The Suggestopedia Method

The Suggestopedia Method

 

Suggestopedia is a teaching method developed by the Bulgarian psychotherapist Georgi Lozanov. The method has been used in different fields of studies but mostly in the field of foreign language learning.

Lozanov says that by using this method one can teach languages approximately three to five times as quickly as conventional methods. However, it is not limited to the learning of languages, but language learning was found to be a process in which one can easily measure how much and how fast something is learned.

The theory applied positive suggestion in teaching when it was developed in the 1970s. However, as improved, it has focused more on “desuggestive learning” and now is often called “desuggestopedia.” Suggestopedia is used in six major foreign-language teaching methods known to language teaching experts (the oldest being the grammar translation method.) The name of Suggestopedia is from the words “suggestion” and “pedagogy. Many discussions and misunderstanding have caused this name because people connects the word "suggestion" to "hypnosis". There are many different definitions for the word "suggestion". When Dr. Lozanov chose this word, he was thinking about the English meaning: TO SUGGEST = TO OFFER, TO PROPOSE (BUT THE STUDENTS ARE FREE TO CHOOSE).

 

Lozanov's "Suggestopedia" is

 

Not Hypnosis

Lozanov, once a hypnotist himself, now strongly opposes against use of hypnosis. He has realized the danger of hypnosis and being hypnotized (Lozanov 1978). In the process of refining his own Suggestopedia with Evelina Gateva, he has removed all elements that may induce "hypnotical states" of mind.Lozanov defines hypnotic situation as being taken one's freedom and creativity away by a hypnotic dictator. Every teaching method that uses "order", "guidance", "Monotonous intonation" and "monotonous rhythm" may cause hypnotic states.

Not Superlearning

The authors of "Superlearning" have never been trained by Lozanov. The book was written with limited information acquired from a short observation of Lozanov's experimental research. Hence, there is a lot of misunderstandings in the book.

 

 

Not NLP (Neuro-Linguistic Programming)

Lozanov denies any kind of manipulation on ones personality, even if it would "program" however positive or optimistic way of thinking. Suggestopedia sees "programming" is a product of "dictation" and "manipulation" that, like hypnosis, inhibits freedom of personality.

Not using a reclining chair, or a sofa.

A Suggestopedia class uses a room with a central round table and ordinary chairs surrounding the table. It never uses reclining chairs to lay down students and make them listen to a teacher's voice. Such an activity may cause hypnotic states.

Not using "breathing exercise"

Lozanov has never introduced a breathing exercise in his Suggestopedia. Such an exercise may cause hypnotic states.

Not using "visualization exercise"

Lozanov calls such an exercise as "guided fantasy". He regards this kind of guided fantasy in which people are forced to visualize some image is a hypnosis.

Not using "alpha wave" enhance exercise

"Alpha wave" is not a special brain wave. It appears only by closing eyes. It is meaningless to create a monotonous or fixed brain wave for the learning. Such an exercise may cause hypnotic states.

Not using "slow baroque" music in the concert reading

Suggestopedia uses baroque music pieces in the second or "passive" concert session. However it never uses a "slow baroque" or a music piece written as "adagio". It is simply because Suggestopedia does not want students to fall asleep in the concert session. Rather, it uses faster and livelier pieces to stimulate a whole brain.

In the first or "active" concert session, it uses even more lively pieces of classical music. The music list includes a quite dramatic piece such as Beethoven's piano concerto No.5.

Not using rap music in the concert reading

Suggestopedia uses the power of the selected (scientifically proven) pieces of classical music because of its artistically harmonized colorful melody, rhythm, and emotion that stimulates all levels of mind as it changes from time to time. Music dominated by a monotonous rhythm and beat, such as rap music, may cause hypnotic states.

 

 

Not only a group of teaching techniques

Teaching techniques are meaningless if applied without full comprehension of the theory. For example, giving a set of concert reading sessions in the traditional setting language classroom doesn't work.

