s e s s u c s i d n o it p ir c s e d l a c it e r o e h t e h T . k r o w e m a r f l a c it e r o e h
t relevantt heo ire s
tr o p p u
s i ngther esearch .Thet heoreitcalf rameworkconsist soft hesummary f rom
allr elevantt heo irest ha thelpt her esearchers olvet heproblem .s
.
A Theoreitca lDescrip iton t
r a p s i h
T discusse sthe theo ire semployed in thi sresearch .They are the
t u o b a s e ir o e h
t thenatureofs peaking, teachings peaking ,cuecards ,andclassroom
. h c r a e s e r n o it c a
.
1 TheNatureo fSpeaking tr
a p s i h
T present ssome t heo ire srelated t o speaking skill .They focu son
e h t e r a t r a p s i h t n i d e s s u c s i d s e ir o e h t e h T . y c n e u lf g n i k a e p s d n a l li k s g n i k a e p s
, g n i k a e p s f o n o it i n if e
d characteirsitc s o f speaking , type s o f speaking , and
. y c n e u lf g n i k a e p s
.
a TheDeifniitono fSpeaking a m o u L o t g n i d r o c c
A (2004) ,speaking i s“a technica lterm tha trefer sto
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 t a h t s ll i k s s u o ir a v e h t f o e n
o ” (p .20) .
a m o u L h ti w e n il n
n e k o p
s sk li lconsisitng spoken utterances produced to give meaning .Lazaraton
) 1 0 0 2
( propose s tha t the ablitiy to speak i s the foundaiton of human
. n o it a c i n u m m o
c Basedont hoset heo ires ,speakingi sa nimpo tran tskillt ol earn.I t
p o l e v e d o t t n a tr o p m i s
i the ablitiy to speak in orde r to be competen t a t
g n it a c i n u m m o
c orally.
t a h t s e t a t s ) 9 9 9 1 ( n a n u
N “communicaitve competence include sno tonly
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 a 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
s ll i k s l a n o it a s r e v n o
c tha tenablet he speakert o know how t o say whatt o whom ,
d n
a when” (p .226) .In accordance iwth Nunan (1999) ,Paulston and Brude r
) 6 7 9 1
( revealed tha t“communicaitve competence mus t include no t only the
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 t heknowledgeo fwhen ,howand t owhom
m r o f s i h t e s u o t e t a ir p o r p p a s i
ti ” (pp .56-57) .I tmeanst hatt hespeakers needt o
e h t o s l a t u b y a s o t g n i o g e r a y e h t t a h w y l n o t o n w o n
k setitng they speakand t he
. k a e p s y e h t m o h w o t n o s r e p
,t r o h s n
I speaking i san ablitiy t o produce thelanguage orally in orde rto
. s r e h t o h ti w e t a c i n u m m o
c Speaking i simpo tran tto be accompilshed by people
a c e
b use tii st hebasicskilli ncommunicaiton.I nspeaking ,aspeake rneedst o be
able to deilve r wha t he/she intends to speak to other s by using the mos t
e h t f o m r o f e t a ir p o r p p
a language .
.
b Characterisitc so fSpeaking
) 9 4 . p , 5 8 9 1 ( r e b e W d n a , tt a l P , s d r a h c i
R a sctied i n Nunan (1999 )share
t s ir e t c a r a h c r u o
, g n i k a e p s g n i h c a e
t problems fo teaching speaking ,and p irnciple so fteaching
g n i k a e p
s .
.
a TheBackgroundo fTeachi ngSpeaking 7
0 0 2 ( r e m r a
H a )proposest hreemain reason sfort eaching speaking t o t he
:t a h t s e t a t s e H . m o o r s s a l c e h t n i s t n e d u t s
s e it i n u tr o p p o l a s r a e h e r e d i v o r p s e it i v it c a g n i k a e p s , y lt s ri
F – chance sto
l a e r e c it c a r
p -lfie speaking in the safety o f the classroom . Secondly , s
t n e d u t s h c i h w n i s k s a t g n i k a e p
s rtyt ouseanyo ral loft hel anguagest hey t
n e d u t s d n a r e h c a e t h t o b r o f k c a b d e e f e d i v o r p w o n
k s .And ifnally ,the
f o s t n e m e l e s u o ir a v e h t e t a v it c a o t s e it i n u tr o p p o e v a h s t n e d u t s e r o m
r i e h t c it a m o t u a e r o m e h t ,s n i a r b r i e h t n i d e r o t s e v a h y e h t e g a u g n a
l useo f
s e m o c e b s t n e m e l e e s e h
t (p .123 .)
