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Monday, June 3, 2013

Interactive Whiteboard for Modern Classrooms

Gone are the days when children used to sit facing those ugly-looking blackboards polluting the classroom with chalk dust. With the change in time, the needs of the students have also changed. Now they need smarter ways to study which may hold their interest and help them in retaining the knowledge for a longer period of time. And one such technology is interactive whiteboard.

The blessing of the modern-day technology, interactive whiteboard is more of an entertaining toy for the students that help them in learning faster in an interactive ambience. Internet sources have revealed that these digital whiteboards are creating a stir in classrooms as pupils enjoy learning and find it more interesting and lively. Teachers also praise the benefits of interactive whiteboards in the classrooms and appreciate the tangible improvements in students' participation in studies and various activities. However, people come up with many queries related to interactive whiteboards such as how to use such whiteboards, how do they enrich learning process, how can schools deploy these smart boards in classrooms and much more. Luckily we have answers for all these questions.

Let's delve deeper into the benefits of interactive whiteboards which make them an ideal choice of every educational firm.

Deploy Various Learning Styles

The introduction of interactive whiteboards in learning sector has created a revolution, a pleasing one. With effective use of this incredible technology teachers can encompass various teaching styles which may keep the attention of the students hooked. The main attribute of such digital boards is that it stresses on whole class teaching strategies and include an array of activities such as demonstration, prompting, probing and promoting questioning.

Enrich Demonstrations

They help the teachers in offering better demonstrations in a highly clear, efficient and dynamic way. As students visualize all that they listen, their understanding gets reinforced. With the implementation of abstract ideas and concepts in the classrooms, students learn to interact with a simulation and thus a smart classroom forms shape.

Increase Interaction

Electronic whiteboards promote interaction between teachers and students by engaging everyone in the same central focal point. Students show greater participation and learn the art of socializing and sharing thoughts and opinions with others. You see more number of hands rising to give answers and more cheerful faces eager to learn something new.

Software Choices

Interactive whiteboards are compatible with an array of educational software presenting various curriculum subjects in an interactive way with the help of multiple pictures, sounds, animation and brighter texts. Studying with the help of such software is completely a bliss for both teachers as well as students.

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Friday, May 31, 2013

Teaching Vocabulary; Interactive Word Wall Strategy

By Galih Ariffansyah

There are many ways to teach vocabulary, one of them is by using Interactive Word Wall. Before we explore what is Interactive Word Wall, I would like to explain what is the term of vocabulary first, then what is the Interactive word wall, then how to implement the strategy.

What is vocabulary?

According to ( Vocabulary is the group of words that a person or group of people knows how to use. Another definition according Vocabulary also is a group or stock of words used in a particular way by a certain group of people regarding their language. It is simply the words of a language.

The basic component in English is vocabulary, it is because the term of vocabulary states that vocabulary is made by the agreement of group of people regarding to their language. So, in another words, vocabulary refers to a word. Word is generally a vocabulary. 

In vocabulary, there are some words which is categorized into their part of speech. For example, "She" is a noun, that is a word which is also a vocabulary. Moreover, vocabulary always has meaning, there is no vocabulary without its meaning.

In Indonesia, when learning a new language, we expose to new words. For instance, we want to know what is the meaning of 'child' in English, if we do not know the meaning, then we can not use the word. In fact, in Indonesia, learning English is obligatory. Most of the students are still unaware about English. Meanwhile, the teacher has an important role to raise the students' awareness of English, especially about their vocabulary.


What is Interactive Word Wall?

A word wall is literacy tool composed of an organized (typically in alphabetical order) collection of words which are displayed in large visible letters on a wall, bulletin board, or other display surface in a classroom. The word wall is designed to be an interactive tool for students or others to use, and contains an array of words that can be used during writing or reading (on Wikipedia, 2013)

The interactive word wall strategy promotes a vocabulary rich-environment where walls are alive with words. The key to implementing this strategy is interactivity. The class walls are adorned with new and interesting words that the students learn through interacting with their texts, teacher, or their peers.

