Desuggestopedia
CHAPTER I
INTRODUCTION
INTRODUCTION
There are some method in teaching and learning process. Teacher should be creative in using different kinds of teaching method. They have to choose an appropriate method to transfer the knowledge, because they will find different situation and different students in the class. Generally, students would not be able to believe that they could be successful in learning language. This lack of motivation has made students do not have confidence to speak in the target language, because they do not want to make mistakes. Moreover, they find difficulties to recall the previous lesson, such as memorizing the new vocabularies. This situation encourages teacher to be creative and use an effective method on teaching.
According to Georgi Lozanov, we may be using only five to ten percent of our mental capacity. In order to make better use of our reserved capacity, the limitations we think we have need to be ‘desuggested’. Desuggestopedia, the application of the study of suggestion to pedagogy, has been developed to help students eliminate the feeling that they cannot be successful or the negative association they may have toward studying and, thus, to help them to overcome the barriers to learn. One of the ways the students´ mental reserves are stimulated is through integration of the fine arts.Lozanov states that communication takes place on “two planes”: on one the linguistic message is encoded; and on the other are factors which influence the linguistic message. On the conscious plane, the learner attends to the language; on the subconscious plane, the fine arts (it could be classical music) suggests that learning is easy and pleasant. When there is a unity between conscious and subconscious, learning is enhanced.
According to Georgi Lozanov, we may be using only five to ten percent of our mental capacity. In order to make better use of our reserved capacity, the limitations we think we have need to be ‘desuggested’. Desuggestopedia, the application of the study of suggestion to pedagogy, has been developed to help students eliminate the feeling that they cannot be successful or the negative association they may have toward studying and, thus, to help them to overcome the barriers to learn. One of the ways the students´ mental reserves are stimulated is through integration of the fine arts.Lozanov states that communication takes place on “two planes”: on one the linguistic message is encoded; and on the other are factors which influence the linguistic message. On the conscious plane, the learner attends to the language; on the subconscious plane, the fine arts (it could be classical music) suggests that learning is easy and pleasant. When there is a unity between conscious and subconscious, learning is enhanced.
CHAPTER II
DISCUSSION
DISCUSSION
Desuggestopedia was founded by Bulgarian psychiatrist-educator Georgi Lozanovin 1978. According to Lozanov (1988) desuggestopedia is anaffective-humanisticapproach, an approach in which there is respect for students’ feelings. Learning defficiency comes from the psychological barriersto learning.Stevick states that desuggestopedia concerned with the systematic study of the nonrational and/or nonconscious influences” that human beings are constantly responding to (Stevick 1976:42). There is no sector of public life where suggestology would not be useful” (Lozanov 1978:2).
Lozanov does not articulate theory of language, nor does it seem that he is much concerned with any particular assumptions regarding language elements and their organization. The emphasis on memorization of vocabulary pairs that is a target-language item and its native language translation suggest a view of language in which lexis is central and in which lexical translation rather than contextualization is stressed. However, Lozanov does occasionally refer to the importance of experiencing language material in “whole meaningful texts” (Lozanov 1978:268) and notes that the suggestopedic course directs “the student not to vocabulary memorization and acquiring habits of speech, but to acts of communication” (Lozanov, 1978: 109).
PRINCIPLES
According to Larsen-Freeman (2003 : 81-83) there are 10 principles in desuggestopedia, they are:
1. Teacher’s Goal
• To accelerate the process of learning a foreign language for everyday communication
• To desuggest learners’ psychological barriers
To activate learners’ “paraconscious” part of the mind
2. The Teachers’ Role and the Students’ Role
Teacher’s roles in the teaching/learning process are :
• Authority in the classroom : being confident and trustable
• Security: affording a cheerful classroom atmosphere
Students’roles in the teaching/learning process are :
• Relaxed : following the teacher’s instruction easily
• Role play : enjoying in the new identity freely
Lozanov does not articulate theory of language, nor does it seem that he is much concerned with any particular assumptions regarding language elements and their organization. The emphasis on memorization of vocabulary pairs that is a target-language item and its native language translation suggest a view of language in which lexis is central and in which lexical translation rather than contextualization is stressed. However, Lozanov does occasionally refer to the importance of experiencing language material in “whole meaningful texts” (Lozanov 1978:268) and notes that the suggestopedic course directs “the student not to vocabulary memorization and acquiring habits of speech, but to acts of communication” (Lozanov, 1978: 109).
PRINCIPLES
According to Larsen-Freeman (2003 : 81-83) there are 10 principles in desuggestopedia, they are:
1. Teacher’s Goal
• To accelerate the process of learning a foreign language for everyday communication
• To desuggest learners’ psychological barriers
To activate learners’ “paraconscious” part of the mind
2. The Teachers’ Role and the Students’ Role
Teacher’s roles in the teaching/learning process are :
• Authority in the classroom : being confident and trustable
• Security: affording a cheerful classroom atmosphere
Students’roles in the teaching/learning process are :
• Relaxed : following the teacher’s instruction easily
• Role play : enjoying in the new identity freely
3. Characteristic of Teaching/Learning Process
- Conduct in a bright & cheerful classroom.
