THE EFFECTIVENESS OF SUGGESTOPEDIA IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT.

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Nella Faidatun,2013

The Effectiveness Of Suggestopedia In Teaching Reading Comprehension Of Narrative Text Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

THE EFFECTIVENESS OF SUGGESTOPEDIA IN TEACHING

READING COMPREHENSION OF NARRATIVE TEXT

A RESEARCH PAPER

Submitted to the English Education Department of the Faculty of Language

and Fine Arts Education of Indonesia University of Education in Partial

Fulfillment of the Requirements for Sarjana Pendidikan Degree.

Written by:

Nella Faidatun

0902379

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND FINE ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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The Effectiveness of Suggestopedia

in Teaching Reading Comprehension

of Narrative Text

Oleh Nella Faidatun

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

November 2013

Hak Cipta dilindungi undang-undang.

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PAGE OF APPROVAL

THE EFFECTIVENESS OF SUGGESTOPEDIA IN TEACHING

READING COMPREHENSION OF NARRATIVE TEXT

Written by: Nella Faidatun

0902379

Approved by:

Main Supervisor Co-Supervisor

Pupung Purnawarman, M.S.Ed., Ph.D. Rojab Siti Rodliyah, S.Pd., M.Ed.

NIP: 196810131998031001 NIP: 197308062002122001

Head of English Education Department Faculty of Language and Fine Arts Education

Indonesia University of Education

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ABSTRACT

The study focused on the effectiveness of Suggestopedia in teaching reading comprehension of narrative text and students’ responses toward the implementation of the method. A quasi experimental design as a part of quantitative research was employed in this study. The data were obtained through the pre-test, post-test and questionnaire. The sample was 80 students of eight graders. One class as an experimental group in which Suggestopedia was applied and one class as a control group which used convetional method. In the findings, it was shown that the use of suggestopedia was effective in teaching reading comprehension of narrative text as indicated by statistical computation in the post-test score of experimental group (M=74.90) and the post-test score of control group (M=65.90). Based on the independent t-test result, the tobt (5.125) is greater than tcrit (1.92) at the level of significance 0.05 which means that the null hypothesis was rejected. In other words, there was a difference between the experimental group and the control group. Furthermore, it was also supported by the student’s responses from the questionnaire. The data showed that most of students in experimental group were enthusiastic to the implementation of suggestopedia. Keywords: suggestopedia, reading comprehension, narrative text.

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diberikan perlakuan. Perolehan data dari kuesioner juga menyatakan bahwa siswa memberikan tanggapan positif terhadap penggunaan metode tersebut.

