MULTIPLE INTELLIGENCE ACTIVITIES IN TEACHING ENGLISH
FOR YOUNG LEARNERS
(A Descriptive Qualitative Study of English Teacher in a Kindergarten in Bekasi)
A Research Paper
Submitted to English Education Department of Language and Arts Education Faculty of Indonesia University of Education in partial fulfillment of the requirements for
Sarjana Pendidikan Degree
By: Hana Tsurayya
0809330
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUATION
MULTIPLE INTELLIGENCE ACTIVITIES
IN TEACHING ENGLISH FOR YOUNG LEARNERS
(A Descriptive Qualitative Study of English Teacher in a Kindergarten in Bekasi)
Oleh
Hana Tsurayya
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Hana Tsurayya 2013
Universitas Pendidikan Indonesia
Desember 2013
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,
PAGE OF APPROVAL
Multiple Intelligence Activities in Teaching English for Young Learners
(A Descriptive Qualitative Study of English Teacher in a Kindergarten in Bekasi)
A Final Paper
By
Hana Tsurayya
0809330
Approved by:
Main Supervisor Co-Supervisor
Ika Lestari Damayanti, M.A. Rojab Siti Rodliyah, S.Pd., M.Ed.
NIP. 197709192001122001 NIP.197308062002122001
The Head of English Education Department
Faculty of Language and Arts Education
Indonesia University of Education
Prof. Dr. Didi Suherdi, M.Ed.
ABSTRACT
This paper entitled “Multiple Intelligence Activities in Teaching English for Young Learners” was aimed to discover the multiple intelligence activities implemented by the teacher in teaching English for young learners and to reveal the students’ responses toward Multiple Intelligence activities. This study is a descriptive qualitative study involving an English teacher who taught kindergarten students as the respondent. The obtained data were analyzed by using Armstrong’s framework (2009) of Multiple Intelligence Activities. The data collection methods used observation, interview, and data analysis. The findings revealed that the teacher implemented eleven multiple intelligence activities in the classroom, namely drilling for linguistic; riddle and counting number in sequence for logic-mathematic; showing pictures and color games for spatial; body answer and take the ball game for bodily-kinesthetic; sing a song for musical; pairs game for interpersonal; personal connection for intrapersonal; and observe the weather for natural. The students’ responses toward Multiple Intelligence activities are generally positive. The indicators of students’ response can be observed from four aspects, namely: students’ participation, students’ achievement, students’ potentials improvement, and students’ way of learning. The results indicate that varieties of activity have been provided to accommodate students’ interest and intelligences. However, those activities are not intended to cater each student’s interests specifically. In conclusion, the implementation of Multiple Intelligence activities as has been observed in this study is an example of good practice as an attempt to providing learning experiences suited to the students’ interests and intelligences.
Keywords: young learners, multiple intelligences, activities, teaching English
Main Supervisor : Ika Lestari Damayanti, M.A.
TABLE OF CONTENTS
PAGE OF APPROVAL
STATEMENT OF AUTHORIZATION ……… i
ABSTRACT ……… ii
PREFACE ……… iii
ACKNOWLEDGMENT ……… iv
TABLE OF CONTENTS ……… v
LIST OF TABLES ……… viii
LIST OF APPENDICES ……… ix
CHAPTER I: INTRODUCTION 1.1 Background ……… 1
1.2 Research questions ………. 3
1.3 Aims of the study ……….. 3
1.4 Significance of the study ……… 4
1.5 Clarification of terms ……….. 4
1.6 Research methodology ……… 5
1.7 Organization of paper ……….. 6
CHAPTER II: THEORETICAL FOUNDATION 2.1 Teaching English for young learners ……….. 7
2.2 Characteristics of young learners ……… 11
2.3 Multiple Intelligences ……… 12
2.4.1 Identifying students multiple intelligences ……….. 15
2.4.2 Categorizing activities based on the eight intelligences ……….. 16
2.4.3 Selecting appropriate multiple intelligence activities for young learners …. 17 2.5 Multiple intelligence activities ………. 18
2.6 Students response toward multiple intelligence activities ………. 22
2.7 Concluding remarks ………. 24
CHAPTER III: RESEARCH METHODOLOGY 3.1 Research design ……… 25
3.2 Research site ……… 26
3.3 Respondent and participant ……… 27
3.4 Data collection ……… 27
3.4.1 Class observation ……… 28
3.4.2 Interview ……….. 30
3.4.3 Document analysis ……….. 32
3.5 Data analysis ……….. 32
3.5.1 Analysis data from observation ………. 32
3.5.2 Analysis data from interview ………. 34
3.5.3 Analysis data from documents ……….. 35
3.6 Concluding remarks ………. 35
CHAPTER IV: FINDINGS AND DISCUSSIONS 4.1 Multiple intelligence activities in teaching English for young learners ………….. 36
4.1.1 Activity referring to linguistic intelligence ……… 38
4.1.3 Activity referring to spatial intelligence ……… 43
4.1.4 Activity referring to bodily-kinesthetic intelligence ……….. 46
4.1.5 Activity referring to musical intelligence ……… 48
4.1.6 Activity referring to interpersonal intelligence ………. 50
4.1.7 Activity referring to intrapersonal intelligence ………. 51
4.1.8 Activity referring to natural intelligence ……… 52
4.2 The students’ response toward Multiple Intelligence activities ………. 54
4.3 Concluding remarks ………. 55
CHAPTER V: CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ……… 56
5.2 Suggestions ……….. 57
CHAPTER 1
INTRODUCTION
This chapter presents the introduction of this research paper. It covers the
background of the research, research questions, aims of the study, significance of the
study, clarification of terms, and organization of the research.
