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PROPOSAL WRITING SCORE
THESIS
Submitted in Partial Fulfilment of the Requirement for Degree of
Sarjana Pendidikan (S.Pd.) in Teaching English
By:
Miftakhul Indra Lestari
D05211015
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
ABSTRACT
Lestari, Miftakhul Indra. (2015). The Correlation between Students’ Multiple
Intelligences and Students’ Proposal writing Score. A Thesis. English Teacher Education Department, Faculty of Tarbiyah and Teachers Training, Sunan Ampel State Islamic University, Surabaya. Advisor: Sigit Pramono Jati
Key Words: multiple intelligences, correlation, proposal writing score
Proposal writing is one of the continually subject at the fifth semester curriculum in
English Teacher Education Department and most of students’ score are decreased for
this subject. To know why the students’ score are decreased in proposal writing, the
researcher correlates it with multiple intelligence. Since in the State Islamic University of Sunan Ampel Surabaya, most of researchers just conduct the research from external factor, such as: learning strategies, methodology and etc. But, in this university, there is no research which discusses from internal factor, such as multiple intelligence. Therefore, the researcher conducts the research in this university to
know whether there is correlation between students’ multiple intelligence and
students’ proposal writing score, since the previous researcher never conducts the
research about multiple intelligence for students in this university. The respondents are 79 students at the sixth semester of English Teacher Education Department who took proposal writing in the previous semester. This research is a quantitative research and uses correlation as the technique for analysing the data. The instruments are test and study document. For Multiple Intelligence (MI) test, the questionnaire is
developed by V Chisslettt MSc and A Chapman (2005-06) based on Gardners’
model. In addition, the proposal writing score is obtained from the lecturers of proposal writing class. After collecting both of the data, the researcher analyses it using SPSS version 16. The finding shows that there is positive correlation between three intelligences and proposal writing score: (verbal-linguistic with Pearson correlation = 0, 248, bodily-kinesthetic with 0, 273 and interpersonal 0, 253). From those result, the value of significant correlation is more than sig. (2-tailed), thus the null correlation is rejected and the alternative hypothesis is accepted. It means there is correlation between two variables. Yet, there is negative correlation between four intelligences: (spatial-visual, logical-mathematical, musical-rhytm and intrapersonal).
Finally, it can be inferred that there is no significant correlation between students’ Multiple Intelligences and students’ proposal writing score, since the majority of the
ABSTRAK
Lestari, Miftakhul Indra. (2015). Hubungan antara Multiple Intellgences Siswa dan
Nilai Proposal Writing Siswa, Skripsi. Prodi Pendidikan Bahasa Inggris, Fakultas Tarbiyan dan Keguruan. Universitas Islam Negeri Sunan Ampel Surabaya. Dosen Pembimbing: Sigit Pramono Jati.
Kata Kunci: multiple intelligences, korelasi, nilai proposal writing
Proposal writing adalah salah satu mata kuliah lanjutan yang ada pada semester lima di Prodi Pendidikan Bahasa Inggris dan kebanyakan mahasiswa memperolah nilai yang menurun pada mata kuliah tersebut. Untuk mengetahui kenapa nilai mahasiswa bisa menurun pada mata kuliah writing proposal, peneliti menghubungkan dengan multiple intelligences. Karena di UIN Sunan Ampel Surabaya, kebanyakan peneliti-peneliti yang lain hanya membahas penelitian yang berasal dari faktor luar, sebagai contoh: strategi belajar, metode dan lain sebagainya. Namun, di Universitas ini belum ada peneliti yang membahas dari faktor dalam, seperti multiple intelligences. Oleh karena itu, peneliti mengadakan penelitian di Universitas ini untuk mengetahui apakah ada hubungan antara multiple intelligences dangan nilai writing proposal siswa. Responden berjumlah 79 orang, yang mana berasal dari mahasiswa dan mahasiswi pendidikan bahasa inggris semester enam yang telah mengambil proposal writing class di semester sebelumnya. Penelitian ini merupaka penelitian kuantitatif dan menggunakan korelasi sebagai teknik menganalisa data. Instrumen yang digunakan adalah tes dan dokumen. Untuk Multiple Intelligences Test menggunakan kuesioner yang diambil dari
V Chisslettt MSc and A Chapman (2005-06) berdasarkan Gardners’ model.
Dan untuk nilai proposal writing diperoleh dari dosen proposal writing class. Setelah mengumpulkan dari kedua data tersebut, peneliti menganalisa data tersebut menggunakan SPSS versi 16. Berdasarkan hasil dan diskusi menunjukkan bahwa ada korelasi positif antara tiga kecerdasan dan nilai proposal writing: (verbal-linguistic dengan hasil korelasi Pearson = 0, 248, bodily-kinesthetic dengan hasil korelasi Pearson = 0, 273dan interpersonal dengan hasil korelasi Pearson = 0, 253). Hal itu menunjukkan bahwa, hipotesis nol ditolak, dan hipotesis alternatif diterima. Tetapi ada korelasi negatif antara empat kecerdasan dengan (spatial-visual,
logical-mathematical, musical-rhytm and intrapersonal). Sehingga, dapat
disimpulkan bahwa tidak ada hubungan antara Multiple Intellgences Siswa dan Nilai Proposal Writing Siswa, karena mayoritas hasil korelasi dari tujuh kecerdasan adalah negatif.
