Speaking materials based on the multiple intelligence theory for the tenth grade students of SMA BOPKRI I Yogyakarta...

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xiv ABSTRACT

Utami, Regina A. 2008. Speaking Materials Based on the Multiple Intelligence Theory for the Tenth Grade Students of SMA BOPKRI I Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study aims to design speaking materials based on the Multiple Intelligence (MI) theory for the tenth grade students of SMA BOPKRI I Yogyakarta. The areas of intelligences to be elaborated in this study are Verbal-Linguistic, Mathematical-Logical, Musical, Visual-Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and Naturalist Intelligences.

This study had two research questions: (1) how are speaking materials based on the Multiple Intelligence theory for the tenth grade students of SMA BOPKRI I Yogyakarta designed? And (2) what do speaking materials based on the Multiple Intelligence theory for the tenth grade students of SMA BOPKRI I Yogyakarta designed look like? The five steps of R & D cycle were employed to answer two questions above. The five steps were: (1) Research and Information Collecting, (2) Planning, (3) Development of the Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision.

Kemp and Yalden instructional design models provided steps to answer the first question. There were seven steps employed based on Kemp’s and Yalden’s instructional design models: (1) Conducting Needs Survey, (2) Determining Competency Standards, Basic Competences, and Topic, (3) Determining Indicators, (4) Choosing Teaching-Learning Activities, (5) Material Development, (6) Evaluation, and (7) Revision. Based on the evaluation by the English teachers of SMA BOPKRI I Yogyakarta and English Education lecturers of Sanata Dharma University; the mean was 4.0 up to 4.5 on a scale of 1-5. It is concluded that the designed materials are good and acceptable. In order to answer the second question, the final version of the designed materials was presented after conducting some revisions based on the feedbacks, comments, and suggestions from the preliminary field testing participants. The final version of the designed materials consists of nine units and each unit consists of intelligences that will be developed. The nine units, namely: (1) Getting to Know You, (2) What’s the Matter? (3) My Story, (4) Living Well, (5) It’s Simple like ABC, (6) Thank you…, (7) Oh, My God! (8) A Party?, and (9) Discovery Channel. The detailed presentation of the designed materials can be found in the appendix H.

Hopefully, this English speaking instructional materials encourages other researchers to conduct a further study on the Multiple Intelligence Theory.

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xv ABSTRAK

Utami, Regina A. 2008. Speaking Materials Based on the Multiple Intelligence Theory for the Tenth Grade Students of SMA BOPKRI I Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penelitian ini bertujuan untuk merancang materi pembelajaran speaking berdasarkan teori kecerdasan ganda bagi siswa kelas sepuluh SMA BOPKRI I Yogyakarta. Aspek-aspek yang akan dibahas di dalam penalitian ini adalah: kecerdasan verbal-linguistik, matematis-logis, musik, ruang-visual, kinestetik-badani, interpersonal, intrapersonal, dan kecerdasan alam.

Penelitian ini mengemukakan dua pertanyaan: (1) Bagaimana merancang materi speaking berdasarkan teori kecerdasan ganda bagi kelas sepuluh SMA BOPKRI I Yogyakarta? (2) Bagaimanakah bentuk rancangan materi speaking berdasarkan teori kecerdasan ganda bagi kelas sepuluh SMA BOPKRI I Yogyakarta? 5 langkah metode siklus R&D dipergunakan untuk menjawab dua pertanyaan diatas. 5 langkah tersebut adalah: (1) pengumpulan informasi dan hasil2 penelitian, (2) perencanaan, (3) pengembangan bentuk awal materi, (4) pengujian awal di lapangan, dan (5) perbaikan materi utama.

Model pembelajaran Kemp dan Yalden menyediakan langkah-langkah untuk menjawab pertanyaan pertama. Ada 7 langkah yg digunakan berdasarkan model pembelajaran Kemp and Yalden: (1) mengadakan survey kebutuhan, (2) menentukan standar kompetensi, kompetensi dasar, dan topik, (3) merumuskan indikator, (4) menentukan kegiatan pembelajaran, (5) pengambangan materi, (6) evaluasi, dan (7) perbaikan. Berdasarkan hasil evaluasi yang diperoleh dari guru-guru bahasa Inggris SMA BOPKRI I Yogyakarta dan dosen-dosed Pendidikan Bahasa Inggris Universitas Sanata Dharma; rata-rata yang diperole adalah 4.0 sampai 4.5 dari skala 1-5. Maka, dapat disimpulkan bahwa materi yang di rancang ini baik dan dapat diterima. Untuk menjawab pertanyaan ke dua; versi akhir dari materi yang dirancang, diperbaiki berdasarkan masukan, komentar dan saran dari responden. Versi akhir materi yang dirancang terdiri atas sembilan unit dan setiap unit membahas beberapa kecerdasan yang akan diatih dan diajarkan. Sembilan unit itu adalah: (1) Getting to Know You, (2) What’s the Matter? (3) My Story, (4) Living Well, (5) It’s Simple like ABC, (6) Thank you…, (7) Oh, My God! (8) A Party? dan (9) Discovery Channel. Materi secara detail dapat dilihat pada apendiks H.

Semoga desain materi ini dapat mendorong peneliti lain untuk mengadakan penelitian lebih lanjut tentang teori kecerdasan ganda.

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SPEAKING MATERIALS BASED ON THE MULTIPLE INTELLIGENCE THEORY

FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI I YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Regina Arum Utami Student Number: 021214105

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

YOGYAKARTA 2008

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ACKNOWLEDGEMENTS

I give my deepest thanks to my major sponsor C. Tutyandari, S.Pd., M.Pd. and to my co. sponsor, Drs. Concilianus Laos Mbato, M.A., for helping me to make the thesis possible.

I wish to thank Ms. Yuseva for supports and guidance. My appreciation also goes to Andre, Kilia and Bili for being my living companions, to my dear friends Wulan, Anggi, Ikas, Reni, Grace, Arai, Cicil, Lita, Udjo, O’ok, Dedi, Miko, Icha and Dias; for the eternal support, love, and never ending friendship. I thank Elvin and Erlisya, for giving me an opportunity to engage in pleasurable teaching, and I thank my mom and dad.

I give my gratitude for the students and teachers of SMA Bopkri I Yogyakarta, for sharing good times. “The brightest of blessing and love.”

