THE IMPLEMENTATION OF PUPPETS AS MEDIA FOR
TEACHING SPEAKING IN THE FIRST GRADE AT MTs
DARUL ULUM WARU SIDOARJO
THESIS
Submitted in partial fulfillment of the requirement for the degree of
Sarjana Pendidikan (S.Pd) in Teaching English
By
Zulaihatin Muyassaroh
NIM D75212072
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
ABSTRACT
M. Zulaihatin. (2017). The Implementation of Puppets as Media for Teaching Speaking in The First Grade at MTs Darul Ulum Sidoarjo. A Thesis, English Education Department, Faculty of Tarbiyah and Teacher Training Sunan Ampel State Islamic University, Surabaya. Advisors : Sigit Pramono Jati, M.Pd.
Keywords : implementation, puppets, teaching speaking
ABSTRAK
M. Zulaihatin. (2017). Penerapan Media “Puppets” untuk pengajaran “speaking” pada kelas 1
MTs Darul Ulum Waru Sidoarjo. Skripsi, Pendidikan Bahasa Inggris, Fakultas Trabiyah dan Keguruan Universitas Islam Negeri Sunan Ampel Surabaya. Pembimbing : Sigit Pramono Jati, M.Pd.
Kata Kunci : Penerapan, puppets, pengajaran berbicara bahasa Inggris
Berbicara bahasa Inggris tidak mudah untuk sebagian besar siswa dinegara kita. Terdapat banyak alasan untuk membuat siswa mendapatkan kesulitan ketika mereka harus berbicara dalm bahasa Inggris. Untuk beberapa alasan, guru bahasa Inggris menemukan beberapa cara bahagaimana mengajar, belajar, praktik kemampuan berbicara bahasa Inggris ini dengan mudah dan efisien. Penggunaan “puppets” merupakan salah satu cara untuk mengajar bebicara bahasa Inggris. “Puppets” berarti media yang dibuat untuk menunjukkan karakter. Penelitian ini bertujuan untuk penerapan “puppets”sebagai media pengajaran berbicara bahasa Inggris di kelas pertama SMP dan bagaimana respon siswa dalam penggunaan “puppets” sebagai media ketika berbicara
TABLE OF CONTENT
TITTLE SHEET i
ADVISOR APPROVAL SHEET ii
EXAMINER APPROVAL SHEET iii
MOTTO iv
DEDICATION SHEET v
ABSTRACT vi
ACKNOWLEDGEMENT vii
PERNYATAAN KEASLIAN TULISAN viii
TABLE OF CONTENT ix-x
LIST OF APPENDIXES xi
CHAPTER IINTRODUCTION
A. Background of The Study 1
B. Research Question 13
C. Objective of The Study 13
D. Significant of The Study 13
E. Scope and the Limitation of The Study 14
F. Definition of Key Terms 14-15
CHAPTER IIREVIEW OF RELATED LITERATURE
A. Theoretical framework 16
B. Previous Studies 36
CHAPTER IIIRESEARCH METHOD
A. Research Design 38
B. Setting of the Study 39
2
D. Data and Source Data 40
E. Research Instrument 41
F. Data Collection Technique 44
G. Data Analysis Technique 47
CHAPTER IV RESEARCH FINDING
A. Research Finding 50
1. Teaching Learning Process 50
a. First Meeting 52
b. Second Meeting 56
c. Third Meeting 60
2. Students Response 65
B. Discussion 69
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion 79
B. Suggestion 80
REFERENCES xii-xvii
APPENDIXES xviii
CHAPTER I
INTRODUCTION
This chapter focuses on the basic idea related to the study. It presents background of the study, statement of the problem, objectives of the study, significance of study, scope and limitation of the study, and definition of key terms.
A. Background of the study
English is an International language. English is commonly used by people in the world which have different languages to communicate one another and to create relationship among them. Different contact languages converge on each other to form a universal English-based contact language. 1
Besides, English is used by an enormous speech-community. We have already seen that perhaps English is the single most striking characteristic of contact languages in their great similarity to each other.
Nowadays, people need to learn English since it is a common way to communicate each other internationally. Therefore, it is unavoidable that companies and large businesses will employare able to speak each other.Although, English is no exception to be learned.
1Milestones in ELT.English as an International Language. 1978. The British Council. England, Printing
2
In Indonesian government decided to put English as a compulsory subject in teaching and learning process for kindergarten, primarily, secondary, senior, and university students. As it is stated in PP No. 10 & 19 2005, language learning is expected to develop four language skills there are, speaking, writing, reading and writing.2 Speaking has always been part of the syllabus in teaching English.3Curriculum in Indonesia how to develop communication using systemic functional linguistics how to produce sound before apply in text 4
Global competition in scope business, education, social and etc. Furthermore, ASEAN Economic Community imposed in Indonesia. ASEAN Economic Community as opportunity and challenges for Indonesia. How the government improve the skills and education are responsibility of the individual to succeed in ASEAN Economic Community. The Human resources can compete with foreign workers, especially in speaking English.5
In Indonesia, learning English as a second language is not easy because it is a foreign language.6A person whether he can interact and
2Depdikbud RI, 1994 : 1
3 Jeremy Harmer. How to teach English : An introduction to the practice of English Language
Teaching. 2001 New Jersey : Longman. 4
4Depdiknas.ModuldanKurikulumbahasaInggris SMP/Mts. 2004.Jakarta : Department
PendidikandanKebudayaan.
5http://rubrik.okezone.com/read/24981/menghadapi-era-masyarakat-ekonomi-asean-mea
December, 16th 2016. 11.35 pm
6http;//www.kompasiana.com/wisnuandangjaya/mea-dan-pendidikan-yang
3
communicate in his community or not will depend much on his speaking ability7. It could take the form praise and be encouraged by their environment
to just successful communication. Thus the person would continue to imitate and practice these sounds and patterns until they formed ‘habits’ of correct
language use.
