Chapter II

Review of Related Literature

This chapter explains some theories related to this study. the theories are become the
foundation of the study and help to clarify the study. The theories are about speaking, the
nature of speaking, the teaching of speaking, the nature of narrative, types of narrative,
generic tructure, animals puppets, the use of animals puppets in teaching speaking, types of
animals puppets, the advantages of using animals puppets in teaching speaking.

2.1 Speaking

Speaking is one of essential part of skills that should be well mastered by students.
Students must understanding parts of speaking is needed. According to Ladouse (in Nunan,
1991: 23) speaking is described as the activity as the ability to express oneself in the
situation, or the activity to report acts, or situation in precise words or the ability to converse
or to express a sequence of ideas fluently. It means that speaking is what you say to what you
see, feel and think. When you feel something, you want someone can hear yours.
Speaking is the good way to change information with other people. Speaking is one of
the most demanding skills in the daily life. Every person needs to communicate with others
through speaking. Speaking plays an important role in making a social interaction with
another people in order to gain information. Thus, it is necessary for every people to have a
good speaking skill.

2.1.1 The nature of speaking

Speaking is one of the four language skills that is very important to be learned. kattlen
( 2005:31 ), speaking is an interactive proccess of construction meaning that involves
producing and receiving and processing information. Speaking is a process to get product is
influenced by some elements such as speech, as vocabulary, grammar, pronunciation, fluency
and accuracy. Harris (1969: 81) says that speaking is a complex skill requires the
simultaneous use of number of different abilities which often develop at differents rates. Five
components are generally recognized in anlysis of the speech process such as pronunciation,
grammar, vocabulary, fluency, and comprehension.
 In Indonesia, which uses English as foreign language, speaking may become the most
difficult skill in learning English. One of the main causes is less practive to speak English
with each other. The teacher can be other factors that can bother the development of students
in speaking. Teacher do not give more time for students in theor speaking. Teacher do not
accustomed to speak English in the class. So, students will face many difficulties in their
speaking.

Wilson (1983:5) defines speaking as development of the relationship between speaker

and listener. In addition speaking determining which logical linguistic, psychological a
physical rules should be applied in a given communicate situation”. It means that the main
objective of speaking is for communication. In order to express effectively, the speaker
should know exactly what he/she wants to speak or to communicate, he/she has to be able to
evaluate the effects of his/her communication to his/her listener, he/she has to understand any
principle that based his speaking either in general or in individual.

Speaking is one of the English skiils that must be well mastered by students. Students
have to practice it more and more. They have to throw away from the consideration that
speaking is difficult activity. However the most important things that the teacher should
consider how to raise the students motivation to learn english then find any activities to
promote the students speaking ability.

2.1.2 The Teaching of Speaking

Students have to be accustomed to speak utterances orally in the clasroom even in the
very simplest way, such as greeting, answering, expressing ideas, giving responses, and etc.
Thus, the students need to have a good speaking ability in order to achieve the objectives of
English teaching and learning

Stern (in Risnadedi, 2001: 56-57) said watch a small students’ speech development.
First he listens, then he speaks, understanding always produces speaking. Therefore this must
be the right order of presenting the skills in a foreign language. In this learning of language
included speaking, there is an activity of speaker or learner and it has to have an effect to
build speaker’s or learner’s desires and express how his/her feeling and acting out his/her
attitudes through speaking. Thus the learning of speaking can not be separated from
language.
 Speaking can be called as oral communication and speaking is one of skills in English
learning. This become one important subject that teacher should given. That is why the
teachers have big challenge to enable their students to master English well, especially
speaking English in class or out of the class.

Wallace (1978:98) stated that oral practice (speaking) becomes meaningful to students
when they have to pay attention what they are saying. Thus, the students can learn better on
how to require the ability to converse or to express their ideas fluently with precise
vocabularies and good or acceptable pronunciation.

Harmer writes that when teaching speaking or producing skill, we can apply three
major stage, those are:

1. introducing new language

2. practice

3. communicative activities.

When introducing new language, the teacher should find out the genre or the text,
which is meaningful. In this stage teacher can ask students to pronounce the unfamiliar
words, find out the meaning of the expression used in the text.

