SEKOLAH AMANAH

SEKOLAH MENENGAH KEBANGSAAN TANJONG LUMPUR

SEKOLAH AMANAH
MEMBAIMNAANLAAHLUAN

BUDAYA
GEMILANG

14 NOVEMBER 2019

BPTN PAHANG

i

NAMA SARINAH BT SULONG

SEKOLAH SEKOLAH MENENGAH KEBANGSAAN TANJONG LUMPUR

PENGALAMAN MENGAJAR 27 TAHUN

SEJARAH PERKHIDMATAN 1. SEKOLAH MENENGAH CANNOSIAN
CONVENT,SEGAMAT,JOHOR (1992 -1995)

2. SEKOLAH MENENGAH KEBANGSAAN SULTAN ABU
BAKAR,KUANTAN,PAHANG (1996)

3. SEKOLAH MENENGAH KEBANGSAAN TANJONG
LUMPUR,KUANTAN,PAHANG (1996 –KINI)

LATAR BELAKANG 1. IJAZAH SARJANA MUDA SAINS SOSIAL DENGAN
PENDIDIKAN
KEPUJIAN - BIDANG PEMBANGUNAN EKONOMI

UNIVERSITI SAINS MALAYSIA (USM)
(1985 – 1989)
2. DIPLOMA PENDIDIKAN - KURSUS PERGURUAN

LEPASAN IJAZAH (KPLI)

INSTITUT PERGURUAN DARUL AMAN (IPDA)
(1991 – 1992)

SUMBANGAN PEMERIKSA KERTAS BAHASA MELAYU SPM – 1103/2
PROFESIONAL (2003 – 2017)

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TAJUK

Meningkatkan kualiti dan memudahkan proses penulisan pendahuluan karangan Bahasa
Melayu

NAMA PENYELIDIK

Pn Sarinah bt Sulong

TARIKH

10 Julai 2019

ABSTRAK

Objektif kajian ini adalah untuk meningkatkan meningkatkan kualiti dan memudahkan proses
penulisan bahagian pendahuluan karangan Bahasa Melayu peringkat SPM. Bilangan
responden adalah terdiri daripada 10 orang pelajar tingkatan 4 Prinsip Akaun.Antara kaedah
kajian yang digunakan ialah melalui ujian pengesanan, tindak balas dalam aktiviti pdpc dan
semakan buku latihan. Dapatan kajian menunjukkan bahawa pelajar telah dapat
menghasilkan isi pendahuluan karangan yang lebih panjang dengan ayat yang lebih
bervariasi dan isi yang lebih mantap dan berkualiti.Saya juga ingin mencadangkan agar
kaedah ini boleh diperkenalkan dan dilaksanakan di peringkat menengah rendah seawal
pelajar berada di Tingkatan Satu

LATAR BELAKANG KAJIAN
Kertas 1 Bahasa Melayu SPM mengandungi dua bahagian soalan iaitu Bahagian A –
Karangan Berpandu dan Bahagian B – Karangan Respon Terbuka.Penulisan karangan
menyumbang markah yang besar kepada kedudukan gred yang diperoleh pelajar
berbanding dengan Kertas 2.Sayangnya apabila pelajar tidak dapat menghasilkan karangan
yang berkualiti, maka hal ini akan menjejaskan markah yang bakal diperoleh.Oleh itu saya
ingin memberi fokus kepada penulisan bahagian pendahuluan terlebih dahulu bagi
mengatasi masalah tersebut. Guru biasanya memberi kebebasan kepada pelajar untuk
menulis apa-apa sahaja isi yang berkaitan dengan isu atau kehendak soalan dengan
berpandukan kata kunci apa,siapa,bila,di mana,mengapa dan bagaimana.Dalam Teori dan
Model Pengajaran dan Pembelajaran terdapat teori Humanisme yang mengatakan bahawa
pembelajaran manusia bergantung kepada emosi dan perasaanya.Carl Rogers salah
seorang pendukung mazhab humanis menyatakan bahawa setiap manusia mempunyai cara
yang berbeza untuk belajar.Guru hanya perlu menjaga kendiri pelajar dan memberi
bimbingan supaya potensi mereka dapat dikembangkan ke tahap
optimum.(www.sabah.edu.my/skpmtdon)

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FOKUS KAJIAN
Penulisan pendahuluan karangan Bahasa Melayu SPM

PENYATAAN MASALAH
Pelajar gagal menghasilkan perenggan pendahuluan dalam lingkungan 70 -80 patah
perkataan di samping pengolahan ayat yang tidak mampu merangsang pembaca untuk terus
membaca isi karangan

KUMPULAN SASARAN
10 orang pelajar Tingkatan 4PA

PERANCANGAN KITARAN PERTAMA
Dalam perancangan kitaran yang pertama,pelajar diberi panduan untuk memulakan
penulisan karangan dengan membina ayat situasi, ayat MASBBD dan ayat daripada kata
kunci lain.Elemen pedagogi yang digunakan di sini ialah pentaksiran untuk pembelajaran
dan pembezaan.Pelajar dinilai dari segi struktur ayat yang dibina,aspek tatabahasa dan
gaya penulisan. Kaedah ini digunakan kerana dipercayai mampu memandu pelajar ke arah
penulisan yang lebih berfokus dan tidak mengambil masa yang terlalu panjang untuk
menyiapkan satu perenggan pendahuluan karangan. Teknik ini diaplikasi berdasarkan Model
Taba yang juga terdapat dalam Teori dan Model Pengajaran dan Pembelajaran.Model ini
menegaskan aktiviti penyusunan atau isi pengajaran dalam sesuatu sistem yang sesuai
dapat meningkatkan kemahiran berfikir pelajar.op kajian yang sama.

PELAKSANAAN RANCANGAN TINDAKAN PERTAMA
Kitaran 1

- Pelajar diminta menghasilkan satu perenggan pendahuluan dengan mengemukakan
i. ayat situasi
ii. ayat MASBBD
iii. ayat berdasarkan kata kunci lain

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PEMERHATIAN DAN REFLEKSI DARIPADA PELAKSANAAN RANCANGAN
TINDAKAN PERTAMA
Daripada rancangan tindakan yang pertama didapati penulisan pelajar lebih berfokus dan
tidak mengambil masa yang panjang untuk menyiapkan satu perenggan pendahuluan.
Dalam masa yang sama didapati juga isi karangan masih belum menepati kehendak jumlah
perkataan yang diperlukan.

PELAKSANAAN RANCANGAN TINDAKAN KEDUA
Kitaran 2

- Pelajar diminta menambahkan satu lagi ayat mengandungi peribahasa / ungkapan /
kata-kata hikmat kepada karangan asal.

PEMERHATIAN DAN REFLEKSI DARIPADA PELAKSANAAN RANCANGAN
TINDAKAN KEDUA
Daripada rancangan tindakan yang kedua didapati penulisan pelajar lebih menarik daripada
penulisan sebelumnya .Tetapi sedikit kelemahan yang berlaku ialah tiada keragaman ayat
dan tiada penekanan terhadap kehendak soalan yang boleh mengelakkan daripada berlaku
masalah isi terpesong.

PELAKSANAAN RANCANGAN TINDAKAN KETIGA
Kitaran 3

- Pelajar diminta menyambung karangan asal dengan penambahan 2 jenis ayat lagi
iaitu;
i. ayat tanya
ii. ayat berdarjat tinggi

DAPATAN DAN REFLEKSI SELEPAS SEMUA INTERVENSI
Selepas kesemua intervensi dilaksanakan pelajar didapati dapat menulis isi karangan yang
lebih berfokus bilangan perkataan mencecah 90 – 100 patah perkataan dengan ayat yang
bervariasi menjadikan keseluruhan isi pendahuluan lebih lengkap dan mantap.Berlaku
peningkatan markah yang agak ketara berbanding markah TOV yang dicatat sebelumnya.

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PENUTUP

Jadual dan graf berikut menunjukkan pencapaian pelajar sebelum dan selepas program
intervensi dilaksanakan.

