Integrated english instructional materials based on multiple intelligence theory for language major grade eleven of SMA Santa Maria Yogyakarta.

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INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS BASED ON MULTIPLE INTELLIGENCE THEORY

FOR LANGUAGE MAJOR GRADE ELEVEN OFSMA SANTA MARIA

YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English Language Education

By

Stephanie Purwanti Student Number: 051214141

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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This study is dedicated to my parents,

Bapak Lukas Tukiman and Ibu Christina Semiyem, and to my Senior High School,SMA Santa Maria Yogyakarta

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ACKNOWLEDGEMENTS

My deepest gratitude I devoted to My Father who always supports me when I start to be downhearted. I also express my gratitude to Ag. Hardi Prasetyo, S.Pd., M.A., my thesis sponsor, for his patience, guidance, and support so that I finally can finish this thesis.

I thank Sr. Cornelia, the headmistress ofSMA Santa Maria Yogyakartafor allowing me to conduct this research. My great appreciation also goes to my research participants: Bapak Sabas, Ibu Astuti, Antonius Jody, S.Pd., and Chosa Kastuhandani, S.Pd. for the valuable inputs, comments, and suggestions for my thesis.

I would like to appreciate all the lecturers and secretariat staff of PBI for their assistance during my study. I thank my fellows: Andre, Dion, Verdi, Bocong, Esti, Jule, Wewin, Gendis and all my classmates in PBI for wonderful time we spent and forever friendship. I never forget AKL 1 (Anak Kost Legi 1)for the support and craziness time.

My indebtedness goes to my beloved parents and sisters who never let me down in difficult situation. I dedicate my great appreciation to Yohanes Pramudiko Setiaji for his affection and concern. His critical thinking sends me back to reality that I thank him so much.

At last, I thank everyone who help and support me for this thesis that I cannot mention their name one by one.

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TABLE OF CONTENTS

Page

TITLE PAGE………. i

APPROVAL PAGES……… ii

DEDICATION PAGE………... iv

STATEMENT OF WORK’S ORIGINALITY……….. v

ACKNOWLDEGEMENTS………... vi

TABLE OF CONTENTS………... vii

LIST OF TABLES………. xi

LIST OF FIGURES………... xii

ABSTRACT ……….. xiii

ABSTRAK………... xiv

CHAPTER I: INTRODUCTION A. Research Background……….. 1

B. Problem Formulation……… 4

C. Problem Limitation……….. 4

D. Research Objectives………. 4

E. Research Benefits……… 5

F. Definition of Terms……….. 5

1. Integrated Material……….. 5

2. Instructional ………..………. 6

3. Multiple Intelligence Theory………. 6

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5. Language Major ofSMA Santa Maria Yogyakarta………. 7

CHAPTER II: LITERATURE REVIEW A. Theoretical Description……… 9

1. Kemp’s Instructional Design Model.………. 9

2. Integrated Materials………... 13

3. The Description of Language Major……….. 14

4. Multiple Intelligence Theory………. 15

a. Definition of Human Intelligence……….. 15

b. Description of the Eight Intelligences……… 16

c. Implementing MI Theory in the Classroom………... 19

1) Recognizing Students’ Intelligences………. 19

2) MI Activities Used in the Classroom………. 20

3) Deliberately Plan Lesson………... 22

4) Teachers and Students’ Role………. 23

B. Theoretical Framework………. 23

CHAPTER III: METHODOLOGY A. Research Method………. 28

1. Research and Information Collecting……….. 29

2. Planning………... 30

3. Developing Preliminary Form of Product………... 30

4. Preliminary Field Testing……… 30

5. Final Product Revision……… 31

B. Research Participants………... 32

1. Group of Research and Information Collecting……….. 32

2. Group of Field Testing……… 32

C. Research Instruments……….. 32

1. Observation Checklist………. 33

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3. Interview………. 33

4. Questionnaires………. 34

D. Data Gathering ……… 35

E. Data Analysis………... 36

1. Observation Checklist……… 36

2. Interview……… 36

3. Questionnaire.……… 36

F. Research Procedure……….. 40

CHAPTER IV: RESULTS AND DISCUSSIONS A. The Material Development……….. 42

1. Research and Information Collecting………. 42

a. Learners’ Characteristics……… 43

b. Available Support Service……….. 45

c. Pre-Assessment……….. 46

2. Planning……….. 47

a. Listing Basic Competencies, Competency Standards and Topics 48 b. Determining Learning Indicators……….. 51

c. Listing Subject Contents……… 54

3. Developing Preliminary Form of Product……….. 55

4. Field Testing Result……… 58

5. Main Product Revision………. 61

B. The Designed Materials……… 62

CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions……….. 64

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REFERENCES………. 68

APPENDICES Appendix A: Surat Ijin Penelitian……….. 70

Appendix B: List of Interview Questions………. 73

Appendix C: Observation Checklist and Result……… 78

Appendix D: Research and Information Collecting Questionnaire……... 80

Appendix E: Result of Research and Information Collecting Questionnaire 84 Appendix F: MI Test ………. 88

Appendix G: Result of MI Test………. 91

Appendix H: Blue Print of Intelligences………... 94

Appendix I: Field Testing Questionnaire……….. 96

Appendix J: Teacher’s Manual……….. 99

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LIST OF TABLES

Table Page

3.1 Observation List ……….………. 36

3.2 The Description of Field testing Respondents………. 38

3.3 The Result of Field Testing Questionnaire……….. 39

4.1 The Goals and General Purposes of the Designed Material………… 48

4.2 The Goals and General Purposes of the Supplementary Material…… 49

4.3 The Learning Topic of Materials……….. 50

4.4 The Learning Indicators ……….. 51

4.5 The Learning Indicators for Supplementary Material ………. 53

4.6 The Learning Topics Organization ……….. 55

4.7 The MI Test Result ……….. 56

4. 8 The Background of the Respondents ………. 59

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LIST OF FIGURES

Figure Page

2.1 Kemp’s Instructional Design Model……… 13 2.2 Steps of Developing Instructional Material………. 27 3.1 The comparison of designed material steps with R&D cycle…. 31

xiii ABSTRACT

Purwanti, Stephanie. 2010. Integrated English Instructional Materials Based on Multiple Intelligence Theory for Language Major Grade Eleven of SMA Santa Maria Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Commonly schools only emphasize linguistic and logical-mathematical intelligences. It minimizes the importance of other forms of knowing. Thus, many students who fail traditional academic intelligences are held in low esteem and their strengths may remain unrealized and lost both the school and society at large (Gardner, 1993: xv). This study attempted to develop integrated materials based on the multiple intelligence (MI) theory for language major grade eleven of SMA Santa Maria Yogyakarta. The areas of multiple intelligences to be elaborated in this study are Linguistic, Logical-Mathematical, Visual-Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal and Naturalist Intelligences with four intelligences served as the entry point of lesson. By implementing MI theory, students are able to recognize their own intelligence and employ it to learn English better. Not only that the students feel better about themselves and more competent, but also they can utilize the intelligence to solve problem in life.

This study was aimed at answering two research problems: (a) how a set of integrated English instructional materials based on multiple intelligence theory for language major grade eleven ofSMA Santa Maria Yogyakartais designed, and (b) what a set of integrated English materials based on multiple intelligence theory for language major grade eleven ofSMA Santa Maria Yogyakartalooks like.

In order to answer the first problem, the writer employed Kemp’s instructional design model (1977) and Borg & Gall’s (1986) Research and Development (R&D) method. Due to time and resource limitation, only five steps of R&D method were utilized, which were: (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) field testing, and (5) final product revision.

To obtain necessary data, research and information collecting was done by conducting MI test and distributing questionnaire to 25 language major grade eleven students, teachers and students interview, and school observation. Then, the designed materials were evaluated by distributing field testing questionnaire to two teachers and two lecturers. The result was analyzed using central tendency and the mean of degree of agreement of the statements range 4-5, indicating that the designed materials were well-designed and applicable. After the writer did some revision based on the feedback and suggestions on field testing, the final product was ready to use.

The final product was served to answer the second problem, which consist of eight units. Each unit consists of two meetings, each of which contains 4 parts: ‘Snapshot’, ‘Be Ready to Roll’, ‘Walk Ahead’, and ‘Watch My Progress’.

Finally, the writer hopes the result of this study can be useful for students to learn English best using their intelligence, as well as can serve as a model for teachers who want to develop their own multiple intelligence based materials.

xiv ABSTRAK

Purwanti, Stephanie. 2010. Integrated English Instructional Materials Based on Multiple Intelligence Theory for Language Major Grade Eleven of SMA Santa Maria Yogyakarta.Yogyakarta: Program Studi Bahasa Inggris, Universitas Sanata Dharma.

