CHAPTER II

LITERATURE REVIEW

A. Theoretical Description

1. Suggestopedia Method

Teaching method is a way of teacher to transfer their knowledge for

students that apply in the classroom. The notion of teaching methods has had

a long history in language teaching, as is witnessed by the rise and fall of a

variety of methods throughout the recent history of language teaching.

Richards and Willy said that methods are typically top down impossible of

expert view of teaching. The role of the individual teacher is minimized.1 It

means that a teacher has to apply the method and adapt their teaching style to

make it suitable to the method and to the students.

Teaching learning process needs the role of teachers as educators and

professional teachers, needs the relevant materials, needs evaluation to

measure students’ ability, and needs facilities to support learning activities.

Besides that, it needs a teaching method which gained positive response from

students. It means that teachers must form teaching method as interesting as

possible. The method used in school is still less create conducive atmosphere

and fun for students to be able to learn and understand the contents of the

material well.

a. Definition of Suggestopedia Method

One of teaching methods which hopefully can give positive effect

to students’ ability in teaching learning process is Suggestopedia

Method. Suggestopedia is completely different from all other methods of

1
Richards, Jack. C and Renandya, Willy, Methodology in Language Teaching, An Anthology
of Current Practice (Cambridge:University Press 2004), p.6.
 teaching. Suggestopedia has been developed to help students eliminate

the feeling that they can not be successful and thus, to help them

overcome the barriers to learning. This method is the name of method

developed by a Bulgarian scientist, Georgi Lozanov. According to

Lozanov, suggestopedia is a teaching system which makes use of all the

possibilities tender suggestion can offer.2 Of course, the systematic

academic participant is not neglected but is always in accord with the

suggestive. Therefore, learning by using suggestopedia method, the

learner psychological constraints can be overcome.

Suggestopedy is suggestology applied in the process of

instruction.3 Suggestopedy gradually developed into a method for

experimental study of suggestion itself, to determine its basic

components, specific features and laws. It is applied only in a normal

waking state, it is an indication of the great value of the experimental

results toward the explanation of a number of aspects of unconscious

psychical activity under ordinary conditions, without hypnosis and

without sleep. Simultaneously, suggestopedy has created conditions in

which problems in the means of suggestion, especially the important

problem of the dialectical unity of the desuggestive.4 Therefore, it should

be applied in the real condition.

2
Georgi Lozanov, Seggestopedia-Desuggestopedia Teaching Communicative Mehod on the
Level of the Hidden Reserves of the Human Mind (Vienna, Summary of Lecturer 2005), p.11.
3
Georgi Lozanov, Suggestology and Outlines of Suggestopedy (Francis : Taylor & Francis e-
Library, 2005), p. v.
4
Georgi Lozanov, Seggestopedia-Desuggestopedia……..., p. 6.
 b. Kinds of Suggestion in Suggestopedia

Setiyadi Bambang said that there are two kinds of suggestions in

suggestopedia methods; direct suggestion and indirect suggestion,5 as

follows:

1) The first suggestion is direct suggestion which mean to deal with

conscious processes. For example are all activities that occur in

direct learning teaching interaction.

2) The second suggestion is indirect suggestion which mean deal with

unconscious process. The examples of indirect suggestion are

communication factors outside our conscious awareness such as

voice, tone, facial expression, body posture and movement, speech

tempo, rhythms, accent, etc. Another factor in language learning that

can function as indirect suggestion is classroom arrangement, such as

décor, lighting, noise level, etc.

So, all kinds of suggestion can reinforce or hinder the processes of

language learning.

c. Principles of Suggestopedia

Learning is facilitated in a pleasant, comfortable environment. The

more confident the students feel, the better they will learn. The goal of

suggestopedia is to create learning conditions that will eliminate

previous conditioning. At the same time, new conditioning will occur

fomenting a desuggestive-suggestive process in which true cognitive

abilities of the student will flourish. Line with Stevick in Setiyadi

Bambang stated the principles of this method includes in three

5
Bambang Setiyadi, Teaching English As A Foreign Language (Yogyakarta: Graha Ilmu
2004), p. 113.
 principles.6 The first principle is that people are able to learn at rates

many times greater than what we commonly assume to be limits of

human performance. The second principle is that learning is global; it

involves the entire person. The third principle is that people learn either

consciously or unconsciously or both, either rationally or irrationally or

both.

