SPEAKING MATERIALS BASED ON THE MULTIPLE INTELLIGENCE THEORY FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI I YOGYAKARTA A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

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SPEAKING MATERIALS BASED ON THE MULTIPLE INTELLIGENCE THEORY

FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI I YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana PendidikanDegree

in English Language Education

By

Regina Arum Utami Student Number: 021214105

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

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ACKNOWLEDGEMENTS

I give my deepest thanks to my major sponsor C. Tutyandari, S.Pd., M.Pd.

and to my co. sponsor, Drs. Concilianus Laos Mbato, M.A., for helping me to

make the thesis possible.

I wish to thank Ms. Yuseva for supports and guidance. My appreciation also

goes to Andre, Kilia and Bili for being my living companions, to my dear friends

Wulan, Anggi, Ikas, Reni, Grace, Arai, Cicil, Lita, Udjo, O’ok, Dedi, Miko, Icha

and Dias; for the eternal support, love, and never ending friendship. I thank Elvin

and Erlisya, for giving me an opportunity to engage in pleasurable teaching, and I

thank my mom and dad.

I give my gratitude for the students and teachers of SMA Bopkri I

Yogyakarta, for sharing good times. “The brightest of blessing and love.”

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LIST OF FIGURES

Page Figure 2.1 Kemp’s Instructional Design Plan ... 12

Figure 2.2 Yalden’s Instructional Design Plan ... 15

Figure 2.3 The Theoretical Framework Related to Research and

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LIST OF TABLES

Page

Table 2.1 Stages in Language Program Development... 14

Table 3.1 The Description of the Preliminary Field Testing Participants ... 34

Table 3.2 The Format of the Presentation of Preliminary Field Testing Result ... 38

Table 4.1 The Results of the Questionnaire for the Students... 43

Table 4.2 The Basic Competencies ... 49

Table 4.3 The Topics ... 50

Table 4.4 The Indicators ... 51

Table 4.5 The Result of the Evaluation Questionnaire... 59

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xiv ABSTRACT

Utami, Regina A. 2008. Speaking Materials Based on the Multiple Intelligence Theory for the Tenth Grade Students of SMA BOPKRI I Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study aims to design speaking materials based on the Multiple Intelligence (MI) theory for the tenth grade students of SMA BOPKRI I

Yogyakarta. The areas of intelligences to be elaborated in this study are Verbal-Linguistic, Mathematical-Logical, Musical, Visual-Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and Naturalist Intelligences.

This study had two research questions: (1) how are speaking materials based on the Multiple Intelligence theory for the tenth grade students of SMA BOPKRI I

Yogyakarta designed? And (2) what do speaking materials based on the Multiple Intelligence theory for the tenth grade students of SMA BOPKRI I Yogyakarta designed look like? The five steps of R & D cycle were employedto answer two questions above. The five steps were: (1) Research and Information Collecting, (2) Planning, (3) Development of the Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision.

Kemp and Yalden instructional design models provided steps to answer the first question. There were seven steps employed based on Kemp’s and Yalden’s instructional design models: (1) Conducting Needs Survey, (2) Determining Competency Standards, Basic Competences, and Topic, (3) Determining Indicators, (4) Choosing Teaching-Learning Activities, (5) Material Development, (6) Evaluation, and (7) Revision. Based on the evaluation by the English teachers of SMA BOPKRI I Yogyakarta and English Education lecturers of Sanata Dharma

University; the mean was 4.0 up to 4.5 on a scale of 1-5. It is concluded that the designed materials are good and acceptable. In order to answer the second question, the final version of the designed materials was presented after conducting some revisions based on the feedbacks, comments, and suggestions from the preliminary field testing participants. The final version of the designed materials consists of nine units and each unit consists of intelligences that will be developed. The nine units, namely: (1) Getting to Know You, (2) What’s the Matter? (3) My Story, (4) Living Well, (5) It’s Simple like ABC, (6) Thank you…, (7) Oh, My God! (8) A Party?, and (9) Discovery Channel. The detailed presentation of the designed materials can be found in the appendix H.

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xv ABSTRAK

Utami, Regina A. 2008. Speaking Materials Based on the Multiple Intelligence Theory for the Tenth Grade Students of SMA BOPKRI I Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penelitian ini bertujuan untuk merancang materi pembelajaran speaking

berdasarkan teori kecerdasan ganda bagi siswa kelas sepuluh SMA BOPKRI I Yogyakarta. Aspek-aspek yang akan dibahas di dalam penalitian ini adalah: kecerdasan verbal-linguistik, matematis-logis, musik, ruang-visual, kinestetik-badani, interpersonal, intrapersonal, dan kecerdasan alam.

Penelitian ini mengemukakan dua pertanyaan: (1) Bagaimana merancang materi speaking berdasarkan teori kecerdasan ganda bagi kelas sepuluh SMA BOPKRI I Yogyakarta? (2) Bagaimanakah bentuk rancangan materi speaking

berdasarkan teori kecerdasan ganda bagi kelas sepuluh SMA BOPKRI I Yogyakarta? 5 langkah metode siklus R&D dipergunakan untuk menjawab dua pertanyaan diatas. 5 langkah tersebut adalah: (1) pengumpulan informasi dan hasil2 penelitian, (2) perencanaan, (3) pengembangan bentuk awal materi, (4) pengujian awal di lapangan, dan (5) perbaikan materi utama.