Not able to teach without a teacher

Suggestopedia uses a lot of emotion in the classroom to stimulate all levels of human "personality" that works in coordination of consciousness and paraconsciousness. Self study can never receive such a global stimuli.Not selling tapes, CDs, Videos, and bio-feedback devices or any mechanical materials as such Dr. Lozanov denies all the "mechanical" stimuli. Monotonous and meaningless stimuli generated by a machine that can cause hypnotic states.

Purpose and Theory

 

The intended purpose of Suggestopedia was to enhance learning by lowering the affective filter of learners.Lozanov claims in his website, Suggestology and Suggestopedy, that “suggestopedia is a system for liberation,” the liberation from the “preliminary negative concept regarding the difficulties in the process of learning” that is established throughout their life in the society. Desuggestopedia focuses more on liberation as Lozanov describes “desuggestive learning” as “free, without a mildest pressure, liberation of previously suggested programs to restrict intelligence and spontaneous acquisition of knowledge, skills and habits.” The method implements this by working not only on the conscious level of human mind but also on the subconscious level, the mind’s reserves. Since it works on the reserves in human mind and brain, which are said to have unlimited capacities, one can teach more than other method can teach in the same amount of time.

In Practice

 

Physical surroundings and atmosphere in classroom are the vital factors to make sure that "the students feel comfortable and confident”, and various techniques, including art and music, are used by the trained teachers. The lesson of Suggestopedia consisted of three phases at first: deciphering, concert session (memorization séance), and elaboration. Deciphering: The teacher introduces the grammar and lexis of the content. Concert session (active and passive): In the active session, the teacher reads the text at a normal speed, sometimes intoning some words, and the students follow. In the passive session, the students relax and listen to the teacher reading the text calmly. Music (“Pre-Classical”) is played background.

 

 

Elaboration: The students finish off what they have learned with dramas, songs, and games. Then it has developed into four phases as lots of experiments were done: introduction, concert session, elaboration, and production.

Introduction: The teacher teaches the material in “a playful manner” instead of analyzing lexis and grammar of the text in a directive manner.

Concert session (active and passive): In the active session, the teacher reads with intoning as selected music is played. Occasionally, the students read the text together with the teacher, and listen only to the music as the teacher pauses in particular moments. The passive session is done more calmly.

Elaboration: The students sing classical songs and play games while “the teacher acts more like a consultant

Production: The students spontaneously speak and interact in the target language without interruption or correction.

 

 

Teachers

Teachers should not act directive although this method is teacher-controlled but not students- controlled. For example, they should act as a real partner to the students, participating in the activities such as games and songs “naturally” and “genuinely.” In the concert session, they should fully include classical art into their behaviors. Although there are many techniques that the teachers use, the factors such as “communication in the spirit of love, respect for man as a human being, the specific humanitarian way of applying there ‘techniques’” etc. are crucial. The teachers need not only to know the techniques and theoretical information but also to understand the theory and to acquire the practical methodology completely because if they implement those techniques without complete understandings and acquisition, they could not provide learners successful results, or even could give a negative impact on their learning. Therefore the teacher has to be trained in the course that is taught by the certified trainers.

Here are the most important factors for teachers to acquire, described by Lozanov.

1. Covering a huge bulk of learning material.

2. Structuring the material in the suggestopaedic way; global-partial – partial-global, and global in the part – part in the global, related to the golden proportion.

3. As a professional, on one hand, and a personality, on the other hand, the teacher should be highly prestigious, reliable and credible.

 

4. The teacher should have, not play, a hundred percent of expectancy in positive results (because the teacher is already experienced even from the time of teacher training course).

5. The teacher should love his/her students (of course, not sentimentally but as human beings) and teach them with personal participation through games, songs, a classical type of arts and pleasure.

6. There are a few teachers and trainers all over the world who are certified in the newest development of Suggestopedia - Desuggestopedia. In Brazil there is one teacher certified by Dr. Lozanov - Paulo Negrete (http://www.lozanov.com.br), in the US - Lupe Escamila (http://www.parsomni.com) and a few others in Europe and one in Japan and Australia.

