A set of instructional speaking materials based on multiple intelligence theory for the fourth grade students of SD Pius Kutoarjo.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A SET OF INSTRUCTIONAL SPEAKING MATERIALS
BASED ON MULTIPLE INTELLIGENCE THEORY
FOR THE FOURTH GRADE STUDENTS
OF SD PIUS KUTOARJO
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Lucia Natania Madatika
Student number: 061214161

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A SET OF INSTRUCTIONAL SPEAKING MATERIALS
BASED ON MULTIPLE INTELLIGENCE THEORY
FOR THE FOURTH GRADE STUDENTS
OF SD PIUS KUTOARJO
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Lucia Natania Madatika
Student number: 061214161

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

YOGYAKARTA
2012

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”I am not all that I should be..But, I am focusing my energy on
these things: forgetting the past and looking forward to what
lies ahead..
Phillipians 3:13

Dedicated to:
My Beloved Lord, Jesus Christ
My beloved parents, Sukarsono and Th. Suratini
My beloved sisters, Sinta and Evelyn
My beloved husband and daughter, Anto and Viola
Myself, Nia

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STATEMENT 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, September 13, 2012
The Writer

Lucia Natania M.
061214161

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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN
AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama

: Lucia Natania Madatika

Nomor mahasiswa

: 061214161

Demi kepentingan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma, karya ilmiah saya yang berjudul
“A SET OF INSTRUCTIONAL SPEAKING MATERIALS BASED ON
MULTIPLE INTELLIGENCE THEORY FOR THE FOURTH GRADE STUDENTS
OF SD PIUS KUTOARJO”
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,
mendistribusikannya secara terbatas, dan mempublikasikannya di internet atau media
lain untuk kepentingan akademis tanpa meminta izin dari saya maupun memberikan
royalty kepada saya selama mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya
Dibuat di Yogyakarta
Pada tanggal: 13 September 2012
Yang menyatakan

(Lucia Natania Madatika)

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ABSTRACT
Madatika, Lucia Natania, 2012. A Set of Instructional Speaking Materials Based on
Multiple Intelligence Theory for the Fourth Grade Students of SD Pius Kutoarjo.
Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study is intended to design a set of instructional speaking materials based
on Multiple Intelligences theory for the fourth grade students of SD Pius Bakti Utama
Kutoarjo. There are two problems to be solved in this study: (1) How a set of
instructional speaking materials based on Multiple Intelligences theory for the fourth
grade of SD Pius Bakti Utama Kutoarjo students was designed, and (2) What the set
of the designed materials look like.
This study was done by conducting the steps of Kemp’s and Yalden’s
instructional design model which was put under the umbrella of R&D cycle by Borg
and Gall. This study used the relevant theories related to the instructional materials,
Multiple Intelligences Theory, and the Nature of Speaking. The writer used two
instruments in the survey research: interview and questionnaire.
In solving the first problem, the writer adapted the instructional models of
Kemp and Yalden. The combined model consists of eight steps that could be used
effectively in designing the materials. There were (1) conducting a needs survey, (2)
setting goals, topics, and general purposes, (3) identifying learner’s characteristics,
(4) stating learning objectives, (5) selecting teaching-learning activities and
instructional resources, (6) designing the materials, (7) conducting evaluation, (8)
revising the design. Besides, the writer applied educational research and development
(R&D) cycle by Borg and Gall.
In solving the second problem, the writer applied Multiple Intelligence

Theory. There are seven units of materials presented. There were “Numbers”,
“Hobbies”, “Things at Home”, “Calendar”, “Family”, “Toys and Games”, and
“Shopping”. These activities in each topic are elaborated based on the areas of
intelligences.
In conclusion, this design is considered as an appropriate design for the fourth
grade students because the design has been evaluated by some experts and revised to
get the better designed appropriate with the students’ characters. The writer hopes
that this study will benefit to the teachers to vary the activities in the classroom based
on the intelligences that students have. Moreover, the writer also expects that the
designed set materials will inspire other researchers and English teachers to improve
the instructional materials for the students.
Key words: Multiple Intelligences, Speaking, Learners’ Characteristics

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ABSTRAK
Madatika, Lucia Natania, 2012. A Set of Instructional Speaking Materials Based on
Multiple Intelligence Theory for the Fourth Grade Students of SD Pius Kutoarjo.