According to Hornby, there are several methods in English learning process. Those are : (a) giving total physical activity (for examples games and total physical response activities), (b) providing hands on activities (for examples to learn words, sentences, and practice meaningful language), (c) internalizing concept through audio-visual aids (for examples videos, pictures, tapes, musics, flash cards, and puppet toys). And (d) explaining things with non verbal language (facial features, gestures).8 To make the students have
strong interest in teaching and learning process especially in learning speaking, the teacher should take the best approach. Then, the teacher can use media in teaching. According to Hornby, teaching means giving the instruction to (a person): give a person (knowledge skill, etc).9Speaking means using words in an ordinary voice. So, teaching speaking is giving instruction to a person in order to communicate. By speaking, people can
611308130970 December, 16th 2016 11.26 pm
7 Jack C. Richard and Theodore S. Rodger, Approach and Method in Language, (Newyork : Cambridge
University Press, 2000) ,78.
8A.S Hornby, O ford Adva ced Lear er’s Dictio ary of Curre t La guage (Oxford: Oxford University
Press, 1995), 37.
9
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express their idea and purposes orally to the listeners. Most speakers need active listener who can say, directly respond to what they say and directly show understanding and join the interaction.
Speaking is more than ability to form grammatically correct sentences and then to pronounce them. Speaking is interactive and requires the ability to cooperate in the management of speaking turns. Speaking is much complex because it involves both a command of certain skills and several types of knowledge.10 In fact, the boundaries such that in reality is difficult to account for particular features of speech event by reference to any single knowledge system.
Dialogue activities is not only aimed to encourage speaking but they also aimed to encourage thinking about speaking11 The conditions in which
speech occurs exert a powerful influence on its quality, fluency, accuracy and complexity.
Learning to speak is different from learning to write. It should be learnt consciously and demand lot of practice and confidence. Realizing that speaking is very important for English learners, it is essential for English teachers to encourage the students to speak.Some teacher may have difficulties in deciding what techniques and media that should be used to
10Scot Thonburry, How to teach speaking.Longman. Page 01
11Nick Bilbrough, Dialogue activities, exploring spoken interaction in the language class.(Cambridge
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teach speaking appropriately. Yet, they should be able to find out the ways how to make speaking easier and be the fun activities for the students. In this case, teachers have responsibilities to guide the students during the learning process and to give motivation to them to improve their English especially in speaking skill.
Practicing speaking needs much time to fulfill the requirements of the mastery of spoken English, either from school or the environment. Mastering speaking ability is not easy, since it has something to do with the mental factors of the students such as the mood, motivation, and readiness.12
Linse said that Teachers of young learners should provide the care necessary to meet young learners needs so that they can thrive and focus on their learning 13. Therefore, teachers should make the students become active
in teaching learning process. According to Jean Brewstern and Gail Ellis the term learner-centred, means that children’s needs and interests are placed at the centre of planning and teaching is not as long as commonly used as before.
English teachers of young learners need to be creative in using teaching methods and media14, in order that the English lesson will not be
12M. Wilga River.Teaching Foreign Language Skills. (Chicago :University of Chicago Press,1999) 85 13 C. Linse and Nunan. Practical English Language Teaching :Young Learners. 2005. New York : Mc.
Graw Hill, 2.
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boring or in other word it will be more attractive and enjoyable for young learners to learn English. Young learners are different from adult learners. They cannot have full time concentration, they have alot of physical energy and can easily get bored, so the teachers should choose the suitable teaching method to achieve the teaching purposes easily, and use appropriate teaching media to make students more motivated and interested to learn.
According to Harmer, there are many activities which usually engage students, such as games using teaching media, discussion, simulating picture and puppets, dramatic stories, amusing anecdote, and etc.15When the students learn while playing, they can be more interested in learning English especially for speaking.
To enable the students master those language skills, English teacher should provide materials that are appropriate with the curriculum and find suitable methods in teaching and learning process. One of the methods suggested in the new approaches introduced by the government is by using media in the classroom16.
Media is a good solution to overcome the problem. The use of media in language teaching has a lot of advantages. One of the advantages is that
15Margareth Chen, Using Vocabulary games to increase the use of language learning strategy
(Institute of Foreign Languages Education and Cultural Industries). Page 22.
16 Lang, QuekChoon. & Wong, Angela F.L. Engaging Beginning Teachers. (Singapore:Prentice Hall,
7
media can be used to promote students’ ability in any expected proficiency.
17Teaching English using media is useful to classroomteaching because it can
help teacher to convey lesson clearly and more easily understand by students.
Brown states that :
“Creative use a media will enhance students possibility to learn more,
and improve their performance of the expected skill”18. In other words, the use of the media in teaching and learning process can improve either students eagerness in learning or students ability in any expected skills they want to extend.
Instructional media is a means of communication used to carry message with an instructional intense.19 Some students are afraid of having mistakes when they speak in the class, and while some others to dominate the class in speaking activity.20 In learning speaking, active students have opportunity to remember the content of each class session more than passive students have.
17 David Nunan, Second Language Teaching and Learning, (Boston Massachusetts :University of
Hongkong, ITP, 199)231-232.
18 H Douglas Brown, Principle of Language Learning and Teaching (New York : Carson Education
Company, 2000).9
19RosiAnjarwati has quoted Heinich in KasihaniKasbolah, Bahan Ajar Foreign Language Teaching
Media (Malang: University Negeri Malang, 2003) page 3.
8
Having understood that young learners pay short attention and concentration in a learning process, it is better to provide something playful to them. Therefore, the researcher tries to develop talking puppets for teaching english vocabulary. The use of puppets is well established in primary schools in subjects such as language and social education. Puppets can have valuable impact in motivating children and promoting language development.
In this working through, the study is focused on teaching speaking for junior high school especially first grade. One of the ways to make interesting learning is using media, the name is puppet. By using puppet as media for teaching speaking, it will contribute in involving their interest and motivation in learning speaking.
The use puppets in classroom increase students’ involvement,
motivation, and the development of students reading, oral language and communication skills.21 Puppets play stimulates the brain and opens communication for all ages and puppets allowed these scientists to use their hands, brains, and tongue to produce active an imaginative thinking.22So, it’s
21 S. Gronna Pro oti g Ge eralized Sosial I teractio Usi g Puppets and script training in an
Intergated Preschool”, A Single Case Study, (http://bmo.spepub.com Accessed on 17 August 2016).
