of MTsN II Pamulang)
A Skripsi
Presented to the Faculty of Tarbiyah and Teachers’ Training
in a Partial Fulfillment of Requirements
for the Degree of S.Pd. (S1) in English Language Education
By
Tami Asriani
NIM: 1110014000074
DEPARTEMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
Saya yang bertanda tangan dibawah ini,
Nama : Tami Asriani
Tempat/Tgl.Lahir : Jakarta, 23 Juni 1992
NIM : 1110014000074
Jurusan/Prodi : Pendidikan Bahasa Inggris / S1
Judul Skripsi :The Effectiveness of Suggestopedia on Students’ Reading
Comprehension in Narrative Text
Dosen Pembimbing : 1. Dr. Atiq Susilo, M.A.
2. Neneng Sunengsih, M.Pd.
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan
saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
.
THE EFFECTIVENESS OF SUGGESTOPEDIA ON STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT
(A Quasi-Experimental Study at the Third Grade Students of MTsN II
Pamulang)
A Skripsi
Presented to the Faculty of Tarbiyah and Teachers’ Training in a
Partial Fulfillment of the Requirement for the Degree of Strata I
(Bachelor of Art) in English Language Education
By: Tami Asriani NIM. 1110014000074
DEPARTEMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiyah and Teachers Training
certifies that the “skripsi” (Scientific Paper) entitled “THE EFFECTIVENESS OF SUGGESTOPEDIA ON STUDENTS’ READING COMPRHENSION IN NARRATIVE TEXT” (A Quasi Experiment Study at the Third Grade Students of MTsN II Pamulang), written by Tami Asriani, student’s registration number 1110014000074 was examined by the Committee on month, date and year. The
“skripsi” has been accepted and declared to have fulfilled one of the requirements for the degree of “S.Pd” (Bachelor of Arts) in English language Education at the
English Department.
Jakarta, 2 April 2015
i
ABSTRACT
Tami Asriani (1110014000074). The Effectiveness of Suggestopedia on
Students’ Reading Comprehension in Narrative Text (A Quasi-Experimental Study at the Third Grade Students of MTsN II Pamulang). Skripsi, Department Of English Education, Faculty of Tarbiyah and Teachers Training of State Islamic University Jakarta, 2015
Advisor I : Dr. Atiq Susilo M.A,
Advisor II : Neneng Sunengsih, M.Pd.
Keywords : Reading comprehension, Narrative text, Suggestopedia
The objective of this study was to find out the empirical evidence whether using Suggestopedia was effective for students on reading comprehension of narrative text at MTsN II Pamulang. The study was conducted at MTsN II Pamulang in September-October 2014. The population of this study all MTsN II Pamulang students of the third grade were about 328 students, each class consisted of less 40 students and the samples of this study were thirty students at MTsN II Pamulang. The writer used two methods on students’ reading comprehension in narrative text. She used Suggestopedia in class 9.1 as the experimental class and class 9.4 as traditional method in controlled class. The method used in this study was quasi-experimental study using nonequivalent control group design. The data were taken by giving pre-test and post-test reading both of classes. The result of the calculation statistical hypothesis test that showed tvalue was higher than ttable (2.07>1.68) where the formula of significance level α=0.05. Besides, the effect size was to know the strength of suggestopedia as a treatment on students’ reading comprehension in narrative text by The Effect Size (Cohen’s d) Calculator for a Student t-Test was 0.59 which means there was medium effect using suggestopedia based on the criteria of table effect size range. Therefore, it was concluded that there was a significance effect of using Suggestopedia on students’ reading comprehension in narrative text at the Third Grade Students of MTsN II Pamulang.
ii
ABSTRAK
Tami Asriani (1110014000074). The Effectiveness of Suggestopedia on
Students’ Reading Comprehension in Narrative Text (A Quasi-Experimental Study at the Third Grade Students of MTsN II Pamulang). Skripsi pada Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2015
Pembimbing I : Dr. Atiq Susilo M.A.
Pembimbing II : Neneng Sunengsih, M.Pd.
Kata kunci : Pemahaman membaca, Teks narrative, Suggestopedia
Penelitian ini bertujuan untuk mengetahui keefektifan penggunaan metode Suggestopedia terhadap hasil belajar siswa dalam pembelajaran pemahaman membaca teks narratif di MTsN II Pamulang. Penelitian ini sudah dilaksanakan di MTsN II Pamulang pada bulan September-Oktober 2014. Populasi keseluruhan kelas sembilan dari penelitian ini berjumlah 328 siswa-siswi yang masing-masing kelas kurang dari 40 siswa. Sample yang digunakan dalam penelitian adalah siswa-siswi kelas sembilan MTsN II Pamulang. Penulis menggunakan dua metode dalam pemahaman membaca teks narratif yaitu kelas 9.1 sebagai kelas Eksperimen dan kelas 9.4 sebagai kelas Control. Metode yang digunakan dalam penelitian ini adalah quasi-experimental desain nonequivalent control group. Berdasarkan hasil kalkulasi hipotesis statistic menunjukkan bahwa tvalue lebih
besar daripada ttable (2.07>1.68) dengan formula signifikansi level α=0.05. Selain
itu, untuk mengetahui seberapa besar efek penggunaan suggestopedia sebagai treatmen pada siswa dalam pemahaman membaca teks naratif maka dapat diperoleh hasil 0,59 dengan menggunakan The Effect Size (Cohen’s d) Calculator for a Student t-Test yang memiliki efek medium (sedang) penggunaan suggestopedia berdasarkan tabel kriteria effect size. Dengan kata lain, dapat disimpulkan bahwa ada pengaruh yang signifikan menggunakan metode Suggestopedia pada siswa dalam pemahaman membaca teks narratif
iii
ACKNOWLEDGEMENTS
میحَرلا
ِنَمحَرلا
ِھللا
ِمسب
In the name of Allah, the Beneficent the Merciful
All praise be to Allah the Lord of the world, who gives blessing and mercy
upon the writer completing this skripsi. Peace and blessing from Allah always be upon to His messenger, Prophet Muhammad, his families, his relatives and all his
followers.
The writer has finished her skripsi entitled “The Effectiveness of Suggestopedia on Students’ Reading Comprehension in Narrative Text (A Quasi-Experimental Study at the Third Grade Students of MTsN II Pamulang)”. It is presented to the Faculty of Tarbiyah and Teachers Training in a Partial Fulfiment
of the Requirements for the Degree of Strata I (Bachelor of Art) in English
Language Education.
