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CHAPTER I
INTRODUCTION
1. Background
English becomes a need of Indonesian people. It is learnt in all schools
from play groups up to university level. English is increasingly being used as a
tool for interaction among non-native speakers. Over one half of the one billion
English speakers of the world learned English as a second language (Brown 1994:
122). Moreover, it is used as a medium in teaching learning process even used as
daily conversation. Unfortunately, it does not encourage the students to be active
and confident to speak English in the class. Most of them are afraid and shy to
make mistake. Therefore, this phenomenon must be treated by suitable technique
in order that the students’ trouble can be solved.
The phenomenon is that the students do not also comfort and do not feel
relaxed in their learning even the students are afraid to make mistake and shy to
speak English in the classroom. This phenomenon is found by the writer when he
taught at that school. The phenomenon is also stated by the English teacher of the
school.
There are various techniques and ways used to encourage the students to be
active and improve their speaking in English. One of the appropriate techniques
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that can be used to overcome the barriers is Suggestopedia. According to Brown
(2004: 27):
Suggestopedia was a method that was derived from Bulgarian
psychologist Georgi Lozanov (1979) contention that human brain
could process great quantities of material if given the right conditions
for learning, among which `re a state of relaxation and giving over of
control to the teacher.
Furthermore, to improve students’ speaking skill, the writer will use
suggestopedia as the treatment. Dr. G. Lozanov used suggestopedia to make his
learners totally relax, open, and receptive to what they are learning. Moreover,
this method also has already been approved at BBC International Bogor, it is used
to improve their speaking skill.
Based on the research done by BBC international Bogor in 2005,
suggestopedia encourages the students to speak at the significant level of 0.05. In
addition, more than 70% of the students consider that suggestopedia help them
speak English. It means that suggestopedia has a positive influence in their
speaking. Moreover, suggestopedia offers different style and interesting technique
where music and comfortable classroom become the main points. Harmer (2001:
89) stated in his book The Practice of English Language Teaching,
Suggestopedia sees the physical surroundings and atmosphere of the
classroom as of vital importance. By ensuring that the students are
comfortable, confident, and relaxed.
The writer hopes suggestopedia can encourage the students to be
active in speaking English in the classroom.
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Based on the reason above, the writer would like to study
“IMPROVING STUDENTS’ SPEAKING SKILL USING SUGGESTOPEDIA
AT THE FIRST GRADE STUDENTS OF ISLAMIC SENIOR HIGH SCHOOL
AL-MIZAN RANGKASBITUNG”.
1.2 Problem
1.2.1 Identification of The Problem
Based on the background of the study, the writer wants to know
whether using suggestopedia can improve the student’s speaking skill at the first
grade students of Islamic senior high school Al-Mizan Rangkasbitung. The
problem can be formulated as follows:
1. Does suggestopedia improve student’s speaking skill at the first grade
students of Islamic senior high school Al-Mizan Rangkasbitung?
2. can students’ speaking skill at the first grade students of Islamic senior
high school Al-Mizan Rangkasbitung be improved?
3. Can suggestopedia be applied to improve student’s speaking skill at the
first grade students of Islamic senior high school Al-Mizan Rangkasbitung
1.2.2 Limitation of The Problem
The problem may be too large to be solved, therefore the writer needs to
limit the problem are follows:
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1. How to improve student’s speaking skill at the first grade students of
Islamic senior high school Al-Mizan Rangkasbitung?
2. How can the suggestopedia improve student’s speaking skill?
3. How to improve student’s speaking skill using suggestopedia?
1.2.3 Formulation of The Problem
Based on the problem limitation above the writer can put forward the
following problem:
1. How is students’ speaking skill at the first grade of Islamic senior high
school Al-Mizan Rangkasbitung?
2. Does improve students’ speaking skill improvement especially for the
students at the first grade of Islamic senior high school Al-Mizan
Rangkasbitung?
1.3 Research Objectives
The aims of the research are:
1. To know the students’ speaking skill at the first grade of Islamic senior
high school Al-Mizan Rangkasbitung.
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2. To know whether there is improvement of the students’ speaking skill by
using The suggestopedia.
1.4 Research Benefit
The writer hopes this study will have some of these benefits, such as;
1.4.1 Theoretically
1.4.1.1 This can give a plenty experience of a technique enrichment.
1.4.1.2 This will describe the problem made by students in learning speaking
process.
1.4.1.3 The result of the research may become on input for the other researcher
who want to observe other problem in teaching English, especially
speaking skill.
1.4.1.2 Practically
1.4.2.1 The students will be active and not afraid to make a mistake or shy to
speak English in the classroom.
1.4.2.2 The students will be more interested in speaking English.
1.5 Research basic Opinion
Research basic opinion is formulated as follows:
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1. There is an improvement in students’ speaking skill using suggestopedia.
2. Students will be active in speaking English in the class.
1.6 Definition of the Terms.
1.6.1 Improving Students’ speaking skill
a. Improving
According to A.S. Hornby (1987:427) Improve have two
definitions. First definition improve is “Making or become better” second
definitions improve is “Make good use of, turn to account.”
