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d. Teacher Roles in Multiple Intelligences Theory
Campbell 1997: 19 states that Multiple Intelligences theory is not prescriptive. It gives teachers a complex mental model from which to construct curriculum and to
improve themselves as educators. Therefore, the teacher should understand, master and be committed to the Multiple Intelligences model.
According to Christison as cited by Richard and Rogers 2001: 120, teachers are encouraged to manage Multiple Intelligences inventories, hence it will be able to
connect the teacher life’s experiences to the concept of Multiple Intelligences. Then, teachers become curriculum developers, lesson designers and analysis within the
realistic limitation of time, space, and resources of the classroom. Teachers are encouraged not to think of themselves just as language teachers. They have a role that
is not only to improve the second language abilities of their students but also to
become major contributors to the overall development of students’ intelligences.
e. Learner Role in Multiple Intelligences Theory
In Multiple Intelligences, the learners need to see themselves engaged in a process of personality development above and beyond that of being successful
language learners. The Multiple Intelligences classroom is one designed to support development of the whole person, and the environment. The activities in Multiple
Intelligences are intended to enable students to become more well- rounded individuals and more successful learners in general. Learners are encouraged to see their goals in
these broader terms. Christison 1997 as quoted by Richards and Rodgers 2001: 120 suggests “the more awareness students have of their own intelligences and how they
work, the more they will know how to use the intelligences.”
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f. Activities through Multiple Intelligences in Learning English
It is important to create various activities that draw on all eight intelligences to learn English. It will help the learner to realize their potential. The various activities
will help the student to improve their interest in the learning process. The activities will avoid boredom because these activities represent their intelligence. One way of
doing so is to think about the activities that are frequently used in the classroom and to categorize them according to types of intelligences.
Christison and Armstrong 1996 as cited by Diana Larsen Freeman 2000: 170 describe activities to support the Multiple Intelligences in learning English.
1 Linguistic Intelligences
There are some activities and materials to improve the linguistic intelligence. The teacher uses such as lectures, small- and large-group discussions, word games,
listening to cassettes or talking books, student speeches, storytelling, debates, memorizing, and using word processor. These activities may help the students to
enhance their vocabulary. They will learn with simple sentences. In this study, the writer will ask the students to do crossword and word game s in learning English.
2 Logical-Mathematical Intelligence
The logical mathematical learner enjoys doing science experiment, puzzle, number, games, playing chess and finding patterns. To improve logicalmathematical
intelligence, the teacher will use games and puzzles in order to help the students to memorize vocabulary.
3 Spatial Intelligence
There are some activities to develop spatial intelligence such as mind mapping, charts, maps, color-coding system, video and DVD. The teacher will use pictures and
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other visual aids in the classroom to help the learner in learning English. In the materials, the teacher will give some pictures and the names of the things which are
appropriate with the theme. Moreover, the teacher will ask the student to draw and guess the picture. It is important to give colorful pictures for the children because it
can improve their interest in learning English. 4
Bodily-Kinesthetic Intelligence The learner enjoys to dance, acting, sports, puzzles, board-games, hand signal,
using body language, crafts. The learner learns best by moving, touching, interacting with space, and processing knowledge through bodily sensation. It is better for the
students to play in order to move their body. Based on the characteristics of children in elementary school which are active and dynamic, learning English through this
intelligence is suitable for them. 5
Musical Intelligence Musical learner likes to sing, play an instrument, compose songs rhymes, and
hum tones. In this study, the students will learn English through songs. The teacher selects the song which is simple and appropriate with the theme. Then, ask the
students to sing the songs together. These songs will help the students to recognize the English vocabulary before entering the next discussion.
6 Interpersonal Intelligence
Interpersonal learner tries to see things from other people’s point of view in order to understand how they think and feel. Thus, heshe likes interviewing, having
dialogues, doing project work, having question-answer, doing pair work and doing group problem solving. In this study, the learner will work with their friends through
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games and practice the dialogue. The aim is to encourage the learner in learning English communicatively.
7 Intrapersonal Intelligence
Intrapersonal learner is good at understanding self, pursuing goalsinterest, focusing inward on feelingsdream. The learner learns best by working alone, having
own space, self evaluation and doing individual projects. The teacher gives the evaluation to the learner. It is important to know their understanding in the learning
process. 8
Naturalist Intelligence The learner can learn through what heshe observes. Heshe sees the natural
objects as manipulative and as background for learning. The students in elementary school are curious to know the new thing for them. Therefore, the teacher asks them to
go outside to observe plants, animals surrounding. Based on the explanation above, the theory of Multiple Intelligences offers the
development of eight intelligences especially for the children. This approach provides a framework to identify how children learn, to build on their strongest assets, to help
them become more intelligent by exposing them to a variety of ways of learning, to make them a better individual that is appropriate with their interests and needs, and to
use teaching strategies that make learning more efficient, successful, and enjoyable for all children. The teacher can foster meaningful learning experiences by using various
activities and by building positive relationships with children. Therefore, the use of various activities offer a variety of stimulating, hands-on materials that children
individually select, and by creating learning centers that provide natural opportunities to move, be active, and fully engaged in either solo or small group experiences.
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B. Theoretical Framework
The theoretical description above gives us such understanding about the theories of instructional design models, theory of the Communicative Approach, theories about
children, and the theory of Multiple Intelligences. It is really important to lead us into the actual discussion in the theoretical framework.
The theoretical framework summarizes the writer’s framework and the steps in designing a set of English instructional materials for the fourth grade students of
elementary school. In this study, the writer uses two instructional design models, the Communicative Approach, and Multiple Intelligences theory. All of those theories
more or less give such contribution to designing a set of English instructional materials incorporating Multiple Intelligences theory to the fourth grade students of
elementary school. The aim of this research is to find out the most appropriate materials incorporating Multiple Intelligences theory. Therefore, the student will have
fun and comfort to study English. English should be introduced in the early age. Its purpose is to encourage the
students to be more prepared and confident to learn English at the higher level of study. It is better to learn at an early-age when the child at this age is still wide-open
for any information about language that they hear. For that reason, English, as a foreign language, has been taught to elementary school students in Indonesia. The
elementary school students should learn English in an integrative way that includes all skills reading, speaking, writing and listening.
Moreover, a teacher should realize that every child has different strengths and interests in learning English. The students learn English in different ways and heshe
has a unique interest. Students possess Multiple Intelligences. Multiple Intelligences
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