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THE IMPLEMENTATION OF POWER TEACHING APPROACH IN
INCREASING THE SPEAKING PARTICIPATION OF VII C CLASS OF
SMP N 1 MAYONG JEPARA IN 2015/2016
By
MUKHAMAD YUNAL PUTRANTO
NIM 201132030
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2015
THE IMPLEMENTATION OF POWER TEACHING APPROACH IN
INCREASING THE SPEAKING PARTICIPATION OF VII C CLASS OF
SMP N 1 MAYONG JEPARA IN 2015/2016
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing the Sarjana
Program
in the Department of English Education
By:
MUKHAMAD YUNAL PUTRANTO
NIM 201132030
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2015
ii
MOTTO AND DEDICATION
MOTTO
By
teaching
you
will
learn,
by
learning
you
will
teach(belajarbahasainggris.com)
Don’t think to be the best, but think to do the best
You may have to fight a battle more than once to win it
This skripsi is dedicated to:
Allah SWT the Almighty.
His parents who always give him strong
believe to be a good person.
His lovely family who always motivate him
to finish this project.
His lecturers, his fiance, hisfriends, and
people arround him who always teach
about life.
iii
ADVISORS’ APPROVAL
This is to certify that the Skripsi of Mukhamad Yunal Putranto (2011-32-030) has
been approved by the skripsi advisors for further approval by the Examining
Committee.
Kudus, January 2016
Advisor I
Titis Sulistyowati, SS, M.Pd.
NIP. 19810402-200501-2-001
Advisor II
Rusiana S.Pd, M.Pd.
NIS. 0610701000001226
Acknowledged by
English Education Department
Head of Department,
Diah Kurniati, S.Pd,.M.Pd.
NIS.0610701000001190
iv
EXAMINERS’ APPROVAL
This is to certify that the Skripsi of Mukhamad Yunal Putranto(2011-32-030)has
been approved by the Board of Examiners as a requirement for Sarjana Program
in English Education
Kudus, 11 Februari 2016
Skripsi Examining Committee:
Titis Sulistyowati, SS, M.Pd.
NIP. 198104022005012001
Chairperson
Junaidi, S.Pd, M.Pd.
NIS. 0610701000001225
Member
Mutohhar, S.Pd, M.Pd.
NIS. 0610701000001204
Member
Drs. Muh. Syafei, M.Pd.
NIP. 196204131988031002
Member
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Dr. Slamet Utomo, M.Pd.
NIP. 196212191987031015
v
ACKNOWLEDGEMENT
Alhamdulillahirobbil’alamin. There will never be another greatest thank
except to Allah SWT, the Almighty for the remarkable blessing and mercy to me,
so that this skripsi entitled “ The Implementation of Power Teaching Approach in
Increasing the Speaking Participation of VII C Class of SMP N 1 Mayong Jepara
in 2015/2016 ” is able to be accomplished.
This skripsi is not merely the writer’s own work because of having been
greatly improved by some great people around him who suggested and guided
him by giving comments and advises to make it better. One point is this skripsi is
arranged to fulfill the one or requirements for completing the sarjana program.
Therefore I would like to express his great gratitude to the:
1. Dr. Slamet Utomo, M.Pd. the Dean of Teacher Training and Education
Faculty.
2. Diah Kurniati, S.Pd, M.Pd. the Head of English Education Department.
3. Titis Sulistyowati, SS, M.Pd. as the first advisor, for all the time, advice,
patience and attention to the writer in completing this skripsi.
4. Rusiana, S.Pd, M.Pd. as his second advisor who had been wise to give
corrections and suggestions.
5. The lecturers of English Education Department of Teacher Training and
Education Faculty of Muria Kudus University.
6. Sari Indriyani S.Pd. M.Pd. as Headmaster of SMP N 1 Mayong Jepara, who
permits him to conduct the research in his school.
vi
7. Rini Hastuti S.Pd. as English teacher of eleventh grade students’ of SMP N 1
Mayong Jepara for the collaboration in the process of collecting data in his
classroom.
8. VII C class of SMP N 1 Mayong Jepara in 2015/2016.
9. His beloved Parents and family who give the writer love, pray, and support.
10. His beloved fiance Laela Sapta Idfyani who give love, pray and encourages
him to make an original writing.
