THE IMPLEMENTATION OF MULTIPLE INTELLIGENCES THEORY THROUGH A SET OF INTEGRATED MATERIALS TO TEACH ENGLISH TO THE FIFTH GRADE STUDENTS A Thesis

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE IMPLEMENTATION OF MULTIPLE INTELLIGENCES
THEORY THROUGH A SET OF INTEGRATED MATERIALS
TO TEACH ENGLISH TO THE FIFTH GRADE STUDENTS

A Thesis

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Rimas Sunaring Negari
Student Number: 051214057

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA

2009

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE IMPLEMENTATION OF MULTIPLE INTELLIGENCES
THEORY THROUGH A SET OF INTEGRATED MATERIALS
TO TEACH ENGLISH TO THE FIFTH GRADE STUDENTS

A Thesis

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Rimas Sunaring Negari
Student Number: 051214057

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009

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Power
DENNIS TAYLOR
The power of truth is in the belief

The power of love is in the heart
The power of faith is felt in the mind
With every member of your being a part
Yet the power of change is hard to adjust
Because temptation is so hopelessly strong
While the power of right is substantially hard
You must overcome the power of wrong
But the power in you is much greater than all
In you His power is born
So when the unfairness of life takes your power away
Remember to whom the power belongs...

I dedicate this thesis to my beloved parents,
my brothers, and my dearest one Andhika.

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ACKNOWLEDGEMENTS

First of all, I would like to give my praise and greatest gratitude to Jesus
Christ, whose amazing grace has always led my every step I have taken. Without
His guidance, it is impossible for me to finish this thesis well.
My greatest gratitude and honor also go to my major sponsor Mrs. C.
Tutyandari, S.Pd., M.Pd. for her attention, suggestions, corrections, supports,
and motivation that she gave to me. I really thank her for the time and knowledge
that she always gave to help me during the finishing process of my thesis.
My gratitude also goes to all PBI lectures (especially for those who ever
taught me) and staffs (Mbak Dani and Mbak Tari) for their guidance and help
during this last four years.
The next gratitude is given to the headmaster of SD Kanisius Kintelan

Yogyakarta and all of teachers for giving me opportunity to conduct my study
and for the opportunity to learn many new things there.
I also express my deep gratitude to my parents for their love, prayer, and
support so that I can finish my study in PBI. I thank to my older brother, Mas
Berda, and my younger brother, Dik Berka, for giving warm and sweet
relationship.
Next, I would like to thank to my classmates in PBI (Wahyu ‘Joex’ my
thesis mate, Siska ‘Oneng’, Datia, Danconk, Adit ‘Kotak’, Tunjung, Nita,
Endru, Yayaz, Marshel’04, Lia, Vanie, Philus, Kanya) and those whose names
cannot be mentioned one by one for their smile, laugh, support, motivation, and

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cooperation during my study in PBI. I also would like to thank all of participants
in my research Rm. Dr. Mateus Mali CSsR for lending me the handycam, Fr.
Yanto CSsR for operating the handycam and lending me the recorder equipment,
Jody’ 04 for reading my thesis, and Fidel for giving me information about thesis
administration. I really thank them for their willingness and help in accomplishing

this thesis. I also thank to all of my best friends (Gitta, Nanik, Rena, Laras) for
the true friendship since I was in Junior and Senior High School.
Finally, I would like to give my deep love and thank to my dearest one,
Andhika Priyatama. I thank for his never ending love and support. He always
gives me motivation when I am down.

Rimas Sunaring Negari

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TABLE OF CONTENTS

TITLE PAGE ...................................................................................................

i

APPROVAL PAGES.......................................................................................

ii

PAGE OF DEDICATION ...............................................................................

iv

STATEMENT OF WORK’S ORIGINALITY ................................................

v

PAGE OF PUBLICITY ...................................................................................

vi

ACKNOWLEDGEMENTS .............................................................................

vii

TABLE OF CONTENTS.................................................................................

ix

LIST OF FIGURES .........................................................................................

xii

LIST OF APPENDICES..................................................................................

xiii

ABSTRACT.....................................................................................................

xiv

ABSTRAK .........................................................................................................

xvi

CHAPTER I. INTRODUCTION ................................................................

1

A. Research Background ..................................................................

1

B. Problem Formulation....................................................................

4

C. Problem Limitation ......................................................................

4

D. Research Objectives .....................................................................

5

E. Research Benefits .........................................................................

5

F. Definition of Terms ......................................................................

6

CHAPTER II. REVIEW OF RELATED LITERATURE .........................

8

A. Theoretical Description................................................................

8

1. Multiple Intelligences Theory.................................................

8

a. The Nature of Multiple Intelligences ...........................

8

b. The Seven Intelligences ...............................................

