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.
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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.
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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
3.7 The Speaking Ability of the Twelfth Grade Students of SMA 1
Gebog in Academic Year 2013/2014 after being Taught by Using
Superlearning Method Analysis ....................................................... 45
4.1 Hypothesis testing .............................................................................. 47
xiv
CHAPTER V DISCUSSION ....................................................................
5.1 The Speaking Ability of the Twelfth Grade Students of SMA 1
Gebog in Academic Year 2013/2014 before being Taught by Using
Superlearning Method ........................................................................ 49
5.2 The Speaking Ability of the Twelfth Grade Students of SMA 1
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