JIUBJ

Jurnal Ilmiah Universitas Batanghari Jambi, 21(2), Juli 2021, 485-496

Lembaga Penelitian dan Pengabdian kepada Masyarakat universitas Batanghari Jambi
ISSN 1411-8939 (Online), ISSN 2549-4236 (Print)
DOI 10.33087/jiubj.v21i2.1483

Suggestopedia Method Effect On Reading Descriptive

Text at A Senior High School
Suyadi
Fakultas Keguruan dan Ilmu Pendidikan, Universitas Batanghari Jambi
Jl. Slamet Ryadi, broni-Jambi, 36122
Correspondence email: [email protected], [email protected]

Abstract. Suggestopedia is a teaching method focuses on the teacher-learner relationship while teaching and learning process is
going on in the classroom that might be used to encourage the students especially for reading a descriptive text. This study was to
explore the senior high school students’ ability on reading descriptive text by using a quantitative method with a quasi-
experimental approach. Sample was taken randomly, with 60 students were devided into two groups, 30 students were taken as
control class while another 30 students as experimental class. By using a reading text as the instrument of the research, the
researcher found that suggestopedia method was proven to be effective with the average pre-test control class was 38,6 and post-
test control class was 53,3. The average pre-test in the experimental class was 46 and post-test experimental class was 90,8. The
value of t-test higher than the value of t-table was (20,41>2,001) which means that suggestopedia method makes learning process
more interesting and more effective for senior high school students.

Keywords: Suggestopedia; Reading Comprehension; Descriptive Text; Method

Abstrak. Suggestopedia merupaka sebuath metode pengajaran yang menitikberatkan pada hubungan antara guru dan pembelajar
ketika proses belajar-mengajar berlangsung di dalam ruang kelas yang dapat digunakan untuk memotivasi siswa dalam belajar,
terutama ketika belajar Bahasa Inggris dengan topic Reading Descriptive text. Penelitian ini bertujuan untuk mengeksploraasi
kemampuan siswa Sekolah Menengah Atas (SMA) dalam membaca teks deskriptif berbahasa Inggris dengan menggunakan
metode kuantitatif melalui pendekatan quasi-experimental (eksperiment tak penuh). Dengan pengambilan sampel secara acak,
peneliti mendapati 60 orang siswa yang dibagi menjadi dua kelompok yang masing-masing kelompok terdiri dari 30 orang dengan
rincian 30 kelompok control, dan 30 orang lainnya kelompok eksperimen. Dengan menggunakan teks bacaan sebagai instrumen
penelitiannya, peneliti menemukan bahwa metode sugestopedia terbukti efektif dengan rata-rata pre-test kelas kontrol adalah 38,6
dan kelas kontrol post-test adalah 53,3. Rata-rata pre-test di kelas eksperimen adalah 46 dan post-test kelas eksperimen adalah
90,8. Nilai t-test lebih tinggi dari nilai t-tabel (20,41> 2,001) yang berarti metode sugestopedia membuat proses pembelajaran
lebih menarik dan efektif bagi siswa SMA.

Kata Kunci: Suggestopedia; Reading Comprehension; Descriptive Text; Method

INTRODUCTION difficulties in comprehend the text, more specifically

One of the English language skill that need to be comnprehending descriptive text for the students of
mastered by the students is reading, which may lead Senior High School in Jambi City
learners of English as a Foreign Language enriching Descriptive text is a text which describes what a
their knowledge. Having a good understanding of person, place, animal or a thing is like and the generic
reading English text may trigger learners to get better structures of descriptive text are identification and
information especially broadening vocabulary, description.Descriptive text as one of kinds of text
strengthening the knowledge of grammar, ussually practiced by reading, but teachers are seldom
comprehending text, and knowing kinds of text by providing to use method, method can help learning
reading intensively and continuously. process in the classroom, and students usually more
Wolly (2011: p.15) stated that reading enjoy in the laerning by using method. In this research,
comprehension is the process of making meaning from the researcher is interested in using suggestopedia in
the text in order to understand of what is described in the teaching reading as a method that can be used to achieve
text. To comprehend the text, the students must be able the learning objective.Related to the method
to construct the meaning internally from interacting with suggestopedia, Harmer (2001:89), Suggestopedia is a
the material that is read. As a result, they are expected method that have a physical surroundings and the
not only be able to read the text but also to master classroom atmosphere. The students can be relaxed,
reading with comprehension. Therefore, reading is not as having fun, and comfortable in teaching learning
easy as what people think because it is not only read a process. Suggestopedia is a teaching method which was
sentence and say it out to others but also we have to developed by a Bulgarian doctor and psychotherapist,
understand the content of the reading text and its Georgi Lozanov. It is involvet physical activities,
purpose. Some students in learning English get some educational, artistic and musical, and students must be
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Suyadi, Suggestopedia Method Effect On Reading Descriptive Text at A Senior High School