The writer would like to express her greatest love and honor to her beloved
parents, Mr. Tugiran and Mrs.Sutarni, and also to her sister, Neisha Syailini, who
always give support, prays, and motivation to finish the writer’s study.
The great appreciation are delivered to her advisors, Dr. Atiq Susilo, M.A
and Neneng Sunengsih, M.Pd, for their patience in providing of guidance,
comments, helpful corrections and suggestion in finishing this skripsi.
In this occasion the writer would like to express deepest gratitude and the
greatest honor to all persons who have helped the writer in finishing her skripsi to:
1. All lecturers at Department of English Education, who have guided and
given her knowledge, motivation, chances in finishing her study at
Department of English Education Syarif Hidayatullah State Islamic
University Jakarta.
2. Drs. Syauki, M.Pd., the Head of Department of English Education, Syarif
iv
3. Zaharil Anasyi, M.Hum., the Secretary of Departement of English
Education and the Academic Lecturer of PBI B 2010, Syarif Hidayatullah
State Islamic University Jakarta.
4. Prof. Dr. Ahmad Thib, M.A., the Dean of the Faculty of Tarbiyah and
Teachers Training, Syarif Hidayatullah State Islamic University Jakarta.
5. Drs. Suhardi. M.Ag., the principal of MTsN II Pamulang, who has
allowance her doing to research. Also, all teachers at MTsN II Pamulang,
especially for Hj.Neneng Susilawati M.Pd, Dra.Iriastuti and Dra. Dewi
Widiyantari who has helped her to conduct this research.
6. The third grade students of MTsN II Pamulang who has assisted to collect
the data for this research.
7. Her friends, Siti Rohimah, Ricky Fajar, Sri Rahayu, Abdul Rahman, Arista
Suryani, Fathul Qorib, Soleh, Yulita, Indri Pangestuti, Kuswatun and all
friends in Department of English Education class B who always offer her
happiness, patience, sharing and support.
8. All people who give contribution to finish this study who cannot be
mentioned them one by one.
Finally the writer hopes that this skripsi will be useful for the readers and developing in education.
Jakarta, April 2015
v
Approval
Endorsement Sheet
Abstract ... i
Abstrak ... ii
Acknowledgments ... iii
Table of contents ... v
List of Table ... vii
List of Figure ... viii
List of Appendix ... ix
CHAPTER I: INTRODUCTION A. Background of the Study ... 1
B. Identification of Problem ... 4
C. Limitation of Problem ... 5
D. Formulation of Problem………. . 5
E. Objective of Study ... 5
F. Significance of the Study ... 5
CHAPTER II: THEORETICAL FRAMEWORK A. Reading 1. Understanding of Reading ... 6
2. Reading Comprehension ... 8
3. Levels of Reading ….. ... 9
4. Purpose of Reading ... 9
5. Problem of Reading... 10
B. Narrative Text 1. Definition of Narrative Text ... 11
2. Features of Narrative Text ... 12
vi
E. Technique of Suggestopedia……….. . 17
F. Theoretical Component of Suggestopedia…………. . 19
G. Advantages and disadvantages of Suggestopedia…. . 20
H. Previous Relevant Study……… . 20
I. Conceptual Framework………... . 22
J. Hypothesis of Study……… . 23
CHAPTER III: RESEARCH METHODOLOGY A. Time and Place of the Study ... 24
B. Method and Design of the Study ... 24
C. Population and Sample ... 25
D. Instrument of Study ... 25
E. Data Collection ... 27
F. Data Analysis ... 27
G. Statistical Hypothesis of Study ... 32
CHAPTER IV: RESEARCH FINDING A. Description of the Data ... 33
B. Analysis of Data………. . 36
C. Hypothesis of Test. ... 39
D. Discussion……….. . 40
CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion ... 42
B. Suggestion ... 42
vii
Table 3.2 Criteria of Cohe’s d Effect ... 32
Table 4.1 Frequency distribution of Experimental and Controlled class (Pre-test) ... 34
Table 4.2 Frequency distribution of Experimental and Controlled class (Post-test) ... 36
Table 4.3 The Result of Normality test of the Pre-test ... 36
Table 4.4 The Result of Normality test of the Post-Test ... 37
Table 4.5 The Result of Homogeneity of Pre-Test... 38
Table 4.6 The Result of Homogeneity of Post-Test ... 38
viii
ix
Appendix 2: The score of Controlled class of Pre-test and Post-test
Appendix 3: Frequency distribution of Pre-test
Appendix 4: Frequency distribution of Post-test
Appendix 5: Statistical Hypothesis Test Calculation
Appendix 6 : Normality Test
Appendix 7 : Homogeneity Test
Appendix 8 : The Effect Size
Appendix 9: Kisi-kisi test of Pre-test and Post-test
Appendix 10: Lesson Plan of Experimental class
Appendix 11: Lesson Plan of Controlled class
Appendix 12: Recapitulation of analysis test
Appendix 13: Instrument test Pre-test
Appendix 14: Instrument test Post-test
Appendix 15: Table of t-student
Appendix 16: Surat Bimbingan Skripsi
1
A.
Background of the Study
In Indonesia, English language is considered as an important subject and
the first foreign language that must be learned and has been taught from
elementary school as a local content subject, and junior high school, senior high
school and up university as compulsory content subject. Based on the Decree of
the minister of Education and culture number 22 of 2006 about content standard,
the graduation of standard competence and the objective of English teaching at
junior high school or MTs that called “Mengembangkan kompetensi
berkomunikasi dalam bentuk lisan dan tulis untuk mencapai tingkat literasi
functional,memiliki kesadaran pentingnya bahasa Inggris untuk meningkatkan
daya saing bangsa dalam masyarakat global”1
Besides that in learning process, Harmer said there are four basic language
skills which students have to learn. They are listening, speaking, reading and
writing. 2 In Kurrikulum Tingkat Satuan Pendidikan (KTSP) reading in English Education in Indonesia is one of competence standards which should be learnt is:
to comprehension the meaning of short functional text and essay in the form of
narrative, descriptive text and news item in the context of daily activities. 3 Based
on kisi-kisi ujian nasional SMP/MTs 2014-2015 reading competence has been taught in junior high school especially in the third grade to contain those kinds of
texts and to comprehend them. Thus, students in the third grade have to
comprehend the kinds of text. One of them is narrative text to identify orientation,
complication and resolution.
