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

Transcription

1 DESIGNING A SET OF SUPPLEMENTARY INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS BASED ON MULTIPLE INTELLIGENCES THEORY FOR THE TENTH GRADE STUDENTS OF SMA NEGERI 11 YOGYAKARTA A Thesis Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By Seeviana Yenoriani Student Number: ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2007 i

2 A Thesis on DESIGNING A SET OF SUPPLEMENTARY INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS BASED ON MULTIPLE INTELLIGENCES THEORY FOR THE TENTH GRADE STUDENTS OF SMA NEGERI 11 YOGYAKARTA By Seeviana Yenoriani Student Number : Approved by Major sponsor Drs. Concilianus Laos Mbato, M.A. Yogyakarta, April 30, 2007 Co-Sponsor Fidelis Chosa Kastuhandani, S.Pd. Yogyakarta, April 30, 2007 ii

3 A Thesis on DESIGNING A SET OF SUPPLEMENTARY INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS BASED ON MULTIPLE INTELLIGENCES THEORY FOR THE TENTH GRADE STUDENTS OF SMA NEGERI 11 YOGYAKARTA By Seeviana Yenoriani Student Number: Defended before the Board of Examiners on, May 23, 2007 and Declared Acceptable Board of Examiners Chairperson : A. Hardi Prasetyo, S.Pd., M.A.. Secretary : Drs. P.G. Purba, M.Pd.. Member : Drs. Concilianus Laos Mbato, M.A. Member : A. Hardi Prasetyo, S.Pd., M.A. Member : Made Frida Yulia, S.Pd., M.Pd. Yogyakarta, May 23, 2007 Faculty of Teachers Training and Education Sanata Dharma University Dean, Drs. Tarsisius Sarkim, M.Ed., Ph.D. iii

4 STATEMENT OF WORK S ORIGINALITY I honestly declare that the thesis which I wrote does not contain the works or part of the works of other people, except those cited in the quotations and references, as a scientific paper should. Yogyakarta, April 30, 2007 The writer, Seeviana Yenoriani iv

5 DEDICATION PAGE When you think things are just impossible And all you want to do is scream and shout Know that all things are possible in Christ And He is your way out For He is always there This thesis is dedicated to: My Savior, Jesus Christ My lovely family: Mama, Papa, and Oh Keenan My soulmate: Andy Dufei Setiawan v

6 ACKNOWLEDGEMENTS First of all, I would like to express my sincere gratitude to my Lord, my Savior, and my Father in Heaven, Jesus Christ for the endless love and blessings and for always staying by my side. My sincere gratitude also goes to Drs. Concilianus Laos Mbato, M.A., and Fidelis Chosa Kastuhandani, S.Pd., my major sponsor and co-sponsor, for their help, guidance, support, suggestions, and also their patience in helping and guiding me to complete this thesis. I appreciate their kindness and willingness to help me to solve my problems. I would like to thank all the lecturers in the English Language Education Study Program. I appreciate their guidance during my study here. I would also like to acknowledge the guidance given by Yohana Veniranda, S.Pd., M.Hum., my academic advisor I thank her for her kindness and patience during my study here. I also express my gratitude to all secretariat staff members in the English Language Education Study Program, mbak Daniek and mbak Tari. They have helped me with the administrative matters. I address my special gratitude to Drs. Budi Basuki M.A., the headmaster of SMA Negeri 11 Yogyakarta. I thank him for allowing me to do this study in SMA Negeri 11 Yogyakarta. I am also greatly indebted to Ibu Nuny Baswari S.Pd., the English teacher of SMA Negeri 11 Yogyakarta. I thank her for helping vi

7 me to finish this thesis. I would also like to thank to all of the tenth grade students of SMA Negeri 11 Yogyakarta. I really spent wonderful moments in SMA Negeri 11 Yogyakarta. My sincere and deepest gratitude are addressed to my lovely mother, Lie Elma who teaches me the meaning of life. I thank her for every single prayer, love, trust, and patience she has given me. I also address my gratitude to my wise father, Kwee Djing Han, for his love, support, and concern. I thank him for the advice and being a model for me which makes me more mature. My gratitude also goes to my lovely brother, Keenan Maspiono. I thank him for supporting me this far. I do believe that one day we will become more than someone. I pray for their health and happiness. May the Father, the Son, and the Holy Ghost be with them. My deepest gratitude also goes to my soul mate, Andi Dufei Setiawan. I thank him not only because he helped me a lot to finish this thesis, but also for the beautiful moments that we have spent together. I think I will not be happy without his presence beside me. I also would like to give my gratitude to my best friends, tachie Moniq, sanchie Christin, meme Jane and Herwin, who have given me helps, supports, and prayers. I thank them for the precious moments and the stories we have shared together, supports, time, and unforgettable experiences. Seeviana Yenoriani vii

8 TABLE OF CONTENTS Page TITLE PAGE... APPROVAL PAGE... BOARD OF EXAMINERS... STATEMENT OF WORK S ORIGINALITY... DEDICATION PAGE... ACKNOWLEDGEMENTS... TABLE OF CONTENTS... LIST OF TABLES... LIST OF FIGURES... ABSTRACT... ABSTRAK... i ii iii iv v vi viii xii xiii xiv xvi CHAPTER I: INTRODUCTION Background Problem Identification Problem Limitation Problem Formulation Objectives of the Study Benefits of the Study Definition of Terms... 7 viii

