THE USE OF PUPPET IN TEACHING SPEAKING TO YOUNG LEARNERS A CASE STUDY AT JUNIOR HIGH SCHOOL IN BANDUNG.

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The Use of Puppet in Teaching Speaking to Young

Learners

A Case Study at Junior High School in Bandung

A Paper

Submitted to the English Department of FPBS of Indonesia University of Education in a Partial Fulfillment of the requirements of

Sarjana Pendidikan Degree

Hikmah Nur Insani 0902385

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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The Use of Puppet in Teaching

Speaking to Young Learners

Oleh Hikmah Nur Insani

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Desember 2013

Hak Cipta dilindungi undang-undang.

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ABSTRAK

Penelitian ini bertujuan untuk menginvestigasi bagaimana boneka dapat memberikan keuntungan dalam mengajar keterampilan berbicara pada anak-anak dan respon anak-anak terhadap pelaksanannya. Sembilan orang murid di salah satu Sekolah Menengah Pertama di Bandung ikut berpartisipasi. Penelitian ini menggunakan studi kasus sebagai metodologinya. Data-data diperoleh dari penelitian kelas, catatan guru, dan wawancara pada akhir proses belajar dan mengajar. Temuan menunjukan bahwa penggunaan boneka merupakan sebuah pendekatan yang efektif dan tepat dalam mengajar keterampilan berbicara pada anak-anak. Boneka juga membantu guru untuk mengajar dalam situasi yang nyaman, mengajak murid-murid untuk berpartisipasi, menciptakan atmosfer yang bagus, dan mengorganisasi kelas. Boneka juga menciptakan partisipasi yang tinggi dari murid-murid, membantu murid-murid untuk berbicara di depan kelas, dan mendorong murid-murid untuk meningkatkan keterampilan berbicara. Kesimpulannya, penggunaan boneka mempengaruhi kegiatan berbicara pada anak-anak secara signifikan

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ABSTRACT

This study was aimed to investigate how puppets could give benefits in teaching

speaking to young learners and students’ responses toward the implementation. Nine seventh -grade students of Junior High School in Bandung were participated in this study. Moreover, this study employed case study as the methodology. The data included classroom

observation, teacher’s field notes, and interview at the end of the teaching and learning

activities. The result revealed that the use of puppets was an appropriate and effective approach in teaching speaking to young learners. It helped the teacher to teach in ease situation, particularly in engaging the students, creating great atmosphere, and organizing the

class. It also created students’ high participation, helped students to speak in front of others, and encouraged students to improve their speaking ability. In other words, the use of puppet

has significant influence on young learners’ speaking activities.

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TABLE OF CONTENTS

Declarative ... i

Preface ... ii

Acknowledgements ... iii

Abstract ... v

Table of Contents ... vi

List of Tables ... ix

List of Figures ... x

List of Appendices ... xi

CHAPTER I : INTRODUCTION ... 1

1.1 Background of The Study ... 1

1.2 Research Questions ... 3

1.3 Aims of The Study ... 4

1.4 Significance of The Study ... 4

1.5 Organization of The Study ... 5

CHAPTER II : TEORETICAL FOUNDATION ... 7

2.1 Teaching Speaking to young Learners ... 7

2.1.1 The Nature of Speaking ... 7

2.1.2 Teaching Speaking ... 8

2.1.3 Principles in Teaching Speaking ... 10

2.1.4 Young Learners and Speaking ... 13

2.2 Puppet as Media in Teaching Speaking ... 16

2.2.1 Definition of Media ... 16

2.2.2 Puppet as Teaching Media ... 17

2.3 Young Learners and Puppet ... 17

2.3.1 The Definition of Young Learners ... 17 2.3.2 The Functions of Puppet in Teaching Speaking to Young Learners 20

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2.4 Previous Research ... 22

