Impact Of Verbal Linguistic Intelligence On Learning At Elementary Level by Paras and Nadia Thalho

Title:
IMPACT OF VERBAL LINGUISTIC INTELLIGENCE ON LEARNING AT
ELEMENTARY LEVEL
SUBMITTED BY:
PARAS SHAIKH
SUPERVISED
MS. ZUBAIDA JAMALI
ASST: PROFESSOR
GECE (W) HYDERABAD
COORDINATOR:
MS. NADIA THALHO
ACADEMIC YEAR 2020-2021
GOVERNMENT ELEMENTARY COLLEGE OF DUCATION (W) HYDERABADLIST

i
Table of Contents
CERTIFICATE....................................................................................................................iii
Acknowledgement........................................................................................................... iv
Abstract........................................................................................................................... v
1. Background of Study .................................................................................................1
1.2 Problem Statement of Action Research.....................................................................1
1.3 Research Objectives ................................................................................................ 1
1.4 Research Questions.................................................................................................2
1.5 Significance of Research .......................................................................................... 2
1.6 Limitations of the Study........................................................................................... 2
2. Review of Literature..................................................................................................3
Theoretical framework of Research................................................................................ 3
Conceptual Framework of Research............................................................................... 3
3. Research Methodology.............................................................................................. 4
3.1 Research Design......................................................................................................4
3.2 Research Framework............................................................................................... 5
3.3 Sampling Design......................................................................................................6
3.4 Data Collection........................................................................................................6
3.5 Instruments/ Tools usedin Research........................................................................7
3.6 Data Interpretation andAnalysis.............................................................................. 7
4. Actions and Collecting and Managing Data .................................................................7
4.1 Research Action Reports.......................................................................................... 7
Action one: Storytelling.................................................................................................7
Action two: Speaking card............................................................................................. 7
Action three: Presentation ............................................................................................ 8
4.2 Data Analysis...........................................................................................................8
Action 1: Story telling....................................................................................................8
Action 2: Speaking Cards............................................................................................. 10
Action 3: Presentation................................................................................................. 12
5. Discussion............................................................................................................... 14
5.1 Reflection ............................................................................................................. 15
5.2 Recommendations ................................................................................................ 16
6. References.............................................................................................................. 17

ii
Appendix A..................................................................................................................... 18
(Consent Letter) ............................................................................................................. 18
Appendix B..................................................................................................................... 19
(Time Span).................................................................................................................... 19
Appendix C..................................................................................................................... 20
(Rubrics and Checklist).................................................................................................... 20
(Appendix D).................................................................................................................. 23
Worksheets and Pictures) ............................................................................................... 23

iii
CERTIFICATE
This is to certify that Ms. Paras Shaikh has conducted this
Action Research Project entitled “Impact Of Verbal Linguistic
Intelligence On Learning At Elementary Level” during the
academic year 2020-2021, under the supervision of Miss
Zubaida Jamali in partial fulfillment for the degree of B.Ed.
(Hons).
RESEARCH
SUPERVISOR
Ms Zubaida Jamali
Assist: Professor
GECE (W) Hyderabad
PRINCIPAL
GECE (W) Hyderabad

iv
Acknowledgement
First of all, I am grateful to Allah Almighty and His
Prophet Muhammad (Peace Be upon Him) who provided me strength and health to
complete my Action Research. I also must acknowledge those people who encouraged
and supported me during my research study
For the ancestors who paved the path before me upon whose shoulder I stand.
This is also dedicated to my family and the many friends who
Supported me on this journey
Thank you
I would like to express my deepest gratitude to my co-coordinator Miss Nadia Thalho
and Supervisor Miss Zubaida Jamali .and also thankful of Research Team, for
support, collegiality, and mentorship, Assistance and supervision show me the way
which is highly appreciated.
Finally, I wish to thanks to my family for their patience and support.
(Paras Shaikh)

