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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http://jurnal.pasca.uns.ac.id

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)

Fibriani Endah Widyasari, 2Dewi Rochsantiningsih, 3Sujoko

(Student of Magister Program of English Education of Pascasarjana UNS) Email: [email protected]

(Magister of English Education Program of PASCASARJANA UNS) (Magister of English Education Program of PASCASARJANA UNS)

ABSTRACT– 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 and (3) finding out the solutions can be offered by teacher to overcome the difficulties. 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. The subject of the research was the students the fourth grade students. The method of this research was Case Study Research. In collecting the data, the writer used interview, classroom observation and document. Having collected the data, the researcher analyzed the data in qualitative research.

The research revealed three major findings which consist of 1) the description of implementation Multiple Intelligences 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 and; 2) the difficulties found out on implementing Multiple Intelligences; 3) solutions offered by teacher to overcome the difficulties.

The teacher had knowledge about multiple intelligences. Specifically, she knew the main characteristic, theories 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.

Keywords: Implementation, Multiple Intelligences, English teaching and learning.

INTRODUCTION

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

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direct interaction with 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.

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language especially English. One of them teaching innovation is proposed. One of is by implementing multiple the intelligences is linguistic intelligences. Recently, multiple intelligence. Linguistic intelligence is the 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.

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 Campbell (1986: 7) describes that the essentially a linguistic process, but strategy based on multiple intelligences someone with a highly developed approach could increase multimodal linguistic intelligence, as measured by skills; improve attitudes and behaviors,

and other benefits and students enjoy the learning process. Campbell (1986:

conventional IQ tests, is not necessarily a successful second language learner. Gardner’s (1983: 87) theory of Multiple 167) who implemented multiple Intelligences, with its broad, culturally intelligences in teaching English as a based view of what constitutes second language found that multiple

intelligences learning model had allowed

intelligence, indicates that, as with all human activities, language learning is a each student to draw from his or her complex interaction of number own strengths to approach learning. intelligences. This model offers a While Yusuf and Paridawati (2007) cognitive explanation for the differences found that the implementation of in children second language multiple intelligences in learning English

could enrich and enhance students’ vocabulary mastery and accommodate

communicative competence, which the traditional views of intelligence do not.

Language is a social interchange, their different learning styles. and interpersonal and intrapersonal

Multiple intelligences theory teaches intelligences interact in complex and us that all the students have subtle ways during the communication competency. All the students are smart

in different ways (Hoerr, 2007: 1). One

process. Interpersonal intelligence can be seen to play a key role in second of the statements revealed by the language learning. Empathy is an aspect experts that all the people are born as

the genius persons because all of them have intelligences. Schools need some ways of teaching innovation. Enter the multiple intelligences model a way of

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language learners. Language is one of the ways in which people respond to

framework which assists in explaining individual variations in children second each other. Effective communication language learning proficiency. calls for empathy, which allows an on Interpersonal and intrapersonal going assessment and modification of intelligence provide a cognitive what is being said, how it is being said

and the body language that accompanies it. Horwitz (1995: 576) considers that

explanation for the affective factors that impact on children language learning success. Musical, spatial and bodily successful second language learning kinesthetic intelligences are also depends on the emotional responses of important influences in the language

the learner. learning process. Based on above

Linguistic intelligence plays a part in explanation it is clearly seen that the complex process of communication, multiple intelligences is very but interpersonal, intrapersonal, appropriate for children on learning and musical, bodily-kinesthetic and spatial

intelligence are also highly involved in

developing English.

