SPEAKING MATERIALS BASED ON THE MULTIPLE INTELLIGENCE THEORY FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI I YOGYAKARTA A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
SPEAKING MATERIALS BASED ON
THE MULTIPLE INTELLIGENCE THEORY
FOR THE TENTH GRADE STUDENTS
OF SMA BOPKRI I YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Regina Arum Utami
Student Number: 021214105
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
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for Kilia and Bili
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ACKNOWLEDGEMENTS
I give my deepest thanks to my major sponsor C. Tutyandari, S.Pd., M.Pd.and to my co. sponsor, Drs. Concilianus Laos Mbato, M.A., for helping me to make the thesis possible.
I wish to thank Ms. Yuseva for supports and guidance. My appreciation also goes to Andre, Kilia and Bili for being my living companions, to my dear friends Wulan, Anggi, Ikas, Reni, Grace, Arai, Cicil, Lita, Udjo, O’ok, Dedi, Miko, Icha and Dias; for the eternal support, love, and never ending friendship. I thank Elvin and Erlisya, for giving me an opportunity to engage in pleasurable teaching, and I thank my mom and dad.
I give my gratitude for the students and teachers of SMA Bopkri I Yogyakarta, for sharing good times. “The brightest of blessing and love.”
Regina Arum Utami
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI TABLE OF CONTENTS Page
TITLE PAGE .............................................................................................. i APPROVAL PAGE ..................................................................................... ii DEDICATION PAGE ................................................................................. iv STATEMENT OF WORK’S ORIGINALITY ............................................. v ACKNOWLEDGEMENTS ......................................................................... vi TABLE OF CONTENTS ............................................................................. viii LIST OF FIGURES ..................................................................................... xii LIST OF TABLES....................................................................................... xiii ABSTRACT ................................................................................................ xiv
ABSTRAK .................................................................................................... xv CHAPTER I: INTRODUCTION ..............................................................
1 A. Research Background .........................................................................
1 B. Problem Formulation ..........................................................................
4 C. Problem Limitation ............................................................................
4 D. Research Objectives............................................................................
5 E. Research Benefits ...............................................................................
5 1. For students......................................................................................
5 2. For English teachers.........................................................................
5 3. For other researchers ........................................................................
6 F. Definition of Terms ...........................................................................
6 1. Design .............................................................................................
6 2. Instructional Materials......................................................................
6 3. Speaking ..........................................................................................
7 4. Intelligence ......................................................................................
7 5. Senior High School Students ............................................................
8 CHAPTER II: REVIEW OF RELATED LITERATURE.......................
9
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a. Kemp Model.................................................................................
9 b. Yalden Model ...............................................................................
12
2. The Tenth Grade Students of Senior High School’s Characteristics .. 16 a. Social Development......................................................................
17 b. Emotional Development ...............................................................
17 c. Cognitive Development ................................................................
17 3. Speaking Skill Theory ......................................................................
17 a. Nature of Speaking .......................................................................
17 b. The Process of Speaking ...............................................................
18 c. Teaching Speaking........................................................................
19 4. The Multiple Intelligence Theory .....................................................
20 a. The Eight Intelligences .................................................................
21 b. Applying Multiple Intelligences Theory in the Classroom .............
23 1) The Multiple Intelligences Activities Used in the Classroom .....
23 2) Deliberately Plan Lessons .........................................................
24
c. The Description of Multiple Intelligences Theory in the Speaking Class ............................................................................................
25
d. The Teachers Roles in Teaching Speaking Based on Multiple Intelligences Theory .....................................................................
25
e. The Students Roles in Teaching Speaking Based on Multiple Intelligences Theory .....................................................................
26 5. Educational Research and Development ...........................................
26 B. Theoretical Framework ......................................................................
28 CHAPTER III: METHODOLOGY .........................................................
31 A. Research Method ................................................................................
31 B. Research Participants .........................................................................
33 1. Research and Information Collecting Participants.............................
33
2. Preliminary Field Testing Participants .............................................. 33 C. Research Instruments ..........................................................................
34
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D. Data Gathering Technique .................................................................
36 1. Research and Information Collecting ...............................................
36 2. Preliminary Field Testing ................................................................
36 E. Data Analysis Technique ...................................................................
37 1. Research and Information Collecting ...............................................
