22-ve-complete-muh Ma'ruf R.docx

ACADEMIC WRITING THE USE OF SUGGESTOPEDIA METHOD FOR PRATICE TO SPEAKING IN ENGLISH

GENERAL QUESTION : How is suggestopedia method used in practicing speak in English ? SUB QUESTION : 1. what should be prepared when the teacher wants to use suggestopedia method to teach their students speaking in English ? 2. whats are the steps used in implementing suggestopedia method for practice speaking in English ? 3. what practices are done in achieving target of speaking using suggestopedia ?

NAME : Muhammad Ma’ruf Ramadhan Hasanuddin 10535638515/22

CLASS E 2017-2018 ENGLISH LANGUAGE EDUCATION

THE USE OF SUGGESTOPEDIA METHOD FOR PRACTICE SPEAKING IN ENGLISH Suggestopedia is a method of learning by Gorge Lazanov in the year of 1979 it is described in Lazanov itself in his book entitled Suggestopedy and Suggestology, (Blair, 1982: 146-159) this teaching method is used to teach English by giving motivation to students for learning that puts to how to learn with pictures and sounds and involves the body for learning. Teaching methods based on modern understanding of how the human brain works and how we learn most effectively. A concept that presents a view that humans can be directed to do something by giving it a suggestion. Suggestopedia comes from a combination of two words of advice and educational science. Educational science is the discussion of teaching strategies This method also helps learners to remember lessons. with the existence of this method students who learn English especially in speaking skills can improve students' self-confidence and through suggestions. To run this method the use of media as a learning tool is needed, by using this media students are expected to learn faster and stimulate the motor better, because in this method on learning satt much use of music and image or audio and visual media. Lozanov uses music as an integral part of his overall learning program. Originally referred to as "active and passive concert", suggestopedia is considered the beginning of fast learning by most practitioners and many continue to practice the techniques of Lozanov. From some opinions above, it can be concluded that Suggestopedia method is an effective learning method that uses suggestion, music and positive words to create an atmosphere that is exciting, relaxed and in it can give a positive impression for achieving target in speaking.

In applying suggestopedia method teacher should be creative for preparing this method, Generally, students would not be able to believe that they could be successful in learning language especially in speaking. This lack of motivation has made students do not have confidence to speak in the target language because they do not want to make mistakes. Moreover, they find difficulties to recall the previous lesson, such us memorizing the new vocabularies. This situation encourages teacher to be creative and to use an effective method on teaching. In Suggestopedia method, the classroom is not same as common classrooms, the classroom is arranged in such a way to make the students pay more attention and get more relaxed. One of the most uniqueness of this method is the use of relaxation music during the learning process, it will created the kind of relaxed states of mind for maximum retention of material. The increasing of learning potential is put down to the increase of alpha brain and decreasing of blood preasure and heart rate. The use of music also depends on the expected skill of the students. The students learn English not only from direct instruction but also from indirect instruction. It is encouraged through the presence in the learning environment of posters and decoration featuring the target language and various grammatical information. They are changed everyday. By doing this, the students can learn many things undirectly in the classroom or outside classroom. For example, students can produce simple sentence by using the posters or grammatical information on the wall, and it will help them to speak up in front of the classroom. In the teaching learning process, students who make mistakes are tolerated, for example in pronouncing the word. The emphasis is on the content not the structure. Grammar and vocabularies are presented and given treatment from the teachers. Re-briefing given to students prior to school to make improvements in the form of individual development processes outside the school this is required as a substitute for homework and reduce the burden of students who will be faced after school.After preparing the things that must be prepared to implement the method suggestopedia.

There are some steps to implement the suggestopedia method in terms of practice speaking in English. Prensentation The intended presentation is how the teacher gives a little direction or explanation of the material to be input, 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. In this way speaking the learning that will be carried out will be easier. First Concert Fisrt Concert This is the material to be learned. The original form of