, n o it a n a l p x e t a h t n o d e s a
B speakingpracitces donebystudentsi nclas sare
e s u a c e b t n a tr o p m i y r e
v they give oppo truniite sto the student sto pracitce using
l a e r n i e g a u g n a l e h
t -lfie .By pracitcing speaking regula lry ,student scan also
e z i n g o c e
r thei rpro ifciency and thei rproblem sin speaking .Relfecitng to wha t
e n o d e v a h y e h
t wli lresul tin the improvemen to fthei rcompetence to speak .
e g a u g n a l e h t g n i s u y b , s u h
T orallydu irngt hespeakingacitviites,t hestudent swil l
e
b accustome dtot hel anguages ot hatt heycanuset hel anguages pontaneously.
.
b TheG s oal o fTeachingSpeaking n
o t s l u a
P and Bruder( 1976 )proposetwo main goal soft eaching speaking ;
p o l e v e d o t e r a y e h
t the communicaitve pefrormance and the communicaitve
. e c n e t e p m o
c Paulston and Brude r(1976 )deifne et h communicaitvepefrormance
s
g n i k a e p s g n i h c a e
t ,which i scalled thecommunicaitvecompetence, si deifned by
l u a
P ston and Brude r(1976 )a sthe ablitiy t o communicate ain n accepted socia l
. y a w l a r u tl u c d n a
s n o it a c i d n i e m o s e r a e r e h t , ) 9 8 9 1 ( n a n u N o t g n i d r o c c
A o f how ora l
b n a c n o it a c i n u m m o
c econsidereds uccessfu lo rnot ,namely:
x the ablitiy to aritculate phonological feature s o f the language y
l b i s n e h e r p m o c
x masteryofs rtes ,sr hythm,i ntonaitonpatterns x anacceptabledegreeo f lfuency
x transacitona landi nterpersonals kills
x skillsi nt akings hor tandl ongs peakingt urns x skillsi nt hemanagemen tofi nteraciton x skillsi nnegoitaitngmeaning
x conversaitona l ilstening skill s(successfu lconversaiton srequ rie good )
s r e k a e p s d o o g s a l l e w s a s r e n e t s il
x skillsi nknowingabou tandnegoitaitngpurposesf o rconversaitons x usingapprop irateconversaitonalf ormulaeand ifllers( p .32 .)
e h t e s u o t s t n e d u t s e h t p l e h o t s i g n i k a e p s g n i h c a e t f o l a o g e h t , f e ir b n I
. n o it a c i n u m m o c l a r o n i e g a u g n a
l In ordert o achievet hi sgoa,l t hestudent smus t
g n i k a e p s f o s t n e m e l e l l a r e t s a
m tha tindicate whethe rthe speaking acitvtiy i s
t o n r o l u f s s e c c u
s .Based on Nunan’ s(1989 )indicaiton o fsuccessfu lspeaking ,
c n e u
lf y i safactort ha tcan i ndicatesuccessfu lspeaking .Therefore ,having good
.s t n e d u t s e h t r o f t n a tr o p m i y r e v s i g n i k a e p s n i y c n e u lf
.
c Problem sofTeachingSpeaking b y b d e c a f e r a s m e l b o r p y n a
M oth t eachers and studentsi n theproces so f
g n i k a e p s g n i n r a e l d n a g n i h c a e
t in class .Gebhard (1996 ,p .186) noitce sthree
d e c a f y ll a u s u s m e l b o r p n i a
m byt eacher sandstudents in theteachingandl earning
g n i k a e p
The problem sin teaching speaking proposed by Gebhard (1996 )are the
s m e l b o r p n o m m o
c tha tare usually faced by many teachers .Many teacher sstli l
d n
if student swho are passive and reluctan tto speak .The student sare usually
. k a e p s y e h t n e h w s d n e ir f r i e h t y b d e h g u a l g n i e b f o r o s e k a t s i m g n i k a m f o d i a r f a
, n o it i d d a n
I some student s stli l consider thei r teachers ’ comments fo r thei r
s e c n a m r o f r e
p a ssomethingt ha tcan embarrassthem in f ron toft herif irends . tIi s
y h
w teacher smus tbeawareo fthi sproblemsot hatt heycanhelpt hei rstudent st o
e s a e r c n
i theris peakingablitiy.
