THE USE OF PUPPET TOYS AS MEDIA TO INCREASE SPEAKING PERFORMANCE AMONG THE EIGHTH STUDENTS OF SMP. THE USE OF PUPPET TOY TECHNIQUE TO INCREASE SPEAKING PERFORMANCE AMONG STUDENTS OF SMP N 3. The main aim of this research is to investigate the speaking ability of the students of SMP N 3 Batanghari, which was found in speaking performance and to know the extent to which playing the doll with toys can help the learning process of the students.
The author tries to testify that puppetry can be one of the teaching techniques to increase the students' speaking performance. The researcher concluded that there was significant improvement in the use of puppet play technique on the speaking performance of the eighth grade students of SMP N 3 Batanghari. This undergraduate thesis gives the title "THE USE OF DOLLS PLAY-PLAY TECHNIQUE TO INCREASE SPEAKING PERFORMANCE AMONG THE EIGHT GRADE STUDENTS OF SMP NEGERI 3 BATANGHARI EAST LAMPUNG".
INTRODUCTION
- Background of Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective of the Study
In addition, marionette is indicated as a good medium in role-playing technique to improve speaking skills. The media used in the role-playing technique should make all students feel interested in the materials. The researcher focused in everyday conversations to improve students' speaking skills. Based on the problem, the researcher tries to solve this problem by using Classroom Action Research (CAR), to use puppet toy role-playing technique to improve the speaking skills of the eighth grade students of SMP N 3 Batanghari.
Based on the above identification of the problem, the researcher focused only on the speech problem, especially “the use of role play technique s. Based on the above background, the researcher formulates the following research question: "How can we increase students' speaking ability by using role play technique with puppet toys?". The objective of this study is to increase the speaking ability of Grade VIII students of SMP N 3 Batanghari by using puppet toy role playing technique.
REVIEW OF RELATED THEORIES
Theoretical review
- Concept of Speaking Performance
Speaking is one of the skills that the student must master when learning English. Speaking is a productive skill in which the speaker produces and uses the language by expressing a series of ideas while at the same time trying to convey the ideas of the message. This means that speaking is one of the language competences that the student must master.
It is wrong that written language is highly organized, structured and complex while speech is dis-organised, fragmentary and simple.20 What made speaking difficult was related to the type of information that had to be conveyed and was concerned with the scope of the task. and interrelationships between the various elements involved.21. Effective speakers of English must not only be able to produce the individual phonemes of English (such as saying I would have gone) but also to use 'connected speech' fluently (as in I'd've gone) . From the explanation above it can be deduced that the teacher can use the point above to increase the element for spoken production.
Concept of Puppet Toy-play
- Definition of Puppet Toys
- Types of Puppet
Dolls can help improve communication skills, overcome language barriers and teach self-control. It can also make students feel comfortable with and up to the world. According to Peyton, puppets are widely recognized for their beneficial influence on learning and socialization of all ages.27 This means that puppet language is unique in its ability to help teachers and children learn from each other, grow, relate to opening, to be confident and self-expressive.
Common puppets are glove or hand puppets, string puppets, rod puppets and shadow puppets.28. Gloves or hand puppets are very simple and easy to make because this puppet is moved by the puppets hand. Basically, wire puppets are more interesting in performance, but this puppet needs skill to use them.
Shadow puppets are flat puppets that are controlled on a screen with a light behind or above the screen, and the audience uses only the shadow of the puppet. Shadow puppets are operated from behind the screen, so what the audience actually sees is the projected shadow. The closer to the screen, the smaller and cleaner the images; as the audience moves further away they become blurred and increase in size.29.
The others in puppets operated by strings.30 The teacher also gives some examples of some of the puppets commonly used in teaching, such as sock puppets, stick puppets, papier-mache doll heads, and paper bag puppets. Other types of puppets can generally be made, called hand puppets, jumping jack puppets, box puppets, and frog or bird finger puppets.
Using Puppet Toys in Teaching Speaking Performance
- The Procedure of Using Puppet Toys in Teaching
- The Steps of Using Puppet Toys in Teaching Speaking
The teacher asks the children to draw a picture of something the doll can eat on a square piece of paper. Children attach the card strip to the top of their picture to make a card strip hanging doll. The teacher calls children to the front and says "Ali, what do you have to eat (doll's name)?".
Children should be gradually trained to use puppets in the classroom in the same way that they should be trained to write or role-play. Its purpose is to encourage the child to see the doll as a special friend with whom he can speak in English. Its purpose is to instill confidence in children when using puppets in front of a group.
