Didalam sebuah kehidupan ada yang namanya takdir dan nasib, Didalam sebuah kisah ada yang namanya hikmah, dan…
Didalam sebuah dada ada yang namanya hati…
Didalam hati ada perasaan
Perasaan itulah yang membuat kaya rasa. Entah rasa sedih, senang, gembira. Suka dan dukanya kehidupan ada dihati. Manusia pada dasarnya hanya bisa merasakan, maka dari itu ada yang namanya:
Manusia pada dasarnya adalah makhluk yang serba aneh, misterius dan susah ditebak dan tidak bisa di duga-duga sehingga begitu banyak tulisan yang mengungkapkan eksistensi manusia baik sebagai makhluk social, makhluk berketuhanan dan makhluk berbudaya, tidak satupun memberikan pemahaman yang utuh.
Akhirnya, alangkah baiknya jika mendengar salah seorang bijak yang pernah berkata:
Ada orang yang tahu ketidaktahuannya
Ada orang yang tahu ketahuannya
Ada orang yang mengetahui ketahuannya hanya sebatas tahu.
Memahami masalah manusia dan memahami masalah perikemanusiaan membutuhkan pengetahuan, dan pengetahuan tentang manusia tidak akan didapatkan jika pengetahuannya itu tidak didasarkan atas keingintahuan, dengan proses membaca itulah keingintahuan terpuaskan.
Semoga keingintahuan anda lebih banyak dan mudah-mudahan anda tidak termasuk dalam kategori orang yang ketiga
Tuesday, 1 June 2010
mengejar embun yang jatuh
getir hati mngingat mimpi semalam
raga seakan hilang
tak terbendung lagi kegelisahan dalam jiwa
sekali lagi ku bangun dan berlari
menghindari galau dalam hati
seperti kata pepatah lama
tersepi aku dalam ramainya dunia
sekali lagi aku mencoba
mengejar yang takan kambali
engkau yang bagiku sesejuk embun
mustahil bagi ku mentari tuk bersamamu
andai saja waktu dapat terulang
dan begitu bodohnya aku
yang terus menghayal dalam ketidakberdayaan ku
dan ku pasrah andai alam memvonisku
dan merangkulku tuk kembali pada sejati ku
cahaya cinta,,,,,,,
BY
ASMAENI
raga seakan hilang
tak terbendung lagi kegelisahan dalam jiwa
sekali lagi ku bangun dan berlari
menghindari galau dalam hati
seperti kata pepatah lama
tersepi aku dalam ramainya dunia
sekali lagi aku mencoba
mengejar yang takan kambali
engkau yang bagiku sesejuk embun
mustahil bagi ku mentari tuk bersamamu
andai saja waktu dapat terulang
dan begitu bodohnya aku
yang terus menghayal dalam ketidakberdayaan ku
dan ku pasrah andai alam memvonisku
dan merangkulku tuk kembali pada sejati ku
cahaya cinta,,,,,,,
BY
ASMAENI
SEKILAS KISAH TENTANG SEORANG GADIS YANG MANDIRI
Dulu aku sangat bahagia, karena aku terahir sebagai anak perempuan satunya-satunya dari tiga bersaudara, kakak dan adik ku. Aku anak kedua dari yang keduanya. Dulu aku sangat pintar dan aku juga anak yang sangat aktif sekali. Karena keadaan hingga menjadikan aku seorang anak yang berprestasi. Sejak aku menduduki sekolah dasar hingga aku menduduki sekolah smp (sekolah menengah pertama) aku sangat rajin dan bersemangat, hingga pada puncakknya akupun lulus smp dengan lancar seperti udara yang aku hirup saat ini. Disaat aku masih kelas tiga smp, aku mendapat cobaan yang belum bisa aku paut dengan akal pikiran sehatku. Orang tuaku bercerai. Hingga akhirnya aku jatuh sakit.
