PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - … · The Lesson Plan ... berdasarkan teori kecerdasan...

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

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 YOGYAKARTA

2008

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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for Kilia and Bili


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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.”

Regina Arum Utami


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TABLE OF CONTENTS

Page

TITLE PAGE .............................................................................................. i

APPROVAL PAGE..................................................................................... ii

DEDICATION PAGE ................................................................................. iv

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

ACKNOWLEDGEMENTS ......................................................................... vi

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

LIST OF FIGURES ..................................................................................... xii

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

ABSTRACT ................................................................................................ xiv

ABSTRAK.................................................................................................... xv

CHAPTER I: INTRODUCTION .............................................................. 1

A. Research Background ......................................................................... 1

B. Problem Formulation .......................................................................... 4

C. Problem Limitation ............................................................................ 4

D. Research Objectives............................................................................ 5

E. Research Benefits ............................................................................... 5

1. For students...................................................................................... 5

2. For English teachers......................................................................... 5

3. For other researchers ........................................................................ 6

F. Definition of Terms ........................................................................... 6

1. Design ............................................................................................. 6

2. Instructional Materials...................................................................... 6

3. Speaking .......................................................................................... 7

4. Intelligence ...................................................................................... 7

5. Senior High School Students ............................................................ 8

CHAPTER II: REVIEW OF RELATED LITERATURE ....................... 9

A. Theoretical Description....................................................................... 9

1. Instructional Design Models............................................................. 9


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a. Kemp Model................................................................................. 9

b. Yalden Model ............................................................................... 12

2. The Tenth Grade Students of Senior High School’s Characteristics .. 16

a. Social Development...................................................................... 17

b. Emotional Development ............................................................... 17

c. Cognitive Development ................................................................ 17

3. Speaking Skill Theory ...................................................................... 17

a. Nature of Speaking ....................................................................... 17

b. The Process of Speaking ............................................................... 18

c. Teaching Speaking........................................................................ 19

4. The Multiple Intelligence Theory ..................................................... 20

a. The Eight Intelligences ................................................................. 21

b. Applying Multiple Intelligences Theory in the Classroom ............. 23

1) The Multiple Intelligences Activities Used in the Classroom..... 23

2) Deliberately Plan Lessons ......................................................... 24

c. The Description of Multiple Intelligences Theory in the Speaking

Class ............................................................................................ 25

d. The Teachers Roles in Teaching Speaking Based on Multiple

Intelligences Theory ..................................................................... 25

e. The Students Roles in Teaching Speaking Based on Multiple

Intelligences Theory ..................................................................... 26

5. Educational Research and Development........................................... 26

B. Theoretical Framework ...................................................................... 28

CHAPTER III: METHODOLOGY ......................................................... 31

A. Research Method ................................................................................ 31

B. Research Participants ......................................................................... 33

1. Research and Information Collecting Participants............................. 33

2. Preliminary Field Testing Participants .............................................. 33

C. Research Instruments.......................................................................... 34

1. Research and Information Collecting Instruments............................. 34

2. Preliminary Field Testing Instruments .............................................. 35


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D. Data Gathering Technique ................................................................. 36

1. Research and Information Collecting ............................................... 36

2. Preliminary Field Testing ................................................................ 36

E. Data Analysis Technique ................................................................... 37

1. Research and Information Collecting ............................................... 37

2. Preliminary Field Testing ................................................................. 37

a. Descriptive Statistics of Participants’ Opinions on the Designed

Materials ..................................................................................... 37

b. Participants Comments and Suggestions....................................... 38

F. Research Procedure............................................................................. 38

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION .............. 40

A. Material Development......................................................................... 40

1. Conducting Needs Survey .................................................................. 40

a. The Results of the Interview for the English Teacher of

SMA BOPKRI I Yogyakarta ........................................................... 41

b. The Results of the Questionnaires for the Tenth Grade Students of

SMA BOPKRI I Yogyakarta ............................................................ 42

2. Listing Standard Competences, Basic Competences, and

Determining Topics.......................................................................... 46

3. Determining Indicators....................................................................... 46

4. Choosing the Teaching and Learning Activities

Based on Multiple Intelligence Theory................................................ 47

5. Material Development........................................................................ 47

6. Evaluation.......................................................................................... 47

7. Revision............................................................................................. 48

B. The Designed Materials....................................................................... 48

1. Listing Standard Competences, Basic Competences, and

Determining Topics......................................................................... 48

2. Determining Indicators...................................................................... 50

3. Choosing the Teaching and Learning Activities

Based on Multiple Intelligence Theory .............................................. 55


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4. Material Development....................................................................... 57

5. Evaluation......................................................................................... 58

a. The Description of Participants........................................................ 58

b. Data Presentation ............................................................................ 58

c. Participants’ Comments and Suggestions

on the Materials Design.................................................................... 60

6. Revision............................................................................................ 60

a. Response to the Participants’ Evaluation ......................................... 60

b. The Presentation of the Designed Materials..................................... 61

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ........................ 63

A. Conclusions ........................................................................................ 63

B. Suggestions......................................................................................... 64

REFERENCES ......................................................................................... 66

APPENDICES ........................................................................................... 69

Appendix A. Letter of Permission................................................................ 70

Appendix B. General Description ................................................................ 74

Appendix C. Research and Information Collecting....................................... 79

Appendix D. Preliminary Field Testing Questionnaires................................ 83

Appendix E. The Syllabus............................................................................ 86

Appendix F. The Lesson Plan ...................................................................... 94

Appendix G. The Teaching Learning Activities and

the Intelligences Being Developed ............................................................... 123

Appendix H. Speaking Materials Based on

the Multiple Intelligence Theory for the Tenth Grade Students

of SMA BOPKRI I Yogayakarta................................................ 129


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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

Development by Borg and Gall.................................................... 30


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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

Table 4.6 The Topics and the Sections of the Designed Materials ................ 61


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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 employed to 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.

Hopefully, this English speaking instructional materials encourages other researchers to conduct a further study on the Multiple Intelligence Theory.


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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.

Semoga desain materi ini dapat mendorong peneliti lain untuk mengadakan penelitian lebih lanjut tentang teori kecerdasan ganda.


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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

regarded as one of the vital subjects to be taught in the education field.


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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

Intelligences for the 21st Century (1999), (1) all human beings possess all eight


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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

pathways interest the most.


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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

limited to a set of speaking instructional materials only for the tenth grade


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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

activities in learning English through speaking.


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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

Senior High School through speaking ability.


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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

ability.


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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:

25).


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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)

3) How will we know when the required learning has taken place? (Evaluation)


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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

requires active effort by the student. Learning objectives tell the student the goals


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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

limit a planned program severely.


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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

Revision


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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

Classroom Procedures


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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.

IV The proto-syllabus description of language and language use to be covered in the program.


15

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’

multiple intelligences.


16

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

development, emotional development, and cognitive development.


17

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

Widdowson (1978: 57), speaking is a kind of active and productive characteristic


18

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

speakers begin to plan the constituents (picking the right words, phrases, idioms


19

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

increase and improve their own speaking skills.


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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,

intrapersonal and naturalist intelligence (Gardner, 1999: 41-47). Since 1983, when


21

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

being able to visualize an object, includes the ability to create internal mental


22

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

sensitivity to other’s moods, temperaments, motivations, and feelings.


23

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

apply all the intelligences there are some alternative teaching strategies that might


24

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

which intelligences they belonged. In language classroom, it seems that linguistic


25

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

practice alone or with partner, before increase into larger group.


26

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

course sequence, and small scale feasibility testing.


27

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

control.


28

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

used to determine the standard competences, basic competences, and topics.


29

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

Yalden models).


30

7. Revision

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

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

Rev

isio

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

Main Product Revision


31

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

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


32

(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

feedback. The feedback would be useful to revise and improve the designed


33

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

teachers of SMA BOPKRI I Yogyakarta. Second were the lecturers of English


34

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

questionnaire discussed the students’ needs.


35

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

intelligences theory for the tenth grade students of Senior High School.


36

D. Data Gathering Technique


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.


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

materials hopefully could be made.


37

E. Data Analysis Technique


Since the survey study was conducted, the closed questionnaire form was

given to identify the needs of the students. The data gathered will be summarized

and will be concluded by calculating the percentages.

∑n X = x 100% N

X : mean

∑n : the number of the students who have the same answer

N : the total number of the students

Moreover, an informal interview with the English teachers was also

conducted in order to know the students’ needs deeply.


The data from the evaluation were divided in two categories: (a) the

category was about the respondents’ opinions that would be shown in statistic, (b)

the participants’ comments and suggestions that would be shown in sentences.

a. Descriptive Statistics of Participants’ Opinion on the Designed Materials

The descriptive data was analyzed from questionnaires, which were

recorded in column of raw data. The study was intended to know the average

point of participants’ opinions. The average point (X) was obtained by counting

the sum of the participants’ answers (∑n) divided by the number of participants

(N).


38

The formula is:

∑n X = x 100 % N

X = mean

∑n = the participants’ answers

N = the total number of the participants

The descriptive statistics would be presented as follows.

Table 3.2. The Format of the Presentation of Preliminary Field Testing Results

Central Tendencies No Participants’ opinion Number Mean

b. Participants’ Comments and Suggestions

The list would be made to record the participants’ comments on strengths,

weaknesses and suggestions on the design materials. Next, the improvement will

be made based on participants’ comments and suggestions.

F. Research Procedure

There were some steps employed in this study. These steps were the

procedures of how the study was conducted.

1. Doing library research

2. Asking for permission to conduct research

3. Conducting research and information collecting

4. Listing the competency standard, the basic competence, and determining the

topics


39

5. Formulating the indicators

6. Choosing the teaching and learning activities

7. Designing the materials

8. Evaluating the instructional materials

9. Revising the instructional materials


40

CHAPTER IV

RESEARCH FINDINGS AND DISSCUSSION

This chapter discusses the results of the study. There is two parts discuss in

this part: (1) the material development and (2) the designed materials. The first

part is aimed to answer the first question in the problem formulation by

employing the designed models of the study. The second part is aimed to answer

the second question in the problem formulation by showing the results of the

designing of the materials and the results of the evaluation of the designed

materials done by the preliminary field testing participants. The feedbacks from

the preliminary field testing participants were use to revise and improve the

designed materials.

A. The Material Development

The steps, which are conducted during the process of designing the

materials, will be discussed in this part.

1. Conducting Needs Survey

The result of the interviews and the questionnaires are presented and

discussed in the conducting needs survey. The results were gathered by

distributing questionnaires to the tenth grade students of SMA Bopkri I

Yogyakarta and conducting interviews with the English teachers of SMA Bopkri I

Yogyakarta.


41

a. The Results of the Interview for the English Teacher of SMA BOPKRI

Yogyakarta

The interview was conducted on February 12, 2008 with a tenth grade

English teacher of SMA BOPKRI I Yogyakarta. There were four questions given

to the English teacher. The first question asked about the importance of English

for the students of Senior High School. The second one asked about the speaking

subject for the Senior High School students. It consisted of the reason whether or

not speaking was needed for the students, and it consisted of the students’ interest

in learning. The third was about the teaching learning process in the class. It

consisted of the method that was used by the teacher in class. The fourth was

about the theory of multiple intelligences. It consisted of the teachers’

understanding of the Multiple Intelligences Theory. The detailed information

about the result of the interview can be seen below.

1). The teacher confirmed that English is very important to be taught in Senior

High School since English is a global language. It seemed to her that educated

people who wanted to get success must be able to master English, both in spoken

and written. She added that she wanted her student to be able to master English

well, in order to be able to compete in the world. He believed that English would

lead them to be a better life in the future.

2). The teacher stated that speaking skill was needed for Senior High School

Students. Speaking was one of the skills that became the most issue. She said that

if students wanted to master English, they needed to be able to speak it. However,

it seemed that students had lack motivation in speaking English. They were


42

insecure to speak that language. The problems might be because the lack of

vocabulary, pronunciation, and confidence. She said that the students needed to be

pushed harder to build their confidence. “It will be a hard challenge to me to ask

my students to speak English” she said.

3). The teacher said that she used lecturing and group discussion in teaching

learning activities. However, those activities did not improve their speaking much,

since the students still speak with their first language in the group discussion.

Moreover, students were passive when the teacher taught them.

4). The teacher stated that she had heard once about the theory of multiple

intelligences, but she did not really understand the application of multiple

intelligence theory in teaching learning process, or more specifically in teaching

speaking to the students.

From the interview with the English teacher of SMA BOPKRI I Yogyakarta,

it can be concluded that it is necessary for researchers to design English materials

that will help students speak English better. In this case, designing speaking

materials based on the multiple intelligences theory for the tenth grade students of

Senior High School.

b. The Results of the Questionnaires for the Tenth Grade Students of SMA

BOPKRI I Yogyakarta

The distribution of the questionnaires for the tenth grade students of SMA

BOPKRI I Yogyakarta was intended to know their needs. The questionnaires

were distributed to 41 students of two classes: X1 and X2. The data are gathered

as follows:


43

Table 4.1. The Results of the Questionnaire for the Students

No. Questions Options Number and Percentage

a. Yes 41 100 % 1. Does English need to be learnt? b. No - -

a. Yes 33 80.48 % 2. Are you interested in speaking skill? b. No 8 19.51 %

a. Yes 11 26.82 % 3. Do you think it is easy to speak in English? b. No 30 73.17 %

a. Vocabulary 4 9.75 % b. Pronunciation 12 29.26 % c. Grammar 27 65.85 % d. Idea 7 17.07 % e. Motivation 21 51.21 %

4. What are your difficulties of learning English especially speaking?

f. Others: ……………. 2 4.87 % a. To get a better future 37 90.24 % b. To raise the ability 24 58.53 % c. To communicate with foreigners

14 34.14 %

d. To have pleasure 3 7.31 %

5. In your opinion, what is the usage of studying English especially speaking?

e. Others: ……………. 1 2.43 %

a. Explanation 35 85.36 % b. Group discussion 24 58.53 % c. Role Play 16 39.02 %

d. Question and answer 19 46.34 %

e. Singing - - f. Learning outside the class

-

-

6. What is the technique that has been used by your teacher in teaching speaking?

g. Games 8 19.51 % a. Pictures 15 36.54 % b. Cards - -

c. OHP 25 60.97 % d. Tape 3 7.31 % e. TV/ Video - -

7. What is the media that has been used by the teacher in teaching English especially in speaking?

f. Board 38 92.68 % a. Yes

9

21.95 %

8. Are you satisfied with the techniques and media that have been used by the teacher to improve your speaking skill? Why?

b. No

32

78.04 %


44

From the data gathered, it can be concluded that 100% percent of the

students agreed that English was a very important subject to be learnt. There were

33 (80.48 %) students who interested in the speaking skill. The 8 (19.51 %)

students had different idea; they were not interested on the skill. Although most of

them were interested on the skill, they still assumed that it was not easy to speak

in English. 11 (26.82 %) students said it was easy to speak in English. Meanwhile,

the rest 30 (73.17 %) stated that speaking English was not easy. Most of the

students agreed that speaking was not easy, because they had to face some

problems when speaking English. The issue was 27 (65.85 %) of the students

thought that English was difficult because of the lack of grammar. Another

difficulty was motivation; 21 (51.21 %) students stated that they had lack

motivation in speaking. There were 12 (29.26 %) students who said that they had

a problem on pronouncing the words. 7 (17.07 %) students said that they did not

have any idea to say when they were asked to speak in English. They did not

know where to start whenever they were asked speaking English. The rest 4 (9.75

%) believed that they did not have enough vocabulary and 2 (4.87 %) students

said that they did not have partners to speak with.

