CHAPTER I

INTRODUCTION

A. Background
Desuggestopedia (the name of this method changed from
Suggestopedia to Desuggestopedia to emphasize the importance on
desuggesting limitations on learning. Desuggestopedia has been called an
affective humanistic approach. Suggestopedia or Desuggestopedia is a
teaching method developed by the Bulgarian psychotherapist Georgi
Lozanov. It is used mostly to learn foreign language. The theory applied
positive suggestion in teaching when it was developed 1970s. However, as the
method improved it has focused more on “desuggestive learning” .
Teacher should choose appropriate method of teaching different types
of students, to cultivate students’ motivation, and to increase students’
memorizing ability. Suggestopedia or disuggestopedia is one of methods that
can be used by teacher. It is a method that desuggests the limitations that
students have to help them to believe that they could be successful in learning,
so it can cultivate students’ motivation in learning. Then, it is one of methods
which concerns to students’ learning style because there are visual display,
audio, and physical involvements during learning process. Moreover, it
involves emotional meaning in given the lesson which help students’ better in
memorizing.
B. Formulation of the Problems
1. What is desuggestopedia ?
2. What are the techniques of desuggestopedia ?
3. What are the characteristics of desuggestopedia ?
4. What are advantages and disadvantages of disuggestopedia ?

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 CHAPTER II

DISCUSSION

A. Understanding Desuggestopedia Method

Desuggestopedia is a teaching method which is based on a modern
understanding of how the human brain works and how we learn most
effectively. Desuggestopedia is a teaching method, which focuses on how to
deal with the relationship between mental potential and learning ability and it
is very appropriate to use in teaching speaking for young language learners
(Xue, 2005). Suggestopedia is an effective comprehensible input based
method with a combination of desuggestion and suggestion to achieve super
learning. The most important objective of suggestopedia is to motivate more
of students’ mental potential to learn and which obtained by suggestion.
Desuggestion means unloading the memory banks, or reserves, of unwanted
or blocking memories. Suggestion then means loading the memory banks with
desired and facilitating memories.

B. Characteristics

According to Villamin et al. (1994), there are nine characteristics of

disuggestopedia are the following:

1. It uses the power of suggestion to help students eliminate the feeling

that they cannot succeed.
2. There should be a relaxed, comfortable environment with dim lights
and soft music to facilitate learning.
3. Students’ imagination is used. They can assume new names, and new
identities and respond to the teacher accordingly using the target
language.
4. Present and explain grammar and vocabulary words, but not discuss at
length or thoroughly.
5. Native language translation is used in order to get the clear meanings
of words in the target language.
6. Communication takes place in the conscious and subconscious of the
learners. The former is about the linguistic message. It is where the
students pay attention to a dialogue that is being read, while the latter
is where the music is played as a background. Music suggests that
learning is easy.
7. Teaching is done by integrating music, song, and drama.

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 8. The emphasis of teaching is more on content. Errors made by students
are tolerated at the beginning of the lesson but in the later part, the
correct forms are used by the teachers.
9. No formal tests are given, but the evaluation is done during the normal
in-class performance.

C. Techniques of desuggestopedia

In Desuggestopedia, there are some techniques that we can use in the

classroom:

1. Classroom set-up

The challenge of the teacher is to create a classroom

environment which is bright and cheerful. This was accomplished in
the classroom we visited where the walls were decorated with scenes
from a country where the target language is spoken. These conditions
are not always possible. However, the teacher should try to provide as
positive an environment as possible.

2. Peripheral learning

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
from time to time. By doing this, the students can learn many things
indirectly in the classroom or outside classroom. The teacher may or
may not call attention to the posters. For example, students can
produce simple sentence by using the posters or grammatical
information on the wall.

3. Positive suggestion

It is the teacher`s responsibility to orchestrate the suggestive

factors in a learning situation, by helping students break down the
barriers to learning that they bring with them. Teacher can do this
through direct and indirect means. Direct suggestion appeals to the
students` consciousness by telling the students that they are going to
be successful. But indirect suggestion appeals to the students`
subconscious, is actually the more powerful of the two. It was
achieved through the dialogue, “Be self-confident”.

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4. Choose a new identity

The students choose a target language name and a new

occupation. As the course continuous, the students have an
opportunity to develop a whole biography about their fictional selves.

