Post on 17-Jan-2023
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CHAPTER II
LITERATURE REVIEW
A. Speaking
1. Nature of Speaking
Speaking is one of the language skills which has important role
in many countries in the world. Speaking is considered as the way of
communicating particular issues to other people. Through speaking,
people are able to share their ideas, thoughts and feelings in certain
issues to the other people around them. Tarigan (1990: 15) defined that
speaking is the ability to say articulation sounds or words for expressing,
stating and conveying the idea, thought and feeling. Nurgiyantoro (2001:
282) also stated that speaking is an activity to produce language and
communicate the idea and thought orally.
Additionally, Nunan (1991: 41) supported that speaking is the
same as oral interaction which are conventional ways of presenting
information, expressing our idea and thought in our mind. Nunan (1991:
39) also quoted that “To most people, mastering the art of speaking is
the single most important aspect of learning a second of foreign
language and success is measured in term of the ability to carry out
conversation in the language”.
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To sum up, speaking is an ability to express idea, thought, and
feeling as a way to communicate. Speaking as an interactive process of
construction meaning which is presenting new information.
Tarigan (1990: 16) mentioned that speaking has three important
aims, there were:
a. To inform
The speaker informs to the listener about everything they wants
or need and also inform ideas they want to share.
b. To entertain
Through speaking, speaker can express their feeling and listeners
know how to entertain them through this mutual communication.
c. To persuade
Somebody uses speaking to persuade to do something in a certain
activity.
From the statement explained earlier, speaking is concluded as a
productive skill to develop students’ speaking competence which is used
in the lives of human language that have function to inform, entertain
and persuade the listeners.
Syakur in Mora (2010: 3) mentioned that there were at least five
components of speaking skills, namely comprehension, fluency,
grammar, vocabulary, and pronunciation.
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a. Comprehension
Comprehension becomes an important factor in speaking. This
measures the understanding of conversation. Comprehension is the study
how well students understand a language. Hornby (2003) stated that
comprehension is the power of understanding an exercised aimed at
improving or testing ones understanding of a language in written or
spoken.
In short, comprehension can be defined as the ability to speak
fluently and accurately. Comprehension in speaking is the aim of many
language learners. Comprehension is the ability to speak in language and
be understood by its speaker.
b. Fluency
Wolfe-Quinter in Koizumi (2005: 46) defined that fluency is how
fast and how much a learner speaks without mistakes (e.g. functionless
repetitions, self corrections, and false starts) in coping with real time
processing. Fluency is as the quality of being capable to speak without
hesitation.
c. Grammar
Grammar is needed for students to arrange a correct sentence in
conversation. The utility of grammar is also to learn the correct way to
gain expertise in a language in oral and written form.
The study of grammar shows how language works. It states that
how words and sentences are to be put together and formed in language
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so that the speakers are able to arrange sentences or phrase to express an
idea. By knowing and understanding grammar, learners are able to know
how speech is put together, how words and sentences are formed and
how message are communicated.
Grammar is very useful to develop students speaking
competence. If they master in grammar, it is easy for them to produce
sentences and it helps students to speak fluently.
d. Vocabulary
In speaking competence, vocabulary has an important role. In
vocabulary limitations can hider speaking activity. Vocabulary can
developthe communicative effectively or express their ideas both oral
and written form if they do not have sufficient vocabulary. Vocabulary
means the appropriate diction which is used in communication.
e. Pronunciation
Pronunciation is the way for students’ to produce clearer
language when they speak. It deals with the phonological process that
refers to the component of a grammar made up of the elements and
principles that determine how sounds vary and pattern in a language.
Speaking activity can be described as the act of producing sound
through the use of vocal chord or other means to convey some messages.
Helping the learners to speak and sound more natural is the duty of
teacher. It is not easy to pronoun word that belongs to foreign language
because every language has its own system or code. The key for learners
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to do this case is by giving much time for learners, teacher have to
analyze learners’ competence in pronunciation.
When teacher teaches English, she/he needs to be sure that
her/his students can understand when they speak. They need to be able to
say when they want to say. It means that their pronunciation should be at
least adequate for the purpose.
There are some aspects that include pronunciation:
1) Sound
In our teaching, we want to be sure that the students can
make the various sounds in English language. Some problems
which are found by English speakers as a foreign language have art
precisely because they have difficulty with individual sounds.