9 Page CHAPTER II: LITERATURE REVIEW Theoretical Description Instructional Design Models Newby, Stepich Lehman, Russel s Instructional Design Model ADDIE Instructional Design Model Integrated Materials Multiple Intelligences Theory Theory of Language and Language Learning Objectives and Syllabus Teacher and Learner s Roles Curriculum at School Level Theoretical Framework CHAPTER III: METHODOLOGY Methods of the Study Pre-Design Activities (Needs Survey) Post-Design Activities Research Participants The Participants of Need Analysis Survey The Participants of Evaluation Survey Setting Research Instruments ix

10 Page 3.5 Data Gathering Technique Data Analysis Technique Research Procedures CHAPTER IV: RESEARCH RESULTS AND DISCUSSION The Steps in Designing the Materials Plan Design Evaluation The Evaluation Results of the Survey Study Administered to Evaluate the Designed Set of Materials The Discussion on the Designed Materials Evaluation The Presentation of the Designed Set of Materials CHAPTER V: CONCLUSIONS AND SUGGESTIONS Conclusions Suggestions REFERENCES APPENDICES Appendix A Surat Permohonan Ijin Penelitian x

11 Page Surat Keterangan Telah Mengadakan Penelitian Appendix B The Questionnaire for Needs Survey for the Students Interview with the Teachers for the Needs Survey Permohonan Pengisian Kuesioner Gambaran Umum The Questionnaire for the Designed Materials Evaluation The Raw Data of the Survey Research Indikator Kecerdasan Majemuk The Results of the Multiple Intelligences Quiz in Class X D The Results of the Multiple Intelligences Quiz in Class X E The Results of the Multiple Intelligences Quiz in Class X F Appendix C Syllabus Lesson Plan The Designed Materials xi

12 LIST OF TABLES Page Table 3.1 The Classification of Participants Table 3.2 The Rate of Answers Table 3.3 Central Tendency of Participant s Opinions Table 4.1 The Result of Needs Survey Table 4.2 The Basic Competences Table 4.3 The Indicators Table 4.4 The Description of Participants Table 4.5 The List of Participant s Evaluation xii

13 LIST OF FIGURES Page Figure 1 Components of an Instructional Plan Figure 2 ADDIE Instructional Design Model Figure 3 The Instructional Framework s Model xiii

14 ABSTRACT Yenoriani, Seeviana Designing a Set of Supplementary Integrated English Instructional Materials Based on Multiple Intelligences Theory for the Tenth Grade Students of SMA Negeri 11 Yogyakarta. Yogyakarta: English Language and Study Program, Sanata Dharma University. This study was conducted to design a set of supplementary integrated English instructional design materials for the tenth grade student of SMA Negeri 11 Yogyakarta. This design was as a supplement for the English language lesson in SMA Negeri 11 Yogyakarta which had a purpose to help the students to develop their English language competences as well as their multiple intelligences. All of their activities were based on the theory of Multiple Intelligences. There were two problems discussed in this study. First, how is a set of supplementary integrated English instructional materials based on Multiple Intelligences theory for the first grade students of SMA Negeri 11 Yogyakarta designed? Second, what does a set of supplementary integrated English instructional materials based on Multiple Intelligences theory for the first grade students of SMA Negeri 11 Yogyakarta look like? To answer the first problem, the writer applied an instructional design model which was the combination of three models from Kemp, and Newby, Stepich, Lehman, Russel, and ADDIE. This instructional design model consists of three steps. They were plan, design, and evaluation. In the plan step, there were five things to be considered. They were students, learning objectives, learning environment, and instructional activities. The writer conducted educational research and development in which the research process was used to develop a set of supplementary integrated English materials. In order to obtain data for material development, the writer conducted survey research. There were two types of survey research administered in this study. The first type was the survey research for needs analysis in order to obtain data about students needs and interests in learning English language. In conducting this research, the writer distributed questionnaires and Multiple Intelligences indicators to the students of class XD, XE, XF of SMA Negeri 11 Yogyakarta. Besides, the writer also conducted an interview with their English teachers to collect additional information. The second type was the survey research for the designed materials evaluation. This survey research was done in order to gather data from the qualified and appropriate respondents to obtain opinions, suggestions, and feedback towards the designed materials. For this research, the writer distributed the second questionnaire to a lecturer of English Language Study Program of Sanata Dharma University, three English language teachers of SMA Negeri 11 Yogyakarta, and two English language instructors of Columbia English Center. xiv

15 To answer the second problem, the writer presented the final version of the designed set of materials in the appendices. There are eight units of materials in this study. Each unit consists of four parts. They are Knowledge Building, Look and Listen, It s Your Turn, and Project. Based on the results of the post-design survey, the writer made a conclusion that the designed materials were acceptable. It could be seen from the data presentation of the descriptive statistic in which the grand mean is In the end, the writer hopes that this designed materials will be useful for the students and teachers who would like to apply these designed materials. The writer also hopes that the designed materials will inspire other researchers or instructors to develop these designed materials from another side. xv

