Sekripsi MULAI_PENUH I Sampai V

8/9/2019 Sekripsi MULAI_PENUH I Sampai V

http://slidepdf.com/reader/full/sekripsi-mulaipenuh-i-sampai-v 1/43

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

1



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.

2



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:

3



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.

4



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:

5



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.

6



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:


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


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”.

7



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

8



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.

9



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)

10



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.

11



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

12



as a treatment to improve students’ speaking and acting in the clasrroom, Brown

(1994: 61) states:


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


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

13



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:

14



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

15



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

16



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.

17



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).

18



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

19



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.

20



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?

21



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.

22



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”.

23



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.

24



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.

25



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

26



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.

27



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.

28



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

29



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.

30



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

31



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

32



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.

33



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

34



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.

35



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%

36



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 - -

37



permainan?

Setuju 4 14%


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%


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

38



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

39



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

40



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.

41



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.

42



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.

Documents

Sekripsi MULAI_PENUH I Sampai V