comfortably relaxed in learning process by soft music or Detecting the author’s purpose in writing, and 8)
classical as the background. The teacher brings the Drawing conclusion.
material and motivate for students. To make the (3) Critical Comprehension: is an evaluating written
classroom comfortable in reading process without material comparing ideas discovered in teaching
students difficult to get ideas from the text. material by knowing the standards and drawing
conclusion of its accuracy, appropriatness, and
Literature Review timeliness. The critical reader must be an active
Reading comprehension is a complex skill that reader, questioning, searching for facts, and
requires an active interaction between the reader and suspending judgment until he or she has considered
elements of the text. The reader is an active participant all of the material. Critical reading depends upon
with a text and also the reader makes sense of how ideas literal comprehension, and grasping implied ideas is
based on the text related to one another by interactions especially important.
between what the reader gains from the text and what the (4) Creative Comprehension: it involves going beyond
reader already knows. Then, a comprehension of reading the material presented by the author, and the reader
a text is a must thing to be understood by all the readers, need to think as they read just as a critical reader
as it is crucial to the study of reading. does, and of course, they need imaginations to
To comprehend this understanding, Cain (2004) understand the text. Through creative reading the
defined a reading comprehensing as the process of reader creates something new idea, the solution to a
making meaning by coordinating a number of complex problem, a new way of looking at something from the
processes that involve language, word reading, word ideas gleaned from the text.
knowledge, and fluency. In line with Cain, Durkin
(1993) defined that a reading comprehension is a Types of Reading Comprehension
complex interaction among automatic and strategic Wagner (1960:207) in Suyadi (2020: p. 12) states
cofnitive processes that enable the reader to create a there are varieties of sfecific comprehension abilities, the
mental representation of the text. While, Torgesen stated abilities grow out of the purposes for which material is
in Klinger (2007: p.8) stated that a reading read. The important specific comprehension abilities are:
comprehension is thus a cofnitive, motivational, and 1. Reading for factual information: reading for a
affective activity. detailed information and as well a fundamental
The activity of reading an English text has a concepts of the scenic points. Reading for specific
specific challenge faced by the learner of English as a information is as a general, somewhat isolated facts,
Foreign Language, in more specifically the student of and isolated concepts.
senior high school. Thus, in order to get a better 2. Reading to organize: an organization of information
understanding of reading an English text the experts is more usable and more likely to retain in order to
propose some level reading comprehension, stated as use reading efficiently as an aid in learning.
follows: 3. Reading to evaluate: is a type of comprehension in
which the reader appraise the worth whildness, the
Levels of Reading Comprehension relevancy, or the accuracy of one or more passages.
Burns (1984: p.177) proposed four levels of 4. Reading to interpret: involves a high order reasoning
reading comprehension as follows: with the material and includes those reading
(1) Literal Comprehension: it involves acquiring comprehension abilities of the reader use to
information that is directly stated, the basic of literal restructure the information presented to understand
comprehension is recognizing stated the main idea, the implication.
detailed caused effect and sequence. It is also 5. Reading for appreciation: is impressionistic reading
prerequisite for higher-level understanding. The which carries the reader somewhat beyond the stated
important in this level is understanding of elements of the discourse.
vocabulary, sentence meaning, and paragraph
meaning. Suggestopedia Method
(2) InterpretativeComprehension: it involves reading Suggestopedia is an old method but still has good
between the lines or making inferences. It is the impact on teaching and learning process. It was
process of deriving ideas that are implied rather than developed by Bulgarian doctor psychotherapist and
directly stated which involve the skills of educator, Georgi Lazanov (1982: p.32) said that
interpretative as follows: 1) Inferring main ideas of suggestopedia help learners to eliminate pshychological
passages in which the main ideas are not directly barriers in learning. The learning environment is relaxed
stated, 2) Inferring cause-effect relationships when and subdued, with low lighting and soft music in the
they are not directly stated, 3) Inferring referents of background where the students just relax and listen to
pronouns, 4) Inferring referent of adverbs, 5) them being read and later playfully practice the language
Inferring omitted words, 6) Detecting mood, 7) during an “activation” phase. From the idea of