2) Rhythm and Stress
Students need to use rhythm and stress correctly, if they are
to be understood. When they learn new words make sure that they
know where they are stressed and able to say sentences. By using
appropriate stress, the students will know how stress can be used to
change the meaning of questions, sentences and phrases.
3) Intonation
Intonation means the pitch which is used and the music
shows to the students need to be able to recognize intonation. They
need to recognize whether the tune of someone’s voice suggest that
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speaker is convinced or uncertain. They need to understand the
relationship between pitch and intonation. When we teach language
we will try and ensure that the students use it with intonation which
is appropriate.
4) Accent
One issue that confronts us in teaching pronunciation is that
the accent. In other words, how important is it for our students to
sound like native speaker of the language. Some teachers seem to
think that the students should aim for this idea. It is worth pointing
out, however, that some learners seem more inclined to native-
speaker like pronunciation the others. A lot of depend too on their
contact with native speakers. If they live in target language
communities, they are more likely to acquire that accent of that
community than if they do not.
From the explanation described previously, it is clear that students
should be careful in choosing words and styles in communication.
Somebody who wants to speak English well, she/he has to know the
ways of speaking English. Speaking is really different from the other
skills. In speaking, students need to know about comprehension, fluency,
pronunciation, grammar, and vocabulary.
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2. Speaking Competence
Many language learners regard speaking competence as an
important role in communication. They can communicate with other
people around the world.Based on Tarigan (1990: 16), speaking
competence was the competence to express, explain and convey
thinking, feeling and idea. Hornby (1987: 172) also defined that
competence meant the state or quality of being capable or competence,
skill, ability. In other words, speaking competence was an ability to
make students in ordinary voice to express his feeling and ideas using
appropriate language.
Based on definitions of speaking competence described
previously, it can be concluded that speaking competence is how well a
speaker expresseshis feeling and ideas using a good language in a
conversation.
Competence in speaking is the ability to communicate orally in
clear, coherent, and persuasive language appropriate to purpose,
occasion, and audience. Developing this competency includes acquiring
poise and developing control of the language through experience in
making presentations to small groups, to large groups, and through the
media.
In developing speaking competence, some criteria can be
standardized, which is called micro-skill. SIL International in
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www.sil.org/lingualinks/languagelearningmentioned some of the micro-
skills involved in speaking, in which a speaker has to:
a. pronounce the distinctive sounds of a language clearly enough so
that people can distinguish them. This includes making tonal
distinctions.
b. use stress and rhythmic patterns, and intonation patterns of the
language clearly enough so that people can understand what is said.
c. use the correct forms of words. This may mean, for example,
changes in the tense, case, or gender.
d. put words together in correct word order.
e. use vocabulary appropriately. Vocabulary can develop the
communicative effectively or express their ideas both oral and
written form if they do not have sufficient vocabulary.
f. use the register or language variety that is appropriate to the
situation and the relationship to the conversation partner.
g. make clear to the listener the main sentence constituents, such as
subject, verb, object, by whatever means the language uses.
h. make the main ideas stand out from supporting ideas or information.
Based on explanation above, in measuring speaking competence,
generally there should be five points which are taken consideration. Those
point are comprehension, fluency, vocabulary, grammar, and pronunciation.
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3. Teaching Speaking
Some people think that teaching is a daily activity of the teacher.
Teacher always organizes the material and prepares what the teacher
wants to bring in class to be given for students.
Sudjana (2000: 1) stated that teaching was an interaction between
teacher and students in its interaction process. The teacher is doing his
activities that called teaching, whereas the students who are doing their
activities that called studying.
Teaching speaking means teaching how to use language for
communication, for transferring ideas, thought or even feeling to other
people.
Speaking is developed from the first contact with the language
that we learn, because by speaking we can transfer out idea to order
people. It is clear that language is very important. We cannot only teach
what will be spoken but also the situation that we deal with. The teacher
teaches speaking by carry out the students in certain situation concerning
the topics discusses. The topic must be familiar to the students, so that
ideas and the organization are clear and the learners have an oral
command of the language need to describe the topic.
In teaching speaking, teacher must create a good atmosphere. A
good atmosphere can interest students to follow speaking class. Teacher
should be a motivator for students to practise English, so that they will
have good habit to improve their speaking.
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4. Speaking Test
a. Type of Speaking Test
Speaking competence is elicited using special tasks in a speaking
test. Madsen (1983: 147) stated that the testing of speaking is widely
regarded of the most challenging of all language exams to prepare,
administer, and score.
