SUGGESTOPEDIA

Suggestopedia is a teaching method developed by the Bulgarian psychotherapist Georgi Lazanov. The goals of the teacher who use Suggestopedia method is to accelerate the students’ learning processes in using a foreign language for everyday communication. Teacher is the authority in the classroom , and students must trust and respect his/her. The students will retain information better from someone in whom they have confidence with, for instance the teacher. If the students trust someone in the classroom, then they can feel more secure. If they feel secure, they can be more spontaneous and less inhibited. The teacher initiates interactions with the whole group of students and with individual right from the beginning of a language course. Initially, students only respond nonverbally, and then later students have more control of the target language and can respond more appropriately and even initiate interaction themselves.

In the method, a great deal of attention is given to students’ feelings. A fundamental principle of the method is that if students are relaxed and confident, they will no need to try hard in learning the language. It is important in the 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.

Vocabulary is the area of language which is emphasized. The success of the method is often focuses on the large number of words. Speaking is the language skill which is emphasized. Reading and speaking are in less attention than the speaking skill, but it is often used in the classroom. Students’ native language is sometimes used in the classroom.

Teacher uses the native language only when necessary. Native language translation is used to make the meaning of the dialog clear.
Usually evaluation is conducted on students’ normal performance in class not through formal test. Teacher respond too student errors by corrected it with using a soft voice, gently.

The techniques:
• Classroom set-up
Teacher is responsible to create a classroom environment which is bright and cheerful.
• Peripheral learning
By putting posters containing grammatical information about the target language on the classroom walls, students will absorb the necessary facts effortlessly.
• Positive Suggestion
Teacher is responsible to orchestrate the suggestive factors in a learning situation, in order to helping students break down the barriers to learning that they bring with them.
• Role play
Students are asked to pretend temporarily that they are someone else and to perform and introduce themselves as that person in the target language.
• Choose a new identity
Students choose a target language name and a new occupation, and then they have an opportunity to develop a whole biography about their fictional selves.
• Creative adaptation
Students engage in various activities designed to help them learn the new material and use it spontaneously. The activities include singing, dancing, dramatization, and games.

COMMUNITY LANGUAGE LEARNING

Community Language Learning is an approach which seeks to encourage teachers to see their students as “whole” persons, where their feelings, intellects, interpersonal relationships, protective reactions, and desire to learn are balanced.

The fundamental purpose of using the Community Language Learning method is to teach students to learn how to use the target language communicatively and encourage the students to take increasingly more responsibility for their own learning.

The role of teacher in classroom is as a counselor. Teacher recognizes how threatening a new learning situation can be for adult learners, so he understands and supports his students in their struggle to master the target language.

There are five stages of development in this method:
a. 1st stage: students’ feeling of security and belonging are established.
b. 2nd stage: as the students’ ability improves, they achieve a measure of independency from the teacher.
c. 3rd stage: students can speak independently.
d. 4th stage: the students are secure enough to take criticism and being corrected.
e. 5th stage: the students become an adult and become the knower.
In 1st, 2nd, and 3rd stages, the teacher focuses not only on the language but also on being supportive of students in their learning process. In 4th stage, teacher can more focus on accuracy, because students have greater security in the language and students are ready to be criticized and corrected.

The common and important interaction in classroom is between students and students. It is very important to build a relationship with and among students. In a trusting relationship, students’ anxiety and fear of learning and say in the target language can be reduced, so students can stay open to the learning process. At the learning or interaction process, teacher facilitates their ability to express themselves in the target language and provides students directions. Teacher encourages students to interact one another.

The areas of language which are emphasized are grammar points, pronunciation patterns and vocabulary. The skills of language which are emphasized are understanding and speaking the target language. Reading and writing skills are less emphasized.

The role of the students’ native language is to improve students’ security. The significant purpose of using the students’ native language is to make the meanings of unfamiliar words in the target language become clear by gives or provides the equivalent words in the students’ native language.

Teacher evaluates students’ comprehension by giving students a test. Students would be given an oral test or interview or be asked to write a paragraph.

