Language and Thought Approach, Method, and Strategy

Source: www.primagama.co.id

3. Language and Thought

The relationship between language and thought poses thorny issues and questions. The issue at stake in child language acquisition is to determine how thought affects language, how language affects thought. It will also related with the tree domains aspects, such as cognitive domain, affective domain, and psychometric domain. In recent curriculum that is School – Level Curriculum KTSP those three domains aspect are very integratedly needed to make the goals of teaching learning English is achieved. Conceptually, Smart solution method here has fulfilled the aspect of language learning domains. To complete the information about language and thought and also the role of three domains aspect related with using Smart solution method in teaching gerund, the writer would like to give more information about them; Left-and Right-Brain Functioning SMART Solution Method is a method of learning which balances both left-brain and right-brain 47 . Dr. Marian Diamond a neurological specialist has been doing both the research and the experiment of brain for thirty years. Her summary is whatever ages you are from either birth or death is possible for improving the capability of you mentality through the environment’s stimulation. She also said that more stimulus of your brain by both intellectual activity and environment’s interaction, it will be more connections are formed by the cells 48 . The processes of left-brain are logical, sequential, linear, and rational. These sides are so regular. However, in reality, it can do the interpretations both abstract and symbolism. The thinking processes are related to regular functions such as; verbal expression, writing, reading, auditoria association listening, placing both detail and fact analyzing the information, phonetics, and also symbolism by the numbers-logical. Meanwhile, the processes of right-brain are random, irregular, intuitive, and holistic. The thinking processes are related to curious things that are nonverbal, such as; feeling and emotion, self-awareness personality and identity, spatial awareness need someone out there, knowing both shapes and patterns, music, art, color sensitivity, creativity and visualization 49 . Each of two brain clefts is responsible for their different thinking and majoring on their particular skills, though the intersection of brain recesses really happens. It can be visualized in the following figure 2.2 as follows: Figure 2.2 Two Brain Clefts 36 Akademik PRIMAGAMA Yogyakarta, Articles, ‘Konsep Pengajaran R.E.C’.2004. 37 Bobby de Porter and Mike Hernacki, Quantum Learning: Membiasakan Belajar Nyaman Menyenangkan, Bandung: Kaufa 2005, p.36. 38 Bobby de Porter and Mike Hernacki, Quantum Learning….,p.36. Source: Quantum Learning, p.39. Some scholars have singled out the lateralization of the brain as the key to answer such a question. There is evidence in neurological brain research that as the human brain matures certain functions are assigned or ‘lateralized’ to the left hemisphere of the brain and certain other functions to the right hemisphere. Intellectual, logical, and analytic functions appear to be largely located in the left hemisphere while the right hemisphere controls functions related to emotional and social needs 50 . Moreover, 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 51 . Likewise, Professor Roger Sperry from California University said in his research that left-brain functions are particularly designed for logical aspects, sequences, analytical, mathematics, and producing language. Right-brain functions are related to activities both active and innovative, the ideas either abstract or imaginative. While we can cite many differences between left- and right-brain characteristic, it is important to remember that left and right hemisphere operate together as a ‘team’. Through the corpus collosum, messages are sent back and forth such that both hemispheres are involved in most of the 39 H. Douglas Brown, Principles of Language Learning and Teaching 3 rd Edition, San Francisco University, p.53. 40 H. Douglas Brown, Principles of Language…., p.109. neurological brain activity of the human brain. 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 Danesi 1988. For the detail information of left- and right- brain characteristics, Torrance 1980 lists the following characteristics of left- and right-brain dominance as table 2.8 below: Table 2.8 Left and right brain characteristics LEFT-BRAIN DOMINANCE RIGHT-BRAIN DOMINANCE • Logical • Remember names • Responds to verbal instruction • Experiments systematically and with strong restrain • Makes objective judgments • Solid and structured • Prefers published, certain information • Separation reader • Reliance on language in thinking and remembering • Prefers writing objects • Prefers multiple choice test • Less free with feelings • Bad at interpreting body language • Sometimes uses metaphors • Favors logical problem solving • Intuitive • Remembers faces • Responds to demonstrated, illustrated or symbolic instructions • Experiments randomly and with less restraint • Makes subjective judgments • Fluid and spontaneous • Prefers elusive, uncertain information • Synthesizing reader • Reliance on images in thinking and remembering • Prefers open-ended questions • More free with feelings • Good at interpreting body language • Frequently uses metaphors • Favors intuitive problem solving Continue to the next page Nevertheless, the left- right-brain construct helps to define another useful learning style continuum, with implications for second language learning and teaching. Danesi 1988, for example, uses ‘neurological bimodality’ to analyze the way in which various language teaching methods have failed: by appealing too strongly to left- brain processes, past methods were inadequately stimulating important right- brain processes in the language classroom. Krahen, Seliger, and Hartnett 1974 found support for hypothesis that left-brain-dominant second language learners preferred a deductive style of teaching, while right-brain- dominant learners appeared to be more successful in an inductive classroom environment. Stevick 1982 concluded that left-brain-dominant second language learners are better at producing separate words, gathering the specifics of language, carrying out sequences of sentences, and dealing with abstraction, classification, labeling, and reorganizations. Right-brain- dominant learners, on the other hand, appear to deal better the whole images not with reshuffling parts, with generalizations, with metaphors and with emotional reactions and artistic expressions. Right-Brain Dominant Purdi E. Chandra, President of PRIMAGAMA Center in Yogyakarta implied that PRIMAGAMA has a long time introduced and applied the Smart Solution Method using the right brain dominantly for two decades by the abstractive ways, instinctive, innovative, creative, and controlling of emotion in learning since 1982. Using these ways it is believed to be able to create the situation of learning fun and not boring. It is assured by Hendra Hermawan, S.P. The chief of PRIMAGAMA Education Tuition Pisangan-Ciputat through an interview with the writer said that Smart Solution Method are: a. The correlation of left brain processes: known – asked – to answer b. Optimalization of right brain processes c. The permanent formulations which can be justified: fast – accurate – responsible. also see appendix So, in this case the writer takes a conclusion that smart solution method using not only the balances of left and right brain function but also dominantly right brain function. But, how can the writer take that conclusion? Last moment, the writer found the reason on the website that Barbara Pytel told the characteristics of the right brain 52 ; Right Brain Traits Right brains are honored in eastern cultures more than western. They are seen as less smart because of the manner in which they process information. Rights do not go from Point A to Point B. Right brains do not like to listen to directions and do not like to read them. They scan quickly and figure out what to do without reading details. Reading directions carefully is a detailed activity for the left-brain. How Rights Learn Rights think and learn in visual, kinesthetic and audio images. They don’t memorize well and need to visualize a picture so they can recall the facts. Abstract math is often not brain compatible. Their thoughts are frequently in code and they may have bizarre images in night dreams leaving them confused as to what they mean. When right brains talk to you, they look at you while listening and look away to the when answering a question. This is a brain shift from one side to another. This is not a sign of fabrication. They are listening with one side and now switch over for the response. They are not creating an answer in an attempt to deceive. Word Association 41 http:educationalissues.suite101.comarticle.cfmright_brain_characteristics.com On a spelling test, aright brain hears the word “dog.” Their mind wanders to the thought of the neighbor’s dog which barked most of the night, that reminds them of the fact that neighbors are in the Bahamas, which takes them to an island with palm trees and sandy beaches, which reminds them that they need a bathing suit for this weekend, which reminds them that they will need to take spending money… Teacher says, “Word 7 is house.” Student raises hand and asks what word 6 was. They’ve checked out for a while. Rights Are Misunderstood Right brains do not explain what they feel well and are misunderstood. They think of one thing, say another because their brain has already moved on to another thought. Unfortunately, their mouth is still moving. Rights often do not realize may even deny saying it or argue they said something else. Because they know what they “intended” to say, they are confused when individuals state otherwise. See the Big Picture Rights brains do not like to jump through the hoops to get something done. They also do not like to follow rules which do not make sense to them. They see the big picture quickly and what you are asking them to do in steps does not seem necessary because they are at the end of the process already. Right brains are non-judgmental and often have no opinion on many topics. They can see both sides and are often seen as wishy washy or lacking values. They see the whole person and are less likely to condemn a person because of a flaw. They often have an interesting group of friends. New Ideas Right brains embrace new ideas. They are future thinkers and enjoy introducing controversial ideas. They believe that everything is possible, tend to be very creative, and do not see the pitfalls along the way. They leave those little details to the lefts.

G. Issues of Smart Solution Method 1. Problem Solving Approach