Pendidikan Bahasa d m Seni Program Studi P e n d i d i i Bahasa In Decembe~r,
DEVELOPING CHILDlREN'S SPEAKING
ABILITY THROUOH PUPPEtRV DRILL
In Partial Fulfilment of the Requirements
for the Sarjana PencLidikan Degree in
English Language Teaching
1-1 I,
KOZ1 A t
ESTER NURAINI SUKMANA
1213087016
Universitas Katolik Widya Mandala Surabaya
Fakultas Keguruan dan Ilmu Pendidilun
Jurusan Pendidikan Bahasa d m Seni
Program Studi P e n d i d i i Bahasa In&
Decembe~r,1992
APPROVAL SHEET
(: 1 )
This
thesis
entitled
W
;
LO p I t J G
C H T T , D m ? ',-a
SPEAKING
f i B T l _ - - 'ix13(,7
L ~ ~ ~ p r L E J. EL E T ~ ~
. .
a n d p r e p a r e d a n d submitterrl b y E s t e r Nura-1
has
S
w
b e e n a p p r o v e d a n d a c c e p t e d a s p a r t i a l f u l f i lmerit
of
t h e requirements f o r S a r jana Pendidikan degree in English
Language T e a c h i n g by t h e f o l l o w i n g a d v i s o r s .
----Y
DR. Veronica L . Dlptoadi
F i r s t Advisor
Drs. H a r t o Pramono
Second Advisor
APPROVAL SHEET
( .2 )
This
thesis,has
b e e n e x a m i n e d by t h e
.
Examination w i t h a g r a d e of
c o m m i t t e e on O r a l
B
D e m e r 2znd1992
on
-
I
D R . wu1:iwdjatmiko
,/ -
/
L
,
"
'
+Chairperson
L.""-
i
c
/
'
e r w a L . D . MSc
Member
6
Dra. T
1-.
.
Member
. .
D r a .
MiIL&iL
Member
A p p r o v e d by :
fl7\
,
.. ,$\
* " ~.
,:- ..-.,$5?\7.
;
;
.
"
?
I
,
.. . .
.
,
...
~
'
"\\
,
f
'1:
3,
!i
Dean o f
t h e Teacher Training College
Head o f
t h e E n g l i s h Department
ACKNOWLEDGEMENTS
This
fillment
t h e s i s has t o be submitted as a
ful-
partial
of t h e requirements f o r t h e Sarjana
Pendidikan
Degree i n E n g l i s h Language T z a c h i n g , J e n j a n g Program
S1,
C J U ~ U PS e~d i~d i k a n B a h a s a clan S e n i , P r o g r a m S t u d i P e n d i d i Bahasa I n g g r i s , F a k u l t a s Keguruan dan I l n u
kan
kan
.
Pendidi-
I J n i v e r s i t a s K a t o l i k W i d y a Mandala, S u r a t a y a .
The w r i t e r would l i k e t o e x p r e s s h e r d e e p
gratitude
t o Heavenly F a t h e r f o r H i s b l e s s i n g s and g u i d a n c e t o
the
w r i t e r d u r i n g t h e a c c o m p l i s h ~ e n t of t h i s t h e s i s . B e s i d e s ,
she
i s r e a l l y g r a t e f u l t o h e r f i r s t arid s e c o n d
who
h e l p e d h e r write t h i s t h e s i s . F i r s t , s h e would
t o express her g r a t i t u d e t o DR. Veronica
her
invaluable
advisors
like
L. Diytoadi f o r
g u i d a n c e and a s s i s t a n c e i n
writing
tier
Her g r a t i t u d e is a l s o d u e t o Drs. H a r t s
Prarnorio
who h a s g i v e n t i e r p a t i e n t g u i d a n c e a n d a d v i c e i n
finish-
thesis.
ing
t h i s t h e s i s . T h e writer L s s u r e t h a t
without
them,
t h i s t h e s i s would n e v e r h a v e b e e n a c c o m p l i s h e d t h e way i t
should be.
The w r i t e r
ABSTRACT
N o r m a l l y e v e r y human b e i n g c a n s p e a k - - c o m m u n i c a t e
with others--though they a r e not a b l e t o read o r w r i t e .
I t s e e m s t h a t t h e o r a l c o m m u n i c a t i o n is more n e e d e d a n d
c o n s i d e r e d more v a l u a b l e t h a n t h e w r i t t e n o n e .
