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… … … … … … … … … s t n e d n o p s e R h c r a e s e R .
B ……… 2 8
.
C Insrtumentsand DataGathe irngTechniqu es……….. 2 9 D .DataAnalysi sTechniques ………... 3 1 E .Research Procedure ………. 33
R E T P A H
C IV :RESEARCHFINDINGSANDDISCUSSIONS .
A Contentso fMateiral s ………...………... 3 5 .
ii i x .
2 LearningObjecitves……….... 3 4 .
3 TopicandSubjec tContents ...……… . 64 .
4 LearningExpeirences………..………... 50 .
5 The Presentaiton o fUnti ……… ..… …. 51 4 5 . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. s l a ir e t a M e h t f o n o it p ir c s e D . 6
n g i s e D e h T .
B ingSpeaking Mateiral s………... 54
R E T P A H
C V :CONCLUSIONSANDSUGGESTIONS o
i s u l c n o C .
A ns ………..………. . 62 o
it s e g g u S .
B n s………. 64
… … … S E C N E R E F E
R ……… 76
C I D N E P P
A ES……….. 86
v i x 1
. 2 e r u g i
v x
S E L B A T F O T S I L
A f o e e r g e D 1 . 3 e l b a
T greemen t ………...……….. 32 n
e d n o p s e R f o e g a t n e c r e P e h T 2 . 3 e l b a
T ts ’Opinion (Blank )…….…………. . 32 c
i s a B d n a , d r a d n a t S y c n e t e p m o C , s c i p o T 1 . 4 e l b a
T Competence………...… 43
2 . 4 e l b a
T Unti ,sTopics, andTimeAllocaiton……….… 45 3
. 4 e l b a
T Untis ,Topics ,and Subjec tContent s………..… 46 4
. 4 e l b a
T Untis ,Topics, and Indicator s………...…. 4 7 ti
n U h c a E n i s e c n e g il l e t n I e l p it l u M f o n o it p ir c s e D e h T . 1 . 5 e l b a
T .. …… .. ….. 75
i v x s
e c i d n e p p
A ………...……... 69 A
x i d n e p p A
m o r f n o i s s i m r e P f o r e tt e
L Dina sPendidikan ………... 6 9 f
o r e tt e
L Permission t o Dina sPendidikan ...…….... 7 0 o
t n o i s s i m r e P f o r e tt e
L SMABOPKR I2Yogyaka tra... . 71 B
x i d n e p p A
n I d n a h c r a e s e R f o e ri a n n o it s e u
Q formaiton Collecitng ………... 72 y
r a n i m il e r P f o e ri a n n o it s e u
Q Field Tesitng ………. 76 C
x i d n e p p A
o f n I d n a h c r a e s e R f o t l u s e R e h
T rmaitonCollecitng…………...……… 80 l
e i F y r a n i m il e r P f o t l u s e R e h
T d Tesitng ………...…... 87
D x i d n e p p A
b a ll y
S u s……… . 90 o
s s e
L n Plans ………... .10 1 E
x i d n e p p A
e h
T P irnted Speaking Mateirals ……….. .11 3 F
x i d n e p p A
i u G s ’ r e h c a e
1
I
R
E
T
P
A
H
C
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O
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d e d i v i d s i r e t p a h c s i h T . y d u t s s i h t f o n o it c u d o rt n i e h t s t n e s e r p r e t p a h c s i h T
e h t , n o it a l u m r o f m e l b o r p e h t , d n u o r g k c a b h c r a e s e r e h t , y l e m a n , s n o it c e s n e v e s o t n i
h c r a e s e r e h t , s ti f e n e b h c r a e s e r e h t , s e v it c e j b o h c r a e s e r e h t , n o it a ti m il m e l b o r p
a , n o it a ti m
il ndde ifniitonoft erms.
.
A ResearchBackground
y a w t n e r e f fi d s a h t n e d u t s y r e v
E s to l earn .Theyhavedfiferen tablitiyt o l earn c t e , l a b r e v , c i g o l , e r u t c i p , c i s u m h g u o r h t l l e w n r a e l n a c m e h t f o e m o S . g n i h t e m o s
(Armsrtong ,1994). Student sshow tha tthey are good at some subjects ,no tin al l n
e v E . s t c e j b u
s student swho are very clever and really good a tmos to fal lsubjects , .
