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.