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viii

TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGE ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

ACKNOWLEDGEMENTS ... vi

TABLE OF CONTENTS ... viii

LIST OF FIGURES ... xii

LIST OF TABLES... xiii

ABSTRACT ... xiv

ABSTRAK... xv

CHAPTER I: INTRODUCTION... 1

A. Research Background ... 1

B. Problem Formulation ... 4

C. Problem Limitation ... 4

D. Research Objectives... 5

E. Research Benefits ... 5

1. For students... 5

2. For English teachers... 5

3. For other researchers ... 6

F. Definition of Terms ... 6

1. Design ... 6

2. Instructional Materials... 6

3. Speaking ... 7

4. Intelligence ... 7

5. Senior High School Students ... 8

CHAPTER II: REVIEWOF RELATED LITERATURE... 9

A. Theoretical Description... 9

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a. Kemp Model... 9

b. Yalden Model ... 12

2. The Tenth Grade Students of Senior High School’s Characteristics .. 16

a. Social Development... 17

b. Emotional Development ... 17

c. Cognitive Development ... 17

3. Speaking Skill Theory ... 17

a. Nature of Speaking ... 17

b. The Process of Speaking ... 18

c. Teaching Speaking... 19

4. The Multiple Intelligence Theory ... 20

a. The Eight Intelligences ... 21

b. Applying Multiple Intelligences Theory in the Classroom ... 23

1) The Multiple Intelligences Activities Used in the Classroom ... 23

2) Deliberately Plan Lessons ... 24

c. The Description of Multiple Intelligences Theory in the Speaking Class ... 25

d. The Teachers Roles in Teaching Speaking Based on Multiple Intelligences Theory ... 25

e. The Students Roles in Teaching Speaking Based on Multiple Intelligences Theory ... 26

5. Educational Research and Development ... 26

B. Theoretical Framework ... 28

CHAPTER III: METHODOLOGY ... 31

A. Research Method ... 31

B. Research Participants ... 33

1. Research and Information Collecting Participants... 33

2. Preliminary Field Testing Participants ... 33

C. Research Instruments ... 34

1. Research and Information Collecting Instruments... 34

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D. Data Gathering Technique ... 36

1. Research and Information Collecting ... 36

2. Preliminary Field Testing ... 36

E. Data Analysis Technique ... 37

1. Research and Information Collecting ... 37

2. Preliminary Field Testing ... 37

a. Descriptive Statistics of Participants’ Opinions on the Designed Materials ... 37

b. Participants Comments and Suggestions ... 38

F. Research Procedure... 38

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ... 40

A. Material Development ... 40

1. Conducting Needs Survey ... 40

a. The Results of the Interview for the English Teacher of SMA BOPKRI I Yogyakarta ... 41

b. The Results of the Questionnaires for the Tenth Grade Students of SMA BOPKRI I Yogyakarta ... 42

2. Listing Standard Competences, Basic Competences, and Determining Topics... 46

3. Determining Indicators... 46

4. Choosing the Teaching and Learning Activities Based on Multiple Intelligence Theory ... 47

5. Material Development... 47

6. Evaluation ... 47

7. Revision... 48

B. The Designed Materials... 48

1. Listing Standard Competences, Basic Competences, and Determining Topics... 48

2. Determining Indicators... 50

3. Choosing the Teaching and Learning Activities Based on Multiple Intelligence Theory ... 55

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4. Material Development ... 57

5. Evaluation ... 58

a. The Description of Participants... 58

b. Data Presentation ... 58

c. Participants’ Comments and Suggestions on the Materials Design... 60

6. Revision ... 60

a. Response to the Participants’ Evaluation ... 60

b. The Presentation of the Designed Materials ... 61

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 63

A. Conclusions ... 63

B. Suggestions... 64

REFERENCES ... 66

APPENDICES ... 69

Appendix A. Letter of Permission ... 70

Appendix B. General Description ... 74

Appendix C. Research and Information Collecting... 79

Appendix D. Preliminary Field Testing Questionnaires... 83

Appendix E. The Syllabus... 86

Appendix F. The Lesson Plan ... 94

Appendix G. The Teaching Learning Activities and the Intelligences Being Developed ... 123

Appendix H. Speaking Materials Based on the Multiple Intelligence Theory for the Tenth Grade Students of SMA BOPKRI I Yogayakarta... 129

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LIST OF FIGURES

Page Figure 2.1 Kemp’s Instructional Design Plan ... 12 Figure 2.2 Yalden’s Instructional Design Plan ... 15 Figure 2.3 The Theoretical Framework Related to Research and

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xiii

LIST OF TABLES

Page

Table 2.1 Stages in Language Program Development... 14

Table 3.1 The Description of the Preliminary Field Testing Participants ... 34

Table 3.2 The Format of the Presentation of Preliminary Field Testing Result ... 38

Table 4.1 The Results of the Questionnaire for the Students... 43

Table 4.2 The Basic Competencies ... 49

Table 4.3 The Topics ... 50

Table 4.4 The Indicators ... 51

Table 4.5 The Result of the Evaluation Questionnaire... 59

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xiv ABSTRACT

Hopefully, this English speaking instructional materials encourages other researchers to conduct a further study on the Multiple Intelligence Theory.

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xv ABSTRAK

Semoga desain materi ini dapat mendorong peneliti lain untuk mengadakan penelitian lebih lanjut tentang teori kecerdasan ganda.

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CHAPTER I INTRODUCTION

This chapter presents the introduction of the study. It is divided into six parts: research background, problem formulation that formulates the questions which will be answered in this study, problem limitation that will identify the scope and the focus of the study, research objectives that present the expected results, research benefits that will elaborate what the benefits are, and definition of terms that defines significant words or phrases specially used in the study to clarify concepts and avoid misinterpretation.

A. Research Background

Language is a means of communication. Through language one builds relationships with others. The ability to function in a language is generally characterized in terms of being able to speak that language (Nunan, 1999: 225). According to Bloomfield (1993: 21), “Until the days of printing, literacy was confined to a very few people. All languages were spoken through nearly all of their history by people who did not read or write. By far the greater numbers of known speech, communities speak their language; none has ever been discovered that writes its language without speaking it.” Everybody speaks a language. Wherever we find a man, we find him speaking. One of the most important languages that must be considered is English. Mastering English means having ability to speak that language. Since English is an international language, it is regarded as one of the vital subjects to be taught in the education field.

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The study focuses on designing speaking materials based on the Multiple Intelligences (MI) theory for the tenth grade students of Senior High School. There are two considerations underlying the study taken. First, speaking is considered important to be used as a means of communication in English. Second, the tenth grade of Senior High School students is expected to be able to master speaking skill well based on Multiple Intelligences theory.

The tenth grade of Senior High School students are chosen since at their age (16 years old), the students are trying to know themselves deeply such as finding themselves as a complete and independent person through knowing their personalities and strengths. According to Craig (1979: 434), age 16 is adolescence’s best time in life ‘for action, both as the natural and formal frame of the body and mind,’ because it is a period of strength and vigor, or purer conscience that will direct them to their places in adult society. In other words, age 16 is the best age to give adolescences a chance to explore their multiple intelligences. The students have the opportunity to explore their potentials to be better people. By introducing them to the designed materials based on multiple intelligences theory, the students can actively involve in classroom and both to learn recognizing and developing multiple intelligences in them.

