COLLABORATIVE OF SUGGESTOPEDIA AND PEER TUTORING METHODE TO INVOLVE STUDENTS’ ACTIVENESS GRADE VIII IN TEACHING SPEAKING AT JUNIOR HIGH SCHOOL NUMBER 05 KEPAHIANG

Written

By:

Julianto S.Pd

MASTER PROGRAM OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF BENGKULU

2019

COLLABORATIVE OF SUGGESTOPEDIA AND PEER TUTORING METHODE TO INVOLVE STUDENTS’ ACTIVENESS GRADE VIII IN TEACHING SPEAKING AT JUNIOR HIGH SCHOOL NUMBER 05 KEPAHIANG

Julianto, S.Pd, M.Pd, English Education Program, Universityof Bengkulu

misterjoelianto@yahoo.com

Abstract

This research tries to investigate an applying Collaborative Of Suggestopedia And Peer Tutoring Methode To Involve Students’ Activeness Grade VIII In Teaching Speaking At Junior High School Number 05 Kepahiang whether suggestopedia and peer tutoring methode can increase students’ speaking skill or no. This research is an descriptive quantitative design that involved one class. The subject of this research is students at grade VIII of Junior High School number 05 Kepahiang, especially VIII A class. In collecting the data, researcher did observation and researher also gave student treatment (teaching speaking class by using collaborative of suggestopedia and peer tutoring method in VIII A class). To support the data, researcher also enclose the video example students VIII A in speaking class activity. After acquiring the data, researcher analyzed the data. It meant researcher counted students’ score by speaking rubric. Then, researcher described the students speaking score in VIII A class. The finding shows that students’ speaking skill after treathment implemented, the data proving the result of speaking assessment from VIII A class. It can be concluded that the result of speaking assessment, by teaching both these methods, this collaborative method can increase student speaking skill and and students have more motivation to follow speaking class activity by indicator, so many students try to speak in the classroom.( Can be seen in finding and result)

Keywords : suggestopedia and peer tutoring method, students activeness, speaking skill, speaking assessment

CHAPTER I

INTRODUCTION

A.Background

Speaking is very important language skill for students because some reasons. First, it develops students’ communication. It means that speaking can increase students communication to others people. Second, speaking also can help students learn to think the new language and build a better public speaking. It means that through speaking the students can explore themselves to new information and new ways to solve a problem. Third, sometimes teacher gives speaking test to student at the school as directly examination, that is why students must have a fluency of speaking, if they want to pass the exam successfully.

In spite of the fact that speaking is an important activity in the classroom, students cannot deny that speaking is still real problems. It is not easy for students to communicate the foreign language. They are forced to face new language that are definitely different from their mother language because of their imperfect knowledge.

Researcher had observed students at grade VIII in Junior High Schools number 5 Kepahiang. From the result of observation, it revealed that students have some problems in speaking, especially they feel confuse and anxiety to practice speaking in the front of class. The result of observation, it revealed that they had the appropiate requirements to become the population in this research. In addition, it was only students centered because students asked, read conversation aloud the text and share it to their friends so the teacher at the school was too dominant in teaching speaking process. It was clear, the causes of the problem come from the students. The causes come from students’ speaking anxiety, they were not be confidence to speak, and students’ limited knowledge. The students’ speaking habit was also bad. There were many students that still did not use chance to speak English either at the school or their home. Students also felt difficulties in express the sentence to speak. Actually these problems indicate that the teachers’ must use innovation methode in teaching speaking. Teacher must involve students’ participation being active in the speaking activity. Based on the phenomenon above, there must be collaborative methode that can help solve these speaking problems.

Therefore, the mixing methode that researcher used to involve students being active by interesting activities, so teacher was not too dominant and it can increase students speaking skill. Because of the mainly problem is in speaking , so researcher used collaborative of two methods, they were suggestopedia and peer tutoring. Suggestopedia refers to teaching methode basis on modern comrprehending of how human brain works and how we learn materials effectively. It is a concept where people can be directed to do something by giving a suggest. While peer tutoring method refers to the process of having learners help each other on a one to one basis. Two types of this kind of peer tutoring are found in adult literacy and basic education :

1. “Near peer” in whome one learner is more advanced than other, and

2. “Co-peer” in which learners are fairly well matched in skill level.

By using these methods, student can face their anxiety to speak. Increase student confidance to communicate because it worked in group. So, it employed student-centered activities rather than teacher-centered activities. By engaging students in interesting namely giving tutoring by students’ peer and suggestopedia, students will be more interested and motivated in speaking. According to this condition is also very interesting for researcher to conduct mini research on “ Collaborative of Suggestopedia And Peer Tutoring Methode to Involve Students’ Grade VIII in Teaching Speaking at Junior High School Number 05 Kepahiang. ”

B.Research Question

1. How is implementation collaborative of suggestopedia and peer tutoring methode to involve students’ grade VIII A in teaching speaking at Junior High School Number 05 Kepahiang?

2. How is the result collaborative of suggestopedia and peer tutoring methode to involve students’ grade VIII A in teaching speaking at Junior High School Number 05 Kepahiang?