Setelah aku lulus smp aku melanjutkan sekolah sma ke negeri sebrang, dan tinggal bersama orang-orang yang belum aku kenal sebelumnya. Aku ngekos, masa sma aku tidak semanis masa smp aku dulu, hingga akhirnya aku jatuh, aku tidak berprestasi lagi yang aku rasa hanya prustasi, karena keadaan menjadikan nilaiku merosot drastis. Aku jadi pemalas, aku jadi tidak semangat lagi seperti dulu, cobaan demi cobaan aku hadapi dan aku selalu berlindung kepada tuhan YME yang menjadikan aku selamat dari pergaulan bebas yang tak terkendali. Ibuku tinggal bersama kakaknya ditangerang, setiap aku libur sekolah,aku selalu menyempatkan diri untuk berlibur ditangerang, hingga aku jarang sekali bertemu dengan ayah aku. Perasaan sakit dan mengejutkan, membuat aku pilu, karena ibuku hanya dijadikan budak ditempat kakaknya itu, seperti pembantu yang tidak dibayar yang padahal ibuku sudah menguras tenaganya secara habis-habisan untuk mengurus rumah itu. Sungguh malang nasib ibuku, dan setiap aku main ketempat itu, aku tidak mampir secara gratis, aku harus bayar makan dan penginapan,oh matre sekali keluarga ibuku itu, pikirku. Yah keluarga yang sangat haus uang, dan bahkan tidak ada kata saudara kalau tentang masalah uang. Dan akhirnya ibuku pun terbawa dengan lingkungannya, ibuku sama seperti mereka yang suka ikut-ikutan meminta uang. Ibuku sering meminta uang padaku, padahal aku masih sekolah dan belum bekerja saat itu. Tanpa sengaja dan tanpa disadari, ibuku memberi kasih sayangnya secara tidak gratis. Seakan kasih sayang itu harus dibeli, yah aku harus menyerahkan uang setiap aku ingin bertemu dengan ibuku. Akupun jadi sering maksa minta uang kepada ayah yang uangnya untuk ibuku sendiri. Dan akhirnya ayahku menikah lagi dengan perempuan lain untuk mengisi kesepiannya.
Pada kelas dua sma nasib sial menimpahku, aku kecelakaan karena jatuh dari motor dan harus mengganti rugi motor yang aku pakai, karena itu motor paman aku. Ibuku mengambil alih dan mencari kesempatan atas penderitaanku. Ibuku meminta ganti rugi uang sebesar Rp.500.000 yang padahal paman ku Cuma meminta ganti rugi Rp.50.000 saat itu, oh tuhan..kasihan ayahku, diperas secara halus. Sisa uangnya dibelilkan alat elektronik dan berpesta dengan kakaknya, sedangkan aku menderita sendiri dan tidak ada yang peduli padaku kecuali ayahku. Aku tersadar bahwa selama ini aku hanya dimanfaatkan ibuku untuk mendapatkan uang ayahku. Setelah kejadian itu aku jadi jarang main ketangrang lagi, kalaupun main aku hanya mampir sebentar dan hanya melihat ibu dengan sebentar. Semakin hari aku semakin sendiri dan semakin kesepian. Hanya Allah tuhanku yang selalu ada disetiap dimana aku berada. Dan tak terasa kini aku sudah menduduki akhir sekolah, kelas tiga sma, akupun lulus dengan lancar. Di hari kelulusanku, semua para orang tua murid pada hadir untuk merayakan kelulusan anaknya masing-masing. Dan sekali lagi nasib sedih selalu menyelimutiku, aku sendirian, tidak didampingi siapapun, kecuali bayang-bayang orang yang aku cintai diharapkan hadir. Aku hanya menontoni tawa-tawa para teman-temanku dengan orang tuanya dan juga foto-foto. Tetapi aku tidak begitu sedih karena banyak teman-temanku yang menghiburku.
Setelah lulus sekolah aku melanjutkan menuntut ilmu sampai kesebuah universitas, dan aku kuliah disebuah universitas yang berada didepok. Perjalanan dari kampungku hingga depok cukup banyak menyita waktu, dan akupun langsung mencari kos-kosan agar mempermudah aku untuk mencapai keuniversitas tersebut. Aku kedepok sendiri, yah selalu sendiri, aku hanya bermodal nekat untuk sampai kedepok. Ayahku hanya memberi uang dan dia tidak tahu dimana keberadaan aku, aku hanya bilang kuliah. Tetapi sepertinya ayah tidak mau tahu bayak tentang aku dan urusan aku. Dan lagi-lagi aku selalu sendiri dan sendiri. Satu tahun setengah setelah aku kuliah didepok, ayah baru ingin melihat keadaanku dan hanya mampir kekosanku tidak lebih dari 10 menit. Aku selalu positif thinking dengan keras, bahwa ayahku mungkin memang sedang banyak urusan.
