c. Implementing MI Theory in the Classroom
Learning activities based on Multiple Intelligence theory should be well- prepared. Teachers need to plan how learning process is run and what teachers
and students have to do. Teachers may also seek information from the students about ways they would most like to learn. Then, having knowledge about MI
activities used in the classroom, teachers are able to design deliberate lesson plan. To begin lesson planning, teachers might reflect on the concept they want to teach
and identify the intelligence that most appropriate for corresponding the content. That is why, it is necessary for teachers to distinguish students’ intelligence at
first. However, many teachers find it overwhelming to incorporate all eight intelligences areas in lessons. Thus, it is recommended that at least four
intelligences serve as entry points into any content Gardner, 1993: 232.
1. Recognizing Students’ Intelligences
In order to assist students to learn using MI theory, teachers should first recognize students’ intelligence that most students posses. It is required before
planning the lesson. Teachers have to do observation at first. As Amstrong 1994 said cited in Suparno, 2004, there are ways to analyze students’ intelligence
which are using test, practicing to teach using MI, observing and collecting students’ documents.
The test used here is a simple test with a list of statements. Students can easily tick the statements that they think are best suit with their characters and
personalities. Teachers will determine which intelligence students mostly posses.
From the result, the designer takes four strongest intelligences that will be used as the entry points of each lesson. The test can be seen in appendix F.
Directly teaching using MI in the classroom is another way. Teachers are able to observe students’ reaction. Students are introduced to the new learning
method; using MI theory. Teachers prepare some different activities which cover combination of different intelligences. From students’ reactions and comments,
teachers are able to conclude which intelligence is dominant. Using underlined dominant intelligence activities, it is hoped that students give positive advance in
learning English. Observation should be done before planning the lessons. There are two
kinds of observations: observation inside the class and observation outside the class. Teachers are able to observe activities students do, things they like and do
not like, their characteristics and abilities, and others which lead to description of students’ intelligence. The observation’s result will support the result of the test.
The last thing teachers can do is collecting students’ documents. The documents are all records that students have done before. It can be students’
works, list of achievements, papers, art works and others. The most important is school report from which teachers know the students’ mark in each subject. It
helps teachers to discover which intelligence students have strongly.
2 MI Activities Used in the Classroom
It is important not only to facilitate language learning but also to help students realize their strength. The more awareness students have of their own
intelligences and how they work, the more they will know how to use that
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