ABSTRACT
Vianney, Maria. 2015. Designing A Set of English Speaking Instructional Materials Based on Multiple Intelligence Theory For Level 1 of English Mastery Class of Titian Foundation.Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education. Sanata Dharma University.
Nowadays, ability to communicate orally especially using English is important since English right now becomes International language. Therefore, in this study, the writer intended to create a development design of English speaking instructional materials using MI theory for Level 1 of English Mastery program of Titian Foundation, Bayat, Klaten. There were two problems stated in this research study. The problems were: (1) How is a set of English speaking instructional materials using MI theory for the Level I of English Mastery class of Titian Foundation designed? and (2) What does the speaking instructional material using MI approach for Level I of English Mastery program in Titian Foundation look like?
To answer those two problems, the writer used a survey study. In the survey study, the writer used three instruments; they were interview, questionnaire, and MI inventory adopted from Amstrong (1994). The interview was conducted with the coordinator of English Mastery tutors of Titian Foundation. Meanwhile, the questionnaire and the MI inventory were distributed to the students of Level 1 of English Mastery.
To answer the first problem, the writer adapted and combined the instructional design from Kemp’s model and R&D model by Borg & Gall. There were five steps to conduct the study. They were: 1) research and information collecting, 2) planning, 3) develop preliminary form of product, 4) preliminary field testing 5) main product revision.
Meanwhile, the second problem was answered by presenting the material design which had been improved and revised based on the criticisms and suggestions of the participants of evaluation. The final version of the designed set of materials consists of 4 units. They are: (1) Let’s Be Friends!, (2) Thanks a million, (3) I Always, (4) I Wanna be …
To conclude, the designed material were considered good, acceptable and appropriate for improving the students’ speaking skill because the design has been evaluated by some tutors and an expert and revised to get better material designed. Moreover, the writer also expects that the designed set material will inspire other researchers and English teachers/tutors to improve the instructional materials for the students.
ABSTRAK
Vianney, Maria. 2015. Designing A Set of English Speaking Instructional Materials Based on Multiple Intelligence Theory For Level 1 of English Mastery Class of Titian Foundation. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sanata Dharma.
Saat ini, kemampuan berkomunikasi secara lisan, terutama dengan menggunakan bahasa Inggris sangatlah penting. Hal ini dikarenakan bahasa Inggris telah menjadi bahasa internasional. Oleh karena itu, dalam studi ini, penulis bermaksud membuat sebuah desain pengembangan materi berbisara bahasa Inggris menggunakan Multiple Intelligences (MI) para murid level 1 program English Mastery Titian Foundation, Bayat, Klaten. Ada dua permasalahan yang dirumuskan dalam studi ini. Kedua permasalahan tersebut yaitu: (1) Bagaimana seperangkat materi ketrampilan berbicara bahasa Inggris dengan menggunakan MI untuk mengajar para murid level 1 program English Mastery Titian Foundation dirancang? dan, (2) Seperti apakah penyajian seperangkat materi ketrampilan berbicara bahasa Inggris dengan MI menggunakan bagi para murid level 1 program English Mastery Titian Foundation tersebut?
Untuk menjawab permasalahan-permasalahan tersebut, penulis menggunakan studi lapangan. Dalam studi lapangan tersbut, penulis menggunakan tiga alat, yaitu wawancara, kuisioner dan MI Inventory yang di adopsi dari Amstrong (1994). Penulis melakukan wawancara dengan koordinator para tutor English Mastery di Titian Foundation. Sedangkan kuisioner dan MI inventory diberikan kepada para siswa level 1 program English Mastery.
Untuk menjawab permasalahan pertama, penulis mengadaptasi dan menggabungkan model rancangan materi yang dikemukakan oleh Kemp dengan model rancangan R&D milik Borg dan Gall. Ada lima langkah dalam melaksanakan penelitian ini, langkah-langkah tersebut adalah: (1) penelitian dan pengumpulan data, (2) perencanaan, (3) desain produk, (4) evaluasi, (5) revisi hasil akhir.
Sedangkan, jawaban permasalahan kedua adalah penyajian rancangan seperangkat materi ketrampilan berbicara yang telah medapatkan kritik dan saran dari para peserta evaluasi. Hasil akhir dari rancangan seperangkat materi ketrampilan berbicara tersebut terdiri dari 4 unit, yaitu(1) Let’s Be Friends!, (2) Thanks a million, (3) I Always, (4) I Wanna be…
Sebagai kesimpulan, rancangan materi sudah baik dan dapat diterima karena design ini telah dievaluasi oleh para pengajar dan ahli, dan direvisi untuk mendapatkan design yang lebih baik. Penulis berharap penelitian ini berguna bagi para guru agar dapat mengembangkan kegiatan pembelajaran di kelas berdasarkan kecerdasan yang dimiliki para siswa.
DESIGNING A SET OF ENGLISH
SPEAKING INSTRUCTIONAL MATERIALS
BASED ON MULTIPLE INTELLIGENCE THEORY
FOR LEVEL 1 OF ENGLISH MASTERY CLASS
OF TITIAN FOUNDATION
ASARJANA PENDIDIKANTHESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By Maria Vianney Student Number: 111214071
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
It is important to have dreams. But, it is more important to make your dreams come true.
Adriana
vii ABSTRACT
Vianney, Maria. 2015. Designing A Set of English Speaking Instructional Materials Based on Multiple Intelligence Theory For Level 1 of English Mastery Class of Titian Foundation.Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education. Sanata Dharma University.
Nowadays, ability to communicate orally especially using English is important since English right now becomes International language. Therefore, in this study, the writer intended to create a development design of English speaking instructional materials using MI theory for Level 1 of English Mastery program of Titian Foundation, Bayat, Klaten. There were two problems stated in this research study. The problems were: (1) How is a set of English speaking instructional materials using MI theory for the Level I of English Mastery class of Titian Foundation designed? and (2) What does the speaking instructional material using MI approach for Level I of English Mastery program in Titian Foundation look like?
To answer those two problems, the writer used a survey study. In the survey study, the writer used three instruments; they were interview, questionnaire, and MI inventory adopted from Amstrong (1994). The interview was conducted with the coordinator of English Mastery tutors of Titian Foundation. Meanwhile, the questionnaire and the MI inventory were distributed to the students of Level 1 of English Mastery.
To answer the first problem, the writer adapted and combined the instructional design from Kemp’s model and R&D model by Borg & Gall. There were five steps to conduct the study. They were: 1) research and information collecting, 2) planning, 3) develop preliminary form of product, 4) preliminary field testing 5) main product revision.
