DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

The Relationship between English Department Multiple Intelligences Scores and Their English Language Skills

Annisa Kurnia Asri

Abstrak


ABSTRAK

 

Asri, Annisa K. 2015. The Relationship between English Department Students’ Multiple Intelligence Scores and English Language Skills. Thesis, English Language Teaching, Graduate Program, Universitas Negeri Malang. Advisors: (I) Prof. Bambang Yudi Cahyono, Ph.D., (II) Dr. Mirjam Anugerahwati, M.A.

 

Key Words: multiple intelligence, English language skills, linguistic intelligence, bodily-kinesthetic intelligence

 

In Multiple Intelligence (MI) theory, it is believed that each person has varying types and level of intelligence. Each person has one or more dominant intelligence(s) or has varying levels of all intelligences. Even students who major in the same department may have varying types and levels of intelligence, for example students who major in English Department of Faculty of Letters at Universitas Negeri Malang. This is supported by the fact that the students of this department came from different secondary schools with different educational background such as language, science or social program or vocational high school. Therefore, this study is aimed to know: (1) the relationship between English department students’ MI scores and their English language skills, (2) what type of intelligences have the most significant relationship with MI, and (3) how each type of intelligence is related to English language skills.

This study used correlational research design and Pearson product-moment for the statistical analysis. Subjects of this study were forty seven students from 2014 batch that are studying in English Department of Faculty of Letters at Universitas Negeri Malang. Data were collected using adapted MI questionnaire and a set of Intensive Course (IC) scores that include listening, speaking, reading and writing scores. The MI questionnaires were distributed to three classes; one class was for pilot study to test questionnaire reliability and the rest two classes were for data collection.

The findings of this study show null hypothesis is accepted; MI and English language skills have no significant correlation (r = 0.063). It means that the total score of MI cannot be used to predict English language skills proficiency. This insignificant correlation could happen because MI questionnaire used to collect the data consists of nine aspects based on nine types of intelligences. Thus, the MI questionnaire does not focus on measuring certain intelligence while, in fact, human beings were born with different types and levels of intelligences. However, two types of intelligence show significant correlation with English language skills. They are linguistic intelligence that has positive significant correlation (r = 0.357) and bodily-kinesthetic that has negative significant correlation (r = -0.369). It can be concluded that the higher the linguistic intelligence, the higher the English language skills proficiency. In addition, the higher the bodily-kinesthetic intelligence, the lower the English language skills proficiency and vice versa. The rest seven intelligences have positive and negative but not significant correlation with English language skills. The types of intelligence that have positive but not significant correlation with English language skills are logical-mathematical intelligence (r = 0.259), visual-spatial intelligence (r = 0.012), musical intelligence (r = 0.02), intrapersonal intelligence (r = 0.159), and existential/spiritual intelligence (r = 0.08). The other two types that have negative but not significant correlation with English language skills are interpersonal intelligence (r = -0.077) and naturalist intelligence (r = ­-0.159).

Based on the findings above, there are some suggestions English teachers, English department students, and future researchers. English teachers are suggested to vary teaching strategies and media that relates to linguistic-intelligence. Besides linguistic intelligence, English teachers can vary classroom activities based on logical mathematical, visual-spatial, musical, intrapersonal, and existential-spiritual intelligence principles. In learning English language skills, students who have understood their weak and strong intelligence can decide what learning styles that suit them and know how to cope with their weakness. Later on, when the students graduate and start to get a job or continue their study, they can know what specialization they possess. Future researchers can conduct a similar study that focuses on the relationship between MI and particular English language skills such as grammar or vocabularies. They are also suggested to use different statistical analysis such as multiple-regression, have more subjects, and/or vary the background of the subjects.