Disaat aku semester 2 ayah berhenti memberiku uang dengan alasan gaji ayah sedang dirapel, karena keadaan tersebut memaksa aku harus bekerja dan mencari uang untuk biaya hidupku sendiri. Tapi itu berlangsung hanya tiga bulan, setelahnya ayah mulai membiayaiku lagi. Disaat aku menginjak semester empat lagi-lagi nasib sial menimpahku lagi. Aku kecelakaan motor lagi bersama temanku ketika hendak mau pergi bekerja dibogor. Temanku tidak terlalu parah, hanya luka ringan saja, mungkin karena aku yang dibonceng jadi aku yang mengalami luka parah, kepala aku bocor hingga harus dijahit hingga delapan jahitan, akupun pinsan tak lebih dari dua jam. Ayah menjemput aku kebogor, nasib tak beruntung memihakku lagi, hingga aku harus dirawat jalan ditempat ibu dan saudaranya ditangrang dikarenakan bukan aku tidak mau ikut dengan ayahku, tetapi aku tahu jika ikut dengan ayahku aku pasti tinggal dengan ibu tiri dan aku tahu ayah tidak ada 24 jam dirumah, aku pasti disia-siakan oleh ibu tiri aku, karena keadaan yang terpaksa akhirnya aku dirawat ditangrang. Lagi-lagi ibu memeras ayah meminta uang dengan alasan untuk berobat aku yang padahal aku tidak dirawat disitu. Orang-orang disitu pada acuh padaku tak satupun yang kasihan dengan kondisiku, sedang waktu ujian tengah semester dua minggu lagi, baru 10 hari aku disitu akhirya akupun memutuskan kembali kedepok karena harus ujian tengah semester, alasan lain aku kembali kedepok karena disitu tidak ada yang merawat aku juga.
Aku kembali kedepok sendiri masih dengan keadaan lemah karena aku masih sakit dan masih dalam proses penyembuhan. Selama beberapa hari setelah kecelakaan aku sering muntah mungkin karena efek kepalaku yang bocor dan sampai sekarang kepalaku suka sering sakit bila sedang kumat dan terkadang muntah-muntah, aku jadi lebih sensitive dengan segala macam bau, dan aku mejadi lemah tidak bisa beraktifitas secara maksimal.
NB:
• aku tetap sayang ibu walau apapun yang dilakukan dengan ibuku, karena aku tahu ibu melakukan itu semua karena tidak sengaja dan hanya khilaf saja.
• Aku tetap sayang dengan ayahku walaupun ayah sangat cuek padaku, tetapi aku tahu jauh didalam hatinya dia pasti sayang dengan aku juga..
Hadapi hidupmu dengan senyum dan senyum
Dan susun dengan DUIT ( Doa, Usaha, Ikhtiar dan Tawakal )
Setelah aku lulus smp aku melanjutkan sekolah sma ke negeri sebrang, dan tinggal bersama orang-orang yang belum aku kenal sebelumnya. Aku ngekos, masa sma aku tidak semanis masa smp aku dulu, hingga akhirnya aku jatuh, aku tidak berprestasi lagi yang aku rasa hanya prustasi, karena keadaan menjadikan nilaiku merosot drastis. Aku jadi pemalas, aku jadi tidak semangat lagi seperti dulu, cobaan demi cobaan aku hadapi dan aku selalu berlindung kepada tuhan YME yang menjadikan aku selamat dari pergaulan bebas yang tak terkendali. Ibuku tinggal bersama kakaknya ditangerang, setiap aku libur sekolah,aku selalu menyempatkan diri untuk berlibur ditangerang, hingga aku jarang sekali bertemu dengan ayah aku. Perasaan sakit dan mengejutkan, membuat aku pilu, karena ibuku hanya dijadikan budak ditempat kakaknya itu, seperti pembantu yang tidak dibayar yang padahal ibuku sudah menguras tenaganya secara habis-habisan untuk mengurus rumah itu. Sungguh malang nasib ibuku, dan setiap aku main ketempat itu, aku tidak mampir secara gratis, aku harus bayar makan dan penginapan,oh matre sekali keluarga ibuku itu, pikirku. Yah keluarga yang sangat haus uang, dan bahkan tidak ada kata saudara kalau tentang masalah uang. Dan akhirnya ibuku pun terbawa dengan lingkungannya, ibuku sama seperti mereka yang suka ikut-ikutan meminta uang. Ibuku sering meminta uang padaku, padahal aku masih sekolah dan belum bekerja saat itu. Tanpa sengaja dan tanpa disadari, ibuku memberi kasih sayangnya secara tidak gratis. Seakan kasih sayang itu harus dibeli, yah aku harus menyerahkan uang setiap aku ingin bertemu dengan ibuku. Akupun jadi sering maksa minta uang kepada ayah yang uangnya untuk ibuku sendiri. Dan akhirnya ayahku menikah lagi dengan perempuan lain untuk mengisi kesepiannya.
