THE IMPLEMENTATION OF MULTIPLE INTELLIGENCES ON THE PROCESS OF TEACHING AND LEARNING ENGLISH (A Case Study on Fourth Grade Students of SD Kristen 3 Klaten in the Academic Year of 2012/2013).

ENGLISH TEACHING
Vol. I, Issue 1 (2013), PP 12-22
http://jurnal.pasca.uns.ac.id
THE IMPLEMENTATION OF MULTIPLE INTELLIGENCES ON THE PROCESS OF
TEACHING AND LEARNING ENGLISH
(A Case Study on Fourth Grade Students of SD Kristen 3 Klaten
in the Academic Year of 2012/2013)
Fibriani Endah Widyasari, 2Dewi Rochsantiningsih, 3Sujoko
(Student of Magister Program of English Education of Pascasarjana UNS)
Email: fibri.feelgood@gmail.com
(Magister of English Education Program of PASCASARJANA UNS)
(Magister of English Education Program of PASCASARJANA UNS)
ABSTRACT– This research aims at (1) describing the implementation of Multiple
Intelligences on the process of teaching and learning English on fourth grade students of SD
Kristen 3 Klaten in the academic year of 2012/2013 (2) identifying the difficulties on
implementing Multiple Intelligences and (3) finding out the solutions can be offered by
teacher to overcome the difficulties. SD Kristen 3 Klaten is one of the Elementary Schools in
Klaten which applies the Multiple Intelligences.
The research was conducted at SD Kristen 3 Klaten. The subject of the research was the
students the fourth grade students. The method of this research was Case Study Research. In
collecting the data, the writer used interview, classroom observation and document. Having

collected the data, the researcher analyzed the data in qualitative research.
The research revealed three major findings which consist of 1) the description of
implementation Multiple Intelligences which consist of (1) the document used on
implementing Multiple Intelligences, (2) English teaching and learning activity by
implementing Multiple Intelligences, (3) the other components supporting the
implementation of Multiple and; 2) the difficulties found out on implementing Multiple
Intelligences; 3) solutions offered by teacher to overcome the difficulties.
The teacher had knowledge about multiple intelligences. Specifically, she knew the main
characteristic, theories and the activities that could be implemented in multiple intelligences.
Hopefully the description of the implementation Multiple Intelligences at this school can be
used for English teaching development in other schools.
Keywords: Implementation, Multiple Intelligences, English teaching and learning.
direct interaction with things and

INTRODUCTION
Children as young learners are in the era

environment around them. In this case,

of need for variation of methods in

foreign language learning must consider

learning. In other hands, young learners

the needs and characteristics of young

are the most crucial moment in learning

learners in order to be successful in

development stages. All things that have

learning. Bruner (2001) also suggests

been learned in this stage will be a basis

introducing children to a range of

for their development in the next stage.

strategies are enabling for learners to

Piaget (1963: 34) states that young

choose as suits their individual learning

learner’s foundation of thinking,

styles.

language, vision, attitudes, and other

Various learning theories have been

characteristics develop through the

adapted in teaching second or foreign
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language especially English. One of them

teaching innovation is proposed. One of

is

by

implementing

multiple

the

Recently,

multiple

intelligence. Linguistic intelligence is the

intelligences.

intelligences

is

linguistic

intelligences have been placed more

capacity to use words effectively both

than just a theory but they have been

orally and in writing. It comprises the

developed into a teaching and learning

sensitivity to the sounds, meanings and

model. By using multiple intelligences,

functions of language.

students could learn in many ways.

Language learning would seem to be

Campbell (1986: 7) describes that the

essentially

strategy based on multiple intelligences

someone

approach

linguistic intelligence, as measured by

could

increase

multimodal

a linguistic
with

a

process,

highly

but

developed

skills; improve attitudes and behaviors,

conventional IQ tests, is not necessarily

and other benefits and students enjoy

a successful second language learner.

the learning process. Campbell (1986:

Gardner’s (1983: 87) theory of Multiple

167)

Intelligences, with its broad, culturally

who

implemented

multiple

intelligences in teaching English as a

based

second language found that multiple

intelligence, indicates that, as with all

intelligences learning model had allowed

human activities, language learning is a

each student to draw from his or her

complex

own strengths to approach learning.

intelligences.