37 2. Preliminary Field Testing .................................................................
37
a. Descriptive Statistics of Participants’ Opinions on the Designed Materials .....................................................................................
37 b. Participants Comments and Suggestions .......................................
38 F. Research Procedure.............................................................................
38 CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ..............
40 A. Material Development ......................................................................... 40 1. Conducting Needs Survey ..................................................................
40
a. The Results of the Interview for the English Teacher of SMA BOPKRI I Yogyakarta ...........................................................
41
b. The Results of the Questionnaires for the Tenth Grade Students of SMA BOPKRI I Yogyakarta ............................................................
42
2. Listing Standard Competences, Basic Competences, and Determining Topics..........................................................................
46 3. Determining Indicators.......................................................................
46
4. Choosing the Teaching and Learning Activities Based on Multiple Intelligence Theory ................................................
47 5. Material Development........................................................................
47 6. Evaluation ..........................................................................................
47 7. Revision.............................................................................................
48 B. The Designed Materials.......................................................................
48
1. Listing Standard Competences, Basic Competences, and Determining Topics.........................................................................
48 2. Determining Indicators......................................................................
50
3. Choosing the Teaching and Learning Activities
4. Material Development .......................................................................
63 B. Suggestions.........................................................................................
94 Appendix G. The Teaching Learning Activities and the Intelligences Being Developed ............................................................... 123 Appendix H. Speaking Materials Based on the Multiple Intelligence Theory for the Tenth Grade Students of SMA BOPKRI I Yogayakarta................................................ 129
86 Appendix F. The Lesson Plan ......................................................................
83 Appendix E. The Syllabus............................................................................
74 Appendix C. Research and Information Collecting....................................... 79 Appendix D. Preliminary Field Testing Questionnaires................................
70 Appendix B. General Description ................................................................
69 Appendix A. Letter of Permission ................................................................
66 APPENDICES ...........................................................................................
64 REFERENCES .........................................................................................
63 A. Conclusions ........................................................................................
57 5. Evaluation .........................................................................................
61 CHAPTER V: CONCLUSIONS AND SUGGESTIONS ........................
60 b. The Presentation of the Designed Materials .....................................
60 a. Response to the Participants’ Evaluation .........................................
60 6. Revision ............................................................................................
c. Participants’ Comments and Suggestions on the Materials Design....................................................................
58
58 b. Data Presentation ............................................................................
58 a. The Description of Participants........................................................
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LIST OF FIGURES
Page Figure 2.1 Kemp’s Instructional Design Plan ............................................... 12Figure 2.2 Yalden’s Instructional Design Plan ............................................. 15Figure 2.3 The Theoretical Framework Related to Research andDevelopment by Borg and Gall.................................................... 30
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LIST OF TABLES
Page Table 2.1 Stages in Language Program Development................................... 14Table 3.1 The Description of the Preliminary Field Testing Participants ...... 34Table 3.2 The Format of the Presentation of Preliminary FieldTesting Result .............................................................................. 38
Table 4.1 The Results of the Questionnaire for the Students......................... 43Table 4.2 The Basic Competencies ............................................................. 49Table 4.3 The Topics ................................................................................... 50Table 4.4 The Indicators .............................................................................. 51Table 4.5 The Result of the Evaluation Questionnaire.................................. 59Table 4.6 The Topics and the Sections of the Designed Materials ................ 61PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Utami, Regina A. 2008. Speaking Materials Based on the Multiple Intelligence
Theory for the Tenth Grade Students of SMA BOPKRI I Yogyakarta . Yogyakarta:
English Language Education Study Program, Sanata Dharma University.This study aims to design speaking materials based on the Multiple Intelligence (MI) theory for the tenth grade students of SMA BOPKRI I Yogyakarta. The areas of intelligences to be elaborated in this study are Verbal- Linguistic, Mathematical-Logical, Musical, Visual-Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and Naturalist Intelligences.
This study had two research questions: (1) how are speaking materials based on the Multiple Intelligence theory for the tenth grade students of SMA BOPKRI I Yogyakarta designed? And (2) what do speaking materials based on the Multiple Intelligence theory for the tenth grade students of SMA BOPKRI I Yogyakarta designed look like? The five steps of R & D cycle were employed to answer two questions above. The five steps were: (1) Research and Information Collecting, (2) Planning, (3) Development of the Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision.
