4 Teachers and Students’ Role
Teachers and students have their own roles which is interrelated. The teachers’ roles will determine the role of language learners automatically Setyadi,
2006: 19. According to Campbell 1997: 7 as cited in Ricards and Rogers 2001: 120, MI theory is not prescriptive that gives teachers a complex mental model
from which to construct curriculum and improve themselves as educators. Teachers are expected to understand, master, and be committed to MI model.
Teachers not only think of themselves merely as language teachers, as Christinson 1997: 12 said that they have role as the major contributor to the development of
students’ intelligence. As well as teachers, students need to see themselves engage in a process of
personality development and beyond that of being successful language learners. They need to see their goals in general as the whole person: the well-rounded
individuals and successful learners Richards and Rodgers, 2001: 120. Being aware of their own intelligence, students will know how to use it and get benefits
from it.
B. Theoretical Framework
This section discusses the stages in designing material. The writer has to understand first the principles of instructional design and multiple intelligences
theory before finding out the objective of this study: the integrated English instructional materials based on Multiple Intelligence theory for language major
grade eleven of SMA Santa Maria Yogyakarta.
The activities in designed material are developed based on MI theory. MI theory promotes the students to best learning using their own intelligences. The
students are able to recognize their strength in learning. Hence, they are able to perform the best in learning process.
In constructing English instructional design material, the writer uses her own model adapted from Kemp’s model, as the framework. In this study, the
writer does not do the revision after the product is implemented and evaluated as Kemp suggests, yet the revision of designed material will be conducted after
questionnaires distribution to some English teachers of language major in SMA Santa Maria Yogyakarta
and ESELP lecturers of Sanata Dharma. The questionnaire distribution aims to gather feedback of the designed material.
Below are the steps which are taken as the framework. However, the Kemps’ steps are flexible. The adjustment can be taken if it considers necessary.
1. Identifying learners’ characteristics
The designer has to know about learners’ characteristics that will affect instructional design. Learners’ characteristics include all information about the
learners’ capabilities, needs, and interests. According to Kemp 1977: 19, learners’ characteristics which are most helpful to design an instructional plan
consist of two factors: academic factors and social factors. Academic factors are numbers of students, academic background, study habits, level of English
proficiency, background of the subject, and motivations of studying, expectation of the course and vocational and cultural aspirations. Social factors are age,
relation among students, social-economics situation, and physical and emotional handicap.
2. Considering available support services
In this step, the support services are considered before making plans of instructional method, activities, and preparing the deigned material. The support
services include fund, facilities, accommodation, equipment, time and schedule to be used in the instructional material.
3. Conducting pre-assessment
In this study, pre-assessment were conducted by interviewing English teachers of language major grade eleven. It includes the information of students’
proficiency level and study background.
4. Stating the general purposes, goals, and listing the topic
The first step in designing instructional material is stating the goals and listing the topic. Goal is the ‘basis for understanding and skills the society expects
the institute to transmit’ Kemp, 1977: 14. Goals determine ‘what students will be able to perform at the end of the whole of instruction’ Dina, 2003: 36. It is in
line with 2006 School Based Curriculum, which is currently used in SMA Santa Maria Yogyakarta
. The general purposes refer to ‘Competency Standard’ according to 2006 School Based Curriculum. ‘Basic Competence’ is used instead
of ‘goal’ to state the performance to be achieved at the end of the instruction. The topics are listed after determining competency standard. The topics are selected
based on the result of research and information collecting questionnaire.
5. Stating learning objective
Learning objectives are set in terms of objectives. Objectives concern with learning as the outcomes of instructions. Based on the 2006 School Based
Curriculum, learning objective is presented in terms of indicators. Indicators are the elaboration of basic competences to measure students’ outcome.
6. Listing the subject contents
Before listing the subject content, the intelligences being employed in each lesson are determined. The intelligences, which are used in each lesson, are
arranged in blue print of intelligence. Then, the subject contents are started to organized.
7. Select teachinglearning activities and resources
In this study, the designer selects the teachinglearning activities for the instructional material. It includes the selection of the appropriate instructional
methods and instructional resources for accomplishing each objective. Then, the materials are selected to provide learning experience which associated with each
objective. Supporting materials are able to motivate students and effectively explain and illustrate the subject content. The materials are selected and directly
taken from certain sources or adapted and adjusted based on learners’ needs.
8. Evaluating the designed material
In Kemp’s model, evaluation is ready to measure the learning outcomes relating to the objectives. Since in this study the designed material is not
implemented, the evaluation is done to measure whether the designed material is acceptable or not. Evaluation may be happened in any steps of developing
instructional materials. The purpose is to develop
appropriate English instructional designed material. After the designed material is ready, the
evaluation is conducted.
9. Revising
After the evaluation is done, the feedback and suggestions are used to revise the designed material and any parts that need improvement. Revision is done to
improve the designed material as the best version material. The steps in
developing instructional materials are described in figure 2.2 below.
Figure 2. 2: Steps of Developing Instructional Material
Identifying learners’ characteristic
Stating the general purpose, goals, and listing the topic
Select teachinglearning activities and resources Stating learning objective
Evaluating the design material Considering available support services
Conducting pre-assessment
Revising Listing subject content
