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THESIS

THE IMPLEMENTATION OF MULTIPLE INTELLIGENCES ON

THE PROCESS OF TEACHING AND LEARNING ENGLISH

(A Case Study on Fourth Grade Students of SD Kristen 3 Klaten in the

Academic Year of 2012/2013)

By:

FIBRIANI ENDAH WIDYASARI

S 891108048

ENGLISH EDUCATION DEPARTMENT

GRADUATE PROGRAM

SEBELAS MARET UNIVERSITY

2012


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CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter discusses conclusion and suggestions deals with the

implementation of Multiple Intelligences on the Process of Teaching and Learning

English of the Fourth Grade Students of SD Kristen 3 Klaten.

A. Conclusion

Based on the description of the finding and the discussion, the writer

answers from questions as mentioned in the problem statement in the chapter 1


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ABSTRACT

Fibriani Endah Widyasari, 2012. The Implementation of Multiple Intelligences on the Process of Teaching and Learning English (A Case Study on Fourth Grade Students of SD Kristen 3 Klaten in the Academic Year of 2012/2013). Thesis. English Education Department. Graduate School of Sebelas Maret University.

This research aims at (1) describing the implementation of Multiple Intelligences on the process of teaching and learning English on fourth grade students of SD Kristen 3 Klaten in the academic year of 2012/2013 (2) identifying the difficulties on implementing Multiple Intelligences on the process of teaching and learning English on fourth grade students of SD Kristen 3 Klaten in the academic year of 2012/2013 and (3) finding out the solutions can be offered by teacher to overcome the difficulties on implementing Multiple Intelligences on the process of teaching and learning English on fourth grade students of SD Kristen 3 Klaten in the academic year of 2012/2013. SD Kristen 3 Klaten is one of the Elementary Schools in Klaten which applies the Multiple Intelligences.

The research was conducted at SD Kristen 3 Klaten which is located in Jl. Seruni No. 8 Klaten Tengah, Klaten. The subject of the research was the students the fourth grade students of SD Kristen 3 Klaten in 2012 which consist of two classes, class A consisting 30 students and class B consisting 32 students. The method of this research was Case Study Research. It applied to described the phenomena happened by studying in depth a single case of the process on implementing multiple intelligences on teaching and learning English. In collecting the data, the writer used interview, classroom observation and document. Having collected the data, the researcher analyzed the data in qualitative research involves three things namely the data reduction, the data presentation/display and the conclusion drawing/verification.

The result of the research revealed three major findings which consist of 1) the description of implementation Multiple Intelligences in SD Kristen 3 Klaten in the academic year of 2012/2013 which consist of (1) the document used on implementing Multiple Intelligences, (2) English teaching and learning activity by implementing Multiple Intelligences, (3) the other components supporting the implementation of Multiple Intelligences on English teaching and learning process and; 2) the difficulties found out on implementing Multiple Intelligences on the process of teaching and learning English on fourth grade students of SD Kristen 3 Klaten in the academic year of 2012/2013; 3) solutions offered by teacher to overcome the difficulties on implementing Multiple Intelligences on the process of teaching and learning English on fourth grade students of SD Kristen 3 Klaten in the academic year of 2012/2013.

In conclusion, the teacher had knowledge about multiple intelligences. Specifically, she knew the main characteristic of multiple intelligences, theories of multiple intelligences and the activities that could be implemented in multiple intelligences. Hopefully the description of the implementation Multiple Intelligences at this school can be used for English teaching development in other schools.


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MOTTO

Be what you want to be not what people want to see.

(The Writer)


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DEDICATION

This thesis is especially dedicated to:

My beloved children. I love you till death do us part.

My beloved parents. I make it comes true.

Mas Kris. Thank you for everything, I owe you much.

My Sisters and Brother. Thank you for the last minute help.


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ACKNOWLEDGEMENT

Alhamdulillahi rabbil ‘alamin, the researcher expresses her highest gratitude to

Allah subhanahu wa ta’ala for blessing, love, opportunity, health, and mercy to

complete this thesis.

She wishes to acknowledge motivation, advice, support, and even help of many

people who involved in arranging this thesis and make it possible. She presents

her sincere appreciation to her first supervisor Dra. Dewi Rochsantiningsih,

M.Ed., Ph.D. who has given advises and motivation and taught her about

discipline and good writing patiently by giving suggestion, guidance, and

correction since the preliminary of manuscript until the completion of this thesis.

Then to her second supervisor Dr. Sujoko, M.A., who has helped her finishing this

thesis.

Her greatest thanks go to Prof. Dr. Ir. Ahmad Yunus, MS. the Director of

Graduate program for allowing the writer to write the thesis. Dr. Abdul Asib,

M.Pd. the head of English Language Education Department of Graduate Program

for arranging her examination schedule and allowing her examined in January.

Her thanks also go to her examiners for their valuable corrections and suggestions,

and mas Yos for informing me about all formal needs related to thesis.

Her gratitude goes to her mentors and colleagues in Unwidha, Mr. Purwo, Mrs.

Tuti, Eric, and Penmaru team for challenging and supporting her and also to the

headmaster and English teacher of SD Kristen 3 Klaten who participated in her

study. Without their involvements and supports this thesis would not be possible.

She also thanks to Linda, Nana, Puput and Milla, for being her critical friends.

Her deepest thanks go to her beloved parents, sisters, brother and families for the

endless love, pray, and support. Her special thanks go to her best friend ever, mas

Kris, who became her inspiration to keep learning especially in academic level as

he suggested and her lovely children, Shafa and Rasya for all their understanding,

love, care and patience.


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TABLE OF CONTENT

TITLE .............. ………………………………………………………………..... i

APPROVAL…………………………………………………………………….. ii

LEGITIMATION………………………………………………........………… iii

PRONOUNCEMENT……………………………………………………....….. iv

ABSTRACT……………………………………………………………..………..v

MOTTO………………………………………………………………………….vi

DEDICATION…………………………………………………………………..vii

ACKNOWLEDGEMENT..................................................................................viii

TABLE OF CONTENT……………………………………………………........ix

LIST OF TABLES………………………………………………………...……xii

LIST OF ABBREVIATIONS…………………………………………...…….xiii

LIST OF APPENDICES....................................................................................xiv

CHAPTER I: INTRODUCTION

A. The Background of the Study……………………………………………….. 1

B. Problems Statement……………………………………….…………...…..... 6

C. The Objectives of the Study………………………………………..….....…. 6

D. The Limitation of the Study………………………...…………………….... 7

E. The Benefits of the Study.......................................................................... .. 8

CHAPTER II: LITERATURE REVIEW

A. The Nature of Teaching English in Elementary School ............................. . 9

B. Teaching English for Young Learners…………………………………….. 12

C. Multiple Intelligences ……......................................................................... 15

1. Linguistic Intelligence……………………………………………..…… 16

2. Logical-mathematical Intelligence……………………………..………. 16

3. Spatial Intelligence………………………………………………..……. 16

4. Bodily-Kinesthetic Intelligence……………………………………….... 17

5. Musical Intelligence……………………………………………….......... 17

6. Interpersonal Intelligence…………………………………………......... 18


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7. Intrapersonal Intelligence…………………………………………......... 18

