SAVI Reading Strategy

SAVI Reading Strategy

Written by Herri Mulyono, 0708066046

The success of Lozanov’s Suggestopedia in assisting language learners to certain language comprehensions encourages the application of particular learning strategy; SAVI Reading Strategy, in real classroom situation. SAVI reading strategy is rooted from the Suggestopedia for the strategy covers the integrations of human’s areas that might be devised to provide better comprehension on reading materials. The human’s body, aural, visual, and intellectual areas are brought out together by the SAVI during the process of learning to help the language learners receive appropriate information from written communication.

The involvement of human’s body, where in the SAVI reading strategy is called as somatic interference, is devised to interpret information carried out by the reading materials into real condition that can be sensed by other human’s organs besides the brain like hands and legs. In learning process of reading, the language learner can transform every single information they receive from reading materials into particular actions which draw their whole understanding of the reading. While reading particular historical discourse, for example, readers can put themselves into position of the objects or actors that are mentioned in the discourse, where they can perform actively every event as the objects or actors experienced. In brief, it is important to engage participation of human body in reading activity that the participation is supposed to stimulate the integration between mind and body which then will make reading activity more meaningful.

The use of human’s audio area which mostly deals with sound might be beneficial for the language learners to survive from their reading tasks. SAVI reading strategy presumes language learners to make use their powerful auditory organs to assist their reading activity. The reading activity would be accordingly designed to involve sounds, dialogue, and some activities like reading aloud, retelling what readers have already understood from reading materials, or even record their oral reading on a tape in particular manner. In reading classroom, for instance, students can record their oral reading by paragraphs that later they can be asked to translate orally their experiences from the reading materials. In sum, devising students’ auditory organs might lead to accompaniment of audio tools in classroom reading activity that students can be able to make recording of their oral reading and listen to it to stimulate their comprehension.

In SAVI reading strategy, presence of display or other illustrations is very important to make readers more understand of any information carried out by particular reading materials. It is because human’s brain has already been provided of hundreds of nerves that enable man to process any kind of information which is delivered in visual mode. The presence of visual illustration in any reading materials activates those nerves to collect information that could help readers understand more about the materials for the illustration might convey additional information related to the idea which is being communicated through the reading. In short, the importance of visual illustration in SAVI reading strategy suggests reading activity either to transform its contents into visual design or put some other figures that readers can be assisted in receiving information from the written materials.

Viewing the nature of reading which is seen as an action of getting particular information from written language with eye and brain dominancy,[1] role of brain in reading activity has shown its significance. The empowering of brain capacity to absorb particular information from reading materials reflects to the employment of human’s intellectual area in SAVI reading strategy. Brain as reflection of intellectual is devised to translate the written symbols in reading materials into meaningful information by which readers could understand ideas similarly as been intended by the writer. Briefly, by using this intellectual area, readers are supposed to make use their brain optimally to create either meaning or value from experiences they get through reading.

To sum, SAVI reading strategy carries out the somatic, audio, visual, and intellectual areas as single unity that readers might devise those four areas to arrive at optimum comprehension of reading materials. Consequently, reading activity has to be planned and designed carefully to include the somatic, audio, visual, and intellectual recognitions that the readers then can be assisted in absorbing particular information from the reading passage. In carrying out reading activity within classroom context, the SAVI supposes the readers to empower their psychomotor senses to perform their understanding of the reading materials, maximize their hearing and seeing organs to help readers comprehend the content of the reading, and intellectual capacity to make understandable experiences from the discourse they have read already.

[1] Jeremy Harmer. (1991). The Practice of English Language Teaching. London: Longman. P.190.


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