To promote interaction and dialogue, around the words, it is important to keep the words relevant, that is the posted words (on the wall) should be focal point for thinking about and noticing how and when they are used. It means that when the words are poster on the wall, they can always be used on students' needs in reading or writing where the words are frequently used and appeared (Patricia Antonacci & Catherine M. O'Collaghan, 2012: 105)

There are some tips to support our interactive word walls, (Patricia Antonacci & Catherine M. O'Collaghan, 2012: 105)
  1. Incorporate the Interactive Word Wall strategy as part of the word study instructional routine. It means whenever you teach English, promote the students to always use this strategy when they have any difficulties in words 
  2. Select the display wall carefully; making sure that it is at eye level and large enough to post the words. Teachers must create the word wall bigger so students can see clearly. 
  3. Decide on how you wish to display the words, such as alphabetically or organized by themes or content areas. There are many kinds of word wall example, there are alphabetically and themes, you can see, that is the example of alphabetical word wall, and that one is the theme word wall. 
  4. Write the words legibly on oak tag or paper, demonstrating appropriate handwriting. The teachers or students write the words in an oak tag or paper in a good handwriting, so other students can understand the handwriting.        

When to Use this Strategy?

This strategy can be used before, during, or after reading. The teacher may use the word wall to introduce new vocabulary prior to reading. During the reading, students are encouraged to find words that are unfamiliar and that should be placed on the word wall to learn. After reading, the class may also be used outside reading as a review or practice, such as when the teacher asks the students to “read the wall”, then they find the unfamiliar word on the word wall and they understand the meaning. As a result, word walls are resources for students and should be used when they are looking for new and interesting words to use in their writing.

How to Implement this Strategy?

  1. Establish a purpose for using the word wall. Word walls may be used to help students learn high frequency words, or they may be used to develop vocabulary around a theme. For example, themes for word walls may include the tropical rainforest, biography, or anything you want to teach. 
  2. Select the words that are targeted for instruction. Select a few words for teaching and post them on the wall. Words on the wall need to be spelled correctly and written legibly, as students will be encouraged to use the word wall as a resource for their reading and writing. 
  3. Before reading, teach the words. Engage students in a lively discussion of the words. Teachers may decide to write a brief meaning of the word. 
  4. After reading, students may post words to the word wall. Because word walls are effective when they are interactive, teachers guide discussion of the readings to include new and interesting words that student discovered in their readings. These words, along with their meanings, may bes posted on the word wall. 
  5. Initiate activity around the word wall. For the word wall to be effective, members of the learning community must use them. The teacher plays an important role in initiating activity that leads to interactive word walls. For example, using word walls as references in finding interesting words for writing and playing word games will encourage students to make the word walls their own. 

Students with Special Needs

Students with special needs benefit from practice and repeated exposure to new vocabulary words. Have students create personal word walls that are portable. Students design their own interactive word walls from a blank file folder. Using the four sides of the folder, they draw 26 boxes, one for each letter of the alphabet. They post words from their classroom word wall on their portable word wall as well as new words they learn from their own readings. Students may be encouraged to post additional words from their readings. Words will be available to them on demand, at home and in school. (Patricia Antonacci & Catherine M. O'Collaghan, 2012: 108)


By using this strategy (Interactive Word Wall strategy) the student can choose their own words that they fell unfamiliar. And they may post it on the wall for their needs (writing or reading).
High frequency words in academic text also can be highly exposed to the students by using this strategy, so they can recognize it and always remember the words. Meanwhile,  this strategy is interesting and the words always can be seen and read on the wall.  

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Tuesday, May 14, 2013

Macam - Macam Model Pembelajaran Bahasa Inggris

Hari ini saya akan mengulas tentang model - model pembelajaran yang dipakai guru dalam pengajaran di kelas.

