53 In the ninth question, 100 of the students agreed that the material
covered in the old module is interesting. On the other hand, in the tenth question, 33.33 of the students disagreed that the material has some variation. While 50
of the students agreed and 16.66 of the students strongly agreed that the material has some variation. As the conclusion for the material in the old module, which
was stated in the eleventh question, 66.66 students agree and 33.33 of the students strongly agreed that the materials are easy to learn.
Questions twelfth and thirteenth were about the topics covered in the old English module. For the twelfth question, 66.66 students disagree while 33.33
of the students agreed that the topics are boring. In the thirteenth question, 16.66 of the student strongly disagreed and 83.33 of the students disagreed that the
topics covered are difficult to be learnt. For the last close-ended question, 33.33 of the students agreed and 66.66 of the students strongly agreed that the module
has to be developed. As the conclusion, the old English module actually was good; the material
and topics covered were easy to be learnt. But then, it needs a development in the variation of the material. It means that if there is a development for the module,
the topics can be used again since those topics are easy. For the open-ended questions which try to gather data about students’ opinion can be seen in
Appendix B. Besides answering the questionnaire through giving an opinion on the
statement available, the students also did MI inventory. The MI inventory is adopted from Amstrong 1994. Below is presented the result from MI inventory
54 which had done by the participants. To be noted, the names in the table are not
the real names of the participants.
Table 4.5 The Result of MI Inventory
No
Name
Linguis -tic
Log – Math
Vis - Spatial
Bodily - Kinesth
Musical Interper
-sonal Intraper
-sonal
1,8,15,22, 29,36,43,5
2,9,16,2 3,30,37,4
4,51 3,10,17,24
,3138,45,5 2
4,11,18,25, 32,39,46,53
5,12,19,26,3 3,40,47,54
6,13,20,27,3 4,41,48,55
7,14,21,28,3 5,42,49,56
1 Adinda
Oktalia 6
5 5
5 7
4 7
2 Mira
Jamila 4
7 6
4 2
7 5
3 Maria
Diah A. 6
4 4
4 5
7 6
4 Dian Indri
5 4
5 2
4 3
4 5
Arifin Huda
5 6
3 2
4 3
4 6
Rista Shintia
6 3
4 3
2 4
5
Total 32
29 27
20 24
28 31
The aim of MI inventory above is to find out the strength of students’ intelligences. After finding the strength of students’ intelligences, the writer
calculated the students’ answers see Appendix C. By calculating the answers, the writer decided which intelligences will be covered the most in the next
developed module.
2. Planning
In planning step, the writer used the data from research and information collection as the basis. There were some steps which should be done in planning
step according to Kemp’s instructional design model. After collecting the data from interview, questionnaires, and MI inventory,
the writer started to choose the goals objectives, themes topics, and general purposes which may included in the material.
55 a Determining the Learning Goals
The goals of designing material were to help the students to have enough speaking skill practices and also help them to use their MI.
b Determining the Topics Based on the result of pre-design survey, the materials which are used in
the last module are already suitable for the students since it already covers linguistics intelligence. Therefore, the writer chose some topics from the last
module. The topics chosen are:
1. Let’s Be Friends 2. Thanks a Million
3. I Always … 4. I Wanna Be…
c Determining the Learning objectives
Table 4.6 The Objectives of the Topics
Unit Topic
Specific Instructional Objectives
1.
Let’s Be Friends The students are able to:
a. read and practice the dialogue. b. answer the comprehension
questions. c. do language exercise in form of
practicing the expressions. d. ask people’s personal information,
exchange their personal information, then report it to the
class
e. use their logical-mathematical intelligence, linguistic intelligence,
intrapersonal, interpersonal and
56 bodily-kinesthetic intelligences.
2.
Thanks a Million The students are able to:
a. read the poem. b. understand the message delivered
through the poem. c. write their own thank-you note.
d. develop their linguistic intelligence, intrapersonal,
interpersonal, and bodily- kinesthetic intelligences.
3.
.I Always … The students are able to:
a. use Simple Present correctly to tell their habits.
b. exchange their personal information about their daily
activities with others. c. develop linguistic intelligence,
intrapersonal, interpersonal and bodily-kinesthetic intelligences.
4.
I Wanna Be… The students are able to:
a. read the poem correctly. b. communicate with others.
c. exchange their personal opinion
with others. d. use their musical intelligence by
singing a song. e. develop linguistic intelligence,
musical, intrapersonal, interpersonal and bodily-
kinesthetic intelligences.
3. Development of Preliminary Form of the Product
In this section, the materials were designed based on the result of Planning step. The researcher selected the teaching and learning activity that is appropriate
to accommodate the students in achieving learning objectives. The teaching learning activities were selected based on the MI theory. The materials themselves
were developed from many sources which could support the materials
57 development. The most of the pictures used in the material designed was created
by the writer.
4. Preliminary Field Testing
After designing the materials, the researcher did the preliminary field testing by distributing questionnaire for evaluation. This step was conducted to
know whether the materials were appropriate and applicable for Level 1 of English Mastery of Titian Foundation. The researcher analyzed the result of the
questionnaire after the participants returned the questionnaire to the researcher. The summary of the participants for the evaluation is presented in the following
table:
Table 4.7 The Description for the Evaluation Groups of
respondents Educational
Background Teaching Experience
Sex S1
S2 S3
1-5
5-10
10
F M
Lecturer -
1 -
- -
1 1
- English tutor
3 -
- 3
- -
2 1
The researcher conducted the evaluation questionnaire which consists of 10 close-ended statements and 5 open-ended questions. In the close-ended
questions, the respondents have to choose the scale that indicates the degree of agreement to the statements provided. Hereby the explanation of the degree of
agreements: 1
: Strongly disagreevery poor 2
: Disagreepoor 3
: Neutral 4
: Agreegood 5
: Strongly agreevery good
58 The descriptive statistics of the data obtained from the evaluation
questionnaires were analyzed and presented in the following table:
Table 4.8 The Frequency of the Respondents’ Opinion
No. Evaluated Item
Degree of Agreement
Central Tendency
1 2
3 4
5 N
Mean
1 The general instructional
objectives are well formulated.
- -
2 -
2 4
4
2 The specific instructional
objectives are well formulated.
- -
- 3
1 4
4.25
3 The specific instructional
objectives are able to support the attainment general
instructional objectives -
- 1
1 2
4 4.25
4 The materials match with the
goals and objectives. -
- 2
2 -
4 3.5
5 The topics are selected
properly and well arranged. -
- 4
- 4
4 6
The MI are evenly distributed.
- -
1 3
- 4
3.75 7
The content of the set of English speaking instructional
material using MI is relevant with the students of Level 1
English Mastery or students of 1
st
grade of senior high school.
- -
- 4
- 4
4
8 The activities presented in the
set of English speaking materials using MI can
facilitate the students to understand the topic being
discussed. -
- -
4 -
4 4
9 The activities presented in the
set of English speaking instructional material can
facilitate the students to use their MI.
- -
- 4
- 4
4
10 Generally, the instructional
materials are well elaborated. -
- -
3 1
4 4.25
