TEACHING ENGLISH as a FOREIGN LANGUAGE

THE FINAL PROJECT OF SEMINAR ON 

TEFL (TEACHING ENGLISH as a FOREIGN LANGUAGE)

THE APPLICATION OF DESUGGESTOPEDIA LEARNING METHOD

 TO TEACH SPEAKING AND LISTENING

                                          

Name: Ade Nugraha N.M

NPM/ Class: 3749/ VI.E

ENGLISH EDUCATION STUDY PROGRAM

THE FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR
2013

                                                                             

Desuggestopedia Learning Method

I.                   Definition of the Desuggestopedia

Desuggestopedia is a method that helps you to tap into the mental reserve capacities. This method utilizes technique from many sources of research into how best we can learn

II.                State of level

Seventh grade in Junior High School

III.             Skill/ components

Skill = Speaking (mostly) & listening

Language Component = Vocabulary & Grammar (Simple Present Tense)

IV.             Procedure (The steps of method and how to use it)

Part I

Create new life and new identity

The teacher gives a new occupation (based on the pictures that have been provided on the board) to the students and let them to choose new name and introduce as they not themselves (according to their new occupation).

PART II

The teachers give a lesson by giving a dialog “daily activity” text (simple present tense) and students are pay the attention and listen to what the teacher have said. Students have copies the dialog in the target language and their native language and refer to it as the teacher is reading. Music is played. After a few minutes, the teacher begins slow, dramatic reading, synchronized in intonation with the music. There are also some notes on vocabulary and grammar which is corresponds to bold faced items in the dialog.

The teacher presents the dialog during two concerts which comprise the first major phase (the receptive phase). In the first concert (the active concert), the second concert (the passive concert).

PART III

The teachers give the student “an object” to use for different characters in the dialog and perform it (speaking activity).

The same thing should be done with the other student in different imagination and ways.

PART IV

A question and answer game

In an atmosphere of play, the conscious attention of the learner does not focus on linguistic forms, but rather on using the language. Learning can be fun. The game is “throw the ball” to the one and other student and ask a simple question directly, student answer and response it in a simple way and directly.

By asking: how? what? when? where? who? why? 5 w and 1 h question tag.

(Vocabulary and simple present tense are involved)

V.                The strength & the weakness of Desuggestopedia Learning Method

Based on the skill that I’ve choose this method has strength and weakness

The strength of this method is suggest the students fun activities in the classroom. A great deal of attention is given to students’ feelings in this method. One of the fundamental principles of the method is that if students are relaxed and confidents, they will not need to try hard to learn the language. It will just come naturally and easily. It is considered important in this method that the psychological barriers that students bring with them be suggested. Indirect positive suggestions are made to enhance students’ self-confidence and to convince them that success is obtainable. Teaching in a learning process not only occurs between teachers and students but also between students and their friends. In the classroom, teachers create situations that can encourage real communication; many activities can be designed to make the element and make students feel more secure and thus more open to learning. This method is suitable to use in seventh grade student in junior high school because there are no pressure and no homework. Students are able to speak and say it like what they mean it. “Desuggestopedia method also has some weaknesses in terms of music during the learning process. Although ‘the use of music during the learning process will create a relaxed state of mind and it is optimal to learn’ said Lozanov. But for some students who cannot learn in a noisy class they say that the use of music in learning process is not effective at all because it would interfere with their minds. They claim that it’s difficult to put into practice and it’s difficult to divide their minds into two sides, between the music and the lessons. They prefer to study in a quiet classroom rather than in a class that uses a lot of noise. So that they can focus more on learning. The other weakness is that the method Desuggestopedia would be difficult to put into practice in our country Indonesia. Because in Indonesia there are at least 30-40 students in a class filled so that teachers can be hard to control them one by one. While the ideal number of students are 10-15 students in each class. Thus the teacher can easily control the students. This is very different from in other countries such as France and Netherlands which in each class consist with 10-15 students. In addition, another weakness in using this method is the use of properties in the classroom will require a lot of money. For example, we have to change seats in class into a colorful chair, we have to buy some dolls and toys, etc. There’s also problem with using electronic media. As we have noted in several regions in Indonesia there are still some schools that don’t provide electronic media such as: LCD Projector. Here, teachers are asked to be more creative use of existing facilities based on their environment in each school. For the development of this kind in the country such as Indonesia. It can be a pressure.”