CHAPTER III : METHODOLOGY ... 24

3.1 Formulations of the Problem ... 24

3.2 Research Design ... 24

3.3 Clarification of Terms ... 25

3.4 Reesearch Sites and Participant ... 26

3.5 Data Collection ... 26

3.5.1 Classroom Observation ... 27

3.5.2 Written Documents ... 29

3.5.3 Interview ... 30

3.6 Data Analysis ... 31

3.6.1 Analysis of Classroom Observation ... 31

3.6.2 Analysis of Written Documents ... 32

3.6.3 Analysis of Interview ... 32

3.6 Research Procedures ... 34

3.6.1 Teacher’s Activity before the Program ... 34

3.6.2 Teacher and Students’ Activities: Implementing the Lesson ... 35

CHAPTER IV : FINDINGS AND DISCUSSION ... 37

4.1 Findings ... 37

4.1.1 Benefits ... 37

4.1.1.1 Teacher’s Benefits ... 38

4.1.1.2 Students’ Benefits ... 46

4.1.1.2.1 Speaking Aspect Benefits ... 46

4.1.1.2.2 Speaking Strategy Benefits ... 48

4.1.2 Students’ Responses ... 49

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CHAPTER V : CONCLUSIONS AND DISCUSSION ... 59

5.1 Conclusions ... 59

5.2 Recommendations ... 60

REFERENCES ... 62

APPENDICES

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CHAPTER I INTRODUCTION

This chapter presents an introduction of the research paper which describes the background of the research, research questions, aims of the study, and significances of the study. In addition, the organization of this research paper is also presented at the end of the chapter.

1.1Background of The Study

English has been taught in all levels of education in Indonesian primary schools with greater compulsion, and at a steadily lowering age (Graddol, 2006, p. 88). The statement shows the emerging trend in the world of English language learning and teaching, that is teaching English to Young Learners (TEYL). The skill of communicating in English in the global world nowadays is considered as one of the must-required life skills. Despite English is no longer being included in Indonesia 2013 curriculum, young learners will get benefits from this study.

One advantage of teaching English to early ages is the aim to make young learners familiar with foreign language. It is in line with Cameron (2001) who proposes some advantages to introduce young learners to foreign languages at early age. She (2001) believes that children who have an early start development will gain advantages in some areas of language skills which are divided into two kinds namely receptive and productive. Receptive skills consist of listening and reading skills, while productive skills consist of speaking and writing skills. Speaking is an important skill especially for English as Foreign Language (EFL). Speaking is the basic human skills since they were born. However, Peregoy and Boyle (2001:107) states that listening, speaking, reading and writing also occur naturally together in learning events in school at all grade levels, even though traditionally they were taught separately. Relevant to the importance of English speaking skills, it is necessary to develop and increase the attitudes of EFL for young learners in speaking English, in this case English language in Indonesia.

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Young learners have their own way to acquire languages. According to Lefever (2007, p.27), young learners at the transition level (ages 5–8) generally have the following characteristics: they are keen and enthusiast. They are also curious and inquisitive, outspoken, imaginative and creative, and active. Young learners like move around. They are interested in exploration, learning by doing, and natural learning searching for meaningful messages. Young learners will learn language subconsciously by including those characteristic. Young learners learn language automatically from sounds and then practice it when they speak (Brown, 2001).

However, EFL for young learners in Indonesia still has gaps; namely the limitations of teaching aids. First, young learners in Indonesia have very small opportunities in using English to communicate with others. They just implement activities from textbook and practice dialogue without real context. Therefore, with this limitation, each of them should have the opportunities to speak during the lesson. Young Learners often seem less embarrassed than adults at talking in new language, and their lack of inhibition seems to help them get a more native-like accent (Cameron, 2001).

Second, relevant to the teaching aids, teachers have important roles to make language easy to be learnt by young learners. However, not all teachers realize the importance of classroom atmospheres toward students’ understanding. This leads the researcher to think about an effective media in teaching-learning process. As stated by Harmer (2001), when teaching the language, teachers should use a variety of the teaching aids to explain language meanings and constructions and engage students in a topic or as the basis of a whole activity.