Kemp and Yalden instructional design models provided steps to answer the first question. There were seven steps employed based on Kemp’s and Yalden’s instructional design models: (1) Conducting Needs Survey, (2) Determining Competency Standards, Basic Competences, and Topic, (3) Determining Indicators, (4) Choosing Teaching-Learning Activities, (5) Material Development, (6) Evaluation, and (7) Revision. Based on the evaluation by the English teachers of SMA BOPKRI I Yogyakarta and English Education lecturers of Sanata Dharma University; the mean was 4.0 up to 4.5 on a scale of 1-5. It is concluded that the designed materials are good and acceptable. In order to answer the second question, the final version of the designed materials was presented after conducting some revisions based on the feedbacks, comments, and suggestions from the preliminary field testing participants. The final version of the designed materials consists of nine units and each unit consists of intelligences that will be developed. The nine units, namely: (1) Getting to Know You, (2) What’s the Matter? (3) My Story, (4) Living Well, (5) It’s Simple like ABC, (6) Thank you…, (7) Oh, My God! (8) A Party?, and (9) Discovery Channel. The detailed presentation of the designed materials can be found in the appendix H.
Hopefully, this English speaking instructional materials encourages other researchers to conduct a further study on the Multiple Intelligence Theory.
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ABSTRAK
Utami, Regina A. 2008. Speaking Materials Based on the Multiple Intelligence
Theory for the Tenth Grade Students of SMA BOPKRI I Yogyakarta . Yogyakarta:
Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.Penelitian ini bertujuan untuk merancang materi pembelajaran speaking berdasarkan teori kecerdasan ganda bagi siswa kelas sepuluh SMA BOPKRI I Yogyakarta. Aspek-aspek yang akan dibahas di dalam penalitian ini adalah: kecerdasan verbal-linguistik, matematis-logis, musik, ruang-visual, kinestetik- badani, interpersonal, intrapersonal, dan kecerdasan alam.
Penelitian ini mengemukakan dua pertanyaan: (1) Bagaimana merancang materi speaking berdasarkan teori kecerdasan ganda bagi kelas sepuluh SMA BOPKRI I Yogyakarta? (2) Bagaimanakah bentuk rancangan materi speaking berdasarkan teori kecerdasan ganda bagi kelas sepuluh SMA BOPKRI I Yogyakarta? 5 langkah metode siklus R&D dipergunakan untuk menjawab dua pertanyaan diatas. 5 langkah tersebut adalah: (1) pengumpulan informasi dan hasil2 penelitian, (2) perencanaan, (3) pengembangan bentuk awal materi, (4) pengujian awal di lapangan, dan (5) perbaikan materi utama.
Model pembelajaran Kemp dan Yalden menyediakan langkah-langkah untuk menjawab pertanyaan pertama. Ada 7 langkah yg digunakan berdasarkan model pembelajaran Kemp and Yalden: (1) mengadakan survey kebutuhan, (2) menentukan standar kompetensi, kompetensi dasar, dan topik, (3) merumuskan indikator, (4) menentukan kegiatan pembelajaran, (5) pengambangan materi, (6) evaluasi, dan (7) perbaikan. Berdasarkan hasil evaluasi yang diperoleh dari guru- guru bahasa Inggris SMA BOPKRI I Yogyakarta dan dosen-dosed Pendidikan Bahasa Inggris Universitas Sanata Dharma; rata-rata yang diperole adalah 4.0 sampai 4.5 dari skala 1-5. Maka, dapat disimpulkan bahwa materi yang di rancang ini baik dan dapat diterima. Untuk menjawab pertanyaan ke dua; versi akhir dari materi yang dirancang, diperbaiki berdasarkan masukan, komentar dan saran dari responden. Versi akhir materi yang dirancang terdiri atas sembilan unit dan setiap unit membahas beberapa kecerdasan yang akan diatih dan diajarkan. Sembilan unit itu adalah: (1) Getting to Know You, (2) What’s the Matter? (3) My Story, (4)
Living Well , (5) It’s Simple like ABC, (6) Thank you…, (7) Oh, My God! (8) A
Party? dan (9) Discovery Channel. Materi secara detail dapat dilihat pada
apendiks H.