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Suyadi, Suggestopedia Method Effect On Reading Descriptive Text at A Senior High School

suggestopedia, the classroom environment will be set her/his self and relax without pressure in the learning
playfully and enjoyable during the learning process. process.
Harmer (2001) put more intension on learner’s desire in 4. Choose a new identity: students choose a target
learning and believes that music can stimulate learner’s language name and occupation to have an
desire engage in learning, since it addresses emotions opportunity to develop a whole biography about their
and meanwhile allows the brain to analyze its ffect. A fictional selves.
piece of music can change the classroom atmosphere and 5. Role play: asked students to pretend to be other
initiate a new activity, while establishing a connection character to create their own lines in target language.
between relaxation and learning (Harmer, 2001). 6. First concert (active concert): teacher gives a
Furthermore Venkanna & Glorry, (2015: p.130) dialogue in order to create students; attention on
added that the effect of physical surrounding and grammatical, words, structure of the text by reading
pleasant atmosphere of the classroom can make the aloud with diverse intonation.
students relaxed, confident and comfortable in reading 7. Second concert (passive concert): In particular,
the text because they do not feel under pressure to learn fulfills Williams in passive concert the students are
in the classroom. The purpose of this method is to make creating their fantasy with closing their eyes: a
the students relax and enjoy during the learning process. comfortable, quite place, and instruction of teacher
Music in the learning process background helps to make with a pleasing voice by slow-paced presentation.It
students focus and concentrate to the material. means that the students have relaxed but do not
sleeping to create their imagination about the story
Characteristic of Suggestopedia that teacher‘s read.
Richards and Rodgers suggested four 8. Primary activation: The students playfully reread the
characteristics of suggestopedia (1999:p.142) as follows: target language dialogue out load, as individuals or in
1. Decoration: it involves teacher’s creativity to group. They can practice in front of the class with
decorate classroom with different situation while many expression based on dialogue like angrily,
teaching and learning process is going on to attract sadly, cheerfully etc.
the students’ attention during the process, by putting 9. Creative adaptation: The students engage various
the wall-picture or poster related to the teaching activities designed to help them learn the new
materials. material, to review and consolidate the leaning. The
2. Furniture: it is used to help students having feeling activities include singing, dancing, dramatization, and
comfortable like arranging table, chair, lamp, games which students just only focus in the
whiteboard, and many other interesting things in the communicative intent do not focus on the form of the
classroom. linguistic message.
3. Arrangement of the classroom: the students can
arrange their chair of the classroom to make them not Suggestopedi in Teaching Reading Comprehension
easy to get bored, and more interesting. The use of suggestopedia in teaching and learning
4. The use of music: it can help students to relax by reading comprehension is much needed in correlation to
listening some Baroque music as a therapy in encourage students’ mental potential to learn while
suggestopedia method. Classical music aids in the having relaxed situation of learning in the classroom.
creation of a positive emotional response to the The students can get a better understanding in learning
program of memorization in learning process, and the lesson easily. Using music while teaching and
bring students into the optimum mental state for learning process can make the students easi to gain the
effortless acquisition of material. knowledge.
The effect of suggestopedia method in teaching
Technique of Suggestopedia reading comprehension are as follows:
Diane Larsen-Freeman (2000: p.113) proposed 1. Teacher should arrange the classroom such as the
technique and classroom set-up of suggestopedia as students’ chair, desk, the classroom decoration and
follows: the condition of the classroom.
1. Classroom set-up: to create the class cheerfulness an 2. Before come to the class, all tools that will used by
positive mindset. the teacher should be prepared.
2. Peripheral learning: to provide students with 3. After the classroom has been arranged, the teacher
grammatical information from decoration, and should make sure the students that they are ready to
exposed themselves in the process of teaching and study.
learning in the classroom. 4. Before going to the material, the music was played by
3. Positive suggestion: The teacher has responsibility to the teacher. Also, teacher asked students to relax,
arrange the suggestive factors in learning situation calm and enjoy the music.
with tell a positive suggestion like tells students are
going successful. It is make them get believe in