Puppet, as one example of teaching aid, can be used to help young learners to communicate well with English. Puppet is a small-scale figure (as of a person or animal) usually with a cloth body and hollow head that fits over and is moved by the hand (Merriam Webster Online, 2012). Puppet is a medium tool for students to express themselves and explore the various components of the English

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language (Lepley, 2001). Moreover, puppet can help students to internalize language patterns, enhance listening skills, develop risk-taking skills and student confidence, and provide opportunities for students to work cooperatively as a group. Unfortunately, puppet is a rare tool nowadays; teachers in many opportunities are more likely to utilize multimedia like video when giving the material to the students, especially in speaking skills. As a matter of fact, puppet can help students to interact with others, in a way that it can be used to teach the language functions and the social skills of greeting, responding to conversation, and initiating conversation. In addition, puppet is indicated as a good media to improve speaking skills in elementary school.

Recent studies such as Özdeniz (2000), Lepley (2001), Setyarini (2001) Reidmiller (2008), and Brown (2009) are related to the use of puppet in teaching speaking skills to young learners. Those studies analyze the use of puppet in teaching speaking to young learners, including the benefits of using puppet as the

tool to increase young learners’ speaking ability. Those studies describe and explain why and how certain puppet influences young learners to be brave to speak English related with their characteristics. Based on the issues above, this study is aimed to describe the use of puppet in teaching speaking to young learners, and the young learners’ responses of using puppet in their speaking activity through a case study. Therefore, those concerns are within the context of English as a Foreign Language in Indonesia.

1.2 Research Questions

This study attempts to answer the research questions formulated as follows:

1 What are the benefits of using puppet in teaching speaking to young learners? 2 How do young learners respond toward the use of puppet in their speaking

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1.3 Aims of The Study

Based on the description in the background, the study is aimed to:

1. Find out the benefits of using puppet in teaching speaking to young learners, in this case for the benefits for the teacher and students. The benefits gained by the teacher are focused on classroom management while the benefits gained by the students are focused on speaking aspects and speaking strategy benefits.

2. Find out the students’ responses towards the use of puppet in teaching speaking to young learners.

1.4 Significances of The Study

This study is expected to provide theoretical, practical, and professional benefits, to the following:

1. Practical benefits

Practically, the research findings will useful for students in their speaking ability, the improvement of teaching method of English for young learners, and also for the readers who are interested in teaching speaking to young learners.

a) The students

 They can improve their mastery on English speaking; they will be able to speak better in English as Foreign Language.

 They will be able to express themselves by speaking English. b) Teaching method of English for Young Learners program

 To present the implication of using puppets in young learners’ EFL speaking activity

 To give new solutions to the English for Young Learner teaching and learning process, especially in speaking

 To provide sufficient benefits of using puppet in young learners’ EFL speaking activity

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 To gain information about young learners’ responses about the use

of puppet to their EFL speaking activity

 To provide sufficient benefits between human puppet and animal puppet in the speaking activity.

2. Professional benefits

The discussion of this study may help teachers find some innovations and appropriate methods in teaching speaking skills to young learners. It can also be used as consideration to be a chosen media by language courses or schools. Lastly, the research findings will help the researcher in reflecting how to teach speaking skills by using puppet.

1.5 Organization of the Study

1. Chapter I: Introduction

In this chapter, the paper elaborates the background of the study. It will discuss speaking becomes the focus of this study and why using puppet is important in teaching speaking to young learners. The chapter also states the research questions, aims of the study, significances of the study, clarification of related terms, and Paper Organizations.

2. Chapter II: Literature Review

This chapter discusses some theories about Speaking, Teaching speaking, Benefits of puppet, and Young Learners. This section also focuses on the theoretical foundations that are relevant to the present study, with puppet as a speaking stimulus for young learners as the main issue.

3. Chapter III: Methodology

This chapter gives clear explanation about how the study will be conducted and analyzed. It clarifies why the study needs to use puppet. The data collection and analysis will also be briefly explained.

