This research aims at: (1) describing the implementation of Multiple Intelligences on the input, process, and output of English Learning in the Kinesthetic Intelligence Class at SD Immersion Ponorogo, (2) identifying the difficulties found on implementing Multiple Intelligences on the process of teaching and learning English in the Kinesthetic Intelligence Class at SD Immersion Ponorogo, and (3) finding out the solutions offered by teacher to overcome the difficulties on implementing Multiple Intelligences on the process of teaching and learning English in the Kinesthetic Intelligence Class at SD Immersion Ponorogo.
This research was conducted at SD Immersion Ponorogo which is located on Jl Ukel 39, Kertosari, Babadan, Ponorogo in the second semester of the academic year 2014/2015. This research applies a case study method as one of qualitative research. The subject of the research were the English teacher and the fourth grade students of kinaesthetic class at SD Immersion Ponorogo. The data were collected through non-participant observation, interview, and documentation. In analyzing the data, the researcher used interactive model of analysis data by Miles and Huberman, involves three things namely the data reduction, the data representation, and drawing conclusion and verification.
The findings of the research reveals that: (1) the implementation of Multiple Intelligences at SD Immersion covers three aspects; the first is the use of MIR to observe the students’ intelligence characteristic as a reference for the teacher to design the teaching process, the second is the process of teaching/learning which was designed based on the students’ characteristic of intelligences, the third is the process of evaluation and assessment which focused on the students’ performance during the learning activity, (2) the difficulties found on implementing Multiple Intelligences are the creativity of the teacher in designing the lesson plan, material, and media independently because MI is not national education’s policy, the difficulty in controlling the kinesthetic students’ behavior, and the time management for the preparation and activities for the students, and (3) the solutions offered by teacher to overcome the difficulties are the use of online resources as the reference to design the learning materials and media, the use of guiding and assessment during the process of learning to control the students’ behaviour, and the adaptation of other lesson plan, material, and media related to the students’on implementing Multiple Intelligences on the process of teaching and learning English in the Kinesthetic Intelligence Class at SD Immersion Ponorogo In conclusion, the English teacher in the kinaesthetic intelligence class at SD Immersion Ponorogo has implemented Multiple Intelligences in English teaching and learning well. The difficulties found in the implementation of Multiple Intelligences was solved creatively by the teacher. Hopefully the description of the implementation of Multiple Intelligences in the Kinaesthetic Intelligence Class can be used for English teaching development in other schools.
Keywords: Multiple Intelligences, kinesthetic intelligence, English teaching and learning, case study.