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THESIS

THE IMPLEMENTATION OF MULTIPLE INTELLIGENCES ON

THE PROCESS OF TEACHING AND LEARNING ENGLISH

(A Case Study on Fourth Grade Students of SD Kristen 3 Klaten in the

Academic Year of 2012/2013)

By:

FIBRIANI ENDAH WIDYASARI

S 891108048

ENGLISH EDUCATION DEPARTMENT

GRADUATE PROGRAM

SEBELAS MARET UNIVERSITY

2012


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CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter discusses conclusion and suggestions deals with the

implementation of Multiple Intelligences on the Process of Teaching and Learning

English of the Fourth Grade Students of SD Kristen 3 Klaten.

A. Conclusion

Based on the description of the finding and the discussion, the writer

answers from questions as mentioned in the problem statement in the chapter 1


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ABSTRACT

Fibriani Endah Widyasari, 2012. The Implementation of Multiple Intelligences on the Process of Teaching and Learning English (A Case Study on Fourth Grade Students of SD Kristen 3 Klaten in the Academic Year of 2012/2013). Thesis. English Education Department. Graduate School of Sebelas Maret University.

This research aims at (1) describing the implementation of Multiple Intelligences on the process of teaching and learning English on fourth grade students of SD Kristen 3 Klaten in the academic year of 2012/2013 (2) identifying the difficulties on implementing Multiple Intelligences on the process of teaching and learning English on fourth grade students of SD Kristen 3 Klaten in the academic year of 2012/2013 and (3) finding out the solutions can be offered by teacher to overcome the difficulties on implementing Multiple Intelligences on the process of teaching and learning English on fourth grade students of SD Kristen 3 Klaten in the academic year of 2012/2013. SD Kristen 3 Klaten is one of the Elementary Schools in Klaten which applies the Multiple Intelligences.

The research was conducted at SD Kristen 3 Klaten which is located in Jl. Seruni No. 8 Klaten Tengah, Klaten. The subject of the research was the students the fourth grade students of SD Kristen 3 Klaten in 2012 which consist of two classes, class A consisting 30 students and class B consisting 32 students. The method of this research was Case Study Research. It applied to described the phenomena happened by studying in depth a single case of the process on implementing multiple intelligences on teaching and learning English. In collecting the data, the writer used interview, classroom observation and document. Having collected the data, the researcher analyzed the data in qualitative research involves three things namely the data reduction, the data presentation/display and the conclusion drawing/verification.

The result of the research revealed three major findings which consist of 1) the description of implementation Multiple Intelligences in SD Kristen 3 Klaten in the academic year of 2012/2013 which consist of (1) the document used on implementing Multiple Intelligences, (2) English teaching and learning activity by implementing Multiple Intelligences, (3) the other components supporting the implementation of Multiple Intelligences on English teaching and learning process and; 2) the difficulties found out on implementing Multiple Intelligences on the process of teaching and learning English on fourth grade students of SD Kristen 3 Klaten in the academic year of 2012/2013; 3) solutions offered by teacher to overcome the difficulties on implementing Multiple Intelligences on the process of teaching and learning English on fourth grade students of SD Kristen 3 Klaten in the academic year of 2012/2013.

In conclusion, the teacher had knowledge about multiple intelligences. Specifically, she knew the main characteristic of multiple intelligences, theories of multiple intelligences and the activities that could be implemented in multiple intelligences. Hopefully the description of the implementation Multiple Intelligences at this school can be used for English teaching development in other schools.


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MOTTO

Be what you want to be not what people want to see.

(The Writer)


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DEDICATION

This thesis is especially dedicated to:

My beloved children. I love you till death do us part.

My beloved parents. I make it comes true.

Mas Kris. Thank you for everything, I owe you much.

My Sisters and Brother. Thank you for the last minute help.


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ACKNOWLEDGEMENT

Alhamdulillahi rabbil ‘alamin, the researcher expresses her highest gratitude to

Allah subhanahu wa ta’ala for blessing, love, opportunity, health, and mercy to

complete this thesis.

She wishes to acknowledge motivation, advice, support, and even help of many

people who involved in arranging this thesis and make it possible. She presents

her sincere appreciation to her first supervisor Dra. Dewi Rochsantiningsih,

M.Ed., Ph.D. who has given advises and motivation and taught her about

discipline and good writing patiently by giving suggestion, guidance, and

correction since the preliminary of manuscript until the completion of this thesis.

Then to her second supervisor Dr. Sujoko, M.A., who has helped her finishing this

thesis.

Her greatest thanks go to Prof. Dr. Ir. Ahmad Yunus, MS. the Director of

Graduate program for allowing the writer to write the thesis. Dr. Abdul Asib,

M.Pd. the head of English Language Education Department of Graduate Program

for arranging her examination schedule and allowing her examined in January.

Her thanks also go to her examiners for their valuable corrections and suggestions,

and mas Yos for informing me about all formal needs related to thesis.

Her gratitude goes to her mentors and colleagues in Unwidha, Mr. Purwo, Mrs.

Tuti, Eric, and Penmaru team for challenging and supporting her and also to the

headmaster and English teacher of SD Kristen 3 Klaten who participated in her

study. Without their involvements and supports this thesis would not be possible.

She also thanks to Linda, Nana, Puput and Milla, for being her critical friends.

Her deepest thanks go to her beloved parents, sisters, brother and families for the

endless love, pray, and support. Her special thanks go to her best friend ever, mas

Kris, who became her inspiration to keep learning especially in academic level as

he suggested and her lovely children, Shafa and Rasya for all their understanding,

love, care and patience.


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TABLE OF CONTENT

TITLE .............. ………………………………………………………………..... i

APPROVAL…………………………………………………………………….. ii

LEGITIMATION………………………………………………........………… iii

PRONOUNCEMENT……………………………………………………....….. iv

ABSTRACT……………………………………………………………..………..v

MOTTO………………………………………………………………………….vi

DEDICATION…………………………………………………………………..vii

ACKNOWLEDGEMENT..................................................................................viii

TABLE OF CONTENT……………………………………………………........ix

LIST OF TABLES………………………………………………………...……xii

LIST OF ABBREVIATIONS…………………………………………...…….xiii

LIST OF APPENDICES....................................................................................xiv

CHAPTER I: INTRODUCTION

A. The Background of the Study……………………………………………….. 1

B. Problems Statement……………………………………….…………...…..... 6

C. The Objectives of the Study………………………………………..….....…. 6

D. The Limitation of the Study………………………...…………………….... 7

E. The Benefits of the Study.......................................................................... .. 8

CHAPTER II: LITERATURE REVIEW

A. The Nature of Teaching English in Elementary School ............................. . 9

B. Teaching English for Young Learners…………………………………….. 12

C. Multiple Intelligences ……......................................................................... 15

1. Linguistic Intelligence……………………………………………..…… 16

2. Logical-mathematical Intelligence……………………………..………. 16

3. Spatial Intelligence………………………………………………..……. 16

4. Bodily-Kinesthetic Intelligence……………………………………….... 17

5. Musical Intelligence……………………………………………….......... 17

6. Interpersonal Intelligence…………………………………………......... 18


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7. Intrapersonal Intelligence…………………………………………......... 18

8. Natural Intelligence…………………………………………………….. 19

D. The Problems on Implementing Multiple Intelligences in Education.....…. 24

E. The Solutions Offered to Overcome the Problems……………………….…25

F. The Design of English Learning by Implementing Multiple Intelligences... 27

1. The Objectives………………………………………….……………...…28

2. The Syllabus…………………………………………………………….. 29

3. Lesson Plan……………………………………………………………….29

4. The Teachers’ Role…………………………………………..……..….. 30

5. The Students’ Role……………………………………………………... 31

6. The Role of Material……………………………………………………. 31

7. The Teaching Media……………………………………………………. 32

8. The Procedure of Implementing Multiple intelligences…….………….. 32

9. Teaching and learning Stages………………………………………….…34

10. Classroom Management………………………………………………...36

11. Students and Teacher interaction…………………………………….....40

12. Parents' Role…………………………………………………………….41

13. School Committee’s Role……………………………………………….43

14. Evaluation……………………………………………………………….45

CHAPTER III: THE RESEARCH METHOD

A. Place and Time of Research……………………………………...………... 48

B. Type of Research…………………………………………………………... 48

C. Sources of Data…………………………………………………….………. 51

D. Techniques of Collecting Data………………………………………….…. 52

1. Classroom Observation………………………………………………...... 52

2. Interview……………………………………………………………….... 53

3. The Document…………………………………………………..…….… 54

E. Validity of Data………………………………………………………..….. 55

1. Source Triangulation……………………………………………………. 55

2. Method Triangulation…………………………………………………… 55

F. Techniques of Analyzing the Data……………………………..…….……. 56


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1. Data Reduction………………………………………………………….. 57

2. Data Representation………………………………………………........... 57

3. Drawing Conclusion and Verification…………………………………... 57

G. The Procedure of Research……………………………………………....... 58

CHAPTER IV: THE RESEARCH FINDINGS AND DISCUSSIONS

A. The Implementation of Multiple Intelligences…………………………..... 62

1. The Document Used in Implementing Multiple Intelligences……...... 63

2. English Teaching and Learning Activity by Implementing Multiple

Intelligences …………………………………..……………………….76

3. Other Components Supporting the Implementation of Multiple

Intelligences on English Teaching and Learning Process…………….107

B. The Difficulties on Implementing Multiple Intelligences…………………111

C. The Solutions Offered by Teacher to Overcome the Difficulties…………113

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion………………………………………………………………....115

B. Suggestion………………………………………………………………... 116

BIBLIOGRAPHY………………...………………………………………….. 118

APPENDICES………………………………………………………………... 122


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THE LIST OF TABLES

Table 3.1.Research Mapping The Implementation of Multiple Intelligences on the

process of Teaching and Learning English (A Case Study on the Fourth

Grade Students of SD Kristen 3 Klaten in the Academic Year of

2012/2013)

Table 3.2. Blueprint of the Implementation of Multiple Intelligences

Table3.3. Observation Instrument of the Implementation of Multiple Intelligences

Table 3.4. Class Activity-Observation Instrument

Table 3.5. Instrument-Interview Guide-Headmaster

Table 3.6. Classroom Management of Class A

Table 3.7. Classroom Management of Class B

Table 4.1. Issues Arising from the Research Questions

Table 4.2. Descriptions of part of syllabus which covers MI

Table 4.3.The syllabus of SD Kristen 3 Klaten compared to theory proposed by

Davies

Table 4.4. Components of lesson plan (LP) in developing MI

Table 4.5. The Specification of Evaluation/Blueprint

Table 4.6. School Policy of SD Kristen 3 Klaten

Table 4.7. Materials used on developing MI


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THE LIST OF ABBREVIATIONS

1. Doc. : Document of the Data

2. FN. : Field Note

3. Intw. : Interview

4. MI : Multiple Intelligences

5. LP. : Lesson Plan

6. Obv. : Observation

7. SD : Sekolah Dasar

8. DVD : Digital Video Disc

9. S : Student

10. R : Researcher

11. Teacher D : Mrs. Dian, the English teacher of fourth grade of SD

Kristen 3 Klaten

12. Student S : Sandra

13. Student H : Hira

14. Student P : Pras


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LIST OF APPENDICES

Appendix 1…………………………………………………...………………....122

Appendix 2……………………………………………………………………...123

Appendix 3……………………………………………………………………...131

Appendix 4……………………………………………………………………...134

Appendix 5……………………………………………………………………...142

Appendix 6………………………………………...……………………………145

Appendix 7……………………………………………………………….……..147

Appendix 8…………………………...…………………………………………149

Appendix 9………………………………………………………………...……150

Appendix 10……………………………………………………………….……152

Appendix 11…………………………………………………………………….155

Appendix 12…………………………………………………………………….156

Appendix 13…………………………………………………………………….156

Appendix 14…………………………………………………………………….157

Appendix 15………………………………………………...…………………..158

Appendix 16…………………………………………………………………….159

Appendix 17…………………………………………………………………….170

Appendix 18………………………………………………………………….…180

Appendix 19…………………………………………………………………….185


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1

CHAPTER I

INTRODUCTION

This section covers the introductory part of this thesis. It includes the

background of the study, problem statement, limitation of the study, objectives of

the study, and benefits of the study. Those introductory parts are presented below

respectively.

A. The Background of the Study

The children, most of time, just listen to the teacher explanation.

Whereas, one of the children characteristics that should be taken into account

when teaching them is that young learners have their own nature and

characteristics dealing with their physical growth and cognitive development.

It means teaching children is different from teaching adult and it is not an easy

thing to do. The teachers have to set a particular activity based on their

characteristics. The teachers also have to be well prepared and to know whom

they are dealing with. If teachers do not think about it, the children will easily

get bored and will not have any interest to learn.

Children as young learners are in the era of need for variation of

method in learning. In other hands, young learners are the most crucial

moment in learning development stages. All things that have been learned in

this stage will be a basis for their development in the next stage. Piaget (1963:

34) states that young learner’s foundation of thinking, language, vision,

attitudes, and other characteristics develop through the direct interaction with


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things and environment around them. In this case, foreign language learning

must consider the needs and characteristics of young learners in order to be

successful in learning. Bruner (2001) also suggests introducing children to a

range of strategies are enabling for learners to choose as suits their individual

learning styles.

Various learning theories have been adapted in teaching second or

foreign language especially English. One of them is by implementing multiple

intelligences. Recently, multiple intelligences have been placed more than just

a theory but they have been developed into a teaching and learning model. By

using multiple intelligences, students could learn in many ways. Campbell

(1986: 7) describes that the strategy based on multiple intelligences approach

could increase multimodal skills; improve attitudes and behaviors, and other

benefits and students enjoy the learning process. Campbell (1986: 167) who

implemented multiple intelligences in teaching English as a second language

found that multiple intelligences learning model had allowed each student to

draw from his or her own strengths to approach learning. While Yusuf and

Paridawati (2007) found that the implementation of multiple intelligences in

learning English could enrich and enhance students’ vocabulary mastery and

accommodate their different learning styles.

Multiple intelligences theory teaches us that all the students have

competency. All the students are smart in different ways (Hoerr, 2007: 1).

One of the statements revealed by the experts that all the people are born as

the genius persons because all of them have intelligences. Schools need some


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ways of teaching innovation. Enter the multiple intelligences model a way of

teaching innovation is proposed. One of the intelligences is linguistic

intelligence. Linguistic intelligence is the capacity to use words effectively

both orally and in writing. It comprises the sensitivity to the sounds, meanings

and functions of language.

Language learning would seem to be essentially a linguistic process,

but someone with a highly developed linguistic intelligence, as measured by

conventional IQ tests, is not necessarily a successful second language learner.

Gardner’s (1983: 87) theory of Multiple Intelligences, with its broad,

culturally based view of what constitutes intelligence, indicates that, as with

all human activities, language learning is a complex interaction of number

intelligences. This model offers a cognitive explanation for the differences in

children second language communicative competence, which the traditional

views of intelligence do not.

Language is a social interchange, and interpersonal and

intrapersonal intelligences interact in complex and subtle ways during the

communication process. Interpersonal intelligence can be seen to play a key

role in second language learning. Empathy is an aspect of interpersonal

intelligence involving the ability to understand people and respond to them

appropriately, and those with a high degree of empathy seem likely to more

successful second language learners. Language is one of the ways in which

people respond to each other. Effective communication calls for empathy,

which allows an ongoing assessment and modification of what is being said,


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how it is being said and the body language that accompanies it. Horwitz

(1995: 576) considers that successful second language learning depends on

the emotional responses of the learner.

Linguistic intelligence plays a part in the complex process of

communication, but interpersonal, intrapersonal, musical, bodily-kinesthetic

and spatial intelligence are also highly involved in the process of learning a

second language. There may be aspects of logical-mathematical intelligence

involved in second language learning, but these are less apparent than the

other intelligences. The single construct view of intelligence has not provided

an explanation for the differing levels of mastery that children achieve when

learning a second language. Gardner’s multi-faceted theory of Multiple

Intelligences, with its underlying recognition of diversity in human skills and

abilities, which combine to produce a unique intellectual profile, provides a

more satisfying explanation for these variations in communicative

competence.

At the cognitive level Multiple Intelligences theory develops a

framework which assists in explaining individual variations in children second

language learning proficiency. Interpersonal and intrapersonal intelligence

provide a cognitive explanation for the affective factors that impact on

children language learning success. Musical, spatial and bodily-kinesthetic

intelligences are also important influences in the language learning process.

Based on above explanation it is clearly seen that multiple intelligences is very

appropriate for children on learning and developing English.


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One of the Elementary Schools in Klaten which applies the Multiple

Intelligences is SD Kristen 3 Klaten. From the pre observation had been

conducted by the researcher, it is known that SD Kristen 3 Klaten has been

delivering English subject using Multiple Intelligences for five years. It is

warmly welcomed by parents in Klaten and has gained popularity since the

Multiple Intelligences was implemented in teaching and learning English in

SD Kristen 3 Klaten and considered successfully on increasing students’

competency. On applying the Multiple Intelligences every student has an

opportunity to specialize and excel in at least one area. Each student learns the

learning subject in a variety of different ways. Many students’ needs are met

through this method. Their intellectual needs are met by constantly being

challenged and frequently exercising their creativity. At the same time, their

emotional needs are met by working closely with others. They develop diverse

strengths, and they understand themselves better as individuals.

Based on explanation above, the writer is interested in conducting a

research focused on Teaching English in SD Kristen 3 Klaten. Therefore, the

research is entitled “The Implementation of Multiple Intelligences on the

Process of Teaching and Learning English (A Case Study on Fourth Grade

Students of SD Kristen 3 Klaten in the Academic Year of 2012/2013”).


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B. Problems Statement

1. How is the implementation of Multiple Intelligences on the process of

teaching and learning English on fourth grade students of SD Kristen 3

Klaten in the academic year of 2012/2013?.

a. How is the document used in implementing Multiple Intelligences?

b. How is English teaching and learning activity by implementing Multiple

Intelligences?

c. What are the other components supporting the implementation of

Multiple Intelligences on English teaching and learning process?

2. What are the difficulties found on implementing Multiple Intelligences

on the process of teaching and learning English on fourth grade

students of SD Kristen 3 Klaten in the academic year of 2012/2013?.

3. What solutions can be offered by teacher to overcome the difficulties

on implementing Multiple Intelligences on the process of teaching and

learning English on fourth grade students of SD Kristen 3 Klaten in the

academic year of 2012/2013?.

C. Objectives of the Study

In carrying this research, the writer describes the objective of study

as follows:

1. Describing the implementation of multiple intelligences on the process of


Klaten in the academic year of 2012/2013.


