Pembekalan KKL (Studi Banding) TBI ke IALF Bali

Kemarin, Senin 9 Juni 2014, PPP (P3) STAIN Salatiga bekerjasama dengan Jurusan Tarbiyah Prodi TBI (Tadris Bahasa Inggris) mengadakan acara pembekalan KKL/Studi Banding untuk mahasiswa semester VI TBI di Aula Kampus 2 STAIN Salatiga pukul 9 pagi. Acara dibuka oleh MC dari staf P3, Ahmad Samingan, S. PdI kemudian dilanjutkan sambutan dan pembukaan acara secara resmi oleh Wakil Ketua I Bidang Akademik; Dr. Agus Waluyo, M. Ag..

kkl2Kemudian agenda berikutnya adalah penjelasan teknis perjalanan oleh salah satu agen biro perjalanan RIO DIVA. Menurut beliau, kita akan menggunakan bus ROYAL yang tergolong high class :). Bertolak dari Salatiga, Senin, 16 Juni 2014 sekitar pukul 7 pagi dengan total 7 bis, dan mahasiswa TBI menempati 3 bis. Tujuan transit pertama sekitar pukul 12 atau 1 siang untuk ishoma (lunch) di Ngawi Jawa Timur. Setelah melanjutkan perjalanan, akan turun untuk dinner di daerah Probolinggo, dan diperkirakan akan tiba di Pelabuhan Ketapang pada dini hari sekitar pukul 1 atau 2 pagi dan bersiap untuk menyeberang.

Setibanya di Pulau Bali diperkirakan subuh dan dilanjut perjalanan beberapa jam menuju Tabanan, Bali untuk mandi, breakfast, dll di restoran tepi pantai yang sangat indah. Tujuan selanjutnya adalah Tanah Lot; eksotika Pura Bali dekat pantai yang dikelilingi oleh ombak Pantai Selatan yang berdebur khas. Setelah itu destinasi berikutnya adalah Bedugul; Pura Bali di dataran tinggi. Kemudian menuju Joger (pusta perbelanjaan khas Bali) di daerah Kintamani serta akan mengunjungi tempat yang menyuguhkan tontonan keanekaragaman tari Bali salah satunya Tari Barong. Sesudah itu, para peserta akan dibawa menuju peristirahatan di Grand Bali Park Hotel, dengan masing-masing kamar dihuni oleh 4 orang, dan mereka bebas untuk menentukan pilihan pasangan temannya sendiri.

kkl4Pagi harinya, setelah breakfast di hotel, peserta akan berangkat menuju ke IALF (Indonesia Australia Language Foundation) Bali yang merupakan tujuan inti dari studi banding ini. Lama perjalanan diperkirakan memakan waktu 3 jam. Studi banding kira-kira akan berakhir jam 12 siang. Kemudian dilanjut ke obyek wisata Tanjung Benoa sekalian untuk ishoma sambil menikmati beberapa wahana yang ditawarkan di sana seperti Banana Boat, Paralayang/Parasailing, dll. Sekitar pukul setengah 3 rombongan akan berangkat menuju Pantai Pandawa yang keindahannya juga tidak kalah dengan pantai-pantai terkenal lainnya di Bali. Untuk dinner, akan mengunjungi Local Resto di sana dan biasanya sekalian berbelanja pernak pernik atau berbagai macam snack khas Bali. Setelah itu, baru kembali ke hotel untuk beristirahat.

Hari terakhir (Kamis) di Bali, peserta akan berjalan-jalan ke Pantai Sanur kemudian dilanjut ke Pasar Seni Sukowati. Baru setelah itu rombongan akan mempersiapkan diri untuk pulang ke Pulau Jawa. Diperkirakan Jumat pagi sudah sampai di Salatiga. Demikian penjelasan teknis oleh Agen Biro Perjalanan tersebut.

