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ASARJANAPENDIDIKANTHESIS
s t n e m e ri 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
s a y t g n i n u y a h a W i n e R
5 6 1 4 1 2 1 6 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
i
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ASARJANAPENDIDIKANTHESIS
s t n e m e ri 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
s a y t g n i n u y a h a W i n e R
5 6 1 4 1 2 1 6 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
v i
K R O W F O T N E M E T A T
S ’ SORIGINALITY
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 en ,doe sno tcontaint hework d n a s n o it a t o u q e h t n i d e ti 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
e c n e r e f e
r s a sas cienit ifcpapers hould.
, a tr a k a y g o
Y M 3ay rd , 2013 r
e ti r w e h T
s a y t g n i n u y a h a W i n e R
ii i v
” r e tr o p p u s g i b “ y m o t s k n a h t l a i c e p s y m s s e r d d a o t e k il d l u o w
I A ijna s
tt a g n a r
A ,B .Comfo rhi spaitence,s uppor tands ponsorshipt o ifnishmyt hesis . y li a d y m n i e m d e p l e h s a h o h w n o s r e p e l g n i s y r e v e k n a h t o t e k il d l u o w I
t o t k n a h t I . e fi
l hem fo rthe lfie lesson sgiven to me through bitternes sand .s
s e n t e e w s
n i t n e m e l e l a i c u r c t u b t s a l e h t o t l u f e t a r g t s e l p m i s e h t s s e r d d a I , y ll a n i F
, s i t a h t , s s e c o r p e l o h w s i h
t I mysefl . Wtihou t encouraging ,mo itvaitng ,and g
n i m e e t s
e mysefl , Iwli lneve r ifnisht hi sprojec.t
x
T N E T N O C F O E L B A
T S
E G A P E L T I
T ... i
E G A P L A V O R P P
A ... ii
N O I T A C I D E D E G A
P ... iii
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 ... vi
S B
A TRACT ... v ..
K A R T S B
A ....................................................................................................... iv
S T N E M E G D E L W O N K C
A ... iiv
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 R A B M E
L ... xi
N E T N O C F O E L B A
T T S ... x
S E L B A T F O T S I
L ... ix ii
E R U G I F F O T S I
L ... vx i
S E C I D N E P P A F O T S I
L ... vx
N O I T C U D O R T N I : I R E T P A H C
.
A ResearchBackground ... 1 .
B ResearchProblem... 3 .
C ProblemLimtiaiton... 3 .
D ResearchObjecitves ... 4 .
E ResearchBeneftis ... 4 o
n o it i n if e D .
i x R
E T P A H
C II :REVIEWOFRELATEDLITERATURE
.
A Theoreitca lDescirpiton
) R A C ( h c r a e s e R n o it c A s s a l C .
1 ... 7 .
2 Teaching- LearningMedia... 9 .
a Puppet sa sTeachingLearningMedia... 9 .
3 Students ’Paritcipaiton s ... 31 .
4 TheOverviewo fStorytelilng ... 41 e
r u t a N e h T .
a o fStorytelilng... 41 .
b Element so fS ytor ... 5.... 1 .
c Storypresentaiton ... 7.... 1 .
5 TheNatureoft heFi tfhGradeStudent soft heElementarySchoo l .. 91 .
B Theoreitca lFramework ... 12
Y G O L O D O H T E M H C R A E S E R : I I I R E T P A H C
.
A ResearchMethod... 32 .
B ResearchParitcipants... 62 .
C ResearchInsrtument ... 72 .
E DataGatheirngTechnique ... 9.. 2 .
F DataAnalysi sTechnique ... 1.... 3 .
G ResearchProcedure ... 13
D N A S T L U S E R H C R A E S E R : V I R E T P A H
C DISCUSSION
.
A Cycle1 .
1 Planning ... 33 .
2 AcitonandObservaiton ... 43 .
3 Relfecit n o ... 63 t
n e m e v o r p m I .
4 ... 63 .
B Cycle2 .
1 Planning ... 73 .
ii x .
3 Relfeciton ... 93 t
n e m e v o r p m I .
4 ... 24
S N O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H C
.
A Conclusions... 34 .
B Recommendaitons ... 44
S E C N E R E F E
ii i x S
E L B A T F O T S I L
n o it a p i c it r a P ’ s t n e d u t S 1 . 3 e l b a
T s ... 03 n
o it a p i c it r a P ’ s t n e d u t S 2 . 3 e l b a
T ... 0.. 3 .
4 e l b a
T 1CompairsonTableo fStudents ’Paritcipaitonsi nt heEngilshTeaching s
s e c o r P g n i n r a e L d n
a CycleI andCycleI I... 73 .
4 e l b a
v i x U
G I F F O T S I
L R E
e r u g i
F 2.1AcitonResearchCycle ... 8
e r u g i
v x S
E C I D N E P P A
1 X I D N E P P
A Lette ro fConsen t………... 5.... 5
X I D N E P P
A 2Syllabus ... 75
X I D N E P P
A 3LessonPlan sandTeachingMateirals... 06
tl u s e R w e i v r e t n I 4 X I D N E P P
A s ... 3.... 7
X I D N E P P
A 5ObservaitonCheckilst s... 57
X I D N E P P
2
s t n e d u t
s cb ae mesleepy .Thereweresomestudentswhodecidedt odoothe racitviite s
d n
a d idsomethingf un .Besides ,chatit ngwtihf irend sanddisturbingf irend swerealso
o h w s t n e d u t s e h t y b e n o
d weresti itng ta the back .Whenthet eache raskedtheclass ,
y l n
o oneoft hemansweredandt heother sweres lien.t
d i d r e h c r a e s e r e h t r e tf
A an interview ,the r esearcherknewt hat t her oot oft he
m e l b o r
p s w as the student sthemselves and the media used by the teacher .These
d a h s t n e d u t
s al acko fmoitvaitoni nl earningEngilsh .Theyf etlt ha tEngilshwa svery
c if fi
d ul tand bo irng .They also thought tha tthe media used in learning w ere no t
t e h t e s u a c e b , g n it s e r e t n
i eachers o nly used chalk and blackboard a sthe media in
g n i h c a e
t .