t a t s e b e h t t a h t s t c e j b u s r a l u c it r a p e v a h l li t s y e h
t I ti sbecause each studen tha s s
e m o S . s e c n e g il l e t n i t n e r e f fi
d tudent sare good at math ;some student sare good at fi
d d a h r e n d r a G d r a w o H . r D . c t e , e g a u g n a l , tr o p s , c i s u
m ferenitated seven
T . s e c n e g il l e t n
i heyare1)l ogica/lmathemaitcal ,2 )visua/ls paital ,3 )body/kinestheitc , n
a , l a n o s r e p a rt n i ) 6 , l a n o s r e p r e t n i ) 5 , c i m h t y h r/ l a c i s u m )
4 d 7 )verbal /language
: 0 0 0 2 , n a m e e r F
( 159). Tha ti swhy a teache rmus tknow tha tthei rstudent shave
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
e h t d a e r y e h t n e h w g n i n r a e l n i r e tt e b e r a s t n e d u t s e m o S . s h t g n e rt s t n e r e f fi
d mate irals
h t r e h t a
r anj us tilstene dtot het eache .rI ncon rtast,s omes tudent sarebette rwhent hey e h t d a e r y e h t n e h w n a h t r e h t a r n o it a n a l p x e r e h c a e t e h t o t n e t s
il mate irals .There are
o s l
a somestudent swhoarebette ratlearning fit heydosomethingelsewhliet heyare g n i n e t s il , e t o n g n i k a m , e l p m a x e r o F . g n i y d u t
s to the music ,o rsomeitme sthey are s d n e ir f ri e h t g n i b r u t s i d d n a m o o r s s a l c e h t d n u o r a g n i v o m t s u
j (Armsrtong ,1994) .
h t g n e rt s t a h t e s u n a c y e h t ,s t n e d u t s r i e h t f o s h t g n e rt s e h t w o n k s r e h c a e t n e h W e h t d n if o
t bes tway t o t each t hem .Teachers mus tcreate broade racitviites t ha tcan e v a h s t n e d u t s r i e h t t a h t d n if s r e h c a e t n e h W . s d e e n ’ s t n e d u t s e h t r e v o c t r o p p u s n a c t a h t s e it i v it c a g n i n r a e l e k a m o t e v a h y e h t , e c n e g il l e t n i c i m h t y h r/ l a c i s u m . e c n e g il l e t n i r i e h
t High schoo lstudent sare usua lly ilke to play music .They o tfen o t g n i s d n a t i y a l p y e h t d n a l o o h c s o t r a ti u g g n ir
b gethe rwtih t hei rf irends .Music i s . g n o s s i y ti v it c a g n i n r a e l g n i h c a e t n i d e s u e b n a c t a h t c i s u m f o t r a p d n a l a s r e v i n u il e d n a c s r e h c a e
T vert hei rmate iralsthroughs ongbecauseeverybodyl ovess ong. Fo r a c r e h c a e t e h T . ti u r f s i c i p o t e h t d n a y r a l u b a c o v s e h c a e t r e h c a e t e h t , e l p m a x
e n use
r e h c a e T . ti u r f t u o b a y a s r o n i a t n o c t a h t s g n o
s a nlsoc a askt hestudentst odancewhlie t c a s i h T . g n o s e h t g n i g n i s e r a y e h
t ivtiy doe sno tonly include musicalr/hythmic r i e h t w o n k t s u m s r e h c a e t , o S . e c n e g il l e t n i c it e h t s e n i k / y d o b o s l a t u b , e c n e g il l e t n i . g n i h c a e t n i m e h t p l e h o t s e c n e g il l e t n i ’ s t n e d u t s n g i s e d r e ti r w e h t , y d u t s s i h t n
I s ase to fspeakingmate iralsbasedon Mulitple f o s t n e d u t s e d a r g h t n e t r o f s e c n e g il l e t n
I SMA BOPKR I2 Yogyakarta. Speaking wa s e s u a c e b d e p o l e v e d e b o t n e s o h
3
i n r a e l n i t s e r e t n i g i
b ngEngilsh ,butt hes tudentss aidthatt heyarenotr eallyi nterested e s u y l n o y e h T . s s a l c n i e g a u g n a l n a i s e n o d n I k a e p s o t d e d n e t s t n e d u t s e h T . ti n i
r e h c a e t e h t n e h w r o s s a l c e h t f o t n o r f n i e c it c a r p o t m e h t d e k s a r e h c a e t e h t fi h s il g n E
. n o i s s u c s i d d a h y e h t n e h w m e h t k c e h c o t s s a l c e h t d n u o r a d e k l a
w Speaking i s
t n a tr o p m
i pa tri nstudyingEngilsh .Peopleneedt ospeakt ocommunicatewtihothers . ll
i k s r e h t o e k il d n a l li k s a s i l li k s g n i k a e p s , y e k r o Y o t g n i d r o c c
A s ,i tmus tbe
h t a h t s e v e il e b r e ti r w e h t , e r o f e r e h T . y l s u o u n it n o c d e c it c a r
p igh schoo lstudent sneed
ll i k s g n i k a e p s r i e h t e c it c a r p o
t because i n t he future i twli lbe very usefu lfor t hem . e
l h s il g n E d n if l li t s l li w y e h t y ti s r e v i n u n i ,r e v o e r o
M cturer s in any major t hey t ake a
w o n o s l a d n
a d aytobeablet os peakEngilshi si mpo tranti nworkingwo lrd . g n i n r a e l n i y ll a i c e p s e h s il g n E g n i n r a e l n i s e it i v it c a s u o ir a v , e r o f e r e h T g n i k a e p
s a re impo tran tin orde rto t irgge rthe students’ interes tto learn Engilsh . c
t i d n a h s il g n E n r a e l o t s e it i v it c a s u o ir a v d e s o p o r p s e c n e g il l e t n i e l p it l u
M anf aclitiate
. s e c n e g il l e t n i ’ s t n e d u t s e h t e s r e v i d e h
t I tcould be a good way t o make t he student s .
g n i k a e p s g n i n r a e l n i d e t s e r e t n i
.