Acara pembekalan berikutnya diambil alih oleh Ketua P3, bapak Ahmad Maimun yang menjelaskan lebih kepada hal-hal yang berkaitan dengan kesehatan fisik. Beliau menuturkan agar para peserta tidak sampai down ketika harus melakukan perjalanan jauh dan dengan jadwal yang cukup ketat. Selain itu, hal keamanan juga sangat penting. Jadi, beliau menyarankan untuk berhati-hati, waspada dan lebih baik tidak membawa barang-barang berhaga seperti perhiasan dalam perjalanan. Sebab, beliau selalu menemukan minimal 1 kasus barang atau uang hilang yang selalu ada ketika studi banding. Maka, diharapkan para peserta bisa menjaga barang-barangnya dengan baik.

kklUntuk agenda selanjutnya, Ibu Mashlihatul Umami, MA selaku Ketua Progdi TBI memberikan pengarahan berupa pembuatan laporan studi banding di IALF Bali yang bertemakan “Classroom Management”. Karena tidak dapat dipungkiri kalau segera setelah studi banding ini dilakukan para mahasiswa semester VI TBI akan mengikuti PPL (praktek mengajar) di sekolah-sekolah tingkat SMP-SMA di sekitar Salatiga. Sehingga, materi tersebut sangat bermanfaat bagi para peserta yang di masa depan akan diarahkan untuk menjadi seorang pengajar/guru. Selain itu, Ibu Umami juga menjelaskan gambaran dari IALF yang berorientasi ke pemberian training atau persiapan tes IELTS untuk sekolah di luar negeri khususnya di Australia. Kemudian, pemaparan diakhiri dengan tanya jawab oleh mahasiswa, dan Ibu Umami menyarankan untuk membuka situs IALF di www.ialf.edu.au untuk informasi lebih lanjut. Di samping itu tidak lupa beliau mengingatkan untuk selalu berdoa di setiap langkah dan tempat-tempat yang dikunjungi karena hanya dengan perlindungan dari Allah kita dapat selamat dari segala mara bahaya. Ini dikarenakan di Bali memang banyak sekali tempat-tempat sakral sehingga lebih baik kita  membentengi diri.

Semoga perjalan studi banding ini berjalan dengan lancar dan membawa berkah… Amien.

Contributor: Marisa Fran Lina

(F)

English Version:

http://tbi.stainsalatiga.ac.id/the-preparations-of-tbi-students-encounter-kkl-road-to-ialf-bali/

The Diverse Interpretation of Islamic Jurisprudence

As a Muslim I do believe, Islamic teachings that are written down in the Holy Qur’an and explained in Hadith (prophetic traditions) are complete, perfect, and thorough. The Islamic teachings were revealed to human beings because Allah SWT loves them. The purpose of the teachings is to guide the humankinds to act upon the straight path. The Almighty God does this because He will never let His creatures live unguided and confused. This is coincidence with the God’s guidance revealed through His several manuscripts as Torah, Psalm, Bible and Al-Qur’an Al-Karim.

Based on the process of revelation, it is seemingly that there is a religious evolution stretching from unnamed through the named ones. This also looks that the evolution corresponds human’s civilization. When the human civilization is simple, the form of religious belief seems simple. On the contrary, when the civilization is moving advanced, the form of religious belief also looks very thorough. Through the way, humans are wished to be able to answer all their problems through the beliefs. Since Islam is the latest religion, it is not profuse to say that Islam is the most advanced religious belief.

Yet, when revelations arrive on human hands, they will respond them differently. Some refuse God’s commandments and others need a long process to accept and the others welcome the revelations enthusiastically. Those who have received the God’s guidance will be various in interpreting the commandments. These will entail different paradigms that may be unfamiliar one another. The differences may share from individuals to individuals, communities to communities, and from areas to areas. Therefore the difficulties – as being explained by Kecia Ali, in encountering the instructions including Islamic law, are not only undergone by the progressive Muslims in contrast with the conservative ones but also inside the progressive or conservative Muslims themselves. They argue and debate among others to preserve their ideas through reasonable excuses. Even though they still could not come into the same agreements.

The differences in responding Islamic law are because Muslims posses different capacities. Because of the differences do the interpretations vary from scholars to scholars. For the reason, Kecia Ali says that every, innovation including the innovation she proposes, is not the most improved. The interpretation is not equal with God’s plans so this is not absolutely perfect. Even though, I think that God will never make the unformed interpretations. If God likes, God will absolutely consider the ideal wants recommended. God lets human beings try to approach from different points of view. Thus this is coincidence with the nature of human beings that are different.