Method for Children (Preventive Suggestopedia)

The method for Adults includes long sessions without movement, and materials that are appropriate for adults. Children, however, get impacts from “the social suggestive norms” differently and their brains are more delicate than those of adults. Therefore, another method with different materials should be applied to children, which better matches their characteristics. Lessons for children are more incidental and short, preventing the children from the negative pedagogical suggestions of Society. It is important to tell the parents about the method and their roles because they could influence children both negatively and positively, depending on how they support the kids.

 

 

 

 

Getaran Alam di Cangkuang- Sukabumi

Getaran Alam di Cangkuang- Sukabumi

                                       

 

          Kami, penjelajah dunia meskipun baru Sukabumi dan Cipanas Banten yang kami jelajahi. Namun tak habis bibir ini mengucap syukur karna alam yang mempesona nan menawan.

Liburan semester lalu saya dan dua teman yang lain yaitu sophie dan Hesty menjajal kemampuan kami menaiki gunung cangkuang yang ada di daerah Cidahu-Sukabumi. Sungguh kami sangat menikmati perjalanan yang satu ini bagaimana tidak pemandangan yang disuguhkan oleh gunung cangkuang ini sangat pemanjakan mata kami bertiga. Selain pemandangan yang menawan kami juga sangat menikmati jalan yang terjal dan berkelok-kelok namun sungguh meskipun nafas kami tersengal-sengal karena medan jalan yang berat kami sangat enjoy,demi tujuan kami yaitu mendapat pengalaman yang lain dari pada yang lain. Di gunung cangkuang banyak terdapat air terjun yang sangat menakjubkan,kami mendaki gunung demi melihat pemandangan yang fantastis yaitu air terjun cangkuang.

Jika ada yang tertarik menaklukan gunung cangkuang kalian bisa mulai dengan membaca artikel ini sampai habis karena saya akan memberi sedikit informasi tentang rute perjalanan dan biaya masuk gunung cangkuang.

Jika anda yang berdomisili di Bekasi bisa dimulai dari sini :

-         Naik bis jurusan Sukabumi- Bekasi atau bisa Bogor- Bekasi

-         Jika di Bogor anda harus naik angkot hingga berkali-kali,pertama tujun di Terminal Baranangsiang,naik angkot 01 sampai sukasari, dari sukasari naik angkot jurusan Cicurug.

-         Naik bis sukabumi atau naik angkot jurusan cicurug dari sukasari dua-duanya sama turun di Pasar cicurug.

-         Dari pasar cicurug anda bisa langsung naik angkot jurusan cidahu,sampai terminal angkot cidahu,dari terminal cidahu anda bisa langsung minta untuk diantar sampai gerbang gunung cangkuang dengan biaya Rp.25.000,- masuk gunung cangkuang Rp.12.000,- termasuk asuransi kecelakaan dan lain-lain.

 

Selain air terjun disana terdapat Kawah Ratu,dan tempat pusat rehabilitasi jantung.

Untuk Kawah Ratu sendiri biasanya jarang dibuka untuk umum karena bahaya jika terjadi hujan Kawah bisa Beracun. Tidak jarang banyak terjadi orang hilang atau orang terkena racun dari kawah ratu tersebut.jika ingin ke kawah ratu sebaiknya menyewa tour guide agar aman dan dapat memberi pengarahan jika terjadi sesuatu.

Tapi kalau usul saya tanpa kekawah ratu pun tidak mengurangi semangat untuk memenuhi rasa penasaran demi air terjun dan udara yang bersih serta pemandangan yang menakjubkan.

Coba dan rasakan getaran yang akan anda rasakan saat menaiki gunung cangkuang yang spektakuler. Selamat Hiking guys....

 

Suggestopedia Method

Suggestopedia Method

Suggestopedia is a teaching method developed by the Bulgarian psychotherapist Georgi Lozanov. The method has been used in different fields of studies but mostly in the field of foreign language learning.

Lozanov says that by using this method one can teach languages approximately three to five times as quickly as conventional methods. However, it is not limited to the learning of languages, but language learning was found to be a process in which one can easily measure how much and how fast something is learned.

