img
                                                                            

Current Issue (Volume 03 - Issue 03)


Paper Title :: The Use of Multiple Intelligence Based Module in Secondary School: Teacher’s Point of View
Author Name :: Nur Achmad Amirullah, Mustaji || Nurmida Chaterine Sitompul
Country :: Indonesia
Page Number :: 01-03
Multiple intelligences provide an alternative consideration on intelligence which is put on the importance of understanding variety of the students: each individual talents and the development of students’ potentials. The current study explores the teachers’ view of the multiple intelligence based module in learning activities. Qualitative case study employed by interviewing the social science teacher to gain the data. The data then analyzed descriptively through theme analysis. The findings revealed that the construction of various learning activities emphasize on the different multiple intelligences. The learning experience simplifies the teaching and learning process, it enhanced students and teachers to understand the goal to be achieved through creative activities. This study inferred that the students and teachers will gain ideas about ways in which multiple intelligences can help them to gain student potential.
Keywords: Multiple intelligences, Module, students’ diversity.
[1]. Gardner, H. (2008). 5 minds for the future. Boston: Harvard Business Press.
[2]. Valdez, A., Mangorsi, S., Hambre, V. Magdara, D., & Manalundong, M. (2013). Effects of HOTS Techniques through Modular Instructions in Teaching High School Chemistry in MSU-Balindong High School. Journal of e-Education, e-Business, e-Management and e-Learning, 3, 326-329.
[3]. Chan, W. D. (2005). Perceived multiple intelligences and learning preferences among Chinese gifted students in Hong Kong. Journal for the Education of the Gifted, 29, 187-212.
[4]. Kallenbach, S., & Viens, J. (2001). Adult multiple intelligences study. NCSALL Research Projects.
[5]. Nwagu, E., & Nwagu, E. (2013). Effectiveness of multiple intelligences teaching approach in drug education of pupils in Enugu State of Negeria. Journal of Education and Practice, 4 (16), 46-55.

Paper Title :: Fragmentation of the Brazilian Communist Party (Partido Comunista Brasileiro) and the dissidence brought about by Carlos Marighella
Author Name :: Lucas Martins Marchezini
Country :: Brazil
Page Number :: 04-07
This article aims to succinctly discuss the ideological conflicts inside the Brazilian Communist Party (Partido Comunista Brasileiro) as well as point the main events leading up to it, ranging from Nikita Kruschev’s delations of the crimes committed by Stalin to the defragmentation of the party into several left-wing organizations that fought against the military dictatorship - some even engaging in armed guerilla actions. One of the most notorious groups of this period was the one led by Carlos Marighella, the National Liberation Action (Ação Liberadora Nacional).
Keywords: Partido Comunista Brasileiro, Brazilian Communist Party, left-wing Brazil, Carlos Marighella.
[1]. BETTO, Frei, BloodBaptism. Rocco Publishing House, Rio de Janeiro, 2006.
[2]. GORENDER, Jacob, Fighting in the Dark. Ática S.A Publishing House, Sao Paulo, 1987.
[3]. JOSE, Emiliano, Carlos Marighella: the military dictatorship’s number one enemy. Casa Amarela Ltd Publishing House, Sao Paulo, 1997.
[4]. MAGALHAES, Mario, Marighella: The guerrillero who set the world on fire. Companhia de Letras, Sao Paulo, 2012.
[5]. REIS, Daniel Aarão, Military Dictatorship, the left and society. Jorge Zahar Editor, Rio de Janeiro, 2000.

