THE INFLUENCE OF ACTIVITIES USING IMPLICIT
MULTIPLE INTELLIGENCES TOWARDS STUDENTS’
EFFECTIVE EFL LEARNING
(A Case Study)
A Research Paper
Submitted as a Partial Fulfilment of the Requirements of
Bachelor’s Degree in English Education Study Program
By
Rini Anggun Pertiwi
(0902443)
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF LANGUAGE AND FINE ARTS EDUCATION
THE INFLUENCE OF ACTIVITIES USING IMPLICIT
MULTIPLE INTELLIGENCES TOWARDS STUDENTS’
EFFECTIVE EFL LEARNING (A Case Study)
Oleh
Rini Anggun Pertiwi
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Rini Anggun Pertiwi 2014 Universitas Pendidikan Indonesia
Januari 2014
Hak Cipta dilindungi undang-undang.
PAGE OF APPROVAL
RINI ANGGUN PERTIWI
(0902443)
THE INFLUENCE OF ACTIVITIES USING IMPLICIT MULTIPLE
INTELLIGENCES TOWARDS STUDENTS’ EFFECTIVE EFL
LEARNING (A Case Study)
Approved by: First Supervisor
Prof. Dr. Fuad Abdul Hamied, M.A. Ph.D. NIP. 195008211974121001
Second Supervisor
Lulu Laela Amalia, S.S., M.Pd. NIP. 197504092007102001
Head of Department of English Education Faculty of Language and Fine Arts Education
Indonesia University of Education
ABSTRACT
This study is aimed at exploring whether teaching stages in MI based approach could help students improve their ability in learning English as a foreign language
as well as to find out students’ responses towards the approach to their learning
ability in the English language. A descriptive research design embracing case study characteristics was employed (Nunan, 1992; Cresswell, 2012). The data were obtained from classroom observation (observation and video recording of the learning process through multiple intelligence based approach), and interview
with students. Students’ activities in the classroom were analyzed in order to identify the students’ personal unique combination of eight intelligences and
figure out a wide range of intelligence-oriented activities which facilitate
students’ effective learning (Armstrong, 2009; Dean, 2000). This study revealed that, to some extent, MI based approach was helpful to develop students’ ability
to learn English effectively and figured out that teachers o ften not wholly involved all the eight intelligences into learning activity.
ABSTRACT
Penelitian ini bertujuan untuk menelaah apakah tahapan pembelajaran dalam pendekatan MI dapat membantu siswa dalam meningkatkan kemampuan mereka mempelajari bahasa Inggris sebagai bahasa asing serta mengetahui respon siswa terhadap pendekatan MI dalam kemampuan mempelajari bahasa Inggris mereka. Desain penelitian deskriptif yang mencakup karakteristik dari studi kasus digunakan dalam penelitian ini (Nunan, 1992; Cresswell, 2012). Data didapatkan dari observasi kelas (observasi dan video rekaman proses pembelajaran yang menerapkan pendekatan ragam intelijensi), dan wawancara dengan siswa. Kegiatan siswa di dalam kelas dianalisa untuk mengidentifikasi kombinasi unik kedelapan intelijensi personal siswa dan mengungkapkan cakupan kegiatan yang berorientasi intelijensi yang memfasilitasi pembelajaran efektif siswa (Armstrong, 2009; Dean, 2000). Penelitian ini menemukan bahwa, dalam beberapa hal, pembelajaran dengan pendekatan MI sangat membantu dalam mengembangkan kemampuan siswa untuk mempelajari bahasa Inggris secara efektif dan penelitian ini mengungkapkan bahwa guru sering kali tidak sepenuhnya melibatkan kedelapan intelijensi ke dalam kegiatan pembelajaran.