The theory applied positive suggestion in teaching when it was developed in the 1970s. However, as improved, it has focused more on “desuggestive learning” and now is often called “desuggestopedia.” Suggestopedia is used in six major foreign-language teaching methods known to language teaching experts (the oldest being the grammar translation method.) The name of Suggestopedia is from the words “suggestion” and “pedagogy. Many discussions and misunderstanding have caused this name because people connects the word "suggestion" to "hypnosis". There are many different definitions for the word "suggestion". When Dr. Lozanov chose this word, he was thinking about the English meaning: TO SUGGEST = TO OFFER, TO PROPOSE (BUT THE STUDENTS ARE FREE TO CHOOSE).

 

How to Teach using Suggestopedia

Traditional books cannot be used in a Suggestopedic class since they fail to present the content and grammar following the function of the human brain. The way they present information is not according to the real way the human brain processes information. The whole book has to be adapted to be used in a Suggestopedic class. It is hard work but the final results are worth it.

In Brazil, there is a teacher who developed a whole teacher training course to apply and use Suggestopedia using tradicional books. He teaches how to adapt and create a new Suggestopedic book to be used in Suggestopedic classes. The training also teaches the teachers how to conduct an intensive course in English or in any other foreign language using the newest development of Suggestopedia - Desuggestopedia.

Method for Children (Preventive Suggestopedia)

 

The method for Adults includes long sessions without movement, and materials that are appropriate for adults. Children, however, get impacts from “the social suggestive norms” differently and their brains are more delicate than those of adults. Therefore, another method with different materials should be applied to children, which better matches their characteristics. Lessons for children are more incidental and short, preventing the children from the negative pedagogical suggestions of Society. It is important to tell the parents about the method and their roles because they could influence children both negatively and positively, depending on how they support the kids.

 

Teachers

Teachers should not act directive although this method is teacher-controlled but not students- controlled. For example, they should act as a real partner to the students, participating in the activities such as games and songs “naturally” and “genuinely.” In the concert session, they should fully include classical art into their behaviors. Although there are many techniques that the teachers use, the factors such as “communication in the spirit of love, respect for man as a human being, the specific humanitarian way of applying there ‘techniques’” etc. are crucial. The teachers need not only to know the techniques and theoretical information but also to understand the theory and to acquire the practical methodology completely because if they implement those techniques without complete understandings and acquisition, they could not provide learners successful results, or even could give a negative impact on their learning. Therefore the teacher has to be trained in the course that is taught by the certified trainers.

Here are the most important factors for teachers to acquire, described by Lozanov.

1. Covering a huge bulk of learning material.

2. Structuring the material in the suggestopaedic way; global-partial – partial-global, and global in the part – part in the global, related to the golden proportion.

3. As a professional, on one hand, and a personality, on the other hand, the teacher should be highly prestigious, reliable and credible.

4. The teacher should have, not play, a hundred percent of expectancy in positive results (because the teacher is already experienced even from the time of teacher training course).

5. The teacher should love his/her students (of course, not sentimentally but as human beings) and teach them with personal participation through games, songs, a classical type of arts and pleasure.

6. There are a few teachers and trainers all over the world who are certified in the newest development of Suggestopedia - Desuggestopedia. In Brazil there is one teacher certified by Dr. Lozanov - Paulo Negrete (http://www.lozanov.com.br), in the US - Lupe Escamila (http://www.parsomni.com) and a few others in Europe and one in Japan and Australia.

References

^ a b c d e f g h i Lozanov, Georgi. Suggestology and Suggestopedy. http://lozanov.hit.bg/ 4/30/2006

^ a b Harmer, Jeremy. The Practice of English Language Teaching. 3rd Edition. Person Education Limited, 2001

^ a b c d Lozanov, Georgi. Suggestopaedia - Desggestive Teaching Communicative Method on the Level of the Hidden Reserves of the Human Mind. http://dr-lozanov.dir.bg/book/start_book.htm 4/30/2006

Negrete, Paulo, LOGOS LANGUAGE GROUP, São Paulo, Brazil - (http://www.lozanov.com.br)

Edelmann, Walter, Suggestgopädie/Superlearning, Heidelberg: Ansanger, 1998.