B ProblemFormula iton
i h t , e v o b a d n u o r g k c a b h c r a e s e r e h t n i n o i s s u c s i d e h t n o d e s a
B s study
n o it s e u q a d e t a l u m r o
f toanswer .Thequesiton si asf ollow.
t e s a s e o d t a h
W speaking mate irals based on Mulitple Intelilgence sfor t enth grade f
o s t n e d u t
s BOPKRI2Yogyakartalook ilke?
.
C ProblemLimtia iton
y d u t s e h
T i s ilmtied i n designing a se to fspeaking mate irals based on mulitple e
c n e g il l e t n
i s for t enth grade student so fSMA BOPKRI 2 Yogyakarta .The mate irals e
c n e g il l e t n i e l p it l u m f o y r o e h t e h t n o d e s a b d e n g i s e d e b l li
w s.I taimst o i mprovet he
s y ti li b a g n i k a e p s d n a y r e t s a m ’ s t n e d u t
s ot hatt heycancommunicatei n Engilshwel.l
.
D ResearchObjec itves
e v it c e j b o e n o s e t a r o b a l e y d u t s s i h
T .Theobjecitvei sasf ollow.
g n i k a e p s t n e s e r p o
T mate iralsbasedonmulitplei ntelilgences.
.
E ResearchBeneftis
f o s t n e d u t s e h t r o f s ti f e n e b e t u b ir t n o c o t d e t c e p x e s i y d u t s s i h
T SMABOPKRI
2 Yogyakarta,t heEngilsht eache ro fSMABOPKRI 2 Yogyakarta ,andt her esearcher . w
o l e b d e b ir c s e d e r a s ti f e n e b e h
T .
.
1 Fort hes tudent so fSMABOPKRI 2 Yogyakarta n
g i s e d e h
T mate irals i s expected to help the student s in learning Engilsh , t i t a h t d e p o h s i tI . ll i k s g n i k a e p s ri e h t e v o r p m i n a c y e h t t a h t o s , g n i k a e p s y ll a i c e p s e
5
.
2 Fort het eache ro fSMABOPKR 2 I Yogyakarta n
g i s e d e h
T mate irals can be an atlernaitve fo rEngilsh teache rto suppor tthei r g
n i h c a e
t mate irals. .
3 Fort her esearcher
g n i k a e p s t u o b a n o it a m r o f n i e r o m e v i g n a c y d u t s s i h
T mate iralsbased on mulitple
e c n e g il l e t n
i s.
.
F De ifni itono fTe s rm
s m r e t e h T . y d u t s e h t f o s m r e t t n a tr o p m i f o n o it i n if e d e h t s e d i v o r p y d u t s s i h T
e c n e g il l e t n i e l p it l u M e r a d e n if e d e b d l u o w t a h
t s andt enthgrades tudent .s 1 .Speaking
y e v n o c o t m e t s y s a s a e g a u g n a l e c it c a r p o t y ti li b a e h t s i y ti li b a g n i k a e p S
e h t s e c u d o r p r e k a e p s e h t , s s e c o r p g n i k a e p s e h t n I . ) 2 9 2 : 8 8 9 1 , n i a t s a G ( g n i n a e m
.) 9 5 : 9 7 9 1 , n o s w o d d i W ( ti e v i e c e r r e r a e h e h t d n a e g a s s e m
2 . Mul itpleI ntelilgences
g il l e t n I e l p it l u
M ence s were made by Dr . Howard Gardner . Mulitple h
c i h w d o h t e m a s i e c n e g il l e t n
I determined the students’ i ntelilgence t o ifnd out the o
t g n i d r o c c A . s h t g n e rt s ’ s t n e d u t
s Howard Gardne rintelilgence i s“the capactiy to n
i d e u l a v e r a t a h t s t c u d o r p n o i h s a f o t r o s m e l b o r p e v l o
s oneo rmorecutlura lsetitng”
. ) 9 8 9 1 , h c t a H & r e n d r a G
( There are seven intelilgence sproposed by Gardner .1 ) rt
s b a e e s o t , y l e v it c e f f e s r e b m u n e s u o t y ti li b a e h t :l a c it a m e h t a m /l a c i g o
L ac tpatterns ,
, t n e m n o ri v n e e h t n i fl e s e n o t n e ir o o t y ti li b a e h t :l a it a p s /l a u s i V ) 2 ; ll e w n o s a e r o t d n a
: c it e h t s e n i k / y d o B ) 3 ; r o l o c , e z i s , e p a h s o t y ti v it i s n e s a d n a , s e g a m i l a t n e m e t a e r c o t b o r p e v l o s o t d n a f l e s e n o s s e r p x e o t y d o b s ’ e n o e s u o t y ti li b a e h
t lems ; 4 )
, m h t y h r o t y ti v it i s n e s a d n a n r e tt a p l a n o t e z i n g o c e r o t y ti li b a n a : c i m h t y h r/ l a c i s u M , s d o o m s ’ n o s r e p r e h t o n a d n a t s r e d n u o t y ti li b a e h t : l a n o s r e p r e t n i ) 5 ; y d o l e m , h c ti p t s r e d n u o t y ti li b a e h t : l a n o s r e p a rt n I ) 6 ; s n o it n e t n i d n a , s n o it a v it o m , s g n il e e