The study uses the theory of multiple intelligences. The theory was proposed by Howard Gardner (1983). Gardner claimed that all human beings possess multiple intelligences, which can be nurtured and strengthened through training and practice. According to Gardner in Intelligence Reframed: Multiple Intelligences for the 21st Century (1999), (1) all human beings possess all eight

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intelligences, such as Verbal-Linguistic Intelligence, Mathematical-Logical Intelligence, Musical Intelligence, Visual-Spatial Intelligence, Bodily-Kinesthetic Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence, and Naturalist Intelligence in varying amounts; (2) each person has a different intellectual composition; (3) education can be improved by addressing the multiple intelligences for students; (4) these intelligences are located in different areas of the brain and can either work independently or together; (5) these intelligences may define the human species. In short, each individual manifests varying level of these different intelligences, and thus each person has a unique ‘cognitive profile’. The theory of multiple intelligences proposes a major transformation in education world (Campbell, 1996: xviii). It provides eight different potential pathways in learning English and suggests several ways in which the material can be presented to facilitate effective learning. It challenges teachers to present their lessons in wide variety of ways using music, cooperative learning, art activities, role-play, multimedia, field trips, inner reflection, and so forth. The various activities offered by multiple intelligences theory such as learning through music, pictures, charts, group work will be helpful in practicing and developing the students’ speaking skill. Furthermore, multiple intelligences theory not only gives opportunities for the students to have a new way to know and find their potentials, but also gives teachers an awareness that stimulates them to find more ways of helping students in their classes. Teachers do not have to teach a material in all eight ways, just see what the possibilities are, then decide which particular pathways interest the most.

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In other words, teachers should realize that different students have different degrees of intelligences. Some students are smart in dealing with mathematics and logic; some are genius in music. Some are good at literature and so forth. In everyday English class, sometimes both teachers and students do not realize their obvious intelligences. The students cannot use their intelligences in the class activities. Hence, in the study, the eight intelligences above are considered as important aspects in designing a set of speaking instructional materials.

To sum up, the theory of multiple intelligences intends to create a different classroom activity in speaking so that the students will find learning English is more interesting and challenging. With an understanding of Gardner’s theory of multiple intelligences, teachers can better understand their students. They can allow students to explore and learn English in many ways, and help students to direct their own learning English through speaking.

B. Problem Formulation

The study aims to answer two main problems. The two problems are stated as follows.

1. How are speaking materials based on multiple intelligence theory for the tenth grade students of SMA BOPKRI I Yogyakarta designed?

2. What do speaking materials based on multiple intelligence theory for the tenth grade students of SMA BOPKRI I Yogyakarta designed look like?

C. Problem Limitation

The study has three problem limitations. First, the designed material is limited to a set of speaking instructional materials only for the tenth grade

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students of SMA BOPKRI I Yogyakarta (adolescence about 16 years old). Second, due to the limitation of time in teaching speaking, all of the eight intelligences cannot be applied at once in one topic. At least, in order to familiarize the teachers with the theory of multiple intelligences, the materials will be combined with as much the intelligences that are relevant with the topic discussed possible. Third, the materials were structured only on multiple intelligences theory.

D. Research Objectives

The study aims to answer the problems formulated in the problem formulation as follows.

1. To find out how speaking materials based on multiple intelligence theory for the tenth grade of SMA BOPKRI I Yogyakarta are designed.

2. To present the speaking materials based on multiple intelligence theory for the tenth grade of SMA BOPKRI I Yogyakarta.

E. Research Benefits

The study is conducted to achieve several benefits. 1. For students

Hopefully the design will help students to experience multiple intelligences activities that can stimulate their intelligences in learning English through speaking.

2. For English teachers

The instructional materials can be a starting point to help English teachers to teach and learn to develop the students’ intelligences in teaching-learning activities in learning English through speaking.

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3. For other researchers

The study will hopefully encourage them to make an evaluation and revision. Expectantly, they can produce a better one in the future.

F. Definition of Terms

There are several terms need to be defined in order to avoid misinterpretation and misunderstanding.

1. Design

The term ‘design’ is defined as creating a new set of materials that fit the learning objectives and specifics subject area of particular students (Hutchinson and Waters, 1994: 106). According to Houle (1978: 230), design is a developed plan to guide educational activity in a situation. The plan refers to the design itself, which will be used in the class. The term design in the study refers to create a new set of speaking instructional materials based on the theory of multiple intelligences.

2. Instructional Materials

Dick and Reiser suggest that instructional materials are the materials planned or designed by the teacher for the teaching instructions (1983:3). Savignon defined instructional materials as a resource in pursuing language activities (1983:24). In the study, the instructional materials is defined as a set of materials consisting of activities and exercises planned and arranged as a resource to pursue a language activity in teaching English for the tenth grade students of Senior High School through speaking ability.

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3. Speaking

Speaking ability is the ability to practice language as a system to convey meaning (Gastain, 1988: 292). In the speaking process, the speaker produces the massage and the hearer receives it. Thus, speaking is a part of reciprocal exchange in which the reception and production play apart (Widdowson, 1978: 57). In the study, speaking is defined as activities to utter words with voice to express opinions, feelings, and ideas.

4. Intelligence

Gardner as cited by Campbell defined that intelligence as the ability to solve problems that one encounters in real life, the ability to generate new problems, and the ability to make something or offer a service that is valued within one’s culture (1996: xv). From the definition, intelligence is not marked from the test that we have before. Intelligence is wider than that. It is more complex than it seems. Intelligence is about how a person tries to solve his own problem in his life, how intelligence helps people to question new problems in order to achieve something more than they have right now. Additionally, Wechsler, the developer of the Intelligence Scales for children, adolescents, and adults, prefers to define intelligence as the capability or global capacity of the individuals to act purposefully, to think rationally, and to deal effectively with environment (Wechsler, 2000: 1). In the study, intelligence then, is the power for students to achieve their success in learning English as a second language through speaking ability.

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5. Senior High School Students

In Indonesia the term SMA, which stands for Sekolah Menengah Atas refers to Senior High School. It is a level of education that should be completed in three years. Students start the level at ages 15-16. They are considered as a young adult who wants to have more opportunities for social contacts their age (Clark, 1991: 25).

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses the theories that are used to answer the research problems. There are two main sections in the chapter; theoretical description and theoretical framework.

A. Theoretical Description

Theoretical description is concerned with discussion on two instructional material design models applied in the study and some significant theories on which the study is based.

1. Instructional Design Models

In the study, Kemp and Yalden models are used for the basic guidelines in designing a set of speaking instructional materials based on multiple intelligences theory.

a. Kemp Model

Kemp says that instructional design plan is designed to supply the answer of three questions, which are considered to be the essence of instructional technology (1997: 8). The three are as follows.

1) What must be learnt? (Objectives)

2) What procedures and resources will work best to reach the desired learning levels? (Activities and resources)

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To answer those three questions, Kemp (1997 8-9) proposes program development, which consists of eight interdependence parts in it. The eight parts of Kemp’s program development are as follows.

1) Goals, Topic, and General Purposes

Goals are the bases of all educational programs, which can be derived from three sources — society, students, and subject areas (Kemp, 1997: 14). Topics, which become the scope of the source or program, are usually sequenced according to a logical organization, from simple or concrete levels to complex and more abstract levels (Kemp, 1997: 15). Planning for instruction often starts with teacher – oriented statements of general purposes for topics. In shorts, general purposes are what students generally are expected to learn as a result of instruction.