Teacher responds to students’ errors by respectful correct the errors. Teacher repeats correctly what the student has said incorrectly, without calling further attention to the errors.

Techniques:
• Tape recording student conversation
Students are asked to have a conversation using their native language, and then teacher translates what students say into the target language. Teacher gives students the target language translation and students learn to say the translations. Finally, students repeat the conversation in the target language and teacher record it. This technique will easier students to associate meaning with particular target language words.
• Reflective listening
Students relax and listen to their own voices speaking in the target language on the tape.
• Small group tasks
The purposes of this technique are students can learn from each other, can get more practice with target language and allow students to get to know each other better.

COMMUNICATIVE LANGUAGE TEACHING

Communicative Language Teaching is an approach to teaching a foreign language, which emphasizes on learning to communicate through interaction in the foreign language.

According to teachers who use Communicative Language Teaching method, the fundamental purpose of using this method is to help and enable students to communicate in target language through interaction. Students need to know and understand about the linguistic form, meaning, and function.

The role of teacher in classroom is as a facilitator. Teacher is responsible to build up possible situation to develop communication in classroom and set-up exercises. Teacher in this method is talking less and listening more. During the activities he/she acts as an adviser, answering student’s questions. Sometimes teacher also acts as a monitor or referee, monitoring student’s performance in their communicative activities and exercises. Students role are as a communicators. Students are more active than teacher. Students do most of the speaking. Classroom during communicative activities is far from quiet.

The common interactions in classroom are between students. Teacher is only as a facilitator.
Characteristics of the learning process are students communicate in target language through communicative activities such as, games, problem-solving tasks, and role plays.
Students are motivated to learn target language because they feel they are learning something useful.

The area of language which is emphasized is language functions. Language functions might be emphasized over forms. While the skills of language which are emphasized are reading, writing, listening, and speaking. These 4 language skills are taught to students since the beginning of learning process.
Students’ native language is permitted to be used in classroom. However, it is expected that students use target language to communicate in classroom as best as they can.

Teacher evaluates students’ comprehension by evaluates not only students’ accuracy but also their fluency. Teacher also can evaluate students’ comprehension in his/her role as an adviser. Teacher also gives writing test in order to know students’ writing skill.

Teacher responds to students’ errors during fluency-based activities by tolerate it. The teacher may write the errors and return to students later with an accuracy-based activities.

Some techniques and materials:
Scrambled sentences
Language games
Role play
Picture strip story

TOTAL PHYSICAL RESPONSE

According to teachers who use the Total Physical Response, the fundamental purpose of using this method is to reduce the stress students feel when studying foreign languages and encourage students to learn and communicate in foreign language, so students will feel enjoy when learning to communicate in the foreign language.

The role of teacher in classroom is as the director of all students’ behavior. Teacher controls and ask all students to imitate what teacher’s doing and speaking.

The common interaction in classroom is between teacher and students. Teacher interacts with student individually and with the whole group of students.

The areas of language which are emphasized are grammatical structure and vocabulary. Speaking skill is more emphasized than writing and the other skills in language, particularly reading. Reading skill is not used in learning foreign language with this method in classroom.

Students’ native language is usually used in classroom only to introduce this method to students. After the introduction then the native language is rarely used in classroom. The meaning of words is made clear by body movements.

Teacher evaluates students’ comprehension by observing students’ actions. By observing their action, teacher will immediately know whether students understand the target language which is learned by students or not.

Teacher responds to students’ errors by only correct major errors. Teacher should be tolerant of the errors which are made by students during the learning of the target language. Moreover, students’ errors are expected when they first begin speaking.

Some techniques of the total Physical Response method:

a) Using commands
Commands are given to get students to perform an action, and then the action makes the meaning of the command clear.

b) Action sequence
Teacher gives series commands to students. By giving series commands, students can learn more and more of the target language, especially vocabulary.

c) Role reversal
Teacher gives chance to students to command him / her and also ask their classmates to perform some actions.

