Penelitian ini bertujuan untuk mendeskripsikan persiapan dan pendekatan siswa dalam penerapan pembelajaran berbasis multiple intelijen pada siswa kelas V SD IT IQRA' 2 Bengkulu. Untuk mendapatkan informasi yang lebih spesifik dan detail mengenai jenis-jenis kecerdasan majemuk apa saja yang digunakan oleh guru, maka penulis menyarankan untuk melakukan penelitian dengan judul “Analisis Pendekatan Multiple Intelligences yang Digunakan Guru EYL” (Studi Deskriptif Kualitatif di SD IT IQRA’ Bengkulu ).
Identification of problems
Limitation Problems
The formulation of the Problems
Objective of the study
Significances of the problems
English teachers in terms of language use through designed multiple intelligence-based instruction in classroom activities. Learners how to increase their multiple intelligences through instruction from the teacher during the teaching-learning process to increase their language skills, especially in speaking performance.
Definition of key terms
LITERATURE REVIEW
Linguistic Intelligence
They must concentrate on providing all kinds of resources that provide students with experiential learning relevant to their intelligence needs. In addition, the teacher must concentrate on making such resources or material clearly accessible by thinking through and simplifying practical steps to use the material.
Logical-Mathematical Intelligence
Spatial Intelligence
Bodily-Kinaesthetic Intelligence
Musical Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Naturalist Intelligence
Existential Intelligence
Logical-mathematical intelligence is the ability to use numbers effectively and understand the underlying principles of causal system. The ability to use the body to express ideas and feelings and to solve the problem.
Multiple Intelligences Theory and Assessment
The Effectiveness of using Multiple Intelligences and Successful Teaching There is much evidence confirming that schools and institutions
The Steps of Creating Multiple Intelligences into Lesson Plans
Focus on a specific objective or topic
Ask key multiple intelligences questions
Consider the possibilities
Brainstorm
Select appropriate activities
Set up a sequential plan
Implement the plan
English Language Teaching for Young Learners
Teaching English to Young Learners: Some Points to Be Considered. Asian Journal of Education and e-Learning. In this study, early learners are children aged two, three years. According to McGlothin, the most important things in teaching English to young learners are the child's language environment and learning strategies.
McGlothin also suggests that the adults should use English to communicate with the children because they need an environment that gives them chances to speak English and to be understood. Therefore, the children would think that English is not a foreign thing, but it is their language. These points must be done because it will make the children's language learning successful.
Since the children pay more attention to their toys and playmates than to learning the language itself, the adults have to design many interesting learning activities. McGlothin adds that the children pay a lot of attention to the world and people around them. These learning strategies are very helpful and useful in teaching English to young learners.
RESEARCH METHOD
Subject of the Research
Fraenkel and Wallen point out that a purposive sample consists of individuals who have some special qualification or who are considered representative based on previous evidence. 32 Based on the requested criteria, namely the English teacher who has been teaching for more than 5 years. So he/she has sufficient teaching experience, especially in the area of the idea of multiple intelligence students in learning English.
The teacher chosen in this case is a teacher who teaches in the school with A accreditation and who also has a good track record. One of them teaches third grade and fifth grade, while the other is responsible for teaching fourth grade and sixth grade. But teachers who teach fourth grade and sixth grade were busy and he resigned to be studied, so the researcher only observed 1 teacher and the researcher just focused on the fifth grade teacher.
Technique of Data Collection
The researcher observes the teaching and learning process in the fifth grade. Everything will relate to Multiple Intelligence in the teaching-learning process. The observer directly observed the classroom and took notes on the relevant events while the learning process was in progress. There is a data collection instrument used by the researcher to obtain the data observation.
This technique will be used to obtain data regarding the behavior of the teacher and students during and after the implementation of the measures. The researcher will interview teachers and students to obtain data regarding their perspectives before, during and after the implementation of the measures. The data includes the names of the teachers as subject researchers and the value data of the repeated subjects taken from the value list and photos of the activity.
The research tool is camera, camera used to show the reality in the process get data by using photo/videographer during the teaching and learning process.
Research Instrument
So, the researcher gets full information about the multiple intelligences of the teachers in the teaching and learning process. The researcher used the observation checklist to make it easier to find the types of Multiple Intelligences that the teacher used, the researcher will adopt the theories from Howard Gardner. Notes taken while in the field during or after the interview, observation to facilitate drawing conclusions.
