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A ... ... ... v iii ACKNOWLEDGEMENTS... ... ... i x
S T N E T N O C F O E L B A
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R E T P A H
C .I INTRODUCTION .
A Background ... 1 .
B Methodo fStudy... 4
I I R E T P A H
C . DISCUSSION .
A Natureo fSpeakingSkli l... 6 )
1 TeachingSpeakingSkli l... 7 .
B Natureo fMedia ... )
1 CueCards. ... )
2 TheTypeo fCueCards. ... .
C Natureo fMoitvaiton. ... .
D CooperaitveLanguageLearning. ... )
1 TheDeifniitono fCooperaitveLanguageLearning. .. )
2 TheCharacteirsitco fCooperaitve Language n
r a e
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3 TheGoa lo fCooperaitveLanguageLearning. ... )
4 TheBenefti so fEmployingCooperaitveLearning
8 0 1
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.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
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C CONCLUSIONSANDSUGGESTIONS .
A Conclusion s... 17 .
B Suggesitons. ... 1 8
S E C N E R E F E
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. n o it a v it o m r i e h t h g u o r h t s i m e h
t I ti sconfrime d by Chamo twho states tha t
t
sudent sin clas salso expeirence the poores tcondiiton o fspeaking .Thi sresul t
e tf a s a l l e w s a s s a l c n i h s il g n E g n i k a e p s o t t n a t c u l e
r rclass .I ti simpo tran tfo r
s s a l c n i y ll a i c e p s e , h s il g n E k a e p s o t m e h t e t a v it o m d n a e g a r u o c n e o t s r e h c a e t
.) 3 9 9 1 , t o m a h C
( Moitvaiton i salso a facto rtha taffect sstudents ’performance .
, y ll a u s
U highly moitvated students can reach the good resutl in the class .
, ) 5 7 9 1 ( d r a h tl u o C d n a r i a l c n i S o t g n i d r o c c
A “people learn bes twhen they’re
n i o g s i t a h w n i d e v l o v n i d n a , d e t s e r e t n i , d e s s e rt s n u , e l b a tr o f m o c , d e x a l e
r gonand
” . e u n it n o c o t d e t a v it o
m Davis ( 1993) evenstatedt hesimlia rwayt ha thesugges t
s t c e p s a
4 of t eaching stiuaiton t ha tenhance students ’sel fmo itvaiton which are
’ s t n e d u t s t r o p p u s t a h t k c a b d e e f g n i v i
g beileft hatt heycandowel .lFoundingt ha t
t n a w r e ti r w e h t , e s a e r c n i o t g n i h t l a i c u r c a s i n o it a v it o
m s tohelpt eachert osolve
n i s u m e l b o r p s i h
t gcuecards a smedia .A sHamailk (1998)stated tha tmedia are
d u t s e t a v it o m o t d e s
u ents i nl earning (p. )18 .Ge lrach and Ely( 1980 : 241 )also
h c i h w n o it i d n o c s e h s il b a t s e t a h t t n e v e r o l a ir e t a m , n o s r e p y n a s a a i d e m d e n if e d
i u q c a o t s t n e d u t s / s r e n r a e l e l b a n
e reknowledge,s kills ,andatttiudes .
d r a c e u c , y d u t s s i h t n
I s ea r in rtoduced a sone o fthe teaching media .
c t a h t d e t o n 0 1 0 0 2 ( r e m r a
H ue card s are card wtih word sand pictures on ,which
e g a r u o c n e o t d e s u e r
a the students t or espond ( p.134) .Teachingspeaking using
d r a c e u
c s wli lgivedfiferen tpercepitont ot hes tudent saboutl earnings peaking.I t
e r o m e b l li w s s e c o r p g n i n r a e l g n i h c a e t d n a e v it c a e r o m s t n e d u t s e h t e k a m l li w
. n u
f Cue card s tisel fare no tdfi ifcutl t o create .The proces so fmaking ti i sno t
s d e e n y l n o t I . d e t a c il p m o c e ti u
q teacher’ screaitvtiy and i nnovation t o make an
d r a c e u c g n it s e r e t n
e r
a able t o help students to desc irbeeasliy .Beside ,st here are some i nformaiton
u c d n i h e
b e cards tha tcan help students to ge tsome informaiton to add thei r
. k a e p s o t e g d e l w o n k
d r a c e u c g n i n g i s e d n
I s a sa media to increase students’ moitvaiton ,cue
d r a
c s should be accepted and understood by students .Thi spape rpresent scue
d r a
c s a smedia to improve students ’moitvaiton in speaking skill .Thi spape r
n a o t e k il d l u o
w swert hequesiton :howarecueca s rd implementedi naclassroom
? g n i k a e p s n i n o it a v it o m ’ s t n e d u t s e v o r p m i o t
p a p s i h t t a h t s t c e p x e r e ti r w e h
T eri sablet ogiveasoluitont o help t eache r
c n i o
t rease students ’moitvaiton in speaking .Then ,by using cue cards ,the
e r e h p s o m t a e v i c u d n o c e d i v o r p d n a e t a e r c n a c r e h c a e
t tostudy .Thi spaperi salso
t x e n e h T . s s a l c n i n u f d n a y li s a e h s il g n E n r a e l o t s t n e d u t s t s i s s a o t d e t c e p x e
n a c r e h c r a e s e
r conside rchoosingcuecards a smediai nt eachings peaking .
