Improving Language Skills Through Linguistic Intelligence Learning Design
DOI:
https://doi.org/10.26811/peuradeun.v10i3.772Keywords:
Language Skills, Verba-Linguistic Intelligence, Elementary SchoolAbstract
This research aimed to determine the difference in students' language skills levels before and after using a verbal-linguistic intelligence-based learning design. This research was conducted in an elementary school in Garut Regency, Indonesia, using a pre-experimental design with a one-group pretest-posttest design. The participants were 22 sixth-grade elementary school students. The data were obtained by test. The test instrument was tested for validity and reliability. Then, the data were analyzed by inferential and descriptive tests. The inferential test was done through normality and homogeneity tests. Furthermore, the data were tested for the mean difference using SPSS 22 software. The results prove differences in students' language skills before and after applying the verbal-linguistic intelligence-based learning design. The acquisition sees the difference in scores of the average score of each skill after treatment increases with an n-gain score of 68.75. This proves that verbal-linguistic intelligence-based learning design can improve each student's language skills. The findings can be an insight for future researchers conducting research on learning design based on verbal-linguistic intelligence or language skills.
References
Ahmadian, M. J., Abdolrezapour, P., & Ketabi, S. (2012). Task Difficulty and Self-Repair Behavior in Second Language Oral Production. International Journal of Applied Linguistics, 22(3), 310–330. https://doi.org/10.1111/j.1473-4192.2012.00313.x
Akmal, S., Habiburrahim, H., Muluk, S., Zulfikar, T., & Ravi, M. (2020). The Language of Propaganda in President Bush Jr. Political Speech. Jurnal Ilmiah Peuradeun, 8(1), 157-178. https://doi.org/10.26811/peuradeun.v8i1.405
Akyol, H., & Boyaci-Altinay, Y. (2019). Reading Difficulty and Its Remediation: A Case Study. European Journal of Educational Research, 8(4), 1269–1286. https://doi.org/10.12973/eu-jer.8.4.1269
Ali, A. (2018). Understanding the Complex Process of Oral Communication. International Journal of Language and Literature, 6(1), 123–128. https://doi.org/10.15640/ijll.v6n1a17
Ali, M. M., & Saiden, M. N. (2015). Application of Graded Reading Materials in Teaching Reading Skills for Children with Reading Difficulties. Procedia - Social and Behavioral Sciences, 191(2009), 2631–2633. https://doi.org/10.1016/j.sbspro.2015.04.518
Allioui, D., & Zorig, K. (2021). Exploring Linguistic Intelligence and Translation Mastery Relationships The case of the second-year EFL students at M'sila University [Depot Institutionnel De L ’Universite Mohamed Boudiaf De M’Sila]. http://dspace.univ-msila.dz:8080//xmlui/handle/123456789/25718
Al-Mekhlafi, M. A. (2015). The Relationship between Affixation Awareness and Linguistic Intelligence among Yemeni EFL Learners. Abhinav National Monthly Refereed Journal of Research in Arts & Education, 4(2), 1–10.
Amstrong, T. (2013). Kecerdasan Multiple di Dalam Kelas [Multiple Intelligences in the Classroom]. Indeks.
Amutha, S., & Philomina, M. j. (2015). Diagnosis of Reading and Writing Skills in Primary School. International Journal of English Language Teaching, 3(7), 1–7.
Anggrawan, A., & Jihadil, Q. S. (2018). Comparative Analysis of Online E-learning and Face to Face Learning: An Experimental Study. In 2018 Third International Conference on Informatics and Computing (ICIC), 1–4.
Armstrong, T. (2009). Multiple Intelligences in the Classroom (Third). Assn for Supervision & Curriculum.
Arulselvi, E. (2018). Incorporating Multiple Intelligences in the English Classroom. Excellence in Education Journal, 7(2), 101–121.
Asmar, A., & Delyana, H. (2020). Perceptions of Students about Use of Classical Learning Models Using Power Points. Journal of Physics: Conference Series, 1429(1). https://doi.org/10.1088/1742-6596/1429/1/012001
Bartolomei-Torres, P. (2020, July). Verbal-Linguistic Intelligence: Meaning, Characteristics, and Activities to Develop It. LearningBP.
