20 3.
Creative adaptation The students engage in various activities designed to help them learn the
new material and use it spontaneously. Activities particularly recommended for this phase including singing, dancing, and games.
b. Multiple Intelligences MI
Multiple Intelligences or MI is a method in teaching-learning English which proposed by Howard Gardner in 1983. According to Larsen-Freeman
2000: 172, “teacher has always known that the students have different strengths.
In the language teaching field, some of the differences among students have been attributed to students’ having different learning or cognitive styles.” It means that
the students not only improve their cognitive and linguistic intelligences, but also to explore their ability through art, music, body movement, space, relationship
with others, and to understand themselves. Gardner has a theory that the students have at least seven distinct intelligences. The seven intelligences are as follows.
1. Logical-mathematical – is the ability to use numbers effectively, to see
abstract patterns and to reason well, for example: puzzles and games. Logical-mathematical intelligence plays a larger role in thinking and
learning. Gardner in Campbell, 1996: 37 stated that by working with concrete objects, students become actively engaged in problem solving.
2. Verb-linguistic – is the ability to use language effectively and creatively,
for example: storytelling. According to Verney as well as the National Association for the Education of Young Children in Campbell, 1996:
2, it was stated that “children should be involved in discussion and
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21 provided with opportunities to make meaningful choices and decisions.”
Pre-school students as young learners who born in into such an environment has a leading-edge on becoming a competent listener,
speaker, reader, and writer in the future. Gardner in Campbell, 1996: 2 suggested that language is a “pre-eminent instance of human
intelligence” that has been indispensable to human society. Furthermore, self-confidence grows when the students learn how to involve in
discussion, speaking in front of the class, and any activities in class. It is good for the early young learners stronger their self-confidence.
3. Bodily-kinesthetic – is the ability to use one’s body to express oneself
and to solve problems, for example: body movement and hands-on activities. Gardner in Campbell, 1996: 67 stated that bodily-kinesthetic
intelligence includes the ability to unite body and mind to perfect physical performance.
4. Musical-rhythmic – is an ability to recognize tonal patterns and to sense
the rhythm, pitch and melody; for example: singing and playing musical instrument. Gardner in Campbell, 1996: 133 stated that because of the
strong connection between music and the emotion, music in the classroom could help creating an emotionally positive and conducive
learning environment . “It showed the utilizing the human voice and body
as natural instruments and means to express self- expression” Campbell,
1996: 133. Gardner in Campbell 1996: 134 explained that Plato claimed that “rhythm and harmony sink deep into the recesses of the
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22 soul and take the strongest hold there, bringing the grace of body and
mind which is only to be found in one brought up in the right way.” 5.
Visual-spatial – is the ability to orient oneself in the environment, to create mental images, and to sense the shape, size, and color; for
example: drawing. “Visual-spatial includes an aggregate of related skills
including visual discrimination, recognition, projection, mental imagery, spatial reasoning, image manipulation and the duplication of inner or
external imagery, any or all of which may be expressed by a single person” Gardner in Campbell, 1996: 96.
6. Interpersonal – is the ability to understand another person’s moods,
feelings, motivation and attention; for example: working in group.
Gardner in Campbell, 1996: 160 stated that interpersonal intelligence enabled students to understand and communicate with others, noting
differences in moods, temperaments, motivation, and skills. Humphrey in Campbell 1996: 160 stated that the greatest creative use of the
human mind is to maintain human society effectively. 7.
Intrapersonal – is the ability to understand oneself and to practice self- discipline, for example: self-evaluation. Gardner in Campbell, 1996:
195 stated that intrapersonal intelligences included thought and feelings. Students will be well-served by realizing that making an honest mistake
should not automatically lead to self depreciation, shame, or anger. The teacher helps the students if they did a mistake and tried to solve the
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23 mistake. The teacher should guide students’ intrapersonal condition to
avoid laughing at the mistake if there is a student did a mistake. MI can be useful for reminding about the unique qualities of each student.
Students cannot be forced to learn one of intelligence continuously. They are free to express and explore what they want to learn more based on their interest. The
teacher guides them to learn their ability deeply.
c. Total Physical Response TPR