9
a suitable adolescent points out the teenage students are the best and enthusiastic language learners.23
The puppet is considered unique. Puppets is one of media that can be used in foreign languages which is learned in Indonesian schools at Kindergarten until Universities. Limited learning hours is a basic problem faced by Indonesian students, especially for those who are learning speaking for Junior High School, that only have three hours in a week to study English. Puppets help to create a genuine information gap.24 So, puppets help students to grab lesson simpler and to communicative more.
The use of puppet is also advocated in other areas of education. Carolyn Brodie in her article, “Puppet Magic” states that :
“Puppetry can be an exciting and creative venture for library media
specialist, teachers, and students. Puppetry can contribute many valuable
things to the education children. It can promote story telling and reading,
foster self esteem, lead to creative thinking and use of the imagination,
enhance many curriculum areas, provide an opportunity for problem solving
and it can be fun”25.
23Vida Zuljevi , Puppets a Great addition to Every ody Tea hing Thinking Classroo , Vol 61, page 8,
January 2005.
24http://www.slideshare.net/enriccalvet/using-puppets-to-teach-very-young-learners-of-english 25 Carolyn Brodie, an article Puppet Magic”. December, 1994. School Library Media Activities
10
According to Low and Mathhew puppets can engage the childrens attention, provide a context for conversation and promote purposefully activity. Using puppets as an alternative teaching media for young learners could be considered as the best approach to make the students interested in teaching learning process. It media is a good resource to develop students abilities in listening and speaking. Therefore, the researcher was interested in implementation of the puppet in order to improve the students speaking activity. By using the puppet, it was hoped that the students can enjoy the teaching learning process and could improve their speaking skill in fun away.
The researcher conducted this research at MTs Darul Ulum Waru Sidoarjo. It is school which has many facilities, such as language laboratory, library, LCD Projector and etc. The researcher chose the first grade of MTs Darul Ulum Waru Sidoarjo. It is because is an appropriate grade of the implementation of puppets as media for teaching speaking and usually the teacher uses puppets as media when teaching in the class.
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learn English more than regular class. This school has a purpose to educate the students in active learning by doing and contextual teaching and learning. Besides, the students always maintained their motivation to compete with one another, so that they are actively in a good creativity.26
The researcher focused on Junior High School because the Researcher argued that students had already learned how to spell both in speaking and writing ability. The Researcher chose Junior High School at Mts Darul Ulum Waru Sidoarjo because this school has conversation class every week. There are intensive class program that compulsory has a good English skill. They are demanded to learn English more than regular class.
There are English Club that must be followed by students in intensive class so that students in intensive class would have much more time in the school. Based on those reason the researcher had an opinion that is intensive class demanded more on English is speaking, reading, listening, and writing skills. So, there would be limited time for communication.
Based on the interview with the English teacher of the school, it can be known that students with the lowest ability in English lesson especially in speaking was from first grades. She explained that most of the students in first grade, especially male students got under 80 in their performance score in
12
English which is assessed27. Besides, the teacher is also stated that students usually tend to memorize word by word of dialogue rather than to create their own words to express their ideas through speaking English in speaking activity. Moreover, the teacher is also said that she often taught English without any media which is also influenced students’ achievement.
Puppets can conclude that are very interesting for learning process. Puppets give more experience for the students when they learn English.Students with the beginner level in English lesson especially in speaking was from first grades by using puppets because they more confident and braver in learning process. So, they have become accustomed speaks bravely by implementing puppets as media.
Based on the explanation above, the researcher was interested to conduct the study under the title “The Implementation of puppets as media for
teaching speaking in the first grade at MTs Darul Ulum Waru Sidoarjo”.
B. Research Question
Based on the background of the study above, the problems of this research are stated as follows :
1) How is the implementation of puppets as media in teaching English in the first grade at MTs Darul Ulum Waru Sidoarjo?
27Based on the interview with Mrs. Ucik Nurul Ulani.As aresult of pleminary study on at Mts.
13
2) How do the students respond toward the use of puppets in teaching English in the first grade at MTs Darul Ulum Waru Sidoarjo ?
C. Objectives of the study
This study is intended to find out the implementation of puppets as media for teaching speaking at the first grade of Junior high school in MTs Darul Ulum Waru Sidoarjo. These are the objectives of study :
1) To find out how the teacher use puppet in teaching English.
2) To identify how the students respond literature toward the use of puppets.
D. Significance of the study
The researcher hoped that the result of this study will be useful for all readers especially for :
1.Teachers
Teachers may have more experience in dealing with problems related to the teaching and learning processes and also finding the solution to improve the teaching ability. This can also be one of the references and inputs for the teaching and learning processes.
2. The Others researchers
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E. Scope and Limits of the study
The scope of the study is the implememtation of puppets as media in teaching speaking. Then, the limitation of the study, this research only focuses on the subject of the research is the first grades of junior high school students. In this study, the researcher choose one class in the first grade at MTs Darul Ulum Waru Sidoarjo for the subject research.
F. Definition of Key Terms
In light of perspective of readers are different, the researcher tried to list some important terms in relation to this study as these details:Implemetation, Teaching speaking, puppets as media.In this early discussion, the researcher found out the term that should be recognized first by the readers, those are:
1. Implementation; Implementation is the process of putting a decision or plan into effect.28. Implementation is the learning application used in teaching process to educations purpose.29In this
study, the researcher had a method that will be implemented in Junior High School at MtsDarulUlumSidoarjo, So the researcher
28 David A. Herzog, Webster New World : Essential Vocabulary (Canada : Wiley, Hoboken, NJ. 2005)
136
29TheresiaNiung P, Pengajaran English as a Global Language and Method CTL (Contextual Teaching
15
wanted to know the implementation of puppets as media for teaching speaking in the first grade of Junior High School MtsDarulUlumSidoarjo .
2. Teaching Speaking, All successful teaching depends on learning30, there is no point in providing entertaining, lively well-constructed. Learning English lesson if students do not learn from them. The proof of the teaching is in the learning. Furthermore, the research is aimed to present some of the ways of practicing speaking skills.
3. Puppets . Sets out to show the full of scope of teaching speaking skills, which in its entirely means more than just teaching speaking using puppets media. 31The concept of teaching speaking skills is
presented with respect to the notion of communicative competence. In the classroom focusing on fluency and offers a variety of practical techniques which can be used and more contributed used puppets as media.