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a. To find out the document used in implementing Multiple Intelligences.

b. To describe how Multiple Intelligences is implemented on English

teaching and learning activity.

c. To discover the other components supporting the implementation of

Multiple Intelligences on English teaching and learning process.

2. Identifying the difficulties on implementing multiple intelligences on the

process of teaching and learning English on fourth grade students of SD

Kristen 3 Klaten in the academic year of 2012/2013.

3. Finding out the solutions can be offered by teacher to overcome the

difficulties on implementing multiple intelligences on the process of


Klaten in the academic year of 2012/2013.

D. Limitation of the Study

In this research, the writer limits the problems of the study:

1. In this research, the writer limits to observe the implementation of

multiple intelligences on fourth grade students of SD Kristen 3.

2. The subject of the research is the students on fourth grade of SD Kristen

3 Klaten in academic 2012/2013.

3. The object of this research is the activity of teaching and learning English

by applying Multiple Intelligences which takes place on fourth grade

students in SD Kristen 3 Klaten.


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E. Benefit of the Study

After understanding the aims of the study, it is expected that:

1. This study can encourage the teacher in teaching learning process of

teaching English especially by applying Multiple Intelligences and wisely

guiding the students achieve their competency in many ways.

2. The result of this study is regarded as an input for everyone who wants to

improve their knowledge about Multiple Intelligences especially for

teaching English in elementary school and young learners.

3. This research helps the students understand that all of them are smart and

shows many ways to use their strength in learning something especially

English.


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CHAPTER II

REVIEW OF RELATED LITERATURE

Understanding theories that can establish a concept or principle that is

relevant to the problem of the study is a beginning step to find the answer of the

problem. For the purpose, the writer discusses theories underlying the study.

Review of related literature is important to explain some important

elements which are suitable on the study. Also, it is to help the process of

analyzing the data which are needed.

A. The Nature of Teaching English in Elementary School.

Language has a central role in intellectual, social, and emotional

developments for the students to support the success in learning the material

of study. Started from 1994 Elementary Education Curriculum since the

school year of 1994/1995, English subject is officially given to elementary

school as local content. There are several requirements for English subject

determined as local content in elementary school. The first requirement is

about the needs of English in neighboring area, such as a big cities and

tourism area, secondly, the availability of the infrastructures, especially

competence of comprehending English. English can be taught at four grade

students (decree of the minister of education and culture no.60/U/1993).

There is no local content curriculum for English determined as national

standard yet. This is because the local content must be determined by the


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local area. English is given (to elementary school) as a local content, not as a

compulsory subject (Haryono 2006: 3).

The role of teaching English in elementary school is to develop the

students’ ability of communication which is used as language accompanying

action. Communicative ability entirely means as ability of students to

understand and may produce an oral or written text, which is implemented in

the four skills: listening, speaking, reading and writing. Students use those

four skills to give responses or create words in their societies’ life (decree of

the minister of education and culture No.22/2006 in the KTSP material for

socialization of SD). Because of the reasons to develop the four skills above,

teaching English in elementary school is arranged to help the students

achieve a certain level of communication especially in using English.

According to Wells (2006), the levels of literacy includes performative,

functional, informative, and epistemic. In performative level, people are able

to read, write, listen, and speak with symbols. In functional level, people are

able to use language to fulfill their daily needs such as reading the

newspaper, notice of using something. In the informative level, people are

able to access knowledge using language. While in epistemic level people are

able to express the knowledge into target language.

Teaching English in elementary school is aimed to help the students to

acknowledge themselves, their culture, and others culture. In the same way,

teaching English can also help the students be able to express idea and

feeling, and to participate themselves in society and even find the way to use


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their own analytics and imaginative ability. English is used for

communicating each other as here and now context. So the purpose of

teaching English in elementary school is to make the students are able to

develop their simple oral communication, to accompany their actions and

have awareness of the nature, and the importance of English to strengthen the

international competitiveness.

The curriculum, as in 2004 education year, has changed to

“Competence Based On Curriculum” that English teaching for elementary

school begins at the fourth grade, and then it was renewed with a new KTSP

curriculum of 2006 that also applied English teaching for elementary school

begins at the fourth grade. In this curriculum the competency standard is that

students must able to develop the competency to communicate to others as

simply in oral form to accompany their actions. It is still called language

accompanying action in school context. Students are hoped to understand a

very simple instruction to perform an action in class context. As a whole the

purpose of teaching English in elementary school is also to prepare the

students entering the junior high school which is now based on the KTSP

curriculum 2006, the learning which can be carried out on many ways and

people can learn the language in formal and non formal institution.

The topic of discussions for the fourth grade students is around the

things happen and exists in situational context. Mukarto (2007: iv-v) states

that the lesson units are theme-based and to some degree sequential and

structured. The theme for the third grade are about food and drinks,


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occupations, family, parts of the body, clothing, month and age, time,

activities in park, publics places and simple direction, things at the office.

The explanation above gives a clear description that the main objective of

English as a local content is to reach the competency is useful to prepare the

students to learn English as the compulsory subject in junior and then senior

high school. As the result, teaching English in elementary school started from

the third grade to six grade students is applied to help the students reach the

basic ability up to the ability of more complicated communication.

B. Teaching English for Young Learners

Recently, teaching English to young learners is popular. Many English

courses for children are established. This proves one thing that children

interest to English is increasing. However, teaching English to children is not

an easy job. The teacher should know the characteristics of children; the

teacher should know who their students are. The teacher should also know that

teaching children is different from teaching adults. Pinter (2006: 5) explained

that children actively build their knowledge by making sense of their

environment. For instance, a child who knows that egg and turtle comes from

an egg will consider that cat also comes from an egg. This child is interpreting

the world based on his prior knowledge.

Piaget (1963: 7) is also famous for his theory of children stage of

development. There are four stages of development as follow.

1. Sensory motor stage (from birth to two years old), the young child


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learns to interact with the environment by manipulating objects

around him.

2. Pre-operational stage (from two to seven years old), the child’s

thinking is largely reliant on perception but he or she gradually

becomes more and more capable of logical thinking.

3. Concrete operational stage (from seven to eleven years old), seven

years old is the ‘turning point’ in cognitive development because

children’s thinking begins to resemble ‘logical’ adult-like thinking.

They develop the ability to apply logical reasoning in several areas of

knowledge at the same time (such as maths, science, or map reading)

but this ability is restricted to the immediate context. This means that

children at this stage cannot yet generalize their understanding.

4. Formal operational stage (from eleven years old onwards), children

are able to think beyond the immediate context in more abstract

terms. They achieve ‘formal logic’.

Differ from Piaget, Vygotsky (2006: 189) suggested that children are

unique learners. Further, he argues that social interaction is important in

learning language. Children listen to the teachers as the main model in

speaking English and practice it with the teacher too. Bruner (2001) proposes

another way for teaching children namely scaffolding. Scaffolding is a kind of

verbal version that help children to carry out the activity. Teacher can

implement scaffolding in the class by modeling the activity.

Related to children, Scott and Ytreberg (1990: 1-3) propose the


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characteristics of them. The characteristics are that they can talk about what

they are doing; they can tell you about what they have done or heard; they can

plan activities; they can argue for something and tell you why they think what

they think; they can use logical reasoning; they can use their vivid

imaginations; they can use a wide range of information patterns in their

mother tongue; they can understand direct human interaction;

Furthermore, Scott and Ytreberg (1990: 1-3) stated that as the young

language learners, their characteristics are that they know that the world is

governed by rules; they understand situations more quickly than they

understand the language used; they use language skills long before they are

aware of them; their own understanding comes through physical world, such

as touching, smelling; they are very logical – what you say first happens first;

they have a very short attention and concentration span; young children

sometimes have difficulty in knowing what is fact and what is fiction; young

children are often happy playing and working alone but in the company of

others; the adult world and the child’s world are not the same since children

do not always understand what adults are talking about and vice versa; they

will seldom admit that they don’t know something either; young children

cannot decide for themselves what to learn; young children love to play and

learn best when they are enjoying themselves; young children are enthusiastic

and positive about learning.

Pinter (2006: 29) exposed that there are some advantages to learn

English in childhood. The advantages are concerned with children’s intuitive


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grasp of language and their ability to be more adjusted to the phonological

system of the new language. Children are also sensitive to the sounds and the

rhythm of new languages and they enjoy copying new sounds and patterns of

information. In addition, Krashen (1982: 43) proposed that children achieve

higher second language proficiency since they begin natural exposure to

second languages during childhood.

C. Multiple Intelligences.

Individuals differ from one another in their ability to understand

complex ideas, to adapt effectively to the environment, to learn from

experience, to engage in various forms of reasoning, to overcome obstacles by

taking thought. According to Ward (2008) every student is smart according to

the kinds of intelligence own by the students start from when he/she was born,

or as the result of learning the culture. This theory is important to be applied in

education. There is no stupid child, nor the difficult subject-study, it is caused

by the highest intelligence of that person has been known.

Dickinson (1996: xvi), tells that the intelligences are the language that all

people speak and are influenced, in part by the culture into which one is born.

They are tool for learning, problem solving, and creating that all human being

can use. The Multiple Intelligences theory was firstly launched by Howard

Gardner of Harvard University in his book, Frames of Mind: The Theory of

Multiple Intelligences. He suggests that there are at least seven human

intelligences, two of which, verbal/linguistic intelligence and


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logical/mathematical intelligence, have dominated the traditional pedagogy of

western societies (Campbell, 2004: 123). In addition to the theory of seven

human intelligences was followed by the emerging of the naturalist

intelligence as the eight intelligence of human (Gardner, 1983: 88).

A brief description of Gardner intelligences are as follows:

1. Linguistic intelligence

Linguistic intelligence consists of the ability to think in words and

to use language to express and appreciate complex meaning. Authors,

poets, journalist, speakers, and news casters exhibit high degree of

linguistic intelligence.

Gardner (1983: 89) states this area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and discussion and debate. They are also frequently skilled at explaining, teaching and oration or persuasive speaking. Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure.

2. Logical-mathematical intelligence

Logical-mathematical is an ability to think and arranging the

logical-solution in solving a problem. This intelligence can make someone

able to think inductively and deductively (Ward, 2008). Logical-

mathematical Intelligence makes it possible to calculate, quantify, consider

propositions and hypotheses, and carry out mathematical operations.

Scientist, mathematicians, accountants, engineer, computer programmers

all demonstrate strong logical-mathematical intelligences.


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3. Spatial intelligence

Spatial intelligence insists the capacity to think in the three

dimensional ways as do sailors, pilots, sculptors, painters and architects. It

enables one to perceive external and internal imagery, to recreate,

transform, or modify images, to navigate one self and object through space,

and to produce or decode graphic information. Visual and spatial

intelligence is an ability to see and observe something in detail. Visual

means picture, spatial means everything related with space and place. This

intelligence involves the awareness of colour, line, shape, space, size, and

also the correlation of them. It also involves an ability to see an object from

multi-point of view (Ward, 2008).

4. Bodily-kinesthetic intelligence

Bodily-kinesthetic intelligence enables one to manipulate object and

fine-tune physical skill are not as highly valued as cognitive ones and yet

elsewhere the ability to use one’s body is a necessity for survival as well as

an important feature of many prestigious roles.

According to Gardner (1983: 89), this area has to do with bodily movement and psychology. In theory, people who have Bodily-kinesthetic intelligence should learn better by involving muscular movement, i.e. getting up and moving around into the learning experience, and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by doing something physically, rather than reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory. They remember things through their body such as verbal memory or images.


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5. Musical intelligence

Musical intelligence evident in individuals who possess a sensitivity

to pitch, melody, rhythm, and tone. Those demonstrating this intelligence

include composer, conductors, musicians, critics, instrument makers, as

well as sensitive listeners. In addition, Gardner (1983: 90) states they will

often use songs or rhythms to learn and memorize information, and may

work best with music playing in the background.

6. Interpersonal intelligence

According to Gardner (1983: 90), he states his theory concerned

with the interpersonal intelligences as follows:

“This area has to do with interaction with others. In theory, people who have a high interpersonal intelligence tend to be extroverts, characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate”.

Interpersonal intelligence is the capacity to understand and interact

with others effectively. It is evident in successful teacher, social workers,

actors and politicians. Just as Western culture has recently begun to

recognize the connection between mind and body, so too has it to come to

value the importance of proficiency interpersonal behavior.

7. Intrapersonal intelligence

Intrapersonal intelligence refers to the ability to construct and

accurate perceptions of oneself and to use such knowledge in planning and

directing one’s life. Some individuals with strong intrapersonal intelligence


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specialize as theologian psychologist, and philosophers. The same

description is also stated by Gardner (1983: 92) as follows:

This area has to do with introspective and self-reflective capacities. Those who are strongest in this intelligence are typically introverts and prefer to work alone. They are usually highly self-aware and capable of understanding their own emotions, goals and motivations. They often have an affinity for thought-based pursuits such as philosophy. They learn best when allowed to concentrate on the subject by themselves. There is often a high level of perfectionism associated with this intelligence.

8. Natural intelligence

This type of intelligence was not part of Gardner's original theory

of Multiple Intelligences, but was added to the theory in 1997. Natural

intelligence is an ability to acknowledge, differ, express, and categorize

something found in the nature. As the core, natural intelligence is ability to

acknowledge plants, animals, and other parts of the mature (Ward, 2008).

According to Ward (2008), the development of multiple

intelligences research is based on the principle of constructivism where the

human intelligences are not a constant object anymore but when we think

about it together, we will find everything own by human has a changing,

and nothing is constant. So, that happens to what we ever intend to do

when we are learning.

Multiple Intelligences theory offers more expanded image of what it

means to be human than IQ does. Gardner in Dickinson (1996: xvii) notes

that each intelligence contains several sub-intelligences. For example, there

are sub-intelligences within the domain of music include playing music,

singing, writing musical scores, conducting, critiquing, and appreciating


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music. Each of seven other intelligences also encompasses numerous

components.

Another aspect of the multiple intelligences is that they may be

conceptualized in three board categories. Three of the seven, spatial,

logical-mathematical, and bodily kinesthetic may be viewed as ‘object

related’ forms of intelligences. These capacities are controlled and shaped

by the object which individuals encounter in their environments. On the

other hand, the “object free” intelligences, consisting of verbal-linguistic

and musical. Are not shaped by the physical word are independent upon

language and musical systems. The third category consist of the “personal-

related” intelligences with inter and intrapersonal intelligence reflecting a

powerful set of counterbalances.

Each intelligence appears to have its own developmental sequence,

emerging and blossoming at different times in life. Musical intelligence is

the earliest form of human giftedness to emerge: it is a mystery as to why

this is so. Excelling at music as a child may be conditioned by the fact that

this intelligence is not contingent upon accruing life experience. On the

other hand, the personal intelligences require extensive interaction with and

feedback from others before becoming well developed. However, Gardner

(1983: 62), says that the seven intelligences rarely operate independently.

They are used at the same time and tend to complement each other as

people develop skills or solve problems. Ward (2008), also states that


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Intelligences are more related with behavior of abilities to solve problems,

and create a new product as cultural value.

In 1996 Gardner began to detail an eighth intelligence which

focused on a sensitivity to the environment. This intelligence has been

labeled the "Naturalist" intelligence. In a 1998 article for Scientific

American, Gardner has suggested another "Existential" intelligence" that

is described as "Capturing and pondering the fundamental questions of

existence (spiritual leaders such as the Dalai Lama, and philosophical

thinkers such as Jean Paul Sartre and Soren Kierkegaard are examples). The

present author, Waterhouse (2006: 207-225) also suggests a ninth

intelligence which focuses on the olfactory/gustatory perceptual realm of

smell and taste. There is some research indicating that the "haptic sensory

system," which focuses mostly on the hands, the fingertips contain one of

the highest densities of tactile receptors might also be another intelligence

which I will call the "TOUCH". Recently Gardner (2004: 106, 212-220)

has proposed the additional intelligences: “The mental searchlight and

the laser intelligence”. Below are the eleven intelligences proposed by

Gardner:

1. Linguistic Intelligence

The capacity to use language to express what's on your mind and to

understand other people. Any kind of writer, orator, speaker, lawyer, or

other person for whom language is an important stock in trade has

great linguistic intelligence.


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2. Logical/Mathematical Intelligence

The capacity to understand the underlying principles of some kind of

causal system, the way a scientist or a logician does; or to manipulate

numbers, quantities, and operations, the way a mathematician does.

3. Musical Rhythmic Intelligence

The capacity to think in music; to be able to hear patterns, recognize

them, and perhaps manipulate them. People who have strong musical

intelligence don't just remember music easily, they can't get it out of

their minds, it's so omnipresent.

4. Bodily/Kinesthetic Intelligence

The capacity to use your whole body or parts of your body (your

hands, your fingers, your arms) to solve a problem, make something,

or put on some kind of production. The most evident examples are

people in athletics or the performing arts, particularly dancing or

acting.

5. Spatial Intelligence

The ability to represent the spatial world internally in your mind - the

way a sailor or airplane pilot navigates the large spatial world, or the

way a chess player or sculptor represents a more circumscribed spatial

world. Spatial intelligence can be used in the arts or in the sciences.

6. Naturalist Intelligence

The ability to discriminate among living things (plants, animals) and

sensitivity to other features of the natural world (clouds, rock


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configurations). This ability was clearly of value in our evolutionary

past as hunters, gatherers, and farmers; it continues to be central in

such roles as botanist or chef.

7. Intrapersonal Intelligence

Having an understanding of yourself; knowing who you are, what you

can do, what you want to do, how you react to things, which things to

avoid, and which things to gravitate toward. We are drawn to people

who have a good understanding of themselves. They tend to know

what they can and can't do, and to know where to go if they need help.

8. Interpersonal Intelligence

The ability to understand other people. It's an ability we all need, but is

especially important for teachers, clinicians, salespersons, or

politicians -- anybody who deals with other people.

9. Existential Intelligence

The ability and proclivity to pose (and ponder) questions about life,

death, and ultimate realities.

10. Gustatory/Olfactory Intelligence

This intelligence has to do with sensitivity to chemicals, especially

those chemicals associated with tasting and smelling. The ability to

perceive the "fundamentals of taste/smell might be: perceptions of

sweetness, saltiness, acidity, scent, aroma's, the blending of herbs and

spices


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11. Mental Searchlight and Laser Intelligence

People with high IQ test scores have this "mental searchlight" that

allows them to scan wide spaces in an efficient way thus permitting

them to run society smoothly. This intelligence permits one to generate

the "advances (as well as the catastrophes) of society" usually

associated with the arts, sciences, and trades.

