THESIS

POWER TEACHING AND GAME (POW TEGA) METHOD TO

IMPROVE STUDENTS’ SPEAKING ABILITY IN RECOUNT
TEXT AT EIGHTH GRADE OF SMPN 58 MERANGIN
ACADEMIC YEAR 2020/2021

CRISTIANA KURNIA SARI

NPM: 17020311006

ENGLISH EDUCATION PROGRAM

LANGUAGE AND ART DEPARTMENT
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
YAYASAN PENDIDIKAN MERANGIN
2021
 THESIS

POWER TEACHING AND GAME (POW TEGA) METHOD TO

IMPROVE STUDENTS’ SPEAKING ABILITY IN RECOUNT
TEXT AT EIGHTH GRADE OF SMPN 58 MERANGIN
ACADEMIC YEAR 2020/2021

CRISTIANA KURNIA SARI

NPM: 17020311006

Submitted to STKIP YPM Bangko to Complete the Requirement in greeting

Bachelor of Education (SI)

ENGLISH EDUCATION PROGRAM

LANGUAGE AND ART DEPARTMENT
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
YAYASAN PENDIDIKAN MERANGIN
2021

i
 ACKNOWLEDGEMENTS

All praise to Allah SWT, the most gracious and the most merciful who has
given healthy and opportunity and thanks to prophet Muhammad SAW who‟s
bring us from the darkness to lightness, researcher to finish this thesis entitled
“Power Teaching and Game (POW-TEGA) Method To Improve Students’
Speaking Ability in Recount Text at Eighth Grade of SMP N 58 Merangin
Academic Year 2020/2021” is presented to continue education and research as
requirement for getting degree of strata one in English educational program. In
this research, many people have helped researcher to complete this research.
Researcher aslo would like to thanks the following people who contributed to the
following:

1. The advisor, Dr.Yesi Elfisa, M.Pd. and Diyan Andriani,S.S.M.Pd. for

guidance, support, patience, and advice throughout the stages of the thesis
writing. Their guidance and advice were invaluable for me.
2. The examiners, Hera Hartati, M.Pd and Hj.Elmaida, S.Pd.I.,M.Pd for
correction, guidance, and support invaluable for me
3. Dr.Yesi Elfisa, M.Pd. as the chief of STKIP YPM Bangko that has given
the researcher many contributions
4. Murnianti, S.Pd.,M.Hum the chief of Language Education and Art
Department and the leader of English Education Program
5. All lecturers of English Department which have provided facilities and
contribution.
6. Riyanto, S.Pd as the headmaster of SMP N 58 Merangin, for giving me
permission to conduct my research. Researcher really thank to him for
trusting me. Without you, this thesis would not be here.
7. Dewinta Yuliana Mandasari,S.Pd. for her help in providing me with the
suggestion, motivation as well as the required class for the data collection.

v
 At last, Researcher realize that although researcher made my best effort,
this thesis proposal is still far from perfection. Therefore, any constructive
criticism and suggestions for the improvement of this thesis are highly
appreciated.

Bangko, 27 August 2021

Cristiana Kurnia Sari

vi
 DEDICATION

“BISMILLAHIRROHMANNIRROHIM”

With the Grace of Allah SWT, the most merciful, who has given the
opportunities, blessing, and strengeth to complete my thesis.

This thesis is whole heartedly dedication to my beloved father (Alm.

Surachman) and my beloved mother (Almh. Sri Sumarni), thank you very much.
Even though you are not present in the real world, but because of you I am still
fighting. And sorry that I have not been able to sjow my struggle to you directly. I
hope Heaven is an enternal place for you, my beloved father and my beloved
mother.

And also to my best sister who is the only one parent for me (Katherin
Elinda, S.Kom), thank you for accompany and always supporting. Thank you for
being there and being strong for me all this time.

To my advisor (Mrs. Dr. Yesi Elfisa, S.Pd.I., M.Pd and Mrs. Diyan
Andriani, S.S.,M.Pd) and my examiners (Mrs. Hera Hartati, S.Pd.,M.Pd and Mrs.
Hj. Elmaida, S.Pd.I.,M.Pd) thank you for your advice, suggestions, care and
passions to make me know about my thesis and guided to me solve the problem
when I make this thesis.

For my best friends (Hestri Wulandari, Putri Endah Astutik, Setya Novi
Yanti, Tri Astuti, Rizki Hijriati Putri and Rafi Nadia), my team on magang, KKN,
and also my friends thank you for the spirit, support, and experience that was
never be forgotten during our four years together, taking the same education,
laugh together while studying.

THANK YOU VERY MUCH FOR EVERYTHING

vii
 MOTTO

“Man Jadda Wajada”

Barang siapa bersungguh-sungguh, maka ia akan berhasil

“Wamaalladhal „iilaa baed altaeb”

Tiada kenikmatan kecuali setelah bersusah payah

“Man Yazsro Yahsud”

Barang siapa menanam, maka dia akan memetik

viii
 ABSTRACT

Sari, Cristiana. Kurnia. 2021." Power Teaching and Game (POW TEGA)
method to improve students' speaking ability in recount text at eighth
grade of SMP N 58 Merangin". Thesis of English Education Program
Language and Art Department Sekolah TInggi Keguruan dan Ilmu
Pendidikan (STKIP) YPM Bangko. Advisor I is Dr. Yesi Elfisa,
S.Pd.I.,M.Pd. Advisor II is Diyan Andriani, S.S.,M.Pd.

The purpose of this research was to find out the Power Teaching
and Game (POW-TEGA) method can improve stude nts‟ speaking ability.
Speaking is important skill which is used in everyday. In SMP N 58
Merangin the students get difficult in speaking, it can be seen that students
who complete the KKM score only 60%, and KKM target in speaking is
75%. Based on researcher interview and observation the researcher found
the some problem of students‟ speaking ability are, students do not want to
try speaking practice in class, this is because students feel less confident so
students are less able to practice speaking. And also students are lacking in
vocabulary because students start learning English when students enter in
Junior High School, English becomes a new subjects for students. The
research was used classroom action research (CAR). This participant is
eighth grade of SMP N 58 Merangin which consisted of 17 students, 9
male and 8 female. The procedure of this research conducted of two
cycles, each cycle consist (2×30) minutes. Based on test results showing
that the pre-test score of students is 12,5% or 2 student who reaches the
KKM target and then the post-test score in cycle I is 43,75% or 7 students
who achieve the KKM target, and in the post-test for the cycle II is 75% or
12 students who reach the KKM target. In the cycle II, it is stated that
students can achieve the KKM target. It can be concluded that there was
an increase of 25,75%. Based on this research, it can be stated that the
Power Teaching and Game (Pow-Tega) method can improve students‟
speaking ability in recount text at eighth grade of SMP N 58 Merangin
academic year 2020/2021.
Key words : Pow-Tega method, Speaking ability, Classroom Action
Research (CAR)

ix
 TABLE OF CONTENTS

TITTLE PAGE ...................................................................................... i

STATMENT LETTER ......................................................................... ii
ADVISORS’ AGREEMENT ............................................................... iii
EXAMINEERS’ AGREEMENT ......................................................... iv
ACKNOWLEDGEMENTS .................................................................. v
DEDICATION ....................................................................................... vii
MOTTO ................................................................................................. viii
ABSTRACT ........................................................................................... ix
TABLE OF CONTENTS ...................................................................... x
LIST OF TABLES ................................................................................ xii
LIST OF FIGURES .............................................................................. xiii
LIST OF APPENDICES ...................................................................... xiv
CHAPTER 1 INTRODUCTION ......................................................... 1
A. Background of the Problem ........................................................ 1
B. Identification of the Problem ...................................................... 4
C. Limitation of the Problem ........................................................... 4
D. Formulation of the Problem ........................................................ 4
E. Purpose of the Research .............................................................. 4
F. The significance of the Research ................................................ 4
CHAPTER II REVIEW OF RELATED LITERATURE ................. 6
A. Review of related Theorities ....................................................... 6
a. The nature of speaking ability ............................................... 6
b. The component of speaking .................................................. 7
c. Type of speaking ................................................................... 9
d. Speaking assessement ........................................................... 10
e. The nature of Pow-Tega method ........................................... 11
f. Recount Text ......................................................................... 21
B. Relevant of the Research ............................................................. 22
CHAPTER III RESEARCH METHOD ............................................. 24
A. Research Design .......................................................................... 24
B. Research Setting .......................................................................... 24
C. Research Procedure ..................................................................... 25
D. Research Schedule ...................................................................... 34
CHAPTER IV RESEARCH FINDING .............................................. 35
A. General Description of The Research Subject ............................ 35
B. Research Findings ....................................................................... 36
C. Discussion ................................................................................... 53
CHAPTER V CONCLUSION AND SUGGESTION ........................ 56

x
 A. Conclusions ................................................................................. 56
B. Suggestion ................................................................................... 56
BIBLIOGRAPY .................................................................................... 58
APPENDICES ....................................................................................... 60
CURRICULUM VITAE ....................................................................... 107

xi
 LIST OF TABLES
Table 1. Observation sheet for students‟ .............................................................27

Table 2. Observation sheet for researcher ...........................................................28

Table 3. criteria of rubric scoring ........................................................................30

Table 4. Categories of score ................................................................................32

Table 5. Research schedule .................................................................................34

Table 6. The result of student‟s speaking in Pre-Test .........................................37

Table 7. The result of student‟s speaking in Cycle I ...........................................41

Table 8. Observation sheet for students in Cycle I .............................................42

Table 9. Observation sheet for researcher in Cycle II.........................................42

Table 10. The result of student‟s speaking in Cycle II .......................................49

Table 11. Observation sheet for students in Cycle II ..........................................49

Table 12. Observation sheet for researcher in Cycle II .......................................50

Table 13. The result assessement pre test, cycle I, cycle II ................................53

xii
 LIST OF FIGURE
Figure 1. Arikunto model ....................................................................................25

xiii
 LIST OF APPENDICES

Appendix 1 Syllabus ............................................................................... 60

Appendix 2 Interview with English Teacher .......................................... 63

Appendix 3 Data of the School ............................................................... 67

Appendix 4 Pre-Test ............................................................................... 70

Appendix 5 Lesson Plan Cycle 1 ............................................................ 71

Appendix 6 Lesson Plan Cycle 2 ............................................................ 76

Appendix 7 Instrument of Post-Test (cycle 1) ........................................ 81

Appendix 8 Instrument of Post-Test (cycle 1 ......................................... 82

Appendix 9 Transkip of Pre-Test ........................................................... 83

Appendix 10 Transkip of Cycle I ........................................................... 86

Appendix 11 Transkip of Cycle II ......................................................... 89

Appendix 12 Data Analysis Result of Pre-Test ...................................... 93

Appendix 13 Data Analysis Result of Post Test Cycle I ........................ 94

Appendix 14 Data Analysis Result of Post Test Cycle II ....................... 95

Appendix 15 Student‟s observation sheet for Cycle I............................. 96

Appendix 16 Student‟s observation sheet for Cycle II ........................... 97

Appendix 17 Researcher‟s observation sheet for Cycle I ....................... 98

Appendix 18 Researcher‟s observation sheet for Cycle II ..................... 100

Appendix 19 Documentation ................................................................. 102

xiv
 CHAPTER I

INTRODUCTION

A. Background of the problem.

English is a global language so it is very important to be able to speak
English. Therefore, to face the area of globalization that will come, English
has been taught in elementary school, junior high school, and senior high
school, so English can be found in many things in everyday life such as in
modern technology, which we feel today like social media, phones,
computers, cosmetics, foods and beverage and even many for the example.
English is often used for test on new employee admissions so that employees
who are more proficient in English get more consideration in recruiting new
employees and also English often appears on tests for scholarships and also
enters the UN in school so English is very important to learn from now on.
English has some skills, like, reading, listening, writing, speaking. And
English speaking is the ability to speak with practice, so it requires the ability
to speak English.
According to Brown (2003:140) Speaking is a productive skill that
can be directly and empirically observed, those observation are invariably
colored by the accuracy and effectiveness of a test-taker‟s listening skill,
which necessarily compromises the reliability and validity of an oral
production test. It means that speaking is a skill which can be observed by
observation or experiment, an experiment is conducted with an accurate and
effective evidence of the person being tested as well as the need for
reliability and validity of oral production test.
Based on the syllabus of curriculum 2013 revision of Junior High School
grade VIII, speaking is an important lesson that must be applied in every

1
 2

school. The students should be able to speak English in the classroom and
their daily activity.
Based on the researcher experience the students at Eight Grade of SMP N
58 Merangin, on November 11th 2019, the difficulties of the students when
learning English are so lacking the confidence of the students that when
teacher ask students to speaking students feel doubt and fear if there is a
mistakes, then students are less adept at mastering the vocabulary because
students begin to learn English when entering the Junior High School and at
previous school they have not studied English, and students seem reluctant to
open a dictionary so as to difficult the understanding of the student‟s desire to
learn English because they thought English was hard to learn and
understanding.
In addition, based on researcher‟s interview with English teacher
Mrs.Dewinta Yuliana M, S.Pd, on October 1st 2020 she said that the score for
English subject in SMP N 58 Merangin is 75 (seventy five) in 2013
curriculum. With the obstacles experienced when teaching English, the main
thing is the student‟s intention to learn or the student‟s motivation is low
because something has considered English difficult so the material that has
been explained becomes difficult to understand, and also students lack self-
confidence so it has been suggested that English is difficult for students to
understand, and it causes some students to be less active during English
lesson and students who are less active do not want to ask question about the
comprehension they face, this make teacher confused about students problem,
and students vocabulary is also influential because students just started
learning English when they entered junior high school in elementary school
students did not learning English as their previous school. The problems of
these problems make the achievement of the value obtained in English lesson
is 60%, this value is derived from the student‟s learning value in the
classroom, whereas the target for speaking English value is 75%.
And interview some of the students, they said that learning English is there
is difficultly and there no easy particularly on the skill of speaking, because in
 3

speaking students do not really understand the meaning because limit in

vocabulary, and also feel that speaking it is difficult, so students are afraid of
being wrong in their speech of mispronunciation it.
Some speaking problems can be overcome by using suitable method based
on student‟s condition. Using method that are considered to make students
feel comfortable, fun, and interesting will be very beneficial for students that
is why have to make situations that are interesting, fun and also make them
feel comfortable so that students feel easy and free to speak English in
classroom. As stated by Nathan and Willingham (2013), one of part of
situation to help students to get a better regulation in their learning is through
the use of effective learning method. It is hoped that the effective method will
be able to help the students to achieve their learning goals. One of method
that can be applied in the speaking class is Pow-Tega method. It is a method
that combines Power Teaching method and Games method. By using this
method, it creates a good atmosphere for speaking class. Power teaching is
method which is used to engage students to speak actively and become more
creative in the classroom activity. Game method makes students feel fun,
interesting and easier to follow the teacher‟s instruction. So that, they can
speak freely as their daily life. Pow-Tega method is a method which had been
used by Bunyamin (2011) in following an innovative scientific paper
competition in Central Java. He got the first champion and showed that Pow-
Tega method is effective to engage students speaking achievement that
supports all the students to participate in classroom interaction enjoyably.
It means that Pow-Tega is an effective learning method that is expected to
help students achieve their learning goals. Pow-Tega is a combination of
Power Teaching method and Game method. Power teaching is a method to
invite students to be more active in speaking and thinking creatively in class
activities, while the game method is a way to make students feel that a
pleasant classroom situation is interesting and easy to do. The Pow-Tega
method is one of the method used by Bunyamin (2010) in participating in an
innovative scientific work completion in Central Java.
 4

B. Identification of the Problem

Based on the background of the problem describe above, it can be
identified several issues such as :
1. The student‟s ability in vocabulary still low
2. Lack of habit and practice in speaking
3. The student‟s self-confidence is low so that it make afraid if there is a
speaking error.

