1. Observation Checklist
The observation checklist was conducted during school observation. The aim of this observation checklist was to survey supported services and devices
which were available in the school. It was significant as the consideration in designing learning material based on MI theory. The information being collected
was about facilities, budget, and number of students and English teachers, lesson duration, and other supported information. The observation checklist can be seen
in the appendix C.
2. MI Test
MI test is a list of questions which students should choose the best response according to their character and fact. The test serves as a simple
introduction to recognizing and respecting differences in intelligence among students Campbell, 1996: xx. From the outcome of the test, the writer was able
to summarize the strongest intelligence the students’ possess. By being aware of students’ intelligences, the writer was able to decide equitable subject content and
activities which supported students to learn English best. The test can be seen in the appendix F.
3. Interview
In this study, interview was conducted to collect data about participants’ knowledge, opinions, ideas and experiences during English lesson. The interview
would be conducted in research and information collecting. The participants were students and teachers of language major of SMA Santa Maria Yogyakarta. The
writer used open-ended questions in order students were able to answer the
questions freely by their own words. The responses were recorded by MP3 player. The questions in the interview were about students’ personal perception about
English material that had been used in their school, their experiences, problems, opinions, and ideas related to English material in language major.
4. Questionnaires
Questionnaire is a set of questions used to gather information in a survey Microsoft Encarta 2009. The questionnaire being conducted was easily and
quicker filled in by circling the most appropriate option. Based on Ary et al 2002: 75, the type of questionnaire used in this study was in the form of
structuredclosed form and unstructuredopen form in order to make the data gathering more valid.
In this study, there would be two times of questionnaires distribution: first in research and information collecting and second in field testing. The first
questionnaire distribution was managed in research and information collecting to compile information about students’ characteristic, needs and background,
supported facilities and devices. The information would be employed as consideration in developing designed material.
The second questionnaire in field testing was conducted to gather feedbacks and comments about the designed material from teachers and lecturers.
This questionnaire was treated as post-designed evaluation. The questionnaire consisted of two parts. In the first part, the respondents should choose the degree
of agreements of fifteen statements by circling the number. There were five points of agreements namely totally agree, agree, uncertain, disagree, and totally
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