The Influence of Suggestopedia Learning Method and Teachers’ Teaching

Creativity on the Students’ Achievement of Islamic Senior High School in

Tasikmalaya

Undang Kurniawan

Program Studi Pendidikan Matematika, Program Pascasarjana,

Universitas Siliwangi, Tasikmalaya, Indonesia

E-mail: undang.mansuk@gmail.com

Abstract

This research is aiming at investigating the improvement of students’

mathematic achievement in one Islamic Senior High School in Tasikmalaya
in trigonometry after the implementation of Suggestive Accelerated
Learning (Suggestopedia) method. This research used quasi-experimental
with control group. This research involved experimental class using
suggestopedia with teachers’ creativity and control class was given
traditional method. The instrument used was mathematic test using essay
daily quiz. The result of the research revealed that students’ mathematic
hard skill can be improved by using the suggestopedia method.

Keywords: Suggestopedia Method, Teachers’ Teaching Creativity and

Learning Achievement.

INTRODUCTION

In teaching learning process, methods and approaches used by

teachers will influence students’ learning input. Teachers have to consider all

aspects related to conditions, facilities, psychological condition, and

students’ learning environment which is related to teaching methods and

approaches. It is hoped that students can understand the lesson based on the

learning objectives maximally.

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 This is in line with Sumardi that in learning a lesson, methods is

the key point of success. Because the use of method will influence the what

and how to teach the lesson. Therefore, in this paper, the writer will explain

one of teaching methods, which is suggestopedia. It is being tried to be

implemented in all lesson based on students’ needs and teachers’ creativity.

Suggetopedia method was introduced in summer 1975 in Bulgaria

by some linguists in one Language Research Institute on Foreign Language.

In the early time, suggestopedia was only implemented in East European

countries, like Soviet, Russia, East Germany and Hungary. This method was

firstly developed by George Lazanov, a psysician and teacher from Bulgary

so this method is sometimes called “The Lazanov Method”. This method is

called suggestopedia because it is an implementation of suggestology, an

aplication of suugetion in learning. In Bulgary and Russia, there is an

institution which develops this method, like Institute of Suggestology, and

like in America The Society of Suggestive –Accelerated Learning and

Teaching by some foreign language enthusiats lead by Donald Scuhster in

Iowa State University.

Based on the positive impact of suggestopedia, through this research,

the writer feels challenged to socialize and implement the method in

teaching and learning process to build positive suggestion in students during

learning so students can be free from anxiety, difficulty of positive thinking,

and difficulty of understanding lesson. Azhar Arsyad states that

suggestopedia method is to remove negative suggestion or negative

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influence within students and to remove fear which can be obstacles in

learning, like feeling of incompetence, fear of making mistakes and

apprehension of that which is novel or unfamiliar.

According to The Lazanov ethd or suggestopedia, the basic aspect

of this method is suggestology. It is a concept which describe human who

can be directed to do something which we desire by giving suggestion. For

that, mind should be made relaxed and opened, so all parts which can

stimulate neuro can last longer. To create that condition, then physical

athmossphere which can support teaching and learning process is created.

For example, choosing classroom with condusive environment, good

classroom setting arrangement and furniture, using musics and familiar

teachers attitude which can support students’ good psychological condition.

Lazanov states that suggestopedia should fulfill several criteria: 1) principle

of joy and easiness of learningf, 2) principle of integrity between students’

consciousness and subconsciousness 3) principle of familiar interaction and

lively among students. Beside that, Bancropf in Azhar Arsyad states that

there are 6 basic aspects in suggestopedia, namely:

1. Authority

There is a teacher who can be trusted to make stdudents feel sure and self-

confident. Stevick (1979:380), one of this method fan, states that if self-

confidence is created, so feeling of secure is fulfilled. If feeling of secure is

fulfilled, so students will be brave to communicate well.

2. Infantilization

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Students are treated as if they are kids who will accept authority from

teacher. Bushman (1176:26) explains that learning like kids will make

student feel free from intuitive burdens. For example is the use of role play

and singing will reduce learning tension so students can learn naturally.

Knowledge will be absorped like kids.

