SPEECH ACTS; A CRITICAL REVIEW

 

M.N. Hidayad

 

Language is a system of communication, a medium for thought, a vehicle for literary expression, a social institution, a matter for political controversy, a catalyst for nation building (O’ Grady, 1997). Language seems to have as many different functions as there are occasions for using language, but for all the apparent diversity the basic uses of language are rather limited. Therefore, this chapter will discuss about the form of sentences and the purpose of utterances, analysis of speech acts, and seven different kinds of utterances or speech acts. The basic premise of speech act theory is that language is a means by which we not only convey information but also perform things for our own benefit (Austin 1962; Searle 1969 in Songthama Intachakra 2004).

The form of Sentences and the Purpose of Utterances

Sentences are traditionally designated declarative if they tell something, interrogative if they ask, or imperative if they ask questions, but this classification is based on the form of sentences. Actual utterances can have various functions that are independent of form. The form of an utterance does not necessarily coincide with the speakers’ real intention. Before exploring the different kinds of purposes that speech acts can have, it will be useful to have a look at a syntactic classification of sentences.

Syntactically it is common to recognize three types of sentences in English: statement, commands and questions – or declarative, imperative and interrogatory sentences. Statements typically have subject, verb, and then perhaps and object, a complement and/or and adverbial phrase. According to Phillips (2004), a sentence (in the form of statement) in English must have at least one subject and one verb.

Here is the example.

a.        The customer paying the clerk for the clothes.

Example “a” is not a correct sentence in the form of statement since it does not have a verb. The word paying here is not a verb, but it is a participial adjective. The word paying must be preceded by be (is paying or was paying) or it can be written in the form of simple past (paid).

b.         A window broke.

In contrary to example “a”, although it is short, example “b” can be categorized as a sentence in the form of statement because it has subject (a window) and verb (broke).

Affirmative commands begin with the verb, which does not change; negative command begin with do not plus the verb, for example ‘Close your book’ or ‘Don’t go away.’

Questions have several different types. First, a question has the word order of a statement but it is spoken with a rising tune instead of falling one, for example; “This is a joke?.” If we analyze that sentence from the point of view of grammar, it can be said that the sentence is incorrect or ungrammatical. However, if we analyze the sentence from semantics’ point of view, it can be said that the sentence is correct. In other words, it can be said that the sentence is semantically correct, but grammatically it is incorrect. In this kind of question, the speaker wants to ask for confirmation or denial of what he/she understands. The hearer just answers the questions by saying ‘yes’ or ‘no.’ The marker in that sentence is the intonation.

The next type of question is made with inversion – putting an operator in first place. Operators can be in the form of be, have, or modal verbs (can/could, will/would, shall/should, may/might, must, ought, dare, or need). This type of question is also categorized as ‘yes-no’ question. Here are the examples.

a.        Is this a joke?

b.        Will you come to my party?

Another type of question is made by attaching a tag question in a statement, for example ‘This is a joke, isn’t it?’ The next type of question has inverted word order but it cannot be answered simply “Yes” or “No.” The marker is the word or. Here are the examples.

a.        Would you like coffee or tea?

b.        Is your son in the army or Navy?

If the speaker asks the hearer using this type of question, the hearer cannot simply answer the question by saying ‘yes’ or ‘no’ since this is not ‘yes-no’ question. He/she must answer it by choosing the alternatives, for example coffee instead of tea or vice versa.

The next questions have a question word (WH-word), but are also marked by rising intonation. The examples are:

a.        You’re leaving when?

b.        Where did she leave it?

Those questions ask for a repetition or confirmation of something said previously.

The last type of question is a question that has a question word and does not have a rising intonation (at least not on the question word). This kind of question is to ask for new information, not for repetition or confirmation.

Here are the examples.

a.        Who presented the material?

b.        How many students came?

