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Indah Dwi Cahayany, S.Pd ,, Istiqomatul Mauludah, S.Pd ,, Ifrohatul Fauqoh Nikmah, S.Pd
INTRODUCTION
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.
DISCUSSION
SUGGESTOPEDIA
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 (Xue, 2005).
This method was introduced by a Bulgarian psychologist and educator, George
Lazanov in 1975. 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,
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.
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.
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.”
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” (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.
Both intonation and rhythm are coordinated with a musical background. The
musical background helps to induce a relaxed attitude, which Lozanov refers to as
concert pseudo-passiveness. This state is felt to be optimal for learning, on those
anxieties and tension is relieved and power of concentration for new material is
raised.
Design
Objective
Suggestopedia aims to deliver advance conversational proficiency quickly. It
apparently bases its learning 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.
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 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.
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:
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. In part this is accomplished by acknowledging the absolute
authority of the teacher and in part by giving themselves over to activities and
techniques designed to help them regain the self-confidence, spontaneity, and
receptivity of the child. Such activities include role playing, games, songs, and
gymnastic exercises. (Bancroft, 1972: 19)
Materials
Materials consist of direct support materials, primarily text and tape, and
indirect support materials, including classroom fixtures and music. The text is
organized around the ten units described earlier. The textbook should have
emotional force, literary quality, and interesting characters. Language problems
should be introduced in a way that does not worry or distract students from the
content.
Stages of Suggestopedia
There are two stages in using suggestopedia method. They are:
1. 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. 2. Concert
Bancroft (1972) notes that the 4-hour language class has three distinct
parts. The first part we might call an oral review section. Previously learned
material is used as the basis for discussion by the teacher and twelve students in
the class. All participants sit in a circle in their specially designed chairs, and the
discussion proceeds like a seminar. This session may involve what are called
micro-studies and macro-studies. In micro studies specific attention is given to
grammar, vocabulary and precies question and answer. In the macro-studies,
emphasis is on role playing and wider-ranging, innovative language construction.
In the second part of the class new material is presented and discussed. This
consists of looking over a new dialogue and its native language translation and
discussing any issues of grammar, vocabulary or content that the teacher feels
important or that students are curious about. Bancroft notes that this section is
typically conducted in the target language, although student questions or
comments will be in whatever language the student feels he or she can handle.
Students are led to view the experience of dealing with the new material as
interesting and undemanding of any special effort or anxiety. The teacher’s
attitude and authority are considered critical to preparing student for success in
the learning to come. The pattern of learning and use is noted (i.e. fixation,
reproduction and new creative production), so that students will know what is
expected.
The third part-concert session- is the one by which suggestopedia is best
known. Since this constitutes the heart of the method, we will quote Lazanov as to
how this session proceeds.
At the beginning of the session, all conversation stops for a minute or
two, and the teacher listens to the music coming from a tape-recorder. He
waits and listens to several passages in order to enter into the mood of
the music and then begins to read or recite the new text, his voice
modulated in harmony with the musical phrases. The students follow the
text in their textbook where each lesson is translated into the mother
tongue. Between the first and second part of the concert, there are
several minutes of solemn silence. Before the beginning of the second
part of the concert, there are again several minutes of silence and some
phrases of the music are heard again before the teacher begins to read
the text. Now the students close their text books and listen to the
teacher’s reading. At the end, the students silently leave the room. They
are not told to do any homework on the Jesson they have just had
expected for reading it cursorily once before going to bed and again
before getting up in the morning (Lozanov 1978-272)
Advantages of Suggestopedia
There are some benefits in utilizing suggestopedia:
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.
Disadvantages of Suggestopedia
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.
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).
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.
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.
REFECENCES
Adamson, Charles. 1997. Suggestopedia as NLP. Assian EFL Journal: English
Language Teaching and Research Article. October 24, 2017 <http://www.jalt-
publications.org/tlt/files/97/feb/suggest.html>.