Language Learning Should be Flexible

I believe that language is so flexible, that the way we learn it can be done as flexible as well. I found the proof of my belief after doing microteaching simulation in LTM class with my group and looking at other groups’ performance. When we teach writing, for example, we can also put some activities supporting speaking, or even listening skills. I use the example from my own group performance. At the beginning, we do a storytelling—which is a typical speaking activity—as an elicitation. Later on, after having “our students” listen to the story, we can easily help them to identify the stages of the story—which is a narrative story—such as what happened at the beginning, when the problem raised and solved, etc. yes, I prefer this way to tell them directly the generic structure and the language features. I think, by doing this, students are encouraged to think and find the pattern by themselves. It hoped that the concept will remain longer in their mind.

I also believe that the best method in teaching writing is by using “process approach” since I’ve found many facts say that everything instant will not give a good impact. So does writing. By steps I learnt from last Bahasa Indonesia class (which are shown interestingly below), I hope students will have more will to write well.

By these steps also, I want they know that ideas for a story can come from everywhere, even from a story that is seen from different perspective. Here, I want to tell them that language learning should be fun. We can be anyone when we write, right? Moreover, if we give them opportunities to read the story and act it out. I think, these steps can gain their intrinsic motivation and confidence, so they will dare to take risks in writing, as the principles proposed by Brown (2007).

Well, even though all performance of each group seemed good, there are some weaknesses I found repeatedly done. Some of us just put some interesting activities without considering the relation with the material they deliver. It could be nice for students yet confusing; they may asked, “What are these games for?” Actually, I don’t bother what kind of game they used as long as it was related to the subject and they tell students the connection or the objective of the game.

Another weakness is misusing of a certain term improperly. For instance, one of the groups taught speaking but they tended to emphasize the generic structure of a text. Although I believe that language learning should be flexible, I don’t see any sense on that. Maybe they could mention it at a glance, but they don’t need to elaborate on each step since it’s more suitable to be done in writing class. Regardless all those weaknesses, I’m really proud with my lecturers and my friends who can deliver a material in a fun yet understandable way. I wonder how happy their students will be having them as the teacher. J

Every Student is Smart!

Everyone is special in their own way
We make each other strong
We're not the same, We're different in a good way
Together's where we belong.
(We're All in This Together, OST High School Musical)

I’m always impressed with all things related to Multiple Intelligences. By this frame of mind, every people is viewed as a smart people. Not only one who wins Science Olympiad, or gets the best score in National Examination, but also people that can paint well, talkative, even people who look silent (but actually they think inside). That’s why I think teachers should look students through this framework.

Even though we cannot claim that one method is the best, I think this is the most appropriate way when teachers want to develop students’ skills and their various abilities. It’s suitable with the condition of Indonesia students, who have a lot differences one to each other, even in the same area. Different culture, family background, and parenting style also influence what the most dominant intelligences of a student.

Nevertheless, it’s impossible to accommodate all of the intelligences in one activity in one day. I have planned to give my students questionnaire to obtain what their stronger intelligences are at the beginning of the learning period. So later on, I can modify activities that support students multiple intelligences. Not only vary, the assignments given should also encourage them to think critically. We can use Integration Matrix—that is given in the MI workshop with Pak Iwan—to compose the assignments that are in higher level of Bloom’s taxonomy. Of course not every task support all intelligences but at least there are some intelligences accommodated in one activity. For instance, the teacher can ask students to discuss about a book in a literature circle. In the circle, students are given different roles such as the facilitator (to support students’ interpersonal and verbal-linguistic intelligence), the illustrator (visual-spatial), and the vocabulary developer (verbal linguistic). Since the discussion is done in a group, they can increase their interpersonal intelligence. The intrapersonal people are also given opportunity to express their feeling through reflection journal after the session. Imagine the fact that we can accommodate some intelligences only with one book!

We know that every student actually has all of the intelligences, though the compositions are not the same. To maximize all of the intelligences, teachers can ask students to work in group so they can complete to each other. Because every student is special in their own way--just like the song above--, and teacher's role is to facilitate them to make each other strengthen their intelligences.

The Best Language Teaching Method Ever

Let's travel back into the time when we were in junior/senior high school. Revisit our school that had given us many kind of stories. Enter our former class and sit over there. Remember when your English (or whatever subject you afraid of) teacher came to the class; what do you feel?



Do you feel like me that was afraid waiting him point you out to answer questions from him?

Yes, once upon a time (it sounds centuries ago ;-p ), I've ever had the unpleasant feeling when my English teacher come to the class. He very mastered his subject and is so kind, yet there's one thing made me afraid: he speaks so rapidly and loudly that made my friends and I felt as if he was a tribal elder who chanted incantations. He assumed that all of the students understand what he said, maybe. Whereas the fact, there's only a few students understand, including (I hope it won't sound arrogant,) me.

This small group students always become his target to talk and to tell some instructions in English, and then we spread it to another students in more 'understandable' language. Maybe he didn't realize it but actually I was uncomfortable with the treatment. Sometimes, he asked the whole class to make a group discussion while most of the students didn't know what they should do. According to you, was it effective?

I don't think so. We were asked to do something but he didn't give us any provision. We were stressed and feel threatened that we can't enjoy the class. Finally, we just got a little knowledge from his class. That's why, I'm really interested when Ms Vera showed us a video about Suggestopedia.



The setting and the way teacher teach make me impressed at the first time. I felt at home and enjoy the learning. I can record some new vocabularies and know the meaning at once because she performed some illustrations to describe the words. But then I think, I will need extra works to bring so many stuff into my class if I want to try this method in my class, one day. Besides, not all of Indonesian students like classic music. For some students, this kind of music can be a lullaby that will bring them into dream world. Moreover, if I apply this method in my class for the whole semester my students will be bored, I bet. They will laugh instead of study.

After Suggestopedia, I watched another method video, i.e. Silent Way (which is not really silent, actually), Audiolingualism, Communicative Approach, Community Language Learning, Total Physical Response. Every method has its uniqueness, advantages and disadvantages but not all of them can be applied in every classroom. None of them can be declared as the best one, I think. The best method is the most proper one with the condition of the class, either the place or the time.

I'm always impressed with method used by Pak Iwan. Even though I have known the methods used, it can feel new. As I know, he changes the strategies almost in every meeting. Maybe today we do debate, tomorrow we will make a literature circle or even a sketch! I also like the way he warms the class up and how he elicit us into a material. I wish I can be like him when I become a teacher, or even better.