THE IMPLEMENTATION OF MULTIPLE INTELLIGENCE-BASED ACTIVITIES BY EYL STUDENT TEACHERS OF ENGLISH LANGUAGE EDUCATION DEPARTMENT IN UMM
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Institusion
Universitas Muhammadiyah Malang
Author
WAHYUNI, JULISA HANIF
Subject
L Education (General)
Datestamp
2017-11-27 06:44:25
Abstract :
Learning English does not acquire specific ages for people to learn. Childhood is considered as the golden age for children to learn second language. In the process of learning English for young learner, using multiple intelligences can stimulate students to have various ways to learn English. This research was designed to find out the type of multiple intelligence-based activities, the difficulty and the solution of the difficulty in implementing multiple intelligence-based activities by EYL student teachers of English Laanguage Education Department in UMM. This research employed qualitative research in order to analyze the types of multiple intelligence-based activities implemented in EYL class, its difficulties and solution. The data was obtaioned through observation, interview and document analysis. It was found that the types of multiple intelligence-based activities implemented by EYL student teachers were implemented linguistic intelligence, visual-Spatial intelligence, intrapersonal intelligence, interpersonal intelligence, kinesthetic Intelligence, and naturalist intelligence. The findings also showed that the difficulties in implementing multiple intelligence-based activity were the planned activity was not implemented due to limited time and managing the classroom activity for multiple intelligence activity due to uncooperative students and the different English proficiency level. In order to cope with the difficulty, student teachers took several actions such as skipping the planed activity and make an activity into homework (unimplemented activity), Giving motivation, warning, positive reinforcement, offering reward and delivering additional question for uncooperative students, giving further explanation, example and clues on different level of English proficiency.
Learning English does not acquire specific ages for people to learn. Childhood is considered as the golden age for children to learn second language. In the process of learning English for young learner, using multiple intelligences can stimulate students to have various ways to learn English. This research was designed to find out the type of multiple intelligence-based activities, the difficulty and the solution of the difficulty in implementing multiple intelligence-based activities by EYL student teachers of English Laanguage Education Department in UMM. This research employed qualitative research in order to analyze the types of multiple intelligence-based activities implemented in EYL class, its difficulties and solution. The data was obtaioned through observation, interview and document analysis. It was found that the types of multiple intelligence-based activities implemented by EYL student teachers were implemented linguistic intelligence, visual-Spatial intelligence, intrapersonal intelligence, interpersonal intelligence, kinesthetic Intelligence, and naturalist intelligence. The findings also showed that the difficulties in implementing multiple intelligence-based activity were the planned activity was not implemented due to limited time and managing the classroom activity for multiple intelligence activity due to uncooperative students and the different English proficiency level. In order to cope with the difficulty, student teachers took several actions such as skipping the planed activity and make an activity into homework (unimplemented activity), Giving motivation, warning, positive reinforcement, offering reward and delivering additional question for uncooperative students, giving further explanation, example and clues on different level of English proficiency.
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