The Integration of Environmental Education and Communicative English Based on Multiple Intelligence Theory for Students in Extended Schools

Research and Development (R&D) was used with 364 students, 44 teachers and 3 school directors before designing innovation, and evaluating the model efficiency with 30 voluntary students by Action Research (AR). The research used questionnaire, interview form and innovation efficiency evaluation form, and statistically analyzed by percentage, means, standard deviation and t-test. The research findings revealed that most informants were female (59.50%), 14.15 years old in average, and studied in secondary school. Most communities experienced chemical residues (41.50%), particularly in soil (48.60%), air (35.20%) and water (32.70%) respectively. Cultural problems were caused by technological progress (40.10%). The learning on environmental education (x-bar = 3.95, S.D. = 0.88) and communicative English were at high level (x-bar = 3.67, S.D. = 0.92). In addition, the researchers also found that the integrated model appeared high level of performance (E1/E2 = 81.51/82.11), levels of both content (x-bar = 4.60, S.D. = 0.55) and construct validity (x-bar = 3.97, S.D. = 0.55) with statistically significant difference at 0.05.