ELSYA: Journal of English Language Studies
Vol. 1, No. 3, October 2019 , pp. 81-87

Available online at: http://ojs.journal.unilak.ac.id/index.php/elsya

Can the Hypnoteaching Method Increase Students’ Speaking Ability?
Dian Lestari

1
and Abdullah Syarif

1,2
Advanced Islamic Studies of Hubbulwathan, Duri, Indonesia

dianjjlestari@gmail.com

ARTICLE HISTORY

Received : 30 July 2019

Revised : 9 August 2019

Accepted : 20 September 2019

KEYWORDS

Hypnoteaching

Speaking Ability

High School Education

ABSTRACT

The objective of this research was to invest the effect of implementation of hypnoteaching
toward eleventh grade to increase students’ speaking ability. The research was facused to
know the significant effect of implementation hypnoteaching method at MA YASMI
DURI. The population are 42 persons of eleventh grade that consists of two classes and the
sample are 16 persons of IPA 1 Class. The research design was pre-experiment with pre-
test and post-test design. The are two variables, they are hypnoteaching method and
speaking ability, and then to analyze the data obtained,the research used Paired sample T-
test. Based on the data analysis and its result, the writer knows that mean score of students
in pre – test was 50.5 and mean score of students in post-test was 67.25 and the result of
paired sample T-test was Tvalue = 6,898, by df is 15. Based on the table of Tvalue, for df
15, T-table significant 5% is 2,13 and Ttable significant 1% is 2,95. The writer can make
a conclusion that implementation of hypnoteaching method toward speaking ability is
categorized in “Ha” level based on the experiment classroom, and there is significant
effect of implementation of hypnoteaching method toward eleventh grade student
speaking ability at IPA 1 class. the result indicate that there is significant effect difference
on implementation hypnoteaching method, where post-test improvement score than the
pre-test score.

1. Introduction

In this era, people demand to have more than one

language. Language as a tool for communication takes an

important role in our daily activities. Without

communication, we will be left behind. Communication in
foreign language is a bridge to get information, knowledge

and culture, and as we know, english is international

language. So, it is important to master english language.

The fact shows that the result of teaching learning

English is still low. Somantri in Syamsinar (2007) said that

there can be a wonder about the condition of the student’s

English ability. The students have learned English from the

first-grade of junior high school until senior high school,

but most of them still cannot use English as tool of

communication. It does not only happen to the students

who have score below five, but also to the students who

have score over eight in junior high school cannot use
English in real communication in their level.

Besides, their receptive skills are also below the

expectation. For example, the students who have graduated

from senior high school, they still find difficulty in English

(Balitbang Depdiknas, 2003). The indicators of the

problems are as follow: the first problem is most the

students feel not confidence when someone asked to use

english, they can’t speak English and also their speaking

ability is still low. For example: the teacher asked to the

students, they average just answer yes or no. They do not

want give the more complete answer. And the students have
no spirit in run the learning process because they think

about English is the difficult subject and the teacher can not

realize the student that english is fun.

Now, teachers really need especial notice in order to get

the purpose hoped. Learning method used is an important

factor influencing the teacher. A teacher is demanded to

dominate some learning models in order to give appeal to

the learners. And then, the next important one in learning

process is an optimal or maximun learning achievement.

So, it can produce a high quality of output.

During this process of learning English, teachers are
mainly still using the old paradigm where the teacher gives

knowledge to students who passively. Teachers teach with

conventional methods or traditional methods namely lecture

method and expect students to sit, be quiet, listen, record

and memorize. Freire (1970) gives a term to this learning

method as “banking concept of education”. The

implementation of education is merely considered as

transfer of knowledge by the educators and the students are

as passively receiver of knowledge. Thus, Teaching and

Learning activities become monotonous and lack of

students’ interest. These conditions will not improve
student’s skills in understanding the English subjects.

The conventional method slowly moves into learner-

centered method, the teacher is facilitator. Besides that,

teacher also has the roles as motivator, controller,

organizer, assessor, prompter, participant, resource, tutor,

observer and inspirator.

The teacher has role as motivator. Therefore, teacher

should motivate the students if the teacher is teaching in the

ELSYA: Journal of English Language Studies
Vol. 1, No. 3, October 2019 , pp. 81-87

Available online at: http://ojs.journal.unilak.ac.id/index.php/elsya

classroom. In the classroom, the students have different IQ,

EQ and SQ so the teacher must make classroom flexible.

The teacher must motivate the students who don’t have
encouragement to study English. Motivation determines the

key success of teaching whether the students get

understanding or not. Syaiful Bahri Djamarah in Rino

Ardian (skripsi, 2008: 151) says that the success of teacher

in teaching is the teacher who is clever to encourage the

students in learning.

If the teacher can choose the suitable method in run the

learning process, the writer believes, there is no problem

that would be found like the problem above. Its all depend

on method that the teacher used.

Hypnoteaching is another learning method being

improved now. This learning method is able to emerge its
own attractive for the learners. Hypnoteaching is

combination of two words, hypnosis and teaching.

Hypnosis means suggestion or giving suggestion and

teaching means preaching or transferring knowledge. So,

hypnoteaching can be comprehended as suggesting the

students to be smart. Teaching by hypnosis method is the

up to date method applied in teaching learning activity

whether informal or formal learning.