Suggestopedia is based on three key principles viewed as

interconnected and interacted. Those principles are summarized as

following;

1) Joy, absence of tension and concentrative psychorelaxation, it is the

principle of euphoria that refers to the ecstasy and absence of

anxiety in a learning environment that has to do with the general

atmosphere in which teaching and learning take place. Lozanov

explained that the creation of a pleasant learning atmosphere can

help students to lower their levels of tension, fear, anxiety and all

other emotions that produce a negative attitude towards learning in

most conventional language classrooms. These feelings are

normally aroused by a lack of confidence in one's ability to

understand, memorize and utilize the material given in the lesson.

2) The unity of the conscious and the paraconscious and the integration

of brain activity, requires that teaching and learning should be

organized in such a way as to utilize the conscious reactions and

functions of the student, as well as his paraconscious activity.

6
Ibid., p. 111
 3) The suggestive link that refers to the level of the reserve complex

requires the reconstruction of the process of instruction in such a

way that mutual relations, similar to those existing in group

psychotherapeutical practice, are created. The level of the

suggestive link is measured by the degree to which the reserves of

the student have been tapped.7

Hence, the three key principles above are interconnected each

other during apply suggestopedia. It means, it can not be separated.

Moreover Lozanov stated that “The principle of “joy and absence

of tension and concentrative psycho-relaxation” requires a joyful

freedom in the process of learning, in which the outward conduct of the

students is not a simulation of concentrated attention and of good

behavior”.8 According to this principle, mental relaxation and

“concentration without tension” are taken for granted. The emotional

unjamming creates conditions for calm intellectual-mnemonic and

creative activity without anxious tension, which is tiring and energy-

consuming to a high degree. Most frequently, this tension comes from

the lack of confidence in one’s ability to understand, memorize and

utilize the material given in the lesson.

Besides, Bancroft stated that according to the Lozanov thesis, the

principal theoretical elements of Suggestopedia are: authority (or

prestige), infantilization (or confidence of subject), double- planeness

(importance of the environment), intonation, rhythm, concert pseudo-

7
Georgi Lozanov, Suggestology and Outlines……, p. 264-266.
8
Ibid,p. 264.
 passivity.9 It means, suggestopedia close to the concert, it can be seen

from the intonation principal and rhythm principal.

Furthermore, Freeman stated that if you want to apply

suggestopedia you should notice the atmosphere of the class you seek to

create with the musics, posters and plants. Moreover, suggestopedia has

some principles based on Freeman, those principles are:

1) Learning is facilitated in a cheerful environment.

2) Students can learn from what is present in the environment, even if

their attention is not directed to it.

3) If students trust and respect the teacher’s authority, they will accept

and retain information better.

4) The teacher should recognize that learners bring certain

psychological barriers with them to the learning situation. She

should attempt to dessugest these.

5) Assuming new identity enhances students’ feeling of security and

alows them to be more open. They feel less ashamed since their

performance is really that of a different person.

6) The dialog that the students learn contain language they can use

immediately.

7) Songs are useful for freeing the speech muscles and cause positive

emotions.

8) The teacher should integrate indirect positive suggestions (there is

no limit to what you can do) into the learning situation.

9
Bancroft, [Link], Suggestopedia and Language Acquisition (Francis : Taylor & Francis e-
Library, 2005), p. 33.
 9) The teacher should present and explain the grammar and

vocabulary, but not dwell on them.

10) Fine art (music, art, and drama) provides positive suggestion to

reach the subconscious.

11) Communication takes place on conscious and subconscious plane.

The students attend to the language and the music suggests that

learning is easy and pleasant.

12) A calm state, such as one experience when listening to a concert, is

ideal for overcoming psychological barriers and for taking

advantage of learning potential.

13) Dramatization is valuable way of playfully activating the material,

fantasy reduce barriers to learning.

14) Music and movement reinforce the linguistic material, so they will

be more open to learning. If they trust the teacher, they will reach

this state easily.10

Therefore, the teacher should create a cozy atmosphere to suggest

the students during learning. It can be supported by music, poster, art,

drama, etc. It is able to give the positive suggestion for students in

teaching learning process.

10
Diane Larsen-Freeman and Marti Anderson, Techniques & Principles in Language Teaching,
rd
3 Edition (New York : Oxford University Press, 2012), p. 78-81.
d. Techniques of Suggestion in Suggestopedia

In according to Freeman, suggestopedia method has some techniques as

follows:

1) Classroom set-up

The challenge for the teacher is to create a classroom environment

which is bright and cheerful. This was accomplished in the classroom

we visited where the walls were decorated with scenes from a country

where the target language is spoken.

2) Peripheral learning

This technique is based on the idea that we perceive much more in

our environment than that to which we consciously attend. It is

claimed that, by putting posters containing grammatical information

about the target language on the classroom walls, students will absorb

the necessary facts effortlessly.