1
Badan Standar Nasional Pendidikan (BSNP), Standar Isi, Standar Kompetensi dan Kompetensi Dasar SMP/MTs, (Jakarta, 2006), p. 123
2
Jeremy Harmer, The Practice of English Language Teaching,(New York:Longman,1991),p. 16
3
However, reading is activity more people read to find out information from
newspaper textbook, internet and other source, to gain their knowledge to enrich
their vocabulary or just pleasure. According to Harmer, reading is not beneficial
for their career, study or simply for pleasure but also reading is useful for
language acquisition. 4 In English Education field, reading skill would be
improving students to understand the text or integrate new idea from the text.
According to Baumel, it does not need to comprehend the content of the message
but also need to understand the language used in the text. 5 However, some people or students’ in English Education in Indonesia get a difficulties in comprehend the text.
Based on the writer’s unstructured interview with English teacher in April 2014, the writer found the some problems in reading activities for students such
as: First, students have limited number of vocabulary. It is the problem for
students who make them fail to answer the question because they didn’t know the
meanings of many words on the text. Second, students have different background
knowledge that didn’t have connect with the unfamiliar text. Third, teaching and
learning environment are problems that make them not interest in the subject.
Based on preliminary study when the writer conducted PPKT, she found
that there were teachers who teach English in MTsN II Pamulang used reading
tests such as summative test, mid-test, final test to measure the students’ ability to
comprehend the text in English. Besides, the writer’s experience the students do
not understand the schematic structure of the story about orientation, complication
and resolution. Moreover, this problem that make them to get hard to concentrate
plot.
4
Jeremy Harmer, How to Teach English New Edition, (New York:Pearson Edition, 2007), p. 99
5
Next, the students got bored when they read long paragraph, so students
tended to ask other students or use dictionary to get the unfamiliar vocabulary.
According to curriculum book of MTsN II pamulang has minimum mastering
criteria (MMC) score or Kriteria Ketuntasan minimum (KKM) in English subject the gains score 75 (seventy five). In the fact, the students’ on reading
comprehension in narrative text still low to comprehend the text. It is support by
the English teacher told me, about 10 students could achieve KKM but 26
students could not achieve KKM from 36 students in the third grade of regular
class.
Teachers in Indonesia use a traditional method like grammar-translation
method to teach reading, such as teacher asked students to read and translate the
text into bahasa Indonesia. In addition, Sudjianto gives opinion from his article
said grammar-translation method still use in teaching of second language like
learning Japanese useful for translate other literature written and acquisition other
culture of target language.6 It is not completely bad method but students need
different atmosphere which makes them relaxed and motivate them in learning
process like a colorful, making music etc because grammar-translation method
emphases in grammar rules and translate from one language to other language.
Based upon the writer’s experience during the Praktek Profesi Keguruan
Terpadu (PPKT) at MTsN II Pamulang, almost six teachers in learning process didn’t give pay attention to make students relax and interest in reading activity. They gave the students exercise without create the atmosphere fun and interest for
them. Moreover, the students cannot focus on what they read during reading
activity because the environment of classroom does not support them to read well.
As the English teacher, the teacher has to create interesting model of
teaching and atmosphere of learning process which make student relaxed and fun
to student comprehending in reading narrative text. However, the writer arranges
to help students to comprehend of reading narrative text to decrease their anxiety
6
Sudjianto. “Metode Pengajaran bahasa Asing dan Implikasinya terhadap Pengajaran
by suggetopedia or dsuggestopedia. According to Jack Richard and Rodger,
Suggestopedia is a modern methodology in teaching foreign language that come
from Bulgaria.7
It is developed by a Bulgarian doctor and psychotherapist, Georgi
Lozanov. It involved physical activities, educational, artistic and musical8.
Students must be comfortably relaxed in learning process by using soft music or
classical as the background. The teacher brings the material and motivate for
students. To create the classroom comfortable in reading process without students
under pressure to get ideas from they read.
Therefore, based on the explanation above, the writer is eager to conduct
study about the effectiveness of suggestopedia on students’ reading
comprehension in narrative text (A Quasi- Experiment Study at the Third Grade Students of MTsN II Pamulang) as her “skripsi” title.
B.
Identification of Problem
Based on the description above, the problems can be identified as
follows:
1. Students have limited number of vocabulary that makes students
difficulties to comprehend in narrative text.
2. Students get difficulties to comprehend the story from narrative text.
They get hard to know the schematic structure of story.
3. Students don’t feel comfortable or relaxed in reading activity in
classroom. Teachers have to create the atmosphere of learning process
relax and fun.
4. Teacher uses methods that make students bored in reading activity and they don’t have motivation to read.
7
Jack C. Richard., and Theodore S. Rodger, Approaches and Methods in Language teaching.(New York: Cambrige University Press,1992), p.142
8
C.
Limitation of Problem
Based on the problem identification above, the writer tends focus
on the effectiveness using suggestopedia method on students’ reading
comprehension in narrative text and the study focus on students’ reading
comprehension of text narrative text in literal level (the reader can
memorize approach new information of the text) for the third grade in
MTsN II Pamulang.
D.
Formulation of Problem
The formulation of the problem in this study is “Is Suggestopedia
Effective on Students’ Reading Comprehension in Narrative Text at the Third Grade Students of MTsN II Pamulang?”
E.
Objective of Study
The objective of study is to prove whether using suggestopedia is
effective on students’ reading comprehension in narrative text at MTsN II
Pamulang.
F.
Significance of Study
The results of the study are expected for English teacher to use this
method as an alternative strategy to comprehend for students’ on reading
comprehension and be implementation in the classroom. To students, the
result of the study it will be to increase their interesting and knowledge in
learning English especially in reading comprehension. To other researcher
it will be reference for educational field especially to use this method in
6
This chapter the writer discusses the theoretical framework that focused on
reading, reading comprehension, narrative text, suggestopedia method,
previous relevant study, conceptual framework and hypothesis of the study.
A. Reading
1. Understanding of Reading
Reading is an activity to get ideas between the writer and the reader to
understand what they read. In English Foreign Language (EFL) reading is one
of the most important factors in assessing learner’s linguistic competence.
