TEACHING READING USING QUANTUM TEACHING

AND QUANTUM LEARNING METHOD

AT SMAN 1 CIBEBER CIANJUR
Yusup Abdulah
NIM : 08.22.0512
English Education Study Program Language and Arts Department STKIP Siliwangi Bandung
e-mail : iyoez.thekill@yahoo.com
ABSTRACT
The objectives of the research entitled Teaching Reading Using Quantum Teaching and Quantum
Learning method at SMAN 1 Cibeber Cianjur was to find out whether or not the Quantum Teaching
and Quantum Learning method were effective in teaching reading. This research used one group
pretest-posttest design and quantitatif method. The instrument of the research was pretest and posttest.
The population of this research was 36 of class ten students of SMAN 1 Cibeber Cianjur, and the
sample of the research was entire populations. The data of this research was collected by giving the
pretest-posttest to the students sample. The collected data was analyzed by using t-test formula. The
results of data analysis showed that: mean score of pretest was 4.43, mean score of posttest was 6.69,
the t observed was 13.61 and t table with degree of freedom (df) 35 and significance level at 0,05 was 2.021.
Based on the data analysis, the alternative hypothesis was accepted because the t observed was bigger than
t table (13.61>2.021). It also meant that teaching reading using Quantum Teaching and Quantum
Learning
was
effective.
Key words
: Reading Using Quantum Teaching and Quantum Learning

A. Introduction
Language is very important in our live. Through
language we can communicate to other people. School
as a formal institution to teach language for students
must choose the right strategy. And since language is
important in education , teachers method plays an
important role in channeling the information and
concepts of the language lessons the students. The right
method in teaching language, especially English that
makes a very enjoyable situation in the classroom can
produce an effective teching and learning.
Now a days, so many innovations and creations are
made by some education experts to improve the
teaching and learning quality, especially in English
classroom. One of the innovations is Quantum
Teaching and Quantum Learning. This method has
become popular recently. Since the method makes the
classroom more effective and the students enjoy the
lesson.
One of the strategies is Quantum Teaching.
Quantum Teaching shows teachers how to orchestrate
their students success by taking into account everything
in the classroom along with the environment, the design
of curriculum, and how it is presented. The result: a
highly-effective way to teach anything to anybody!
Available as an illustrated concept how-to book that
bridges the gap between theory and practice and that
covers todays hottest topics, like multiple

intellegences, this book provides specific, easy-tofollow guidlines for creating more-effective learning
environments, better ways to design curricula, and more
intersting ways to deliver content and facilitate the
learning process. Designed and written as an interactive
tool, Quantum Teaching includes the lesson planning
guidlines to help teachers cover all the bases, without
having to culminate different theories or refering to
different source of materials. A reproducible lesson
planning guide makes it easy to start implementing new
strategies immediately.
Quantum Learning covers tips, hints, strategies, and
the whole process of learning that can sharpen the
understanding of memory, and learning as an enjoyable
process and meaningful one .
According to DePorter et al (2002:16), "Quantum
Learning is the interactions that converts energy into
light". Quoting Albert Einstein's formula, ie, E = mc2,
DePorter Letting force energy into the human body
analogy that physically matters. So that learning
objectives are achieved by Quantum Learning as much
as possible light.
Reading is one of the most important skills that the
students have to master. In refernce to reading there are
some skills that should be mastered by the students,
such as : to finding certain information (specific
information), to get a general description on the content
of the text, to get explicit information, to get implicit
information, to find details of the information, to find

out the main idea of the paragraph and to determine the

reference.
From all the components of the reading skills that
should be mastered by the students, the writer
concentrates on the skill reading using quantum
teaching and learning. Lack of interest in reading for
students motivated by the assumption that reading is
boring, let alone reading the text that is not understood
by those such as English text, the writer tries to find out
a way of overcoming them.
B. The Research Questions
The research was conducted on the basis of the
following questions :
1. Are the Quantum Teaching and Learning method
effective in teaching reading?
C. The Aims of the Researh
In accordance with the formulated research
questions, this research was aimed largely at:
1. Finding out the effectiveness of Quantum Teaching
and Quantum Learning method in teaching reading.
D. Methods of the Researh
1. Research Design
In this research the writer used the one group pre test
and post test design Valiant (1985:113) says, the
researcher makes a pre test measures Y1, manipulate
the independent variable X, and make an observation on
dependent variable Y2.
Table 1.1
Paradigm of one group pre tes-post test design
Pre test
Independent Variable
Post tes
(treatment)
Y1

Y2

2. The Site and Participants

This research was conduted in SMAN 1 Cibeber
Cianjur. By gaining entry permission from the school,
the writer had an acess to collect the data for his own
research. The participants invloved were a visiting
teacher and students. He and the students were selected
purposively to be the subjects of the study.
3. Population and Sample
According to Shanghnessy (2003:128) a population
is the set of all cases of interest. In addition, Indersen
in Arikunto (1983:102) says that a population is set or
collection of all elements processing one or more
attributes of interest.
The research took place at SMAN 1 Cibeber Cianjur.
The population was the ten grade students. One class
(X) was taken as the sample. This class consisted of 36
students.

