ii

ABSTRACT
Mohammad Fadly Rauf. NIM 321 412 039. 2019. Improving Students Speaking Ability
by Using Community Language Learning Method. Skripsi. English Department, Letters
and Culture Faculty, Universitas Negeri Gorontalo. It was Supervised by Titien
Fatmawati Mohamad, S.Pd., M.App. Ling.and Indri Wirahmi Bay, S.Pd., M.A.
In TEFL (Teaching English As a Foreign Language) provided kinds of method that
often used in english learning process. CLL or Community Language Learning is One of the
methods that most people use in some countries, which English is not their first language
such as Japan, China, and many more. It invented and develop by Charles Curran in 1961, he
is a specialist in counseling also professor of psychology. The aim of this research is to
examine and prove whether true or not Community Language Learning can be effective to
improve students speaking ability. CLL emphasize to enrich students in speaking english. In
addition, the characteristics of this method is student sit and make a circle, it proposes to
close up the student and teacher in order to break the boundaries. and also teacher and student
name after as a knower and client. Thus, i conducted this reasearch using 25 participants
students of English Department. It was proved that in applying this method could give the
effect of students’ performance in learning speaking as well as improving their speaking skill.
As a result of the language learning community technique proved that can improve students’
speaking skill. Therefore, this method can be used by the teachers in teaching speaking skill
to the students. However, even if this technique can improve students’ speaking skill but the
teacher should pay attention toward the time-consuming when they teach vocabulary.
Keywords : Community Language Learning, Speaking, client, knower
I. Introduction
Basic Consideration
There are some students who still have difficulties especially in speaking class. It is caused
by many factors such as anxiety and worries when doing mistakes while speaking in front of
people. Based on my experience, once lecturer asked some student to speak, they would get
nerveous and it caused their fluency and grammar disorganized. Though they really want
speaking up their mind. Another issue is they already construct the words but once they
speak, immediately it is gone in their mind. Other probabilities are teacher cannot find a good
method for students or the students do not match with method that has been given, for
instance there are some students who have lack of confident to talk in public. So sometimes
when the teacher ask him/her to present in front of class they cannot maximally do the task
meanwhile the teacher force them to be talkative. Probably for the others, it is easy to say you
can do it but for the student it is really hard. That is why the teacher cannot be selfish. As an
educator, he/she has to know what is the lack of his/her students, so he/she can help them to
solve the problem.
The answers of these problems is a method. An appropriate method may improve
students’ speaking ability. lecturer must apply a method whether a method which already
provided or make their own method. In language learning itself there a lot of methods which
already qualify in learning process. Such as Silent way, learning with talking stick, word
wall, and community language learning. Those methods are usually implemented in language
learning process. For example ward wall, this method emphasizes in improving students
speaking ability and enhances vocabulary by using a paper which written a word in target
language and students will stick it up on the wall. While silent way is method founded by
Caleb Cattegno in 1970. This method claimed the students have to develop independence,
autonomy and responsibility they should cooperate with each other in the process of solving
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the language tasks. Teacher also should give a boost to the search at the very beginning of the
lesson. Teacher must keep silence that is why it is called “Silent Way”.
The other method that might be applied in language learning is Community Language
Learning. It was founded by Charles Arthur Curran in 1961. He is a specialist in counseling
and a professor of psychology at Loyola University, Chicago. Community Language Learnig
refers to two things, namely the counselor (teacher) and client (students). It is kind of a
method which emphasizes in humanistic approach which means students will freely decided
what they want to learn. Because the students (client) are the main premise of the whole
process in the other words student are whole persons. Their opinions and needs are on the first
place. Meanwhile, teacher is only a counselor or helper, it means their role is just leading the
students in process of learning and become a helper in case there is a student who needs to fix
their grammar, pronunciation etc. Base on the video simulation by Bonnie Mennel in 1990 she
demonstrated Community Language Learning to the foreign students. At the beginning of the
lesson she explained what will they do in the lesson, so student may adjust themselves cause
they know what will happen turns out they will feel more secure if they feel so, they will
comfortably learning the target language. Additionally this is one of the methods that could be
an alternative way for the teacher and students as well.
Based on this phenomenon, researcher conducted the process of Community Language
Learning to first semester students of English Department in State University of Gorontalo and
this study focused on the following question can CLL improving students’ ability for
speaking?. Therefore, the title of this research is Improving Students Speaking Ability by
Using Community Language Learning Method (Research is Conducted at the First
Semester of English Department). Based on the background above thus, the following
question will be the core of this study “Can the implementation of Community Language
Learning improve students’ speaking ability in EFL?” The aim of this research is to examine
and prove whether true or not the implementation of Community Language Learning can be
effective to improve students speaking ability.
Chapter II : Theoretical Bases
Definition of Community Language Learning