S i n c e l a n g u a g e i s p r i m a r i l y s p o k e n , d r i l l i n g is v e r y
i m p o r t a n t f o r c h i l d r e n ( s t u d e n t s ) b e c a u s e d r i l l is a s t h e
b a s i c of o r a l p r a c t i c e . T h e r ~ s f o r e , t o d e v e l o p c h i l d r e n ' s
speaking English a b i l i t y ,
t h e t e a c h e r s c a n u s e some
d r i l l s techniques,
s u c h as d i a l o g u e d r i l l ,
picture
d r i l 1 , e t c . However, d r i l l s c a n b e b o r i n g i f u s e d f o r t o o
l o n g , a n d t h e y a r e b a s e d on . t h e same e l e m e n t o f p r a c t i c e
( r e p e t i t i o n ) , w h i c h is t h e j u s t i f i c a t i o n f o r d r i l l s . A s a
r e s u l t , c h i l d r e e n are discouraged t o p r a c t i c e t h e spoken
language.
I n o t h e r words, t h e y have no m o t i v a t i o n t o
p r a c t i c e t h e i r speaking s k i l l and f e e l bored
facing a
m o n o t o n u o u s s i t u a . t i o n . Of c o u r s e , h e r e , t h e v a r i a t i o n o f
d r i l l t e c h n i q u e s is needed t o a v o i d d r i l l t o b e b o r i n g .
A s a matter of f a c t , t h e teacher should be c r e a t i v e
t o d r i l l her students i n speaking subject. I n t h i s study
t h e writer c h o o s e s a t e c h n i q u e t h r o u g h p u p p e t r y d r i l l .
Using puppetry d r i l l i n t e a c h i n g speaking E n g l i s h here,
t h e t e a c h e r u s e s p u p p e t s as a n a u d i o v i s u a l a i d t o d r i l l
c h i l d r e n . T h e r e is n e v e r a s h o r t a g e o f m a t e r i a l i n u s i n g
t h e p u p p e t r y d r i l l . The v a r i o u s k i n d s o f m a t e r i a l c a n
avoid puppetry d r i l l t o be b o r i n g .
Through p u p p e t r y d r i l l , t h e t e a c h e r s n o t o n l y h e l p
t o a v o i d d r i l l t h a t is b 0 r i r . g , b u t a l s o t o d e v e l o p t h e
students'
a b i l i t y i n speaking. This technique helps the
t e a c h e r s i n t h e i r e f f o r t s t o make t h e i r t e a c h i n g moze
a l i v e as p u p p e t r y d r i l l g i v e s v a r i a t i o n and p r o v i d e s
e n j o y a b l e atmosphere, which c a n b r e a k t h e t e n s i o n i n t h e
classroom. Furthermore,
t h e puppetry d r i l l arises t h e
as w e l l as a t t r a c t s them t o
children's
motivation
p a r t i c i p a t e i n t h e classroom a c t i v i t i e s .
Finally,
t h e w r i t e r h o p e s t h a t t h i s t h e s i s may
or
contribute
some
ideas t o the English courses
elementery schools,
especially
in
her
e f f o r t s of
d e v e l o p i n g t h e s t u d e n t s ' s p e a k i n g a b i l i t y . The w r i t e r
r e a l i z e s t h a t t h e r e a r e s t i l l many s h o r t c o m i n g s i n t h i s
thesis.
