A set of speaking materials based on multiple inteligences for tenth grade students of SMA Bopkri 2 Yogyakarta.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A SET OF SPEAKING MATERIALS BASED ON MULTIPLE
INTELIGENCES FOR TENTH GRADE STUDENTS OF SMA BOPKRI 2
YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial fulfillment of the Requirement
to obtain the Sarjana Pendidikan Degree
in English Language Education

By
Anadeta Dewi Primandaru Yekti
Student Number: 06 1214 137

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ART EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA

201 2

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A SET OF SPEAKING MATERIALS BASED ON MULTIPLE
INTELIGENCES FOR TENTH GRADE STUDENTS OF SMA BOPKRI 2
YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial fulfillment of the Requirement
to obtain the Sarjana Pendidikan Degree
in English Language Education

By
Anadeta Dewi Primandaru Yekti
Student Number: 06 1214 137

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ART EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
201 2
i

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

iii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

STATEMENTS OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, February 23rd, 2012
The Writer

Anadeta Dewi Primandaru Yekti
061214137

iv

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Dedication Page

This thesis is dedicated to:

Jesus Christ for
His wonderful love

My Beloved Mom and Dad

My Brother Eko a.k.a
Lehor… ^_^

v

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT

Yekti. Anadeta Dewi Primandaru. 2012. A Set of Speaking Materialss Based on
Multiple Inteligence for Tenth Grade Students of SMA BOPKRI 2 Yogyakarta.
Yogyakarta: English Language Education Study Program, Sanata Dharma
University.
Every student has different ways in study English. There are some students
who can learn better if they are listening to the music, working in a group, using
language game, using video, etc. It is because every student has different
intelligence. There are seven intelligences: 1) logical/mathematical, 2) visual/
spatial, 3) body/kinesthetic, 4) musical/rhythmic, 5) interpersonal, 6)
intrapersonal, and 7) verbal/ language. Those intelligences are combined to design
speaking materials for tenth grade students of SMA BOPKRI 2 Yogyakarta. This

study is concerned with one research question, which is what does a set of
materialss for teaching speaking based on Multiple Intelligences for tenth grade
students of SMA BOPKRI 2 Yogyakarta look like?
In answering the research question, the writer presented a set of speaking
materials based on multiple intelligences for tenth grade students of SMA BOPKRI
2 Yogyakarta. The whole materialss consists of nine units. The writer developed
four of them. They are “Are You Free Tonight?”, “Are You Happy?”, “It’s an
Interesting Story”, and “How do You Do It?”. Each unit of the materialss consist
of three parts. They are “Warming up”, “Let’s Do It!”, and “Wrapping Up”.
Warming Up aimed to get the students’ attention and give general knowledge of
what materialss are going to learned. Let’s Do It consists of some exercises to
help the students enhace their speaking ability. Wrapping Up contains the
summary of the importants points discuss in the units.
Hopefully, the design materials can be used in the school to support the
teaching-learning materialss to improve the students’ ability in communicating
using English.
Keywords: (1) speaking, (2) multiple intelligences, (3) tenth grade students, (4)
SMA BOPKRI 2 Yogyakarta.

vi

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK

Yekti, Anadeta Dewi Primandaru. 2012. Designing a Set of Speaking Materials
Based on Multiple Intelligence for Tenth Grade Students of SMA BOPKRI 2
Yogyakarta. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma
Setiap siswa memiliki cara yang berbeda dalam belajar Bahasa Inggris.
Ada beberapa siswa yang belajar dengan lebih baik jika mereka sedang
mendengarkan music, dalam kelompok, melakukan hal yang lain, menggunakan
perbaikan bahasa, menggunakan video, dll. Hal ini dikarenakan setiap siswa
memiliki inteligensi yang berdeda. Ada tujuh inteligensi: 1) logika/matematika, 2)
visual/spatial, 3) body/kinesthetic, 4) musik/berirama, 5) intrapersonal, 6)
interpersonal, 7) verbal/bahasa. Intelegensi tersebut digabungkan untuk
merancang materi speaking untuk siswa kelas X SMA BOPKRI 2 Yogyakarta.
Studi ini difokuskan pada satu pertanyaan penelitian: 1) Bagaimanakah bentuk
materi speaking berdasarkan Multiple Intelligence tersebut?
Dalam menjawab pertanyaan penelitian, penulis mempersembahkan
materi berbicara berdasarkan multiple intelligences untuk siswa kelas sepuluh