C.Objective of the Research ... 6
D.Hypothesis ... 7
E. Significance of the Research ... 7
F. Scope and Limit of the Research ... 8
G.Definition of Key Terms ... 8
CHAPTER II : REVIEW OF RELATED LITERATURE A.Review of Related Literature ... 10
1. The Meaning of Intelligence ... 10
2. Multiple Intelligences Theory ... 12
3. Multiple Intelligences Test... 18
B.Review of Previous Studies ... 20
CHAPTER III : RESEARCH METHOD A.Research Design ... 34
B.Population and Sample ... 35
C.Research Instrument ... 36
D.Data Collection Technique ... 37
E. Data Analysis Technique ... 38
CHAPTER IV: RESEARCH FINDING A.Findings ... 45
1. The Students’ Multiple Intelligences Score ... 45
2. The Students’ Proposal writing Score ... 52
3. The Correlation between Students’ Multiple Intelligences and Students’ Proposal writing Score ... 54
B.Discussion ... 62
CHAPTER V: CONCLUSION AND SUGGESTION A.Conclusion ... 67
B.Suggestion ... 69
1. Suggestion for students ... 69
2. Suggestion for further research ... 69
REFERENCES ... 70
APPENDICES
LIST OF TABLES
Table 2.1 : The Right Questions ... 17 Table 3.1 : Coefficient Correlation... 41 Table 4.10 : The Result of the Correlation between Linguistic and Proposal
writing Score ... 55 Table 4.11 : The Result of the Correlation between Logical-Mathematical and
Proposal writing Score ... 56 Table 4.12 : The Result of the Correlation between Musical and Proposal
writing Score ... 57 Table 4.13 : The Result of the Correlation between Bodily-Kinesthetic and
Proposal writing Score ... 58 Table 4.14 : The Result of the Correlation between Spatial-Visual and
Proposal writing Score ... 59 Table 4.15 : The Result of the Correlation between Interpersonal and Proposal
writing Score ... 60 Table 4.16 : The Result of the Correlation between Intrapersonal and Proposal
writing Score ... 61 Table 4.17 : The Rank of Coefficient Correlation between Multiple
CHAPTER 1
INTRODUCTION
The aim of this research is to find out whether there is correlation between
students’ multiple intelligences and students’ proposal writing score or not. This
chapter presents the background of the study, research question, objective of the
research, hypothesis, significance of the research, scope and limits of the research,
and definition of key terms. Each section is presented as follows.
A. Background of the Study
According to Gardner, the term “Multiple Intelligences” refers to the
kinds of people abilities in finding and solving the problem, the capability in
responding to new situations successfully, and the ability in learning one’s past
experience1. There are seven kinds of Multiple Intelligences. Those are linguistic
intelligence, logical-mathematical intelligence, spatial-intelligence,
bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, and
intrapersonal-intelligence.
Multiple intelligences theory is widely applied to education in Indonesia,
especially in formal school. As the researcher finds that Multiple Intelligences
1
2
theory has been applied to SMP Muhammadiyah 9 Surabaya since 20102. SMP
Muhammadiyah 9 Surabaya is one of the example of the schools which
implements Multiple Intelligences theory as one of the visions of the school.
Therefore, every student who enroll the school have to join Multiple
Intelligences (MI) test. Besides, the teachers also apply Multiple Intelligence
strategy in learning process. Thus, the classroom management in this school has
been conducted based on Multiple Intelligences strategy. That is a good choice
for increasing the effectiveness classroom management. Because the teacher and
students have been familiar with Multiple Intelligences which is needed for
knowing students’ intelligences and preparing the lesson based on students’
intelligences.
However, the researcher does not find a kind of Multiple Intelligence
which is applied for students in University. Since Multiple Intelligences test can
indicate the students’ dominant intelligences and recognize their intelligences
earlier, it can increase the students’ awareness of their intelligences thus they
will be able to optimize it well in learning.
Multiple Intelligences (MI) test is different from Intelligence Quotient (IQ)
test. MI test is more complex than IQ test. IQ test only measures the linguistics
intelligence and mathematical intelligence, while MI test measures the seven
2
A’yunul Fauziyah “The Correlation between Multiple Intelligences Score and English National
3
kinds of intelligence, linguistic intelligence, logical- mathematical intelligence,
spatial-intelligence, bodily-kinesthetic intelligence, musical intelligence,
interpersonal intelligence, and intrapersonal-intelligence. Gardner uses the term
Profile of Intelligences to refer to the intelligences strength level. Intelligences
are involved and integrated to carry out different task, solve diverse problems,
and progress in various areas3. Hence, intelligences have an essential role for
people to face the problems in many sectors of life especially in learning
language. As stated by Armstrong, intelligence is one of the causes which affect
students success in learning the second or foreign language4. It can be implied
that in learning English, the intelligence is involved as the factor of students
success. Besides, Multiple Intelligence test is designed to figure out what the
type of learner’s intelligence. After knowing that information, it will help the
teacher to teach the students based on their type5.
Multiple Intelligences (MI) test are still rarely used in UIN Sunan Ampel
Surabaya. Therefore, the researcher conducts the research in this university.
Several researchers only uses this test for students in the school not for students
3
Howard Gardner, The Unschooled Mind: How Children Think and How School Should Teach, Twentieth-Anniversary Edition (New York: Basic Books, 2011), 12.
4
Thomas, Armstrong. You’re Smarter Than You Think: A Kid’s Guide to Multiple Intelligences. Minneapolis, MN: Free Spirit, 2002. 65.
5
4
in this university. Hence, the researcher conducts the research by using Multiple
Intelligence (MI) test in UIN Sunan Ampel Surabaya.
For instance, the researcher finds the problem in the fifth semester students.
The fifth semester students of English Teacher Education Department got low
score in their proposal writing class. Proposal writing is one of the continually
subject in English Teacher Education Department Curriculum, especially for the
fifth semester. The researcher has conducted a survey to the fifth semester
students about the decreased subject score in the previous semester. The subject
here refers to the four language skills, they are listening, speaking, reading and
writing. From the result of the survey shows that 37, 5 % of students answered
writing, 28, 1% answered reading, 21, 8 % answered speaking, and 12, 5 %
answered listening. The result shows that most of the students got decreased
score in writing skill. The researcher chooses four language skills as the object,
because those are the continually subject which have to be taken by students in
every semester. Therefore, this reserch focuses on writing skill, especially
proposal writing at the fifth semester students of English Teacher Education
Department. If the researcher chooses the other semester, it will be hard to do
because they have not obtained the score progress of four language skills. Thus,
it is easier for the researcher to measure and conduct the research in the fifth
semester students.
As Brown states in his book, proposal writing is productive skill which the
5
are asked to develop their ideas logically6. Since the goal of proposal writing is to
propose a research, the logically thinking is needed, how they develop their logic
reason to make sure the research is important. Logically thinking is one of
logical-mathematical intelligences sign. Therefore, this research examines
whether the students who have dominant intelligences in logical-mathematical
are also good at proposal writing or not. To answer that question, MI test can
help to prove it.
