THE EFFECTIVENESS OF SUGGESTOPEDIA AND COMMUNITY LANGUAGE LEARNING (CLL) METHODS IN TEACHING OF RECOUNT TEXT OF THE EIGHTH GRADE STUDENTS OF SMP N 10 SALATIGA IN THE ACADEMIC YEAR OF 2017/2018 - Test Repository

  

THE EFFECTIVENESS OF SUGGESTOPEDIA AND COMMUNITY

LANGUAGE LEARNING (CLL) METHODS IN TEACHING WRITING

SKILLS OF RECOUNT TEXT OF THE EIGHTH GRADE STUDENTS

OF SMP NEGERI 10 SALATIGA IN THE ACADEMIC YEAR OF

  

2017/2018

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for

the Degree of Sarjana Pendidikan(S.Pd)

  

By:

LUTHFIYATUS SAIDAH

NIM. 113-14-186

ENGLISH EDUCATION DEPARTEMENT

  

TEACHING TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF

SALATIGA

2018

  

MOTTO

  Good Planning for Good Future

• -Mata Air Jepara-

  I don’t write to give joy to readers but to give them a conscience

• - Pramoedya Ananta Toer-

  

DEDICATION

  I proudly dedicate this graduating paper to:

  1. My beloved parents Abdul Rosyid and Umi Sholihah, who always love and support of me.

  2. My beloved father, Maskuri, who always I miss.

  3. My beloved brothers, Khotib Jauhari, M. Ismail and Ahmad Baihaqi.

  4. My big family who always support my education.

  5. All my friends who cannot be mentioned one by one.

  

ACKNOWLEDGEMENT

Bismillahirrahmanirrrahim.

  Assalamu’alaikumWr.Wb.

  Alhamdulillahirabbil’alamin, all praise to Allah SWT, the Most Gracious and

  the Most Merciful who always bless and help the writer so the writer can finish the graduating paper. Bless and mercy is upon great Prophet Muhammad SAW for his guidance that leads the writer to the truth.

  However, this paper will not be finished without support, advices, help and encouragement from several people institution. Hence, the writer would like to express special thanks to:

  1. Mr. Dr. Rahmat Haryadi, M.Pd, the Rector of State Institute for Islamic Studies (IAIN) of Salatiga.

  2. Mr. Suwardi, M.Pd, the Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.

  3. Mrs. Noor Malihah, Ph.D, the Head of English Education Department.

  4. Mr. Ruwandi, S.Pd, M.A, the counselor of this paper, who gives great attention, suggestion and guidance for this paper from beginning until the end.

  5. All of lectures and staffs of State Institute for Islamic Studies (IAIN) of Salatiga. Especially staffs of IAIN Salatiga

  ’s library (Mr. Wiji Suwarno, Miss Nanin, Mr Supardi, Mr. Maskuri and Mr. Yudan) who always support of me and be a great family.

  6. My beloved friends, Anik Saida, Hanik Saida M, Istikomah and Wakhidatul Jannati, who always support me, loving me and always stay with me.

  7. My friends all members of TBI 2014. Keep solid and catch your dream, guys.

  8. All of my friends of Nurul Asna Islamic Boarding House Pulutan, Salatiga, as being family, friends, partner, teacher, who always support me and have been accompanying me. Especially Setyaning Surya Utami, Riska Dewi, Tri Ismawati, Nurul Fajriyah, Mila, Evi, Awaliya, Cahyati, Khadeeja squad, and AYR.

  9. Teachers and students of SMPN 10 Salatiga.

  10. Those whom I regret not mention one by one of you. Thanks for your affection and attention.

  th

  Salatiga, August 16 2018 The researcher Luthfiyatus Saidah NIM. 113-14-186

  

ABSTRACT

  Saidah, Luthfiyatus. 2018. The Effectiveness of Suggestopedia and Community

  Language Learning (CLL) Methods in Teaching Writing Skills of Recount Text of the Eight Grade Students of SMP Negeri 10 Salatiga in the Academic Year of 2017/2018 . Graduating paper, English Education Department, State

  Institute for Islamic Studies (IAIN) of Salatiga. Counselor: Ruwandi, S.Pd., M.A.

