Teaching English using a multiple intelligences approach

Diyana Dewie Astutie


This research was done to study the use of the Multiple Intelligences Approach (MIA) for teaching English especially for young learners. The participants of the study were fourth grade, primary school, students at AlImtiyaaz Islamic School in Banda Aceh and the study used a descriptive qualitative research method. The school English class emphasized the implementation of MIA for apperception and also used a variety of teaching-learning strategies. The data was obtained by direct observations, an interview with the teacher and document analysis. It was found that the apperception section in the MIA took longer than any of the other approaches. This was because the apperception section had four stages (alpha zone, warming up, pre–teaching, and scene setting). The function was to enable the teacher to figure out each student’s best conditions for learning. The result of this study showed that from observations at five meeting, the apperception took 20 to 25 minutes, the core activities took 55 to 60 minutes, and the closing took only 5 to 10 minutes. Furthermore, in the core activities, the dominant intelligences of the students were integrated using various learning strategies. The results also showed that the teacher combined more than two intelligences in teaching the English class. The verbal–linguistic intelligence was the main component of the English class and reached about 24%, the bodily–kinaesthetic and intrapersonal intelligences were each 19%, musical intelligence was 14%, and interpersonal intelligence was about 9%. Furthermore, logical, naturalist, and spatial–visual intelligences each had about5%. whilst existential intelligence was not found in this study (0%). 


Multiple Intelligences; Approach; Learning Style

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