According to Novian (2010), “Hypnoteaching involves

conscious and unconscious mind. Hypnoteaching learning
method is learning method delivering lesson material by

using unconscious languages to emerge suggestion for the

students into full concentration about materials explained

by the teachers because unconscious mind has a large

dominant to the working process of our brain. So, the

method can make the students can speak english better than

before. Based on the explanation the speaking found some

phenomena as follow :

1. The student still get difficulties to learn english.

2. The students’ motivation in speaking is still low.

3. The students have no self confidence in speaking.

4. The teacher has not found the good method yet
that suitable in speaking.

Based on the phenomena above, the writer is interested

to researching and discussing about “ THE EFFECT OF

HIPNOTEACHING METHOD TO INCREASE

STUDENTS’ SPEAKING ABILITY AT THE

ELEVENTH GRADE STUDENTS OF MA YASMI

DURI”.

Based on the background above, that can be seen that

some of the student get problem in english subject

especially in speaking.

a. Why do many students still get difficulties in
learning english especially in speaking?

b. Why are many of the students’ motivation in

speaking still low?

c. Why do many of students have no self confidence

in speaking?

d. Why does the teacher not use good method yet in
teaching in speaking?

e. Why are the students not interesting to learning

english?

f. Why are the students used to speaking their

traditional language?

g. Why are the students never try english language?

With reference the problem limitation explained above,

it can be formulated as follow :

a. How is the students’ speaking ability before

implementation hypnoteaching method ?

b. How is the students’ speaking ability after
implementation hypnoteaching method ?

c. What is the significant effect after implementation

hypnoteaching method ?

2. Literature Review

2.1 The Nature of Speaking

According to brown ( 2004: 140) speaking is productive

skill that can be directly and empirically observed, those

observation are invariably colored by accuracy and

effectiveness of a test taker listening skill, which

necessarily compromises the rehabilitee and validity of and

oral production test.

Speaking is a productive in the oral mode. It’s like the

other skill, is more complicated than it seems at first and

involves more than just pronouncing words, it is thinking of

what one wishes to say, choosing the words in the proper

grammatical frame word. Communicating the feeling we
have and so on. Speaking is producing movements of the

rib cage, the vocal cards and the mount.

Speaking is oral communication, which is used more by

the people in their social community, speaking takes more

important part compared to others, like reading, listening,

or writing. Speaking is very crucial for people in sharing

their ideas, opinion or felling others. The speaker tries hard

to use the effective way to do speaking so that listener can

what they mean.

According to jhon M. Echols in Dewita (skripsi : 2011)

speaking is one of the four language skill to tell the words
that are doing communication. Speaking derives from the

other word’ speak’in other hand, widdowson in tafsirudin

(2010: 19) states that is active and productives skill. It mean

that speaking is skill as a productive skill, productive skill

allows students to produce word in english. It also show the

students ability in mastering speaking skill.

ELSYA: Journal of English Language Studies
Vol. 1, No. 3, October 2019 , pp. 81-87

Available online at: http://ojs.journal.unilak.ac.id/index.php/elsya

Speaking is perhaps the most demanding skill for the

teacher to teach. In their on languange children are able to

express emotion, communicate intention and reaction,
explore the languange and fun of it, so they expect to be

able to do the same in english. Part of the magic of teaching

young children a foreign language is just another way of

expressing what they want to express, but there are

limitations because of their lack of actual languange.

2.1.1 Component of Speaking

David P. Harris (1969: 81-82) states no language skill is

so difficult to assess with precision as speakingability, and

for this reason it seemed wise to defer our consideration

oforal productiontests until last. Moreover, some of the

problemsinvolved in the evaluation of speaking skill occur

in other forms oflanguage testing. Like writing, speaking is
a complex skill requiringthe simultaneous use of a number

of different abilities which oftendevelop at different rates.

Either five components are generallyrecognized in analyses

of the speech process:

1) Vocabulary

Vocabulary is one of the extreme aspect that the support

speaking in an important role in speaking skill. vocabulary

is the total number of word which make up language.

longman (1987 : 4) states that vocabulary is a list of words

used in alphabetical order and with explanation of their

meaning.

2) Pronunciation

One of the most important aspects of speaking is effort

to master the sound system in order to able to speak the

languange well. The sound produced in unfamiliar way

make one unable to understand what the speaker means.

3) Grammar

River in Rino Ardian (skripsi: 2011) believe that

communication in speaking run smoothly if its grammar

can be understood therefore. Speaker must be a ware on the

grammar in the rule by which we put together meaning full

and of part of words of a languange to communicate

massages that are comprehensible.

4) fluency

speaking is an activity of reproducing word orally, it

means that there is a process of exchanging ideas between a

speaker and listener. Therefore, it’s important to have

fluency as having the capability of other component of

speaking.

long man (1978 :424) states that fluency is the quality or

condition of being fluent. It indicates since student

understood each other. In speaking means, that they have

been fluent, fluency is the ability to use languange span tare

lousily and confidently and without undue pauses and
hesitations.

2.1.2 Element of Speaking

Jeremy Harmer( 2002, p. 269) statemany students have

difficulties in speaking. They are manyelements of

speaking that must be mastered by students in order to be
agood speaker:

1) Connected speech

Effective speakers of English need to be ablenot only to

produce the individual phonemes of English, but also touse

fluent connected speech. In connected speech sounds

aremodified, omitted, added, or weakened. It is for this

reason that weshould involve students in activities designed

specifically toimprove their connected speech.