2) Leaner Characteristics

In order to assure a student’s success in his educational program, the teacher should recognize and respect the student as an individual learner. Kemp states that to serve both group and individual means that teacher must obtain information about students’ capabilities, needs, and interests (1997: 18-19). These should affect the emphases in instructional planning, including the selection topics and the level at which topics are introduced, the choice and sequencing of objectives, the depth of treatment, and the variety of learning activities.

3) Learning Objectives

Teacher is concerned with learning as the outcome of instruction. Learning requires active effort by the student. Learning objectives tell the student the goals

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he must attaint, the ideas and skills that will be included in the upcoming instruction, and the types of behaviors that will be expected during the evaluation. Thus, all objectives must be stated in terms of activities that will best promote learning.

4) Subject Content

Subject content must closely relate to the objectives and the student’s need. Subject content comprises the selection and organization of the specific knowledge (facts and information), skills (step-by-step procedures, conditions, and requirements), and behavioral factors of any topic (Kemp, 1997: 44).

5) Pre-Assessment

Pre-assessment is carried out in order to plan learning activities for which students is prepared and at the same time to ensure that the student does not waste his time on things he already knows.

There are two kinds of test in this step. Prerequisite testing that is done to determine whether student has the appropriate background preparation for the topic and pre-testing, which is done to determine which of the objectives the students may already have achieved.

6) Teaching-Leaning Activities and Recourses

Teacher must determine the most efficient and effective methods in carrying out the teaching-learning activities and then select materials to provide learning experiences that will utilize the content associated with each objective.

7) Support Services

Funds, facilities, equipments, and personnel must be considered to carry out the instructional plan (Kemp, 1997: 84). If certain support is not available, it can limit a planned program severely.

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8) Evaluation

Evaluation is the pay-off step in the instructional design plan, for both the students and the teacher (Kemp, 1997: 91). The teacher evaluates the students’ accomplishment to do revision and reevaluation of the design in order to make improvement.

Figure 2.1. Kemp’s Instructional Design Plan (Kemp, 1977: 9)

b. Yalden Model

Janice Yalden’s Language Program Development is divided into seven stages. The explanation of seven stages is as follows.

1) The Need Survey

The course designer carries out a needs survey to obtain as much information as possible in any given situation about the students and about his

Goals, topics and general

purposes

Leaner characteristics

Learning objectives

Subject objectives Pre-

assessment Teaching

Learning activities Support

services

Evaluation

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purposes in acquiring the target language. The reason for this entire information gathering is to understand as much about the student as possible prior to the beginning of the program, in order to establish realistic and acceptable objectives (Yalden, 1987: 101).

2) The Description of Purpose

The purpose of the language program is as the foundation for the major decision facing the language course designer when he arrives at the next stage that is the selection or development of syllabus type.

3) The Selection or Development of Syllabus Type

There is no single model of syllabus design, which is universally agreed upon. The course designer can combine various types of syllabuses and put various focuses on oral or written language as required.

4) The Production of a Proto-Syllabus

In this stage, the syllabus designer produces a proto-syllabus or the description of language and language use to be elaborated in the program. There are a large number of elements to be considered such as general notions and specific topics, communicative functions, discourse and rhetorical skills, variety of language, role-sets, and communicative events, as well as grammar, and lexis (Yalden, 1987: 138).

5) The Production of a Pedagogical Syllabus

The pedagogical syllabus provides a repertoire of words and phrases, chosen as exponents of functions and suitable to the topics identified as important to the student (Yalden, 1987: 144). 6) The Development and Implementation of Classroom Procedures

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Yalden (1987: 89) gives a brief description on the development and implementation of classroom procedures, which comprise of:

a) Selection of exercise types and teaching techniques. b) Preparation of lesson plans.

c) Preparation of weekly schedules.

Yalden also describes teacher training briefly, which consists of briefings or workshops on principles, desired outcome, and explanation or creation of teaching materials.

7) Evaluation

Evaluation is the final phase in the Language Program Development proposed by Yalden. Evaluation has two elements. First, it evaluates or tests the students in the program; and second, it assesses the teaching as well as the overall design of the course (Yalden, 1987: 96).

From the points above, Yalden’s stages start from the importance of conducting needs survey for which the program is prepared. It is done to establish realistic and acceptable objectives. The stage according to Yalden:

Table 2.1. Stages in Language Program Development (Yalden, 1987: 89)

Stage Description

I Need Survey

II Description of purposes to be prepared in terms of: 1. Students characteristic

2. Students’ skills on entry to and on exit from the program. III Selection or development of syllabus types in terms of stage and

physical constraints on the program.

IV The proto-syllabus description of language and language use to be covered in the program.

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V The pedagogical syllabus: development of teaching, learning, and testing approaches

1. Development of teaching materials (as far as possible) 2. Development of testing sequence and decision on testing

instruments

VI a) Development of classroom procedures

1. Selection of exercise types and teaching techniques 2. Preparation of lesson plans

3. Preparation of weekly schedules b) Teacher training: briefings or workshops on

1. Principles 2. Desired outcome

3. Exploitation on / creation of teaching materials VII Evaluation:

1. Of students 2. Of program 3. Of teaching VIII Recycling stage

1. Congruence or ‘fit’ between goal set and student performance is determined

2. Content is reassessed

3. Materials and methodological procedures are revised

The stages will be presented in the following figure:

Figure 2.2. Yalden’s Instructional Design Plan (1987: 88)

Yalden model is used because of two reasons. First, this model concerns with the importance of need survey in designing instructional materials. Second, this model is a learner-centered, because it concerns with the students characteristics and their skills. By knowing students’ characteristics and skills, it would be less difficult in designing the materials for developing the students’ multiple intelligences.

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In the study, Kemp and Yalden models are combined in order to be the basic guidelines in designing the materials. The models provide steps that are needed in order to answer the first question mentioned in the problem formulation. The combination of these two models will be explained further in the theoretical framework in designing integrated instructional materials based on multiple intelligences theory for tenth grade of Senior High School students.

2. The Tenth Grade Students of Senior High School’s Characteristics

It is very important to find out about the students’ characteristics. Since knowing students’ characteristics will be very helpful to make the materials become more effective. The tenth grade students of Senior High School are considered as adolescents aged around 15 – 18 years old. Adolescence can be categorized as a stage of search for one’s self-marked by intimate peer affiliation and clique formation, by discovery of high values and ideals, by development of personality and identity formation, and by attainment of adult status with its challenging tasks and responsibilities (Pikunas, 1976:240).

According to Konopka as cited by Pikunas, there are three classifications of adolescence: early adolescence (12-15 years old), middle adolescence (15-18), and late adolescence (19-22). Refer to this theory, the tenth grade of senior high school students are middle adolescence. There are several developments that happened during the middle adolescence stage (Pikunas, 1976: 259): social development, emotional development, and cognitive development.

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a. Social development

There is improvement in self-definition, self-reliance, so that companionships become less passionate than they were in early adolescence. b. Emotional development

It is said that middle adolescence is the period of heightened oscillation between polarized moods. New sexual feelings, self-doubts, self-consciousness, questions about future, parental pressures, and concerns about being accepted by peers make life very difficult.

c. Cognitive development

Adolescence is now capable of processing formal proportional reasoning, logical theorizing, and questioning about causes. In this stage, special abilities and gifts are vividly shown. There will also refinement and polishing of many cognitive functions.

