MULTIPLE INTELLIGENCES

This compelled to fulfill Methodology of TEFL Course

Tasks

Lecturer: Dr. H. Naf’an Tarihoran, M. Hum

Arranged by:
Group 7
1. Mira Agustina (201230075)
2. Khofifah Aulia Permatasari (201230076)

3. Lucky Firmansyah (201230077)

4. Eka Oktaviyanti (201230078)
5. Adelia Meisya Maulidini (201230079)

6. Dewi Setya Ningrum (201230080)

ENGLISH EDUCATION DEPARTMENT FACULTY OF

EDUCATION AND TEACHER TRAINING STATE

ISLAMIC UNIVERSITY SULTAN MAULANA HASANUDDIN

BANTEN 2022/1444H
1. Introduction

A special feature of language lessons is often the diversity of students studying

in one class. Diversity refers to the many ways in which students can differ from
one another. They may differ in motivation to learn English, the best ways to
learn the language, strategies and different teaching methods. Multiple
Intelligence (MI) refers to a learner-oriented philosophy that characterizes
human intelligence as multidimensional, which must be recognized and
developed in education. Traditional intelligence tests (Intelligence Quotient) are
based on the Stanford-Binet test, which is based on the idea that intelligence is a
single, unchanging, innate ability. However, the MI movement is increasingly
challenging traditional intelligence tests, even though they are still administered
to most school children. (Gardner 1993) points out that traditional intelligence
tests only measure logic and language, but there are other equally important
types of intelligence in the brain. Gardner argues that all people have this
intelligence, but that people differ in strengths and combinations of
intelligences. He believes that all of them can be improved with practice and
practice. Therefore, I belong to a group of teaching perspectives that focus on
learner differences and what it takes to recognize learner differences in teaching.

2. Approach
a. Theory of Language
MI theory was originally proposed by Gardner (1993) as a contribution to
cognitive science. Quite early on, some general educators like Armstrong
(1993) interpreted this as a framework for rethinking teaching. Indeed, some
schools in the United States have reformed their curricula according to the
MI model. Applications of MI in language learning have been more recent,
so it is not surprising that MI theory is missing some key elements that could
link it more directly to language learning. It is certainly fair to say that MI
proposals view an individual's language, including one or more other
languages, not as an 'added' and somewhat peripheral skill, but as central to
the whole life of the language learner and user. In this sense, language is
considered integral with music, bodily functions, human relationships, etc.
Language is not only seen as limited to a "linguistic" perspective, but
encompasses all aspects of communication.
b. Theory of Learning
Learning and using languages is apparently closely related to what MI
theorists call "linguistic intelligence." Proponents of MI believe that there is
more to language than what is usually considered in linguistics. Some
aspects of language, such as rhythm, tone, volume and pitch, are more
closely related to music theory than language theory. Language affects life
through the senses. The senses provide input and context to the linguistic
message, giving it meaning and purpose. The following list summarizes
several alternative views on how the MI model can be used to meet the
needs of language learners in the classroom and help select appropriate
learning activities:  Play hard if you want to be an athlete or a musician. (or
a student with some of these skills) to be an engaged and successful
language learner, design learning materials for each person (or a similar
group of people) based on these strengths.
 Variety is spice. Providing a diverse mix of teacher-led learning
activities that tap into the eight different intelligences makes the
classroom interesting, lively and effective for all students.
 Choose the right tool for the job. Language has many dimensions,
levels and functions. These different language areas work best in
teaching by combining their learning with the most appropriate MI
activity.
 All sizes fit. Everyone uses all of their intelligences, even though
some of them may be unknown or underestimated. The MI approach
helps develop the whole personality in each learner, which also best
meets the requirements of human language learning
 Me and my people, IQ testing is considered highly biased in favor of
Western views of intelligence. Other cultures may value other
people's intelligence more than what is measured by IQ tests. Since
language learning also involves learning about culture, it is
beneficial for the language learner to learn the language in a context
that recognizes and respects the different intelligences that are
valued.
 c. Learner Roles
Students must commit to the process of developing a personality that is
more than being a successful language learner. The MI classroom is
designed to support the development of the "whole person" and the
environment and its activities are designed to enable students to develop into
more rounded personalities and successful learners in general. Students are
encouraged to see their goals in these broader terms. Students are usually
expected to take an MI inventory and develop their own MI profiles based
on the inventory. "

d. Teacher Roles

According to this view, teachers are expected to understand, master and do

to the Ml model. Teachers are encouraged to maintain an Ml mapping of
themselves and thereby "link your life experiences to your understanding of
multiple intelligences" (Christison 1997: 7). Teachers then become
curriculum developers, lesson planners and analysts, activity discoverers or
inventors, and most importantly, organizers of many multisensory activities
within the realistic time, space, and resource constraints of the classroom.
Teachers are encouraged not to think of themselves as just language
teachers. Their task is not only to improve the second language of their
students, but also the subject

e. The Role of Instructional Materials

Because MI requires significant creativity on the part of the teacher, it may

not always be possible to find suitable activities in published materials.
Thus, one of the challenges of MI is the extensive planning and time
required to prepare appropriate classroom activities.

3. Procedure

 Suppose you are teaching a certain subject to foreign language learners.

Choose a topic to teach (such as shopping, the zoo, flowers, etc.) and
make sure you have a specific group of learners (such as beginners,
intermediate or advanced learners). Write the topic on a large piece of
paper and draw a circle around it. If possible, set detailed learning
 objectives. Write down all the activities, texts, exercises, visual aids,
class activities and songs that come to mind related to the given topic
(and learning objectives). At this point, it doesn't matter if some of them
seem unrealistic or impractical.

 Organize your ideas according to the type of intelligence that best suits
each task, text, exercise, visual aid, class activity, song, etc. If you are a
visually spatial person, you can draw nine new circles around the center
circle and draw lines from the center circle to each new circle. Label new
circles for each intelligence and write each task, text, exercise, visual
aid, classroom activity, and song in the corresponding circles.

 If you feel like you are lacking fresh ideas, check out the very practical
teaching suggestions listed on the Literacyworks® website "Multiple
Intelligences for Adult Literacy and Education" Multiple Intelligences.
Make a note of the ones you like and might be suitable for your lesson.
After a moment, go through your sheet of paper thoroughly. Determine,
organize and, if necessary, reorganize ideas and activities (the rest) into a
lesson plan that is logical and fulfills the educational objectives of the
planned lesson. Make sure your lesson is designed for all nine
intelligences.
 REFERENCES

Richards , J. C., & Rodgers, T. S. (2014). Approaches Methods Language Teaching

third edition . United Kingdom: Cambridge University Press.