One of the Elementary Schools in the process of learning a second Klaten which applies the Multiple language. There may be aspects of Intelligences is SD Kristen 3 Klaten. logical mathematical intelligence From the pre observation had been 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

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

delivering English subject using Multiple Intelligences for five years. On applying the Multiple Intelligences every student has an opportunity to specialize and excel in at least one area. Usually, multi-faceted

Intelligences,

theory with its

of Multiple under-lying

however, it is three or four. Each student learns the subject matter in a variety of recognition of diversity in human skills different ways, thereby multiplying and abilities, which combine to produce

a unique intellectual profile, provides a more satisfying explanation for these

chances of successfully understanding and retaining that information. Many student needs are met through this variations

competence.

in communicative method. Their intellectual needs are met by constantly being challenged and At the cognitive level Multiple frequently exercising their creativity. At Intelligences theory develops a the same time, their emotional needs are

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met by working closely with others. learning English on fourth grade They develop diverse strengths, and students of SD Kristen 3 Klaten in 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

the academic year of 2012/2013? 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 research is entitled “The Kristen 3 Klaten in the academic year of 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

2012/2013?.

Based on the formulation of the problem above, the objectives of the research are:

Academic Year of 2012/2013”). 1. Describing the implementation of From the description of the multiple intelligences on the process background above, the problems of teaching and learning English on formulated in this research are: fourth grade students of SD Kristen 3 1. How is the implementation of Klaten in the academic year of

Multiple Intelligences on the process of teaching and learning English on

2012/2013.

a. To find out the document used in fourth grade students of SD Kristen 3 implementing Multiple Klaten in the academic year of Intelligences.

2012/2013? b. To describe how Multiple

a.How is the document used in Intelligen-ces is implemented on

implementing Multiple English teaching and learning

Intelligences? activity.

b.How is English teaching and c. To discover the other components learning activity by implementing

Multiple Intelligences?

c.What are the other components

supporting the implementation of Multiple Intelligences on English teaching and learning process. supporting the implementation of 2. Identifying the difficulties on Multiple Intelligences on English implementing multiple intelligences teaching and learning process? on the process of teaching and 2. What are the difficulties found on learning English on fourth grade implementing Multiple Intelligences students of SD Kristen 3 Klaten in the on the process of teaching and academic year of 2012/2013.

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3. Finding out the solutions can be offered by teacher to overcome the difficulties on implementing multiple

heard; they can plan activities; they can argue for something and tell you why they think what they think; they can use intelligences on the process of logical reasoning; they can use their teaching and learning English on

fourth grade students of SD Kristen 3

vivid imaginations; they can use a wide range of information patterns in their Klaten in the academic year of mother tongue; they can understand

2012/2013. direct human interaction;

Furthermore, Scott and Ytreberg LITERATURE REVIEW

Recently, teaching English to young

(1990: 1-3) stated that as the young language learners, their characteristics learners is popular. Many English are that they know that the world is courses for children are established. governed by rules; they understand This proves one thing that children situations more quickly than they interest to English is increasing. understand the language used; they use 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

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 teaching children is different from have a very short attention and teaching adults. Pinter (2006: 5) concentration span; young children 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

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 comes from an egg. This child is world are not the same since children do interpreting the world based on his

prior knowledge.

not always understand what adults are talking about and vice versa; they will Related to children, Scott and seldom admit that they don’t know Ytreberg (1990: 1-3) propose the something either; young children cannot characteristics of them. The decide for themselves what to learn; characteristics are that they can talk

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

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young children are enthusiastic and positive about learning.

Children differ from one another in their ability to understand complex

human intelligences was followed by the emerging of the naturalist intelligence as the eight intelligence of human (Gardner, 1983: 88).

ideas, to adapt effectively to the A brief description of Gardner environment, to learn from experience,

to engage in various forms of reasoning,

intelligences are as follows:

Linguistic intelligence consists of to overcome obstacles by taking the ability to think in words and to use thought. According to Ward (2008) every language to express and appreciate student is smart according to the kinds complex meaning. Authors, poets, of intelligence own by the students start journalist, speakers, and news casters from when he/she was born, or as the exhibit high degree of linguistic result of learning the culture. This intelligence.

theory is important to be applied in Logical-mathematical Intelligence education. There is no stupid child, nor

the difficult subject-study, it is caused

makes it possible to calculate, quantify, consider propositions and hypotheses, by the highest intelligence of that and carry out mathematical operations. person has been known. Scientist, mathematicians, accountants,

