22 Multiple Intelligences theory since speaking involves all of intelligences
Champbell, Champbell, Dickinson, 1996. The materials will be designed based on each intelligence or the combination of two or more intelligences. The
design also considers the characteristics of young learners and also speaking materials that are suitable for them.
In designing the speaking materials, the writer adapted Dick and Carey’s design since it has already provided the steps needed by the writer to develop
suitable design of speaking materials for the fourth grade students of SDN Bogem 2 Sleman Yogyakarta. Because of the limitation of time, the writer chooses seven
steps in designing the speaking materials. These are the steps used by the writer in designing the material:
1. Identify Instructional Goals
In this step, the writer determines what was the goal of the product should be achieved by the students. The product of this study is speaking materials.
Therefore, firstly, the writer conducted semi structured interview with the English teacher of SDN Bogem 2 Sleman Yogyakarta related to designing speaking
materials for the fourth grade students. It aims to help the writer to identify the goals of designing speaking materials.
2. Conduct Instructional Analysis
The writer determines step-by-step what the writer is going to do to perform the goals of the design Dick Carey, 2008, p. 6. The writer consults
the books and other important materials to support the designed speaking materials based on Multiple Intelligences theory.
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3. Analysis Learners and Context
The writer analyzes the characteristics of the learners in the learning process. The writer joins the class to observe the characteristics of the students
while they are learning. This step is done by distributing pre-designing questionnaire to the students.
4. Write Performance Objectives
This step is done at the same time with the previous step. The writer observes the characteristics of the fourth grader grade students of SDN Bogem 2
Sleman, Yogyakarta which is related to speaking skill. Based on the information gathered from the previous steps, the writer
develops the skills what the students should achieve. The objectives are based on standard competency and basic competence for the fourth grade students.
5. Develop and Select Instructional Materials
The writer develops the materials which are based on the result of the previous steps. The materials are developed in line with multiple intelligence
theory. The writer collects other theories that support the design that is based on the eight intelligences provided in Multiple Intelligences theory. The Multiple
Intelligence theory covers verbal-linguistic, logical-mathematical, visual-spatial, musical, bodily-kinesthetic, intrapersonal, interpersonal, and naturalistic
intelligence. The activities provided are designed by considering developing the students’ intelligences.
The materials refer to verbal-linguistic intelligence consist of activities
which improve their speaking skill and their intelligence related to words. There
24 are ‘look, listen, and repeat words’ activities, short conversationsdialogues, and
self project on speaking to develop the students’ verbal-linguistic intelligence.
Logical-mathematical intelligence becomes the reference in providing exercises
which develop their logical thinking, problem-solving and also reasoning in
improving their speaking skill. The activities that emphasize visual-spatial
intelligence help the students to expand their English vocabulary with their ability to respond well to picture and colour-coded materials. Seeing colorful pictures
that come with the vocabulary and some dialogues help the students to learn using their visual-spatial intelligence. Moreover, the materials also provide pictures,
drawing, and matching the pictures with the dialogues. Some songs help the students to remember the vocabulary and expressions
learned and improve their musical intelligences. The activities that include bodilykinesthetic intelligence allow students to learn using their strong
awareness of physical action. The bodily-kinesthetic intelligence can be developed through singing and dancing activities, playing mime game, guessing
the verbs from the teacher gestures. The students can also improve their
intrapersonal intelligence through self-projects in the materials designed. Students’ interpersonal intelligence is also improved through some activities that
allow them working in group. Naturalist intelligence became the reference to
provide exercises that enable the students to learn outdoor where they can interact with their natural environment Champbell, Champbell, Dickinson, 1996.
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6. Design and Conduct Formative Evaluation of Instruction
