THE IMPLEMENTATION OF MULTIPLE INTELLIGENCES THEORY THROUGH A SET OF INTEGRATED MATERIALS
TO TEACH ENGLISH TO THE FIFTH GRADE STUDENTS
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Rimas Sunaring Negari Student Number: 051214057
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
THE IMPLEMENTATION OF MULTIPLE INTELLIGENCES THEORY THROUGH A SET OF INTEGRATED MATERIALS
TO TEACH ENGLISH TO THE FIFTH GRADE STUDENTS
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Rimas Sunaring Negari Student Number: 051214057
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
Power
DENNIS TAYLOR
The power of truth is in the belief The power of love is in the heart
The power of faith is felt in the mind With every member of your being a part
Yet the power of change is hard to adjust Because temptation is so hopelessly strong
While the power of right is substantially hard You must overcome the power of wrong
But the power in you is much greater than all In you His power is born
So when the unfairness of life takes your power away Remember to whom the power belongs...
ACKNOWLEDGEMENTS
First of all, I would like to give my praise and greatest gratitude to Jesus Christ, whose amazing grace has always led my every step I have taken. Without His guidance, it is impossible for me to finish this thesis well.
My greatest gratitude and honor also go to my major sponsor Mrs. C. Tutyandari, S.Pd., M.Pd. for her attention, suggestions, corrections, supports, and motivation that she gave to me. I really thank her for the time and knowledge that she always gave to help me during the finishing process of my thesis.
My gratitude also goes to all PBI lectures (especially for those who ever taught me) and staffs (Mbak Dani and Mbak Tari) for their guidance and help during this last four years.
The next gratitude is given to the headmaster of SD Kanisius Kintelan Yogyakarta and all of teachers for giving me opportunity to conduct my study and for the opportunity to learn many new things there.
I also express my deep gratitude to my parents for their love, prayer, and support so that I can finish my study in PBI. I thank to my older brother, Mas Berda, and my younger brother, Dik Berka, for giving warm and sweet relationship.
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cooperation during my study in PBI. I also would like to thank all of participants in my research Rm. Dr. Mateus Mali CSsR for lending me the handycam, Fr. Yanto CSsR for operating the handycam and lending me the recorder equipment, Jody’ 04 for reading my thesis, and Fidel for giving me information about thesis administration. I really thank them for their willingness and help in accomplishing this thesis. I also thank to all of my best friends (Gitta, Nanik, Rena, Laras) for the true friendship since I was in Junior and Senior High School.
Finally, I would like to give my deep love and thank to my dearest one, Andhika Priyatama. I thank for his never ending love and support. He always gives me motivation when I am down.
TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGES... ii
PAGE OF DEDICATION ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
PAGE OF PUBLICITY ... vi
CHAPTER II. REVIEW OF RELATED LITERATURE... 8
A. Theoretical Description... 8
1. Multiple Intelligences Theory... 8
a. The Nature of Multiple Intelligences ... 8
b. The Seven Intelligences ... 9
c. Teaching English through Multiple Intelligences... 12
d. How to Apply Multiple Intelligences in Classroom .... 14
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3. How to Teach Foreign Language to Children... 17
a. Children’s Ability to Grasp Meaning ... 17
b. Children’s Creative Use of Limited Language Resources 18 c. Children’s Capacity for Indirect Learning ... 18
d. Children’s Instinct for Play and Fun ... 19
e. The Role of Imagination ... 19
f. The Instinct for Interaction and Talk ... 19
B. Theoretical Framework ... 20
CHAPTER III. METHODOLOGY... 23
A. Research Method... 23
B. Research Participants ... 24
C. Research Instruments ... 24
1. Observation Checklists ... 25
2. Field Notes ... 25
3. Interviews... 26
4. Video Recording ... 26
D. Data Gathering Techniques... 27
E. Data Analysis Techniques ... 28
1. Coding... 28
2. Triangulation... 30
F. Research Procedures ... 31
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS... 33
A. The Implementation of the Multiple Intelligences Theory through a Set of Integrated Materials ... 33
1. The Elements of the Tasks and Activities... 33
a. Unit I ... 34
b. Unit II... 39
c. Unit III ... 44
2. The Implementation of the Seven Intelligences in
the Classroom... 54
a. Linguistic Intelligence ... 55
b. Spatial Intelligence... 58
c. Bodily-Kinesthetic Intelligence ... 59
d. Intrapersonal Intelligence... 60
e. Interpersonal Intelligence... 61
f. Musical Intelligence... 63
g. Logical-Mathematical ... 64
B. The Factors Influence the Multiple Intelligences Theory Implementation through a Set of Integrated Materials ... 65
1. Supporting Factors ... 65
a. Students’ Interest ... 65
b. Kinds of Tasks ... 68
2. Inhibiting Factors ... 70
a. Students’ Interest ... 70
b. Students’ Self-Confidence ... 71
c. Available Time... 72
d. Students’ Vocabulary Limitation ... 74
CHAPTER V. CONCLUSIONS AND SUGGESTIONS... 76
A. Conclusions ... 76
B. Suggestions... 79
1. For Other English Teachers ... 79
2. For Other Researchers... 80
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LIST OF FIGURE
Figure Page
LIST OF APPENDICES
Page
APPENDIX A Letters of Permission... 83
APPENDIX B Statement from SD Kanisius KintelanYogyakarta... 85
APPENDIX C The Result of the Observation Checklist ... 86
APPENDIX D The Result of the Field Notes... 100
APPENDIX E The List of Interview Questions ... 108
APPENDIX F The Result of the Interview... 109
xiv ABSTRACT
Negari, Rimas Sunaring. 2009. The Implementation of Multiple Intelligences Theory through a Set of Integrated Materials to Teach English to the Fifth Grade Students. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Indonesian people have been conditioned to believe that children’s intelligence can be measured by the degree of IQ (Intelligent Quotient). They believe that children who have high degree of IQ must have a successful life in their future. This kind of belief gives impact to Indonesia’s education system. Most schools in Indonesia often conduct the teaching-learning process by using monotonous activities which only develop linguistic and logical-mathematical intelligences. This matter also causes children who do not have high degree of those two areas seem like being ignored. Whereas, it does not mean that those children do not have the other kind of intelligences.