.
d Principle so fTeachingSpeaking
. g n i k a e p s g n i h c a e t n i s e l p i c n ir p y n a m e r a e r e h
T They become the
i n g i s e d n i s r e h c a e t r o f n o it a d n u o
f ng the classroom acitviite sto accompilsh the
n o s s e l e h t f o s e v it c e j b
o s .Baliey (2003 )suggest s ifve p irnciple so fteaching
g n i k a e p
s .They :a re
)
1 Be Aware o fthe Di fference sbetween Second Language and Foreign L
e g a u g n a
L earning Contexts
n i g n i k a e p s g n i h c a e t f o e g n e ll a h c e h t , ) 3 0 0 2 ( y e li a B o t g n i d r o c c
A a
e g a u g n a l n g i e r o
f learning contex t i s tha t the student s wli l no t have many
m o o r s s a l c e h t e d i s t u o e g a u g n a l t e g r a t e h t e s u o t s e it i n u tr o p p
o .I tis due to the
e h t t o n s i e g a u g n a l t e g r a
t languag e used to communicate ni theri commun tiy.
n i e g a u g n a l n g i e r o f a s i h s il g n E e c n i
S Indonesia ,the student shere also do no t
v a
a s n a
rt citona land interacitona lsetitngs” (p .56 .) The teacher smus tcreate the
r o f e g a u g n a l e h t e s u o t s t n e d u t s e h t e l b a n e t a h t s e it i v it c a g n i n r a e l d n a g n i h c a e t
. s e s o p r u p l a n o it c a r e t n i d n a l a n o it c a s n a rt h t o b
.
3 TheUseo fCueCardsi nLearningSpeaking t
r a p s i h
T discussest hede ifniitons o fcuecard sandhowtheyarebene ifcia l
e b l li w n o i s s u c s i d e h T . g n i k a e p s g n i n r a e l n
i presentedi ntwopatr .sThef risti st he
e h t s i d n o c e s e h t d n a s d r a c e u c f o e r u t a
n advantages fo using cue card sin
. g n i k a e p s
.
a TheNatureo fCueCards n o it n e m ) b 7 0 0 2 ( r e m r a
H st ha tcard scanbeusedi nmanywaysi nt eaching
. s e it i v it c a g n i n r a e l d n
a According to Mora (1994) ,cue card sare card stha tare
d r a o b d r a c n i h t f o e d a
m s and they contain p irnted o rw irtten tex to rpictures .
o m r e h tr u
F re ,Richard sand Rodger s(2001 )suggest t hat cuecard sareoneoft he
s l a ir e t a
m tha tcanbeusedtot eachs peakingincommunicaitvel anguaget eaching .
4 9 9 1 ( a r o M t a h w s
A ) states , cue card s can consist o f w irtten text .
, r e v e w o
H cuecard sdo no tcontain complete sentencest hat t he speaker sshould
I . s s e r p x
e tshould j usti nclude themain points oft hei deatha twli lbe deilvered .
) 6 9 9 1 ( y k s f e r a
Z expressest ha tcue cards ,which hename sas note cards ,should
c n e t n e s e t e l p m o c n a h t r e h t a r s d r o w y e k f o t s i s n o
c es .Moreover ,Ross( 1995 )add s
y e k e h t “ t a h
t -word outilne i susually easie r to remember ,and i t make sthe
Cuecard scanalsohelpt hes tudentst or emembe rwhatt heywantt os peak .
r e m i e h tr e W d n a , d l o n r A , n o s li
W (1990 )say t ha t“al lkind so faids—goo fboards ,
s n r e tt a p c i n o m e n m d n a , s d r a c e u
c —have been used to help speaker sremembe r
r i e h
t plans ;the procedure o foutilning i ssimply the mos tmodern and mos t
. ) 7 3 2 . p ( ” s e v it a n r e tl a l a c it c a r
p Fu trhermore ,Hughe sand Ph liilps(2000 )a ddtha t
ti
“ help sconcenrtatet hemindand r emindst hespeaker soft hecoremessaget hey
s s o r c a t e g o t h s i
w ” (p .112 .)