Model pembelajaran Kemp dan Yalden menyediakan langkah-langkah untuk menjawab pertanyaan pertama. Ada 7 langkah yg digunakan berdasarkan model pembelajaran Kemp and Yalden: (1) mengadakan survey kebutuhan, (2) menentukan standar kompetensi, kompetensi dasar, dan topik, (3) merumuskan indikator, (4) menentukan kegiatan pembelajaran, (5) pengambangan materi, (6) evaluasi, dan (7) perbaikan. Berdasarkan hasil evaluasi yang diperoleh dari guru-guru bahasa Inggris SMA BOPKRI I Yogyakarta dan dosen-dosed Pendidikan Bahasa Inggris Universitas Sanata Dharma; rata-rata yang diperole adalah 4.0 sampai 4.5 dari skala 1-5. Maka, dapat disimpulkan bahwa materi yang di rancang ini baik dan dapat diterima. Untuk menjawab pertanyaan ke dua; versi akhir dari materi yang dirancang, diperbaiki berdasarkan masukan, komentar dan saran dari responden. Versi akhir materi yang dirancang terdiri atas sembilan unit dan setiap unit membahas beberapa kecerdasan yang akan diatih dan diajarkan. Sembilan unit itu adalah: (1) Getting to Know You, (2) What’s the Matter? (3) My Story, (4)

Living Well, (5) It’s Simple like ABC, (6) Thank you…, (7) Oh, My God! (8) A Party? dan (9) Discovery Channel. Materi secara detail dapat dilihat pada apendiks H.

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CHAPTER I INTRODUCTION

This chapter presents the introduction of the study. It is divided into six

parts: research background, problem formulation that formulates the questions

which will be answered in this study, problem limitation that will identify the

scope and the focus of the study, research objectives that present the expected

results, research benefits that will elaborate what the benefits are, and definition of

terms that defines significant words or phrases specially used in the study to

clarify concepts and avoid misinterpretation.

A. Research Background

Language is a means of communication. Through language one builds

relationships with others. The ability to function in a language is generally

characterized in terms of being able to speak that language (Nunan, 1999: 225).

According to Bloomfield (1993: 21), “Until the days of printing, literacy was

confined to a very few people. All languages were spoken through nearly all of

their history by people who did not read or write. By far the greater numbers of

known speech, communities speak their language; none has ever been discovered

that writes its language without speaking it.” Everybody speaks a language.

Wherever we find a man, we find him speaking. One of the most important

languages that must be considered is English. Mastering English means having

ability to speak that language. Since English is an international language, it is

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The study focuses on designing speaking materials based on the Multiple

Intelligences (MI) theory for the tenth grade students of Senior High School.

There are two considerations underlying the study taken. First, speaking is

considered important to be used as a means of communication in English. Second,

the tenth grade of Senior High School students is expected to be able to master

speaking skill well based on Multiple Intelligences theory.

The tenth grade of Senior High School students are chosen since at their age

(16 years old), the students are trying to know themselves deeply such as finding

themselves as a complete and independent person through knowing their

personalities and strengths. According to Craig (1979: 434), age 16 is

adolescence’s best time in life ‘for action, both as the natural and formal frame of

the body and mind,’ because it is a period of strength and vigor, or purer

conscience that will direct them to their places in adult society. In other words,

age 16 is the best age to give adolescences a chance to explore their multiple

intelligences. The students have the opportunity to explore their potentials to be

better people. By introducing them to the designed materials based on multiple

intelligences theory, the students can actively involve in classroom and both to

learn recognizing and developing multiple intelligences in them.

The study uses the theory of multiple intelligences. The theory was

proposed by Howard Gardner (1983). Gardner claimed that all human beings

possess multiple intelligences, which can be nurtured and strengthened through

training and practice. According to Gardner in Intelligence Reframed: Multiple

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intelligences, such as Verbal-Linguistic Intelligence, Mathematical-Logical

Intelligence, Musical Intelligence, Visual-Spatial Intelligence, Bodily-Kinesthetic

Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence, and Naturalist

Intelligence in varying amounts; (2) each person has a different intellectual

composition; (3) education can be improved by addressing the multiple

intelligences for students; (4) these intelligences are located in different areas of

the brain and can either work independently or together; (5) these intelligences

may define the human species. In short, each individual manifests varying level of

these different intelligences, and thus each person has a unique ‘cognitive profile’.

The theory of multiple intelligences proposes a major transformation in

education world (Campbell, 1996: xviii). It provides eight different potential

pathways in learning English and suggests several ways in which the material can

be presented to facilitate effective learning. It challenges teachers to present their

lessons in wide variety of ways using music, cooperative learning, art activities,

role-play, multimedia, field trips, inner reflection, and so forth. The various

activities offered by multiple intelligences theory such as learning through music,

pictures, charts, group work will be helpful in practicing and developing the

students’ speaking skill. Furthermore, multiple intelligences theory not only gives

opportunities for the students to have a new way to know and find their potentials,

but also gives teachers an awareness that stimulates them to find more ways of

helping students in their classes. Teachers do not have to teach a material in all

eight ways, just see what the possibilities are, then decide which particular

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In other words, teachers should realize that different students have different

degrees of intelligences. Some students are smart in dealing with mathematics and

logic; some are genius in music. Some are good at literature and so forth. In

everyday English class, sometimes both teachers and students do not realize their

obvious intelligences. The students cannot use their intelligences in the class

activities. Hence, in the study, the eight intelligences above are considered as

important aspects in designing a set of speaking instructional materials.

To sum up, the theory of multiple intelligences intends to create a different

classroom activity in speaking so that the students will find learning English is

more interesting and challenging. With an understanding of Gardner’s theory of

multiple intelligences, teachers can better understand their students. They can

allow students to explore and learn English in many ways, and help students to

direct their own learning English through speaking.

B. Problem Formulation

The study aims to answer two main problems. The two problems are stated

as follows.

1. How are speaking materials based on multiple intelligence theory for the tenth

grade students of SMA BOPKRI I Yogyakarta designed?

2. What do speaking materials based on multiple intelligence theory for the tenth

grade students of SMA BOPKRI I Yogyakarta designed look like?