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5. Teacher give the material with some activities in manipulating learning situations. A typical treatment
suggestopedia method such as role play, games, etc, effect is given to the control class to see the effect of
related to the reading comprehension. using a research equipment, and in this research it is
6. While doing role play or games, teacher may play the called suggestopedia method for descriptive text effect
music with the lower sound. on the students’ scores. Khotari (2004: p. 30) states that
control group is the group which was exposed to usual
Descriptive Text condition while experimental group was a group which
A descriptive text is a kind of text which has was exposed to special condition. In this research the
purpose to describe a particular person, thing or place in researcher used one pre-test and post-test design
details. Like another genre, through this text the students included assignment. In the one group pre-test and post-
learn about social function, generic structure and test, a single group is measured or observed not only
grammatical features. Gerot and Wignell (1995: p.208) after being exposed to a treatment but also before. In
define descriptive text is kind of text whichis aimed to pre-test and post-test group the observation do two
describe a particular person, place or things.It can be times, before giving treatment called pre-test and after
conclude that descriptive text is a text for describe giving treatment called post test.
person, place ora thing by visual experience. It is used to In education research, independent variables are
create a visual image of people,place, even of time days generally manipulated in three different ways (Johnson
or season. It may also be used to describe the outwards & Christensen, 2010: p. 286). The first is “by a presence
appearance people. It may tells about their traits of or absence technique”, through which an experimental
character and personality. Furthermore Mark &Anderson group receives some intervention, whereas the control
(2003) say that descriptive text is a text that states a group does not (see the review on Brett, Rothlein &
factual description specifically to describe a particular Hurley, 1996). The second way is to manipulate the
place or thing. amount of administration of a certain intervention
Endang Fauziati et al (2013: p. 235) stated the (Hulstijn, 1997). For example, one might presume that
language features of descriptive text as follows: 1) providing feedback to learners’ writing twice is more
Certain nouns, such as teacher, house, my cat, bridge, effective than doing so once. Then one could manipulate
etc. 2) Simple Present Tense, 3) Detailed noun phrases the amount of feedback given to students by having one
to give information about a subject, such as It was a group which receives feedback twice, another group
large open rowboat, a sweet young lady, the deaf person, being given one feedback session, and the third group
etc, 4) Various adjectives which are describing, being deprived of any feedback. A third way is to
numbering, classifying such as two strong legs, sharp manipulate the independent variable by varying the type
white fangs, her curly hair, etc. 5) Relating verbs to give of instructional techniques used. For example,
information about a subject, such as My mum is really Ramachandran and Rahim (2004) compared the relative
cool; It has very thick fur, the rest remains at home, etc. effects of providing meanings of target English lexical
6) Thinking verbs and feeling verbs to reveal the writer’s items in the participants’ first language (L1) and
view, such as The police believe the suspect is armed; I providing meanings of these items in English on English
think it is a clever animal, etc. 7) Action verbs, such as learners’ vocabulary acquisition. English and L1 input of
Our new puppy bites our shoes; It eats soft food, etc. 8) vocabulary thus represented two different types of
Adverbs to give additional information about manner, teaching techniques in this study. It is noteworthy that
such as fast, gradually, at thetree house, etc. 9) several combinations of the above are implemented in
Figurative language, such simile, metafor, e.g. John is ETL research (for example, three treatment groups
white as chalk, sat tight, etc. respectively receiving different teaching innovations in
Descriptive text describes characteristics of addition to a control group with the lack thereof).
particular place, person, or thing, and showing the social
function of the mentioned characteristics. The generic Sample
structure of descriptive text are identification which Bordens (2008: p.163) states that a sample is a
introduces objects or things including who, what, where, small subgroup chosen from the larger population. So,
and when of the situation described, and description the sample was the students from the population who
which describes of objects or things, including who, were chosen to participate in this study. In this research
what, where, when in a very detail description. researcher used random sampling which was selected
the participants by giving a chance of procedure to have
METHODOLOGY an equal probably of being participants. There were 30
An experimental study aims to investigate if there students of Science 2 Classroom taken as Experimental
is any treatment effect on the participants’ behaviours, or Group, and 30 students of Science 4 Classroom taken as
their internal processes, or improvement on the scores Control Group
study they follow in a certain classroom. Experimental The sampling procedure was taken 5 classes of
study is entailed manouvering or artificially population which gradually taken two classes as the

