The Effect of Teaching Activities Prepared Based on Multiple Intelligences Theory Toward Students’ Narrative Writing Achievement At Grade X of SMA 9 Padang

The aim of this research was to find out the effect of teaching activities prepared based on multiple intelligences theory toward students’ narrative writing achievement of SMA 9 Padang registered on 2010/2011 academic year. This was based on some problems faced by the students in writing. They were lack of motivation in writing; they were lack of background knowledge about schematic structure and linguistic features. Like students, teachers also had problems in teaching writing due the large class, the time constraint and the teachers did not apply the appropriate teaching activities in teaching writing. In order to make all students were involved in teaching writing, teaching activities prepared based on multiple intelligences theory can be used as a strategy to assist students’ learning needs and to provide a great variety of ways for students to write. This research was quasi- experimental research. The population of the research was the X grade students of SMA 9 Padang on the second semester registered 2010/2011. There were nine classes that totalized 430 students in which 8 for parallel classes and 1 for superior class. Superior class was not taken for sample. Sample was chosen by using purposive sampling. In this research, comparison or control group was not included. The sample of the research was X2 class consisting of 36 students. The data was collected through multiple intelligences questionnaire and writing test. The questionnaire was given before pre-test. MI questionnaire was analyzed by using Brown’s scale model. Based on the questionnaire, it was found that there were four dominant intelligences used by X2 students in learning. They were: linguistic, spatial, logical-mathematical and musical. Besides, writing tests were done three times on pre-tests and post-test. The data were analyzed by using t test for related samples and Wilcoxon t-test. The result of this research showed that the students who were taught using teaching activities prepared based on multiple intelligences theory gave significant effect toward their narrative writing achievement. This was based on the calculation of t-test for related samples and wilcoxon t-test. The calculation of t-test for related samples revealed that t-observed could exceed the t-table. It means that the research hypotheses were statistically accepted and the null hypothesis was rejected. Besides, the calculation of wilcoxon t-test revealed that Z score was smaller than critical value. It means that the research hypotheses were statistically accepted and the null hypothesis was rejected. Thus, it can be concluded that teaching activities prepared based on multiple intelligences theory gave significant effect toward students’ narrative writing achievement of SMA 9 Padang.