Therefore, this study was aimed to apply teaching-learning activities which have been made and developed based on Multiple Intelligences theory. It was hoped that those activities could improve and develop the students’ major intelligence and activate other intelligences that they have less. There were two problem formulations in this study. There were: (1) How is the implementation of Multiple Intelligences theory through a set of integrated materials to teach English to the fifth grade students conducted?, (2) What are the factors influencing the implementation of Multiple Intelligences theory through a set of integrated materials to teach English to the fifth grade students?
This study was a descriptive qualitative study which applied survey research as the method. The survey itself was a participant survey in which the writer taught directly in front of the class. The writer taught in a class which consisted of 21 students. The writer employed observation checklists, interviews, field notes, and video recording in collecting the data.
The data obtained were then analyzed based on the supporting theories. The data analysis was divided into two major points to answer the two problem formulations above. Dealing with the first problem formulation, the writer found that the implementation of teaching-learning activities based on Multiple Intelligences theory was able to change the class atmosphere since most students in the class felt that the new materials were more various and could reduce their boredom all the more so when the activities or the tasks given were appropriate with their interest.
Based on the discussion of the two problem formulations, the writer concludes that Multiple Intelligences theory can be applied to teach English subject to the fifth grade students. However, the teacher must have a good understanding about the students’ characteristics. By having a good understanding, it is hoped that the teacher can deliver the materials effectively and the students can follow the lesson optimally. In addition, by implementing the Multiple Intelligences theory, the students are more appreciated as individuals who are uniquely different from others which can make them more motivated to follow the teaching-learning process.
xvi ABSTRAK
Negari, Rimas Sunaring. 2009. The Implementation of Multiple Intelligences Theory through a Set of Integrated Materials to Teach English to the Fifth Grade Students. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Masyarakat Indonesia telah terkondisikan untuk menilai tingkat kecerdasan anak berdasarkan tinggi rendahnya IQ (Intelligent Quotient). Mereka mempercayai bahwa anak yang memiliki IQ yang tinggi akan mempunyai masa depan yang cerah. Hal ini telah mempengaruhi sistem pendidikan di Indonesia. Kebanyakan sekolah di Indonesia sering menjalankan proses belajar mengajar dengan menggunakan aktivitas yang monoton dimana sebagian besar kegiatannya hanya mengembangkan kecerdasan linguistik dan kecerdasan logis-matematis. Hal ini pula yang menyebabkan anak-anak dengan kecerdasan linguistik dan kecerdasan logis-matematis rendah menjadi seperti tersisihkan. Padahal, belum tentu anak-anak tersebut tidak mempunyai kecerdasan yang lainnya.
Oleh karena itu, studi ini bertujuan untuk menerapkan aktivitas-aktivitas belajar yang telah dibuat dan dikembangkan berdasarkan teori kecerdasan majemuk. Dengan aktivitas-aktivitas tersebut, para murid diharapkan dapat meningkatkan dan mengembangkan potensi yang mereka miliki serta mengaktifkan potensi yang kurang mereka miliki. Ada dua permasalahan yang dirumuskan dalam studi ini, yaitu: (1) Bagaimana penerapan teori kecerdasan majemuk melalui materi terpadu untuk mengajar pelajaran bahasa Inggris untuk murid kelas 5 SD dijalankan? (2) Faktor-faktor apa saja yang mempengaruhi jalannya penerapan teori kecerdasan majemuk melalui materi terpadu untuk mengajar pelajaran bahasa Inggris untuk murid kelas 5 SD?
Studi ini merupakan deskriptif qualitatif studi dengan menggunakan metode penelitian survei. Studi survei menerapkan pola participant survey dimana penulis mengajarkan materi di depan kelas secara langsung. Penulis menggunakan satu kelas dengan jumlah murid sebanyak 21 orang. Alat yang dipergunakan untuk mengumpulkan data adalah checklist observasi, wawancara, catatan lapangan, dan video rekam.
Data yang diperoleh dianalisa dengan menggunakan teori-teori yang ada. Analisa data dibagi menjadi dua pokok bahasan untuk menjawab kedua rumusan masalah di atas. Sehubungan dengan permasalahan pertama, penulis menemukan bahwa penerapan aktivitas-aktivitas yang telah dikembangkan berdasarkan teori kecerdasan majemuk dapat merubah suasana belajar di kelas karena kebanyakan dari siswa merasa bahwa materi tersebut lebih bervariasi sehingga dapat mengatasi kejenuhan mereka. Lebih-lebih jika aktivitas atau tugas yang diberikan sesuai dengan hobi atau bakat mereka.
jenis-jenis tugas. Faktor-faktor yang menghambat yaitu minat siswa, kepercayaan diri siswa, ketersediaan waktu, dan terbatasnya penguasaan kosakata siswa.
Dari pembahasan atas dua pokok permasalahan dalam studi ini, penulis dapat menyimpulkan bahwa teori kecerdasan majemuk dapat diterapkan dengan baik untuk mengajar pelajaran bahasa Inggris untuk murid kelas lima sekolah dasar. Akan tetapi, para guru harus tetap mempunyai pemahaman yang baik akan murid-murid didiknya. Dengan demikian, para guru dapat mengajar dengan efektif dan para murid pun dapat belajar dengan optimal. Terlebih, dengan menerapkan teori kecerdasan ganda, para murid juga akan merasa lebih dihargai sebagai individu yang berbeda antara satu individu dengan individu lainnya di mana hal tersebut akan membuat para murid menjadi lebih termotivasi untuk mengikuti proses belajar mengajar.
1 CHAPTER I INTRODUCTION
In this chapter, the writer would like to discuss six parts of the thesis: background of the study, problem formulation, problem limitation, research objectives, research benefits, and definition of terms used in this study.
A. Research Background
English has become an international language used in many countries from all over the world, including in Indonesia. English is a foreign language in Indonesia that is considered important for many purposes absorbing and developing science, technology, culture, arts, and for building relationship with other nations in the world (Depdikbud, 1994:1). Therefore, Indonesian government realizes that English is important to be taught as a subject in schools, starting from the elementary schools to the college.
