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K A R T S B
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r u t a N e h T .
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ii x .
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n e m e v o r p m I .
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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 srtategie 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
, 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 .s
4 .
D ResearchObjec itve s
o t s i h c r a e s e r s i h t f o e s o p r u p e h
T increasestudents ’paritcipaitonwhen using s
t e p p u
p a sat eachingandl earningmedia ni storytelilng .Thesecondobjecitveoft hi s y
d u t
s ,t he r esearche rand r eader swli lknowhow puppet sas t eachingl earning media e
s a e r c n i g n il l e t y r o t s n
i the students ’paritcipaiton .Based on those objec itves ,i ti s t
a h t d e t c e p x
e student s may have highe r moitvaiton stoward s using puppet s in s
n o it a p i c it r a p ’ s t n e d u t s ,t l u s e r e h t s A . 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 mighti mprove.
.
E ResearchBenefti s
n o it u b ir t n o c e m o s e v i g o t d e t c e p x e s i h c r a e s e r s i h
T s to Engilsh language
:r o f y ll a i c e p s e , g n i h c a e t
.
1 Teacher sandFutureTeachers
e r o m w o n k o t s r e h c a e t s e l b a n e t i , a i d e m g n i h c a e t s e n if e d h c r a e s e r s i h t e c n i S t u o b
a the impo trance o fselecitng the irgh tteaching media .I tmean sthe irgh t h
c a e t f o t l u s e r e h t o t t c e f f a l li w s r e h c a e t e h t y b a i d e m g n i h c a e t f o n o it c e l e
s ing and
.s s e c o r p g n i n r a e
l
.
2 FutureResearchers
r e tt e b e d i v o r p o t h c r a e s e r r e h tr u f s d e e n l li t s y l e r u s h c r a e s e r s i h T
t u o b a g n i d n a t s r e d n
u st hi teaching and learning media fo rchlidren .The research i s o
d o t s r e h c r a e s e r r e h t o o t n o it a ri p s n i e v i g o t d e t c e p x
e t he fu trhe rdiscussion related g
n i h c a e t f o c i p o t e h
.
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
7 CHAPTERI I
W E I V E R L A C I T E R O E H T g n i s u g n it r o p p u s s e ir o e h t l a r e v e s s t n e s e r p r e h c r a e s e r e h t , r e t p a h c s i h t n I 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 e s a e r c n i o t g n il l e t y r o t s n i s t e p p u p b u s o w t s n i a t n o c t r a p s i h T . V e d a r
g -pa trs .Thef rist bs - tru p sa i ht eoreitca ldesc irpiton
g n it s i s n o
c o f some ctiaiton s from the relevan ttheory. The second s -ub par t i s
l a c it e r o e h
t framework which contain sa summary and synthesi so fthe researcher
a e s e r e h t e v l o s o t r e h c r a e s e r e h t p l e h l li w h c i h w s e ir o e h t t n a v e l e r e h t t u o b
a rch
. m e l b o r p .
A Theore itca lDescrip iton
. h c r a e s e r s i h t n i d e s u e r a h c i h w s e ir o e h t e h t s e s s u c s i d n o it c e s s i h
T Those are
’ s t n e d u t s e s a e r c n i o t g n il l e t y r o t s n i s t e p p u p g n i s u h s il g n E g n i h c a e t f o s e ir o e h t r u o f . V e d a r g n a t u n a K D S n i n o it a p i c it r a
p The frist theory i srelated to the method o f
h c r a e s e
r . eT sh econdt heoryi sr elated t othemedia .The t hridtheoryisr elated ot the
n o it a p i c it r a
p . eT th l as theory i srelated to the if tfh grade student so fSD Kanisiu s
. n a t u n a K .
1 Clas sAc itonResearch
9 1 ( s n i k p o H n o d e s a
B 93 )Classroom Aciton Research (CAR )i sa kind o f
e v it n a t s b u S . 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 h c r a e s e r n o it c
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
.