Despite the problems, the students still considered that being able to speak

English would bring them to the better future; 37 (90.24 %) students said so. 24

(58.53 %) stated that the reason they learned it in order to raise their ability. 14

(34.14 %) students said they want to master English, especially speaking, was to

communicate with foreigners. 3 (7.31%) of them stated that they learned English


45

was for pleasure. And 1 (2.43 %) student stated that the usage was to go abroad

one day.

Next, the table also revealed the technique used in learning speaking. 35

(85.36 %) students stated that the technique that had been used by teacher in

teaching speaking was explanation. 24 (58.53 %) students agreed that the

technique was group discussion. Question and answer was also used as the

technique; 19 (46.34 %) students said so. Furthermore, 16 (39.02 %) students

agreed that role-play was also used as the technique and games were agreed by 8

(19.51 %) students. Nevertheless, no one chose singing and learning outside as the

techniques that were used by the teacher in teaching speaking.

There were some media used by the teacher in teaching speaking according

the students. The white board had become the main media used by the teacher, the

result was shown from the polling; 38 (92.68 %) students chose it. Next, 25 (60.97

%) students agreed that OHP was used to teach in the class. Pictures were also

used by the teacher; 15 (36.54 %) students said so. 3 (7.31 %) of them stated that

tape was used as the media. However, no one chose cards and TV/ Video as the

media that were used by the teacher in teaching English, especially speaking. The

techniques and the media that had been used however did not improve much their

speaking skill. 32 (78.04 %) students agreed that the techniques had not help them

much to improve the skill, because the techniques used did not give them more

chance to speak and the techniques were boring. The rest 9 (21.95 %) said that the

techniques and media helped them to improve their speaking ability, because they

could learn easily by listening the teacher’s “preach”.


46

It can be concluded that the students thought that English was important for

them in order to get better futures, yet they assumed that speaking the language

was not easy because of the lack of grammar and motivation. Dealing with those

problems, the teacher tried to use some techniques and media, however it did not

improve much their speaking ability because it did not give the students more

chance to speak and the techniques used were boring. Thus, it is necessary for

researchers to design English materials with variety of techniques and media that

will help students speak English better. In this case, designing speaking materials

based on the multiple intelligences theory for the tenth grade students of Senior

High School.


Topics

The standard competences and the basic competences were listed based on

the curriculum 2006 (KTSP). After listing the standard competences, the basic

competences were listed. The basic competencies were taken from 2006

curriculum as well. Next, the topics were determined based on the basic

competencies of the curriculum 2006 for the tenth grade of Senior High school.

There were nine topics developed, and each unit consists of intelligences that will

be developed.


After listing the standard competencies and the basic competencies for each

unit, the next step was to determine the indicators for each unit. Indicators

function to show whether the basic competences had been achieved. Here, the


47

indicators were defined from the synchronization between curriculum 2006 and

the eight areas of Multiple Intelligences.

4. Choosing the Teaching and Learning Activities Based on Multiple

Intelligence Theory

The activities used in the study were based on the multiple intelligence

theory for the tenth grade students of senior high school. The activities chosen

were aimed to practice and develop the students’ intelligences, and to build their

speaking ability.


After listing the standard competencies, the basic competencies, determining

the topic and indicators, and choosing the activities; next the materials were

designed. The materials were designed based on the multiple intelligence theory,

which is proposed by Howard Gardner. The materials were designed without

neglecting other skills outside the speaking area, that is, listening, speaking, and

writing.

6. Evaluation

After designing the materials, the materials were evaluated by distributed

the evaluation questionnaires on the designed materials to the preliminary field

testing participants. The English teachers of the tenth grade of SMA BOPKRI I

Yogyakarta and the English lecturers of Sanata Dharma University were involved


48

as the preliminary field testing participants of product evaluation survey. They

gave feedback, evaluations, and some comments about the designed materials.

They were also considered as inputs to revise the materials so the final design

could be presented.

7. Revision

After gaining the evaluations from the participants on the designed

materials, next, the materials were revised. The revisions were based on the

feedbacks and the suggestions from the participants. After revising the materials,

then, the final version of the speaking instructional materials were presented.

B. The Designed Materials

The results of the material development will be discussed in this part. The

explanation is as follows.


Topics

According to curriculum 2006, the standard competences of speaking for the

tenth grade students of Senior High School were: (1) to convey meaning in

transactional and interpersonal conversations in daily life context; (2) to convey

meaning in short functional texts, in forms of recount, narrative, procedure,

descriptive and news item in daily life context; and (3) to convey meaning in a

short functional written text in daily life contexts. After listing the standard


49

competences, the basic competences were listed. The basic competencies were

taken from 2006 curriculum were presented as follows.

Table 4.2. The Basic Competencies

Subject Basic Competences

Speaking At the end of the class, the students are able to:

• Convey meaning in formal and informal transactional (get things done) and interpersonal (socialization) discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts, which include introduction, greeting and closing.

• Convey meaning in formal and informal transactional and interpersonal discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts which include: the act of showing attention and sympathy.

• Convey meaning in a short functional written text (e.g. advertisement) in formal and informal using various written texts in daily life context.

• Convey meaning and rhetoric steps in essay by using various written texts accurately, fluently, and acceptably in daily life contexts in a form of narrative.

• Convey meaning and rhetoric steps in essay by using various written texts accurately, fluently, and acceptably in daily life contexts in a form of procedure.

• Convey meaning in formal and informal transactional (get things done) and interpersonal (socialization) discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts, which include expressions on gratitude, compliment, and congratulation.

• Convey meaning in formal and informal transactional (get things done) and interpersonal (socialization) discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts, which include expressions on being surprise and not believe.

• Convey meaning in formal and informal transactional (get things done) and interpersonal (socialization) discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts, which include expressions on accepting and refusing an invitation.


50

• Convey meaning and rhetoric steps in essay by using various written texts accurately, fluently, and acceptably in daily life contexts in a form of news item.

Next, the topics were determined based on the basic competencies of the

curriculum 2006 for the tenth grade of Senior High school. There were nine topics

developed. They are arranged as follows.

Table 4.3. The Topics

Unit Topics

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?

9. Discovery Channel


Indicators function to show whether the basic competences had been

achieved. Here, the indicators were defined from the synchronization between

curriculum 2006 and the eight areas of Multiple Intelligences. Those areas consist

of verbal-linguistic intelligence, mathematical-logical intelligence, musical

intelligence, visual-spatial intelligence, bodily-kinesthetic intelligence,

interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence.

The indicators are stated as follows.


51

Table 4.4. The Indicators

No.

Basic Competences

Unit

Indicators

Multiple Intelligences

Area 1. Conveying meaning in formal

and informal transactional (get things done) and interpersonal (socialization) discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts, which include introduction, greeting and closing.

1. Getting to Know You

1.1 Students are able to identify the expressions of introduction, greeting/closing. 1.2 Students are able to give and respond the expressions of introduction, greeting/closing. 1.3 Students are able to create and perform a role-play in front of the class using the expressions of introduction, greeting/closing.

Mathematical-logical, verbal-linguistic. Verbal-linguistic, interpersonal. Interpersonal, bodily-kinesthetic.

2. Conveying meaning in formal and informal transactional and interpersonal discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts which include: the act of showing attention, and sympathy.

2. What’s the Matter?

2.1 Students are able to identify the expressions of giving attention, and sympathy. 2.2 Students are able to give and respond the expressions of giving attention, and sympathy. 2.3 Students are able to share their opinions using the expressions of giving attention, and sympathy. 2.4 Students are able to create and perform a role-play in front of the class using the expressions of giving attention, and sympathy.

Visual-spatial, mathematical-logical, verbal-linguistic, intrapersonal. Verbal-linguistic. Interpersonal. Interpersonal, bodily-kinesthetic.

3 Conveying meaning and rhetoric steps in essay by using various written texts accurately, fluently, and

3. My Story 3.1 Students are able to identify the generic structure of narrative texts.

Visual-spatial, mathematical-logical, interpersonal.


52

acceptably in daily life contexts in a form of narrative text.

3.2 Students are able to identify the linguistic structure of narrative texts using music. 3.3 Students are able to use past tense in telling a sequence. 3.4 Students are able to tell a story.

Mathematical-logical, verbal-linguistic, musical, intrapersonal. Mathematical-logical. Verbal-linguistic.

4. Conveying meaning in a short functional written text (e.g. advertisement); in formal and informal using various written texts in daily life context.

4. Living Well

4.1 Students are able to read short functional texts (e.g. advertisement). 4.2 Students are able to identify meaning of short functional texts (e.g. advertisement). 4.3 Students are able to respond some functional short texts in daily life context, e.g. advertisement. 4.4 Students are able to produce and perform an advertisement in front of the class.

Verbal-linguistic, visual-spatial. Mathematical-logical. Intrapersonal. Interpersonal, bodily-kinesthetic, naturalists.

5. Conveying meaning and rhetoric steps in essay by using various written texts accurately, fluently, and acceptably in daily life contexts in a form of procedure.

5. It’s Simple like ABC

5.1 Students are able to identify the generic structure of a procedure task. 5.2 Students are able to ask for instructions and giving for instructions. 5.3 Students are able to make their own procedure on making something.

Verbal-linguistic, Visual-spatial. Mathematical-logical. Interpersonal.

6. Conveying meaning in formal and informal transactional (get things done) and interpersonal (socialization) discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts, which include expressions on

6. Thank You…

6.1 Students are able to identify the expressions of gratitude, compliment, and congratulation. 6.2 Students are able to express gratitude.

Visual-spatial, verbal-linguistic, mathematical-logical. Intrapersonal.


53

gratitude, compliment, and congratulation.

6.3 Students are able to respond to the expressions of gratitude. 6.4 Students are able to give compliment and to respond to the compliment given. 6. 5 Students are able to give congratulation and to respond to the congratulation given.

Interpersonal, bodily-kinesthetic. Interpersonal, bodily-kinesthetic. Interpersonal, bodily-kinesthetic.

7. Conveying meaning in formal and informal transactional (get things done) and interpersonal (socialization) discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts, which include expressions on being surprised and not believe.

7. Oh! My God!

7. 1 Students are able to identify the expressions of being surprised and not believe. 7.2 Students are able to express being surprised. 7. 3 Students are able to respond on the expressions of being surprised. 7. 4 Students are able to express not believe expressions. 7.5 Students are able to respond on the expressions of not believe. 7.6 Students are able to perform a role play in front in the class use the expressions of being surprised and not believe.

Visual-spatial, verbal-linguistic, mathematical-logical. Interpersonal. Interpersonal, mathematical-logical. Intrapersonal. Interpersonal. Interpersonal, bodily-kinesthetic.

8. Conveying meaning in formal and informal transactional (get things done) and interpersonal (socialization) discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts, which include expressions on accepting and refusing an

8. A Party? 8.1 Students are able to identify the expressions of accepting and rejecting an invitation. 8.2 Students are able to give and respond the expressions of

Mathematical-logical, visual-spatial, intrapersonal, musical. Verbal-linguistic, interpersonal.


54

invitation.

accepting and rejecting an invitation. 8.3 Students are able to share their opinions about the topic. 8.4 Students are able to create and perform a role-play in front of the class using the expressions accepting and rejecting an invitation.

Interpersonal. Interpersonal, bodily-kinesthetic.

9. Conveying meaning and rhetoric steps in essay by using various written texts accurately, fluently, and acceptably in daily life contexts in a form of news item.

9. Discovery Channel

9.1 Students are able to use simple present tense in describing things and people. 9.2 Students are able to tell news in monolog. 9.3 Students are able to act like a reporter. 9.4 Students are able to tell a story.

Mathematical-logical. Visual-spatial, verbal-linguistic, musical, naturalist. Verbal-linguistic, intrapersonal. Intrapersonal, mathematical-logical, verbal-linguistic. Verbal-linguistic, interpersonal.


55

3. Choosing the Teaching and Learning Activities Based on Multiple

Intelligence Theory

The teaching and learning activities that engage the students in active

learning to improve their speaking skill are designed based on the eight areas of

Multiple Intelligences Theory. The activities were adapted from Campbell (2006).

The explanation of instructional activities based on multiple intelligence theory is

as follows.

1. L e t ’ s s a y i t !

The picture of a girl reading a book visualizes the activity of verbal-

linguistic intelligence since this intelligence is the ability to think in words and to

use language to express and appreciate complex meaning. The activities include

reporting, storytelling, interviewing, discussing, reading to remember, explaining,

and communicating.

2. Let’s find out!

Logical-mathematical intelligence is the ability to recognize and solve

problems. The picture of a computer is a symbol of logical-mathematical

intelligence; since one of the activities of the intelligence is the use of technology

to teach, learn, and extend student understanding. These are the activities used in

the materials to raise logical-mathematical intelligence: using diverse questioning

strategies, predicting and verifying logical outcomes, identifying and solving

problems, and using concrete objects to demonstrate understanding.


56

3. Let’s play music!

The picture above symbolizes musical intelligence, in view of the fact that

musical intelligence is evident in individuals who possess sensitivity to pitch,

melody, rhythm, and tone. Students can experience the intelligence through

singing, listening to the music, and playing instruments.

4. Let’s see it!

The picture of a boy holding a picture represents visual-spatial intelligence.

Visual-spatial intelligence enables students to perceive external and internal

imagery, to recreate, transform, or modify images, to navigate oneself and object

through space, and to produce or decode graphic information. Using pictures,

drawing images, watching movie were the activities to gain the intelligence.