Analysis of Speech Acts

The principal use of language is to state facts, to describe how things are in the world, to present information which, generally, is either true or false. The English philosopher J.L. Austin pointed out that much of our ordinary use of language is just as much asking questions and give commands as making statements, and even utterances that have the form of declarative sentences are not intended to be statements. Therefore, in making utterances we have to consider whether they work or not in accomplishing their purpose – in Austin’s terms, whether they are felicitous or not.

Felicity Conditions are conditions that must be fulfilled and satisfied by the world if a speech act is to be performed appropriately and correctly, or felicitously (James R. & Brendan: 1983). A good way of discovering the felicity conditions of an illocutionary act is to imagine a situation in which a speaker carries out such an act but something in the situation makes the act not come off appropriately. Here is the example.

You are sitting in front of the class. Suddenly, there is a man coming to you and hit you. Then, you say “Thank you” to him. Here, your utterance, “Thank you”, is not felicitous because the utterance and the situation are not appropriate. The word “Thank you” is usually said to express gratitude.

In every speech act we can distinguish three things, following Austin (1962). What is said, the utterance, can be called the locution. What the speaker intends to communicate to the addressee is the illocution. The message that the addressee gets, his interpretations of what the speaker says, is the perlocution.  If communication is successful, the illocution and the perlocuiton are alike or nearly alike. Look at the situation below.

Tony and his girlfriend, Ann, are having a candle light dinner. When they are enjoying the dinner, suddenly Ann says “Can you pass the salt?” The locution of this utterance is a question or asking ability to pass the salt. The illocution is a request that Tony passes the salt. The perlocution is that Tony has to pass the salt to Ann. In this case, if the hearer (Tony) does not know the illocution meaning, may be he just says ‘yes’ or ‘no’ to Ann and he does not do anything. Nevertheless, if he understands the illocution meaning of the utterance “Can you pass the salt?”, he will pass the salt to Ann instead of saying ‘yes’ or ‘no.’

Such communication is guided by four factors, which Grice (1975, 1978) called maxims: the maxim of quantity, relevance, manner, and quality. The maxim of quantity requires the speaker to give as much information as the addressee needs but not more. The maxim of relevance requires us, as speakers, to make our utterances relative to the discourse going on and the contexts in which they occur. The maxim of manner is to be orderly and clear and to avoid ambiguity. The maxim of quality is to say only what one believes to be true. Grice distinguished between violating the maxims and flouting them. If a speaker deliberately lies, expecting the addressee to believe what he/she says, he/she is violating the maxim of quality. If he/she exaggerates, expecting the addressee to recognize the exaggeration, he is flouting the maxim.

An utterance has a purpose. In order to achieve that purpose – to be appropriate to that purpose – several conditions are necessary: the lexical content of the utterance must be appropriate, the social situation in which it occurs must be appropriate, the speaker must be sincere in what he says, and the hearer(s) accept the utterance as having that purpose.

Seven Kinds of Speech Acts

Assertive utterances

In the assertive function, speakers and writers use language to tell what they know or believe. Assertive language is concerned with facts. The purpose is to inform. So, assertive utterances are either true or false. However, in order to make the assertive utterances felicitous the speaker must commit himself or herself to the truth of what is reported. For example, “I voted for Mr. Zul in the last election.” That assertive utterance can be felicitous if in the last election the speaker really voted for Mr. Zul. On the other hand, that assertive utterance can be infelicitous if the speaker did not vote for Mr. Zul in the last election. These are some verbs that are usually used in an assertive language; announce, declare, disclose, explain, express, indicate, mention, proclaim, relate, report, etc.

Performative utterances

Speech acts that bring about the state of affairs they name are called performative: bids, blessings, firings, baptisms, arrests, marrying, declaring a mistrial. Performative utterances are valid if spoken by someone whose right to make them accepted and in circumstances which are accepted as appropriate. The felicity conditions of performative utterances are the authority of the speakers to make the utterance, the appropriateness of time, place, and other circumstances. For example, “Michael Arthur, I baptize you in the name of the Father and of the Son and of the Holy Spirit.” That performative utterance can be felicitous if it is spoken by a priest in a church and in a formal situation. The verbs that are usually used in performative utterances are bet, declare, baptize, name, nominate, pronounce.