Semoga desain materi ini dapat mendorong peneliti lain untuk mengadakan penelitian lebih lanjut tentang teori kecerdasan ganda.
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CHAPTER I INTRODUCTION This chapter presents the introduction of the study. It is divided into six
parts: research background, problem formulation that formulates the questions which will be answered in this study, problem limitation that will identify the scope and the focus of the study, research objectives that present the expected results, research benefits that will elaborate what the benefits are, and definition of terms that defines significant words or phrases specially used in the study to clarify concepts and avoid misinterpretation.
A. Research Background
Language is a means of communication. Through language one builds relationships with others. The ability to function in a language is generally characterized in terms of being able to speak that language (Nunan, 1999: 225). According to Bloomfield (1993: 21), “Until the days of printing, literacy was confined to a very few people. All languages were spoken through nearly all of their history by people who did not read or write. By far the greater numbers of known speech, communities speak their language; none has ever been discovered that writes its language without speaking it.” Everybody speaks a language. Wherever we find a man, we find him speaking. One of the most important languages that must be considered is English. Mastering English means having
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The study focuses on designing speaking materials based on the Multiple Intelligences (MI) theory for the tenth grade students of Senior High School.
There are two considerations underlying the study taken. First, speaking is considered important to be used as a means of communication in English. Second, the tenth grade of Senior High School students is expected to be able to master speaking skill well based on Multiple Intelligences theory.
The tenth grade of Senior High School students are chosen since at their age (16 years old), the students are trying to know themselves deeply such as finding themselves as a complete and independent person through knowing their personalities and strengths. According to Craig (1979: 434), age 16 is adolescence’s best time in life ‘for action, both as the natural and formal frame of the body and mind,’ because it is a period of strength and vigor, or purer conscience that will direct them to their places in adult society. In other words, age 16 is the best age to give adolescences a chance to explore their multiple intelligences. The students have the opportunity to explore their potentials to be better people. By introducing them to the designed materials based on multiple intelligences theory, the students can actively involve in classroom and both to learn recognizing and developing multiple intelligences in them.
The study uses the theory of multiple intelligences. The theory was proposed by Howard Gardner (1983). Gardner claimed that all human beings possess multiple intelligences, which can be nurtured and strengthened through
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intelligences, such as Verbal-Linguistic Intelligence, Mathematical-Logical Intelligence, Musical Intelligence, Visual-Spatial Intelligence, Bodily-Kinesthetic Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence, and Naturalist Intelligence in varying amounts; (2) each person has a different intellectual composition; (3) education can be improved by addressing the multiple intelligences for students; (4) these intelligences are located in different areas of the brain and can either work independently or together; (5) these intelligences may define the human species. In short, each individual manifests varying level of these different intelligences, and thus each person has a unique ‘cognitive profile’.
The theory of multiple intelligences proposes a major transformation in education world (Campbell, 1996: xviii). It provides eight different potential pathways in learning English and suggests several ways in which the material can be presented to facilitate effective learning. It challenges teachers to present their lessons in wide variety of ways using music, cooperative learning, art activities, role-play, multimedia, field trips, inner reflection, and so forth. The various activities offered by multiple intelligences theory such as learning through music, pictures, charts, group work will be helpful in practicing and developing the students’ speaking skill. Furthermore, multiple intelligences theory not only gives opportunities for the students to have a new way to know and find their potentials, but also gives teachers an awareness that stimulates them to find more ways of helping students in their classes. Teachers do not have to teach a material in all
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In other words, teachers should realize that different students have different degrees of intelligences. Some students are smart in dealing with mathematics and logic; some are genius in music. Some are good at literature and so forth. In everyday English class, sometimes both teachers and students do not realize their obvious intelligences. The students cannot use their intelligences in the class activities. Hence, in the study, the eight intelligences above are considered as important aspects in designing a set of speaking instructional materials.
To sum up, the theory of multiple intelligences intends to create a different classroom activity in speaking so that the students will find learning English is more interesting and challenging. With an understanding of Gardner’s theory of multiple intelligences, teachers can better understand their students. They can allow students to explore and learn English in many ways, and help students to direct their own learning English through speaking.
