77
GAMBARAN UMUM
Penelitian ini berjudul Speaking Materials based on Multiple Intelligences Theory for the Tenth Grade Students of Senior High School. Pada dasarnya, tujuan
penulisan tugas akhir ini adalah mengembangakan teori kecerdasan ganda yang diprakarsai oleh Howard Gardner untuk melatih kemampuan berbicara untuk
murid kelas sepuluh SMA. Dengan menggunakan teori kecerdasan ganda ini, dikembangkanlah aktivitas-aktivitas yang diharapkan dapat menstimulasi delapan
area kecardasan; diantaranya verbal-linguistik, matematis-logis, ruang-visual, kinestetik-badani, musik, interpersonal, intrapersonal, dan lingkungan hidup.
Materi pembelajaran ini dikembangkan berdasarkan kurikulum 2006 atau yang lebih dikenal dengan nama Kurikulum Tingkat Satuan Pendidikan KTSP.
A. Latar Belakang
Penulisan materi ini dilatarbelakangi oleh tiga hal. Pertama, pengajaran bahasa Inggris di sekolah yang hanya menekankan pada pengembangan
kecerdasan verbal-linguistik dan kecerdasan matematis-logis. Kedua, kebutuhan murid SMA untuk dapat berbicara bahasa Inggris dengan baik. Ketiga,
penagajaran bahasa Inggris di kelas yang hanya menggunakan metode ceramah, sehingga hanya menguntungkan sebagian murid yang mapu menangkap pelajaran
secara verbal, tetapi tidak untuk para murid yang memiliki kecerdasan lainnya, misalnya musik. Penulisan materi ini merupakan tawaran sebagai alternatif materi
pengajaran bahasa Inggris khususnya untuk melatih kemampuan berbicara untuk murid kelas sepuluh SMA.
B. Tujuan
Materi pengajaran ini merupakan pengembangan dari teori kecerdasan ganda yang aktifitas-aktifitasnya bertujuan untuk merangsang berkembangya
78 berbagai macam kecerdasan yang ada di dalam diri para murid melalui kemapuan
berbicara. Selain itu, desain pembelajaran ini juga diharapkan dapat membantu guru untuk memberikan variasi dalam mengajar. Semoga materi ini dapat benar-
benar berguna bagi murid maupun guru.
C. Isi
Materi Mencakup sembilan unit yang melatih kecerdasan ganda tertentu. Kecerdasan ganda tersebut ditandai dengan ikon-ikon berupa gambar berikut ini:
• •
• •
• •
• •
verbal-linguistik matematis-logis
ruang-visual musik
kinestetik-badani interpersonal
intrapersonal lingkungan hidup
Setiap kegiatan yang ada memberi kesempatan pada murid untuk berlatih menggunakan kecerdasan ganda yang mereka miliki. Materi pembelajaran yang
digunakan, didisain menurut Kurikulum 2006 KTSP.
79
Appendix C. Research and Information Collecting
80 Name :
Class : Give circle to the answers you chose
Thank you-
No. Questions
Options
a. Yes 1.
Do you think that English needs to be learnt?
b. No a. Yes
2. Are you interested in speaking
skill? b. No
a. Yes 3.
Do you think it is easy to speak in English
b. No a. Vocabulary
b. Pronunciation c. Grammar
d. Idea e. Motivation
4. What are your difficulties of
learning English especially speaking?
f. Others: ……………. a. To get a better future
b. To raise the ability c. To communicate with foreigners
d. To have pleasure 5.
In your opinion, what is the usage of studying English especially
speaking?
e. Others: ……………. a. Explanation
b. Group discussion
c. Role Play d. Question and answer
e. Singing f. Learning outside the class
6. What is the technique that has been
used by your teacher in teaching speaking?
g. Games a. Pictures
b. Cards
c. OHP d. Tape
e. TV Video 7.
What is the media that has been used by the teacher in teaching
English especially in speaking?
f. Board a. Yes,.……………………………..
…………………………………….. 8.