However, it is skill for reader should be master in good reading skills to get
information or ideas from the act of communication. According to Sandra
Silberstein, reading is a complex information processing skill in which the
reader interacts with text in order to (re) create meaningful discourse.1
On the other hand, Reading is an active cognitive process that does indeed
require using graphic (letters) and phonic (sounds) information; but for fluent
readers particularly, the language-based cues-semantic (meaning) and
syntactic (grammar)—seem far and away more important than graphic and
phonic cues.2 That means, reading is an activity or interaction between the
reader and the text to get information or meaning of the text depends on what
the reader need.
In addition, based on Harmer, reading is an exercise dominated by the eyes
and the brain. The eyes receive messages and the brain then has to work out
the significance of these messages.3 Similarly, He Ji Sheng said reading is the
process of recognition, interpretation, and perception of written or printed
1
Sandra Silberstein, Techniques and Resources in Teaching Reading, (New York: Oxford American English,1994), p.12
2
Richard Allington and Michael Strange. Learning Through Reading in the Content Areas, (Canada: D.C Heath and Company,1980), p.16
3
material4. It involves the recognition of letters, words, phrases, and clauses,
and in some respects, it can be considered a simpler process than
comprehension.
In order words, in reading activity the reader have connected between
her/his eyes and brain to get the meaning of the text and the reader have to effort to understand of the text by the build reader’s critical thinking. Tung -Hsien mentions in his journal, reading is a searching and meaning-constructing process that requires effort on the readers’ part if they want to understand written texts.5 However, the reader automatically has connection
between the text get the meaning of information.
Reading is a number of special focuses to reader or students. Many
students often have reading as one of their important goal to be able to read
for information and pleasure for their career and for their study purposes.6
According to Grellet, reading is continuous process guessing7 . Moreover,
there are interacting dynamically from the reader to gets the information
depend on what the purpose of the reader and the process to understand the
text by guessing. Thus reading, an active or receptive skill rather than passive
skills because the reader automatically gets the information or ideas by doing
knowledge in his/her brain to get the ideas from the text.
From the explanation above, there are a lot of definitions about reading. It
can be concluded that reading is a process to understand the ideas between the
reader and the writer to get information from the text to draw a conclusion of
the information.
students’multiple goals, reading strategy use and reading comprehension, Journal of Research in Reading, ISSN 0141-0423, Volume 31, Issue 2, 2008, p 224
6 Jack C. Richard and Willy A. Renandya, Methodology in Language Teaching, (New
York : Cambridge University Press,2002), p. 273 7
2. Reading Comprehension
In students’ environment, school, public place they have to find the symbol or information from the text. Unfortunately, they can read the text
without understanding meaning of the text. In reading there is an action of
understanding what you are read, it is called comprehension. It is hard to
understanding and building the new ideas or information from the text of the
writer and the reader’s background knowledge. Moreover, when person read
a text, he or she engages of cognitive process to comprehend or construct
meaning from the text.8
Cathrine Snow stated, reading comprehension as the process of
simultaneously extracting and constructing meaning though interaction and
involved with written language.9 Besides, comprehension is a process of
negotiating understanding between the reader and the writer. It is a more
complex psychological process and includes linguistic factors, such as
phonological, morphological, syntactic, and semantic elements, in addition to
cognitive and emotional factors.10 It means that, the writer and the reader
have to build the same ideas to comprehend or to get same perception which
is they read of information.
In addition, reading comprehension has been described as ‗a complex intellectual process involving a number of abilities. Readers must use
information already acquired to filter, interpret, organize, and establish
relationships with the new incoming information on the page, in order to
understand text, a reader must be able to identify words rapidly know the
meaning of almost all of the words and be able to combine units of meaning
into a coherent message.11
However, the reader comprehends the ideas from the text with the intellect
by analyzing and organizing ideas to get accurate ideas or information.
8
J. Brummit, What is Reading Comprehension, 2008. http://www.k12reader.com/what-is-reading-comprehension/
9
Cathrine Snow, Reading for Understanding Toward an R&D Program in Reading Comprehension, (New York: RAND Education, 2002). p.11
10
Brummit. Loc.cit
11
On the other hand, Allington and Strange said, reading comprehension is a
redundant phrase, because without comprehension, reading has not truly
happened.12
Therefore, reading comprehension is the process to take meaning of the
text from writer that involves experience and prior knowledge that the reader
has. This process also can be harmonious with the purpose of reading.
3. Levels of comprehension in reading
According to Berry, there are some levels of comprehension. In this case,
levels mean different depths of understanding, different analysis of what is
meant. They are:13
a. Literal level
The basic facts are understood of reading comprehension. The question in
literal level can be answered by reading to approach the new information of
the text at glance because it is usually directly stated in the text
b. Inferential level
The reader is able to go beyond what is the written on the page, add
meaning, and draw the conclusion. The answers are not stated directly in text but it’s often implied in text.
c. Applied level
The reader is attempts to examine the message from the author and apply
the message in other setting such as article, essay, report etc.
4. Purpose of Reading
As the reader begin to read, they have to decide the purpose of reading
itself, it is important to make successful of reading comprehension. There are
12
Allington. Loc.cit
some purposes of reading. In line, William Grabe and Fredricka L. Stoller
divided some of reading purposes are:14
a. Reading to search for simple information b. Reading to learn from texts
c. Reading to integrate information, write and critique texts d. Reading for general comprehension
In addition, harmer said, the purposes of reading are: 15
a. Reading to confirm expectations
b. Reading to extract specific information c. Reading for communication tasks d. Reading for general understanding
e. Reading for detailed comprehension (information)
f. Reading for detailed comprehension (function and discourse)
5. Problem of Reading
There are some difficulties for readers to understand the ideas. Harmer
stated the problems of reading are:16
a. Language
The students get more difficulties to understand the text with the
longer sentences than with shorter ones. However, they have great
difficulties in understanding the text because they find unfamiliar
words which the text contains as a whole.
b. Topic and genre
The topic is not appropriate or not interesting for students. Besides,
students are not unfamiliar with the genre or the topic to dealing with.
They lack of engagement knowledge may be a major to successful in
reading.
c. Comprehension tasks
Comprehension task is a key feature in teaching receptive skills.
