THE
FINAL PROJECT OF SEMINAR ON
TEFL (TEACHING ENGLISH as a FOREIGN LANGUAGE)
THE
APPLICATION OF DESUGGESTOPEDIA LEARNING METHOD
TO TEACH SPEAKING AND LISTENING
NPM/
Class: 3749/ VI.E
ENGLISH
EDUCATION STUDY PROGRAM
THE
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI
DENPASAR UNIVERSITY
DENPASAR
2013
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.
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http://www.4shared.com/office/G9JgDVRa/LESSON_SPEAKING_USING_DESUGGES.html
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