Meanwhile, the second problem was answered by presenting the material design which had been improved and revised based on the criticisms and suggestions of the participants of evaluation. The final version of the designed set of materials consists of 4 units. They are: (1) Let’s Be Friends!, (2) Thanks a million, (3) I Always, (4) I Wanna be …
To conclude, the designed material were considered good, acceptable and appropriate for improving the students’ speaking skill because the design has been evaluated by some tutors and an expert and revised to get better material designed. Moreover, the writer also expects that the designed set material will inspire other researchers and English teachers/tutors to improve the instructional materials for the students.
viii ABSTRAK
Vianney, Maria. 2015. Designing A Set of English Speaking Instructional Materials Based on Multiple Intelligence Theory For Level 1 of English Mastery Class of Titian Foundation. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sanata Dharma.
Saat ini, kemampuan berkomunikasi secara lisan, terutama dengan menggunakan bahasa Inggris sangatlah penting. Hal ini dikarenakan bahasa Inggris telah menjadi bahasa internasional. Oleh karena itu, dalam studi ini, penulis bermaksud membuat sebuah desain pengembangan materi berbisara bahasa Inggris menggunakan Multiple Intelligences (MI) para murid level 1 program English Mastery Titian Foundation, Bayat, Klaten. Ada dua permasalahan yang dirumuskan dalam studi ini. Kedua permasalahan tersebut yaitu: (1) Bagaimana seperangkat materi ketrampilan berbicara bahasa Inggris dengan menggunakan MI untuk mengajar para murid level 1 program English Mastery Titian Foundation dirancang? dan, (2) Seperti apakah penyajian seperangkat materi ketrampilan berbicara bahasa Inggris dengan MI menggunakan bagi para murid level 1 program English Mastery Titian Foundation tersebut?
Untuk menjawab permasalahan-permasalahan tersebut, penulis menggunakan studi lapangan. Dalam studi lapangan tersbut, penulis menggunakan tiga alat, yaitu wawancara, kuisioner dan MI Inventory yang di adopsi dari Amstrong (1994). Penulis melakukan wawancara dengan koordinator para tutor English Mastery di Titian Foundation. Sedangkan kuisioner dan MI inventory diberikan kepada para siswa level 1 program English Mastery.
Untuk menjawab permasalahan pertama, penulis mengadaptasi dan menggabungkan model rancangan materi yang dikemukakan oleh Kemp dengan model rancangan R&D milik Borg dan Gall. Ada lima langkah dalam melaksanakan penelitian ini, langkah-langkah tersebut adalah: (1) penelitian dan pengumpulan data, (2) perencanaan, (3) desain produk, (4) evaluasi, (5) revisi hasil akhir.
Sedangkan, jawaban permasalahan kedua adalah penyajian rancangan seperangkat materi ketrampilan berbicara yang telah medapatkan kritik dan saran dari para peserta evaluasi. Hasil akhir dari rancangan seperangkat materi ketrampilan berbicara tersebut terdiri dari 4 unit, yaitu(1) Let’s Be Friends!, (2) Thanks a million, (3) I Always, (4) I Wanna be…
Sebagai kesimpulan, rancangan materi sudah baik dan dapat diterima karena design ini telah dievaluasi oleh para pengajar dan ahli, dan direvisi untuk mendapatkan design yang lebih baik. Penulis berharap penelitian ini berguna bagi para guru agar dapat mengembangkan kegiatan pembelajaran di kelas berdasarkan kecerdasan yang dimiliki para siswa.
ix
ACKNOWLEGDEMENTS
It would be a wonderful opportunity for me to express my deepest gratitude to all people who supported and facilitated me in accomplishing my thesis. First of all, I would like to express my greatest and highest praise to my Almighty God,Jesus Christ, for giving me a chance to live in this wonderful life, for giving me strength, health, and patience to accomplish my thesis. Without His leading and blessing, I would not have been able to finish my thesis.
I also would like to thank Mr. Paulus Kuswandono, Ph.D., for being such a patient advisor, for his willingness to guide me in writing this thesis. His support, guidance, and suggestions have surely helped me. I also would like to thank Ms. L. Bening Parwita Sukci, M.Hum., as my second advisor in developing the module and giving suggestions for me. Without both of them, I might be lost in the mist.
My deepest gratitude also goes to my beloved family, my mother,Caecilia Sularni,my father, Lukas Rustamsi,and my 2 little sisters,Margaretha Herlin Pratiwi and Valensia Anggia Putri, who always love and support me during these hard times, who teach me to be a tough and patient girl. I dedicate my thesis to all of them, and I want them to know that they are my precious one in my life. I feel blessed that I am a part of this great family.
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friends during my study in Sanata Dharma University, especially Inka, Anita, Intan, Dini, Almira (the one who often goes travelling with me in our spare time), to Mas Adit who always supports me, to all of my friends in PBI batch 2011, especially class B. Thanks also goes to my overseas best friend, Nduk Indri,who always supports me and says this also shall pass.
Besides, I also would like to thank my wonderful DPA, Mr. Chosa Kastuhandani, M.Hum., for his four-year guidance during my study. For my examiners, Mr. Agustinus Hardi Prasetyo, S.Pd., M.A., and Ms. Truly Almendo Pasaribu, S.S., M.A., thank you so much for guiding me patiently during my thesis defense. I also would like to say big thank toDrs. Barli Bram, M.Ed., Ph.D., for guiding me to make a good final thesis of mine. Without their help, I might be lost deeper to the darkest part of the world.
My special thanks go to Titian Foundation for giving me chance to be one of English tutors for English Mastery program. I also want to thank Mbak Retno, who gave me a chance to do the survey in my English Mastery class. Apart of that, I also would like to thank all of my students who help me in completing my need of survey, to others English Mastery tutors, Mas Martin, Rani, Danty.
Finally, I would like to thank those whose names cannot be mentioned one by one, and who helped me with their support, encouragement, prayers, and else, to accomplish my thesis. My prayer, may God bless them all.
