“Use of Suggestopedia as an Innovative Strategy for promoting Effective Reading Comprehension abilities in English at the ESL level” An Experimental Study

*Kuncham Venkanna Senior Research Fellow in English, The English & Foreign Languages’ University, Hyderabad **Ann Glory P.S M.A. (English), M.Ed. Hyderabad India

ABSTRACT The main aim of language learning and teaching, in the modern world, is helping learners to learn and improving the processes of learning. One of the techniques of language teaching, which is an outcome of the Communicative Language teaching (CLT), is Suggestopedia. The present article aims to find out the effectiveness of Suggestopedia as an innovative strategy for enhancing reading comprehension abilities and for promoting effective classroom practices in an ESL context. The article first lists out the major features of the strategy. It discusses the role of the strategy for effective language teaching in an ESL/EFL context. The article presents review of related literature such as concepts, theories and framework for the study in the next part of the article. This study first presents general reading comprehension abilities of ESL learners through a pre-test. Later, the paper lists out the impact of the strategy for enhancing reading comprehension abilities of ESL learners through an intervention. The results are analyzed, interpreted and discussed by employing appropriate statistical measures. Finally, the findings of the present study and suggestions for the further research are presented.

KEY WORDS: Suggestopaedia, Reading comprehension abilities, classroom processes, and ESL context.

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Introduction In the twenty first century, English in the ESL/EFL context has become a global language. The demands made on the users of English in these contexts today are so diverse and focus on learning how to learn. Additionally, teaching and learning of English in this context is seen as integrative, experiential, and developmental process for promoting banking education. As a result, there is a transformation towards methodology and procedures adopted for effective classroom processes. And, a reflection of these processes should be focused to have a holistic understanding to adapt an approach in accordance with a local, contextual factor, while at the same time, being guided by a number of 'macro-strategies' and “rather than subscribe to single set of procedures (Kumaravadivelu, 1994)”. A language teacher as a facilitator, it is important to understand various strategies and practices for 'maximize learning opportunities 'and' promote learner autonomy'(Kumaravadivelu, 1994). One such innovative strategy is Suggestopedia, which is humanistic in nature, and views learners from global and holistic perspectives. This strategy, particularly, emphasizes the affective aspects of learner and learning situation in an effort to decrease psychological barriers such as tension, anxiety, fear, frustration, inhibition, boredom, and other factors. This innovative technique of Communicative Language Teaching has been applied and the studies (Lozanov, 1982: 29), reciprocal teaching (Rosenshine, 1996: 56) and KWL (Know, Want to Know, Learned) (Ogle, 1986: 39) indicate that it was successful for effective language teaching and learning in the ESL contexts. Description of the broad area: Suggestopedia is a teaching strategy which is based on a modern understanding of how the human brain works and how we learn most effectively. It was developed by the Bulgarian doctor and psychotherapist Georgi Lozanov who believes that Learning is a matter of attitude, not aptitude. The term 'Suggestopedia', derived from suggestion and pedagogy, is often used loosely to refer to similar accelerated learning approaches. It was originally applied mainly in foreign language teaching, and it is often claimed that it can teach languages approximately three times as quickly as conventional methods. It is a set of learning recommendations derived from Suggestology, which Lozanov describes as “a science … concerned with systematic study of the non-rational and/or non-conscience influences” that human beings are constantly responding to. It also draws insights from both yoga and the Soviet psychology. It, from yoga, draws the importance of relaxation of mind for maximum retention of material. And, from Soviet psychology, the idea “all

