improving speaking skill by using fingers puppet as …

IMPROVING SPEAKING SKILL BY USING FINGERS PUPPET ASMEDIA AT SECOND GRADE OF SMP PMDS PUTRI PALOPO

COMPOSED BYBHIMA SHAKTI

REG NUM. 14.16.3.0023

ENGLISH STUDY PROGRAMTARBIYAH AND TEACHER TRAINING FACULTY

STATE ISLAMIC INSTITUTE OF PALOPO2019

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IMPROVING SPEAKING SKILL BY USING FINGERS PUPPET MEDIAAT SECOND GRADE OF SMP PMDS PUTRI PALOPO

Submitted to the English Language Study Program of S1 Tarbiyah and TeacherTraining Faculty of State Islamic Institute of Palopo in Partial Fulfillment of

Requirement for S.Pd Degree of English Education

By

BHIMA SHAKTI

REG.NUM: 14.16.3.0023

Supervised By:

1. Dr. Hilal Mahmud, MM2. Amir Faqihuddin Assafari, S.Ag., M.Pd.I

ENGLISH STUDY PROGRAMTARBIYAH AND TEACHER TRAINING FACULTY

STATE ISLAMIC INSTITUTE OF PALOPO2018

ii

ABSTRACT

BHIMA SHAKTI, 2018 “Improving Speaking Skill by Using Fingers PuppetMedia at Second Grade of SMP PMDS Putri Palopo”. A Thesis of English StudyProgram, Tarbiyah and Teacher Training Faculty, State Islamic Institute ofPalopo. Under Supervisor Dr. Hilal Mahmud, MM as the first consultant andAmir Faqihuddin Assafari, S.Ag., M.Pd.I as the second consultant.

Key Words: Improving, Speaking Skill, Fingers Puppet

This research aimed to find out whether the use of fingers puppet iseffective or not in teaching speaking to the second-grade students of SMP PMDSPutri Palopo. The objective of this research is the effectiveness of using fingerspuppet media to improving speaking skill at second grade of SMP PMDS PutriPalopo

In this research, the research was applied experimental design andconducted in six meeting. In this research, the researcher aims to know whether byusing fingers puppet improve student speaking skill to second grade of PMDS PutriPalopo. The researcher conducted pretest, treatment and posttest. The population ofthis research was the second-grade students of PMDS Putri Palopo. The researcherused purposive sampling technique from five class, the researcher chooses 18students from class VIII E. The instrument used to collect data was speaking test.

The data of this research was analyzed by using SPSS program version25. The finding of this researcher shows that using fingers puppet is effective inteaching speaking skill to the second-grade students of SMPN PMDS Putri Palopo.It is proven by the significant difference between the students’ mean score at thepre-test and the post-test, the mean score of the students in pre-test is 5,38 and themean score of post-test is 7,44. Moreover, the statistical test by using SPSS showsthat to (tcount) = 5,140 bigger than tt (ttable) = 2,110, it means that the alternativehypothesis (H1) is accepted (to > tt).

.

iii

ACKNOWLEDGEMENTS

Alhamdulillahi Rabbilalamin, all the praise is only for Allah SWT, thealmighty may peace and blessing of Allah SWT be upon prophet Muhammad SAW,upon his family and companies.

It is part of Allah SWT mercy that give opportunity for the researcher andespecially gratitude to his parents Darwis Akmal and Nurlianti for everything,material, love, spirit and their pray for his until now. The greatest thanks Dr. AbdulPirol, M.Ag. as the Rector of IAIN Palopo, Dr. Kaharuddin, M.Pd.I as the Dean ofTarbiyah and Teacher Training Faculty and Amalia Yahya, S.E., M.Hum as thehead of English Study Program for their supports, encouragements and facilities.

In the process of writing this thesis, the researcher got some difficulties.However, the researcher got a many helps, guidance and supports from manyothers. That is way, in this occasion, the researcher would like to appreciate to Dr.Hilal Mahmud, MM as the first consultant and Amir Faqihuddin Assafari, S.Ag.,M.Pd.I as the second consultant on their guidance in writing this thesis. Then, theresearcher does not forget to appreciate his gratitude to all lecturers of State IslamicInstitute of Palopo for their help and support.

Furthermore, special grateful to my friends; Evi Wulandari, Sahrul Namri,Ryan Pratama, BIG ACT and all of my brother and my sister in English StudyProgram and many more who cannot be mentioned one by one, on their supportsand guidance for the researcher in writing this thesis.

Then, the researcher also says thank you very much to headmaster, teachersand students of SMP PMDS Putri Palopo in particular students in class VII E forthe time and participation in finishing has Research. Finally, the researcher hopesthis thesis is useful for the readers. Then, the researcher also expects somesuggestion, critiques, and support for their improvement of this thesis.

Palopo, December 19th 2018

Bhima Shakti

iv

EXAMINER APPROVAL

Thesis Entitled : “IMPROVING SPEAKING SKILL BY USING FINGERSPUPPET MEDIA AT SECOND GRADE OF SMP PMDSPUTRI PALOPO”.

Written By:

Name : Bhima Shakti

Reg. Num : 14.16.3.0023

Faculty : Tarbiyah and Teacher Training

Study Program : English Department

Has been corrected and approved to be examined.

Palopo, 1st February 2019

Examiner I Examiner II

Dr. Masruddin, S.S., M.Hum Amalia Yahya, S.E., M.HumNIP. 19800613 200501 1 005 NIP. 19771013 200501 2 002

v

CONSULTANT APPROVAL

Thesis Entitled : “IMPROVING SPEAKING SKILL BY USING FINGERSPUPPET MEDIA AT SECOND GRADE OF SMP PMDSPUTRI PALOPO”.

Written By:

Name : Bhima Shakti

Reg. Num : 14.16.3.0023

Faculty : Tarbiyah and Teacher Training


Has been corrected and approved to be examined.

Palopo, 19th December 2018

Consultant I Consultant II

Dr. Hilal Mahmud, M.M Amir Faqihuddin Assafari, S.Ag., M.Pd.INIP. 19571005 198303 1 024 NIP. 19710407 200604 1 005

vi

PRONOUNCEMENT

Signature by:

Name : Bhima Shakti

NIM : 14.16.3.0023


Department : Tarbiyah

With all awareness and consciousness, the researcher who sign bellow,

pronounces that this is literary work of researcher himself. If somebody it is

proven that this thesis is duplicated, copied or made by the other people as whole

partially, so this thesis caused use this thesis invalid for law.

Palopo, 19th November 2018

Researcher

BHIMA SHAKTI14.16.3.0023

vii

TABLE OF CONTENTSPage

ABSTRACT .................................................................................................... ii

ACKNOWLEDGEMENT ............................................................................. iii

EXAMINER APPROVAL ............................................................................ iv

CONSULTANT APPROVAL....................................................................... v

PRONOUNCEMENT .................................................................................... vi

TABLE OF CONTAIN.................................................................................. vii

LIST OF TABLES ......................................................................................... ix

LIST OF APPENDICES ............................................................................... xi

CHAPTER I INTRODUCTION

A. Background .......................................................................................... 1

B. Problem Statement ............................................................................... 2

C. Objective of the Research .................................................................... 2

D. Significant of the Research................................................................... 2

E. Scope of the Research .......................................................................... 2

F. Definition of Terms .............................................................................. 3

CHAPTER II REVIEW OF RELATE LITERATURE

A. Previous Study...................................................................................... 4

B. The Concept of Speaking Skill............................................................. 5

1. Definition of Speaking Skill.............................................................. 5

2. The Components of Speaking ........................................................... 6

3. Aspects of Speaking.......................................................................... 8

4. Purpose of Speaking................................................................. 10

5. The Importance of Speaking .................................................... 10

6. Benefit of Speaking Skill ......................................................... 11

C. The Concept of Storytelling ................................................................. 11

1. Overview of Storytelling .......................................................... 11

D. The Concept of Fingers Puppet ............................................................ 12

1. Definition of Fingers Puppet .................................................... 12

viii

2. The Benefits of Storytelling with Fingers Puppet .................... 13

3. Teaching Speaking by Using Puppet ................................................ 13

4. Procedure of Teaching Speaking Using Puppet................................ 14

E. Conceptual framework ......................................................................... 16

F. Hypothesis ............................................................................................ 17

CHAPTER III METHOD OF RESEARCH

A. Research Method and Design............................................................... 18

B. Population and Sample......................................................................... 18

1. Population................................................................................. 18

2. Sample...................................................................................... `18

C. Instrument of the Research................................................................... 19

D. Procedure of Collecting Data ............................................................... 19

1. Giving Pre-test.......................................................................... 19

2. Giving Treatment ..................................................................... 19

3. Giving Post-test ........................................................................ 20

E. Technique of Data Analysis ................................................................. 20

CHAPTER IV FINDINGS AND DISCUSSION

A. Findings ................................................................................................ 25

1. The Analysis students’ speaking score in the pre-test

and post-test.............................................................................. 25

2. The Mean Scores and Standard Deviation of The Students’

Pre-test and Post-test ............................................................... 45

B. Discussion ............................................................................................ 46

CHAPTER V CONCLUSION AND SUGGESTIONS

A. Conclusion............................................................................................ 49

B. Suggestions........................................................................................... 49

REFERENCES

APPENDICES

ix

LIST OF TABLES

Page

1. Scoring of accuracy................................................................................... 21

2. Scoring of Fluency.................................................................................... 22

3. Table 3. Scoring of Comprehensibility ..................................................... 23

4. Table 4. Classifying the Student’s Score Into some Classification .......... 24

5. Table 5. The Scores of Students’ Speaking Skill in the Pre-test............... 25

6. Table 6. The score of Students’ Accuracy in the Pre-test ......................... 26

7. Table 7. Descriptive Statistic of Accuracy in Pre-test .............................. 27

8. Table 8. The Rate Percentages Score of Students’ Accuracy in

The Pre-Test.............................................................................................. 27

9. Table 9. The Score of Students’ Fluency in Pre-test ................................ 29

10. Table 10. Descriptive Statistic of Fluency in Pre-test............................... 30

11. Table 11. The Rate Percentages Score of Students Fluency in

The Pre-test ............................................................................................... 30

12. Table 12. The Score of Students’ Comprehensibility in the Pre-test........ 32

13. Table 13. Descriptive Statistic of Fluency in Pretest ................................ 33

14. Table 14. The Rate Percentage Score of Students’ Comprehensibility

in the Pre-test ........................................................................................... 33

15. Table 15. The Scores of Students’ Speaking Skill in The Post-Test ........ 34

16. Table 16. The Score of Students’ Accuracy in Post-test .......................... 35

17. Table 17. Descriptive Statistic Accuracy in Posttest ................................ 36

18. Table 18. The Rate Percentages Score of Students’ Accuracy

in Post-test................................................................................................ 36

19. Table 19. The Score of Students’ Fluency in the Post-test ....................... 37

20. Table 20. Descriptive Statistic Fluency in Posttest................................... 39

21. Table 21. The Rate Percentages Score of Students’ Fluency

in Post-test................................................................................................. 39

22. Table 22. The Score of Students’ Comprehensibility in the Post-test ...... 41

23. Table 23. Descriptive Statistic Fluency in Posttest................................... 42

x

24. Table 24. The Rate Percentage Score of Students’ Comprehensibility

in the Post-test.......................................................................................... 42

25. Table 25. Comparison of Students Score in Pretest and

Post Test Scores ........................................................................................ 44

26. Table 26. Comparison of Students Score in Pretest and

Post Test Scores ........................................................................................ 44

27. Table 27. The Mean Score and Standard Deviation of the Students’

in the Pre-test ............................................................................................ 45

28. Table 28. The Paired Samples Test of Pre-Test and Port-Test ................. 45

xi

LIST OF APPENDICES

APPENDIX I Lesson Plan

APPENDIX II Treatment

APPENDIX III Pre-Test & Post-Test

APPENDIX IV Table T

APPENDIX V Documentation

12

CHAPTER I

INTRODUCTION

A. Background

Speaking is the productive skill. It could not be separated from listening.