Thus, the researcher tends to correlate between students’ Multiple
Intelligences and students’ proposal writing score. Besides that, it is necessary to
be conducted because in this University the other researchers mostly investigate
and research the external factors which affect writing skill, such as: teaching
method, teaching strategy, and so on. Meanwhile, a few of them who investigate
from the internal factor, such as: learning style, intelligences, self efficacy and so
on. But in this case, the researcher will investigate the internal factors namely
multiple intelligences.
The researcher finds two researches which discuss about MI and writing.
The first is the relationship between Multiple Intelligences and Writing Ability of
Iranian EFL Learners by Karim Sadeghi and Bahareh Farzizadeh7. It is almost
similar with this research, but they do the research in Urnia University with 55
participants. The research finds that result there is no significant relationship
6
. Douglas Brown, Language Assessment Principles... 220
7
Karim Sadegi- Bahareh Farzizadeh, “The Relationship between Multiple Intelligences and Writing
6
between MI and writing ability. The second research entitles the correlation
between undergraduate EFL student’s MI and their writing achievement by Beni
Wijaya8. It is almost similar with this research, but Beni does the research in
Sriwijaya University with different sample and population. The result from this
research shows that there is significant correlation between MI and writing
achievement; linguistic intelligence with coefficients (r) is 0,409 which is
signifcant at 0,01 level (2-tailed) and interpersonal intelligence with coefficients
(r) is 0,354 which is significant at 0,05 (2-tailed). Linguistic intelligence is the
strongest one.
Yet, there is no research about Multiple Intelligence conducted in English
Teacher Education Department. Therefore, this research aims to find out
whether there is correlation between students’ multiple intelligence and students’
proposal writing score at the fifth semester students of English Teacher
Education Department in UIN Sunan Ampel Surabayaor not.
B. Research Questions
What is the correlation between students’ multiple intelligences and students’
proposal writing score?
C. Objective of the Research
To find out the correlation between students’ multiple intelligences and
students’ proposal writing score.
8
Beni, Wijaya. The Correlation between Undergraduate EFL Student’s Multiple Intelligence and
7
D. Hypothesis
The statement of the hypothesis of this study is as follow.
The Hypothesis of this research is “there is significant correlation
between students’ Multiple Intelligences and students’ writing proposal score.
E. Significance of the Research
The result of the study is expected to give benefit for students and
lecturers in English Teacher Education Department.
1. For the students, the result of this research provides information about their
multiple intelligences, thus they understand more about their intelligences.
By knowing that, they will be aware of theirselve to optimize their study
based on their intelligences, thus a good score will be achieved easily.
2. For the lecturer, the result of this research provides information of students’
multiple intelligences which is able to be a resource of the lecturer in
providing appropriate method and materials, especially in proposal writing
class by considering students’ multiple intelligences in order to help
students being enjoyed and motivated, thus the proposal writing class more
effective.
F. Scope and Limits of the Research
In this research, the researcher only focuses on the correlation between
multiple intelligences for the student’s proposal writing score. The researcher
does not intend to investigate what factors that cause of decreasing score of
8
cause the decreasing score of proposal writing. Besides that, the researcher
will do the research only for the fifth semester students of English Teacher
Education Department at proposal writing class.
G. Definition of Key Terms
A relationship between two ideas, facts etc, especially which one may be
the cause of the other10. Correlation is also defined one of the most widely
measured of association between two or more variables, that is whether an
increase in one variable results in the increase of the other variable11. In
this research, the researcher defines as relations of two things or variables
which are related or not.
9
EricJensen. Enriching the brain. (San Fransisco. CA: Jossy-Bass, 2006), 25.
10
Longman Advanced American Dictionary, 2000, Pearson Limited: U.S.
11
9
3. Proposal writing Score
Proposal writing includes in types of extensive writing which the writer
focuses on achieving a purpose, organizing and developing ideas
logically, using details to support or illustrate ideas, demonstrating
syntactic and lexical variety12. In this research, the researcher defines as
the score which is obtained from the lecturer of proposal writing.
12
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses some issues and theories related to the correlation
between students’ multiple intelligences and students’ proposal writing score as the
focus of the research. There some parts in this chapter, they are the review of related
literature that contain some theories to strenghthen the problem discussed here.
Another part is the review of previous study which also discussed some previous
studies that relates to this research.
A. Review of Related Literature
1. The Meaning of Intelligence
Many people are familiar with word “intelligence”. In specific area or
most of people defines that intelligence is the ability or capability of people
in doing certain aspect. We can call “smart” if people have good score, the
best performance or good achievement in any aspects. But the definition
above is a traditional definition that might be true or false.
The earlier century showed that the theory of intelligence has become
a controversial issue, according to Charles spearman introduced two
categories of intelligence: g – as general intelligence which underlies all
11
intelligence1. This general and specific intelligence are positively correlated
in mental ability of each person. Conversely, Louis Thurston defined
intelligence as independent factors and these are equally important2. From
those two theories, it can be inferred that intelligence is an important
mentality factor for each person. According to Louis cited in Ivana3, he
introduces seven primary mental abilities: verbal comprehension, verbal
fluency, number or arithmetic ability, memory, perceptual speed, inductive
reasoning, and spatial visualization.
According to Gardner, intelligence is much more than IQ because a
high IQ in the absence of productivity does not equate to intelligence. In his
definition, "Intelligence is a bio psychological potential to process
information that can be activated in a cultural setting to solve problems or
create products that are value in a culture
"
4. Detterman defines as a general
1
Charles Spearman,. “General Intelligence”, objecttively determined and measured American Journal
of Psychology 15, 1904, 201-293.
(http://psychology.about.com/od/cognitivepsychology/p/intelligence.htm, accessed on March 23, 2015)
2
Louis Thurstone. Primary mental abilities. Chicago: University of Chicago Press. 1938. (http://psychology.about.com/od/cognitivepsychology/p/intelligence.htm, accessed on March 23, 2015)
3
Ivana Cimermanova, “Intelligence and Language Learning” , (http:/www.education.org, accessed on December 20, 2014)
4
12
mental capability to give a reason, solve problems, think abstractly, learn
and understand new material and profit from past experience5.