16 ABSTRAK Yenoriani, Seeviana Designing a Set of Supplementary Integrated English Instructional Materials Based on Multiple Intelligences Theory for the Tenth Grade Students of SMA Negeri 11 Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma Yogyakarta. Skripsi ini dilaksanakan untuk menyusun seperangkat materi pengajaran tambahan empat keahlian bahasa Inggris berdasarkan teori kecerdasan majemuk bagi siswa kelas sepuluh SMA Negeri 11 Yogyakarta. Materi pengajaran yang adalah sebagai tambahan untuk mata pelajaran bahasa Inggris di SMA Negeri 11 Yogyakarta mempunyai tujuan untuk membantu siswa mengembangkan kemampuan bahasa Inggris mereka sama baiknya dengan kecerdasan majemuk mereka. Semua kegiatan pada meteri ini berdasarkan teori kecerdasan majemuk. Ada dua masalah yang dibahas dalam skripsi ini. Pertama, bagaimana seperangkat materi pengajaran tambahan empat keahlian bahasa Inggris berdasarkan teori kecerdasan majemuk bagi siswa kelas sepuluh Negeri 11 Yogyakarta didesain? Kedua bagaimana bentuk seperangkat materi pengajaran tambahan empat keahlian bahasa Inggris berdasarkan teori kecerdasan majemuk bagi siswa kelas sepuluh SMA Negeri 11 Yogyakarta itu? Untuk menjawab perencanaan permasalahan pertama, penulis menerapkan satu model desain pembelajaran, yang merupakan penggabungan tiga model dari Kemp, dan Newby Stepich, Lehman, dan Russel, dan ADDIE. Model desain pembelajaran ini terdiri dari tiga langkah. Langkah langkah tersebut adalah perencanan, mendesain dan evaluasi. Dalam langkah perencanaan ada lima hal untuk dipertimbangkan. Hal hal tersebut adalah student, learning environment, dan istructional activities. Penulis melakukan penelitian pengembangan yang proses pengembangannya digunakan untuk pengembangan materi. Untuk memperoleh data bagi pengembangan materi, penulis mengadakan penelitian survei. Ada dua macam penelitian survei dalam pembelajaran ini. Yang pertama adalah survey kebutuhan untuk analisa dan minat minat siswa dalam mempelajari bahasa Inggris. Untuk melakukan penelitian, penulis membagikan kuesioner dan indikator kecerdasan majemuk untuk siswa kelas XD, XE, XF SMA Negeri 11 Yogyakarta. Selain itu, penulis juga mengadakan wawancara dengan guru bahasa Inggris untuk memperoleh informasi tambahan. Yang kedua yaitu penelitian survei untuk mengevaluasi materi pembelajaran yang telah disusun. Penelitian ini dilakukan untuk mengumpulkan pendapat pendapat saran saran, dan masukan masukan tentang materi pembelajaran yang telah disusun dari para partisipan yang tepat dan berkualitas. Untuk penelitian ini penulis membagikan kuesioner yang kedua kepada satu dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma, tiga guru bahasa Inggris SMA Negeri 11 Yogyakarta, dan dua instruktur bahasa Inggris dari Columbia English Center. Untuk menjawab permasalahan kedua, penulis menyajikan versi terakhir dari seperangkat materi pengajaran di lampiran. Setiap unit materi terdiri dari xvi

17 empat bagian. Bagian bagian tersebut adalah Knowledge Building, Look and Listen, It s Your Turn, dan Project. Berdasarkan hasil penelitian setelah perancangan materi, penulis membuat kesimpulan bahwa materi dapat diterima. Hal ini dapat dilihat dari sajian data statistik deskriptif di mana nilai total rata-rata adalah 4,12. Pada akhirnya, penulis mengharapkan bahwa seperangkat materi pengajaran ini akan berguna untuk siswa dan guru yang akan menerapkan materi pengajaran ini. Penulis juga berharap bahwa seperangkat materi ini akan memberi inspirasi bagi para peneliti dan instruktur lainnya untuk mengembangkan materi pengajaran ini dari sisi yang lain. xvii

18 1 CHAPTER I INTRODUCTION This chapter presents the introduction of the study which is divided into seven parts. They are the background of the study, the problem identification, the limitation of the study, the problem formulation, the objectives of the study, the benefits of the study, and the definition of terms. 1.1 Background In the past, people judged whether a person was smart or not by his/her linguistic intelligence or logical/mathematical intelligence. Then, the school focused more on those two intelligences. Most of the subjects in the school were designed to develop them. Then, in 1983 Gardner broke down people s belief about these two intelligences. Gardner came up with his theory that individuals actually have at least seven distinct intelligences that can be developed over time (Gardner, 1983 as cited by Larsen Freeman, 2000: 169). There are also two more intelligences which are added to the previous seven intelligences. They are naturalist intelligence and existential intelligence. Gardner also defines intelligences as the ability to solve problems that one encounters in real life, the ability to generate new problems to solve, and the ability to make something or offer a service that is valued within one s culture (Gardner, 1983 as cited by Campbell, Campbell and Dickinson, 1998: xv). The problems that are faced in real life need more than the 1

