Teaching English using a multiple intelligences approach

Diyana Dewie Astutie

Abstract


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%). 


Keywords


Multiple Intelligences; Approach; Learning Style

Full Text:

PDF

References


Arikunto, S. (2010). Prosedur penelitian. Jakarta: PT. Rineka Cipta.

Armstrong, T. (2006). The best schools. Bandung: Kaifa.

Baskara, R. (2013). Bahasa Inggris dengan tanda kutip. Retrieved on February 14, 2014 from https://www.academia.edu/2308029/ Bahasa_Inggris_Dengan_Tanda_Kutip_Melihat_Kembali_Pengajaran_Bahasa_Inggris_di_SD.

Bayley, K. M. (2005). Practical English language teaching. New York: McGraw–Hill.

Biggers, M. S. (2013). Elementary teacher’s ideas about, planning for, and implementation of learner–directed and teacher–directed inquiry: A mixed methods study. Teacher Education and Professional Development Journal, 4, Retrieved November 19th, 2015 from http://ir.uiowa.edu/etd/2438.

Brown, D. H. (2001). Principles of language learning and teaching. New Jersey: Prentices–Hall.

Chatib, M. (2009). Sekolahnya manusia. Jakarta: Mizan.

Chatib, M. (2011). Gurunya manusia. Jakarta: Mizan

Chen, J. Q., Moran, S., & Gardner, H. (2009). Multiple intelligences around the world. New York: John Wiley & Sons.

Cresswell, J. W. (2007). Research design: Qualitative, quantitative, and mixed method approaches (2nd ed.). London: SAGE.

Damayanti, I. L. (2008). Is the younger the better? Teaching English to the young learners in the Indonesian context. International Journal for Educational Studies, 1, 31–38.

Fanthom F., & Fanthom D. (2011). New Gem’s English course-book 1 (1st ed.). London: Dickens.

Fanthom F., & Fanthom D. (2011). New Gem’s English work-book 1 (1st ed.) London: Dickens.

Gardner, H. (2003). Multiple intelligences: Kecerdasan majemuk dalam teori dan praktik. Batam: Interaksa.

Gorham, J. (2002). Student's perception of teacher behaviours as motivating and demotivating factors in college classes. Journal of Communication Quarterly, 40, 58–77.

Kaufman, D. (2004). Constructivist issues and language learning in teaching. Annual Review of Applied Linguistics, 24, 303–311.

Lo, M. (2000). Teacher’s attitude towards young learners. Retrieved,

March 18, 2014 from http://www.richmondpark.net/chats/default.asp

McKay, P. (2006). Assessing young language learners. Cambridge: Cambridge University Press.

Moon, J. (2005) Children learning English. New York: MacMillan.

Pica, T. (2000). Tradition and translation in English language teaching methodology system. Retrieved March 18, 2014 from http://www.elsevier.com/locate/system.

Reddy, B., & Goppy, M. (2013). Challenges in teaching ESL to very young learners. Journal of Communication Education, 10, 31–35.

Schleicher, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. OECD Publishing. Retrieved on October 22, 2015 from http://dx.doi.org/10.1787/ 9789264xxxxxx-en.

Souriyavongsa, T., Rany, S., Abidin, M. J. Z., & Mei, L. L. (2013). Factors causes students low English language learning: A case study in the National University of Laos. International Journal of English Language Education, 1, 179–192.

Yusuf, Y. Q. (2009). A pragmatic analysis of a teacher’s code switching in a bilingual classroom. The Linguistics Journal, 4 (2), 6–39.


Refbacks

  • There are currently no refbacks.


Copyright © 2016 Syiah Kuala University

ISSN: 2085-3750 

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.