TEACHING SPEAKING USING “SUGGESTOPEDIA METHOD” IN EFL CONTEXT AT THE 8TH
GRADE OF SMPN 1 MANDE CIANJUR
Januar Aripin (09.22.0396)
Januarifin30@gmail.com
English Education Study Program Language and Arts Department Sekolah Tinggi Keguruan dan Ilmu
Pendidikan (STKIP) Siliwangi Bandung
ABSTRACT
The objective of this research entitled “Teaching Speaking Using “Suggestopedia Method” in EFL Context
at the 8th Grade of SMPN 1 Mande Cianjur” was to find out whether or not Teaching English Speaking Using
Suggestopedia Method was effective to improve students’ speaking ability. This research used one group pretestposttest design and quantitative research method. The population of this research was six classes consisted of 240
students of the eighth grade of SMPN 1 Mande Cianjur in Academic Year 2012-2013, and the sample was class
8D consisted 39 students selected using cluster random sampling technique. The data of this research was
collected by giving speaking test to the student sample. The collected data was analyzed using t-test formula. The
results of the data analysis showed that mean score of pretest was 68.8, mean score of posttest was 74.6, and tobserved was 10.2. The t-critical value with df = n-1 (39-1 = 38) and significance level at 0.05 was 1.70. Based on the
data analysis above, the alternative hypothesis of this research was accepted, because the t-observed was higher than
t-critical value (10.2>1.70). It also means that teaching speaking using suggestopedia method could improve the
students’ speaking ability.
Key Words: Teaching Speaking, Suggestopedia Method, EFL Context
However, this research the writer is presenting one of
the ways to make the lesson interesting, exciting and
less stressful this is using suggestopedia.
Suggestopedia method was develop in the 1970’s by a
Bulgarian educator, named Georgi Lozanov (Brown,
2004:27) says: “Human brain could process great
quentities of materias if given the right conditions for
learning, among which are a state of relaxation and
giving over of control to the teacher.”
Even though Suggestopedia was supported by old
theories, this method was still used in many studies
periodically from the past until the current years. This
research would like to find out to the extent to which
Suggestopedia method can improve speaking English
in junior high school. Therefore, the writer is aiming to
analyze the teaching of English speaking using
Suggestopedia Method in middle grade junior high
school in SMPN 1 Mande Cianjur.
A. BACKGROUND
English is the one of the foreign languages in our
country. There are millions languages used by the
people in the world. Indonesia has hundreds regional
languages and one nation language. But, as part of the
world, Indonesia sees the need to learn and understand
English. In learning English language, there are
integrated skill to be mastered by the learners such as:
Speaking, Listening, Reading, and Writing. In teaching
language for student can’t be separated from speaking
activities. It is because speaking is one of the important
factors in doing conversation in the class. According to
Brown (2004:140), “speaking is a productive skill that
can be directly and empirically observed, those
observation are invariably colored by the accuracy and
effectiveness of a test-taker’s listening skill. Which
necessarily compromises the reliability and validity of
an oral product test”. For this case, student should
master several speaking components, such as:
comprehension, pronunciation, grammar, vocabulary
and fluency. In brief, English teacher should create and
develop their teaching and learning instruction to be
good atmosphere, improve students’ speaking skill,
give attention to the speaking components, and make
English lesson more interesting.
B. LITERATURE REVIEW
1. Teaching English in EFL Context
Language teaching means exposing a language many
times to the student. Harmer (1998:24) said that
language learning is:
The children and adults are usually exposed to language
which they more or less understand even if they can’t
produce the same language spontaneously, the student are
1
applicable to a variety of audiences in a variety of contexts.”
Brown (2000:16)
motivated to learn the language in order to be able to
communicate, and the student have opportunities to use
the language they are learning, thus giving themselves
chances to flex their linguistic muscles and check their
own progress and abilities.
Relating to the definitions above, it can be conclude
that method is a way for the teacher in the classroom to
conduct teaching and learning process.