30Vivian Cook, Second Language learning and language teaching fourth edition, 2008.Hodder
Education, London. page 8
16 CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher explicates several theories through reviewing some literatures related to this study. This theoretical construct deals with three main areas, they are teaching speaking, instructional media, and puppets. Some previous study is also presented in this chapter. It provides theoretical framework which consist of :
A. Theoretical Framework
I. Teaching
In classroom learning process, both the teacher and the learners use the language to interact one another. In this case speech has the priority in language teaching. According to Brown, teaching is guiding and facilitating learning. Enabling the learner to learn, setting the conditions for learning.
1Teaching language is divided into teaching language “what” and teaching
“how”. Teaching ”what” includes teaching pronunciation, vocabulary, and grammar, while teaching “how” refers to four language skills; those are
teaching listening, speaking, reading, and writing.
1 H. Douglas Brown, Principle of Language Learning and Teaching, (San Francisco State University :
17
a. Teaching Speaking
1. Definition of Teaching Speaking
There are many definitions purposed by some expert dealing with teaching speaking. According to Brown, teaching is guiding and facilitating learning, enabling the learner to learn and setting the conditions for learning.
2According to Hornby, teaching means giving the instruction to (a person):
give a person (knowledge skill, etc).3 Based on the two definitions about
teaching, it can be concluded that teaching is a process to guide, facilitate and give learners a new experience to gain knowledge.
Some experts also define speaking as Harmers said that speaking is productive skill requires the speakers ability to produce verbal utterances to express meaning of any information and ideas, and maintain social relationship by communicating with others.4 According to Hornby speaking means that to make use of words in an ordinary voice.5 Both definitions have their own contribution to complete the actual definition of speaking term. Therefore, it can be synthesized that speaking is a production of specific language by human verbally in which is aimed to communicate with each other in order to express idea, opinion or feeling to get some purposes.
2H.Douglas ro n, Prin iple of Language and Tea hing ………,
3
A.S Hornby, Oxford Advanced Learner’s Dictionary of Current Language (Oxford: Oxford University Press, 1995), 37.
18
According to Harmer, “The goal of teaching a foreign language is to gain the ability to communicate in the target language”. 6Therefore, the
teacher should give the students opportunities to use the target language to communicate with other. The ability to communicate in a foreign language clearly contributes to the success of the learner in school and success later in every phase of life.
There are three main reasons for getting students to speak in the classroom. First, speaking activities provide rehearsal opportunities, chances to practice real-life speaking in the safety of the classroom. Second, speaking task in which students try to use any or all of the languages they know provide feedback for both teachers and students. Everyone can see how well they are doing, both how successful they are, and also what language problems they are experiencing. Finally, good speaking activities can and should be highly motivating. As a result, students gradually become autonomous language users.7 This means that they will be able to use words and phrases fluently without very mush conscious thought8.
There are four characteristics of successful speaking activities in teaching speaking, they are :
a. Learners talk a lot : as much as possible of the period / time are occupied by learner talk.
6 Jeremy Harmer, How to Teach English, (Longman :Pearson Education Limited, 2007), 123 7Jeremy harmer, How to teach English, (Longman: England, 1998), page. 94.
19
b. Participation is even; Classroom discussion is not dominated by a minority of talkative participants, all get a chance to speak, or as participator.
c. Motivation is high; learner are eager to speak, because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective. d. Language is of an acceptable level; learners express themselves in
utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy.9
In the inhibition, learners are often inhibited about trying to say things in foreign language in the classroom; worried about making mistakes, fearful of criticism or losing face, or simply shy of the attention that their speech attracts. According to Penny Ur, the problems are including inhibition, nothing to say, low or uneven participation, mother-tongue use.10
b. Teaching Stages for a Speaking Activity
Teaching speaking can be various activities. Thornbury suggests that teaching of speaking depends on there being a classroom culture of speaking, and that classrooms need to become talking classrooms.11In other words,
students speaking abilities will be improved if the teacher creates different
9 Penny Ur, A Course in Language Teaching, (Cambridge : Cambridge University Press, 1996), p. 120 10 Penny Ur, A Course in Language Teaching. (Cambridge : University Press, 1996), p.120
20
challenging activity that is required students to speak. For an effective speaking lesson, teachers need to be aware of, knowledgeable about, and familiarized with the teaching stages of a speaking activity. Carolina Terry says that teaching stages for a speaking activity are pre-communicative stage, practice stage, and communicative interaction or production stage.12
During the pre-communicative stage teacher introduce the communicative function, highlight the fixed expressions, point out the target structure, provide students with the necessary vocabulary and provide students with the language of interaction.13 Next, during the practice stage includes correcting, prompting students if necessary, monolingual dictionaries, and aim for intelligibility. Therefore, during the communicative interaction or production stage is encourage language negotiation, take note of any aspects that may hinder communication (pronunciation, vocabulary, grammar) and respect students wait a time.
Another definition of teaching speaking is explained by Hughes as the following :
“Teaching speaking is to teach English language learners to produce
the English speech sounds and sound patterns. (1) use words and sentence
stress, intonation patterns and rhythm of the second language: (2) Select
12Carolina Terry, How to Teach Speaking in an EFL Class.Academic Supervisor.(Ministiry of Education:
ICPNA San Miguel, 2008), page 5.
21
appropriate words and sentences according to proper social settings,
audience, situation and subject matter; (3) Organize their thoughts in a
meaningful and logical sequence; (4) Use language as a means of expressing
values and judgments, and (5) Use the language quickly and confidently with
few unnatural pauses, which is called fluency”.14
c. Teacher’s Roles during a speaking lesson
Harmer said that teaching roles during a speaking lesson as follows organizer, prompter, observer, participant, assessor, feedback provider and resource.15As an organizer, teacher get students engaged and set the activity. Prompter provides students chunks not word then observer, the teacher analyze what causes communication breakdown thus, participant do not monopolize or initiate in the conversation. As an assessor when the teacher record mental or written samples of language produced by students. Then, in feedback provider teacher tell students how proficient their performance was. The last is resource when teacher provide students with tools to improve their oral performance.
d. Learning Media
At English lesson for young learners should be involved up from task, learning media and activities. On the other, there should be learning media that facilitate young learners to learn something new. In view of, the
22
characteristic for young learners, learning media should appeal students’ attention and give opportunities to young learners to interact one another. A good learning media should satisfy the students to produce and use the language unwittingly. Moreover, Brewster, Ellis, and Girard stated that visual support is very important to help submit meaning and to help the students memorize new vocabulary16.
