THE EFFECTIVENESS OF QUANTUM LEARNING METHOD TO STUDENTS’ ENGLISH LEARNING ACHIEVEMENT AT SMK N 9 PADANG

Zia Syukria
English Education Section, Graduate Program State University of Padang
zia_syukria26@yahoo.com

ABSTRAK
Tujuan penelitian ini untuk mengetahui keefektifan belajar dengan menggunakan metode pembelajaran kuantum terhadap hasil belajar siswa pada mata pelajaran Bahasa Inggris. Penelitian ini menggunakan jenis penelitian pre-experimen, dengan tipe one group pre-test post-test. Partisipan penelitian ini adalah siswa kelas X Perhotelan 3 di SMK N 9 Padang yang berjumlah 27 orang. Instrumen yang digunakan sebagai alat pengumpul data adalah tes. Hasil  penelitian  menunjukkan  keefektifan  penggunaan  metode  quantum learning yang  dapat  dilihat  dari  nilai  hasil  belajar  siswa. Temuan penelitian ini menunjukkan bahwa; penggunaan metode pembelajaran kuantum efektif untuk meningkatkan hasil belajar Bahasa Inggris siswa pada materi “announcement”, dapat dilihat dari uji  5,17 lebih besar dari  2,060.

Kata kunci: 
Bahasa Inggris; Hasil belajar; Metode pembelajaran kuantum

ABSTRACT
This research aimed to find out the effectiveness of Quantum Learning Method to students’ English learning achievement. This research was pre-experimental design in the form of one group Pretest- Posttest. It was conducted at SMK N 9 Padang. The sample of this research was class X Hotel Acomodation 3 with total number of sample was 27. The instrumentation used as a data collection was test. The findings showed the effectiveness of using quantum learning methods which can be seen from the value of learning achievement. The findings of this research; quantum learning method is quite effective to improve students' English learning achievement on the material "announcement", this is indicated by the value of  5.17 was bigger than the value of  2.060 with level of significance 0.05. 