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students can be taught the given subject matter at the same level of skill” is drawn (Richards J.C. and Rodgers T.S., 1986). It, an innovative strategy of ESL/EFL language teaching and learning, helps learners eliminate psychological barriers to learning. The learning environment is relaxed and subdued, with low lighting and soft music in the background where the students just relax and listen to them being read and later playfully practice language during an “activation” phase. The effect of this way, the students might feel relax in reading because they do not feel under pressure to learn in the classroom. When the source of text is narrative, the students might enjoy reading the text by having a comfortable classroom setting by hearing the back sound music related to the story and the interesting activity during the reading class (Lozanov, 1982: 32). Three treatments which become a source of this innovative strategy such as– music, relaxation and suggestion – are defined as follows (Lozanov, 1982: 32): a) Music: Background music (Baroque / Classical music) b) Relaxation: Progressive Muscular Relaxation exercises were conducted for 5 minutes at the beginning of the lesson suggested by Davis, Eshelman and McKay (1995). c) Suggestion: one direct verbal suggestion (e.g. “Learning will be easy for you today”, Schuster and Gritton, 1986). Suggestopedia adopts the following four main stages as follows (Lozanov, 1982: 32): a) Presentation: A preparatory stage in which students are helped to relax and move into a positive frame of mind, with the feeling that the learning is going to be easy and fun. b) First Concert - "Active Concert": This involves the active presentation of the material to be learnt. c) Second Concert - "Passive Review": The students are now invited to relax and listen to some Baroque music, with the text being read very quietly in the background to bring students into the optimum mental state for the effortless acquisition of the target language. d) Practice: The use of games, puzzles, etc. to review and consolidate learning during the classroom process. Key Elements of Suggestopedia According to Stevic (1980: 112) and Jack C. Richards and Theodore S. Rodgers (1986), some of the key elements of Suggestopedia include:

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 a rich sensory learning environment is needed because the students might feel better when the teacher include several pictures, statues and even flowers in the classroom setting.  a positive expectation of success  the use of a varied range of strategies: dramatized texts, music, active participation in songs and games, etc.  the suggested background music should be adopted according to the theme of the lesson taught.  The use of supplementary texts for making language learning interesting and meaningful is by.  The themes, environment, objects, and stories focused in the textbook may take learners to an imaginary world.  Instead of relying upon the child imagination totally, suggestions can be provided by way of images, music etc.  the use of music to get students sit back and relax and to enhance the power of mind..  The teacher plays a central role and s/he is the source of all information. Rationale of the study In Hawkins’s view “learning collaboratively helps perform better through independent understanding and also with others precedes and shapes development”. Acquisition may occur in the second/foreign language classroom transaction when communication is emphasized through discourses (dialogues, role-play, play of music, setting, etc), through focused input and focused practice (Krashen, 1982). According to Stenhouse, Tharu, and et al, the classroom processes have to be meaningful, flexible, adaptable and relevant rather than doing step 1 and step 2 and step.3, etc. Additionally, the classroom (transactional) processes should bring about changes in learners, and help learners with the process of how to learn (Rogers, C. 1983). Like Community Language Learning and the Silent Way Method, Suggestopedia is an innovative method that promises great effective language learning results and by using this strategy one can teach languages approximately three to five times as quickly as conventional methods (Lozanov). Hence the use of suggestopedic techniques can initiate higher success and greater productivity in language learning process. by emphasizing both mental and physical relaxation, and making learning a joyful experience. An experienced professional language teacher always adopts an eclectic approach that selects from all www.ijellh.com 131

techniques and applies the most appropriate strategies based on learner’s specific objectives, learning styles and contexts. Therefore the purpose of the present study is to assess the effectiveness of Suggestopedia on the reading comprehension abilities in English at secondary level. Objectives of the study: The following are the few objectives of the present study. They are: 1. to enhance Reading comprehension levels of English at secondary level. 2. to enhance learners’ language abilities in English at secondary level. 3. to enhance effective performance levels in English at the secondary level. 4. to enhance effective classroom processes at the secondary level. Research questions 1. Does the use of the Suggestopedia enhance higher reading comprehension abilities at the ESL context? 2. Does the use of the Suggestopedia enhance learners’ language abilities at the ESL context? 3. Does the use of the Suggestopedia enhance performance levels at the ESL context? 4. Does the use of the Suggestopedia enhance effective classroom processes at the ESL context? Hypotheses 1. There is a significant impact of the use of Suggestopedia on reading comprehension levels in English at secondary level. 2. There is a significant impact of the use of Suggestopedia on learners’ language ability in English at secondary level. 3. There is a significant impact of performance levels after the post-test at the secondary level by using Suggestopedia. 4. There is a significant difference in the classroom processes after the post-test at the secondary level by using Suggestopedia. Literature review Study: I Source Issues tested Subjec Task Findings ts

