STYLE AND STRATEGIES Group 3

Process, style, and strategy

Process

            Process is the most general of the three concepts, and was essentially the focus of the previous chapter. Process is characteristic of every human being.

Style

            Style is a term that refers to consistent and rather enduring tendencies or preferences within an individual. Styles vary across individuals.

Strategies

            Strategies are specific methods of approaching a problem or task, modes of operation for achieving a particular end, planned design for controlling and manipulating certain information.

LEARNING STYLES

Learning styles in education are the systematic differences in individuals' natural or habitual pattern of acquiring and processing information in learning situations. A core concept is that individuals differ in how they learn.

The term “learning styles” speaks to the understanding that every student learns differently. Technically, an individual’s learning style refers to the preferential way in which the student absorbs processes, comprehends and retains information.

FIELD INDEPENDENCE

Field independence is concept in the field of cognitive style. It is a one-dimensional mode of variation in cognitive style. Field dependence/independence was the earliest studied area in the study of cognitive styles. A field independent style enables you to distinguish parts from a whole, to concentrate on something such as reading a book in a noisy train station, or to analyze separate variables without the contamination of neighboring variables.

There are two hypotheses of an experiment in a classroom deal with two different kinds of language learning. One kind of learning implies natural, face-to-face communication, the kind of communication that occurs too rarely in the average language classroom. The second is involving the familiar classroom activities; drills, exercises, tests, and so forth. It is most likely that natural language learning in the “field”.

by : Leny Mutmafidah, Fenni Anggraeni, Anindya Iman Sari

Left an Right Brain Dominance Group 3

Left an Right Brain Dominance

                The left hemisphere is associated with logical, analytical thought, with mathematical and linear processing of information. The right hemisphere perceives and remembers visual, tactile, and auditory images, it is more efficient in processing holistic, integrative, and emotional information.

NO.	Left Brain Dominance	Right Brain Dominance
1. 2. 3. 4. 5. 6. 7.	Intellectual Remembers names Responds to verbal instructions and explanations. Experiments systematically and with control. Makes objectives judgement Planned and structured Etc	Intuitive Remember face Respond to demonstrated, illustrated, or symbolic instruction. Experiments randomly and with less restrain Make subjective judgment. Fluid and spontaneous Etc.

The left and right brain differences lend to draw more attention than the research warrants at the present time. The left or right brain contruct helps define another useful learning style continuum. right brain dominant learners appeared to be more successful in an inductive classroom environment, and also learners with images, generalizations, metaphors, emotional reactions and artistic expressions.

Reflectivity and Impulsivity

A person who tends to make either a quick or gambling guess at an answer to a problem is impulsive. On the other hand, someone who is slower and take more calculated decision is reflective. the implications of language acquisition are nomerous. Based on Kagan, 1965; children who are conceptually reflective tend to make fewer errors in reading than impulsive children.

Reflectivity or impulsivity has some important considerations for classroom second language learning and teaching. Teachers tend to judge mistakes too harshly, especially an impulsive’s learner who may be more willing than a reflective person to gamble at an answer. On the other hand, a reflective person may require patience from the teacher, who must allow more time for the student to struggle with responses.

Visual, Auditory, and Kinesthetic Styles

Learning in a classroom is the preference of visual, auditory, and kinesthetic styles for learners. Reading and studying charts, graphics, and other graphic information are the examples for visual styles of learning. Listening to lectures and audiotapes are the examples for auditory styles. Meanwhile showing a preference for demonstration and physical activity involving bodily movement are the examples for kinesthetic styles.

The fact that learners ‘styles represent preferred approaches rather than immutable stable traits means that learnes can adapt to varying contexts and situasions. Research on learning styles prods us as teacher to help students first of all to take charge of their language learning process to became autonomous learners, and then to become aware of their styles, preference, strengths, and weaknesses, and finally to take appropriate action on their second language learning challenges.

By : Leny Mutmafidah, Fenni Anggraeni, Anindya Iman Sari

grup 4

dewi martila
meilda lestari
romi hasyim z

 Left and Right Brain dominance
the left hemisphere is associated with logical, analytical thought, with mathematical and linear processing of information. the right hemisphere perceives and remembers visual and tactile and auditory image,it is more efficient in processing holistic,integrative, emotional information. through the corpus collosum,message are sent back and forth so that both hemisphere are involved in much of the neurological activity of the human brain. conclusion that were drawn above for FI and FD generally apply well for left and right brain functioning respectively.