C. Limitation of the Problem

Based on the identification of the problem above, to the improve students‟
speaking ability at VIII Grade of SMP N 58 Merangin, the researcher limit
the problems with focus on students‟ habit and practice in speaking.

D. Formulation of the Problem

Based on the limitation of the problems stated before, the problem of this
research could be formulated into: How does Power Teaching and Game can
Improve the Speaking Ability at VIII A Grade of SMP N 58 Merangin?

E. Purpose of the Research

Based on the formulation of the research above, this research purpose to
improve student‟s speaking ability by using Pow-Tega method at VIII A
grade of SMP N 58 Merangin.

F. The significance of the Research

1. Theoretical Significance
This study is useful to give more understanding about using Power
Teaching and Game method in learning and teaching process, the
importance, and the application of related theories.
 5

2. Practical Significance
a) For the students
This study hopefully help the students improve their speaking
ability and make enjoy their activity in the class, and also motivate
them to communicate in English.
b) For the teachers
Teacher can understand the student‟s needs and student‟s lack of skill,
especially in speaking, so that they can give/use the creative to develop
and explore interesting method or technique in teaching speaking.
c) For the reader
The result of this research can be used as a reference for the reader and
also the reader get information about teaching and learning in the
classroom for the future.
d) For the researcher
The research will be get the new knowledge and experience in teaching
English especially in speaking skill.
 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review of related Theoretical.

1. The nature of speaking ability.

Speaking is the process of expressing an opinion or an ideas that is in
our minds that makes the audience understand the purpose of what we are
conveying so as to cause conversation or reciprocal conversation, but
speaking is not only done by two or more people but can also be done alone
as when delivering a speech or lecture.
According to Renandy and Richard (2002:201) speaking is used
for many different purpose, and each purpose involve different skill. It
means that speaking has a different purpose because it includes different
skills such as the purpose of communication with others is to spend time to
telling and sharing information with others, whereas when we discuss the
purpose of sharing an opinion or desire to share information, so by speaking
we can explain something such information with others
Other perception comes from Jeremy Harmer (2001:343) speaker
of English especially where it is a second language will have to be able to
speak in a range of different genre and situation, and they will have to be
able to use a range of conversational and conversational repair strategies. It
means that students of the second language should be able to speak in
different circumstances or different condition, capable of being both a
questioner and an answering agent, they should use a variety to make
repairs.
From the statement above, it can be concluded speaking has a
different purpose because it includes different skills and they must still be
able to speak under different circumstance so they must continue to improve

6
 7

their ability in spoken language, and they must be able to use a variety of
strategies to make improvements in the evolution.

2. The component of speaking.

According to Syakur in Meriza(2015), there are at least five components
of speaking skill :
A. Comprehension
For oral communication, it certainly requires a subject to respond, to
speech as well as to initiate it. It means that comprehension is means
understanding about the meaning. .
B. Grammar
It is needed for students to arrange a correct sentence in conversation.
The utility grammar is also to learn the correct way to gain expertise in a
language in oral and written forms well. It means that grammar is the
structure to compose the correct sentence in a conversation.
C. Vocabulary
One cannot communicative effectively of express their ideas both oral
and written form if they do not have sufficient vocabulary. Without
grammar very little can be conveyed, without vocabulary nothing can be
conveyed. It means that vocabulary is the word to explain the idea when
speaking.
D. Pronunciation
Pronunciation is the way for students to produce clearer language when
they speak. It deals with the phonological process that refers to the
component of a grammar made up of the elements and principles that
determine how sounds vary pattern in a language. It means that
pronunciation is a way of a language to produce a clearer expression of
words
E. Fluency
Fluency can be defined as the ability to speak fluency and accurately.
Fluency in speaking is the aim of many language learners. It means that
 8

fluency is a way to measure language skill through speaking as

accurately and fluent.
Furthermore, according to Brown (2003), there are some components of
speaking:
a. Grammar
Grammar is use of language with accurate wording that relates to every
day conversation. It means that grammar is daily conversation with
accurate wording.
b. Vocabulary
Vocabulary is a collection of words that are used every day in speaking
activities. It means that vocabulary is a series of words used to
communicate or interaction with others.
c. Comprehension
Comprehension is understanding the words that are conveyed both being
spoken and heard. It means that understanding of the conversation well
d. Fluency
Fluency is fluence in language so that the speech can be understood, it
means that fluency is speaking so that it is clear and easy to
understanding.
e. Pronunciation
Pronunciation is the way for students to pronounce understandable
words. It means that pronunciation is that easy to understand .
So, based on this explanation , the writer conclude that it can be said the
speaking have 5 components, there are : comprehension explain about
individual ability to understand a meaning of a conversation, grammar explain
about structure to make a correct sentence in conversation, vocabulary explain
about a collection words that someone utters to make sentence, pronunciation
explain about includes articulation, emphasis and intonation, and fluency
explain about accuracy and fluent in speaking. The component that used in the
research is focus on vocabulary, students make speaking must focused on
vocabulary.
 9

3. Type of Speaking
According to Brown, (2003:141) clarified that, there are five basic types of
speaking such as:
a. Imitative
The one of type speaking performance is the ability to simply parrot back
(imitate) a word or phrase or possible sentence. It means that imitative is
the ability to imitate a word or phrase and a sentence.
b. Intensive
The production of short stretches of oral language designed to
demonstrate competence in a narrow band of grammatical, phrasal,
lexical, or phonological relationship. It means that intensive short spoken
language that aims to demonstrate competence in a narrow.
c. Responsive
Responsive include interaction and test comprehension but the somewhat
limited level of very short conversation, standard greetings and small
talk, simple request and comments. It means that responsive is a simple
test comprehension and the level of conversation is also limited and also
interaction briefly with other person.
d. Interactive
The difference between responsive and interactive speaking is in the
length and complexity of the interaction, which something includes
multiple exchanges or multiple participants. It means that interactive is
an interaction between more than two speakers to get more information
so that social relationship remain interact through these interaction.
e. Extensive
Extensive oral production includes speeches, oral presentations, and
storytelling. In this stage, the students should be able to produce their
own language with their own idea. It means that extensive is speak
broadly so that it is only communicating but also spending ideas like a
holiday story with broader conversation.
 10

From the statement above, it can be concluded that it can be said

the speaking have 5 type, there are : imitative explain about to imitate a
word or a sentence, intensive explain about to procedure shorter spoken or
limited language, responsive explain about interaction between other person
but with short conversation, interactive explain about interaction activity
carried out between speaker and listener more than two, and extensive
explain about able to generate their own ideas with broader communication.
In the type of speaking of this research is extensive.

4. Speaking Assessment.
The speaking assessment in this research is extensive speaking as the
designing assessment. There are several kind of extensive speaking as the
designing assessment such as:
a. Oral presentation
In academic and professional arenas, it would not be uncommon to be
called on the present a report, a sales idea, a marketing plan, a paper, a
new product or a method. It means that oral presentation used to present
a report, a paper, a new product, etc.
b. Picture-cued Story-telling
We have already looked at this elicitation device for intensive tasks, but
at this level we consider a picture or a series of pictures as stimulus for a
longer story or description. It means that picture-cued story-telling is
used to make a longer story series describing the image that has been
given.
c. Retelling a story, new event.
In this type of tasks, test taker hear or read a story or news event that they
are asked to retell. It means that retelling a story is students listen or read
a story or news event and they are expected to repeat or retell.
 11

d. Translation (of Extended Prose)

Longer text are presented for the test taker to rad in the native language
and than translate into English. It means that translation change the
native language or mother tongue into English.
From the statement above, it can be conclude that extensive speaking have 4
type; oral presentation explain about presentation on papers or others that
are done in person, picture-cued story telling explain about make a series of
stories by providing pictures in order to describe the picture, retelling story
new event explain about test taker hear or read a story or news event and
they are exacted to be able to repeat or retell what they have read or hear,
translation explain about change the native language or mother tongue into
English. At the extensive level. Test taker are asked to be able to retelling a
story, new event in which the present the story experience.

5. The nature of Pow Tega method

As stated by Bunyamin (2011:7), Pow-Tega method is abbreviation of
Power Teaching and Game. Power Teaching method is learning models
with contextual approaches that combine power teaching and game method.
Power Teaching method that is used by many countries to teach speaking. It
means that Pow-Tega is a learning method that uses the overall brainpower
and is used by many countries.
Furthermore, according to Bunyamin (2011:8), game is important to it
can be said the every healthy child always has the urge to play so that it can
be ensured that the children playing are generally in a healthy physical and
spiritual condition. It means that the game was particularly helpful because
the more active students with games could be seen that the students was
physically and spiritually health because of the student who had the passion
to play.
From the explanation above, it can be conclude that Pow-Tega
method namely combination of Power Teaching and Game. Power Teaching
is an interactive teaching method which takes a deeper approach to students
and this Powe Teaching has also been used in many countries. While the
 12

game is a game designed and adapted to certain subjects, because basically

educators, government, and parents are aware of the psychological needs of
children, so they combine Power Teaching and Game so let that it becomes
the Pow-Tega method.

a. Power Teaching Method

In addition, Biffle Chris (2008:9) said that the big six in Power Teaching
1) Class-Yes
Principle is used by the teacher to get students' full attention before or
during teaching process. In this principle the teacher opens the class
by saying "class" and the students should reply it by saying "yes" with
the same intonation and gestures with the teacher. The teacher can use
"Class-Yes" principle to keep students focus on the teaching and
learning process. Therefore, if the teacher says, "classy, class, class,
class!" the class must respond it with "yessy, yes, yes, yes!"
2) Micro-Lecturer
The teacher may only convey new concepts, explanation, steps or
formulas or 1 minutes. And students must be able to repeat or express
a formula or sentence that was just conveyed by the teacher, then in a
few seconds it becomes a micro-lecturer. It name is Micro-Lecturer
because every explanation, concept, etc. conveyed by the teacher must
be able to be expressed by students.
3) Teach-Okay
The teacher asks the student to rephrase the knowledge just presented
by the teacher. This command is given by saying “Teach” and
students respond “Okay”. After which the students turns to face each
other and expresses a lively “gesture” and ensures that his or her voice
can be heard by his or her own ears.
4) The Scoreboard.
Scoreboard consists of two parts, the first part is the sad part and the
second part is the happy part. Sad and happy can be shown in a facial
 13

picture simple on the board. It is intended to tell students whether a

student‟s response is satisfactory to the teacher, because it is
performed simultaneously is excited and adapted to what is happening
inside the classroom. This scoreboard serves to motivate students in
the learning process.
5) Hands and Eyes.
This step is done for the students to more attention and focus back on
the teacher‟s explanation, when the teacher say “Hands and Eyes” and
the students responds “Hands and Eyes” with the student‟s movement
on the table and the eyes focus on the teacher‟s explanation. This
activity is done when the teacher really wants more attention than the
students.
6) Comprehension-Check
The teacher asks the student to restate the teaching material just
learned, the teacher needs to check the student‟s understanding by
walking around the class listening to what the students expresses. It is
important to know how effective students learner, but also to make
sure that students do not merely seem to express their understanding
as they should, in reality just appear to be talking in order to trick
teacher.
All these measure are expected to increase the effectiveness of
learning in class. Students become focused on teacher in class “yes”.
Class organized within the rules that are applied. After students
understand what the teacher teaches, the teacher‟s concept is
strengthened by teaching him to his friends (teach “okay). Scoreboard
provides motivation for students to always get the teacher‟s award of
points on the board. Hand and eyes is an emphasis on important
concepts. Comprehension-Check trains the ability to speak and listen.
These step of learning Power Teaching can divined according to the
needs of the class.
 14

b. Game Method
Game are game that have certain rules that are used for
entertainment or learning.
According to Kloper Eric, and others (2009:1) game player‟s
regularly exhibit persistence, risk-taking, attention to detail and problem
solving skills, all behaviors that ideally would be regularly demonstrated
in school. It means that playing games continuously will show
persistence risk taking, attention and also problem solving and behavior
that will be shown in school.
In addition Bunyamin (2011) to overcome problem and constrains
in the classroom try to combine several innovation and contextual
learning techniques combine 3 type of learning model:
1) Scrabble Game
The process of learning speaking through the Pow-Tega technique
consists of four important activities. The first activity is the scrabble
game activity for the BKOF activity. Which is an active where the
teacher invites students to build the vocabulary needed for modeling
aactivites. In this activity, the teacher provides a slide show consiting
of several words that are randomized. Meanwhile, students are lured
to guess the arrangement of the letters into the correct word used to
fill in the missing sentence. Students who can answer are expecteed to
raise their hands and say the words out loud. The teacher rewards
students who can answer correctly and participates in facilitating
students to pronounce the words proprely and correctly.
2) Talking Stick Game
In this activity is an activity in which students are divided into several
heterogeneous groups. Students in their groups are encouraged to
practice rephasing the topic of conversation in their own language
assisted by Pic-Pow media that the teacher displays on the screen.
After the students practice in their groups, the teacher starts to apply
the Talking Stick game. The activity of this Talking Stick to one of the
 15

group members. The group members who got Talking Stick were
asked to speak describing the oictures on the slide show.
3) Make a Match game
This activity is designed so that students really understand the topic of
conversation during the learning process. In addtion, in this activity,
students are indirectly invited to read aloud with good and correct
pronunciation. This activity begins with the teacher distributing some
Make a Match Game cards. Students are given the opportunity to find
their respective partners. To make this activity more lively then the
teacher may choose the classroom page as a place activity. Students
who have managed to find their partner are given the earliest
opportunity to read the contents of the card. The teacher reawrds the
fastest students to find their partner with the correct answer.
All these measure are expected to make interested of learning in class.
Students learning with use power teaching method to focus on learning.
After that students play with the scrabble games. Next students play
talking stick, the students on the group who received the talking stick
must to answer the question from the teacher. And the last is make a
match, this game is done to find pairs with the cards that have been
given.