Langsung saja, yang pertama ialah:

Examples Non Examples

Langkah - langkah:
  1. Guru mempersiapkan gambar-gambar sesuai dengan tujuan pembelajaran.
  2. Guru menempelkan gambar di papan atau ditayangkan melalui OHP/LCD.
  3. Guru memberi petunjuk dan memberi kesempatan pada siswa untuk memperhatikan/menganalisa gambar. 
  4. Melalui diskusi kelompok 2-3 orang siswa, hasil diskusi dari analisa gambar tersebut dicatat pada kertas.
  5. Tiap kelompok diberi kesempatan membacakan hasil diskusinya.
  6. Mulai dari komentar/hasil diskusi siswa, guru mulai menjelaskan materi sesuai tujuan yang ingin dicapai.
  7. Kesimpulan.

Picture and Picture

Langkah - langkah:
  1. Guru menyampaikan kompetensi yang ingin dicapai.
  2. Menyajikan materi sebagai pengantar.
  3. Guru menunjukkan/memperlihatkan gambar-gambar kegiatan berkaitan dengan materi.
  4. Guru menunjuk/memanggil siswa secara bergantian.
  5. Guru menanyakan alasan/dasar pemikiran urutan gambar tersebut.
  6. Dari alasan/urutan gambar tersebut guru memulai menanamkan konsep/materi sesuai dengan kompetensi yang ingin dicapai.
  7. Kesimpulan/rangkuman. 


Cooperative Script

Skrip kooperatif ialah metode belajar dimana siswa bekerja berpasangan dan bergantian secara lisan mengikhtisarkan, bagian-bagian dari materi yang dipelajari.

Langkah - langkah:
  1. Guru membagikan siswa untuk berpasangan.
  2. Guru membagikan wacana/materi tiap siswa untuk dibaca dan membuat ringkasan.
  3. Guru dan siswa menetapkan siapa yang pertama berperan sebagai pembicara dan siapa yang berperan sebagai pendengar.
  4. Pembicara membacakan ringkasannya selengkap mungkin, dengan memasukkan ide-ide pokok dalam ringkasannya. Sementara mendengar:
    • Menyimak/mengoreksi/menunjukkan ide-ide pokok yang kurang lengkap.
    • Membantu mengingat/menghafal ide-ide pokok dengan menghubungkan materi sebelumnya atau dengan materi lainnya.
  6. Bertukar peran, semula sebagai pembicara ditukar menjadi pendengar dan sebaliknya. Serta lakukan seperti diatas.
  7. Kesimpulan siswa bersama-sama dengan guru.
  8. Penutup. 

Baiklah itulah sedikit ulasan saya tentang model-model pembelajaran yang saya ambil dari beberapa sumber, termasuk dari kuliah saya.

Selengkapnya anda dapat mengunduhnya di  sini
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Monday, May 6, 2013

Menerapkan Model Pembelajaran; Numbered Heads Together

A. Pendahuluan

Pertama-tama saya ingin mengucapkan banyak terima kasih kepada rekan-rekan saya yang telah membantu saya dalam menerapkan model pembelajaran Numbered Heads Together (NHT) ini di kelas PPL 1. Tidak lupa pula saya ucapkan terima kasih kepada dosen PPL 1 saya, Asmi Rusmanayanti, S.Pd. M.Sc. yang telah pertama kali mengenalkan model pembelajaran ini kepada saya. Dan dengan penuh antusias, saya mencari diberbagai media, salah satunya internet mengenai model ini. Akhirnya, dengan modal “paham”, saya langsung mempraktekannya di kelas micro teaching. Pada saat itu, saya berada di kelas Ibu Dra. Rina Listia, M.Pd.

B. Penerapan NHT di dalam kelas

Apa itu NHT ? NHT adalah suatu strategi model pembelajaran kooperatif yang menggunakan angka yang diletakkan diatas kepala dengan tujuan untuk memudahkan guru dalam mengeksplor aktifitas siswa dalam mencari, mengolah, dan melaporkan informasi dari berbagai sumber yang akhirnya dipresentasikan di depan kelas. Strategi ini pertama kali dikenalkan oleh Spencer Kagan pada tahun 1992.