Yogyakarta: Program Studi Pendidikan Bahasa Inggris,Universitas Sanata Dharma.
Studi ini bertujuan untuk menyusun satu set materi Bahasa Inggris dengan
menggabungkan teori kecerdasan majemuk untuk siswa kelas empat SD Pius Bakti
Utama Kutoarjo. Terdapat dua permasalahan yang dibahas dalam studi ini: (1)
Bagaimana menyusun satu set materi Bahasa Inggris dengan menggabungkan teori
kecerdasan majemuk untuk siswa kelas empat SD Pius Bakti Utama Kutoarjo, dan
(2) Bagaimana tampilan materi tersebut.
Studi ini diselesaikan dengan menerapkan langkah-langkah prosedur dari
model pembelajaran Kemp dan Yalden yang dimasukkan kedalam langkah-langkah
metode penelitian dan pengembangan pendidikan (R&D) Borg and Gall. Studi ini
juga menggunakan teori yang berkaitan dengan model pengajaran, teori kecerdasan
ganda, dan tentang percakapan. Penulis menggunakan dua alat dalam studi
penelitian: wawancara dan kuisioner.
Untuk memecahkan permasalahan pertama, penulis mengadaptasi model
pembelajaran dari Kemp dan Yalden. Model gabungan terdiri dari delapan langkah
yang dapat digunakan secara efektif dalam merancang materi. Adapun tahap-tahap
tersebut adalah (1) melakukan penelitian untuk mengetahui kebutuhan siswa,(2)
merumuskan maksud, topik, dan tujuan umum, (3) menganalisa karakter siswa, (4)
merumuskan tujuan pembelajaran, (5) memilih aktivitas belajar/mengajar, (6)
merancang materi, (7) mengevaluasi, (8) perbaikan. Selain itu,penulis

mengaplikasikan educational research and development (R&D) Borg and Gall.
Untuk memecahkan permasalahan kedua, penulis menggunakan teori
kecerdasan majemuk. Materi ini terdiri dari tujuh unit. Adapun unit-unit tersebut
adalah “Numbers”, “Hobbies”, “Things at Home”, “Calendar”, “Family”, “Toys
and Games”, dan “Shopping”. Kegiatan-kegiatan pembelajaran dikembangkan
berdasarkan area kecerdasan.
Sebagai kesimpulan, design ini dianggap telah sesuai untuk siswa kelas empat
karena design ini telah dievaluasi oleh para ahli dan direvisi untuk mendapatkan
design yang lebih baik dan sesuai dengan karakter anak. Penulis berharap penelitian
ini berguna bagi para guru agar dapat mengembangkan kegiatan pembelajaran di
kelas berdasarkan kecerdasan yang dimiliki para murid. Di samping itu, penulis juga
berharap agar materi yang telah dibuat akan mengilhami penulis lainnya untuk
memperbaiki materi pembelajaran untuk siswa sekolah dasar.
Kata kunci: Kecerdasan Majemuk, Percakapan, Karakteristik Siswa

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ACKNOWLEDGEMENTS

First of all, I would like to express my greatest gratitude to Jesus Christ my
Lord for all the strengths He has given me. I was able to finish this thesis by His
blessings. Without His guidance, it is impossible for me to finish this thesis well.
My sincere thanks go to sponsor V. Triprihatmini, S.Pd., M. Hum., M.A.,
who supported me with her corrections, criticisms, and suggestions for my thesis. I
thank Yuseva Ariyani Iswandari, S.Pd., M.Ed. for her willingness to evaluate and
give comments on my designed materials. I am thankful for all lecturers of the
English Education Study Program of Sanata Dharma University for their valuable
knowledge and guidance during my years of study. I also thank mbak Tari and mbak
Dani in the PBI secretariat for their services during my study. May God always bless
them.
My appreciation goes to headmistress and all of teachers of SD Pius Bakti
Utama Kutoarjo for allowing me to conduct my observation in their institution. To all
my respondents, the fourth grade students of SD Pius Bakti Utama Kutoatjo, I really
thank them for their participation in my research.
I would like to address my gratitude to my father Bapak Sukarsono and my
mother Ibu Th. Suratini. I thank them for the remarkable efforts they made in order
to educate me. My gratitude also goes to my sisters and daughter, and my very lovely
husband, Imbuh Mulianto, for their endless support for me.
I would like to thank all of my classmates for their long and lasting
friendship. I am so happy to have friends like them. I also want to express my thanks
to all the people that I cannot mention one by one here; this does not mean that I do
not appreciate them. Therefore, I would like to take this opportunity to give my
greatest thanks to them.
Lucia Natania M.
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TABLE OF CONTENTS

TITLE PAGE…………………………………………………………………………..i
APPROVAL PAGES…..……………………………………………………………..ii
PAGE OF DEDICATION…………………………………………………………....iv
STATEMENT OF WORK’S ORIGINALITY………………………………….…….v
ABSTRACT………………………………………………………………………….vi
ABSTRAK… ……………………………………………………………………….vii
ACKNOWLEDGEMENTS……………………………….…………………….….viii
TABLE OF CONTENTS…………………………………………………………….ix
LIST OF TABLES………………………………………………………...……..…xiv
LIST OF FIGURES…………………………………………………………….……xv
LIST OF APPENDICES……………………………………………………….…...xvi