TABLE OF CONTENTS
PAGE OF APPROVAL ...ii
STATEMENT OF AUTHORIZATION ...iii
PREFACE ...iv
ACKNOWLEDGEMENT ...v
ABSTRACT ...vii
TABLE OF CONTENTS...viii
LIST OF TABLES ...xi
LIST OF FIGURES ...xii
CHAPTER I INTRODUCTION ...1
1.1. Background ...1
1.2. Statements of the Problem...2
1.3. Purposes of the Study ...3
1.4. Scope of the Study...3
1.5. Significance of the Study ...3
1.6. Research Methodology...4
1.7. Classification of Terms ...4
1.8. Organization of the Paper...5
CHAPTER II THEORETICAL FOUNDATION ...6
2.1. Learning Activities ...6
2.1.1.Managing Transition ...7
2.1.2.Questioning Strategies ... 9
2.1.3.Establishing Variety ... 10
2.1.4.Pacing... 10
2.1.5.Responding to Learners ... 11 2.1.6.Sequencing Activities ... 11 2.2. Effective Learning ...12
2.4. Multiple Intelligences Theory ...15
2.5. Multiple Intelligences in the Classroom...19
2.5.1. Teaching Strategies for Linguistic Intelligence ... 19
2.5.2. Teaching Strategies for Logical- mathematical Intelligence ... 19
2.5.3. Teaching Strategies for Spatial Intelligence ... 21
2.5.4. Teaching Strategies for Bodily-Kinesthetic Intelligence ... 21
2.5.5. Teaching Strategies for Musical Intelligence... 22
2.5.6. Teaching Strategies for Interpersonal Intelligence ... 23
2.5.7. Teaching Strategies for Intrapersonal Intelligence ... 24
2.5.8. Teaching Strategies for Natural Intelligence ... 25
2.6. Findings on Related Study ...25
2.7. Concluding Remark...28
CHAPTER III RESEARCH METHODOLOGY ...29
3.1. Research Method ...29
3.2. Research Design ...29
3.3. Site and Participants of the Study ...31
3.4. Data Collection Technique ...31
3.4.1. Observation ... 32 3.4.2. Video recording... 33 3.4.3. Interview ... 34
3.5. Data Analysis Technique ...35
3.5.1 Observation ...36
3.5.2. Video Recording ... 39
3.5.3. Interview ... 40 3.6. Concluding Remark...40
CHAPTER IV FINDINGS AND DISCUSSIONS ...42
4.1 The influence of multiple intelligences based approach to the students’ effective EFL learning...42
4.1.1 Data from Observation ... 42
4.1.2 Data from Video Recording ... 46
4.1.2.1.1 MI Aspect in Motivation ... 50
4.1.2.1.2 MI Aspect in Objective ... 53
4.1.2.1.3 MI Aspect in Prerequisites ... 57
4.1.2.1.4 MI Aspect in Information and Example ... 59
4.1.2.1.5 MI Aspect in Practice and Feedback ... 63
4.1.2.1.6 MI Aspect in Texting ... 65
4.1.2.1.7 MI Aspect in Enrichment and Remediation ... 65
4.1.2.2 MI Application in Questioning Strategies... 66
4.1.2.3 MI Application in Establishing Variety ... 69
4.1.2.4 MI Application in Pacing ... 69
4.1.2.5 MI Application in Responding Learners ... 71
4.1.2.6 MI Application in Sequencing Activities... 72
4.1.3 Data from Interviews ... 74
4.2 Concluding Remark...82
CHAPTER V CONCLUSIONS AND SUGGESTIONS...83
5.1 Conclusions ...83
5.2 Suggestions...85
REFERENCES ...87
APPENDICES ...91
APPENDIX 1 MI CHECKLIST TEST RESULT ...91
APPENDIX 2 VIDEO TRANSCRIPTIONS ANAYSIS ...92
APPENDIX 3 INTERVIEW TRANSCRIPTIONS...93
LIST OF TABLES
Table 2.1 Levels of Questioning ... 9
Table 3.1. Multiple Intelligences Checklist for Students ... 36
Table 3.2. Sample of Data Processing... 39
Table 4.1. Checklist Test Result ... 45
Table 4.2 Multiple Intelligences Occurrence ... 47
Table 4.3 MI Aspect Distribution in Managing Transition... 48
Table 4.4 MI Aspect Distribution in Motivation ... 51
Table 4.5 MI Aspect Distribution in Objectives ... 53
Table 4.6 MI Aspect Distribution in Pre requisites... 57
Table 4.7 MI Aspect Distribution in Information and Example ... 60
Table 4.8 MI Aspect Distribution in Practice and Feedback ... 63
LIST OF FIGURES
Figure 2.1 Gradual Release Model of Learning ... 11
Figure 2.2 Gardner’s Multiple Intelligences... 18
Figure 4.1 The Students’ Seating Floor Plan. ... 43
Figure 4.2 Students’ Misbehavior during the Lesson ... 44
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CHAPTER I
INTRODUCTION
This chapter introduces the background of the study, purposes of the study, and statements of the problem. In addition, this section elaborates the scope of the study, significance of the study, a brief explanation of research method,
clarification of terms, and the organization of the paper.
