The Effect of Musical Intelligence The Effect of Musical Intelligence through Using the Suggestopedia through Using the Suggestopedia Method on the Achievement of the Method on the Achievement of the

Basic Sixth Grade Students' Basic Sixth Grade Students' Vocabulary and ReadingVocabulary and Reading

ComprehensionComprehension Philadelphia University/ English DepartmentPhiladelphia University/ English Department

JJorordandan

Dr. Fayzeh Abu SneinehDr. Fayzeh Abu Sneineh

Fhk55@hotmail.com

20092009

INTRODUCTION INTRODUCTION

Vocabulary and reading comprehension are given Vocabulary and reading comprehension are given equal consideration in any second language class as any equal consideration in any second language class as any other activity. other activity.

The teaching of vocabulary and reading The teaching of vocabulary and reading comprehension is emphasized in Lozanove method. Brown comprehension is emphasized in Lozanove method. Brown (1987) mentioned that the suggestopedia method is one of (1987) mentioned that the suggestopedia method is one of educational movements that promises great results if we educational movements that promises great results if we can simply use the human brain power.can simply use the human brain power.

The theory of multiple intelligences offered teachers The theory of multiple intelligences offered teachers an opportunity to develop innovative teaching approaches an opportunity to develop innovative teaching approaches that are relatively new to educational scene in Jordan. MI that are relatively new to educational scene in Jordan. MI theory suggests that no one set of teaching approaches work theory suggests that no one set of teaching approaches work best for all students at all times.best for all students at all times.

Gardner's contribution was his identification of seven Gardner's contribution was his identification of seven independent areas of intelligences and that every individual independent areas of intelligences and that every individual has all of the intelligences, but in various degree. It can be has all of the intelligences, but in various degree. It can be observed in the case of multiple intelligences that different observed in the case of multiple intelligences that different people have different talents and skills in various areas. people have different talents and skills in various areas. Some people are more musical than others. Some have a Some people are more musical than others. Some have a creative skill with mathematics and logic, some are brilliant at creative skill with mathematics and logic, some are brilliant at expressing themselves through language.expressing themselves through language.

This study will utilize one type ofThis study will utilize one type of intelligence, the musical intelligence, the musical intelligence, and teach the new vocabulary and the reading intelligence, and teach the new vocabulary and the reading comprehension passages according to the suggestopedia comprehension passages according to the suggestopedia procedures.procedures.

Statements of the StudyStatements of the Study

This research aims at investigating the effect of This research aims at investigating the effect of having musical intelligence on the achievement of the having musical intelligence on the achievement of the basic sixth grade female students in vocabulary and basic sixth grade female students in vocabulary and reading comprehension through utilizing the reading comprehension through utilizing the Sugestopedia method. The Suggestopedia method Sugestopedia method. The Suggestopedia method emphasizes the use of music which may stimulate emphasizes the use of music which may stimulate

students with musical intelligencesstudents with musical intelligences . .

Significance of the StudySignificance of the Study

As a matter of fact, the researcher feels that it is As a matter of fact, the researcher feels that it is worthwhile to provide the EFL teachers with some worthwhile to provide the EFL teachers with some evidences related to teaching vocabulary and reading evidences related to teaching vocabulary and reading comprehension according to the Suggestopedia Method comprehension according to the Suggestopedia Method in view of the students' musical intelligence. This in view of the students' musical intelligence. This research also may stimulate more research studies in research also may stimulate more research studies in EFL in relation with other areas of intelligences and in EFL in relation with other areas of intelligences and in other language skills.other language skills.

Questions of the StudyQuestions of the Study

This study has the following questions:This study has the following questions:

1.1. Are there any significant differences in vocabulary Are there any significant differences in vocabulary achievement among the Suggestopedia students due achievement among the Suggestopedia students due to the musical intelligence?to the musical intelligence?

2.2. Are there any significant differences in reading Are there any significant differences in reading comprehension achievement among the comprehension achievement among the Suggestopedia students due to the musical Suggestopedia students due to the musical intelligence? intelligence?