Harmer, Jeremy. The Practice of English Language Teaching. 4th Edition. Person Education Limited, 2007[1].

Lozanov, Georgi, Suggestology and Outlines of Suggestopedy, New York: Gordon & Breach 1978 (Translation of: Nauka i Iskustvi, Sofia 1971).

Meier, Josef, Mehr Freude und Erfolg beim Englischlernen mit innovativen Lern- und Mentaltechniken, München:IBS, 1999.

Noferini, Fabio:"Riflessioni sul diffuso scetticismo nei confronti del metodo suggestopedico e sui suoi antidoti", Educazione & Scuola, 2003 (http://www.edscuola.it/archivio/stranieri/scetticismo.htm)

Riedel, Katja, Persönlichkeitsentfaltung durch Suggestopädie, Hohengehren: Schneider, 1995.

Schiffler, Ludger, Suggestopädie und Superlearning - empirisch geprüft. Einführung und Weiterentwicklung für Schule und Erwachsenenbildung, Frankfurt am Main: Diesterweg, 1989.

Schiffler, Ludger, La Suggestopédie et le Superlearning - Mise à l'épreuve statistique, Paris: Didier Erudition, 1991.

Schiffler, Ludger: "Suggestopedic Methods and Applications", Philadelphia, Tokyo, Paris etc.: Gordon & Breach Science Publisher, 1992.

Schiffler, Ludger, Effektiver Fremdsprachen lehren und lernen - Beide Gehirnhälften aktivieren, Donauwörth: Auer, 2002.

Schiffler, Ludger, Interhemispheric Foreign Language Learning - Activating Both Sides of the Brain, online 2003 (732KB )(download available: http://www.ludger-schiffler.de).

The Audio-lingual method and The Silent Way

The Audio-lingual method

The Audio-Lingual method of teaching had its origins during World War II when it became known as the Army method. It is also called as Aural oral approach. Itis based on the structural view of language and the behaviorist theory of language learning.

The audiolingual approach to language teaching has a lot of similarities with the direct method. Both were considered as a reaction against the shortcomings of the Grammar Translation method, both reject the use of the mother tongue and both stress that speaking and listening competence preceded reading and writing competence. But there are also some differences. The direct method highlighted the teaching of vocabulary while the audiolingual approach focus on grammar drills

Structuralism

The structural view to language is the view behind the audio-lingual method. This approach focused on examining how the elements of language related to each other in the present, that is, ‘synchronically‘ rather than ‘diachronically‘. It was also argued that linguistic signs were composed of two parts, a signifier (the sound pattern of a word) and a signified (the concept or meaning of the word). The study of language aims at describing the performance ,the“parole” as it is the only observable part of language.

Behaviourism

Behaviorism is a philosophy of psychology based on the proposition that all things which organisms do — including acting, thinking and feeling—can and should be regarded as behaviors. It contends that leaning occurs through associations, habit formation and reinforcement. When the learner produces the desired behavior and is reinforced positively, it is likely that that behavior be emitted again.

The Audio-lingual method

The objective of the audiolingual method is accurate pronunciation and grammar, the ability to respond quickly and accurately in speech situations and knowledge of sufficient vocabulary to use with grammar patterns. Particular emphasis was laid on mastering the building blocks of language and learning the rules for combining them. It was believed that learning structure, or grammar was the starting point for the student. Here are some characteristics of the method:

• language learning is habit-formation,
• mistakes are bad and should be avoided, as they make bad habits,
• language skills are learned more effectively if they are presented orally first, then in written form,
• analogy is a better foundation for language learning than analysis,
• the meanings of words can be learned only in a linguistic and cultural context.

The main activities include reading aloud dialogues, repetitions of model sentences, and drilling. Key structures from the dialogue serve as the basis for pattern drills of different kinds. Lessons in the classroom focus on the correct imitation of the teacher by the students. Not only are the students expected to produce the correct output, but attention is also paid to correct pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given. It is taught inductively. Furthermore, the target language is the only language to be used in the classroom.

