DESIGNING INSTRUCTIONAL MATERIALS FOR THE FIRST GRADERS OF SMPLB B KARNNAMANOHARA YOGYAKARTA USING THE THEORY OF MULTIPLE INTELLIGENCES

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

DESIGNING INSTRUCTIONAL MATERIALS FOR THE FIRST
GRADERS OF SMPLB B KARNNAMANOHARA YOGYAKARTA
USING THE THEORY OF MULTIPLE INTELLIGENCES

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
\

By
Glorya Rosario Putri
Student Number: 071214042

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

YOGYAKARTA
2013

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

DESIGNING INSTRUCTIONAL MATERIALS FOR THE FIRST
GRADERS OF SMPLB B KARNNAMANOHARA YOGYAKARTA
USING THE THEORY OF MULTIPLE INTELLIGENCES

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
\

By
Glorya Rosario Putri
Student Number: 071214042

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013

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ABSTRACT
Putri, Glorya Rosario. (2013). Designing Instructional Materials for the First
Graders of SMPLB B Karnnamanohara Yogyakarta Using the Theory of Multiple
Intelligences. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
Every child has the same right to get good education, including the
children with hearing impairment. In teaching the students with hearing
impairment, the activities and the materials should be compatible with their
hearing and academic abilities. The theory of multiple intelligences is chosen as
the basis theory because it helps the students to learn through various activities
and their strengths. It helps the students to learn English more easily and fun.
There are no certain books or modules used in the learning process and the lack of
hearing ability the students have encouraged the researcher to design a set of
instructional materials for the first graders of SMPLB B Karnnamanohara
Yogyakarta using the theory of multiple intelligences.
This research was carried out to answer two research questions: (1) How is
a set of English instructional materials for the first graders of SMPLB B
Karnnamanohara Yogyakarta using the theory of multiple intelligences designed?
and (2) What does the designed set of English instructional materials for the first

graders of SMPLB B Karnnamanohara Yogyakarta using the theory of multiple
intelligences look like?
In order to answer the first research question, the researcher employed
Borg and Gall’s Research and Development (R&D) method and adapted Kemp’s
instructional design model. There were five steps of R&D method conducted in
this research. They were: (1) Research and Information Collecting, (2) Planning,
(3) Developing Preliminary Form of Product, (4) Preliminary Field Testing, and
(5) Main Product Revision. Those steps were combined with Kemp’s instructional
design model
In order to answer the second research question, the researcher presented
the final version of the designed materials. The designed materials consisted of
four units. They were Go Shopping, Throw out Your Rubbish Here!,
Congratulations, and My Timetable. Each unit was divided into six tasks, namely
Vocabulary World, Fun Reading, Let’s Build Words, See and Repeat, Fun
Practice, and I Did It!
Based on the evaluation done by distributing post-design questionnaire to
three respondents, the results showed that the mean of each statement ranged from
3 to 3.7 on the scale of 4. It meant that the designed materials were appropriate
and acceptable to be used and applied for the first graders of SMPLB B
Karnnamanohara Yogyakarta. The researcher hopes that the designed materials

can give contribution to the teacher, the students, and other researchers who are
interested in doing further research.
Keywords: Instructional materials, Multiple Intelligences, Hearing Impairment,
SMPLB B

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ABSTRAK
Putri, Glorya Rosario. (2013). Designing Instructional Materials for the First
Graders of SMPLB B Karnnamanohara Yogyakarta Using the Theory of Multiple
Intelligences. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas
Sanata Dharma.
Setiap anak memiliki hak yang sama untuk mendapatkan pendidikan yang
baik, terutama anak tuna rungu. Dalam pengajaran anak tuna rungu, aktifitas dan
materi yang diajarkan sebaiknya disesuaikan dengan kemampuan mendengar dan
akademiknya. Teori kecerdasan majemuk dipilih sebagai dasar teori karena teori
ini dapat membantu siswa untuk belajar melalui berbagai macam aktifitas dan
kelebihan yang mereka miliki. Tidak adanya buku atau modul yang pasti di dalam

proses pembelajaran dan kekurangan mereka dalam mendengar, peneliti
merancang satu set materi pembelajaran untuk siswa kelas 1 SMPLB B
Karnnamanohara Yogyakarta dengan menggunakan teori kecerdasan majemuk.
Penelitian ini dilaksanakan untuk menjawab dua masalah penelitian: (1)
Bagaimana satu set materi pembelajaran untuk siswa kelas 1 SMPLB B
Karnnamanohara Yogyakarta dengan menggunakan teori kecerdasan majemuk?
dan (2) Seperti apakah materi pembelajaran untuk siswa kelas 1 SMPLB B
Karnnamanohara Yogyakarta dengan menggunakan teori kecerdasan majemuk
tersebut?
Untuk menjawab pertanyaan penelitian yang pertama, peneliti
menggunakan Research and Development (R&D) atau model penelitian dan
pengembangan milik Bord dan Gall, serta mengadaptasi model instruksi
pembelajaran dari Kemp. Ada lima langkah dari R&D yang digunakan dalam
penelitian ini. Kelima langkah tersebut adalah (1) penelitian dan pengumpulan
data, (2) perencanaan, (3) pengembangan materi awal, (4) pengujian awal di
lapangan, dan (5) revisi materi. Semua langkah tersebut lalu digabungkan dengan
model rancangan pembelajaran milik Kemp.
Untuk menjawab pertanyaan penelitian yang kedua, peneliti menyajikan
versi akhir materi pembelajaran. Unit-unitnya yaitu Go Shopping, Throw out Your
Rubbish Here!, Congratulations!, dan My Timetable. Materi pembelajaran terdiri