Are you satisfied with the techniques and media that have
been used by the teacher to improve your speaking skill? Why?
b. No, ……………………………... ……………………………………..
81
The Results of the Interview with the English Teacher of the Tenth Grade of SMA BOPKRI I Yogyakarta, which is conducted in February 12, 2008.
Name : Veronica D.
Occupation : Teacher
Educational Background : S1
Teaching Experience : 3 years
1. Question: What do you think about the importance of English for the
students of Senior High School?
Answer: I think English is very important to be taught in Senior High
School Student since English is a global language. Educated people who want to get success must be able to master English, both in oral and
written. That is why; I want my students to be able to master English well, in order to be able to compete in the world. I believe English would lead
them to be a better life in the future.
2. Q: What about speaking skill? Does it play a big role in learning English?
Why speaking skill is very important to be taught in Senior High School?
A: I think speaking skill is needed for Senior High School Students.
Speaking is one of the skills that become the most issue. I think if the students want to master English, they need to be able to speak it.
3. Q: How is the teaching-learning process so far, especially in teaching
speaking to the students? Is there any special method used in teaching speaking?
A: It seems to me that the students have lack motivation in speaking
English. They were not insecure to speak that language. The problems might because the lack of vocabulary, pronunciation, and confidence. The
students need to get push harder to build their confidence. So far I use lecturing and group discussion in teaching learning activities.
However, those activities do not improve much their speaking, since the students still speak with their first language in a group discussion.
82 Moreover, the students are passive when I give them a lecture. “It will be a
hard challenge to me to ask my students to speak English.”
4. Q: Do you know about the Multiple Intelligences Theory? Have you ever
applied the Theory in teaching English; especially in teaching speaking?
A: I have heard once about the theory of multiple intelligences, but I do
not really understand the application of multiple intelligence theory in teaching learning process, especially in teaching speaking skill to the
students.
83
Appendix D. Preliminary Field Testing Questionnaires
84
QUESTIONNAIRE OF MATERIALS EVALUATION FOR ENGLISH TEACHERS AND LECTURERS
The questionnaire is intended to obtain the feedback about the designed materials to improve the materials. As a respondent of this research, you are asked
to state your judgment toward these designed materials that are enclosed.
Respondent’s Identity
Name :
Occupation : teacher lecturer
Educational Background : diploma S1 S2 S3 others
Teaching Experience :
years You are asked to choose one of the opinions by giving a check √ according to
the degrees of agreement, which are categorized as follows: 5 = strongly agree
4 = agree 3 = doubt
2 = disagree 1 = strongly disagree
Degree of Agreement No.
Respondents’ Evaluation 5
4 3
2 1
1. The designed materials are suitable with the
basic competencies. 2.
The indicators are well formulated. 3.
The contents are appropriate for the tenth grade of Senior High School students.
4. The topics are well arranged.
5. The materials are able to improve students’
speaking in learning English. 6.
The activities are well elaborated and developed
85 based on the symbols used for each areas of
intelligence. 7.
The number of activities in each unit has been sufficient for the time given.
8. The materials can facilitate the learners to
achieve the indicators. 9.
There are various, activities, materials, and media that support learning.
10. Generally, the contents are well arranged. 1. What are your opinions about the designed materials overall?
2. What are your suggestions to improve the design?
3. For those; who have known about the theory of Multiple Intelligences: a What are your opinions toward the symbols used in this design to
represent each area of intelligences?
b What are your suggestions to improve the implementation of the theory of Multiple Intelligences of the design?
Note: circle the appropriate one
86
Appendix E. The Syllabus
8 7
Evaluation Standard
Competence Basic
Competence Learning
Materials Learning
Activities Indicators
Multiple Intelligences
Area Learning
Methods Instruments
Time Allotm
ent Sources
Speaking 3.
Conveying meaning in
transactional and
interpersonal conversations
in daily life context.