BIL PELAJAR MARKAH MARKAH MARKAH MARKAH
TOV UJIAN 1 UJIAN 2 UJIAN 3
1 Murid A 5/15 11/15 14/15
2 Murid B 4/15 9/15 12/15 13/15
3 Murid C 6/15 10/15 11/15 14/15
4 Murid D 6/15 9/15 12/15 13/15
5 Murid E 6/15 10/15 12/15 13/15
6 Murid F 4/15 10/15 10/15 13/15
7 Murid G 4/15 9/15 13/15 14/15
8 Murid H 5/15 11/15 12/15 14/15
9 Murid I 5/15 8/15 13/15 14/15
10 Murid J 715 12/15 13/15 13/15
10/15

Intervensi yang dilaksanakan dirasakan berkesan kerana dengan teknik yang seakan-akan
satu formula ini mampu menjurus pemikiran pelajar kepada aspek-aspek tertentu dalam
penulisan dan mereka tidak perlu berfikir panjang tentang cara untuk memulakan karangan
isu-isu atau perkara yang sepatutnya ditulis dalam perenggan pendahuluan.Pelajar juga
tidak lagi mengalami tekanan memikirkan isi atau perkara yang perlu ditulis kerana mereka
cuma perlu berpandu kepada formula yang disediakan.Pelajar bukan sahaja dapat
membaca dan berfikir tetapi dapat menterjemahkannya dalam bentuk penulisan dan ini
bertepatan dengan pandangan ahli falsafah pendidikan Amerika Syarikat bernama John
Denvey yang mengatakan bahawa tujuan pendidikan adalah untuk melahirkan individu yang

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menyeluruh dan holistik dari segala segi. Berdasarkan temubual yang dilaksanakan, pelajar
menyatakan bahawa teknik yang diperkenalkan ini membuat mereka mendapat satu cara
atau dimensi baru tentang cara memulakan sesebuah karangan kerana tekniknya sesuai
untuk digunapakai dalam mana-mana karangan meskipun berlainan isu.

Kajian ini juga ada perkaitannya dengan kajian tindakan yang telah atau pernah dilakukan
oleh pengkaji-pengkaji yang lain contohnya :
1.Meningkatkan Kemahiran Menulis Karangan Menggunakan Pendekatan Berfokus oleh Pn
Hjh Elina bt Hj Mohd Abd Kahar dan Dr Abdul Jawi b Abnoh Sawi (SMK Datuk Panglima
Abdullah 91308 Semporna Sabah) (deriakacamata.blogspot.com)
2.Meningkatkan Kemahiran Menulis Pendahuluan Karangan yangmenepati kehendak soalan
dengan menggunakan Kaedah Jadual 4 Ayat oleh Pn Tuminah bt Baharom .

(cikgutum.blogspot.com)
3.Meningkatkan Kemahiran Membuat Ulasan dalm Penulisan Menggunakan
Model”Jelmaan” oleh Pn Faridah bt Doya GC Cemerlang Bahasa melayu SK Astana Raja
71350 Kota Negeri Sembilan) (faridahdoya.blogspot.com)
Ketiga-tiga kajian di atas menggunakan teknik yang berbeza iaitu Pendekatan
Berfokus,Kaedah jadual 4 Ayat dan Model “Jelmaan” manakala saya sendiri menggunakan
Pendekatan Pandu Petanda.Meskipun berbeza cara atau kaedah kesemua kajian adalah
menumpukan kepada isu yang sama iaitu kualiti penulisan karangan Bahasa Melayu.

LAMPIRAN
 Analisis item (sebelum intervensi dan selepas intervensi) –
 Gambar foto – rujuk lampiran
 RPH – rujuk lampiran
 Hasil kerja murid – rujuk lampiran
 Sampel rubrik penilaian – rujuk lampiran

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BIBLIOGRAFI / RUJUKAN
1.Meningkatkan Kemahiran Menulis Karangan Menggunakan Pendekatan Berfokus oleh Pn
Hjh Elina bt Hj Mohd Abd Kahar dan Dr Abdul Jawi b Abnoh Sawi (SMK Datuk Panglima
Abdullah 91308 Semporna Sabah) (deriakacamata.blogspot.com)
2.Meningkatkan Kemahiran Menulis Pendahuluan Karangan yangmenepati kehendak soalan
dengan menggunakan Kaedah Jadual 4 Ayat oleh Pn Tuminah bt Baharom .

(cikgutum.blogspot.com)
3.Meningkatkan Kemahiran Membuat Ulasan dalam Penulisan Menggunakan
Model”Jelmaan” oleh Pn Faridah bt Doya GC Cemerlang Bahasa melayu SK Astana Raja
71350 Kota Negeri Sembilan) (faridahdoya.blogspot.com)
4.Gregory Kimble “Hilgurd and Marquis” Conditioning And Learning (Aparece 2005)

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NAMA DR.C.PARAMESWARY A/P CHELLIAH
SEKOLAH
SEKOLAH MENENGAH KEBANGSAAN TANJONG
PENGALAMAN MENGAJAR
SEJARAH PERKHIDMATAN LUMPUR

- 36 years

1. Ahmad High School- 1984 – 1991
2. SMART – 1992 – 30/3 1993
3. Maktab Perguruan Tengku Ampuan Afzan- 1993-2005
4. SMK Semambu – 2005-2016
5. SMK Tanjong Lumpur- 2017- 2019

LATAR BELAKANG 1. B.A (Hons) – Economics (University Malaya-1982)
PENDIDIKAN
2. Diploma in Education Tesl (1983)
SUMBANGAN PROFESIONAL
3. Masters in Education -Curriculum and Instructional

Design (University of Houston U.S.A - 1994)

4. PhD – Educational Psychology (University Malaya-

2005)
1. Contributions and Achievements –Paper

Presentations - Multiple Intelligences Theory Put into
Practice – Malaysian English Language Teaching

Association International Conference (Best paper

presenter – Badsil Wijasuriya Award- 2010)
2. Qualitative Research Paper – International Conference

in Qualitative Research- (2003), Effective Teaching and

Learning- International Conference on Teaching and
Learning UKM (2000), Leadership Styles – IAB (1996,

1997 and 1998)
3. Courses conducted – Teacher reflection (LISAM),

Action Research, Designing Modules, Mentor Mentee

and Multiple Intelligences Theory.

4. APC - 1997, 2008 and 2014

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TITLE:

THE IMPLEMENTATION OF MULTIPLE INTELLIGENCES STRATEGIES IN ENHANCING

THE ACADEMIC WRITING SKILLS IN ENGLISH LITERATURE CLASSROOM:

ABSTRACT
The purpose of this study was to examine the process of implementing multiple intelligences
theory in enhancing students’ academic writing in literature. The sample consisted of ten
students from 5 ST. The action research was carried out to enhance the students’
understanding in the literary text. Data was gathered from each student and triangulated in
the form of pre-test and post-test, observations, interviews and questionnaires. The data
from these instruments was combined to examine the students’ performance and students’
utilisation of the MI strategies and skills in learning literature.

In this study, the ten students were exposed to the Multiple Intelligences Theory and
its strategies. The students utilised the verbal-linguistic, logical-mathematical, visual spatial,
inter-personal and intra-personal intelligences. The verbal linguistic intelligence focused on
“STORE” (S-Statement, T- textual evidence, O- opinion and Re- relate to the question) to
analyse the novel. The logical mathematical strategies included critical thinking and
classifying. The visual spatial intelligence stressed on the computer illustrations and
illustrations. The inter-personal intelligence focused on co-operative learning, group work,
discussion and study group.

The post test showed the students’ performance improved. The findings showed
firstly, the students were able to utilise “STORE” and analyse the questions. Secondly, the
students were able to describe the events

and relate them to the questions. Thirdly, the logical mathematical strategies enhanced the
students’ critical thinking in answering the questions. Furthermore, the visual spatial
strategies enhanced the students understanding of the novel. In addition, the inter-personal
strategies developed the students communicating skills and confidence in working as a
team. The students’ claimed teamwork and collaboration enhanced their understanding of
the novel. Besides that, the students stated teacher support is essential in enhancing their
learning process.

x

The findings of the research state the students need to work on their tenses and
grammar. The researcher strongly feels this is another area that needs to be studied.