From several definitions above, the most popular is stated by Howard
Gardner. He states that there are seven kinds of human’s intelligences:
linguistic-verbal, logical-mathematical, visual/spatial, musical,
bodily-kinesthetic, interpersonal, and intrapersonal. Then he had added 2 other kind
of intelligences in the late 1999s- naturalistic and existential intelligence, but
the researcher will not focus on these two areas since these types of
intelligence are not included in the seven original types of intelligences
proposed by Howard Gardner.
2. Multiple Intelligences Theory
Multiple Intelligences is the variety of someone’s ability or potential
to find and solve the problem, Gardner states. Many people has already
known about how their ability or potential their selves in finding and solving
the problem. But they do not know specifically about it. It means that, every
people have different strengths and weakness in their intelligences.
Each individual person possibly has a combination of two or more
intelligences. Where individuals differ is in the strength of these
intelligences, so called profile of intelligences in which intelligences are
involved and combined to carry out different tasks, solve diverse problems,
5
Detterman, D.K. 2005. Intelligence. Encarta 2005.[CD-ROM] 1998-2004 Microsoft Corporation.
13
and progress in various sectors6. Nowadays, people are familiar with IQ
(Intelligence Quotient) test. They assume that intelligence only can be
measured by IQ test which two types (logical-mathematical and linguistic
intelligence) that would be tested. But, the other kinds of intelligences are
also important information and knowledge for people who join the
intelligence test. By giving various intelligences would be measured in the
test, hopefully the human beings behave in various way of learning would be
known. The seven kinds of intelligence stated by Howard Gardner are shown
below.
a. Verbal-linguistic intelligence
The ability of people while manipulating words and using
language to express and understand complex meaning7. Gardner,
Chapman and Freeman stated that the people who are strong in
verbal-linguistic intelligence usually have a good vocabulary potential which
allows them to read books and to be absorbed in the books and
perform well8.
6
Howard Gardner, The Unschooled Mind; How Children Think... 14
7
Nigera, Ibragimova. Thesis for the Degree of Master of Arts in English Language Teaching;
“Multiple Intelligences Theory in Action in EFL Classes: A Case Study” (Gazamagusa, North Cyprus: Eastern Mediterrean University, January 2011), 14.
8
Carolyn Chapman - Lynn Freeman, Multiple Intelligence: Centers and projects, Arlington Height,
14
b. Logical-mathematical intelligence
The ability to detect patterns and reason deductively, think
logically. They have good concept of mathematical operations, the
ability to study problems, and conduct scientific investigations.
According to Amstrong, this intelligence is “the understanding and use
of the logical structures, statements and prepositions, through
experimentation, quantification, conceptualization, and classification9.
c. Visual –spatial intelligence
People who have visual spatial intelligence are able to learn
visually and spatially. It encompasses the potential recognize and use
the patterns of wide space and more confines areas as well. It means
that, people who have this intelligence at most, usually easier to
understand by watching, seeing, looking and observing than hearing or
practicing. Therefore, those with a high level of this intelligence have
the ability to use shapes, colors, graphics, space and their mental
imagery in order to discern the space orientation10.
d. Musical-rhythmic intelligence
Musical-rhythmic intelligence is the capability of people who
are able to recognize and compose musical pitches, tones, and
9
Tom Armstrong, The Multiple Intelligences of Reading and Writing: Making the words come Alive. (Alexandria, Va: The Association for Supervision and Curriculum Development, 2003), 153.
10
15
rhythms. Therefore, the mode or tools to utilize this intelligence are
through instruments, environmental sounds, tonal association and the
rhythmic possibilities of life.
e. Bodily-kinesthetic intelligence
This intelligence is the ability to use mental abilities to
coordinate bodily movements. McKenzie says this intelligence allows
us to learn through interaction with one’s environment and he states
that it is not a behavior that we called “overly active” learners since
people who have this intelligence are usually do bodily movement
more often than others. But this intelligence can be increased through
concrete experience11.
f. Interpersonal intelligence
People who have interpersonal intelligence are able to
understand the intentions, motivations and desires of other people.
This type is easier to interact with other people. Armstrong, considers
this intelligence is the ability to tolerance and make distinctions
between other individuals with respect to moods, temperaments,
motivations, intentions and to use this information in pragmatic ways,
such as to persuade, influence, mediate, or counsel individuals or
groups of individuals toward some purpose12.
11
James W. Mckenzie, Walking the Walk: Multiple Intelligences... 15 12
16
g. Intrapersonal intelligence
The ability of people to appreciate and construct a perception
of one self, this type is opposite to interpersonal intelligence.
Intrapersonal intelligence is more spending their time to be alone and a
little have interaction with other people or social. Weber says that this
intelligence includes accurate self-knowledge13.
From those explanation above, seven intelligences have different way
to maximize each of their intelligences, which is from seven intelligences
can be applied for the basic curriculum in education. Armstrong states that,
the theory of multiple intelligences can provide as a pattern in developing
strategies for student success14. Thus, He also suggests for the educator is
necessary to make lesson plan by preparing the right question first. Since,
from the right question (comes from multiple intelligence theory), the
effectiveness of learning process can be obtained through multiple
intelligence theory. Although the educator do not use all of the questions in
developing the lesson plan, but they can use one or two intelligences that
they need in order to achieve their purpose well. Some questions mention as
follows15:
13
Weber E, MI Strategies In The Classroom And Beyond: Using Roundtable Learning. (USA: Pearson Education, Inc, 2005), 150.
14Thomas Armstrong, “Multiple Intelligences: Seven Ways to Approach Curriculum”.
Strategiesfor Success. Vol. 52 No. 3, 1994, 27
15
17
Table 2.1,
The Right Questions
Multiple
Intelligence
The Right Questions
Linguistic How can I use the spoken or written word?
Logical-Mathematical
How can I bring in numbers, calculation, logic,
classifications, or critical thinking?
Spatial-Visual How can I use visual aids, visualization, color,
art, metaphor, or visual organizers?
Musical How can I bring in music or environmental
sounds, or set key points in a rhytm or
melody?
Bodily-Kinesthetic How can I involve the whole body, or
hands-on experiences?
Interpersonal How can I engage students in peer or cross-age
sharing, cooperative learning, or large-group
simulation?
