Using puppets in storytelling to increase students` participation in SD Kanisius Kanutan grade V.

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USING PUPPETS IN STORYTELLING
TO INCREASE STUDENTS’ PARTICIPATION
IN SD KANISIUS KANUTAN GRADE V
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the SarjanaPendidikan Degree
in English Language Education

By
Reni Wahayuningtyas
Student Number: 06 1214 165

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013

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USING PUPPETS IN STORYTELLING
TO INCREASE STUDENTS’ PARTICIPATION
IN SD KANISIUS KANUTAN GRADE V
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the SarjanaPendidikan Degree
in English Language Education

By
Reni Wahayuningtyas
Student Number: 06 1214 165

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and
references as a scientific paper should.

Yogyakarta, May 3rd, 2013
The writer

Reni Wahayuningtyas
061214165

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ABSTRACT
Wahayuningtyas, Reni (2013). Using of Puppets in Storytelling to Increase

Students' Participation in SD Kanisius Kanutan Grade V. Yogyakarta: Sanata
Dharma University
Participation of students is one of fundamental factor in the success of a learning
process. The learning process will not going well if the students do not participate
in the teaching and learning process. In English language teaching and learning
process, student participation is also required. Therefore, to get the satisfactory
achievement of student learning, English teacher needs to increase student
participation in the learning process.
This study focused on the use of puppets in storytelling to increase students’
participations in the learning process and to answer the question. How do the
puppets as teaching learning media in storytelling increase the students’
participation in SD Kanisius Kanutan grade V?
Participants in this study were fifth grade students of SD Kanisius Kanutan. Based
on the observations made by researchers at the SD Kanisius Kanutan grade V,
there was a problem that can be solved. That was lack of motivation to participate
in teaching and learning English. To solve this problem, researchers followed the
steps in action research, planning, action, observation, and reflection. Issue can be
solved with a single action, namely using puppets in storytelling in English
teaching and learning process. This action was carried out in two cycles in two
meetings. The datas were collected by using observation checklist, field notes and

informal interviews.
The results showed that using puppets in storytelling could help the fifth grade
students of SD Kanisius Kanutan increased their participation in learning English.
The elements of puppet made them happy, it was easier to engage students in the
learning process. Implementation of competition between groups in presenting the
story using puppets making them increasingly challenged to do their best. This
made the students to be more active in particpating in the learning process.
Keywords: elementary students, participation, puppets

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ABSTRAK
Wahayuningtyas, Reni (2013). Using of Puppets in Storytelling to Increase

Students’ Participation in SD Kanisius Kanutan Grade V. Yogyakarta: Sanata
Dharma University
Partisipasi siswa merupakan salah satu faktor penting di dalam
keberhasilan proses belajar mengajar. Proses pembelajaran tidak akan berjalan
dengan baik apabila tidak ada partisipasi siswa didalamnya. Demikian juga dalam
proses belajar mengajar Bahasa Inggris, partisipasi siswa sangat dibutuhkan. Oleh
karena itu, untuk mendapatkan hasil pencapaian belajar siswa yang memuaskan,
guru Bahasa Inggris perlu meningkatkan partisipasi siswa dalam proses belajar
mengajar.
Penilitian ini fokus pada penggunaan wayang dalam storytelling untuk
meningkatkan partisispasi siswa dalam proses belajar mengajar dan menjawab
pertanyaan: Bagaimana boneka tangan dalam storytelling dapat meningkatkan
partisipasi siswa dalam proses belajar mengajar Bahasa Inggris di kelas 5 SD
Kanisius Kanutan?
Partisipan dalam penelitian ini adalah siswa kelas 5 SD Kanisius Kanutan.
Berdasarkan pengamatan yang dilakukan oleh peneliti di kelas 5 SD Kanisius
Kanutan terdapat suatu masalah yang dapat dipecahkan, yaitu rendahnya
partisipasi siswa dalam proses belajar mengajar Bahasa Inggris. Untuk
memecahkan masalah tersebut, peneliti mengikuti langkah-langkah dalam
penelitian tindakan kelas, yaitu perencanaan, pelaksanaa, pengamatan, dan