Pada saat saya memakai metode ini, pertama saya membagi kelas menjadi beberapa kelompok. Masing-masing siswa dalam kelompok sengaja diberi nomor untuk memudahkan kinerjakerja kelompok, mengubah posisi kelompok, menyusun materi, mempresentasikan, dan mendapat tanggapan dari kelompok lain. Setelah itu tiap kelompok memberikan kesimpulan.

Secara sederhana dapat dijelaskan bahwa langkah-langkah yang dapat dilakukan dalam melaksanakan model ini adalah :

1.       Siswa dibagi dalam beberapa kelompok dan masing-masing siswa dalam setiap kelompoknya mendapatkan nomor urut. Pengalaman saya adalah, ketika dalam kelas PPL 1 saya membuat exercise yang didalamnya ada 5 soal, pertanyaan dimulai dengan W/H questions. Terdapat 25 siswa didalam kelas sehingga saya membagi mereka kedalam 5 grup, yang tiap grup beranggotakan 5 orang. Tiap orang ini bertanggung jawab dengan soal exercise nya.

2.      Guru memberikan tugas dan masing-masing kelompok mengerjakan permasalahannya. Tiap kelompok mendiskusikan bersama.

3.      Kelompok memutuskan jawaban yang dianggap paling benar dan memastikan setiap anggotanya mengetahui jawaban tersebut.

4.      Guru memanggil salah satu nomor secara random dan siswa yang bernomor tersebut melaporkan jawabannya. Dalam tahap ini, seluruh kelompok yang bernomor sama yang dipanggil guru harus siap. Tiap kelompok yang nomornya dipanggil memberikan jawaban mereka. Apabila tidak bisa menjawab, maka guru dapat memberikan punishment.

5.      Siswa dipersilahkan memberikan tanggapan apabila dirasa jawaban kelompok lain kurang tepat.

6.      Setelah siswa melaporkan hasil, guru mendiskusikan jawaban-jawaban yang telah dijawab siswa, dan memberi jawaban yang paling benar.

7.      Tiap kelompok memberikan kesimpulan (apabila diperlukan).

Adapun kelebihan dan kekurangan dari model pembelajaran ini, yakni:


1.       Setiap murid menjadi siap semua
2.      Dapat melakukan diskusi dengan sungguh-sungguh
3.      Murid yang pandai dapat mengajari murid yang kurang pandai
4.      Terjadinya interaksi yang tinggi antara siswa dalam menjawab soal
5.      Tidak ada murid yang mendominasi dalam kelompok, karena adanya nomor yang membatasi.


1.       Tidak terlalu cocok untuk jumlah siswa yang banyak karena membutuhkan waktu yang lama.
2.      Tidak semua anggota kelompok dipanggil oleh guru. Karena kemungkinan waktu yang terbatas.

C. Kesimpulan

Dari hasil pengamatan saya, dengan menerapkan model pembelajaran NHT ini, keantusiasan siswa dalam mempelajari materi guru sangat tinggi. Karena dirasa menarik dan “menegangkan’. Siswa diharuskan bertanggung jawab terhadap soal yang diberikan, sehingga memicu siswa menjadi aktif dalam menjawab. Disamping itu, dalam tiap kelompok mungkin terdapat siswa yang kurang pandai, dengan model pembelajaran ini, maka siswa yang kurang pandai dapat berdiskusi dengan siswa yang pandai, sehingga mereka dapat bersama-sama belajar.

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Friday, May 3, 2013


What is an Adverb?

An adverb is a word that tells us more about a verb. It "qualifies" or "modifies" a verb (The girl sings beautifully). In the following examples, the adverb is in bold and the verb that it modifies is in italics.
  • Henry walks slowly.
  • Afterwards she smoked a cigarette.
  • Sue drives the car carefully.
But adverbs can also modify adjectives (Taufik is very clever), or even other adverbs (The task is really hard). Look at these examples:

  • Modify an adjective:
    - Galih is really handsome.
    - That was extremely kind of you.
  • Modify another adverb:
    - She drives really slowly.
    - He drives extremely fast

 Kinds of Adverb

A. Adverbs of Manner 

Adverbs of Manner tell us the manner or way in which something happens. They answer the question "how?". Adverbs of Manner mainly modify verbs.