TABLE OF CONTENTS x

ABSTRACT xi
TABLE OF CONTENTS
xii
LIST OF TABLES
1
CHAPTER 1:INTRODUCTION
1
1.0 INTRODUCTION 2
1.1 STATEMENT OF PROBLEM 3
1.2 RESEARCH OBJECTIVES 4
1.3 RESEARCH QUESTIONS 4
1.4 BSIGNIFICANCE OF THE RESEARCH 5
1.5 DEFINITION OF TERMS 6
1.6 SUMMARY OF RESEARCH PROBLEM
6
CHAPTER 2:LITERATURE REVIEW
6
2.0 INTRODUCTION 7
2.1 GARDNERS MULTIPLE INTELLIGENCES 12
2.2 LESSONS LEARNED FROM MULTIPLE INTELLIGENCES THEORY
2
CHAPTER 3:RESEARCH DESIGN
2
3.0 INTRODUCTION 2
3.1 ACTION RESEARCH 3
3.2 PARTICIPANTS OF THE STUDY 3
3.3 METHODS OF DATA COLLECTION 3
3.4 DATA COLLECTION 3
3.5 ACTION RESEARCH 4
3.6 DATA COLLECTION AND ANALYSIS 6
3.7 INTERVIEWS 6
3.8 CLASSROOM OBSERVATIONS

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3.9 QUESTIONNAIRES 7
3.10 DATA ANALYSIS 7
3.11 VALIDITY 7
3.12 RELIABILITY 8
3.13 CONCLUSION Error! Bookmark

CHAPTER 4:DATA ANALYSIS 9

4.0 INTRODUCTION 9

4.1 BACKGROUND INFORMATION OF THE SCHOOL STUDENT 9

4.2 DATA PRE AND POST TEST OF THE NOVEL 9

4.3 STUDENTS PERCEPTION OF LEARNING LITERATURE BEFORE MULTIPLE

INTELLIGENCES THEORY 13

4.4 STUDENTS ENCOUNTER WITH MIT AND ITS INFLUENCE ON THE 14
LEARNING PROCESS

4.5 STUDENTS COLLABORATION 15

4.6 TEACHERS SUPPORT 16

CHAPTER 5:DISCUSSIONS AND SUGGESTIONS 18

5.0 INTRODUCTION 18

5.1 THEME 1: THE IMPORTANCE OF UTILISING THE MI STRATEGIES IN 19
ENHANCING STUDENTS’ UNDERSTANDING.

5.2 THEME 2: PEDAGOGICAL SHIFT IN THE TEACHING LEARNING PROCESS

OF ENGAGING THE STUDENTS 20

5.3 SUMMARY 22

REFERENCES 23

LIST OF APPENDICES 25

APPENDIX A STUDENT INTERVIEW PROTOCOL 25
APPENDIX B QUESTIONNAIRE 25

LIST OF TABLES 4
Table 3.1 Table of Phases of data collection and analysis xii

CHAPTER 1:INTRODUCTION

1.0 INTRODUCTION

This section discusses the overall purpose of the research, the
background of the research, the statement of the problem, research
objectives, research questions, significance of the research and summary of
the research problem.

BACKGROUND OF THE RESEARCH

In Malaysia all subjects are taught in Bahasa Malaysia, students
speak, listen, read and write less English in the class and everyday life. Thus,
the policy of changing the medium of instruction from English to Bahasa
Malaysia is one of the factors that contribute to the decline in the standard of
English language in the country. Rizvi (1997) states the level of English
proficiency among Malaysian students is declining compared to the years
when English was the medium of instruction.

Alias (1997) mentions there is a need for competent and proficient
personnel in English especially for Malaysia that is aiming at industrialization
and economic progress. Alias states that Malaysia needs to be
communicatively competent in English language to be involved in business
both locally and internationally. The decline standard of English language
needs to be addressed seriously and one of the ways to improve it is the
introduction of the literature component in secondary schools in Malaysia.

The Ministry of Education in the Kurikulum Bersepadu Sekolah
Menengah Hurainan Sukatan Pelajaran Bahasa Inggeris Tingkatan 4 (2003)
states that the literature component aims to develop in the students’ ability to
read, understand and appreciate literary works. Samuel & Lew (1997) states
the standard of English are low, they are unable to comprehend the literary
texts accorded to their forms by the curriculum division. The survey carried by
the English curriculum division of the Ministry of Education Malaysia showed

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that the performance of students in English literature was low and many
schools obtained the average percentage of below the national target.

The survey also indicated that students faced difficulty in
understanding the literary text as they do not understand the text. Moore
(1989) states literature teaches us morals, ethics and values of lives. If
students do not understand the texts they read, they will not be able to absorb
all these values. Thus, it is important for teachers to realise that students
need to comprehend the texts and they need to read the literary texts to have
a better understanding. Therefore, by introducing multiple intelligences
strategies is one way to enhance students’ understanding of literary text and
improving their academic writing skills.

1.1 STATEMENT OF PROBLEM

The theory of Multiple Intelligences by Howard Gardner has become the focus
of much current educational literature and has caught the attention of many
enthusiastic educators (Armstrong, 1989, 1994; Campbell, 1999; Kagan and
Kagan, 1999; Morris, 2001; and Teele, 2000). Hence, educationists and
psychologists propose a MI approach to teaching and learning (Armstrong,
1994, Chapman, 1998; Lazear, 2001 and Perry and Vialle, 1995).

Teachers are advised to use MIT in the classroom as it is becoming an
accepted way to value individual worth and potential (Engstorm, 1998;
Gardner, 1993, 1999; Hoerr, 2000; Radford, 1994 and Teele, 2000).
Armstrong (1994, p.7) stressed, “MIT grips education primarily because it
validates what we know instinctively, that students are smart in different
ways.” The theory reasonated well with the situation in school as seen in
many studies. (Hoerr, 2000; Radford, 1994; Teele, 1996 and Thomson,
2003). This was in line with Gardner (1999, P.3) who professed, “that only if
we recognise MIT can we reach more students and the opportunity to
demonstrate what they understand.”

The review of literature showed the importance on qualitative research
focusing on teachers and the process of implementing MI into practice. Cuban

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(1993) argued that the focus of most research in schools has been on the
“what” curriculum almost to the exclusion of studies on “how” teachers teach.
He noted that the how and what of teaching are interrelated and without a
focus on both aspects of the classroom, researchers will only partially
understand what happens there. Because of the increasingly diverse nature
of the students, some of the researchers have moved beyond the how and
what to suggest the need for teachers to consider the “why” and the “whom”
of teaching. Blair and Jones, 1998; Melnick and Zeichner, 1997 (as cited by
Crompton, 1998, p.4)

Hence, this action research was to examine the process of the
implementation of the MIT with the aim of improving the teaching- learning
process of literature. The primary focus was to examine how the MI
strategies enhanced the students’ understanding of the literary text and how
the researcher used the MI strategies and skills to engage the students in the
different activities. In this study, the students are offered to study literature
and they are exposed to literary text of local and foreign settings. In order to
understand these literary texts, comprehensive reading is needed to make
inferences and answer exam questions. Unfortunately the researcher’s
students are facing the difficulty of understanding the literary texts they read.
Therefore, this hinders students to infer, absorb and enjoy the literary texts
they read. They are not able to write academically well to answer the
examination questions. Thus, in this study the researcher is interested in
seeing how the MI strategies and skills will enhance the students’
understanding of the literary text and academic writing skills.

1.2 RESEARCH OBJECTIVES

The research objective was to examine the process of the implementation of
the MIT in the classroom by the researcher with the aim of improving the
teaching learning process.

In particular this study focused on two objectives:

 to explore appropriate multiple intelligences strategies and approaches
to help the students to understand literary texts and answer the novel

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questions.
 to describe how the students collaborated in the implementation

process.

1.3 RESEARCH QUESTIONS

The purpose of this study was to describe how the researcher engaged the
students in the MI strategies and skills. The following questions guided the
research:

1. What are the appropriate Multiple intelligences strategies and
approaches to help learners understand the literary texts in the
novel and to improve their academic writing skills?

2. How do students collaborate in the learning process?

1.4 SIGNIFICANCE OF THE RESEARCH

 To find out the appropriate multiple intelligences strategies and
approaches to help learners understand the literary texts in English
literature classroom and to improve their academic writing skills.

 The findings or results of the research are expected to provide useful
feedbacks for English teachers and improve ways or practice in
teaching the novel in English literature classes.

 Useful feedbacks for English teachers and improve ways or practice in
teaching the novel in English literature classes.

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1.5 DEFINITION OF TERMS

The definition of important terms used in this research are given below:

A. Action research

Kemmis and McTaggart (1982) define action research as a family of
methodologies that pursue action and research outcomes at the same time. It
is cyclic whereby similar steps tend to reoccur, in similar sequence. The
clients and informants are involved as partners in the research processes. It
deals more often with language and the reflection upon the process and
outcomes are important parts of each cycle.

Eilks& Rall2 2002, Markic & Witteck, 2010 state action research is
seen as action a practioner-oriented inquiry into teacher’s work and their
students’ learning in the classroom. According to Feldman (1996) the first
goal of action research within such a framework is not to generate new
knowledge – whether local or universal but rather to improve and change
classroom practices. Therefore, Feldman & Minstrel (2000) argue that this
work inside teachers’ authentic practices represents one of the main reasons
why action research should become an integral part of converting theoretical
change into actual practice.

B. The Theory of Multiple Intelligences. A theory developed by Howard
Gardner (1983) which states that people perceive the world around
them through their intelligences. There are eight intelligences:
linguistic, logical-mathematical, spatial, bodily-kinaesthetic, musical,
interpersonal, intrapersonal and naturalistic. Every person possesses
each of the eight intelligences; however some may favour one
intelligence over another (Gardner, 2006).

