Educational Research and Development

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e. The Students Roles in Teaching Speaking Based on Multiple Intelligence Theory

Multiple intelligence approach is student-centered Gardner, 1993: 78. By applying multiple intelligence theory in speaking class, students are given a chance to explore and learn English in many ways, and they have opportunities to direct their own learning. According to Richards and Rodgers 2001: 118, to be a better second language learner, a leaner should be: 1 A goal-directed learner. Students can benefit from learning by setting themselves presentation goals and assessing their own progress. 2 A happy Learner. Through the various activities offered by Multiple Intelligence Theory, the students will experience a different atmosphere of speaking class.

5. Educational Research and Development

Borg and Gall 1983: 771 suggest a strategy to develop and educational products effectively. This strategy is called research and development RD. It consists of a cycle in which a version of the product is developed, field-tested, and revised on the basis of field-test data. The steps of this strategy are usually referred to as the RD cycle. The major steps in the R D cycle are as follows. a Research and information collecting- Includes review of literature, classroom observation, and preparation of report of state of the art. b Planning- Includes defining skills, stating objectives determining course sequence, and small scale feasibility testing. 27 c Develop preliminary form of product- Includes of instructional materials, handbooks, and evaluation devices. d Preliminary field testing- Conducted in from 1 to 3 schools using 6 to 12 subjects. Interview, observational, and questionnaire data collected and analyzed. e Main product revision- Revision of product as suggested by the preliminary field-test results. f Main field testing- Conducted in 5 to 10 schools with 30 to 100 subjects. Quantitative data on subjects’ precourse and postcourse performances are collected. Results are evaluated with respect to course objectives and are compared with control group data, when appropriate. g Operational product revision- Revision of product as suggested by main field-test results. h Operational field testing- Conducted in 10 to 30 schools involving 40 to 200 subjects. Interview, observational, and questionnaire data collected and analyzed. i Final product revision- Revision of product as suggested by operational field-test results. j Dissemination and implementation- Report on product at professional meeting and in journals. Work with publisher who assumes commercial distribution. Monitor distribution to provide quality control. 28 Educational research and development RD is a process used to develop and validate educational products Borg Gall, 1983:772. This study is also intended to develop and validate educational products for the tenth grade of Senior High School Students. For thus, this study belongs to educational research and development.

B. Theoretical Framework

There are seven steps to take in designing the instructional materials based on the Multiple Intelligences theory. The steps are the combination of Kemp and Yalden models. The steps are as follows.

1. Conducting Needs Survey

This step is adapted from Yalden instructional design model. In the study, the designing materials will be based on multiple intelligences theory for the tenth grade of Senior High School students and conducting needs survey is the starting point in designing the materials. It is used to learn about the students’ needs. In doing so, questionnaires were distributed to the students of the tenth grade of Senior High School and an informal interview was conducted for the tenth grade English teacher of Senior High School.

2. Listing Standard Competences, Basic Competences, and Determining Topics

This step is adapted from Kemp model. It was used to determine the basic competences of the materials design based on the students’ need. The topics, then, were chosen based on the necessity to achieve the goals. 2006 curriculum was used to determine the standard competences, basic competences, and topics.