Verdictive utterances

Verdictives are speech acts in which the speaker makes an assessment or judgment about the acts of another, usually the addressee. These include ranking, assessing, appraising, and condoning. Verdictive verbs include accuse, charge, excuse, thank. Felicity conditions for verdictive utterances are the possibility of the act the ability of addressee to perform it, the sincerity of speaker in making the utterance, and the addressee’s belief that the speaker is sincere.  

Expressive utterances

Whereas a verdictive utterance is about what the addressee has previously done, an expressive utterance springs from the previous actions – or failure to act – of the speaker, or perhaps the present result of those actions or failures. Expressive utterances are thus retrospective and speaker – involved. The most common expressive verbs are acknowledged, admit, confess, deny, and apologize. Felicity conditions for expressive utterances are the act was feasible, the speaker was capable of it, the speaker speaks sincerely, and the addressee belives it.

Directive utterances

Directive utterances are those in which the speaker tries to get the addressee to perform some act or refrain from performing an act. Felicity conditions include the feasibility of the act and the ability of addressee. For example, “Would you make some tea, please?” This directive utterance can be felicitous if the addressee is not busy and he/she has ability to do the act (here, the act is in the form of request). 

Commissive utterances

Speech acts that commit a speaker to a course of action are called commissive utterances. These include promises, pledges, threats and vows. Commissive verbs are illustrated by agree, ask, offer, refuse, swear. Felicity conditions for commissive utterances are the speaker is capable of the act and intends to perform it; the addressee has faith in the speaker’s ability and intention. For example, “I promise to call you tonight.” This utterance can be felicitous if the speaker is sure that he/she is able to do the act of calling and he/she has intention to do it. Besides, the addressee must believe that the speaker will call him/her tonight.

Phatic utterances

The purpose of these utterances is to establish rapport between members of the same society. Phatic utterances include greetings, farewells, and polite formulas such as “Thank you,” “You’re welcome”, “excuse me.”

Conclusion

Language is a system of communication to express everything that we have in our mind. In order to make the communication successful, we have to understand felicity conditions; locution, illocution, and perlocution; and something which is called maxim.

There are seven kinds of utterances based on the general purpose of the speaker. They are assertive utterances, performative utterances, verdictive utterances, expressive utterances, directive utterances, commissive utterances, and phatic utterances.

Assertive utterances are utterances which are used in order to information.  The information which is given can be either true or false. Performative utterances make things happen just by being uttered. The examples are bets and things in various ceremonies and official acts which affect the people to whom they are said. Verdictive utterances are utterances that are used by the speaker in order to make an assessment or judgment about the acts of the addressee. The examples are accusing and blaming, congratulating and praising. Expressive utterances are that are uttered by the speakers in order to tell of their own actions, and present feelings. Directive utterances essentially involve the speaker trying to get the hearer to behave in some required way. The examples are advising, forbidding, requesting. Commissive utterances essentially involve the speaker committing himself to behave in some required way. They include volunteering, accepting, and undertaking. Phatic utterances are utterances which are uttered in order to maintain social bonds. One thing that we have to remember is that each utterance has felicity conditions. Therefore, in order to make the communication successful, we have to recognize and understand the felicity conditions of each utterance.

USING FACEBOOK TO IMPROVE THE STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT

 M.N. Hidayad

Introduction

Compared to the other three language skills, there is no doubt that writing is the most difficult skill for second or foreign language learners to master (Richard and Renandya, 2002: 303). According to Byrne (1998), Heaton (1988) and Harmer (2004) in Mulyati 2012 the difficulties cover three common problems. The first problem is the process and organization which cover the choice of sentence structure, the way the sentence are linked together and sequenced together and the organization of ideas. Second is the problem of language use which deals with the ability to use certain structures or mechanical skills. Third problem is about what to say in writing. In consequence, English teachers should select the appropriate approach, materials, and procedures to use in teaching writing and create an apt condition to make the students write. In addition, English teachers need to provide the students with enough writing practices and information to allow them to complete writing task successfully.