  • He speaks slowly. (How does he speak? He speaks slowly)
  • They helped us cheerfully. (How did they help us?)
  • James Bond drives his cars fast. (How does James Bond drive his cars?)

B. Adverbs of Place

Adverbs of Place tell us the place where something happens. They answer the question "where?". Adverbs of Place mainly modify verbs.

  • Please sit here. (Where should I sit?)
  • They looked everywhere. (Where did they look?)
  • Two cars were parked outside. (Where were two cars parked.

C. Adverbs of Time

Adverbs of Time tell us something about the time that something happens. Adverbs of Time mainly modify verbs.

They can answer the question "when?":

  • He came yesterday. (When did he come?)
  • I want it now. (When do I want it?)

Or they can answer the question "how often?":

  • They deliver the newspaper daily. (How often do they deliver the newspaper?)
  • We sometimes watch a movie. (How often do we watch a movie?)

D. Adverbs of Degree

Adverbs of Degree tell us the degree or extent to which something happens. They answer the question "how much?" or "to what degree?". Adverbs of Degree can modify verbs, adjectives and other adverbs.

  • She entirely agrees with him. (How much does she agree with him?)
  • Mary is very beautiful. (To what degree is Mary beautiful? How beautiful is Mary?)
  • He drove quite dangerously. (To what degree did he drive dangerously? How dangerously did he drive?)

Adverbs of Manner lists Here

Adverbs of Place lists Here

Adverbs of Time lists Here

Adverbs of Degree lists Here

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Friday, April 26, 2013

Numbered Heads Together; a Learning and Teaching Model

A, What Is It?

Numbered Heads Together is a cooperative learning strategy that holds each student accountable for learning the material. Students are placed in groups and each person is given a number (from one to the maximum number in each group). The teacher poses a question and students "put their heads together" to figure out the answer. The teacher calls a specific number to respond as spokesperson for the group. By having students work together in a group, this strategy ensures that each member knows the answer to problems or questions asked by the teacher. Because no one knows which number will be called, all team members must be prepared.

B. Why Is It Important?

This cooperative learning strategy promotes discussion and both individual and group accountability. This strategy is beneficial for reviewing and integrating subject matter. Students with special needs often benefit when this strategy is used. After direct instruction of the material, the group supports each member and provides opportunities for practice, rehearsal, and discussion of content material.

Group learning methods encourage students to take greater responsibility for their own learning and to learn from one another, as well as from the instructor (Terenzini & Pascarella, 1994).

Cooperative learning has been shown to increase student achievement, race relations, acceptance of special needs students, and self-esteem (Slavin, 1995).

C. How Can You Make It Happen?

  1. Divide the students into groups of four and give each one a number from one to four.
  2. Pose a question or a problem to the class.
  3. Have students gather to think about the question and to make sure everyone in their group understands and can give an answer.
  4. Ask the question and call out a number randomly.
  5. The students with that number raise their hands, and when called on, the student answers for his or her team.

D. How Can You Stretch Students' Thinking?

This is a flexible strategy that can be used at a variety of levels. The teacher may start with factual information questions, and as students become more familiar with the strategy, ask questions that require analysis or synthesis of information. Student groups can be given statements such as, "School uniforms help to keep students focused on academics." Students' task is to come to consensus on whether they agree or disagree, giving an explanation of their reasoning.

After the students respond, have the other groups agree or disagree with the answer by showing a thumbs up or thumbs down, and then explain their reasoning. Or, if the answer needs clarifying, ask another student to expand on the answer.

E. When Can You Use It?


Comprehension questions can be posed to groups, and students can work together to find the answers. For example, when reading a story, students can be given the task of analyzing one of the characters. They can be asked questions such as, "Which character traits are stated directly, and which are implied by the author?" and "What information do you get from the character's speech and actions?"