CHAPTER I INTRODUCTION
A. Background…………………………………………………………….….1
B. Problem Limitation…………………………………………………….….3
C. Problem Formulation……………………………………………….……..3
D. Research Objectives………………………………………………….…...4
E. Research Benefits…………………………………………………….…...4
F. Definition of Terms…………………………………………………….…5

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CHAPTER II REVIEW OF RELATED LITERATURE
A. Theoretical Description…………………………………………………...7
1. Instructional Design Models.……………………………………………...7
a. Kemp’s Model……………….……………………………..…………8
b. Yalden’s Model…………………………………………..………….11
c. Combination between Kemp’s and Yalden’s Model..……..………...13
2. Educational Research and Development……………………..………….15
3. Multiple Intelligence Theory………………………………………….....17
4. Speaking………………………………………………………………....21
a. The Nature of Speaking………..…………………………….……....21
b. Teaching Speaking………..………………………………….……...22
1). The Importance of Teaching Speaking….………………….…....23
2). The Technique in Teaching Speaking…….…………………..….25
B. Review of Related Studies……………………………………………......25
C. Theoretical Framework……………………………………………….…..29

CHAPTER III METHODOLOGY
A. Research Method………………………………………………….……..31
B. Research Participants…………………………………………….……....36

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1. Participants in Research and Information Gathering………….…......36
2. Participants in Preliminary Field Testing..………..…………………36
C. Research Setting…………………………………………………………37
D. Research Instruments………………………………………………....…37
1. Interview…………………………………………………….………37
2. Questionnaire………………………………………………….….…38
E. Data Gathering Technique……………………………………………….38
1. Data Gathering for Research and Information Gathering………...….38
2. Data Gathering for the Preliminary Field Testing……...…..………..39
F. Data Analysis Technique………………………………..…………….....39
G. Research Procedure………………………………………..…………….40

CHAPTER IV RESULTS AND DISCUSSION
A. The Elaboration of the Steps for A Set of Instructional Speaking Materials
Based on Multiple Intelligence Theory for the Fourth Grade Students of
SD Pius Kutoarjo………………..…………………………..…………...42
1. Research and Information Gathering…..………………………..……….43
2. Planning………………………………………………………………….48
a. Stating Goals, Topics, and General Purposes…………………….….49
b. Identifying Learning Characteristics………………………………...51

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c. Learning Objectives………………………………………………….52
d. Teaching-Learning Activities and Instructional Resources………...54
3. Developing the Preliminary Form of Product……..……………….……54
4. Conducting Preliminary Testing……….………………………….……..55
a. The Description of the Participants……………………….…………55
b. Data Presentation………………………………………….…………56
1) Participants’ Comments and Opinions on the Designed Materials...…58
2) Participants’ Suggestions on the Designed Materials………………...58
5. Carrying Out Main Product Revision………………………..…….….....59
B. The Discussion of the Designed Materials……………………….……...59
C. The Presentation of the Designed Materials………………………..……61

CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusions.……………………...……………………………………...63
B. Suggestions………………………………………………………………65

REFFERENCES……………………………………………………………………67

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APPENDICES
Appendix A The Letter of Permission………………………………….……69
Appendix B The Needs Survey Questionnaire……………………………....71
Appendix C The Interview Guide………………………………………..…..73
Appendix D The General Description of the Designed Materials……..….…75
Appendix E The Evaluation Questionnaire………………………….………77
Appendix F Syllabus…………………………………………..…….……....79
Appendix G Lesson Plan…………………………………………………….88
Appendix H The Presentation of the Designed Materials………………….102

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LIST OF TABLES

Table 1: The Result of the Needs Survey…………………………………………....43
Table 2: The Result of the Interview………………………………………………...47
Table 3: The Basic Competence of the Designed Materials…………………..……..50
Table 4: The Indicator of the Students’ Performance…………………….………….52
Table 5: The Description of the Participants………………………….……………..55
Table 6: The Result of the Preliminary Field Testing..……………………………...56
Table 7: The Presentation of the Designed Materials……………….…………….…61

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LIST OF FIGURES

Figure 1: Kemp’s Instructional Design Model…………………………………..……8
Figure 2: Yalden’s Instructional Design Model………………………………...…...11
Figure 3: Combination between Kemp’s and Yalden’s Models………………...…...13
Figure 4: The Researcher’s Theoretical Framework…………………………….…..35

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LIST OF APPENDICES

Appendix A

: The Letter of Permission………………………………...…69

Appendix B

: The Needs Survey Questionnaire……………………..…....71

Appendix C

: The Interview Guide…………………………………..……73

Appendix D

: The General Description of the Designed Materials…..…...75

Appendix E

: The Evaluation Questionnaire………………………..….....77

Appendix F

: Syllabus…………………………………………………….79

Appendix G

: Lesson Plan…………………………………………….…...88

Appendix H

: The Presentation of the Designed Materials…….….....…..102

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CHAPTER I
INTRODUCTION

In this chapter, the writer explains the background of the study, the problem
limitation, the problem formulation, the research objectives, the benefits of this
research, and the definition of terms that are used in this thesis.

