42 chose Preposition as the topic, and 35 of them chose Alphabets. The result was
that the chosen topics were the three highest percentage of choices. They were Food and Drink, Things in the Classroom, School Activities.
The percentage were in order 70, 61.7, and 73.5. The three topics was used in developing the
speaking materials. The three topics were combined to design four units of
speaking materials. 2.
Planning
After identifying instructional goals, the writer started to do the planning stage. This stage includes defining skills, stating objectives, and determining
goals, topic and general purposes.Borg and Gall, 1983, p. 775. This stage is in line with the Conduct Instructional Analysis, Analysis Learners and Context and
Write Performance Objectives stages.
a. Conduct Instructional Analysis
The writer determined the process and procedures that had to be completed by the students to achieve the goals. Each unit consists of several
sections that would help the learners to improve their speaking skills.
b. Analysis Learners and Context
In this step, the writer focused on Multiple Intelligence theory. The writer adapted the eight intelligences in the theory, namely verbal-linguistic, logical-
mathematical, visual-spatial, musicalrhythmic, bodily-kinesthetic, intrapersonal,
interpersonal, and naturalist intelligence. The materials refer to verbal-linguistic
intelligence consist of activities which improve their speaking skill and their
43
intelligence related to words. Logical-mathematical intelligence became the
reference to provide exercises which develop their logical thinking, problem- solving and also reasoning in improving their speaking skill. The activities that
emphasize visual-spatial intelligence help the students to expand their English
vocabulary with their ability to respond well to pictures and colour-coded materials. Some songs help the students remember the vocabulary and expressions
learned and improve their musical intelligences. The activities that include bodilykinesthetic intelligence allow students to learn using their strong
awareness of physical actions. The students can also improve their intrapersonal intelligence through self-projects in the materials designed. Students’
interpersonal intelligence is also improved through some activities that allow them working in group. Naturalist intelligence became the reference to provide
exercises that enable the students to learn outdoor where they can interact with their natural environment.
c. Write Performance Objectives
