The use of authentic materials has become increasingly important in English language learning, as they can be effectively integrated into learning resources, learning objectives, and learning experiences. This study focuses on the development of authentic materials for EFL learners who are novices in a religious institution. For these young potential foreign language learners, while focused on developing their English abilities as guided by their teachers, maintaining their authenticity and spirituality is also important.

In this study, authenticity is expected to foster the spiritual growth of the candidates with the help of multiple intelligences. Multiple intelligences can serve as a medium for the novices to enhance their speaking confidence. Therefore, the use of authentic materials and multiple intelligences in various ways can make learning enjoyable and beneficial. The researcher proposes the following research questions: 1) How is the English module for the Sisters of Our Lady of Amersfoort (SOLA) novices using authentic materials integrated with multiple intelligence designed? 2) What does the English module design look like?

The study employed the ADDIE method, which consists of five phases: (1) analysis of targeted needs, (2) designing a learning  overview, (3) developing detailed instructional activities, (4) implementation, and (5) evaluation to validate the learning design. Based on the needs analysis, the Novice Mistresses from both Malang and Malawi prioritized speaking and writing skills. The following topics were chosen for the learning materials instruction, based on Nunan's theory of authenticity (1988): (1) the congregation's history, (2) religious vows, (3) community life, and (4) performance of a real drama based on stories they portray.

Integrating Gardner's nine intelligences (intrapersonal, interpersonal, linguistic, spatial, bodily-kinesthetic, logical-mathematical, musical, and naturalist,

& existential) into the four main topics of each unit, the researcher utilized Armstrong's theory of multiple intelligences in the classroom (2009). Following Armstrong's theory with some adjustments, the design incorporates various significant activities in the classroom for each unit: (1) Let’s Play! (2) The Glimpse, (3) Jesus Onsite! (4) Let’s Learn! (5) Let’s Talk! (6) Let’s Do it!, and (7) Fiat Maria to nurture motivation and expand vocabulary related to the relevant content.

As the intended module did not cover the implementation stage, the next research direction is targeted at module implementation to determine how this module can meet the congregation's needs.