The Effectiveness of Suggestopedia on Students' Reading Comprehension in Narrative text

of MTsN II Pamulang) A Skripsi

Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of Requirements

for the Degree of S.Pd. (S1) in English Language Education

By Tami Asriani NIM: 1110014000074

DEPARTEMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 2015

Saya yang bertanda tangan dibawah ini, Nama : Tami Asriani

Tempat/Tgl.Lahir : Jakarta, 23 Juni 1992

NIM : 1110014000074

Jurusan/Prodi : Pendidikan Bahasa Inggris / S1

Judul Skripsi :The Effectiveness of Suggestopedia on Students’ Reading Comprehension in Narrative Text

Dosen Pembimbing : 1. Dr. Atiq Susilo, M.A. 2. Neneng Sunengsih, M.Pd.

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

.

THE EFFECTIVENESS OF SUGGESTOPEDIA ON STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT (A Quasi-Experimental Study at the Third Grade Students of MTsN II

Pamulang)

A Skripsi

Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of the Requirement for the Degree of Strata I

(Bachelor of Art) in English Language Education

By: Tami Asriani NIM. 1110014000074

DEPARTEMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 2015

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiyah and Teachers Training certifies that the “skripsi” (Scientific Paper) entitled “THE EFFECTIVENESS OF SUGGESTOPEDIA ON STUDENTS’ READING COMPRHENSION IN NARRATIVE TEXT” (A Quasi Experiment Study at the Third Grade Students of MTsN II Pamulang), written by Tami Asriani, student’s registration number 1110014000074 was examined by the Committee on month, date and year. The “skripsi” has been accepted and declared to have fulfilled one of the requirements for the degree of “S.Pd” (Bachelor of Arts) in English language Education at the English Department.

Jakarta, 2 April 2015

i ABSTRACT

Tami Asriani (1110014000074). The Effectiveness of Suggestopedia on

Students’ Reading Comprehension in Narrative Text (A Quasi-Experimental Study at the Third Grade Students of MTsN II Pamulang). Skripsi, Department Of English Education, Faculty of Tarbiyah and Teachers Training of State Islamic University Jakarta, 2015

Advisor I : Dr. Atiq Susilo M.A, Advisor II : Neneng Sunengsih, M.Pd.

Keywords : Reading comprehension, Narrative text, Suggestopedia

The objective of this study was to find out the empirical evidence whether using Suggestopedia was effective for students on reading comprehension of narrative text at MTsN II Pamulang. The study was conducted at MTsN II Pamulang in September-October 2014. The population of this study all MTsN II Pamulang students of the third grade were about 328 students, each class consisted of less 40 students and the samples of this study were thirty students at MTsN II Pamulang. The writer used two methods on students’ reading comprehension in narrative text. She used Suggestopedia in class 9.1 as the experimental class and class 9.4 as traditional method in controlled class. The method used in this study was quasi-experimental study using nonequivalent control group design. The data were taken by giving pre-test and post-test reading both of classes. The result of the calculation statistical hypothesis test that showed tvalue was higher than ttable (2.07>1.68) where the formula of significance level

α=0.05. Besides, the effect size was to know the strength of suggestopedia as a

treatment on students’ reading comprehension in narrative text by The Effect Size

(Cohen’s d) Calculator for a Student t-Test was 0.59 which means there was medium effect using suggestopedia based on the criteria of table effect size range. Therefore, it was concluded that there was a significance effect of using

Suggestopedia on students’ reading comprehension in narrative text at the Third Grade Students of MTsN II Pamulang.

ii ABSTRAK

Tami Asriani (1110014000074). The Effectiveness of Suggestopedia on

Students’ Reading Comprehension in Narrative Text (A Quasi-Experimental Study at the Third Grade Students of MTsN II Pamulang). Skripsi pada Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2015

Pembimbing I : Dr. Atiq Susilo M.A. Pembimbing II : Neneng Sunengsih, M.Pd.

Kata kunci : Pemahaman membaca, Teks narrative, Suggestopedia

Penelitian ini bertujuan untuk mengetahui keefektifan penggunaan metode Suggestopedia terhadap hasil belajar siswa dalam pembelajaran pemahaman membaca teks narratif di MTsN II Pamulang. Penelitian ini sudah dilaksanakan di MTsN II Pamulang pada bulan September-Oktober 2014. Populasi keseluruhan kelas sembilan dari penelitian ini berjumlah 328 siswa-siswi yang masing-masing kelas kurang dari 40 siswa. Sample yang digunakan dalam penelitian adalah siswa-siswi kelas sembilan MTsN II Pamulang. Penulis menggunakan dua metode dalam pemahaman membaca teks narratif yaitu kelas 9.1 sebagai kelas Eksperimen dan kelas 9.4 sebagai kelas Control. Metode yang digunakan dalam penelitian ini adalah quasi-experimental desain nonequivalent control group. Berdasarkan hasil kalkulasi hipotesis statistic menunjukkan bahwa tvalue lebih besar daripada ttable (2.07>1.68) dengan formula signifikansi level α=0.05. Selain itu, untuk mengetahui seberapa besar efek penggunaan suggestopedia sebagai treatmen pada siswa dalam pemahaman membaca teks naratif maka dapat diperoleh hasil 0,59 dengan menggunakan The Effect Size (Cohen’s d) Calculator for a Student t-Test yang memiliki efek medium (sedang) penggunaan suggestopedia berdasarkan tabel kriteria effect size. Dengan kata lain, dapat disimpulkan bahwa ada pengaruh yang signifikan menggunakan metode Suggestopedia pada siswa dalam pemahaman membaca teks narratif

iii

ACKNOWLEDGEMENTS

میحَرلا

ِنَمحَرلا

ِھللا

ِمسب

In the name of Allah, the Beneficent the Merciful

All praise be to Allah the Lord of the world, who gives blessing and mercy upon the writer completing this skripsi. Peace and blessing from Allah always be upon to His messenger, Prophet Muhammad, his families, his relatives and all his followers.

The writer has finished her skripsi entitled “The Effectiveness of Suggestopedia on Students’ Reading Comprehension in Narrative Text (A Quasi-Experimental Study at the Third Grade Students of MTsN II Pamulang)”. It is presented to the Faculty of Tarbiyah and Teachers Training in a Partial Fulfiment of the Requirements for the Degree of Strata I (Bachelor of Art) in English Language Education.

The writer would like to express her greatest love and honor to her beloved parents, Mr. Tugiran and Mrs.Sutarni, and also to her sister, Neisha Syailini, who always give support, prays, and motivation to finish the writer’s study.

The great appreciation are delivered to her advisors, Dr. Atiq Susilo, M.A and Neneng Sunengsih, M.Pd, for their patience in providing of guidance, comments, helpful corrections and suggestion in finishing this skripsi.

In this occasion the writer would like to express deepest gratitude and the greatest honor to all persons who have helped the writer in finishing her skripsi to:

1. All lecturers at Department of English Education, who have guided and given her knowledge, motivation, chances in finishing her study at Department of English Education Syarif Hidayatullah State Islamic University Jakarta.

2. Drs. Syauki, M.Pd., the Head of Department of English Education, Syarif Hidayatullah State Islamic University Jakarta.

iv

3. Zaharil Anasyi, M.Hum., the Secretary of Departement of English Education and the Academic Lecturer of PBI B 2010, Syarif Hidayatullah State Islamic University Jakarta.

4. Prof. Dr. Ahmad Thib, M.A., the Dean of the Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta. 5. Drs. Suhardi. M.Ag., the principal of MTsN II Pamulang, who has

allowance her doing to research. Also, all teachers at MTsN II Pamulang, especially for Hj.Neneng Susilawati M.Pd, Dra.Iriastuti and Dra. Dewi Widiyantari who has helped her to conduct this research.

6. The third grade students of MTsN II Pamulang who has assisted to collect the data for this research.

7. Her friends, Siti Rohimah, Ricky Fajar, Sri Rahayu, Abdul Rahman, Arista Suryani, Fathul Qorib, Soleh, Yulita, Indri Pangestuti, Kuswatun and all friends in Department of English Education class B who always offer her happiness, patience, sharing and support.

8. All people who give contribution to finish this study who cannot be mentioned them one by one.

Finally the writer hopes that this skripsi will be useful for the readers and developing in education.

