Features of Language Learning Strategy

activities properly. By doing these steps of making cards, the teacher’s creativity will also be improved. In relation to the teaching of reading in the classroom, cards can be used in three stages of reading. Cards can be used in the pre-reading stage for certain activities such as predicting and previewing the main text. The cards may contain some lists of vocabulary related to the text, or pictures which give a general image about the text. The cards can also be used in the while-reading stage for a particular activity like rearranging cards of a jumbled text. The final result of this activity is to construct a whole text. Next, cards can be used in the post-reading stage for a particular activity such as discussing some points related to the text. SCSS employs some principles of cooperative learning. Johnson and Johnson 2004: 274 in Orlich et al. 2007 mention some characteristics of cooperative learning like in the followings. a Uses small groups of three or four students micro-groups. b Focuses on tasks to be accomplished. c Requires group cooperation and interaction. d Mandates individual responsibility to learn. e Supports division of labor. This strategy employs the principles of multiple intelligences. Gardner 1993 in Armstrong 2003 proposes eight types of intelligences as follows. 1 Linguistic intelligence It relates to the understanding of language including the phonology, syntax, semantics and pragmatic uses of language. It involves someone’s ability to communicate knowledge, remember information, or reflect to the language itself. 2 Bodily-kinesthetic intelligence This intelligence is related to a person’s ability to control the body movement and handle objects skillfully. 3 Spatial intelligence It is related to the ability to perceive the visual world accurately. 4 Musical intelligence This intelligence relates to the ability of comprehending and expressing components of music. 5 Logical-mathematical intelligence It refers to the knowledge and use of logical structures. This involves some activities like experimentation, quantification, conceptualization, and classification. 6 Intrapersonal intelligence This is related to someone’s ability to access a person’s emotional aspects through the awareness of motivations, intentions, and desires. 7 Interpersonal intelligence It can be defined as a person’s ability to differentiate among other people with respect to moods, motivations, and intentions and use them to interact and communicate properly with others. 8 Naturalist intelligence It relates to the ability to distinguish and classify many species of plants and animals; and the ability to interact with living creatures or with the whole ecosystem. Based on the types of multiple intelligences above, Silent Card Shuffle Strategy SCSS will exploit more to the students with linguistic, bodily-kinesthetic, spatial, logical-mathematical, intrapersonal, and interpersonal intelligence. Nevertheless, it can be adjusted to the teacher’s variation of activities. SCSS employs the principles of multiple intelligences, and also applies Bloom’s taxonomy of cognitive learning process. There are six major categories of Bloom’s original taxonomy of cognitive domain of learning objectives including knowledge, comprehension,