However, teaching English as a foreign language has its own difficulties. The difficulties are mostly in choosing the appropriate way of teaching-learning with suitable activities for the students. Since people in Indonesia believe intelligence as something that can be measured by what so-called as IQ (Intelligent Quotient) which considers only logical-mathematical and linguistic intelligences, it makes the teachers do the teaching-learning activities based on these two areas. This fact results in boredom since the teachers solely teach in one way teaching in which the teachers explain the materials and give the students some exercises. In addition, this way of teaching results in frustration and academic failure for the students who are not good at linguistic and logical-mathematic competence. Frustration and academic failure might be greatly reduced if teachers present information in numerous ways, offering students multiple options for success (Campbell, 1996).
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musical factor so that the student can comprehend the materials given in his own way. Every individual craves a sense of uniqueness and wholeness of personality (Foshay, 1957: 202). Therefore, it is important to vary the activities in teaching-learning process based on the areas of intelligences so that the students will enjoy the teaching-learning process itself.
Gardner (1993) finds that although the students are just good at few areas of intelligences, they can be helped through the education that develops other intelligences so as to improve the whole life. Hence, teaching-learning through Multiple Intelligences theory can be applied well to children (Campbell, 1996). Subject matter cannot be considered apart from children, and every experience the whole child is affected. It means that a wholesome personality may be achieved in variety ways. Rousseaus’s belief is that the ideal education was provided when the child had maximum freedom to unfold as ordained by nature. Children who are given a large amount of freedom, and his emphasis on the developmental nature of childhood exerted profound influence on educational theory and practice (in Foshay, 1957: 95). Furthermore, the elementary school is the focal point of this influence.
materials and actvities related to study. The fifth grade students are chosen since children during this period still have extreme curiosity that offers an unusual opportunity to guide children into rich and varied experiences out of which significant interest may develop. Moreover, the intellectuality of children of this period continues to be greatly with their immediate surroundings, and their curiosity is directed primarily at action and utility (Foshay, 1957: 126). Therefore, in this study, the writer would like to investigate the implementation of Multiple Intelligences theory through a set of integrated materials to teach English to the fifth grade students and some factors which influence it.
B. Problem Formulation
The writer formulates and addressees the problem into two major questions. The questions are:
1. How is the implementation of Multiple Intelligences theory through a set of integrated materials to teach English to the fifth grade students conducted? 2. What are the factors influencing the implementation of Multiple Intelligences
theory through a set of integrated materials to teach English to the fifth grade students?
C. Problem Limitation
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fifth grade students and some factors which influence it. The materials used are the design developed by Arum Jatiningsih (2008).
D. Research Objectives
The objectives of this study are to answer, provide and show a clear analysis of the implementation of Multiple Intelligences theory through a set of integrated materials to teach English to the fifth grade students and to find out some factors which influence it.
E. Research Benefits
In accordance to the objectives of the research, this research is expected to give benefits for:
1. Other writers
It is hoped that through this study, the other researcher will be encouraged to conduct some research to find another appropriate English teaching material based on Multiple Intelligences theory. The research might include a study about the more appropriate teaching materials for young learners in learning English as foreign language and of what learners can get from the materials given.
2. English teachers and English teacher candidates
to help teachers and teacher candidates to vary the activities conducted in the classroom and to appreciate the students as individuals.
3. The fifth grade students
The implementation of integrated materials based on Multiple Intelligences theory in the teaching-learning activity is proposed to help the students to develop and activate their skills and interests through the areas of intelligences especially in learning English as a foreign language. Moreover, the students will enjoy the lessons since the various activities are made based on the seven areas of intelligences in which they are appreciated as individuals who are uniquely different from others.
F. Definition of Terms
In this section will be defined some important terms used in this study so that the readers will easily understand those terms.
1. Multiple Intelligences
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linguistic intelligence, spatial intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence, and existential intelligences.
2. Integrated Material
Integrated material is material that focuses on the mastery of the integrated communicative skills rather than a mere mastery of the rules in the target language (Richard & Rogers, 1988: 64). The term integrated material refers to a set of instructional material, which covers all four-language skills (listening, reading, speaking, and writing) and the language elements (grammar and vocabulary).
3. Fifth Grade Students
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents two major discussions. They are theoretical description and theoretical framework. In the theoretical description, some related theories concerned with the study such as Multiple Intelligences theory, the fifth grade students’ characteristics, and the guidelines of teaching English as a foreign language to children will be developed. The theoretical framework presents the summary of the previous section and illustrates the steps to be taken in the study.
A. Theoretical Description
There are three topics presented in this section. Those are Multiple Intelligences theory, the fifth grade student’s characteristics, and guidelines for teaching English as a foreign language to children.
1. Multiple Intelligences Theory
a. The Nature of Multiple Intelligences
Indonesian people have been conditioned to believe that someone has to reach a high score in academic field in order to be a successful person in society. They often think that someone who has high IQ (Intelligence Quotient) will get a successful life in the future. In fact, there are many people who have high IQ are successful in their study but not success in their career (“Meredupnya Pamor IQ”,
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The use of IQ as a base of a success is broken by a new theory called Multiple Intelligences by Howard Gardner. Gardner as cited by Richard and Rogers (2001: 116) is the director of Project Zero at Harvard Graduate School of Education. In this project, he proposed a view of natural human talents which is known as “Multiple Intelligences Model”. In his book Frames of Mind (1983), Gardner described a list of seven intelligences. The first two linguistic and
logical-mathematical are the ones that have been typically valued in school; the next three musical, bodily-kinesthetic, and spatial are associated with arts; and the final two interpersonal and intrapersonal intelligences are what he called as ‘personal intelligences’. Subsequently in Intelligence Reframed (1999), he added two intelligences. Those are naturalist and existential intelligences.
b. The Seven Intelligences
There are seven intelligences discussed in this study. The definition of each is described as follows.
and punctuation. Lawyers, speakers, writers, poets are among the people with high linguistic intelligence.
2) Logical-mathematical intelligence is the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically (Gardner, 1999). The people who have high degree of this intelligence are familiar with the concept of quantity, time, and cause and effect. They also think mathematically by gathering evidence, making hypothesis, formulating models, and building strong arguments (Campbell and Dickinson, 1996: 5). Doctors, engineers, programmers, scientists, accountants are among the people with high logical-mathematical intelligence.
3) Musical intelligence is the skill in the performance, composition and appreciation of musical patterns (Gardner, 1999). It means that an individual with high musical intelligence has high participation in musical activities such as playing instruments, singing, and composing. According to Campbell and Dickinson (1996: 135), people who have high musical intelligence will enjoy listening music and respond variety of sounds including human voice, environmental sound and music. They also develop the ability to sing or play an instrument alone or with others. Singers, composers, pianist, guitarist are among the people with high musical intelligence.