SUGGESTOPEDIA

Sugggestopedia is a teaching method developed by the Bulgarian psychotherapist Georgi Lazanov. The goals of the teacher who use Suggestopedia method is to accelerate the students’ learning processes in using a foreign language for everyday communication. Teacher is the authority in the classroom , and students must trust and respect his/her. The students will retain information better from someone in whom they have confidence with, for instance the teacher. If the students trust someone in the classroom, then they can feel more secure. If they feel secure, they can be more spontaneous and less inhibited. The teacher initiates interactions with the whole group of students and with individual right from the beginning of a language course. Initially, students only respond nonverbally, and then later students have more control of the target language and can respond more appropriately and even initiate interaction themselves.

In the method, a great deal of attention is given to students’ feelings. A fundamental principle of the method is that if students are relaxed and confident, they will no need to try hard in learning the language. It is important in the 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.

Vocabulary is the area of language which is emphasized. The success of the method is often focuses on the large number of words. Speaking is the language skill which is emphasized. Reading and speaking are in less attention than the speaking skill, but it is often used in the classroom. Students’ native language is sometimes used in the classroom. Teacher uses the native language only when necessary. Native language translation is used to make the meaning of the dialog clear.

Usually evaluation is conducted on students’ normal performance in class not through formal test. Teacher respond too student errors by corrected it with using a soft voice, gently.

The techniques:

· Classroom set-up

Teacher is responsible to create a classroom environment which is bright and cheerful.

· Peripheral learning

By putting posters containing grammatical information about the target language on the classroom walls, students will absorb the necessary facts effortlessly.

· Positive Suggestion

Teacher is responsible to orchestrate the suggestive factors in a learning situation, in order to helping students break down the barriers to learning that they bring with them.

· Role play

Students are asked to pretend temporarily that they are someone else and to perform and introduce themselves as that person in the target language.

· Choose a new identity

Students choose a target language name and a new occupation, and then they have an opportunity to develop a whole biography about their fictional selves.

· Creative adaptation

Students engage in various activities designed to help them learn the new material and use it spontaneously. The activities include singing, dancing, dramatization, and games.

The Comparison of Silent Way and Audio Lingual Method

Silent Way

Goal : To enable students to use the target language for express their feeling, mind, and perception.

Teacher’s Role: teacher facilitates learning and provides exercises to insure their facility with the language. Teacher relies on students’ knowledge, what they already know. Only can give what help is necessary to students. The teacher is silent. Teacher's silence gives the responsibility to the student. Besides it helps students improve their own inner criteria.

Interactions in class: In student-teacher interaction, the teacher is silent. He/she attentively listen to students’ speech and give students help by using nonverbal gestures and tools. Sometimes teacher speaks to give clues, not to model the language. In student-student verbal interaction, students can learn from one another and for encourage them.

Areas of language which are emphasized: sound/pronunciation and language structure.

Language skills which are emphasized: all four skills (reading, writing, listening and speaking) are used from the beginning of the learning process. The skills reinforce what students learn.

Culture: Culture is an inseparable part of language. Language reflects culture. Everyday life, art, literature should be learnt.

Evaluation: The teacher may never give a formal test. He/she assesses students' learning all the time.

The role of students’ native language: to give instruction to students only when it is necessary. To know the meaning of a word or sentence in the target language is by focusing the students’
perceptions, not by translating it into the native language.

Teacher’s respond to students’ errors: teacher sees students’ errors as a natural incident in the learning process. By students’ errors, teacher can decide where further work is necessary. Teacher gives students an opportunity to self-correct their errors. If students are unable to self-correct then teacher will give the correct answer.

Techniques and Materials: Teacher’s silence, Self-correction gestures, Rods, Word Chart, Sound-color Chart, Fidel Chart, Structured Feedback.


Audio-Lingual Method

Goal: To enable students to use the target language communicatively and automatically without have to stop to thinking.

Teacher’s role: teacher directs and controls the students’ language behavior. Teacher also provides students a good model for imitation. Teacher is also a good model for pronunciation and other oral skills.

Interactions in class: most of the interaction is between teacher and students. Student-student interaction is when students play different roles in dialogs by teacher’s directed.

Areas of language which are emphasized: sound system and grammatical patterns.

