tourism, sport, culture, show-biz, profession, fantasy, and internet. The following table 4.6 describes the organization of the learning topics into units.
Table 4.6: The Learning Topics Organization
No. Unit Title
Meeting Title The Learning Topics
1 Nature
Life on Earth Report
Saving the Environment Expressing warning
2 Tourism
What a Wonderful Place Brochure
On Holiday Expressing relief, pain, pleasure
3 Sport
Being Champion Narrative
Get Sweaty Poster
4 Culture
Telling Stories Narrative
Culture Shock Asking for and giving opinion
5 Show-Biz
Let’s Rock the World Banner
Sing Your Song English song
6 Profession
I Wish I Were Here Asking for and giving advice
Excuse me Asking for and giving permission
7 Fantasy
My Fortune Expressing satisfaction dissatisfaction
A Magic World English novel
8 Internet
Double-edge Sword Tech Analytical Exposition
Absolutely Agree Expressing agreement disagreement
3. Developing Preliminary Form of Product
In this part, the writer developed the designed material based on the result on research and information collecting. Moreover, the writer designed the
materials with the basis of standards competency, basic competences, and learning indicators accomplishment. Since the materials were developed based on MI
theory, the resources and learning activities were carefully selected to associate multiple intelligences-based learning in the class.
As Gardner
stated in
Teaching Learning
through Multiple
Intelligences, one application of this theory is not necessarily “right” and another
“wrong” Campbell, 1996: 231. Teachers who are considering adopting MI theory may reflect any approaches that might be the most beneficial for the
students. The strategies in this material were considered as the suitable way to develop appropriate multiple intelligences learning material.
Before deciding the subject content, the writer first determined the applied intelligences in each meeting. Still, it was daunting to create lessons that
incorporate all eight areas. Campbell recommended at least four intelligences serve as entry points into any content 1996: 232. The writer, then, sought the
four-strongest-intelligences by conducting MI test, which were interpersonal intelligence, linguistic intelligence, visual-spatial intelligence, and intrapersonal
intelligence. The result of MI test can be seen in percentage in a table 4.7 below.
Table 4.7: The MI Test Result
No. Intelligence Area
Percentage
1 Interpersonal
75,2 2
Linguistic 68
3 Visual-spatial
67,2 4
Intrapersonal 51,2
5 Naturalistic
49, 6 6
Musical 45,6
7 Kinesthetic
43,2 8
Logical-mathematical 36, 8
The eight of intelligence are incorporated in the designed material, which deliver four strongest intelligences as the entry point of each lesson.
In developing this material, the writer designed 4 parts in each meeting as a
framework, namely: a Snapshot, b Be Ready to Roll, c Walk Ahead, and d Watch My Progress. The description of each phase is elaborated below.
a. Snapshot
This is the pre-activity part. The aim of this part is to stimulate students’ interest and to activate their prior knowledge. In each meeting, the content of this
part is different. It can be some questions related to the topic, pictures, games, and songs. The tasks give opportunities for students to interact with each other
whether in pairs, small groups, or as a whole class. After doing the task in this part, the students are hoped to get acquainted with the subject. Multiple
intelligence areas elaborated in this part are varied. There are Linguistic, Musical, Visual-Spatial, Kinesthetic, and Interpersonal intelligences.
b. Be Ready to Roll
This is a preparatory part before going to the main activity. The tasks are varied in each topic. It mainly contains listening task, reading task, conversation,
and grammar spot. In some unit, it is completed with analyzing task and mind mapping. The tasks are not only intended to guide the students in learning English
but also to develop their intelligences in many areas. Multiple intelligence areas which are used in this part are Linguistic, Logical-Mathematical, Visual-Spatial
Interpersonal, Intrapersonal and Naturalistic intelligences.
c. Walk Ahead
In this part, the students are in charge of doing main activity. The students practice the expressions and skills introduced in the previous part. The task can be
in the form of speaking task, writing task or games. Besides that, there are creative task in this part, where the students are asked to do kinesthetic activities.
In doing the tasks, the students may work in groups, in pairs, or it can be done individually and classically. The intelligences used in this section are Linguistic,
Visual-Spatial, Kinesthetic,
Interpersonal, Intrapersonal
and Logical-
Mathematical.
c. Watch My Progress
This is regular task in the end of the class. It can be done right before the lesson is over or it can be assigned as homework, depends on the teacher’s
consideration. The purpose of this part is to encourage students to reflect on their experience during class as Campbell stated that such critical observation is one
way to become more conscious of our inner world, awareness as important for teachers as it is for students Campbell, 1996: 195. Students are asked to answer
some questions provided. The teachers are demanded to motivate the students to write freely and share their achievement and difficulties. Keeping students to
share their achievement and difficulties in the class is suggested for in-depth probing of interpersonal intelligence. Students may explore their own identities
through writing that accesses self-awareness, self-acceptance, self-actualization, and self-disclosure Campbell, 1996: 217. This is effective to monitor their
learning progress and writing skill and also develop their intrapersonal intelligence. For the same time, the teacher is able to know the students better and
to evaluate teaching-learning activities. As well as resources and tasks for the designed material selection, the
writer also provided the teachers’ manual as a guide in applying the materials. Teachers’ manual consists of the rationale of the material, tasks instruction,
photocopiable materials, likewise the syllabus and sample of lesson plan.
4. Field Testing Result
The field testing phase was done by distributing post-designed questionnaire as an evaluation of the designed-material. The result of the field