C. Differentiated Instruction. A strategy of teaching that accounts for the
differing learning abilities of students.

D. Acronym.

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1.6 SUMMARY OF RESEARCH PROBLEM

The difficulty in understanding literary texts as learners do not understand the
literary text aroused the interest of the researcher to the appropriate multiple
intelligences strategies and methods to help learners understand the literary
texts in learning the novel.

The following chapter will present the literature review related to the
field of the research. The third chapter describes the methodology used in this
research and provides the description of the sample, instruments used,
procedures of data collection and analysis. The fourth chapter presents the
analysis and discussions of the findings. The final chapter provides the
summary, conclusions of the findings and recommendations.

CHAPTER 2:LITERATURE REVIEW

2.0 INTRODUCTION

This chapter is a review of the research and literature regarding the theory
of multiple intelligences strategies, differentiated instruction and acronym.
The chapter will continue with a review of the MIT and how it is used in the
classroom as it relates to meeting students’ individual learning needs,
engaging students in learning and increasing student academic
achievement. The chapter will continue with a review of differentiated
instruction and its application.

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2.1 GARDNERS MULTIPLE INTELLIGENCES

Linguistic intelligence
The linguistic intelligence is the capacity to understand written and

spoken language. Thus, students with a strong linguistic intelligence learn
through language. The activities are storytelling, brainstorming, tape
recording, writing and publishing.
Logical-mathematical intelligence

The logical-mathematical is to understand logic and numeric
operations. Students with this intelligence strength enjoy learning activities
such as calculations and quantifications, classifications, and categorizations
using logical reasoning (Armstrong, 2009).
Spatial intelligence

The spatial intelligence is to visualize what is spoken, read or written
and the ability to manipulate those visualizations (Gardner, 2005).
According to Nicholson-Nelson (1998), students with this strength of
intelligence learn best by using a mental or physical picture to help
understand the new information. Activities such as drawing, using maps
and solving puzzles allow these students to demonstrate their strength.

Bodily-kinesthetic intelligence
The bodily-kinesthetic intelligence is the capacity to learn through

movement and to solve problems or fashion products using your body parts
or parts of your body like your hands or mouth (Gardner, 2005). The
activities include role-playing, building, playing games and participating in

7

hands-on activities (Armstrong, 2009).

Musical intelligence

The musical intelligence is the capacity to create, perform and
appreciate music (Gardner 2005,). Students with this intelligence strength
understand musical concepts and learn well through songs, chants and
poetry.

Interpersonal Intelligence

The personal intelligence according to Gardner reflect “a set of
powerful and competing constraints: the existence of other persons, the
cultures presentations and interpretations of selves” (Gardner, 1983, p.26).
Kagan Kagan (1998) recommended using cooperative learning strategies
so as to stretch the students interpersonal intelligence especially leadership
skills, negotiation, empathy, communication skills and teamwork skills.

Intrapersonal Intelligence

According to Gardner (as cited by Checkley, 1997) “intrapersonal
intelligence refers to having understanding of yourself, of knowing who you
are, what you can do, how you react to things, which things to avoid and
which things to gravitate toward. Kagan and Kagan (1998) states students
strong in this intelligence learn best through introspection, reflection and
individual time line.

Naturalist intelligence

Gardner added the eight intelligence: the naturalistic a decade after
the first intelligence were defined in the early 1980’s. According to Gardner
(1997), the naturalist intelligence refers to the ability to recognise and
classify plants, minerals and animals, including rocks and all variety of
fauna and flora” (p.9) Gardner stated individuals who demonstrate this
intelligence are able to categorize, collect and classify.

As explained above, there are eight ways to be smart. This has
revolutionary implications for education. If students do not understand a
concept, we no longer have the luxury of teaching in the same way;
rationalizing our action by saying the student is not smart. Gardner (1983)
introduced eight distinct criteria to determine intelligence and screening of

8

candidates’ intelligences. This theory establishes an educational model that
supports individual learning strengths and needs in the classroom. The
theory of multiple intelligences includes the notion that each person has the
potential of being smart in eight different ways. The multiple intelligences
framework expects students to learn in their own way through the use of
eight intelligences’.

There are several important points Gardner makes about the
intelligences. Firstly, everyone has his or her own profile, normally
possessing all eight intelligences but to varying degrees (Gardner, 1983).

Secondly, Gardner (1993) stated sufficient exposure to the materials
of intelligence would allow any normal individual to make significant
intellectual achievement in it. Thus, Gardner (1993) felt educating the
intelligences and goals appropriate to their aptitudes is the whole purpose
of school.

Thirdly, although a variety of goals and tasks can be
accomplished through each intelligence, there are particular types of
material and problem proper to each one and manifested in specific
domain. A strong intelligence might be mobilized to help a learner grasp
material in a domain proper to a weaker intelligence; a person cannot
develop fully or assess accurately one intelligence through the medium of
another.

Thus, in this study the researcher examined the types of
intelligences being engaged in the classroom, the MI strategies, skills and
assessments methods being employed by the researcher in the English
classroom. The MI characteristics, classroom strategies and skills are
shown in Table 1 (Armstrong, 1994, Kagan, 1998, and Lazear, 1999).

Multiple Intelligences- Characteristics, Classroom Strategies and
Skill

Intelligence Characteristics Classroom Skills
strategies
Verbal Think in, with, Storytelling, Communicating,
linguistics about words process writing creating stories,
use language journals, choral debating,
and words in speaking, discussions,

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many different speeches, playing word
presentations, games
forms of reading, drama, Remembering
listening, brain quotes, sayings,
expression and storming, round easily spells, using
table, retelling, correct grammar
complex draw what I Using rich
write vocabulary
meanings Writing (descriptive
an humorous)

Logical- Approach Problem Analyzing,
mathematical problems solving, coding,
logically classifying, logic computing,
Visual spatial Understand games,
number and experimenting, deducing,
Musical abstract puzzles,
patterns. experimenting, discovering,
Bodily Recognise and critical thinking,
kinaesthetic solve problems sequencing, functions,
using reasoning jigsaw, find my
skills rule estimating, figuring
Predict, analyse
and theorize things out,

inducing,

organizing,

questioning,

reasoning

abstractly,

sequencing,

solving logic

problem

Perceive the Charts, graphs, Arranging,
organisers,
visual world visual decorating,
metaphors,
accurately, visual puzzles, building, models,
illustrations,
create mental sketching, charting, graphing,
mind,, maps,
images, think, color, symbols, coordinating
guided imagery
aware of colors, decorating

relationships interior designs,

between objects painting,

and space. sketching, creating

maps, sculpting,

puzzles, thinking in

pictures and

images

Sensitive to non Singing, Composing
humming,
verbal sounds, rhythm, rap, melodies, lyrics,
background
in the music, music humming,chanting,
appreciation,
environment, pattern, playing identifying

including instruments.

melody and

tone, aware of

rhythm, pitch

and timbre.

Uses one’s Field trips, Acting, athletics
performance,
body to hands on, dancing,
exercising,
communicate experiments, juggling, learning

and solve creative

problems, adept movements,

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with objects and drama, physical through hand – on
activities educational activities-
involving fine or activities, mimicking, playing
gross motor kinaesthetic sports, gestures
skills. symbols,
agreement
circles

Interpersonal Sensitive to the Cooperative Caring for ,
Intrapersonal
Naturalist moods and learning, group teaching others,

feelings of work, peer communicating

others, teaching, with others,

understand discussion interacting with

interact work study group others, leading and
Brainstorming –
with others organizing groups

effectively. pair discussion, and events,

team interview, resolving conflicts,

numbered understanding

heads together. thoughts and

values needs of

others

Sensitive to Individual study, Attending to
personal goal
one’s own setting, memories,
individual
feelings and projects, fantasies, dreams,
personal
moods, know response, setting realistic
personal
own strengths choice, self- goals, motivating
esteem,
and activities, think oneself,
time
weaknesses, understanding
Look, Write,
use self- Discuss, same- inner conflicts
different,
knowledge to categorizing

guide decision-

making and set

goals.

Sensitive to the Analyzing,

natural world, similarities and

sees differences,

connections and appreciating

patterns within plants, trees,

the plant and flowers, collecting

animal insects, protecting

kingdoms the environment

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2.2 LESSONS LEARNED FROM MULTIPLE
INTELLIGENCES THEORY

The review surveys the common components of MI schools and lessons they
have learned about translating Gardner’s work from psychological theory into
educational practice in classrooms. During the years of MI implementation
schools had experienced successes and identified important issues to consider
when working with Gardner’s ideas. The lessons these schools learned fall into
five broad areas as explained by (Campbell and Dickinson, 1999) a) how we
perceive students, b) how we teach c) how we organize the curriculum d) how
we assess e) how we develop as educators when working with MI.