3.1
Conveying meaning in formal
and informal transactional get
things done and interpersonal
socialization discourses
accurately, fluently and acceptably by
using simple spoken language in
daily life contexts which include
introduction, greeting and
closing. o
Introduction:
A: I’m Janice. B: I’m John
o
Greeting
A: Hello, nice to meet you
B: Nice to meet you too.
o
Closing
A: Bye, John B: Bye.
1. Students answer questions on the
topic. 2. Students read
and practice the dialog.
3. Students identify expressions of
introduction, greetingclosing.
4. Students discuss the expressions of
introduction, greetingclosing.
5. Students make their own role play
based on the expressions and
then perform it in front of the class.
1. Students are able to identify
the expressions of introduction,
greetingclosing. 2. Students are
able to give and respond the
expressions of introduction,
greetingclosing. 3. Students are
able to create and perform a
role-play in front of the class using
the expressions of introduction,
greetingclosing interpersonally.
- Mathematical- Logical
- Verbal- Linguistic
- Interpersonal. - Explanation
- Question
and answer - Group
discussions - Role play
Students’ Performanc-
es 2 x 45
Minutes
Let’s Say It
B. The Explana-
tion
Sudarwati, M
Grace, E. 2007. Look
Ahead for Senior
High School
Students Year X.
Penerbit Erlangga.
8 8
3. Conveying
meaning in transactional
and interpersonal
conversations in daily life
context.
3.2 Conveying
meaning in formal and informal
transactional and interpersonal
discourses accurately, fluently
and acceptably by using simple
spoken language in daily life contexts
which include: the act of showing
attention, and sympathy.
o
Expressing attention:
- Look at you - What’s the matter
with you? - What’s the
matter?
o
Expressing sympathy:
- I’d like to express my deepest
condolences. - I’m sorry to hear
that. - I’m awfully sorry
about the tragedy. 1. Students identify
pictures which show the
expressions of giving attention,
and sympathy. 2. Students read
and practice the dialog.
3. Students identify the expressions of
giving attention, and sympathy
4. Students give opinions using the
expressions of giving attention,
and sympathy. 5. Students fill the
blanks with the expressions of
giving attention, and sympathy.
6. Students make their own role play
on the expressions, and then perform it
in front of the class.
1. Students are able to identify
the expressions of giving
attention, and sympathy.
2. Students are able to give and
respond the expressions of
giving attention, and sympathy.
3. Students are able to share
their opinions using the
expressions of giving attention,
and sympathy. 4. Students are
able to create and perform a
role-play in front of the class using
the expressions of giving
attention, and sympathy.
- Verbal- Linguistic
- Intrapersonal - Bodily-
Kinesthetic - Explanation
- Question
and answer - Group
discussions - Role play
Students’ Performanc-
es 2 x 45
Minutes
Let’s Say It
B. The Explana-
tion Purwati, M
Yuliani, M. 2005.
English for a Better
Life for Grade X of
Senior High
School. Pakar
Raya.
4. Conveying
meaning in short
functional texts, in forms
4. 2 Conveying
meaning and rhetoric steps in
essay by using various written
Narrative text: - Tells something
which happened in the past
and its purpose is to
1. Students identify the picture given.
2. Students rearrange the
1. Students are able to identify
the generic structure of
narrative texts. - Mathematical-
Logical - Musical
- Explanation - Question
and answer - Group
discussion
Students’ Performanc-
es 2 x 45
Minutes
Let’s say it
Purwati, M Yuliani,
M. 2005.
8 9
of recount, narrative, and
procedure in daily life
context. texts accurately,
fluently, and acceptably in daily
life contexts in a form of narrative
text. entertain, create,
stimulate emotion, motivate the
readers. - Consists of
orientation, complication, and
resolution. narrative text
3. Students identify the linguistic and
generic structure from the narrative
text given. 4. Students sing a
song. 5. Students make
their own narrative composition.
2. Students are able to identify
the linguistic structure of
narrative texts. 3. Students are
able to use past tense in telling a
sequence. 4. Students are
able to story telling.