            Students can evaluate the quality of a piece of writing using a rubric. Have students review the writing as a group and assign scores as a group. Ask them to respond with their scores and rationale using the numbered heads together strategy.


            Numbered heads together can be used when solving math problems. Ask questions such as "What are the facts in this problem?" "Which strategy would be most appropriate?" and "What solution did your group agree on?"

Social Studies

            This strategy can be used after reading a chapter in a text, or after material has been presented. Ask clarifying questions about the text and have students find and discuss the answers. When groups are ready, review the answers using this strategy.


This strategy can be used in preparation for a test or quiz. Allow time for students to study together in their groups and perhaps create questions that might be on the test or quiz. Using the numbered heads together strategy, ask questions about the material that will be on the test or quiz.

Taken from TeacherVision

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Tuesday, April 23, 2013

New Music ‘Rewarding for the Brain’

Written by Yuniar Rahmadini -

After used MRI scan, the researcher from a Canadian team of scientists found that areas in the reward centre became active when people heard a song for the first time.
The more the listener enjoyed what they heard, the stronger connection was in the area of the brain called the nucleus accumbens.
The study is published in the journal science.
Dr. Valorie Salimpoor, from the Rotman Research Institute, in Toronto, told the BBC’s Science in Action programme: “We know that the nucleus accumbens is involved with reward.
“But music is abstract: It’s not like you are really hungry and you are about to get a piece of food and you are really excited about it because you are going to eat it – or the same thing applies to sex or memory – that’s when you would normally see activity in the nucleus accumbens.
“But what’s cool is that you’re anticipating and getting excited over something entirely abstract – and that’s the next sound that is coming up.

New Tunes

To bring off the study, which took place at the Montreal Neurological Institure at McGill University, new music was played to 19 volunteers 60 excerpts by the scientist, based on their musical preferences.
As they were listening to the 30-seconds-long tracks, they had to the opportunity to buy the ones they liked in the mocked up online music store.
All of this was brought off while the participants were lying in an MRI machine.
By analyzing the scans, the scientists found that the nucleus accumbens was “lighting up” and depending on the level of activity, the researchers could predict whether the participant was likely to buy a song.
Dr. Salimpoor said, “As they are listening to ths music, we can look at their brain activity and figure out how they are appreciating or enjoying this music before they even tell us anything.
“And that’s part of this new direction that neuroscience is going in – trying to understand what people are thinking, and inferring their thoughts and motivations and eventually their behavior through their brain activity.
The researcher found that the nucleus accumbens was also interacted with another area of the brain called the auditory cortical stores.
This is an area that stores sound information based on music that people have been exposed before.
“This part of the brain will be unique for each individual, because we’ve all heard different music in the past,” explained Dr. Salimpoor.
The researchers now want to find out how this drives our music tastes, and whether our brain activity can explain why people are have different styles of music.

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Saturday, April 20, 2013

5 Problems in Speaking English as Foreign Language

There are many experts that suggest about problem. One of them says that problem will appear if there is inappropriate between exception and reality. Another defines that a problem will happen if someone’s necessity does not fulfill. A problem is something that if it appears many people will get dissatisfaction. It can make trouble and difficulty for him/herself or other people, and if people procure a problem, they always want to lose it. Problem is perceived gap between the existing state and a desire state, or a deviation from a norm, standard or status quo, although most problems turn out to have several solution. Problem is a question proposed for solution, anything which is required to be solved or done, or a source of difficulty.

The learners have their own difficulties in learning the language. Particularly in improving speaking skill is not easy for the students. The Following are the problems of speaking skill (Munjayanah, 2004: 17):

  1. Inhibition

Unlike reading, writing or listening activities, speaking requires some degree of real-time exposure to an audience. Learners are often inhibited about trying to say thing in foreign language in the classroom: worried about mistakes or simply shy of the attention that their speech attract.