2 Teaching– LearningMedia
d i a s ) 0 1 0 2 ( l it a
P tha tgood t eaching i sgood communicaiton between t eache r
. s r e n r a e l d n
a Toconduc tagoodcommunicaiton, the t eache rneedmedium t odeilve r
. e g a s s e m e h
t Media here mean severything t ha teaset eacher t o deilver t he message .
g n it c u d n o c n
I acitviites ,thet eacherneeds t eachingmedia ,and ti si divided i ntonine
n o n ) 1 ( : e r a e s o h t , s n o it a c if i s s a l
c -projected visua laid s(chalk and boards ,etc.) ,(2 )
( s d i a l a u s i v d e t c e j o r
p overhead projector ,etc.) ,(3 )audio aid s t(ape recorder ,etc.) ,
p e r D 3 ) 6 ( , s t c e j b o l a e r ) 5 ( , ) s t u o d n a h ( s d i a n e tt ir w ) 4
( resentaiton ,(7 )role play and
a , a i d e m n o it a c i n u m m o c s s a m ) 8 ( , n o it a l u m i
s nd (9 )audio-visua laids .He said tha t
, s e s s e c o r p e l b i s s e c c a n i : e r a y ti v it c a m o o r s s a l c n i a i d e m g n i s u f o s e g a t n a v d a e h t
, s t n e v e , s l a ir e t a
m objects , change s in itme , speed o r spaces-depicted , bette r
h ti w t c a t n o c t c e ri d r o f e t u ti t s b u s e v it c e f f e , n o it n e t e r r e g n o l , e g d e l w o n k f o n o it i s i u q c a
t n e m n o ri v n e e h
t ,s itmulaitonf ors tudentst ogainf u trhe rknowledge.
.
a Puppetsa sTeachingLearningMedia
e h T . n e r d li h c g n o m a r a l u p o p y r e v e r a s t e p p u
P y have been popula r fo r
s d e r d n u
h fo year sbecausepuppets are so fun .The teache rcan do many t hing swtih
. s t e p p u
p They can move them around and make them talk ,dance ,walk ,jus t ilke
n i s r o t c
a aplay .
. y rt e p p u p n i n o it u b ir t n o c e v a g ) 1 0 0 2 ( n o t y e a
P There are nine element so f
h c i h w s t e p p u
)
a Three-dimension
e e r h t a s i t e p p u p
A -dimensiona lcommunicaiton stool .I tcan therefore be
d n a
h -held ,touched ,hugged ,and srtoked .I tcan be used a sa pointe rto catch ,
e h t t c e ri d d n a n i a t n i a
m attenitonoft hosewatching.
)
b Movemen t
e m e v o
M nti st hef ris tkeyt oa puppe’t smagica lqualtiy.Throughmovemen t
e s u a c e B . e fi l o t e m o c , e t a m i n a n i s a l l e w s a e t a m i n a , d lr o w e h t f o s t c e j b o , s t e p p u p n i
a e h t t c e ri d d n a n i a t n i a m n a c y e h t , d e t a m i n a e r a s t e p p u
p tteniton of t hosewho watch
. m e h t
)
c Colour
g n it c e l e s f o t c a e h
T colours a smaking puppet so rwatch them in aciton
s e k a
m clear something special ,something t ha thad a hand i n shaping as t he puppe t
, r a l u c it r a p n i , n e r d li h c r o F . e fi l o t s e m o
c colour ha s a majo r emoitona l and
. e c n e u lf n i l a n o it a c u d e
)
d Base sands hapes
e r a s e p a h
S an essenita lpiece in the puzzle o funderstanding how puppet s
, e s o n , e y e , li a t( e p a h s a h c i h w o t t e p p u p f o t r a p t a h t s i e s a b e h t d n a k r o
w etc. )i s
g n ir p s y ll a r e ti l s t e p p u p g n i e e S . d e h c a tt
a from base sand shape scan sitmulate the
. g n i k n i h t e v it a e r c s e t a v it l u c d n a n o it a n i g a m i
)
e Shape sass ymbolsi npuppets
u p e h t , n o it a r o l p x e d n a g n i n r a e l f o s m r e t n
I ppe’t ssymbo ilc elemen tmake s
t e p p u
d e n il c n i y ll a u s i v e r o m e h T . s l o b m y s l a u s i v n i y ll a u t p e c n o c d e t n e s e r
p puppetersaret o
. n o it a e r c s ti n i e m o c e b e w d e v l o v n i e r o m e h t , d lr o w e h t e n if e d )
f Exaggeraiton
e h t s i n o it a r e g g a x
E fooltoose and fancfiu lqualtiy i n puppets ,which make s
m e h
t fun ,dramaitc ,memorable, andmagical .