  Keywords: Writing skill, Suggestopedia, Community Language Learning.

  The objectives of this study are to find out the different effectiveness and significant effective ness of students’ writing skills of recount of the eight grade students of SMP Negeri 10 Salatiga in the academic year of 2017/2018. The research data was collected through testing of recount text (pre-test and post-test) and documentation.

  The findings of the research showed that there was no different effectiveness of students’ writing skills. It can be seen in the calculation of mean. Mean pre-test of experimental group was 51.641 and comparison group was 60.441 (51.64 < 60.441). While the result of mean post-test of experimental group was 74.270, and mean post- test of comparison group was 69.467 (74.270 ≥ 69.467). The mean post- test of experimental group was higher than or equal with comparison group. Then there was no significant effectiveness of studen ts’ writing skills. It can be seen in the calculation of t-test. The t-test score of pre-test of experimental group and comparison group were

• –2.277 and t-table was 2.056. While t-test score of post-test of experimental group and comparison group were 1.120 and t-table score was 2.056. The result showed that t-test score of post-test was lower than t-table (t < t t ) from degree of freedom 26 and 95% confidence interval.

  Based on the analysis above, the researcher concludes that between Suggestopedia and Community Language Learning is relatively equal. It means that both of methods are good to be applied in teaching writing skills of recount text of the eight grade students of SMP Negeri 10 Salatiga.

  

TABLE OF CONTENTS

TITLE PAGE ...................................................................................................... i

DECLARATION ................................................................................................ ii

ATT

  ENTIVE COUNSELOR’S NOTE ............................................................ iii

STATEMENT OF CERTIFICATION ............................................................. iv

MOTTO ............................................................................................................... v

DEDICATION .................................................................................................... vi

ACKNOWLOEDGEMENT .............................................................................. vii

ABSTRACT ........................................................................................................ ix

TABLE OF CONTENTS ................................................................................... x

LIST OF TABLES .............................................................................................xv

LIST OF APPENDIXES .................................................................................. xvii

  CHAPTER I: INTRODUCTION A. Background of Study ................................................................................ 1 B. Statement of the Problem ......................................................................... 4 C. Objective of the Problem .......................................................................... 4 D. Benefits of the Problem ............................................................................ 5 E. Definition of the Keys .............................................................................. 5 F. Graduating Paper Outline ......................................................................... 7 CHAPTER II: UNDERLYING THEORIES A. Previous Study .......................................................................................... 8 B. Writing Skills

  1. Definition of Writing .......................................................................... 10

  2. Teaching of Writing............................................................................ 11

  3. Process of Writing .............................................................................. 12

  4. Characteristics of Good Writing ......................................................... 13

  C. Suggestopedia Method

  1. History ................................................................................................ 15

  2. Definition ............................................................................................ 15

  3. Purposes of Suggestopedia Method .................................................... 17

  4. Procedures Suggestopedia in Writing Class ....................................... 17

  D. Community Language Learning (CLL) Method

  1. History ................................................................................................ 19

  2. Definition ............................................................................................ 19

  3. Procedures CLL in Writing Class ....................................................... 21

  4. Advantages and Disadvantages CLL in Writing ................................ 22

  E. Recount Text

  1. Definition of Recount ......................................................................... 23

  2. Purpose of Recount ............................................................................. 23

  3. Generic Structure ................................................................................ 23

  4. Significant Lexicogrammatical/Language Features ........................... 24

  F. Minimum Completeness Criteria (KKM)................................................. 24

  G. Theoretical Hypothesis ............................................................................. 25

  H. Theoretical Framework............................................................................. 26

  CHAPTER III: METHODOLOGY OF RESEARCH A. Research Setting ....................................................................................... 28