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TABLE OF CONTENT

PAGE OF APPROVAL………i

DECLARATION………...………..ii

PREFACE………...iii

ACKNOWLEDGEMENT………..iv

ABSTRACT……….v

TABLE OF CONTENTS...vi

LIST OF TABLES...ix

CHAPTER I INTRODUCTION 1.1 Background of the Study...1

1.2 Statement of the Problems...4

1.3 Aims of the Study...5

1.4 Scope of the Study...5

1.5 Hyphotesis...5

1.6 Significance of the Study...6

1.7 Clarification of Terms...6

1.8 Organization of Paper...7

CHAPTER II THEORETICAL FOUNDATION 2.1 Reading...8

2.1.1 General Concept of Reading...8

2.1.2 Teaching Reading...10

2.1.3 Reading Comprehension...14

2.2 Suggestopedia...17

2.2.1 Main Principles of Suggestopedia...17

2.2.2 Procedures of Suggestopedia...19

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2.3 Narrative Text...26

3.4 Data Analysis on Pilot Test...34

3.4.1 Validity and Reliability Test...35

3.5 Findings from Pilot Test...35

CHAPTER IV DATA ANALYSIS, FINDINGS. AND DISCUSSION 4.1 Data Analysis...36

4.1.1 Data Analysis on Pre-test and Post-test...36

4.1.1.1 Normality Distribution Test...36

4.1.1.2 Homogeneity of Variance Test...37

4..1.1.3 The Calculation of Independent t-test...37

4.1.2 Data Analysis of Questionnaire...37

4.2 Findings...39

4.2.1 Findings from Pre-test Score Analysis of EG and CG...39

4.2.2 Findings from Post-test Score Analysis of EG and CG...40

4.2.3 Findings from Pre-test and Post test Score Analysis of EG...42

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4.3 Discussions...46

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ...51

5.2 Suggestions...52

BIBLIOGRAPHY………....…………..54 APPENDICES A Lesson Plan and Teaching Media...59

APPENDICES B Research Instrument...86

APPENDICES C Pilot Test, Pre-test, Post-test, Questionnaire Result...98

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LIST OF TABLES

Table 3.1 ………..…….….…29

Table 3.2...……….…..33

Table 4.1……….……39

Table 4.2……….40

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CHAPTER I

INTRODUCTION

This chapter provides general outline of the study. It covers background of the study, statement of the problem, aims of the study, scope of the study, hyphotesis, significance of the study and organization of paper.

1.1 Background of the study

One of the problems in English Education field in Indonesia is the lack of students’ ability in reading. Many students have difficulties in reading English text, especially in reading comprehension. They cannot focus on what they read during the reading activity and still have difficulty to get the ideas of the text. The classroom environment do not support them to read well so the students are not motivated to read English text. Many students also look like getting bored to follow the classroom activity. Most of the teachers cannot provide an interesting reading activity in the classroom. As a result, the students cannot reach the minimum level of reading comprehension achievement since they lack of motivation in reading.

Whereas, reading is one of the important language skills in obtaining input to learn foreign language. The more people read, the more knowledge they can gain especially to enrich their vocabulary. It is also considered to be the essential channel of communication in an every widening world. In addition, it is believed that improved reading skills would improve students’ academic performance.

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also readers’ interests. Most of people think that reading is that simple. But actually, reading is more than just read paragraph or text without any goals but it consists of understanding and comprehending the meaning of the text. The readers also should set their reading purposes before they are going to read, whether it is for getting information, enhancing the knowledge, learning something or getting some pleasures. Basically the purpose of reading is based on their own motivation. Thus, building motivation or interest is the most important thing in reading.

Moreover, in the language learning process, reading is one of the receptive skills. Based on the education policy in our country Indonesia, English is one of subject matters in UN (National Examination). Besides listening, reading comprehension becomes the important part in UN. It is because mostly the

questions are based on the student’s comprehension toward the certain text.

Unfortunately, most of students still lack of interest toward reading, so they do not have knowledge and still lack of vocabulary. Regarding those matters, reading is the important skill that should be mastered by the students, because it can be the crucial matter when the students face some English text then they do not still comprehend and cannot get the meaning of the text. As a result, their English score in National Examination is still low.

As the English teacher, it is a duty to make their students are interested in reading English text. If students are highly motivated, they will achieve their reading purpose and comprehend the text easily. One of the efforts to make the students are motivated and interested in reading English text is by providing a pleasant reading activity. A good and interesting method is necessary.

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the theory of language learning is applied in Indonesia which adopts ideas from the West. According to Dardjowijojo (1996:30), there are five sophisticated approaches in language teaching such as, Community Language Learning, Total Physical Response, The Natural Approach. The Silent Way, and Suggestopedy.

Compared with the approaches that have been developed previously such as Grammar-Translation Method and Direct Method which consider teacher as the owner of knowledge and students as an object, these current approaches are more priority to the role and the need of the students. Because of that, the researcher consider to use one of them to prove the efectiveness of using suggestopedia in language teaching. Suggestopedia is the humanistic approach that prioritize the student’s needs.

Suggestopedia is a modern methodology in teaching foreign language coming from Bulgaria. It is developed by a Bulgarian doctor, Georgi Lozanov. Suggestopedia is a teaching system which makes the use of all the possibilities tender suggestion can offer (Lozanov, 1978:11). It relies on the relaxation with the comfortable atmosphere. The teacher can create and provide the pleasant activity with a very comfortable environment so the students can enjoy and feel relaxed during the lesson. It involves the psychological, educational, artistic and musical (Lozanov, 1982). Psychological atmospehere is created by an attractive classroom, such as soft lighting, seating arrangement, etc. Educational atmosphere is how the teacher can bring the material to the classroom and motivate them to engage with the material. Artistic atmosphere is by using some pictures related to the material and stick them on the wall. Musical atmospehere is where the lesson has backsound by using classical music or baroque music which will get the students focus, being relaxed and concentrate to the material. The students will enjoy the lesson without any fears, then they are able to reach their own maximal potential learning.