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Sity Structural forty the SOLOM 1. the significant increase Djuhariah, parallels Germa (Student Oral from the average score of Clarry Sada, between n Language reading comprehension Dewi music and studen Observation Matrix, within the two cycles Novita, language; ts Dept of Edn, 1981); (cycle 1 and 2); (2012) • ways in the Yopp-Singer 2. the achievement score which music Test of Phoneme was 63 for cycle 1 and 86 impacts the Segmentation, 1995; for cycle 2 affective and the DRA 3. Suggestopedia method state; and (Developmental can improve the students’ • the cognitive Reading reading comprehension processing of Assessment, by of narrative text in music and Beamer, 1997) teaching and learning language. twice a month process, particularly on the aspect of finding the main ideas (moral value) Study: II Rama The Effect of Grade Reading 1. a significant Sujaya Background Music Eight comprehension test difference in ( 2013) and Gender SMP in the form of reading Differences on Negeri 4 multiple choice; comprehension Students’ Reading Denpasa between the Comprehension r two statistical students who were methods are treated by using descriptive and background music inferential and the students statistics. who were not treated by using background music. 2. a significant difference in reading comprehension between female

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and male students 3. a significant interaction between the background music and gender differences towards the students’ reading comprehension. 4. a significant difference between female students who were treated by using background music and female students who were not treated by using background music in their reading comprehension. 5. no significant difference between male students (treated by using background music) and male students (not treated by using background music) in their reading comprehension. www.ijellh.com 134

Study-III

Nopiyanti Teaching English Eleven quantitative method mean score of pretest MS speaking using (11) pre-experimental was 71.80, mean Suggestopedia fourth design with one score of posttest was method grade group pretest and 85.81, the t observed students posttest design; was 3.53 and the t of pretest and posttest table with degree of Sekolah freedom (df)10 and Mutiara level significance at Nusanta 5% was 1.81.; ra Teaching English Speaking Using Suggestopedia Method was effective to improve students’ ability in speaking Study- IV

correlations 34 a vocabulary test in significant correlation Douglas and between musical female the pretest, posttest between rhythm Willatts abilities and students and delayed performance and both (1994) reading enrolled posttest. reading and spelling; achievement by at Abrar overall significant measuring English It consisted of 30 improvement in vocabulary, institute multiple-choice reading was apparent reading, and in items which was in students exposed to spelling as well as Gorgan, chosen from the music compared to some musical skills Iran book back pack 2 the control group; music instruction can lead to an improvement in reading

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Study: V

De Groot the effects of three Sixty- learning concepts differences between (2006) stimulus variables four L1- for six times; memory and background FL pairs followed by a recall representations of L1 music on paired- test after the words; associate learning second, fourth, and differences in the of foreign language sixth learning phonological coding (FL) vocabulary. round. enabled by the FL words; and individual learner differences.

more FL words were learned in the music condition than in the silent condition.

Study: VI

The Effect of two A passage with an Performance on Nasser Classical Music on groups interesting topic reading Rashidi the Reading of male (i.e. The Race of comprehension tests (2011) Comprehension of EFL Man) is chosen significantly improved when Iranian Students learners from MAN AND HIS background music age (17- WORLD by Patricia was playing; 21), Milgrim. It includes 58% of the 245 8th Each 20 multiple-test and 9th graders taking group items. part in the study consists showed an increase in of 30 a DVD-player to scores on the Nelson students broadcast the silent reading tests. same music (Mozart) at

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level of 50 decibel or dBA proficie ncy ; studying at the Adult's High- interme diate 3

Review of studies: Reading Comprehension- Operational definition Reading is the process of constructing meaning through the dynamic interaction among the reader's existing knowledge, the information suggested by the written language, and the context of the reading situation (Wixson and Peters, 1984). A conceptualization of reading, as an interactive process in which the reader brings to the task a wealth of knowledge and experiences, involves a process of recognizing both the linguistic symbols such as words, phrases and sentences and receiving the central idea of a text or a paragraph (West M, 1953). Reading involves the identification and recognition of printed or written symbols to build up meaning through past experience and further the construction of new meaning are organized within thought processes (Miles and Collogue in Marrioti and Homan, 2005: 27). Comprehension is the act or action of grasping an idea with the intellect understanding.” In this theory, reading can be meaningful if the students can comprehend the text well (Richards, Plat and Webber 2001: 46). Reading comprehension involves interpreting text and constructing meaning in light of this background knowledge, and within a social context that helps to determine the readers' goals, purposes, and expectations. The purposes of reading comprehension as follows (Shaw in Marrioti and Homan): • to gain and understand accurate information and ideas, • to recognize organization and style, • to interpret what is real in the term of personal experience and • to analyze and evaluate.