When we speak we produce the text and it should be meaningful. In the nature of

communication, we can find the speaker, the listener, the message and the feedback.

Speaking could not be separated from pronunciation as it encourages learners to

learn the English sounds1.

In speaking class, the student should be thought how to speak. The

component of English-speaking skill that should be given and studied in English

speaking class accuracy, fluency, and comprehensibility. Speaking is the most

important skill, because it is one of abilities to carry out conversation on the

language. Speaking is an interactive process of constructing meaning, receiving and

processing information.2

However, there are many students’ difficulties in speaking English, because

lack of vocabulary, difficulties in pronunciation and comprehensibility. And not

only that, when the teacher asks students speaking English in front of the class, they

feel shy and not were confident. We can see that ability the student very low in

speaking skill.

The variety of teaching technique will help learners to get higher motivation

to learn English especially in speaking. One of technique in teaching speaking is

storytelling. With the character students they are childish, we can use fingers puppet

as media of learning. So that student more interested to speak by telling something

they want to tell his friends with use fingers puppet as media. The storytelling

technique is an oral language skill that is productive. Thus, storytelling becomes

part of the speaking skills; storytelling can build students bravery self-confidence

and communication ability with other people or friends because by using this

1 Tarigan, H. Guntur.. Berbicara: Sebagai Suatu Keterampilan Berbahasa. (Bandung:Angkasa,2008)

2 Burns, A., & Joyce, H. Focus on speaking. (Sydney: National Center for EnglishLanguage Teaching and Research, 1997).

13

technique the students can share and re-tell the story certain topic with the English

Language.

Storytelling is an excellent teaching strategy, with use the fingers puppet as

media can increase the interest of students to speak. So that the technique used to

improve students speaking skill. Fingers puppet usually played through storytelling,

with the addition of dolls when telling the media will help the teachers or parents

to draw attention to the material presented children.3 Fingers puppet can be made

from simple ingredients and easy to make, according to make fingers puppet. Use

of fingers puppet in education as a mediation tool for young children creates a

connotation of play so that they enthusiastically participate in any interaction

involving fingers puppet.

Base on the explanation above, the researcher is interested in doing a

research which the title: Improving Speaking Skill by Using Fingers Puppet Media

At Second Grade Of SMP PMDS Putri Palopo.

B. Problem Statement

Based on the background above, the research question is formulated as

follows: Is the use of fingers puppet media effective in improving speaking skill at

the second grade of SMP PMDS Putri Palopo?

C. Objective of the Research

Based on the problem statement above, the objective of the research is to

find out: The effectiveness of using fingers puppet media to improving speaking

skill at second grade of SMP PMDS Putri Palopo

3 Montolalu, Bercerita dengan Boneka Jari,http://nonaikayra.blogspot.co.id/2012/12/bercerita-dengan-boneka-jari.html at 22nd October, 2017

14

D. Significant of the Research

The result of this research is expected to give advantages theoretically

and practically.

1. Theoretical Advantage

This research is expected to give insight in improving students’ speaking

learning process for SMP students, especially grade VII.

2. Practical advantages

a. For the English teacher in SMP PMDS Putri Palopo, the result of this

research can be used as a way to improve the students’ speaking

learning process.

b. For the Students in SMP PMDS Putri Palopo, it will help to improve

their speaking skill because they enjoy getting involved in the learning

process

E. Scope of the Research

In this case, the scope of the research is restricted to the student improvement

of speaking skill in retelling story by using fingers puppet media at second grade of

SMP PMDS Putri Palopo.

F. Definition of Terms

1. Speaking skill as the ability to express the speech sound or the other words

express the idea, message, or feeling.

2. Fingers puppet is dolls that are inserted into the fingers which are usually used

when telling stories

15

CHAPTER II

REVIEW OF RELATE LITERATURE

A. Previous Studies

There is some research that relevant with this research, those are:

1. Yuyun Rahayu Basri in her research entitled “Upgrading Students’

Speaking Skill by Using Poster at The Eleventh Grade of Pesantren

Modern Datuk Sulaiman Putri Palopo”

The objective of this research was to find out students’ speaking

competence and students’ response in use poster media in learning at eleventh

grade of MA pesantren datuk sulaiman palopo. This research used Pre-

Experimental Method. The procedure in this research conducted in six meeting.

First meeting is pre-test to know students comptence, the second until fourth

meeting is treatment and the last meeting is post-test to know result of this

experimen. The result of this reserach is using educational poster media is

effective to improve students’ speaking ability at the eleventh grade IPA1

students of MA Pesantren Datuk Sulaiman Putri Palopo. It is proved by

caa;culating the difference of both test (pre-test and post-test). Analysis was the

result of t-test (14.808) and t-table (2.064). it means that there is significant

difference between students’ ability before and after giving treatment. It could

conclude that using educational poster media can improve students to speak.

The differences between the researcher research and this previous research is

media. The previous research used poster as media to teach speaking moreover

the researcher uses fingers puppet as media. The similarity of this research is

same teaching speaking.

2. Abd. Rauf in his research entitled “Improving Students’ Speaking Skill

Through Retelling English Story of the Third Semester at STAIN Palopo”.

The objective of this research was to know can retelling story improve

students speaking skill to third semester English program of STAIN Palopo and

how are the students’ attitude toward Retelling story in improving speaking

skill. This research applied experimental research with one group of pre-test and

16

post-test design. The number of populations were 106 students and the research

took 16 students as sample using random sampling technique. The researcher

used guided interview and questionnaires as instruments of the data collection.

The result of this research shows their significant developments on students’

speaking skill after conducting the treatments by using Retelling English story,

in which score of ttest (12) is bigger than score of ttable (2,12). It means Retelling

story give significant improvement to the students’ speaking skill and in

addition, the researcher found almost all of the students gave positive responds

toward retelling story in learning speaking. Two studies above make speaking

skill as focus point to improve in learning. The first and second studies

experimental research to find out are their method can improve the students

speaking skill. The similarity of this research is using storytelling to teach

speaking and the differences between this research and the researcher research

is the previous research doesn’t used media in teaching speaking moreover the

researcher use fingers puppet as media to teach speaking.

3. Sisca Chestiany & Rachma Hasibuan in them reseearch entitled

“Implementasi Media Boneka Jari Dalam Mengembangkan Kemampuan

Berbicara Anak Usia Dini Kelompok B Di Tk Kosgoro Surabaya”

This descriptive qualitative research was conducted with the aim to

describe the development of speaking ability of early child group B in TK

Kosgoro with the implementation of finger puppet media. The subjects of this

study were children of group B and teacher of Kosgoro Kindergarten class.

Data collection techniques used in this study are observation, interviews, and

documentation. Data analysis using Miles and Huberman analysis is data

reduction, data presentation and data verification / conclusion. The results of

finger puppet media implementation in developing the ability to speak early

childhood group B in TK Kosgoro show more active children while learning

the activities of talking with the media puppet finger. Teachers to more easily

interact with the children when using the media finger puppets as a support in

the process of learning activities. Based on the results and discussion of research

it can be concluded that almost all children have developed the ability to speak

17

and very few children who still need a lot of Media, Speaking Ability. The

difference between this research and the research researcher is this research

using descriptive qualitative research and researcher using experimental

research and the similarity is fingers puppet media.

From the studies above, the researcher is more confidence to conduct

this research because the previous has a good response from students in learning

speaking and also improve students speaking skill.

B. The Concept of Speaking Skill

1. Definition of Speaking Skill

Speaking is one of four components of language ability beside listening,

reading, and writing. Speaking is an important tool to express the idea that

composed an improving based on the need of the spoken is communicated

effectively to express idea or arguments effetely”. The spoke should

comprehend him meaning of the all thing that is communicated.4

Speaking is an interactive process of constructing meaning that involves

producing, receiving, and processing information5. It means that in speaking we

have to express our opinion; feeling and ideas correctly in order to every single

person can understand the massage. In addition, speaking as one of the

important skills has to be used directly when there are some persons meet the

others. So, speaking involves responding to what has been heard.

To get the complete perception about what speaking is the following

definitions are, presented;

a. Longman (2000:8) defines speaking skill as the spoken exchange of ideas

and opinions with other

b. Tarigan (1990:9) defined speaking skill as the ability to express the speech

sound or the other words express the idea, message, or feeling.

4 Taringan in Moh Iqra Husain, “WHAT SPEAKING IS”,https://iqrabelajar.wordpress.com/2015/03/06/what-speaking-is.html, accessed 20th August, 2018

5 Brown, H.D, Teaching by principles: an interactive approach to language pedagogy,(Englewood Cliffs, NJ: Prentice Hall Regents, 1994)

18

c. Brooks (Tarigan 1990:4) explained that speaking skill as the conversation

between two more persons directly and also called face to face

communication

Based on explanations above, the researcher concludes that speaking skill

is the ability to express ideas, message or feeling in conversation between two

or more person when they are communicated.

2. The Components of Speaking

According to Heaton,“There are three components of speaking. They are

accuracy, fluency, and comprehensibility”6. The used of those components of

speaking can affect the listener to comprehend, to be clear, and to be easy to

understand messages produced by the speaker. As the affect, the process of

communication will be run well.

a. Accuracy

Mean of accuracy in speaking is when someone can produce

correct sentences in pronunciation, vocabulary, grammar and word choice

so it can be understood.

1) Pronunciation

Pronunciation is the way for students to produce clearer language

when they are speaking. It means that student can communicate

effectively when they have good pronunciation and intonation even

though they have limited vocabulary and grammar. Pronunciation refers

to the traditional or customary utterance of words. From that statement

can be conclude that pronunciation is the way for students to produce the

utterance words clearly when they are speaking.7 English pronunciation

does not amount to mastery of a list of sounds or isolated words. Instead,

it amounts to learning and practicing the specifically English way of

making a speaker’s thoughts easy to follow.8

6 Heaton, G, B, Writing English Langauge Tests. Harlow, (Longman group limited,1988), 100.

7 Kline J.A, Speaking Effectively: A Guide for Air Force Speakers, (Alabama: AirUniversity Press, 2001), 69.

8 Gilbert J. B, Teaching Pronunciation: Using the Prosody Pyramid, (Cambridge:Cambridge University Press, 2008), 1.

19

2) Grammar

Grammar is needed for the students to arrange correct sentences

in conversation both in written and oral forms. Grammar is defined as a

systematic way of accounting for and predicting an ideal speaker’s or

hearer’s knowledge of the language. This is done by a set of rules or

principles that can be used to generate all well-formed or grammatical

utterances in the language.9 Moreover, the other definition of grammar

that Grammar refers to the set of rules that allow us to combine words in

our language into larger units.10

3) Vocabulary

Vocabulary is essential for successful second language use

because without an extensive vocabulary, we will be unable to use the

structure and function we may have learnt for comprehensible

communicative. It can be said that one key the success in communicative,

which is the power of words.

Vocabulary means the appropriate diction or the most important

thing in a language especially in speaking; furthermore, knowing many

vocabularies we will be easier to express our ideas, feeling and thoughts

both in oral or written form. In spoken language, the vocabulary tends to be

familiar and every day.11 It means that in spoken language or speaking, the

vocabulary used must be very familiar and it is used in everyday

conversation in order to understand the spoken discourse.

b. Fluency

Fluency is defined as the ability to speak communicatively, fluently

and accurately. Fluency usually refers to express oral language freely

without interruption. In teaching and learning process, if the teacher wants

to check students’ fluency, the teacher allows students to express themselves

9 Purpura J, Assessing Grammar, (Cambridge, Cambridge University Press, 2004), 6.10 Greenbaum S and Nelson G, An Introduction to English Grammar Second Edition,

(London: Pearson Education Limited, 2002), 1.11 Turk C, Effective Speaking: Communication in Speech, (London: Spon Press,

2003), 87.

20

freely without interruption. The aim is to help students speak fluently and

with ease. The teacher does not correct immediately whereas the idea being

that too much correction interferes with the flow of conversation.12

c. Comprehension

Comprehension is an ability to perceive and process stretches of

discourse, to formulate representations the meaning of sentences.

