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support learning. 10
Generally, the contents are well arranged. 4
4.2
c. Participants’ Comments and Suggestions on the Materials Design
Additionally, the open-ended questionnaires were distributed to obtain the participants’ comments, criticism, and feedback on the designed materials. Most
of the participants gave good impression toward the materials. They stated that the materials were good, well arranged, interesting, and appropriate for the tenth
grade students of Senior High School. The suggestions are elaborated as follows.
a. It would be better if the students were given more exercises that focus on the individual development.
b. If it is possible, conduct active researches by implementing the material in a real class situation.
c. The coloring of the pictures still needed improvement. d. There were some instructions that needed to be clarified further.
6. Revision
The revision was made based on the feedback and suggestions from the participants. The revision is elaborated as follows.
a. Response to the Participants’ Evaluation
1 Some exercises that focus on the individual development, in this case was intrapersonal intelligence were added in the materials.
61 2 The pilot study will be conducted to implement the material.
3 The coloring of the pictures was improved by adding tone in color. 4 Some clarifications on the instruction were made by simplifying them
into more understandable instructions.
b. The Presentation of the Designed Materials
The final version of the designed materials was made to answer the second answer on the problem formulation. The materials consist of nine units. The
following table shows the description of the designed materials.
Table 4.6. The Topics and the Sections of the Designed Materials
The detail of the materials can be seen in the appendix
UNIT TOPIC
SECTION 1
Getting to Know You a. Let’s find out
b. Let’s say it c. Let’s move it
d. Let’s come together 2
What’s the Matter? a. Let’s see it
b. Let’s say it c. Be your self
d. Let’s find out e. Let’s come together
f. Let’s move it 3
My Story a. Let’s see it
b. Let’s find out c. Let’s say it
d. Let’s play music e. Let’s come together
62 4
Living Well a. Let’s see it
b. Let’s find out c. Be your self
d. Let’s go green 5
It’s Simple Like ABC a. Let’s see it
b. Let’s draw it c. Let’s find out
d. Let’s come together 6
Thank You… a. Let’s see it
b. Let’s find out c. Let’s sat it
d. Be your self e. Let’s move it
f. Let’s come together 7
Oh, My God a. Let’s see it
b. Let’s say it c. Let’s find out
d. Let’s move it 8
A Party? a. Be your self
b. Let’s say it c. Let’s find out
d. Let’s come together e. Let’s see it
f. Let’s play music 9
Discovery Channel a. Let’s go green
b. Let’s play music c. Let’s say it
d. Let’s see it e. Let’s find out
f. Let’s come together
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of two parts: the conclusions of the study and the suggestions for the English teachers or instructors and the future researchers.
A. Conclusions
This research was aimed to design Speaking Materials based on Multiple Intelligences Theory for the Tenth Grade Students of Senior High School. After
completing the research, some conclusions were achieved. First, the combination between Kemp model and Yalden model was adapted in designing the materials
in order to answer the first questions. The combination of the models was presented as follows: conducting needs survey; determining competency
standard, basic competence and topics; determining indicators; selecting teaching learning activities and resources; designing the instructional materials; evaluating
the instructional materials; and revising the instructional materials. Second, to answer the second question of this research, a set of speaking
materials based on multiple intelligence theory for the tenth grade students of Senior High School was designed. The designed materials contained nine units.
The nine units of the designed materials are presented as follows. Unit 1
: Getting to Know You Unit 2
: What’s the Matter? Unit 3
: My Story Unit 4
: Living Well
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