From the preliminary study that has been conducted, it was revealed that the students of grade 7 encountered some problems in writing descriptive text. Descriptive writing is one among the text types that are taught for seventh graders of Junior High School. The students say that they often get stuck in expressing and organizing their ideas, choosing the appropriate words and using the correct structure. As a result, their writing products are not satisfactory. 

Trying to overcome these problems, the researcher suggests that Facebook is implemented as an alternative medium to use in teaching writing. Facebook is chosen because it has profile picture and information that can help the students to express and organize ideas. Moreover, Facebook also has wall application which can make the students motivated to publish their final result of writing. 

Facebook is one of the most popular social networking sites used by people at any ages, especially teenagers. Facebook was created by Mark Zuckerberg in 2004 while he was studying at Harvard University. Although Facebook started out in early 2004 as a Harvard-only social networking sites, it is currently the leading social networking site with more than 500 million active users as of March 2011 and Indonesia has the highest number of Facebook users in Asia (Yunus and Salehi: 2012). 

 Due to the fact that most of the students have Facebook account and use it most of the time, they are familiar with the application and features of Facebook. Therefore, it is a good idea for teachers to use Facebook as a medium to teach English. Some previous studies have shown that Facebook is useful for the teaching of English. Zahroh (2012) has conducted a research on the use of Facebook as a medium to improve students’ interaction in speaking. The result shows that Facebook can encourage the students to interact and communicate in English. Meanwhile, Cahyani (2011), Prihatiningsih (2011), Sahdan (2012), Yunus & Salehi (2012), and Irmawati (2012) have investigated the use of Facebook to teach writing. The studies show that Facebook is useful for the teaching of writing in English and it can enhance the students’ ability and motivation in writing. 

Method

The design applied in this study was classroom action research. According to McNiff and Whitehead (2006: 13) action research is used when the researcher wants to evaluate whether what he/she is doing is influencing his/her own or other people’s learning, or whether he/she needs to do something different to ensure that it is. The central idea of the action part of action research is to intervene in a deliberate way in the problematic situation in order to bring about changes and, even better, improvements in practice (Burns, 2010: 2). 

Action Research is defined as a form of self-reflection enquiry undertaken by participants in a social setting (including educational setting) in order to improve the rationality and justice of (a) their own practice, (b) their understanding of these practices, and (c) the situation in which the practices are carried out (Carr and Kemmis, 1986: 182).  It is related to the ideas of ‘reflective practice’ and ‘the teacher as researcher’ (Burns, 2010: 2). According to Kemmis and McTaggart (1988) in Burns (2010: 7 - 8) action research typically involves four broad phases in a cycle of research. They are planning, acting, observing and reflecting.

Result and Discussion

As has been mentioned earlier, this study was designed to improve students’ ability in writing descriptive text by using Facebook as a medium. The results of the data analysis show that the students’ ability in writing descriptive text improved after the Facebook was used. The data from the observation and questionnaire also prove that the use of Facebook helps the students in writing descriptive text, make the learning more interested and easy, and involve the students during the teaching and learning process.

The result of the study showed that the use of Facebook can improve the students’ ability in writing descriptive text. The data from the students’ writing product show that the number of the students who got the score 70 or above increased, from only 8.82% (3 students) in preliminary study to 44.12% (15 students) in Cycle 1 and to 73.53% (25 students) in Cycle 2. In other words, the use of Facebook can improve the students’ ability in writing descriptive text. There are three significant improvements that the students made after the implementation of the technique; content, vocabulary, and language use.

According to the findings above, the students’ improvement in writing descriptive text was gained through the use of Facebook as interactive medium. This is in line with Cahyani (2011) who says that the use of Facebook can improve students’ writing skill since the students become more active in writing class by giving comments and responses.  