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investigations has been conducted by Shafqat, et al (2009) entitled “The

experimental study for effectiveness of superlearning technique at elementary level in Pakistan”. This study investigated whether or not the use of superlearning technique as known as suggestopedia in teaching science was effective. As the result, such technique successfully worked well in improving student’s score in science subject. The same result was shown by the similar study about sugestopedia in another context that was in teaching and learning foreign language. It has been conducted by Prichard, et al (1980). He conducted the study in one of high schools in Indianola at German class for one year. As a result, he found that there was a significant difference between the experimental group which was treated by suggestopedia and control group. In addition, the action research about “The improving student’s reading comprehension in narrrative text through suggestopedia method” has been successfully conducted by Djuhariah, et al (2012). It was found that the students’s reading comprehension of narrative text could be improved from cycle 1 to cycle 2. Moreover, there were also several advantages from the use of such method. The students could be relaxed and more easily to absorb the material. That is why Lozanov suggests to implement this method in teaching foreign language.

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1.2 Statement of the Problem

This study is conducted to answer the following questions:

1. Is the use of suggestopedia method effective in teaching reading comprehension?

2. What are the students’ responses toward the suggestopedia method in

teaching reading comprehension of narrative text? 1.3 Aims of the Study

Associated with statement of the problem above, there are two objectives of the research. The first is to know whether the use of suggestopedia method is effective in improving students’s reading comprehension or not. The second one

is to find out the student’s responses toward the suggestopedia method in teaching

reading comprehension of narrative text. 1.4 Scope of the Study

This study limits its investigation into two concerns. The first concern is about the effectiveness of suggestopedia method in teaching reading comprehension of narrative text. The second concern is about the level of reading comprehension. This study only focuses the students’ reading comprehension on the literal level.

According to Berry (2005), there are three different levels of reading comprehension; literal level, interpretive level, and applied level. Literal level is the basic level of reading comprehension in which the reader can memorize and approach the new information of the text. Interpretive level is a level in which the reader tries to understand what they have memorized in the literal level. Applied level is a level in which the reader attempts to examine the message from the author and to apply that message in other setting such as, article, essay, report, etc. 1.5 Hyphotesis

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hyphotesis and alternative hyphotesis are used. As stated by Coolidge (2000) and Kranzler and Moursund (1999), the null hyphotesis and alternative hyphotesis are as follows:

H0 : there is no difference between reading narrative text by using suggestopedia method in experimental and control groups after being given the treatment.

HA : there is difference between reading narrative text by using suggestopedia method in experimental and control groups after being given the treatment.

1.6 Significance of the Study

By doing this study, the researcher hopes that this study will give any contributions for educational field especially in teaching strategy which is used in the teaching and learning process. Furthermore, if the result of this study shows that there is a significant difference between both groups, so this strategy can be regarded as a productive method that can be used as an alternative strategy to

improve the students’ reading comprehension. It becomes a consideration for the

English teachers to implement such technique in the classroom. Besides that, it will be very useful for the students to enhance their interests and knowledge in learning English.

1.7 Clarification of Terms

In order to avoid misinterpretation in understanding this study, it is important to clarify the following definitions of key terms:

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b. Suggestopedia is a teaching method using classical music and pictures as a tool and giving a good suggestion to create relaxation and comfortable learning environment.

c. Reading comprehension is a process of understanding the text as well as the interaction between the reader’s background knowledge of the text.

d. Narrative text is one of text types with a representative of an event or series of events which aims to entartain the reader. It tells about legend, fairy tale, folktale, fable, myth, science fiction, short story, modern fantasy, etc.

1.8 Organization of Paper

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CHAPTER III

METHODOLOGY

This chapter presents the methodology in conducting the research which answers the two research questions previously stated in the first chapter. This chapter provides four main parts of the investigation: research method, data collection technique, research procedures, and data analysis technique and findings on pilot test.

