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The students were also invited to give their comments about using English songs and puppets in the teaching and learning of speaking. The following script is
one of the interviews with the students at the end of the second cycle.
R :
Hhmm... OK..nah kamu ngerasa kemampuan speakingnya nambah nggak Raras? Do you think that your English skill has improved, Raras?
S :
Nambah Miss, soalnya sama Miss Vero banyak ngomongnya di kelas. Yes I do,Miss. Because we could talk more with Miss Vero in the classroom.
R :
Jadi lebih semangat nggak belajar bahasa Inggrisnya pake lagu sama boneka kemarin?
Do you feel more enthusiastic in learning English with music and puppets like yesterday?
S :
Iya Miss, asik soalnya Yes Miss, because it was exciting
R :
Ohh gitu.. materi yang di pake Miss Vero sulit nggak? Is the material difficult for you?
S :
Nggak kok Miss lagunya gampang No Miss, the song is so easy
R :
Kalo materi sama permainannya gimana? Suka nggak? Gampang dimengerti nggak?
how about the material and the game? Do you like it? Is it easy to understand? S
: Iya kok Miss. Suka
Yes Miss, I like it R
: Kalau gitu masih takut ngomong pake bahasa Inggris nggak sekarang?
Then,are you still afraid of speaking in English? S
: Kalo sekarang nggak Miss, lebih berani malah
Not for now, Miss. I feel more confident now R
: Kalau dulu tuh masih takut kenapa sih?
So why are you afraid then? S
: Soalnya kan takut salah ngomong Miss, nanti nggak diketawain kalo salah
Because I am afraid of making mistakes, Miss, they will laugh at me if I made a mistake
Interview 17, line 9-20, May 7, 2014 C. General Findings and Discussions
1. Cycle 1
In Cycle 1, there were some problems related to speaking skills that have to be solved. First of all, the students had low motivation in learning English especially
in learning activities and they were also unconfident to speak in English on the
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previous meeting. In order to solve this problem, the researcher agreed to use speaking performance as their last activity. In this activity the students got the
opportunity to speak up or have conversation with their friends. The researcher found that the students became more active because they did the activities together with
their friends. They talked to one another and had to solve the problem together. Next is the students’ attention to the researchers’ explanation. In the previous
meeting with the teacher, the students were very noisy and did not listen well to the teacher. Therefore, the researcher and the teacher agreed to use puppets for
explaining the material. Since it was something new for the students, especially in the first meeting, the students gave their full attention to the finger puppets used by the
researcher. The students found it interesting to look at the puppets and used them in the last activity. In the second meeting the students could point the puppets’ body
parts well. After that, in the previous meeting the researcher found that the students made
mistakes in pronouncing the words because they were not familiar with the English sounds and pronunciation. In this case the researcher used the English songs. The
students said that they never listen to any English song, except the songs that the teacher taught them, so they never got a chance to hear the correct sounds of English
in the class. In this cycle, the researcher used 2 different English songs and played more than once so that the students could listen to it well. The researcher also
corrected the pronunciation and asked to the students to check by themselves from the
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songs. Since they found it by themselves, hopefully it would be easier for them to remember.
The last is the students’ speaking opportunity. In the previous meeting with the teacher, the students only got a little time to practice speaking. During Cycle 1,
the researcher used games related to speaking and speaking activity to make the students speak more. The researcher used speaking games to check the students’
understanding and asked them to perform something in front of the class so the students got more time to speak than before.
For instance, theimplementation of speaking by English songs and puppets was generallysuccessful in improving the teaching of English speaking skills
practices andstudent’s involvement. English songs and puppets were used to improve the students’ speaking skill and made the students more interested in theclass. Most
ofstudents were actively engaged in the activities. Based on the interviews held afterthe action, those indicated that they were enthusiastic in the activities.
2. Cycle 2