A. Background of the Study
Nowadays, teaching English in the elementary school is developing rapidly in
Indonesia. English is very important and it is taught as a local content in the fourth
grade of elementary school. As a local content at the elementary school, English can
be easily learned when the teachers use appropriate methods, approaches, and
materials. Selecting appropriate approaches and methods will help the teachers and
students in the process of teaching and learning English in class. By using appropriate
approaches and methods, teachers can deliver the materials effectively and students
can follow the lessons optimally.
Bailey and Savage (1994) as cited by Lazarton (2000:103) state that
“speaking in a second or foreign language has often been viewed as the most
demanding of the four skills.” It means that speaking skill is very important to be
mastered by the students. If the students can speak well without having fear to make
mistakes, they would be able to utter their thoughts or feeling. According to Franke

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(1984) as cited by Richards (2001:11), a language could best be taught by using it
actively in the classroom. It means that the teachers should encourage students to try
to speak in order to communicate with each other.
After teaching for months in Pius Bakti Utama elementary school, the
researcher identified the students’ weaknesses in speaking. Most of the students
cannot speak English without memorizing a short dialogue, which is made with a
teacher’s guideline.
The writer has two reasons why she conducted this study. The first reason is
the need of elementary school students to have well-prepared speaking teaching
learning activities and materials. The writer has conducted survey in Pius Bakti
Utama elementary school. From this survey, the writer found that in Pius Bakti
Utama elementary school has not enough preparation to teach speaking. The speaking
lessons were not well planned not only for the teaching learning activities but also the
materials.
The second reason is the need of a set of instructional speaking materials for
the fourth grade of elementary school students at Pius Bakti Utama elementary
school. The writer had conducted survey in Pius Bakti Utama elementary school.
This survey attempted to find out whether the existing materials already meet to the
student’s needs. The writer found out that the materials had just few activities of
teaching and learning in them. Most of the materials were containing vocabulary. The
writer also found that these books had not used Multiple Intelligences as the learning

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3

model. Therefore the writer in this study attempted to design a set of instructional
speaking materials using multiple intelligences for elementary school.
Multiple intelligences were chosen because it can facilitate the elementary
school students in learning speaking. Multiple intelligences as the learning model can
make the teaching learning activities interesting. In this learning model, the children
can learn appropriately with their intelligences, and also can improve their
intelligences which are not dominant. Hence, the children will be able to develop in
their later studies.
B. Problem Limitation
The limit of this study, the writer focuses on how to design a set of speaking
material for Elementary School students in the fourth grade using Multiple
Intelligences. This thesis also provides the strategies and techniques used in teaching
learning activities. The writer used Pius Bakti Utama elementary school in Kutoarjo
as the object of her study. The consideration of the writer is that the appropriate
speaking skills and knowledge that are given to the fourth grade students of Pius
Bakti Utama elementary school Kutoarjo will support them to have better knowledge
to communicate, so in future the students are able to be more proficient in
communicating with others.
C. Problem Formulation
In general, this research will investigate the problems formulated as question
below:

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4

1. How is a set of instructional speaking materials based on Multiple
Intelligence theory for the fourth grade students of SD Pius Bakti Utama
Kutoarjo designed?
2. What does the design of the instructional speaking materials based on
Multiple Intelligence theory for the fourth grade students of SD Pius Bakti
Utama Kutoarjo look like?
D. Research Objectives
The study has two objectives, which are used to answer the previously
mentioned problem formulations.
1. To find out how a set of instructional speaking materials based on
Multiple Intelligence theory for the fourth grade students of SD Pius Bakti
Utama Kutoarjo is constructed.
2. To design a set of instructional speaking materials based on Multiple
Intelligence theory for the fourth grade students of SD Pius Bakti Utama
Kutoarjo.
E. Benefits
After conducting the research, the writer hopes to gain the following benefits.
First, hopefully this thesis can help the teachers of Pius Bakti Utama elementary
school in teaching speaking and this study can give reference for their speaking
material. Moreover, the English teachers would try to make efforts to upgrade
themselves to cope with the demands of our society for life long education. Second,

