Theoretical Description REVIEW OF RELATED LITERATURE

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CHAPTER II REVIEW OF RELATED LITERATURE

In this chapter, the researcher presents theoretical description and theoritical framework. In theoretical description, the researcher provides a discussion on some theories related to the research and become the base of it. Then, in theoretical framework, the researcher relates how the theories solve the problem being researched.

A. Theoretical Description

In the theoretical description, the researcher discusses four major theories related to this research. The theories are perception, media, video, learning English, and narrative text. They are important in this research to analyze the finding of perception later. 1. Theory of Perception Since this study mainly on perception, then this part presents the theory of perception. In this part, the theory of perception is divided into two parts: the definition of perception and the process of perception. a. The Definition of Perception Dealing with this study is mainly talking about perception, according to Murdock 2012, perception is a reality which holds on the truth to a person or situation. It is related with the interpersonal relationships which need attention and facts to build a truth. 10 In order to the concept of perception itself, a researcher named Krishnananda 2011 states that perception is happened in man consciousness that this is valid thing and real exist. People can feel and get their perception by seeing, touching, or hearing using their senses. They think as the objects are in their minds. From the definitions above, perception is a belieftruth that commonly all of people have the same opinion about it. This is a valid thing and people who have perception are in the conscious condition. Perception deals with how the things are reflected to people’s mind and how they get them in order and to give senses based on their beliefs. Perception is also how people get understanding on something that they feel or see with their eyes. b. The Process of Perception In the process of perception, Little 1999 states that “The mechanisms of immediate perception are a set of physical events in the physical universe, labeled World 1 as per the earlier stated convention Paper 1: Theory of Perception.” In order to make it clearer, the diagram in the next page is a conceptual schematic of the process of immediate perception. In this study, the researcher is using this immediate perception theory to describe that the use of video as media is an uncommon thing before the researcher did a preliminary study by using this video. Usually, the students did not use media in learning narrative text. Then, the researcher wanted to know the students’ perception before they using video as media in learning narrative text. 11 Figure 2.1. Process of Immediate Perception www.grlphilosophy.co.nzpaper1.htm From the diagram above, a reality or something which happens is the main thing in this process. This reality of the environmentperceptual field would influence the bodies which feel it, or the eyes which see it. Then the bodies or eyes continue the respond to the visual cortex. The visual cortex is the reacting part of this process. The visual cortex which is the nucleus of the brain has to stimulate the other parts of the brain and central nervous system. It represents the immediate perception by giving a big direct effect for thought and emotion. 12 From the explanation of the intermediate perception process, it is clear that the process of perception is based on the reality. People build belief from their feeling or seeing from the reality itself. After feeling and seeing, the nucleus or visual cortex is produced the reacting part or reaction through thought or emotion. This process depends on the reality around the people. In this study, the theory is used after getting the data by giving the instruments to the subjects. Then, the researcher analyses the data based on the theory. The analysis starts from the environment observation of the subjects then comparing the results of the data. After that, the researcher checks the data and takes the conclusion of subjects’ perception. 2. Review Media in Language Teaching Dealing with video as media in teaching and learning activity, this study needs media’s theory for the basic theory. In this part, the review of media is devided into two parts: the nature of media and using media in teaching. a. The Use of Media in Language Teaching Based on a book written by an organization called Asian and the Pacific Programme of Educational Innovation for Development APEID in 1986, there are seven types of media that can be used in teaching learning activity. The first media is non-projected visuals media. It is media like graphics maps, graphs or cartoon that presented on cards or boards, board display, chartsposters and study prints photographs or printed illustrations of reality. The second media is projected visuals media like still pictures slidesfilm strips and moving pictures without sound. The third media is audio programmes media like sound on 13 casette tape, script for actual radio broadcasts, and language laboratory programmes. The fourth media is pictures with sound media like slide, film strip, movie, scripts for TV broadcasts, and video tape programmes. The fifth media is