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TABLE OF CONTENTS
TITLE PAGE ... i
PAGE OF APPROVAL ... ii
BOARD OF EXAMINERS ... iii
PAGE OF DEDICATION ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
PERNYATAAN PERSETUJUAN PUBLIKASI... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEGDEMENTS ... ix
TABLE OF CONTENTS... xi
LIST OF APPENDIX ... xv
LIST OF TABLES ... xvi
LIST OF FIGURES ... xvii
CHAPTER I. INTRODUCTION ... 1
A. Background of Study ... 1
B. Study Limitation ... 5
C. Problem Formulation ... 6
D. Research Objectives ... 6
E. Benefits of the Study ... 6
1. For Students ... 7
2. For English Teachers/Tutors ... 7
3. For Other Researchers ... 7
F. Definition of Terms ... 8
xii
2. Instructional Materials... 8
3. Speaking ... 9
4. Multiple Intelligences ... 10
CHAPTER II. REVIEW OF RELATED LITERATURE ... 11
A. Theoretical Description ... 11
1. Instructional Design Model ... 11
a. Kemp’s Instructional Design Model ... 12
1) Determine Goals, Topics, and the Purpose for Teaching Each Topic... 12
2) Enumerate Characteristics of the Learners ... 13
3) Identify the Learning Objectives ... 13
4) Listing the Subject Content to Support ... 13
5) Develop Pre-assessment ... 14
6) Selecting Teaching-Learning Activities and Resources .. 14
7) Coordinate Support Service ... 14
8) Evaluate Students’ Learning ... 15
2. Syllabus ... 16
3. The Principle of Teaching Speaking ... 17
4. The Nature of Multiple Intelligences ... 20
a. Definition of MI ... 20
b. The Goal of MI ... 22
c. The Function and Benefits of MI ... 22
d. Criteria of MI ... 25
e. MI and English Language Teaching ... 30
xiii
CHAPTER III. RESEARCH METHODOLOGY ... 33
A. Research Method ... 33
1. Research and Information Collecting ... 34
2. Planning ... 34
3. Development of Preliminary Form of Product ... 35
4. Preliminary Field Testing ... 35
5. Final Product Revision ... 35
B. Research Setting ... 36
C. Research Respondents ... 37
D. Research Instruments ... 38
1. Interview ... 38
2. Questionnaire... 39
3. Multiple Intelligences Inventory ... 39
E. Data Gathering and Research Procedures ... 40
1. Data Gathering Technique ... 40
2. Research Procedure ... 41
F. Data Analysis Technique ... 43
1. Data Analysis Technique of the Research and Information Collecting ... 43
2. MI Inventory Analysis ... 44
3. Data Analysis Techniques of the Preliminary Field Testing.... 44
CHAPTER IV. RESEARCH FINDING AND DISCUSSION... 46
A. The Steps in Designing the Material ... 46
1. Research and Information Collection ... 47
a. Data of Respondents ... 47
xiv
c. The Result of Questionnaire ... 49
2. Planning ... 54
3. Development of Preliminary Form of Product ... 56
4. Preliminary Field Testing ... 57
5. Final Product Revision ... 59
B. The Presentation of the English Speaking Instructional Materials for Level 1 of English Mastery Program ... 60
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 65
A. Conclusion ... 65
B. Suggestions ... 66
REFERENCES... 68
xv
LIST OF APPENDIX
APPENDIX A: The Letter of Permission ... 73
APPENDIX B: The Needs Survey Questionnaire ... 75
APPENDIX C: Multiple Intelligences Inventory ... 97
APPENDIX D: The Interview Guide ... 113
APPENDIX E: The Evaluation Questionnaire ... 115
APPENDIX F : General Description of the Designed Material ... 119
APPENDIX G: Syllabus ... 122
APPENDIX H: Lesson Plan with Multiple Intelligences ... 125
APPENDIX I : The Blue Print of MI Distribution ... 135
APPENDIX J : The Presentation of the Designed Material – Student’s Book ... 137
xvi
LIST OF TABLES
Table Page
2.1 Definition of Multiple Intelligences and the Examples ... 27
2.2 Example of Activities for MI ... 28
3.1 The Need Survey of Respondents ... 38
3.2 Description of Evaluation Respondents ... 38
3.3 The Descriptions of the Intelligences are Represented through the Statements of Behavior... 40
3.4 Degree of Agreement ... … 44
4.1 Data of Respondents ... 47
4.2 Data of Respondents (Age) ... 48
4.3 The Data of the Questionnaire – Language Learned by the Students... 49
4.4 The Percentages of the Participants’ Opinions on Close-Ended Questionnaire ... 50
4.5 Students' Multiple Intelligences Inventory ... 54
4.6 The Objectives of the Topics ... 56
4.7 The Description for the Evaluation... 57
4.8 The Frequency of the Respondents’ Opinion ... 58
4.9 The Revision of the Designed Material ... 60
4.10 The Topics and Sections in Each Unit ... 61
xvii
LIST OF FIGURES
Figure Page
2.1 Kemp’s Instructional Design Models (1977)... 15
2.2 Gardner’s Multiple Intelligences ... 20
2.3 Steps of Developing Instructional Material ... 32
1 CHAPTER I INTRODUCTION
This chapter discusses six parts including the background of the study; the reason why the writer uses Multiple Intelligences (henceforth abbreviated as MI) in the writer’s design. It also covers the study limitations, the problem formulation, the research objectives, and the benefits of the study. Four definitions of terms are also given in the last part of this chapter.
A. Background of Study
Language is a mean of communication. Whether the language is spoken or written, the language still has a function to communicate. The ability to function in a language is generally characterized in terms of being able to speak in that language (Nunan, 1999, p. 225). One of the most important languages nowadays that should be considered is English. It is regarded as one of the essential subjects which is taught in the education field since English is an international language. English, as an international language, is an EFL (English for Learners) language for Indonesian students. Since English is EFL language, therefore, students need more time to learn English, especially in the speaking ability. The speaking ability of the students is not as good as the native speaker, but it is not an impossible thing to have a good speaking ability if they study hard on it.
The reason why English is taught as the second language is because English is the international language. Nowadays, English is used as the tool of communication between nations. As cited by Lazarton (2000, p. 103), speaking a second or foreign language has often been viewed as the most demanding of the four skills (Bailey & Savage, 1994). It can be concluded that English speaking ability is very important to be developed and mastered by students. In this case, if the students can speak English well without having fear of making mistakes and have high self-confidence, they would be able to express their thoughts, felling, and opinions by using English. Franke (1984), as cited by Richards (2001, p. 11) says that a language could be best taught by using the language actively in the classroom. The teachers should encourage their students to speak in English to communicate with each other. Therefore, the students will be accustomed to use English in communicating one to another. By using English in communicating with each other, the process of learning the language will be more effective.
the module does not facilitate their intelligences. Based on those reasons, the researcher tried to develop the material design of the handbook for Level 1 of Titian Foundation.
The researcher uses MI theory in designing the development of English Mastery’s handbook for Level 1. MI theory can be one of theories which can be used to facilitate students in learning, in this case in learning English as foreign language. The reason of using MI theory is because this theory may facilitate the students in learning without ignoring the students’ intelligences which may different one to another. Nowadays, this theory is not a new theory in education world. There are some people who had used this theory as the base of their research and applied this theory in the real teaching world, such as Madatika (2012), Negari (2009), Morgan and Fonseca (2004) from University of Murcia. Widiana (2006) and Puspasari (2014) also use MI in their material design for junior high and elementary school. Those research studies prove that actually MI is an interesting and useful theory to be used in educational system. In this research study, the MI is used in designing speaking instructional material for Level 1 of English Mastery Program which the students are mostly senior high students. Besides, the use of the MI is not limited in teaching common lesson, but it also can be used in teaching foreign language. Therefore, MI theory is a useful theory for education since it can be implemented everywhere in any situation
can be an interesting way that can be used in teaching learning activities. This learning model can facilitate the students with more possibilities to express their felling, opinions, ideas, etc. The students are facilitated to learn appropriately based on their own dominant intelligences. The students can also improve the intelligences which are not dominant in themselves.
