the speaking ability of sma 1 gebog in academic year … · fahrizal setyawan, se. for...

THE SPEAKING ABILITY

OF THE TWELFTH GRADE STUDENTS

OF SMA 1 GEBOG IN ACADEMIC YEAR 2013/2014

TAUGHT BY USING SUPERLEARNING METHOD

By

SILVIA ZUANITA

NIM 200932017

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS

2013

iii

THE SPEAKING ABILITY

OF THE TWELFTH GRADE STUDENTS OF SMA 1 GEBOG

IN ACADEMIC YEAR 2013/2014

TAUGHT BY USING SUPERLEARNING METHOD

SKRIPSI

Presented to the University of Muria Kudus

in Partial Fulfillment of the Requirement for Completing the Sarjana

Program

in English Education

By

SILVIA ZUANITA

NIM 200932017

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS

2013

iv

MOTTO AND DEDICATION

MOTTO

Allah is always with us.

The great thing in the world is not so much where we are but in what

direction we are moving.

The most important in our life is how to make everything okay

There is no way to be a perfect but there is a million ways to be the

better one.

Allah gives what we need, not what we want.

DEDICATION

This skripsi is dedicated to:

The writer’s parents: Sukarto, S.Pd., M.Pd.

and Sulikhah, S.Pd.

Everyone who always supports her to finish

her skripsi.

vii

ACKNOWLEDGEMENT

In the name of Allah, the most gracious and the most merciful, in this

occasion, the writer would like to express his gratitude to the God, Allah S.W.T,

who has given us mercies and blessing so that the writer can finish this research

proposal entitle “The Speaking Ability of the Twelfth Grade Students of SMA

1 Gebog in Academic Year 2012/2013 Taught by Using Superlearning

Method”.

During this struggle to finísh this proposal, the writer would also like to

convey his special gratitude to:

1. Dr. Drs. Slamet Utomo, M. Pd. as the Dean of English Education Department

of Teacher Training and Education Faculty of Muria Kudus University.

2. Diah Kurniati, S. Pd, M. Pd. as the Head of English Education Department of

Teacher Training and Education Faculty of Muria Kudus University.

3. Titis Sulistyowati, S.S., M.Pd. as the first advisor, who has guided and given

her advice to the writer in finishing this skripsi wisely and patiently.

4. Drs. Suprihadi, M.Pd. as the second advisor who has assisted the writer to

develop and finish her skripsi with her calm mind

5. Supriyono, S.Pd., M.Pd. as the principal of SMA 1 Gebog who gives the

writer permission and ease to conduct the research

6. The English teachers especially Lutfi Abadi, S.Pd. and Nuryanto, S.Pd. who

have supported the researcher during research in SMA 1 Gebog.

viii

7. The Students of SMA 1 Gebog in academic year 2013/2014, especially XII

BHS for their participation as sample of the research.

8. All lecturers and staffs of English Education Department who have given

worthy knowledge and support.

9. Her beloved family, Mom Sulikhah, S.Pd., Dad Sukarto, S.Pd., M.Pd. for the

support, suggestion, love, affection, and pray and her precious someone

Fahrizal Setyawan, SE. for extraordinary motivation, inspiration, affection,

and also everlasting warm love.

10. All of her friends.

The writer hopes that this skripsi will be useful for those especially who are

in the field of education.

Kudus, November 2013

The writer

ix

ABSTRACT

Zuanita, Silvia. 2013. The Speaking Ability of the Twelfth Grade Students of SMA

1 Gebog in Academic Year 2013/2014 Taught by Using Superlearning

Method. Skripsi. Department of English Education. Faculty of Teacher

Training and Education. Muria Kudus University. Advisors (i) Titis

Sulistyowati, S.S., M.Pd. (ii) Drs. Suprihadi, M.Pd.

Key Words: Speaking Ability and Superlearning Method.

Language is a means of communication to convey idea, opinion, and

feelings. In the globalization era, the role of English as a means of world

communication is getting more important in the world’s civilization. As an

international language, English has an important role in achieving the aims of a

developing country. Many countries all over the world use English for

communication. However, one of the basic problems in foreign language teaching

is to prepare learners to be able to use English, especially to communicate each

other. Speaking ability is the process of building and sharing meaning through the

use of verbal and non-verbal, in a variety of contexts. So in supporting elements

for the success of the teaching and learning speaking, method is needed.

