0

PROPOSAL

CLASSROOM ACTION RESEARCH

Teaching using Suggestopedia method to improve
students motivation in learning English
at Wali Songo Junior High School for 7th Grade
Lecturer : Khoirul Anwar, M.Pd

WRITTEN BY :
MOHAMMAD WAWAN AGUSSALIM, A.Ma
NPM : 06432021

ENGLISH DEPARTMENT
TEACHER AND TRAINING EDUCATION FACULTY
MUHAMMADIYAH UNIVERSITY OF GRESIK
2009

CHAPTER I
INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Generally, teaching and learning English process has strong intention
to improve students ability to communicate using English well, in speaking
further more in writing.
Language has significant function in spreading students skill, social,
emotion and one of tool to get successful in learning every single
knowledge. Teaching and learning English process is hopped helping
students to know their selves, own or other culture, showing their ideas and
feeling, and also able to have active participation in English community, in
this case is in the school area.
English is divided into 4 skills, such as: listening, speaking, reading,
and writing. Based on the statement, the government has already taken a
decision to establish standard competences. Nevertheless, standard
competences are not specific, mean that those are still in general. Thats
why, the four standard competences (SK) are followed by basic competences
(KD).
Lestari in Widayanto (2005) mention that : There are many people said
that nowadays, English teaching and learning did not get successful enough,
one of the reasons is the way to teach student in the class are not appropriate
or suitable in teaching and learning. In the class, students only have a nice
sitting, listening teachers explanation seriously and obey all of the content
of materials explanation. They thing that, teacher is one of the center of the
class and also they have common perceptions that teacher is known
everything and always true in every single thing. Another reason, the
condition of teachers quality is not good enough, such as : doesnt have
strong motivation, less teaching experiences, not good in class management,
etc.

Zamroni in Widayanto (2005) said that :

Several programs to improve teachers quality are necessary
to be done in order to conduct a good teachers class
management, and becomes the first problem to be solved
beside other problems, such as : minimum knowledge, ethos
and dedication of work, also prosperity (Zamroni, 2000:120).
If these cultures are stayed around in education area, perhaps every
single effort to improve the quality of education is useless.
Fortunately, the new rule of education, which known as curriculum
2006 (KTSP) comes in education space to give new solution in teaching
method to change the phenomena which was happened in teaching and
learning method. Because curriculum 2006 asked to the teachers always,
create something new approach of teaching and learning process more fun,
enjoyable, interesting, creative, and useful to make student getting easier to
understand the lesson. There are many differences between curriculum 1994
and 2006 in teaching and learning aspect. Such as :
Curriculum 1994
Curriculum 2006
Teacher as the one central of the Teacher as facilitator, and student as
class
subject
Mostly teaching always conducted Teaching and learning process are
in the class

able to do inside or outside of the

class
No varitype of teaching method
Teaching methods are varitype
Learning is focused in finishing the Learning is based on base
whole materials

competence

(KD),

remedial

is

around for lower students

Letter, a question appears what strategy of teaching and learning is
suitable for curriculum 2006? Because of that, minimally a teacher has to
know and understand about strategy of teaching in order to make the class
atmosphere being meaningful (Active, Creative, Effective, and Joyful
PAKEM) , for example : Suggestopedia, Communicative Approach, Audio
lingual method, etc.

Starting from that condition, in order to make the research focus to the
problem, it concentrates to find the meaningful of teaching and learning
process using Suggestopedia method to improve students motivation in
Learning English for the students in Junior High School of Wali Song at 7 th
grade.
The result of this research hoped that be useful and gives positive
contribution to teacher in teaching English for one alternative to solve
students problems in the class. So, teaching and learning process will be
successful, meaningful, and useful for teacher and students.
1.2 PROBLEM STATEMENT
Based on the background of study above, then the researcher can
conclude that the statement of the problems are :
1. What will the effect of students motivation in learning English be, if I
use suggestopedia method in teaching class ?
2. How will students motivation in learning English be affected, if I use
suggestopedia method in teaching class ?
1.3 THE PURPOSE OF THE STUDY
Every single activity must be having destinations. So that way, by
taking the explanation of the problem statements above, the purpose of this
study are:
1. To know the result of teaching and learning process after using
Suggestopedia method in the class.
2. To know the significant improvement of students motivation in learning
English after teaching using Suggestopedia method.

1.4 DEFENITON OF KEY TERM

In order to not having wrong perception or getting misunderstanding,

the important terminologies, which used in this research report are defined:
1) Suggestopedia method :

is a method in teaching language, has been

developed to help students eliminate the
feeling that they cannot be successful and,
thus, to help them over come the barriers to
learning. (Diane Larsen Freeman : 1986
p72).

2) Students motivation

Every activities done by someone (students)

which is support by some power. Motive is
personality condition to support individual
to do certain activities to get the goal. Based
on the spreading. (Drs. Sumadi Suryabrata,
BA, MA, Ed.S, Ph.D : 2006 p70)

3) Wali Songo

Is the name one of Senior or Junior high school

which

stated

at

Kedungsekar-Benjeng-

Gresik.
4) 7th grade

is the first grade class of Junior high school in

Indonesia.

CHAPTER II
REVIEW OF RELATED LITERATURE

In this chapter, I am going to tell you about the successful of teaching and
learning English factors, several methods of teaching language, and all things
related with motivation.
2.1 FACTOR THE SUCCESS OF TEACHIG ENGLISH
In order to get successful of teaching process teacher should be active
in teaching and learning process. Active teaching refers to not only a
category of teaching behaviors but also a philosophical orientation of
teaching. An active teacher is directed involving in student learning through
the process of providing examples and other representations, asking
questions, that requires more than mere recall, providing explanations, and
monitoring students progress (http://fromlearningtoteaching.blogspot.com /
2009/02/active-teaching.html).
According

to

Weinstein

and

Mayer

(1986)

in

http://suhadinet.wordpress.com/ said that, the good teaching ways cover

several important aspects, such as: teaching students how to study, how to
memorize, how to think, and also how to motivate their selves.
Because of that teaching using appropriate method is really
significance in order to develop the ability and students motivation. There
are many method of teaching language English. Such as ;
2.1.1

The Grammar Translation Method

General Description:
-

Studying of Grammar Pattern

Memorizing the formula

At the first, it was using of teaching the Classical languages,

Latin and Greek, this method was called as The Classical Method.
But now, it changed be The Grammar Translation Method (GTM).

