Teaching Real-Life Experience in Translation Class: The Application Of Multiple Intelligences to Facilitate Students’ Different Learning Styles  

Oleh:

Nuraeni, Ardianna ; Kusumastuti, Fenty

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 1, page 173-182.
Topik: Multiple Intelligences; teaching translation; teaching techniques; learning styles; learning strategies
Fulltext: hal 173.pdf (16.58MB)

Isi artikel

Teaching a class of translation practice done conventionally only makes students bored because they are only demanded to do activities such as sitting, reading (the Source Text), opening dictionaries, and writing (the Target Text). As a result, students have a perception that a translation class is not interesting and, with this concept in mind, they will surely participate passively in the class. Based on the phenomenon, this paper presents (1) ways to teach a real-life experience in a translation class by designing various interesting activities and also (2) the essence of each activity related to Howard Gardner’s Multiple Intelligences (MIs) as reflected in translation class’ lesson plans to facilitate students’ different learning styles. Creating various activities that can teach them a real life-long experience in the nature of translating texts will be a solution to facilitate students’ different learning styles. Gardner’s MIs can then be applied to be used as the basic consideration to design a course plan and activities in a translation class. Students with linguistic intelligence, for instance, can easily help other students to brainstorm and connect ideas; while students with spatial intelligence enable them to recreate mental maps of the translation process. Nonetheless, not only beneficial for teaching translation, MIs are also proven to activate their engagement and enthusiasm during the teaching learning process. This paper is highly referred to those who are interested in translation teaching and learning activities, especially to make their students aware of the nature of translating with all the difficulties and ease that go hand-in-hand when they practice translating texts. In conclusion, the lesson plan presented in this paper can become a prototype of teaching real-life experience in translation class by using different learning styles.

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