Review of the related literatureReview of the related literature

Lozanov (1975 Lozanov (1975 Gilbert (1995) Gilbert (1995) Krings (2000) Krings (2000) (Forst, 2001)(Forst, 2001)Al-Shaihani (2002) Al-Shaihani (2002) Ying (2003) Ying (2003)

Christison and Kennedy (1999) Christison and Kennedy (1999) found out that teachers who use MI theory have better found out that teachers who use MI theory have better understanding of their students' learning preferences understanding of their students' learning preferences which leads to greater achievement levels.which leads to greater achievement levels.

It can be concluded from this review of It can be concluded from this review of literature that a lot of researches and studies had literature that a lot of researches and studies had handled the teaching strategies related to handled the teaching strategies related to vocabulary and reading comprehension in relation to vocabulary and reading comprehension in relation to musical intelligence. musical intelligence.

Population of the StudyPopulation of the Study

The population of the study consisted of (152) The population of the study consisted of (152) female students enrolled in the basic sixth grade at female students enrolled in the basic sixth grade at Al-Dur Al-Manthur School in Amman toward the end Al-Dur Al-Manthur School in Amman toward the end of the academic year 2005/2006. of the academic year 2005/2006.

Subjects of the StudySubjects of the Study

MI inventory was distributed and filled by all the MI inventory was distributed and filled by all the population. Then (100) students were randomly population. Then (100) students were randomly recategorized according to their musical intelligences. recategorized according to their musical intelligences. The study subjects comprised two sections, (50) girls The study subjects comprised two sections, (50) girls for each .for each .

Design and Variables of the StudyDesign and Variables of the Study

The independent variable is the Suggestopedia The independent variable is the Suggestopedia method used for teaching both group; the experimental method used for teaching both group; the experimental and the controlled in view of their musical intelligence. and the controlled in view of their musical intelligence. The dependent variable is the students achievement in The dependent variable is the students achievement in reading comprehension and vocabulary which was reading comprehension and vocabulary which was measured by their scores on the post-test.measured by their scores on the post-test.

Instruments of the StudyInstruments of the Study

1.1. Achievement Test.Achievement Test.

2.2. Multiple intelligences inventory developed by Multiple intelligences inventory developed by Mckenzie Mckenzie (1999) and then adapted by Al-Baz (2004).(1999) and then adapted by Al-Baz (2004).

Process of ImplementationProcess of Implementation

The musical intelligence inventory which was developed by The musical intelligence inventory which was developed by Mckenzie (1999) was utilized. It consists of nine aspects Mckenzie (1999) was utilized. It consists of nine aspects

of musical intelligenceof musical intelligence . .The researcher used the translated part which is related to The researcher used the translated part which is related to musical intelligence after being modified according to the musical intelligence after being modified according to the Jordanian society by (Al-Baz, 2004)Jordanian society by (Al-Baz, 2004)The musical intelligence inventory was distributed and filled The musical intelligence inventory was distributed and filled by the total populationby the total population..

Students were categorized according to the musical Students were categorized according to the musical intelligence to form two groups; the subjects of the study. intelligence to form two groups; the subjects of the study. The first group who has musical intelligences and who The first group who has musical intelligences and who was later considered as an experimental group, and the was later considered as an experimental group, and the second group who doesn’t have musical second group who doesn’t have musical intelligences ,who was later considered as a controlled intelligences ,who was later considered as a controlled groupgroup..

Finally, at the end of the experiment, the Finally, at the end of the experiment, the two groups sat for the reading comprehension two groups sat for the reading comprehension and vocabulary achievement test.and vocabulary achievement test.

Statistical AnalysisStatistical Analysis

To test the hypotheses of the study, Two-Way To test the hypotheses of the study, Two-Way ANOVA was employed to analyze students' scoresANOVA was employed to analyze students' scores

on the achievement of vocabulary and reading on the achievement of vocabulary and reading

comprehensioncomprehension

Findings of the StudyFindings of the Study

Source

Sum of Squares

dfMean Squares

F Sig .