Berman, R., & Cheng, L. (2010). English Academic Language Skills: Perceived Difficulties by Undergraduate and Graduate Students, and Their Academic Achievement. Canadian Journal of Applied Linguistics / Revue Canadienne de Linguistique Appliquée, 4(1), 25–40.
Bohari, L. (2019). Improving Speaking Skills through Small Group Discussion at Eleventh Grade Students of SMA Plus Munirul Arifin NW Praya. Journal of Languages and Language Teaching, 7(1), 68–81.
Cole, J., & Feng, J. (2015). Effective Strategies for Improving Writing Skills of Elementary English Language Learners. Chinese American Educational Research and Development Association Annual Conference, 1(7), 241–243.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods (p. 273). Sage Publication.
Darancik, Y. (2018). Students Views on Language Skills in Foreign Language Teaching. International Education Studies, 11(7), 166–178. https://doi.org/10.5539/ies.v11n7p166
Dewayani, G. P. S., Ngadiso, & Sarosa, T. (2020). Insufficient Higher Order Thinking Skill in Reading Comprehension Exercises of an English Language Textbook. ELT Worldwide, 7(2), 125–135.
Djabborova, F. O. (2020). Ways of Developing Listening Skills of English Learners in ESL and EFL Classroom. European Journal of Research and Reflection in Educational Sciences, 8(10), 212–216.
Ebadi, S., & Rahimi, M. (2018). An Exploration into The Impact of Web quest-Based Classroom on EFL Learners’ Critical Thinking and Academic Writing Skills: A Mixed-Methods Study. Computer Assisted Language Learning, 31(5–6), 617–651.
Evans, D., Borriello, G. A., & Field, A. P. (2018). A Review of the Academic and Psychological Impact of Transitioning to Secondary Education. Frontiers in Psychology, 9(AUG), 1–18. https://doi.org/10.3389/fpsyg.2018.01482
Gardner, H. E. (2011). Frames of Mind: The Theory of Multiple Intelligences (Third). Basic Books.
Genlott, A. A., & Grönlund, Å. (2013). improving Literacy Skills through Learning Reading By Writing: The IWTR Method Presented and Tested. Computers and Education, 67, 98–104. https://doi.org/10.1016/j.compedu.2013.03.007
Ghafarian, S., & Amiri, B. M. (2016). The Relationship between EFL Learners’ Linguistic, Interpersonal and Intrapersonal Intelligences and Their Listening Comprehension Performance. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 12(3), 24–42.
Gilakjani, A. P., & Ahmadi, S. M. (2011). The relationship between L2 Reading Comprehension and Schema Theory: A Matter of Text Familiarity. International Journal of Information and Education Technology, 1(2), 142–149.
Greeno, J. G., & Engeström, Y. (2013). Learning In Activity. In The Cambridge Handbook of the Learning Sciences (2nd edition (pp. 1–39).
Grenier, G., & Zhang, W. (2021). The Value of Language Skills. IZA World of Labor, March 1–10. https://doi.org/10.15185/izawol.205.v2
Grosz, B. J. (2018). ACL Lifetime Achievement Award Smart Enough to Talk With Us ? Foundations and Challenges for Dialogue Capable AI Systems. Computational Linguistics, 44(1), 1–15. https://doi.org/10.1162/COLI
Halil, N. I. (2017). The Actualization of Literary Learning Model Based on Verbal-Linguistic Intelligence. International Journal of Education and Literacy Studies, 5(4), 48. https://doi.org/10.7575/aiac.ijels.v.5n.4p.42
Hasanudin, C., & Fitrianingsih, A. (2020). Verbal Linguistic Intelligence of the First-Year Students of Indonesian Education Program: A Case in Reading Subject. European Journal of Educational Research, 9(1), 117–128. https://doi.org/10.12973/eu-jer.9.1.117
Hidayati, T., & Endayani, T. (2019). Smartphones to Learn English: The Use of Android Applications by Non-English Major Students in West Aceh. Jurnal Ilmiah Peuradeun, 7(1), 95-112. https://doi.org/10.26811/peuradeun.v7i1.231
Hoekstra, A., & De Roos. (2014). Linguistic Intelligence. In International Montessori Schools and Child Development Centres (pp. 1–12).