  B. Research Approach ................................................................................... 30

  C. Research Method ...................................................................................... 31

  D. Population and Sample ............................................................................. 32

  E. Sampling Technique ................................................................................. 33

  F. Research Design ....................................................................................... 33

  G. Research Variables ................................................................................... 35

  H. Research Instruments ................................................................................ 36

  I. Data Collecting Method............................................................................ 36 J. Evaluation Rubric ..................................................................................... 37 K. Evaluation Criteria .................................................................................... 38 L. Data Analysis ............................................................................................ 39 M. Validity and Reliability ............................................................................ 41 N. The Procedures of Data Analysis by Using SPSS .................................... 43 O. Statistical Hypothesis .............................................................................. 43

  CHAPTER IV: RESEARCH FINDINGS AND DATA ANALYSIS A. Research Findings..................................................................................... 45

  1. Data Presentation ................................................................................ 45

  a. Pre-test of Both Group .................................................................. 45 1) Pre-test Analysis of Experimental Group ............................... 46 2) Pre-test Analysis of Comparison Group ................................. 48

  b. Post-test of Both Group ................................................................ 50 1) Post-test Analysis of Experimental Group ............................. 51 2) Post-test Analysis of Comparison Group ............................... 53

  2. Validity and Reliability of Test Score ................................................ 55

  a. Validity of Pre-test........................................................................ 55

  b. Reliability of Pre-test .................................................................... 56

  c. Validity of Post-test ...................................................................... 57

  d. Reliability of Post-test .................................................................. 59

  B. Data Analysis ............................................................................................ 59

  1. Paired Mean Pre-test Score................................................................. 59

  2. Paired Sample Test of Pre-test............................................................ 60

  3. Paired Mean Post-test Score ............................................................... 61

  4. Paired Sample Test of Post-test .......................................................... 62

  C. Discussion ................................................................................................. 63

  1. The Result of Mean ............................................................................ 63

  2. The Result of T-count ......................................................................... 64

  CHAPTER V CLOSURE A. Conclusion ................................................................................................ 66 B. Suggestion ................................................................................................ 67

BIBLIOGRAPHY ............................................................................................... 68

APPENDIXES ..................................................................................................... 71

  

LIST OF TABLES

Table 2.1 Scheme of Theoretical Framework ...................................................... 28Table 3.1 Research Class Schedule ...................................................................... 31Table 3.2 Design of Quasi-Experimental Research.............................................. 35Table 3.3 Table of Evaluation Rubric .................................................................. 38Table 3.4 Table of Evaluation Criteria ................................................................. 39Table 4.1 Pre-test Scores of Experimental Group ................................................ 46Table 4.2 Distribution of Pre-test Score ............................................................... 47Table 4.3 Pre-test Scores of Comparison Group .................................................. 48Table 4.4 Distribution of Pre-test Score ............................................................... 49Table 4.5 Post-test Scores of Experimental Group............................................... 51Table 4.6 Distribution of Post-test Score.............................................................. 52Table 4.7 Post-test of Comparison Group ............................................................ 53Table 4.8 Distribution of Post-test Score.............................................................. 55Table 4.9 Validity of Pre-test ............................................................................... 55Table 4.10 Classification of Validity .................................................................... 56Table 4.11 Reliability of Pre-test .......................................................................... 57Table 4.12 Reliability ........................................................................................... 57Table 4.13 Validity of Post-test ............................................................................ 57Table 4.14 Classification of Validity .................................................................... 58Table 4.15 Reliability of Post-test ........................................................................ 58Table 4.16 Reliability ........................................................................................... 59Table 4.17 Paired Sample Statistics of Pre-test .................................................... 59Table 4.18 Paired Sample Tests (t-test) of Pre-test .............................................. 60Table 4.19 Paired Sample Statistics of Post-test .................................................. 61Table 4.20 Paired Sample Test (t-test) of Post-test .............................................. 62

  