9

c. Teaching English through Multiple Intelligences........

12

d. How to Apply Multiple Intelligences in Classroom ....

14

2. The Fifth Grade Students ........................................................

16

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3. How to Teach Foreign Language to Children.........................

17

a. Children’s Ability to Grasp Meaning ..........................

17

b. Children’s Creative Use of Limited Language Resources 18
c. Children’s Capacity for Indirect Learning ...................

18

d. Children’s Instinct for Play and Fun ............................

19

e. The Role of Imagination ..............................................

19

f. The Instinct for Interaction and Talk ...........................

19

B. Theoretical Framework ................................................................

20

CHAPTER III. METHODOLOGY .............................................................

23

A. Research Method..........................................................................

23

B. Research Participants ...................................................................

24

C. Research Instruments ...................................................................

24

1. Observation Checklists ................................................

25

2. Field Notes ...................................................................

25

3. Interviews.....................................................................

26

4. Video Recording ..........................................................

26

D. Data Gathering Techniques..........................................................

27

E. Data Analysis Techniques ............................................................

28

1. Coding..........................................................................

28

2. Triangulation................................................................

30

F. Research Procedures .....................................................................

31

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS ..............

33

A. The Implementation of the Multiple Intelligences Theory through
a Set of Integrated Materials ........................................................

33

1. The Elements of the Tasks and Activities....................

33

a. Unit I ................................................................

34

b. Unit II...............................................................

39

c. Unit III .............................................................

44

d. Unit IV .............................................................

49

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2. The Implementation of the Seven Intelligences in
the Classroom..............................................................

54

a. Linguistic Intelligence .....................................

55

b. Spatial Intelligence...........................................

58

c. Bodily-Kinesthetic Intelligence .......................

59

d. Intrapersonal Intelligence.................................

60

e. Interpersonal Intelligence.................................

61

f. Musical Intelligence.........................................

63

g. Logical-Mathematical ......................................

64

B. The Factors Influence the Multiple Intelligences Theory
Implementation through a Set of Integrated Materials ................

65

1. Supporting Factors .......................................................

65

a. Students’ Interest .............................................

65

b. Kinds of Tasks .................................................

68

2. Inhibiting Factors .........................................................

70

a. Students’ Interest .............................................

70

b. Students’ Self-Confidence ...............................

71

c. Available Time.................................................

72

d. Students’ Vocabulary Limitation .....................

74

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ...........................

76

A. Conclusions ..................................................................................

76

B. Suggestions...................................................................................

79

1. For Other English Teachers .........................................

79

2. For Other Researchers..................................................

80

REFERENCES ................................................................................................

81

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LIST OF FIGURE

Figure

Page

2.1 Multiple Intelligences Diagram .................................................................

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LIST OF APPENDICES

Page
APPENDIX A

Letters of Permission...........................................................

83

APPENDIX B

Statement from SD Kanisius Kintelan Yogyakarta .............

85

APPENDIX C

The Result of the Observation Checklist .............................

86

APPENDIX D

The Result of the Field Notes..............................................

100

APPENDIX E

The List of Interview Questions ..........................................

108

APPENDIX F

The Result of the Interview..................................................

109

APPENDIX G

The Materials.......................................................................

117

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ABSTRACT

Negari, Rimas Sunaring. 2009. The Implementation of Multiple Intelligences
Theory through a Set of Integrated Materials to Teach English to the Fifth Grade
Students. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.

Indonesian people have been conditioned to believe that children’s
intelligence can be measured by the degree of IQ (Intelligent Quotient). They
believe that children who have high degree of IQ must have a successful life in
their future. This kind of belief gives impact to Indonesia’s education system.
Most schools in Indonesia often conduct the teaching-learning process by using
monotonous activities which only develop linguistic and logical-mathematical
intelligences. This matter also causes children who do not have high degree of
those two areas seem like being ignored. Whereas, it does not mean that those
children do not have the other kind of intelligences.
Therefore, this study was aimed to apply teaching-learning activities
which have been made and developed based on Multiple Intelligences theory. It
was hoped that those activities could improve and develop the students’ major
intelligence and activate other intelligences that they have less. There were two
problem formulations in this study. There were: (1) How is the implementation of
Multiple Intelligences theory through a set of integrated materials to teach English
to the fifth grade students conducted?, (2) What are the factors influencing the
implementation of Multiple Intelligences theory through a set of integrated
materials to teach English to the fifth grade students?
This study was a descriptive qualitative study which applied survey
research as the method. The survey itself was a participant survey in which the
writer taught directly in front of the class. The writer taught in a class which
consisted of 21 students. The writer employed observation checklists, interviews,
field notes, and video recording in collecting the data.
The data obtained were then analyzed based on the supporting theories.
The data analysis was divided into two major points to answer the two problem
formulations above. Dealing with the first problem formulation, the writer found
that the implementation of teaching-learning activities based on Multiple
Intelligences theory was able to change the class atmosphere since most students
in the class felt that the new materials were more various and could reduce their
boredom all the more so when the activities or the tasks given were appropriate
with their interest.
Dealing with the second problem formulation, the writer divided the
factors influencing the implementation of Multiple Intelligences theory through a
set of integrated materials into two categories. They were (1) supporting factors,
(2) inhibiting factors. The supporting factors were students’ interest and kinds of
tasks. The inhibiting factors were students’ interest, students’ self-confidence,
available time, and students’ vocabulary limitation.