.
B Methodof T h Se tudy r
e p a p s i h t n
I , the wrtie rused ilbrary study . The wrtie r gathered some
s e c n e r e f e
r from some book srelated to the topic .Those reference shelped the
t e v l o s d n a n i a g o t r e ti r
w he problemi n t hi sstudy .Thi spaper t ired toprove tha t
e r a s d r a c e u
c oneo fthemediastoi mproves tudents ’moitvaitoni ns peakings kill .
. m e l b o r p e h t e v l o s o t r e h c a e t p l e h o t s t n a w r e ti r w e h T
n i a g o t y a w e h t ) 9 7 9 1 ( h e i v a z a R d n a s b o c a J , y r A o t g n i d r o c c
A the soluiton
d e t a l e
r research,f rom t he knowledge t he r esearcher i sable t o de ifne f ronite ron
e h t n i y r o e h t e h t d n a t s r e d n u d l u o h s r e h c r a e s e r a s i p e t s d n o c e s e h T . d l e if e h t
, e r o f e r e h T . d l e
if the researcher i sable t o place t he quesiton i n prespecitve .The
o t w o h n r a e l r e h c r a e s e r e h t , h c r a e s e r d e t a l e r s e i d u t s r e h c a e s e r a s i p e t s d ri h t
d r a c e u c e k a
m s and i mplemen t ti t o t he student ,and a sa prediciton,t he media
u d e v o r p e v a
h sefu land canovercomet heproblem .Thef o trhstepi sar esearche r
y d u t s s u o i v e r p e h t w o n k d l u o h
s whichi srelatedt ot her esearcht oavoidt hes ame
p e r l a n o it n e t n i n u t a h t o s c i p o t e m o s e h t r o y d u t
s ilcaiton does on thappen .The
s r e h c r a e s e r a s i p e t s h tf
if hould know the study o frelated l tierature .Therefore ,
f o e c n a c if i n g i s e h t t e r p r e t n i o t n o it i s o p r e tt e b a n i e c a l p o t e l b a s i r e h c r a e s e r e h t
.) 7 5 . p ( s tl u s e r n w o r i e h t
, y d u t s y r a r b il n
I the wrtie rfound the problem and t ired to solve the
. m e l b o r
p Before overcoming the problem ,the wrtie rshould know abou tthe
. m e l b o r p e h t e v l o s o t w o h d n if o t d e ir t d n a m e l b o r
p The wrtie rsearched some
. c i p o t e h t o t d e t a l e r s e ir o e h
t Based on related ltierature ,the wrtie rsolved the
m e l b o r
p .Somet heo ire shelpedt hewrtiert ogett hei deai nmakingcuecards a sa
6 I R E T P A H
C I
N O I S S U C S I D
l a t n e m a d n u f e h t s a d e s u g n i e b e r u t a r e ti l d e t a l e r s t n e s e r p n o it c e s s i h
T facto ro f
. y d u t s s i h
t Thet heoreitca ldesc irpiton presentst hemaint heo irest ha tare goingt o
. y d u t s s i h t n i d e s u e
b The discussion consist so fthe formulated problem ,the
t u l o
s ionandhowt hats oluitoni simplemented .
e r u t a n s e s s u c s i d r e ti r w e h t , n o it c e s t s ri f e h T . s n o it c e s o w t e r a e r e h t tr a p s i h t n I
f
o speaking skill, nature o fmedia ,natureo fmoitvaitona ndcooperaitve l anguage
g n i n r a e
l .The second seciton ,the wrtie rdiscusse sabou tteaching Engilsh using
d r a c e u
c s cani mproves tudents ’moitvaitoni ns peakings kill .
.
A Natureo fSpeakingSkill
g n i k a e p
S i soneoft he f ourl anguageskill sbeside silstening ,w iritng ,and
. g n i d a e
r T he gramma rin ora llanguage i ssimple rthan w irtten language .Even
, e l p m i s s i ti h g u o h
t we alway s ifnd t ha tstudent shave dfi ifcutly i n speaking .In
n e tt ir w e h t o t d e r a p m o c n o m m o c y r e v e r a s d r o w c ir e n e g , n o it c a r e t n i n e k o p s e h t
e g a u g n a
l whicho tfen r equriest heuseo fspeci ifc wordst omake t het opicbeing
. r a e l c t u o b a d e k l a t
o t e g a u g n a l f o e s u l a b r e v e h t s i g n i k a e p s e h t , e r o m r e h t u
F communicate
3 2 . p , 3 0 0 2 , r e h c l u F ( s r e h t o h ti
w s i s i h t r e h t e h w , s e g a u g n a l ll a f o g n i n a e m d n a e r u t c u rt s e h
t irttenors poken .
a tr o p m i e m o s e r a e r e h
T n tcomponents i n speakingskli lsuchas accuracy
r a m m a r g t c e r r o c , n o it a l u c it r a , y ti r a l c s e d u l c n i y c a r u c c A . y c n e u lf d n
a , andspeech
d n a e g a u g n a l e h t f o g n i w o ll o f e h t s e d u l c n i y c n e u lf f o e p o c s e h t s a e r e h w , d n u o s t w o
h oproducenaturall anguage .
