English vocabulary instructional materials based on the multiple intelligence theory for the seventh grade students of SMP Kanisius Pakem Sleman.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Septiani, Francisca Ika. 2008. English Vocabulary Instructional Materials Based on
the Multiple Intelligence Theory for the Seventh Grade Students of SMP Kanisius
Pakem Sleman. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
This study was conducted to design vocabulary materials based on the Multiple
Intelligence (MI) theory for the seventh grade students of SMP Kanisius Pakem
Sleman. 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.
The objectives of this study were to answer two research questions: (1) how is a
set of vocabulary instructional materials based on the Multiple Intelligence theory for
the seventh grade students of SMP Kanisius Pakem Sleman designed? And (2) what
does vocabulary instructional materials based on the Multiple Intelligence theory for
the seventh grade students of SMP Kanisius Pakem Sleman 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) Product Evaluation, and (5) Main Product Revision.
To answer the first question, the writer adapted Dick& Reiser’s and Kemp’s

instructional design models. There were eight steps employed based on Dick &
Reiser’s and Kemp’s instructional design models: (1) Doing Needs Analysis, (2)
Determining Standard Competences, Basic Competences, and Topics, (3)
Determining Indicators, (4) Listing Subject Contents, (5) Designing the Materials, (6)
Selecting the teaching-learning Activities,(7) Evaluating, and (8) Revising.
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 respondents. Based on the evaluation by the
English teachers of SMP Kanisius Pakem Sleman and English Education lecturer of
Sanata Dharma University; the mean was ranged to 3.3 up to 4.5 on a scale of 1-5. It
is concluded that the designed materials are good and acceptable. The final version of
the designed materials consists of eight units and each unit consists of four sections,
that is Come In Please, Let’s Build the Word, Work It Out, and You Can Do It. In each
unit there were four up to six intelligences developed. The detailed presentation of the
designed materials can be seen in the Appendix G.
Finally it is hoped that this English vocabulary instructional materials
encourages other researchers to conduct a further study on the Multiple Intelligence
Theory.

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ABSTRAK
Septiani, Francisca Ika. 2008. English Vocabulary Instructional Materials Based on
the Multiple Intelligence Theory for the Seventh Grade Students of SMP Kanisius
Pakem Sleman. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas
Sanata Dharma.
Studi ini dilaksanakan untuk merancang materi pembelajaran vocabulary
berdasarkan teori kecerdasan ganda bagi siswa kelas tujuh SMP Kanisius Pakem
Sleman. Aspek-aspek kecerdasan yang akan dibahas di dalam penelitian ini adalah:
kecerdasan verbal-linguistik, matematis-logis, musik, ruang-visual, kinestetik-badani,
interpersonal, intrapersonal, dan kecerdasan alam.
Tujuan dari studi ini adalah menjawab dua pertanyaan: (1) Bagaimana
merancang materi vocabulary berdasarkan teori kecerdasan ganda bagi kelas tujuh
SMP Kanisius Pakem Sleman? (2) Bagaimanakah bentuk rancangan materi
vocabulary berdasarkan teori kecerdasan ganda bagi kelas tujuh SMP Kanisius Pakem
Sleman? 5 langkah metode siklus R&D dipergunakan untuk menjawab dua
pertanyaan diatas. 5 langkah tersebut adalah: (1) pengumpulan informasi dan hasilhasil penelitian, (2) perencanaan, (3) pengembangan bentuk awal materi, (4) evaluasi
materi, dan (5) perbaikan materi utama.

Untuk menjawab pertanyaan pertama, penulis mengadaptasi model
pembelajaran dari Dick& Reiser’s. Ada 9 langkah yg diterapkan berdasarkan model
pembelajaran Dick&Reiser’s: (1) melakukan survey kebutuhan, (2) menentukan
standar kompetensi, kompetensi dasar, dan topik, (3) merumuskan indikator, (4)
merinci isi materi, (5) merancang materi, (6) memilih kegiatan belajar mengajar, (7)
evaluasi, dan (8) memperbaiki materi .
Untuk menjawab pertanyaan kedua; versi akhir dari materi yang dirancang,
diperbaiki berdasarkan masukan, komentar dan saran dari responden. Berdasarkan
hasil evaluasi yang diperoleh dari guru-guru bahasa Inggris SMP Kanisius Pakem
Sleman dan dosen Pendidikan Bahasa Inggris Sanata Dharma; rata-rata yang
diperoleh adalah 3.3 sampai 4.5 dari skala 1-5. Maka, dapat disimpulkan bahwa
materi yang di rancang ini baik dan dapat diterima. Versi akhir materi yang dirancang
terdiri dari delapan unit dan masing-masing unit terdiri atas empat bagian, yaitu,
Come In Please, Let’s Build the Word, Work It Out, and You Can Do It. Dalam setiap
unit ada empat sampai enam inteligensi dikembangkan. Materi secara detail dapat
dilihat pada Apendiks G.
Semoga desain materi ini dapat mendorong peneliti lain untuk mengadakan
penelitian lebih lanjut tentang teori kecerdasan ganda.