, y d u t s s i h t n
I cue card sare expected to be effecitve ways to help the
. y c n e u lf g n i k a e p s r i e h t e v o r p m i s t n e d u t
s Cue card swli lbe used to help the
s t n e d u t
s to be ablet o speak more lfuen tso t hatt hey wli lspeak i n natura lway s
o t s e s u a p y r a s s e c e n n u y n a d e e n t o n l li w d n
a speak .Fu trhermore ,cue card swli l
o s l
a beappiled to help t he studentst o speak spontaneously .By using cue cards ,
e r a y e h t t a h w n w o d e ti r w o t t o n d e m o t s u c c a e b o t d e n i a rt e b l li w s t n e d u t s e h t
g n i o
g tos ays ot hatt heycanproducet heutterancess pontaneously.
.
4 ClassroomAcitonResearch t
r a p s i h
T studiesclassroom aciton research .I ti sdivided i nto threepatrs .
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 e r a y e h
T ,aim so fclassroom aciton
, h c r a e s e
r andt hemode lo fclassroomacitonr esearch.
.
a TheDeifniitono fClassroomAcitonResearch n
e ll a W d n a l e k n e a r
F (2008 ) de ifne aciton research a s “a research
I n Kemmi sandMcTaggar’t smode lo facitonr esearch,t herearef ou rmain
s e g a t
s i n each cycleo ftheaciton r esearch .Thef ris tstagei splanning .According
o
t Kemmisand McTaggatr( 1988 ,) a plan i saconsrtuctedand lfexibleacitontha t
d e t c e p x e n u o t t p a d a n a
c o runpredictableeffect .s This i sused ast heguidancet o
. n o it c a e h t o
d Thesecondstagei sacitng .Kemmi sandMcTaggatr( 1988)propose
t a h
t a an citon i s“a carefu land t hough ftu lvairaiton o fpracitce ,and i sciritcally
. ) 2 1 . p ( ” d e m r o f n
i Theacitonmus tbeplannedandconrto lledwell .Thet hrids tage
t a v r e s b o s
i ion .Observaiton i san acitvtiy to record c iritcally the aciton done .
o t g n i d r o c c
A Kemmi sand McTaggar t(1988) ,“researcher sneed to observe the
s e c n a t s m u c ri c e h t ,) d e d n e t n i n u d n a d e d n e t n i( n o it c a f o s t c e f f e e h t ,s s e c o r p n o it c a
r o t i m il s t n i a rt s n o c d n a s e c n a t s m u c ri c y a w e h t , n o it c a n o s t n i a rt s n o c d n a f o
ti d n a n o it c a d e n n a l p e h t l e n n a h
c seffects ,and otheri ssue swhich airse”(p .13.)
h a m u s u
K and Dwtiagama(2010 )addst ha tobservaiton mus tbe lfexiblei n orde r
s i e g a t s t s a l e h T . s s e c o r p n o it c a e h t g n ir u d s n e p p a h g n i h t y r e v e d r o c e r o t e l b a e b o t
e h
t relfeciton. r A e lfeciton i st heproces soft hinkingand evaluaitng oft heaciton
e K . e n o
d mmi sandMcTaggatr( 1988 )statetha t“re lfecitonseekst omakesenseo f
t s e fi n a m e d a m s t n i a rt s n o c d n a s e u s s i ,s m e l b o r p , s e s s e c o r
p in srtategicaciton”( p .
.) 3 1
.
B Theoreitca lFramework
. s m e l b o r p e h t e v l o s o t r e d r o n i s e ir o e h t l a r e v e s s y o l p m e y d u t s s i h
T The
m e l b o r p t s ri
f , which aim sto ifnd ou twhether cue card simprove the speaking
s s a l c f o l e v e l y c n e u
1 3
I
I
I
R
E
T
P
A
H
C
Y
G
O
L
O
D
O
H
T
E
M
H
C
R
A
E
S
E
R
r e t p a h c s i h
T presents the methodology o fthis research . tI covers the ,
s t c e j b u s / s t n a p i c it r a p h c r a e s e r , g n it t e s h c r a e s e r , d o h t e m h c r a e s e
r insrtument sand
. e r u d e c o r p h c r a e s e r d n a , e u q i n h c e t s i s y l a n a a t a d , e u q i n h c e t g n ir e h t a g a t a d
.