SMA BOPKRI 2 Yogyakarta. Materi secara keseluruhan terdiri dari sembilan
unit. Penulis mengembangkan empat unit dari keseluruhan unit. Unit-unit tersebut
adalah “Are You Free Tonight?”, “Are You Happy?”, It’s an Interesting Story”,
dan “How do You Do It?”. Tiap-tiap unit terdiri dari tiga bagian. Bagian-bagian
tersebut adalah “Warming Up”, “Let’s Do It”, dan “Wrapping Up”. Warming Up
bertujuan untuk mendapatkan perhatian siswa dan memberikan pengetahuan
umum yang akan dipelajari. Let’s Do It terdiri dari beberapa latihan untuk
membantu siswa meningkatkan kemampuan berbicara siswa. Wrapping Up berisi
rangkuman hal-hal penting yang didiskusikan dalam unit-unit tersebut.
Materi ini diharapkan dapat diterapkan dalam sekolah untuk mendukung
materi pembelajaran untuk meningkatkan kemampuan siswa dalam berbahasa
Inggris.
Kata kunci: (1) berbicara, (2) multiple intelligences, (3) murid-murid kelas
sepuluh, (4) SMA BOPKRI 2 Yogyakarta.

vii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama

: Anadeta Dewi Primandaru Yekti

Nomor Mahasiswa

: 061214137

Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul: A SET OF
SPEAKING MATERIALS BASED ON MULTIPLE INTELIGENCES FOR
TENTH GRADE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikan di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya

maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 21 Ferbruari 2012
Yang menyatakan

Anadeta Dewi Primandaru Yekti

viii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGEMENTS
First of all I would like to express my greatest gratitude to The Almighty
Jesus Christ for His wonderful love, grace and blessing in my life so that I finally
finished this thesis. I believed that it happened because of His grace.
My sincere gratitude goes to my sponsor, Christina Kristiyani, S.Pd., M.
Pd, for her guidance, correction, suggestion, support, and patience during my
thesis accomplishment. I also would thank C. Tutyandari, S.Pd., M. Pd., and

Christina Lhaksmita Anandari, S.Pd., Ed. M, for being very kind evaluators. I
also send my gratitude to all lecturers of the English Language Education
Study Program for their guidance during my study in Sanata Dharma University.
I would like to thank Samuel Sunu Nugraha, S.Pd., S.H., M. Hum, the
teacher of SMA BOPKRI 2 Yogyakarta for his willingness to help me doing the
research in SMA BOPKRI 2 Yogyakarta and all teachers and staffs of SMA
BOPKRI 2 Yogyakarta.
My deepest gratitude addressed to my beloved parents, Petrus Tri
Panglipur and Theresia Sri Sukarsih, for their prayer, love, care, patience,
attention, support, and advice they had given to me. My gratitude also goes to my
lovely brother, Eko a.k.a Lehor a.k.a Plenggong, for his support with his funny
joke during finishing this thesis. I also thank my little angel Keysha for cheering
my days.

ix

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

My special thanks are addressed to all of my best friends, Yuditha, Rini
“Pengky”, Olliena, Anggina, Han-han, Resa, Agnez Fetmuk, Machan, Sita,

Mika I thank for the support, advice, friendship, tears, laughter, and all the
greatest experiences that we had through together. I also thank to the
Commediend family, Synergy group members, and the big family of Lembaga
Bahasa Sanata Dharma for the support during this painful and tiring process.
Finally, I would like to thank everyone who had helped me during my
study in Sanata Dharma University.

Anadeta Dewi Primandaru Yekti

x

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

TABLE OF CONTENTS

Page
TITLE PAGE ………………………………………………………………….. i
A P PR OV A L P A GE S

…….. .. .. .. .. .. ... .. .. .. .… ……… …… …… …… ….. .. .. ii

STATEMENT OF WORK’S ORIGINALITY ……..........…………………... iv
DE D IC A TI ON P AG E . . … … … … … … … … … … … … … … … … … … … … . . .

v

ABSTRACT …………..........…………….………………………..………....

vi

ABSTRAK ……………………………………………………...…….………

vi i

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK
KEPENTINGAN AKADEMIS …………………..………………..................... viii
ACKNOWLEDGEMENTS

…………………………………………………

ix

TABLE OF CONTENTS …………………………………………………...... xi
LIST OF FIGURES …………………………………………………………. xv
LIST OF TABLES

………………………………………………………...

LIST OF APPENDICES …………………………………………………...

xvi
xvii

CHAPTER I: INTRODUCTION
A. Research Background …………………………....…………….……… 1
B. Problem Formulation …………….……………...…………….………. 3
C. Problem Limitation ……………………………...…………….……… 4
D. Research Objectives

……………...…………………………………..

xi

4

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

E. Research Benefits …………………………………....……………….. 4
F. Definition of Terms ………………………………....………………… 5
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Theoretical Description

………………………………...….………...

1. Instructional Design Model

……………………………………….