Key words:
Achievement; English; Quantum learning method

INTRODUCTION
Teachers always try to transfer the knowledge by various innovations in learning. The fact shows that many teachers face the challenge of doing the teaching and learning activities in the classroom. Therefore, the teacher as an educator should be able to attract and motivate students to learn. Teachers are required to be able to create a fun learning activities by varied methods, appropriate learning approaches, and learning media that are relevant to the material that will be taught to improve students’ comprehension and achievement.
Learning achievement is an illustration of how students understand the material conveyed by the teacher. From the achievement, teacher can get information on how the students understand the material that has been studied. Learning achievement become standard for the success of students in learning the material delivered by the teacher. Learning objectives are considered to be achieved if students get satisfying learning achievement. It can be known after the teacher evaluates students learning achievement.
Achievement is the important thing to measure how far our effort and skill can be reach. It is as a result of activities that have been done, especially by students in learning. According to Winkel (1996), learning achievement is the capabilities resulting from the effort to learn. He also says that learning achievement is a testament to the success that has been achieved by student. While Suryabrata (2006) says that learning achievements defined as the value that the final formulation of the teacher on the progress or achievement of student learning during a specific period. 
Therefore learning achievement can be interpreted as learning results achieved when students follow and do the learning tasks and learning activities. While English learning achievement is how much knowledge that the students obtain in learning English after they have followed English teaching and learning process in particular period of time. That achievement is in the cognitive domain that includes knowledge, understanding and application of English subjects obtained by students after following the activities of learning English in the class.
Learning achievement can be measured in three aspects: cognitive, affective and psychomotor. Anderson and Krathwohl (2001) states that cognitive aspect relate to the results of intellectual learning that consists of six aspects: remembering, understanding, applying, analyzing, creating, and evaluation. Affective includes character behaviors such as receiving or attending, responding, valuing, organization, and characterization. Psychomotor is related to skills or the ability to act after someone receives a specific learning experience. Measuring students’ cognitive aspect can be done in various ways, either by a written test, oral test or practice (Syah: 2010). Oral and practical tests are rarely used by teachers because the number of students is quite a lot in the classroom. Cognitive most rated by teachers as it relates to students’ ability in mastering the materials.
There are many factors that influence students’ learning achievement, such as, students’ behavior in learning, teacher, teaching and learning process in the classroom, environment, etc. The students will be success in learning if they have achievement, that why learning achievement is important because it can determine students’ success in learning with effort and skill.
Slameto (2003) says that there are two factors that affect learning achievement; internal and external factors. Internal factor that comes from students’ itself including physical factor, and psychological factor. External factor is factors that come from students’ environment including family factor, school factor, and community factor. Related to this study, the factor to be discussed is school factor.
Learning achievement is very important because the success of learning carried out in teaching and learning activities can be seen from student learning achievement. Learning achievement is the results achieved by students after learning activities. Low students’ learning activities also cause to low understanding and mastery of learning material and give affect to students’ learning achievement. 
The method used by the teacher during teaching and learning process can affect the level of students learning achievement. There are several learning methods that have been created by experts, one of the exciting learning methods called quantum learning method. Quantum learning method is one of learning method created by Potter that aims to create fun classroom atmosphere and make students enthusiastic to learn.
Quantum learning is a learning method that can be used by anyone because it provides an overview to explore anything in a way that is steady and memorable. It is focuses on students’ learning styles, thinking styles, and how they absorb the lessons submitted by the teachers. Quantum learning method focuses on accelerated learning with a high level of success. It helps teachers to create conducive classroom atmosphere for students, so that students can maximize their brain’s ability to learn. Besides that, quantum learning will change learning situation from learning with effort into learning with fun.
As we know, the most important component in learning so as not to become boring is to make learning fun, use appropriate and varied learning resources. Competence is not enough to be derived from the content of the lesson but also from the learning experience and utilize the various resources available. Therefore, it takes the creativity and skills of teachers in selecting and designing learning resources and learning methods used.
Students will be able to learn well if there are fun and comfortable learning atmosphere. Learning is not only transferring knowledge from teacher to student but also create an interesting learning atmosphere. To create interesting atmosphere not only rely on learning facilities and infrastructure, but also depends on the learning materials and methods used in learning. So that the researchers intend to apply quantum learning method in providing English learning materials and expected through this method researchers can determine the effectiveness of quantum learning method in learning process.
Quantum learning is a combination of some learning methods. They are Suggestopedia (Accelerated Learning), Neuro Linguistic Program (NLP), and its own method (Deporter & Hernacki: 2013). The combination of positive suggestion, busting obstacles in learning, and theories about how human’s brain works makes this learning method deserves to be implemented in the classroom.
Quantum learning method is an effective way for classroom management, focusing attention, and motivating students to increase participation in learning (DePorter:1999). Quantum learning method focuses on accelerated learning with a high level of success. It helps teachers to create conducive classroom atmosphere for students, so that students can maximize their brain’s ability to learn. Beside that, quantum learning will change learning situation from learning with effort into learning with fun.
Teaching and learning process should give comfort and joyful atmosphere for the students. According to Walberg and Greenberg in DePorter (1999) good atmosphere will lead good emotion of the students. This good emotion will accelerate their learning. It is important for the teacher to create good atmosphere that make the students feel safe but challenged, understood, and celebrated.
The learning design in quantum learning consisting of six stages is bound to correlative and mutual complementarily principle. The design called EEL Dr.C, namely: Enroll, Experience, Label, Demonstrate, Review, and Celebrate. Enroll is grow the students’ interest or motivation, and tell the benefits of learning. Experience is to create learning experience to which all students can be involved. Label is to give name or key words to the topic being taught. Demonstrate or give opportunity to the students to show that they know and understand. Review is the stage where the knowledge and skills gained are nailed in brain. Last, the teacher will celebrate their students’ success.