From the definition above the writer concludes that improving
which means in this study is “The way to make the students English
speaking skill better as the purpose of teaching and learning English.
Learning language means mastering language skills. The main
purpose in learning a language is speaking. Unfortunately, students find
some obstruction to speak. They are shy and afraid of making mistakes.
Consequently, their speaking skill is not improved.
To improve the students’ speaking skill at school, the teacher should
teach them in such away so that they enjoy the teaching-learning process.
There must be good and suitable methods of teaching to achieve the goal
of teaching.
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1.6.2 Suggestopedia
Suggestopedia was developed by Dr. Georgi Lozanov of the institute of
Suggestology in Sofia, Bulgaria. He said that suggestopedia is a philosophy of
learning and teaching that arouses strong enthusiasm. Suggestopedia will be used
as a treatment to improve students’ speaking and acting in the classroom, Brown
(1994: 61) states:
Suggestopedia was a method that was derived from Bulgarian
psychologist Georgi Lozanov’s contention that the human brain could
process great quantities of material if simply given the right conditions
of learning, among which are state of relaxation and giving over of
control to the teacher.
It is believed that suggestopedia able to stimulate the students’ brain to
learn as relax as possible.
Moreover, suggestopedia has features that make the students more relaxed
and comfortable in their learning. The teacher will engage the students interact
with each other and overcome their barriers in learning. Harmer (2001: 89) states
“A feature of suggestopedia is referred to as “infantilisation”; that is the teacher
and students exist in a parents-children relationship to remove barriers to
learning”.
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CHAPTER II
THEORITICAL FOUNDATION
2.1 Improving Students’ speaking skill
Learning language means mastering language skills. The main purpose in
learning a language is speaking. Unfortunately, students find some obstruction to
speak. They are shy and afraid of making mistakes. Consequently, their speaking
skill is not improved.
To improve the students’ speaking skill at school, the teacher should teach
them in such away so that they enjoy the teaching-learning process. There must be
good and suitable methods of teaching to achieve the goal of teaching.
2.1.1 Teaching
To improve students’ skills there should be teaching-learning process.
Harmer (2001: 56) says “Teaching means to give (someone) knowledge or to
instruct or train (someone)”. The statement explains that teaching is an activity
where the teachers transfer the knowledge to the students. Moreover, the
interaction is a sign of teaching learning process.
Additionally Brown (2000: 7) states “Teaching is showing or helping
someone to learn how to do something, giving instruction, guiding in the study of
something, providing with knowledge, causing to know or understand”. In the
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other words, teaching is guiding someone to know and tn develop the knowledge
become something useful that is used in human life.
Both statements describe teaching as the complex phenomenon because it
needs the process where the teachers are required to interact with the students and
to manage the classroom well. In addition to interact and to manage the
classroom, the teachers have to prepare the method, technique, and approach to
support their teaching learning process.
A method of teaching is the whole planning of teaching learning process
related to the material which can support teaching learning process and encourage
the students to enjoy learning. It is supported by Brown (1994: 48) who says
“Method is an overall plan for systematic presentation of language based upon a
selected approach”.
Besides, there are other elements that support teaching learning process-
technique and approach. Brown (2000: 169) states “Techniques are the specific
activities manifested in the classroom, and Approach is a principled basis upon
which the teacher can choose particular context”. In other words, technique is the
implementation which actually takes place in the classroom. It is a particular trick
to engage students to enjoy learning. While approach is a set of assumption
related to the nature of teaching and learning. It explains how big relation among
method, technique, and approach toward teaching learning process.
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Based on the explanation above, teaching is transferring the material to
help the students learn and know something using an approach to the learners by
appropriate methods and techniques.
2.1.2 Speaking
Speaking is the important components of language; it becomes a basic in
language learning. Nunan (1991: 39) states “Speaking is the single most important
aspect of learning foreign language and success is measured in terms of the ability
to carry out a conversation in the language”. It means conversation becomes a
measurement of language learning.
The students are required to practice more and perform their English in
form of discussion or debate. It is in lind with Harmer (1998: 87) who states
“Speaking is almost always an active exercise. In addition, Brown (2004: 140)
says “Speaking is a productive skill that can directly and empirically observe”. It
means speaking is the skill that can directly correct by the observer or the teacher.
Thus, speaking is productive skill which is able to measure through teaching
learning process.
Speaking English practice will help students active in the classroom.
Besides, atmosphere of the classroom has big influent in teaching learning
process, if the atmosphere of the classroom is not comfortable they will not
encourage being active but if the classroom is comfortable the students will much
more active and confident to speak English. It is supported by Harmer (2007: 123)
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who states “Providing rehearsal opportunities to practice speaking English and
using speaking tasks in which students try to use all of the language they know”.
In speaking there are some elements that should be considered:
a. Language Features
The following are the elements necessary for spoken production (as
opposed to the production to practice examples in language drills):
1) Connected Speech: effective speakers of English need to be able not
only to produce the individual phonemes of English (as in
saying I would have gone) but also use fluent’ connected
speech (as in I’d’ve gone).
2) Expressive Devices: native speakers of English change the pitch and
stress of particular part of utterances, vary volume and speed,
and show by other physical and non-verbal (paralingtistic).