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ENGLISH VOCABULARY INSTRUCTIONAL MATERIALS
BASED ON THE MULTIPLE INTELLIGENCE THEORY
FOR THE SEVENTH GRADE STUDENTS
OF SMPKANISIUS PAKEM SLEMAN

A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Francisca Ika Septiani
Student Number: 021214108

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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I BELIEVE EVERYONE HAS A CHOICE TO BE A PERSON
WHO DOES NOTHING,
OR A PERSON
WHO DOES SOMETHING TO MAKE THE WORLD BETTER.

MAYBE YOU CAN’T FIX IT.
BUT AT LEAST YOU DIDN’T DO NOTHING.

(ANGELINA JOLIE)

my late father Agustinus Tri Antoro (†)
my mother Yohana Sumiyati
my sister Valentina Dwita Febriani
my brother Andreas Danang Triyudanto

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ACKNOWLEDGEMENTS

First of all, I would like to dedicate my gratitude to God, Jesus Christ, and
Holly Mary for the blessing, love, and the kindness in my life that I could finish my
thesis.
I would like to give my great thanks to my major sponsor, C. Tutyandari,
S.Pd., M.Pd. and my co-sponsor Christina Kristiyani, S.Pd., M.Pd. for always
giving me a lot of advice and attention during the process of writing the thesis and
give detailed corrections to improve my thesis.
Next, I would like to thank English teachers of Kanisius Pakem Sleman, Ms.
Susi and Ms. Tuti, for their willingness to give valuable suggestions for the designed
materials. I also thank Ratna, Yuda, and Wisnu for their help in doing the task of the
material.
Special appreciation also goes to all lecturers of English Language Education
Study Program for their kindness and patience. They have given me a lot of valuable
experiences during my study in this university. I would also like to thank PBI staffs,
mba Tari and mba Danik for giving good services.
My deeply gratitude goes to my late father Agustinus Tri Antoro (†), I

believe he always supported me although he was not here. Many thanks go to my
mother Yohana Sumiyati, my sister and brother, Ita and Danang for their love, care,
patience, and spirit for every moment in my life. I would also like to thank my big
family Pakdhe & Budhe Mihardjo, Mba Anna, Mba Sinta, Petra, Kevin, and
Vena for always encourage me to finish the thesis.

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I express my special thanks to special person in my life Rina, Tanti, Okta,
Meme, Mas Damar, for the great friendship. I thank for all support, help, care, and
laugh during the moment we have shared together.
I never forget my lovely friends in PBI 2002: Arai, Regi, Reni, Grace, Cicil,
Vivin, Dedi, Udjo, Miko, Ila, Niken, Ratri, Mel, Gabo, and Lintang. These people
always supported me to accomplish my thesis. I would like to say thank you for the
sad and happy moments to share during our study in university.
My thanks also goes to the teachers and students in Bumble Bee English
course. I really enjoy the experience of teaching there. Many thanks go to Frater Edi
who give a book “The Secret”. I thank for the motivation and believe that I get from

reading the book.
Last but not least, I also thank for those who have given me a hand, whom I
have not mentioned.

Francisca Ika Septiani

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TABLE OF CONTENTS
Page
TITLE PAGE ..................................................................................................

i

APPROVAL PAGES......................................................................................

ii

DEDICATION PAGE ....................................................................................

iv

STATEMENT OF WORK’S ORIGINALITY...............................................

v

ACKNOWLEDGEMENTS............................................................................

vi

TABLE OF CONTENTS................................................................................

vii

LIST OF FIGURES ........................................................................................

xi

LIST OF TABLES..........................................................................................

xii

ABSTRACT....................................................................................................

xiii

ABSTRAK........................................................................................................

xiv

CHAPTER I: INTRODUCTION ................................................................

1

A. Background of the Study ......................................................................

1

B. Problem Formulation.............................................................................

3

C. Problem Limitation ...............................................................................

3

D. Research Objectives ..............................................................................

4

E. Research Benefits ..................................................................................

4

1. For English teachers............................................................................

4

2. For students of Kanisius Pakem..........................................................

4

3. For other researchers...........................................................................

5

F. Definition of Terms ..............................................................................

5

1. Instructional Materials ........................................................................

5

2. Vocabulary..........................................................................................

5

3. Multiple Intelligence Theory ..............................................................

6

4. Seventh Grade Students ......................................................................

6

5. Kanisius Pakem Junior High School ..................................................

7

CHAPTER II: REVIEW OF RELATED LITERATURE .......................

