59 human society. It meant that the language function was to convince other people,
how a student could tell a beautiful moment they spent with their mother, so the other students believed and as if felt what they heard. The students were curious
listen ing to their friend’s story. Furthermore, self-confidence grew when the
students learnt how to involve in discussion, to speak in front of the class, and to do any activities in class. It was good for the early young learners stronger their
self-confidence.
3. Bodily-kinesthetic Intelligence
In this study, bodily-kinesthetic intelligence appeared when the students played roller-coaster, swing, and football in the playing ground, practiced an
exercise, played with sponge blocks on the floor to see which one he needed to make the sides of his building the same height, made a red-white chain, sticked
the dry leaves onto the paper, coloured the pictures, and made chocolates. Bodily- kinesthetic intelligence was also shown when the students had a mini trip to the
post office. The students bought the stamp, sticked it onto the card, and sent it by themselves. When the students practiced to do these activities in few meetings,
their hands were trained to move active as good as their eyes. Gardner in Campbell, 1996: 67 stated that bodily-kinesthetic intelligence included the ability
to unite body and mind to perfect physical performance. It showed a harmony between the mind and the body, that meant how the mind trained the body and the
body trained the mind. These activities also focused on students’ attention in the classroom and aid memory by encoding learning throughout the bo
dy’s neuro- musculature.
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4. Musical-rhythmic Intelligence
Musical-rhythmic intelligence appeared in this study when the students were carrying out an exercise together, singing songs, and playing musical
instrument. Gardner in Campbell, 1996: 133 stated that because of the strong connection between music and the emotion, music in the classroom could help to
create positive emotional conducive environment learning. The teacher played cassette during the exercises and the students followed teacher’s movement.
Furthermore, singing some songs and playing musical instruments gave chances to the students to express themselves. “It showed the utilizing the human voice
and body as natural instruments and means to express self- expression” Gardner
in Campbell, 1996: 133. Gardner in Campbell 1996: 134 explained that Plato claimed that “rhythm and harmony sink deep into the recesses of the soul and take
the strongest hold there, bringing the grace of body and mind which is only to be found in one brought up in the
right way.”
5. Visual-spatial Intelligence
