The use of cue card media in improving students' speaking ability (A pre-experimental research in the tenth grade of SMA Muhammadiyah Limbung). This research aimed to find out the improvement of students' speaking ability with the implementation of "Ce Cards Media" in the tenth grade students of SMA Muhammadiyah Limbung that focused on students' fluency and accuracy. It can be concluded that the application of Cue Cards Media is effective to improve students' speaking ability.
Very helpful supervisor from the beginning to the end of this work (Dr. Ratna Dewi, SS., M.Hum & Hj. Ilmiah, S.Pd.,M.Pd).
RESEARCH METHOD
INTRODUCTION
- Research Problem
- Research Objective
- Scope of the Research
- Significance of the Research The significant of the research are
- Some Pertinent Ideas
- The Concept of Cue Cards Media a. Definition of Cue Cards Media
- The Concept of Speaking
- Conceptual Framework
The use of cue cards in teaching speaking is considered to encourage students to improve their speaking. First, no studies have examined the use of cued media to improve students' speaking ability, particularly in terms of students' fluency. The scope of this research is limited to the use of Cue Cards Media to improve students' speaking skills.
Farah (2012) conducted a study entitled “Improving students' speaking skills in English using cue card media”.
Fluency
Based on the problems above, the researcher will apply Cue Cards Media to come out the problems. These teaching and learning media are expected to improve the students' motivation in the speaking class, as it provides more opportunity for the students to practice speaking. The drawing on the card can help the students generate ideas for talking, while the picture gives the illustration.
Harmer in Ariati (2015:2) says that there are three qualities of cards that must be considered by the teachers when choosing Cue cards.
Accuracy
Research Design
At the first meeting, the researcher opened the lesson with salami and greeting the students. Just like the previous meeting, the researcher opened the lesson with salami and greeting the students. In this case, the researcher gave the students the opportunity to describe their favorite.
The students played the game according to the rules previously explained by the researcher.
Population and Sample 1. Population
In order for students to gain additional vocabulary, the researcher also reviewed essential vocabulary related to the topic of animals, such as adjectives to describe animals and animal parts. It included the student's fluency, which refers to the student's wide range of expression, unnatural pauses, fluency, and the student's accuracy, which refers to the student's pronunciation. At the end of the activity, the researcher reviewed and summarized the material that explained.
After the treatment, a post-test was administered to determine how effective the media with cues used were in improving the students' speaking ability using the same procedure as in the pre-test. The population of this research was students at Muhmammadiyah Limbung Senior Secondary School in the academic year 2016/2017, which consisted of two classes “X MIA 1 and X MIA 2”, and each class consisted of 35 students. The researcher selected Class X at Muhammadiyah Limbung Senior Secondary School namely Class X Mia 2 which consisted of 35 students.
Research Variable
Research Hypothesis
In this study, the alternative hypothesis (H1) stated that the use of Cue Cards Media was effective in increasing students' speaking ability. In this research, the null hypothesis (Ho) stated that the use of Cue Cards Media was not effective in increasing students' speaking ability.
Research Instrument
- Fluency
- Accuracy
Technique of Data Collection
Technique of Data Analysis
To know the significance of the differences between the pre-test and post-test score, the researcher calculated the value of the test using the following formula. The findings relate to the students' pre- and post-test scores, improvement and frequency, while the discussion relates to the classification of students' fluency and accuracy.
Findings
- Mean Score of the Students’ Speaking Ability Before and After Using Cue Cards Media
- Frequency and Percentage in Students’ Speaking Ability
- Improvement on Students’ Speaking Ability in Terms of Fluency and Accuracy
- Hypothesis Testing
While the students' average score in fluency and accuracy in post-test, in fluency variable the average score of post-test was 6.81 and in accuracy variable 7.62, after calculating fluency and accuracy score of the students' post-test, the researcher has the students' got talking score. This means that the average score of the students' speaking of post-test was higher than the average score of pre-test. Therefore, it can be concluded that the implementation of the cue card media was effective in developing the students' "fluency and accuracy".
Below were the frequency and percentage of students' speaking ability, which are classified into frequency and percentage of students' fluency and frequency and percentage of students' speaking accuracy. The frequency of student scores in Table 4.2 indicates that students can develop their own assessment of speaking fluency. While the percentage of students classified as "good" and "very good" scores increased at posttest.
The frequency in Table 4.3 shows that the students can develop their speaking skills based on the students' score in the accuracy classification. To clearly see the score percentage of the students in the pre-test and the post-test of the students. We could see what percentage of the students' score was classified as 'Poor' and 'Very Poor'.
The improvement of the students' fluency and accuracy shows that the implementation of the cue card media was effective in developing the students' "speaking ability, especially on students' fluency and accuracy". This means that the students' performance in developing speaking skills was better after being taught using cue cards media, so H1 is accepted.