In teaching speaking, there are various methods that teacher may apply in class such as silent
way, suggestopedia etc. As mentioned in a book Teaching English as a Foreign Language
created by Fatsah (2014) silent way is a name of language teaching method founded by Caleb
Cattegno, it is based on the premise that teacher should be silent as much as possible and
student should encourage to produce language as much as they can. But, this method makes
teacher more passive, however student also need help during the learning process whereas
this method student actively learning the foreign language independently. Besides,
suggestopedia also could be selected in learning method mainly language teaching, because
this method utilize musical rhythm in terms of stimulate students motivation and magnifies the
oral proficiency of EFL (English as a Foreign Language) learner.
Georgi lazanov who developed this method believes that, it could help student to
memorize vocabularies by listening music and reading a text at the same time. But, this
method is quite debatable, according to Prof. Mohamed A. Zaid (2014) in his research Using
Suggestopedia in ELT in Saudi Arabia: Implications for Pedagogy in mentioned that some
people cannot learn in noisy circumstance, which music for them is considered noise.
Moreover, the use of hypnosis and infantilisation are the main issue in suggestopedia (Apriana
& Islamiyah, 2011 as cited in Zaid, 2014).
However, it does not mean there is no other method that teacher/lecture could be
apply in learning EFL. In this case, Community Langauge Language Learning (CLL) who
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developed by Charles A. Curran and his associates in 1961 could be an alternative method for
them to teach EFL. Curran himself was a specialist in counselling and a professor of
psychology at Loyola University, Chicago. His application of psychological counselling
techniques to learning is known as Counselling-Learning. Community Language Learning
represents the use of Counselling-Learning theory to teach languages. If we view the
comparison between Counselling-Learning Method and another language teaching methods,
this method is less in the technique, but tends to the human relationship (Curran. , 1961, p. 2).
It is denote that this method accentuate relationship between counsellor to client and client to
other client are literally close to each other.
Curran developed this method because he assumed that each person has a uniqueness.
In addition, Curran emphasis to stimulate personal development, satisfaction and good
relationship among the clients. Therefore, He brought some people into collective tasks
activity in order to solve the problem together and relate to each other. As notes that “the
students of the experimental group were highly motivated to learn in order to avoid isolation
from the group.” Therefore, Curran formulate this method in a group learning form, so the
client itself can learn from the other person in group and also they can evaluate their
capability in terms of speaking skill (Tranel, 1968 as cited in Fatsah, 2014).
In this method, students considered as a “whole person” which means teacher is not
only regarding their feeling and smartness but also the relationship among students and their
passion in learning second language. Sometime students did not feel comfortable in new
environment, by understanding their recreancy and sensitivity teacher could throwing up
negative energy become positive. Besides, students afraid to be seen as a brainless stand
before the class, therefore teacher must positioning themselves as a counsellor who will get
into them deeply. Once they feel comfortable with teacher and friends they will freely
express their thought and affective filter in their mind (which make them braveless to speak)
day by day will lose because of eagerness which bestow by surrounding.
Particularly, students will through a several phases in process of learning second language.
As a guide to monitor student’s development, there are five phases that teacher may
overview. They are:
• (Embryonic Stage) client dependently need a help from knower. In this stage, the
students as the client still needs the guidance and the assist of the teacher (knower) to
learn the basic information about the language being learned. In this stage, the
students are considered to know nothing, thus the guidance of the teacher is absolutely
needed.
• (Self-Assertion Stage) Client start speaking independently. In this phase, the students
will be encouraged to start speaking independently by remembering the words taught
by the teacher in the previous stage. In this stage, the students will also learn how to
construct the words into sentences in order to start their speaking practice.
• (Seperate Existence Stage) Student speaks indepependently but not wonderfully well,
this means that since the students have learned how to speak independently with the
vocabularies that being constructed into the sentence, in this stage, the students will
be demanded to speak into a broader topic and into longer paragraph. The students
will be given 5-10 minutes to speak and the teacher will not correct the grammar and
pronunciation yet. The most important aspect in this stage is to encourage the students
to speak independently and bravely.
• (Reversal Stage) knower only corrected a few idioms and expressions. This means
that the teacher will start correcting the grammar, idioms, and expressions of the
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students in order to make them understand well about the speaking allure of the
language itself.
• (Independent Stage) students are free to speak in English totaly also they start to
communicate fluently. In the last stage, the students has fully mastered the language
and can speak and communicate fluently with the language being learnt.
[ CITATION Yun08 \l 1057 ]
These chart visualized the client’s development in process of laerning EFL. Begin
with client still need direction by knower, then they start speaking independently but still
need help from knower, till they free to speak independently totaly and start to communicate
fluently. In short, in order to make clients improve drastically, it needs cooperation between
client and knower.
Steps of Community Language Learning