Comprehension of a second language is more difficult to study since it is

not; directly observable and must be inferred from overt verbal and

nonverbal responses, by artificial instruments, or by the intuition of the

teacher or researcher. Comprehension refers to the fact that participants

fully understand the nature of the research project, even when procedures

are complicated and entail risks.13

Therefore, in speaking can be concluded that the comprehension

refers to the speakers’ understanding about what are they saying to the

listeners in order avoid misunderstanding information; in addition, its

function is to make the listeners easily to catch the information from the

speaking

3. Aspects of speaking

Eventually, aspects of the speaking skill need to be closely scrutinized

and put into consideration. These aspects pose some challenges and identify

some guidelines for understanding this skill and hence design instructional

activities to prepare learners to communicate effectively in real life situations.

a. Speaking is face to face

Most conversation takes place face to face which allows speakers to

get immediate feedback, i.e. “Do listeners understand? Are they in

agreement? Do they sympathize.14 Thus communication through speaking

12 Pollard L, Teaching English: A book to Help Your through Your First Two Years inTeaching, (2008), 16.

13 Cohen et al, Research Methods in Education: Fifth Edition, (London: RoutledgeFalmer, 2005), 51.

14 Cornbleet S & Carter R, The Language of Speech and Writing, (London: Routledge,2001), 6.

21

has many assets, such as facial expressions, gestures and even body

movements.

b. Speaking is interactive

Whether we are speaking face-to-face or over the telephone, to one

person or a small group, the wheels of conversation usually turn smoothly,

with participant offering contributions at appropriate moments, with undue

gaps or everyone talking over each other.15

Turn talking, a main feature in interaction, is an unconscious part of

normal conversation. Turn takings are handles and signaled differently

across different cultures and languages.16

c. Speaking happens in real time:

During conversations, responses are unplanned and spontaneous and

the speakers think on their feet, producing language which reflects this.17

These time constraints affect the speaker’s ability to plan, to

organize the message, and to control the language being used. Speakers

often start to say something and change their mind midway; which is termed

a false start. The speaker’s sentences also cannot be as long or as complex

as in writing. Similarly, speakers occasionally forget things they intended to

say; or they may even forget what they have already said, and so they repeat

themselves.18

Actually, exposing students to these spoken discourse features

facilitates their oral production and helps them compensate for the problems

they encounter. It also helps them sound normal in their use of the foreign

language.

15 Cornbleet S & Carter R, The Language of Speech and Writing, (London: Routledge,2001), 27.

16 McDonough K & Mackey A, Communicative Tasks, Conversational Interactionand Linguistic Form: An Empirical study of Thai, (Foreign Language Annals,2000), 84.

17 Foster P, Tonkeyn A and Wigglesworth G, Measuring Spoken Language: A Unit forReasons, (Applied Linguistic, 2000), 368.

18 Miller L, A Speaking Lesson. How to Make the Course Book More Interesting,(MET, 2001), 27.

22

4. Purpose of Speaking

It was argued that the purpose of speaking can be either transactional or

interactional. Apparently, there are some differences between the spoken

language used in both transactional and interactional discourse.

The purpose of speaking is (1) to tell something to the listener, (2)

Convince or influence the listener, (3) entertain listener.19 Speaking turns

serving this purpose tend to be long and involve some prior organization of

content and use of linguistic devices to signal either the organization or type of

information that will be given.20

Based on the statement that have been mentioned above, it can be

concluded that the main purpose of speaking is to communicate, while the

purpose of speaking in general is to informs or report information to the

recipient information, convince or influence the recipient information, to

entertain, and requires the reaction of the listener or receiver of information.

5. The Importance of Speaking

The main purposed of studying English helped the students to be able to

use the target language. This can be gained if the students could active, had

responsibility and spoken during the learning process. Sometimes they were

afraid and shy in communicating or in expressing their ideas or answer both

orally or in written English form. It knew that the students could not be ignored

in teaching learning process because it is an important in determining the

success of teaching English. The main purpose of speaking skill is able to

communicate used foreign language very well.

They are the important of teaching speaking skill in the classroom:21

a. Speaking activities provide rehearsal opportunities chances to practice real

life speaking in the safety of the classroom.

19 Tim LBB SSC Intersolusi, Bahasa Indonesia SMA 3, (Yogyakarta: SCC Intersolusi,2006), 84.

20 Basturkmen H, Learner Observation of and Reflection on Spoken Discourse: AnApproach for Teaching Academic Speaking, (TESOL Journal, 2002), 26.

21 Harmer, Jeremy, How to teach English (New Edition), (New York: PearsonEducation Limited, 2007), 123.

23

b. Speaking tasks in which students try to use any or all of the language they

know provide feedback for both teacher and students.

c. Students have opportunities to active the various elements of language they

have stored in their brain. As a result, the students gradually become

autonomous language users. This means that they will be able to use the

words and phrase fluently without very much conscious thought.

6. Benefit of Speaking skill

The benefit of speaking skill is their confidence. How a student’s

confidence improved, because in speaking students have a lot of exercise in

order to increase the English language. In speaking, students have the

opportunity to speak in front of people. However, the benefits are not just

speaking it. Besides improving one’s confidence, speaking is an important

factor in the development of English language skill of the other. For example,

when the students learn writing skills or master the kind of tenses so when

speaking, grammar and vocabulary students will correct.

C. The Concept of Storytelling

1. Overview of Storytelling

Storytelling consists of two words “story and telling”, storytelling is

telling a story or tell a story. Other than that, storytelling called also telling

stories, storytelling is told by oral tradition. Storytelling is the work done by

storytellers in conveying the content of feeling, ideas or a story to children and

oral.22

Storytelling can be a motivation for develop the power of consciousness,

expand a child’s imagination, enhance the storytelling activity on every

occasion, such as during play, when parents tell stories at bedtime or teachers

are discussing the theme of using storytelling.23

22 Echols in Aliyah, “Bercerita” 10 Pengertian Menurut Para Ahli & (Jenis-Manfaat-Tujuan), http://www.dosenpendidikan.com/bercerita-10-pengertian-menurut-para-ahli-jenis-manfaat-tujuan.html at 22nd October, 2017.

23 Loban in Aliyah, “Bercerita” 10 Pengertian Menurut Para Ahli & (Jenis-Manfaat-Tujuan), http://www.dosenpendidikan.com/bercerita-10-pengertian-menurut-para-ahli-jenis-manfaat-tujuan.html at 22nd October, 2017.

24

Storytelling as an art or art of a narrative skill of stories in verse or prose

demonstrated or led by one person directly in front of audience where the story

can be narrated in a way narrated or sung with music or without music, picture

or with other accompaniment that might be learned orally, either through

printed resources or through mechanical recording source.24

Based on the above understanding, the story of a child can be defined

“Oral speech, writing paper or staging of an event, events and so on that occur

around the world’s children.25

D. The Concept of Fingers Puppet

1. Definition of Fingers Puppet

As the name suggests finger puppet is played by using your fingers, a

doll’s head is placed at the fingertips through the inside, fingers puppet is “dolls

are interested into the finger, of the small size of the fingers of adults”.26

Fingers puppet usually played through storytelling, with the addition of

dolls when telling the media will help the teachers or parents to draw attention

to the material presented children, telling stories using fingers puppet as media

is “techniques that are not less interesting for children and in practice many

dolls that we can use in this activity, namely hand puppet and fingers puppet”.27

To play using fingers puppet media, the child will get the fun and entertainment

while learning, because the benefits are not limited to child development, all the

teachers are not free to think creatively in using fingers puppet for storytelling

media, invited to sing along and other exciting activities.

24 Pellowski in Nurcahyani, “Bercerita” 10 Pengertian Menurut Para Ahli & (Jenis-Manfaat-Tujuan), http://www.dosenpendidikan.com/bercerita-10-pengertian-menurut-para-ahli-jenis-manfaat-tujuan.html at 22nd October, 2017.

25 Musfiroh et al, “Bercerita” 10 Pengertian Menurut Para Ahli & (Jenis-Manfaat-Tujuan), http://www.dosenpendidikan.com/bercerita-10-pengertian-menurut-para-ahli-jenis-manfaat-tujuan.html at 22nd October, 2017.

26 Gunarti, W, Bercerita dengan Boneka Jari,http://nonaikayra.blogspot.co.id/2012/12/bercerita-dengan-boneka-jari.html at 22nd October, 2017

27 Montolalu, Bercerita dengan Boneka Jari,http://nonaikayra.blogspot.co.id/2012/12/bercerita-dengan-boneka-jari.html at 22nd October, 2017

25

Fingers puppet can be made from simple ingredients and easy to make,

according to make fingers puppet, “teachers simply prepare the necessary

materials, namely: flannel or can use poster board, scissors, glue, and a yarn.28

2. The Benefits of Storytelling with Fingers Puppet

That there are several advantages of using fingers puppet to farce is:29

1) Does not require a lot of time, costs and preparation is too complicated.

2) Not many eating places, Puppet Theater can be made small enough and

simple.

3) Does not require complex skill to those who will play it.

4) Can develop a child’s imagination, heightens the activity and add to the

happy atmosphere.

3. Teaching Speaking by Using Puppet

For many years, English language teachers have continued to teach

speaking just as a repetition of drills or memorization of dialogues. However,

today's world requires that the goal of teaching speaking should improve

student communicative skills because students can express themselves and

learn how to follow the social and cultural rules appropriate in each

communicative circumstance.

According Burns and Joyce speaking is an interactive process of

constructing meaning that involves producing, receiving and processing

information30. The purposes of teaching English by using puppets are:

1) To develop student’s imagination and creativity.

2) To provide opportunities for students to share oral interpretations.

3) To provide a supportive environment for experimenting with voice and

language.31

28 Kurniati and Rachmawati, Bercerita dengan Boneka Jari,http://nonaikayra.blogspot.co.id/2012/12/bercerita-dengan-boneka-jari.html at 22nd October, 2017

29 Warta (2010), Bercerita dengan Boneka Jari,http://nonaikayra.blogspot.co.id/2012/12/bercerita-dengan-boneka-jari.html at 22nd October, 2017

30Burns, A., & Joyce, H. Focus on speaking. (Sydney: National Center for EnglishLanguage Teaching and Research, 1997).

31 Chandra, The Effectiveness of Teaching Vocabulary by Using Puppet atElementary School, (Semarang, Semarang State University, 2009).

26

Use of fingers puppet as a mediation tool in a setting of learning

interaction can serve as a tool by which a dialogue can be developed to engage

children, explain abstract ideas, demonstrate processes and concepts and, in this

way, ease the learning process. Use of fingers puppet in education as a

mediation tool for young children creates a connotation of play so that they

enthusiastically participate in any interaction involving fingers puppet. From

the explanation above, it can be concluded that teachers should prepare the

media interesting to children.

4. Procedure of Teaching Speaking Using Puppet

Teaching is not the whole process of explaining lessons activity of

explaining everything by the teacher. Teaching is giving chance to the students

to express their ideas, guiding and facilitating the student to learn, also make

the learning process as enjoy as possible, so that the teaching objective can be

reached. Brown state, teaching is showing or helping someone to learn how to

do something, giving instructions, guiding in the study of something, providing

with knowledge, causing to know or understand.32 It means that teaching is

an interactive process between the students and the teacher. The teacher

should guide and give the chance for the student to learn. The teacher can also

begin the procedure learning process based on the Repo and Rauda states:

To use finger puppet in teaching and learning process, teacher shoulddetermine the material first. After that make sure that finger puppet isreally can help teacher to explain the material and those media is benefitfor students, students will forget it after the process of teaching andlearning in the class. Teacher also pay attention the criteria of choosingmedia before choose one of media to help her or him.33

It means that especially for teacher that use finger puppet as media

in teaching English, the teacher must give attractive learning process so that the

students not get bored and enjoy it.