D. The Problems on Implementing Multiple Intelligences in Education

According to Hoerr (2001: 88), the flexibility in applying multiple

intelligences may cause some problems which makes the ideas of multiple

intelligences becomes occasionally miss-interpreted and miss-applied. There

are some problems such a myth in applying multiple intelligences which

might appear, as follows:

1. Myth: All intelligences have to be plaited in every lesson.

This might happen that a lesson offers the eleven choices of

intelligences, but it needs a long time that make the lesson become

unrealistic.

2. Myth: Encompassing the students with some intelligence is a good way to

apply the Multiple Intelligences.

Only presenting the intelligences is not equal with giving the

students opportunities to use all of their intelligences in learning and

sharing information each other.

3. Myth: There is a big advantage in labeling the students’ intelligences

formally.


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Intelligences should be seen as a tool, not as a final purpose of

learning. Only measuring and labeling the degree of students’

intelligences means fulfill nothing and due to labeling and classifying

students.

4. Myth: Students did not need to understand the model of Multiple

Intelligences and know how the model is used.

Acknowledging the intelligence is the first step helping the

students knowing the best way to learn, the strongest and even the

weakest intelligence.

5. Myth: Students must always be allowed choosing the intelligence they

want to develop.

It has advantages but not always. Students usually only choose

their strongest intelligence. Teachers are responsible helping the students

to grow in all intelligences and know the best way to solve problems.

E. The Solutions Offered to Overcome the Problems

Gardner (1999: 33) made recommendations to teachers for

establishing the use of multiple intelligences in their teaching practice. He

recommended interested teachers to first read, study, and learn more about MI

theory and practices which others have used. Study groups with other

teachers can be a good way to explore new ideas, compare results, and

articulate questions and concerns. Visiting classrooms which already employ

MI practices and attending professional development conferences and


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seminars, and networking with other schools are other sources of ideas and

practitioners. He recommended that teachers then plan and launch activities

and programs which emerge from their studies, including those developed by

others and their own original ideas.

He also identified a set of conditions that are hospitable to MI theory

(Gardner, 1999: 33). These included:

1. “Readiness”, an awareness, curiosity, and motivation in the faculty,

parents and administrators. Faculty seminars and parent awareness

nights are ways to begin to develop a sense of readiness. Teachers can

then begin to build beliefs and practices that are aligned with the themes

and spirit of multiple intellingences.

2. The second condition was “culture', recognizing that new practices are

most likely to emerge in settings that support diverse learners.

3. Third was a spirit of “collaboration”. New approaches will be more

successful when there are opportunities for formal and informal

exchanges among practitioners. Exchanges are crucial once change has

begun, because there are always problems to discuss and decisions to

make.

4. Fourth, an atmosphere of “choice” within the school allows for

meaningful options for curriculum and assessment of student learning.

Options should make sense to students and larger community. The spirit

of multiple intelligence teaching can be undone if the curriculum is too

rigid or if assessment is too narrow.


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5. Fifth, MI should be treated as one of many “tools” which can be used as

a means of fostering high-quality student work. MI approaches should

be linked to generally accepted learner outcomes.

6. Finally, Gardner emphasizes the importance of “arts'; the school needs a

program rich in visual and musical arts, to adequately address the full

range of intelligences

Coustan and Rocka (1999: 1) found that it was not possible or

necessary to define their students' intelligence profiles, and they chose to

supply an array of choices and opportunities for students to apply their

intelligence strengths. This allowed students to explore the learning process in

ways that suited them best. They found students' strengths and preferences

were reflected behaviorally by the activities they selected, length of time

devoted to activities, and verbal and nonverbal feedback about the activities.

Applying MI in the classroom did not cause them to abandon activities they

had previously been using, but rather to enhance them, and to think

differently about their students. They found that frequent reflection about

class outcomes helped them see what to do next as the process unfolded.

F. The Design of English Learning by Applying Multiple Intelligences

Dickinson (1996: 264) states that there is no single preferred approach to

lesson or unit design suggested by the theory of Multiple Intelligences. Some

of these include how to identify what is most essential to teach, how to team

with other colleagues, how to encourages self-directed learning trough project,


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how to nurture individual students talent, and finally how to acknowledge and

more effectively teach, so that education result in genuine understanding. “The

indicator of the competency will be useful if the teacher know the strategy to

implement multiple intelligences in the process of teaching and learning”

(Ward, 2008).

Richards (2000: 118) states that applying multiple intelligences for

teaching English means that language is held to be integrated with music,

bodily activity, interpersonal relationship, and so on. Skills and interests of

teachers are used to design the teaching learning process. Every program and

curriculum will be changed and many approaches will be varied so much, but

some aspects of school changes will be correlated with all the multiple

intelligences implementations.

According to Richards (2000: 118) the design consists of the objectives,

the syllabus and lesson plan, learning activities, the role of learners, the role of

teachers, the role of material, the procedure of teaching learning activity.

1. The objectives.

Insuring that students truly understand academic content so that they

can apply their knowledge in new situation is not easy educational goal to

achieve.

Richards (2000: 118) states that there are no goals stated for Multiple

Intelligences instruction in linguistic terms. Multiple intelligences

pedagogy focuses on the language class as the setting for a series

educational support system aimed at making the language learner a better


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designer of his/her own learning experience. A more goal-directed learner

and happier person is held to be likely candidate for being a better a second

language learner and user.

Dikinson (1996: 232), “It is gratifying to observe students’

enthusiasm, engagement, and achievement increase while experiencing the

expansion of one’s own intellectual capacities”.

2. The syllabus

Syllabus design concerns the selection of the items to be learnt and

the grading of those items into an appropriate sequence. It is different from

curriculum design (Nunan, 1988).

According to Harmer (2003: 295) the designer is concerned not just

lists of what will be taught and in what order, but also with the planning,

implementation, evaluation, management, and administration of education

program.

A syllabus can seem distant from the daily task of preparing and

giving individual lessons. It usually contains a long list of items and

activities for up to a year’s work. There may also be general

methodological indications, and these may not necessarily suit your

teaching style or your specific teaching situation very well. However,

syllabus is the starting point for all your more detailed planning of lessons.

Your lesson planning and what you actually do in the classroom must take


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into account the major goals, the unit divisions, and the general

methodological indications of your syllabus (Davies, 2000: 116).

3. Lesson Plan

All good teachers have some type of plan when they walk into their

classrooms. It can be as simple as a mental checklist or as complex as a

detailed two page typed lesson plan that follows a prescribed format.

Usually, lesson plan are written just for the teacher’s own eye and tend to

be rather informal. But there may be times when the plan has to be written

as a class assignment or given to an observer or supervisor, and therefore

will be a more formal and detailed document (Murcia, 2001: 403).

A lesson plan is an extremely useful tool that serves as a combination

guide, resource, and historical document reflecting the teaching philosophy,

student population, textbooks, and most importantly, the goal for the

students. It can be described with many metaphors such as road map,

blueprint, or game plan. But regardless of the analogy, a lesson plan is

essential for novice teachers and convenient for experienced teachers.

(Murcia, 2001: 403)

Before any teaching is done in a classroom, and hopefully before any

materials are written, a decision has to be taken about what the students is

going to learn (Harmer, 1983: 19). Further, Harmer (1983: 220) argues that

assortment and flexibility are the two prime principles behind good lesson

plan.

4. The Teachers’ Role


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According to Richard (2000: 120), teachers have a role that is not

only to improve the second language abilities of their students but to

become major “contributors to overall of the students’ intelligences”.

Hoerr (2001: 202), explains that the teachers’ role are as a helper of

more students to achieve their success. The important decisions for the

students and teacher are made by internal people (teachers’ staff) of the

school. The best application of Multiple Intelligences happens if all the

teachers can work professionally arranging the strategy of teaching as

suitable as context and their school’s culture cooperated in.

The role of teacher was described by Campbell (1996: 57), the

author of a book entitled Learning Works: Teaching and Learning through

the Multiple Intelligences. His statements are as follows:

“I need to observe my students from seven new perspectives. In planning the centers, I find I am pushing my students from behind rather than pulling them from in front. Also I am working with them, rather than for them. I explore what they explore, discover what they discover, and often learn what they learn. I find my satisfaction in their enthusiasm for learning and independence, rather than in their test scores and ability to sit quietly. The most importantly, because I am planning for such a diversity of activities, I have become more creative and multimodal in my own thinking and my own learning”.

5. The Students’ Role

Implementing Multiple Intelligences in teaching English, the teacher

should know the role of the students. Students are the subject of the

teaching learning process.

Richards, (2005: 166) describes the role of learner as negotiator

between the learning process and interact with the role of join with the


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group and within the classroom procedure and activities which the group

undertakes. The implication for the learner is that they should contribute as

much as the gains and thereby learn in an interdependent way.

The role of students is also added by Campbell (1996: 78). He states

that students develop responsibility, self-reliance and independence as they

take an active role in shaping their own learning experiences.

6. The Role of Material.

The role of instructional materials according to Richards, (2005: 30)

includes the following specifications:

a. Material will allow the learner to progress at their own rates of learning.

b. Materials will allow for different styles of learning.

c. The material will provide opportunities for independent study and use.

d. Material will provide opportunities for self-evaluation and progress in

learning.

The range of the exercise types and activities compatible with a

multiple intelligences is unlimited but provided by such as materials and

exercises, those unable learner to obtain the communicative objective of

curriculum, engage process as information sharing, negotiation of

information and information sharing.

7. Teaching Media

According to Murcia (2001: 461) media help us to motivate students

and bringing a slice of real life into the classroom and by presenting

language in its more complete communication context. Media can also


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provide a density of information and richness of cultural input not

otherwise possible in the classroom.

Media in the classroom engage students in learning and provide a

richer experience. Media are useful tools for illustrating a lesson, allowing

students to see examples of what they are learning. Interactive media such

as Smart Boards allow students to move items on a screen for illustrative

purposes.

8. The Procedure of Implementing Multiple Intelligences

Richard (2000: 122) describes a low-level language lesson dealing

with description of physical object. The lesson plan recapitulates the

sequence described earlier in the design section.

Richards (2000: 118) states “There is no syllabus such as, either

prescribed or recommended, in respect to Multiple Intelligences based

language teaching. However, there is a basic developmental sequence as an

alternative to what have considered as a type of “syllabus” design. The

sequence consists of four stages: awakening the intelligence, amplify the

intelligence, teach with/for intelligence, transfer of the intelligence.

a. Stage 1: Awaken the intelligence.

Teacher brings many different objects to class. Students experience

feeling things that are soft, rough, cold, smooth, and so on. They might

taste things that are sweet, salty, sour, spicy, and so on. Experience like

this help activates and make learners aware of the sensory bases of the

experience.


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b. Stage 2: Amplify the intelligence

Students are asked to bring the object to the class or to use

something in their possession. Teams of students describe each object

attending to the five physical senses. They complete a worksheet

including the information they have observed and discussed.

c. Stage 3:Teach with/for the intelligences

At this stage, the teacher structures larger section of lesson(s) so as

to reinforce and emphasize sensory experiences and the language that

accompanies these experiences. Students work in groups, perhaps

completing a worksheet.

d. Stage 4: Transfer the intelligence

This stage in concerned with application of the intelligence to daily

living. Students are asked to reflect on both the content of the lesson

and its operational procedures (working in groups, completing tables,

etc.)

Binton (2009: 98) gives the example of applying multiple

intelligences, applied in her English class of third grade students. The

activities are described as follows:

1. Each student brings to the class his/her personal background,

experiences, knowledge, and stories.

2. Each student has different areas of interest.

3. Each student has a unique way of expressing himself/herself.

4. Each student has different strengths and weakness.


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5. Each student has his/her own individual intelligence profile.

6. All children share enjoyment in experiencing success.

Furthermore, the process of teaching English above is clearly

commented by Sharon Binton after celebrating the lesson.

Binton (2009: 102) states ”My goal is to create a variety of activities related to the same topic that reflect multiple intelligences. This way each student can connect to the topic in his/her own way and enjoy the English experience. I enjoy teaching English in the spirit of multiple intelligences because it allows me to find to find creativity within myself. In addition, I gain experience and knowledge that allow me to grow personally and as an educator”.

9. Teaching and Learning Stages

Richards and Lockhart (1994: 114) state that lessons are organized

into sequences and how the momentum of lesson is achieved. This is

referred to as structuring. The focus will be on four dimensions of

structuring: Opening. How a lesson begins. Sequencing How a lesson is

divided into segments and how the segments relate each other: Pacing.

How a sense of movement is achieved within a lesson. Closure. How a

lesson is brought to an end.

a. Opening

The opening of a lesson consists of the procedures the teacher uses

to focus the students’ attention on the learning aims of the lesson.

Research on teaching suggests that the opening is to focus the students’

attention in teaching and learning aims. Opening or “entry” generally

occupies the first five minutes and can have an important influence on how

much students learn a lesson (Richards and Lockhart, 1994: 114).


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b. Sequencing

Sequencing is the teacher analyzes the overall goals of a lesson and

the content to be taught and then plans a sequence of activities to attain

those goals (Richards and Lockhart, 1994: 118). Experienced teachers

often have a mental format in mind when they think particular kinds of

activities. In second or foreign language teaching, a number of principles

have emerged for determining the internal structure of lessons. These

principles are based on different views of the skills and processes

underlying of different aspects of second language learning and how

learning can be accomplished most effectively.

c. Pacing

Pacing is the extent to which a lesson maintains its momentum and

communicates a sense of development (Richards and Lockhart, 1994:

122). How much time is allocated to each part of a lesson is thus an

important decision, which teachers must make while planning or teaching

a lesson.

d. Closure

Another important dimension of structuring a lesson is making

closure effectively. Closure refers to those concluding parts of a lesson,

which serve to: (a) reinforce what has been learned in a lesson, (b)

integrate and review the content of a lesson, and (c) prepare the students

for further learning. Typically, the closure sequence of a lecture served to

reinforce what has been presented with a review of key points covered in


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the lesson. This may include questioning by the teacher to determine how

much the students have understood. (Richards and Lockhart, 1994: 124).

10. Classroom Management

According to Brown (1994: 411) classroom management which

encompasses an abundance of factors ranging from how you physically

arrange the classroom to teaching styles to one of my favorite notions:

classroom energy. By understanding what some of variables are in

classroom management, you can take some important steps to sharpening

your skills as a language teacher. The principles of classroom management

centers on the physical environment for learning: the classroom itself,

voice and body language, teaching circumstances, planned teaching,

teacher’s role and style, and positive classroom climate.

a. The Classroom itself

Classroom is the main part of the classroom management centers to on the

physical environment for learning. It considers three categories:

1) Sight, sound, and comfort

The classroom must be neat, clean, and orderly in appearance. Blackboards

are erased. The classroom is as free from external noises as possible.

2) Seating arrangements

Using the different pattern of seating arrangement in every different

activity is proposed.


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3) Blackboard use

Blackboard is one of the greatest allies. It gives students added visual input

along with auditory.

4) Equipment

The classroom may be constructed to include any equipment teacher may

be using. If teacher is using electrical equipment, make sure that the room

has outlet, the equipment fits comfortably in the room, the machine

actually works and teacher knows to operate it.

b. Voice and Body Language

Another fundamental classroom management concern has to do are voice

and body language. One of the first requirements of good teaching is good

voice projection. The voice does not have to be loud booming voice. The

voice is not the only production mode available to teacher in the

classroom. Nonverbal messages are very powerful. In language classes,

especially, where students may not have all skills they need to dechiper

verbal language, their attention is drawn to nonverbal communication.

c. Planned Teaching

The unplanned teaching that makes demands on teacher that were not

anticipated in the lesson plan will discard the learning activity. When

teacher is facing this situation, she/he may involves the right and quick

decision to continue the lesson.

d. Teaching under Adverse Circumstances


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Under the rubric of adverse circumstances are a number of classroom

management concerns of widely divergent nature. There are always

imperfect institutions, imperfect people, and imperfect circumstances for

the teacher to deal with. Such as:

1) Teaching large classes

2) Compromising with the institutions

3) Discipline

4) Cheating

e. Teacher’s Role and Style

1) Role

A teacher has to play many roles. Think of the possibilities: authority

figure, leader, knower, director, manager, counselor, guide, and even such

role as a friend, confidante, and parent.

2) The teaching style

Teaching style is another effective consideration in the development of the

professional expertise. Teaching style will almost always be consistent

with the personality style, which can vary greatly from individual to

individual.

3) Cultural expectations

Western culture emphasize nondirective, nonauthoritarian role and

teaching styles. One major consideration, therefore, in the effectiveness of


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playing roles and developing styles in the culture in which teacher is

teaching, and/or the culture of the students.

f. Creating a Positive Classroom Climate

The role teacher plays and the style that she/he develops will merge to give

her/him some tools for creating a classroom climate that is positive,

stimulating, and energizing. Those will be supported by the following

factors:

1) Establish rapport

Rapport is somewhat slippery but important concept in creating positive

energy in the classroom.

2) Praise and criticism

Part of the rapport teacher creates is based on the delicate balance she/he

sets between praise and criticism. Too much of either one or the other

renders it less and less effective. Genuine praise, appropriately delivered,

enables students to welcome criticism and put it to use.

3) Energy

Energy is what reacts to when she/he walks out of class period and say to

her/his self, “wow!” that was a great class” or “ What a great group of

students”!. Energy is the electricity of many minds caught up in a circuit of

thinking and talking and writing. Energy is an aura of creativity sparked by

the interaction of students. Energy drives students to the higher attainment.


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Students and teacher take energy with them when they leave the classroom

and bring it back the next day.

11. Students and Teacher interaction

Children have different strategies for learning and achieving their

goals. A few students in a classroom will grasp and learn quickly, but at

the same time there will be those who have to be repeatedly taught using

different techniques for the student to be able to understand the lesson. On

the other hand, there are those students who fool around and use school as

entertainment. Teaching then becomes difficult, especially if there is no

proper communication. Yet, teachers, creating a positive relationship with

their students, will not necessarily control of all the disruptive students.

The book, Responsible Classroom Discipline written by Vernon F. Jones

and Louise Jones discuss how to create a learning environment

approachable for children in the elementary schools. According to the

Jones (1981: 101) “Student disruptions will occur frequently in

classes that are poorly organized and managed where students are not

provided with appropriate and interesting instructional tasks”.

The key is teachers need to continuously monitor the student in

order for him or her to be aware of any difficulties the student is having.

Understanding the child’s problem, fear, or confusion will give the teacher

a better understanding the child’s learning difficulties. Once the teacher

becomes aware of the problems, he or she will have more patience with


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the student, thus making the child feel secure or less confused when

learning is taking place in the classroom.

