CHAPTER III RESEARCH METHODOLOGY
This chapter discusses the method of this study which consists of six parts: research method, research participant, research instruments, data gathering, data
analysis and research procedure.
A. Research Method
This study is to answer two problems stated in the first chapter. Firstly, how a set of integrated English instructional materials based on Multiple
Intelligence theory for language major of SMA Santa Maria Yogyakarta is designed. Secondly, what a set of integrated English instructional materials based
on Multiple Intelligence theory for language major of SMA Santa Maria Yogyakarta
looks like. The final goal of this study is to present integrated English instructional materials based on MI theory which can be used directly by teachers
at school. This study can be used as the model for other teachers who want to develop learning material based on multiple intelligence theory.
In order to achieve the goal, the writer employed the research and development cycle RD cycle by Borg and Gall 1986. It is stated that
educational research and development RD is a process used to develop and validate educational product. The goal of which is not to discover new knowledge
through basic research, yet establish product that is ready for operational use in the schools Borg and Gall, 1986: 772. Using RD cycle, the writer was able to
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study and implement relevant research findings in developing the product, field- testing and revising the product based on the feedback of field-testing stage.
RD cycle delivers ten major steps those are Research and Information Collecting, Planning, Developing Preliminary Product Form, Preliminary Field
Testing, Main Product Revision, Main Field Testing, Operational Product Revision, Operational Field Testing, Final Product Revision, and Dissemination
and Implementation. The RD cycle is used to describe the material development in this chapter. However, it does not explicitly provide the important information
which is needed in designing instructional material. Hence, the writer combined RD cycle with Kemp’s design which is stated in the previous chapter because
Kemp’s model has flexibility in which the designer is able to move forward and backward in material developing steps if it is considered necessarily. Considering
the limited devices and time, the writer made some adjustments of the steps to be taken. In this study, the writer used five steps adapted from RD cycle as follows:
1. Research and Information Collecting
The first step was research and information collecting. There were three Kemp’s steps applied here which were identifying learners’ characteristics,
considering support services, and conducting pre-assessment. The information was collected in four ways; school observation, teachers and students interview,
questionnaires distribution and MI test. Research and information collecting also involved library study which supported designing material based on MI theory.
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