Advantages

• It aims at devoloping listening and speaking skills which is a step away from the Grammar translation method
• The use of visual aids has proven its effectiveness in vocabulary teaching.

Disadvantages

• The method is based on false assumptions about language. The study of language doesn’t amount to studying the “parole”, the observable data. Mastering a language relies on acquiring the rules underlying language performance. That is, the linguistic, sociolinguistic, and discource competences.
• The beaviorist approach to learning is now descridited. Many scholars have proven its weakness. Noam Chomsky ( “Chomsky, Noam (1959). “A Review of B. F. Skinner’s Verbal Behavior”) has written a strong criticism of the principles of the theory.

The Chomskyan criticism of the theories upon which the audiolingual method was founded led to an interest in not only the affective factors but also on the cognitive factors. While Community Language Learning, drawing from Carl Roger’s philosophy, focused on the importance of the affect, new methods were developed in the 70s to highlight the cognitive domain in language learning. The Silent Way is one of these innovative methods. In Fact, Caleb Gattegno, the founder of the Silent Way,devoted his thinking to the importance of problem solving approach in education.He contends that the method is costructivist and leads the learners to develop their own conceptual models of all the aspects of the language. The best way of achieving this is to help students to be experimental learners.

Features

The Silent Way is charaterized by its focus on discovery, creativity, problem solving and the use of acompanying materials. Richards and rodgers (1986:99) summerized the method into three major features.

1. Learning is facilitated if the learner discovers or creates. The Silent way belongs to the tradition of teaching that favors hypothetical mode of teaching (as opposed to expository mode of teaching) in which the teacher and the learner work cooperatively to reach the educational desired goals. (cf Bruner 1966.) The learner is not a bench bound listener but an active contributor to the learning process.
2. Learning is facilitated by accompanying (mediating) physical objects. The Silent Way uses colorful charts and rods (cuisinere rods) which are of varying length. They are used to introduce vocabulary ( colors, numbers, adjectives, verbs) and syntax (tense, comparatives, plurals, word order …)
3. Learning is facilitated by problem solving involving the material to be learned. This can be summarized by Benjamin Franklin’s words:
   “Tell me and I forget
   Teach me and I remember
   Involve me and I learn”
   A good silent way learner is a good problem solver. The teacher’s role resides only in giving minimum repitions and correction, remaining silent most of the times, leaving the learner strugGling to solve problems about the language and get a grasp of its mechanism.

Disadvantages

• The Silent Way is often criticised of being a harsh method. The learner works in isolation and communication is lacking badly in a Silent Way classroom.
• With minmum help on the part of the teacher, the Silent Way method may put the learning itself at stake.
• The material ( the rods and the charts) used in this method will certainly fail to introduce all aspects of language. Other materials will have to be introduced.

Advantages

• Learning through problem solving looks attractive especially because it fosters:
• creativity,
• discovery,
• increase in intelligent potency and
• long term memory.
• The indirect role of the teacher highlights the importance and the centrality of the learner who is reponsible in figuring out and testing the hypotheses about how language works. In other words teaching is subordinated to learning

References

Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, MA: Harvard University Press.

H. Douglas Brown (1987).Principles of language learning and teaching. Englewood Cliffs, New Jersey, Prentice Hall

Richards, Jack C. and Theodore S. Rodgers (1986). Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press

JJS Pengetahuan

JJS Pengetahuan....

Tahukah Kalian ternyata berpariwisata itu perlu,,nah sebelum terperosok lebih jauh tentang JJSnya,,kita mesti tau dulu neh apa sih yang dimaksud Pariwisata,kepariwisataan, dan perjalanan wisata,Mengapa kita perlu Berpariwisata,Serta dorongan apa saja yang mengharuskan seseorang berpariwisata.

Jadi JJS pengetahuan kita sekarang yaitu tentang Pariwisata:

(a).Pariwisata berarti perjalan keliling dari suatu tempat ke tempat lain

(b).Kepariwisataan adalah merupakan kegiatan jasa yang memanfaatkan kekayaan alam dan lingkungan hidup yang khas,seperti hasil budaya, peninggalan sejarah,pemandangan alam yang indah dan iklim yang nyaman.