 Reflection
first of all, students sitting in a circle around a tape recorder to create a community
atmosphere. Before it begins, The students think in silence about what they would like to
talk about, while teacher remain outside the circle. To avoid a lack of ideas students can
brainstorm their ideas on the board before recording.
 Recorded conversation
secondly, once they have chosen a subject the students tell the teacher in their native
language what they would like to say and teacher discreetly come up behind them and
translate the language chunks into English. With higher levels if the students feel
comfortable enough they can say some of it directly in English and teacher give the full
English sentence. When they feel ready to speak the students take the microphone and
record their sentence. Here they're working on pace and fluency. They immediately stop
recording and then wait until another student wants to respond. This continues until a
whole conversation has been recorded.
 Discussion
Next, the students discuss how they think the conversation went. They can discuss how
they felt about talking to a microphone and whether they felt more comfortable speaking
aloud than they might do normally.(This part is not recorded)
 Transcription
after they listen to the tape and transcribe their conversation. Teacher only intervene when
they ask for help. The first few times, try this with a class they might try and rely on you a
lot but aim to distance yourself from the whole process in terms of leading and push them
to do it themselves.
 Language analysis
After all, sometimes students analyse the language the same lesson or sometimes in the
next lesson. This involves looking at the form of tenses and vocabulary used and why
certain ones were chosen, but it will depend on the language produced by the
students[ CITATION Bri04 \l 1057 ].
Chapter III : Methodology
Method of Research
This study was designed using quantitative method. According to Creswell (1994)
quantitative research as a type of research that explains phenomena by collecting numerical
data that are analyzed using mathematically based methods (in particular statistics).[ CITATION
Sup05 \l 1057 ]. Specifically, the researcher applied pre-experimental design in terms of
calculating and finding the result of the research. Pre-experimental designs are so named
 ii

because they follow basic experimental steps but fail to include a control group.  In other
words, a single group is often studied but no comparison between equivalent non-treatment
groups is made.
Population
The population of this study was focusing to the first semester students of English
Departement or class of 2016 in State University of Gorontalo. The total of population of this
research was 125 students which consists of 5 classes. I selected first semester students
because it was very good to develop the knowledge and students’ self esteem in speaking
since the first year.
Sample
The sample of this research was the first semester students of English Departement which
was class B (class of 2016) they are consist of 25 students. The sample was follows the
purposive sampling, the researcher selected them by observing their score in pre-test for fresh
student of English Department 2016 which was held by English Department itself. Base on
observation this class had the lowest score than the other classes and there were 24 students
which had score under 400 from 25 students. Which means, 99% of them had lowest score
more than any other students in class A, C , D, and E.
Technique of Collecting The Data
There were several phases considered to use in this study, they are:
Observation
Firstly, the researcher was observed the class in order to see how the lecturers in English
Department in teaching English process and what method that they use in class.
Pre-test
Secondly, the researcher gave a pre-test before applying community language learning
method to students. This test emphasizing in oral test,
Treatment
Thirdly, the researcher considered 6 meetings or during 2 months applying community
language learning method to participants. spending 1 hour for each meeting, these are the
following procedures during six meetings which its theme already chosen by the students,
since the students were first semester of English Department then they made an
agreement to choose the theme of each meeting based on their subject in first semester
which was IC. This also may ease the students because they could link the treatment of
the knower with the subject in their lecture.
Post-test
Fourthly, the researcher gave a post-test in order to measure their capability in speaking skill.
In post-test researcher gave them the same test as pre-test.
echnique of Analyzing The Data
 ii

The researcher analyzed the data by quantitative method. Using statistical data for measuring
how effective community language learning can improve students’ speaking ability. in order
to prove the result the researcher used SPSS software in terms of finding the result.