dari empat unit. Setiap unitnya dibagi menjadi enam latihan. Latihan-latihannya
adalah Vocabulary World, Fun Reading, Let’s Build Words, See and Repeat, Fun
Practice, dan I Did It!
Berdasarkan dari hasil evaluasi yang dilakukan dengan cara membagikan
kuesioner penilaian kepada tiga responden, hasilnya menunjukkan bila nilai
tengah dari setiap pernyataan berkisar antara 3 sampai 3.7 dari skala 4. Ini artinya
materi pembelajaran tersebut cocok dan dapat diterima untuk digunakan dan
diterapkan bagi siswa kelas 1 SMPLB B Karnnamanohara Yogyakarta. Peneliti
berharap materi pembelajaran tersebut dapat memberikan kontribusi terhadap
guru, siswa dan peneliti yang tertarik untuk meneliti bidang ini lebih lanjut.
Kata kunci: materi pembelajaran, kecerdasan majemuk, kerusakan pendengaran,
SMPLB B

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ACKNOWLEDGEMENTS

I am so lucky to be surrounded by many lovely people who contributed to

the completion of my undergraduate thesis. First and foremost, I would like to
thank my Saviour Jesus Christ and Mother Mary for Their unconditional love
and strength to pass my difficult time, for Their blessing and guidance in every
step of the way.
My sincere gratitude goes to my advisor Ms. Made Frida Yulia, S.Pd.
M.Pd. for her advice and kind attention during the writing process of this
undergraduate thesis. I would like to express my gratitude to the headmaster of
SMPLB B Karnnamanohara Yogyakarta, Ibu Sri Kumowarti, S.Pd., who gave
me a permission to conduct my research at the school.
I also thank Bapak Himawan Cahyadi, S.Pd. and Bapak Trisno
Handoko Sigit (as the teacher of the English lesson) for their time, guidance,
help, and advices. A special thank also goes to the first graders of SMPLB B
Karnnamnohara Yogyakarta of 2011/2012 academic year for their cooperation,
time, and spirit. It filled me with gratitude to design a set of materials for such an
eager and inspiring group of students.
I reserve the biggest thanks for my beloved parents, Heru Robertus
Manik and Marince Saragi, for their love, prayers, encouragement, and financial
support. They are my strength to pass challenges. I also want to say thanks for
their patience in seeing me through to graduation. This thesis is especially
dedicated to them.

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I am so thankful to Robet Koyanmar, who took time from his otherwise
already-packed schedule to draw the illustrations for the materials. I owe a great
deal to Ms. Christina Kristiyani, S.Pd., M.Pd. and Mbak Anastasia Kiki
Widiantari, S.Pd. for evaluating the designed materials. Their assessments,
comments, and suggestions are very useful for the improvement of them.
I also owe my most sincere gratitude to some helpful people. I thank
Martinus Frederic Ezerman, for buying me the books from abroad, for the
sharing, the suggestions, and the support. The books are very beneficial to me
since they supply some theories related to my study. My appreciation also goes to
Miss Silvia Rehulina Ginting, S.Pd. M.S.Ed., Sister Margaret O’Donohue
FCJ, and Miss Adesti Komalasari, S.Pd, M.A. for helping and spending their
time to proofread my thesis, Ibu Kun Herrini for the sharing about what the
theory of multiple intelligences is in details and for lending me a useful book. My
thankfulness is also addressed to Mbak Danniek and Mbak Tari for helping and
guiding me in the academic process.

My special gratitude goes to my dear friends who color my life with their
different ways, especially during my hardship. I do really appreciate my friends
Sance, Widi, Bretya, Wendy, Hedwig, Deny, Fendi, Martha, Oca, Kania, Uci,
and Ajeng for the help, discussion, and supports.
I am so grateful to have the members of PAL boarding house as my
friends, Mbak Marsih & Pak e, Hudha, Fajar, Cik Magda, Cik Lusi, Siska,
Sefia, Mbak Cecil, Shanty, Sumi, Dyah, Wara, Yona, and Susi, who always
cheer my life with their love, laughter, help, and support.

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I thank all of the volunteers and the children of Yayasan Sosial
Soegijopranoto, Pingit for the joy that really helps me to reduce my boredom,
especially to Frater Atma for supporting and helping me in many ways and
Frater Koko, who lent me his unused modem to find some supporting data
online. Finally I thank those who cannot be mentioned here, for their indirect and
direct help and contribution to finishing my thesis in their own ways.