3) Lexis and grammar : spontaneous speech is marked by the use of a
number of common lexical phrases, especially in the
performance of certain language function.
4) Negotiation Language: effective speaking to seek clarification and
to show the structure of what we are saying.
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b. Mental/Social Processing
Part of speaker’s productive ability involves the knowledge skills. Success
is also dependent upon the rapid processing skills that talking necessitates.
1) Language Processing : effective speakers need to able to process language in
their own heads and put in coherent order.
2) Interacting with others: most speaking involves interaction with one or more
participants. This means that effective speaking also involves a good deal of
listening.
3) Information processing : quite apart from our response to others’ feelings, we
also need to be able to process the information they tell us the moment we
get it.
Based on the explanation above, speaking is not only to produce the
individual phonemes but also use fluent’ connected speech and able to process
language in their own heads and put in coherent order.
So, teaching speaking is guiding and facilitating to encourage students to
use words and phrases in communication.
2.2 Suggestopedia
Suggestopedia was developed by Dr. Georgi Lozanov of the institute of
Suggestology in Sofia, Bulgaria. He said that suggestopedia is a philosophy of
learning and teaching that arouses strong enthusiasm. Suggestopedia will be used
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as a treatment to improve students’ speaking and acting in the clasrroom, Brown
(1994: 61) states:
Suggestopedia was a method that was derived from Bulgarian
psychologist Georgi Lozanov’s contention that the human brain could
process great quantities of material if simply given the right conditions
of learning, among which are state of relaxation and giving over of
control to the teacher.
It is believed that suggestopedia able to stimulate the students’ brain to
learn as relax as possible.
Moreover, suggestopedia has features that make the students more relax
and comfortable in their learning. The teacher will engage the students interact
with each other and overcome their barriers in learning. Harmer (2001: 89) states
“A feature of suggestopedia is referred to as “infantilisation”; that is the teacher
and students exist in a parents-children relationship to remove barriers to
learning”.
Suggestopedia will encourage the students to optimize in learning; it will
eliminate negative feeling toward the study and help them overcome the barriers
to learning. Larsen-Freeman (2000: 73) views:
The application of the study of suggestion to pedagogy, has been
developed to help students eliminate the feeling that they cannot be
successful, and to help them overcome the barriers to learning.
Suggestopedia also will remove students’ barriers in learning English. It is
supported by Harmer (2001: 89) who states “Suggestopedia sees the physical
surrounding and atmosphere of the classroom of vital importance. By ensuring
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that students are comfortable, confident, and relaxed”. The statement explains
what big influence of atmosphere of the classroom. Thomas and Malamah (1987:
82) say “suggestopedia make the learners totally relaxed, open, and receptive to
what they are learning”.
Suggestopedia can be used in a variety of other typical classroom
activities, as Brown (1994: 61) says:
In application of suggestopedia, Lozanov and his followers
experimented with the presentation of vocabulary, readings, dialogs,
role-plays, drama, and a variety of other typical classroom activities.
The classroom activities which has stated above will be presented to
treat the students’ barriers.
Richards and Rodgers (1994: 143) say ”Lozanov believes most learning
takes place in relaxed but focused state”. In the other words, suggestopedia is a
method which able to improve students’ skill by using comfortable places to get
students concentration with states the focus of the material.
0 2.3 The steps of teaching speaking through suggestopedia.
0 2.3.1 Preparation
In teaching learning through suggestopedia, the teacher should make
preparation needed, as follows:
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1) The classroom
is bright and colorful. The teacher should create the classroom
which does not feel and look as a normal class.
2) The seats are
arranged in a U-shape to make easily communication between
teacher and students.
3) Posters
displaying grammatical information about target language are
hung around the classroom, to take the advantages of students’
peripheral learning.
4) The students
choose new names and identities. Assuming a new identity
enhances students feeling of security and allows them to be more
open.
5) The students
sing a song. The song is useful for freeing the speech muscles’
and evoking positive emotions.
6) The teacher
presents the dialog during concert, which comprise the first major
phase (the receptive phase).
7) In the first
concert (the active concert) the teacher reads the text with a
musical accompaniment, in the second concert (the passive
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concert), the students listen calmly while the teacher reads the
text at a normal rate of speed.
8) The second
major phase (the activation phase), in which students engage in
various activities designed to help them gain facility with the new
material.
9) The teacher
teaches the students a song. Music and movement reinforce the
linguistic materials.
10) Classical
music plays during the concert.
11) The teacher
and the students play a game which includes of question of the
material. In atmosphere of play, the conscious attention to the
learner does not focus on linguistic forms, but rather on using the
language. Learning can be fun.
12) The teacher
should correct the errors in a soft voice. Errors are correct gently,
not in a direct, confrontational manner.
The artful of suggestion is used to stimulate the mental reserve capacities and
accelerate the learning process.
Larsen and Freeman (2000: 81) state that the characteristic of the teaching
and learning process of suggestopedia course is conducted in a cheerful
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classroom. Besides, the teacher is main actor and the authority in the classroom in
order for the method or technique to be successful.