7
7

2. The Nature of Speaking …………………………………………...... 11
3. Multiple Intelligences ……………………………...……………. .... 15
3. School Based Curriculum …………………………………………. 18
B. Theoretical Framework

……………………………………………... 21

CHAPTER III: METHODOLOGY
A. Research Method …………...……………………………………….... 25
1. Research and Information Collecting
2. Planning

……………………………. 26

………………………………………………………….. 26

3. Develop Preliminary Form of Product
4. Preliminary Field Testing
5. Main Product Revision
B. Research Respondents

…………………………... 27

………………………………………... 27
…………………………………………... 27

……………………………………………… 28

C. Instruments and Data Gathering Techniques ………………………….. 29
D. Data Analysis Techniques …………………………………………... 31
E. Research Procedure

…………………………………………………. 33

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS
A. Contents of Materials ……………….................................……………...... 35
1. Students’ Needs and Characteristic ……………………………...… 35

xi i

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2. Learning Objectives ……………………………………………….... 43
3. Topic and Subject Contents ............…………………………………. 46
4. Learning Experiences ……………………..………………………... 50
5. The Presentation of Unit ………………………………………..…. 51
6. Description of the Materials ............................................................... 54
B. The Designing Speaking Materials ……………………………………....... 54

CHAPTER V: CONCLUSIONS AND SUGGESTIONS
A. C o nc l us i ons ……… …………… ………. .… …………… ………… … ….. 62
B. Suggestions ………………………………………………………………. 64

REFERENCES ………………………………………………………………… 67
APPENDICES………………………………………………………………….. 68

xi i i

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF FIGURES

Figure 2.1 Kemp’s Model ................................................................................... 11

xi v

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF TABLES

Table 3.1 Degree of Agreement ………......………………………………….. 32
Table 3.2 The Percentage of Respondents’ Opinion (Blank) …….………….. 32
Table 4.1 Topics, Competency Standard, and Basic Competence ………...… 43
Table 4.2 Units,Topics, and Time Allocation ……………………………….… 45
Table 4.3Units, Topics, and Subject Contents ……………………………..… 46
Table 4.4 Units, Topics, and Indicators …………………………………...…. 47
Table 5. 1. The Description of Multiple Intelligences in Each Unit ..……....… 57

xv

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF APPENDICES

Appendices ……………………………………………………………...……... 69
Appendix A
Letter of Permission from Dinas Pendidikan ………………………... 69
Letter of Permission to Dinas Pendidikan ...............................…….... 70
Letter of Permission to SMA BOPKRI 2 Yogyakarta.............................. 71
Appendix B
Questionnaire of Research and Information Collecting ……………... 72
Questionnaire of Preliminary Field Testing …………………………. 76
Appendix C
The Result of Research and Information Collecting …………...……… 80
The Result of Preliminary Field Testing ………………………...…... 87
Appendix D
Syllabus ………………………………………………………………. 90
Lesson Plans ……………………………………………………….... 101
Appendix E
The Printed Speaking Materials ……………………………………... 113
Appendix F
Te a c h e r’s Gu i d e l i n e s … … … … … … … … … … … … … … … … … … … 1 4 3

xvi

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER I
INTRODUCTION

This chapter presents the introduction of this study. This chapter is divided
into seven sections, namely, the research background, the problem formulation, the
problem limitation, the research objectives, the research benefits, the research
limitation, and definition of terms.

A.

Research Background
Every student has different ways to learn. They have different ability to learn

something. Some of them can learn well through music, picture, logic, verbal, etc
(Armstrong, 1994). Students show that they are good at some subjects, not in all
subjects. Even students who are very clever and really good at most of all subjects,
they still have particular subjects that the best at. It is because each student has
different intelligences. Some students are good at math; some students are good at
music, sport, language, etc. Dr. Howard Gardner had differentiated seven
intelligences. They are 1) logical/mathematical, 2) visual/ spatial, 3) body/kinesthetic,
4) musical/rhythmic, 5) interpersonal, 6) intrapersonal, and 7) verbal/ language
(Freeman, 2000: 159). That is why a teacher must know that their students have

1

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2

different strengths. Some students are better in learning when they read the materials
rather than just listened to the teacher. In contrast, some students are better when they
listen to the teacher explanation rather than when they read the materials. There are
also some students who are better at learning if they do something else while they are
studying. For example, making note, listening to the music, or sometimes they are
just moving around the classroom and disturbing their friends (Armstrong, 1994).
When teachers know the strengths of their students, they can use that strength
to find the best way to teach them. Teachers must create broader activities that can
cover the students’ needs. When teachers find that their students have
musical/rhythmic intelligence, they have to make learning activities that can support
their intelligence. High school students are usually like to play music. They often
bring guitar to school and they play it and sing together with their friends. Music is
universal and part of music that can be used in teaching learning activity is song.
Teachers can deliver their materials through song because everybody loves song. For
example, the teacher teaches vocabulary and the topic is fruit. The teacher can use
songs that contain or say about fruit. Teacher also can ask the students to dance while
they are singing the song. This activity does not only include musical/rhythmic
intelligence, but also body/kinesthetic intelligence. So, teachers must know their
students’ intelligences to help them in teaching.
In this study, the writer designs a set of speaking materials based on Multiple
Intelligences for tenth grade students of SMA BOPKRI 2 Yogyakarta. Speaking was
chosen to be developed because even though the teacher said that the students have