LIST OF APPENDIXES

st

  1 Appendix Surat Izin Penelitian Skripsi ............................................................ 71

  nd

  2 Appendix Surat Keterangan Penelitian ........................................................... 72

  rd

  3 Appendix Syllabus .......................................................................................... 73

  th

  4 Appendix Lesson Plans ................................................................................... 76

  th

  5 Appendix Pre-test ...........................................................................................104

  th

  6 Appendix Post-test ..........................................................................................109

  th

  7 Appendix SPSS’s calculations .......................................................................114

  th

  8 Appendix T-table ............................................................................................124

  th

  9 Appendix List of SKK ....................................................................................125

  th

  10 Appendix Surat Penunjukkan Pembimbing ..................................................128

  th

  11 Appendix Lembar Konsultasi Skripsi ..........................................................129

  th

  12 Appendix Curriculum Vitae .........................................................................131

  th

  13 Appendix Documentation .............................................................................132

CHAPTER I INTRODUCTION A. Background of Study There are four fundamental language skills which should be

  mastered by language learners. They are reading, writing, speaking and listening. The students who study the language must master the skills, so they can understand and finish their assignment. Writing is one of the skills which should be taught when learners study the English language.

  According to Gleb (1969: 11), writing began at the time when man learned how to communicate his thought and feeling by means of the visible sign, understandable not only to himself but also to all other people more or less initiated into the particular system. So, when people want to write something they have to master some vocabulary, understand the structure of writing, and make a sentence that other people understood. Writing is also an activity that changes our thought and feeling into written form and any people can understand what we write.

  In Indonesia, the English language holds the position as a foreign language (EFL) taught since elementary until university. According to syllabus KTSP 2006 in the formal education in Indonesia, students at Junior High School studied four skills of English language. Especially writing skill for the eighth-grade students, they must be can write a sentence or paragraph into the English language with appropriate grammar, vocabulary, and content based on the topic.

  There are many strategies, methods, and techniques in teaching writing skill. There are two methods that are appropriate to teach writing skill. They are Suggestopedia method and Community Language Learning (CLL) method. According to Asnur (2015: 12), suggestopedia gives positive suggestion to the students that the learning process is easy and fun. While Larsen-Freeman (2000: 89) said that teacher as counselor in CLL method can help the students overcome their negative feelings and turn them into positive energy to further their learning. The writer hopes implementation these methods can give a new experience in teaching-learning process, make comfortable situation in the classroom, and students have meaningful learning. So, the students understand the material and can change or describe their ideas in written text easily to make a good writing result. Suggestopedia method and Community Language Learning (CLL) method focus on suggesting the students to feel enjoy, get more confidence, and change their negative feelings into positive feelings. These methods emphasize new experience in the teaching-learning process.

  In fact, the eighth-grade students in SMP Negeri 10 Salatiga find some difficulties in the writing process. For example, the students cannot find the appropriate vocabulary to describe what they feel or imagine, some students get difficulties to change their ideas into a written form or describe their ideas into written text, and they were confused to use appropriate grammar. Lipson and Wixson (2003), cited in Dadi (2015: 4), said that competence of reading and writing in English language learning included: “comprehension, composition, vocabulary development, word identification and spelling, rate and fluency, grammar, usage and the mechanics of writing”. These problems make students cannot improve their writing skill. Based on the problem, the writer has to find an appropriate m ethod to teach writing and to improve students’ writing skill, especially in teaching recount text.

  According to syllabus KTSP 2006, there are three types of texts are taught in the eighth-grade students that are descriptive, recount and narrative. In this study, the writer focused on recount text in the several aspects that are generic structure, lexicogrammatical/language features and social function in their writing result.

  Based on the description above, the writer interested to make an experimental research, because the writer wants to know how far the effectiveness Suggestopedia and Community Language Learning (CLL) methods in teaching writing skill of recount text. The title is “THE EFFECTIVENESS OF SUGGESTOPEDIA AND COMMUNITY LANGUAGE LEARNING (CLL) METHODS IN TEACHING WRITING SKILLS OF RECOUNT TEXT OF THE EIGHTH GRADE STUDENTS OF SMP NEGERI 10 SALATIGA IN THE ACADEMIC YEAR OF 2017/2018 ”.