5. Let’s move it!

The picture above symbolizes bodily-kinesthetic intelligence. Bodily

kinesthetic includes the ability to unite body and mind to perfect physical

performance. The intelligence provides students to be active and participatory in

learning English. Performing a role-play, gaming, miming, and moving around the

class are the bodily-kinesthetic activities in the designed materials that can make

learning more stimulating, dynamic, and memorable.

6. Let’s come together!

The picture of children describes togetherness among them. The picture

visualizes interpersonal intelligence, since the intelligence is the capacity to


57

understand and interact effectively with others. The students usually excel the

intelligence by doing group work, team effort, and collaborative project.

7. Be your self!

Intrapersonal intelligence is symbolized by the picture above. Intrapersonal

intelligence refers to construct an accurate perception of one and to use such

knowledge in planning and directing one’s life. In the designed materials the

intelligence is gained from these activities: self-directed, self-reflection, and

working independently.

8. Let’s go green!

Naturalist intelligence is visualized by the picture of a tree; seeing as the

intelligence provides students to work effectively with variety of plants, animals,

and discern patterns in human endeavor. Hence, the activities in the materials

were designed to distinguish living thing in surroundings. Recognizing and

interacting with objects, plants, or animals are the activities to gain the

intelligence.

The details of the teaching learning activities and the intelligences being

developed can be seen in the appendix.


The speaking materials were designed based on the results of needs survey,

standard competencies, basic competencies, indicators, and the theory of multiple

intelligences. The designed materials were promoted by the combination of


58

listening, speaking, reading, and writing. The materials consisted of nine units.

The time allocation for each unit was 2 x 45 minutes (90 minutes).

5. Evaluation

The materials and Questionnaires were distributed to the participants, whose

reviews were needed to improve the designed materials. There were two groups of

participants: two English lecturers of Sanata Dharma University and two English

teachers of the tenth grade of SMA BOPKRI I Yogyakarta. Their participation was

significant; in order to give feedback and evaluation of the materials. Here,

evaluation consisted of three parts. They were the Description of Participants,

Data Presentation, and the Participants’ Comments and Suggestions on the

Materials Design.

a. The Description of Participants

The English teachers of the tenth grade of SMA BOPKRI I Yogyakarta and

the English lecturers of Sanata Dharma University were involved as the

participants of product evaluation survey. They gave feedback, evaluations, and

some comments about the designed materials. They were also considered as

inputs to revise the materials so the final design could be presented.

b. Data Presentation

The questionnaires were distributed to the participants to obtain the

evaluation on the designed material. The purpose was to gain feedbacks about the

designed materials, which were appropriate for the tenth grade students of Senior


59

High School. The likert scale was used to show the participants’ opinions on the

designed materials. The degrees of agreement from the participants were

expressed in number. The number ranged from 1 to 5. There were five degrees of

agreement. The five degrees of agreement are as follows.

1 : strongly disagree with the statement

2 : disagree with the statement

3 : undecided with the statement

4 : agree with the statement

5 : strongly agree with the statement

Next, the evaluation data were presented in the following table:

Table 4.5. The Results of the Evaluation Questionnaire

Central Tendencies No Participants’ opinion on:

N Mean

1 The designed materials are suitable with the basic competencies.

4 4.2

2 The Indicators are well formulated. 4 4.2

3 The contents are appropriate for the tenth grade students of SMA BOPKRI I Yogyakarta. 4 4.5

4 The topics are well arranged. 4 4.2

5 The materials are able to improve students’ speaking in learning English.

4 4.2

6 The activities are well elaborated and developed based on the symbols used for each areas of intelligence.

4 4.0

7 The number of activities in each unit has been sufficient for the time given.

4 4.0

8 The materials can facilitate the learners to achieve the indicators.

4 4.0

9 There are various activities, materials, and media that 4 4.2


60

support learning.

10 Generally, the contents are well arranged. 4 4.2

c. Participants’ Comments and Suggestions on the Materials Design

Additionally, the open-ended questionnaires were distributed to obtain the

participants’ comments, criticism, and feedback on the designed materials. Most

of the participants gave good impression toward the materials. They stated that the

materials were good, well arranged, interesting, and appropriate for the tenth

grade students of Senior High School.

The suggestions are elaborated as follows.

a. It would be better if the students were given more exercises that focus

on the individual development.

b. If it is possible, conduct active researches by implementing the

material in a real class situation.

c. The coloring of the pictures still needed improvement.

d. There were some instructions that needed to be clarified further.

6. Revision

The revision was made based on the feedback and suggestions from the

participants. The revision is elaborated as follows.

a. Response to the Participants’ Evaluation

1) Some exercises that focus on the individual development, in this case

was intrapersonal intelligence were added in the materials.


61

2) The pilot study will be conducted to implement the material.

3) The coloring of the pictures was improved by adding tone in color.

4) Some clarifications on the instruction were made by simplifying them

into more understandable instructions.

b. The Presentation of the Designed Materials

The final version of the designed materials was made to answer the second

answer on the problem formulation. The materials consist of nine units. The

following table shows the description of the designed materials.

Table 4.6. The Topics and the Sections of the Designed Materials

(The detail of the materials can be seen in the appendix)

UNIT TOPIC SECTION

1 Getting to Know You a. Let’s find out!

b. Let’s say it!

c. Let’s move it!

d. Let’s come together!

2 What’s the Matter? a. Let’s see it!

b. Let’s say it!

c. Be your self!

d. Let’s find out!

e. Let’s come together!

f. Let’s move it!

3 My Story a. Let’s see it!

b. Let’s find out!

c. Let’s say it!

d. Let’s play music!

e. Let’s come together!


62

4 Living Well a. Let’s see it!


c. Be your self!

d. Let’s go green!

5 It’s Simple Like ABC a. Let’s see it!

b. Let’s draw it!

c. Let’s find out!


6 Thank You… a. Let’s see it!


c. Let’s sat it!

d. Be your self!

e. Let’s move it!

f. Let’s come together!

7 Oh, My God! a. Let’s see it!

b. Let’s say it!


d. Let’s move it!

8 A Party? a. Be your self!

b. Let’s say it!



e. Let’s see it!

f. Let’s play music!

9 Discovery Channel a. Let’s go green!

b. Let’s play music!

c. Let’s say it!

d. Let’s see it!

e. Let’s find out!

f. Let’s come together!


63

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter consists of two parts: the conclusions of the study and the

suggestions for the English teachers or instructors and the future researchers.

A. Conclusions

This research was aimed to design Speaking Materials based on Multiple

Intelligences Theory for the Tenth Grade Students of Senior High School. After

completing the research, some conclusions were achieved. First, the combination

between Kemp model and Yalden model was adapted in designing the materials

in order to answer the first questions. The combination of the models was

presented as follows: conducting needs survey; determining competency

standard, basic competence and topics; determining indicators; selecting teaching

learning activities and resources; designing the instructional materials; evaluating

the instructional materials; and revising the instructional materials.

Second, to answer the second question of this research, a set of speaking

materials based on multiple intelligence theory for the tenth grade students of

Senior High School was designed. The designed materials contained nine units.

The nine units of the designed materials are presented as follows.

Unit 1 : Getting to Know You

Unit 2 : What’s the Matter?

Unit 3 : My Story

Unit 4 : Living Well


64

Unit 5 : It’s Simple like ABC

Unit 6 : Thank You…

Unit 7 : Oh! My God!

Unit 8 : A Party?

Unit 9 : Discovery Channel

The final version of the materials can be seen in Appendix I.

Third, in evaluating the materials, the questionnaires were distributed to the

participants to obtain feedback, comments, and suggestion about the designed

materials. The result of the questionnaire showed that the instructional materials

were good, well arranged, and interesting. Thus, it can be concluded that the

participants agreed that the designed materials were suitable for the tenth grade

students of Senior High School. However, there were some revisions conducted to

make the designed materials better. The revision and improvement were based on

the participants’ feedback and suggestions.

B. Suggestions

The Multiple Intelligences Theory stated that every student is unique, thus,

teachers should be aware of student’s characteristic, needs, and interests. Also,

teachers should realize that every student has their own way in learning. It is the

teachers’ responsibility to motivate, encourage the students to learn, and give

students space to learn through many kinds of activities that develop their

intelligences. Doing physical games, doing a group project, drawing pictures

singing, and observing are the recommended activities. The teacher may develop

them into some attractive and varied ones.


65

For the future researchers, there are no perfect materials. These materials

can always be revised and improved so that the materials will be more applicable

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


66

REFERENCES Armstrong, T. 1994. Multiple Intelligences in the Classroom. The Association of

Supervision and Curriculum Development: Alexandria, VA. Ary, Donal., Jacobs, L. C., and Asghar, R. 1979. Introduction to Research in

Education. New York: Holt, Rinehart & Winston. ________. 1990. Introduction to Research in Education, 4th Edition. New York:

Rineheart and Winston, Inc. ________. 2002. Introduction to Research in Education. Belmont:

Wadsworth/Thomson Learning. Banathy, B. 1976. Instructional System. A Paper Presented at Seminar Nasional

Inovasi dan Teknologi Pendidikan. Jakarta: IKIP Negeri Jakarta. Berman, M. 1998. A Multiple Intelligences Road to an ELT Classroom. Wales,

UK: Crown House Publishing Limited. Bloomfield, L. 1993. Language. New York: Holt. Borg, Walter R. and Meredith Damien Gall. 1983. Educational Research: An

Introduction, 4th edition. New York: Longman, Inc. Campbell, L. 1996. Teaching and Learning trough Multiple Intelligences.

Needham Heights: A Simon & Schuster Company. Christinson, M. 1998. Applying Multiple Intelligences in the Second and Foreign

Language Classroom. Burlingame, CA: Alta Book Center Publishers. Clark, Hebert. H and Eve V. Clark. 1997. Psychology and Language (An

Introduction to Linguistic). New York: Harcourt Brace Jovanovich, Inc. Clark, Leonard H. and Starr, Irving S. 1991. Secondary and Middle School

Teaching Methods. New York: Macmillan Publishing Company. Craig, Grace J. 1979. Child Development. New Jersey: Englewood Cliff, Prentice-

Hall Inc. Dick, Walter and Reiser, R.A. 1989. Planning Effective Instruction. Boston: Allyn

and Beacon, Inc. Gardner, H. 1983. Frames of Mind: The theory of multiple intelligences. New

York: Basic Books.


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_______. 1991. The Unschooled Mind: How Children Think and How Schools should Teach. New York: Basic Books. _______. 1993. Multiple Intelligences: The Theory in Practice. New York: Basic

Books. _______. 1999. Intelligence Reframed: Multiple Intelligences for the 21st Century.

New York: Basic Books. Houle, Cyril O. 1978. The Design of Education. San Francisco: Jassey Bass

Publisher. Kemp, Jerold E. 1977. Instructional Design Model: A Plan for Unit and Course

Development. Belmont: Fearon-Pittman. Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching.

Oxford: Oxford University Press. Lazear, David. 1992. Teaching for Multiple Intelligences. Fastback 342

Bloomington, IN: Phi Delta Kappan Educational Foundation. Nunan, D. 1991. Language Teaching Methodology: A Textbook for Teachers.

New York: Prentice Hall International (UK), Ltd. ________. 1999. Second Language Teaching & Learning. Boston: Heinle &

Heinle publishers. Paulstron, Christina Bratt and Bruder, Mary Newton. 1976. Teaching English as a

Second Language Technique and Procedure. Otawa: Little, Brown and Company.

Pikunas, Justin. 1976. Human Development: An Emergent Science. Tokyo:

McGraw-Hill Kogakusha, Ltd. Richard, J. C. and Rodgers, T. S. 2001. Approaches and Methods in Language

Teaching. New York: Cambridge University Press. Rivers, W. 1968. Teaching Foreign Language Skills. Chicago: University of

Chicago Pess. Savignon, S. 1983. Communicative Competence: Theory and Classroom Practice

Texts and Contexts in Second Language Learning. California: Addison-Wesley Publishing Company.

Widdowson, H. G. 1978. Teaching Language as Communication. Oxford: Oxford

University Press.


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Wechsler, D. 2000. The Measurement and Appraisal of Adult intelligence. Baltimore, MD: Williams & Wilkins.

Yalden, Janice. 1987. The Communicative Syllabus: Evaluation Design and

Implementation. New Jersey: Prentice Hall International.


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APPENDICES


70

Appendix A. Letter of Permission


71

Hal : Permohonan pengisian kuesioner Lampiran : 1. Gambaran Umum 2. Kuisioner 3. Silabus 4. Rencana Pelaksanaan Pengajaran (RPP) 5. Materi Pengajaran Yth. Di Dengan hormat,

Bersama surat ini saya,

Nama : Regina Arum Utami

No. Mhs : 021214105

Program Studi : Pendidikan Bahasa Inggris

Jurusan : Pendidikan Bahasa dan Seni

Fakultas : FKIP

mengajukan permohonan ijin pengisian kuesioner yang berkaitan dengan skripsi

yang sedang saya susun. Skripsi ini berjudul Speaking Materials Based on the

Multiple Intelligences Theory Based for the Tenth Grade of Senior High School

Students.

Saya mohon Bapak/ Ibu bersedia memberikan penilaian dan saran

mengenai materi pengajaran yang telah saya susun dengan mengisi kuesioner

terlampir.

Demikian surat ini saya buat. Atas perhatian dan kesediaannya, saya

ucapkan terima kasih.

Yogyakarta, 12 Agustus 2008 Hormat saya, Regina Arum Utami


72


73


74

Appendix B. General Description


75

GENERAL DESCRIPTION

The title of the study is Speaking Materials based on Multiple

Intelligences Theory for the Tenth Grade Students of Senior High School. The

study is aimed to develop students’ speaking skill by employing the Multiple

Intelligences Theory, which is proposed by Howard Gardner. The activities that

employ the Multiple Intelligences Theory are hoped can develop speaking ability

of the tenth grade students of Senior High School. The intelligences are: verbal-

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

interpersonal, intrapersonal, and naturalist. The materials are designed based on

Curriculum 2006 or which is known as Kurikulum Tingkat Satuan Pendidikan

(KTSP).

A. Background

The study was conducted because of three reasons. First, teaching in

schools only concerns on verbal-linguistic intelligence and logical-mathematical

intelligence development. Second, the needs of senior high school students to be

able to speak English well. Third, teaching English in class only use lecturing as a

method; this situation advantages student with verbal-linguistic intelligence, but

not for students that have other intelligence, e.g. music intelligence. The study

gives as an alternative for teachers to teach and develop the students’ speaking

ability.

B. Purpose

The designed materials are aimed to give the students many opportunities

to practice using different kinds of their intelligences through speaking in learning

English. Moreover, by practicing using many kinds of activities, the students can

develop their own learning style independently. For the teachers, these materials

can be the bases for them to develop better materials using multiple intelligences

theory.