Hussain, S. (2017). Teaching Speaking Skills in Communication Classroom. International Journal of Media, Journalism and Mass Communications, 3(3), 14–21. https://doi.org/10.20431/2454-9479.0303003
Isda, I. D., Imran, I., Purwati, P., & Rahmiati, R. (2021). The Effectiveness of Google Classroom in Teaching English during Covid-19 at SMA N 1 M. Payed. Journal of Research on English and Language Learning, 2(1), 54–60. https://doi.org/10.33474/j-reall.v2i1.9518
Ivanova, T., Gubanova, N., Shakirova, I., & Masitoh, F. (2020). Educational Technology as One of the Terms for Enhancing Public Speaking Skills. Universidad y Sociedad, 12(2), 154–159.
Izzaty, R. E., Astuti, B., & Cholimah, N. (2018). The Correlations among Critical Thinking, Linguistic Intelligence, and Writing Ability of the Sixth Semester Students of FKIP PGRI University of Palembang. ELTE Journal (Journal English Language Teaching & Education, 6(11), 54–67.
Jones, C. D. O., Reutzel, D. R., & Fargo, J. D. (2010). Comparing Two Methods of Writing Instruction: Effects on Kindergarten Students’ Reading Skills. Journal of Educational Research, 103(5), 327–341. https://doi.org/10.1080/00220670903383119
Julius, M. S., Meir, R., Shechter-Nissim, Z., & Adi-Japha, E. (2016). Children’s Ability to Learn a Motor Skill is Related to Handwriting and Reading Proficiency. Learning and Individual Differences, 51, 265–272. https://doi.org/10.1016/j.lindif.2016.08.034
Kessler, G. (2018). Technology and the Future of Language Teaching. Foreign Language Annals, 51(1), 205–218. https://doi.org/10.1111/flan.12318
Knapp, T. R. (2016). Why Is the One-Group Pretest–Posttest Design Still Used? Clinical Nursing Research, 25(5), 467–472. https://doi.org/10.1177/1054773816666280
Labtic, I. G. C., & Teo, A. (2020). The Presentation of Sources of Culture in English Textbooks in Thai Context. English Language Teaching, 13(5), 15–24. https://doi.org/10.5539/elt.v13n5p15
Lwin, M. (2008). How to Multiply Your Child’s Intelligence (Cara Mengembangkan Berbagai Komponen Kecerdasan). PT Macanan Jaya Cemerlang.
Ma, C. M. S., Shek, D. T. L., & Chen, J. M. T. (2019). Correction to: Changes in the Participants in a Community-Based Positive Youth. Applied Research in Quality of Life, 14(5), 1439–1440. https://doi.org/10.1007/s11482-018-9643-y
Madani, B. S., & Kheirzadeh, S. (2022). the Impact of Pre-Listening Activities on Efl Learners’ Listening Comprehension. International Journal of Listening, 36(1), 53–67. https://doi.org/10.1080/10904018.2018.1523679
Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding Immersive Virtual Reality to a Science Lab Simulation Causes More Presence but Less Learning. Learning and Instruction, 60(December 2017), 225–236. https://doi.org/10.1016/j.learninstruc.2017.12.007
Mancil, G. R., & Pearl, C. E. (2008). Restricted Interests as Motivators: Improving Academic Engagement and Outcomes of Children on the Autism Spectrum. TEACHING Exceptional Children Plus, 4(6), 15.
Marsden, E., & Torgerson, C. J. (2012). Single Group, Pre- and Post-Test Research Designs: Some Methodological Concerns. Oxford Review of Education, 38(5), 583–616. https://doi.org/10.1080/03054985.2012.731208
Mart, C. T. (2012). Developing Speaking Skills through Reading. International Journal of English Linguistics, 2(6), 91–96. https://doi.org/10.5539/ijel.v2n6p91
Meltzer, D. E. (2002). The Relationship Between Mathematics Preparation and Conceptual Learning gains in Physics: Possible "Hidden Variable" in Diagnostic Pretest Scores. American Journal of Physics, 70(7).