B. Statement of the Problem

  Based on the background of the study, the problems of this study can be stated as follows:

  1. How far is the different effectiveness of students’ writing skills of recount text taught by Suggestopedia method and those taught by Community Language Learning (CLL) method of the eighth grade students of SMP Negeri 10 Salatiga in the academic year of 2017/2018?

  2. How far is the significant effectiveness of students’ writing skills of recount text taught by Suggestopedia method and those taught by Community Language Learning (CLL) method of the eighth grade students of SMP Negeri 10 Salatiga in the academic year of 2017/2018?

  C. The objective of the Problem

  1. To find out the different effectiveness of students’ writing skills of recount text of the eighth grade students of SMP Negeri 10 Salatiga in the academic year of 2017/2018 taught by Suggestopedia method and those taught by Community Language Learning (CLL) method.

  2. To find out the significant effectiveness of students’ writing skills of recount text of the eighth grade students of SMP Negeri 10 Salatiga in the academic year of 2017/2018 taught by Suggestopedia method and those taught by Community Language Learning (CLL) method.

  D. Benefits of the Study This study is expected to give theoretical and practical benefits.

  1. Theoretically

  The result of the study can be used as the references for those who want to conduct a study English teaching-learning process. The study can give a new knowledge in teaching a foreign language, especially teaching the English language on writing skill.

  2. Practically

  a. For the English teacher The finding out of this study can be a new knowledge for the English teacher in teaching writing. The writer hopes that the English teacher can use the appropriate method to teaching English learning and to improve students’ writing skill.

  b. For the students The finding out of the study could motivate students in to involve them in the learning process actively and to improve their writing skill in teaching-learning process.

E. Definition of the Key Terms

  Here are some keys that the writer writes in this paper:

  1. Suggestopedia Method The Suggestopedia is a specific set of learning recommendations derived from suggestology, the science of suggestion which concerns with the systematic study of the notational and/or conscious influence that human being are constantly responding to. This methodology is designed to counteract the many negative ‘suggestions’ or fears (Fauziati, 2005: 89).

  2. Community Language Learning (CLL) Method The Community Language Learning Method takes its principles from the more general Counseling-Learning approach developed by

  Charles A. Curran, who believed that a way to deal with the fears of students is for teachers to become ‘language counselor’. The method that can help students overcome their negative feelings and turn them into positive energy to further their learning (Larsen-Freeman, 2000: 89).

  3. Writing Skill According to Thresia (2017: 8), writing is a skill which expresses an idea, feeling and thought which are arranged in words, sentences, and paragraph. Writing skills deal with the ability to arrange the graphic such as letters, words, and sentences of a certain language being used in written communication in other that reader can understand the message or information.

  4. Recount Text According to Knapp (2005: 224), cited in Saragih et al. (2014: 57), recount text is written out to inform an event or to entertain people.

  Recount text is text function as for telling an incident in the past.

F. Graduating Paper Outline

  The paper consists of five chapters. Each chapter will be discussed about chapter I is an introduction presenting the background of the study, statement of the problem, objective of the problem, benefits of the study, definition of the key terms, and graduating paper outline. Chapter II is the underlying theories which discussed the previous study, related theories about writing skill, suggestopedia method, community language learning method and recount text, KKM, theoretical hypothesis, and theoretical framework. In the chapter III describes about methodology of research that consist research setting, research approach, research method, population and sample, sampling technique, research design, research variables, research instruments, data collecting method, evaluation rubric, evaluation criteria, data analysis, validity and reliability, the procedure of data analysis by using SPSS, and statistical hypothesis. Then, in chapter IV the researcher would like to explain about the research findings, data analysis, and discussion.

  The last is chapter V, in this chapter the researcher closes this research that consists of the conclusion and recommendation of the research.