- A new name and occupation to dispel fear or anxiety
- There is handout for advanced students
- No test, no assignment
- Conversation with translation in music in order to activate the “whole brain” of the students
- Use games,songs,role play to strengthen the material
- Conduct in a bright & cheerful classroom.
- A new name and occupation to dispel fear or anxiety
- There is handout for advanced students
- No test, no assignment
- Conversation with translation in music in order to activate the “whole brain” of the students
- Use games,songs,role play to strengthen the material
4. Student-Teacher / Students-Students interaction:
a. The teacher initiates interactions in two way
The teacher to a group of students
The teacher to only one student
The students respond through :
non-verbal action and a few target language
b. Students-students interaction
The students role their play.
a. The teacher initiates interactions in two way
The teacher to a group of students
The teacher to only one student
The students respond through :
non-verbal action and a few target language
b. Students-students interaction
The students role their play.
5. The Students’ Feeling
• Relaxed : psychological barriers are desuggested.
• Confident : the target language comes naturally and success is obtainable
• Secure : assumption of a new identity
• Relaxed : psychological barriers are desuggested.
• Confident : the target language comes naturally and success is obtainable
• Secure : assumption of a new identity
6. Language and Culture Viewed
• Language itself is the first of two planes in the two-plane process of communication.
• Nonverbal factors also influence the linguistic message.
• The use of the fine arts is important in desuggestopedia classes.
7. Areas of Language / Language Skills are Emphasized
a) Vocabulary is emphasized
b) Grammar is dealt explicitly but minimally
c) Speaking communicatively is emphasized. Students also read in TL (e.g. dialogues) and write (e.g. imaginative compositions)
• Language itself is the first of two planes in the two-plane process of communication.
• Nonverbal factors also influence the linguistic message.
• The use of the fine arts is important in desuggestopedia classes.
7. Areas of Language / Language Skills are Emphasized
a) Vocabulary is emphasized
b) Grammar is dealt explicitly but minimally
c) Speaking communicatively is emphasized. Students also read in TL (e.g. dialogues) and write (e.g. imaginative compositions)
8. The role of Students’ Native Language
• Students’ L1 translation is used to make the meaning of the dialog clear.
• As the course proceeds , the teacher uses native language less and less
• Students’ L1 translation is used to make the meaning of the dialog clear.
• As the course proceeds , the teacher uses native language less and less
9. Evaluation
Evaluation is usually conducted in class performance and not through formal tests which would threaten the students’ relaxed atmosphere.
Evaluation is usually conducted in class performance and not through formal tests which would threaten the students’ relaxed atmosphere.
10. Teacher Respond to Students’ Errors
Students’ errors are corrected gently, with the teacher using a soft voice
Students’ errors are corrected gently, with the teacher using a soft voice
REVIEWING THE TECHNIQUES AND CLASSROOM SET-UP
The techniques in Desuggestopedia can be usefull to adapt in teaching style, the techniques are:
1. Classroom set-up
• The challenge for the teacher is to create a classroom environtment which is bright and cheerfull.
• Such make the lights is comfortable, use poster, music etc.
The techniques in Desuggestopedia can be usefull to adapt in teaching style, the techniques are:
1. Classroom set-up
• The challenge for the teacher is to create a classroom environtment which is bright and cheerfull.
• Such make the lights is comfortable, use poster, music etc.
2. Peripheral learning
This technique is based upon the idea that we perceive much more in our environment than that to which we consciously attend. It is claimed that, by putting posters containing grammatical information about the target language on the classroom walls, student will absorb the necessary facts effortlessly. They are changed from time to time to provide grammatical information that is appropriate to what the student are studying.
This technique is based upon the idea that we perceive much more in our environment than that to which we consciously attend. It is claimed that, by putting posters containing grammatical information about the target language on the classroom walls, student will absorb the necessary facts effortlessly. They are changed from time to time to provide grammatical information that is appropriate to what the student are studying.
3. Positive Suggestion
• The teacher’s responsibility to orchestrate the suggestive factors in a learning situation, thereby helping student break down the barriers to learning. Teacher can do this through direct and indirect.
• Direct suggestion appeal to the students’ consciousness, ex. Teacher tells students they are going to be succesfull.
• Indirect suggestion appeal to student’s subconscious, ex. When the teacher use the dialogue with entitled ‘To want to is to be able to’.
• The teacher’s responsibility to orchestrate the suggestive factors in a learning situation, thereby helping student break down the barriers to learning. Teacher can do this through direct and indirect.
