51 Besides, they wanted learning activities that could attract them to learn English
better. The students also needed to find how they could learn English better. And, they found difficulties in mastery of vocabulary, grammar, pronunciation, and
spelling, listening, and speaking.
b. The Result of Questionnaire for English Teachers
This was the first part of questionnaire for the English teachers who taught in the related department. It was aimed to collect data related to their experiences
in teaching the students and for needs analysis to be the basis of designing materials. There were three teachers who became the participants. Two of them
were full-time teachers from related school and one of them was hired from another institution, which was Higher Learning. The result of the questionnaire
can be seen in Appendix B Table B1. The questionnaire for three English teachers showed that one class was
taught by three teachers whose time allocation was different. The characteristics of the students were varied. Although they were generally active in participating
English lesson, they had different ability in English. It was shown by each teacher who mentioned that students were good, not really active, and active in English.
Then, two teachers considered they were in elementary level, but one of them stated they were in beginner level. Those meant that some students might need
more enforcement to learn English than the other students. The two out of three teachers found it difficult to help students develop
their vocabulary, one of them felt difficult in increasing students’ motivation to
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52 learn, and one of them did not find difficulty. The quest
ionnaire’s result also showed that in teaching students, the teachers generally used module from LP2IP
and Get Along With English book. There were also other references to support those two references, such as Welcome English, BSE: English for SMK, Surat
Menyurat Bahasa Inggris, and from Dyned software. Meanwhile, the topics which were selected based on school’s curriculum, available reference books, and
Dyned. For questions related to integrated materials, all participants agreed that
developing four skills in language was helpful for students in learning English. Although all four skills were taught in class, the teaching strategy was generally
lecturing, which was showed from two teachers answering lectures for teaching strategy. The other strategies were exercise, question and answer, discussion, and
speaking. Related to media for teaching, the teachers used power point slide and tape recorder 2, film 1, and Dyned 1.
In order to make teaching and learning materials which provide more variation in teaching and learning process, more activities were needed. It could
be seen from two teachers who agreed with it. Materials with various activities could be developed based on theory of MI. It conforms with what Chatib 2009
stated that teaching and learning based on MI provides teachers and learners of large numbers of activities which are attractive and effective. MI based materials
can make teaching activities suitable to the students’ way of learning. It is because
MI focuses on the differences of learners, needs, and learning styles Richards Rogers, 2001. In addition, it can help students improve their intelligences, not
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53 merely linguistic intelligences. Language links to life through senses which
involve other intelligences, and the other intelligences support the linguistic intelligence as well Richards Rogers, 2001.
It could be seen from teachers’ opinion that intelligences, which were logicalmathematical, visualspatial, bodilykinesthetic, musical, intrapersonal,
interpersonal, and natural intelligences, could not be separated from linguistic intelligences. They support each other. This connectivity could add variation in
activities for students by employing MI. Lastly, there was suggestion for the materials which would be designed. It was to add vocabulary activity and stories
for reading.
c. The Result of Interview with English Teacher
