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
In creating an interesting speaking class, the students should experience speaking in a variety of speaking activities. By experiencing different activities in
speaking, the students will perceive speaking as a relevant act occurring between themselves, others and society. In short, through the variety of speaking activities,
the students will be more aware and thoughtful about their purpose in speaking.
d. The Teacher Roles in Teaching Speaking Based on Multiple Intelligence Theory
The teachers should have an understanding that students are unique and they learn with different learning styles, and it is important for teachers to understand
students’ difficulty in learning speaking as well. As the year progress, the role of teacher changed becoming less directive, and more facilitative. According to
Campbell et all 1996: xxi, it is essential for the teachers to demonstrate pleasure in speaking process and give students efforts to improve their speaking skill
ability. Teachers should help the students to reduce their fears by maintaining a friendly atmosphere in the class and providing opportunities for students to
practice alone or with partner, before increase into larger group.
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e. The Students Roles in Teaching Speaking Based on Multiple Intelligence Theory
Multiple intelligence approach is student-centered Gardner, 1993: 78. By applying multiple intelligence theory in speaking class, students are given a
chance to explore and learn English in many ways, and they have opportunities to direct their own learning.
According to Richards and Rodgers 2001: 118, to be a better second language learner, a leaner should be:
1 A goal-directed learner. Students can benefit from learning by setting themselves presentation goals and assessing their own progress.
2 A happy Learner. Through the various activities offered by Multiple Intelligence Theory, the students will experience a different atmosphere of
speaking class.
5. Educational Research and Development