)
g Creature so fdimension
n o i s n e m i d e h
T become sachannel ,amean so f rtavelilng throught hepuppe t
o t n
i oneseflandother .sI talsoallowsf ort heexploraitono f“outers pace .s”Througha
, t e p p u
p students move into new realm screated by the merging o fknowledge and
. n o it a n i g a m i )
h Persona l
o t m e h t s g n ir b d n a , m e h t s e k a m o h w n o s r e p e h t y b d e t a m i n a e r a s t e p p u P e v it c e f f e o t l a c it ir c s i t n e m e v l o v n i l a n o it o m e d n a l a n o s r e p f o e e r g e d a f I . e fi l y l n o n a c t e p p u p e h t , n o it a c i n u m m o
c enhancei nvolvemen.t
)i Naturali ntegrators
y n a m o s n i s t e p p u p e s u o t y s a e o s t i s e k a m t a h w s i t n e m e l e g n it a r g e t n i e h T g n it p a d a , s l o o t g n i h c a e t f o e li t a s r e v t s o m e h t s i t e p p u p a , y a w s i h t n I . s n o it a u ti s c ir r u c e m o s e k il n U . t c a t n o c s e k a m t i r e v e r e h w y ll a r u t a
n ulum aid so rpackages ,a
’t e p p u
p susei sno tilmtied t oj us tone subjec to rareao fstudy .Puppet scan alsohelp
)
1 Benefti so fPuppet
e v a g e i d o r
B cont irbuiton in educaiton area sabou tpuppets .He stated t hat
pupperty can be exciitng and creaitve venture fo r ilbrary media speciails ,t t eachers ,
f o n o it a c u d e e h t o t s g n i h t e l b a u l a v y n a m e t u b ir t n o c n a c y rt e p p u P . s t n e d u t s d n a
e r d n a g n il l e t y r o t s e t o m o r p n a c t I . n e r d li h
c ading ;foste resteem ;lead to creaitve
y n a m e c n a h n e ; y ti r e t x e d l a u n a m p o l e v e d ; n o it a n i g a m i e h t f o e s u d n a g n i k n i h t
d n a g n i v l o s m e l b o r p r o f y ti n u tr o p p o n a e d i v o r p ; s a e r a m u l u c ir r u
c i tcan be fun ( sa
, 9 9 9 1 , h c a b n e ll u M n i d e ti
c p . )8 .
y e l p e
L (2001 )said t hat pupperty i sa medium fo rstudent sto expres s
t I . e g a u g n a l h s il g n E e h t f o s t n e n o p m o c s u o ir a v e h t e r o l p x e o t n i g e b d n a s e v l e s m e h t
p o l e v e d , s ll i k s g n i n e t s il e c n a h n e , s n r e tt a p e g a u g n a l e z il a n r e t n i s t n e d u t s p l e h n a c
k s
ir -taking skill sand studen tcon ifdence ,and provide oppo truniite sfo rstudents t o
k r o
w cooperaitvely p( . .2 )
o t g n i d r o c c
A Reidmille r (2008), the use o f puppet s in the classroom
s ’t n e d u t s f o t n e m p o l e v e d e h t d n a , n o it a v it o m , t n e m e v l o v n i t n e d u t s d e s a e r c n i
g n a l l a r o , g n i d a e
r uage ,and communicaiton sk ills (a sctied i n Zu jlevic ,2008). tI si
o r f e R y b d e t a t s o s l
a a sctied in Mullenbach (1999) .Refro a sctied in Mullenbach
) 9 9 9 1
( stated tha tthe use o fpuppe tin the classroom can create fresh learning
t n e m n o ri v n
.