Glorya Rosario Putri
.

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TABLE OF CONTENTS
Page
TITLE PAGE ..............................................................................................

i

APPROVAL PAGES .................................................................................

ii

DEDICATION PAGE …………………………………………………...

iv

STATEMENT OF WORK’S ORIGINALITY..........................................

v

PERNYATAAN PERSETUJUAN PUBLIKASI ..........................................

vi

ABSTRACT ...............................................................................................

vii

ABSTRAK ...................................................................................................

viii

ACKNOWLEDGEMENTS .......................................................................

ix

TABLE OF CONTENTS ...........................................................................

xii

LIST OF TABLES .....................................................................................

xvii

LIST OF FIGURE .....................................................................................

xviii

LIST OF APPENDICES ...........................................................................

xix

CHAPTER I. INTRODUCTION
A. Research Background ..............................................

1

B. Research Problem ....................................................

4

C. Problem Limitation ..................................................

5

D. Research Objectives ...............................................

5

E. Research Benefits ....................................................

6

F. Definition of Terms ..................................................

6

CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description ...........................................

xii

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1. Kemps’ Instructional Design Model ...................

9

2. Instructional Materials …………………………

13

3. The Theory of Multiple Intelligences .................

14

a. Kinds of Intelligences ……………………….

15

b. Teaching and Learning through Multiple
Intelligences …………………………………

19

c. Multiple Intelligences for Students with Special
Needs ………………………………………..

20

4. Hearing Impairment ...........................................

21

a. Definition of Hearing Impairment …………..

21

b. Classification of Hearing Impairment ………

22

c. Characteristics of Hearing-Impaired
Students …………………………………….

25

5. School - Based Curriculum or Kurikulum Tingkat
Satuan Pendidikan (KTSP) ................................

27

6. Junior High School for Exceptional Students
or SMPLB ............................................................

28

B. Theoretical Framework ...........................................

29

CHAPTER III. METHODOLOGY
A. Research Method ....................................................

34

B. Research Setting ......................................................

36

C. Research Participants ..............................................

37

1. Participants of the Pre-Design Study ………….

37

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2. Participants of the Post-Design Study ………..,

37

D. Instruments and Data Gathering Technique ..........

38

1. Instruments of the Pre-Design Study …………

38

a. Questionnaire ……………………………….

38

b. Observation Form ……………………….….

39

c. Interview ……………………………………

39

2. Instruments of the Post-Design Study ………..

40

E. Data Analysis Technique .......................................

40

1. Data from the Questionnaire ………………….

41

2. Data from the Interview ………………………

42

3. Data from the Observation ……………………

42

F. Research Procedure ................................................

42

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
A. The Elaboration of the Steps of the Researcher’s Model
to Design Instructional Materials for the first Graders
of SMPLB B Karnnamanohara Yogyakarta
Using the Theory of Multiple Intelligences ..……..

45

1. The Results of Research and Information
Collecting ……………………………………..

46

a. The Questionnaire Results ………………..

46

b. The Observation Results ………………….

47

1) The 1st Observation …………………...

47

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2) The 2nd Observation …………………..

49

c. The Interview Results …………………....

50

2. The Results of Planning ……………………...

54

a. Determining Goals, Listing Topics, and Stating
General Purposes …………………………

54

b. Specifying Learning Objectives ………….

56

c. Listing the Subject Content ………………

58

d. Selecting Teaching-Learning Activities and
Resources …………………………………

60

3. The Results of Developing Preliminary Form of
Product ………………………………………..

62

4. The Results of Preliminary Field Testing …….

62

a. Description of the Participants ……………

63

b. Data Description ………………………….

64

5. The Results of Main product Revision ……….

68

B. The Presentation of the Designed Materials ……...

70

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions ............................................................

73

B. Recommendations ..................................................

75

1. For the English Teacher of SMPLB B
Karnnamanohara Yogyakarta ………………….

76

2. For Future Researchers …………………………

76

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REFERENCES ....................................................................................

77

APPENDICES .....................................................................................

80

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LIST OF TABLES

Table

Page

3.1 Description of Four Points of Agreement …………………………….

41

4.1 The Four Dominant Intelligences in the First Graders
of SMPLB B Karnnamanohara Yogyakarta …………………………..

47

4.2 The Goal and General Purposes of the Designed Materials …………..

55

4.3 The List of the Topics and the Titles in Each Unit ……………………

56

4.4 The Learning Indicators ……………………………………………….

57

4.5 The Description of the Respondents’ Background …………………….

64

4.6 Degree of Agreement …………………………………………………..

65

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LIST OF FIGURE

Table

Page

2.1 Kemp’s Instructional Design Model ………………………………….

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LIST OF APPENDICES

Table

Page

A. The Letter of Permission ………………………….………..…..…..…

81

B. The Questionnaire of Multiple Intelligences …………...…………….

84

C. The Observation Form ………………………………………………..

88

D. The Interview Guide ………………………………………………….

91

E. The Post-Design Questionnaire ………………………………………

95

F. The Descriptive Statistics of the Participants’ Opinion
on the Designed Materials ………………………………………...…

100

G. The Model Unit of the Designed Materials ………………………….

103

H. The Student’s Book ………………………………………………….

105

I. The Teacher’s Manual ……………………………………………….

141

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CHAPTER 1
INTRODUCTION

In this chapter, the researcher would like to present research background,
problem formulation, problem limitations, research objectives, research benefits,
and definition of terms.