v
Abstract
This research study is inspired by Howard Gardener’s Theory of Multiple
Intelligence. It is aimed to focus on the Impact of Verbal Linguistic Intelligence, one
of the eight types of learning styles defined by Howard Gardner. Verbal-linguistic
intelligence is one of the existing multiple intelligences. The focus of this research
study is to show the impact based on one of the intelligences namely, verbal-linguistic
intelligence. The purpose of study is to explore, describe and identify the problems
and difficulties faced by the learners during learning regarding the aspect of Verbal
Linguistic Intelligence. This study is aimed to identify the effects of Verbal Linguistic
Intelligence on academic learning achievement of students. The aim of this research
study is to highlight the impact of verbal linguistic intelligence. This study is
supposed to be carried out in the premises of the Government Girls High School
attached to Government Elementary College of Education for Women Hyderabad.
The targeted population of this study was from class seven. I have organized a focus
group consisting of four students for the purpose of data collection through the actions
of research and analysis. In this research study I have experienced that the influence
of verbal linguistic intelligence can be really beneficial for the learning. I have short
time period to complete my research study because time was limited but I have
observed that through enhancing this intelligence in students we can develop the
interest, grasp the proper attention and can make the better learning environment for
the students which will be successful for the teaching and learning. Because I have
observed in all of the three actions of my research study the students were much
interested for learning even more in that style. I have designed three actions to
conduct this research (storytelling, speaking cards, and presentation) these all have
focused on the impact of verbal linguistic intelligence the students were really
cooperative, interested, and performed very willingly in all actions and I have
observed they were learning in a good manner their responses and all the evidences
which I have collected are the pure evidence of their learning and understanding
toward verbal linguistic intelligence.
This research study was designed and conducted through the qualitative research
methodology to carry out the data analysis. For the purpose of data collection I have
used rubrics and checklist as tools. I have designed these tools with the help of a

vi
guide of Rubistar (Creating Rubrics for the Project Based Learning Activities). This
study was expected to be beneficial for the students to have good understanding about
the concepts of Verbal Linguistic Intelligence as it is one of the factors that can
influence the success in language learning. The future researchers should focus on
further more enhancing strategies, techniques, and creative learning activities for
learners to make the learning more successful.
Key Words: Verbal Linguistic Intelligence, Learning, Elementary Level

1
1. Backgroundof Study
This study is inspired by Howard Gardener’s Theory of Multiple Intelligence. It is
aimed to focus on the Impact of Verbal Linguistic Intelligence, one of the eight types
of learning styles defined by Howard Gardner. The purpose of study is to explore,
describe and identify the problems and difficulties faced by the learners during
learning regarding the aspect of Verbal Linguistic Intelligence. This study is aimed to
identify the impacts of Verbal Linguistic Intelligence on academic learning
achievement of students. This study is expected to be beneficial for the students to
have good understanding about the concepts of Verbal Linguistic Intelligence as it is
one of the factors that can influence the success in language learning. (Nur Ihsan Hali
October 31, 2017)
1.2 Problem Statement of Action Research
The most significant problem of this study is that I have observed during my field
work, that the students are not achieving their targeted level of understanding in their
learning especially regarding the verbal linguistic. They are facing the various
problems in verbal linguistic achievement. Those problems are associated with their
cognitive, and the learning environment which is surrounded by them.
1.3 ResearchObjectives
 To build up the understanding of students toward learning to verbal linguistic
intelligence.
 To know about the level of understanding of students on verbal linguistic
intelligence.
 To collect the information about what they have understood, and which are the
other areas and aspects should be focused.
 To measure the collected data for analysis of research work.

2
1.4 ResearchQuestions
(1) What are the preferable ways to deliver the knowledge about the verbal
linguistic intelligence?
(2) How to develop the understanding of students in it by using the encouraging
activities for verbal linguistic intelligence?
(3) How to measure the results with the performance of students during learning
of verbal linguistic intelligence?
1.5 Significance ofResearch
The importance of this study is to develop the better understanding of students in
verbal linguistic as they can learn any subject easily. And also this study is significant
for developing the high ability to organize the mind and vent ideas well and clearly
and be able to use those abilities straightforwardly through words to express these
thoughts, whether in speaking, writing, or reading. The people who are smart in
verbal linguistic they have high verbal intelligence, they are clearly people who have
the ability to speak and write prominent. They bring themselves well verbally and
seem to always know the right thing to say.
1.6 Limitations of the Study
The research work and the data analysis work is occur in the Government Girls High
School’s the participants are class seventh students. This study is not at the wide area
because it has the limited population to be researched and work out. This study is
limited at area wise as well as population wise. During this research work I have faced
many difficulties regarding my research field work and data collection sessions, some
of them are as follow:
Lack of sources, instruments and techniques to collect data
Limited sources to access the literature
Lack of availability of reliable data
Self-reported data, Lack of equipment
Lack of financial resources and technologies

