MAKE A SUMMARY ON THE DESUGGESTOPEDIA

INTRODUCTION

The methods present in this and the next chapters are illustrative of that which Celce-Murcia (1991) calls an affective-humanistic approach , an approach in which there is respect for students ‘ feelings. The originator of this method , Georgi Lozanov , believes as does Silent Way’s Caleb Gattegno , that language learning can occur at a much faster rate than ordinarily transpires. The reason for our inefficiency , Lozanov asserts , is that we set up psychological barriers to learning : we fear that we will be unable to perform , that we will be limited in our ability to learn , that we will fail.

Desuggestopedia , the application of the study of suggestion to pedagogy , has been developed to help students eliminate the feeling that they cannot be successful or the negative association they may have toward studying and , thus , to help them overcome the barriers to learning .

EXPERIENCE

The first thing we notice when we enter the classroom is how different this room is compared with all the other classrooms we have been in so far . Everything is bright and colorful . there are several posters on the walls. Most of them are travel posters with scenes from the United Kingdom ; a few , however , contain grammatical information. One has the conjugation of the verb ‘to be’ and the subject pronouns ; another has the object and possessive pronouns. There is also a table with some rhythm instruments on it. Next to them are some hats , masks, and other props.

The teacher greets the students in Arabic and explains that they are about to begin a new and exciting experience in language learning. She says confidently , ‘You won’t need to try to learn. It will just come naturally.

‘First , you will all a get to pick new names –English ones. It will be fun , ‘she says. Besides , she tells them. They will need new identities (ones they can play with ) to go along with this new experience. She shows the class a poster with different English names printed in color in the Roman alphabet. The students are familiar with the Roman alphabet from their earlier study of French. There are men’s names in one column and women’s names in another. She tells them that they are each to choose a name. She pronounces each name and has the students repeat the pronunciation. One by one the students say which name they have chosen and the teacher appears pleased with their choices.

Next , she tells them that during the course they will create an imaginary biography about the life of their new identity. But for now , she says , they should just choose a profession to go with the new name. using pantomime to help the students understand. The teacher acts out various occupations , such as pilot , singer , carpenter , and artist. The students choose what they want to be.


REVIEWING THE PRINCIPLES


Let us now follow our usual procedure of reviewing the principles of a method by answering our ten questions.

1. What are the goals of teachers who use Desuggestopedia ?
2. What is the role of the teacher ? what is the role of the students ?
3. What are some characteristics of the teaching / learning process ?
4. what is the nature of student-teacher interaction ? what is the nature of
student-student interaction
5. How are the feelings of the students dealt with ?

etc



REVIEWING THE TECHNIQUES AND THE CLASSROOM SET-UP



If you find Desuggestopedia’s principles meaningful . you may want to try some of the following techniques or to alter your classroom environment. Even if they do not all appeal to you , there may be some elements you could usefully adapt to your own teaching style.


- Classroom set-up
- Peripheral learning
- Positive suggestion
- Choose a new identity


CONCLUSION


What connection , if any , can you make between Desuggestopedia and your approach to teaching ? Does it make sense to you that when your students are relaxed and comfortable , their learning will be facilitated ? should the teacher’s role be one of being a respected and trusted authority ? should direct and indirect suggestions be used ? should learning be made as enjoyable as possible ? which , if , any , of the other principles of Desuggestopedia do you accept ?

WALAUPUN DI BILANG KAMPUNGAN TETAPI MEMILIKI KEPRIBADIAN ..

Entah mengapa tidak dulu tidak sekarang orang tua selalu saja menasehati anaknya dengan hal ini itu , yang terkadang tidak masuk akal , saya tahu terkadang orang tua selalu ingin yang terbaik untuk anaknya , selalu ingin anaknya berwibawa dan memiliki kepribadian di mata siapapun . namun nyatanya untuk mewujudkan hal itu bukanlah hal mudah . terkadang anak selalu memiliki perbedaan -perbedaan prinsip dengan orang tuanya . dari hal yang sepele saja misal,, perdebatan masalah makanan , minuman , hingga ke masalah yang sifatnya prinsipil , seperti masalah menutup aurat bagi seorang muslimah , tidak boleh berduaan kalau bukan muhrimnya , tidak boleh berpacaran , karena ketiganya setan , dan mendekati zina , anak perempuan tidak boleh pulang larut malam apapun alasannya , tidak boleh di antar jemput oleh teman laki-lakinya , lebih baik jalan kaki , itu menandakan adanya ciri khas dan wibawa pada seorang perempuan . apapun itu , sebenarnya biarlah Tuhan YME yang membalasnya , setiap amal perbuatan , pasti ada balasannya..