A. Research Background
Nowadays, learning English for children becomes a trend in the
educational field because many parents consider that in this globalisation era
English is important to be mastered. Apart from school, parents usually will send
their children to study English in an English course in order to make them more
fluent in English. It shows how it is important for everyone to master English
nowadays. Children with hearing impairment are no exception. Hearing-impaired
students also have the same right to learn English as early as possible. They have
an opportunity to master everything, including English, just the same as ordinary
students do. Their parents also have the same wish like other parents whose
children have good hearing. They want to give an education as good as possible in
order to make their children attain a better life in the future. In this case, teachers
participate to contribute for a brighter future for them.
In Indonesia, English lesson for hearing-impaired students is taught within
the curriculum since junior high school. It is different from the regular schools in
which English is a lesson since elementary schools. Teaching hearing-impaired
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2

students is challenging, not only teaching English but also all lessons. It is
because the method and the media used in the learning process are different from
those used for teaching ordinary students. The activities and the materials should
be compatible with their hearing ability. Teachers should accomodate their needs
of learning by using appropriate methods, materials, and even media that will be
helpful.
Unfortunately, in SMPLB B Karnnamanohara Yogyakarta there are no any
certain books or modules used in the learning process. The materials are prepared
by the English teacher every week. It means that the teacher can make different
materials for the students each year. This problem can affect the quality of the
materials given to the first grade students in this school. By considering this
problem, the researcher tries to design materials for the first graders of SMPLB B
Karnnamanohara Yogyakarta using the theory of multiple intelligence.
Fierros (2004) agrees that MI theory is applicable for teaching students
with special needs. It is because MI theory helps teachers, students and parents to
realize that there are multiple ways to learn and that they themselves possess
multiple types of intellectual strengths and life skills, increase students’
confidence and enthusiasm for learning, improves students’ academic
achievement, changes teachers’ perceptions of their students’ learning abilities,
unveils academic strengths and honors alternative ways of learning, which can be
highly helpful when educating students identified for special education services
(p. 2).

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Howard Gardner, in his book titled Intelligence Reframed: Multiple
Intelligences for the 21st Century (1999), explains about what the theory of
multiple intelligences is:
The theory of multiple intelligences is a theory which combines some
intelligences in a learning process. There are eight intelligences which can
be developed. These are linguistic intelligence, logical-mathematical
intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial
intelligence, interpersonal intelligence, intrapersonal intelligence and
naturalistic intelligence (pp. 41-43).
The difficulty in their hearing ability encourages the researcher to develop
a set of instructional materials for the first graders of SMPLB B Karnnamanohara
Yogyakarta through their other strengths. According to Dee Dickinson (1996),
when children have an opportunity to learn through their strengths, they may
become more successful in learning. Every child has many ways to be smart. It
can be through words, numbers, pictures, music, physical expressions, nature
experience, social interaction, and self understanding. Therefore, it is possible for
a teacher to accomodate every lesson to all the intelligences and learning styles of
the students (Brualdi, 1998).
Hallahan and Kauffman (1982) in Exceptional Children Introduction to
Special Education states the result of nonverbal IQ test to hearing-impaired
students:
Based on the results of nonverbal tests, the evidence favors the view that
deaf children are not intelectually retarded. An example of a study
showing hearing-impaired children to be equal to hearing children in
nonverbal IQ is that of the Annual Survey of Hearing Impaired Children
and Youth of Gallaudet College as reported by McConnel in 1973 (p.
250).

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Then, the researcher carried out an observation in SMPLB B
Karnnamanohara Yogyakarta to prove this study. The results of the observation
are that the first graders of this school are able to follow the learning process as
well as the ordinary students are. They can draw beautiful pictures, make
handicafts, and also sing some songs although their pronunciation is not really
clear. It shows that their intelligences can develop although they find it hard to
hear and speak.
By developing the materials, the researcher hopes it can facilitate the
students to learn English with better materials and give them more chances to
develop their intelligences through fun English learning. In order to find the
appropriateness of the materials, the teacher in that school shall try to deliver the
materials to the students. Then, if they are not appropriate, the reasearcher will
improve them. The appropriate materials can be applied in the classroom.

B. Research Problem
There are two problems to be discussed in this study. They are formulated
as follows.
1. How is a set of English instructional materials for the first graders of SMPLB B
Karnnamanohara

Yogyakarta using the theory of multiple intelligences

designed?
2. What does the designed set of English instructional materials for the first
graders of SMPLB B Karnnamanohara Yogyakarta using the theory of multiple
intelligences look like?