8. Natural Intelligence…………………………………………………….. 19

D. The Problems on Implementing Multiple Intelligences in Education.....…. 24

E. The Solutions Offered to Overcome the Problems……………………….…25

F. The Design of English Learning by Implementing Multiple Intelligences... 27

1. The Objectives………………………………………….……………...…28

2. The Syllabus…………………………………………………………….. 29

3. Lesson Plan……………………………………………………………….29

4. The Teachers’ Role…………………………………………..……..….. 30

5. The Students’ Role……………………………………………………... 31

6. The Role of Material……………………………………………………. 31

7. The Teaching Media……………………………………………………. 32

8. The Procedure of Implementing Multiple intelligences…….………….. 32

9. Teaching and learning Stages………………………………………….…34

10. Classroom Management………………………………………………...36

11. Students and Teacher interaction…………………………………….....40

12. Parents' Role…………………………………………………………….41

13. School Committee’s Role……………………………………………….43

14. Evaluation……………………………………………………………….45

CHAPTER III: THE RESEARCH METHOD

A. Place and Time of Research……………………………………...………... 48

B. Type of Research…………………………………………………………... 48

C. Sources of Data…………………………………………………….………. 51

D. Techniques of Collecting Data………………………………………….…. 52

1. Classroom Observation………………………………………………...... 52

2. Interview……………………………………………………………….... 53

3. The Document…………………………………………………..…….… 54

E. Validity of Data………………………………………………………..….. 55

1. Source Triangulation……………………………………………………. 55

2. Method Triangulation…………………………………………………… 55

F. Techniques of Analyzing the Data……………………………..…….……. 56


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1. Data Reduction………………………………………………………….. 57

2. Data Representation………………………………………………........... 57

3. Drawing Conclusion and Verification…………………………………... 57

G. The Procedure of Research……………………………………………....... 58

CHAPTER IV: THE RESEARCH FINDINGS AND DISCUSSIONS

A. The Implementation of Multiple Intelligences…………………………..... 62

1. The Document Used in Implementing Multiple Intelligences……...... 63

2. English Teaching and Learning Activity by Implementing Multiple

Intelligences …………………………………..……………………….76

3. Other Components Supporting the Implementation of Multiple

Intelligences on English Teaching and Learning Process…………….107

B. The Difficulties on Implementing Multiple Intelligences…………………111

C. The Solutions Offered by Teacher to Overcome the Difficulties…………113

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion………………………………………………………………....115

B. Suggestion………………………………………………………………... 116

BIBLIOGRAPHY………………...………………………………………….. 118

APPENDICES………………………………………………………………... 122


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THE LIST OF TABLES

Table 3.1.Research Mapping The Implementation of Multiple Intelligences on the

process of Teaching and Learning English (A Case Study on the Fourth

Grade Students of SD Kristen 3 Klaten in the Academic Year of

2012/2013)

Table 3.2. Blueprint of the Implementation of Multiple Intelligences

Table3.3. Observation Instrument of the Implementation of Multiple Intelligences

Table 3.4. Class Activity-Observation Instrument

Table 3.5. Instrument-Interview Guide-Headmaster

Table 3.6. Classroom Management of Class A

Table 3.7. Classroom Management of Class B

Table 4.1. Issues Arising from the Research Questions

Table 4.2. Descriptions of part of syllabus which covers MI

Table 4.3.The syllabus of SD Kristen 3 Klaten compared to theory proposed by

Davies

Table 4.4. Components of lesson plan (LP) in developing MI

Table 4.5. The Specification of Evaluation/Blueprint

Table 4.6. School Policy of SD Kristen 3 Klaten

Table 4.7. Materials used on developing MI


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THE LIST OF ABBREVIATIONS

1. Doc. : Document of the Data

2. FN. : Field Note

3. Intw. : Interview

4. MI : Multiple Intelligences

5. LP. : Lesson Plan

6. Obv. : Observation

7. SD : Sekolah Dasar

8. DVD : Digital Video Disc

9. S : Student

10. R : Researcher

11. Teacher D : Mrs. Dian, the English teacher of fourth grade of SD

Kristen 3 Klaten

12. Student S : Sandra

13. Student H : Hira

14. Student P : Pras


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LIST OF APPENDICES

Appendix 1…………………………………………………...………………....122

Appendix 2……………………………………………………………………...123

Appendix 3……………………………………………………………………...131

Appendix 4……………………………………………………………………...134

Appendix 5……………………………………………………………………...142

Appendix 6………………………………………...……………………………145

Appendix 7……………………………………………………………….……..147

Appendix 8…………………………...…………………………………………149

Appendix 9………………………………………………………………...……150

Appendix 10……………………………………………………………….……152

Appendix 11…………………………………………………………………….155

Appendix 12…………………………………………………………………….156

Appendix 13…………………………………………………………………….156

Appendix 14…………………………………………………………………….157

Appendix 15………………………………………………...…………………..158

Appendix 16…………………………………………………………………….159

Appendix 17…………………………………………………………………….170

Appendix 18………………………………………………………………….…180

Appendix 19…………………………………………………………………….185


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1

CHAPTER I

INTRODUCTION

This section covers the introductory part of this thesis. It includes the

background of the study, problem statement, limitation of the study, objectives of

the study, and benefits of the study. Those introductory parts are presented below

respectively.

A. The Background of the Study

The children, most of time, just listen to the teacher explanation.

Whereas, one of the children characteristics that should be taken into account

when teaching them is that young learners have their own nature and

characteristics dealing with their physical growth and cognitive development.

It means teaching children is different from teaching adult and it is not an easy

thing to do. The teachers have to set a particular activity based on their

characteristics. The teachers also have to be well prepared and to know whom

they are dealing with. If teachers do not think about it, the children will easily

get bored and will not have any interest to learn.

Children as young learners are in the era of need for variation of

method in learning. In other hands, young learners are the most crucial

moment in learning development stages. All things that have been learned in

this stage will be a basis for their development in the next stage. Piaget (1963:

34) states that young learner’s foundation of thinking, language, vision,

attitudes, and other characteristics develop through the direct interaction with


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things and environment around them. In this case, foreign language learning

must consider the needs and characteristics of young learners in order to be

successful in learning. Bruner (2001) also suggests introducing children to a

range of strategies are enabling for learners to choose as suits their individual

learning styles.

Various learning theories have been adapted in teaching second or

foreign language especially English. One of them is by implementing multiple

intelligences. Recently, multiple intelligences have been placed more than just

a theory but they have been developed into a teaching and learning model. By

using multiple intelligences, students could learn in many ways. Campbell

(1986: 7) describes that the strategy based on multiple intelligences approach

could increase multimodal skills; improve attitudes and behaviors, and other

benefits and students enjoy the learning process. Campbell (1986: 167) who

implemented multiple intelligences in teaching English as a second language

found that multiple intelligences learning model had allowed each student to

draw from his or her own strengths to approach learning. While Yusuf and

Paridawati (2007) found that the implementation of multiple intelligences in

learning English could enrich and enhance students’ vocabulary mastery and

accommodate their different learning styles.

Multiple intelligences theory teaches us that all the students have

competency. All the students are smart in different ways (Hoerr, 2007: 1).