The types of Islamic laws’ response are various from place to place, community to community, and area to area because of several reasons. The first is in what circumstances are the Islamic laws assimilate. The circumstances elicit the conformity of the laws and the concerning community. Secondly, in what extent do the Islamic laws influence the community? The extent of the adaptation may cause the width of the influence. The third is the intensity of the assimilation whether the Islamic laws’ influence is stronger or weaker. If the laws are stronger, the other influencing factors will be shaped by the religious laws and vice versa. The last is the given cultures in which the Islamic laws interact since the cultures have very big influences to the laws themselves.

Amin Abdullah proposed three approaches to the study of religious laws. They are doctrinal-normative, cultural-historical, and critical-philosophical. The three of them must be linearly applied if we want to get improved comprehension. The separation of them of course will create incomprehensive understanding and study of the laws. In fact, some Muslim scholars – the conservatives, use one of them – only the first one and leave the others behind. Thus, the study that is based upon the other approaches is not covered. The later – the progressive scholars usually use the three of them linearly. However, the approaches they use cannot be falsified since this is their rights to do so. They put big respects to the others, though they have different approaches. The Interpretation of the laws is, in fact, the matter of paradigms and beliefs.

In short, it is natural if there are difficulties and problems encountered by progressive Muslims in facing conservative supporters because of different approaches used to interpret the Islamic laws. The important thing is we should perform the very religious laws based upon the argumentative reasons we do convince.

Contributor: Ruwandi, MA

Glossary:

Diverse (adj.): berbeda

To encounter (verb): menghadapi

Thorough (adj.): menyeluruh

To reveal (verb): mewahyukan

Profuse (adj.): berlebihan

To entail (verb): menyebabkan

To undergo (verb): mengalami

To preserve (verb): mempertahankan

Scholars (noun): kaum terpelajar

Incomprehension (adj.): tidak lengkap

To convince (verb): meyakini

(F)

The Honesty Model of Prophet Muhammad (SAW) as the Solution for Cheating Behavior on National Examination

Marisa Fran Lina | June 4, 2014

Marisa Fran Lina _ STAIN Salatiga

The national examination contaminated with cheating issues based on Kompas dated 16th April 2012 and the article on ‘Distribution of Answer Keys by SMS’ in Depok-West Java. Amazingly, the answer keys were sent from phones to phones. They were not only accepted by examinees, but also private workers who did not take the exam. The answer keys were sent completely for the package of 5 exams. One of the facts came from Ari Supratman, a national examinee from Open High School of Yayasan Bina Insan Mandiri, taking exams in Depok High School 5. Although he received a text message about the answer keys via cell phone, he did not use it. He worried that the key was incorrect.

In Demak, Central Java, the circulation of answer key SMS happened in the National Examination of vocational high school level. The finding was related to the answers of Indonesian language examination. Some students confessed that they received that SMS from their out town fellow. The SMS containing 50 answers for questions of Indonesian language examination immediately spread among the participants of the National Examination.

Likewise, the different modus of cheating happened in Kudus, Central Java. There are a number of students and parents consult to fortunetellers in preparing their national examination. Rum Akib, the Chairman of Teacher Cares Education Forum of Kudus, said that the paranormal received Rp 7.5 million for an answer key package of a tested subject. Besides that, the fortunetellers provide the students with magic pencils and stationeries that can help them to answer the questions. Based on that finding, Rum Akib claims that such irrational way of thinking still exists among Javanese people.

 Cheating on Examination as a Root of Corruption

A senior official of the anti-graft agency has warned us “this week cheating on National Examination is one of the roots of corruption practice in the country.” Therefore, students should avoid doing so. In line with that, The Deputy of Corruption Eradication Commission (KPK), Bambang Widjojanto said that students must be “brave” to take the exam “without any devious tricks.” In The Jakarta Post, he also said that ‘who we are today reflects who we are in the future’. Cheating during an exam is an atrocious thing to do. It will sabotage our future. The expert of Education, Arief Rahman echoed Bambang’s statement by saying “any forms of dishonesty, including cheating, probably trigger the practices of deception when they are growing older.”

Arief also acknowledged that the battle against cheating in exams was difficult. He recalled the case of Siami, a whistle-blower, who revealed cheating in East Java last year. Siami was shunned by her neighbors after disclosing cheating during national exams at her son’s school in Gadel, Surabaya. He added that fighting against fraudulent practice has never been easy, even since the colonial era. The thing is that we must accustom with our society to shrug off the practice because cheating has become system and culture.