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4. Chapter IV: Findings and Discussions

This chapter analyzes and discusses the findings of the study clearly. It will show the elaboration of the result of the use of puppet in teaching speaking to young learners and see whether it will be consistent to the pattern of previous result.

5. Chapter V: Conclusions and Recommendations

This chapter presents the conclusion and several recommendations of the study based on the analysis in chapter four. The conclusion states the answer to the research questions in the previous chapter about the use of puppet. There are also several suggestions for further research related to the use of puppet in teaching speaking to young learners.

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CHAPTER III METHODOLOGY

This chapter elaborates the method employed in this research. This chapter also describes the procedures of the study to answer the two questions stated in chapter 1. It covers formulations of the problem, research design, clarification of terms, research site and participants, data collection, and data analysis.

3.1Formulation of The Problems

1. What are the benefits of using puppet in teaching speaking to young learners?

2. How do young learners respond toward the use of puppet in their speaking activity?

3.2Research Design

In order to answer the initial questions, this study employed qualitative method by involving a case study. It is usually used to comprehend social phenomenon from participant point of view (Sukmadinata, 2005; Patton, 1990). In line with that definition, this study was conducted to find out how the use of puppet gives benefits for the teachers and students in teaching speaking to young learners and how the students respond to the use of puppet. Those were indicated by classroom benefits, speaking aspect benefits, and speaking strategies benefits, and also to reveal their responses during the speaking learning with this approach. The choice of using this method considers the research questions and the aims of this study that is to go in-depth understanding. This is relevant to Merriam‟s (1988) statement that case study can be classified as an evaluated study because it involves description, explanation, and judgments of people‟s individual and collective social actions, beliefs, thoughts, and perceptions. Since the teacher made and implemented the teaching program to evaluate its appropriateness, this study can be also categorized as a qualitative program evaluation (Nunan, 1992,

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as cited by Emilia, 2005). Therefore, the teacher was also a participant observer, since she also took part in the research (Merriam, 1998).

Moreover, a case study can be learnt from studying just one individual, one classroom, one school, or one school district (Fraenkel&Wallen, 1990:370). Similarly, Emilia (2005) states that a case study design is employed in “a small scale, a single case” focus on one particular instance of educational experience or practice. The researcher chose a single case to help the case holistic by investigating the use of puppet in teaching speaking to young learners.

3.3Clarification of Terms

In order to avoid misunderstanding on this study, some terms need to be explained:

1. Use, refers to the function of a project or instructions, or on how it is applied. In the present study, it is related with the use of puppet in teaching speaking to young learners for the teachers and students.

2. Puppet is a doll that can be made to move by wires or that fits over somebody‟s hand so that the hand can move it. In this study, puppet refers to the media that used in the process of speaking learning during observation. Puppet is indicated as good media in teaching speaking to young learners. Participant had their own puppet to communicate with others.

3. Speaking refers to a task that involves young learners to speak well in the observation sessions. In this study, participants were involved in many speaking activities by using puppet.

4. Young Learners are some of students who learn speaking in English style. In this study, they are 7th grader of Junior High School students, age 12-13 years that have been learning English since Elementary school

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3.4Research Site and Participants

The study was conducted in a public junior high school in Bandung. This school was chosen for three reasons. First, the school authorities allowed the researcher to conduct this study in their school; hence, this enhances the feasibility of this research. Second, the curriculum of grade 7 is suitable with the purpose of the research; therefore, this provides more opportunities to conduct an observation. Third, the chosen school belongs to the criteria of the research. This also enhances the feasibility of the present study which focuses on investigating speaking skills.

This study took nine seventh grade students. The nine students were classified into three levels of achievement, namely, low, middle, and high achievers. This categorization was based on their English course in the previous semester, indicated by their grades in speaking.