2) Expressive devices

Native of English change the pitch and stress

ofparticular parts of utterances, vary volume and speed, and

show byother physical and non verbal means how they are
feeling. The useof these devices contributes to the ability to

convey meaning. Theyallow the extra expressions of

emotion and intensity, studentsshould be able to deploy at

least some of such supra segmental features and devices in

the same way if they are to be fullyeffective

communicators.

3) Lexis and grammar

Spontaneous speech is marked by the use ofnumber of

common lexical phrases, especially in their performanceof

certain language function. Teachers should therefore

supplyvariety of phrases for different functions, such as:
greeting,agreeing and disagreeing.

4) Negotiation language

Effective speaking benefits from thenegotiatory

language we use to seek clarification and to show

thestructure of what we are saying.15 We often need ask

forclarification when we are listening to someone else talk.

2.2 Concept of Method

2.2.1 Understanding of Hypnoteaching

Hypnoteaching a learning method in presenting the
material, teachers wear subconscious languages that can

foster its own interest to students .

From the origin of the word, hypnoteaching is a

combination of two words, namely hypnosis and teaching.

Hypnosis means giving sugestion and teaching means

teaching. Thus, it can be interpreted that hypnoteaching is

an attempt to hypnosis or giving sugestion students to

become better and increase performance. Hypnoteaching

can be said to be improvised from a learning method. This

method of trying to come and provide a new conceptual

approach in the field of education and training. Note that

hypnoteaching berin only at the level of subconscious mind
subconscious. A natural God-given strength hello to every

human being. Through mastery hypnoteaching, teachers

will be able to understand the pattern of the actual workings

of the brain .

ELSYA: Journal of English Language Studies
Vol. 1, No. 3, October 2019 , pp. 81-87

Available online at: http://ojs.journal.unilak.ac.id/index.php/elsya

According Novian Triwidia Jaya (2010 : 41 ) in yustisia

(2012 : 76) define hypnoteaching is a blend of learning

which involves the conscious and unconscious mind.
Hypnoteaching a creative learning methods, unique and

imaginative. Prior to the implementation of learning the

students are already in conditioning your child to learn.

Thus, the students already be conditioned fresh and ready to

accept the subject matter. To prepare for these things, of

course the teachers themselves are also required to be stable

both psychologically as well as psychologically . By doing

so, teachers also have full readiness to teach children.

Meanwhile, according to Muhammad Noer (2010 : 21 )

in yustisia (2012 : 76) define in hypnoteaching teachers act

as hypnotists, while acting as suyet didk child or the person

being hypnotized. In lessons, the teacher actually do not
have to euthanize his protege when giving suggestions.

Teachers simply use persuasive language as communication

tool in accordance with the expectations of the students.

Ahrus thing to remember is the teacher must try to convey

to the students with the language that has been understood

by the students. Therefore, it is highly unlikely hypnosis is

being run effectively if suyet not understand the intent of a

hypnotist.

The elements that need to be known in the following

hypnoteaching ( Noer , 2010: 137 ).

1) Appearance teachers

The first step that must be done by the teacher in

the success of learning through hypnoteaching method is to

pay attention to her appearance in advance. Has become a

liability for a teacher to always look neat. Therefore, the

appearance of good will make confidence is high. In

addition, an attractive appearance also can be a powerful

magnet for students.

2) commiseration

A teacher must have a high sympathy to their students

so that the students would be sympathetic to him anyway.

Therefore, the natural law is certainly applicable rules of

reciprocity. If teachers treat their students well, his protege
was definitely going to be nice to her. Although the

students are very naughty, he would still feel reluctant and

respectful to teachers who also respected.

3) Empathetic attitude

A teacher should have a sense of empathy and sympathy

are high for their students. With empathy, the teacher will

always try to help their students who are feeling difficulties.

In addition, he also has a strong determination to develop

and advance their students. Teachers who have high

empathy, would not stay silent when encountered protege

like crowded, behaved strangely, like bullying, and various
other unfavorable actions. The teachers also do not just give

prediket "bad boy" to the students, but find out in advance

the background that many of these children misbehave and

try to find a solution.

4) The use of language

Oral language is a reflection of the language of the

heart. Therefore, out of a verbal person, will symbolize the
hearts and feelings of the person. Similarly with the teacher.

A good teacher should have a good vocabulary and

language and manners. Moreover, it should also not easily

provoked anger, always respectful to others, including his

protégé, not condescending, mocking, or marginalizing

students with a variety of words that are not supposed to get

out of his verbal.

Said teachers who have good language and manners,

undoubtedly their students would not dare mengatkan -

phrases that could hurt her. In addition, students are guided

and advised by the language of the heart by the teachers

will also be obedient and obey it with all my heart.

5) The motivation of the students with a story or tale

Provide motivation through the story or

the story is one of the factors of success in the use of

methods hypnoteaching. The character of the basic

character workings of the mind is imagination and fantasy.

While the story or the story is a study of the imagination.

Thus, it would be much better if the teacher gives a story or

stories of other people that fit the theme class. When

teachers find their students are facing problems, not

excited, or experiencing other problems, teachers can

advise and guide students through the story without making
students feel patronized.

6) Viewer ( for the kinesthetic )

One of the elements of hypnosis in learning is visual or

issue of self-expression. While I was teaching, teachers

should strive to use good body language style so that what

it conveys becomes more impressive for their students.