1.1. Background
Multiple Intelligences (MI) in the classroom are not a new topic in education. Many teachers, whether they realize it or not, have applied the theory of MI proposed by Howard Gardner in their teaching steps (Currie, 2003), especially in teaching English as foreign language. Although multiple intelligences theory has been accepted and applied by teachers, there are still gaps appeared in the process
of its application (Liu, 2008, p. 75). MI distribution in the classroom raises some issues (Sternberg & William, 1998, cited in Liu, 2008, p. 75) whether the teacher
should equally try to nurture all of the inte lligences or focus on identify and develop students’ abilities. On the other hand, in implementing MI in the
classroom, teachers should be able to offer or provide more variety activities which engage students with the topic. Although various learning theories have been adapted in teaching English in the classroom, there will always be different students’ characteristics in the classroom. This is considered as one of the reasons why some learning theories which have been adapted in the classroom do not work successfully.
Multiple Intelligences (MI) theory which is proposed by Howard Gardner (1983) emphasized that people have different combination of intelligences. In
other words, each student would have different ways in solving many problems they face during the learning process. Gardner (1983) formed his thought in his
2
intelligences in each student. Gardner provided a means of grouping abilities that students possess according to their capabilities into eight compre hensive
intelligences: linguistic, logical- mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic (Armstrong, 2009, p. 6). By implying
these multiple intelligences, Gardner (1983) believes that teacher could teach students in eight ways and students could learn in many ways. However, it is not
always clear as to how this theory could be used in the classroom in order to improve the learning of English as a foreign language.
In considering effective learning, teachers need to look at the content of the learning material as well as the way they teach the material. For this reason, unfortunately, the learning material which is taught by teachers is only based on the National Curriculum, while what students need for their future through the today’s lesson is something that teachers need to look more widely, not only to fulfill the curriculum (Dean, 2000:51). In order to achieve effective learning, the influence of MI-based learning approach was described by Armstrong (2009, p. 103-109). Armstrong, then, added that MI theory which is proposed by Howard Gardner (1983) provides a helpful perspective on this problem.
For the above reasons, this research, based on the various excess which may be obtained from applying multiple intelligences in the learning process as
mentioned above, is expected to find the influence of the implementation of multiple intelligences in the process of learning. This research is conducted in
senior high school while most of previous research involved young learner students. Students in high school age are in the era of needs for variation of methods in learning which requires teachers to consider that the students should be able to know what they enhance and like to do the most. Therefore, this study is expected to find the students’ responses towards MI-based approach in their learning activities.
1.2. Statements of the Problem
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1. Does multiple intelligences based-approach influence students’ effective EFL learning?
1.3. Purposes of the Study
From the background of the study aforementioned, the study is aimed at:
1. finding out whether multiple intelligence based approach influence students’ ability in learning English, and
1.4. Scope of the Study
This research focuses on whether the implementation of multiple intelligences aspect in the learning process contributes to student’s learning ability in terms of effective EFL Learning. In addition, it focuses on students in one class of a state senior high school in Cimahi. This research is limited to the activities
involving multiple intelligences proposed by Gardner (1983) to group students into their MI category.
1.5. Significance of the Study
Theoretically, this study is expected to enrich previous research about
implementing multiple intelligences used in English learning process in EFL context. This research is also expected to make contribution to the understanding of basic principles of multiple intelligence classrooms in Indones ia. It is also hoped that further research can give contribution to taking advantages of students’ multiple intelligences to the learning process of English in the classroom to help
students learn English.
Practically, this research can provide an explanation of how multiple intelligences give a significant influence in the English learning process. It does not only help students to achieve learning objectives, but also helps students in memorizing the learning materials that they have learnt so that they can use them in their everyday life. Additionally, this research is also meant to demonstrate the
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different characteristics of students’ learning behavior according to their dominant intelligence(s).
1.6. Research Methodology
This study employed a case study research design. Case study is appropriate for this research sin this study is going investigate students’ responses towards MI-based approach. The participants of this research are eight students
which were selected to be interviewed as the representative from each multiple intelligence group. The interview is one of the analysis steps after observation and video transcription of classroom activity during English lesson was held. The
analysis is a combination of the three steps of data collection results processing then drawn into the conclusion that fits all three. The students’ responses towards the approach were also identified through interview focusing on the learning process using multiple intelligences based approach in general, the use of learning
material or sources during the learning process and the teaching steps in multiple intelligences based approach that helped students learning.
1.7. Clarification of Terms
Multiple Intelligences: Gardner (1983) has provided the wide range of
abilities or intelligences those human posses by grouping their capabilities into: linguistic, visual-spatial, musical, kinesthetic, logical-deductive, interpersonal,
intrapersonal, naturalist.
Teaching Strategy: Murray & Christison (2011) refer teaching strategy as a
plan, methods or series of activities designed to achieve a particular educational goal.