One fact about the students is that the students are unique beings; there are no students that are exactly identical even the twin students. They are different in some aspects: personality, skills, abilities, talents, interests, and intelligences. More serious handling is needed in this phase.

3. Speaking Skill Theory

There are three parts in discussing the theory of speaking: nature of speaking, the process of speaking, and teaching speaking.

a. Nature of Speaking

Most language teaching concerns with developing skills in short interaction in which the learners are required to make one or two utterances at time. Speaking is simply productive when it is conceived of terms of usage. According to Widdowson (1978: 57), speaking is a kind of active and productive characteristic

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that makes use of auditory media. The skill of speaking involves active and productive participation.

Nunan said that mastering the art of speaking is the single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out conversation in the language in term of vice versa (Nunan, 1991: 39). Thus, to speak not only means the learner are able to use language in communication but also means the learner are able to produce understandable and communicative language.

b. The Process of Speaking

According to Rivers (1968: 158), learning a second language is more than learning a description of a language itself, there is also process of speaking and listening. They are complementary needed in the activity of oral skills. Banathy (1976: 15) states that the objective of speaking a foreign language at the end of the course is the students will be able to speak the target language in communicative events. Therefore, they will be trained in such a way, so they will be able to produce communication by using the language. There are two types of activities in the process of speaking according to Clark and Clark (1977: 260): planning and execution.

Planning activities consists of major plans. They are discourse plans in which the speakers decide what kind of discourse they participate in so that they can convey the right message; sentence plans in which the speaker decide which sentences they will produce in certain discourse; constituents plan in which the speakers begin to plan the constituents (picking the right words, phrases, idioms

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and put them in the right order); and articulator program in which the speakers save words chosen in their memory.

Next, in planning the activities the speakers have to execute the activities by performing the contents of their speech with audible sounds in the right sequence and timing.

In learning a language, especially the speaking skill, the teachers must try to speak in the target language in order to encourage the students to master the speaking skill automatically.

c. Teaching Speaking

Paulstron and Bruder (1976: 56) state that teaching speaking cannot be separated from the ideas of teaching communicative ability. Communicative ability is the production of speakers’ ability to communicate the target language. Students improve their speech when teachers provide insights on how to organize their ideas for presentation. The most important thing for the teacher is to give the students more opportunities to practice their speaking skill by providing them with more communicative activities, which put them into the real practice of communication. Teachers can enable the students to present ideas to individual, peers, peer groups and entire class of students. They can learn to speak on a subject of their own choosing or on teachers’ assigned topics. When given the opportunities, both teachers and students can provide suggestions for students’ performances. In constructively criticizing others, students can learn to apply criteria for good speech and employ skilful social skills. In doing so, they can increase and improve their own speaking skills.

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4. The Multiple Intelligence Theory

Learning nowadays has a purpose to build a human being, which is good in all aspects of life. Consequently, to improve the quality of education, the teaching learning should not be emphasized in cognitive domain only, but also to all aspects of humanity such as morale, attitudes, arts, sports, etc. Learning in school should motivate students to be active and happy learners. Happy students learn more readily than they who are not. Additionally, to make the learning successful, teachers should acknowledge that their students are unique learners who posses different style in learning. Since all students do not learn in the same way, they cannot be assessed in the same way. Knowing about students’ learning will allow the teacher to properly assess the students’ progress (Lazear, 1992: 17). Considering the students’ different learning style, the teachers should find an alternative in teaching to give more contribution toward learning.

Gardner’s Theory of Multiple Intelligences provides a theoretical foundation for recognizing the different cognitive strengths and talents of students. Learners are viewed as a unique learner who possesses individual learning styles, and intelligences. The theory of Multiple Intelligences was introduced by Howard Gardner in 1983. He suggested that all individuals have personal intelligence profiles that consist of combination of seven different intelligence types. And in Intelligence Reframed: Multiple Intelligences for the 21st Century (1999), he added one intelligence type. The all eight intelligences are verbal-linguistic, mathematical-logical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalist intelligence (Gardner, 1999: 41-47). Since 1983, when

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Gardner published Frames of Mind, multiple intelligence theory has been used by educators as a tool for understanding and effectively meeting the learning needs of their students (Armstrong, 1994: xii). Gardner’s multiple intelligence theory has been applied to foreign language teaching and learning by many scholars (Berman, 1998: 2).

a. The Eight Intelligences

Howard Garner claims that all human being have multiple intelligences. These multiple intelligences can be nurtured and strengthened. He believes each individual has eight intelligences (1999: 41-47). The eight intelligences are as follows.

1) Verbal-Linguistic Intelligence: the intelligence to use words in effective way, in oral form as in written. It includes ability to understanding order and meaning words, convincing someone, explaining, teaching, learning, memory and recall, and meta-linguistic analysis.

2) Logical-Mathematical Intelligence: the intelligence to use numbers in an effective way, and to transform with dexterity. Logical-mathematical intelligence is activated in situations requiring problem solving or meeting a new challenge as well as situations requiring pattern discernment and recognition. Capacities involved abstract pattern recognition, inductive reasoning, deductive reasoning, discerning relationships and connections, performing complex calculations, and scientific reasoning.

3) Visual-Spatial Intelligence: the intelligence relies on the sense of sight and being able to visualize an object, includes the ability to create internal mental

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images. The intelligence is triggered by presenting the mind with colorful design, pattern, shapes, pictures, and engaging in active imagination through such things as visualization guided imagery. Capacities involved active imagination, forming mental images, image manipulation, graphic representation, recognizing relationships of objects in space, and accurate perception from different angles. 4) Bodily-Kinesthetic Intelligence: the intelligence to control one’s body movement and to handle object skillfully. Bodily-Kinesthetic Intelligence possesses specific physical abilities as the coordination, the balance, the dexterity, the force, the flexibility, and the speed. Capacities involved control of movement, expanding awareness through the body, the mind and body connection, and mimetic abilities.

5) Musical Intelligence: the intelligence to produce sounds based on the recognition of tonal patterns, including various environmental sounds, and on sensitivity to rhythm and beats. Capacities involved appreciation for the music structure, scheme in the mind for hearing music, sensitivity to sounds, recognition, creation and production of melody or rhythm, and sensing characteristic qualities of tone.

6) Interpersonal Intelligence: the intelligence operates primarily through person-to-person, relationships and communication. It is activated by person-to-person encounters in which such things as effective communication, working together with others for common goal. Capacities involved effective verbal/non verbal communication, working cooperatively in a group, ability to discern other’s underlying intentions and behavior, creating and maintaining synergy, and sensitivity to other’s moods, temperaments, motivations, and feelings.

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7) Intrapersonal Intelligence: the intelligence relates to self-awareness of with inner feelings, values, belief and thinking processes. Capacities involved concentration of mind, mindfulness, awareness and expression of different feelings.