Lesson 1 indicate the perception of students must change. It was important to
note that students possess individual cognitive profiles with varying strengths.

Lesson 2 showed teachers need support and time to expand their instructional
repertoires. A second implication is how we teach. The theory of MI affirmed
that any content can be taught in numerous ways.

Lesson 3 stressed the MI curriculum differs and noted that there was four
curricular approaches: multimodal curriculum design, MI curriculum, art based
curriculum and intelligence based curriculum.
Lesson 4 stated that there were four implications of Gardner’s work for
assessment, which include 1) how to assess student intelligence, 2)how to
improve assessment 3)how to involve students in the assessment process, 4)
finally how to assess students programs and 5) finally how professional practice
appeared to transform developmentally.

Collaboration

Why is collaboration important in this study? Throughout history human
beings have worked together to achieve mutual goal and to accomplish greater
than what either individual could achieve alone. Wheelan (1994) noted that
training is often conducted in groups, as it is easier to change attitudes and
behaviours in a group than in a one situation. Campbell, Campbell and
Dickinson (1996) discussed the benefits of collaboration in implementing the

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MIT into classroom practice. They stated collected practice increases dialogue
about teaching and learning, and allows for pool of resources.

Collaborative teaching in education has been studied primarily by two
sets of teacher educators or researchers. Friend and Cook (1996) and Pugurch
and Johnson (1996). Friend and Cook (1996) have defined collaborative
teaming as a style of direct interaction between two equal partners voluntarily
engaged in shared decision making as they work toward a common goal. (p.6).
Their defining characteristics of collaborative teaming include mutual goals,
shared responsibility, mutual accountability for outcomes and sharing of
resources. Pugach and Johnson (1996) view collaborative teaming as
influencing contemporary educational practices and believe that implementing
collaborative practices challenges educators to achieve common goals between
traditional roles of classroom teachers. They also emphasize crucial skills to
collaborative teaming such as communication, establishing group roles,
responsibilities and problem solving.

Hence, the practice of collaboration is seen as an effective means for
implementing the MIT to develop students’ potential fully.

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CHAPTER 3:RESEARCH DESIGN

3.0 INTRODUCTION

The methodology for this study is grounded in the beliefs that drive the action
research. The 10 participants were selected from a pool of twenty one
students. The data will be collected from interviews, questionnaires,
observations and documents.

3.1 ACTION RESEARCH

The researcher decided to use action research to secure data for this study. The reasons for
using action research

Firstly, action research provides thick description. The study will provide words and
pictures rather than numbers. The research will include interview transcripts, observations and
journals.

Secondly, action research is focused. The researcher will focus on the issue and
observe how the MI strategies will enhance students; writing skills.

Thirdly, action research is concerned with process rather than products. The how and
why will give a deeper meaning to the research.

The data will be presented in the form of case studies.

2

3.2 PARTICIPANTS OF THE STUDY

The participants of this study were selected after the pre-test. The 10 students were selected
due to their scores. Their scores were less than forty percent. The students had the same level
of proficiency. The students face multiple problems such as sentence structure, analysing the
textual evidence in the novel and limited use of vocabulary. The intervention is to use the MIT
and differentiation to enhance the students’ understanding and writing.

3.3 METHODS OF DATA COLLECTION

There is a wide range of data-gathering techniques in action research. Glesne and Peshkin
(1992) wrote about participant observation, interviewing one person, questionnaire and
documents. The researcher was solely responsible in the collection of data by conducting
classroom teaching, interviews, questionnaires and examination.

3.4 DATA COLLECTION

The researcher will plan the process and implement the MI strategies in the classroom to
enhance the students understanding and writing skills in answering the novel questions.

3.5 ACTION RESEARCH

Action research study is a participatory study consisting of self-reflective cycles

1. Planning in order to initiate change.
2. Implementing the change and observing the process of implementation and

consequences.
3. Reflecting the process of change and re-planning.
4. Acting and observing.
5. Reflecting.

3

Plan

Impleme
nt

Observe

Reflect

3.6 DATA COLLECTION AND ANALYSIS

The researcher will examine the process and examine how the MI strategies are implemented
in enhancing students’ academic writing of the novel.
The different phases for data collection and analysis are presented in Table 1.

Table 3.1 Table of Phases of data collection and analysis

Stages Tasks Techniques Instrument
Planning
lessons the MI strategies, Interviews, MI Inventory

Implementing Modul Observation, field
lesson
notes
Observing
lesson the MI strategies, Exercises, student- MI inventory
Reflection
differentiation teacher

engagement

the Examine MI Observation MI inventory

strategies

Uses of MIT Interview Exam questions,

scripts

4

Firstly, the researcher will plan the MI strategies in enhancing differentiation and student
assessment. Secondly, the researcher will implement the MI strategies to improve the
teaching learning process. The researcher will observe the MI strategies to engage the
students in the learning process. Finally the researcher will reflect on the implementation
process

Stage 1
The objective of the study in the first stage is to plan the implementation process and

the types of strategies and skills to be used to enhance the academic writing process.
Stage 2

The researcher will implement the MI strategies into classroom practise. The researcher
will describe the MI strategies, skills and assessment methods
being implemented in the language classroom.

Stage 3
The MI checklist adopted by (Armstrong, 1994; Campbell and Dickinson, 1999; and

Lazear, 1999) will be used to examine the MI strategies, skills and assessment methods.

Stage 4
In the final stage, the researcher will gain insights into her own teaching process

through reflection by reflecting on her own lessons. Thus, through reflection process, the
implementation process will be examined. The intent of the research is to provide a clear
process of understanding of the process of utilizing MI strategies.

5

3.7 INTERVIEWS

Interviews provide a “powerful resource for learning how people perceive the situation in which
they work” (Eisner, 1991, p. 81-82). Interviewing is a technique of gathering data from subjects
by asking them questions and recording their responses. There were several ways of
characterizing interviews. Interviews can be structured or unstructured, in-depth or casual.

Marshall and Rosaman (1989) explained typically qualitative in-depth interviews are
much more like conversations than, formal interviews. The researcher explored a few general
topics to help uncover the participants understanding. In this study the researcher conducted
semi-structured and unstructured interviews. The purpose of the interviews was to gather
descriptive data in the subject’s own point of view.

The first interviews were informal interviews. This provided the researcher an
opportunity to get to know the students and develop trust. The semi-structured interviews
followed a list of pre-established questions with the possibility to pursue some areas through
questions. As (Bogdan and Bikien, 1992, p. 97) state a written framework of questions was to
provide comparable data across subjects. All the subjects in this study were asked some basic
questions, with variations occurring in the use of probe questions.

3.8 CLASSROOM OBSERVATIONS

Eisner (1991) emphasized that the most important thing is “undoubtedly the observation
of teachers and classroom life (p.81). Observation is a technique for recording by means of
field notes what is heard, seen, experienced in a setting. As Merriam (1998) indicated the
researcher is the primary instrument for data collection and analysis (p.7). Eisner (1991) “The
richest vein of information is struck through observation of school and classroom life” (p. 182).
Furthermore, in classroom observation “what teachers and pupils actually say and do become
the major focus of attention” (Hitchcook & Hughes, 1989, p. 133). In this study, classroom
observation provided the opportunity to see teachers and students in action and to check on
the degree to which realities of the classroom matched interviews.

The researcher observed these students from February till June 2019. The researcher
observed the MI strategies and skills used in the classroom adapted from Armstrong (1994).

6

3.9 QUESTIONNAIRES

Questionnaires were used to supplement interviews and observations. Marshall and
Rossmann (1989) stated questionnaires can elicit information about “a set of attitudes or
beliefs” (p. 83). The questionnaire views were included to triangulate the data with interviews
and observations.

3.10 DATA ANALYSIS

Marshall and Rossman (1989) stated, “Data analysis is the process of bringing order,
structure and meaning to the mass of collected data” (p. 80). This qualitative research focused
on telling the story of 10 students as they implemented multiple intelligences strategies into
their teaching practice and reflected on the process of implementation. As suggested by
Bogdan and Biklen (1992) “some analysis of data will take place during the data collection in
addition to the more formal analysis which were completed after data collection.

The interview transcripts, observations, questions and documents were labelled by use
of coding that described content, section-by-section. The interviewees’ responses,
observations, questionnaires and documents were labelled by the coding. In this study the
researcher attempted to tell the students’ experiences of the process of MI implementation,
collected data in the form of dialogue and description which were incorporated, directly into
text as a narrative.