3) Positive suggestion

It is the teacher's responsibility to orchestrate the suggestive factors in

a learning situation, thereby helping students break down the barriers

to learning that they bring with them. Teachers can do this through

direct and indirect means.

4) Choose a new identity

The students choose a target language name and a new occupation.

As the course continues, the students have an opportunity to develop

a whole biography about their fictional selves.

5) Role play

Students are asked to pretend temporarily that they are someone else

and to perform in the target language as if they were that person.

They are often asked to create their own lines relevant to the

situation.

6) First concert (active concert)

After the teacher has introduced the story as related in the dialog and

he called students' attention to some particular grammatical points

that arise in it, she reads the dialog in the target language. The

students have copies of the dialog in the target language and their

native language and refer to it as the teacher is reading. Music is

played. After a few minutes, the teacher begins a slow, dramatic

reading, synchronized in intonation with the music. The music is

classical. The teacher's voice rises and falls with the music.

7) Second concert (passive concert)

In the second phase, the students are asked to put their scripts aside.

They simply listen as the teacher reads the dialog at a normal rate of

speed. The teacher is seated and reads with musical accompaniment.

The content governs the way the teacher reads the script, not the

music. At the conclusion of this concert, the class ends for the day.

8) Primary activation

The students playfully reread the target language dialog out loud, as

individuals or in groups.
 9) Creative adaptation

The students engage in various activities designed to help them learn

the new material and use it spontaneously. Activities particularly

recommended for this phase include singing, dancing, dramatizations,

and games.11

Therefore, the teacher or someone who applies suggestopedia

method instructs the students to adopt all or some techniques above

during teaching learning process.

e. Procedures of Suggestopedia

In the use of suggestopedia or desuggestopedia there are some

procedures that should we know and should understand about. To

applied suggestopedia we should pay more attention on it procedures

and understand it well in order to make this method became more

effective on it used.

Brancroft as cited stated several procedures in suggestopedia

method as follows:

1) Oral review section; Previously learned material was reviewed,

mainly through conversations between teacher and student, student

and student, singing, physical activities, games, sketches and plays.

2) New material in the form of realistic dialogues and situations, was

presented in a somewhat traditional way, with the necessary grammar

and translation. The lesson was conducted entirely in the foreign

language. Whenever possible, the meaning of new foreign words was

suggested through gesture and intonation.

11
Ibid.
 3) During a special one-hour session, the new material was “reinforced”

or repeated twice. The lesson dialogue was initially presented in a

precise rhythm but with varying intonations and a coordination of

sound and printed word or image.12

According to George Lovanoz 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.

2) First Concert - "Active Concert"

The “active” session of the original version of Suggestopedia, with

its use of inner speech by the students and three intonations by the

instructor has been changed into a concert in which the students

look outwardly at the lesson text while the teacher reads the material

over an entire piece of classical or romantic music (usually a

symphony or a concerto for violin [or piano] and full orchestra).

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

12
Bancroft, [Link], Suggestopedia and Language…….., p. 59.
 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.13

Based on description of procedure from the expert, researcher take

the procedure of suggestopedia in teaching speaking according to

George Lovanoz that step are presentation, first concert (active concert),

second concert (passive concert), practice.

Moreover, Lozanov in Setiyadi Bambang explained the procedures

of suggestopedia. He said that suggestopedia has three phases of

procedures in teaching learning process; the pre-session phase, the

session phase, and the post session phase.14

1) The first procedure is pre-session phase which takes about 15 to 20

minutes. In this phase the students are made familiar with the key

topics of the new materials for the first time. A great part of the

material is memorized during this phase. The teacher explains the

new material very briefly.

2) The second procedure is the session phase which takes about 45

minutes. This session phase comprises the session itself, and with it

days’ lesson always comes to an end.

3) The last procedure is post session phase which devoted to various

elaborations of the materials to activate its assimilation.

13
Gema, Suggestopedia Method, retrieved from
[Link]
[Link], on July 18th 2018.
14
Bambang Setiyadi, Teaching English……., p. 119.
 Richard and Theodore listed several expected teacher behavior that

contribute to this method.15

1) Show absolute confidence in the method

2) Display fastidious conduct in manners and dress

3) Organize properly and strictly observe the initial stages of teaching

process

4) Maintain solemn attitude towards the session

5) Give test and respond tactfully to poor papers

6) S tress global rather than analytical attitudes towards material

7) Maintain a modest enthusiasm

To teach through the suggestopedia, language teacher also

expected to have sense of drama and the theatrical and knowledge of

visual arts. This sense is needed to create the learning environment

conducive to learning success since through this knowledge the teacher

may provide the language learners with suggestion.