3.5Data Collection

To collect the data, three instruments were used; they are classroom observations, written documents, and interview. Since case studies also allow one to present data collected from multiple methods (i.e. interview, document review, and observation) to provide the complete story (Neala, Thapa, and Boyce, 2006, p. 4). Those instruments were aimed to gain the data accurately and to answer the research questions proposed.

The research was conducted along with the regular schedule in the school. The data were collected in three weeks. During the research, the researcher took part and acted as the teacher. Table 3.1 shows the schedule of the research.

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Table 3.1 The Schedule of The Research

No. Activities Meeting(s)

1 2 3 4 5 6

1. Introduction and classroom observation 1 √

2. Classroom observation 2 √

3. Classroom observation 3 √

4. Classroom observation 4 √

5. Classroom observation 5 √

6. Classroom observation 6 and interview

√

Each of the instrument will be described below:

3.5.1 Classroom Observation

In this study, classroom observation was used to gain data during the implementation of using puppet in teaching speaking. The classroom observations were conducted six times. The type of observation in this study was participant observation (Merriam 1991; Sugiyono, 2009) since the researcher took part as the teacher who implemented the use of puppet in teaching speaking to young learners. Moreover, Nunan and Carter (2001) states that participant observation is conducted by someone who is a member of the group under investigation (e.g. the teacher or student in the classroom). Each meeting spent 60 minutes per meeting. Video recording was used in each meeting to be observed by the researcher to gain more data about the speaking situations. The following observations also were achieved using students‟ checklist to observe speaking situations as described below

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Table 3.2 Students‟ checklist

ACTIVITIES YES NO Evidence

PRE- ACTIVITY

The students were motivated and engaged in the activity

The students

participated actively in the activity

The students were interested to the puppets and use the target language with ease

MAIN ACTIVITY

The students understood the speaking instruction The students faced some difficulties on

accomplishing the task The students‟

enthusiasm to the puppet in their speaking activity during the lesson.

POST ACTIVITY

The students take roles in speaking activity by using puppet.

The students

comprehend the material given

The students responded enthusiastically to the given homework.

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Moreover, teacher field notes were also used during the observations in six meetings. This field notes are very useful in a qualitative research (Patton, 1990) to acquire the content analysis. These instruments record the real-life teaching situations and reflections. Furthermore, students‟ responses were also observed during the observations. It analyzed by categorizing the observation sheet and teacher field notes into some codes. Each response from the students was presented by evidence found during teaching and learning activities in the class. To analyze students‟ responses towards the use of puppets, the following criteria were used:

Table 3.3 Observed Student‟s Responses

Speaking Process Procedure Students’ Responses

Pre activity Enth = Enthusiastic Att = Attractive Re = Reluctant Dis = Distracted Sile = Silent Con = Confused

(+) AS = Longer Attention Span (-) AS = Shorter Attention Span Main Activity

Post Activity

3.5.2 Written Documents

Written document is also one of the instruments that is used to gather the data in order to answer the research questions. The written documents are in the forms of (1) lesson plans during the observation in six meetings, (2) students‟ checklist and teacher‟s field notes, and (3) video recording transcriptions.

Each student had their own puppet in the speaking activity from the beginning until the end and the way they used puppets in the speaking activities were transcribed in transcription. While the teacher‟s field notes (see Appendix C) were also analyzed to see teacher‟s perception toward the lesson in the class.

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Teacher‟s field notes provide a running commentary on the events which occur in a lesson (Nunan & Carter, 2001). The teacher always writes some notes to make the research better. Moreover, field notes provide a human, interpretive dimension to observational data. Furthermore, students‟ checklist would be analyzed to see students‟ responses during the teaching and learning process. Last, written document is video recording transcription that was transcribed from each meeting (see Appendix E). Finally, the researcher carried out some evidences that related with the speaking activities by using puppets.