Pada umumnya sekolah hanya menerapkan kecerdasan linguistik dan matematika. Hal ini meminimalkan pentingnya bentuk pembelajaran yang lain. Karenanya, banyak siswa yang gagal menunjukkan kecerdasan akademik tradisional merasa rendah diri and tidak sadar akan kekuatan mereka yang akan merugikan baik di sekolah maupun di masyrakat pada umumnya. Penelitian ini bertujuan untuk mengembangkan materi pembelajaran yang terintegrasi berdasarkan teori kecerdasan majemuk untuk siswi kelas sebelas bahasa SMA Santa Maria Yogyakarta. Area kecerdasan majemuk yang digunakan dalam penelitian ini adalah Kecerdasan Berbahasa, Kecerdasan Logis Matematis, Kecerdasan Spasial, Kecerdasan Kinestetik, Kecerdasan Musikal, Kecerdasan Interpersonal, Kecerdasan Intrapersonal, dan Kecerdasan Natural dengan empat kecerdasan sebagaientry pointdalam pelajaran.

Penelitian ini bertujuan untuk menjawab dua pertanyaan yaitu: (a) bagaimanakah cara merancang materi pembelajaran Bahasa Inggris berdasarkan teori kecerdasan majemuk untuk siswi kelas sebelas bahasa SMA Santa Maria Yogyakarta,dan (b) seperti apakah pembelajaran yang dimaksud.

Guna menjawab pertanyaan pertama, peneliti menggunakan model rancangan pembelajaran Kemp (1977) dan metode penelitian dan pengembangan (R&D) Borg & Gall (1986). Karena keterbatasan waktu dan sumber daya, hanya lima langkah dari metode penelitian dan pengembangan (R&D) yang diterapkan, yaitu: (1) pengumpulan hasil-hasil penelitian dan informasi, (2) perencanaan, (3) pengembangan bentuk awal produk, (4) uji lapangan, dan (5) revisi akhir produk.

Untuk memperoleh data-data yang diperlukan, pengumpulan hasil-hasil penelitian dan informasi dilakukan dengan melakukan tes kecerdasan majemuk dan menyebarkan kuesioner pada 25 siswi kelas sebelas bahasa, mewawancarai guru-guru dan siswi, dan melakukan pengamatan sekolah. Materi yang telah dirancang kemudian dievaluasi dengan menyebarkan kuesioner pada dua guru dan dua dosen. Hasil kuesioner dianalisa mengggunakan kecenderungan memusat (central tendency) dan nilai rata-rata tingkat kesetujuan dari pernyataan-pernyataan yang diberikan adalah 4-5, yang menunjukkan bahwa materi pembelajaran telah dirancang dengan baik dan dapat diterapkan. Setelah peneliti melakukan beberapa revisi berdasarkan saran-saran pada uji lapangan, produk akhir siap untuk digunakan.

Produk akhir merupakan jawaban pertanyaan kedua, yang terdiri dari delapan unit. Masing-masing unit terdiri dari materi untuk dua kali pertemuan, yang masing-masing terdiri dari empat bagian yaitu ‘Snapshot’, ‘Be Ready to Roll’, ‘Walk Ahead’, dan ‘Watch My Progress’.

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Akhirnya, penulis berharap hasil penelitian dapat berguna bagi siswa siswi untuk dapat belajar Bahasa Inggris sebaik mungkin dengan menggunakan kecerdasan majemuk dan juga bagi para guru yang secara mandiri mengembangkan materi bedasarkan teori kecerdasan majemuk.

CHAPTER I

INTRODUCTION

This chapter presents the basis of the study; research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms related to the study.

A. Research Background

The rapid growth development in educational world expects greater effort for teachers to enhance students’ quality. The curriculum has been changed not only once or twice but many to find out the best suitable pillar for education in Indonesia.KTSP (Kompetensi Tingkat Satuan Pendidikan), which is also known as School Based Curriculum (SBC), is now carried out in Indonesia. It gives authority to every school in curriculum development. Schools are free to develop and select the learning objectives, learning materials, and learning methodologies that best suit their learners’ potentials, stage of development, needs, as well as the community’s demands (Act no. 20/2003 about the National Educational System). It is hoped that teachers become more creative whereby many options can be taken to decide the objectives, the most appropriate materials and strategies which enable students to perform the best.

Deciding the suitable strategies for students is not an easy work since each student covers different cognitive strength and contrasting style (Gardner, 1993:6). The way they learn is diverse in each individual. This human cognitive

competence described in terms of a set of abilities, talents or mental skills which is commonly known in terms of intelligences. In the past, people measure whether they are smart or not by taking a test. In fact, the test only measures two kinds of intelligences namely linguistic intelligence and logical-mathematical intelligence. Then, schools emphasize these two kinds of intelligences.

The restriction to focusing on certain intelligences minimizes the importance of other form of knowing. Thus, many students who fail to demonstrate the traditional academic intelligences are held in low esteem and their strength may remain unrealized and lost to both the school and society at large. Students cannot fully develop because the strategies and evaluation in learning process only covers two kinds of intelligences; linguistics intelligence and logical-mathematical intelligence.

Then, Gardner broke down people’s belief about two intelligences. Gardner conceived Multiple Intelligences Theory (MI Theory) that individual actually has at least eight distinct intelligences that can be developed over time (Gardner, 1993 as cited by Campbell, Campbell, and Dickinson, 2004: xx). Intelligences should not be limited to those two intelligences that have been identified. He considers potential new intelligences including existential, moral and spiritual intelligences (Gardner, 1993: 47).

Using MI theory, teachers are able to develop strategies they consider suitable for each students. Students have opportunities to learn through their strength and their life will be enriched through developing many kinds of intelligence to the greater extent possible. In this study, MI theory is chosen as the

basis for the designed material because of some reasons. Firstly, MI theory can be adapted to education system. Secondly, education has utilized MI theory as the way students learn. Thirdly, MI theory is learner centered which concerns with students and their intelligences. It encourages students to be actively involved in learning activity as well as real activity. Fourthly, the practice of MI theory is not limited by the age and environment.

Seeing the reasons above, it is possible to employ MI theory as a framework in developing materials for language major grade eleven ofSMA Santa Maria Yogyakarta. There are not many schools that provided with language major for students. SMA Santa Maria Yogyakarta considering students’ different talents and interest provides language major for their students. It is expected that students are able to develop their language ability more than science and social majors. This is the reason why language needs to be more explored in the language major. Using MI theory, teacher can maximize students’ English proficiency by providing materials and situations which encompass students’ intelligences. By doing so, students will learn language easily and comfortably, which encourage students to improve their English proficiency.

Based on Standard Operational Procedures (Depdiknas, 2006: 92), language skill includes listening, speaking, reading and writing which can be used for social life. Each skill is related and cannot be separated. Those four skills are incorporated in integrated English material as School Based Curriculum emphasizes. Thus, this study attempts to develop integrated English instructional

materials based on Multiple Intelligence theory for language major ofSMA Santa Maria Yogyakarta.

B. Problem Formulation

In this study, the writer formulates two problems:

1. How is the integrated English instructional material based on Multiple Intelligence theory for language major grade eleven of SMA Santa Maria Yogyakartadesigned?

2. What does the integrated English instructional material based on Multiple Intelligence theory for language major grade eleven of SMA Santa Maria Yogyakartalook like?

C. Problem Limitation

This study was limited to design the integrated English instructional materials based on Multiple Intelligence theory for language major grade eleven of SMA Santa Maria Yogyakarta. The designed material was based on SBC (School Based Curriculum). The designed material is not implemented. However, the designed material is assessed in the end by distributing questionnaire to English teachers and lecturers.

D. Research Objectives

1. to design the integrated English instructional material based on Multiple Intelligence theory for language major grade eleven of SMA Santa Maria Yogyakarta.

2. to present the integrated English instructional material based on Multiple Intelligence theory for language major grade eleven of SMA Santa Maria Yogyakarta.

E. Research Benefits

The result of this study is expected to be beneficial for English teachers in particular, especially for teachers and students of language major grade eleven of SMA Santa Maria Yogyakarta. The designed material can be referential in teaching and learning English. Additionally, the result of this study is expected to serve as a model and guideline for teachers to develop their own materials based on multiple intelligence theory.