refleksi. Masalah tersebut akan diselesaikan dengan satu tindakan, yaitu
menerapkan boneka tangan dalam storytelling di tengah- tengah pengajaran
Bahasa Inggris. Tindakan ini dilaksanakan dalam dua siklus dalam dua pertemuan
dengan pengumpulan data yang menggunakan observation checklist, catatan
lapangan dan wawancara.
Hasil penelitian menunjukkan bahwa penerapan wayang dalam storytelling
dapat membantu siswa kelas 5 SD Kanisius Kanutan meningkatkan partisipasi
dalam proses belajar mengajar Bahasa Inggris. Elemen-elemen pada wayang
membuat siswa senang, sehingga lebih mudah untuk melibatkan siswa dalam
proses belajar mengajar. Kompetisi untuk membawakan cerita antar kelompok
dengan menggunakan wayang membuat mereka semakin tertantang untuk
melakukan yang terbaik yang mereka bisa lakukan. Hal ini membuat siswa lebih
berpartisipasi aktif dalam proses belajar mengajar.
Keywords: partisipasi, siswa sekolah dasar, siswa sekolah dasar

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ACKNOWLEDGEMENTS

I would like to thank my LORD for giving me this wonderful life to
experience. I’m so grateful for His blessing and miracles that happen to everyday
for the last 23 years. I was able to complete this thesis by His amazing guidance.
I give my profound thanks to my sponsor, C. Tutyandari, S. Pd., M. Pd.,
who has guidance and helped me during this thesis writing process. I was so
thankful for having her as my tutor in making my thesis. I was so impressed on
her patience and kindness in giving me the guidance during my thesis completion.
My gratitude also goes to all English Language Education Study Program
(ELESP) lecturers and staffs, who have given me valuable lessons and
experiences during my study at Sanata Dharma University.
I would like address my deepest gratitude to my lovely father,
Supomo,S.Pd. and my lovely mother, Rr. Sri Sudarini for their endless love to
me and especially for their great support. Besides, I sincerely thank my handsome
young brother, Wahyu Hari Surya for his support and love.

I am very thankful to Rosaline Sekar Pawestri, Vijjayanti Minarno,
Agustina Sri Rahayu, Maria Evi Widyaningtyas, and all ELESP students of
2006 for being my lovely friend during my study in PBI. I thank them for coloring
my life and making my days in PBI warmer. My appreciation also goes to Yoseph
Guntur Kuncorojati, Satrio Nugroho, S.Pd. and a couple, Damasus Desta
Herdian, S.Pd and Elisabeth Berlian, S.Pd., who proofread my thesis.

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I would like to address my special thanks to my “big supporter” Ajinas
Arangatt, B. Com for his patience, support and sponsorship to finish my thesis.
I would like to thank every single person who has helped me in my daily
life. I thank to them for the life lessons given to me through bitterness and

sweetness.
Finally, I address the simplest grateful to the last but crucial element in
this whole process, that is, I myself. Without encouraging, motivating, and
esteeming myself, I will never finish this project.

Reni Wahayuningtyas

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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama

: Reni Wahayuningtyas

Nomor Mahasiswa

: 061214165

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
USING OF PUPPETS IN STORYTELLING TO INCREASE STUDENTS’
PARTICIPATION IN SD KANISIUS KANUTAN GRADE V
Dengan demikian kepada Perpustakaan Universitas Sanata Dharma hak untuk
menyimpam, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk
pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di
Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari
saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama
saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 3 Mei 2013
Yang menyatakan,

Reni Wahayuningtyas

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TABLE OF CONTENTS

TITLE PAGE .................................................................................................

i

APPROVAL PAGE ........................................................................................ ii
PAGE DEDICATION .................................................................................... iii
STATEMENT OF WORK’S ORIGINALITY ................................................ iv
ABSTRACT ................................................................................................... v
ABSTRAK ....................................................................................................... vi
ACKNOWLEDGEMENTS ............................................................................ vii
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ................................ ix
TABLE OF CONTENTS ................................................................................ x
LIST OF TABLES .......................................................................................... xiii
LIST OF FIGURE .......................................................................................... xiv
LIST OF APPENDICES ................................................................................. xv

CHAPTER I: INTRODUCTION
A. Research Background ........................................................................... 1
B. Research Problem ................................................................................. 3
C. Problem Limitation............................................................................... 3
D. Research Objectives ............................................................................. 4
E. Research Benefits ................................................................................. 4
F. Definition of Terms............................................................................... 5

