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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
teaching and learning English on fourth grade students of SD Kristen 3
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
teaching and learning English on fourth grade students of SD Kristen 3
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
- Linguistic intelligences
- Bodily-kinesthetic intelligences
- Logical-mathematical intelligence
- Interpersonal intelligence
- 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
- Linguistic intelligences
- Bodily-kinesthetic intelligences
- Logical-mathematical intelligence
- Interpersonal intelligence
- Intrapersonal intelligences
- Musical intelligence - Spatial intelligence - Natural intelligence
Teaching media - Buku Kid’s Talk Grade 4 - Kamus - CD - Player - Flash card
- Linguistic intelligences
- Bodily-kinesthetic intelligences
- Logical-mathematical intelligence
- Interpersonal intelligence
- 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
- Linguistic intelligences
- Bodily-kinesthetic intelligences
- Logical-mathematical intelligence
- Interpersonal intelligence
- Intrapersonal intelligences
- Musical intelligence - Spatial intelligence - Natural intelligence
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.