8) Naturalist Intelligence: capacity to distinguish, to classify and to use the numerous species of the flora and fauna in natural environments. It includes abilities to understand behaviors, necessities and characteristics of the animals and plants; also, to experience and to question about the environment.

b. Applying Multiple Intelligence Theory in the Classroom

Gardner’s theory of multiple intelligences has several implications for teachers in term of the activities in the classroom and material presentation. The theory states that all eight intelligences are needed in education. Teachers, therefore, should think of all intelligences as equally important. The activities used in the classroom must imply multiple intelligence theory and teacher should recognize and teach to a broader range of talents and skills. Another implication is that teachers should structure the presentation of materials that engages most or all of the intelligences. The presentation not only excites students about learning, but also it allows a teacher to use the material in variety of ways of teaching.

1) The Multiple Intelligence Activities Used in the Classroom

Since the students have different degrees of intelligences, teachers should create activities that bring along the eight intelligences, not only facilitate language acquisition but also help the students realize their potential ability. To apply all the intelligences there are some alternative teaching strategies that might

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help teachers in conducting multiple intelligences theory in the class (Campbell, 1996: 1-196). The activities are as follows.

a) Verbal-Linguistic Intelligence: lecturing, drilling, discussing, note taking, reading aloud, summarizing, playing vocabulary and grammar games, giving oral presentation.

b) Logical-Mathematical Intelligence: classifying things, problem solving, critical thinking, playing puzzles and computer games, understanding, creating graphs, and making prediction.

c) Visual-Spatial Intelligence: mind mapping, storyboarding, reading maps and diagrams, watching films.

d) Bodily-Kinesthetic intelligence: role playing, dancing, doing physical games, acting out words, doing body language and gestures, moving around.

e) Music Intelligence: singing songs, using music, composing songs or rhymes, playing music.

f) Interpersonal Intelligence: leading and organizing, cooperating, sharing and comparing ideas, group working, gaming, debating and discussing, interviewing. g) Intrapersonal Intelligence: working individual, doing self-paced instruction, planning, listing favorite things.

h) Naturalist Intelligence: categorizing, investigating, linking, being outside, and analyzing similarities and differences.

Teachers should try to accustom themselves using multiple intelligences theory in the classroom by choosing activities that present particular intelligences. 2) Deliberately Plan Lessons

The activities that have been chosen should be categorized according to which intelligences they belonged. In language classroom, it seems that linguistic

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and interpersonal intelligence will be regularly activated. The teacher needs to deliberately plan lessons so that the different intelligences are represented in teaching and learning process (Larsen, 2000: 184). To check whether or not the teachers have focused on the eight different types of multiple intelligences, Christison (1998: 30) added that teachers should use charts to show eight intelligences that have been successfully learned.

c. The Description of Multiple Intelligence Theory in the Speaking Class In creating an interesting speaking class, the students should experience speaking in a variety of speaking activities. By experiencing different activities in speaking, the students will perceive speaking as a relevant act occurring between themselves, others and society. In short, through the variety of speaking activities, the students will be more aware and thoughtful about their purpose in speaking. d. The Teacher Roles in Teaching Speaking Based on Multiple Intelligence

Theory

The teachers should have an understanding that students are unique and they learn with different learning styles, and it is important for teachers to understand students’ difficulty in learning speaking as well. As the year progress, the role of teacher changed becoming less directive, and more facilitative. According to Campbell et all (1996: xxi), it is essential for the teachers to demonstrate pleasure in speaking process and give students efforts to improve their speaking skill ability. Teachers should help the students to reduce their fears by maintaining a friendly atmosphere in the class and providing opportunities for students to practice alone or with partner, before increase into larger group.

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e. The Students Roles in Teaching Speaking Based on Multiple Intelligence Theory

Multiple intelligence approach is student-centered (Gardner, 1993: 78). By applying multiple intelligence theory in speaking class, students are given a chance to explore and learn English in many ways, and they have opportunities to direct their own learning.

According to Richards and Rodgers (2001: 118), to be a better second language learner, a leaner should be:

1) A goal-directed learner. Students can benefit from learning by setting themselves presentation goals and assessing their own progress.

2) A happy Learner. Through the various activities offered by Multiple Intelligence Theory, the students will experience a different atmosphere of speaking class.

5. Educational Research and Development

Borg and Gall (1983: 771) suggest a strategy to develop and educational products effectively. This strategy is called research and development (R&D). It consists of a cycle in which a version of the product is developed, field-tested, and revised on the basis of field-test data. The steps of this strategy are usually referred to as the R&D cycle. The major steps in the R &D cycle are as follows.

a Research and information collecting- Includes review of literature, classroom observation, and preparation of report of state of the art. b Planning- Includes defining skills, stating objectives determining

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c Develop preliminary form of product- Includes of instructional materials, handbooks, and evaluation devices.

d Preliminary field testing- Conducted in from 1 to 3 schools using 6 to 12 subjects. Interview, observational, and questionnaire data collected and analyzed.

e Main product revision- Revision of product as suggested by the preliminary field-test results.

f Main field testing- Conducted in 5 to 10 schools with 30 to 100 subjects. Quantitative data on subjects’ precourse and postcourse performances are collected. Results are evaluated with respect to course objectives and are compared with control group data, when appropriate.

g Operational product revision- Revision of product as suggested by main field-test results.

h Operational field testing- Conducted in 10 to 30 schools involving 40 to 200 subjects. Interview, observational, and questionnaire data collected and analyzed.

i Final product revision- Revision of product as suggested by operational field-test results.

j Dissemination and implementation- Report on product at professional meeting and in journals. Work with publisher who assumes commercial distribution. Monitor distribution to provide quality control.

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Educational research and development (R&D) is a process used to develop and validate educational products (Borg & Gall, 1983:772). This study is also intended to develop and validate educational products for the tenth grade of Senior High School Students. For thus, this study belongs to educational research and development.

B. Theoretical Framework

There are seven steps to take in designing the instructional materials based on the Multiple Intelligences theory. The steps are the combination of Kemp and Yalden models. The steps are as follows.

1. Conducting Needs Survey

This step is adapted from Yalden instructional design model. In the study, the designing materials will be based on multiple intelligences theory for the tenth grade of Senior High School students and conducting needs survey is the starting point in designing the materials. It is used to learn about the students’ needs. In doing so, questionnaires were distributed to the students of the tenth grade of Senior High School and an informal interview was conducted for the tenth grade English teacher of Senior High School.

2. Listing Standard Competences, Basic Competences, and Determining Topics

This step is adapted from Kemp model. It was used to determine the basic competences of the materials design based on the students’ need. The topics, then, were chosen based on the necessity to achieve the goals. 2006 curriculum was used to determine the standard competences, basic competences, and topics.

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3. Determining Indicators

This step is adapted from Kemp instructional design model. Since multiple intelligences theory is used in the design materials, hence the materials should contain the practice of developing multiple intelligences in order to achieve the learning objectives of 2006 curriculum.