The communication between the student and the teacher serves as a

connection between the two, which provides a better atmosphere for a

classroom environment. Of course a teacher is not going to understand

every problem for every child in his or her classroom, but will acquire

enough information for those students who are struggling with specific

tasks. A significant body of research indicates that “academic achievement

and student behavior are influenced by the quality of the teacher and

student relationship” (Jones, 1981: 95). The more the teacher connects or

communicates with his or her students, the more likely they will be able to

help students learn at a high level and accomplish quickly.

12. Parents’ Role

According to Lane (2011: 1) Seventy-nine percent of parents

demonstrate they they want to learn more about how to be more involved

in their childrens education. Seventy-seven percent of parents also think

their children's teachers could learn more about involving parents in their

children's learning. Partner the above statistic with studies showing a

correlation between parent participation in the classroom and successful

students, and the complex problems of the nation's school system would

seem to be solved, however the obvious is not always that simple.

Parents support all of the teaching and learning process especially

on implementing multiple intelligences There are many things, such as


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their involvement in fund raising to provide appropriate teaching media,

they spend their times lot to be in their child side during the outing class,

their understanding for the teaching method implemented because some

parents think that multiple intelligences is less on studying but more in

playing.

Parents are involved in all aspects of the school’s operation. In

conjunction with the educational staff, parents help guide the school

towards the realization of its mission. Parents fulfill a myriad of

administrative duties, participate in work groups and the circle of trustees,

raise funds, act as specialists, work as aides, drive for field trips, serve as

class coordinators, provide office support, maintain the site, and prepare

classroom materials (Lane, 2011: 1).

The physical presence of parents on school during the school day

improves the adult/child ration. Time that parents spend with their

children, helping with homework and providing enrichment, has a

significant impact on the students’ education. Such participation enriches

the educational program and makes the school financially viable. More

importantly, parent participation sends a strong and clear message to

children that education is a significant family value, making education

seem relevant and important. The presence of parents within the

classroom also helps to smooth the transition between home and school

(Rose, 2000: 106).

13. School Committee’s Role


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The government in this case the Ministry of Education issued a

decree Nasioanl listed in Kepmendiknas numbered: 044/U/2002 on the

Role and Function of the School Committee. The role and function of the

first such school committee as an advisor. At this stage of the school

committee has the task to provide feedback or suggestions in learning

activities and extracurricular activities as well as in terms of school

infrastructure. Obviously this will help and keep the smooth operation and

the middle school will be implemented. Because without giving direct

input from the school committee, the school will require a lot of time to

just accept feedback or suggestions during and after the learning activities

take place. Similarly, facilities or infrastructure, especially the privately

run schools, where the input through tangible form would need to be

managed properly. Because the school committee as a bridge between

parents and teachers / foundation will be very beneficial if it is dug very

seriously, especially to better support in implementing learning programs

in schools.

The second, supporting the role of the school committee. Concrete

actions of the union of parents and teachers in the form of providing

support for school programs, as long as the program is good for students,

teachers and parents. Support can be in the form of funds and non-funds

(ideas, thoughts, etc.). This means that any parents in this case have a real

program and is usually divided into two terms. The support material is in

the form of donations to the school activities such as helping the school in


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raising funds for the social activities like helping victims of flooding,

damaged houses, landslides and other such religious nature of any

compensation for orphans, the elderly and others. On the other hand the

contribution of parents of non-material is also needed. The existence of the

school program with regard to the spirit and motivation for student success

would need to be taken seriously as holding career days, how to get

success in the future, and so forth. And expected continuity between

supporting parents and teachers go hand in hand in order to bring the

children of the nation are brilliant.

Then the third is controlling. Role in overseeing the school

committee the extent to which the implementation of the program,

curriculum, teaching-learning process and other activities.

As a school committee has a role to monitor, it will be important

educational program informed by the media as often as possible if a school

like school bulletin, website or media communications for the school

committee. Because this will make it easier to control, especially for

parents who do not have time or busy to get to the school directly.

And finally, the school committee that acts as a mediator between

parents and teachers, parents / teachers with college / foundation. All

suggestions, usulan or input received by the school committee relayed

back to school / college / foundation. School Committee serves as a

mediator and not as a decision maker.

14. Evaluation


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In second language evaluation, Cohen (1994: 81) considers key of

issues in the construction of assessment instrument. Beginning with a

theoretical framework for types of instruments and types of items possible,

Approaches to testing reading comprehension are provided, with sample

approaches to other skills included.

Evaluation is the process of examining a subject and rating it based

on its important features. To evaluate is to assess or appraise. According to

Muraskin (2011: 1) evaluation is the systematic collection and analysis of

data needed to make decisions, a process in which most well-run programs

engage from the outset. Here are just some of the evaluation activities that

are already likely to be incorporated into many programs or that can be

added easily:

a. Pinpointing the services needed for example, finding out what

knowledge, skills, attitudes, or behaviors a program should address.

b. Establishing program objectives and deciding the particular evidence

(such as the specific knowledge, attitudes, or behavior) that will

demonstrate that the objectives have been met. A key to successful

evaluation is a set of clear, measurable, and realistic program

objectives. If objectives are unrealistically optimistic or are not

measurable, the program may not be able to demonstrate that it has

been successful even if it has done a good job


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c. Developing or selecting from among alternative program approaches

for example, trying different curricula or policies and determining

which ones best achieve the goals.

d. Tracking program objectives for example, setting up a system that

shows who gets services, how much service is delivered, how

participants rate the services they receive, and which approaches are

most readily adopted by staff

e. Trying out and assessing new program designs determining the extent

to which a particular approach is being implemented faithfully by

school or agency personnel or the extent to which it attracts or retains

participants.

Process of evaluations describe and assess program materials and

activities. Examination of materials is likely to occur while programs are

being developed, as a check on the appropriateness of the approach and

procedures that will be used in the program. For example, program staff

might systematically review the units in a curriculum to determine whether

they adequately address all of the behaviors the program seeks to

influence. A program administrator might observe teachers using the

program and write a descriptive account of how students respond, then

might provide feedback to instructors. Examining the implementation of

program activities is an important form of process evaluation.

Implementation analysis documents what actually transpires in a program

and how closely it resembles the program's goals. Establishing the extent


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and nature of program implementation is also an important first step in

studying program outcomes; that is, it describes the interventions to which

any findings about outcomes may be attributed. Outcome evaluation

assesses program achievements and effects.

CHAPTER III

RESEARCH METHODOLOGY


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This chapter presents the description of research method. In this chapter,

the writer would like to elaborate research methodology including type of the

research, place and time of the research, sources of data, the technique of

collecting data, validity of the data, and the technique of analyzing the data, the

procedure of the research which described in more detail in the following:

A. Place and Time of the Research

The research was held at SD Kristen 3 Klaten which is located in Jl.

Seruni No. 8 Klaten Tengah, Klaten. It is one of the private elementary

schools in Klaten which applies the multiple intelligences in the process of

teaching and learning English. The research was conducted in October 2012

at the fourth grade class of SD Kristen 3 Klaten.

B. Type of the Research

In this research, the writer conducted case study as one of the

qualitative research method types to see the phenomenon happened during

the process of teaching and learning English by implementing Multiple

Intelligences. In this research, the writer conducted a qualitative research and

the data collected was in the form of words or information.

In qualitative research, where qualitative data have been collected by procedures such as unstructured observation, open interviews, examining records, diaries and other documents, the data are usually in the form of words in oral or written modes. The type of all qualitative method is that at different stages of the analysis the writers identify, delimit and sort the relevant segments of the text according to an organizing scheme (Selinger and Shohamy, 1989: 204).


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Merriam (1999: 35) characterises qualitative research as

understanding the meaning people have constructed in which the researcher

is the primary instrument for data collection and analysis. It usually involves

fieldwork as primarily employing an inductive research strategy focussing on

process, meaning and understanding resulting in a richly descriptive product.

According to Moleong (1989: 6-7),

qualitative research analyzes the data inductively. An inductive analysis means that the data collecting is not intended to prove the hypothesis that has been formulated before the research. This analysis form is further meant as the establishment of an abstraction based on parts collected which then categorized. The data collected are in the form of words, pictures, and not in form of numbers. This is because of the existence of qualitative method application.

Merriam (1999: 78) have identified several different types of

qualitative research methods. They are as follow:

1. Case Study

Attempts to shed light on a phenomena by studying in depth a single case

example of the phenomena. The case can be an individual person, an

event, a group, or an institution.

2. Ethnography

It focuses on the sociology of meaning through close field observation of

socio-cultural phenomena. Typically, the ethnographer focuses on a

community.

3. Phenomenology


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Describes the structures of experience as they present themselves to

consciousness, without recourse to theory, deduction, or assumptions

from other disciplines.

4. Historical

Systematic collection and objective evaluation of data related to past

occurrences in order to test hypotheses concerning causes, effects, or

trends of these events that may help to explain present events and

anticipate future events.

5. Action Research

Action research is inquiry or research in the context of focused efforts to

improve the quality of practice and is typically designed and conducted

by practitioners who analyses the data to improve their own practice.

6. Content Analysis

Content analysis is used to determine the presence of certain words or

concepts within texts or sets of texts. Researchers quantify and analyses

the presence, meanings and relationships of such words and concepts,

then make inferences about the messages within the texts, the writer (s),

the audience, and even the culture and time of which these are a part.

7. Grounded Theory

Grounded Theory is most accurately described as a research method in

which the theory is developed from the data, rather than the other way

around. That makes this is an inductive approach, meaning that it moves

from the specific to the more general.


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8. Generic Qualitative Method

The generic qualitative method does not have a guiding set of philosophic

assumptions in the form of one of the established qualitative

methodologies.

C. Sources of Data

The sources of data in this study were the documents, informants and

the students. The documents are the lesson plan, the students’ worksheet and

the syllabus. The informants are Curriculum Programmer and English

teacher. The subject of the research was the students the fourth grade students

of SD Kristen 3 Klaten in 2012 which consist of two classes, class A

consisting of 30 students and class B of 32 students.

Since English becomes a compulsory subject to learn for the fourth

grade students, school represented by headmaster imposes the

implementation of multiple intelligences as the teaching and learning English

methodological as the school policy which must be implemented by all

English teachers.

The fourth grade students are the first level which implementing

multiple intelligences. Class A and B of fourth grade students are mostly men

so it is very easy for teacher on implementing multiple intelligences and they

have good capability on following teaching activity by applying multiple

intelligences method. Both of members of class A and B love to play games,

sing a song, and take part of the role play. They attend to involve in physical


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activities but they have big consideration on lesson. They enroll in all of

teaching activities and doing all tasks given well and creatively. All those

characteristics are suitable for the multiple intelligences implementation.

D. Techniques of Collecting Data

In collecting the data, the writer used interview, classroom

observation and document.

1. Classroom Observation

Observation is one of ways needed in qualitative research to obtain

the valid data. According to Hornby (2000: 910), observation is the act of

watching somebody or something carefully for a period of time especially

to learn something. It is clear that by observation, a researcher can observe

a process of some activities done by a subject, and then learn and fill a

check list which is prepared before based on what happens in real

condition.

In this research, the writer observed the process of teaching English

by applying multiple intelligences of the fourth grade students in SD

Kristen 3 in the academic year of 2012/2013. The objects of the

observation were teacher’s activity, students’ activity, teaching material,

teaching evaluation, teaching document, and teaching stages. The writer

observed the process of teaching and learning English both in class A and

B of the fourth grade and each class was observed twice.

2. Interview


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Moleong (2000: 135) states that interview is discourse with a

certain purpose which is done by two sides. The first side here is the

interviewer who gives questions and the second side is the interviewee

who gives answer.

Based on the application, there are three kinds of interview, those

are:

a. Unguided interview

In this interview, the interviewer can ask about everything freely

although he or she must not pay attention to the data which will be

collected.

b. Guided interview

It is the kind of interview which the interviewer can ask complete

and detail question. So, before interview is done, the interviewer has

made some questions.

c. Guided-unguided interview

This kind of interview is the combination between guided and

unguided interview. In this interview, the interviewer can ask freely but

he or she has to prepare some question before the interview is done.

In this research the writer used the guided-unguided interview to find

out some data about the process of teaching and learning English by applying

Multiple Intelligences. The writer interviewed the Teacher Dian, teacher of

fourth grade students and the students. The interviewed was conducted to dig

more information and triangulate the data taken from observations related to


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the implementation of Multiple Intelligences on English teaching and

learning process of fourth grade students in SD Kristen 3 Klaten.

3. The Document

According to Sutopo (2006: 80), document is a source of data which has

important role in qualitative research. The documents of this research study

will be the students’ worksheet, and all document related to English material

in elementary school. The students’ worksheet will be needed to measure of

the students’ understanding of the material. And curriculum will be needed to

know about the material which should be taught in Elementary School.

In this research, the writer used the document which consists of

syllabus, teacher’s lesson plan, teaching evaluation, and all document related

to English material in elementary School. Syllabus was designed to know the

basic competence, competence standard, teaching indicator, the teaching

objective, teaching material of the fourth grade, etc. It was planned, arranged

and then applied by the English teacher to her students. The writer also needed

to know the detail strategy prepared and arranged by the teacher based on

material would be taught in every meeting into some lesson plans. However

the lesson plans were only an arrangement of teaching and learning activity

considered by the teacher. The success of implementation of lesson plans

designed was indicated by the students’ achievement looked from evaluation.

E. Validity of the Data


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In order to get the accuracy of the data, the writer used

triangulation to check the validity of the data. According to Paton in Sutopo,

(1998: 34) there are four kinds of triangulation technique. They are (1) data

triangulation, (2) investigator triangulation, (3) method triangulation, and (4)

theory triangulation.

The kinds of triangulations were used in this research are source

triangulation and method triangulation. The writer discusses about those as

follows:

1. Source triangulation

Patton in Moleong (1989: 195) states that source triangulation has

similar meaning with data triangulation. This technique guides the writers

in order to collect the data. The writer’s various data source have the same

or more similar meaning to the writer’s data. The data will be more valid if

they are dig up from several different sources of data.

In this research, the data dug up from more than one source of data

such as the teacher’s act, lesson plan, student’s worksheet and the

students’ response, the curriculum and the result of observation of the

teaching and learning process.

2. Method triangulation

According to Sutopo, (1998: 34) method triangulation is the use of

different methods in one problem of a study.

The methods were be used to find the answers of this research was

not only observation but also interview. The first method was used by the


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writer was observation. In this observation, the writer collecedt the data by

coming to SD Kristen 3 Klaten and observed the process of teaching

learning process of English teacher and fourth grade students. The samples

of observation were field note, teaching aids, photos, video tape, etc. Then,

for the second method, the writer used interview to ask the teacher for

more explanation as data related to the observation was done by the writer.

In this interview, the writer did not only meet the English teacher but also

the fourth grade students for asking some questions to them. The questions

were given by the writer as interviewer and the answers were given by the

English teacher and students. The questions for the teacher were about the

intelligences trained, principle of multiple intelligences used, and problem

solved in the lesson, etc. While the questions for students were about the

students’ feeling and willing in joining the lesson, etc.

F. Techniques of Analyzing the Data

The data analysis in qualitative research involves three things

namely the data reduction, the data presentation/display and the

conclusion drawing/verification (Sutopo, 2002: 90).

In this study, the process of analyzing the data was aimed to

describe the quality of the implementation of Multiple Intelligences in

Teaching English. The researcher analyzed the data collected in three

steps:

1. Data reduction


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It included the process of taking and selecting the right data

based on needed criteria. In this phase, the researcher did the process of

selecting, focusing, simplifying and abstracting. In short, the data

reduction was part of data analyses, which emphasizes, made the data

shorter, made the theme focused, and arranged the data in appropriate

order.

2. Data Representation

This second step of data analysis was the data representation. In

this step, the writer tried to arrange a relevant data in order to get

information to make conclusion. In qualitative research, the data was

taken are in the form of words. The data was presented in the narration

form of word.

3. Drawing conclusion and verification

After describing and interpreting the data, the data was drawn

continuously and throughout in the study as the result of interpretation.

The researcher took conclusion after interpreting the data taken. The

result of the research became the description of multiple intelligences

implemented in teaching English at the fourth grade of SD Kristen 3

Klaten.

G. The Procedure of the Research


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According to Yin (2003: 19-20), case study procedures has five

components: the study’s questions, its propositions which reflect on a

theoretical issue, its unit(s) of analysis (the event, entity, or individuals

noted in the research questions), the logic linking the data to the

propositions, and the criteria for interpreting the findings. Yin provided an

extremely comprehensive and systematic outline for undertaking the

design and conduct of a case study. The conduct of the study included

preparing for data collection, collection of evidence, analysis of the

evidence, and composition of the case study report.

According to Stake (1994: 448), the major conceptual

responsibilities of the qualitative case researchers are as follows:

1. Bounding the case, conceptualizing the object of study.

2. Selecting phenomena, themes, or issued that is, the research questions

to emphasize.

3. Seeking patterns of data to develop the issues.

4. Triangulating the key observations and bases for interpretations.

5. Selecting alternative interpretations to pursue.

6. Developing assertions and generalization about the case.

Based on the above theory, the procedure of the research conducted

in SD Kristen 3 Klaten that used by the researcher can be described as

follows:

1. Determining the study’s questions dealing with the Multiple

Intelligences which consist of three major questions stated in chapter 1.


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2. Collecting information and theory dealing with Multiple Intelligences

from many sources such as books and internet.

3. Providing the research mapping as the guideline (see on appendix 1 at

table 3.1. Research Mapping) for the researcher on conducting the

research.

4. Preparing supporting tools for collecting the data namely instrument

(see appendix 2, at table 3.2; 3.4; 3.5. Observation Instruments),

camera, book, and ballpoint.

5. Determining the technique of collecting the data or information dealing

with the Multiple Intelligences conducted in the school namely

observation, interview and documents.

6. Conducting observation in two classes (class A and B of fourth grade)

while making observation field notes.

7. Interviewing English teachers, students of the fourth grade of SD

Kristen 3 while making transcript of those interview.

8. Collecting the documents or information dealing with the needed data

completion which consisted of syllabus, lesson plan, teaching material,

and teaching evaluation.

9. Reducing the data collected through observation, interview and

documents. The reduction will be done by taking only the needed data

that showed the similar interpretation from each source of the data.

10. Arranging the data collected systematically, logically and continuously.


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11.Examining the validity of the data through triangulation which consisted

of source and method triangulation.

12. Verifying the data found dealing with the implementation of Multiple

Intelligences with the available theories whether they were exactly the

same as theory proposed or had been developed.