2. Teaching Strategy
According to Harmer (2001:134), “teachers may use a
variety teaching aids to explain language meaning and
con6struction, engage students in a topic, or as the
basis of a whole activity”. They are some strategy that
we have to 6 used in this method such as :comfortable,
environment, the use of music, peripheral learning,
free errors, homework is limited, and integrated
learning.
3. Speaking
1. Definition of Speaking
Speaking is the productive aural/oral it consist of
producing systematic verbal utterances to convey
meaning. Speaking is “an interactive process of
constructing meaning that involves producing,
receiving, and processing information. “(Florez,
1991:1)
2. The function of Speaking
According to Brown and Yule (1983:6) made a useful
distinction between the interactional functions of
speaking “in which it serves to establish and maintain
social relations, and transactional functions, which
focus on the exchange of information”.
3. Speaking Activities
Speaking is a crucial part of second language learning
and teaching. The speaker produce utterance are sent to
the listener (receiving) and he or she processes the
information, after that the listener gives, immediate
feedback to the speaker. Communicative language
teaching is based on real-life situation that require
communication. I brief, teachers should create a
classroom environment where students have real-life
communication, authentic activities, and meaningful.
This can occur when student collaborate in groups to
achieve a goal or to complete a task. (Hayriye Kayi
http://unr.edu/homepage/hayriyek).
This signifies that if we teach our lesson based on this
way, we may give a change to the children to learn
language in a better way. Teaching is a process of
communicating a subject or lesson. The main factor
that influences the student achievement is the way of
the teacher to teach the subject or lesson to their
students. Brown (1994:7) said that: “teaching is
defined as showing or helping someone to learn how to
do something, giving acknowledged causing to know
understand”.
From the statement above, teaching means giving
instruction to the student to learn something, which
affect them in such a way that learning is facilitate and
the student can acquire knowledge. Therefore, they will
know or understand something.
1. Teaching Approach
According to Brown (2000:16), approach is
theoretically well-informed positions and beliefs about
the nature of language, the nature of language learning,
and the applicability of both to pedagogical settings.
Relating to the definitions above, it can be conclude
that approach is language acquisition by naturally.
2. Teaching Technique
According to Brown (2000:16), “technique is any of a
wide variety of exercises, activities, or tasks used in the
language classroom for realizing lesson objectives”. In
this research, the writer wants to describe the
conversation or dialogue teacher’s technique in
teaching speaking. Conversations are the interaction
between people in environment. Teaching speaking for
using suggestopedia, the teacher should take three steps
Lozanov (1982).
The writer concludes that dialogue is one of teacher’s
techniques in teaching speaking. Dialogue is the
conversation between two or more people to share
ideas. In fact, dialogue used in such school to improve
the students’ speaking ability by treats them to
represent their conversation in pairs to the class.
3. Teaching Method
Brown claims about method in Principles of Language
Learning and Teaching (2000). He states that:
4. Suggestopedia
According to Bulgarian scientist Georgi Lozanov and a
modern understanding of how the human brain works
and how we learn most effectively. “in order to make
better use of our mental reserves, the limitations we
think we have need to be “desuggested” (Freeman,
Larsen and Diana, 1986:72) In teaching learning using
suggestopedia we used a varied of range method:
dramatized texts, music, active participation in songs
and games, etc. In this research the writer using all of
“Method is a generalized set of classroom specifications for
accomplishing linguistic objectives. Method tends to be
concerned primarily with teacher and student roles and
behaviors and secondarily with such features as linguistic
and subject-matter objectives, sequencing, and materials.
They are almost always thought of as being broadly
2
According to Burns (1995:125) “research design is
essentially a plan or strategy aim at enabling answer to
be obtained to research questions.” In this research the
writer, chose the quantitative design.