Based on the definition, speaking test is the most important
aspect of language testing oral communication. The testing of oral
production is an important part of many language-testing programs.
Testing speaking is also a particular problem when it is necessary to test
large numbers of students.
Speaking ability which be chosen should make students to be
able not only speak, but also express their ideas, thoughts, or feelings.
Thusa speaking test is functional, in addition can also reveal the ability
of students to speak in the language close to normal usage.
Nurgiyantoro (2001: 278) mentioned that the types of speaking
test are:
1) Telling picture
Picture can be a good stimulus of speaking, but the picture must
be based on students’ ability. Picture can contain an activity, which
has a certain idea, meaningful, and show situational context. It can
consist of one picture or more than one. It must be related to each
other, which has sequence of story and certain context. Picture give
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series number to show event sequence, so students can express their
ideas based on the picture that they see.
2) Oral Interview
Oral interview is the common way to measure speaking ability. It
is usually used for students whose language ability is good enough. It
is possible for them to express their feeling and idea using target
language. Anything can be the topic of interview, as long as it is
appropriate with the students’ level, such as: age, kinds of school,
and language ability.
Kitao and Kitao in Handayani (2007: 45) explained that oral
interviews were testing situations in which the tester and the testee
carry on a conversation. The tester generally had a list of questions to
ask the testee, and someone either the interviewer or another person
but preferably another person assesses the language proficiency of
the testee. The advantage of an interview was attempted to
approximate a conversation situation, and it tested speaker’s
knowledge. However, an interview was caused on unreal and
unnatural conversation.
3) Telling story
Telling story is away to measure speaking ability pragmatically.
It can be done using short movie. The students also can tell their
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daily activity, experience, or tell a story on story book they have
read. That stimulus can be applied for any level students.
4) Speech
Speech is good way for students to express their idea in language
accurately. In real life, there are so many speech activities. For
example: welcome speech, political speech, religious speech, etc.
Training students’ ability expresses feeling idea in appropriate and
accurate. Language oral skill in form of speech activity is also
popular in school and university. The fact, there is often speech
competition between students.
5) Discussion
It is good for high-level student to measure the students speaking
ability and to argue each other. The students must tell their idea, give
response to other members’ critically and also depend on their
opinion with logical and responsible arguments. Because of that,
speaking ability and fluency is determined.
Among the all types of speaking test mentioned telling story is
taken to measure the students speaking competence.
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b. English of Speaking Evaluation
To know students’ speaking ability and to measure their speaking
competence, there are five components of language proficiency what
should be concerned. There are comprehension, fluency, grammar,
vocabulary, and pronunciation. Those are used to determine students’
speaking competence in which each proficiency consists of six
descriptions (Nurgiyantoro, 2001: 284). The criteria for each component
are applied by point 1-6 (See Apendix D).
B. Media
1. Nature of Media
Sadiman (2011: 10) stated that media was everything that can
be used to send message from the sender to the receiver or from the
teacher to the students, and it can stimulate the students’ feeling,
minds and attention in teaching learning process. Hamalik (1985: 23)
also explained that media were the tool, method and techniques that is
used to make communication and interaction between teacher and
students in teaching and learning English in the classroom.
On the basis of definitions, it can be concluded that media is
tool or method which can stimulate the students’ feeling in teaching.
Media are the things or method in teaching technique by using
something in classroom to develop and give students motivation to
increase their ability.
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Using media in teaching learning process will engage students
to learn what teacher taught. Media is interesting way to be used in
teaching speaking, because it can improve students’ speaking
competence. Through media, teacher is easier to explain the material
and students can understand the material well.
2. The Criteria of Choosing Media
Sudjana (2000: 4) mentioned some criteria in choosing media,
such as:
a. Cartoon narrative should be appropriate for learning objectives
It should be relevant with the aim of learning.
b. Cartoon narrative should be appropriate for the material
It should be useful in understanding the material.
c. Cartoon narrative should be easy to get
Teacher should think that cartoon narrative is easy or difficult
to find
d. Cartoon narrative should be appropriate for the teachers’ activity
e. Cartoon narrative should be appropriate for the time available, so
media can make the teaching and learning process more effective
and efficient.
f. Cartoon narrative should be appropriate for the students’ interest
ability.