This method was used for the purpose of helping students read and
appreciate foreign language literature. It was also hoped that,
through the study of the grammar of the target language, students
would become more familiar with the grammar of their native
language and that this familiarity would help them speak and write
their native language (Diane Larsen Freeman :1986 p4).
But fortunately, after applying this method in teaching,
commonly students always hard to thing to construct the sentences
from the grammar pattern if they wanted to speak. Thats way, they
always shy making some mistakes when they want to speak to
another one. So, one perception was appeared that its good to be
silent rather than speak much but making mistakes.
2.1.2

The Direct Method

General Description:
-

Memorizing the dialog

This method was revived as a method when the goal of

instruction became learning how to use a foreign language to

communicate. Since the Grammar-Translation Method was not very
effective in preparing students to use the target language
communicatively, the Direct Method became popular (Ibid : 18).
2.1.3

The Audio Lingual Method

General Description:
-

Forbidden to use our own language.

Always use language that be studied (English) in whole days

Directly be corrected if making mistakes.

The audio lingual method was developed in the United States

during World War II. At that time there was a need for the people to
learn foreign languages rapidly for military purposes. As we have
seen, the GTM did not prepare people to use the target language.

While communication in the target language was the goal of Direct

Method, there were at the time exciting new ideas about language
and learning emanating from the disciplines or descriptive linguistics
and behavioral psychology. These ideas led to the development of
the Audio-Lingual Method (Ibid : 31).
The native language and the target language have separate
linguistic systems. They should be kept apart so that the students
native language interferences as little as possible with the students
attempts to acquire the target language.
Language learning is a process of habit formation. The more
often something is repeated. It is important to prevent learners form
making error. Errors lead to the formation of bad habits. When errors
do occur, they should be immediately corrected by the teacher (Ibid :
40).
2.1.4

The Silent Way

General Description:
-

Teacher just little speak

Teacher only give instruction by pointing the things, but still less
in speak

The sentences come from the students not the teacher.

Students try to guess.

Cognitive

psychologists

and

transformational-generative

linguists argued that language learning does not take place through
mimicry; since people can create utterances they have never heard
before, they therefore cannot learn a language simply by repeating
what they hear spoken around them. These psychologists and
linguists argued that speakers form rules, which allow them to
understand and create novel utterances. Thus, language must not be
considered a product of habit formation, but rather of rule formation.
Accordingly, language acquisition must be a procedure whereby

people use their own thinking processes, or cognition, to discover the

rules of the language they are acquiring (Ibid : 51).
If we want to use this method in teaching, the teacher should
start with something the students already know and build form that to
the unknown.
2.1.5

Suggestopedia
General Description:
-

Hypnotics the student by music, card, performing or acting,

pictures etc.
According to Lozanov and Others, we may be using only five

to ten percent of our mental capacity. In order to make better use of

our mental serves, the limitations we think we have need to be
desuggested. Suggestopedia, the application of the students
eliminate the feeling that they cannot be successful and, thus, to help
them overcome the barriers to learning (Ibid : 72).
Communication takes place on two planes: on one the
linguistic message is encoded; and on the other are factors which
influence the linguistic message. On the conscious plane, the learner
attends to the language; on the subconscious plane, the music, card,
performing or acting, pictures suggests that learning is easy and
pleasant (Ibid : 79).
2.1.6

Community Language Learning

General Description:
-

A teacher does not only teach and think the students feelings and
intellect

Teachers just as counselors,

This method advises teachers to consider their students as

whole persons, means that teachers consider not only their

students feelings and intellect, but also have some understanding of

the relationship among students physical reactions, their instinctive

protective reactions and their desire to learn. According to Charles A.
Curran, in learning language, teachers should be language
counselors. It doesnt mean that someone trained in psychology, but
someone who is a skillful understand of the struggle students face as
they attempt to internalize another language (Ibid : 89).
2.1.7

The Total Physical Response Method

General Description:
-

Usually, this method is used for teaching young children, like in

kindergarten or Elementary school.

Appropriate for teaching listening comprehension.

The idea of focusing on listening comprehension during early

foreign language instruction comes from observing how children

acquire their mother tongue. A baby spends many months listening to
the people around it long before it ever says a word (Ibid : 109).
2.1.8

The Communicative Approach

General Description:
-

This method is commonly used for teaching adult, like in Junior

or Senior High School or students of University.

Assumed that structures and vocabulary words are important.

When we communicate, we use the language to accomplish

some function, such as arguing, persuading, or promising. Moreover,

we carry out these functions within a social context. A speaker will
choose a particular way to express his argument not only based upon
his intent and his level of emotion, but also on whom he is
addressing ad what his relationship with that person is. (Ibid : 123)
From several methods explained above, the researcher takes
conclusion that, the good way or method of teaching and learning English is

10

using Suggestopedia Method, because this method can be used to deliver 4

basic skills of language (Listening, Speaking, Reading and Writing).
2.2 SUGGESTOPEDIA METHOD
Suggestopedia is one of the few methodologies working with
relaxation. Mainly based on the discovery of the mirror neurons Ludger
Schiffler in Bobbi DePotter (2009) has developed the interhemispheric
foreign language learning, using gestures and the mental visualization of the
gestures during the relaxation period. The term Suggestopedia, derived
from suggestion and pedagogy, is often used loosely to refer to similar
accelerated learning approaches). It was developed by the Bulgarian doctor
and psychotherapist Georgi Lozanov.
After working on the use of suggestion in medicine, Georgi Lozanov
applied the ideas to learning. It's based on the idea that we are conditioned to
believe that learning is "hard" and that we may fail -and that if we believe
that, then our minds will make it a reality. (Parallel that with the story possibly apocryphal, but it makes the point - of a man who got locked
overnight in a deep freeze truck and died of hypothermia. Only at the time
the refrigeration was not turned on. But he believed that he was going to
freeze to death and his mind created the physical reality.)
Suggestopedia uses relaxation, positive suggestion and other
techniques (e.g. the tone of the instrument voice, picture, color, and games)
to overcome those barriers and to replace the negative beliefs with beliefs
that learning will be enjoyable and successful. It also uses baroque music,
which is said to stimulate a certain type of electrical activity in the brain
which is conducive to learning, particularly subconscious intake (adopted
form : http://www.eslhq.com/forums/members/22748/).
Suggestopedia is a teaching method which is based on a modern
understanding of how the human brain works and how we learn most
effectively. However, Lozanov reserves the title strictly for his own method,
and he has his own training and certification facilities. Suggestopedia was