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the students are expected to be motivated and have fun in speaking. It is important
that the students are not only able to answer any English written tests but also able to
speak English well. This means that the students will be able to communicate in
English. After that they should be motivated to practice speaking English outside the
classroom. It is also hoped that this study can be used as a basic to improve and
develop other designing material using multiple intelligences.
F. Definition of Terms
1. Multiple Intelligences
Howard Gardner (1983: 34), defines intelligence as “the ability to solve
problems or to fashion products that are valued in one or more cultural setting.” He
describes eight types of intelligences: linguistic, logical-mathematical, musical,
bodily-kinesthetic, spatial, interpersonal, intrapersonal, and naturalist. In this study,
Multiple Intelligences theory proposes “a pluralistic view of the mind, recognizing
many different and discrete facets of cognition and acknowledging that people have
different cognitive strengths and contrasting cognitive styles” (Christison 1998: 3).
2. Instructional Materials
Instructional materials are the specific items used in a lesson and delivered
through various media (Newby 1999:3). Nunan also points out that instructional
material can provide detailed specification of content even in the absence of the
syllabus (Richard and Rodgers, 1986). They give guideline to the teacher on both the
intensity of coverage and the amount of attention demanded by particular content or

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pedagogical tasks. They can help define the goals of the syllabus and the roles of the
teacher and the learners within the instructional process (Wright, 1987).
In this study the materials are the instructions that are used for speaking activities in
the classroom.
3. Speaking
Speaking is a kind of active and productive interaction that makes use of aural
medium (Widdowson, 1978: 59). Aural media mean mouth, lips, tongue, and other
oral cavities. In speaking, a message is transferred from the speaker to hearer. The
speaker produces the message and the hearer receives it. Thus, speaking is a part of
reciprocal exchange in which the reception and production play a part (Widdowson,
1978: 59). In this study the writer designs a set of materials for speaking English.
4. SD Pius Bakti Utama
SD Pius Bakti Utama is located in Kutoarjo, Purworejo, Central Java. Pius Bakti
Utama is Catholic institution. It has many branches such as in Bayan, Pembun,
Kebumen, and Cengkareng. It consists of Kindergarten School, Elementary School,
Junior High School, and Senior High School. For helping the students in increasing
their knowledge, especially about English language ability, in January 2010, Pius
Bakti Utama institution maintenance a program that is called “Percepatan Bahasa
Inggris”. The writer is the one who become their speaking instructor. Because of that
fact, the writer has initiative to make a material design for elementary school
especially SD Pius Bakti Utama Kutoarjo in speaking ability.

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CHAPTER II
REVIEW OF RELATED LITERATURE

In this chapter, the writer discusses several theories which relate to the topic
under discussion. The first part discusses theoretical description for instructional
design model and the ideas in teaching speaking. The second part discusses
theoretical framework; that is the chosen theories for designing a set of instructional
speaking materials using Multiple Intelligences theory for fourth grade students of
elementary school.
A. Theoretical Description
Theoretical description deals with the discussion of the basic theories of the
study. These theories are the guidelines for the writer to design the materials.
Theoretical description discusses theories of instructional design models, Multiple
Intelligences theory, and teaching speaking. To provide a strong foundation of the
study, below are the theories to which the research is related.
1. Instructional Design Model
The writer describes two different design models; Kemp’s model and
Yalden’s model. The writer combines these two models because they clearly describe
step by step procedures about what the material designer should do to develop the
materials from the very beginning process.

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8

a. Kemp’s Model
Kemp’s instructional design plan is divided into eight elements. The elements
are systematically arranged. It is arranged orderly in sequence. Kemp (1977) states
that “the arrangement of the elements is a flexible process. There is interdependence
among the eight elements; decision to one may affect others.” Kemp suggested that
“the designer may choose which step that he/she will start first.” Kemp said that “the
broken lines in the diagram below indicate revisions of elements made necessary by
evaluation data gathered on students’ accomplishment of objectives.”
The diagram below is the diagram according to Kemp’s instructional design
plan. (Kemp 1977: 8-9). The following would be the definitions of the elements
shown in the diagram.
Figure 1 Kemp’s Instructional Design Model (Kemp, 1977: 9)

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9

1). Goals, Topics, and General Purposes
Goals are derived from three sources; they are society, students, and subject
areas. Selecting topic is based on students’ interests and needs.
General purposes of the selected topic are important to be stated because it
gives the frame of the topic itself. General purposes express in wide or abstract terms
such as ‘to understand’, ‘to appreciate’, and ‘to become aware’. Accordingly, it is
crucial for the teacher to decide the specifics objectives, and the specific purposes
will be discussed later.
2). Learner Characteristics
Learner characteristics cover learner’s capability, needs, and interests.
Besides, the designer should decide the learner characteristics following the academic
factors and social factors. Other characteristics that should be considered in an
instructional design are learning condition and learning style.
3). Learning Objectives
Learning objectives are the specific objectives that want to be achieved. It
should cover three major of categories i.e. cognitive, psychomotor, and affective.
4). Subject Content
Subject content comprises the selection and organizing of the specific
knowledge (facts and information), skills (step-by-step procedures, conditions, and
requirements), and attitudinal factors of any topic.