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3. The Function of Media
Media are tool or method which can stimulate the students’
feeling in teaching speaking. Media in teaching and learning process
can help the teachers’ performance to explain the materials easily, so
that students are able to get point of materials.
Sudjana (2000: 2) mentioned the functions of media are:
a. to clarify the presentation of message in avoiding the
verbalism
b. to overcome the limitation of space, time in sense of power
Event that happened in the past time can be presented in a
film, video, and photography.
c. media can overcome of the passive students
Media enable the interaction more direct between students
and environment in the reality.
d. every student has own characteristic, environment, and
experiences but the curriculum is same. Then teacher has to
make the same perception among the students.
Media have important role in teaching and learning process.
Beside that it builds learner’s self confidence in practising English. It
can be considered to be indicators of whether the use of media is good
or not.
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4. Nature of Audio Visual
Arsyad (2007: 30) explained that audio-visual media was a
way to produce material by using mechanic and electronic machines
to show audio and visual messages. In addition, Dayton et.all (1985)
explained that audio visual aid was a tool which is used in learning
situation to help writing and word which is spoken in giving
knowledge, attitude and idea.
Based on definition of audio visual mentioned previously, it
can be concluded that audio visual is concluded a media which can be
used to show or transfer messages by mechanic and electronic
materials or machines that we can both see and hear in giving
knowledge, attitude and idea.
Gerlach and Ellyin Suseno (2011: 10) classified media into
some types:
a. Still picture
Still pictures form as photography of any objects or events,
which can be presented in textbook illustration, bulletin board
materials, slides, filmstrips frames or overhead transparencies.
b. Audio recordings
Audio recordings are made on magnetic tape or disc on
motion picture sound tracts. These are the actual events or sound
effect reproductions.
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c. Motion picture video tape recording
Motion picture video tape recording is a moving image
produces in color or black and white form live action or graphic
representation. Object or events can be in normal or it can be in
slow, time lapse or stop motion. All types of audio video
electronic system eventually appear on a cathode ray tube
(television monitor) included on cartoon narrative on the screen.
d. Real things, simulations, and models
Real things, simulations, and models include people,
events, object, and demonstrations. Real things are actual object
or events. A simulation is a copy of real situation designed to be
similar as possible to the actual events.
e. Programmed and computer assisted instructions
Programmed and computer assisted instructions are
sequences of information (verbal, visual or audio) designed to
elicit predetermined responses. The most common example is
programmed textbooks or instructional program prepared for
computer.
By using audio visual aids, it is expected that the teacher will
be able to motivate students to learn and pay attention to the learning
materials.
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5. Nature of Cartoon
Sadiman (2011: 45) defined that cartoons were interpretative
drawings using symbols to convey something asprecise and concise
message or something attitude towards people, situations or certain
events.
In Harper Collins Dictionary defined that cartoon was also a
film in which all the characters and scenes have been drawn rather
than being real people or object.
Furthermore, Van Wyk (2011: 118) also stated that the use of
cartoons has been found to offer an effective means to develop
particular things. It means that cartoon is interesting media to develop
speaking in teaching and learning process.
In short, cartoons as audio visual aid is a good material, which
is drawn like real people or object to develop students’ interest in
teaching and learning speaking.
The knowledge about the quality of effective cartoon will help
teacher in choosing cartoons that will be used in teaching and learning
process.
Sudjana (2000: 59) mentioned the qualities of cartoon were:
a. The use of cartoon must be appropriate with the students’
experience
Cartoons should be understood by students when they are
used.
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b. Simple
Generally, the good cartoon just contain of important
things. It depends on the characters to introduce the wide
photography, imaginative ability, and artistic creation of the
cartoonist that are visible from all effect or influences which can
be reached through physical elements and ideas. Another
physical characterization is short or limited of explanation. Some
cartoons even do not need any explanation at all because the
pictures itself have extended idea without any words.
c. Clear symbol
The effective of cartoons should have clarity of symbolic
meaning. Symbols that describe abstract concept will be difficult
to be understood, so the teacher must be careful in choosing
cartoons with its symbol and cartoons themselves should not be
difficult to be understood by students.