While

Yusuf

cognitive explanation for the differences

found

that

and
the

Paridawati

(2007)

implementation

of

in

view

of

what

interaction
This

children

constitutes

of

model

second

number
offers

language

multiple intelligences in learning English

communicative competence, which the

could enrich and enhance students’

traditional views of intelligence do not.

vocabulary mastery and accommodate

Language is a social interchange,

their different learning styles.

and

Multiple intelligences theory teaches
us

that

all

the

students

a

interpersonal

and

intrapersonal

intelligences interact in complex and

have

subtle ways during the communication

competency. All the students are smart

process. Interpersonal intelligence can

in different ways (Hoerr, 2007: 1). One

be seen to play a key role in second

of

language learning. Empathy is an aspect

the

statements

revealed

by

the

experts that all the people are born as

of interpersonal intelligence involving

the genius persons because all of them

the ability to understand people and

have intelligences. Schools need some

respond to them appropriately, and

ways of teaching innovation. Enter the

those with a high degree of empathy

multiple intelligences model a way of

seem likely to more successful second
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Vol. I, Issue 1 (2013), PP 12-22
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language learners. Language is one of

framework which assists in explaining

the ways in which people respond to

individual variations in children second

each other.

language

Effective

communication

learning

proficiency.

calls for empathy, which allows an on

Interpersonal

going assessment and modification of

intelligence

what is being said, how it is being said

explanation for the affective factors that

and the body language that accompanies

impact on children language learning

it. Horwitz (1995: 576) considers that

success. Musical, spatial and bodily

successful

kinesthetic

second

language learning

and
provide

intrapersonal
a

cognitive

intelligences

are

also

depends on the emotional responses of

important influences in the language

the learner.

learning

Linguistic intelligence plays a part in

process.

explanation

it

is

Based

on

clearly

seen

that

is

very

the complex process of communication,

multiple

but

appropriate for children on learning and

interpersonal,

intrapersonal,

musical, bodily-kinesthetic and spatial

developing English.

intelligence are also highly involved in
the

process

of

learning

a

intelligences

above

One of the Elementary Schools in

second

Klaten

which

applies

the

Multiple

language. There may be aspects of

Intelligences is SD Kristen 3 Klaten.

logical

From the pre observation had been

mathematical

intelligence

involved in second language learning,

conducted by the researcher, it is known

but these are less apparent than the

that SD Kristen 3 Klaten has been

other intelligences. The single construct

delivering English subject using Multiple

view of intelligence has not provided an

Intelligences for five years. On applying

explanation for the differing levels of

the Multiple Intelligences every student

mastery that children achieve when

has an opportunity to specialize and

learning a second language. Gardner’s

excel in at least one area. Usually,

multi-faceted

however, it is three or four. Each student

Intelligences,

theory
with

of
its

Multiple
under-lying

learns the subject matter in a variety of

recognition of diversity in human skills

different

and abilities, which combine to produce

chances of successfully understanding

a unique intellectual profile, provides a

and retaining that information. Many

more satisfying explanation for these

student needs are met through this

variations

method. Their intellectual needs are met

in

communicative

competence.
At

the

Intelligences

ways,

thereby

multiplying

by constantly being challenged and
cognitive
theory

level

Multiple

develops

frequently exercising their creativity. At

a

the same time, their emotional needs are
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met by working closely with others.

learning

They develop diverse strengths, and

students of

they understand themselves better as

the academic year of 2012/2013?

individuals.

English

on

fourth

grade

SD Kristen 3 Klaten in

What solutions can be offered by

Based on explanation above, the

teacher to overcome the difficulties on

writer is interested in conducting a

implementing Multiple Intelligences on

research focused on Teaching English in

the process of teaching and learning

SD Kristen 3 Klaten. Therefore, the

English on fourth grade students of SD

research

is

entitled

“The

Kristen 3 Klaten in the academic year of

Implementation of Multiple Intelligences

2012/2013?.

on the Process of Teaching and Learning

Based on the formulation of the

English (A Case Study on Fourth Grade

problem above, the objectives of the

Students of SD Kristen 3 Klaten in the

research are:

Academic Year of 2012/2013”).