8

A. Theoretical Description .........................................................................

8

1. Instructional Design Models ...............................................................

8

a. Dick & Reiser’s Model ...................................................................

9

b. Kemp’s Model.................................................................................

9

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2. Multiple Intelligence Theory ..............................................................

13

a. The Nature of Multiple Intelligence Theory ...................................

13

b. The Eight Intelligences....................................................................

13

3. Characteristics of Junior High School Students..................................

15

a. Social Development ........................................................................

15

b. Emotional Development..................................................................

16

c. Cognitive Development...................................................................

16

4. Vocabulary..........................................................................................

16

a. The Four Key Strands in Vocabulary..............................................

16

1) Vocabulary and Meaning-Focused Input ………………………...

16

2) Vocabulary and Meaning-Focused Output ………………………

17

3) Developing Fluency with Vocabulary …………………………..

17

4) Vocabulary and Language-Focused Instruction ………………...

17

b. Principles of Teaching Vocabulary ………………………………

18

1) Focus on the Most Useful Vocabulary First …………………….

18

2) Focus on the Vocabulary in the Most Appropriate Way ………..

18

3) Give Attention to the High Frequency Words Across
the Four Strands of a Course ……………………………………

18

4) Encourage learners to reflect on and take responsibility
for learning ……………………………………………………...

19

B. Theoretical Framework .........................................................................

19

CHAPTER III: METHODOLOGY ...........................................................

24

A. Research Method ...................................................................................

24

1. Research and Information Collecting ………………………………..

25

2. Planning ………………………………………………………………

25

3. Development of Preliminary Form of Product ………………………

26

4. Product Evaluation …………………………………………………..

26

5. Main Product Revision ………………………………………………

26

B. Research Participants ............................................................................

26

1. Research and Information Collecting ................................................

27

2. Product Evaluation..............................................................................

27

C. Research Instruments.............................................................................

28

1. Research and Information Collecting Instruments .............................

28

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2. Product Evaluation Instruments..........................................................

29

D. Data Gathering Techniques ..................................................................

30

1. Research and Information Collecting ................................................

30

2. Product Evaluation .............................................................................

30

E. Data Analysis Techniques ....................................................................

31

1. Research and Information Collecting ................................................

31

2. Product Evaluation..............................................................................

31

F. Research Procedure ...............................................................................

33

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ..............

36

A. The Process of Designing the Material ..................................................

36

1. Doing Needs Analysis...........................................................................

36

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

39

3. Determining Indicators .........................................................................

40

4. Listing Subject Contents .......................................................................

40

5. Designing the Materials ………………………………………………

40

6. Selecting teaching-learning Activities ……………………………….

41

7. Evaluating ……………………………………………………………

41

8. Revising ………………………………………………………………

42

B. The Presentation of the Designed Materials .........................................

42

1. The Standard Competences, Basic Competences, and Topics .............

42

2. The Indicators .......................................................................................

46

3. The Subject Contents ............................................................................

48

4. The Materials …………………………………………………………

49

5. The Teaching-Learning Activities……………………………………

50

6. The Evaluation of the designed materials ……………………………

50

a) The Description of Respondents …………………………………

50

b) Data Presentation …………………………………………………..

51

c) Respondent’s Comments and Suggestions ………………………...

53

d) Implementation one-to-one Evaluation ……………………………

53

7. The Revision of the Designed Materials............................................... .

56

a) Responses to the Respondent’s Evaluation ……………………….

57

b) The Presentation of the Designed Materials ………………………

57

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CHAPTER V: CONCLUSIONS AND SUGGESTIONS .........................

60

A. Conclusions ...........................................................................................

60

B. Suggestions............................................................................................

62

REFERENCES .............................................................................................

64

APPENDICES ..............................................................................................

66

Appendix A. Letter of Permission ..................................................................

67

Appendix B. Interview Guideline, Post-design Questionnaire.......................

70

Appendix C. The Results of Post-design Questionnaire ................................

78

Appendix D. The Syllabus …………………………………………………

80

Appendix E. The Lesson Plan ........................................................................

96

Appendix F. The Learning Activities and Intelligences .................................

138

Appendix G. English Vocabulary Materials Based on
Multiple Intelligence Theory for the Seventh Grade Students
of Kanisius Pakem Sleman ......................................................

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LIST OF FIGURES
Page
Figure 2.1Dick & Reiser’s Instructional Design.............................................

9

Figure 2.2 Kemp’s Instructional Design Plan.................................................

12

Figure 2.3 The Writer Instructional Design Models ......................................

