AN INVESTIGATION INTO THE ALIGNMENT OF ACTIVITIES IN ENGLISH 10 TEXTBOOK AND UPPER-SECONDARY SCHOOLSTUDENTS’ MULTIPLE INTELLIGENCES PROFILES

Abstract

This study assessed the alignment between students' intelligence profiles and multiple intelligences-based activities integrated into the textbook. The research involved active participation from 60 10th-graders at a upper-secondary school in Phu Yen province. Data collection utilized the MI profile inventory, an assessment tool based on a 5-point Likert scale. Additionally, the activities presented in the current textbook used (English 10 - Global Success) were thoroughly analyzed. All collected data were processed using both quantitative and qualitative methods, employing descriptive statistics and SPSS software for analysis. The findings revealed both alignment and disparity. While some intelligences were similar, such as Logical-Mathematical and Intrapersonal, others like Verbal/Linguistic, Visual/Spatial, Interpersonal, Bodily-Kinesthetic, Musical, and Naturalistic showed significant differences. This underscored the need to accommodate diverse learning styles and intelligences in English language instruction for a more effective learning environment. The research also proposed improving students' language skills by integrating multiple intelligences and providing activities crafted from the perspective of MI theory.