Sometimes, the teacher is trying to encourage students to improve their
14
William Grabe and Fredricka L.Stoller, Teaching and Researching Reading.(New York: Pearson Education Limited, 2002),p.6
15
Jeremy Harmer, The Practice of English language Teaching New edition, (New York: Longman,1991), p. 191
16
receptive skills by giving task or text to accompany them far too easy
or far too difficult.
d. Negative expectation
The students have low expectation of reading and they are not going to
understand the passage in the book or on tape because they think too
difficult in reading activity.
B. Narrative Text
1. Definition of Narrative Text
Narrative text is one type of text of taught for third grade in Junior
high school. In narrative text students are expected to understand about
the context and to find the moral value of the story. There are many types
of narrative. They can be imaginary, factual or a combination of both.
They may include fairy stories, horror stories, fable, legend, folktale,
short story etc.
Anderson said, narrative is a text that tells a story and in doing to
entertains audience. 17 Similarly, Alan Meyers argues that narrative is
telling a story and to be interesting, for readers to respond to some event
in your life as if it were their own.18
On the other hand, in narrative text can be presented as written or
spoken texts who told the story is called narrator. If narrator is one of the
characters in the story is said to be told in the first person and the person
outside from the story is called third person characters.
In addition, Drs. Pardiyono defines, narrative is a text to tell
activity in the past which increase problematic experience and solution to
amuse and give a moral value for the reader.19 So, narrative text is text
17
Mark Anderson and Kathy Anderson, Text Types in English 3.(South Yarra: Macmillan, 2003). p. 3
18
Alan Alan Meyers, Gateways to Academic Writing, (New York: Pearson Education, Inc., 2005), p. 52
19Drs. Pardiyono, Pasti Bisa! Teaching Genre-Based Writing, (Yogyakarta: Penerbit
that tells a story which raises the problematic experience in the past and
resolution to amuse the reader which consist of some character, plot,
setting and action which have the problematic like fable, legend, folktale
etc and to teach the students of story’s lesson which divided into
orientation, complication, sequence of events and coda (moral value).
2. Features of a narrative
According to Anderson the steps for constructing a narrative text
are:20
a. Orientation
The storyteller tells the reader who is in the story, when the story is happening, where the action is happening and what happening from the story
b. Complication
The storyteller tells about conflict or crises arisen and will begin
chains of events that influences of the story will be happen.
c. Sequence of events
How the characters of the story react and what the characters do
something to the conflict or crises happen.
d. Resolution
The characters of the story solve the conflict or crises in the
complication
e. Coda (moral value)
The message will be learning from the story.
3. Grammatical and Language features of narrative
The following grammatical features in narrative including: 21
a. Nouns that identify the specific characters and places in the story.
example: a beautiful princess, in the garden
b. Adjectives that provide accurate descriptions of the characters
and settings. Example: a nice princess who live in the palace c. Verbs that show the actions that occur in the story. Example: say,
walk, sleep etc
d. Time words (simple past tense) that connect events, telling when
they occurred. Example: once upon a time, two days ago etc
4. Sample of Narrative Text
This sample is taken from Drs. Pardiyono
Orientation: Once upon a time a fisherman named Batara Guru Sahala lived in Batak land. One day he caught a fish. He was surprised
to find that the fish could talk. It begged Sahala to let it free. He did
accordingly.
Description of events that leads to crisis (climax) :
As soon as the fish was free, it changed into a woman. She was
so beautiful that Sahala felt in love with her at once. He asked her to
marry him. The woman agreed to marry Sahala. However, she told him
that he must never let out the secret that she was once a fish. Sahala
promised her that he could not tell anyone about it.
They were happily married and had two daughters. Every
morning Sahala went out fishing. His daughters would bring his lunch.
One day, however, instead of bringing the food to their father, the two
girls ate his lunch.
When Sahala knew what they had done with the meal, he got very angry. He shouted at them saying,” you behaved exactly like the daughters of a fish”.
Resolution and consequence:
home and asked their mother about it. Their mother was very annoyed.
Although Sahala apologized to her later, she would not forgive him for
breaking his promise.
Then the earth began to shake and the volcanoes started to
erupt. The earth cracked and formed a big hole. People said that the hole become “LAKE TOBA”.
Coda (moral value) :
It is very famous as a piece of interest for domestic and foreign
visitor up to now. It has lovely view and natural beauty. This legend is
still well known for people of this country and is still held up as one of
the famous folk tales of the nation. 22
5. Purpose of Narrative text
According to Mark Anderson stated, “The purpose of narrative is
to present a view of the world that entertains or informs the reader or listening”. 23
Similarly, the basic purpose of narrative is to entertain, to
amuse and to hold readers’ interest. Therefore, narrative is a kind of
text which make the reader enjoy and interest with the story and to
teach or inform the reader narrativethe readers more than enjoy to read
kinds of story that them feel amuse and make them laughing.
C. Suggestopedia
Suggestopedia is a modern method which developed in 1970’s by the
Bulgarian doctor, psychotherapist and educator Georgi Lazanov.
Suggestopedia is derived from suggetology, as a science that concerned with
the systematic study of the nonrational and or noncouncious influence.24
22
Drs. Pardiyono, Pasti Bisa! Teaching Genre-Based Writing, (Yogyakarta: Penerbit Andi, 2007), p. 105
23
Mark Anderson, Text Types in English 2. (South Yarra: Macmillan, 2003), p. 6 24
Lazanov believes in the learning process the students using an unconscious by
giving positive hypnosis to make the students relaxed and concentrate and the
use of rhythmic breathing before learning begin, it help them to mastering
some vocabulary in the learning process. On the other hands, using soft music, games, listening teacher’s story is helpful for students to create their imagination, relaxation and make a learning process cheerful. Gaston said the
suggestopedia is using music as a therapy to facilitate the establishment of
personal relations, to bring increase self-esteem. In suggestopedia there was a
technique memorization to students was directing in do communicate without
memorization of vocabulary.
Lazanov mentions, in suggestopedia students come to class with a
two-side mind of the mind for learning. He believes that the participant of the left
and right hemispheres of the brain in suggestopedic process of instruction.25
They can make optimal of the left and right brain to build their concentrate,
imagination in learning and recall the memorization. The students can process
some materials using relaxation. Besides, students can re-integrate these
reserves into the active personality by means of suggestion which increase
enormously the ability to learn. Moreover, as the teacher have to create
atmosphere of the class enjoy and before class begins the students have to
take a deep breathing and meditating by the soft music to make them relaxed.