Jakarta, April 2015

v Approval

Endorsement Sheet

Abstract ... i

Abstrak ... ii

Acknowledgments ... iii

Table of contents ... v

List of Table ... vii

List of Figure ... viii

List of Appendix ... ix

CHAPTER I: INTRODUCTION A. Background of the Study ... 1

B. Identification of Problem ... 4

C. Limitation of Problem ... 5

D. Formulation of Problem………. . 5

E. Objective of Study ... 5

F. Significance of the Study ... 5

CHAPTER II: THEORETICAL FRAMEWORK A. Reading 1. Understanding of Reading ... 6

2. Reading Comprehension ... 8

3. Levels of Reading ….. ... 9

4. Purpose of Reading ... 9

5. Problem of Reading... 10

B. Narrative Text 1. Definition of Narrative Text ... 11

2. Features of Narrative Text ... 12 3. Grammatical and Language features of Narrative 12

vi

E. Technique of Suggestopedia……….. . 17

F. Theoretical Component of Suggestopedia…………. . 19

G. Advantages and disadvantages of Suggestopedia…. . 20

H. Previous Relevant Study……… . 20

I. Conceptual Framework………... . 22

J. Hypothesis of Study……… . 23

CHAPTER III: RESEARCH METHODOLOGY A. Time and Place of the Study ... 24

B. Method and Design of the Study ... 24

C. Population and Sample ... 25

D. Instrument of Study ... 25

E. Data Collection ... 27

F. Data Analysis ... 27

G. Statistical Hypothesis of Study ... 32

CHAPTER IV: RESEARCH FINDING A. Description of the Data ... 33

B. Analysis of Data………. . 36

C. Hypothesis of Test. ... 39

D. Discussion……….. . 40

CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion ... 42

B. Suggestion ... 42

BIBLIOGRAPHY APPENDICES

vii

Table 3.2 Criteria of Cohe’s d Effect ... 32

Table 4.1 Frequency distribution of Experimental and Controlled class (Pre-test) ... 34

Table 4.2 Frequency distribution of Experimental and Controlled class (Post-test) ... 36

Table 4.3 The Result of Normality test of the Pre-test ... 36

Table 4.4 The Result of Normality test of the Post-Test ... 37

Table 4.5 The Result of Homogeneity of Pre-Test... 38

Table 4.6 The Result of Homogeneity of Post-Test ... 38

Table 4.7 The Result of Experimental and Controlled Class (Post-test)……… ... 39

viii

ix

Appendix 2: The score of Controlled class of Pre-test and Post-test Appendix 3: Frequency distribution of Pre-test

Appendix 4: Frequency distribution of Post-test Appendix 5: Statistical Hypothesis Test Calculation Appendix 6 : Normality Test

Appendix 7 : Homogeneity Test Appendix 8 : The Effect Size

Appendix 9: Kisi-kisi test of Pre-test and Post-test Appendix 10: Lesson Plan of Experimental class Appendix 11: Lesson Plan of Controlled class Appendix 12: Recapitulation of analysis test Appendix 13: Instrument test Pre-test Appendix 14: Instrument test Post-test Appendix 15: Table of t-student Appendix 16: Surat Bimbingan Skripsi Appendix 17: Surat Keterangan Penelitian

1

A.

Background of the Study

In Indonesia, English language is considered as an important subject and the first foreign language that must be learned and has been taught from elementary school as a local content subject, and junior high school, senior high school and up university as compulsory content subject. Based on the Decree of the minister of Education and culture number 22 of 2006 about content standard, the graduation of standard competence and the objective of English teaching at junior high school or MTs that called “Mengembangkan kompetensi berkomunikasi dalam bentuk lisan dan tulis untuk mencapai tingkat literasi functional,memiliki kesadaran pentingnya bahasa Inggris untuk meningkatkan daya saing bangsa dalam masyarakat global”1

Besides that in learning process, Harmer said there are four basic language skills which students have to learn. They are listening, speaking, reading and writing. 2 In Kurrikulum Tingkat Satuan Pendidikan (KTSP) reading in English Education in Indonesia is one of competence standards which should be learnt is: to comprehension the meaning of short functional text and essay in the form of narrative, descriptive text and news item in the context of daily activities. 3 Based on kisi-kisi ujian nasional SMP/MTs 2014-2015 reading competence has been taught in junior high school especially in the third grade to contain those kinds of texts and to comprehend them. Thus, students in the third grade have to comprehend the kinds of text. One of them is narrative text to identify orientation, complication and resolution.

1

Badan Standar Nasional Pendidikan (BSNP), Standar Isi, Standar Kompetensi dan Kompetensi Dasar SMP/MTs, (Jakarta, 2006), p. 123

2

Jeremy Harmer, The Practice of English Language Teaching,(New

York:Longman,1991),p. 16 3

However, reading is activity more people read to find out information from newspaper textbook, internet and other source, to gain their knowledge to enrich their vocabulary or just pleasure. According to Harmer, reading is not beneficial for their career, study or simply for pleasure but also reading is useful for language acquisition. 4 In English Education field, reading skill would be improving students to understand the text or integrate new idea from the text. According to Baumel, it does not need to comprehend the content of the message but also need to understand the language used in the text. 5 However, some people

or students’ in English Education in Indonesia get a difficulties in comprehend the text.

Based on the writer’s unstructured interview with English teacher in April 2014, the writer found the some problems in reading activities for students such as: First, students have limited number of vocabulary. It is the problem for students who make them fail to answer the question because they didn’t know the meanings of many words on the text. Second, students have different background knowledge that didn’t have connect with the unfamiliar text. Third, teaching and learning environment are problems that make them not interest in the subject.

Based on preliminary study when the writer conducted PPKT, she found that there were teachers who teach English in MTsN II Pamulang used reading tests such as summative test, mid-test, final test to measure the students’ ability to comprehend the text in English. Besides, the writer’s experience the students do not understand the schematic structure of the story about orientation, complication and resolution. Moreover, this problem that make them to get hard to concentrate plot.

4

Jeremy Harmer, How to Teach English New Edition, (New York:Pearson Edition, 2007), p. 99

5

J.M.S Baumel, Reading Comprehension: Research Inform Us.

Next, the students got bored when they read long paragraph, so students tended to ask other students or use dictionary to get the unfamiliar vocabulary. According to curriculum book of MTsN II pamulang has minimum mastering criteria (MMC) score or Kriteria Ketuntasan minimum (KKM) in English subject the gains score 75 (seventy five). In the fact, the students’ on reading comprehension in narrative text still low to comprehend the text. It is support by the English teacher told me, about 10 students could achieve KKM but 26 students could not achieve KKM from 36 students in the third grade of regular class.

Teachers in Indonesia use a traditional method like grammar-translation method to teach reading, such as teacher asked students to read and translate the text into bahasa Indonesia. In addition, Sudjianto gives opinion from his article said grammar-translation method still use in teaching of second language like learning Japanese useful for translate other literature written and acquisition other culture of target language.6 It is not completely bad method but students need different atmosphere which makes them relaxed and motivate them in learning process like a colorful, making music etc because grammar-translation method emphases in grammar rules and translate from one language to other language.

Based upon the writer’s experience during the Praktek Profesi Keguruan Terpadu (PPKT) at MTsN II Pamulang, almost six teachers in learning process

didn’t give pay attention to make students relax and interest in reading activity. They gave the students exercise without create the atmosphere fun and interest for them. Moreover, the students cannot focus on what they read during reading activity because the environment of classroom does not support them to read well.

As the English teacher, the teacher has to create interesting model of teaching and atmosphere of learning process which make student relaxed and fun to student comprehending in reading narrative text. However, the writer arranges to help students to comprehend of reading narrative text to decrease their anxiety

6

Sudjianto. “Metode Pengajaran bahasa Asing dan Implikasinya terhadap Pengajaran

by suggetopedia or dsuggestopedia. According to Jack Richard and Rodger, Suggestopedia is a modern methodology in teaching foreign language that come from Bulgaria.7

It is developed by a Bulgarian doctor and psychotherapist, Georgi Lozanov. It involved physical activities, educational, artistic and musical8. Students must be comfortably relaxed in learning process by using soft music or classical as the background. The teacher brings the material and motivate for students. To create the classroom comfortable in reading process without students under pressure to get ideas from they read.