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

3

big interest in learning English, but the students said that they are not really interested
in it. The students tended to speak Indonesian language in class. They only use
English if the teacher asked them to practice in front of the class or when the teacher
walked around the class to check them when they had discussion. Speaking is
important part in studying English. People need to speak to communicate with others.
According to Yorkey, speaking skill is a skill and like other skills, it must be
practiced continuously. Therefore, the writer believes that high school students need
to practice their speaking skill because in the future it will be very useful for them.
Moreover, in university they will still find English lecturers in any major they take
and also now a day to be able to speak English is important in working world.
Therefore, various activities in learning English especially in learning
speaking are important in order to trigger the students’ interest to learn English.
Multiple intelligences proposed various activities to learn English and it can facilitate
the diverse the students’ intelligences. It could be a good way to make the students
interested in learning speaking.

B. Problem Formulation
Based on the discussion in the research background above, this study
formulated a question to answer. The question is as follow.
What does a set speaking materials based on Multiple Intelligences for tenth grade
students of BOPKRI 2 Yogyakarta look like?

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

4

C. Problem Limitation
The study is limited in designing a set of speaking materials based on multiple
intelligences for tenth grade students of SMA BOPKRI 2 Yogyakarta. The materials
will be designed based on the theory of multiple intelligences. It aims to improve the
students’ mastery and speaking ability so that they can communicate in English well.

D. Research Objectives
This study elaborates one objective. The objective is as follow.
To present speaking materials based on multiple intelligences.

E. Research Benefits
This study is expected to contribute benefits for the students of SMA BOPKRI
2 Yogyakarta, the English teacher of SMA BOPKRI 2 Yogyakarta, and the researcher.
The benefits are described below.
1. For the students of SMA BOPKRI 2 Yogyakarta
The design materials is expected to help the students in learning English,
especially speaking, so that they can improve their speaking skill. It is hoped that it
will be easier for the students to improve their communicative ability.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

5

2. For the teacher of SMA BOPKRI 2 Yogyakarta
The design materials can be an alternative for English teacher to support their
teaching materials.
3. For the researcher
This study can give more information about speaking materials based on multiple
intelligences.

F. Definition of Terms
This study provides the definition of important terms of the study. The terms
that would be defined are Multiple intelligences and tenth grade students.
1. 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
message and the hearer receive it (Widdowson, 1979: 59).
2. Multiple Intelligences
Multiple Intelligences were made by Dr. Howard Gardner. Multiple
Intelligence is a method which determined the students’ intelligence to find out the
students’ strengths. According to Howard Gardner intelligence is “the capacity to
solve problems or to fashion products that are valued in one or more cultural setting”
(Gardner & Hatch, 1989). There are seven intelligences proposed by Gardner. 1)
Logical/mathematical: the ability to use numbers effectively, to see abstract patterns,
and to reason well; 2) Visual/spatial: the ability to orient oneself in the environment,

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

6

to create mental images, and a sensitivity to shape, size, color; 3) Body/kinesthetic:
the ability to use one’s body to express oneself and to solve problems; 4)
Musical/rhythmic: an ability to recognize tonal pattern and a sensitivity to rhythm,
pitch, melody; 5) interpersonal: the ability to understand another person’s moods,
feelings, motivations, and intentions; 6) Intrapersonal: the ability to understand
oneself and to practice self-discipline; 7) verbal/linguistic: the ability to use language
effectively and creatively. (Freeman, 2000, p.159). Related to this study, the theory of
multiple intelligences is implemented in designing a set of speaking materials to
enhance the students’ speaking ability. In designing the materials, the writers only use
five of seven intelligences which are suitable with the characteristics of the students,
they are Body/kinesthetic, Musical/rhythmic, Interpersonal, Intrapersonal, and
Verbal/linguistic. In this study, the writer applies the theory of Multiple Intelligence
proposed by Gardner in designing the speaking materials. The theory of Multiple
Intelligences are applied when the learning activities are designed.
3. Tenth grade students
Tenth grade students are the students of tenth year school after elementary
school and junior high school who are usually 15-16 years old. They are usually
divided into some classes, for example class XA, XB, XC, XD based on their final
score in Junior High School.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER II
REVIEW OF RELATED LITERATURE

There are two major points discussed in this chapter. The first point is
Theoretical Description related to theories of the study and the second point is
Framework Description as the guideline in designing the materials.

A. Theoretical Description
This part will discuss some main points in this study. They are instructional
design models, The nature of speaking, multiple intelligence, and tenth grade
students.