In suggestopedia method the students need a relaxed and comfortable but
focused state as the optimum state for learning process. The teacher creates
the relaxed state by using games, role play, rhythmic music, positive
suggestion or using several pictures or poster colorful as a tool. The aims of
this method are make students fun and enjoy or without fears during learning
process. Music in the learning process background to make students focus,
concentrate of the material and relax.
25 Bancroft. W. Jane. The Two-Sided Mind: Teaching and Suggetopedia. Reports –
Therefore, suggestopedia is a method to make students relaxed and fun by
using music, games, poster in the learning process with the positive
suggestion to create effectively in learning.
D. Characteristic of Suggestopedia
According to Richard’s view, some characteristics of suggestopedia
are26:
a. Decoration
The teacher should creative to decorate classroom with different
situation. It is make students more attention and attracted during
learning process by put the wall-picture or poster related with the
materials
b. Furniture
The equipment is used to help students comfortable like table,
chair, lamp and whiteboard.
c. Arrangement of the classroom
The students can be arranging their chair of the classroom to make
students not bored and interesting.
d. The use of music
The students are invited to relax by listen some Baroque music. Music is useful to student’s therapy in suggestopedia method. The classical music also aids in the creation of a positive emotional
response to the program for memorization in learning process and
bring students into the optimum mental state for effortless acquisition
of material.
26
E. Technique of Suggestopedia
Diane Larsen-Freeman stated, the technique and the classroom
set-up of suggestopedia are27:
a. Classroom set-up
In the teaching-learning process the teacher should create the class
cheerful to provide the students as a positive mindset in the class.
b. Peripheral learning
The students provide grammatical information from decoration of the class like poster on the classroom’s wall. It is help the students learn many things indirectly and exposed themselves in the classroom or
outside classroom than teacher for language input.
c. Positive suggestion
The teacher has responsibility to arrange the suggestive factors in
learning situation with tell a positive suggestion like tells students are
going successful. It is make them get believe in her/his self and relax
without pressure in the learning process.
d. Choose a new identity
The students choose a target language name and an occupation. As the
course continues, they have an opportunity to develop a whole
biography about their fictional selves.
e. Role play
Students are asked to pretend became other character temporary with
someone else and to perform they role play to create their own lines in
target language is relevant to the situation
27Diane Larse-Freeman, Techniques and Principles in Language teaching, (Oxford
f. First concert (active concert)
In active concert teacher give a dialog to the students and reads the text. The students follow and focus students’ attention to some grammatical or words. After that the teacher will be read aloud to
students by follow the intonation of music.
g. Second concert (passive concert)
In particular, fulfills Williams in passive concert the students are
creating their “fantasy” with closing their eyes: a comfortable, quite
place, and instruction of teacher with a pleasing voice by slow-paced
presentation.28 . It means that the students have relaxed but do not
sleeping to create their imagination about the story that teacher’s read.
h. Primary activation
The students playfully reread the target language dialogue out load, as
individuals or in group. They can practice in front of the class with
many expression based on dialogue like angrily, sadly, cheerfully etc.
i. Creative adaptation
The students engage various activities designed to help them learn the
new material, to review and consolidate the leaning. The activities
include singing, dancing, dramatization, and games which students just
only focus in the communicative intent do not focus on the form of the
linguistic message.
28
F. Theoretical components of Suggestopedia
According to Bancroft, There are six principal components are
used in the classroom includes: authority, infantilization, double-
planedness, intonation, rhythm, concert pseudo-passiveness. 29
1. Authority
The students will remember and are influence from teachers. The
teacher has authority in the classroom to lead to greater expectancy and
higher motivation on the part of the students.
2. Infantilization
The teacher and students should have relation like parent to child to
build their self-confidence the teachers make a game for students like role
playing, games.
3. Double-Planedness
The students get stimulation from environment and teacher’s
manner. They are not only learning from the direct instruction but also
from the environment in which the instruction takes place.
4. Intonation
Intonation gives a rise or fall of the voice in the speaking to make
effect when the program to be memorized is presented in a rhythmical
manner with suitable pauses between the words or phrases30
5. Rhythm
The rhythm in presentation to give strong effect of the sound with
varying intonations then to maintains memorization at an optimal. It is
useful to induce boredom though monotony of repetition.
29Bancroft, Suggestopedia and language Acquisition variation on a theme, (Amsterdam :
The Gordon and Breach Publisher, 1999), p.33
6. Concert pseudo-passiveness
The create individual or students relaxed with the atmosphere in
learning process is pleasant by giving suggestion for elimination of
fatigue, stress and improvement of motivation and ability to work
G. Advantages and disadvantages of Suggestopedia
a. The advantages of using Suggestopedia in learning reading
comprehension of narrative text include:
1. Teacher can be optimal to elaborate the material by using some
instrument music to make students interest
2. Students are happy to join class when the setting of the class
different and colorful
3. Lazanov said, the students have a good memorizing of the
vocabulary31
b. The disadvantages of using suggestopedia in teaching reading narrative
text include:
1. Teacher should be spend more time to prepare class setting by
suggestopedia method
2. Not all the school supported the aids to teach by using
suggestopedia need
3. More complex to prepare materials rather than other method
4. Some of students make noisy in the classroom and disturb other
students.
H. Previous Relevant Study
1. A thesis has been conducted by Rahayu Windu Setiawati in 2011, the classroom action research (CAR) with the title “improving students’
31
vocabulary Mastery through Suggestopedia (An action research of Eighth Grade at SMP Negery 4 Widodaren Ngawi.”32
The aimed was her research to investigate the improvement students’ of vocabulary mastery using suggestopedia. This research conducted into two cycles which the subject was 36 students of the
eighth grade at SMP Negery 4 Widodaren Ngawi. The data of this
research are using observation, interview, and photograph and writing
test.
After implementation suggestopedia increased in term of
vocabulary mastery in understanding of the meaning of the word,
using grammar in sentence, understanding the meaning relationship et.
The classroom activities are joining lesson, doing interaction between
students and teachers, paying attention to lesson.
The result of this research the suggestopedia can improve the students’ vocabulary mastery, build good attitude in teaching-learning process, and provide stimulation for variety of activity.