t a h t g n i n r e c n o
C problem,t her esearche rconcludedt hatt hemainproblemw as
t o
n only the way of the teache r in deilveri ng the mate iral , bu t the students ’
s n o it a v it o
m .Student sdid no tparitcipate w lel du irng the teaching and learning
s s e c o r
p becauset heyhad al ackofmoitvaitoninl earningEngilsh.
n o it a p i c it r a p ’ s t n e d u t s e s a e r c n i o
T i n the Engilsh teaching and learning
t , s s e c o r
p here are many teaching s rtategie swhich can be implemented .They are
game ,song ,discussion ,group work ,role play ,storytelilng ,presentaiton, and ifeld
. p ir
t The researche r chose storytelilng a s a device to increase the students ’
u i s i n a K D S n i n o it a p i c it r a
p sKanutan grade V .Thi swas because the researche r
t a h t d e v e il e
b tsorytelilng can moitvate student sin thei rEngilsh learning a sJianing
) 7 0 0 2
3
, g n it s e r e t n
i and i t can be the bes t technique to atrtac t ilstener s and promote
. n o it a c i n u m m o
c
a e s e r e h
T rche r also implemented puppet sa s the media in teaching and
g n i n r a e
l in thi sclass .The researche rchose puppets due to t wo reasons .Frist ,the
r e h c r a e s e
r beilevedtha tpuppe twa sani nteresitngmediumfors tudentsbecauseoft he
s e p a h
s ,sot hat i tcould grasp students ’atteniton .Second,t heresearcherreailzedtha t
li w t e p p u p f o e s u e h
t lincrease students ’interes tin the mate ira la nd moitvaiton in
g n i n r a e
l a sstated by Zu jlevic tha tpuppet s can increase students ’involvement ,
o l e v e d s ll i k s d n a n o it a v it o
m pment(a sctiedinReidmiller ,2008).
.
B ResearchProblem
: s w o ll o f s a d e t a l u m r o f s i h c i h w m e l b o r p a s e s s u c s i d h c r a e s e r s i h T
.
1 How do puppets a s teaching learning media i n storytelilng increase the
f o n o it a p i c it r a
p the if tfhgradestudentsi nSDKanisiu sKanuta ? n
.
C ProblemLimtia iton
y d u t s s i h
T wa s ilmtied to the three matters .Frist ,the paritcipant swere
y t n e w
t - one if tfh grade students i n SD Kanisiu sKanutan .Second, t he research wa s
t c u d n o
c e d through Classroom Aciton Research (CAR )in SD Kanisiu sKanutan .
h
T rid,t hisr esearchf ocusedonusingpuppetst oi ncreaset hes tudents ’paritcipaitoni n
5
.
F De ifni itono fTerms
n o it i n if e d d n a s m r e t y e k l a r e v e s s t n e s e r p n o it c e s s i h
T s deailng wtihwhat t he
h c r a e s e r e h t t u o h g u o r h t s s u c s i d o t s d n e t n i r e h c r a e s e
r study .The objecitve fo thi s
n o it c e
s ist omakecla ir ifcaitonsandavoidmisconcepitonaboutr esearch.
.
1 Clas sAc itonResearch
h c r a e s e r f o d n i k a s i ) R A C ( h c r a e s e R n o it c A m o o r s s a l C ) 3 9 9 1 ( s n i k p o H
p ( n o it c a e v it n a t s b u s h ti w e r u d e c o r p h c r a e s e r s e n i b m o c h c i h
w . )4 .4 I tmeans t hatt he
r e h c r a e s e
r does a study wtih a correc tprocedure whlie i nvolving t he proces sof t he
. h c r a e s e r
.
2 Puppets
Paeyton (2001 )descirbe spuppet sa sthe vivid desc irpiton o fideas ,beilefs ,
persona l expe irences , and l fie-lesson s through sto ire s o r narraitve s tha t evoke
s t h g i s n i d n a s n o it o m e l u f r e w o
p (p.1). Int hi sstudy ,puppeti st hreedimension smedia
r e v il e d o t d e s u t a h
t messagesfroms torytellert ot he ilstener .s
.
3 TeachingLearningMedia
g n i h c a e t , ) 8 8 9 1 ( u r e h u t a L o t g n i d r o c c
A – learning media a re any aid sand
q
e uipmen twhich are used in teaching learning proces swtih a view to deilve rthe
e g a s s e
m ,i nformaitonand l earningmateiral f romt hesources ,botht eacher sandothe r
o t ,s e c r u o
s recipients .Mediadiscussedi nherei sglovepuppets whichwli lbeusedi n
y r o t
6
.