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CHAPTER II: REVIEW OF RELATED LITERATURE
A. Theoretical Description
1. Class Action Research (CAR).......................................................... 7
2. Teaching- Learning Media............................................................... 9
a. Puppets as Teaching Learning Media ......................................... 9
3. Students’ Participations .................................................................. 13
4. The Overview of Storytelling .......................................................... 14
a. The Nature of Storytelling.......................................................... 14
b. Elements of Story ...................................................................... 15
c. Story presentation ...................................................................... 17
5. The Nature of the Fifth Grade Students of the Elementary School .. 19
B. Theoretical Framework ......................................................................... 21

CHAPTER III: RESEARCH METHODOLOGY
A. Research Method.................................................................................. 23
B. Research Participants ............................................................................ 26
C. Research Instrument ............................................................................. 27
E. Data Gathering Technique .................................................................... 29
F. Data Analysis Technique ...................................................................... 31
G. Research Procedure .............................................................................. 31
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION
A. Cycle 1
1. Planning .......................................................................................... 33
2. Action and Observation .................................................................. 34
3. Reflection ........................................................................................ 36
4. Improvement ................................................................................... 36
B. Cycle 2
1. Planning .......................................................................................... 37
2. Action and Observation ................................................................... 37
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3. Reflection ........................................................................................ 39
4. Improvement ................................................................................... 42

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions .......................................................................................... 43
B. Recommendations ................................................................................ 44
REFERENCES ............................................................................................. 46

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LIST OF TABLES
Table 3. 1 Students’ Participations .................................................................. 30
Table 3.2 Students’ Participation.................................................................... 30
Table 4.1 Comparison Table of Students’ Participations in the English Teaching
and Learning Process Cycle I and Cycle II ...................................................... 37
Table 4.2presentation Result Of Cycle I and Cycle II ...................................... 41

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LIST OF FIGURE
Figure 2.1Action Research Cycle

.............................................................. 8

Figure 3.1Action Research Cycle

.............................................................. 24

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APPENDICES
APPENDIX 1 Letter of Consent ……………………...................................... 55
APPENDIX 2 Syllabus ................................................................................... 57
APPENDIX 3 Lesson Plans and Teaching Materials ....................................... 60
APPENDIX4Interview Results ...................................................................... 73
APPENDIX 5 Observation Checklists ............................................................ 75
APPENDIX 6 Field Notes ............................................................................. 75

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CHAPTER I
INTRODUCTION

This chapter discusses the introduction of the study that can be elaborated into
six parts. They are research background, research problem, problem limitation,
research objectives, research benefits and definition of terms.

A. Research Background
Participation is a fundamental factor to be successful in teaching and learning
process. There will be no learning if students do not participate in the teaching and
learning process. Besides, the learning is not going well if the students do not
participate in the teaching and learning process. It makes participation become the
most urgent problem to solve.
The researcher conducts a research to the students in class V of SD Kanisius
Kanutan. Since SD Kanisius Kanutan is located in a rural area, and the researcher is
convinced that the location of the school influence students’ background knowledge,
teaching learning style, students’ competence and the whole learning process,
including participation. The result of the observations that had been carried out on
August 31st, 2011 and September 7th, 2011 showed that fifth grade students in SD
Kanisius Kanutan had unsatisfying result of participation in teaching and learning
process. It could be seen in these following descriptions. When the teacher explained
the material in front of the class, the students were looking confused and most of the

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students became sleepy. There were some students who decided to do other activities
and did something fun. Besides, chatting with friends and disturbing friends were also
done by the students who were sitting at the back. When the teacher asked the class,
only one of them answered and the others were silent.
After the researcher did an interview, the researcher knew that the root of the
problems was the students themselves and the media used by the teacher. These
students had a lack of motivation in learning English. They felt that English was very
difficult and boring. They also thought that the media used in learning were not
interesting, because the teachers only used chalk and blackboard as the media in
teaching.
Concerning that problem, the researcher concluded that the main problem was
not only the way of the teacher in delivering the material, but the students’
motivations. Students did not participate well during the teaching and learning
process because they had a lack of motivation in learning English.
To increase students’ participation in the English teaching and learning
process, there are many teaching strategies which can be implemented. They are
game, song, discussion, group work, role play, storytelling, presentation, and field
trip. The researcher chose storytelling as a device to increase the students’
participation in SD Kanisius Kanutan grade V. This was because the researcher
believed that storytelling can motivate students in their English learning as Jianing
(2007) stated that storytelling in speaking classroom is motivating and immensely

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interesting, and it can be the best technique to attract listeners and promote
communication.
The researcher also implemented puppets as the media in teaching and
learning in this class. The researcher chose puppets due to two reasons. First, the
researcher believed that puppet was an interesting medium for students because of the
shapes, so that it could grasp students’ attention. Second, the researcher realized that
the use of puppet will increase students’ interest in the material and motivation in
learning as stated by Zuljevic that puppets can increase students’ involvement,
motivation and skills development (as cited in Reidmiller, 2008).