3.1 Research Method

3.1.1 Research Design

A quantitative method in the form of quasi experimental design was employed in the study. There were two groups which were involved, the first group was the experimental group (EG) in which the suggestopedia method was applied. The second one was the control group (CG) which was treated by using conventional method. The experimental design in this study is described schematically as following:

Table 3.1

Sample Pre-Test Treatment Post-Test

Experimental Group

X1e T X2e

Control Group X1c 0 X2c

Notes:

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T : Treatment using suggestopedia method in learning process

From the table above, it can be seen that the experimental and control group got the pre-test in the beginning. It was conducted to know the initial ability of each group especially in their reading comprehension skill. Afterwards, the experimental group was given the treatment by using suggestopedia method during the teaching and learning process for four times. While, the control group used the conventional method during the teaching and learning process. After the treatment both groups were given the post test. It was conducted to know whether or not the students who were treated by using suggetopedia method had the higher score than those who were taught by using conventional method.

A variable can be defined as an attribute of a person or of an object which varies from person to person or from object to object. In research, variables can be classified as dependent and independent variables. The independent variable is the variable which is selected, manipulated, and measured by the researcher, while the dependent variable is the variable whereby the researcher observes to determine the effect of the independent variable (Hatch and Farhady, 1982). Thus, the independent variable was the use of suggestopedia method in teaching reading comprehension. In addition, the dependent variable in this research was the student’s comprehension in reading narrative text.

According to Hatch and Farhady (1982), Hypothesis is defined as a formal affirmative statement predicting a single research outcome, a tentative explanation of the relationship between two or more variables. It also limits the focus of the investigation to a definite target and determines what observations are to be made. Thus, the research was conducted to examine the hypothesis which is stated as follows:

 H0 = There is no difference between students’ post-test scores in the experimental group and students’ post-test scores in the control group.

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From the hypothesis above, if the null hypothesis is rejected it means that there is a difference between students in the experimental group and control group. In other words, the alternative hypothesis is accepted. Whereas, If the null hypothesis is accepted it means that there is no significant difference between both groups. It can be said that the suggestopedia method did not work well and it is not effective to be used in teaching reading comprehension on narrative text.

3.2 Data Collection

3.2.1 Population and Sample

According to (Arikunto, 2010:173), population is the whole subjects of the research. Population in this research was the second grade of junior high school students in SMP Negeri 1 Ciwidey. There were 11 classes which consist of 40 students in each class. Thus, the total of the population was about 440 students.

The sample of this study was only two classes of second grade students in SMPN 1 Ciwidey. The first class is 8.I as the experimental group and the second one is 8.G as the control group. Each class consisted of 40 students. Thus, the total of the sample was 80 students.

3.2.2 Research Instruments

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comprehension ability in the narrative text. After the post-test, the students in the experimental group were given the questionnaire in order to know the response toward the use of suggestopedia during their learning process.

3.3 Research Procedure

3.3.1 Organizing Teaching Procedure

In this study, the researcher performed as teacher in both experimental and control group. As the preparation of the learning process, the researcher prepared two things such as, the materials and media for teaching and learning process, and the lesson plan for both experimental and control group.

3.3.2 Administering Pilot Test

The researcher conducted the pilot test in order to know the validity and reliability of the test. It was important to be conducted in order to know the quality of the test whether the test is appropriate or not to be used and as the reflection in making some revisions of the test items.

3.3.3 Administering Pre-Test and Post-Test

Pre-test was conducted to both experimental and control group. It was conducted to know the initial ability of the students especially in their comprehension skills of narrative text. The score between two groups was expected relatively similar to each other so that it could be assumed that the improvement of their score was the treatment. Post-test was conducted to know the improvement of the student’s score, it can be said that there was the change between the score in pre-test and post-test. Besides, it was to know that whether or not there was a significant difference between experimental and control group. 3.3.4 Conducting the treatment

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process the method used was the suggestopedia. It does not mean that the control group did not get any treatments, but during the teching and learning process the control group was treated by conventional method. The treatments were

Conducting instrument test to 40 students

Fri/ 23-Augl-13 Pre test Pre test

Mon/ 26-Aug -13 Introduction of Suggestopedia

Teaching method, Class preparation - Tues/ 27-Aug -13 Treatment 1 : Presentation, Active

Concert, Passive Concert, Practice Wed/ 28-Aug -13 Treatment 2 : Presentation, Active

Concert, Passive Concert, Practice Thur/ 29-Aug -13 Treatment 3 : Presentation, Active