4 Students ’Par itcipa iton
n i s t n e d u t s g n i v l o v n i s i n o it a p i c it r a p ’ s t n e d u t s , ) 2 9 9 1 ( n o s r e t e P g n i d r o c c A
d n a s g n i h t g n i o
d thinking abou twhat t hey are doing . tI i sstudents’ i nvolvemen to r
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 n i t r a p a g n i k a
t vtiy in the cla pss ( . )12 .They are
.s s a l c e h t s k s a r e h c a e t e h t n e h w s s a l c e h t f o t n o r f n i y r o t s e h t ll e t o t d e t c e p x e
.
5 Storytelilng
n a ll a
M (1991 )alsode ifne sstorytelilnga smos tsimplya susing oral l anguage
d e s s e n ti w , d a e r , d r a e h g n i h t e m o s e t a l e r o t t x e t n o c l a i c o s n
i ,dream to rexpe irenced( p .
o t x e t n o c e h t n I . )
5 f t hi sstudy ,storytelilng i sa pracitced acitvtiy o fspeaking skli l
t p ir c s a r o d a e r g n i h t e m o s m o r
n e p p a h s i t a h w d n e h e r p m o
c ingand i nvolving ni achanging and r epai irngproces sa t
e m it e m a s e h
t ( p. 44) .I tmean stha tthe researcher does a study wtih a correc t
. h c r a e s e r e h t f o s s e c o r p e h t g n i v l o v n i e li h w e r u d e c o r p
s i m m e
K and McTaggar t(1982 )had anothe rpoin to fview abou tclassroom
c r a e s e r n o it c
a h .Classroom Aciton Research (CAR )i sa re lfecitve inquriy which i s
y b e n o
d apa trne raboutt hecetrains ocials tiuaitont odevelopr aitonaltiyandj ustness .
n o d e s a
B Kemmi sand McTaggar t(1982) ,the step so fclassroom aciton research
f o t s i s n o
c if ve steps, they are :plan ,ac tand observe, re lfeciton and the las ti s
n o it a s i v o r p m
i .
2 8 9 1 ( t r a g g a T c M d n a s i m m e
K )said t ha taciton research i sa research which
t s i s n o c h c i h w , s s e c o r p y r a t n e m e l p m o c d n a c i m a n y d a h g u o r h t s r u c c
o s o ffou r
a , g n i n n a l p : s t n e m o m l a it n e s s
e citon ,observaiton ,andr e lfeciton.Those wereadapted
e h t y
b researcher .tI scyclecanbes eeni nt hepicturebelow:
i
Fgure2.1Ac itonResearchCycle s
i m m e K
.
4 TheOverviewo fStorytelilng .
a TheNatures torytelilng y
r o t
S telilngi sno tanewt echniquei nt eachingl earningEngilsh .Accordingt o
n a ll a
M (1991) ,storytel ilng i sde ifnable a spresenitng o rperforming any kind so f
e g a u g n a l n e k o p s a n i s e ir o t
s (p .5) .Slattery and W liil s(2001 )adde d tha tstory i sa
d lr o w n w o r i e h t o t e g d e l w o n k e t a l e r o t s t n e d u t s s p l e h t a h t e g d ir
b p( . )6
g n il l e t y r o t
S -technique canbedividedi ntot hreesteps .Accordingt oBrewster ,
s il l
E , and Griard (1991) , those step s include pre-acitviites , whlie-story-telilng
: s w o ll o f s a d e t a r o b a l e e b n a c s p e t s e s o h T . s e it i v it c a t s o p d n a , s e it i v it c a
)
1 P -re acitviites
e r
P -acitviitesi nvolve anyacitviite smayi nclude anyacitviite swhichare able
to recallt hei rmemory ,digupt hei rp iro rknowledgeo rbrainstormanyi deas toward s
. y r o t s e h t
)
2 Whlie-story-telilngacitviites
e li h w n
I -story-telilng stages ,student scan read o r ilsten some sto ires .A tfe r
r o s p u o r g n i r e h ti e s e ir o t s e h t l l e t e r n a c s t n e d u t s , ll e w s e ir o t s e h t g n i d n a t s r e d n u
. l a u d i v i d n i
)
3 Pos tacitviites
t s o
P -story-telilng stage involve sany acitviite sdone a sthe follow up o r
t s r e d n u s t n e d u t s e h t r e h t e h w g n ir u s a e m t a m i a h c i h w n w o d g n il o o
c and the sto ire s
3 2
I I I R E T P A H C
H C R A E S E
R METHODOLOGY
n o it a n a l p x e s t n e s e r p r e t p a h c s i h
T o f the methodology tha t is used to
h s il p m o c c
a t his study .The explanaiton i sdivided i nto six main pa trs .They are the
, d o h t e m h c r a e s e
r the research pa tricipants , the research insrtument ,s the data
, s e u q i n h c e t g n ir e h t a
g thedataanalysist echnique ,andtheresearchprocedure.
.
A ResearchMethod e
r e h
T w asamajo rproblema sstatedi nChapte r ;It her esearchwa sconducted
t u o d n if o
t how puppet sa steaching learning media in storytelilng increase the
f o n o it a p i c it r a
p the if tfh grade student sin SD Kanisiu sKanutan .To solve thi s
d l u o w r e h c r a e s e r e h t , m e l b o r
p conduc tClas sAciton Research (CAR )and used
s i m m e
K and McTaggar tmodel .Thi sresearch also u d se observaiton , ilbrary study ,
w e i v r e t n i d n
a checkils tast her esearchi nsrtument .s
.
