universiti putra malaysia effects of suggestopedia on the critical ...
Suggestopedia
-
Upload
satya-permadi -
Category
Education
-
view
40 -
download
1
Transcript of Suggestopedia
SuggestopediaGd Mrning
by: Bela Negara, Septiarani Pramasari, Satya Permadi, Ika Pradnyana, Gede Laskar, and Sony WirawanEnglish Education Department
©2011
Background
Suggestopedia
A learning method that developed by Bulgarian psychiatrist-educator
Georgi Lozanov.
Suggestopedia
Specific set of learning
recommendations derived from Suggestology
Describes is a science concerned with the systematic study of the no rational and/or no conscious influences that human beings are constantly responding to (Stevick 1976:42).
The Most Conscious Characteristics of Suggestopedia
1. Decoration
2. Furniture and arrangement of the
classroom
3. The use of music
4.The authoritative behavior of the
teacher
Suggestopedia
The Method has a somewhat mystical air about it partially because it has few direct links with established learning or
educational theory in the west, and partially because of its arcane
terminology and neologisms, which one critic has unkindly called a “package of pseudo-scientific
gobbledygook” (Scovel 1979:258)
Suggestopedia can perhaps be best understood as one of range of theories that purport to describe how
attentiveness is manipulated to optimize learning and recall.
A most conspicuous feature of Suggestopedia is the centrality of music and musical rhythm to learning.
Suggestopedia thus has kinship with other functional uses music, particularly therapy. One of the earliest attested uses music therapy is recorded in the Old
Testament of the Bible.
Three Functions of Music in Therapy
Based on Gaston (1968)
To facilitate the establishment and
maintenance of personal relations
To bring about increased self-esteem
through increased self-satisfaction
in musical performance
To use the unique potential of rhythm
to energize and bring order
The last function seems to be the one that Lozanov calls upon in his use of music to relax learners as well as to structure, pace, and punctuate the presentation of
linguistics material.
Approach – Theory of Language
LOZANOV emphasize on
“whole meaningful text”as acts of communication
“lighthearted text” to be motivational
LOZANOV emphasize on
“narrow clinical concept of hypnosis as a kind of static, sleep like, altered state of consciousness“
that His method is different from hypnosis and other forms of mind control
Approach – Theory of Learning
6 PRINCIPALS:
AUTHORITY
The most of people remember best and are most influenced by information coming from an authoritative source
Approach – Theory of learning
Infantilization
Authority also used to suggest a teacher-student relation like parent and children
Approach – Theory of Language
Double-Planedness
The bright décor of the classroom
the musical background
the shape of the chair
the personality of the teacher
important in instruction as the form
of the instructional material itself
Intonation, Rhythm, and Concert pseudo-passiveness
Vary the tone and rhythm of presented
material
helps
avoid boredom through monotony
repetition
dramatizeemotionaliz
e
give meaning to linguistics material
Intonation, Rhythm, and Concert pseudo-passiveness
intonation and
rhythm coordinated with
musical background
Intonation, Rhythm, and Concert pseudo-passiveness
musical background
helps to induce
relaxed attitude
concert pseudo-
passiveness
concert pseudo-
passiveness
Intonation, Rhythm, and Concert pseudo-passiveness
create equilibrium between the active and passive state, establishing a new way to think
activeness as it is required in the learning process.
Aims to
Intonation, Rhythm, and Concert pseudo-passiveness
The type of music is critical
to learning success
The music use in Superlearning
make body relaxed and the mind became
alert
extremely im
portant
There should be the dialogue and the translation
And there is a list of the vocabulary, and the list of the dialogue
The Syllabus
The whole text will cover all the
language aspects
Types of Learning and Teaching Activities
Activities more original to Suggestopedia
are the listening activities, which concern the text and text vocabulary of each unittypically part of the "pre-session phase,"
which takes place on the first day of a new unit.
Types of Learning and Teaching Activities
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
Types of Learning and Teaching Activities
In the process, there is a musical
instrument as a background
Make the student suggestible
Learner role
expected to be committed to the
class and its activities
must forgot mind-altering and other
distractions immerse themselves in the procedures of the
methodmust not try to figure out, manipulated or study the
material presented but must maintain a pseudo-passive state, in which the material rolls over and through them
Learner role
Bancroft 1972
Students are expected to 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
role playing, games, song, and gymnastic
exercise
Teacher roles
to create situation in which the learners is most suggestible to
encourage positive reception retention by the learner
1. Show absolute confidence method
2. Display fastidious conduct in manners and dress3. Organize properly strictly observe the initial stages of the teaching process- this includes choice and play of music, as well as punctuality4. Maintain a solemn attitude towards the session.5. Give tests and respond tactfully to poor papers.
6. Stress global rather than analytical attitudes towards material
7.Maintain a modest enthusiasm
Teacher rolesLozanov
Teacher rolesstevick (1976)
there are certain styles of presentation of material that are
important, intricate, and inaccessible
teachers have to prepare to be initiated into the method by stages
and that certain techniques are withheld until such times as the
master teacher feels the initiate is ready
Teacher roles
Bancroft (1972)
Lozanov
Suggest that teachers are expected to be skilled
in acting, singing, and psychotherapeutic
techniques
thought teacher will spend three to six
months training in these field.
Materials
direct indirect
primarily text and
tape
classroom
fixtures and
music
The Role of Instructional Materials
The text book
should have emotional force, literary quality, and
interesting characters.
The Role of Instructional Materials
Language problems should be introduced in a way that does not
worry or distract students from the content
The Role of Instructional Materials
The learning environment plays such a central role,
that the important elements in Suggestopedia
The environment (the indirect
support materials)
The appearance of the classroom
(bright and cheery)
The furniture (reclining chairs
arranged in a circle)
The music (baroque largo,
selected for reasons
discussed previously)
ProcedureBancroft (1972)
The First
Oral review section
a learned material is used as the basis for discussion by the teacher and twelve students in the class and sit in the circle
micro-studies
macro-studies
role playing, wider-ranging, and
innovative language construction
grammar, vocabulary, precise questions
and answers
Procedure
In the second
Presented and discussed
Looking over a new dialogue and its native language translation
and discussing any issues
Grammar, vocabulary, or content
Lozanov
All conversation stops for a minute or two,
and the teacher listen to the music coming from a tape
recorder
At the end, the students silently leave the room.
They are not any homework on the lesson they have just
had except for reading
The students follow the text in their textbooks
where each lesson is translated into the mother tongue
The third
Procedure
and then begins to read or recite the new text,
his voice modulated in harmony with the musical phrases
Suggestopedia has probably both the most enthusiastic and the most critical response of any of the so-called new methods. Having acknowledged that three are techniques and procedures in Suggestopedia that may prove useful in a foreign language classroom. And yet from Lozanov’s points of view, this air of science is what gives Suggestopedia its authority in the eyes of students and prepares them to expect success. Perhaps, then, it is not productively to futher belabor the science/non-science, data/double-talk issues and instead, as Bancroft and Stevick have done, try to identify and validate those techniques from Suggestopedia that appear effective and that harmonize with other successful techniques in the language teaching inventory.
Conclusion