Dickinson (1996: xvi), tells that engineer, computer programmers all the intelligences are the language that demonstrate strong logical-all people speak and are influenced, in mathematical intelligences.

part by the culture into which one is Spatial intelligence insists the born. They are tool for learning, capacity to think in the three problem solving, and creating that all dimensional ways as do sailors, pilots, human being can use. The Multiple sculptors, painters and architects. It Intelligences theory was firstly launched enables one to perceive external and by Howard Gardner of Harvard internal imagery, to recreate, transform, University in his book, Frames of Mind: or modify images, to navigate one self

The Theory of Multiple Intelligences. He and object through space, and to

suggests that there are at least seven produce or decode graphic information. human intelligences, two of which, Bodily-kinesthetic intelligence

en-verbal/ linguistic intelligence and logical/ ables one to manipulate object and

fine-mathematical intelligence, have tune physical skill are not as highly

dominated the traditional pedagogy of valued as cognitive ones and yet western societies (Campbell, 2004: 123).

In addition to the theory of seven

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important feature of many prestigious is an ability to acknowledge, differ,

roles. express, and categorize something

Musical intelligence evident in found in the nature. As the core, natural individuals who possess a sensitivity to

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

intelligence is ability to acknowledge plants, animals, and other parts of the mature (Ward, 2008).

composer, conductors, musicians, critics, instrument makers, as well as sensitive listeners. In addition, Gardner (1983: 90) states they will often use

METHODOLOGY OF THE RESEARCH The research was conducted at SD Kristen 3 Klaten which is located in Jl.

songs or rhythms to learn and Seruni No. 8 Klaten Tengah, Klaten. The memorize information, and may work subject of the research was the students best with music playing in the the fourth grade students of SD Kristen

background. 3 Klaten in 2012 which consist of two

Interpersonal intelligence is the classes, class A consisting 30 students capacity to understand and interact with and class B consisting 32 students. The others effectively. It is evident in method of this research was Case Study successful teacher, social workers, Research. It applied to described the actors and politicians. Just as Western

culture has recently begun to recognize the connection between mind and body,

phenomena happened by studying in depth a single case of the process on implementing multiple intelligences on so too has it to come to value the teaching and learning English. In importance of proficiency interpersonal

behavior.

collecting the data, the writer used interview, classroom observation and This area has to do with document. Having collected the data, the introspective and self-reflective researcher analyzed the data in capacities. Those who are strongest in qualitative research involved three this intelligence are typically introverts

and prefer to work alone. They are usually highly self-aware and capable of

steps namely:

Data reduction, it included the process of taking and selecting the understanding their own emotions, right data based on needed criteria. In goals and motivations. this phase, the researcher did the

This type of intelligence was not process of selecting, focusing, part of Gardner's original theory of

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

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data shorter, made the theme focused, English which involves the and arranged the data in appropriate

order.

documentation on teaching and learning process, the implementation of MI and Data Representation, this second the supporting components on step of data analysis was the data implementation of MI; (2) The 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

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 taken are in the form of words. The proposed solution by teacher to data was presented in the narration overcome the problem. Each of the

form of word. finding is described in more detail in the

Drawing conclusion and following. Table 4.1 summarizes issues verification, after describing and arising from research questions as interpreting the data, the data was

drawn continuously and throughout in

mentioned in the problem statement in the chapter 1 of this study.

the study as the result of Table 4.1 Issues Arising from the interpretation. The researcher took Research Questions 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.

FINDINGS 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

Research Question 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?