4. Choosing Teaching-Learning Activities Based on the Multiple Intelligence Theory

The materials consist of the activities, which are based on the multiple intelligence theory. The step also shows the ways to develop the students’ multiple intelligences through various activities according to multiple intelligence theory (Kemp model).

5. Material Development

Material development consists of a communicative task based on multiple intelligences theory in which students use it to master English through their speaking ability (Kemp and Yalden models).

6. Evaluation

In Evaluation, the designed materials based on multiple intelligences theory are being analyzed by English lecturers and teachers. From the result of the evaluation, there will be feedbacks to show whether or not the materials are appropriate and can be applied for the tenth grade students of Senior High School. If the materials are far from the achievement standards, so some changes should be done in order to improve the result of the achievement of the students. There is no such thing as perfect materials. They can always be improved (Kemp and Yalden models).

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7. Revision

Revision was done after obtaining the feedback from evaluation. This step was done to improve the design (Kemp and Yalden models).

Choosing the Teaching – Learning Activities Based on the Multiple Intelligence Theory

Material Development

Evaluation

Figure 2.3. The Theoretical Framework Related to Research and Development by Borg and Gall

Determining Indicators

Listing Standard Competences, Basic competences, and Determining Topics

Conducting Needs Survey Research and

Information Collecting

Planning

Development of the PreliminaryForm of

Product

Preliminary Field Testing

Main Product Revision

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CHAPTER III METHODOLOGY

This chapter is divided into six main parts: research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.

A. Research Method

Here, the research method used in the study was Research and Development (R & D), in order to develop and validate educational products (Borg and Gall 1983: 772). The processes in R & D were usually referred as the R & D cycle, which consisted of studying research findings pertinent to the product to be developed, developing the product based on findings, field testing in the setting where it would be used eventually, and revising it to correct the deficiencies found in the field testing stage. Borg and Gall stated that there are ten major steps used in the Research and Development method (R&D) cycle to develop the products (1983: 775). They are research and information collecting, planning, development of preliminary form of product, product evaluation, main product revision, main field testing, operational product revision, operational field testing, final product revision, dissemination and implementation.

In order to answer the two major problems mentioned above, step one until step five would be employed. The steps are explained as follows:

1. Researches and Information Collecting

Research and information collecting included rationale of this study, review of literature, classroom observation, and preparation of report of state of the art

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(Borg and Gall, 1983: 775). In this step, describing the designed material as specific as possible became the important thing. Thus, questionnaires would be distributed to the tenth grade students of Senior High School, and an informal interview was conducted for the teachers. Moreover, the curriculum was checked in order to obtain the data. The data were used as a source to obtain the students’ needs and information and opinion from the teacher about the topics which were suitable for the tenth grade students of Senior High School.

2. Planning

In this study, planning included defining skills, stating objectives and determining sequence. Those aspects would be applied to develop a suitable syllabus and lesson plans to teach speaking for the tenth grade students of Senior high School. The statement of the specific objectives to be achieved by the designed material became the important aspect in this step (Borg & Gall 1983: 779). Objective offered the basis of developing an instructional program since the program could be field tested and revised until it met its objectives.

3. Development of the Preliminary Form of Product

Development of the preliminary form of product included preparation of instructional materials, handbooks, and evaluation devices. In this step, designer had to organize the designed materials so as to permit obtaining as much feedback as possible. Then, the feedback was used to evaluate and revise the material design.

4. Preliminary Field Testing

Preliminary field testing was applied to obtain the evaluation for the instructional materials. In this study, questionnaires were used to gain the feedback. The feedback would be useful to revise and improve the designed

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material so that the designed material would work properly. The evaluation was obtained from the tenth grade teachers of Senior High School and English lecturers of Sanata Dharma University.

5. Main Product Revision

After obtaining the evaluation from the product evaluation, next, the result or suggestions would be applied to revise the materials as recommended by the teachers and lecturers. Thus, the data collected from the product evaluation would be used as the basis to obtain the final designed material.

B. Research Participants

In conducting the survey study, the information was obtained from the participants in research and information collecting to obtain the students’ need and from preliminary field testing to improve the designed materials.

1. Research and Information Collecting Participants

The first year students of SMA BOPKRI I Yogyakarta were needed since they were the participants for the teacher’s techniques and to find out their interests and needs.

The tenth grade teachers of SMA BOPKRI I Yogyakarta were also involved as the interviewees to collect information. It was done to find out the students’ need from teachers’ view. Moreover, they were closely related to the teaching learning process. Thus, their comments provided the information for designing the materials.

2. Preliminary Field Testing Participants

There were two groups of participants in this step. First were the tenth grade teachers of SMA BOPKRI I Yogyakarta. Second were the lecturers of English

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Education Study Program of Sanata Dharma University. Their comments gained evaluation and feedback on the designed materials.

Table 3.1. The Description of Preliminary Field Testing Participants Educational Background Teaching Experience Sex Group of

Respondents _D3 _S1 _S2 _S3 _{< 1} _{1 - 5} _5-10 _>10 _M _F

English

Teachers - 2 - - - 1 - 1 - 2

English

Lecturers - 1 - 1 - - - 2 1 1

C. Research Instruments

The data, which were gathered, gave valuable contribution in designing and revising a set of English speaking materials based on multiple intelligences theory for the tenth grade students of SMA BOPKRI I Yogyakarta. The instruments used to gather the data in this research were interviews and questionnaires.

1. Research and Information Collecting Instruments

Questionnaires and interviews were used in the study as the research instruments. A questionnaire was an instrument to gather information through the participants’ written responses to a list of questions. According to Ary (1990: 424), there are two types of questionnaires, “closed questionnaire” and “open questionnaire”. In this part, the two types of questionnaire were combined to get the appropriate answer. The questionnaire was called semi-open questionnaire where the checklist questions type were used for the tenth grade students of SMA BOPKRI I Yogyakarta. The checklist question type defines as questions with number of possible answers (Ary, Jacobs, and Razeviech, 2002: 424-425). The questionnaire discussed the students’ needs.

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An interview was conducted with the English teachers of SMA BOPKRI I Yogyakarta. Ary et al (1979: 418) stated that interview is an instrument, which allows flexibility since the interviewer is able to observe the subject as well as the situation and paraphrase the question when needed. There are two kinds of interview questions, open-ended questions and closed questions. The participants’ answers in the open-ended question were freer than in the closed question because the answers are already provided. Interview was needed in order to explore more the answers of the participants in this case were the English teacher; and to develop materials appropriate to students’ ability and need. The interviewees were the English teachers who were considered to know the ability of the students and what the students needed so the material would be more effective and efficient. Moreover, interview was used to find the teachers’ experience and opinions in teaching speaking including their techniques, materials, strategies, topic choices and teaching media. Information from the teacher was useful to develop the material since the teacher had an experience in teaching speaking.

2. Preliminary Field Testing Instruments

The questionnaire was used in the preliminary field testing. Both closed questionnaire and open questionnaires were given to the English language teachers of SMA BOPKRI I Yogyakarta and lecturers of English Education Study Program of Sanata Dharma University. The questionnaires were aimed to gain participants’ opinions and comments on the designed material that could obtain feedback and evaluation to design suitable speaking materials based on multiple intelligences theory for the tenth grade students of Senior High School.