2. Emotional Intelligence

a. Definition of Emotional Intelligent

Emotional intelligence comes from two words which are emotion

and intelligence. Emotions are recognized as one of these or four

fundamental classes of mental operations. These classes include

motivation, emotion, cognition, and consciousness. Emotion reflect

relationship between a person a friend, a family, a situation, a society or

more internally, between a person and reflection or memory.

15
Jack C. Richards and Theodore S. Rodger. Approaches and Methods in Language Teaching
(Cambridge University Press, United States of America 1999), p. 149.
 Meanwhile, Intelligence is conceptualized as abstract thinking, has

often been demonstrated to predict one or another type of success,

particularly academic success. Emotional intelligence is the set of abilities

that account for how people’s emotional perception and understanding

vary in their accuracy. More formally, emotional intelligence is the

ability to perceive and express emotion, assimilate emotion in though,

understand and reason with emotion and regulate emotion in the self and

others.16 So, emotional intelligence refers in part to an ability to recognize

the meaning of such emotional pattern and to reasons problem solve on

the basis of them.

b. Model of Emotional Intelligence

Individual have different personalities, wants, needs, and ways of

showing their emotion. Navigating through this requires tact and

shrewdness-especially if one hopes to succeed in life. This is where

emotional intelligence theory helps. In the most generic framework, five

domains of emotional intelligence cover together personal (self-

awareness, self-regulation, and self-motivation), and social (social

awareness and social skills) competence.17 The domains will be explained

and how to manage it below, tshey are:

1) Self-Awareness

Self-Awareness is ability to understand your emotion, strength and

limitation as well as values and motives. Including Emotional

awareness, Accurately self-assessment and Self-Confidence.

16
Mayer, Salovey, Caruso, and Cherkasskiy, Emotional Intelligence (CUU, 2011), p. 529-530.
17
Oliver Serrat, Understanding and Developing Emotional Intelligence (Manila: Knowledge
Solutions 2009), p. 2-3.
 a) Emotional awareness: Recognizing one’s emotion and their

effects.

b) Accurately self-assessment: knowing one’s strengths and limits.

c) Self-confidence: Sureness about one’s self-worth and capabilities.

2) Self-Regulation/Management

Self-Regulation means that how can you control your emotions to

achieve your learning goal by execute some problems and manage your

brain to think conscientious.

a) Self-Control: Managing disruptive emotions and impulses.

b) Trustworthiness: maintaining standards of honesty and integrity.

c) Conscientiousness: Taking responsibility for personal

performance.

d) Adaptability: flexibility in handling change.

e) Innovativeness: being comfortable with and open to novel ideas

and new information.

3) Self-Motivation

Self-Motivation means the students’ ability how to use and manage the

desire, motives to do the actions on achieving the goal. How the

student motivate their selves to keep optimism.

a) Achievement drive: Striving to improve or meet a standard of

excellence.

b) Commitment: Aligning with the goals of the group or

organization.

c) Initiative, readiness to act on opportunities.

 d) Optimism: persistence in pursuing goals despite obstacles and

setbacks.

4) Social Awareness

Social awareness is an empathy with others in your environment. This

is a challenge for a students to know others students feeling and

emotion.

a) Empathy: sensing others’ feelings and perspective, and taking an

active interest in their concerns.

b) Service orientation: anticipating, recognizing, and meeting

customers’ needs.

c) Developing other: Sensing what others need in order to develop,

and bolstering their abilities.

d) Leveraging diversity: cultivating opportunities through diverse

people.

e) Political awareness: Reading a groups emotional currents and

power relationships.

5) Social skill/Relationship management

Social skill means the students ability to communicate each other to

build strong relationship in their interactions.

a) Influence: wielding effective tactics for persuasion.

b) Communication: sending clear and convincing messeges.

c) Leadership: Inspiring and guiding groups and people.

d) Change catalyst: Initiating or managing change.

e) Conflict management: negotiating and resolving disagreements.

f) Building bonds: nurturing instrumental relationships.

 g) Collaborating and cooperation: Working with others toward shared

goals.

h) Team capabilities: creating group synergy in pursuing collective

goals.

c. How to Develop Emotional Intelligence

Each students have the different emotional intelligence which is

affected by some factors. Emotional intelligent can be down and improve.

The development of emotional intelligence can be divided into personal

competence and social competence.18 They are:

1) Personal competence

a) Self-Awareness

(1) Emotional self-awareness

(a) Know which emotion they are feeling and why

(b) Realize the links between their feeling and what they think,

do, and say

(c) Recognize how their feeling affects their performance

(d) Have a guiding awareness of their values and goals

(e) Adopt behaviors that minimize the effects of their own

emotions on a situation.