f and
fl e s e c it c a r p o t d n a f l e s e n
o -discipilne ;7 )verba/lilnguisitc:t he abli tiyt ousel anguage .) 9 5 1 . p , 0 0 0 2 , n a m e e r F ( . y l e v it a e r c d n a y l e v it c e f f
e Relatedt ot hiss tudy,t het heoryo f e c n e g il l e t n i e l p it l u
m s si implemented in designing a se to fspeaking mateirals to . y ti li b a g n i k a e p s ’ s t n e d u t s e h t e c n a h n
e Indesigningt hemate irals,t hewrtier sonlyuse , s t n e d u t s e h t f o s c it s ir e t c a r a h c e h t h ti w e l b a ti u s e r a h c i h w s e c n e g il l e t n i n e v e s f o e v if r e p a rt n I , l a n o s r e p r e t n I , c i m h t y h r/ l a c i s u M , c it e h t s e n i k / y d o B e r a y e h
t sonal , and
. c it s i u g n il /l a b r e
V In t hi sstudy, t he wrtie rappiles t he t heory o fMulitple Intelilgence r e n d r a G y b d e s o p o r
p in designing the speaking mate irals .The theory o fMulitple . d e n g i s e d e r a s e it i v it c a g n i n r a e l e h t n e h w d e il p p a e r a s e c n e g il l e t n I
3 .Tenthgrades tudents
t n e t f o s t n e d u t s e h t e r a s t n e d u t s e d a r g h t n e
T h yea rschoo la tfe relementary l o o h c s h g i h r o i n u j d n a l o o h c
s w ho are usually 15-16 year sold. They are usually a n if r i e h t n o d e s a b D X , C X , B X , A X s s a l c e l p m a x e r o f , s e s s a l c e m o s o t n i d e d i v i
d l
7
I
I
R
E
T
P
A
H
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E
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U
T
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s i t n i o p t s ri f e h T . r e t p a h c s i h t n i d e s s u c s i d s t n i o p r o j a m o w t e r a e r e h T
s i t n i o p d n o c e s e h t d n a y d u t s e h t f o s e ir o e h t o t d e t a l e r n o it p ir c s e D l a c it e r o e h T
e h t g n i n g i s e d n i e n il e d i u g e h t s a n o it p ir c s e D k r o w e m a r
F mate irals.
.
A Theore itca lDescrip iton
a p s i h
T r twli ldiscus ssome main point sin thi sstudy .They are insrtucitona l m
n g i s e
d odels , The nature o f speaking , mulitple intelilgence , and tenth grade .s
t n e d u t s
.
1 Instruc itona lDesignModels
s s e c o r p e h t “ s i n g i s e d l a n o it c u rt s n i ,) 7 : 7 7 9 1 ( p m e K o t g n i d r o c c
A o fsystemaitc
a s t e s s d e e n d n a s m e l b o r p l a n o it c u rt s n i e n i m a x e o t y a w a s e h s il b a t s e t a h t g n i n n a l p
s t n i o p n i a m e e r h t e r a e r e h T . ” s tl u s e r e h t e t a u l a v e n e h t d n a m e h t g n i v l o s r o f e r u d e c o r p
, d o h t e m , s e v it c e j b o e r a y e h T . ) 8 : 7 7 9 1 ( p m e K y b d e s o p o r p n g i s e d e h t n
i and
a v
e luaiton .Objecitve srelated to wha tshould be learn tby the students .Method o
t d e t a l e
r wha tprocedure sand resource swli lwork best t o reach t he desrie l earning
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
a v e s i e n o t s a l e h T . l e v e
l luaiton .Evaluaiton related to how we wli lknow i fthe a
v it o
m itoni nl earninghappen .s
d e n g i s e D l a n o it c u rt s n I e h t n i s p e t s t h g i e e r a e r e h t t a h t d e t a t s ) 8 : 7 7 9 1 ( p m e K
. d o h t e M
.
1 Conside rgoals ,ilstt opics ,ands tategenera lpurposef o reacht opic . . c i p o t h c a e r o f d e h c a e r e b o t l a o g e h t e n i m r e t e d o t s p l e h t
I Insrtucitona ldesign
e h t g n i n g i s e d f o s l a o g e h t f o n o it i n g o c e r h ti w s tr a t
s mate irals ,selec tthe mos t
. s e v it c e j b o f o s e s o p r u p l a r e n e g e h t w a r d d n a , s t n e d u t s r o f s c i p o t e t a ir p o r p p a
e s o h t s e c r u o s e r e e r h t m o r f d e v ir e d e b y a m s l a o g , ) 4 1 : 7 7 9 1 ( p m e K o t g n i d r o c c A
.s a e r a t c e j b u s d n a , s t n e d u t s , y t e i c o s e r a .