Pada kelas dua sma nasib sial menimpahku, aku kecelakaan karena jatuh dari motor dan harus mengganti rugi motor yang aku pakai, karena itu motor paman aku. Ibuku mengambil alih dan mencari kesempatan atas penderitaanku. Ibuku meminta ganti rugi uang sebesar Rp.500.000 yang padahal paman ku Cuma meminta ganti rugi Rp.50.000 saat itu, oh tuhan..kasihan ayahku, diperas secara halus. Sisa uangnya dibelilkan alat elektronik dan berpesta dengan kakaknya, sedangkan aku menderita sendiri dan tidak ada yang peduli padaku kecuali ayahku. Aku tersadar bahwa selama ini aku hanya dimanfaatkan ibuku untuk mendapatkan uang ayahku. Setelah kejadian itu aku jadi jarang main ketangrang lagi, kalaupun main aku hanya mampir sebentar dan hanya melihat ibu dengan sebentar. Semakin hari aku semakin sendiri dan semakin kesepian. Hanya Allah tuhanku yang selalu ada disetiap dimana aku berada. Dan tak terasa kini aku sudah menduduki akhir sekolah, kelas tiga sma, akupun lulus dengan lancar. Di hari kelulusanku, semua para orang tua murid pada hadir untuk merayakan kelulusan anaknya masing-masing. Dan sekali lagi nasib sedih selalu menyelimutiku, aku sendirian, tidak didampingi siapapun, kecuali bayang-bayang orang yang aku cintai diharapkan hadir. Aku hanya menontoni tawa-tawa para teman-temanku dengan orang tuanya dan juga foto-foto. Tetapi aku tidak begitu sedih karena banyak teman-temanku yang menghiburku.
Setelah lulus sekolah aku melanjutkan menuntut ilmu sampai kesebuah universitas, dan aku kuliah disebuah universitas yang berada didepok. Perjalanan dari kampungku hingga depok cukup banyak menyita waktu, dan akupun langsung mencari kos-kosan agar mempermudah aku untuk mencapai keuniversitas tersebut. Aku kedepok sendiri, yah selalu sendiri, aku hanya bermodal nekat untuk sampai kedepok. Ayahku hanya memberi uang dan dia tidak tahu dimana keberadaan aku, aku hanya bilang kuliah. Tetapi sepertinya ayah tidak mau tahu bayak tentang aku dan urusan aku. Dan lagi-lagi aku selalu sendiri dan sendiri. Satu tahun setengah setelah aku kuliah didepok, ayah baru ingin melihat keadaanku dan hanya mampir kekosanku tidak lebih dari 10 menit. Aku selalu positif thinking dengan keras, bahwa ayahku mungkin memang sedang banyak urusan.
Disaat aku semester 2 ayah berhenti memberiku uang dengan alasan gaji ayah sedang dirapel, karena keadaan tersebut memaksa aku harus bekerja dan mencari uang untuk biaya hidupku sendiri. Tapi itu berlangsung hanya tiga bulan, setelahnya ayah mulai membiayaiku lagi. Disaat aku menginjak semester empat lagi-lagi nasib sial menimpahku lagi. Aku kecelakaan motor lagi bersama temanku ketika hendak mau pergi bekerja dibogor. Temanku tidak terlalu parah, hanya luka ringan saja, mungkin karena aku yang dibonceng jadi aku yang mengalami luka parah, kepala aku bocor hingga harus dijahit hingga delapan jahitan, akupun pinsan tak lebih dari dua jam. Ayah menjemput aku kebogor, nasib tak beruntung memihakku lagi, hingga aku harus dirawat jalan ditempat ibu dan saudaranya ditangrang dikarenakan bukan aku tidak mau ikut dengan ayahku, tetapi aku tahu jika ikut dengan ayahku aku pasti tinggal dengan ibu tiri dan aku tahu ayah tidak ada 24 jam dirumah, aku pasti disia-siakan oleh ibu tiri aku, karena keadaan yang terpaksa akhirnya aku dirawat ditangrang. Lagi-lagi ibu memeras ayah meminta uang dengan alasan untuk berobat aku yang padahal aku tidak dirawat disitu. Orang-orang disitu pada acuh padaku tak satupun yang kasihan dengan kondisiku, sedang waktu ujian tengah semester dua minggu lagi, baru 10 hari aku disitu akhirya akupun memutuskan kembali kedepok karena harus ujian tengah semester, alasan lain aku kembali kedepok karena disitu tidak ada yang merawat aku juga.