Suggestopedia begins with a learning situation such as comfortable seating
and pleasant classroom décor play. The material of authentic suggestopedic
courses consists principally of dialogues. According to Thomas and Ann
Malamah (1987: 82) there are set technique for handling of these dialogues in the
classroom: First, the teacher reads the text of the dialogue and the students follow
in their books. The teacher answers any questions the students may have about the
dialogue, and this question-and-answer session is conducted in the native
language. Second, the students put their books aside and sit back comfortably in
their chairs as the teacher reads the dialogue again. This reading is done in a very
particular, modulated way. Next, the third reading by the teacher is accompanied
by carefully chosen classical music. The students are still seated comfortably in
their chairs, and do not refer to their books. And the last, various kinds of
exploitation of the dialogue, oral and written exercises of the kind used by
language teachers everywhere.
1
2
3 2.3.2 Application
According to Larsen and Freeman (2000: 85), the following are reviewing the
techniques and the classroom set-up:
1) Begin by creating classroom environment which is bright and cheerful.
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2) Put the posters which contain grammatical information.
3) Teacher responsible to orchestrate the suggestive factors in a learning situation.
4) The students choose a target language name and new occupation and they have
opportunity to develop a whole biography about their fictional sdlves.
5) Students are asked to pretend temporarily that they are someone else and to
perform in the target language as if they were that person.
6) Active concert, the teacher introduces the story as related to dialog. The
students have copies of dialog.
7) Passive concert, the students are asked to put their script aside. They simply
listen as the teacher reads the dialog in a normal rate speed.
8) The teacher seated and reads with musical accompaniment.
9) The students playfully reread the target language dialog out loud individual or
in group.
10) The students engage in various activities designed to help them learn the new
material and use it spontaneously.
2.3.3 Evaluation
There are five components in an oral test such as pronunciation, fluency,
comprehension, vocabulary, and grammar. Afterward, all scores of the
components are totaled.
The followings are five components of oral proficiency test scoring
categories according to Brown (1994: 380).
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Proficiency Description
Pronunciation
Point Description
1
2
3
4
5
Errors in pronunciation are frequent but can be understood.
Accent, though often quite faulty, is intelligible.
Errors never interfere with understanding, accent may be
obviously foreign.
Errors in pronunciation are quite rare.
Equivalent to and fully accepted by educated native speaker.
Fluency
Point Description
1
2
3
4
5
(No specific fluency description. Refer to other four language
area for implied level of fluency.)
Can handle with confidence but not with facility most social
situations including introductions and casual conversation about
current events as well as work.
Can discuss particular interest of competence with reasonable
ease.
Able to use the language fluently on all levels normally pertinent
to professional needs. Can participate in any conversation.
Has complete fluency in the language such that his speech is
fully accepted by educated native speaker.
Comprehension
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Point Description
1
2
3
4
5
Within the scope of his very limited language experience can
understand simple questions and statement allowing for slow
speech, repetition, or paraphrase.
Can get the gist of most conversations of non technical subject
(i.e., topics which require no specialized knowledge).
Comprehension is quite complete for a normal rate of speech.
Can understand any conversation within the range of his
experience.
Equivalent to that of an educated native speaker.
Vocabulary
Point Description
1
2
3
4
5
Speaking vocabulary inadequate to express anything but the
most elementary needs.
Has speaking vocabulary rufficient to express him simply with
some circumlocutions.
Able to speak the language with sufficient vocabulary to
participate effectively in most formal and informal conversations
on practical, social, and professional topics. Vocabulary is broad
enough that he rarely has to grope for a word.
Can understand and participate in any conversation within the
range of his experience with a high degree of precision of
vocabulary.
His speech on all levels is fully accepted by educated native
speakers in all its features including breadth of vocabulary and
idiom, colloquialisms and pertinent cultural references.
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Grammar
Point Description
1
2
3
4
5
Errors in grammar are frequent but can be understood by a
native speaker used to dealing with foreigners attempting to
speak his language.
Can usually handle elementary constructions quite accurately but
does not have thorough or confident control of the grammar.
Control of grammar is good. Able to speak the language. Able to
speak the language with sufficient rtructural accuracy to
participate effectively in most formal and informal conversations
on practical, social, and professional topics.
Able to use the language accurately on all levels normally
pertinent to professional needs. Errors in grammar are quite rare.
Equivalent to that of an educated native speaker.
Maximum score for every criterion (pronunciation, fluency,
comprehension, vocabulary, and grammar) was 5, maximum total score was 25.
The evaluation should also be done by discussion between teacher and the
students by answering the question bellow.
For the students:
0 Does suggestopedia make sense to you? Do you feel relaxed and
comfortable?
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1 Would you consider presenting new material with musicals
accompaniment?
2 Do you learn peripherally?
3 What do you think about this technique?
4 According to you, does suggestopedia overcome your barriers in speaking
English?
5 Would it useful for the students to develop their speaking English?
If the application of suggestopedia is done greatly, the students will enjoy and
comfortable in their learning. Moreover, they are not afraid but they will be
confident to speak English and intent in communication.
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CHAPTER III
RESEARCH METHODOLOGY
3.1 Research Method
Research methodology is termed as the general strategy that the researcher
use to describe the data, then putting them in analyzing to take about conclusion
which related to the purpose of the research as the result of the study. In this
chapter, the researcher will discus research method, research design and steps,
research instrument; population, sample; collecting data technique; and data
analysis technique.