19 2 linguistic and logical/mathematical intelligences to solve. Therefore, it makes sense if Gardner stated that only the blend of intelligences in an intact individual makes possible the solving problems and the creation of products of significance (Gardner, 1983: xiii). Based on that reason, it will be better if English Language Teaching (ELT) classroom also develops all of the individual s intelligences. Therefore, the implementation of Multiple Intelligences theory for the English materials is an appropriate choice to answer this need. There are seven intelligences which are introduced by Gardner. They are logical/mathematical intelligence, visual/spatial intelligence, bodily/kinaesthetic intelligence, musical/rhythmic intelligence, interpersonal intelligence, intrapersonal intelligence, and verbal linguistic intelligence (Amstrong, 2002: 18). In 1996, Gardner added the eighth intelligence which was naturalist intelligence. Then, in 1998, he found the ninth intelligence which was existential intelligence (Sherman, 1998 cited in Recently, the English materials which are developed by many publishers also have a tendency to develop only on the linguistic and logical-mathematical intelligences. Based on the writer s experiences in her study in Junior High school and Senior High School, the English teachers tended to teach the language skills and elements without considering the other aspects inside an individual that are needed to be improved. Then, usually in the classroom the students only sit on their chair, listen to the teacher and do the exercises in the textbook. This condition concerns the writer greatly. Every student has a chance to learn more

20 3 than that. If in the school period, the students are not provided with sufficient learning to develop all of their intelligences, they will get a lot of difficulties in the real life after they have finished their study. A real example is a student with an excellent grade may fail in the working field or even he or she is not able to get a job. This is because he or she only has an academic skill without any other aspects of intelligence such as how to deal with people and how to have good characters and tough mentality. The materials are intended particularly for the tenth grade students of SMA Negeri 11 Yogyakarta. There have already been several theses on designing the materials based on Multiple Intelligences theory intended for the pre-school and elementary school students. Then, in fact, children are usually taught in more various ways than adults. Common pre- and elementary schools have taught their students by using pictures, songs, dances and movements that can develop not only the linguistic and logical-mathematical intelligences but also the other intelligences. In the other hand, the teaching learning process in the Senior High School usually happens in a very formal and conventional way. Therefore, the writer felt there is a need to design a set of supplementary integrated English materials based on Multiple Intelligences theory for the tenth grade students in order to develop all of their intelligences besides learning English. Furthermore, the development of all the intelligences can also prepare them for their lives after they have finished their school. It will be very useful for those who cannot continue their study and must face the working world immediately. The students who still continue their study can also get the benefit. They can be active and potential university students.

21 4 Then, SMA Negeri 11 Yogyakarta is chosen because the writer has done the teaching practice in that school. The writer feels that by her experiences in that school, the writer knows the characteristics of the school and the students that will be very useful in designing the materials. The writer also knows that the materials can be used by the teachers. SMA Negeri 11 Yogyakarta is one of the schools in Yogyakarta which has applied Curriculum at School Level (Kurikulum Tingkat Satuan Pendidikan). The school using this curriculum can make their own curriculum. The teachers have to design and find the materials themselves. Therefore, the supplementary integrated English instructional materials are needed to help the teachers. These materials can enrich the variety of materials choices for the teachers. 1.2 Problem Identification Individuals have their own intelligences which need to be developed. A person should know his/her intelligences that can be his/her strength. Individuals must be given many opportunities to grow up completely. Language learning which is applied with Multiple Intelligences theory is a good way to achieve language competences and maximize other intelligences. Therefore, these English materials based on Multiple Intelligences theory need to be made. It can fulfil the students need to develop their intelligences and also language ability. Furthermore, there has been no book which contains a set of materials using the implementation of all of the seven intelligences. Therefore, the writer tries to introduce materials that cover all of the seven intelligences. In every unit, there will be 2, 3, or 4 intelligences.

22 5 1.3 Problem Limitation The integrated materials are made to teach English based on Multiple Intelligences theory for the tenth grade students of SMA Negeri 11 Yogyakarta. There are nine intelligences but in this study, the writer only designs the materials based on seven intelligences. They are logical-mathematical intelligence, visual/ spatial intelligence, bodily/kinaesthetic intelligence, musical/rhythmic intelligence, interpersonal intelligence, intrapersonal intelligence, and verballinguistic intelligence. The eighth intelligence is naturalist intelligence. This intelligence is not included because it is not applicable for SMA Negeri 11. There is no enough nature space in SMA Negeri 11 Yogyakarta that can be used to develop the naturalist intelligence which will deal more with the surroundings and nature. The ninth intelligence, the existential intelligence is not used because the students of SMA Negeri 11 Yogyakarta consist of those from different religions. The existential intelligence deals with spirituality. The students have learned about their spirituality in the religious subject according to their own religions. Thus, the writer thinks such subject has been good enough and more appropriate to develop the existential intelligence. 1.4 Problem Formulation There are two problems to be answered in this study. They are formulated as follows. 1. How is a set of supplementary integrated English instructional materials based on Multiple Intelligences theory for the first grade students of SMA Negeri 11 Yogyakarta designed?