1.

Instructional Design Models
According to Kemp (1977: 7), instructional design is “the process of systematic

planning that establishes a way to examine instructional problems and needs sets a
procedure for solving them and then evaluate the results”. There are three main points
in the design proposed by Kemp (1977: 8). They are objectives, method, and
evaluation. Objectives related to what should be learnt by the students. Method
related to what procedures and resources will work best to reach the desire learning

7

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

8

level. The last one is evaluation. Evaluation related to how we will know if the
motivation in learning happens.
Kemp (1977: 8) stated that there are eight steps in the Instructional Designed
Method.
1. Consider goals, list topics, and state general purpose for each topic.
It helps to determine the goal to be reached for each topic. Instructional design
starts with recognition of the goals of designing the materials, select the most
appropriate topics for students, and draw the general purposes of objectives.
According to Kemp (1977:14), goals may be derived from three resources those
are society, students, and subject areas.
2. List the important characteristic of the learners.
It helps the teacher to know the characteristic of the students so that the teacher
can design the materials which are suitable for the students. Designer must obtain
information about the learner’s capabilities, needs and interests to assure an
individual’s success in students’ educational program. Kemp mentioned there are
two factors that must be obtained, those are academic factor and social factor
(1977: 18).
3. Specify the learners’ objectives in terms of behavioral outcomes.
It determines what the students know or what they have to do after they study the
topic. The objectives are any abilities or behavior that can be measures and

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

9

observed clearly. There are three major categories of objectives for learning; those
are cognitive, psychomotor, and affective.
4. List the subject content that support each objectives.
It helps the teacher to find the subject content that can support each objective. The
content must closely relate to the objectives and to the student’s needs. Two
elements included in subject content are “organizing content and task analysis”.
Organizing content aims to put the content in a good order so that it will be
learnable for the students. Task analysis is conducted to manage the procedures of
teaching in a well sequenced order so that the procedures can support the learning.
5. Develop pre-assessment to determine the students’ background knowledge.
It will help the teacher to determine the background knowledge of the students.
Pre-assessment will give the designer information of what extent each student has
acquired the necessary prerequisites for studying the topic and what the student
may have already mastered about the subject to be studied. Pre-assessment is
needed to examine the students’ preparation to study the topic and competent in
some of the stated objectives (1977: 50).
6. Select teaching/learning activities and resources.
It helps the teacher to find the most appropriate teaching/learning activities and
resources for each objective. When the students are ready to study, the teacher can
start the teaching-learning activities. This part is attended to find the appropriate
method and instructional resources to accomplish each objective (1977: 55). The

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

10

teaching-learning activities include the teacher’s activities and the students’
activities. The teacher’s activities include what teacher should do in teaching such
as present the materials, explain some important terms, give clear instruction, or
organize the students’ activities and so on (1977: 55). The students’ activities
include doing the task in the individual or group work.
7. Choose some support services such as budget, equipment, facilities to maintain the
design.
It determines which support services which can maintain the design. There are
many elements that are needed in designing a set of materials. These support
services include funds, facilities, equipments, and personnel (1977: 84).
8. Evaluate the students’ accomplishment to do revision and reevaluation of the
design in order to make improvement. It is used to get to know how the students’
work will be measured. At the end of the teaching-learning activities, teacher
makes an evaluation to know the learning outcomes. Kemp says that evaluating the
students’ learning is necessary in order to know how far the learners have achieved
the objectives (1977: 86).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

11

Goal,
Topics,
General
purposes
Learner’s
Characteristics

Evaluation

Support
Service

Learning
Objectives

Revise

Subject
Content

Teaching/
learning
Activities
PreAssessment

Figure 2.1: Kemp’s model (Kemp, 1997:9)

2.

The Nature of Speaking
According to Brown and Yale as stated in Nunan’s book (1989:27), there are

two basic language functions in speaking. The first is the transactional function which
primarily concerned with the transfer of information. The second is the interactional
function, in which the primary purpose of speech of speech is the maintenance of

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

12

social relationships. According to Nunan (1989:26), spoken language consists of
short, often fragmentary utterances, in a range of pronunciations. There is often a
great deal of repetition and overlap between one speaker and another.
2.1 Teaching Speaking
The goal of teaching speaking in the classroom is to enable the students to
achieve the communication competence. It will be achieved if the teacher provides
effective techniques and procedure to manage the class. Based on Communicative
Language Teaching (CLT) approach, in teaching speaking, teacher must provide
appropriate materials and kinds of classroom activities that can be used as the basic of
a communicative methodology, such as group work, task-work, and information gap
activities (Richards and Rogers, 2001:173).
There are some principle proposed by Richards and Rogers that can be used to
support teaching-learning activity in speaking class.
1. Learners learn a language through using it to communicate.
2. Authentic and meaningful communication should be the goal of classroom
activities.
3. Fluency is an important dimension of communication.
4. Communication involved the integration of different language skills.
5. Learning is a process of creative construction and involves trial and error.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

