materials for the fifth grade students which was developed based on the Multiple Intelligences theory. The materials covered seven intelligences from the ten
intelligences proposed by Howard Gardner. There were four units of the materials which were implemented by the writer. They were, Unit I: “Parts of Body”; Unit
II: “Feelings”; Unit III: “Family Members”; and Unit IV: “Describing People”. Since the materials were based on the seven intelligences, therefore, there were
many kinds of activities and tasks that must be done by the students. In each unit, there were four up to seven intelligences that were developed. In this discussion,
the writer would discuss kinds of activities and tasks of each unit. The learning activities and task had been made based on 2006 Curriculum KTSP by
considering the goals stated as Competence Standard, the general purposes stated as Basic Competence, and the seven intelligences being developed Jatiningsih,
2008. The learning activities and tasks were presented as follow:
a. Unit I
The first unit was implemented on May 16, 2009 with a topic which was “Parts of Body”. 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. There were six intelligences
focused on this unit, namely Linguistic Intelligence, Spatial Intelligence, Intrapersonal Intelligence, and Interpersonal Intelligence, Bodily-kinesthetic
Intelligence, and Musical Intelligence.
The first part of Unit I was Start to Think. In this part, the students were asked to look at a picture, pronounce some vocabulary items, and touch the parts
of the body which were said. This part emphasized reading skills which developed the linguistic, spatial and bodily-kinesthetic intelligences. In this part, all the
students followed the teacher to pronounce words correctly. However, they sometimes could not touch the parts of the body directly because they had not
memorized the meaning of each vocabulary well. They still needed a few seconds to find the meaning of the vocabulary mentioned by the teacher. The examples are
stated below:
The students looked at the picture and said the vocabularies stated on it with correct pronunciation.
Number one: hair
The students were supposed to pronounce the word and touch their hair
and so on.
The students repeated the teacher in pronouncing the words and touched
the object. Number one: fingers
The students were supposed to repeat the teacher pronouncing the word and touch their fingers
and so on.
The whole types of the examples are available in the materials paper see Appendix G.
The second part of Unit I was What should You Do?. This second part was divided into four sections. The first section was an activity which required the
students to draw and colour some pictures based on the word given under the box. In this activity, some students could do the task given very well, especially for
those who liked drawing. They did the task fast and seriously. Most students seemed to enjoy doing this task. The students did the task without making any
complaint to the writer. Moreover, they could do the task independently. This task gave the students an opportunity to develop their spatial intelligence. The example
was shown below:
The students drew and coloured some pictures. Number one: a hand
The students were supposed to draw a hand on the box given and colour it
and so on.
The second section was an activity which emphasized speaking skill to develop students’ linguistic, bodily-kinesthetic, and interpersonal intelligence. In
this activity, the students had to touch parts of their body based on their partner’s instruction. It needs students’ body movement and their cooperation. This activity
also trained the students to use their knowledge of some vocabulary items which had been learned in the previous activity. The students did the task well. However,
there were some students who did not want to do the task, even they made a joke or had a chat with their partner. They said that they did not like physical activities
because it was tiring. Another difficulty that was found by the writer was that some students could not touch the part of body which was instructed by their
partner. It happened because some of them had not yet memorized the English vocabulary about parts of body. However, it did not become a great problem since
the students were brave enough to ask the teacher when they forgot the vocabulary.
The third section emphasized writing skill. In this section, the students had to think one of their favourite parts of their body and write the reason why they
liked the object. The last section dealt with listening activity. The students had to listen to the teacher reading a text entitled “Our Body”, then, they had to fill in the
seven blanks on the listening passage given. The last two sections were made to develop students’ linguistic and intrapersonal intelligence. The difficulty found in
the last two activities was the same. Some students did not do the tasks well because they were confused to write the English words. Some students sometimes
had known the pronunciation of the English words but they did not know the
spelling. Moreover, some of them did not know the English words that they wanted to write. The examples of the third and fourth activities are shown below:
The students wrote their favourite part of the body
The students were supposed to think their favourite part of the body and write it on the box given by providing their reason.
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.
The other types of the examples are available in the materials paper see Appendix G.
The last part of Unit I was called Do It Again. The activity given was singing a song. This activity was given to the students in order to develop their
linguistic, musical, and bodily-kinesthetic intelligences. In this singing activity, the students had to touch the parts of body stated in the song while they were
singing in order to help them memorized the vocabulary. Furthermore, it gave an
opportunity to the students who like singing to learn the topic through their interest. The students seemed to enjoy singing the song. They sang the song
loudly and cheerfully. The example of the song is presented below:
The students sang a song. The students were supposed to sing a song entitled “My Eyes, My Ears,
My Nose, My Mouth” and point the objects.
b. Unit II