Before the teacher begins to teach speaking, the teacher must prepareeverything that is important in teaching learning process. Besides that,

32 Brown H. Douglas, Principles of language learning and Teaching, (San Francisco:Pearson Education, 2005), P. 8

33 Rauda siregar, Nur, Ernati, Lisa Tavriyani, Teaching Speaking by Using PuppetPlay for Junior High School Student, Padang: Bung Hatta University

27

the teacher can choose kinds of media. One of them is fingers puppetthat will be used in teaching activities. The teacher can also ask thelearner prepare themselves in the former meeting. The teacher can askthe student directly as the way to measure their capability in speakingEnglish.34

It means that important for the teacher to prepare material first. Then

the teacher must choose kind of media. Besides that, the teacher should have

prepared her or himself before teach the students especially in speaking. There

are some procedures that should be done in using Puppet to activate students to

speak English that proposed by Cahya. The following is the procedure of

teaching speaking by Finger Puppet:

a. Mentions the topic of describing something to interest

b. Puts finger puppets on fingers and introduces them.

c. Moves the finger puppet by moving the fingers.

d. Telling the story while moving the fingers.35

E. Conceptual framework

Speaking is a process of communication between speaker and listener, in

there any process which speaker express the idea, thoughts, opinions,

perceptions, in reality, it is necessary to find a way in teaching speaking in

order to improve student’s speaking achievement without ashamed and afraid.

Speaking is the macro skill of language and as the target language

teaching. A language instructor should define the appropriate ways of teaching

the student to reach the teaching target, for example in retelling story. The

students should practice their English ability, so they are accustomed to

applying in daily life.

Storytelling as an art or art of a narrative skill of stories in verse or prose

demonstrated or led by one person directly in front of audience where the story

can be narrated in a way narrated or sung with music or without music, picture

34 Repo Aksar, Available at http://repo.iain-tulungagung.ac.id./id3179/3. Accessed onAugust 18th, 2018

35 Destiyani, Cahya, Pengaruh Edukasi Gizi Menggunakan Media Finger PuppetsTerhadap Konsumsi Buah Dan Sayur Pada Anak Kelompok A Di Taman Kanak-Kanak NegeriPembina Pontianak Barat, (Universitas Muhammadiyah,Pontianak,2015)

28

or with other accompaniment that might be learned orally, either through

printed resources or through mechanical recording source.

Media is very important for learning English when the students happy to

learn. But in this study, the researcher got problem in speaking English. So,

media is one way in improving student‟s speaking in daily activity. It is also

the students to express their idea to into speaking and the teacher as

information which can enlarge their knowledge in teaching speaking English.

Therefore by this media in teaching speaking, it is hoped students can

express the ideas more easily. Media can influence someone who wants to do

something. The teacher should use the appropriate media in language

teaching, because it can improve the students‟ interest to the lesson, and they

can study more seriously and their ability will be better. On the other hand, if

the teacher does not use the appropriate media, especially in teaching speaking

skill, the students will be boring and will not have interest to follow the lesson.

As a result, they will not be able to speaking with nice. So, it is expected that

fingers puppet as a media in teaching speaking significantly can build up

students‟ ability in speaking.

F. Hypothesis

Based on the review above, the researcher made the hypothesis formulas

follows:

H0 = There is no significant development of students speaking skill with

storytelling by using fingers puppet media if to < tt

H1 = There is Significant development of student speaking skill with

storytelling by using fingers puppet media to > tt

29

CHAPTER III

METHOD OF RESEARCH

A. Research Method and Design

In this research, the research was applied experimental design and

conducted in six meeting. In this research, the researcher aims to know whether by

using fingers puppet improve student speaking skill to second grade of PMDS Putri

Palopo. The researcher conducted pretest, treatment and posttest. Here illustration

of one group pretest and posttest design.36

Where:

01: Pretest

02: Posttest

X: Treatment

B. Population and Sample

1. Population

The population of this research was the second-grade students of PMDS

Putri Palopo. There were 5 classes consisting of about 22 students in each class, the

total population 110 students of the second grade.

2. Sample

In determining the sample, the researcher used purposive sampling

technique from five class, the researcher choose 18 students from class VIII E which

was consist of 22 students because in this class they speaking ability is still low

36 Gay, L.R, Educational Research: Competencies for Analysis and Application,(Columbus, Ohio: Cambridge University Press, 1981), Second Edition.

01 x 02

30

C. Instrument of the Research

The instrument that was used in this research are:

1. Speaking Test: it was used to know students speaking ability when retelling

the story in pretest and posttest.

2. Audio Recorder: it was used record the of students speaking in pretest and

posttest.

D. Procedure of Collecting Data

The procedure of collecting data were as follow:

1. Giving Pre-Test

Before start the class, the researcher introducing the material and what was

achieved after learning process end. Than the researcher gave motivation to

make the students interesting with the learning. Furthermore, the researcher

gave pretest in speaking to measure students’ ability before giving treatment.

The motion which use in pre-test was narrative text with title “Rabbit the

Conqueror”. Before the researcher ask the students to re-tell the story in the

class, the researcher allow time for the students to understand the story. After

that the researcher score the students storytelling.

2. Giving Treatment

The treatment was conducted in four meeting.

a. The first meeting

The researcher introduced the fingers puppet media to the students. Then

show how to use that media in retelling story. After that the researcher

distribute the students to group. Then gave text to read by students. The

researchers allow time for students to understand the text. When the students

read the text, the researcher ask the students to determine the characters and

important event in the text. This was intended to make students easier in

determining the storyline when they retelling it. After that the researcher

asked the students retelling in front of the class with group members.

Another group pay attention to the students who retell the story and gave

feedback.

31

b. The second meeting

The researcher starts the class with redistribute the group. This means to

build the self-confident of the students. After that the researcher give text to

read by students and allow time for students to understand the text. The

researcher asks the students to determine the characters and important event

in the text and retelling the story in front of the class with group members

using media, another group pay attention to the students who retell the story

and gave feedback.

c. The third meeting

The researcher gave text for read by students to understand and ask students

to determine the characters and important event in the text. Then retelling

the story in front of the class using fingers puppet media

d. The last meeting

The researcher gave text for read by students to understand and ask students

to determine the characters and important event in the text. Then retelling

the story in front of the class using fingers puppet media. In this last meeting,

students have the chance to more practice before the post test at the next

meeting.

3. Giving Post-Test

In this Post Test the research gave narrative text with title “A Rabbit and

Twenty Crocodiles” for read by students to understand. Then retelling the story

in front of the class using fingers puppet media. After that, the researcher scores

the students storytelling. In This test, the researcher hopes the students speaking

ability has developed after giving treatment and using fingers puppets media.

E. Technique of Data Analysis

To the analyze the students speaking, the researcher was focus on

assessing their accuracy, fluency, and comprehensibility in speaking.

1. The scoring the students in speaking

In analyzing the data, the researcher used the following marking scheme:

32

a. Accuracy

Table 1. Scoring of Accuracy37

No Classification Score Criteria

1. Excellent 6 Pronunciation is only very slightlyinfluenced by the mother tongue. Two orthree minor grammatical and lexical error.

2. Very Good 5 Pronunciation is slightly influenced bymother tongue. A view minor grammaticaland lexical error but most utterance is correct.

3. Good 4 Pronunciation is moderately influenced bythe mother tongue but no seriousphonological errors. Grammatical and lexicalerrors but only are causing confusing.

4. Average 3 Pronunciation is influenced by the mothertongue only a view serious phonologicalerror.

5. Poor 2 Pronunciation seriously influenced by themother tongue with errors causing a break incommunication. Many basic grammaticaland lexical errors.

6. Very Poor 1 Serious pronunciation errors as well as many“basic” grammatical and lexical errors. No ofhaving mastered any of the language skillsand areas practiced in the course.

37 Heaton, J. B.,Writing English Language Test, (New York: Longman inc New York Press, 1988),hlm 100.

33

b. Fluency

Table 2. Scoring of Fluency38


1. Excellent 6 Speak without to great efforts with a fairlywide range of expression. Searchers forwords occasionally but only one or two onunnatural pause.

2. Very Good 5 Has two make an efforts at time to researchfor words. Nevertheless, smooth delivery onthe whole and only of view unnatural pauses.

3. Good 4 Although he has to make an efforts andresearch and words, there are not too manyunnatural pauses. Fairly, smooth deliverymostly, occasionally fragmentary butsucceeds in conveying the general meaningfair range of expression.

4. Average 3 Has to make an efforts for much of time.Often to search for the desired meaning.Frequently fragmentary and halting delivery.Almost give up making the efforts of at times.Limited range of expression.

5. Poor 2 Long pauses while he searches for the desiredmeaning. Frequently fragmentary and haltingdelivery. Almost give up making the effortsof at times. Limited time of expression.

6. Very Poor 1 Full of long and unnatural pauses very haltingfragmentary delivery. At times give upmaking the efforts. Very limited range ofexpression.

38 Ibid.

34

c. Comprehensibility

Table 3. Scoring of Comprehensibility39


1. Excellent 6 Easy for the listener to understand thespeaker’s intonation and general meaning,very few interruptions or clarificationrequired.

2. Very Good 5 The intonation of the speakers and generalmeaning are fairly clear. A few interruptionsby the listener for the sake of clarification arenecessary.

3. Good 4 Most of what of the speakers say is easy tofollow. His intonation always clear butseveral interruptions are necessary to helphim convey message or seek clarification.

4. Average 3 The listener can understand a lot of what issaid, but he must constantly seekclarification. Cannot understand many ofspeakers more complex or longer sentences.

5. Poor 2 Only small bit (usually short sentences andphrases) can be understood and the withconsiderable effort by someone who is tolistening to the speaker.

6. Very Poor 1 Hardly anything of what is said can beunderstood. Even when the listener makes agreat effort or interrupts, the speaker isunable to clarify anything he seems to havesaid.

After getting the students speaking point, the researcher the score the

students point by using the following formula:40

Score = the number of student sTotal Point x 10039 Ibid.40 Sudjana, Metode Statistika (Bandung, 2008)

35

2. Classifying student’s score

Table 4. Classifying the Student’s Score into Some Classification.41

Classification Score

Excellent

Very Good

Good

Fairly Good

Fairly

Fairly Poor

Poor

96-100

86-95

76-85

66-75

56-65

36-55

0-35

3. Calculating the mean score of speaking skill by using program SPSS version

25.

41 Depdikbud, 1999

36

CHAPTER IV

FINDINGS AND DISCUSSION

A. Findings

The findings of the research were showed to described the result of the data

that analyzed statistically and tabulating of data in the experiment class with fingers

puppet. It comprised of the students’ score in pre-test and post-test, classification

percentages of students score in pre-test and post-test, the mean score and standard

deviation of the students’ pre-test and post-test.

1. The Analysis students’ speaking score in the pre-test and post-test

a. Pre-test

In this section, the researcher shows the complete score of students in

speaking ability (accuracy, fluency, and comprehensibility) in pre-test, the mean

score and standard deviation of students, and the rate percentage of students’

speaking score in pre-test. The researcher presents them in the tables, and calculate

the score by using SPSS 25. For more clearly, at first the researcher shows the

complete students’ score speaking ability of accuracy, fluency, and

comprehensibility in pre-test. It is tabulated at the following table:

Table 5. The Scores of Students’ Speaking Skill in the Pre-test

Classification RatingThe Aspect of Speaking Skill

Accuracy Fluency Comprehensibility

Excellent 6 0 0 0

Very Good 5 0 0 0

Good 4 0 0 0

Average 3 3 2 1

Poor 2 7 14 10

Very Poor 1 8 2 7

37

Speaking skill consists of three aspects; they are accuracy, fluency, and

comprehensibility. So in this section, the researcher present and tabulates the mean

score of the students’ speaking ability one by one. All of those are explained for

more clearly by following tables:

1) Accuracy

Table 6. The score of Students’ accuracy in the pre-test

To calculate the mean score of students’ accuracy in the pre-test, in the

researcher calculated it by using SPSS 25.

Respondents Accuracy

R1 2

R2 1

R3 2

R4 2

R5 3

R6 1

R7 1

R8 1

R9 2

R10 1

R11 3

R12 1

R13 2

R14 2

R15 1

R16 2

R17 1

R18 3

N= 18

38

Tabel 7. Descriptive Statistic of Accuracy in Pre-test

N Minimum Maximum Mean Std. Deviation

18 1,00 3,00 1,7222 ,75190

From the result of descriptive statistic, it is found that the highest score of

students is 3 and the lowest score is 1. Besides, it also indicates that the mean score

of students’ accuracy in pre-test is 1,72 and the standard deviation error is 0,75.