One of the statements revealed by the experts that all the people are born as

the genius persons because all of them have intelligences. Schools need some


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ways of teaching innovation. Enter the multiple intelligences model a way of

teaching innovation is proposed. One of the intelligences is linguistic

intelligence. Linguistic intelligence is the capacity to use words effectively

both orally and in writing. It comprises the sensitivity to the sounds, meanings

and functions of language.

Language learning would seem to be essentially a linguistic process,

but someone with a highly developed linguistic intelligence, as measured by

conventional IQ tests, is not necessarily a successful second language learner.

Gardner’s (1983: 87) theory of Multiple Intelligences, with its broad,

culturally based view of what constitutes intelligence, indicates that, as with

all human activities, language learning is a complex interaction of number

intelligences. This model offers a cognitive explanation for the differences in

children second language communicative competence, which the traditional

views of intelligence do not.

Language is a social interchange, and interpersonal and

intrapersonal intelligences interact in complex and subtle ways during the

communication process. Interpersonal intelligence can be seen to play a key

role in second language learning. Empathy is an aspect of interpersonal

intelligence involving the ability to understand people and respond to them

appropriately, and those with a high degree of empathy seem likely to more

successful second language learners. Language is one of the ways in which

people respond to each other. Effective communication calls for empathy,

which allows an ongoing assessment and modification of what is being said,


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how it is being said and the body language that accompanies it. Horwitz

(1995: 576) considers that successful second language learning depends on

the emotional responses of the learner.

Linguistic intelligence plays a part in the complex process of

communication, but interpersonal, intrapersonal, musical, bodily-kinesthetic

and spatial intelligence are also highly involved in the process of learning a

second language. There may be aspects of logical-mathematical intelligence

involved in second language learning, but these are less apparent than the

other intelligences. The single construct view of intelligence has not provided

an explanation for the differing levels of mastery that children achieve when

learning a second language. Gardner’s multi-faceted theory of Multiple

Intelligences, with its underlying recognition of diversity in human skills and

abilities, which combine to produce a unique intellectual profile, provides a

more satisfying explanation for these variations in communicative

competence.

At the cognitive level Multiple Intelligences theory develops a

framework which assists in explaining individual variations in children second

language learning proficiency. Interpersonal and intrapersonal intelligence

provide a cognitive explanation for the affective factors that impact on

children language learning success. Musical, spatial and bodily-kinesthetic

intelligences are also important influences in the language learning process.

Based on above explanation it is clearly seen that multiple intelligences is very

appropriate for children on learning and developing English.


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One of the Elementary Schools in Klaten which applies the Multiple

Intelligences is SD Kristen 3 Klaten. From the pre observation had been

conducted by the researcher, it is known that SD Kristen 3 Klaten has been

delivering English subject using Multiple Intelligences for five years. It is

warmly welcomed by parents in Klaten and has gained popularity since the

Multiple Intelligences was implemented in teaching and learning English in

SD Kristen 3 Klaten and considered successfully on increasing students’

competency. On applying the Multiple Intelligences every student has an

opportunity to specialize and excel in at least one area. Each student learns the

learning subject in a variety of different ways. Many students’ needs are met

through this method. Their intellectual needs are met by constantly being

challenged and frequently exercising their creativity. At the same time, their

emotional needs are met by working closely with others. They develop diverse

strengths, and they understand themselves better as individuals.

Based on explanation above, the writer is interested in conducting a

research focused on Teaching English in SD Kristen 3 Klaten. Therefore, the

research is entitled “The Implementation of Multiple Intelligences on the

Process of Teaching and Learning English (A Case Study on Fourth Grade

Students of SD Kristen 3 Klaten in the Academic Year of 2012/2013”).


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B. Problems Statement

1. How is the implementation of Multiple Intelligences on the process of

teaching and learning English on fourth grade students of SD Kristen 3

Klaten in the academic year of 2012/2013?.

a. How is the document used in implementing Multiple Intelligences?

b. How is English teaching and learning activity by implementing Multiple

Intelligences?

c. What are the other components supporting the implementation of

Multiple Intelligences on English teaching and learning process?

2. What are the difficulties found on implementing Multiple Intelligences

on the process of teaching and learning English on fourth grade

students of SD Kristen 3 Klaten in the academic year of 2012/2013?.

3. What solutions can be offered by teacher to overcome the difficulties

on implementing Multiple Intelligences on the process of teaching and

learning English on fourth grade students of SD Kristen 3 Klaten in the

academic year of 2012/2013?.

C. Objectives of the Study

In carrying this research, the writer describes the objective of study

as follows:

1. Describing the implementation of multiple intelligences on the process of


Klaten in the academic year of 2012/2013.


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a. To find out the document used in implementing Multiple Intelligences.

b. To describe how Multiple Intelligences is implemented on English

teaching and learning activity.

c. To discover the other components supporting the implementation of

Multiple Intelligences on English teaching and learning process.

2. Identifying the difficulties on implementing multiple intelligences on the

process of teaching and learning English on fourth grade students of SD

Kristen 3 Klaten in the academic year of 2012/2013.

3. Finding out the solutions can be offered by teacher to overcome the

difficulties on implementing multiple intelligences on the process of


Klaten in the academic year of 2012/2013.

D. Limitation of the Study

In this research, the writer limits the problems of the study:

1. In this research, the writer limits to observe the implementation of

multiple intelligences on fourth grade students of SD Kristen 3.

2. The subject of the research is the students on fourth grade of SD Kristen

3 Klaten in academic 2012/2013.

3. The object of this research is the activity of teaching and learning English

by applying Multiple Intelligences which takes place on fourth grade

students in SD Kristen 3 Klaten.


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E. Benefit of the Study

After understanding the aims of the study, it is expected that:

1. This study can encourage the teacher in teaching learning process of

teaching English especially by applying Multiple Intelligences and wisely

guiding the students achieve their competency in many ways.

2. The result of this study is regarded as an input for everyone who wants to

improve their knowledge about Multiple Intelligences especially for

teaching English in elementary school and young learners.

3. This research helps the students understand that all of them are smart and

shows many ways to use their strength in learning something especially

English.


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CHAPTER II

REVIEW OF RELATED LITERATURE

Understanding theories that can establish a concept or principle that is

relevant to the problem of the study is a beginning step to find the answer of the

problem. For the purpose, the writer discusses theories underlying the study.

Review of related literature is important to explain some important

elements which are suitable on the study. Also, it is to help the process of

analyzing the data which are needed.

A. The Nature of Teaching English in Elementary School.

Language has a central role in intellectual, social, and emotional

developments for the students to support the success in learning the material

of study. Started from 1994 Elementary Education Curriculum since the

school year of 1994/1995, English subject is officially given to elementary

school as local content. There are several requirements for English subject

determined as local content in elementary school. The first requirement is

about the needs of English in neighboring area, such as a big cities and

tourism area, secondly, the availability of the infrastructures, especially

competence of comprehending English. English can be taught at four grade

students (decree of the minister of education and culture no.60/U/1993).

There is no local content curriculum for English determined as national

standard yet. This is because the local content must be determined by the


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local area. English is given (to elementary school) as a local content, not as a

compulsory subject (Haryono 2006: 3).