Therefore, based on the explanation above, the writer is eager to conduct study about the effectiveness of suggestopedia on students’ reading comprehension in narrative text (A Quasi- Experiment Study at the Third Grade

Students of MTsN II Pamulang) as her “skripsi” title.

B.

Identification of Problem

Based on the description above, the problems can be identified as follows:

1. Students have limited number of vocabulary that makes students difficulties to comprehend in narrative text.

2. Students get difficulties to comprehend the story from narrative text. They get hard to know the schematic structure of story.

3. Students don’t feel comfortable or relaxed in reading activity in classroom. Teachers have to create the atmosphere of learning process relax and fun.

4. Teacher uses methods that make students bored in reading activity and

they don’t have motivation to read.

7

Jack C. Richard., and Theodore S. Rodger, Approaches and Methods in Language teaching.(New York: Cambrige University Press,1992), p.142

8

Bancroft, W. Jane, Suggestopedia and Memory Training in the Foreign Language Clasroom.. Reports-Evaluative/Feasibility. Eric Document Reproduction Service No. ED 376 696,p.4

C.

Limitation of Problem

Based on the problem identification above, the writer tends focus on the effectiveness using suggestopedia method on students’ reading comprehension in narrative text and the study focus on students’ reading comprehension of text narrative text in literal level (the reader can memorize approach new information of the text) for the third grade in MTsN II Pamulang.

D.

Formulation of Problem

The formulation of the problem in this study is “Is Suggestopedia Effective on Students’ Reading Comprehension in Narrative Text at the

Third Grade Students of MTsN II Pamulang?”

E.

Objective of Study

The objective of study is to prove whether using suggestopedia is effective on students’ reading comprehension in narrative text at MTsN II Pamulang.

F.

Significance of Study

The results of the study are expected for English teacher to use this method as an alternative strategy to comprehend for students’ on reading comprehension and be implementation in the classroom. To students, the result of the study it will be to increase their interesting and knowledge in learning English especially in reading comprehension. To other researcher it will be reference for educational field especially to use this method in learning process and teaching.

6

This chapter the writer discusses the theoretical framework that focused on reading, reading comprehension, narrative text, suggestopedia method, previous relevant study, conceptual framework and hypothesis of the study.

A. Reading

1. Understanding of Reading

Reading is an activity to get ideas between the writer and the reader to understand what they read. In English Foreign Language (EFL) reading is one of the most important factors in assessing learner’s linguistic competence. However, it is skill for reader should be master in good reading skills to get information or ideas from the act of communication. According to Sandra Silberstein, reading is a complex information processing skill in which the reader interacts with text in order to (re) create meaningful discourse.1

On the other hand, Reading is an active cognitive process that does indeed require using graphic (letters) and phonic (sounds) information; but for fluent readers particularly, the language-based cues-semantic (meaning) and syntactic (grammar)—seem far and away more important than graphic and phonic cues.2 That means, reading is an activity or interaction between the reader and the text to get information or meaning of the text depends on what the reader need.

In addition, based on Harmer, reading is an exercise dominated by the eyes and the brain. The eyes receive messages and the brain then has to work out the significance of these messages.3 Similarly, He Ji Sheng said reading is the process of recognition, interpretation, and perception of written or printed

1

Sandra Silberstein, Techniques and Resources in Teaching Reading, (New York: Oxford American English,1994), p.12

2

Richard Allington and Michael Strange. Learning Through Reading in the Content Areas, (Canada: D.C Heath and Company,1980), p.16

3

Jeremy harmer, The Practice of English Language Teaching, (New York: Longman,1991). p. 190

material4. It involves the recognition of letters, words, phrases, and clauses, and in some respects, it can be considered a simpler process than comprehension.

In order words, in reading activity the reader have connected between her/his eyes and brain to get the meaning of the text and the reader have to

effort to understand of the text by the build reader’s critical thinking. Tung -Hsien mentions in his journal, reading is a searching and

meaning-constructing process that requires effort on the readers’ part if they want to

understand written texts.5 However, the reader automatically has connection between the text get the meaning of information.

Reading is a number of special focuses to reader or students. Many students often have reading as one of their important goal to be able to read for information and pleasure for their career and for their study purposes.6 According to Grellet, reading is continuous process guessing7 . Moreover, there are interacting dynamically from the reader to gets the information depend on what the purpose of the reader and the process to understand the text by guessing. Thus reading, an active or receptive skill rather than passive skills because the reader automatically gets the information or ideas by doing knowledge in his/her brain to get the ideas from the text.

From the explanation above, there are a lot of definitions about reading. It can be concluded that reading is a process to understand the ideas between the reader and the writer to get information from the text to draw a conclusion of the information.

4

He Ji Sheng, A cognitive Model for Teaching Reading Comprehension, English Teaching Forum Vol. 38 No.4 October- December, 2000

5

Tung-hsien He, Reading for different goals: the interplay of EFL college

students’multiple goals, reading strategy use and reading comprehension, Journal of Research in Reading, ISSN 0141-0423, Volume 31, Issue 2, 2008, p 224

6 _{Jack C. Richard and Willy A. Renandya, Methodology in Language Teaching, (New}

York : Cambridge University Press,2002), p. 273

7

Francoise Grellet, Developing Reading Skills, (New York: Cambridge University Press), p. 7

2. Reading Comprehension

In students’ environment, school, public place they have to find the

symbol or information from the text. Unfortunately, they can read the text without understanding meaning of the text. In reading there is an action of understanding what you are read, it is called comprehension. It is hard to understanding and building the new ideas or information from the text of the

writer and the reader’s background knowledge. Moreover, when person read a text, he or she engages of cognitive process to comprehend or construct meaning from the text.8

Cathrine Snow stated, reading comprehension as the process of simultaneously extracting and constructing meaning though interaction and involved with written language.9 Besides, comprehension is a process of negotiating understanding between the reader and the writer. It is a more complex psychological process and includes linguistic factors, such as phonological, morphological, syntactic, and semantic elements, in addition to cognitive and emotional factors.10 It means that, the writer and the reader have to build the same ideas to comprehend or to get same perception which is they read of information.

In addition, reading comprehension has been described as ‗a complex

intellectual process involving a number of abilities. Readers must use information already acquired to filter, interpret, organize, and establish relationships with the new incoming information on the page, in order to understand text, a reader must be able to identify words rapidly know the meaning of almost all of the words and be able to combine units of meaning into a coherent message.11

However, the reader comprehends the ideas from the text with the intellect by analyzing and organizing ideas to get accurate ideas or information.

8

J. Brummit, What is Reading Comprehension, 2008. http://www.k12reader.com/what-is-reading-comprehension/

9

Cathrine Snow, Reading for Understanding Toward an R&D Program in Reading Comprehension, (New York: RAND Education, 2002). p.11

10

Brummit. Loc.cit 11

On the other hand, Allington and Strange said, reading comprehension is a redundant phrase, because without comprehension, reading has not truly happened.12

Therefore, reading comprehension is the process to take meaning of the text from writer that involves experience and prior knowledge that the reader has. This process also can be harmonious with the purpose of reading.

3. Levels of comprehension in reading

According to Berry, there are some levels of comprehension. In this case, levels mean different depths of understanding, different analysis of what is meant. They are:13

a. Literal level

The basic facts are understood of reading comprehension. The question in literal level can be answered by reading to approach the new information of the text at glance because it is usually directly stated in the text

b. Inferential level

The reader is able to go beyond what is the written on the page, add meaning, and draw the conclusion. The answers are not stated directly in text

but it’s often implied in text.

c. Applied level

The reader is attempts to examine the message from the author and apply the message in other setting such as article, essay, report etc.

