Presentaion for discussion

GROUP VI
1. ISTAWATI
2. DARMAWATI
3. RAHMAWATI
4. YUYUN HARIANISA
STATE INSTITUTE FOR ISLAMIC STUDIES
TARBIYAH FACULTY
ENGLISH DEPARTMENT
BANJARMASIN
2013
1
SUGGESTOPEDIA BY GROUP VI,IAIN ANTASARI
BANJARMASIN(KUALIFIKASI GURU),TEFL 1

Definitions ?
WHAT ?
Theoritical bacground ?
Main Principles(Goal,Teacher,students roles and
characteristics) ?
Reviewing the techniques ?
Advanteges & Disanvantages ?
Experience ?
2

What ?
Community Language
Learning, TPR,
The Natural Approach,
The Silent Way,
Suggestopedy.
(Soenjono, 1996:30)
ROLES OF STUDENTS
NEED STUDENTS
GTM,
Direct Method
guru sebagai pemilik ilmu
siswa hanya sebagai objek
Newer vs Older Methods
3

 Also known as Desuggestopedia
 Developed by Georgi Lozanov
 Psychological barriers
4

Georgi Lozanov.
A Bulgarian psychiatrist
and educator.
” Learning is a matter of
attitude, not aptitude.”
Georgi Lozanov(1988),Foreign Language Teacher's Suggestopedic Manual
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suggest => desuggest
This method puts
importance on “desuggesting
limitations on learning.”
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Suggestology is tied to :
1) yoga, techniques for altering states of
consciousness and concentration, and use of
rhythmic breathing
2) Soviet psychology stress in the learning
environment
The most conspicuous feature of suggestopedia is
the use of "music" and "musical rhythm”.
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8

Phase 1 :
 The teacher greets the students.
 The teacher distributes handouts.
 The teacher calls students' attention to some
of the comments regarding vocabulary and
grammar.
 The teacher reads the (text).
9

Phase 2 :
The teacher puts on some music;
s/he begins to read the text.
The students follow along with the
voice of the teacher; the teacher
allows them enough time to
silently read the translation of the
text in their mother language.
10

Phase 3 :
 After two-three minutes, the whole group
stands and repeats after the teacher, joining
their voices to the music.
 After this musical session, the lesson pauses
and silence prevails
 There are silences, music is heard again.
11

Phase 4 :
 The teacher begins to read the text again (at
normal) rate.
 The students close their textbooks (handout)
and listen to the teacher’s reading.
 The teacher asks several questions in English
about the text.
 The teacher asks students to repeat in English
after him/her (individually or in group).
12

Phase 5 :
 Evaluation: no formal test is conducted.
Evaluation is usually conducted on students'
normal performance in class.
13

Main Concern
physical
spiritual
mental
14

Learning is
a
pleasurable,
natural
process
music
art
role
playing
games
15

Principles &
Techniques
16

 Teacher’s goals:
Accelerate process of
learning everyday
lang; reducing
psychological
barriers
Roles: teacher as
authority
figure..embodies
trust, respect,
easily persuasive
 Process: comfortable,
relaxing; students
choose “new”
identities; whole brain
used-; feelings strongly
acknowledged, positive
reinforcement;
 2 phases:
Receptive--
Activation
17

 Lang/culture:
complementary
facets of
communication; fine
arts used in
classroom
 Emphasis: vocab
important; explicit
grammar but focus
on using language
 Native lang: translation
to clarify at beginning
level..reduced as
students advance
 Evaluation: in-class
performance; not
formal because of
heightened anxiety
 Errors: communication
of intended meaning
vital..teacher models
correct forms in later
stages
18

Relaxing
Classroom
Set-up
Peripheral
Learning
(posters)
Positive
Suggestion
(music)
Visualization New Identity Role-Play
19

SECOND CONCERT
students listen with closed eyes;
content determines rhythm
FIRST CONCERT
"receptive phase"
dialog in target lang;
music used to dramatize
SECONDARY ACTIVATION
learning new info;
focus on communicative intent--not form
PRIMARY ACTIVATION
group reading dialog;
varying emotion
PHASES
20

 Decoration
 Furniture
 Arrangement of the
classroom
 Authoritative behavior of the
teacher
 The use of soft Baroque
music (this makes the method
unique)
21

Role of Materials
-Direct Supported Materials:
 Texts
 Tape
-Indirect Supported Materials:
 Classroom fixtures
 Music
 Text books
 Learning environment
22

 Learning Environment
 Thinking highly of students’ feeling
 Can arouse students’ interests and potential
to memorize
 The emphasis of interaction
 The treatments to students’ mistakes
23

 Lack of flexibility
Lack trust to teachers
Over-emphasized of language use
Absence of tests
 Differences characteristics between
students
24

 Learning is facilitated by environment and
music.
 Teacher is the authority.
 Psychological barriers are removed.
 In texts target language and its native
language are given.
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