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TEACHING ENGLISH USING MULTIPLE INTELLIGENCES APPROACH AT AL–IMTIYAAZ ISLAMIC SCHOOL BANDA ACEH

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Pengarang Diyana Dewie Astutie - Personal Name

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This study is intended to explain the concept of Multiple Intelligences Approach (MIA) in English classrooms especially for young learners. The participants of the study were the fourth grade students at of Al–Imtiyaaz Islamic School Banda Aceh and used descriptive qualitative research as the method. The data was taken from direct observation, interview, and document analysis. It was found that apperception section in MIA takes longer time than any other approaches. It is because the apperception consists of four stages (alpha zone, warming up, pre–teaching, and scene setting) and the teacher applied variety of learning strategies (classification, identification, flash card, environment learning, and socio drama). The function is to enable the teacher to figure out the students’ best condition of learning. The result of the study showed that from five meeting–observations, the apperception took approximately 24 minutes, core activity was about 58 minutes, and the closing duration was 8 minutes. The result also shows that teacher combined more than two intelligences in the English class as Howard Gardner proposed in MIA. The result showed verbal–linguistic intelligence as the main component of the English class reached about 24%, bodily–kinaesthetic and intrapersonal intelligences shared the same number in 19%, musical intelligence was 14%, and the rest was interpersonal intelligence which was about 9%. Furthermore, logical, naturalist, and spatial–visual intelligence shared the same average in 5%. However, the existential intelligences were not found in the study (0%).

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