1.1. Background
During the last few years, the world of teaching witnessed the innovation of
Teaching English for Young Learners. In Indonesia, as reported by Mustafa
(2010) the governments make their own decision to put English as local content.
This brings public awareness of learning English improved. English has been
taught from Elementary School, even in Kindergarten.
Based on Pinter (2006), language development starts well before children are
able to say anything. Cameron (2005) also has stated on her book that children
learn a second language better than adults. These opinions bring many
Kindergartens in Indonesia offer English as one of their subjects. Indonesian
parents engage their children to learn English at an early age.
In teaching English to young learners, teachers use many different
approaches. All of approaches have the same goal, to make an effective way in
learning process. Therefore, teachers build some activities to maximize students’
potential in learning language. Ironically, teaching English in most rural schools
cannot afford to provide well-designed, meaningful exercises for students to use
on a learning basis (Mustafa, 2001). As a result, students seem do not enjoy
learning English. Based on the reasons above, teachers need to find the way in
teaching English which provide interesting and enjoyable activities suited to
children’s interests and characteristics.
Students as the object in learning process have different nature. Some students
enjoy singing, some other love drawing, while some of them like reading.
According to Gardner as cited by Armstrong (2009), all humans exhibit the range
of intelligences. They are linguistic, logical-mathematical, musical, spatial,
bodily-kinaesthetic, interpersonal, intrapersonal, and natural. These differences
indicate that children have different ways to enjoy the learning process. Pinter
(2006) states that it is important for teachers to take into account that all children
have stronger and weaker aspects of their Multiple Intelligences and preferred
learning style. In providing fun and enjoyable activities, teachers need to know
about students’ interests, characteristics, and abilities. Therefore, the Multiple
Intelligence activities which provide various activities that cover interests of
students are needed.
Multiple Intelligences theory has been reported to be effective in teaching
English to young learners. Karna and Hasan (1999) who have conducted a study
about An Application of Multiple Intelligences in Lebanese Kindergarten got the
result that MI theory has successfully improve students’ understanding in the
In order to explore the Multiple Intelligences activities are used by the teacher
in classroom, this study was conducted. In detail, this study attempts to discover
the Multiple Intelligence activities are used by the teacher and students’
responses when involved in those activities.
This study is expected to contribute to the development of Multiple
Intelligence implementations in learning process, especially in teaching English
for young learners in Indonesia. In addition, it can give inspiration for teachers in
order to make and create some activities that can help students to improve their
ability in learning language and maximize their potential in learning process.
1.2. Research Questions
This study is conducted to answer these questions below:
1. What kind of Multiple Intelligence activities are used by the teacher in teaching
English to young learners?
2. What are students’ responses toward Multiple Intelligence activities?
1.3. Aims of the Study
According to the research questions, the purposes of this study are:
1. To explore the Multiple Intelligence activities are used by the teacher in teaching
English to young learners.
1.4. Significance of the Study
This study is expected to discover the Multiple Intelligence activities are used
by the teacher in teaching English for young learners. This research is conducted to
contribute to developing teaching strategies in teaching English to young learners.