c. Teaching Speaking by Using Pow-Tega Method

In applying Pow-Tega Method as stated by Bunyamin (2011) in the
speaking class, there are some important activities. It integrates Power
Teaching Method and Game where the game can be modified by the
teacher based on the condition and necessity of speaking activity in the
classroom.
1) The first activity starts when the teacher applies 6 steps in Power
Teaching Method.
The first step is Class-Yes. In this activity the teacher gain the
students‟ attention by saying “Class” with different intonation. Then,
 16

the students answer by saying “Yes” with the same intonation with the
teacher.
The second step is “Micro-Lecture”. In this step, the teacher gives
the material for about 1 minute. The students should keep attention to
the teacher.
After that, the third step is “Teach-Okay”. After the teacher did the
micro-lecture, the teacher says “Teach”, if it is possible the teacher
can use a hand-clapping or other interesting gesture, while the
students answer “Okay” while imitate the teacher‟s gesture and voice.
After saying “Okay”, the students repeat the teacher‟s explanation in
pair. It can be done for many times to get a good result.
Then, the fourth step is “Score-Board”. In this step, the teacher
gives an evaluation to the students by making two labels/columns in
the board. The first column uses the “smile/happy” icon, and the
second column uses the “sad” icon. The “smile/happy” icon will be
given to the students if their work is good but the “sad” icon will be
given if their work is not good enough. After the teacher gives the
evaluation, the students will respond their score. If they get “sad”
icon, they will pretend crying. But if they get “smile/happy” icon, they
will say “oh yeah or bingo!”
The next step is “Hands and Eyes”. This step is a method to keep
the students‟ attention to the teacher‟s explanation. They sit quietly
and their hands are on the table. It is the step before doing
comprehension check.
And the last step is “Comprehension Check”. The students are
asked to repeat the explanation orally. While the student repeats the
explanation, the teacher goes around the classroom to do checking for
the students‟ activity.

2) The second activity is Scrabble Game. The process of learning

speaking through the Pow-Tega technique consists of four important
 17

activities. The first activity is the scrabble game activity for the BKOF
activity. Which is an active where the teacher invites students to build
the vocabulary needed for modeling aactivites. In this activity, the
teacher provides a slide show consiting of several words that are
randomized. Meanwhile, students are lured to guess the arrangement
of the letters into the correct word used to fill in the missing sentence.
Students who can answer are expecteed to raise their hands and say
the words out loud. The teacher rewards students who can answer
correctly and participates in facilitating students to pronounce the
words proprely and correctly.
3) The third activity of speaking by using Pow-Tega Method is Talking
Stick Game. In this activity is an activity in which students are divided
into several heterogeneous groups. Students in their groups are
encouraged to practice rephasing the topic of conversation in their
own language assisted by Pic-Pow media that the teacher displays on
the screen. After the students practice in their groups, the teacher
starts to apply the Talking Stick game. The activity of this Talking
Stick to one of the group members. The group members who got
Talking Stick were asked to speak describing the pictures on the slide
show.
4) Then, the last activity is Make a Match Game. This activity is
designed so that students really understand the topic of conversation
during the learning process. In addtion, in this activity, students are
indirectly invited to read aloud with good and correct pronunciation.
This activity begins with the teacher distributing some Make a Match
Game cards. Students are given the opportunity to find their respective
partners. To make this activity more lively then the teacher may
choose the classroom page as a place activity. Students who have
managed to find their partner are given the earliest opportunity to read
the contents of the card. The teacher reawrds the fastest students to
find their partner with the correct answer.
 18

In applying Pow-Tega Technique as stated by Wahyuni Sri(2017)

in the speaking class, there are some important activities. It integrates
Power Teaching Technique and Game where the game can be modified
by the teacher based on the condition and necessity of speaking activity
in the classroom.
1) The first activity is Scrabble Game for BKOF (Building Knowledge of
the Field). It is an activity where the teacher asks the students to build
the vocabularies which will be need for modeling activity. In this
activity, the teacher will prepare some jumbled letters. Then, the
students are asked to guest or answer the jumbled letters become the
right word to fill the jumbled sentence. The students who know the
answer should raise their hand and mention the right word aloud. Then
the teacher gives appreciation to the students that has answered
correctly and facilitate the students to pronounce the words correctly.
2) The second activity starts when the teacher applies 6 steps in Power
Teaching Technique to give a model of speaking of describing picture
based on the theme which has been decided. The first step is Class-
Yes. In this activity the teacher gain the student‟s‟ attention by saying
“Class” with different intonation. Then, the students answer by saying
“Yes” with the same intonation with the teacher. The second step is
“Micro- Lecture”. In this step, the teacher gives the material for about
1 minute. The students should keep attention to the teacher. After that,
the third step is “Teach-Okay”. After the teacher did the micro-lecture,
the teacher says “Teach”, if it is possible the teacher can use a hand-
clapping or other interesting gesture, while the students answer
“Okay” while imitate the teacher‟s gesture and voice. After saying
“Okay”, the students repeat the teacher‟s explanation in pair. It can be
done for many times to get a good result. Then, the fourth step is
“Score-Board”. In this step, the teacher gives an evaluation to the
students by making two labels/columns in the board. The first column
uses the “smile/happy” icon, and the second column uses the “sad”
 19

icon. The “smile/happy” icon will be given to the students if their

work is good but the “sad” icon will be given if their work is not good
enough. After the teacher gives the evaluation, the students will
respond their score. If they get “sad” icon, they will pretend crying.
But if they get “smile/happy” icon, they will say “oh yeah or bingo!”
The next step is “Hands and Eyes”. This step is a technique to keep
the students‟ attention to the teacher‟s explanations. They sit quietly
and their hands are on the table. It is the step before doing
comprehension check. And the last step is “Comprehension Check”.
The students are asked to repeat the explanation orally. While the
student repeats the explanation, the teacher goes around the classroom
to do checking for the students‟ activity.
3) The third activity of speaking by using Pow-Tega Technique is
Talking Chips Game. In this activity, the students are divided into
some groups. The students practice to express or tell the topic by
using their own words. After the teacher divide the students into some
groups, she starts to apply Talking Chips Game Technique. The
students will get some cards. It is going to be their ticket to speak or
start describing the picture which is given by the teacher. And it will
not end until all the students use all the cards of theirs.
4) Then, the last activity is Make a Match Game. This activity is
designed to make the students really comprehend the topic during the
learning process. Beside that, in this activity the students are also
asked to read aloud with the right intonation and pronunciation. This
activity starts when the teacher gives some Make a Match cards. The
students get an opportunity to find their partner. And the students that
had found their partner can explain the cards. Then, the teacher will
give an appreciation to the students who find their partner earlier.
All these measure are expected to make interested of learning in class.
Students learning with use power teaching method to focus on learning.
After that students play with the scrabble games. Next students play
 20

talking stick, the students on the group who received the talking stick
must to answer the question from the teacher. And the last is make a
match, this game is done to find pairs with the cards that have been
given.

d. Advantage and Disadvantages of Using Pow Tega

Communicative games are chosen to trigger student‟s participation in
speaking activities because of some advantages below :
1) Finding a new learning situation .
2) Increasing creativity and cooperation.
3) Creating self-courage in small groups of
4) The game involves an active student not teacher.
5) Increasing interaction among students result in a more active
learning environment
6) Games so much fun that it is not just the lesson but the excitement
of learning that will be obtained.
7) Games can involve all the basic language skill, i.e., listening,
speaking, reading, and writing, and a number of skill are often
involved in the same game.

There are advantage therefore there must be disadvantages as well. Some

of the disadvantages of using Pow Tega :
1) Students become more noisy and unmanageable.
2) Lack of disciplined when engaging in activities
3) Students will be more likely to get bored by making students lazy
in following activities.

From the explanation above, all of these have been advantage and
disadvantage, as well as learning how to use the Pow Tega method to
have advantage and disadvantage as well, even though using Pow Tega is
highly recommended and interesting. Teachers should consider the
 21

disadvantage of teaching students using Pow Tega method so that they

can be expected that teachers can minimize disadvantage using Pow Tega
method learning so that the study using Pow Tega methods can still be
accomplished smoothly and successfully without many disadvantage.

5. Recount Text
a. Definition of Recount Text
Recount text is a type of text in English has the meaning of
describing explaining and describing something with the personal
experience for your story.
According to Mardalena (2016:19) recount text is a text which
retells events or experiences in the past. It‟s purpose is either to inform or
to entertain the audience. It means that recount is a text for retelling the
events in the past and the purpose of recount text for entertainment the
reader, the listener or viewer about a story from a personal experience.

b. Generic Structure of Recount Text

According to Mardalena (2016:20) recount text have generic structure,
such as :
1) Orientation : introducing the participants, place, and time. It means
that to tells who were involved in the story, and can tell what the event
happen, or when or where the event happen.
2) Events : Describing series of event that happened in the past. It means
that to tells the chronological event happened.
3) Re-orientation : It is optional. Stating personal comment of the writer
to the story. It mean that to personal comment writer about the closer
event.
Based on option above, it can be conclude that the characteristics of
recount text is focus to tells who were involved in the story, and it used
organized chronologically and also have personal comment writer about
the closer event.
 22

c. Language Features of Recount Text

1) Introducing personal participants; I, my, her, group, etc.
2) Using chronological connection; then, first, next, etc.
3) Using linking verbs; was, were, saw, heard, etc.
4) Using action verb; look, go, change, etc.
5) Using simple past tense

Based on option above, it can be concluded that language future of

recount text focus on introducing personal participant like I, my, her, also
using chronological connection like first, than, next, and using linking
verb like was, were, than using action verb like look, go, the last using
simple past tense.

B. Relevant of the Research

The Pow Tega Method is method consistent with communicative
learning and can improve the way students study in the class. There are
several studies that have previously been done. The result describe as follows
:
One of the researches about “Peningkatan Kompetensi Materi Beribicara
Deskriptif Melalui Teknik Pow-Tega dengan Media Pic-Pow Pada Pesereta
Didik Kelas VIII-6 N 1 Slawi” is a research conducted by Bunyamin (2011)
Based on the implementation of the action, the researcher tryingility the
success of Pow Tega with Pic-Pow media to improve student‟s peaking
ability for eighth grade of SMPN 1 Slawi.
Another research study was conducted by Wahyuni Sri (2015) about
“Increasing Speaking Achievement by Using Pow Tega Technique at Tenth
grade of SMAN 1 Pagaralam” the researcher trying to see if the Pow Tega
technique can improve student speaking performance result in research shows
that students taught with Pow Tega technique experienced better speaking
achievement because they told had done experimental deign test on the
research.
 23

One of the researches about “Using of Power Teaching Game

Technique (POW-TEGA) to Improve Speaking Skill of Junior High School
Students” is a research conducted by Armansyah (2019) from the research,
the researcher wanted to see if the Pow Tega technique could improve
student‟s speaking ability or not. And the results indicated that increased
student‟s speaking ability after being taught with Pow Tega technique were
seen from pre-test and posttest result.
In addition, from the result of this study, it was found that there was
possible reason that influenced the students‟ speaking achievement. It can be
concluded that by using Pow Tega Method, students felt more calm and
interested in the situation of learning in the class, they could follow speaking
learning with ease, and fun so as to interact their speaking
 CHAPTER III
RESEARCH METHOD

A. Research Design
Using Classroom Action Research (CAR) is research or an approach
carried out by the teacher or educator in the classroom or in the place where
he or she teaches that is carried out systematically and is focused on solving
problem or improving education through change.
According to Arikunto Suharsimi (2007:8) classroom action research is an
action activity repair and started systematically for improving that are already
.It means that classroom action research is an activity that is an act made
systematically or deliberately to enhance existing learning.
Other perception from Mahmud and Priatna (2008:12) classroom action
research is research directed at solving problem or repairs. Teacher provide
solution to the problems faced in the classroom, the headmaster made repairs
to management in the school. It means that classroom action research is a
study action that servers to solve the problem or correct problems in the
classroom, such as teacher solving problem in the classroom and headmaster
who makes improvement to school management.
Based on option above, it can be concluded that classroom action research
is a measure to solve the problems or correct a problem in the classroom by
systematically and planning to improve an already existing learning.

B. Research Setting
The subject of this research is students‟ at SMP N 58 merangin, which
is located on Merangin at Sumba street, Swakarsa Bunga Antoi village,
Merangin district of Jambi province. This participant of the class consist of
17 students. Those are 9 male and 8 female at class eighth A grade of SMP
N 58 Merangin.

24
 25

C. Research Procedure
The action research follow the model which was developed by Arikunto
(2012:16) this model consist of several cycles and each cycle would contain
four steps : planning, action, observation, and reflection. The model is
describe in this finger as follow :

Figure 1: Arikunto (2012:16)

Here the procedures are classified into four phases : planning, action,
observation, and reflection. Teach cycle of the research is consisted of those
four phrases they are following :

1. Planning
The action research will do in two cycles. Every cycle consist of two
meeting (4x30 minutes). In this step the researcher will do some activities
follow as : The researcher will planning design some activities which will
do in the class and analyze basic competence in syllabus, the researcher
make instructional documents based on the lesson plan of the grade VIII A
 26

of the junior high school as a guidance of teaching that will do in acting,

the researcher preparing the material of learning, the researcher designed
the observation sheet activities for the students, and the last the researcher
make test to know the improvement of the result study after studying for
speaking ability with Pow-Tega method.

