The Application of the Multiple Intelligences-Based Technique in the
28 Armstrong 2003:19 who states that during reading a text, a person is not simply
linguistically encoding data. Most of the intelligence, even all of the intelligences, takes part in making sense a text. It means that a person can use many different
ways in learning to read. In order to use many different ways in learning to, a teacher should have
various kinds of teaching strategies to be used in the Multiple Intelligences-based reading class. The following teaching strategies give ideas to teachers about how
to conduct the Multiple Intelligences-based techniques in the teaching and learning process of reading.
1 The teaching strategies for Linguistic Intelligence
Armstrong 2009: 60 provides several activities and materials that can be used for teaching strategies for linguistic intelligence. One of them, according to
him, is word games. This can be in the form of jumbled word. This activity can be used to improve students’ awareness of grammar of the given text. In the whole-
text level, one of the teaching strategies that is suggested by Armstrong 2009:73- 74 is storytelling. After students read the text, the students are asked to tell to the
class about what they have just read in the text. 2
The teaching strategies for Logical-Mathematical Intelligence Socratic Questioning is one of the teaching strategies for logical-
mathematical intelligence proposed by Armstrong 2009:78. He says that this strategy can be used to develop students’ critical thinking skill. In reading lesson,
this strategy can be used in pre-reading stage. The teacher can develop students’ background knowledge by asking them to predict the content of the text from the
29 title of the text. Students share their prediction about the content of the text, while
the teacher guides the “testing” of their prediction through questioning. 3
The teaching strategies for Spatial Intelligence Armstrong 2009:61 proposes mind-mapping as one of the teaching
material for spatial intelligence. After read the given text, students are requested to make mind-map of vocabulary found in the text. This activity can expand
student’s repertoire of vocabulary. It will also help them to understand the connection of words in the text. Armstrong 2009:81 also suggests idea sketching
as another way to evaluate a student’s understanding of the text. In this teaching activity, students are asked to draw pictures based on their understanding of the
text. 4
The teaching strategies for Bodily-kinesthetic Intelligence An active reading lesson can be an ideal teaching-learning process for
bodily-kinesthetic students. Armstrong 2003: 33 proposes several ways to use bodily-kinesthetic strategies in reading class. He mentions one of the effective
ways is by asking students read the material and act it out simultaneously. It can make students have to comprehend the given text. If they can comprehend the
text, they will be able to put the text into action. The other strategies can be done by having students to explore the meanings of text through their own internal
kinesthetic imaginery. Houston in Armstrong 2003: 33 defines kinesthetic imaginery as “inner imaginery that represents physical movement, bodily
sensations and tactile impressions”. After reading a text, the English teacher asks hisher students to experience the actions in the text. The students are asked to
30 close their eyes and imagining themselves in the text. In order to implement the
Bodily-Kinesthetic intelligence techniques, the teacher can use any kind of text. 5
The teaching strategies for Musical Intelligence Music can holds essential role to the reading lesson situation. It can
influence a reader’s mood and feeling when they read a text. Armstrong 2009: 87 states Mood Music strategies can create an appropriate or emotional
atmosphere in the class. This teaching strategy can help students when they try to imagine the sequences in the text. It will help them to get the feelings of the text.
6 The teaching strategies for Naturalist Intelligence
Tanner gives suggestion for teachers about teaching strategies for natural intelligence. Tanner in Harmer 2007: 91 suggests that teacher can give students
texts that are related to environmental issues. Students can learn about nature. They will have more understanding about nature. They can also get new
vocabulary related to the nature. 7
The teaching strategies for Intrapersonal Intelligence It is important to give personal time for students during the teaching and
learning process. It will give time for them to understand the text individually. Nicholson-Nelson share his ideas about how teachers can give students, especially
students with strongly developed intrapersonal intelligence, the opportunity to understand the text individually in the English teaching and learning process of
reading. Nicholson-Nelson 1998:114 states that the teacher can ask students to write a summary of a story they read, describing their favorite parts and
explaining why they like those parts. Through this activity, students are not only
31 given time to reflect on what they have read, but also trained to develop their
reading comprehension skills. 8
The teaching strategies for Interpersonal Intelligence There are many possibilities of how to teach reading based on
interpersonal intelligence. One of them is Jigsaw Reading. Nicholson-Nelson 1998:113 claims that this activity can be done in a small group. Each member of
a small group will read one paragraph of the given text. After comprehending their portion of the text, each member must discuss it with the other members in
their groups. When they have finished arranging the text into the right order, they can report the right text in front of the classroom.
It is important to be noted that each teaching strategies of the eight intelligences are connected one another. A teaching strategy for certain
intelligence can also be used for another teaching strategy for other intelligence. It is also important to be noted that the teacher in implementing these techniques
does not really have to put the students into each students’ most highly developed intelligence. McKenzie 2005:15 clarifies that the teacher can “bring them back
together into one holistic model.” For reading lesson, the fact that intelligences works together means the teacher only need to combine several Multiple
Intelligences teaching techniques. The teacher should make use the above teaching strategies creatively and brilliantly to provide different ways of helping
students acquire reading skills. However, teachers don’t have to include all of the teaching strategies that
are based on all of the eight intelligences in every lesson plan. It is because,
32 according to Larsen-Freeman 2000:172, it is not likely to be possible to include
all of the teaching strategies in every lesson plan. Therefore, a teacher should design a reading lesson which can promote the Multiple Intelligences-based
techniques based on the given time, students’ abilities, the teacher’s beliefs and the possible teaching strategies for students.