11. His
beloved friends
(Anwar, Sendy, Achya, Arum, Etty,
Lidya,
Mega,Madina) who care and give support.
12. All people whom the writer cannot mention; those who has been involved
directly or indirectly to the process of writing the skripsi.
The writer always waits criticism and suggestion from the readers which
will be fully appreciated. The writer do expects that this research will be useful
for those, especially who are in the field of education.
Last but not least, thanks for everyone who involved finishing making this skripsi
better.
Kudus, Februari 2016
Mukhamad Yunal Putranto
201132030
vii
ABSTRACT
Putranto, Mukhamad Yunal . 2015.The Implementation of Power Teaching
Approach in Increasing The Speaking Participation of VII C Class of SMP
N 1 Mayong Jepara in2015/2016. Skripsi. English Education Department,
Teacher Training and Education Faculty, Muria Kudus University.
Advisors: (i) Titis Sulistyowati, SS, M.Pd. (ii) Rusiana, S.Pd, M.Pd.
Key words: Power Teaching Approach, Speaking Participation, Classroom
Action Research.
Student’s speaking participationis the student participation in speaking
when the students are presenting result of discussion, asking question to the
teacher, and giving their opinion to the teacher. As the matter of writer’s
observation and teacher’s interview, the writer did research in SMP N 1 Mayong
because many students found difficulties in understanding English lesson. After
analyzing the problems, the writer wanted to find out the students difficulties in
speaking subject and helped the students to master speaking subject.
The objective of this research are;whether the implementation Power
Teaching Approach can increase the speaking participation of the VII C class of
SMP N 1 Mayong Jepara in 2015/201 or not and to explain the process of the
implementation of Power Teaching Approach in increasing the speaking
participation of the VII C class of SMP N 1 Mayong Jepara in 2015/2016 and to
find out the teacher’s problem the implementation of Power Teaching Approach
in increasing the speaking participation of the VII C class of SMP N 1 Mayong
Jepara in 2015/2016.
The design of the present research is an action research. It was conducted
in VII C class of SMP N 1 Mayong Jepara in 2015/2016, that amount to fourty
students. The research instruments used were the assessment of speaking
participation checklist, observation sheet, and interview guide.
The findings show that the way of teacher to convey the material was very
well, but the teacher still forgot about some step of Power Teaching, and the class
management did not look pretty wellin the first cycle, but in the second cycle the
teacher was able to handle the class well, teacher encouraged all the students to
interact and get involved in learning activities, by asking question, giving opinion,
and so on.The teacher’s poblem is class management, and that can be solved in
second cylcle by analyzing the reflection of the first cycle with the writer . When
the teacher could manage the class well, the implementation of power teaching ran
well and the students can be active in speaking particiation.
Based on the result above, Power teaching Approach could increase the
speaking participation of VII C class which can make students interest in teaching
and learning process. Moreover, this approachcan encourage the students to be
more active in speaking English, attract the students’ interest and motivate the
students in learning English.
viii
ABSTRAKSI
Putranto, Mukhamad Yunal . 2015. Penerapan Pendekatan “Power Teaching”
dalam peningkatan partisipasi berbicara oleh kelas VII C di SMP N 1
Mayong Jepara tahun 2015/2016.Skripsi. Pendidikan Bahasa Inggris,
Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Muria Kudus.
Pembimbng: (i) Titis Sulistyowati, SS, M.Pd. (ii) Rusiana, S.Pd, M.Pd.
Kata kunci: Pendektan Power Teaching, partisipasi berbicara,peneltian tindakan
kelas.
Partisipasi berbicara siswa adalah partisipasi siswa dalam berbicara ketika
siswa sedang melakukan menyampaikan hasil diskusi, menjawab pertanyaan dari
guru, dan memberikan pendapat mereka kepada guru. Faktanya dari observasi
penulis dan wawancara bersama guru, penulis melakukan penelitian di SMP N
1Mayong karena banyak siswa yang menemukan kesulitan dalam memahami
pelajaran bahasa inggris. Setelah menganalisa permasalahan, penulis ingin
menemukan kesulitan siswa di dalam pelajaran berbicara dan membantu siswa
untuk menguasai pelajaran berbicara.