On the other hand, as Gardner (1993, p. 6) says that deciding the suitable strategies for students is not an easy thing to do since each student has different cognitive strength and contrasting style, it is also uneasy thing to do for the teacher. The students may have their own way in learning which different one from the others. Human cognitive competence is described in terms of abilities, talents, skills, which are commonly known as intelligences. Since each student may have different intelligences, by using MI theory, teachers are able to develop strategies which are suitable for each student. Students have opportunities to learn through their strength. Their life also will be enriched through developing many kinds of intelligences to the greater extent possible.
B. Study Limitation
This study has three problem limitations. They are related to the designed material, the MI covered, and also the structures of the materials. Those three limitations are made in order to focus the discussion.
The first problem limitation is about the material design. The designed material in this research is only limited to a set of English speaking instructional materials. The speaking instructional materials are intended only for the Level I of English Mastery of Titian Foundation, Bayat, Klaten. The participants of Level I are X graders of senior high schools and vocational high schools, starting from 15 to 16 years old.
Second, due to the limitation of the time in teaching speaking, not all of the intelligences can be covered and included at once in one topic. To familiarize the teachers with the theory of MI, the intelligences are combined one to another in developing teaching material based on the intelligences which are relevant to the topic discussed. Therefore, one topic covers some intelligences; it can be two or three intelligences in a topic. The intelligences covered are the ones related and relevant to the topic discussion, and also the strongest intelligences or the weakest one.
C. Problem Formulation
The study aims to answer two main problems. The two problems are stated as follows.
1. How is a set of English speaking instructional materials using MI theory for the Level I of English Mastery class of Titian Foundation designed? 2. What does the speaking instructional material using MI approach for Level
I of English Mastery Program in Titian Foundation look like?
D. Research Objectives
The aims of this study are to answer the problems formulated in the problem formulation. The first aim is to find out how speaking materials based on MI theory for the Level I of English Mastery class of Titian Foundation is designed. The second one is to produce the designed set of English speaking instructional material based on MI theory for Level I of English Mastery Program in Titian Foundation, Bayat, Klaten.
E. Benefits of the Study
1. For Students
For the students, the speaking material designed in this research hopefully can help the students to experience MI activities. The activities designed related to MI are activities which can stimulate the students’ dominant and non-dominant intelligences in learning English, especially in speaking English. Therefore, through this experience, the students’ English speaking ability can be improved. 2. For English Teachers/Tutors
For English teachers and tutors, hopefully the speaking instructional materials can be a beginning point. Therefore, the teachers can teach and learn to develop their students’ intelligences through teaching–learning activities, especially in learning English. Throughout the development of teaching strategies, hopefully the teachers can help their students in increasing the students’ English ability, especially in speaking.
3. For Other Researchers
G. Definition of Terms
There are four terms which need to be defined in order to avoid misinterpretation and misunderstanding. They are design, instructional material, speaking, and MI Four of them will be discussed one by one as explanation below.
1. Design
The term ‘design’ is defined as creating a new set of material which is suitable to the learning objectives and specifics subject are of particular students (Hutchinson & Waters, 1994, p. 106). It means to say that designing is creating something new, for example creating new speaking instructional material, which is suitable with the particular subject. In another hand, Houle (1978, p. 230) defines design as a developed plan to guide educational activity in a situation. Therefore, the plan is referring to the design itself, which will be used as the guideline of the teaching-learning activities in the class. The term ‘design’ in this study refers to creating a set of speaking instructional materials based on theory of MI proposed by Gardner as a general arrangement of planning. The plan which is made as the design is used for teaching and controlling the class in order to helps the students to achieve their learning objectives, especially in speaking.
2. Instructional Materials
teaching instructions. Besides, Savignon (1983, p. 24) defines instructional materials as resource in pursuing language activities. On the other hand, Banathy (1997, p. 3) 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. In this study, the instructional material designed is defined as a set of materials which are consisting of exercises and activities planned and arranged as resource to pursue a language activity. The instructional material is intended to be a material which includes the interaction between the students with the teachers, friends, and their environment. This language activity is teaching English for the tenth grader students who are joining in Level I of English Mastery, especially the speaking ability.
3. Speaking
4. Multiple Intelligences (MI)
According to Howard Gardner (1993), as cited by Campbell (1996, p. xv), intelligence is defined as:
The ability to solve problems that one encounters in the real life; The ability to generate new problems; and
The ability to make something or offer a service that valued within one’s culture.
From the definition above, intelligence is not marked from the test that we have before. Intelligence is more complex than it seems. Intelligence is about how an individual tries to make problem-solving to his or her own problems which exist in the real life. It also about how the intelligence can help people to question more, then to generate new problems in order to achieve better understanding. It is more about how an individual act purposefully, to think rationally, and deal with environment (Wechsler, 2000, p. 1). In this study, MI is defined further as an approach which considers the student as a unique individual who has different intelligences form one to the others, so she or he needs to be treated differently in their learning strategies. It means that an individual as a human has their own strengths and weaknesses. Therefore, the students as unique individuals have different ways in demonstrating their learning through their strong intelligences or by developing their weaknesses.
11 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses some relevant literatures which are used to answer two main problems in the problem formulation. It was divided into two parts: the theoretical description and the theoretical framework. The theoretical description states some related literature which are useful in document analysis and designing the material. The theoretical framework puts the researcher’s concepts based on the theoretical description conducting in this study.
A. Theoretical Description
There are some theories which are related to this study. Some of them are discussed on the theoretical description which can help the writer to do this study. The theories are discussed in this chapter are instructional design models, syllabus, the principles of teaching speaking, and the nature of MI.
1. Instructional Design Model
a. Kemp’s Instructional Design Model
According to Kemp (1977, p. 8), instructional design plan is designed to provide answers of three questions in instructional design. Those three questions are considered to be the essence of instructional design. The three are as follows.
1) What must be learnt? (Objectives)
2) What procedures and resources will work best to reach the desired learning levels? (Activities and resources)
3) How will we know when the required learning has taken place? (Evaluation)
To provide answers for those three questions, Kemp (1977) proposes program development. The program development is consisting eight interdependence parts. The eight parts of Kemp’s program development (Kemp, 1977, pp. 8-91) are as follows.
generally are expected to learn as a result of the instructions. It expresses the students’ expectation and teachers’ accomplishment.