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Suyadi, Suggestopedia Method Effect On Reading Descriptive Text at A Senior High School

sample of the research. First, researcher prepared paper, P 0. 00 – 0. 30 difficult

pen, and glass then researcher cut into 5 pieces of paper, P 0. 31 – 0. 70 moderate
next write all the class on 5 pieces of paper, roll it and P 0. 71 – 1. 00 easy
out into glass, after that removed 2 rolls from the glass,
so 2 rolls of paper are class X MIPA 2 (Science Class 2) Index Discrimination
and X MIPA 4 (Science Class 4) that the researcher Index discrimination is the test ability to separate
made a sample in this research. the students who have high ability students and low
ability. (The complete result of index discrimination can
Instruments of the Research be seen on appendix 4 page77).
The researcher collected the data by using a reading test. The index discrimination formula:
Reading comprehension test
The students were given a descriptive text in the BA BB
form of multiple choice. The aims of this exercise were D   PA  PB
to find main idea, finding specific information,
JA JB
Where:
Interpreting problems/inferences, understanding
D : Discrimination index
vocabulary, and making a generalization references. The
J : Number of participant
test was devided into two, they were pre-test and post-
JA : Number of top group participants
test. The researcher gave the same test for experimental
JB : Number of bottom group participants
and control group. The researcher gave items tested to
BA : Number of the top group participants who answer
35 subjects to measure validity and reliability in pre-test
correctly
and post-test.
BB : Number of the bottom group participants who
answer correctly
Table 1. Specification of Content Reading
Comprehension Test PA : Propotion of top group participants who answer
correctly
PB : Propotion of bottom group participants who answer
correctly
Discrimination index categories:
D : 0,00-0,20 : Poor
D : 0,20-0,40 : Satisfactory
Source:Anindya Sekarini (2017:28)
D : 0,40-0,70 : Good
D : 0,70-1,00 : Excellent
Validity of the Test
Validity of the test is the extent to which a test D : Negative, all is poor.
measures what it is intended to measure. According to
Field (2005) validity basically means measure what is Reliability of theTest
intended to be measure. In this research the researcher Reliability is the degree to which an assessment
used content validity. Content validity was done to see tool produces stable and consisten result. Similarly,
Hughes adds that to be valid a test must provide
the content of instrument in learning material given by
consistently accurate measurement. It must therefore be
the teacher. it had been counted index difficulty and
index discrimination. (The result of validity test can be reliable. It means that reliability was necessary in the
seen on appendix2 page75) research to assess the good instrument or not.
In order to get the reliability of the test, the
Index Difficulty
researcher used product moment formula to measure the
Difficult index is the ability of the test to filter
the total number of participant who answers correctly. reliability of instrument.
The categories of 0,00-1,0 refered to difficulty index and
N  xy   x  y 
it indicated the level of test difficulty. (The complete rxy 
result of index difficulty can be seen on appendix  2 2  2 2 
3page76)  N  x   x   N  y   y  
  

The difficult index formula as follows:
Where:
B rxy : Coefficient correlation between x and y variables
𝑃= N :Numbers of students
JS
∑x : Sum of x
Where:
∑y : Sum of y
P = Items difficulties.
∑x2 : Square of x
B = Sum of the students who answered correctly.
∑y2 : Square of y
JS = Sum of all students who followed the test.
∑xy : Total scores of cross product x and y
The classification of item difficulty is as follow:

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Suyadi, Suggestopedia Method Effect On Reading Descriptive Text at A Senior High School

The test result of this research instrument is post-test. Same with the the researcher using reading
interpreted using the following guidance: test to find out the improvement student’s ability in
readinf descriptive text, the researcher ask the
Table 2. Interpretation Guide students to read a descriptive text but just focus on
describing place.

