skills which are reading skill, writing skill, listening skill, and speaking skill, as well as grammar and vocabulary are taught in an integrated manner Nunan, 2003:
206. Richards and Rogers 2001: 64 stated that integrated material focuses on
the mastery of integrated communicative skills rather than a mere mastery of target language. Integrated skills are needed in real life Richards and Rogers,
2001: 208, which is why students need to be involved with activities that link those four skills.
3. The Description of Language Major
Language major is one of classes that Senior High School in Indonesia offers to students besides science and social classes. English is one of the main
subjects should be taught in the class. In KTSP Kurikulum Tingkat Satuan Pendidikan
, it is stated that students learn English to be able to communicate in real life.
Graduate’s competency standard emphasizes that English subject is directed to develop certain literacy levels. They are performative, functional,
informational, and epistemic. In performative level, students are able to read, write, and speak using symbol. In functional level, students are able to use English
in real life such as reading newspaper, manual or instruction. In informational level, students are able to access knowledge using language while in epistemic
level; students are able to express knowledge into target language Wells, 1987. Senior High School students are expected to achieve informational level to
continue their study in university.
4. Multiple Intelligence Theory
In order to design a set of English instructional materials based on multiple intelligences theory, the writer should have knowledge about multiple
intelligences theory. Therefore, in this part the writer discusses the theory of multiple intelligences namely: a definition of human intelligence, a description of
the eight intelligences, and implementing MI theory in the classroom.
a. Definition of Human Intelligence
Dr. Howard Gardner, professor of Education at Harvard University has conducted researches on the development of human cognition capacities. Based
on Gardner’s point of view, the common premise of intelligence theory adheres two fundamental assumptions: that cognition is unitary and that individuals can be
adequately described as having a single, quantifiable intelligence Campbell et al: xix.
Each intelligence has a developmental feature and is observable. Intelligences reveal distinctive cognitive features. The combination of each
intelligence which is used in highly personal ways may bring the strength to deal with problems. Gardner’s research revealed a wider family human intelligence
than was previously believed. Instead of viewing “smartness” in terms of a score on a standardized test, Gardner 1993: xv defined intelligence as:
The ability to solve problems that one encounters in real life The ability to generate new problems to solve
The ability to make something or offer a service that is valued within one’s culture