3 Students ’Par itcipa iton
9 1 ( n o s r e t e
P 92 )stated tha tstudents ’paritcipaiton i sinvolving student sin
d n a s g n i h t g n i o
d thinking abou t wha t they are doing (p . 12) . Thus , students ’
.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 n i t n e m e v l o v n i ’ s t n e d u t s s i n o it a p i c it r a p f o e r o c e h t s i t n e m e v l o v n i ’ s t n e d u t
S thelearningprocess .tIi scrucialf actor s
g n i n r a e l e h t f o s s e c c u s e h t e n i m r e t e d t a h
t process .BurdenandByrd( 1999 )stated tha t
n o it n e tt a g n i n i a t n i a m d n a g n ir u c e
s are impo tran tresponsiblitiy .I fstudent sare no t
n i d e g a g n
e thel earningprocess ,tii spossiblet hatt heywli lnotl earnt hemate ira land
n o s s e l e h t t u o t f e l e b l li w y e h t t a h t e l b i s s o p s i
ti p( . 239 .)
d e n if e d s i n o it a p i c it r a p r o t n e m e v l o v n i ’ s t n e d u t s , ) 3 0 0 2 ( n it s A o t g n i d r o c c A y s p d n a l a c i s y h p f o t n u o m a e h t s
a chologica lenergy the student sdevote to the
t a h t s e it i v it c a n i s t n e d u t s e h t y b t n e p s t r o f f e d n a e m it e h t d n a e c n e ir e p x e g n i n r a e l n it s A . g n i n r a e l ri e h t o t y lt c e ri d e t a l e
r (2003 )explainedthat t hei nvolvemen twli lno t
s l a o g l a n o it a c u d e r i e h t s d r a w o t t s i s r e p o t s e it il i b a ’ s t n e d u t s e v o r p m i y l n
o ,bu talso
y fi s n e t n
i the developmenta limpac to en t h students 'personaltiy ,behaviour ,caree r
.t n e m e v e i h c a d n a , n o it c a f s it a s ,s s e r g o r p . s s e c o r p g n i n r a e l e h t n i l a i c u r c y r e v s i n o it a p i c it r a p ’ s t n e d u t s , y r a m m u s n I a s t n e d u t s f i g n i n r a e l y n a e b t o n l li w e r e h
T re not i nvolved .Students l earn and grow
.
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
.
b Element sofs tory
h ti w d e t a l e
R element so fthestory ,Mallan( 1991)summa irzedthedesc irpiton
e e h t f
o lement so fstorytelilng acitviites to develop the comprehension and the
t p e c n o
c (p .24) .Thereares evenpoint so fagoodstoryt ot el :l
)
1 Quickbeginning
d i o v a o t y r T . y li s a e n o it n e tt a s ’ e c n e i d u a e h t t e g l li w g n i n n i g e b k c i u q A . g n i n n i g e b y li h t g n e
l The audience loves paying atteniton to a story tha tinvolve s
e h t f o t r a p t l u c if fi d t s o m e h t s i y r o t s e h t f o g n i n n i g e b e h T . n o it c
a storytelilng since
. e c n e i d u a e h t r o f r a e l c s i g n i n n i g e b e h t t a h t e r u s e k a m o t s d e e n r e ll e t e h t )
2 Srtaighftorwardaciton
e h t o t t n e v e e n o m o r f y l p m i s d n a y li s a e g n i w o lf , t c e ri d e b o t s d e e n n o it c a e h T .s t o l p b u s y n a m o o t h ti w s e ir o t s d i o v A . t x e n )
3 De ifntiecilmax
e v a h d l u o h s t o l p e h
T a de ifntie cilmax since thi si ssomething tha t ilstener s
e h t o t p u t li u b d n a e r e h w e m o s g n i d a e l e b o t d e e n s t o l p e h T . y r o t s e h t m o r f t c e p x e r e w o p l a r u t a n e h t d n a l li k s s ’ r e ll e t y r o t s e h t y b d e n e t h g i e h e b n a c x a m il c s i h T . x a m il c s e h t f
o tory.