3.11 VALIDITY

A major issue in educational research is trustworthiness, rigor and validity. Lincoln and
Guba (1985) provide a view of trustworthiness for qualitative paradigms. Geertz (1973)
recommended the use of thick description to assure internal validity in qualitative studies. I will
use the words and phrases from the participants to provide clear description of the study

7

3.12 RELIABILITY

Reliability refers to the extent to which one’s findings can be replicated. Lincoln and
Guba (1985) state dependability and consistency of the results obtained from the data.
Triangulation – The multiple methods of data collection and analysis were used in this study.

3.13 CONCLUSION

This study looked at a group of students implementing the MIT in the classroom. The
study investigated only ten students. The study will be significant to those teachers who are
interested in applying the theory in the classrooms.

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CHAPTER 4:DATA ANALYSIS

4.0 INTRODUCTION

The purpose of this chapter is to present the analysis and findings of the data of ten
students implementing the MIT strategies. The data was gathered from ten students. The data
was gathered from formal classroom observation, follow-up interviews, exit-interviews,
questionnaires and informal conversations.

4.1 BACKGROUND INFORMATION OF THE SCHOOL
STUDENT

Sekolah Menengah Kebangsaan Tanjung Lumpur

SMK Tanjung Lumpur is one of the secondary schools in the District of Kuantan. The
school serves around 900 students from Form 1 till Form 5. The facilities in the school includes
a resource room, library, computer laboratories, a sports field, school hall and a canteen. The
teachers are committed and diligent. The students have a positive attitude but are weak in
their communication and writing skills. The researcher selected ten students to enhance their
writing skills in answering the novel question.

4.2 DATA PRE AND POST TEST OF THE NOVEL

NO STUDENT PRE- POST- POST- POST-
TEST TEST1 TEST 2 TEST 3
1. A
2. B 4 8 12 12
3. C 6 9 8 11
4. D 3 9 10 12
5. E 5 10 9 11
6. F 4 8 9 11
7. G 5 10 10 12
8. H 6 8 9 11
9. I 5 8 13 13
10. J 4 7 9 12
5 8 10 11

9

The Pre-test

The pre-test were the raw score marks of the students before the implementation
process and the types of strategies and skills used to enhance the academic writing process.
The pre-test scores are low as the students were not able to analyse the content of the novel.
They were not able to relate the evidence to the question as the students lacked analytical
skills in analysing the characters, themes, moral values and plot of the story. Furthermore,
some of the students did not explain the events in the novel well. Students also could not
construct proper sentences as they were weak in grammar.

The Post-test 1

The post-test scores were after the introduction of the MI strategies and the students
utilised “STORE” to analyse the question. STORE was introduced as one of the verbal
linguistics strategies. “S” standing for statement, whereby the students needed to analyse and
write the statement of the question in relation to the novel. “T” stands for the evidence of the
novel. Students needed to explain the appropriate evidence in relation to the question. “O”
stands for opinion. The students needed to give their opinion in relation to the question. “RE”
stands for in relation to the question. Students needed to often relate to the question. The
“STORE” was utilised to guide the students to analyse and evaluate the novel questions in
SPM English Paper 2.

10

The MI strategies and skills were utilised in the Post-test 1. The MI intelligences utilised
in the Post-test 1 was the verbal linguistics, logical-mathematical, visual-spatial and inter-
personal intelligences. The verbal linguistics strategies were process writing, speaking,
reading, listening, brain storming, round table and retelling. The verbal linguistics skills were
discussion, remembering quotes, rich vocabulary and correct grammar.

The logical mathematical strategies were critical thinking and classifying. The logical-
mathematical skills utilised were analyzing, deducing, inducing, organizing, questioning,
reasoning and sequencing. The visual spatial intelligences strategies were organisers,
illustrations, computer animation and computer illustrations. The students were exposed to the
video on Captain Nobody, illustrating the characters and events of the novel. The interpersonal
strategies utilised in this study were co-operative learning, group work, peer teaching,
discussion and study group. The students were introduced to the skills of communicating and
interacting with others. The students also worked in their respective groups to discuss the
events of the novel. The interpersonal intelligences was stressed in the Post-test 1.

Reflection of the first cycle
The students needed the teacher’s guidance in analysing the events. In the Post-Test 1

students could explain the textual evidence but were weak in relating to the question asked.
The construction of their sentence structure was weak. They were making too many grammar
mistakes. I needed to focus on the textual evidence in depth. Therefore, students were facing
problems with content and language.

The Post Test 2

In the Post-Test 2 the marks on content improved but the students need to work on their
sentence structure in relation to the tenses. The language needed to be improved. The
teacher utilised the verbal linguistic strategies, focusing on process writing and speaking
strategies. Verbal linguistic skills included remembering textual quotes and rich vocabulary.
Students were familiar with “STORE” and could analyse the events well and give their
personal opinion as required by the question. The logical mathematical strategies focused on
critical thinking and classifying the characters, themes, events and moral values. The students
were exposed to proper sentence construction. They were also making a lot of spelling
mistakes when using rich vocabulary.

11

Reflection of the second cycle
The students refined their writing skills especially describing the events. The students

became more familiar with “STORE” and were able to analyse the textual evidence. They were
able to explain in depth the events and relate to the question. Their marks improved thus
enhancing their self-esteem. The students’ sentence structure was still weak and needed to be
focused. The researcher needed to teach them sentence patterns and work on their grammar.
The students improved in analysing the events of the story.
The Post test 3

In the Post – Test 3 the students improved on their writing skills. They were able to
elaborate on their textual evidence. The students could relate their textual evidence to the
question. The researcher needs to get the students to memorise detail information from the
events in terms of quoting the direct speech from the novel. They also need to focus on their
grammar. The researched realised grammar and tenses need to be a study to be taken to
improve students’ writing skills.

Reflection of the third cycle
The students were confident in tackling the SPM literature questions. They were

confident utilizing ‘STORE’ as they were able to analyse the questions. The students’
analytical skills improved in relation to analysing the characters and relating them to the
themes, moral values and events of the story. The verbal and logical-mathematical strategies
made them more analytical. The researcher observed that the students needed to still work on
their sentence structure. They also need to work on their tenses and grammar. The researcher
strongly feels this is another area that needs to be studied. The researcher observed the
students got closer to each other and they were helping one another. The better students were
helping the weaker ones. In this research the group of ten students collaborated well with each
other.

12

4.3 STUDENTS PERCEPTION OF LEARNING LITERATURE
BEFORE MULTIPLE INTELLIGENCES THEORY

In this study the researcher explored students’ perceptions regarding the learning of literature
before the introduction of the Multiple Intelligences Theory (MIT). The interviews,
questionnaires, classroom observations and documents were utilized to triangulate the data.

During the interviews, the researcher asked about their learning before and after the
using Gardner’s theory. The researcher wanted to understand how MIT influenced their
learning of the novel.

The students were exposed to learning literature for more than four years. They were
introduced to the novel in Form 5. It is a compulsory question they have to answer for the
examination.

Before MIT, Nurul felt it was “difficult understanding the story and how to analyse it.”
She faced the problem of even understanding the sentence structures as it was more of
American English. Nabila claimed she could not “imagine the plot and understand the novel.”
Ain vividly remembers not being able to comprehend what the plot was about. Emiesha found
difficulty in understanding the story. Izzaty was confused with events in the novel. Ashikin
could not describe the events of the novel.

Natriah could not analyse the themes of the novel. Emily felt she could not understand
the characters in the story. X could not analyse the story in-depth. Hazwani could not
understand the novel and had no direction analysing the events in the story. Y vividly states “it
was difficult understanding the events in the story and relating it to the themes and moral
values of the novel.”

As described above, the students faced problems in understanding the novel which was
related to the American culture. They also faced problems in analysing the events in the novel
as there were more than six events in the story.

Gardner (1997) states it was important for teachers to understand the students’
strengths and their individual differences. He stressed it was significant for teachers to
understand each child’s academic problems and recognize their unique potential.
Furthermore, studies carried out by Frozen (1999), Harms (1998) and Neville (2000) showed it
was important for teachers to understand the students’ problems and their strengths. They
claimed not only will teachers be able to teach according to their strengths but also understand

13

their potential. Baney (1998) in her study claimed teachers were not only able to recognize
their strengths but also teaching according to their abilities. Thus, it is important to understand
the students’ problems and their entry point in the teaching learning process.

4.4 STUDENTS ENCOUNTER WITH MIT AND ITS INFLUENCE
ON THE LEARNING PROCESS

In this study the researcher explored the students’ perceptions regarding the MI strategies
implemented in the teaching learning process. The interviews, questionnaires and classroom
observation were utilized to examine the process how students were learning the novel.