13. Justifying the new theory which may be found from the data verified.

14. Making conclusion and suggestion dealing with the research.

CHAPTER IV


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THE RESEARCH FINDING AND DISCUSSION

This chapter discusses the finding of the study and the discussion which

deals with the implementation of Multiple Intelligences (MI) on the Process of

Teaching and Learning English of the Fourth Grade Students of SD Kristen 3

Klaten. This finding is divided into four main parts. It includes: (1) the description

of the implementation of MI on the Process of Teaching and Learning English

which involves the documentation on teaching and learning process, the

implementation of MI and the supporting components on implementation of MI;

(2) The description of the difficulties found by the English teacher on

implementing the MI on the process of teaching and learning; and (3) The

description of proposed solution by teacher to overcome the problem. Each of the

finding is described in more detail in the following. Table 4.1 summarizes issues

arising from research questions as mentioned in the problem statement in the

chapter 1 of this study.

Table 4.1 Issues Arising from the Research Questions

Research Question Issues Arising 1. How is the implementation of

Multiple Intelligences on the process of teaching and learning English on fourth grade students of SD Kristen 3 Klaten in the academic year of 2012/2013?

a. Document Used in Implementing Multiple Intelligences 1) Syllabus

Components of syllabus Basic competence of English learning Multiple Intelligences in the syllabus

2) Lesson plans Components of lesson plan

3) Evaluation Spec. test/Blueprint Instrument Scoring rubric Students’ worksheet

4) Teaching material Teaching material on implementing Multiple


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Intelligences b. English teaching and Learning activity by Implementing Multiple Intelligences. 1) Stages of teaching and learning 2) Accommodations of eight intelligences 3) Procedure of Implementing eight intelligences 4) Classroom Management 5) Students and teacher interaction 6) Teacher’s role 7) Students’ role 8) Teaching media

c. Other components supporting the implementation of Multiple Intelligences on English teaching and learning process. 1) Parents 2) School Committee

2. What are the difficulties found on implementing Multiple Intelligences on the process of teaching and learning English on fourth grade students of SD Kristen 3 Klaten in the academic year of 2012/2013?

a. Students’ difficulties b. Teacher’s difficulties

3. What solutions can be offered by teacher to overcome the difficulties on implementing Multiple Intelligences on the process of teaching and learning English on fourth grade students of SD Kristen 3 Klaten in the academic year of 2012/2013?

The teacher’s effort on finding solutions when she finds the problems on the teaching and learning process

A. The Implementation of Multiple Intelligences

The finding of this part is gathered from the observation, interview and available

document (appendix 3 – 17). The process of teaching and learning English by

implementing MI of the fourth grade students involved some components which

consist of documents, teaching and learning activity, parent’s role, school

committee’s role which supporting each other.

Those components are more detail described into three parts: (1) the document

used in implementing MI, (2) English teaching and learning activity by


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implementing MI, and (3) Other components supporting the implementation of MI

on English teaching and learning process as follows:

1. The Document Used in Implementing Multiple Intelligences

Teaching and learning document used on implementing MI includes: (1) syllabus,

(2) lesson plans, (3) teaching evaluation and (4) English materials. Each document

is described in more detail in the following.

a. Syllabus

In general, the teacher of fourth grade of SD Kristen 3 Klaten (Teacher D) uses

KTSP curriculum to develop syllabus. Syllabus arranged based on “Standar Isi”

(Content standard) which includes the identity of the subjects, competence

standard (SK), basic competence (KD), indicator, teaching objectives, subject

material, learning activities, time allocation, learning source, and

assessment/teaching evaluation.

The syllabus covers the design of implementation of MI on the process of

teaching and learning English. It can be seen from the syllabus contents, the MI

appears in teaching indicators, aspects/skills, teaching activity, teaching media,

and teaching evaluation (appendix 17). Table 4.2 illustrates the components of MI

are accommodated through the components in the syllabus:

Table 4.2. Descriptions of part of syllabus which covers MI

Part of Syllabus Contents Types of MI

Indicator - merespon instruksi baik dengan tindakan maupun secara verbal dengan tepat

- melakukan percakapan yang melibatkan ungkapan mengenalkan diri dan member salam/sapaan

- membaca kata yang

- Linguistic intelligences

- Bodily-kinesthetic intelligences

- Logical-mathematical intelligence

- Interpersonal intelligence


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menggunakan bunyi /ai/ - menulis berbagai ungkapan

yang digunakan untuk menyapa dan mengenalkan diri

Aspect/skills developed (MI)

- Language - Intrapersonal - Interpersonal - Physic





- Intrapersonal intelligences

- Musical intelligence - Spatial intelligence - Natural intelligence

Teaching activity 1. mengamati gambar 2. menyimak percakapn yang

dibacakan oleh guru 3. menirukan membaca

percakapan tersebut 4. praktik mengenalkan diri

di depan kelas 5. membaca nyaring

percakapan 6. memperagakan percakapan

tersebut secara berpasangan dengan lafal dan intonasi yang benar

7. menirukan lagu yang dicontohkan oleh guru

8. praktik menyanyikan lagu tersebut dengan intonasi dan lafal yang benar

9. menulis ungkapan yang sesuai dengan situasi di dalam buku

10. membaca nyaring ungkapan tersebut







Teaching media - Buku Kid’s Talk Grade 4 - Kamus - CD - Player - Flash card





- Intrapersonal


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intelligences - Musical intelligence - Spatial intelligence - Natural intelligence

Teaching evaluation - Look at pictures and listen to the teacher

- Read a dialogue and practice it with a friend

- Sing the song happily - Write a short expression

and say the expression







Teacher D prepared the syllabus as the main document to determine the teaching

goals, indicators, material, media, procedure, evaluation based on the basic

competence and competence standard as the rules required for teachers as

mentioned from interview:

School through the headmaster made a policy as the efforts on developing students’ competency and become featured school in Klaten, the English teaching and learning is done by applying MI (Teacher D) (Intw. 1/FN/11). She found many difficulties on designing syllabus which covers MI in it, it can be

seen from the interview:

It is hard for me to include MI in syllabus and lesson plan but very easy to teach English by applying MI (Teacher D) (Intw. 1/FN/11). Comparing the syllabus designed by Teacher D to which Davies (2000: 116)

proposed:

“A syllabus can seem distant from the daily task of preparing and giving individual lessons. It usually contains a long list of items and activities for up to a year’s work. There may also be general methodological indications, and these may not necessarily suit your teaching style or your specific teaching situation very well. However, syllabus is the starting point for all your more detailed planning of lessons. Your lesson planning and what you actually do in the


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classroom must take into account the major goals, the unit divisions, assignment and the general methodological indications of your syllabus”. In this context, the syllabus developed in SD Kristen 3 Klaten concerns on the

implementation of MI dealing with the teaching methodological applied which

consists of eight intelligences: (Linguistic, logical-mathematical, spatial, bodily-

kinesthetic, musical, interpersonal, intrapersonal, and natural intelligences)

without leaving the general rules of KTSP curriculum. In the syllabus designed by

Teacher D teaching goal is not clearly described and she reported focusing on the

implementation of MI in order to achieve the school goal in general to be featured

school by implementing MI. It indicated became school priority and policy to

develop the students’ competency.

In syllabus designed in SD Kristen 3 there are four types of intelligences

developed by Teacher D. Interview with Teacher D, she revealed that she has

difficulties on designing MI but she did not find any difficulties on implementing

it read and she develop her ability on implementing MI from many theories she

had as seen in table 4.3.

Table 4. 3. The syllabus of SD Kristen 3 Klaten compared to theory proposed by Davies

SD Kristen 3 Klaten Davies’s Theory

Teaching goals, indicators, material, media, procedure, time allocation, teaching method, and evaluation.

Long list of items and activities, methodological indications, teaching style, detailed planning of lessons, major goals, the unit divisions, assignment.

b. Lesson Plan


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A lesson plan is a constructed design planned by teacher which is meant to be

implemented in the classroom or teaching and learning process. Based on the

observation and interview, it can be seen that the implementation of MI on the

process of teaching and learning English is used lesson plan as guidance for the

teacher and designed as the formal document (appendix 17). Interview with

student proofs that Teacher D provided different learning experience based on the

material should be taught.

Yes, she is lovely, she always brings pictures, stuffs, we are free watching video, listening

songs, accessing internet, we are allowed to play, everything is very interesting (Student

S) (Intw. 1/FN/10).

Lesson plan prepared by teacher D shows the implementation of MI on the process

of teaching and learning English and it developed based on syllabus designed.

Teacher D prepares the lesson plan before conducting teaching and learning

activity (appendix 12 – 16). Table 4.4.illustrates the lesson plan used in this goal

which consists of the following components:

Table 4.4. Components of lesson plan (LP) in developing MI

Components of LP

Contents

Standar Kompetensi

Membaca 3. Memahami teks fungsional pendek sangat sederhana dalam konteks sekitar peserta didik Menulis 4. Menulis teks fungsional pendek sangat sederhanadalam konteks sekitar peserta didik

Kompetensi Dasar

3.1 membaca nyaring teks fungsional pendek sangat sederhana dengan ucapan dan intonasi yang tepat dan berterima 3.2 memahami teks deskriptif bergambar sangat sederhana dalam konteks sekitar peserta didik 4.1 menulis teks fungsional pendek sangat sederhana secar berterima

Indikator

LP1: 3. dapat membaca kata, frasa atau kalimat sederhana dengan ucapan, tekanan dan intonasi yang tepat 4. dapat membaca dan memahami teks deskriptif bergambar 5. dapat menyusun kalimat dalam bahasa Inggris


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Tujuan Pembelajaran

LP1: 1. Siswa dapat membaca kata, frasa atau kalimat

sederhana dengan ucapan, tekanan dan intonasi yang tepat 2. Siswa dapat membaca dan memahami teks

deskriptif bergambar Siswa dapat menyusun kalimat dalam bahasa Inggris

Materi Ajar

LP1: Diambil dari buku Kid’ Talk Grade 6, LKS, internet 1. teks deskripsi mengenai pasar 2. kalimat yang berhubungan dengan harga 3. compound words

Aspek Yang Dikembangkan

Core Value Demokratis kreatif Religius Multiple Intelligence LP1 Language Intrapersonal Interpersonal Physic Musik Matematika Entrepreneurship Kepercayaan pada diri sendiri Good interpersonal problem solving

Metode Pembelajaran

LP1: 1. Penanaman konsep 2. Tanya jawab 3. Diskusi 4. Praktek

Langkah - Langkah Pembelajaran

LP1: A. Apersepsi 1. greeting 2. pembahasan pekerjan rumah B. Kegiatan Inti 1. mengamati gambar 2. membaca kalimat yang ada dibawahnya 3. Menyanyikan lagu berhubungan dengan pasar 4. Bermain game 5. menyusun kalimat-kalimat tersebut menjadi urutan dialog yang

benar 6. membaca dialog yng sudah benar 7. mempraktekkan dialog di depan kelas bersama pasangan C. Penutup

Sumber Bahan dan Alat Peraga

Sumber Bahan 1. Buku Kid’ Talk Grade 6 2. Kamus 3. Buku-buku lain yang relevan


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4. Television 5. Media belajar otentik/nyata 6. DVD Alat Peraga 1. Pictures 2. Lagu

Penilaian

Reading Practice a dialogue Talk about a picture in the market Answer the questions about pictures Rearrange a dialogue

Comparing the lesson plan to theory proposed by Murcia (2001: 403) dealing

with lesson plan should be prepared by teacher before teaching activity

“All good teachers have some type of plan when they walk into their classrooms. It can be as simple as a mental checklist or as complex as a detailed two page typed lesson plan that follows a prescribed format. Usually, lesson plan are written just for the teacher’s own eye and tend to be rather informal. But there may be times when the plan has to be written as a class assignment or given to an observer or supervisor, and therefore will be a more formal and detailed document”. As mentioned in lesson plan, Teacher D wrote it as a formal and detailed

document. She planned every meeting systematically and enclosed components

based on syllabus and improved MI on it very clearly. As written in syllabus,

lesson plan designed by teacher D consists of components which includes

competence standard (SK), basic competence (KD), indicator, teaching objectives,

subject material, life aspects developed, learning method, learning activities, time

allocation, learning source, teaching media, and assessment/teaching evaluation.

In addition, as a formal document it signed by Teacher D herself and approved by

the chief of teaching curriculum and the headmaster.

Components included in lesson plan are integrated each other which can be seen

the indicators and teaching goals are the development of competence standard,


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basic competence and teaching material which elaborated in learning activities. In

elaborating the indicators, teacher D provided relevant learning source and media

to support teaching and learning activities. Teacher D also provided

assessment/teaching evaluation integrated with teaching material in every

meeting.

Teacher D prepares the instructional planning and some activities to implement

MI. MI clearly appear in each component of lesson plan and it represent four to

five intelligences, but it can be seen at the whole components of lesson plan cover

all/eight intelligences. Here, Teacher D reported trying to be flexible on improving

MI. Teacher D indicated through interview with student S sometimes providing

authentic media and various activities to cover the eight intelligences to be

implemented, she also prepared learning experiences that make the students to get

involves and engage in the teaching and learning process.

c. Evaluation

After conducting learning and teaching process, teacher needs to conduct

assessment. Based on the observation, teacher conducted assessment after the

learning time or in the middle of it by giving students a worksheet. In material

review and mid-term evaluations, Teacher D always prepared a set of teaching

evaluation which consists of blueprint, instrument, the answer key and scoring

rubric (appendix 18). On creating evaluation, Teacher D blended the components

regulated in the syllabus and eight intelligences should be developed. Table

4.5.illustrates the specification of evaluation/blueprint which shows the blending

of syllabus and MI developed on designing the material review evaluation.


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Table 4.5. The Specification of Evaluation/Blueprint

No. Indicators Instrument Number of Items

Total

1. Students are able to read a descriptive text

Essay 1,2,3,4,5 in sheet A

5

2.

Students are able to write the words, phrases, and sentences correctly dealing with the functional text

1. Fill the missing words

2. Rearrange the jumble words into good sentences

1,2,3,4,5 in sheet B 6,7,8,9,10 in sheet B

5 5

3. Students are able to write the conversations dealing with functional text

Write a conversation

1, 2 in sheet C 2

4. Students are able to write the descriptive text

Essay 1 In sheet D 1

5. Students are able to develop linguistic intelligence

Creative writing/essay tests

In sheets A,B, C, D, E and F

6. Students are able to develop logical/mathematical intelligence

Complete logic problems and games

2 in sheet E 1

7.

Students are able to develop the bodily/kinesthetic intelligence

Challenge the student to move and act as the command given

In all sheet -

8.

Students are able to develop the visual/spatial intelligence

Invite students to illustrate their ideas using maps, colors, graphs, charts, reports, and pictures

In sheets D and F -

9. Students are able to develop the interpersonal intelligence

Ask the students to discuss the material given

1 in sheet F -

10.

Students are able to develop the intrapersonal intelligence

Ask students to identify their own strength and weakness

2 in sheet F -

11.

Students are able to develop the musical intelligence

Ask the students to write new lyric to familiar melodies or to compose a new song

1 in sheet E 1

12.

Students are able to develop the natural intelligence

Ask students to write environmental journal to point out interesting plants, animals, and authentic

2 in sheet E and 1 in sheet F

-


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things they found during study.

TOTAL ITEMS 20

Table 4.6 showed the requirements from school policy should be fulfill by

teachers in SD Kristen 3 Klaten.

Table 4.6. School Policy of SD Kristen 3 Klaten

Aspek Best Practices

1. Management

a. Memiliki staff khusus yang terlatih dan berpengalaman untuk menjalankan

program Bahasa Inggris di sekolah.

b. Staff managemen yang bertugas memiliki pengetahuan tentang design,

implementation, and evaluation of Multiple Intelligences.

c. Melakukan review terhadap para staff secara berkala.

d. Melibatkan masukan dari guru, staff pendukung, serta siswa dalam menentukan

program evaluasi.

2. Staff

a. Memiliki guru-guru yang berpengalaman di bidangnya.

b. Memberikan kesempatan yang sama pada setiap guru untuk mengembangkan

diri.

c. Menyediakan dukungan administrative serta professional (seminar dan

workshop).

d. Menyelenggarakan berbagai pelatihan sebagai sarana pengembangan

kompetensi guru.

e. Mendukung guru untuk mengikuti organisasi professional dan kegiatan

professional lainnya di luar lingkungan sekolah.

In evaluating and assessing students’ understanding, there are some ways can be

implemented in MI classroom. One of them can be conducted during the learning


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and teaching process by checking the performance of the students or their ability

in finishing tasks (Armstrong, 2004).

Another theory dealing with second language evaluation proposed: Key of issues

in the construction of assessment instrument. Beginning with a theoretical

framework for types of instruments and types of items possible, Approaches to

testing reading comprehension are provided, with sample approaches to other

skills included (Cohen, 1994: 81).

In this context, the specification of evaluation/blueprint indicated that teacher D

prioritized the components of syllabus then followed by the development of MI on

evaluating students. It can be seen in the specification of evaluation/blueprint that

teacher D uses all/eight intelligences on the evaluation stages. On implementing

bodily/kinesthetic, visual/spatial, interpersonal, intrapersonal, and natural

intelligences teacher D does not give a mark to students but she uses it as a

benchmark whether those intelligences can be done by students or not.

Table 4.5. showed that it designed in order that Teacher D could observe the

progress of students’ learning process. Teacher D could see the students’ strengths

and loves, evaluate the students’ activity or everything produced by the students in

a certain time and Teacher D also could find out some answers of any questions

about the students’ psychologist and even found such a resolution to create a new

strategy in the next teaching process. The students’ worksheet which is given in

the end of the meeting and review session of teaching and learning process are

also used to evaluate and measure students’ skills improvement.


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Teacher D reported increasing her capability on preparing teaching evaluation set

which was appropriate to one of the school requirements for teachers which

obligate for all teachers to provide an appropriate set of evaluation which consists

of specification of evaluation/blueprint, instrument, the answer key and scoring

rubric which standardized by the headmaster. All teachers in SD Kristen 3 Klaten,

especially for non education program graduations have to learn by their selves to

improve their capability on teaching from many sources and school facilitates

them by providing seminar and short training.

d. Teaching Materials

The main material is taken from Kid’ Talk Grade 6 (Intw. 1/FN/12 in appendix 5)

which provides many colored pictures and cartoon pictures. The students like

cartoon pictures. The materials are arranged in a good sequence, because it easy to

understand. Teacher D varies the teaching material type which consists of

printed, audio, and internet based materials. Interview with students indicates that

the material used is very interesting. It is based on the interview of student S:

Student S “Yes, she is lovely, she always brings pictures, stuffs, we are free watching video, listening songs, accessing internet, we are allowed to play, everything is very interesting (Intw. 1/FN/10). The contents of Kid’ Talk Grade 6 loved by students can be seen as mentioned in

interview with teacher D:

“…….The instructions of the material consists of one to five words such as ”match!”, “circle!”, “look and say!”, “put a tick!”, “color the picture!”, “complete the sentence!”, “write their names!”, “let sing a song”, etc. There are some songs could be found by the students easily in that book. Song is also an effective material to teach English because students can memorize the words or vocabulary easily”(Intw. 1/FN/12).