1. Describing

From

the

background

description

above,

the

of

the

is

the

implementation

of

multiple intelligences on the process

problems

of teaching and learning English on

formulated in this research are:
1. How

the

fourth grade students of SD Kristen 3

implementation

of

Klaten

in

the

academic

year

of

Multiple Intelligences on the process

2012/2013.

of teaching and learning English on

a. To find out the document used in

fourth grade students of SD Kristen 3

implementing

Klaten

Intelligences.

in

the

academic

year

of

2012/2013?
a.How

is

b.
the

document

implementing

used

in

is

describe

how

Multiple

Intelligen-ces is implemented on

Multiple

English

Intelligences?
b.How

To

Multiple

teaching

and

learning

activity.

English

teaching

and

c. To discover the other components

learning activity by implementing

supporting the implementation of

Multiple Intelligences?

Multiple Intelligences on English

c.What are the other components

teaching and learning process.

supporting the implementation of
Multiple

Intelligences

on

2. Identifying

English

the

difficulties

on

implementing multiple intelligences

teaching and learning process?

on

2. What are the difficulties found on

the

process

of

teaching

learning

English

on

fourth

and
grade

implementing Multiple Intelligences

students of SD Kristen 3 Klaten in the

on

academic year of 2012/2013.

the

process

of

teaching

and
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3. Finding out the solutions can be

heard; they can plan activities; they can

offered by teacher to overcome the

argue for something and tell you why

difficulties on implementing multiple

they think what they think; they can use

intelligences

on

the

process

of

logical reasoning; they can use their

teaching and learning English on

vivid imaginations; they can use a wide

fourth grade students of SD Kristen 3

range of information patterns in their

Klaten

mother tongue; they can understand

in

the

academic

year of

2012/2013.

direct human interaction;
Furthermore,

Scott

and

Ytreberg

LITERATURE REVIEW

(1990: 1-3) stated that as the young

Recently, teaching English to young

language learners, their characteristics

learners

are that they know that the world is

is

popular.

Many

English

courses for children are established.

governed by rules; they understand

This proves one thing that children

situations

interest

understand the language used; they use

to

English

is

increasing.

more

quickly

than

they

However, teaching English to children is

language skills long before they are

not an easy job. The teacher should

aware of them; their own understanding

know the characteristics of children; the

comes through physical world, such as

teacher should know who their students

touching, smelling; they are very logical

are. The teacher should also know that

– what you say first happens first; they

teaching

children

have

teaching

adults.

is

different

Pinter

from

(2006:

5)

a

very

concentration

short
span;

attention
young

and

children

explained that children actively build

sometimes have difficulty in knowing

their knowledge by making sense of

what is fact and what is fiction; young

their environment. For instance, a child

children are often happy playing and

who knows that egg and turtle comes

working alone but in the company of

from an egg will consider that cat also

others; the adult world and the child’s

comes from an egg.

world are not the same since children do

This child is

interpreting the world based on his

not always understand what adults are

prior knowledge.

talking about and vice versa; they will

Related
Ytreberg

to

children,

(1990:

1-3)

characteristics

of

Scott

and

seldom admit that they don’t know

propose

the

something either; young children cannot

them.

The

decide for themselves what to learn;

characteristics are that they can talk

young children love to play and learn

about what they are doing; they can tell

best when they are enjoying themselves;

you about what they have done or
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young children are enthusiastic and

human intelligences was followed by the

positive about learning.

emerging of the naturalist intelligence

Children differ from one another in

as the eight intelligence of human

their ability to understand complex
ideas,

to

adapt

effectively

(Gardner, 1983: 88).

to

the

A

environment, to learn from experience,

overcome

obstacles

by

description

of

Gardner

intelligences are as follows:

to engage in various forms of reasoning,
to

brief

Linguistic intelligence consists of

taking

the ability to think in words and to use

thought. According to Ward (2008) every

language to express and appreciate

student is smart according to the kinds

complex

of intelligence own by the students start

journalist, speakers, and news casters

from when he/she was born, or as the

exhibit

result of learning the culture. This

intelligence.

theory is important to be applied in

meaning.

high

Authors,

degree

of

Logical-mathematical

poets,

linguistic

Intelligence

education. There is no stupid child, nor

makes it possible to calculate, quantify,

the difficult subject-study, it is caused

consider propositions and hypotheses,

by the

and carry out mathematical operations.

highest

intelligence

of

that

person has been known.

Scientist, mathematicians, accountants,

Dickinson (1996: xvi), tells that

engineer, computer programmers all

the intelligences are the language that

demonstrate

all people speak and are influenced, in

mathematical intelligences.

part by the culture into which one is
born.