The results of this study are expected give a clearly description about Multiple
Intelligence activities and the students’ responses when involved in those activities.
1.5. Clarification of Terms
In order to avoid misinterpretation of this study, some terms are clarified as
follows:
1. Young learners in this study are defined as learners in Kindergarten (4-5 years
old). Children on this age have observable development especially in social,
cognitive, and physical development. They tend to keen and enthusiastic,
outspoken, imaginative and creative, active and like to move around, and
interested in exploration (Kragen, 2004).
2. Multiple Intelligences is a theory from Gardner (2001) stating that someone may
possess one intelligence or more; they are linguistics, logical-mathematic,
musical, spatial, bodily-kinaesthetic, interpersonal, intrapersonal, and natural
intelligences.
3. Multiple Intelligence Activities are classroom activities that are covering one or
4. Students’ response in this study is students act or reaction toward several
activities given by the teacher.
1.7. Research Methodology
1.7.1. Design
This research focuses on the presenting a deep description of the
Multiple-Intelligence activities that are used by teacher in teaching English for young learners.
For this reason, the writer use descriptive-qualitative method.
Qualitative research is a holistic approach that involves discovery. Qualitative
research is also described as an unfolding model that occurs in a natural setting that
enables the researcher to develop a level of detail (Cresswell, 1994 quoted in
Williams, 2007).
1.7.2. The Respondent
In this research, the respondent is a teacher of a Kindergarten in Bekasi. The
research is conducted to discover the Multiple Intelligence activities are used by the
teacher in teaching English for young learners and students’ responses when involved
in those activities.
1.7.3. Data Collection
The study is conducted at one of Kindergarten in Bekasi. In collecting the data, this
Observation is conducted during the learning process to find out the Multiple
Inteligence activities that are used by the teacher in teaching English for young
learners. Interview is conducted to collect the information from teacher’s perspective
of using Multiple Intelligence activities and the students’ response when involved in
those activities. Document analysis is used to identify the goal of the classroom
activities, such as lesson plan and syllabus.
1.7.4. Data Analysis
After collecting the data, the data of the study will be conducted by several steps.
According to Huberman and Miles as cited by Basrowi and Suwandi (2008), there are
three steps on analyzing the data: First, data reduction; the researcher reduces
unnecessary information. Second, data analyzed; the data from observation and the
information from interview are analyzed. The last is conclusion; this section can be
done by describing the result about Multiple Intelligence activities that are used by the
teacher; also provided by the students’ responses when involved in those activities.
1.8. Organization of Paper
The organization of the research is divided into five parts. The first one is
Introduction; this chapter consists of the background of the research, the research
questions, the aims of the study, the significance of study, clarification of terms, and
organization of paper. The second is Theoretical Framework; it consists of theoretical
design, the site, the respondent and participants, data collection, and data analysis.
The fourth is Findings and Discussion, it covers the finding and discussions of the
data and the result of the study. The last is Conclusion and Suggestion, it covers the
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methodology of this study. It covers the research design,
research site, respondent and participant, data collection, and data analysis.
3.1 Research Design
This research focuses on the presenting a deep description of the
Multiple-Intelligence activities used by teacher in teaching English for young learners. For this
reason, descriptive-qualitative method was used in this study.
Qualitative research is a holistic approach that involves discovery. It is also
described as an unfolding model that occurs in a natural setting that enables the
researcher to develop a level of detail (Cresswell, 1994 quoted in Williams, 2007).
Whereas Keegan (2009) explains qualitative as a research design that primarily
concerned with meaning rather than measuring.
There are several characteristics of qualitative research: (1) the focus of the
research is ‘quality’, (2) the aim is description, findings, and understanding, (3) the
settings are natural, (4) the sample is small and purposive, and (5) the data collection
consist of researcher as the main instrument, interview, and observation (Alwasilah,
The aim of descriptive method is to examine the current event or phenomenon
of the research (Alwasilah, 2008). For this reason, the qualitative approach of
descriptive method is suitable because it could be used to explain the detail of
multiple intelligence activities used by the teacher in teaching English for young
learners. In addition, this study employed the descriptive qualitative method because
there is no treatment given during the observation. This study only observed the
phenomena happened in the classroom, in detail, this study was set to investigate the
multiple intelligence activities used by the teacher in teaching English for young
learners.
