readable. In general, the materials were already well-developed. The various learning activities were interesting and likely applicable.
The activities implementing MI theory were seen in various activities which actively involved the students. Students were also encouraged to use
English in the class. One respondent suggested the room for feedback given to the students because if the students spoke or wrote without providing feedback, they
could only be fluent, yet inaccurate speakers and writers. Overall, no significant revision was recommended by the respondents.
They considered the designed material applicable and met the standard. The MI theory applied in learning materials was in line with SBC. The teachers’ manual
was considered as a helpful tool for the teachers. The task instructions, key answer, and photocopiable materials were easily applied as well as the syllabus
and the lesson plan. However, one of the respondents suggested giving the example which was used of each material in the lesson plan to better clarify the
concept. It was also suggested to add more learning indicators as many as the number of competencies.
5. Main product Revision
The result of field testing questionnaire clearly denoted that the designed material had been quite satisfactory. Thus, there was no need to carry out
significant change in the designed material. Yet, the revision made to follow some suggestion stated in the field testing questionnaire.
The first suggestion dealt with the layout of pictures used in the designed material. Since the pictures were used in learning tasks for students, it should be
in clear and readable features. The writer decided to do the revision regarding this suggestion.
The second suggestion related to the example used in each material that was written in the lesson plan. The writer considered the clear intelligibility that
the teachers would get to define the concept. It would be helpful to interpret the concept in the lesson plan.
The last was related to the number of learning indicators which were less than the number of competencies. Actually, the number of indicators could be less
that the number of the competences as long as it had described the objectives the students should accomplish in the end of learning process. Considering the
obvious competences to be achieved by the students, the writer agreed to add the number of learning indicators which were carefully arranged, yet still covered by
the appropriate time.
B. The Designed Materials
In order to answer the second research question in the first chapter, 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 version of the designed material is presented in this study.
The materials are compiled in two forms: the students’ book and the teachers’ manual. In the teachers’ manual, the rationale of the designed material is
completed with the task instruction, key answer, photocopiable materials, as well as the syllabus and the sample of lesson plan. The materials are including the
audio recordings to be used as the listening passage, video, and slide show which
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