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C. Problem Limitations
The scope of this study is limited into three things. First, the researcher
focuses on designing materials for the first graders of SMPLB B Karnnamanohara
Yogyakarta. The researcher chooses this school because this school is much more
developed than other schools of hearing-impaired students. This can be seen from
the teaching method which is applied and the facilities in this school. The second
one, the researcher also chooses the first graders of SMPLB B Karnnamanohara
Yogyakarta because there is only one class for secondary level in this school. In
2011/2012 academic year, the time when the researcher conducts the research, the
students are in the first grade. The third is this study uses the eight intelligences
which are stated by Gardner (1983). These are linguistic intelligence, logicalmathematical intelligence, musical intelligence, bodily-kinesthetic intelligence,
spatial intelligence, interpersonal intelligence, intrapersonal intelligence, and
naturalistic intelligence.

D. Research Objectives
The objectives of the research are formulated as follows.
1. To develop a set of English instructional materials for the first graders of
SMPLB B Karnnamanohara Yogyakarta using the theory of multiple
intelligences.
2. To present the designed set of English instructional materials for the first
graders of SMPLB B Karnnamanohara Yogyakarta using the theory of multiple
intelligences.

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E. Research Benefits
The result of this study, hopefully, will give some beneficial contribution
to teach English to hearing-impaired students. The benefits of the research are
decribed as follows.
1. For Hearing-Impaired Students
This study is to help the hearing-impaired students to learn English with
the appropriate materials. It also hopes to contribute to the development of
children’s intelligences through fun learning.
2. For Teachers of Hearing-Impaired Students
The researcher expects that this study can be one of the recommended
materials for the teachers of hearing-impaired students in their teaching. This
study focuses on first grade teachers of SMPLB B Karnnamanohara Yogyakarta.
3. For Future Researchers
This study aims to give future researchers an overview of multiple
intelligence-based teaching. This study can be one of the references for them in
developing their teaching materials. Hopefully, they can also develop the
materials based on multiple intelligences for hearing-impaired students into a
better one.

F. Definition of Terms
There are some terms mentioned in this study that need to be defined in
order to avoid misunderstanding and to lead the readers to a better understanding
on the topic being discussed.

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7

1. Design
Designing means creating a new set of materials that fits the learning
objectives and specific subject area of particular learners (Hutchinson and Waters,
1987: 106). In this study, the researcher develops a set of English instructional
materials based on the theory of multiple intelligences for the first graders of
SMPLB B Karnnamanohara Yogyakarta.
2. Instructional Material
Hutchinson and Walters (1987) found instructional material is a set of
units that are used by teachers and learners as the focus of the discussion in
teaching-learning process and to provide stimulus learning (p. 107). In this study,
instructional materials are the materials containing instructions in each section.
They direct teachers and learners to do the activities in each unit. The instructional
materials given to the students of SMPLB B Karnnamnohara Yogyakarta as the
task are based on the theory of multiple intelligences by Howard Gardner (1983).
3. Multiple Intelligences
Intelligence is the ability to solve problems that one encounters in real life,
the ability to generate new problems to solve, and also the ability to make
something or offer a service that is valued within one’s culture (Gardner, 1983).
Gardner states that there are eight intelligences. They are linguistic intelligence,
logical-mathematical

intelligence,

musical

intelligence,

intelligence,

interpersonal

spatial

intelligence, and naturalist intelligence.

intelligence,

bodily-kinesthetic

intelligence,

intrapersonal

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4. SMPLB B
According to Pedoman Administrasi Sekolah Menengah Pertama Luar
Biasa (2006):
SMPLB is an elementary level specializing in students with physical,
emotional, mental, social handicap and/or special gift. Furthermore,
special education aims to help physical, emotional, mental, social handicap
and/or special gift to develop their attitudes, abilities, and skills both as
personal or members of society in communicating with social, cultural,
and natural aspects, as well as developing their abilities in working world
or joining more advance level of education (p. 7).

The research is conducted in a junior high school for hearing-impaired students or
usually called as SMPLB B. They are the first graders of junior high school
students of SMPLB B Kannamanohara Yogyakarta. Their ages range from
thirteen to fifteen years old. SMPLB B Kannamanohara (Karnna = ear, Manohara
=beautify) is one of the special schools for hearing-impaired students in
Yogyakarta. This school serves hearing-impaired students from preschool,
kindergarten, and elementary students.
5. Hearing Impairment
Hearing impairment is best defined as a lack or reduction in the ability to
hear clearly due to a problem somewhere in the hearing mechanism. In 1982,
Hallahan and Kauffman explained if “children who cannot hear sounds at or
above a certain intensity (loudness) level are classified as deaf; others are
considered hard of hearing” (pp. 232-233). The first graders of SMPLB B
Karnnamanohara Yogyakarta are classified into the second category, which is
defined as hard of hearing.