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There are four levels of comprehension in order to have depth and analysis of understanding (Smith in Westwood, 2001) and Berry, 2005), they are: 1. Literal level: At this level the basic facts are understood. The questions can be answered by reading the text at glance, because the answers directly stated in the text. 2. Inferential level: At this level the reader is able to go beyond what is written on the page and add meaning or draw conclusions. The questions could be answered if the reader understands the whole text well. The answers are not stated directly in the text, but they are often implied in the text. 3. Critical level: At this level the reader assesses the good sense of what he or she is reading, its clarity, accuracy and any apparent exaggeration or bias. 4. Creative level: At this level the reader can take information or ideas from what has been read and develop new ideas from them. This level stimulates readers to have new and original thinking. Methodology The data of the study were analyzed by using Experimental Research Method. This research used qualitative and quantitative pre- experimental design. The experimental study is used to find the cause and effect relationship between variables. It was adopted to measure the difference in performance in pre-test and post-test contexts which would help in understanding effective use of Suggestopaedia of teaching English language at the ESL context. Variables of the Study: Independent variable: the use of Suggestopedia Dependent variable: Reading Comprehension abilities, Learners’ language abilities, Performance levels and classroom processes. Target group and sub-sampling: The populations of this study were students of Rockwoods High School, located at Domalguda in Hyderabad. The participants included in this study were the secondary school students of Rockwoods High School and the same population of Secondary School students (40) was included in both pre test and post test. The same sample was used for both pre-test and post-test with different tasks. The study was conducted at. This school (Rockwoods High School) was taken up for the study as it provided an opportunity to conduct the study and to collect pre-test and post-test data relevant to the researchers.

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Research Design The design of the study used one group pretest and posttest design. (Hatch and Farhadi, 1982:19) stated, the research is pre-experimental design. This study is undertaken “to assess the impact of using Suggestopedia on the reading comprehension abilities in English at Secondary school level.” The pre-experimental research method is adopted to carry out the study. The data was collected from Rockwoods High School Domalguda, Hyderabad. The sample size of the study is forty (40) it is a one group pre-test and post- test for ninth class students. The basis for the study was a couple of sessions conducted wherein two different English prose text lessons were taken for ninth class students. First the pre-test task was taught with normal class teaching. After the class, a test was administered and evaluated. Second for the posttest another prose lesson was taught using Suggestopedia method with back ground music, exercise and suggestions and a test was administered to evaluate the Reading Comprehension abilities of the secondary school level students. Procedures for data collection: The study was divided into two phases i.e. pre-test and post-test. In the first phase, the researcher gave the text from the prose lesson and taught them. At the end of the three sessions of (each 45 minutes), data was collected in the form of test to check their Reading Comprehension abilities in English and learners’ language abilities. In the second phase, Suggestopedia method was applied using background music, relaxation exercises, suggestions and one prose text. After teaching another prose lesson for three more sessions, another test was administered to check the intended objectives of the study. The session turned out to be quite an interactive session where active participation from the students was observed. After the treatment in the second session the next day was the third session again the background music was played while they were reading the text, and relaxation exercises was conducted, positive suggestions were given. At the end of the third session a post-test was conducted, the students were given the task with the four (4) multiple choice questions (see appendix) to examine their Reading comprehension abilities, language abilities, and performance levels. Task used for the study: Based on the levels of comprehension, the researcher designed a test to measure the level of comprehension because in the text, the students are expected to understand the content of the text, to judge the value or find the moral value of the story. A narrative text is organized by using story grammar. Story grammar is the knowledge of how stories are