(2) Accurate self-assessment

(a) Aware of their strengths and weaknesses

(b) Reflective and capable of learning from experience

(c) Open to candid feedback and new perspectives

(d) Interested in continuous learning and self development

18
Team FME, Understanding Emotional Intelligence (Free-management-ebooks, 2004), p. 27-
38.
 (e) Able to show a sense of humor and perspective about

themselves

b) Self-confident

(1) Certainly about their own value and capabilities

(2) Strong presence

(3) High level of self-assurance

(4) Willing to express an unpopular opinion or stand up for

something that is right if it is what they truly believe

(5) Ability to make quick decisions even in uncertain and

pressurized circumstance

(6) Belief that they can control the direction of their lives and they

do

c) Self-Management

(1) Control of your emotion

(a) Manage their impulsive feelings and distressing emotions

well

(b) Stay composed, positive and unflappable event in trying

moments

(c) Think clearly and stay focused under pressure

(2) Commitment

(a) Act ethically and are above reproach

(b) Build trust through their reliability and authenticity

(c) Take tough, principled stands even if they are unpopular

(3) Conscientious

(a) Meet commitments and keep promises

 (b) Hold themselves accountable for meeting their objective

(c) Organized and careful in their work

2) Social Competence

a) Social awareness

(1) Empathy

(2) Actively listen to what other say.

(3) Show they understand and appreciate others views or issues

(4) Understand where emotional boundaries start and end

b) Organizational Awareness

(1) Know how to get things done within the organization formally

and informally

(2) Understand both client and vendor organizations

(3) Act with the client’s best interest in mind

c) Service Orientation

(1) Able through carefully questioning to identify issues that are

affecting an individual’s performance

(2) Identify or adapt situation so that they provide an opportunity to

improve their productivity and satisfaction

d) Relationship Management

(1) Communication skills

(a) Effortlessly adapt to the emotional context of the exchange

(b) Focus on attaining the objectivity by acknowledging

others’ views
 (2) Ability to persuade and lead

(a) Build consensus through persuasion and clear presentation

of case

(b) Offer support to and gain support of others

(c) Are trustworthy

(3) Develop strong working relations

(a) Recognize and reward accomplishments and strengths of

individuals

(b) Regularly challenge and offer new opportunities to team

(c) Provide constructive feedback to aid development

3. Speaking Ability

a. Definition of Speaking

Speaking is a productive skill that involves producing, receiving,

and processing information. Speaking consist of producing verbal

utterances to transfer the meaning. Boses says that speaking a language is

an important aspect for the correct pronunciation with sounds and system

of the language that needs constant attention and practice.19 In other

words, speaking is an important language which can be seen from how the

speakers pronounce with language sounds and system.

Thornbury claims that speaking is so much a part of daily life that

we take for granted. The average person produces tens of thousands of

words a day, although some people – like auctioneers or politicians – may

20
produce even more than that. For a start speaking is interactive and

19
Kshanika Boses, Teaching of English: A Modern Approach (Naisarak, Delhi: Do a Be House
Book Sellers, 1979), p. 110.
20
Scott Thornbury, Teach Sspeaking (New York: Longman University Press, 2005).
 21
requires the ability to co-operate in the management of speaking turns.

Thus, every people speaks or produces much of words in every single day.

It makes speaking become a primary aspect to do communication.

Speaking is an interactive process of constructing meaning that

involves producing and receiving and processing information.22 David

Nunan states speaking is the productive aural/oral skill; it consists of

producing systematic verbal utterances to convey meaning.23 Speaking is

fundamentally an instrumental act. Speakers talk in order to have some

effects on their listeners.24 So it can be said that speaking is a process to

deliver meaning by orally.

Lado states that speaking ability is to describe as the ability to

express oneself in life situation, or the ability to convers, or to express a

sequence of ideas fluently.25 It means that speaking ability is when

someone must express their ideas systematically and orderly. So, someone

knows the phonological system or grammatical system.

Henry Guntur Tarigan defines that speaking is the ability to

pronounce sound articulation of words to express, to declare and to deliver

the idea, feeling or sense, as a large of this limitation we can say in

speaking.26 Speaking is a process to express our thoughts and feelings in

spoken language.

