Multiple Intelligence and the Performance of Indonesian EFL Learners

B. Rahayu, Elsa Afnidha Arsy Budiono, Simon Hendrik Rumaseb
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Abstract

Many ways of EFL teaching have been practiced by EFL teachers to optimally improve the learners’ performance in English. However, the results of the teaching many times did not meet our expectations. Therefore, this research aims to find a possible better way of teaching EFL by considering the students’ multiple intelligence (MI). A quantitative method of ex post facto design was conducted. The data were collected from the students of EFL learners studying English in the Department of English Education, Cenderawasih University, consisting of 236 students as the subject of the research. The data analysis used a non-parametric test, Kruskal Wallis, to compare the groups’ scores. The result shows that there is no significant difference in performance among the groups of MI. This result suggests that MI does not influence EFL learners’ English performance. This might be caused by the teaching strategies practiced by the lecturers who did not consider MI in their teaching processes. Therefore it is suggested to conduct further comprehensive research on the influence of multiple intelligence-based teaching on the performance of students with higher levels of English ability and or on the adult EFL learners.
多元智能与印尼英语学习者的表现
为了最大限度地提高学习者的英语水平,英语教师采用了多种教学方法。然而,很多次的教学效果都没有达到我们的预期。因此,本研究旨在寻找一种考虑学生多元智能的更好的英语教学方法。提出了一种定量的事后设计方法。本研究的数据来自于在夏威夷大学英语教育系学习英语的学生,共236名学生作为研究对象。数据分析使用非参数测试Kruskal Wallis来比较两组的得分。结果显示,不同的语用组在英语学习成绩上没有显著差异。这一结果表明语用对英语学习者的英语学习成绩没有影响。这可能是由于讲师在教学过程中没有考虑MI的教学策略造成的。因此,建议对多元智能教学对高水平英语学生和成人英语学习者的影响进行进一步的综合研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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