23

Figure 3.1 The Relationship of R&D and Instructional Design Models ……

35

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LIST OF TABLES
Page
Table 3.1 The Description of Product Evaluation Respondents .....................

27

Table 3.2 The Format of Product Evaluation Results.....................................

32

Table 4.1 The Standard Competences ............................................................

42

Table 4.2 The Basic Competences..................................................................

44

Table 4.3 The Indicators .................................................................................

46

Table 4.4 The Result of the Evaluation Questionnaire ...................................

52

Table 4.5 The Final Version of the Material...................................................

58

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ABSTRACT
Septiani, Francisca Ika. 2008. English Vocabulary Instructional Materials Based on
the Multiple Intelligence Theory for the Seventh Grade Students of SMP Kanisius
Pakem Sleman. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
This study was conducted to design vocabulary materials based on the Multiple
Intelligence (MI) theory for the seventh grade students of SMP Kanisius Pakem
Sleman. 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.
The objectives of this study were to answer two research questions: (1) how is a
set of vocabulary instructional materials based on the Multiple Intelligence theory for
the seventh grade students of SMP Kanisius Pakem Sleman designed? And (2) what
does vocabulary instructional materials based on the Multiple Intelligence theory for
the seventh grade students of SMP Kanisius Pakem Sleman 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) Product Evaluation, and (5) Main Product Revision.
To answer the first question, the writer adapted Dick& Reiser’s and Kemp’s
instructional design models. There were eight steps employed based on Dick &
Reiser’s and Kemp’s instructional design models: (1) Doing Needs Analysis, (2)
Determining Standard Competences, Basic Competences, and Topics, (3)
Determining Indicators, (4) Listing Subject Contents, (5) Designing the Materials, (6)
Selecting the teaching-learning Activities,(7) Evaluating, and (8) Revising.
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 respondents. Based on the evaluation by the
English teachers of SMP Kanisius Pakem Sleman and English Education lecturer of
Sanata Dharma University; the mean was ranged to 3.3 up to 4.5 on a scale of 1-5. It
is concluded that the designed materials are good and acceptable. The final version of
the designed materials consists of eight units and each unit consists of four sections,
that is Come In Please, Let’s Build the Word, Work It Out, and You Can Do It. In each
unit there were four up to six intelligences developed. The detailed presentation of the
designed materials can be seen in the Appendix G.
Finally it is hoped that this English vocabulary instructional materials
encourages other researchers to conduct a further study on the Multiple Intelligence
Theory.

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK
Septiani, Francisca Ika. 2008. English Vocabulary Instructional Materials Based on
the Multiple Intelligence Theory for the Seventh Grade Students of SMP Kanisius
Pakem Sleman. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas
Sanata Dharma.
Studi ini dilaksanakan untuk merancang materi pembelajaran vocabulary
berdasarkan teori kecerdasan ganda bagi siswa kelas tujuh SMP Kanisius Pakem
Sleman. Aspek-aspek kecerdasan yang akan dibahas di dalam penelitian ini adalah:
kecerdasan verbal-linguistik, matematis-logis, musik, ruang-visual, kinestetik-badani,
interpersonal, intrapersonal, dan kecerdasan alam.
Tujuan dari studi ini adalah menjawab dua pertanyaan: (1) Bagaimana
merancang materi vocabulary berdasarkan teori kecerdasan ganda bagi kelas tujuh
SMP Kanisius Pakem Sleman? (2) Bagaimanakah bentuk rancangan materi
vocabulary berdasarkan teori kecerdasan ganda bagi kelas tujuh SMP Kanisius Pakem
Sleman? 5 langkah metode siklus R&D dipergunakan untuk menjawab dua
pertanyaan diatas. 5 langkah tersebut adalah: (1) pengumpulan informasi dan hasilhasil penelitian, (2) perencanaan, (3) pengembangan bentuk awal materi, (4) evaluasi
materi, dan (5) perbaikan materi utama.
Untuk menjawab pertanyaan pertama, penulis mengadaptasi model
pembelajaran dari Dick& Reiser’s. Ada 9 langkah yg diterapkan berdasarkan model
pembelajaran Dick&Reiser’s: (1) melakukan survey kebutuhan, (2) menentukan
standar kompetensi, kompetensi dasar, dan topik, (3) merumuskan indikator, (4)
merinci isi materi, (5) merancang materi, (6) memilih kegiatan belajar mengajar, (7)
evaluasi, dan (8) memperbaiki materi .
Untuk menjawab pertanyaan kedua; versi akhir dari materi yang dirancang,
diperbaiki berdasarkan masukan, komentar dan saran dari responden. Berdasarkan
hasil evaluasi yang diperoleh dari guru-guru bahasa Inggris SMP Kanisius Pakem
Sleman dan dosen Pendidikan Bahasa Inggris Sanata Dharma; rata-rata yang
diperoleh adalah 3.3 sampai 4.5 dari skala 1-5. Maka, dapat disimpulkan bahwa
materi yang di rancang ini baik dan dapat diterima. Versi akhir materi yang dirancang
terdiri dari delapan unit dan masing-masing unit terdiri atas empat bagian, yaitu,
Come In Please, Let’s Build the Word, Work It Out, and You Can Do It. Dalam setiap
unit ada empat sampai enam inteligensi dikembangkan. Materi secara detail dapat
dilihat pada Apendiks G.
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 covers six important parts of the thesis: background of the
study, problem formulation, problem limitation, research objectives, research
benefits, and definition of terms.