The title of the research is “Improving Students’ Speaking Skill through
Suggestopedia”. To conduct it, classroom action research is used. In Seminar on
ELT compilation book (2005: 12) it is stated: “action research is used to develop
new skills or new approaches and to solve problems with direct application to the
classroom or other applied setting”.
The teaching learning process through suggestopedia was done by the
researcher and the English teacher is the observer. Moreover, the observer is
involved in achieving the research outcomes; it is supported by Herawati (2005:
13) who says “Action research achieves the research outcomes mostly by
following action with critical reflection”.
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3.2 Research Design
Classroom action research and two cycle’s processes will be conducted;
each cycle consists of planning, acting/observing, and reflecting. It is supported
by Arikunto (2002: 84) in the following figure:
Figure 3.1: The cycle of Classroom Action Research
Planning
Acting/Observing 1st cycle
Reflecting
Acting/Observing
2nd cycle
Reflecting
Teaching learning process is started with lesson plan and teaching aids, then
suggestnpedia is applied.
3.3 Population and Sample
3.3.1 Population
The population of this research was all the first grade students of Senior
High School Al-Mizan Rangkasbitung Banten.
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3.3.2 Sample
The sample of this research was thirty students and one English teacher in
the first grade of the school. Those were chosen as the sample.
3.4 Research Instrument
Questionnaire and documentation are used to collect the data. Pre-test is
given before the treatment. Additionally, instrumental music is used to support the
method.
3.5 Research Steps
1. Cycle 1
a. Planning
To achieve maximum result, students’ problem should be
identified. In this case, they are usually afraid of making mistake and
unconfident to speak English. So, a teacher will do the best effort to
encourage them to be active in the class. The preparations are:
1) Lesson plan is made to support teaching learning process. It comprises
some parts such as grade, subject, duration, object, median, and
procedure including pre-activities, whilst activitier, and post activities.
2) The students’ scores are provided as standard of measurement after the
treatment.
3) Dialog text and instrumental music are used to support the treatment.
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4) Tape recorder is an aid used to run the instrumental music during
teaching learning process.
b. Acting/Observing
Before conducting the first cycle, the students’ scores are taken
through a pre-test to measure their proficiency in speaking. The scores
represent the problem found in the class. Firstly, the students are asked
to arrange the chairs into a U-shape. Then, the students are asked to
choose new names and identities in the list which is provided . “Offers
expression and its replies” are presented to the students as the subject.
Additionally, the copy of dialogue is distributed to the students and
read by the teacher; during the activity music is played. This part of
activities is called the first concert. Then, the second concert is begun.
In this concert, the students listen to the teacher, and during the concert
instrumental music is played. The students are ordered to make the
same dialogue in pairs and act out in front of the class. In this part the
teacher corrects the students’ mistake in soft voice. To know whether
the students are active, enjoy, and relaxed in teaching learning process,
several meetings of the treatment are carried out for each cycle.
c. Reflecting
Having accomplished the treatment by suggestopedia in improving
the students’ speaking skill, questionnaire is used to evaluate their
proficiency in speaking. The students seem to have much time to
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improve their speaking by going on to the next treatment with a new
innovation. Then, the second cycle is prepared.
2. Cycle 2
a. Acting/Observing
Having studied the first cycle, in this teaching learning process is
basically a dialogue is read a loud by the teacher. Students concentrate
on understanding of the new dialogue and not on "learning" new
vocabulary, grammar or etc. In this cycle, the new material is
presented and the instrumental music is also played in the background
as a means of stimulating right brain participation.
b. Reflecting
Having accomplished the treatment by suggestopedia, questionnaire is
still used to evaluate and assess students’ proficiency in speaking.
3.6 Data Collecting Technique
The research is conducted on March5 2010 and ended on March 12 2010.
Two cycles would be done in these researches.
The first cycle consists of several meetings where actions and observations
are done. It takes 45 minutes. Then, reflection is done after the treatment to
evaluate students’ speaking development. After the reflection of the first cycle,
the students may go on to the next treatment that consists of two meetings. It takes
45 minutes. And the reflection of the second cycle is held to evaluate and to get
the result.
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3.7 Data Analysis Technique
Data analysis is analyzed in this research. The compiled data are the
students’ scores acquired from the reflection after treatment. The questionnaire is
given to know students’ experiences during the research process. The Ordinal
scales are used in this research;
it consists of criteria of students’ speaking skill:
Excellent = 90 – 100
Very Good = 80 – 89
Good = 70 – 79
Fair = 60 – 69
Poor = ≤ 59
The improvement of students’ speaking skill in each cycle follow standard
above average stated by Al-Mizan Islamic Senior High School that is 70.
Moreover, questionnaire is provided to acquire more information about students’
speaking background and students’ experiences during the teaching learning
process.