4. The Data Collection Technique

Firstly in this research tthe writer made a pretest
consisting of 10 multiple choice test items, each item is
in 5 options. The writer test was used to measure the
students achievement before giving the treatments. It
was conducted on 28 May 2012 in class ten.
Secondly, the writer made a posttest. The test was
similiar to the pre test. This test was used to measure
the students achievement after giving the treatments. It
was conducted on 11 June 2012 in class ten.
The writer arranged the raw score from the
students pretest and posttest then the writer analyzed
the result of pretest and posttest.
5. The Data Analysis
The steps in analyzing the data were as follows :
Taking a pretest
Manipulating
the
independent
variable
(treatment)
Making an observation on dependent variable
(posttest)
Comparing or analyzing score of pretest and
posttest to find out the wheter there is a
signiificant different between pretest and
posttest by using t-test.

The formula is : t =
( Sallie Powell, 1996:46).
Where
is the mean of difference between pretest and
posttest
is the sample
is the standard deviation for the difference
between pretest and posttest
6. Research Procedure
The research procedure consist of the following
steps :
a. Teaching reading without explaining using quantum
teaching and learning method. And then gave a test
(pretest) to find out the students achievement
before giving the treatments. It was conducted on
28 Mei 2012.
b. Teaching reading and gave the treatments (using
quantum teaching and quantum learning method).
In was conducted on 29 May 2012 and 09 June
2012.
c. Gave the test again (posttest) to find out the
students achievement after giving the treatments. It
was conducted on 11 June 2012.
After the score of the tests have been collected, the
writer analyzed the result from both the test.
E. The Result of Pretest and Posttest
Tabulating the Result of Pretest and Posttest

Table 1.2
Students score on pretest and posttest

No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36

Students
Name
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25
Student 26
Student 27
Student 28
Student 29
Student 30
Student 31
Student 32
Student 33
Student 34
Student 35
Student 36

Pretes
t
7
8
4
4
4
2
4
6
2
7
2
3
4
2
6
3
3
2
4
2
8
7
7
3
3
7
2
2
4
7
4
4
7
4
4
4

Postte
st
9
9
6
6
7
5
6
8
5
8
6
6
7
6
8
5
6
7
7
5
9
8
9
7
5
8
5
6
6
8
5
5
9
6
6
7

X
2
1
2
2
3
3
2
2
3
1
4
3
3
4
2
2
3
5
3
3
1
1
2
4
2
1
3
4
2
1
1
1
2
2
2
3

4
1
4
4
9
9
4
4
9
1
16
9
9
16
4
4
9
25
9
9
1
1
4
16
4
1
9
16
4
1
1
1
4
4
4
9

SUM

156

241

85

239

Mean

4,33

6,69

2,36

6,63

F. Analysis of the Results Pretest and Posttest

1. Finding The From

is mean of different between pretest and posttest.

= 85,n = 36

=
= 2.36

2. Finding

= 2.36

= 239

3. Finding ( )
( ) = 85 = 7225
4. Finding

( )

( )

= 200.69

5. Finding n-1
n is the sample size
1 = 36 1 = 35

6. Finding s
s

s
s

=1.09
= 1.04

7. Finding
36 = 6
8. Finding t
=
=

=
=

.
.
.

.
.

= 13.61

9. Calculating The Number of Degree of Freedom is

V
= 1
= 36 1 = 35
10. Looking Up the Critical Values of at the 5%
Signification Level These Degrees Freedom of 40
The crystal values is 2.021

In study t observed is greater than critical value

(13.61 > 2.021)
11. Discusions
Based on the result above, we can see that t observe > t
table . It means that alternative hypothesis was accepted
and null hypothesis was rejected. So there is a
significant difference. It was said that here was
improvement of students achievement. However, the
achievement could be more enhanced if only there was
more time.
Most of the students could learn if the teacher was
patient enough to teach and re teach. Thisway meant by
the treatment process. The teacher looked out and
observed what was wrong with her/his topic. By
detecting the problem the teacher should overcome it as
soon as possible. As such the implication of this
treatment process was to overcome the students
problem as soon as possible.

Best, Jhon W. 1997. Research in Education, Englewood

Cliffs, New Jersey: Prentice Hall. Inc.

G. Conclusions and Suggestions

1. Conclusions
Based on the result of the research, the writer
concluded that Teaching Reading Using Quantum
Teaching and Quantum Learning method to the students
of SMAN 1 Cibeber Cianjur can motivate the students
in learning Englsh in the classroom, especially when
uses different method such as pictures and music. The
students become more active during the teachinglearning process. This is shown by result of the
students test after the treatments. They got more
improvment. There was significations difference, the
posttest scores are better than pretest.

Hatch, Evelyn and Hossein,Farhady. 1982. Research

Design and Statistic for
Applied Linguistics.
University of California, Los Angles.

2. Suggestions
The research which is also a classroom research is
benefical for improving the teaching learning process.
Thats why this kind of study is one way to enhance the
achievement of students In conditions this study it
would be much better if :
a. Teaching reading to the tenth class at the SMAN 1
Cibeber Cianjur done by explaining using quantum
teaching and quantum learning method.
b. The teaching learning of the topic under study is
isolated from the other teaching learning skill.
c. Auido-visual aids should be used as much as
possible to make class lively.
d. More time should be allotted to this kind of the
study, so that i new treatments are neccessary can
be carried out.

Surahman, Winarno. 1982. Pengantar Penelitian

Ilmiah. Bandung: Taristo.

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