The main principle of Quantum learning method is bring the students’ world into teachers’ world, and deliver the teachers’ world into students’ world. We have to remember that the subject in learning is student. Teacher need to understand the potential of the students. One way that can be used is to relate the material to the events, mind or feelings, actions obtain by students at home, school, and in society. 
Quantum learning built on the principles of 8 keys of excellence that consist of Integrity, Commitment, Failure Leads to Success, Ownership, Speak with Good Purpose, Flexibility, This is it, and Balance. All of that principles are used in all areas of subjects and grade levels (DePorter: 1999).
DePorter and Hernacki (2011) states that there are important concepst or guiding principles that are basic to the Quantum learning. That principles are everything speaks, everything aims, experiences before discovering, acknowledging every effort learner, and if it’s worth learning it’s worth celebrating. The principles are specifically designed to improve students’ activities in the classroom by directing their focus.
Quantum learning focuses on using teaching strategies better suited to hardwiring data into students’ long term memory. This can be achieved through a number of different activities that appropriate with model of students learning (visual, audio, and kinesthetic) and methods. Quantum learning can be participatory learning by students in seeing their potential. Learning style with reference to the right brain and left brain is a hallmark of quantum learning. 
Students learn in many different ways or learning style. Jahiel (2008) defined learning styles as the way in which individuals process information and analyze it. According to Jahiel, individuals do not rely on one type of learning styles but some of them have one primary learning style and others have more than one learning style. 
A learning style is the unique collection of individual skills and preferences that affect how a person perceives, gathers, and processes information. Each of us has our own preferred way of learning that is determined by our cultural, educational background, and our personalities. Language researchers have categorized the various learning styles in numerous ways. Some researchers have divided into three categories: visual learners, auditory learners, and kinesthetic learners. 
Visual learners learn visually by means of read words and see images, maps, and graphics. People learn better from words and pictures than from words alone. It can be said that using both words and pictures is more effective than words alone. Students with auditory style will be able to recall what they hear and will prefer oral instructions. They have difficulty with reading and writing tasks. Auditory learners learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Kinesthetic learners learn by doing or making something. They have good memory skill by doing body’s movement and emotional touch. They tend to lose concentration if there is little or no external stimulation or movement.
It is important for teachers to understand the differences in their students’ learning styles, so that this learning styles should be considered in learning process, including the selection and use of media that will be set and method that will be used. In this case, quantum learning method with interactive multimedia that is focuses on students’ long term memory may serve to meet the needs of students with difference learning styles.
Learning activity becomes more active with quantum learning method, as well as the potential to give meaning to the learning process and increase student interest. The study about Quantum Learning application in Drake University (2011) shows that Quantum Learning increased students’ motivation (68%), improved grades (73%), developed more confidence (81%), increased self-esteem (84%), and continued to use skills (98%). It is hoped that the use of quantum learning method can also produce the expected result in this research.
In English subject, Quantum learning had been used to know the implementation of this method in English learning at SMA N 1 Grobogan. The research was conducted by Suprastijono (2015), he told that the obstacles when using quantum learning are the facilities were less available, the time run out in apperception and motivation, and students sometimes crowded and unfocused in learning. Besides, he did not focus on one aspect, there are many aspects that he research like the preparation of learning with quantum learning, the implementation of quantum learning, the result of learning, and problems and the way to overcome the problems. There is a similarity of research conducted by Suprastijono with the research that has been carried out, that was describing the effects of quantum learning on student learning in secondary schools, but the difference is if suprastijono's research was to describe the application of quantum learning method in English learning and used qualitative method, while the research that has been conducted by the researcher focused on learning achievement and activities, and used experimental research. 
 Another researcher is Khasanah (2012) found the the implementation of quantum learning can improve the students’ reading skill and identified the class situation when quantum learning was implemented in reading class at eight grade students of SMP Negeri 16 Surakarta. It is difference with researcher that describe the students’ English learning activities when quantum learning was implemented in the classroom. 
Then Saragih and Kristiani (2012) who investigated the effect of applying quantum learning on the students’ achievement in writing argumentation. The objective of the study was to find out whether the application quantum learning gives effect to students’ achievement in writing argumentation. The result of research indicated that there was an effect on the students’ achievement in writing argumentation, which was taught by using Quantum Learning than using conventional method. There are several differences between this research with the research that has been carried out, including this research using comparative classes that was taught by conventional methods, besides this research focuses on writing argumentation.
There are some phenomena related to the reason why the researcher did the research on the using of quantum learning method. Nowadays, English teachers have to fulfill many curriculum objectives of teaching and learning in a short time. Planning time may affect to achievement of learning objectives and students’ understanding. Then, some of students usually get bored with activities undertaken in the classroom. Students’ boredom sometimes caused by mismatch of teaching methods with students’ learning styles. An effective way for teachers to accommodate students’ learning styles is using appropriate teaching method and media that can notice all of students’ learning styles.
From those factual fact above, it is assumed that quantum learning is an one of the effective method to be applied in teaching and learning English. The researcher wants to apply quantum learning method in providing English learning material and to see whether quantum learning effective to students’ English learning achievement. The purpose of this research is to find out the effectiveness of using quantum learning method to students’ English learning achievement at SMK N 9 Padang. The material investigated in this research was limited on ‘announcement’ because this one has recently learned by the students in grade X at SMK N 9 Padang.
It is hoped that the result of this research will be advantageous theoretically and practically. Theoretically, the researcher hopes that the result of this study can be used as reference and as important information on the effectiveness of quantum learning method to students’ English learning achievement. Practically, this study is expected to provide information to English teachers on the effectiveness of quantum learning method in teaching and learning process. It is also expected to inspire and motivate English teachers to be more creative and innovative in developing interesting and effective teaching and learning method.