Technique of Data Analysis

The data used analyze bystudents score, normality
test, and the t-test.
Students Score
(Arikunto, 2013: p. 319) It is used to find the students individual scores in
the test given. Most commonly percentage of scores in a
After the instrument reliability figure is known, specified distribution that fall below the point at which
then the number is interpreted with the level of given scores lies. Sometimes the individual scores is
reliability of the correlation coefficient. The instrument defined to include score the fall at the points, sometimes
is said to be reliable if it has a cronbach’s alpha the individual score is defined to include half of score at
coefficient of more than or equal to 0,700 then the the point.
instrument is said to be reliable. The formula is a follows:

R
Table 3. Result of Reliable Test 𝑥 = x100
N1
Where:
X : Score of individual result
Based on reliable test result above the variable R : Number of correct answer
suggestopedia method X 0,876>0,7 is reliable.
Table 4. Classification of Student’s Scores
Technique of Data Collection
This research needed the data to support the
investigation and researcher used quantitative research to
collect data, so collected was one of the most important
step when doing research. In this research, Cresswell
(2009: p. 4) states that quantitative research is a mean for
testing objective theories by examining the relationship
(adapted from Subana, Rahadi, and Sudrajat: 2015 )
among variables, in turn, can be measured typically on
instruments, so that numbered data can be analyzed
 To look for the mean score, the researcher uses
using statistical procedures. The final written report has
formula is presented as follows:
a set structure consisting of introduction (literature and
theory), methods (result), and discussion.
∑X
1. Pre-test 𝑀=
The pre-test conducted both of the groups, N
Explanations :
experimental and control group in order to know
M = Mean score
students’on reading comprehension in descriptive
∑X = The total score
text before treatment given.
N = The total number of sample
2. Treatment
the next steps, the researcher giving treatment to the
students. There are different treatment given to  Pre-test and post-test calculation by the following
formula :
experimental class and control class. In experimental
class, the researcher treat reading descriptive text
f
using suggestopedia teaching method stages, and to 𝑃 = 𝑥 100
control class the researcher treat them without ⁿ
Explanations :
suggestopedia teaching method. Both of the treatment
P = The percentage of score
the researcher focus to teach about describing place,
F = The number of false score
consist of describing place consists of describing a
N = The number of students
room, a city, buildings, or toursm place.
3. Post-test
The last, the test will giving to the students after the  T-test
treatment. The type of the pre-test is text, and the To collected data the research used pre-test,
result effect of the treatment will be seen from the treatment, and post-test. After collecting the data by
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Suyadi, Suggestopedia Method Effect On Reading Descriptive Text at A Senior High School

used test, it can to analyzed the data using t-test. T- Table 5. The Activity of Pre-test, Treatments, and post-test
test which formulated to know the significant
differences between pre-test and post-test
The formula T-test is taken from Arikunto
(2006:349) as followed :

𝑀𝑦− 𝑀𝑥
𝑡=
[∑ 𝑋 2 +∑ 𝑌 2 ]
√
𝑁𝑥+𝑁𝑦−2
Explanations :
t = T-test Value
Mx = (differences), between pre-test and post-test score
Descriptive analysis
My = (differences), between pre-test and post-test score
In this section, the researcher explain the mean,
∑𝑥 2 = quadrate of deviation
percentages and t- test scores of the test based on the
N = The number of sample
results of the test before and after the interventation in
d.b = N-1
both experimental class. The result of pre-test in control
class and experimental class as a follows:
FINDINGS
This chapter presents data collection of Table 6. The Result of Pre-Test Control Class (MIPA 4)
experimental class and control class on one of State
Senior High School in Jambi City where pre-test and
post-test given. The researcher conducted this research
for 3 weeks to prove the effect of using suggestopedia
method on reading comprehension in descriptive text.
The researcher taken two class as sample, the sample of
this research get of simple random sampling. The result
of the simple random sampling is there are X MIPA 2
and X MIPA 4 one class consist (30 students) and other
class consist (30 students) they are equal (60
students).The researcher did this research start from on
February 15, 2021 until March 15,2021. The researcher
present the data from the test, test in this research are
pre-test, treatment, and the last post-test.
Pre-test was conducted to both control class and
experimental class. It was conducted to know the initial
ability of the students especially in their comprehension
skills of descriptive text. The score between two class
was expected relatively similar to each other so that it
could be assumed that the improvement of their score
was treatment. Treatments were conducted after the pre-
test was administered. It was given only to the
experimental class in which during the teaching and
learning process the method used was the suggestopedia.
It does not mean that the control class did not get any
treatments, but during the taching and learning process Based on the table above, the number of students
the control class was treated by conventional method. in control class was 30 students. Students who got the
Post-test was conducted to know the improvement highest score of 50 were 2 people, 9 students got a score
of the student’s score. It can be said that there was the of 45, 5 students got a score of 40, 7 students got a score
change between the score in pre-test and post-test. of 35, and the lowest with a score of 30 were 7 students.
Besides, it was to know that whether or not there was a With the total overall scores were 1.160. The average of
significant difference between control and experimental pre-test in control class was 38.6. The researcher was
class. given a treatment after pre-test.

