Sri Haryanti


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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