A Qualitative-Exploratory Pilot Study To Explore Students’ Perception On Experience And Multiple Intelligences’ Impact On Their Linguistic & Personal Growth

Abstract

Since learning represents one of the most relevant aspects of a humans’ life on which many researches have been conducted, nowadays more than ever it is essential exploring forward-looking theories, achieving inspiring improvements and making an action towards innovation within the educational systems. The qualitative-explorative pilot case study at issue aims to investigate a potential connection between Experience and Multiple Intelligences in relation to the linguistic and personal learning process. Specifically, its main goal is to draw a better understanding of students’ perception on the impact of past living-studying experiences and multidimensional teaching techniques on their linguistic and personal growth. To further investigate these objectives, there have been analysed 33 qualitative feedback from academical students studying languages collected through an inductive reasoning-based online survey structured as written interview and composed by closed-ended multiple choice questions, open-ended questions and ranking questions. The major findings claim that both living and studying abroad contributes to acquire metalinguistic awareness, to improve language skills and to develop life-long skills. Additionally, students recognised the implementation of Multiple Intelligence as an effective alternative to lectures as language teaching-learning strategy thanks to its flexibility and openness towards skills diversity.

Prediksi Kecerdasan Majemuk Terhadap Gaya Mengajar

“…Kecerdasan majemuk sering kali terkait dengan belajar atau masih dalam bidang pendidikan, namun ada juga yang melihatnya berdasarkan gender (Bowles, 2008;Furnham et al, 1999Furnham et al, , 2002Furnham & Shagabutdinova, 2012;Furnham & Ward, 2001;Loori, 2005) serta cukup banyak ditemukan kecenderungan penelitian kecerdasan majemuk menggunakan sampel siswa yang remaja (Alavinia & Farhady, 2012;Baş & Beyhab, 2010;Fadloli et al, 2021;Loori, 2005;Maker et al, 1996;Snyder, 1999;Ucak et al, 2006) siswa normal yang masih anak-anak (Cason, 2001;Niswatin et al, 2020) maupun yang disabilitas (Hearne & Stone, 1995;Rettig, 2005;Stevens, 2020). Administrasi kecerdasan majemuk tidak hanya dilaksanakan dan diintegrasikan secara tradisional namun teknologi juga turut serta dalam administrasi kecerdasan majemuk (Ferreira & Jr, 2018;Garmen et al, 2019;Hilyana & Khotimah, 2021;McCoog, 2007;McLellan, 1994;Osciak & Milheim, 2001) serta kecerdasan majemuk dilakukan tidak hanya dengan pendekatan data empiris namun ada juga dengan kualitatif (Acocella, 2021;Husnaini et al, 2021;Thambu et al, 2021) Penelitian kecerdasan majemuk juga berhubungan dengan kemampuan menulis (Ahmadian & Hosseini, 2012;Lunenburg & Lunenburg, 2014) kemampuan berbahasa (Derakhshan & Faribi, 2015;Ghamrawi, 2014;Liu & Chen, 2013;Maftoon & Sarem, 2012) kemampuan membaca …”

Predictor Of Multiple Intelligence In Educational Practice

“…Multiple intelligences are frequently related to learning or are still in the field of education, but there are those who see it based on gender (Bowles, 2008;Furnham et al, 1999Furnham et al, , 2002Furnham & Shagabutdinova, 2012;Furnham & Ward, 2001;Loori, 2005) as well as quite a lot of research tendencies on multiple intelligences using a sample of teenage students (Alavinia & Farhady, 2012;Baş (Hearne & Stone, 1995;Rettig, 2005;Stevens, 2020). Multiple intelligence administration is carried out not only with empirical data approaches but also with qualitative ones (Ferreira & Jr., 2018;Garmen et al, 2019;Hilyana & Khotimah, 2021;McCoog, 2007;McLellan, 1994;Osciak & Milheim, 2001) and multiple intelligences are carried out not only with empirical data approaches but also with qualitative ones (Ferreira & Jr., 2018; Garmen et al (Acocella, 2021;Husnaini et al, 2021;Thambu et al, 2021) Multiple intelligences are associated with writing skills (Ahmadian & Hosseini, 2012;Lunenburg & Lunenburg, 2014), language skills (Drakhshan & Faribi, 2015;Ghamrawi, 2014;Liu & Chen, 2013;Maftoon & Sarem, 2012), reading skills (McMahon et al, 2004), and creative 1 Universitas Medan Area, hasanuddin@staff.uma.ac.id 2 Universitas Medan Area, salamiahsaridewi@staff.uma.ac.id 3 Universitas Medan Area, erlina@staff.uma.ac.id thinking (McMahon et al, 2004). (Luthfiana et al, 2019) musical compositions (Wijayanti & Rukiyati, 2021) deepening tone (Helding, 2009(Helding, , 2010 manner of communication (Judith, 2019) …”