The Result of Questionnaire

39 improving their various intelligences and to be motivated in involving the activities of speaking in English.

b. The Result of Questionnaire

There were seven questions in the questionnaire distributed. Based on the questionnaire, all students stated that English was an interesting subject. It meant they were interested to learn English. The second question was why they like English. The result can be seen through figure 4.1. Figure 4.1. Percentage of Student’s Reason to Learn English There were 55.8 of the students said they like to learn English because they wanted to be able to speak English well and there were 44.2 of the students said they like to learn English because they wanted to get good grade. From the data, the writer concluded that more than 50 of the students wanted to improve their speaking skill. However, the third question result showed that 79.4 of the students felt that English was difficult. The reasons were varied. There were 59 of them said English was difficult because they could not memorize the English vocabulary Want to speak English well To get good grade 0.00 10.00 20.00 30.00 40.00 50.00 60.00 Students reason to learn English 40 well. The other reason was because the topics given and the learning activities were not very interesting for them. The writer also identified the students’ dominant intelligence. The result can be seen in figure 4.2. Figure 4.2. Students’ Learning Ways in MI Theory The result showed that there were 23 of the students learn with their verbal-linguistic intelligence, 26 of the students learn with their logical- mathematical intelligence, 38 of the students learn with their visual-spatial intelligence, and 17 of the students learn with their musical intelligence. The result showed that the class had students with various intelligences. There were 47 of the students learn with their bodily-kinesthetic intelligence, 20 of the students learn with their naturalistic intelligence, 32 of the students learn with 5 10 15 20 25 30 35 40 45 50 Percentage of Students Learning Ways in MI Theory Percentage of Students Learning Ways in MI Theory 41 their interpersonal intelligence, and 17 of the students learn with their intrapersonal intelligence. The highest percentage of the students’ intelligence in learning was students who learn with their bodily-kinesthetic intelligence. However, the result showed that the fourth grader of SDN Bogem 2 Sleman Yogyakarta learn with various kind of intelligences. Based on this result, the writer would design the materials that involved all kinds of intelligences in the learning activities. The writer also provided topic options for the students based on the curriculum that was used in SDN Bogem 2 Sleman Yogyakarta. The students were allowed to choose three kinds of topics they like best. The result can be seen in figure 4.3. Figure 4.3. Students’ Choices of Topics Figure 4.3. shows that less than 20 of the students chose Directions. Greetings, Introduction, and Body and Face. There were 29 of the students who 10 20 30 40 50 60 70 80 Topics Topics 42 chose Preposition as the topic, and 35 of them chose Alphabets. The result was that the chosen topics were the three highest percentage of choices. They were Food and Drink, Things in the Classroom, School Activities. The percentage were in order 70, 61.7, and 73.5. The three topics was used in developing the speaking materials. The three topics were combined to design four units of speaking materials. 2. Planning After identifying instructional goals, the writer started to do the planning stage. This stage includes defining skills, stating objectives, and determining goals, topic and general purposes.Borg and Gall, 1983, p. 775. This stage is in line with the Conduct Instructional Analysis, Analysis Learners and Context and