C. Problem Limitation

The study has three problem limitations. First, the designed material is

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students of SMA BOPKRI I Yogyakarta (adolescence about 16 years old). Second,

due to the limitation of time in teaching speaking, all of the eight intelligences

cannot be applied at once in one topic. At least, in order to familiarize the teachers

with the theory of multiple intelligences, the materials will be combined with as

much the intelligences that are relevant with the topic discussed possible. Third,

the materials were structured only on multiple intelligences theory.

D. Research Objectives

The study aims to answer the problems formulated in the problem

formulation as follows.

1. To find out how speaking materials based on multiple intelligence theory for

the tenth grade of SMA BOPKRI I Yogyakarta are designed.

2. To present the speaking materials based on multiple intelligence theory for the

tenth grade of SMA BOPKRI I Yogyakarta.

E. Research Benefits

The study is conducted to achieve several benefits.

1. For students

Hopefully the design will help students to experience multiple intelligences

activities that can stimulate their intelligences in learning English through

speaking.

2. For English teachers

The instructional materials can be a starting point to help English teachers to

teach and learn to develop the students’ intelligences in teaching-learning

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3. For other researchers

The study will hopefully encourage them to make an evaluation and

revision. Expectantly, they can produce a better one in the future.

F. Definition of Terms

There are several terms need to be defined in order to avoid

misinterpretation and misunderstanding.

1. Design

The term ‘design’ is defined as creating a new set of materials that fit the

learning objectives and specifics subject area of particular students (Hutchinson

and Waters, 1994: 106). According to Houle (1978: 230), design is a developed

plan to guide educational activity in a situation. The plan refers to the design

itself, which will be used in the class. The term design in the study refers to create

a new set of speaking instructional materials based on the theory of multiple

intelligences.

2. Instructional Materials

Dick and Reiser suggest that instructional materials are the materials

planned or designed by the teacher for the teaching instructions (1983:3).

Savignon defined instructional materials as a resource in pursuing language

activities (1983:24). In the study, the instructional materials is defined as a set of

materials consisting of activities and exercises planned and arranged as a resource

to pursue a language activity in teaching English for the tenth grade students of

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3. Speaking

Speaking ability is the ability to practice language as a system to convey

meaning (Gastain, 1988: 292). In the speaking process, the speaker produces the

massage and the hearer receives it. Thus, speaking is a part of reciprocal exchange

in which the reception and production play apart (Widdowson, 1978: 57). In the

study, speaking is defined as activities to utter words with voice to express

opinions, feelings, and ideas.

4. Intelligence

Gardner as cited by Campbell defined that intelligence as the ability to solve

problems that one encounters in real life, the ability to generate new problems,

and the ability to make something or offer a service that is valued within one’s

culture (1996: xv). From the definition, intelligence is not marked from the test

that we have before. Intelligence is wider than that. It is more complex than it

seems. Intelligence is about how a person tries to solve his own problem in his

life, how intelligence helps people to question new problems in order to achieve

something more than they have right now. Additionally, Wechsler, the developer

of the Intelligence Scales for children, adolescents, and adults, prefers to define

intelligence as the capability or global capacity of the individuals to act

purposefully, to think rationally, and to deal effectively with environment

(Wechsler, 2000: 1). In the study, intelligence then, is the power for students to

achieve their success in learning English as a second language through speaking

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5. Senior High School Students

In Indonesia the term SMA, which stands for Sekolah Menengah Atas refers

to Senior High School. It is a level of education that should be completed in three

years. Students start the level at ages 15-16. They are considered as a young adult

who wants to have more opportunities for social contacts their age (Clark, 1991:

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses the theories that are used to answer the research

problems. There are two main sections in the chapter; theoretical description and

theoretical framework.

A. Theoretical Description

Theoretical description is concerned with discussion on two instructional

material design models applied in the study and some significant theories on

which the study is based.

1. Instructional Design Models

In the study, Kemp and Yalden models are used for the basic guidelines in

designing a set of speaking instructional materials based on multiple intelligences

theory.

a. Kemp Model

Kemp says that instructional design plan is designed to supply the answer of

three questions, which are considered to be the essence of instructional technology

(1997: 8). The three are as follows.

1) What must be learnt? (Objectives)

2) What procedures and resources will work best to reach the desired learning

levels? (Activities and resources)

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To answer those three questions, Kemp (1997 8-9) proposes program

development, which consists of eight interdependence parts in it. The eight parts

of Kemp’s program development are as follows.

1) Goals, Topic, and General Purposes

Goals are the bases of all educational programs, which can be derived from

three sources — society, students, and subject areas (Kemp, 1997: 14). Topics,

which become the scope of the source or program, are usually sequenced

according to a logical organization, from simple or concrete levels to complex and

more abstract levels (Kemp, 1997: 15). Planning for instruction often starts with

teacher – oriented statements of general purposes for topics. In shorts, general

purposes are what students generally are expected to learn as a result of

instruction.

2) Leaner Characteristics

In order to assure a student’s success in his educational program, the teacher

should recognize and respect the student as an individual learner. Kemp states that

to serve both group and individual means that teacher must obtain information

about students’ capabilities, needs, and interests (1997: 18-19). These should

affect the emphases in instructional planning, including the selection topics and

the level at which topics are introduced, the choice and sequencing of objectives,

the depth of treatment, and the variety of learning activities.

3) Learning Objectives

Teacher is concerned with learning as the outcome of instruction. Learning

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he must attaint, the ideas and skills that will be included in the upcoming

instruction, and the types of behaviors that will be expected during the evaluation.

Thus, all objectives must be stated in terms of activities that will best promote

learning.

4) Subject Content

Subject content must closely relate to the objectives and the student’s need.

Subject content comprises the selection and organization of the specific

knowledge (facts and information), skills (step-by-step procedures, conditions,

and requirements), and behavioral factors of any topic (Kemp, 1997: 44).