  1. Nothing to say

Even they are not inhibited, you often hear learners complain that they cannot think of anything to say: they have no motive to express themselves beyond the guilty feeling that they should be speaking.

  1. Low or uneven participation

Only one participant can talk at a time if he or she is to be heard; and in large group this means the each one will have only very little talking time. This problem is compounded of some learners to dominate, while other speaks very little or not a tall.

  1. Mother tongue use

It is easier for the student to use their mother tongue in their class because it looks naturally. Therefore, most of the students are not disciplined in using the target language in the learning process. 

What to do when we have these kind of problems? 

Try to use English everyday in our class, and or outside the classroom. This can stimulate our behavior to always use English as habitual even daily conversation. Keep in touch with someone who likes English too, because they have much more attention than to those who don't. 

Create a small group to train our English, whether in class or outside the class. Learning by doing is really important in learning to speak English. We can share information through the group, make small conversation, and check others error.  This also can give extra additional vocabulary to the persons.

While we have problems in our dialect, the solution is train our pronunciation to be better. Find some videos, musics, or authentic conversations in English. See or hear, then practice the sounds that we've heard in the source.

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Friday, April 19, 2013

Applying Multiple Intelligences Theory in Undergraduate EFL Classroom

In Gardner’s theory of Multiple Intelligence, we can conclude that each person is unique and has a blend of intelligences. The article is aimed to find out the probability of adjusting Gardner’s theory to undergraduate EFL classroom in China with main focus on lesson designing, choosing materials, class activities and assessment, aiming at promoting MI instruction and facilitating foreign language and whole person development.

People have their own intelligences which can be extended through training and exercise. People can obtain more than one intelligences if she/he wants, because intelligences are educable. Back to Gardner’s theory, the intelligences are categorized into eight; Linguistic, logical-mathematic, spatial, musical, kinesthetic, interpersonal, intrapersonal, and naturalist. The applications in undergraduate EFL classroom include; lesson designing, class activities (eight activity corners and student project work), choosing material, and assessment.

Based on the applications, integrating the MI theory into undergraduate EFL student will facilitate English acquisition and behavior.

How do Multiple Intelligences affect students’ motivation in learning English?

            As a teacher, we should show our student what is the most interesting activity. There are some students who are absorbed learning by looking at picture/caption. Some likes to do outside. In that case, we must see the interest of our students. Because when the interest is supported by appropriate teaching material and teaching activity, it can motivate the students to learn. The example is when someone likes to read, write, or tell stories, and then the suitable material is story book. Then the teacher can teach using linguistic intelligence by storytelling them. As a result, the students will fell happy and may be highly motivated to learn English.

According to Gardner, the intelligences are various and unique among human. In linguistic intelligence, it includes such skills as the abilities to remember information, to convince others, and to talk about language itself. Logical-mathematic involves the ability to analyze problems logically carried out by the mathematic operations. Spatial refers the ability to sense form, space, color, line, and shape. Musical entails skill in performance, composition, and appreciation of musical patterns. Kinesthetic shows the potential of using one’s whole body or part of body to express idea and to solve problem. Interpersonal indicate a person’s capacity to understand the intentions. Intrapersonal refers to the ability to understand oneself and to have an effective working model for oneself. Naturalist refers to the ability to recognize and classify flora and fauna.

Thus, some teachers feel that they need to create activities that draw on all eight, not only to facilitate language acquisition amongst diverse students, but also to help them realize their full potential with all eight. One way of doing that is to think about the activities that are frequently used in the classroom and to categorize them according to the intelligence type.

Do you find the article useful or not?

This article is very useful, because by knowing the concept and framework of multiple intelligences, I might create an interesting activity and atmosphere when I teach later. Students have different style in learning English, so as a teacher we need to create innovation to improve the student’s motivation in learning English, such as using word games for students who like writing or we can play song if the students like to sing or listen to the music. This article should be known for modern teacher in order to revise the traditional method, so the teaching-learning process will be more interesting.

Download the full article of Multiple Intelligence here
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