mengenai seorang anak perempuan yang tidak boleh mengajak teman laki-lakinya untuk main ke rumah , yang tidak boleh di antar jemput oleh laki-laki bukan muhrimnya, yang terkadang mereka belum mampu menutup auratnya , tetapi sesungguhnya mereka memiliki harga diri dan kepribadian di dalamnya. ada satu kisah dimana seorang anak perempuan yang sudah mampu menutup auratnya dengan sempurna , mengajak beberapa teman laki-lakinya berkunjung ke rumah , mereka di perbolehkan meminjam handuk dan mandi , ya walaupun memang ada teman perempuan lainnya juga.. tapi apakah ini pantas di lakukan oleh orang seperti itu??

ada satu kisah lagi dimana seorang laki-laki yang notabennya , memiliki adik perempuan berjilbab , membawa kekasihnya dan berpacaran di dalam rumahnya sendiri , bersenda gurau , padahal orang tua dan adiknya berada di luar rumah . apakah itu pantas di lakukan ? apakah itu mencerminkan sosok seorang muslim yang baik ? entah mengapa orang tuanya pun tidak melarang , dan hanya berkata " tak apa lah , kan ada adik perempuannya ini " waw,, suatu perkataan yang mempunyai banyak makna di dalamnya ??

sungguh suatu fenomena yang ajaib ,, di kala orang tuanya berjilbab , adiknya pun berjilbab ,, kenapa harus dan masih saja terjadi fenomena seperti ini ?? apakah orang tuanya selalu membangga-banggakan anaknya , tak mau kalah dengan majas hiperbola , selalu menampilkan kebaikan padahal busuk di depan orang lain , tak peduli keluarga atau bukan keluarganya sendiri..

ya mungkin beberapa dari mereka merasa ibadahnya sudah baik , berjilbab , seperti sok alim , tapi tidak bisa menjaga kepribadian dan wibawanya di hadapan laki-laki sekalipun itu teman atau sahabatnya sendiri..

dan menyalahkan perempuan lain yang tak berjilbab ,selalu beranggapan bahwa mereka seperti perempuan rata-rata yang gampang di perdaya oleh laki-laki , selalu beranggapan bahwa tidak baik ,, tidak memiliki karakter dan kepribadian serta wibawa sebagai seorang perempuan..

namun faktanya mereka yang berjilbab lah yang tidak mampu menjaga kehormatannya di hadapan laki - laki , yang tidak bisa menjaga harga diri , tampaknya saja alim , religius , namun terbukti kan sekarang ..

biarlah jika ada orang yang bilang , "iya , dia gak malu , udah tua juga , bukannya pakai jilbab , bukannya insaf , malu dong , udah baligh juga , tidak mencerminkan muslimah yang baik " ..
biar sajalah .. mereka bersua seperti apa ,, masalah menutup aurat adalah masalah yang sangat sensitif dan prinsipil , cuma orang yang bersangkutan dan Tuhan yang tahu .. yang terpenting , bagaimana sebisa mungkin ,,

perempuan yang belum berjilbab harus mau dan mampu bahwa kalian lebih punya harga diri dan tidak seperti perempuan murahan dan kebanyakan .. sekalipun kalian belum berjilbab , tapi bukan berarti cap buruk bisa menerpa kalian .. dan jangan biar sekalipun hal itu terjadi ,,lakukan lah hal baik dan bermanfaat untuk cerminan diri kalian ..

maaf , cerita ini bukan untuk menyinggung siapa pun ,jadi jangan pernah merasa tersinggung, jadikanlah cerita ini sebagai pelajaran baik untuk masa depan ,, demi mencerminkan ahklak dan kepribadian yang lebih baik lagi ..


Terima kasih ..

COMPARE THE AUDIO-LINGUAL METHOD AND THE SILENT WAY

The Audio-lingual Method , like the Direct method we have just examined , is also an oral – based approach. However , it is very different in that rather than emphashizing vocabulary acquisition through exposure to its use in situations , the Audio-Lingual Method drills students in the use of grammatical sentence patterns. It also , unlike the direct method , has a strong theoretical base in linguistics and psychology. Charles fries (1945) of the university of Michigan led the way in applying principles from structural linguistics in developing the method , and for the this reason , it has sometimes been reffered to as the ‘Michigan Method.”

EXPERIENCE

As we enter the classroom , the first thing we notice is that the students are attentively listening as the teacher is presenting a new dialog , a conversation between two people. The students know they will be expected to eventually memorize the dialog the teacher is introducing. In this case the teacher and student is active , using drill method.

REVIEWING THE PRINCIPLES

In this case tells about the point we should turn to the questions we have answered for each method we have considered so far . the questions are :
What are the goals of teachers who use the audio-lingual method , what is the role of the teacher ?what is the role of the students? , what are some characteristics of teaching / learning process? , what is the nature of the student –teacher interaction ? what is the nature of student-student interaction? , how are the feelings of the students dealt with ? , etc.