3
2. Review of Literature
Theoreticalframework ofResearch
This theory first posited by Harvard developmental psychologist Howard Gardner in
1983 that suggests human intelligence can be differentiated into eight modalities:
visual-spatial, verbal-linguistic, musical-rhythmic, logical-mathematical,
interpersonal, intrapersonal, naturalistic and bodily-kinesthetic. Eschewing previously
narrow, preconceived notions of learning capabilities (for example, the concept of a
single IQ), the idea behind the theory of multiple intelligences is that people learn in a
variety of different ways. My research study has focused on the verbal linguistic
intelligence one of Howard Gardner’s nine multiple intelligence. It is a simple
linguistic intelligence definition is well-developed verbal and written skills with
sensitivity to the rhythm and sounds of words. Verbal intelligence shows up both in
the written and the spoken word. There are several models of learning verbal-
linguistic intelligence that can be developed through the study of literature. Some of
these models I have used in my research study (a) telling a story, (b) presentation (c)
speaking and writing (d) solving puzzles .These are the components that are linked to
each other of verbal-linguistic intelligence. These components are characteristic,
learning strategies, the best final learning outcomes. (Nur Ihsan Hali October 31,
2017)
ConceptualFramework ofResearch
Independent Variable Dependent
Variable
Verbal
Linguistic
Intelligence
Impact on the
Learning
Understanding
Performance
Assessment

4
3. ResearchMethodology
This study was conducted in the premises of the Government Girls High School
attached to Government Elementary College of Education for Women Hyderabad.
The targeted population of this study was from class seven, in which I have organized
a focus group consisting of four students for the purpose of data collection and
analysis. The students were observed through the various interventions which I have
used for developing understanding of the Verbal Linguistic Intelligence, also for
enhancing their learning for linguistic intelligence. This study was conducted by using
the qualitative research methodology to carry out the data analysis. This study has
described all the essential procedures which I have used for the analysis and problem
identification.
3.1 ResearchDesign
This research aimed to investigate the impact of verbal linguistic intelligence on
learning. Therefore the qualitative research design was used in this study. It was
supported by Howard Gardener Multiple Intelligence theory. This study highlighted
the impact of verbal-linguistic intelligence on learning of the students when they
studied. It aimed to study deeply that the students’ verbal-linguistic intelligence
influenced to their achievements in learning. This study lasted for 6 weeks in the
premises’ of Government Girls High School attached Government Elementary
College of Education for Women Hyderabad.

5
ResearchDesign
3.2 ResearchFramework
Act
Reflect
Observe
Plan
(Action 1) • Storytelling
(Action 2) • Speaking Cards
(Action 3) • Presentation

6
3.3 Sampling Design
3.4 Data Collection
The entire process of data collection was done manually. The focus group of students
were selected for the purpose of research. The problem identification of this study
were observed through students’ behavior in the Practicum field work by using the
teaching practices through the lesson planning and various activities during my
teaching practice field work. I have collected the data by using the qualitative research
methodology and have used the checklist and rubric for the analysis. Charmaz said
“you stop collecting data when the categories (or themes) are saturated: when
gathering fresh data no longer sparks new insights or reveals new properties” (as cited
in Cresswell, 2014). In order to gather the additional data and to get the accuracy of
data obtained from the observation I have used three to four interventions including
(storytelling, speaking cards, presentation, cross words puzzles) these were some
procedures in analyzing the data about the learning and understanding of students’
verbal linguistic intelligence.
Target Population Method of Sampling Sampling Size
The targeted population of
this qualitative research
study is a focus group
consisting students of class
7th from Government Girls
High School.
This qualitative research
study have used the simple
random sampling technique
for the purpose of
analyzing and
interpretations of the data.
I have conducted this
qualitative research study
on seventh grade students
where the total population
is about 10 students and I
have selected 4 students to
build the focus group for
collecting data.