Md
t=
∑ xd ² d
√ N (N −1)

Hypothesis Verification
The hypothesis of this research is “language learning community” can enhance the students’
speaking abillity. Based on the previous statement, to decide the hypothesis was accepted or
not, the researcher used level of significant with α = 0,05 and dk =(n1 + n2 - 2) with criteria as
below next page. Rejected = Ho, IF – t (1-1/ 2 α) ≤ t ≤ (1-1/ 2 α) and Accepted = H1, IF – t
(1-1/ 2 α) ≥ t ≥ (1-1/ 2 α ).
Chapter IV : Findings & Discussion
Findings
The students’ result of pre-test and post-test were presented in this phase as the findings.
The Data of Pre-Test
Before applying the language learning community to the students, the researcher gave the
pre-test. The data in pre-test was the students’ score that has been calculated by the researcher
to find out their basic comprehension of the students’ speaking skill before giving the
treatment. After calculating the students’ result or score of pre-test, it was found out the data
of the students’ score in doing the pre-test. The data are the lowest score is 9, the highest
score is 19, the range of class interval (R) is 5, the amount of class interval (K) is 5, the wide
of class interval (P) is 5, the mean of score is 15, the standard deviation is 5.
The students’ ability in doing the pre-test of speaking skill. The table distributed the students’
pre-test score of interval classes into five. Those are interval class 5-10, interval class 11-15,
interval class 16-20, interval class 21-25, and interval class 26-30. The table above further
explains that in interval 2-10 there is four students with 16% from the total students’
percentage. In interval 11-15, there are 18 students with the 72% of percentage. The result is
also almost same with the interval class of 16-20 with 3 students or with the 12% of
percentage. On the other hand, the interval class of 21-25 and 26-30, there were no students
or with the 0% of percentage.
The Data of Post-Test
After giving the pre-test and six meetings as treatment to the students, the last activity was
given to them is the post-test. The result of the post-test shows a contradictive data with the
pre-test. Based on the result of the post-test data or the score of the students in post-test, it can
be seen clearly that there is an improvement to their score in terms of their speaking ability.
The data of the post test are the lowest score is 19, the highest score is 30, the range of class
interval (R) 5, the amount of class interval (K) 5, the wide of class interval (P) is 5, the mean
of score is 25.77 and the standard deviation is 5.

The students’ ability in doing the post-test of simple present tense. The table distributed into
eight interval classes. The table above shows that there is no student in 5-10 and 11-15
interval class with 0% percentage, one student in 16-20 interval class with 4% percentage, six
 ii

students in 21-25 interval class with 72% percentage, and eleven students in 26-30 interval
class with 24% of percentage.