Effective Learning: the effective learning from the students’ achievement
as mentioned by Perrot (1982, cited in Dean, 2000, p. 51) that students usually show the knowledge and understanding, skills, and attitudes intended by the
5
1.8. Organization of the Paper
The research is comprised of five chapters as follow:
CHAPTER I is the introduction of the study. It has elaborated the background of the study, the purposes of the study, statements of the problem, the scope of the study, the significance of the study, and the organization of the paper.
CHAPTER II is the theoretical foundations of the study consisting of the
review of approaches to teaching English in EFL class; multiple intelligence based approach; effective learning and brief over view towards adolescent type of
learner. The conclusion of the chapter is presented in this chapter.
CHAPTER III is the research methodology. In this chapter, research site and
participants, research design and method, data collection and data analysis techniques are put forward.
CHAPTER IV is the findings and discussions of the data collected. The findings and discussions of the data were obtained from observation and learning activities of multiple intelligence based approach. In addition, the results from students interview used in the study are discussed. The concluding remark ends
the chapter.
CHAPTER V is the conclusion and suggestions from the findings and
discussions. It elaborates the conclusion of the research and what suggestions given to future research.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter deals with the research design and method including the site
and participants, data collection technique, data analysis technique, and concluding remark of the chapter.
3.1. Research Method
This research is qualitative research since it concerned the understanding of human behavior and conducted in a natural setting with uncontrolled observation and attempted to interpret or make sense of phenomena (Polit and Hungler, 1999). In addition, this research was process-oriented, exploratory, expansionist and describes in detail the entire particular phenomenon occurring in such setting (Nunan, 1992; Merriam, 1988 cited in Creswell, 2009; Cohen & Manion, 1989).
In line with De Vos (2002, p. 360), this present study was therefore a qualitative-descriptive research which attempted to find out the influence of
activities by using implicit multiple intelligences towards students’ effective EFL learning. Besides, a qualitative research is appropriate for this present research
because qualitative methodology is dialectic and interpretive as the characteristics of the research. During the interaction between the researcher and the research
participants, the participants’ world is discovered and interpreted by means of qualitative method.
3.2. Research Design
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155; Creswell, 2009, p. 1). Similar to Polit & Hungler’s (1999, p. 157) explanation of descriptive strategies in research design, this research tries to adapt
the descriptive strategies as the main objective to accurately portray characteristic of person, situation, or groups and the frequency with which certain phe nomena
occur.
Besides, the qualitative research was conducted in the exploratory approach
in order to find out the understanding and information related to the theory. The data presented in descriptive way to interpret the natural phenomenon appeared during classroom activity. The description of the data presented in this study was attempted to explore and understand the meaning of individual or group interactions which the data collection relied on text and images data (Creswell, 2009, p. 141). Furthermore, this research used process-oriented method to
understand, interpret, describe, and developed the theory in certain setting (Burn & Grove, 1993, p.356).
This research has multiple sources of data gained from video and
direct-classroom observation and also interviews which were reviewed and organized into categories that cut across all the data sources. The data was collected in
natural setting by talking directly to the people and seeing them behaved and acted within their context.
The forms of data collection, in order to answer one of the research
questions in this research regarding the influence of multiple intelligences to the
students’ ability in learning English, the researcher decoded the classroom activities from videotapes and asked some simulations to the interviewees based on the learning materials which had been learned in the previous meeting. The interviews, however, which were based on the video transcription attempted to
answer the second question of this research regards students’ responses toward
multiple intelligences in the classroom. This research used theoretical point of view to explore and analyze the study by making interpretation of what was seen,
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Creswell (2009, p. 141-143) and Hatch (2002, pp. 38-41, 44-48) in their explanation about the characteristics of research design to be called qualitative
research.
3.3. Site and Participants of the Study
The research was conducted in one public senior high school in Cimahi.
The reason of choosing the school was the accessibility of the site was easy since the teaching practicum was once conducted in the school during the previous
academic year. In addition, senior high school students who mostly had experience and often returned to learn with mixed bag of assumptions about education, as well as past experiences that might be positive or negative, is an appropriate research object for this study (Herod, 2001, p. 19).
Since the research focused on the learning process using implicit Multip le
Intelligences in the classroom and students’ responses towards the implicit MI learning strategies, thus, one class of XI Science consisting of 38 students was chosen as the participants of this research. Eight students representing eight
categories of intelligence were selected, as a result from the checklist test, to be interviewed. This sampling was done as follows:
The researcher firstly sought the vice principle of academic affairs to identify potential participants.
Possible participants were given a set of multiple intelligences checklist for student which was taken from Armstrong (2009).