1. Definition of Media
Languages are taught and learnt in various places, some in informal settings, others in formal contexts, such as in classroom. Language teaching, especially English in the classroom is a process that involves both teacher and student.17 Teacher must create learning situations, which are not too difficult for the student, so that the student can actively participate in teaching learning process. To create such kind of that situation, the teacher needs instructional media.
Media help to establish the conditions for the learners to identify or describe someone or something. There are some experts who give their opinions dealing with media :
16Bre ster, J. & Ellis, g. . The Pri ary English Tea her’s Guide:London:Penguin Long an. 86
17 Mona Khameas, (http: General-Instructional-Objective/Cari-Ilmu-Online-Burneo.html Accessed on
23
1) Harmer states that “as a language teacher, we use a variety of teaching aids to explain language meaning and construction, engage students in a topic or as the basis of a whole activity.18
2) Lever-Duffy and McDonald states that media are technologies that are used to facilitate the teachers.19
From the explanation above, it can be concluded that media are means for transmitting or delivering massages to motivate students in learning.
Instructional media is a mean of communication used to carry message with instructional intended.20 English teachers are recommended to use instructional media. In my opinion, the reasons of using media are to motivate the student to learn, to increase their interest, and to extent the channel of communication between the teacher and the student, so that the teaching process can be more communicative and effective.
18J. Harmer. 2001. The practice of English Language Teaching. Edinburg Gate. Harlow : pearson
Education Limited. Page 134
19Lever-Duffy, Judy and Jean B. McDonald. (2009). Teaching and learning with technology (Third
edition). Newyork : Pearson Education, Inc. Page 61
20RosiAnjarwati as quoted Heinich in KasihaniKasbolah, Bahan Ajar Foreign Language Teaching Media
24
2. The kinds of Instructional Media
There are three kinds of Instructional Media (Teaching Aids) used by English Teacher, They are :21visual media, audio media, and audio visual media. a. Visual Media
Visual media is media that can be seen and touched by the students. These media include picture, photograph, wall charts, flashcard, flannel board, puppets, slide projector, overhead projector and etc.
b. Audio Media
Audio media is media that is usually used to teach listening comprehension skill. The examples of Audio Media are radio, tape recorder and etc.
c. Audio-visual Media
Audio-visual media is a kinds of media that can be seen and heard by the students . The examples of this media are : television, VCD, DVD, and etc. Among these three groups of media, visual media is relatively cheap and easy to be developed. Build the file and engage the students also encourage students to use the transparency picture file in their understanding.
Instructional media has several functions. According to Dale in Kasbolah, there are several matters that media can give for teaching process such as heighten motivation for learning, provide freshness and
21 Mona Khameas, (http: General-Instructional-Objective/Cari-Ilmu-Online-Burneo.html Accessed on
25
variety, appeal to students of varied abilities, encourage active participation, give needed reinforcement, assure order and continuity of thought and widen the range of studentsexperience.22
Based on the statement above, instructional media can make student more motivated and they experience more variation and rich quality..Brown in Kasbolah states that the functions of media are to save time, stimulate interest, encourage students’ participation, provide a review, help the students learn communicative ideas visual, provide medium for individual or group report, make the classroom dynamic and relevant and attractive.23
From various functions of instructional media above, it can be concluded that instructional media is really important in teaching learning process. English teachers need to use instructional media in achieving the teaching objective. However, it demands more attention and ability of the teacher to use them in order that their use become more effective.
Wright in Kasbolah mentions some advantages of about selecting media. First it will be easy to prepare. Second, it will be easy to organize in the classroom. Third, it will be interesting to the students and teachers. Fourth,
22RosiAnjarwati as quoted Dale in KasihaniKasbolah, Bahan Ajar Foreign Language Teaching Media
(Malang: University Negeri Malang, 2001), page 12.
26
the language and the way teacher wants the students to use the media will authentic to the activity.
III. Puppets
a. Definition of Puppet
Although there are still not clear about the use of puppet to the first using to teaching.24 Helena Aikin tell that puppet are useful tools in the English classroom as they provide an excellent means of introducing new language through stories and conducting creative follow-up activities.However puppet has been use in India for more than four thousand years.25
Concerning to puppets, the researcher said that puppet is a language that conveys feelings, ideals, and passions with a combination of gestures and words that can be used to present inanimate object in the form of human life character. Puppets can help to improve communication skills, overcome language barriers, and teach self-control. It can also make the students feel comfortable with and upon up to the world.
24Child Resource Centre, Learning and Teaching through Puppets. India: CHETNA. The Internet
Books.(English Teaching through Puppet.pdf, 1995), 3.
25Helena Aikin, Young Learners. Creating a Positive and Practical Learning Environment. Published by
27
According to the Peyton, puppets does widely recognize their beneficial influence on learning and social all ages.26 It means that puppet
language is unique in its ability to help teachers and children learn from one another, grow, relate opening, to be self-confident and self-expressive.
b. Types of Puppets
Some countries in the world have different puppet. Puppet can be divided into the way the puppets are presented. The common puppets are glove or hard puppets, string puppet, rod puppets and shadow puppets.27
1. Glove/Hand Puppets
Glove or hand puppets are very simple and easy in to perform because this puppet is move by presenter’s hand. Glove or hand puppet needs skill in playing glove or hand puppet. String puppets are types of puppets which are quite difficult to perform because the puppet performances are controlled by string according to different part of puppet’s body like hand, head, and leg.
26Jeffrey Peyton, The Promise of Play: A Paradigm for Deep Reform in Education. (Puppet
tools).http://www.puppetools.com/getpublicfile.php?fid=146, accessed on March 15, 2012.