13

2.2 Principles for Teaching Speaking
According to Nunan (2003), there are five principles for teaching speaking.
1. Be aware of the differences between second language and foreign language
learning contexts. Speaking is learned in two broad contexts: foreign language
and second language situation. A foreign language (FL) context is one where the
target language is not the language of communication in the society. A second
language (SL) context is one where the target language is the language of
communication in the society.
2. Give students practice with both fluency and accuracy. Accuracy is the extent to
which students’ speech matches what people actually say when they use the target
language. Fluency is the extent to which speakers use the language quickly and
confidently, with few hesitations or unnatural pauses, false starts, word searches,
etc.
3. Provide opportunities for students to talk by using group work or pair work, and
limiting teacher talk. Pair work and group work activities can be used to increase
the amount of time that learners get to speak in the target language during the
lessons.
4. Plan speaking task and involve negotiation for meaning. Negotiating for meaning
involves checking to see if you’ve understood what someone has said, clarifying
you understanding, and confirming that someone has understood your meaning. By

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

14

asking for clarification, repetition, or explanation during conversation, the learners
get the people they are speaking with to address them with language at a level they
can learn from and understand.
5. Design classroom activities that involve guidance and practice in both transactional
and interactional speaking. Interactional speech is communicating with someone
for social purposes. It includes both establishing and maintaining social
relationship. Transactional speech involves communicating to get something done,
including the exchange of goods and/or services. Nunan (1991; 42) states that most
interactions can be place on a continuum from relatively predictable to relatively
unpredictable. In contrast, Nunan states that transactional encounters of a fairly
restricted kind will usually contain highly predictable patterns. According to
Nunan, interactional speech is much more fluid and unpredictable than
transactional speech.
3. Multiple Intelligence
According to Howard Gardner intelligence is “the capacity to solve problems
or to fashion products that are valued in one or more cultural setting” (Gardner &
Hatch, 1989). He reviews the literature using eight criteria or 'signs' of an
intelligence: 1) Potential isolation by brain damage. 2) The existence of idiots
savants, prodigies and other exceptional individuals. 3) An identifiable core operation
or set of operations. 4) A distinctive development history, along with a definable set
of 'end-state' performances. 5) An evolutionary history and evolutionary plausibility.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

15

6) Support from experimental psychological tasks. 7) Support from psychometric
findings. 8) Susceptibility to encoding in a symbol system. (Howard Gardner, 1983:
62-69).
Howard Gardner had formulated seven intelligences. “His listing was
provisional. The first two have been typically valued in schools; the next three are
usually associated with the arts; and the final two are what Howard Gardner called
'personal intelligences” (Gardner 1999: 41-43).
a. Linguistic intelligence involves sensitivity to spoken and written language, the
ability to learn languages, and the capacity to use language to accomplish certain
goals. This intelligence includes the ability to effectively use language to express
oneself rhetorically or poetically; and language as a means to remember
information. Writers, poets, lawyers and speakers are among those that Howard
Gardner sees as having high linguistic intelligence.
b. Logical-mathematical intelligence consists of the capacity to analyze problems
logically, carry out mathematical operations, and investigate issues scientifically.
In Howard Gardner's words, it entails the ability to detect patterns, reason
deductively and think logically. This intelligence is most often associated with
scientific and mathematical thinking.
c. Musical intelligence involves skill in the performance, composition, and
appreciation of musical patterns. It encompasses the capacity to recognize and
compose musical pitches, tones, and rhythms. According to Howard Gardner
musical intelligence runs in an almost structural parallel to linguistic intelligence.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

16

d. Bodily-kinesthetic intelligence entails the potential of using one's whole body or
parts of the body to solve problems. It is the ability to use mental abilities to
coordinate bodily movements. Howard Gardner sees mental and physical activity
as related.
e. Spatial intelligence involves the potential to recognize and use the patterns of
wide space and more confined areas.
f. Interpersonal intelligence is concerned with the capacity to understand the
intentions, motivations and desires of other people. It allows people to work
effectively with others. Educators, salespeople, religious and political leaders and
counselors all need a well-developed interpersonal intelligence.
g. Intrapersonal intelligence entails the capacity to understand oneself, to appreciate
one's feelings, fears and motivations. In Howard Gardner's view it involves having
an effective working model of ourselves, and to be able to use such information to
regulate our lives.
A. The benefits of using multiple intelligence method
Using multiple intelligence as a teaching method could give some benefits.
The benefits were listed below.
1. The teacher will provide opportunities for authentic learning based on your
students' needs, interests and talents. Multiple intelligence classroom acts like the
"real" world, so that the students become more active, involved learners.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