The writer hopes that teachers are now more concerned with students’ intelligences and are able to employ the intelligences to support teaching-learning process. By doing so, it will produce the best result of learning process. Furthermore, it is expected that students are not only able to solve problem in learning process but also in further situation in the real-world.

F. Definition of Terms

The terms that would be defined in this part are Integrated Material, Instructional, Multiple Intelligences Theory, School Based Curriculum and Language Major ofSMA Santa Maria Yogyakarta.

1. Integrated Material

Richards and Rodgers (2001:64) defines integrated material as learning material which focuses on the mastery of the integrated communicative skills rather than a mere mastery of the rules of the target language. Integrated material in this study refers to learning material that combines the exploration of two or more language skills in one lesson, rather than teaches each skill in isolation.

2. Instructional

The instructional process is complex. It is composed of many interrelated parts and functions that must operate in a coherent manner in order to achieve success (Kemp, 1977: 6). Banathy also defines instruction as any interaction between learners and environment through which they are making progress toward the attainment of specific purpose, knowledge, skill, and attitude (1997: 3). In this study, instructional is defined as the whole process of designing integrated English materials and all activities presented in the designed material to achieve learning objectives.

3. Multiple Intelligences Theory

Multiple intelligence theory is introduced by Howard Gardner. He believes that there is a pluralistic view of mind and recognizes people who have different cognitive strengths and contrasting cognitive style, which is viewed as intelligence (Gardner, 1993: 6). MI theory has profound impact on thinking and practice in education.

The multiple intelligences are perceived as instructional process capable of enhancing students learning in any discipline (Gardner, 1993: 231). By exploring and using intelligences in each individual, students can learn in their best way to gain the best result. MI theory emphasizes the importance of students understanding and not repetition of memorizing. In this study, MI theory is used to be the basis of design development.

4. School Based Curriculum (KTSP)

SBC is the recent curriculum promoted in 2006 in Indonesia. SBC is applied in order for educational institution to be independent and initiative through the given of autonomy and supported participative taking decision in developing curriculum (Mulyasa, 2007: 22). This means school may also design a type of syllabus which is suitable for the school condition and needs. Not only that, teacher may design a lesson unit plan which is suitable for the classroom characteristics and condition. The 2006 edition of School Based Curriculum is to provide students with the communicative ability to speak English which are needed for their life. It is clear that SBC is ‘assisting learners to gain the communicative and linguistic skills they need to carry out real-world tasks’ (Nunan, 1988: 22).

5. Language Major ofSMA Santa Maria Yogyakarta

SMA Santa Maria is located in JL. Bridgen Katamso Yogyakarta. The students are female only. In grade eleven, students are divided into three types of class. One of them is language major. The number of students in language major

is about twenty five students who come from different academic backgrounds. Grade eleven of language major is the subject of the study.

CHAPTER II

LITERATURE REVIEW

This chapter presents some theories which support this study to answer the problem stated in the previous chapter. There are two major points to be discussed in this chapter. The first one is theoretical description which discusses the relevant theories underlying the study and second is theoretical framework which focuses on the steps in developing designed material.

A. Theoretical Description

In this section, some theories related to the study will be elaborated. There are theories of instructional design model, integrated materials, the description of language major, and multiple intelligences.

1. Kemp’s Instructional Design Model

The model of instructional design presented in this study is Kemp’s model. Kemp’s instructional design is more flexible than other instructional design because the designer does not need to follow the steps in sequence. The designer can start from any step as long as the whole step is complete.

Kemp (1977:8-9) states that this model is able to answer three problems in instructional design. Those three problems are considered as the essential element of instructional design. They are objectives, activities and resources and the last is

evaluation. Kemp’s instructional design (Kemp, 1997: 8-91) consists of eight parts, as follows:

a. Determine goals, topics, and the purposes for teaching each topic

In determining instructional design, the designer should consider goals, list the topics, and state the general purposes for teaching each topic. The goals relate to broad competencies that will help learners to participate satisfactory in society (Kemp, 1997: 14). Topics are listed in sequence from simple to complex level which also considers learner’s prior knowledge and its correlation with another course. General purpose does not state precise learning objective. It expresses students’ expectation and teachers’ accomplishment.

b. Enumerate characteristics of the learners

The designer has to obtain all information about learners’ characteristics that will affect the emphases in instructional planning. The learners’ characteristics are identified as the learners’ capabilities, needs and interests (Kemp, 1997: 18). The information influences the topic selection, level, objectives choices and sequences, and learning activities variety. Other factors such as learning conditions and learning styles should be taken when planning as well. All of the information can be obtain from students’ history, teachers and counselor’s consultation, questionnaires and pre-assessment test (Kemp, 1997: 19). Enumerating characteristics of the learners to discover how the learners prefer to learn brings the pleasant and effective learning process.

c. Identifying the learning objectives

Specifying the objectives is the essential part as it is the outcome of the instruction. The objectives must be maintained in activities that best promote learning. That is why the designer has to beware in indicating objectives before selecting learning activities. The objectives should be measurable, and stated clearly and specifically in order to students are able to achieve it. Yet, identifying objectives requires refinements, changes, and additions as developing subsequent planning steps (Kemp, 1997: 24).

d. List the subject content

Subject content is closely related to the objectives and students’ needs. It contains content organization and task analysis. Content organization is to prepare an outline of what will be taught, while task analysis is a process to identify and specify subject content.

e. Develop pre-assessment

Pre-assessment is occupied in order to determine whether the students prepare to study the topic or not and what they have already mastered in the subject to be studied (Kemp, 1997: 50). Pre-assessment is done by conducting prerequisite testing and pretesting. Prerequisite test determines the students’ background and indicates the readiness to study the topic. Other, pretest is done to determine which of the objectives students may already have achieved. Pretesting is a pretest to the topic that is going to learn. Experiencing the topic they will

learn, the students are able to get familiar with the material as their interest may be aroused.

f. Select teaching-learning activities and resources

There is no fixed formula for corresponding activities to objectives. The designer should know the weakness and strength of alternatives method and various material (Kemp, 1997: 56). Thus, the designer selects teaching-learning activities and resources which enable students to accomplish the objectives with greatest possibility and in reasonable amount of time. The planning of teaching-learning activities and resources is closely related to the selection of the instructional material. The activities and resources are in the form of materials, which are selected to provide learning experience that will use the content associated with each objective.

g. Coordinate support services

There are cohesive elements in any instructional situation. Each of it needs careful consideration during planning step and so do the support services. Support services include funds, facilities, equipment, and personnel whose time must be scheduled for participation in the instructional plan (Kemp, 1997:84). Support services have to be considered at the same time the instructional plans are being made and materials being selected to prevent any constrains in developing design.

h. Evaluate students’ learning

It deals with measuring the learning outcomes relating to the objectives. Since this designed material is not implemented, the evaluation is done to measure whether the designed material is acceptable or not. Evaluate students’ learning is done with the consideration to revise and reevaluate any part of instructional design that needs improvement. The evaluation process is presented in figure 2.1 below.

2. Integrated Materials

In developing English integrated material, first the writer should understand the nature of integrated materials. Integrated materials covers four

Figure 2.1: Kemp’s Instructional Design Model

Support Services

Evaluation

Learning Objectives Goals,

Topics, General Purpose

Learner Characteristic

Teaching Learning Activities

&

Resources Pre Assessment

Subject Content Revise

skills which are reading skill, writing skill, listening skill, and speaking skill, as well as grammar and vocabulary are taught in an integrated manner (Nunan, 2003: 206).

Richards and Rogers (2001: 64) stated that integrated material focuses on the mastery of integrated communicative skills rather than a mere mastery of target language. Integrated skills are needed in real life (Richards and Rogers, 2001: 208), which is why students need to be involved with activities that link those four skills.

3. The Description of Language Major

Language major is one of classes that Senior High School in Indonesia offers to students besides science and social classes. English is one of the main subjects should be taught in the class. In KTSP (Kurikulum Tingkat Satuan Pendidikan), it is stated that students learn English to be able to communicate in real life.

Graduate’s competency standard emphasizes that English subject is directed to develop certain literacy levels. They are performative, functional, informational, and epistemic. In performative level, students are able to read, write, and speak using symbol. In functional level, students are able to use English in real life such as reading newspaper, manual or instruction. In informational level, students are able to access knowledge using language while in epistemic level; students are able to express knowledge into target language (Wells, 1987). Senior High School students are expected to achieve informational level to continue their study in university.