However, to be able to use the style of good body language,

teachers must master the material to be conveyed in

advance. For teachers who do not master the material,

usually will teaching style uninteresting and boring .

7) If you want to master the minds of the students ,

first mastered their heart

Learning through experience in the field will be more

striking than learning theory class subject matter alone. One

way to the hearts of the students, for example by creating a

fun learning process, doing games, and so on.

2.2.2 Benefits of Hypnoteaching

Nowadays, we often see a lot of schools are feeling

overwhelmed and difficulty in dealing with the various

problems faced by the children of his protege. Starting from

the "small", like lazy to learn, do not get excited in the

learning process, have a lower educational achievement, to

the penyipangan behavior of a "large" performed by the
students. Even some of the irregularities that included the

delinquency and criminal activity.

ELSYA: Journal of English Language Studies
Vol. 1, No. 3, October 2019 , pp. 81-87

Available online at: http://ojs.journal.unilak.ac.id/index.php/elsya

On the other hand, the school, especially the teachers

are also not able to provide the right solution and thoughtful

to those events. Usually, they are giving advice or
punishment to students with problems. When it is

considered unreasonable, the school took the decision to

pull out of the students. In addition, it is often found in the

classroom is a learning environment that is less "alive" and

seem boring. The students find it difficult to enjoy the

learning process effective and fun into a very difficult thing

to achieve.

From the foregoing, it can be seen that the method

hypnoteaching played only the power of the subconscious

mind. Hypnoteaching through the mastery of teaching,

teachers will become better understand work patterns

protégé actual mind. In other words, we can understand that
hypnoteaching is the development of the learning methods.

Through hypnoteaching, teachers can make the new

conceptual approach towards their students. In addition, this

method also provides "therapeutic penyempuhan" on

students who have learning and psychological problems.

As for some of the benefits that can be achieved through

the application of learning methods in the classroom

hypnoteaching as follows :

1) Learning becomes fun and more exciting, both for

the students, as well as for teachers.

2) Learning can attract the attention of students
through a variety of creative games that are applied by the

teacher.

3) Teachers become better able to manage his

emotions.

4) Learning to foster a harmonious relationship

between teachers and students.

5) Teachers can cope with children who have

difficulty learning through personal approach.

6) Teachers can cultivate the spirit of the students in

learning through games hypnoteaching.

7) The teacher helped the students in eliminating

habits - bad habits they have.

2.2.3 Advantages and Disadvantages of Hypnoteaching

According Yustisia (2012 : 81) In essence,

hypnoteaching a isaha how a teacher can hypnotize the

learners in order to feel happy and always eager to absorb

the lessons from it. Through ways and certain tricks,

teachers can make the brain condition of learners still feel

enthusiastic and excited during learning. In addition, this

method also can make children become easier to remember

and master the material being studied. In other words,

through methods hypnoteaching children can maximize its

ability to exceed the usual conditions.

The implementation of the method hypnoteaching itself

should be directed to positive goals that build. Teachers can

do this by incorporating suggestions into the subconscious

of learners. In doing so, of course, the teacher should feel

reassured and confident that he could do with a good
method. In addition, confidence and self-esteem are also the

main attraction for students. The advantages possessed by

hypnoteaching method as follows:

1) Learners can develop in accordance with the

interests and potentials.

2) Teachers can create diverse learning process so it

is not boring for the learners.

3) The learning process will lebi dynamic.

4) Created a good interaction between teachers and

learners.

5) The material presented is able to focus learners.

6) The material is easy to master learners so that they
are more motivated to learn.

7) There are many skills during the process of

learning.

8) The process of learning is active.

9) Learners can imagine and think more creatively.

10) Due to not memorize the absorption capacity of

the learners will be faster and last longer.

11) Monitoring of the teachers will be learners become

more intensive.

12) Due to the learning atmosphere relaxed and

menyanangkan, it mebuat learners feel happy and excited
when the following study.

A method of learning, certainly is not perfect and has

flaws. Thus, the teacher should be make combine learning

methods with one another. All it aims to achieve the goal of

education is expected.

As for the shortage of learning methods hypnoteaching

as follows:

a) The number of learners who are in a class,

resulting in teachers find it difficult to give attention to

individual learners' children.

b) Teachers need to learn and practice to implement

the method hypnoteaching.

c) Method hypnoteaching still part of a new method

and has not been widely used by teachers in Indonesia.

d) The lack of facilities and infrastructure in schools

that could support the implementation of learning methods

hypnoteaching.

Judging from shortcomings - shortcomings above, it

appears that the teacher's role is very big when it would

apply the learning method hypnoteaching. Therefore,

teachers are also obliged to many- lot to learn and practice

ELSYA: Journal of English Language Studies
Vol. 1, No. 3, October 2019 , pp. 81-87

Available online at: http://ojs.journal.unilak.ac.id/index.php/elsya

in order to master this method and may apply to children

with a good class. In addition, teachers also need to

incorporate methods hypnoteaching with the method of
discussion and administration tasks.

2.3 Procedure of Teaching Speaking by
Hypnoteaching Method

According Ibnu Hajar ( 2011: 100) In doing hypnoteaching,

only treated steps - simple steps. Here is the basic steps that

must be done in order to master the moves become master

teachers hypnoteaching :

2.3.1 Intention and motivation within yourself

A person's success depends on the intention in her to

struggle and work hard to achieve that success. Therefore, a

strong will will bring high motivation and commitment for

concern and survive in the occupied areas.