 The Honesty Model of Prophet Muhammad SAW

Honesty is one of Prophet Muhammad’s characters that will solve the problem of cheating on National Exams. We can put the honesty of Prophet Muhammad as our role model in our life. Especially, we can apply the model in preaching in which Moslems deliver the messages about Islam as the solutions of any kinds of problems in the world. Once, Prophet Muhammad said:

عن ابن مسعودرضى الله عنه عن النبى قال: إن الصدق يهدى إلى البر, وان البريهدى إلى الجنة, وإن الرجل ليصدق حتى يكتب عندالله صديما, وإن الكذب يهدى إلى الفجور, وإن الفجوريهدى إلى النار, وإن الرجل ليكذب حتى يكتب عندالله كذابا (متفق عليه) 0

“Surely truth leads to virtue and goodness is brought to heaven. Someone will always act honestly, so it is written on the side of God as an honest man. And it’s a lie actually brings to the crime and the crime was brought down to hell. Someone will always lie, so it is written with Allah as a liar. “(Narrated by Bukhari and Muslim)

Based on that hadist, honest students will keep their attitude because they will get heaven, and set on the side of God. As result, such state of mind will lead them to have strong confidence of their own skills and knowledge to do the exams. Further, they are very optimist to pass the examination well. They will not be interested to ask paranormal about the answer key and waste their money. In case of dishonest students, the penalty is hell and the result is bad attitude.

From religious perspective, we can associate that honesty is the antidote for lying behavior. In the case of national examination, the lying is similar to the cheating behavior of the circulations of answer keys through SMS via cell phone.

honesty-175

 The Importance of the Honesty Model of Prophet Muhammad SAW

The conjunction between honesty and education is a crucial topic discussion as mentioned in Arief Rahman and Bambang’s statements “any forms of dishonesty, including cheating, probably trigger the practices of deception when they are growing older.” It means that teaching honesty in educations since childhood is very important because it can shape the main character of the children. We also have to give the real examples of the consequences of being dishonest such feeling of guilty and anxiety.

In fact, Prophet Muhammad is well known as the most honest man far before the advent of Islam. Even the pagans of Mecca, who do not believe in Islam, gave Prophet Muhammad  the title of al-Amin (the trustworthy). This is the reason why the honesty of Prophet Muhammad SAW is appropriate to take as a role model for our daily life.

In addition, Mr. Ahmad Yani, MA, the book author of Rasulullah as an Educator (Inspiring and Idolizing the True Educator), wrote “If we apply the Prophet’s Methods in education, we will find a success of education which is so astonishing that never reached anyone in history.” Students or children really need a true figure and educator who can be inspired and idolized. A figure of good educator will certainly create a good quality of educations in the future.

That is the description of the honesty of Prophet Muhammad SAW that we can use as a role model for Indonesian students to avoid cheating behavior on national examination. By having such quality of honesty, Indonesian students will have more noble characters for this moment and the future to come. Finally, the practices of deception when they are growing older will not happen. Let us avoid cheatings behavior in order to create a better future of zero corruption nation.

(This was an English speech script which won English speech contest in PORSENI 2012 STAIN seJAWA in Kudus)

published also in:

http://en.stainsalatiga.ac.id/the-honesty-model-of-prophet-muhammad-saw-as-the-solution-for-cheating-behavior-on-national-examination/

http://marisafl.staff.stainsalatiga.ac.id/2014/06/04/the-honesty-model-of-prophet-muhammad-saw-as-the-solution-for-cheating-behavior-on-national-examination/

by: Marisa Fran Lina

(F)

 

What the Textbooks for Elementary Students Should be?

Since 1990, some of provincial governments have decreed English as one of the elective subjects in Elementary Schools. Since the time on, particularly the provincial department of national education has made many efforts to develop and improve the quality of teaching including the designing of curriculum and teaching guidelines. The efforts are addressed to facilitate English teachers to conduct the well-planed teaching processes. In addition, there have been many English textbooks composed and published by several publishing companies. It is clearly  apparent that the writers as well as the companies cooperate and compete among others to persuade the users to make use the textbooks offered. In the course of the time, and because of the natural selections, some of them are widely used and some others are dying in the competitions; and only used in a very limited areas. the writer, however, does not care of the ways of competitions. But the importance is the textbooks must be revisited academically.

