CAN THE IMPLEMENTATION OF MULTIPLE INTELLIGENCES THEORY AFFECT STUDENTS' SPEAKING SKILLS?
This research aims to investigate whether the implementation of Multiple Intelligences Theory affect students' speaking skills and to find the students' response to it. The research method used was pre-posttest experimental study by involving 24 eighth-grade students. The data were gathere...
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| Format: | Academic Paper |
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2018-08-31.
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| Online Access: | http://repository.upi.edu/4125/ |
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| Summary: | This research aims to investigate whether the implementation of Multiple Intelligences Theory affect students' speaking skills and to find the students' response to it. The research method used was pre-posttest experimental study by involving 24 eighth-grade students. The data were gathered through pretest, posttest, and questionnaires. The results shows that the implementation of MIT statistically affect students' speaking skills. Hypothesis testing revealed that the post-test score (M = 77.87, SD = 5.31) was significantly higher than pre-test score (M = 64.45, SD = 4.81), and p-value < .05. The effect size was also considered as large (d >.25), which indicated that the implementation of the theory had a large effect on the students' score. The results demonstrated that vocabulary was the most affected followed by ideational function, cohesion, syntax, pronunciation and fluency. Furthermore, it was found that the students showed positive response towards the implementation of MIT in their learning process. The students affirmed that it helps them understand the instruction easily, get them involved in learning activity, and helps them improve their speaking skills. ..... Penelitian ini bertujuan untuk menginvestigasi apakah penerapan teori kecerdasan ganda dapat mempengaruhi keterampilan berbicara siswa dan untuk menemukan respon siswa terhadap penerapan teori tersebut di dalam kelas. Metode penelitian yang digunakan adalah pre-posttest experimental study dengan melibatkan 24 siswa kelas delapan. Data penelitian diambil dari pretest, posttest, dan kuesioner. Hasil penelitian menunjukkan bahwa penerapan teori kecerdasan ganda secara statistik mempengaruhi keterampilan berbicara siswa. Pengujian hipotesis menunjukkan bahwa skor post-test (M = 77.87, SD = 5.31) secara signifikan lebih tinggi dari skor pre-test (M = 64.45, SD = 4.81), dan p-value <.05. Hasil dari effect size juga terbilang besar (d >.25), menunjukkan bahwa penerapan teori kecerdasan ganda memiliki pengaruh besar pada nilai siswa. Hasil penelitian menunjukkan bahwa kosakata adalah yang paling terpengaruh diikuti oleh konten, kohesi, tata bahasa, pengucapan dan kelancaran. Kemudian, hasil dari kuesioner menunjukkan bahwa sebagian besar siswa menunjukkan respon positif terhadap pelaksanaan teori dalam proses pembelajaran mereka. Para siswa setuju bahwa penerapan teori kecerdasan ganda dapat membantu mereka memahami pelajaran dengan mudah, memotivasi untuk berpartisipasi aktif terlibat dalam kegiatan belajar, dan membantu meningkatkan kemampuan berbicara mereka. |
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| Item Description: | http://repository.upi.edu/41250/1/S_ING_1300680_Title.pdf http://repository.upi.edu/41250/2/S_ING_1300680_Tabel_of_Content.pdf http://repository.upi.edu/41250/3/S_ING_1300680_Abstract.pdf http://repository.upi.edu/41250/4/S_ING_1300680_Chapter1.pdf http://repository.upi.edu/41250/5/S_ING_1300680_Chapter2.pdf http://repository.upi.edu/41250/6/S_ING_1300680_Chapter3.pdf http://repository.upi.edu/41250/7/S_ING_1300680_Chapter4.pdf http://repository.upi.edu/41250/8/S_ING_1300680_Chapter5.pdf http://repository.upi.edu/41250/9/S_ING_1300680_Bibliography.pdf http://repository.upi.edu/41250/10/S_ING_1300680_Appendix.pdf |