3. Dual communication

It is verbal and non verbal communication like stimulation from enviroment

and teachers. For example students sit in comfortable seats with lively room

and teachers avoid to give facial expressions showing impatience, synical

and negative critics.

4. Intonation

Teachers present teaching materials with three different intonations. From

soft intonation (like whispering), normal intonation and dramatic intonation.

5. Rhythm

Reading activities are done using rhythm, stopped betwen words and

feelings along with breathing rhythm. Here students are asked and taught to

inhale for two seconds, hold it for four seconds and exhale it for two

seconds.

6. Pseuda-passive Condition

In this aspect, students’ conditions are relaxd, but not sleeping while

listening 18th century music. This is what we call hyperemnesia, whih

Lazanov calls The Principle of Joy and Easiness.

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Lazanov in Blair, cited by Sri Utari Nababan, states that: 1) learning

processinvolves basic functions and human subconsciousness, 2) stduents

can learn faster than using other learning methods, 3) teaching and learning

process can be disturbed by some factors, like general norms, unsuitable

condition, non-relaxing condition, and students’ potentials are not exploited

optimally.

From those assumptions, so there is a general conclusion that

suggestopedia method is aimed at directing students to avoid from general

assupmtions about learning, for example: learning is difficult, learning

mathematics needs calculation ability, learning is zero mistakes, etc. These

assumptions can cause fear and anxiety for students and of course can be

obstacles in learning mathematics.

In implementing suggestopedia method, teachers are needed to be

more creative in teaching. Teachers’ creativity is a terminology which is

often used in school or non-school environment. Generally people relate

creativity with products. In other words, the products are used to assess

creativity. Clark Mostakos, a humanist psychologist states that creativity is

an experience to express individual identity in the form of integrated relation

among us, nature and other people.

Basically, the definition of being creative is related to the invetion

of something, creating something new from existing materials. From that

definition, creative teachers are those who can express their potentials

optimally in educating their students. A creative teacher will have sensitivity,

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 initiative, new teaching techniques, leadership and responsibility in his jobs

as teachers.

RESEARCH METHODOLOGY

This research is quasi experimental with non-equivalent control group

design. The subject is not classified randomly, but the researcher accepts the

condition of the subject naturally (Ruseffendi, 2005). This design is used because

the research site feel objection if the subject is classified randomly. Then the

groups were given different treatment. The treatment involves suggestopedia

method and non-special teaching method in the control group. The instrument

used was test of mathematic communication ability, which involve daily quiz

which was done twice after all materials were delivered.

Population in this research is all the 11th graders of Islamic Senior High

School (MAN) Sukamanah Kabupaten Tasikmalaya batch 2011/2012. The random

sampling technique was used in two classes from all population. The reason using

this technique is because every class has similar characteristics about academic

ability, which in each class, there is students with high, average and low ability.

Two classes were used as the sample. Experimental class with suggestopedia

method and control class with non-special teaching method.

Test of mathematic communication ability is aimed at measuring students’

mathematic communication ability. Tests were done after learning session about

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triangle and square. Tests were in the form of essay to see students’ thinking

process, carefulness, and systematic. All of them can be see through steps of

answering problem and difficulties found by students can be improved. Steps of

writing test was done from deciding the themes, writing question tests, making

answer key and scoring system for each problem. Test instrument was tried out

empirically to know reliability of test, validity, differences and level of difficulties

of test item.

. Data analysis was done using descriptive analysis statistics, which is by

doing normality test suing Square-Chi and testing homogeneity by searching F

value then followed by hypotheses. If the distribution is normal, then comparing

two means will be done by using t-test (Ruseffendi, 1998:315). However, if the

distribution is not normal, the hypothesis testing will use wilcoxon test.

RESULT AND DISCUSSION

A. Normality Test

After finishing the lesson about triangle trigonometry and some other

formula, the test was conducted in control and experimental classes. Data analysis

technique is by comparing two means. Before the analysis, normality and

homogeneity tests was done. The result of normality test is presented in table 1

below:

Variable χ2 raw χ2 table Conclusion

X1 (Implementation of Normally
10,985 11,070
Suggestopedia Method) distributed
Normally
X2 (Teachers’ Creativity) 6,390 11,070
distributed
Normally
Y (Students’ Achievement) 10,922 11,070
distributed

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 Based on the table above, the value of χ2raw of the three variables <

χ2table (11,070), so it can be concluded that the three data variable are

normally distributed.