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explore the environment and objects through touch and movements. They also enjoy learning experiences such as participating in role play, games, or physical exercises (Campbell and Dickinson, 1996: 68). Surgeons, mechanics, dancers, athletes are among the people with high body-kinesthetic intelligence.
5) Spatial intelligence is the potential to recognize and manipulate the patterns of wide space such as navigators and pilots as well as the patterns of more confined areas such as sculptors, surgeons, chess players, graphic artists, or architect (Gardner, 1999). People who have high degree of this intelligence enjoy learning by seeing and observing. They also use visual image to get information or otherwise reproduce objects in visible forms (Campbell and Dickinson, 1996: 97).
6) Interpersonal intelligence is person’s capacity to understand the intentions, motivations, and desires of other people and, consequently, to work effectively with others (Gardner, 1999). It means that this intelligence asks people to be able to build a good cooperation with others and have a good relationship with the society. According to Campbell and Dickinson (1996: 160), people who have high degree of this intelligence are interested to have interaction with others. They can easily perceive feelings, thoughts, motivations, behaviours, and lifestyles of others. They also communicate effectively in both verbal and nonverbal ways.
capacities; and to use such information effectively in regulating one’s own life (Gardner, 1999). In other words, it is an ability to know who he or she is. According to Campbell and Dickinson (1996: 196, 231), there are some characteristics possessed by people who have high degree of this intelligence such as like to attempt to understand inner experience. They also like work individually.
c. Teaching English through Multiple Intelligences
Learning styles are the preferred ways in which individuals receive and process information. Many students will have diverse styles of learning. Gardner as cited in Walter (2004: 111) states that “focusing and giving students time to nurture and develop their own intelligences results in students who are more apt to discover their own strength, put more effort into improving their weak areas, and feel better about themselves”. It means that by providing a variety of styles or intelligences, the students will learn in ways that are most meaningful or interesting to them.
Richard and Rogers claim the relation between Multiple Intelligences and language learning by stating:
“Multiple Intelligences proposals look at the language of an individual, including one or more second languages, not as an ‘added-on’ and somewhat peripheral skill but as central to the whole life of the language learner and user. In this sense, language is held to be integrated with music, bodily activity, interpersonal relationship, and so on. Language is not seen as limited to a ‘linguistics’ perspective but encompasses all aspect of communication”. (2001: 117)
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with each other so that students can learn a language through their eight intelligences.
Learning English as a foreign language is not easy as learning the first language. Students or even teachers must face some problems in reducing the difficulties. For teachers, understanding the students’ intelligences might help them to choose the appropriate method and materials in teaching-learning process. In addition, it will help the students to follow the lesson easily. Hence, it is very important for teachers to take individual differences among students seriously. By knowing the theory of Multiple Intelligences, teachers can better understand the learners since it emphasizes in the strength and weaknesses from a student.
Teachers need to know their roles to develop students’ intelligences and to create appropriate condition and situation to support the teaching-learning process in the classroom. The teachers’ roles are:
1) To understand, master, and be committed to the Multiple Intelligences model.
2) To administer a Multiple Intelligences record on themselves based on their experience.
3) To become curriculum developers, lesson designers and analysts, activity finders.
Linguistic: How to involve
On the other hand, the students also need to see themselves engage in a process of personality development so they are able to be more successful students in general.
d. How to Apply Multiple Intelligences in Classroom
To apply all the intelligences in classroom is not an easy matter. The teacher must handle the lesson and the students as well. However, Armstrong (2002) suggested teachers to use a diagram to direct the idea, strategies, and activities to be conducted in the class. The diagram can be seen as follows:
Figure 2.1: The Multiple Intelligences Diagram (Armstrong, 2002)
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own ability. Based on the diagram, there are some alternative teaching strategies that might help teachers to employ Multiple Intelligences theory in classroom. They are:
1) Linguistic activities: lecture, discussion, journal writing, reading aloud, drilling, story telling, debates.
2) Logical-mathematical activities: problem solving, number games, classifying and organizing, finding patterns.
3) Musical activities: using music, composing songs or rhymes, singing, playing music.
4) Bodily-kinesthetic activities: hand signals, pantomime, real life situations, puzzles and board games, role-play.
5) Spatial activities: mind-mapping, color-coding system, drawing designs, video, DVD, charts, maps.
6) Interpersonal activities: interviews, dialogues, question-answer, project works, pair work, group-problem solving.
7) Intrapersonal activities: reflective teaching, reflective listening, self-evaluation, listing favourite things.
8) Naturalistic activities: natural objects as manipulative and as background for learning.
(Larsen and Freeman, 2000: 172). It means that teachers should make various activities to maximize the use of students’ intelligences in the class.
2. The Fifth Grade Students
Erikson’s theory emphasizes that children progress through eight stages and the fifth grade students are in the industry versus inferiority stage. Erikson calls this stage as the school age. He stated “During this stage, the children develop an industrious capacity for productive work, cooperative participation with others, and pride in doing things well. Inferiority, the sense that one will never be god at anything, develops when children’s experience at school or in the peer group” (1989: 17).
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intellectual ability. Hence, expanding their interests may be made the basis for many new and vital experiences for their future.
3. How to Teach Foreign Language to Children
Since the ways of children and adults learn have many differences, teachers need to know students’ learning characteristics. To be successful in teaching a foreign language to children, teachers must understand some points should be implemented in classroom. According to Haliwell (1992), there are six points that must be held by teachers in teaching English as a foreign language to children. They are children’s ability to grasp meaning, children’s creative use of limited language resources, children’s capacity for indirect learning, children’s instinct for play and fun, the role of imagination, and the instinct for interaction and talk.
a. Children’s Ability to Grasp Meaning
English as a foreign language is not only by the teaching the linguistic aspect but also by revealing the real expressions or conditions.