27Child Resource Centre, Learning and Teaching through Puppets. India: CHETNA. The Internet
28
2. Finger Puppets
The Finger puppet is a simple puppets variant which fits onto a single finger. Finger puppets are decorated with eyes and mouths made out of fabric or other materials. Each finger should contain a face with a different expression, characters or look.
3. Shadow Puppets
Shadow puppets are flat puppets that are control on a screen with a light behind or above the screen, and the audience only uses the shadow of the puppet. This puppet is simpler to be applied and effective for large audience. Shadow puppets are operated from behind the screen so, what the audience actually sees are the projected shadows. The nearer to the screen, the smaller and clearer the images; as the audience move further away they become blurred and increase in size28. The teacher also gives some examples of some puppets that commonly use in teaching such as sock puppets, stick puppets, and paper bag puppet. Other type of puppets generally can be created called hand
28 Helena Aikin, Young Learners. Creating a Positive and Practical Learning Environment. Published by
29
puppets, jumping jack puppets, box puppets and frog or bird finger puppets.29
c. The Techniques of Using Puppet in Teaching Speaking
Puppets is one of visual media. The use of puppets is essential in education. Some puppets are much useful for language learning than others. Students using puppets in order to improve their visual literacy and also create the students interesting. The students will have full attention and their imaginative power is stimulated by meansof the pictures as says by Wright, “Imaginative students with same language to work with can use puppets as stimulate for original story creation”.30 But, all of that depend
on how the teacher applies that puppets the teacher must more creative and have a good technique to deliver the material to the students.
The ADDIE model is chosen as the instructional design model for students at the first grade. It is because this model is simple and less complicated. In this model, there are some stages to be considered as a main concept, those are :31
29 W H Miller, Strategies for Developing Emergent Literary (United States of America: The MC
Graw-Hill Companies. Inc, 2000), 203-206.
30Andrew Wright, Puppets and picture for language learning, page 23.
help students to express their thoughts bravely because the puppet will help them and they can follow the lessons uninhibited32. Moreover, Linse stated
32 C. Linse and Nunan. Practical English Language Teaching :Young Learners. 2005. New York : Mc.
Graw Hill.54
Characteristic of Children
Get bored easily
Can concentrate for a long
time if they interrested Have a lot
31
that the puppet can create tension, curiosity, and excitement and it can be used to impart knowledge by repeating something said or repeated wrongly so that the students have to correct it. In accordance with Martin, Ozdeniz states that when a child speaks through the puppet, it is not the child who is perceived as making errors but the puppet, and children find this liberating.33
Puppet makes children more confident to speak as Linse states a child who developmentally is too shy to speak to an adult in front of his peers, may feel very comfortable when the same adult is holding a puppet and speaking to the child as the puppet.34 Besides, the puppet can help teacher represent the foreign language in authentic way. Young children can usually accept puppet as non-threatening, sympathetic friends.35
It is important to know that all basic techniques of using puppet in teaching speaking can be practiced without puppet, but we must know the appropriate way to used puppet. According to Reyhmer, there are five basic techniques of using puppets :36
33 J. Bell. Puppets, Masks, and Performing Object. Cambridge University Press. 2001. 9
34 C. Linse and Nunan. Practical English Language Teaching :Young Learners. 2005. New York : Mc.
Graw Hill.54
35Hutchinson, T. and Water.English for Specific purposes.Cambridge : Cambridge University Press.
1987. 52
36Tomlinson, Materials development in Language Teaching.Cambridge : Cambridge University Press.
32
1. Lip Synchronization
Synchronize the opening of the puppets mouth with the spoken words. The puppeteer should avoid moving the mouth at random during a sentence. How save the wide mouth openings for exaggerated or loud expression.
2. Mouth Action
Practicing to pen the puppets mouth by moving the puppeteers thumb downward without moving his fingers upward. A slight forward thrusting of the hand may help when first starting out. This kinds of actions will make sure the bottom jaw moves and not the top of the puppets head called by “flipping the lid”
3. Eye Contact
The puppeteer should look the audience regularly. If the stage is elevated, the puppeteer will want his puppets to look down a little more than usual, rather than over the heads of the audience. This will ensure more effective eye contact. This is achieved by simple adjustment of the wrist angle.
4. Posture
33
floors with the hand level. The puppeteers should not allow puppets to learn from side or learn on the stages.
5. Entrances and Exits
There are many ways to enter and exit puppet, one of the ways is to make the puppet appears as if it is walking up or down a ramp. This movement uses the whole arm and requires the puppeteers to keep his fare arm straight up and down while the wrist remains relaxed using motion. From the explanation above it is clear that each technique has its own characteristic. The researcher used the mouth action technique because it was easier to be done. It was not difficult to do and iot looked simple.
d. Advantages Using Puppets in Speaking
34
motivation.37So, to increase student’s communication and decrease the
teacher’s domination of the classroom and to encourage student’s participation and can remove the inhibition of those who feel intimidated by formal classroom situation.
Based on Lewis, The purposes of teaching speaking using puppets are :
1. To develop students imagination and creativity
2. To provide opportunities for students to share oral interpretations
3. To provide a supportive environment for experimenting with voice and language38.
B. Review of Previous Studies
In this part, the researcher will explores the previous study conducted by other researchers that have similar focus with this study.
Reviewing on the previous works, this study begun by reflecting on the study that had similar focus on writing skills. It comes from RizkyMulianaPrimadani with her thesis entitled “The Use of Animal Puppets in Teaching Speaking on Narrative text to the eighth grade students of SMPN 28 Surabaya”The results of that research were: the researcher finds some
37C M Cuenca-Fernandez Carmona Rodriago, Puppet Shows in the English Class (English Teaching
Forum, 15(3) 1987), pages 42-44.
