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Method of TELF

MULTIPLE INTELLIGENCE APPROACH AS AN


EFFECTIVE WAY IN TEACHING ENGLISH

Compiled by:

SYARIFA AISYAH S.HAMZAH


171052501030

ENGLISH EDUCATION
GRADUATE PROGRAM OF STATE UNIVERSITY OF MAKASSAR
2018
MULTIPLE INTELLIGENCE APPROACH AS AN EFFECTIVE WAY IN
TEACHING ENGLISH

Syarifa Aisyah S.Hamzah


171052501030

A. INTRODUCTION
Every student is unique, the students have different intelligences one
another. Therefore, appropriate method, technique and also media are should be
considered by the teachers in order to create an interesting and effective teaching
and learning process. Moreover, every student has its own way of absorbing
information in learning English. Teacher as a facilitator need to use some
techniques to achieve the goal of teaching and learning process and to attract
students based on their varieties of intelligences.
Multiple Intelligence Approach is one of the teaching approaches which is
more enjoyable and easier to be received by the students. Based on this approach,
there is no stupid student because all of the students have intelligences. Howard
Garner in Richard (2001:115) states that each person is unique and has a blend of
intelligences namely linguistic, mathematical/logical, spatial, bodily kinesthetic,
musical, interpersonal, intrapersonal, and naturalist intelligence. By applying this
approach in teaching-learning process is expected that the process of delivering
English material appropriate with the kind of the intelligences of the students.
Considering those varieties of intelligences, everyone has his/her own
capacity. They just have different dominant intelligences. Multiple Intelligence
approach tries to accommodate the need of the students in learning English based
on their intelligences. In this case, the teacher is not only as a merely language
teacher but also they have to be facilitators, observers, and lesson designers. What
a classroom teacher should do, therefore, is to be able to recognize and identify
the strengths and talents of each of his/her students, then to accommodate the
variety so that each student feels satisfied and facilitated to make self-
improvements.

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B. DISCUSSION
1. Multiple Intelligences Concept
Multiple Intelligence approach is a theory, which was proposed by
Howard Gardner (1993). Gardner (1999:142) views Multiple Intelligences-
Based Instruction as a tool through which any content area can be conveyed to
students by utilizing their different inner capacities, abilities or intelligences.
Using this type of instruction addresses many of the students’ intelligences as
students are involved in various activities which are based on different types
of intelligences.
This theory gives more accurately about the concept of intelligence
and to address the question whether methods which claim to measure the
human intelligence are truly scientific. Multiple intelligence theory stated that
every people have several intelligences which formed in blending intelligence.
Usually, there is a dominant intelligence from those several intelligences.
Therefore, this potentially intelligence has to be improved.
Lei (1999:3) pointed out All human beings possess all different
intelligences in varying degrees and each individual manifest varying levels of
these intelligences and thus each person has a unique “cognitive profile”, as
follow:
a. All human posses all different intelligences in varying amounts
b. Each individual has a different composition
c. Different intelligences are located in different areas of the brain and
can either work independently or together;
d. By applying Multiple Intelligences we can improve education; and
e. These intelligences may define human species.
According to Howard Gardner in Lei (1999), there are eight types of
intelligences. They are:
a. Linguistic
This type of intelligence has to do with words, spoken or written.
People with high linguistic intelligence display a facility with words and
languages. They are typically good at reading, writing, telling stories and

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memorizing words along with dates. They tend to learn best by reading, taking
notes, listening to lectures, and discussion and debate. They are also
frequently skilled at explaining, teaching and oration or persuasive speaking.
Those with linguistic intelligence learn foreign languages very easily
as they have high verbal memory and recall, and an ability to understand and
manipulate syntax and structure. Careers that suit those with these
intelligences include writers, lawyers, philosophers, journalist, politicians,
poets, and teachers.
b. Logical-mathematical
This theory has to do with logic, abstraction, reasoning, and numbers.
While it is often assumed that those with this intelligence naturally excel in
mathematics, chess, computer programming and other logical or numerical
activities, a more accurate definition places emphasis on traditional
mathematical ability and more reasoning capabilities, abstract patterns of
recognition, scientific thinking and investigation, and the ability to perform
complex calculations. It correlates strongly with traditional concepts of
“intelligence” or IQ. Careers which suit those with this intelligence include
scientists, mathematicians, engineers, doctors and economists.
c. Bodily Kinesthetic
In theory, people who have bodily kinesthetic intelligence should learn
better by involving muscular movement such as getting up and moving around
into the learning experience, and are generally good at physical activities such
as sports or dance. They may enjoy acting or performing, and in general they
are good at building and making things. They often learn best by doing
something physically, rather than reading or hearing about it. Careers that suit
those with this intelligence include: athletes, dancers, musicians, actors,
surgeons, doctors, builders, police officers, and soldiers.
d. Musical
This intelligence has to do with rhythm, music, and earring. Those who
have a high level of musical-rhythmic intelligence display greater sensitivity
to sounds, rhythms, tones, and music. They normally have good pitch and may
even have absolute pitch, and are able to sing, play musical instruments, and

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compose music. Language skills are typically highly developed in those
whose base intelligence is musical. In addition, people who have musical
intelligence will sometimes use songs or rhythms to learn and memorize
information. Careers that suit those with this intelligence include
instrumentalists, singer conductors, disc-jockeys, writers and composers.