VI.             Conclusion

Desuggestopedia is a lesson consisted of three phases at first: deciphering, concert session (memorization séance), and elaboration by physical surroundings and atmosphere in classroom as the vital factors to make sure that "the students feel comfortable and confident, and various techniques, including art and music, movie, toys, picture are used by the trained teachers.

V.        References

Freeman, D.L. 2010. Techniques and Principles in Language Teaching. New York: Oxford University Press.

http://welovewriting.wordpress.com/2012/05/15/the-advantages-and-disadvantages-of-teaching-english-using-suggestopedia-method/

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An Example of Language Assessment in Assessing Writing

LANGUAGE ASSESSEMENT

(ASSESSING WRITING)

Ade Nugraha N.M

10.8.03.51.31.2.5.3749

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR
2013

1.      INTRODUCTION

       Writing is one of the productive and basic skills which one acquires in the formative years. Firstly, the term writing has been defined by the Oxford dictionary as the activity or skill of marking coherent words on paper and composing text. Writing is the vital means of communication within an organization. In fact, a survey goes on to say that almost 30% of our work is accomplished through written communication. Therefore, the skills of tactful writing are essential for achieving career and business goals. Apart from the workplace, writing is essential in many other areas as well.

These are the importance of writing skill:

·         Writing is one of the important ways of expressing your thoughts, and communicating ideas and views to others. Some have the innate ability to put their thoughts into words. Writing is more beneficial, specifically for those who are emotional, and do not express verbally. This tool allows them to express their ideas, thoughts or their existing mental condition, which otherwise, may not be possible. People express themselves by writing novels, short stories, biographies, and even personal diaries, etc.

·         Writing is an art, which you develop over a period of time. This practice will make you more mature as a writer, because you gradually start putting yourself into the shoes of the reader, and express accordingly. Also, the more you write, the more flexible your vision and thought process become towards the requirements and demands of the readers.

·         While writing, one has to be extra cautious with regard to the tone and tenor of the language, grammar, spellings, etc., so that the reader can decipher the intended meaning of the content. When we write something, there is a tendency to read the content over and over, for possible errors or mistakes. By doing this, we thoroughly understand what we have written, and how we can improve it, to explain to the reader in a simple and concise way what we are trying to convey.

·      For communication in Education: One learns the art of writing in school and college. The skill of expressing one's thoughts, and communicating ideas and views to others is developed here. Exams are an ideal opportunity to demonstrate this facet.

Therefore, Writing is a central part of any design activity. Quality is improved since writing an explanation of the design, forces the designer to consider and explore it fully. For instance, the simple procedure of insisting upon written test-plans forces the designer to address the issue. Designs which work just "because they do" will fail later; designs whose operation is explained in writing may also fail, but the repair will be far quicker since the (documented) design is understood.

2.      TEST ITEMS

      Since we are designing assessments for a broad range of performances, there will be many instances in which we don't ask any questions. We might observe and rate actual performances instead. The number of test items you write depends on several factors. First, if the purpose of your test is to determine the degree of mastery of the instructional objectives, you'll need at least one test item per objective. Second, if part of the purpose of the test is to diagnose learners' errors, you'll need at least one test item for each sub-task and/or prerequisite skill, or at least for those that represent common stumbling blocks. Third, if learners can guess the answer to an individual test item, you may need one or two more items to test mastery of that objective.