The role of teaching English in elementary school is to develop the

students’ ability of communication which is used as language accompanying

action. Communicative ability entirely means as ability of students to

understand and may produce an oral or written text, which is implemented in

the four skills: listening, speaking, reading and writing. Students use those

four skills to give responses or create words in their societies’ life (decree of

the minister of education and culture No.22/2006 in the KTSP material for

socialization of SD). Because of the reasons to develop the four skills above,

teaching English in elementary school is arranged to help the students

achieve a certain level of communication especially in using English.

According to Wells (2006), the levels of literacy includes performative,

functional, informative, and epistemic. In performative level, people are able

to read, write, listen, and speak with symbols. In functional level, people are

able to use language to fulfill their daily needs such as reading the

newspaper, notice of using something. In the informative level, people are

able to access knowledge using language. While in epistemic level people are

able to express the knowledge into target language.

Teaching English in elementary school is aimed to help the students to

acknowledge themselves, their culture, and others culture. In the same way,

teaching English can also help the students be able to express idea and

feeling, and to participate themselves in society and even find the way to use


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their own analytics and imaginative ability. English is used for

communicating each other as here and now context. So the purpose of

teaching English in elementary school is to make the students are able to

develop their simple oral communication, to accompany their actions and

have awareness of the nature, and the importance of English to strengthen the

international competitiveness.

The curriculum, as in 2004 education year, has changed to

“Competence Based On Curriculum” that English teaching for elementary

school begins at the fourth grade, and then it was renewed with a new KTSP

curriculum of 2006 that also applied English teaching for elementary school

begins at the fourth grade. In this curriculum the competency standard is that

students must able to develop the competency to communicate to others as

simply in oral form to accompany their actions. It is still called language

accompanying action in school context. Students are hoped to understand a

very simple instruction to perform an action in class context. As a whole the

purpose of teaching English in elementary school is also to prepare the

students entering the junior high school which is now based on the KTSP

curriculum 2006, the learning which can be carried out on many ways and

people can learn the language in formal and non formal institution.

The topic of discussions for the fourth grade students is around the

things happen and exists in situational context. Mukarto (2007: iv-v) states

that the lesson units are theme-based and to some degree sequential and

structured. The theme for the third grade are about food and drinks,


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occupations, family, parts of the body, clothing, month and age, time,

activities in park, publics places and simple direction, things at the office.

The explanation above gives a clear description that the main objective of

English as a local content is to reach the competency is useful to prepare the

students to learn English as the compulsory subject in junior and then senior

high school. As the result, teaching English in elementary school started from

the third grade to six grade students is applied to help the students reach the

basic ability up to the ability of more complicated communication.

B. Teaching English for Young Learners

Recently, teaching English to young learners is popular. Many English

courses for children are established. This proves one thing that children

interest to English is increasing. However, teaching English to children is not

an easy job. The teacher should know the characteristics of children; the

teacher should know who their students are. The teacher should also know that

teaching children is different from teaching adults. Pinter (2006: 5) explained

that children actively build their knowledge by making sense of their

environment. For instance, a child who knows that egg and turtle comes from

an egg will consider that cat also comes from an egg. This child is interpreting

the world based on his prior knowledge.

Piaget (1963: 7) is also famous for his theory of children stage of

development. There are four stages of development as follow.

1. Sensory motor stage (from birth to two years old), the young child


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learns to interact with the environment by manipulating objects

around him.

2. Pre-operational stage (from two to seven years old), the child’s

thinking is largely reliant on perception but he or she gradually

becomes more and more capable of logical thinking.

3. Concrete operational stage (from seven to eleven years old), seven

years old is the ‘turning point’ in cognitive development because

children’s thinking begins to resemble ‘logical’ adult-like thinking.

They develop the ability to apply logical reasoning in several areas of

knowledge at the same time (such as maths, science, or map reading)

but this ability is restricted to the immediate context. This means that

children at this stage cannot yet generalize their understanding.

4. Formal operational stage (from eleven years old onwards), children

are able to think beyond the immediate context in more abstract

terms. They achieve ‘formal logic’.

Differ from Piaget, Vygotsky (2006: 189) suggested that children are

unique learners. Further, he argues that social interaction is important in

learning language. Children listen to the teachers as the main model in

speaking English and practice it with the teacher too. Bruner (2001) proposes

another way for teaching children namely scaffolding. Scaffolding is a kind of

verbal version that help children to carry out the activity. Teacher can

implement scaffolding in the class by modeling the activity.

Related to children, Scott and Ytreberg (1990: 1-3) propose the


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characteristics of them. The characteristics are that they can talk about what

they are doing; they can tell you about what they have done or heard; they can

plan activities; they can argue for something and tell you why they think what

they think; they can use logical reasoning; they can use their vivid

imaginations; they can use a wide range of information patterns in their

mother tongue; they can understand direct human interaction;

Furthermore, Scott and Ytreberg (1990: 1-3) stated that as the young

language learners, their characteristics are that they know that the world is

governed by rules; they understand situations more quickly than they

understand the language used; they use language skills long before they are

aware of them; their own understanding comes through physical world, such

as touching, smelling; they are very logical – what you say first happens first;

they have a very short attention and concentration span; young children

sometimes have difficulty in knowing what is fact and what is fiction; young

children are often happy playing and working alone but in the company of

others; the adult world and the child’s world are not the same since children

do not always understand what adults are talking about and vice versa; they

will seldom admit that they don’t know something either; young children

cannot decide for themselves what to learn; young children love to play and

learn best when they are enjoying themselves; young children are enthusiastic

and positive about learning.

Pinter (2006: 29) exposed that there are some advantages to learn

English in childhood. The advantages are concerned with children’s intuitive


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grasp of language and their ability to be more adjusted to the phonological

system of the new language. Children are also sensitive to the sounds and the

rhythm of new languages and they enjoy copying new sounds and patterns of

information. In addition, Krashen (1982: 43) proposed that children achieve

higher second language proficiency since they begin natural exposure to

second languages during childhood.

C. Multiple Intelligences.

Individuals differ from one another in their ability to understand

complex ideas, to adapt effectively to the environment, to learn from

experience, to engage in various forms of reasoning, to overcome obstacles by

taking thought. According to Ward (2008) every student is smart according to

the kinds of intelligence own by the students start from when he/she was born,

or as the result of learning the culture. This theory is important to be applied in

education. There is no stupid child, nor the difficult subject-study, it is caused

by the highest intelligence of that person has been known.

Dickinson (1996: xvi), tells that the intelligences are the language that all

people speak and are influenced, in part by the culture into which one is born.

They are tool for learning, problem solving, and creating that all human being

can use. The Multiple Intelligences theory was firstly launched by Howard

Gardner of Harvard University in his book, Frames of Mind: The Theory of

Multiple Intelligences. He suggests that there are at least seven human

intelligences, two of which, verbal/linguistic intelligence and


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logical/mathematical intelligence, have dominated the traditional pedagogy of

western societies (Campbell, 2004: 123). In addition to the theory of seven

human intelligences was followed by the emerging of the naturalist

intelligence as the eight intelligence of human (Gardner, 1983: 88).

A brief description of Gardner intelligences are as follows:

1. Linguistic intelligence

Linguistic intelligence consists of the ability to think in words and

to use language to express and appreciate complex meaning. Authors,

poets, journalist, speakers, and news casters exhibit high degree of

linguistic intelligence.

Gardner (1983: 89) states this area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and 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 verbal-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.

