for the writer to watch what exactly happened while the writer was teaching. Moreover, the writer could watch the teaching-learning activities more than once
since the recording must be replayed many times. Therefore, it must help the writer in analyzing the data so that the result of the study would be more accurate.
D. Data Gathering Techniques
Dealing with the two major questions or problems which would be investigated, the writer used observation checklists and field notes, and conducted
interviews and video recording in gathering the data. All instruments were carried out during the study by teaching English as a local content to the fifth grade
students in SD Kanisius Kintelan in a month which took four meetings. In conducting the study, firstly, the writer gathered the data through the
observation checklists. It was aimed to know how well the students did all the activities in teaching-learning process. There were four observation checklists
which were made from four units of the materials related to the indicators stated in the lesson plans.
Secondly, the writer used field notes to obtain brief notes and then to expand it in a descriptive form. Since the writer taught directly in front of the
class, therefore, the field notes were done by an observation partner. The field notes conducted four times based on the amount of the material units that were
taught to the students. Thirdly, the writer conducted informal interviews in each meeting with
five students of the class. The interviews were conducted after each teaching-
learning process had done in order to get the feedback from the students. The interviews were recorded so that it would help the writer analyze the data later on.
In this study, the writer used guided-interview. It means that the questions of the interview had been prepared to make the interview became more effective and it
could be focused only on the answers that are expected to avoid the bias. The last one, the writer conducted video recording that was operated by a partner to record
what exactly happened in the class during the teaching-learning process in order to provide additional information needed in answering the two major problems of
the study.
E. Data Analysis Techniques
The data were taken from the observation checklists, field notes, interviews and video recording. There were several steps must be taken in
analyzing the data. To make it simpler, the writer used two techniques in analyzing the data, which were coding and triangulation.
1. Coding
According to Wiersma 1995: 217 “Coding is a process of organizing data and obtaining data reduction. In essence, it is the process by which
qualitative researchers ‘see what they have in data’.” In the coding process, the writer conducted two steps. The first step of
coding dealt with the result of observations checklists and field notes. It was done because the results of observation checklists and field notes were disorganized
and not the entire field notes results were important to report.
In conducting the coding process, the writer referred to the criteria of students’ feedback of seven intelligences according to Dickinson 1996: 246.
Those are: a.
Linguistic Intelligence LI: The writing process b.
Logical-Mathematical Intelligence LMI: Pattern identification in mathematical process
c. Visual-Spatial Intelligence VSI: The use of colour, shape, and design
d. Kinesthetic Intelligence KI: Eye, hand, body coordination through
juggling e.
Musical Intelligence MI: Two-part rhythms f.
Interpersonal Intelligence INTER-I: Conflict mediation g.
Intrapersonal Intelligence INTRA-I: Personal goal-setting The students’ feedback criteria were used to help the writer make data
categorization and data reduction. Moreover, the criteria helped the writer to know students’ attitude during the teaching-learning process, students’ ability in
doing the materials given, what students perceive about the materials given in their learning process, and what factors which influence them.
The second step of coding process dealt with the result of the interviews. The coding process of the interview results was similar to the coding process of
the observation checklists and field notes results. First, the writer listened the recording many times and made the transcription. Then, she conducted the coding
process. The coding process of the interviews results were based on the four questions which were involved in the interview.
2. Triangulation
The second technique used in analyzing the data was triangulation. It was conducted after all of the coding process had finished. Patton 2002: 556 states
“The combinations of interviewing, observation, and document analysis are expected in much fieldwork….In data analysis that the strategy of triangulation
really pays off, not only in providing diverse ways of looking at the same phenomenon but in adding to credibility by strengthening confidence in whatever
conditions are drawn.” Hence, triangulation was a suitable technique in analyzing the data.
The writer used the second type of triangulation, which was triangulation of qualitative data sources. Taking this triangulation types, the writer must
compare and check the methods or instruments used in the study. It means comparing and cross-checking the consistency of information derived at different
times Patton, 2002: 559. First, the writer compared and combined the result of coding of the observations checklists, field notes, and interviews. In this step, the
writer must see whether there were any differences in the results of the observations checklists, field notes, and interview or not. Second, the writer
checked the consistency of what the students said and did about the same thing over the time through the results of observation checklists, field notes, and
interviews coding. The last step of analyzing the data through triangulation was by watching the results of the video recording to find some additional data.
Furthermore, all of the analysis presented or described in a form of descriptive writing considering that the study was a qualitative descriptive study.
The writer described the sequence of the process, the activities and the result in a form of paragraphs in answering the two major questions of this study.
F. Research Procedures
This study was conducted through several procedures. First, the writer decided the subject of the study and made the problems of the study. There were
two problems which became the focus of the study. Those problems concerned with how the implementation of Multiple Intelligences theory through a set of
integrated materials to teach English to the fifth grade students is conducted and some factors influencing it.
Then, the writer gathered some information needed to answer the two problems of this study. The information were included the literary review and
related sources. Next, the writer designed the study including what method had to use, what and how the data had to obtain, haw the data had to analyze, and how
the data had to report. This study was qualitative descriptive study which applied survey as the
method. The subjects of this study were the fifth grade students of SD Kanisisus Kintelan Yogyakarta
in the second semester during 2008 2009 academic year. After that, the writer chose the instruments used to obtain the data. There were
four instruments used in this study, which were observation checklists, field notes, interviews, and video recording. The observation checklists, field notes and the
video recording were conducted during teaching-learning process by asking a partner to do them since the writer had to teach directly in front of the class. The
interviews were conducted after each teaching-learning process had finished. It was aimed to get the feedback from the students of the implementation. The next
step was analyzing the data. The writer took two steps in analyzing the data, which were: 1 the analysis of the implementation of integrated materials based
on Multiple Intelligences theory to teach English to the fifth grade students and 2 the analysis of the factors that influence it. The writer used two techniques in
analyzing the data, which were coding and triangulation. The coding technique was used to analyze the data from the observation checklists, field notes, and
interviews. Moreover, the triangulation technique was used to compare, check and combine all of the instruments used in this study to obtain and produce more
accurate results. The last step was reporting the result of the study. It dealt with the results
or the answers of the two major problems of this study. All of the analysis of the data result were presented in a form of descriptive writing in which the writer
described the sequence of the process, the activities and the results in a form of paragraphs considering hat this study was a qualitative descriptive study.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
This chapter deals with the presentation of the research results and its discussion. It is divided into two main sections. The first section deals with the
discussion of the process of the implementation, which answers the first problem on how Multiple Intelligences theory through a set of integrated materials is
implemented. The second one deals with the discussion of research result which answers the second problem that is some factors which influence the
implementation of Multiple Intelligences theory through a set of integrated materials.
A. The Implementation of the Multiple Intelligences Theory through a Set of Integrated Materials
This section discussed the process of the implementation of Multiple Intelligences theory through a set of integrated materials to teach English to the
fifth grade students. In this section, the writer divided the discussion into two main topics. They were: 1 the elements of the tasks and activities; 2 the
processes and the findings of the implementation of the seven intelligences.
1. The Elements of the Tasks and Activities
To facilitate students’ learning, the writer provided various activities and tasks in order to reduce their boredom they faced during the teaching-learning
process. The activities and the tasks were taken from the set of integrated
