THE IMPLEMENTATION OF “POWER TEACHING” APPROACH IN INCREASING STUDENTS’ SPEAKING PARTICIPATION

Fitriah Wirani, Agustinus Bambang Setiyadi, Hartati Hasan

Abstract


Tujuan penelitian ini adalah untuk menemukan bagaimana langkah-langkah dari power teaching, diimplementasi di kelas, kenaikan partisipasi berbicara siswa, dan respon siswa. Subjek dalam penelitian ini adalah siswa kelas VIII yang terdiri dari 33 siswa. Penelitian ini menggunakan desain kualitatif dengan self reflective paradigms. Hasil penelitian menunjukkan bahwa (1) keempat langkah dari teknik power teaching yakni controlling, exploring, pursuing, dan preserving berjalan dengan baik, (2) peningkatan partisipasi berbicara siswa dalam proses pembelajaran setelah diajar melalui power teaching, (3) siswa memberikan respon positif  setelah diajar dengan power teaching. Karena itu, power teaching bisa digunakan dalam pengajaran berbicara karena pendekatan ini dapat membuat siswa berpartisipasi dalam kegiatan berbicara, memaksimalkan peran siswa dan keterlibatan mereka dalam proses belajar dan mengajar dan meminimalis waktu guru dalam menjelaskan.

The objectives of this research were to find out how the steps of power teaching are implemented in the class, the increase of students’ speaking participation, and the students’ responses. The subject of this research was the second year students consisting of 33 students in class VIII. This study used a qualitative research with self reflective teaching paradigms. The results showed that (1) the four steps suggested from power teaching techniques namely, controlling, exploring, pursuing, and preserving runs successfully, (2) the increase of student’s speaking participation in learning process after being taught through power teaching. (3) the students gave positive responses after being taught through power teaching. Therefore, it is recommended to use  power teaching in teaching speaking since this approach could make students participate in speaking activity, maximize the students’ role and involvement in teaching learning process and minimize the teachers’ talk time.

Keywords: power teaching, self reflective teaching paradigms, speaking participation


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References


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