e. Interpersonal
This intelligence has to do with interaction with others. People who
have high interpersonal intelligence tend to be extrovert, characterized their
sensitivity to others’ moods, feelings, temperaments and motivations, and their
ability to cooperate in order to work as part of a group. They communicate
effectively and emphatic easily with others, and may be either leaders or
followers. They typically learn best by working with others and often enjoy
discussion and debate. Careers that suit those with this intelligence include
sales, politicians, managers, teachers, and social workers.
f. Intrapersonal
This intelligence had to do with introspective and self-reflective
capacities. People with intrapersonal intelligence are intuitive and typically
introverted. They are skilful at deciphering their own feelings and motivations.
This refers to having a deep understanding of the self; what are your strengths
or weaknesses, what makes unique, can you predict your own reactions or
emotions. Careers which suit those with this intelligence include philosophers,
psychologists, theologians, lawyers, and writers.
g. Spatial/Visual
This intelligence has to do with visualizing things. A person who has
spatial intelligence has sensitivity with form, color, shape, space and line. The
ability to solve the problems related to the notion of space such as using a map
to locate a place in a city or drawing a floor plan are example of spatial
intelligence. Careers which suit those with this intelligence include architects,
navigators, painters, sculptors, and graphic artists.

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h. Naturalist
This intelligence has to do with the natural world by recognizing,
classifying, categorizing species found in nature such as plants, animals, and
minerals. People who has naturalist intelligence has an ability to distinguish
the species that are harmful or beneficial for humans. Careers which suit those
with this intelligence include biologist, environmentalist, ornithologist, and
geologist.

2. Teaching English by Using Multiple Intelligence Approach


Students are expected to have the skills of the language in simple
English. In other word, the teaching of English aims at giving introduction to
the language, which means that the teaching processes have to be utilized the
existing context of situation. Multiple Intelligence approach tries to
accommodate the need of the students in learning English based on their
intelligences. In this case, the teacher is not only as a merely language teacher
but also they have to be facilitators, observers, and lesson designers. MI
approach challenges the teachers not only in lesson plan and class activity but
also in seeking for teaching materials. They must concentrate on providing all
kind of resources which give students on experimental learning relevant to
their intelligence’s need. In addition, teacher must concentrate on making such
resources or material clearly available by thinking through and simplifying
practical steps in order to use the material. Example of materials helpful to
particular intelligences can be shown in table 1.
Table 1. The Appropriate teaching material and activity based on the
kind of intelligence by Thomas Amstrong in Lei (1999:5)
Teaching
No Intelligence Interest Teaching Activity
Material
1 Linguistics Reading, Books, Lectures, discussion,
writing, telling newspapers, tape storytelling, debate,
story, playing recorder, journals, reading, writing, report
word game stories presentation, journal
writing, word game

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Continue Table 1
Teaching
No Intelligence Interest Teaching Activity
Material
2 Mathematic Questioning, Computer Matching, gap-filling,
puzzle, comparison and
calculating contrast, puzzle,
ordering
3 Musical Singing, Song and music Background music,
whistling, tapes, musical creating song to
hamming, instrument summarize concepts or
tapping feet ideas, make up story
and hand, with song
listening
4 Bodily- Dancing, Sport and Relaxing exercise,
kinaesthetic running, physical game cooperative and
gesturing, material competitive game
touching,
jumping
5 Spatial Designing, Illustrated story, Advertisement
drawing, graph, charts, designing, video show,
visualizing slides, movies, illustrating concept and
art thing, cartoons
6 Interpersonal Leading, Materials for Group and circle work,
organizing, group game, pair work, questioners,
relating, and questioners team problem solving
mediating
7 Intrapersonal Setting goals, Self-paced Project work, individual
mediating, project, instruction, independent
dreaming, reflective study, personal goal
planning, and materials setting
reflecting
8 Naturalist Gardening, Access to nature, Outdoor learning
caring for earth, opportunities for observation classifying,
plying with interacting with classifying and
pets, raising animals, pictures categorizing activities,
animals and video show background music of
about the nature sound nature

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C. CONCLUSION
Teaching English focusing only on Grammar Translation Method (GTM)
and lecturing technique / approach is boring. It must be changed into the use of
multiple intelligences consideration which is basically in line with Intelligence
quotient (IQ) which measures a narrow range of verbal/linguistics and
logical/mathematical abilities, Emotional intelligences (EQ) and SQ. This
approach is more interesting and makes the students be active learner. Most
teachers still use traditional method to teach English, namely by using the lecture
method. Most of them still use the method of GTM to teach English for young
learners. The tendency of teachers who use such methods usually use TCL
(Teacher Centered Learning) not SCL
(Student Centered Learning). As a good teacher, he must create the class more
interesting, enjoying and life. He should use various techniques / approaches to
make his class interesting and the students’ active in the English class.

REFERENCES
Armstrong, Thomas. 2004. Multiple Intelligences in the Classroom 3rd ed.
Alexandria, Va: Association for Supervisition and Curriculum Development.
Gardner, H. (1999). Frames of Mind: The Theory of Multiple Intelligences (10th
Ed.). New York basic Rooks.
Lei, Song. 1999. Applying Multiple Intelligence Theory in Undergraduate EFL
Classroom. China: Qingdao University.
Richards, Jack C. 2001. Approaches and Methods in Language Teaching.
Cambridge: Cambridge University Press.