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Using Cue Cards in Speaking



Using Cue Cards in Speaking
Definition of  Cue Cards
Media  are  one  of  important  things  in  teaching  and  learning  process.  Cue  cards  are  one  of  media  in  teaching.  An  array  of  definition  of  cue  cards has  been  given  by  experts  in  the  field  of  English  teaching  (Mora,  1994; Harmer,  2007;  Bazo,  2007).  The  definition  of  cue  cards  in  the  research  hasbeen drawn from their work. 
Mora (1994) states that cue card is “a card with picture and it has cue words to help the students initiate conversation”.  From the definition above, cue  words  in  cue  cards  help  the  students  describe  something  or  someone  in the picture orally.
In  line  with  this  definition,  Harmer  (2007)  states  that  cue  cards  are cards  with  words  and  pictures  on  them,  which  students  use  in  pair  or  group work.  Cue  cards  also  make  the  students  speak  up  on  the  spot  or  particular word  or  phrases  in  a  conversation  or  in  sentence.    It  can  be  concluded  that cue  cards  make  the  students  active  in  speaking.    Besides,  cue  cards  can  be used  in  work  group  in  big  classes  and  they  are  appropriate  to  use  in  the context of Indonesian teaching and learning classroom. Cue cards can be one of ways to solve the problem of big classes.  cue cards can be one of  alternative media in teaching in big classes because cue cards help the teacher manage classroom situation.
Furthermore,  Bazo  (2007)  adds  that  cue  cards  are  small  cards  with photos  or  pictures  stuck  onto  them.    Cue  cards  can  also  be  used  in  simplen activities such as students work in pairs. 
From the definitions given above, it  can be  concluded that cue  cards can  be  one  of  alternative  media  in  teaching  learning  process.  Cue  card  is  a picture on which has word on it as cue in learning.  In addition, cue card can be used in pair work or group work.
The Procedure of Cue Card
Cue  cards  have  characteristics  and  different  uses  in  teaching  and learning  process.  According  to  Bazo  (2007),  cue  cards  can  be implemented in some activities in teaching and learning process. 
First,  this  activity  is  “guessing  the  picture”.  The  teacher  prepares one  envelope  (20  cards),  then  the  teacher  gives  the  students  guidance  as to  the  sort  of  questions  they  should  ask  and  the  students  work  in  pairs. Each pair chooses an envelope and puts their cards on the table, looking at  them  very  carefully.  Then  they  turn  the  cards  face  down,  and  shuffle them. The first students  take a  card and look  at it, without showing it to his or her partner. The partner has to guess which picture it is by  asking questions, e.g: “Is it animal?” The winner is the one who guesses the most pictures.
Second,  this  activity  is  “do  you  remember”.  The  teacher  prepares an  envelope  (10  cards).    The  students  work  in  pair  and  follow  the instructions  from  the  teacher.  Put  the  cue  cards  on  the  table.  Look  at  the pictures  for  two  minutes.  The  first  student  holds  ten  cue  cards  and  the second student try to remember all the cards.  Every time students’ number 2  gets  the  right  answer,  he  or  she  wins  a  point  and  the  card  is  put  on the table. If this student makes a mistake, he or she loses a point. The student can  then  swaps  roles  and  repeat  the  activity  with  a  different  set  of  cue cards. The winner is the one who gets the most points.
Third,  this  activity  is  “fast”.  The  teacher  prepares  20  cards.  This activity can be carried out in pairs or small groups. The students take the cards and place them face down in a heap. They take it in turns to pick up a  card,  look  at  it,  and  say  the  appropriate  word  in  English.  Any  student who makes a mistake or waits more than three seconds before speaking is given a point. The winner is the student with fewest points. 
Additionally,  Mora  (1994)  suggested  about  using  cue  cards  to foster  speaking  and  writing.    One  card  per  group  and  each  card  should have  one  word  on  it.  The  students  are  organized  into  groups  and  each group receives a card. The teacher tells the students that they are to think of  possible  places  where  they  might  find  the  items  listed  under  the question. They should be asked to tackle the items one by one. The group that supplies the most answers to each of the items is the winner.  In the context of the research, the students are organized into some groups  and  each  group  is  given  cue  card.    The  students  have  to  describe something  or  someone  in  detail  based  on  cue  card  that  is  given  by  the teacher.

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