1 ClassAc itonResearch e
h
T researcher used the Classroom Aciton Research a sthe method .Aciton
s a w h c r a e s e
r anac tunde trakenbyt eacher ,st oenhancet hei rownt eaching,t ot estt he
n i y r o e h t l a n o it a c u d e f o n o it p m u s s
a pracitce ,o ra sa mean so fevaluaitng and
, 8 0 0 2 , s n i k p o H ( s e it ir o ir p l o o h c s e l o h w g n it n e m e l p m
2 8 9 1 ( t r a g g a T c M d n a s i m m e
K )said t ha taciton research i s a research which
t n e s s e r u o f f o t s i s n o c h c i h w , s s e c o r p y r a t n e m e l p m o c d n a c i m a n y d a h g u o r h t s r u c c
o ia l
n o it c e lf e r d n a , n o it a v r e s b o , n o it c a , g n i n n a l p : s t n e m o
m fori mprovement.
.
2 Kemmi sModel g n i e b l e d o m e h
T usedi nt hi sclassroomaciton r esearch wa sKemmis ’model.
s a w l e d o m s i h
T actually approp irate t o be used because t he mode lprovide ssimple
e l c y
c .The t eache rwouldbe able t o implement t he model easliy .In othe rword, t hi s
s a h h c r a e s e
r speciifccycle sa sbelow :
1 . 3 e r u g i F
s i m m e K ( e l c y C h c r a e s e R n o it c
d o m s i h
T e ldesc irbed fou rstep sin every cycle o fthe research .Those a re
n i n n a l
p g ,acitng and observing ,re lfecitng and improving. The explanaiton so fthe
: s w o ll o f s a s p e t s r u o f
.
a Planning
m o o r s s a l c e h t n i m e l b o r p e h t e v l o s o t r e d r o n
I , the researcher conducted an
m t a e rt e t a ir p o r p p a e h t d n if d n a m e l b o r p ’ s t n e d u t s t u o d n if o t n o it a v r e s b
o ent t o help
r i e h t g n i v o r p m i n i s t n e d u t s e h
t Engilsh skill .The researcher w ent to the fris t
r s s a l
c oomacitonr esearchcycle.I twasaplanning.I nt hi scyclet hewrtie rconductt he
. m e l b o r p e h t t u o e r u g if o t r o a t a d e h t r e h t a g o t n o it a v r e s b o t s ri f
.
b Ac itngandObserving d n a g n it c a n
I observing, t he researcher implemented the l earning media and
e u q i n h c e t g n i n r a e l e h
t . The learning media here was puppe t and the learning
e u q i n h c e
t w as storytel ilng. The l earning media and l earning t echnique are prepared
n o d e s a
b the students ’characte irsitc sand students’ l earning style .In t hi ssteps ,the
r e h c r a e s e
r no tonlyi mplemented the l earning media and l earning t echnique bu talso
v r e s b
o e d students ’learning style ,whethe ri tchanged du irng the implementaiton o r
.t o n
.
c Re lfec ito n s a w d ri h t e h
T re lfeciton .The relfeciton stage became the itme when the
r e h c r a e s e
r found the answe r whethe r the aciton which wa s implemented was
fI . t o n r o l u f s s e c c u
s the implementaiton o facitons helped the student sthe wrtie r
d l u o
d e p l e h t o
n the student sye,t t he researche rt ired to ifnd more approp irate aciton and
e v o r p m
i d theacitont ohelpstudent .s
.
d Improvement t s a l e h
T step w as improvement .I n thi spatr ,the researche rcompared the
e h t d n a e l c y c t s ri f e h t n e e w t e b t l u s e
r second cycle . fIt her esearche rwa sno tsaits ifed
t x e n e h t n i d e il p p a e b o t n o it a s i v o r p m i e k a m d l u o c r e h c r a e s e r e h t , tl u s e r e h t h ti w
. e l c y c
.
B ResearchPar itcipants e
r e w e r e h
T someparitcipantsi nt hisr esearch:
.
1 Themain paritcipant sof t hi saciton r esearch were t he if tfh grade student so fSD
h T . a tr a k a y g o Y n a t u n a K s u i s i n a
K e member so fthe clas swere 21 students. 11
0 1 d n a s lr i g e r e w s t n e d u t
s student swereboys .
.
2 Anothe rparitcipant wa sEngilsh teache ro fSD Kanisiu sKanutan Yogyaka tra
e v if e d a r
g .By interviewing the teacher ,the researche rwanted to collec tsome
e h t f o n o it a u ti s e h t ,s s a l c e h t n i s t n e d u t s e h t f o s e it i v it c a e h t o t d e t a l e r n o it a m r o f n i
a ’ s t n e d u t s e h t d n a s l a ir e t a m e h t , e c n a m r o f r e p s s a l
c chievemen.t Besides , the
d e k s a r e h c r a e s e
r the teache rto teach the student susing the mate iral stha thad
r a e s e r e h t y b d e r a p e r
p che rand the researche robserved the teaching and learning
s s e c o r
e r P . n o it a t n e s e r
p - presentaiton conducted before the implementaiton and post-
d e t c u d n o c n o it a t n e s e r
p int heendoft heacitonimplementaitons ineverycycle.
.
D DataGatheringTechniques
a t a d c if i c e p s e h t , e n o d n e e b s a h t a h t h c r a e s e r e h t n o d e s a
B to be classi ifed
w o ll o f s a h c r a e s e r n o it c a m o o r s s a l c e h t f o s p e t s r u o f o t n
i s:
.