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Based on the discussion of the two problem formulations, the writer
concludes that Multiple Intelligences theory can be applied to teach English
subject to the fifth grade students. However, the teacher must have a good
understanding about the students’ characteristics. By having a good
understanding, it is hoped that the teacher can deliver the materials effectively and
the students can follow the lesson optimally. In addition, by implementing the
Multiple Intelligences theory, the students are more appreciated as individuals
who are uniquely different from others which can make them more motivated to
follow the teaching-learning process.

Key words: Multiple Intelligences, Integrated Materials

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ABSTRAK

Negari, Rimas Sunaring. 2009. The Implementation of Multiple Intelligences
Theory through a Set of Integrated Materials to Teach English to the Fifth Grade
Students. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas
Sanata Dharma.
Masyarakat Indonesia telah terkondisikan untuk menilai tingkat
kecerdasan anak berdasarkan tinggi rendahnya IQ (Intelligent Quotient). Mereka
mempercayai bahwa anak yang memiliki IQ yang tinggi akan mempunyai masa
depan yang cerah. Hal ini telah mempengaruhi sistem pendidikan di Indonesia.
Kebanyakan sekolah di Indonesia sering menjalankan proses belajar mengajar
dengan menggunakan aktivitas yang monoton dimana sebagian besar kegiatannya
hanya mengembangkan kecerdasan linguistik dan kecerdasan logis-matematis.
Hal ini pula yang menyebabkan anak-anak dengan kecerdasan linguistik dan
kecerdasan logis-matematis rendah menjadi seperti tersisihkan. Padahal, belum
tentu anak-anak tersebut tidak mempunyai kecerdasan yang lainnya.
Oleh karena itu, studi ini bertujuan untuk menerapkan aktivitas-aktivitas
belajar yang telah dibuat dan dikembangkan berdasarkan teori kecerdasan
majemuk. Dengan aktivitas-aktivitas tersebut, para murid diharapkan dapat
meningkatkan dan mengembangkan potensi yang mereka miliki serta
mengaktifkan potensi yang kurang mereka miliki. Ada dua permasalahan yang
dirumuskan dalam studi ini, yaitu: (1) Bagaimana penerapan teori kecerdasan
majemuk melalui materi terpadu untuk mengajar pelajaran bahasa Inggris untuk
murid kelas 5 SD dijalankan? (2) Faktor-faktor apa saja yang mempengaruhi
jalannya penerapan teori kecerdasan majemuk melalui materi terpadu untuk
mengajar pelajaran bahasa Inggris untuk murid kelas 5 SD?
Studi ini merupakan deskriptif qualitatif studi dengan menggunakan
metode penelitian survei. Studi survei menerapkan pola participant survey dimana
penulis mengajarkan materi di depan kelas secara langsung. Penulis menggunakan
satu kelas dengan jumlah murid sebanyak 21 orang. Alat yang dipergunakan
untuk mengumpulkan data adalah checklist observasi, wawancara, catatan
lapangan, dan video rekam.
Data yang diperoleh dianalisa dengan menggunakan teori-teori yang ada.
Analisa data dibagi menjadi dua pokok bahasan untuk menjawab kedua rumusan
masalah di atas. Sehubungan dengan permasalahan pertama, penulis menemukan
bahwa penerapan aktivitas-aktivitas yang telah dikembangkan berdasarkan teori
kecerdasan majemuk dapat merubah suasana belajar di kelas karena kebanyakan
dari siswa merasa bahwa materi tersebut lebih bervariasi sehingga dapat
mengatasi kejenuhan mereka. Lebih-lebih jika aktivitas atau tugas yang diberikan
sesuai dengan hobi atau bakat mereka.
Berkaitan dengan pertanyaan kedua, penulis membagi faktor-faktor yang
mempengaruhi jalannya penerapan teori kecerdasan majemuk melalui materi
terpadu menjadi dua kategori, yaitu: (1) faktor-faktor yang mendukung (2) faktorfaktor yang menghambat. Faktor-faktor yang mendukung yaitu minat siswa dan