2. A journal has been conducted by Oka Pramarta, Padmadewi and
Suarnaja, an active journal of postgraduate of Ganesha University with
the title “The Effect of Desuggestopedia on the Writing Competence of
the Second Semester Students with Different Temperament, of FKIP UNMAS Denpasar” which was published volume 1 in 2013.33
This study investigated the effect of desuggestopedia on the
writing competence of second semester with different temperament. In
this study there were formulated two major of problems: the effect of
desuggestopedia on students’ writing and interaction between
desuggestopedia and the temperament.
32
Rahayu Windu Setiawati. Thesis ,improving students’ vocabulary Mastery through
Suggestopedia (An action research of Eighth Grade at SMP Negery 4 Widodaren Ngawi.Thesis, 2011
The study was designed with experimental research and
instruments being used were lesson plans, post-test, writing rubric and
questionnaire. It used intact random sampling which is one type of
probability sampling technique.
The sample of the study was randomly; two classes from seven
classes were chosen as a group experiment and control group. The
instruments were analyzed using descriptive analysis and Two-Ways
ANOVA.
The results of this study that significant different effect on students’ writing competence between the students who were taught by desuggestopedia and by conventional technique. Second, there was not significant interaction effect between desuggestopedia and students’
temperament on students’ writing competence.
I. Conceptual Framework
The study focus on experiment to prove whether there is significant effect of using suggestopedia on students’ reading comprehension in
narrative text at the third grade of MTsN II pamulang or will be better
using traditional method. Reading comprehension for students is difficult,
they have to take meaning of the text from writer that involves experience
and prior knowledge that the students has. In the fact, the students just read
without knowing or comprehend with the text. It is essential in daily life
because without reading the students do not provide them any information
or ideas but depends on the purpose of students needed.
If suggestopedia is apply in teaching learning reading comprehension, the students will be fun with different atmosphere in the
classroom by using poster, relaxation by using music in reading activity, to
have develop the ideas and create the imagination. It is suitable to apply
suggestopedia as a treatment for narrative text because narrative text is a
text that tells a story, such as fairy tale, folktale, legend, fable, myth,
some problems with various experience in different ways which lead to
climax then turn into solution and to get the moral value from the story. In process on students’ reading comprehension in narrative text the students do not see symbols but also have to comprehend what they read. They
have to know the characteristics, setting, climax/problems and added the
moral value of the story. Moreover, the students or the readers should have
to build their experience and prior knowledge to get accurate information.
It should be supported by decorating the classroom with the cheerful
environment, to build their positive suggestion and listening music as a
therapy which make students relax and comfortable in the learning process
without pressure or bored. However, suggestopedia is a method giving a good suggestion to build students’ confident, active, enthusiast by making a different atmosphere in the learning process actually on students’ reading comprehension in narrative text.
J. Hypothesis of Study
Hypothesis of this study are:
a. Ho (Null hypothesis): There is not significant effect of using
suggestopedia on students’ reading comprehension in narrative text at
the third grade of MTsN II pamulang.
b. Ha (alternative hypothesis): There is a significant effect of using
suggestopedia on students’ reading comprehension in narrative text at
24
This chapter presents about research methodology. It consists of time and
place of study, method and design of study, population and sample of study,
instrument of study, technique of collecting data, technique of data analysis and
statistical hypothesis.
A.Time and Place of the Study
The study conducted at MTsN II Pamulang, for the third grade students
which located on Jl. Pajajaran No.31. It began on 15 September- 31 October 2014.
B.Method and Design of the study
The object is taught by using two methods on the students of the third
grade in MTsN II Pamulang. There are experimental group by using
suggestopedia method and control group by using traditional method. The data
was taken and analyzed by quantitatively to find the effectiveness on students’
reading comprehension in narrative text by suggestopedia. The method of study is
quasi-experimental study using nonequivalent control group design1
The experiment was designed as follows:
Tabel 3.1 Design of Study
Sample Pre-test Treatment Post-test
Experimental Group
(EG)
Control Group (CG) O1
O1
XE
Xk
O2
O2
1
O1 : Pre-test
O2 : Post-test
XE : The treatment of experiment group by using suggestopedia on students’
reading comprehension in narrative text.
Xk : The treatment of control group by using traditional method on students’
reading comprehension in narrative text.
C.Population and Sample
The population of the study was the third grade students in MTsN II
Pamulang. There are 10 classes which is less of 40 students in each class. Thus,
total of population is about 328 students.
The sample of the study is only two classes of third grade students. The
writer used purposive sampling to determine sample that took in first class is 9.1
as the experimental group and second class is 9.4 as control group. The writer
finally got both of class 9.1 and 9.4 from the English teacher’s recommendation
because both of class had the same characters and both of class have got the
material about narrative text. After the writer gave a pre-test both of class and the
writer found 9.4 got the highest score from 9.1. Finally the writer decided to chose
9.1 as an experimental class and 9.4 as a control class because 9.1 need improving
in reading comprehension of narrative text. On the other hand, the writer only
took 30 students both of class because some students absent and other reasons.
D.Instrument of Research
The writer collected the data by test as research instrument. There were
two tests; pre-test and post-test. The writer gave the same test for experimental
and control group.
The writer gave items tested to 34 subjects to measure validity and
reliability in pre-test and post-test. There were 25 items of multiple choices. The
score in each item was 4 for correct answer. Then, student will get 100 point if all
measure validity and reliability of the test. From the calculation using ANATES
program in pre-test the writer found score 25 significance of items and post-test
got score 28 significance of items.
1. Validity
Validity is the extent to which a test measures what it is intended to
measure: it relates to the uses made of the test scores and the ways in
which test scores are interpreted, and is therefore always relative to test
purpose. 2 In a research, validity is very important to measure what they
want to measure it using instrument. It means, a test is said to be valid if it
measures accurately what it is intended to measure.
In this study, the writer used ANATES program to know validity
of the test which consist of 40 items multiple choice. Therefore, 25 items
of multiple choices has been valid in pre-test was 0.63 and post-test was
0.78 which using the items test of valid and apply both of the class.
2. Reliability
Reliability is the degree to which an assessment tool produces
stable and consistent result.3 Similarly, Hughes adds that to be valid a test
must provide consistently accurate measurement. It must therefore be
reliable. 4
It means that reliability was necessary in the research to assess the
good instrument or not. To achieve the reliability instrument, the writer
used ANATES program. From 25 items has been valid the writer got 0.77
(pre-test) and 0.88 (post-test) reliable of the instrument.