1 Planning
f o p e t s e h t n o d e s a
B thi sresearch,t her esearche rdidt wokinds o facitviites in
i n n a l
p n g to get t he data .The fris tacitvtiy wa sobservaiton .The second acitvtiy wa s
. w o l e b d e s s u c s i d e r e w m e h t f o h t o B . w e i v r e t n i
.
a Observa iton
1 3 t s u g u A n o d l e h s a w n o it a v r e s b o t s ri f e h
T st ,2011 .Thi sobservaiton used
r o j a m e h t w o n k o t e t o n d l e if d n a t s il k c e h
c characte irsitc o fthe student sand thei r
. s m e l b o r p
.
b Interviews
t s ri f e h T . w e i v r e t n i n o it a s r e v n o c l a m r o f n i s a w t n e m u rt s n i s i h t f o e p y t e h T
s ri f e h t n i e n o d s a w w e i v r e t n
i tdaywhencomingt ot he school .Theresearche rasked
r e h c a e t e h
t abou tthe characte irsti s c o fthe student sand clas smanagement .The
r e h c r a e s e
r oc llectedsomei nformaitonaboutthestudents ’achievemen,tt hemateirals ,
d n a s u b a ll y s e h
.
2 Ac itngandObserving s a w p e t s s i h
T the core oft her esearch.I nt hi sstep , tiwouldbemorecomplex
e h t , p e t s s i h t n I . s p e t s r e h t o n a h
t researcher did two t hing t sa one itme. They were
m o o r s s a l c g n i v r e s b o n I . y ti v it c a m o o r s s a l c g n i v r e s b o d n a t n e m t a e rt e h t g n it n e m e l p m i
e h t , s e it i v it c
a researcher observed teaching media , teaching method , students ’
r o i v a h e
b ,s tudents ’atteniton.
.
3 Re lfec iton
f o p e t s t s a l e h t s i s i h
T every cycle i n Classroom Aciton Research (CAR) .In
e h t p e t s s i h
t researcher analyzed dataf romt hef ris tcycle,r e lfecte dthef ris tcycleand
revisedt heplani ncycle I tomaket hebetteri mplementaitoni ncycleI I.
.
4 Improvement
n e m e v o r p m i s i p e t s t s a l e h
T t .T he researcher i mproved t he aciton t o do the
r e tt e b e h t , n o it a t n e m e l p m i e h t g n i v o r p m i y b d e v e il e b r e h c r a e s e r e h T . e l c y c t x e n
e b d l u o w m e l b o r p e h t d n a d e v e i h c a e b d l u o w t l u s e
r solved . In cycle II , the
n o it a s i v o r p m
i i smade fo rothe r researchers who wanted to conduc t the same
s a w c i p o t e h t , e l c y c s i h t n
I giving informaiton abou t itme .The t eaching da n
i d e b ir c s e d s i s s e c o r p g n i n r a e
l n the main acitvtiy , the researche r conducted
s a w y r o t s e h T . t e p p u p g n i s u g n il l e t y r o t
s Chicko’ sacitviites.
.
2 Ac itonandObserva iton
.
a Ac iton
e c n a v d a n i d e n n a l p d a h r e h c r a e s e r e h t t a h w s a t u o d e ir r a c e r e w s n o it c a e h
T .
n
I the fris tmeeitng, t he researche racted a sobserver and t he t eache rconducted the
y ti v it c
a . eT h meeitngacitviites ea r desc irbed asf ollows:
.
1 Theteache rgreetedt heclass ,tookt hes tudents ’presense,i nrtoducedt hemate iral ,
y l e m a
n giving informaiton abou t itme ,and inrtoduced the puppe tcharacter , .
o k c i h C d e m a n
.
2 Thet eache raskedt he itmethestudent susuallydot hei racitviite .s
.
3 Thet eachert oldas toryabou tChicko’ sacitviites. .
4 Thet eache rgavequesitons abou titmest ot hes tudent .s
.
5 Thet eache raskedt hes tudentst ot ellt hei racitviitesi npari .s
.
6 Thet eache raskedt hestudents t o tellt heri f irend’ sacitviite sin f rontof t he clas s
.t e p p u p e h t g n i s u
.
b Observa iton
g n i c u d o rt n i y b n o s s e l e h t n a g e b r e h c a e t e h t , g n it e e r g r e tf
A the mate irals and
n e h
t conitnued yb inrtoducing the puppe’t scharacter ,named Chicko .Du irng the
f o n o it c u d o rt n
t n a
w e d to come in fron tto tel lthe story ,even though the teache rasked them by
ll a
c i ng thei rnames one byone .Mos tof t hem said “no” whli e shaking t hei rheads,
g n i s u f e
r topresentt hes tory .
.
3 Re lfec iton
n e m e l p m i e h
T taiton o fpuppet sin the cycle I did no talway srun smoothly .
e l c y c e h t n i s k r o w r i a
P I didno tworksmoothly .The r esearcher’ s expectaitonin t he
e c o r p g n i n r a e l d n a g n i h c a e
t ss t ha tmade students l earn better i n pai rwork sdid no t
. k r o
w The implementaiton o f using puppets in storytelilng stli l made them
d e g a r u o c s i
d and bored because i tw asno tchallenging and i nteresitng enough .Some
I . ll e w n o it c u rt s n i e h t o d t o n d i d s t n e d u t
s tcould be shown by the resul to fthe
d a h y e h T . y r o t s e h t g n il l e t n i n o it a t n e s e r p ’ s t n e d u t
s thescoreno tmoret han70ast he
t s e g g u s r e h c a e t h s il g n
E e dast heminimumscore .