Suggestopedia hosted by Lozanov consisted of the use of an expanded dialogue, several pages long, accompanied by a list of vocabulary and observations at grammatical points. This hot dialog will be read aloud to the students with music accompaniment. Second Concert Second Concert The students are now guided to relax and listen to some Baroque music. The best choice of music according to Lozanov, with the text being studied very quietly in the background. During both types of reading, the learners will sit in comfortable seats, armchairs rather than classroom chairs, in a comfortable environment. After the readings of these long dialogues for the accompaniment of music, the teacher will then make use of the dialogues for more conventional language work. The music brings the students into the optimum mental state for the effortless acquisition of the material. The students, then, make and practice dialogue after they memorize the content of the materials. Practice Practice After doing these three steps, it is time students practice the learning outcomes that have been conveyed by teachers through dialogue and music, the practice is to include role play, puzzles and other activities are implemented to review and consolidiate learning that occurred in the classroom. The steps that have been done will support the process of learning in the classroom learning, but of course this should be in connected with the practices that will be done

students, there are various practices that can be done by students, as has been mentioned from the previous paragraph. Role play is one of the most extensive oral spoken language production activities. In role-playing there are activities that can invite students to interact with each other. Activities in speaking skills by Richards and Renandya (2002: 209-210), are divided into four categories: 1) aural: oral activities, 2) visual: oral activities, 3) material-aided: oral activities, and 4) culture awareness: oral activities. Role-playing activities are conducted in the classroom with the role of teachers and students. roleplaying can be useful for spurring oral fluency and practicing learner skills in special skills, especially in English for Specific Purposes especially with the use of suggestopedia methods that will help improve the learning process of speaking. Simulations are very similar to role-plays but what makes simulations different than role plays is that they are more elaborate. In simulations, students can bring items to the class to create a realistic environment. For instance, if a student is acting as a singer, she brings a microphone to sing and so on. Role plays and simulations have many advantages. First, since they are entertaining, they motivate the students. Second, as Harmer (1984) suggests, they increase the self-confidence of hesitant students, because in role play and simulation activities, they will have a different role and do not have to speak for themselves, which means they do not have to take the same responsibility. language games is one of the most fun practice because games can be a very useful teaching technique for the effective and joyful learning. Games are also believed to be able to give the positive effect on the students’ interest and motivation in studying English as well as to increase their speaking ability also games can help the teacher to build understanding to students that show how the language is useful and meaningful. The learners must know what to do and they speak or write in order to express their own point of view or give information to others. It can be said that language games not only function as time filling activities but also they can bring some educational benefits that enable the children to learn the target language.

Story telling Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. Students also can tell riddles or jokes. For instance, at the very beginning of each class session, the teacher may call a few students to tell short riddles or jokes as an opening. In this way, not only will the teacher address students’ speaking ability, but also get the attention of the class. Another way In a speaking activity is to give students just one picture and having them describe what it is in the picture. For this activity students can form groups and each group is given a different picture. Students discuss the picture with their groups, then a spokesperson for each group describes the picture to the whole class. This activity fosters the creativity and imagination of the learners as well as their public speaking skills. Remember, the more diverse and creative your speaking activities become, the easier it will be to train your students to improve their speaking skills and speaking exercises will become much more automatic.

The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. Therefore, it is essential that language teachers pay great attention to teaching speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired. With this aim, various speaking activities such as those listed above can contribute a great deal to students in developing basic interactive skills necessary for life. These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them. Teaching speaking for young learners 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 us 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.

Bibliography (Bowen, Teaching approaches: what is suggestopedia?, 2011) (Admin, 2014) (Ms) (kayi, 2006) (DIXIE, 2011)

Admin. (2014, November 26). Suggestopedia as an interesting method of teaching English. Retrieved from teacher.pl: https://teacher.pl/en/suggestopedia-as-an-interestingmethod-of-teaching-english/ Bowen, T. (n.d.). http://www.onestopenglish.com/methodology/methodology/teachingapproaches/teaching-approaches-what-is-suggestopedia/146499.article. Bowen, T. (2011). Teaching approaches: what is suggestopedia? Retrieved from One Stop English: http://www.onestopenglish.com/methodology/methodology/teachingapproaches/teaching-approaches-what-is-suggestopedia/146499.article Bowen, T. (2015). Teaching approaches: what is suggestopedia? Retrieved from One Stop English: http://www.onestopenglish.com/methodology/methodology/teachingapproaches/teaching-approaches-what-is-suggestopedia/146499.article DIXIE, D. (2011, 12 19). CONTEXTUAL LEARNING. Retrieved from DUNIADIXIE: http://duniadixie.blogspot.co.id/2011/12/suggestopedia-as-method-forteaching.html kayi, H. (2006, November 11). Internet TESL Journal. Retrieved from iteslj: http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html Ms, N. (n.d.). Technic and Method teaching english. Teaching english speaking using suggestopedia method, 2.