7
3.5 Instruments/ Tools used in Research
This research study has conducted by using three major actions which has focused the
essential influences of the learning of students in verbal linguistic intelligence. For the
purpose of data collection I have used two rubrics designed for storytelling and
speaking cards and a checklist for presentation analysis. I have designed both of the
rubrics and checklist for the analyzing of data from the source Rubistar (Creating
Rubrics for the Project Based Learning Activities)
https://rubistar.4teachers.org/index.php
3.6 Data Interpretation and Analysis
To carry out this action research study, three instruments were employed for the
interpretation of data: MS Word, MS Excel, PowerPoint
4. Actions and Collecting and Managing Data
My research work is started after the official letter which is the consent letter for the
permission to conduct my research in the school. The very first step is situation
analysis the Reconnaissance. It was conducted in well manner and after that I have
fully permitted to work on my research in the school.
4.1 ResearchAction Reports
To observe the verbal linguistic impact for my research paper, I utilized three
different actions that were storytelling, speaking card and presentation. These actions
really effective to analyze the interest and leaning skills of students. My center of the
focus was on focused group that was comprised of four students out of ten.
Action one:Storytelling
I used storytelling action to observe the interest, pitch, reading skills, pronunciation of
participants, and the perception of other students while listening. For storytelling
activity I used level reader books as a source in which each student warmly
participated. Through this action I could analyzed the impact of verbal linguistic by
the rubric tool. I have analyzed my observation of each member of the focused group
that is presented in bar graphs.
Action two: Speaking card

8
In speaking card action, I personally prepared cards as source. In which, wrote some
questions for students. Firstly, I introduced, the activity to the students that what to do
and how to do? Then each students came forward in front of the whole class to answer
the question written in the card. Through this action, I could observe the level of
knowledge, confidence, pitch, pronunciation and interest of the students and collected
the data analysis through rubric.
Action three: Presentation
Third action for my research paper was really interesting, in which, I asked students to
choose any topic of their interest. Then each student participated in this activity and
presented their topic very well. With the help of this action, I observe their, gestures,
body language, confidence and speaking skill. To analyze the observation I have used
checklist as a tool.
4.2 Data Analysis
Action 1: Story telling
Discussion on Result
The student 1 performance is measured on 3 rating scale, where she was mostly
ranked on good scale (Introduction 3, Knowledge 3, Vocabulary 3, and Duration 3).
And at one point she is rated 4 on scale, where she ranked on excellent on rating scale
(Voice 4).
0
1
2
3
4
5
Category Introduction Knowledge Vocabulary Voice Duration
1 2 3 4 5
Student 1
Excellent Good Fair Need Improvement

9
The student 2 performance is measured on 3 rating scale, where she was ranked on
good scale (Introduction 3, Knowledge 3, Vocabulary 3, and Duration is also 3). And
at one point she stood on 2 rating scale where she is ranked on fair. As compare to
first student she must be considered to work on factor of voice.
The student 3 performance is measured on 3 rating scale at (Introduction 3, Voice 3)
she was ranked on good scale at these two categories. And at the remaining 3
categories she stood on 2 rating scale (Knowledge 2, Vocabulary 2, and Duration 2)
where she ranked on fair.
0
0.5
1
1.5
2
2.5
3
3.5
Introduction Knowledge Vocabulary Voice Duration
1 2 3 4 5
Student 2
3 3
2 2 2
0
0.5
1
1.5
2
2.5
3
3.5
1 2 3 4 5
Student 3

10
fair scale (Introduction 2, Knowledge 2, and Vocabulary 2). And at the remaining 2
categories she stood on 1 rating scale she needs improvement in the categories of
Voice and Duration.
Action 2: Speaking Cards
The student 1 performance is measured on 4 rating scale, where she was mostly
ranked on excellent scale (Eye Contact 4, Time 4, and Clear Voice 4). And at two
point she is rated 3 on scale, where she ranked on good on rating scale (Content 3, and
Posture 3).
0
0.5
1
1.5
2
2.5
1 2 3 4 5
Student 4
0
0.2
0.4
0.6
0.8
1
1.2
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Category Content Posture Eye contact Time Clear voice
1 2 3 4 5
Student 1

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good scale (Content 3, Posture 3, Time 3, and Clear Voice 3). And at one point she
stood on 4 rating scale where she is ranked on Excellent at the eye contact factor. As
compare to first student she is also considered a good student.
The student 3 performance is measured on 3 rating scale on the four areas where she
stood at good rating scale (Content 3, Eye Contact 3, Time 3, and Clear Voice 3). And
at one remaining category she stood on 1 rating scale (Posture 1) where she have to
focus and need required improvements.
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Content Posture Eye contact Time Clear voice
1 2 3 4 5
Student 2
0
0.5
1
1.5
2
2.5
3
3.5
1 2 3 4 5
Student 3