A ResearchMethod
h c r a e s e r s i h
T i cs lassroom aciton research .Accordingto Hopkin s(1993) , ti si research donebyt eacherst oevaluatetheriowno rthericolleague’st eaching
r
o t io mplemen tace train t eaching t echnique .In addiiton ,Elilo t(1991 )proposes s
a h c r a e s e r n o it c a m o o r s s a l
c “the study o fa socia lstiuaiton wtih a view to .
) 9 6 . p ( ” ti n i h ti w n o it c a f o y ti l a u q e h t g n i v o r p m
i Oneoft heaim soft hisr esearch s
i to ifnd soluiton sto the students ’problems in learning. I s ti suppo tred by )
3 9 9 1 ( s n i k p o
H who men itons tha tclassroom aciton research i sa mean sto q
g n i h c a e t ’ s r e h c a e t e v o r p m
i ualtiy by solving the problem s present in the .
m o o r s s a l
c In sho tr , classroom aciton research i s research conducted by a
g n it n e m e l p m
i cetrainteachingt echniquei nordert osolvet heproblemsf acedby s
s a l c n i s t n e d u t s e h
t .
) 3 9 9 1 ( s n i k p o
H menitons tha taciton research is qualtiaitve research .I t h
c r a e s e r s i h t s n a e
m invesitgates thequaltiyofr elaitonships ,acitviites ,stiuaitons , e h t y b d e t c u d n o c h c r a e s e r e h t ,r e v e w o H . ) 3 9 9 1 , n e ll a W d n a l e k n e a r F ( s l a ir e t a m r o
y l n o t o n d l u o w r e h c r a e s e
a W d n a l e k n e a r F . h c a o r p p a e v it a ti t n a u q h ti w d e n i b m o
c llen( 2008)s uggestt hatt he e t e l p m o c e r o m a s e d i v o r p “ h c a o r p p a e v it a ti t n a u q d n a e v it a ti l a u q f o n o it a n i b m o c
” e n o l a h c a o r p p a r e h ti e f o e s u e h t s e o d n a h t s m e l b o r p h c r a e s e r f o g n i d n a t s r e d n u
.) 7 5 5 . p
( Fu trhermore ,Bogdan and Biklen (2003 )also propose tha tqualtiaitve .
a t a d e h t tr o p p u s o t a t a d e v it a ti t n a u q s e s u s e m it e m o s r e h c r a e s e r
a w h c r a e s e r s i h
T sconductedt ohelpthestudent so fclas sXII PA2 fo SMA l
u t n a B 2 i r e g e
N solvet hei rproblemsi n learningspeaking .Thisr esearch focuse d o n the implementaiton o fcue card sto improve ht e students’ speaking lfuency.
w e r e h
T e retwocycle sofi mplementaitonandeachcycleconsiste doff ourstages . s
i h
T classroom aciton research sw a conductedbased on thef ramework proposed y
b Kemmis and McTaggar t(1988), in which there were fou rstages ;planning , .