2 Listt hei mpotran tcharacte irsitcoft hel earners .
r e h c a e t e h t t a h t o s s t n e d u t s e h t f o c it s ir e t c a r a h c e h t w o n k o t r e h c a e t e h t s p l e h t I
e h t n g i s e d n a
c mate iral swhichare sutiablef or t he students .Designe rmus tobtain n a e r u s s a o t s t s e r e t n i d n a s d e e n , s e it il i b a p a c s ’ r e n r a e l e h t t u o b a n o it a m r o f n i
. m a r g o r p l a n o it a c u d e ’ s t n e d u t s n i s s e c c u s s ’l a u d i v i d n
i Kemp menitoned t here are
d e n i a t b o e b t s u m t a h t s r o t c a f o w
t ,those are academic facto rand socia lfacto r )
8 1 : 7 7 9 1
( .
.
3 Specfiyt hel earners ’objecitvesi nt erm so fbehaviora loutcomes .
e h t y d u t s y e h t r e tf a o d o t e v a h y e h t t a h w r o w o n k s t n e d u t s e h t t a h w s e n i m r e t e d t I
. c i p o
9 e s o h t ; g n i n r a e l r o f s e v it c e j b o f o s e ir o g e t a c r o j a m e e r h t e r a e r e h T . y lr a e l c d e v r e s b o . e v it c e f f a d n a , r o t o m o h c y s p , e v it i n g o c e r a .
4 Listt hes ubjec tcontentt hats uppor teachobjecitves . t
I helpsthet eachert o ifndt hesubjec tcontentt ha tcansuppor teachobjecitve .The o w T . s d e e n s ’t n e d u t s e h t o t d n a s e v it c e j b o e h t o t e t a l e r y l e s o l c t s u m t n e t n o c . ” s i s y l a n a k s a t d n a t n e t n o c g n i z i n a g r o “ e r a t n e t n o c t c e j b u s n i d e d u l c n i s t n e m e l e g n i z i n a g r
O conten taim sto pu tthe conten tin a good orde rso tha ti twli lbe f o s e r u d e c o r p e h t e g a n a m o t d e t c u d n o c s i s i s y l a n a k s a T . s t n e d u t s e h t r o f e l b a n r a e l . g n i n r a e l e h t tr o p p u s n a c s e r u d e c o r p e h t t a h t o s r e d r o d e c n e u q e s ll e w a n i g n i h c a e t .
5 Developpre-assessmentt odeterminet hes tudents ’backgroundknowledge .
. s t n e d u t s e h t f o e g d e l w o n k d n u o r g k c a b e h t e n i m r e t e d o t r e h c a e t e h t p l e h l li w t I e r
P -assessmen twli lgivet hedesigner i nformaitono fwha texten teachstuden tha s o f s e ti s i u q e r e r p y r a s s e c e n e h t d e ri u q c
a rstudying the topic and wha tthe studen t . d e i d u t s e b o t t c e j b u s e h t t u o b a d e r e t s a m y d a e rl a e v a h y a
m eP -r assessmen ti s
n i t n e t e p m o c d n a c i p o t e h t y d u t s o t n o it a r a p e r p ’ s t n e d u t s e h t e n i m a x e o t d e d e e n .) 0 5 : 7 7 9 1 ( s e v it c e j b o d e t a t s e h t f o e m o s .
6 Selectt eachingl/earningacitviite sandr esources .
d n a s e it i v it c a g n i n r a e l/ g n i h c a e t e t a ir p o r p p a t s o m e h t d n if o t r e h c a e t e h t s p l e h t I o h c a e r o f s e c r u o s e
r bjecitve .Whent hestudent sarer eadyt ostudy,t het eache rcan g n i h c a e t e h t tr a t
s -learning acitviites .Thi spa tr i sattended t o ifnd t he approp irate e h T . ) 5 5 : 7 7 9 1 ( e v it c e j b o h c a e h s il p m o c c a o t s e c r u o s e r l a n o it c u rt s n i d n a d o h t e m
g n i h c a e
t -learning acitviite s include the teacher’ s acitviite s and the students ’ .
s e it i v it c
a The t eacher’ sacitviitesi nclude whatt eache rshould doi n t eachingsuch e
h t t n e s e r p s
a mate irals ,explain some i mpo trant t erms ,give clear i nsrtuciton ,o r n
o o s d n a s e it i v it c a ’ s t n e d u t s e h t e z i n a g r
o (1977 :55) .The students ’acitviite s .
k r o w p u o r g r o l a u d i v i d n i e h t n i k s a t e h t g n i o d e d u l c n i .