I e l c y c n i n o it a u l a v e e h t m o r
F , i tcould be concluded t hat t he student sgave
h
t ei r attenitons toward the implementaiton o f puppet s in storytelilng , bu t the
e l c y c e h t n i g n il l e t y r o t s n i s t e p p u p f o n o it a t n e m e l p m
i I could no tbe regarded a s
e h t t u o g n i d n i F . l u f s s e c c u
s problem shappened i n t he cycle I, t he researche rwould
s u e h t e v o r p m
i e o fpuppet i n storytelilng i n t he second cycle .Hopefully ,the media
y l h t o o m s d e il p p a e b d l u o
c int henex tcycle.
.
4 Improvement
e l c y c f o n o it c e lf e r e h t n o d e s a
B I,t he researcher t hought t hat t he researche r
e d e e
n d ani mprovemen toft hei mplementaiton o ft heaciton .The i mprovemen there
e l c y c t s ri f e h t n i n o it c e lf e r e h t n o d e s a b e d a m s a
i n o it a p i c it r a
p n the Engilsh teaching and learning proces sincreased from cycle to
n e e s e b n a c t I . e l c y
c ni thef ollowingtable.
. 4 e l b a
T 1 f
o e l b a T n o s i r a p m o
C Students ’Par itcipa itonsi nt heEngilshTeachingand s
s e c o r P g n i n r a e
L Cycle IandI I
’ s t n e d u t S
e m a
n TotCay lAclceitI vtiy TotCay lcAlecI itIvtiy 1
t n e d u t
S 5 5
2 t n e d u t
S 5 5
3 t n e d u t
S 5 5
4 t n e d u t
S 5 5
5 t n e d u t
S 2 5
6 t n e d u t
S 4 5
7 t n e d u t
S 4 4
8 t n e d u t
S 2 5
9 t n e d u t
S 1 4
0 1 t n e d u t
S 5 5
1 1 t n e d u t
S 3 3
2 1 t n e d u t
S 5 5
3 1 t n e d u t
S 5 5
4 1 t n e d u t
S 5 5
t
Suden t15 5 5
6 1 t n e d u t
S 4 4
7 1 t n e d u t
S 4 4
8 1 t n e d u t
S 2 4
9 1 t n e d u t
S 0 2
0 2 t n e d u t
S 1 4
1 2 t n e d u t
S 3 4
l a t o
T 7 5 9 3
e h t o t g n i d r o c c
A Table .4 4 ,the use o fpuppet sto increase if tfh grade
n a t u n a K s u i s i n a K D S n i n o it a p i c it r a p s ’t n e d u t
s had been answered .The data
d e w o h
r e h c r a e s e r e h t , n o it a r a p e r p e r o m d i d r e h c r a e s e
r wouldhavemoreunderstandingabou t
3 4
V R E T P A H C
N O I S U L C N O
C S ANDRECOMMENDATIONS
d n a s n o i s u l c n o c y l e m a n , s tr a p o w t f o s t s i s n o c r e t p a h c s i h
T recommendaitons .
e h
T conclusionpar taimsa tanswe irngt hequesitonf ormulatedi nChapterI .Thu ,st he
e l g n i h c a e t s a t e p p u p e h t w o h d e z ir a m m u s r e h c r a e s e
r arning media in storytelilng
e s a e r c n
i s the if tfh grade students ’paritcipaiton i nSD Kanisiu sKanutan. I naddiiton ,
t herecommendaitonscontaint heresearchers’recommendaitonsforf u trhers tudie son
g n i s
u puppets i n storytelilng t o i ncrease the if tfh grade students ’paritcipaiton i n SD
n a t u n a K s u i s i n a
K .
.
A Conclusions
s s e r d d a o t e k il d l u o w y d u t s s i h
T the quesiton ho w the puppe ta steaching
learning media i n storytelilng increases the if tfh grade students ’paritcipaiton i n SD
u i s i n a
K sKanutan .To answer t hi squesiton, t he researche rfocused no using puppet s
s s e c o r p g n i n r a e l d n a g n i h c a e t e h t n i n o it a p i c it r a p ’ s t n e d u t s e h t e s a e r c n i o
t .The
d e s u o s l a r e h c r a e s e
r Kemmis’ and McTagga tr’ s model tha tcontain s if ve essenita l
s t n e m o
m , planning ,aciton ,observaiton, lfre eciton sa nd improvement .Those were
5 4
r o
F the Engilsh teachers o felementary schools ,i ti sv tial to moitvate if tfh
t I . h s il g n E n r a e l o t s t n e d u t s e d a r
g i sbecause t he student si n if tfh grade stli ldo no t
e t y r o t s n i s t e p p u p g n it n e m e l p m I . h s il g n E g n i n r a e l f o e s o p r u p e h t w o n
k lilng o r
l a ir e t a m e v it c a rt t a g n it n e s e r
p s which can grasp and keep students ’atteniton i smuch
. d e d n e m m o c e r
f r o f s i t s a l e h
T u trher researchers . The researche r encourages fu trhe r
s r e h c r a e s e
r ont his t opic duet o t hef act t hat t hei mplementaiton o fpuppet sa smedia
y d u t s s i h t n i g n il l e t y r o t s n
i couldhelpstudentst oSDKanisiu sKanutangradeV .The
s e p o h r e h c r a e s e
r rf o fu trherr esearchers todesignmate iralsf o r if tfh gradestudent so f
e s u l o o h c s y r a t n e m e l
6 4
S E C N E R E F E R
, . C . L , s b o c a J , . D , y r
A & Razavieh .(2002) .Introducitont or esearchi neducaiton(6th )
d
e .Belmont ,CA :Wadswo trhGroup ,ThompsonLearning.