b. Children’s Creative Use of Limited Language Resources
According to Haliwell (1992: 4), children not only have the ability to grasp the meaning of unknown words but they also have creativity of concepts. They are creative with grammatical forms. This phenomenon is fundamental to language development. Hence, in order to make the most of the creative language skill the children bring with them, teachers must be creative to stimulate them. It can be done by giving them a certain occasions in a form of games. That is why games are so useful and so important. It is not just because they are fun. Haliwell states “games are partly because the fun element creates a desire to communicate and partly because games can create unpredictability” (1992: 5). It means that when the children or the students have to get on with the games, they might make some mistakes. However, there are good reasons why teachers must allow the students opportunities to make mistakes. The teachers’ roles deal with this problem are observing their students while they are doing the games and making some corrections if they make mistakes.
c. Children’s Capacity for Indirect Learning
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powerful way of learning phrases and structures, but it is indirect because the mind is engaged with the task and is not focusing on the language.
d. Children’s Instinct for Play and Fun
Haliwell (1992: 6) states “children have an enormous capacity for finding and making fun”. Teachers must understand that children still have a natural instinct of play and fun. This fact makes teachers to be more creative in teaching their students. It can be done by providing some materials and activities which can build children’s interest such as conducting games. By doing a game, students might not feel that they are studying; even they might think that they are playing. Moreover, by activating students’ kinesthetic ability, hopefully they will be more interested to learn English.
e. The Role of Imagination
Besides the instinct of finding and making fun, Haliwell (1992: 7) also states that children delight in imagination and fantasy. It means that teachers should understand and accept the imagination in children’s mind since it can provide another powerful stimulus for the children. Teachers should stimulate the children’s creative imagination so that they want to use the language to share their ideas.
f. The Instinct for Interaction and Talk
in their environment. Thus, the task of teachers is providing a practical activity which encourages them to have an interaction with others and gives them opportunities to use the language.
B. Theoretical Framework
Teaching English as a foreign language to children has its own difficulties. The difficulties are mostly in choosing the appropriate way of teaching-learning with suitable activities for the students so that the students will feel more interested in learning English. In fact, Indonesian people have been conditioned to believe that someone has to reach a high score in academic field in order to be a successful person in society. They often think that someone who has high IQ will get a successful life in the future. Thus, this point of view often results in frustration or academic failure for the students who are not good at linguistic or logical-mathematical competence. According to Leksono as cited in Kompas, 2007, people who have high IQ are successful in their study but not success in their career.
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communication”. The statement convinces us that learning language can be done in many ways, not merely through linguistic activity. Hence, the Multiple Intelligences theory would be the base theory that underlies the study.
According to Gardner (1999), there are nine intelligences of a human. However, there are seven intelligences discussed in this study namely linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, and intrapersonal intelligence. According to Gardner as cited in Walter (2004: 11), he states that “focusing and giving students time to nurture and develop their own intelligences results in students who are more apt to discover their own strength, put more effort into improving their weak areas, and feel better about themselves”. It means that by providing a variety of styles or intelligences, the students will learn in ways that are most meaningful or interesting to them. However, to apply all the intelligences in classroom is difficult. Therefore, there is a guideline and a diagram for teacher so that they can make or create the teaching-learning activities easier.
23 CHAPTER III METHODOLOGY
In this chapter, the writer would like to discuss the methodology which would be used in conducting the research. The methodology covers research method, research participants, research instruments, data gathering techniques, data analysis techniques, and research procedures.
A. Research Method
The research would be conducted in a form of qualitative descriptive research. According to Fraenkel (1993: 380) “qualitative research is a study investigating the quality of relationships, activities, situations or materials.” Furthermore, Ary, et al. (1990: 381) states that “descriptive research is designed to obtain information concerning the current status of phenomena. It is directed to determine the nature of a situation, as it exists at the time of the study which has a purpose to tell what it is.”
the study was done by teaching and implementing a set of integrated materials based on Multiple Intelligences theory to teach English to the fifth grade students.
Subsequently, using the qualitative data gathered from observation checklist, field notes, interviews, and video recording, the writer analyzed the data into descriptions in which the writer presented the sequence of the process, the activities and the results which involved the theory development in a form of paragraph.
B. Research Participants
The research participants of this research were the fifth grade students of
Kanisius Kintelan Yogyakarta in the second semester during 2008/ 2009 academic year, which consisted of twenty-one students. The writer chose the fifth grade students because they were considered to have enough knowledge of English and enough ability to share their opinion. Furthermore, this school was chosen because Kanisius Kintelan Yogyakarta still taught English as a local content and this school has not applied the Multiple Intelligences theory in the teaching-learning process. Knowing those facts, this study is hoped to be more valid and natural since the students have not had any experience about the implementation of Multiple Intelligences theory.
C. Research Instruments
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1. Observation Checklist
The first instrument used in this study was observation. Observation was important in this study because it could be said as one of the means to know about the teacher’s behaviour and also the situation of teaching-learning process that were done in the classroom (Nunan, 1994). The observation was done in order to find out teacher’s method in teaching English, student’s reaction and behaviour during the teaching-learning process, and to obtain some information connected with the implementation of Multiple Intelligences theory.
There were four observation checklists which were made from four units of the materials. The observation checklists consisted of several items concerning some indicators which must be achieved by the students stated in the lesson plans of the materials. The observation checklists were done by an observer partner since the writer had to teach the materials directly in front of the class.
2. Field Notes
3. Interviews
The writer conducted informal interviews to gather data or information by asking individuals some questions about their view or opinion of the implementation. The interviews were conducted four times based on the amount of lesson units that were taught during the study. The interview sections were conducted after the teaching-learning process of each unit was done in order to get direct feedback of the implementation. The interviews were recorded and those were conducted by choosing the participants randomly which involved five students of the class. The students were chosen based on the English proficiency level, which are low level, medium level, and high level.
In conducting this study, the writer conducted guided-interview, which means the writer had prepared a list of questions for the interview. There are three major points of delivering questions to the participants. The interview questions were attached in the appendix (see Appendix E).
4. Video Recording
The last instrument used in this study was video recording. In operating the video, the writer asked a friend as a partner since the writer had to teach the materials directly in front of the class. The writer used video recording because it had many advantages in obtaining additional data that were needed to answer the first and the second research problems.
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for the writer to watch what exactly happened while the writer was teaching. Moreover, the writer could watch the teaching-learning activities more than once since the recording must be replayed many times. Therefore, it must help the writer in analyzing the data so that the result of the study would be more accurate.