4. Purpose of Reading

As the reader begin to read, they have to decide the purpose of reading itself, it is important to make successful of reading comprehension. There are

12

Allington. Loc.cit

some purposes of reading. In line, William Grabe and Fredricka L. Stoller divided some of reading purposes are:14

a. Reading to search for simple information b. Reading to learn from texts

c. Reading to integrate information, write and critique texts d. Reading for general comprehension

In addition, harmer said, the purposes of reading are: 15 a. Reading to confirm expectations

b. Reading to extract specific information c. Reading for communication tasks d. Reading for general understanding

e. Reading for detailed comprehension (information)

f. Reading for detailed comprehension (function and discourse) 5. Problem of Reading

There are some difficulties for readers to understand the ideas. Harmer stated the problems of reading are:16

a. Language

The students get more difficulties to understand the text with the longer sentences than with shorter ones. However, they have great difficulties in understanding the text because they find unfamiliar words which the text contains as a whole.

b. Topic and genre

The topic is not appropriate or not interesting for students. Besides, students are not unfamiliar with the genre or the topic to dealing with. They lack of engagement knowledge may be a major to successful in reading.

c. Comprehension tasks

Comprehension task is a key feature in teaching receptive skills. Sometimes, the teacher is trying to encourage students to improve their

14

William Grabe and Fredricka L.Stoller, Teaching and Researching Reading.(New York: Pearson Education Limited, 2002),p.6

15

Jeremy Harmer, The Practice of English language Teaching New edition, (New York: Longman,1991), p. 191

16

receptive skills by giving task or text to accompany them far too easy or far too difficult.

d. Negative expectation

The students have low expectation of reading and they are not going to understand the passage in the book or on tape because they think too difficult in reading activity.

B. Narrative Text

1. Definition of Narrative Text

Narrative text is one type of text of taught for third grade in Junior high school. In narrative text students are expected to understand about the context and to find the moral value of the story. There are many types of narrative. They can be imaginary, factual or a combination of both. They may include fairy stories, horror stories, fable, legend, folktale, short story etc.

Anderson said, narrative is a text that tells a story and in doing to entertains audience. 17 Similarly, Alan Meyers argues that narrative is telling a story and to be interesting, for readers to respond to some event in your life as if it were their own.18

On the other hand, in narrative text can be presented as written or spoken texts who told the story is called narrator. If narrator is one of the characters in the story is said to be told in the first person and the person outside from the story is called third person characters.

In addition, Drs. Pardiyono defines, narrative is a text to tell activity in the past which increase problematic experience and solution to amuse and give a moral value for the reader.19 So, narrative text is text

17

Mark Anderson and Kathy Anderson, Text Types in English 3.(South Yarra: Macmillan, 2003). p. 3

18

Alan Alan Meyers, Gateways to Academic Writing, (New York: Pearson Education, Inc., 2005), p. 52

19_{Drs. Pardiyono, Pasti Bisa! Teaching Genre-Based Writing, (Yogyakarta: Penerbit}

that tells a story which raises the problematic experience in the past and resolution to amuse the reader which consist of some character, plot, setting and action which have the problematic like fable, legend, folktale etc and to teach the students of story’s lesson which divided into orientation, complication, sequence of events and coda (moral value).

2. Features of a narrative

According to Anderson the steps for constructing a narrative text are:20

a. Orientation

The storyteller tells the reader who is in the story, when the story is happening, where the action is happening and what happening from the story

b. Complication

The storyteller tells about conflict or crises arisen and will begin chains of events that influences of the story will be happen. c. Sequence of events

How the characters of the story react and what the characters do something to the conflict or crises happen.

d. Resolution

The characters of the story solve the conflict or crises in the complication

e. Coda (moral value)

The message will be learning from the story.

3. Grammatical and Language features of narrative

The following grammatical features in narrative including: 21

a. Nouns that identify the specific characters and places in the story. example: a beautiful princess, in the garden

20 _{Anderson. Loc.cit} 21_Ibid

b. Adjectives that provide accurate descriptions of the characters and settings. Example: a nice princess who live in the palace c. Verbs that show the actions that occur in the story. Example: say,

walk, sleep etc

d. Time words (simple past tense) that connect events, telling when they occurred. Example: once upon a time, two days ago etc

4. Sample of Narrative Text

This sample is taken from Drs. Pardiyono

Orientation: Once upon a time a fisherman named Batara Guru Sahala lived in Batak land. One day he caught a fish. He was surprised to find that the fish could talk. It begged Sahala to let it free. He did accordingly.

Description of events that leads to crisis (climax) :

As soon as the fish was free, it changed into a woman. She was so beautiful that Sahala felt in love with her at once. He asked her to marry him. The woman agreed to marry Sahala. However, she told him that he must never let out the secret that she was once a fish. Sahala promised her that he could not tell anyone about it.

They were happily married and had two daughters. Every morning Sahala went out fishing. His daughters would bring his lunch. One day, however, instead of bringing the food to their father, the two girls ate his lunch.

When Sahala knew what they had done with the meal, he got

very angry. He shouted at them saying,” you behaved exactly like the daughters of a fish”.

Resolution and consequence:

home and asked their mother about it. Their mother was very annoyed. Although Sahala apologized to her later, she would not forgive him for breaking his promise.

Then the earth began to shake and the volcanoes started to erupt. The earth cracked and formed a big hole. People said that the

hole become “LAKE TOBA”.

Coda (moral value) :

It is very famous as a piece of interest for domestic and foreign visitor up to now. It has lovely view and natural beauty. This legend is still well known for people of this country and is still held up as one of the famous folk tales of the nation. 22

5. Purpose of Narrative text

According to Mark Anderson stated, “The purpose of narrative is to present a view of the world that entertains or informs the reader or

listening”. 23

Similarly, the basic purpose of narrative is to entertain, to amuse and to hold readers’ interest. Therefore, narrative is a kind of text which make the reader enjoy and interest with the story and to teach or inform the reader narrativethe readers more than enjoy to read kinds of story that them feel amuse and make them laughing.

C. Suggestopedia

Suggestopedia is a modern method which developed in 1970’s by the Bulgarian doctor, psychotherapist and educator Georgi Lazanov. Suggestopedia is derived from suggetology, as a science that concerned with the systematic study of the nonrational and or noncouncious influence.24

22

Drs. Pardiyono, Pasti Bisa! Teaching Genre-Based Writing, (Yogyakarta: Penerbit Andi, 2007), p. 105

23

Mark Anderson, Text Types in English 2. (South Yarra: Macmillan, 2003), p. 6

24

Lazanov believes in the learning process the students using an unconscious by giving positive hypnosis to make the students relaxed and concentrate and the use of rhythmic breathing before learning begin, it help them to mastering some vocabulary in the learning process. On the other hands, using soft

music, games, listening teacher’s story is helpful for students to create their imagination, relaxation and make a learning process cheerful. Gaston said the suggestopedia is using music as a therapy to facilitate the establishment of personal relations, to bring increase self-esteem. In suggestopedia there was a technique memorization to students was directing in do communicate without memorization of vocabulary.

Lazanov mentions, in suggestopedia students come to class with a two-side mind of the mind for learning. He believes that the participant of the left and right hemispheres of the brain in suggestopedic process of instruction.25 They can make optimal of the left and right brain to build their concentrate, imagination in learning and recall the memorization. The students can process some materials using relaxation. Besides, students can re-integrate these reserves into the active personality by means of suggestion which increase enormously the ability to learn. Moreover, as the teacher have to create atmosphere of the class enjoy and before class begins the students have to take a deep breathing and meditating by the soft music to make them relaxed.

In suggestopedia method the students need a relaxed and comfortable but focused state as the optimum state for learning process. The teacher creates the relaxed state by using games, role play, rhythmic music, positive suggestion or using several pictures or poster colorful as a tool. The aims of this method are make students fun and enjoy or without fears during learning process. Music in the learning process background to make students focus, concentrate of the material and relax.

25 _{Bancroft. W. Jane. The Two-Sided Mind: Teaching and Suggetopedia. Reports} –

Therefore, suggestopedia is a method to make students relaxed and fun by using music, games, poster in the learning process with the positive suggestion to create effectively in learning.

D. Characteristic of Suggestopedia

According to Richard’s view, some characteristics of suggestopedia are26:

a. Decoration

The teacher should creative to decorate classroom with different situation. It is make students more attention and attracted during learning process by put the wall-picture or poster related with the materials

b. Furniture

The equipment is used to help students comfortable like table, chair, lamp and whiteboard.

c. Arrangement of the classroom

The students can be arranging their chair of the classroom to make students not bored and interesting.

d. The use of music

The students are invited to relax by listen some Baroque music.

