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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
Using puppetsin teaching and learning process it may give some advantages. The advantages are supported by Cuenca and Carmona who
state that as the student identifies with the puppet; heshe is being able to speak without feeling shy on insecure. Some other advantages that this
short of shadow with other advertisements are to add variety to the rough of learning situations, to change the pace of lesson and so maintain
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motivation.
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So, 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 language
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.
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
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C M Cuenca-Fernandez Carmona Rodriago, Puppet Shows in the English Class English Teaching Forum, 153 1987, pages 42-44.
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Lewis, J. 1973. Types of Puppet.London : Longman, group. Ltd. Page 82.
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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 studen
ts’ 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.
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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.
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RizkyMulianaPrimadani, 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
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James Edward Thomas, M. A Teaching Speaking Skills , Master’s Diploma Thesis from Masaryk
University Faculty of Arts.2011
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The other study was written by HanifahUmi, “An experimental study on the eighth grade students of SMPN 2 Mayong in the academic year of
20082009”. 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.
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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 teacher
s’ 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.
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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
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HanifahU i, An experimental study on the eight grade students of SMPN 2 Mayong in the acade ic year of 200 200 ”.2009
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Raynessa Noor E iliasari, Teaching English to Young Learners Using Puppet : A case study in one of pri ary schools i Su eda g Regio ”
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puppetsimprove teaching English in primary school. And, it just focused how the influence puppets in teaching process. But, in this research focused how
puppets to be implemented in teaching learning process especially in speaking English. The objective of the study by UmiHanifah was find out whether there
was any significant differences in the achievement between the students who were thaught using hand puppets. But, in this research focused on how the
implementation of puppets in teaching speaking.However, those literatures influence this research as the foundation. This research focused on
correlational research to identify influence among variables puppets as media for speaking English.