printed materials media like newspaper, pamphlets, booklets, and printed notes. The sixth media is objects three-dimensional media like real objects minerals and biological speciments. The last media is multi-media systems. It is a media that involves the combinations of the individual media. For example resources to a museum display and simulation game to individuals or groups. From the types of media above, a teacher can decide which media to use by comparing the type of media and what should the materials given in the teaching learning activity. An appropriate media will help the learners to absorb the materials better rather than without using any media. Media can be useful to the learners as a facility to learn something better. b. The Use of Media in English Language Teaching Media is such a materials or equipments to help the learning activity. Finocchiaro 1989 states that “There are so many devices and approaches which can supplement the text book and often even the teacher’s voice that it seems a pity for the alert teacher not to make use of them” p. 136. In that case, it clearly states that the media can help the teacher to motivate the students to learn better in teaching learning activity. Based on a book written by an organization called APEID, it argued that there should be various media to teach the students. The various media can stimulate various senses. It is better to unite some components of media to teach 14 rather than using one medium. The effect of using more than one media, will be greater from some components of media. From the definition above, media can be a tool that stimulates the learners to gain the knowledge better rather than without media. It is better to combine two medium with the others media to make a good teaching technique. For example, a teacher can combine a non-projected visuals medium with a real object medium. First the teacher gives the picture cards and then he shows the real objects of the picture cards in front of his students. 3. Video as Media in Language Teaching Related to this study which is focused on the video as media in learning narrative text, it is necessary to discuss what video is and how the video in language teaching activity is used. This part mainly presents video as media in language learning. Before moving on the use of video in learning materials, the researcher gives what actually the nature of video is. According to Cruse 2012, video is one of tools that can help teachers to teach the students by presenting visual and audio information simultaneously. It will make the students get new experiences by using different modalities and learning styles from the video. Edwards and Willis 2005 assume that “Retelling of such visual stories offer comparable data that remove the concern of whether learner’s understanding has been handicapped by problems of listening comprehension, or reading ability” p. 63 . 15 From the experts’ definitions, video is a moving picture that contain data. It is a tool that is common in this developing world. It usually has sounds, sometimes without sounds. Video helps the learners to absorb the data better rather than without picture at all. This also helped the learners to gain the knowledge better rather than only listen or read the materials. The visual manner helped the students to relieve their hesitation in concerning the materials. Concerning that video is a tool for teaching Neher 2011 states that video is a useful tool for teaching. There is an evidence that a video is a valuable tool on a classroom activity. Video increases the students’ experience and give them a chance to be actively involved. The teacher rarely gave them direct conversation in making examples. He played this useful tool of people that they never see before. They were more interested in it rather than listened to their teacher. From the evidence, that is the example about what happened in a real situation for using video in learning English. Students are interested in using a media rather than if they have to hear the teacher’s speech everyday. This video is a helpful tool in teaching activity. Besides, video or audio visual gives more advantages compared to the use of audio as media. Video can give visual imagery that stimulate the students to be motivated in learning using media. In this study, video can help the students to understand the materials better. For example, in a video, the character on the video says something, but the students do not know the meaning of his speechword. Then the character 16 pronounces his speech with a gesture. By watching the character on the video, the students know the meaning of the speech from the gesture. 