DESUGGESTOPEDIA METHOD
Acknowledgments
The writer would like to
acknowledge his countless thanks to the Most Gracious and the Most Merciful,
ALLAH SWT who always gives his all the best of this life and there is no doubt
about it. Shalawat and Salaam to the prophet Muhammad SAW and his family.
The writer must begin by thanking the readers of
this journal. Your receptiveness has enabled him to finish this journal. In
addition, it has been a joy to interact with you.
The approach the writer
has used in this journal is based on his group experience in teaching the
method at the class. this journal would not have been written in the first
place if it were not for the influence of his colleagues there. The writer is
very grateful to them all.
This journal has also benefitted from the fact that
leading methodologist has generously responded to his request for feedback on
portions of this manuscript.
The writer would like to take his opportunity to
express his deep and sincere gratitude to the following :
1. Anin
Eka Sulistiyawati, SS, M.Hum, as a lecturer who has guided the writer patiently
in writing the journal and went out her way to give me comments based upon her
experience in teaching.
2. Writer’s
parents who always support the writer to completing in his writing.
3. Anyone
that cannot be mentioned directly or indirectly who has helped the writer in
completing the journal. The writer does appreciate any opinion and suggestion
for the improvement of this journal.
Tegal,
June 21, 2014
Writer
INTRODUCTION
1. Background of the study
English becomes a language that is
needed now because English is an International language. We need it to
communicate with International society, almost all of people argue that English
is very important, so they want to be able to speak English.
In Indonesia, English becomes one
of important languages. Mostly all of aspects use English now, for example advertisements
use text line in English. We should follow the newest information from foreign
countries to increase our knowledge and this information also use English. In
education, English becomes one of subjects in junior high school and senior
high school and English is one of subjects for national examination. So, in
this era learning English for Indonesian people is must.
Indonesian people especially
students face some difficulties in learning English. There are some factors why
Indonesian people faces the difficulties. They are English is different from
bahasa Indonesia. In this case students should know first English vocabularies.
Second, English has many sentence forms, while Bahasa Indonesia has only one
sentence form. Third English pronunciation, the pronunciation of word is
different with the written word. In addition the method that is used by the
teacher does not attract the students to learn English more. The students feel
afraid with those factors, that’s why the student can not communicate English
well. In this case the teacher should use a way or a method that can mitigate
the negative feeling in learning English. The method that is appropriate with
this problem is Desuggestopedia method.
2. Objectives
According to that problems, the writer has some aims :
1.
Inform the reader especially teacher about
suggestopedia method.
2.
This method can be applied by the teacher in the
class.
3.
Help the student to mitigate their negative feeling
in learning English.
DISCUSSION
1. Theory of Suggestopedia Method
1.
A
Brief History
Suggestopedia is a teaching method, which focuses on how to
deal with the relationship between mental potential and learning ability and it
is very appropriate to use in teaching speaking for young language learners (in
Apriyana and Islamiyah, Xue, 2005). This method was introduced by a Bulgarian
psychologist and educator, George Lazanov in 1975. In Apriyana and Islamiyah,
Maleki (2005) believed that we are able of learning much more than we think,
provided we use our brain power and inner capacities. In addition, In Apriyana
and Islamiyah, DePorter (2008) assumed that human brain could process great
quantities of material if given the right condition for learning in a state of
relaxation and claimed that most students use only 5 to 10 percent of
their mental capacity. Lazanov created suggestopedia for learning that
capitalized on relaxed states of mind for maximum retention material.
Suggestopedia is an effective comprehensible input based
method with a combination of desuggestion and suggestion to achieve super
learning. The most important objective of suggestopedia is to motivate more of
students’ mental potential to learn and which obtained by suggestion.
Desuggestion means unloading the memory banks, or reserves, of unwanted or
blocking memories. Suggestion then means loading the memory banks with desired
and facilitating memories. (Apriyana and Islamiyah, 2011)
Lazanov (1978) cited in Lica (2008) argued that learners
have difficulties in acquiring English as the second language because of the
fear of the students to make mistakes. When the learners are in this situation,
their heart and blood pressure raise. He believes that there is a mental block
in the learners’ brain (affective filter). This filter blocks the input, so the
learners have difficulties to acquire language caused by their fear. The
combination of desuggestion and suggestion is to lower the affective
filter and motivate students’ mental potential to learn, aim to accelerate the
process by which they learn to understand and use the target language for communication
to achieve super learning. It is the final goal of suggestopedia.