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Sudjana (2000: 61) explained that there were three reasons
why teacher chooses cartoons as a media in teaching language,
namely:
a. Motivation
Appropriate with its character, an effective cartoon will
attract and develop students’ learning interest. It shows that
cartoon can be useful tool in the classroom. Some cartoons which
have interesting topics, they would be an interactive material in
discussion.
b. Illustration
Cartoons can be used as an illustration in teaching
learning process. The use of cartoons has two advantages, there
are cartoon can attract students’ attention and there is a variation
to make teaching and learning process interest.
c. Students’ creation
Cartoon creation is made by students themselves. It
means that students express their ideas and feelings in the form
of cartoon.
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6. Nature of Narrative
Anderson (2003: 8) defined that narrative was a piece of text
which tells a story and its purpose was to present a view of the world
to entertain or inform the listener.
Gennete (1983: 25) defined that narrative was the oral or
written discourse that undertakes to tell of an event.
From the definitions mentioned previously, narrative is
concluded that can be in a text, movie or story telling form. Narrative
is a kind of story telling about something which is interesting that
have purpose to amuse or entertain the listener. Narration has always
been one of the main means of practicing speaking in the classroom,
this used to take the form of having students recount folk tales, or
amusing or dramatic incidents based on a cartoon.
Anderson (2003: 8) explained the steps for constructing
narrative were:
a. Orientation
Orientation can be a paragraph, a picture or opening chapter.
The narrator tells the audience about who is in the story, when the
story is taking place, and where the action is happening.
b. Complication
Complication sets off a chain of events that influences what
will happen in the story. It is pushed along by a serious of events,
during which we usually expect some short of problems to arise.
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This complication will involve the main characters and oven
serves for reaching the goal.
c. Sequence of Event
This is where the narrator tells how the characters reacts the
complication. It includes characters’ feeling and what they do.
The event can be told in chronological order or flashback. The
audience is given the narrators’ point of view.
d. Resolution
In which the characters finally sort out the complication.
e. Coda
Coda provides a comment or moral value based on what has
been learned from the story.
Further, Anderson (2003: 8) mentioned language features of
narrative were:
a. Specific characters
b. Time words that connect events to tell when they occur
c. Verbs to show the actions that occur in the story
d. Descriptive words to portray the characters and settings
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There are many types of narrative. They can be imaginary,
factual or a combination of both. Anderson (2003: 18) divided types
of narrative including:
a. Humor
Humor is one type of narrative that aims to make the
audience laugh as part of telling a story.
b. Romance
Romance is typically tells of two lovers who overcome
difficulties to end up together.
c. Historical Fiction
Historical fiction tells a story that is set in the past. That
setting is usually real and drawn from history, and often contains
actual historical persons, but the main characters tend to be
fictional
d. Mystery Fiction
The term "mystery fiction" may sometimes be limited to the
subset of detective stories in which the emphasis is on the
puzzle/suspense element and its logical solution as a contrast to
hardboiled detective stories, which focus on action and gritty
realism.
e. Diary Novels
Diary novel has the text presented like diary entries.
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f. Science Fiction
Science fiction uses a setting involving science and
technology.
g. Fantasy
Fantasy is a genre of fiction that commonly uses magic and
other supernatural phenomena as a primary element of plot,
theme, or setting.
h. Adventure
The adventure fiction is a genre of fiction that has adventure,
an exciting undertaking involving risk and physical danger, as its
main theme.
In the simple words, narrative involves imaginative thoughts
and fictive stories to present a story by showing sequence of events. It
spreads the sequences one by one to get fascinating story.
7. Cartoon Narrative as a Media
Sadiman (2011: 45) defined that cartoons were interpretative
drawings using symbols to convey something asprecise and concise
message or something attitude towards people, situations or certain
events. On the other hand, Gennete (1983: 25) narrative is the oral or
written discourse that undertakes to tell of an event.
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Bretz in Sadiman (1990: 20) mentioned media into three main
elements, there were sounds, visual and movements. Based on the
statement of cartoon and narrative, it can be summed up that cartoon
narrative is a media which includes the three parts of them, which is
played as a short video.
Further, Harmer (1998: 308) stated that we can use a short
video can be used as an extract in a longer lesson sequence, whether
to illustrate the topic or to highlight language points. In addition,
Harmer (1998: 308) also stated that short video sequences of between
one and four minutes can yield a number of exercises, demonstrate a
satisfying range of language, are easier to manipulate, and can be
highly motivating .
In short, cartoon narrative is a kind of audio visual that have
highly motivation to convey message for retelling story. It is an
interesting media, because the learners can imagine and enjoy in
language learning particularly in speaking class.