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CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter consists of two parts, namely theoretical description and
theoretical framework. In the theoretical description, the researcher discusses
about some theories which support this study. The relationship between the
theories mentioned in the theoretical description as the basis of designing the
instructional materials for the first graders of SMPLB B Karnnamanohara
Yogyakarta using the theory of multiple intelligences with the designed materials
are expound in the theoretical framework.

A. Theoretical Description
There are several theories discussed here, among others are Kemp’s
instructional design model, instructional materials, the theory of multiple
intelligences, hearing impairment, school-based curriculum or Kurikulum Tingkat
Satuan Pendidikan (KTSP), and junior high school for students with special needs
or SMPLB.
1. Kemps’ Instructional Design Model
Many theories of instructional design can be used in designing materials.
Instructional design in Kemp’s opinion is the process of systematic planning that
establishes a way to examine instructional problems and needs, sets a procedure
for solving them, supplies, applies them and then evaluates the results (p. 8).
There are eight steps proposed by Kemp (p. 8); they are:
9

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a. Determining the Goals, Topics, and General Purposes
In making the design, the researcher should consider what goal to be
accomplished in each topic, choose the topics, and list the general purpose. The
general purpose means that the students generally are expected to learn as a result
of instruction. The topics are usually sequenced according to a logical
organization, most often from simple or concrete levels to complex and more
abstract levels (pp. 13-15).
b. Identifying Learners’ Characteristics
In order to assure an individual’s success in his or her educational
program, the researcher should recognize and respect the student as an individual
learner by obtaining their capabilities, needs and interests. Much of this
information can be obtained from observation, questionnaire, interview and tests
(pp. 18-19).
c. Specifying Learning Objectives
The measurable objectives should state specifically what the teacher wants
to teach and can determine whether it has been accomplished. It is the outcome of
the topic performed by students. There are three major categories of objectives
stated by Kemp. They are cognitive, psychomotor, and affective. The cognitive
domain includes objectives concerning knowledge, or information, and thinking;
such as naming, recognizing, predicting, and so on. The psychomotor domain
treats the skills requiring use and coordination of skeletel muscles, as in the
physical activities of performing, manipulating, and constructing. For the last, the

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11

affective domain involves objectives concerning attitudes, appreciations, values,
and all emotion; like enjoying, conserving, respecting, and so on (pp. 23-27).
d. Listing Subject Content
A student’s learning experiences must involve subject content and the
content must closely relate to the objectives and to the student’s needs. Subject
content comprises the selection and organization of the specific knowledge like
facts and information, skills; such as step-by-step procedures, conditions, and
requirements, and attitudinal factors of any topic (pp. 43-44).
e. Developing Pre-Assessment
This part finds out to what extent each student has acquired the necessary
prerequisite for studying the topic and what the students may have already
mastered about the subject to be studied (p. 51). According to Kemp, preassessment can be done by two kinds of tests. They are prerequisite test and
pretesting. Prerequisite test determines whether students have the appropriate
background preparation for the topic. Pretesting determines which of the
objectives students may already have achieved. The result of pre-assesment may
also affect instructional planning (pp. 50-52).
f. Selecting Teaching-Learning Activities and Resources
This part deals with the instructional methods and instructional resources
that will be most appropriate for accomplishing the objectives. In this step, the
researcher must determine the most efficient and effective methods and then select
the materials to provide learning experiences that will utilize the content
associated with each objective (p. 55).

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12

g. Coordinating Support Services
This part deals with listing and searching for the services that are required
to implement the design. It includes funds, facilities, equipment, and personnel
whose time must be scheduled for participation in the instructional plan. It is
important to consider the appropriate planning step carefully in making the
materials (pp. 84-85).
h. Conducting Evaluation
This is the payoff step in the instructional design plan. It is the part to
measure whether the design materials have already met the objectives (p. 91).
This step helps the researcher to make some improvement in the instructional
planning.
Goals,
Topics, and
General
Purposes

Learner
Characteristics

Evaluation

Learning
Objectives

Support
Services

REVISION

Teaching
Learning
Activities,
Resources

Subject
Content

PreAssessment

Figure 2.1 Kemp’s Instructional Design Model (1977, p. 9)

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13

2. Instructional Materials
Driscoll states that instruction is the deliberate arrangement of learning
conditions to promote the attainment of some intended goal (as cited in Newbie et
al., 2000, p. 14). Besides, Smith and Ragan describe designing instruction as the
process of translating principles of learning and instruction into plans for
instructional materials and activities (as cited in Newbie et al., 2000, p. 15). The
emphasis is on creating a plan for developing instructional materials that increase
an individuals’ learning (p.15). In Materials Development in Language Teaching
book (1998) by Tomlinson there is an explanation about the definition of
materials and the examples of them.
Materials are anything which is used to help to teach language learners.
They can be in a form of a textbook, a workbook, a cassette, a CD-Rom, a
video, a photocopied handout, a newspaper, a paragraph written on a
whiteboard: anything which presents of informs about the language being
learned (p. xi).
Ecker et al. (2002) conclude that instructional materials are those items such as
books, other printed matter, video and audio recordings, and computer software,
which are used as part of the instructional process (p. 2).
The instructional sequences that suggested by Nunan (2003) are pretask,
task, and follow-up. Pretask is functioned to create interest, help build students’
schema in relation to the topic, introduce key vocabulary, and revise grammar
items prior to the introduction of the task proper (p. 12). In task, there are number
of tasks that can be used to activate language in the classroom is also large (p. 12).
If the teacher wants to give reading activity in task, Notion (1990) suggests that the
words need to be taught sometime before the learners read the text, and the teaching