METHOD
There are two kinds of experimental research design, they are Pre experimental design and True experimental design (Arikunto:2005). An experimental usually involves two groups of subject, an experimental group and a comparison group, although it is possible to conduct an experiment with one group. This research used pre-experimental design in the form of one group Pretest- Posttest. The researcher chose it because this design had a purpose to find out the differences between before and after teaching by using quantum learning method. In addition, to in-depth study of student activity in the application of quantum learning focused on one class. In this research, the test would be given twice, before giving treatment called Pre-test and after giving treatment called Post-test.  
The design of the research can be seen as follow:
Experiment group	O1	X	O2	
O1 : Pretest for experiment group
O2 : Posttest for experiment group
X   : Quantum learning method/treatment

The researcher used purposive sampling technique. It was based on the teacher recomendation that the students of class X hotel accommodation 3 are more homogeneous than other classes. In X HA 3 class, there are 27 students consist of 15 male and 12  female.
The researcher used test as instrument. To find out the data of English test, the researcher applied Pre-test. This test would be used to measure students’ grade X HA 3 achievement in SMK N 9 Padang before using quantum learning method. After gaining the Pre-test, the researcher gave the treatment by using quantum learning method. Then, the researcher gave the Post-test to know students’ achievement after the treatment. Last, the researcher analyzed and compared score of pre-test and post-test to find out whether there was a different between pre-test and post-test. The test consisted of three parts consisting of fifteen questions in the form of multiple choices, ten questions for match the words, and ten questions in the form of essay. The material of the test was taken from English book related to the subject and based on Vocational High School curriculum.
This research used content validity. Content validity is the content about what we say the test is about. This kind of validity depends on careful analysis of the language being tested. A test is said to have content validity if the contents constitutes a representative sample of the language skill, structures. The researcher constructed the test based on the course objectives in the syllabus of tenth grade in SMK N 9 Padang. The researchers got validity from expert judgment that is Sarah Hediyati Hastuti, M.Pd as the lecturer in University of Dharmas Indonesia. In this case, the expert assessed whether the test that was made by researcher had been representing the content in syllabus.
The validation process began by compiling a test based on the syllabus. Then the research instruments provided to faculty to be consulted about such tests. Further tests improved validation emphasis on the use of language, sentence structure, choice answers, and material. Then, the test item was tried out and the result was computed with Pearson Product Moment correlation formula:

Where:
r	: correlation coefficient
x	: item which its validity is assessed
y	: item which its validity is assessed
N	: the number of participants
The researcher found the reliability of each test. For multiple choice and matching test, the researcher used KR-21 formula:

Where:
 index reliability
k    = number of item
M  = mean score of the test
 variance of the test
Then, the reliability of essay test was computed using Alpha formula as follows:

Where:
 index reliability
n     = number of item
= item variance
 total variance
The questions were given to class X HA 4 on 21 January 2017. After getting the result of reliability, the researcher then categorized it into the standard reliability.
0.80-1.00	: very high
0.60-0.80	: high
0.40-0.60	: fair
0.20-0.40	: low
0.00-0.20	: very low
The researcher found that the reliability (α) of the test was 0,72 for pretest and 0,71 for posttest,it was categorized as high.
Difficulty index is used to determine whether the items of the test included in the category of easy, middle or difficult. As the correct answers were categorized from the questions which were the good items of the test was not too easy and also not too difficult. The following formula was used as suggested in Arikunto (2005):

Where:
P     = items difficulties
B     = sum of the students who answered correctly
JS    = sum of all students who followed the test
The item difficulties range between 0.00-1.00 and it was symbolized as P which refers to ‘proportion’ in the evaluation term. The classification of item difficulty used Sudjana (2011) guidance:
P : 0.00-0.30     difficult
P : 0.31-0.70     moderate
P : 0.71-1.00     easy
Based on the calculation, item difficulty of pretest was 0.60 and 0.61 for posttest. It included in moderate categories. The researcher found that among the 35 items of the pretest; 8 were categorized as easy, 25 were categorized as fair or moderate, and 2 were categorized as difficult. For posttest, among 35 items; 3 were categorized as easy, 29 were categorized as fair, and 3 were categorized as difficult.
The discrimination index is used to classify the students who have high ability and low ability. To find out item discrimination, the formula would be used as the following (Arikunto:2005):

Where:
D 	= item discrimination
JA	= sum of students in the high group
JB	= sum of students in the low group
BA	= sum of the students in the high group who answer correctly
BB	= sum of the students in the low group who answer correctly
PA	= the proportion of the high group who answer correctly
PB	= the proportion of the low group who answer correctly
In the evaluation term, item discrimination was symbolized as D which refers to ‘discrimination’. The result of the item discrimination was classified into the following:
D: 0.00-0.19	Poor
D: 0.20-0.39	Satisfactory
D: 0.40-0.69	Good
D: 0.70-1.00	Excellent
Arikunto (2005) states that a good item test is an item that has discrimination index between 0.40-0.69, however the discrimination index 0.20-0.39 can be accepted. Based on the calculation, among the 35 items of the pretest; 34 were categorized as good, and 1 was categorized as excellent.  For posttest, all of the test items were categorized as good.
Then, The researcher used T-test by using statistical program to ensure the effectiveness and to get stronger conclusion. The T-test would be taken from the result which are conducted before and after the students taught by using quantum learning method. The formulation of T-test as follow (Siregar:2004):

Where:
t  = t score
 = the mean of post-test
 = the mean of pre-test
  = varian of post test
  = varian of pre test
n  = number of students
The hypotheses of the research is formulated as follow:
 : Quantum learning method does not efective to English learning achievement of students’ grade X HA3 SMK N 9 Padang. 
 : Quantum learning method effective to English learning achievement of students’ grade X HA3 SMK N 9 Padang.
The steps of doing this research were as follow:
1.	Formulating and defining research problem.
2.	Doing library study in order to find some theories related to the subject of the study.
3.	Formulating the hypothesis of the research.
4.	Arranging technique and designing of the research.
5.	Selecting sample, purposive sampling would be used.
6.	Conducting the try out instrument at grade X students of SMK N 9 Padang to make sure the test was valid and reliable.
7.	Giving pre-test to the sample before giving treatment.
8.	Giving the treatment.
9.	After the treatment, the researcher would give the post test to the students.
10.	Analyzing the data from the test.
11.	Conclude the result of data analysis.