The finding also reveals that Facebook does help the students in writing descriptive text, especially in the brainstorming process (generating ideas) before the actual writing since Facebook has profile pictures, profile information, and Facebook group features. The students also agree that they learn new vocabulary from reading the comments of others in the group, and the spell-check feature helps reduce their spelling errors. This fact is supported by Yunus and Salehi (2012), who say that Facebook group can help the students getting better idea in writing and the students find it easier to complete their essays after participating in the FB group discussion.

Conclusion

Based on the results of the study, it could be concluded that the use of Facebook can improve the students’ ability in writing descriptive text. The use of Facebook can make the students become more active in writing class. In addition, Facebook also helped the students in generating and organizing the ideas since in Facebook there are profile pictures, profile information, and Facebook group features. 

In line with this, English teachers are suggested to use Facebook as an alternative medium in teaching writing, especially descriptive text. 

References

Burns, Anne. 2010. Doing Action Research in Language Teaching; a Guide for Practitioners. New York: Routledge.

Cahyani, Hilda. 2011. Teaching Company Profile Writing through Facebook. In B. Y. Cahyono & H. Cahyani (Eds), Best Practices in the Teaching of English, (pp247-260). Malang: State University of Malang Press. 

Carr, W. & Kemmis, S. 1986. Becoming Critical: Education, Knowledge and Action Research. London: Routledge Falmer Press

McNiff, J. & Whitehead, J. 2006. All You Need to Know about Action Research. London: Sage Publication.

Mulyati, Momoh. 2012. The Implementation of Genre Based Approach in Teaching Writing Recount Texts. Unpublished Post Graduate Thesis. Bandung: Universitas Pendidikan Indonesia. 

Prihatiningsih, Agustina. 2011. Developing Materials for Teaching Descriptive Texts Through Facebook for Year Seven Students of Junior High School. English Education Journal Vol 1, No 1 (2011)

Richard, J.C. & Renandya, W.A. 2002. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.

Sahdan. 2012. Using Facebook to Teach Students to Write Descriptive Text. In B. Y. Cahyono (Ed.), Teaching English by Using Internet Resources (pp. 183-187). Malang: State University of Malang Press.

Yunus, M & Salehi, H. 2012. The Effectiveness of Facebook Groups on Teaching and Improving Writing: Students’ Perceptions. International Journal of Education and Information Technologies. Issue 1, Volume 6, 2012.

Yunus, M., Salehi, H., and Chenzi, C. 2012. Integrating Social Networking Tools into ESL Writing Classroom: Strengths and Weaknesses. ELT Journal, 5(8), 42-48. Retrieved October 28, 2012 from www.ccsenet.org/journal/index.php/elt/article/download

Zahroh, N. 2012. Improving Students’ Interaction in Speaking Class through Web-Based Social Networking in B.Y. Cahyono and N Yannuar (Eds), English for Communication and Interaction in the Classroom and Beyond, (pp403-420). Malang: State University of Malang Press.

Classroom Implication of Multiple Intelligences

 Written by: M.N. Hidayad

1. The Multiple Intelligence Theory

The Multiple Intelligence Theory (MI) was developed by Howard Gardner, Harvard Graduate Professor in the School of Education, in 1983. MI refers to a learner-based philosophy that characterizes human intelligence as having multiple dimensions that must be acknowledge and developed in education (Richards and Rodgers, 2006: 115). 

MI theory challenges traditional, narrower views of intelligence, which is usually based on an IQ test, namely Stanford-Binet. The traditional theory of intelligence states that an individual's intelligence is a fixed entity throughout someone’s lifetime and that intelligence can be measured through an individual's logical and language abilities. In fact, the brain has not only logic and language ability, but also other important kinds of intelligence. Therefore, Gardner concludes that intelligence encompasses the ability to create and solve problems, create products, or provide services that are valued within a culture or society (Orey, 2010: 79).