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10

5). Pre-assessment
The purpose of pre-assessment is to find out whether the student is prepared
to study the topic/unit, and whether the student is already competent in some of the
stated objectives. Pre-assessment is done in order to know general knowledge about
the backgrounds of each student. This test can be done formally or informally.
6). Teaching/Learning Activities and Resources
Teaching learning activities should be done effectively and efficiently. This
step covers the method including the strategy and technique, the material, and teacher
role.
7). Support Services
This element covers the budget, facilities (rooms, room staffs, etc.), time and
schedules. Support services also include coordinating with other activities. It means
that designer should explain the (new) program to all members of the school i.e. other
teachers, headmaster, and parents.
8). Evaluation
Evaluation is measuring the learning outcomes relating to the objectives.
Evaluation is done in form of tests. The evaluation does not only cover the cognitive
evaluation, but also covers the evaluation of psychomotor and affective domains.
Accordingly, students’ performance is not only measured by their score, but also by
their attitude and mainly their progress-change of behavior.

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b. Yalden’s Model
The writer uses Yalden’s instructional design since this model provides a
clear step about needs survey. This model has been designed to know the students’
needs in learning so that the learning outcome can be improved. According to Yalden
(1983: 7), after knowing the type of syllabus that will be applied, the teacher should
prepare herself in constructing and developing the instructional materials. According
to Yalden (1987: 86-87), the process of constructing the type of syllabus covers eight
stages as follows.
1). The Needs Survey
The teacher should make a survey of needs before starting the purposes in order
to find the importance of community or local needs.
2). Description of Purposes of the Program
The description of purposes is prepared in terms of the characteristics of the
student and the skills of the student on entry to and exit from the program.
3). Selection or Development of Syllabus Type
There are a number of syllabus types. However, no single model of syllabus
design is universally used for any language program. The combination of various
models is possible.
4). The Proto-Syllabus
The proto-syllabus describes the language and language use to be covered in the
program. It means he/she should be able to describe the content of syllabus. This

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will cover several components such as topics, communicative functions, variety
of language and grammar.
5). The Pedagogical Syllabus
Yalden explains that in this stage, the course designer is supposed to develop
teaching, learning, and testing approaches (pedagogical syllabus). A form of
pedagogical syllabus is intended to provide the teacher with knowledge about the
learners’ purpose in learning English, so that they can match it with appropriate
content and teaching techniques. It is also used for developing testing sequences
and instruments.
6). Development and Implementation of Classroom Procedures
In the development and implementation of classroom procedure, a teacher has to
select the exercise types and teaching techniques. He/she needs to prepare the
lesson plans and weekly schedules. Yalden also mentions the teacher training in
this stage which covers briefings or workshops on principles, expected outcomes,
and creation of teaching materials.
7). Evaluation
The evaluation of the whole components in the language program consists of the
evaluation of the students, of the instructional program and of the teaching.

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8). Recycling
The final stage of the recycling includes the steps of determining the congruence
or ‘fit’ between goal set and student performance, reassessing the content and
revising the materials and methodological procedures.

Needs
Survey

Description
of
Purpose

Selection
or
Development
of Syllabus
Type

Production
of
ProtoSyllabus

Production
of
Pedagogical
Syllabus

Development&
Implementation
of Class
Procedure

Evaluation

Recycle

Figure 2 Yalden’s Instructional Design Model (Yalden,1987: 8)

c. Combination between Kemp’s and Yalden’s Models
In this study, the writer combines Kemp’s (1977) and Yalden’s models (1987)
as the basic guidelines in designing the materials. Kemp (1977) and Yalden (1987)
have strong foundation to support this study. Kemp states that the most important
step is not only considering the goals but also listing the topics and starting the
general purposes. Kemp agrees that the analysis of the learners’ characteristics and
needs is really needed to know the student’s interest, strengths, and lacks. By
knowing the students’ characteristics and skills, it helps the writer to design the
materials for developing the students’ Multiple Intelligences. However, Yalden is
concerned with the importance of needs survey in designing the materials. Moreover,
both Kemp’s and Yalden’s models use evaluation at the end of the process.