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Table 4.6.illustrates the various materials type used by teacher D on teaching and

learning process and MI developed from the materials.

Table 4.7. Materials used on developing MI

Materi Ajar

LP1: Diambil dari buku Kid’ Talk Grade 6, LKS, internet 4. teks deskripsi mengenai pasar 5. kalimat yang berhubungan dengan harga 6. compound words

Linguistic Logical-mathematical

LP2: Diambil dari buku Kid’ Talk Grade 6, LKS, internet, DVD 1. Pecakapan yang memuat ungkapan: memberi aba-aba meminta bantuan meminta barang memberi instruksi 2. kegiatan berbahasa membuat percakapan 3. kosakata yang terkait degan tema

Linguistic Logical-mathematical

LP3: Diambil dari buku Kid’ Talk Grade 6, LKS, internet 1. kosakata yang memiliki bunyi /tς/ 2. gambar-gambar untuk perbandingan 3. diagram My Family 4. kalimat-kalimat yang menyatakan family

Linguistic Logical-mathematical Spatial Intrapersonal

The role of instructional materials according to Richards, (2005: 30) includes the

following specifications:

1) Material will allow the learner to progress at their own rates of learning.

2) Materials will allow for different styles of learning.

3) The material will provide opportunities for independent study and use.

4) Material will provide opportunities for self-evaluation and progress in learning.

The material taken from Kid’ Talk Grade 6 is very helpful. The students do not

get bored to learn the instructional material because the instructions of the tasks

are short and simple. The teaching material used on implementing MI on teaching

and learning process in fourth grade of SD Kristen 3 Klaten is appropriate with


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available theory proposed by Richards. The material taken from various types,

Kid’ Talk Grade 6 is not only printed material used by teacher D, she also

reported using LKS, cards, pictures and diagrams, internet and audio from DVD

to provide various materials. Teacher D indicated trying to be creative in

providing materials to teach and emphasize the language function and MI to the

students.

2. English Teaching and Learning Activity by Implementing Multiple

Intelligences

The components involved in implementing MI includes (a) stages of teaching and

learning, (b) accommodation of eight intelligences, (c) the procedure of

implementing MI, (d) classroom management, (e) students and Teacher

interaction, (f) teacher’s role, (g) students’ role, and (h) teaching media in the

following description:

a. Stages of Teaching and Learning

The stages of the teaching and learning English conducted to the fourth grade

students of SD Kristen 3 Klaten were designed by the Teacher D into the lesson

path. The lesson path was divided into three main steps. The first step was

apperception/opening, the second was main activity, and the third step was

closing.

1) Apperception/Opening

Teaching and learning process was begun by giving the material preview to the

students. When the Teacher D enters the classroom, she directly greets the

students. After greets the students, she explains about the activity and material


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would be learnt at that lesson (Obv. 4/FN/03 in appendix 7) and the Teacher D

does not take a sit on her desk but she continues her activity by demonstrating the

material in front of the class. In this term, the Teacher D takes a big role in the

classroom because she teaches English to the students by drawing picture and

singing songs before asks the students to try etc (Obv. 1/FN/02 in appendix 3);

(Obv. 2/FN/02 in appendix 5); (Obv. 3/FN/02 in appendix 6); (Obv. 4/FN/03 in

appendix 7). It can be seen at the activities when Teacher D starts drawing a big

picture on the blackboard. Students are still sitting and they are only seeing what

the teacher is doing. Students start to guess what the picture is (Obv. 1/FN/05 in

appendix 3); A student speak loudly “itu toko!” (Obv. 1/FN/06 in appendix 3);

teacher continues to draw a family tree on the black board and write the names of

the family members, she includes her own name into the member of that family

(Obv. 2/FN/05 in appendix 5).

Research on teaching suggests that the opening is to focus the students’ attention

in teaching and learning aims. Opening or “entry” generally occupies the first five

minutes and can have an important influence on how much students learn a lesson

(Richards and Lockhart, 1994: 114).”

Teacher D stared the lesson by showing her appreciation to students’ presence

with a polite greeting and takes students’ attention through various activities

which loved by students. By demonstrating the preview of material and showing

some pictures related to material, teacher D attracted students’ attention who

wondering to the material and they interested in to follow further activity. Teacher


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D also made various movements which provoke students to get involved in

teaching activity.

In this step, teacher D improved students’ ability on Linguistic, spatial, logical-

mathematical and interpersonal intelligences. Linguistic intelligence is developed

when students answer teachers’ greeting and questions. Spatial intelligences

developed when students observe and guess the pictures shown or drawn by

teacher. Logical-mathematical intelligence is developed when students have to

decide what they have to do on addressing teacher’s explanation. Interpersonal

intelligence is developed when students interact to other members of the class on

interpreting the material would be learnt.

2) Main activity

Teacher D asks or she offers many chances to the students to join or help her on

delivering material. She offers chances to the students to try or imitate what the

Teacher D has done in the previous activity. Teacher D guides the students. Then,

she asks the students to do the next activity together with her. For example in the

material topic of market, after Teacher D draws a market on the blackboard, she

gives instructions to the students to imitate her (Obv. 1/FN/07 in appendix 3).

Then she arranges the vocabularies become a simple song to make the students

eager to pronounce words correctly (Obv. 1/FN/09 in appendix 3). Then she

involves all the students into a game (Obv. 1/FN/11 in appendix 3). In topic

Family Teacher D involves the students by moving to behind and giving

instruction to them to imagine their own family members. In delivering the

material, Teacher D calls and asks the students to come forward accompanying


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her in demonstrating picture and doing role play in collaboration (Obv. 2/FN/13 in

appendix 5). The class becomes alive and all students enjoy teaching and learning

activity.

On delivering the materials and improving the MI, Teacher D does all of the

activities which is written on the lesson plan. it can be found on one of the

available data when the Teacher D asks the students to classify all things into

many groups based on its taste and texture to develop their vocabularies. The

students have to find out which things belong to the soft, rough, sweet, salty,

spicy, bitter and so on. After classifying all things based on its taste and texture,

the students had to report by making a table that consists of the list of things

observed based on its taste and texture on piece of paper (Obv. 3/FN/06 in

appendix 6).

The next stage involves all students to do the activities independently. The

students learn the material by listening, seeing their friends’ performance, even

experience by self because there are enough time given to them to practice in that

lesson (Obv. 1/FN/16 in appendix 3). The real experience has done by students

help them to memorize all of the vocabularies.

It can be seen that Teacher D does the appropriate sequencing and pacing in main

activity as the theory that states “Sequencing is when teacher analyzes the overall

goals of a lesson and the content to be taught and then plans a sequence of

activities to attain those goals (Richards and Lockhart, 1994: 118)”.

Pacing is the extent to which a lesson maintains its momentum and communicates

a sense of development (Richards and Lockhart, 1994: 122).”


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This second step is designed as the next sequence of the opening activities. This

step indicated becomes crucial stage because it is the center of teaching and

learning process to achieve the teaching goals. In this step, Teacher D indicated

focusing on the involvement of students into the activities. There were two main

activities in this step which first activity done by the Teacher D and students and

second activity done by the students and the students.

In this context, it is very clear that Teacher D developed all MI which consists of

linguistic, musical, logical-matematical, intrapersonal, interpersonal, spatial,

bodily – kinesthetic, and natural intelligences. The reason what make this step

became a very crucial stage was because all the intelligences were implemented

and developed trough various activities on it. Teacher D reported was very

creative on teaching by providing authentic media on delivering material to

achieve teaching goal and implent MI. In this stage, Teacher D was demanded to

be creative and innovative on creating and variying teaching activity which covers

many intelligences.

3) Closing

Students are still active in doing the task given by the Teacher D in the end of the

lesson. In a certain time, especially in the end of this step, Teacher D asks students

to open the book, Kid’ Talk Grade 6 together, and then gives them some questions

or asks them to do the tasks (Obv. 2/FN/16 in appendix 5). Students are also very

happy in doing the written tasks given by the Teacher D. The students are

answering the task on the book easily because the tasks are designed in simple

form (Intw. 1/FN/11 in appendix 4). Fourth grade students are very interested to


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do a simple activity such as completing sentences with a word, giving space,

completing blank letter, grouping the random letters, answering a crosswords, etc

(Intw. 1/FN/12 in appendix 4).

It can be seen from the following data: The lesson was finished by stopping the

activity, collecting the worksheet and then teacher invited students to pray

together and go home (Obv. 1/FN/17 in appendix 3); The task had to be collected

in their worksheet-case hanged on the wall behind the classroom (Obv. 2/FN/17 in

appendix 5); The students must calculate on the list how many things belong to

soft, rough, sweet, bitter, salty, spicy as their worksheets (Obv. 3/FN/07 in

appendix 6); Teacher collected the students’ worksheet and then asked the

students to read the material at home.

In this step, the Teacher D emphasizes the students to experience into their real

life. The Teacher D gives chances to the students to work in pair or group (Obv.

1/FN/12 in appendix 3) and they are also allowed to do the task individually (Obv.

6/FN/06 in appendix 9). In a certain lesson, when the teaching learning is the

review section which focused on doing written task, the students are only

permitted to do their test individually (Obv. 5/FN/02 in appendix 8).

Students may present their work sheet in front of the class or perform or practice

something to share their intelligence. It could be done in group or individually.

The Teacher D enjoys and observes the students practice in front of the classroom,

so, the Teacher D could give a simple evaluation of the performance, and then

together with all the students, she gives an enforcement or motivation by giving

applause (Obv. 1/FN/16 in appendix 3); (Obv. 2/FN/15 in appendix 5). The lesson


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is finished by stopping the activity, collecting the worksheet and then the Teacher

D invites students to pray together and go home (Obv. 1/FN/17 in appendix 3).

Comparing to the following proposed theory by Richards and Lockhart (1994:

124):

“The Teacher gave a task in the last meeting. Closure refers to those concluding parts of a lesson, which serve to: (a) reinforce what has been learned in a lesson, (b) integrate and review the content of a lesson, and (c) prepare the students for further learning. Typically, the closure sequence of a lecture served to reinforce what has been presented with a review of key points covered in the lesson. This may include questioning by the Teacher D to determine how much the students have understood. In closing stage, Teacher D indicated always reinforced students for what had

been done to motivate them on enrolling the teaching and learning activity.

However, Teacher D did not review the lesson have been taught or sum the lesson

up. Teacher D conducted evaluation by giving many tasks during the teaching

activity in every meeting. It can be done in the middle or the end of teaching

activity. Teacher D recorded all of the teaching activities on daily record. It was

important to watch students’ intelligences development. This also helped Teacher

D to design the next lesson plan. Besides, Teacher D also had students’ folder as a

proof of the students’ achievement. This folder also aimed to inform parents of

their children’s development.

In the closing stage, Teacher D implemented all of MI which consists of

linguistic, musical, logical-matematical, intrapersonal, interpersonal, spatial,

bodily – kinesthetic, and natural intelligences. Teacher D reported creating

various activities to meassure students’ ability for both material delivered and MI

implemented.


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b. Accommodations of Eight Intelligences

In implementing MI, Teacher D designed and varies teaching activity to cover

eight intelligences in every meeting. Based on the observation and interview, the

implementation of eight MI on English teaching and learning process described in

more detailed in the following:

1) Activity on Implementing the Linguistic Intelligence

Linguistic intelligence implemented can be seen in the following activities, the

students launch the reply louder than the Teacher D do (Obv. 1/FN/04 in appendix

3); a student speaks loudly “itu toko!” (Obv. 1/FN/06 in appendix 3); Some others

starts to read the vocabularies on the black board “sell, buy, price, discount,

change, cheap, expensive”, and so on (Obv. 1/FN/07); The Teacher D asks the

students to sing this song three times and she makes sure that all of the students

are able to sing that song fluently (Obv. 1/FN/09 in appendix 3); the song lyric is

available in the field note (Obv. 1/FN/10 in appendix 3); they acts as the seller and

buyer who do trading in the market (Obv. 1/FN/13 in appendix 3).

In the second observation, the writer found out some data that proved the

linguistic intelligence was improved, and the activities are as follow: Students

wrote the names of each family members and gave number to each member start

from oldest member (Obv. 2/FN/10 in appendix 5); She gave some written task on

paper and they had to fill the blank family diagrams and students did their task

with enthusiasm (Obv. 2/FN/12 in appendix 5); The Teacher D gave many

chances to the students who were willing to come forward to show their pictures

created and mentioned the members of their family to all the students (Obv.


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2/FN/13 in appendix 5). In the third observation, the activities found are as follow:

The Teacher D asked the students to classify all things into many groups based on

its taste and texture to develop their vocabularies. The students had to find out

which things belong to the soft, rough, sweet, salty, spicy, bitter and so on. After

classified all things based on its taste and texture, the students had to report by

making a table that consists of the list of things observed based on its taste and

texture on piece of paper (Obv. 3/FN/06 in appendix 6); Each group who holds

other group’s worksheet has to evaluate and give comments on it (Obv. 3/FN/09

in appendix 6); Then all of the students had to discuss their evaluation and

comments by providing a suitable reason based on their point of views (Obv.

3/FN/10 in appendix 6); After the discussion had done, each group had to make a

short conversation about giving direction and asking for help by using the things

provided as the source of the conversation, for examples: can you give me a spoon

of sugar, please!; can you tell me how to get the coffee?, there is a grocery in

front of this building, you can go there and buy some coffee; and so on (Obv.

3/FN/11 in appendix 6); Each group had to perform the conversation had made in

front of the class (Obv. 3/FN/12 in appendix 6).

In the fourth observation, the activities found are as follow: Each group

had to make a sort list which consists of the name and color of the clothes in

developing their vocabulary, for examples: Socks, shoes, uniform, T-shirt, shirt,

shorts, cap, trouser, sandals, skirt, blue, red, green, yellow, black white, grey,

purple, brown, etc (Obv. 4/FN/06 in appendix 7); After they finished the first task

they had to make conversations which told about asking things and giving


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instruction based on the vocabularies found, the example of the conversation is

available in field note (Obv. 4/FN/08 in appendix 7); Each group had to perform

the conversation had made in front of the class (Obv. 4/FN/09 in appendix 7);

each performance had to be commented by the audiences (Obv. 4/FN/10 in

appendix 7).

Gardner (1983: 89) states this area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and discussion and debate. They are also frequently skilled at explaining, teaching and oration or persuasive speaking. Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure. In implementing the linguistic intelligence, Teacher D improved students’

vocabularies, writing and speaking. Teacher D created many activities on teaching

and learning process by giving changes for the students to express their point of

views both in written and oral.

The four language skills (listening, speaking, writing and reading) are improved

on one meeting of teaching and learning. The Teacher D provided song, game,

and books. Teacher D asks the students to get involve in discussion session and

they are freely to share their opinion using English in every meeting. Students

listed things to be reported as the writing skill. Linguistic intelligence is the main

point of English teaching and learning. That is why this intelligence always

appeared and developed by Teacher D in every activity. This is the main means of

teaching. In the most traditional method, the teacher teaches and the students

learn. However, this can also be turned around and students can help each other


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understand concepts. While teaching to other types of intelligences is extremely

important, this type of teaching focuses on using language and will continue to

play the primary role in learning English.

2) Activity on Implementing the Logical–Mathematical

Intelligences.

The activities that found by the writer proving the logical – mathematical

improved from the first to fourth observations are as follow: The students acts as

the seller and buyer who do trading in the market (Obv. 1/FN/13 in appendix 3);

the situation which shows that the students are free to create their own

conversation and they must mention the price on it (Obv. 1/FN/14 in appendix 3);

the situation when Teacher D asks students to give number to each member start

from oldest member (Obv. 2/FN/10 in appendix 5); the students have to calculate

on the list by classifiying things belong to soft, rough, sweet, bitter, salty, spicy as

their worksheets (Obv. 3/FN/07 in appendix 6); each group who hold other

group’s worksheet have to evaluate and give comments on it (Obv. 3/FN/09 in

appendix 6); the students have to calculate the result of the labeling objects (Obv.

4/FN/07 in appendix 7).

Logical-mathematical is the ability to think and arranging the logical-solution in

solving a problem. This intelligence can make someone able to think inductively

and deductively (Ward, 2008).

Logical-mathematical Intelligence makes students are possible to calculate,

quantify, consider propositions and hypotheses, and carry out mathematical

operations. Scientist, mathematicians, accountants, engineer, computer


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programmers all demonstrate strong logical-mathematical intelligences. The

Teacher D improved the logical – mathematical intelligence from many activities

provided, such as: calculating, evaluating, quantifying, and counting the media

given by Teacher D. Learning English through the use of logical deduction is

understanding the rules of grammar and applying them when diagramming

sentences is a perfect example of logical intelligence used in an English teaching

setting.

3) Activity on Implementing the Spatial Intelligence

Spatial intelligence developed can be seen from the activities below:

Teacher D let students to make their own pictures related to market as possible

(Obv. 1/FN/08 in appendix 3); the situation described from the interview with one

of the students:

Student S: Menggambar pasar (I drew market) (Intw. 1/FN/01 in appendix 4);

Student S: Belajar menggambar toko, orang jualan, barang-barang, hm… (I

learned drawing store, seller, things, hm..) (Intw. 1/FN/02 in appendix 4);

Student S: Semuanya ada, toko, pembeli, penjual, buah, baju, minuman, makanan,

semua ada. (Everything is on it, it has store, buyer, seller, fruit, cloth, drink, food,

everything) (Intw. 1/FN/06 in appendix 4);

The situation when Teacher D asks students to remember the members of their

family, close their eyes and imagine their family (Obv. 2/FN/09 in appendix 5);

The students have to find out which things belong to the soft, rough, sweet, salty,

spicy, bitter and so on. After classifying all things based on its taste and texture

(Obv. 3/FN/06 in appendix 6); each group have to make a sort list that consists of

the name and color of the clothes (Obv. 4/FN/06 in appendix 7).