Intrapersonal How can I evoke personal feelings or
18
3. Multiple Intelligence Test
Before becoming MI (Multiple Intelligence) Test, In the 1900, a
talented psychologist, his named Alfred Binet discovers successfully his
discover, namely “intelligence test” and it’s called the IQ for “intelligence
quotient” test16
. This test is attempted to over million American military
recruits. Since using of the IQ Test by the U.S army in the conflict, Binet’s
invention has truly arrived. Ever since, the IQ test seems like psychology’s
biggest success and becomes a genuinely useful scientific tool.
After discovering the IQ Test, people are not only able to measure
someone’s actual or potential height, but also they are able measure
someone’s actual or potential intelligence. Besides the IQ Test, there is also
another version, namely the SAT Test. The SAT is originally name for
Scholastic Aptitude Test. Those two tests only measure verbal and math
scores.
Moreover, in the 1980s, Gardner also introduces the theory about
intelligence17. But Gardner’s discovery is more complex than Binet’s
discovery. Gardner proposes a pluralistic of mind, recognizes many different
and discrete aspect of cognition, acknowledges that every single have
different cognitive strengths and contrasts cognitive styles which is called
Multiple Intelligence Test. From this test, all normal individuals posses each
16
Howard Gardner, Multiple Intelligence: new horizon. (New York: Basic Books 2006), 3.
17
19
of skill, those are not only verbal and math scores tested, but also seven
kinds intelligences (verbal-linguistic, logical-mathematical
musical-rhythmic, bodily-kinesthetic, spatial-visual, interpersonal and intrapersonal).
4. Proposal Writing
Proposal writing is a kind of academic writing. This writing is always
given by the students in university before writing up a thesis. Proposal
writing also types of extensive writing which the writer focuses on achieving
a purpose, organizing and developing ideas logically, using details to support
or illustrate ideas, demonstrating syntactic and lexical variety18.
According to Brown, there are four types of writing performance.
Those are imitative, intensive, responsive and extensive. Proposal writing
include in extensive type. Since extensive writing is the implication of all the
processes and strategies of writing for all purposes, up to the length of an
essay, a term paper, a major research projects report, or even a thesis. Writer
focuses on achieving a purpose, organizing and developing ideas logically,
using details to support or illustrate ideas, demonstrating syntactic and
lexical variety, and in many cases, engaging in the process of multiple drafts
to achieve a final product. Focus on grammatical form is limited to
occasional editing or proofreading of a draft19.
18
H. Douglas Brown, Language Assessment... 220
19
20
It can be inferred that, the aim of proposal writing is more complex
than others type. Since the assessment of proposal writing is not only for the
spelling, collocations, idioms and connecting the sentences into a paragraph,
but also the achieving a purpose, organizing and developing ideas logically
are needed. Thus, for proposal writing is to build the understanding of the
reader which is the writer should develop the writing with logical ideas, use
the fact and details to support the writing itself.
B.Review of Previous Study
Concerning to the students’ multiple intelligences and student’s proposal
writing score, there are several previous studies that relate to this research
discusses as follows:
1. The Relationship between Iranian EFL High School Students’ Multiple
Intelligence Scores and their Use of Learning Strategies20
The research is conducted by Karim Hajahsemi in Islamic Azad
University, Hesarak, Tehran, Iran which collects the data from the participants
who are from different disciplines (17 humanities, 22 experimental sciences,
28 mathematics, and 162 others). This study focuses on correlation MI score
and LLS (Language Learning Strategy). The instrument is used by the
researcher to elicit information for this study are McKenxie’s (1999) MI
20
Karim Hajhashemi, “The Relationship between Iranian EFL High School Students’ Multiple
21
inventory and Strategy Inventory for Language Learning (SILL)
questionnaire. The findings reveal that there is positive correlation between
MI and different types. The highest correlation is seen between
meta-cognitive strategies and MI, followed by compensation and meta-cognitive
strategies. Furthermore, the findings reveal that Iranian students mostly use
meta-cognitive strategies followed by social strategies.
The strength of this research is in collecting the data which is not only
from the similar disciplines but also in the other disciplines. A lot of
participants are quite supported the result of the study. More participants will
be more valid of a research. It is almost similar with the researcher wants to
do in the research, but the previous researcher focused on MI score and LLS
(Language Learning Strategy), and the researcher wants to correlate students’
MI and students’ Proposal writing score. Thus, the different is from the
variable and also the participants.
2. The Relationship between Multiple Intelligences and Reading Proficiency of
Iranian EFL Students21
In this research, Karim and friends examined the relationship between
MI and reading proficiency of Iranian EFL pre-university students and to look
into the role that gender plays. It means, besides to investigate whether any
correlation between MI and reading proficiency of students, the author also
21
Karim Hajhasemi, Kourosh Akef, Neil Anderson “The Relationship between Multiple Intelligences
22
have the purpose to differ from the result of gender (male and female) if from
the gender also caused the relationship or not.
They use t-test to analyze the data and a descriptive and ex post facto
is employed to accomplish the objectives of the study and to identify the
relationship among two variables. It is found that there is a statistically
significant difference in the mean of musical-rhythmic intelligence scores of
the low achievers and the high achievers which is positive and stronger among
the low achievers. Accordingly, it seems that the high achievers may have
lower musical intelligence, which also found between the mean
bodily-kinesthetic intelligence scores of the two genders which was positive and
stronger the females. And the conclusion revealed that there is no significant
correlation between MI and Reading Competency of Iranian EFL Students
(both of male and female).
The strength of this research is the more participants, the more
representative the research. And Karim and friends collect the data from 128
male and female pre-university students (54 males, 74 females). The
difference between the Karim and friends’ research with this research is from
the participants, locus and methodology, since this research uses correlation
technique and collects the data from 83 participants, but Karim and friends
23
3. The Multiple Intelligences Profiles of Foreign-Language Text Books by First
Graders at SMA Wachid Hasyim 2 Taman Sidoarjo by Nizar22
The researcher analyzes the students’ text book by using multiple
intelligences profile. This research uses a qualitative descriptive study by
using document/content analysis which involved just the frequencies and
percentage in the various categories. Then, he analyzes students’ multiple
intelligences profile. Thus, the researcher does not correlate among two
variables or more, but only analyzed if the students’ text books in accordance
with the students’ multiple intelligence. The result of this research shows that
inconsistency between students’ MI profiles and the MI profiles of textbooks.