B. Problem Formulation
The study aims to answer two main problems. The two problems are stated as follows.
1. How are speaking materials based on multiple intelligence theory for the tenth grade students of SMA BOPKRI I Yogyakarta designed?
2. What do speaking materials based on multiple intelligence theory for the tenth grade students of SMA BOPKRI I Yogyakarta designed look like?
C. Problem Limitation
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students of SMA BOPKRI I Yogyakarta (adolescence about 16 years old). Second, due to the limitation of time in teaching speaking, all of the eight intelligences cannot be applied at once in one topic. At least, in order to familiarize the teachers with the theory of multiple intelligences, the materials will be combined with as much the intelligences that are relevant with the topic discussed possible. Third, the materials were structured only on multiple intelligences theory.
D. Research Objectives
The study aims to answer the problems formulated in the problem formulation as follows.
1. To find out how speaking materials based on multiple intelligence theory for the tenth grade of SMA BOPKRI I Yogyakarta are designed.
2. To present the speaking materials based on multiple intelligence theory for the tenth grade of SMA BOPKRI I Yogyakarta.
E. Research Benefits The study is conducted to achieve several benefits.
1. For students
Hopefully the design will help students to experience multiple intelligences activities that can stimulate their intelligences in learning English through speaking.
2. For English teachers
The instructional materials can be a starting point to help English teachers to
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3. For other researchers
The study will hopefully encourage them to make an evaluation and revision. Expectantly, they can produce a better one in the future.
F. Definition of Terms
There are several terms need to be defined in order to avoid misinterpretation and misunderstanding.
1. Design
The term ‘design’ is defined as creating a new set of materials that fit the learning objectives and specifics subject area of particular students (Hutchinson and Waters, 1994: 106). According to Houle (1978: 230), design is a developed plan to guide educational activity in a situation. The plan refers to the design itself, which will be used in the class. The term design in the study refers to create a new set of speaking instructional materials based on the theory of multiple intelligences.
2. Instructional Materials
Dick and Reiser suggest that instructional materials are the materials planned or designed by the teacher for the teaching instructions (1983:3).
Savignon defined instructional materials as a resource in pursuing language activities (1983:24). In the study, the instructional materials is defined as a set of materials consisting of activities and exercises planned and arranged as a resource
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3. Speaking
Speaking ability is the ability to practice language as a system to convey meaning (Gastain, 1988: 292). In the speaking process, the speaker produces the massage and the hearer receives it. Thus, speaking is a part of reciprocal exchange in which the reception and production play apart (Widdowson, 1978: 57). In the study, speaking is defined as activities to utter words with voice to express opinions, feelings, and ideas.
4. Intelligence
Gardner as cited by Campbell defined that intelligence as the ability to solve problems that one encounters in real life, the ability to generate new problems, and the ability to make something or offer a service that is valued within one’s culture (1996: xv). From the definition, intelligence is not marked from the test that we have before. Intelligence is wider than that. It is more complex than it seems. Intelligence is about how a person tries to solve his own problem in his life, how intelligence helps people to question new problems in order to achieve something more than they have right now. Additionally, Wechsler, the developer of the Intelligence Scales for children, adolescents, and adults, prefers to define intelligence as the capability or global capacity of the individuals to act purposefully, to think rationally, and to deal effectively with environment (Wechsler, 2000: 1). In the study, intelligence then, is the power for students to achieve their success in learning English as a second language through speaking
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5. Senior High School Students
In Indonesia the term SMA, which stands for Sekolah Menengah Atas refers to Senior High School. It is a level of education that should be completed in three years. Students start the level at ages 15-16. They are considered as a young adult who wants to have more opportunities for social contacts their age (Clark, 1991: 25).
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CHAPTER II REVIEW OF RELATED LITERATURE This chapter discusses the theories that are used to answer the research
problems. There are two main sections in the chapter; theoretical description and theoretical framework.
A. Theoretical Description
Theoretical description is concerned with discussion on two instructional material design models applied in the study and some significant theories on which the study is based.