2. Logical-mathematical intelligence

Logical-mathematical is an ability to think and arranging the

logical-solution in solving a problem. This intelligence can make someone

able to think inductively and deductively (Ward, 2008). Logical-

mathematical Intelligence makes it possible to calculate, quantify, consider

propositions and hypotheses, and carry out mathematical operations.

Scientist, mathematicians, accountants, engineer, computer programmers

all demonstrate strong logical-mathematical intelligences.


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3. Spatial intelligence

Spatial intelligence insists the capacity to think in the three

dimensional ways as do sailors, pilots, sculptors, painters and architects. It

enables one to perceive external and internal imagery, to recreate,

transform, or modify images, to navigate one self and object through space,

and to produce or decode graphic information. Visual and spatial

intelligence is an ability to see and observe something in detail. Visual

means picture, spatial means everything related with space and place. This

intelligence involves the awareness of colour, line, shape, space, size, and

also the correlation of them. It also involves an ability to see an object from

multi-point of view (Ward, 2008).

4. Bodily-kinesthetic intelligence

Bodily-kinesthetic intelligence enables one to manipulate object and

fine-tune physical skill are not as highly valued as cognitive ones and yet

elsewhere the ability to use one’s body is a necessity for survival as well as

an important feature of many prestigious roles.

According to Gardner (1983: 89), this area has to do with bodily movement and psychology. In theory, people who have Bodily-kinesthetic intelligence should learn better by involving muscular movement, i.e. 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. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory. They remember things through their body such as verbal memory or images.


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5. Musical intelligence

Musical intelligence evident in individuals who possess a sensitivity

to pitch, melody, rhythm, and tone. Those demonstrating this intelligence

include composer, conductors, musicians, critics, instrument makers, as

well as sensitive listeners. In addition, Gardner (1983: 90) states they will

often use songs or rhythms to learn and memorize information, and may

work best with music playing in the background.

6. Interpersonal intelligence

According to Gardner (1983: 90), he states his theory concerned

with the interpersonal intelligences as follows:

“This area has to do with interaction with others. In theory, people who have a high interpersonal intelligence tend to be extroverts, characterized by 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 empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate”.

Interpersonal intelligence is the capacity to understand and interact

with others effectively. It is evident in successful teacher, social workers,

actors and politicians. Just as Western culture has recently begun to

recognize the connection between mind and body, so too has it to come to

value the importance of proficiency interpersonal behavior.

7. Intrapersonal intelligence

Intrapersonal intelligence refers to the ability to construct and

accurate perceptions of oneself and to use such knowledge in planning and

directing one’s life. Some individuals with strong intrapersonal intelligence


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specialize as theologian psychologist, and philosophers. The same

description is also stated by Gardner (1983: 92) as follows:

This area has to do with introspective and self-reflective capacities. Those who are strongest in this intelligence are typically introverts and prefer to work alone. They are usually highly self-aware and capable of understanding their own emotions, goals and motivations. They often have an affinity for thought-based pursuits such as philosophy. They learn best when allowed to concentrate on the subject by themselves. There is often a high level of perfectionism associated with this intelligence.

8. Natural intelligence

This type of intelligence was not part of Gardner's original theory

of Multiple Intelligences, but was added to the theory in 1997. Natural

intelligence is an ability to acknowledge, differ, express, and categorize

something found in the nature. As the core, natural intelligence is ability to

acknowledge plants, animals, and other parts of the mature (Ward, 2008).

According to Ward (2008), the development of multiple

intelligences research is based on the principle of constructivism where the

human intelligences are not a constant object anymore but when we think

about it together, we will find everything own by human has a changing,

and nothing is constant. So, that happens to what we ever intend to do

when we are learning.

Multiple Intelligences theory offers more expanded image of what it

means to be human than IQ does. Gardner in Dickinson (1996: xvii) notes

that each intelligence contains several sub-intelligences. For example, there

are sub-intelligences within the domain of music include playing music,

singing, writing musical scores, conducting, critiquing, and appreciating


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music. Each of seven other intelligences also encompasses numerous

components.

Another aspect of the multiple intelligences is that they may be

conceptualized in three board categories. Three of the seven, spatial,

logical-mathematical, and bodily kinesthetic may be viewed as ‘object

related’ forms of intelligences. These capacities are controlled and shaped

by the object which individuals encounter in their environments. On the

other hand, the “object free” intelligences, consisting of verbal-linguistic

and musical. Are not shaped by the physical word are independent upon

language and musical systems. The third category consist of the “personal-

related” intelligences with inter and intrapersonal intelligence reflecting a

powerful set of counterbalances.

Each intelligence appears to have its own developmental sequence,

emerging and blossoming at different times in life. Musical intelligence is

the earliest form of human giftedness to emerge: it is a mystery as to why

this is so. Excelling at music as a child may be conditioned by the fact that

this intelligence is not contingent upon accruing life experience. On the

other hand, the personal intelligences require extensive interaction with and

feedback from others before becoming well developed. However, Gardner

(1983: 62), says that the seven intelligences rarely operate independently.

They are used at the same time and tend to complement each other as

people develop skills or solve problems. Ward (2008), also states that


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Intelligences are more related with behavior of abilities to solve problems,

and create a new product as cultural value.

In 1996 Gardner began to detail an eighth intelligence which

focused on a sensitivity to the environment. This intelligence has been

labeled the "Naturalist" intelligence. In a 1998 article for Scientific

American, Gardner has suggested another "Existential" intelligence" that

is described as "Capturing and pondering the fundamental questions of

existence (spiritual leaders such as the Dalai Lama, and philosophical

thinkers such as Jean Paul Sartre and Soren Kierkegaard are examples). The

present author, Waterhouse (2006: 207-225) also suggests a ninth

intelligence which focuses on the olfactory/gustatory perceptual realm of

smell and taste. There is some research indicating that the "haptic sensory

system," which focuses mostly on the hands, the fingertips contain one of

the highest densities of tactile receptors might also be another intelligence

which I will call the "TOUCH". Recently Gardner (2004: 106, 212-220)

has proposed the additional intelligences: “The mental searchlight and

the laser intelligence”. Below are the eleven intelligences proposed by

Gardner:

1. Linguistic Intelligence

The capacity to use language to express what's on your mind and to

understand other people. Any kind of writer, orator, speaker, lawyer, or

other person for whom language is an important stock in trade has

great linguistic intelligence.


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2. Logical/Mathematical Intelligence

The capacity to understand the underlying principles of some kind of

causal system, the way a scientist or a logician does; or to manipulate

numbers, quantities, and operations, the way a mathematician does.

3. Musical Rhythmic Intelligence

The capacity to think in music; to be able to hear patterns, recognize

them, and perhaps manipulate them. People who have strong musical

intelligence don't just remember music easily, they can't get it out of

their minds, it's so omnipresent.

4. Bodily/Kinesthetic Intelligence

The capacity to use your whole body or parts of your body (your

hands, your fingers, your arms) to solve a problem, make something,

or put on some kind of production. The most evident examples are

people in athletics or the performing arts, particularly dancing or

acting.

5. Spatial Intelligence

The ability to represent the spatial world internally in your mind - the

way a sailor or airplane pilot navigates the large spatial world, or the

way a chess player or sculptor represents a more circumscribed spatial

world. Spatial intelligence can be used in the arts or in the sciences.