21
Meidian Putri Zusana, Proceedings The Second Internationa Conference on Education and
Language ISSN 2303-1417 (Bandar Lampung University, 2014), p. 374.
22
Kathleen M. Bailey, Practical Language Teaching Speaking (Singapore: Mc Graw Hill,
2005), p.2.
23
David Nunan, Practical English Language Teaching (New York: Mc. Grown-Hill Companies
Inc, 2003), p.48.
24
Clark and Clark, Psychology and Language, (New York: Harcourt Brace Jovenovich Inc),
1977, p. 223.
25
Robert Lado, Language Testing (Hongkong: Wing Tai Chang printers Co, Ltd, 1961), p. 240.
26
Henri Guntur Tarigan, Berbicara Sebagai Suatu Keterampilan Berbahasa (Bandung:
Angkasa,1986), p.15.
 b. Types of Spoken Language

There are two types of spoken language generally, those are

interpersonal and transactional function. Before explaining it, the

researcher provides spoken language types adapted from Doughlas

Brown.

The first is in monologues, when one speaker used spoken

language for any length of times, as in speeches, news broadcast, so
the listeners must process long stretches of speeches without
interrupted the speaker. Monologue spoken language has two kinds
more, that is planned and unplanned monologue. Planned
monologue is relatively more difficult to be understood, it is like a
speeches in formal forum. Whereas unplanned monologue is like
make long stories in conversation.
The second is dialogue that involve two or more speakers and
can be subdivided into those exchange social relationship is called
interpersonal and for which the purpose is to convey propositional
or factual information, we called transactional.27

Based on the explanation above, the researcher defines interpersonal

function as a communication that occurs between two or more speakers on

social relationship. While transactional function dominantly head for

conveying propositional or factual information.

c. Definition of Speaking Ability

Speaking ability comes from two words, there are speaking and

ability. It will be explained one by one to avoid misunderstanding. Hornby

states that ability is potential capacity of power to do something

physically or mentally.28 It can be said that potential is capability of

human which identical with ability. Djiwandono in Munir’s Thesis

27
H. Douglas Brown, Teaching by Principles: An interactive approach to language pedagogy
(New Jersey: Englewood Cliffs, 1994), p.236-237.
28
Hornby A.S., Oxford Learner’s Dictionary of Current English (London: Oxford University
Pres., 1990), p. 51.
 defines speaking as the activity to express thought and feeling orally.29 So,

speaking ability is someone’s potential to express thought and feeling

through the spoken language.

Tarigan states that speaking is the capability in pronouncing sound

or word to express or convey thought, idea or feeling, opinion and wish.30

The ability is used in essentially normal communication situations the

signaling system of pronunciation, stress, intonation, grammatical

structure, and vocabulary of the foreign language at a normal rate of

delivery for native speakers of the language.31 If both speaking and ability

are combined becomes one, so it means capability to pronounce the

articulation of sound, to express or to deliver thought to the other person.

The students’ speaking ability means students should have the

ability to speak English in order that they able to communicate with the

others. They have to pay attention how they deliver the information by

looking at some aspects such as vocabulary, grammar, fluency, accent and

comprehension. As an effort to build students’ ability to speak, teaching

speaking skill can be focused on creating a good sense to make students

active to speak up when they are learning speaking in the classroom.

d. Teaching Speaking

In Indonesia, English is included as a compulsory subject in senior

high school that the learners need. The need is passing the national

examinations to move and continue to the next level from the school. The

29
Ahmad Munir, Communication Strategies Toward Students’ Speaking Ability: A Classroom
Study of Speaking (Selong STKIP Hamxanwadi. S-1 Thesis, 2005), p.16.
30
Henry Guntur Tarigan, Prinsip-prinsip dasar Sastra, (Bandung: PT Aksara, 1990), p. 15.
31
Robert Lado, Language Testing The Construction and Use of Foreign Language Tests (USA:
McGraw Hill Book Company, 1961), p.240-241.
 general requirement is the students are expected able to speak and hold

conversations.

The process of teaching speaking can be done in several stages.

Harmer divides three stages to complete the teaching of speaking. 32 There

are stating objectives, presentation, practice and production. The first

stage is stating objectives, the teacher has to prepare what operation the

students are going to learn. If the students understand the objectives of

learning, the instruction will be done communicatively. The teacher can

tell students the learning objective directly, giving students clues for

brainstorming the objectives, or even by using visual aids to attract

students’ attention and participation.

The second stage is presentation. The important thing that should be

considered in this stage is all of language operation that will be given in

the lesson have to be presented contextually. It is very important for

making the language items to be clear. To contextualize a language item,

the teacher may use video, picture, recorded, song or music in the form of

transaction of native speaker.

The last stage is practice and production. In this stage, the teacher

pays attention to the students’ comprehend about what they have learned

through choral repetition of language presented and then move to

individual responses. The teacher will instruct the students by providing

information gap and feedback. Students’ responses are not only seen from

the grammatical accuracy point of view but also language appropriateness

and acceptability.

