46 It can be concluded that the students thought that English was important for
them in order to get better futures, yet they assumed that speaking the language was not easy because of the lack of grammar and motivation. Dealing with those
problems, the teacher tried to use some techniques and media, however it did not improve much their speaking ability because it did not give the students more
chance to speak and the techniques used were boring. Thus, it is necessary for researchers to design English materials with variety of techniques and media that
will help students speak English better. In this case, designing speaking materials based on the multiple intelligences theory for the tenth grade students of Senior
High School.
2. Listing Standard Competences, Basic Competences, and Determining Topics
The standard competences and the basic competences were listed based on the curriculum 2006 KTSP. After listing the standard competences, the basic
competences were listed. The basic competencies were taken from 2006 curriculum as well. Next, the topics were determined based on the basic
competencies of the curriculum 2006 for the tenth grade of Senior High school. There were nine topics developed, and each unit consists of intelligences that will
be developed.
3. Determining Indicators
After listing the standard competencies and the basic competencies for each unit, the next step was to determine the indicators for each unit. Indicators
function to show whether the basic competences had been achieved. Here, the
47 indicators were defined from the synchronization between curriculum 2006 and
the eight areas of Multiple Intelligences.
4. Choosing the Teaching and Learning Activities Based on Multiple Intelligence Theory
The activities used in the study were based on the multiple intelligence theory for the tenth grade students of senior high school. The activities chosen
were aimed to practice and develop the students’ intelligences, and to build their speaking ability.
5. Material Development
After listing the standard competencies, the basic competencies, determining the topic and indicators, and choosing the activities; next the materials were
designed. The materials were designed based on the multiple intelligence theory, which is proposed by Howard Gardner. The materials were designed without
neglecting other skills outside the speaking area, that is, listening, speaking, and writing.
6. Evaluation
After designing the materials, the materials were evaluated by distributed the evaluation questionnaires on the designed materials to the preliminary field
testing participants. The English teachers of the tenth grade of SMA BOPKRI I Yogyakarta and the English lecturers of Sanata Dharma University were involved
48 as the preliminary field testing participants of product evaluation survey. They
gave feedback, evaluations, and some comments about the designed materials. They were also considered as inputs to revise the materials so the final design
could be presented.
7. Revision