2. Action
After the planning has been completed and all preparation has been
arranged, it‟s time to implementation about Pow-Tega method in the class.
The researcher will apply to lesson plan that has been prepared in this step:
a) Pre-activity
In this situation, the researcher give greets and students praying,
next the researcher check student‟s attendance list, and the researcher
give the motivation and appreciation for students about them.
b) While activity
Researcher will give explanation about the activity of the students.
Then, researcher will give explanation about recount text and Pow-
Tega method. Researcher give making complete the sentence with
random alphabets. Then, researcher make activity modelling of the
text like class-yes, micro lecture, teach-okay, score board, hands and
eyes, comprehension check. Next reseracher give activity talking stick
to students, reseracher divided students into several groups, and
reseracher provide an example of a recount text, after that students
discussion with their group and researcher give the stick to be their
ticket and reseracher give the picture to the group and students discuss
with their group about the picture. And last activity make a match,
researcher give the cards which contain question card and answer card
and students must find partner that researcher has made on card.
 27

3. Observation and Evaluation

Observation is activity to collect data. The researcher will observes
all student‟s activity in teaching learning classroom. The object from this
observation is student‟s activeness and attitudes during teaching in
learning process. The researcher collaborator with English teacher at the
eighth grade SMP N 58 Merangin is miss Dewinta Yuliana Mandasari,
S.Pd and also as the observer of the researcher.
a. Observation
In this step the researcher observe the students during the teaching
and learning process and take some notes about the classroom condition
and about the application of the lesson plan.

Table 1
Observation Sheet for Students
No Students’ Activity Students Percentage

1 The students give respond to the

material
2 The students ask the researcher what
they do not understand
3 The students pay attention to the
researcher explanation.
4 All the students learn use Pow Tega
Method:
a) Activity modelling of the text.
 Class-Yes
 Micro-Lecturer
 Teach-okay
 Score board
 Hands and Eyes
 Comprehension check
b) Activity Scrabble game
 Students arrange alphabets
into sentence
c) Activity Talking Stick
 Students discuss with their
group about the picture
 Students retelling about their
story
 28

d) Make a Match game

 Students must find partner
that researcher has made on
the card

The observation sheet of researcher will fill by collaborator. The

collaborator is Mrs Dewinta Yuliana Mandasari, S.Pd as an English
teacher. Collaborator fill observation sheet of the researcher teach
students in the class. The collaborator gives checklist in the researcher
aspect activities in sheet of researcher when teaching and learning
process

Table 2
Observation Sheet for Researcher
No Researcher‟s activity Cycle 1
Yes No
1 Preparation
a. Researcher make lesson plan
b. Researcher make observation sheet and
evaluation
2 Action
a. Researcher give greeting
b. Researcher open the reaching learning
process
c. Researcher check attendance of students
d. Researcher explain the lesson about
Pow-Tega method
1) Activity modeling of the text.
 Class-Yes
 Micro-Lecturer
 Teach-Okay
 Score board
 Hands and Eyes
 Comprehension Check.
b) Activity Scrabble game
 Researcher arrange alphabets
c) Activity Talking Stick
 Researcher divided students into
several groups.
 Researcher gives stick to the group,
 29

the group that got the stick discussed

with their group and retelling story
about students experience
d) Make a Match game
 Researcher gives the card which
contains question card and answer card.
And students must find partner that
researcher has made on the card
3 Evaluation
a. Researcher conducting evaluation or
process and result.
b. Researcher give conclusion about the
material.
c. Closing.

b. Evaluation
Evaluation is activity to collect data by systematic it is mean to
help the researcher to answer questions or the problem. The researcher
analyze the data from the students on oral test (voice record students)
take in every cycle in pre-test and post-test.
1) Pre-test
Researcher give speaking test that will be non treatment like
easy conversation before presentation of the lesson material to
know students speaking skill and next the researcher give a post
test.
2) Post-test
To know the progress of the students in learning by using Pow-
Tega method. To know the success criterion students speaking
skill, the evaluation aspects as follow:
 30

Table 3
Criteria of Rubric Scoring

NO ASPECT DESCRIPTION SCORE

1. Pronunciation Equivalent and acceptable to native 5

speaker.
Pronunciation errors are quite rare 4
Errors do not interfere with native 3
speaker understanding
Accent are understandable even 2
though they are often wrong
Mistakes are common 1
2. Grammar Able to use language accurately 5

Grammatical errors are quite rare 4

Grammar is good enough to 3
participate in oral speaking
Lack complete language control 2
Grammatical errors are common 1

3. Vocabulary All speeches are fully accepted by 5

native speaker in all aspects
including idiom, vocabulary, as
well as colloquialism
can understand and participate in 4
oral speaking with a good level of
vocabulary accuracy
Able to speak with a vocabulary 3
broad enough to participate
effectively in the topic as well as
 31

rarely look for words

Have enough vocabulary to express 2
some oral speaking
Not enough vocabulary to express 1
anything
4. Fluency Have full fluency in language 5
Able to use the language fluently so 4
that they can practice in oral
speaking
Can use language fluently so they 3
don‟t have to touch words
Not fluent in language but can 2
handle confidently
No descriiption special fluency 1

5. Comprehensio Equivalent to native speakers 5

n Can understand oral speaking 4
within the range of experience
Adaquate understanding at normal 3
speaking speed
Poor understanding but can get the 2
gists
Very limited understanding only 1
understands simple statements
Total Score 25

Oral proficiency scoring categories Brown (2003)

To know the students improvement in study, so the data was have

analyze to know the obtain of students result. After evaluation, the result
 32

compares and arrange as a referent in speaking skill by using statistics

formula. The score is gotten from these indicators.

Table 4
Categories of Score
Score KKM 75
Complete Incomplete
75-100 √
0-74 √

d. Reflection
Reflection is look the result of action has give at the material
conversation. The data from the test and attend list of students present as
long as the researcher teach students has arrange based on the students.
Then, the result of students has evaluated by using statistics formula to
look the students average and presentation and last, give the conclusion.
Reflection is a review, see and consider the outcome or impact of
the action. If the weakness find in cycle I was be correct and cycle will be
continue in cycle II until the strengths. Then, if the increasing score was
write in the from graphic. The score of students reach KKM 75. If the
score of students does not reach 75, the cycle will be next cycle. The cycle
starts beginning again.

Counting the students score by formula mean according Sudjiono

(2001:81):

𝑀
∑𝑥
= × 100
𝑁

M : Average value

∑ : Sum of all score

 33

N : Score maximum

The formula for percentage of learning result by Sudjana (2011:48):

𝑭
P= 𝑵 × 𝟏𝟎𝟎%

P : Percentage

F : Frequency

N : Total

The result of students score would be classified into two categories

as the following: (1) complete the KKM. There are have the students who
got score 75 or more than 75. (2) Incomplete the KKM; if the students got
score below 75. If in the cycle, students who get the minimum score (equal
with or higher than 75) achieve 75% completeness, consequently, the
cyclical process can be stopped.
 34

D. Research Schedule

NO Activities Month/Year 2020/2021

March Apr May June July Aug Sept Oct Nov
1 Arranging the √
proposal
2 Thesis √
Proposal
Seminar
3 Proposal √
Revision
4 Instrument √
Try
5 Instrument √
Analysis
6 Data √
Collection
7 Data Analyze √
8 Arranging √
Thesis
9 Thesis √
Examination
10 Thesis √
Completing
11 Thesis √
Doubling
 CHAPTER IV
RESEARCH FINDING

A. General Description of The Researchi Subject

1. The Situation of School
The classroom action research was conducted at SMP N 58
Merangin Academic Years 2020/2021, when the researcher did the
research in the SMP N 58 Merangin, the school was good with the
pleasure room and good condition. The headmaster was welcome to
researcher and the students were happy to researcher. The subject of this
research was students at eighth A grade which number were 17 students.
The school located in Sumba Street, at Bunga Antoi village, Hitam
Ulu district. The location was strategic near the boarder between Merangin
and Sarolangun. The located boarder with 305 elementary school. And the
condition of building was permanent which wide area 20.000 M2. In this
school there were 17 rooms in SMP N 58 Merangin, such as: library,
prayer room, science laboratories, UKS room, Cooperative room, TU
room, OSIS room, toilet, head master room, scout room, and office. All
staff and the teachers at SMP N 58 Merangin were friendly. There were 13
teachers at SMP N 58 Merangin, they used formal and mother tongue
languages in their daily conversation. The Headmaster of the school was
Mr. Rianto,S.Pd., and the English teacher of class eighth at SMP N 14
Merangin was Miss Dewinta Yulia Mandasari S.Pd. also as a collabolator
in this research.

2. The Situation of Personality

According to available data of SMP N 58 Merangin, the personalities
consist of teacher and staff of administrative. There were 14 teacher which
included Headmaster in this school for academic year 2020/2021. Beside
that, the staff of administrative and operator there were 2 peoples.

35
 36

3. The Situation of Students

SMP N 58 Merangin had 99 students for academic year 2020/2021.
There were 46 for male students and 53 for female students . this school
had 6 classes that consist of 2 classes for the seventh grade, 2 classes for
the eighth grade, and 2 classes for the ninth grade.

B. Research Findings
The research had been done to know the improvement of students‟
speaking ability in recount text by using Pow-Tega method. There were two
cycle in this research. The cycles were conducted through four stages:
planning, action, observation, and reflection. In each cycle had two meetings,
to got the data the researcher gave test and used the observation sheet to know
students‟ attitude and everything happened during teaching learning process.
The researcher also gave pre-test for students before teaching learning
process by using Pow-Tega method.
The collected data that were taken during the research could show the
progress of the students speaking ability. The collected the data were
elaborator by applying the step by step as following below:
1. Pre-Test
Pre-test given before the researcher used Pow-Tega method in the
classroom. This pre-test was held before the first cycle stared. It was held
on Tuesday, 4th May 2021. The pre-test was carried out without teaching,
when the first researcher entered the class, the researcher greeted students
and asked about their news, the researcher also conveyed the purpose of
came to school, the researcher also asked the last material for learning with
the English teacher in class. Then researcher checked the attendance list of
students and there was 1 student who did not enter the class, namely
Queensel Gabby Ramadhani without explanation so that there were 16
students who entered class that day.
 37

Researcher also asked the students about their fasting, then researcher gave
pre-test which contained retelling of experience that happened in the past
with 3 themes, namely: holiday experience, embarrassing experience, and
bad experience. Researcher explain about the themes on pre-test, and
researcher gave time for students to compose the stories , researcher went
around to checked the students were doing their assignments. After the
students felt at their duty, the researcher asked one by one students to came
forward and retell their experience. And the average value of the students
was 49,5. 14 students or 87,5% had not yet reached the KKM target and
there was only 2 student or 12,5% reached the KKM target
The average score that students got in pre-test was 49,5. It can described
following table

Table 6. The Result of Students’ Speaking in Pre-Test

No Score of Frequency Percentage KKM
students Complete Incomplete
1 75-100 2 12,5% √
2 0-74 14 87,5% √
TOTAL 16 100%

From the data above, it can be seen that there were still many students who
did not reached the KKM. Only 2 students or 12,5% students that
completed the score and 14 students or 87,5% students incompleted the
score. Based on the result of pre-test, it can be conclude that students still
had problem in speaking ability. The student‟s problem with speaking
when pre-test of vocabulary possession was so lacking that students were
actually glued to the text, students were also embarrassed and unsure of
themselves because when students came forward in front of the class and
appeared others students were so disruptive that students in the
performance became less focused, and student‟s grammar is still messy so
when it is interpreted the meaning is different and their comprehension is
also lacking because they don‟t understand what they are going to tell, and
 38

also student‟s pronunciation were also less precise so that when bringing
the student‟s story tended to difficult remembered how to read the
sentence they made into the story. Then, the researcher set up planning to
conduct action in the treatment to solve the problems found. The plans
were prepared the material for the first cycle.

2. Cycle I
The first step in conducting the research was held on 25th May
2021 and 28th May 2021. The mean score that the students got in the test of
cycle I was 66 there was increasing point from pre-test. The detail data
about cycle I as showed followed:
a. Planning
This cycle conducted on Tuesday 25th May 2021. The preparation such
as lesson plan, observation sheet, evaluation sheet and test had been
provided before conducting the class. The material for this cycle was
recount text with the theme was My Holiday.
b. Acting
Researcher implemented the design of lesson plan used Pow-Tega
method that had been planned before. This action was divided in two
meeting, as following:
1. First meeting
This meeting was conducted on Tuesday, 25th May 2021. The
duration of the class was 2X30 minutes because of covid19 made
learning hours less. After all of the students and the collabolator
enter the class, researcher as a teacher began the lesson. In the began
activity, researcher and students prayed together, after prayed
researcher explained again about came to the school, researcher said
happy Eid al-fitri and apologized for cycle 1 being banned after Eid,
researcher asked about student activities after holiday, and then
researcher checked students attendance list, there was 1 student who
was absent without explanation, namely Kidung Kurniawan.
 39

Then researcher gave Pow-Tega to the students about recount

text. The researcher explain about the recount text with Power
Teaching. First, researcher gave Class-Yes, the researcher said
“Class” and the students answer „Yes” it made students to focus with
the learned and students are so enthusiastic about class-yes that class
became more vibrant, second the researcher explain about definition
of recount text and students did micro lecturer, which made them
repeat what the researcher had said or explain, third the researcher
explain about generic structure of recount text and students had to
did teach-okay, here students were asked to discuss with their
classmate about what the researcher said or explain, and fourth the
researcher gave score-board , this score- board was sad  , It to
provide an assessment to students about their enthusiasm when
studying, and fifth the researcher made students to refocus with
material with use Hands and Eyes and researcher explain about
language feature of recount text, and the last researcher asked
students to repeat the researcher explanation about language feature
of recount text use Comprehension Check so the researcher would
checked the students.
After that the researcher gave the game related to the material,
the first game was scrabble game, in this game the students are gave
an example of recount text with the tittle My Holiday, in the story
there were several random arrangement of alphabets in a word, and
students were asked to correct the random alphabets into a correct
word. There were such random alphabets as: tedays=stayed,
nerdag=garden, slowfer=flower, enescry=scenery, rascy=scary,
netw=went, and derti=tired.
Then, the researcher proceed to the next game, which was
Talking Stick, here students play in group and the group were
selected with determined the value of english from the lowest to the
highest, students were divided into 4 groups. Group 1 consist of
 40

Raihan, Nanik, Vatli, Lutfi and Farid, group 2 consist of Feri,

Gabby, Putra, and Anita, group 3 consist of Putri, Aldi, Aisyah, and
Kidung, group 4 consist of Melga, Wiwin, Andre and Nurchoiri.
Each group got a ticket and the ticket was the key to got the picture
that the researcher had provided, after each group take a picture used
the ticket, the students discuss and retell strudents experience based
on the picture obtained, after that each students went forward and
tells students experience, and the students practice to express or tell
the topic by using their own words.
And the last game was make a match, the researcher prepared
about the card, here the researcher prepared the cards containing the
questions and the answer keys related to recount text, which was like
a question card namely time conjunction and the answer card was
than, next, after. Then the researcher distributes cards randomly and
asked students to find their partner then the students who had found
the faster and correct partner got a gift from the researcher. Random
cards containing:
Key card: Time conjunction, answer cards: Than, next, last
Key card: Past tense, answer cards: studied, ate
Key card: Noun, answer cards: book, pen
Key card: Pronoun, answer cards: my, she
Key card: Action verbs, answer cards: cook, walk, go
The end of the lesson , the researcher gave the conclusion about
the material and asked the students about the understanding. At the
last, the researcher closed the lesson.
2. Second meeting
In the second meeting on Friday, 28th May 2021, after
conducted the teaching learning process by Pow-Tega method, the
next meeting the researcher conducted the spoken test. Researcher
opened the class as usual. Researcher gave greeted and asked about
the lost of empty chairs and checked the students attendance, where
 41

students were absent from class, 4 alpha and 1 was sick. Kidung
Kurniawan, Melga Amelia, Muhammad Agus Saputra, and Nanik
Nurdian were absent without explanation, and Aisyah Nur Hidayah
was sick.
Then researcher presented the post test for the students,
which was about the student‟s story of the theme: organizational
experience, activity on Sunday, and vacation to tourist spot. Then
researcher explained the theme and researcher allowed time for the
students to made their own stories, and then researcher went around
to checked the students for assignment. After finishing, each student
came forward to share their experience, after all the students had
finished, researcher closed the class by commenting on their
performance and closing the study with greeted and prayed together.