Music is useful to student’s therapy in suggestopedia method. The

classical music also aids in the creation of a positive emotional response to the program for memorization in learning process and bring students into the optimum mental state for effortless acquisition of material.

26

Jack C. Richards and Theodore S.Rodgers. Approaches and Methods in Language Teacging, (New York: Cambridge University Press,1999), p.142

E. Technique of Suggestopedia

Diane Larsen-Freeman stated, the technique and the classroom set-up of suggestopedia are27:

a. Classroom set-up

In the teaching-learning process the teacher should create the class cheerful to provide the students as a positive mindset in the class.

b. Peripheral learning

The students provide grammatical information from decoration of the

class like poster on the classroom’s wall. It is help the students learn many things indirectly and exposed themselves in the classroom or outside classroom than teacher for language input.

c. Positive suggestion

The teacher has responsibility to arrange the suggestive factors in learning situation with tell a positive suggestion like tells students are going successful. It is make them get believe in her/his self and relax without pressure in the learning process.

d. Choose a new identity

The students choose a target language name and an occupation. As the course continues, they have an opportunity to develop a whole biography about their fictional selves.

e. Role play

Students are asked to pretend became other character temporary with someone else and to perform they role play to create their own lines in target language is relevant to the situation

27_{Diane Larse-Freeman, Techniques and Principles in Language teaching, (Oxford}

f. First concert (active concert)

In active concert teacher give a dialog to the students and reads the

text. The students follow and focus students’ attention to some

grammatical or words. After that the teacher will be read aloud to students by follow the intonation of music.

g. Second concert (passive concert)

In particular, fulfills Williams in passive concert the students are creating their “fantasy” with closing their eyes: a comfortable, quite place, and instruction of teacher with a pleasing voice by slow-paced presentation.28 . It means that the students have relaxed but do not sleeping to create their imagination about the story that teacher’s read.

h. Primary activation

The students playfully reread the target language dialogue out load, as individuals or in group. They can practice in front of the class with many expression based on dialogue like angrily, sadly, cheerfully etc.

i. Creative adaptation

The students engage various activities designed to help them learn the new material, to review and consolidate the leaning. The activities include singing, dancing, dramatization, and games which students just only focus in the communicative intent do not focus on the form of the linguistic message.

28

Bancroft. W. Jane. The Two-Sided Mind: Teaching and Suggetopedia. Reports – Research/Technical. ED 384 244 FL 023 09. 1995

F. Theoretical components of Suggestopedia

According to Bancroft, There are six principal components are used in the classroom includes: authority, infantilization, double- planedness, intonation, rhythm, concert pseudo-passiveness. 29

1. Authority

The students will remember and are influence from teachers. The teacher has authority in the classroom to lead to greater expectancy and higher motivation on the part of the students.

2. Infantilization

The teacher and students should have relation like parent to child to build their self-confidence the teachers make a game for students like role playing, games.

3. Double-Planedness

The students get stimulation from environment and teacher’s manner. They are not only learning from the direct instruction but also from the environment in which the instruction takes place.

4. Intonation

Intonation gives a rise or fall of the voice in the speaking to make effect when the program to be memorized is presented in a rhythmical manner with suitable pauses between the words or phrases30

5. Rhythm

The rhythm in presentation to give strong effect of the sound with varying intonations then to maintains memorization at an optimal. It is useful to induce boredom though monotony of repetition.

29_{Bancroft, Suggestopedia and language Acquisition variation on a theme, (Amsterdam :}

The Gordon and Breach Publisher, 1999), p.33

6. Concert pseudo-passiveness

The create individual or students relaxed with the atmosphere in learning process is pleasant by giving suggestion for elimination of fatigue, stress and improvement of motivation and ability to work

G. Advantages and disadvantages of Suggestopedia

a. The advantages of using Suggestopedia in learning reading comprehension of narrative text include:

1. Teacher can be optimal to elaborate the material by using some instrument music to make students interest

2. Students are happy to join class when the setting of the class different and colorful

3. Lazanov said, the students have a good memorizing of the vocabulary31

b. The disadvantages of using suggestopedia in teaching reading narrative text include:

1. Teacher should be spend more time to prepare class setting by suggestopedia method

2. Not all the school supported the aids to teach by using suggestopedia need

3. More complex to prepare materials rather than other method

4. Some of students make noisy in the classroom and disturb other students.

H. Previous Relevant Study

1. A thesis has been conducted by Rahayu Windu Setiawati in 2011, the classroom action research (CAR) with the title “improving students’

31

Bancroft. W. Jane. Suggestopedia and Memory Training in the foreign language classroom. Reports-Evaluative/Feasibility. Eric Document Reproduction Service No. ED 376 696

vocabulary Mastery through Suggestopedia (An action research of Eighth Grade at SMP Negery 4 Widodaren Ngawi.”32

The aimed was her research to investigate the improvement

students’ of vocabulary mastery using suggestopedia. This research conducted into two cycles which the subject was 36 students of the eighth grade at SMP Negery 4 Widodaren Ngawi. The data of this research are using observation, interview, and photograph and writing test.

After implementation suggestopedia increased in term of vocabulary mastery in understanding of the meaning of the word, using grammar in sentence, understanding the meaning relationship et. The classroom activities are joining lesson, doing interaction between students and teachers, paying attention to lesson.

The result of this research the suggestopedia can improve the

students’ vocabulary mastery, build good attitude in teaching-learning process, and provide stimulation for variety of activity.

2. A journal has been conducted by Oka Pramarta, Padmadewi and Suarnaja, an active journal of postgraduate of Ganesha University with

the title “The Effect of Desuggestopedia on the Writing Competence of the Second Semester Students with Different Temperament, of FKIP

UNMAS Denpasar” which was published volume 1 in 2013.33

This study investigated the effect of desuggestopedia on the writing competence of second semester with different temperament. In this study there were formulated two major of problems: the effect of

desuggestopedia on students’ writing and interaction between desuggestopedia and the temperament.

32

Rahayu Windu Setiawati. Thesis ,improving students’ vocabulary Mastery through

Suggestopedia (An action research of Eighth Grade at SMP Negery 4 Widodaren Ngawi.Thesis, 2011

33_{Oka Pramarta, padmadewi and Suarnaja. The Effect of Desuggestopedia on the Writing} Competence of the Second Semester Students with Different Temperament, of FKIP UNMAS Denpasar. Journal volume 1, 2013

The study was designed with experimental research and instruments being used were lesson plans, post-test, writing rubric and questionnaire. It used intact random sampling which is one type of probability sampling technique.

The sample of the study was randomly; two classes from seven classes were chosen as a group experiment and control group. The instruments were analyzed using descriptive analysis and Two-Ways ANOVA.

The results of this study that significant different effect on

students’ writing competence between the students who were taught by

desuggestopedia and by conventional technique. Second, there was not

significant interaction effect between desuggestopedia and students’ temperament on students’ writing competence.

I. Conceptual Framework

The study focus on experiment to prove whether there is significant effect of using suggestopedia on students’ reading comprehension in narrative text at the third grade of MTsN II pamulang or will be better using traditional method. Reading comprehension for students is difficult, they have to take meaning of the text from writer that involves experience and prior knowledge that the students has. In the fact, the students just read without knowing or comprehend with the text. It is essential in daily life because without reading the students do not provide them any information or ideas but depends on the purpose of students needed.

If suggestopedia is apply in teaching learning reading comprehension, the students will be fun with different atmosphere in the classroom by using poster, relaxation by using music in reading activity, to have develop the ideas and create the imagination. It is suitable to apply suggestopedia as a treatment for narrative text because narrative text is a text that tells a story, such as fairy tale, folktale, legend, fable, myth, science fiction etc which aims to entertain or amuse the readers to deal

some problems with various experience in different ways which lead to climax then turn into solution and to get the moral value from the story. In

process on students’ reading comprehension in narrative text the students

do not see symbols but also have to comprehend what they read. They have to know the characteristics, setting, climax/problems and added the moral value of the story. Moreover, the students or the readers should have to build their experience and prior knowledge to get accurate information. It should be supported by decorating the classroom with the cheerful environment, to build their positive suggestion and listening music as a therapy which make students relax and comfortable in the learning process without pressure or bored. However, suggestopedia is a method giving a

good suggestion to build students’ confident, active, enthusiast by making a different atmosphere in the learning process actually on students’ reading

comprehension in narrative text.