)
4 Limtiednumber so fcharacters
r o e e r h t t u o b a o t d e ti m il s i r e t c a r a h c e h t f o r e b m u n e h t e r e h w s e ir o t s r o f k o o L e s u o t y rt t o n d l u o h s r e ll e t y r o t s r e n n i g e b A . s r e n n i g e b e h t r o f l a e d s i h c i h w r u o f i d e b t h g i m s i h t s a , s r e t c a r a h c y n a m r o f s e c i o v t n e r e f fi
d f ifcutl t o do untli t he story
)
5 Repeititvepattern
s e v i g n r e tt a p e v it it e p e R . ll e t o t y s a e e r a n r e tt a p e v it it e p e r e v a h h c i h w s e ir o t S s a l l e w s a y r o t s e h t n i s t n e v e e h t o t s i s a h p m
e an oppo truntiy fo r audience
s d i a s a t c a o s l a s t n e v e r o s e s a r h p g n ir r u c e r e h T . n o it a p i c it r a
p t o understanding and
.r e n e t s il d n a r e ll e t h t o b r o f , y r o m e m )
6 Saitsfyingconclusion
e e s o t e k il o h w , s r e n e t s il g n u o y y b d e t a i c e r p p a t s o m s i n o i s u l c n o c g n i y f s it a s A u
j sitce;t heydono tilkes to irest hatl eavet heproblemunsolved.I ns omes to ire ,ss ome
. g n i d n e e h t e t a li m i s s a o t e m it d e e n y a m e c n e i d u a )
7 Dfiferen tversion
h ti w n o i s r e v e h t d n if o t r e d r o n i y r o t s e m a s e h t g n il l e t f o s y a w t n e r e f fi d k o o L o c t s o m l e e f u o y h c i h
w mfo trable .Some rtadiitona lsto ire sseem ordinary when t hey
e h t , r e v o e r o M . e v il a e m o c y e h t y ll a r o m e h t l l e t e w n e h w t u b , d a e r e r
a storyteller ’
s e v i g y r o t s e h t t e r p r e t n i o t y ti li b
a colourandl fiet ot hes tory tisel .f
.
c Storypresenta iton
c e p s a e m o s e r a e r e h
T t stha tthe story teller sneed to give more atteniton .
n a ll a
M (1991 )discusse saboutt hoseaspects:
.
1 Thes tory
.
a Interesitng
s r e ll e t y r o t s e h
T shouldmaste randl ovet hes tory tt ha theywantt os haret ot he
e h t n e h W . e c n e i d u
a storyteller sare no tready ,they wli lno tbe able to convey the
. y ll u f s s e c c u s y r o t s .
b Approp irate
e r u s e b t s u m y e h T . y r o t s r i e h t f o t n e t n o c e h t f o e r a w a e b t s u m r e ll e t y r o t s e h T t e t a ir p o r p p a s i y r o t s e h t t a h
t o t heri’ l eve lo fexpe irence and t o t he age and i nteres t
e h t f o l e v e
l ri audience.
.
c I tappealst ot hesenses
e h t o t e s n e s s e k a m y ll a e r y r o t s e h t r e h t e h w r e d i s n o c o t s d e e n r e ll e t y r o t s e h T r e t s a m o t s d e e n r e ll e t y r o t s e h t , e r o m r e h tr u F . n o it a t e r p r e t n i s ’ e c n e i d u
a the ablitiy t o
. e c n e i d u a e h t r o f t c a rt s b a e b o t s m e e s ti n e h w y r o t s e h t r e v il e d d n a y e v n o c .
d Length
e b o t s d e e n r e ll e t y r o t s e h
T aware o fthe length o fthe story .The basic
t r o h s g n i w o ll o f n i m s a i s u h t n e f o s l e v e l s ’ e c n e i d u a e h t e r a t a h t n i h ti w n o it a r e d i s n o
c o r
, s e ir o t s e h t f o h t g n e l e h t h ti w g n il a e d n i y ti c a p a c s ’ r e ll e t y r o t s e h t o s l a d n a y r o t s g n o l . g n o l r o t r o h s s i ti r e h t e h w .