35
categories and the reasons of studentschose to used animal puppets. Meanwhile, usually teacher rarely used media to the students to speak confidently, so that most of them were not able to speak fluently. To avoid this, the teacher should use media of speaking in order to encourage the students to speak up and express their feeling. and the researcher recognized the solutions from the teachers toward students’ used animal puppets that was appropriate media in teaching and speaking. However, the researcher also wanted to know the students’ result in speaking narrative text using Animal Puppets media through the students performance result.39
Other past research came from James Edward Thomas, M. A “Teaching Speaking Skills“, Master’s Diploma Thesis from Masaryk
University Faculty of Arts. The result showed that Overall, it could be observed that Czech teachers allowed less time for speaking and created fewer opportunities for speaking in class. When Czech learners were asked to express themselves, they were likely to be corrected more than Austrian learners. They were also likely to hear less English in their lessons, use fewer authentic material like puppets, picture, video, and music.40
39RizkyMulianaPrimadani, The Use of Animal Puppets in Teaching Speaking on Narrative text to the
eighth grade stude ts of SMPN 2 Sura aya”. English Education, Languages and Arts Faculty, State University of Surabaya
40James Edward Thomas, M. A Teaching Speaking Skills , Master’s Diploma Thesis from Masaryk
36
The other study was written by HanifahUmi, “An experimental study
on the eighth grade students of SMPN 2 Mayong in the academic year of 2008/2009”. In the research, the findings contributed whether motivation and
learning outcomes in writing skills of students. The result of this study showed that using puppets as a medium at teaching written descriptive text was very beneficial for the students. 41
Reflecting on the other research, the researcher accordance to the research conducted by Raynessa Noor Emiliasari, under the title “Teaching English to Young Learners Using Puppet : A case study in one of primary schools in Sumedang Region”. The result showed that the rate number of
teachers’ beliefs in using instructional strategies using puppets, ensuring student engagement in class, and managing classroom reach the level at 7,71 which stated that they are fairly adequate Based on this research, the researcher tried to make it specifically by pointing out make students more enjoyable and brave.42
Finally, the researcher concluded that those all previous studies significantly have the differenceswith this research. The differences between this research and previous research is the focus objective of the study. In Raynessa research it was focused on analyzing to what extent does
41HanifahU i, An experimental study on the eight grade students of SMPN 2 Mayong in the
acade ic year of 200 /200 ”.2009
42Raynessa Noor E iliasari, Teaching English to Young Learners Using Puppet : A case study in one of
37
38 CHAPTER III
RESEARCH METHOD
In this chapter, the researcher explains the method used in this study. It consist of research design, setting of the study, subject of the study, data and source of data, research instrument, data collection technique, research procedure and data analysis technique.
A. Research Design
In this research, the researcher conducted descriptive qualitative research. So, the researcher described the process of the implementation of puppets as media in teaching speaking at the first grade of MTs Darul Ulum Waru Sidoarjo.Ary stated that descriptive study is designed to obtain information with the current phenomena.1
In a book of Research Methodology, Kothari stated that qualitative research is concerned with a qualitative phenomenon which is related to human behavior. 2A qualitative research leads the researchers to understand holistically the phenomenon of the research subject such as behavior, perception, motivation, and etc, through descriptive approach in form of
1Ary, Donald. Introduction to Research in Education, New York : Reinhart and Winston. 1979. 53. 2 C.R. Kothari, Research Methodology Methods and Techniques Second Revised Edition, (india :
39
words.3 Thus, qualitative case study research use in this research with aims to investigate the phenomenon about particular speaking ability using puppets as media for teaching English which should need deep study.
The researcher described the result of this study by conducting puppets as media to improve in speaking ability in teaching English.There was no manipulation of variables, and no testing of hypothesis. It contained some notes about the teaching learning process at first grade in english class in MTs Darul Ulum Sidoarjo.
B. Setting of The Study
This study conducted in Junior High School at MTs DarulUlumWaruSidoarjo. It is located in Jl. KolonelSidoarjo No. 101-103 KureksariWaruSidoarjo. It conducted in English Teacher and students at the first grades, in the J class of intensive class. The researcher analyzed the implementation of puppets as media in teaching speaking.
C. Subject of the Study
The study involved the some of students in one class at the first grade at MTs DarulUlumWaruSidoarjoor those who take the kind of puppets as media for teaching English to improving in speaking ability in the class.
The number of the students involved for the subject of the study was taken from English class in intensive class at the first grade MTs
40
DarulUlumSidoarjo. The description of the research subject is clearly presented in the table below :
Table 1.3 : The description of the students
The number of the research subjects
Gender
Girl Boy
29 15 14
Based on the qualifications above, The researcher chose the students and the teacher as the subject because both of them had important roles in this research. Besides, they also had more time and chances to interact each other, especially in the conversation activity.
D. Data and Source of Data
The source of the data in this research was divided into two kinds of the data. Lofland in Maleong’s Metodologi penelitian kualitatifmentioned that
the main source of the qualitative data are included the words and attitude to supporting the data are included some instruments.4In conducting a research,
4Lofland in Le y J. Maleong’s, Metodologi Penelitian Kualitatif. (Bandung : PT. Remaja Rosda Karya,
41
data is one of weighty things to support validity and reliability of the research. Data and source data for this study contained students’ speaking product.
Data of the research took from questionnaire. The researcher did observation when the English teacher used puppets as media and it was analyzed by using lesson plan and field note. The researcher gave questionnaires to students to know the students response after using puppets in learning process of speaking class. displaying all of the data and source of data the researcher made a conclusion.
E. Research Instrument
In case of collecting data of the research, it totally needs the instrument. The researcher used the lesson plan and field note as an instrument of this research. Thus, the researcher designed the instruments for investigating research questions in three techniques those are :
a. Field Note
The researcher observed the classroom phenomenon using field note (appendix II) as clear observation guide. By using field note, the researcher collected information about the topics, materials and teachers-students activities during the process of teaching and learning English in the classroom. Then, the researcher found out some problems when the process of teaching and learning was conducted.
42
The researcher used lesson plan to answer a first research question(See appendix III). The function of this step was to know students activities when the students used puppets as media in teaching speaking in English class at the first grade of Junior High School at Mts Darul Ulum Sidoarjo.
c. Questionnaire
According to Sutiono, questionnaire means the question and anwer between the researcher and respondent which are given lists written question form. 5Questionnaire consists a number of questions printed or typed in a definite order on a form or set of forms.6It means that giving some written questions that the students understood about the content of the questions.