In other words, most activities in the textbooks used by students are not
catered for their types of intelligence.
For the differences with my research is about the variable and the
research method. This research focuses on analyzing the text book and
students’ intelligence by using multiple intelligences profile, which make sure
that if students’ text books are accordance with students’ multiple intelligence.
The researcher used qualitative method. Finally, the result is the textbook that
the students used did not address students’ MI profiles. In my research, the
dependent variable is proposal writing score which is correlated with MI score
as the independent variable. The researcher uses quantitative method, which
22
Muchammad Nizar, “The Multiple Intelligences Profiles of Foreign-Language Text Books by First Graders at SMA Wachid Hasyim 2 Taman Sidoarjo”. (Surabaya: UIN Sunan Ampel Surabaya,
24
correlate MI score and students’ writing score. Finally, the result is to answer
if any correlation between two variables above.
4. The Relationship between Multiple Intelligences, Self-Efficacy and Academic
Achievement of Saudi Gifted and Regular Intermediate Students23
The aim of this research is to investigate and describe the multiple
intelligence (MIs) and self-efficacy profiles that characterize Saudi female
(gifted/regular) third intermediate students and their relationship to the
achievement of EFL language skills and aspects. The sample consists of 85
Saudi female third intermediate grade students, 43 are identified as gifted and
42 are regular students. There are three kinds of instruments that the
researcher used, the Multiple Intelligence Inventory, the Self-efficacy Scale,
and A Language Achievement Test. For the result of the data, the most
preferred intelligence types among gifted and regular participants is
interpersonal. Musical intelligence is the least preferred intelligence among
both groups. The research also releals that there is significant correlation
between Mis and achievement in spesific language skills and aspects.
The differences of this research with the researcher does is from the
participants and variables. In this research, Aly takes a sample from three
different respondents which are from Saudi female intermediate grade
students, gifted students and regular students. Meanwhile, the researcher takes
23
Aly AKoura – Safaa M Al-Hebaishi “The Relationship between Multiple Intelligences,
Self-Efficacy and Academic Achievement of Saudi Gifted and Regular Intermediate Students”
25
population as the respondent of the research which is the students of English
Teacher Education Department at the sixth semester students who took
proposal writing class in the previous semester. After it, the variables are very
different. For this research, he focuses on self-efficacy and academic
achievement, conversely the researcher only focuses on proposal writing.
5. On the Relationship between Multiple Intelligences and Grammatical and
Writing Accuracy of Iranian Learners of English24
The researchers conduct this research on the Islamic Azad University
of Takestan, Islamic Azad University of Karej and Imam Khomeini
International University in Qazvin. Abbas and friends investigate between
four types of intelligence (logical, interpersonal, verbal, and intrapersonal) and
grammatical and writing accuracy of foreign language learners. The sample is
from 190 male and female students of Takestan, Karej and Azad University.
To accomplish the aim of this research, the instruments are a 40-item Mis
(multiple intelligences) questionnaire, a 35-item Michigan grammar test, and a
writing test. regression analyses is used for analysing the data.
The result of the data shows that both intrapersonal and interpersonal
intelligence are predictors of grammar accuracy and intrapersonal intelligence
makes a statistically significant contribution to predicting students’ writing
accuracy. From the explanation above, it can be concluded that the differences
24
Abbas Ali Zarei – Fatemeh Mohseni “On the Relationship between Multiple Intelligences and
26
between Abbas and friends with the researcher does are the process of
analysing the data and the participants. Regression analyse is used in this
research to know the correlation among the variables, but the researcher uses
correlation as the technique in analysing the data. After that, the participants
are also from three universities, meanwhile the researcher takes the
respondents only for the sixth semester students of English Teacher Education
Department of UIN Sunan Ampel Surabaya.
6. On the Relationship between Multiple Intelligences and Language
Proficiency25
The aim of this research to examine the strength of the relationship
between language profciency in English and the 9 types of intelligences.
There are two objectives in this research, the first objective of the study is to
investigate the relationship between multiple intelligences and language
proficiency among the Iranian Ph. D candidates. The second objective of the
study is to explore whether one of the intelligence types or a combination of
intelligences are predictors of language proficiency.
Language proficiency test and multiple intelligence questionnaire as
the instruments which are distributed for 278 males and female Iranians. For
analysing the data, the Seyyed uses central tendency measures (mean and
standard deviation). After that, he uses correlation, regression analysis and
25
27
independent t-test. The results of the data indicates that there is no significant
correlation between language proficiency and the combination of intelligences
in general. Similarly, the results show that there is no significant difference
between male and female participants. Thus, the differences of this research
and the researcher does are about the instruments, he uses 9 types of
intelligence, and the researcher uses 7 types of intelligence. For analysing the
data, correlation, regression and t-test are used for this research. Meanwhile,
the researcher only uses correlation in analysing the data.
7. The Study of the Relationship between Multiple Intelligences and Learning
Strategies among Iranian EFL learners26
The purpose of this research is to investigate the relationship between
multiple intelligences and learning strategies. The participants are 70 students.
Roya and Alireza uses 70-item Likert scale MI Inventory for adults which is
prepared by Armstrong and learning strategies questionnaire developed by
Oxford. For analysing the data, they uses SPSS 15 to know the result of
correlation. The result shows that a moderate relationship between
meta-cognitive and meta-cognitive strategies with linguistic, musical and
bodily-kinesthetic intelligences.
Thus, the differences between Roya and Alireza’s research and the
researcher does is from the dependent variables. They uses learning strategies
26
28
as the dependent variables, meanwhile the researcher uses proposal writing as
the dependent variable.
8. Multiple Intelligence Scores of Science Stream Students and Their Relation
with Reading Competency in Malaysian University English Test (MUET)27
Razak and Zaini concern with students’ reading competency. This
research attempt to discover the relationship between Science Stream
students’ competency on linear and non-linear texts in Malaysian University
English Test (MUET) with Multiple Intelligence to reveal the prominent type
of Multiple Intelligence that significantly predicts the Science Scream
students’ performance on the different text of reading component.