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organized with the beginning of the story containing the setting, characters, and character problems. The middle of the narrative is organized around the plot. The plot includes a series of episodes that are written by author to hold our attention and build excitement as the story progresses. The plot contains an initiating event, the event that tells the main character on the series of events to solve the problem. The excitement builds until the climax, the high point in the story where the problem is solved. In this study, the researchers used Suggestopedia for improving the students’ reading comprehension through a narrative text. For the data collection a questionnaire with four multiple choice questions for the pre-test and post-test, it consists of 30 questions out of which 14 questions were testing the level of understanding the text and testing the language ability and 16 questions were on the reading comprehension. Data Interpretation and Analysis: For the present study the researchers have selected reading comprehension passages, two tests on the prose texts (for the pretest task and post-test task), a questionnaire to the teachers as the tool to gather data. The researchers prepared two reading comprehension tasks based on lessons taught (see appendix) for the present study. A checklist is designed to the in-service teachers at the ESL level in order to find out effective processes of teaching and learning. The data of this study were analyzed using experimental method. After the data were collected, the data were analyzed by following steps: first, the main data obtained from the pre-test and post-test were identified and analyzed. Second the researcher evaluated the results of pre-test and post-test undertaken by the students. Third, the researcher found out the students level of reading comprehension. Fourth, the researchers found out the students performance in the classroom. The last, the researcher found out the students mean scores. The mean scores showed the level of improvement achieved by the students after following teaching and learning process through the implementation of Suggestopedia. At the same time t- test score was also calculated to understand the significant difference in language learning and abilities of reading comprehension and performance levels in English of secondary school students. A checklist was administered with two point scale (Yes/No) to the in-service teachers at the ESL level in order to find out effective classroom processes of teaching and learning English.

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Statistical Approach And Analysis The data collected formed a basis for analysis using t-test as it was a paired sample of one group. Mean (m) and Standard Deviation (SD) are used to interpret and compare the difference both in individual and overall perfromance in English language after the application of Suggestopedia. The use of t-test helped in understanding the difference between the pre-test and post-test and difference in various components of English language as it compares the performance of the group with a known scale of evaluation. The interpretation at the end of each table provides inferential analysis of the statistics and provides valid arguments for accepting or rejecting the said hypothesis. Hypothesis: I  Research Hypothesis: There is a significant difference in the performance levels of pre-test and post-test in English at the secondary level by using Suggestopedia.  Null Hypothesis: There is no significant difference in the performance levels of pre- test and post-test in English at the secondary level by using Suggestopedia.

Table I: Comparison of Pre-test and Post-test

N Mean Standard Deviation t-Score Level of Significance Pre-test 40 19.2250 2.92195 13.96 0.05 Post-test 40 26.1000 2.36209

df = 39 , t value = 2.02

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Interpretation:  There is a significant difference in the performance levels of post-test of Suggestopedia which is indicated by the Mean (m=19.2250>m=26.1000).  The Standard Deviation of the pre-test is higher than the Standard Deviation of post- test the variation of the standard deviation is (SD) =2.92195 > SD=2.36209  The obtained t-value is (13.96 at df = 39) greater than the table value (2.02) at 0.05 level of significance therefore the null hypothesis is rejected. And the research hypothesis “there is a significant difference in the performance levels of pre-test and post-test in English at the secondary level by using Suggestopedia is accepted”. Hypothesis: II  Research Hypothesis: There is a significant impact of the use of Suggestopedia on reading comprehension abilities in English.  Null Hypothesis: There is no significant impact of the use of Suggestopedia on reading comprehension abilities in English. Table II: Comparison of Reading Comprehension abilities Pre-test and Post- test N Mean Standard Deviation t-Score Level of Significance Pre-test 40 10.0250 1.40489

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13.82 0.05 Post-test 40 13.4500 .67748

df = 39 , t value = 2.02

Interpretation:  There is a significant difference in the performance levels of post-test of Suggestopedia method which is indicated by the Mean(m=10.0250>m=13.4500).  The Standard Deviation of the pre-test is higher than the Standard Deviation of post- test the variation of the standard deviation (SD=1.40489>SD=.67748).  The obtained t-value is (13.82 at df = 39) is greater than the table value (2.02) at 0.05 level of significance. And therefore the null hypothesis is rejected. And the research hypothesis “there is a significant impact of Suggestopedia on reading comprehension levels of pre-test and post-test in English at the secondary level by using Suggestopedia is accepted”. Hypothesis: III  Research Hypothesis: There is a significant impact of the use of Suggestopedia on the proficiency levels of English.  Null Hypothesis: There is no significant impact of the use of Suggestopedia on the proficiency levels of English.