Concert, Passive Concert, Practice

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(games and role playing)

(Goldilocks and the Three Bears)

exercise (Goldilocks and the Three Bears)

Fri/ 30-Aug-13 Treatment 4 : Presentation, Active Concert, Passive Concert, Practice Mon/ 2-Sep-13 Post test, Celebration

(Award-giving), Reflection and Evaluation,

Questionnaire was distributed only to the experimental group. It was given at the end of the treatment. It aimed to know the student’s responses toward the use of suggestopedia in the classroom. The questions on the questionnaire related to the strengths and weaknesess of the suggestopedia method, student’s opinion and suggestion.

3.4. Data Analysis on Pilot Test

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3.4.1 Validity and Reliability Test

Arikunto (2010:211) stated that validity is a measurement to show whether or not the test is valid. Pearson Product Moment Correlation in SPSS 16 for windows was used in order to check the kind of validity of the instruments and to know the validity of each items.

In adition, reliability of the instrument can be measured if the instrument is trusted to obtain some data (Arikunto, 2010:221). A good instrument must be trusted and it will give the trusted data as well. Therefore, it was important to know whether the instrument was reliable or not before it was used.

3.5 Findings from the Pilot Test

Pilot test were administered to 40 students of 8 graders. They came from different classes of the same school. The test were conducted in two sessions with different questions on each session. Each test consisted of fourty multiple-choice items. Some considerations were taken in testing the research instrument, such as: 1. Validity

In order to check the validity of instrument, Pearson Product Moment was used. The items were classified into three parts, low, moderate and high item. The result of validity of instrument can be seen in Apendix C. In addition, it was found that the test item used in both two sessions possessed face validity as well as content validity. The face validity was maintained as all of the fourty students in the pilot test perceived that the test item contained understandable and clear enough instruction. None of the students were confused with the instruction. The content validity was maintained as the majority of the students in the pilot test had performed the particular language skills and areas expected in the test which was reading skill.

2. Reliability

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because the Cronbach’s Alpha is greater than 0.3. Furthermore, the score of reliability test in second session is 0.848. It means that the instrument has a high degree of reliability because the value of Cronbach’s Alpa is > 0.6.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

In this chapter, various findings of the research are drawn together, and some theoretical as well as practical implications of these findings are suggested. 5. 1 Conclusions

This study was concerned with the implementation of suggestopedia in teaching reading comprehension of narrative text to eight-graders. The pupose of this study was to investigate the effectiveness of suggestopedia, whether or not the use of the method was effective in teaching reading comprehension of narrative text. Furthermore, this study also aimed to discover the student’s responses toward the implementation of suggestopedia.

Based on the calculation result of independent t-test, the null hypothesis (H0) was rejected which means that there was a significant difference in the mean of experimental and control group. The research findings suggested that this method was effective in teaching reading comprehension of narrative text. The use of the method can improve student’s ability proven by the scores of pre-test and post-test.

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having the interaction between both. The students and the teacher had a close relationship so they could freely express themselves and take risk in making mistakes. The selected material also influenced the student’s motivation. In this case, the material was narrative text. Based on the purpose of narrative text itself that was to entertain or amuse the reader, the teacher attracted student’s attention with various media and activities. The way how to convey the material to the students was combined with the interesting activity in order to get the student’s attention. The use of variety of media and activities were effective to increase student’s curiosity and willingnes to learn. It could help the students to learn comfortably. Since every selected activity invited them to get relaxed and promoted them to comprehend the text. As a result, apart from helping students became more confident to use English, suggestopedia facilitated students to comprehend the text easily. In conclusion, the learning objectives were successfully reached by the students.

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5.2 Suggestions

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In addition, the use of suggestopedia in EFL context especially in teaching reading comprehension may be recommended because some elements of suggestopedia are suitable to be applied in reading classroom. The use of some variant activities can encourage all students including the motivated and low-achiever students. Thus, all students in the classroom will engage to the material since the suggestopedia gives the possitive effect to the students. Furthermore, another thing is about the teacher’s time management. It will be better if the teacher prepare the lesson plan very well. It is to avoid lack of time in each stage since this teaching method needs much more time. It also makes the use of suggestopedia in teaching learning process works efficiently and effectively.

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