Tujuan daripenelitian ini adalah ; apakah penerapan Pendekatan Power
Teaching dapat meningkatkan partisipasi berbicara dari kelas VII C SMP N 1
Mayong Jepara di 2015/201 atau tidak, dan untuk menjelaskan proses pelaksanaan
pendekatan Power Teaching dalam meningkatkan partisipasi berbicara dari kelas
VII C SMPN 1 Mayong Jepara di 2015/2016 dan untuk mengetahui masalah guru
dalam pelaksanaan pendekatan Power Teaching dalam meningkatkan partisipasi
berbicara dari kelas VII C SMP N 1 Mayong Jepara di 2015/2016.
Jenis penelitian yang digunakan penulis saat ini ada penelitian tindakan
kelas. Penelitian ini dilakukan di kelas VII C SMP N 1 Mayong Jepara pada tahun
2015/2016, yang berjumlah empat puluh siswa. Instrumen penelitian yang
digunakan adalah penilaian partisipasi berbicara, lembar observasi, dan pedoman
wawancara.
Hasil penelitian menunjukan bahwa cara guru menyampaikan materi
sangat baik, tetapi guru masih lupa beberapa langkah Power Teaching, dan
manajemen kelas tampak tidak cukup baik pada siklus pertama, tetapi dalam
siklus kedua guru mampu menangani kelas, guru mendorong semua siswa untuk
berinteraksi dan terlibat dalam kegiatan belajar, dengan menanyakan pertanyaan,
memberikan pendapat, dan sebagainya. Masalah guru adalah pengaturan kelas,
dan masalah terebut dapat diselesaikan di siklus kedua dengan menganalisa
refleksi dari siklus pertama. Ketika guru dapat mengatur kelas dengan baik,
penerapan power teaching berjalan baik dan murid murid dapat aktif dalam
partisipasi berbicara.
Berdasarkan hasil di atas, Pendekatan Power Teaching bias meningkatkan
partisipasi berbicara kelas VII C yang dapat membuat minat siswa dalam proses
belajar mengajar. Selain itu, pendekatan ini dapat mendorong siswa untuk lebih
aktif dalam berbicara bahasa Inggris, menarik minat siswa dan memotivasi siswa
dalam belajar bahasa Inggris.
ix
TABLE OF CONTENTS
Page
COVER ......................................................................................................
i
LOGO .........................................................................................................
ii
ADVISORS’S APPROVAL .....................................................................
iii
EXAMINERS’ APPROVAL ...................................................................
iv
ACKNOWLEDGEMENT ........................................................................
v
ABSTRACT ..............................................................................................
ix
ABSTRAKSI..............................................................................................
x
TABLE OF CONTENTS ..........................................................................
xi
LIST OF TABLES ....................................................................................
xv
LIST OF FIGURES ..................................................................................
xvi
LIST OF APPENDICES ..........................................................................
xvii
CHAPTER I INTRODUCTION
1.1
Background of the Research ..............................................................
1
1.2
Statement of the Problem...................................................................
4
1.3
Purpose of the Research.....................................................................
4
1.4
Significance of the Research ............................................................
4
1.5
Scope of the Research ........................................................................
5
1.6
Operational Definition ......................................................................
5
CHAPTER II REVIEW TO RELATED LITERATURE AND HYPOTHESIS
2.1 Teaching English in SMPN 1 Mayong Jepara ......................................
7
2.1.1 Curriculum of English Teaching in SMPN 1 Mayong Jepara ....
7
2.1.2 Purpose of English Teaching in SMPN 1 Mayong Jepara ..........
8
2.1.3 The Material of teaching in SMPN 1 Mayong Jepara ................
9
2.1.4 Method of English Teaching in SMPN 1 Mayong Jepara .........
9
2.2 English Speaking...................................................................................
10
2.2.1 The Definition of Speaking ........................................................
11
2.2.2Component of English ................................................................