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should be followed by collocation activities and others to help the learners’ access in
gaining the meaning of words (p. 134). Adding writing activity is also good for the
students because according to Larsen-Freeman (2000) writing activity can give students
an opportunity to express their ideas and opinions (p. 126). The last is conducting

follow-up. The functions of follow-up are to elicit feedback from the students
about their experience, to provide feedback to the students on how they had done,
to correct errors that the teacher might have noticed in the course of instructional
sequences, and to get students to reflect on the tasks and engage in self-evaluation
(p. 11). In developing materials for hearing impaired students, the designers were
proposed to:
a. Break up long sentences.
b. Reduce difficult vocabulary load.
c. Reduce concept density.
d. Make meaning and application absolutely clear.
e. Use context as a memory aid.
f. For a new term, repeat the word numerous times in a variety of contexts.
g. Avoid passive voice verbs.
h. Avoid negative forms of verbs and other expressions of negation.
(http://www.as.wvu.edu/~scidis/hearing, retrieved March 11th, 2012).

3. The Theory of Multiple Intelligences
A Professor of Education at Harvard University, Dr. Howard Gardner,
develops the theory of multiple intelligences. This theory was first presented in
his book entitled Frames of Mind (1983). Gardner defines intelligences as (1999)

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the ability to solve problems or to create products that are valued within one or
more cultural settings (p. 33). Armstrong (2009) adds that some people appear to
possess extremely high levels of functioning in all or most of the eight
intelligences. But other people, such as certain severely impaired individuals in
institutions for the developmentally disabled, appear to lack all but the most
rudimentary aspects of the intelligences. Most of us fall somewhere in between
these two poles-being highly developed in some intelligences, modestly
developed in others, and relatively underdeveloped in the rest (p. 15). According
to Armstrong (1993) as quoted by Trevino (n.d.) in her paper entitled Multiple
Intelligence as a Tool for Improving Student Achievement, Gardner believed that
every person has all of these intelligences, some dominant and some weak,
usually 2-4 dominant forms and 2-4 weak ones (p. 52). Kinds of intelligences
developed by Gardner and teaching and learning through multiple intelligences
are explained as follows.
a. Kinds of Intelligences
Gardner proposes the existence of seven separate human intelligences. The
first two are linguistic and logical mathematical intelligences. These intelligences
are the ones that have typically been valued in school. There are also some
intelligences particularly notable in the arts, though each can be put to many other
uses. The intelligences are musical intelligence, bodily-kinesthetic intelligence,
and spatial intelligence. The last two are the intelligences related to the personal
intelligences; they are interpersonal and intrapersonal intelligences (p. 42). In his
next book entitled Intelligence Reframed: Mulitiple Intelligences for the 21st

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Century, Gardner adds more intelligences, such as naturalistic intelligence,
spiritual intelligence, and existential intelligence. Gardner states that his mission
by adding more intelligences aimed to explore a new the process of identifying an
intelligence and to voice his reservations about extending the concept in less
secure directions (p. 47). A brief description of the eight intelligences are
explained as follows.
1) Linguistic Intelligence
Linguistic intelligence involves sensivity to spoken and written language,
the ability to learn languages, and the capacity to use language to accomplish
certain goals. Lawyers, speakers, writers, poets are among the people with high
linguistic intelligence (p. 41).
2) Logical – mathematical intelligence
According to Gardner, logical–mathematical intelligence involves the
capacity to analyze problems logically, carry out mathematical operations, and
investigate issues scientifically. Mathematicians, logicians, and scientists exploit
logical mathematical intelligences (p. 42). Alvis et al. (2011) conclude that people
with this intelligence like to do things with data; they see patterns and
relationship. Mathematical problems and strategy games, such as checkers and
chess becomes one of the interesting activites for them (p. 5).
3) Musical Intelligence
Gardner has described what the musical intelligence is and the relationship
between musical intelligence and language.
Musical intelligence entails skill in the performance, composition, and
appreciation of musical patterns. In my view, musical intelligence is