Aku kembali kedepok sendiri masih dengan keadaan lemah karena aku masih sakit dan masih dalam proses penyembuhan. Selama beberapa hari setelah kecelakaan aku sering muntah mungkin karena efek kepalaku yang bocor dan sampai sekarang kepalaku suka sering sakit bila sedang kumat dan terkadang muntah-muntah, aku jadi lebih sensitive dengan segala macam bau, dan aku mejadi lemah tidak bisa beraktifitas secara maksimal.
NB:
• aku tetap sayang ibu walau apapun yang dilakukan dengan ibuku, karena aku tahu ibu melakukan itu semua karena tidak sengaja dan hanya khilaf saja.
• Aku tetap sayang dengan ayahku walaupun ayah sangat cuek padaku, tetapi aku tahu jauh didalam hatinya dia pasti sayang dengan aku juga..
Hadapi hidupmu dengan senyum dan senyum
Dan susun dengan DUIT ( Doa, Usaha, Ikhtiar dan Tawakal )
Desuggestopedia
INTRODUCTION
Desuggestopedia, the application of the study of suggestion to pedagogy, has been develoved to help students eliminate the feling that they cannot be successful or the negative association they may have toward studying and, thus, to help them overcome the barriers to learning. One of the waysthe students’ mental reserves are stimulated is trhough intregration of the fine arts, an important contribution to the method made by lozanov’s colleague Evelyna Gateva.
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 and the walls.
The teacher greets each of the students using their new name and asks them a few questions in English about their new occupations. Through her actions the students understand the meaning of her questions and the reply ‘yes’ or ‘no.’ There is a great deal of recycling of the new language each other and inquire what each other does for a living. After practicing the dialog with the group, they introduce themselves to the teacher. Then they play various rhythm instruments that the teacher has brought as they sing a name song.
Partly in Arabic, partly in English, and partly trough pantomime, the teacher to some of the comments regarding vocabulary and grammar on the left-hand pages. Then she tells them in English and that they should follow along as she reads. She will give them sufficient time to look at both the English and the Arabic. ‘Just enjoy,’ she concludes.
Next, the teacher pulls out a hat from a bag. She puts it on her head, points to herself, and names a character from the dialog. She indicates that she wants someone else to wear the hat. A girl volunteers to do so. Three more hats are taken out of the teacher’s bag and, with a great deal of playfilness, they are distributed.
During the third class of the week, the students will continue to work with this dialog. They will move away from reading it, however, and move toward using the new language in a creative way. They will play some competitive games, do role plays (see description in the rechniques review) and skits. Next week, the class will be introduced to a new doalog and the basic sequence of lessons we observed here will be repeated.
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?
Teachers hope to accelerate the process by which students learn to use a foreign language for everyday communication.
2. what is the role of the teacher? what is the role of the student?
The teacher is the authority in the classroom. In order for the method to be successful, the students must trust and respect her.
3. what are some characteristics of the teaching/learning process?
Students select target language names and choose new occupations. During the course they create whole biographies to go along with their new identities.
4. what is the nature of student-teacher interaction? What is the nature of student-student interaction?
The teacher initiates interactions with the whole group of students and with individuals right from the beginning of a language course. Initially, the students can only respond nonverbally or with a few target language words they have practiced.
5. how are the feelings of the students dealt with?
It is considered important in this method that the psychological barriers that students bring with them be desuggested. Indirect positive suggestions are made to enhance students’ self-confidence and to convince them that success is obtainable.
6. how is language viewed? How is culture viewed?
Language is the first of two planes in two-plane process of communication. The culture which students learn concerns the everyday life of people who speak the language.
7. what areas of language are emphasized? What language skills are emphasized?
Speaking communicatively is emphasized. Students also read in the target language (for example, dialogs) and write (for example, imaginative compositions).
8. what is the role of the student’ native language?
The teacher also uses the native language in class when necessary. As the course proceeds, the teacher uses the native language less and less.
9. how does the teacher respond to student errors?
Errors are corrected gently, with the teacher using soft voice.
REVIEWING THE TECHNIQUES AND THE CLASSROOM SET-UP
If you desuggestopedia’s principles meaningful, you may want to try some of the following techniques or to alter your classroom environment.
Classroom set-up
The challenge for the teacher is to create a classroom environment which is bright and cheerful.
Peripheral learning
The teacher may or may not call attention to the posters. They are change from time to time to provide grammatical information that is appropriate to what the students are studying.
Positive suggestion
Direct suggestion appeals to the students’ consciousness: A teacher rells students they
are going to be successful.
Choose a new identity
The students choose a target language name and a new occupation.
Role play
Students are asked to pretend temporarily that they are someone else and to perform
in the target language as if they were that person.