The English textbooks for elementary students must be academically revisited because nothing is perfect including the textbooks. To revisit, whether the books are composed well or not is better to consider the experts’ ideas concerning the qualifications of a good textbook. Some of the qualifications are as follows:

1. The textbooks must be illustrative

Illustrations in textbooks are useful not only to interest students to study but also to invite them to use the books as teaching aids. They are essential in learning processes because they may assist students to comprehend the materials extended. The first interaction between students and textbooks before comprehending the text is when they look up the illustrations of pictures attached in the books. The pictures lead their attention to before something else. After looking up piece by piece, they intend to comprehend their content. For the reason, the illustrations are helpful.

2. The textbooks must be communicative

English textbooks for elementary students must be communicative. Speech is the primary; and as far as possible teachers should introduce the other skills later because the introduction of the two language systems – the spoken and the the written forms at the same time, will make students confused; because fundamentally they are different. When teachers force students to do, there will be confusion to differentiate between both of which. Moreover, students who succeed to get good scores in the study are those who memorize the written forms not their pronunciations. For the reason, the introduction of the former should be postponed. This is in line with the theory of language acquisition as well as the communicative function of language. Besides, this is based on the observation conducted by the writer in several teaching learning processes.

3. Attaching the teachers’ guide

Not all teachers are ready and skillful to make teaching preparations and presentations. This is not because they are not able to do so but because of several reasons as reluctance, time restrictions, and being established with the teaching models processed. Because of the reasons above, the writer views that each textbook should attach the teachers’ guise on how to present materials in the books. However, this is the fact that elementary textbook writers have not included the guide yet.

4. Should meet the curriculum demand

The elementary-class English curriculum is addressed to equip the elementary students to be skillful in the simple oral communication. According to the writer, five dimensions should be adapted to meet the curriculum demand. Among them are for instance the theory of language acquisition, the materials, the choice of approach and method, the presentation and the evaluation.

Based on the language acquisition, students should listen first before they speak; and should speak before they read; and then should read before they write. The presentation of materials is ambiguos because students should master the spoken and the written forms at one time. In addition, the written materials are much more for vocabulary enrichment and not for oral skills, while the written is the most sophisticated skills. If this is introduced earlier, it may make teaching English in Elementary school ineffective.

The second is the materials by which they must be simple. The way of presenting English materials in Elementary Institutions is to not only take the given materials in Junior Secondary School and adjust them in Elementary class. This is the fact that some textbooks are not written based on the real observations or researches. Most of them are written behind the table by those who never teach and observe the teaching of English in Elementary Schools. The materials are so theoretical rather than practical. In addition, they are also difficult because some of them should be consumed by junior secondary students.

The next is the choice of approach and method. Teaching English in elementary school is not only to transfer the approach and method used in junior or to senior high schools. There must be standardization on how to use approach and method for the teaching. To meet the demand there must be a lot English teacher training programs that should be applied in the class. When the trainings are conducted, they must be ideal. However, the result of the trainings are not practiced in the class so the standardization only happens in the training and is not practiced in the class because of the evaluation system. As far as the written evaluation is still used, the target of the oral mastery will as the pie in the sky.

The fourth is the presentation. Because the teaching of English in elementary school is for oral mastery, the presentation must be for communicative function. In addition, as the former explanation, the materials should be presented orally and the written presentation should be delayed. However, teachers are often confused since if they present orally they will problems in the test because the evaluation is conducted paper by paper.

The last is evaluation. Sp far, the evaluation of English is written. Of course, this is unsuitable with the curriculum of English in Elementary School is for oral mastery, thus the evaluation must be oral. Unfortunately, that test is conducted paper by paper not oral test. For that reason, it is undeniable if the elementary graduates are not able to communicate even though by using simple expressions because there is still an ambiguity between the process and the target. The writer believes that the introduction of English in elementary institutions will not be helpful for secondary institutions if the systems used are still ambiguous. (F)

by: Mr. Ruwandi, MA

Top 33 University-wide Scholarships in Any Course* for International Students

Link to Scholarships for Development

Top 33 University-wide Scholarships in Any Course* for International Students

Posted: 02 Jun 2014 07:55 AM PDT

Top 33 University-wide Scholarships in Any Course* for International Students

University-wide scholarships, as its name implies, are scholarships which are generally available for any subject, course, or field of study offered at the University*. Although there might be some exceptions (e.g. Medicine, Law, MBA, etc.), these scholarships generally cover all or most courses offered by the University. Knowing this type of scholarship could help you find more scholarship options in different Universities around the world. Read more »