7 Choosesomesuppor tservice ssucha sbudget ,equipmen,tf aciilitest omaintaint he .
n g i s e d
. n g i s e d e h t n i a t n i a m n a c h c i h w s e c i v r e s t r o p p u s h c i h w s e n i m r e t e d t
I There are
g n i n g i s e d n i d e d e e n e r a t a h t s t n e m e l e y n a
m a se to fmate irals .These suppor t .
) 4 8 : 7 7 9 1 ( l e n n o s r e p d n a , s t n e m p i u q e , s e it il i c a f ,s d n u f e d u l c n i s e c i v r e s .
8 Evaluate the students ’accompilshmen tto do revision and reevaluaiton o fthe d
r o n i n g i s e
d ert o makei mprovement . tI i sused t o gett o knowhow t he students ’ .
d e r u s a e m e b l li w k r o
w A tthe end o fthe teaching-learning acitviites ,teache r e h t g n it a u l a v e t a h t s y a s p m e K . s e m o c t u o g n i n r a e l e h t w o n k o t n o it a u l a v e n a s e k a m
s s e c e n s i g n i n r a e l ’ s t n e d u t
s aryi nordert oknowhowf art hel earner shaveachieved .)
1 1
e r u g i
F 2.1 :Kemp’ smodel( Kemp ,1997:9)
.
2 TheNatureo fSpeaking
’ n a n u N n i d e t a t s s a e l a Y d n a n w o r B o t g n i d r o c c
A sbook ( 1989:27,) t here are h c i h w n o it c n u f l a n o it c a s n a rt e h t s i t s ri f e h T . g n i k a e p s n i s n o it c n u f e g a u g n a l c i s a b o w t
l a n o it c a r e t n i e h t s i d n o c e s e h T . n o it a m r o f n i f o r e f s n a rt e h t h ti w d e n r e c n o c y li r a m ir p
p s f o h c e e p s f o e s o p r u p y r a m ir p e h t h c i h w n i , n o it c n u
f eech i sthe maintenance o f
,l a o G
,s c i p o T
l a r e n e G
s e s o p r u p
s ’ r e n r a e L
s ir e t c a r a h
C
-s c it
g n i n r a e L
s e v it c e j b O
t c e j b u S
t n e t n o C
e r P -
t n e m s s e s s A /
g n i h c a e T
g n i n r a e l
s e it i v it c A t r o p p u S
e c i v r e S
n o it a u l a v E
e s i v e R
.s p i h s n o it a l e r l a i c o
s According to Nunan (1989:26) ,spoken language consist so f a n e tf o s i e r e h T . s n o it a i c n u n o r p f o e g n a r a n i , s e c n a r e tt u y r a t n e m g a r f n e tf o , tr o h s
t o n a d n a r e k a e p s e n o n e e w t e b p a lr e v o d n a n o it it e p e r f o l a e d t a e r
g h e .r
1 .
2 TeachingSpeaking
o t s t n e d u t s e h t e l b a n e o t s i m o o r s s a l c e h t n i g n i k a e p s g n i h c a e t f o l a o g e h T
i h c a e b l li w t I . e c n e t e p m o c n o it a c i n u m m o c e h t e v e i h c
a eved fi t he t eache rprovide s
e v it a c i n u m m o C n o d e s a B . s s a l c e h t e g a n a m o t e r u d e c o r p d n a s e u q i n h c e t e v it c e f f e
e d i v o r p t s u m r e h c a e t , g n i k a e p s g n i h c a e t n i , h c a o r p p a ) T L C ( g n i h c a e T e g a u g n a L
e t a ir p o r p p
a mateiral sandkind so fclassroomacitviitest ha tcanbeusedast hebasico f k
s a t , k r o w p u o r g s a h c u s , y g o l o d o h t e m e v it a c i n u m m o c
a -work ,and i nformaiton gap
. ) 3 7 1 : 1 0 0 2 , s r e g o R d n a s d r a h c i R ( s e it i v it c a
o t d e s u e b n a c t a h t s r e g o R d n a s d r a h c i R y b d e s o p o r p e l p i c n ir p e m o s e r a e r e h T
g n i h c a e t tr o p p u
s -learningacitvtiyins peakingclas .s
.
1 Learnersl earnal anguaget hroughusing tit ocommunicate. .
2 Authen itc and meaningfu l communicaiton should be the goa l o f classroom .s
e it i v it c a .
3 Fluencyi sani mpo tran tdimensiono fcommunicaiton. .
4 Communicaitoni nvolvedt hei ntegraitono fdfiferentl anguages kill .s .
3 1
2 .
2 Principlesf orTeachingSpeaking
s g n i h c a e t r o f s e l p i c n ir p e v if e r a e r e h t ,) 3 0 0 2 ( n a n u N o t g n i d r o c c
A peaking .
.