23 6 2. What does a set of supplementary integrated English instructional materials based on Multiple Intelligences theory for the first grade students of SMA Negeri 11 Yogyakarta look like? 1.5 Objectives of the Study The objectives of the study are as follows: 1. To find out how a set of supplementary integrated English instructional materials based on Multiple Intelligences theory for the first grade of Senior High School students in SMA Negeri 11 Yogyakarta is designed. 2. To present the designed set of supplementary integrated English instructional materials based on Multiple Intelligences theory for the first grade of Senior High School students in SMA Negeri 11 Yogyakarta. 1.6 Benefits of the Study The results of this study are expected to bring valuable contribution to the people who concern with the teaching-learning process of English language and the students multiple intelligences. The following are those who might benefit from this study: 1. The teachers This study is meant to give suggestions to the English language teachers, especially the English language teachers of the first grade students of SMA Negeri 11 Yogyakarta about one of the alternative ways to teach English. It is expected that it can enrich the variety of materials choices for the teachers.

24 7 2. The students This study wants to help the students to get better learning processes. It is also hoped that through this study, the students know and develop their intelligences. 3. The other material designers This study is also meant to give contribution to the other material designers. The writer expects that they can also be more creative and always improve their methods in designing the materials. 4. The other researchers It is hoped that through this study, the other researcher will be encouraged to conduct some studies to find new theories in the education. 1.7 Definition of Terms The following are the explanation of some terms which are used. 1. Design In general, to design is to decide how something looks, and works, especially by making plans, drawings or models of it (Hornby, 1995: 314). Then, designing instruction which is the area of this study is a systematic process to develop an instructional plan, that is an orderly process, an internal logic, resulting in a coherent plan in which the components of the plan closely match one another (Newby, Stepich, Lehman, and Russel, 1996: 67). In this study, the writer develops a set of supplementary integrated English instructional materials based on Multiple Intelligences theory for the tenth grade of Senior High School students in SMA Negeri 11 Yogyakarta.

25 8 2. Supplementary According to Cambridge Advanced Learner s Dictionary (2003: 1285), a supplement is something which is added to something else in order to improve it or complete it. Therefore, the designed materials in this study are used to add or complete the teachers existing materials. 3. Integrated instructional materials Integrated materials mean that the materials cover the four skills. They are listening, speaking, reading and writing. The teaching of these skills will be adjusted with the condition in SMA Negeri 11 Yogyakarta so that these materials can be applied in that school. 4. Multiple Intelligences theory It is a theory introduced by Gardner which stated that individuals at least have seven distinct intelligences that can be developed over time (Gardner, 1983: 8). In this study, the writer focuses on seven intelligences. They are logical /mathematical intelligence, visual/spatial intelligence, bodily/kinaesthetic intelligence, musical/rhythmic intelligence, interpersonal intelligence, intrapersonal intelligence and verbal/linguistic intelligence. 5. Tenth grade students The tenth grade students are similar to the first grade students of Senior High School. The age range of the tenth grade students is years old. 6. SMA Negeri 11 Yogyakarta SMA Negeri 11 Yogyakarta is one of the Senior High Schools in Yogyakarta. This school is located on Jalan A.M. Sangaji Nomor 50, Yogyakarta. The total number of the students is 686 consisting of 237 first grade students, 227

26 9 second grade students, 216 third grade students. The tenth grade class consists of 6 classes. Then, there are also 6 eleventh grade classes and 6 twelfth grade classes.

27 10 CHAPTER II LITERATURE REVIEW This chapter consists of two parts, theoretical description and theoretical framework. In the theoretical description, the writer will provide some theories to support the topic of this study. Then, in the theoretical framework, the writer presents the concept of theoretical description as the basis in formulating this design. 2.1 Theoretical Description In this section, the writer would like to discuss some related theories concerning Instructional Design Models, Integrated Materials, Multiple Intelligences Theory, Theory of Language and Language Learning, Objectives and Syllabus, and Teachers and Learners Roles Instructional Design Models In the theory of instructional design, there are many models of instructional design. Every model has some stages which can be used as a step-bystep guidance to develop the materials. Therefore, in this section the writer discusses some basic considerations in designing the materials. The writer chose three instructional design models which are proposed by Newby, and ADDIE instructional design model. The discussion of the two instructional design models is presented below. 10

28 Newby, Stepich Lehman, Russel s Instructional Design Model According to Newby, Stepich, Lehman, Russel (2000: 67), learning is the process of acquiring new knowledge and or skills through the interdependent sub processes of planning, implementation and evaluation. The difference between this theory and the other theories is on the planning step. The planning step is flexible because the plan is assumed as a recipe. A recipe consists of the utensils and ingredients that are needed to make a particular dish. Then, there is an example from an inexperienced cook and an experienced cook. An inexperienced cook will stick on the recipe. He or she will carefully follow the instruction. On the other hand, an experienced cook will often vary the instruction. He or she will not follow that instruction strictly. It is also the same with the materials designers. The experienced materials designers adjust the plan based on the evaluation. The planning components are in the figure 1 Figure 1 Components of an Instructional Plan

