IMPLEMENTING MULTIPLE INTELLIGENCES IN TEACHING ENGLISH AT THE TENTH GRADE OF MAN 3 KEBUMEN IN THE ACADEMIC YEAR OF 2022/2023

Abstract

Senior high school students frequently learn English as part of their regular lessons ratherthan as a distinct subject. Unfortunately, most English teachers, especially in high school, still apply conventional teaching in an autocratic manner. The teacher only focuses on teaching students without addressing their needs and understanding. As a result, students often need help learning and view it as a complex subject. Therefore, this research was conducted to identify the implementation of multiple intelligences in teaching English. The subjects of this research were a tenth-grade English teacher and students of class X MIPA 1 MAN 3 Kebumen. This research aims to describe the implementation of multiple intelligences in teaching English and to know students' responses to learning English with multiple intelligences. Data collection techniques in this research were interviews, observation, and questionnaires. The results of this research indicate that the teacher's preparation in implementing multiple intelligences in teaching English consists of two stages: recognizing students' intelligence through observation and developing lesson plans. The teacher in English practice facilitated students to learn through nine multiple intelligence types despite not implementing them all at once due to limited time. Students in this research gave a positive response to learning English with multiple intelligences, such as increasing interest, providing motivation, understanding and remembering material better, being more confident, being more actively involved, helping to develop English skills and social skills, helping find the best learning styles, and being able to develop an interest in English.