32
J. Harmer, The Practice of English Language Teaching (Third Edition) (England: Longman,
2007), p.64.
 There are some important points that teacher should be considered

in teaching speaking to young leaners. The teacher have to consider about

who the learner is and why they are. Those stages are expected that

students at least are able to do something using oral English. Beside it, all

materials that are given to the students such as grammatical structures,

vocabulary, and other language items, are expected to be applied in the

daily life. The teacher’s role in this case is creating activities in which the

students can practice what they have learned. It can be said that this is the

turn of the students to practice communication.

e. Teaching Speaking in Senior High School

Spratt claims some characteristics of senior high school students as

follow: able to keep still for longer periods, able concentrate for long

periods, learn in more abstract ways, usually able to control and plan their

own behavior, not so willing to make mistakes or take risks, aware of

themselves and/ or their actions, paying attention to form and meaning in

language, and have experience of life.33 Senior high school students are

begun to study like an adult learner. They have more attention and

experience in language learning.

To teach speaking in senior high school, teachers have to involve

the students in more indirect learning through communicative speaking

activities. Teacher also allows the students to use their shrewdness to learn

consciously where this is appropriate. Teacher encourages the students to

use their own life experience in the learning process too.

33
Pulverness Spratt, Williams A., The TKT: Teaching Knowledge Test Course (New York:
Cambridge University Press), 2005, p. 53.
 The purpose of the English subject in senior high school has stated

in school based curriculum, there is to develop communicative

competence in spoken and written English through the development or

related skills. That is why the students who have graduated from school

are expected to reach the informational level. The learners will be able to

support themselves in their next study level through the ability of the

English communicative competence.

f. Testing Speaking

Arthur Hughes divides five categories to measure speaking skill as

follow: accent, grammar, vocabulary, fluency and comprehension.34

1) Accent

Accent is the emphasis by stress, pitch or both given to a

particular syllable or word when it is spoken.35 The accent can be

identified and looks like this:

a) Pronunciation frequently unintelligible

b) Frequent gross errors and very heavy accents make understanding

difficult.

c) “Foreign accent” requires concentrated listening and

mispronunciation lead to occasional misunderstanding and apparent

errors in grammar or vocabulary.36 So, it can be said that accent is

one of important things to measure speaking skill because wrong

accent may cause misunderstanding.

34
Arthur Hughes, Testing For Language Teachers (USA: Cambrige University Press, 1990), p.
111.
35
Victoria Neufeldt, Webster New World College Dictionary- 3rd (New York: Simon & Schuster
Inc, 1995), p. 7
36
Arthur Hughes, Testing for Language Teachers… p. 111.
 2) Grammar

Grammar is the part of the study of language which deals whit

the forms and structure of words (morphology), with their customary

arrangement in phrase and sentence (syntax), and now often with

language sound (phonology) and words meaning (semantic). Grammar

is necessary for communication: it gives use the format of structures of

language themselves.37 In other words, grammar is used to construct a

good sentence when people do a communication.

3) Vocabulary

Vocabulary is all about words used for communication of

expression, in particular art, skill, etc. Before mastering English skills

we must be mastered the basic language aspect called vocabulary.

Vocabulary mastery also has an important role in speaking. The more

vocabulary is mastered, the better spoken language will be produced.

Vocabulary is more than a list of target language of words. A

spoken word is a sound or sequence of sounds, which communicate

those “ideas” precisely, a speaker should express them with precise

words rather than general words.38 So, vocabulary is all the word that

people use in communication.

4) Fluency

Fluency is used with the same meaning given to it by Schmidt

described below, except that it is not restricted to “the planning and

delivery of speech” but it also extended to the comprehension of

37
Victoria Neufeldt, Webster New World……., p.287.
38
David Nunan, Practical English Language Teaching (New York: Mc. Grown-Hill Companies
Inc, 2003), p. 285.
 speech.39 In other words, fluency is the quality or condition of being

fluent in spoken language.

5) Comprehension

Comprehension is the mind’s act or power of understanding.40 It

means understanding or interpretation meaning without hesitation.

Comprehension is the capacity for understanding ideas, fact, etc. a

longer definition of comprehension will be as the act understanding the

meaning.41 Thus, comprehension in speaking is understanding quite

well about accent, grammar, vocabulary and fluency.