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CHAPTER 1V
RESEARCH FINDING AND DISCUSSION
4.1Profiles of the research location
The research is conducted at Islamic Senior High School Al-Mizan
Rangkasbitung Banten. It is located on Jalan Jendral Sudirman km. 3
Ancol Narimbang Rangkasbitung Lebak Banten. The principal is Abdul
Mufid Setia Budi S. Pd.I and the English teacher is Mr. Jem Khomaeni
who observes the researcher during teaching learning process.
There are sixty students and one English teacher in the first grade
of the school. The class is divided into two classes A and B. Each class
consists of thirty students. The students of class A were chosen as the
sample.
4.2 Result of the research
Data of the research are gained from two cycle processes. Pre-test
was given before the treatment to know the students’ speaking skill. The
score of the post-test shows that their speaking skill is poor, because the
score is below under the standard (<70).
The students’ speaking skill must be improved that is why teaching
speaking through suggestopedia should be applied to them. Then, post-test
is given to know the students’ speaking skill improvement. The result of
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the post-test shows that the students’ speaking scores are getting better, it
means that there is some improvement of their speaking skill.
To make sure the suggestopedia works, there should be a second
cycle in which the new material and instrumental music (Ray Watson) are
different from the first one. After, the treatment or teaching speaking
through suggestopedia, post-test was given. The result or the students’
score of speaking shows a good improvement.
4.3 Data Description
1. The result of the pre-test on the 1st cycle
The scores of the pre-test on the first cycle are below standard (See
table 4.1), because their scores are less than 70. The standard is taken from
the formula:
The formula used to get pre-test result score
Score = Raw score x 100
Max score
There are some reasons why the students got low scores, it is
because they are afraid of making mistake, not confident to express their
ideas, and cannot respond their pairs automatically.
From the table 4.1 can be concluded that there should be the
treatment on their speaking because almost all the students got poor
scores, it is shown in The following Table 4.1.
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Table 4.1
The result of Speaking Pre-Test
The list of Score
Nama
Siswa
Aspek Yang Dinilai
Score CriteriaPronunc
iation
Fluency Comprehe
nsion
Vocabulary Grammar
1 4 3 4 3 2 16 = 64 Fair
2 3 3 4 4 3 17 = 68 Fair
3 4 4 3 2 2 15 = 60 Fair
4 3 3 3 4 3 16 = 64 Fair
5 3 3 4 4 2 16 = 64 Fair
6 3 3 4 4 4 18 = 72 good
7 4 3 4 4 3 18 = 72 good
8 3 3 4 4 3 16 = 64 Fair
9 4 3 3 4 2 16 = 64 Fair
10 3 3 4 4 3 17 = 68 Fair
11 4 3 5 3 4 19 = 76 good
12 3 3 3 4 3 16 = 64 Fair
13 4 3 4 4 4 19 = 76 good
14 3 3 4 4 3 17 = 68 Fair
15 3 3 3 4 3 16 = 64 Fair
16 2 3 3 4 3 16 = 64 Fair
17 3 3 3 4 3 16 = 64 Fair
18 4 3 4 4 4 19 = 76 good
19 3 3 4 3 4 18 = 72 good
20 3 3 3 5 3 17 = 68 Fair
21 4 3 4 4 3 18 = 72 good
22 4 3 4 3 3 17 = 68 Fair
23 4 3 3 4 3 17 = 68 Fair
24 4 3 4 3 3 17 = 68 Fair
25 4 3 4 4 3 18 = 72 good
26 3 3 4 4 3 16 = 64 Fair
27 4 3 3 4 3 17 = 68 Fair
28 3 3 3 4 3 16 = 64 Fair
29 3 3 4 4 3 18 = 72 good
30 4 3 4 4 3 16 = 64 Fair
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From the table above, it can be concluded that there should be the
treatment on their speaking skill because almost all the students got poor
scores.
2. The result of the post-test on the 1st cycle
Teaching speaking through suggestopedia has been done, material,
games, and instrumental music (Pete Robertson) are used on the first
cycle, and then post-test was given to know whether the treatment works
well.
Nine students out of thirty got good scores or over 70. The rest got
mediocre and low scores. It shows that the students’ speaking skill is
getting better. The scores are shown on table 4.2.
Table 4.2
The result of Speaking Post-Test on the 1st cycle
Daftar penilaian Speaking
Nama Aspek Yang Dinilai Score Criteria
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SiswaPronunci
ation
Fluency Comprehen
sion
Vocabula
ry
Gramm
ar
1 4 3 4 3 2 16 = 64 Fair
2 3 3 4 4 3 17 = 68 Fair
3 4 4 3 2 2 15 = 60 Fair
4 3 3 3 4 3 16 = 64 Fair
5 3 3 4 4 2 16 = 64 Fair
6 3 3 4 4 4 18 = 72 good
7 4 3 4 4 3 18 = 72 good
8 3 3 4 4 3 16 = 64 Fair
9 4 3 3 4 2 16 = 64 Fair
10 3 3 4 4 3 17 = 68 Fair
11 4 3 5 3 4 19 = 76 good
12 3 3 3 4 3 16 = 64 Fair
13 4 3 4 4 4 19 = 76 good
14 3 3 4 4 3 17 = 68 Fair
15 3 3 3 4 3 16 = 64 Fair
16 2 3 3 4 3 16 = 64 Fair
17 3 3 3 4 3 16 = 64 Fair
18 4 3 4 4 4 19 = 76 good
19 3 3 4 3 4 18 = 72 good
20 3 3 3 5 3 17 = 68 Fair
21 4 3 4 4 3 18 = 72 good
22 4 3 4 3 3 17 = 68 Fair
23 4 3 3 4 3 17 = 68 Fair
24 4 3 4 3 3 17 = 68 Fair
25 4 3 4 4 3 18 = 72 good
26 3 3 4 4 3 16 = 64 Fair
27 4 3 3 4 3 17 = 68 Fair
28 3 3 3 4 3 16 = 64 Fair
29 3 3 4 4 3 18 = 72 good30 4 3 4 4 3 16 = 64 Fair
The table 4.2 shows that there is an improvement of their speaking
but only several students who got good scores. Since the result of the post-
test on the 1st cycle is not satisfying there should be the next cycle.
