Writer / NIM

SAMSUDIN R. ISHAK / 701521005

Study Program

S2 - PENDIDIKAN BAHASA INGGRIS

Advisor 1 / NIDN

Dr. Hj. RASUNA TALIB, M.Hum / 0012126807

Advisor 2 / NIDN

Dr. SULEMAN BOUTI, M.Hum / 0027046904

Abstract

This study aims to investigate the needs and the process of developing MI-based English workbook on skill competencies for grade VII semester 2. The data for this study were collected through MI inventory and need assessment towards 27 seventh-grade students, as well as through document analysis, expert validation, small-scaled field test, and a follow-up interview. The results indicate that the dominant intelligences are interpersonal, naturalist, and verbal-linguistics intelligence; with other five intelligences categorised as ����¯�¿�½���¯���¿���½������¯������¿������½����¯�¿�½������¯����¯�¿�½������¿����¯�¿�½������½����¯�¿�½���¯���¿���½����¯�¿�½������¯����¯�¿�½���¯���¿���½����¯�¿�½������¿����¯�¿�½���¯���¿���½����¯�¿�½������½����¯�¿�½���¯���¿���½..."developed����¯�¿�½���¯���¿���½������¯������¿������½����¯�¿�½������¯����¯�¿�½������¿����¯�¿�½������½����¯�¿�½���¯���¿���½����¯�¿�½������¯����¯�¿�½���¯���¿���½����¯�¿�½������¿����¯�¿�½���¯���¿���½����¯�¿�½������½����¯�¿�½���¯���¿���½������¯������¿������½����¯�¿�½���¯���¿���½����¯�¿�½������. The need assessment indicates the need of internet and digital sources; more activities to practice speaking, reading, and pronunciation skills; studying at multimedia room in groups of 3 or 4; promotion of face-to-face interaction; and the reduction of teacher talk during task completion. Further findings from document analysis indicate the need of the representation of basic competency from the curriculum; gradual application of the eight intelligences following Lazear����¯�¿�½���¯���¿���½������¯������¿������½����¯�¿�½������¯����¯�¿�½������¿����¯�¿�½������½����¯�¿�½���¯���¿���½����¯�¿�½������¯����¯�¿�½���¯���¿���½����¯�¿�½������¿����¯�¿�½���¯���¿���½����¯�¿�½������½����¯�¿�½���¯���¿���½������¯������¿������½����¯�¿�½������¯����¯�¿�½������¿����¯�¿�½������½����¯�¿�½������¯����¯�¿�½������¿����¯�¿�½������½s MI developmental sequences; and the involvement of authentic materials. The development process covers that of researching and collecting information; formulating the objectives; developing the preliminary form of the workbook (pre-production, production, and post-production); conducting expert validation; revising the workbook; and conducting small-scaled field test. The results from the expert validation, the post-field test survey, and follow-up interview show that the developed product is ����¯�¿�½���¯���¿���½������¯������¿������½����¯�¿�½������¯����¯�¿�½������¿����¯�¿�½������½����¯�¿�½���¯���¿���½����¯�¿�½������¯����¯�¿�½���¯���¿���½����¯�¿�½������¿����¯�¿�½���¯���¿���½����¯�¿�½������½����¯�¿�½���¯���¿���½..."well-constructed����¯�¿�½���¯���¿���½������¯������¿������½����¯�¿�½������¯����¯�¿�½������¿����¯�¿�½������½����¯�¿�½���¯���¿���½����¯�¿�½������¯����¯�¿�½���¯���¿���½����¯�¿�½������¿����¯�¿�½���¯���¿���½����¯�¿�½������½����¯�¿�½���¯���¿���½������¯������¿������½����¯�¿�½���¯���¿���½����¯�¿�½������ with some shortcomings caused by time and budget constraints. Those of which indicate the need for in-depth intelligence and characteristics profiling, and the longitudinal development process with proper research team, funding, and an ideal field-test to increase the reliability for larger use. Keywords: Development, Multiple Intelligences (MI), English Workbook.

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Abstract

Chapter I : Introduction

Chapter V : Conclusion, Suggestion and Bibliography