CHAPTER II UNDERLYING THEORIES A. Previous Study The first previous study came from Asriani (2015), graduating paper

  from Departement of English Education of Syarif Hidayatullah State Islamic University Jakarta entitled the effectiveness of Suggestopedia on students’ reading comprehension. 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 research design in this study is quasi-experimental study using nonequivalent control group design. The data were taken by giving pre-test and post-test reading both of classes. The mean score of pre-test was (53.18) and the post-test was (79.09). The result of the calculation statistical hypothesis test that showed t-value was higher than t-table (2.07 > 1.68). It concluded that there was a significant effect of using Suggestopedia on students’ reading comprehension in the narrative text at the Third Grade Students of MTsN II Pamulang.

  The second previous study was taken from the Journal of Humanities and Social Science (IOSR-JHSS) by Saragih et al.2014). This focused on the effect of recount genre to improve writing skill. The object of this research is to find out the effect and extent of recount genre to improve students’ ability in writing skill where the population and sample are taken from grade III students of Kalam Kudus Elementary School 2 Pematangsiantar. The methodology is used by using action research. The subject is the Grade III Students of Kalam Kudus Elementary School 2 Pematangsiantar. After the data was collected, the researcher concluded recount genre can be applied to improve the writing skill of the students.

  The third previous study was taken from graduating paper of English Education Departement of State Institute for Islamic Studies (IAIN) Salatiga by Armala (2015). The aims of this study are the achievement of speaking skill mastery for the first-grade students of SMAN 2 Salatiga and the effectiveness between Community Language Learning and Community Language Teaching to improve the speaking skill of the first-grade students of SMAN 2 Salatiga. The data analysis used in this study is the mean, deviation score, multiplication score, and t-test. The score of the t-test is 0.33 and the t-table score is 1.67. The t-test score in the post-test shows that the t-test is lower than t-table (0.33 < 1.67). Based upon analysis that Community Language Learning and Community Language Teaching is similar or equal. It means that both methods are good to be applied to improve the speaking skill.

  Based on the previous study above, there are equal points in the writer’s study, they are Suggestopedia method, Community Language Learning (CLL) method and recount text in writing skill. Therefore the writer got inspiration to use the same points from the previous study to be a different study. The writer tries to merge the Suggestopedia method and Community Language Learning (CLL) method in the teaching-learning process and recount genre to improve students’ writing skill. So, the writer uses Suggestopedia method to compare with Community Language Learning (CLL) method in teaching writing skill of recount text and hopes one of the methods can improve students’ writing skill, especially on recount text. As the result, the writer’s study is different from the previous study.

B. Writing Skills 1. Definition of Writing

  Writing is one of the four language skill beside listening, speaking and reading. Writing is an activity that changes our thought and feeling into the written form. According to Gleb (1969: 11), writing began at the time when man learned how to communicate his thought and feeling by means of a visible sign, understandable not only to himself but also to all person more or less initiated into the particular system.

  Thresia (2017: 8) said that writing is a skill which expresses an idea, feeling, thought which are arranged in words, sentences, and paragraph.

  Writing is basically the process of expressing ideas and thought of the writer using knowledge of structure and vocabulary to combine the writer’s ideas as a means of communication.

  Based on the definition above, writing is a process changes idea, imagination, opinion or feel into the written form that constructs with appropriate structure, understandable to other, and the purpose to communicate to other.

2. Teaching of Writing

  According to Harmer (2001: 79), the reasons for teaching writing to students of English as a foreign language include reinforcement, language development, learning style, and writing as a skill.

  a. Reinforcement The visual demonstration of language construction is invaluable for both of us understanding of how it all fits together and as an aid to committing the new language to memory. Students often find it useful to write sentences using new language shortly after they have studied it.

  b. Language Development The actual process of writing helps us to learn as we go along. The mental activity we have to go through in order to construct proper written texts is all parts of the ongoing learning experience.

  c. Learning Style Some students are fantastically quick at picking up the language just by looking and listening. Writing is appropriate for such learners. It can also be a quite reflective activity instead of the rush and bother of interpersonal face-to-face communication. d. Writing as Skill The most important reason for teaching writing, because is that it is a basic language skill, just as important as speaking, listening and reading. Students need to know how to write a letter, how to put written reports together, how to reply to the advertisement. They need to know some of the writing’s special conventions (punctuation, paragraph construction etc.) just as they need to know how to pronounce spoken English appropriately.

