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strands of language, vocabulary and grammar. The teacher should present and explain the grammar and vocabulary, but not dwell on them Freeman, 2000: 79.
From the explanations above, the writer encourages herself to design the material based on Suggestopedia method for fifth grade students of SD Percobaan 3
Pakem .
This designed material is for the fifth grade students of SD percobaan 3 Pakem
. The fifth grade students of SD Percobaan 3 Pakem are considered as young learners since they are aged between nine up to eleven years old. Hence,
they have certain characteristics and activities that differ from adult learners in learning target language. Applying suggestopedia method is the essential way to
learn a target language. Most of characteristics of this method reflect the young learner’s characteristics. Moreover, the way of teacher delivers material make the
students feel enjoy and secure in the process of learning.
a. The Characteristics of Suggestopedia
Georgi Lozanov 2005: 13 states some characteristics of suggestopedia learning and teaching activities. The suggestopedia characteristics are:
1
In suggestopedia, memory reserves, intellectual activity reserves, creativity reserves and the reserves of the whole personality are tapped. Lozanov 2005
said that it could not be said suggestopedia if the teacher does not release many- sided reserve capacities of the students.
2 Instruction that is given by the teacher always accompanied with an effect of
relaxation or at least one without a feeling of fatigue. Therefore, Lozanov 2005
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explained that if the students are getting tired in the lessons, the application of suggestopedia is fail.
3 Suggestopedic teaching and learning always gives pleasant experience for the
students.
4
Suggestopedic teaching and learning always has educational effect, softening aggressive tendencies in students and helping them to adapt to society
.
Those suggestopedia characteristics became the guidance for the writer in deciding the activities of the designed material.
b. Theory of Learning
Suggestion is the heart of suggestopedia Richard Rodgers 2001: 144. This technique is responsibility of teacher. The teacher has to organize the
suggestive factors in a learning situation, so the teacher can help the students to break down the barriers to learning process that they bring. Teachers can do this
through two suggestions which are direct and indirect. Direct suggestion appeals to the students’ awareness. For example, a teacher tells students that they are
going to successful. On the other hand, indirect suggestion appeals to the students’ subconscious, is actually the more powerful. The example of indirect suggestion
is choosing of the material or dialog that can influence or raise the students’ motivation in learning. Setiadi 2006: 13 states that the success of suggestion is if
the learners remove the prior automatic pattern and open the access to great potential of mental reserve. Without desuggesting or removing the patterns, it is
hard for suggestion to function. The learners must be assured that they have anti-
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suggestive barriers: critical logical, intuitive-affective, and ethical. The further explanations of those three anti-suggestive barriers are discussed as follows.
The first anti-suggestive barrier is critical anti-suggestive barrier. This barrier rejects suggestion through reasoning. It means that the successful of
learning foreign language depends on the learners. If the learners think about impossibility to learn a foreign language as Lozanov believes, the possibility to be
successful learners is hard. This barrier is considered as conscious critical thinking.
The second anti-suggestive barrier is intuitive-affective barrier. This barrier is considered as emotional barrier. This barrier may produce a feeling of
lack confidence or insecurity to the students. If the learners feel that they will loose their confidence or self –esteem, success of learning is hard to reach.
The last anti-suggestive barrier is ethical barrier. In this barrier, the learners will refuse everything that is not in harmony with the moral sense that
they have. Their moral sense may have been established from family or society. According to Setiadi 2006 there is an advantage of suggestion. By
suggestion, language teachers can create learning situation in which the optimal use of brain capacities can be achieved Setiadi, 2006: 112. According to
Lozanov 1982, as cited by Setiadi 2006: 112, believes that people are able to learn at rates many times greater than what we commonly assume to be the limits
of human performance. Based on Lozanov 1978:270, as cited by Richard and Rodgers 2001: 142, it causes memorization in learning seems to be accelerated
25 times over that in learning in conventional method.
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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