Muhid, A., Amalia, E. R., Hilaliyah, H., Budiana, N., & Wajdi, M. B. N. (2020). The Effect of Metacognitive Strategies Implementation on Students’ Reading Comprehension Achievement. International Journal of Instruction, 13(2), 847–862. https://doi.org/10.29333/iji.2020.13257a
Namaziandost, E., Neisi, L., Kheryadi, & Nasri, M. (2019). Enhancing Oral Proficiency through Cooperative Learning Among Intermediate EFL Learners: English Learning Motivation in Focus. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1683933
Nation, K. (2019). Children’s Reading Difficulties, Language, And Reflections on the Simple View of Reading the Simple View of Reading. Australian Journal of Learning Difficulties, 24(1), 47–73. https://doi.org/10.1080/19404158.2019.1609272
OECD. (2019). Programme for International Student Assessment (PISA) Results from PISA 2018. OECD.
Oliver, M. (2011). Technological Determinism in Educational Technology Research: Some Alternative Ways of Thinking about the Relationship between Learning And Technology. Journal of Computer Assisted Learning, 27, 373–384. https://doi.org/10.1111/j.1365-2729.2011.00406.x
Parsa, M., Jahandar, S., & Khodabandehlou, M. (2013). The Effect of Verbal Intelligence on Knowledge of Lexicon. International Journal of Applied Linguistics and English Literature, 2(2), 114–121. https://doi.org/10.7575/aiac.ijalel.v.2n.2p.114
Putra, A. S., Education, E., Program, S., Training, T., & Faculty, E. (2017). The Correlation between Motivation and Speaking Ability. Channing : Journal of English Language Education and Literature, II(1), 36–57.
Putri, R. A., & Dharmawan, Y. Y. (2022). Students’ Perceptions in Using Narrow Reading and Narrow Listening In Speaking Class at Third Semester of English Department Universitas Bandar Lampung. Journal of Linguistics and Language Education, 2(1), 6–13.
Rao, P. S. (2019a). The Importance of Speaking Skills in English Classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6–18.
Rao, P. S. (2019b). The Role of English As a Global Language. International Peer-Reviewed English Journal, 4(1), 2456–2696.
Roux, B., Sirois, C., Niquille, A., Spinewine, A., Ouellet, N., Pétein, C., & Laroche, M. L. (2021). Cross-Cultural Adaptation and Psychometric Validation of the Revised Patients’ Attitudes Towards Deprescribing (rPATD) Questionnaire in French. Research in Social and Administrative Pharmacy, 17(8), 1453–1462. https://doi.org/10.1016/j.sapharm.2020.11.004
Sadiku, L. M. (2015). The Importance of Four Skills Reading, Speaking, Writing, Listening in a Lesson Hour. European Journal of Language and Literature, 1(1), 29. https://doi.org/10.26417/ejls.v1i1.p29-31
Saefuddin, A., Malik, A., Maulidah, I. R., Chusni, M. M., Salahudin, A., & Carlian, Y. (2019). Students’ Reading Skills Related to Science Learning Using Big Book Media. In Journal of Physics: Conference Series, 1318(1), 012089.
Sedova, K., Sedlacek, M., Svaricek, R., Majcik, M., Navratilova, J., Drexlerova, A., Kychler, J., & Salamounova, Z. (2019). Do Those Who Talk More Learn More? The Relationship between Student Classroom Talk and Student Achievement. Learning and Instruction, 63, 101217.