76

C. Content

The designed materials include nine units. Each unit consists of five main

parts, which the each part contains with activities that train the specific

intelligences; and those intelligences are symbolized with icons.

•

•

•

•

•

•

•

•

verbal-linguistic

logical-mathematical

visual-spatial

musical

bodily-kinesthetic

interpersonal

intrapersonal

naturalist

The activities give the students opportunity to practice to use their

intelligences. The materials are designed based on Curriculum 2006 (KTSP).


77

GAMBARAN UMUM

Penelitian ini berjudul Speaking Materials based on Multiple Intelligences

Theory for the Tenth Grade Students of Senior High School. Pada dasarnya, tujuan

penulisan tugas akhir ini adalah mengembangakan teori kecerdasan ganda yang

diprakarsai oleh Howard Gardner untuk melatih kemampuan berbicara untuk

murid kelas sepuluh SMA. Dengan menggunakan teori kecerdasan ganda ini,

dikembangkanlah aktivitas-aktivitas yang diharapkan dapat menstimulasi delapan

area kecardasan; diantaranya verbal-linguistik, matematis-logis, ruang-visual,

kinestetik-badani, musik, interpersonal, intrapersonal, dan lingkungan hidup.

Materi pembelajaran ini dikembangkan berdasarkan kurikulum 2006 atau yang

lebih dikenal dengan nama Kurikulum Tingkat Satuan Pendidikan (KTSP).

A. Latar Belakang

Penulisan materi ini dilatarbelakangi oleh tiga hal. Pertama, pengajaran

bahasa Inggris di sekolah yang hanya menekankan pada pengembangan

kecerdasan verbal-linguistik dan kecerdasan matematis-logis. Kedua, kebutuhan

murid SMA untuk dapat berbicara bahasa Inggris dengan baik. Ketiga,

penagajaran bahasa Inggris di kelas yang hanya menggunakan metode ceramah,

sehingga hanya menguntungkan sebagian murid yang mapu menangkap pelajaran

secara verbal, tetapi tidak untuk para murid yang memiliki kecerdasan lainnya,

misalnya musik. Penulisan materi ini merupakan tawaran sebagai alternatif materi

pengajaran bahasa Inggris khususnya untuk melatih kemampuan berbicara untuk

murid kelas sepuluh SMA.

B. Tujuan

Materi pengajaran ini merupakan pengembangan dari teori kecerdasan

ganda yang aktifitas-aktifitasnya bertujuan untuk merangsang berkembangya


78

berbagai macam kecerdasan yang ada di dalam diri para murid melalui kemapuan

berbicara. Selain itu, desain pembelajaran ini juga diharapkan dapat membantu

guru untuk memberikan variasi dalam mengajar. Semoga materi ini dapat benar-

benar berguna bagi murid maupun guru.

C. Isi

Materi Mencakup sembilan unit yang melatih kecerdasan ganda tertentu.

Kecerdasan ganda tersebut ditandai dengan ikon-ikon berupa gambar berikut ini:

•

•

•

•

•

•

•

•

verbal-linguistik

matematis-logis

ruang-visual

musik

kinestetik-badani

interpersonal

intrapersonal

lingkungan hidup

Setiap kegiatan yang ada memberi kesempatan pada murid untuk berlatih

menggunakan kecerdasan ganda yang mereka miliki. Materi pembelajaran yang

digunakan, didisain menurut Kurikulum 2006 (KTSP).


79

Appendix C. Research and Information Collecting


80

Name : Class : Give circle to the answers you chose!

Thank you-

No. Questions Options a. Yes 1. Do you think that English needs to

be learnt? b. No a. Yes 2. Are you interested in speaking

skill? b. No a. Yes 3. Do you think it is easy to speak in

English b. No a. Vocabulary b. Pronunciation c. Grammar d. Idea e. Motivation

4. What are your difficulties of learning English especially speaking?

f. Others: ……………. a. To get a better future b. To raise the ability c. To communicate with foreigners d. To have pleasure

5. In your opinion, what is the usage of studying English especially speaking?

e. Others: ……………. a. Explanation b. Group discussion c. Role Play

d. Question and answer

e. Singing f. Learning outside the class

6. What is the technique that has been used by your teacher in teaching speaking?

g. Games a. Pictures b. Cards

c. OHP d. Tape e. TV/ Video

7. What is the media that has been used by the teacher in teaching English especially in speaking?

f. Board a. Yes,.…………………………….. ……………………………………..

8. Are you satisfied with the techniques and media that have been used by the teacher to improve your speaking skill? Why?

b. No, ……………………………... ……………………………………..


81

The Results of the Interview with the English Teacher of the Tenth Grade of SMA BOPKRI I Yogyakarta, which is conducted in February 12, 2008.

Name : Veronica D. Occupation : Teacher Educational Background : S1 Teaching Experience : 3 years

1. Question: What do you think about the importance of English for the

students of Senior High School?

Answer: I think English is very important to be taught in Senior High

School Student since English is a global language. Educated people who

want to get success must be able to master English, both in oral and

written. That is why; I want my students to be able to master English well,

in order to be able to compete in the world. I believe English would lead

them to be a better life in the future.

2. Q: What about speaking skill? Does it play a big role in learning English?

Why speaking skill is very important to be taught in Senior High School?

A: I think speaking skill is needed for Senior High School Students.

Speaking is one of the skills that become the most issue. I think if the

students want to master English, they need to be able to speak it.

3. Q: How is the teaching-learning process so far, especially in teaching

speaking to the students? Is there any special method used in teaching

speaking?

A: It seems to me that the students have lack motivation in speaking

English. They were not insecure to speak that language. The problems

might because the lack of vocabulary, pronunciation, and confidence. The

students need to get push harder to build their confidence.

So far I use lecturing and group discussion in teaching learning activities.

However, those activities do not improve much their speaking, since the

students still speak with their first language in a group discussion.


82

Moreover, the students are passive when I give them a lecture. “It will be a

hard challenge to me to ask my students to speak English.”

4. Q: Do you know about the Multiple Intelligences Theory? Have you ever

applied the Theory in teaching English; especially in teaching speaking?

A: I have heard once about the theory of multiple intelligences, but I do

not really understand the application of multiple intelligence theory in

teaching learning process, especially in teaching speaking skill to the

students.


83

Appendix D. Preliminary Field Testing Questionnaires


84

QUESTIONNAIRE OF MATERIALS EVALUATION FOR ENGLISH TEACHERS AND LECTURERS

The questionnaire is intended to obtain the feedback about the designed

materials to improve the materials. As a respondent of this research, you are asked

to state your judgment toward these designed materials that are enclosed.

Respondent’s Identity

Name :

Occupation : * teacher / lecturer

Educational Background : * diploma / S1 / S2 / S3 / others

Teaching Experience : years

You are asked to choose one of the opinions by giving a check (√ ) according to

the degrees of agreement, which are categorized as follows:

5 = strongly agree 4 = agree 3 = doubt 2 = disagree 1 = strongly disagree

Degree of Agreement

No.

Respondents’ Evaluation 5 4 3 2 1

1. The designed materials are suitable with the

basic competencies.

2. The indicators are well formulated.

3. The contents are appropriate for the tenth grade

of Senior High School students.

4. The topics are well arranged.

5. The materials are able to improve students’

speaking in learning English.

6. The activities are well elaborated and developed


85

based on the symbols used for each areas of

intelligence.

7. The number of activities in each unit has been

sufficient for the time given.

8. The materials can facilitate the learners to

achieve the indicators.

9. There are various, activities, materials, and

media that support learning.

10. Generally, the contents are well arranged.

1. What are your opinions about the designed materials overall? 2. What are your suggestions to improve the design? 3. For those; who have known about the theory of Multiple Intelligences:

a) What are your opinions toward the symbols used in this design to represent each area of intelligences?

b) What are your suggestions to improve the implementation of the theory of

Multiple Intelligences of the design? Note: * circle the appropriate one

Thank You


86

Appendix E. The Syllabus


87

Evaluation Standard

Competence

Basic

Competence

Learning Materials

Learning Activities

Indicators

Multiple

Intelligences Area

Learning Methods

Instruments

Time

Allotment

Sources

Speaking 3. Conveying meaning in transactional and interpersonal conversations in daily life context.

3.1 Conveying meaning in formal and informal transactional (get things done) and interpersonal (socialization) discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts which include introduction, greeting and closing.

o Introduction: A: I’m Janice. B: I’m John o Greeting A: Hello, nice to meet you B: Nice to meet you too. o Closing A: Bye, John! B: Bye.

1. Students answer questions on the topic. 2. Students read and practice the dialog. 3. Students identify expressions of introduction, greeting/closing. 4. Students discuss the expressions of introduction, greeting/closing. 5. Students make their own role play based on the expressions and then perform it in front of the class.

1. Students are able to identify the expressions of introduction, greeting/closing. 2. Students are able to give and respond the expressions of introduction, greeting/closing. 3. Students are able to create and perform a role-play in front of the class using the expressions of introduction, greeting/closing interpersonally.

- Mathematical- Logical

- Verbal-Linguistic

- Interpersonal.

- Explanation - Question and answer

- Group discussions

- Role play

Students’ Performanc-es

2 x 45 Minutes

Let’s Say It! B. The Explana-tion Sudarwati, M & Grace, E. 2007. Look Ahead for Senior High School Students Year X. Penerbit Erlangga.


88

3. Conveying meaning in transactional and interpersonal conversations in daily life context.

3.2 Conveying meaning in formal and informal transactional and interpersonal discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts which include: the act of showing attention, and sympathy.

o Expressing attention: - Look at you! - What’s the matter with you? - What’s the matter? o Expressing sympathy: - I’d like to express my deepest condolences. - I’m sorry to hear that. - I’m awfully sorry about the tragedy.

1. Students identify pictures which show the expressions of giving attention, and sympathy. 2. Students read and practice the dialog. 3. Students identify the expressions of giving attention, and sympathy 4. Students give opinions using the expressions of giving attention, and sympathy. 5. Students fill the blanks with the expressions of giving attention, and sympathy. 6. Students make their own role play on the expressions, and then perform it in front of the class.

1. Students are able to identify the expressions of giving attention, and sympathy. 2. Students are able to give and respond the expressions of giving attention, and sympathy. 3. Students are able to share their opinions using the expressions of giving attention, and sympathy. 4. Students are able to create and perform a role-play in front of the class using the expressions of giving attention, and sympathy.

- Verbal- Linguistic

- Intrapersonal - Bodily-Kinesthetic


- Group discussions

- Role play


2 x 45 Minutes

Let’s Say It! B. The Explana-tion Purwati, M & Yuliani, M. 2005. English for a Better Life for Grade X of Senior High School. Pakar Raya.

4. Conveying meaning in short functional texts, in forms

4. 2 Conveying meaning and rhetoric steps in essay by using various written

Narrative text: - Tells something which happened in the past and its purpose is to

1. Students identify the picture given. 2. Students rearrange the

1. Students are able to identify the generic structure of narrative texts.

- Mathematical-Logical

- Musical


- Group discussion


2 x 45 Minutes

Let’s say it! Purwati, M & Yuliani, M. 2005.


89

of recount, narrative, and procedure in daily life context.

texts accurately, fluently, and acceptably in daily life contexts in a form of narrative text.

entertain, create, stimulate emotion, motivate the readers. - Consists of orientation, complication, and resolution.

narrative text 3. Students identify the linguistic and generic structure from the narrative text given. 4. Students sing a song. 5. Students make their own narrative composition.

2. Students are able to identify the linguistic structure of narrative texts. 3. Students are able to use past tense in telling a sequence. 4. Students are able to story telling.

- Individual assessment

- Listening to the music

English for a Better Life for Grade X of Senior High School. Pakar Raya. The Story: Red Riding Hood http://www.pitt.edu/

4. Conveying meaning in short functional written texts in forms of recount, narrative, and procedure in daily life contexts.

4.2 Conveying meaning in a short functional written text (e.g. advertisement) in formal and informal using various written texts in daily life context.

Advertisement 1. Students read some examples of advertisements. 2. Students identify an advertisement by finding the information. 3. Students convey the meaning of the advertisement by watching the example of the advertisement on TV. 4. Students share their opinions about advertisements. 5. Students make

1. Students are able to read short functional texts (e.g. advertisement). 2. Students are able to identify meaning of short functional texts (e.g. advertisement). 3. Students are able to respond some functional short texts in daily life context, e.g. advertisement. 4. Students are able to produce

- Visual-Spatial - Intrapersonal - Naturalistic


- Group discussion

- Class discussion

- Individual assessment - Watching TV.


2 x 45 Minutes

The Pepsi Advertise-ment http://www.pepsi.com/


90

their own advertisements and perform it in front of the class.

and perform some functional small texts in daily life context, e.g. advertisement in front of the class.

4. Conveying meaning in short functional texts, in forms of recount, narrative, and procedure in daily life context.

4.2 Conveying meaning and rhetoric steps in essay by using various written texts accurately, fluently, and acceptably in daily life contexts in a form of procedure.

Procedure: • Asking for instruction: - How do you make the cake? - Please tell me how to make the kite. • Giving for instruction: - First…. -Second… - Next ….

1. Students read the conversation and identify the steps of procedure. 2. Students identify the conversation using pictures. 3. Students practice the expressions on asking and giving for instructions. 4. Students make their conversation about procedure by playing a ‘Tell Me How to….’ game.

1. Students are able to identify the process of procedure. 2. Students are able to ask for instructions and giving for instructions. 3. Students are able to make their own procedure on making something.

- Verbal-Linguistic

- Visual-Spatial - Interpersonal


- Group discussion

- Game - Individual assessment.


2 x 45 Minutes

The Photo Cube http://www.instructable.com/


9.1 Conveying meaning in formal and informal transactional (get things done) and interpersonal (socialization) discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts

o Gratitude A: Thank you very much. B: Don’t mention it. o Compliment A: You look beautiful. B: Thank you. o Congratulation

1. Students Identify pictures which show gratitude, compliment, and congratulation. 2. Students read the dialog about showing gratitude, compliment, and congratulation. 3. Students reflect

1. Students are able to identify the expressions of gratitude, compliment, and congratulation.

2. Students are able to express gratitude.

3. Students are able to respond

- Verbal-Linguistic - Interpersonal - Bodily-Kinesthetic


- Group discussions - Individual assessment

- Role play - Self reflection


2 x 45 Minutes

Let’s Say It! B. The Explana-tion Purwati, M & Yuliani, M. 2005. English for a Better Life for Grade X of Senior High


91

which include expressions on gratitude, compliment, and congratulation.