12
fair scale at the areas (Posture 2, Eye Contacts 2, and Time 2). And at the remaining 2
categories she stood on Good rating scale (Content 3) and she needs improvement in
the category of (Clear Voice 1).
Action 3: Presentation
The student 1 performance is measured on two series where series 1 represented as
Yes it is ranked 2 in rating scale, series 2 represented as No it is ranked 1 in rating
0
0.5
1
1.5
2
2.5
3
3.5
1 2 3 4 5
Student 4
0
0.5
1
1.5
2
2.5
Clear
Topic
Body
language
Eye
contact
Confident
Control
Connections
Correction
of
words
Finish
on
time
1 2 3 4 5 6 7 8
Student 1
Series1 Series2

13
scale. Where she was mostly ranked on 2 rating scale, and at two point she is ranked 1
on rating scale.
The student 2 performance is measured and ranked on 2 rating scale at three skills of
presentation. Whereas at five different skills she was ranked on 1 rating scale. She
have performed better in these mentioned skills during the presentation delivery.
The student 3 performance is mostly measured on 1 rating scale on the five skills
where she stood at (Eye Contact 1, Confident 1, Connections 1 and Finish on time 1).
0
0.5
1
1.5
2
2.5
Clear
Topic
Body
language
Eye
contact
Confident
Control
Connections
Correction
of
words
Finish
on
time
1 2 3 4 5 6 7 8
Student 2
Series1 Series2
0
0.5
1
1.5
2
2.5
Clear
Topic
Body
language
Eye
contact
Confident
Control
Connections
Correction
of
words
Finish
on
time
1 2 3 4 5 6 7 8
Student 3
Series1 Series2

14
And at three remaining skills she stood on 2 rating scale (Clear Topic 2, Body
Language 2, and Correction of words 2) where she have performed good.
The student 4 performance is measured on 2 rating scale, only at one skill (Confident
2) but in all the remaining skills she was ranked on 1 rating scale where she have to be
focused and work hard.
5. Discussion
Based on the findings of this research study, there are indicators that show students’
verbal linguistics. The indicators in my research that finds is that students can show
their creativity, performance, confidence, and their understanding toward how much
they have the abilities and command on the verbal linguistic intelligence it is fully
represented in storytelling, speaking cards, and presentation sessions of my actions
which are inspired by personal experience and reading it in front of their friends.
Students on these indicators have verbal-linguistic intelligence. This can be seen from
all the actions of my research when I have conducted them. According to Lang and
dan Evans (2006), an important aspect of thinking is the ability to think creatively
(Santrock, 2011)
Suggestions Based on the results of this research study, teachers and all education
practitioners are suggested to understand the students’ intelligences. Whether the
students have to develop their verbal-linguistic intelligence to have better
0
0.5
1
1.5
2
2.5
Clear
Topic
Body
language
Eye
contact
Confident
Control
Connections
Correction
of
words
Finish
on
time
1 2 3 4 5 6 7 8
Student 4
Series1 Series2

15
achievement in the learning. Each student has different level of intelligence, and the
main goal in learning is growth. This study highlights the impact of verbal-linguistic
intelligence of the seventh grade students. The characteristics of their verbal-linguistic
intelligence can be viewed from these actions analysis in which the strategies stated
are promising and successful activities for the learners. Finally, the future researchers
can analyze other aspects of verbal-linguistic intelligence and the result of this study
may be used as early information to conduct further researches.
The findings obtained by analysing the data from students observation in all the
actions has given the answers of the questions about the difficulties they experience in
the process of primary reading and writing, and their solution offers for eliminating
these difficulties. The research findings obtained from student’s learning answers for
each question are presented in the analysis. Opinions of the participants were brought
together under common categories, skills and through the graphs, values and relevant
statements are presented.
5.1 Reflection
Verbal-linguistic intelligence is the ability to use words effectively, both orally and in
writing. This intelligence includes sensitivity to the meaning of words, the order of
words, sounds, rhythm and intonation of the spoken word, the ability to understand
the power of words to change the state of mind and convey information. The core
components of verbal-linguistic intelligence, covering skill of manipulating grammar,
phonology, semantics, and pragmatics. To stimulate the intellect of a child using
verbal language, we can invite children to converse, read stories/fables, presentations,
and puzzles. There are several models of educational verbal-linguistic intelligence
that can be developed through the study of literature. They involve activities such as
storytelling, presentations, crossword puzzles, talking, and writing about literary
works. This paper presents ideas for future researchers in both theoretical and
practical perspectives. From a theoretical perspective, the verbal-linguistic
intelligence-based learning design model should be continuously developed so that we
could produce verbal-linguistic intelligence-based learning designs that are suitable
with the demands of progresses in learning. Research on verbal-linguistic
intelligence-based learning design is still very limited and more detailed,
comprehensive, and deeper studies are necessary in this area.

