Intelligence and Language Study

The relation between language study and intelligence is similar with that of language, brain, language acquisition and language development. The relation of them in brain is conceptual but the products of the relation are very concrete. Take for instance; humans are able to produce language utterances after their brain is stimulated by verbal behaviors from outside. Formerly, they only receive the stimuli from others before having abilities to produce the utterances. Then, the recipient tries to retain the stimuli in the deepest brain possessed by all humans that will be recalled sometime when they have been able to produce the language utterances starting from the meaningless to the meaningful ones. Amazingly, at the certain age-approximately six years, the young humans have become matured in the language productions. They are able to use the language by recalling the language stocks in their brain through oral or written symbols. This is absolutely the work of brain sent to the humans’ organs of speech. Thus before they produce the language symbols, they receive the language stimuli or verbal behaviors. The stimuli are processed in the brain, and by the instruction of it, the organs of speech produce the language symbols. At the course of the time, the process of receiving, processing, producing and developing of language symbols becomes polarized and complicated. For the reason, there are two working processes done by brain namely acquisition and production. At the former activity, the brain receives and processes the language stimuli and at the latter stage, it produces and develops into the most sophisticated language use.

This is the fact that the work of brain share to all staged namely from the receiving through processing and from the production through development. In addition, the work is also important for the all stages. Humans will have a great stock of languages when their brains are able to receive the stimuli well. Similarly, the stimuli can be retained longer and stronger when they are able to process those stimuli right. Besides, the language products and the development of them may change significantly when the brains work soundly too. The stage of the processes begins from the simplest through the complicated in accordance with the development of humans’ brain. Humans are only able to receive when the quality and capacity of their brains are still simple. However, they are very skillful to produce unimaginable language utterances when their brain capacity and quality develop.

There are several intelligences in our brain. Howard Gardner quoted by Harmer (2001) says that humans have a range of intelligences. They do not only have a single intelligences, in fact. according to him, there are seven types of intelligences namely musical/rhythmic, verbal/linguistic, visual/spatial, bodily/kinesthetic, logical/mathematical, intrapersonal and interpersonal. All people posses all of these intelligences, but in each person, one or more of them is more pronounced. The types of the pronouncing intelligences the human’ posses will determine the typical occupation. People who have strength in logical and mathematical intelligence will tend to be scientists. They having strength in visual/spatial intelligence might well be that navigators. The athletes might be the typical end state of people who are strong in bodily/kinesthetic intelligence. Those who have verbal/linguistic intelligence will be skillful in the use of language and so on. Besides, he adds another intelligence namely naturalistic intelligence to account for the ability to recognize and classify patterns in nature. Then, Goleman adds the ninth ’emotional intelligence that includes the ability to empathize, control, impulse, and self-motivate.

Neuro-Linguistic Programming practitioners use different terms concerning the ways in which humans experience the world. They consist of visual, auditory, kinesthetic, olfactory, and gustatory or Harmer (2001) say all people have these systems in experiencing the world, even though; they only have one ‘preferred primary system’. When people tend to have more pronounced auditory system, they will be easy to be stimulated by music. Others, who have visual as their primary preferred system, respond most powerfully to images.

Based on the formulation VACOG concept, this is clear that students will respond differently to stimuli and environment. Dede Teeler quoted by Harmer (2001) says that kinesthetic students will behave differently when introduced to the Internet as language learning equipment from the dominant visual learners. The latter will need demonstration of what to be done before they dive into Internet tasks, unlike their kinesthetic friends who just get on and do it. Harmer (2001) says that VACOG also shows some students will get most the things they hear whereas others need to see them. This recommends that purely oral presentations of language will be most appropriate for some individuals in a group. While visual material and written text may be more effective for other students.

Although the two suggestions and different terms concerning language and intelligence but both of which show that there is a much-closed relation between language learning and the intelligence? In addition, they agree that all human beings have such a kind of intelligences. the former emphasizes that everyone has different speed in language learning because the one has different pronounced intelligence. This is the fact the speed is very influenced by the intelligence. Thus, people who have the more pronounced verbal/linguistic intelligence will be faster in acquiring language than the others. The latter, however, more emphasizes the learning styles characterizing the students. Some of the bodies may be visual learners while others are auditory. This also suggests that teachers should give different treatments and use different teaching apparatuses in the language learning. In conclusion, the same learning task and the same teaching equipment may not be appropriate for all of our students.

by: Mr. Ruwandi, MA

(F)

UPDATE!!! Conferences

Dear All my friends, Howdy! I hope you are doing well. These are many conferences that u may follow. GOOD LUCK!