. A , n it s
A (2003) . Mission . Ret ireved Octobe r 19 , 2011, from /
s t p e d / u d e . c c e o r n o m . w w w // : p tt
h stucente /rmission.htm
. d r a ri G . D d n a , s il l E . G , .J , r e t s w e r
B (1991) .The primary engilsh teacher’ sguide . w
o lr a
H :PearsonEducaitonLimtied.
, . R . P , n e d r u
B & Byrd ,D .M .(1999) .Method sfo reffecitve teaching .Needham s
t h g i e
H :Allyn&Bacon.
, e o J , . C . P , s n r u
B B .D .& Ross .E .P .(1984) .Teachingreadingi nt oday’ selementary s
l o o h c
s .Boston :HoughtonMfifll iCompany.
. C . M , a n u a e
D (1996) .Elementarys taitsitcf o rba isceducaiton .QuezonCtiy :Phoenic .
c n I e s u o H g n i h s il b u P
. B , y e l d u
D (1997) .Wha ti sstorytelilng: Austrailan storytelilng .Ret ireved Octobe r m
o r f , 1 1 0 2 , 9
1 http://www.ausrtailanstorytelilng.org.aut/x/td-what2.php
. J , t o il l
E (1991) . Aciton research fo r educaitona l change . Phliadelphia : Open .s
s e r P y ti s r e v i n U
. M , z e r o l
F A .C.( 1999 ,June) .Improvingadul tEngilsh languagel earners ’speaking s
ll i k
s . Ret ireved Octobe r 19 , 2011, from
l m t h . k a e p S / s t s e g i d / s e c r u o s e r _ l s e / a l e a c / g r o .l a c . w w w
.J , l e k n e a r
F .R & Wallen, N .E. . (1993) .How to design and evaluate research in n
o it a c u d
e 2( nd de ) .Singapore :Mc .GrawHli,lI nc.
.J , tl o
H (1980) .Permainan- simulasi- mainperandalampengajaranbahasa.Jaka tra: Depdikbud
. D , s n i k p o
H (2008) .A teacher’ sguide to classroom research (4th )e . d Berkshrie : s
tt a l
S ery ,M .& J .Wliils .(2001) .Engilsh fo rprimary teachers :a handbook o f s
e it i v it c a m o o r s s a l c d n a s e it i v it c
6 4
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.
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4 5
.
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b tIi st ent os ix.
.
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e it i v it c A e r P
.
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.
b T t he eache rask swha titmet he r i e h t o d y ll a u s u s t n e d u t s
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x Wha titmedoyou o t o g y ll a u s u
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n e t s il o t d e k s a
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g n i n e t s il n i d e n o it n e m
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x Wha titmeChikowake s ?
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.
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.
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.
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s e i t i v i t c A o k i h C
Hello friend ,my name is Chiko .I want to tel lyou about my activities . t
f A . M A 0 3 . 5 t a p u e k a w s y a w l a
I erthat ,I prepare to go to school .I t a h t r e t f A . M P 5 1 . 1 t a e m o h o g I d n a M A 0 3 . 6 t a l o o h c s o t o g s y a w l a
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I works and take a nap unti l5.00 PM . .
t a h t r e t f a y d u t s d n a V T h c t a w y ll a u s u I , M P 5 4 . 6 l i t n
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9 5
N A L P N O S S E L
I E L C Y
C I
l o o h c
S :SDKANISIUSKANUTAN t
c e j b u
S :Engilsh r
e t s e m e S / s s a l
C :V /2
e c n e t e p m o C d r a d n a t
S :
n o it c u rt s n i e l p m i s y r e v g n i s s e r p x
E s andi nformaitoni ns choo lcontex.t
e c n e t e p m o C c i s a
B :
6.3Expressingaskingandgivingi nformaitonwtihacceptables peechactst ha t e
v l o v n
i s :providingi nformaiton ,givingopinion sandaskingf o rclartiy
s r o t a c i d n
I. :
.
3 Student sareablet omenitont hekind soff eeilng. .
4 Student sareablet oaskandanswe rabouts omeone’sf eeilng.
ll i k S / t c e p s
A :Speaking n
o it a c o ll A e m i
T :2X40minutes
.
G LearningGoals
.
1 Student sareablet omenitonabou tkind soff ee ilng. .
2 Student sareablet or etellt hes tory.
.
H LearningMethods
0 6
.I LearningMaterials .
2 LanguageFunc iton
: e l p m a x E
A :”Wha tdoyouf eel?” B :” Iams ohappy.”
.
3 Vocabulary
a x
E mple :happy,s ad ,angry,s leepyandetc.
.
J LearningAc itvtiy
s e it i v it c A s ’ r e h c a e
T Students ’Acitvi ites Time n o it a c o ll A s
e it i v it c A e r P
.
a Greeitng.
.
b T t he eache rask swhatt hey f o d n i k k s a d n a y a d o t l e e f
. g n il e e f
x Wha tdoyouf eelt oday?
x Wha tdoyouf eeli fyou ?
tf i g a t e g
x Wha tdoyouf eeli fyou r ?
u o y t r u h d n e ir f
x Wha tdoyouf eeli fyou r ? u o y b r u t s i d d n e ir f
x Wha tdoyouf ee lfit he ? g n ir o b s i t c e j b u s
.
a Thes tudentsr eplytot he r
e h c a e
t ’ sgree itng.