Paper Title :: Phonological Aspects of Loanword Adaptation in Kinyarwanda
Author Name :: Jacques Lwaboshi Kayigema || Davie Elias Mutasa
Country :: South Africa
Page Number :: 08-27
Kinyarwanda, like many other languages in contact, has adapted foreign words to meet the needs of its daily life vocabulary and activity. In addition to the lexical need filling, Kinyarwanda borrowed from other languages not only out of need for foreign words but also for the mere prestige of using foreign words. This research focuses on the sifting of phonological foreign segments of loanwords into Kinyarwanda. The findings show that Kinyarwanda is not an isolated case in a language contact. The weaker speaker borrows from the stronger, and the borrowed words are allocated to specific areas. The recipient language adapts and nativizes foreign elements from the donor languages in its own language system. The data were collected from various sources, including publications, daily conversation, newspapers, Bible literature, school text books, commercial posters, hoardings. The database of the work was compiled without any comprehensive dictionary which may give detailed information on loanwords. The study analyses some loanwords from French and English words in a bilingual context. It is a challenging task for other researchers who will have to deal with the complexity of the phonological adaptation loanwords into a borrowing language.
Keywords: loanword, adaptation, English, French, Kinyarwanda, phonological aspects
[1]. Doke, M. (1935). Bantu Linguistic Terminology. London: Longmans
[2]. Paradis, C and LaCharité, D. (1997). Preservation and Minimality in Loanword Adaptation. Journal of Linguistics 33: 391.
[3]. Trudgill, P. (2001). Handbook of Sociolinguistics. Oxford: Basil Blackwell.

Paper Title :: The Role of Iranian EFL Teachers in Transition Period: Compensating Lacks and Deficiencies from Traditional Methods to Post-communicative Era
Author Name :: Seyed Mojtaba Jafari
Country :: Iran
Page Number :: 28-38
Scrutinizing the history of English teaching in Iranian school context, you can detect a succession of changes and many ups and downs, based on some rationales or personal preferences of some individuals. In recent years, thanks to the perceived changes in the prospects and needs of the learners and to the dissatisfaction of the society at large with the inability of the students to use English communicatively, English is now viewed mainly as a tool for communication. As a result, it has been decided to adopt a communicative-oriented language teaching as the dominant method of English instruction in Iran culminating in compiling textbook series entitled “PROSPECT”. Although it is a step-forward and encouraging movement, numerous current finings and research-based achievements in the field of language teaching in general and those attributed to the so-called post method condition in particular are, for one reason or another, not paid due attention in this series and probably will be so in the future senior high school series (VISION). In this article, some of the requirements and preparations needed for the high school English teachers to compensate for the limitations and inefficiencies of adopting the “one-size-fits-all” approach to language teaching in Iranian high school context will be addressed and some guidelines in the light of recent research and expert opinions of 11 Ph.D. holders or candidates and researchers in TEFL, who have been or are high school English teachers, will be provided. Hopefully, it will shed some light for the teachers as to what preparations to make to be “reflective” teachers, act efficiently within the limitations imposed by the rules and regulations of the Ministry of Education and, considering local conditions and needs, adopt appropriate procedures and strategies to compensate for the probable lacks and deficits of the prospective textbooks.
Keywords: high school teachers, expectation, textbook, appropriate procedures and strategies
[1] Borko, H., & Putnam, R.T. (1995). “Expanding a teacher‟s knowledge base: a cognitive psychological perspective on professional development”. In: Guskey, T.R.; Huberman, M. (Eds.), Professional development in education: new paradigms and practices. New York: Teachers College Press.
[2] Brown, H. D. (1997). English language teaching in the A post-method@era: Toward better diagnosis, treatment, and assessment. PASAA (Bangkok) 27, 1 - 10.
[3] Brown, H. D. (2002). English Language Teaching in the post-Method era: Toward betterdiagnosis, treatment, and assessment. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp.9-18). Cambridge: CUP.
[4] Cohen, A.D. (1987). The Uses of Verbal Imagery Mnemonic in Second Language Vocabulary Learning. Studies in Second Language Acquisition, 9 (1) pp. 43-62.
[5] Cochran-Smith, M.; Lytle, S.L. (2001). “Beyond certainty: taking an inquiry stance on practice”. In: Lieberman, A.; Miller, L. (Eds.), Teachers caught in the action: professional development that matters. New York: Teachers College Press.