Therefore,
she w i l l
happily
accept
any
c o n s t r u c t i v e c r i t i c i m s from t h e r e a d e r s
TABLE OF' CONTENT
APPROVAL SHEET ( 1
)
APPROVAL SHEET ( 2 )
ACKNOWLEDGEMENT
ABSTRACT
TABLE OF CONTENT
CHAPTER
I
INTRODUCTION
1.1 The background o f t h e S t u d y
1.2
The S t a t e m e n t
of t h e Problem
1.3
The O b j e c t i v e
of t h e Study
1.4
The S i g n i P i c a n c e o f t h e S t u d y
1.5
T h e S c o p e a n d L i m i t a t i o n of t h e
Study
CHAPTER
I1
1.6
T h e D i f i n i t i o n o f Key T e r m s
1.7
The Methodology of t h e S t u d y
1.8
T h e 0rga.n i z a t i o n o f t h e S t u d y
SOME THEORIES RELATE TO PUPPETRY DRILL
2.1
2.2
7
T h e Languzrge L e a r n i n g
7
2.1.1 Motivation
7
2 . 1 . 2 Language S k i l l s
10
2 . 1 . 3 The I m p o r t a n c e o f Spea.king
11
Approa-ches
13
2.2.1
13
A u d i o l i n g u a l Approach
2.2.2
CHAPTER I11
Communicative Approach
2.3
Drills
18
2.4
Media
22
2.4.1
T h e Use o f M e d i a
23
2.4.2
The A d v a n t a g e s o f Media
24
2.4.3
The K i n d s o f Media
26
THE NATURE OF PUPPETRY DRILL
3.1
3.2
29
The Role o f t h e P u p p e t r y D r i l l i n
Language L e a r n i n g
3.3
IV
30
T h e Use of P u p p e t r y D r i l l i n
Speaking
3.4
27
The C h a r a c t e r i s t i c s of P u p p e t r y
D r i 11
CHAPTER
17
32
T h e R o l e T e a c h e r i n P u p p e t r y D r i l l 36
APPLICATION OF PUPPETRY DRILL I N
SPEAKING
4.1
40
How t o A p p l y t h e P u p p e t r y D r i l l i n
Speaking
4.1.1
A P u p p e t S h o n P r e s e n t e d by
t h,? T e a c h e r
4.1.2
42
A P u p p e t Shon P r e s e n t e d by
the Children
4.2
40
44
Sone Suggested M a t e r i a l ( D i a l o g u e s )
o f P u p p e t r y D r i l l Used i n S p e a k i n g 4 4
4.2.1
Wcrk
4.2.2
In the Community
4 . 2 . 3 Transportation
4.2.4
Services
4 . 2 . 5 Feeling
4.3
Some
Suggested
Ways
of
puppets and T h e Puppet
4.3.1
Making
Stage
Some Suggested Ways of
Making Puppets
4 . 3 . 1 . 1 Paper Plate
Puppets
4 3.1.2
Paper-Bag P u p p e t s
4 . 3 . 1 . 3 Box P u p p e t s
4.3.1.4
S o c k Puppets
4.3.1.5
Cylinder Puppets
4.3.1.6
Molded-Head
Puppets
4.3.2
4.3.1.7
Rod Puppets
4.3.1.8
Humanette P u p p e t s
T h e Suggested Ways of
Making Puppet Stage
CHAPTER
V
CONCLUSION
5.1
Summary
5.2
BIBLIOGRAPHY
Suggestions
ABILITY THROUOH PUPPEtRV DRILL
In Partial Fulfilment of the Requirements
for the Sarjana PencLidikan Degree in
English Language Teaching
1-1 I,
KOZ1 A t
ESTER NURAINI SUKMANA
1213087016
Universitas Katolik Widya Mandala Surabaya
Fakultas Keguruan dan Ilmu Pendidilun
Jurusan Pendidikan Bahasa d m Seni
Program Studi P e n d i d i i Bahasa In&
Decembe~r,1992
APPROVAL SHEET
(: 1 )
This
thesis
entitled
W
;
LO p I t J G
C H T T , D m ? ',-a
SPEAKING
f i B T l _ - - 'ix13(,7
L ~ ~ ~ p r L E J. EL E T ~ ~
. .
a n d p r e p a r e d a n d submitterrl b y E s t e r Nura-1
has
S
w
b e e n a p p r o v e d a n d a c c e p t e d a s p a r t i a l f u l f i lmerit
of
t h e requirements f o r S a r jana Pendidikan degree in English
Language T e a c h i n g by t h e f o l l o w i n g a d v i s o r s .
----Y
DR. Veronica L . Dlptoadi
F i r s t Advisor
Drs. H a r t o Pramono
Second Advisor
APPROVAL SHEET
( .2 )
This
thesis,has
b e e n e x a m i n e d by t h e
.
Examination w i t h a g r a d e of
c o m m i t t e e on O r a l
B
D e m e r 2znd1992
on
-
I
D R . wu1:iwdjatmiko
,/ -
/
L
,
"
'
+Chairperson
L.""-
i
c
/
'
e r w a L . D . MSc
Member
6
Dra. T
1-.
.
Member
. .
D r a .
MiIL&iL
Member
A p p r o v e d by :
fl7\
,
.. ,$\
* " ~.
,:- ..-.,$5?\7.
;
;
.
"
?
I
,
.. . .
.
,
...