1. 2014 International Conference on Mechanical Design and Manufacturing (ICMDM 2014) 7th to 9th November 2014 Hong Kong, China Website: http://www.icmdm.org/

2. 2014 FALL GLOBAL CONFERENCE ON EDUCATION 14th to 15th November 2014 Las Vegas, Nevada, United States of America Website: http://www.uofriverside.com/conferences/global-education-conference/2014-fall-global-conference-on-education/

3. INTERNATIONAL CONFERENCE ON LANGUAGE, LITERATURE AND CULTURE, 2014 15th to 17th December 2014 Pune, Maharashtra, India Website: http://iasepune.org/view/newly-conf.php

4. 2014 WINTER GLOBAL PUBLIC POLICY SYMPOSIUM 5th to 6th December 2014 Los Angeles, California, United States of America Website: http://www.uofriverside.com/conferences/global-public-policy-symposium/2014-winter-global-public-policy-symposium/

Warmest regards,

Sukrisno Nino

(F)

3 Australia International Merit Scholarships

Link to Scholarships for Development

Sydney Achievers International Scholarships

Posted: 29 May 2014 05:59 AM PDT

2014-2015 Sydney Achievers International Scholarships are open to international students from any country around the world. The scholarships are towards a Bachelor’s or Master’s Degree in any eligible field of study at University of Sydney in Australia. Deadline is 13 June 2014 for Semester 2, 2014. Read more »

La Trobe Academic Excellence Scholarships for International Students

Posted: 29 May 2014 05:29 AM PDT

2014-2015 La Trobe Excellence Scholarships are open to international students from any country except New Zealand. The scholarships are towards a Bachelors or Masters Degree in any eligible field of study offered at La Trobe University in Australia. Next deadline is 20 June 2014 for courses starting Semester 2, 2014. Read more »

Monash International Merit Scholarships

Posted: 29 May 2014 05:25 AM PDT

2014-2015 Monash University International Merit Scholarships are open to international students from any country. The scholarships are towards a Bachelor’s or Master’s Degree in any eligible course offered at Monash University in Australia. Next deadline is 7 July 2014 for courses starting Semester 2, 2014. Read more »
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TBI’s Discussion “Teaching with the awareness that every child is special “

Wednesday, May 7th 2014,

we held a TBI’s discussion by bringing a presenter from the UK, Mr. Nick Palfreyman. He is a deaf, who is currently completing his Post-Graduate Program in Indonesia. His dissertation is comparative study on sign language in Makassar and Solo. When he was in Australia, he also used to meet with our TBI’s lecturer; Mr. Hanung Triyoko which at that time also are taking a master graduate program at La Trobe University . Then, in the UK Mr. Nick also met with other TBI’s lecturer; Mrs. Noor Malihah when she was completing her education at Lancaster University for PhD program. A coincidence that brings blessing :). Finally, we invited Mr. Nick to be a presenter at the TBI’s discussion.

Besides Mr. Nick, also coming other the presenter from the Chairman of GERTAKIN Solo (deaf welfare organization), Muhammad Isnaini and the members, from school students, college students and parents. The event ran smoothly, starting with MC who used English, speech by the Chairman of the Committees; Mrs. Noor Malihah, opening ceremony by Chairman STAIN Salatiga; Dr. Rahmat Hariyadi , M. Pd. , Then the main event was moderated by Mr. Hanung Triyoko. During the event, deaf participants and presenters accompanied by an interpreter who interpret Indonesian into sign language .

For discussion participants, we invite all Guidance and Counseling (BK) teachers SMA / MA / SMK around Salatiga, STAIN Salatiga lecturers and student representatives from Student Activity Units (UKM) STAIN Salatiga and Tazkiya Consultancy Bureau of STAIN Salatiga. Participants who came nearly 100 people.

When the core event is running, Mr . Nick in presenting the material more comfortable not using a mic . This is because he can freely use his body language to explain, he even spoke Indonesian fluently enough in presenting the material. He points out that the most important thing in the teaching of deaf children is to focus on what students can do rather than what he cannot do, and do not forget to “praise” gives compliments to every slightest development in order to encourage him.