2.
Theory
of Language
Lozanov does not articulate a theory of language, nor does
it seem he is much concerned with any particular assumptions regarding language
elements and their organization. Lozanov emphasizes the importance of
experiencing language material in “whole meaningful texts” (Lozanov 1978:268)
and notes that the suggestopedia course directs “the student not to vocabulary
memorization and acquiring habits of speech, but to acts of communication”
(Lozanov 1978:109). Lozanov refers most often to the language to be learned as
“the material.”
3.
Theory
of Learning
Suggestion is at the heart of Suggestopedia. Lozanov claims
that his method is different from hypnosis and other forms of mind control
because they lack a “desuggestive-suggestive sense” and “fail to create a
constant set up to reserves through concentrative psycho-relaxation” (In
Apriyana and Islamiyah,1978:267). (Reserves are like human memory banks) There
are some principal theoretical components through which desuggestion and
suggestion operate and that set up access to reserves.
4.
Key
Features of Suggestopedia
1. Comfortable environment
In suggestopedia method, the classroom is not the same as
common classrooms. In the classroom, the chairs are arranged semicircle and
faced the black or white board in order to make the students pay more attention
and get more relaxed. In addition, the light in the classroom is dim in order
to make the students’ mind more relaxed (In Apriyana and Islamiyah, Xue, 2005).
2. The use of music
One of the most uniqueness of this method is the use of
Baroque music during the learning process. Baroque music, with its 60 beats per
minute and its specific rhythm, created the kind of relaxed states of mind for
maximum retention of material. It is believed that Baroque music creates a
level of relaxed concentration that facilitates the intput and retention of
huge quantities of materials. Baroque music helps the students to reach a
certain state of relaxation, in which the receptivity is increased (In Apriyana
and Islamiyah, Radle, 2008). The increasing of learning potential is put down
to the increase of alpha brain and decreasing of blood preasure and heart rate.
The use of music also depends on the expected skill of the students: listening,
grammar, pronunciation, discussion, etc.
3. Peripheral Learning
The students learn English not only from direct instruction
but also from indirect instruction. It is encouraged through the presence in
the learning environment of posters and decoration featuring the target
language and various grammatical information. They are changed everyday. By
doing this, the students can learn many things undirectly in the classroom or
outside classroom. For example, students can produce simple sentence by using
the posters or grammatical information on the wall.(In Apriyana and Islamiyah,
2011)
4. Free Errors
In the teaching learning process, students who make mistakes
are tolerated, for example in pronouncing the word. The emphasis is on the
content not the structure. Grammar and vocabularies are presented and given
treatment from the teachers, but not dwelt on.(In Apriyana and Islamiyah, 2011).
5. Homework is limited
Students reread materials given in the classroom once before
they go to sleep at night and once in the morning before they get up.
6. Music, drama and art are integrated
in the learning process
They are integrated as often as possible.
5.
Design
1.
Objective
Suggestopedia aims to deliver advance conversational
proficiency quickly. It apparently bases its leaning claims on student mastery
of prodigious lists of vocabulary pairs and indeed, suggests to the students
that it is appropriate that they set such goals for themselves. Lozanov states
categorically, “the main aims of teaching is not memorization, but the
understanding and creative solution of problem”. As learners goals he cited
increased access an understanding and creative solution of problem. However,
because students and teachers place a high value on vocabulary recall, memorization
of vocabulary pairs continues to be seen as an important goal to the
suggestopedia method.
2.
The syllabus
A suggestopedia course last thirty days and consist of ten
units of study. Classes are held four hours a day, six days a week. The central
focus of each unit is a dialogue consisting of 1,200 words or so, with an
accompanying vocabulary list and grammatical commentary. The dialogues are
graded by lexicon and grammar.
There is a pattern of work within each unit and a pattern of
work for the whole course. Unit study is organized around three days: day 1 –
half a day, day 2 – full day, day 3 – half a day. One of the first day of work
on a new unit the teacher discusses the general content (not structure) of the
unit dialogue. The learners then receive the printed dialogue with the native
language translation in parallel column. The teacher answers any questions of
interest or concern about the dialogue. The dialogue then is read the second
and third time in ways to be discussed sub sequently.