A. Background of the study
Some people still believe that smart people are those who have high IQ
(Intelligence Quotient). In our education system, people who have high
intelligence are valued from linguistic and mathematic-logic. Those who have
high IQ are considered to be successful in the future. In fact, there are many
people who have high IQ are successful in their study but not success in their
career (“Meredupnya Pamor IQ”, Leksono, Kompas, 2007). The use of IQ as a
base of success is broken by a new theory called Multiple Intelligences. Gardner
stated that a smart student is not only measured from the linguistic and
mathematic-logic but by the nine intelligences (“Teori Inteligensi Ganda”,
Suparno, 2003). They are linguistic, logical-mathematical, spatial, musical, bodily
kinesthetic, interpersonal, intrapersonal, naturalist and existential. This theory
reveals there is more intelligence that can help the students to be successful in
school. For example, a child may be skilled in doing any kind of physical
activities yet unable to learn a new language. His or her weakness in learning a
new language does not predict either success or failure in doing school task. The

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writer believes when teacher provides variety of task based on students’ major
intelligence, students will be helped in their part of learning.
In this globalization era, English has become international language in all
over the countries. Therefore, students learn English in school. They have to learn
English in order to be able to communicate orally and written in their daily life.
Junior High School students also learn English as their obligatory subject.
However, from the writers’ interview to some junior high school students it is
known that they consider English as a difficult subject. They have problems
especially in memorizing the meaning of English words. There are several words
that have more than one meaning and students are confused to decide the
appropriate meaning.
The writer attempted to design a set of vocabulary instructional materials
since vocabulary skill is still forgotten in a part of learning English. Many English
teachers still focused only on grammar and ignore the vocabulary in their
teaching. This condition also supported by many student books’ which only
provide a small space of vocabulary. The example is the book which is used by
students of seventh grade in Kanisius Pakem. The book does not contain much
vocabulary and the activities included are monotonous. Besides, many students in
Kanisius Pakem still have low knowledge of vocabulary. Some students even still
use their mother tongue to speak in front of the class. Considering the students’
lack, the good mastery of vocabulary is important in their part of learning English.
Based on Panduan Pengembangan Silabus Mata Pelajaran Bahasa Inggris
Sekolah Menengah Pertama, it is stated that learning English language means

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applying the language to communicate with other people. To achieve the purpose,
the mastery of vocabulary is important for supporting the communication skill
that students need to achieve.
In designing the materials, the writer uses multiple intelligences theory.
The writer believes when teacher provides a lot of varieties in learning activities
based on students’ way of learning, their understanding on the lesson will be
developed. Students who are not good at linguistic skills can be helped if the
teacher provides variety on the learning activities based on what they are good at.
By developing the eight intelligences in task, students’ major intelligence will be
activated and it will help them in learning any kind of subject.

B. Problem Formulation
There are two main problems to discuss in this study:
1. How is a set of English vocabulary instructional materials based on the
Multiple Intelligence theory for the seventh grade students of Kanisius Pakem
designed?
2. What does the designed set of English vocabulary instructional materials for the
seventh grade students of Kanisius Pakem based on the Multiple Intelligence
theory look like?

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C. Problem Limitation
This study focuses on how to design English vocabulary instructional
materials to teach English. The approach used is Multiple Intelligences that can
help students in their part of learning by developing the eight areas of
intelligences.

D. Research Objectives
This study aims at:
1. Finding out how a set of vocabulary instructional materials based on the
Multiple Intelligence theory for the seventh grade students of Kanisius Pakem
is designed.
2. Presenting the designed set of materials.