- Individual assessment
- Listening to the music
English for a Better
Life for Grade X of
Senior High
School. Pakar
Raya. The
Story: Red
Riding Hood
http:ww w.pitt.edu
4. Conveying
meaning in short
functional written texts in
forms of recount,
narrative, and procedure in
daily life contexts.
4.2 Conveying
meaning in a short functional written
text e.g. advertisement in
formal and informal using
various written texts in daily life
context.
Advertisement 1. Students read
some examples of advertisements.
2. Students identify an advertisement
by finding the information.
3. Students convey the meaning of the
advertisement by watching the
example of the advertisement on
TV. 4. Students share
their opinions about
advertisements. 5. Students make
1. Students are able to read short
functional texts e.g.
advertisement. 2. Students are
able to identify meaning of short
functional texts e.g.
advertisement. 3. Students are
able to respond some functional
short texts in daily life
context, e.g. advertisement.
4. Students are able to produce
- Visual-Spatial - Intrapersonal
- Naturalistic - Explanation
- Question
and answer - Group
discussion - Class
discussion - Individual
assessment
- Watching TV.
Students’ Performanc-
es 2 x 45
Minutes
The Pepsi Advertise-
ment http:ww
w.pepsi.co m
9
their own advertisements and
perform it in front of the class.
and perform some functional
small texts in daily life
context, e.g. advertisement in
front of the class.
4. Conveying
meaning in short
functional texts, in forms
of recount, narrative, and
procedure in daily life
context.
4.2 Conveying
meaning and rhetoric steps in
essay by using various written
texts accurately, fluently, and
acceptably in daily life contexts in a
form of procedure.
Procedure:
• Asking for
instruction: - How do you
make the cake? - Please tell me
how to make the kite.
• Giving for
instruction: - First….
-Second… - Next ….
1. Students read the conversation and
identify the steps of procedure.
2. Students identify the conversation
using pictures. 3. Students practice
the expressions on asking and giving
for instructions. 4. Students make
their conversation about procedure by
playing a ‘Tell Me How to….’ game.
1. Students are able to identify
the process of procedure.
2. Students are able to ask for
instructions and giving for
instructions. 3. Students are
able to make their own
procedure on making
something.
- Verbal- Linguistic
- Visual-Spatial - Interpersonal
- Explanation - Question
and answer - Group
discussion - Game
- Individual
assessment.
Students’ Performanc-
es 2 x 45
Minutes
The Photo Cube
http:ww w.instructa
ble.com
9. Conveying
meaning in transactional
and interpersonal
conversations in daily life
context.
9.1 Conveying
meaning in formal and informal
transactional get things done and
interpersonal socialization
discourses accurately, fluently
and acceptably by using simple
spoken language in daily life contexts
o
Gratitude
A: Thank you very much.
B: Don’t mention it.
o
Compliment
A: You look beautiful.
B: Thank you. o
Congratulation
1. Students Identify pictures which
show gratitude, compliment, and
congratulation.
2. Students read the dialog about
showing gratitude, compliment, and
congratulation.
3. Students reflect 1. Students are
able to identify the expressions
of gratitude, compliment, and
congratulation.
2. Students are able to express
gratitude.
3. Students are able to respond
- Verbal- Linguistic
- Interpersonal - Bodily-
Kinesthetic - Explanation
- Question
and answer - Group
discussions - Individual
assessment - Role play
- Self
reflection
Students’ Performanc-
es 2 x 45
Minutes
Let’s Say It
B. The Explana-
tion Purwati, M
Yuliani, M. 2005.
English for a Better
Life for Grade X of
Senior High
9 1
which include expressions on
gratitude, compliment, and
congratulation. A: Congratulation
You’re the winner. B: Oh, my God
Thank you. about their good
things on them. 4. Students do quiz
activity. 5. Students
observe on the compliments and
congratulation with friends.
6. Students make a role play and
perform it. on the
expressions of gratitude.
4. Students are able to give
compliment.
5. Students are able to respond
on the compliment
given.
6. Students are able to give
congratulation. 7. Students are
able to respond on the
congratulation given.