In others side, the researcher also has written the students’ score of accuracy

before giving treatment by using fingers puppet and it presents through the table

percentage scores. The table is showed as follows:

Table 8. The Rate Percentages Score of Students’ Accuracy in The Pre-Test

Classification Score Rating Frequency Percentage (%)

Excellent 86-100 6 0 0

Very Good 71-85 5 0 0

Good 56-70 4 0 0

Average 41-55 3 3 16,7

Poor 26-40 2 7 38,9

Very Poor 25 1 8 44,4

Total 18 100

The Table 8 indicates that students’ score in the frequency of pre-test. It

shows that there are no students (0%) who get excellent, very good, and good. There

are 3 students (16,7%) who get Average, 7 students (38,9%) get Poor and 8 students

(44,4%) get very poor.

39

Based on the data, it can be seen that most of the students get very poor and

poor. It can be concluded that the students accuracy were still low. They are still

influenced by their mother tongue when speaking. And a lot of the grammatical

and lexical errors founded.

16,7

38,9

44,4

The Rate Percentages score of the studentsAccuracy in the Pre-test

Excellent

Very Good

Good

Average

Poor

Very Poor

40

2) Fluency

Table 9. The Score of Students’ Fluency in Pre-test

To calculate the mean score of students’ fluency in pre-test, the researcher

calculates it by using SPSS 25.

Respondents Frequency

R1 2

R2 1

R3 2

R4 2

R5 3

R6 1

R7 1

R8 1

R9 2

R10 1

R11 3

R12 1

R13 2

R14 2

R15 1

R16 2

R17 1

R18 3

N= 18

41

Table 10. Descriptive Statistic of Fluency in Pre-test


18 1,00 3,00 2,0000 ,48507

The data shows that the highest score of students is 3 and the lowest score

is 1. Besides, it also indicates that the mean score of students’ fluency in the pre-

test is 2,00 and the standard deviation error is 0,48.

In addition, the researcher also has written score of the students’ fluency

before giving treatment by using fingers puppet and it presents through the table

rate percentage scores. The table was showed as follow:

Table 11. The Rate Percentages Score of Students Fluency in The Pre-test



Very Good 71-85 5 0 0

Good 56-70 4 0 0

Average 41-55 3 2 11.1

Poor 26-40 2 14 77,8

Very Poor ≤ 25 1 2 11,1

Total 18 100

The table 11 indicates that students’ score in fluency of pre-test. It shows

that there are no students got excellent (0%) and very good (0%). Besides, there is

no student (0%) get good and there are 2 students (11,1%) who get average. There

are 14 students (77,8%) who get poor and the last there are 2 students (11,1%) who

get very poor.

42

The total students get very poor and poor are more than the students get

good score. It means that the students speaking skill especially in fluency are still

low. Most of students take much time when they pause and almost give up making

the efforts of at times.

11,1

77,8

11,1

The Rate Percentages score of the students Fluencyin the Pre-test

Excellent

Very Good

Good

Average

Poor

Very Poor

43

3) Comprehensibility

Table 12. The Score of Students’ Comprehensibility in the Pre-test

The Calculate the mean score of students’ comprehensibility in the pre-test,

the researcher calculates it by using SPSS 25.

Respondents Comprehensibility

R1 2

R2 2

R3 2

R4 2

R5 3

R6 1

R7 2

R8 1

R9 2

R10 1

R11 2

R12 1

R13 2

R14 2

R15 1

R16 1

R17 1

R18 2

N= 18

44

Table 13. Descriptive Statistic of Fluency in Pretest


18 1,00 3,00 1,6667 ,59409

The result shows that the highest score of students is 3 and the lowest score

is 1. Besides, it also indicates that the mean score of students’ comprehensibility in

the pre-test is 1.67 and the standard deviation errors is 0,59.

Besides, the researcher also has written score of the students’

comprehensibility before giving treatment by using fingers puppet and it presents

through the table rate percentage scores. The table was showed as follows:

Table 14. The Rate Percentage Score of Students’ Comprehensibility in the Pre-

test



Very Good 71-85 5 0 0

Good 56-70 4 0 0

Average 41-55 3 1 5,6

Poor 26-40 2 10 55,6

Very Poor ≤ 25 1 7 38,9

Total 18 100

The table 14 indicates that students’ score in the comprehensibility of pre-

test. The table shows that there are no students (0%) who get Excellent, very good,

and good. There are also 1 student (5,6%) get average, 10 students (55,6%) that get

poor and 7 students (38,9%) who get very poor.

45

The data shows that many students get poor and very poor in

comprehensibility. It can be concluded that most of students still had low speaking

skill in comprehensibility. It hardly to understood all the story they had re-tell. The

students is unable to clarify anything they seem to have said.

b. Post-test

In this area, the researcher makes the rate percentage of students’ score

speaking ability in post-test. The result of the students’ score in post-test are

presents in the table. The complete of the students’ scores speaking ability of

accuracy, fluency, and comprehensibility in post-test are tabulated as follow:

Table 15. The Scores of Students’ Speaking Skill in The Post-Test

In addition, the researcher had classified based on English speaking

assessments that consisted of accuracy, fluency, comprehensibility and it is

5,6

55,6

38,9

The Rate Percentages score of the studentsComprehensibility in the Pre-test

Excellent

Very Good

Good

Average

Poor

Very Poor

Classification RatingThe Aspect of Speaking Skill

Accuracy Fluency Comprehensibility

Excellent 6 0 0 0

Very Good 5 1 0 0

Good 4 0 1 2

Average 3 6 7 8

Poor 2 9 8 8

Very Poor 1 2 2 0

46

presented through the table distribution frequency and percentage. It can be shown

as follows:

1) Accuracy

Table 16. The Score of Students’ Accuracy in Post-test

For calculating the mean score of students’ accuracy in post-test, the

researcher calculates by using SPSS 25.

Respondents Accuracy

R1 3

R2 2

R3 3

R4 2

R5 5

R6 2

R7 2

R8 3

R9 3

R10 1

R11 3

R12 1

R13 2

R14 2

R15 2

R16 2

R17 2

R18 3

N= 18

47

Table 17. Descriptive Statistic Accuracy in Posttest


18 1,00 5,00 2,3889 ,91644


is 1. Besides, it also indicates that the mean score of students’ accuracy in post-test

is 2,38 and the standard deviation error is 0,91.

Besides, the researcher also has written score of the students’ accuracy who

had been given treatment by using fingers puppet and it presents though the table

rate percentage scores. The table was showed as follows:

Table 18. The Rate Percentages Score of Students’ Accuracy in Post-test



Very Good 71-85 5 1 5,6

Good 56-70 4 0 0

Average 41-55 3 6 33,3

Poor 26-40 2 9 50,0

Very Poor ≤ 25 1 2 11,1

Total 18 100

Based on table 18, the percentages of students’ accuracy score in post-test

indicate that there are no students (0%) who get excellent, 1 student get very good

(5,6%). Besides, it also shows that there are 6 students (33,3%) who get average,

no student who get good (0%), 9 students (50,0%) who poor and 2 students (11,1%)

who get very poor.

48

Based on the data above, it can be concluded that there is improvement of

students’ accuracy after they were taught speaking by using fingers puppet. Most

of student have only a view serious phonological errors but they still influenced by

mother tongue.

0

5

10

15

20

25

30

35

40

45

50

0

5,6

0

33,3

50

11,1

The Rate Percentages Score of Students' Accuracy in Post-test

Excelent

Very Good

Good

Average

Poor

Very Poor

49

2) Fluency

Table 19. The Score of Students’ Fluency in the Post-test

To calculate the mean score of students’ fluency in the post-test, the

researcher calculates it by using SPSS 25.

Respondents Fluency

R1 3

R2 2

R3 3

R4 2

R5 4

R6 2

R7 3

R8 3

R9 3

R10 1

R11 2

R12 2

R13 2

R14 3

R15 2

R16 1

R17 2

R18 3

N= 18

50

Table 20. Descriptive Statistic Fluency in Posttest


18 1,00 4,00 2,3889 ,77754


is 1. Besides, it also that the mean score of students’ fluency in post-test is 2.38 and

the standard deviation error is 0,77.

The researcher also has written score of students’ fluency who had been given

treatment by using fingers puppet and it presented through the table rate percentage

scores. The table is showed as follows:

Table 21. The Rate Percentages Score of Students’ Fluency in Post-test



Very Good 71-85 5 0 0

Good 56-70 4 1 5,6

Average 41-55 3 7 38,9

Poor 26-40 2 8 44,4

Very Poor ≤ 25 1 2 11,1

Total 18 100

Based on the table 21, the percentages of students’ fluency score in post-test

indicate that there are no students (0%) who get excellent and very good. 1 students

who get good (5,6%), 7 students get average (38,9%) and 8 students who get poor

(44,4%). The last, it shows that there is 2 students (11,1%) who get very poor.

51

From the data above, it can be seen that there are no students get very poor

score anymore. It can be concluded that, students’ fluency increases after learn

speaking by using fingers puppet media. The students not pause to much as before

but still often to search for the desired meaning.

0

5

10

15

20

25

30

35

40

45

0 0

5,6

38,9

44,4

11,1

The Rate Percentages Sscore of Students' Fluency in Post-test

Excelent

Very Good

Good

Average

Poor

Very Poor

52

3) Comprehensibility

Table 22. The Score of Students’ Comprehensibility in the Post-test

For calculating the mean score of students’ comprehensibility in the Post-test,

the researcher calculates it by using SPSS 25.

Respondents Fluency

R1 3

R2 2

R3 3

R4 2

R5 4

R6 2

R7 3

R8 3

R9 3

R10 2

R11 3

R12 2

R13 2

R14 3

R15 3

R16 2

R17 2

R18 4

N= 18

53

Table 23. Descriptive Statistic Fluency in Posttest


18 2,00 4,00 2,6667 ,68599


is 2. Besides, it also indicates that the mean score of students’ comprehensibility in

test is 2,66 and the standard deviation error is 0,68.

The researcher also has written score of the students’ comprehensibility who

had been given by using fingers puppet and it presented through the table rate

percentage scores. The table showed as follows:

Table 24. The Rate Percentage Score of Students’ Comprehensibility in the Post-test



Very Good 71-85 5 0 0

Good 56-70 4 2 11,1

Average 41-55 3 8 44,4

Poor 26-40 2 8 44,4

Very Poor ≤ 25 1 0 0

Total 18 100

The table 24 indicates the percentages of students’ comprehensibility score

in post-test. The table shows that there is none of students (0%) who get excellent

and very good. There are 2 students (11,1%) who get good. Besides, there are 8

students (44,4%) who get average and poor, and none of students (0%) get very

poor.

54

The data shows that there is no students get very poor. It means that, there

is improvement of students’ comprehensibility after they learnt speaking by using

fingers puppet. The listener can understand a lot of what the students said but when

the speaker said complex or longer sentence, it still hardly to understand.