E. Research Benefits
This study is expected to give some benefits. Those is:
1. English teachers
The vocabulary materials can be used as a tool to help English teachers to teach
using multiple intelligences theory and develop the student’s intelligences
through various activities in English teaching. In addition, these materials can
be used as a supplementary material in teaching English. In this study,
supplementary means the materials can be used to add or complete the existing
materials.
2. The Kanisius Pakem Junior High School students

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The writer hopes that with the designed materials, the students will experience
various activities that can stimulate their intelligences in learning English. They
will be able to understand and memorize the words in English. At the end, the
students are able to learn and use their eight intelligences independently.
3. Other researchers
It is hoped that through this study, the other researcher will be encouraged to
conduct some studies to find new theories in education.

F. Definition of Terms
In this section the writer defines some important terms that is used in this
study:
1. Instructional Material
An instructional material is any resource including printed materials of
many kinds, audiovisual media, and other items for group and individual uses.
The material itself can help and motivate students to understand on the subject
given (Kemp, 1977). In this study, instructional material is materials from any
kind of resource that is used for group and individual uses. The material itself
would be printed materials.
2. Vocabulary
“A part from context, vocabulary can be defined as a sum or stock of
words employed by a language, group, individual, or work, or in a field of
knowledge” (Stevens, 1993: 1322). Hornby (1993:1331) also stated an almost
similar idea. He defines vocabulary as 1) total numbers of words which (with

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rules combining them) make up a language 2) words known to or used by a
person in trade, profession 3) book containing list of words. In this study, the
writer refers to Hornby’s definition that is, total numbers of words which
(with rules combining them) make up a language.
3. Multiple Intelligence Theory
A theory proposes that there is much intelligence that human has. The
intelligences are languages that all people speak and are influenced, in part by
the culture into which one is born (Campbel & Dickinson, 1984: xix).
Multiple Intelligences theory has been proposed by Gardner (2000) in his
book Intelligence Reframed.
There are nine intelligences that people have namely linguistic, logicalmathematical, spatial, musical, bodily kinesthetic, interpersonal, intrapersonal,
naturalist, and existential. In this study the writer will only discuss the eight
intelligences. The writer will reflect the intelligences on the design when the
topics and materials are possible.
4. Seventh grade students
They are students at the approximate age of 13-15. According to Piaget,
(1958) students at this age pass the period of formal operation. It is a period
when students are able to think symbolically and can understand meaningfully
without seeing the concrete object.
5. Kanisius Pakem Junior High School
SMP Kanisius Pakem is one of the Junior High Schools in Sleman. This
school is located on Jln. Sukunan Pakembinangun, Sleman. The seventh grade

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consists of two classes. Then, there are also two eighth grade classes and two
ninth grade classes.

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CHAPTER II

THEORETICAL REVIEW

This chapter

presents

two major discussions. They are theoretical

description and theoretical framework. In the theoretical description, some related
theories such as instructional design models, multiple intelligence theory,
characteristic of junior high school students, and vocabulary will be developed.
The theoretical framework presents the summary of the previous section and
illustrates the steps to be taken in constructing the design.

A.Theoretical Description

There are four topics presented in this section: instructional design,
Multiple Intelligence Theory, charactheristic of junior high school students, and
vocabulary.

1. Instructional Design Model

a) Dick and Reiser’s Model

“An instructional plan consists of a number of components that, when
integrated, provide you with an outline for delivering effective instruction to
learners” (Dick & Reiser, 1989:3). There are several components that can be
included in the plan. The components are instructional goals, objectives for each
goal, test items for each objective including type of instruction activity, content
and means of presenting instructional activity. These components then go into

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instructional plan. The diagram on Figure 2.1 shows steps to develop effective
instruction based on the components previously described.

Select/review texts

Set
goals

Write
Objectives

Develop
test

Develop
instructional
activities

Choose
instructional
media

Implement
instruction

Analyze students’
characteristics

Revise instruction

Figure 2.1. Dick & Reiser’s instructional design plan (1989: 4)

b) Kemp’s Model

This model is taken because the structure of the instructional design by
Kemp can be applied in all education levels (elementary to colleges). The model
can also be used to design a single unit of instructional material.
Kemp (1977: 8-9) offers eight elements in designing the program
development. An interdependent is found among eight elements. Kemp’s model is
a flexible process. It can move back and forth to the other steps. The steps are
goals; topic and general purposes; learning characteristics; learning objectives;

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10

subject content; pre-assessment; teaching-learning activities and resources;
support services; evaluation.
Step 1 Goals, topics and general purposes

In making the design, a designer should identify goals, choose major
topics, and listing the general purposes. The goals can be derived from three
sources i.e. society, students, and subject areas. After recognizing the goals, major
topics should be treated within the content area. Those topics should be
consequenced from simple or concrete levels to complex and more abstract levels.
The next thing to do is listing general purposes which are made from the goals
and explicitly express students’ expectation.