3. Process of Writing

  According to Dadi (2015: 52), the process of writing consists of five stages. They are planning, drafting/revising, editing/proofreading, final draft, and follow up.

  a. Planning A writer should think about what the reader will disclose and record the essence of the paper to be discussed.

  b. Drafting/revising An author will draft many times. At this stage, maybe the order is still unclear, the idea is not right, or lack of explanation. According to Oshima & Ann (1988: 88), the key of writing well is a simple process called revision. In the process of revision, you read through your piece of writing to make improvement and also to correct mistakes. c. Editing/proofreading This stage deals with ideas, an organization of writing, vocabulary, spelling, grammar, and the procedure of writing in English.

  d. Final draft After editing and made some necessary improvements, a final draft is made. In this stage, the final draft can be very different from the first draft. And writing at this stage is readily presented to the reader.

  e. Follow up After being presented to the reader, there may be various inputs so that the paper will be refined as needed.

4. Characteristics of Good Writing

  According to Heaton (1990: 135), the following analysis attempts to group the many and varied skills necessary for writing good prose into five general components or main areas.

  a. Language use Language use is the ability to write correct and appropriate sentences.

  b. Mechanical skill Mechanical skill is the ability to use correctly those conventions peculiar to the written language. Writing must use a good punctuation, spelling capitalization and paragraphing. c. Treatment of content Treatment of content is the ability to think creatively and develop thoughts, excluding all irrelevant information.

  d. Stylistic skills Stylistic skills are the ability to manipulate sentences and paragraphs, and use language effectively.

  e. Judgment skills Judgment skills are the ability to write in an appropriate manner for a particular purpose with a particular audience in mind, together with an ability to select, organize and order relevant information.

  According to Dadi (2015: 125), when we write an English text, there are other important things to noticed, they are unity and coherence.

  a. Unity A paragraph must have unity of ideas and be said to have untiy, if all of sentences discuss only one idea. All of sentences in paragraph have support topic sentence and controlling idea, and all of sentence relevent to topic sentence.

  b. Coherence A paragraph also have coherence. The discussion in a paragraph should be arranged to mak eit easier for the reader to understand what the writer wants to say.

  Its means that when we write and want to make a good writing, we must give attention to five components in writing above and the sentence with other has unity and coherence. Because these components make the reader understand and know what our ideas.

C. Suggestopedia Method

  1. History

  According to Stevick (1976: 42), cited in Fauziati (2005: 89), Suggestopedia is a method of teaching developed by Georgi Lazanov, a Bulgarian psychiatrist educator. It first started purely as a psychological experiment aimed at increasing memory capacities in the educational process.

  Based on Asnur (2015: 12), Suggestopedia is used in different fields, but mostly in the field of foreign language learning. The theory applied positive suggestion in teaching when it was developed in 1970s. However, as the method improved, it has focused more on “desuggestive learning” and now is often called “desuggestopedia”.

  Suggestopedia is a portmanteau of the words “suggestion” and “pedagogy”. A common misconception is to link “suggestion” to “hypnosis”.

  2. Definition

  Suggetopedia is a specific set of learning recommendations derived from suggestology, the science of suggestion which concern “with the systematic study of the notational and/or conscious influence that human beings are constantly responding to. This methodology is designed to counteract the many negative ‘suggestions’ or fears (Fauziati, 2005: 89).

  Suggesti is a communicative factor used to suggest that other people make choice in a rational and intuitive in accordance with their respective personalities in learning another language. Larsen-Freeman states that Suggestopedia is the application of the study of suggestion to pedagogy, has been developed to help students eliminate the feeling that they cannot be successful of the negative association they may have toward studying and, thus to help them overcome the barriers to learning (Asnur, 2015: 12).

  Thus, it can be concluded that Suggestopedia is a teaching-learning method of foreign language that give suggestion positive think to the students. Suggestopedia gives positive suggestion to feel relax and enjoy in the learning process of foreign language.