• Direct suggestion appeal to the students’ consciousness, ex. Teacher tells students they are going to be succesfull.
• Indirect suggestion appeal to student’s subconscious, ex. When the teacher use the dialogue with entitled ‘To want to is to be able to’.
4. Choose a new identity
• The student choose a target language name and a new occupation. They have an opportunity to develop a whole biography about their fictional selves.
• The student choose a target language name and a new occupation. They have an opportunity to develop a whole biography about their fictional selves.
5. Role Play
• Students are asked to pretend temporarily that they are someone else and perform the role using the target language.
• Students are asked to pretend temporarily that they are someone else and perform the role using the target language.
6. First Concert
• After the teacher the teacher has introduced the story as related in the dialogue and has called students’ attention to some particular grammatical points that arise in it, she reads the dialogue in the target language.
• Music is played, the teacher begins a slow, dramatic reading, synchronized in intonation with the classical music, the early romantic period is suggested
• After the teacher the teacher has introduced the story as related in the dialogue and has called students’ attention to some particular grammatical points that arise in it, she reads the dialogue in the target language.
• Music is played, the teacher begins a slow, dramatic reading, synchronized in intonation with the classical music, the early romantic period is suggested
7. Second Concert
• Students put aside their script and the teacher reads at normal speed according to the context, not accompanying the music which classical or baroque. At the conclusion of this concert, the class ends for that day.
• Students put aside their script and the teacher reads at normal speed according to the context, not accompanying the music which classical or baroque. At the conclusion of this concert, the class ends for that day.
8. Primary Activation
• student “playfully” reread the target language dialogue out loud as individual or in groups.Ex: first group, read sadly, the next is angry and the last cheerfull.
• student “playfully” reread the target language dialogue out loud as individual or in groups.Ex: first group, read sadly, the next is angry and the last cheerfull.
9. Creative adaptation
• Student engage in various activities designed to help the students learn the material and use it more spontaneously. Such singing, dancing, dramatizations and games.
• The important thing is that the activities are varied and do not allow the students to focus on the form of the linguistic message, just the communicative intent.
• Student engage in various activities designed to help the students learn the material and use it more spontaneously. Such singing, dancing, dramatizations and games.
• The important thing is that the activities are varied and do not allow the students to focus on the form of the linguistic message, just the communicative intent.
Advantages
• Relaxed atmosphere
• Can arouse students’ interest and potential to memorize
• Focus on communication
• Learning in playful manner
• Self-confidence of learners
• Relaxed atmosphere
• Can arouse students’ interest and potential to memorize
• Focus on communication
• Learning in playful manner
• Self-confidence of learners
Disadvantages
▪ Lack of flexibility
▪ Lack trust to teachers
▪ Over-emphasized of language use
▪ Absence of tests
▪ Differences characteristics between students
Difficult with a large number of students
▪ Lack of flexibility
▪ Lack trust to teachers
▪ Over-emphasized of language use
▪ Absence of tests
▪ Differences characteristics between students
Difficult with a large number of students
CHAPTER III
CONCLUSION
CONCLUSION
Teacher will find different situation and different types of students in learning. Therefore, teacher should be creative and smart in choosing and using different types of methods in teaching different skill of language. Teacher can use Suggestopedia as teaching method in their teaching. Using Suggestopedia is very interesting but challenging to do. It can be seen from some considerations. In one side it has some benefits, but on the other side it also has some weaknesses.
In addition, the key factors of effective teaching are not the approaches and methods in language teaching themselves but the teacher’s deliberate selection of different approaches and methods and the devoted practice of putting theories into real teaching activities in a corresponding social-cultural context. It is a fact that no approach or method is perfect. However, there is no end for teacher to seek the perfection of the approaches and methods in language teaching. The language teaching method known as Suggestopedia provides some valuable insights into the power of cognition and creates techniques that make students feel comfortable, relaxed and suggestible to the material being learned.
In addition, the key factors of effective teaching are not the approaches and methods in language teaching themselves but the teacher’s deliberate selection of different approaches and methods and the devoted practice of putting theories into real teaching activities in a corresponding social-cultural context. It is a fact that no approach or method is perfect. However, there is no end for teacher to seek the perfection of the approaches and methods in language teaching. The language teaching method known as Suggestopedia provides some valuable insights into the power of cognition and creates techniques that make students feel comfortable, relaxed and suggestible to the material being learned.
REFERENCE
Diane, Larsen. 2003. Techniques and Principles in Language Teaching. New York : OXFORD University Press.
Lozanov, G. 1982. Suggestology and Suggestopedia. New York : Publishing House.
Lozanov, G. 1982. Suggestology and Suggestopedia. New York : Publishing House.
Lozanov, G. 1978. Suggestology and Outline of Suggestopedia. New York : Gordon and Breach.
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