.
1 TeachingSpeakingSkill
) 9 9 9 1 ( r
U ys s a tha tspeaking skill i s t he i ntuiitvely t he most i mpotran to f
. g n it ir w d n a g n i d a e r , g n i k a e p s , g n i n e t s il e r a h c i h w s ll i k s r u o f e h t l l
a River s
t a h t s y a s o s l a ) 0 7 9 1
( to teach speaking skli,l i ti snecessary to have the
g n i d n a t s r e d n
u oft heprocessi nvolvedi ns peech .Therefore ,tii snecessaryf ort he
s e it i n u tr o p p o s t n e d u t s e h t e v i g o t r e h c a e
t to pracitse the speaking skli lso tha t
. r e t a e r g d n a r e t a e r g p o l e v e d l li w y e h t o s c it s ir e t c a r a h c e h
T fasuccesfu lspeaking acitvtiyaccordingt oUr ,Penny
: e r a ) 0 2 1 . p , 9 9 9 1 ( .
1 Learners t alk a l ot .Teache ruse sa smuch a spossible of t he peirod o f . k l a t o t r e n r a e l e h t y p u c c o o t y ti v it c a .
2 Paritcipaiton i seven .In t he speaking clas ,s t he discussion i sserved to k a e p s o t e c n a h c t e g s t n e d u t s e l o h w e h
t andevenlydist irbuted.
.
3 Moitvaiton i shigh .The learner sare eage rto speak because they are r o , ti t u o b a y a s o t w e n g n i h t e m o s e v a h d n a c i p o t e h t n i d e t s e r e t n i h t e v e i h c a o t r e d r o n i e r o m k l a t o t d e e n y e h t e s u a c e
b ei robjecitve o f
. g n i n r a e l .
4 Language i so fan acceptable l evel .The l earner sare freely t o expres s h c a e o t e l b i s n e h e r p m o c y li s a e , t n a v e l e r e r a t a h t e c n a r e tt u n i s e v l e s m e h t o t s a h r e h c a e t e h T . y c a r u c c a e g a u g n a l f o l e v e l e l b a t p e c c a f o d n a , r e h t o e s e h t e c it o
.
B Natureo fMedia
, g n i n r a e l n
I thet eacheruse smediatoconvey knowledge andi nformaiton
ti s e s u o s l a r e h c a e T . s t n e d u t s e h t o
t tomoitvatestudents in l earning .According
o
t Encyclopediao fEducaitona lResearch ,mediacani ncreases tudents ’atteniton .
. ) 8 1 . p , k il a m a H n i d e ti c s a ( n o it a v it o m ’ s t n e d u t s e v o r p m i o t d e s u o s l a s i a i d e M
n i d e if i s s a l c e r a h c a e t o t a i d e m , ) 7 9 2 : 0 9 9 1 ( y l E d n a h c a lr e G o t g n i d r o c c A
: s a h c u s ,s e ir o g e t a c l a r e n e g x i s e h t
.
a Picture
e r u t c i
P consist so fphotograph so rany objec to revents ,which may be
.t n e s e r p e r ti t n e v e r o t c e j b o e h t t a h t r e ll a m s r o r e g r a l
.
b Audior ecording
. k c a rt d n u o s d n a , e r u t c i p n o it o m , c s i d , e p a t c it e n g a m n o e d a m s i g n i d r o c e R
.
c MoitonPicture
m i g n i v o m a s i e r u t c i p n o it o m
A age i n colo ro rblack and whtie produced
. n o it a t n e s e r p e r c i h p a r g m o r f r o n o it c a e v il m o r f
. d T V
n o it u b ir t s i d c i n o rt c e l E o e d i V o i d u A f o s e p y t l l a s e d u l c n i y r o g e t a c s i h T
.r o ti n o m V T n o r a e p p a y ll a u t n e v e h c i h w m e t s y s
.
p s e d u l c n
I eople , events , objects , and demonsrtaiton rea l thing s a s
r o t c e j b o l a u t c a e h t r o f d e t u ti t s b u s t o n e r a , a i d e m r e h t o h ti w d e t c u rt s n o c
.s t n e v e
Sad ijman (2003 )argues t hat t he i nsrtucitona lmedia for t eaching l earning
n i d e if i s s a l c e b n a c a i s e n o d n I n i s s e c o r
p to ifvecatego ire sas:
)
1 Game sandSimulaiton :e.g .words ,people ,andr oleplaying
)
2 Visua lmedia ,media tha tcan be seen and ti sfunciton i sto dist irbute the
e r a a i d e m l a u s i v f o e l p m a x e e h T . r e v i e c e r e h t o t s e c r u o s e h t m o r f e g a s s e m
e k s , o t o h p / s e r u t c i
p tch ,diagram ,cha tr ,ca troon ,map ,globe ,lfanne lboard.