6. Naturalist Intelligence

The ability to discriminate among living things (plants, animals) and

sensitivity to other features of the natural world (clouds, rock


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configurations). This ability was clearly of value in our evolutionary

past as hunters, gatherers, and farmers; it continues to be central in

such roles as botanist or chef.

7. Intrapersonal Intelligence

Having an understanding of yourself; knowing who you are, what you

can do, what you want to do, how you react to things, which things to

avoid, and which things to gravitate toward. We are drawn to people

who have a good understanding of themselves. They tend to know

what they can and can't do, and to know where to go if they need help.

8. Interpersonal Intelligence

The ability to understand other people. It's an ability we all need, but is

especially important for teachers, clinicians, salespersons, or

politicians -- anybody who deals with other people.

9. Existential Intelligence

The ability and proclivity to pose (and ponder) questions about life,

death, and ultimate realities.

10. Gustatory/Olfactory Intelligence

This intelligence has to do with sensitivity to chemicals, especially

those chemicals associated with tasting and smelling. The ability to

perceive the "fundamentals of taste/smell might be: perceptions of

sweetness, saltiness, acidity, scent, aroma's, the blending of herbs and

spices


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11. Mental Searchlight and Laser Intelligence

People with high IQ test scores have this "mental searchlight" that

allows them to scan wide spaces in an efficient way thus permitting

them to run society smoothly. This intelligence permits one to generate

the "advances (as well as the catastrophes) of society" usually

associated with the arts, sciences, and trades.

D. The Problems on Implementing Multiple Intelligences in Education

According to Hoerr (2001: 88), the flexibility in applying multiple

intelligences may cause some problems which makes the ideas of multiple

intelligences becomes occasionally miss-interpreted and miss-applied. There

are some problems such a myth in applying multiple intelligences which

might appear, as follows:

1. Myth: All intelligences have to be plaited in every lesson.

This might happen that a lesson offers the eleven choices of

intelligences, but it needs a long time that make the lesson become

unrealistic.

2. Myth: Encompassing the students with some intelligence is a good way to

apply the Multiple Intelligences.

Only presenting the intelligences is not equal with giving the

students opportunities to use all of their intelligences in learning and

sharing information each other.

3. Myth: There is a big advantage in labeling the students’ intelligences

formally.


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Intelligences should be seen as a tool, not as a final purpose of

learning. Only measuring and labeling the degree of students’

intelligences means fulfill nothing and due to labeling and classifying

students.

4. Myth: Students did not need to understand the model of Multiple

Intelligences and know how the model is used.

Acknowledging the intelligence is the first step helping the

students knowing the best way to learn, the strongest and even the

weakest intelligence.

5. Myth: Students must always be allowed choosing the intelligence they

want to develop.

It has advantages but not always. Students usually only choose

their strongest intelligence. Teachers are responsible helping the students

to grow in all intelligences and know the best way to solve problems.

E. The Solutions Offered to Overcome the Problems

Gardner (1999: 33) made recommendations to teachers for

establishing the use of multiple intelligences in their teaching practice. He

recommended interested teachers to first read, study, and learn more about MI

theory and practices which others have used. Study groups with other

teachers can be a good way to explore new ideas, compare results, and

articulate questions and concerns. Visiting classrooms which already employ

MI practices and attending professional development conferences and


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seminars, and networking with other schools are other sources of ideas and

practitioners. He recommended that teachers then plan and launch activities

and programs which emerge from their studies, including those developed by

others and their own original ideas.

He also identified a set of conditions that are hospitable to MI theory

(Gardner, 1999: 33). These included:

1. “Readiness”, an awareness, curiosity, and motivation in the faculty,

parents and administrators. Faculty seminars and parent awareness

nights are ways to begin to develop a sense of readiness. Teachers can

then begin to build beliefs and practices that are aligned with the themes

and spirit of multiple intellingences.

2. The second condition was “culture', recognizing that new practices are

most likely to emerge in settings that support diverse learners.

3. Third was a spirit of “collaboration”. New approaches will be more

successful when there are opportunities for formal and informal

exchanges among practitioners. Exchanges are crucial once change has

begun, because there are always problems to discuss and decisions to

make.

4. Fourth, an atmosphere of “choice” within the school allows for

meaningful options for curriculum and assessment of student learning.

Options should make sense to students and larger community. The spirit

of multiple intelligence teaching can be undone if the curriculum is too

rigid or if assessment is too narrow.


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5. Fifth, MI should be treated as one of many “tools” which can be used as

a means of fostering high-quality student work. MI approaches should

be linked to generally accepted learner outcomes.

6. Finally, Gardner emphasizes the importance of “arts'; the school needs a

program rich in visual and musical arts, to adequately address the full

range of intelligences

Coustan and Rocka (1999: 1) found that it was not possible or

necessary to define their students' intelligence profiles, and they chose to

supply an array of choices and opportunities for students to apply their

intelligence strengths. This allowed students to explore the learning process in

ways that suited them best. They found students' strengths and preferences

were reflected behaviorally by the activities they selected, length of time

devoted to activities, and verbal and nonverbal feedback about the activities.

Applying MI in the classroom did not cause them to abandon activities they

had previously been using, but rather to enhance them, and to think

differently about their students. They found that frequent reflection about

class outcomes helped them see what to do next as the process unfolded.

F. The Design of English Learning by Applying Multiple Intelligences

Dickinson (1996: 264) states that there is no single preferred approach to

lesson or unit design suggested by the theory of Multiple Intelligences. Some

of these include how to identify what is most essential to teach, how to team

with other colleagues, how to encourages self-directed learning trough project,


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how to nurture individual students talent, and finally how to acknowledge and

more effectively teach, so that education result in genuine understanding. “The

indicator of the competency will be useful if the teacher know the strategy to

implement multiple intelligences in the process of teaching and learning”

(Ward, 2008).

Richards (2000: 118) states that applying multiple intelligences for

teaching English means that language is held to be integrated with music,

bodily activity, interpersonal relationship, and so on. Skills and interests of

teachers are used to design the teaching learning process. Every program and

curriculum will be changed and many approaches will be varied so much, but

some aspects of school changes will be correlated with all the multiple

intelligences implementations.

According to Richards (2000: 118) the design consists of the objectives,

the syllabus and lesson plan, learning activities, the role of learners, the role of

teachers, the role of material, the procedure of teaching learning activity.

1. The objectives.

Insuring that students truly understand academic content so that they

can apply their knowledge in new situation is not easy educational goal to

achieve.

Richards (2000: 118) states that there are no goals stated for Multiple

Intelligences instruction in linguistic terms. Multiple intelligences

pedagogy focuses on the language class as the setting for a series

educational support system aimed at making the language learner a better


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designer of his/her own learning experience. A more goal-directed learner

and happier person is held to be likely candidate for being a better a second

language learner and user.

Dikinson (1996: 232), “It is gratifying to observe students’

enthusiasm, engagement, and achievement increase while experiencing the

expansion of one’s own intellectual capacities”.

2. The syllabus

Syllabus design concerns the selection of the items to be learnt and

the grading of those items into an appropriate sequence. It is different from

curriculum design (Nunan, 1988).