According to Arikunto, there are two kinds of questionnaire, they are open questionnaire and close questionnaire. 7In this study the researcher used close questionnaire.Close Questionnaire is each question is accompanied by a selection of answers.The respondent simply choose the most apppropriate answer.8
5Lex. J Moleong. Metode Penelitian Kualitatif. (Bandung. PT. Remaja Rosdakarya. 1996). 161. 6 Stuart Mac Donald. NiocolaHeadlam. Research method Handbook Introductory Guide to Research
Methods for social research. (CLES : The Centre for Local Economic Strategies, 1986) page 35
7Arikunto, suharsimi, Prof. ProsedurPenelitian : SuatuPendekatanPraktek (Jakarta : RinekaCipta,
1998), p.128
43
The data was used to find information about students responses to the implementation of puppets as media for teaching speaking in English class. In this study, the questionnaire was used to find what the students responses on the task given by the teacher, whether the students can improve the speaking ability, and whetherthe students interested in human picture puppet as descriptive material given in the classroom during the teaching and learning process and to know their reason about it.
The questionnaire is given to the respondents for the purpose in the questionnaire itself. The respondents have to answer in the question on their own. 9The researcher gave the question sheet to the students at the last meeting. The questionnaire consisted of 8 questions. (see appendix I).
In advance, the advantages of questionnaire are the researcher is not necessarily present in front of the respondents, but it can be shared directly to many respondents, can be answered by the respondents as fast as their own and depend on their part times, can be anonymous, so respondents will feel free, honest, and confident to answer and can be standard in similar questions for all respondents.10
9 C.R. Kothari, Research Mrthodoly Methods and Techniques Second Revised Edition, (india :
University of Rajasthan Jaipur, 2004) page 100
10SuharsimiArikunto, ProsedurPenelitian. SuatuPendekatanPraktik, (Jakarta: PT. RinekeCipta, 2006),
44
By this technique, the researcher hoped to be able to gain the information about the students responses toward the puppets as media for speaking ability as their teacher.
F. Data Collection Technique
Data collection techniques is the way the researcher collects the data empirically and objectively. 11 To collect the data, the researcher used three
components of the instrument above. The researcher usedobservation, lesson plan and field note to observe the whole classroom activities of the teaching-learning process.
The observation was done to collect the data about how human picture puppet implemented in teaching speaking descriptive text. Then, the researcher distributed the questionnaires to the students after teaching-learning process.Then, the documentation was done from the first day until the last day of the research. The data got from the documentation such as lesson plan and photos was used to support incomplete data gotten from observations. In essence, the process of collecting data is explained in detail below:
a. To answer the first research question, about how the teacher implementation puppet as media in teaching speaking at the first grade
11Thesis by Devi Rahayu, The Implementation of students peer assesment in writing descriptive text at
45
MTs DarulUlumWaruSidoarjo, the researcher involved in classroom observation by takingfield note and identify lesson plan to know which puppets as media are commonly occurred among students in speaking English at the first grade in MTs DarulUlumWaruSidoarjo.
b. To answer the secondresearch question, about how the students respond toward use of puppets, the researcher distributed the questionnaireto find out the effect of implementing puppets as media in managing speaking in English class at the firstgrade at MTs DarulUlumWaruSidoarjo.
Those techniques of collecting data are shown in this following table: Table 1.2. Techniques of collecting data
Techniques
Research Questions
Lesson
Plan
Questionnaire Field Note
RQ 1 Teacher - Field note
RQ 2 Teacher Questionnaire -
46
Table 1.3. Organization of evaluation Questionnaire for Students
47
G. Data Analysis Technique
Data analysis is a process of gathering, modeling, and transforming data with the useful information, suggesting conclusions, supporting decisions making.12data analysis is used to accumulate and organize all of the collected data according to the procedures.
Data analysis in qualitative research is an ongoing activity that occurs throughout the investigative process rather than after process.13To analyze the
data, the researcher used a theory by Miles and Huberman which divided data analysis techniques in three ways. There are data reduction, data display and conclusion.14
Components of Data Analysis : Interactive Model
12Maeleong, Lexy J. MetodologiPenelitianKulaitatif, Bandung : PT. Remaja Rosdakarya.2001. page 82. 13Sugiyono, MetodePenelitianPendidikanKuantitatif, Kualitatif, dan R & D. (Bandung: Alfabeta, 2006),
page.76
14 Matthew B.Milles and A. Michael Huberman, Qualitative Data Analysis: An Expanded Sourcebooks
2nded, (USA : Sage, 1994) page 10-12.
Data Collection
Data Reduction
DaData Display
48
a. Data Collection
Before analyzing the data, the researcher analyzed the class and took some data using research instrument above. The data was taken from all of the some students of at I class at the first grade at Mts Darul Ulum Sidoarjo.
b. Data Reduction
Then, the data should be noted and examined carefully. Data reduction means encompass, selecting the important thing, and focus on the topic of the research. It selecting the data, the researcher takes the relevant data only.15To reduce data in this study, the researcherfocused on data of using puppets as media to implementing of teaching speaking in english class.
c. Data Display
In displaying qualitative research’s data, there are some forms that can be
used by the researcher such as table, graphic, phi chart, pictogram, or brief description.16By displaying data, the researcher is expected to understand the data which are categorized to be arranged in good structure. In this study, the data of the suitable and ethe effect using puppets as media for speaking in english class would be displayed in the form of table and text.
15Sugiyono, MetodePenelitianPendidikanKuantitatif, Kualitatif, dan R & D. (Bandung: Alfabeta, 2006),
page 338
49
d. Concluding data
In term of getting the research findings, concluding the data was a step to deal with the result of this study. It could be obtained by reviewing back on the research questions, the data analysis from transcribe lesson plan and the classrom observation using field note, questionnaire used in this research. The last technique of analyzing the data was drawing conclusion.The conclusion in the qualitative research was expected to be a new grounded theory. It could be a description about an object that become clear after being observed by the researcher. In this study, the researcher drew the conclusion reflect to the research question about what puppets as media are commonly occured among students.
In light of qualitative method, the researcher analyzed the data descriptively. Data obtained from field note, lesson plan and questionnaire will be analyzed in descriptive approach. The researcher will transcribe of investigating teacherss and students activities when using puppets in teaching speaking in the English class.