Reflectivity and Impulssivity.
impulssivity person are usually faster readers, and eventually master the psycholinguistic guessing game. reflective person could benefit more from inductive learning situation,reflective student were slower but more accurate than impulsive student in reading.

Visual, Auditory, Khinesthetic Style
visual learner tend to prefer reading and studying charts,drawing and other graphic information. auditory learners prefer listening to lecture and audiotapes. khinesthetic learners will show a preference for demonstration and physical activity involving bodily movement. research on learning styles prods us as teachers to help students first of all take charge of their language learning process to become autonomos learners and than to became aware of their styles.

Group 1 : Akhmad Ivan Fathoni

                    Eni Hasnaul Faiq

                    Hasan Zainuddin

                    Suhirman

Summary.

   A.      Left and Right-Brain Dominance

Left and right-brain dominance is a significant ability in developing a theory of second language acquisition. The left side of the brain connected with logical, analytical thought, with mathematical and linear processing of information. The right side of the brain perceives and remembers visual, auditory images and dominance in creatifity. It is more efficient in processing holistic and emotional information. Most problem solving involves the capacities of both hemispheres, and often the best solutions when each hemisphere has participated optimally, both. Nevertheless, the right-brain dominant are better and more successful for second language learners, (Krashen, Seliger, and Hartnett (1974). Right-brain dominant appear to deal better with whole images, with generalization, with metaphors, and with emotinal reaction and artistic expression.

  B.      Ambiguity Tolerance

A third concerns the degree to which you are cognitively willing to tolerate ideas and proposition that run counter to your own belief system or stucture of knowledge. Ambiguity tolerant, relatively open-minded in accepting facts, events, and ideologies was one of only two significant factors in predicting the success of second language learners. They found that learners with a high tolerance for ambiguity were slighty more successful in certain language task.

  C.      Reflectivity and Impulsivity

A few studies have related revlective or impulsive to second language learning. Revlective 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.

  D.      Visual, Auditory, Kinesthetic

Visual learners tend to prefer reading and graphic information. Auditory learners prefer listening to the lectures. Kinesthetic learners prefer physical activity. Research findings on learning style underscore the importance of recognizing learners preferences. The lecture should use strategies depend on what suitable with the student. Over all, visual, auditory, and kinesthetic is important thing in learning second language, and it should be balanced.   

group 2 ( Left and right brain dominance )

Group 2 :

1.      Yuni Indrawati

2.      Wahyu Ilahi. R

3.      Aswar Ali Amzah

Left and right brain dominance

Left and right brain dominance is a potentially significant issue in developing a theory of second language acquisition. As the child matures, various functions become lateralized to the left or right hemisphere. The left hemisphere is associated with logical, analytical thought with mathematical and linear processing of information. The right hemisphere perceives and remembers visual, tactile, and auditory images. It is more efficient in processing holistic, integrative, and emotional information.

            While we can cite many differences between left and right brain characteristics it is important to remember that the left and right hemispheres operates together as a “team”. Most problem solving involves the capacities of both hemispheres, and often the best solutions to problems are those in which each hemisphere has participated optimally. We must also remember that left and right brain differences tend to draw more attention than the research warrants at the present time. Nevertheless, the left and right brain construct helps to define another useful learning style continuum with implications for second language learning and teaching.

Reflectivity and Impulsivity

Reflectivity/Impulsivity distinguishes the people according to the tendency of postponing initial response and reflecting on it before answering rather than the tendency of quick, impulsive response (Kagan). Impulsive people, by rule, respond faster and make more mistakes, while reflectors answer slower but commit fewer performance errors. Reflective people tend to analyse the information and generate several alternatives before going to implementation. Impulsive people go straightway to implementation of the first idea that has come in mind.

Visual, Auditory, and Kinesthetic Styles

Visual learners tend to prefer reading and studying charts, drawings, and other graphic information. Learners who are visual-spatial usually have difficulty with the written language. They easily visualize faces and places by using their imagination and seldom get lost in new surroundings.

Auditory learners prefer listening to lectures and audiotapes. They have difficulty with reading and writing tasks.

Kinesthetic learner will show a preference for demonstration and physical activity involving bodyly movement. They tend to lose concentration if there is little or no external stimulation or movement.  They typically use color high lighters and take notes by drawing pictures, diagrams, or doodling.