2 Thes torytelle r
n a ll a
M (1991) suggeste d the impo tran t aspec t abou t the storytelle r in
)
a Voice
r e ll e t
A has t oexplore thef ul lpotenitalo fhe rvoice .The voicei nvolves t he
e m u l o v , e n o t ,s d r o w f o n o it a i c n u n o r p t c e r r o c d n a s n o i s s e r p x e : s a h c u s s t c e p s
a , and
. g n i m it d n a e s u a p f o e s u e v it c e f f e ) b Face
h ti w r e ll e t
A an expressive face ,which re lfects t he mood of t he story ,wli l
h ti w y r o t s e h t y e v n o c o h w e n o e h t n a h t y l e v it c e f f e e r o m y r o t s e h t y e v n o
c srtained
. n o it a rt n e c n o c e s n e t n i t c e lf e r d n a n o i s s e r p x e )
c EyeContact
s i h
T i sa very i mpo tran t tiem because someitmes t he t eller t ends t o t ell t he
e h t ,r o o lf e h t o t y r o t
s back of t he wal lor t he ceiilng .When t he t eller smaintain eye
e h t s a d n a s r e n e t s il e h t o t y r o t s e h t g n i v i g d e e d n i e r a y e h t , e c n e i d u a e h t h ti w t c a t n o c . y r o t s e h t ll e t o t t n e d if n o c e r o m e b l li w y e h t ,t l u s e r )
d Gesture
it a z ir e t c a r a h c e h t h c ir n e n a c e r u t s e g e h
T on anddramaitci mpac toft he story .
y d o b , s d n a h , d a e h r e h / s i h e v o m n a c r e ll e t e h
T , andeyebrow .s
)
e Famiilartiywtiht hes tory
s l e e f e h s / e h t a h t y r o t s e h t h ti w r a il i m a f y r e v e b d l u o h s r e ll e t y r o t s e h T w o r e h / s i h g n i s u , y a w n w o r e h / s i h n i ll e t o t t n e d if n o
c nword .s
)
f Posture
.
5 TheNatureoft heFfithGradeStudent soft heElementarySchoo l
t r e d r o n
I o create mate iral swhich are approp irate to the subjects ,clea r
e h t t u o b a s t p e c n o c r a e l c f o n o it a t n e s e r p e h T . d e d e e n e r a s t c e j b u s e h t t u o b a s t p e c n o c d i o v a d n a s t c e j b u s h c r a e s e r e h t f o n o it p ir c s e d r a e l c a e v i g n a c t c e j b u s tr o p m i y r e v s i ti , e r o f e r e h T . h c r a e s e r s i h t n i n o it a t e r p r e t n i s i
m antt o have approp irate
e g d e l w o n
k o f the if tfh grade student so felementary school sto be used in thi s
. h c r a e s e r t n e m p o l e v e D e v it i n g o C s ’t e g a i
P migh t be considered to have a bette r g n i d n a t s r e d n
u fo chlid cogniitve development .According to Piage ta s ctied in
) 9 7 9 1 ( n a m r e h t s g n o
L there are fou rstage so fchlidren’ scogniitve development .
e r a e s o h
T senso irmotor (0- 2 years) ,preoperaitonal (2- 7 years) ,concrete operaiton
7
( - 11years)a fnd orma loperaiton( – 11 16years) (p .94).
t , y r o e h t s ’t e g a i P n o d e s a
B he if tfh grade student so felementary school sare
7 ( l a n o it a r e p o e t a rt n e c n o c f o d n e e h
t - 11years )stageand att he beginningof f orma l
1 1 ( l a n o it a r e p
o - 16 years )stage .In concrete operaitona lstage ,chlidren begin t o use
t ri e h t s s e r p x e o t s n a e m e g a u g n a
l hought sori deas .Howeve ,rt hepresenceo fconcrete
n e r d li h c , e g a t s l a n o it a r e p o l a m r o f n i e li h W . tl u s e r t s e b n e r d li h c e h t e v i g l li w s g n i h t d li h c t a h t s n a e m t I . s g n i h t t c a rt s b a h ti w k r o w o t n i g e
b ren are able to create
e s e h t o p y
h st o ifndt hes oluitonoft heproblems .