~
'
"\\
,
f
'1:
3,
!i
Dean o f
t h e Teacher Training College
Head o f
t h e E n g l i s h Department
ACKNOWLEDGEMENTS
This
fillment
t h e s i s has t o be submitted as a
ful-
partial
of t h e requirements f o r t h e Sarjana
Pendidikan
Degree i n E n g l i s h Language T z a c h i n g , J e n j a n g Program
S1,
C J U ~ U PS e~d i~d i k a n B a h a s a clan S e n i , P r o g r a m S t u d i P e n d i d i Bahasa I n g g r i s , F a k u l t a s Keguruan dan I l n u
kan
kan
.
Pendidi-
I J n i v e r s i t a s K a t o l i k W i d y a Mandala, S u r a t a y a .
The w r i t e r would l i k e t o e x p r e s s h e r d e e p
gratitude
t o Heavenly F a t h e r f o r H i s b l e s s i n g s and g u i d a n c e t o
the
w r i t e r d u r i n g t h e a c c o m p l i s h ~ e n t of t h i s t h e s i s . B e s i d e s ,
she
i s r e a l l y g r a t e f u l t o h e r f i r s t arid s e c o n d
who
h e l p e d h e r write t h i s t h e s i s . F i r s t , s h e would
t o express her g r a t i t u d e t o DR. Veronica
her
invaluable
advisors
like
L. Diytoadi f o r
g u i d a n c e and a s s i s t a n c e i n
writing
tier
Her g r a t i t u d e is a l s o d u e t o Drs. H a r t s
Prarnorio
who h a s g i v e n t i e r p a t i e n t g u i d a n c e a n d a d v i c e i n
finish-
thesis.
ing
t h i s t h e s i s . T h e writer L s s u r e t h a t
without
them,
t h i s t h e s i s would n e v e r h a v e b e e n a c c o m p l i s h e d t h e way i t
should be.
The w r i t e r
ABSTRACT
N o r m a l l y e v e r y human b e i n g c a n s p e a k - - c o m m u n i c a t e
with others--though they a r e not a b l e t o read o r w r i t e .
I t s e e m s t h a t t h e o r a l c o m m u n i c a t i o n is more n e e d e d a n d
c o n s i d e r e d more v a l u a b l e t h a n t h e w r i t t e n o n e .
S i n c e l a n g u a g e i s p r i m a r i l y s p o k e n , d r i l l i n g is v e r y
i m p o r t a n t f o r c h i l d r e n ( s t u d e n t s ) b e c a u s e d r i l l is a s t h e
b a s i c of o r a l p r a c t i c e . T h e r ~ s f o r e , t o d e v e l o p c h i l d r e n ' s
speaking English a b i l i t y ,
t h e t e a c h e r s c a n u s e some
d r i l l s techniques,
s u c h as d i a l o g u e d r i l l ,
picture
d r i l 1 , e t c . However, d r i l l s c a n b e b o r i n g i f u s e d f o r t o o
l o n g , a n d t h e y a r e b a s e d on . t h e same e l e m e n t o f p r a c t i c e
( r e p e t i t i o n ) , w h i c h is t h e j u s t i f i c a t i o n f o r d r i l l s . A s a
r e s u l t , c h i l d r e e n are discouraged t o p r a c t i c e t h e spoken
language.
I n o t h e r words, t h e y have no m o t i v a t i o n t o
p r a c t i c e t h e i r speaking s k i l l and f e e l bored
facing a
m o n o t o n u o u s s i t u a . t i o n . Of c o u r s e , h e r e , t h e v a r i a t i o n o f
d r i l l t e c h n i q u e s is needed t o a v o i d d r i l l t o b e b o r i n g .
A s a matter of f a c t , t h e teacher should be c r e a t i v e
t o d r i l l her students i n speaking subject. I n t h i s study
t h e writer c h o o s e s a t e c h n i q u e t h r o u g h p u p p e t r y d r i l l .
Using puppetry d r i l l i n t e a c h i n g speaking E n g l i s h here,
t h e t e a c h e r u s e s p u p p e t s as a n a u d i o v i s u a l a i d t o d r i l l
c h i l d r e n . T h e r e is n e v e r a s h o r t a g e o f m a t e r i a l i n u s i n g
t h e p u p p e t r y d r i l l . The v a r i o u s k i n d s o f m a t e r i a l c a n
avoid puppetry d r i l l t o be b o r i n g .