Shakouri, N., Sheikhy Behdani, R., & Teimourtash, M. (2016). On the Relationship between Linguistic Intelligence and Recalling Lexical Items in SLA. International Journal of Research Studies in Education, 6(4), 29–36. https://doi.org/10.5861/ijrse.2016.1644
Stella Obianuju, O., OAkuezuilo, E., & Josephine, O. N. (2015). Effect of Multiple Intelligence-Based Instructional Technique (MIBIT) On Students’ Interest in the Learning of Difficult Biology Concepts. IOSR Journal of Research & Method in Education Ver, 5(3), 2320–7388. https://doi.org/10.9790/7388-05340109
Sundari, F. S., & Marini, A. (2022). Learners’ Speaking Skills with Speech Delay Barriers in Primary School. PrimaryEdu : Journal of Elementary Education, 6(1), 54–66.
Tebe, S. R., Anwar, A., & Bahrun, B. (2019). Effectiveness of Mathematical Learning Devices Based on Verbal Linguistic Intelligence and Mathematical Logical Intelligence. International Journal for Educational and Vocational Studies, 1(4), 304–307. https://doi.org/10.29103/ijevs.v1i4.1433
Torky, S. A. E. F. (2006). The Effectiveness of a Task-Based Instruction Program in Developing the English Language Speaking Skills of Secondary Stage Students A thesis Supervised by. Ain Shams University.
Trihardini, A., & Wikarti, A. R. (2022). A Need Analysis of Mandarin Conversation Teaching Materials Development. EAI, 2–9. https://doi.org/10.4108/eai.19-10-2021.2316555
Tuzcu, D., & Dilidüzgün, Ş. (2014). The Types and the Functions of the Listening Activities in Turkish and English Course Books *. Procedia-Social and Behavioral Sciences, 152, 989–994. https://doi.org/10.1016/j.sbspro.2014.09.355
Vadivel, B., Khalil, N. R., Roy, D., & Mathuranjali, M. (2021). Using Music for Developing Language Skills in the English Language Classroom. Turkish Journal of Computer and Mathematics Education, 12(12), 501–507.
Winarni, S., & Lutan, R. (2020). Empathy and Tolerance in Physical Education: Cooperative vs. Classical Learning. Cakrawala Pendidikan, 39(2), 332–345. https://doi.org/10.21831/cp.v39i2.31851
Yaumi, M., Fatimah, S., Sirate, S., & Patak, A. A. (2018). Investigating Multiple Intelligence-Based Instructions Approach on Performance Improvement of Indonesian Elementary Madrasah Teachers. SAGE Open, 1–10. https://doi.org/10.1177/2158244018809216
Yoestara, M., & Putri, Z. (2020). Self-Efficacy of the University Students’ TOEFL Performance: Differences in the Test Skill and English Skills in TOEFL. Jurnal Ilmiah Peuradeun, 8(3), 497-520. https://doi.org/10.26811/peuradeun.v8i3.386
Yoestara, M., & Putri, Z. (2020). Self-Efficacy of the University Students’ Toefl Performance: Differences in the Test Skill and English Skills in Toefl. Jurnal Ilmiah Peuradeun, 8(3), 497. https://doi.org/10.26811/peuradeun.v8i3.386
Yuliyanto, A., Amalia, D. M., & Muqodas, I. (2020). Use of Instagram to Improve Verbal-Linguistic Intelligence and Kinesthetic-Body Intelligence of Low-Class Students through Scientific Approach in Primary Schools. Premiere Educandum : Jurnal Pendidikan Dasar Dan Pembelajaran, 10(1), 112. https://doi.org/10.25273/pe.v10i1.6344
Zaim, M. (2017). Implementing Scientific Approach to Teach English at Senior High School in Indonesia. Asian Social Science, 13(2), 33. https://doi.org/10.5539/ass.v13n2p33
Zainudin, M., & Istiyono, E. (2019). Scientific Approach to Promote Response Fluency Viewed from Social Intelligence: Is it Effective? European Journal of Educational Research, 8(3), 801–808. https://doi.org/10.12973/eu-jer.8.3.801
Published
Issue
Section
License
Copyright (c) 2022 Dani Gunawan, Bachrudin Musthafa, Dinn Wahyudin (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms: (1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC-BY-SA) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal; (2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal; (3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as it can lead to productive exchanges, as well greater citation of published work (See The Effect of Open Access).