C.Objectives of the research

1. To know implementation collaborative of suggestopedia and peer tutoring methode to involve students’ grade VIII A in teaching speaking at Junior High School Number 05 Kepahiang?

2. To describe the result collaborative of suggestopedia and peer tutoring methode to involve students’ grade VIII A in teaching speaking at Junior High School Number 05 Kepahiang?

CHAPTER II

LIRERATURE REVIEW

A. Suggestopedia method

Suggestopedia is a teaching method that was introduced by Georgi Lozanov in 1970. Suggestopedia is a teaching system which makes use of all the possibilities tender suggestion can offer. The suggestion here is about something that can make students feel enjoy in teaching and learning process. Lozanov created this method in the hope that students would enjoy in learning, especially learning foreign language. Suggestopedia was 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.

B. Peer tutoring method

Peer tutoring method is a method that can be used in teaching learning process to help students in their learning. Peer tutoring is a learning situation characterized by a high level of active participation and mutual benefit to both tutor and tutee. The tutor is the child who functions as: the teacher; the tutee is the child (peer). Who functions as the pupil. Peer tutoring method refers to the process of having learners help each other on a one to one basis. Peer tutoring is commonly employed when the teacher requests the older, brighter and more cooperative member of the class to tutor other classmates. According to the experts’ statement above, researcher can conclude that peer tutoring is cooperation between two or more students, where one individual as the tutor teaches to the other as tutees.

C. Speaking

Speaking is the verbal use of language to communicate with other. In additional, Hughes explain that speaking in interactive and according to accomplish pragmatic goals through interactive discourse with other speaker of language. Speaking is the productive aural/oral skill. It consists of producing systematic verbal utterances to convey meaning. Teaching speaking is sometimes considered a simple process. Commercial language schools around the world hire people with no training to teach conversation. Although speaking is totally natural, speaking in a language other than our own is anything but simple. According to Chaney , speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts.

D. Speaking Assessment

Researcher also trying to describe how to assess speaking score. Here are the explanation :

Table.1 Example of Speaking Rubric :

Name Accuracy Vocabulary Grammar Fluency Total

A 3 3 2 4 12

B 2 2 3 4 11

Guideliness Score :

4=perfect

3=good

2=less

1=bad

Maximum score is 16, minimal score is 4. Interval score 1-100. For example student A got point 12, means she got score 12:16x100=75. The conclusion, her score was C by categorizing :

A=90-100

B=80-89

C=70-79

D=60-69

CHAPTER III

METHODOLOGY OF THE RESEARCH

a. Design, descriptive quantitative research , where researcher did observation and teach student by collaborative of suggestopedia and peer tutoring method. Researcher has two roles, as teacher and researcher himself.

b. Subject of the research

Seven graders SMPN 5 Kepahiang,VIII A is 25 students.

c. Instrument

Instrument of this research is researcher himself. Researcher also used speaking assessment to be described students’score

d. Procedure

a. Procedures of the research

1. Divide students be 2 groups

2. Give treatment to experimental group

3. Give speaking post test

4. Analyze data

5. Conclude the result

b. Procedure of the treatment

1. Steps of the suggestopedia methode

Lozanov conducted 4 steps of procedure suggestopedia method, they are:

1. Presentation, students made being rilex by giving good suggest, making mind set that learning is fun

2. Concer active to show the new materials, it is shown when music played.

3. Passive repetition, teacher gives students chance to learn materials, music was still played.

4. Practice, teacher can apply a game to support learning process

2. Steps of the peer tutoring methode

Hisyam Zaini states that steps in applying peer tutoring namely :

1. Choose material that can be learned by student independly.

2. Divide students being some groups who have heterogen and some subs material. Divide clever students to each group.

3. Teacher gives every group to learn material. They are helped by student who is the cleverest among them

4. Give them time allocation to have preparation doing the task.

5. Teacher as the main sourcer.

6. Students in group present the task , clarify and conclude the result.

Based on the theory about procedure suggestopedia and peer tutoring method. Researcher trying to combine both of method become :

1. Teacher presents the new material ( speaking of present tense)

2. Teacher divides students being 5 groups

3. Teacher decides one student who is the cleverest being a tutor in each group.

4. Teacher plays the music instrument in the classroom by using laptop and speaker.

5. Teacher gives example of speaking class and what should student do in each group

(Teacher acts some daily activities by gesture, such as people are taking a bath, brushing tooth, having breakfast, reading, and sleeping)

6. Teacher ask students to practice according to what teacher acts before.(step 4)

7. Teacher ask tutor in each group to lead his/her friends in group to act and say some activities of present tense. (Can be seen on video clearly)

8. Teacher gives student time allocation (15 minutes) to learn what tutor instruction according teacher

9. Researcher ask group to apply(tutor giving gesture and say sentences, then they follow what tutor did) in front of the class.