)
3 Audiomedia
f o s e l p m a x e e h T . s d n u o s s ti f o e s u a c e b l u f e s u s i t a h t a i d e m a s i a i d e m o i d u A
. k s i D t c a p m o C r o , e p a t , o i d a r e r a a i d e m o i d u a
)
4 Audio-Visua lmedia
u a c e b l u f e s u e r a t a h t a i d e m a s i
tI se of t hei rsound sand pictures ,TV ,Video ,
. a i d e m f o d n i k s i h t f o e l p m a x e e h t e r a h tr o f o s d n a , D V D , r e t u p m o C
)
5 Stli lprojectedmedia
f o l e d o m e h t e r a m li f , m li f o r c i m , r o t c e j o r p e u q a p o , P H O , p ir t s m o r f , s e d il S
. a i d e m d e t c e j o r p l li t s
it a n a l p x e e h t m o r
F on given by Ge lrach & Ely and Sadiman ,there are
r e G o t g n i d r o c c
A lach and Aly (1990 :277) ,media, expecially picture ,also help
. n o it n e tt a s u c o f o t s t n e d u t
s Therefore , teache r mus t be wise to selec t the
s t n e d u t s e h t f o c it s ir e t c a r a h c e h t r e d i s n o c o s l a t s u m r e h c a e t e h t ; a i d e m e t a ir p o r p p a
e l e h t o t d e t a l e r y lt c e ri d h c i h
w arningproces .sI nt hi spaper ,thewrtierchoset ouse
a i d e m l a u s i
v s (cue cards) .Visua lmedia i sconsidered very powerfu lto atrtac t
n a n o it n e tt a ’ s t n e d u t
s d concenrtaiton because i tis more colorfu land interesitng .
tr e p x e t a h w s
A s have said above ,thi smedia help the student sto acqu rie some
. e c n e t n e s a d li u b d n a d r o w a e t a e r c o t e g d e l w o n
k
.
1 CueCards
1 : 1 0 0 2 ( r e m r a
H 3 4)statedt ha t“cuecard s are card swtihword so rpicture
d r a c e u C . ” d n o p s e r o t s t n e d u t s e h t e g a r u o c n e o t d e s u e r a h c i h w , t a h t n
o s are also
d r a c e u c , s e d i s e B . l u f r o l o c s i t i e s u a c e b g n it s e r e t n
i sare inexpensive and the
f o g n i k a
m ti i sno tcompilcated t o create .Cue card shelp students ot produce an
.l i a t e d n i g n it h e m o s e b ir c s e d o t d e k s a e r a s t n e d u t s n e h w y li s a e n o it p ir c s e d
e r u t c i p g n i s u f o s e g a t n a v d a l a r e v e s e r a e r e h
T s (cue cards )in learning
g n
E ilshsuggestedbyJeremyHarmer( 2001:134 )inhi sbook itltedThePracitceo f
w o ll o f s a e r a y e h T . g n i h c a e T e g a u g n a L h s il g n
E s:
) 1
( Pictures r eallyhelpt or educepreparaiton itme .Set so fpicturecanber e-used , , s d i k r o f s e s s a l c n i l e v e l y n a t a d e s u e b n a c d n a , d e t a n i m a l e b n a c t i y ll a i c e p s e
n a s e s s a l c m a x e , s r e g a n e e
t dadutlsf ollowinggenera lo rbusines scourses .
) 2
.t e g n a c y e h t s a e c it c a r p h s il g n E n e k o p s
.
2 TheTy peo fCueCards
a i d e m a s a e r u t c i p f o s e p y t d a ir y m e r a e r e h t ,) 1 0 0 2 ( r e m r a H o t g n i d r o c c A
. e r u t c i p l li t s d n a e r u t c i p n o it o m e r a y e h t ; g n i h c a e t n
i A moiton picture include s
, e r u t c i p l l a w , s d r a c h s a lf s e d u l c n i e r u t c i p l li t s s a e r e h w , c t e , e i v o m n o o tr a c , m li f
d r a c e u c , r e m r a H o t g n i d r o c c A . s d r a c e u c d n
a salso are card swtih word so o r
o t s t n e d u t s e t e g a r u o c n e o t d e s u e r a h c i h w , t a h t n o e r u t c i
p respondi npai ro rgroup
. k r o
w The t ypeo fcue card stisefl i sbasedon tisf unciton .Some cuecards can be
t a n i d e s
u alkshow ,i tis called talkshow cue cards .Some cue cards i sused fo r
. d r a c e u c g n i h c a e t d e ll a c s i ti , g n i h c a e t
d r a c e u c t a h t e v e il e b r e ti r w e h t , s e ir o e h t s i h t n o d e s a
B s can be an
. g n i k a e p s g n i n r a e l n i a i d e m g n it s e r e t n
i Besides ,cuecardi si nteresitng ,ticanhelp
u t
s d s ent to memo irze word s quickly because cue card s are able to make
.s s e c o r p g n i n r a e l g n i h c a e t n u f e k a m o t e r e h p s o m t a e l b a tr o f m o c
.