29 12 There are six components of the instructional plan. They are students, objectives, learning environment, instructional activities, instructional methods and instructional media (Newby, Stepich, Lehman, Russel, 2000). Individual students have differences in a number of ways such as developmental level intelligence learning style, gender ethnicity and culture, socioeconomic status, special needs, motivation to learn, existing knowledge and skills. The planning task is to consider this diversity before designing the materials so that all students can reach the learning goals together. 1. Objectives Newby, Stepich, Lehman, Russel (2000) define objectives as what students should be able to do following instruction. Specifying objectives are very important in the planning step because of several reasons. First, objectives can guide the designers to make reasonable decisions about the activities, the instructional methods and media, and the equipment. Second, objectives can manage the budget. Third, objectives monitor students progress and manage the time. The last is objectives tell where the destination and the itinerary. 2. Learning Environment Learning environment is the setting or physical surroundings in which learning takes place. Learning environment is not simply the classroom. This is because learning can take place outside the classroom, i.e. in the laboratory, in the playground, or at home. Moreover, classrooms themselves have differences in their size, layout, and seating. Then, the materials designed should also match

30 13 with the learning environment so the designed will not only be valid theoretically but also practically possible. 3. Instructional Activities Instructional activity is a way of describing the ingredients in an instructional plan. It is done during a lesson to help students learn. There are five types of instructional activities that should be considered in the planning step (Yelon, 1996 as cited in Newby, Stepich, Lehman, Russel, 2000: 78). The first is motivation activities. The following questions must be considered to develop a motivation activity for an instructional plan that can arouse the students internal interests: - What strategies will the designers use to hold students attention throughout the lesson? - What strategies will the designers use to help students see the relevance of the information? - What strategies will the designers use to increase students confidence in learning? - What strategies will the designers use to increase students satisfaction in learning? - What strategies will the designers use to increase students satisfaction in learning?

31 14 The second is orientation activities. The purpose of an orientation activity is to help students know what they have previously learned, what they are currently learning and what they will subsequently learn. Therefore orientation activities should be used to introduce a lesson and link it to the previous lessons, then to move from one part of a lesson to the next and to summarize the lesson. The main point of orientation activity is to maintain the link of one lesson to the other lesson. The third is information activities. The information activities have the purpose to help the students understand and remember the new ideas like facts, concepts, principles, and procedures. To develop an information activity for instructional plan, the following questions should be considered: - What major content ideas that will be presented? - What will the designers do to help students understand and remember those ideas? - What will the designers do to help students see the relationship among the ideas? - What will the designers do to help students understand when and why the ideas will be useful? The fourth is application activities. Application activities involve three things. They are practice, guidance, and feedback. First, practice serves a diagnostic function. It means if the students practice successfully, they can move on to evaluation. On the other hand, if they are not successful they may repeat the activity or verify the problems or the difficulties. Second is guidance. In guided

32 15 practice, the students are given clues that suggest how they should proceed. The guidance can be regulated according to the needs or individual students. Third, feedback is supposed to give the students information about how well they are doing when they practice. The fifth is evaluation Activities. Evaluation activity has the purpose to determine how well the students have accomplished or mastered the lesson objectives. 4. Instructional Methods Instructional methods are the procedures that are selected to help students achieve the started lesson objectives. Methods of instruction vary in their interactivity and group size. There are at least ten types of methods. They are cooperative learning, discovery, problem solving, games simulation, discussion, drill and practice tutorial, demonstration and presentation method or a combination of methods that must be chosen according to the suitability with certain content or certain learners. 5. Instructional Media Media are channels of communication. There are several types of media. They are slides, videotapes, diagrams, printed materials and computer software. All of these can be called instructional media when they carry messages with an instructional purpose to facilitate communication and enhance learning. Therefore, media have a main role to facilitate student learning. They can provide various experiences for the students.

33 ADDIE Instructional Design Model ADDIE stands for Analyze, Design, Develop, Implement and Evaluate. The ADDIE instructional design model is a basic model that holds true for any type of learning (Hall, 1997 as cited in There are some benefits from using the model. The process is simple and it includes all of the components in all other instructional design model. Figure 2 shows the instructional design process in ADDIE: Figure 2 ADDIE Instructional Design Model Below is the explanation for each step in ADDIE Instructional Design Model ( /faculty/ s/j/ sjm256/ portfolio/ k.base / IDD/ ADDIE.pdf). 1. Analysis This is the foundation for all other steps in the instructional design. It includes some research techniques such as need analysis, job analysis and task analysis.

34 17 2. Design In this step, the designer must outline how to reach the instructional goals determined during the Analyze phase and expand the instructional foundation. The Design phase may include some elements like writing a target population description conducting a learning analysis, writing objectives and test items, selecting a delivery system and sequencing the instruction. 3. Develop During this step, the designer must develop the instruction, the media that are used. The purpose is to generate the lesson plans and lesson materials. 4. Implement Implement is the actual delivery of the instruction. It is the action of the plan before. After the materials have been designed, the materials can be implemented in the school. 5. Evaluation Evaluation measures the effectiveness and efficiency of the instruction. The designer can make revision after evaluating the plan from all levels. The writer chose to use ADDIE model because as the writer has written above this model is simple and it has all of the components from all other instructional design models. Then, this model is considered as a flexible guideline to develop effective and efficient instruction. The writer uses three elements from the model. They are design, develop, and evaluation.