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jenis-jenis tugas. Faktor-faktor yang menghambat yaitu minat siswa, kepercayaan
diri siswa, ketersediaan waktu, dan terbatasnya penguasaan kosakata siswa.
Dari pembahasan atas dua pokok permasalahan dalam studi ini, penulis
dapat menyimpulkan bahwa teori kecerdasan majemuk dapat diterapkan dengan
baik untuk mengajar pelajaran bahasa Inggris untuk murid kelas lima sekolah
dasar. Akan tetapi, para guru harus tetap mempunyai pemahaman yang baik akan
murid-murid didiknya. Dengan demikian, para guru dapat mengajar dengan
efektif dan para murid pun dapat belajar dengan optimal. Terlebih, dengan
menerapkan teori kecerdasan ganda, para murid juga akan merasa lebih dihargai
sebagai individu yang berbeda antara satu individu dengan individu lainnya di
mana hal tersebut akan membuat para murid menjadi lebih termotivasi untuk
mengikuti proses belajar mengajar.

Kata kunci: Kecerdasan Majemuk, Materi Terpadu

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CHAPTER I
INTRODUCTION

In this chapter, the writer would like to discuss six parts of the thesis:
background of the study, problem formulation, problem limitation, research
objectives, research benefits, and definition of terms used in this study.

A. Research Background
English has become an international language used in many countries from
all over the world, including in Indonesia. English is a foreign language in
Indonesia that is considered important for many purposes absorbing and
developing science, technology, culture, arts, and for building relationship with
other nations in the world (Depdikbud, 1994:1). Therefore, Indonesian
government realizes that English is important to be taught as a subject in schools,
starting from the elementary schools to the college.
Nowadays, most of the elementary schools in Indonesia put English as a
local content or as an extracurricular subject. As a local content, English can be
learned easily if the teacher uses appropriate teaching approach, method, and
materials. Selecting an appropriate approach and method would help teachers and
students in teaching-learning English as a foreign language in class. For the
teacher, he or she can deliver the materials effectively. For the students, they can
follow the lesson optimally.

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However, teaching English as a foreign language has its own difficulties.
The difficulties are mostly in choosing the appropriate way of teaching-learning
with suitable activities for the students. Since people in Indonesia believe
intelligence as something that can be measured by what so-called as IQ
(Intelligent Quotient) which considers only logical-mathematical and linguistic
intelligences, it makes the teachers do the teaching-learning activities based on
these two areas. This fact results in boredom since the teachers solely teach in one
way teaching in which the teachers explain the materials and give the students
some exercises. In addition, this way of teaching results in frustration and
academic failure for the students who are not good at linguistic and logicalmathematic competence. Frustration and academic failure might be greatly
reduced if teachers present information in numerous ways, offering students
multiple options for success (Campbell, 1996).
The theory of Multiple Intelligences proposed by Gardner (1983) gives
solution for such case since this theory offers different point of view to see that
human cognition is not a unitary system. This theory reveals a wider family of
human intelligences namely musical intelligence, bodily-kinesthetic intelligence,
logical-mathematical intelligence, linguistic intelligence, spatial intelligence,
interpersonal intelligence, intrapersonal intelligence, naturalist intelligence, and
existential intelligences. This theory states that if one is not good at one thing, he
or she might be good at other things. For example, a student cannot solve a
mathematics problem as well as his friend; he might be good at another skill like
singing. In this case, the teacher is responsible to vary the activities that cover

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musical factor so that the student can comprehend the materials given in his own
way. Every individual craves a sense of uniqueness and wholeness of personality
(Foshay, 1957: 202). Therefore, it is important to vary the activities in teachinglearning process based on the areas of intelligences so that the students will enjoy
the teaching-learning process itself.
Gardner (1993) finds that although the students are just good at few areas
of intelligences, they can be helped through the education that develops other
intelligences so as to improve the whole life. Hence, teaching-learning through
Multiple Intelligences theory can be applied well to children (Campbell, 1996).
Subject matter cannot be considered apart from children, and every experience the
whole child is affected. It means that a wholesome personality may be achieved in
variety ways. Rousseaus’s belief is that the ideal education was provided when the
child had maximum freedom to unfold as ordained by nature. Children who are
given a large amount of freedom, and his emphasis on the developmental nature
of childhood exerted profound influence on educational theory and practice (in
Foshay, 1957: 95). Furthermore, the elementary school is the focal point of this
influence.
Knowing this fact, this study is aimed to implement Multiple Intelligences
theory through a set of integrated materials in teaching English as a foreign
language especially for young learners in the elementary school period. In
conducting the study, the writer would use the design of integrated materials
based on Multiple Intelligences theory to teach fifth grade students, which was
developed by Arum Jatiningsih (2008) to provide suitable teaching-learning

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materials and actvities related to study. The fifth grade students are chosen since
children during this period still have extreme curiosity that offers an unusual
opportunity to guide children into rich and varied experiences out of which
significant interest may develop. Moreover, the intellectuality of children of this
period continues to be greatly with their immediate surroundings, and their
curiosity is directed primarily at action and utility (Foshay, 1957: 126). Therefore,
in this study, the writer would like to investigate the implementation of Multiple
Intelligences theory through a set of integrated materials to teach English to the
fifth grade students and some factors which influence it.