Other technique used for teaching speaking:

1. information gap by using pictures

2. by using photographs

3. by using song

4. by using mysterious thing

5. Educational drama which covers miming, role play, the empty chair, simulation.

2.2 The Nature of Narrative

Narrative are stories or framed segments of ongoing discourse that related or report
events in chronological sequence (Bonvillain, 2003: 94). Labov, noted that narratives are
privileged forms of discourse that play a central role in almost every conversation
(1997:396). That is, in most narrative is people talk about their experiences, past events that
have meaning in their lives.

The purpose of narratives is to certain listeners or readers (that relate to the personal
experience, imaginary or event which direct to a crisis, lastly found a solving). A narrative is
a text that tells a story and, in doing so, entertains or informs the reader or listener (Anderson
and Anderson, 19978:8). The purpose of a narrative, other than providing entertainment, can
be to make the audience think about an issue, teach them a lesson, or excite their emotions.

2.2.1 Types of Narrative

In the narrative text, there are two types of narratives, they are factual and non factual
(imaginary). The example of factual text are someone’s experiences, adventure, historical
narratives, etc. The examples of non factual (imaginary) text are fairytales, fables and moral
tales, myths, and legends.

Anderson and Anderson (1997:18) classify different types of narrative, they are :
Humor, Romance, Crime, Real life fiction, historical fiction, mystery, fantasy, science
fiction, diary-novels, adventure.

There can be a combination of narratives within each of these different types. A crime
novel could also include romance and mystery. Similarly, an advemture narrative could
include humor and romance. Sometimes, the term genre is used for the type of narrative.

2.2.2 Generic Structures of Narrative

Andeson and Anderson (1997:8) state there are steps for constructing a narrative
genre, they are: orientation, complication, sequence of events, resolution, and coda (optional
step). In orientation the narator tells a set scene and introduce the participant such as who is in
the story, when the story is takingplace, and where it is happening and what is going on. A
complication is tells the problems of the story how the main characters solve them.
Resolution is the crisis is revolved, for better or worse. And the last, coda is an optional step
in narrative, it provides a comment or moral value based on what has been learned from the
story.
2.2.3 Language Features of Narrative text

The first language feature of narrative text is focuses on spesific participants. Second,
narrative text uses past tense to tell the story. There are many action verbs, verbal, and mental
processes. Third, using direct and indirect speeches. Fourth, linking words are used, related
with time, example : once upon a time, one day, two days ago, etc. Fifth, in narrative text
there are sometimes some dialog and the tense can change. The last is temporal conjunction
are also used, example : when, then, suddenly, etc. .

Language feature is a consequence of the communicative purpose of a text.

2.3 Animal Puppet

Animal puppets is a set of puppets about animals character to promoting oral language
skills and confidence in public speaking. Animal puppets should represent species that are
familiar to children in some way such as common pets, animals indigenous to a geographical
area, or familiar characters in the favorite book. They bring the tales and fables of storytime
to life for children to behold.

Animal puppets can be a fun and educational addtion to a personal classroom.

Teachers and students can make and use them. Use of animal puppets can make better
student involvement and deeper learning.

2.3.1 The Use of Animal Puppets in Teaching Speaking

Animal puppets can be used as an aid to teach speaking since they can motivate
students in making composition and also bring a difference sutuation and a new variation of
teaching learning activity at the classroom. Peg Pond (2014:7) said that Puppets inspire kids,
they bring the tales and fables of storytime to life for children to behold.

Animal puppets are a great way to engage the attention and imagination of children of
all ages. Using animals puppets in the student care curriculum is an enjoyable way to promote
students’ learning of new skills and concepts. Teacher can use animals puppets to model
social skills, to stimulate students’ conversations. She can use animals puppets as teaching
tools, but making animals puppets with your students can be fun too. Students can use their
animals puppets to act out and retell stories and phoem.
 Raimes (1983:29) points out: “.......because everybody likes to look at the pictures,
their use in the classroom provide stimulating focus for students’ attention. Picture bring the
outside world into the classroom in a vividly concrete way.” It means that use interesting
media very useful to make students attract in teaching and learning process, such as using
animal puppets.

Using animal puppets to teach a lesson is a simple and interactive way to get students
to engage in what they are learning. Animal puppets can be believable characters with unique
personalities, voices and emotions that students can connect with on a personable level.
Animal puppets can also bring students more understanding without feel uninterested.

2.3.2 Types of Animal puppets

Animal puppets come in a variety of shapes, sizes, colors, races, and ethnicities. Some
animal puppets have mouths, legs, hands, etc. That move, while others may not. Animal
puppets can be : homemade, hand-held, wrapped around fingers, pulled over hands,
controlled by strings.