The researcher then put the result of the checklist into table and selected students with the highest score from each aspect of intelligence were chosen.
Each participant who was chosen as a sample was asked to be interviewed.
3.4. Data Collection Technique
In many qualitative researches, researcher collects multiple forms of data
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data for this qualitative research were collected through videotapes of classroom activity, observation (participation observation field notes), interviews (notes from
formal interviews, transcripts of taped interviews) (Burn & Grove, 1993, p. 373; Hatch, 2002, p. 53; Creswell, 2009, p. 146).
For obvious reasons, the data-handling system of this research had been done carefully to prevent any missing data collected. The data, according to the
data collecting methods mentioned above, were obtained from several sources, such as observation, interview, and video recording. Since it is a qualitative research, the data collection involved video recording and interviews in separated session. The recording of classroom activity helped to ensure the data obtained from observation and interviews.
3.4.1. Observation
Classroom observation was divided into two stages; they were preliminary
observation and the checklist test observation. According to Creswell’s (2009) theory about research step in qualitative observation, the preliminary observation
stage, conducted before the researcher started the classroom video recording, was carried out to gain relevant data related to the students’ learning behavior and
misbehavior in the classroom.
The first thing that was observed in the preliminary observation was the total
number of the students which is 38 students, like other big classes in Indonesian’s public schools. Then, the researcher made students’ seating floor plan to be used as a guidance to analyze the students’ learning behavior and misbehavior during the learning activities in the classroom. Video recording was not used in preliminary observation.
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teaching strategies which involved the MI model. An observation has the following advantages for this research according to Creswell (2009, p. 146):
Researcher has a first-hand experience with participant.
Researcher can record information as it occurs.
Unusual aspects can be noticed during observation.
Useful in exploring topics that may be uncomfortable for participants to discuss.
This research followed the following steps during the observation:
(1) Made an appointment with the vice principle of academic affairs at a time which suited him.
(2) Explained the purpose of the research and its advantages towards participants
and school development of the teaching strategy implementation.
(3) Made an appointment with the English teacher to arrange class observations.
(4) Joined the teacher to come to the classroom and wrote the notes about
students’ learning behavior.
(5) Asked the students to have a checklist test to get some information about their major intelligence(s).
The data from preliminary observation and checklist test will be elaborated
and discussed in Chapter IV in this paper.
3.4.2. Video recording
Videotapes of the classroom activities were developed to collect the data of verbal and nonverbal interaction between the teacher and the students which was in line with Creswell’s (2009) and Fraenkel & Wallen’s (1990) description about audio-visual materials. This method of data collection gained a
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3.4.3. Interview
After conducting the recordings, separated interview sessions were
employed. The interviews are recorded and transcribed. The data collection through interview was conducted by interviewing samples that is chosen
randomly according to the seven categories from the result of the checklist test. In this research, data was gathered by interviewing the samples in a quite
environment, free from disturbances, and where they felt safe.
Coincide with Burns & Groove (1993, p. 285), De Vos (2002, p. 302), and Creswell (2009, p. 179) about the advantages of interviews, this method of data collection helped the researcher to facilitate co-operation and elicit more information and leading to a complete description of the phenomenon under study by the participants.
In this phenomenological research where the descriptions of participants can be explored, open unstructured interviewing is considered as a main method
of this research data collection. The open unstructured interview in phenomenological studies is intended to be in-depth (Burn & Grove, 1993, p. 284). De Vos (2002, p. 302) emphasized the previous theory, which then strengthen this
research assumption, that the aim of the unstructured interview is to actively enter the world of people that is grounded in behaviors, languages, definitions, attitudes
and feelings. It was supported by Bryant (2013) statement that an unstructured interview is an interview without any set format but in which the interviewer, or in
this case is the researcher, have some key questions formulated as listed below.
1. The application of multiple intelligences teaching strategy in the classroom. 2. The activities involving multiple intelligences in the classroom.
3. The response of students towards the activities that is includes multiple intelligences.
4. The simulation of learning material implementation in order to indicate
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In an open-unstructured interview, there are no questions deliberately formulated since the questions based on an interviewee’s responses and proceeds
like a friendly, non-threatening conversation (Bryant, 2013). The researcher may use reasonable guidelines to prevent the participants from feeling that they are
being “cross-examined” on a topic, avoid of feeling threatening, and also the interviewer has to make the interviewees feel at ease in the interview so they are
more likely to open up and say what they really mean (Burns & Grove, 1993, p. 285; Bryant, 2013). Therefore, Bryant (2013) added that the using of any kind of language in an interview is allowed and it depends on the interviewee’s feeling.
