The improvement of students' English proficiency and intelligences through Multiple Intelligence integrated Syllabus

Abstract

This study provides the effort to develop the English Conversation 1 Syllabus based on Multiple Intelligences Theory. This study aims at: 1) developing an effective MITA Syllabus for teaching English Conversation 1 course based on multiple intelligences theory based on the 80/80 standard level, 2): comparing the English proficiency of students that taught through the MITA Syllabus with that of students taught via a traditional method 3): comparing students' Multiple Intelligences both before and after learning through the MITA Syllabus, and 4) exploring students attitudes towards learning the English Conversation 1 course via MITA Instruction. This study was conducted with 66 management undergraduate students at Rajamangala University of Technology Isan Kalasin Campus in the academic year of 2009. Subjects were divided into experimental and control groups. The instruments used in this study included rubrics, English Proficiency Test, Students' Multiple Intelligences Inventory, and questionnaire. Subjects were asked to complete multiple tasks mentioned above. Data were analyzed quantitatively through SPSS in order to find mean, S.D., and Significant value. The results show that students' achievement of learning through the MITA Syllabus on the English Conversation Course was significantly better than through the traditional method. Secondly, students' intelligences after learning through MITA Syllabus were higher than before learning via MITA Syllabus. Finally, students revealed a very positive attitude toward learning via the MITA Syllabus. It is concluded that MITA Instruction is appropriate to be implementing in English language teaching.