Language skills which are emphasized: all four skills (reading, writing, listening, and speaking). But oral/aural skills receive most of the attention. Everyday speech and oral skills are important. Pronunciation is taught from the beginning. Perfect pronunciation is required. Particularly, language is for oral communication.

Culture: culture consists of everyday behavior and lifestyle of the target language community.

Evaluation: discrete-point tests are used. Each question would focus on only one point of the language at a time. Ex: supplying an appropriate verb form in a sentence.

The role of students’ native language: students’ native language is not used in the classroom because the use of the students’ native language might interfere the students’ attempts to master the target language. All communicative activities in classroom use the target language.

Teacher responds students’ errors: through the teacher’s awareness of where students will have difficulty, students’ errors are attempted to be avoided.

Techniques and Materials: Dialog memorization, Backward build-up drill, Repetition drill, Chain drill, Use of minimal pairs, Transformation drill, Question-and-answer drill, complete the dialog, and Grammar game.

To The One I Love

To have you as a friend
Has brought me so much happiness
Having you to love
Has changed my whole world

Today I want to tell you
That you are the love of my life,
A special friend,
And a wonderful person
I cherish the bond we’ve created between us,
I consider it precious
And well worth our efforts
To keep it growing

I treasure our sharing
The long talks and discussions,
And the dreams and hopes
That we’ve discovered together
I love all our yesterdays,
And I’ll love all our tomorrows
I love everything that leads me to you

With all my heart
And all my love always

Bintang Timur

Dunia ini tidak seperti surga
Dunia ini bagaikan tempat menimbun dosa
Setiap saat setan sudah berkuasa di dunia
Menuntun manusia menuju maut
Tanah itu tidak berair murni
Tanah itu berair darah
Dunia dimana setan-setan berpesta pora

Dia sudah bosan, Dia berkasihan
Sampai saat bintang timur itu turun
Sebagai tanda Ia lahir di tempat sunyi berjerami
Bintang Timur itu penyelamat
Memberitakan berita keselamatan
Atas dasar kasih Ia bicara

Dia lahir untuk kita
Kasih-Nya untuk kita
Selamanya…

“I Can’t”

I can’t be whatever I like
I can’t do whatever I want

I can’t breath and my heart is blue
Cause I can’t see any picture of you

I can’t love you and that’s the truth
I can’t reach you

You are higher than the moon
I can’t be with you and talk to you

Cause I can’t be the girl that you want to

You can’t see me, you don’t know me
You can’t reach me

I am deeper than deep blue sea
You can’t be with me and talk to me

Even you are the guy that I meant to be

RESULTAN MOMEN CINTA

Archimedes dan Newton tak akan mengerti,
medan magnet yang berinduksi di antara kita.
Einsten dan Edison tak sanggup merumuskan E=MC2
Ah, tak sebanding dengan momen cintaku.

Pertama kali bayanganmu jatuh tepat di fokus hatiku
Nyata, tegak, diperbesar dengan kekuatan lensa maksimum.
Bagai tetes minyak Milikan jatuh di ruang hampa.
Cintaku lebih besar dari bilangan Avogadro.

Walau jarak kita bagai matahari dan Pluto saat aphelium,
amplitudo gelombang hatimu berinteraksi dengan hatiku.
Seindah gaya harmonik sempurna tanpa gaya pemulih.
Bagai kopel gaya dengan kecepatan angular yang tak terbatas.

Energi mekanik cintaku tak terbendung oleh eriksi.
Energi potensial cintaku tak terpengaruh oleh tetapan gaya.
Energi kinetik cintaku = ½ MV2.
Bahkan hukum kekekalan energi tak dapat menandingi hukum kekekalan di antara kita.

Lihat momen cinta kita……
Momen cintaku tegak lurus dengan momen cintamu.
Menjadikan cinta kita sebagai titik ekuilibrium yang sempurna.
Dengan inersia tak terhingga.
Takkan tergoyahkan impuls atau momentum gaya.

Inilah Resultan Momentum Cinta kita.