Table 7. The Result of Students’ Speaking in Cycle I

No Score of Frequency Percentage KKM
students Complete Incomplete
1 75-100 7 43,75% √
2 0-74 9 56,25% √
TOTAL 16 100%

From the result of cycle I post test, it could be seen that 7 students or
43,75% students complete the KKM, and that 9 students or 56,25%
students not completed the KKM. It could be seen that mean of score
was 65. So it was not completed the KKM yet. After conducting the
test and filling the observation instrument, researcher gave
conclusion, motivation and close the lesson.

c. Observation-
The collaborator (Mrs.Dewinta Yulia Mandasari,S,Pd) observed
the researcher‟s activities during teaching and learning process (you can
see at appendix 12), the result as follows:
 42

Table 8. Observation Sheet for Students in Cycle I

No Aspect Of Observation Frequence Percentage
1. Students use Power Teaching
a. Class Yes 17 100%
b. Micro Lecture 5 29%
c. Teach Okay 14 82,35%
d. Score Board 17 100%
e. Hands and eyes 14 82,35%
f. Comprehesnion check 14 100%
2. Students do scrabble game 10 58,82%
3. Students retelling about the 17 100%
story
4. Students finds partners with 17 100%
cards

From the result above, the students had not been totally involved in
various classroom activities during the learning process. It was found
that the students used activity scrabble game were 10 0r 58,82%,
students used Power Teaching in class-yes were 17 or 100%, students
used micro lecture were 5 or 58,82%, students used teach-okay were 14
or 82,35%, students used scoreboard were 17 or 100%, students used
hands and eyes were 14 or 82,35%, students used comprehension check
were 14 or 82,35% students discuss in talking stick were 17 or 100%,
students retelling the story were 17 or 100%, and the students that used
make a match game were 17 or 100%.
In this activity the researcher collaborated with English teacher to
observed activity in learning proces. (see apendix 15 and 16)
Table 9. Observation Sheet for Students in Cycle I
No Researcher‟s activity Cycle 1
Yes No

1 Preparation √
c. Researcher make lesson plan
d. Researcher make observation sheet and evaluation √
2 Action
e. Researcher explain the lesson about Pow-Tega √
method
2) Activity Scrabble game
 43

 Students making complete the sentence √

with random alphabets.
3) Activity modeling of the text.
 Class-Yes √
 Micro-Lecturer √
 Teach-Okay √
 Score board √
 Hands and Eyes √
√
 Comprehension Check.
4) Activity Talking Stick
√
 Students are divided into several groups.
√
 Researcher gives stick to the group, the
group that got the stick discussed with
their group and retelling story about
students experience
d. Make a Match game
 Researcher give the card which contains √
question card and answer card. And
students must find partner that researcher
has made on the card
3 Evaluation
e. Researcher conducting evaluation or process and √
result.
f. Researcher give conclusion about the material. √
g. Closing. √

Then, from the observation sheet for the researcher in cycle I, the
researcher applied all of aspect in observation, the researcher was
taught the students based on syllabus and lesson plan, the researchers
explained the material by Pow-Tega method.

d. Reflecting
According to the collected data that had been got from the activity
and learning process in cycle I, researcher had found some
improvements on the students score in speaking test. However, the
percentages of the improvements were unsatisfying as the expectation
and about 8 students still not motivated yet. Of the three themes with
the title were: organizational experience, activity on Sunday, and
vacation to tourist spot. From pre-test and cycle I test indicated that
 44

there was improved of students who reach KKM, from 49,5 to 65. The
students‟ speaking ability was improved but not satisfying and could
not reached the KKM‟s percentage that was 75% and only 7 students or
43,75% reached the KKM target.
There were five aspect of speaking ability from Brown (2003).
Each aspect has the lowest score was 1 and the highest score was 5.
From each aspect, this first one was grammar, from the result above that
12,5% or 2 students got score 2 which meant students had problem in
grammar with students tenses to made students grammar was untidy.
Then 50% or 8 students got score 3 that mean students grammar was
enough and also 37,5% or 6 students got score 4.
The second aspect was vocabulary, from the result above that 6,25% or
1 student got score 1 and 25% or 4 students got score 2 which meant
students had problem in vocabulary with limitation of students
vocabulary. Then 18,75% or 3 students got score 3 that mean students
vocabulary was enough and also 50% or 8 students got score 4.
The thirth aspect was pronunciation, from the result above that 18,75%
or 3 students got score 1 which meant students had problem in
pronunciation with students speech not clear and in a hurry. Then
43,75% or 7 students got score 3 that mean students vocabulary was
enough and also 37,5% or 6 students got score 4.
The fourth aspect was comprehension, from the result above that 6,25%
or 1 student got score 1, then 18,75% or 3 students got score 2 which
meant students had problem in comprehension with students do not
underdstand the content and only memorize. And 31,25% or 5 students
got score 3 that mean students comprehension was enough and also
12,5% or 2 students got score 5.
The fifth aspect was fluency, from the result above that 18,75% or 3
students got score 1 which meant students had problem in fluency with
students do not remember about students fluency. And 18,75% or 3
 45

students got score 3 that mean students comprehension was enough and
also 62,5% or 10 students got score 4.
From the result of observation sheet for students, the students had
not been totally involved in various classroom activities during the
learning process. It was found that the students used activity scrabble
game were 10 0r 58,82%, students used Power Teaching in class-yes
were 17 or 100%, students used micro lecture were 5 or 58,82%,
students used teach-okay were 14 or 82,35%, students used scoreboard
were 17 or 100%, students used hands and eyes were 14 or 82,35%,
students used comprehension check were 14 or 82,35% students discuss
in talking stick were 17 or 100%, students retelling the story were 17 or
100%, and the students that used make a match game were 17 or 100%.
From the result of the students‟ speaking and observation m in
cycle I, so the researcher explain more the material about recount text
so that students better understand the discussion about the recount text
material and also researcher would explain the Pow-Tega method in
more detail and also explain the step by step for using the Pow-Tega
method more clearly.

3. Cycle II
The second cycle was the improvement of the previous cycle. The
cycle II was consist of two meetings too. The second cycle was
conducted on Friday, 4th June 2021 and 8th June 2021. In this cycle, the
researcher must be preparing all of the material teaching and learning
process better than before. There are four phase in this cycle, are:
a. Planning
This cycle conducted on Tuesday 4th June 2021. In this phase, the
preparation was same with the planning in cycle I . Before doing
the same action as cycle I, the researchers prepared lesson plan,
observation sheet, and test. The theme in this cycle was about
Recount text with theme At The Beach.
 46

b. Acting
1) First meeting
The second cycle was conducted on Friday, 4th June 2021.
In this cycle . The first meeting, researcher began the class as
usual, researcher gave greeted to the class and then researcher
checked attendance list and there were 2 students who didn‟t
enter the classroom, Andre Aji and Melga Amelia without being
informed, and researcher waited for the students who hadn‟t
been to class, then researcher wrote the material about recount
text and researcher also wrote about steps of power teaching
method.
Then researcher gave Pow-Tega to the students about
recount text. The researcher explain about the recount text with
Power Teaching. First, researcher gave Class-Yes, the
researcher said “Class” and the students answer „Yes” it made
students to focus with the learned and students are so
enthusiastic about class-yes that class becomes more vibrant,
second the researcher explain about definition of recount text
and students did micro lecturer, which made them repeat what
the researcher had said or explain, third the researcher explain
about generic structure of recount text and students had to did
teach-okay, here students were asked to discussed with their
classmate about what the researcher said or explain, and fourth
the researcher gave score-board , this score- board was sad  , It
to provide an assessment to students about their enthusiasm
when studying, and fifth the researcher made students to refocus
with material with use Hands and Eyes and researcher explain
about language feature of recount text, and the last researcher
asked students to repeat the researcher explanation about
language feature of recount text use Comprehension Check so
the researcher would checkeds the students.
 47

After that the researcher gave the game related to the

material, the first game was scrabble game, in this game the
students were gave an example of recount text with the tittle At
The Beach, in the story there were several random arrangement
of alphabets in a word, and students were asked to correct the
random alphabets into a correct word. There were such random
alphabets as: tewn=went, wims=swim, lutib=built,
ganeb=began, and derti=tired.
Then, the researcher proceed to the next game, which was
Talking Stick, here students played in group and the group were
selected with determined the value of english from the lowest to
the highest, students were divided into 4 groups. Group 1 consist
of Raihan, Nanik, Vatli, Lutfi and Farid, group 2 consist of Feri,
Gabby, Putra, and Anita, group 3 consist of Putri, Aldi, Aisyah,
and Kidung, group 4 consist of Melga, Wiwin, Andre and
Nurchoiri, Each group got a ticket and the ticket was the key to
got the picture that the researcher had provided, after each group
take a picture used the ticket, the students discuss and retell
strudents experience based on the picture obtained, after that
each students went forward and tells students experience, and
the students practice to express or tell the topic by using their
own words.
And the last game was make a match, the researcher
prepared about the card, here the researcher prepared the cards
containing the questions and the answer keys related to recount
text, which was like a question card namely time conjunction
and the answer card was than, next, after. Then the researcher
distributes cards randomly and asked students to find their
partner then the students who had found the faster and correct
partner gots a gift from the researcher. Random cards
containing:
 48

Key card: Time conjunction, answer cards: Than, next.

Key card: Noun, answer cards: book, pen, dictionary
Key card: Pronoun, answer cards: she, they, you
Key card: Action verbs, answer cards: studied, cooked, played
The end of the lesson , the researcher gave the conclusion
about the material and asked the students about the
understanding. At the last, the researcher closed the lesson and
the researcher and students prayed together.
2) Second meeting
In the second meeting on Tuesday, 8th June 2021. It was the
time for the test. As usual, teacher was begin the class with
greeted, and researcher thanked students for their participant in
this research and then researcher checked student attendance
and there was 1 student who did not went to class without
explanation, namely Kidung Kurnniawan then researcher gave
second post test to students with recount text material, students
were asked to retell their experiences with following themes:
unforgettable experience, school experience, and meeting with
someone. Then researcher explains the theme and students
were given time to made their own stories, and then researcher
went around to checked the students for assignment. After
finished, each student came forward to share their experience,
after all the students had finished, researcher closed the class
by commenting on their performance and closed the study with
greeted and prayed together. The result of speaking score in
cycle II was 76%s as follows:
 49

Table 10. The Result of Students’ Speaking in Cycle II

No Score of Frequency Percentage KKM
students Complete Incomplete
1 75-100 12 75% √

2 0-74 4 25% √
TOTAL 16 100%

From the data above, it can be seen that mean of students score
was 76,25, and reached the KKM were 12 students or 75%, but
there were 4 students or 25% could not reached KKM‟s score.
After conducted the test, filling observation instrument as well,
and researcher gave conclusion of material.

c. Observing
The other finding that could be found in the process of learning in
the classroom. The students became curious and understanding the recount
text and tell it. The students related to be very comfortable and enthusiasm
.The result of students‟ observation sheet in cycle II can be describe
following table :

Table 11. Observation Sheet for Students in Cycle II

No Aspect Of Observation Frequence Percentage
1. Students use Power Teaching
a. Class Yes 17 100%
b. Micro Lecture 5 29%
c. Teach Okay 14 82,35%
d. Score Board 17 100%
e. Hands and eyes 17 100%
f. Comprehesnion check 14 100%
2. Students do scrabble game 10 58,82%
3. Students retelling about the 17 100%
story
4. Students finds partners with 17 100%
cards
 50

From the result above, the activities of the students in teaching and
learning process was better than in cycle II. It was found that the students
used activity scrabble game were 10 0r 58,82%, students used Power
Teaching in class-yes were 17 or 100%, students used micro lecture were 5
or 58,82%, students used teach-okay were 14 or 82,35%, students used
scoreboard were 17 or 100%, students used hands and eyes were 17 or
100%, students used comprehension check were 14 or 82,35% students
discuss in talking stick were 17 or 100%, students retelling the story were
17 or 100%, and the students that used make a match game were 17 or
100%. In this activity the researcher collaborated with English teacher to
observed activity in learning proces. (see apendix 17 and 18)

Table 12. Observation Sheet for researcher in Cycle II

No Researcher‟s activity Cycle II
Yes No

1 Preparation √
a. Researcher make lesson plan
b. Researcher make observation sheet and evaluation √
2 Action
f. Researcher explain the lesson about Pow-Tega √
method
a. Activity Scrabble game
 Students making complete the sentence √
with random alphabets.
b. Activity modeling of the text.
 Class-Yes √
 Micro-Lecturer √
 Teach-Okay √
 Score board √
 Hands and Eyes √
√
 Comprehension Check.
c. Activity Talking Stick
√
 Students are divided into several groups.
√
 Researcher gives stick to the group, the
group that got the stick discussed with
their group and retelling story about
students experience
d. Make a Match game
 Researcher give the card which contains
 51

question card and answer card. And √

students must find partner that researcher
has made on the card
3 Evaluation
a. Researcher conducting evaluation or process and √
result.
b. Researcher give conclusion about the material. √
c. Closing. √