Corrected model144.296178.4881.2110.275

Intercept9803.88919803.8891398.97*

*0.001

Musical intelligences102.891812.8611.8350.082

suggestopedia22.627122.6273.2290.076

music * suggestopedia30.30483.7880.5410.823

Error574.652827.008

Total14987.250100

Corrected total718.94799

**Significant level at Significant level at ≤0.01≤0.01

The first finding of this study indicated that there The first finding of this study indicated that there were no differences between the vocabulary were no differences between the vocabulary achievement of the experimental group (students who achievement of the experimental group (students who have musical intelligences) and the control group have musical intelligences) and the control group (students who don't have musical intelligences). (students who don't have musical intelligences).

Two-Way ANOVA was conducted, the finding Two-Way ANOVA was conducted, the finding revealed that there were no statistically significant revealed that there were no statistically significant differences, as the significant level was (0.82) which is differences, as the significant level was (0.82) which is higher than (0.05). finding of this part of the study could higher than (0.05). finding of this part of the study could meet the call for activating and utilizing new strategies meet the call for activating and utilizing new strategies and methods that fulfill the musical intelligences of the and methods that fulfill the musical intelligences of the student, Gardner, (1999), Costanzo and Patixon (1999) student, Gardner, (1999), Costanzo and Patixon (1999) who reported that the MI theory provides a way of who reported that the MI theory provides a way of handling different language skillshandling different language skills..

SourceSum of Squares

dfMean Square

F A

Corrected model2844.02317167.29518.375**0.001

Intercept18013.455118013.4551978.473**0.001

Musical intelligences

289.169836.1463.970**0.001

Suggestopedia1444.42811444.428158.646**0.001

music * Suggestopedia

125.422815.6781.7220.106

Error746.587829.105

Total31379.500100

Corrected total3590.61099

** Significant level at ≤0.01** Significant level at ≤0.01

Two-Way ANOVA for Differences between the Mean Scores of Two-Way ANOVA for Differences between the Mean Scores of the Two Groups on Reading Comprehension Testthe Two Groups on Reading Comprehension Test

The second part of this study indicated that there The second part of this study indicated that there were statistically significant differences between the were statistically significant differences between the experimented group (students who have musical experimented group (students who have musical intelligences) and the control group (students who don't intelligences) and the control group (students who don't have musical intelligences) on the reading have musical intelligences) on the reading comprehension test.comprehension test.

The differences were in favor of the experimental The differences were in favor of the experimental group. The significant level was (0.001), this level is lower group. The significant level was (0.001), this level is lower than (0.05). This comparatively, high mean score of the than (0.05). This comparatively, high mean score of the experimental group, due to the effect of having musical experimental group, due to the effect of having musical intelligences. The result of this part ties in well with what intelligences. The result of this part ties in well with what Gardner (1999) mentioned that the application of Gardner (1999) mentioned that the application of strategies that meet the students’ needs eliminate the strategies that meet the students’ needs eliminate the feeling that they can't be successful.feeling that they can't be successful.

It was also reported and confirmed that students It was also reported and confirmed that students who have musical intelligences were so relaxed and who have musical intelligences were so relaxed and confident especially when music was played and when it confident especially when music was played and when it was paused from time to time to allow their listening to it. was paused from time to time to allow their listening to it.

Implications & RecommendationsImplications & Recommendations

1.1. There seems to be a need for conducting other There seems to be a need for conducting other studies on the effect of musical intelligence through studies on the effect of musical intelligence through using the Suggestopedia method. Such studies may using the Suggestopedia method. Such studies may provide an integrative pedagogical basis for future provide an integrative pedagogical basis for future development in TEFL programmes, and it may lead to development in TEFL programmes, and it may lead to better generalization of the results.better generalization of the results.

2.2. Expand the use of MI theory to cover other language Expand the use of MI theory to cover other language skillsskills,, to investigate its effect on to investigate its effect on enhancing learners’ enhancing learners’ speaking, listening andspeaking, listening and writing skills.writing skills.

3.3. Conduct similar studies to investigate the effect of Conduct similar studies to investigate the effect of using (the Suggestopedia method) using (the Suggestopedia method) in relation to MI in relation to MI theory on other language skill. theory on other language skill.