3.5.3 Interview

In this study, interview is aimed to collect the information about the students‟ thought, feelings, responses, difficulties, and expectation towards the use of puppet show in their speaking activity during the observation. The focus group interview was conducted in this study to gain more insight from the student. Focus group interview is a technique involving the use of in-depth group interviews in which participants are selected because they are a purposive (Rabiee, 2001). Furthermore, focus group interview gives a convenient situation to the students as well as to accumulate the individual knowledge (Brown et al, 1989, p. 40; as cited in Patton, 1990). Moreover, it has been chosen because personal experience has indicated that the approaches are easily accessible to both researcher and participants.

The interview was given to nine students after the observations were done. It was delivered in Bahasa Indonesia to make them easier since the participants are young learners, and to get in-depth responses from them (see Appendix B). The informal situation was applied during the focus group interview. As stated by Patton (1990) informal conversational interview is the most open-ended approach to interviewing since it is highly responsive to individual differences and situational changes. The interview was conducted based on the following questions:

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2. Which skills is the most difficult and easiest for you? Why? How about speaking?

3. Which one is your favorite media? How about puppets?

4. At the beginning, what came to your mind when you heard puppet? 5. Do puppets make you easier to learn English? What kinds of puppets

do you like the most?

6. If we relate it to speaking, does the puppet help you to speak English in the learning process?

7. What do you think at studying by using puppet?

8. Which one is your favorite activity when using puppet in the learning process?

9. What do you think about the teacher in using puppet during the teaching and learning process?

10.How if the teacher does not use puppet in the learning process?

3.6Data Analysis

After gaining the data which were collected from classroom observations, written documents, and interviews, the data was analyzed by following some steps. Those instruments will be presented in a form of descriptive explanation. Furthermore, the data gained from three instruments were cross-checked using triangulation to enhance research reliability and validity (Vidovich: 2003). The statement is supported by Denzin (1970, cited in Patton (1990), that triangulation is useful to overcome the intrinsic bias that comes from single-methods, single observer, and single-theory-studies.

3.6.1 Analysis of Classroom Observation

The data observations were analyzed from videos that were recorded during the activities in the class, particularly speaking activities. It was useful to capture the real situation in the class, and to support the data from students‟ checklist and teacher‟s field notes. The videos were played back in times. Some

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notes were written based on the young learners‟ behavior (see Appendix C). Then, those notes were interpreted into some categories (see Appendix D) to address the research questions. The results of analysis will be explained comprehensively

3.6.2 Analysis of Written Documents

To fully understand the situation from some aspects, such as students‟ checklist and teacher field notes (see Appendix C), and video recording transcriptions were used to get more data. Document analysis was also used to describe student learning related to concept development, self-confident, social interaction, communication skills, etc.

Moreover, teacher‟s field notes and students‟ checklist were very useful to comprehend teacher‟s belief in carrying out the lesson plans. The researcher could acquire what should be evaluated and improved from the lesson plan every meeting. To fully understand, teacher‟s field notes were read over and over again, categorized into several aspects related to the research questions and it was also paired with relevant theories explained in Chapter 2.

Video recording transcription was analyzed to find out some evidences in using puppets by the students whether it run appropriately or not during the observations. Then, the transcription compared to the teacher‟s field notes and students‟ checklist. From the transcription, the researcher will gain the real situation and feeling of participants during the class observations.

The data gained from this instrument was very useful to support the data from the focus group interview. As a final point, those data were associated with appropriate literature which is presented in the next chapter.

3.6.3 Analysis of Interview

To fulfill the second research question about students‟ responses, the researcher analyzed the result of interview session. Interview is not naturally occurred, it is „constructed‟ by researchers, and, as such, they do not provide

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direct access to the experiences of the ones studied (Silverman 1998). There are some steps to evaluate interviews‟ result. The data gained from the group interview were recorded using voice-recorder in one time.

To analyze the data, firstly, the researcher transcribed the data from interview into the written data. Secondly, examine the written data of interview results by relating the development of students‟ speaking ability and students‟ responses to the use of puppet show. Thirdly, explaining the results of interview to answer research questions in proper literature that is presented in the next chapter.

