The Effectiveness of Relaxation Method on Voice Problems in Elementary School Teachers in Grogol District, Sukoharjo

Abstract

Teachers are a profession that heavily relies on vocal ability and therefore face a high risk of voice disorders due to excessive or inappropriate voice use and high vocal demands, which may lead to laryngeal muscle tension from vocal hyperfunction that disrupts speaking comfort and reduces teaching effectiveness, making the relaxation method a relevant therapeutic approach to reduce muscle tension and improve voice quality. This study aims to determine the effectiveness of the relaxation method in addressing voice problems among elementary school teachers in Grogol District, Sukoharjo. The study used a quantitative approach with a one-group pre-test post-test experimental design, comparing voice conditions before and after intervention. Sampling was conducted through purposive sampling, involving 18 teacher respondents from SD Negeri Madegondo 1, SD Negeri Grogol 2, and SD IT Darul Falah, who met the criteria of experiencing voice problems. Data were analyzed univariately and bivariately using the Wilcoxon Signed-Rank Test to determine changes in the level of voice disorders after the intervention was administered. The research results showed a Z-value = -3.732ᵇ and p = 0.000 (p < 0.05), indicating that the relaxation method is proven effective for voice problems in elementary school teachers in Grogol District, Sukoharjo. These findings suggest that relaxation method can be recommended as an intervention approach to maintain teacher’s vocal health, support sustainable vocal performance, and ultimately improve the effectiveness and quality of the teaching-learning process.