12
x
2.2.3 The Student’s Speaking Participation .........................................
13
2.3 Method of Teaching .............................................................................
15
2.3.1 The Definition of Power Teaching .............................................
16
2.3.2 The Purpose of Power Teaching ................................................
16
2.3.3 The Principle of Power Teaching ...............................................
17
2.3.4 The Steps of Implementing Power Teaching Approach ............
19
2.3.5The Advantage and Disadvantage of Using Power Teaching .....
20
2.4 Review of Previous Research ...............................................................
21
2.5 Theoretical Framework ........................................................................
22
2.6Action Hypothesis .................................................................................
23
CHAPTER IIIMETHOD OF THE RESEARCH
3.1 Setting and Characteristic of the Subject .............................................
24
3.2 Variable of the Research .......................................................................
24
3.3 Research Design ...................................................................................
25
3.3.1 Planning ......................................................................................
26
3.3.2 Action ........................................................................................
26
3.3.3 Observation .................................................................................
27
3.3.4 Reflection ....................................................................................
27
3.4 Data Collecting Technique ...................................................................
27
3.5 Research Instrument .............................................................................
28
3.6 Data Analysis .......................................................................................
29
3.6.1 Qualitative Data .........................................................................
29
3.6.2 Quantitative Data .......................................................................
31
CHAPTER IV FINDING OF THE RESEARCH
4.1 Pre-Cycle ...............................................................................................
33
4.2 Cycle 1 .................................................................................................
34
4.2.1 Planning ......................................................................................
34
4.2.2 Action ........................................................................................
34
4.2.3 Observation ................................................................................
35
xi
4.2.4 Analysis and Reflection .............................................................
38
4.3 Cycle 2 .................................................................................................
42
4.3.1 Planning ......................................................................................
42
4.3.2 Action ........................................................................................
42
4.3.3 Observation ................................................................................
44
4.3.4 Analysis and Reflection .............................................................
48
CHAPTER V DISCUSSION
5.1 The Implementation of Power Teaching Approach in Increasing The
Speaking Participation of VII C Class of SMP N 1 MayongJepara
in 2015/2016 ........................................................................................
52
5.2The Speaking Participation of VII C Class of SMP N 1 Mayong
Jepara in 2015/2016 by Implementing Power Teaching Approach .....
54
5.3 Teacher’s Problem In Implementing Power Teaching Approach
in VII C class of SMP N 1 Mayong Jepara in 2015/2016 ...................
56
CHAPTER VICONCLUSION AND SUGGESTION
6.1 Conclusion ............................................................................................
58
6.2 Suggestion .............................................................................................
59
BIBLIOGRAPHY .....................................................................................
61
APPENDICES ........................................................................................
63
CURRICULLUM VITAE .......................................................................
95
STATEMENT ...........................................................................................
96
xii
LIST OF TABLES
Tables
4.1 The Process of Implementation of Power Teaching Approach in cycle I............36
4.2 The Assessment of speaking participation checklist in cycle I ............................38
4.3 Calculation of speaking participation assessment checklist ................................39
4.4 Category of speaking participation ......................................................................41
4.5 The Process of Implementation of Power Teaching Approach in cycle II ..........44
4.6 Interview Guide to know the teacher’s problem in implementing Power
Teaching Approach ....................................................................................................47
4.7 The Assessment of speaking participation checklist in cycle II ..........................48
4.8 Calculation of speaking participation assessment checklist.................................49
4.9 Category of speaking participation ......................................................................50
xiii
LIST OF FIGURES
Figure
3.1 Cyclical Action Research model ……………………………………………24
xiv
LIST OF APPENDIXES
Appendix
1. Syllabus ....................................................................................................
63
2. Lesson plan ..............................................................................................
70
3. The Students’ Name of the Seventh Grade Students C of SMP N 1
Mayong Jepara in 2015/2016 ....................................................................
80
4. The Process of Implementation of Power Teaching Approach
in cycle I ....................................................................................................
81
5. The Process of Implementation of Power Teaching Approach
in cycle II...................................................................................................