B. Double Linear Regression Analysis

1) Regression Analysis

Regression analysis in this research was done to know the relationship

amng independent variabels and dependent variables (either positive

or negative) and to predict the value or contribution of dependent

variable if the value of independent variable increases or decreases, to

know the strength of influence/ contribution of suggestopedia and

teachers’ creativity on students’ achievement, either partially or

simultaneously. Here are the results of regression analysis:

 Partial Regression Analysis Between Independent Variable and

dependent Variable

By using SPSS, the result of partial regression analysis was gained

below:

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 Y X1 X2
Pearson Correlation Y 1,000 ,767 ,717
X1 ,767 1,000 ,522
X2 ,717 ,522 1,000
Sig. (1-tailed) Y . ,000 ,000
X1 ,000 . ,000
X2 ,000 ,000 .
N Y 57 57 57
X1 57 57 57
X2 57 57 57

Based on the output table above, the value of regression coefficient

between X1 (Implementation of suggestopedia method) with Y

(students achievement) is 0,767. This value is grouped into strong

influence (0,700-0,899) and positive.

This value shows that the better implementation of suggestopedia,

the better students achievement. Whereas the value of coefficient

regression between X2 (Teachers’ Teaching Creativity) with Y

(students’ achievement) is 0,717. This value is grouped into strong

influence (0,700-0,899) and positive.

 Double Regression Analysis Between Independent Variable and

Dependent Variable

By using SPSS, the result of double regression analysis was gained:

Model Summary

Adjusted Std. Error of

Model R R Square R Square the Estimate
1 ,852a ,726 ,721 ,15547479
a. Predictors: (Constant), X2, X1

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 Based on the output table above, the value of double regression

analysis between X1 (implementation of suggestopedia) and X2

(Teachers’ Teaching Creativity) with Y (Students’ Achievement) is

0,852. This value is considered into strong influence (0,700-0,899)

and positive.

2) Creating Double Linier Regression Equation

The formula of double linier regression equation which will be

created is:

Y = a + b1X1 + b2X2. So by using SPSS, it can be gained the estimated

value of a, b1 and b2 as follow:

Coefficientsa

Unstandardized Standardized
Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) ,909 ,155 5,868 ,000
X1 ,445 ,051 ,540 8,661 ,000
X2 ,288 ,041 ,436 6,992 ,000
a. Dependent Variable: Y

Based on the output table above, it can be gained that the value of a =

0,909, b1 = 0,445 dan b2 = 0,288. So the equation of double linier

regression is Y = 0,909 + 0,445 X1 + 0,288 X2

The double linier regression equation can be explained as follow:

a = 0,909 means that students’ achievement is positive 0,909 when X1

(implementation of suggestopedia) and X2 (Teachers’ Teaching

Creativity) is zero. This value shows that variable of students’

achievement in MAN Sukamanah is positive without variable

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 of suggestopedia implementation and teachers’ teaching

creativity.

b1 = 0,445 means each improvement of quality of suggestopedia

implementation 1 value will improve students’ achievement

0,445, with assumption that variable of teachers’ teaching

creativity is constant.

b2 = 0,288 means each improvement of teachers’ teaching creativity 1

value will improve students’ achievement 0,288, with

assumption that variable of suggestopedia implementation is

constant.

3) Hypotheses Testing

To ensure whether influence given the variable of suggestopedia and

teachers’ creativity is significant or not to variable of students’

achievement, hypotheses testing was done, either simultaneously (using F

test) or partially (using t Test)

 Simultaneous Hypotheses Testing (Uji F)

Simultaneous hypotheses testing were done to prove whether there is

significant influence from variable X1 and X2 on variable Y. Hypotheses

which will be tested are:

H0: β1 = β2 = 0 means that variable of suggestopedia and teachers’

teaching creativity simultaneously do not influence

students’ achievement

H1: minimum there is β ≠ 0

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 Means that variable of suggestopedia and teachers’

teaching creativity simultaneously influence students’

achievement.