3.2 Research Site
Qualitative research strives to collect, integrate, and present data from a variety
of sources of evidence as part of any given study. The variety will likely follow from
study a real-world setting and its participant (Yin, 2011). In this research, the site is a
Kindergarten in Bekasi. The site has been considered as the site of the study because
of several reasons: first, this school is known as a well-known institution in teaching
young learners; second, this school offers English as one of the subjects; and the last,
the permission to conduct a study in this school was permitted by the headmaster and
3.3 Respondent and Participant
The respondent of this study was a male teacher in a kindergarten in Bekasi. He
was teaching class B students (4-5 years old). He was chosen due to some reasons.
First, he has taught English for young learners since 8 years ago, so he might have
many experiences in teaching English for young learners. Second, he used many
activities in teaching English, these activities were considered as multiple intelligence
activities. Last, he was willing to fully participate and was ready to be a respondent of
this study.
The participants of this study are students in class B of a kindergarten in
Bekasi. This class was chosen to be participants of this study because they have a
settled schedule of English.
3.4 Data Collection
According to Mertler and Charles (2008) qualitative research tries to document the
obtained data carefully, and the obtained data would be mostly verbal, acquired
through observation, notation, and recording.
In collecting the data, the study used three instruments: observation, interview, and
document analysis. Observation was conducted during the learning process to find
out the Multiple Inteligence activities that used by the teacher in teaching English for
young learners. Gold as cited by Yin (2011) stated the relative emphasis between
only, (2) being a participant who also observes, (3) being an observer who also
participate, and (4) being an observer only. The writer of this study is observer only
who observes the classroom activities precisely without any involvement in the
classroom activities. Interview is conducted to collect the information from teacher’s
perspective of using Multiple Intelligence activities and the students’ response of
using those activities. While document analysis aimed to identify the goal of the
classroom activities, such as lesson plan and syllabus. The explanation of each data
collecting technique can be seen below:
3.4.1 Class Observation
Observation was used to collect data about the implementation of multiple
intelligence activities in teaching English for young learners. More precisely, the
observation aimed at the process of teaching performed by the teacher as well as how
the students are involved in each activity. Observation is a research process that
offers an investigator the opportunity to gather ‘live’ data from naturally occurring
social situations (Cohen, et al, 2007). Bailey (1994:244) stated that observational data
may be useful for recording non-verbal behaviour, behaviour in natural or contrived
settings, and longitudinal analysis. Verbal behaviour can be seen when the teacher is
speaking or writing, while non-verbal behaviour can be seen from body gesture and
facial expressions of the teacher. In line with Bailey, Patton (1990:202) suggested
The observation of this study was conducted six times in 30 minutes per each
meeting. These observations were aimed to find out the implementation of multiple
[image:20.612.110.535.252.500.2]intelligence activities in teaching English for young learners.
Table 3.4.1 Observation Schedule
No Date Topic
1. 3rd May 2013 Animals
2. 10th May 2013 Numbers
3. 17th May 2013 My body
4. 24th May 2013 Family
5. 31st May 2013 Transportation
6. 7th June 2013 Colours
During these observations, the writer used observation sheet as the instrument. It was
used to find out the implementation of multiple intelligence activities in teaching
English for young learners and categorize the activities based on the eight multiple
3.4.2 Interview
The interview is seen as providing a window onto the mind or “life-world” (Kayle as
cited by Litoselliti, 2010). In this study, the interview was conducted as the
instrument to find out the students’ response toward multiple intelligence activities in
teacher’s perspective.
The kind of interview used in this study was guided or semi-structured interview.
According to Field and Morse (1985:67) as cited by Emilia (2008:194), a guided or
semi structured interview was used in both stages of interviews to enable the
researcher to get all information required (without forgetting a question), while at the
same time to permit participants’ freedom of responses and description to illustrate
the concepts.
On the interview, the interviewee was asked several questions related to his
experience implementing multiple intelligence activities in the classroom and the
students’ responses toward these activities. The process was recorded by handy
camera. Specifically, the interview contained 5 questions which was conducted based
Table 3.4 Interview Questions
No Details Objective
1. How long have you taught English for young
learners?
To know the respondent
experience in teaching
English for Young
Learners
2. Do you know about Multiple Intelligence? To know the respondent
knowledge about Multiple
Intelligence
3. What are activities that you use to teach English
for Young Learners?
To find out the activities
being used in teaching
English for young learners
4. Why do you use those activities in teaching
English for young learners?