84
6. Assessment of speaking participation checklist in cycle I ........................
86
7. Assessment of speaking participation checklist in cycle II ......................
90
8. Interview Guide to know theteacher’s problem in implementing
Power Teaching Approach ........................................................................
xv
94
INCREASING THE SPEAKING PARTICIPATION OF VII C CLASS OF
SMP N 1 MAYONG JEPARA IN 2015/2016
By
MUKHAMAD YUNAL PUTRANTO
NIM 201132030
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2015
THE IMPLEMENTATION OF POWER TEACHING APPROACH IN
INCREASING THE SPEAKING PARTICIPATION OF VII C CLASS OF
SMP N 1 MAYONG JEPARA IN 2015/2016
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing the Sarjana
Program
in the Department of English Education
By:
MUKHAMAD YUNAL PUTRANTO
NIM 201132030
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2015
ii
MOTTO AND DEDICATION
MOTTO
By
teaching
you
will
learn,
by
learning
you
will
teach(belajarbahasainggris.com)
Don’t think to be the best, but think to do the best
You may have to fight a battle more than once to win it
This skripsi is dedicated to:
Allah SWT the Almighty.
His parents who always give him strong
believe to be a good person.
His lovely family who always motivate him
to finish this project.
His lecturers, his fiance, hisfriends, and
people arround him who always teach
about life.
iii
ADVISORS’ APPROVAL
This is to certify that the Skripsi of Mukhamad Yunal Putranto (2011-32-030) has
been approved by the skripsi advisors for further approval by the Examining
Committee.
Kudus, January 2016
Advisor I
Titis Sulistyowati, SS, M.Pd.
NIP. 19810402-200501-2-001
Advisor II
Rusiana S.Pd, M.Pd.
NIS. 0610701000001226
Acknowledged by
English Education Department
Head of Department,
Diah Kurniati, S.Pd,.M.Pd.
NIS.0610701000001190
iv
EXAMINERS’ APPROVAL
This is to certify that the Skripsi of Mukhamad Yunal Putranto(2011-32-030)has
been approved by the Board of Examiners as a requirement for Sarjana Program
in English Education
Kudus, 11 Februari 2016
Skripsi Examining Committee:
Titis Sulistyowati, SS, M.Pd.
NIP. 198104022005012001
Chairperson
Junaidi, S.Pd, M.Pd.
NIS. 0610701000001225
Member
Mutohhar, S.Pd, M.Pd.
NIS. 0610701000001204
Member
Drs. Muh. Syafei, M.Pd.
NIP. 196204131988031002
Member
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Dr. Slamet Utomo, M.Pd.
NIP. 196212191987031015
v
ACKNOWLEDGEMENT
Alhamdulillahirobbil’alamin. There will never be another greatest thank
except to Allah SWT, the Almighty for the remarkable blessing and mercy to me,
so that this skripsi entitled “ The Implementation of Power Teaching Approach in
Increasing the Speaking Participation of VII C Class of SMP N 1 Mayong Jepara
in 2015/2016 ” is able to be accomplished.
This skripsi is not merely the writer’s own work because of having been
greatly improved by some great people around him who suggested and guided
him by giving comments and advises to make it better. One point is this skripsi is
arranged to fulfill the one or requirements for completing the sarjana program.
Therefore I would like to express his great gratitude to the:
1. Dr. Slamet Utomo, M.Pd. the Dean of Teacher Training and Education
Faculty.
2. Diah Kurniati, S.Pd, M.Pd. the Head of English Education Department.
3. Titis Sulistyowati, SS, M.Pd. as the first advisor, for all the time, advice,
patience and attention to the writer in completing this skripsi.
4. Rusiana, S.Pd, M.Pd. as his second advisor who had been wise to give
corrections and suggestions.
5. The lecturers of English Education Department of Teacher Training and
Education Faculty of Muria Kudus University.
6. Sari Indriyani S.Pd. M.Pd. as Headmaster of SMP N 1 Mayong Jepara, who
permits him to conduct the research in his school.
vi
7. Rini Hastuti S.Pd. as English teacher of eleventh grade students’ of SMP N 1
Mayong Jepara for the collaboration in the process of collecting data in his
classroom.
8. VII C class of SMP N 1 Mayong Jepara in 2015/2016.
9. His beloved Parents and family who give the writer love, pray, and support.
10. His beloved fiance Laela Sapta Idfyani who give love, pray and encourages
him to make an original writing.