2) Enumerate Characteristics of the Learners
In order to be successful in using an educational program, the teacher should recognize and respect a student as an individual learner. Kemp states that in order to serve or teach a group or individual means that the teacher must obtain information about the students’ capabilities, needs, and interests (1977, pp. 18-19). The information gathered influence the topic selection, level, objectives choices and sequences, and the activities variety. The learning conditions and the learning styles should also be considered when planning as well. All of the information needed can be obtained from students’ history, teachers and counselor’s consultation, questionnaires and pre-assessment test (Kemp, 1977, p. 19).
3) Identify the Learning Objectives
Teacher concerns with learning as outcome of the instruction. Thus, in the learning process, learning requires active effort by the student. Learning objectives tell the student the goals that he/she must attaint, the ideas and skills that will be included in the upcoming instruction, and also the types of behaviors that will be expected during the evaluation. Therefore, all of the learning objectives must be stated in terms of activities that will best present learning. 4) Listing the Subject Content to Support Each Objective
knowledge (the facts and information), and skills (step-by-step procedures, conditions, and requirements). It also has to comprise the behavioral factors of any topic (Kemp, 1977, p. 44).
5) Develop Pre-assessment
According to Kemp (1977, p. 50), pre-assessment is occupied in order to determine whether the students prepare themselves to learn the topic or not. It also determines what they have already mastered in the subject to be studied. Pre-assessment can be done by conducting prerequisite testing and pretesting. By using pre-assessment, the teacher can reschedule and reorganize the subject content, so the students do not learn what they have already mastered.
6) Selecting Teaching-Learning Activities and Resources
Teaching-learning activities and resources help the students to accomplish the learning objectives through the subject content under the teaching-learning activities. Therefore, the teacher or designer should know the weakness and the strength of alternatives method and carious material (Kemp, 1977, p. 56). The planning of teaching-learning activities and resources is closely related to the selection of the instructional material. The material selected will provide learning experience that will use the content associated with each objectives of the learning.
7) Coordinate Support Service
participation in the instructional plan (Kemp, 1977, p. 84). In addition, the support services must be considered at the same time the instructional design planning is being made and the materials are being selected.
8) Evaluate Students’ Learning
Evaluation is the pay-off step in the instructional design plan, for both the teacher and the students (Kemp, 1977, p. 91). This step is dealing with measuring the learning outcomes relating to the objectives. The teacher evaluates the students’ accomplishment to do revision and reevaluation of the design in order to make improvement.
2. Syllabus
A syllabus is a plan of work in a language program, which is used by the teachers as a guideline in selecting and organizing the instructional content (Robinson, 1991, p. 34). A syllabus is important in language teaching. It is because it gives a description of what have to be done by the teacher and how the course will be.
In this instructional material design, the writer uses the functional-notional syllabus since the skill emphasizes is speaking skill. According to Nunan (1988, p. 35), functions can be described as the communicative purposes for which use the language. While, notions can be described as conceptual meanings, such as objects, logical relationship, state of affair, and else, which are expressed through language. Therefore, in this design, functional-notions syllabus will consist of a collection of communicative functions and conceptual categories, which is performed when the language is used.
There are five benefits of using functional-notional syllabus according to Finocchiaro and Brumfit, as quoted by Nunan (1988, p. 36). The benefits are:
a) It determines realistic learning tasks.
b) It provides the teaching of everyday or real world language.
c) It leads us to emphasize receptive (listening/reading) activities before rushing the students into premature performance.
e) Communication will be motivating because it expresses basic communicative functions.
Selecting and organizing topics which were included into the module, the writer decided to use some topics from the available module before. The writer decided to use those topics since the topics were easy to be learned and understood. Besides, those topics are relatively and commonly used in the students’ daily life. Hopefully, since the topics are familiar, those can help the students to carry out the communicative purposes which use the language.
After discussing syllabus, the writer needs to discuss the principles of teaching speaking since this study is intended to design English speaking instructional material. The discussion about the principles of teaching speaking is presented below.
3. The Principles of Teaching Speaking
Many experts often talk about speaking as a technical term which refers to one of the various skills that language learners should develop and have (Louma, 2004, p. 20). Bygate (2010, p. ix), in his book entitled Speaking, also says that speaking is a skill which deserves attention every bit as much as literary skill, in both first and second languages. Students or language learners often need to be able to speak confidently in order to carry out many of their most basic transaction.
a. The teachers have to be aware of the differences between second language and foreign language.
A foreign language (FL) context is one where the target language is not the language in society (Nunan, 2003). In the other hand, a second language (SL) context is one where the target language is the language of communication in the society. Concerning with this principle, English language teachers must realize that they are challenged to teach their students by the target language context. They must also realize that it can be a problem which will affect students’ ability to communicate by speaking.
b. The teachers give practices to students, both fluency and accuracy.
Giving such practices to students, both in fluency and accuracy is also important point. “Accuracy is the extent to which students’ speech matches what people actually say when they use the target language. While, fluency is the extent to which speakers use the language quickly and confidently with few hesitations or unnatural pauses, false starts, words searches, etc” (Nunan, 2003, p.55). Nunan thinks the learners must be given enough opportunities to develop their fluency and accuracy. By given fluency-building practice, the students can realize that making mistakes is common or a natural in learning new language.
c. The teachers are providing opportunities for students to talk through group or pair work, and limiting teacher talk.
teacher. He adds that pair or group work activities can stimulate the students to speak in the target language.
d. The teachers are planning speaking tasks which involve negotiation for meaning.
Negotiation for meaning is a process in which the learners make progress by communicating in the target language because interaction necessarily involves trying to understand and make the students themselves understood (Nunan, 2003, p. 55). The negotiation is aimed to check whether the teacher has understood what someone has said, and vice versa.
e. The teachers are designing classroom activities which involve guidance and practice in both transactional and interactional speaking.
Nunan says that interactional speech is communicating with someone for special purpose includes establishing and maintaining social relationship. He adds, transactional speaking involves communicating to get something done, including the exchange of goods and/ or services (2003, p.55). In his opinion, it is important to create transactional and interactional speaking inside classroom since the language learners have to speak in the target language in both transactional and interactional settings.
classroom. Therefore, speaking is a part of reciprocal exchange in which the reception and production play apart (Widdowson, 1979, p. 57). In this study, speaking is defined as activity which is completely using words with voice to express opinion, ideas, feeling, etc. Speaking encourages students to express their idea and meaningfully in their daily life.
4. The Nature of MI
Using MI theory as one of theories used in this research study, there are some points which have to be defined further. The points are about the definition of MI itself, the goal, the function and benefits of using MI, and also criteria of MI. Below, those points will be discussed.
a. Definition of Multiple Intelligences (MI)
MI is a theory which is proposed by Dr. Howard Gardner, a professor of Cognition and Education at Harvard University, USA, in 1983 who has conducted substantial research on the development of human cognitive capacities. Gardner, in his 1983 book, Frames of Mind, says that intelligences are people’s ability to solve problem that may encounters in the real life; it is people’s ability to create problems to be solved; and it is also people’s ability in making or offering a service which is useful within culture (Campbell, Campbell, & Dickinson, 2004). It means that intelligences are languages that all people speak with and influenced by the culture in which we are born. The intelligences are tools of learning process, problem solving, and creating through-out life.