To make it easier for research to remember and re-understand the subject studied so that it can be used as evidence in an investigation. The researcher followed the teacher's observation and interview to find the main way to record the data. Essentially, interview is a type of data collection method that requires direct communication between the researcher and the subject or respondent.
In addition, interviews were made with teachers to know how Multiple Intelligence is used in the classroom.
Data Analysis
Trustworthlines of the Data
In this research the researcher used methodological triangulation, the researcher compares the results of Observation, Interview and Documentation. In this chapter, the author would like to describe and discuss the findings of the research. The author wants to describe the analysis of approach used by English for young learner study by English teacher of SD IT IQRA‟ 2 Bengkulu in Academic Year 2019/2020.
A brief overview of the context of the present study
The dynamic situation in fields of education calls for the improvement of the education system at Sekolah Dasar Islam Terpadu (SDIT) IQRA 2 including the curriculum revision to create a competitive and adaptable generation in the current situation. Each educational institution should be able to develop a curriculum system that suits the characteristics and potentials of each school in each region. The curriculum for KTSP at Sekolah Dasar Islam Terpadu (SDIT) IQRA' 2 Bengkulu city needs to be improved as an update of the curriculum at the primary and secondary level.
Findings
No evidence or fact was identified in this type of multiple intelligence approach in the English teaching activities carried out by the teacher after the researcher made a classroom observation for several times. This was because the lesson or material given by the teacher did not support logical mathematics as stated above. In the observation, the researcher noticed that the teacher develops visual-spatial intelligence, among which by presenting a poster and some pictures.
The kind of activities the teacher gave the students to develop physical-kinesthetic intelligence were playing games with physical movement, singing along with body expression, and breaking the ice or reflection with body movement, and the students who were very good at their physical movement to to continue the activity. The teacher of class V divided the students into a project group discussion before the lesson was over. In addition, the teacher repeatedly asked the more advanced students to guide their peers on the material they had not yet fully understood.
Based on the observation, the students and the teacher created a situation to motivate the students to recognize their limits and their good points by giving them an assignment and then asking them to present it in front of the class. In this section, the researcher did not notice or find any activities done by the teacher to develop the naturalistic intelligence after holding some meetings at the classroom. In addition, the teacher often related the learning material to the verses in the Qur'an.
Discussion of Results
- The implementation of Multiple Intelligences based learning a. Preparation of Multiple Intelligences based learning
- Multiple Intelligences basic learning activities a) Lingusitic-verbal Intelligence
Based on observation, interview and documentation, the teacher developed the language-verbal intelligence of the students in the class with the above-mentioned activities. Referring to the results of observation, interview and documentation, the class teacher facilitated the development of visual-spatial intelligence in the students. Before the teacher handed over the material, the teacher asked the students to pray and something from Surah Juz Amma.
A number of students who were. who actively walked through the classroom during class were not immediately warned by the teacher. The teacher of class v invited the students to sing songs that were in some way related to the lessons. The teacher had one of the students named Ucup sing in his seat while he worked.
Thursday's teacher called the students one by one to the front of the class and answered the questions asked by the teacher. The activities that were carried out by the class V teacher to improve interpersonal intelligence were different. If the students did not understand the tasks, the teacher guided them personally.
In the middle of the lesson, the teacher invited the students to recite Surah Al-Kafirun together. In the middle of the lesson, the teacher asked the students to sing a song about the prophet.
CONCLUSION
Suggestion 1. For the teacher
The teacher must create a lesson plan that is not only contained in a simple concept in a book, but she must also type it up based on the formal guidelines to make the lesson plan suitable enough to implement in classroom activities. The teacher should improve the nine types of intelligence in each meeting, so as to find a balance between the types of intelligence to be improved in each meeting. It is hoped that the students will have the courage to improve their intelligence and they should actively participate in the learning process to stimulate and improve their intelligence so that they can bring it out from themselves.
Effectiveness of Multiple Intelligences (MI)-Based English Classroom Activities in Eleventh Grade SMAN 2. Multiple Intelligences and Student Achievement: Success Stories from Six Schools, (US: Association for Supervision and Curriculum Development.