According to Crowl (1996:10) “Quantitative design are
used to examine question that can best be answered by
collecting and statistically analyzing data that are in
numerical form”. Quantitative designs consist of corelational, experimental and t-test. This research used
the pre-experimental as its design. Pre-experiment are
the samples form of research design. In a preexperiment either a single group or multiple groups are
observed subsequent to some agent or treatment
presumed to cause change. Experiment is the ultimate
form of research design, providing the most rigorous
test of hypotheses that is available to the scientist
(Borg&Gall, 1979:512).
method from suggestopedia it self. Suggestopedia
derives from the words suggestion and pedagogy. This,
suggestopedia could be defined as the application of
suggestion to science of teaching, of which the aim is
to minimize or even eliminate the student
psychological barriers to learning. This method was
developed by a Bulgarian Scientist, Georgi Lozanov.
Lozanov who was a physician and psychotherapist,
developed his method in Bulgarian and the method was
then introduced in the Soviet Union, Hungary and East
German
Suggestion has a great and invaluable influence toward
learning situation. The technique is administered
through the use of direct and indirect means, such as
telling the students that the learning English is going to
be a pleasant activity and creating a convenient
classroom environment. In this case, Leonhardt
(1997:2) mentioned:
2. Research Method
Principally suggestion can influence the result of
learning situation. Some techniques used for conveying
positive suggestion are applied by seating the students in
a comfortable way, playing soft music in the classroom
increasing individual participation, using poster to give
a great impression while showing information.
This study employed quantitative method, a preExperimental design as suggested by Crowl (1996:289)
was chosen. The design of one group pretest-posttest as
follows:
1. Principles of suggestopedia
Based on the observation toward several techniques
used to give positive suggestion like direct and indirect
mentioned above, the writer summarizes some
important principles of suggestopedia stated by LarsenFreeman (1986:77) as follows.
a. A student can learn from what is present in the
environment, even if his attention is not directed to
it (peripheral learning).
b. The teacher should recognize that learner bring
certain psychological barriers with them to the
learning situation.
2. Procedures of Suggestopedia
The teacher should administer the procedures of
teaching reading using suggestopedia method with a
view to fulfilling the principles of suggestopedia. The
followings are prominent procedures of teaching
reading using suggestopedia that should be conducted
successively:
a) The students are seated in an unusual, comfortable
classroom.
b) The teacher plays soft music, the early Romantic
period is suggested.
Pretest
Treatment Posttest
O1
X
O2
Figure 3.1 design of one group pretest-posttest
In this research, the researcher used quantitative
method. Quantitative is used for designed to collect
data in such a way that treats reliability and validity of
research. This method is not only sampling collecting
data but also data analysis and interpretation the
research problems.
3. Research Instrument
The instrument is to get data of observation and to
know the condition of teacher, teaching method in
teaching and learning English process in classroom
activity and the pretest, teaching material, posttest was
given. The writer used pretest and posttest as his
research instruments.
D. RESEARCH DATA COLLECTION
To obtain the data to answer the research question, the
writer did the following steps:
1. Pretest
Before the researcher gave pretest for collect the data.
Firstly, he introduced about speaking and that gave
pretest to know as long as student speaking skills
C. RESEARCH METHODOLOGY
1. Research Design
3
before using suggestopedia method in teaching
speaking. The pretest held on April 01, 2013 to the
eight-grade student as the sample in this research.
2. Treatment
After introducing speaking and giving the pretest, the
researcher explained about the step how to be good
speakers when the student spoke in the front of the
class.
The writer gave some steps in teaching speaking for the
experimental class and the control class as follows:
a. The method by using suggestopedia method in
teaching speaking for the experiment class:
1) The teacher gave some short texts to the
students, 2) the teacher read the text in front of the
class, 3) the teacher asked the student to read the
short text one by one in front of the class, this
activity could motive the students to learn speaking
skills and pronunciation to be brave in speaking, 4)
at the end the teacher gave test on lesson explained.
b. The method by using suggestopedia with listening
the short text for the control class:
1) The teacher gave some short text to the students,
2) the teacher read the short text in front of class,3)
at the end the teacher gave posttest.