Researcher‟s observation sheet for the in cycle II had same result with
cycle I. the teacher applied all of aspect in observation, the researcher was
taught the students based on syllabus and lesson plan. Researcher also
explain the material by using Pow-Tega method, the researcher conducted
the evaluation.

d. Reflecting
In cycle II there was improved at students‟ speaking ability, from
the data in the cycle II, there was very big process, because in the cycle II
the researcher gave more explained the Pow-Tega method. The researcher
asked students if they were got problems during study by using Pow-Tega
method, and explained to the students as easy as possible to made the
students comprehend about Pow-Tega method. By using Pow-Tega
method, the students could improve their speaking ability. The percentage
of the improvements about 12 students or 75% can reach the KKM score,
and 4 students or 25% not reach the KKM score.
There were five aspect of speaking ability from Brown (2003). Each
aspect has the lowest score was 1 and the highest score was 5. From each
aspect, this first one was grammar, from the result above that 25% or 4
students got score 3 that mean students grammar was enough and also 75%
or 12 students got score 4.
The second aspect was vocabulary, from the result above that 12,5% or 2
students got score 2 which meant students had problem in vocabulary with
limitation of students vocabulary. Then 12,5% or 2 students got score 3
 52

that mean students vocabulary was enough and also 37,5% or 6 students
got score 4 also 37,5% or 6 students got score 5.
The thirth aspect was pronunciation, from the result above that 25% or 4
students got score 3 that mean students vocabulary was enough and also
75% or 12 students got score 4.
The fourth aspect was comprehension, from the result above that 6,25% or
1 student got score 1 which meant students had problem in comprehension
with students do not underdstand the content. And 12,5% or 2 students got
score 3 that mean students pronunciation was enough and also 81,25% or
13 students got score 4.
The fifth aspect was fluency, from the result above that 18,75% or 3
students got score 3 that mean students fluency was enough and also
81,25% or 13 students got score 4.
From the result of observation sheet for students, the activities of
the students in teaching and learning process was better than in cycle II. It
was found that the students used activity scrabble game were 10 0r
58,82%, students used Power Teaching in class-yes were 17 or 100%,
students used micro lecture were 5 or 58,82%, students used teach-okay
were 14 or 82,35%, students used scoreboard were 17 or 100%, students
used hands and eyes were 17 or 100%, students used comprehension check
were 14 or 82,35% students discuss in talking stick were 17 or 100%,
students retelling the story were 17 or 100%, and the students that used
make a match game were 17 or 100%.
From the result of students‟ speaking ability and observation there
was a considerable increase in the result of students‟ speaking increase in
each component and students understanding the learning material better.
Students observation increased because the researcher explained the Pow-
Tega method step by step with clearly so that students found it easy to
understand the Pow-Tega method.
 53

C. Discussion
Based on the result of research, that Pow-Tega method had positive impact
in improving students‟ speaking ability by suing Power Teaching and Game
(POW-TEGA) Method at Eighth grade of SMP N 58 Merangin. This
method can be effectiveness in student‟s speaking ability, this method can
made students more active and practice their speaking. The progress of this
research showed that in pre-test only 2 students or 12,5% achieve the KKM
score, and the cycle I there were 7 students or 43,75% can reached the KKM
score, and also in cycle II there were 12 students or 75% students can
reached the KKM score The result can be seen in the table below based on
the test result of the students:

Table 13. the result assessement Pre Test, Cycle I, Cycle II

Pre Test Cycle I Cycle II
Complete Incomplete mean Complete Incomplete Mean Complete Incomplete Mean
2 14 7 9 12 4
12,5% 87,5% 49,5 43,75% 56,25% 65 75% 25% 76,25

Based on data above, this research showed that used power

teaching and game (Pow-Tega) method can improve students‟ speaking
ability. From the data above, the result of pre test only 2 students or 12,5%
can achieve the KKM target, and the mean of pre test is 49,5. The result of
cycle I are 7 students or 43,75% can achieve the KKM target , and the
mean of cycle I is 65. From the mean value of pre test and cycle I
increased by 15,5. The result of cycle II are 12 students or 75% achieve the
KKM target, and the mean of cycle II is 76,25. From the mean value of
cycle I and cycle II increased by 11,25. So mean value from pre test and
cycle II is 26,75
Based on the result above. Power teaching and game (Pow-Tega)
method is effective to improve students‟ speaking ability, because the
advantages of Pow-Tega method according to Bunyamin (2011) there are
 54

some advantages of Pow-Tega method, students are either consciously or

not directly involved in real life to express ideas in English orally and
learning model to improve language competence, espesially those related
to speaking material and descriptive text.
Based on the result of this research the students‟ speaking skill was
improve by use Pow-Tega method, it was line with the research cobdycted
by Armansyah (2019) he found that percentage of students‟ speaking skill
in pronunciation was (71,80%), grammar was (77,51%), vocabulary was
(81,28%), fluency was (81,26%) and comprehension was (75%), and the
mean of the research was 71,88. It happened because Pow-Tega method
can improve speaking skill and create a fun and interseting situation so
that students can speak freely in the classroom, and also students can
engage to speak actively in the classroom.
Furthermore, in this research used Power Teaching and Game
(Pow-Tega) method is success and can improvement of students speaking
ability in recount text same with the relevant research by Wahyuni Sri
(2015) with the title “Increasing Speaking Achievement by Uisng Pow-
Tega Technique at Tenth grade of SMA N I Pagaralam” researcher used
experiment research, based on data above it showed that average of the
students‟ skill score in vocabulary was (3,30) then score in grammar was
(3,35), and score in pronunciation was (3,12), and also lowest score in
vocabulary was (2,93), and from data above can show that Pow-Tega
method creates a good atmosphere for speaking class, then make students
feel fun and easier to follow the teacher‟s instruction so they can speak
freely as their daily life.
Based on explanation above, the similarities of this research at the
object of this research that speaking ability with component, grammar,
vocabulary, pronunciation, comprehension, and fluency, and the design of
the research was experiment research and research design was different
with researcher, researcher used classroom action research. But in the
indicator of speaking same, and researcher data, it show that average of the
 55

students score in vocabulary was 80, students score in grammar was75,

students score in pronunciation was 75, students score in comprehension
was 75, and students score in fluency was 76,25.
So with Pow-Tega method students speaking ability can
improvement and also students can creating self courage in small group
this can be seen from the Pow-Tega method, especially in the talking stick
section which requires students to actively speak and do the speaking test
directly.
 CHAPTER V
CONCLUSION AND SUGGESTION
F. Conclusions
Based on the result of the action reserach that had been conducted
for two cycles that consisted of two meeting as describe in chapter IV, it
can be conclude that Pow-Tega method can improve students‟ speaking
ability in recount text at eighth grade of SMPN 58 Merangin. From the
observation during the implementation, the students lack of habit and
practice in speaking. Moreover, the students also low in vocabulary. It
showed that the student‟s speaking ability problems need to solved. It was
found that using Pow-Tega method made the students able to more often
speaking in front of the class, with power teaching method making
students more active in speaking with classmates and the game method
makes students much more active in speaking in class such as guessing
words in the scrabble game and also answering questions on the talking
stick game because students are more often speak in class, they got more
motivation to be more active in speaking class, it can be concluded that
students are interested in Pow-Tega method when learning, especially in
recount text material in speaking. Research show that the Pow-Tega
method can improve student‟s speaking ability in recount text material.
From the average of pre-test students was 12,5% (2 students), post test
cycle I was 43,75% (7 students) there was31.25% improve from the pre-
test. In the cycle II increased 75% (12 students) it was improved 62,5%
from pre-test.

G. Suggestion
Based on these results and the discussion above, the researcher gave some
suggestion, there are:
1) For students
For students it is expected to always improve speaking when
learning English, students can be more confident when having

56
 57

conversation or speaking, also practice more often with friends or

alone, and more often memorize vocabulary, and listen to the
pronounce of speaking taught by the teacher when teaching .
2) For teacher
The researcher suggested to the teacher that adding new method
when teaching, such as the Pow-Tega method which is a method that
can be used in speaking ability in fun way because many students like
learning by playing games, and teacher also motivation students to
learning.
3) For other researcher
The researcher suggested to the other researcher that this
research can be used that compare with other similar research.
4) For the researcher
Researcher could add the knowledge and experience in teaching
and learning process.
 Bibliography

Arikunto, Suharsimi. 2007. Penelitian Tindakan Kleas (PTK). Yogyakarta:

www.geocities.com/zai_abidin69/mypage.html.

Armansyah. 2019. "Use of power teaching game technique (Pow-Tega) to

improve speaking skill of junior high school students." volume 1 nomor 2
(2685-810X).

Biffle, Chris. 2008. Power Teachers Training Manual.

Brown, H. Douglas. 2004. Language Assessment Principles and Classroom

Practice. San Fransisco State University: Longman.

Brown, H. Douglas 2000. Teaching by Principles An Interactive Approach to

Language Pedagofy. San Fransisco State University: Longman.

Bunyamin. 2012. "peningkatan kompetensi speaking materi teks deskriptif

melalui teknik Pow-Tega dengan media Pic-Pow peserta didik kelas VIII-
6." (http://bunyamin-spirit.blogspot.com).

Eric Kloper, Scot Osterweil, and Katie Saien. 2009. moving learning games
forward. Cambridge, Massachuetts, Amerika Serikat: creative commons.

Harmer, Jeremy. 2001. the practice of english language teaching. Cambridge,

UK: Pearson Longman.

John Dunlosky, K. A. (2013). Improving Students' learning with effective learning

techniques. promising direction from cognitive and education psycology
university of Virginia.

Mardalena.(2016).Speaking III.Yogyakarta:Deepublish

58
 59

Meriza. 2015. " Speakig by Combining Riund Robin with Talking Chips
Strategies at Junior High School students.”

Priatna, H.Mahmud dan Tedi. 2008. Penelitian Tindakan Kelas. Bandung.

Renandya, Jack C. Richards dan Willy A. 2002. Methodology in Language

Teaching. New York: Cambridge University Press.

Sudijono, A. (2010). Pengantar Statistik Pendidikan. Jakarta: PT Raja Grafindo

Persada.

Sudjana, N. (2011). Penilaian Hasil dan Proses Belajar Mengajar. Bandung:

Rosda Karya.

Wahyuni, Sri. 2017. "Increasing speaking achievement by using Pow-Tega."

Edited by journal of English Language and Teaching. (http://online-
journal.unja.ac.id/index.php/IJoLTE) 1 (1).
 60

Appendix 1

Syllabus

Mata Pelajaran : Bahasa Inggris

Satuan Pendidikan : SMP N 58 MERANGIN
Kelas / Semester : VIII/Genap
Tahun Pelajaran : 2020/2021

Kompetensi Dasar Materi Indikator Kegiatan Alok Sumber Penilaia

Pembelajaran Pembelajaran asi Belajar n
wakt
u
3.11 Membandingkan  Fungsi sosial 3.11.1 Mengidentifikasi - Menyimak guru 8 JP  Buku  Lisan
fungsi sosial, fungsi social dan unsur membaca
Melaporkan,
kebahasaan beberapa bahasa  Tertulis
struktur teks, dan mengambil teladan, beberapa teks
unsur kebahasaan membanggakan
teks personal recount recount tentang inggris  Penuga
beberapa teks lisan dan tulis dengan pengalaman
personal recount  Struktur teks memberi dan meminta pribadi seseorang  Kamus san
lisan dan tulis Dapat mencakup informasi terkait - Bertanya jawab bahasa  Unjuk
dengan memberi - orientasi pengalaman pribadi di tentang kejadian,
waktu lampau, pendek inggris kerja
dan meminta - urutan kegiatan yang
 61

informasi terkait kejadian/kegiatan dan sederhana, sesuai dialami secara  Internet  Produk
pengalaman pribadi - orientasi ulang dengan konteks kronologis
di waktu lampau, penggunaannya - Menggunakan Portofoli
 Unsur kebahasaan
pendek dan 3.11.2 Menyebutkan bagan alir untuk o
sederhana, sesuai - Kalimat beberapa teks personal mempelajari alur
dengan konteks deklaratif dan recount lisan dan tulis cerita
penggunaannya interogatif dalam dengan memberi dan - Didektekan guru,
Simple Past tense meminta informasi menuliskan teks-
- Adverbia dan terkait pengalaman teks pendek
4.11. Teks recount frasa pribadi di waktu tersebut dengan
4.11.1 Menangkap makna preposisional lampau, pendek dan tulisan tangan.
secara kontekstual penujuk waktu: sederhana - Melengkapi
terkait fungsi sosial, yesterday, last 3.11.3 Mempresentasikan ringkasan
struktur teks, dan month, an hour teks recount pengalaman tsb.
unsur kebahasaan ago, dan dengan kalimat-
teks recount lisan sebagainya. 4.11.1.1 Menulis makna kalimat yang
dan tulis, sangat - Adverbia secara kontekstual diambil teks,
pendek dan penghubung terkait fungsi sosial, dengan ejaan dan
sederhana, terkait waktu: first, then, struktur teks, dan unsur tanda baca yang
pengalaman pribadi after that, before, kebahasaan teks recount benar
di waktu lampau at last, finally, lisan dan tulis, sangat - Mengumpulkan
(personal recount) dan sebagainya. pendek dan sederhana informasi tentang
4.11.2 Menyusun teks - Nomina singular 4.11.2.1 Membuat teks pengalaman
recount lisan dan dan plural dengan recount lisan dan tulis, pribadi di waktu
tulis, sangat pendek atau tanpa a, the, sangat pendek dan lampau untuk
dan sederhana, this, those, my, sederhana, terkait membuat teks-
terkait pengalaman their, dsb. pengalaman pribadi di teks pendek dan
pribadi di waktu - Ucapan, tekanan waktu lampau (personal sederhana
 62

lampau (personal kata, intonasi, recount), dengan - Saling

recount), dengan ejaan, tanda baca, memperhatikan fungsi mempresentasikan
memperhatikan dan tulisan sosial, struktur teks, dan , menyimak dan
fungsi sosial, tangan unsur kebahasaan, bertanya jawab
struktur teks, dan secara benar dan sesuai tentang teks
 Topik
unsur kebahasaan, konteks masing-masing
secara benar dan Peristiwa, dengan teman-
sesuai konteks pengalaman yang temannya, secara
terjadi di sekolah, lisan, dengan
rumah, dan yang ucapan dan
dapat tekanan kata yang
menumbuhkan benar
perilaku yang - Melakukan
termuat di KI refleksi tentang
proses dan hasil
belajarnya
 63