.
b Thes tudent spayatteniton r
e h c a e t e h t o
t and ilstent o e
t t a h
w achers ays .The student sanswe rthe
r e h c a e
t ’ squesitons abou t r
i e h
t fee ilngs:
x Wha tdoyouf ee l ?
y a d o t
x Wha tdoyouf eeli f ? tf i g a t e g u o y
x Wha tdoyouf eeli f tr u h d n e ir f r u o
y s you?
1 6
x Wha tdoyouf eeli f s b r u t s i d d n e ir f r u o y
? u o y
x Wha tdoyouf eeli f e
j b u s e h
t cti sbo irng?
s e it i v it c A n i a M
.
a T t he eachert ell sas tory t
u o b
a Moch’isf eeilngusing t
e p p u p e h
t ,andthestudent s .
n e t s il o t d e k s a e r a
.
b T t he eache raskst ot he t a h t e m it e h t t u o b a s t n e d u t s
g n i n e t s il n i d e n o it n e m
. e g a s s a p
x Wha tdoe sMochif ee l g
e h n e h
w et sgoodmark?
x Wha tdoe sMochif ee l ? k r a m d o o g s t e g e h n e h w
x Doe sMoch’i smothe rge t s t e g i h c o M n e h w y r g n a
? k r a m d a b
x Wha tdoe sMoch’i s i h c o M n e h w l e e f r e h t o m
t e
g agoodmark?
.
a Thes tudent silstent he .
y r o t s
.
b Thes tudent sanswert he s
n o it s e u
q fromt he .r
e h c a e t
x Wha tdoe sMochif ee l d o o g s t e g e h n e h w
? k r a m
x Wha tdoe sMochif ee l d o o g s t e g e h n e h w
? k r a m
x Doe sMoch’i smothe r i h c o M n e h w y r g n a t e g
? k r a m d a b s t e g
x Wha tdoe sMoch’i s n e h w l e e f r e h t o m
t e g i h c o
M agood ?
k r a m
2 6
.
c T t he eache raskst hes tudent s e
h t t a e p e r o
t feeilngs:
x Angry
x Happy
x S ad
x Proud
.
d T heteache rasksthes tudent s l l e t o t t e p p u p e h t g n i y a l p o t
y r o t s ri e h
t abou tthei rfeeilng .
p u o r g n i
.
e Thet eache rasks tot hegroup g n i s u y r o t s ri e h t ll e t o t
.s s a l c e h t f o t n o r f n i s t e p p u p
.
c Thes tudentsr epeatt he s
g n il e e
f .
• Angry • Happy • S ad • Proud
.
d Thes tudent sworki n r i e h t g n i k a m n i p u o r g
t u o b a y r o t s n w
o thei r
. g n il e e f
.
e Thes tudentst ellt hei r n i s t e p p u p g n i s u y r o t s
s s a l c e h t f o t n o r f
s e it i v it c A t s o P
.
c Reviewingt hemate iralst ha t .t n r a e l e v a h s t n e d u t s e h t
.
d Askingt hes tudents ’ s
e it l u c if fi d
.
c Thes tudent smeniton .t
e g y e h t t a h w
.
d Thes tudentss ayt hei r .s
e it l u c if fi d
’ 5
.
K Sources
3 6
.
L Evalua itono fStorytelilngPresenta iton
.
1 Voice :25% .
2 Gesture :25% .
3 Mimic :25% .
4 Fluency :25% e
r o c S l a t o
T :voice+gesture+mimic+ lfuency 4
y a M , a tr a k a y g o
Y 30th ,2012
4 6
S L A I R E T A M G N I N R A E L
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y ? Iamso happy today. Iamso happy today becauseIget an A r
o
f my Engilsh test .I want to tel lmy mother .My mother will eb so t
u B . t a h t f o e s u a c e b e m f o d u o r
p if Iget badmark ,she w li lget angry . t
e g I f
I abadmark ,Iw li lbe sadtoo .What abou you?
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T s thestudents i nto 4groups .Thestudentstel ltheir n
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f front of the
e t n a c s t n e d u t s e h T . s t e p p u p e h t g n i s u s s a l
c l lthestory basedontheir .
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s u i s i n a K D S f o r e h c a e T h s i l g n E g n i w e i v r e t n I f o t l u s e
R Kanutan
n o it s e u
Q Respons
s t n e d u t s e h t f o r e t c a r a h
C Shy,s lient ,passive s
s a l c e h t e g a n a
M W iritngt ask.
d o h t e m d n a y g e t a rt
S Teaching:t eache rcenteredl earning.
r i a p , r e w s n a d n a s n o it s e u q , n o i s s u c s i d : d o h t e M
. k r o w p u o r g d n a , k r o w it
a p i c it r a p ’ s t n e d u t
S o n Notr eallyacitvei nclas sperformance. l
a ir e t a
M Mate ira:lt ookf rommanys ourcess uchasi nterne.t t
n e m e v e i h c a ’ s t n e d u t
S Lesst hanminimums tandard( ±7) s
s a l c e h t f o m e l b o r p r o j a
M Someitmess tudent spassivei nl earning,s omeitme s d
e d w o r c o s e r a y e h
t ,s leepy ,daydreaming ,and .
n u f g n i h t e m o s g n i k a m s
e it il i c a f d n a a i d e
7 6