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3. Reflection
Based on the result scores on the first cycle, there was an
improvement of students speaking skill after the treatment. Unfortunately,
only some students who got good scores and the rest were still below
standard. Therefore, it should be the preparation for the next cycle. In
addition, new material and new instrumental music (Ray Watson) were
prepared to get more significant result in the second cycle.
4. The result of the post test on the 2nd cycle
The second cycle was done to find out whether suggestopedia
improves the students’ speaking skill. The material and the instrumental
music (Ray Watson) of the second cycle are different from the first one.
In the speaking test on the second cycle, the students work in pairs
and the different is when the students were speaking; they did not only
produce words but they also used gestures, body movement, and facial
expression.
The scores of the test are shown on the following table 4.3. The
table shows that ten students got very good; nineteen students got good
scores or more than 70, and only one student who got fair.
Table 4.3
The result of Speaking Post-Test on the 2nd cycle
Daftar penilaian Speaking
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Nama
Siswa
Aspek Yang Dinilai
Score CriteriaPronunc
iation
Fluency Compre
hension
Vocabu
lary
Grammar
1 4 3 5 3 4 19=76 good
2 4 3 4 4 4 19=76 good
3 3 3 4 4 5 19=76 good
4 3 3 4 4 4 19=76 good
5 4 4 5 5 4 21=84 very good
6 4 4 4 4 4 21=84 very good
7 5 3 4 4 3 19=76 good
8 4 3 4 4 4 20=80 very good
9 4 3 4 5 4 20=80 very good
10 4 4 4 5 3 20=80 very good
11 4 3 5 4 3 19 = 76 good
12 3 3 4 5 4 20=80 very good
13 4 3 4 5 5 21=84 very good
14 3 3 5 5 3 20=80 very good
15 3 3 4 4 4 18=72 Good
16 4 3 4 3 4 18=72 Good
17 4 3 4 4 3 18=72 Good
18 4 4 4 3 4 19=76 Good
19 4 3 3 4 3 17=68 Fair
20 4 3 4 4 4 19=76 Good
21 5 3 4 4 3 19=76 Good
22 5 3 4 5 3 20=80 very good
23 4 3 3 5 3 18=72 very good
24 5 4 4 4 3 20=80 Good
25 4 3 4 5 3 19=76 Good
25 4 3 4 5 3 19=76 Good
26 3 4 4 4 3 18=72 Good
27 4 3 5 4 3 19=76 Good28 4 2 5 4 4 19=76 Good
29 4 3 3 5 3 18 = 72 Good
30 4 3 4 4 3 18 = 72 Good
The scores on table above indicate that the students speaking skill
increase from the first one. It means the method is effective to encourage
the students to speak English.
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5. Data from questionnaire
Based on the students’ interest on the English language skill they
say that speaking is the skill that they like most. In the first cycle 50% of
the students interested in speaking, 36% are listening, 10% interest in
writing, and 1% is interest in reading. It means suggestopedia works well.
It can be seen on table 4.8.
Table 4.8
The result of questionnaire on the 1st cycle
No Language Skill Answering
Frequency
Percent
1 Listening 11 36%
2 Speaking 15 50%
3 Reading 1 4%
4 Writing 3 10%
On the second cycle the students’ interest on speaking is still like most.
50% of the students interested in speaking, and the rest, 30%, 14%, and 6% are
interested in listening, reading, and writing respectively. It is shown on table 4.9.
Table 4.9
The result of questionnaire on the 2nd cycle
No Language Skill Answering
Frequency
Percent
1 Listening 9 30%
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2 Speaking 15 50%
3 Reading 4 14%
4 Writing 2 6%
In addition to the data above there are still some aspects that the
students observed. On the first cycle when they were asked about the
atmosphere of classroom almost 80% of the students agree and enjoy the
speaking practice because during the teaching learning process there was
instrumental music (Pete Robertson) and games. Besides, the classroom
was comfortable. It is shown in table 4.4.
Table 4.4
The result of questionnaire
No Indikator/Aspek yang diamatiAnswering
Alternative
Answering
FrequencyPercentages
1
Apakah Anda merasa nyaman dengan
pembelajaran Bahasa Inggris yang baru
saja dilaksanakan?