2.3.2 Pacing

Pacing means to equate the position, gestures, language,

and brain waves with other people or students. Because, in

principle or humans tend to prefer interacting with friends

who have a lot in common, so that he will feel comfortable.

With similarities derived from a common brain waves here,
then every message delivered from one person to another

can be accepted and understood.

This also applies in the application of teaching methods

hypnoteaching. That is, if the students hate lessons given by

teachers, meaning brain waves is not equivalent to their

teachers. Although much older than them. However, brain

waves can actually be supplied with as if they do or think

like them.

As for some way of doing fishing on students in learning

activities are as follows:

1) Imagine our age equivalent to students, so that we can

carry out activities in feeling things that are experienced by
them at this time, not when we were in school first.

2) Use appropriate language to the language that is often

used by students. If necessary, use slang trending among

them.

3) Perform the movement - the movement and facial

expression that matches the theme of language.

4) Make relation theme of our lesson with friends that is

the trend among students.

5) Always update the knowledge of friends, language, until

the latest gossip is the trend among students.

by doing these things, then without conscious thought
waves we have been cooperating with the students, so that

they feel comfortable to meet with us. If this has happened,

then be prepared to do step - the next step.

2.3.3 Leading

Leading has a sense lead or teach something. This is done

after the process of pacing do. If we do leading without

preceded by pacing, then it is tantamount to giving orders to
the students are quite risky, because they do so reluctantly

and under pressure. This will result in their denial to

teachers.

After doing the pacing, the students will feel comfortable

with the teacher. At that moment almost every whatever the

teacher said or assign to them, will be performed

voluntarily and happily. So difficult as any material, their

subconscious mind will catch the subject matter easily.

They also will not find difficulty in doing the exam,

although the exam was difficult.

2.3.4 Use the Positive Words

The fourth step is supporting measures in performing
pacing and leading. This positive use of the word according

to the workings of the subconscious mind is not willing to

accept a negative word. Basically, the word - the word

given by the teacher, either directly or indirectly, affect

psychic students, so that they feel more in receiving the

material provided.

These words can be either an invitation and encouragement.

So, apaila there are things that should not be done by them,

should use the pronoun positive to replace the word - a

negative word. For example, if it will calm a noisy

classroom, usually said command is issued, "be quiet" in
applying hypnoteaching, it should be said to be quiet was

replaced with, "quiet please".

2.3.5 Give Praise to the Student

praise is one way to establish a person's self-concept.

Therefore, give praise to the students sincerely, so that they

will be compelled to do more than ever before. Giving

praise can be done when students managed to do or

achieve. Give praise slightest form of achievements,

including when he managed to make positive changes in

himself. Although possibly, still under a friend - a friend, it

could still give praise.

In giving praise, avoid all negative connecting words, such
as "but", "however", "just that", and so forth. The use of the

word - the word will make us praise it - it and poke - fun, as

in the words, "Adi, you're a smart boy, mother / father

delighted to have students like you. But, unfortunately, you

lack attention to neatness of clothes ".

If compliment coupled with criticism or suggestions, then

the more caught is a form of assault on the dignity of

people who praised instead of increasing self-esteem, this

will only drop. Although it should seem sepela and often,

but the effect is very great in his psychological system.

How to avoid negative conjunctive is by eliminating the
conjunctive. For example, "you actually are students who

are good and very proud. Will be proud again if more

attention to neatness of appearance ". In the words of the

protective shield of self-esteem has not had time to get out,

ELSYA: Journal of English Language Studies
Vol. 1, No. 3, October 2019 , pp. 81-87

Available online at: http://ojs.journal.unilak.ac.id/index.php/elsya

although there have been improvements message (criticism)

into the subconscious program.

2.3.6 Modeling

Modeling is the process of giving the model or example

through speech and behavior that is consistent and is one of

the keys to success in hypnoteaching. After students feel

comfortable with the teacher, then he needs to solidify his

behavior to be consistent with the words and teachings, so

he always keeps a trusted figure.

2.4 Theoretical Framework

Table 1. Definitions of Key Terms

Component Definition Relevant Theory

Vocabulary It gives an accurate meaning. Zainil (1993)

Pronunciation Making pattern into

automatic habit.

Freeman ( 1985)

Grammar Students must be conciously

facilitated with grammatical

rules.

Chomsky (1957)

Fluency The provision of

comprehensible input the

reduction of strees as keys to

successful language

acquisition.

Krashen (1981)

hypnoteaching a blend of learning which

involves the conscious and

unconscious mind .

Novian Triwidia Jaya

(2010)

2.5 Operational Concepts

Operational concept is the concept used to more

explanation about theoretical framework to avoid

misunderstanding of this research. The operational

concepts in this research are :

1. Speaking is the vocal sound that out from the mouth,

it’s all occure by the combination of vocabulary in the rule

based on grammar. To make pronunciation has meaning to

the listener.

2. Hypnoteaching method is a kind of method that use

unconscious languange. It is useful to make the students
become fun in run the learning process. Because the

students never feel nerveous to face the teacher. Indicator

of the implementation of hypnoteaching method as follow :

a) The student can improve their speaking ability.

b) The student be self-confidence in speaking.

c) The teacher can using good method in learning process.

2.6 The Assumption and Hypothesis

2.6.1 The Assumption

The writer assumes that the students in experimental class
have different result whit the other class at the eleventh

grade. The students who are taught by using hypnoteaching

method will increase their speaking ability than the student

who are not using the method.