10. Teachers give students speaking score (fill the speaking rubric)

11. Teacher describe, students’speaking score and students’activities in the classroom.

e.Technique of Collecting Data

In collecting data, researcher used observation, especially as participant because researcher also teach students by using collaborative of suggestopedia and peer tutoring method.

f.Analyzing Data

Researcher analyzed data by describing the students speaking score and students activity in speaking class as result from researcher’s observation. In addition, researcher used speaking rubric to count students’speaking score.

CHAPTER IV

FINDINGS

Table. 2 Students’ Speaking Score

Students Accuracy Vocabulary Grammar Fluency Total Description Categorized

A 3 4 4 3 14 87 B

B 3 3 3 4 13 81 B

C 3 2 4 3 12 75 C

D 3 3 3 3 12 75 C

E 2 2 3 4 11 69 D

F 3 4 4 3 14 87 B

G 3 3 3 4 13 81 B

H 2 3 4 3 12 75 C

I 3 4 3 3 13 81 B

J 2 3 3 3 11 69 D

K 3 4 4 3 14 87 B

L 4 3 3 3 13 81 B

M 3 3 2 3 11 69 D

N 3 3 3 4 13 81 B

O 3 2 3 3 11 69 D

P 4 3 4 3 14 87 B

Q 3 3 3 2 11 69 D

R 2 4 3 3 12 75 C

S 3 4 3 3 13 81 B

T 2 3 4 3 12 75 C

U 3 4 4 3 14 87 B

V 3 3 3 3 12 75 C

W 3 3 2 3 11 69 C

X 3 4 3 3 13 81 B

Y 3 2 3 3 11 69 D

AVERAGE POINT/SCORE 12 75 C

According to the data about result of students’ speaking score, there are 12 students whom got B, consist of 7 students got 81, and 5 students got 87. Where, 5 students are the tutors in the group. Then, there are 7 student whom got score C. Their scores are 75. In addition, there are 6 students whom got D. Their scores are 69. Average score of 25 students is 75. It can be cocluded that students passed the speaking test because standard score for English is 75.

Furthermore, researcher aslo did observation the class activity. Researcher observed the students speaking performance and their activities in the classroom. When students were following the activity, they have big motivation to learn the new thing. They feel enjoy with the activity. They become more active than when they are taught by using nontreathment methode . It was indicated by some students interest to speak in the classroom activity. Researcher also, looked the students who seldom speak, they become more motivated to follow and speak in the class.

From expalanation about, researcher had described the effect of implementation collaborative of suggestopedia and peer tutoring from two views. The first from students’s speaking score and the second from students motivation in the classroom activity. Researcher can be concluded that implementation collaborative of suggestopedia and peer tutoring grade VIII A in teaching speaking at Junior High School Number 05 Kepahiang was effective because all students passed the speaking test and they have big motivation to follow the speaking class activity by indicator, so many students try to speak in the class.So, there is very good feedback between students to students or teacher to students.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Researcher can be concluded that implementation collaborative of suggestopedia and peer tutoring grade VIII A in teaching speaking at Junior High School Number 05 Kepahiang was effective because all students passed the speaking test and they have big motivation to follow the speaking class activity by indicator, so many students try to speak in the class. So, there is very good feedback between students to students or teacher to students.

B. Suggestion

As a professional teacher, we should teach speaking English by using various method. The goals to make student more interested in learning process. When, teacher found the problem in teaching speaking, teacher should have the new alternative way to increase their learning motivation . This research actually is good example that can be applied by teacher to face the problem in teaching. Teacher should have effective skills and good classroom management.

REFERENCES

Conrad, E. (1974). Peer tutoring: A cooperative learning experience, Tucson: Arizona. Center for Educational Research and Development, University of Arizona.

David Nunan, (2003), Practical English Language Teaching, (New York: McGraw-HillCompanies, Inc.

Dewi Hughes. (2007). Public Speaking. Jakarta: Gramedia Widiasarana

Fulcher, G. (2003). Testing Language Second Language Speaking. Sydney: Longman.

G. Dueck : Picture peer partner learning : Students learning from nd with each other 1993

Martin H. Manser, (1995), Oxford Learner’s Pocket Dictionary, New York: Oxford University Press

Hisyam Zaini, 2004 Strategi Pembelajaran Aktif. Yogyakarta : Institut Agama Islam Negeri Sunan Kalijaga

Lazanov, G. Suggestology and Outlines of Suggestopedy. New York: Gordon and Breach, 2011

N.A Whitman, Peer teaching : To teach is to learn twice. Ashe – Eric Higher education Report No. 4, Washington, DC, DC: Eric Clearing house on higher education , George Washington University and Association for the study of higher education . 1988

Richard, Jack K. dan Theodore S. Rodgers, Appoarch and Method in Language Teaching, a description and Analysis. (New York: Cambridge University Press, 1993)

APPENDIX 1

LESSON PLAN

1. Materials

Daily activity, the objectives students can express their daily activities by using grammar “ simple present tense”

2. Methode

Collaborative of suggestopedia and peer tutoring method

3. Classroom Activities

a. Introduction (5 miutes)

1. Check students’ attendance

2. Brainstroming

3. Explain the planing activity

b. Main activities (50 minutes)