5) Pre-Assessment

Pre-assessment is carried out in order to plan learning activities for which

students is prepared and at the same time to ensure that the student does not waste

his time on things he already knows.

There are two kinds of test in this step. Prerequisite testing that is done to

determine whether student has the appropriate background preparation for the

topic and pre-testing, which is done to determine which of the objectives the

students may already have achieved.

6) Teaching-Leaning Activities and Recourses

Teacher must determine the most efficient and effective methods in carrying

out the teaching-learning activities and then select materials to provide learning

experiences that will utilize the content associated with each objective.

7) Support Services

Funds, facilities, equipments, and personnel must be considered to carry out

the instructional plan (Kemp, 1997: 84). If certain support is not available, it can

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8) Evaluation

Evaluation is the pay-off step in the instructional design plan, for both the

students and the teacher (Kemp, 1997: 91). The teacher evaluates the students’

accomplishment to do revision and reevaluation of the design in order to make

improvement.

Figure 2.1. Kemp’s Instructional Design Plan (Kemp, 1977: 9)

b. Yalden Model

Janice Yalden’s Language Program Development is divided into seven

stages. The explanation of seven stages is as follows.

1) The Need Survey

The course designer carries out a needs survey to obtain as much

information as possible in any given situation about the students and about his Goals, topics

and general purposes

Leaner characteristics

Learning objectives

Subject objectives Pre-

assessment Teaching

Learning activities Support

services

Evaluation

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purposes in acquiring the target language. The reason for this entire information

gathering is to understand as much about the student as possible prior to the

beginning of the program, in order to establish realistic and acceptable objectives

(Yalden, 1987: 101).

2) The Description of Purpose

The purpose of the language program is as the foundation for the major

decision facing the language course designer when he arrives at the next stage that

is the selection or development of syllabus type.

3) The Selection or Development of Syllabus Type

There is no single model of syllabus design, which is universally agreed

upon. The course designer can combine various types of syllabuses and put

various focuses on oral or written language as required.

4) The Production of a Proto-Syllabus

In this stage, the syllabus designer produces a proto-syllabus or the

description of language and language use to be elaborated in the program. There

are a large number of elements to be considered such as general notions and

specific topics, communicative functions, discourse and rhetorical skills, variety

of language, role-sets, and communicative events, as well as grammar, and lexis

(Yalden, 1987: 138).

5) The Production of a Pedagogical Syllabus

The pedagogical syllabus provides a repertoire of words and phrases, chosen

as exponents of functions and suitable to the topics identified as important to the

student (Yalden, 1987: 144). 6) The Development and Implementation of

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Yalden (1987: 89) gives a brief description on the development and

implementation of classroom procedures, which comprise of:

a) Selection of exercise types and teaching techniques.

b) Preparation of lesson plans.

c) Preparation of weekly schedules.

Yalden also describes teacher training briefly, which consists of briefings or

workshops on principles, desired outcome, and explanation or creation of teaching

materials.

7) Evaluation

Evaluation is the final phase in the Language Program Development

proposed by Yalden. Evaluation has two elements. First, it evaluates or tests the

students in the program; and second, it assesses the teaching as well as the overall

design of the course (Yalden, 1987: 96).

From the points above, Yalden’s stages start from the importance of

conducting needs survey for which the program is prepared. It is done to establish

realistic and acceptable objectives. The stage according to Yalden:

Table 2.1. Stages in Language Program Development (Yalden, 1987: 89)

Stage Description

I Need Survey

II Description of purposes to be prepared in terms of: 1. Students characteristic

2. Students’ skills on entry to and on exit from the program. III Selection or development of syllabus types in terms of stage and

physical constraints on the program.

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V The pedagogical syllabus: development of teaching, learning, and testing approaches

1. Development of teaching materials (as far as possible) 2. Development of testing sequence and decision on testing

instruments

VI a) Development of classroom procedures

1. Selection of exercise types and teaching techniques 2. Preparation of lesson plans

3. Preparation of weekly schedules b) Teacher training: briefings or workshops on

1. Principles 2. Desired outcome

3. Exploitation on / creation of teaching materials VII Evaluation:

1. Of students 2. Of program 3. Of teaching VIII Recycling stage

1. Congruence or ‘fit’ between goal set and student performance is determined

2. Content is reassessed

3. Materials and methodological procedures are revised

The stages will be presented in the following figure:

Figure 2.2. Yalden’s Instructional Design Plan (1987: 88)

Yalden model is used because of two reasons. First, this model concerns

with the importance of need survey in designing instructional materials. Second,

this model is a learner-centered, because it concerns with the students

characteristics and their skills. By knowing students’ characteristics and skills, it

would be less difficult in designing the materials for developing the students’

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In the study, Kemp and Yalden models are combined in order to be the basic

guidelines in designing the materials. The models provide steps that are needed in

order to answer the first question mentioned in the problem formulation. The

combination of these two models will be explained further in the theoretical

framework in designing integrated instructional materials based on multiple

intelligences theory for tenth grade of Senior High School students.

2. The Tenth Grade Students of Senior High School’s Characteristics

It is very important to find out about the students’ characteristics. Since

knowing students’ characteristics will be very helpful to make the materials

become more effective. The tenth grade students of Senior High School are

considered as adolescents aged around 15 – 18 years old. Adolescence can be

categorized as a stage of search for one’s self-marked by intimate peer affiliation

and clique formation, by discovery of high values and ideals, by development of

personality and identity formation, and by attainment of adult status with its

challenging tasks and responsibilities (Pikunas, 1976:240).

