The
Effectiveness of Power Teaching for Teaching Reading
Vara Agustina
Endang Kusrini
Listiani
English Department
Teacher Training and Education Faculty
Muhammadiyah University of Purwokerto
Abstract
This
research was aimed to find out the effectiveness of Power Teaching for teaching
reading. This research was conducted at SMP Negeri 1
Banyumas in academic year 2011/2012. The experiment research was carried out on
February 2012. The total sample of this research was 66 students. The students
were divided into two classes, VIII F and VIII B. VIII F was as the
experimental class that is taught by Power Teaching and VIII B was as control
class that was taught by classical technique. To get the sample, this research
used purposive cluster sampling. In the collecting data, this research used
test, pre-test and post-test, which was in the form of multiple choice.
Pre-test was given before the treatment was done and post-test was given after
the treatment was done.
Based
on the result, it was found that Power Teaching was effective for teaching reading. It can be seen by the result of
t-test; it was 2.126, and the result of t-table at significant level 0.05 with
degree of freedom 64 was 1.669. Then, the calculation of t-obtained with
t-table was concluded that t-obtained was higher than t-table (2.126>1.669).
Finally, the hypothesis of this research that Power Teaching is effective for
teaching reading was accepted.
Key words: power teaching, teaching technique, teaching
reading
Introduction
Teaching reading in Junior High
School has some purposes. It aims for measuring the students’ comprehension
toward the text or new information (it includes the content and the meaning)
that is given by the teacher. It is also given to check their micro and macro skills in reading.
The other aim of reading is entertaining the students with the text or story
that is provided by the teacher. Eventually, the aims above indicate that
reading is an important subject to be taught in school. Taching reading also
has some problems. Commonly, the problems come from the implementation of
teacher centered learning. Second, the students are not interested with the
technique that is applied by the teacher so they feel bored. Finally they have
low motivation because there are no challenging in reading class. Those
conditions mentioned previously also happened to the VIII grade students in one
of Junior High Schools in Banyumas regency particularly in academic year 2011 /
2012. Based on pre observation, the problems faced by them were: (1) low
motivation, and (2) teacher centered learning. For example the students were
not given a challenging to present their work in front of the class and finally
it made the students did not have interaction among them in reading class.
Based on the real conditions, an
interesting teaching reading should be applied to minimize the problems
previously. One of the ways that can be done to minimize the problems is Power
Teaching. According to Biffle (2010:
10) Power Teaching is a
technique which produces fun activity in classroom. The students have to follow
their teacher’s gesture. Then, the students have to practice and review the
concept until the teacher is satisfied with the level of comprehension. When
the students need more review, it is given immediately without consequence or
punishment so they enjoy their reading class. Power Teaching also can stimulate and encourage students to be
active in classroom. It provides activities which attract students’ attention
and require students’ high motivation.
The
description mentioned previously explained that Power Teaching is a good way to
minimize the problems in teaching reading. Moreover, the aim of this research
is to know the effectiveness of Power Teaching for teaching reading.
Literature
Review
Reading
As Finnochiaro
(1974: 77) reading is getting meaning from printed in written material. Reading
is also about understanding written text (Pang, et al. 2003: 6). Reading is an
activity of identifying the printed symbols and recognizing the meaning of the
information of written material (Dechant as cited in Leu 1987: 9).
In line with the definition above, it can be synthesized
that reading is an active attempt of a reader to recognize and understand the
printed or written symbol, which the author expresses his ideas, thought,
feeling and opinion, and so that the reader can reconstruct to what the author
want to say.
Power
Teaching
Power Teaching is a technique which produces fun activity in classroom. The students
have to follow their teacher’s gesture. the students have to practice and
review the concept until the teacher is satisfied with the level of
comprehension. When the students need more review, it is given immediately
without consequence or punishment so they enjoy their reading class. Power Teaching can stimulate and
encourage students to be active in classroom. It also provides activities which
attract students’ attention and require students’ high motivation. (Biffle, 2010: 10)
On the other hand, Angela and Brian as cited in Biffle (2010: 230-232) described
that Power Teaching is a set of
strategies that combines the best attributes of Direct Instruction and
Cooperative Learning to create an engaging classroom environment for students
and an enjoyable workday for teachers. Direct instruction (DI) here means that
each concept is taught one at a time. In micro – lectures, the teacher explains
the goals and gives academic feedback to the students immediately. Later on,
when the students do not get the points of the material, the teacher will give
more reviews. Then, Cooperative Learning (CL) involves students interaction as
the basis for learning. The students solve the problems, discuss the ideas, and
complete the practice cooperatively.
Research Methodology
Method
In this research,
Experiment was used as a research methodology in which it was focused on the
finding the effectiveness of Power Teaching for teaching reading.
Participants
The
participants of the research were VIII F and VIII B grade students in one of
Junior High Schools in Banyumas regency particularly in academic year
2011/2012. The number of population were 272 stdudents from 8 classes, which
consisted of 34 students in each class. Due to the limitation of time and
capacity, two classes were selected to be the sample. VIII F was chosen as an
experimental class and VIII B was chosen as a control class.
Procedures of
Teaching Reading by using Power Teaching
According to Biffle (2009: 4), here are
the procedures of teaching reading using Power
Teaching :
a.
the attention getter (Class-Yes): to gain students’ attention
b.
the organizer (Classroom Rules) : to make good memory retention
c.
the whole brain activator (Teach/Okay) : to check the students
understanding
d.
the motivator (The Scoreboard): to reward the stdudents
e.
the class unifier (Mirror): to prepare the students with the teacher’s
gestures.
f.
the focuser (Hands
and Eyes): to deliver the big point of the lesson
g.
the involver (Switch): to know who is on the task
of explaining
After
knowing the procedure of teaching reading using Power Teaching, teacher should test the students’ comprehension.
