25 6 Interpersonal intelligence
Interpersonally-skilled learners most likely enjoy interacting with others of similar or varied ages. They have good relationship with parents and others. These
learners also recognize and use a variety of ways to relate to others. They understand and communicate effectively in both verbal and nonverbal ways.
7 Intrapersonal intelligence Campbell and Dickinson define learners with well-developed intrapersonal
intelligence are aware of their emotions range. They are able to find approaches and outlets to express their feelings and thoughts and motivated to identify and
pursue goals. Moreover, they develop an accurate model of self and curios about the “big questions” in life: meaning, relevance, and purpose.
8 Naturalist Intelligence Naturalist-skilled learners usually enjoy collecting, observing, and noticing
things related to the nature. They also like to explore something particular in nature such as plants, animals, flowers and learn them in detail. In addition, they
are interested in watching natural phenomenon like the moon or stars and obtaining information about them.
c. Applying Multiple Intelligences in the Classroom
Teachers should think of all intelligences as equally important since the multiple intelligences theory implies that they should recognize and teach to a
broader range of talents and skills. Therefore, teachers should arrange the presentation of material in which engages most or all of the intelligences. The
26
Linguistic:
How to involve the students to speak, read, and write
Musical:
How to involve music, sound,
rhyme or melody in the lesson
Logical mathematical:
How to introduce
numbers, logic, classification or
critical thought
Spatial:
How to use pictures, color,
art or other visual tools
Naturalistic:
How to involve the nature or
ecosystem in the lesson
Intrapersonal:
How to awaken students’
imagination, personal feelings,
or experience
Bodilykinaesthetic:
How to involve the students to move or
use their body
Interpersonal:
How to involve the students to socialize with their
friends
Objective
students will come into the classroom with different sets of developed intelligences. This means that they will have their own unique set of intellectual
strengths and weaknesses. For that reason, teachers have to select the most suitable learning styles for the students. To apply all the intelligences in the class
is difficult. However, Armstrong recommends a diagram, which offers questions of multiple intelligences planning, to direct the ideas, strategies, and activities to
be applied in the class. The multiple intelligences diagram is presented in Figure 2.3.
Figure 2.3 Multiple Intelligences Diagram Armstrong, 2000: 236
d. English Learning Activities through Multiple Intelligences
In order to help the learners realize their potential, it is important to vary activities which employ all eight types of multiple intelligences. Besides, varied
activities will help the learners to improve interest and may avoid boredom in the
27 learning process. To do so, the teacher should think about the activities that are
frequently used in the classroom and categorize them according to the intelligence types.
There are activities that support the multiple intelligences in learning English suggested by Armstrong 2000: 170.
1 Linguistic Intelligence In improving linguistic intelligence, the teacher uses lectures, small and
large group discussion, word games, listening to cassettes or talking books, storytelling, debates, drilling, and aloud reading. Through these activities, students
may enhance their vocabulary. 2 Logical-mathematical Intelligence
Since learners with logical-mathematical intelligence enjoy doing science experiment, numbers, problem solving, and finding patterns, the teacher uses
games and puzzles to help them in memorizing vocabulary. 3 Musical Intelligence
To facilitate learners with musical intelligence, the teacher will use songs in English learning. The teacher will also ask the students to sing the song. These
songs will assist the students in recognizing the vocabulary before going through to the next discussion. Songs selection is important. Thus, the teacher has to select
simple songs and consider the appropriateness to the theme.