Kurang Setuju - -
Cukup 1 4%
Setuju 4 13%
Sangat Setuju 25 8%
2
Apakah Anda merasa nyaman dengan
adanya instrumental musik di dalam
kelas?
Kurang Setuju - -
Cukup - -
Setuju 6 20%
Sangat Setuju 24 80%
3 Apakah Anda lebih santai dan
menikmati pembelajaran dengan adanyaKurang Setuju - -
Cukup - -
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permainan?
Setuju 4 14%
Sangat Setuju 26 86%
4Apakah Anda dapat mengekspresikan
gagasan Anda dengan santai?
Kurang Setuju - -
Cukup 2 7%
Setuju 19 63%
Sangat Setuju 9 30%
5Apakah Anda dapat merespon lawan
bicara Anda?
Kurang Setuju - -
Cukup 6 21%
Setuju 17 26%
Sangat Setuju 7 63%
6 Apakah Anda dapat memahamiungkapan lawan bicara Anda?
Kurang Setuju - -
Cukup 6 14%
Setuju 18 60%
Sangat Setuju 8 26%
7
Apakah pembelajaran yang baru saja
dilaksanakan dapat membantu Anda
mengatasi kesulitan berbicara Bahasa
Inggris?
Kurang Setuju - -
Cukup 2 8%
Setuju 5 16%
Sangat Setuju 23 76%
On the second cycle 90% of the students enjoy the teaching and
learning using suggestopedia. In addition, instrumental music and games,
new materials were presented in this cycle. And the result shows the
treatment encourages the students to speak better.
From the questions of the questionnaire which relates to the
application of suggestopedia given to the students on the first cycle, 70%
of students said that their speaking skill improved. They were self
confident and then they spoke more relax.
Additionally, the questionnaires were given to the students on the
second cycle, and the result was 80% students agree that suggestopedia
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encourage them to speak English. This means there was an increase of
10%. This supported on table 4.6.
Table 4.7
The result of questionnaire
No QuestionsAnswering
Alternative
Answering
FrequencyPercentages
1
Apakah suggestopedia membantukesulitan speaking anda?
Sangat 26 86 %
Cukup 4 14%
Kurang - -
2
Apakah suggestopedia dapat
membantu meningkatkan
pemahaman anda?
Sangat 25 83%
Cukup 5 7%
Kurang - -
3
Apakah Suggestopedia
meningkatkan rasa percaya diri anda
dalam berbicara?
Sangat 25 83%
Cukup 5 7%
Kurang - -
4
Apakah Suggestopedia membantu
meningkatkan kemampuan speaking
anda?
Sangat 24 80%
Cukup 6 20%
Kurang - -
5
Apakah Suggestopedia membantu
meningkatkan kelancaran anda
dalam speaking?
Sangat 25 83%
Cukup 5 7%
Kurang - -
To add the information that suggestopedia works well there are
some data gained from the observer. The observer commented that the
preparation which include room, students, and brainstorming on the first
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cycle were good enough. The observer said that the material was suitable
enough for the students’ knowledge. Moreover, the observer said that the
teacher spoke English well to encourage the students to participate in the
teaching learning process. Then, the management of the class was
commented by the observer as follow. The teacher managed the class well,
for example, the arrangement of the seat, the usage of technology, and
respond students’ participation. The observer commented on the closing
which include drawing conclusion, reflection, and evaluations were good
enough.
On the second cycle the observer still observed the preparation and
the activity of the teacher. The observer commented that the preparation
and the main activity in the teaching learning process were good and even
almost excellent.
4.4 Analysis
According to the data descriptions from the result of the pre-test
and there is an improvement of students’ speaking skill. From the post-test
of the first cycle nine students out of thirty get good scores or over 70.
And the rest get mediocre and low scores. Since the result of the post-test
on the first cycle is not satisfying there should be the next cycle. And the
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result was ten students get very good scores, nineteen get good score, and
the rest get fair. It means the treatment through suggestopedia works well.
Based on the students’ interest on the English language skill they
say that speaking is the skill that they like most. 50% are interested in
speaking and the rest 30%, 14%, and 6% in interested in listening, reading,
and writing respectively. In the other words, the treatment of the teaching
learning process is getting better.
From the data can be concluded that the action research found the
significant result after two cycle processes. Moreover, the method
improved the students’ speaking skill.
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
From the data analysis it was found that students’ speaking skill is
improved. It is supported by the number of the students who get good score
(>70) ten students who get very good scores, nineteen students get good
scores and the rest get fair. In addition, suggestopedia is good to be applied to
teach speaking. It is supported by the observer comment. It also supported by
the students’ interested in learning speaking through suggestopedia. Thus, it
can be concluded that suggestopedia is an effective method to improve
students’ speaking skill.
B. Suggestion
Suggestopedia is good to be applied in teaching speaking because the
method encourages the students to practice speaking more. But there are some
suggestions who want to apply this method.
1. Instrumental music which is used must be in soft instrumental
music.
2. Speaking improvement is a process that needs more time in
which the students can practice their speaking with their partners more.
3. The teacher must have good preparation.
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4. The teacher should encourage the students to practice as much as
possible outside the class and make them have self-confident and not
afraid of doing mistakes in speaking.