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Table III: Comparison of proficiency levels of Pre-test and Post-test N Mean Standard Deviation t-Score Level of Significance Pre-test 40 9.2000 2.22111 7.716 0.05 Post-test 40 12.6500 2.19030 df = 39 , t value = 2.02

Interpretation:  There is a significant difference in the performance levels of post-test of Suggestopedia method which is indicated by the Mean(m=9.2000>m=12.6500).  The Standard Deviation of the pre-test is higher than the Standard Deviation of post- test the variation of the standard deviation (SD=2.22111>SD=2.19030).  The obtained t-value is (7.716 at df = 39) is greater than the table value (2.02) at 0.05 level of significance therefore the null hypothesis is rejected. And the research hypothesis “there is a significant impact of the use of on the proficiency levels of English at the secondary level by using Suggestopedia is accepted”. Hypothesis: IV  Research Hypothesis: There is a significant difference in the classroom processes before the pre-test or after the post-test at the secondary level by using Suggestopedia.  Null Hypothesis: There is no significant difference in the classroom processes before pre-test or after the post-test at the secondary level by using Suggestopedia.

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Interpretation:  There is a significant difference in classroom processes after the post-test treatment because the learning environment was effective and interactive with the light music throughout the lesson.  When learners are placed in a relaxed atmosphere their concentration levels increases. Learners can concentrate more in the lesson which the teacher taught in the class and with music retention and recall levels increases. So, they performance levels are high in post-test than pre-test.  Hence it is concluded that classroom environment changes when the learners are placed in a relaxed atmosphere where their level of reading increases. Therefore the null hypothesis is rejected and research hypothesis “there is a significant difference in the classroom management after the post-test at the secondary school level by using Suggestopedia” is accepted.  There is a significant difference in classroom processes after the post-test treatment because the learning environment was effective and interactive with the light music throughout the lesson. Learners are placed in a relaxed atmosphere to concentrate. Overall Interpretation:  There is a significant impact of the use of Suggestopedia on reading comprehension abilities.

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 There is a significant impact of the use of Suggestopedia for enhancing learners’ language abilities in English.  There is a significant difference in the performance levels of pre-test and post-test in English at the secondary level by using Suggestopedia.  There is a significant difference in the classroom processes before the pre-test or after the post-test at the secondary level by using Suggestopedia. The results indicate that the use of Suggestopedia enhances reading comprehension abilities, learners’ language abilities and performances levels through effective classroom processes. And it is effective in comparison to any other innovative strategies at the school level. Hence in order to be at par with the local and global changes and to ensure effective teaching and learning, teachers need to be abreast with the post-modern strategies such as Task based language teaching, bottom-up process of teaching learning, Learner-centeredness, teacher as a classroom researcher to yield best results. Findings and discussion: Based on the results of the study, the researchers try to conclude some findings. They are:  The results of this study show that the use of Suggestopedia could improve reading comprehension abilities at the ESL context effectively. The mean of post-test (26.10) is greater than the mean of pretest (19.22) indicates that it helps learners improve interest, confidence, and performance levels in English at ESL contexts. The difference between the two means (pre-test and post-test) is significant, as shown by the t-observed value (13.96) is higher than the t-critical value (2.02).  The use of Suggestopedia method in teaching reading comprehension can influence both students and the teacher o The students enjoy teaching and learning activities given by the teacher because the setting of the classroom made them feel comfortable. o The suggested use of music and dramatized texts help them concentrate and students will experience sensation of controlled relaxation. o The results also directly indicate that the use of suggestopaedia removes most of the psychological barriers of learners and instill in them the qualities of achievement motivation, interest towards the classroom processes, and for active participation for better teaching learning. o The results indicate that applying Suggestopedia method to teach reading comprehension in English to secondary school students does bring about a positive change in learners.

