smartyEscape("The theory of human intelligence, developed by psychologist Howard Gardner and known as Gardners’ Multiple Intelligences Theory, suggests that there be at least seven waysthat people have of perceiving and understanding the world. Gardner defines an “intelligence” as  a  group  of  abilities  that:  is  somewhat  autonomous  from  other  human  capacities;  has  a  core set  of  information-processing  operations;  has  a  distinct  history  in  the  stages  of  development  we each pass through; has plausible roots in evolutionary history. Students benefit when the teachers use  Multiple  Intelligences  theory.Traditional  schooling  heavily  favors  the  verbal-linguistic  and logical-mathematical intelligences. This theory calls for assessment methods that take into account the diversity of intelligences, as well as self-assessment tools that help students understand their intelligences. While Gardner suggests his list of intelligences may not be exhaustive, he originally identified  the  following  seven:  Verbal-Linguistic  that  is  the  ability  to  use  words  and  language; Logical-Mathematical  that  is  the  capacity  for  inductive  and  deductive  thinking  and  reasoning, as  well  as  the  use  of  numbers  and  the  recognition  of  abstract  patterns;  Visual-Spatial  that  is  the ability to visualize objects and spatial dimensions, and create internal images and pictures; Body-Kinesthetic  that  is  the  wisdom  of  the  body  and  the  ability  to  control  physical  motion;  Musical-Rhythmic  that  is  the  ability  to  recognize  tonal  patterns  and  sounds,  as  well  as  a  sensitivity  to rhythms  and  beats;  Interpersonal  that  is  the  capacity  for  person-to-person  communications  and relationships; Intrapersonal that is the spiritual, inner states of being, self-reflection, and awareness. In its development it is added one to become eight, namely Naturalistic intelligence. In this paper those  kinds  of  intelligence  are  tried  to  be  applied  in  teaching  and  learning  grammar  which  is sometimes  monotonous  for  students.  Therefore,  the  writer  proposes  the  problem  “How  is  the application of multiple intelligence theory in teaching and learning grammar?”. Based on the theories proposed by some experts, the writer can give the examples of teaching and learning grammar by applying eight kinds. Those kinds can be applied in an integrative way without neglecting the core concept of the topic. The teachers may vary the method or way in order that the students can explore all of their intelligences during the process of teaching and learning grammar.    The  question  then  rises,  what  method  is  the  most  effective?  It  has  become  popular these  days  to  refer  to  the  goals  and  needs  of  students.  Therefore,  if  students  need  grammar  for communication, it should be taught communicatively, that is, meaning-based. On the other hand, if students need the grammar knowledge to be able to translate from L2 to L1, and that is what they are going to be graded on, then form-based approaches will be more appropriate. In learning an L2 grammar, students face a dilemma. On the one hand, students need to know the rules, as that is what they are tested on at schools. On the other, with a number of foreign visitors, or living in an L2 country there is a good need for communication in an L2. That is why there is a need to look  at  the  ways  of  combining  ‘form’  and  ‘meaning’  in  teaching  foreign  languages.  Integrative grammar  teaching  as  a  possible  solution,  integrative  grammar  teaching  combines  a  form-based with  a  meaning-based  focus.  But  in  having  various  students  with  different  needs  in  the  same group, or having various needs in the same students, an integrative grammar teaching approach creates optimal conditions for learning for everyone in the classroom.Key words: application, multiple intelligence,teaching and learning grammar") File: /data1/journuwd/public_html/lib/pkp/lib/smarty/Smarty.class.php line 1869 Function: include("/data1/journuwd/public_html/cache/t_compile/%%28^280^280EE005%%dublincore.tpl.php") File: /data1/journuwd/public_html/lib/pkp/classes/template/PKPTemplateManager.inc.php line 211 Function: Smarty->_smarty_include(Array(2)) File: /data1/journuwd/public_html/cache/t_compile/%%35^350^3508C2FA%%header.tpl.php line 33 Function: PKPTemplateManager->_smarty_include(Array(2)) File: /data1/journuwd/public_html/lib/pkp/lib/smarty/Smarty.class.php line 1869 Function: include("/data1/journuwd/public_html/cache/t_compile/%%35^350^3508C2FA%%header.tpl.php") File: /data1/journuwd/public_html/lib/pkp/classes/template/PKPTemplateManager.inc.php line 211 Function: Smarty->_smarty_include(Array(2)) File: /data1/journuwd/public_html/cache/t_compile/%%38^38D^38D7420B%%article.tpl.php line 13 Function: PKPTemplateManager->_smarty_include(Array(2)) File: /data1/journuwd/public_html/lib/pkp/lib/smarty/Smarty.class.php line 1256 Function: include("/data1/journuwd/public_html/cache/t_compile/%%38^38D^38D7420B%%article.tpl.php") File: /data1/journuwd/public_html/lib/pkp/classes/template/PKPTemplateManager.inc.php line 296 Function: Smarty->fetch("article/article.tpl", Null, Null, True) File: /data1/journuwd/public_html/lib/pkp/classes/template/PKPTemplateManager.inc.php line 347 Function: PKPTemplateManager->fetch("article/article.tpl", Null, Null, True) File: /data1/journuwd/public_html/pages/article/ArticleHandler.inc.php line 224 Function: PKPTemplateManager->display("article/article.tpl") File: (unknown) line (unknown) Function: ArticleHandler->view(Array(1), Object(Request)) File: /data1/journuwd/public_html/lib/pkp/classes/core/PKPRouter.inc.php line 362 Function: call_user_func(Array(2), Array(1), Object(Request)) File: /data1/journuwd/public_html/lib/pkp/classes/core/PKPPageRouter.inc.php line 220 Function: PKPRouter->_authorizeInitializeAndCallRequest(Array(2), Object(Request), Array(1), False) File: /data1/journuwd/public_html/lib/pkp/classes/core/Dispatcher.inc.php line 134 Function: PKPPageRouter->route(Object(Request)) File: /data1/journuwd/public_html/lib/pkp/classes/core/PKPApplication.inc.php line 178 Function: Dispatcher->dispatch(Object(Request)) File: /data1/journuwd/public_html/index.php line 64 Function: PKPApplication->execute() Server info: OS: Linux PHP Version: 5.3.10-1ubuntu3.9 Apache Version: N/A DB Driver: mysql DB server version: 5.5.35-0ubuntu0.12.04.2
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APLIKASI KECERDASAN GANDA DALAM PEMBELAJARAN GRAMMAR