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D. Data Gathering Technique

1. Researches and Information Collecting

The data was gathered through distributing questionnaires to the students and interviewing the English teacher. The purpose of distributing the questionnaires was to figure on the learners’ needs. The informal interview was also held to obtain information from the teachers of SMA BOPKRI I Yogyakarta. The questionnaires were distributed on February 12, 2008 as well as the informal interview. The purpose of the informal interview was to find out the teachers’ experiences and opinions in teaching English speaking including their techniques, materials, strategies, topic choices and teaching media.

Library study was done as well to find some sources that could be used to develop the designed materials. This activity was done by finding some books related to this study.

2. Preliminary Field Testing

In order to obtain final version of the materials, questionnaires on the developed materials were distributed to English teachers of SMA BOPKRI I Yogyakarta and English lecturers of Sanata Dharma University. The questionnaire for product evaluation was distributed on August 12 – 26, 2008. The questionnaire was intended to figure out the participants’ opinion and comments on the designed materials. Besides, it was expected to provide evaluation and feedback to improve the designed material so that the best final version of the materials hopefully could be made.

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E. Data Analysis Technique

1. Researches and Information Collecting

Since the survey study was conducted, the closed questionnaire form was given to identify the needs of the students. The data gathered will be summarized and will be concluded by calculating the percentages.

∑n

X = x 100% N

X : mean

∑n : the number of the students who have the same answer N : the total number of the students

Moreover, an informal interview with the English teachers was also conducted in order to know the students’ needs deeply.

2. Preliminary Field Testing

The data from the evaluation were divided in two categories: (a) the category was about the respondents’ opinions that would be shown in statistic, (b) the participants’ comments and suggestions that would be shown in sentences. a.Descriptive Statistics of Participants’ Opinion on the Designed Materials

The descriptive data was analyzed from questionnaires, which were recorded in column of raw data. The study was intended to know the average point of participants’ opinions. The average point (X) was obtained by counting the sum of the participants’ answers (∑n) divided by the number of participants (N).

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The formula is: ∑n

X = x 100 % N

X = mean

∑n = the participants’ answers

N = the total number of the participants

The descriptive statistics would be presented as follows.

Table 3.2. The Format of the Presentation of Preliminary Field Testing Results

Central Tendencies No Participants’ opinion

Number Mean

b. Participants’ Comments and Suggestions

The list would be made to record the participants’ comments on strengths, weaknesses and suggestions on the design materials. Next, the improvement will be made based on participants’ comments and suggestions.

F. Research Procedure

There were some steps employed in this study. These steps were the procedures of how the study was conducted.

1. Doing library research

2. Asking for permission to conduct research 3. Conducting research and information collecting

4. Listing the competency standard, the basic competence, and determining the topics

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5. Formulating the indicators

6. Choosing the teaching and learning activities 7. Designing the materials

8. Evaluating the instructional materials 9. Revising the instructional materials

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CHAPTER IV

RESEARCH FINDINGS AND DISSCUSSION

This chapter discusses the results of the study. There is two parts discuss in this part: (1) the material development and (2) the designed materials. The first part is aimed to answer the first question in the problem formulation by employing the designed models of the study. The second part is aimed to answer the second question in the problem formulation by showing the results of the designing of the materials and the results of the evaluation of the designed materials done by the preliminary field testing participants. The feedbacks from the preliminary field testing participants were use to revise and improve the designed materials.

A. The Material Development

The steps, which are conducted during the process of designing the materials, will be discussed in this part.

1. Conducting Needs Survey

The result of the interviews and the questionnaires are presented and discussed in the conducting needs survey. The results were gathered by distributing questionnaires to the tenth grade students of SMA Bopkri I Yogyakarta and conducting interviews with the English teachers of SMA Bopkri I Yogyakarta.

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a. The Results of the Interview for the English Teacher of SMA BOPKRI Yogyakarta

The interview was conducted on February 12, 2008 with a tenth grade English teacher of SMA BOPKRI I Yogyakarta. There were four questions given to the English teacher. The first question asked about the importance of English for the students of Senior High School. The second one asked about the speaking subject for the Senior High School students. It consisted of the reason whether or not speaking was needed for the students, and it consisted of the students’ interest in learning. The third was about the teaching learning process in the class. It consisted of the method that was used by the teacher in class. The fourth was about the theory of multiple intelligences. It consisted of the teachers’ understanding of the Multiple Intelligences Theory. The detailed information about the result of the interview can be seen below.

1). The teacher confirmed that English is very important to be taught in Senior High School since English is a global language. It seemed to her that educated people who wanted to get success must be able to master English, both in spoken and written. She added that she wanted her student to be able to master English well, in order to be able to compete in the world. He believed that English would lead them to be a better life in the future.

2). The teacher stated that speaking skill was needed for Senior High School Students. Speaking was one of the skills that became the most issue. She said that if students wanted to master English, they needed to be able to speak it. However, it seemed that students had lack motivation in speaking English. They were

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1. What animal is it?

2. Is it related to whales?

3. Do you think the animal is intelligent?

4. How do we know the animal is

intelligent?

Big Yellow Taxi - Counting Crows - They paved paradise and put up a parking lot With a pink hotel, a boutique, and a swinging hot spot

Don't it always seem to go

That you don't know what you got till it's gone They paved paradise and put up a parking lot They took all the trees, and put them in a tree museum

And they charged the people a dollar and a half to see them

No, no, no, don't it always seem to go

That you don't know what you've got till it's gone They paved paradise, and put up a parking lot Hey farmer, farmer, put away your DDT I don't care about spots on my apples Leave me the birds and the bees - please Don't it always seem to go

That you don't know what you got till it's gone They paved paradise and put up a parking lot Hey now, they've paved paradise to put up a parking lot. Why not?

Listen, late last night, I heard the screen door swing

And a big yellow taxi took my girl away Now don't it always seem to go

That you don't know what you got till it's gone They paved paradise and put up a parking lot Hey now now, don't it always seem to go That you don't know what you got till it's gone They paved paradise to put up a parking lot Why not, they paved paradise

They put up a parking lot

Hey hey hey, paved paradise and put up a parking lot

I don't wanna give it Why you wanna give it

Why you wanna give it all away Hey, hey, hey

Now you wanna give it I should wanna give it

Cuz you're giving it all away, no no Hey, paved paradise, to put up a parking lot la ,la, la, la, la, la, la ,la ,la ,la ,la

Paved paradise, and put up a parking lot & !

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2. Newsworthy events:

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are factual compositions. They describe facts about anything:

events, places, people, animals, plants planets, stars, products, and

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NEWS

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Gather a variety of resource and reference material. Be sure

you can find enough information to use in your report. If

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material, write down the most important information and

interesting facts. Be sure to keep track of the information

and its sources.

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facts from your notes into an organized framework.

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Revise your report. Be sure the information in each of the

paragraph belongs together. Check to see that one

paragraph flows smoothly into the next.

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(4)

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(5)

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(6)