C Natureo fMo itva iton
t n e d u t s e n i m r e t e d o t r o t c a f l a i s n e s s e n a s i n o it a v it o
M s to do something .
i o s s i r o t c a f s i h
T mpo tranti nt eaching l earningprocess .Tlieston( 2007 )a squoted
y d u t s o t , g n i h t e m o s o d o t e v ir d e h t o t s e t a l e r n o it a v it o m t a h t d e t a t s a n il r a M y b
. li a f e w n e e h w n i a g a y rt o t s u s e g a r u o c n e d n a , s g n i h t w e
n Hine and Rutherford
it a v it o m t a h t d e t a t s o s l a ) 2 8 9 1
s a d e n n a l p y ll u f e r a c n i s e g a g n e e h s a n o it a u ti s g n i n r a e l e h t n i r e h c a e t m o o r s s a l c
, l a s r e v i n u , c i s a b e h t f o e r o m r o e n o y f s it a s l li w h c i h w s e c it c a r p e v it i u t n i s a l l e w
f a d n a e v it i n g o
c fecitvehumanneeds .
h g u o r h
T the moitvaiton ,the studen twli lhave an effort when they mee t
. e r u li a f r o s e l c a t s b
o We can no tdeny tha tmoitvaiton play sa vtia lrole in the
. t n e m e v e i h c a ’ s t n e d u t
s Gardner ( 1985 )classi ifng moitvaitoni nto 2l evels ,goa lo r
o irentedmoitvaitonand coremoitvaiton .Themoitvaitonatt hegoall eveli nclude s
d n a , g n i n r a e l e g a u g n a l o t n o it a t n e ir o ’ s t n e d u t s e h t , n o it a v it o m e r o c ’ s t n e d u t s e h t
. n o i s a u ti s g n i n r a e l e h t s d r a w o t s e d u ti tt a ’ s t n e d u t s e h
t Gardne rdesc irbe score
Engilsh language learning moitvaiton a s a consrtuc t composed o f three
s d r a w o t s e d u ti tt a e h t : s c it s ir e t c a r a h
c learning a language (affec)t ,the desrie to
e g a u g n a l e h t n r a e
l (want ) and moitvaitona l intenstiy (effor)t . According to
a u g n a l e h t n r a e l o t t n a w l li w l a u d i v i d n i d e t a v it o m y l h g i h a , r e n d r a
g ge ,and st irve
. e g a u g n a l e h t n r a e l o
t Hence ,basedont hist he yor ,t hewrtie rbeilevest ha tcuecard
h c i h
w creates comfortable atmosphere can improve students ’moitvaiton toward
. r o i v a h e b r i e h
t Thei mprovemen tcanbel ookedat t ot hestudents ’desriet o do the
r o k s a t e h t o d o t r u o v a e d n e r i e h t d n a n o it il o v ’ s t n e d u t s , r e h c a e t e h t y b n e v i g k r o w
a e l g n i h c a e t g n ir u d k r o
w rning proces sin the classroom. Fu trhermore ,teache r
. s t n e d u t s f o t n e m e v o r p m i e h t e e s o t t e e h s n o it a v r e s b o n a s e k a
m Teache rcanwrtie
e h t n w o
d students’ improvemen tin teaching learning proces so ra tfe rteaching
.s s e c o r
.
D Coopera itveLanguageLearning
.
1 TheDe ifni itono fCoopera itveLanguageLearning
f o e s u e h t s e z i m i x a m t a h t h c a o r p p a l a n o it c u rt s n i e h t s i g n i n r a e l e v it a r e p o o C
s e it i v it c a e v it a r e p o o
c involving pa ri sand smal lgroup so flearner sin learning
n I . s s e c o r
p second l anguage t eaching ,“cooperaitve l earning i salso adopted a sa
it a c i n u m m o c g n it o m o r p f o y a
w ve interaciton in the classroom” (Richard sand
9 1 ( n i v a l S o t g n i d r o c c A . ) 2 9 1 : 3 0 0 2 , s r e g o
R 95:2) ,cooperaitve language learning
p l e h o t s p u o r g l l a m s n i k r o w s t n e d u t s h c i h w n i d o h t e m g n i h c a e t f o y t e ir a v o t s r e f e r
. t n e t n o c c i m e d a c a n r a e l r e h t o n a e n o
h c i h w n i y a w a s n a e m g n i n r a e l e g a u g n a l e v it a r e p o o c , n o it a n a l p x e e h t m o r F
i w r e h t e g o t k r o w s t n e d u t
s th thei rpatrner ,discuss ,argue and help each othe rin
o t r e d r
o g et ce train goal .Therefore ,cooperaitve language learning can be very
.s r e h t o h g u o r h t g n i k a e p s s ’t n e d u t s g n i v o r p m i r o f l u f p l e h
.