Appendix 2

Interview with English teacher

Me : assalamualikum miss
Mrs : Wa‟alaikum salam
Me : sorry to disturb your time, I want to do an interview for my research
will do in SMP N 58 Merangin
Mrs : yes, what can I help you?
Me : in SMP N 58 Merangin what is the curriculum used ma‟am?
Mrs :2013 curriculum revision.
Me : how much is the KKM score ma‟am?
Mrs : 75, all fields of study are 75 expect for exact
Me : most of the students pass the target , don‟t you?
Mrs: uh, how about it, English is actually fun, right? It‟s only made harder if
the child isn‟t integrated, for example, if you say ah it‟s hard so it‟s going
to be difficult. The point is so long as I teach englishstudents who actually
pass may be able counted..
Me : how much is that, ma‟am?
Mrs : is it from grade 1,2,3?
Me : how much for class 2, ma‟am?
Mrs : 2nd grade for this semester or previous semester?
Me : for this semester, ma‟am
kalo untuk semester ini Bu?
Mrs : for semester 2, it‟s only MID yesterday I wanted to give out report
cards for this semester about 60%, but I‟ll report back if the MID is the
original value.
Me : for the whole, ma‟am? For grades 1,2,3?
Mrs : it‟s the same
Me : what the problems you found when teaching, ma‟am?
Mrs : students, sometimes we teach , you‟ve had an internship there, we‟ve
used the method we‟ve used this to try to get students interested but back to
 64

the students, the students already thought English was difficult, so what
have we given , what we have learned but don‟t come with their. Second,
they don‟ dare to try, they already said that it was really difficult, it was
suggested but sometimes I often to try.
Me : is that a problem for vocabulary, isn‟ it ma‟am?
Mrs : of course, how many students do you have at most
Me : in class, ma‟am. Sometimes it‟s like students don‟t understand that‟s
their reaction to asking questions or it‟s like they just ignore it?
Mrs : the type of child, if the students are used to are in my class, if they
don‟t know they ask questions and if students can‟t students don‟t wat to be
able to, then they can‟t then they don‟t to ask.
Me : but many are active in class ma‟am?
Mrs : It‟s okay
Me : what about their speaking in class?
Mrs : Speaking?
Me : yes, their speaking in class ma‟am?
Mrs : Speaking in class is still bad, it‟s still a bit lously, right? Back to
previous problem, why do i often divert my speaking assignment, have i
ever looked at facebook often? So I‟ll switch it there so they‟re more fun
and not afraid, so it‟s often like advertisement material, right? I‟ll tell them
to make your own theme is, so please be creative, in fact they prefer it to
speaking in class. Come on, let‟s have a lesson. This is moving forward,
sometimes there are things that are done, some are not, most of the time i
get emotional. When the subject is speaking, in grade 7,8.9,especially for K
13, look at the K 13 book, now the student‟s abilities are out of sync, that
was because it was difficultt, yes, the child was interested in their but slowly
trying but not following books, i‟m type of person who rarely uses books
because i don‟t like it, so i like it later, please find it yourself, you do it
yoursellf.
Me : most teachers nowadays do K 13, it‟s like they hesitate to go back and
forth ma‟amMrs : yes, that‟s why K 13 is a teacher only a motivator, the
 65

students are the ones who work, but in reality it‟s not like that, you just have
to go back first.
Me : what is the strategy that is usually used ma‟am?
Mrs : i see the condition of the students, if the student is getting bored then
sometimes we gave the material, we give the assignment the next day we
test it, for example it turns out that the students don‟t do our work and i‟m
actually annoyed and angry for sure, i‟m just thinking in what way i often
do, i was annoyed in that class, so mu first strategy is to change their mood
first, change their mood by inviting them to breaking ice first, that is to
focus their focus later on, the breaking ice has to do with the material, for
example adjectives or what if they are already focused, it‟s already starting
to get stressful, i invite them out and sit in a new atmosphere.
Me : so the method is combined with the game, right ma‟am?
Mrs : yes with games
Me : if so, thank you vey much ma‟am
Mrs. Yes you‟re welcomes
 66

Interview with one of student

Me : Putra i want to ask about English, Putra do you like English ?

Putra : yes i like it
Me : what the skill do you like? Like reading, writing, speaking, what the
spesification skill do you like?
Putra : writing miss
Me : what is the difficult from English?
Putra : way to pronounce
Me : but if the vocabulary, do you understand?
Putra : to study miss?
Me : yes, do you understand?
Putra : no miss
Me : if in English, what do you dislike?
Putra : speaking is difficult miss
Me : because the prounce?
Putra : yes miss
Me : the vocab is difficult?
Putra : yes miss
Me : okay, thanks
Putra : yes miss
 67

Appendix 3

Data SMP N 58 Merangin

Data of Building Room

No Kind of rooms Total Situation

Good Bad Little
1 Head Master Room 1 √
2 Teachers Room 1 √
3 Classroom :
 VI 2 √
 VIII 2 √
 IX 2 √
4 ADM Room 1 √
5 Library 1 √
6 Musholla 1 √
7 Laboratory 1 √
8 UKS Room 1 √
9 Cooperation 1 √
10 Osis Room 1 √
11 Scout Room 1 √
12 Drum band Room 1 √
13 Toilet for students 5 √
14 Toilet for teacher 4 √
15 Park Area 1 √
16 Basket Yard 1 √
17 Volley Yard 1
18 Canteen 3
 68

Data of Building Students

SMP N 58 Merangin has 99 students for academic year 2020/2021.

There are 46 for male students and 53 for female students. This school
has 6 classes that consist of 2 classes for the seventh grade, 2 classes for
the eighth grade, and 2 classes for the ninth grade,

No Class Male Female Total

1 VII 17 16 33

2 VIII 16 16 32

3 IX 13 21 34

Total 46 53 99
 69

Data of Teacher and staff SMP N 58 Merangin Academic Year

2020/2021

No. Name NIP/NUPTK Employm Position

ent status
1 Rianto,S.Pd. 19750128 200604 1 007 PNS Head Master
2 Yulia Juwita 19920201 201903 2 009 PNS Teacher
Sari, S.Pd
3 Muhtarrom, 19851003 201903 1 003 PNS Teacher
S.Pd
4 Dewi Nurul H, 0633 7656 6630 0022 Regional Teacher
S.Pd.I honors
5 Dewinta Yulia 6058 7676 6813 0173 Regional Teacher
M, S.Pd honors
6 Hardika, S.Pd 3657 7636 6413 0222 Regional Teacher
honors
7 Nelly Vebriani, 5546 7606 6130 0032 Regional Teacher
S.Pd honors
8 Santi Lestarida, 1853 7646 6513 0192 Regional Teacher
S.Pd honors
9 Susi 8450 7676 6830 0012 Regional Teacher
Rahmawati, honors
S.Pd
10 Yola Sapitri, 7341 7696 7013 0143 Regional Teacher
S.Pd honors
11 Yosep 3544 7686 6913 0233 Regional Teacher
Sapandra, S.Pd honors
12 Yuli Ispiani, 4034 7696 7013 0163 Regional Teacher
S.Pd honors
13 Hendri Yadi, Regional Teacher
S.Pd honors
14 Yuni Wati, S.Pd 0838 7676 6813 1172 Regional Teacher
honors
15 Heni Ayu 7255 7706 7113 0113 Regional Staff
Lestari, S.Pd honors Administrative
16 Elisabeth Regional Operator
Pandiangin, honors
S.Pd
 70

Appendix 4

Pre-Test

Instruction:

1. Please choose one of the topics below!

2. Tell about the topics that has you choose in front of the class. The duration
about 5 minutes.

Please give information about:

1. Holiday experience
2. Embarrassing experience
3. Bad experience
 71

Appendix 5

LESSON PLAN

(Cycle 1)

School : SMP N 58 Merangin

Subject : English Language

Class / Semester : VIII A / II

Text Type : Recount Text

Time Allocation : 4 × 30 Minutes

Meeting : 1st and 2nd Meeting

A. Standard of Competence
Identification the social function, generic structure, and language feature
text transactional interaction in spoken or written, that include asking and
giving the information that related to personal experiences in the past,
short and simple corresponding to the context.
B. Basic Competence
Comparing the social functions, generic structure, and linguistic elements
of some text oral and written personal recount texts with giving and asking
for information related to personal experiences in the past, short and
simple, corresponding to the context.
C. Indicator
At the end of the lesson, students can make short, simple text in the form
of a recount by step the correct.
 Using simple past tense in recount text.
 Using oral language in deliver short functional text

D. Learning Material
 Recount Text
 72

Definition of Recount text

Recount text is a text that telling about one story, action or activity
which retells event or experiences in the past. The goal of the recount text
is to entertaining or informing the reader, and listener.

Language Feature
 Using simple past tense
 Using action verb (went, played, ate, etc.)
 Using of time conjunction (that, first, next)

Generic Structure
 Orientation
It tells the background information to understand the story, such as who
was involved, where it happened, and when it happened.
 Events
A series of events, or tells what happened in chronological order.
 Re-orientation
Concludes the experience or what happened in the end

Holiday in Bromo

Orientation : Last week I went to Mount Bromo. I stayed at my friend‟s

house in Porbolinggo, East Java. The house has a big garden with colorful
flowers and a small pool.

Events: In the morning, my friends and I saw Mount Batok. The scenery
was very beautiful. We rode on horseback. It was scary, but it was fun.
Then, we went to get a closer look at the mountain. We took pictures of
the beautiful scenery there. After that, we took a rest and had lunch under a
big tree. Before we got home, we went to the zoo at Wonokromo. We went
home in the afternoon

Re-orientation : we were very tired. However, I think it was really fun to

have a holiday like this. I hope my next holiday will be more interesting.
 73

E. Teaching Learning Method

Power Teaching and Game (Pow-Tega) Method

F. Teaching Learning Activity

1st meeting
a. Pre-Activity (10 Minutes)
 Greeting
 Prayer
 Check the students attendance list
 Reviewing the last material
 Tell about the topic of the lesson
 Give students motivation
b. While Activity (45 minutes)
 Teacher explain the material of Recount Text
 Definition of recount text
 Generic structure of recount text
 Language feature of recount text
 Example of recount text
 Teacher apply and explain about Pow-Tega Method
 Invite the students to active in learning activity with using
power teaching
1) Class-yes. Researcher asked students to used the class-yes.
Researcher said class and students answer yes.
2) Micro lecture, researcher explained the definition of recounnt
text, and some students repeat the researcher explanation
3) Teach-okay, researcher explain about the generic structure of
recount text and students repeat the explaination with the
partners
4) Score board, researcher gave the value to students about their
partispiant
 74

5) Hand and eyes , students refocues about the material and

researcher explain about language fetures of recount text.
6) Comprehension check, researcher asked students to repeat
explanation of language fetures of recount text, and
researcher arround the class to check students.
 Scrabble game, researcher gave the example of recount text and
gave jumbled random alphabets and asked students to collect
into the right words.
 Talking stick game, researcher made students into 4 groups and
gave the stick to one group which was used as a ticket to take
picturea sfter that students discuss in their group about the
picture and each students went forward to tell their experience
based on the picture.
 Make a Match game, researcher gave the crds to students. The
cards contains a key card and answer card, students were asked
to find their partner based on the card.
c. Post Activity (5 minutes)
 The teacher asks them whether they have some difficulties to
answer the questions.
 Make conclude of lesson.
 Greeting

G. Learning Resource
 Relevant text book
 English story book
 Internet

2nd meeting
a. Pre-Activity (10 Minutes)
 Greeting
 75

 Prayer
 Check the students attendance list
 Give students motivation
b. While Activity (45 minutes)
 The researcher prepare and give post-test about recount text
 Give a title of speaking for students
 Ask students to start speaking related to the material that teacher
give.

c. Post Activity (5 minutes)

 Make conclude of lesson.
 Give suggestion or comment based on students performance.
 Greeting
Bunga Antoi, may 28th 2021
English Teacher, Researcher

Dewinta Yuliana M,S.Pd Cristiana Kurnia Sari

 76

Appendix 6

LESSON PLAN

(Cycle 2)

School : SMP N 58 Merangin

Subject : English Language

Class / Semester : VIII A / II

Text Type : Recount Text

Time Allocation : 4 × 30 Minutes

Meeting : 1st and 2nd Meeting

A. Standard of Competence
Identification the social function, generic structure, and language feature
text transactional interaction in spoken or written, that include asking and
giving the information that related to personal experiences in the past,
short and simple corresponding to the context.
B. Basic Competence
Comparing the social functions, generic structure, and linguistic elements
of some text oral and written personal recount texts with giving and asking
for information related to personal experiences in the past, short and
simple, corresponding to the context.
C. Indicator
At the end of the lesson, students can make short, simple text in the form
of a recount by step the correct.
 Using simple past tense in recount text.
 Using oral language in deliver short functional text

D. Learning Material
 77

 Recount Text

Definition of Recount text

Recount text is a text that telling about one story, action or activity which
retells event or experiences in the past. The goal of the recount text is to
entertaining or informing the reader, and listener.
Language Feature
 Using simple past tense
 Using action verb (went, played, ate, etc.)
 Using of time conjunction (that, first, next)

Generic Structure
 Orientation
It tells the background information to understand the story, such as who
was involved, where it happened, and when it happened.
 Events
A series of events, or tells what happened in chronological order.
 Re-orientation
Concludes the experience or what happened in the end

At the beach

Orientation : My friend and I went to the beach on Saturday

Events: while we were at the beach we had a cool swim. After our swim
we built sandcastle. Later it began to rain, so we packed up and went to
home

Re-orientation : we were tired from our day at the beach, so we went to

bed early.

E. Teaching Learning Method

 Power Teaching and Game (Pow-Tega) method.