D. Data Gathering Techniques
Dealing with the two major questions or problems which would be investigated, the writer used observation checklists and field notes, and conducted interviews and video recording in gathering the data. All instruments were carried out during the study by teaching English as a local content to the fifth grade students in SD Kanisius Kintelan in a month which took four meetings.
In conducting the study, firstly, the writer gathered the data through the observation checklists. It was aimed to know how well the students did all the activities in teaching-learning process. There were four observation checklists which were made from four units of the materials related to the indicators stated in the lesson plans.
Secondly, the writer used field notes to obtain brief notes and then to expand it in a descriptive form. Since the writer taught directly in front of the class, therefore, the field notes were done by an observation partner. The field notes conducted four times based on the amount of the material units that were taught to the students.
teaching-learning process had done in order to get the feedback from the students. The interviews were recorded so that it would help the writer analyze the data later on. In this study, the writer used guided-interview. It means that the questions of the interview had been prepared to make the interview became more effective and it could be focused only on the answers that are expected to avoid the bias. The last one, the writer conducted video recording that was operated by a partner to record what exactly happened in the class during the teaching-learning process in order to provide additional information needed in answering the two major problems of the study.
E. Data Analysis Techniques
The data were taken from the observation checklists, field notes, interviews and video recording. There were several steps must be taken in analyzing the data. To make it simpler, the writer used two techniques in analyzing the data, which were coding and triangulation.
1. Coding
According to Wiersma (1995: 217) “Coding is a process of organizing data and obtaining data reduction. In essence, it is the process by which qualitative researchers ‘see what they have in data’.”
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In conducting the coding process, the writer referred to the criteria of students’ feedback of seven intelligences according to Dickinson (1996: 246). Those are:
a. Linguistic Intelligence (LI): The writing process
b. Logical-Mathematical Intelligence (LMI): Pattern identification in mathematical process
c. Visual-Spatial Intelligence (VSI): The use of colour, shape, and design d. Kinesthetic Intelligence (KI): Eye, hand, body coordination through
juggling
e. Musical Intelligence (MI): Two-part rhythms
f. Interpersonal Intelligence (INTER-I): Conflict mediation g. Intrapersonal Intelligence (INTRA-I): Personal goal-setting
The students’ feedback criteria were used to help the writer make data categorization and data reduction. Moreover, the criteria helped the writer to know students’ attitude during the teaching-learning process, students’ ability in doing the materials given, what students perceive about the materials given in their learning process, and what factors which influence them.
2. Triangulation
The second technique used in analyzing the data was triangulation. It was conducted after all of the coding process had finished. Patton (2002: 556) states “The combinations of interviewing, observation, and document analysis are expected in much fieldwork….In data analysis that the strategy of triangulation really pays off, not only in providing diverse ways of looking at the same phenomenon but in adding to credibility by strengthening confidence in whatever conditions are drawn.” Hence, triangulation was a suitable technique in analyzing the data.
The writer used the second type of triangulation, which was triangulation of qualitative data sources. Taking this triangulation types, the writer must compare and check the methods or instruments used in the study. It means comparing and cross-checking the consistency of information derived at different times (Patton, 2002: 559). First, the writer compared and combined the result of coding of the observations checklists, field notes, and interviews. In this step, the writer must see whether there were any differences in the results of the observations checklists, field notes, and interview or not. Second, the writer checked the consistency of what the students said and did about the same thing over the time through the results of observation checklists, field notes, and interviews coding. The last step of analyzing the data through triangulation was by watching the results of the video recording to find some additional data.
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The writer described the sequence of the process, the activities and the result in a form of paragraphs in answering the two major questions of this study.
F. Research Procedures
This study was conducted through several procedures. First, the writer decided the subject of the study and made the problems of the study. There were two problems which became the focus of the study. Those problems concerned with how the implementation of Multiple Intelligences theory through a set of integrated materials to teach English to the fifth grade students is conducted and some factors influencing it.
Then, the writer gathered some information needed to answer the two problems of this study. The information were included the literary review and related sources. Next, the writer designed the study including what method had to use, what and how the data had to obtain, haw the data had to analyze, and how the data had to report.
interviews were conducted after each teaching-learning process had finished. It was aimed to get the feedback from the students of the implementation. The next step was analyzing the data. The writer took two steps in analyzing the data, which were: (1) the analysis of the implementation of integrated materials based on Multiple Intelligences theory to teach English to the fifth grade students and (2) the analysis of the factors that influence it. The writer used two techniques in analyzing the data, which were coding and triangulation. The coding technique was used to analyze the data from the observation checklists, field notes, and interviews. Moreover, the triangulation technique was used to compare, check and combine all of the instruments used in this study to obtain and produce more accurate results.
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RESEARCH FINDINGS AND DISCUSSIONS
This chapter deals with the presentation of the research results and its discussion. It is divided into two main sections. The first section deals with the discussion of the process of the implementation, which answers the first problem on how Multiple Intelligences theory through a set of integrated materials is implemented. The second one deals with the discussion of research result which answers the second problem that is some factors which influence the implementation of Multiple Intelligences theory through a set of integrated materials.
A. The Implementation of the Multiple Intelligences Theory through a Set of Integrated Materials
This section discussed the process of the implementation of Multiple Intelligences theory through a set of integrated materials to teach English to the fifth grade students. In this section, the writer divided the discussion into two main topics. They were: (1) the elements of the tasks and activities; (2) the processes and the findings of the implementation of the seven intelligences.
1. The Elements of the Tasks and Activities
materials for the fifth grade students which was developed based on the Multiple Intelligences theory. The materials covered seven intelligences from the ten intelligences proposed by Howard Gardner. There were four units of the materials which were implemented by the writer. They were, Unit I: “Parts of Body”; Unit II: “Feelings”; Unit III: “Family Members”; and Unit IV: “Describing People”. Since the materials were based on the seven intelligences, therefore, there were many kinds of activities and tasks that must be done by the students. In each unit, there were four up to seven intelligences that were developed. In this discussion, the writer would discuss kinds of activities and tasks of each unit. The learning activities and task had been made based on 2006 Curriculum (KTSP) by considering the goals stated as Competence Standard,the general purposes stated as Basic Competence, and the seven intelligences being developed (Jatiningsih, 2008). The learning activities and tasks were presented as follow:
a. Unit I
The first unit was implemented on May 16, 2009 with a topic which was “Parts of Body”. The number of students was 21 people. The implementation took about an hour. There were three parts of this unit, namely (a) Start to Think; (b)
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The first part of Unit I was Start to Think. In this part, the students were asked to look at a picture, pronounce some vocabulary items, and touch the parts of the body which were said. This part emphasized reading skills which developed the linguistic, spatial and bodily-kinesthetic intelligences. In this part, all the students followed the teacher to pronounce words correctly. However, they sometimes could not touch the parts of the body directly because they had not memorized the meaning of each vocabulary well. They still needed a few seconds to find the meaning of the vocabulary mentioned by the teacher. The examples are stated below:
The students looked at the picture and said the vocabularies stated on it with correct pronunciation.