B. Problem Formulation
The writer formulates and addressees the problem into two major
questions. The questions are:
1. How is the implementation of Multiple Intelligences theory through a set of
integrated materials to teach English to the fifth grade students conducted?
2. What are the factors influencing the implementation of Multiple Intelligences
theory through a set of integrated materials to teach English to the fifth grade
students?

C. Problem Limitation
This study focuses on the discussion about the implementation of Multiple
Intelligences theory through a set of integrated materials to teach English to the

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fifth grade students and some factors which influence it. The materials used are
the design developed by Arum Jatiningsih (2008).

D. Research Objectives
The objectives of this study are to answer, provide and show a clear
analysis of the implementation of Multiple Intelligences theory through a set of
integrated materials to teach English to the fifth grade students and to find out
some factors which influence it.

E. Research Benefits
In accordance to the objectives of the research, this research is expected to
give benefits for:
1. Other writers
It is hoped that through this study, the other researcher will be encouraged
to conduct some research to find another appropriate English teaching material
based on Multiple Intelligences theory. The research might include a study about
the more appropriate teaching materials for young learners in learning English as
foreign language and of what learners can get from the materials given.

2. English teachers and English teacher candidates
The study is expected to help English teachers and English teacher
candidates to provide appropriate materials in teaching English for young learners
based on the seven intelligences. The use of Multiple Intelligences theory is hoped

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to help teachers and teacher candidates to vary the activities conducted in the
classroom and to appreciate the students as individuals.

3. The fifth grade students
The

implementation

of integrated

materials

based

on

Multiple

Intelligences theory in the teaching-learning activity is proposed to help the
students to develop and activate their skills and interests through the areas of
intelligences especially in learning English as a foreign language. Moreover, the
students will enjoy the lessons since the various activities are made based on the
seven areas of intelligences in which they are appreciated as individuals who are
uniquely different from others.

F. Definition of Terms
In this section will be defined some important terms used in this study so
that the readers will easily understand those terms.
1. Multiple Intelligences
Multiple Intelligences is a theory which was developed in 1983 by Dr.
Howard Gardner, professor of education at Harvard University. It suggests that
the traditional notion of intelligence, based on I.Q. testing, is far too limited.
Instead, Dr. Gardner proposes nine different intelligences to account for a broader
range of human potential in children and adults. These intelligences are musical
intelligence, bodily-kinesthetic intelligence, logical-mathematical intelligence,

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7

linguistic intelligence, spatial intelligence, interpersonal intelligence, intrapersonal
intelligence, naturalist intelligence, and existential intelligences.

2. Integrated Material
Integrated material is material that focuses on the mastery of the integrated
communicative skills rather than a mere mastery of the rules in the target
language (Richard & Rogers, 1988: 64). The term integrated material refers to a
set of instructional material, which covers all four-language skills (listening,
reading, speaking, and writing) and the language elements (grammar and
vocabulary).

3. Fifth Grade Students
Fifth grade students are those who are in the fifth year of elementary
school. In this study, they are the fifth grade students of Kanisius Kintelan
Yogyakarta in the second semester during 2008/ 2009 academic year.

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CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter presents two major discussions. They are theoretical
description and theoretical framework. In the theoretical description, some related
theories concerned with the study such as Multiple Intelligences theory, the fifth
grade students’ characteristics, and the guidelines of teaching English as a foreign
language to children will be developed. The theoretical framework presents the
summary of the previous section and illustrates the steps to be taken in the study.

A. Theoretical Description
There are three topics presented in this section. Those are Multiple
Intelligences theory, the fifth grade student’s characteristics, and guidelines for
teaching English as a foreign language to children.
1. Multiple Intelligences Theory
a. The Nature of Multiple Intelligences
Indonesian people have been conditioned to believe that someone has to
reach a high score in academic field in order to be a successful person in society.
They often think that someone who has high IQ (Intelligence Quotient) will get a
successful life in the future. In fact, there are many people who have high IQ are
successful in their study but not success in their career (“Meredupnya Pamor IQ”,
Leksono, Kompas, 2007).