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Suyadi, Suggestopedia Method Effect On Reading Descriptive Text at A Senior High School

Table 7. The Result of Pre-Test Experimental Class (MIPA 2) Based on the table above, the number of students
in control class was 30 students. Students who got the
highest score of 65 were 4 people, 5 students got a score
of 60, 8 students get a score of 55, 6 students get a score
of 50, 5 students got a score of 45, 1 students got a score
of 40, and the lowest with a score of 35 were 1 students.
With the total overall score was 1.600. The average of
post-test in control class was 53.3.

Table 9. The Result of Post-Test Experimental Class (MIPA 2)

Based on the table above, the number of students

in experimental class was 30 students. Students who got
the highest score of 65 were 2 people, 1 students got a
score of 60, 2 students got a score of 55, 7 students got a
scoreof 50, 9 students got a score of 45, 4 students got a
score of 40, 3 students got a score of 35, and the lowest
with a score of 30 were 2 students. With the total overall
score was 1.380. The averageof pre-test in experimental
class was 46. The researcher was given a treatment after Based on the table above, the researcher
pre-test. After giving the treatment researcher giving concluded the post test in experimental class, the number
post-test. The result of post-testt in control class and of students in experimental class was 30 students.
experimental class as a follows: Students who got the highest score of 100 were 4 people,
10 students got a score of 95, 8 students got a score of
Table 8. The Result of Post-Test Control Class (MIPA 4) 90, 4 students got a score of 85, 3 students got a score of
80, and the lowest with a score of 75 were 2 students.
With the total overall score was 2.725. The average of
post-test in experimental class was 90.8.

Statistical analysis
Result of pre-test and post-test in experimental class
The result of pre-test before the interventation,
shows that all of students were categoriezed very poor.
The lowest score and the highest score in some score
interval 0-50.

Table 10. The Mean of Pre-Test in Experimental Class

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Suyadi, Suggestopedia Method Effect On Reading Descriptive Text at A Senior High School

∑x Table 13. The Maen of Post-Test in Control Class

𝑀=
N
1.380
𝑀=
30
𝑀 = 46

Based on the calculated, it can be concluded that

the mean value of pre-test in experimental class was 46.
The table of value of post-test in experimental class can
be seen in table below:
∑x
Table 11. The Mean of Post-Test in Experimental Class 𝑀=
N
1.600
𝑀=
30
𝑀 = 53.3

Based on calculated, it can be concluded that the

mean value of post-test in control class was 53.3. The
Score Distribution in The Experimental Class

Table 14. The score distribution in The Experimental Class

∑𝑥
𝑀=
N
2.725
𝑀=
30
𝑀 = 90,8

Based on calculated, it can be concluded that the

mean value of post-test in experimental class was 90,8. From the table above, it can be seen that, in the
pre-test no one students got excellent, no students got
Result of pre-test and post-test in control class very good, no students got good,2 students got fair
The result of pre-test before the interventation, category, 3 students get poor category, 25 students get
shows that all of students were categories very poor. The very poor category.
lowest score and the highest score in some score interval In post-test, it can be seen that is improvement in
0-50. The table of value of pre-test in control class can students score which mean improvement in students
be seen table 18. ability, 14 students get very excellent category, 12
students get very good category, 4 students get good
Table 12. The Mean of Pre-Test in Control Class category. In the post no one students got fair, poor and
very poor category.

The Score Distribution in The control Class

Table 15. The score Distribution in The Control Class

∑x
𝑀=
N
1.160
𝑀=
30
𝑀 = 38,6
From the table above, it can be seen in pre-test all
Based on the calculated, it can be concluded that students get very poor category, no onestudents get poor
the mean value of pre-test in controlclass was 38,6.The category, no one students get fair, good, very good, and
table of value of post-test in controlclass can be seen excellent category. Meanwhile in post-test 4 students get
table 19. fair category, 13 students get poor category, and 13
students get very poor category, no one students get
good, no one students get very good, and excellent
493
Suyadi, Suggestopedia Method Effect On Reading Descriptive Text at A Senior High School

category, it is clearly proved students Based on the calculation of the statistical analysis,
readingcomprehension that taught without it is found that the value of t-test is 20,41.
suggestopediamethod not really improve. Finding t-table :
Number of variables (k) =2
Data Analysis Number of respondents (n) = 58
The table comparison between experimental class Taraf sig. = 5%...0,025
and control class. Degree of freedom (df) = (N1+N2)-2
= (30+30)-2
Table 16. Different between control class and experimental = 58
class
From the result of the distribution table, it was
found that the t-table is 2,001. So, it can be concluded
that t (58) = 2.001.