11

originally applied mainly in foreign language teaching, and it is often

claimed that it can teach languages approximately three times as quickly as
conventional methods. It is now applied in several other fields, and its
central ideas inspired the development of my own Brainware workshops.
In Suggestopedia method, the setting of classroom is as much as
possible exploited maximally. Because the environment of the class is very
important in studying. Walberg and Greenberg in Eko Wurianto (2009) said
that : The class atmosphere is one of significant psychology determining
which influences learning process.
The unique one, Suggestopedia uses classic music in order to conduct
learning process. The using of classic music was based on a research result
said that human brain is in a good condition to learn if on Alpha condition.
Webb in Eko Wurianto (2009) said that Classic music is able to make
human brain in Alpha condition.
2.2.1 Key Elements of Suggestopedia
Some of the key elements of Suggestopedia include a rich
sensory learning environment (pictures, colour, music, etc.), a positive
expectation of success and the use of a varied range of methods:
dramatised texts, music, active participation in songs and games, etc.
Suggestopedia adopts a carefully structured approach, using four
main stages as follows:
1) Presentation
A preparatory stage in which students are helped to relax and move
into a positive frame of mind, with the feeling that the learning is
going to be easy and fun.
Lisa Rosaline (2008) added that, There are 3 steps in this stage,
namely:
Relax (including role play and interactive tasks)

Context (map out situation and features of focus text)

Peripheral text (meaningful interaction with accompanying

translations available).

12

2) First Concert - "Active Concert"

This involves the active presentation of the material to be learnt.
For example, in a foreign language course there might be the
dramatic reading of a piece of text, accompanied by classical
music.
3) Second Concert - "Passive Review"
The students are now invited to relax and listen to some Baroque
music, with the text being read very quietly in the background. The
music is specially selected to bring the students into the optimum
mental state for the effortless acquisition of the material.
4) Practice
The use of a range of games, puzzles, etc. to review and
consolidate the learning (taken from :

http://www.jwelford.

demon.co.uk/brainwaremap/theorym.html).
2.3 MOTIVATION
2.3.1 Definition Of Motivation
Motivation comes from Dutch Motivatie which has mean
Reason or Support to move. Motivation also comes from Motive,
to give some effects to something to move.
According to Leeanne Utiger (2006), The state of motivation is
in fact a time of being motivated. The definition of this simply means
having an incentive to do something, maybe to go somewhere, maybe
even to improve ourselves as a person.
Jeremy Harmer : 2001 p51 said that : It is accepted for most
fields of learning that motivation is essential to success; that we have
to want to do something to succeed at it. Without such motivation, we
will almost certainly fail to make the necessary effort.
Mc Donald in Beni S. Ambarjaya : 2008 p31 give definition that
motivation is a change in someone personality which has power to do
an act or reaction to reach a goal.

13

Drs. Sumadi Suryabrata, B.A.,M.A.,Ed.S.,Ph.D (2006) said that :

Motive is a condition of personality that supports people to do certain
action in order to goal their want.
Motivation is a desire to achieve a goal, combined with the
energy to work towards that goal. Students who are motivated have a
desire to undertake their study and complete the requirements of their
course. (http://www.unisanet.unisa.edu.au/motivation/)
According to Maslow's hierarchy of need categories is the most
famous example:
self-actualization
esteem
belongingness
Safety
physiological
Specific examples of these types are given below, in both the work and
home context. (Some of the instances, like "education" are actually
satisfiers of the need.)
Need

Home

Job

selfactualization

education,
religion,
hobbies,
personal
growth

esteem

approval of
recognition, high status,
family, friends,
responsibilities
community

belongingness

family, friends, teams, depts, coworkers, clients,

clubs
supervisors, subordinates

safety

freedom from
war, poison,
violence

physiological

food water sex Heat, air, base salary

training, advancement, growth,

creativity

work safety, job security, health

insurance

14

Based on those definitions, it can be concluded that motivation is

stimulus or complex support in one organism in order to change
someone need. To do something surely there must be a stimulus that
can support us to do the thing in the daily activities. Motive can
support us to fill our primer need, to get the satisfactory, our habit, etc.
2.3.2 Types Of Motivation
Motivation has several kinds. Based on classification, Woodworth
and Marquid in Drs. Sumadi Suryabrata, B.A.,M.A.,Ed.S.,Ph.D : 2006
p71 told that there are three types of motivation, such as :
1) Organic Motive
2) Emergency Motive
3) Objective Motive
Those motivation has the explanation bellow:
1. Organic Motive or organism needs. It is contain of necessity to
drink, necessity to eat, necessity to breath, necessity to have a sex,
necessity to do something and necessity to have a rest.
2. Emergency Motive, this motive caused from out of people side.
Person has this motivation since they were born. E.g. Motivation to
save their life, motivation to effort, motivation to defend, revenge
and hunt.
3. Objective Motive, a motive happened and caused to face the social
world effectively. E.g. Needed of exploration, manipulation, and
interest.
Intensive or interest : It is centered to psychological action and
attention of the object of individualism.

15

2.3.3 Factors Caused Motivation

Teachers and staff factors are also become the important thing in
daily study activities. Then if the studying process are success and give
good behaviors and nice response to the children and teaching
learning process, and response to the environment, this will give nice
change to recruit the students more and more.
Based on Andrew Reimann & Nobuo Tokumatsu (...) said
that :
Factors effecting the type and strength of motivation a
student has include (a) attitude towards the target language,
culture or language group, previous experiences learning or
interacting, present situation either pressured to learn or
freedom of choice (prerequisite or elective), (b) their goals
for using target language employment, exams, travel, making
friends, cultural awareness or personal satisfaction,
(c) aptitude intelligence, natural ability or propensity
towards learning languages, affective factors particularly
extroversion. Since language is a social phenomenon,
outgoing learners will tend to have more rapid success than
shy learners.
Every activity done by someone, which is support by some
power. Motive is personality condition to support individual to do
certain activities to get the goal.
Based on the spreding, people devide that there are two types of
motive (Drs. Sumadi Suryabrata, B.A.,M.A.,Ed.S.,Ph.D : 2006 p72).
1) Intrinsic Motive
Carol Bainbridge (2009) said that : Intrinsic motivation refers
to motivation that comes from inside an individual rather than from
any external or outside rewards, such as money or grades.
The motivation comes from the pleasure one gets from the
task itself or from the sense of satisfaction in completing or even
working on a task.
An intrinsically motivated person will work on a math
equation, for example, because it is enjoyable. Or an intrinsically

16

motivated person will work on a solution to a problem because the

challenge of finding a solution is provides a sense of pleasure. In
neither case does the person work on the task because there is some
reward involved, such as a prize, a payment, or in the case of
students, a grade.
In conclusion, Intrinsic Motive is a motive which is neednt
out side stimulus, or factors that come from inside of
individualism. It contain inside of people, that give motivation to
people Eg: interest factors, willingness factors, result factors, or
desire factors, etc.
a. Interest factors
An action will be flow away if there is interest inside, in
someone feeling, in other hands, the motivation will act and
surface up if there is a big interest.
b. Goal and Willingness Factors
Goal or willingness is part of important thing in an action,
because goal is the direction to reach our wants.
c. Willingness Factors
Willingness is a real and life power and can create something
based the feeling and mind.
Based those explanation, we can conclude that the
decision got from the willing is really important. Choosing
certain Motive for certain willing. So make the relation
between willingness and motivation. From those statement we
can see that those factors are influenced by motivation, or
people motivations are influenced by the internal factors like
above.

