MULTIPLE INTELLIGENCES ON STUDENTS’ LEARNING OUTCOMES: DIFFERENTIATED LEARNING CONTEXT

Muhimatul Murtafiah; Siti Muniroh; Utami Widiati

MULTIPLE INTELLIGENCES ON STUDENTS’ LEARNING OUTCOMES: DIFFERENTIATED LEARNING CONTEXT

Muhimatul Murtafiah, Siti Muniroh, Utami Widiati

Erudio, Vol 11, No 2 (2024), pp. 187-194

DOI https://doi.org/

Abstract | References | Current | PDF Full Text

Viewed : 334 times

Abstract

This study explores the impact of various intelligences, learning styles, and linguistic abilities on English language proficiency among junior high school students in a differentiated learning context. Drawing on Howard Gardner's theory of multiple intelligences and previous research, this qualitative research aimed to investigate whether students' interests, motivation, and cognitive profiles influence their language learning outcomes. Data were collected through questionnaires and analyzed manually using tables. Findings reveal a significant correlation between students' interests, learning styles, linguistic intelligence, and English proficiency. While some students demonstrate exceptional performance, others exhibit diverse learning preferences and intelligence, challenging traditional notions of language acquisition. The study underscores the importance of differentiated instruction tailored to individual needs and preferences for optimizing language learning outcomes.

Keywords

Multiple Intelligences, Learning Outcomes, Differentiated Instruction, Students’ need, Learning Style, Learning Interest

Full Text:

PDF

References

Abenti, H. F. (2020). How do I teach you? An examination of multiple intelligences and the impact on communication in the classroom. Language and Communication, 73, 29–33. https://doi.org/10.1016/j.langcom.2020.04.001

Ahmad, P.-. (2022). Integrating Multiple Intelligences Theory in English Language Teaching. Premise: Journal of English Education, 11(2), 348. https://doi.org/10.24127/pj.v11i2.4823

Arnold, J., & Fonseca-Mora, M. C. (2004). Multiple Intelligence Theory and Foreign Language Learning: A Brain-based Perspective. International Journal of English Studies, 4(1), 119–136.

Balungaya, M. (2018). “Differentiated Instruction Through Flexible Grouping: Strategy To Enhance the Leraners’ Academic Performance in Discipline and Ideas in Social Sciences (Diss)”. International Journal of Advanced Research, 6(5), 591–595. https://doi.org/10.21474/ijar01/7070

Creswell, J. W. (2012). Educational research: planning conducting and evaluating quantitative and qualitative research (C. Robb & M. Buchholtz (eds.); 4th ed.).

Fathman, A. K. (1976). Variables Affecting the Successful Learning of English as a Second Language. TESOL Quarterly, 10(4), 433. https://doi.org/10.2307/3585524

Friantini, R. N., & Winata, R. (2019). Analisis Minat Belajar pada Pembelajaran Matematika. JPMI (Jurnal Pendidikan Matematika Indonesia), 4(1), 6. https://doi.org/10.26737/jpmi.v4i1.870

Gardner, H. (2017). Multiple Intelligences the Theory in Practice. In Вестник Росздравнадзора (Vol. 4, Issue 1).

Huang, H.-Y. (2017). The Relations of Multiple Intelligences and Foreign Language Learning. GSTF Journal of Law and Social Sciences (JLSS), 5(2), 16–18. https://doi.org/10.5176/2251-2853

Kurniawan, R., Wijaya, A., & Islam Negeri Sultan Syarif Kasim Riau, U. (2023). the Correlation Between Multiple Intelligences and Language Learning Strategies of the Eleventh-Grade Students At Riau Vocational High School for Integrated Agriculture. 2(1), 9–26.

Latief, M. A. (2017). Research Methods on Language Learning an Introduction. Penerbit Universitas Negeri Malang.

Madkour, M., & Mohamed, R. A. A. M. (2016). Identifying College Students’ Multiple Intelligences to Enhance Motivation and Language Proficiency. English Language Teaching, 9(6), 92. https://doi.org/10.5539/elt.v9n6p92

Oprescu, M., & Oprescu, F. (2012). Multiple Intelligences in Teaching Literature. Romanian Journal of English Studies, 9(1), 113–119. https://doi.org/10.2478/v10319-012-0012-0

Ouyang, J., & Ye, N. (2023). Differentiated Instruction: Meeting the Needs of All Learners. Curriculum and Teaching Methodology, 6(11), 57–61. https://doi.org/10.23977/curtm.2023.061111

Sarani, A., & Malmir, A. (2020). Multiple Intelligences as Predictors of Foreign Language Pragmatic Knowledge: The Case of Five Frequent English Speech Acts. Teaching English Language, 14(1), 183–211. https://doi.org/10.22132/tel.2020.107876

Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence. Frontiers in Psychology, 10(November). https://doi.org/10.3389/fpsyg.2019.02366

Smit, R., & Humpert, W. (2012). Differentiated instruction in small schools. Teaching and Teacher Education, 28(8), 1152–1162. https://doi.org/10.1016/j.tate.2012.07.003

Sogutlu, E. (2018). Multiple Intelligences and Foreign Language Learning: Possible Relationship. September 2018. https://doi.org/10.33422/3hsconf.2018.09.01

Tandoc JR, J. P., & Garnadozo, J. M. T. (2020). International Journal of Linguistics, Literature and Translation (IJLLT) The Impact of Students’ Proficiency in English on Science Courses in a Foundation Year Program. International Journal of Linguistics, Literature and Translation (IJLLT), 3(11), 55–67. https://doi.org/10.32996/ijllt

Yavich, R., & Rotnitsky, I. (2020). Multiple intelligences and success in school studies. International Journal of Higher Education, 9(6), 107–117. https://doi.org/10.5430/ijhe.v9n6p107