2 TheCharacterisitc so fCoopera itveLanguageLearning
g n i d r o c c
A to Mliil s (1996:5) , there are ifve main key element s o f
e r a y e h T . g n i n r a e l e g a u g n a l e v it a r e p o o
c desc irbedasf ollows:
)
1 Student swork togethe ron common task so rlearning acitviite stha tare bes t
. k r o w p u o r g h g u o r h t d e l d n a h
)
)
3 Student suse cooperaitve ,pro-socia lbehavioral t o accompilsh t hei rcommon
.s e it i v it c a g n i n r a e l r o s k s a t
)
4 Student sare interdependent .Acitviite sare srtuctured so tha tstudent sneed
o m m o c r i e h t h s il p m o c c a o t r e h t o h c a
e nt ask sorl earningacitviite .s
)
5 Student sarei ndividuallyr esponsiblef ort hei rworkorl earning.
y l n o t o n , s t n e d u t s e h t o t t n i o p s u l p e v i g l li w e v o b a s c it s ir e t c a r a h c e s o h T
n i l a i c o s e h t o s l a t u b e c n e g il l e t n i c i m e d a c a e h
t telilgencei nalearningproces .s
.
3 TheGoal so fCoopera itveLanguageLearning
) 5 9 1 : 3 0 0 2 ( s r e g d o R d n a s d r a h c i
R state tha t the overal l objecitve s o f
p o l e v e d o t , n o it it e p m o c n a h t r e h t a r n o it a r e p o o c r e t s o f o t e r a g n i n r a e l e v it a r e p o o c
n e t e p m o c e v it a c i n u m m o c p o l e v e d d n a , s ll i k s g n i k n i h t l a c it ir
c ce through socially
e s a e r c n i o t d e r a e p p a o s l a s i g n i n r a e l e g a u g n a l e v it a r e p o o C . s e it i v it c a d e r u t c u rt s
. y ti s r e v i d d r a w o t e c n a t p e c c a d n a e c n a r e l o t ,t n e m e v e i h c a c i m e d a c a
.
4 TheBenefti so fEmployingCoopera itveLearning
9 7 : 1 9 9 1 ( n o s n h o J d n a n o s n h o J o t g n i d r o c c
A ) ,there are some benefti sfrom
ll a m
s -group l earningi na collaboraitve envrionment f romt he genera lperspecitve .
, s e c n e r e f fi d l a u d i v i d n i f o t n e m e g d e l w o n k c a , y ti s r e v i d f o n o it a r b e l e c e r a y e h T
i n r a e l n i s t n e d u t s g n i v l o v n i y l e v it c a , t n e m p o l e v e d l a n o s r e p r e t n
i ng ,and more
.
a Celebraitono fDiverstiy
a e l r o f s e c n a h c s e d i v o r p g n i n r a e l n o it a r e p o o
C rners t o work wtih all t ype so f
t c e lf e r o t s e it i n u tr o p p o y n a m d n if y e h t , s n o it c a r e t n i p u o r g l l a m s g n ir u D . e l p o e p d e h t o t y l p e r d n a n o p
u iverser esponse sotherl earner sb irngt ot hequesitonsr aised.
.
b Acknowledgmen tofI ndividua lDfiference s
. s e s n o p s e r f o y t e ir a v a e v a h l li w s r e n r a e l t n e r e f fi d , d e s i a r e r a s n o it s e u q n e h W e d i w a s t c e lf e r t a h t t c u d o r p a e t a e r c p u o r g e h t p l e h n a c e s e h t f o h c a
E range o f
. e v i s n e h e r p m o c d n a e t e l p m o c e r o m s u h t s i d n a s e v it c e p s r e p .
c Interpersona lDevelopment
k r o w y e h t s a s r e n r a e l r e h t o d n a s r e e p r i e h t o t e t a l e r o t n r a e l s r e n r a e L h ti w y tl u c if fi d e v a h o h w s r e n r a e l r o f l u f p l e h e b n a c s i h T . p u o r g a n i r e h t e g o t ll i k s l a i c o s .s .
d AcitvelyI nvolvingStudentsi nLearning
e r a s r e n r a e L . s p u o r g l l a m s n i e t u b ir t n o c o t s e it i n u tr o p p o s a h r e b m u n h c a E d e t a l e r t u o b a y ll a c it ir c k n i h t o t d n a l a ir e t a m r i e h t f o p i h s r e n w o e r o m e k a t o t y l e k il . m a e t a s a k r o w y e h t n e h w s e u s s i .
e MoreOppo truniitesf o rPersona lFeedback
.