REVIEWING THE TECHNIQUES

In this case tells about the techniques , if you agree with the above answers , you may wish to implement the following techniques ; of course even if you do not agree , there are may be techniques described below that you already using or can adapt to your approach. Such as : Dialog memorization , Backward build-up (expansion ) drill , Repetition drill , Chain drill , Single-slot substitution drill , etc.


The Silent Way , although people did learn languages through the Audio-Lingual Method (and indeed it is still practiced today) , one problem with it was students inability to readily transfer the habits they had mastered in the classroom to communicative use outside it. Furthermore , the idea that learning a language meant forming a set of habits was seriously challenged in the early 1960s. for a while in the early 1970s there was great interest in applying this new Cognitive Approach to language teaching and materi to apply it ) and inductive (learners discover the rules from the examples and then practice it ) grammar exercises. However , no language teaching method ever really developed directly from the Cognitive Approach instead , a number of innovative methods emerged.

EXPERIENCE

As we take our seats , the teacher has just finished introducing the Silent Way in Portuguese. The teacher walks to the front of the room , takes out a metal pointer and points to a chart hanging above the blackboard. The chart has a black background and is covered with small rectangular blocks arranged in rows.

REVIEWING THE PRINCIPLES

In this case tells about the Silent Way has a great many principles. Such as the question : What are the goals of teachers who use the silent way ? , what is the role of the teacher? What is the role of the students ? , what are some characteristics of the teaching/learning process ? , what is the nature of student-teacher interaction ? what is the nature of student-student interaction ? , how are the feelings of the students dealt with ? etc.

REVIEWING THE TECHNIQUES AND THE MATERIALS

In this case tells about Sound-color chart , Teacher’s silence , Peer correction , Rods


CONCLUSION

The conclusion is if we want to compare with the audio-lingual method and the silent way , there we know about the audio-lingual method using a different way / method , in this case audio-lingual method using an active method , the teacher and student is active , when the teacher explain the picture and said the word , like “this is tomato , this is red”. Using a drill way. Sure this way different with silent way , this way is suitable to student who has a less , like Autis , SLB , or student is so active personality , always speak whole the subject begin until end . in this way , the teacher is give the student activity , like a work together , reading the book , or anything to make active student to be silent. Shortly , both of this method is good and important to use for suitable student , hope this way can be benefit to us.

THE DIRECT METHOD

As with the Grammar-Translation Method , the Direct Method is not new. Its principles have been applied by language teachers for many years. Most recently , it was revived as a method when the goal of instruction became learning how to use a foreign language to communicate. Since the grammar-translation method was not very effective in preparing students to use the target language communicatively , the direct method became popular.

The direct method has one very basic rule : No translation is allowed. In fact , the direct method receives its name from the fact that meaning is to be conveyed directly in target language through the use of demonstration and visual aids , with no recourse to the students ‘ native language (Diller 1978 ).

The teacher is calling the class to order as we find seats toward the back of the room. He has placed a big map of the united states in the front of the classroom. He asks the students to open their books to a certain page number. The lesson is entitled ‘Looking at a Map.’ As the students are called on one by one , they read a sentence from the reading passage at the beginning of lesson. The teacher points to the part of the map the sentence describes after each has read his sentence.

In this case the teacher is passive and students are active , if the students want to know and still don’t understand about the subject , students can ask the teacher and she or he will answer and explain about your question. This method is correct to silent student , to be more active.

About reviewing the principles , consist about “ what are the goals of teachers who use the direct method ? , what is the role of the teacher ? , what are some characteristics of the teaching /learning process ? , what is the nature of student-teacher interaction ? what is the nature of student-student interaction ? etc.

About reviewing the techniques tells about “reading aloud , question and answer exercise , getting students to self-correct , conversation practice , etc.

THE GRAMMAR – TRANSLATION METHOD

The Grammar-Translation Method is not new. It has had different names , but it has been used by language teachers for many years. At one time it was called the Classical Method since it was first used in teaching of the classical languages , Latin and Greek ( Chastain 1988 ). Earlier in this century , this method was used for the purpose of helping students read and appreciate foreign language literature. It was also hoped that , through the study of the grammar of the target language , students would become more familiar with the grammar of their native language and that this familiarity would help them speak and write their native language and that this familiarity would help them speak and write their native language better. Finally , it was thought that foreign language learning would help students grow intellectually , it was recognized that students would probably never use target language , but the mental exercise of learning it would be beneficial anyway.