2.6.2 The Hypothesis

Ha : there is a significant effect on implementation of

hypnoteaching method toward the students’ speaking

ability at MA YASMI Duri.

Ho : there is no a significant effect on implementation of

hypnoteaching method toward the students’ speaking

ability at MA YASMI Duri.

3. Method

3.1 Research Design

This chapter describes about the method and procedurs

of the research. The writer designs this research is

quantitatively in form of pre-experiment design. It

concludes about the location and time, the subject and the

object, the population and sample, technique of collecting

data and the analysis of data. This is a quantitative research

variables in this research is two variable those are the

hypnoteaching method and the speaking ability. The
following schema will show the research design.

3.2 The Time and Location of the Research

This research was conducted at the second year students

of MA YASMI DURI. It is located at Jl.Jendral Sudirman.

Time of research was started on Februari until Juni 2016.

3.3 The Subject and Object of the Reseach

The subject of this research is the eleventh grade
students of MA YASMI DURI and the object of this

research is increasing students’ speaking ability through

hypnoteaching method.

3.4 The Population and Sample

The population of this research is the eleventh grade

students of MA YASMI DURI. There are two classes but

the writer only took one class as the sample. It is XI IPA 1

as the treatment class. Class XI IPA 1 as the treatment

class consists of 16 students.

According to Widiyanto states, “ the sample of research

is part of the population that will be researched and

considered have represent of population”. ( Widiyanto :

2010 ).

Table 2. Population and Sample

Class Population Sample

IPA 1 16 Persons 16 Persons

IPA 2 26 Persons -

Total 42 Persons 16 persons

Because the writer ever teachs in the IPA 2 Class

when did PPL, so the writer chose IPA 1 class and took 16

students as the sample.

ELSYA: Journal of English Language Studies
Vol. 1, No. 3, October 2019 , pp. 81-87

Available online at: http://ojs.journal.unilak.ac.id/index.php/elsya

3.5 The Technique of Data Collecting and
Analyzing

In collecting the data, the writer used the following

technique:

3.5.1 Pre test

Pre test is administered before treatment is given to

know how far the students speaking ability especially for

the material was taught by the writer in this research:

greeting and expressing before the teaching learning

process. The test consists of oral test. In oral presentation,
students’ vocabulary, pronunciation, grammar and fluency

in english was tested.

The writer said a word and have a student to guess what

sequence of symbols comprised the word. But before that,

at the beginning of the stage, the writer will model the

appropriate sound after pointing a symbol on the chart.

In measuring the students speaking ability (accuracy

of pronunciation, comprehension, fluency, vocabulary,

grammar). The writer will use speaking rubrics by Brown

(2004 : 172), as follows :

Table 3. Speaking Rubrics

Categories Score The Criteria of Speaking

Pronunciation 5 The students can pronounce

the words very well

4 The students can pronounce

the word well

3 The students can pronounce

the word adequate enough

2 The students can pronounce
the word frequently

unintelligible

1 The students can pronounce

the word poorty

Comprehension 5 The students comprehend the
dialogue well and content is

clear

4 The students comprehend the

dialogue in all although there

is repeating in certain part.

3 The students comprehend the

dialogue but there are some
repetations

2 The students comprehend the

dialogue but difficult to reply

what their friend said.

1 The students do comprehend

although in simple dialogue

Fluency 5 The students are able to

continue speech without too
much hesitation

4 The students fluency are

having a little disruption by

language problem

3 The students make a lot of

mistake in language problem

2 The students often doubt and

stop becouse oflimited

language

1 The students often break off

and stop while conveying

dialogue

Vocabulary 5 The students have board

vocabulary

4 The students have adequate

vocabulary

3 The students have good

enough vocabulary

2 The students have limited

vocabulary

1 The students have very limited

vocabulary

Grammar 5 The students have very good

grammar

4 The students’ error in

grammar is quite rare

3 The students’ grammar are

good enough, able to speak
the language with sufficient

structural

2 The students contruction of

grammar is quite accurately

but does not have through or

confidence control

1 The students error is frequent

but the content still
understood

The writer was objectively give a score based on the

characteristic of each students’ speaking ability, whether

they get 1,2,3,4, or 5 score. The maximum score that was

reached by the students is 25. However, the students score

obtained was calculated by the following formula :

The data from the classroom observation used the

category according Hartono in Agusriwal (2012:41) as
follows :

Table 4. Category of Ability Level

Score Level

ELSYA: Journal of English Language Studies
Vol. 1, No. 3, October 2019 , pp. 81-87

Available online at: http://ojs.journal.unilak.ac.id/index.php/elsya

90 – 100 Excellent

80 – 89 Good

70 – 79 Fairly Good

60 – 69 Fair

0 – 59 Poor

(Nana Sudjana, 2005: 118)

3.5.2 Post-test

After giving the treatments, the writer gave the post-test

to the subjects; the next type of the post-test is also in the

form of oral production test. The test was administered to

investigate whether the hypnoteaching method can increase

the student’s speaking ability.

3.5.3 Documentation

According to Arikunto the method of documentation is

seeking data such as notes, transcripts, books, newspapers,

magazines, inscriptions, minutes of meetings, logger,
agenda and etc (2010:274). Documents used the writer here

in the form of photos and record data on result experiment

research.

3.6 Data Analysis Technique

3.6.1 Descriptive Statistic

central tendency, the central tendency of a distribution

is an estimate of the “center” of a distribution of values.