Spatial intelligence insists the capacity to think in the three dimensional ways as do sailors, pilots, sculptors, painters and architects. It enables one to perceive


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external and internal imagery, to recreate, transform, or modify images, to navigate one self and object through space, and to produce or decode graphic information. Visual and spatial intelligence is an ability to see and observe something in detail. Visual means picture, spatial means everything related with space and place. This intelligence involves the awareness of color, line, shape, space, size, and also the correlation of them. It also involves an ability to see an object from multi-point of view (Ward, 2008). Spatial intelligence relates to picture, color and space. The Teacher D selected

visualization for the activity of spatial intelligence. In implementing MI, Teacher

D used picture and authentic learning media to experience the students improving

their spatial intelligence.

In improving the spatial intelligence, Teacher D let the student to explore their

visualization of things. Teacher D enforced the students to draw their imagination

on real visualization. The students were given chances to observe and classify the

different objects to make their imagination became real one. They learned color,

shape, texture, space, size through authentic objects that were usually met in their

real life. This type of learning gives students visual clues to help them remember

language.

4) Activity on Implementing the Bodily - Kinesthetic Intelligence

Bodily-kinesthetic developed intelligence can be seen from the following

activities that taken from the first to the fourth observation. The Teacher D asks

some students to come forward in turn to show their work to all the students (Obv.

1/FN/15 in appendix 3); the situation when Teacher D leads all the students to

give applause after every performance (Obv. 1/FN/16 in appendix 3); the situation

when Teacher D gives many chances to the students who were willing to come

forward to show their pictures created to all the students (Obv. 2/FN/13 in


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appendix 5); the situation after they have done all of those tasks, each group had

to switch the paper to another by rotating their worksheet from group 1 to group 2

and so on (Obv. 3/FN/08 in appendix 6); the situation when students walk to the

place prepared before. Teacher D helps the students find out the papers on the

gate, car, and wall (Obv. 6/FN/05 in appendix 9).

According to Gardner (1983: 89), this area has to do with bodily movement and psychology. In theory, people who have Bodily-kinesthetic intelligence should learn better by involving muscular movement, i.e. getting up and moving around into the learning experience, and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by doing something physically, rather than reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory. They remember things through their body such as verbal memory or images. Bodily-Kinesthetic intelligence relates to parts of body and physical

movement. The activities for this intelligence were touching things, searching the

hidden things, hands-on thinking and body-response. All the teaching activities

involved this intelligence most. The Teacher D asked some students to come

forward in turn to show their work to all the students. The Teacher D lead all the

students to give applause after every performance. The Teacher D gave many

chances to the students who were willing to come forward to show their pictures

created to all of students. This type of learning combines physical actions with

linguistic responses and are very helpful for tying language to actions.

5) Activity on Implementing the Musical Intelligence

The situation when Teacher D asks students to sing a song three times and

she makes sure that all of the students were able to sing that song fluently (Obv.

1/FN/09 in appendix 3). The song lyric is available in the field note (Obv.


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1/FN/10 in appendix 3); the following interview with student which describes the

development of musical intelligence

Student H: I can draw and sing. We do not have to write all the time (Intw. 1/FN/05 in appendix 4). Musical intelligence evident in individuals who possess the sensitivity to pitch,

melody, rhythm, and tone. Those demonstrating this intelligence include

composer, conductors, musicians, critics, instrument makers, as well as sensitive

listeners. In addition, Gardner (1983: 90) states they will often use songs or

rhythms to learn and memorize information, and may work best with music

playing in the background.

For musical intelligence, the Teacher D selected rhythms, songs and raps; and

super memory music on the first day. The Teacher D asked the students to sing

this song three times and she made sure that all of the students were able to sing

that song fluently. It is very clear that Teacher D selected song to develop the

students’ ability of musical intelligence because students loved to sing and singing

was very easy to do. Learning English through songs means that any student who

sings various songs in English is using musical intelligence to acquire English

language skills, the listening skill, vocabulary and pronunciation can be developed

through songs.

6) Activity on Implementing the Interpersonal Intelligence

The following activities are the proof that Teacher D improved the interpersonal

intelligence. The situation when Teacher D announced to the students that the next

activity was game. The Teacher D divides the students into fifteen groups (Obv.

1/FN/11 in appendix 3); the situation when Teacher D divides students into five


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groups and distributes the things brought to each group equally, each group have

all variants of things that brought by Teacher D (Obv. 3/FN/04 in appendix 6); the

situation when Teacher D divides the students into 4 groups (Obv. 4/FN/05 in

appendix 7); the situation when Teacher D lets the students to do their task in

group or individually and asks to their friends freely (Obv. 6/FN/06 in appendix

9).

According to Gardner (1983: 90), he states his theory concerned with the

interpersonal intelligences as follows:

“This area has to do with interaction with others. In theory, people who have a high interpersonal intelligence tend to be extroverts, characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate”. Interpersonal intelligence relates to how someone communicates and

understands others. The activity implemented was only cooperative groups that

were done at the third and fourth days of the research. The activity implemented

was only cooperative groups. The Teacher D divided the students into fifteen

groups to do game session. Other activities done on group were when students had

all variants of things that brought by Teacher D had been observed and reported

based on its taste, texture, color and so on. On evaluating, Teacher D also

designed activities which should be done in groups. Group learning is based on

interpersonal skills. Students not only learn while speaking to others in an

authentic setting, they develop English speaking skills while reacting to others.


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Obviously, not all learners have excellent interpersonal skills. For this reason,

group work needs to balance with other activities.

7) Activity on Implementing the Intrapersonal Intelligence

Based on the observation, Teacher D asks the students to remember the

member of their family, closed their eyes and imagines their family (Obv.

2/FN/09 in appendix 5); the situation when each group who holds other group’s

worksheet have to evaluate and give comments on it (Obv. 3/FN/09 in appendix

6); the situation when all of the students have to discuss their evaluation and

commented by providing a suitable reason based on their point of views (Obv.

3/FN/10 in appendix 6); Teacher D asks students to give comments for each

performance (Obv. 4/FN/10 in appendix 7); the situation when Teacher D stops

the activity and asks for any difficulties found by the students in doing the task,

and then asks the other students to give such a solution as possible (Obv. 4/FN/11

in appendix 7); the situation when Teacher D guides the students to interpret the

instruction of the task (Obv. 6/FN/06 in appendix 6).

Intrapersonal intelligence refers to the ability to construct and accurate

perceptions of oneself and to use such knowledge in planning and directing one’s

life. Some individuals with strong intrapersonal intelligence specialize as

theologian psychologist, and philosophers. The same description is also stated by

Gardner (1983: 92) as follows:

This area has to do with introspective and self-reflective capacities. Those who are strongest in this intelligence are typically introverts and prefer to work alone. They are usually highly self-aware and capable of understanding their own emotions, goals and motivations. They often have an affinity for thought-based pursuits such as philosophy. They learn best when allowed to concentrate on the


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subject by themselves. There is often a high level of perfectionism associated with this intelligence.

For this intelligence, the Teacher D implemented one minute reflection

periods, personal connection, choice time activities, and dig the students’ point of

views to the activities and other’s work had been done. Teacher D implemented

one minute reflection period in every meeting by asking students’ learning

experience and perception of the teaching and learning activity had been done.

This intelligence is essential for long-term English learning. Students who are

aware of types of issues will be able to deal with underlying issues that can

improve English usage.

8) Activity on Implementing the Natural Intelligence

Based on the observation, the situation when Teacher D asks the students to

classify all things into many groups based on its taste and texture to develop their

vocabularies. The students have to find out which things belong to the soft, rough,

sweet, salty, spicy, bitter and so on. After classifying all things based on its taste

and texture, the students have to report by making a table that consists of the list

of things observed based on its taste and texture on piece of paper (Obv. 3/FN/06

in appendix 6).

Natural intelligence is an ability to acknowledge, differ, express, and

categorize something found in the nature. As the core, natural intelligence is

ability to acknowledge plants, animals, and other parts of the mature (Ward,

2008).

The natural intelligence relates to the use of environment surrounding the

students. The Teacher D improved this intelligence by asking the students to


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differ, express, categorize things given by the Teacher D related to the nature.

Teacher D brought their students to have an outing class. It was very useful to

improve the natural intelligence because they were directly in touch with the

environment surrounding. They observed and learned things in the real

environment directly. Similar to visual and spatial skills, natural intelligence will

help students master English required to interact with their environment.

c. Procedure of Implementing Eight Intelligences

On implementing the MI, Teacher D uses several procedures to deliver the

material and the sequences are as follows:

1) Awaken the intelligence:

It can be seen from the activities: The situation when Teacher D brings

many things in to the classroom such as stones, nails, bars of soap, dolls, spoons,

little pillows, sponges, a bag of candy, sacks of salt, sacks of sugar, sacks of

coffee, cups of jelly, gingers, and chilies (Obv. 3/FN/03 in appendix 6); the

situation when students have to find out which things belong to the soft, rough,

sweet, salty, spicy, bitter and so on (Obv. 3/FN/06 in appendix 6); the situation

when Teacher D brings some clothes into the classroom (Obv. 4/FN/04 in

appendix 7).

2) Amplify the intelligence:

It can be seen from the following activities: The situation when students

have to report by making a table that consists of the list of things observed based

on its taste and texture on piece of paper (Obv. 3/FN/06 in appendix 6); the


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situation when each group have to make a sort list that consists of the name and

color of the clothes in developing their vocabulary, for examples: Socks, shoes,

uniform, T-shirt, shirt, shorts, cap, trouser, sandals, skirt, blue, red, green, yellow,

black white, grey, purple, brown, etc (Obv. 4/FN/06 in appendix 7).

3) Teach with/for the intelligences:

It can be seen from the following activities: The situation when Teacher D

announces that the next activity is game. The Teacher D divides the students into

fifteen groups (Obv. 1/FN/11 in appendix 3); the situation when Teacher D

divides the students into five groups and distributes the things brought to each

group equally, each group have all variants of things that brought by Teacher D

(Obv. 3/FN/04 in appendix 6); the situation when Teacher D divides the students

into 4 groups (Obv. 4/FN/05 in appendix 7); the situation when Teacher D lets the

students doing their task in group or individually and asks to their friends freely

(Obv. 6/FN/06 in appendix 9).

4) Transfer the intelligence:

It can be seen in the following activities: The situation when each group

who hold other group’s worksheet have to evaluate and give comments on it (Obv.

3/FN/09 in appendix 6); The situation when Teacher D asks all of the students

discussing their evaluation and comment it by providing a suitable reason based

on their point of views (Obv. 3/FN/10 in appendix 6); the situation when each

performance should be commented by the audiences (Obv. 4/FN/10 in appendix

7); the situation when Teacher D stops the activity and asks for any difficulties

found by the students in doing the task, and then asks the other students to give


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such a solution as possible (Obv. 4/FN/11 in appendix 7); the situation when

Teacher D guides the students to interpret the instruction of the task (obv. 6/FN/06

in appendix 9).

Richards (2000: 118) states “There is no syllabus such as, either prescribed or recommended, in respect to MI based language teaching. However, there is a basic developmental sequence as an alternative to what have considered as a type of “syllabus” design. The sequence consists of four stages: awakening the intelligence, amplify the intelligence, teach with/for intelligence, transfer of the intelligence. Awaken the intelligence, teacher brings many different objects to class. Students experience feeling things that are soft, rough, cold, smooth, and so on. They might taste things that are sweet, salty, sour, spicy, and so on. Experience like this help activates and make learners aware of the sensory bases of the experience. Amplify the intelligence, students are asked to bring the object to the class or to use something in their possession. Teams of students describe each object attending to the five physical senses. They complete a worksheet including the information they have observed and discussed. Teach with/for the intelligences, at this stage, the Teacher structures larger section of lesson(s) so as to reinforce and emphasize sensory experiences and the language that accompanies these experiences. Students work in groups, perhaps completing a worksheet. Transfer the intelligence, this stage in concerned with application of the intelligence to daily living. Students are asked to reflect on both the content of the lesson and its operational procedures (working in groups, completing tables, etc.). Teacher D blended the procedures of implementing MI with the teaching stages in

teaching activity covering all intelligences on it. Both of them were compiled each

other easily. Procedure 1 to 3 was applied in the main activity of learning while

procedure 4 is applied in closing activity of learning. The procedure of

implementing MI could be used as guidance for Teacher D on developing and

creating various activities and it simplified teaching design provided by Teacher

D.

d. Classroom Management


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Based on the observation, the writer found out that Teacher D has well preparation

on implementing MI on the process of teaching and learning English (Obv.

1/FN/01 in appendix 3); (Intw. 1/FN/10 in appendix 4); (Doc. 1/LP/04 in appendix

12); (Doc. 2/LP/04 in appendix 13); (Doc. 3/LP/04 in appendix 14); (Doc. 4/LP/04

in appendix 15). The lesson is not started and nothing will be written on the

overhead until everyone was in his or her seat paying attention. It did not take a

shout to get them to focus on her. (Obv. 3/FN/02 in appendix 6). She walked from

the front of the room to the back and engaged them with something interesting to

them (Obv. 2/FN/08 in appendix 5).

When students are talking, she pauses and looks toward them. When she is in

front of the class, she continues with the lesson but walks toward the problem

students and stops near their seats, while still teaching (Intw. 1/FN/14 in appendix

4). She also gives positive reinforcement to the students, focusing on positive

behavior not the negative. E.g. redirect the students’ attention. She gives attention

or praises to students when they do something positive (Obv. 1/FN/16 in appendix

3); (Obv. 2/FN/14 and Obv. 2/FN/15 in appendix 5); (Obv. 6/FN/07 in appendix

9).

In this observation, the writer found out the other component of classroom

management which influenced the teaching and learning process called seating

arrangement. It determines Teacher D’s moving to engage and interact to the

students in order to have good communication. The description of seating

arrangement of class IV A is as follows: this class is in the second floor of the

building. It is a clean classroom. There are 30 students in this class. There are


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many pictures on the wall and a blackboard in front of the class. The arrangement

of the students’ table is U shape so the students are able to see their friends’ faces

because they are sitting around the table. There is a television in left-front of the

class connected with a DVD player. The students’ worksheets are hanged on the

wall and teaching media are at the back of the class (Obv. 7/FN/01 – 07 in

appendix 11) the seating layout of class IV A is in appendix 2 (table 3. 6).

The observation is also done for class IVB, which as large as class IVA and is

equipped as complete as class IV A, but the arrangement of the students’ table is

different. The tables of this class are arranged in theater shape. There are 32

students in this class (Obv. 7/FN/08 -11 in appendix 11) the seating layout of class

IV B is in appendix 2 (table 3. 7). The different seating arrangement between class

A and B is based on the number of its students. Teacher D sets the seating

arrangement to provide wider space for her to move around students. She was free

to interact with students and noticed every moment happened during the teaching

and learning process. Teacher D implemented the theory stated by Brown (1994:

411),

“Classroom management which encompasses an abundance of factors ranging from how you physically arrange the classroom to teaching styles to one of my favorite notions: classroom energy. By understanding what some of variables are in classroom management, you can take some important steps to sharpening your skills as a language teacher. The principles of classroom management centers on the physical environment for learning: the classroom itself, voice and body language, teaching circumstances, planned teaching, Teacher’s role and style, and positive classroom climate. The majority of problems arising in the classroom stem from poor lesson plans. If

the lesson is unprepared, it will likely encounter problems. Teacher D prepared

interesting, challenging, and exciting lessons to encounter zero to a minimum of


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problems. Creating balanced lessons that are both passive and active, Teacher D

indicated also improved her classroom management when she taught her students,

she uses normal and natural voice, raising her voice to get students' attention was

not the best approach, she took students’ attention with some attractive activities.

Teacher D focused on the disruptive, when students were not paying attention or

busy doing other things. She got them focus on teaching activity by using

nonverbal signals of disapproval.

e. Students and Teacher Interaction

Based on the observation, Teacher D establishes a positive relationship with

students in order to overcome the boredom of learning and increase students’

interest in learning (Intw. 1/FN/14 in appendix 4). It also can be proven from the

following activities. The situation when the Teacher D walks to all groups one by

one. She guides the students to interpret the instruction of the task. She sits beside

the students enjoying the task. Some students talked to her. The Teacher D listens

and answers the students’ opinion. She spents much time for accompanying and

guiding the students in the lesson activity (Obv. 6/FN/07 in appendix 9).

It supported by theory stated by Jones (1981: 95) the communication between the student and the teacher serves as a connection between the two, which provides a better atmosphere for a classroom environment. Of course a teacher is not going to understand every problem for every child in his or her classroom, but will acquire enough information for those students who are struggling with specific tasks. A significant body of research indicates that “academic achievement and student behavior are influenced by the quality of the teacher and student relationship”. The more the teacher connects or communicates with his or her students, the more likely they will be able to help students learn at a high level and accomplish quickly. The teacher and student relationship is very important for children. A positive

relationship between the student and the teacher is difficult to establish, but can be


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found for both individuals at either end. The qualities for a positive relationship

can vary to set a learning experience approachable and inviting the students to

learn. A teacher and student who have the qualities of good communications,

respect in a classroom, and show interest in teaching from the point of view of the

teacher and learning from a student will establish a positive relationship in the

classroom.

f. Teacher D’s Role

The role of the Teacher D was very important in designing the sequences of

teaching and learning English especially using MI. The Teacher D was the person

who prepared the teaching material before giving the lesson to the students.

Teacher D teaches the students start from the beginning until the lesson was

finished.

Teacher D: Actually, there are many preparations such as making lesson plan, but the most important is that I must prepare the strategies of that learning. Mm.. because the suitable strategy, the suitable activity will be liked by children, and they are not bored. That is my big task) (Intw. 1/FN/10 in appendix Teacher D rolled as the major figure to teach the students who tend to be very

active and noisy in all the time. Classroom became very crowded without the

Teacher D’s role in. In the class room Teacher D opened the lesson, greeted the

students loudly, and made the students were very surprised. The students went

back in to their desk in hurry (Obv. 1/FN/03 in appendix 3), replied the Teacher

D’s greeting louder than the Teacher D did (Obv. 1/FN/04 in appendix 3). The

presence of the Teacher D into the classroom changed the crowded situation

became a good situation for learning because the students pay attention to the

Teacher D.


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Teacher D did some activities in the beginning of the lesson, for example in the topic material of Market, she drew a Market on the blackboard to introduce the vocabularies. And then she arranged the vocabularies become a simple song to teach the students to pronounce words correctly and happily. She continued to touch the parts of body as the vocabulary of the song pronounced one by one. In the end of the lesson, she gave a special time to the students to show some performances, she asked the students came forward in group to dance and all the students sang a song of topic Market (Obv. 1/FN/09 in appendix 3). In teaching and learning of the topic Family, Teacher D called the students to

come forward. Teacher D asked the students to accompany her in demonstrating

picture and doing role play in collaboration. She also moved to behind and

instructed the students to imagine their own family members (Obv. 2/FN/09 in

appendix 5). She gave and offered the time to the students for coming forward if

they wanted to present their work. The Teacher D led all the students to pay

attention, evaluate the student’s speech, guide the students to produce the correct

sentence, and finally asked all the students to give applause after every

performance (Obv. 2/FN/14 in appendix 5).