4. Multiple Intelligence Theory

In order to design a set of English instructional materials based on multiple intelligences theory, the writer should have knowledge about multiple intelligences theory. Therefore, in this part the writer discusses the theory of multiple intelligences namely: a definition of human intelligence, a description of the eight intelligences, and implementing MI theory in the classroom.

a. Definition of Human Intelligence

Dr. Howard Gardner, professor of Education at Harvard University has conducted researches on the development of human cognition capacities. Based on Gardner’s point of view, the common premise of intelligence theory adheres two fundamental assumptions: that cognition is unitary and that individuals can be adequately described as having a single, quantifiable intelligence (Campbell et al: xix).

Each intelligence has a developmental feature and is observable. Intelligences reveal distinctive cognitive features. The combination of each intelligence which is used in highly personal ways may bring the strength to deal with problems. Gardner’s research revealed a wider family human intelligence than was previously believed. Instead of viewing “smartness” in terms of a score on a standardized test, Gardner (1993: xv) defined intelligence as:

 The ability to solve problems that one encounters in real life  The ability to generate new problems to solve

 The ability to make something or offer a service that is valued within one’s culture

b. Description of the Intelligences

A brief description of Gardner’s eight intelligences follows:

1) Linguistic Intelligence

It involves the abilities to think in words and to use language to express and appreciate complex meanings (Gardner, 1993: xvi). Writers, poets, lawyers, newscasters are among those that sees as having high linguistic intelligence. This intelligence is highly valued and rewarded at school (Kornhaber et al, 2004: 5) 2) Logical-Mathematical Intelligence

It involves components such as mathematical calculations, logical thinking, problem solving, deductive-inductive reasoning, and the discernment of patterns and relationship (Gardner, 1993: 35). This intelligence is most often associated with scientific and mathematical thinking. Scientist, accountants, engineer, and computer programmers demonstrate this intelligence. Like linguistic intelligence, logical-mathematical intelligence is emphasized at school (Kornhaber et al, 2004: 6).

3) Visual-Spatial Intelligence

It dives into the capacity to think in three-dimensional ways as do sailors, pilots, sculptors, painters, and architects. This intelligence enables one to perceive external and internal imaginary, to recreate, transform, or modify images, to navigate oneself, and objects through space, and to produce or decode graphic information (Gardner, 1993: xvii). This intelligence refers to both visual and spatial since people perceive and process information through both modalities.

4) Bodily-Kinesthetic Intelligence

It includes the ability to unite body and mind to perfect physical performances (Gardner, 1993: 67). Bodily-kinesthetic intelligence entails the potential of using one’s whole body or parts of body to solve problems and use mental abilities to coordinate bodily movements. Kinesthetic intelligence is the foundation of human knowing to experience life through sensory motor experiences. It is happened in athletes, dancers, surgeons, and craftspeople. 5) Musical Intelligence

This intelligence involves skills in the performance, composition, and appreciation of musical pattern. It can be developed in any normal individual who has had frequent exposure to music. The individuals, who posses musical intelligence, are sensitive to pitch, melody, rhythm, and tone. Those demonstrating this intelligence are composers, conductors, musicians, instrument makers, as well as sensitive listeners.

6) Interpersonal Intelligence

This intelligence enables us to understand and communicate with others, to form and maintain relationships and take responsibility of various roles within groups. It concerns with the capacity to understand intentions, motivations, and desires of other people and interact effectively with others. Teachers, salesperson, social workers, actors and politicians need well-developed interpersonal intelligence.

7) Intrapersonal Intelligence

Intrapersonal intelligence includes the thought and feelings. It refers to the ability to build an accurate perception of one and to use such knowledge in planning and directing one’s life. This intelligence deals with the ability to understand ourselves better. Some people with strong intrapersonal intelligence are theologians, psychologists, and philosophers.

8) Naturalist Intelligence

This intelligence enables human being to recognize, categorize, and draw upon certain features of environment including understand natural and human-made- systems. Skilled naturalist includes farmers, botanists, hunters, ecologist, and landscapers.

Linguistic and logical-mathematical intelligences have been typically valued at schools. Musical, bodily-kinesthetic, and spatial intelligences are associated with the arts, whether interpersonal and intrapersonal intelligences are regarded as personal intelligences. The intelligences should not be limited to those being identified above. As Campbell et all (2004) quoted, Gardner in Intelligence Reframedconsidered potential new intelligences. These include existential, moral, and spiritual intelligences. Existential intelligence entails the ability to contemplate the meaning of life and death. Moral intelligence involves making value judgments. Similarly, spiritual intelligence enables one to grasp cosmic and transcendent truths.

c. Implementing MI Theory in the Classroom

Learning activities based on Multiple Intelligence theory should be well-prepared. Teachers need to plan how learning process is run and what teachers and students have to do. Teachers may also seek information from the students about ways they would most like to learn. Then, having knowledge about MI activities used in the classroom, teachers are able to design deliberate lesson plan. To begin lesson planning, teachers might reflect on the concept they want to teach and identify the intelligence that most appropriate for corresponding the content. That is why, it is necessary for teachers to distinguish students’ intelligence at first. However, many teachers find it overwhelming to incorporate all eight intelligences areas in lessons. Thus, it is recommended that at least four intelligences serve as entry points into any content (Gardner, 1993: 232).

1). Recognizing Students’ Intelligences

In order to assist students to learn using MI theory, teachers should first recognize students’ intelligence that most students posses. It is required before planning the lesson. Teachers have to do observation at first. As Amstrong (1994) said (cited in Suparno, 2004), there are ways to analyze students’ intelligence which are using test, practicing to teach using MI, observing and collecting students’ documents.

The test used here is a simple test with a list of statements. Students can easily tick the statements that they think are best suit with their characters and personalities. Teachers will determine which intelligence students mostly posses.

From the result, the designer takes four strongest intelligences that will be used as the entry points of each lesson. The test can be seen in appendix F.

Directly teaching using MI in the classroom is another way. Teachers are able to observe students’ reaction. Students are introduced to the new learning method; using MI theory. Teachers prepare some different activities which cover combination of different intelligences. From students’ reactions and comments, teachers are able to conclude which intelligence is dominant. Using underlined dominant intelligence activities, it is hoped that students give positive advance in learning English.

Observation should be done before planning the lessons. There are two kinds of observations: observation inside the class and observation outside the class. Teachers are able to observe activities students do, things they like and do not like, their characteristics and abilities, and others which lead to description of students’ intelligence. The observation’s result will support the result of the test.

The last thing teachers can do is collecting students’ documents. The documents are all records that students have done before. It can be students’ works, list of achievements, papers, art works and others. The most important is school report from which teachers know the students’ mark in each subject. It helps teachers to discover which intelligence students have strongly.

2) MI Activities Used in the Classroom

It is important not only to facilitate language learning but also to help students realize their strength. The more awareness students have of their own intelligences and how they work, the more they will know how to use that

intelligence (Christison, 1997: 9). Initially, teachers consider about the frequently used activities in the classroom and categorize them according to intelligence type (Larsen, 2000: 170). Being aware which type of intelligences being tapped in each activity, teachers can keep track of students’ development. Campbell (1996:232) suggests that teachers may also seek input from students about they would most like to learn. Below is the example of activities that fit each type of intelligence:  Linguistic

Puzzles and games, storytelling, debate, drama, reading and writing poems, biography, interview, speech, presentation, talk show, short play, journals, and skits.

 Logical-mathematical

Story problem, strategy game, explaining using diagram, prediction, story grids, analysis, classifications and projects.

 Kinesthetic

Role-play, movement sequences, floor game, field trip, hands on art, displays, jigsaw, pantomime, sculptures, docudrama, and creating collages.

 Visual-spatial

Viewing and creating movies, book cover, carton, bulletin board, dioramas, 3D diagram, mural, flip books, family tress, and exhibits.

 Musical

Write song lyrics, singing, playing instruments, remember melodies, explain lyrics, short class musical.

 Interpersonal

Group problem solving, service project, giving-receiving feedback, pair work, project work play, friendly letters, group research, and brainstorming.

 Intrapersonal

Journal keeping, self-evaluation, diaries, personal anecdotes, autobiographies, analysis, reflections, guided imaginary and independent project.

 Naturalist

Nature walks, animal report, gardening project, identification scrapbook, notice seasonal changes.

3) Deliberately Plan Lesson

After choosing the activities to be used, the second way to do is deliberately plan lesson. It aims to see that the different intelligences are represented (Larsen, 2000: 170). Checklist or diagram is effective to check the intelligences being used each day as suggested by Christinson (1998: 9). Teachers are able to adjust the lesson with the activities and vice versa. The creativity and well prepared lesson is essential. Teachers can also ask students to select their own ways in learning. They can also rotate the eight intelligences. By doing so, students will be challenged to address their weaknesses and enjoy working through their strength. Campbell (1996: 234) concluded that “teachers then have opportunities to observe students preferences and to look at inherent strengths or areas in which students are motivated to risks.”