In addition to the classroom, animal puppets give students the opportunity to make
their own individual animal puppets out of socks or brown paper bags, sticks, spoons, balls,
gloves, or mittens. Encourage the children to be as creative as possible.

The types of animal puppets which is used in this study is the second one that is the
hand-held , because this type very easy to use and can make stimulate the students’ idea and
motivate them to write a composition.

2.3.3 The Advantages of Using Animal Puppets in Teaching Speaking

Animal puppets are very useful to be used in classroom activities to teach speaking.
Teacher can use media to make students more understanding and interesting just than do not
use media. Media is a important roles. Rohani (1997: 7) states that media can attract students’
attention and stimulate their motivation in class for it can give real view of new things, add
new vocabularies which are not easily verbalized, and overcome different background
knowledge and experience.

The advantage of using animal puppets in speaking is first, teacher can use animal
puppets to model social skills. Second, to stimulate students’s conversations, present material
and as props during story time. Third, animal puppets are multy sensory, allowing for visual,
auditory, and kinetic learning. Fourth, animal puppets also help students to be more confident
in their speaking.

Using animal puppets in the teaching and learning process is fun and special. animal
puppets is making the students become more interested in the teaching and learning process.

2.3.4 The Implementation of Animals Puppets in Teaching Speaking Narrative

 Developing a model
The teacher as a first model to show and explain about animal puppets, the
teacher gives explanation about definition of animal puppets and elaborates explains
about the characters of kind of animal puppets represented in teaching narrative text
to the students in the front of the class. And then, the teacher acts as a story teller with
using animal puppets. The teacher use hand animal puppets. The students were very
interested in listening to the teacher’s story using animal puppets. If students do not
know the meaning of the words, the teacher can asks another students or tell the
students by her self. In this step, teacher guides students to understand about the
definition, generic structure of narrative text, those are orientation, complication,
resolution.

 Pre Activity
Students work in group. Students do such discuss about the story which is the
teacher read before. Students can ask for teacher helps. The most important thing,
students can implement their understanding about the generic structure and the
language features of narrative text orally.

 Whilst Activity
The teacher asked to the students to do the same activity. The students were
asked find out the story which is the example of narrative text. They found it from the
story books or search in the internet. The students work in a group. The students have
to retell a story use their language but still in line with the story. The students must
write down their dialogue in a paper first and collected it to their teacher.
  Post Activity
the students conducting the puppet show. They have to retell the story of
narrative text use animal puppets. The students use mariones or hand animal puppets.
After all the groups showed the puppet, the teacher give the evaluation about the
puppet show that did by the students.
Furthermore, Logan (2007:24) said that puppets can be incorporated into a
variety of oral language strategies including storytelling, oral reporting, and oral
speaking.

2.4 The Review of Previous Study

There are two relevant previous researches related to this study. first, research entitled
“Story-telling Technique Using Puppets to improve the Speaking Ability of the Students of
MTsN Tangerang II Pamulang” was done by Nalti Nasution (a students from
Muhammadiyah University 2009). This was an action research that was conducted at the
eight grade students of MTsN Tangerang II Pamulang and it got a good result because the
students could story telling based on the puppets they used. This results motivated the writer
to do such research with the same media in order to develop students’ skill especially
narrative speaking. The data collection of this research are through test and interview

The difference between this research is a study by Winusarti, from Language and Arts
Faculty, Semarang State University 2009. The thesis entitled. “ The Use of Puppets and
Media to Improve Students’ ability in retelling Narrative Story (The Case of Eight Students
of SMP 1 Plupuh Sragen)” describes that the use of puppets and media can improve students’
ability in retelling narrative story. The similarity beetween her research and the writer’s is on
the focus of the study and research approach. Both of them focus on speaking and class
action research. The diffrences are on the writer designed. Method of collecting data and data
analysis

From the explanation of related previous research, so that, the researcher is interested
to formulate her proposal under the title “The use of Animals Puppets in Teaching Speaking
Narrative Texts to the Tenth Graders of SMA Kemala Bhayangkari 1 Surabaya” since the
proposal is quite different with the others as mentioned above. The results of this proposal is
expected to give new perception toward the advantages of using puppets as media to improve
students’ speaking especially in narrative