DIRECT METHOD

Direct Method is a revision of Grammar Translation Method, because the method is considered not able to make students communicate or speaking in the target language fluently or develop students’ communication skill. Since the Grammar Translation Method was not very effective in preparing students to use the target language communicatively, Direct Method became popular.
In the learning processes, translations are not allowed. Teacher asks a student to read aloud in the class. Then, teacher gives question in the target language to the student.
Self-correction facilitates language learning. Mean, teacher‘s role is less active than in the Grammar Translation Method. Teacher does not decide whether an answer is correct or not. Teacher corrects a grammar error by using various techniques, tries to get students to self-correct whenever possible or asking the students to make a choice. Students and teacher are more like partners in the language learning process.
The main goal of the Direct Method is to make students able to speaking or communicate fluently in the target language. Students should learn to think in the target language in order to do this successfully.
The main principle of direct method is mother tongue or native language is not allowed in the target language learning process. Students’ native language should not be used in the classroom. Teacher and students must speaking or communicate in the target language as if they were in real situations. Teacher asks students to use target language if they have a question. Then teacher answer it by demonstrate the models or drawing it on the blackboard. During teaching or learning process, teacher does not translate any words of target language into native language, but usually applies maps, pictures, or inanimate objects and then demonstrates it in order to explain the meaning of the words to the students. It is required that students make a direct connection between target language and meaning.
In the method, vocabulary is not emphasized. Students practice vocabulary by using new words in complete sentences, than memorizing word lists. Grammar rules may never be given clearly.
Pronunciation, speaking and writing skill are the important skills in this method. Those are should be worked on right and developed from the language learning process.
Techniques of the direct method according to the book ”Techniques and Principles in Language Teaching” by Diane Larsen-Freeman:
1. Reading aloud
Students are asked to read a texts, plays or dialogs out loud.
2. Question and answer exercise
Asking students some questions in the target language and having students answer the questions in complete sentences.
3. Students’ self-correction
Teacher gives opportunities for students to self correct answers by using various techniques and models.
4. Conversation practice
Asking section or dialog section between teachers and students in the target language, in order to habituate students speak or communicate in the target language.
5. Fill-in-the-blank exercise
Teaches applies items in target language only, no explicit grammar rules.
6. Dictation
Teacher read a reading text aloud in amount of times at various tempos while students just listen and write down what they hear.
7. Map drawing
Teacher mentions some places in a geographical map. Students are asked by teacher to find and label the places in the map. This technique is used to give students listening comprehension practice and develop students’ listening skill.
8. Paragraph writing
Students are asked to write paragraphs in their own words by using target language.

GRAMMAR TRANSLATION METHOD

Grammar Translation Method is a method of teaching language that has the purpose to helping students read and appreciate foreign language literature.

Formerly in the nineteenth century, this method was called Classical Method, the traditional method which used in the teaching the classical languages, Latin and Greek.

The method allows the using of mother tongue in learning target language in the classroom. The mother tongue is used as the medium of instruction, would not work for any form of listening and speaking teaching. Using mother tongue is important in learning target language. Students’ comprehension and understanding of the target language learning become more developed if teachers use native language or mother tongue in the language learning process.

Grammar Translation Method emphasizes the ability of translating the foreign language literature. Language skills that are emphasized are reading and writing. Vocabulary is also emphasized in memorizing word lists. The ability to speaking and pronouncing in the target language is not a goal of the method.
This method can develops students’ competence and skills in writing, reading and translating foreign language literature. Also, easier students in learning target language from the using of native language in the target language learning process. An important goal is students be able to translate each language into the other. Students are considered successful language learner, if they able to translate one language into another.

The method is very easy to applied by language teachers in the target language learning process because everyone can use the method easily in teaching target language without require a certain skill.

Teacher’s role is very important. Teacher is the centre of learning and has the authority in the classroom. Teacher decides whether an answer is correct or incorrect. It is very significant that students get the correct answer.

During learning process, teacher translates difficult words in target language into the native language in order explain the meaning of the words to the students.

The disadvantage of this method is students are not able to communicate or speaking in the target language, because communication skill is not emphasized in the language learning process. Also, there is lack of student-student interaction, because most of the interaction in the classroom is from the teacher to students.