35 Integrated Materials Integrated materials mean the materials which cover the four skills. They are reading skill, writing skill, listening skill, and speaking skill. According to Richards and Rodgers (2001: 208), these integrated skills are needed in the real world. Therefore, the students need to be involved in activities that link the skills. In the real world, the students do not only speak, but they also need to listen so that they can make the respond. The students might read and take notes, listen and write a summary, or respond orally to things they have read or written (Richards and Rodgers, 2001: 208) Multiple Intelligences Theory Multiple Intelligences theory was introduced by Gardner, a Harvard Psychologist. In his book, Frames of Mind (1983: 3-4), he argued that the common tradition of intelligence must be renewed. Up till this day, common people still think that human intelligence can be measured only by IQ (Intelligence Quotient) test which is in the form of paper and pencil test. People believe that the logical mathematical and verbal linguistic intelligences determine whether someone is smart or not. This condition was asked by Gardner in the beginning of his work because the IQ test has predictive power for success in schooling. It predicts relatively little for success outside the school context. Gardner suggested the existence of a number of different intellectual strengths or competences. Human actually have seven distinct intelligences. They are linguistic intelligence, logical mathematical intelligence, visual/spatial intelligence, bodily kinesthetic intelligence, musical intelligence, interpersonal

36 19 intelligence, and intrapersonal intelligence. Then, the combination of these intelligences is needed for the students later life because only the blend of intelligences in an intact individual makes possible to solve problems in real life, to create products, and to generate new problems to solve (Gardner, 1983: xiii). Larsen and Freeman (2000: 169) also said that teachers who recognize the multiple intelligences of their students think that the students have specific and unique strengths, which are often not taken into account in classroom situation. Besides that, teachers must realize that their students are different one to another. They have different strengths and intelligences. In the language field, some of the differences among students have been attributed to students different learning or cognitive style. Then, the seven intelligences will be described as follows (Campbell, Campbell, and Dickinson, 1996: xvi, 233). First is linguistic intelligence. It is the ability to think in words and to use language to express and appreciate complex meanings. The examples of activities which can stimulate this intelligence are the use of storytelling to explain, debates, writing activities (poem, myth, and article), a short story or novel analysis, a presentation, a class discussion, slogans, and an interview. Second is logical mathematical intelligence. It is the ability to calculate, to quantify, to consider propositions and hypotheses, and to carry out complex mathematical operations. Some activities that stimulate this intelligence are story problems, a strategy game, the use of thinking skill, analogies, fact categorization. Third is bodily-kinesthetic intelligence. It is the ability to manipulate objects and fine-tune physical skills. The activities that reflect this intelligence are

37 20 role play or simulation, a movement or sequence of movements, dances, and the things construction. Fourth is visual/spatial intelligence. It is the ability to think in threedimensional ways. There are also activities to simulate this intelligence. Some of them are using chart, map, cluster or graph, a slide show, video tape or photo album, and the overhead projector, designing a poster, advertisements, and color code, illustrating draw, and painting. Fifth is musical intelligence. It is the sensitivity to pitch, melody, rhythm, and tone. Some examples of activities to stimulate this intelligence are a presentation with appropriate musical accompaniment, the lyrics writing, song, the relation of lyrics to something, and the use of music to enhance the learning of something. Sixth is interpersonal intelligence. It is the ability to understand and interact effectively with others. The examples of the activities are conducting a meeting, out loud problem solving with a partner, and role-playing multiple perspectives on something, organizing or participating in a group, using social skills to learn about something, teaching someone else, planning rules or procedures with a small group collaboratively, giving and receiving feedback. The last is intrapersonal intelligence. It is the ability to construct an accurate perception of oneself and to use such knowledge in planning and directing one s life. The activities to stimulate this intelligence are qualities description that are successfully complete, the creation of a personal analogy, a practice to set a goal, feelings description, a personal philosophy, personal values, the use of self-directed learning, a journal entry, explanation of the purpose that is

38 21 perceived in studying something, the making of a project of each choice, feedback from another person, and self access. Below, the writer will also present the theory of language and language learning, objectives and syllabus, and teacher s and learner s roles which are related to Multiple Intelligences theory. All of them need to be considered in the process of designing materials Theory of Language and Language Learning Multiple Intelligences theory which was originally proposed as a contribution to cognitive science was then interpreted as a framework to think again about the school education. Multiple Intelligences theory looks at the language as central to the whole life of the language learner and user. Therefore, language is integrated with music, bodily activity, and interpersonal relationship. Language learning and use are more than only linguistic intelligence. There are aspects of language such as rhythm, tone, volume, and pitch that are more closely linked to a theory of music. Other intelligences enrich language. Language has also its ties to life through the senses. The senses provide the accompaniment and context for the linguistic message. They give meaning and purpose for the message (Richards and Rodgers, 2001: ) Objectives and Syllabus There are no goals stated for Multiple Intelligences instruction in linguistic terms. Language class as the setting for a series of educational support systems which aims at making the language learner a better designer of his/her own learning experiences become the focus of Multiple Intelligences pedagogy (Richards and Rodgers, 2001: 118).

