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According to Lozanov, as cited by Richard Rodgers 1978: 3, acknowledges that the likelihood of this association to Suggestopedia but claims
that his own views separate Suggestopedia from the “narrow clinical concept of hypnosis as a kind of static, sleeplike, altered state consciousness”. However,
Lozanov 1978: 267 claims that the difference of Suggestopedia from hypnosis or other forms of mind control is that these other forms are lack of a dessugestive-
suggestive sense and they have failure to create a constant set up reserves through concentrative psycho-relaxation. Dessugestion seems to unload the memory banks
or reserves of wanted or blocking memories then suggestion load the memory banks with desired and facilitating memories
.
c. Types of Learning and Teaching Activities
There are some various techniques and activities in Suggestopedic classroom. The first is role-playing; this technique asks the students to pretend
temporarily to be someone else and perform it in the classroom. The students act as if they were that person in the target language. According to Freeman 2000:
80 dramatization is a particularly valuable way of playfully activating the material. Fantasy reduces barriers to learning. The second is choosing new
identity. The students choose a target language name and a new occupation. As
the course continues, the students have an opportunity to develop a whole biography about their fictional selves. For instance, later on they may be asked to
talk or write about their fictional hometown, childhood, and family Freeman, 2000: 84. The third is reading a dialogue or passage with its translation. This
method provides the native language translation in reading the text. The native
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language translation is used to make the meaning of the dialog clear Freeman, 2000: 83. There are two concerts in reading session. The first is active concert
and the second is passive concert.
1 The Active Concert
There are two concerts as components of the receptive phase of the lesson. In this phase, the music is played while the teacher reads a dialog. In reading the
dialog, the teacher begins a slow, dramatic reading, synchronizes the intonation with the music. The music is classical; the early Romantic period is suggested.
The teacher’s voice rises and falls with the music Freeman, 2000:85.
2 The Passive Concert
In the second phase, the students are asked to put their scripts aside. They simply listen as the teacher reads the dialog at a 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, which is pre-Classical or Baroque. At the
conclusion of this concert, the class ends for the day Freeman, 2000:85. The last is creative adaption. In this technique, the students use a variety of
activities designed to help them learn the new material and use it spontaneously. The activities recommendations for this phase include singing, dancing,
dramatizations, and games. The focus of this technique is just the communicative intent of the students, and do not allow the students to focus on the form of the
linguistic message. Georgi Lozanov 2005: 13 states that instruction of suggestopedic learning is always accompanied with an effect of relaxation or at
least one without a feeling of fatigue.
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However, these all elements must not be applied in Suggestopedia classroom. The teacher may adapt some elements that are suitable with teacher’s
teaching style. If Suggestopedia techniques do not all appeal to the teacher, there may be some elements you could usefully adapt to teacher’s own teaching style
Freeman, 2000: 84. This flexibility gives advantages to the writer to design the material. The writer can adapt the appropriate techniques to be applied in
designing integrated instructional materials based on Suggestopedia method for fifth grade students in SD Percobaan 3 Pakem.
d. The Teachers’ Roles in Suggestopedia Classroom