They

are

tool

for

Spatial

learning,

capacity

strong

intelligence
to

think

logical-

insists

in

the

the
three

problem solving, and creating that all

dimensional ways as do sailors, pilots,

human being can use. The Multiple

sculptors, painters and architects.

Intelligences theory was firstly launched

enables one to perceive external and

by

internal imagery, to recreate, transform,

Howard

Gardner

of

Harvard

It

University in his book, Frames of Mind:

or modify images, to navigate one self

The Theory of Multiple Intelligences. He

and

suggests that there are at least seven

produce or decode graphic information.

human

intelligences,

two

of

which,

object

through

Bodily-kinesthetic

space,

and

intelligence

to

en-

verbal/ linguistic intelligence and logical/

ables one to manipulate object and fine-

mathematical

tune physical skill are not as highly

intelligence,

have

dominated the traditional pedagogy of

valued

western societies (Campbell, 2004: 123).

elsewhere the ability to use one’s body

In addition to the theory of seven

is a necessity for survival as well as an
17

as

cognitive

ones

and

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ENGLISH TEACHING
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important feature of many prestigious

is an ability to acknowledge, differ,

roles.

express,

Musical

intelligence

evident

in

and

categorize

something

found in the nature. As the core, natural

individuals who possess a sensitivity to

intelligence is ability to acknowledge

pitch, melody, rhythm, and tone. Those

plants, animals, and other parts of the

demonstrating this intelligence include

mature (Ward, 2008).

composer,

conductors,

musicians,

critics, instrument makers, as well as

METHODOLOGY OF THE RESEARCH

sensitive listeners. In addition, Gardner

The research was conducted at SD

(1983: 90) states they will often use

Kristen 3 Klaten which is located in Jl.

songs

or

rhythms

to

learn

and

Seruni No. 8 Klaten Tengah, Klaten. The

memorize information, and may work
best

with

music

playing

in

subject of the research was the students
the

the fourth grade students of SD Kristen

background.

3 Klaten in 2012 which consist of two

Interpersonal

intelligence

is

the

classes, class A consisting 30 students

capacity to understand and interact with

and class B consisting 32 students. The

others

method of this research was Case Study

effectively.

successful

It

teacher,

is

evident

social

in

workers,

Research. It applied to described the

actors and politicians. Just as Western

phenomena happened by studying in

culture has recently begun to recognize

depth a single case of the process on

the connection between mind and body,

implementing multiple intelligences on

so too has it to come to value the

teaching

importance of proficiency interpersonal

collecting the data, the writer used

behavior.

interview, classroom observation and

This

area

introspective

has
and

to

do

with

and

learning

English.

document. Having collected the data, the

self-reflective

researcher

analyzed

capacities. Those who are strongest in

qualitative

research

this intelligence are typically introverts

steps namely:

and prefer to work alone. They are

the

data

involved

Data reduction, it included the
process of taking and selecting the

understanding

right data based on needed criteria. In

own

in

three

usually highly self-aware and capable of
their

In

emotions,

goals and motivations.

this phase, the researcher did the

This type of intelligence was not

process

of

selecting,

focusing,

part of Gardner's original theory of

simplifying and abstracting. In short,

Multiple Intelligences, but was added to

the data reduction was part of data

the theory in 1997. Natural intelligence

analyses, which emphasizes, made the
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data shorter, made the theme focused,

English

and arranged the data in appropriate

documentation on teaching and learning

order.

process, the implementation of MI and

Data Representation, this second

the

which

involves

supporting

the

components

step of data analysis was the data

implementation

representation. In this step, the writer

description of the difficulties found by

tried to arrange a relevant data in order

the English teacher on implementing the

to get information to make conclusion.