According to Harmer (2003: 295) the designer is concerned not just

lists of what will be taught and in what order, but also with the planning,

implementation, evaluation, management, and administration of education

program.

A syllabus can seem distant from the daily task of preparing and

giving individual lessons. It usually contains a long list of items and

activities for up to a year’s work. There may also be general

methodological indications, and these may not necessarily suit your

teaching style or your specific teaching situation very well. However,

syllabus is the starting point for all your more detailed planning of lessons.

Your lesson planning and what you actually do in the classroom must take


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into account the major goals, the unit divisions, and the general

methodological indications of your syllabus (Davies, 2000: 116).

3. Lesson Plan

All good teachers have some type of plan when they walk into their

classrooms. It can be as simple as a mental checklist or as complex as a

detailed two page typed lesson plan that follows a prescribed format.

Usually, lesson plan are written just for the teacher’s own eye and tend to

be rather informal. But there may be times when the plan has to be written

as a class assignment or given to an observer or supervisor, and therefore

will be a more formal and detailed document (Murcia, 2001: 403).

A lesson plan is an extremely useful tool that serves as a combination

guide, resource, and historical document reflecting the teaching philosophy,

student population, textbooks, and most importantly, the goal for the

students. It can be described with many metaphors such as road map,

blueprint, or game plan. But regardless of the analogy, a lesson plan is

essential for novice teachers and convenient for experienced teachers.

(Murcia, 2001: 403)

Before any teaching is done in a classroom, and hopefully before any

materials are written, a decision has to be taken about what the students is

going to learn (Harmer, 1983: 19). Further, Harmer (1983: 220) argues that

assortment and flexibility are the two prime principles behind good lesson

plan.

4. The Teachers’ Role


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According to Richard (2000: 120), teachers have a role that is not

only to improve the second language abilities of their students but to

become major “contributors to overall of the students’ intelligences”.

Hoerr (2001: 202), explains that the teachers’ role are as a helper of

more students to achieve their success. The important decisions for the

students and teacher are made by internal people (teachers’ staff) of the

school. The best application of Multiple Intelligences happens if all the

teachers can work professionally arranging the strategy of teaching as

suitable as context and their school’s culture cooperated in.

The role of teacher was described by Campbell (1996: 57), the

author of a book entitled Learning Works: Teaching and Learning through

the Multiple Intelligences. His statements are as follows:

“I need to observe my students from seven new perspectives. In planning the centers, I find I am pushing my students from behind rather than pulling them from in front. Also I am working with them, rather than for them. I explore what they explore, discover what they discover, and often learn what they learn. I find my satisfaction in their enthusiasm for learning and independence, rather than in their test scores and ability to sit quietly. The most importantly, because I am planning for such a diversity of activities, I have become more creative and multimodal in my own thinking and my own learning”.

5. The Students’ Role

Implementing Multiple Intelligences in teaching English, the teacher

should know the role of the students. Students are the subject of the

teaching learning process.

Richards, (2005: 166) describes the role of learner as negotiator

between the learning process and interact with the role of join with the


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group and within the classroom procedure and activities which the group

undertakes. The implication for the learner is that they should contribute as

much as the gains and thereby learn in an interdependent way.

The role of students is also added by Campbell (1996: 78). He states

that students develop responsibility, self-reliance and independence as they

take an active role in shaping their own learning experiences.

6. The Role of Material.

The role of instructional materials according to Richards, (2005: 30)

includes the following specifications:

a. Material will allow the learner to progress at their own rates of learning.

b. Materials will allow for different styles of learning.

c. The material will provide opportunities for independent study and use.

d. Material will provide opportunities for self-evaluation and progress in

learning.

The range of the exercise types and activities compatible with a

multiple intelligences is unlimited but provided by such as materials and

exercises, those unable learner to obtain the communicative objective of

curriculum, engage process as information sharing, negotiation of

information and information sharing.

7. Teaching Media

According to Murcia (2001: 461) media help us to motivate students

and bringing a slice of real life into the classroom and by presenting

language in its more complete communication context. Media can also


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provide a density of information and richness of cultural input not

otherwise possible in the classroom.

Media in the classroom engage students in learning and provide a

richer experience. Media are useful tools for illustrating a lesson, allowing

students to see examples of what they are learning. Interactive media such

as Smart Boards allow students to move items on a screen for illustrative

purposes.

8. The Procedure of Implementing Multiple Intelligences

Richard (2000: 122) describes a low-level language lesson dealing

with description of physical object. The lesson plan recapitulates the

sequence described earlier in the design section.

Richards (2000: 118) states “There is no syllabus such as, either

prescribed or recommended, in respect to Multiple Intelligences based

language teaching. However, there is a basic developmental sequence as an

alternative to what have considered as a type of “syllabus” design. The

sequence consists of four stages: awakening the intelligence, amplify the

intelligence, teach with/for intelligence, transfer of the intelligence.

a. Stage 1: Awaken the intelligence.

Teacher brings many different objects to class. Students experience

feeling things that are soft, rough, cold, smooth, and so on. They might

taste things that are sweet, salty, sour, spicy, and so on. Experience like

this help activates and make learners aware of the sensory bases of the

experience.


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b. Stage 2: Amplify the intelligence

Students are asked to bring the object to the class or to use

something in their possession. Teams of students describe each object

attending to the five physical senses. They complete a worksheet

including the information they have observed and discussed.

c. Stage 3:Teach with/for the intelligences

At this stage, the teacher structures larger section of lesson(s) so as

to reinforce and emphasize sensory experiences and the language that

accompanies these experiences. Students work in groups, perhaps

completing a worksheet.

d. Stage 4: Transfer the intelligence

This stage in concerned with application of the intelligence to daily

living. Students are asked to reflect on both the content of the lesson

and its operational procedures (working in groups, completing tables,

etc.)

Binton (2009: 98) gives the example of applying multiple

intelligences, applied in her English class of third grade students. The

activities are described as follows:

1. Each student brings to the class his/her personal background,

experiences, knowledge, and stories.

2. Each student has different areas of interest.

3. Each student has a unique way of expressing himself/herself.

4. Each student has different strengths and weakness.


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5. Each student has his/her own individual intelligence profile.

6. All children share enjoyment in experiencing success.

Furthermore, the process of teaching English above is clearly

commented by Sharon Binton after celebrating the lesson.

Binton (2009: 102) states ”My goal is to create a variety of activities related to the same topic that reflect multiple intelligences. This way each student can connect to the topic in his/her own way and enjoy the English experience. I enjoy teaching English in the spirit of multiple intelligences because it allows me to find to find creativity within myself. In addition, I gain experience and knowledge that allow me to grow personally and as an educator”.

9. Teaching and Learning Stages

Richards and Lockhart (1994: 114) state that lessons are organized

into sequences and how the momentum of lesson is achieved. This is

referred to as structuring. The focus will be on four dimensions of

structuring: Opening. How a lesson begins. Sequencing How a lesson is

divided into segments and how the segments relate each other: Pacing.

How a sense of movement is achieved within a lesson. Closure. How a

lesson is brought to an end.

a. Opening

The opening of a lesson consists of the procedures the teacher uses

to focus the students’ attention on the learning aims of the lesson.