17

2) Extrinsic Motive
According to Steven Reiss (2005) said that Extrinsic
motivations mean people are seeking a reward, such as money, a
good grade in class, or a trophy at a sporting event
Extrinsic motive is motive which has the function because
there is a stimulus from out side or factors that come or got out side
human that can influence motives. Eg: Family factors, geographic
factors, social factor, school factor, etc.

18

CHAPTER III
STRATEGY AND METHODOLOGY OF RESEARCH

3.1 RESEARCH DESIGN

The design will be used in this action research is standard design
which was introduced by Kurt Lewin. He was a first person who was
introduced the Action research. According to Kurt Levin, the basic steps in
conducting an action research are (http://akhmadsudradjat.wordpress.com/
2008/01/21/penelitian -tindakan-kelas/) :
3.1.1

Problem Identification
As the teachers, our responsibilities do not only teach in the
class, finishing the materials of curriculum but also, we have to make
students understand and able to apply what materials that they have
already studied in the class to society.
Based on A. Tabrani Rusyan and M. Sutrisna WD : 2008 p2 on
his book, explained that :
The responsibility and the order of teachers are not only
conducting teaching process in the class, but also have
main function in deciding a decision of content and/or
teaching method, guiding, and motivating students to learn,
Building the character, behavior, attitude, and moral so
students become a useful people.
In the fact, there are many teachers have forgotten about that
principle as teachers. Nowadays, mostly teachers only teach in the
class in order to finish the materials that government decided into a
curriculum. They, the teachers, didnt think how about the quality,
ability, or knowledge of the students.
Because of those things, teaching and learning process in the
class become boring for students more over for teachers.

19

According to A. Tabrani Rusyan and Wasmin on their book

Etos Kerja Dalam Meningkatkan Produktivitas Kinerja Guru : 2008
p33 wrote that:
Teachers who have commitment in teaching are able to
conduct their duties by discipline, so their activities are
able to improve the capability in doing, thinking, and
working more active and creative.
Fortunately, the new rule of education, which known as
curriculum 2006 (KTSP) comes in education space to give new
solution in teaching method to change the phenomena which was
happened in teaching and learning process. Because curriculum 2006
asked to the teachers always, create some new approach of teaching
and learning process more fun, enjoyable, interesting, creative, and
useful (PAKEM) to make students getting easier to understand the
lesson.
After doing some analyzing to find the significant problems
of teaching and learning process in the class, the researcher found
out the crucial problem that make students couldnt catch the main
point of learning process. That is low motivation of students in
learning of language, especially English.
In order to make the research focus to the problem, it
concentrates to find the meaningful of teaching and learning process
using Suggestopedia method to improve students motivation in
Learning English for the students in Junior High School of Wali
Songo at 7th grade.
3.1.2

Plan of Action
In order to solve the problem above, the researcher wants to use
Suggestopedia in teaching method.
Georgi Lozanov in Lisa Rosaline said that :
Suggestopedia is a teaching method which is based on
a modern understanding of how the human brain works

20

and how human learn most effectively. The term

Suggestopedia is derived from the words suggestion
and pedagogy. It was developed by a Bulgarian doctor
and psychotherapist, Geogi Lozanov. Suggestopedia
was originally applied mainly in foreign language
teaching, and it is often claimed that it can teach
language approximately three times as quickly as
conventional methods. The advantages of this method
are making the students feel relaxed while studying
English so they can increase their individual ability to
learn English and providing students with learning
experiences to develop their multiple intelligences. The
teachers role in this method is only as the motor of the
suggestopedic machine. It means that the teacher tries
to replace negative suggestions such as Study is
hard, Grammar is boring, etc. with positive
suggestions such as Yes, you can, Everything is
possible and Study is fun.
The focusing skill that the researcher focuses in this research is
Reading Comprehension, especial in procedure texts.
3.1.3

Data Collection
In collecting data, the researcher using one kind of instrument,
that is questionnaire. On his book, Prof. Dr. Suharsimi Arikunto :
2006 p151, wrote that :
Questionnaire is several written questions which
used to find out the information from respondents
about their personality or something that they have
already known before.
There are two kinds of questionnaire forms that will be used in
this research, those are :
1. Questionnaire to Measure Students Motivation
2. Questionnaire to Measure Students Interest
Those are kinds of close questionnaires (Rating-scale) (Prof. Dr.
Suharsimi Arikunto : 2006 p152). They are developed by using
standard of ARCS model. As we know that ARCS model is often

21

used in measuring motivation of people Keller, Jhon. ARCS Model,

5:2007 in (http://www.arcsmodel.com/ home.htm).
Each of them will be given to the students after the researcher
applying the Suggestopedia method for teaching after 4 th meetings
and 8th meetings to the class of Junior High school Wali Songo at 7 th
grade.
3.1.4

Data Analysis
After analyzing the data collection form, the researcher finds
that, teaching using Suggestopedia method in the class is really
beneficial than conventional method. From that data, the researcher
got some information that the motivation of students in
understanding the lesson increasing significantly. By this method,
students abilities of English are improve 70% than ever.
In addition, we can say that teaching in fun, active and creative
class atmosphere really help student in learning English.

3.1.5

Plan for Future

After knowing the result of the action research I will develop
others materials from curriculum (listening, Speaking, writing and
reading) using this method in order to make students master in
English.