0

5

10

15

20

25

30

35

40

45

0 0

11,1

44,4 44,4

0

The Rate Percentages Score of Students' Comprehensibility inPost-test

Excelent

Very Good

Good

Average

Poor

Very Poor

55

Table 25. Comparison of Students Score in Pretest and Post Test Scores

Respondents Accuracy Fluency Comprehensibility

Pre Post Pre Post Pre Post

R1 2 3 2 3 2 3

R2 1 2 2 2 2 2

R3 2 3 2 3 2 3

R4 2 2 2 2 2 2

R5 3 5 3 4 3 4

R6 1 2 1 2 1 2

R7 1 2 2 3 2 3

R8 1 3 1 3 1 3

R9 2 3 2 3 2 3

R10 1 1 2 1 1 2

R11 3 3 3 2 2 3

R12 1 1 2 2 1 2

R13 2 2 2 2 2 2

R14 2 2 2 3 2 3

R15 1 2 2 2 1 3

R16 2 2 2 1 1 2

R17 1 2 2 2 1 2

R18 3 3 2 3 2 4

Total 31 43 36 43 30 48

Table 26. Comparison of Students Score in Pretest and Post Test Scores

Classification Score RatingAccuracy Fluency Comprehensibility

Pre Post Pre Post Pre Post

Excellent 86-100 6 0 0 0 0 0 0

Very Good 71-85 5 0 1 0 0 0 0

Good 56-70 4 0 0 0 1 0 2

Average 41-55 3 3 6 2 7 1 8

Poor 26-40 2 7 9 14 8 10 8

Very Poor ≤ 25 1 8 2 2 2 7 0

Total

56

2. The Mean Scores and Standard Deviation of The Students’ Pre-test and

Post-test

After calculating the result of the students’ pretest by using SPSS 25, the

mean score and standard deviation of both groups are presented in following table:

Table 27. The Mean Score and Standard Deviation of the Students’ in the Pre-test

and Post-test


PRETEST 18 3,00 9,00 5,3889 1,61387

POSTTEST 18 4,00 13,00 7,4444 2,20220

From the table 27, it indicated that the standard deviation in pre-test were

1,61 and in post-test were 2,20. it also shows that mean score of the students in pre-

test were 5,38 and the mean score of the students in post-test were 7,44. The result

of the table above showed that the mean score of students in post-test was higher

than the mean score of students in pre-test. It concluded that using finger puppets

as media was effective in teaching speaking.

To know whether the pre-test and post-test were significantly different, and

also to know acceptability of the hypothesis of the research, the researcher used test

analysis and calculated it by SPSS 25. The result could be shown in the table of

paired samples statistics, paired samples correlations, and paired samples test. It

was presented in the following tables:

Table 28. The Paired Samples Test of Pre-Test and Port-Test

Paired Differences

t df

Sig.

(2-

tailed)Mean

Std.

Deviation

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair

1

POSTTEST

- PRETEST

2,05556 1,69679 ,39994 2,89935 1,21176 5,140 17 ,000

57

From the table 28, the researcher got the data that to (tcount) = 5,140 and df

(degree of freedom) = 17. tt = 2,110, it was the standard of signification 5% with

degree of fredom (df) = 17. Based on the result the researcher concluded that to

(tcount) was higher than tt (ttable), to > tt.

Related to the result that (to > tt) the tcount higher than ttable. It concluded that

there was a significant difference in teaching speaking before and after using finger

puppet media. Because of that, the researcher assumes believed that the finger

puppet media was effective in teaching speaking at the eight grade of SMP PMDS

Putri Palopo.

B. Discussion

In pre-test, there were some weaknesses of the students’ in this process such

as in the point of accuracy, fluency and comprehensibility and also the confident of

students. In this point most all of the students’ have low score, it was proven by

looking them in score pre-test in three components. Some of them were confuse to

understand the story was telling by the teacher and they confuse to choose the right

grammar when they retell story also still full of long and unnatural pauses very

halting fragmentary delivery and hardly to understood what they said.

The improvement of the students’ can be seen in table. In pre-test, the

pronunciation of students seriously influenced by the mother tongue with errors

causing a break in communication also many basic and grammatical and lexical

errors. The students oftentimes pauses when speak and the listeners hardly to

understood what they said42. This is one of rrespondent transcript when re-tell the

story “Rabbit the conquer” in pretest.

Rabbit the ko rabbit the kurer

In in a forest there live a first lin. One day one dy the ferikas lion make a

rule that he wol not ha hunt first animal. One the one the fist one devis day after the

42 Heaton, J. B., Writing English Language Test, (New York: Longman inc NewYork Press, 1988), hlm 100.

5,140 > 2,110

58

rule wes in effect come a rabbit. Sorry the king just errivet lait lait eee . . . where is

the lion casing you. Will fainis will finish him now. Yes tey king he is in the will.

Finally the animal bekam relif

After giving pre-test, the researcher doing the treatment to students in four

meeting. In treatment, the researcher introducing the fingers puppet media, then the

researcher give example how to use it when re-tell story43, and after that the

researcher ask students to practice re-tell story by using fingers puppet. Than the

researcher distributes students to some group than the research gives a short

narrative text and ask the group to practice in front of another group the researcher

explain about accuracy, fluency and comprehensibility, so the students can know

the differences between that tree components. After that, the researcher concludes

the material.

In treatment the important thing was doing a lot practice for students to

improve the accuracy, fluency and comprehensibility in speaking also self-

confidants of the students. Because if without that three components and self-

confidents it hard to re-tell story well.

In Post-test, the student’s weakness had been decreased. A lot of students

re-tell better so it was increasing their point in accuracy, fluency and

comprehensibility. The students also more confidence re-tell the story by using

fingers puppet media because they can more creative to re-tell the story. And it can

be seen by looking their post-test score. This is one of respondent transcript when

re-tell the story “A Rabbit and Twenty Crocodiles” in posttest.

A Rabbit and twenty kornkodiles

Once upon a time a rabbit wanted to cross a river. He had a idea. He saw

a boss of kro kon crocodile. He rabbit askid the boss of crocodiles. How mani

crocodile er are there in the river the boss of crocodiles answer . . . we are twenty

here. el of you are good, gentle and kin . . so I want to make a lien in arder. Then

43 Destiyani, Cahya, Pengaruh Edukasi Gizi Menggunakan Media Finger PuppetsTerhadap Konsumsi Buah Dan Sayur Pada Anak Kelompok A Di Taman Kanak-KanakNegeri Pembina Pontianak Barat, (Universitas Muhammadiyah,Pontianak,2015)

59

the boss od the crocodiles kal el his friends and asked them to make a lien in order.

From from one sit to oter sit of the river. Fest fust then the rabbit started to count .

. . will jum jumping from one crocodile until twenty and finally he tanked el

crocodiles because he had crossed the river.

From the result of fingers puppet class, it shows that the mean score of the

students’ pre-test was 5,38 and the mean score of post-test was 7,44. standard

deviation of pre-test was 1,61 and the standard deviation of post-test was 2,20.

Based on the data, the researcher found out that the use of fingers puppet is effective

in developing students’ speaking skills at second grade SMP PMDS Putri Palopo.

It means that using fingers puppet in speaking can enhance the student’s

achievement. The following is a comparison of the results of the post test and pretest

in the form of a diagram

Based on the description above, the researcher concludes that one of

important points that teacher shoot accommodate he/she shoot give full the attention

especially in speaking skill. Therefore, in teaching speaking, fingers puppet be used

0

1

2

3

4

5

6

7

8

Accuracy Fluency Comprhensibility Mean Std Deviation

Comparison of the Results of the Post test and Pretest

Pretest Posttest

60

by the teacher in teaching, especially in speaking. Fingers puppet can make the

students’ easier to understand the story and more confident in retell the story.44

Actually, there some technique that we can use to teaching speaking but the

researcher using only fingers puppet as media, moreover the application of fingers

puppet can improve students’ ability in speaking.

44 Warta (2010), Bercerita dengan Boneka Jari,http://nonaikayra.blogspot.co.id/2012/12/bercerita-dengan-boneka-jari.html at 22nd

October, 2017

61

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

Based on the findings and discussion at the previous chapter, the researcher

can conclude that the use of fingers puppet media is effective to improve students’

speaking ability especially storytelling at the second grade of PMDS Putri Palopo.

That was Significant improvement. It was proven by the significant difference

between the students’ mean score at the pre-test and the post-test, the mean score

of the students in pre-test was 5,38 and the mean score of post-test was 7,44. It

indicates that data alternative enhances the students’ speaking ability.

B. Suggestions

Based on the conclusion above, the researcher would like to give some

suggestions:

1. To the teacher

The teacher better uses fingers puppet which interested the students. There is

some kind of fingers puppet which can be used by the teacher:

a. The character of fingers puppet must be cute or adorable like animals

or cartoon

b. Use the light color to interest students’ sight

c. The size of the fingers puppet not too large and not too small. I

recommended using fingers puppet about 7 cm.

2. To the students

To be able speaking well in re-tell story should usually practice and never feel

lack of confidents to be a good speaker and the fingers puppet can help the

students to practice.

3. To the other researcher

62

There are many problems that are not yet solved. This study may be used as

one of the reading sources before the researchers do an action research related

to the development of the students’ speaking skills.

REFERENCES

Asfandiyar, Ando Yudha, Cara Pintar Mendongeng, (Jakarta: Mizan, 2007).

Basturkmen H, Learner Observation of and Reflection on Spoken Discourse: AnApproach for Teaching Academic Speaking, (TESOL Journal, 2002).

Cohen et al, Research Methods in Education: Fifth Edition, (London: RoutledgeFalmer, 2005).

Cornbleet S & Carter R, The Language of Speech and Writing, (London: Routledge,2001).

Cornbleet S & Carter R, The Language of Speech and Writing, (London: Routledge,2001).

Echols in Aliyah, 2011, “Bercerita” 10 Pengertian Menurut Para Ahli & (Jenis-Manfaat-Tujuan), http://www.dosenpendidikan.com/bercerita-10-pengertian-menurut-para-ahli-jenis-manfaat-tujuan.html at 22nd October,2017.

Foster P, Tonkeyn A and Wigglesworth G, Measuring Spoken Language: A Unitfor Reasons, (Applied Linguistic, 2000).

Gilbert J. B, Teaching Pronunciation: Using the Prosody Pyramid, (Cambridge:Cambridge University Press, 2008).

Greenbaum S and Nelson G, An Introduction to English Grammar Second Edition,(London: Pearson Education Limited, 2002).

Gunarti, W dkk (2010:5.20), Bercerita dengan Boneka Jari,http://nonaikayra.blogspot.co.id/2012/12/bercerita-dengan-boneka-jari.html at 22nd October, 2017

Gunarti, W. dkk (2010:5.21), Bercerita dengan Boneka Jari,http://nonaikayra.blogspot.co.id/2012/12/bercerita-dengan-boneka-jari.html at 22nd October, 2017

Harmer J, The Practice of English Language Teaching 3rd Edition, (London: LongmanGroup Ltd, 2001).

Harmer, Jeremy, How to teach English (New Edition), (New York: PearsonEducation Limited, 2007).

Irawati S, The Use of Newspaper in Teaching Speaking for SMU Students in SMU97 Jakarta, (Jakarta: The University of Jakarta (Unpublished Script),2003).

Kline J.A, Speaking Effectively: A Guide for Air Force Speakers, (Alabama: AirUniversity Press, 2001).

Kurniati and Rachmawati (2010: 87), Bercerita dengan Boneka Jari,http://nonaikayra.blogspot.co.id/2012/12/bercerita-dengan-boneka-jari.html at 22nd October, 2017

Kusmiadi (2008), “Bercerita” 10 Pengertian Menurut Para Ahli & (Jenis-Manfaat-Tujuan), http://www.dosenpendidikan.com/bercerita-10-pengertian-menurut-para-ahli-jenis-manfaat-tujuan.html at 22nd October,2017.

L. R. Gay . Geoffry E. Mills. Pette Airasian, Educations research.

Loban in Aliyah, 2011, “Bercerita” 10 Pengertian Menurut Para Ahli & (Jenis-Manfaat-Tujuan), http://www.dosenpendidikan.com/bercerita-10-pengertian-menurut-para-ahli-jenis-manfaat-tujuan.html at 22nd October,2017.

McDonough K & Mackey A, Communicative Tasks, Conversational Interactionand Linguistic Form: An Empirical study of Thai, (Foreign LanguageAnnals,2000).

Miller L, A Speaking Lesson. How to Make the Course Book More Interesting,(MET, 2001).

Montolalu (2007:10.10), Bercerita dengan Boneka Jari,http://nonaikayra.blogspot.co.id/2012/12/bercerita-dengan-boneka-jari.html at 22nd October, 2017

Montolalu. 2009. Bermain Dan Permainan Anak. Jakarta : Universitas Terbuka

Musfiroh et al, 2005:59, “Bercerita” 10 Pengertian Menurut Para Ahli & (Jenis-Manfaat-Tujuan), http://www.dosenpendidikan.com/bercerita-10-pengertian-menurut-para-ahli-jenis-manfaat-tujuan.html at 22nd October,2017.