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9

The use of IQ as a base of a success is broken by a new theory called
Multiple Intelligences by Howard Gardner. Gardner as cited by Richard and
Rogers (2001: 116) is the director of Project Zero at Harvard Graduate School of
Education. In this project, he proposed a view of natural human talents which is
known as “Multiple Intelligences Model”. In his book Frames of Mind (1983),
Gardner described a list of seven intelligences. The first two linguistic and
logical-mathematical are the ones that have been typically valued in school; the
next three musical, bodily-kinesthetic, and spatial are associated with arts; and the
final two interpersonal and intrapersonal intelligences are what he called as
‘personal intelligences’. Subsequently in Intelligence Reframed (1999), he added
two intelligences. Those are naturalist and existential intelligences.
b. The Seven Intelligences
There are seven intelligences discussed in this study. The definition of
each is described as follows.
1) Linguistic intelligence is the ability of using words or language in special or
creative ways to remember list or process. It involves sensitivity to spoken and
written language, the ability to learn languages, and the capacity to use
language to accomplish certain goals (Gardner, 1999). It means that linguistic
intelligence closely related to listening, speaking, reading and writing activity
(Armstrong, 2000). According to Campbell and Dickinson (1996: 4), people
who have high degree of this intelligence are able to listen effectively what
has been said, read effectively what has been read, speak effectively to a
variety of audiences, and write effectively to understand grammar, spelling,

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10

and punctuation. Lawyers, speakers, writers, poets are among the people with
high linguistic intelligence.
2) Logical-mathematical intelligence is the capacity to analyze problems
logically, carry out mathematical operations, and investigate issues
scientifically (Gardner, 1999). The people who have high degree of this
intelligence are familiar with the concept of quantity, time, and cause and
effect. They also think mathematically by gathering evidence, making
hypothesis, formulating models, and building strong arguments (Campbell and
Dickinson, 1996: 5). Doctors, engineers, programmers, scientists, accountants
are among the people with high logical-mathematical intelligence.
3) Musical intelligence is the skill in the performance, composition and
appreciation of musical patterns (Gardner, 1999). It means that an individual
with high musical intelligence has high participation in musical activities such
as playing instruments, singing, and composing. According to Campbell and
Dickinson (1996: 135), people who have high musical intelligence will enjoy
listening music and respond variety of sounds including human voice,
environmental sound and music. They also develop the ability to sing or play
an instrument alone or with others. Singers, composers, pianist, guitarist are
among the people with high musical intelligence.
4) Bodily-kinesthetic intelligence is the potential of using one’s whole body or
part of the body like the hand or the mouth to solve problems or fashion
products (Gardner, 1999). It means that she or he uses the body movement to
express ideas or feelings. People who have degree of this intelligence like to

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11

explore the environment and objects through touch and movements. They also
enjoy learning experiences such as participating in role play, games, or
physical exercises (Campbell and Dickinson, 1996: 68). Surgeons, mechanics,
dancers, athletes are among the people with high body-kinesthetic
intelligence.
5) Spatial intelligence is the potential to recognize and manipulate the patterns of
wide space such as navigators and pilots as well as the patterns of more
confined areas such as sculptors, surgeons, chess players, graphic artists, or
architect (Gardner, 1999). People who have high degree of this intelligence
enjoy learning by seeing and observing. They also use visual image to get
information or otherwise reproduce objects in visible forms (Campbell and
Dickinson, 1996: 97).
6) Interpersonal intelligence is person’s capacity to understand the intentions,
motivations, and desires of other people and, consequently, to work
effectively with others (Gardner, 1999). It means that this intelligence asks
people to be able to build a good cooperation with others and have a good
relationship with the society. According to Campbell and Dickinson (1996:
160), people who have high degree of this intelligence are interested to have
interaction with others. They can easily perceive feelings, thoughts,
motivations, behaviours, and lifestyles of others. They also communicate
effectively in both verbal and nonverbal ways.
7) Intrapersonal intelligence is the ability to understand oneself, to have an
effective working model of oneself including one’s own desires, fears, and

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12

capacities; and to use such information effectively in regulating one’s own life
(Gardner, 1999). In other words, it is an ability to know who he or she is.
According to Campbell and Dickinson (1996: 196, 231), there are some
characteristics possessed by people who have high degree of this intelligence
such as like to attempt to understand inner experience. They also like work
individually.
c. Teaching English through Multiple Intelligences
Learning styles are the preferred ways in which individuals receive and
process information. Many students will have diverse styles of learning. Gardner
as cited in Walter (2004: 111) states that “focusing and giving students time to
nurture and develop their own intelligences results in students who are more apt to
discover their own strength, put more effort into improving their weak areas, and
feel better about themselves”. It means that by providing a variety of styles or
intelligences, the students will learn in ways that are most meaningful or
interesting to them.
Richard and Rogers claim the relation between Multiple Intelligences and
language learning by stating:
“Multiple Intelligences proposals look at the language of an individual, including one
or more second languages, not as an ‘added-on’ and somewhat peripheral skill but as
central to the whole life of the language learner and user. In this sense, language is held
to be integrated with music, bodily activity, interpersonal relationship, and so on.
Language is not seen as limited to a ‘linguistics’ perspective but encompasses all aspect
of communication”. (2001: 117)

