Multiple Intelligences: Frames Of Mind By Howard Gardner

1.1 Background of the Study
Since the publication of book entitled Frames of Mind by Howard Gardner in 1983, the concept of Multiple Intelligences (MI) Theory brings the new horizon in Psychology and Education. The traditional view of intelligence was best conceptualized as a single, general capacity for conceptualization and problem solving which simply measured by the IQ (Intelligence Quotient) test. In addition, Spearman (1904) as cited in Bandarabbasi, & Karbalaei (2013) claimed that there is a relationship between intelligence and a variety of intellectual performance. He believed that people who perform well on intelligence tests also perform well on other intellectual tasks, such as vocabulary, mathematical, and spatial abilities. Intelligence

Gardner’s MI theory as cited in (Armstrong, 2009) described the nine intelligences namely; verbal/linguistic, logical-mathematical, visual/spatial, bodily kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential intelligence. He also adds some important ideas about MI. Gardner believed that every individual possesses the nine intelligences, and every person has different dominant intelligences that can be strengthen if given appropriate encouragement, enrichment, and instruction. But, (Armstrong, 2009) describe some critics about MI theory. MI theory lacks of empirical support and also there are no solid research support for MI in the classroom. The MI theory neglects the curriculum and the students comfortable in the situation that they think they are

That person assumes that in learning English, the students only have one dominant intelligence that is verbal-linguistics intelligence. Students who dominant in this kind of intelligence are good in both oral and written including to manipulate the syntax or structure of language, the phonology or sounds of language, the semantics or meanings of language, and the pragmatic dimensions or practical uses of language (Armstrong, 2009). Because of that explanation, the lecture assumes that the students who are studying English will have the verbal-linguistics intelligence as their dominant intelligence. It is sort of evidence that the lectures do not pay much attention on the theory of multiple intelligence as the basis of education, since the students have various abilities, sensitivities to solve the