On the other hand, Osmon and Jackson (2002) also tried to define MI. They said that MI theory asserts that each person has all eight intelligences in themselves. The all eight MI are including bodily-kinesthetic, verbal/ linguistic, logical/ mathematical, musical/ rhythmic, interpersonal/ social, intrapersonal/ introspective, visual/ spatial, and naturalist. The majority of the population can develop intelligences to fully competent levels. People with more intelligence usually operate in more complicated ways. Therefore, each of the intelligence can be expressed through a variety of ways (Mindy, 2005; Osmon & Jackson, 2002).
multicultural nature of Gardner’s theory in his own book “Frames of Mind” which said that MI as people’s ability to create problems to be solved.
b. The Goal of Multiple Intelligences (MI)
Teachers must find a way to make the students feel interested with the teaching learning activity. Nolen (2003) advised that school teachers instruct their students in a way that can engage the MI theory in classroom lessons. It means that when school teachers can give more attention to students’ individual needs, it means the students can be more likely to develop to their full potential in the classroom. The goal of applying MI in the classroom itself is to help the students become more active and successful learners. Furthermore, the students can find more comfortable and suitable ways to learn on the lesson for themselves.
c. The Function and Benefits of MI
For many reasons, having an understanding of different teaching approaches from which we all can learn is very valuable in increasing the accessibility of learning experiences for all students. Human abilities and potentials are the real evidence which proves that MI does exist. These intelligences can be fully utilized either individually or combined.
other words, MI gives more chances for more varieties of technique in assessing the result. It also gives more opportunities for the use of variety expression that might be used in the learning process.
Since MI seems flexible to any creativity in the way to apply it, MI also has some benefits. The benefits of the theory of MI is that it can be applied to any kinds of school and family since it provides teaching methods more rooms and chances for creativity. MI also emphasizes on comprehension and gives more chances to apply new knowledge, techniques and concepts to the teaching process. It means that MI gives more opportunities for applying new knowledge, methods even the concept in the teaching learning process. It gives more chances for teachers to find new creative ways that may useful and suitable for the students’ needs.
use MI teaching as a means for college students to explore their intelligence strengths.
On the basis of research in several disciplines, each of us has a number of relatively independent mental faculties, which is called as our MI. A belief in a single intelligence says that we have domain intelligences as the centre which determines how well we perform in every section of life. On the other hand, a belief in MI says that we actually have a number of relatively autonomous intelligences – linguistic information, spatial information, musical information, information about other people, and so on.
All of human in this world have MI. In fact, we usually choose an area where a person has considerable power as a strong intelligence. For example, someone has an ability to win regularly at a game which involves spatial thinking, while the other one may be strong in spatial intelligence. If someone has ability to speak a foreign language fluently after just a few times or months and become a good speaker as good as native speaker, he may have strong linguistic intelligence (Strauss, 2013).
As it has been discussed above, MI can be applied in any part of school and family. It is one of the reasons why MI model becomes a successful model. Another reason why it is successful is that every student has an opportunity to choose, specialize and explore him/herself in at least one area. But usually, student will choose three or four.
more involved in classroom activities and have greater opportunities to develop their potential. Teele (1994) considered the MI theory to be “the key to providing quality instruction” (p. 141). Based on this theory, teachers may seek out individual ways of helping learners in accordance with their dominant intelligences. After knowing the students’ dominant intelligences, the teachers may help them to find ways in exploring their ability based on their dominant intelligences.
According to Campbell (1991), each student learns subject matter in many different ways in order to grab chances of successfully understanding and remembering any information. Through MI, many students’ needs are fulfilled. Their intellectual needs are constantly found by the challenge and frequently exercising in their creativity. On the other hand, at the same time, the students’ emotional needs are found through working together with others. Through the process, they can develop their strengths and even they understand themselves better as individuals. That is why this process goes deeper in the learning rather than teaching. Within this perspective, learning through engaging full spectrum of students intelligences has a purpose to emphasize understanding, employing multiple courses options to be learnt, and assessing through MI to inform performance of understanding and more instructions.
d. Criteria of Multiple Intelligences (MI)
Gardner’s criteria that considered are evidenced by:
(1) The potential isolation of an intellectual competence by brain damage;
(2) The presence of highly uneven profiles of abilities of idiot savants, prodigies, and autistic children;
(3) The existence of one or more basic information processing mechanisms or core operations on various kinds of input, such as the syntactic, semantic, and pragmatic capacities in language, or the rhythmic and pitch abilities in music;
(4) The existence of a distinctive developmental history linked to an identifiable set of expert performances;
(5) The plausibility of an evolutionary history;
(6) The support from experimental tasks showing the difficulty of establishing transfers of learning across tasks;
(7) The support from psychometric findings on the high correlation among tasks designed to assess one type of ability; and
(8) The susceptibility to encoding in a symbol system such as language, mathematics, and picturing (Chan, 2000).
intelligences. The intelligence includes spiritual, existential, and moral ones. Finally, in 1999, Gardner added naturalist intelligence as the eighth intelligence. Below are the definition of the eight intelligences and also the example.
Table 2.1 Definition of MI and the Examples
Intelligence Definition Example
Verbal-linguistic intelligence
Ability to think in words and language, and to use in expressing and appreciates complex meanings (listening, speaking, reading, and writing).
Authors, poets, journalist, speakers,
newscasters.
Logical-mathematical intelligence
This intelligence deals with deductive and inductive reasoning, numbers and relationships. It involves the ability to calculate, to recognize patterns, to work with geometric
shapes, to consider propositions and hypotheses, and to carry out
complex mathematical
This includes the ability to visualize an object and to create mental images. It deals with the visual arts, navigation, architecture, games such as chess, and to produce/decode graphic information.
It is related to physical movement, the knowledge of the body and its functions. It includes the ability to manipulate objects, to use the body to express emotions, to play a game, and to interpret and to invoke effective body language.
Athletes, dancers, surgeons,
Musical intelligence It includes the ability to recognize melody, pitch, rhythm, and timbre. It includes the sensitivity to environmental sounds, the human voice and
Composer, conductor, musician,
musical instruments. Interpersonal
intelligence
It is used to understand and to interact effectively with others. It includes the ability to communicate with others, to have empathy for their feelings and beliefs, to work with and relate to others, and to understand their moods,
It refers to the ability to construct an accurate perception of oneself and to use the knowledge in planning and directing one’s life.
Theologian, psychologist,
philosopher.