After the session by Mr. Nick, the next agenda is a testimony of the chairman and one of GERTAKIN members about their life journey as deaf. They spoke in sign language and the interpreter presented it into Indonesian. Listening to their stories were quite touched and because it also taught us to be grateful for God’s much blessings has given and it was truly God who created His creature which has any weaknesses, he also has many strengths that even the normal person is not able to do so . Because as shown by Mr. Nick when the last session, he could play a beautiful melody by using keyboard. Indeed God is great :).

In the question and answer session, many participants asked Mr. Nick enthusiastically dealing with how special teaching is. Meanwhile, Mrs. Hj. Lilik Sriyanti, M. Pd, The Head of Tazkiya Consultancy Bureau of STAIN Salatiga also explained at glance about education for ABK (Children with Special Needs) in her Foundation that she was being pioneered. He was also invited to anyone to provide funds for developing the foundation.

At the end of the event, the host quoted a beautiful words from Helen Keller, a deaf, blind and dumb, she was only able to communicate through touch and sign language. But she could be the inspiration for many people in the world, here is the following quotation: “The most beautiful things in life cannot be seen or even touched. They must be felt by the HEART.

“Then which of the Blessings of your Lord will you both (jinns and men) deny?” QS. Ar – Rahman

Contributor: Marisa Fran Lina

(F)

Indonesian version:

http://tbi.stainsalatiga.ac.id/sarasehan-tbi-mengajar-dengan-kesadaran-bahwa-setiap-anak-istimewa/

 

Sarasehan TBI “Mengajar dengan kesadaran bahwa setiap anak istimewa”

DSCF1277DSCF1267DSCF1299 DSCF1309 DSCF1317DSCF1333

Rabu 7 Mei 2014, kami menyelenggarakan sarasehan TBI dengan mendatangkan pemateri dari Inggris, Nick Palfreyman. Beliau seorang tunarungu yang sedang menyelesaikan studi S3 nya di Indonesia. Disertasinya mengenai perbandingan bahasa isyarat di Makasar dan di Solo. Beliau juga dulu ketika berada di Australia sempat bertemu dengan dosen TBI; Bapak Hanung Triyoko yang pada waktu itu juga sedang menempuh studi master di La trobe University. Kemudian, di Inggris Mr. Nick juga bertemu dengan dosen TBI yang lain; bu Noor Malihah yang ketika itu sedang menyelesaikan pendidikan S3 di Lancaster University. Suatu kebetulan yang membawa berkah :). Akhirnya, kami undang Mr. Nick untuk menjadi pemateri di sarasehan TBI.

Selain Mr. Nick, juga datang pemateri dari Ketua GERTAKIN Solo (organisasi kesejahteraan tunarungu), Muhamad Isnaini beserta para anggotanya, dari siswa sekolah, mahasiswa dan orang tua. Acara berjalan dengan lancar, dimulai dengan MC yang menggunakan bahasa Inggris, sambutan oleh Ketua Panitia; Bu Noor Malihah, pembukaan acara oleh Ketua STAIN Salatiga; Dr. Rahmat Hariyadi, M. Pd., kemudian inti acara yang dimoderatori oleh Pak Hanung Triyoko. Selama acara berlangsung para peserta tunarungu dan pemateri didampingi oleh seorang penerjamah ke dalam bahasa isyarat.

Untuk peserta sarasehan, kami mengundang seluruh guru BK SMA/MA/SMK se-Kota Salatiga, dosen-dosen STAIN Salatiga dan perwakilan mahasiswa dari UKM STAIN Salatiga serta pengurus Biro Konsultasi Tazkiya STAIN Salatiga. Peserta yang datang hampir mencapai 100 orang.

Ketika acara inti belangsung, Mr. Nick dalam menyampaikan materi lebih nyaman tidak menggunakan mic. Ini dikarenakan beliau bisa dengan bebas menggunakan body language untuk menjelaskan, beliau bahkan menggunakan bahasa Indonesia yang cukup lancar dalam menyampaikan materi. Beliau mengutarakan bahwa yang paling penting dalam pengajaran anak tunarungu adalah fokus pada apa yang siswa bisa lakukan daripada yang dia tidak bisa lakukan, serta jangan lupa “praise” memberikan pujian pada setiap perkembangan sekecil apapun itu untuk membesarkan hatinya.