3. Posttest
Therefore, the researcher gave the posttest to students
when the students finished lesson, read the short text
and get stimulant in learning English. The researcher
does posttest as pretest that to know as long as students
speaking skills after using suggestopedia method in
teaching and learning speaking.
d the total number are 39 students, it was found the
result below:
Table 4.1
No Instrument
1
Pretest
2
Posttest
Sum
2685
2910
Average
69
75
Mean
68.8
74.6
1. Data Analysis of the Students’ Pretest and
Posttest Score
In this part, the writer explains several steps to
analyze the data. There are several steps to
accomplish the result of the data analysis, the steps
is as follows:
a. The Students’ Pretest and Posttest Scores
Table 4.2
No
Name
Prete
st
score
Posttest
score
Gain
(X)
Gain
Squared
(X2)
E. SUBJECT
1. Research Population and Sample
Crowl (1996:8) stated that “Populations are group
consisting of all people to whom a researcher wishes to
apply the findings of a study”. Therefore, the
population of this research was at the 8th grade of
SMPN 1 Mande Cianjur, there are sixth class is took as
populations of this research consisted of 240 students.
“The samples are subsets of people used to represent
populations”. (Crowl, 1996:8) In addition, the writer is
took one class at the 8th grade as the sample of this
research and the sample was class 8D consisted 39
students selected using cluster random sampling
technique.
F. FINDING AND DISCUSSIONS
In this research, the writer explained about the result
pretest and posttest at SMPN 1 Mande Cianjur of eight4
1
Student 1
60
75
15
225
2
Student 2
70
75
5
25
3
Student 3
65
70
5
25
4
Student 4
60
70
10
100
5
Student 5
70
75
5
25
6
Student 6
75
80
5
25
7
Student 7
70
70
0
0
8
Student 8
65
70
5
25
9
Student 9
80
85
5
25
10
Student 10
70
75
5
25
11
Student 11
60
70
10
100
12.
Student 12
65
70
5
25
13.
Student 13
70
75
5
25
14.
Student 14
65
70
5
25
15.
Student 15
70
80
10
100
16.
Student 16
60
70
10
100
17.
Student 17
65
70
5
25
18.
Student 18
70
75
5
25
19.
Student 19
70
80
10
100
20.
Student 20
70
80
10
100
21.
Student 21
70
75
5
25
22.
Student 22
65
70
5
25
23.
Student 23
75
75
0
0
24.
Student 24
65
70
5
25
25.
Student 25
80
85
5
25
26.
Student 26
70
80
10
100
27.
Student 27
75
75
0
0
28.
Student 28
75
75
0
0
29.
Student 29
70
70
0
0
30.
Student 30
70
70
0
0
31.
Student 31
75
80
5
25
𝜎=
(∑ 𝑋)2
𝑁
𝑁−1
2
√∑ 𝑥 −
∑ 𝑥2
= 1775
(∑ 𝑋)2 = (225)2
𝑁
= 39
∑𝑥
𝜎=√
2
2 −(∑ 𝑋)
𝑁
𝑁−1
(225)2
𝟏𝟕𝟕𝟓−
𝜎 = √ 39−139
1775−
𝜎=√
50625
39
38
1775−1298
38
𝜎=√
32.
Student 32
70
75
5
25
33.
Student 33
65
75
10
100
34.
Student 34
60
70
10
100
35.
Student 35
70
75
5
25
𝜎 = √12.6 = 3.5
36.
Student 36
65
70
5
25
37.
Student 37
70
75
5
25
38.
Student 38
70
75
5
25
d. Finding Out the t-observed Using the t-test
Formula
The elaborated below is the result of non- independent
t-test conducted on pretest and posttest scores.
39.