According to Konopka as cited by Pikunas, there are three classifications of

adolescence: early adolescence (12-15 years old), middle adolescence (15-18),

and late adolescence (19-22). Refer to this theory, the tenth grade of senior high

school students are middle adolescence. There are several developments that

happened during the middle adolescence stage (Pikunas, 1976: 259): social

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a. Social development

There is improvement in self-definition, self-reliance, so that

companionships become less passionate than they were in early adolescence.

b. Emotional development

It is said that middle adolescence is the period of heightened oscillation

between polarized moods. New sexual feelings, self-doubts, self-consciousness,

questions about future, parental pressures, and concerns about being accepted by

peers make life very difficult.

c. Cognitive development

Adolescence is now capable of processing formal proportional reasoning,

logical theorizing, and questioning about causes. In this stage, special abilities and

gifts are vividly shown. There will also refinement and polishing of many

cognitive functions.

One fact about the students is that the students are unique beings; there are

no students that are exactly identical even the twin students. They are different in

some aspects: personality, skills, abilities, talents, interests, and intelligences.

More serious handling is needed in this phase.

3. Speaking Skill Theory

There are three parts in discussing the theory of speaking: nature of

speaking, the process of speaking, and teaching speaking.

a. Nature of Speaking

Most language teaching concerns with developing skills in short interaction

in which the learners are required to make one or two utterances at time. Speaking

is simply productive when it is conceived of terms of usage. According to

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that makes use of auditory media. The skill of speaking involves active and

productive participation.

Nunan said that mastering the art of speaking is the single most important

aspect of learning a second or foreign language, and success is measured in terms

of the ability to carry out conversation in the language in term of vice versa

(Nunan, 1991: 39). Thus, to speak not only means the learner are able to use

language in communication but also means the learner are able to produce

understandable and communicative language.

b. The Process of Speaking

According to Rivers (1968: 158), learning a second language is more than

learning a description of a language itself, there is also process of speaking and

listening. They are complementary needed in the activity of oral skills. Banathy

(1976: 15) states that the objective of speaking a foreign language at the end of the

course is the students will be able to speak the target language in communicative

events. Therefore, they will be trained in such a way, so they will be able to

produce communication by using the language. There are two types of activities in

the process of speaking according to Clark and Clark (1977: 260): planning and

execution.

Planning activities consists of major plans. They are discourse plans in

which the speakers decide what kind of discourse they participate in so that they

can convey the right message; sentence plans in which the speaker decide which

sentences they will produce in certain discourse; constituents plan in which the

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and put them in the right order); and articulator program in which the speakers

save words chosen in their memory.

Next, in planning the activities the speakers have to execute the activities by

performing the contents of their speech with audible sounds in the right sequence

and timing.

In learning a language, especially the speaking skill, the teachers must try to

speak in the target language in order to encourage the students to master the

speaking skill automatically.

c. Teaching Speaking

Paulstron and Bruder (1976: 56) state that teaching speaking cannot be

separated from the ideas of teaching communicative ability. Communicative

ability is the production of speakers’ ability to communicate the target language.

Students improve their speech when teachers provide insights on how to organize

their ideas for presentation. The most important thing for the teacher is to give the

students more opportunities to practice their speaking skill by providing them

with more communicative activities, which put them into the real practice of

communication. Teachers can enable the students to present ideas to individual,

peers, peer groups and entire class of students. They can learn to speak on a

subject of their own choosing or on teachers’ assigned topics. When given the

opportunities, both teachers and students can provide suggestions for students’

performances. In constructively criticizing others, students can learn to apply

criteria for good speech and employ skilful social skills. In doing so, they can

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4. The Multiple Intelligence Theory

Learning nowadays has a purpose to build a human being, which is good in

all aspects of life. Consequently, to improve the quality of education, the teaching

learning should not be emphasized in cognitive domain only, but also to all

aspects of humanity such as morale, attitudes, arts, sports, etc. Learning in school

should motivate students to be active and happy learners. Happy students learn

more readily than they who are not. Additionally, to make the learning successful,

teachers should acknowledge that their students are unique learners who posses

different style in learning. Since all students do not learn in the same way, they

cannot be assessed in the same way. Knowing about students’ learning will allow

the teacher to properly assess the students’ progress (Lazear, 1992: 17).

Considering the students’ different learning style, the teachers should find an

alternative in teaching to give more contribution toward learning.

Gardner’s Theory of Multiple Intelligences provides a theoretical foundation

for recognizing the different cognitive strengths and talents of students. Learners

are viewed as a unique learner who possesses individual learning styles, and

intelligences. The theory of Multiple Intelligences was introduced by Howard

Gardner in 1983. He suggested that all individuals have personal intelligence

profiles that consist of combination of seven different intelligence types. And in

Intelligence Reframed: Multiple Intelligences for the 21st Century (1999), he

added one intelligence type. The all eight intelligences are verbal-linguistic,

mathematical-logical, visual-spatial, bodily-kinesthetic, musical, interpersonal,

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Gardner published Frames of Mind, multiple intelligence theory has been used by

educators as a tool for understanding and effectively meeting the learning needs of

their students (Armstrong, 1994: xii). Gardner’s multiple intelligence theory has

been applied to foreign language teaching and learning by many scholars

(Berman, 1998: 2).

a. The Eight Intelligences

Howard Garner claims that all human being have multiple intelligences.

These multiple intelligences can be nurtured and strengthened. He believes each

individual has eight intelligences (1999: 41-47). The eight intelligences are as

follows.

1) Verbal-Linguistic Intelligence: the intelligence to use words in effective way,

in oral form as in written. It includes ability to understanding order and meaning

words, convincing someone, explaining, teaching, learning, memory and recall,

and meta-linguistic analysis.

2) Logical-Mathematical Intelligence: the intelligence to use numbers in an

effective way, and to transform with dexterity. Logical-mathematical intelligence

is activated in situations requiring problem solving or meeting a new challenge as

well as situations requiring pattern discernment and recognition. Capacities

involved abstract pattern recognition, inductive reasoning, deductive reasoning,

discerning relationships and connections, performing complex calculations, and

scientific reasoning.