Superlearning is a method of teaching that speeds up learning with the help of

relaxation exercises. It is a holistic model of learning and teaching which has

original work dealt primarily with improving memory, breaking down barriers to

learning by reawakening the childlike curiosity of the learner, and teaching on

both conscious and subconscious levels.

This research has a purpose to find out whether there is the statement of

the problem, is there any significant difference between the speaking ability of the

twelfth grade students of SMA 1 Gebog in academic year 2013/2014 taught by

using Superlearning method.

This is an experimental research. The writer uses one group. The

population used is the twelfth grade students of SMA 1 Gebog in academic year

2013/2014 while the sample is class XII BHS in the odd semester. The material is

used about expression of request and complaints. First, the writer gives pre-test,

and then treatments in four meetings, and the last post-test to find out the

differences result in before and after being taught by using Superlearning method.

The result of the experiment shows that the mean of pre test is 55 by

standard deviation is 8 and the mean of post test is 82 by standard deviation 6. It

was found t-observation 30.80. In the level of significance 5% from the degree of

freedom (df) N-1 (19-1 = 18), and t-table (tt) 2.10 In other word t-observation falls

in the critical region. Therefore, it can be said that the null hypothesis is rejected,

while the hypothesis of the research is confirmed.

Based on the result of the research above, the writer suggests that the

teachers should use interesting and appropriate method in teaching and learning

process. It is to make students active and feel relax in the class.

x

ABSTRAKSI

Zuanita, Silvia. 2013. Kemampuan Berbicara Teks Recount Siswa Kelas Delapan

di SMA 1 Gebog Tahun Ajaran 2013/2014 dengan Menggunakan

Metode Superlearning. Skripsi. Program Studi Pendidikan Bahasa

Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria

Kudus. Pembimbing (i) Titis Sulistyowati, S.S, M.Pd. (ii) Drs.

Suprihadi, M.Pd.

Key Words: Kemampuan Berbicara dan Metode Superlearning.

Bahasa adalah sarana komunikasi untuk menyampaikan ide, pendapat, dan

perasaan. Di zaman globalisasi, peran bahasa Inggris sebagai alat komunikasi

dunia semakin penting dalam peradaban dunia. Sebagai bahasa internasional,

bahasa Inggris memiliki peranan penting dalam mencapai tujuan di negara

berkembang. Banyak negara di seluruh dunia menggunakan bahasa Inggris untuk

berkomunikasi. Namun, salah satu dasar dari permasalahan dalam pengajaran

bahasa asing adalah mempersiapkan peserta didik untuk dapat menggunakan

bahasa Inggris, terutama untuk berkomunikasi dengan orang lain. Kemampuan

berbicara adalah proses membangun dan menyampaikan makna melalui

penggunaan verbal dan non-verbal, dalam berbagai situasi. Jadi elemen

pendukung untuk keberhasilan pengajaran dan pembelajaran berbicara, diperlukan

sebuah metode. Pembelajaran Superlearning adalah metode pengajaran yang

mempercepat belajar dengan latihan yang menyenangkan. Ini adalah model yang

di dapat dari pembelajaran holistik dan pengajaran karya asli dengan

meningkatkan memori, menghilangkan hambatan untuk belajar dengan

membangkitkan kembali rasa ingin tahu seperti anak kecil oleh peserta didik, dan

pengajaran pada kedua tingkat sadar dan bawah sadar.

Penelitian ini mempunyai tujuan untuk menemukan jawaban jika ada

pernyataan dari sebuah masalah adakah perbedaan yang berarti antara kemampuan

membaca murid kelas dua belas di SMA 1 Gebog tahun ajaran 2013/2014 yang

diajar menggunakan metode pembelajaran Superlearning

Ini merupakan penelitian eksperimen. Penulis menggunakan satu

kelompok. Populasi yang digunakan dalam penelitian ini adalah siswa kelas XII

SMA 1 Gebog tahun ajaran 2013/2014 sedangkan sampelnya adalah kelas XII

Bahasa pada semester ganjil. Materi yang digunakan adalah ekspresi memohon

dan mengeluh. Pertama, penulis memberikan pre-test, kemudian diajar

menggunakan metode Superlearning selama empat kali pertemuan, dan terakhir

adalah post-test untuk menemukan perbedaan hasil pada sebelum dan sesudah

diajar menggunakan metode pembelajaran Superlearning.