Naturalist intelligence It consists of observing patterns in nature, identifying and classifying objects, and
Every student may have different intelligences. It means that they cannot be assessed and evaluated in the same way or one way. Below are some activities which can be applied in class according to Christison and Amstrong, as quoted by Freeman (2000: 170). They are:
Table 2. 2 Example of Activities for MI Intelligence Examples of activities
Logical-mathematical Puzzle, logical games, classifications and categorizations, cards games
Visual-spatial Jigsaw puzzle, videos, drawing, maze, map globe, chards and grids
Bodily-kinesthetic Fieldtrips, pantomime, magic tricks, hands-on activity Musical Singing, playing music instrument, listen to the music
or songs
Intelligence Examples of activities
Verbal/linguistic Story-telling, debates, crossword puzzle, scrabble, note-taking.
Although nowadays there have been nine intelligences found, the writer only used seven intelligences to be covered in her English speaking material design. The seven intelligences are linguistic intelligence, logical-mathematical intelligence, visual-spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, and intrapersonal intelligence.
As the conclusion which is based on the criteria of MI and the ways of assessing the intelligences, it can be seen that MI is a ‘flexible’ method in teaching learning process. It seems flexible since it gives more chances for any new knowledge, techniques, concepts, plans or anything that may help students in developing their dominant intelligences. Through MI, the students’ needs may fulfilled by the teachers. The teaching learning process may become a comfortable zone for the teachers and of course for the students since they can explore themselves in the suitable ways.
e. MI and English Language Teaching
MI approach is a new innovation in teaching languages. Nowadays, many people in teaching fields already know and use MI in teaching-learning activities. According to Freeman (2000, p. 159), the main concern of MI is the language learner because it focuses on individual differences. In language teaching field, the students’ different characteristics, their strengths and weaknesses have given influences in their learning styles. That is one of the reasons why they need to be treated differently in their language learning and to help them to dig deeper their potential.
By using MI in language teaching, teachers can help their students to reach their full potential without losing their purpose to teach language. In addition, according to Richards and Rodgers (2001, p. 117), language learning and language use has a close relationship with MI namely “linguistic intelligence”. In brief, according to Freeman (2000, p. 169), it means “the ability to use the language effectively and creatively”. However, language related to MI theory is not only viewed as “a linguistics” but it is viewed as a whole aspects of communication, in which integrates other aspects such as bodily activities, interpersonal relationship and so forth.
B. Theoretical Framework
link between the problem formulation to the theories used is really needed to be provided in this section.
In order to be able to design English speaking instructional materials based on MI theory for the Level I of English Mastery class of Titian Foundation, the writer combines several models adapted from Kemp’s instructional design model (1997) and R&D model by Borg and Gall, supported by Finocchiaro and Brumfit as quoted by Nunan (1988) and Richard and Rodgers (2001).
Meanwhile, to answer the second problem about the form of speaking instructional material based on MI theory which can help in increasing the students’ speaking ability, the writer uses Gardner’s (1983) theory which is about MI. This theory is supported by Hoerr (2000), Abdulaziz and Ulinwa (2008), Hattie (2011), Darling-Hammond (2010), Campbell, Campbell, and Dickinson (2004), and Christison and Amstrong, as quoted by Freeman (2000). Therefore, the form of the English speaking instructional material design can be designed well and can be used as an appropriate material to be taught to the students who join English Mastery Program in Level 1.
33 CHAPTER III
RESEARCH METHODOLOGY
This chapter presents detailed information about the methodology of this research. The methodology is used to answer two major questions which are discussed in problem formulation of Chapter I. First, the methodology is intended to find out how a set of English speaking instructional materials using MI theory for the Level I of English Mastery class of Titian Foundation is designed. While secondly, the presentation of the speaking instructional material using MI approach for Level I of English Mastery Program in Titian Foundation. These two problems are discussed into six sections, namely the research methods, the research setting, the research respondents, the research instruments, the data gathering and research procedure, and the data analysis techniques.
A. Research Method
The methodology used in this research study is Research and Development (R&D) by Borg and Gall (1983). There are ten steps in the R&D cycle, namely, Research and Information Collection, Planning, Development of Preliminary Form of Product, Preliminary Field Testing, Main Product Revision, Main Field Testing, Operational Product Revision, Operational Field Testing, Final Product Revision, and Dissemination and Implementation (Borg & Gall, 1983, p. 775).
collecting, 2) planning, 3) development of preliminary form of product, 4) preliminary field testing 5) final product revision. The reason for only taking five steps is due to the time limitation of this study.
1. Research and Information Collecting
This step included library study, interview, observation, and questionnaire. The interview was conducted on March 26th, 2015. The observation which was in form of MI Inventory (Amstrong, 1994) and the questionnaire was conducted on March 26, 2015. According to Borg and Gall (1983), “In this step, the researcher collected the data which are the learners’ needs, lack, interest and learning style” (p. 776). The importance of this step was to gather more information and data from the respondent of the survey, so that the design of the material will really fix the learners’ needs.
In this step, the data was collected by distributing the questionnaire and MI inventory by Amstrong (1994), and also an interview. The data are mainly about the importance of speaking skill, students’ opinion, and students’ MI. Moreover, the information and opinion from other English tutors for English Mastery Program are needed to help the writer in developing the material.
2. Planning
the students’ intelligences. In this step, the research also employed the Kemp’s instructional design model.
3. Development of Preliminary Form of Product
This step included all of the preparations of the instructional materials, handouts, and the activities which were developed based on MI. In conducting this research, this step should be done very carefully to meet the learners’ needs as well as to follow the principles of MI. Therefore, the English speaking instructional material designed can facilitate the students and can help the students to improve their speaking skill. In this step, the writer employed the Kemp’s instructional design step namely selecting teaching learning activities and instructional resources.
4. Preliminary Field Testing
In this step, the writer tried to get as much as evaluation, comments, criticism of the designed materials. The proposed materials were evaluated by a lecturer of Atmajaya University who becomes the trainer of English tutors for English Mastery Program, and also some tutors of English Mastery. The feedback was gathered using questionnaire with 10 close-ended questions and five open-ended questions, the feedback given was used as the guideline to revise and improve the materials in the next step.
5. Final Product Revision
designed materials into a more appropriate and applicable module for Level 1 of English Mastery Program of Titian Foundation, Bayat, Klaten. The following figure presents the collaboration of the R&D model and Kemp’s model as used by Pertiwi (2014) in her thesis about listening materials for the students of Theology Study Program of Sanata Dharma University.
: The next step
: Providing the basis for : Feedback line
Figure 3.1 The Writer’s R&D Model Integrated with Kemp’s Model
B. Research Setting
Central Java. This foundation is a foundation which gives scholarship for students, who almost all of them are senior high and vocational high school students who need help economically for their school fees. Some of the students who are able to survive can keep the commitment with the foundation also get scholarship to continue until they are in university.
