The most effective teaching approach to increase students' speaking participation is to guide the students from being interested to speaking. Investigating the interesting of speaking participation through power teaching approach is quite difficult and challenging, therefore the author is interested to observe it with the given title "The Implementation of Power Teaching Approach to Increase Students' Speaking Skills." Rohaniyah (2008) in her thesis titled “The effect of communicative approach on students' speaking ability for beginning level of the first year students of MTs.
Macias (2010) found in his research "The Power Teaching Trough Wole brain Technique" that she found it effective to use Power teaching approach at all grade levels. The author can conclude that using Power teaching approach is one way to improve the students' speaking skill because this technique. The author said "class" to get the students' attention and the students would answer yes.
This is to make sure everyone understands the rules, but it will also help the teacher in the end if a student doesn't follow the rules. The author explains about the lesson, when the author finished and said "teach" the students will respond and say "ok". Each time the writer said "rotate," the students responded by saying "rotate," and the group's "teacher" will rotate.
In the present study, this is measured by the students' scores on the speaking test.
Definition of Speaking
Speaking a second language (L2) involves the development of a particular type of communication skill, because of its conditions of production, spoken language tends to differ from written language in its typical grammar, lexical and discourse patterns. In addition, some of the processing skills required for speaking differ from those involved in reading and writing. Jones (1996:12) states that: “when we talk and listen we tend to get something done, explore ideas, work out some aspect of the world or simply be together.
Speaking is an interactive process of constructing meaning that involves the production, reception and processing of information (Brown, 1994; Burns and Joyce, 1997). Its form and meaning are responsive to the context in which it occurs, including the participants themselves, their collective experiences, the physical environment and the purposes of speaking. Speaking requires students not only to know how to produce specific language items, such as grammar, pronunciation or vocabulary, but also to understand when, why and in what ways to produce language (Cunningham, 1999).
Grammar is about putting words into a sentence, pronunciation is about how to spell a word, and vocabulary is about how to change the source language into the target language. Based on the above definitions, the writer can conclude that speaking is the expression of ideas, opinions or feelings to others using words or sounds of articulation for the purpose of informing, persuading and entertaining, which can be learned through the process of teaching and learning.
The Components of Speaking
Pronunciation
Vocabulary
Fluency
Difficulties encountered by students in performing speech Difficulties in speaking activities are explained as follows:.
The Problems Faced by Students in Performing Speaking The problems in speaking activities are explain as follows
Difficulty In Speaking
Characteristics of Successful Speaking
There are two factors we should focus on to improve the accuracy of students' speaking skills: vocabulary and pronunciation. PROCESS: To improve all of them, there is a strategy to teach fluency and accuracy that will be applied in this study. The students will teach using a strong teaching approach. Therefore, after implementing this method in the learning and teaching process, all students have a good improvement in their pronunciation and vocabulary when speaking.
INPUT: Refers to the improvement of students' speaking fluency and accuracy so that students can speak English well and accurately. The null hypothesis (h0) is that there is no significant difference between the pre-test and post-test results of students' speaking skills using the Power Teaching Approach. The alternative hypothesis (h1) is that there is a significant difference between the pre-test and post-test results of students' speaking skills using the Power Teaching Approach.
RESEARCH METHOD
- Research Method
- Pre Test
- Treatment
- Post Test
- Variables And Indicators of The Research 1. Variables
- Indicators
- Population and Sample 1. Population
- Samples
- Instruments of the Research 1. Speaking test
- Procedure of collecting Data
- Technique of data Analysis
- Calculating the result of the test
- Findings
- Pretest Results
- Scoring Classification of the Students’ Pretest and Posttest a. Pretest
- The Result of the Data Analysis
- The improvement of the students’ accuracy in speaking skill
- DISCUSSION
- SUGGESTION
The author interviews all the students one by one, after which the author concluded about the students' performance. The data in Table 1 show the rate percentage and frequency of the students' pronunciation in speech obtained from pretest. The data in Table 2 show the rate percentage and frequency of students' vocabulary in speech obtained from pretest.
The data in table 3 shows the rate percentage and frequency of the students' pronunciation in speaking obtained from posttest. The data in table 4 shows the rate percentage and frequency of the students' speaking vocabulary obtained from post-test. This means that there is significant difference between the students' speaking in the class before and after using Power teaching approach in the speaking process of the eight grade students of SMP Aisyiah Sungguminasa.
Therefore, there was a significant difference between the results of the students' pre-test and post-test in speaking ability using Power teaching approach. In this discussion, it indicates the result of the findings that represent the students' performance in speaking skill through use force teaching approach. The discussion aims to describe the students' speaking skills in pronunciation and vocabulary that are learned through the use of Power teaching approach.
By observing the result of the data analysis in the previous section, it can be seen that the students' speaking ability improved significantly. It was supported by the frequency and rate percentage of the results of the students' pretest and posttest. The percentage of students' scores in the post-test was better than in the pre-test.
This research showed that using power teaching approach can improve the students' speaking skills, especially in pronunciation and vocabulary. It proved that there was an improvement in the students' speaking ability after the treatment. Thus, the author found that there was a significant difference between the results of the students' pre-test and post-test in speaking using power teaching approach.
The result of this research was that there was a significant difference between the results of the students' pretest and posttest in speaking ability through the use of the Power teaching approach. Improving students' speaking skills through the use of cll (community language learning) (A Classroom Action Research At The First Grade in SMK Negeri 1 Bantaeng).