The results of data analysis from classroom observations, written documents, and interview were cross-checked by using triangulation. Furthermore, the triangulation technique was used to cross-reference a number of participants‟ perception of an event (Elliot, 1991). Triangulation refers to processes of verification which give us confidence in our observation. It is supported by Nunan & Carter (2001) that triangulation method entails the use of multiple methods (e.g. interviews, questionnaires, observation schedules, test scores, field notes, etc).

Those data then were compared and were matched to see the relationships of puppet and students‟ response in the teaching learning. By triangulating the data, the events or facts of case study are supported by more that single source of evidence (Yin, 2003). Triangulation strengthens the reliability and the internal validity especially in terms of using multiple methods of data collection and analysis (Merriam, 1998). Furthermore, there is no framework to analyze the group interview data (Onwuegbuzie et al, 2009). This study used classical content analysis technique to analyze the data more deeply.

Moreover, triangulation provides a means for the researcher working with non-quantified data to check on their interpretations by providing enhanced credibility through the incorporation of multiple points of view and various data sets.

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3.7 Research Procedures

3.7.1 Teacher’s Activity before the Program

Before starting the research, the researcher who was also the teacher prepared the lesson by following several points proposed by Paul (2003). In analyzing the lesson plans, the researcher read and acquired deeply the lesson activities to see the sequences between each activity to support the classroom activities. From this way, the use of puppet in teaching speaking to young learners was implemented appropriately:

1) The core targets for the lesson

The general target of the lesson was to give students some chances to express their feeling ideas through English Speaking activity. The lesson also was used to engage students in the speaking activities conducted. At the end of the program the teacher would like to find out the students‟ development in speaking English as a foreign language by using puppet in front of their friends.

2) The equipment and lesson material that would be needed

Since the main equipment of the lesson was puppets, the teacher arranged some activities in order to achieve the goals of the lesson. There was main puppet that was introduced from the first meeting, named Reza and known as the researcher‟s friend. However, each student has their own puppets and belonged to such groups based on the criteria of the puppets. There were five characters of puppet, such as owl, goat, horse, turtle, and sheep. The students pretended to be the family of each animal during the classroom activities. After two meetings, the researcher brought the puppets of human. There was a family of Reza, as the main character of human puppet.

Regarding to the material given, the material was chosen by the researcher that closely related to student‟s daily life. The material also was chosen based on the curriculum and syllabus in the school. After choosing the materials and deciding the activities would be given, the researcher started to design the lesson plan (see Appendix A) and prepared the teaching media which was made on the lesson plan.

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3) The activities that will be used

Generally, the technique used in the teaching activity was three-phase technique, namely pre-activity, main activity, and post-activity. In every meeting, the teacher conducted those stages of activities.

3.7.2 Teacher and Student’ Activities: Implementing the Lesson

In the implementing of the lesson, the teacher used stages based on the three-phase technique that consists of pre-activity, main activity, and post-activity. These stages were implemented in meetings, which falls into the following stages. 1. Pre-activity, firstly, the teacher started the lesson by telling the students what they were going to learn as well as the goals of the lesson of each meeting. After that, the teacher brought the main puppet, Reza, in front of the class to greet the students and their own puppets in every meeting. Reza also provided the students to review the previous lesson that started from second meeting until the end. The students felt the atmosphere of puppet since the beginning and they would have connection with puppets as the main equipment or media in this research.

2. Main activity, the teacher told the story in each meeting by using puppets. The story involved the materials given according to the lesson plan. The teacher read story in two times to make students understand easily. The topics of the stories were “me, my family, and my neighborhood”. After that, the teacher invited some students to do role play in front of the class. Then, the teacher checked the main material in each meeting to the students by using puppet to communicate

3. Post-activity, this session was used usually for discussing and telling to the class about the lesson. It was intended to make sure that students comprehended the materials well.