First concert (active concert)
Music is played. After a few minutes, the teacher begins a slow, dramatic reading, synchronized in intonation with the music. The music is classical ; the early Romantic period is suggested. The teacher’s voice rises and falls with the music.
Second concert (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.
Primary activation
This technique and the one that follows are components of the active phase of the lesson.
Creative adaptation
The important thing is that the activities are varied and do not allow the students to focus on the form of the linguistic message, just the communicative intent.
Nama : Asmaeni
Npm : 10607014
Kelas : 3 SA 02
Desuggestopedia, the application of the study of suggestion to pedagogy, has been develoved to help students eliminate the feling that they cannot be successful or the negative association they may have toward studying and, thus, to help them overcome the barriers to learning. One of the waysthe students’ mental reserves are stimulated is trhough intregration of the fine arts, an important contribution to the method made by lozanov’s colleague Evelyna Gateva.
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 and the walls.
The teacher greets each of the students using their new name and asks them a few questions in English about their new occupations. Through her actions the students understand the meaning of her questions and the reply ‘yes’ or ‘no.’ There is a great deal of recycling of the new language each other and inquire what each other does for a living. After practicing the dialog with the group, they introduce themselves to the teacher. Then they play various rhythm instruments that the teacher has brought as they sing a name song.
Partly in Arabic, partly in English, and partly trough pantomime, the teacher to some of the comments regarding vocabulary and grammar on the left-hand pages. Then she tells them in English and that they should follow along as she reads. She will give them sufficient time to look at both the English and the Arabic. ‘Just enjoy,’ she concludes.
Next, the teacher pulls out a hat from a bag. She puts it on her head, points to herself, and names a character from the dialog. She indicates that she wants someone else to wear the hat. A girl volunteers to do so. Three more hats are taken out of the teacher’s bag and, with a great deal of playfilness, they are distributed.
During the third class of the week, the students will continue to work with this dialog. They will move away from reading it, however, and move toward using the new language in a creative way. They will play some competitive games, do role plays (see description in the rechniques review) and skits. Next week, the class will be introduced to a new doalog and the basic sequence of lessons we observed here will be repeated.
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?
Teachers hope to accelerate the process by which students learn to use a foreign language for everyday communication.
2. what is the role of the teacher? what is the role of the student?
The teacher is the authority in the classroom. In order for the method to be successful, the students must trust and respect her.
3. what are some characteristics of the teaching/learning process?
Students select target language names and choose new occupations. During the course they create whole biographies to go along with their new identities.
4. what is the nature of student-teacher interaction? What is the nature of student-student interaction?
The teacher initiates interactions with the whole group of students and with individuals right from the beginning of a language course. Initially, the students can only respond nonverbally or with a few target language words they have practiced.
5. how are the feelings of the students dealt with?
It is considered important in this method that the psychological barriers that students bring with them be desuggested. Indirect positive suggestions are made to enhance students’ self-confidence and to convince them that success is obtainable.
6. how is language viewed? How is culture viewed?
Language is the first of two planes in two-plane process of communication. The culture which students learn concerns the everyday life of people who speak the language.
7. what areas of language are emphasized? What language skills are emphasized?
Speaking communicatively is emphasized. Students also read in the target language (for example, dialogs) and write (for example, imaginative compositions).
8. what is the role of the student’ native language?
The teacher also uses the native language in class when necessary. As the course proceeds, the teacher uses the native language less and less.
9. how does the teacher respond to student errors?
Errors are corrected gently, with the teacher using soft voice.
REVIEWING THE TECHNIQUES AND THE CLASSROOM SET-UP
If you desuggestopedia’s principles meaningful, you may want to try some of the following techniques or to alter your classroom environment.
Classroom set-up
The challenge for the teacher is to create a classroom environment which is bright and cheerful.
Peripheral learning
The teacher may or may not call attention to the posters. They are change from time to time to provide grammatical information that is appropriate to what the students are studying.
Positive suggestion
Direct suggestion appeals to the students’ consciousness: A teacher rells students they
are going to be successful.
Choose a new identity
The students choose a target language name and a new occupation.
Role play
Students are asked to pretend temporarily that they are someone else and to perform
in the target language as if they were that person.
First concert (active concert)
Music is played. After a few minutes, the teacher begins a slow, dramatic reading, synchronized in intonation with the music. The music is classical ; the early Romantic period is suggested. The teacher’s voice rises and falls with the music.
Second concert (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.
Primary activation
This technique and the one that follows are components of the active phase of the lesson.
Creative adaptation
The important thing is that the activities are varied and do not allow the students to focus on the form of the linguistic message, just the communicative intent.