J. Hypothesis of Study Hypothesis of this study are:

a. Ho (Null hypothesis): There is not significant effect of using

suggestopedia on students’ reading comprehension in narrative text at the third grade of MTsN II pamulang.

b. Ha (alternative hypothesis): There is a significant effect of using suggestopedia on students’ reading comprehension in narrative text at the third grade of MTsN II pamulang

24

This chapter presents about research methodology. It consists of time and place of study, method and design of study, population and sample of study, instrument of study, technique of collecting data, technique of data analysis and statistical hypothesis.

A. Time and Place of the Study

The study conducted at MTsN II Pamulang, for the third grade students which located on Jl. Pajajaran No.31. It began on 15 September- 31 October 2014.

B. Method and Design of the study

The object is taught by using two methods on the students of the third grade in MTsN II Pamulang. There are experimental group by using suggestopedia method and control group by using traditional method. The data was taken and analyzed by quantitatively to find the effectiveness on students’ reading comprehension in narrative text by suggestopedia. The method of study is quasi-experimental study using nonequivalent control group design1

The experiment was designed as follows:

Tabel 3.1 Design of Study

Sample Pre-test Treatment Post-test Experimental Group

(EG)

Control Group (CG) O1

O1

XE

Xk

O2

O2

1

Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, kualitatif dan R&D, (Bandung: Alfabeta, 2008), p. 116

O1 : Pre-test O2 : Post-test

XE : The treatment of experiment group by using suggestopedia on students’ reading comprehension in narrative text.

Xk : The treatment of control group by using traditional method on students’ reading comprehension in narrative text.

C. Population and Sample

The population of the study was the third grade students in MTsN II Pamulang. There are 10 classes which is less of 40 students in each class. Thus, total of population is about 328 students.

The sample of the study is only two classes of third grade students. The writer used purposive sampling to determine sample that took in first class is 9.1 as the experimental group and second class is 9.4 as control group. The writer finally got both of class 9.1 and 9.4 from the English teacher’s recommendation because both of class had the same characters and both of class have got the material about narrative text. After the writer gave a pre-test both of class and the writer found 9.4 got the highest score from 9.1. Finally the writer decided to chose 9.1 as an experimental class and 9.4 as a control class because 9.1 need improving in reading comprehension of narrative text. On the other hand, the writer only took 30 students both of class because some students absent and other reasons.

D. Instrument of Research

The writer collected the data by test as research instrument. There were two tests; pre-test and post-test. The writer gave the same test for experimental and control group.

The writer gave items tested to 34 subjects to measure validity and reliability in pre-test and post-test. There were 25 items of multiple choices. The score in each item was 4 for correct answer. Then, student will get 100 point if all the answer correctly. On the other hand, the writer used ANATES program to

measure validity and reliability of the test. From the calculation using ANATES program in pre-test the writer found score 25 significance of items and post-test got score 28 significance of items.

1. Validity

Validity is the extent to which a test measures what it is intended to measure: it relates to the uses made of the test scores and the ways in which test scores are interpreted, and is therefore always relative to test purpose. 2 In a research, validity is very important to measure what they want to measure it using instrument. It means, a test is said to be valid if it measures accurately what it is intended to measure.

In this study, the writer used ANATES program to know validity of the test which consist of 40 items multiple choice. Therefore, 25 items of multiple choices has been valid in pre-test was 0.63 and post-test was 0.78 which using the items test of valid and apply both of the class. 2. Reliability

Reliability is the degree to which an assessment tool produces stable and consistent result.3 Similarly, Hughes adds that to be valid a test must provide consistently accurate measurement. It must therefore be reliable. 4

It means that reliability was necessary in the research to assess the good instrument or not. To achieve the reliability instrument, the writer used ANATES program. From 25 items has been valid the writer got 0.77 (pre-test) and 0.88 (post-test) reliable of the instrument.

2

J. Charles Alderson, Caroline Clapham and Dianne Wall. Language Test Construction and Evaluation, (New York: Cambridge University Press,1995), p. 296

3

Colin Phelan and Julie Wren. Exploring Reliability in Academic Assessment. Graduate Assistant, UNI Office of Academic Assessment. 2005-2006

4

Arthur Hughes, Testing for Language Teacher, (New York: Cambridge University Press, 2003), p. 50

E. Data Collection a. Pre-test

The pre-test conducted both of the groups, experimental and control group

in order to know students’ on reading comprehension in narrative text before treatment given.

b. Treatment

The writer taught reading narrative text both of experimental group and control group. In experimental group the writer delivered the material by using suggestopedia method except using suggetopedia in control group.

c. Post-test

The post-test was given after the teacher gave treatment to know whether

or not the change on students’ reading comprehension ability in narrative text.

F. Data Analysis

After the writer getting student’ scores of reading pre-test and post-test between experimental and control classes. The writer analyzes the data by using requirement test before. It consists of normality test and homogeneity test.

1. Normality test

Normality test was to determine whether the data from population normally or not.5 This test was purpose for ensuring the distribution of data which were accomplished from the population had normal distribution or not. Normality test used is the Liliefors test. The writer tested normality of test by using SPSS 18. The criteria of the testing follow:

If the value (p) > significant (α =0,05) it means that the sample from the population, Ho was accepted and H1was rejected (normal distribution).

If the value (p) < significant (α =0,05)

it means

Ho was rejected and H1was accepted (not normal distribution)

5

The steps were using SPSS 18 to measure normality test as follow: - Open file

- Click analyze  Descriptive statistics  Explore on menu toolbar - Click and input score of reading  dependent list and input the

other variable in the factor list

- Click Statistics and choose 95 % as descriptive confidence interval for mean

- Click continue until it came back in the menu - Click plots ( checklist normality plots with tests ) - Continue and Ok

2. Homogeneity test

Homogeneity test was done to know the variance in population of research homogeny or not. Homogeneity test was to measure the data of the population homogeny or not. The writer used SPSS 18 in this research. The criteria of the testing follow:

1) If the value (p) > significant (α =0,05), H0 is accepted, it means that sample has homogenous variant which means, the students had the same characters on reading comprehension in narrative text, moreover the data was valid.

2) If the value (p) < significant (α =0,05), H0 is rejected, it means that sample does not have homogenous variant which means, the students had the same characters on reading comprehension in narrative text, moreover the data was valid.

The steps were using SPSS 18 to measure homogeneity test as follow: - Open file

- Click analyze  Compare means  One-way ANOVA on menu - Click and input score of reading  dependent list

- Click the other variable  factor

- Click options and choose homogeneity of variance test - Continue and Ok

3. T-test formulation

The writer analyzed the scores between experimental and control classes. This test assumed that the data normally distributed and fairly robust to departures from normality. The technique of data analysis in this study was statistical analysis with t-test to know the effectiveness

suggestopedia on students’ reading comprehension in narrative text which significance α= 0,05. The formula is follow6:

̅ ̅

√

̅ ∑ ̅ ∑

√

Description:

= the price of t value

̅ = average score of experiment class ̅ = average score of control class

= variant data of experiment class = variant data of control class

= standard deviation of both classes

= the total students of experiment class = the total students of control class

After all the data calculated, the last of procedure was determining of df (degree of freedom). The formula:

df = N1 + N2 - 2

6

Dr. Kadir, M.Pd, Statistika Untuk Penelitian Ilmu-ilmu Sosial.(Jakarta: Rosemata Sampurna, 2010), p. 195

The criteria of the testing are as follow:

If , H0 is accepted and Ha is rejected If , H0 is rejected and Ha is accepted

4. Mean

Mean or average is sum of all score divided by number of scores. 7 Moreover, Charles and Dianne adds that mean is score on a test is what is

commonly known as the average; that is the sum of all the students’ scores

divided by the number of students8.

a. Determining mean of gained score of experiment group, the formula : Mx =

b. Determining mean of gained score of control group, the formula : My =

5. Range

The symbol of range (R) and range is the difference between lowest score and highest score. 9

The formula is follow:

Range (R) = Rmax- Rmin

6. Variance

Variance is the amount of dispersion from standard deviation. The formula is:

∑ _∑

7

Prof. Drs.Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo, 2012), p. 79

8

Charles, loc.cit., p. 296

9

7. Standard Deviation

Standard deviation is the square root of variance. Standard deviation was aimed to measure the degree of dispersion data had from mean.