Different from the result of the pre-test, where the lowest score was 9, after the
language community had been applied to the students, the lowest score is 19. This indicates
an improvement on how the students solved the problem of speaking ability. The five classes
or range of score in post-test after applying the language community. When viewed from the
score that had been distributed into five classes, it could be seen that most of each range score
only obtained less than 10 students or from any range of score no one reached 50%.
The generally, it can be seen that the lowest of interval class 5-10 and 11-15 was 0
student or 0% and the highest interval class 26-30 was 6 students or 24%. In the same way,
the fourth interval class was 18 students or 72%. Thus, the mean of students’ ability in
speaking according to the post-test was 17.37 or 57.89%. It shows that the students’
comprehension in term of their speaking skill was good.
The Comparison Between Students’ Pre-Test and Post-Test
Based on the calculation between students’ pre-test and post-test were different results. In
pre-test, before the treatment was given or applied, the students’ speaking ability was still low
before. It was different with post-test, the result increased higher than pre-test. It can be seen
in pre-test, the lowest score was 9 and the highest score was 19. While in post-test the lowest
score was 19 and the highest score were 30. It means that the students’ speaking ability was
improved after the treatment of language community was given. The students’ pretest was in
medium level, and the students’ post test was also in medium level. However, there was a bit
improvement where the score from 46.44% to 57.89% even it still at the same level. It may
happen because this method only applied in six meeting while to improve students’
pronunciation, grammar, vocabulary, fluency, comprehension, and intonation need a longer
time of teaching and learning.
According to examples above, in pre test mostly students prefer to used Indonesian
grammar, because students were still confused in how to produce a good sentence. Although,
they knew the word in English, but the students should make the sentence based on English
grammar. Then after the treatment, in student’s result of posttest, the students tried to arrange
the sentence in a perfect sentence. Based on the table, most of student increased their ability
to make a good sentence.
The Result of Data Analysis
In the previous chapter, the researcher explained the formula that was used in analyzing the
data of this research. Thus, in this data analysis the researcher used t-test formula to analyze
the students’ pre-test and post-test result. However, to get the accurate of the data, the
researcher had to get the value of Gain, Md, Xd, and X2d.
To calculate the result of pre-test and post-test can be seen in the following formula:
Md
t= ∑ X2d
√ N ( N −1)
6.433
=
0.666
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t= 9.65
ttable= 2.04
Based on the calculation of the result data analysis previously, it was found that the
total value of Gain was 193. This result has been taken from the reduction of each score in
pretest and posttest. In addition, it was continued to get the value of Md. In getting the value
of Md, based on the formula the researcher calculated the score by dividing the total value of
Gain (d) with the total of subject (n), and it found that the value of Md was 6.433. Moreover,
the researcher found that the value of X2d after getting the value of Gain, Md, and Xd. In this
step, the researcher calculated the square of each value in Xd to find out the value in X2d. Thus,
the total of X2d got 385.
When the calculation of the value of each item was done, the researcher got the value of
tobservation(t) by calculating the result of the value of Gain, Md, and X2d that have been found
before to the t-test formula. Then, it was found that the result of tobservation between pre-test and
pos-test was 9.65.
Hypothesis Verification
The hypothesis of this research is “language learning community” can enhance the students’
speaking abillity. It was found that the value of tobservation was 6.18 in the level significance α =
0. 05 whereas the value of ttablewas 2.04. Therefore, the result of tobservation would be accepted
because the researcher compared the tobservationwith ttable where tobservation=9.65 ≥ ttable=2.04. Thus,
the hypothesis of H1 would be accepted if tobservation≥ ttableor 9.65≥ 2.04. It means that, the
application of “community language learning” method can improve the students’ speaking
ability.
Discussion
It is known that implementation of the language learning community is good to be
applied in speaking. According Tranel (1968) that the students of the experimental group
were highly motivated to learn in order to avoid isolation from the group.” That is why
Curran formulated this method in a group learning from, so the client here can learn from the
other person in group and also they can evaluate their capability in terms of speaking skill.
Thus, it could find out that the language learning method is a proper way or technique that
could be used to enrich the students’ speaking ability. In this case, their scores in term of
speaking skill or speaking ability had increased in the post-test. The implementation of the
language learning community for the students in teaching and learning English speaking skill
is considered good to be applied because it is easy to be applied with the situation of the
classroom and the students. Thus, by applying this method, the researcher was easy to find
out whether the students understood or not about the teacher or researcher explained to them.
Furthermore, a method also has advantages and disadvantages things. As La Forge
(1979) stated that the advantages of the language learning community as visualize and
simplify ideas, it was clear that by applying this technique the students could express their
ideas by looking at topic given by teacher during the language learning community activities.
In this case, the language learning community provided the opportunity to the students in
learning or enriching their vocabularies as well as their speaking skill or speaking ability that
they could construct from the vocabularies that they already knew, thus it will be easier for
them to learn new vocabularies and try to communicate with the people inside their language
community. However, in applying this method has disadvantage namely of time-consuming.
 ii