To find out the respondent
reasons in choosing those
activities
5 What are students responses toward Mulyiple
Intelligence activities?
To find out the students
response toward Multiple
3.4.3 Document Analysis
In this study, there was a document to be analyzed: syllabus. Syllabus was collected
to provide data related to topics and learning objectives. During the process of
observation, the researcher only got one syllabus. The researcher analysed and
interpreted the syllabus. The document can be seen in appendices.
3.5 Data Analysis
After collecting the data, the data of the study will be conducted by several steps.
According to Huberman and Miles as cited by Basrowi and Suwandi (2008), there were
three steps on analyzing the data: First, data reduction; the researcher reduces
unnecessary information from the data were obtained through observation. In this
process, the data from observation and interview were transcript. Second, data
analyzed; the data from observation, interview, and document analysis are analyzed.
For detail of its process, it can be seen below:
3.5.1 Analysis Data from Observation
The analysis of classroom observation was conducted through several stages as
follow:
1. Watching the video observation many times
3. Analyzing and classifying the data into categories related to eight multiple
intelligence activities. In this step, the observation sheet was used to mark the
[image:24.612.142.504.238.691.2]multiple intelligence activities that have been implemented in the classroom
Table 3.5.1 Observation Sheet
No Multiple Intelligence Activities Yes No Language
focus
A. Linguistic
1. Story Telling
2. Brainstorming
3. Drilling
4. Tape Recording
B. Logical-Mathematic
1. Classification and categorizing
2. Counting numbers
3. Riddle
C. Spatial
1. Visualization
2. Showing Pictures
3. Color cues
1. Body Answer
2. Game Take the Ball
E. Musical Intelligence
1. Sing a song
F. Interpersonal
1. Peer sharing
G. Intrapersonal
1. Personal Connection
H. Nature
1. Observe the weather
3.5.2 Analysis Data from Interview
The steps in analyzing the data from interview were as follow:
1. Transcribing the data from video recording of interview
2. Categorizing the data from interview into several themes which becomes the
main concern of this study
3. Reducing inappropriate data
3.5.3 Analysis Data from Documents
A document (syllabus) was analyzed and interpreted into several steps:
1. Read the document
2. Marked the part of document which concern with the research questions
(language focus and activities of each meeting). Then the activities were
classified based on eight intelligences.
3. Interpreting the data from document
The next step is data display. It could be in the form of graphics, tables, chart, and
narrative text. In this study, the researcher used table to display the data. The last is
conclusion; this section can be done by describing the result about Multiple Intelligence
activities that are used by the teacher; also provided by the students’ responses toward
Multiple Intelligence activities.
3.6 Concluding Remarks
This chapter has presented research design, research site, respondent and
participant, data collection technique, and data analysis technique. The results of the
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter contains the conclusions and suggestions from this research. In
conclusion, all previous findings and discussions are drawn together to get the
summary of the study. Furthermore, the suggestions will be presented for English
teachers and further researchers.
5.1 Conclusions
This study was concerned on the implementation of multiple intelligence
activities in teaching English for young learners. According to the findings and
discussions, there are several multiple intelligence activities employed by the teacher
in teaching English for young learners. The activities were categorized into eight
groups based on the eight multiple intelligences.
It can also be concluded that the teacher has to know students’ characteristics,
interest and ability to create interesting and suitable activities for students. Moreover,
result of interview shows that students’ response toward the Multiple Intelligence
activities are positive because the students were observably more active and
motivated in learning English when the teacher used several Multiple Intelligence
5.2 Suggestions
After concluding the analysis, the researcher would like to propose some
suggestions related to the research conducted. First, since this study involved merely
only one teacher as a respondent, further study is suggested to involve more teachers
as respondents. Besides that, the further research can be conducted in higher level; in
elementary school for example.
Second, implementing multiple intelligence activities in teaching English for
young learners can be a recommendation to be used by English teachers in
kindergarten because it can accommodate students to learn English in any different
way; through song, movie, games, or from nature.
Third, teacher’s knowledge of Multiple Intelligence activities should be
improved in order to create more interesting activities to provide students’ needs and
potentials. There are many ways to improve teacher’s knowledge of Multiple
Intelligence activities. Seminars, workshops, or training are activities that can help
teachers to enrich their knowledge about Multiple Intelligence activities. In addition,
teachers can get more information about Multiple Intelligence activities by reading
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