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Pellowski in Nurcahyani, 2010 “Bercerita” 10 Pengertian Menurut Para Ahli &(Jenis-Manfaat-Tujuan), http://www.dosenpendidikan.com/bercerita-10-pengertian-menurut-para-ahli-jenis-manfaat-tujuan.html at 22nd October,2017.

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Warta (2010), Bercerita dengan Boneka Jari,http://nonaikayra.blogspot.co.id/2012/12/bercerita-dengan-boneka-jari.html at 22nd October, 2017

APPENDIX I

LESSON PLAN

1. School : SMP PMDS Putri Palopo

2. Class : VIII

3. Competency Standards : Expressing meaning in short functional oral texts

in the form of a recount, and narrative to interact with

the environment

4. Basic Competence : Express the meaning in a simple short monologue

by using spoken language accurately, fluently and

acceptable to interact with the surrounding

environment in the form of recount and narrative texts

5. Times : 80 minutes

6. Meeting : 1st (treatment 1)

7. Learning Objectives : a. Retelling stories based on text.

b. Use Finger Puppet media when telling stories.

8. Learning materials : Story Text (Appendices II Story 1)

STEP ACTIVITIES PROCEDURES TIME

Warm up

Greeting and introduction self

Asking the students’ condition

Ice breaking

±5-10

min

Presentation

Lead in /

Review

Giving motivation to the students before

giving the material

Language

focus

Dividing the students into 3 groups. One

group consist 6 members. And siting

according to their group

Mention the topic of describing that will

learned today

Concept

checking

Give the story text to the students with

the title “Turtle and Snake”

Puts finger puppet on fingers

Move the fingers puppet by moving

fingers

The structure of the text used: In a

forrest …., One the first day ….

Controlled

Practice/ skill

practice

Allow students to read and understand

the text by determine the characters and

important events in the story.

Give some correction about their

mistake

±5-10

min

Practice

Controlled

practice/skill

practice

Ask the students to re-tell the story in

front of class with group members by

using Fingers Puppet media

Another group members pay attention to

the students who tell the story and give

feedback after finish the story


mistake

±30-

50

min

Production Practice Result

Ask the students to determine the moral

message in the story “Turtle and Snake”


mistake

± 5

min

ClosingClose the

activity

Concluded the material today

Ask about the difficulties of students

during teaching learning process

Closing the class and praying

± 5

min

LESSON PLAN


2. Class : VIII



the environment






6. Meeting : 2nd (treatment 2)





Warm up

Lead in /

Review



Ice breaking


giving the material

±5-10

min

PresentationLanguage

focus

Dividing the students into 3 groups. One

group consist 6 members. And siting

according to their group


learned today

Concept

checking


the title “The Tiger and The Lion”



fingers

The structure of the text used: One Upon

a time there …, The Lion said …., In the

end ….

Practice

Controlled

Practice/ skill

practice





mistake

±5-10

min

Controlled

practice/skill

practice




±30-

50

min





mistake



message in the story “The Tiger and The

Lion”


mistake

± 5

min

ClosingClose the

activity





± 5

min

LESSON PLAN


2. Class : VIII



the environment






6. Meeting : 3rd (treatment 3)





Warm up

Lead in /

Review



Ice breaking


giving the material

±5-10

min

Presentation

Language

focus


learned today

Concept

checking


the title “The Noble Butterfly”



fingers

The structure of the text used: On a

sunny day there …, Until one day …,

Finally …,

Practice

Controlled

Practice/ skill

practice





mistake

±5-10

min

Controlled

practice/skill

practice




±30-

50

min





mistake



message in the story “The Noble

Butterfly”


mistake

± 5

min

ClosingClose the

activity





± 5

min

LESSON PLAN


2. Class : VIII



the environment






6. Meeting : 4th (treatment 4)





Warm up

Lead in /

Review



Ice breaking


giving the material

±5-10

min

Presentation

Language

focus


learned today

Concept

checking


the title “Lion and Bear”



fingers

The structure of the text used: …. Said

the lion, when it was …, Apparently …,

Practice

Controlled

Practice/ skill

practice





mistake

±5-10

min

Controlled

practice/skill

practice







±30-

50

min


mistake



message in the story “Lion and Bear”


mistake

± 5

min

ClosingClose the

activity





± 5

min

APPENDICES II

TREATMENT

STORY 1

Turtle and Snake

In ancient times there lived a snake that was starving.At that time he was wandering around the sea area, because he could not bear to be

hungry he visitedhis friend the turtle. "He is at the turtle's house," said the turtleYou come here, O my friend. "The snake replied" I was starving, O my friend "If so,

enter my house in my house there is a lot of food.

The snake also replied "thank you, my friend, you are very good indeed", do not hesitatebecause I am your best friend, now you are asking for help

maybe tomorrow I ask for your help.

Finally the snack didn't starve anymore, the snake thanked the turtle because he helpedhim, they also lived to help each other all their lives

Kura Kura dan Ular

Pada zaman dahulu hiduplah seekor ular yang sedang kelaparan .Waktu itu dia sedang berkeliaran di area laut , karena tak tahan akan lapar iapun

mengunjungitemannya sang kura - kura . Tibahlah ia di rumah sang kura-kura, kata sang kura -

kura "Ada apakau kesini wahai kawanku ". Sang ular menjawab "aku sedang kelaparan wahai kawanku

" kalau begitu masuklah kerumahku di dalam rumahku terdapat banyak makanan .

Sang ular pun menjawab "terima kasih wahai kawanku kau memang sangat baik " yajangan sungkan karena aku adalah sahabatmu , sekarang kamu meminta bantuan kepadaku

mungkin esok hari aku yang meminta bantuan kepadamu .

Akhirnya sang ularpun tidak kelaparan lagi , sang ular berterima kasih kepada sang kura-kura

karena telah membantunya, merekapun hidup saling membantu satu sama lain seumurhidupnya

STORY 2

The Tiger and The Lion

Once upon a time there lived a tiger and a lion. They are close friends. Their friendship

is very strong, until one day they are tested by forest animals to kill each other,

The lion said "why should I kill my friend?" Forest animals say 'because the king of the

forest is only one'. "Is that so?" Said the lion.

Tiger said to the lion "If there is only one king of the forest you are my friend" the lion

answered "are you okay friend?" The role of the king to me is not important, the important

thing is our friendship does not break up, just because of the position

In the end the lion became king and the tiger became the companion of the lion. They are

friendly even though there are often debates but, they become good again

KISAH SINGA DAN HARIMAU

Dahulu Kala hidup seekor harimau dan singa. Mereka adalah teman akrab. Pertemanan

mereka sangatlah kuat , sampai suatu ketika mereka diuji oleh hewan hutan untuk saling

membunuh ,

Sang singa berkata " mengapa aku harus membunuh temanku? ".Hewan hutan berkata

'karena raja hutan hanya satu ". “Benarkah begitu?” kata sang singa.

Harimau berkata kepada sang singa "Jika hanya ada satu raja hutan kaulah temanku" sang

singa menjawab " apakah kau tidak apa apa teman? " peran raja bagiku tidak penting yang

penting adalah persahabtan kita jangan sampai putus , putus hanya karena kedudukan.

Pada akhirnya sang singa menjadi raja dan sang harimau menjadi pendamping sang

singa. Merekapun bersahabat walau sering kali ada debat tapi, mereka menjadi baik kembali.

STORY 3

THE NOBLE BUTTERFLY

on a sunny day there was an ant walking in the park. He was very happy because hecould walk to see the beautiful garden. The ants walked around the park while greeting theanimals in the park.

He saw a cocoon hanging around a branch. The ants mocked the ugly shape of thecocoon and couldn't go anywhere. "

Until one day, the ants walked in the park, because the rain was filled with mud so theants slipped and fell into the mud. The ant is screaming for help as fast as possible.

fortunately, at that time there was a butterfly flying past then the butterfly stuck out atwig towards the ant.

"Ants hold on tightly to the twigs, later I will lift the twigs." Then the ant holds thetightly held tightly, with all his might, butterflies raise the twigs, then the butterflies drop themin a safe place. Thank you to Butterfly my brother for helping his life.

"I am the cocoon that you have been sneering at," said the butterfly. it turns out that thecocoon that used to be ridiculed has saved him, finally the ant promised not to insult all ofGod's creatures that exist

KUPU-KUPU BERHATI MULIA

Pada suatu hari semut melihat sebuah kepompong yang menggantung diranting .Sangsemut mengejek bentuk kepompong yang jelek dan tidak bisa pergi ke mana-mana."

Hingga pada suatu hari ,semut berjalan jalan di taman itu ,karena hujan taman itu dipenuhi lumpur sehingga semut pun tergelincir dan jatuh ke lumpur. Semut itu berteriak mintatolong sekencang mungkin.

untunglah saat itu ada seekor kupu-kupu terbang melintas kemudian kupu-kupu itumenjulurkan sebuah rangting ke arah semut .

"Semut peganglah erat-erat ranting itu ,nanti aku akan mengangkat ranting itu " Lalu sisemut memegang erat-erat ranting itu ,dengan sekuat tenaga kupu-kupu mengankat ranting itu,lalu kupu-kupu menurunkanya di tempat yang aman .Semut berterimakasih kepada kupu-kupukarena telah menolong nyawanya.

"aku adalah kepompong yang pernah kau ejek ",kata si kupu-kupu. ternyata kepompongyang dulu diejek nya sudah menyelamatkanya ,akhirnya sang semut pun berjanji tidak akanakan menghina semua makhluk ciptaan Tuhan yang ada

STORY 4

LION AND BEAR

One day lions and bears were hunting prey. They are both eyeing a deer. When deer off

guard, lion and bear race to catch it.

"This is my prey. I caught it with my strong bite, "said the lion. Bear don't want to

lose, "No, this is my wine. I also caught it. "

They kept fighting over the deer. When it was late afternoon, the lion and bear finally

stopped fighting. They are tired and just sit without being able to move their bodies.

Apparently, wolves had observed their quarrels. Knowing that lions and bears are tired

now.

The wolf immediately ran and grabbed the deer. With the remaining energy, lions and

bears try to reclaim their prey. However, they are too tired. Finally, the deer was taken away

by a wolf.

"All of us are wrong. If only we would share, we would certainly be full now, "they

said with a face that looked sorry

SINGA DAN BERUANG

Suatu hari singa dan beruang sedang berburu mangsa. Mereka sama-sama mengincar

seekor anak rusa. Ketika anak rusa lengah, singa dan beruang berlomba untuk menangkapnya.

“Ini Mangsaku. Aku menangkapnya dengan gigitanku yang kuat,” kata singa. Beruang

tidak mau kalah, “Tidak, ini rusaku. Aku juga menangkapnya .”

Mereka terus memperebutkan anak rusa itu. Saat hari sudah sore, singa dan beruang

akhirnya berhenti berebut. Mereka lelah dan hanya duduk tanpa bisa menggerakan badan.

Rupanya, dari tadi serigala mengamati pertengkaran mereka. Mengetahui kalau saat ini

singa dan beruang sudah lelah.

Serigala segera berlari dan merebut anak rusa. Dengan sisa tenaga, singa dan beruang

berusaha merebut kembali mangsa mereka. Namun, mereka sudah telalu lelah. Akhirnya, anak

rusa itu dibawa kabur serigala.

“Semua salah kita. Kalau saja kita mau berbagi, pasti kita sama-sama kenyang

sekarang,” kata mereka dengan wajah yang terlihat menyesal.

APPENDIX III

PRE-TES

Bacalah teks cerita berikut! Kemudian ceritakan kembali dalam bahasa inggris!

Rabbit the Conqueror

In a forest there lived a fierce lion. One day the ferocious lion made a rule that he would

not hunt forest animals. instead there must be animals around him who are willing to become

his prey.

On the first day after the rule was in effect, came a rabbit panting the rabbit apologized

to the fierce lion.

"Sorry the king, i arrived late. There is another lion who hunted me," said the rabbit.