The students were asked regarding their understanding of the novel after the
introduction of MI strategies in the learning process. The researcher wanted to know the
impact in understanding the novel Captain Nobody.

After the introduction of the MI strategies, Izzati states she was able to “understand the
novel and the characters in the novel.” She got a clearer picture of the events. She also felt
that family relationship is important and friends played a significant role in one’s life. Emeisha
claimed the MIT enabled her to understand the plot better. The in-depth understanding of the
novel has taught her to be “confident of herself and to face fear with confidence.” She also
could understand the question better.

Ain vividly recalled “I knew how to analyse the question in depth and knew what to
write.” She felt she understood the novel better. The analysis of the novel taught the
importance being responsible and to always have “self-respect”. Nabila claimed the MIT and
STORE enabled her “understand and explain better.” She felt she could write better and
answer the question. She felt the novel taught her to be “fearless and to “accept who you are.”
Nurul stressed the MIT and STORE enabled her to have a better understanding of the novel.
She felt the novel taught her the importance of family relationship and friends. She realised the
importance of having good friends to lead us in the right path in life.

Ashikin stated the utilization of MI strategies and STORE gave her a “clearer picture of
the plot of the novel.” She felt it was “easy to describe the characters in the novel and
understood the technique to answer the question.” She claimed the novel taught her to be
more “responsible towards our family and we must be brave to face challenges in life.” Amielin
claimed the MIT and STORE led to a “better understanding of the novel and realised the
importance of family and friendship in life.” X claimed the theory made her understand the

14

story better and “I knew the steps to answer the questions.” The novel made her reflect on the
importance of being responsible and respecting one another. Y claimed the MI strategies
enabled her to understand the novel well and analyse the story better. She felt the novel
taught her to overcome her “weaknesses and fear in life.” Hazwani felt the strategies enabled
her not only to understand the novel but also to “remember the events better.” She also
stressed that the lessons she learned from the novel she could apply it in her real life.

As described above, the students felt a better understanding of the novel after utilizing
the MI strategies and STORE. The students reported a greater interest in learning the novel.
The interesting part was all of them could relate the novel to real life situation. They felt family
relationship was vital to one’s life. They also realised the importance of friendship and how
friends can develop our self-confidence. The students also felt the use of the videos helped in
the understanding of the novel. The students claimed the use of MI strategies enhanced their
self-confidence and reduced their fear of learning literature.

Radford (1994), Teele (1999), Van Gilder (1999) and Weber (1994) in their studies
stated students understanding and interest in schoolwork improved. Teele (1999) stressed in
her study the introduction of MIT improved the learning process. Thomsen (2003) reported that
the students’ interest and understanding heightened. Baney (1998) reported the students
used their strengths to understand and complete their tasks.

4.5 STUDENTS COLLABORATION

In this study, the researcher was interested in gaining insights into how students collaborated
in the learning process. The researcher investigated the type of support the students received
from each other.

The researcher firstly examined how students collaborated with each other. Emiesha
felt working as a team, they were able to “help each other and work as a team.” She claimed
they were able to “share our ideas and opinions from the group members.” She stressed she
learned more. Ain stated teamwork enabled her to “share our knowledge, get a lot of
information and share our opinion.” She felt teamwork enabled them to “help each other.”

Nabila claimed teamwork leads to better understanding, more information and sharing
of opinion. She felt her writing skills improved. Izzati too felt the teamwork enhanced her
understanding and she got close to her friends. Izzaty states the teamwork improved her
understanding, as a result of sharing ideas and opinions. Ashikin realised the importance

15

teamwork as they learned to tolerant and understand each other. “I cannot deny our
understanding improved.” Amelin claimed she learned the importance of “helping each other
and getting new information.” I was surprise how friends can make us understand things
better.

Hazwani claimed teamwork and collaboration enhanced her understanding and memory
power. She felt sharing their opinions and ideas lead to better understanding of the novel. X
stressed teamwork leads to not only understanding of the novel but also understanding one’s
character in the team. Y felt teamwork is all about sharing and helping each other.

The above description explained how students worked as a team and collaborated with
one another. The students related their experiences and it was interesting to note they learned
more from one another leading to a better understanding of the novel.

In this study, the researcher examined how teamwork improved their understanding of
the novel. The collaborative teaming model is completely interactive, and members shared
ownership of the purpose and outcome of their collaborative efforts (Fishbaugh, 1997). The
students in this study shared their ideas and discussed the novel to have a better
understanding. The students in this study worked as a team and not as individuals to make
their work much easier. This is supported by Saban’s (2002) study that described how
students worked as a team to improve their understanding.

4.6 TEACHERS SUPPORT

The researcher was interested in investigating the teacher’s support given to the students and
how it enhanced their learning process. Emiesha felt the researcher was just a mentor and
gave them a lot of moral support. She stressed that they were not penalised for making
mistakes. Ain felt she was more confident and “brave to ask and share opinions with her
teacher.” She felt like that as she was confident of her content knowledge of the novel. Fatin
claimed she improved her English by getting support from her teacher. Izzat stressed she was
allowed to make mistakes and had the support of the teacher by correcting her mistakes. Nur
claimed teacher support was vital. I got better grades and was able to learn from my mistakes.
Fatin felt teacher support is important as she improved her English. Amielin felt the same way.
Her English improved as a result of teacher support.

Hazwani stressed a teacher plays an important role in supporting the students to learn a
foreign language. She felt the teacher’s guidance is still important. She felt the teacher’s

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guidance is still important in learning a language. The teamwork has made it easier for to
discuss with the teacher. She feels “less stressful and more enjoyable.” Y is confident teacher
support is essential to improve one’s English.

In this study the teacher implemented the MI strategies to enhance the students
understanding of the novel and the learning process. The researcher employed the MI
strategies as it is very practical and simple. In this study the researcher made use of several
intelligences to achieve the lesson objective. Besides encouraging group and developing
students’ interpersonal skills, the researcher promoted creative and critical thinking utilizing the
different intelligences.

Educationists and psychologists among them (Armstrong, 1994, 1996: Lazear, 1999:
Kagan and Kagan, 1999 and Teele, 2000) encouraged teachers to use several intelligences in
each lesson as they could reach out to more students. Mbuva’s (2003) paper, which focused
on the implementation of MI strategies stated the strategies offered a new tool that focuses on
effective teaching and learning. Witherall’s study on improving understanding through the use
of the different intelligences encouraged teachers to utilize the MI strategies when teaching the
traditional subjects. The traditional subjects not only supported learning but also fostered
understanding. Goodnough’s (2001) pilot study showed how the MI intelligences changed the
instructional and assessment practices. The researcher in this study made use of several
intelligences in each lesson to enhance the students understanding.

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CHAPTER 5: DISCUSSIONS AND SUGGESTIONS

5.0 INTRODUCTION

This action research focused on how the multiple intelligences strategies influenced
the students’ understanding and analysis of the novel. The study examined
several aspects that influenced the students’ academic writing of the novel
questions. The study also examined how the students collaborated with each
other to gain greater understanding of the novel. Based on the interviews,
questionnaires and observations, the researcher described how the students
were engaged in the learning process. The action research examined the pre
and post test results of the students.

A widely used approach to data analysis involves the search for themes.
Baney (1998) stated themes as “statements of meaning that may appear
throughout the collected data or may carry heavy emotional or factual impact”.
(p.236). Garner’s describes a theme as “The researcher’s inferred statement
that highlights explicit or implicit attitudes, life, behaviour or understandings of
a person, persons or culture” (Ely, 1991, p.150).

The researcher utilized multiple methods of data collection such as interviews,
questionnaires, and classroom observations. The researcher had more than
four categories in relation to how MI strategies had influence on their
understanding of the novel. The categories were grouped into salient themes
that emerged throughout the study. In this study four major themes emerged,
which related to the questions below.

How did the MI strategies and skills influence the students’ understanding?
How did the students’ collaboration help in the understanding process?

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5.1 THEME 1: THE IMPORTANCE OF UTILISING
THE MI STRATEGIES IN ENHANCING STUDENTS’

UNDERSTANDING.

In this study the researcher examined how MI strategies influenced the
students understanding. The interviews and questionnaires answered the
research question. The ten students felt the use of MI strategies enhanced
their level of understanding of the novel. The students felt the visual-spatial
intelligence enhanced their level of understanding. The use of the computer
images, animation and charts helped in their analysis of the novel. The verbal
linguistic and logical mathematical strategies utilising “STORE” to analyse the
novel helped the students in their understanding. S representing the
statement, T is textual evidence, O is opinion and RE relates to the question.
The students needed to utilise “STORE” to analyse the question. The
students had a greater picture understanding the plot, events and characters
of the novel. They had to relate the textual evidence to the question, state
their opinion and relate the textual evidence to the question.