According to Biffle (2009: 25) there are some steps of Power Teaching Test. The
steps are as follow:
a.
step
1 : Question : ask a question. The question deals with the material.
b.
step
2 : Answer : Give the answer to the question, in kid friendly language,
accompanied by a gesture.
c.
step
3 : Expand : expand the answer with examples, brain toys, diagrams, or
explanations.
d.
steps
4 : Test : test for comprehension with the Yes – No Way, QT or other test.
e.
step
5 : Critical Thinking : the teacher gives students tasks that require they use
what they have learned in a critical thinking context.
Technique of data collection and
analysis
In
collecting data, pre-test and post-test were used as an instrument to know
students’ comprehension. Pre-test was given to both classes before they gain
any treatments from the teacher. It aimed to know the ability before teacher
gave treatments. Post-test was also given to both classes to measure the
comprehension of the two groups after being given treatment. Both pre-test and
post-test were in the form of multiple choice.
After
obtaining the data from both classes, then it was analyzed to know the effect
of Power Teaching for teaching reading using the formula of t-test.
Result and discussion
Result
After getting the result from both
control and experimental class, it could be concluded that there was different
result that could be compared as follows:
 |
Figure 1. Che
comparison of Pre-Test result.
Initially,
the teacher gave pre-test for testing their ability in reading. Pre-test was
given when they had not gained any treatments from the teacher. It meant that
their ability in reading was same. After the students of both class got
pre-test, the result showed that control class was higher than experimental
class. The chart showed that almost 20 students in control class belonged to 41
until 60. It happened because control class could do the test well although it
was not good enough. In experimental class, there were approximately 15
students belonged to 41 until 60. To sum up, control class had better increase
than experimental class.
Due to the different
treatments that were given by the teacher, exactly both classes had different
treatment so they also had different result. For further explanation it can be
seen from the figure 2.
|
The
chart above showed that experimental class had better result in post test than
control class. There were 5 students belonged 80 until 100 while in control
class, there was only one student got good result. It meant that the students
in experimental class could increase their ability in reading and it was higher
than the control class. In short, the teacher successfully applied Power
Teaching in experimental class. Finally, Power Teaching was effective for
teaching reading.
Discussion
Power Teaching was able to encourage students to be active in reading
class. It could be seen from the score of post-test. The score of experimental
class which was higher than control class (2193>2097). From the result, it can be concluded that he use of Power
Teaching gave a good effect toward the teaching reading. This was supported by
the previous research that Power Teaching was effective to be used in teaching
and learning process, but this study investigated about writing summary. It
meant that the teachers needed to review about the technique of teaching
reading to make the students obtain their comprehension easily. As the
facilitator, the teacher had to be aware that Power Teaching was an effective
technique for teaching reading (Putri (2011: 1).
Conclusion
The
conclusion of the research was drawn from the result of the data analysis
description on the previous chapter that was mentioned previously. The t-test
result that was compared with the t-table showed that Power Teaching is
effective for teaching reading. The t-test result is 2.126 and the level of
significance 0.05 for df 64 is 1.669. It indicates that the t-test result is
higher than t-table. At last, the hypothesis mentioned that Power Teaching is effective for
teaching reading was accepted. It could also be effective technique that changed
the athmosphere of the reading class especially for the second graders of Junior
High Schools in Banyumas.
Implications
Based
on the result of this reserach, there were some positive effects of the use of
Power Teaching for teaching reading at that Junior High School. The suggestions
were as follows:
1. For the teacher
a.
The teacher should be able to motivate the students to be active in the
class, and Power Teaching can be the solution of this problem.
b. The teacher can apply Power Teaching because it is
interesting to be applied in reading class, so the students will not get bored
in reading class.
c. Although Power
Teaching is suitable in reading
class, it can also be applied in other skills in English.
d. The teacher’s gestures
will increase the students’ enthusiastic toward the material so the teacher had
to be creative in making gestures.
e. The teacher needs some
variations in teaching reading, so the variation of the rules of Power
Teaching will help the students
comprehend the material easily.
2.
For the students
a.
The students should be more active in their reading class and follow
the rules of Power Teaching that are given by the teacher enthusiastically.
b.
The students should keep learning using Power Teaching to increase their motivation in joining
reading class.
3.
For the other researcher
a.
Hopefully, Power Teaching can be an inspiration for other researcher to make further research.
b.
The other researcher can use Power Teaching in other research
with other skills in English.
c.
When taking the data, the other reseracher should pay attention to the
time of taking the data using Power Teaching. It aims to get better
result in the next research of Power Teaching.
References
Biffle, Chris. 2009 . Designing
Your Whole Brain Teaching Model Classroom. California.
Biffle, Chris. 2009. Whole Brain Teaching Lesson
Design and Delivery.California.
Biffle, Chris.
2010. Whole Brain Teaching For
Challenging Kids. California.
Donald, J. Leu,
Jr. 1987. Effective Reading Instruction
in the Elementary. Toronto. Marillu Publishing.
Finnochiaro, Mary. 1974. English as a Second Language, Theory to
Practice. New York: Lishing Company.
Pang, Elizabeth.
et. al. 2003. Teaching Reading.
International Bureau of Education: Switzerland.
Putri, Mertha.
Tyananda. 2011. “Penerapan Model Power
Teaching dan Cooperative Script untuk Meningkatkan Keterampilan Menulis Bahasa
Indonesia dalam Meringkas Isi Wacana Cerita Kelas V SD Ketawanggede 1 Kota
Malang”. Retrieved in http://karya-ilmiah.um.ac.id/index.php/KSDP/article/view/14199
in January, 5th 2012.