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Evaluation is needed in order to give a clear explanation for the revision,
improvement for both instructional materials and the effectiveness of the system as a
whole. Kemp’s and Yalden’s are chosen by the writer since these models have their
own strengths. Therefore, the models are needed in order to complete each other.
Conducting Needs Survey

Setting Goals, Topics, and
General Purposes

Identifying Learner’s
Characteristics

Stating Learning Objectives

Selecting Teaching-Learning
Activities and Instructional
Resources

Designing the Materials

Conducting Evaluation

Revising the Design

Figure 3 Combination between Kemp’s and
Yalden’s Model

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2. Educational Research and Development
Educational research and development (R&D) is a process used to develop
and validate educational products. The step of this process are usually referred to as
the R&D cycle, which consist of studying research finding pertinent to the product to
be developed, developing product based on the findings, field testing, and revising it
to correct the deficiencies found in the field-testing stage (Borg and Gall, 1983:772).
The goal of educational research is to develop products, discover new knowledge,
and answer specific questions about practical problems. The contribution of
educational R&D is becoming a way to bridge the gap between research and practice.
It takes the findings generated by basic and applied research and uses them to build
tested products that are ready for operational use in the school or institutions (Borg
and Gall, 1983: 773). There are 10 major steps in the R&D cycle:
1. Research and information collecting
It includes review of literature, classroom observation, and preparation.
2. Planning
The most important aspect of planning is the statement of the specific objectives
to be achieved by the product. Planning is necessary to anticipate needed
materials, professional help, and field-test sites. Planning includes defining skills
and stating objectives.
3. Develop preliminary form of product
This part includes preparation, handbook, and evaluation. An important principle

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in this part is to structure the product so as to permit obtaining as much feedback
as possible from the field test.
4. Preliminary field testing
It includes the using of instruments such as interview, observation and
questionnaire to collect data. It is conducted in from 1 to 3 schools, using 6 to
12subjects. The purpose of this step is to obtain a qualitative evaluation of the
new educational product.
5. Main product revision
It includes revision of the product as suggested by the preliminary field-test
results.
6. Main field testing
The purpose of this step is to determine whether the educational product under
development meets its performance objectives. It includes conduction in schools
and collecting data in pre-course and post-course performance.
7. Operational product revision
It includes revision of the product as suggested by the preliminary field-test
results.
8. Operational field testing
The purpose of this step is to determine whether an educational product is fully
ready for use in the school without the presence of the developer. It must be

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complete and tested in every respect. It includes the conduction in schools and
analyzing the data collected.
9. Final product revision
It includes revision of the product as suggested by operational field-test result.
10. Dissemination and Implementation
Dissemination is a process of helping potential users become aware of R&D
products. It is necessary to demonstrate that the R&D product is implemented
according to the developers’ specification. Implementation is the process of
helping the adopter of an R&D product to use it in the way intended by the
developers. Those two include the report on product at professional meetings and
journals.

3. Multiple Intelligences
The writer uses Multiple Intelligence theory because as a teacher, it is not
easy to handle the students and prepare the lesson well. The teacher should be able to
select the type of intelligence through the activity which is suitable for the students.
In fact, the teachers have to teach many students who have different ability in
learning English. It is not easy to apply all the intelligences in the classroom.
Therefore, teacher should understand, master, and be committed to the Multiple
Intelligence theory.

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The theory of multiple intelligences was proposed by Howard Gardner in
1983 to analyze and better describe the concept of intelligences. In the past, Howard
Gardner formulated a list of seven intelligences. The first and second intelligences are
valued in schools; third, fourth, and fifth are usually related with the arts; and the
sixth and seventh are what Howard Gardner called ‘personal intelligences’.
Nowadays, the multiple intelligences become eight. (Gardner, 1993).
Every person was born with their own talent, ability, attitude, and
characteristic which is different. (Semiawan, 2002). Every person has all
intelligences, but each person is superior just in certain intelligences, not all
intelligences. Teachers have always known that their students have different
strengths. They have specific and unique strengths that make them special because
they are different with the others. According to Gardner (1999: 41-43) the eight kinds
of multiple intelligences are:
1. Linguistic: the ability to use language effectively and creatively. It involves
sensitivity to spoken and written language, the ability to learn languages, and the
capacity to use language to accomplish certain goals. People with high linguistic
intelligence are writers, poets, lawyers, and speakers.
2. Logical-mathematical: the ability to use numbers effectively, to see abstract
patterns, and to reason well. It consists of the capacity to analyze problems logically,
carry out mathematical operations, and investigate issues scientifically. Careers

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which suit those with this intelligence include scientists, physicists, mathematicians,
logicians, engineers, doctors, and economists.
3. Musical: an ability to recognize tonal patterns and sensitivity to rhythm, pitch,
melody. People with a high musical intelligence normally have good pitch and may
even have absolutely pitch, and are able to sing, play musical instruments, and
compose music. Careers which suit those with this intelligence include
instrumentalist, singers, conductors, disc-jockeys, and composers.
4. Bodily-kinesthetic: the ability to use one’s body to express oneself and to solve
problems. It is the ability to use mental abilities to coordinate bodily movements.
Athletes, dancers, surgeons, builders certainly have this intelligence.
5. Spatial: the ability to orient oneself in the environment, to create mental images,
and sensitivity to shape, size, color. People with high spatial intelligence are artists,
designers, and architects. A spatial person is also good with puzzles.
6. Interpersonal: the ability to understand another person’s moods, feelings,
motivations, and intentions. This intelligence covers the ability to empathize to
others, to make friendship, to work effectively with others. Sales, politicians,
managers, and counselors all need a well-developed interpersonal intelligence.
7. Intrapersonal: the ability to understand oneself and to practice self-discipline.
People with intrapersonal intelligence are intuitive and typically introverted. Careers
which suit those with this intelligence include philosophers, psychologists,