g n it c e lf e r d n a , g n i v r e s b o , g n it c a
h t n
I e fris tstage ,which wa splanning stage ,the researche ranalyzed t he m
e l b o r
p s facedbyt hestudentsi nl earningspeaking .Thedataweregatheredfrom e
h
t observaiton .Thi s observaiton w sa done in the preilminary study o fthi s r
e h c r a e s e r e h t r e tf A . h c r a e s e
r analyzedtheproblems ,ther esearcherf oundt hatt he s
t n e d u t
s stli lneededhelp t o improve thei rspeaking lfuency .Then ,ther esearche r r
e f f
o e sd a oluiton t o overcomet he problems by implemenitng cuecardsto l earn g
n i k a e p
s . A tfert ha,t t her esearche rdesigne ed t h lessonp s lan ast heguideilnes to t
n e m e l p m
i cue cards so t ha tthey c do ul be used effecitvely to help the student s e
v o r p m
i therispeaking lfuency. o o r s s a l c f o e g a t s d n o c e s e h
T m aciton research proposed by Kemmi sand t
r a g g a T c
c na no tbe separated from the thrid stage ,which i sobserving .I ti sin ilne wtih t
a h
w Kusumah and Dwtiagama(2000 )propose ht a tacitngandobservingprocess s
n a e m t I . y l e t a r a p e s e n o d e b t o n n a
c that t hey should be done i n t he same itme . y r e v e e v r e s b o y lt c e ri d d l u o w e h s , n o it c a e h t d i d r e h c r a e s e r e h t e li h w , e r o f e r e h T
e l g n i
s eventoccurred .In ordert o keep t hevaildtiyoft heobservaiton r esult ,s t he r
e v r e s b o n a y b d e p l e h e b d l u o w r e h c r a e s e
r to wrtiet her esutl soft heobservaiton n
o the ifeldnotes . e g a t s t s a l e h
T in classroom aciton research is relfecitng .The relfecitons h
ti w l a e
d ther esutls fo thei mplementaitono fcuecardsi nclass .Ary ,Jacobs ,and n
e s n e r o
S (2010)s tatethati nthiss tage ,a researche rwill na alyzet hedatagathered q
i n h c e t d e t c e l e s e h t f o n o it a t n e m e l p m i e h t g n ir u
d uei n clas .s I n theser elfecitons , ther esearcherwould also analyzewha tworke dwel landwha tneededi mproving . Ther esutls oft her e lfecitons wouldbet hef oundaitonf ort her esearchert o decide
p e t s t x e n e h t n i e n o d e b d l u o h s t a h
w o fthenex tcycleoft her esearch .Then ,based tl
u s e r e h t n
o s, t heresearche rwould concludewhethe rshe needed t o do t he nex t r
o e l c y
c stopt hecycleoft hisr esearch.
.
B ResearchSetitng
h
T si research t o ok place i n clas sX IIPA 2 fo SMA Neger i2 Bantul .The e h t f o r e t s e m e s t s ri f e h t n i d e t c u d n o c s a w h c r a e s e r s i h t f o y d u t s y r a n i m il e r p
f o n o it a t n e m e l p m i e h t , r e v e w o H . s r a e y c i m e d a c a 2 1 0 2 / 1 1 0
2 cue card sa sthe
n o it u l o s d e r e f f
o fo the problem so fthi sresearch w as conducted i n the second e
h t f o r e t s e m e
.
C ResearchParitcipants/Subjects
e h
T paritcipant so fthi sresearch were clas sX IIPA 2 students fo SMA l
u t n a B 2 i r e g e
N .Therewere32 studentsin t hi sclass .They consiste d o f19 g silr 3
1 d n
a b s .oy They were abou t16- 81 year sold. They ew re chosen based on e
v i s o p r u
p samp ilng .According to Fraenke l and Wallen (1993) ,a purposive e
l p m a
s is “as amples electedbecauset hei ndividual shaves pecia lquailifcaiton so f C
. ) 7 9 . p ( ” tr o s e m o
s lassroom aciton research usually jus tfocuse son a ce train o
t e s o p r u p n i a tr e c a s a h r e h c r a e s e r e h t d n a p u o r
g do wtih t hi sgroup .Therefore , o
h c r e h c r a e s e r e h
t s eclas sXII PA2 student stobet heparitcipant soft hisr esearch y c n e u lf g n i k a e p s ri e h t e v o r p m i m e h t p l e h o t e s o p r u p a d a h r e h c r a e s e r e h t e s u a c e
b .
.
D InstrumentsandDataGatheringTechnique
h t n
I i sresearch ,the researche rused eif v insrtument sto gathe rthe data . e
w y e h
T re quesitonnaries ,interviews , ifeld notes ,observaiton checkilsts, and ’
s t n e d u t
s speaking t estresutls. Then, t hey were divided i nto the quanttiaitveand e v it a ti t n a u q e h t e b d l u o w 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 e h T . a t a d e v it a ti l a u q
e h t e b d l u o w s t s il k c e h c n o it a v r e s b o d n a , s e t o n d l e if , s w e i v r e t n i e h t d n a a t a d
. a t a d e v it a ti l a u q
.