Through p u p p e t r y d r i l l , t h e t e a c h e r s n o t o n l y h e l p
t o a v o i d d r i l l t h a t is b 0 r i r . g , b u t a l s o t o d e v e l o p t h e
students'
a b i l i t y i n speaking. This technique helps the
t e a c h e r s i n t h e i r e f f o r t s t o make t h e i r t e a c h i n g moze
a l i v e as p u p p e t r y d r i l l g i v e s v a r i a t i o n and p r o v i d e s
e n j o y a b l e atmosphere, which c a n b r e a k t h e t e n s i o n i n t h e
classroom. Furthermore,
t h e puppetry d r i l l arises t h e
as w e l l as a t t r a c t s them t o
children's
motivation
p a r t i c i p a t e i n t h e classroom a c t i v i t i e s .
Finally,
t h e w r i t e r h o p e s t h a t t h i s t h e s i s may
or
contribute
some
ideas t o the English courses
elementery schools,
especially
in
her
e f f o r t s of
d e v e l o p i n g t h e s t u d e n t s ' s p e a k i n g a b i l i t y . The w r i t e r
r e a l i z e s t h a t t h e r e a r e s t i l l many s h o r t c o m i n g s i n t h i s
thesis.
Therefore,
she w i l l
happily
accept
any
c o n s t r u c t i v e c r i t i c i m s from t h e r e a d e r s
TABLE OF' CONTENT
APPROVAL SHEET ( 1
)
APPROVAL SHEET ( 2 )
ACKNOWLEDGEMENT
ABSTRACT
TABLE OF CONTENT
CHAPTER
I
INTRODUCTION
1.1 The background o f t h e S t u d y
1.2
The S t a t e m e n t
of t h e Problem
1.3
The O b j e c t i v e
of t h e Study
1.4
The S i g n i P i c a n c e o f t h e S t u d y
1.5
T h e S c o p e a n d L i m i t a t i o n of t h e
Study
CHAPTER
I1
1.6
T h e D i f i n i t i o n o f Key T e r m s
1.7
The Methodology of t h e S t u d y
1.8
T h e 0rga.n i z a t i o n o f t h e S t u d y
SOME THEORIES RELATE TO PUPPETRY DRILL
2.1
2.2
7
T h e Languzrge L e a r n i n g
7
2.1.1 Motivation
7
2 . 1 . 2 Language S k i l l s
10
2 . 1 . 3 The I m p o r t a n c e o f Spea.king
11
Approa-ches
13
2.2.1
13
A u d i o l i n g u a l Approach
2.2.2
CHAPTER I11
Communicative Approach
2.3
Drills
18
2.4
Media
22
2.4.1
T h e Use o f M e d i a
23
2.4.2
The A d v a n t a g e s o f Media
24
2.4.3
The K i n d s o f Media
26
THE NATURE OF PUPPETRY DRILL
3.1
3.2
29
The Role o f t h e P u p p e t r y D r i l l i n
Language L e a r n i n g
3.3
IV
30
T h e Use of P u p p e t r y D r i l l i n
Speaking
3.4
27
The C h a r a c t e r i s t i c s of P u p p e t r y
D r i 11
CHAPTER
17
32
T h e R o l e T e a c h e r i n P u p p e t r y D r i l l 36
APPLICATION OF PUPPETRY DRILL I N
SPEAKING
4.1
40
How t o A p p l y t h e P u p p e t r y D r i l l i n
Speaking
4.1.1
A P u p p e t S h o n P r e s e n t e d by
t h,? T e a c h e r
4.1.2
42
A P u p p e t Shon P r e s e n t e d by
the Children
4.2
40
44
Sone Suggested M a t e r i a l ( D i a l o g u e s )
o f P u p p e t r y D r i l l Used i n S p e a k i n g 4 4
4.2.1
Wcrk
4.2.2
In the Community
4 . 2 . 3 Transportation
4.2.4
Services
4 . 2 . 5 Feeling
4.3
Some
Suggested
Ways
of
puppets and T h e Puppet
4.3.1
Making
Stage
Some Suggested Ways of
Making Puppets
4 . 3 . 1 . 1 Paper Plate
Puppets
4 3.1.2
Paper-Bag P u p p e t s
4 . 3 . 1 . 3 Box P u p p e t s
4.3.1.4
S o c k Puppets
4.3.1.5
Cylinder Puppets
4.3.1.6
Molded-Head
Puppets
4.3.2
4.3.1.7
Rod Puppets
4.3.1.8
Humanette P u p p e t s
T h e Suggested Ways of
Making Puppet Stage
CHAPTER
V
CONCLUSION
5.1
Summary
5.2
BIBLIOGRAPHY
Suggestions