Group 7.

 Name:

1. Atik Dzuriyatul Husniyah

2. Nikita Nurul Milati

3. Emilia Nur Febriantini

4. Robby Zulfa Zulfi Ni’am

A.    Left- and right- Brain Dominance.

Left- and right- Brain Dominance is a potentially significant issue in developing a theory of second language acquisition.

·         -The left hemisphere is associated with logical, analytical thought with mathematical and linear processing of information.

·         -The right hemisphere perceives and remember visual, tactile, and auditory image, it is more efficient in processing holistic, integrative, and emotional information.

a.      Left brain dominance

1.      Intellectual

2.      Remembers names

3.      Responds to verbal instruction and explanation.

4.      Experiments systematically and with control.

5.      Planed and structured.

6.      Analytic reader.

7.      Prefers talking and writing.

8.      Control feeling

9.      Rarely uses metaphor.

10.  Favors logical problem solving.

b.      Right brain dominance.

1.      Intuitive

2.      Remembers faces

3.      Responds to demonstrated, illustrated, or symbolic instruction.

4.      Experiment randomly and with less restraint

5.      Fluid and spontaneous

6.      Synthesizing reader

7.      Prefers drawing and manipulating objects

8.      More free with feeling

9.      Frequently uses metaphor

10.  Favors intuitive problem solving

B.      Reflectivity and Impulsivity

Ø  Impulsive persons are usually faster readers, and eventually master the “psycholinguistic guessing game”.

Ø  Reflective persons could benefit more from inductive learning situation.

A few studies have related reflective or impulsive to second language learning. Reflective student were slower but more accurate than impulsive student in reading. In the other hand, reflection style was weakly related to performance, and impulsivity always implies accuracy.

C.    Visual, Auditory, and Kinesthetic styles

There are three style s of learning

1.       Visual : Learners tend to prefer reading and studying charts, drawings, and other graphic information

2.       Auditory: learners prefer listening to lectures and audiotapes.

3.       Kinesthetic : learners will show a preference for demonstrations and physical activity involving bodily movement

And the most successful learners utilize both visual and auditory input, but slight preferences one way or the other may distinguish one learner from another, an important factor for classroom instruction.

Based on Reid research some preferences of her subject were a factor of gender, length of time in the United State, academic field of study, and level of education. And Reid reported on studies that included kinesthetic style with result that confirmed the importance of attending to such preferences among learners.

Research findings on learning styles underscore the importance of recognizing learners’ varying preference. However, teachers must take a cautious approach. Measurement of styles preference is problematic. Style can be a reflection if not a direct product of one’s cultural background

We are as a teacher we should to:

1.       Take charge of their language learning process become autonomous learners.

2.       To become aware of their styles, preferences, strengths, and weaknesses.

3.       Take appropriate action on their second language learning