The following is the summary table of the lesson conducted during the observations

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Table 3.4 Lesson Summary

Meeting Topic Lesson Objective Puppets

1 ( September

9, 2013)

Hello, this is my puppet

To have their own puppet by making puppet in group.

The puppets used were chosen based on the topic and the lesson objectives. See Appendix A for further information. 2

(September 11, 2013)

It‟s me! To fully

understand how to introduce

themselves to others. There is a character named Reza during the lesson to give example 3

(September 16, 2013)

I love my family To introduce eight new vocabularies about family. There is a photo of Reza‟s family. 4

(September 18, 2013)

Hey, they are my family

To be capable in introducing other people, in this case their family. 5

(September 23, 2013)

Let‟s enjoy the neighborhood.

To identify expression of introducing others, in this case the neighbors in the story.

6 (September

25, 2013)

My neighbors. To be capable in introducing others people

appropriately and correctly

NOTE :

The activities were based on the lesson objectives. See Appendix A for further details.

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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This final chapter presents the conclusions and recommendation. The conclusions section begins with a brief description of the background, the formulation of problems, the main findings, and the conclusion. The recommendations are intended for the improvement of future research, particularly in teaching speaking, for both teachers, students, and also other researcher that can be drawn from the data presentations and discussion from the previous chapter.

5.1 Conclusions

This study was concerned with the use of puppet in teaching speaking to young learners. The purpose of the study was to find out the benefits of the use of puppet in order to help students to speak, and to discover the young learners’ responses toward the use of puppet in their speaking activity.

Previously, the similar researches on speaking, young learners, and puppets have been conducted. This study confirms the findings from the previous research that puppets are appropriate media to be used in teaching speaking to young learners; those are Ozdeniz (2000), Lepley (2001), Zuljevic (2005), Reidmiller (2008), and Setyarini (2010).

The findings of this study showed that the use of puppet is an appropriate and effective approach in teaching speaking to young learners. The argument was supported by the data gained from the classroom observations, written documents, and interviews. Furthermore, it could be seen that the use of puppet makes students enjoy and get engaged in the teaching and learning process. Moreover, they always responded positively and actively participated in the learning process. The use of puppet was also interesting for the young learners since they can express themselves freely in the speaking activity.

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This research came up with some benefits related to the use of puppets in teaching speaking to young learners, as follows: (1) puppets help teacher in organizing the class, (2) puppets help teacher to teach in ease situation, (3) puppets tend to create students’ high participation in the learning process, (4) puppets make students happy and enthusiastic, (5) puppets create the great atmosphere in the classroom, (6) puppets help students to speak in front of others, (7) encourage students to improve their speaking ability.

5.2 Recommendations

Based on the research findings, discussions, and the conclusions of the research results, the researcher proposes some recommendations regarding to the speaking class activity for young learners, as follows:

1. The use of puppet is highly recommended to be applied in teaching speaking to young learners. It is an effective and appropriate media to make young learners actively-engaged toward the speaking activity. 2. To gain more attention from the students, puppet is a good way to make

students pay longer attention.

3. Teaching speaking to young learners should be continuously developed to build learners capability in to speak English in the modern era. It is better applied in from the beginning of the class.

4. In using puppets as a speaking prompter, the teacher should consider the variety of learners. Each of them may have different interests. So that the teacher should facilitate their capability in combining some learning aid. The teacher also has to pay attention to the time allocation provided for each meeting.

5. For the teachers who are interested in applying puppet in speaking activity, they should act out with good gestures and body language to make the puppets alive.

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6. Puppets in human character are better that puppet in animal character. It makes the learning process easier in terms of pretending such characters in the speaking activity. So, the teacher should use and create human character for their students.

7. To gain more objectivity, the upcoming research can be conducted in different method and approach but still use triangulation because several data will help the research.

8. For those who are interested in conducting the similar research, they are advised to collect the data from more perspectives to yield a more comprehensive result as well others skills such as listening, reading, and writing. Moreover, this method can be implemented in other level of education such as elementary schools or senior high schools.

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