FINDINGS AND DISCUSSION
Findings
The focus in this test is to know the changes in English learning achievement of students class X SMK N 9 Padang by using quantum learning method. There were English pretest and posttest in ‘announcement’ material. Each test consisted of 35 items. The summary of the pretest and posttest was presented in the following table below:

Table. Details of the English Test Scores
	Pretest Result	Posttest Result	Average Difference	
Total Score	1649	1956	307	
Highest Score	78	85	7	
Lowest Score	40	57	17	
Mean	61,07	72,44	11,37	
Median	61	68	7	
Mode	61	68	7	
Deviation Standard	9,895	7,876	2,021	

From the students’ pretest, it is shown that the students’ average score was 61,07. It was under the minimum criteria of achievement (KKM) that is 75. There were 25 students or 92 % students who had score under KKM and only 2 students who had score above KKM. It means that almost all of the students got low score and it can be concluded that almost all of them did not understand about the material.
The mean score of pretest 61,07 increase to 72,44 in posttest. Although the mean score still did not meet the KKM, but it can be said quite good. There were 11 students (40%) who got score above KKM, and 16 students (60%) under KKM. The result show that pretest score higher than posttest score. 
In general, the scores of students had increased after the treatment. The students’ average during the pretest was 61.07 under KKM, after given treatment, it increased to 72.44 but it still under KKM. There were 11 students or 40% students who had score above KKM. The lowest score on pretest was 40 and students’ lowest score after posttest was 57. The highest score on pretest was 78, and increased on posttest to 85. The result of  was 5.17 and the value of  was 2.060 with level of significance 0.05. Since the value of  was bigger than , it can be concluded that posttest score higher than posttest score,  it was indicate that quantum learning method effective to English learning achievement of students’ grade X HA3 SMK N 9 Padang.
a.	Normality Testing
In this research, the researcher analyzed normality testing by using Lilliefors test at the level of significance 0.05. The normality testing is to see whether the data collected is normally distributed or not. Lilliefors testing is used if the number of sample is equal to or smaller than 30 (Sudjana:1996). Therefore, the Lilliefors testing is used in this research because the number of students is 26. The test steps as follow:
a.	Change students’ scores , , ...... become standard score , ...... by using the formula below:

 = average score
 = standard deviation
b.	Compute the frequency of F() = P (Z ≤ ) by using list of normal distribution standard for each score standard.
c.	Compute propostion of , ...... which will smaller than or the same as , if the proportion is S (), so
              
d.	Compute the difference of F(, then find the absolute score.
e.	Take the higer score among the difference of absolute score ().
Compare  with  based on the degree of free (df) chosen.  will be accepted if  ≤ . It means that the sample comes from normally distributed population. The data of students’ score can be described as follow:
Table. Students’ English Score Normality Testing
Test	Students			Note	
Pretest	27	0,143	0,168	
Normal	
Posttest	27	0,148	0,168	
Normal	
Based on the data above, students’ English test was normally distributed because was lower than . Both  from pretest and posttest were smaller than  was 0,143, and it was smaller than  that was 0,168. Then, for posttest was 0,148,  was 0,168. It can be concluded that both of the data were normally distributed.
b.	Hypothesis Testing
After data has been collected, it was analyzed in hypothesis testing by using t-test.
 : Quantum learning method is not effective to English learning achievement of students’ grade X HA3 at SMK N 9 Padang.
  : Quantum learning method effective to English learning achievement of students’ grade X HA3 at SMK N 9 Padang.