The formula is:

S=

√

∑

∑

or (S) = √S

2

8. Effect Size

The effect size is used to know the strong or weak of the difference two groups or the relationship between two variables.10 Moreover, the effect size of Cohen’s d has formula as follow:11

d

=

Pooled standard deviation =

(standard deviation of group 1 + standard deviation of group 2) 2

Beside that, there was a Statistical Calculators that called The

Effect Size (Cohen’s d) Calculator for a Student t-Test which automatically

know the range of treatment’s effect.

The directions using The Effect Size (Cohen’s d) Calculator for a Student

t-Test was :

- Search on google (The Effect Size (Cohen’s d) Calculator for a

Student t-Test or www.Daniel soper.com calculator web)

10

Daniel Muijis, Doing Quantitative Research in Education,(London: Sage Publications, 2004), p. 139

11

- Input mean score of group 1 and mean score of group 2 (post-test)

- Input standard deviation of group 1 and standard deviation of group 2 (post-test)

- Click calculate and the result will be show

The criteria of effect size range are small, medium, or large. The criteria are:12

Table 3.2 Criteria of Cohen’s d (Effect Size)

Effect size range Criteria

0.2 Small

0.5 Medium

0.8 Large

G. Statistical Hypothesis of Study The statistical hypotheses of study are:

- Ho = X1 < X2 ; If (There is no significant difference using suggestopedia on students’ reading comprehension in narrative text)

- Ha = X 1 > X2 ; If (There is significant difference using

suggestopedia on students’ reading comprehension in narrative text)

12

Barry H.Cohen and R.Booke Lea, Essentials of Statistics for the Social and Behavioral Sciences, (New Jersey: John Wiley & sons, Inc.,2004), p. 125

33

This chapter describes research finding which consist of the description of data, the analysis of data, the test of hypothesis and the interpretation of data.

A. Description of Data

1. The result of experimental and controlled class (pre-test)

The writer obtained data pre-test from experimental and controlled class by bar chart which consists of 30 students of the third grade after conducting study1.

Diagram 4.1 Pre-test experimental and controlled classes

From the data above, the number of interval class and the length interval were 6 classes. The table showed that students’ score in experimental class of pre-test and controlled class. The lowest score from

1_{Appendix 1 and 2}

0 1 2 3 4 5 6 7 8 9 10

52-58 59-65 66-72 73-79 80-87 88-94 8 7 6 4 3 2 3 10 6 3 6 1

Pre-test

Experimental Controlled

experimental class of pre-test was in class interval 52-58 with 8 students, and the highest score was 88-94 with 2 students. In addition, the lowest class for controlled class was in interval 52-58 with 3 students, and the highest score was 88-94 only one student. For the calculating of statistical description, it can be seen in appendix.

2. The Frequency distribution of Experimental and Controlled class (Pre-test)

The test were presented in frequency distribution of experimental and controlled class (pre-test) table which consist of maximum score, minimum score, mean, variance and standard deviation from the table below2.

Table 4.1 Frequency distribution of Experimental and Controlled class (Pre-test)

Data Experimental class Controlled class

Maximum score 92 88

Minimum score 52 52

Mean 67.48 69.7

Variance 116.746 80.683

Standard deviation 10.804 8.982

3. The result of experimental and controlled class (post-test)

The writer obtained data post-test from experimental and controlled class which consist of 30 students of the third grade after conducting study3.

2

Appendix 3

3

Diagram 4.2 Post-test experimental and controlled classes

According explanation above there was 6 numbers of class intervals. On the other hand, the length of the class interval was 7 both of class. The table from post test of experimental showed that the lowest score was in class interval 56-63 only one student and the highest score was 92-98 with 3 students. Hence, the lowest class for controlled class was in interval 56-63 with 7 students, and the highest score was 92-98 no one student. For the calculating of statistical description, it can be seen in appendix

4. The Frequency distribution of Experimental and Controlled class (Post-test)

The test were presented in frequency distribution of experimental and controlled class (post-test) table which consist of maximum score, minimum score, mean, variance and standard deviation from the table below4.

4 Appendix 4 0 2 4 6 8 10 12

56-63 64-70 71-77 78-84 85-91 92-98 1 5 7 12 2 3 7 3

9 9

2

0

Post-test

Experimental Controlled

Table 4.2 Frequency distribution of Experimental and Controlled class (Post-test)

Data Experimental class Controlled class

Maximum score 96 88

Minimum score 60 56

Mean 78.25 72.9

Variance 70.470 90.24

Standard deviation 8.394 9.499

B. Analysis of Data

The writer tested normality test after she got score of students in reading pre-test and post-test of narrative test by using SPSS 18. 5

1. Normality test of Pre-test and post-test

Based on Lilifors from sample (n) 30with significance level α= 0.05 a. If the value (p) > significant (α =0.05) it means that the sample

from the population, Ho was accepted and H1was rejected (normal distribution).

b. If the value (p) < significant (α =0.05)

it means

Ho was rejected and H1was accepted (not normal distribution)

Table 4.3 Experimental and controlled class (pre-test) Pre-test

Kolmogorov-Smirnova

Statistic Df Sig.

Experimnt Al _{,138 30 ,150}

Controlled _{,135 30 ,170}

5

Based on table 4.3 above, the writer compared of normality in pre-test of experimental class was 0.150 with significant 0.05. It concluded the result pre-test of experimental was higher than the significant 0.05; (0.150 > 0.05). Furthermore, the normality in pre-test of controlled class was 0.170 with significant 0.05. The result pre-test of controlled was higher than the significant 0.05; (0.170 > 0.05). Therefore, the data pre-test of experimental and controlled class was normal distribution.

Table 4.4 Experimental and controlled class (post-test) Post-test

Kolmogorov-Smirnova

Statistic Df Sig.

Experimnt Al _{,152 30 ,074}

Controlled _{,156 30 ,061}

Based on table 4.4 above, the writer compared of normality in post-test of experimental class was 0.074 with significant 0.05. It concluded the result post-test of experimental was higher than the significant 0.05; (0.074 > 0.05). Furthermore, the normality in post-test of controlled class was 0.061 with significant 0.05. The result post-test of controlled was higher than the significant 0.05; (0.061 > 0.05). Therefore, the data post-test of experimental and controlled class was normal distribution.

2. Homogeneity of Pre-test and Post-test

The writer tested homogeneity test after she got score of students reading comprehension in experimental and controlled class (Pre-test

and Post-test of reading comprehension in narrative text by using SPSS 18.6

Table 4.5 Experimental and Controlled Class (pre-test)

Levene Statistic df1 df2 Sig.

1,167 1 58 ,285

Based on table 4.5 above, the result of homogeneity test (pre-test) of experimental and controlled class was higher than the significant 0.05; (0.285 > 0.05) it means that the data was homogeny.

Table 4.6 Experimental and Controlled Class (post-test)

Levene Statistic df1 df2 Sig.

,580 1 58 ,450

The result of homogeneity test (post-test) from the table 4.6 described of experimental and controlled class was higher than the significant 0.05; (0.450 > 0.05) it means that the data was homogeny.

3. Statistical Hypothesis Test

The table below7 had formulation of statistical hypothesis test, this study was using t-test which significance α= 0.05

6

Appendix 7

7

Table 4.7 the Result of Experimental and Controlled Class (Post-test)

Statistic Experimental Controlled

Mean (X) 78.25 72.9

Variance(S2) 70.47 90.24

S gab 10.79

t-value 2.07 t-table 1.684

Conclusion

The Mean score of Experimental class was higher than mean score of controlled class

C. Hypothesis of test

After calculating the data, the writer tested her hypothesis based on statistical hypothesis test states:

a. If , it means that H0 is accepted and Ha is rejected.

b. If , it means that H0 is rejected and Ha is accepted.

As the result of the writer calculating, the writer gained the the tvalue was 2.07 while ttable was 1.684. Moreover, it concluded that tvalue (2.07) > ttable (1.684) or H0 is rejected and Ha is accepted. Therefore, there was a significant effect of using suggestopedia on students’ reading comprehension in narrative text.