3) Visual-Spatial Intelligence: the intelligence relies on the sense of sight and

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images. The intelligence is triggered by presenting the mind with colorful design,

pattern, shapes, pictures, and engaging in active imagination through such things

as visualization guided imagery. Capacities involved active imagination, forming

mental images, image manipulation, graphic representation, recognizing

relationships of objects in space, and accurate perception from different angles.

4) Bodily-Kinesthetic Intelligence: the intelligence to control one’s body

movement and to handle object skillfully. Bodily-Kinesthetic Intelligence

possesses specific physical abilities as the coordination, the balance, the dexterity,

the force, the flexibility, and the speed. Capacities involved control of movement,

expanding awareness through the body, the mind and body connection, and

mimetic abilities.

5) Musical Intelligence: the intelligence to produce sounds based on the

recognition of tonal patterns, including various environmental sounds, and on

sensitivity to rhythm and beats. Capacities involved appreciation for the music

structure, scheme in the mind for hearing music, sensitivity to sounds,

recognition, creation and production of melody or rhythm, and sensing

characteristic qualities of tone.

6) Interpersonal Intelligence: the intelligence operates primarily through

person-to-person, relationships and communication. It is activated by person-to-person

encounters in which such things as effective communication, working together

with others for common goal. Capacities involved effective verbal/non verbal

communication, working cooperatively in a group, ability to discern other’s

underlying intentions and behavior, creating and maintaining synergy, and

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7) Intrapersonal Intelligence: the intelligence relates to self-awareness of with

inner feelings, values, belief and thinking processes. Capacities involved

concentration of mind, mindfulness, awareness and expression of different

feelings.

8) Naturalist Intelligence: capacity to distinguish, to classify and to use the

numerous species of the flora and fauna in natural environments. It includes

abilities to understand behaviors, necessities and characteristics of the animals and

plants; also, to experience and to question about the environment.

b. Applying Multiple Intelligence Theory in the Classroom

Gardner’s theory of multiple intelligences has several implications for

teachers in term of the activities in the classroom and material presentation. The

theory states that all eight intelligences are needed in education. Teachers,

therefore, should think of all intelligences as equally important. The activities

used in the classroom must imply multiple intelligence theory and teacher should

recognize and teach to a broader range of talents and skills. Another implication is

that teachers should structure the presentation of materials that engages most or all

of the intelligences. The presentation not only excites students about learning, but

also it allows a teacher to use the material in variety of ways of teaching.

1) The Multiple Intelligence Activities Used in the Classroom

Since the students have different degrees of intelligences, teachers should

create activities that bring along the eight intelligences, not only facilitate

language acquisition but also help the students realize their potential ability. To

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help teachers in conducting multiple intelligences theory in the class (Campbell,

1996: 1-196). The activities are as follows.

a) Verbal-Linguistic Intelligence: lecturing, drilling, discussing, note taking,

reading aloud, summarizing, playing vocabulary and grammar games, giving oral

presentation.

b) Logical-Mathematical Intelligence: classifying things, problem solving, critical

thinking, playing puzzles and computer games, understanding, creating graphs,

and making prediction.

c) Visual-Spatial Intelligence: mind mapping, storyboarding, reading maps and

diagrams, watching films.

d) Bodily-Kinesthetic intelligence: role playing, dancing, doing physical games,

acting out words, doing body language and gestures, moving around.

e) Music Intelligence: singing songs, using music, composing songs or rhymes,

playing music.

f) Interpersonal Intelligence: leading and organizing, cooperating, sharing and

comparing ideas, group working, gaming, debating and discussing, interviewing.

g) Intrapersonal Intelligence: working individual, doing self-paced instruction,

planning, listing favorite things.

h) Naturalist Intelligence: categorizing, investigating, linking, being outside, and

analyzing similarities and differences.

Teachers should try to accustom themselves using multiple intelligences

theory in the classroom by choosing activities that present particular intelligences.

2) Deliberately Plan Lessons

The activities that have been chosen should be categorized according to

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and interpersonal intelligence will be regularly activated. The teacher needs to

deliberately plan lessons so that the different intelligences are represented in

teaching and learning process (Larsen, 2000: 184). To check whether or not the

teachers have focused on the eight different types of multiple intelligences,

Christison (1998: 30) added that teachers should use charts to show eight

intelligences that have been successfully learned.

c. The Description of Multiple Intelligence Theory in the Speaking Class In creating an interesting speaking class, the students should experience

speaking in a variety of speaking activities. By experiencing different activities in

speaking, the students will perceive speaking as a relevant act occurring between

themselves, others and society. In short, through the variety of speaking activities,

the students will be more aware and thoughtful about their purpose in speaking.

d. The Teacher Roles in Teaching Speaking Based on Multiple Intelligence Theory

The teachers should have an understanding that students are unique and they

learn with different learning styles, and it is important for teachers to understand

students’ difficulty in learning speaking as well. As the year progress, the role of

teacher changed becoming less directive, and more facilitative. According to

Campbell et all (1996: xxi), it is essential for the teachers to demonstrate pleasure

in speaking process and give students efforts to improve their speaking skill

ability. Teachers should help the students to reduce their fears by maintaining a

friendly atmosphere in the class and providing opportunities for students to

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e. The Students Roles in Teaching Speaking Based on Multiple Intelligence Theory

Multiple intelligence approach is student-centered (Gardner, 1993: 78). By

applying multiple intelligence theory in speaking class, students are given a

chance to explore and learn English in many ways, and they have opportunities to

direct their own learning.