3.2 IDENTIFICATION OF PROBLEM

Lestari in Widayanto (2005) said that : There are many people said that
nowadays, English teaching and learning did not get successful enough. One
of the reasons is the way to teach student in the class are not appropriate or
suitable in teaching and learning. In the class, students only have a nice
sitting, listening teachers explanation seriously and obey all of the content
of materials explanation. They think that, teacher is one of the center in the
class and also they have common perceptions that teacher is known

22

everything and always true in every single thing. Another reason, the
condition of teachers quality is not good enough, such as : doesnt have
strong motivation, less teaching experiences, not good in class management,
etc. soseveral programs to improve teachers quality are necessary to be
done in order to conduct a good teachers class management, and becomes
the first problem to be solved beside other problems, such as : minimum
knowledge, ethos and dedication of work, also prosperity Zamroni in
Widayanto (2005). If these cultures are stayed around in education area,
perhaps every single effort to improve the quality of education is useless.
From those reasons, this action research was conducted, in order to
find the solution from those problems.
3.3 PLAN FOR ACTION
3.3.1 The Number of Meeting
To conduct the research, the researcher needs 8 meetings. Means
that, in a week there are 2 meeting, for 1 meeting consists of 80
minutes. The totals for whole meetings are 320 minutes and will be
finished for 4 weeks.
3.3.2 The Procedures of Each Meeting
In order to make every meeting come effectively and to be
different from first meeting until last meeting, the researcher
developed varitypes materials for every week. The procedures are able
to see in this table bellow :
Teaching
Steps
1st - 2nd Beginning
Meetings of the
lesson:
Time

Teaching Focus

Teaching
Procedures
o Greetings
o Checking
the
attendance
o Beginning
a chat
o Explaining
the lesson

Action

23

o Getting
organized:
Seating,
books, and
blackboard
The main
lesson

Closing

Teaching
Steps
rd
th
3 4
Beginning
Meetings of the
lesson:
Time

The main
lesson

o Able to
respond
several information from a
short
functional
text.
o Able to read
aloud a short
functional text
o (Reinforcemen
t what
materials that
have already
studied)

Teaching Focus

o Able to
respond
several information from a

o Giving an
example of
reading
o Giving the
procedure
text
The way to
make
Orange
Juice
o Giving
HOMEWORK
o Checking
Homework
from 1st
meeting
o The teacher
give ending
greeting
Teaching
Procedures
o Greetings
o Checking
the
attendance
o Beginning
a chat
o Explaining
the lesson
o Getting
organized:
Seating,
books, and
blackboard

Action

o Giving en
example of
reading
o Giving the

24

Closing

Teaching
Steps
5th 6th Beginning
Meetings of the
lesson:
Time

The main
lesson

Closing

short
functional
text.
o Able to read
aloud a short
functional text
o (Reinforcemen
t what
materials that
have already
studied)

Teaching Focus

o Able to
respond
several information from a
short
functional
text.
o Able to read
aloud a short
functional text
o (Reinforcement
what materials
that have

procedure
text
The way to
make Pop
Mie noodle
o Giving
HOMEWORK
o Checking
Homework
from 3rd
meeting
o The teacher
give ending
greeting
Teaching
Procedures
o Greetings
o Checking
the
attendance
o Beginning
a chat
o Explaining
the lesson
o Getting
organized:
Seating,
books, and
blackboard

Action

o Giving an
example of
reading
o Giving the
procedure
text
The way to
make agaragar
o Giving
HOMEWORK

25

already
studied)

Teaching
Steps
th
th
7 8
Beginning
Meetings of the
lesson:
Time

The main
lesson

Closing

Teaching Focus

o Able to
respond
several information from a
short
functional
text.
o Able to read
aloud a short
func-tional
text
o (Reinforcemen
t what
materials that
have already
studied)

o Checking
Homework
from 1st
meeting
o The teacher
give
ending
greeting
Teaching
Procedures
o Greetings
o Checking
the
attendance
o Beginning
a chat
o Explaining
the lesson
o Getting
organized:
Seating,
books, and
blackboard

Action

o Giving en
example of
reading
o Giving the
procedure
text
The way to
cook rice by
magic com
o Giving
HOMEWORK
o Checking
Homework
from 3rd
meeting
o The teacher
give ending
greeting

26

3.3.3 The Schedule of Implementation

To arrange the material management before presenting in front of
the class we have to create some planning for all the material. In order
to easy to understand about the planning, Here, the researcher give a
schedule of Implementation (lesson plan).
Subject
:
Class / Semester
:
The Number of Meeting :
Time Allotment
:
Theme
:
Standard Competence :

Basic Competence

Indicators

English
VII (seven) / II (even)
8
2 x (40 minutes)
Food and Drink
11. Memahami makna teks tulis fungsional
dan esai pendek sangat sederhana
berbentuk descriptive dan procedure yang
berkaitan dengan lingkungan terdekat
: 11.2. Merespon makna dan langkah retorika
secara akurat, lancar dan berterima dalam
esai sangat sederhana yang berkaitan
dengan lingkungan terdekat dalam teks
berbentuk descriptive/procedure
: a. Able to respond several information from a
short functional text.
b. Able to read aloud a short functional text.

Teaching Objective (Goal)

To make students are able to get several information and read aloud
a short functional text.
Teaching Material
- Monologue descriptive/procedure text
- Vocabulary words which have correlation
Teaching Method
a. Suggesopedia
b. Modeling
c. Pair work or Group work
Teaching Procedure
Pre Teaching (Opening)
No

Activities
Teacher

Beginning of the lesson:

Greetings
T: Good morning, students?
T: How is your life?
T: I feel great today

Students

S: Good Morning, Sir.

S: Just so-so. And you ?

Time

27

Checking the attendance

T: Ok Ill check the attendance.
T: ThenNunung, Zainal ..
Good, nobody absent today.
Beginning a chat
T: Well, before we are going to
continue our lesson, I want to
ask you something..
T: What kinds of drink do you
know?
T: Good, and Who knows kinds
of food in Indonesia ?
T: thats great.
Explaining the lesson
T: Well, Today we are going to
study about Drink and
Food,
Getting organized: Seating,
books, and blackboard.
(The teacher asks students to
clean the blackboard and
rearrange the chairs around)
T: But, before that, I want you
rearrange the chair be circle,
consist of 5-6 people in a
group.
T: Pay attention, please. Clean
the blackboard before we
begin the lesson. Would you
mind cleaning the blackboard,
Zainal?

S: here I am
S: Yes, sir
S: Im, ( etc.)
S: What, sir ?
S: Orange juice, ice cream,
S: Im, Sir. Fired rice, soto,

S: Okay, (students begin to

arrange the chairs)
S: No sir !. Ill be glad too

Midst Teaching (Content)

No
2

Activities
Teacher
The main lesson
1st and 2nd Meetings

3rd and 4th Meetings

5th and 6th Meetings

Students

Giving example by modeling

and reading of a short
procedure text The way to
make Orange Juice
Giving example by modeling
and reading of a short
procedure text The way to
make Pop Mie noodle
Giving example by modeling
and reading of a short
procedure text The way to
make agar-agar

Time

28

7th and 8th Meetings

Giving example by modeling

and reading of a short
procedure text The way to
cook rice by magic com

Post Teaching (Conclusion)

Activities

No
3

Teacher

Time

Students

Closing
(Reinforcement what materials
that have already studied)
T: Okay class, before finishing
the class, I want to ask you
something.
- What things do we need in
order to make orange juice ?
- Great
- Giving HOMEWORK
- Checking Homework
- The teacher give ending greeting

S: okay, sir !
-

Orange
fruits

Ice
Etc.