Setelah sesi materi oleh Mr. Nick, acara selanjutnya adalah testimoni dari ketua dan salah satu anggota GERTAKIN tentang perjalanan hidup mereka sebagai penyandang tunarungu. Mereka berbicara dengan bahasa isyarat dan penerjemah menyampaikannya dengan Bahasa Indonesia. Mendengar cerita mereka, cukup terenyuh juga karena mengajari kita untuk lebih banyak bersyukur atas nikmat yang Allah  berikan dan sungguh Allah itu memang Maha Adil karena menciptakan makhluk-Nya yang lepas dari segala kekurangan selalu ada banyak kelebihan yang bahkan orang normalpun tidak mampu melakukannya. Karena seperti yang ditampilkan Mr. Nick ketika usai acara, beliau berhasil memainkan melodi yang indah dengan menggunakan keyboard. Sungguh Maha Besar Allah :).

Pada sesi tanya jawab, banyak peserta yang antusias bertanya kepada Mr. Nick perihal pengajaran istimewa tersebut. Sementara itu, Ibu Hj. Lilik Sriyanti, M. Pd, Ketua Biro Konsultasi Tazkiya STAIN Salatiga juga menceritakan sekilas perihal pendidikan ABK (Anak Berkebutuhan Khusus) di yayasan yang beliau sedang rintis. Beliau juga mempersilahkan kepada siapa saja untuk memberikan dana guna berkembangnya yayasan tersebut.

Di akhir acara, pembawa acara mengutip kata mutiara indah dari Hellen Keller, seorang penyandang tunarungu, tunanetra dan tunawicara, dia hanya mampu berkomunikasi melalui sentuhan dan bahasa isyarat. Namun dia berhasil menjadi insipirasi banyak orang di dunia, berikut kutipannya: “The most beautiful things in life cannot be seen or even touched. They must be felt by the HEART. Hal-hal paling indah dalam hidup ini adalah yang tidak dapat dilihat atau bahkan disentuh, tetapi dapat dirasakan dengan HATI.

Maka nikmat Tuhan kamu manakah yang kamu dustakan?” QS. Ar-Rahman

Contributor: Marisa Fran Lina

(F)

English version:

http://tbi.stainsalatiga.ac.id/tbis-discussion-teaching-with-the-awareness-that-every-child-is-special/

Super Deal ‘2 Billions’ in Teaching English

by: Marisa Fran Lina

Game for >= 1 student, Things: White Board & Board Marker (Optional), valuable & invaluable things (or you can make/draw it), Focus: Vocabulary mastery & Translation skill

It occurred on Monday this week, when I had to teach Zievan and Ersa again. Actually, at home I had prepared about Family 100 quiz, but then in the time of teaching English the children insisted and selected Super Deal ‘2 Billions’ to be our game of main course that day. It started with we collected some valuable things, just like mobile phone, and I asked Ersa to take money of their monopoly game and some cards of city around the world as the card trip. We also gathered some ‘zonk’ thing (less valuable thing), it can be candies, tissue, pieces of paper, etc.

Afterward, I asked them to hide themselves because I would like to hide the gifts in some places. I also drew 3 curtains on the white board, just like in the real Super Deal. I spread evenly both valuable and invaluable things. The preparation was ready so I called them.

I brought the book of ‘Elementary Grammar Games’ to give them some questions. I gave them 2 choices at first; a pile of money and 1 piece of money. If they could answer correctly the question, they would own the pile of money and deserved 2 choices to play the super deal. If they were wrong, so they would own a piece of money and only deserved once time to play the super deal. In answering the questions, sometimes they got difficulties, so I offered them some clues or changing the questions. But they had to sacrifice their gotten money would be. In detail, I would take 3 pieces of money if they wanted me to give them 1 clue. If they wanted to change a questions, so I had to take 5 pieces of the money.

Then, the game began. After “suit”, Ersa, again was the first player. The questions were almost same with the previous game (see Category Quiz), it is about translation game. For instance, I asked them topics that we had learned before based on their ability; “I watch a sad film but I do not cry”. She had to translate it into Indonesian. It was correct so I gave her a choice again, “you are still with the pile of money or something under the book?”, After she shook her hand and said “Deal”, I would gave them the last offer “You choose something under this book or something behind the curtain 1?”. Saying “Deal” then we opened the curtain. In that day, Zievan successfully own more than 900 billions rupiahs because the monopoly money was in dollar so we multiplied them (in order to be much bigger amount). Ersa got more in the card trip around the world. TThey both also got the “zonk” too; like dirty tissue./paper, a bottle of caju putih oil and a short pencil inside of the wallet, etc 😀

You would find extremely exciting both you and students because it was quite surprising. The game continued until all concealed things were revealed :D, and I guessed that this was their favorite game over all :).

