23 7 Intrapersonal Intelligence: the intelligence relates to self-awareness of with
inner feelings, values, belief and thinking processes. Capacities involved concentration of mind, mindfulness, awareness and expression of different
feelings. 8 Naturalist Intelligence: capacity to distinguish, to classify and to use the
numerous species of the flora and fauna in natural environments. It includes abilities to understand behaviors, necessities and characteristics of the animals and
plants; also, to experience and to question about the environment.
b. Applying Multiple Intelligence Theory in the Classroom
Gardner’s theory of multiple intelligences has several implications for teachers in term of the activities in the classroom and material presentation. The
theory states that all eight intelligences are needed in education. Teachers, therefore, should think of all intelligences as equally important. The activities
used in the classroom must imply multiple intelligence theory and teacher should recognize and teach to a broader range of talents and skills. Another implication is
that teachers should structure the presentation of materials that engages most or all of the intelligences. The presentation not only excites students about learning, but
also it allows a teacher to use the material in variety of ways of teaching.
1 The Multiple Intelligence Activities Used in the Classroom
Since the students have different degrees of intelligences, teachers should create activities that bring along the eight intelligences, not only facilitate
language acquisition but also help the students realize their potential ability. To apply all the intelligences there are some alternative teaching strategies that might
24 help teachers in conducting multiple intelligences theory in the class Campbell,
1996: 1-196. The activities are as follows. a Verbal-Linguistic Intelligence: lecturing, drilling, discussing, note taking,
reading aloud, summarizing, playing vocabulary and grammar games, giving oral presentation.
b Logical-Mathematical Intelligence: classifying things, problem solving, critical thinking, playing puzzles and computer games, understanding, creating graphs,
and making prediction. c Visual-Spatial Intelligence: mind mapping, storyboarding, reading maps and
diagrams, watching films. d Bodily-Kinesthetic intelligence: role playing, dancing, doing physical games,
acting out words, doing body language and gestures, moving around. e Music Intelligence: singing songs, using music, composing songs or rhymes,
playing music. f Interpersonal Intelligence: leading and organizing, cooperating, sharing and
comparing ideas, group working, gaming, debating and discussing, interviewing. g Intrapersonal Intelligence: working individual, doing self-paced instruction,
planning, listing favorite things. h Naturalist Intelligence: categorizing, investigating, linking, being outside, and
analyzing similarities and differences. Teachers should try to accustom themselves using multiple intelligences
theory in the classroom by choosing activities that present particular intelligences.
2 Deliberately Plan Lessons
The activities that have been chosen should be categorized according to which intelligences they belonged. In language classroom, it seems that linguistic
25 and interpersonal intelligence will be regularly activated. The teacher needs to
deliberately plan lessons so that the different intelligences are represented in teaching and learning process Larsen, 2000: 184. To check whether or not the
teachers have focused on the eight different types of multiple intelligences, Christison 1998: 30 added that teachers should use charts to show eight
intelligences that have been successfully learned.
c. The Description of Multiple Intelligence Theory in the Speaking Class
