Techniques of teaching speaking skills in the context of multiple intelligences

Abstract

This study aims to analyse the application of Arabic speaking skills (mahārah kalām) teaching techniques based on Multiple Intelligences theory in grade 3 Aliyah at the Mambaus Sholihin Islamic Boarding School in Gresik. The approach used is descriptive qualitative with a case study method, while data collection techniques include participatory observation, in-depth interviews, and document analysis. The findings reveal of the study indicate that teachers employ various techniques such as muhādatsah, munāẓarah (debate), muhādharah, the use of vocabulary posters, and mufradāt drills. Each technique is associated with different types of multiple intelligence domains, including linguistic, interpersonal, musical, visual-spatial, and auditory. Students with linguistic and interpersonal intelligence demonstrated active engagement in debates and conversations, while musical and visual intelligence were fostered through song-based instructional techniques and visual media. However, the implementation of these techniques experienced implementation constraints, such as teachers' limited understanding of multiple intelligence theory, limited learning time due to the intensive academic and extracurricular schedule of the boarding school, and limited access to modern learning media. This study recommends the importance of teacher training in applying a multiple intelligences-based approach, the provision of educational resources and learning facilities that accommodate diverse learner characteristics and intelligence profiles, and developing differentiated, adaptive, and inclusive instructional strategies to enhance students' Arabic speaking proficiency.

Keywords: teaching techniques, speaking skills, multiple intelligences