The statement convinces us that learning language can be done in many ways, not
merely through linguistic activity. The eight aspects of multiple intelligences in
each person function together in unique ways. Intelligence is always interacting

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13

with each other so that students can learn a language through their eight
intelligences.
Learning English as a foreign language is not easy as learning the first
language. Students or even teachers must face some problems in reducing the
difficulties. For teachers, understanding the students’ intelligences might help
them to choose the appropriate method and materials in teaching-learning process.
In addition, it will help the students to follow the lesson easily. Hence, it is very
important for teachers to take individual differences among students seriously. By
knowing the theory of Multiple Intelligences, teachers can better understand the
learners since it emphasizes in the strength and weaknesses from a student.
Teachers need to know their roles to develop students’ intelligences and to
create appropriate condition and situation to support the teaching-learning process
in the classroom. The teachers’ roles are:
1) To understand, master, and be committed to the Multiple Intelligences
model.
2) To administer a Multiple Intelligences record on themselves based on their
experience.
3) To become curriculum developers, lesson designers and analysts, activity
finders.
4) Not only to improve the second language abilities of their students but to
become major assistants to the overall development of students’
intelligences.

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14

On the other hand, the students also need to see themselves engage in a process of
personality development so they are able to be more successful students in
general.
d. How to Apply Multiple Intelligences in Classroom
To apply all the intelligences in classroom is not an easy matter. The
teacher must handle the lesson and the students as well. However, Armstrong
(2002) suggested teachers to use a diagram to direct the idea, strategies, and
activities to be conducted in the class. The diagram can be seen as follows:

Musical: How to
involve music,
sound, rhyme or
melody in the lesson

Spatial: How to use
pictures, colours, at
or other visual tools

Linguistic: How to involve
the students to listen,
speak, read, and write

TOPIC

Bodily-kinesthetic:
How to involve the
students to move or
use their body

Logical-mathematical:
How to introduce
numbers, logic,
classification or
critical thought

Naturalistic: How to
involve the nature or
ecosystem in the
lesson

Intrapersonal: How to
awaken the students’
imagination, personal
feeling or experience
Interpersonal: How to
involve the students to
socialize with their
friend(s)

Figure 2.1: The Multiple Intelligences Diagram (Armstrong, 2002)
Teachers should create activities that bring along the eight intelligences
since each student has different degrees of intelligences. It must be done not only
to facilitate language acquisition but also to help the student realizes his or her

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15

own ability. Based on the diagram, there are some alternative teaching strategies
that might help teachers to employ Multiple Intelligences theory in classroom.
They are:
1) Linguistic activities: lecture, discussion, journal writing, reading aloud,
drilling, story telling, debates.
2) Logical-mathematical

activities: problem solving,

number

games,

classifying and organizing, finding patterns.
3) Musical activities: using music, composing songs or rhymes, singing,
playing music.
4) Bodily-kinesthetic activities: hand signals, pantomime, real life situations,
puzzles and board games, role-play.
5) Spatial activities: mind-mapping, color-coding system, drawing designs,
video, DVD, charts, maps.
6) Interpersonal activities: interviews, dialogues, question-answer, project
works, pair work, group-problem solving.
7) Intrapersonal activities: reflective teaching, reflective listening, selfevaluation, listing favourite things.
8) Naturalistic activities: natural objects as manipulative and as background
for learning.
As the growing of the list of intelligences, it is sometimes impossible to
present every intelligence in every lesson plan. “The most important thing for
teachers is how to explore the other intelligences and enable each student to reach
their full potential, while not losing sight that their purpose is to teach language”

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(Larsen and Freeman, 2000: 172). It means that teachers should make various
activities to maximize the use of students’ intelligences in the class.

2. The Fifth Grade Students
Erikson’s theory emphasizes that children progress through eight stages
and the fifth grade students are in the industry versus inferiority stage. Erikson
calls this stage as the school age. He stated “During this stage, the children
develop an industrious capacity for productive work, cooperative participation
with others, and pride in doing things well. Inferiority, the sense that one will
never be god at anything, develops when children’s experience at school or in the
peer group” (1989: 17).
According to Foshay (1957), children or students in this grade are included
in the puberty period. During this period, the children or the students show
increased manual dexterity, increased strength, and increased fatigue. These
developments make it possible for the children to engage in activities involving
the use of small muscles and finer motor performance over longer periods of time.
They are also interested in doing things requiring high degrees of manual skill
such as cooking, sewing, and working in a shop. In this period, their intellectuality
continues to be greatly concerned with their immediate surroundings, and their
curiosity is directed primarily at action and utility. Their intellectuality growth is
characterized by a specialization and differentiation in interests, a differentiation
between work and play, uninhibited creative work, and distinctly more mature

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intellectual ability. Hence, expanding their interests may be made the basis for
many new and vital experiences for their future.