For collecting the data, the researcher uses two instruments, they are
the Reading Comprehension of Malaysian University English Test (MUET)
and Multiple Intelligence questionnaire. The participants are 60 diploma
students are chosen to represent the Science Stream group. The result of this
research shows that there is positive correlation of the total score in MUET
reading component as well as in linear text section with Music-Rhytmic,
Bodily-Kinesthetic, and Interpersonal Intelligence.
It is almost similar with the researcher wants to do. But in this case,
the researchers correlate MI score and reading competency. So, the different is
from the dependent variable, which is the reading competency. And the
27
Norizan Abdul Razak – Nuramirah Zaini “Multiple Intelligence Scores of Science Stream Students
and Their Relation with Reading Competency in Malaysian University English Test (MUET)”
29
reading competency is not gathered from reading class like the researcher
wants to do in the writing class, but Razak and Zaini do the correlation of
reading competency in Malaysian University English Test (MUET).
9. The Relationship between Multiple Intelligences and Writing Ability of
Iranian EFL Students28
The purpose of this research is to to find the relationship between
multiple intelligences and learning of L2 language skills, that is writing
ability. The participants of this research are from the general populations of
Urmia University students. They are the students of English Language and
Literature at the English Language and Literature Department. The class
consists of 55 male and female, within the age range 18-25.Sadeghi and his
friend obtains the data from participants uses Armstrong MI questionnaire
which used Likert Scale. For writing ability is tested using an IELTS writing
task. Then, the scoring of writing is done analytically following pre-specified
criteria. Thus, the score of MI and writing ability are obtained.
For analyzing the data, the researcher uses Pearson Correlation and
Multiple Regression. The result shows that the components of MI do not have
a significant relationship with the writing ability of the participants. For the
differences with my research is about the instruments. This researcher uses MI
test which is adapted from www.businessball.com by V Chislett MSc and A
28
Karim Sadeghi –Bahareh Farzizadeh “The Relationship between Multiple Intelligences and Writing
30
Chapman, since this research mostly uses the theory of MI from Howard
Gardner.
Thus, MI test which is adapted from Chisslett and Chapmen is chosen
as the main instrument, because they use howard Gardner theory as their basic
for making the MI test. But Sadeghi uses Armstrong MI Questionnaire as the
instruments. And for collecting students’ writing ability, Sadeghi gathers it
using IELTS writing task. Meanwhile, the researcher gathers it from the
lecturer of proposal writing score.
10. The Correlation between Multiple Intelligences Score and English National
Examination Score of The Students in Year Nine of SMP Muhammadiyah 9
Surabaya29
The purpose of this research is to discover whether any correlation
between students’ MI score and their result of English National Examination.
The data are the score of MI and English national examination from 63
students at the third year in academic 2010/2011. A’yunul uses documentation
as the data collection technique. The score of students’ multiple intelligence
and English national examination are obtained from the school report card.
For this research, the researcher does not use technique sampling, but all the
population is chosen.
29
31
This research is almost similar with the researcher does, but A’yunul
does the research in SMP Muhammadiyah 9 Surabaya. It is similar locus, that
is Surabaya, but it has different participants. She collects the data from the
students’ of SMP Muhammadiyah, but the researcher collects the data from
the students’ of English Teacher Education Department of UIN Sunan Ampel
Surabaya. For analyzing the data, she uses SPSS to calculate how many score
of the correlation between MI score and English national examination score.
The result shows that there is no significant correlation among two
variables (MI score and English national examination). The system of MIR
(Multiple Intelligence Research) does not run well in the implementing the
subject learning in the school. From those result above, it can be inferred the
correlation among two variables are negatively shown in the school.
Moreover, the researcher does the research in the University, which are
different students, grade and locus.
11. The Correlation between Undergraduate EFL Students’ Multiple Intelligences
and Their Writing Achievement30
This research is conducted by Beni Wijaya to investigate if there is a
significant correlation between multiple intelligences of the graduate EFL
students in Indonesia and their writing achievement. Beni uses correlation
study as the methodology to find the correlation between the students’
30Beni Wijaya, “The Correlation between Undergraduate Students’ Multiple Intelligences and Their
32
multiple intelligences and their writing achievement. The data are obtained
from questionnaire and writing test. The questionnaire determines the
students’ multiple intelligence. Then writing determines their writing
achievement. Thus, two variables above are correlated by using SPSS. Then,
the results from correlation analysis shows that there are two types of
intelligence and interpersonal intelligence, in which linguistics intelligence is
the most influential one.
The differences Beni’s research and this research are the participants,
locus and how to collect the data. The researcher conducts the research at the
fifth semester students of English Teacher Education Department in UIN
Sunan Ampel Surabaya. But, Beni does the research in Sriwijaya University.
He also does writing test for the participants.
From that research, it can be inferred that the researcher will not correlate with
writing achievement which is gathered by the previous researcher in each
semester, but in this case the researcher will correlate with proposal writing score
which is the score obtained from the lecturer. Since, the researcher assumes that
the score from the lecturer is more valid than the researcher gather the proposal
writing score by herself for doing proposal writing test.
The previous studies above discusses about the correlation between Multiple
Intelligences score and some certain variables (the use of learning strategy, reading
33
achievement). From those certain variables, the research which is almost similar
with this research conducted by Beni. But, the difference is Beni’s research more
general. This research specify the research only for proposal writing score,
meanwhile he does the research for writing achievement in each semester. Thus,
this research is more emphasizing to find out the correlation between students’ MI
CHAPTER III
RESEARCH METHOD
This chapter consists of some principle components of the research
methods used in this research. They are research design, population and
sample, research instruments, data collection technique, and data analysis
technique.
A. Research Design
In this research, the researcher uses correlation field study design.
Since the aim of correlation field study design is to assess the extent of the
relationships (correlation) between independent variables and dependent
variables1. Correlation field study design is chosen as the design of this
research, automatically this research is quantitative research.
According to Aliaga and Gunderson cited in Daniel states that
quantitative research is “explaining phenomena by collecting numerical data
that are analyzed using mathematically based methods (in particular
statistics)”2
. The quantitative data of the research which is used in this design
is the correlation study. The phenomena explained in this research are
Multiple Intelligence score and proposal writing score by students in the sixth
semester of English Teacher Education Department, especially who are in the
1
Tharenou Phyllis, Ross Donohue, Brian Coper. Management Research Method (New York: Cambridge University Press, 2007), 46.