11. His
beloved friends
(Anwar, Sendy, Achya, Arum, Etty,
Lidya,
Mega,Madina) who care and give support.
12. All people whom the writer cannot mention; those who has been involved
directly or indirectly to the process of writing the skripsi.
The writer always waits criticism and suggestion from the readers which
will be fully appreciated. The writer do expects that this research will be useful
for those, especially who are in the field of education.
Last but not least, thanks for everyone who involved finishing making this skripsi
better.
Kudus, Februari 2016
Mukhamad Yunal Putranto
201132030
vii
ABSTRACT
Putranto, Mukhamad Yunal . 2015.The Implementation of Power Teaching
Approach in Increasing The Speaking Participation of VII C Class of SMP
N 1 Mayong Jepara in2015/2016. Skripsi. English Education Department,
Teacher Training and Education Faculty, Muria Kudus University.
Advisors: (i) Titis Sulistyowati, SS, M.Pd. (ii) Rusiana, S.Pd, M.Pd.
Key words: Power Teaching Approach, Speaking Participation, Classroom
Action Research.
Student’s speaking participationis the student participation in speaking
when the students are presenting result of discussion, asking question to the
teacher, and giving their opinion to the teacher. As the matter of writer’s
observation and teacher’s interview, the writer did research in SMP N 1 Mayong
because many students found difficulties in understanding English lesson. After
analyzing the problems, the writer wanted to find out the students difficulties in
speaking subject and helped the students to master speaking subject.
The objective of this research are;whether the implementation Power
Teaching Approach can increase the speaking participation of the VII C class of
SMP N 1 Mayong Jepara in 2015/201 or not and to explain the process of the
implementation of Power Teaching Approach in increasing the speaking
participation of the VII C class of SMP N 1 Mayong Jepara in 2015/2016 and to
find out the teacher’s problem the implementation of Power Teaching Approach
in increasing the speaking participation of the VII C class of SMP N 1 Mayong
Jepara in 2015/2016.
The design of the present research is an action research. It was conducted
in VII C class of SMP N 1 Mayong Jepara in 2015/2016, that amount to fourty
students. The research instruments used were the assessment of speaking
participation checklist, observation sheet, and interview guide.
The findings show that the way of teacher to convey the material was very
well, but the teacher still forgot about some step of Power Teaching, and the class
management did not look pretty wellin the first cycle, but in the second cycle the
teacher was able to handle the class well, teacher encouraged all the students to
interact and get involved in learning activities, by asking question, giving opinion,
and so on.The teacher’s poblem is class management, and that can be solved in
second cylcle by analyzing the reflection of the first cycle with the writer . When
the teacher could manage the class well, the implementation of power teaching ran
well and the students can be active in speaking particiation.
Based on the result above, Power teaching Approach could increase the
speaking participation of VII C class which can make students interest in teaching
and learning process. Moreover, this approachcan encourage the students to be
more active in speaking English, attract the students’ interest and motivate the
students in learning English.
viii
ABSTRAKSI
Putranto, Mukhamad Yunal . 2015. Penerapan Pendekatan “Power Teaching”
dalam peningkatan partisipasi berbicara oleh kelas VII C di SMP N 1
Mayong Jepara tahun 2015/2016.Skripsi. Pendidikan Bahasa Inggris,
Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Muria Kudus.
Pembimbng: (i) Titis Sulistyowati, SS, M.Pd. (ii) Rusiana, S.Pd, M.Pd.
Kata kunci: Pendektan Power Teaching, partisipasi berbicara,peneltian tindakan
kelas.
Partisipasi berbicara siswa adalah partisipasi siswa dalam berbicara ketika
siswa sedang melakukan menyampaikan hasil diskusi, menjawab pertanyaan dari
guru, dan memberikan pendapat mereka kepada guru. Faktanya dari observasi
penulis dan wawancara bersama guru, penulis melakukan penelitian di SMP N
1Mayong karena banyak siswa yang menemukan kesulitan dalam memahami
pelajaran bahasa inggris. Setelah menganalisa permasalahan, penulis ingin
menemukan kesulitan siswa di dalam pelajaran berbicara dan membantu siswa
untuk menguasai pelajaran berbicara.