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theologians, and entrepreneurs. People with intrapersonal intelligence also prefer to
work alone.
8. Naturalist: the ability to recognize the nature shapes such us birds, trees, flowers,
animals, etc. This intelligence is needed by biologists, naturalists, farmers, and
gardeners.
Those definitions of intelligences are the common characteristics of the
intelligences, but it is not the standardized definition. Hopefully, by knowing the
common characteristics the readers are able to recognize their multiple intelligences.
Moreover, the readers will be able to awaken their intelligences.
In order to help students master spoken English, the teaching method must be
selected. It should be appropriate, so that it can stimulate the students to learn English
well. Based on the explanation above, the theory of Multiple Intelligences offers the
development of eight intelligences especially for the children. This approach provides
a framework to identify how children learn, to build on their strongest assets, and to
help them become more intelligent by exploring them to the variety of ways of
learning. It is also to make them a better individual that is appropriate with their
interests and needs, and to use teaching strategies that make learning more efficient,
successful, and enjoyable for all students. The idea that it should be relevance
between what the learners do in the learning process and the real life situation
inspires the writer to design a set of instructional speaking materials using Multiple
Intelligences to improve their English.

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3. Speaking
The researcher attempts to design a set of speaking materials using Multiple
Intelligences theory for the fourth grade students of SD Pius Bakti Utama Kutoarjo.
Therefore, this section will discuss the basic theory of speaking skill.

a. The Nature of Speaking
Brown and Yale as quoted by Nunan (1989: 26-27) begin their discussion of
the nature of speaking by distinguishing spoken and written language. Written
language is characterized by well form sentences which are integrated into highly
structured paragraphs. Spoken language, on the other hand, consists of short, often
fragmentary utterances, in range of pronunciation. It is a skill that generally has to be
learned and practiced. Louma (2004) states the variation within spoken language use:
1). Talking to chat and talking to inform
Brown et al as quoted by Louma (2004) define chatting as the exchange of
amicable conversational turns with another speaker. The primary purpose is to make
and maintain social contact, to oil the social wheels, and thus chatting forms large
parts of anyone’s social life. Meanwhile, information-related talk refers to speech
aimed at transferring information on a particular topic.
2). Talking in different social status
Hymes as quoted by Luoma (2004) has summarized the framework of talking
in different social status that forms the acronym of SPEAKING: Situation (the

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physical setting and the nature of the event), Participant (speaker, hearer, audience,
etc), Ends (conventional outcomes of the event, the ends also include the individual
participants’ goal), Act sequence (the form and content of speech acts), Key (tone,
manner, or spirit of act), Instrumentalities (channel or mode and form of speech),
Norms (norms of interpretation and norms of interaction), and Genre (categories).
3). Roles, role relations/ships and politeness: Grice’s as quoted by Luoma (2004)
gives four conversational maxims: quantity (give sufficient information but not too
much), quality (say only what you know to be true), relation (be relevant), and
manner (be brief, clear and orderly).

b. Teaching Speaking
Especially for children, speaking can be the most rewarding and motivating
skill. Students in elementary school are excited when they are able to express a few
things in the target language. Nevertheless, speaking can also be frightening and
intimidating for shy children. Speaking is the most practical skill in communication.
Speaking, which is a means of communication, can be used to transfer ideas directly
to others. People speak in every condition that their face in everyday situation for
example for presentation, interview, buying and selling, giving direction, welcoming
guest or handling a call. When we learn about language we do not only know about
the language but also need to know what we can do with the language. When we
learn English we do not only learn about the English language but we have to practice

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it and use it in our daily lives. Under this topic, the writer analyses some important
ideas in teaching speaking. These are the importance of teaching speaking, and the
technique used.

a). The Importance of Teaching Speaking
Speaking is a productive skill. Many people more interested with this skill
among the other skills; listening, reading and writing besides it is also a mean of
communication in transferring ideas.
Of all the four skills (listening, speaking, reading and writing), speaking
seems intuitively the most important: people who know a language are
referred to as ‘speakers’ of that language, as if speaking included in all
other kinds of knowing; and many if not most foreign language learners
are primarily interested in learning to speak (Bygate, 1987: 120).
In speaking activities, some characteristics determine success. These are
described as follows:
1. Learners talk a great deal
Learners should talk as much as possible during the activities. People who
know a language are considered as ‘speakers’ of that language