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Intelligence Examples of activities
Verballinguistic Story-telling, debates, crossword puzzle, scrabble,
note-taking. Although nowadays there have been nine intelligences found, the writer
only used seven intelligences to be covered in her English speaking material design. The seven intelligences are linguistic intelligence, logical-mathematical
intelligence, visual-spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, and intrapersonal intelligence.
As the conclusion which is based on the criteria of MI and the ways of assessing the intelligences, it can be seen that MI is a ‘flexible’ method in
teaching learning process. It seems flexible since it gives more chances for any new knowledge, techniques, concepts, plans or anything that may help students in
developing their dominant intelligences. Through MI, the students’ needs may fulfilled by the teachers. The teaching learning process may become a comfortable
zone for the teachers and of course for the students since they can explore themselves in the suitable ways.
MI may bring some benefits for the teachers and also the students since it can be applied in any schools and family. It gives chances on some new
discoveries techniques, or concept, or the way in understanding. The teachers can be more creative and have initiative to find more ways in helping students to
fulfill their needs. On the other hand, the students may get more chances and ways to express their intelligences. Through this way, the students can be more active
and successful learners in their own unique ways.
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e. MI and English Language Teaching
MI approach is a new innovation in teaching languages. Nowadays, many people in teaching fields already know and use MI in teaching-learning activities.
According to Freeman 2000, p. 159, the main concern of MI is the language learner because it focuses on individual differences. In language teaching field,
the students’ different characteristics, their strengths and weaknesses have given influences in their learning styles. That is one of the reasons why they need to be
treated differently in their language learning and to help them to dig deeper their potential.
By using MI in language teaching, teachers can help their students to reach their full potential without losing their purpose to teach language. In addition,
according to Richards and Rodgers 2001, p. 117, language learning and language use has a close relationship with MI namely “linguistic intelligence”. In
brief, according to Freeman 2000, p. 169, it means “the ability to use the language effectively and creatively”. However, language related to MI theory is
not only viewed as “a linguistics” but it is viewed as a whole aspects of communication, in which integrates other aspects such as bodily activities,
interpersonal relationship and so forth.
B. Theoretical Framework
This part of the study explains the relation between the theoretical descriptions with the problem formulation of this research. It is important to
include the related studies to analyze the object of the study. Therefore, make a
31 link between the problem formulation to the theories used is really needed to be
provided in this section. In order to be able to design English speaking instructional materials based
on MI theory for the Level I of English Mastery class of Titian Foundation, the writer combines several models adapted from Kemp’s instructional design model
1997 and RD model by Borg and Gall, supported by Finocchiaro and Brumfit as quoted by Nunan 1988 and Richard and Rodgers 2001.
Meanwhile, to answer the second problem about the form of speaking instructional material based on MI theory which can help in increasing the
students’ speaking ability, the writer uses Gardner’s 1983 theory which is about MI. This theory is supported by Hoerr 2000, Abdulaziz and Ulinwa 2008,
Hattie 2011, Darling-Hammond 2010, Campbell, Campbell, and Dickinson 2004, and Christison and Amstrong, as quoted by Freeman 2000. Therefore,
the form of the English speaking instructional material design can be designed well and can be used as an appropriate material to be taught to the students who
join English Mastery Program in Level 1. Conducting the research, there are some steps which should be done by the
writer. Below are the steps which are taken as the framework of this research. The figure below shows the order of the steps which should be done by the writer in
conducting the research study, from the beginning till the end of the research. However, Kemp’s steps of instructional material design which is used by the
writer are flexible. The rearrangement of the step can be taken if it considers necessary.
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Figure 2.3 Steps of Developing Instructional Material
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CHAPTER III RESEARCH METHODOLOGY
This chapter presents detailed information about the methodology of this research. The methodology is used to answer two major questions which are
discussed in problem formulation of Chapter I. First, the methodology is intended to find out how a set of English speaking instructional materials using MI theory
for the Level I of English Mastery class of Titian Foundation is designed. While secondly, the presentation of the speaking instructional material using MI
approach for Level I of English Mastery Program in Titian Foundation. These two problems are discussed into six sections, namely the research methods, the
research setting, the research respondents, the research instruments, the data gathering and research procedure, and the data analysis techniques.
A. Research Method
The methodology used in this research study is Research and Development RD by Borg and Gall 1983. There are ten steps in the RD cycle, namely,
Research and Information Collection, Planning, Development of 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 Borg Gall, 1983, p. 775.
The writer will only take five out of ten steps of the RD cycle and combined Kemp’s instructional design. The steps are 1 research and information
34 collecting, 2 planning, 3 development of preliminary form of product, 4
preliminary field testing 5 final product revision. The reason for only taking five steps is due to the time limitation of this study.
1. Research and Information Collecting
This step included library study, interview, observation, and questionnaire. The interview was conducted on March 26
th
, 2015. The observation which was in form of MI Inventory Amstrong, 1994 and the questionnaire was conducted on
March 26, 2015. According to Borg and Gall 1983, “In this step, the researcher collected the data which are the learners’ needs, lack, interest and learning style”
p. 776. The importance of this step was to gather more information and data from the respondent of the survey, so that the design of the material will really fix
the learners’ needs. In this step, the data was collected by distributing the questionnaire and
MI inventory by Amstrong 1994, and also an interview. The data are mainly about the importance of speaking skill, students’ opinion, and students’ MI.
Moreover, the information and opinion from other English tutors for English Mastery Program are needed to help the writer in developing the material.
2. Planning
This step included defining skills, stating the general purpose, goals and listing topics, specifying the learning objectives, determining course sequence
following the purpose of English Mastery Program. The writer used the data obtained from the previous step to determine the appropriate materials based on