4) Teachers and Students’ Role

Teachers and students have their own roles which is interrelated. The teachers’ roles will determine the role of language learners automatically (Setyadi, 2006: 19). According to Campbell (1997: 7) as cited in Ricards and Rogers (2001: 120), MI theory is not prescriptive that gives teachers a complex mental model from which to construct curriculum and improve themselves as educators. Teachers are expected to understand, master, and be committed to MI model. Teachers not only think of themselves merely as language teachers, as Christinson (1997: 12) said that they have role as the major contributor to the development of students’ intelligence.

As well as teachers, students need to see themselves engage in a process of personality development and beyond that of being successful language learners. They need to see their goals in general as the whole person: the well-rounded individuals and successful learners (Richards and Rodgers, 2001: 120). Being aware of their own intelligence, students will know how to use it and get benefits from it.

B. Theoretical Framework

This section discusses the stages in designing material. The writer has to understand first the principles of instructional design and multiple intelligences theory before finding out the objective of this study: the integrated English instructional materials based on Multiple Intelligence theory for language major grade eleven ofSMA Santa Maria Yogyakarta.

The activities in designed material are developed based on MI theory. MI theory promotes the students to best learning using their own intelligences. The students are able to recognize their strength in learning. Hence, they are able to perform the best in learning process.

In constructing English instructional design material, the writer uses her own model adapted from Kemp’s model, as the framework. In this study, the writer does not do the revision after the product is implemented and evaluated as Kemp suggests, yet the revision of designed material will be conducted after questionnaires distribution to some English teachers of language major in SMA Santa Maria Yogyakarta and ESELP lecturers of Sanata Dharma. The questionnaire distribution aims to gather feedback of the designed material.

Below are the steps which are taken as the framework. However, the Kemps’ steps are flexible. The adjustment can be taken if it considers necessary. 1. Identifying learners’ characteristics

The designer has to know about learners’ characteristics that will affect instructional design. Learners’ characteristics include all information about the learners’ capabilities, needs, and interests. According to Kemp (1977: 19), learners’ characteristics which are most helpful to design an instructional plan consist of two factors: academic factors and social factors. Academic factors are numbers of students, academic background, study habits, level of English proficiency, background of the subject, and motivations of studying, expectation of the course and vocational and cultural aspirations. Social factors are age,

relation among students, social-economics situation, and physical and emotional handicap.

2. Considering available support services

In this step, the support services are considered before making plans of instructional method, activities, and preparing the deigned material. The support services include fund, facilities, accommodation, equipment, time and schedule to be used in the instructional material.

3. Conducting pre-assessment

In this study, pre-assessment were conducted by interviewing English teachers of language major grade eleven. It includes the information of students’ proficiency level and study background.

4. Stating the general purposes, goals, and listing the topic

The first step in designing instructional material is stating the goals and listing the topic. Goal is the ‘basis for understanding and skills the society expects the institute to transmit’ (Kemp, 1977: 14). Goals determine ‘what students will be able to perform at the end of the whole of instruction’ (Dina, 2003: 36). It is in line with 2006 School Based Curriculum, which is currently used in SMA Santa Maria Yogyakarta. The general purposes refer to ‘Competency Standard’ according to 2006 School Based Curriculum. ‘Basic Competence’ is used instead of ‘goal’ to state the performance to be achieved at the end of the instruction. The topics are listed after determining competency standard. The topics are selected based on the result of research and information collecting questionnaire.

5. Stating learning objective

Learning objectives are set in terms of objectives. Objectives concern with learning as the outcomes of instructions. Based on the 2006 School Based Curriculum, learning objective is presented in terms of indicators. Indicators are the elaboration of basic competences to measure students’ outcome.

6. Listing the subject contents

Before listing the subject content, the intelligences being employed in each lesson are determined. The intelligences, which are used in each lesson, are arranged in blue print of intelligence. Then, the subject contents are started to organized.

7. Select teaching/learning activities and resources

In this study, the designer selects the teaching/learning activities for the instructional material. It includes the selection of the appropriate instructional methods and instructional resources for accomplishing each objective. Then, the materials are selected to provide learning experience which associated with each objective. Supporting materials are able to motivate students and effectively explain and illustrate the subject content. The materials are selected and directly taken from certain sources or adapted and adjusted based on learners’ needs. 8. Evaluating the designed material

In Kemp’s model, evaluation is ready to measure the learning outcomes relating to the objectives. Since in this study the designed material is not implemented, the evaluation is done to measure whether the designed material is acceptable or not. Evaluation may be happened in any steps of developing

instructional materials. The purpose is to develop appropriate English instructional designed material. After the designed material is ready, the evaluation is conducted.

9. Revising

After the evaluation is done, the feedback and suggestions are used to revise the designed material and any parts that need improvement. Revision is done to improve the designed material as the best version material. The steps in developing instructional materials are described in figure 2.2 below.

Figure 2. 2: Steps of Developing Instructional Material Identifying learners’ characteristic

Stating the general purpose, goals, and listing the topic

Select teaching/learning activities and resources Stating learning objective

Evaluating the design material Considering available support services

Conducting pre-assessment

Revising

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the method of this study which consists of six parts: research method, research participant, research instruments, data gathering, data analysis and research procedure.

A. Research Method

This study is to answer two problems stated in the first chapter. Firstly, how a set of integrated English instructional materials based on Multiple Intelligence theory for language major of SMA Santa Maria Yogyakarta is designed. Secondly, what a set of integrated English instructional materials based on Multiple Intelligence theory for language major of SMA Santa Maria Yogyakartalooks like. The final goal of this study is to present integrated English instructional materials based on MI theory which can be used directly by teachers at school. This study can be used as the model for other teachers who want to develop learning material based on multiple intelligence theory.

In order to achieve the goal, the writer employed the research and development cycle (R&D cycle) by Borg and Gall (1986). It is stated that educational research and development (R&D) is a process used to develop and validate educational product. The goal of which is not to discover new knowledge through basic research, yet establish product that is ready for operational use in the schools (Borg and Gall, 1986: 772). Using R&D cycle, the writer was able to

study and implement relevant research findings in developing the product, field-testing and revising the product based on the feedback of field-field-testing stage.

R&D cycle delivers ten major steps those are Research and Information Collecting, Planning, Developing Preliminary Product Form, Preliminary Field Testing, Main Product Revision, Main Field Testing, Operational Product Revision, Operational Field Testing, Final Product Revision, and Dissemination and Implementation. The R&D cycle is used to describe the material development in this chapter. However, it does not explicitly provide the important information which is needed in designing instructional material. Hence, the writer combined R&D cycle with Kemp’s design which is stated in the previous chapter because Kemp’s model has flexibility in which the designer is able to move forward and backward in material developing steps if it is considered necessarily. Considering the limited devices and time, the writer made some adjustments of the steps to be taken. In this study, the writer used five steps adapted from R&D cycle as follows: 1. Research and Information Collecting

The first step was research and information collecting. There were three Kemp’s steps applied here which were identifying learners’ characteristics, considering support services, and conducting pre-assessment. The information was collected in four ways; school observation, teachers and students interview, questionnaires distribution and MI test. Research and information collecting also involved library study which supported designing material based on MI theory.

2. Planning

The second step was planning which included three parts; determining goals, general purposes and topics, learning objectives, and subject contents (Kemp’s steps). In this study the three parts were in terms of competency standard, basic competence, and learning indicators. The writer applied MI theory in determining those three parts of planning. As the basis of designing materials, the writer used the data from research and data collecting in the earlier step. Since Indonesia refers to School Based Curriculum (SBC), then the competency standard and standard competence for designing materials are taken from SBC which is applied inSMA Santa Maria Yogyakarta.

3. Developing Preliminary Form of Product

Based on Kemp, in this step, teaching-learning activities and instructional resources which accomplished the objectives were selected. It included preparation of learning materials which were designed based on MI theory. The task instructions and activities were selected based on the available support services at school, students’ characteristics and needs, and in line with basic competencies in SBC. To guide the user to apply the designed material, teacher’s manual was provided.

4. Preliminary Field Testing

The next step in Kemp’s was evaluation. The designed materials would be tested. The purpose was to gain suggestions, comments, and criticism on the designed materials. It included distributing post-designed questionnaires to teachers of SMA Santa Maria Yogyakarta and lectures from ELESP of Sanata

Dharma University. The feedback would be used to revise the weaknesses of the designed materials.