3.5. Data Analysis Technique
Data analysis is a challenging and creative mechanism for reducing and organizing data to produce findings that require interpretation by the researcher from the data generated (Burns & Grove, 1993, p. 479; De Vos, 2002, p. 339).
The process of data analysis involves making sense out of text and image data. It involves preparing the data for analysis, conducting different analyses, moving
deeper into understanding the data, representing the data, and making an interpretation of the larger meaning of the data.
Analysis of this research goes beyond description because data is transformed and extended. The descriptive stage is an important phase in
qualitative research since the researcher used reflexivity and intuiting to exclude preconceived ideas about the phenomenon under study (Burns & Grove, 1993, p. 479). The researcher identified themes and patterns from the data. Coding was
also used to expand, transform, providing opportunities for more diverse analyses. Data from checklist test and notes from video tapping analyses were also
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3.5.1 Observation
This research firstly gained data through checklist test to get information
about students’ intelligences. Armstrong (2009, p. 34) suggested to teachers that
one good way to identify students’ most highly developed intelligences is to
observe how they misbehave in class. For example, the highly spatial students will be doodling and day dreaming or the strongly linguistic student will be talking out
of turn. Another good observational indicator of students’ proclivities is how they
spend their free time in school. The following checklist test helps to organize the
observations of a student’s MI (Armstrong, 2009, p. 36-39). This checklist test is not a usual test since it has not been subjected to any protocols necessary to establish reliability and validity.
Table 3.1. Multiple Intelligences Checklist for Students
(Taken and adapted from Armstrong, 2009, p. 35-38)
1
___ Spells words accurately (or if preschool, does developmental spelling that is advanced for age)
___ Appreciates nonsense rhymes, puns, tongue twisters
___ Enjoys listening to the spoken word (stories, commentary on the radio, talking books)
___ Has a good vocabulary for age
___ Communicates to others in a highly verbal way
Total:
3
___ Reports clear visual images
___ Reads maps, charts, and diagrams more easily than text (or if preschool, enjoys looking at more than text)
___ Enjoys doing puzzles, mazes, or similar visual activities
___ Builds interesting three-dimensional constructions (e.g., Lego buildings) ___ Gets more out of pictures than words while reading
___ Doodles on workbooks, worksheets, or other materials
Total: 2
___ Asks a lot of questions about how things work
___ Enjoys working or playing with numbers ___ Enjoys math class (or if preschool, enjoys counting and doing other things with numbers) ___ Finds math and computer games
interesting (or if no exposure to computers,
4
___ Excels in one or more sports (or if preschool, shows physical prowess advanced for age)
___ Mo es, t itches, taps, or fi dgets hile
seated for a long time in one spot
___ Cle erl i ics other people’s gestures
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enjoys other math or science games)
___ Enjoys playing chess, checkers, or other strategy games
___ Enjoys working on logic puzzles or brainteasers (or if preschool, enjoys hearing logical nonsense)
___ Enjoys putting things in categories, hierarchies, or other logical patterns
___ Likes to do experiments in science class or in free play
___ Shows interest in science-related subjects ___ Does well on Piagetian-type assessments of logical thinking
Total:
___ Loves to take things apart and put them back together again
___ Puts his/her hands all over something
he/she’s just see
___ Enjoys running, jumping, wrestling, or similar activities (or if older, will show these interests in a
___ Reports different physical sensations while thinking or working
___ Enjoys working with clay or other tactile
e perie ces e.g., finger painting) choir or other group (or if preschool, enjoys playing percussion instruments and/or singing in a group)
___ Has a rhythmic way of speaking or moving ___ Unconsciously hums to himself/herself ___ Taps rhythmically on the table or desk as he/she works
___ Is sensitive to environmental noises (e.g., rain on the roof)
___ Has a realistic sense of his/her abilities and weaknesses
___ Does well when left alone to play or study ___ Marches to the beat of a different drummer in his/her style of living and learning ___ Has an interest or hobby that he/she
does ’t talk much about
___ Has a good sense of self-direction ___ Prefers working alone to working with others
___ Accurately expresses how he/she is feeling ___ Belongs to clubs, committees, organizations, or informal peer groups ___ Enjoys informally teaching other kids ___ Likes to play games with other kids ___ Has two or more close friends
8
___ Talks a lot about favorite pets, or preferred spots in nature, during class sharing
___ Likes fi eld trips i ature, to the zoo, or
to a natural history museum
___ Shows sensitivity to natural formations (e.g., while walking outside with the clas s, will notice
38 aquarium, or the terrarium in class
___ Gets excited when studying about ecology, nature, plants, or animals ___ Speaks out in class for the rights of animals or the preservation of planet earth ___ Enjoys doing nature projects, such as bi rd watching, collecting butterfli es or insects, studying
trees, or raising animals
___ Brings to school bugs, flowers, leaves, or other natural things to share with classmates or
teachers
___ Does well in topics at school that involve living systems (e.g., biological topics in science, environmental issues in social studies)
Total:
The order of intelligence on the table above is linguistic,
logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. This checklist was given without any categorization of intelligence
to prevent answer bias. Student should get eight to ten maximum score to be called as highly developed intelligence in certain category.