The whole course also has a pattern of presentation and
performance. On the first day a test is given to check the level the students’
knowledge and to provide a basis for dividing students into two groups, one of
new beginners and one of modified (false) beginners. The teacher then briefs
the students on the course and explains the attitude they should toward it.
During the course there are two opportunities for
generalization of material. In the middle of the course students are encouraged
to practice the target language in a setting where it might be used, such as
hotels and restaurants. The last day of the course is devoted to a
performance in which every student participates. The students construct a play
built on the material of the course.
3.
Types of Learning and Teaching Activities
The types of activities that are more original to
suggestopedia are the listening activities, which concern the text and text
vocabulary of each unit. These activities are typically part of the
“pre-session phase”, which takes place on the first day of a new unit.
The students first look at and discuss a new text with the
teacher. In the second reading, students relax comfortably in reclining chairs
and listen to the teacher read the text in a certain way. During the third
reading the material is acted out by the instructor in a dramatic manner over a
background of the special musical form described previously.
4.
Teacher’s Roles
Teacher should create situations in which learners are most
suggestible and then to present linguistic material in a way most likely to
encourage positive reception and retention by learners. Lozanov lists several
expected teacher behaviors as follows:
1. Show absolute confidence in the
method.
2. Display fastidious conduct in
manners and dress.
3. Organize properly, and strictly
observe the initial stages of the teaching process—this includes choice and
play of music, as well as punctuality.
4. Maintain a solemn attitude towards
the session.
5. Give tests and respond tactfully to
poor papers (if any).
6. Stress global rather than analytical
attitudes towards material.
7. Maintain a modest enthusiasm.
5.
Learners’ Roles
The learners as well are should have “faith in the system
and accept that they are in a childlike situation where they follow the teacher
/ parent” (Knight, 2001, p. 154). The students should not be critical, but
simply absorb what is presented to them.
6.
Stages
of Suggestopedia
Apriyana and Islamiyah (2011) stated that there are three
stages in using suggestopedia method. They are:
1. Presentation
Presentation is the basis of conducting Suggestopedia in
class successfully. The main aim in this stage is to help students relaxed and
move into a positive frame of mind, with the feeling that the learning is going
to be easy and funny. Desuggestion and suggestion happen at this stage at the
same time.
2. Concert
First Concert
This involves the active presentation of the material to be
learnt. The original form of Suggestopedia presented by Lozanov consisted of
the use of extended dialogues, often several pages in length, accompanied by
vocabulary lists and observations on grammatical points. Typically these
dialogues will be read aloud to students to the accompaniment of music.
Second Concert
The students are now guided to relax and listen to some
Baroque music. The best choice of music according to Lozanov, with the text
being studied very quietly in the background. During both types of reading, the
learners will sit in comfortable seats, armchairs rather than classroom chairs,
in a comfortable environment. After the readings of these long dialogues to the
accompaniment of music, the teacher will then make use of the dialogues for
more conventional language work. The music brings the students into the optimum
mental state for the effortless acquisition of the material. The students,
then, make and practice dialogue after they memorize the content of the
materials.
3. Practice
The use of a range of role-plays, games, puzzles, etc. to
review and consolidate the learning.
7.
Advantages
of Suggestopedia
Apriyana and Islamiyah (2011) stated that there are some
benefits in utilizing suggestopedia:
1. A comprehesible input based on
dessugestion and suggestion principle
By using this suggestopedia method, students can lower their
affective filter. Suggestopedia classes, in addition, are held in ordinary
rooms with comfortable chairs, a practice that may also help them relaxed.
Teacher can do numerous other things to lower the affective filter.
2. Authority concept
Students remember best and are most influenced by
information coming from an authoritative source, teachers.
3. Double-planedness theory
It refers to the learning from two aspects. They are the
conscious aspect and the subconscious one. Students can acquire the aim of
teaching instruction from both direct instruction and environment in which the
teaching takes place.
4. Peripheral learning
Suggestopedia encourages the students to apply language more
independently, takes more personal responsibility for their own learning and
get more confidence. Peripheral information can also help encourage
students to be more experimental, and look to sources other than the teacher
for language input. For example, the students can make some sentences using the
grammatical structure placed on the classroom’s wall, describe a particular
place in an English speaking country by looking at the poster on the wall, etc.