  Some characteristics of suggestopedia are the decoration (decorate the clasroom with different situasion, such as using picture related with the material), furniture (used the equipments in the class, like chair, whiteboard, board marker), arrangement of the classroom (arranged chair that make students not bored), the use of music (play the music to make students feel enjoy and relax), and the authoritative behavior of the teacher (Richards & Rodgers, 2007: 142). The one of key characteristics of Suggestopedia method is the use of music. Music and rhythm are central to learning. The use of music helps the students relax and feel the learning experience is going to be a pleasant one (Fauziati, 2005: 89). Music in the learning process background helps to make students focus and concentrate to the material (Deny, 2016: 131).

  3. Purposes of Suggestopedia Method

  Suggestopedia method aims to make the students feel enjoy, relax and more concentrate in teaching-learning process and to counteract any negative suggestions. So, the students feel more enjoy, confidence, concentrate, understand material easily, and they think that learning foreign language especially English language is fun.

  Based on Dwimarta (2016: 271), Suggestopedia methods provide a lots of fun while learning that students will understand easily the material that being taught, as Wicaksono and Roza (2015: 78) explained 1) give tranquility and relaxation, 2) pleasant or uplifting, 3) speed up the learning process, 4) emphasis with development of proficiency that create an comfortable atmosphere of apprenticeship of writing skill by giving positive suggestion from the teachers and through songs to stimulate the imagination of the students.

  4. Procedures Suggestopedia in Writing Class

  In teaching writing, Suggestopedia method is giving suggestions that stimulate the imagination of the students through the wave development of the song that been played (Dwimarta, 2016: 271). The use of music which one of key features of Suggestopedia method can stimulate the students to appear their imagination about something or what they want to write, so they can do it easily.

  The researcher designs the class based on the principle of suggestopedia. These are procedures of Suggesopedia method in writing class.

  a. The teacher greets the students in their native language and foreign language. The teacher tells the students that they are about to begin a new and exciting experience in language learning. The teacher say it in the confident way.

  b. The teacher plays music, instrument music to built positive environment and suggestion. This music purposes to make students feel enjoy, cheerful and less the students’ fear.

  c. The teacher reads the material with instrument music played. Then, the teacher explains to the students about the recount text such as the kind of text, purpose of the text, the organization, the grammar use.

  d. After that, the teacher plays the game with instrument music played.

  Rule the game is the students take the color piece of paper and read the vocabulary in the paper. One student gets one vocabulary (verb 1). After they get the paper, they write a sentence (past tense) use the vocabulary that they get. Then, the students read it.

  e. In the end of the class there is no homework for the students.

D. Community Language Learning (CLL) Method

  1. History

  According to Richards and Rodgers (2007: 113), Community Language Learning (CLL) is the name of a method developed by Charles A. Curran and his associates. He was a specialist in counseling and a professor of psychology. His application of psychological counseling techniques to learning is known as Counseling-Learning. Community Language Learning represents the use of Counseling- Learning theory to teach language.

  In the Community Language Learning (CLL) method, Curren believed that a way to deal with the fears of students is for teachers to become ‘language counselors’. A language counselor does not mean someone trained in psychology, it means someone who is a skillful understander of the struggle students face as they attempt to internalize another language (Larsen-Freeman, 2000: 89).

  2. Definition

  Community Language Learning draws on the counseling metaphor to redefine the roles of the teacher (the counselor) and the learners (the

  clients ) in the language classroom (Richards and Rodgers, 2007: 113).

  A teacher functions as a counselor. It means that the teacher recognizes how to threatening a new learning situation can be for adults learners, so he skillfully understands and supports his students in their struggle to master the target language (Larsen-Freeman, 2000: 98). The teacher who can ‘understand’ can indicate his acceptance of the student. By understanding students’ fears and being sensitive to them, he can help students overcome their negative feelings and turn them into positive energy to further their learning (Larsen-Freeman, 2000: 89).