The Use of Identity Card to Improve Students’ Speaking Skill

Abstract

The study aimes to describe how a communicative activity through the use
of identity card influences speaking skills of junior high schools students in
Bondowoso. Classroom Action Research (CAR) was implemented using a model
by Elliot to the first graders; 10 males and 15 females. It was done in two cycles;
each of which consisted of two meetings. The researcher used collaborative
action research with some of the English teachers. The data collection involved
Test of Speaking English and Speaking Rubric which evaluated fluency,
pronunciation, vocabulary, and grammar. The finding showed the mean score
of pretest reached 67.8 and that of posttest reached up to 70.2, resulting in a
significant improvement of 42 % in posttest 1 and 64% in posttest 2. Therefore,
the criteria of success was achieved, indicated by the improvement of students’
active participation, confidence and their fluency positively in speaking in
peer-interaction and discussion through the contents of Identity Card before
practicing in front of the class. Hereby proposed some suggestions addressed
to teachers and other researchers who wish to pursue related topics in future
research, concerning the importance of communicative activities using Identity
Card that can improve students’ enthusiasm and motivation.