Comprehension can be identified and looks like this:

a) Understanding too little for the simplest types of conversation

b) Understand only show, very simple speech or common social
and tourist topics; requires constant repetition and rephrasing.
c) Understand careful, somewhat simplified speech directed to
him or her, with considerable repetition and rephrasing.
d) Understand quite well normal educated speech directed to him
or her, with considerable repetition and rephrasing.42

As a matter of fact, there are some experts that explained about

speaking assessment, but the researcher uses speaking assessment from

Arthur Hughes. From enlightenment above, there are five point of

speaking assessment that easier to be used and to be understood.

Therefore, the teacher can easily measures the students’ speaking

ability, the speaking assessment also very appropriate, effective and

efficient to give score students’ speaking ability.

39
I.S.P Nation, J. Newton, Teaching ELS/ELF Listening and Speaking (New York: Routledge,
2009), p.151.
40
A. S. Hornby, Oxford Advanced Learners Dictionary (New York: Oxford University Press,
2000), p.682.
41
Victoria Neufeldt, Webster New World………,. p.286.
42
Arthur Hughes, Testing For Language……., p. 57
B. Review of Related Findings

There are some related findings in this research: First, Tri Anggono

Sulistiono found that there were significant differencees between teaching

speaking by using suggestopedia method and without suggestopedia method.

Teaching speaking by using suggestopedia method was effective. It can be seen

from the mean score of experimental class in pre test was 59.37 and mean score

in post test was 74.00. Then the result of t0 was bigger that tt 3.63 > 2.0.43 It

means that the alternative hypothesis (Ha) is accepted and hypothesis (Ho) is

rejected.

Second, Wahyu Erwanto got that suggestopedia method improve the

students’ speaking ability. It can be seen from the first cycle and the second

cycle. The first cycle the students got 69.37 and the second cycle he got 82.62.

Then, the hypothesis was accepted.44 It means suggestopedia method was able to

improve students speaking ability.

Finally, Tami Asriani conclude that there was significant effect of sugg

estopedia method on students reading comprehension in narrative text at third

grade students of MTsN II Pamulang. It can be seen from mean score in pre test

was 67.48 and mean score in post test was 78.25. Then the result of t0 was bigger

that tt 2.07 > 1.68.45 It means that the alternative hypothesis (Ha) is accepted and

hypothesis (Ho) is rejected.

43
Tri Anggono Sulistiono “The Effectiveness of Using Suggestopedia Method in Teaching
Speaking at Grade X of SMA Negeri 1 Kayen”, (Semarang: UNNES, 2011), accessed from
[Link] retrieved Mei 18th, 2017
44
Wahyu Erwanto, “Improving the Speaking Ability of the Seventh Grade Students of MTsN 01
Kudus Taught by Using Suggestopedia Method in Academic Year 2013/2014”, (Kudus: Universitas
Muria Kudus 2014) accessed from, [Link] [Link] retrieved Mei 18th,
2017
45
Tami Asriani, “The Effectivness by Using Suggestopedia Method on Students Reading
Comprehension in Narrative Text (A Quasi Experimental Study at Third Grade Students of MTs N II
Pamulang”, (Jakarta: UIN Syarif Hidayatullah, 2015), accessed from,
 Those are three related findings which focus on students’ problem and to

solve the problem the researcher previously use suggestopedia as a method.

Based on explanation above the researcher makes the conclusion that

suggestopedia method can help the students to speaking and to increase speaking

ability.

C. Conceptual Framework

D. Hypotheses

The hypothesis presents the researcher’s expectations about the relationship

between variables within the question of this research.46 A hypothesis states what

we are looking for and it is a proposition which can be put to a test to determine

its validity.47 The hypothesis of this research were as follows:

1. Ha: There is any effect of suggestopedia to the students’ emotional

intelligence at SMA Swasta Nurul Ilmi.

2. Ho : There is no any effect of suggestopedia to the students’ emotional

intelligence at SMA Swasta Nurul Ilmi.

3. Ha : There is any effect of suggestopedia to the students’ speaking skill at

SMA Swasta Nurul Ilmi.

4. Ho : There is no any effect of suggestopedia to the students’ speaking skill at

SMA Swasta Nurul Ilmi.

5. Ha : There is any effect of suggestopedia to the students’ emotional

intelligence and students’ speaking skill at SMA Swasta Nurul Ilmi.

[Link] retrieved
Mei 18th 2017
46
Donald Ary, et. al., Introduction to Research in Education 8th Edition (Canada:
WADSWORTH, CENGAGE Learning, 2010), p. 81.
47
[Link], Research Methodology, Methods and Techniques (New Delhi: New Age
International (P) Ltd., Publishers, 2004), p. 184.
6. Ho : There is no any effect of suggestopedia to the students’ emotional

intelligence and students’ speaking skill at SMA Swasta Nurul Ilmi.