According to Richards and Rodgers (2001: 118), to be a better second

language learner, a leaner should be:

1) A goal-directed learner. Students can benefit from learning by setting

themselves presentation goals and assessing their own progress.

2) A happy Learner. Through the various activities offered by Multiple

Intelligence Theory, the students will experience a different atmosphere of

speaking class.

5. Educational Research and Development

Borg and Gall (1983: 771) suggest a strategy to develop and educational

products effectively. This strategy is called research and development (R&D). It

consists of a cycle in which a version of the product is developed, field-tested, and

revised on the basis of field-test data. The steps of this strategy are usually

referred to as the R&D cycle. The major steps in the R &D cycle are as follows.

a Research and information collecting- Includes review of literature,

classroom observation, and preparation of report of state of the art.

b Planning- Includes defining skills, stating objectives determining

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c Develop preliminary form of product- Includes of instructional

materials, handbooks, and evaluation devices.

d Preliminary field testing- Conducted in from 1 to 3 schools using 6 to

12 subjects. Interview, observational, and questionnaire data collected

and analyzed.

e Main product revision- Revision of product as suggested by the

preliminary field-test results.

f Main field testing- Conducted in 5 to 10 schools with 30 to 100

subjects. Quantitative data on subjects’ precourse and postcourse

performances are collected. Results are evaluated with respect to

course objectives and are compared with control group data, when

appropriate.

g Operational product revision- Revision of product as suggested by

main field-test results.

h Operational field testing- Conducted in 10 to 30 schools involving 40

to 200 subjects. Interview, observational, and questionnaire data

collected and analyzed.

i Final product revision- Revision of product as suggested by

operational field-test results.

j Dissemination and implementation- Report on product at professional

meeting and in journals. Work with publisher who assumes

commercial distribution. Monitor distribution to provide quality

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Educational research and development (R&D) is a process used to develop

and validate educational products (Borg & Gall, 1983:772). This study is also

intended to develop and validate educational products for the tenth grade of

Senior High School Students. For thus, this study belongs to educational research

and development.

B. Theoretical Framework

There are seven steps to take in designing the instructional materials based

on the Multiple Intelligences theory. The steps are the combination of Kemp and

Yalden models. The steps are as follows.

1. Conducting Needs Survey

This step is adapted from Yalden instructional design model. In the study,

the designing materials will be based on multiple intelligences theory for the tenth

grade of Senior High School students and conducting needs survey is the starting

point in designing the materials. It is used to learn about the students’ needs. In

doing so, questionnaires were distributed to the students of the tenth grade of

Senior High School and an informal interview was conducted for the tenth grade

English teacher of Senior High School.

2. Listing Standard Competences, Basic Competences, and Determining Topics

This step is adapted from Kemp model. It was used to determine the basic

competences of the materials design based on the students’ need. The topics, then,

were chosen based on the necessity to achieve the goals. 2006 curriculum was

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3. Determining Indicators

This step is adapted from Kemp instructional design model. Since multiple

intelligences theory is used in the design materials, hence the materials should

contain the practice of developing multiple intelligences in order to achieve the

learning objectives of 2006 curriculum.

4. Choosing Teaching-Learning Activities Based on the Multiple Intelligence Theory

The materials consist of the activities, which are based on the multiple

intelligence theory. The step also shows the ways to develop the students’

multiple intelligences through various activities according to multiple intelligence

theory (Kemp model). 5. Material Development

Material development consists of a communicative task based on multiple

intelligences theory in which students use it to master English through their

speaking ability (Kemp and Yalden models).

6. Evaluation

In Evaluation, the designed materials based on multiple intelligences theory

are being analyzed by English lecturers and teachers. From the result of the

evaluation, there will be feedbacks to show whether or not the materials are

appropriate and can be applied for the tenth grade students of Senior High School.

If the materials are far from the achievement standards, so some changes should

be done in order to improve the result of the achievement of the students. There is

no such thing as perfect materials. They can always be improved (Kemp and

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7. Revision

Revision was done after obtaining the feedback from evaluation. This step

was done to improve the design (Kemp and Yalden models).

R

ev

is

io

n

Choosing the Teaching – Learning Activities Based on the Multiple Intelligence Theory

Material Development

Evaluation

Figure 2.3. The Theoretical Framework Related to Research and Development by Borg and Gall

Determining Indicators Listing Standard Competences, Basic competences, and Determining Topics

Conducting Needs Survey Research and

Information Collecting

Planning

Development of the Preliminary Form of

Product

Preliminary Field Testing

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CHAPTER III METHODOLOGY

This chapter is divided into six main parts: research method, research

participants, research instruments, data gathering technique, data analysis

technique, and research procedure.

A. Research Method

Here, the research method used in the study was Research and Development

(R & D), in order to develop and validate educational products (Borg and Gall

1983: 772). The processes in R & D were usually referred as the R & D cycle, which consisted of studying research findings pertinent to the product to be

developed, developing the product based on findings, field testing in the setting

where it would be used eventually, and revising it to correct the deficiencies found

in the field testing stage. Borg and Gall stated that there are ten major steps used

in the Research and Development method (R&D) cycle to develop the products

(1983: 775). They are research and information collecting, planning, development

of preliminary form of product, product evaluation, main product revision, main

field testing, operational product revision, operational field testing, final product

revision, dissemination and implementation.

In order to answer the two major problems mentioned above, step one until

step five would be employed. The steps are explained as follows:

1. Researches and Information Collecting

Research and information collecting included rationale of this study, review

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(Borg and Gall, 1983: 775). In this step, describing the designed material as

specific as possible became the important thing. Thus, questionnaires would be

distributed to the tenth grade students of Senior High School, and an informal

interview was conducted for the teachers. Moreover, the curriculum was checked

in order to obtain the data. The data were used as a source to obtain the students’

needs and information and opinion from the teacher about the topics which were

suitable for the tenth grade students of Senior High School.