On the other hands, after the writer found the result of t-test which proved was a significant effect of using suggestopedia on students’ reading comprehension in narrative text. The writer used Statistic Calculators The Effect Size (Cohen’s d) Calculator for a Student t-Test

to know how large the effect of suggestopedia apply in the reading comprehension process in the class. The result test of effect size

(Cohen’s d) with input mean score of experiment (78.25), mean score of controlled (72.9) and standard deviation of experimental (8.394) and standard deviation of controlled (9.499) automatically that showed the total was 0.59 it means that in table 3.2 on chapter III was on medium effect.8 So, suggestopedia was a medium effect size to used in the class

on students’ reading comprehension in narrative text.

D. Discussion

From the descriptions above, the mean score pre-test (experimental class) was 67.48 it changed in post-test after gave a treatment was 78.25. The mean score pre-test (controlled class) was 69.7 it changed in post-test was 72.9. Thus, the increased mean score in experimental class was 10.77 but in controlled class only 3.2. Both of class from pre-test and post-test score got a normality and homogeneity data which the value (p) <

significant (α =0.05). The gained of hypothesis of test using t-test with significant 0.05 showed that tvalue (2.07) > ttable (1.684). It concluded there was a significant effect using suggestopedia as a treatment in the

experimental class on students’ reading comprehension in narrative text. In addition, based on the effect size range of Cohen’d that found a medium effect using suggestopedia on students’ reading comprehension in narrative text was 0.59 appropriate category of table effect size.

In learning process on students’ reading comprehension in narrative text using suggestopedia they must be relaxed, comfortably and

8

motivate. Moreover, the students have been fun and the teacher should be creating a cheerful environment of the class.

Reading comprehension in narrative text is a hard for students to comprehend the text such as they have to know detail of characters, setting, climax/problem, resolution and moral value. The students have

been feeling bored with long paragraph and don’t relax when in reading

process. Suggestopedia treatment in the experimental class gave a chance to the students to relaxed and fun with the cheerful environment like the teacher storytelling the narrative text by follow the rhythm, games, video and using instrumental music or soft music in the learning process. On the contrary, the result of the post-test showed there was a significant different between experimental and controlled class. The experimental class the students got higher score than controlled because in experimental class was given treatment suggestopedia but in controlled class using tradition method. It was related with Lazanov’s theory to make students relax and fun in learning process including interaction between student and teacher, physical activities and using music for memorizing new material by using suggestopedia.

According from the result above was related to previous related study by Rahayu Windu Setiawan with the title “improving students’ vocabulary Mastery through Suggestopedia (An Action Research of Eight

Grade at SMP Negery 4 Widodaren Ngawi)”. The study found suggestopedia can improve the students’ vocabulary mastery, build good attitude in teaching-learning process. Besides suggestopedia could encourage the students enthusiastic, creative, active and confident during learning and teaching process.

It could be concluded, from the description above mean score of post-test in experimental which given treatment suggestopedia had higher score compared with controlled class was using tradition method while reading comprehension process. So, there was a significance effect on students’ reading comprehension in narrative text.

42

and further researcher in term reading comprehension in narrative text. A. Conclusion

The result of the statistical hypothesis on significance level α=0.05 that showed

t

value

was

higher than ttable (2.07 >1.68),

thus the

H0 (Null hypothesis) was rejected and Ha (Alternative hypothesis) was accepted. Besides, the main effect size to know the strength of suggestopedia as a

treatment on students’ reading comprehension in narrative text by statistical

calculators The Effect Size (Cohen’s d) Calculator for a Student t-Test was 0.59 from the category of table it means that medium effect. Therefore, there was a significant difference using Suggestopedia on students’ reading comprehension in narrative text at the Third Grade Students of MTsN II Pamulang.

B. Suggestion

Based on the result of the study, the writer gives suggestion as follow:

a. Suggestopedia is suitable to apply in the classroom especially for English

as foreign language (EFL) on students’ reading comprehension activity to

make a different atmosphere in the teaching and learning process.

b. Teacher should be more creative, attractive, and confident during teaching and learning process. Moreover the teacher should manage the material better in the class to make students focus and interest on the material in reading comprehension.

c. Teacher should encourage, motivate students to attract in reading comprehension, create the different atmosphere, give a pay attention in

learning process, and make them relax and fun before learning process began. Thus, teacher should give students to build their imagination. d. For other researcher, the result of this study can be used as reference or

basic information to do the further investigation and can be apply this method in the class.

25.

What did he do until he became wealth man…

a.

He build a large house and bought field

b.

He build a large place to save poor people

c.

He build a large field

Answer keys Pre-test

1.

B

2.

A

3.

B

4.

A

5.

D

6.

C

7.

B

8.

C

9.

A

10. A

11. C

12. B

13. C

14. A

15. D

16. B

17. D

18. C

19. C

20. B

21. B

22. C

23. B

24. A

25. B

Answer keys Post-test

1.

A

2.

B

3.

A

4.

A

5.

D

6.

A

7.

C

8.

B

9.

C

10. D

11. B

12. A

13. D

14. B

15. C

16. D

17. A

18. B

19. A

20. B

21. C

22. B

23. A

24. D

25. A

KEMENTERIAN AGAMA

FORM (FR)

No. Dokumen : FITK-FR-AKD-081

UIN JAKARTA Tgl. Terbit : 1 Maret 2010

FITK No. Revisi: : 01

Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia _{Hal : 1/1}

SURAT BIMBINGAN SKRIPSI

Nomor : Un.01/F.1/KM.01.3/…./2014 Jakarta, 24 April 2014 Lamp. : -

Hal : Bimbingan Skripsi

Kepada Yth.

1. Dr. Atiq Susilo, MA. 2. Neneng Sunengsih, M.Pd. Pembimbing Skripsi

Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah

Jakarta.

Assalamu’alaikum wr.wb.

Dengan ini diharapkan kesediaan Saudara untuk menjadi pembimbing I/II (materi/teknis) penulisan skripsi mahasiswa:

Nama : Tami Asriani NIM : 1110014000074

Jurusan : Pendidikan Bahasa Inggris Semester : 8 (Delapan)

Judul Skripsi :The Effectiveness of Suggestopedia on Students’ Reading Comprehension in Narrative Text

Judul tersebut telah disetujui oleh Jurusan yang bersangkutan pada tanggal 11 Februari 2014, abstraksi/outline terlampir. Saudara dapat melakukan perubahan redaksional pada judul tersebut. Apabila perubahan substansial dianggap perlu, mohon pembimbing menghubungi Jurusan terlebih dahulu.

Bimbingan skripsi ini diharapkan selesai dalam waktu 6 (enam) bulan, dan dapat diperpanjang selama 6 (enam) bulan berikutnya tanpa surat perpanjangan.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih. Wassalamu’alaikum wr.wb.

Tembusan: 1. Dekan FITK 2. Mahasiswa ybs.

KEMENTERIAN AGAMA

FORM (FR)

No. Dokumen : FITK-FR-AKD-082

UIN JAKARTA Tgl. Terbit : 1 Maret 2010

FITK No. Revisi: : 01

Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia _{Hal : 1/1}

SURAT PERMOHONAN IZIN PENELITIAN

Nomor : Un.01/F.1/KM.01.3/.../2014 Jakarta, 24 April 2014 Lamp. : Outline/Proposal

Hal : Permohonan Izin Penelitian

Kepada Yth.

Kepala Sekolah MTsN Tangerang II Pamulang di

Tempat

Assalamu’alaikum wr.wb.

Dengan hormat kami sampaikan bahwa,

Nama : Tami Asriani

NIM : 1110014000074

Jurusan : Pendidikan Bahasa Inggris

Semester : 8

Tahun Akademik : 2010/2011

Judul Skripsi : The Effectiveness of Suggestopedia on Students’ Reading Comprehension in Narrative Text

adalah benar mahasiswa/i Fakultas Ilmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di instansi/sekolah/madrasah yang Saudara pimpin.

Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut melaksanakan penelitian dimaksud.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Tembusan: 1. Dekan FITK

2. Pembantu Dekan Bidang Akademik 3. Mahasiswa yang bersangkutan