1.

0 INTRODUCTION

As the most broadly spoken language on the globe, English is constantly used as a

means of worldwide communication. As a consequence, educating English in the classroom

in order to enhance students' English competence is now a serious matter for every English

instructor. The article English Teaching Innovation Classroom Based on Whole Brain Theory

by Lidan Mao and Yanhong Zhang (2018), two of the learning theories highlighted by the

authors are notably capable of increasing the efficiency of language learning in classrooms.

To substantiate this analysis, two articles written Baiq Sri Handayani and A.D. Corebima and

Dolati and Tahriri have been chosen.

2.0 CONCEPTS OF THE THEORIES

2.1 NEDD HERRMANN’S WHOLE BRAIN THEORY

According to the article, Ned Herrmann’s whole brain theory suggested that the brain

consisted of four quadrants, respectively; analytical, practical, relational and experimental.

However, the nerves in each hemisphere do not work independently but the division of

labour between the quadrants allows the brain to function as a whole (Baiq Sri Handayani &

A.D. Corebima, 2017). This particular theory advocates that each individual has his or her

own preferrable way of processing information even without noticing it.

2.2 HOWARD GARDNER’S MULTIPLE INTELLIGENCES

The article also focuses on Howard Gardner's multiple intelligence hypothesis, which

classifies intelligence in relation to problem-solving capability in real life. The multiple

intelligence theory divides the human brain into eight intelligences: logic-mathematics,

music, vision, body, interpersonal communication, natural cognition, self-reflection, and

speech, each of which corresponds to a different brain region. As claimed by Dolati and

Tahriri (2017), it is crucial for teachers to provide their students with activities that

encompasses all types of intelligence in order to stimulate students’ intellectual

competences which include language proficiency.

3.0 DISCUSSION

The components in the course Arts in Education aim to enhance students’ senses

towards perception, appreciation, aesthetic awareness, creative and imaginative thinking

thru visual, music and movements. Easier said than done, to implement these senses

stimulating activities in classroom, whole brain theory and multiple intelligence theory must

be incorporated in lessons to guarantee its’ quality and effectiveness against students.

Unfortunately, based on the survey conducted by Lidan Mao and Yanhong Zhang,

only 8% of teachers understand the left brain plays a main role in language learning and

more than 90% of other teachers have an unclear understanding or misunderstanding of the

brain. The application of multiple intelligences in lessons is hardly done as to reach the

maximum number of intelligences in a large classroom is considerably difficult due to

students’ intelligence differences. Dolati and Tahriri also mentioned that teachers tend to

select activities according to their intelligence, easily creating a disequilibrium in the

classroom. Therefore, it is vital for language teachers to comprehend brain functions as a

means to provide students with better and suitable learning materials.

In addition to this discussion, the result of the survey shows the relation between

students’ test score and teacher’s rating as well. The findings demonstrate that there is a

positive relationship between the students' score and the teacher's rating. Still and all,

students with lower academic accomplishment are vividly seen to lack excitement whereas

learning process can be a source of pressure. As per Baiq Sri Handayani & A.D. Corebima

wrote in their article, teaching is a process where a plan is implemented and systematically

evaluated beforehand to effectively achieve learning objectives. Understanding the whole

brain theory and multiple intelligences theory will enable teachers to use a broad variety of

teaching strategies (Lübke, Pinquart & Schwinger, 2021) which can include music, visual

and movement. In other words, these theories encourage teachers to be more flexible,

hence, capable of responding to different learner abilities, needs and interests.

 Furthermore, to better implement whole brain theory in a language classroom, the

article also mentioned teachers should first understand students, pay attention to their left

and right brain preferences. Accordingly, students can be divided into groups based on their

characteristics, making it easier to assign tasks that are relevant for them. In addition, a

teacher can start a brain storming session by asking some questions the new topic while

associating the newly obtained knowledge with the previous lesson to pique their interest to

seek for the right answer. This technique can be identified as one of the whole brain

teaching methods. With relevant tasks given, it will greatly improve students’ sense of

language in terms of speaking, listening, reading and writing. So forth, teachers do not have

to worry about students’ language development being static.

4.0 THE IMPORTANCES OF THE THEORIES

The most prevalent importance of the discussed theories in a language classroom is

that it promotes a sustainable change among the students. Sustainable change in this

context indicates that students can unceasingly comprehend what is being taught in their

own ways and capable of solving problems thoroughly. Essentially, for students to fully

understand ideas, theories, and concepts, the information should be taught in multiple ways

without fail. Teachers should have the ‘solutions that includes every learning style instead of

one-size-fits-all approach’ mindset and this can only be achieved when they are in complete

understanding of brain-based learning theories.

The application of these brain-based learning theories in a language classroom can

significantly broaden students’ thinking capabilities. As stated before, the days where

teachers should only rely on IQ is long gone (Waterford, 2019) as IQ examinations only

measure certain intelligences such as linguistic and logical-mathematical. This clearly puts a

limit to every individual’s actual potential. Hereby, with brain-based learning theories such as

whole brain theory, it is possible for teachers to unlock the unknown potential in students.

With a widen thinking capabilities, it empowers students to commit to self-study. Hence, it is

proven to be beneficial for students when teachers apply brain-based learning theories in a

language classroom.

5.0 CONCLUSION

In conclusion, I agreed with the issues that have been put forward in the article’s

discussion. This article ultimately indicates that any teacher's goal should be to encourage

students to use their minds to their maximum capacity. As educators, we should be guiding

students in identifying effective talents that they already possess in order to help them

achieve more in life. On that account, it is evidently important for teachers to apply brain-

based learning theories in their language classrooms.   

6.0 REFERENCE

Baiq Sri Handayani, & A.D. Corebima. (2017). Model brain based learning (BBL) and whole

brain teaching (WBT) in learning. International Journal of Science and Applied

Science: Conference Series, 1(2), 153–161.

Dolati, Z., & Tahriri, A. (2017). EFL Teachers’ Multiple Intelligences and Their Classroom

Practice. SAGE Open, 1–12.

https://doi.org/https://doi.org/10.1177%2F2158244017722582

Lübke, L., Pinquart, M., & Schwinger, M. (2021). The Role of Flexibility in the Realization of

Inclusive Education. Sustainability 2021, 13.

https://doi.org/https://doi.org/10.3390/su13084452

Waterford. (2019, July 8). How to use Gardner's multiple intelligences theory to help

struggling students. Waterford.org. Retrieved March 12, 2022, from

https://www.waterford.org/education/multiple-intelligences-activities/