Thinking Over Goals and Objectives in Building up Vocabulary

There are a few stages to build up vocabularies. One of them is considering goals and objectives. The consideration of them in the same as the consideration of goals and objectives in the study of the other subjects. Before starting building up the vocabularies, learners should purpose what kind of goals ans objectives they are going to achieve. Proposing them will make the learners concentrate and focus on the memorization and retention of the novel words to be recalled sometime. In addition, they are able to control and evaluate their speed of progress. However, thinking over the goals and objectives is easy to suggest but sometimes has not been done yet by the learners. Absolutely, this consideration is not only useful for building up the vocabularies in particular but in all activities.

considering goals and objectives is less considered by learners. This stage is often forgotten although this is very crucial. Graves (1996:16) says goals are general statements of the overall, long-term purposes of the course. Objectives show the specific ways in which the goals will be achieved. The goals of a study represent the destination; the objectives are the various points that stage the study toward the destination, students should pass each of the points. The destination of building up vocabulary is the students are able to master and use the vocabulary in the written and spoken contexts. Quoting Gattegno, Richards (1992: 101) says that the objectives are: a) the students are able to master the semi-luxury vocabularies consisting of expressions common in the daily life of the target language culture referring to food, clothing, travel, family life, and the like, b) the students are able to master luxury vocabularies that are used to communicate more specialized ideas, such as political or philosophical opinions, c) students are able to master functional vocabularies of the language, many of which may not have direct equivalents in the learners’ native tongue. When each of these points is achieved the goals of building up vocabularies are also achieved.

Nunan (1989:48) states goals are indistinct general inventions behind any given learning task. They provide a point of contact between the task and the broader curriculum. Goals may relate to a range of general outcomes (communicative, affective, or cognitive) or may directly depict teacher or learner behaviour, another point worth identifying is that foals are not always explicitly mentioned, although they can usually be inferred from an examination of a task. Besides, there is a rarely a simple one-to-one relationship of goals and tasks. In several cases a complex task that involves a range of activities might be simultaneously moving students towards several goals.

The consideration of goals and objectives is necessary because students often study without specific purposes. Hamalik (1990) affirms one of the common mistakes made by students is studying without understanding the goals and objectives that are going to be achieved. Without certain goals and objectives, students could not realize the destination of the study. Consequently, they do not understand the topics that should be learnt, the strategies used to study the materials, the learning aids that should be prepared. and the way to evaluate the achievement.

Gerlach (1980) states one of the distinguishing characteristics of a learning objectives is that it reduces ambiguity to a minimum. Such objectives are not subject to many different interpretations. Some writers refer to objectives of this type as behavioral or performance objectives or criterion-referenced objectives. Others use the terms operationally stated objectives (that is, the objectives is stated in terms of the operations or procedures employed by the learner). It makes little difference what name you use. It is important that the behavior of the product in which you are interested be well defined. Since this is the type of objective which we find useful in teaching, we will simply use the term “good” or “useful” to refer to such well defined objectives. A good objective exhibits four distinguishing characteristics: a) it describes something which the learner does or produces, b) it states a behavior or a product of the learner’s behavior, c) it stated the conditions under which the behavior is to occur, and d) it states the standard which defines whether or not the objective has been attained.

That is clearly apparent that thinking over goals and objectives in building up vocabularies in particular and in learning the other subjects in general is one of beneficial stages in learning processes. The learning activities will, therefore, yield good or bad result depending upon whether or not learners comprehend their goals and objectives. Their learning can be time consuming or productive. It can be wasteful if they learn without the goals and the objectives. But it cannot be impossible to be advantageous if they start by goals and objectives from the very beginning.

Another must also be obvious that to think over goals and objectives is not only teachers’ business. It must also be learners’ attention. Unless they will have no destination because the learners will confuse to prioritize their learning target. Up to the present time, however, most of students go to schools or campuses without clear destination. They come in class with an empty bag of mind; no preparation, no goals and objectives, and finally no clear result. And unfortunately, they know nothing at the end of studying. For the reason, thinking over goals and objectives should be the main priorities in learning processes. (F)

by: Mr. Ruwandi, MA

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

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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

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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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