5 ThePurposeo fUsingCueCa s rd inSpeakingSkill
d r a c e u
C s in l earning process i sa media t o i mprove students ’moitvaiton i n
. ll i k s g n i k a e p
s Teache rteache sspeaking by using cue card sin the classroom .The
. ” S D R I B “ s a w s d r a c e u c g n i s u g n i k a e p s g n i h c a e t f o c i p o t d e t c e l e
s The wrtie rchose
, e r o f e h T . s t n e d u t s A P I e r a s t n e d u t s e h t e s u a c e b c i p o t t a h
t i tcan be easie rto the
r e ti r w e h t ,s e d i s e B . e r u t a n o t d e s o l c t e g o t s t n e d u t
s want t o en irch t hei rknowledge
. a n u a f t u o b a n o it a m r o f n i d n a
d n a n a l p n o s s e l e n o s a w e r e h t ,r e p a p s i h t n
I teaching-learningmate iral .Int hi s
r u t c i p e m o s e r a e r e h t ,s l a ir e t a m g n i h c a e
t e so fbrid .s In t he previou sacitv tiy, t eache r
t i s s u c s i d o t s t n e d u t s e h t s k s a d n a d ri b t u o b a w o n k y e h t t a h w s t n e d u t s e h t s k s a
. s ri a p r i e h t h ti w r e h t e g o
t A tfer t ha,t t eache rexplains t he dfi ifcul tvocabulary behind
. e n o y b e n o s d r a c e u c e h
t Teache rdoe s ti to make sure t hat t he student sknow t he
t i y e v n o c d n a k a e p s y e h t e r o f e b t s ri f l l e w s e ir a l u b a c o
v to thei rf irends .So ,the
. s d n e ir f ri e h t o t y a s y e h t ll i w t a h w d n a t s r e d n u s t n e d u t s
, y ti v it c a d n o c e s e h t n
I teache rdist irbutest hecuecardst oonestudenti napai r
. r e n tr a p r i e h t o t s d r a c e u c e h t w o h s o t t o n m e h t s k s a d n
a Then, t eache rasks t hem t o
f o t n o r f n i d n a k a e p
7 1
I R E T P A H
C II
N O I S U L C N O
C SANDSUGGESTIONS
Thi sseciton present ssome conclusion sand suggesiton sfo rthe study. The e
r a s n o it s e g g u
s intendedt obeused tocreateanothe rcuecardo ranothe rmediat o n
o it a v it o m ’ s t n e u d u t s e v o r p m i d n a l li k s g n i k a e p s h c a e
t .Thi sstudyaimed t osolve s
n i m e l b o r p ’ s t n e d u t s e h
t peakings kli lusingcuecards .
.
A Conclusions r e p a p l a n if s i h
T i smadet hroughaf ewsteps .Frislty,t hewrtiers houldl ook .
c i p o t e h t o t d e t a l e r k o o b e m o s r e h t a g d n a r o
f The wrtie ralso decided t o use cue s
d r a
c a smediai n t eachingspeaking .Ther eason f o rchoosingand usingcue cards n
i teachingwa sbecauset heyareinteresitngandcolorful .Besides ,cuecards could r e ti r w e h T . n u f e m a c e b y d u t s g n i n r a e l e k a m o t e r e h p s o m t a e l b a tr o f m o c e t a e r c
a h t s e v e il e
b tusing t ha tmediacan also i mprove students ’moitvaiton i nspeaking . k r o w n o e v ir t s o t tr o f f e r i e h t d n a r o i v a h e b r i e h t , e d u ti tt a ’ s t n e d u t s y b n w o h s s a w t I
y ti v it c a d n a s s a l c e h t g n ir u
d .
c e u c h g u o r h t e u q i n h c e t g n i h c a e t d e p o l e v e d r e ti r w e h t ,r e p a p s i h t n
I a s .rd
d l u o c r e h c a e t ,s s e c o r p g n i n r a e l g n i h c a e t e h t m o r
F increase students’ i nteres tand .
y ti s o ir u
.
B Sugges itons , n o it c e s s i h t n
I the wrtie rproposest wo suggesitons .Thef ris tsuggesiton i s o
f rEngilsh t eacher .The t eache rwhoa re going to i mplemen tcue card sshould s i n o it s e g g u s d n o c e S . y l e v it c e f f e e m it e s u d n a n o it a c o ll a e m it o t n o it n e tt a y a
p fo r
s r e h c r a e s e r r e h tr u
f .Futhe rresearche rshould make more acitvi ite sin teaching .
g n i k a e p
s Beside ,s futherr esearchers houlddevelopmorei nteresitngcuecards to .
t s e r e t n i d n a y ti s o ir u c ’ s t n e d u t s p s a r g
o h w m e h t r o f l u f e s u e b l li w n o it s e g g u s e s o h t s t c e p x e r e ti r w e h t , y ll a n i F
9 1
E
C
N
E
R
E
F
E
R
S
. ) 9 7 9 1 ( . A , h e ir a z a R & , . C . L , s b o c a J , . D , y r
A Introduciton t oresearchi neducaiton .
. a t a d n o it a c il b u p n i g n i g o l a t a c s s e r g n o c f o y r a r b il : k r o Y w e N
n i d d u r a h a
B & aEs . . ,N .W (2008) .Teor ibelaja rdan pembelajaran .Yogyaka tra :Ar -.
a i d e M z z u R
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B (1987) .Speaking .Oxford ,UK :OxfordUniverstiyPres .s .
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f second language ,Edtied by D .Mendelson and J .Rubin . .s
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A S A H A B & S P I , A P I M A R G O R P 1 r e t s e m e S , I X s a l e K i s n e t e p m o K r a d n a t
S Kompetens iDasar
n a k r a g n e d n e M .