3. How to Teach Foreign Language to Children
Since the ways of children and adults learn have many differences,
teachers need to know students’ learning characteristics. To be successful in
teaching a foreign language to children, teachers must understand some points
should be implemented in classroom. According to Haliwell (1992), there are six
points that must be held by teachers in teaching English as a foreign language to
children. They are children’s ability to grasp meaning, children’s creative use of
limited language resources, children’s capacity for indirect learning, children’s
instinct for play and fun, the role of imagination, and the instinct for interaction
and talk.
a. Children’s Ability to Grasp Meaning
Haliwell (1992: 3) states “children are able to understand what is being
said to them even before they understand the individual words. Intonation,
gesture, facial expressions, actions and circumstances all help them what the
unknown words and phrases probably mean”. Knowing this fact, teachers should
support and develop this skill in order to help students in grasping the meaning of
some English words, phrases, or sentences. Teacher can do this by making sure
that they make full use of gesture, intonation, demonstration, actions, and facial
expressions to convey the meaning of what they are saying. Hence, teaching

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English as a foreign language is not only by the teaching the linguistic aspect but
also by revealing the real expressions or conditions.
b. Children’s Creative Use of Limited Language Resources
According to Haliwell (1992: 4), children not only have the ability to
grasp the meaning of unknown words but they also have creativity of concepts.
They are creative with grammatical forms. This phenomenon is fundamental to
language development. Hence, in order to make the most of the creative language
skill the children bring with them, teachers must be creative to stimulate them. It
can be done by giving them a certain occasions in a form of games. That is why
games are so useful and so important. It is not just because they are fun. Haliwell
states “games are partly because the fun element creates a desire to communicate
and partly because games can create unpredictability” (1992: 5). It means that
when the children or the students have to get on with the games, they might make
some mistakes. However, there are good reasons why teachers must allow the
students opportunities to make mistakes. The teachers’ roles deal with this
problem are observing their students while they are doing the games and making
some corrections if they make mistakes.
c. Children’s Capacity for Indirect Learning
According to Haliwell (1992: 5), even when teachers are controlling an
activity fairly closely, children sometimes seem notice something out of the
corner of their eye and to remember it better than what they were actually
supposed to be learning. It means that students like to guess what phrase or words
someone has thought. Haliwell (1992: 5) states “guessing is actually a very

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19

powerful way of learning phrases and structures, but it is indirect because the
mind is engaged with the task and is not focusing on the language.
d. Children’s Instinct for Play and Fun
Haliwell (1992: 6) states “children have an enormous capacity for finding
and making fun”. Teachers must understand that children still have a natural
instinct of play and fun. This fact makes teachers to be more creative in teaching
their students. It can be done by providing some materials and activities which can
build children’s interest such as conducting games. By doing a game, students
might not feel that they are studying; even they might think that they are playing.
Moreover, by activating students’ kinesthetic ability, hopefully they will be more
interested to learn English.
e. The Role of Imagination
Besides the instinct of finding and making fun, Haliwell (1992: 7) also
states that children delight in imagination and fantasy. It means that teachers
should understand and accept the imagination in children’s mind since it can
provide another powerful stimulus for the children. Teachers should stimulate the
children’s creative imagination so that they want to use the language to share their
ideas.
f. The Instinct for Interaction and Talk
According to Haliwell (1992: 8), children’s capability to interact and talk
is one of the most powerful motivators to use the language. It means that the
effective way of learning a language is by practicing it. It is important for children
or students to learn English by building their ability in socializing and interacting

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20

in their environment. Thus, the task of teachers is providing a practical activity
which encourages them to have an interaction with others and gives them
opportunities to use the language.

B. Theoretical Framework
Teaching English as a foreign language to children has its own difficulties.
The difficulties are mostly in choosing the appropriate way of teaching-learning
with suitable activities for the students so that the students will feel more
interested in learning English. In fact, Indonesian people have been conditioned to
believe that someone has to reach a high score in academic field in order to be a
successful person in society. They often think that someone who has high IQ will
get a successful life in the future. Thus, this point of view often results in
frustration or academic failure for the students who are not good at linguistic or
logical-mathematical competence. According to Leksono as cited in Kompas,
2007, people who have high IQ are successful in their study but not success in
their career.
Nowadays, the use of IQ as a base of a success is broken by a new theory
called Multiple Intelligences propo