1. Instructional Design Models
In the study, Kemp and Yalden models are used for the basic guidelines in designing a set of speaking instructional materials based on multiple intelligences theory.
a. Kemp Model
Kemp says that instructional design plan is designed to supply the answer of three questions, which are considered to be the essence of instructional technology (1997: 8). The three are as follows. 1) What must be learnt? (Objectives) 2) What procedures and resources will work best to reach the desired learning
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To answer those three questions, Kemp (1997 8-9) proposes program development, which consists of eight interdependence parts in it. The eight parts of Kemp’s program development are as follows. 1) Goals, Topic, and General Purposes
Goals are the bases of all educational programs, which can be derived from three sources — society, students, and subject areas (Kemp, 1997: 14). Topics, which become the scope of the source or program, are usually sequenced according to a logical organization, from simple or concrete levels to complex and more abstract levels (Kemp, 1997: 15). Planning for instruction often starts with teacher – oriented statements of general purposes for topics. In shorts, general purposes are what students generally are expected to learn as a result of instruction.
2) Leaner Characteristics In order to assure a student’s success in his educational program, the teacher should recognize and respect the student as an individual learner. Kemp states that to serve both group and individual means that teacher must obtain information about students’ capabilities, needs, and interests (1997: 18-19). These should affect the emphases in instructional planning, including the selection topics and the level at which topics are introduced, the choice and sequencing of objectives, the depth of treatment, and the variety of learning activities. 3) Learning Objectives
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he must attaint, the ideas and skills that will be included in the upcoming instruction, and the types of behaviors that will be expected during the evaluation.
Thus, all objectives must be stated in terms of activities that will best promote learning.
4) Subject Content Subject content must closely relate to the objectives and the student’s need. Subject content comprises the selection and organization of the specific knowledge (facts and information), skills (step-by-step procedures, conditions, and requirements), and behavioral factors of any topic (Kemp, 1997: 44). 5) Pre-Assessment
Pre-assessment is carried out in order to plan learning activities for which students is prepared and at the same time to ensure that the student does not waste his time on things he already knows.
There are two kinds of test in this step. Prerequisite testing that is done to determine whether student has the appropriate background preparation for the topic and pre-testing, which is done to determine which of the objectives the students may already have achieved. 6) Teaching-Leaning Activities and Recourses
Teacher must determine the most efficient and effective methods in carrying out the teaching-learning activities and then select materials to provide learning experiences that will utilize the content associated with each objective.
7) Support Services Funds, facilities, equipments, and personnel must be considered to carry out
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8) Evaluation Evaluation is the pay-off step in the instructional design plan, for both the students and the teacher (Kemp, 1997: 91). The teacher evaluates the students’ accomplishment to do revision and reevaluation of the design in order to make improvement.
Goals, topics and general purposes Leaner
Evaluation characteristics Support Learning services objectives
Revision
Teaching Learning Subject activities objectives Pre- assessment
Figure 2.1. Kemp’s Instructional Design Plan (Kemp, 1977: 9)b. Yalden Model
Janice Yalden’s Language Program Development is divided into seven stages. The explanation of seven stages is as follows.
1) The Need Survey
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purposes in acquiring the target language. The reason for this entire information gathering is to understand as much about the student as possible prior to the beginning of the program, in order to establish realistic and acceptable objectives (Yalden, 1987: 101).
2) The Description of Purpose The purpose of the language program is as the foundation for the major decision facing the language course designer when he arrives at the next stage that is the selection or development of syllabus type. 3) The Selection or Development of Syllabus Type
There is no single model of syllabus design, which is universally agreed upon. The course designer can combine various types of syllabuses and put various focuses on oral or written language as required. 4) The Production of a Proto-Syllabus
In this stage, the syllabus designer produces a proto-syllabus or the description of language and language use to be elaborated in the program. There are a large number of elements to be considered such as general notions and specific topics, communicative functions, discourse and rhetorical skills, variety of language, role-sets, and communicative events, as well as grammar, and lexis (Yalden, 1987: 138).
5) The Production of a Pedagogical Syllabus The pedagogical syllabus provides a repertoire of words and phrases, chosen as exponents of functions and suitable to the topics identified as important to the
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Yalden (1987: 89) gives a brief description on the development and implementation of classroom procedures, which comprise of: a) Selection of exercise types and teaching techniques.
b) Preparation of lesson plans.
c) Preparation of weekly schedules. Yalden also describes teacher training briefly, which consists of briefings or workshops on principles, desired outcome, and explanation or creation of teaching materials. 7) Evaluation
Evaluation is the final phase in the Language Program Development proposed by Yalden. Evaluation has two elements. First, it evaluates or tests the students in the program; and second, it assesses the teaching as well as the overall design of the course (Yalden, 1987: 96).