Step 2 Learning characteristics

In order to assure individual’s success in educational program, the
designer should recognize and respect the students as an individual learner. It
means that the designer must obtain information about the student’s capabilities,
needs and interest. The information on student’s characteristic will affect the
instructional design emphazised.

Step 3 Learning Objectives

Specyfying the objectives is difficult but essential in making instructional
design. In this step, teacher is concerned with learning as the outcome of
instruction. Therefore, all of the objectives should be measureable and
unambigous so that students are able to do the objectives.

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Step 4 Subject content

Students’ learning experiences must closely relate to the objectives and to
the students’ needs. Subject content comprises the selection and organizing of the
specific knowledge, skills and attitudinal factors of any topic. It is called in term
of organizing content. In teaching skill, an organizational procedure called task
analysis which refers to logical, step by step description of the job or performance
skill is often used.

Step 5 Pre-assesment

In order to plan learning activities, a pre-requisite test is needed. The test
is fuctioned as determination whether students have the appropriate background
for the topic. The second is to determine which of the objectives students have
already achieved.

Step 6 Teaching/learning activities and resources

All the plan have done came to the selection of teaching/learning
activities. The designer has to decide the most efficient and effective methods to
provide learning experiences. The selection of activities close to the selection of
supporting materials which effectively explain and illustrate the subject content.

Step 7 Support services

Any instructional situation are interrelated with many elements. One
which need to be considered is support services. It must be considered at the same

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12

time instructional plans are being made and selected. The support services
includes funds, facilities, equipment and personnel.

Step 8 Evaluation

This is the final step in the instructional design plan for both the students
and the teachers. Student’s performance is measured by teachers that have set the
criteria for judging the quality of student’s work. When students succesfully
achieve them, the educational program is succesfully gained.

Goal, Topics,
and General
Purposes
Learner
Characteristic

Evaluation

Support
Services

Learning
Objectives

Revision

Teaching
Learning
Activities
resources

Subject
Content
Pre
assessment

Figure 2.2 Kemp’s Instructional Design Model

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2. Multiple Intelligence Theory

a. The Nature of Multiple Intelligence theory

In his book Frames of Mind (1983), Gardner presented a list of seven
intelligences. The first two are ones that have been typically valued in school; the
next three are usually associated with arts; and the final two are what Howard
Gardner called ‘personal intelligences’ (Gardner, 1999: 41-43). Afterwards in
Intelligence Reframed (2000) he added two intelligences. The nine intelligences
are linguistic, logical-mathematical, spatial, musical, bodily kinesthetic,
interpersonal, intrapersonal, naturalist and existential. In this study, the writer will
only discuss the eight intelligences since the ninth intelligences is quite new and
personal.

b. The Eight Intelligences

There are eight intelligences will be discussed in this study. They are described as
follows.

1. Linguistic intelligence is the ability of using words in remembering list or
process.

The person with this intelligence is able to think in words and

language to express complex meanings.

2. Logical-mathematical intelligence encompasses three interelated fields,
mathematic, science and logic. A person with logical-mathematical
intelligence familiar with concept of quantity, time, and cause and effect.

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3. Musical intelligence posseses a sensitivity to pitch, melody, rhytm, and tone.
An individual with musical intelligence has high participation in musical
activities such as playing instruments, singing, and composing.

4. Spatial intelligence defines the individual’s ability to transform objects in
space. A person who has this intelligence is excellent in reproducing objects in
visible forms.

5. Bodily-kinesthetic intelligence is the ability to unite body and mind to perfect
physical performance. This intelligence centers on how a person can use his or
her body to show high skills of performance.

6. Interpersonal intelligence is the capacity to understand and interact effectively
with others. Person with interpersonal intelligence enjoys interacting with
others of similar or different ages. He or she often great at group work, team,
and collaborative projects.

7. Intrapersonal intelligence refers to the ability to construct an accurate
perception of oneself and to use such knowledge in planing and directing
one’s life. This intelligence includes of how person uses feelings and thoughts
to understand his or herself and other people.

8. Naturalist intelligence enables human beings to recognize, categorize, draw
upon certain features of the environment. The person with the intelligence able
to make distinction in the natural world and identify features in the
environment.

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Gardner believes that since each intelligence can be used for good or ill
purposes, all eight are inherently value-free (Campbell,1996). Each student has
different intelligence therefore the purpose of the school should be to develop
intelligences and to help people to reach the goals based on the spectrum of
intelligences.