Nama : Asmaeni
Npm : 10607014
Kelas : 3 SA 02
The Community Language Learning
Experience
Whenever one of you would like to say something, raise your hand and I will come behind you.
Since this is your first English conversation, you may want to keep it simple. We have ten minutes for this activity.
No one speaks at first. Then a young woman raises her hand. The teacher walks to her chair. He stands behind her. ‘selamat sore’, she says. The teacher translates, ‘Good... After a little confusion with the switch on the microphone, she puts ‘Good’ on the tape and turns the switch off. The teacher then gives ‘evening’ and she tries to say ‘evening’ in the microphone but only gets out ‘eve…’ the teacher says again in a clear and warm voice, somewhat exaggerating the word, ‘eve…ning’. The woman tries again. She shows some signs of her discomfort with the experience, but she succeeds in putting the whole ‘evening’ on to the recording.
After the conversation has ended, the teacher sits in the circle and asks the students in Indonesian how they feel about the experience. One student says that he does not remember any of the English he has just heard.
What are characteristics of the teaching/learning process?
According to curran, there are six elements necessary for nondefensive learning. The first of these is security.
How is evaluation accomplished?
If, for example, the school requires that the students take a rest at the end of a course, then the teacher would see to it that the students are adequately prepared for taking it.
How does the teacher respond to student errors?
One way of doing this is for the teacher to repeat correctly what the student has said incorrectly, without calling further attention to the error. Techniques depend on where the students are in the five-stage learning process, but are consistent with sustaining a respectful, nondefensive relationship between teacher an students.
NAMA : ASMAENI
Whenever one of you would like to say something, raise your hand and I will come behind you.
Since this is your first English conversation, you may want to keep it simple. We have ten minutes for this activity.
No one speaks at first. Then a young woman raises her hand. The teacher walks to her chair. He stands behind her. ‘selamat sore’, she says. The teacher translates, ‘Good... After a little confusion with the switch on the microphone, she puts ‘Good’ on the tape and turns the switch off. The teacher then gives ‘evening’ and she tries to say ‘evening’ in the microphone but only gets out ‘eve…’ the teacher says again in a clear and warm voice, somewhat exaggerating the word, ‘eve…ning’. The woman tries again. She shows some signs of her discomfort with the experience, but she succeeds in putting the whole ‘evening’ on to the recording.
After the conversation has ended, the teacher sits in the circle and asks the students in Indonesian how they feel about the experience. One student says that he does not remember any of the English he has just heard.
What are characteristics of the teaching/learning process?
According to curran, there are six elements necessary for nondefensive learning. The first of these is security.
How is evaluation accomplished?
If, for example, the school requires that the students take a rest at the end of a course, then the teacher would see to it that the students are adequately prepared for taking it.
How does the teacher respond to student errors?
One way of doing this is for the teacher to repeat correctly what the student has said incorrectly, without calling further attention to the error. Techniques depend on where the students are in the five-stage learning process, but are consistent with sustaining a respectful, nondefensive relationship between teacher an students.
NAMA : ASMAENI
The Total Physical Response
Now that we have had a change to experience a TPR class and to examine its principles and techniques, you should try to think about how any of this will be of use to you in your own teaching. The teacher we observed was using Total Physical Response with Grade 5 children; however, this same method has been used with adult learners and younger children as well.
Ask yourself: Does it make any sense to delay the teaching of speaking the target language? Do you believe that students should not be encouraged to speak until they are ready to do so? Should a teacher overlook certain student errors in the beginning? Which, if any, of the other principles do you agree with?
Would you use the imperative to present the grammatical structures and vocabulary of the target language? Do you believe it is possible to teach all grammatical features through the imperative? Do you think that accompanying language with action aids recal? Would you teach reading and writing in the manner described in this lesson? Would you want to adapt any of the techniques of TPR to your teaching situation? Can you think of any others you would create that would be consistent with the principles presented here
Activities
A. Check your understanding of Total Physical Response
1. asher believes that foreign language instruction can and should be modeled on native language acquisition. What are some characteristics of this method that are similar to the way children acquire their native language?
2. one of the principles of TPR is that when student anxiety is low, language learning is enhanced. How does this method lower student anxiety?
B. Apply what you have understood about Total Physical Response
1. although the teacher uses imperatives, she does so in a gentle, pleasant way, the way a parent would (usually) do with a child. Her voice, facial expression, and manner are kind. Practice giving the commands in this chapter in this way.
2. a lot of target language structures and vocabulary can be taught through the imperative. Plan part of a TPR lesson in which the present continuous tense, or another structure in the target language, is introduced.