Arsyad (2007: 21) mentioned the use of short video in
teaching learning process can give advantages as well as cause several
disadvantages, namely:
1. The Advantages of cartoon narrative
a. Cartoon narrative completes students’basic experiencewhen
reading, discussion, practice, etc.
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b. Cartoon narrative can accurately describe a process which
witnessed repeated
c. Cartoon narrative can encourage and increase motivation, in
still attitudes and effective in terms
d. Cartoon narrative is containing a positive value and can invite
thinking and discussion with in the group
e. Cartoon narrative can be shown to large groups or small
Based on the advantages of cartoon narrative above, it shows
that cartoon narrative is a good media can accommodate learners to
develop their motivation to speak english spountaneously. It can
make a lesson more enjoyable and more effective. This is in line
with the statement of Syaiffulah (2008) stated that supporting the
language with suitable, relevant and effective, cartoon narrative will
lead the students in their development of language skills.
2. The Disadvantages of Cartoon Narrative
a. Require expensiveand longer time
b. notallstudents areable to follow theinformation
c. notalwayscorrespondwith the needs anddesiredlearning
objectives
Furthermore, Borras and Lavayette (1994) argued that
cartoon narrative which were shown by subtittle of mother language
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will distract and slow down the students listening ability which will
be impact to the speaking competence. However, the those
advantages should be considered by teacher in using cartoon
narrative as a medium in speaking class.
8. Teaching English Using Cartoon Narrative
Teaching English, especially speaking is very important part of
second language learning. The ability to communicate in second
language clearly and efficiently contributes to the success of the
students in school and success later in every phase of life. A good
teacher has to know how to teach speaking easily and to make the
students interest in it. The teacher has to create a classroom
environment where students are able to speak English spontaneously.
One of the ways is by using of cartoon narrative in teaching speaking
competence.
Van der Mark (2011: 222) describes that teaching strategies based
on the use of cartoon narrative can challenge the students to encourage
more creative thinking and the inclusion of new ideas into a language
to speak English spontaneously. It means that the use of cartoon
narrative can be effective in improving speaking competence.
The goals of speaking is to communicate effectively. The students
have to master all of the components in speaking skill to communicate
effectively. The components of speaking are comprehension, fluency,
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grammar, vocabulary and pronunciation. First, Sherman (2003:53)
assumes that for most students, the first problem with speaking is
comprehension. It means that comprehension is difficult to be
understood well about the story.
The second component is fluency, Pinter (2006:55) describes that a
lot of practice is really needed to be able to speak English fluently and
it started by practicing and drilling set phrases and repeating words.
Fluency is as the quality of being capable to speak without hesitation.
Brown (2001: 268) states that someone who had grammar is viewed as
the person who is able to use the language with sufficient structural
accuracy in speaking. A good grammar is needed for students to
arrange a correct sentence. If the students master in grammar, it is
easily for them to produce sentences.
The third component is vocabulary. It can develop the
communicative effectively or express their ideas both oral and written
form if they do not have sufficient vocabulary. Cameron (2001:73)
argues that vocabulary development was not only about learning words
but it was also about learning phrases or chunk and finding the
meaning of words itself.
The last is pronunciation. It is the way for students’ to produce
clearer language when they speak. Sherman (2003:53) underlines that
cartoon narrative can be replayed to make sure the pronunciation.
The Effectiveness of Cartoon Narrative…, Nur Haryani, FKIP UMP, 2013
33
Based on the explanation mention previously, it could be
concluded that the use of cartoon narrative is effective for teaching
speaking competence.
C. Basic Assumption
Cartoon narrative is assumed that it can create a good atmosphere
and provides more information on a topic.Cartoon narrative can make
students to be active to speak up spontaneously. Students more
enthusiastic and feel interested to follow the class. By having interest,
students can be more active and easily to interact with the other students
using English. Through cartoon narrative, the students can imagine and
practise speaking by using their own expressing. The students will not just
keep silent in speaking activity, so that they have idea for say something
using English. This is based on the reason that generally students like
cartoon narrative in speaking class, because it make them interested in
retelling story spontaneously.
D. Hypothesis
Based on the basic assumption, the hypothesis is that “cartoon
narrative is effective for teaching speaking competence in SMA N 1
Padamara”.
The Effectiveness of Cartoon Narrative…, Nur Haryani, FKIP UMP, 2013