Teacher D was the model who led the students came into the activities in the

lesson, she gave the rule of the activities, join them and give solution for some

difficulties found by the students. In a certain time, when the students were busy

to do their work, Teacher D accompanied the students, sat beside them and gave

such a joke to them or answered the students’ difficulties (Obv. 6/FN/07 in

appendix 9).

According to Richard (2000: 120), Teacher Ds have a role that is not only to improve the second language abilities of their students but to become major “contributors to overall of the students’ intelligences”. Teacher is responsible in creating such strategy to make the students learn without banned the students’ pleasure. Some students liked to learn by singing a song, pronouncing words, some other drawing an object, or using their body to make a gesture. The role of teacher is very important in contributing and providing many ways to the students


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to use their intelligences in the lesson. As a helper, teacher can give the solution or answer for students’ difficulties. Teaching and learning process in SD Kristen 3 Klaten was indicated successfully

done because of the Teacher D’s role. The Teacher D was reported very active

and energetic in every lesson. Teacher D was also reported very creative in

designing the activities, it made students were not bored, but were eager to learn

English. She helped the students experiencing English in a real situation by giving

the students chances to practice, demonstrating what they learnt in front of the

class, exploring and finding more vocabularies at home, work in group. Teacher D

reported making the lessons were interesting and easy to understand. Teacher D

acted as real model in her class, gives real example pronouncing the words, giving

more ways to learn, appreciating students by giving applause for every

performance done, she made the students were comfortable beside her.

The role of Teacher D was as facilitator, motivator and contributor of students’

intelligences. The Teacher D role was also as the helper. Facilitator means that the

Teacher D could facilitate the students to be more active and able to learn better.

The motivator means that Teacher D could motivate the students to improve their

skills especially in learning English. Teacher D as contributor of students’

intelligences means that Teacher D could contribute and provide many ways to

the students to use their intelligences in the lesson. As a helper means that Teacher

D could give the solution or answer for students’ difficulties.

g. Students’ Role

Students, in the process of teaching and learning English by applying MI were

very enthusiastic and pleasant (Obv. 2/FN/12 in appendix 5). The descriptions of


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students’ activities and responses were indicating the students’ role in the process

of teaching and learning. In every lesson they replied the Teacher D’s greeting.

In the beginning of the lesson, there was no any instruction addressed to the

students to do but to pay attention when the Teacher D demonstrated the material

in front of the class. The students were free to give response or do nothing in

enjoying the Teacher D’s action. The responses of the students were different

from one student to another. When the Teacher D drew a picture, a student speaks

“Itu toko!” (Obv. 1/FN/06 in appendix 3). When the Teacher D included her own

name to the family diagram on the blackboard, students were surprised and

laughed when they know that the Teacher D writes her name in the family

diagram (Obv. 2/FN/06 in appendix 5). Students’ responses might be a guessing,

imitating (gesture or movement), words, question, statement, etc. In this case,

Teacher D might only smile or gave a simple answer.

The students were very active to practice the action done and instructed by their

Teacher D when the lesson was continued with the activity which involved the

students to join the Teacher D. When the Teacher D drew a market on the black

board, some students imitated the style of the picture, and some others read the

words written on the blackboard, and they were enthusiastic trying to draw the

picture (Obv. 1/FN/07 in appendix 3). They liked to learn English by singing a

song, drawing a picture, dancing or making gestures. Students were very active in

imitating what they were seeing.

Students were comfortable when they were not pressed to sit on their chair, nor

prohibited to move or act. They were free to move as long as they learned. Some


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of them feel comfortable lay down on the floor and do their task (Obv. 5/FN/04 in

appendix 8). The students did their task actively, asked the Teacher D or friends

when they found difficulties in doing their task (Obv. 6/FN/07 in appendix 9).

Richards, (2005: 166) describes the role of learner as negotiator between the

learning process and interact with the role of join with the group and within the

classroom procedure and activities which the group undertakes. The implication

for the learner is that they should contribute as much as the gains and thereby

learn in an interdependent way.

The role of students is also added by Campbell (1996: 78). He states that students

develop responsibility, self-reliance and independence as they take an active role

in shaping their own learning experiences.

Students of SD Kriaten 3 Klaten, in the process of teaching and learning English

by applying MI are very enthusiastic and pleasant. The descriptions of students’

activities and responses are indicating the students’ role in the process of teaching

and learning. In every lesson they reply the Teacher D’s greeting.

The students indicated were very active to practice the action done and instructed

by their Teacher D when the lesson was continued with the activity which

involved the students to join the Teacher D. They loved to learn English by

singing a song, drawing a picture, dancing or making gestures. Students indicated

were very active in imitating what they were seeing. Teacher D indicated making

students feel comfortable and convincing them to do the activities freely during

the teaching and learning process without ignoring the lesson in order to attract

students’ role entirely involved in the whole activities.


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h. Teaching Media

The process of teaching and learning English using MI of the fourth grade

students of SD Kristen 3 could not be separated from the role of the media.

Humorous pictures, especially which are provided in kids’ Talk Grade 6 made the

students are easy to understand because those picture are designed to related to the

vocabulary concerned with the material.

Besides book, Teacher D used the pictures and authentic things as the learning

media, she brought many things related to the material should be taught in the

classroom. She also used television as the learning media to show the related

materials. The Teacher D brought and showed a big picture in front of the class.

The picture told about a big family (Obv. 2/FN/03 in appendix 5); The Teacher D

brought many things in to the classroom such as stones, nails, bars of soap, dolls,

spoons, little pillows, sponges, a bag of candy, sacks of salt, sacks of sugar, sacks

of coffee, cups of jelly, gingers, and chilies (Obv. 3/FN/03 in appendix 6); The

Teacher D brought some clothes into the classroom (Obv. 4/FN/04 in appendix 7);

The Teacher D played a song that tells about market from the television and

teaches the students how to sing it (Obv. 1/FN/09 in appendix 3); There were

many pictures on the wall and a blackboard in front of the class (Obv. 7/FN/04 in

appendix 11); There was a television in left-front of the class connected with a

DVD player (Obv. 7/FN/06 in appendix 11).

According to Murcia (2001: 461) media help us to motivate students and bringing

a slice of real life into the classroom and by presenting language in its more


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complete communication context. Media can also provide a density of information

and richness of cultural input not otherwise possible in the classroom.

The process of teaching and learning English using MI of the fourth grade

students of SD Kristen 3 could not be separated from the role of the media. The

instructional materials are taken from Kids’ Talk Grade 6, LKS, and some others

taken from internet.

Besides book, Teacher D used the pictures and authentic things as the learning

media, she brought many things related to the material should be taught in the

classroom. She also used television and DVD as the learning media to show the

related material. On delivering teaching material, Teacher D provided objects

loved by the students as the media or aids to support teaching and learning

process.

3. Other Components Supporting the Implementation of Multiple

Intelligences on English Teaching and Learning Process

The others factors supporting the success of the implementation of MI on

teaching and learning process are parents and school committee as the supporting

components.

According to Hoerr (2007: 99), the activity center will be effective for students to

exercise their dominant intelligence. So, the teacher gave the students sometimes

to explore the centers every day. The activity is based on a set of documentation,

theory and other supporting components prepared and integrated each other.

The role of parents and school committee as the supporting components are

described in more detail in the following:


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a. Parents

Parent participation and their input are an essential element of the teaching

operation in SD Kristen 3 Klaten. The school is started by parent initiative and

thrives as a result of continuous parent involvement. The cooperative nature of

this school allows parents to be essential partners in their children’s education.

This partnership provides enrichment and stimulation to parents, as well as

allowing them to affect the quality of their child’s education.

Parents support all of the teaching and learning process especially on implementing MI There are

many things, such as their involvement in fund raising to provide appropriate teaching media, they

spend their times lot to be in their child side during the outing class, their understanding for the

teaching method implemented because some parents think that MI is less on studying but more in

playing (Intw. 1/FN/15 – 16 in appendix 4).

Parents are involved in all aspects of the school’s operation. In conjunction with the educational staff, parents help guide the school towards the realization of its mission. Parents fulfill a myriad of administrative duties, participate in work groups and the circle of trustees, raise funds, act as specialists, work as aides, drive for field trips, serve as class coordinators, provide office support, maintain the site, and prepare classroom materials (Lane, 2011: 1). The physical presence of parents on school during the school day improves the adult/child ration. Time that parents spend with their children, helping with homework and providing enrichment, has a significant impact on the students’ education. Such participation enriches the educational program and makes the school financially viable. More importantly, parent participation sends a strong and clear message to children that education is a significant family value, making education seem relevant and important. The presence of parents within the classroom also helps to smooth the transition between home and school (Rose, 2000: 106). Parents support all of the teaching and learning process especially on

implementing MI. There are many things, such as their involvement in fund

raising to provide appropriate teaching media, they spend their times lot to be in

their child side during the outing class, their understanding for the teaching

method implemented because some parents think that MI is less on studying but

more in playing.


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The presence of parents influences the climate and direction of the school

significantly. Therefore, it is important for each parent to educate him/herself

about child development, basic educational philosophy and practices, and the

demands of participating in a cooperative. Such self-education is made possible

by reading recommended books and articles, participating in the parent education

workshops sponsored by the school, and taking classes.

b. School Committee

School committee has big role in it even it is bigger than parents’ role that because of parents are

in it. School Committee is involved in many policies related to teaching and learning process. Its

roles are as advisor, controller, mediator and funding for school, parents, students, teacher and the

process of teaching and learning itself (Intw. 1/FN/17 in appendix 4).

The government in this case the Ministry of Education issued a decree Nasioanl listed in

Kepmendiknas numbered: 044/U/2002 on the Role and Function of the School

Committee. The role and function of the first such school committee as an

advisor. At this stage of the school committee has the task to provide feedback or

suggestions in learning activities and extracurricular activities as well as in terms

of school infrastructure. The second, supporting the role of the school committee.

Concrete actions of the union of parents and Teacher Ds in the form of providing

support for school programs, as long as the program is good for students, teacher

and parents. The third is controlling. Role in overseeing, the school committee the

extent to which the implementation of the program, curriculum, teaching-learning

process and other activities. And finally, the school committee that acts as a

mediator between parents and Teacher, parents / Teacher with college /


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foundation. All suggestions, usulan or input received by the school committee

relayed back to school / college / foundation.

The school committee is a group of parents and Teacher coming together to

actively foster a spirit of cooperation and a sense of support, pride and

enthusiasm, in order to nurture a sense of community within the school. The

school committee focuses on fundraising, parent participation and community

building. The school committee of SD Kristen 3 Klaten established to take part on

school system and policy.

B. The Difficulties on Implementing Multiple Intelligences

The difficulties found out by the Teacher D in carrying out the teaching and

learning English of the fourth grade students are as follows:

1. Students’ Difficulties

a) In doing a written test makes the possibility to copy their friends’ work

is big, and it means that students only copied without learning anything

on it.

Teacher D: The third problem is that the students had a big chance to copy their friends’ work (Intw. 1/FN/04 in appendix 4). Teacher D: Actually, it was what I expected for, because indirectly I wanted to make the students work in teamwork, but it does not mean that they only copied the answer from their friends. What I expected is that student can explain the meaning of the task direction, and share the ways to do the task (Intw. 1/FN/05 in appendix 4).

b) In teaching and learning process students are allowed to learn while

doing other interesting activities. It emerges problems when students

are interesting to do their own activities more than studying.

2. Teacher D’s Difficulties


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a) The feeling or condition of childhood student was unpredictable. The

difficulties of the Teacher D are about the way to understand and find

the willing to learn of students at that time.

Teacher D: The problem is how to understand the students psychologically at that time, I find there is a student who is not ready to learn, she/he only keeps on silent for some times (Intw. 1/FN/13 in appendix 4).

b) The fourth grade class of SD Kristen 3 Klaten has a big number of

students. It gave a difficulty for the Teacher D to control and guide the

students in learning process.

c) The Teacher D could not control and observe the students totally

because she is limited in movement.

Teacher D: The first is that the students were very noisy, second there are some students were not monitored by me because I must move here and there, some of students were not monitored whether they learn or not, I did not check the result yet (Intw. 1/FN/04 in appendix 4).

d) Based on the observation, there is another difficulty related to activity

in the classroom. Teacher D looks a little bit busy in preparing creative

and correct activity for the students. Creative and correct activities are

important in order to develop students’ intelligences. If the Teacher D

does not provide the correct activity, another problem will emerge. For

instance, the goal of the lesson will not be achieved. The Teacher D

also found another difficulty in finding a suitable activity that will

support the development of students’ intelligences. Therefore, the

Teacher D had to get the latest information all the times.

It was quite different from the available theory that stated by Hoerr (2001: 88),

the flexibility in applying MI may cause some problems which makes the ideas of


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MI becomes occasionally miss-interpreted and miss-applied. There are some

problems such a myth in applying MI which might appear.

The problems faced by both students and Teacher D were indicated dealing with

students’ psychological condition which effect their behavior. On implementing

MI, students attended to move more than when they were taught in classical

method and the limited human resources/teachers available in school to handle the

big number of students influence teacher’s attention in controlling teaching

activity. Considering that SD Kristen 3 Klaten has two big class members, it

should be at least two teachers handling each class especially on implementing

MI. When teacher losing attention to control students, they attend to play more

than study.

C. The Solutions Offered by Teacher to overcome the Difficulties

Based on the finding, Teacher D provided some solutions to overcome the

difficulties in implementing the MI. She learned the students’ psychological

background to give the proper treatment.

Teacher D: I usually let her/him alone for a moment then try to be close with her/him, ask her/him to talk. I often ask the students about their hobby, who knows, start from here I can find the suitable ways for them to learn more enthusiastic and how to treat them properly. If it is still too difficult, I discuss to the other Teacher Ds and ask for help. This way is very successful) (Intw. 1/FN/14 in appendix 4). Meanwhile, on overcoming the whole problems arising on the implementation of

MI Teacher D interviewed:

Teacher D: to overcome the whole problems in implementing MI, school provides many training and seminar for teachers related to MI besides teachers are


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demanded to improve and develop their knowledge of MI (Intw. 1/FN/14 in appendix 4). Teacher D also tried to be a good friend to her students. She asked her students’

opinion as the learning reflection to evaluate both learning design and operation.

The Teacher D listened and answered the students’ opinion. She spent much time

for accompanying and guiding the students in the lesson activity (Obv. 6/FN/07 in

appendix 9).

Gardner (1999: 33) made recommendations to teachers for establishing the use of multiple intelligences in their teaching practice. He recommended interested teachers to first read, study, and learn more about MI theory and practices which others have used. Study groups with other teachers can be a good way to explore new ideas, compare results, and articulate questions and concerns. Visiting classrooms which already employ MI practices and attending professional development conferences and seminars, and networking with other schools are other sources of ideas and practitioners. He recommended that teachers then plan and launch activities and programs which emerge from their studies, including those developed by others and their own original ideas. To cope with this problem, the Teacher D reported read many sources and

attended seminars and training about MI or about teaching English to young

learners. So, they would find creative idea or suggestions in creating the

appropriate activities. Teacher D also provided some solutions to overcome the

difficulties in implementing the MI by learning the students’ psychological

background to give the proper treatment. Besides, school also actively took part

on giving solutions to overcome the problems faced by teachers on implementing

MI. School supports and facilities are needed by teachers on developing their

skills and capability to implement MI on teaching and learning English.


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of this study. It can be seen that the teacher has knowledge about multiple

intelligences. Specifically, she indicated perceiving the main characteristic of

multiple intelligences, theories of multiple intelligences and the activities that

could be implemented in multiple intelligences. By perceiving the information

of multiple intelligences, teacher knew what should be done and be provided in

the classroom for the students.

The implementation of multiple intelligences could be done if there are

set of documentation (syllabus, lesson plan, teaching material, and evaluation)

provided and teacher desires to learn the multiple intelligences theory and then

implemented it on delivering the material, teacher has to cope the problems

arising as well as possible, teacher has to be able to manage the classroom

contextually based on the situation facing of, teacher has to be able to make

and maintain good interaction, communication and relationship with students .

The last but not least is the role of parents and school committee as the external

components of teaching and learning are needed to support psychological,

financial, and systematical on the process of implementing multiple

intelligences on teaching and learning process.

Teacher’s ability on designing and implementing Multiple Intelligences

could determine the quality of overall learning. This implies developing an in

depth understanding of teacher competence and recognizing the importance of

this competence for students’ life skills, self-confidence, social skills and

learning competency development. In this case, teacher’s professional and


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pedagogical competence are required and also to support students active

engagement in learning English.

The implementation of Multiple Intelligences on the process of teaching

and learning English in SD Kristen 3 Klaten is meant to develop students’

seven types of intelligences (musical, spatial, bodily – kinesthetic, logical –

mathematical, interpersonal, intrapersonal, and natural) to support the ability of

linguistic intelligence. Linguistic intelligence is the main part of language

teaching and learning process and related to seven types of intelligences.

Referring to the explanation, it can be concluded that seven types of

intelligences influence the linguistic intelligence and can be developed on

achieving language competence. Therefore, students who are able on

implementing the seven intelligences are automatically able to develop

linguistic intelligences.

B. Suggestion

Based on the finding of the research, the writer would like to give the

suggestion for the students, English teacher and for the reader.

1. For the students

a. Everyone is smart in different way to learn, students need to be more

active in trying more ways in learning English.

b. Students need to practice English at school and home because English

is a useful subject for your future.


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c. English is very interesting to learn and easy to find, students need to

discover new English vocabularies from book or everywhere.

2. For the teacher

a. Teacher needs to keep on discovering more strategies to create an

interesting lesson.

b. Teacher needs to give more chance to the students to use their special

strength to learn because all of them are smart in their own way.

c. Teacher should be aware that all the students are smart according to

their intelligence, it will be better if the teacher maximize her/ his own

intelligence to teach.

BIBLIOGRAPHY

Binton, Sharon. 2009. Applied the Multiple Intelligences. (Accessed from http//www.teachingmethod/mi/com). Wednesday, June 17th 2012 at 11.10.

Brown, H. Douglas. 1994. Teaching by Principles: An Interactive Approach to

Language Pedagogy. New Jersey: A Paramount Communications Company.

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