(c).Perjalan wisata adalah pariawatan keliling yang memakan waktu lebih dari tiga hari,yang dilakukan sendiri maupun diatur oleh biro perjalanan umum dengan meninjau beberapa kota atau tempat baik dalam maupun luar negeri.

Nah,,kenapa kita perlu berpariwisata, itu karena kita sebagai manusia selalu memiliki dorongan untuk mengetahui sesuatu yang menarik disekitar kita, berpariwisata bisa menjadi alternatif mencari pengetahuan, selain menghilangkan stress ditengah kesibukan berpariwisata juga bisa untuk ketenangan diri dan pikiran.

Lalu dorongan apalagi yang memungkinkan manusia atau seseorang untuk melakukan perjalanan wisata,ini dia yang penting kita ketahui :

motivasi pendorong seseorang antara lain :

1.Dorongan kebutuhan untuk berlibur dan ber-rekreasi

2.Dorongan kebutuhan pendidikan dan penelitian

3.Dorongan kebutuhan keagamaan

4.Dorongan kebutuhan kesehatan

5.Dorongan atas minat terhadap kebudayaan dan kesenian

6.Dorongan kepentingan hubungan keluarga

7.Dorongan kepentingan keamanan

8.Dorongan kepentingan politik.

Jadi,ternyata berpariwisata bukan hanya untuk ketenangan pikiran tapi juga ada banyak dorongan-doronagan lain yang mengharuskan kita melakukan perjalanan wisata.

Summarize The Direct Method

THE DIRECT METHOD

Direct Method: Sometimes also called natural method, is a method for teaching foreign languages that refrains from using the learners'''' native language and just uses the target language. It was established in Germany and France around 1900. Characteristic features of the direct method are
· teaching vocabulary through pantomiming, realia and other visuals
· teaching grammar by using an inductive approach ·

centrality of spoken language (including a native-like pronunciation)
· focus on question- answer patterns
· Teacher-centeredness

Principles

1) Classroom instructions are conducted exclusively in the target language.
2) Only EVERYDAY VOCABULARY and sentences are taught. (The language is made real)
3) Oral communication skills are built up in a carefully graded progression organized around question- and-answer exchanges between teachers and students in small, intensive classes.
4) Grammar is taught INDUCTIVELY.
5) New teaching points are introduced orally.
6) Concrete vocabulary is taught through demonstration, objects, and pic­tures; abstract vocabulary is taught by association of ideas.
7) Both SPEECH and LISTENING comprehensions are taught.
8) Correct pronunciation and grammar are emphasized.

Historical context

The direct method was an answer to the dissatisfaction with the older grammar translation method, which teaches students grammar and vocabulary through direct translations and thus focuses on the written language.

There was an attempt to set up conditions that imitate mother tongue acquisition, which is why the beginnings of these attempts were called the natural method. At the turn of the 18th and 19th centuries, Sauveur and Franke proposed that language teaching should be undertaken within the target-language system, which was the first stimulus for the rise of the direct method.

The audio-lingual method was developed in an attempt to address some of the perceived weaknesses of the direct method.

Disadvantages of Direct Method

1 Major fallacy of Direct Method was belief that second language should be learned in way in which first language was acquired - by total immersion technique. But obviously far less time and opportunity in schools, compared with small child learning his mother tongue.

2 Is first language learning process really applicable to second foreign language learning at later stage

First language learning is essential part of child's total growth of awareness of world around him. He starts off with blank sheet, then starts collecting/selecting organising the experience of a totally new world, perceived through his senses, by formulating a variety of pre-verbal concepts.

Subsequently part of the process of learning how to live is the acquisition of skills to verbalise his desires and aversions and to label his concepts, so as to make living more sufficient and secure.

Effectiveness of these verbalising skills depends on maturation level of the child / on type of environment on intelligence.

Language is part of an intrinsic process through which child learns to recognise/ deal with new situations.

