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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
The primary teacher’s role in Suggestopedia classroom as cited from Richard Rodger 1942: 149 is that the teacher has to create situations in which
the learner feels impressionable. The second role is teacher has to encourage the students to learn English. Encouraging the students is the significant role of
teacher in Suggestopedia classroom; by encouraging the student will obtain positive reception and retention Richard Rodgers, 1942: 149.
Based on Freeman 2000:81, the teacher must decrease the students’ limitation and increase the students’ motivation. Moreover, the teacher has to give
secure feeling to the students. Freeman 2000: 81 states if the students feel secure, they can be more spontaneous and less inhibited in learning.
Setiadi 2006: 112 states that the students bring psychological barriers in language classroom; therefore, the teacher has a big role to de-suggest the patterns
of the students.
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e. The Learners’ Roles in Suggestopedia Classroom
According to Richard Rodgers 1942: 149 there are two roles of learners in suggestopedia classroom. The first role is learners must not try to
figure out, manipulate, or study the material presented but must maintain a pseudo-passive state, in which the material rolls over and through them. The
second role is students are expected to tolerate and in fact encourage their own “ infantilization” Richard Rodger, 1942: 149. In part this is accomplished by
acknowledging the absolute authority of the teacher and in part by giving themselves over to activities and techniques designed to help them regain the self-
confidence, spontaneity, and receptivity of the child. Richard Rodger, 1942: 149. It can be said that infantilization means reduce to an infantile state or
condition.
f. The Role of Instructional Materials
Materials consist of direct support materials, primarily text and tape, and indirect support materials, including classroom fixtures and music. The textbook
should have emotional force, literary quality, and interesting characters. Language problems should be introduced in a way that does not worry or distract students
from the content. According to Lozanov 1978: 278, as cited by Richard Rodgers 1942: 150 traumatic themes and distasteful lexical material should be
avoided. Moreover, Lozanov states that each unit should be governed by a single idea featuring a variety of subthemes.
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g. The procedures of Suggestopedia