2. The Eight Intelligences

Gardner introduced a perspective of natural human talents that is known as “Multiple Intelligences Model”. This model is one type of learning styles models that have been suggested in general education. Gardner claims that his view of intelligence is culture-free and avoids the conceptual narrowness usually associated with traditional models of intelligences, for example Intelligent Quotient testing model (Richards and Rodgers, 2006: 115). Gardner provides a means of mapping the broad range of abilities that humans possess by grouping their capabilities into the following eight comprehensive categories or “intelligences” (Armstrong, 2009: 6).

1. Linguistic: The capacity to use words effectively, whether spoken or written. This intelligence encompasses the ability to manipulate the syntax or structure of language, the phonology or sounds of language, the semantics or meanings of language, and the pragmatic dimensions or practical uses of language. This intelligence is usually found in lawyers, writers, editors, story tellers, journalists, interpreters, etc. Teachers can enhance their students’ linguistic intelligence by having them say and see words, read books together, and by encouraging discussion (Lunenberg, 2014: 3).

2. Logical-mathematical: The ability to use numbers effectively and think logically. This intelligence can be found in a doctor, engineer, computer programmer, scientist, accountant, statistician, etc. Teachers can strengthen this intelligence by encouraging the use of computer programming languages, critical–thinking activities, linear outlining, science-fiction scenarios, logic puzzles, and through the use of logical-sequential presentation of subject matter (Lunenberg, 2014: 3).

3. Spatial: The capability to see the visual-spatial world accurately and to carry out transformations upon those perceptions. This intelligence is possessed by decorators, architects, painters, sculptors, etc. Teachers can foster this intelligence through drawings and verbal and physical imagery (Lunenberg, 2014: 4).

4. Bodily-kinesthetic: Expertise in using one’s whole body to express ideas and feelings. In other words, a person who is having this kind of intelligence has a well-coordinated body. Athletes, craftsperson, actors, and dancers are good at this intelligence. Teachers may encourage growth in this area of intelligence through physical activity, hands-on learning, acting out, role playing, and physical relaxation exercises (Lunenberg, 2014: 4).

5. Musical: The ability to perceive, differentiate, transform, and express musical forms. This intelligence encompasses sensitivity to the rhythm, pitch or melody, and timbre or tone color of a musical piece. This ability belongs to a singer, composer, music critic, etc. Teachers can integrate activities into their lessons that encourage students’ musical intelligence by turning lessons into lyrics, speaking rhythmically, and tapping out time (Lunenberg, 2014: 4).

6. Interpersonal: The ability to be able to work well with other people. This intelligence is strong in salespersons, politicians, teachers, etc. Teachers can encourage the growth of interpersonal intelligence by designing lessons that include group activities, seminars, and dialogues (Lunenberg, 2014: 5).

7. Intrapersonal: Self-knowledge and the ability to act adaptively on the basis of that knowledge. Theologian, researcher, and philosopher are god at this intelligence. This intelligence includes having an accurate picture of oneself (one’s strengths and limitations); awareness of inner moods, intentions, and motivations, temperaments, and desires; and the capacity for self-discipline, self-understanding, and self-esteem. Teachers can encourage growth of intrapersonal intelligence by assigning reflective activities, such as journal writing and independent study (Lunenberg, 2014: 5).

8. Naturalist: The ability to understand and manage the patterns of nature. Possible careers for students who have this intelligence include ecologists, oceanographers, and zoologists. Teachers can enhance this intelligence by having students differentiate among living things (plants, animals), demonstrate sensitivity to the natural world (clouds, rock configurations) through the study of relationships such as pattern recognition and comparison and contrast and connections to real life and science issues (Lunenberg, 2014: 6).

3. MI in the Classroom

Every student possesses a unique intelligence. Unfortunately, our recent educational system emphasizes on traditional theory of intelligence, without paying attention to the student’s unique intelligence. Students are forced to master all materials which are stated in the curriculum. This model of learning treats the students as a poor learner, not self-actualizer. This differs from the recent theory of education, humanism theory, which pursues student’s self-actualization. Humanism emphasizes that in the world which we have been living in, the aim of education is to foster open-minded, dynamic and adjustable people who know how to learn, and continue to learn. According to this theory, if we want to change the present bad situation, we must establish the thought with the student as the subject, and respect the student, encourage them to think independently, at last make the student be independent and volunteer to do things, and they will become more confident (Jingna, 2012: 33). Therefore, to meet the aim of the education and the student’s unique intelligence, MI model is important to be implemented in the classroom.