2. Planning

In this study, planning included defining skills, stating objectives and

determining sequence. Those aspects would be applied to develop a suitable

syllabus and lesson plans to teach speaking for the tenth grade students of Senior

high School. The statement of the specific objectives to be achieved by the

designed material became the important aspect in this step (Borg & Gall 1983:

779). Objective offered the basis of developing an instructional program since the

program could be field tested and revised until it met its objectives.

3. Development of the Preliminary Form of Product

Development of the preliminary form of product included preparation of

instructional materials, handbooks, and evaluation devices. In this step, designer

had to organize the designed materials so as to permit obtaining as much feedback

as possible. Then, the feedback was used to evaluate and revise the material

design.

4. Preliminary Field Testing

Preliminary field testing was applied to obtain the evaluation for the

instructional materials. In this study, questionnaires were used to gain the

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material so that the designed material would work properly. The evaluation was

obtained from the tenth grade teachers of Senior High School and English

lecturers of Sanata Dharma University.

5. Main Product Revision

After obtaining the evaluation from the product evaluation, next, the result

or suggestions would be applied to revise the materials as recommended by the

teachers and lecturers. Thus, the data collected from the product evaluation would

be used as the basis to obtain the final designed material.

B. Research Participants

In conducting the survey study, the information was obtained from the

participants in research and information collecting to obtain the students’ need and

from preliminary field testing to improve the designed materials.

1. Research and Information Collecting Participants

The first year students of SMA BOPKRI I Yogyakarta were needed since they were the participants for the teacher’s techniques and to find out their

interests and needs.

The tenth grade teachers of SMA BOPKRI I Yogyakarta were also involved as the interviewees to collect information. It was done to find out the students’

need from teachers’ view. Moreover, they were closely related to the teaching

learning process. Thus, their comments provided the information for designing the

materials.

2. Preliminary Field Testing Participants

There were two groups of participants in this step. First were the tenth grade

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Education Study Program of Sanata Dharma University. Their comments gained evaluation and feedback on the designed materials.

Table 3.1. The Description of Preliminary Field Testing Participants

Educational Background Teaching Experience Sex

Group of

Respondents _D3 _S1 _S2 _S3 _{< 1} _{1 - 5} _5-10 _>10 _M _F

English

Teachers - 2 - - - 1 - 1 - 2

English

Lecturers - 1 - 1 - - - 2 1 1

C. Research Instruments

The data, which were gathered, gave valuable contribution in designing and

revising a set of English speaking materials based on multiple intelligences theory

for the tenth grade students of SMA BOPKRI I Yogyakarta. The instruments used to gather the data in this research were interviews and questionnaires.

1. Research and Information Collecting Instruments

Questionnaires and interviews were used in the study as the research

instruments. A questionnaire was an instrument to gather information through the

participants’ written responses to a list of questions. According to Ary (1990:

424), there are two types of questionnaires, “closed questionnaire” and “open

questionnaire”. In this part, the two types of questionnaire were combined to get

the appropriate answer. The questionnaire was called semi-open questionnaire

where the checklist questions type were used for the tenth grade students of SMA BOPKRI I Yogyakarta. The checklist question type defines as questions with number of possible answers (Ary, Jacobs, and Razeviech, 2002: 424-425). The

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An interview was conducted with the English teachers of SMA BOPKRI I

Yogyakarta. Ary et al (1979: 418) stated that interview is an instrument, which

allows flexibility since the interviewer is able to observe the subject as well as the

situation and paraphrase the question when needed. There are two kinds of

interview questions, open-ended questions and closed questions. The participants’

answers in the open-ended question were freer than in the closed question because

the answers are already provided. Interview was needed in order to explore more

the answers of the participants in this case were the English teacher; and to

develop materials appropriate to students’ ability and need. The interviewees were

the English teachers who were considered to know the ability of the students and

what the students needed so the material would be more effective and efficient.

Moreover, interview was used to find the teachers’ experience and opinions in

teaching speaking including their techniques, materials, strategies, topic choices

and teaching media. Information from the teacher was useful to develop the

material since the teacher had an experience in teaching speaking.

2. Preliminary Field Testing Instruments

The questionnaire was used in the preliminary field testing. Both closed

questionnaire and open questionnaires were given to the English language

teachers of SMA BOPKRI I Yogyakarta and lecturers of English Education Study

Program of Sanata Dharma University. The questionnaires were aimed to gain

participants’ opinions and comments on the designed material that could obtain

feedback and evaluation to design suitable speaking materials based on multiple

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D. Data Gathering Technique

1. Researches and Information Collecting

The data was gathered through distributing questionnaires to the students

and interviewing the English teacher. The purpose of distributing the

questionnaires was to figure on the learners’ needs. The informal interview was

also held to obtain information from the teachers of SMA BOPKRI I Yogyakarta.

The questionnaires were distributed on February 12, 2008 as well as the informal

interview. The purpose of the informal interview was to find out the teachers’

experiences and opinions in teaching English speaking including their techniques,

materials, strategies, topic choices and teaching media.

Library study was done as well to find some sources that could be used to

develop the designed materials. This activity was done by finding some books

related to this study.

2. Preliminary Field Testing

In order to obtain final version of the materials, questionnaires on the

developed materials were distributed to English teachers of SMA BOPKRI I

Yogyakarta and English lecturers of Sanata Dharma University. The

questionnaire for product evaluation was distributed on August 12 – 26, 2008. The

questionnaire was intended to figure out the participants’ opinion and comments

on the designed materials. Besides, it was expected to provide evaluation and

feedback to improve the designed material so that the best final version of the

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SPEAKING MATERIALS BASED ON THE MULTIPLE INTELLIGENCE THEORY FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI I YOGYAKARTA A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education