Developing Reading Materials Based on the Student’s Multiple Intelligence Types for Junior High School Students

Hanie Ika Setyowati,Sugirin Sugirin

doi:10.24167/celt.v20i1.2066

Abstract

Abstract: Students are unique with their characteristics and differences. In line with the current learning paradigm, learner-centered paradigm, teaching and learning process places greater emphasis on individuality. One of the differences is multiple intelligence types possessed by all individuals resulting in various ways of learning. Learning materials, one of the learning resources, ideally have to accommodate the students’ multiple intelligence types. However, the current learning materials contain neither sufficient reading texts nor tasks fostering their multiple intelligence types that happen in every classroom. Thus, this research intends to develop reading materials based on multiple intelligence to accommodate students’ intelligence. This research belongs to research and development of which steps are conducting a needs analysis, developing the product, getting an expert judgement, trying-out the materials and revising the product (Gall, Gall & Borg, 2007). In order to develop the appropriate reading materials that meet the students’ needs, a needs analysis was initially conducted. The needs analysis was conducted in five junior high schools in Magelang district including state and private schools. The data of the needs analysis were obtained by distributing questionnaires which were used as the consideration in developing the materials. Then, the materials developed were validated by material and learning experts before being tried out at SMP N 1 Windusari, Magelang to complete and to perfect the materials. From the data analysis, the average score of the appropriateness of the content, the language, the presentation and the design of the materials was 3.54 which was classified as “very good” and “appropriate” to be implemented. Furthermore, the result indicated that the materials also fulfilled the criteria of good materials, for instance, considering that students are different. Thus, teachers and educational stakeholders should develop learning materials catering to the students’ multiple intelligence types to accommodate their differences.Key words: reading materials, differences, multiple intelligence

Highlights

To contribute in the development of the teaching English as a foreign language practices in Indonesia, this research is aimed at developing reading materials based on the students’ multiple intelligence types for junior high school students of which results can be used as a reference for English teacher and as an insight for materials develop when they adapt and develop learning materials
They expected to have materials that include a variety of reading tasks accommodating their multiple intelligence types, such as, matching task, word order, roleplaying, learning through a song lyric, group working and searching their preference text
In line with the result of this research, the reading materials based on the students’ multiple intelligence were appropriate to implement. These materials were expected to overcome the students’ boredom due to the monotonous ways of teaching and to interest them participating during the teaching and learning since they lack of reading materials that accommodate their multiple intelligence types as catered in nowadays learning paradigm assigning that every student is unique

Summary

Introduction

Reading is constituted as one of the most paramount language skills. 246 Celt: A Journal of Culture, English Language Teaching & Literature, Volume 19, Number 2, December 2019, pp. Odwan (2012) emphasizes that mastering reading is vital for academic success and achievement. The better reading skill, the better learning achievement attained. On account of this, reading becomes one of the main language skills taught in the teaching of English as a foreign language in Indonesian junior high school level due to the important role of reading and the status of English that has been dominantly used in international contexts

Objectives

Methods

Results

Conclusion