the puzzle faster than the other group. The students did this task very well. They could cooperate well with their partner. The writer found that they divided the
jobs with their friends. One of them had a job to glue and stick each piece of the puzzle onto the paper and the other two had a job to arrange the puzzle.
d. Unit IV
The fourth unit was implemented on June 1, 2009 with a topic which was “Describing People”. The number of students was 21 people. The implementation
took about an hour. There were three parts of this unit, namely a Start to Think; b What should You Do?; and c Do It Again which covered the four English
skills, which were listening, speaking, reading, and writing. In this unit, there were four intelligences being developed, namely Linguistic Intelligence, Spatial
Intelligence, Intrapersonal Intelligence, and Logical-Mathematical Intelligence. The first part was Start to Think. The activity was to match some people
pictures with their appearances which developed students’ linguistic and logical- mathematical intelligences. This activity required the students to guess the
appropriate appearances or characteristics of Indian, Chinese, and African people. The writer found that the students faced a difficulty in doing this task because
they did not know the English words such as pointed nose, narrow eyes, dark skin, and so forth. However, some students sometimes had known the English words
but they did not know the spelling. The example of the first activity is shown below:
The students classified and matched some pictures.
Number one: Indian people Æ pointed nose, dark skin, and wavy hair.
The students were supposed to classify some pictures and match them with their appearance.
The second part of Unit IV was What should You Do?. This second part was divided into five sections. The first and the second sections were activities
which emphasized reading and speaking skills. The activities required the students to read some vocabulary items and short sentences related to the topic with correct
pronunciation and intonation. These activities were made to develop students’ linguistic intelligences in reading a text. First, the students had to follow the
teacher pronouncing the words and the sentences. Then, they had an opportunity to read aloud the words and the sentences by themselves. The writer would make
some corrections if there was a mistake made by the students in reading and pronouncing them. The examples of the first and second activities are shown
below:
The students read aloud some words and sentences of someone’s characteristics.
Number one: Legs; Long Legs; She has long legs.
The students were supposed to read some vocabularies and sentences with correct pronunciation and intonation
and so on.
The students read aloud some sentences of someone’s appearance.
Number one: I am thin. I have short and curly hair. I have dark skin and thin lips.
The students were supposed to read some vocabularies and sentences with correct pronunciation and intonation
and so on.
a. b.
The other types of the examples are available in the materials paper see Appendix G.
The third section of this part dealt with linguistic, intrapersonal, and spatial intelligences. In this activity the students had to learn Simple Present
Tense including the pattern and some examples of it. There were two kinds of Simple Present Tense patterns which were taught to the students. The both
patterns were used to describe someone appearance or characteristic. The patterns were 1 Subject + Verb Have Has + Object Noun, e.g. He has a dark hair.,I
have an oval face; and 2 Subject + LV + Subject Complement Adjective e.g. She is tall., I am slim. The students found some difficulties to understand the
patterns. As well as the students, the writer also found some difficulties to teach the students about the patterns. The student found some difficulties when they had
to make their own sentences using those patterns. Hence, the teacher made some additional activities to solve the problem. The teacher made some examples of
each pattern until the students understood. Then, the teacher assessed the students by asking some students to make their own sentence on the whiteboard. This
activity spent a lot of time. After they had more understanding about the patterns,
each student was required to describe their own appearance by using those patterns. The student had to make a paragraph about their appearance which
consisted of three sentences at minimum. The result of this activity was much better than before. Most students could make correct sentences using those
patterns. It was proven from the mark they got. More than half students of this class got 90 in making a short paragraph of their own appearance.
The fourth activity of this part was listening. The students had to listen to two dialogues read by the writer. Next, they had to fill in blanks on the listening
passage given. This section was made to develop students’ linguistic and intrapersonal intelligences. The students had to find the answers by themselves.
Moreover, they had to control their own concentration so that they could hear what the teacher said clearly. The difficulty in doing this activity was that students
did not do the tasks well because they were confused to write the English words. Some students might know the English words but they did not know the spelling.
Moreover, some of them did not know the English words that they had to write. The example of the listening activity is shown below:
The students filled in the blanks on the listening passage
The students were supposed to listen to the teacher reading a text and fill in blanks on the listening passage given.
Dialogue 1: Stella
: Morning Dad. Daddy
: Morning. Have your breakfast please … Stella
: Thank you. Dad, I have a new friend in class. Daddy
: Good. What does she look like? Stella
: She is ______. She has curly ______ and a _______. She is very kind.
The other types of the examples are available in the materials paper see Appendix G.
The last activity of the second part was an activity which gave an opportunity for the students to draw some pictures of someone’s appearance. They
had to draw three people based on the descriptions given next to the box. In this activity, the writer found the same situation as in the drawing activity on Unit I.
Some students could do the task given very well, especially for those who liked drawing. They did the task quickly and seriously. However, most students looked
very enthusiastic in doing this task. They did the task without making any complaint. This task gave the students an opportunity to develop their linguistic
and spatial intelligences. The example was shown below:
The students drew some pictures. The students were supposed to draw someone’s appearance based on the
descriptions stated beside the box
The other types of the examples are available in the materials paper see
Appendix G. The last part of Unit IV was called Do It Again. The activity in this part
was to find the antonym of some adjectives that were used to describe someone’s appearance. This task was made to develop students’ linguistic and logical-
mathematical intelligences. This activity required the students to find or guess the meaning of the words first, then, they tried to find the antonym of the words.
Some students could finish this task well. However, there were some students who did not do this task. The reason that was found by the writer was that those
students did not want to try to find the meaning of the words. The example of the activity is shown below:
The students found the antonym and matched them to the choices given.
The students were supposed to find the antonym of some words and match them to the choices given on the right side
2. The Implementation of the Seven Intelligences in the Classroom