16
In order to improve the success of learning toward verbal linguistic intelligence
teachers should constantly update learning models, especially verbal-linguistic
learning model with the new strategies, techniques, and variety of advanced activities.
Because with the help of them the student’s interest, and attention can be provided
easily in the learning. I have personally experienced that students were willing to
learn more and more during the actions of my research. I have realized if they have
taught according to their interests then we can bring a better and successful change in
the learning which can be purposely support the learning successfully.
5.2 Recommendations
This research study aimed to highlight the impact of verbal linguistic intelligence of
students in learning. The findings of the research shown that how the verbal linguistic
intelligence can be useful for the learning. In practicality, Gardner's multiple
intelligences theory can provide a framework for teachers in designing classrooms,
instruction, and curricula that meet the individual needs. In other words, helping
teachers and students realize that there are multiple ways to learn. Besides, "a person's
prominent types of multiple intelligences show not only his capacities but also his
favored learning styles" (Naseri & Ansari, 2013, p. 289). Based on the results reported
and the discussion conducted, the impact of verbal intelligence is highlighted which
can be a good for students learning and understanding for verbal linguistic
intelligence. The future teachers should design and organize the learners’ activities
and lesson differently based on the learners’ intelligence profiles. It should be
considered that, enough time is given for each topic for learners to discover it through
their much intelligence. Lastly, the further studies are required to explore the factors
affecting linguistic intelligence of prospective English teachers and effective activities
to improve it.

17
6. References
 CahyoHasanudin,A.F.(2020, jan).Verbal LinguisticIntelligence of the First-Year
Studentsof IndonesianEducationProgram:A Case inReadingSubject.EuropeanJournal
of Educational Research,9,117-128. Retrieved fromhttps://www.eu-jer.com/verbal-
linguistic-intelligence-of-the-first-year-students-of-indonesian-education-program-a-
case-in-reading-subject
 Dian Erlina1, L. M. (2019). LinguisticIntelligence of Undergraduate EFL
LearnersinHigherEducation:A Case Study.Universal Journal of Educational Research.
Retrievedfromhttp://www.hrpub.org/journals/article_info.php?aid=8324
 Hali,N.I. ( 2017, oct).The Actualizationof LiteraryLearningModel Basedon
Verbal-LinguisticIntelligence.International Journal of EducationandLiteracyStudies,42-
48. Retrievedfromhttps://eric.ed.gov/?id=EJ1160658
 Mujionoand Nakhrowi,S.F.(2019, December).The Effectof Verbal-Linguistic
IntelligenceandEmotional Intelligence onAcademicAchievementof IndonesianEFL
Learners.InternationalJournal of Learning,TeachingandEducational Research.
Retrievedfrom
https://www.researchgate.net/publication/338793452_The_Effect_of_Verbal-
Linguistic_Intelligence_and_Emotional_Intelligence_on_Academic_Achievement_of_Ind
onesian_EFL_Learners
 Shakouri,N.B. (2016, oct). Onthe relationshipbetweenindividuals'linguistic
intelligence andrecallinglexical itemsinSLA.October2016International Journal of
ResearchStudiesin Education6(4).Retrieved9September2016 , from
https://www.researchgate.net/publication/309656563_On_the_relationship_between_i
ndividuals'_linguistic_intelligence_and_recalling_lexical_items_in_SLA
 The Actualizationof LiteraryLearningModel basedon Verbal Intelligence.(2017).

