CLASSROOM INTERACTION IN VERBAL LINGUISTIC INTELLIGENCES

This study was conducted to investigate classroom interaction in verbal linguistic intelligences. Five research questions guided this study are: a) what are the levels of verbal-linguistics intelligence, b) how are the students’ linguistic intelligences realized linguistically in classroom interaction, c) how do students with complex skill levels apply classroom interaction, d) how do students with coherence skill levels apply classroom interaction, e) why are the verbal linguistic intelligences realized in the way they are. The subjects of this study were five students included all students and lecturers who involved in the classroom of Methodist University Medan. Observation, recordings, and taking notes were used to collect the data. This study showed different result from the previous study done by Wessman from the work of Gardner, Armstrong, Campbell, and Lazear. There were eight results found in this study. First, there are three levels of verbal linguistic intelligences namely basic, complex, and coherence skill level after having the result of TOEFL iBT though university students are supposed to have two levels: complex and coherence skill level. Second, the way the students’ linguistic intelligences realized linguistically in classroom interaction is not different between complex skill level and coherence skill level due to their interaction in class. Third, the way the students with complex and coherence skill levels applied classroom interaction is different since students with complex skill level mostly realized in collaborative dialogue while student with coherence skill level realized in collaborative dialogue and co-construction. It indicated that they deliver their thought using dialogue and activity of skill. Fourth, the students applying classroom interaction linguistically referred to their capacities. They tended to have expanded vocabulary in speaking and writing, to comprehend of information, to express various creative writing forms, to execute various types of formal speaking, and to engage in metalinguistic analysis and dialogue. Fifth, the last type of classroom interaction which is called ‘group work or learners – learners’ is not found. It implied that the time of the research is not suitable with the time of the students’ group project. Sixth, in some cases, the students with complex and coherence skill level are not found to initiate interactions. These cases occur because the class is in the evening when most of the students have worked for a whole day. Seventh, the forms of negotiation with complex skill level tended to peers while student with coherence skill level tended to lecturer. It meant that friends make them comfort to say everything since they know each other well. Then, lecturer’s opinion about something is important for the student to know. The last, the forms of co-construction are found by lecturers’ instructions. It indicated that the students felt shy and nervous if it is wrong.