Then, the ferocious lion nodded his head and immediately snapped, "where is the lion

chasing you? I'll finish him now."

"Yes the king, he is in the well."

Finally, the animals became relieved. thanks to the ferocious ingenuity of the lion's

rabbit, it entered the well and there was no more predator in the forest.

Terjemahan

Kelinci Sang Penakluk

Di hutan hiduplah seekor singa yang ganas. Suatu hari singa ganas membuat aturan

bahwa dia tidak akan berburu binatang hutan. sebagai gantinya harus ada hewan di sekitarnya

yang bersedia menjadi mangsanya.

Pada hari pertama setelah peraturan itu berlaku, datang seekor kelinci yang terengah-

engah, kelinci itu meminta maaf kepada singa yang ganas itu.

"Maaf raja, saya datang terlambat. Ada singa lain yang memburu saya," kata si kelinci.

Kemudian, singa ganas itu menganggukkan kepalanya dan segera membentak, "di

mana singa mengejarmu? Aku akan menghabisinya sekarang."

"Ya, raja, dia ada di dalam sumur."

akhirnya, hewan-hewan itu menjadi lega. Berkat kecerdikan yang ganas dari kelinci

singa, itu memasuki sumur dan tidak ada lagi pemangsa di hutan

POST – TEST

Bacalah teks cerita berikut! Kemudian cerikan kembali dalam bahasa inggris

menggunakan media Fingers Puppet!

A RABBIT AND TWENTY CROCODILES

Once upon a time, a Rabbit wanted to cross a river, but he could not swim. He had an

idea, he saw a boss of Crocodiles swimming in the river. The Rabbit asked he cross of

crocodile.

“how many crocodile are there in the river?” the boss of crocodile answered, “we are

twenty here”.

“where are they?”the Rabbit asked for the second time. “what is it for?” the boss

crocodile asked.

“all of you are good, gentle and kind, so I want to make a line in order. Later, I will

know how kind you are,” said the Rabbit.

Then the boss of the Crocodiles called all his friend an asked then to make a line in

order from one side to the order side of the river. Fust then, the Rabbit started to count while

jumping from one crocodile to another: one…two… three… four…until twenty. And finally,

he thanked all Crocodiles because he had crossed the river.

Terjmahan:

KELINCI DAN DUA PULUH BUAYA

Pada suatu waktu, seekor Kelinci ingin menyeberangi sungai, tetapi dia tidak bisa

berenang. Dia punya ide, dia melihat bos Buaya berenang di sungai. Si Kelinci meminta dia

menyeberang buaya.

"Berapa buaya yang ada di sungai?" Bos buaya menjawab, "kita dua puluh di sini".

"Di mana mereka?" Kelinci itu meminta untuk kedua kalinya. "Untuk apa itu?" Tanya

buaya bos.

“Anda semua baik, lembut dan baik hati, jadi saya ingin membuat garis dalam urutan.

Nanti, saya akan tahu seberapa baik Anda, ”kata Kelinci.

Kemudian bos Buaya memanggil semua temannya dan meminta untuk membuat garis

dalam urutan dari satu sisi ke sisi urutan sungai. Kalau begitu, Kelinci mulai menghitung

sambil melompat dari satu buaya ke buaya lainnya: satu ... dua ... tiga ... empat ... sampai dua

puluh. Dan akhirnya, dia mengucapkan terima kasih kepada semua Buaya karena dia telah

menyeberangi sungai.

APPENDIX IV

TABLE T

d.f. TINGKAT SIGNIFIKANSI

dua sisi 20% 10% 5% 2% 1% 0,2% 0,1%

satu sisi 10% 5% 2,5% 1% 0,5% 0,1% 0,05%

1 3,078 6,314 12,706 31,821 63,657 318,309 636,619

2 1,886 2,920 4,303 6,965 9,925 22,327 31,599

3 1,638 2,353 3,182 4,541 5,841 10,215 12,924

4 1,533 2,132 2,776 3,747 4,604 7,173 8,610

5 1,476 2,015 2,571 3,365 4,032 5,893 6,869

6 1,440 1,943 2,447 3,143 3,707 5,208 5,959

7 1,415 1,895 2,365 2,998 3,499 4,785 5,408

8 1,397 1,860 2,306 2,896 3,355 4,501 5,041

9 1,383 1,833 2,262 2,821 3,250 4,297 4,781

10 1,372 1,812 2,228 2,764 3,169 4,144 4,587

11 1,363 1,796 2,201 2,718 3,106 4,025 4,437

12 1,356 1,782 2,179 2,681 3,055 3,930 4,318

13 1,350 1,771 2,160 2,650 3,012 3,852 4,221

14 1,345 1,761 2,145 2,624 2,977 3,787 4,140

15 1,341 1,753 2,131 2,602 2,947 3,733 4,073

16 1,337 1,746 2,120 2,583 2,921 3,686 4,015

17 1,333 1,740 2,110 2,567 2,898 3,646 3,965

18 1,330 1,734 2,101 2,552 2,878 3,610 3,922

19 1,328 1,729 2,093 2,539 2,861 3,579 3,883

20 1,325 1,725 2,086 2,528 2,845 3,552 3,850

21 1,323 1,721 2,080 2,518 2,831 3,527 3,819

22 1,321 1,717 2,074 2,508 2,819 3,505 3,792

23 1,319 1,714 2,069 2,500 2,807 3,485 3,768

24 1,318 1,711 2,064 2,492 2,797 3,467 3,745

25 1,316 1,708 2,060 2,485 2,787 3,450 3,725

26 1,315 1,706 2,056 2,479 2,779 3,435 3,707

27 1,314 1,703 2,052 2,473 2,771 3,421 3,690

28 1,313 1,701 2,048 2,467 2,763 3,408 3,674

29 1,311 1,699 2,045 2,462 2,756 3,396 3,659

30 1,310 1,697 2,042 2,457 2,750 3,385 3,646

31 1,309 1,696 2,040 2,453 2,744 3,375 3,633

32 1,309 1,694 2,037 2,449 2,738 3,365 3,622

33 1,308 1,692 2,035 2,445 2,733 3,356 3,611

34 1,307 1,691 2,032 2,441 2,728 3,348 3,601

35 1,306 1,690 2,030 2,438 2,724 3,340 3,591

36 1,306 1,688 2,028 2,434 2,719 3,333 3,582

37 1,305 1,687 2,026 2,431 2,715 3,326 3,574

38 1,304 1,686 2,024 2,429 2,712 3,319 3,566

39 1,304 1,685 2,023 2,426 2,708 3,313 3,558

40 1,303 1,684 2,021 2,423 2,704 3,307 3,551

41 1,303 1,683 2,020 2,421 2,701 3,301 3,544

42 1,302 1,682 2,018 2,418 2,698 3,296 3,538

43 1,302 1,681 2,017 2,416 2,695 3,291 3,532

44 1,301 1,680 2,015 2,414 2,692 3,286 3,526

45 1,301 1,679 2,014 2,412 2,690 3,281 3,520

46 1,300 1,679 2,013 2,410 2,687 3,277 3,515

47 1,300 1,678 2,012 2,408 2,685 3,273 3,510

48 1,299 1,677 2,011 2,407 2,682 3,269 3,505

49 1,299 1,677 2,010 2,405 2,680 3,265 3,500

50 1,299 1,676 2,009 2,403 2,678 3,261 3,496

51 1,298 1,675 2,008 2,402 2,676 3,258 3,492

52 1,298 1,675 2,007 2,400 2,674 3,255 3,488

53 1,298 1,674 2,006 2,399 2,672 3,251 3,484

54 1,297 1,674 2,005 2,397 2,670 3,248 3,480

55 1,297 1,673 2,004 2,396 2,668 3,245 3,476

56 1,297 1,673 2,003 2,395 2,667 3,242 3,473

57 1,297 1,672 2,002 2,394 2,665 3,239 3,470

58 1,296 1,672 2,002 2,392 2,663 3,237 3,466

59 1,296 1,671 2,001 2,391 2,662 3,234 3,463

60 1,296 1,671 2,000 2,390 2,660 3,232 3,460

61 1,296 1,670 2,000 2,389 2,659 3,229 3,457

62 1,295 1,670 1,999 2,388 2,657 3,227 3,454

63 1,295 1,669 1,998 2,387 2,656 3,225 3,452

64 1,295 1,669 1,998 2,386 2,655 3,223 3,449

65 1,295 1,669 1,997 2,385 2,654 3,220 3,447

66 1,295 1,668 1,997 2,384 2,652 3,218 3,444

67 1,294 1,668 1,996 2,383 2,651 3,216 3,442

68 1,294 1,668 1,995 2,382 2,650 3,214 3,439

69 1,294 1,667 1,995 2,382 2,649 3,213 3,437

70 1,294 1,667 1,994 2,381 2,648 3,211 3,435

71 1,294 1,667 1,994 2,380 2,647 3,209 3,433

72 1,293 1,666 1,993 2,379 2,646 3,207 3,431

73 1,293 1,666 1,993 2,379 2,645 3,206 3,429

74 1,293 1,666 1,993 2,378 2,644 3,204 3,427

75 1,293 1,665 1,992 2,377 2,643 3,202 3,425

76 1,293 1,665 1,992 2,376 2,642 3,201 3,423

77 1,293 1,665 1,991 2,376 2,641 3,199 3,421

78 1,292 1,665 1,991 2,375 2,640 3,198 3,420

79 1,292 1,664 1,990 2,374 2,640 3,197 3,418

80 1,292 1,664 1,990 2,374 2,639 3,195 3,416

81 1,292 1,664 1,990 2,373 2,638 3,194 3,415

82 1,292 1,664 1,989 2,373 2,637 3,193 3,413

83 1,292 1,663 1,989 2,372 2,636 3,191 3,412

84 1,292 1,663 1,989 2,372 2,636 3,190 3,410

85 1,292 1,663 1,988 2,371 2,635 3,189 3,409

86 1,291 1,663 1,988 2,370 2,634 3,188 3,407

87 1,291 1,663 1,988 2,370 2,634 3,187 3,406

88 1,291 1,662 1,987 2,369 2,633 3,185 3,405

89 1,291 1,662 1,987 2,369 2,632 3,184 3,403

90 1,291 1,662 1,987 2,368 2,632 3,183 3,402

91 1,291 1,662 1,986 2,368 2,631 3,182 3,401

92 1,291 1,662 1,986 2,368 2,630 3,181 3,399

93 1,291 1,661 1,986 2,367 2,630 3,180 3,398

94 1,291 1,661 1,986 2,367 2,629 3,179 3,397

95 1,291 1,661 1,985 2,366 2,629 3,178 3,396

96 1,290 1,661 1,985 2,366 2,628 3,177 3,395

97 1,290 1,661 1,985 2,365 2,627 3,176 3,394

98 1,290 1,661 1,984 2,365 2,627 3,175 3,393

99 1,290 1,660 1,984 2,365 2,626 3,175 3,392

100 1,290 1,660 1,984 2,364 2,626 3,174 3,390

APPENDIX V

DOCUMENTATION

Students retelling the Story “Rabbit the Conqueror” in Pretest

From the picture, it was seen when students retell the story, they still looked not confident.

They asked me not to record their voices so I asked their friends to stand beside him and

record for me.

The Researcher give Treatment in the class

This picture shows the researcher was explain to students how to use finger puppet media

to retell stories and students pay attention to explanations. Students are also given the

opportunity to ask questions about things that have not been understood

Students read the Story before practice story telling

In this picture, the students is divided into groups consisting of 5 people then they were

asked to practice retelling stories in groups. This was means to students can also increase their

confidence little by little

Students practice with fingers puppet media

In this picture, students practice retelling stories using finger puppet media in front of the

class so that their confidence increases.

Students retelling the Story title “A Rabbit and Twenty Crocodiles” in Posttest

In this picture, students tell stories in front of the class using media fingers puppets. it

seems they have confidence to tell stories. they confidently retell the story "A Rabbit and

Twenty Crocodiles". and other students pay close attention

improving speaking skill by using fingers puppet as …

Documents