39 22 There is also no prescribed or recommended syllabus for Multiple Intelligences based language teaching. The teachers can modify the existing syllabus. In addition, Multiple Intelligences theory more emphasizes on the variety of the teaching learning activities (Richards and Rodgers, 2001: 118) Teacher and Learner s Roles According to Campbell (1997:19 as cited in Richards and Rodgers, 2001: 120), Multiple Intelligences theory is not prescriptive, but it gives a teacher a complex mental model from which to construct curriculum and improve themselves as educators. Therefore, teachers are expected to understand, master, and be committed to the Multiple Intelligences model. Teachers role is not only to improve the second language abilities of their students but to become major contributors to the overall development of students intelligences. Like the teachers, the learners need to see themselves engaged in the process of personality development and in the process to successful language learners. The learners are encouraged to see their goals in the broader terms because the Multiple Intelligences classroom is designed to support the development of the whole person, and the activities can enable them to be more well-rounded individuals and successful learners (Richards and Rodgers, 2001: 120) Curriculum at School Level There have been several schools that apply Curriculum at School Level. or KTSP (Kurikulum Tingkat Satuan Pendidikan. One of them is SMA Negeri 11

40 23 Yogyakarta. This curriculum is a bit different with the previous curriculum. According to Badan Standar Nasional Pendidikan (2006), which is an association which designs the guideline for the Curriculum at School Level, the definition for this curriculum is the operational curriculum managed and done in each school. Therefore, the schools have to develop their own curriculum and make the materials. The materials must be adjusted with the school level, regional characteristics, society cultural, and students characteristics. Then, the students are required to reach the standard of students competencies. 2.2 Theoretical Framework Some steps are required to make a set of supplementary integrated English instructional materials based on Multiple Intelligences theory for the tenth grade of SMA Negeri 11 Yogyakarta. SMA Negeri 11 Yogyakarta has already used Kurikulum Tingkat Satuan Pendidikan (KTSP). The teachers need supplementary materials to add the variety of the materials. The writer designed the materials in accordance with the teachers and the students needs in the classroom. Therefore, the writer chose to design the materials which cover all of the four skills. This study is based on Multiple Intelligences theory to help the students developing their intelligences and to make the materials more interesting. In order to set the materials the writer uses four steps from Newby, Stepich, Lehman, Russel, and two steps from ADDIE. The writer chose to use the steps from Newby, Stepich, Lehman, Russel and ADDIE instructional design models because they answered the needs of this study. Both of them has some

41 24 steps needed by the writer. Either Newby, Stepich, Lehman, Russel or ADDIE instructional design models is flexible in its process Plan (Adopted from Newby, Stepich, Lehman, Russel s Instructional Design Model, 2000) In this step, the writer prepared all the things that are needed to design the materials. There are five things that must be prepared: 1. Students (Adopted from Newby, Stepich, Lehman, Russel s Instructional Design Model, 2000) The writer distributed questionnaires to a number of the first grade students of SMA Negeri 11 Yogyakarta to find out the characteristics, such as their interests, problems and opinions in learning English. The students intelligences were analyzed through the Multiple Intelligences quiz. 2. Learning Objectives (Adopted from Newby, Stepich, Lehman, Russel s Instructional Design Model, 1977) Here, the writer identified the objectives of the instructional materials in accordance with the objectives of teaching-learning English stated in the SKL (Standar Kompetensi Lulusan). This is because SMA Negeri 11 Yogyakarta is one of the schools in Yogyakarta which has already used Curriculum at School Level (Kurikulum Tingkat Satuan Pendidikan). In Curriculum at School Level, the students must achieve SKL (Standar Kompetensi Lulusan). Then, the objectives were stated in terms of activities that could help the students to learn and achieve the goals.

42 25 3. Learning Environment (Adopted from Newby, Stepich, Lehman, Russel s Instructional Design Model, 2000) The writer also considered the learning environment. The purpose is to know the variety of activities that can be conducted there. 4. Instructional Activities (Adopted from Newby, Stepich, Lehman, Russel s Instructional Design Model, 2000) In this step, the writer prepared the teaching learning activities and resources that were appropriate with the student characteristics, the learning objectives, and the learning environment. The writer also considered the subject content which is related to the objectives and the students needs. It is needed for the selection of the specific knowledge skills, and attitudinal factors Design (Adopted from ADDIE Instructional Design Model, 1997) After the planning step was done, the writer came to the design step. In this step, the writer began to design the materials based on the result in the planning step Evaluation (Adopted from ADDIE Instructional Design Model, 1997) The writer distributed some questionnaires to one English language lecturer of Sanata Dharma University and three English language teachers of SMA Negeri 11 Yogyakarta, and two English language instructors to obtain the evaluation for the designed materials. After that, the writer revised and improved the designed materials from the evaluation.