Research on teaching suggests that the opening is to focus the students’

attention in teaching and learning aims. Opening or “entry” generally

occupies the first five minutes and can have an important influence on how

much students learn a lesson (Richards and Lockhart, 1994: 114).


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b. Sequencing

Sequencing is the teacher analyzes the overall goals of a lesson and

the content to be taught and then plans a sequence of activities to attain

those goals (Richards and Lockhart, 1994: 118). Experienced teachers

often have a mental format in mind when they think particular kinds of

activities. In second or foreign language teaching, a number of principles

have emerged for determining the internal structure of lessons. These

principles are based on different views of the skills and processes

underlying of different aspects of second language learning and how

learning can be accomplished most effectively.

c. Pacing

Pacing is the extent to which a lesson maintains its momentum and

communicates a sense of development (Richards and Lockhart, 1994:

122). How much time is allocated to each part of a lesson is thus an

important decision, which teachers must make while planning or teaching

a lesson.

d. Closure

Another important dimension of structuring a lesson is making

closure effectively. Closure refers to those concluding parts of a lesson,

which serve to: (a) reinforce what has been learned in a lesson, (b)

integrate and review the content of a lesson, and (c) prepare the students

for further learning. Typically, the closure sequence of a lecture served to

reinforce what has been presented with a review of key points covered in


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the lesson. This may include questioning by the teacher to determine how

much the students have understood. (Richards and Lockhart, 1994: 124).

10. Classroom Management

According to Brown (1994: 411) classroom management which

encompasses an abundance of factors ranging from how you physically

arrange the classroom to teaching styles to one of my favorite notions:

classroom energy. By understanding what some of variables are in

classroom management, you can take some important steps to sharpening

your skills as a language teacher. The principles of classroom management

centers on the physical environment for learning: the classroom itself,

voice and body language, teaching circumstances, planned teaching,

teacher’s role and style, and positive classroom climate.

a. The Classroom itself

Classroom is the main part of the classroom management centers to on the

physical environment for learning. It considers three categories:

1) Sight, sound, and comfort

The classroom must be neat, clean, and orderly in appearance. Blackboards

are erased. The classroom is as free from external noises as possible.

2) Seating arrangements

Using the different pattern of seating arrangement in every different

activity is proposed.


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3) Blackboard use

Blackboard is one of the greatest allies. It gives students added visual input

along with auditory.

4) Equipment

The classroom may be constructed to include any equipment teacher may

be using. If teacher is using electrical equipment, make sure that the room

has outlet, the equipment fits comfortably in the room, the machine

actually works and teacher knows to operate it.

b. Voice and Body Language

Another fundamental classroom management concern has to do are voice

and body language. One of the first requirements of good teaching is good

voice projection. The voice does not have to be loud booming voice. The

voice is not the only production mode available to teacher in the

classroom. Nonverbal messages are very powerful. In language classes,

especially, where students may not have all skills they need to dechiper

verbal language, their attention is drawn to nonverbal communication.

c. Planned Teaching

The unplanned teaching that makes demands on teacher that were not

anticipated in the lesson plan will discard the learning activity. When

teacher is facing this situation, she/he may involves the right and quick

decision to continue the lesson.

d. Teaching under Adverse Circumstances


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Under the rubric of adverse circumstances are a number of classroom

management concerns of widely divergent nature. There are always

imperfect institutions, imperfect people, and imperfect circumstances for

the teacher to deal with. Such as:

1) Teaching large classes

2) Compromising with the institutions

3) Discipline

4) Cheating

e. Teacher’s Role and Style

1) Role

A teacher has to play many roles. Think of the possibilities: authority

figure, leader, knower, director, manager, counselor, guide, and even such

role as a friend, confidante, and parent.

2) The teaching style

Teaching style is another effective consideration in the development of the

professional expertise. Teaching style will almost always be consistent

with the personality style, which can vary greatly from individual to

individual.

3) Cultural expectations

Western culture emphasize nondirective, nonauthoritarian role and

teaching styles. One major consideration, therefore, in the effectiveness of


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playing roles and developing styles in the culture in which teacher is

teaching, and/or the culture of the students.

f. Creating a Positive Classroom Climate

The role teacher plays and the style that she/he develops will merge to give

her/him some tools for creating a classroom climate that is positive,

stimulating, and energizing. Those will be supported by the following

factors:

1) Establish rapport

Rapport is somewhat slippery but important concept in creating positive

energy in the classroom.

2) Praise and criticism

Part of the rapport teacher creates is based on the delicate balance she/he

sets between praise and criticism. Too much of either one or the other

renders it less and less effective. Genuine praise, appropriately delivered,

enables students to welcome criticism and put it to use.

3) Energy

Energy is what reacts to when she/he walks out of class period and say to

her/his self, “wow!” that was a great class” or “ What a great group of

students”!. Energy is the electricity of many minds caught up in a circuit of

thinking and talking and writing. Energy is an aura of creativity sparked by

the interaction of students. Energy drives students to the higher attainment.


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Students and teacher take energy with them when they leave the classroom

and bring it back the next day.

11. Students and Teacher interaction

Children have different strategies for learning and achieving their

goals. A few students in a classroom will grasp and learn quickly, but at

the same time there will be those who have to be repeatedly taught using

different techniques for the student to be able to understand the lesson. On

the other hand, there are those students who fool around and use school as

entertainment. Teaching then becomes difficult, especially if there is no

proper communication. Yet, teachers, creating a positive relationship with

their students, will not necessarily control of all the disruptive students.

The book, Responsible Classroom Discipline written by Vernon F. Jones

and Louise Jones discuss how to create a learning environment

approachable for children in the elementary schools. According to the

Jones (1981: 101) “Student disruptions will occur frequently in

classes that are poorly organized and managed where students are not

provided with appropriate and interesting instructional tasks”.

The key is teachers need to continuously monitor the student in

order for him or her to be aware of any difficulties the student is having.

Understanding the child’s problem, fear, or confusion will give the teacher

a better understanding the child’s learning difficulties. Once the teacher

becomes aware of the problems, he or she will have more patience with


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the student, thus making the child feel secure or less confused when

learning is taking place in the classroom.

The communication between the student and the teacher serves as a

connection between the two, which provides a better atmosphere for a

classroom environment. Of course a teacher is not going to understand

every problem for every child in his or her classroom, but will acquire

enough information for those students who are struggling with specific

tasks. A significant body of research indicates that “academic achievement

and student behavior are influenced by the quality of the teacher and

student relationship” (Jones, 1981: 95). The more the teacher connects or

communicates with his or her students, the more likely they will be able to

help students learn at a high level and accomplish quickly.

12. Parents’ Role

According to Lane (2011: 1) Seventy-nine percent of parents

demonstrate they they want to learn more about how to be more involved

in their childrens education. Seventy-seven percent of parents also think

their children's teachers could learn more about involving parents in their

children's learning. Partner the above statistic with studies showing a

correlation between parent participation in the classroom and successful

students, and the complex problems of the nation's school system would

seem to be solved, however the obvious is not always that simple.

Parents support all of the teaching and learning process especially

on implementing multiple intelligences There are many things, such as


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their involvement in fund raising to provide appropriate teaching media,

they spend their times lot to be in their child side during the outing class,

their understanding for the teaching method implemented because some

parents think that multiple intelligences is less on studying but more in

playing.

Parents are involved in all aspects of the

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