C. Research Respondents
The survey of the research study was held in Titian Foundation. Titian Foundation is a foundation which gives scholarship for students who need supports, especially in the financial support for the cost of their education. The respondents of this research study were the students who join English Mastery Program which is held by Titian Foundation, the one who gave the scholarship for the students.
Specifically, the respondents for this research study are only the first graders of the level or Level 1 of English Mastery Program. For the level 1 English Mastery Program itself, there are three classes. But the writer will only focus on one of the level 1’s class which is her own class. The members of English Mastery class in her class are in the ten (X) grade of senior high schools and vocational high schools around Klaten.
Table 3. 1 The Need Survey of Respondents
Gender Age (in years) Total
14 15 16
Female Male
Besides, there are the respondents of the evaluation on the designed material were four people. One of the respondents is a lecturer who becomes the instructor of English Mastery Program. The other respondents of evaluation are three English Mastery tutors who have been teaching for 2 years in the English Mastery Program.
The description of the evaluation respondents is presented in the following table.
Table 3.2 Description of Evaluation Respondents
Group of
Research instruments are really needed in conducting a study. The writer used three kinds of instruments. They were interview, questionnaire and MI inventory adapted from Amstrong’s MI inventory (1994).
1. Interview
information about the coordinator’s opinion about the chance of material development for Level 1 of English Mastery Program (see Appendix D).
2. Questionnaire
Conducting a descriptive research, it means that the research has an opportunity to deal with the questionnaire. Labovits (197, p. 72) states, “A questionnaire is an instrument comprised by a series of questions that are filled by the respondents.” The questionnaires are employed to obtain the opinions from the participants on the materials designed. There are two types of questionnaire according to Brown and Rogers (2002, p. 120) namely: “open-response items” and “selected-response item”. Through open-response items, the participants should give response using their own words in form of writing. While, through selected-response items, the participants should give responses by selecting some answers provided or alternative answers (see Appendix B).
3. Multiple Intelligences Inventory
E. Data Gathering and Research Procedures
Conducting the research, the writer used some technique in order to gather the data from the respondents. Besides, there are some procedures which sould be done in order to conducting this research. Below are data gathering and research procedures used by the writer.
1. Data Gathering Technique
The data gathering technique in Research and Information Collecting was by conducting an interview and distributing questionnaire and MI inventory which is adopted from Amstrong’s (1994). The interview was conducted by interviewing the coordinator of English Mastery Program. For the other instruments, which are the questionnaire and MI inventory, were distributed to students Level 1 of English Mastery Program. The MI inventory was aimed to find and measure the dominant intelligences of the students. The students were given some statements which describe various behaviors in the list (see Appendix C). The descriptions of the intelligences are represented through the statements of behavior in each number in the table below.
Table 3. 3 The descriptions of the Intelligences are Represented through the Statements of Behavior
Number of each statement Intelligences
1, 8, 15, 22, 29, 36, 43, 50 Linguistic
2, 9, 16, 23, 30, 37, 44, 51 Logical – Mathematical 3, 10, 17, 24, 31, 38, 45, 52 Visual – Spatial
4, 11, 18, 25, 32, 39, 46, 53 Bodily – Kinesthetic 5, 12, 19, 26, 33, 40, 47, 54 Musical
In the preliminary field testing, the writer also used questionnaire which distributed to a lecturer and three English tutors of English Mastery Program. The questioner was a structured questionnaire which has limited answers (see Appendix E).
2. Research Procedure
Research procedure presented in this part was adopted from the theoretical framework in Chapter II and five steps of R&D method used in this study. The steps are discussed as follows:
a. Research and Information Collecting
In this step, some steps were done in order to gain data needed in this study. Therefore, the writer started with asking permission to coordinator of English Mastery Program of Titian Foundation, Bayat, Klaten, to conduct the research there. After asking for permission, the writer continued with conducting the students’ intelligences observation through distributing MI inventory and also distributing questionnaire to gather students’ opinion, lacks, and needs. Besides, the interview was done by interviewing the coordinator of the English Mastery Program. Some relevant books, documents, journals, articles, and any information about MI were read broad the writer’s knowledge about the theories applied in this study.
b. Planning
previous step to determine the appropriate materials based on the students’ intelligences. The data from the first step were used as the basis to define goals, topics, the indicators, and also select the teaching-learning activities and resources in this study.
c. Development of Preliminary Form of Product
In this step, the materials of the design developed based on MI. The instructional materials, handouts, and the activities are designed based on the result of MI inventory. The intelligences which covered the most in the materials are the strongest intelligences of the students, but almost all of the seven intelligences are included in each unit in the module. The reason is to introduce the intelligences to the students.
The material was adopted from many resources which supported the materials to be a proper designed set of English speaking instructional materials for Level 1 of English Mastery Program.
d. Preliminary Field Testing
The materials evaluation in this study was conducted in this step to obtain experts’ and tutors’ feedback, opinions, comments, and suggestions toward the materials designed by the writer. Later on, the evaluation will be used to revise the materials designed. The questionnaire was distributed to an English lecturer and three English tutors with various teaching experience.
e. Final Product Revision
the writer revised the designed materials based on the suggestions given were used to revise the designed materials. The data gathered from the expert validation step was analyzed to obtain the central tendency of the participants’ opinions about the material designed. Finally, the researcher made the final product of the English speaking instructional materials.
F. Data Analysis Technique
The writer used two techniques to analyze the data. They are the data analysis technique of the research and information collecting, and the data analysis technique of the preliminary field testing. The explanation of each technique is presented below.
1. Data Analysis Technique of the Research and Information Collecting After gathering the data from the questionnaire, the researcher analyzed it and made it into percentage. The formulation used by the researcher is presented as follows:
x: the total number of students based on the degree agreement n: the number of all students
The percentage of the degree of agreement is that if more than 50% of the participants agree with the statement, the writer will take a forward step based on the statement. If the percentage from the participants is less than 50%, the writer will not take a forward step on it.
x
2. MI Inventory Analysis
Besides answering the questionnaire, the students also have to do the MI inventory which is adopted from Amstrong (1994). In this MI inventory, there are 56 statements which describe 7 intelligences. Therefore, to find out the strongest intelligences among the students, the writer calculated the students’ answers using this formula:
Where X: the total of MI
n1- n6: the answers of each students on particular intelligence
For the comments and the suggestions of the available module, the writer made a list of the respondents’ comments and suggestion in Appendix C.
3. Data Analysis Techniques of the Preliminary Field Testing
The researcher distributed questionnaire to three English tutors and a lecturer to obtain their opinion, suggestion and evaluation towards the designed materials. There are two parts in the questionnaire. In the first part, the participants were asked to give their opinion toward the designed materials guided by the statements. The following table shows the five degree of agreement on how the participants answered the questions.
Table 3.4 Degree of Agreement Degree of
Agreement
Meaning 1 Strongly disagree/very poor
2 Disagree/poor
3 Neutral