B. Research Problem
This research discusses a problem which is formulated as follows:
1. How do puppets as teaching learning media in storytelling increase the
participation of the fifth grade students in SD Kanisius Kanutan?

C. Problem Limitation
This study was limited to the three matters. First, the participants were
twenty- one fifth grade students in SD Kanisius Kanutan. Second, the research was
conducted through Classroom Action Research (CAR) in SD Kanisius Kanutan.
Third, this research focused on using puppets to increase the students’ participation in
the teaching and learning process.

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D. Research Objectives
The purpose of this research is to increase students’ participation when using
puppets as a teaching and learning media in storytelling. The second objective of this
study, the researcher and readers will know how puppets as teaching learning media
in storytelling increase the students’ participation. Based on those objectives, it is
expected that students may have higher motivations towards using puppets in
teaching and learning process. As the result, students’ participations might improve.

E. Research Benefits
This research is expected to give some contributions to English language
teaching, especially for:
1. Teachers and Future Teachers
Since this research defines teaching media, it enables teachers to know more
about the importance of selecting the right teaching media. It means the right
selection of teaching media by the teachers will affect to the result of teaching and
learning process.
2. Future Researchers
This research surely still needs further research to provide better
understanding about this teaching and learning media for children. The research is
expected to give inspiration to other researchers to do the further discussion related
the topic of teaching and learning media for children.

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F. Definition of Terms
This section presents several key terms and definitions dealing with what the
researcher intends to discuss throughout the research study. The objective of this
section is to make clarifications and avoid misconception about research.
1. Class Action Research
Hopkins (1993) Classroom Action Research (CAR) is a kind of research
which combines research procedure with substantive action (p. 44). It means that the
researcher does a study with a correct procedure while involving the process of the
research.
2. Puppets
Paeyton (2001) describes puppets as the vivid description of ideas, beliefs,
personal experiences, and life-lessons through stories or narratives that evoke
powerful emotions and insights (p.1). In this study, puppet is three dimensions media
that used to deliver messages from storyteller to the listeners.
3. Teaching Learning Media
According to Latuheru (1988), teaching – learning media are any aids and
equipment which are used in teaching learning process with a view to deliver the
message, information and learning material from the sources, both teachers and other
sources, to recipients. Media discussed in here is glove puppets which will be used in
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4. Students’ Participation
According Peterson (1992), students’ participation is involving students in
doing things and thinking about what they are doing. It is students’ involvement or
taking a part in the teaching and learning activity in the class (p. 12). They are
expected to tell the story in front of the class when the teacher asks the class.
5. Storytelling
Mallan (1991) also defines storytelling as most simply as using oral language
in social context to relate something heard, read, witnessed, dreamt or experienced (p.
5). In the context of this study, storytelling is a practiced activity of speaking skill
from something read or a script through puppet as media.

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CHAPTER II
THEORETICAL REVIEW

In this chapter, the researcher presents several theories supporting using
puppets in storytelling to increase students’ participation in SD Kanisius Kanutan
grade V. This part contains two sub-parts. The first sub-part is theoretical description
consisting of some citations from the relevant theory. The second sub-part is
theoretical framework which contains a summary and synthesis of the researcher
about the relevant theories which will help the researcher to solve the research
problem.

A. Theoretical Description
This section discusses the theories which are used in this research. Those are
four theories of teaching English using puppets in storytelling to increase students’
participation in SD Kanutan grade V. The first theory is related to the method of
research. The second theory is related to the media. The third theory is related to the
participation. The last theory is related to the fifth grade students of SD Kanisius
Kanutan.
1. Class Action Research
Based on Hopkins (1993) Classroom Action Research (CAR) is a kind of
research which combines research procedure with substantive action. Substantive
action means an action which is done to inquire discipline or someone’s effort to
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comprehend what is happening and involving in a changing and repairing process at
the same time (p. 44). It means that the researcher does a study with a correct
procedure while involving the process of the research.
Kemmis and McTaggart (1982) had another point of view about classroom
action research. Classroom Action Research (CAR) is a reflective inquiry which is
done by a partner about the certain social situation to develop rationality and justness.
Based on Kemmis and McTaggart (1982), the steps of classroom action research
consist of five steps, they are: plan, act and observe, reflection and the last is
improvisation.
Kemmis and McTaggart (1982) said that action research is a research which
occurs through a dynamic and complementary process, which consists of four
essential moments: planning, action, observation, and reflection. Those were adapted
by the researcher. Its cycle can be seen in the picture below:

Figure2.1 Action Research Cycle
(Kemmis & McTaggart, 1982)

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2. Teaching – Learning Media
Patil (2010) said that good teaching is good communication between teacher
and learners. To conduct a good communication, the teacher need medium to deliver
the message. Media here means everything that ease teacher to deliver the message.
In conducting activities, the teacher needs teaching media, and it is divided into nine
classifications, those are: (1) non-projected visual aids (chalk and boards, etc.), (2)
projected visual aids (overhead projector, etc.), (3) audio aids (tape recorder, etc.),
(4) written aids (handouts), (5) real objects, (6) 3D representation, (7) role play and
simulation, (8) mass communication media, and (9) audio-visual aids. He said that
the advantages of using media in classroom activity are: inaccessible processes,
materials, events, objects, changes in time, speed or spaces-depicted, better
acquisition of knowledge, longer retention, effective substitute for direct contact with
the environment, stimulation for students to gain further knowledge.
a. Puppets as Teaching Learning Media
Puppets are very popular among children. They have been popular for
hundreds of years because puppets are so fun. The teacher can do many things with
puppets. They can move them around and make them talk, dance, walk, just like
actors in a play.
Paeyton (2001) gave contribution in puppetry. There are nine elements of
puppets which to be discussed in his article:

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a) Three-dimension
A puppet is a three-dimensional communications tool. It can therefore be
hand-held, touched, hugged, and stroked. It can be used as a pointer to catch,
maintain and direct the attention of those watching.
b) Movement
Movement is the first key to a puppet’s magical quality. Through movement
in puppets, objects of the world, animate as well as inanimate, come to life. Because
puppets are animated, they can maintain and direct the attention of those who watch
them.
c) Colour
The act of selecting colours as making puppets or watch them in action
makes clear something special, something that had a hand in shaping as the puppet
comes to life. For children, in particular, colour has a major emotional and
educational influence.
d) Bases and shapes
Shapes are an essential piece in the puzzle of understanding how puppets
work and the base is that part of puppet to which a shape (tail, eye, nose, etc.) is
attached. Seeing puppets literally spring from bases and shapes can stimulate the
imagination and cultivates creative thinking.
e) Shapes as symbols in puppets
In terms of learning and exploration, the puppet’s symbolic element makes
puppet as powerful instrument. The reason is through puppets, the world can be

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presented conceptually in visual symbols. The more visually inclined puppeters are to
define the world, the more involved we become in its creation.
f) Exaggeration
Exaggeration is the footloose and fanciful quality in puppets, which makes
them fun, dramatic, memorable, and magical.
g) Creatures of dimension
The dimension becomes a channel, a means of travelling through the puppet
into oneself and others. It also allows for the exploration of “outer spaces.” Through a
puppet, students move into new realms created by the merging of knowledge and
imagination.
h) Personal
Puppets are animated by the person who makes them, and brings them to
life. If a degree of personal and emotional involvement is critical to effective
communication, the puppet can only enhance involvement.
i) Natural integrators
The integrating element is what makes it so easy to use puppets in so many
situations. In this way, a puppet is the most versatile of teaching tools, adapting
naturally wherever it makes contact. Unlike some curriculum aids or packages, a
puppet’s use is not limited to just one subject or area of study. Puppets can also help
integrate learning processes such as oral expression, comprehension and retention of
knowledge.

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1) Benefits of Puppet
Brodie gave contribution in education areas about puppets. He stated that
puppetry can be exciting and creative venture for library media specialist, teachers,
and students. Puppetry can contribute many valuable things to the education of
children. It can promote storytelling and reading; foster esteem; lead to creative
thinking and use of the imagination; develop manual dexterity; enhance many
curriculum areas; provide an opportunity for problem solving and it can be fun (as
cited in Mullenbach, 1999, p. 8).
Lepley (2001) said that puppetry is a medium for students to express
themselves and begin to explore the various components of the English language. It
can help students internalize language patterns, enhance listening skills, develop
risk-taking skills and student confidence, and provide opportunities for students to
work cooperatively (p. 2).
According to Reidmiller (2008), the use of puppets in the classroom
increased student involvement, motivation, and the development of student’s
reading, oral language, and communication skills (as cited in Zuljevic, 2008). It is
also stated by Refro as cited in Mullenbach (1999). Refro as cited in Mullenbach
(1999) stated that the use of puppet in the classroom can create fresh learning
environment.