5. Final Product Revision

In Kemp’s, evaluation was followed by a view to revise and reevaluate any phases that need improvement. Using the feedback from earlier step, the designed material was revised to obtain more valid product. Later, the designed material was ready to apply to the classroom. The designed material could also be employed as a model for those who wanted to apply MI theory in their classroom. Below is the comparison of designed material development steps with R&D cycle.

The designed material development R&D cycle

Figure 3.1: The comparison of designed material development steps with R&D cycle

Identifying learners’ characteristic

Stating the general purpose, goals, and listing the topic

Select teaching/learning activities and resources Stating learning objective

Evaluating the design material Considering available support services

Conducting pre-assessment

Revising Listing subject content

Research & information collecting

Planning

Final product revision Preliminary field testing Developing preliminary form

B. Research Participants

In this study, the participants were divided into two groups based on its purpose which were group of research and information collecting and group of field-testing. These participants were as follows:

1. Group of Research and Information Collecting

Based on the instrument used in this step, the participants were divided into two groups. The first group would be English teachers of SMA Santa Maria Yogyakarta. They were interviewed since they were the people who considered the learners’ characteristics and background better. The second group was students of language major of SMA Santa Maria Yogyakarta. They would fill in the questionnaires and conduct MI test. The questionnaire was employed to gather data about students’ characteristic, interests and all information to support the designed material. MI test was used to determine the strongest intelligence that students possess.

2. Group of Field-Testing

Using questionnaires, the writer gathered feedback about the relevancy and practicality of designed material. Two English teachers of language major in SMA Santa Maria Yogyakarta and two lecturers from ELESP of Sanata Dharma University were chosen to fill in the questionnaires.

C. Research Instruments

In order to gain data for research and information collecting phase and field-testing phase, the writer employed four instruments namely: observation checklist, MI test, interview and questionnaires.

1. Observation Checklist

The observation checklist was conducted during school observation. The aim of this observation checklist was to survey supported services and devices which were available in the school. It was significant as the consideration in designing learning material based on MI theory. The information being collected was about facilities, budget, and number of students and English teachers, lesson duration, and other supported information. The observation checklist can be seen in the appendix C.

2. MI Test

MI test is a list of questions which students should choose the best response according to their character and fact. The test serves as a simple introduction to recognizing and respecting differences in intelligence among students (Campbell, 1996: xx). From the outcome of the test, the writer was able to summarize the strongest intelligence the students’ possess. By being aware of students’ intelligences, the writer was able to decide equitable subject content and activities which supported students to learn English best. The test can be seen in the appendix F.

3. Interview

In this study, interview was conducted to collect data about participants’ knowledge, opinions, ideas and experiences during English lesson. The interview would be conducted in research and information collecting. The participants were students and teachers of language major of SMA Santa Maria Yogyakarta. The writer used open-ended questions in order students were able to answer the

questions freely by their own words. The responses were recorded by MP3 player. The questions in the interview were about students’ personal perception about English material that had been used in their school, their experiences, problems, opinions, and ideas related to English material in language major.

4. Questionnaires

Questionnaire is a set of questions used to gather information in a survey (Microsoft Encarta 2009). The questionnaire being conducted was easily and quicker filled in by circling the most appropriate option. Based on Ary et al (2002: 75), the type of questionnaire used in this study was in the form of structured/closed form and unstructured/open form in order to make the data gathering more valid.

In this study, there would be two times of questionnaires distribution: first in research and information collecting and second in field testing. The first questionnaire distribution was managed in research and information collecting to compile information about students’ characteristic, needs and background, supported facilities and devices. The information would be employed as consideration in developing designed material.

The second questionnaire in field testing was conducted to gather feedbacks and comments about the designed material from teachers and lecturers. This questionnaire was treated as post-designed evaluation. The questionnaire consisted of two parts. In the first part, the respondents should choose the degree of agreements of fifteen statements by circling the number. There were five points of agreements namely totally agree, agree, uncertain, disagree, and totally

disagree which were represented in number 1 to 5. The second part was free spaces that the respondents could write the answer of two questions about comments and suggestions of the designed material. The result would be utilized to improve the designed material into better product ready to use in teaching-learning environment. The questionnaires can be seen in appendix I.

D. Data Gathering

Data gathering was conducted twice: in the research and information collecting and in field-testing.

During the observation at school, the writer filled in observation checklist to gather information about the facilities and devices that school has involving budgets, number of students, and English teachers, lesson duration, and other supported information. This information was used for deciding learning material based on MI theory. Then questionnaire was distributed to students of language major of SMA Santa Maria Yogyakarta and interview was conducted to English teachers there. Those steps above were conducted during research and information collecting to gather information about learners’ needs, knowledge background, characteristics, and other valuable information before designing integrated English instructional material based on MI theory.

As the evaluation, data was gathered by distributing questionnaires to two English teachers of language major in SMA Santa Maria Yogyakarta and two lectures of ELESP of Santa Dharma University. This step was conducted in field-testing. The data was used to revise the designed material.

E. Data Analysis The obtained Here is the detailed di 1. Observation Che From the obse device and media use teaching media and st as consideration in de activities. The symbol fact. The information observed point. The obse

No. Obser

1. Blackboard/ 2. OHP

2. Interview

The interview variables, students’ be and Morehouse, 1994: so interview can be participants were stude Maria Yogyakarta.

d data should be presented and analyzed to d discussion:

hecklist

observation checklist, the writer collected data used in the school. It was effective to det

strategies. The time and schedule information developing syllabus, subject content and dura bol check was put in present or absent colum ion column was given to write the necessary he observation list is presented in table 3.1 below

Table 3.1: Observation List

erved point Present Absent

ard/whiteboard

ew can be applied to obtain information about behavior and expectation from other such as te 1994: 81). Interview can be quite free-wheeling a

be very like a conversation (Ary et al, 2002: students and English teachers of language majo

It was conducted to gather research a

draw conclusion.

ta about supported etermine possible ion were collected ration of learning olumn based on the ry data about the low.

Information

bout environments’ teachers (Maykut ng and open-ended, 2002: 124). The ajor of SMA Santa and information

collecting. The interview was taken by both taping and taking notes. The data were summarized in paragraphs to further analyzing.

3. Questionnaire

The questionnaires were divided into two: during research and information collecting and field-testing. The first questionnaire was to gather information about students’ characteristics, needs, knowledge background and others important information which supported the material designing. The second questionnaire was conducted in field-testing which was to evaluate the preliminary-form product. Two English teachers ofSMA Santa Maria Yogyakarta and two lecturers of ELESP Sanata Dharma were the participants of the second questionnaires.

In questionnaires, the questions are usually set out in very systematical way, and are answered by reading the questions, and then ticking responses, or writing in short answer (Ary et al, 2002: 124). There were two types of questionnaires being used in this study. Firstly, closed/ structured questionnaire which the participants are able to choose the response that best suit their opinion. Secondly, open/ unstructured questionnaire which enables participants to write free response in their own terms, to qualify their responses and avoid the limitation of preset categories of response (Cohen, Manion, and Marison, 2000: 248).

The first questionnaire in research and information collecting applied closed/ structured questionnaire type. The students as respondents should choose response/s by circling or crossing the option/s considered as the precise answer

from their point of view and fact. There was a space for the respondents to write their own answer if the provided options did not meet their criteria. To make the information more valid, the questionnaire was completed with questions to be answered in sentences, which were comments and suggestions from the respondents.