3. Characteristics of Junior High School students
Students of junior high school are between the ages of 13-15. They are
considered as adolescence. Konopka (1973) sees adolescence as an important
segment of continuing human development. She distinguishes early adolescence
(the years from twelve to fifteen), middle adolescence (fifteen to eighteen), and
late adolescence (nineteen to twenty two). Usually an adolescent becomes deeply
aware of many life issues and questions relating to himself and others, to
community and nation. They eagerly take opportunities for a good time, for
pleasure and excitement but is also concerned over the expectations of others and
his liberty to press for new experiences and adventures (Pikunas, 1973: 242 ).
There are several developments happened during the adolescence stage (Pikunas,
1976: (245-256). They are social development, emotional development, and
cognitive development.
a. Social Development
The social development comes into the need for physical and social
adequacy which emerges as the pressing one. Many adolescence are searching
for identity and standard through the value given by parents and adult society.

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b. Emotional Development
The pubertal child begins to experience heightened feelings and
undertakes to revise his or her own attitudes. There is an increasing of
emotional which is apparent in the various moods experienced by adult.
c. Cognitive Development
The cognitive development has developed well during adolescence stage.
They begin to feel confident in their own mental ability and enjoy intellectual
activity. They are already able with activity of thinking, hypothesizing, and
experimenting.

4. Vocabulary
a. The Four Key Strands in Vocabulary
Nation (2002: 267) stated that research on second language acquisition can
be interpreted to show that a well-balanced language course should contain four
major strands: meaning-focused input, meaning-focused output, fluency
development, and language-focused instruction. He added that vocabulary
teaching and learning must fit into these four strands. The details of how the
vocabulary component fit into the four strands are elaborated as follows.
1) Vocabulary and Meaning-Focused Input
Learning vocabulary from meaning-focused input can be easily described
as learning vocabulary through listening and reading. For this type of learning,
series of graded readers with careful vocabulary control are significant. The best
practice of vocabulary teaching and learning should provide large quantities of

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17

suitably graded input by offering it across a range of genres and topics. Therefore,
it is essential that learners have access to simple written and spoken texts.
2) Vocabulary and Meaning-Focused Output
Learning vocabulary from meaning-focused output means learning
vocabulary by speaking and writing in which the main attention is on
communicating messages. By using vocabulary productively, it can strengthen
learning and can push learners to focus on aspect of vocabulary knowledge.
3) Developing Fluency with Vocabulary
The fluency development strand of a course aims to help learners make the
best use of what they already know. It is important for each four skills listening,
speaking, reading and writing.
There are three conditions required for the development of fluency: (1) it
should not involve unfamiliar vocabulary, (2) the learners’ focus is on the
message, and (3) the learners are encouraged to reach a higher than usual level of
performance through the use of repetition, time pressure, and planning and
preparation.
4) Vocabulary and Language-Focused Instruction
Language focused instruction is also well-known as form-focused
instruction and language study. Language focused instruction occurs when
learners direct their attention to language item in order to gain knowledge about
the item as a part of the language system. Language-focused instruction focuses

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on pronunciation and spelling of a word, memorizing collocation, and being
corrected for incorrect use of a word.
b. Principles of Teaching Vocabulary
Nation in Practical English Language Teaching (2003:135-41) stated that
there are four principles which can be used in teaching vocabulary. They are
elaborated as follows:
1) Focus on the Most Useful Vocabulary First
Teaching useful vocabulary before less useful vocabulary gives learners
the best return for their learning effort. The most useful vocabulary that is given
by the teacher will enable them to master the English word and absolutely same
with the effort they have done.
2) Focus on the Vocabulary in the Most Appropriate Way
In this study, the writer will look at the four most important vocabulary
learning strategies of using word parts, guessing from context, using word cards,
and using dictionaries. Using word parts to help remember words, and using
guessing from context are two very important strategies for dealing with lowfrequency words. There are two more very important strategies- using word cards
for deliberate learning, and looking up words in dictionaries.
3) Give Attention to the High Frequency Words Across the Four Strands of
a Course
High frequency vocabulary needs to occur in all four strands of course. It
should get deliberate attention through teaching and study and should be met and
used in communicating messages in listening, speaking, reading and writing.

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4) Encourage learners to reflect on and take responsibility for learning
There is an important principle lays behind choosing and learning and that
is that learners need to realize that they must be responsible for their own
learning. Taking this responsibility requires (1) knowledge of what to learn and
the range of options for learning vocabulary, (2) skill in choosing the best options,
and (3) the ability to monitor and evaluate progress with those options.
B. Theoretical Framework
Having discussed the theoretical description, in this part the writer will put
important points on theoretical framework. Firstly, the study is about the
instructional design. The organized plan on the design aims to give direction to
the teacher so they can develop effective instruction. The writer uses steps
modified from Kemp and Dick& Reiser’s model. The writer adapts this two
models since they are completing each other. In Kemp there is no need analysis.
The use of need analysis in Dick & Reiser’s can make the design better.
Moreover, Dick&Reiser’s m