) 0 8 9 1 ( t l o H o t g n i d r o c c
A , the ablitiy o fchlidren to work in absrtac tthing s
h
t ey are cu irou sabout ,chlidren go faster ,cove rmore t errtiory t han we would eve r
r o m e h t r o f t u o k r a m o t g n i y rt f o k n i h
t makingt hemcove tr( p.152) . tIi swisert ol e t
, h g u o h tl A . y a w r i e h t n o d e s a b s e it i v it c a g n i n r a e l e c n e ir e p x e o t n e r d li h c e h t s e m it e m o
s ,t hei racitvi ite sare no tunderstood by adutl ,s t hei rown way can perform
. e n o r e tt e b e h t s e m it e m o S . g n i k n i h t f o s y a w t n e r e f fi d e v a h y e h t ,s tl u d a t o n e r a n e r d li h c e c n i S t a h t s e v e il e b t e g a i P . n e r d li h c o t d e il p p a n e h w s s e l e s u s i d o h t e m g n i n r a e l ’ s tl u d a li h
c dren have t hei rown methods i n l earning i n which ,someitmes ,perform a bette r
. tl u s e
r The t heory point sout t ha tchlidren l earn bette rby moving and manipulaitng
b t o n , g n ir o l p x e d n a g n it n e m ir e p x e y b d n a t s r e d n u y e h t , g n i n e t s il d n a g n it ti s y b n a h t y i z ir o m e
m ng rule s(a sctied i n Burns ,Joe & Ross ,1984 , p. 65) .Therefore , ti i sno t
e k il k n i h t t o n o d y e h t e c n i s o d s tl u d a s a l l e w s a n r a e l o t n e r d li h c t c e p x e o t e s i w .s tl u d a f o e g d e l w o n k e h
T the students ’stages may help the teacher sin setitng the
r e t a m g n i h c a e
t ial s and acitviite s prope lry . The teacher s can se t ac itviite s and
e t a ti li c a f n a c t a h t s l a ir e t a
m the students t o express t heri i dea sor t houghts t hrough a
e c n i S . e g a u g n a
l thechlidrenhavebeenr eadyt odea lwtihabsrtactt hing ,st het eacher s
c a t n e s e r p n a
c itviite sandmate iralst hati nvolveabsrtactt hing .s
.
B Theore itca lFramework
, m e l b o r p e h t f o n o it a c if it n e d i d n a d n u o r g k c a b e h t n i d e n i a l p x e s
A students ’
g n E r i e h t g n i d u l c n
i ilsh teaching and learning process .The greate rthe students’
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 si ,t hegreate rwli lbet heamoun to f
. t n e m p o l e v e d l a n o s r e p d n a g n i n r a e l t n e d u t
s The researche rfound t hat t eaching and
t o n s i s s e c o r p g n i n r a e
l going wel lf or the student so ft he if tfh grade student so fSD
n a t u n a K s u i s i n a
K havel acko fparitcipaitoni nt heclass .
i a m e h t e c n i
S nproblemoft hes tudentsi salacko fparitcipaiton,t hisr esearch
s
i made to overcome tha tproblem .Based on the students ’characte irsitcs in the
tl o H d n a t e g a i P f o s e ir o e h
t , t he researcher should conduc tmate irals using media to
n o it n e tt a ’ s t n e d u t s n i a
g and to moitvate them. The researche rused puppet sa sthe
d n a g n i h c a e t n i e t a p i c it r a p o t s t n e d u t s e h t e t a l u m it s o t a i d e
m learning proces s
r e ll i m d i e R , y e l p e L n i d e t a t s s a s t e p p u p f o s ti f e n e b e h t g n ir e b m e m e
r , andRefro .
o t r e d r o n
I gain the purpose so fthe study ,the researcher considered the
g n il l e t y r o t s , t e p p u p , s t n e d u t s l o o h c s y r a t n e m e l e f o s e ir o e h
t , and speaking inl earning
e h T . s e it i v it c
a researcher made a se to fclassroom based aciton research ,adapted
d n a I e l c y c e r a y e h t ,s e l c y c o w t e r e w e r e h T . s l e d o m s ’t r a g g a T c M d n a s i m m e K m o r f e r a s p e t s e s o h T . s p e t s r u o f e r a e r e h t e l c y c y r e v e h c i h w n i ,I I e l c y
c :( 1 )Planning,( 2 )
t c
A ingandObserving,( 3 )Re lfecitng,( 4)I mprovement .Ther eason ofi mplemenitng
t e h w h c r a e s e r f o t n e m p o l e v e d e h t e e s o t s i e l c y c s i h
t he rti i shelpfu lo rnot .I tcould
n o i s s e r g o r p e h t m o r f n e e s e
b of t he student swhether t hey have more understanding
.t o n r
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
.