Discussion
First, in students' pre-test showed that out of 35 students none of the students were classified in 'Excellent' category who spoke without too much difficulty with a fairly wide range of expressions, Find words occasionally with only one or two unnatural pauses. In post-test, the students' score showed that out of 35 students, there was not one of the students who spoke without too much effort with a fairly wide range of expression, looking for words occasionally with only one or two unnatural pauses. The frequency and percentage showed that the students can develop their fluency in speaking ability based on the content score.
The data also show the frequency of students' pretest and posttest scores on the accuracy classification. In the posttest, the results of the students show that out of 35 students, there are still none of the students who pronounced only very little influenced by the mother tongue, two or three small grammatical and lexical errors. These criteria were classified in the "Average" category, none of the students were pronounced seriously influenced by the mother tongue with errors that caused a breakdown in communication, many elementary grammatical and lexical errors.
These criteria were classified as "poor" and also none of the students had serious expressive errors and many basic grammatical and lexical errors. Frequency showed that students can develop their speaking skills based on students' accuracy classification scores. Improvements in students' fluency and accuracy indicate that the use of cued media was effective in student development.
The result of the research also showed that the average score of students' speaking in the pre-test improved in the post-test. It was found that the use of Cue Cards Media contributed to the improvement of students' speaking ability.
Conclusions
Suggestions
By motivating the students to learn, the teacher should pay more attention to their profession as a teacher. In this case, the teacher should pay more attention to the interests of the students and to the understanding of the needs of the students. 2015) Improving Students' Descriptive Speaking Skills Using Cue Cards in Class VIII 2 of 03 Bengkulu City Public High School. Elvita (2012) The effect of using the Cue Card on the speaking skills of pupils in the second year of the Islamic secondary school Al-Hidayah of the Islamic boarding school Kampa.
Nurjannah (2016) Using an Integrated Learning Approach to Increase Students' Speaking Ability in Grade Eight Smp Negeri 3 Pallangga. The effect between clairvoyance technique and talk show strategy in teaching speaking ability to second grade students at SMK Negeri 3. His name is abizar idris, his nickname is abi, I don't know what abizar means, but he is my best friend and he always jokes with me , sometimes he's crazy, but that's okay, it's funny.
Okay, he's smart and then he's handsome and he's got black hair and he's got a thin nose and I like his nose. I want to describe one of my best friends, his name is Asari Agus Munandar, he has black hair, sharp nose, cute smile, he is my best friend and handsome like me. I want to describe one of my friends, her name is harianti, she is short, beautiful and pleasant people.
I am abizar idris, and I want to describe Muhammad alfiyan yahya, I don't know who and what is the meaning of yahya, but he is my friend, my best friend. I want to describe one of my best friends, her name is rika reskiyanti, she is diligent and passionate.
Standar Kompetensi Berbicara
- Mengungkapkan makna dalam teks fungsional pendek dan monolog sederhana berbentuk narrative, descriptive dan news item dalam konteks
Kompetensi Dasar
- Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima
Indikator Pencapaian Kompetensi
Tujuan Pembelajaran
Materi Pokok 1.Describing People
Metode Pembelajaran/Teknik
Strategi Pembelajaran
Melakukan refleksi terhadap kegiatan yang telah dipelajari dengan meminta salah satu siswa mempraktikkan kembali materi yang dipelajari, sedangkan siswa yang lain diminta memberikan umpan balik.
Sumber/Bahan/Alat
Very Bad 1 Serious pronunciation errors, as well as many 'basic' ones. grammatical and lexical errors. there is no evidence of mastery of any of the language skills and areas covered in the course.
Standar Kompetensi Berbicara
- Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima
Mengungkapkan makna dalam teks fungsional pendek dan monolog sederhana berbentuk narasi, deskriptif, dan berita dalam konteks sederhana berbentuk narasi, deskriptif, dan berita dalam konteks kehidupan sehari-hari.
Tujuan Pembelajaran
Materi Pokok 2.Describing Object
- Sumber/Bahan/Alat
Ketika pembaca membaca teks deskriptif, ia seolah-olah merasakan langsung apa yang dibicarakan dalam teks tersebut. Salah satu siswa dalam kelompok mitra akan diminta untuk melihat gambar pada kartu, sedangkan siswa yang lain akan menebak gambar “Quessing the picture”. menggunakan pertanyaan “ya atau tidak”.
Standar Kompetensi Berbicara
- Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima
Tujuan Pembelajaran
- Materi Pokok 5.Describing Animals
Sumber/Bahan/Alat
Mengakhiri learning dengan mukalam hamdalah .. dengan tepat dan pasih. gambar cards in front of the class!. Very bad 1 Serious pronunciation errors as well as many .. basic' grammatical and lexical errors. no proof of having mastered any language skills and areas practiced in the course. . f.. Excellent 6 Numbers without too much effort with a fairly wide.
Frequency of the Students’ Accuracy in Speaking 1. Pretest