Play Technique
- Definition of Play Technique
- Types and Procedures in Using Play Technique
- Significance of Play Technique in Teaching Speaking
In defining acting technique, Donn Byrne commented that acting technique is a part of dramatic activity. Both game technique and simulation are commonly used in foreign language teaching to promote communicative competence. Another definition is given by Joanna Budden in the British Council Teaching English (BBC) in her article entitled "Game Technique".
Fictional language for a multitude of scenarios can be activated and practiced through the play technique in imaginary situations. In the case of play technique activities, according to Donn Byrne, play technique can be grouped into two forms, scripted and unscripted play technique. In contrast to scripted play technique, unscripted play technique situations do not depend on textbooks.
It has already been mentioned in the discussion above that playing technique is one of the activities to promote speaking. Through play-technical activities, students learn how to express ideas, opinions or feelings to others using words or sounds of articulation. A game technique is a very flexible learning activity with many possibilities for variation and imagination.
According to Ladause, play techniques use different communicative techniques and develop fluency, promote interaction in the class and increase motivation. Play techniques can improve students; speaking skills in any situation and helps students interact. As for the shy students, play technique helps by providing a mask where students with communication difficulties are freed.
A very wide range of experiences can be brought into the classroom and we can train our students to speak skills in any situation through play techniques.
Action Hypothesis
RESEARCH METODOLOGY
- Object of the study
- Setting and subject of the study
- Classroom Action Research (CAR)
- Data Collection Method
- Data Analysis Method
In the post-test 1, only 13 students got a good grade, but the student test result was better than the student test before giving tears. Based on the results of the students in cycle I, the researcher and staff member concluded that the problems are there. The comparison of the average of the students' grades at Pre-Test, Post-Test Cycle I, and Post-Test Cycle II.
Based on the research conducted after two cycles, it had become the result of students' grade of VIII 4 using doll toy play technique on cycle I and cycle II.
RESULT AND DISCUSSION
Result of The Research
- The History of SMPN 3 Batanghari
- Vission and Mission of Junior high School 3 Batanghari
- Building Condition and School Facilities
- Data of the Teachers at Junior High School 3 Batanghari . 43
- Structure Organization at Junior high School 3
- The List of Students Named Class VIII 4
- Location Skecth Of Junior High School 3 Batanghari
Junior High School 3 Batanghari is located in Batang Bumiharjo Village 39 Polos East Lampung District Junior School 3 Batanghari is established by the government with a land area of 10,000 m2, building area of 1,107 m2, 3,000 m2 wide yards, sports ground 30 m2 and 5,543 m2 garden. Batanghari Junior High School 3 began receiving an operating permit on October 1, 2003 and operational in 2004/2005. Since its establishment, the head of the school was changed as follows:
Description of the Research Result
- Cycle I
- Cycle II
Cycle I results showed an increase in the result at pre-test and post-test 1. It can be seen that there was an increase from post-test 1 and post-test 2.
Discussion
- The Result of Students’ Learning Process
- The Implementation of Increasing Students’ Result by
Puppet playing technique that can be used by teacher in the teaching learning process where the students speak well and the students can become confident. Based on the explanation above, it can be concluded that puppet play technique can increase the result students' mark and also the students' activity in the learning process of speaking performance by using puppet play technique. The discussion itself showed and also proved that is why the implementation of the use of puppet play technique can increase the result of students' learning process on class VIII 4 of SMP N 3 Batanghari.
Considering all the data collected in the classroom action research, the researcher got some conclusions of the research and some suggestions in the research result. With the help of puppet toy technique and activities in the learning process, especially the English subject of speaking, the speaking performance of the students can be developed. Referring to the data in the previous chapter and the conclusion, some suggestions are recommended.
Students should be active in the learning process, especially in the English subject, and should cooperate with each other either with friends or the teacher, especially in sharing their ideas, experience and knowledge. Teacher It is suggested that the English teacher use the puppet play technique because this media is effective to develop students' speaking performance in the lesson. The principal should support the English learning process by fully preparing the facilitation and the instrument.
This research is recommended to further investigate the development of the speaking skills of the students. Adrian Doff, Teaching English: A Training Course for Teacher Educators Handbooks, Cambridge: Cambridge University Press Inc. Gillian Porter Laduse, Playing Technique: Teacher Series Sourcebooks, New York: Oxford University Press, 1995.
Natasa Intihar Klancar, Developing Speaking Skills in the Young Learners Classroom, Internet TESL Journal, Vol.
CONCLUSION AND SUGGESTION
Conclussion
Suggestion