1 Quesitonnaires
s ) 1 9 9 1 ( t o il l
E a s ty t ha quesitonnarie sare“way so feilciitng othe rpeople’ s n
o it a v r e s b
o and i nterpretaiton so fstiuaiton sand events ,a swel last hei ratttiude s 1
8 . p p ( ” m e h t s d r a w o
.
3 FieldNotes
t g n i d r o c c
A o Hopkin s(1993) , ifeld note sare the method used to repor t e
h t t c e lf e r d n
a observaiton o fthe problem sfound in classroom .Fu trhermore , )
9 0 0 2 ( a y a j n a
S menitons tha t ifeld note sarei nsrtumentst or ecordwha thappeni n e h t w o n k o t s e it i v it c a g n i n r a e l d n a g n i h c a e t e h t g n ir u d m o o r s s a l c e h t
e m e v o r p m
i n tof t hestudentsi n t hel earning acitviites .In t hi sresearch, t he ifeld n
a y b n e tt ir w e b d l u o w s e t o
n observer .The observe rwould wrtie everything ti
v it c a g n i n r a e l d n a g n i h c a e t e h t g n ir u d s s a l c n i d e n e p p a
h i esrelated t o t heuseo f t
e v o r p m i o t s d r a c e u
c hestudents ’speaking lfuency .Thef orma toft he ifeldnote s y b d e s o p o r p s e ir o g e t a c s e t o n d l e if m o r f d e t p a d a e b d l u o w h c r a e s e r s i h t n i d e s u
Hollye ta.l( 2005 )a sctiedi nHinchey( 2008 .)
.
4 Observa itonCheckilsts
,) 8 0 0 2 ( n o s n h o
J Leedy and Ormrod (2005 )a sctied in Merlte r(2009 ) “
t a h t e s o p o r
p a checkils ti sa ils to fbehaviors ,characteirsitcs ,skills ,o roth re i
r e h c r a e s e r a t a h t s e it it n
e sinterested in invesitgaitng” (p .124) .In addiiton , accordingt o Fraenke landWallen( 1993) ,checkilst scontaina ilsto fbehavior so f
.s k s a t ri e h t g n it e l p m o c n i s l a u d i v i d n i y b e n o d s e c n a m r o f r e p d e ri s e d n i a tr e
c The
t s il k c e h
c s areusedt ocheckwhethe ral lpointsshouldbedonedu irngt het eaching s
s e c o r p g n i n r a e l d n
a haveoccurr ed o rnot .Merlte r(2009 )suppo trst hisi deaand e
h t r e h t e h w k c e h c o t r e h c r a e s e r e h t e l b a n e s t s il k c e h c t a h t s e t a t
s characteirsitc s
r u c c o d e v r e s b o g n i e
b o rnot .In thi sresearch ,the observaiton checkilsts would o
s l
.
5 SpeakingTests
s t s e t e h
T conductedby t her esearche rint hisr esearchwerespeakingt ests . y
e h
T mai e d to measure the students’ ablitiy in speaking Engilsh so tha tthe d
l u o c r e h c r a e s e
r knowwhethert he rteatmen tgiventot hestudent sw assuccessfu l .
t o n r
o The speaking test swould be conducted a t the end o fevery cycle of t his .
h c r a e s e
r Theset est sweredonet omeasurethestudents’i mprovementi ns peaking .
s d r a c e u c g n i s u y b t i d e n r a e l y e h t r e tf
a In these t sest ,the researche rused a g
n i k a e p
s rub ircadapted from Hughe s(1989 ,pp. 11 - 21 1 )1 .There would be four s
t n e m e l
e tos coreint het ests .Theywerepronunciaiton, gramma,rvocabulary ,and .
y c n e u lf
.
E DataAnalysi sTechnique
a t a d e h
T gathered by the researche rwould be analyzed by using data n
o it a l u g n a ir
t .Hinchey (2008 )proposes tha tin orde rto srtengthen the study , n
o it a l u g n a ir
t should come from a tleas tthree dfiferen tsources .Fu trhermore , i
n o it a l u g n a ir t t a h t s y a s ) 1 1 0 2 ( a y a j n a
S s impo tran tin orde r to ge taccurate .
n o it a m r o f n
i Emzri( 2008 )also suggestst ha tdatat irangulaitoncanbeusedt osee n
e e w t e b e c n e g r e v n o c e h
t thequanttiaitveandqualtiaitvedata.I nt hisr esearch,t he e
ri a n n o it s e u q m o r f n e k a t e b d l u o w d e t a l u g n a ir t g n i e b a t a
d s and speakingt est sa s e
h
t quanttiaitvedataandinterviews , ifeldnotes ,and observaitoncheckilsts ast he a
t a d e v it a ti l a u
q .