It is supported by La Forge (1979) who stated that language learning community method can
encourage the students in organizing ideas, but it may miss out the time of students. In other
words, it may produce the time-consuming. As researcher’s experience in applying this
method, the students needed the opportunity in a long time to comprehend the topic was
given by teacher. It believed that the time in every meeting which consists of an hour 30
minutes was not enough for them because they needed too long time if they got a new topic.
By giving the treatment during six meetings, in the third meeting of treatment the
students were very enthusiastic in learning the new topic in speaking. It can be seen from
most students understood the topic because it was familiar for them so that they understood to
formulate the words and sentences and perform it into a presentation in front of the class. As
Lesser (2007) as cited in Rouhi and Aghari (2011) stated that the topic familiarity and
background knowledge not only to led better comprehension, but it also promoted learners’
ability to make from meaning connections in the text. It is clear that if the students got the
topic familiarity, it will be easier to understand because they have knowledge about that
topic. In this case, from the third meeting until the sixth meeting the students’ progress in
speaking skill had a good improvement because of the topic what they got.
Based on describing of students’ progress in treatment, the students’ comprehension
in speaking skill was good because of giving the treatment every meeting. In this case, the
students should have skills and abilities in the used of speaking. Speaking is very important in
language learning and it must be learned by the students. We can communicate with people in
certain language easier by mastering good English speaking skill or ability. Thus, in this
research focused in enriching the students’ speaking ability through the language learning
community.
In conclusion in the implementation of the language learning community was
expected to get a good result in teaching and learning process. It was proved that in applying
this method could give the effect of students’ performance in learning speaking as well as
improving their speaking skill. As a result of the language learning community technique
proved that can improve students’ speaking skill. Therefore, this method can be used by the
teachers in teaching speaking skill to the students. However, even if this technique can
improve students’ speaking skill but the teacher should pay attention toward the time-
consuming when they teach vocabulary.
Research Limitation
Although this research was carefully prepared, the researcher still aware of the limitation of
this research. Actually, the students’ speaking skill in this research showed the difference
result between pre-test and post-test. The result of this study showed the average of students
score in post-test was 57.89 %. Meanwhile in pre-test, students’ value 46.44%. It can be
concluded that this method can improve students’ comprehension in speaking skill but not
signicantly, it is caused by several factors such as time consuming and etc. The total value
also can fulfil standard the criteria of teaching maximum which 57.89%. The cause was came
from this research was conducted at the students of the first semester of English Department
which spent in several meetings. It believes that conducting the research in a short time was
not enough for the researcher to observe all of the students’ comprehension in speaking skill.
It would be better if it was done in a longer time, but in this case the researcher gave the
assignment and the test every meeting in the treatment to improve the students’
comprehension in learning speaking skill this was make this research did not have a big
improvement of a significant improvement in students’ speaking.
 ii

The second, the test items of speaking comprehension only thirty questions but all the items
are only covered some specific group of words such as animals, things, and people.
Thus, this research is still acceptable and necessary to be conducted. It is because the
result of this research was found that there is improvement of students’ speaking skill. In
other word, the result of students comprehension is categorizes as a good level after applying
the treatment of the students.
Chapter V: Conclusion and Suggestions
Conclusion
Based on the data analysis in the previous chapter, the researcher presented the conclusion of
the result of this research. The hypothesis of this research is “Community Language
Learning” can improve or enrich the students’ speaking ability in learning English. It was
proved that the hypothesis of this research is accepted. It was found that the criteria H1 will
be accepted if t-list < t-count. The value of t-list (n-1=29 =2.04. thus, it is obtained that t-
count (9.65) is bigger than t-list (2.04).
In addition, based on the research question is “Language Learning Community can
improve or enrich the students’ speaking ability in learning English?”. It is clear that the
students’ comprehension in term of their speaking skill based on the data analysis between
pre-test and post-test , the researcher found that t-count was 9.65, it means that students’
speaking mastery can be improved by applying the language learning community. Moreover,
the students’ comprehension can be categorizes as a good level. Thus, it can be concluded
that the language learning community can give a good effect to improve the students’
speaking skill.

References

Council, B. (2004). Community Language Learning. Retrieved June 02, 2015, from Teaching
English: http://www.teachingenglish.org.uk/article/community-language-learning
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Fatsah, H. (2014). Community Language Learning. In H. Fatsah, Teaching English as a
foreign language (p. 85). Yogyakarta: Deepublish.
Fatsah, H. (2014). Teaching English As A Foreign Language. Yogyakarta: Deepublish.
Suphat Sukamolson, P. (2005). Fundamentals of quantitative research. 1-20.
Yunarti. (2008). Penerapan Metode Community Language Learning (CLL) Dalam
Pembelajaran Ketrampilan Kalam Siswa Kelas VIII di MTsN Prambanan Klaten.
Yogyakarta: Universitas Islam Negeri Sunan Kalijaga.
Zaid, P. M. (2014). Using Suggestopedia in ELT in Saudi Arabia. Denpasar:
Balipresspublished.