The paper describes Multiple Bits of Intelligence approach in developing students ‘verbal intelligence in storytelling. The main purpose is to explain and then measure the students’ ability in storytelling after using Multiple Bits of Intelligence Approach. In obtaining the data, the writer uses Observations and Test. The problems of this writing are what the effect of
using multiple bits of intelligence approach in developing students' verbal intelligence, especially in storytelling in class D
second-semester students of Artha Wacana Christian University studying in 2012 is? With quantitative descriptive, the writer tries to answer the problem. The result of the research shows that: the mean score of the control group is 2.9 and 3.9 for the mean score of the experimental group, in other words, the mean score of the experimental group is greater than the mean score of the control group. It was also found out that the multiple bits of intelligence approach activities were more effective in the positive development of the students’ verbal intelligence especially in storytelling rather than teaching storytelling conventionally. Claiming that teaching storytelling using multiple bits of intelligence approach significantly contributes towards students’ verbal intelligence as compared to conventional teaching to storytelling. This approach contributes towards the students’ verbal intelligence.
The paper describes Multiple Bits of Intelligence approach in developing students ‘verbal intelligence in storytelling. The main purpose is to explain and then measure the students’ ability in storytelling after using Multiple Bits of Intelligence Approach. In obtaining the data, the writer uses Observations and Test. The problems of this writing are what the effect of
using multiple bits of intelligence approach in developing students' verbal intelligence, especially in storytelling in class D
second-semester students of Artha Wacana Christian University studying in 2012 is? With quantitative descriptive, the writer tries to answer the problem. The result of the research shows that: the mean score of the control group is 2.9 and 3.9 for the mean score of the experimental group, in other words, the mean score of the experimental group is greater than the mean score of the control group. It was also found out that the multiple bits of intelligence approach activities were more effective in the positive development of the students’ verbal intelligence especially in storytelling rather than teaching storytelling conventionally. Claiming that teaching storytelling using multiple bits of intelligence approach significantly contributes towards students’ verbal intelligence as compared to conventional teaching to storytelling. This approach contributes towards the students’ verbal intelligence.
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