C ResearchI nstruments
h
T isr esearchusedsomei nsrtumentsf ort hes akeo fobtainingt hedataandt he s t n e m u rt s n i f o d n i k e e r h t d e z il it u r e h c r a e s e r e h T . d e d e e n e b d l u o w t a h t n o it a m r o f n i . h c r a e s e r s i h t n i e l o r t n a c if i n g i s k o o t t a h
t They were ifeld notes ,observaiton , s t s il k c e h
c andinterviews. Thosei nsrtument swouldbediscussedbelow: .
1 FieldNotes
’ s t n e d u t s d n a s e s n o p s e r t u o b a a t a d r e h t a g o t s e t o n d l e if d e s u h c r a e s e r s i h T . m o o r s s a l c e h t n i d e t n e m e l p m i s n o it c a e h t d r a w o t n o it a p i c it r a
p Ary ,Jacobs ,a nd
h e i v a z a
R (2002 )stated that t he ifeld note sw ee r used when t he researche robserved e v it p ir c s e d e h t y l e m a n , s t n e n o p m o c o w t f o s e t o n d l e if e h T . s s a l c e h t f o n o it a u ti s e h t tr a
p and the re lfecitve par t( .p 4 ) .31 The desc irpitve par tincluded a complete a e r ri e h t d n a e l p o e p e h t , g n it t e s e h t f o n o it p ir c s e
d citonandi nterpersonalr elaitonship , and accoun to fevent s(who ,whenand wha twa sdone) .The re lfecitve pa tr i ncluded e h t n o s t n e m m o c , s t n e v e e h t t u o b a s n o i s s e r p m i r o g n il e e f l a n o s r e p s ’ r e v r e s b o e h t i h t e f o d r o c e r , s m e l b o r p d n a s n o i s i c e d , d o h t e m h c r a e s e
r cal i ssues ,and speculaiton s .s i s y l a n a a t a d t u o b a .
2 Observa itonCheckilst
e t a t s ) 3 9 9 1 ( n e ll a W d n a l e k n e a r
F d tha tobservaiton w as ce train kind o f c t a h t h c r a e s e
r o uld be done by observing “how people ac to rhow t hings l ook.” (p . e n y ll a e r r e h c r a e s e r e h T . ) 4 8
3 eeded to do observaiton sto check acitviite so fthe a l e h t li t n u g n i n n i g e b e h t m o r f s t n e d u t
g n i n r a e l g n i h c a e t s a t e p p u p g n i s u h s il g n E g n i n r a e l n e h w s t n e d u t s e h t f o s e it i v it c a
.s s a l c g n i k a e p s n i a i d e m
s e r s i h t n
I earch, t he checkilst scontained ils to fgoal sand acitviites t ha thad e
h T . s s a l c e h t n i s t n e d u t s e h t y b e n o d n e e
b researcherdevelopedt hecheckilsti ntot he .
n o it a v r e s b o f o t l u s e r e h t n o d e s a b m r o f e l b a
t The detalied checkilst i savaliable i n appendice .s
.
3 Interviews
, w e i v r e t n i e h t h ti w d e t a l e
R Ary ,Jacobs ,and Razavieh (2002 ) said tha t r
e t n
i view swereused t ogathe rdata onsubjects ’opinions ,beilefs ,and f eeilng sabou t n
o it a u ti s e h
t in thei rown words .I tprovided informaiton tha tcanno tbe obtained u
o r h
t ghobservaiton,t heycouldbeusedt overfiyt heobservaiton( p .434). d
e s u h c r a e s e r s i h <