When the students are successful in doing such self-activities, they will be
more confident.
8.
Disadvantages
of Suggestopedia
Apriyana and Islamiyah (2011) stated that Suggestopedia also
has limitation since there is no single teaching method that is chategorized as
the best based on some consideration such as: the curriculum, students
motivation, financial limitation, number of students, etc.
The main
disadvantages of suggestopedia are as follow:
1. Environment limitation
Most schools in developing countries have large classes.
Each class consists of 30 to 40 students. One of the problems faced in
utilizing this method is the number of students in the class. There should be
12 students in the class (Adamson, 1997).
2. The use of hypnosis
Some people say that suggestopedia uses a hypnosis, so it
has bad deep effects for human beings. Lazanov strongly denied about it.
3. Infantilization learning
Suggestopedia class is conditioned be child-like situation.
There are some students who do not like to be treated like this as they think
that thay are mature
2.
Ilustration
Method : Suggestopedia
Grade : Junior
High School
Topic : Procedure
text
When
we enter the classroom, the classroom has been designed by the teacher. The
class is bright and colorful. There are several posters on the walls. It
contains grammatical information. First poster has the subject pronouns, second
picture has the conjugation of the verb ‘to be’, third poster has the British
names, and another has kind of occupations. There are also some rhythm
instruments on the table and other properties.
The
teacher greets the students and explains that they will get a new and exciting
experience in language learning. He says confidently, ‘learning language isn’t
difficult, it will be easy and fun.’
First,
you will get new names, English one, it will be fun,’ he says. Besides she
tells them, they will need new identities ( ones they can play with) to go
along with this new experience. He points the poster with different English
names. There are men’s and women’s names and she tells them to choose a name.
she pronounces each name and asks them to repeat the pronounciation. One by one
the students say which name they have chosen and the teacher check the
pronounciation.
Next,
she tells them that during the class will create an imaginary about the life of
their new identity. but they should choose a profession first. using pantomime
to help the students understand, the teacher acts out various occupations, such
as pilot, singer, police, and doctor. The students choose what they want to be.
The
teacher greets each students using their new name and asks them a few questions
in English about their occupation. He acts the question to make student
understand about it and they yes or no. he then teaches them a short English
dialog in which two people greet each other and tell their occupations. After
practicing the dialog with the group, they introduce themselves to the teacher.
Then they play various rhythm instruments that the teacher has brought as they
sing a name song.
The
teacher delivers a procedure text to them. He begins to play a music. He begins
to put the materials which will be used to make windmill such as paper
(square), scissor, sewing pin, pencil, and ruler. After a few minutes, in a
quiet voice, He starts to read the text that he has prepared and practice all
instructions with that materials in the text. he varies her intonation and keeps rhythm with
it. The students follow along with the voice of the teacher. They are
encouraged to highlight and take the note during the session. The teacher
pauses from time to time to allow the students to listen to the music, for two
or three minutes at a time, the whole group stands and repeats after the
teacher, joining their voices to the music.
Following
this musical session, the lesson pauses. The teacher then explains that she
will read the dialog again. This time he suggests that the students put down
their scripts and just listen. The second time he reads the dialog, he appears
to be speaking at a normal rate. Then he breaks up the students into some group
and gives the group the materials. He asks some of each group to read the text
and asks others to practice and make the windmill. After that he changes the
role of the students to read the text or make the windmill.
Next,
he has the students stand up and get in a circle. He takes out a soft ball. He throws
the ball to one student and, while she is throwing it, she asks him what his
name is in English. He catches the ball as he says, ‘my name is Ryan’. He
indicates that he is Ryan asks, ‘what you do ?’ the teacher corrects in a very
soft voice saying ‘What do you do?’ The students replies, ‘I am a businessman.’
The game continues on in this manner with the students posing questions to one
another as they throw the ball.
CONCLUSION
AND SUGGESTION
Desuggestopedia is a
method that aims to mitigate the psychological barriers of the student. The
psychological barriers relate with negative feelings such as lack of
vocabulary, poor grammar, and mispronunciation. This method is effective for
the students to communicate using foreign language. The writer suggests that
the teacher can apply this method in his class because it is an effective
method to make student feeling fun in learning English.
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