17

2. The parents and the community involvement may increase. Activities involving
apprenticeship bring member of the community into the learning process.
3. Students will be able to demonstrate and share their strengths. Building strengths
gives a student the motivation to be a "specialist." This can in turn lead to
increased self-esteem.
4. When you "teach for understanding," your students accumulate positive
educational experiences and the capability for creating solution problem in life.
(Thornburg, David. 2004. Retrieved from www.thirteen.org, access on September
23, 2009).
B. Learning activities to support multiple intelligence in learning English.
Christison and Amstrong (1996) as cited by Diana Larsen Freeman
(2000:170) describe activities to support the Multiple Intelligences in learning
English.
1. Linguistic Intelligence. There are some materials and activities which can improve
the linguistic intelligence. The teacher uses such as lectures, small- and largegroup discussions, word games, listening to cassettes or talking books, student
speeches, storytelling, debates, memorizing, and using word processor.
2. Logical-Mathematical Intelligence. There are some activities such as science
experiment, puzzle, number, games, playing chess and finding patterns can help to
improve logical-mathematical intelligence.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

18

3. Spatial Intelligence. Mind mapping, charts, maps, color-coding system, video and
DVD are some activities to develop spatial intelligence.
4. Bodily-Kinesthetic Intelligence. The learners learn best by moving, touching,
interacting with space, and processing the knowledge through bodily sensation.
The learners likes to sing, dance, sports, puzzles, board games, hand signal, using
body language and crafts.
5. Musical Intelligence. The learners enjoy playing music instruments, singing,
composing songs or rhymes, and humming tones.
6. Interpersonal Intelligence. Interpersonal learners like interviewing people, having
dialogues, doing project work, having question-answer, doing pair work, and
doing group problem solving. This is because interpersonal learners want to
understand what others’ thought and feelings.
7. Intrapersonal Intelligence. Intrapersonal learner is good at understanding self,
pursuing goals/interest, focusing inward on feelings/dream. The learner learns best
by working alone, having own space, self evaluation and doing individual projects.
4. School-Based Curriculum
Curriculum is one of some fundamental principles in designing materials. A
renewal of curriculum might show an endeavor of a nation in enhancing its education
quality. School-Based Curriculum has been applied in Indonesia and it is expected to
have a better quality of education. School-Based curriculum has improved some
principles and adjust them to the learners’ needs and characteristics.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

19

As stated in the Standar Nasional Pendidikan (SNP pasal 1, ayat 15), SchoolBased Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP) is operational
curriculum which is arranged, developed, and implemented by each education level
referring to Competency standard and Basic Competence which are developed by
Badan Standar Nasional Pendidikan (Mulyana; 2007) .
Kurikulum Tingkat Satuan Pendidikan (KTSP) is arranged and developed
based on Undang-Undang 20 Tahun 2003 about National Education System pasal 36,
ayat 1, dan 2, as follow.
1. Curriculum development is carried out by referring to national education
standard to reach the purpose of national education.
2. Curriculum in every level of study is developed by considering the principle
of diversification of Satuan Pendidikan, region, and learners.
There are two Competency standards of Speaking skill of tenth grade students
in semester one. The first is to reveal meaning in the transactional and interpersonal
conversation in the context of daily life. While the Basic Competence are as follow.
a. To reveal meaning in formal or informal transactional (to get things done) and
interpersonal (socialize) conversation accurately, fluently, and acceptable by using
simple verbal language in the context of daily life and including: introduction,

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

20

meeting/parting, accepting request/offer/invitation, accepting appointment, and
cancelling appointment.
b. To reveal meaning in formal or informal transactional (to get things done) and
interpersonal (socialize) conversation accurately, fluently, and acceptable by using
simple verbal language in the context of daily life, including: Expression of
happiness, showing attention, showing sympathy, and giving instruction.
The second Competency standard is to reveal meaning in the short functional
text and monolog in the form of simple recount, narrative and procedure in the
context of daily life. While the Basic Competence are as follow.
a. To reveal meaning in the form of formal and informal short functional text
(example: announcement, advertisement, invitation, etc) by using verbal language in
the context of daily life.
b. To reveal meaning in simple monolog text by using various kind of verbal
language accurately, fluently, and acceptable in the context of daily life in the form
of: recount, narrative, and procedure text.
4.1 Objectives
There are three major objectives of English language learning based on
School-Based Curriculum. It is expected that after learning English students are able
to:

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

21

1. develop language competence in both spoken and written to achieve
informational literacy.
2. realize the role of English in globalization era.
3. recognize the connection between language and culture.