Number one: hair
(The students were supposed to pronounce the word and touch their hair)
and so on.
The students repeated the teacher in pronouncing the words and touched the object.
Number one: fingers
(The students were supposed to repeat the teacher pronouncing the word and touch their fingers)
The whole types of the examples are available in the materials paper (see Appendix G).
The second part of Unit I was What should You Do?. This second part was divided into four sections. The first section was an activity which required the students to draw and colour some pictures based on the word given under the box. In this activity, some students could do the task given very well, especially for those who liked drawing. They did the task fast and seriously. Most students seemed to enjoy doing this task. The students did the task without making any complaint to the writer. Moreover, they could do the task independently. This task gave the students an opportunity to develop their spatial intelligence. The example was shown below:
The students drew and coloured some pictures. Number one: a hand
(The students were supposed to draw a hand on the box given and colour it)
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The second section was an activity which emphasized speaking skill to develop students’ linguistic, bodily-kinesthetic, and interpersonal intelligence. In this activity, the students had to touch parts of their body based on their partner’s instruction. It needs students’ body movement and their cooperation. This activity also trained the students to use their knowledge of some vocabulary items which had been learned in the previous activity. The students did the task well. However, there were some students who did not want to do the task, even they made a joke or had a chat with their partner. They said that they did not like physical activities because it was tiring. Another difficulty that was found by the writer was that some students could not touch the part of body which was instructed by their partner. It happened because some of them had not yet memorized the English vocabulary about parts of body. However, it did not become a great problem since the students were brave enough to ask the teacher when they forgot the vocabulary.
spelling. Moreover, some of them did not know the English words that they wanted to write. The examples of the third and fourth activities are shown below:
The students wrote their favourite part of the body
(The students were supposed to think their favourite part of the body and write it on the box given by providing their reason).
The students filled in the blanks on the listening passage
(The students were supposed to listen to the teacher reading a text and fill in blanks on the listening passage given).
The other types of the examples are available in the materials paper (see Appendix G).
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opportunity to the students who like singing to learn the topic through their interest. The students seemed to enjoy singing the song. They sang the song loudly and cheerfully. The example of the song is presented below:
The students sang a song.
(The students were supposed to sing a song entitled “My Eyes, My Ears, My Nose, My Mouth” and point the objects).
b. Unit II
The second unit was implemented on May 27, 2009 with a topic which was “Feeling”. The number of students was 20 people. The implementation took about an hour. There were three parts of this unit, namely (a) Start to Think; (b)
What should You Do?; and (c) Do It Again which covered the four English skills, which were listening, speaking, reading, and writing. Seven intelligences were developed in this unit, namely Linguistic Intelligence, Spatial Intelligence, Intrapersonal Intelligence, Interpersonal Intelligence, Bodily-kinesthetic Intelligence, Musical Intelligence, and Logical-Mathematical Intelligence.
spatial intelligences. In this part, all the students could follow the teacher in pronouncing the correct pronunciation. The examples are stated below:
The students looked at some pictures and said the vocabularies under the pictures with correct pronunciation.
Number one: happy
(The students were supposed to pronounce the word “happy”) and so on.
The other types of the examples are available in the materials paper (see Appendix G).
The second part of Unit II was What should You Do?. This second part was divided into four sections. The first section was an activity which emphasized speaking skill. This activity gave the students an opportunity to improve their speaking ability by answering the writer’s question about feeling described in the pictures. In this activity, the students could do the task given very well. They were very active in answering the writer’s questions. This task was provided to develop students’ linguistic, spatial, and bodily kinesthetic intelligences. The examples of the task were shown below:
The students looked at some pictures and answer the feeling described in the pictures.
Number one: I am happy.
(The students were supposed to answer the teacher’s question about the feelings described in the pictures)
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The other types of the examples are available in the materials paper (see Appendix G).
condition became more conducive. The students could do the task independently without asking the writer anymore.
The third section emphasized writing skill. In this section, the students had to observe their own feeling, then, they had to write it in the box given by stating their reason. The fourth section was matching some feelings with the causes which developed students’ linguistic and logical-mathematical intelligences. This activity had a purpose to make the students have better understanding about what they were learning on that day. The writer found similar difficulties faced by the students in doing the last two sections. In the third section, some students did not do the tasks well because they were confused to write the English words. Some students sometimes had known the English words but they did not know the spelling. Moreover, some of them did not know the English words that they wanted to write. In the fourth section, the difficulty was that the students did not know the Indonesian meanings of the words given.
Thus, the writer concluded that the difficulty faced by the students in doing the second, the third, and the fourth section was that they were lack of vocabulary mastery. The examples of the second, third, and fourth activities are shown below:
The students observed their friends feeling.
(The students were supposed to observe their friends (3 friends at minimum) and ask the about their feeling by following the patterns which were given by the teacher. After that they had to write the results in the table given in their handout)
Number one: - What do you feel today? Æ I feel happy.
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The students observed their own feeling.
(The students were supposed to observe their own feeling write it in the box given in their handout by stating the reason)
The students matched some feeling with the causes. Number one: happy Æ I get a present
(The students were supposed to match the feeling and the causes based on the example given)
and so on.
interest. The students enjoyed singing the song. They sang the song loudly and cheerfully. The example of the song is presented below:
The students sang a song.
(The students were supposed to sing a song entitled “If You’re Happy”
c. Unit III
The third unit was implemented on May 30, 2009 with a topic which was “Family”. The number of students was 20 people. The implementation took about an hour. There were three parts of this unit, namely (a) Start to Think; (b) What should You Do?; and (c) Do It Again, which covered the four English skills, which were listening, speaking, reading, and writing. There were four intelligences being developed in this unit, namely Linguistic Intelligence, Spatial Intelligence, Intrapersonal Intelligence, and Interpersonal Intelligence.