The second questionnaire in field-testing stage was an evaluation of the designed material. The result of the distributed questionnaires was analyzed to find out how well the designed material was and later it was used to improve the designed material. The first part of the questionnaire asked biodata of the respondents. The biodata was about the educational background and teaching experience. These questions are open-response item (Brown and Rodgers, 2002: 120). The educational background and teaching experience of the respondents are described and presented in table 3.2 as follows:

Table 3.2: The description of field-testing respondents

Group of Respondents

Educational Background

Teaching Experiences Sex D3 S1 S2 >1 1-5 5-10 10< M F Teachers - 2 - - - 1 1 1 1

Lectures - 1 1 - 1 1 - 2

-While the rest of the questionnaire is made up of selected-response items, that is, items the respondents must answer by selecting from among alternatives by merely circling or checking their choices (Brown and Rodgers, 2002: 120). The selected-response items employed central tendency to evaluate responses. Central tendency or the trend of a set of numbers that clusters around a particular value is a convenient way of summarizing data of nominal categories such as

likert-scale (Brown and Rodgers, 2002: 128). Likert scale is the type of survey where respondents are asked to register their reactions on a 4 3 2 1 scale (Brown and Rodgers, 2002: 120). The writer used the mean, the most widely used measure of central tendency. The mean is the sum of all the values in a distribution divided by the number of values. The mean is commonly called the average. The formula is written as follows:

=Σ

where: = mean

Σ= sum of (or add up) X= values

N= number of values

The assessment of mean is presented as follows:

0 < M < 2 : the designed materials were poorly designed 2 < M < 3 : the designed materials were fairly designed

3 < M < 4 : the designed materials were good and need crucial revision 4 < M < 5 : the designed materials were well designed, acceptable and need

few revisions

After the central tendency of each statement was found, the data would be presented in table 3.3 below:

Table 3.3: The Result of Field-Testing Questionnaire

No. Respondents

Opinion

Frequency of Point of Agreement Central Tendency

1 2 3 4 5 N Mean

1. Teachers

Field-testing questionnaire was provided with questions which the respondents were able to freely answer with their own words. The questions were about comments and suggestions from the respondents of the designed material. The result was summarized and described in sentences. The entire outcome from the questionnaire was employed to revise the designed material to be more effective and practical in the learning English based on MI theory.

F. Research Procedure

This part discusses the procedure of conducting this study. The procedure is adapted from R&D cycle and Kemp’s model. The procedure is described as follows:

1. Research and Information Collecting

Before designing materials, the writer needed to collect information about students’ characteristics, needs, knowledge background and others supported information. Therefore the writer conducted the observation at school, MI test, questionnaire distribution and interview for research and information collecting. The writer also studied relevant theories which were needed to support in designing integrated English instructional materials based on MI theory for language major ofSMA Santa Maria Yogyakarta.

2. Planning

Using the result of the data gathering above, the writer started determining the competency standard, basic competence, indicators, and syllabus covering learning topics and subject contents of the designed material.

3. Designing Preliminary Form of Product

The material was developed in this step which included lesson plan and learning material. Teacher’s manual was also provided as a guideline in applying the designed material. MI theory was applied in designing material. The designed material was a sample of intended material. The designed material was still open for further revision.

4. Field Testing

The preliminary form of product would be tested in order to get feedback whether it was suitable and covered students’ needs in learning situation or not. It was done by distributing field-testing questionnaire for English teachers of SMA Santa Maria Yogyakartaand the ELESP lectures of Sanata Dharma University. 5. Revising Material

The result from field testing would be processed. It was used to revise and improve the designed material. After revising, the designed material would be the final version. The last was presenting the final revision of the designed material for later it could be used in real learning process directly.

CHAPTER IV

RESULTS AND DISCUSSIONS

This chapter discusses the answers to the two research questions, which are how integrated English instructional materials based on Multiple Intelligence Theory for language major ofSMA Santa Maria Yogyakartais designed and what a set of integrated English instructional materials based on Multiple Intelligences for Language major of SMA Santa Maria Yogyakartalooks like. The discussions are divided into two sections: (a) the material development and (b) the designed materials.

A. The Material Development

This part answers the first research questions, how a set of integrated English instructional materials based on Multiple Intelligence Theory for Language major of SMA Santa Maria Yogyakarta is designed. There are five steps, which are conducted during the material development, namely (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) field testing result, and (5) main product revision.

1. Research and Information Collecting

The writer collected necessary information for developing the materials in three ways: conducting school observation, distributing questionnaires and interviewing, and conducting MI test for students. The obtained information consists of learners’ characteristic, available support service and pre-assessment.

a. Learners’ Characteristics

Learners’ characteristics were identified by distributing questionnaires to 25 students of Language major Grade XI and conducting MI test. The results of the questionnaires indicated that the students recognized the importance of learning English. The high motivation in learning English was shown from 68% of respondents who had ever followed English course before. 4% of the respondents did not agree that various activities in learning English supported the students in mastering the language. Above all, all the respondents agreed that using various intelligences would assist them in learning English and train other intelligences as well.

All the respondents acknowledged that learning integrated skills supported them in mastering English because all skills could not be separated and in links each other. Learning four skills prepared them in communicating in the real world. Though the respondents understood the importance of learning integrated skill, each of them had different favored subject. Speaking skill was chosen by 52% of the respondents because they believed that speaking was a major way to communicate. By learning speaking skill, the respondents hoped that they could speak English fluently to express themselves. 48% respondents chose reading skill as favorite skill. In their opinion, reading was the easiest skill in spite of the fact that they found difficulties in vocabularies. However, they could overcome the difficulties by analyzing the sentences. Writing and listening skills were pointed out by 20% and 12% of respondents. Some of the respondents were more comfortable to express something in composition because of the lack of

confidence in speaking. In other side, listening skill was chosen because the respondents assumed that it was fun and not boring.

In English learning activities, the students faced difficulties frequently. Most of the respondents as many as 72% had difficulties in learning listening skill. The respondents reckoned that listening skill was difficult because of unclear dialect and intonation. The difference between the pronunciation and written words was a problem for the students. The lack of vocabulary hindered the students to have progressive learning. This was also the reason of students’ difficulties in other skills. For 40% of students had difficulties in speaking skill and 12% in reading and writing skills. In speaking skills, the students faced difficulties in the lack of self-confidence and nervousness. From the result of the questionnaire, there were inner influences from the students themselves that became their difficulties in learning writing and reading skills, which were the difficulty to concentrate, laziness, and displeasure in learning such skills.

Based on MI theory, it is suggested for the teachers to seek input from the students about ways they would most like to learn (Campbell, 1996: 232). The input could be used to foster students’ motivation in learning. From the questionnaire, it was known that the students sometimes study in various activities such as discussion, presentation and games. 76% of the students were happy to have various activities in learning English. The most favorite activities they were likely to learn are games (72%), outdoor activities (72%) and group works (52%).

b. Available Support Service

The information about available support services were obtained by interviewing English teachers of language major inSMA Santa Maria Yogyakarta. In this school, eleventh grade students were divided into three classes; science class, social class, and language major. SMA Santa Maria had three English teachers, two of them were S1 graduate and another was S2 graduate. Two English teachers were in charge in language major. All of them graduated from English Language Education Study Program of Sanata Dharma University with 27 years and 9 years teaching experiences.

Language major in eleventh grade contained 25 students. English subject was run three times a week: two meetings run for 2 x 45 minutes and one meeting only run for 1 x 45 minutes. Each class was equipped with a white board, board markers and a set of speaker. There were an English laboratory equipped with 35 listening booths, a VCD player and television, two rooms with 1 overhead projector (OHP) and computers, and a computer lab with internet connection. English literature such as magazines and story books were unavailable. English club was unavailable but there was an English wall magazine which was developed with teachers’ assistance. However, the wall magazine was not regularly present. The budget for excursion and additional learning material were taken from students’ contribution.

To recap the information above, the school is supported by accessible media and equipment for facilitating English learning activities. The teachers are

50 |P a g e Unit 8. Internet 3. Facebook and Twitter are new ways to establish relationship.

4. Social networking such as Facebook and Twitter is potentially harmful.

 Gather information about the topic you have chosen. List the argument, including the points and elaborations for you topic. See the example below

 Then, show your work to your group members. Ask them to add some useful information to elaborate your points.

 After that, write the draft of your writing. Consult the spelling and grammar with your group. Give comments about each other composition.

 Finally rewrite a neat and clean composition to be submitted.

Answer these questions below.

What have you learn in this unit?

Did you find any problem? If yes, what are they? What makes you learn best in this unit?

Watch My Progress

Blog; the New Way to Express

Blog is one of media to express among many features in internet. 1. Blog is easy to manage.

2. People can write anything in blog in many ways. 3. Blog can be a media to sell product.

4. Many people can access blog.

Title Point Elaboration

51 |P a g e Unit 8. Internet

Look at two headlines on newspaper above. Answer these questions.

 What do you think of those two headlines? Which one interests you most?

 Do you agree with those statements? Why?

 What do you say if you agree?

 What do you say if you disagree? Note:

Defamation: the act of causing harm to sb by saying or writing bad or false things about them

Suspended sentence: a sentence imposed on somebody found guilty of a crime that need not be served as long as the individual commits no other crime during the term of the sentence

Sentence: punishment

Video Flash

You will watch a short video. It is about a boy who asked an advice from President Obama. Pay attention to what they are talking about. After watching the video, gather in group of four and discuss these questions.