4. Theory of Language Learning This study is mainly focused on the use of video as media in learning narrative text. Narrative text is part of learning English. In order to know the theory of learning English, the researcher presented the theory here. The discussion is devided into two parts: the nature of learning English and learning English as Foreign Language. a. The Nature of Language Learning There are two theories of language learning. Finocchiaro 1989 argues that the first theory of language learning is “the cognitive code theory”. Here, there is a fact that learners are influenced by an innate mental capacity while he or she is learning language. It also has a relation with the learners’ perception on studying materials and how the learners’ mental organization to evoke their images and memories without preceding stimulus. Then, the second theory of language learning is “the association or operant conditioning theory”. It is related how the learners’ responses to a stimulus. In this theory, there is a relation between responses and stimulus based on experimentation. There will be a continuous association between the learners’ responses and stimulus. Based on the two theories of learning language, it assumed that after the learners can learn a language by organizing, stimulating or responding the language, they can control their cognitive acquisition and develop the use of the language habit in 17 their activities. By developing this language habit, the learners are able to study language easily. b. Learning English as a Foreign Language This study is related to theory of learning a foreign second language. Fries 1970 states that ”In learning English one must attempt to imitate exactly the forms, the structures, and the mode of utterance of the native speakers of the particular kind of English he wishes to learn” p.5. It is clear that learning a foreign language is difficult. Learners do not only study about the vocabulary, pronunciation, or grammar of the language, but they have to imitate as possible as the native speakers. The better they can imitate the native speakers, the better they can learn a foreign language. According to Finocchiaro 1989, there are five factors in learning a foreign language namely age, ability, aspiration and needs, native language, and previous language experience. Those factors influence the learners to study a new language foreign language. If the learners are good at learning a foreign language, they will imitate the native speakers easily and can practice the language in their numerous activities. 5. Narrative Text in Language Teaching There are a lot of functional texts that should be studied in a school because they have became part of school curriculum. The example of funtional texts are descriptive, recount, procedure, and narrative text. This study used narrative text. It is why the narrative text should be discussed in this part. This part presents a discussion of narrative text. The discussion talks about definition, 18 communicative purposes, types, generic structures, and grammatical features of narrative text. a. Definition of Narrative Text According to Tutor 2012, narrative text is a story about an event experienced by the characters of the story. Narrative text is focused on the significant event where something happens. It usually consists of introduction, content, and the climaxconclusion of the story. The example of description of events is how an event like Tangkuban Perahu Mountain happens. Concerning the definition of narrative text itself, Corony Edwards and Jane Willis 2005 state in their book that narrative text is “a word often associated with the sophisticated world of literary fiction or oral tradition” p. 59. Based on this statement, it refers to many stories that are not real stories. The story is also possibly from mouth to mouth or tradition from the ancestors. The nearest example with people’s life is how places occur and have their own names. b. Communicative Purposes of Narrative Text Narrative text has its own communicative purposes. The communicative purpose of narrative text according to Sudarwati and Grace 2006 in Look Ahead Book 2 is “to entertain the reader with a story that deals with complications or problematic events which lead to a crisis and in turn finds a resolution” p.154 . From the statement, it is clear that a story can be a tool to amuse the readers. The resolution of the story usually leads to happy ending story if it is 19 intended to children. The example of the story that can amuse them is Cinderella, Sleeping Beauty, and Rapunzel story. Those are kinds of narrative story and can give them an amusing story about how princes find their princesses. c. Types of Narrative Text According to Bandara 2011, there are seven types of narartive text. They are fable, myth, legend, fairytales, science fiction story, parables, and horror story. He gives the examples of each type of the story. The examples of fable are Mousedeer and Crocodile, The Ants and The Grasshopper, The Smartest Parrot, and The Story of Monkey and Crocodile. The examples of myth are Nyai Roro Kidul, Nyai Ronggeng, and Medusa. The examples of legend are Sangkuriang, Malin Kundang, The Legend of Tangkuban Perahu, and The Story of Toba Lake. The examples of fairytales are Cinderella , Snow White, Pinocchio, Beauty and The Beast, and The Story of Rapunzel. The examples for science fiction are To The Moon from The Earth by Jules Verne, Starship Trooper by Robert Heinlein, and A Space Odyssey by Arthur C. Clarke. The example for parables are Startull: The Story of an Average Yellow Star, Pluto’s Identity Crisis, and Ozzie The Snortlefish. The example of horror story are Dracula, Vampire, and Twilight. There are a lot of example of narrative texts and usually teachers uses them as the materials to the teaching and learning activity in the class. 