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pattern that had been told by the teacher. The pattern was “Have you got a ….?” or “Do you have a …”. Then, he or she had to answer it by a sentence “Yes, I have a …” or “Yes, I do“. This part emphasized speaking skill which developed the linguistic and interpersonal intelligences. The students must have a good cooperation with their friends so that all of them would get an opportunity to spin the family spinner and to speak in front of their friend. Most students followed this activity very well. They were very enthusiastic in playing the family spinner. They wanted to speak in English when they were playing this game with their friends. The model of the family spinner is shown below:
The students played family spinner game.
(The students were supposed to spin the family spinner and guess the Indonesian meaning of the word in which the triangle of the family spinner stopped. Then, they their friend on the right side asked them a question based on the pattern told by the teacher and they had to answer it).
redraw the pictures rather than follow the teacher reading the passage. This task gave an opportunity for the students to develop their linguistic intelligence since they were required to read a short reading passage with correct pronunciation and intonation. In this activity, the students were also asked to pronounce some difficult words correctly, especially about family members such as uncle, cousin, aunt, and so forth. First, the students followed the teacher pronouncing the difficult words. Then, each of them had an opportunity to pronounce them individually. The teacher would correct them if they made a mistake in pronouncing the words. The activities are shown below:
The students read a short reading passage. Number one: grandfather
(The students were supposed read a short reading passage and some vocabularies bout family members with correct pronunciation and intonation)
and so on.
The other types of the examples are available in the materials paper (see Appendix G).
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difficulties in translating the reading passage because they did not know the Indonesian meaning of some words. Furthermore, some students found a difficulty to draw the family tree. They were confused to make the correct branches. Thus, the teacher helped them to make the branches of the family tree on the whiteboard so that they only had to find the members. After having discussion of this task, the students had to continue the activity by making their own family tree. The students were more enthusiastic to draw it because they already had an experience on how to draw a family tree from the previous task. All students could finish the task very well. The examples of the second section are shown below:
The students read a short reading passage about family, then, draw its family. After that they continued to draw their own family tree.
Task 1: The students were supposed read a short reading passage about family and draw its family tree.
The third section dealt with listening activity. The students had to listen to the teacher reading a text entitled “Mother”; then, they had to fill in the six blanks on the listening passage given. The last section was made to develop students’ linguistic and intrapersonal intelligences. The difficulty in doing the last activities was that students did not do the tasks well because they were confused to write the English words. Some students might know the English words but they did not know the spelling. Moreover, some of them did not know the English words that they had to write. The example of the listening activity is shown below:
The students filled in the blanks on the listening passage
(The students were supposed to listen to the teacher reading a text and fill in blanks on the listening passage given).
Mother
Mother… o… mother _____ always in my heart You give me love and caring You give your _____ for your _____ _______
I am proud to be your child I am _____ in your side Thank you mother
For your ______ and caring
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the puzzle faster than the other group. The students did this task very well. They could cooperate well with their partner. The writer found that they divided the jobs with their friends. One of them had a job to glue and stick each piece of the puzzle onto the paper and the other two had a job to arrange the puzzle.
d. Unit IV
The fourth unit was implemented on June 1, 2009 with a topic which was “Describing People”. The number of students was 21 people. The implementation took about an hour. There were three parts of this unit, namely (a) Start to Think; (b) What should You Do?; and (c) Do It Again which covered the four English skills, which were listening, speaking, reading, and writing. In this unit, there were four intelligences being developed, namely Linguistic Intelligence, Spatial Intelligence, Intrapersonal Intelligence, and Logical-Mathematical Intelligence.
The first part was Start to Think. The activity was to match some people pictures with their appearances which developed students’ linguistic and logical-mathematical intelligences. This activity required the students to guess the appropriate appearances or characteristics of Indian, Chinese, and African people. The writer found that the students faced a difficulty in doing this task because they did not know the English words such as pointed nose, narrow eyes, dark skin, and so forth. However, some students sometimes had known the English words but they did not know the spelling. The example of the first activity is shown below:
The students classified and matched some pictures.
The second part of Unit IV was What should You Do?. This second part was divided into five sections. The first and the second sections were activities which emphasized reading and speaking skills. The activities required the students to read some vocabulary items and short sentences related to the topic with correct pronunciation and intonation. These activities were made to develop students’ linguistic intelligences in reading a text. First, the students had to follow the teacher pronouncing the words and the sentences. Then, they had an opportunity to read aloud the words and the sentences by themselves. The writer would make some corrections if there was a mistake made by the students in reading and pronouncing them. The examples of the first and second activities are shown below:
The students read aloud some words and sentences of someone’s characteristics.
Number one: Legs; Long Legs; She has long legs.
(The students were supposed to read some vocabularies and sentences with correct pronunciation and intonation)
and so on.
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The students read aloud some sentences of someone’s appearance.
Number one: I am thin. I have short and curly hair. I have dark skin and thin lips.
(The students were supposed to read some vocabularies and sentences with correct pronunciation and intonation)
and so on.
a. b.
The other types of the examples are available in the materials paper (see Appendix G).
each student was required to describe their own appearance by using those patterns. The student had to make a paragraph about their appearance which consisted of three sentences at minimum. The result of this activity was much better than before. Most students could make correct sentences using those patterns. It was proven from the mark they got. More than half students of this class got 90 in making a short paragraph of their own appearance.
The fourth activity of this part was listening. The students had to listen to two dialogues read by the writer. Next, they had to fill in blanks on the listening passage given. This section was made to develop students’ linguistic and intrapersonal intelligences. The students had to find the answers by themselves. Moreover, they had to control their own concentration so that they could hear what the teacher said clearly. The difficulty in doing this activity was that students did not do the tasks well because they were confused to write the English words. Some students might know the English words but they did not know the spelling. Moreover, some of them did not know the English words that they had to write. The example of the listening activity is shown below:
The students filled in the blanks on the listening passage
(The students were supposed to listen to the teacher reading a text and fill in blanks on the listening passage given).
Dialogue 1:
Stella : Morning Dad.
Daddy : Morning. Have your breakfast please … Stella : Thank you. Dad, I have a new friend in class. Daddy : Good. What does she look like?
Stella : She is ______. She has curly ______ and a _______. She is very kind.