1. What did the boy ask to Obama?

2. What did Obama say about posting in Facebook? 3. Why did he say like that?

4. Do you agree with what Obama said? Why?

How to Say it

Expressing Agreement and Disagreement

Snapshot

Defamation articles need revising: Justice Minister

Girl gets suspended sentence for comments on Facebook

Agreeing:

Yes, I agree with you You’re right I think so I absolutely agree That’s right

I don’t have any objection That’s exactly what I think I believe you’re right

I don’t see any reason to say no

Disagreeing:

I’m sorry but I disagree with I don’t so

I see your point but… I don’t agree with you Not really

I don’t entirely agree with… Do you think so?

You may be right, but… I think that’s irrational

Be Ready To Roll

Meeting 16: Absolutely Agree

52 |P a g e Unit 8. Internet

Reading

Read the following dialog. Then, practice the dialog with your partner. Jacob : Morning Bells.

Bella : Oh..Hi Jacob, good morning. How are you doing?

Jacob : Never better than today before. Uhm.. Is that today’s newspaper? That one you are reading.

Bella : Yup!

Jacob : Did you read about the kidnapping of young girl because of Facebook? Facebook starts criminal act.

Bella : I don’t think so. I think it was happened because the people who use it and not because Facebook.

Jacob : Maybe so. But there are many crimes happened in Facebook. Just look at the kidnapping, deception and libel.

Bella : Yes, that’s true but I believe all of that happened because of human error. Some people are using Facebook to do crimes. In other side, there are many good sides of Facebook. You see my online boutique right. It can be success because I post it in Facebook.

Jacob : Yeah, it makes sense. It depends on the user. It’s nice to talk with you Bells. I’ve seen your new product. It’s great. Can I get discount if I tag it for my friends.

Bella : Hey..you can’t leave any chance, can you. Of course you will, if you bring me new buyer. By the way it’s a great idea of you.

Jacob : Thanks

Answer these questions.

1. What is the dialog talked about?

2. Who do you agree with? Jacob or Bella?

3. Can you underline the expression of agreement and disagreement?

Your Turn

Work in group of four. Look at the statements below. Discuss in group whether you are agree or disagree with the statements. List the reason why you agree or not.

 Social networking should be banned because it invites crimes.

 Children under age should not join social networking such as Facebook or Twitter.

 People are free to express themselves in anyway in their Facebook.

 Social networking is useful to make friends and relation.

 Join in social networking is useless because actually we only have friends in cyber world and it’s not real.

 Facebook sets apart the user from the community.

Answer these questions below.

What have you learn in this unit?

Did you find any problem? If yes, what are they? What makes you learn best in this unit?

xiii ABSTRACT

Purwanti, Stephanie. 2010. Integrated English Instructional Materials Based on Multiple Intelligence Theory for Language Major Grade Eleven of SMA Santa Maria Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Commonly schools only emphasize linguistic and logical-mathematical intelligences. It minimizes the importance of other forms of knowing. Thus, many students who fail traditional academic intelligences are held in low esteem and their strengths may remain unrealized and lost both the school and society at large (Gardner, 1993: xv). This study attempted to develop integrated materials based on the multiple intelligence (MI) theory for language major grade eleven of SMA Santa Maria Yogyakarta. The areas of multiple intelligences to be elaborated in

this study are Linguistic, Logical-Mathematical, Visual-Spatial,

Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal and Naturalist Intelligences with four intelligences served as the entry point of lesson. By implementing MI theory, students are able to recognize their own intelligence and employ it to learn English better. Not only that the students feel better about themselves and more competent, but also they can utilize the intelligence to solve problem in life.

This study was aimed at answering two research problems: (a) how a set of integrated English instructional materials based on multiple intelligence theory for language major grade eleven ofSMA Santa Maria Yogyakartais designed, and (b) what a set of integrated English materials based on multiple intelligence theory for language major grade eleven ofSMA Santa Maria Yogyakartalooks like.

In order to answer the first problem, the writer employed Kemp’s instructional design model (1977) and Borg & Gall’s (1986) Research and Development (R&D) method. Due to time and resource limitation, only five steps of R&D method were utilized, which were: (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) field testing, and (5) final product revision.

To obtain necessary data, research and information collecting was done by conducting MI test and distributing questionnaire to 25 language major grade eleven students, teachers and students interview, and school observation. Then, the designed materials were evaluated by distributing field testing questionnaire to two teachers and two lecturers. The result was analyzed using central tendency and the mean of degree of agreement of the statements range 4-5, indicating that the designed materials were well-designed and applicable. After the writer did some revision based on the feedback and suggestions on field testing, the final product was ready to use.

The final product was served to answer the second problem, which consist of eight units. Each unit consists of two meetings, each of which contains 4 parts: ‘Snapshot’, ‘Be Ready to Roll’, ‘Walk Ahead’, and ‘Watch My Progress’.

Finally, the writer hopes the result of this study can be useful for students to learn English best using their intelligence, as well as can serve as a model for teachers who want to develop their own multiple intelligence based materials.

xiv

ABSTRAK

Purwanti, Stephanie. 2010. Integrated English Instructional Materials Based on Multiple Intelligence Theory for Language Major Grade Eleven of SMA Santa Maria Yogyakarta.Yogyakarta: Program Studi Bahasa Inggris, Universitas Sanata Dharma.

Pada umumnya sekolah hanya menerapkan kecerdasan linguistik dan matematika. Hal ini meminimalkan pentingnya bentuk pembelajaran yang lain. Karenanya, banyak siswa yang gagal menunjukkan kecerdasan akademik tradisional merasa rendah diri and tidak sadar akan kekuatan mereka yang akan merugikan baik di sekolah maupun di masyrakat pada umumnya. Penelitian ini

bertujuan untuk mengembangkan materi pembelajaran yang terintegrasi

berdasarkan teori kecerdasan majemuk untuk siswi kelas sebelas bahasa SMA Santa Maria Yogyakarta. Area kecerdasan majemuk yang digunakan dalam penelitian ini adalah Kecerdasan Berbahasa, Kecerdasan Logis Matematis, Kecerdasan Spasial, Kecerdasan Kinestetik, Kecerdasan Musikal, Kecerdasan Interpersonal, Kecerdasan Intrapersonal, dan Kecerdasan Natural dengan empat kecerdasan sebagaientry pointdalam pelajaran.

Penelitian ini bertujuan untuk menjawab dua pertanyaan yaitu: (a) bagaimanakah cara merancang materi pembelajaran Bahasa Inggris berdasarkan teori kecerdasan majemuk untuk siswi kelas sebelas bahasa SMA Santa Maria Yogyakarta,dan (b) seperti apakah pembelajaran yang dimaksud.

Guna menjawab pertanyaan pertama, peneliti menggunakan model rancangan pembelajaran Kemp (1977) dan metode penelitian dan pengembangan (R&D) Borg & Gall (1986). Karena keterbatasan waktu dan sumber daya, hanya lima langkah dari metode penelitian dan pengembangan (R&D) yang diterapkan, yaitu: (1) pengumpulan hasil-hasil penelitian dan informasi, (2) perencanaan, (3) pengembangan bentuk awal produk, (4) uji lapangan, dan (5) revisi akhir produk.

Untuk memperoleh data-data yang diperlukan, pengumpulan hasil-hasil penelitian dan informasi dilakukan dengan melakukan tes kecerdasan majemuk dan menyebarkan kuesioner pada 25 siswi kelas sebelas bahasa, mewawancarai guru-guru dan siswi, dan melakukan pengamatan sekolah. Materi yang telah dirancang kemudian dievaluasi dengan menyebarkan kuesioner pada dua guru dan dua dosen. Hasil kuesioner dianalisa mengggunakan kecenderungan memusat (central tendency) dan nilai rata-rata tingkat kesetujuan dari pernyataan-pernyataan yang diberikan adalah 4-5, yang menunjukkan bahwa materi pembelajaran telah dirancang dengan baik dan dapat diterapkan. Setelah peneliti melakukan beberapa revisi berdasarkan saran-saran pada uji lapangan, produk akhir siap untuk digunakan.

Produk akhir merupakan jawaban pertanyaan kedua, yang terdiri dari delapan unit. Masing-masing unit terdiri dari materi untuk dua kali pertemuan, yang masing-masing terdiri dari empat bagian yaitu ‘Snapshot’, ‘Be Ready to Roll’, ‘Walk Ahead’, dan ‘Watch My Progress’.

xv

Akhirnya, penulis berharap hasil penelitian dapat berguna bagi siswa siswi untuk dapat belajar Bahasa Inggris sebaik mungkin dengan menggunakan

kecerdasan majemuk dan juga bagi para guru yang secara mandiri