THE TYPES OF WRITING PERFORMANCE

a.      Imitative Writing

        To produce written language, the learner must attain skills in the fundamental, basic tasks of writing letters, words, punctuation and very brief sentences. This category includes the ability to spell correctly and to perceive phoneme-grapheme correspondences in the English spelling system. It is a level at which learners are trying to master the mechanics of writing. At this stage, form is the primary if not exclusive focus, while context and meaning are of secondary concern.

There are available text items in imitative writing:

• Tasks in [Hand] Writing Letters, Words, and Punctuation

1. Copying

2. Listening cloze selection tasks

3. Picture-cued tasks

·         Spelling Tasks and Detecting Phoneme – Grapheme Correspondences

1. Spelling tests

2. Multiple-choice techniques

3. Matching phonetic symbols

b.      Intensive Writing

       As one may think, Intensive writing as described here has nothing to do with writing intensively, but controlled. Under this definition, students are supposed to copy sentences and words, rewrite texts and passages, order sentences among others.

There are available text items in intensive writing:

Ø  Dictation and Dicto-Comp

      Dictation is basically copying what your hear (imitative). Then, Rewrite a paragraph with their recollection from what was understood.

Grammatical transformation tasks (practical, reliable)

-          Combination of sentences

-          Active to passive

-          Direct to Indirect

-           Reduced forms

-          Endless possibilities

-          Inversion

Picture-Cued tasks (nonverbal means to stimulate written responses)

-          Picture description

-          Picture sequence description

-          Picture-Cued Short sentences

Vocabulary Assessment Tasks (to see if the test-taker knows the word

-          Defining and using a word in a sentence (collocation and morphological variants)

Ordering Tasks (somewhat inauthentic)

-          Order or reorder scrambled set of words

Short-answer and Sentence Completion Tasks

-          Limited response writing tasks (vary from simple to more elaborated responses)

c.       Responsive and Extensive Writing

          Responsive: It requires learners to perform at a limited discourse level, connecting sentences into a paragraph and creating a logically connected sequence of two or three paragraphs. The writer has already mastered the fundamentals of sentence-level grammar and is more focused on the discourse conventions that will achieve the objectives of the written text.

       Extensive: It implies successful management of all the processes and strategies of writing for all purposes. Writers work focusing on the achievement of a purpose. Organizing ideas logically, using details to support or illustrate it and demonstrating syntactic and lexical variety.

          Both extensive and responsive writers are able to produce real writing. They are able to process ideas in a conscious way and their texts are expected to be meaningful. They become involved in the art of composing a text instead of simply displaying it. There are available text items in Responsive and Extensive writing:

·         Paraphrasing

·         Guided Question and Answer

·         Paragraph Construction Tasks :

      - Topic Sentence writing

      - Topic Development within a paragraph

      -  Development of main and supporting ideas across paragraphs

3.      IMPLEMENTATION

        In my experiences, we usually got imitative writing test item. Especially Picture – cued tasks (nonverbal means to stimulate written responses). This implementation is commonly use because it appropriate with student abilities. This test is trying to master the mechanics of writing. In this stage, form is the primary if not exclusive focus, while on text and meaning are of secondary concern.

The strengths of this test item are:

-          Students learn to produce the letter and then built from there. They start with tasks in hand – writing letters, words, and punctuation, then spelling task and detecting phoneme – grapheme correspondences

-          Students are able to understand the spacing of letters and differentiate between where one letter begins and ends.

-          Students could be aided by having a word box and picture to choose from.

The weakness is:

-          The students are too familiar with the existing model. When the teachers give another test without using an image or other example, the students will find any difficulties to write a sentence in grammatically or contextual.

4.      Group Test Items

We use intensive writing, because as one may think, Intensive writing as described here has nothing to do with writing intensively, but controlled. Under this definition, students are supposed to copy sentences and words, rewrite texts and passages, order sentences among others.

NOTE:

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English Can Be FUN!! :)