School. Pakar
Raya. Let’s
Come Together
A. The Observati
on Sheet
http:exch anges.state
.goveduca tionengtea
chingprag maticsishi
hara.htm
9 . Conveying
meaning in transactional
and interpersonal
conversations in daily life
context.
9.2 Conveying
meaning in formal and informal
transactional get things done and
interpersonal socialization
discourses accurately, fluently
and acceptably by using simple
spoken language in daily life contexts
which include expressions on
being surprised and o
Being surprised:
A: How can you say that?
B: Well, that’s the fact.
o
Not believe:
A: I can’t believe it.
B: That’s true. 1. Students identify
pictures which show being
surprised, and not believe.
2. Students read and practice the
dialog. 3. Students practice
the expressions on being surprised and
not believe. 4. Students discuss
1. Students are able to identify
the expressions of being
surprised and not believe.
2. Students are able to express
being surprised. 3. Students are
able to respond on the
expressions of being surprised.
- Verbal- Linguistic
- Mathematical- Logical
- Bodily- Kinesthetic
- Explanation - Question
and answer - Group
discussions - Individual
assessment - Role play
Students’ Performanc-
es 2 x 45
Minutes
Let’s Move It
http:ww w.transport
er.tv
9 2
not believe. their opinions
about the topic. 5. Students make a
role play and perform it in front
of the class. 4. Students are
able to express not believe
expressions. 5. Students are
able to respond on the
expressions of not believe.
6. Students are able to perform a
role play in front of the class use
the expressions of being
surprised and not believe.
9. Conveying meaning in
transactional and
interpersonal conversations
in daily life context.
9.2 Conveying meaning in formal
and informal transactional get
things done and interpersonal
socialization discourses
accurately, fluently and acceptably by
using simple spoken language in
daily life contexts which include
expressions on accepting and
refusing an invitation.
o
Invitation:
I’d like to invite you for dinner this
Saturday. o
Accepting:
Thank you. I’d love to.
o
Refusing:
I wish I could, but I have other plans.
1. Students answer the questions given
2. Students practice the conversation.
3. Students discuss their opinions
about the topic. 4. Students practice
a conversation by making their own
dialog. 5. Students make a
role play using pictures given and
perform it in front 1. Students are
able to identify the expressions
of accepting and rejecting an
invitation. 2. Students are
able to give and respond the
expressions of accepting and
rejecting an invitation.
3. Students are able to share
their opinions about the topic.
- Intrapersonal - Interpersonal
- Visual-Spatial - Explanation
- Question
and answer - Group
discussions - Individual
assessment - Role- play
- Singing Students’
Performanc- es
2 x 45 Minutes
Let’s Say It
B. The Explana-
tion Sudarwati,
M Grace, E.
2007. Look Ahead An
English Course for
Senior High
School Sudetns
Year X. Penerbit
Erlangga.
9 3
of the class. 6. Students sing a
song. 4. Students are
able to create and perform a
role-play in front of the class using
the expressions of accepting and
rejecting an invitation.
10. Conveying meaning in
short functional
texts, in forms of narrative,
descriptive, and news item
in daily life context.
10.1 Conveying meaning and
rhetoric steps in essay by using
various written texts accurately,
fluently, and acceptably in daily
life contexts in a form of news item.
News item text - Headline
- Newsworthy event
- Background event
- Source 1. Students identify
the picture and answer the
questions given. 2. Students sing a
song. 3. Students read an
article about dolphin and discuss
it. 4. Students share
their opinions about the topic by
drawing a picture and answering
questions. 5. Students make
their own news about global
warming. 1. Students are
able to use simple present
tense in describing things
and people. 2. Students are
able to tell news in monolog.
3. Students are able to be a
reporter. 4. Students are
able to be a story teller.
- Naturalistic - Musical
- Verbal-
Linguistic -Visual-Spatial
- Explanation - Question
and answer - Group
discussions - Individual
assessment - Role play
- Singing Students’
Performanc- es
2 x 45 Minutes
Let’s Say It
A. Read the article
about dolphin
and B. Read
the tips on making
news
Zeman, A. Kelly,
K. 1995. Everything
You Need to Know
about English
Home Work.