F. Teaching Learning Activity

 78

1st meeting
a. Pre-Activity (10 Minutes)
 Greeting
 Prayer
 Check the students attendance list
 Reviewing the last material
 Tell about the topic of the lesson
 Give students motivation
b. While Activity (45 minutes)
 Teacher explain the material of Recount Text
 Definition of recount text
 Generic structure of recount text
 Language feature of recount text
 Example of recount text
 Teacher apply and explain about Pow-Tega Method
 Invite the students to active in learning activity with using
power teaching
1) Class-yes. Researcher asked students to used the class-
yes. Researcher said class and students answer yes.
2) Micro lecture, researcher explained the definition of
recounnt text, and some students repeat the researcher
explanation
3) Teach-okay, researcher explain about the generic
structure of recount text and students repeat the
explaination with the partners
4) Score board, researcher gave the value to students
about their partispiant
5) Hand and eyes , students refocues about the material
and researcher explain about language fetures of
recount text.
 79

6) Comprehension check, researcher asked students to

repeat explanation of language fetures of recount text,
and researcher arround the class to check students.
 Scrabble game, researcher gave the example of recount text
and gave jumbled random alphabets and asked students to
collect into the right words.
 Talking stick game, researcher made students into 4 groups
and gave the stick to one group which was used as a ticket
to take picturea sfter that students discuss in their group
about the picture and each students went forward to tell
their experience based on the picture.
 Make a Match game, researcher gave the crds to students.
The cards contains a key card and answer card, students
were asked to find their partner based on the card.
c. Post Activity (5 minutes)
 The teacher asks them whether they have some difficulties
to answer the questions.
 Make conclude of lesson.
 Greeting

G. Learning Resource
 Relevant text book
 English story book
 Internet

2nd meeting
a. Pre-Activity (10 Minutes)
 Greeting
 Prayer
 Check the students attendance list
 80

 Give students motivation

b. While Activity (45 minutes)
 The researcher prepare and give post-test about recount text
 Give a title of speaking for students
 Ask students to start speaking related to the material that teacher
give.

c. Post Activity (5 minutes)

 Make conclude of lesson.
 Give suggestion or comment based on students performance.
 Greeting

Bunga Antoi, june 8th 2021

English Teacher, Researcher

Dewinta Yuliana M,S.Pd Cristiana Kurnia Sari

 81

Appendix 7

Post-Test Cycle 1

Instruction:

1. Please choose one of the topics below!

2. Tell about the topics that has you choose in front of the class. The duration
about 5 minutes.

Please give information about:

1. Organizational experience
2. Activity in Sunday
3. Vacation to tourist spot
 82

Appendix 8

Post-Test Cycle 2

Instruction:

1. Please choose one of the topics below!

2. Tell about the topics that has you choose in front of the class. The duration
about 5 minutes.

Please give information about:

1. Unforgettable experience
2. School experience
3. Meeting with someone
 83

Appendix 9

TRANSKIP OF PRE-TEST

1. RZF

2. PAR

3. RLAK

4. AAP

5. ANH

6. MAQ
 84

7. WA

8. APS

9. FJS

10. NNN

11. MAS

12. N
 85

13. KK

14. FA

15. AH

16. VP
 86

Appendix 10

TRANSKIP OF POST TEST CYCLE I

1. RZF

2. PAR

3. N

4. NNN

5. RLAK
 87

6. ANH

7. APS

8. AAP

9. AH

10. FJS

11. KK
 88

12. MAS

13. FA

14. VP

15. WA

16. QBR
 89

Appendix 11

TRANSKIP OF POST TEST CYCLE II

1. RZF

2. PAR

3. AAP

4. AH

5. WA
 90

6. RLAK

7. NNN

8. APS

9. N
 91

10. MAQ

11. FJS

12. FA

13. QBR
 92

14. ANH

15. MAS

16. VP
 93

Appendix 12
Data Analysis Result of Pre-Test

No Student’s G V P C F Total Score KKM

Name Complete Incomplete
1 ANH 3 3 3 3 3 15 60 √
2 AH 2 1 2 1 3 9 36 √
3 AAP 2 3 3 3 3 14 56 √
4 APS 2 2 3 2 3 12 48 √
5 FA 2 1 1 2 2 8 32 √
6 FJS 3 2 2 2 2 11 44 √
7 KK 2 1 1 3 2 9 36 √
8 MAQ 2 2 3 3 3 13 52 √
9 MAS 2 3 3 1 3 12 48 √
10 NNN 2 3 2 3 3 13 52 √
11 N 2 1 2 1 3 9 36 √
12 PAR 3 4 4 4 4 19 76 √
13 QGR - - - - - - - -
14 RLAK 2 3 2 3 3 13 52 √
15 RZF 3 4 4 4 4 19 76 √
16 VP 2 1 2 1 3 9 36 √
17 WA 3 2 3 2 3 13 52 √
Total 36 36 40 39 48 792 2 14
Average / Percentage 49,5 12,5% 87,5%
Explanation:
G : grammar
V : vocabulary
P : pronounce
C : comprehension,
F : fluency
Known By:
English Teacher, Researcher

Dewinta Yuliana M,S.Pd Cristiana Kurnia Sari

 94

Appendix 13
Data Analysis Result of Post-Test Cycle I

No Student’s G V P C F Total Score KKM

Name Complete Incomplete
1 ANH 3 4 4 4 4 19 76 √
2 AH 4 3 4 3 4 18 72 √
3 AAP 3 2 3 2 4 14 56 √
4 APS 3 4 4 3 4 18 72 √
5 FA 3 1 2 1 2 9 36 √
6 FJS 3 3 2 3 2 13 52 √
7 KK 2 2 2 3 2 11 44 √
8 MAQ - - - - - - - - -
9 MAS 4 4 3 4 4 19 76 √
10 NNN 4 4 3 4 4 19 76 √
11 N 4 4 3 4 4 19 76 √
12 PAR 4 4 4 5 4 21 84 √
13 QGR 3 3 3 3 3 15 60 √
14 RLAK 2 2 3 2 3 12 48 √
15 RZF 4 4 4 5 4 21 84 √ √
16 VP 3 2 3 2 3 13 52 √
17 WA 3 4 4 4 4 19 76 √
Total 53 51 49 54 55 1040 7 9
Average / Percentage 65 43,75% 56,25%
Explanation:
G : grammar,
V : vocabulary
P : pronounce
C : comprehension
F : fluency

Known By:
English Teacher, Researcher

Dewinta Yuliana M,S.Pd Cristiana Kurnia Sari

 95

Appendix 14
Data Analysis Result of Post-Test Cycle II

No Students’ G V P C F Total Score KKM

Name Complete Incomplete
1 ANH 4 4 4 4 4 20 80 √
2 AH 4 5 4 4 4 21 84 √
3 AAP 4 5 4 4 4 21 84 √
4 APS 4 4 4 4 4 20 80 √
5 FA 3 2 3 2 3 13 52 √
6 FJS 3 2 3 3 3 14 56 √
7 KK - - - - - - -
8 MAQ 4 3 4 4 4 19 76 √
9 MAS 3 3 4 3 3 16 64 √
10 NNN 4 4 4 4 4 20 80 √
11 N 4 5 4 4 4 21 84 √
12 PAR 4 5 4 4 4 21 84 √
13 QGR 3 4 3 4 4 18 72 √
14 RLAK 4 4 4 4 4 20 80 √
15 RZF 4 5 4 4 4 21 84 √
16 VP 4 5 3 4 4 20 80 √
17 WA 4 4 4 4 4 20 80 √
Total 52 62 60 63 62 1220 12 4
Average / Percentage 76,25 75% 25%
Explanation:
G : grammar,
V : vocabulary
P : pronounce
C : comprehension,
F : fluency
Known By:
English Teacher, Researcher

Dewinta Yuliana M,S.Pd Cristiana Kurnia Sari

 96

Appendix 15
Student’s Observation Sheet for Cycle I

No Student’s Aspect of Oservaation

Name A B C D E F G H I J K L
1 ANH √ √ √ √ - √ √ √ √ √ √ √
2 AH √ √ - √ √ √ √ √ √ √ √ √
3 AAP √ √ - √ - √ √ √ √ √ √ √
4 APS √ √ - √ √ √ √ √ - √ √
5 FA √ √ - √ - √ √ √ √ - √ √
6 FJS √ √ √ √ - √ √ √ √ √ √ √
7 KK √ - - √ - - √ - - - - -
8 MAQ √ √ - √ - √ √ √ √ √ √ √
9 MAS √ √ - √ √ √ √ √ √ √ √ √
10 NNN √ √ - √ - √ √ √ √ - √ √
11 N √ √ - √ - - √ - - - - -
12 PAR √ √ √ √ √ √ √ √ √ √ √ √
13 QGR √ √ - √ - √ √ √ √ - √ √
14 RLAK √ √ - √ - - √ - - √ - -
15 RZF √ √ √ √ √ √ √ √ √ √ √ √
16 VP √ √ - √ - √ √ √ √ - √ √
17 WA √ √ √ √ √ √ √ √ √ √ √ √
Total 17 16 5 17 5 14 17 14 14 10 17 17
Explanations:
A : The students give respond to the material.
B : The students pay attention to the researcher explanation.
C : The students ask the researcher what they do not understand
D : The students used class-yes
E : The students used micro lecture
F : The students used teach-okay
G : The students used scoreboard
H : The students used hands and eyes
I : The students used comprehension check
J : The students uses activity Scrabble Game
K : The students uses activity Talking Stick Game
L : The students uses activity Make a Match Game

Known By:
English Teacher, Researcher

Dewinta Yuliana M,S.Pd Cristiana Kurnia Sari

 97

Appendix 16

Student’s Observation Sheet for Cycle II

No Student’s Aspect of Oservaation

Name A B C D E F G H I J K L
1 ANH √ √ √ √ - √ √ √ √ √ √ √
2 AH √ √ - √ √ √ √ √ √ √ √ √
3 AAP √ √ - √ - √ √ √ √ √ √ √
4 APS √ √ - √ √ √ √ √ √ √ √
5 FA √ √ - √ - √ √ √ √ - √ √
6 FJS √ √ √ √ - √ √ √ √ √ √ √
7 KK √ - - √ - - √ √ - - - -
8 MAQ √ √ - √ - √ √ √ √ √ √ √
9 MAS √ √ - √ √ √ √ √ √ - √ √
10 NNN √ √ - √ - √ √ √ √ - √ √
11 N √ √ - √ - - √ √ - - - -
12 PAR √ √ √ √ √ √ √ √ √ √ √ √
13 QGR √ √ - √ - √ √ √ √ - √ √
14 RLAK √ √ - √ - - √ √ - √ - -
15 RZF √ √ √ √ √ √ √ √ √ √ √ √
16 VP √ √ - √ - √ √ √ √ - √ √
17 WA √ √ √ √ √ √ √ √ √ √ √ √
Total 17 16 5 17 5 14 17 17 14 10 17 17
Explanations:
A : The students give respond to the material.
B : The students pay attention to the researcher explanation.
C : The students ask the researcher what they do not understand
D : The students used class-yes
E : The students used micro lecture
F : The students used teach-okay
G : The students used scoreboard
H : The students used hands and eyes
I : The students used comprehension check
J : The students uses activity Scrabble Game
K : The students uses activity Talking Stick Game
L : The students uses activity Make a Match Game
Known By:
English Teacher, Researcher

Dewinta Yuliana M,S.Pd Cristiana Kurnia Sari

 98

Appendix 17
Researcher’s Observation Sheet for Cycle I

No Researcher‟s activity Cycle 1

Yes No

1 Preparation √
a. Researcher make lesson plan
b. Researcher make observation sheet
and evaluation
2 Action
a. Researcher give greeting √
b. Researcher open the reaching learning √
process √
c. Researcher check attendance of √
students
d. Researcher explain the lesson about
Pow-Tega method √
5) Activity Scrabble game
 Students making complete the
sentence with random √
alphabets. √
6) Activity modeling of the text. √
 Class-Yes √
 Micro-Lecturer √
 Teach-Okay √
 Score board
 Hands and Eyes √
√
 Comprehension Check.
7) Activity Talking Stick
 Students are divided into
several groups.
 Researcher gives stick to the
group, the group that got the √
stick discussed with their
group and retelling story
about students experience
d. Make a Match game
 Researcher give the card
which contains question card
and answer card. And students
must find partner that
researcher has made on the
card
3 Evaluation
 99

h. Researcher conducting evaluation or √

process and result.
i. Researcher give conclusion about the √
material. √
j. Closing.

Known By:
English Teacher, Researcher

Dewinta Yuliana M,S.Pd Cristiana Kurnia Sari

 100

Appendix 18

Researcher’s Observation Sheet for Cycle II

No Researcher‟s activity Cycle 2

Yes No

1 Preparation √
1. Researcher make lesson plan
2. Researcher make observation sheet and
evaluation
2 Action
1. Researcher give greeting √
2. Researcher open the reaching learning √
process
3. Researcher check attendance of students √
4. Researcher explain the lesson about Pow- √
Tega method
a. Activity Scrabble game √
 Students making complete the
sentence with random alphabets.
b. Activity modeling of the text.
 Class-Yes
 Micro-Lecturer √
 Teach-Okay √
 Score board √
 Hands and Eyes √
√
 Comprehension Check.
√
c. Activity Talking Stick
√
 Students are divided into several
groups.
√
 Researcher provide an example of
√
a recount
 Researcher gives stick to the
group, the group that got the stick
discussed with their group and
retelling story about students
experience √
d. Make a Match game
 Researcher give the card which
contains question card and answer
card. And students must find
partner that researcher has made
on the card
3 Evaluation
 101

1. Researcher conducting evaluation or √

process and result.
2. Researcher give conclusion about the √
material. √
3. Closing.

Known By:
English Teacher, Researcher

Dewinta Yuliana M,S.Pd Cristiana Kurnia Sari

 102

Appendix 19

DOCUMENTATION ON PRE-TEST

DOCUMENTATION ON CYCLE I

DOCUMENTATION ON POST-TEST CYCLE I

 103

DOCUMENTATION ON CYCLE II

DOCUMENTATION ON POST-TEST CYCLE II

104
105
106
 107

CURRICULUM VITAE

PERSONAL DATA

Full Name : Cristiana Kurnia Sari

Nick Name : Cristin or Icis
Date and Olace of Birth : Bunga Antoi, June 15th 1999
Address : Nakula street, SPB Bunga Antoi, Rt. 12, Rw. 5, Tabir
Selatan sub-district, Merangin district, Jambi Province
Hobby : reading, watching a movie.
Email : cristianakurniasari15@gmail.com
EDUCATION DATA

1. Kindergarten : Makarti Muktitama (2005)

2. Elementary School : SD N 268/VI Bunga Antoi (2011)
3. Junior High School : SMP N 14 Merangin (2014)
4. Senior High School : SMA N 17 Merangin (2017)
5. Collage : STKIP YPM Bangko (2017)

ORGANIZATIONAL EXPERIENCE

1. Students Council Vice President : Senior High Schooll

2. Ceo of Jurnalism : Senior High School
3. Rohis : Student collage