3. in the action sequence (operation) that we looked at, the teacher had the students pretend to write and mail a letter. Think of three other common activities which could be used as action sequences in the classroom. Make a list of commands for each one.
NAMA : ASMAENI
Ask yourself: Does it make any sense to delay the teaching of speaking the target language? Do you believe that students should not be encouraged to speak until they are ready to do so? Should a teacher overlook certain student errors in the beginning? Which, if any, of the other principles do you agree with?
Would you use the imperative to present the grammatical structures and vocabulary of the target language? Do you believe it is possible to teach all grammatical features through the imperative? Do you think that accompanying language with action aids recal? Would you teach reading and writing in the manner described in this lesson? Would you want to adapt any of the techniques of TPR to your teaching situation? Can you think of any others you would create that would be consistent with the principles presented here
Activities
A. Check your understanding of Total Physical Response
1. asher believes that foreign language instruction can and should be modeled on native language acquisition. What are some characteristics of this method that are similar to the way children acquire their native language?
2. one of the principles of TPR is that when student anxiety is low, language learning is enhanced. How does this method lower student anxiety?
B. Apply what you have understood about Total Physical Response
1. although the teacher uses imperatives, she does so in a gentle, pleasant way, the way a parent would (usually) do with a child. Her voice, facial expression, and manner are kind. Practice giving the commands in this chapter in this way.
2. a lot of target language structures and vocabulary can be taught through the imperative. Plan part of a TPR lesson in which the present continuous tense, or another structure in the target language, is introduced.
3. in the action sequence (operation) that we looked at, the teacher had the students pretend to write and mail a letter. Think of three other common activities which could be used as action sequences in the classroom. Make a list of commands for each one.
NAMA : ASMAENI
The Audio-Lingual Method
The Audio-Lingual Method, like the Direct Method we have just examined, is also an oral approach.
The Audio-Lingual Method drills student in the use of grammatical sentence patterns.
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.
All of the teacher’s instructions are in English.
Sometimes, the teacher uses actions, pictures, or realia to convey meaning, but not one word of the students’ native language is uttered.
The teacher says, ‘Very good,’ when the students answer correctly.
New vocabulary is introduced through the lines of the dialog; Vocabulary is limited.
Students are given no grammar rules; grammatical points are taught through examples and drills.
A comparison between The Audio-Lingual Method and The Silent Way
The Audio-lingual Method
The teacher uses the target language and action, picture, and realia are used to give meaning otherwise. The language teacher introduces the dialog by modeling it two times; the teacher introduces the drills by modeling the correct answers; at the other times, the teacher corrects mispronunciation by modeling the proper sounds in the target language. The students repeat each line of the new dialog several times. Language learning is a process of habit formation. The more often something is repeated the stronger the habit and the greater the learning. vocabulary is limited. The students will learn vocabulary afterward. The students are given no grammar; grammatical points are taught through examples and drills.
The silent way
the teacher teaches something without say anything. The teacher should start with something the students already know and build from that to the unknown. The teacher uses gestures to show the students everything. Language is not learned by repeating after a model. The students need to develop their own ‘inner criteria’ for correctness –to trust and to be responsible for their own production in the target language.
NAMA : ASMAENI
The Audio-Lingual Method drills student in the use of grammatical sentence patterns.
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.
All of the teacher’s instructions are in English.
Sometimes, the teacher uses actions, pictures, or realia to convey meaning, but not one word of the students’ native language is uttered.
The teacher says, ‘Very good,’ when the students answer correctly.
New vocabulary is introduced through the lines of the dialog; Vocabulary is limited.
Students are given no grammar rules; grammatical points are taught through examples and drills.
A comparison between The Audio-Lingual Method and The Silent Way
The Audio-lingual Method
The teacher uses the target language and action, picture, and realia are used to give meaning otherwise. The language teacher introduces the dialog by modeling it two times; the teacher introduces the drills by modeling the correct answers; at the other times, the teacher corrects mispronunciation by modeling the proper sounds in the target language. The students repeat each line of the new dialog several times. Language learning is a process of habit formation. The more often something is repeated the stronger the habit and the greater the learning. vocabulary is limited. The students will learn vocabulary afterward. The students are given no grammar; grammatical points are taught through examples and drills.
The silent way
the teacher teaches something without say anything. The teacher should start with something the students already know and build from that to the unknown. The teacher uses gestures to show the students everything. Language is not learned by repeating after a model. The students need to develop their own ‘inner criteria’ for correctness –to trust and to be responsible for their own production in the target language.
NAMA : ASMAENI
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