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3. Students’ Participation
Peterson (1992) stated that students’ participation is involving students in
doing things and thinking about what they are doing (p. 12). Thus, students’
participation is students’ involvement in teaching and learning process.
Students’ involvement is the core of the learning process. It is crucial factors
that determine the success of the learning process. Burden and Byrd (1999) stated that
securing and maintaining attention are important responsibility. If students are not
engaged in the learning process, it is possible that they will not learn the material and
it is possible that they will be left out the lesson (p. 239).
According to Astin (2003), students’ involvement or participation is defined
as the amount of physical and psychological energy the students devote to the
learning experience and the time and effort spent by the students in activities that
relate directly to their learning. Astin (2003) explained that the involvement will not
only improve students’ abilities to persist towards their educational goals, but also
intensify the developmental impact on the students' personality, behaviour, career
progress, satisfaction, and achievement.
In summary, students’ participation is very crucial in the learning process.
There will not be any learning if students are not involved. Students learn and grow
from their experiences encountered during teaching and learning process.

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4. The Overview of Storytelling
a. The Nature storytelling
Storytelling is not a new technique in teaching learning English. According to
Mallan (1991), storytelling is definable as presenting or performing any kinds of
stories in a spoken language (p. 5). Slattery and Willis (2001) added that story is a
bridge that helps students to relate knowledge to their own world (p. 6)
Storytelling-technique can be divided into three steps. According to Brewster,
Ellis, and Girard (1991), those steps include pre-activities, while-story-telling
activities, and post activities. Those steps can be elaborated as follows:
1) Pre-activities
Pre-activities involve any activities may include any activities which are able
to recall their memory, dig up their prior knowledge or brainstorm any ideas towards
the story.
2) While-story-telling activities
In while-story-telling stages, students can read or listen some stories. After
understanding the stories well, students can retell the stories either in groups or
individual.
3) Post activities
Post-story-telling stage involves any activities done as the follow up or
cooling down which aim at measuring whether the students understand the stories
well (p. 195).

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b. Elements of story
Related with elements of the story, Mallan (1991) summarized the description
of the elements of storytelling activities to develop the comprehension and the
concept (p. 24). There are seven points of a good story to tell:
1) Quick beginning
A quick beginning will get the audience’s attention easily. Try to avoid
lengthily beginning. The audience loves paying attention to a story that involves
action. The beginning of the story is the most difficult part of the storytelling since
the teller needs to make sure that the beginning is clear for the audience.
2) Straightforward action
The action needs to be direct, flowing easily and simply from one event to the
next. Avoid stories with too many subplots.
3) Definite climax
The plot should have a definite climax since this is something that listeners
expect from the story. The plots need to be leading somewhere and built up to the
climax. This climax can be heightened by the storyteller’s skill and the natural power
of the story.
4) Limited numbers of characters
Look for stories where the number of the character is limited to about three or
four which is deal for the beginners. A beginner storyteller should not try to use
different voices for many characters, as this might be difficult to do until the story
finished. Try to vary the strength and tone of the voice for different effects.

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5) Repetitive pattern
Stories which have repetitive pattern are easy to tell. Repetitive pattern gives
emphasis to the events in the story as well as an opportunity for audience
participation. The recurring phrases or events also act as aids to understanding and
memory, for both teller and listener.
6) Satisfying conclusion
A satisfying conclusion is most appreciated by young listeners, who like to see
justice; they do not like stories that leave the problem unsolved. In some stories, some
audience may need time to assimilate the ending.
7) Different version
Look different ways of telling the same story in order to find the version with
which you feel most comfortable. Some traditional stories seem ordinary when they
are read, but when we tell them orally they come alive. Moreover, the storyteller’
ability to interpret the story gives colour and life to the story itself.
c. Story presentation
There are some aspects that the story tellers need to give more attention.
Mallan (1991) discusses about those aspects:
1. The story
There are some aspects about the story that are important to consider, they are:

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a. Interesting
The storytellers should master and love the story that they want to share to the
audience. When the storytellers are not ready, they will not be able to convey the
story successfully.
b. Appropriate
The storyteller must be aware of the content of their story. They must be sure
that the story is appropriate to their’ level of experience and to the age and interest
level of their audience.
c. It appeals to the senses
The storyteller needs to consider whether the story really makes sense to the
audience’s interpretation. Furthermore, the storyteller needs to master the ability to
convey and deliver the story when it seems to be abstract for the audience.
d. Length
The storyteller needs to be aware of the length of the story. The basic
consideration within that are the audience’s levels of enthusiasm in following short or
long story and also the storyteller’s capacity in dealing with the length of the stories,
whether it is short or long.
2. The storyteller
Mallan (1991) suggested the important aspect about the storyteller in
performing a story, they are:

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a) Voice
A teller has to explore the full potential of her voice. The voice involves the
aspects such as: expressions and correct pronunciation of words, tone, volume, and
effective use of pause and timing.
b) Face
A teller with an expressive face, which reflects the mood of the story, will
convey the story more effectively than the one who convey the story with strained
expression and reflect intense concentration.
c) Eye Contact
This is a very important item because sometimes the teller tends to tell the
story to the floor, the back of the wall or the ceiling. When the tellers maintain eye
contact with the audience, they are indeed giving the story to the listeners and as the
result, they will be more confident to tell the story.
d) Gesture
The gesture can enrich the characterization and dramatic impact of the story.
The teller can move his/ her head, hands, body, and eyebrows.
e) Familiarity with the story
The storyteller should be very familiar with the story that he/ she feels
confident to tell in his/ her own way, using his/ her own words.
f) Posture
The storyteller needs to be comfortable with their body posture and position
whether they choose to sit or stand or move expressively.

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5. The Nature of the Fifth Grade Students of the Elementary School
In order to create materials which are appropriate to the subjects, clear
concepts about the subjects are needed. The presentation of clear concepts about the
subject can give a clear description of the research subjects and avoid
misinterpretation in this research. Therefore, it is very important to have appropriate
knowledge of the fifth grade students of elementary schools to be used in this
research.
Piaget’s Cognitive Development might be considered to have a better
understanding of child cognitive development. According to Piaget as cited in
Longstherman (1979) there are four stages of children’s cognitive development.
Those are sensorimotor (0- 2 years), preoperational (2- 7 years), concrete operation
(7- 11 years) and formal operation (11 – 16 years) (p. 94).
Based on Piaget’s theory, the fifth grade students of elementary schools are
the end of concentrate operational (7- 11 years) stage and at the beginning of formal
operational (11- 16 years) stage. In concrete operational stage, children begin to use
language means to express their thoughts or ideas. However, the presence of concrete
things will give the children best result. While in formal operational stage, children
begin to work with abstract things. It means that children are able to create
hypotheses to find the solution of the problems.
According to Holt (1980), the ability of children to work in abstract things
enables them to find their own way of learning. Children make their own path into the
unknown path that we would never think of making for them, when they learn what

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they are curious about, children go faster, cover more territory than we would ever
think of trying to mark out for them or making them covert (p. 152). It is wiser to let
the children to experience learning activities based on their way. Although,
sometimes, their activities are not understood by adults, their own way can perform
the better one.
Since children are not adults, they have different ways of thinking. Sometimes
adults’ learning method is useless when applied to children. Piaget believes that
children have their own methods in learning in which, sometimes, perform a better
result. The theory points out that children learn better by moving and manipulating
than by sitting and listening, they understand by experimenting and exploring, not b y
memorizing rules (as cited in Burns, Joe & Ross, 1984, p. 65). Therefore, it is not
wise to expect children to learn as well as adults do since they do not think like
adults.
The knowledge of the students’ stages may help the teachers in setting the
teaching materials and activities properly. The teachers can set activities and
materials that can facilitate the students to express their ideas or thoughts through a
language. Since the children have been ready to deal with abstract things, the teachers
can present activities and materials that involve abstract things.