The purpose of this inventory is to help the researcher to indicate student’s most highly developed intelligence(s) from the student’s chosen activities (involved what they like to do during the class, how they learn in the classroom,
and what they like to do to spend their free time). The highest score in each category will be considered as the highly developed intelligence student in that
category. Furthermore, student who gets the highest score in certain category will be interviewed.
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2nd grade 2nd session
T: Ok, when I say big..(gesturing on something big)..?
Teaching Strategies Occurrence based on Multiple Intelligences Strategy
ST CM AQ SQ HUSThVSCoCPMIS GS BA CT KCHOTBM RH DS SM MCMMPS PSc CG BG Si RPPCChTFTMGsS NWWL Intrapersonal Natural
ST BS TR JW PB CQ CC
Linguistic Logical-Mathematical Spatial Bodily-Kinesthetic Musical Interpersonal
3.5.2. Video Recording
Video analysis involved video transcription which converted the
audio-visual materials into written form. All the data gained from the recording, such as teacher-students interactions, displays on the presentation, even body movements
from both teacher and students during the lesson were transcribed to figure out the main written source to be analyzed.
In this study, the video was played to listen to voice, tone, pause and responses as well as to the entire content (Burns & Grove: 1993: 380). The information on the tape was transcribed word for word including pauses, exclamations, laughter or crying (Burns & Grove: 1993: 363). After transcribing the researcher played the tape to correlate the information for accuracy. The researcher explored personal feelings and experiences that might influence the
study and integrated this understanding into the study.
The most important thing gained from the analysis of the video recording
was the decoding of activities in the classroom in order to identify the aspects of Multiple Intelligences appeared during the learning activities and to figure out the
influence of MI towards students’ ability in learning English. In addition, the video recording was also used to categorize the transitions occurred in the classroom.
Learning activities are grouped and labeled in accordance with the terms of learning activities as described in Chapter II above. After labeling, the analysis
carried out by identifying the MI aspects seen in learning activities. The following table is example of data processing taken from Komariah (2008).
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To adjust to the needs of the study, the analysis of teaching instruction as shown in the sample above will be replaced by learning transition labels.
Checklist of MI aspect that involved will be made in group of activities under the label of learning transition. The analysis followed by converting the data in the
table into a percentage that shows the proportion of MI aspects which was involved in one session of the meeting. The data obtained from the results of the
conversion then compared to the amount of learning activities contained with MI aspects, which influenced the students’ ability in memorizing and understanding the material as a result of interview data conversion that will be explained in the next session.
3.5.3. Interview
The data collection through interview was conducted by interviewing samples that were chosen based on the highest score from the eight categories as
the result of the checklist test in the analysis of classroom observation. The question which was used in the interview was taken from the results of the
analysis of the document where the learning activities are categorized into several groups labeled as explained in the previous session. Interview conducted to the
eight students who represent each category of MI to find out how far the influence of learning activities involving MI can have an impact on the students’ effective
learning by comparing this result with the conversion of data analysis from video transcriptions. Furthermore, the data gained from the analysis of interview
transcriptions were used to interpret the students’ responses towards the MI based
approach to the learning activities.
3.6. Concluding Remark
This qualitative research was conducted in the exploratory approach in order to find out the understanding and information related to theory. The research
firstly characterized the formulation of the research question, the objectives and the purpose of the study. Then a literature review was done to become familiar
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collector instrument and the sample was the participants who met the eligibility criteria. This research has multiple sources of data gained from interviews,
observations, and document analyses which is reviewed and organized into categories that cut across all the data sources. Field notes were made during
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
Chapter V is the final chapter of the paper presenting the conclusions that are drawn from the findings and discussions in the previous chapter and from the research questions proposed in Chapter I. This chapter also provides the
suggestions related to the use of multiple intelligences based approach to students’ effective EFL learning.
5.1Conclusions
This single case study research has investigated and explored the
implementation of multiple intelligences based approach to teaching English in one state senior high school in Cimahi. This research is aimed at finding out to what extent multiple intelligence based approach has influence students’ ability in
learning English, and finding out students’ responses towards multiple intelligence based approach to their learning activity
The data from this study has drawn several conclusions in relation to the research questions proposed in Chapter I in this study. The conclusions can be
elaborated as follows.