Tujuan daripenelitian ini adalah ; apakah penerapan Pendekatan Power
Teaching dapat meningkatkan partisipasi berbicara dari kelas VII C SMP N 1
Mayong Jepara di 2015/201 atau tidak, dan untuk menjelaskan proses pelaksanaan
pendekatan Power Teaching dalam meningkatkan partisipasi berbicara dari kelas
VII C SMPN 1 Mayong Jepara di 2015/2016 dan untuk mengetahui masalah guru
dalam pelaksanaan pendekatan Power Teaching dalam meningkatkan partisipasi
berbicara dari kelas VII C SMP N 1 Mayong Jepara di 2015/2016.
Jenis penelitian yang digunakan penulis saat ini ada penelitian tindakan
kelas. Penelitian ini dilakukan di kelas VII C SMP N 1 Mayong Jepara pada tahun
2015/2016, yang berjumlah empat puluh siswa. Instrumen penelitian yang
digunakan adalah penilaian partisipasi berbicara, lembar observasi, dan pedoman
wawancara.
Hasil penelitian menunjukan bahwa cara guru menyampaikan materi
sangat baik, tetapi guru masih lupa beberapa langkah Power Teaching, dan
manajemen kelas tampak tidak cukup baik pada siklus pertama, tetapi dalam
siklus kedua guru mampu menangani kelas, guru mendorong semua siswa untuk
berinteraksi dan terlibat dalam kegiatan belajar, dengan menanyakan pertanyaan,
memberikan pendapat, dan sebagainya. Masalah guru adalah pengaturan kelas,
dan masalah terebut dapat diselesaikan di siklus kedua dengan menganalisa
refleksi dari siklus pertama. Ketika guru dapat mengatur kelas dengan baik,
penerapan power teaching berjalan baik dan murid murid dapat aktif dalam
partisipasi berbicara.
Berdasarkan hasil di atas, Pendekatan Power Teaching bias meningkatkan
partisipasi berbicara kelas VII C yang dapat membuat minat siswa dalam proses
belajar mengajar. Selain itu, pendekatan ini dapat mendorong siswa untuk lebih
aktif dalam berbicara bahasa Inggris, menarik minat siswa dan memotivasi siswa
dalam belajar bahasa Inggris.
ix
TABLE OF CONTENTS
Page
COVER ......................................................................................................
i
LOGO .........................................................................................................
ii
ADVISORS’S APPROVAL .....................................................................
iii
EXAMINERS’ APPROVAL ...................................................................
iv
ACKNOWLEDGEMENT ........................................................................
v
ABSTRACT ..............................................................................................
ix
ABSTRAKSI..............................................................................................
x
TABLE OF CONTENTS ..........................................................................
xi
LIST OF TABLES ....................................................................................
xv
LIST OF FIGURES ..................................................................................
xvi
LIST OF APPENDICES ..........................................................................
xvii
CHAPTER I INTRODUCTION
1.1
Background of the Research ..............................................................
1
1.2
Statement of the Problem...................................................................
4
1.3
Purpose of the Research.....................................................................
4
1.4
Significance of the Research ............................................................
4
1.5
Scope of the Research ........................................................................
5
1.6
Operational Definition ......................................................................
5
CHAPTER II REVIEW TO RELATED LITERATURE AND HYPOTHESIS
2.1 Teaching English in SMPN 1 Mayong Jepara ......................................
7
2.1.1 Curriculum of English Teaching in SMPN 1 Mayong Jepara ....
7
2.1.2 Purpose of English Teaching in SMPN 1 Mayong Jepara ..........
8
2.1.3 The Material of teaching in SMPN 1 Mayong Jepara ................
9
2.1.4 Method of English Teaching in SMPN 1 Mayong Jepara .........
9
2.2 English Speaking...................................................................................
10
2.2.1 The Definition of Speaking ........................................................
11
2.2.2Component of English ................................................................