A: Congratulation! You’re the winner. B: Oh, my God! Thank you.

about their good things on them. 4. Students do quiz activity. 5. Students observe on the compliments and congratulation with friends. 6. Students make a role play and perform it.

on the expressions of gratitude.

4. Students are able to give compliment.

5. Students are able to respond on the compliment given.

6. Students are able to give congratulation. 7. Students are able to respond on the congratulation given.

School. Pakar Raya. Let’s Come Together! A. The Observation Sheet http://exchanges.state.gov/education/engteaching/pragmatics/ishihara.htm


9.2 Conveying meaning in formal and informal transactional (get things done) and interpersonal (socialization) discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts which include expressions on being surprised and

o Being surprised: A: How can you say that? B: Well, that’s the fact. o Not believe: A: I can’t believe it. B: That’s true.

1. Students identify pictures which show being surprised, and not believe. 2. Students read and practice the dialog. 3. Students practice the expressions on being surprised and not believe. 4. Students discuss

1. Students are able to identify the expressions of being surprised and not believe. 2. Students are able to express being surprised. 3. Students are able to respond on the expressions of being surprised.

- Verbal-Linguistic

- Mathematical-Logical

- Bodily-Kinesthetic


- Group discussions


- Role play


2 x 45 Minutes

Let’s Move It! http://www.transporter.tv


92

not believe. their opinions about the topic. 5. Students make a role play and perform it in front of the class.

4. Students are able to express not believe expressions. 5. Students are able to respond on the expressions of not believe. 6. Students are able to perform a role play in front of the class use the expressions of being surprised and not believe.


9.2 Conveying meaning in formal and informal transactional (get things done) and interpersonal (socialization) discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts which include expressions on accepting and refusing an invitation.

o Invitation: I’d like to invite you for dinner this Saturday. o Accepting: Thank you. I’d love to. o Refusing: I wish I could, but I have other plans.

1. Students answer the questions given 2. Students practice the conversation. 3. Students discuss their opinions about the topic. 4. Students practice a conversation by making their own dialog. 5. Students make a role play using pictures given and perform it in front

1. Students are able to identify the expressions of accepting and rejecting an invitation. 2. Students are able to give and respond the expressions of accepting and rejecting an invitation. 3. Students are able to share their opinions about the topic.

- Intrapersonal - Interpersonal - Visual-Spatial


- Group discussions - Individual assessment - Role- play - Singing


2 x 45 Minutes

Let’s Say It! B. The Explana-tion Sudarwati, M & Grace, E. 2007. Look Ahead An English Course for Senior High School Sudetns Year X. Penerbit Erlangga.


93

of the class. 6. Students sing a song.

4. Students are able to create and perform a role-play in front of the class using the expressions of accepting and rejecting an invitation.

10. Conveying meaning in short functional texts, in forms of narrative, descriptive, and news item in daily life context.

10.1 Conveying meaning and rhetoric steps in essay by using various written texts accurately, fluently, and acceptably in daily life contexts in a form of news item.

News item text - Headline - Newsworthy event - Background event - Source

1. Students identify the picture and answer the questions given. 2. Students sing a song. 3. Students read an article about dolphin and discuss it. 4. Students share their opinions about the topic by drawing a picture and answering questions. 5. Students make their own news about global warming.

1. Students are able to use simple present tense in describing things and people. 2. Students are able to tell news in monolog. 3. Students are able to be a reporter. 4. Students are able to be a story teller.

- Naturalistic - Musical - Verbal-Linguistic

-Visual-Spatial


- Group discussions


- Role play - Singing


2 x 45 Minutes

Let’s Say It! A. Read the article about dolphin and B. Read the tips on making news Zeman, A. & Kelly, K. 1995. Everything You Need to Know about English Home Work. Scholastic Inc.


94

Appendix G. The Lesson Plan


95

LESSON PLAN

Senior High School Students Subject : English Class : X Unit : 1 Topic : Getting to Know You

Standard Competence:

3. Conveying meaning in transactional and interpersonal conversations in daily life context

Basic Competence:

3.1 Conveying meaning in formal and informal transactional (get things done) and interpersonal (socialization) discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts which include introduction, greeting and closing.

Indicators:

• Students are able to identify the expressions of introduction, greeting/closing. • Students are able to give and respond the expressions of introduction,

greeting/closing. • Students are able to create and perform a role-play in front of the class using

the expressions of introduction, greeting/closing interpersonally. Multiple Intelligences Area :

Logical-Mathematical, Verbal-Linguistic, Interpersonal. Time Allotment :

2 x 45 Minutes (1 meeting) A. Learning Materials : (Attached!) B. Learning Methods : Explanation, Question and answer, Individual

assessment, Group discussions, and Role play. C. Learning Activities : No. Activities Time Allotment Learning Method 1. Pre-Activities

• The students answer

5`

Question and answer


96

questions about dating. 2. Whilst Activities

• Students read and practice a dialog. • Students identify expressions of introduction, greeting/closing. • Students move around the class to ask their friends about dating.

10`

15`

25`

Individual assessment, Explanation Group discussions

3. Post-Activities • Students make their own role play based on the expressions and then perform it in front of the class.

35`

Role play

E. Media :

• Situational cards on the expressions of introduction, greeting and closing F. Evaluation :

The Student’s Performance Scoring Guidance

Name : Class : Student Number :

Mark

No. Subject

1 2 3 4

Total

1 Fluency 2 Pronounciation 3 Intonation 4 Accuracy 5 Performance Total mark

Scoring: Total mark x 5 = ...... Comments and Suggestions: .......................................................................

1. Students get score between 1-4 based on the fluency. 2. Students get score between 1-4 based on the correct pronunciation.


97

3. Students get score between 1-4 based on the correct intonation. 4. Students get score between 1-4 based on the correct situation. 5. Students get score between 1-4 based on the facial expressions, gestures,

and movements.

For example:

Mark

No. Subject

1 2 3 4

Total

1 Fluency √ 4 2 Pronounciation √ 4 3 Intonation √ 4 4 Accuracy √ 4 5 Performance √ 4 Total mark 20

The score: 20 x 5 = 100 (A) Comments and Suggestions: ...................................................................... D = < 40 C = 40 - 59 B = 60 - 79 A = 80 - 100

G. Sources :

• Purwati, M & Yuliani, M. 2005. English for a Better Life for Grade X of Senior High School. Pakar Raya.


98

LESSON PLAN

Senior High School Students Subject : English Class : X Unit : 2 Topic : What’s the Matter?



Basic Competence:

3.2 Conveying meaning in formal and informal transactional and interpersonal discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts which include: the act of expressing happiness, attention, and sympathy.

Indicators:

• Students are able to identify the expressions of happiness, attention, and sympathy.

• Students are able to give and respond the expressions of happiness, attention, and sympathy.

• Students are able to share their opinions using the expressions of happiness, attention, and sympathy.

• Students are able to create and perform a role-play in front of the class using the expressions of happiness, attention, and sympathy.

Multiple Intelligences Area:

Verbal- Linguistic, Intrapersonal, Bodily-Kinesthetic Time Allotment:

2 x 45 Minutes (1 meeting) A. Learning Materials : (Attached!) B. Learning Methods : Explanation, Question and answer, Individual

assessment, Group discussions, and Role play.


99

C. Learning Activities : No. Activities Time Allotment Learning Method 1. Pre-Activities

• Students identify pictures which showing the expressions of happiness, giving attention, and sympathy.

5`

Individual assessment

2. Whilst Activities • Students read and practice a dialog. • Students identify the expressions of happiness, attention, and sympathy. • Students answer questions about themselves.

5’

10`

15`

Individual assessment Question and answer, Explanation Group discussion

3. Post-Activities • Students complete s dialog with the expressions of happiness, attention, and sympathy. • Students make their own role play on the expressions and then perform it in front of the class.

20`

35`

Group discussion Role play

D. Media :

• Pictures on the expressions of expressing happiness, attention, and sympathy. E. Evaluation :



Mark

No. Subject

1 2 3 4

Total

1 Fluency 2 Pronounciation 3 Intonation


100

4 Accuracy 5 Performance Total mark


1. Students get score between 1-4 based on the fluency. 2. Students get score between 1-4 based on the correct pronunciation. 3. Students get score between 1-4 based on the correct intonation. 4. Students get score between 1-4 based on the correct situation. 5. Students get score between 1-4 based on the facial expressions, gestures,

and movements.

For example:

Mark

No. Subject

1 2 3 4

Total



F. Sources :



101

LESSON PLAN

Senior High School Students Subject : English Class : X Unit : 3 Topic : My Story


4. Conveying meaning in short functional texts, in forms of recount, narrative, and procedure in daily life context.

Basic Competence:

4.2 Conveying meaning and rhetoric steps in essay by using various written texts accurately, fluently, and acceptably in daily life contexts in a form of narrative text.

Indicators:

• Students are able to identify the generic structure of narrative texts. • Students are able to identify the linguistic structure of narrative texts. • Students are able to use past tense in telling a sequence. • Students are able to story telling.


Logical-Mathematical, Musical. Time Allotment:

2 x 45 Minutes (1 meeting) A. Learning Materials : (Attached!) B. Learning Methods : Explanation, Question and answer, Group discussion,

Individual assessment, Listening to the music. C. Learning Activities : No. Activities Time Allotment Learning Method 1. Pre-Activities

• Students identify the picture given.

5`


2. Whilst Activities • Students rearrange the paragraph. • Students identify the

20`

15`

Group discussion Group discussion,


102

linguistic and generic structure from the narrative text given. • Students listen to the song played and feel the blanks.

15̀

Question and answer, Explanation Listening to the music

3. Post-Activities • Students make their own narrative composition.

35`

Group discussion

D. Media :

• CD Player • The jumbled paragraph cards

E. Evaluation :



Mark

No. Subject

1 2 3 4

Total



1. Students get score between 1-4 based on the fluency. 2. Students get score between 1-4 based on the correct pronunciation. 3. Students get score between 1-4 based on the correct intonation. 4. Students get score between 1-4 based on the correct situation. 5. Students get score between 1-4 based on the facial expressions, gestures, and movements.


103

For example:

Mark

No. Subject

1 2 3 4

Total



F. Sources :

• http://www.pitt.edu/ • Purwati, M & Yuliani, M. 2005. English for a Better Life for Grade X of

Senior High School. Pakar Raya.


104

LESSON PLAN

Senior High School Students Subject : English Class : X Unit : 4 Topic : Living Well


4. Conveying meaning in a short functional written text in forms of recount, narrative, and procedure in daily life contexts.

Basic Competence:

4.2 Conveying meaning in a short functional written text (e.g. advertisement) in formal and informal using various written texts in daily life context.

Indicators:

• Students are able to read short functional texts (e.g. advertisement). • Students are able to identify meaning of short functional texts (e.g.

advertisement). • Students are able to respond some functional short texts in daily life context,

e.g. advertisement. • Students are able to produce some functional small texts in daily life context,

e.g. advertisement. Multiple Intelligences Area:

Visual-Spatial, Intrapersonal, Naturalistic Time Allotment:

2 x 45 Minutes (1 meeting)

A. Learning Materials : (Attached!) B. Learning Methods : Explanation, Question and answer, Class discussion,

Group discussion, Individual assessment, Watching TV.


• The students identify the

5` Individual assessment


105

picture. 2. Whilst Activities

• Students watch the advertisement played on TV. • Students convey the meaning of the advertisement based on the advertisement on TV. • Students share their opinions about their own advertisement.

10`

15`

15`

Individual assessment Watching TV, Class discussion, Explanation, Question and answer Group discussion

3. Post-Activities • Students make their own advertisements and perform it in front of the class.

45`

Group discussion

D. Media:

• TV • VCD Player

E. Evaluation:



Mark

No. Subject

1 2 3 4

Total



1. Students get score between 1-4 based on the fluency. 2. Students get score between 1-4 based on the correct pronunciation. 3. Students get score between 1-4 based on the correct intonation.


106

4. Students get score between 1-4 based on the correct situation. 5. Students get score between 1-4 based on the facial expressions, gestures, and movements.

For example:

Mark

No. Subject

1 2 3 4

Total



F. Sources:

• www.pepsi.com


107

LESSON PLAN

Senior High School Subject : English Class : X Unit : 5 Topic : It’s Simple like ABC

Standard Competence: 4. Conveying meaning in short functional texts, in forms of recount, narrative, and procedure in daily life context.

Basic Competence:

4.2 Conveying meaning and rhetoric steps in essay by using various written texts accurately, fluently, and acceptably in daily life contexts in a form of procedure.

Indicators:

• Students are able to identify the process of procedure. • Students are able to ask for instructions and giving for instructions. • Students are able to make their own procedure on making something.


Verbal-Linguistic, Visual-Spatial, Interpersonal Time Allotment:

2 x 45 Minutes (1 meeting) A. Learning Materials : (Attached!) B. Learning Methods : Explanation, Question and answer, Game, Individual

assessment, Group discussion. C. Learning Activities : No. Activities Time Allotment Learning Method 1. Pre-Activities

• Students practice the conversation

15`


2. Whilst Activities • Students identify the generic structures of procedure in the conversation.

10`

Individual assessment, Explanation


108

• The students retell the process of ‘How to Make a Photo Cube’ by using pictures. • The students practice the expressions on asking and giving for instructions.

10`

15`

Individual work, Question and answer Group discussion

3. Post-Activities • The students play a ‘Tell Me How to….’ game.

40`

Game

D. Media :

• Dices and pawns to play the “Tell me how to…” game E. Evaluation :



Mark

No. Subject

1 2 3 4

Total





109

For example:

Mark

No. Subject

1 2 3 4

Total



F. Sources :

• http://www.instructable.com/


110

LESSON PLAN

Senior High School Subject : English Class : X Unit : 6 Topic : Thank You…

Standard Competence: 9. Conveying meaning in transactional and interpersonal conversations in daily life context.

Basic Competence:

9.1 Conveying meaning in formal and informal transactional (get things done) and interpersonal (socialization) discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts which include expressions on gratitude, compliment, and congratulation

Indicators:

• Students are able to identify the expressions of gratitude, compliment, and congratulation

• Students are able to express gratitude. • Students are able to respond on the expressions of gratitude. • Students are able to give compliment. • Students are able to respond on the compliment given. • Students are able to give congratulation. • Students are able to respond on the congratulation given.


Verbal-Linguistic, Interpersonal, Bodily-Kinesthetic. Time Allotment:


A. Learning Materials : (Attached!) B. Learning Methods : Explanation, Question and answer, Group

Discussions, Individual assessment, Role play, Self-reflection.