From the points above, Yalden’s stages start from the importance of conducting needs survey for which the program is prepared. It is done to establish realistic and acceptable objectives. The stage according to Yalden:
Table 2.1. Stages in Language Program Development (Yalden, 1987: 89)Stage Description
I Need Survey
II Description of purposes to be prepared in terms of:
1. Students characteristic 2. Students’ skills on entry to and on exit from the program.
III Selection or development of syllabus types in terms of stage and physical constraints on the program.
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V The pedagogical syllabus: development of teaching, learning, and testing approaches
1. Development of teaching materials (as far as possible)
2. Development of testing sequence and decision on testing instruments
VI
a) Development of classroom procedures
1. Selection of exercise types and teaching techniques
2. Preparation of lesson plans
3. Preparation of weekly schedules
b) Teacher training: briefings or workshops on
1. Principles
2. Desired outcome
3. Exploitation on / creation of teaching materials
VII Evaluation:
1. Of students
2. Of program
3. Of teaching
VIII Recycling stage
1. Congruence or ‘fit’ between goal set and student performance is determined
2. Content is reassessed
3. Materials and methodological procedures are revised The stages will be presented in the following figure:
Figure 2.2. Yalden’s Instructional Design Plan (1987: 88 )Yalden model is used because of two reasons. First, this model concerns with the importance of need survey in designing instructional materials. Second, this model is a learner-centered, because it concerns with the students characteristics and their skills. By knowing students’ characteristics and skills, it
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In the study, Kemp and Yalden models are combined in order to be the basic guidelines in designing the materials. The models provide steps that are needed in order to answer the first question mentioned in the problem formulation. The combination of these two models will be explained further in the theoretical framework in designing integrated instructional materials based on multiple intelligences theory for tenth grade of Senior High School students.
2. The Tenth Grade Students of Senior High School’s Characteristics
It is very important to find out about the students’ characteristics. Since knowing students’ characteristics will be very helpful to make the materials become more effective. The tenth grade students of Senior High School are considered as adolescents aged around 15 – 18 years old. Adolescence can be categorized as a stage of search for one’s self-marked by intimate peer affiliation and clique formation, by discovery of high values and ideals, by development of personality and identity formation, and by attainment of adult status with its challenging tasks and responsibilities (Pikunas, 1976:240).
According to Konopka as cited by Pikunas, there are three classifications of adolescence: early adolescence (12-15 years old), middle adolescence (15-18), and late adolescence (19-22). Refer to this theory, the tenth grade of senior high school students are middle adolescence. There are several developments that happened during the middle adolescence stage (Pikunas, 1976: 259): social
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a. Social development
There is improvement in self-definition, self-reliance, so that companionships become less passionate than they were in early adolescence.
b. Emotional development
It is said that middle adolescence is the period of heightened oscillation between polarized moods. New sexual feelings, self-doubts, self-consciousness, questions about future, parental pressures, and concerns about being accepted by peers make life very difficult.
c. Cognitive development
Adolescence is now capable of processing formal proportional reasoning, logical theorizing, and questioning about causes. In this stage, special abilities and gifts are vividly shown. There will also refinement and polishing of many cognitive functions.
One fact about the students is that the students are unique beings; there are no students that are exactly identical even the twin students. They are different in some aspects: personality, skills, abilities, talents, interests, and intelligences. More serious handling is needed in this phase.
3. Speaking Skill Theory
There are three parts in discussing the theory of speaking: nature of speaking, the process of speaking, and teaching speaking.
a. Nature of Speaking
Most language teaching concerns with developing skills in short interaction in which the learners are required to make one or two utterances at time. Speaking
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that makes use of auditory media. The skill of speaking involves active and productive participation.
Nunan said that mastering the art of speaking is the single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out conversation in the language in term of vice versa (Nunan, 1991: 39). Thus, to speak not only means the learner are able to use language in communication but also means the learner are able to produce understandable and communicative language.
b. The Process of Speaking