With α = 5% and statistics used is statistic F. Based on the SPSS calculation, the

result of F calculation is as follow:

ANOVAb

Sum of
Metode Squares df Mean Square F Sig.
1 Regression 6,223 2 3,112 128,727 ,000 a
Residual 2,345 54 ,024
Total 8,568 56
a. Predictors: (Constant), X2, X1
b. Dependent Variable: Y

Based on the output table above, the value of Fcalculation is 128,727. This

value will be compared to F table score in F schnedecor table. With

α=5% and degree of freedom (db1=2, db2=54) it is gained that Ftable is

3,090. Because Fcalculation (128,727) > Ftable (3,090) so H0 is rejected and

H1 is accepted, which means that variable of suggestopedia and

teachers’ teaching creativity simultaneously give significant influence

on students’ achievement. To know which variables give meaningful

influence and which variables do not give meaningful influence, here is

the partial hypothesis testing:

 Partial Hypothesis Testing (Uji t)

Partial hypothesis testing is done to know whether there is significant

influence partially between variable X1 or variable X2 on variable Y.

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 1) Partial Hypothesis Testing for Variable of Suggestopedia

Implementation

Hypothesis testing which will be tested in this part is:

H0: β1= 0 means that variable suggestopedia partially does not

give significant influence on students’ achievement.

H1: β1≠ 0 means that variable of suggestopedia implementation

partially give significant influence on students’

achievement.

With α = 5% and statistics used is statistic t, so based on SPSS

calculation, tcalculation as follow:

Coefficientsa

Unstandardized Standardized
Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) ,909 ,155 5,868 ,000
X1 ,445 ,051 ,540 8,661 ,000
X2 ,288 ,041 ,436 6,992 ,000
a. Dependent Variable: Y

Based on the output table above, the value of tcalculation for variable X1 is

8,661. This value then will be compared to t value in distribution table.

With α=5% and degree of freedom (db=54) so the value of ttable is

1,984. Because tcalculation (8,661)>ttable (1,984) so H0 is rejected and H1 is

accepted, which means that variable of suggestopedia partially give

significant influence on students’ achievement.

2) Partial Hypothesis Testing for Variable of Teachers’ Teaching

Creativity

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 Hypotheses which will be tested in this part are:

H 0 : β2 = 0 means that variable of teachers’ teaching creativity

partially does not give significant influence on students

achievement

H 1 : β2 ≠ 0 means that variable of teachers’ teaching creativity

partially gives significant influence on students’

achievement

With α = 5% and statistics used is statistic t. Based on the SPSS

calculation, t calculation is gained as follow:

Coefficientsa

Unstandardized Standardized
Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) ,909 ,155 5,868 ,000
X1 ,445 ,051 ,540 8,661 ,000
X2 ,288 ,041 ,436 6,992 ,000
a. Dependent Variable: Y

Based on the output table above, the value of tcalculation for variable X2 is

6,992. This value is the will be compared to value t in the distribution

table t student. With α=5% and degree of freedom (db=54) the value

of ttable is 1,984. Because tcalculation (6,992)> ttable (1,984) so H0 is rejected

and H1 is accepted, which means that variable of teachers’ teaching

creativity partially gives significant influence on students’

achievement.

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CONCLUSION AND RECOMMENDATION

Based on the result of this research, data analysis and hypothesis testing, it

can be concluded that there is positive influence of the use of suggestopedia on

students’ mathematics achievement.

Based on the result of this study, the writer propose several

recommendations: 1) The headmaster should motivate mathematics teachers to

use suggestopedia method and other methods by providing facilities needed, 2)

Mathematics teachers should use various teaching methods so students can be

more active and can increase their mathematics ability, 3) The use of any methods

should be applied and supported by teachers’ creativity. 4). The results of this

study do not close the possibility of different from the results of research of

others, and we are very waiting for suggestions, criticisms and comments to be

discussed.

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