Since MI model is very important in the teaching and learning process, some educators or teachers are expected to understand, master, and be committed to the MI model. Teachers are encouraged to set up learning centers with resources and materials that promote involving the different intelligences. Teachers then become curriculum developers, lesson designers and analysts, activity finders or inventors, and most critically orchestrators of a rich array of multisensory activities within the realistic constraints of time, space and resources of the classroom (Richards and Rodgers, 2006: 120). 

In designing the MI classroom model, teachers are encouraged to think of their students, and do not only think of themselves. They have to set up learning centers with resources and materials that accommodate and develop the students’ intelligences. It is important for teachers to carefully select activities that not only teach to the intelligences, but also realistically mesh with the subject matter of the lesson or unit (Orey, 2010: 84). In addition, Richards and Rodgers (2006: 120) state that the MI classroom is designed to support development of the “whole person”, and the environment and its activities intended to enable students to become more well-rounded individuals and more successful learners in general. Moreover, the students will be aware of their own intelligences. The more awareness students have of their own intelligences and how they work, the more they will know how to use that intelligence to access the necessary information and knowledge from a lesson (Christison, 1997 in Richards and Rodgers, 2006: 120).

There are many ways to incorporate Multiple Intelligences theory into learning activities in the classroom. Here are some activities and materials that support the implementation of MI model in the classroom (adapted from Richards and Rodgers, 2006: 121).

Tabel 1 Taxonomy of Learning Activities for Multiple Intelligences

Linguistic Intelligence
Lectures	Student speeches
Story telling	Debates
Word games	Worksheet
Creating class newspaper	Collections of writing
Logical/Mathematical Intelligence
Scientific demonstration	Creating codes
Puzzles	Story problems
Spatial Intelligence
Charts, maps, diagrams	Photography
Videos, slides, movies	Mind maps
Art and other pictures	Painting or drawing
Bodily/Kinesthetic Intelligence
Creative movement	Field trips
Cooking and other “mess” activities	Mime
role-plays
Musical Intelligence
Playing recorded music	Singing
Playing live music (guitar or piano)	Music appreciation
Interpersonal Intelligence
Cooperative groups	Board games
Peer teaching	Pair work
Intrapersonal Intelligence
Independent student work	Reflective learning
Options for homework	Journal keeping
Interest centers	Individual project
Naturalist Intelligence
Outside activities	Using “realia”
Observations	Field trip

Ultimately, MI theory used in conjunction with classroom management goes far beyond the provision of specific behavioral strategies and techniques (Armstrong, 2009: 120). The implementation of MI model in the teaching and learning process can greatly affect students’ behavior in the classroom simply by creating an environment where individual needs are accommodated. Students are less likely to be confused, frustrated, or stressed out in such an environment. As a result, the goal of education, which is to foster open-minded, dynamic and adjustable people who know how to learn, and continue to learn, can be achieved. 

References

Amstrong, Thomas. 2009. Multiple Intelligences in The Classroom. Virginia: ACSD

Jingna, D.U. 2012.  Application of Humanism Theory in the Teaching Approach. Hiher Education of Social Science, 3(1) Retrieved November 15th, 2018 from http://cscanada.net

Lunenberg, C.F & Lunenberg, M.R. 2014. Applying Multiple Intelligences in The Classroom: A fresh Look at Teaching Writing. International Journal of Scholarly Academic Intellectual Diversity, 16 (1) Retrieved November 15th, 2018 from http://www.nationalforum.com

Orey, Michael. 2010. Emerging Perspectives on Learning, Teaching, and Technology. Zurich: Jacobs Foundation

Richard, J.C. & Rodgers, T.S. 2006. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press