1 Be aware o fthe dfiference sbetween second language and foreign language .
s t x e t n o c g n i n r a e
l Speaking i slearned in two broad contexts :foreign language e h t e r e h w e n o s i t x e t n o c ) L F ( e g a u g n a l n g i e r o f A . n o it a u ti s e g a u g n a l d n o c e s d n a
g n a l t e g r a
t uage i sno tthe language o fcommunicaiton in the society .A second f o e g a u g n a l e h t s i e g a u g n a l t e g r a t e h t e r e h w e n o s i t x e t n o c ) L S ( e g a u g n a l
. y t e i c o s e h t n i n o it a c i n u m m o c
u c c a d n a y c n e u lf h t o b h ti w e c it c a r p s t n e d u t s e v i G .
2 racy .Accuracyi s t he extent t o t e g r a t e h t e s u y e h t n e h w y a s y ll a u t c a e l p o e p t a h w s e h c t a m h c e e p s ’ s t n e d u t s h c i h w
d n a y l k c i u q e g a u g n a l e h t e s u s r e k a e p s h c i h w o t t n e t x e e h t s i y c n e u l F . e g a u g n a l
, s e h c r a e s d r o w , s tr a t s e s l a f , s e s u a p l a r u t a n n u r o s n o it a ti s e h w e f h ti w , y lt n e d if n o c
. c t e
.
3 Provide oppo truniite sfo rstudents t o t alk by using group work o rpai rwork ,and e s a e r c n i o t d e s u e b n a c s e it i v it c a k r o w p u o r g d n a k r o w r i a P . k l a t r e h c a e t g n it i m il
e h t g n ir u d e g a u g n a l t e g r a t e h t n i k a e p s o t t e g s r e n r a e l t a h t e m it f o t n u o m a e h t
.s n o s s e l
n a l P .
4 speakingt ask andi nvolvenegoitaiton fo rmeaning. Negoitaitng fo rmeaning g n i y fi r a l c , d i a s s a h e n o e m o s t a h w d o o t s r e d n u e v ’ u o y f i e e s o t g n i k c e h c s e v l o v n i
y B . g n i n a e m r u o y d o o t s r e d n u s a h e n o e m o s t a h t g n i m ri f n o c d n a , g n i d n a t s r e d n u u o y
t a c if ir a l c r o f g n i k s
a ion,r epeititon ,o rexplanaitondu irngconversaiton,t hel earner s y e h t l e v e l a t a e g a u g n a l h ti w m e h t s s e r d d a o t h ti w g n i k a e p s e r a y e h t e l p o e p e h t t e g . d n a t s r e d n u d n a m o r f n r a e l n a c t h t o b n i e c it c a r p d n a e c n a d i u g e v l o v n i t a h t s e it i v it c a m o o r s s a l c n g i s e D .
5 ransacitona l
e n o e m o s h ti w g n it a c i n u m m o c s i h c e e p s l a n o it c a r e t n I . g n i k a e p s l a n o it c a r e t n i d n a l a i c o s g n i n i a t n i a m d n a g n i h s il b a t s e h t o b s e d u l c n i t I . s e s o p r u p l a i c o s r o f , e n o d g n i h t e m o s t e g o t g n it a c i n u m m o c s e v l o v n i h c e e p s l a n o it c a s n a r T . p i h s n o it a l e r g n i d u l c n
i theexchangeo fgood sand/ors ervice .sNunan( 1991 ;42)s tatest ha tmos t y l e v it a l e r o t e l b a t c i d e r p y l e v it a l e r m o r f m u u n it n o c a n o e c a l p e b n a c s n o it c a r e t n i y lr i a f a f o s r e t n u o c n e l a n o it c a s n a rt t a h t s e t a t s n a n u N , t s a rt n o c n I . e l b a t c i d e r p n u d n i k d e t c ir t s e
r wli lusually contain highly predictable patterns .According to n a h t e l b a t c i d e r p n u d n a d i u lf e r o m h c u m s i h c e e p s l a n o it c a r e t n i , n a n u N . h c e e p s l a n o it c a s n a rt
3 .Mul itpleI ntelilgence
o t g n i d r o c c
A Howard Gardner i ntelilgencei s“the capactiyt o solve problem s r a G ( ” g n it t e s l a r u tl u c e r o m r o e n o n i d e u l a v e r a t a h t s t c u d o r p n o i h s a f o t r
o dne r&
e H . ) 9 8 9 1 , h c t a
H reviews the ltierature using eigh t crtieira o r s'igns ' o f an ) 1 : e c n e g il l e t n
i Potenita lisolaiton by brain damage .2 )The existence o fidiot s n o it a r e p o e r o c e l b a if it n e d i n A ) 3 . s l a u d i v i d n i l a n o it p e c x e r e h t o d n a s e i g i d o r p , s t n a v a s t e s e l b a n if e d a h ti w g n o l a , y r o t s i h t n e m p o l e v e d e v it c n it s i d A ) 4 . s n o it a r e p o f o t e s r o d n e' f
5 1 c ir t e m o h c y s p m o r f t r o p p u S ) 7 . s k s a t l a c i g o l o h c y s p l a t n e m ir e p x e m o r f t r o p p u S ) 6 r e n d r a G d r a w o H ( . m e t s y s l o b m y s a n i g n i d o c n e o t y ti li b it p e c s u S ) 8 . s g n i d n
if , 1983 :
2 6 -6 9 .)