- The students answer

Teaching Resource / Medias

a. Procedure text of The way to make Orange juice
b. Procedure text of The way to make Pop Mie noodle
c. Procedure text of The way to make agar-agar
d. Procedure text of The way to cook rice by magic com
e. Orange
f. Pop Mie Noodle
g. Satelit Agar-Ager Powder
h. Magic Com
i. Spoon
j. Glass
k. Sugar
l. Ice
m. Papers (pictures)
n. Music
o. Etc.
Evaluation
No
1.
2.
3.

17

Students Name
Nunung
Ulya
Andi
Ima
Lika
Sisca
Rohma

Pronunciation

Fluency

Intonation

Score

TOTAL

29

Class Average
Formula :
Conversion :

Aspect
Pronunciation
( 30 )

Wealth
2 = 12
3 = 18
4 = 24
5 = 30

Aspect
Fluency
( 40 )

Wealth
1=8
2 = 16
3 = 24
4 = 32
5 = 40

Aspect

Wealth

Intonation
( 30 )

2 = 12
3 = 18
4 = 24
5 = 30

-------------------------------------------------------------------------------------------------------------Score

TOTAL =

Total Maximum Score / Weight :

No

Aspect

Maximum Score

Score

Pronunciation

30

Fluency

40

Intonation

30

Total Maximum Score / Weight

100

Explanation :
No

Scoring Aspect

Pengucapan
(Pronunciation)

Kelancaran
(Fluency)

Scoring Aspect

Score

Easy to understand and having good

accent like native speaker

Easy to understand but having local accent

Having little mistakes in pronunciation so,

listener doesnt need hard concentration to
understand

Having some mistakes in pronunciation so,

listener need hard concentration for
understanding

Fluently in speaking like native speaker

Fluently in speaking event doesnt like

native speaker

There is a little trouble in speaking fluency

There are some / often troubles in

speaking fluency

Speaking unclear, unfluently, and often

stopping

weight

30

40

x 100 ........

30

Intonasi
(Intonation)

Right and Like native Speaker

Right but not like native speaker
Some mistakes
Often mistakes

5
4
3
2

30

31

3.4 DATA COLLECTION

To find out about the result or effect after using Sugestopedia method
in order to improve students motivation in studying english, the researcher
gives these question to them. Those are :

QUESTIONNAIRE TO MEASURE STUDENTS MOTIVATION

IN STUDYING USING SUGGESTOPEDIA METHOD
Subject
Day / Date

:
:

English

Class / Semester :

VII / 2

Direction :
1. In this form, there are 36 expression questions. Think seriously in every
single expression, which has correlation with the material that you have
already studied, and give your answer whether it is suitable or not for you.
2. Giving your answer honestly, do not be influenced by others friends
answering.
3. To answer several Expressions, just give check mark () 1-5 for an
expression in the weight field according to your own thinking. Thank
you
Explanation of the answer interval:
1 = Really do not agree.
2 = Do not Agree
3 = In doubt
4 = Agree
5 = Really Agree
No

Expression

At the first time I look at this method, I do believe that it

will be easy for me.

At the beginning of the lesson, there is something that

made me interesting.

This method is more difficult than my perception.

After reading the information in the beginning of the

lesson, I believe that I really know what material I should
learn by this method

Weight
1 2 3 4 5

32

Finishing all the assignments from this lesson, making me

have satisfied feeling of the result that Ive got.

Clearly for me, what is the correlation of this lesson with

things that I have already known.

There are many pages which brought many information

until make me confuse to get and memorize the crucial
ideas inside.

This material is really interesting.

There are stories, picture or examples which show me how

are beneficial this material for some of people.

10

Finishing the lesson by great result is really important for

me

11

The Quality of the writing is made me interested

12

The material is really abstract, so it is really hard for me to

always focus.

13

While I work in this teaching method, but Im sure I am

able to catch the point of the lesson.

14

I do happy with this lesson, until make me want to know

further about the topic of this lesson.

15

The material (pages) of the lesson is boring and

uninteresting

16

The content of the lesson is what I want.

17

The way to develop the information in the pages makes me

agree of it.

18

There are examples and explanations how people use the

English.

19

The Assignments in the lesson is very difficult.

20

At this lesson, there are some things that desire my curious

21

I do really happy studies this material.

22

The number of repetition on this material, sometime

making me feels bored.

23

Content and style of writing on this lesson gave

assumption that it will be useful for being known.

24

I have already learned some interest things which I never

thought before.

25

After I studied of this lesson for a couple minutes, I do

believe that I will be successful in an exam.

26

This lesson is not relevant with my needed because the

biggest part of the content is I dont know.

33

27

The feedback or comment sentences of the assignments

make me feeling proud of my effort.

28

The variety of reading texts, assignments, illustrations, and

others make me be enchantment of the lesson.

29

The writing style is not interested.

30

I can correlate the content of the lesson with something

that I have already seen, done, or thought in daily
activities.

31

In every page included many annoyed vocabulary words

32

I feel satisfied getting successful in finishing the material

33

This lesson will be useful for me

34

I dont understand the material at all, even just a little

35

The good systematically of the material content of the

lesson makes me be confident to learn it.

36

With happiness learns the material, which is organized

well.

34

QUESTIONNAIRE TO MEASURE STUDENTS INTEREST

IN STUDYING USING SUGGESTOPEDIA METHOD
Subject
Day / Date

:
:

English

Class / Semester

II / 2

Direction :
1. In this form, there are 34 expression questions. Think seriously in every
single expression, which has correlation with material that you have
already studied, and give your answer whether it is suitable or not for you.
2. Giving your answer honestly, do not be influenced by others friends
answer.
3. To answer several Expressions, just giving 1-5 for an expression in the
weight field according to your own thinking. Thank you
Explanation of the answer interval:
1 = Really do not agree.
2 = Do not Agree
3 = In doubt
4 = Agree
5 = Really Agree
No

Expression

The Teacher really knows how to make us interested in

studying the lesson.
Everything that I have already learned from this lesson will
be useful for me.
I do believe I will be successful in this lesson.
This lesson is not interested enough for me.
The Teacher creates it be important.
I need a lucky to get good score in this lesson.
I have to work hard to get successful in this lesson.
I didnt catch how the correlation of this lesson with
something that I have already known before is.
The teacher make me afraid when he was explaining the
lesson.
The material is really difficult for me.
Whether I will get successful or not of this lesson, its all
up to me.
I think that lesson gave me many satisfied things.
In this lesson, I tried to find the perfect standard of being
successful.
I think the score or reward that given to me is fear if
comparing with other student accepting.