Therefore, the utilisation of the MI strategies enhanced the students’
understanding; they got a clearer picture, could write better and understood
the technique of answering the question as proven from the pre and post-test.
The scores also enhanced the students’ level of confidence, creativity and
critical thinking. Haley’s (2001) study supported the real application of MIT.
The study claimed that the MI strategies enhanced the learning process. The
majority of the studies carried by (Campbell and Campbell, 1999, Hoerr,
2000, Kornhaber, 1997, Maker, 1993; and Weber, 2002) stated teachers’ who
have successfully applied the MIT successfully in their classroom teaching
using the different intelligences had enhanced their students’ understanding
and level of confidence in the learning process.

Gardner (1993) suggested three compelling alternatives to the current
educational practices. Firstly, he stressed the importance of shifting
instruction to hands- on practice and emphasized on learning in context.
Secondly, he encouraged teachers to individualize instruction to meet the

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students’ needs. Finally, Gardner stressed the teaching learning process
should not solely focus on verbal linguistic and logical-mathematical
intelligences. This was supported by Harms (1998) who in his study stated in
his study stated a number of schools throughout the U.S. had adopted such
approaches with considerable level of success. Frazen (1999) and Neville
(2000) stressed the importance of teachers, administrators and ancillary staff
members to understand and recognize the intelligences to view the students
learning differently.

5.2 THEME 2: PEDAGOGICAL SHIFT IN THE
TEACHING LEARNING PROCESS OF ENGAGING

THE STUDENTS

In this study, it was reasonable to assume the MIT had an initial impact on the
ten students. The ten students’ experience affected their progress. Ubben and
Hughes (1999) described Lewin’s field force theory in examining the driving
and restraining forces in implementing a program. Lewin explained the current
conditions and actions present in the organizational environment in which
change was encouraged. The emergent themes from the data describe the
driving forces.

The study examined the successful implementation of the MI strategies
and skills into classroom practice. The students’ positive attitude, acceptance
of MI strategies, collaboration and teacher support.

1. Students’ Attitude and Acceptance of the MI strategies.

The ten students’ positive attitude and acceptance of the MI strategies
served as the driving force towards the implementation of the MI strategies.
The students expressed their confidence and enthusiasm in utilizing the
theory. After analyzing the interviews, questionnaires and classroom
observations with the ten students the researcher noticed recurring patterns
and phrases, which related to the students’ attitude in this action research.
The students stated “my confidence level increased”, I got a clearer picture,

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my level of understanding increased, I understood the plot better”. Hence, the
researcher believed the successful implementation was also due to the
students’ positive attitude towards learning.

2. Student Collaboration and Teacher Support
The interviews and conversations made the researcher realize

the importance of student collaboration and teacher support given to the
students. The ten students collaborated in their respective groups well and
gave support to each other. The students shared knowledge, opinions and
interpersonal skills. The students also felt teacher support is vital in enhancing
their understanding.

Hoerr (1996) the Director of the New City School in St Lois asserted
the value of teachers working together with students can enhance student
improvement. He stated students and teachers benefit when teachers reflect
on their practice and grow together. Campbell, Campbell and Dickinson’s
(1999) research on more than ten successful schools implementing MI
strategies stated the benefits of collaboration. The students in this research
felt they were given opportunity to respond and participate in the class.

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5.3 SUMMARY

The ten students in this study believed in the benefits of the MI strategies.
Firstly, the students gained insights and understanding of the theory during
the classroom practice. They claimed they were able to understand the text of
the novel better. Secondly, the students stressed the importance of
collaboration between the students that boosted their self-confidence. Lastly,
teacher support is essential in enhancing students’ understanding. The pre
and post- test supported the students understanding of the novel.

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REFERENCES

1. Armstrong, T. (1993). Seven kinds of smart: Identifying and developing
your intelligences. New York: Penguin.

2. Armstrong, T. (2000). Multiple intelligences in the classroom.
Alexandria, VA: Association for Supervision and Curriculum
Development.

3. Baney, M.E. (1998). An examination of the process of implementing
multiple intelligences into classroom practice: A team approach.
Temple University. PhD Thesis. Dissertation Abstracts
International (UMI: AAT 9838458).

4. Campbell, L., Campbell, B., and Dickinson, D. (1999). Teaching and
learning through multiple intelligences. Needham Heights, MA:
Allyn and Bacon.

5. Chapman, C. and Freeman, L. (1996) Multiple intelligences centers
and projects. Arlington Heights, IL: IRI/skylight Training and
Publishing, Inc.

6. Dewey, J. (1938). Experience and Education. New York: Macmillian.

7. Eisner, E.W. (1991). The englightened eye: Qualitative inquiry and the
enhancement of educational practice. New York: Macmillian.

8. Gardner, H. (1995). Multiple intelligences as a catalyst. English
Journal, 16-18.

9. Gardner, H. (1999). Intelligence reframed: multiple intelligences for the
21 st century, Basic Books.

10. Good, T.L. and Brophy, J.E. (1991). Looking in classrooms (5 th.ed)
New York: Harper Collins.

11. Goodnough, K.C. (2001). Teacher development through action
research. A case study of an elementary teacher. Action in Teacher
education, 23, 37- 46.

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12. Greenhawk, J. (1997). Multiple intelligences meet standards.
Educational Leadership, 55 (1), 62-64.

13. Hoerr, T.R. (1997). Frog ballets and musical fractions. Educational
Leadership 55 (1)

14. Hoerr, T.R. (2000). Becoming a multiple intelligence school.
Alexandria, VA.

15. Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete
MI book. San Clemente, CA: Kagan Cooperative Learning.

16.Knodt, J.S. (12997). A think talk cultivates kids. Educational
Leadership, 55 (1), 35-37.

17.Lazear, D. (1999). Eight ways of teaching: The artistry of teaching with
multiple intelligences. Palatine 111. Skylight Publications.

18.an, A and Miller, L
19.Merriam, S. (1998). Qualitative research and case study applications in

education. San Francisco: Jossy-Base Publishers.
20.Osburg, B. (1995). One person’s opinion. English Journal, 84 (8), 13 –

15.
21.Ruggier, C.A. (2002) Multigenre, multi intelligences and

transcendentalism. English Journal, 92 (2) 60-68
22.Sternberg, R.J. (1986). The future of intelligent testing. Educational

Measurement: Issues and Practice, 5, 19-22
23.Teele, S. (2000) Rainbow of intelligence: Exploring how students learn.

Sage Publications

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LIST OF APPENDICES

APPENDIX A STUDENT INTERVIEW PROTOCOL

Part 1 : Introduction

1. Can you please let me know how long you have studied literature in school.
2. Do you like reading novels? State your reasons for it.
3. Do you enjoy reading Captain Nobody? Please state your opinion.
4. What has the novel taught you?
5. How has the introduction of the MIT improved your in-depth understanding of the

novel?
6. What problems did you face before the introduction of the MIT?
7. How did the procedure utilizing “STORE” help you analyse the question?
8. How did the instructional activities help you in understanding the novel?
9. Describe how you collaborate with your friends in group discussion?
10. What is the significance of working as a team?
11. What kind of support did you get from your teacher?
12. What benefits do you feel MI has brought to the learning process?

APPENDIX B QUESTIONNAIRE

QUESTIONNAIRE

1. How long have you applied MI strategies in your learning process?
-------------------------------------------------------------------------------------------------------------------------

2. Please list the MI strategies you use in learning the novel
.-------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------

3. How has MI helped you in understanding the novel?
---------------------------------------------------------------------------------------- ---------------------------------
-------------------------------------------------------------------------------------------------

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NAMA MARIAH BINTI OTHMAN

SEKOLAH SEKOLAH MENENGAH KEBANGSAAN TANJONG LUMPUR

PENGALAMAN MENGAJAR MATEMATIK : 9 TAHUN

BIOLOGI : 8 TAHUN

MATEMATIK TAMBAHAN : 1 TAHUN

SEJARAH PERKHIDMATAN SEKOLAH MENENGAH KEBANGSAAN TANJONG LUMPUR

(2010 HINGGA KINI)

LATAR BELAKANG IJAZAH SARJANA MUDA PENDIDIKAN DENGAN KEPUJIAN

PENDIDIKAN MAJOR : PENDIDIKAN MATEMATIK

MINOR : PENDIDIKAN BIOLOGI

SUMBANGAN PROFESIONAL 1. PEMERIKSA BIOLOGI SPM KERTAS 2 : 2 TAHUN (2011-2012)

2. PEMERIKA MATEMATIK SPM KERTAS 2 : 3 TAHUN

(2014,2015,2017)

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