MI on the process of teaching and

In qualitative research, the data was

learning; and (3) The description of

taken are in the form of words. The

proposed

data was presented in the narration

overcome the problem.

form of word.

finding is described in more detail in the

Drawing
verification,

conclusion
after

describing

of

solution

MI;

by

(2)

on
The

teacher

Each of the

and

following. Table 4.1 summarizes issues

and

arising

from

research

questions

interpreting the data, the data was

mentioned in the problem statement in

drawn continuously and throughout in

the chapter 1 of this study.

the

study

interpretation.

as
The

the

result

researcher

of

to

as

Table 4.1 Issues Arising from the

took

Research Questions
Research Question
Issues Arising
1. How is the
a. Document Used in
implementation of
Implementing Multiple
Intelligences
Multiple
1) Syllabus
Intelligences on the
process of teaching
 Components of
and learning English
syllabus
on fourth grade
 Basic competence of
students of SD
English learning
Kristen 3 Klaten in
 Multiple Intelligences
the academic year of
in the syllabus
2012/2013?
2) Lesson plans
 Components of lesson
plan
3) Evaluation
 Spec. test/Blueprint
 Instrument
 Scoring rubric
 Students’ worksheet
4) Teaching material
 Teaching material on
implementing Multiple
Intelligences

conclusion after interpreting the data
taken. The result of the research
became the description of multiple
intelligences implemented in teaching
English at the fourth grade of SD
Kristen 3 Klaten.

FINDINGS AND DISCUSSION
This chapter discusses the finding of the
study and the discussion which deals
with the implementation of Multiple

b. English teaching and Learning
activity by Implementing
Multiple Intelligences.
1) Stages of teaching and
learning
2) Accommodations of eight
intelligences
3) Procedure of
Implementing eight
intelligences
4) Classroom Management
5) Students and teacher
interaction
6) Teacher’s role
7) Students’ role
8) Teaching media

Intelligences (MI) on the Process of
Teaching and Learning English of the
Fourth Grade Students of SD Kristen 3
Klaten. This finding is divided into four
main parts. It includes: (1) the
description of the implementation of MI
on the Process of Teaching and Learning
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2.

3.

What are the
difficulties found
on implementing
Multiple
Intelligences on
the process of
teaching and
learning English
on fourth grade
students of SD
Kristen 3 Klaten
in the academic
year of
2012/2013?
What solutions
can be offered by
teacher to
overcome the
difficulties on
implementing
Multiple
Intelligences on
the process of
teaching and
learning English
on fourth grade
students of SD
Kristen 3 Klaten
in the academic
year of
2012/2013?

c. Other components supporting
the implementation of
Multiple Intelligences on
English teaching and
learning process.
1) Parents
2) School Committee
a. Students’ difficulties
b. Teacher’s difficulties

follows:
Teaching and learning document
used on implementing MI includes: (1)
syllabus, (2) lesson plans, (3) teaching
evaluation and (4) English materials.
The

components

involved

in

implementing MI includes (a) stages of
teaching and learning, the stages of the
teaching and learning English conducted
to the fourth grade students of SD

The teacher’s effort on
finding solutions when she
finds the problems on the
teaching and learning
process

Kristen 3 Klaten were designed by the
Teacher into the lesson path. The lesson
path was divided into three main steps.
The

first

step

was

apperception/opening, the second was
main activity, and the third step was
closing. (b) accommodation of eight
intelligences,

The finding of this part is gathered

(c)

implementing

the

MI,

procedure
(d)

of

classroom

from the observation, interview and

management, (e) students and Teacher

available document. The

interaction,

teaching

and

process of

learning

English

by

involved

some

teacher’s

role,

The others factors supporting the

components

success of the implementation of MI on

which consist of documents, teaching

teaching

and

parents and school committee as the

learning

school

activity,

parent’s

committee’s

role

role,
which

learning

process

are

Parents support all of the teaching

Those components are more detail
into

and

supporting components.

supporting each other.

described

(g)

students’ role, and (h) teaching media

implementing MI of the fourth grade
students

(f)

three

parts:

and

(1) the

learning

implementing

process
MI.

especially

There

are

on

many

document used in implementing MI, (2)

things, such as their involvement in

English teaching and learning activity by

fund raising to provide appropriate

implementing

teaching media, they spend their times

components
implementation
teaching

and

MI,

and

(3)

Other

supporting
of

MI

learning

on

the

lot to be in their child side during the

English

process

outing class, their understanding for the

as

teaching method implemented because
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some parents think that MI is less on

To cope with this problem, the

studying but more in playing.

Teacher D reported read many sources

The school committee is a group of

and attended seminars about MI or

parents and Teacher coming together to

about

actively foster a spirit of cooperation

learners. So, they would find creative

and a sense of support, pride and

idea or suggestions in creating the

enthusiasm, in order to nurture a sense

appropriate activities. Teacher D also

of community within the school. The

provided some solutions to overcome

school

committee

focuses

on

teaching

English

to

young

the difficulties in implementing the MI

fundraising, parent participation and

by learning the students’ psychological

community

school

background

Klaten

treatment.

committee

building.
of

SD

The

Kristen

3

to

give

the

proper

established to take part on school
system and policy.