18
Appendix A
(Consent Letter)

19
Appendix B
(Time Span)
AR
Topic: The Impact of Verbal Linguistic Intelligence on Learning at Elementary
Level.
Date Actions Task Tool Objectives Place
1/8/
2020
Reconnaissan
ce
Meeting to
take
permission
Consent
letter
To give the Consent
Letter for permission to
be granted.
High
School
2/8/
2020
Action 1 Storytelling Rubric To know and build the
level of understanding
of students on verbal
linguistic intelligence.
High
School
3/8
2020
Action 2 Speaking
Cards
Rubric To build up the
understanding of
students learning to
verbal linguistic
intelligence and to
build up confidence
among students.
High
School
5/8/
2020
Action 3 Presentation Checkli
st
To understand the
impact of verbal
linguistic through
performance and during
the delivery and also
understanding on their
learning.
High
School

20
Appendix C
(Rubrics and Checklist)
Rubric for Assessing Storytelling
High School Attached with GECE (W) Hyderabad
I am the Perspective Teacher of GECE (W) Hyderabad conducting the action research
on the Impact of Verbal Linguistic Intelligence on Learning at Elementary Level
for the purpose of this study I have used this Rubric for assessing the storytelling.
Note: This Rubric is categorized in four parts according to remarks (Excellent 4,
Good 3, Fair 2, and Need Improvement 1)
Student 1: Iqra
S.NO: Storytelling.
Category
Excellent Good Fair Need
Improvement
1 Introduction 3
2 Knowledge 3
3 Vocabulary 3
4 Voice 4
5 Duration 3
Student 2: Radhika
S.NO: Category Excellent Good Fair Need
Improvement
1 Introduction 3
2 Knowledge 3
3 Vocabulary 3
4 Voice 2
5 Duration 3
Student 3: Muskan
Improvement
1 Introduction 3
2 Knowledge 2
3 Vocabulary 2
4 Voice 3
5 Duration 2
Student 4: Fiza
Improvement
1 Introduction 2
2 Knowledge 2
3 Vocabulary 2
4 Voice 1
5 Duration 1
Adoptedfrom:Curtis.O(n.d),StorytellingRubric[TeacherPayTeachers],retrieved
fromhttps://www.teacherspayteachers.com/Browse/Search:storytelling%20rubric

21
Rubric for Assessing Speaking Cards
I am the Perspective Teacher of GECE (W) Hyderabad conducting the action research on the
Impact of Verbal Linguistic Intelligence on Learning at Elementary Level for the
purpose of this study I have used this Rubric for assessing the Speaking Cards. Note: This
Rubric is categorized in four parts according to remarks (Excellent 4, Good 3, Fair 2, and
Need Improvement 1)
Adopted
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.twinkl.com%2Fresource%2F
us2-e-94-presentation-rubric-progress-sheet&psig
Student 1: Iqra
S.NO:
Category
1 Content 3
2 Posture 3
3 Eye contact 4
4 Time 4
5 Clear voice 4
Student 2: Radhika
S.NO: Category Excellent Good Fair Need Improvement
1 Content 3
2 Posture 3
3 Eye contact 4
4 Time 3
5 Clear voice 3
Student 3: Muskan
1 Content 3
2 Posture 1
3 Eye contact 3
4 Time 3
5 Clear voice 3
Student 4: Fiza
1 Content 3
2 Posture 2
3 Eye contact 2
4 Time 2
5 Clear voice 1

22
Checklist for Assessing Presentation
I am the Perspective Teacher of GECE (W) Hyderabad conducting the action research on the
Impact of Verbal Linguistic Intelligence on Learning at Elementary Level for the
purpose of this study I have used this Checklist for assessing the Presentation.
Note: This Checklist is categorized in two parts according to remarks (Yes 2, and No 1)
Adopted from:
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.researchgate.net%2F
figure%2FChecklist-used-to-grade-the-Students-research-paper-presentation
Student 1: Iqra
S.NO: Skills Yes
2
No
1
1 Clear Topic 2
2 Body language 2
3 Eye contact 2
4 Confident 2
5 Control 2
6 Connections 1
7 Correction of words 2
8 Finish on time 1
Student 2: Radhika
S.NO:
Skills
Yes
(2)
No
(1)
1 Clear Topic 1
2 Body language 2
3 Eye contact 2
4 Confident 1
5 Control 1
6 Connections 2
8 Finish on time 1
Student 3: Muskan
S.NO: Skills Yes
(2)
No
(1)
1 Clear Topic 2
2 Body language 2
3 Eye contact 1
4 Confident 1
5 Control 1
6 Connections 1
8 Finish on time 1
Student 4: Fiza
S.NO: Skills Yes (2) No (1)
1 Clear Topic 1
2 Body language 1
3 Eye contact 1
4 Confident 2
5 Control 1
6 Connections 1
8 Finish on time 1

23
(Appendix D)
Worksheets and Pictures)

Impact Of Verbal Linguistic Intelligence On Learning At Elementary Level by Paras and Nadia Thalho

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