111


• The students identify the pictures given

5`


2. Whilst Activities • The students find out the information on gratitude, compliment, and congratulation. • The students read and practice the dialog about showing gratitude, compliment, and congratulation. • The students reflect about their good things on them. • The students give a respond to the teachers’ questions by pointing the right answer. • The students give and receive compliments and congratulations to/from their friends.

5`

10`

5`

10`

15`

Group discussion, Explanation Group assessment Self-reflection Question and answer, Group discussion

3. Post-Activities • Students make a role play and perform it in front of the class.

40`

Role Play

D. Media :

• Situational cards of the expressions on gratitude, compliment, and congratulation


112

E. Evaluation : The Student’s Performance Scoring Guidance


Mark

No. Subject

1 2 3 4

Total




For example:

Mark

No. Subject

1 2 3 4

Total


The score: 20 x 5 = 100 (A) Comments and Suggestions: ......................................................................


113

D = < 40 C = 40 - 59 B = 60 - 79 A = 80 - 100

F. Sources :

• http://exchanges.state.gov/education/engteaching/pragmatics/ishihara.htm • Purwati, M & Yuliani, M. 2005. English for a Better Life for Grade X of

Senior High School. Pakar Raya.


114

LESSON PLAN

Senior High School Subject : English Class : X Unit : 7 Topic : Oh, My God!


Basic Competence:

9.2 Conveying meaning in formal and informal transactional (get things done) and interpersonal (socialization) discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts which include expressions on being surprised and not believe.

Indicators:

• Students are able to identify the expressions of being surprised and not believe.

• Students are able to express being surprised. • Students are able to respond on the expressions of being surprised • Students are able to express not believe. • Students are able to respond on the expressions of not believe. • Students are able to perform a role play of the class use the expressions of

being surprised and not believe. Multiple Intelligences Area:

Verbal-Linguistic, Logical-Mathematical, Bodily-Kinesthetic Time Allotment:


A. Learning Materials : (Attached!) B. Learning Methods : Explanation, Question and answer, Group discussions,

Individual assessment, Role play.


115


• The students identify the pictures.

5`


2. Whilst Activities • The students practice the conversation. • The students read the expressions on being surprised and not believe. • The students answer the questions.

10`

15`

20`

Individual assessment Group discussion, Explanation Question and answer, Group discussion

3. Post-Activities • The students perform a role-play in front of the class.

40`

Role Play

D. Media :

• Pictures on the expression of being surprised and not believe

E. Evaluation : The Student’s Performance Scoring Guidance


Mark

No. Subject

1 2 3 4

Total




116


For example:

Mark

No. Subject

1 2 3 4

Total



F. Sources :

• http://www.transporter.tv


117

LESSON PLAN

Senior High School Subject : English Class : X Unit : 8 Topic : A Party?


Basic Competence:

9.2 Conveying meaning in formal and informal transactional (get things done) and interpersonal (socialization) discourses accurately, fluently and acceptably by using simple spoken language in daily life contexts which include expressions on accepting and refusing an invitation.

Indicators:

• Students are able to identify the expressions of accepting and rejecting an invitation.

• Students are able to give and respond the expressions of accepting and rejecting an invitation.

• Students are able to share their opinions about the topic. • Students are able to create and perform a role-play in front of the class using

the expressions accepting and rejecting an invitation. Multiple Intelligences Area:

Intrapersonal, Interpersonal, Visual-Spatial Time Allotment:



Individual assessment, Role play, Singing a song.


118


• Students answer the questions based on their experiences.

10`


2. Whilst Activities • Students practice the conversation. • The students find out information about invitation • Students practice a conversation by making their own dialog.

5`

10`

15`

Group work Group discussion, Question and answer Group work

3. Post-Activities • Students make a role play based on the pictures given and perform it in front of the class. • Students sing a song.

40`

10`

Role Play Singing

D. Media:

• Situational pictures on offering, accepting, and refusing the invitations • CD player

E. Evaluation:



Mark

No. Subject

1 2 3 4

Total



119



For example:

Mark

No. Subject

1 2 3 4

Total



F. Sources:



120

LESSON PLAN

Senior High School Subject : English Class : X Unit : 9 Topic : Discovery Channel

Standard Competence: 10. Conveying meaning in short functional texts, in forms of narrative, descriptive, and news item in daily life context.

Basic Competence:

10.1 Conveying meaning and rhetoric steps in essay by using various written texts accurately, fluently, and acceptably in daily life contexts in a form of news item.

Indicators:

• Students are able using simple present tense in describing things and people. • Students are able telling news in monolog. • Students are able to be a reporter. • Students are able to be a story teller.


Naturalistic, Musical, Verbal-Linguistic, Visual-Spatial Time Allotment:



Individual assessment, Role play, Singing a song. C. Learning Activities : No. Activities Time Allotment Learning Method 1. Pre-Activities

• The students answer questions about dolphin. • The students sing a song.

10`

5`

Individual work, Question and answer Singing


121

2. Whilst Activities • Students read an article about dolphin and discuss it. • The students draw a picture based on the instruction given. • The students answer the questions.

15`

25`

Group discussion, Explanation Individual assessment

3. Post-Activities • The students make their own news in a group.

35`

Group discussion

D. Media:

• CD player E. Evaluation:



Mark

No. Subject

1 2 3 4

Total





122

For example:

Mark

No. Subject

1 2 3 4

Total



F. Sources:

• Zeman, A. & Kelly, K. 1995. Everything You Need to Know about English Home Work. Scholastic Inc.


123

Appendix H. The Teaching Learning Activities and

the Intelligences Being Developed


124

THE TEACHING LEARNING ACTIVITIES AND THE INTELLIGENCES BEING DEVELOPED

Unit Topic Teaching Learning

Activities Intelligences

Being Developed 1 Getting to Know You • The students answer

questions about dating. • The students practice a conversation. • The students read the expressions of introduction, greeting, and closing. • The students identify expressions on introduction, greeting/closing based on the conversation.

• Students move around the class to ask their friends about dating.

• The students find partners to perform a role-play in front of the classroom

Logical-Mathematical Verbal-Linguistic Logical- Mathematical Bodily-Kinesthetic Interpersonal

2 What’s the Matter? • The students look at the pictures and answer questions based on the pictures.

• The students practice a conversation. • The students read the expressions on showing attention and sympathy.

• The students answer questions about themselves.

Visual-Spatial Verbal-Linguistic Intrapersonal


125

• The students find out the expressions on showing attention and sympathy. • The students complete the dialogue.

• The students find their partner to practice the dialogue.

• The students perform the dialogue in front of the class using properties.

Logical- Mathematical Interpersonal Bodily-Kinesthetic

3 My Story • The students identify a picture.

• The students rearrange the paragraphs. • Students identify the linguistic and generic structure from the paragraph given. • The students read the explanation about narrative text.

• The students listen to the song played and fill the blanks.

• The students find their partner to share their unforgettable moments.

Visual-Spatial Logical- Mathematical Verbal-Linguistic Musical Interpersonal

4 Living Well • The students identify the picture. • The students watch the advertisement played on TV. • The students answer questions based on the

Visual-Spatial Logical- Mathematical


126

advertisement played on TV. • The students give their opinions about their own advertisement.

• The students make their own advertisement with the topic ‘Save Our Environment’.

Intrapersonal Naturalist

5 It’s Simple like ABC • The students practice the conversation. • The students read the expressions on asking and giving instruction. • The students find the generic structure of giving instruction.

• The students retell the process of ‘How to Make a Photo Cube’ by using pictures.

• The students play a game with their partner.

Verbal-Linguistic Logical-Mathematical Visual-Spatial Interpersonal

6 Thank You… • The students identify the pictures. • The students find out the information on gratitude, compliment, and congratulation.

• The students practice the conversation. • The students read the explanation on gratitude, compliment, and congratulation.

Visual-Spatial Logical- Mathematical Verbal-Linguistic


127

• The students do self-reflection about themselves.

• The students give a respond to the teachers’ questions by pointing the right answer.

• The students give and receive compliments and congratulations to/from their friends.

Intrapersonal Bodily-Kinesthetic Interpersonal

7 Oh! My God! • The students identify the pictures.

• The students practice the conversation. • The students read the expressions on being surprised and not believe. • The students answer the questions.

• The students perform a role-play in front of the class.

Visual-Spatial Verbal-Linguistic Logical-Mathematical Bodily-Kinesthetic

8 A Party? • The students answer questions based on their experience. • The students practice the conversation. • The students read expressions on giving, accepting and refusing invitations. • The students find out information about

Intrapersonal Verbal-Linguistic Logical-Mathematical


128

invitation. • The students practice a conversation in a group.

• The students make their own conversation based on the pictures and then perform it in front of the class.

• The students sing a song

Interpersonal Visual-Spatial Musical

9 Discovery Channel • The students answer questions about dolphin. • The students sing a song.

• The students read an article about dolphin. • The students read the tips on making news. • The students draw a picture based on the instruction given.

• The students answer the questions.

• The students make their own news in a group.

Naturalist Musical Verbal-Linguistic Visual-Spatial Logical-Mathematical Interpersonal


129

Appendix H. Speaking Materials

Based on the Multiple Intelligence Theory

for the Tenth Grade Students

of SMA BOPKRI I Yogayakarta


130

MULTIPLY YOUR INTELLIGENCE

Speaking Materials based on the Multiple Intelligence Theory for the Tenth Grade Students of YogyakartaSMA BOPKRI I

Based on Curriculum 2006


131

What is MULTIPLY YOUR INTELLIGENCE? MULTIPLY YOUR INTELLIGENCE is a set of unique materials for teaching speaking for Senior High School Students. These materials provide activities based on Multiple Intelligences Theory that intend to create a different classroom activity in speaking. The students will find learning English is more interesting and challenging. Moreover, 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. According to Gardner, there are eight intelligences possessed by human, they are: Verbal-Linguistic Intelligence, Mathematical-Logical Intelligence, Musical Intelligence, Visual-Spatial Intelligence, Bodily-Kinesthetic Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence, and Naturalist Intelligence. Here, the activities are classified on the areas of intelligences, showed using symbols:

Verbal-Linguistic Intelligence Mathematical-Logical Intelligence

Musical Intelligence

Visual-Spatial Intelligence Bodily-Kinesthetic Intelligence

Interpersonal Intelligence

Intrapersonal Intelligence

Naturalist Intelligence

L e t’ s s a y i t !

Let’s find out!

Let’s play music!

Let’s see it!

Let’s move it!

Let’s come together!

Be your self!

Let’s go green!


132

The Unit Content

Unit The Topic Multiple Intelligences Areas

1 2 3

4

5 6

7 8

9

Getting to Know You What’s the Matter? My Story Living Well It’s Simple Like ABC Thank You... Oh, My God! A Party? Discovery Channel

Mathematical-Logical, Verbal-Linguistic, Interpersonal. Verbal-Linguistic, Intrapersonal, Bodily-Kinesthetic. Mathematical-Logical, Musical. Visual-Spatial, Intrapersonal, Naturalist. Verbal-Linguistic, Visual-Spatial, Interpersonal. Verbal-Linguistic, Bodily-Kinesthetic, Interpersonal. Verbal-Linguistic, Mathematical-Logical, Bodily-Kinesthetic. Intrapersonal, Interpersonal, Musical. Naturalist, Musical, Verbal-Linguistic, Visual-Spatial.

The designed materials provide activities that students and teachers experience success and enjoyment in building speaking skill.


133

UNIT 1 GETTING TO KNOW YOULet’s find out!

Answer these questions about dating.

1. When do boys and girls start dating?

In junior high school (ages 13-15)

In high school (ages 16-18)

Only after high school (18 and older)

2. On the first date, how do many people usually go together?

Just two Four, five, or six

A group of friends It doesn't matter. Your idea..................

3. Who usually asks for a date?

The man

The woman

It doesn't matter

L e t ’ s s a y i t !

A. Practice the conversation!

Billy : Hello…, good morning. I'm Billy. I'm new in the neighborhood.

Sarah : Hello, Billy. I'm Sarah. It's nice to meet you. Where are you from Billy?

Billy : I’m from Canada. What about you?Sarah : I’m from France.Billy : How long have you lived here?Sarah : I’ve lived here for a year. Anyway, what do you do

Billy?Billy : I'm a reporter. And you?Sarah : I’m a program designer in a company. Billy : Wow! That sounds sophisticated. Well, I wonder if we

could have a dinner together sometime. Sarah : That sounds great. Just give me a call.Billy : OK! I'll call you later.

See you around, Sarah. Bye!

Sarah : Bye.“Hi, I'm Billy. I'm new in the neighborhood.”


134

B. Read the expressions!

The expressions:Saying greetings:Hello How are you today? How are you? How are you doing? How's it going? What's new?What's up? What's happening?

How are you?

And how are you? Very well, thank you.

I'm fine, thank you. Great. No problem. Pretty good.

Saying Goodbye:Good-bye. Good night. I'll talk to you later.Talk to you later.Have a nice weekend.Have a nice day.I'll see you later.See you later.I'll see you.See you.

A:

B: (Or )

Hi, are you free to go to the movie tonight?

Sure. I don’t think so

What is your name?

Where are you from?

What is his name?

What are their names?

Where are they from?

Where do you work?

What do you do?

My name is David.

I am from Jakarta.

His name is Bobby.

Their names are Ken and Ben.

They are from Ireland.

I work in a restaurant. I'm a chef.

I am a student, and I work part- time, too.

GRAMMAR

FOCUS

Adapted from Look Ahead An English Course for Senior High School Students Year X.

Let’s find out!

A. Find out the information about the dialogue between Billy & Sarah.

Introduction:

Greeting:

Closing:


135

B. What do you think about dating? Check your answer to these questions. You can choose more than one answer in each.

When can a man ask a woman for a date ? When they are friends After they’ve had two

or three dates If they are the same

age If they are students When they work

togetherNever

Your idea:...........................................................................................................

Who should ask for a date ? A woman A man Either a woman

or a man

When can a woman ask a man for a date ? When they are friends After they’ve had two or

three dates If they are the same

age If they are students When they work

together Never

Your idea:.....................................................................

Where do you like you go on a date ?

To a movie To a baseball game

or soccer match To a restaurant

Your idea:.......................

How do you ask for a date ? Would you like to

go to a movie? Are free to go to a

movie with me tonight?

Do you like to go to movies?

Your idea:..............................................................................................................................................................................................

Your question:

Name :Age :Sex :

Let’s move it!

Now, walk around the classroom and find your other friends of the opposite sex. Ask him/her about the questions in the tables above!


Find your partner. Make a role-play by choosing one of the topics below. The role play must consist of introduction, greeting, and closing. After your group is ready, perform the role-play in front of the class!

You move into the new school.

You have been asked for a date by a school mate you don’t recognize.