2
3
4
5
6
7
8
9
10
11
12
13
14

Weight
1 2 3 4 5

35

15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34

Using that method in teaching made my curious of the

lesson improve.
I do really happy worked in that lesson
Its difficult to predict how many scores that teacher will
give to me for the assignments that have already done by
me.
I was satisfied with the evaluation that the teacher gave me
than my own perception about my work
I feel satisfied with the result that I have already got from
this lesson.
The material content is suitable with my needed and my
purpose.
The teacher did some uncommon things, but its really
interesting.
All the students are having active participation in this
lesson
To get the goal, its significant for me to get successful in
this lessons.
The Teacher used a good way in teaching
I didnt think that I will get many beneficial from this
lesson
I often daydream in the class.
When I joined of the lesson, Im sure that I will get
successful if I have great effort.
The individual benefits of these lessons are clearly for me.
My curious often develops when the teacher asks or gives
some problem about the lesson.
I think the systematic of defiance is appropriate, because
the delivering of the lesson is not really difficult and not
too easy.
I feel disappointed with this teaching.
I feel got enough reward of my effort in this studying,
about score, comment or suggestion.
The number of assignments that I should do in this
studying is suitable.
I got enough suggestions to know about my ability.

36

CLASSIFICATION OF SEVERAL EXPRESSIONS

IN STUDENTS MOTIVATION AND INTEREST
BASED ON CRITERIA OR CONDITION

No

Condition

Perhatian
(Attention)

Relevansi
(Relevance)
Percaya Diri
(Confidence)
Kepuasan
(Satisfaction)

3
4

Motivation Questionnaire
The
The
Number of
Number of
Positive
Negative
Expression
Expression
2, 8, 9, 11,
12, 15, 22,
17, 20, 23,
29
24, 28
4, 6, 16, 18,
26, 31
30, 33
1, 13, 25,
3, 7, 19
35
5, 10, 14,
34
21, 27, 32,
36

Interest Questionnaire
The
The
Number of
Number of
Positive
Negative
Expression Expression
1, 15, 21,
4, 10, 26
24, 29
2, 5, 13, 20,
22, 23, 28
3, 6, 11, 27,
30
7, 12, 14,
16, 18, 19,
32, 33, 34

8, 25
9, 17
31

The score recapitulation which is given in Motivation Questionnaire

and Interest Questionnaire by students building based on these determinates :
1. For Positive Expression :
1 = Really do not agree.
2 = Do not Agree
3 = In doubt
4 = Agree
5 = Really Agree
2. For Negative Expression :
1 = Really do not agree.
2 = Do not Agree
3 = In doubt
4 = Agree
5 = Really Agree
3. Counting the average combination score from positive and negative criteria in
every condition, then classified the average result based on this rule :
1,00-1,49 = Not Good,
1,50-2,49 = Enough,
2,50-3,49 = Good Enough ,
3,50-4,49 = Best, and
4,50-5,00 = Great.

37

3.5 ANALYSIS OF DATA

Dealing with the quantitative method, the researcher collected and
analyzed the data through some steps in as accordance with the subject and
object of this study.
First, the researcher made a list of all the materials used during the
process of teaching and learning, the activities already conducted and
learning process.
Second, is describing the data. In this case, the researcher describe the
student and the teacher production during the teaching process.
The last step is analyzing the data based on the related theories to this
study.
3.6 PLAN FOR FUTURE ACTION
In this topic will be delivered the result of data analysis and showing
the process of conducting the research. The result and the process are drawn
in 2 circle. Which are circle 1 and circle 2. For detail will be explained
bellow:
3.6.1 Circle 1 (Meeting 1-2)
Teaching in reading skill based on Suggestopedia Method was
conducted on April 05 & 09, 2009 at students 7 th grade of Junior High
School Wali Songo Kedungsekar. This circle was followed 17
students and conducted inside the class.
In doing circle 1 was begun by preparing some preparations for
getting successful in teaching reading based on experiences using
suggestopedia method. Those preparations are :
1) Writing lesson plan about material of reading for 4 x 40 minutes in
two meeting. The contents of it, was several steps which have to be
done by the teacher and students, in ordered to implement teaching
and learning process by suggestopedia method.

38

2) Preparing, Checking supporting facilities and tools which needed,

such as; checking electricity, laptop (or tape), two short procedure
texts, Orange Syrup, Pop Mie noodle, etc.
The next steps, in bottom line, the main steps teaching by
suggesopedia method is reported like this one :
1) Giving the procedure text The way to make orange juice
2) Playing the suitable music smoothly
3) Giving an example of way to read a text which followed by several
acting.
4) After giving an example, teacher asked one volunteer to come
forward of the class.
5) Asking him/her did acting when the others students was reading
the texts.
6) Finishing from that activities
-----------------------------------------7) Arranging the class to be 4 groups, consist of 4-5 students for each.
8) Asking students practice like (above) before, but now, doing in a
group.
9) Teacher was taking several notes for result on the result form.
3.6.2 Circle 2 (Meeting 3-4)
It was conducted on April 12 & 16, 2009.
- Giving the procedure text The way to make POP MIE Noodle
Finishing the class, teacher analyzed the result of meting 1-4, in
order to find out the weaknesses. So, the next meeting, the
performance will come to be better.
3.6.3 Circle 3 (Meeting 5-6)
It was conducted on April 12 & 16, 2009.
- Giving the procedure text The way to make agar-agar

39

3.6.4 Circle 4 (Meeting 7-8)

It was conducted on April 12 & 16, 2009.
- Giving the procedure text The way to cook rice by magic com
Finishing the class, teacher analyzed the result of meting 5-8, in order
to find out the weaknesses. So, the others meeting, the performance will
come to be better.