The data go tfrom the quesitonnaries would be analyzed quanttiaitvely . i
t a h t a t a d e v it a ti t n a u
m r o
f fo desc irpitve staitsitc s(Bogdan and Biklen ,2003) .In thi sresearch ,since ,
s e l a c s t r e k i L d e s u s e ri a n n o it s e u q e h
t thedatawould bepresented in theform o f e
g a t n e c r e
p .The formula tha twould be used to analyze the data go tfrom the e
ri a n n o it s e u
q s wouldbe:
n
x 100% = 100% ∑n
: e t o N
n : thenumbe rofs tudent swhochosetheopiton ∑n :t het ota lnumbe rofs tudent sbeingobserved
e h t f o t n e m e v o r p m i e h t w o n k o t r e d r o n
I students ’ performance s in t
, g n i k a e p
s he researche rwould t est t he studentsi n t heend o fevery cycle oft he h
c r a e s e
r .Thet ests aimedt o measurethestudents’i mprovementi n speaking atfe r t
i d e n r a e l y e h
t by using cue cards .There would be fou raspect sto score in the e
w y e h T . s t s e
t repronunciaiton, grammar ,vocabulary ,and lfuency .Theminimum score fo reach aspec twa so ne and t hemaximum scorewa s ifve .Therefore, t he
e b d l u o w t n e d u t s h c a e r o f e r o c s l a n
if int hef ollowingformula:
(pronunciaiton+grammar +vocabulary + lfuency ) x5=100
d e h
T ata gathered from the interviews would be descirpitve data . d
e h t , e r o f e r e h
T ata would be presented in the form o fshor tdescirpiton .The r
e w s n a ’ s t n e d u t s e h t f o e s a r h p a r a p d n a y r a m m u s e h t e b d l u o w n o it p ir c s e
d s du irng
w e i v r e t n i e h
e h
t data collected from the quesitonnaries a sthe addiitona ldesc irp iton to the tl
u s e
r s oft hequesitonnaries. e
h
T researche r would also use ifeld note s and observaiton checkilsts y
r e v e e b ir c s e d o t r e v r e s b o e h t y b n e tt ir
w single even t happened du irng the .
y ti v it c a g n i n r a e l d n a g n i h c a e
t The data obtained from the ifeld note s and t
s il k c e h c n o it a v r e s b
o s would be analyzed and presented a sdesc irp itvedata .The a
t a
d wouldhelpt her esearcheri ndescirbingtheproces sofi mplementaitono fcue e r o m s i t a h t n o it a m r o f n i e d i v o r p d l u o c r e h c r a e s e r e h t t a h t o s s s a l c n i s d r a c
. d e li a t e
d
.
F ResearchProcedure
t s ri
F l ,y the researche rconducted the preilminary study .In thi sstep ,the i
d r e h c r a e s e
r d observaitonint heclass .Theaimoft heobservaiton aw st o ifndthe m
e l b o r
p s faced by the student sin speaking class .A tfe rthat ,the researche r e
z y l a n
a d ht e problem sand t ire d to ifnd t hesoluiton t o help t he students .In t hi s h
s t n e d u t s e h t t a h t d n u o f r e h c r a e s e r e h t , e g a t
s ad dfiifcutly in thei rspeaking e b d l u o c t a h t e u q i n h c e t e t a ir p o r p p a n a d n if o t d e ir t r e h c r a e s e r e h t , n e h T . y c n e u lf
. m e l b o r p s i h t e v l o s o t d e s
u Finally ,the researche rchose cue cards to help the s
t n e d u t
s improvetherispeaking lfuency. e
s e r e h t , t a h t r e tf
A arche rmade a plan fo rthe research .The researche r d
e t c u rt s n o
c thel esson plan sand mateiral sfor t het eaching and l earning process . r
e h c r a e s e r e h
T also designed some speaking acitviite sto implemen tcue cards . n
e h