12
x
2.2.3 The Student’s Speaking Participation .........................................
13
2.3 Method of Teaching .............................................................................
15
2.3.1 The Definition of Power Teaching .............................................
16
2.3.2 The Purpose of Power Teaching ................................................
16
2.3.3 The Principle of Power Teaching ...............................................
17
2.3.4 The Steps of Implementing Power Teaching Approach ............
19
2.3.5The Advantage and Disadvantage of Using Power Teaching .....
20
2.4 Review of Previous Research ...............................................................
21
2.5 Theoretical Framework ........................................................................
22
2.6Action Hypothesis .................................................................................
23
CHAPTER IIIMETHOD OF THE RESEARCH
3.1 Setting and Characteristic of the Subject .............................................
24
3.2 Variable of the Research .......................................................................
24
3.3 Research Design ...................................................................................
25
3.3.1 Planning ......................................................................................
26
3.3.2 Action ........................................................................................
26
3.3.3 Observation .................................................................................
27
3.3.4 Reflection ....................................................................................
27
3.4 Data Collecting Technique ...................................................................
27
3.5 Research Instrument .............................................................................
28
3.6 Data Analysis .......................................................................................
29
3.6.1 Qualitative Data .........................................................................
29
3.6.2 Quantitative Data .......................................................................
31
CHAPTER IV FINDING OF THE RESEARCH
4.1 Pre-Cycle ...............................................................................................
33
4.2 Cycle 1 .................................................................................................
34
4.2.1 Planning ......................................................................................
34
4.2.2 Action ........................................................................................
34
4.2.3 Observation ................................................................................
35
xi
4.2.4 Analysis and Reflection .............................................................
38
4.3 Cycle 2 .................................................................................................
42
4.3.1 Planning ......................................................................................
42
4.3.2 Action ........................................................................................
42
4.3.3 Observation ................................................................................
44
4.3.4 Analysis and Reflection .............................................................
48
CHAPTER V DISCUSSION
5.1 The Implementation of Power Teaching Approach in Increasing The
Speaking Participation of VII C Class of SMP N 1 MayongJepara
in 2015/2016 ........................................................................................
52
5.2The Speaking Participation of VII C Class of SMP N 1 Mayong
Jepara in 2015/2016 by Implementing Power Teaching Approach .....
54
5.3 Teacher’s Problem In Implementing Power Teaching Approach
in VII C class of SMP N 1 Mayong Jepara in 2015/2016 ...................
56
CHAPTER VICONCLUSION AND SUGGESTION
6.1 Conclusion ............................................................................................
58
6.2 Suggestion .............................................................................................
59
BIBLIOGRAPHY .....................................................................................
61
APPENDICES ........................................................................................
63
CURRICULLUM VITAE .......................................................................
95
STATEMENT ...........................................................................................
96
xii
LIST OF TABLES
Tables
4.1 The Process of Implementation of Power Teaching Approach in cycle I............36
4.2 The Assessment of speaking participation checklist in cycle I ............................38
4.3 Calculation of speaking participation assessment checklist ................................39
4.4 Category of speaking participation ......................................................................41
4.5 The Process of Implementation of Power Teaching Approach in cycle II ..........44
4.6 Interview Guide to know the teacher’s problem in implementing Power
Teaching Approach ....................................................................................................47
4.7 The Assessment of speaking participation checklist in cycle II ..........................48
4.8 Calculation of speaking participation assessment checklist.................................49
4.9 Category of speaking participation ......................................................................50
xiii
LIST OF FIGURES
Figure
3.1 Cyclical Action Research model ……………………………………………24
xiv
LIST OF APPENDIXES
Appendix
1. Syllabus ....................................................................................................
63
2. Lesson plan ..............................................................................................
70
3. The Students’ Name of the Seventh Grade Students C of SMP N 1
Mayong Jepara in 2015/2016 ....................................................................
80
4. The Process of Implementation of Power Teaching Approach
in cycle I ....................................................................................................
81
5. The Process of Implementation of Power Teaching Approach
in cycle II...................................................................................................
84
6. Assessment of speaking participation checklist in cycle I ........................
86
7. Assessment of speaking participation checklist in cycle II ......................
90
8. Interview Guide to know theteacher’s problem in implementing
Power Teaching Approach ........................................................................
xv
94