Scholastic Inc.
94
Appendix G. The Lesson Plan
95
LESSON PLAN Senior High School Students
Subject : English
Class : X
Unit : 1
Topic : Getting to Know You
Standard Competence
:
3. Conveying meaning in transactional and interpersonal conversations in daily
life context Basic Competence
:
3.1 Conveying meaning in formal and informal transactional get things done
and interpersonal socialization discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts which include introduction,
greeting and closing.
Indicators :
• Students are able to identify the expressions of introduction, greetingclosing.
• Students are able to give and respond the expressions of introduction,
greetingclosing. •
Students are able to create and perform a role-play in front of the class using the expressions of introduction, greetingclosing interpersonally.
Multiple Intelligences Area
:
Logical-Mathematical, Verbal-Linguistic, Interpersonal. Time Allotment
: 2 x 45 Minutes 1 meeting
A. Learning Materials :
Attached B. Learning Methods
: Explanation, Question and answer, Individual
assessment, Group discussions, and Role play. C. Learning Activities
:
No. Activities
Time Allotment Learning Method
1. Pre-Activities
• The students answer
5` Question and answer
96
questions about dating. 2.
Whilst Activities
• Students read and practice a dialog.
• Students identify
expressions of introduction, greetingclosing.
• Students move around the
class to ask their friends about dating.
10` 15`
25` Individual assessment,
Explanation Group discussions
3.
Post-Activities
• Students make their own
role play based on the expressions and then
perform it in front of the class.
35` Role play
E. Media :
• Situational cards on the expressions of
introduction, greeting and closing
F. Evaluation
: The Student’s Performance Scoring Guidance
Name :
Class :
Student Number :
Mark No.
Subject
1 2
3 4
Total
1 Fluency
2 Pronounciation
3 Intonation
4 Accuracy
5 Performance
Total mark Scoring:
Total mark x 5 = ...... Comments and Suggestions
: ....................................................................... 1. Students get score between 1-4 based on the fluency.
2. Students get score between 1-4 based on the correct pronunciation. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
97 3. Students get score between 1-4 based on the correct intonation.
4. Students get score between 1-4 based on the correct situation. 5. Students get score between 1-4 based on the facial expressions, gestures,
and movements.
For example: Mark
No. Subject
1 2
3 4
Total
1 Fluency
√ 4
2 Pronounciation
√ 4
3 Intonation
√ 4
4 Accuracy
√ 4
5 Performance
√ 4
Total mark
20
The score: 20 x 5 = 100 A
Comments and Suggestions : ......................................................................
D = 40 C = 40 - 59
B = 60 - 79 A = 80 - 100
G. Sources
: •
Purwati, M Yuliani, M. 2005. English for a Better Life for Grade X of Senior High School. Pakar Raya.
98
LESSON PLAN Senior High School Students
Subject : English
Class : X
Unit : 2
Topic : What’s the Matter?
Standard Competence
:
3. Conveying meaning in transactional and interpersonal conversations in daily
life context. Basic Competence
:
3.2 Conveying meaning in formal and informal transactional and interpersonal
discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts which include: the act of expressing happiness, attention,
and sympathy.
Indicators :
• Students are able to identify the expressions of happiness, attention, and
sympathy. •
Students are able to give and respond the expressions of happiness, attention, and sympathy.
• Students are able to share their opinions using the expressions of happiness,
attention, and sympathy. •
Students are able to create and perform a role-play in front of the class using the expressions of happiness, attention, and sympathy.
Multiple Intelligences Area :
Verbal- Linguistic, Intrapersonal, Bodily-Kinesthetic Time Allotment
: 2 x 45 Minutes 1 meeting
A. Learning Materials :
Attached
B. Learning Methods :
Explanation, Question and answer, Individual assessment, Group discussions, and Role play.
99
C. Learning Activities :