First, this study gave the researcher a better understanding about the application of multiple intelligences aspects in the learning activity. Then, since every student is a unique individual with his/her o wn distinct intelligence, abilities and learning style, it is needed to check individual’s accomplishment to help teacher to prepare better for the English learning activity.
Furthermore, as mentioned by Armstrong (2009), MI-based teaching strategy has many advantages such as controlling the atmosphere in the classroom,
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activity of learning with their own way so that they can give positive attitudes towards the learning process and receive information as well. These statements
can be used as a response towards an issue about adolescent learners who are trying to learn how to reflect on and the reason about its relevancy with their
real-life experiences that have a bearing on abstract concepts and ideas. To make adolescent learners make sense of the learning, teacher can provide the various
learning activities by involving multiple intelligences so that they can achieve effective EFL learning (Murray & Christison, 2011, p. 91).
From the classroom observation during the implementation of the multiple intelligence aspects, students showed their excitement towards the learning activity by active engagement with the activity which involved multiple intelligences. Significant problems in terms of effective learning were found in the
second learning session that was being observed. This learning session lacked activity variations and had less multiple intelligences implication. As concluded in Chapter IV, the lesser MI aspect involved in the classroom, the lesser students’ willingness to engage with the learning activity and it could influence their
individual’s abilities development.
Data from classroom observation demonstrated that students easily enjoyed the learning activity when it had lots of variations in it. The sequence activities
which involved MI aspect and students personal experience as the core example of the learning material, makes the learning essential for students. They can apply
their understanding to the real world. They can easily finish the task since it is about elaborating their known experiences with the information they just got from the learning process.
Perot (1982, cited in Dean, 2000, p. 51) emphasized that when students show knowledge followed by understanding, and also skills and attitude towards the curriculum measured in test, students achieve their effective learning.
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The facts that the second learning session has lesser MI aspect involved in the learning activity influence students attitudes toward the learning. Differently, the
first and the third session which involved much more MI aspects in the learning
activities increase students’ positive attitude towards the learning activity.
Students exhibit their knowledge, skills and ability development. This finding is in line with Perrot (1982) about effective learning as mentioned in Chapter II.
Although the study found satisfactory results from the implementation of multiple intelligences-based approach to achieve effective EFL learning, several aspects have to be considered by the teachers who want to implement this approach in classroom with many students and they have different intelligence major. To be considered as an effective teacher that brings effective learning (Medley, 1979, Brophy & Good, 1986, cited in Dean, 2000, p. 52), teacher has to
possesses desirable personal traits for the students. For aforementioned reason, the effective methods should be used by the teacher in order to make students with distinct intelligence engage with the learning activity so it will create a good classroom atmosphere. In addition, other big issues that might impede the implementation of the approach are the varied topics, materials, and skills that
teachers have to pursue in one academic year. The varied topics, materials, and skills to pursue are so complex which may not lead teachers to implement
MI-based approach comprehensively and detailed. Related to the previous statement, teacher should be a professional decision maker, who has not only mastered the
competencies which are needed but also has a ‘can do’ attitude about overcoming problems. Teacher also learned when to apply the ‘can do’ attitude and how to orchestrate it in the learning process.
5.2 Suggestions
Related to the study of contribution of process-genre based approach to
teaching writing in the classroom and students’ responses towards the approach,
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1. Due to time constraints of the present study, it is suggested that for the next research, the use of multiple intelligences based approach to see its influence
towards effective learning can be conducted in a longer period and meetings
to develop more thorough planning and identification of students’ needs.
Furthermore, it is expected that the upcoming research can address the problems found in the present study.
2. In terms of data analysis of students’ learning behavior and analysis of
multiple intelligences involved in the learning activity, the next research is
expected to do comprehensive analysis of every student’s learning behavior,
include their misbehave during the session, and coding the MI aspect more thoroughly to give holistic description of each individual in the classroom. 3. Related to the teacher, teacher who wants to be considered as an effective
teacher that bring effective learning (Medley, 1979, Brophy& Good, 1986, cited in Dean, 2000, p. 52), have to possess desirable personal traits for the students. Teacher should use effective methods to make students with distinct intelligence engage with the learning activity so it will create a good classroom atmosphere. Teacher can take the advantages from applying MI in
teaching activity overcome problems and learned when to apply them and how to orchestrate them.
4. The future research is suggested to observe and analyze teacher and students in several intervals and to use appropriate statistical calculation or
measurements to enhance validity.
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