Hypothesis testing
The result of control group and experimental From the calculation of t-test, the hypothesis can be
group is different. The result of control group is 14,7 and tested as follow:
experimental group is 44,8. Experimental group higher Null hypothesis (Ho) is accepted if the value of t-
than control group. This result is significant. To know test is the same or less than the value of t-table (t-test=t-
there is significant difference between experimental table or t-test<t-table). In the fact, in this research, the
group score and control group score, t-test was higher null hypothesis is rejected because the value of t-test is
than t-table. In order to see the significance between pre- higher than the value of t-table (20,41>,2,001).
test and post-test before and after treatment of Alternative hypothesis (Ha) is accepted if the value of t-
experimental group, the formula would be used analyze test is higher than the value of t-table (t-test > t-table).
the data, the researcher was compared between the score Thus, the alternative hypothesis is accepted, the value of
of pre-test and post-test. t-test is higher than the value of t-table (20,41>2,001).
Thus, it proved that there is the effect of using
The t-test result calculation suggestopedia method on readingcomprehension in
𝑴𝒙 − 𝑴𝒚 descriptive text at tenth grade of one senior high school
𝒕= in Jambi city.
∑𝒙𝟐 +∑𝒚𝟐 𝟏 𝟏
√[ ][ + ]
𝑵𝒙+𝑵𝒚−𝟐 𝑵𝒙 𝒏𝒚
Discussion
430
𝑀𝑥 = = 14.3 The discussion of this research is based on the
30 research test, which was to know the effect of using
∑𝑋 2 2
∑𝑥 2 = ∑𝑥 2 − 𝑌 suggestopedia method on reading comprehension in
𝑁
4302 descriptive text at one of senior high school in Jambi
= 7.250 -
30 city. At the beginning the researcher gave pre-test in
= 7.250 – 6.163,3 experimental class and control class. In the control
= 1.086,7 class,there is not a new treatment in a teaching learning
1.335 process. They were given a usual treatment. They were
𝑀𝑦 = = 44.5
30 taught comprehend descriptive text using convensional
∑𝑋 2 2
∑𝑥 2 = ∑𝑌 2 − 𝑌 method as they have get, that is answer questions
𝑁
1.3352 multiple choice on the text was given. By using
= 60.225 - conventional method in the teaching learning process,
30
= 60.225 – 59.407,5 teacher had used a monotonous method that could not
= 817,5 increase students comprehend in descriptive text.
14,3−44,5 Students not enjoy in learning descriptive text because
t=
1.086,7+817,5 1 1
√[
30+30−2
][30+30] they have been feeling bored with long paragraph and
+30,2 don’t relax when in reading process. Such treatment is
= carried out for 3 meetings using conventional method.
1.904,2 2
√ [30]
58
+30,2
In the experimental class, there is a treatment in
= teaching learning process. The researcher used
3.808
√ suggestopedia method.At the beginning the teacher
1.740
+30,2 make the students to relaxed and fun with the cheerful
=
2,18850
+30,2 environment. Next, in first meeting the teacher
= storytelling the descriptive text about “Kuta Beach” text
1,4793
= 20.41 by follow the rhythm, games,and using instrumental

494
Suyadi, Suggestopedia Method Effect On Reading Descriptive Text at A Senior High School

music or soft music in the learning process. The Creswell, John W. 2012. Educational research :
researcher asks students, do they know this story and the planning, conducting, and evaluating quantitative
students are very excited because they enjoy with and qualitative research— 4th ed. University of
storytelling. After that the researcher asks to the students Nebraska-Lincoln.
the language feautures from the story and the students Diane Larse-Freeman, Techniques and Principles in
answer the question from teacher with confident. Such Language teaching, (Oxford University Press,
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given by researcher. After the researcher got pre-test and SMP N 2 Jambi, English Education Study
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