You have fallen in love with the boy/girl next door for months.

The problem is you never talk to him/her .


136

UNIT 2 WHAT’S THE MATTER?

Let’s see it!

Look at these pictures. Are they happy or unhappy? What might happen to them?

A. B. C. D.



Tony : What a good job, Dean.

Dean : Thank you, Tony. Tony : But, have you heard that Mark

couldn't make it?

Dean : Really? How terrible… How come?Tony : He cheated.Dean : Oh, my God. I can't believe it. Tony : What a shame….

Dean : So what happened then? Tony : He was kicked out from the

class.

Dean : He must be very upset now.

You look beautiful tonight.


137

B. Read the expressions on showing attention and sympathy!

The ex pr essio n s:

A. Showing Attention 1. Look at you!

2. What's the matter with you?3. What's the matter?4. What's going on here?5. Is everything all right?

6. Oh, really? Is it true? 7. Oh, my God. What happens?

8. Wow, really? That's incredible.9. Oh, my goodness.

B. Showing Sympathy 1. I'd like to express my deepest

condolences. 2. I'm sorry to hear that. 3. I'm awfully sorry about the tragedy. 4. How terrible! 5. Oh, how awful! 6. Oh, dear! 7. You must be very upset. 8. Oh, what a shame! 9. What a pity.

Dane : Brandy..., what happens to you?Brandy : Nothing.Dane : Are you sure? You look so pale... Brandy : No! I'm OK. Dane : Look at you!Brandy : Well, I feel little dizzy. Dane : I think you should take a rest.

Don't work too hard.Brand : I think you're right. I'm going to

sleep now. Thanks, Dane.

Brandon : I dare to say, you've known that I got car accident last night.

Ginny : Yes. What a bad luck. But cheer up. It could have been worse.

Brandon :Just like you said, “it could have been a lot worse”. I might have been killed.

Ginny : But still, that's a bad luck. What a shame!

Adapted from English for a Better Life for Grade X of Senior High School

Is everything a lright? SURE!

I feel sorry to hear that.

Be your self!

I’m happy when............................................................................................ I give attention when.................................................................................... I feel sympathy when...................................................................................


138

Let’s find out!

A. What do you think they might say?

1. 2. 3. 4.

1. 2. 3. 4. 5.

1. 2. 3. 4.

Oh, my God!

B. Complete the dialogue using the expressions of showing attention, and sympathy.

Gina : __________________________________________.

Billy : My car was stolen last night.

Gina : Have you told the police?

Billy : Yes, but there's nothing so far. Gina : __________________________________________.

Billy : Thank you for your sympathy.

Gina : Oh, let's forget about it. I treat you a lunch,

what do you think? Billy : __________________________________________.


139


A friend is speaking to you about his problems he has been having recently. Give him attention and sympathy. When you have finished, write in a dialogue from the conversation you have had. Then, practice it with your friends.

A : ..............................................................................B : ..............................................................................A : .............................................................................B : ..............................................................................A : ..............................................................................B : ..............................................................................A : .............................................................................B : ..............................................................................

Let’s move it!

Then, perform the dialogue in front of the class. You can use properties if you need.


140

UNIT 3 MY STORY

Let’s see it!

Look at the picture!

W h a t do y o u s e e i n t h e picture?

1. I see a lit tle g irl.2.3.4. 5.

Let’s find out!

A. Rearrange the paragraph below into a good story!

1. 2. 3. 4. 5. 6. 7. 8. 9.

Taken from: http://www.pitt.edu/~dash/type0333.html

a. As she was going through the wood, she met with a wolf, which had a very great mind to eat her up, but he dared not, because of some woodcutters working nearby in the forest. He asked her where she was going. The poor child, who did not know that it was dangerous; stay and talk to a wolf, said to him, "I am going to see my grandmother and carry her, a cake and a little pot of butter from my mother."

b. One day her mother, having made some cakes, said to her, "Go, my dear, and see how your grandmother is doing, for I hear she has been very ill. Take her a cake, and this little pot of butter." Little Red Riding Hood set out immediately to go to her grandmother, who lived in another village.

c. Once upon a time there lived in a certain village a little country girl, the prettiest creature who was ever seen. Her mother was excessively fond of her; and her grandmother doted on her still more. This good woman had a little red riding hood made for her. It suited the girl so extremely well that everybody called her Little Red Riding Hood.


141

d. "Who's there?"

"Your grandchild, Little Red Riding Hood," replied the wolf, counterfeiting her voice; "who has brought you a cake and a little pot of butter sent you by mother." The good grandmother, who was in bed, because she was somewhat ill, cried out, "Pull the bobbin, and the latch will go up." The wolf pulled the bobbin, and the door opened, and then he immediately fell upon the good woman and ate her up in a moment, for it been more than three days since he had eaten. He then shut the door and got into the grandmother's bed, expecting Little Red Riding Hood, who came some time afterwards and knocked at the door: tap, tap.

e. "Does she live far off?" said the wolf. "Oh I say," answered Little Red Riding Hood; "it is beyond that mill you see there, at the first house in the village." "Well," said the wolf, "and I'll go and see her too. I'll go this way and go you that, and we shall see who will be there first." The wolf ran as fast as he could, taking the shortest path, and the little girl took a roundabout way, entertaining herself by gathering nuts, running after butterflies, and gathering bouquets of little flowers. It was not long before the wolf arrived at the old woman's house. He knocked at the door: tap, tap.

f. The wolf, seeing her come in, said to her, hiding himself under the bedclothes, "Put the cake and the little pot of butter upon the stool, and come into bed with me." Little Red Riding Hood took off her clothes and got into bed. She was greatly amazed to see how her grandmother looked in her nightclothes, and said to her, "Grandmother, what big arms you have!"

g. "Who's there?" Little Red Riding Hood, hearing the big voice of the wolf, was at first afraid; but believing her grandmother had a cold and was hoarse, answered, "It is your grandchild Little Red Riding Hood, who has brought you a cake and a little pot of butter mother sends you." The wolf cried out to her, softening his voice as much as he could, "Pull the bobbin, and the latch will go up." Little Red Riding Hood pulled the bobbin, and the door opened.

h. And, saying these words, this wicked wolf fell upon Little Red Riding Hood, and ate her all up.

i. "All the better to hug you with, my dear."

"Grandmother, what big ears you have!"

"All the better to hear with, my child."

"Grandmother, what big eyes you have!"

"All the better to see with, my child."

"Grandmother, what big teeth you have got!"

"All the better to eat you up with."


142

B. Based on the previous story, find the orientation, complication, and resolution.

Orientation:

R esolution:

C omplication:

What do you think the title would be ?


Read the explanation about narrative text!

Narrative Text

Tells something and its purpose is to entertain, to create, to stimulate emotion, to motivate the readers.

Example:

which would clearly show a relationship between the two sentenc es and ideas.

Additionally Besides that MoreoverAlso Furthermore Not only.....but alsoAnd From then on Soon after thatAfter In addition

In a short story, in a novel, news, a fable, a legend, and in a fiction.

which happened in the past

Using past tenseOnc e upon a time, lived a very beautiful princess in England.

Using word connectors,

Consists of orientation, complication, and resolution.

Where can we find a narrative text?

Adapted from English for a Better Life for Grade X of Senior High School


143

Let’s play music!

Listen to the song played, and then fill the blank.

YESTERDAY By The Beatles

Yesterday all my troubles __

so far_______

Now I _____ a place to hide

Oh I in yesterday

____________I'm not half the man I

__________

There's ___________hanging over me

Oh I ___________in yesterday

Why she had to go

I don't __________she wouldn't say

I _____ something wrong

Now I long for yesterday

Yesterday _________was such an _______

game to play

Now I _______a place to hide

Oh I ____________in yesterday

COME AND SING

ALOUD!!!!!


Find a partner. Ask him about his unforgettable moment in entire life. Then, one of you will share the story with the class.

M y u n f o r g e t t a b l e m o m e n t : ...............................................................................................

....................................................................................................................

....................................................................................................................

....................................................................................................................

....................................................................................................................

....................................................................................................................

....................................................................................................................

When I was


144

UNIT 4 LIVING WELL

Let’s see it!

A. Look at the advertisement below!

What do you think about the advertisement above?Discuss with your friends!

Answer t he quest ions!1. Who made the advertisement?

2. Where can you find that advertisement?

3. What are the messages of the advertisement?

B. Watch the advertisement played on TV.

Beckham : You're thinking what I'm thinking? Davids : When there takes to Pepsi… Beckham : Sure! (GOOL!!!!) Rampulla : ……………..(Shouting). Brian : There it is. Keane : Hey! Come back here! Sam : Did you hear something? Brian : No. Taken from: http://www.pepsi.com

Let’s find out!

Answer the questions:

1. What is the product of the advertisement? 2. Do you think the advertisement is interesting? Why?


145

Be your self!

Be funny

Save the environment

Have educational Side

I THINK MY

ADVERTISEMENT MUST:

Another opinion:

Let’s go green! Go outside the class. Make a product with the topic ‘save our environment’. You can work in individual or in a group. Then perform in front of the class.


146

UNIT 5 IT’S SIMPLE LIKE ABC


A. Practice the Conversation!

HOW TO MAKE A PHOTO CUBE

Sarah : Hi, Mandy. What are you doing with those stuffs? Mandy : I'm going to make a Photo Cube. Sarah : Photo cube? What's that? Mandy : Well…, it's a cheap way to display photos without having to buy a

frame. Sarah : Wow! That's cool. How do you make it? Mandy : Okay, I'll show you. For the material, you need six photographs to

make your cube. Remember, to cut the photos in the same size. Make it square.

Sarah : What else? Mandy : You'll also need a knife, cutting board, double-sided tape, metal

safety ruler, pencil and something to score with. I use an empty ballpoint pen or something similar would probably do. This is to make sure you get a good, clean fold in your prints.

Sarah : We've got the materials and what's next? Mandy : The first step is marking out for the scoring. Measure the height of

the square photo and work out how much to subtract from either end of the width.

The second is Score the prints. Here you can use empty ballpoint in operation, making a nice indentation rather than the cut scoring card with a knife would make. Next, will be the cut off the corners of the flaps. Cut off the corners of the flaps, so as to make it easier to stick together later on.

Sarah : And then what? Mandy : Then, you fold the flaps. After that, stick the tape on the flaps,

getting as close to the edge of the square and into the corners as you can. The next move is Lay out the cube net.

Here's the science bit: lay out the sides of the cube, paying attention to which pictures will end up next to each other and where all the flaps will attach.

Sarah : Okay, I got it. Mandy : Next, Stick the flaps down for the net. Peel off that tape backing

and get sticking! To do a neat job, it's best to look at the front edge where the pictures join rather than doing it from the back. Then, fold it all up! And here it is… a photo cube. It's easy right?

Sarah : Yes, and it's so pretty. I'll try it at home. Thank you Mandy. Mandy : Never mind.

Adapted from http://www.instructables.com


147

B. Read the expressions on asking and giving instruction!

The expressions:Giving for instruction:

� First/ firstly… The first step is… To begin with… As a start… Second/ secondly… Third… And then… After that… Then… Finally… At last… Make sure you… Make sure to… Don't forget to…

�

�

�

�

�

�

�

�

�

�

�

�

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� How do you make the cake? Please tell me how to make the cake? I wonder how to make the cake? What are the steps to make the cake? Excuse me, could you tell me how to make the cake? What should I do to make the cake? How does it work?Can you show me how to make the cake?

�

�

�

�

�

�

�

Asking for instruction:

Let’s find out!

A. Do you know how to make a hotdog? Write down the procedure on making a hotdog! B. Based on the conversation “how to make a Photo Cube”, feel the blank below!

_______________________________________________________________________________________

P r o c e d u r e

1. The aim:____________________________________________________________________________________

2. Materials:___________________________________________________________________________________

3. Steps:

Please tell me how to make a hotdog?

Sure, why not?

1. The aim:.....................................................................................................................................2. Materials:...................................................................................................................................3. Steps:......................................................................................................................................................................................................................


148

Let’s see it!

Retell the process “How to Make a Photo Cube” based on the pictures below!

A Photo CubeWhat You need:

1. 6 photographs in the same size (square) to make the cube.

2. Knife3. 4. 5. 6.

7.

PencilCut t ing boar dEmpty ba llpoint pen Meta l sa fety ru ler (don 't r isk

fingers!) Double-sided tape (glue if you

prefer)

How to Make:


149

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Play this game with your partners. You need to prepare a dice and pawns. Each person will get one pawn. The 1 player will roll the dice and move his pawn based on the number on the dice. Next player will do the same thing. The player who can finish the game firstly will be the winner.

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150

UNIT 6 THANK YOU.....

Let’s see it!

Look at the pictures. Which picture shows the expressions of 'Gratitude', 'Compliment', and 'Congratulation'?

Thank you Dear God, for a beautiful day.

Let’s find out!

In what kind of situations you will say your Gratitude, Compliment, and Congratulation?

Gratitude:------------------------------------------------------------------------------------------------------

------

Compliment:--------------------------------------------------------------------------------------------------------------------

-----------------------------

Congratulation:

----------------------------------------------------------------------------------------------------------------------------


151



Jane : Congratulations! Sarah : Thank you. That was a terrific game. Jane : Yeah, I enjoyed it so much. I think we should do it

sometime. Sarah : Good idea! I'm free on this weekend. What about

you? Jane : OK. We're going to have a competition this weekend.

I'm not going to be the loser this time. Sarah : Neither do I. Well then, see you this Saturday. Bye! Jane : Bye!

B. Read the Explanation!

In general, people thank some one:

Always thank someone who offers to help you, whether you accept their help or refuse it politely. When refusing an offer of help, you may say something like:

1.for a gift

2. for a favor

3. for an offer of help

4. for a compliment and a wish of success

5. when asked about their health

6. for an invitation

7. when leaving a party of social gathering

8. for services, such as being waited on in a store or restaurant.

- No, thank you.

- No, but thank you for offering.

- Thank you, but I'll manage OK by myself.

A: That’s nice music you’re playing.

B: Thanks!

Examples of Gratitude:1. Thank you.2. Thanks.3. Cheers.4. Thank for your time.5. Thank you for the present.6. Thank you for giving your time.


152

What Is a Compliment?

A compliment is when you say something nice about someone. People like to hear comments about their good behavior, how hard they are working, or their appearance. When we give compliments, we should always be positive and always mean what we say.

�

�

�

Examples of Compliments:

�

�

�

�

�

�

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I really like the way you say it. Thank you for telling me the truth. Great work today! You look nice this morning! You did a very good job. It was great that you invite me here. I can tell that you are trying really hard. Thanks!