B. Theoretical Framework
Some steps were applied in designing a set of materials for teaching speaking
based on Multiple Intelligence for tenth grade students of SMA BOPKRI II
Yogyakarta. The materials is designed based on the teachers’ and the students’ needs.
In designing the materials, the writer adapted Kemp’s Instructional Design
Model in this study. The reason in choosing this Instructional Design Model is
because this Model emphasizing in three main points: objectives, method, and
evaluation. Each step would be discussed below.
1. Diagnosis of Needs
In this step, two of Kemp’s ID model models (step 2 and step 5) are
employed. In designing the speaking materials, it is necessary to have the information
about the students’ characteristics and their level of knowledge.
Thus, in designing the materials, the writer starts with conducting a survey
about the students’ needs and interests in learning English. In Kemp’s fifth step said

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

22

that the students’ level of knowledge is attained by conducting pre-assessment, but in
this study survey was conducted to attain the students’ level of knowledge. The
survey was conducted by employing tenth grade students of SMA BOPKRI 2
Yogyakarta and an English teacher. The English teacher was chosen because all tenth
grade classes were taught by him.
2. Specifying Learning Objectives
Kemp’s first step is employed in this step. The main focus of this step is
deciding the learning objectives and topics for each unit. The learning objectives can
be found in the Competency standard and Basic Competence or Kurikulum Tingkat
Satuan Pendidikan (KTSP) 2006 and the curriculum of SMA BOPKRI 2 Yogyakarta.
The result of this step are Competency standard, Basic Competence, topics for each
unit, and time allocation for each unit.
3. Selection of Content
In this step, Kemp’s third and fourth are employed. The first thing to do in
this step is deciding the indicators. After having the indicators, selection of content is
conducted. The selection of content based on the result of Need Diagnosis,
Competency standard, and Basic Competence so that it will be suitable with the
students’ needs and interests. The result of this step are subject content and indicators
of each unit.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

23

4. Selection of Learning Experiences
Kemp’s sixth step was employed in this step. The activities are selected based
on the Competency standard, Basic Competence, topic, and the indicators of each
unit. The activities are selected to enable the students’ to attain the learning
objectives. The learning experiences should be organized appropriately. It is
important because a well-organized learning activity will support the learning
materials and help the students to achieve the learning objectives. In this step, the
writer relies on Nunan’s principles for teaching speaking. The learning activities will
be designed based on the theory of Multiple Intelligences proposed by Gardner. The
writer also based on the theory of communicative language learning in selecting the
learning experiences. Communicative language learning proposed some activities that
can support the learning activities. The output of this step are learning experiences
and speaking materials.
5. Designing a Set of Speaking Materials
A set of speaking materials is designed in this step. The speaking materials is
designed based on the results of the previous steps as the framework of the whole
designed. In developing the speaking materials, the writer refers to some sources
including English textbooks and internet.
6. Product Evaluation
Kemp’s eight step is employed in this step. Here, the writer decides to do the
instructional plan evaluation not by evaluating the students’ achievements as
suggested by Kemp. The writer distributes questionnaire to three respondents, they

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

24

are two lecturers of English language Education Study Program of Sanata Dharma
University and one English teacher of SMA BOPKRI 2 Yogyakarta. It is conducted in
order to gain suggestions and feedbacks from the respondents to obtain better
speaking materials degined.
7. Final Product Revision
In this step, revision conducted to obtain better speaking materials design.
Kemp’s eight step suggests revision and improvements based on the suggestions and
feedbacks gain from the previous step. After gaining the suggestions and feedbacks
from the respondents, the writer revises the speaking materials designed.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER III
METHODOLOGY
This chapter presented the discussion in this study. It included the research
method, the research participant, the research instrument, the data gathering
techniques, the data analysis, and the research procedures.
A. Research Method
The writer employed Educational Research and Development or R & D as the
method of this research. According to Borg and Gall (1983: 772), educational
research and development was a process used to develop and validate educational
products, such as teaching materials, teaching method, and teaching instruction. The
goal of educational research is not to develop products, but rather to discover new
knowledge (through basic research) or to answer specific question about practical
problem (through applied research).
Borg and Gall (1983:772) said that the steps of this process are usually
referred to as the R & D cycle, which consist of studying research findings pertinent
to the product to be developed, developing the product based on these findings, field
testing it in the setting where it will be used eventually, and revising it to correct the
deficiencies found in the field-testing stage.

25

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

26

There were ten major steps in the R & D cycle, namely research and
information collecting, planning, develop preliminary form of product, preliminary
field testing, main product revision, main field testing, operational product revision,
operational

field

testing,

final

product

revision,

and

dissemination

and

implementation. However, there were only five steps of R & D cycle that were used
in this study.
There are some steps used in this research as explain follows.
1. Research and information collecting
It included review of literature and classroom observation. This step was
described as specifically as possible the educational product that was developed. The
descriptions included: 1) an overall narrative description of the proposed product, 2)
a tentative outline of what the product would include and how it would be used, 3) a
specific statement of the objectives of the product.

2. Planning
It included defining skills, stating objectives, and determining course
sequence. The data gathered from Research and Information Collecting used to
deter