41 In the preliminary field testing, the writer also used questionnaire which
distributed to a lecturer and three English tutors of English Mastery Program. The questioner was a structured questionnaire which has limited answers see
Appendix E.
2. Research Procedure
Research procedure presented in this part was adopted from the theoretical framework in Chapter II and five steps of RD method used in this study. The
steps are discussed as follows:
a. Research and Information Collecting
In this step, some steps were done in order to gain data needed in this study. Therefore, the writer started with asking permission to coordinator of
English Mastery Program of Titian Foundation, Bayat, Klaten, to conduct the research there. After asking for permission, the writer continued with conducting
the students’ intelligences observation through distributing MI inventory and also distributing questionnaire to gather students’ opinion, lacks, and needs. Besides,
the interview was done by interviewing the coordinator of the English Mastery Program. Some relevant books, documents, journals, articles, and any information
about MI were read broad the writer’s knowledge about the theories applied in this study.
b. Planning
In Planning step, the writer started to define students’ intelligences, stating the general purpose, goals and listing topics, specifying the learning objectives,
and listing the subject content. The writer used the data obtained from the
42 previous step to determine the appropriate materials based on the students’
intelligences. The data from the first step were used as the basis to define goals, topics, the indicators, and also select the teaching-learning activities and resources
in this study.
c. Development of Preliminary Form of Product
In this step, the materials of the design developed based on MI. The instructional materials, handouts, and the activities are designed based on the
result of MI inventory. The intelligences which covered the most in the materials are the strongest intelligences of the students, but almost all of the seven
intelligences are included in each unit in the module. The reason is to introduce the intelligences to the students.
The material was adopted from many resources which supported the materials to be a proper designed set of English speaking instructional materials
for Level 1 of English Mastery Program.
d. Preliminary Field Testing
The materials evaluation in this study was conducted in this step to obtain experts’ and tutors’ feedback, opinions, comments, and suggestions toward the
materials designed by the writer. Later on, the evaluation will be used to revise the materials designed. The questionnaire was distributed to an English lecturer and
three English tutors with various teaching experience.
e. Final Product Revision
Revising the designed materials was required in this step in order to present the better materials. The feedback, suggestion from the evaluation step,