Hasil dari eksperimen menunjukkan bahwa rata-rata dari pre-test 55

dengan standart deviasi 8 dan rata-rata post-test 82 dengan standart deviasi 6.

Ditemukan bahwa t-observasi 30,80 pada tingkat signifikan 5% dari degree of

freedom (df) N-1 (19-1 = 18), dan t-table (tt) 2,10. Dengan kata lain t-observasi

turun pada daerah rawan. Dengan begitu, hipotesis nol ditolak, sementara

hipotesis penelitian diterima.

xi

Berdasarkan hasil penelitian diatas, penulis menyarankan bahwa guru

seharusnya menggunakan media yang menarik dalam proses belajar mengajar. Itu

untuk membuat siswa aktif dan merasa santai dikelas. Sehingga dapat

meningkatkan kemampuan berbicara mereka.

xii

TABLE OF CONTENTS

COVER ....................................................................................................... i

PAGE OF LOGO ........................................................................................ ii

PAGE OF TITLE ........................................................................................ iii

MOTTO AND DEDICATION ................................................................... iv

ADVISORS’ APPROVAL ......................................................................... v

EXAMINERS’ APPROVAL ...................................................................... vi

ACKNOWLEDGEMENT .......................................................................... vii

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

ABSTRAKSI............................................................................................... x

TABLE OF CONTENT .............................................................................. xii

LIST OF TABLES ...................................................................................... xvi

LIST OF FIGURES..................................................................................... xvii

LIST OF APPENDICES ............................................................................. xviii

CHAPTER I INTRODUCTION

1.1 Background of the Research .............................................................. 1

1.2 Statement of the Problem .................................................................. 4

1.3 Objective of the Research .................................................................. 5

1.4 Significance of the Research ............................................................. 5

1.5 Limitation of the Research................................................................. 6

1.6 Operational Definition ....................................................................... 7

CHAPTER II REVIEW TO RELATED LITERATURE

2.1 The Teaching English in SMA 1 Gebog .......................................... 8

2.1.1 The Curriculum of Teaching English in SMA 1 Gebog .................... 9

2.1.2 The Purpose of Teaching English in SMA 1 Gebog ......................... 10

2.1.3 The Material of Teaching English in SMA 1 Gebog, ........................ 11

2.1.4 The Skill of Teaching English in SMA 1 Gebog, .............................. 12

xiii

2.2 Speaking Ability ................................................................................ 14

2.2.1 Definition of speaking ....................................................................... 14

2.2.2 Components of Speaking ................................................................... 16

2.2.3 Method of Teaching Speaking ........................................................... 17

2.3 Superlearning Method ....................................................................... 19

2.3.1 Definition of Superlearning method .................................................. 19

2.3.2 Key Features of Superlearning Method ............................................. 20

2.3.3 The Stages of Superlearning Method ................................................ 24

2.3.4 Practical Method of Superlearning .................................................... 26

2.3.5 The Advantages and Disadvantages of Superlearning Method ......... 27

2.4 Review to Previous Research, ........................................................... 29

2.5 Theoretical Framework ...................................................................... 30

2.6 Hypothesis ......................................................................................... 31

CHAPTER III METHOD OF THE RESEARCH

3.1 Design of the Research ...................................................................... 32

3.2 Population and Sample ...................................................................... 34

3.3 Instrument of the Research ................................................................ 35

3.4 Data Collecting .................................................................................. 38

3.5 Data Analysis ..................................................................................... 39

CHAPTER IV FINDING OF THE RESEARCH

3.6 The Speaking Ability of the Twelfth Grade Students of SMA 1

Gebog in Academic Year 2013/2014 before being Taught by Using

Superlearning Method Data .............................................................. 42


Gebog in Academic Year 2013/2014 after being Taught by Using

Superlearning Method Analysis ....................................................... 45

4.1 Hypothesis testing .............................................................................. 47

xiv

CHAPTER V DISCUSSION ....................................................................