5. Role play

Students are asked to present temporarily that they are

someone else and to perform in the target language as if they were that
person. They are often asked to create their own lines relevant to the
situation.

6. First concert (active concert)

The two concerts are components of the receptive phase of the

lesson. In the first concert, the teacher reads the dialog in the target
language. Music is played. After a few minutes, the teacher begins a
slow, dramatic reading and synchronized in intonation with the music.

7. Second concert (passive concert)

In the second phase, the students are asked to put their script
aside. They simply listen as the teacher reads the dialog at the normal
rate of speed. The teacher is seated and reads with musical
accompaniment. The content governs the way the teacher reads the
script, not the music.

8. Primary activation

This technique follows components of the active phase of the

lesson. Students playfully reread the target language dialog out loud,
as individuals or in group. In the lesson we observed, three groups of
students read parts of the dialog in a particular manner: the first group,
sadly; the next, angrily; the last, cheerfully.

9. Creative adaptation

The students engage in various activities designed to help them

learn the new material and use it spontaneously. Activities particularly
recommended for this phase include singing, dancing, dramatization
and games. The important thing is hat the activities are varied and do

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 not allow the students to focus on the form of the linguistic message,
just the communicative intent.

D. Advantages and disadvantages

There are some advantages of desuggestopedia:

1. A comprehesible input based on dessugestion and suggestion principle

By using this suggestopedia method, students can lower their affective

filter. Suggestopedia classes, in addition, are held in ordinary rooms with
comfortable chairs, a practice that may also help them relaxed. Teacher
can do numerous other things to lower the affective filter.

2. Authority concept
Students remember best and are most influenced by information
coming from an authoritative source, teachers.
3. Double-planedness theory
It refers to the learning from two aspects. They are the conscious
aspect and the subconscious one. Students can acquire the aim of teaching
instruction from both direct instruction and environment in which the
teaching takes place.
4. Peripheral learning
Desuggestopedia encourages the students to apply language more
independently, takes more personal responsibility for their own learning
and get more confidence. Peripheral information can also help encourage
students to be more experimental, and look to sources other than the
teacher for language input. For example, the students can make some
sentences using the grammatical structure placed on the classroom’s wall,
describe a particular place in an English speaking country by looking at
the poster on the wall, etc. When the students are successful in doing such
self-activities, they will be more confident.

Disadvantages :

1. Environment limitation
Most schools in developing countries have large classes. Each
class consists of 30 to 40 students. One of the problems faced in
utilizing this method is the number of students in the class. There
should be 12 students in the class (Adamson, 1997).
2. The use of hypnosis

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 Some people say that desuggestopedia uses a hypnosis, so it
has bad deep effects for human beings. Lazanov strongly denied about
it.
3. Infantilization learning
Desuggestopedia class is conditioned be child-like situation.
There are some students who do not like to be treated like this as they
think that thay are mature.

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 CHAPTER III

CLOSING

A. Conclusion
Teacher will find different situation and different types of students in
learning. Therefore, teacher should be creative and smart in choosing and
using different types of methods in teaching different skill of language.
Teacher can use suggestopedia as teaching method in their teaching. 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 teacher 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.

B. Suggestion

We can describe the material that the subject of this paper, of course
there are still many shortcomings and weakness, because they lack the
knowledge and lack of the reference. As author, we much hope dear readers,
providing constructive critism and suggestion for the perfect paper to the
author in the writing of paper in next oppurtunities. Hopefully this paper can
be useful for writers in particular are also readers in general.

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 REFERENCE

Ayurinawati123.2013.Desuggesstopedia.https://ayurinawati123.wordpress.com/2013/
06/30/desuggestopedia-method/.Accesed on 4th December 2018 at 05.33pm

Alvior,M.G(2015).How to Apply Desuggestopedia as a method of teaching.

https://simplyeducate.me/2015/01/21/how-to-apply-suggestopedia-as-a-method-of-
teaching/. Accesed on 4th December 2018 at 05.54pm

Syarifa Nazira Almahdali(2013).Suggestopedia Method.

http://syarifahalmahdi.blogspot.com/2013/06/suggestopedia-method.html. diakses
Accesed on 4th December 2018 at 06.16pm