Sri Haryanti

Abstract


The theory of human intelligence, developed by psychologist Howard Gardner and known asGardners Multiple Intelligences Theory, suggests that there be at least seven waysthat people have of perceiving and understanding the world. Gardner defines an intelligenceas a group of abilities that: is somewhat autonomous from other human capacities; has a coreset of information-processing operations; has a distinct history in the stages of development weeach pass through; has plausible roots in evolutionary history. Students benefit when the teachersuse Multiple Intelligences theory.Traditional schooling heavily favors the verbal-linguistic andlogical-mathematical intelligences. This theory calls for assessment methods that take into accountthe diversity of intelligences, as well as self-assessment tools that help students understand theirintelligences. While Gardner suggests his list of intelligences may not be exhaustive, he originallyidentified the following seven: Verbal-Linguistic that is the ability to use words and language;Logical-Mathematical that is the capacity for inductive and deductive thinking and reasoning,as well as the use of numbers and the recognition of abstract patterns; Visual-Spatial that is theability to visualize objects and spatial dimensions, and create internal images and pictures; Body-Kinesthetic that is the wisdom of the body and the ability to control physical motion; Musical-Rhythmic that is the ability to recognize tonal patterns and sounds, as well as a sensitivity torhythms and beats; Interpersonal that is the capacity for person-to-person communications andrelationships; Intrapersonal that is the spiritual, inner states of being, self-reflection, and awareness.In its development it is added one to become eight, namely Naturalistic intelligence. In this paperthose kinds of intelligence are tried to be applied in teaching and learning grammar which issometimes monotonous for students. Therefore, the writer proposes the problem How is theapplication of multiple intelligence theory in teaching and learning grammar?.Based on the theories proposed by some experts, the writer can give the examples of teachingand learning grammar by applying eight kinds. Those kinds can be applied in an integrative waywithout neglecting the core concept of the topic. The teachers may vary the method or way in orderthat the students can explore all of their intelligences during the process of teaching and learninggrammar. The question then rises, what method is the most effective? It has become popularthese days to refer to the goals and needs of students. Therefore, if students need grammar forcommunication, it should be taught communicatively, that is, meaning-based. On the other hand,if students need the grammar knowledge to be able to translate from L2 to L1, and that is whatthey are going to be graded on, then form-based approaches will be more appropriate. In learningan L2 grammar, students face a dilemma. On the one hand, students need to know the rules, asthat is what they are tested on at schools. On the other, with a number of foreign visitors, or livingin an L2 country there is a good need for communication in an L2. That is why there is a need tolook at the ways of combining form and meaning in teaching foreign languages. Integrativegrammar teaching as a possible solution, integrative grammar teaching combines a form-basedwith a meaning-based focus. But in having various students with different needs in the samegroup, or having various needs in the same students, an integrative grammar teaching approachcreates optimal conditions for learning for everyone in the classroom.Key words: application, multiple intelligence,teaching and learning grammar

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