B. Theoretical Framework
As explained in the background and identification of the problem, students’
participation is one of the most important things in the students’ learning process,

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including their English teaching and learning process. The greater the students’
participation in the teaching and learning process is, the greater will be the amount of
student learning and personal development. The researcher found that teaching and
learning process is not going well for the students of the fifth grade students of SD
Kanisius Kanutan have lack of participation in the class.
Since the main problem of the students is a lack of participation, this research
is made to overcome that problem. Based on the students’ characteristics in the
theories of Piaget and Holt, the researcher should conduct materials using media to
gain students’ attention and to motivate them. The researcher used puppets as the
media to stimulate the students to participate in teaching and learning process
remembering the benefits of puppets as stated in Lepley, Reidmiller, and Refro.
In order to gain the purposes of the study, the researcher considered the
theories of elementary school students, puppet, storytelling, and speaking in learning
activities. The researcher made a set of classroom based action research, adapted
from Kemmis and McTaggart’s models. There were two cycles, they are cycle I and
cycle II, in which every cycle there are four steps. Those steps are: (1) Planning, (2)
Acting and Observing, (3) Reflecting, (4) Improvement. The reason of implementing
this cycle is to see the development of research whether it is helpful or not. It could
be seen from the progression of the students whether they have more understanding
or not.

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CHAPTER III
RESEARCH METHODOLOGY

This chapter presents explanation of the methodology that is used to
accomplish this study. The explanation is divided into six main parts. They are the
research method, the research participants, the research instruments, the data
gathering techniques, the data analysis technique, and the research procedure.

A. Research Method
There was a major problem as stated in Chapter I; the research was conducted
to find out how puppets as teaching learning media in storytelling increase the
participation of the fifth grade students in SD Kanisius Kanutan. To solve this
problem, the researcher would conduct Class Action Research (CAR) and used
Kemmis and McTaggart model. This research also used observation, library study,
and interview checklist as the research instruments.
1. Class Action Research
The researcher used the Classroom Action Research as the method. Action
research was an act undertaken by teachers, to enhance their own teaching, to test the
assumption of educational theory in practice, or as a means of evaluating and
implementing whole school priorities (Hopkins, 2008, p. 1)

23

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Kemmis and McTaggart (1982) said that action research is a research which
occurs through a dynamic and complementary process, which consist of four essential
moments: planning, action, observation, and reflection for improvement.
2. Kemmis Model
The model being used in this classroom action research was Kemmis’ model.
This model was actually appropriate to be used because the model provides simple
cycle. The teacher would be able to implement the model easily. In other word, this
research has specific cycles as below:

Figure 3.1
Action Research Cycle (Kemmis & McTaggart, 1982)

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This model described four steps in every cycle of the research. Those are
planning, acting and observing, reflecting and improving. The explanations of the
four steps as follows:
a. Planning
In order to solve the problem in the classroom, the researcher conducted an
observation to find out students’ problem and find the appropriate treatment to help
the students in improving their English skill. The researcher went to the first
classroom action research cycle. It was a planning. In this cycle the writer conduct the
first observation to gather the data or to figure out the problem.
b. Acting and Observing
In acting and observing, the researcher implemented the learning media and
the learning technique. The learning media here was puppet and the learning
technique was storytelling. The learning media and learning technique are prepared
based on the students’ characteristics and students’ learning style. In this steps, the
researcher not only implemented the learning media and learning technique but also
observed students’ learning style, whether it changed during the implementation or
not.
c.

Reflection
The third was reflection. The reflection stage became the time when the

researcher found the answer whether the action which was implemented was
successful or not. If the implementation of actions helped the students the writer
would do it once again in a different topic. However, if the action implementation had

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not helped the students yet, the researcher tried to find more appropriate action and
improved the action to help students.
d. Improvement
The last step was improvement. In this part, the researcher compared the
result between the first cycle and the second cycle. If the researcher was not satisfied
with the result, the researcher could make improvisation to be applied in the next
cycle.

B. Research Participants
There were some participants in this research:
1. The main participants of this action research were the fifth grade students of SD
Kanisius Kanutan Yogyakarta. The members of the class were 21 students. 11
students were girls and 10 students were boys.
2. Another participant was English teacher of SD Kanisius Kanutan Yogyakarta
grade five. By interviewing the teacher, the researcher wanted to collect some
information related to the activities of the students in the class, the situation of the
class performance, the materials and the students’ achievement. Besides, the
researcher asked the teacher to teach the students using the materials that had
prepared by the researcher and the researcher observed the teaching and learning
process to collect the data.

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C. Research Instruments
This research used some instruments for the sake of obtaining the data and the
information that would be needed. The researcher utilized three kind of instruments
that took significant role in this research.

They

were field notes, observation

checklists,