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
ii
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
iii
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
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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,
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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. Chairperson NIP. 198104022005012001
Junaidi, S.Pd, M.Pd. Member
NIS. 0610701000001225
Mutohhar, S.Pd, M.Pd. Member
NIS. 0610701000001204
Drs. Muh. Syafei, M.Pd. Member
NIP. 196204131988031002
Acknowledged by
The Faculty of Teacher Training and Education Dean,
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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
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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
viii 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.
ix 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.
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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
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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
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
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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 6.1Conclusion ... 58
6.2Suggestion ... 59
BIBLIOGRAPHY ... 61
APPENDICES ... 63
CURRICULLUM VITAE ... 95
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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
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LIST OF FIGURES
Figure
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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