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o The results show that rather than sticking to a particular method of teaching which might not yield much results, it is better to switch between different methods as and when required to maximize the learning and produce better results. o The results show that rather than sticking to a particular method of teaching which might not yield much results, it is better to adopt different innovative strategies to maximize learning processes and to enhance learners participation. Suggestions The following are a few suggestions for using Suggestopedia at the ESL/EFL contexts: o The teacher must have a good preparation in selecting the text material for the students o The background music that used in this method must be in soft instrumental music like Baroque music, Classical music o Reading comprehension is a process that needs more time in which the students can practice their reading with their partners more. o The teacher should be creative in creating the classroom atmosphere and using the media to attract student’s interest in learning the language. o It is highly suggested to other English teachers to use background music in reading comprehension activity. o The inclusion of innovative strategies should be included both in Pre and In-service teacher education programmes in order to enhance both learner and teacher autonomy for effective classroom processes. o The inclusion of innovative strategies (Suggestopaedia) should be included both in Pre and In-service teacher education programmes in order to achieve both cognitive and affective development of learners. o The use of Suggestopaedia and other innovative strategies help teachers become classroom researchers by understanding the needs of learners and support for learners’ language development. Conclusion: For improving qualitative standards, the teachers who are the actual practitioners have a greater role in it. The ultimate success of any classroom learning depends crucially on the effectiveness of the teacher and his/her abilities to handle various strategies for effective teaching and learning. It is the teacher who provides the important link between the students and the curriculum. A class teacher often comes across some typical situations that upset his/her peace of mind and hinder the smooth progress of the transactions in the school.

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Hence, the entire classroom transaction is affected by the teacher behavior, learner performance, or the classroom atmosphere in the class. Every teacher in any class irrespective of the subjects at the school level, s/he runs across a few problems during the classroom transaction. It is very important to any teacher to be aware of the common existing problems in the classroom so that, s/he can solve those problems by adopting innovative strategies. Hence in order to be at par with the changes and to ensure quality education is imparted, teachers need to be abreast with the new method, approaches, techniques of teaching and should be applying them whenever required to yield best results. Limitations: The results though indicated positive changes are subject to limitations. The research was carried out on ninth grade students. The study in general is an indicative of the learning curve of secondary school students who are taught using English as a medium of instruction. The study was conducted over a limited period where it did not provide ample time to study student’s performance over a period of time. Additionally, the study is limited to assess the impact of using Suggestopedia on the reading comprehension levels in English at Secondary level.

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References: 1. Berry, James. (2005). Levels of Reading Comprehension. Viewed 27 july 2011, available at: http;//www.sc4.edu. 2. Berry, James. (2005). Levels of Reading Comprehension. Viewed 27 july 2011, available at: http;//www.sc4.edu. 3. Brown,H. Douglas. 1994. Teaching by Principles: An Interactive Approach to Language Pedagogy.San Francisco: Prentice-Hall, Inc. 4. Douglas Brown (1987). Principles of language learning and teaching. Englewood Cliffs, New Jersey, Prentice Hall 5. Harmer, Jeremy. 2001 The Practice of English Language Teaching. 3rd Edition. Person Education Limited, 6. Lozanov, G. 2005, Suggestopaedia – Desuggestive Learning; Saint Kliment Ohridski University. Publishing House 7. Lozanov, G. 1978, Suggestology and Outline of Suggestopedia, Gordon and Breach, New York, London, Paris 8. Lozanov, G. 1982. Suggestology and Suggestopedia, New York 9. Lozanov, Georgi. Suggestology and Suggestopedy. http://lozanov.hit.bg/ 4/30/2006 10. Mohanraj S. (2014) B.Ed: Methods of Teaching English. Telugu akademi. 11. Richards, J.C. and Rodgers, T.S. (2001). Approaches and Methods in Language Teaching (2nd ed.). Cambridge: Cambridge University Press 12. Richards, Jack C. and Theodore S. Rodgers (1986). Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press 13. Westwood, Peter. (2001). Reading and Learning Difficulties. Victoria: Acer Press. 14. Other sources: Wikipedia – Suggestopedia 15. http://ctsp.tamu.edu/videos/videos07/toolbox/accommodations/Classroom%20Manag ement%20Checklist.pdf 16. http://www.slideshare.net/dohamohammad92/suggestopedia-27375067 17. http://methodsofteachingandlearning.blogspot.in/2011/02/learning-is-matter-of- attitude-not.html

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