Hopefully, thanks a bunch again for Zievan and Ersa who always give me a new inspiration every meeting 🙂 (F)

3 International Scholarships in Germany, Australia, USA


DAAD Masters Scholarships in Public Policy and Good Governance

Posted: 22 May 2014 07:30 AM PDT

2015 DAAD Scholarships for Public Policy and Governance is open to Africans, Latin Americans, South Asians, Southeast Asians as well as students from the Middle East. The scholarships are towards a Masters Degree related to Development, Public Policy and Good Governance at selected German Universities. Deadline varies but is around July to August 2014 depending on the course. Read more »

International Water Centre Scholarships for International Students

Posted: 22 May 2014 02:54 AM PDT

2014-2015 IWC Water Leader Scholarships is open to international students around the globe. The scholarships are towards a Master’s Degree in Integrated Water Management at University of Queensland in Australia. Deadline is 1 August 2014. Course starts February 2015. Read more »

Rotary International Peace Fellowships

Posted: 22 May 2014 02:53 AM PDT

2014-2015 Rotary Peace Fellowships are open to anyone sponsored by their local Rotary Club/District. The Fellowships are towards Professional Certificate or Master’s Degree in fields related to peace and conflict resolution at Universities in Thailand, USA, Japan, UK, Australia, or Sweden. Deadline varies per Rotary Club but is generally around March-June 2014. Read more »
(F)

Category Quiz

game for >= 1, utensils: paper/board, pen/board marker, vocabulary and translation game
by: Marisa Fran Lina

This is one of the game that I usually use to teach the children in the grade of 3 and 5 of elementary school. This was a sudden game that we created together when it came to the ice breaking time. This game/quiz came from a TV show, Category Quiz, then we adapted into our game. It is very good to enrich tour students’ vocabulary.

We, divided the white board into 4 squares. After that, we wrote 1 category for each square. For example, I put Fruits in Square 1, Animals in Square 2, Comparative Degree in Square 3 and Superlative Degree in Square 4. Naturally, these categories could be replaced based on the students’ offers (commonly according to their topics learned). Don’t forget also to define scores for every square, for example Square 1 is 10, Square 2 is 20, Square 3 is 30 and Square 4 is 40. These scores determination are varied.

Now, it is time for starting the game. There were two participants; Zievan (my students of 5th grade of Elementary School) and Ersa (my students of 3rd grade of Elementary School). To decide the first turn, we usually play “suit”; scissors, stone and paper in 3 times. Finally, finding Ersa as the first player. Ersa chose the 1st square with the score 10 for each correct answers. I gave her 5 questions of fruits vocabulary. She must answered every questions not more than 5 seconds. The questions are related to fruits in English, so she must translate it in Indonesian or the otherwise. If she could answer 1 question, I would like to throw the question to Zievan, her rival. Then, Zievan will stole her score. I found it is quite interesting when they had to answer it quickly before the rival grabbed it.

The game continued until the square of superlative/comparative degree. In this section, they have to answer questions concerned with the form of adjectives in the degree. I also asked them about double syllables and the meaning in Indonesian, since they would get bonus score for every correct answer. In detail, I asked “Big”, they answer “Bigger” (comparison), with double “g” (syllables) and Indonesia is “besar”. Eventually, the results showed that Ersa was the winner because she derived much more scores than her brrother Zievan, she successfully opened the Square 4 which has the highest score for each questions. Congratulations! :)

by: Marisa Fran Lina

Thanks in deep for Zievan & Ersa :)

This table below shows how to start the game. Happy Playing.. :) (F)

 FRUITS

10

ANIMALS

20

COMPARATIVE DEGREE30  SUPERLATIVE DEGREE40

 

Top 10 Scholarships in Italy for International Student


Top 10 Scholarships in Italy for International Students

Posted: 19 May 2014 04:29 AM PDT

Top 10 Scholarships in Italy for International Students

In Italy, all international students are entitled to the same financial assistance services as Italian students based on same requisites of financial means and/or merit. There are government scholarships at the national and regional level to which international students can apply for. Moreover, some Italian Universities offer scholarship programs for international students. Read more »

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