Announcing the next activity , the teacher asks the students to turn the page in their text. There is a list of words there. The introduction to the exercise tells the students that these are words taken from the passage they have just read. The students see the words ‘ambition,’ ’career,’ ‘wharf,’ ‘tranquil,’ ‘gorgeous,’ ‘loathe,’ ‘envy,’ and ‘humbly,’. They are told that some of these are review words and that others are new to them. The students are instructed to give the Spanish words for each of them. This exercise the class does together. If no one knows the Spanish equivalent , the teacher gives it. In part 2 of this exercise , the students are given English words like ‘love,’noisy,’’ugly,’and proudly,’ and are directed to find the opposites of these words in the passage.

Reviewing the principles tells about what are the goals of teachers who use the Grammar-translation method ? , what is the role of the teacher ? what is the role of the students ? , what are some characteristic of teaching / learning process ? what is the nature of student-teacher interaction ? what is the nature of student-student interaction ? etc. about reviewing the techniques explains about “translation of a literary passage , reading comprehension questions , antonyms / synonyms , cognates , etc. and then the conclusion is you have now had an opportunity to examine the principles and some of techniques of the Grammar-Translation Method. Try to make a connection between what you have understood and your own teaching situation and beliefs.

Seminar Sosialisasi Undang-undang

Pada hari kamis kemarin kepolisian POLDA METRO JAYA mengadakan seminar tentang sosialisasi undang-undang lalu lintas .. di mana dalam hal saya selaku peserta seminar dan teman-teman lainnya di beri pengetahuan dan informasi baru ttg tata tertib lalu lintas dan undang-undangnya..di mana pada faktanya cukup banyak yang menjadi korban lalu lintas di antaranya mahasiswa.. di sebabkan karena tidak memakai helm , sit belt , memakai hp di kala mengendarai motor , mendengarkan musik ..
tidak tanggung-tanggung akibat kelalaian kita nyawa pun dapat terenggut juga.. mungkin saat ini kita tidak pernah mengalami kecelakaan tapi mungkin satu jam ke depan kita bisa mengalaminya..
kecelakaan itu dapat menimpa siapapun .. dan di mana pun..
selain itu dalam seminar kali ini juga di adakan sesi pertanyaan seputar tata tertib lalu lintas ,, kebetulan ada salah satu teman saya dari fakultas sastra juga yang mengajukan pertanyaan .. sayangnya dalam sesi pertanyaan ini tidak di beri hadiah seperti seminar lainnya.. melainkan pada sesi kuislah yang ada hadiahnya.. yaitu berupa helm SNI , yang kita tahu harganya cukup mahal ,, tidak semua kalangan bisa membelinya ..
sayang seribu sayang pada saat kuis berlangsung , saya dan teman-teman sudah mengacungkan tangan namun kita tidak beruntung untuk maju ke depan dengan menjawab pertanyaan kuis , mungkin karena faktor kami duduk di belakang .. atau memang karena belum rezeki .. hahaha..
ya intinya , seminar kali ini cukup menyenangkan , walau ada kejadian yang cukup menyayat hati ketika kami masuk ke ruang seminar , hahaa..

Workshop Pemanfaatan Internet Dalam Menjangkau Informasi

saat ini saya sedang mengikuti workshop bersama teman-teman saya . untuk workshop kali ini kami di beri pengetahuan tentang internet , apa saja manfaat internet , fungsi internet ,bagaimana kita menjangkau informasi dengan baik , menjauhi situs-situs yang berbau negatif .. ini tentu saja bermanfaat bagi saya , mungkin di hari depan saya bisa memanfaatkan ilmu yang di dapat kali ini tentang internet , agar kelak dapat menemui dunia dengan pengetahuan yang lebih baik lagi ,,
ya tidak di pungkiri , dalam workshop kali ini sesekali lah berfacebookan ria , maklum dari pagi hingga sore..
hahahaha..

Perayaan Hari Valentine

valentine atau hari kasih sayang merupakan hari yang di tunggu -tunggu oleh kaum muda , di mana pada hari ini tempatnya untuk menunjukkan kasih sayang dengan segala ekspresi ..entah itu memberikan coklat , bunga , puisi , hadiah lainnya kepada kekasih , orang tua , keluarga , teman , sahabat ..tapi menurut saya ini tidak baik karena untuk menunjukkan kasih sayang bukan hanya tepat di tanggal 14 februari , melainkan setiap hari ,sebagai seorang muslim hal ini di larang dalam islam , karena tidak ada ajarannya dalam agama , bukan syariat yang harus di jalankan untuk menjadikannya sebagai budaya, inilah yang harus di ingat dan di laksanakan bagi kaum muslim..
saya pun tidak pernah merayakannya , karena memang dalam keluarga saya tidak ada budaya seperti ini , dalam kacamata agama yang saya anut pun demikian..
kalaupun kita lihat dalam kacamata global , biarlah individu -individu itu sendiri yang menilai dan memilih apakah ia berhak atau tidak untuk merayakannya..