Student 39
75
b85
10
100
2685
2910
∑X =
225
∑X2 =
1775
SUM
477
𝜎 = √ 38
𝑡=
b. Mean
Based on the result of data analyzed, the writer
calculated the mean used the following mean formula:
𝑀=
̅
𝐷
2
2 − (∑ 𝐷)
∑
𝐷
√
𝑁
𝑁(𝑁 − 1)
Source: (Crowl, 179:1996)
∑𝑋
𝑁
̅
𝐷
= 5.8
∑ D2 = 1775
(∑ 𝐷)2 = (225)2
N
= 39
∑ x = 225
𝑛 = 39
∑x
𝑀 =
𝑛
225
=
39
= 5.8
c. Standard Deviation
The writer calculated the standard deviation by using
the formula below:
̅
𝐷
𝑡=
(∑
𝐷)
2
√∑ 𝐷 − 𝑁
2
𝑁(𝑁−1)
5.8
𝑡=
(225)2
√1775− 39
39(39−1)
𝑡=
5.8
50625
1775− 39
39(38)
√
5
𝑡=
𝑡=
5.8
and t-critical value, t-observed was higher than t-critical value
(10.2>1.70). The result showed there is a significant
difference between the score before and after the
treatment was completed. After students got the
treatment, their score was good. It also means that
suggestopedia method is effective to improve student
speaking ability.
1775−1298
√
1482
5.8
477
√
1482
5.8
= 0.57 = 𝟏𝟎. 𝟐
e. Degree of Freedom
The writer calculated the degree of freedom as the final
step of data analysis, the writer uses the formula below.
2. Suggestion
Based on the result of this research, the writer
suggested to teachers and students to use alternative
method in teaching and learning process. One of the
alternative methods was suggestopedia methods.
Because of suggestopedia method made student easier
to understand the materials in learning and teaching
process especially in the speaking. The writer
conducted this study in junior high school as a subject.
Thus, the writer suggested for the next researcher in the
suggestopedia method field to choose another subject
to conduct this study at another grade students, it can
be in lower or higher-grade students.
d.f = (n – 1)
n = 39
df = (39–1)
df = 38
t-critical value
The writer used directional hypothesis with df of 38
percent level of significant 0.05, the t-critical value based
on (Crowl, 1996: 388) was 1.70. It means that the
alternative hypothesis of this research is accepted
because t-observed was higher than t-critical value
(10.2>1.70).
2. Research Discussions
The statistical calculation reveals that there is a
significant influence of Suggestopedia method can
improve the students ‘speaking ability’. It means that in
the implementation, there are positive responses from
the students toward speaking ability. However, based
on statistical above, it can be found that there is
significant but there is some negative responses from
the students too , it can be seen in their score.
Finally, based on the elaborated above the result of the
writer study showed that there is some improvement of
students’ score in speaking and suggestopedia method
is one of the alternative effective methods for learning
and teaching process in speaking
H. BIBLIOGRAPHY
Burn, Anne. 1998. Teaching Speaking. Annual
Review of Applied Linguistics 18:102-203..
Brown, H. Douglas. 1994. Teaching by Principles. San
Francisco: San Francisco State University.
Brown, H. Douglas. 2000. Principles of Language
Learning and Teaching: San Francisco: San
Francisco State University.
Harmer, J. 1993. The Practice of English Language
Teaching. America: Longman.
Freeman, Larsen, D. 1996. Technique and Principles in
Language Teaching. London: Oxford University
Press.
Harmer, J. 1998. How to Teach English. America:
Longman.
Lozanov, G . 2005. Suggestopedia- Desuggestive
Teaching. Austria: Vienna
Crowl, Thomas K. 1996. Fundamentals of Educational
Research (Second Edition). USA: Brown and
Benchmark Publisher.
(Hayriye Kayi http://unr.edu/homepage/hayriyek).
G. CONCLUSION AND SUGGESTION
1. Conclusions
Based on the statistical elaborated in chapter four, the
writer study showed that there is some improvement of
students’ score in speaking and suggestopedia method
is one of the alternative effective methods for learning
and teaching process in speaking. It showed in t-observed
6