Multiple intelligence assessment in teaching English for young learners
There are many schools in Indonesia that provide English as one of their subjects. English has been taught from elementary schools, even in Kindergarten. Ironically, teaching English in most rural schools still uses a conventional method such as memorizing and translating. Many teachers cannot affor...
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Universitas Negeri Yogyakarta
2019-06-01
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doaj-5eaa7f26f6f34edeb4c5545037d8cb1d2021-03-22T04:55:09ZengUniversitas Negeri YogyakartaResearch and Evaluation in Education2460-69952019-06-0151212910.21831/reid.v5i1.2337611684Multiple intelligence assessment in teaching English for young learnersErnawati Ernawati0Hana Tsurayya1Abdul Rahman A. Ghani2Department of Educational Research and Evaluation, Graduate School of Universitas Muhammadiyah Prof. Dr. HamkaEarly Childhood Education Center of Taman Anak Soleh As SalaamDepartment of Educational Research and Evaluation, Graduate School of Universitas Muhammadiyah Prof. Dr. HamkaThere are many schools in Indonesia that provide English as one of their subjects. English has been taught from elementary schools, even in Kindergarten. Ironically, teaching English in most rural schools still uses a conventional method such as memorizing and translating. Many teachers cannot afford to provide well-designed, meaningful exercises for students to use on a one-to-one learning basis. As a result, students seem not having interest in learning English. Based on this reason, this study was conducted to identify students’ intelligence through Multiple Intelligence Assessment to get effective approach in teaching English for young learners. The participants are an English teacher and students at an early childhood education center. This research focuses on presenting a deep description of the Multiple-Intelligence assessment to identify students’ intelligence in order to get an effective way of teaching English for young learners. In collecting the data, three instruments were used: observation, interview, and document analysis. The findings of this study show that students have different interests and nature; some students love singing, some others enjoy drawing, and others like role-playing. Multiple-Intelligence Assessment helps the teachers to identify students’ interests and bring them building some learning activities to attract them in learning English.https://journal.uny.ac.id/index.php/reid/article/view/23376multiple intelligenceassessmentteaching englishyoung learners |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Ernawati Ernawati Hana Tsurayya Abdul Rahman A. Ghani |
spellingShingle |
Ernawati Ernawati Hana Tsurayya Abdul Rahman A. Ghani Multiple intelligence assessment in teaching English for young learners Research and Evaluation in Education multiple intelligence assessment teaching english young learners |
author_facet |
Ernawati Ernawati Hana Tsurayya Abdul Rahman A. Ghani |
author_sort |
Ernawati Ernawati |
title |
Multiple intelligence assessment in teaching English for young learners |
title_short |
Multiple intelligence assessment in teaching English for young learners |
title_full |
Multiple intelligence assessment in teaching English for young learners |
title_fullStr |
Multiple intelligence assessment in teaching English for young learners |
title_full_unstemmed |
Multiple intelligence assessment in teaching English for young learners |
title_sort |
multiple intelligence assessment in teaching english for young learners |
publisher |
Universitas Negeri Yogyakarta |
series |
Research and Evaluation in Education |
issn |
2460-6995 |
publishDate |
2019-06-01 |
description |
There are many schools in Indonesia that provide English as one of their subjects. English has been taught from elementary schools, even in Kindergarten. Ironically, teaching English in most rural schools still uses a conventional method such as memorizing and translating. Many teachers cannot afford to provide well-designed, meaningful exercises for students to use on a one-to-one learning basis. As a result, students seem not having interest in learning English. Based on this reason, this study was conducted to identify students’ intelligence through Multiple Intelligence Assessment to get effective approach in teaching English for young learners. The participants are an English teacher and students at an early childhood education center. This research focuses on presenting a deep description of the Multiple-Intelligence assessment to identify students’ intelligence in order to get an effective way of teaching English for young learners. In collecting the data, three instruments were used: observation, interview, and document analysis. The findings of this study show that students have different interests and nature; some students love singing, some others enjoy drawing, and others like role-playing. Multiple-Intelligence Assessment helps the teachers to identify students’ interests and bring them building some learning activities to attract them in learning English. |
topic |
multiple intelligence assessment teaching english young learners |
url |
https://journal.uny.ac.id/index.php/reid/article/view/23376 |
work_keys_str_mv |
AT ernawatiernawati multipleintelligenceassessmentinteachingenglishforyounglearners AT hanatsurayya multipleintelligenceassessmentinteachingenglishforyounglearners AT abdulrahmanaghani multipleintelligenceassessmentinteachingenglishforyounglearners |
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