Congratulation is said when you want to say something nice to someone’s achievements on something (success, new job, be a champion, etc)

1. Congratulations!2. Congrats!3. Congrats on your new car.4. Congratulations on newborn baby.5 . I want to greet you on your success.

Examples of Congratulation:

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Be your self!

A. Self Reflection

Lists good things on you as many as you can:

1.2.3.4.5.

Thank God for the Good Things on me.

B. Spell the Charm! To Awaken Love for Yourself

‘I am content in my own universe, I create and give love and friendship and I will learn to love my inner self.’

- It shall be done -


153

Let’s move it!

‘Is This a Compliment?’ and ‘Is This Congratulation?’ Quiz activity Directions: Post the YES sign prominently in one corner of the room and the NO sign in another corner. Have students point as a group to the sign correctly and ask them to respond on the question given.

/�

Example: The statement: You have beautiful eyes. The teacher : Is This Congratulation? The students : (pointing to the No sign) That is a compliment. Or The teacher : Is This a Compliment? The students : (pointing to the Yes sign) Thank you very much.


A. Now you are going to give and receive compliments and congratulation to/from your friends. Pay attention to any compliments and congratulations that you give and receive. Write them down on your notepads. Observe carefully the circumstances in which these compliments were given and received in terms of role, gender, status, and other factors. Fill out the following form and then decide whether or not the interaction was appropriate.

The Observation Sheet

The Interaction Gender Role Status Other Info

Appropriateness

Example Interaction: Jodi: That's a nice sweater! Noriko: Oh, you like it? Jodi: Yeah, that's a nice

Female Female

Student Student

Equals

Younger Older

Appropriate


154

color. Noriko: Thanks! Jodi, I heard you won the debate competition last week. Congratulations! Jodi: Thank you. The Interaction:

Http://exchanges.state.gov/education/engteaching/pragmatics/ishihara.htm B. Find your partner. Make a role-play by choosing one of the topics below. After

your group is ready, perform the role-play in front of the class! Attention!! Your role-play must consist with 3 points: expressing thank you, compliment and congratulation.

Your friend participated on the Mathematics Olympiad was and able to be the first winner.

You win a lottery and you get one million dollar.

You tell your mother that you get the first rank in your class.

Your sister was able to complete marathon in one hour.

Your best friend becomes the cover girl on ‘Teen Magazine’.

Your friend celebrates his 17th birthday.


155

UNIT 7 OH, MY GOD!

Let’s see it!

Look at the pictures! Which pictures that show being surprised (S) and which pictures that show not believe (N)?



Francis : Listen! Do you believe in karma?

Jonas : Wow! You ask me about karma. What's happening?

Francis : Nothing. I just read about karma in a magazine. It is said that if

you do something evil to me, than someone will do the same thing to

you. That's scared me bro… I've done so many bad things to people.

Jonas : Well…I don't believe in such things. You ask the wrong person.

You know that I don't believe in love, I don't believe in life, and I

don't believe in God. Francis : Oh! My God! You must be kidding me.

Jonas : No. I'm serious.

Francis : I can't believe what you said. B. Read the expressions!

NOT BELIEVE:

1. No Way! 2. I can’t believe it. 3. I don’t believe it. 4. I don’t believe in you. 5. That’s unreal. 6. You must be joking. 8. You must be kidding me.

� Huh? What?Oh! Wow!What a surprise!This is a nice surprise.

Incredible! That’s unbelievable! I'm amazed at the news. That was an amazing show. It was beyond belief!

�

�

�

�

�

�

�

�

The expressions on :BEING SURPRISED

A. B. C.


156

Let’s find out!

In what kind of situations you will feel surprise and not believe? Next, find your partner and ask the same question!

YOU

YOUR FRIEND

Being Surprised:

Not Believe::

Being Surprised:

Not believe:

Let’s move it!

Now, it's time for you to perform a mini role play. Find your group members! A group will have 3 people. Each person will choose one of these characters. The topic is free. The topic must consist of showing surprise and not believe. Have FUN!! Pay Attention: You have to act like the character you chose.

‘Nigel the Bus’

‘‘‘‘Sally the Cable Car’

‘Barney the Tractor’ Adapted from: http://www.transporter.tv

Nigel carries passengers to a variety of places. He is impatient and loves traveling at a breakneck speed. Although he is very happy to help friends, Nigel is sometimes careless and is also a bit of careless.

Sally is of the youngest of the Transporters. She loves taking passengers up to the observatory, especially if there is any picnic involved.

Barney is the oldest of the transporters and he often explains things to younger ones. Despite being very slow, he can be relied on take goods and cargo to the harbor and quarry.


157

UNIT 8 A PARTY?Be your self!

Answer the questions based on your experience!

1. Have you ever: invited someone to a special occasion?

been invited by someone to a special occasion?accepted an invitation?refused an invitation?

2. What will you say when you invite someone that you don’t really know him/her well to your party? Are you free on Saturday? We're going to have a few friends over on Saturday, and we'd love you to come. Let's go to my place for a party.

3. Someone invites you to a party, but you have already had another plan. Will you accept the invitation or refuse the invitation. What will you say when you’re going to refuse his invitation: .....................................................



(It's Friday now, Sarah visits Billy, to invite him to her party on Sunday). Sarah : Hi, Billy. What's up? Billy : I'm fine. How about you? Sarah : Not bad. Listen! I'm going to have party on Sunday,

and I'd love you to come. Well, to my birthday party. Billy : Sounds good to me. Sarah : So, you'll be there on Sunday. Billy : Sure. Sarah : OK. See you on Sunday. Bye… Billy : OK. Bye… (On Saturday, Billy phones Sarah)Billy :

Sarah:

Billy :Sarah:Billy :Sarah:

Hello, Sarah. It's me, Billy. I'm afraid I couldn't make it to your birthday party. I got a cold, and I have made an appointment with my doctor on Sunday. I'm so sorry, Sarah.

Oh…I'm sorry to hear that. But, that's OK; I hope you will get better soon.

Thank you. Anyway, happy birthday Sarah. Thank you, Billy. Have a nice party. I will. Bye…


158

B. Read the expressions!

The ex p r es s i o n s

INVITATIONI'd like to invite you to dinner this Saturday.I was wonder if you'd like to have dinner with me this Saturday.We're going to have a few friends over on Saturday, and we'd love you to come.Are you free on Saturday?Would you like to have dinner with me this Saturday?How about dinner/coffee?How about watching movie?Let's go to my place for a coffeeACCEPTINGThank you. I'd love to.That would be wonderful.Yes, thank you. What time?Thanks. I'd love to.Sounds great.OK /All right.

REFUSINGI'm awfully sorry, but I have other plans.I wish I could, but I have other plans.I'd really like to, but I have other plans.Sorry, I've already made plans for Saturday.Sorry, I can't.

Invitation consists of:

1. Requesting someone’s presence.2. Stating specific events.3. Setting the time and place.

NON INVITATIONYou’ll have to come over sometimes.We’ll have to get together again soon.If you’re ever in Jakarta, look me up.If you’re ever in Jakarta, give me a call.If you’re ever in the area, come and visit.

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Let’s find out!

1. What is the difference between a real invitation and an expression that sounds like an invitations?

2. Now look at these sentences and check whether the person is giving an invitation (I) of just being friendly (F)

I F

a. Let’s go bowling sometime. ....... .......b. How about c oming over to watc h a video on Saturday? ....... .......c. We’ll have to get together real soon. ....... .......d. Please stop by my house anytime. ....... .......e. It’s my birthday on Sunday. Would you to c ome to my party? ....... .......


159


Direction: Make a group of two people. Discuss the situation with your partner. You can use the suggested expression if you want to. Then practice!

# The situation Student A wants to invite student B for having dinner together, but B's schedule is very full.

Useful expressions

ACome over for dinnerLove to have you

BAwfully busy scheduleA lot of home works

Let’s see it!

Next, still on your group and choose 4 pictures from the pictures below, then make a conversation based on the pictures that have been chosen. The conversation must consist of the expression on offering invitation, accepting invitation, and refusing invitation. When you are ready, perform the conversation in front of the class.


160

Let’s play music!

Sing the song!

I Don’t Wanna Miss a Thing By Aerosmith

I could stay awake just to hear your breathing Watch your smile while you are sleeping Far away and dreaming I could spend my life in this sweet surrender I could stay lost in this moment forever Well, every moment spent with you It’s a moment I treasure Chorus: I don't wanna close my eyes I don't wanna fall asleep 'Cause I'd miss you, babe And I don't wanna miss a thing 'Cause even when I dream of you The sweetest dream will never do I'd still miss you, babe And I don't wanna miss a thing Lying close to you Feeling your heart beating And I'm wondering what you're dreaming Wondering if it's me you're seeing Then I kiss your eyes and thank God we're together And I just wanna stay with you In this moment forever, forever and ever (Back to Chorus) I don't wanna miss one smile I don't wanna miss one kiss Well, I just wanna be with you Right here with you, just like this I just wanna hold you close Feel your heart so close to mine And stay here in this moment For all the rest of time (Back to Chorus 3x)


161

UNIT 9 DISCOVERY CHANNEL

Let’s go green! Answer the question based on the picture. 1. What animal is it?

2. Is it related to whales?3. Do you think the animal is intelligent?

4. How do we know the animal is intelligent?

Let’s play music!

Big Yellow Taxi - Counting Crows -

They paved paradise and put up a parking lotWith a pink hotel, a boutique, and a swinging hot spotDon't it always seem to go That you don't know what you got till it's goneThey paved paradise and put up a parking lot

They took all the trees, and put them in a tree museumAnd they charged the people a dollar and a half to see themNo, no, no, don't it always seem to goThat you don't know what you've got till it's goneThey paved paradise, and put up a parking lot

Hey farmer, farmer, put away your DDTI don't care about spots on my applesLeave me the birds and the bees - pleaseDon't it always seem to goThat you don't know what you got till it's goneThey paved paradise and put up a parking lotHey now, they've paved paradise to put up a parking lot. Why not?

Listen, late last night, I heard the screen door swingAnd a big yellow taxi took my girl awayNow don't it always seem to goThat you don't know what you got till it's goneThey paved paradise and put up a parking lotHey now now, don't it always seem to goThat you don't know what you got till it's goneThey paved paradise to put up a parking lotWhy not, they paved paradiseThey put up a parking lotHey hey hey, paved paradise and put up a parking lot

I don't wanna give itWhy you wanna give itWhy you wanna give it all awayHey, hey, heyNow you wanna give itI should wanna give itCuz you're giving it all away, no no

Hey, paved paradise, to put up a parking lotla ,la, la, la, la, la, la ,la ,la ,la ,laPaved paradise, and put up a parking lot

Sing with me!


162


A. Read the article about dolphin.

STUDENT NEWSVolume 1, No. 1 Mid-November Edition

Dolphins Cause Queasy Feelings at Palmerston Bay

Oct. 31. Dolphins are living in the Palmerston Bay, according to local citizen I. M. Scarlet, who discovered the dolphins this morning. “There must be 10 or so swimming in the north side of bay,” she reported. Scarlet’s discovery explains the moving shadow and odd whooshing noises reported in the water when she was wandering at the evening on October 29.

Following the day, local fishermen asked Palmerston sherif to investigate the odd creature in the water.

“I sensed an odd presence,” John Grant (30) remarked, “and heard kind of high sound, kind of a ‘eeeek,eeek’ sound.” Amar Turk (37) added, the shape was long. “I thought it was a shark or something. But when i look down, i didn’t see anything. Just more shadows!”

One of the local environmentalists, Green Howard (30) suspected that the creatures were dolphin. They got trap in shallow water because of losing foods in deep water. “Those dolphins probably search something to eat in the shallow water because they had lost of food stock in deep water ”. He added that now they still try to figure out a way to get those creature back to their habitat.

Masthead

Headline

Unwelcome dolphin at Palmerston Bay

Photo Illustration

Caption

Find the information below!

1. Headline:

2. Newsworthy events:

3. Background events:

Adapted from Everything You Need to Know about English Homework


163

B. Read the tips on making news!

News are factual compositions. They describe facts about anything: events, places, people, animals, plants planets, stars, products, and more.

NEWS

Making News

Choose a topic

Gather a variety of resource and reference material. Be sure you can find enough information to use in your report. If you find too much information, narrow down the subject of your report.

Take notes. As you read through the reference and resource material, write down the most important information and interesting facts. Be sure to keep track of the information and its sources.

Write an outline. Put all the information and interesting facts from your notes into an organized framework.

Make a rough draft. incorporate as much information as you can from your outline and notes. The introduction should tell the topic of your report. The body should include important information and interesting facts. The conclusion should summarize the main points from the body.

Revise your report. Be sure the information in each of the paragraph belongs together. Check to see that one paragraph flows smoothly into the next.

1

2

3

4

5

6Adapted from Everything You Need to Know about English Homework


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Let’s see it!

Scientists believe that more than 60 million years ago dolphins were mammals that lived on land just like humans. However, they looked different before they adapted living in the water. One of the ways they adapted to life in the water is that their front legs became flippers and their back legs disappeared altogether. Draw a picture of a dolphin as you think it might have looked when it lived on land.

Draw Here!

Let’s find out!

Answer the questions about the land-living dolphin.

1. When the dolphin lived on land, what do you think it ate? 2. Do you think it was still a mammal? If so, what were some of the characteristics that made it a mammal? 3. How do you think dolphins have changed in size from when they lived on land? Are they smaller now, or were they smaller when they lived on land?


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In a group, find information about global warming. Then, make news based on the information you got. You can add some information from another source and reference. Share your news with the class.

Write your news here!


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References:

Baron-Cohen, S. 2006. The Transporters: Discover the World of Emotions. (http://www.transporter.tv, accessed on April 15, 2008)

Manes, J., and Wolfson, N. 1981. The compliment formula. In F. Coulmas (Ed.),

Conversational Routine, (pp. 115-132). The Hague: Mouton. (http://exchanges.State.gov/education/engteaching/pragmatics/ishihara.htm, accessed on April 15, 2008)

Pepsi. (http://www.pepsi.com, accessed on April 20, 2008) Perrault, Charles. 1628-1703. Little Red Riding Hood.

(http://www.pitt.edu/~dash/type0333. html, accessed on April 20, 2008) Photo cube. (http://www.instructable.com/ id/EJKSEREERXEQHO8WB9, accessed

on April 27, 2008) Purwati, M & Yuliani, M. 2005. English for a Better Life for Grade X of Senior High

School. Pakar Raya. Sudarwati, M & Grace, E. 2007. Look Ahead for Senior High School Students Year X.

Penerbit Erlangga. Zeman, A. & Kelly, K. 1995. Everything You Need to Know about English Home

Work. Scholastic Inc.


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