2
J. Charles Alderson, Caroline Clapham and Dianne Wall. Language Test Construction and Evaluation, (New York: Cambridge University Press,1995), p. 296
3
Colin Phelan and Julie Wren. Exploring Reliability in Academic Assessment. Graduate Assistant, UNI Office of Academic Assessment. 2005-2006
4
E.Data Collection
a. Pre-test
The pre-test conducted both of the groups, experimental and control group in order to know students’ on reading comprehension in narrative text before treatment given.
b. Treatment
The writer taught reading narrative text both of experimental group and
control group. In experimental group the writer delivered the material by using
suggestopedia method except using suggetopedia in control group.
c. Post-test
The post-test was given after the teacher gave treatment to know whether or not the change on students’ reading comprehension ability in narrative text.
F.Data Analysis
After the writer getting student’ scores of reading pre-test and post-test between experimental and control classes. The writer analyzes the data by
using requirement test before. It consists of normality test and homogeneity
test.
1. Normality test
Normality test was to determine whether the data from population
normally or not.5 This test was purpose for ensuring the distribution of data
which were accomplished from the population had normal distribution or
not. Normality test used is the Liliefors test. The writer tested normality of test by using SPSS 18. The criteria of the testing follow:
If the value (p) > significant (α =0,05) it means that the sample
from the population, Ho was accepted and H1was rejected (normal
distribution).
If the value (p) < significant (α =0,05)
it means
Ho was rejectedand H1was accepted (not normal distribution)
5
The steps were using SPSS 18 to measure normality test as follow:
- Open file
- Click analyze Descriptive statistics Explore on menu toolbar
- Click and input score of reading dependent list and input the
other variable in the factor list
- Click Statistics and choose 95 % as descriptive confidence interval
for mean
- Click continue until it came back in the menu
- Click plots ( checklist normality plots with tests )
- Continue and Ok
2. Homogeneity test
Homogeneity test was done to know the variance in population of research homogeny or not. Homogeneity test was to measure the data of the
population homogeny or not. The writer used SPSS 18 in this research. The
criteria of the testing follow:
1) If the value (p) > significant (α =0,05), H0 is accepted, it means that
sample has homogenous variant which means, the students had the
same characters on reading comprehension in narrative text, moreover
the data was valid.
2) If the value (p) < significant (α =0,05), H0 is rejected, it means that
sample does not have homogenous variant which means, the students
had the same characters on reading comprehension in narrative text,
moreover the data was valid.
The steps were using SPSS 18 to measure homogeneity test as follow:
- Open file
- Click analyze Compare means One-way ANOVA on menu
- Click and input score of reading dependent list
- Click the other variable factor
- Click options and choose homogeneity of variance test
3. T-test formulation
The writer analyzed the scores between experimental and control
classes. This test assumed that the data normally distributed and fairly
robust to departures from normality. The technique of data analysis in this
study was statistical analysis with t-test to know the effectiveness
suggestopedia on students’ reading comprehension in narrative text which
significance α= 0,05. The formula is follow6:
̅ ̅
√
̅ ∑ ̅ ∑
√
Description:
= the price of t value
̅ = average score of experiment class ̅ = average score of control class
= variant data of experiment class
= variant data of control class
= standard deviation of both classes
= the total students of experiment class
= the total students of control class
After all the data calculated, the last of procedure was determining
of df (degree of freedom). The formula:
df = N1 + N2 - 2
6
The criteria of the testing are as follow:
If , H0 is accepted and Ha is rejected
If , H0 is rejected and Ha is accepted
4. Mean
Mean or average is sum of all score divided by number of scores. 7
Moreover, Charles and Dianne adds that mean is score on a test is what is commonly known as the average; that is the sum of all the students’ scores divided by the number of students8.
a. Determining mean of gained score of experiment group, the formula :
Mx =
b. Determining mean of gained score of control group, the formula :
My =
5. Range
The symbol of range (R) and range is the difference between
lowest score and highest score. 9
The formula is follow:
Range (R) = Rmax- Rmin
6. Variance
Variance is the amount of dispersion from standard deviation. The
formula is:
∑ ∑
7
Prof. Drs.Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo, 2012), p. 79
8
Charles, loc.cit., p. 296 9
7. Standard Deviation
Standard deviation is the square root of variance. Standard deviation was aimed to measure the degree of dispersion data had from
mean.
The formula is:
S=
√
∑∑
or (S) = √S 2
8. Effect Size
The effect size is used to know the strong or weak of the difference
two groups or the relationship between two variables.10 Moreover, the
effect size of Cohen’s d has formula as follow:11
d
=
Pooled standard deviation =
(standard deviation of group 1 + standard deviation of group 2)
2
Beside that, there was a Statistical Calculators that called The Effect Size (Cohen’s d) Calculator for a Student t-Test which automatically know the range of treatment’s effect.
The directions using The Effect Size (Cohen’s d) Calculator for a Student
t-Test was :
- Search on google (The Effect Size (Cohen’s d) Calculator for a
Student t-Test or www.Daniel soper.com calculator web)
10
Daniel Muijis, Doing Quantitative Research in Education,(London: Sage Publications, 2004), p. 139
11
- Input mean score of group 1 and mean score of group 2
(post-test)
- Input standard deviation of group 1 and standard deviation of
group 2 (post-test)
- Click calculate and the result will be show
The criteria of effect size range are small, medium, or large. The
criteria are:12
Table 3.2 Criteria of Cohen’s d (Effect Size)
Effect size range Criteria
0.2 Small
0.5 Medium
0.8 Large
G. Statistical Hypothesis of Study
The statistical hypotheses of study are:
- Ho = X1 < X2 ; If (There is no significant difference
using suggestopedia on students’ reading comprehension in narrative
text)
- Ha = X 1 > X2 ; If (There is significant difference using suggestopedia on students’ reading comprehension in narrative text)
12
33
This chapter describes research finding which consist of the description of
data, the analysis of data, the test of hypothesis and the interpretation of data.
A. Description of Data
1. The result of experimental and controlled class (pre-test)
The writer obtained data pre-test from experimental and controlled
class by bar chart which consists of 30 students of the third grade after
conducting study1.
Diagram 4.1 Pre-test experimental and controlled classes
From the data above, the number of interval class and the length
interval were 6 classes. The table showed that students’ score in
experimental class of pre-test and controlled class. The lowest score from