Issues Arising 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 Intelligences

b. English teaching and Learning activity by Implementing Multiple Intelligences. 1) Stages of teaching and

learning

2) Accommodations of eight intelligences

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

19 3) 4) 5) 6) 7) 8) Procedure of Implementing eight intelligences Classroom Management Students and teacher interaction

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c. Other components supporting the implementation of Multiple Intelligences on English teaching and learning process. 1) Parents

follows:

Teaching and learning document used on implementing MI includes: (1)

2. What are the difficulties found on implementing Multiple

2) School Committee a. Students’ difficulties

b. Teacher’s difficulties syllabus, (2) lesson plans, (3) teaching evaluation and (4) English materials. Intelligences on

the process of The components involved in

3.

teaching and learning English on fourth grade students of SD Kristen 3 Klaten in the academic year of 2012/2013? 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

implementing MI includes (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 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. (b) accommodation of eight

intelligences, (c) the procedure of The finding of this part is gathered implementing MI, (d) classroom from the observation, interview and management, (e) students and Teacher available document. The process of interaction, (f) teacher’s role, (g) teaching and learning English by students’ role, and (h) teaching media implementing MI of the fourth grade The others factors supporting the students involved some components success of the implementation of MI on which consist of documents, teaching teaching and learning process are and learning activity, parent’s role, parents and school committee as the school committee’s role which supporting components.

supporting each other. Parents support all of the teaching Those components are more detail and learning process especially on described into three parts: (1) the implementing MI. There are many document used in implementing MI, (2)

English teaching and learning activity by

things, such as their involvement in fund raising to provide appropriate implementing MI, and (3) Other teaching media, they spend their times components supporting the lot to be in their child side during the implementation of MI on English outing class, their understanding for the teaching and learning process as teaching method implemented because

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some parents think that MI is less on studying but more in playing.

The school committee is a group of

To cope with this problem, the Teacher D reported read many sources and attended seminars about MI or

parents and Teacher coming together to about teaching English to young 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

learners. So, they would find creative idea or suggestions in creating the appropriate activities. Teacher D also provided some solutions to overcome school committee focuses on the difficulties in implementing the MI fundraising, parent participation and by learning the students’ psychological community building. The school background to give the proper committee of SD Kristen 3 Klaten treatment.

established to take part on school system and policy.

The difficulties found out by the

CONCLUSION AND SUGGESTION

In this chapter discusses conclusion Teacher D in carrying out the teaching and suggestions deals with the and learning English of the fourth grade

students are as follows:

implementation of Multiple Intelligences on the Process of Teaching and Learning The problems faced by both English of the Fourth Grade Students of students and Teacher D were indicated SD Kristen 3 Klaten.

dealing with students’ psychological The implementation of multiple condition which effect their behavior.

On implementing MI, students attended to move more than on they were taught in classical method and the limited human resources/teachers available in school to handle the big number of

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 students influence teacher’s attention in material, teacher has to cope the controlling teaching activity. problems arising as well as possible, Considering that SD Kristen 3 Klaten has

two big class members, it should be at least two teachers handling each class

teacher has to be able to manage the classroom contextually based on the situation facing of, teacher has to be especially on implementing MI. When able to make and maintain good teacher losing attention to control interaction, communication and students, they attend to play more than

study.

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school committee as the external to their intelligence, it will be components of teaching and learning

are needed to support psychological,

better if the teacher maximize her/ his own intelligence to teach. financial, and systematical on the

process of implementing multiple intelligences on teaching and learning process.

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.

c. English is very interesting to learn and easy to find, students need to discover new English vocabularies from book or everywhere.

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Campbell, Bruce. 2004. Multiple Intelligences in the Classroom: of the seven different ways we learn, schools focus on only two. Add the other five, and you increase the chances of success. New York: Cambridge University press. Dickinson, Dee. 1996. Teaching &

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Multiple Intelligences. London: Oxford University Press.

Horwitz, Allan V. 1995. Mental Health Systems In Encyclopedia of Bioethics. New York: MacMillan.

Piaget, J. 1963. The Origins of

2. For the teacher

a. Teacher needs to keep on

Intelligence in Children. New York: W.W. Norton & Company, Inc. Pinter, Annamaria. 2006. Teaching

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to Young Language Learners. Oxford:

Oxford University Press.

Scott, Wendy A., and Ytreberg, Lisbeth 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

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H. 1990. Teaching English to

Children. London: Longman.