40

REFERENCES

Bainbridge, Carol. 2009. Intrinsic Motivation. http://www.about.com/ accesed on

20 April 2009.
DePotter, Bobbi. 2009. Suggestopedia. http://wapedia.mobi/en/ accessed on 17
April 2009.
Freeman, Diane Larsen. 1986. Techniques and Principles in Language
Teaching. Oxford University Press. England
--------------------------------. 1986. CD. Oxford University Press. England
Harmer, Jeremy. 2001. The Practice of English Language Teaching Longman.
England.
http://fromlearningtoteaching.blogspot.com/2009/02/active-teaching.html
accessed on16 April 2009.
http://suhadinet.wordpress.com/ accessed on 17 April 2009.
http://www.eslhq.com/forums/ members/22748/ accessed on 17 April 2009.
http://www.unisanet.unisa.edu.au/motivation/ accessed on 20 April 2009.
Jhon, Keller. 2007. ARCS Model http://www.arcsmodel.com/ home.htm
accessed on 25 April 2009.
Lozanov, Georgi. 2008. Suggestopedia--Learning is a matter of attitude, not
aptitude http://www.jwelford.demon.co.uk/brainwaremap/theorym.html
accessed on 17 April 2009.
Maslow.
Theories
of
Motivation.
http://www.analytictech.com/
mb021/motivation.htm accessed on 20 April 2009.
Reiss, Steven. 2005. Intrinsic Motivation doesn't Exist, Researcher Says.
www.osu.edu/units/research accesed on 20 April 2009

41

Reimann, Andrew & Nobuo Tokumatsu.. Abstract: Motivation & Learning

Strategies.
http://www.anreimann.com/Abstracts/Presentation3.htm.
accesed on 20 April 2009.
Rusyan, A. Tabrani and M. Sutrisna WD. 2008. Kesejahteraan dan Motivasi
Dalam Meningkatkan Efektivitas Kineja Guru. PT. Intimedia
Ciptanusantara. Tangerang.
Rusyan, A. Tabrani and Wasmin. 2008. Etos Kerja Dalam Meningkatkan
Produktivitas Kinerja Guru. PT. Intimedia Ciptanusantara. Tangerang.
Rosaline, Lisa. 2008. Teaching English through Traditional Games and
Suggestopedia Method. Seminar EYL UMG. Gresik.
Suryabrata, Sumadi. Drs, BA, MA, Ed.S, Ph.D. 2006. Psikologi Pendidikan PT.
Rajagrafindo Persada. Jakarta.
Utiger, Leeanne. 2006. Definition Of Motivation - Psychosocial Theory Of
Motivation. http://www.selfimprovementguide.net/selfimprovement.html
acccessed on 20 April 2009.
Widayanto. 2005. Mengembangkan Listening Skill Melalui Running Dictation
Game. MAN 3. Malang.
Wurianto, Eko. 2009. Mengukur Efektifitas Metode Suggestopedia dalam
Pembelajaran Bahasa Inggris. http://esinau.blogspot.com/ accessed on
30 April 2009.

42

ABSTRACT

Teaching using Suggestopedia method to improve students motivation

in learning English at Wali Songo Junior High School for 7th Grade
Student Name
NPM
Department
University

:
:
:
:

MOHAMMAD WAWAN AGUSSALIM, A.Ma

06432021
English Department
MUHAMMADIYAH UNIVERSITY OF GRESIK

Counselor

Khoirul Anwar, M.Pd.

Keyword

Motivation, integrative motivation

Motivation has been identified as the learner's orientation with regard to the
goal of learning a second language (Crookes and Schmidt 1991). It is thought that
students who are most successful when learning a target language are those who
like the people that speak the language, admire the culture and have a desire to
become familiar with or even integrate into the society in which the language is
used (Falk 1978). This form of motivation is known as integrative motivation.
When someone becomes a resident in a new community that uses the target
language in its social interactions, integrative motivation is a key component in
assisting the learner to develop some level of proficiency in the language. It
becomes a necessity, in order to operate socially in the community and become
one of its members.
From that statement, be concluded that motivation is very important in order
to get their goals in the future after graduate from school. At least they understand
what people say in English and able to respond what people said. In addition, not
only capable in speaking, listening or responding speech, but also know how to
spell, write and read in English.
The subjects of the study are 17 students (male and female) of 7 th grade at
Wali Songo Junior High school Kedungsekar. They do not have strong
motivation in learning English, further some of the students, more or less 4-6
students are naughty, lazy, and do not want to do teachers order.
Because of that by this simple research, the researcher wants to solve the
problem to make students interesting in learning English.

43

List of Contents
Cover ...................................................................................................................
i
List Contents .......................................................................................................
ii
CHAPTER I :

INTRODUCTION
1.1

BACKGROUND OF THE STUDY ............................

1

1.2

PROBLEM STATEMENT ...........................................

3

1.3

THE PERPOSE OF THE STUDY ...............................

3

1.4

DEFENITON OF KEY TERM ...................................

4

CHAPTER II :

REVIEW OF RELATED LITERATURE

2.1

FACTOR THE SUCCESS OF TEACHIG ENGLISH

2.1.1 The Grammar Translation Method ......................
5
2.1.2 The Direct Method...............................................
6
2.1.3 The Audio Lingual Method .................................
6
2.1.4 The Silent Way ....................................................
7
2.1.5 Suggestopedia .....................................................
8
2.1.6 Community Language Learning .........................
8

44

2.1.7 The Total Physical Response Method .................

9
2.1.8 The Communicative Approach ...........................
9
2.2

SUGGESTOPEDIA METHOD
2.2.1 Key Elements of Suggestopedia .........................
11

2.3

MOTIVATION
2.3.1 Definition Of Motivation ....................................
12
2.3.2 Types Of Motivation ...........................................
14
2.3.3 Factors Caused Motivation .................................
15
1) Intrinsic Motive
15
2) Extrinsic Motive
17

CHAPTER III :

ii
STRATEGY AND METHODOLOGY
OF RESEARCH
3.1

RESEARCH DESIGN .................................................

18
3.1.1

Problem Identification .....................................

18

3.1.2

Plan of Action ..................................................

19

3.1.3

Data Collection ................................................

20

45

3.1.4

Data Analysis ...................................................

21

3.1.5

Plan for Future .................................................

21

3.2

IDENTIFICATION OF PROBLEM ............................

21

3.3

PLAN FOR ACTION

3.3.1

The Number of Meeting ...................................

22

3.3.2

The Procedures of Each Meeting......................

22

3.3.3

The Schedule of Implementation .....................

26

3.4

DATA COLLECTION .................................................

30

3.5

ANALYSIS OF DATA .................................................

36

3.6

PLAN FOR FUTURE ACTION

3.6.1

Circle 1 (Meeting 1-2) .....................................

36

3.6.2

Circle 2 (Meeting 3-4) .....................................

37

3.6.3

Circle 3 (Meeting 5-6) .....................................

37

3.6.4

Circle 4 (Meeting 7-8) .....................................

38

REFERENCES

iii