Gebog in Academic Year 2013/2014 before being Taught by Using

Superlearning Method ........................................................................ 49


Gebog in Academic Year 2013/2014 after being Taught by Using

Superlearning Method …………………………………….. ............. 50

5.3 The Significant Difference of the Speaking Ability of the Twelfth

Grade Students of SMA 1 Gebog in Academic Year 2013/2014

before and after being Taught by Using Superlearning Method ........ 51

5.4 The Significant Difference of the Speaking Ability of the Twelfth

Grade Students of SMA 1 Gebog in Academic Year 2013/2014

before and after being Taught by Using Superlearning Method 51 ... 52

CHAPTER VI CONCLUSION AND SUGGESTION

6.1 Conclusion ......................................................................................... 53

6.2 Suggestion ......................................................................................... 54

REFERENCES .......................................................................................... 55

APPENDICES ........................................................................................... 58

CURRICULUM VITAE ........................................................................... 100

xv

LIST OF TABLES

Table Page

2.1 The Material of the Twelfth Grade Students of SMA or MA 12

3.1 The Scoring Scale of Speaking Ability……………………… 36

3.2 The Five Categories of Score…………………………........... 39

4.1 The Speaking Ability of the Twelfth Grade Students of SMA

1 Gebog in Academic Year 2013/2014 before being Taught

by Using Superlearning Method…………………………….. 43

4.2 Frequency Distribution of the Speaking Ability of the

Twelfth Grade Students of SMA 1 Gebog in Academic Year

2013/2014 before being Taught by Using Superlearning

Method………………………………………………………. 43

4.3 The Speaking Ability of the Twelfth Grade Students of SMA

1 Gebog in Academic Year 2013/2014 after being Taught by

Using Superlearning Method……………………………….. 45

4.4 Frequency Distribution of the Speaking Ability of the Twelfth

Grade Students of SMA 1 Gebog in Academic year

2013/2014 after being Taught by Using Superlearning

Method………………………………………………………… 46

xvi

LIST OF FIGURES

Figures Page

3.1 Experimental of Pre-test and Post-test ...................................................... 33

4.1 The Bar Diagram of the Speaking Ability of the Twelfth Grade

Students of SMA 1 Gebog in Academic Year 2013/2014 before being

Taught by Using Superlearning Method ................................................... 44

4.2 The Bar Diagram of the Speaking Ability of the Twelfth Grade

Students of SMA 1 Gebog in Academic Year 2013/2014 after being

Taught by Using Superlearning Method .................................................. 46

xvii

LIST OF APPENDICES

Appendix

Syllabus .............................................................................................................. 59

Lesson Plan 1 ..................................................................................................... 61

Lesson Plan 2 ..................................................................................................... 67

Lesson Plan 3 ..................................................................................................... 73

Lesson Plan 4 ..................................................................................................... 78

Pre Test............................................................................................................... 85

The Post-test Scoring of Speaking Ability of the Twelfth Grade Students of

SMA 1 Gebog in Academic Year 2013/2014 Taught by Using Superlearning

Method ............................................................................................................... 86

The Students List of the Twelfth Grade Students Of SMA 1 Gebog In

academic year 2013/2014 ................................................................................... 87

The List of Pre Test Score of the Speaking Ability of the Twelfth Grade

Students of SMA 1 Gebog in Academic Year 2013/2014 ............................... 88

The Calculation Mean and Standard Deviation of the Pre-test measuring the

Speaking Ability of the Twelfth Grade Students of SMA 1 Gebog in

Academic Year 2013/2014 before being Taught by Using Superlearning

Method ............................................................................................................... 89

The Students List of Post-Test Score of Speaking Ability of the Twelfth

Grade Students of SMA 1 Gebog in Academic Year 2013/2014 .................... 92

Page

xviii

The Calculation of Mean and Standard Deviation of the Post-test Measuring

the Speaking Ability of the Twelfth Grade Students in academic year

2013/2014 after being Taught by Using Superlearning Method ...................... 93

The Data Score of the Twelfth Grade Students of SMA 1 Gebog in

Academic Year 2013/2014 before and after being Taught by Using

Superlearning Method ...................................................................................... 96

The Calculation of T-Test of The Speaking Ability of the Twelfth Grade

Students of SMA 1 Gebog in Academic Year 2013/2014 Taught by Using

Superlearning Method ...................................................................................... 97

The Value of T-Table for Any Number Degree of Freedom ........................... 98

Documentation ................................................................................................. 99

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