2
35
proposal writing class. Then the use of correlation design is for knowing the
relationship between both variables.
There are two variables in this research. The first is independent
variable, independent variable is variable that occurs naturally; there is no
manipulation or control over it (influence of dependent variable). The
independent variable is Multiple Intelligence score and the symbol is X. The
second is dependent variable. Dependent variable is variable which is
influenced by independent variable (output). The dependent variable is
proposal writing score and the symbol is Y.
B. Population and Sample
Population is generalization area that consists of object/subject. It has
special quality and characteristics based on the criteria decided by researcher,
then to be learned and concluded3. Population in this research is the sixth
semester students of English Teacher Education Department in proposal
writing class. The total populations are 83 students. If the research population
is less than 100, the sample is taken is all of them. On the other hand, if the
research population is more than 100, then the sample that is taken between
10-15% or 20-25% or more4. Based on the statements, the researcher decides
to obtain the score of Multiple Intelligence and proposal writing from all the
3
Prof. Dr. Sugiyono, Statistika untuk Penelitian (Bandung: Alfabeta, 2013), 61
4
36
students in the fifth semester students, since the the larger of the recipients is
more representative the result of the data.
C. Research Instruments
The researcher uses some instruments for this research as follows:
1. Test
The test is a set of stimulation which is given by the researcher to the
respondents in order to get the answer that can be used as the base of
determining the score5. The instrument is adapted from V Chislett MSc
and A Chapman which enable the researcher to measure MI score of
students individually6. This test published in 2005-2006 will be used by the
researcher to determine students’ MI score since the items in the test are
arranged based on Howard Gardner’s MI model.
2. Study Document
For collecting the data of students proposal writing score, the
researcher uses study document which is obtained from the lecturer of
proposal writing and then analyze the document to get the score of
students’ proposal writing.
5
S. Margono, Metodologi Penelitian Pendidikan. (Jakarta: PT. Rineka Cipta,1997), 170.
6
37
D. Data Collection Technique
The first step to collect the data is choosing the participants. The
participants of this research are the sixth semester students who took proposal
writing class in the previous semester. The next step is choosing the
instrument. The instrument will be used in this research is questionnaire
(scaling questions questionnaire) and study document.
The researcher will collect the data from the fifth semester students by
giving the questionnaire (scaling questions questionnaire) for obtaining the
students’ Multiple Intelligence score. For collecting the data of proposal
writing, the researcher chooses study documents as the technique. This
technique will help the researcher to study the proposal writing score of the
students after obtaining the score of students’ final exam of proposal writing
from the lecturer of proposal writing.
To answer the research question, “What is the correlation between the
students’ multiple intelligences and the students’ proposal writing score?” is
required the students’ Multiple Intelligence score and students’ proposal
writing score. The researcher gathers it by distributing the questionnaire of MI
test to all of the sixth semester students in English Teacher Education
Department. For collecting the students’ proposal writing score, the researcher
obtains it from the lecturer of proposal writing, then uses study document
38
According to Karl Pearson cited in Anas, states that the formula of
Pearson Product Moment is one of the correlation technique which is mostly
used to correlate among two variables7. It is required seek the correlation
between two variables. The first variable is students’ Multiple Intelligences
score and it is called independent variable. Another variable is the students’
proposal writing score and it is called dependent variable.
E. Data Analysis Technique
After collecting the data of students’ multiple intelligences and
students’ proposal writing score. The researcher analyzes, examines,
interpretes and concludes the result of the research. For general of the
technique of analysis the data is done these following steps8.
1. Preparation
In this step, the data about students’ multiple intelligences and
students’ proposal writing score are checked the accomplishment
and choose the data needed or not.
2. Tabulation
In the tabulation, the data of students’ multiple intelligences and
students’ proposal writing score are classified and put in a table. It
will be known by seeing chapter IV.
7
Anas Sudjono, “Pengantar Statistik Pendidikan” (Jakarta: Rajagrafindo Persada, 2011), 190.
8
39
3. Application of the formula suitable with the approach of the
research.
After collecting the data, the researcher will analyze and measure it
by using descriptive quantitative technique that is correlation
technique. Because the data will come from questionnaire and
which is counted and scored by numeric. Then calculate it using
correlation product moment technique. Product of the moment
correlation is one of the correlation techniques which correlate
among two variables. The coefficient of correlation computed by
this method is known as Product Moment coefficient of correlation
symbolically represented by „r’9.This technique is developed by
Karl Pearson cited in Anas, That is why called Pearson
Correlation Technique10.
Then, the researcher formulates the data using index
correlation number (rxy)11:
9
Kultur Singh, Quantitative Social Research Method. (New Delhi: Sage Publications, 2007), 307.
10
Anas Sudjono, “Pengantar Statistik Pendidikan” ... 190.
11
40
Note:
rxy = Correlation coefficient of variable X and Y
N = Number of cases
x = Independent variable (students’ MI score)
y = Dependent variable (students’ proposal writing score)
xy = The sum of the product of paired score multiplication
of x and y scores for each student
x = The sum of x (students’ MI score)
y = The sum of y (students’ proposal writing score)
x2 = The sum of square of students’ MI scores
y2 = The sum of square of students’ writing propoal scores
(x)2 = The square of the sum of students’ MI scores
(y)2 = The square of the sum of students’ proposal writing
scores
After collecting the data, the researcher looks for x and y, the
41
r table to know the output of coefficient correlation is significant
or not (can be generalization).
In t table, the researcher uses the standard of significance of 0,
05 or 5% (the reliability is 95%). The output of that can be
conclusion with looking at that, when arithmetic r is more than r
table means Ho is pushed way and Ha is accepted and the
conclusion is “there is correlation and vice versa” and could be
written:
Ho : p = 0
Ha : p ≠ 012
The coefficient correlation which got from that formula is
interpreted based on the guidance Sugiyono’s book. It shows the
interval of coefficient and the level of relationship between the
two variables below13.
Table 3.1,
Coefficient Correlation
Interval of Coefficient Relationship Level
0,00 - 0,199 Very weak
0,20 - 0,399 Weak
12
Anas Sudjono, “Pengantar Statistik Pendidikan... 218
13