There are three major types of estimate of central

tendency :

1) Mean, average is probably the most of commonly
used method of describing tendency. The formula

is :

M =

Where :

M = the mean of score

∑x = the summation of all individual score

N = Total number of data

2) Median, the score found at the exact middle of the
set of values. The formula is :

Me = ((n+1))/2

Where :

n : total number of data

3) Mode, is the most of frequently occuring value in
the set of scores. The formulation of mode is:

Where:

L = is the lower class limit of the modal class

f1 = is the frequency of the modal class

f0 = is the frequency of the class before the modal
class in the frequency table

f2 = is the frequency of the class after the modal

class in the frequency table

h = is the class interval of the modal class

Measure of dispersion, it refers to the spread of the

values around the central tendency.

1) Range ; simply the highest value minus the lowest

value. The formula is :

J = Xmax – Xmin

1) Variance ; used as a measure of how far a set of
numbers are spared out from each other. The
formula is :

SD
2

=
( )

2) Standard deviation is a measure of the spread of
the most widely used.

The formula of standard deviation :

SDx = √

for experiment class

SDy = √

for control class

To get the different from mean of pre-test and mean

post-test with T-test, the writer used formula. According

Hartono (2004 : 171) as follow :

√(

√
)

(

√
)

Where :

to = The value of t-obtained

Mx = Mean score of experiment class

My = Mean score of control class

SDx = Standard deviation of experiment

SDy = Standard deviation of control class

N = Number of student

It is necessary to obtain the degree of freedom (df) in

order to get the t-table. The formula of degree of freedom

is :

df = n-1

where :

ELSYA: Journal of English Language Studies
Vol. 1, No. 3, October 2019 , pp. 81-87

Available online at: http://ojs.journal.unilak.ac.id/index.php/elsya

df = the degree of freedom

n = number of the students

To found central tendency (mean, median, mode and
sum) and dispersion (standart deviation, variance, range,

minimum, maximum, and minimum ) score, the writer use

SPSS version 18 by (Jonathan Sarwono, 2002, p.114 ).

a. Inferential Statistic

Inferential statistic is testing the hypothesis on average

used to determine whether the allegations of research are

appropriate or not.

In testing of inferential statistics, the writer uses SPSS

program. In the SPSS program, technique of testing the

inferential statistics is used the paired sample T-Test.

. In the SPSS program, technique of testing the

Inferential Statistics is used the paired Sample T-Test. The
formula of paired sample t-test is:

t =

√
( ) ( )

where :

t = t-test

d =difference between matched scores

N = number of pairs of scores

4. Results

In this chapter, the researcher prepared the data analysis
of the students in the test. The result shown that the

implementation of hypnoteaching method is significant or

not to be used to increase the students speaking skill of the

eleventh grade students of MA Yasmi Duri. In analyzing

the data, the writer used the SPSS statistic to make easy in

determining the mean score, median, total score, range,

standard deviation, variance. All data was used to know the

the significant of hypnoteaching method.

Table 5. Pre-test and Post-test Scores

Sample
Pre-test Post-test

Score Category Score Category

Student

40 Poor 72 Fairly good

Student

36 Poor 32 Poor

Student

68 Fair 80 Good

Student

52 Poor 68 Fair

Student

56 Poor 72 Fairly good

Student

52 Poor 68 Fair

Student

40 Poor 72 Fairly good

Student

40 Poor 64 Fair

Student
9

56 Poor 68 Fair

Student

32 Poor 60 Fair

Student

56 Poor 80 Good

Student

84 Good 96 Excellent

Student

60 Fair 80 Good

Student

60 Fair 64 Fair

Student
15

32 Poor 44 Poor

Student

44 Poor 56 Poor

4.1 Descriptive Statistic

The result of the students in pre-test and post-test was

analyzed by using SPSS version 18 Statistic. In this

analyzing, the writer got the information as follow :

Table 6. Analysis of Pre-test and Post-test of Students’

Speaking Ability

Remark
Value

Pre-test Post-test

Valid 16 16

Missing 0 0

Mean 50.5 67.25

Std. Error of Mean 3.519 3.746

median 52 68

mode 40 68

Std. Deviation 14.076 14.982

Variance 198.133 224.467

Skewness 0.703 -0.633

Std. Error of Skewness 0.564 0.564

Kurtosis 0.578 1.47

Std. Error of Kurtosis 1.091 1.091

Range 52 64

Minimum 32 32

Maximum 84 96

Sum 808 1076

From the data of pre – test of students in experiment

class above, it can be known that mean score of students in

pre – test was 50.5, Std. Error of Mean 3.519, median 52,

mode 40, std. deviation 14.076, variance 198.133,

Skewness 0.703, Std. Error of Skewness 0.564, Kurtosis
0.578, Std. Error of Kurtosis 1.091, Range 52, minimum

score 32, maximum score 84 and the sum of score 808.

ELSYA: Journal of English Language Studies
Vol. 1, No. 3, October 2019 , pp. 81-87

Available online at: http://ojs.journal.unilak.ac.id/index.php/elsya

From the data of post – test of students in experiment

class above, it can be known that mean score of students in

post – test was 67.25, Std. Error of Mean 3.746, median 68,
mode 68, std. deviation 14.982, variance 224.467,

Skewness -0.633, Std. Error of Skewness 0.564, Kurtosis

1.47, Std. Error of Kurtosis 1.091, Range 64, minimum

score 32, maximum score 96 and the sum of score 1076.