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almost parallel structurally to linguistic intelligence, and it makes neither
scientific nor logical sense to call one (usually linguistic) an intelligence
and the other (usually musical) a talent (p. 42).
Campbell et al. (2003) add that the students with hard-of-hearing and deaf have
the potential to develop his or her musical abilities; it is composing instrument (p.
130).
4) Visual - Spatial Intelligence
According to Gardner, spatial intelligence features the potential to
recognize and manipulate the patterns of wide space, for instance, those used by
navigators and pilots, as well as the patterns of more confined areas (p. 42). Alvis
et al. (2011) try to explain the characteristics of someone with this intelligence.
People with this kind of intelligence tend to think in pictures and learn best
from visual presentations, such as movies, pictures, videos, and
demonstrations using model and props. They like to draw and paint, or
sculpt their ideas, and represent moods and feelings through art. They are
good at reading maps and diagrams and they enjoy solving mazes and
putting together jigsaw puzzles (p. 5).
Campbell et al. (2004) state that interest and excitement in learning materials can
be generated by the visual alteration of color, shape, and imagery. Color is an
important component of visual thinking (p. 112).
5) Bodily-Kinesthetic Intelligence
Gardner states that bodily-kinesthetic intelligence entails the potentials of
using one’s whole body or parts of the body, the hand or the mouth, to solve or
fashion products. Obviously, dancers, actors, and athletes foreground bodilykinesthetic intelligence (p. 42). In short, Alvis et al. (2011) try to conclude that the
people with this intelligence like to move around, act things out, and touch the

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people they are talking to. They enjoy doing physical activities and sports of all
kinds (p. 6).
6) Interpersonal Intelligence
Interpersonal intelligence denotes a person’s capacity to understand the
intentions, motivations, and desires of other people and, consequently, to work
effectively with others (p. 43). According to Alvis et al. (2011), the people with
this kind of intelligence enjoy working in groups, learn while interacting and
cooperating, an often serve as mediators in case of disputes, both in a school
situation and at home (p. 6). Campbell et al. (2004) add more that it is important
to ask the students to provide everyone with an opportunity to talk. When one
student is speaking, others cannot interrupt (p. 158). The students also should be
helped to consider multiple perspectives in their interactions with others (p. 168).
7) Intrapersonal Intelligence
Intrapersonal intelligence involves the capacity to understand oneself, to
have an effective working model of oneself – including one’s own desires, fears,
and capacities – and to use such information effectively in regulating one’s own
life (p. 43). Intrapersonal intelligences is defined by Alvis et al. (2011) as the
intelligence that allows people to understand themselves, their abilities, and their
options. People who have this intelligence tend to be independent and selfdirected, have strong opinions on controversial subjects, have great sense of selfconfidence and enjoy working on their own projects and just being alone (p. 6).

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8) Naturalistic Intelligence
The importance of a naturalistic intelligence is well established in
evolutionary history, where the survival of an organism has depended on its
ability to discriminate among similar species, avoiding some, such as predators,
and ferreting out others (for pray or play) (p. 49). Campbell et al. (2004) explains
that it is unnecessary to assume that naturalist environment is limited to something
“out there” or the world of nature. Instead, by broadening our concept of
environment we can approach the connectedness of things (p. 223). According to
Edward T. Clark (1991), when environment is understood as the entire context of
our lives, as the interconnectedness among biology, technology, and culture, then
environmental education must be seen as the larger picture that gives meaning to
all studies (as cited in Campbell et al., 2004, p. 223).

b. Teaching and Learning Through Multiple Intelligences
Jane Arnold and Ma Carmen Fonseca (2004) note that learning activities
which are varied so that at least some of them relate to the learner’s strength will
be more likely to be appraised positively. It is because they will be more
comfortable and thus more pleasant, they will be within the learner’s coping
ability, and they will certainly be more compatible with his or her self-concept
(p. 123). The use of multiple intelligence theory not only allows students to learn
in their own best way, but it also helps to reduce boredom as language learning
requires frequent circling back over the same material if learning is to be sustained
(p. 125). In his book, titled Multiple Intelligences in Practice: Enhancing Self-

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esteem and Learning in the Classroom, Fleetham tries to explain the concept of
multiple intelligences (2006):
Multiple intelligence theory is used to enhance and diversify how topics
and concepts are approached. Students are given opportunities to access
and understand material, as well as to demonstrate their understanding, in
ways that align with their areas of strength and interest (p. 100).
He also adds that creative problem solving with multiple intelligences can be used
to introduce, consolidate or review learning in any topic and for any age group
(p. 110).
In learning language, Jane Arnold and Ma Carmen Fonseca (2004) state
that the multiple intelligence theory instructional perspective proposes developing
learners’ verbal linguistic intelligence in a foreign or second language. It can be
favoured by using a variety of learning tasks which call upon diverse
intelligences. Both of them also explain the involvement of linguistic intelligence
with language learning and other intelligences.
The teacher offers a choice of task, not to teach specific intelligences but
to give learners the opportunity of apprehending information in their
preferred way, as well as to promote the development of their other
intelligences. We will now consider briefly how the verbal linguistic
intelligence involved in foreign or second language learning can be
supported by the other intelligence frameworks developed by Gardner
(p. 126).
c. Multiple Intelligences for Students with Special Needs
According to Fierros (2004), numerous educators and researcher