CONCLUSION AND SUGGESTION

The difficulties found out by the

In this chapter discusses conclusion

Teacher D in carrying out the teaching

and

and learning English of the fourth grade

implementation of Multiple Intelligences

students are as follows:

on the Process of Teaching and Learning

The

problems

faced

by

both

with

students’

deals

with

the

English of the Fourth Grade Students of

students and Teacher D were indicated
dealing

suggestions

SD Kristen 3 Klaten.

psychological

The

implementation

of

multiple

condition which effect their behavior.

intelligences could be done if there are

On implementing MI, students attended

set of documentation (syllabus, lesson

to move more than on they were taught

plan, teaching material, and evaluation)

in classical method and the limited

provided and teacher desires to learn

human resources/teachers available in

the multiple intelligences theory and

school to handle the big number of

then implemented it on delivering the

students influence teacher’s attention in

material,

controlling

problems arising as well as possible,

teaching

activity.

teacher

has

to

cope

the

Considering that SD Kristen 3 Klaten has

teacher has to be able to manage the

two big class members, it should be at

classroom contextually based on the

least two teachers handling each class

situation facing of, teacher has to be

especially on implementing MI.

able

teacher

losing

attention

to

When
control

to

make

interaction,

and

maintain

communication

good
and

students, they attend to play more than

relationship with students . The last but

study.

not least is the role of parents and
21

ENGLISH TEACHING
Vol. I, Issue 1 (2013), PP 12-22
http://jurnal.pasca.uns.ac.id
school

committee

as

the

external

to their intelligence, it will be

components of teaching and learning

better if the teacher maximize her/

are needed to support psychological,

his own intelligence to teach.

financial,

and

systematical

on

the
BIBLIOGRAPHY
Bruner, Jerome S. 2001. In Gale
encyclopedia of Psychology [Web].
(Retrieved
from
http://findarticles.com/p/articles/m
i_g2699/is_0000/ai_2699000048).
Wednesday, June 17th 2012 at 12.30.
Campbell, Bruce. 1986. Multiplying
Intelligence in the Classroom. New
Horizons for Learning's On the Beam
New York: Cambridge University
Press.
Campbell, Bruce. 2004. Multiple
Intelligences in the Classroom: of the
seven different ways we learn,
schools focus on only two. Add the
other five, and you increase the
chances of success. New York:
Cambridge University press.
Dickinson, Dee. 1996. Teaching &
Learning Throuhg Multiple
Intelligences. New York: isbn.
Gardner, H. 1993. Multiple Intelligences:
The theory in practice. New York:
Basic Books.
Hoerr, Thomas R. 2007. Buku Kerja
Multiple Intelligences. London:
Oxford University Press.
Horwitz, Allan V. 1995. Mental Health
Systems In Encyclopedia of Bioethics.
New York: MacMillan.
Piaget, J. 1963. The Origins of
Intelligence in Children. New York:
W.W. Norton & Company, Inc.
Pinter, Annamaria. 2006. Teaching
Young Language Learners. Oxford:
Oxford University Press.
Scott, Wendy A., and Ytreberg, Lisbeth
H. 1990. Teaching English to
Children. London: Longman.
Ward, William A. 2008. Unlock Multiple
Intellegence Power in Class Room.
(http://mipower.blogspot.com/2008
/08/unlock-multiple-intellegence
power-in.html/). Accessed in
Monday, March 15th 2012 at 7.46.
PM.

process of implementing multiple
intelligences on teaching and learning
process.
Based on the finding of the research,
the writer would like to give the
suggestion for the students, English
teacher and for the reader.

1. For the students
a. Everyone is smart in different way
to learn, students need to be more
active in trying more ways in
learning English.
b. Students need to practice English
at school and home because
English is a useful subject for your
future.
c. English is very interesting to learn
and easy to find, students need to
discover new English vocabularies
from book or everywhere.
2. For the teacher
a. Teacher needs

to

keep

discovering more strategies

on
to

create an interesting lesson.
b. Teacher needs to give more chance
to the students to use their special
strength to learn because all of
them are smart in their own way.
c. Teacher should be aware that all
the students are smart according

22