4.2 Inferential Statistic

This analysis is used to known the relationship and how

much of it between two variables. In this analysis, the

writer used three steps as follows :

Table 7. Normality Test

Kolmogorov-Smirnova

Statistic df Sig.

pretest .147 16 .200*

posttest .164 16 .200*

Shapiro-Wilk

Statistic df Sig.

pretest .935 16 .288

posttest .942 16 .380

a. Lilliefors Significance Correction

*. This is a lower bound of the true significance.

To determine the data normality based on liliefors is if

the significant value ( Kolmogrorov-Smirnova ) is more

than 0.05. So, the data distribution is normal. And if the

significant value is lower than 0.05. so, the data distribution

is not normal. If the data distribution is normal. So, to

determine the relationship between variables. It is used

Paired Sample T-test and if the data distribution is not

normal. So, the writer used Wilcoxon test.

From the table above, it shows the signinificant of the
test in pre-test is 0.200 and the post-test is 0.200. It means

that the data distribution is normal.

Table 8. Paired Sample T-test

Paired Differences

t df

Sig.

(2-

tailed) Mean SD
SE

Mean

95%

Confidence

Interval of the

Difference

Lower Upper

Pair 1

(pre-

post)

16.750
9.713 2.428

21.925

11.575

6.898
15 .000

From the table above, it is acquired the Tcount= 6,898, by

df is 15. Based on the table of Tcount, for df 15, Ttable
significant 5% is 2,13 and Ttable significant 1% is 2,95.

By compared the value of Tcount and Ttable well in value

5% and 1%., it can be known that Tcount is higher than

Ttable .So Ho is rejected and Ha is accepted, it means there is
a significant effect between pre-test and post-test on

implementation hypnoteaching method.

a. Eta-Squared

To know the total of effect, the writer must count the

data by manual. And the formula of eta-squared is :

∑ =

( )

Where :

∑ = Eta-squared

T = The score of tcount

N = The total of sample

∑ =

( )

= 0.7598

= 75,98 %

= 76 %

The category of eta-squared 0.01 – 0.05 is small, 0.06 –

0.13 is medium and 0.14 – 1.00 is large (Cohen : 1998).

Based on the category above, it can be known that the

category of eta-squared is large. It means that the

hypnoteaching method has the large significant effect

toward students’ speaaking ability (76%) and 34% is
determined by other factors.

Summary

1. Pre-test

Based on the result of students’ test and descriptive

analysis, it can be known that the mean score is 50.5,

minimum score is 32 and maximum score is 84.

2. Post-test

Based on the result of students’ test and descriptive

analysis, it can be known that the mean score is 67.25,

minimum score 32 and maximum score 96.

3. Significant effect

a. Normality Test : Based on inferential
analysis by using Normality test, it is

shown that the signinificant of the test in

pre-test is 0.200 and the post-test is 0.200.

It means that the data distribution is

normal.

ELSYA: Journal of English Language Studies
Vol. 1, No. 3, October 2019 , pp. 81-87

Available online at: http://ojs.journal.unilak.ac.id/index.php/elsya

b. Paierd Sample T-test : based on
inferential analysis by using Paired

Sample T-test, it is shown that Tcount is
higher than Ttable ( 2.13 < 6.898 >2.95 ). It

means that there is a significant effect on

implementation hypnoteaching method

toward students’ speaking ability.

c. Eta-squared : based on the inferential
analysis, it is shown that the score is

0.7598 and it is include in category of

eta-squared is large. It means that the

hypnoteaching method has the large

significant effect toward students’

speaking ability (76%) and 34% is

determined by other factors.

5. Discussion

This research is relevant with Dewita (2011), a student

from english department of Sekolah Tinggi Agama Islam

(STAI) Duri. She researched about “ the contribution of

communicative languange teaching method to increase the

student’s speaking ability at the second year of SMP Negeri
8 Duri of District of Mandau”. The population of her

research is the second year of SMP Negeri 8 Duri of

District of Mandau. The samples are 58 persons with

devided into two classes, experimental and control class.

This research used techniques of collecting data is

observation and test analysis and result, the researcher can

make a conclution that the contribution of communicative

languange teaching method is categorized in “enaugh”

level, based on recapitulation of it in the class room was

61%, and there is the significant contribution of

communicative languange teaching to increase the student’s

speaking ability at the second years students of SMP N 8
Duri District of Mandau. It means that alternative

hypothesis (Ha) is “accepted”. The result of the test is 2.66,

it is higher than the score compared with the value on t-

table. Based on the observation sheets show the student’s

score of speaking test was increase after they are taught by

communicative languange teaching method.

6. Conclusion

Based on the data presentation and analysis, the writer

found that the mean score in pre-test is 50.5 And The post-

test is 67.25. based on the data above, it can be known that

there is a different between pre-test and post-test.

based on inferential analysis by using Paired Sample T-

test, it is shown that Tcount is higher than Ttable ( 2.13 <

6.898 >2.95 ). It means that there is a significant effect on

implementation hypnoteaching method toward students’

speaking ability. In Eta-squared shown that the score is
0.7598 and it is include in category of eta-squared is large.

It means that the hypnoteaching method has the large

significant effect toward students’ speaking ability (76%) at

the eleventh grade students of MA YASMI DURI and 34%

is determined by other factors.

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