61
e. The Result of Interview with Students
The researcher interviewed four students randomly from two classes, two
students from each class.
The purpose was to gain deeper explanation of students’ interest toward English and their experiences of learning English in more personal
and relaxing situation. The sample was selected because they had many questions about learning English when they had time to ask questions about learning
English with the researcher. From the result of interview see table B8, Appendix B with 4 students,
there were three students who liked English and one student who did not like English. The students who liked English had different reasons, such as because it
was easier than math, because the teacher ’s way of teaching, because English is
important, and because of English songs. Meanwhile the student who did not like English had a reason that it was difficult. From those answers, the researcher
would develop materials that can reduce students’ fear of English and help them change their paradigm that English is difficult by providing more colourful and
enjoyable materials along with enjoyable teaching techniques guides for teachers. On the other side, four of the students agreed that English was important to find
jobs. Related to teaching and learning in school, those students were not yet
satisfied with the teaching and learning English in their school because of less variation of teaching and learning. Then, the major activities in English lesson
were explaining the module, and translating. It was proved by the answers of all of those students. Then, students said that they practiced the four skills, which are
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
62 reading, writing, speaking, and listening. For the English materials, they used 2
references of materials, a book and a module, but they mostly discussed the module. Related to the less variation of English in class, the researcher would
design materials that provide students with various activities, such as pictures, recording, or learning outside the class.
The interview also showed that those students had different ways of learning. In this situation, MI based materials would help them learn according to
their dominant intelligences. Besides, it was expected that students could develop well, together with the knowledge that they grasp through teaching and learning in
school Uno Kuadrat, 2009. From all results of the questionnaires for teachers and students, and the
results of interviews with teachers and some students showed the major similarities of the students’ needs. The first, students needed more various
activities in learning English. The second, students needed to be encouraged and more motivated to learn English. Lastly, it could be inferred from the mostly used
teaching and learning activity which was lecturing, the students needed to be more active in learning in classroom.
From the students’ needs results, the development of MI based materials was a good solution for them. MI consists of linguistic, logical-mathematical,
spatialvisual, bodilykinesthetic, musical, interpersonal, intrapersonal, and natural intelligences.
Various activities which are provided through MI based materials allow students to learn English through English texts, pictures, recordings,
interactive activities, moving, role play, games, etc. Those provide students with
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63 situations to learn English. Additionally, various activities can
increase students’ motivation. Besides, students would not only sit and listen for the whole lessons.
It could help them avoid boredom.
2. The Result of Planning
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