3 Compare learning of second language

· At 11 years of age, child is not interested in recognition of new living situations, child has normally learned the basic concepts and can handle situations for ordinary living purposes. So as far as 'learning to live' is concerned, no similarities between two processes of learning. (not the case for immigrant children - they need to learn English for survival purposes - therefore motivating force is totally different).

· Older child has already at his disposal a first language, which is securely fixed to the universe of things; (s)he is equipped with this advantage; first language learner does not have this.

· Older child is more mature and it would seem nonsensical to imitate first language learning processes totally for learning additional language. (think of contact hours needed) this is argument for using MT (anti Direct Method).

· What does foreign language learner wish to know first?
to know the FL equivalent of MT sentences/ words used in hitherto familiar situations.

· To learn how to handle certain known/ recurring situations through the medium of the FL. He doesn't wish to handle completely new situations in FL terms.

4 The Direct Method rejects use of the printed word - but this objection is illogical since second language learner has already mastered his reading skills.

Does printed word interfere with FL pronunciation? -In fact experiments show that the printed word is of real help to consolidate the FL and actually reinforces retention (ef 'Je ma pel') - leaves mental imprint, image of shape of word.

5 Later disciples of Direct Method took it to extremes and refused to speak a single word of English in lessons. To avoid translating new words, they searched for an association between new words and the idea it stood for: 'Voilà un livre, voici une craie'. Extreme Direct Methodists had cupboards full of realia. Explanations became cumbersome and time-consuming. (Definition type explanations UN meunier est UN homme qui travaille dans UN moulin' / 'court est le contraire de long'). Teachers would be jumping over desks flapping fins, rather than say that the English for 'saumon' is 'salmon'. Concepts like cependant'/ 'néanmoins' - obviously need immediate translation!

6 Successful teacher of the Direct Method needed competence in his language / stamina/ energy/ imagination/ ability and time to create own materials and courses - beyond capacity of all but gifted few.

"The method by its very nature presupposes a teacher of immense vitality, of robust health, one endowed with real fluency in the modern language he teaches. He must be resourceful in the way of gesture and tricks of facial expression, able to sketch rapidly on the board and in the language teaching day, he must be proof against linguistic fatigue".

7 Also Direct Methodists failed to grade and structure their materials adequately - no selection, grading or controlled presentation of vocabulary and structures. Plunged pupils into flood of living language - quite bewildering for pupils.

However, many teachers did modify the Direct Method to meet practical requirements of own schools, implemented main principles, i.e teaching through oral practice and banning all translation into target language. Obviously compromise was needed.

Direct method did pave the way for more communicative, oral based approach, and as such represented an important step forward in the history of language teaching.

Comparison of first and second-language learning processes (Language Teaching and the Bilingual Method, CJ Dodson, Pitman Publishing 1967,ISBN 0 273 31665 6)

If first and second-language learning processes are compared, the following pattern emerges-

First-language learner 1. He has no command of another language before learning the target language 2 He is neurologically immature, thus his mother tongue is not fixed 3. He learns to recognise and cope with reality through the target language 4. He requires a high contact-frequency with the target language to learn that all things have names 5 He requires a high contact-frequency with the target language to recognise the meaning of sounds representing the names of things, because he is neurologically immature because his range of experience with the outside world is limited and as he has no knowledge of the equivalent meaning of sounds from another language for the same things 6. He requires a high contact-frequency to establish integration of mother-tongue sounds with things

Second-language learner 1. He has command of another language before learning the target language 2. He is neurologically mature,thus his mother tongue is fixed 3. He learns to recognise and cope with reality through the mother tongue, not the target language 4. He already knows that all things have names 5. He has already experienced the process, involving high contact-frequency and maturation, of recognising the meaning of sounds representing the names of things in his mother tongue. As he is now neurologically mature, he need not be subjected a second time to the same process in the new target language merely to recognise the equivalent meaning of target-language sounds for the same things. (Recognition of the sound representing the thing should not be confused With the integration of the sound with the thing, set 6 He has already established integration of mother-tongue sounds with things, but requires high contact-frequency to establish new integration of target-language sounds with the same things