1 Memaham imakna n a p a k a c r e p m a l a d n a d l a n o i s k a s n a rt n a d i m s e r l a n o s r e p r e t n i ( t u j n a lr e
b sustained )
s k e t n o k m a l a d ir a h e s n a p u d i h e
k - irh a
1 .
1 Meresponmaknadalampercakapan ( l a n o i s k a s n a
rt togett hing sdone )dan n a d i m s e r ) i s a s il a i s o s r e b ( l a n o s r e p r e t n i ( t u j n a lr e
b sustained)s ecaraakura,tl ancar , m a g a r n a k a n u g g n e m g n a y a m ir e tr e b n a d n a p u d i h e k s k e t n o k m a l a d n a s il a s a h a b ir a h e
s -har idanmeilbatkan itndakt ut :ur t a p a d n e p n a k i a p m a y n e
m ,meminta
t a p a d n e
p ,menyatakanpuas ,dan s a u p k a d it n a k a t a y n e m 2 .
1 Meresponmaknadalampercakapan ( l a n o i s k a s n a
rt togett hing sdone )dan n a d i m s e r ) i s a s il a i s o s r e b ( l a n o s r e p r e t n i ( t u j n a lr e
b sustained)s ecaraakura,tl ancar , tr
e b n a
d eirmayangmenggunakanr agam n a p u d i h e k s k e t n o k m a l a d n a s il a s a h a b ir a h e
s -har idanmeilbatkan itndakt utu : it a h e s a n e
m ,mempeirngatkan ,meluluskan n a a t n i m r e
p ,s etramenyatakanperasaan f
e il e
r , npai ,danpleasure
2 Memaham imaknat ek s n a d k e d n e p l a n o i s g n u f k u t n e b r e b g o l o n o m , e v it a r r a n , s t r o p e
r nda
n o it is o p x e l a c it y l a n a s k e t n o k m a l a d ir a h e s n a p u d i h e
k - irh a
1 .
2 Meresponmaknayangt erdapa tdalamt ek s k e d n e p l a n o i s g n u f n a s
il resm idant ak
a m ir e tr e b n a d r a c n a l ,t a r u k a a r a c e s i m s e r n a p u d i h e k s k e t n o k i a g a b r e b m a l a
d sehair
-ir a h 2 .
2 Meresponmaknadalamt ek smonolog n a s il a s a h a b m a g a r n a k a n u g g n e m g n a y m a l a d a m ir e tr e b n a d r a c n a l ,t a r u k a a r a c e s a h e s n a p u d i h e k s k e t n o
k ir-har idalamt ek s
: k u t n e b r e
i s n e t e p m o K r a d n a t
S Kompetens iDasar
a r a c i b r e B .
3 Mengungkapkanmakna n a p a k a c r e p s k e t m a l a d n a d l a n o i s k a s n a rt n a d i m s e r l a n o s r e p r e t n i ( t u j n a lr e
b sustained)
s k e t n o k m a l a d ir a h e s n a p u d i h e
k - irh a
1 .
3 Mengungkapkanmaknadalampercakapan ( l a n o i s k a s n a
rt togett hing sdone )dan i m s e r ) i s a s il a i s o s r e b ( l a n o s r e p r e t n
i dan
( t u j n a lr e
b sustained )denganmenggunakan r a c n a l ,t a r u k a a r a c e s n a s il a s a h a b m a g a r n a p u d i h e k s k e t n o k m a l a d a m ir e tr e b n a d ir a h e
s -hair danmeilbatkan itndakt utur : , t a p a d n e p n a k i a p m a y n e
m meminta
t a p a d n e
p ,menyatakanpuas ,dan s a u p k a d it n a k a t a y n e m 2 .
3 Mengungkapkanmaknadalampercakapan ( l a n o i s k a s n a
rt togett hing sdone )dan n a d i m s e r ) i s a s il a i s o s r e b ( l a n o s r e p r e t n i ( t u j n a lr e
b sustained )denganmenggunakan r a c n a l ,t a r u k a a r a c e s n a s il a s a h a b m a g a r n a p u d i h e k s k e t n o k m a l a d a m ir e tr e b n a d ir a h e
s -hair danmeilbatkan itndakt utur : it a h e s a n e
m ,mempeirngatkan ,meluluskan n a a t n i m r e
p ,s etramenyatakanperasaan f
e il e
r , npai ,danpleasure
.
4 Mengungkapkanmakna l a n o i s g n u f s k e t m a l a d g o l o n o m n a d k e d n e p k u t n e b r e b g n a
y repo tr ,
e v it a r r a
n dananalyitca l n o it is o p x
e dalam n
o
k tek skehidupan ir
a h e
s - irh a
1 .
4 Mengungkapkanmaknadalamt ek silsan i m s e r k a t n a d i m s e r k e d n e p l a n o i s g n u f m a l a d a m ir e tr e b n a d r a c n a l ,t a r u k a a r a c e s ir a h e s n a p u d i h e k s k