 = 72.44	            = 61.07        n = 27            = 97.8	

	
               
The students’ English learning achievement statistical analysis result using t-test formula can be described in the table below:
Table. The Students’ English Learning Achievement Statistical Analysis Result
Data	Strategy	
	Pretest	Posttest	
Total Score	1649	1956	
Mean Score	61.07	72.44	
Deviation Standard	9.895	7.876	
	5.17	
	2.060	
Total of Students	26	
Conclusion	>	

From the table above, it can be described the result of t-test analysis of the first hypothesis. The value of  was 5.17 and the value of  was 2.060 with level of significance 0.05. Since the value of  was bigger than , it can be concluded that t situated on rejected area of Ho. It means alternative hypothesis (Ha) –Quantum learning method effective to English learning achievement of students’ grade X HA3 at SMK N 9 Padang – accepted.
Discussion
From the result of hypothesis, it could be seen that the mean score of posttest was higher than the mean score of pretest. The mean score of students in pretest was 61.07 and increased to 72.44 in posttest. These data indicate that there was improvement of students’ score, and it can be concluded that quantum learning method effective to students’ English learning achievement.
The result of this study is in line with the findings of previous research conducted by Saragih and Kristiani (2012). This research found that the score of students showed the progress in writing argumentation. In addition, the previous research conducted by Ijabah (2016) found that the results of this study also concluded that there is a significant effect of using quantum learning on the eighth grade students’ speaking achievement.
This is also in line with the purpose of learning English in SMK for; 1) developing of English communication skills, in the form of oral and written. The ability to communicate involves listening, speaking, reading and writing. 2) Growing awareness of the importance of English as a foreign language to be the main tool of learning, 3). Develop an understanding of intercultural and cultural interconnections. Thus students have cross cultural insights and involve themselves in cultural diversity (Kurikulum: 2014). To develop knowledge and skills will be done through active and creative learning. One of the learning methods that can develop active and creative participation in the learning process is the quantum learning method.
The use of quantum learning methods helped the learning process to delivery learning materials. It can help students improve understanding because it presents the material in interesting way. It allows the achievement of learning objectives that can increase students activities so that it affects to students’ learning achievement.
According to Gestalt's theory of learning psychology in Djamarah (2006), one of the important elements to improve learning achievement is students learning based on their interests, desires and goals. Learning with quantum learning method is expected to cultivate the interests, desires and goals of students to further improve their achievement in English subjects. It is also reinforced by the theory that argued by DePorter and Hernacki (2011) that the suggestions given in the quantum learning method can influence the learning situation, and any details give positive or negative suggestions by placing students in a comfortable, enhancing individual participation, and fun teachers so that students can learn at an impressive pace, and accompanied by excitement. It can be concluded that the quantum learning method effective on improving student learning achievement and learning activities.
In accordance with the principle of quantum learning methods that fun or create a joy learning atmosphere and excitement. Excitement here is meant to arouse interest in learning English, the involvement of students, the creation of understanding or mastery of the material being studied, and the existence of circumstances free of pressure, fear, and threats so that learning can be comfortable and meaningful. It can be concluded that the quantum learning method effective on improving student learning achievement and learning activities. 
Thus it can be concluded that the application of quantum learning methods can increase students’ interest. This interest can be seen from students who are more enthusiastic in learning process and more active. In addition, students get new variations in teaching and learning activities so that they can improve student learning achievement.  

CONCLUSION
Based on the findings and the discussion above, it can be taken conclusion that the application of quantum learning method effective to students' English learning achievement on the material "announcement" at class X HA3 SMK N 9 Padang. It can be seen  from the result of t-test analysis, the value of  was 5.17 and the value of  was 2.060 with level of significance 0.05. The value of  was bigger than . This is also shown by result of the students’ test after the treatments, the mean score of pretest 61,07 increase to 72,44 in posttest. The students got more improvement, the posttest scores are better than pretest. Thus, it can be said that learning by using quantum learning method give a positive impact for students.
Teachers are expected to apply quantum learning methods because this learning method is effective to students’ achievement in English subjects. It was tested statistically and the data obtained that students’ achievement have increased. In addition, quantum learning method can be selected as an alternative method that the teachers apply in teaching English in the classroom.

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