20 d. Generic Structures of Narrative Text In order to know better how the narrative text is, according to Sudarwati and Grace 2006, there are four generic structures of narrative text. They are orientation, complication, resolution, an re-orientation. Orientation is the first part of the narrative text where the writer told about sets the scene where and when the story happened and the participants who or what involved in the story. The second part of the story is complication. This part told the beginning problem until the crisis that faced by the participants of the story. The next part is the resolution part where the problem or the crisis is resolved. In this part there two endings, they are happy and sad ending. The last part of the story is re- orientation. This is an optional part where the writer can give the moral lesson that can be taken from the story. The four generic structures of the narrative text are important to the way of the story is told. The orientation of the text gives the reader a background information about who, where, when, and what the story is. After that, the complication is the moment when the participants of the story get a problem. In the resolution part, the problem is resolved and usually became the end of the story. The last is the re-orientation about how the story gives benefit to the readers. e. Grammatical Features of Narrative Text In order to know the language style of narrative text, it is necessary to know what the grammatical features in this text. According to Sudarwati and Grace 2006, the grammatical features of narrative text include nouns travelers, 21 bundles, tree, road, etc,, pronouns they, their, its, it, etc, noun phrases the dusty and rough road, a big old tree, etc, time connectives and conjuctions one day, a week, later, then, a long, long time ago, when, etc , adverbs and adverbial phrases angrily, in horror, etc, material processesaction verbs arrived, ate, went, laughed, etc, and verbal processessaying verbs asked. Based on the explanation above, the seven grammatical features are surely found in narrative text. Nouns and pronouns are used to describe who or what the charaters or things in the story. Noun phrases are used to exaggerate or make something clearer. Then, the time conjuctions are important to relate how the events happened in chronological order. The adverbs and adverbials phrases, materials processes, and verbal processes are the common grammatical features in telling stories. B. Theoretical Framework In order to answer the two research problems, theoretical framework is provided to solve them. The first research problem is to find students’ perception on the use of video as media in learning narrative text. Then, the second problem it to find the recommendations to improve the use of video as media in learning narrative text. In order to make it clearer, the researcher explains the use of the theory one by one. The main theory which takes the biggest part of this study is theory of perception. The theory of perception will be used to design the questionnaire to gain the data for the first problem. This theory is also used limitedly on discussion of this research because it is a research to get students’ perception. 22 The theory of perception will be used to answer the second problem to analyze the students’ satisfaction and opinion whether there are other recommendations to improve the use of video as media in learning narrative text or not. Dealing with the use of video as media in teaching, the theory of video and media are needed. The theories of video and media are to relate how the use of video influence the process of teaching activity. After the researcher knows the effect, this theory will be used to design the questionnaire. This effect also influences the students’ perception on it. This theory is needed in order to know the differences between language learning using video as media and language learning without using video. It is necessary to answer the two research problems because video as media in learning is the one which we should find the perception on it. Furthermore, the theory of learning English is also important in this research. The writer uses it to know the nature of learning English and how English is learned as foreign language. After that the researcher will know how to gain their perception by designing a good questionnaire based on the theory. This theory helped the research in analyze the result of the data in the discussion part. This theory is needed to answer the two problem researches. After the four theories, the researcher still needs another theory. The theory of narrative text is used to help the others theory in designing the questionnaire. The narrative text theory has an important part to design the questionnaire because the main purpose of the research is to find that learning narrative text can be easier by using video as media. The researcher conducts 23 this research by relating this theory to the other theories and found the appropriate types of narrative text. The chosen narrative text will be the materials in teaching activity using video as media. By sychronizing the five theories the researcher will solve the two research problems. These theories helped the researcher to design the questionnaire, find the data, and also analyze the data in the discussion part of this study. Based on these significances of the theories on the research problem, the writer will analyze the data resulted from the research and synthesize the answer to the research problem. 24

CHAPTER III METHODOLOGY