d e t a l u m r o f d a h r e n d r a G d r a w o
H seven intelilgences . “Hi s ilsitng wa s e r a e e r h t t x e n e h t ; s l o o h c s n i d e u l a v y ll a c i p y t n e e b e v a h o w t t s ri f e h T . l a n o i s i v o r p r e n d r a G d r a w o H t a h w e r a o w t l a n if e h t d n a ; s tr a e h t h ti w d e t a i c o s s a y ll a u s
u called
” s e c n e g il l e t n i l a n o s r e p
' (Gardne r1999 :41-4 3 .) .
a Lingusi itc intelilgenceinvolve ssensiitvtiy to spoken and w irtten language ,the n i a tr e c h s il p m o c c a o t e g a u g n a l e s u o t y ti c a p a c e h t d n a , s e g a u g n a l n r a e l o t y ti li b a s s e r p x e o t e g a u g n a l e s u y l e v it c e f f e o t y ti li b a e h t s e d u l c n i e c n e g il l e t n i s i h T . s l a o g l e s e n
o f rheto ircally o r poeitcally ; and language a s a mean s to remembe r d r a w o H t a h t e s o h t g n o m a e r a s r e k a e p s d n a s r e y w a l ,s t e o p , s r e ti r W . n o it a m r o f n i . e c n e g il l e t n i c it s i u g n il h g i h g n i v a h s a s e e s r e n d r a G .
b Logical-mathema itcal i ntelilgenceconsist sof t he capacity t o analyze problem s . y ll a c if it n e i c s s e u s s i e t a g it s e v n i d n a , s n o it a r e p o l a c it a m e h t a m t u o y r r a c , y ll a c i g o l n o s a e r , s n r e tt a p t c e t e d o t y ti li b a e h t s li a t n e t i , s d r o w s 'r e n d r a G d r a w o H n I i c o s s a n e tf o t s o m s i e c n e g il l e t n i s i h T . y ll a c i g o l k n i h t d n a y l e v it c u d e
d ated wtih
. g n i k n i h t l a c it a m e h t a m d n a c if it n e i c s .
c Musica l intelilgenceinvolve s skli l in the performance , composiiton , and d n a e z i n g o c e r o t y ti c a p a c e h t s e s s a p m o c n e t I . s n r e tt a p l a c i s u m f o n o it a i c e r p p a n i d r o c c A . s m h t y h r d n a , s e n o t , s e h c ti p l a c i s u m e s o p m o
c g to Howard Gardne r
. e c n e g il l e t n i c it s i u g n il o t l e ll a r a p l a r u t c u rt s t s o m l a n a n i s n u r e c n e g il l e t n i l a c i s u m
.
d Bodliy-kinesthe itci ntelilgenceentalist hepotenita lo fusingon 'e swholebodyo r m
e s u o t y ti li b a e h t s i t I . s m e l b o r p e v l o s o t y d o b e h t f o s tr a
p enta labiil ite sto
y ti v it c a l a c i s y h p d n a l a t n e m s e e s r e n d r a G d r a w o H . s t n e m e v o m y li d o b e t a n i d r o o c
. d e t a l e r s a .
e Spa ita lintelilgenceinvolve sthe potenita lto recognize and use the pattern so f .s
a e r a d e n if n o c e r o m d n a e c a p s e d i w
.f Interpersona l intelilgencei s concerned wtih the capactiy to understand the k r o w o t e l p o e p s w o ll a t I . e l p o e p r e h t o f o s e ri s e d d n a s n o it a v it o m , s n o it n e t n i
d n a s r e d a e l l a c it il o p d n a s u o i g il e r , e l p o e p s e l a s , s r o t a c u d E . s r e h t o h ti w y l e v it c e f f e
ll e w a d e e n l l a s r o l e s n u o
c -developedi nterpersonali ntelilgence. .
g Intrapersonali ntelilgenceentalist hecapactiyt ounderstandonesel ,ft oappreciate g n i v a h s e v l o v n i ti w e i v s 'r e n d r a G d r a w o H n I .s n o it a v it o m d n a s r a e f ,s g n il e e f s' e n o
s u o t e l b a e b o t d n a , s e v l e s r u o f o l e d o m g n i k r o w e v it c e f f e n
a esuchi nformaitont o
.s e v il r u o e t a l u g e r
.
A Thebenefti so fusingmul itplei ntelilgencemethod
. s ti f e n e b e m o s e v i g d l u o c d o h t e m g n i h c a e t a s a e c n e g il l e t n i e l p it l u m g n i s U
. w o l e b d e t s il e r e w s ti f e n e b e h T
.
1 The teache rwli lprovide oppo truniite sfo rauthenitc learning based on you r e h t e k il s t c a m o o r s s a l c e c n e g il l e t n i e l p it l u M . s t n e l a t d n a s t s e r e t n i ,s d e e n ' s t n e d u t s
7 1
.
2 The parent sand the communtiy involvemen tmay
