units. The units were Good morning Ms. Dewi for unit 1, Hello, my name is Wahyu for unit 2, I love my family for unit 3, and I get up at 5 o’clock for unit 4.
B. Recommendations
The researcher would like to recommend to the English teacher of SD Kristen 2 Sumberejo Klaten who is going to apply the materials for the fourth
grade students and future researchers who will conduct similar research.
1. Recommendation for the English Teacher of SD Kristen 2 Sumberejo Klaten
Since the students are attracted to non academic activities that can exploit their multiple intelligences, the researcher recommends the English teacher of SD
Kristen 2 Sumberejo Klaten apply the material for the fourth grade students. The application of the materials should follow the activities in the materials. The
teacher should pay attention to each student who should be involved in every activity. When students are likely getting bored and they lose attention, the
teacher can attract their attention through playing a game, singing a song or doing activities that can arise students’ attention.
2. Recommendation for Future Researchers
The designed materials have not been implemented. Therefore, the researcher suggests the future researchers, who will conduct similar research,
implement these materials to fourth grade students of elementary school. The implementation will improve the designed materials.
REFERENCES
Ary, Jacobs, Razavieh. 1979. Introduction to research in education 2
nd
edition. New York: Wadsworth Group. Ary, Jacobs, Razavieh. 2002. Introduction to research in education 6
th
edition. New York: Wadsworth Group. Borg, W. Gall, M. 1983. Educational research: An introduction 4
th
edition. New York: Longman.
Danarti, Dessy. 2008. 50 Games for fun. Yogyakarta: Penerbit Andi. Dick Reiser. 1989. Planning effective instruction. Massaehusetts: Allyn
Bacon. Ernawati, Sumarlinah, Widjajanarti. 2003. English for elementary school.
Jakarta: PT. Grasindo. Gardner. H. 1999. Intelligence reframed: Multiple intelligences for the 21
st
century. New York: Basic Book. Halliwell, Susan. 2006. Teaching english in the primary classroom. Edinburgh:
Pearson Education Limited. Kemp, J. 1977. Instructional design. CA: Fearon Pitman Publisher, Inc.
Mukarto. 2007. Grow with english 5. Jakarta: Penerbit Erlangga. Negari, Rimas Sunaring. 2009. The implementation of multiple intelligences
theory through a set of integrated materials to teach english to the fifth grade students. Yogyakarta: Universitas Sanata Dharma.
Noar, Gertrude. 1972. Individual instruction: Every child a winner. New York: John Wiley Sons, Inc.
Richard, Roger. 2001. Approaches and methods in language teaching. Cambridge: Cambridge University Press.
Sandha, Daya Singh. 2001. Elementary school counseling in the new millennium. New York: American Counseling Association.
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Sukur, Silvester Goridus. 2010. English for real communication: An integrated course for elementary school students s
tudents’ book 3. Jakarta: PT. Gramedia Widiasarana Indonesia.
Sukur, Silvester Goridus. 2010. English for real communication: An integrated course for elementary school students s
tudents’ book 4. Jakarta: PT. Gramedia Widiasarana Indonesia.
.2006. Panduan
penyusunan kurikulum
tingkat satuan
jenjang pendidikan dasar dan menengah. Jakarta: Badan Standar Nasional
Pendidikan.
.2006. Lampiran peraturan menteri pendidikan nasional nomor 22 tahun 2006 tanggal 23 mei 2006. Jakarta: Badan Standar Nasional Pendidikan.
. Lirik lagu-lagu anak indonesia. Retrieved April 17, 2012, from http:id.wikibooks.orgwikiLirik_Lagu-lagu_Anak_Indonesia.
Appendices
Appendix 1
Letter of Permission
Appendix 2
Pre Design Questionnaire
Kusioner untuk siswa kelas IV SD Kristen 2 Sumberejo Klaten
Nama :
Jenis kelamin :
Berilah tanda silang x pada salah satu jawaban menurut pendapat kalian.
1. Saya senang belajar Bahasa Inggris. a. Ya
b. Tidak 2. Bahasa Inggris itu mudah dipelajari.
a. Ya b. Tidak
3. Saya mengalami kesulitan belajar Bahasa Inggris. a. Ya
b. Tidak 4. Saya sulit membaca kata-kata Bahasa Inggris.
a. Ya b. Tidak
5. Saya sulit berbicara dalam Bahasa Inggris. a. Ya
b. Tidak 6. Saya sulit mendengarkan kata-kata Bahasa Inggris yang diucapkan
guru. a. Ya
b. Tidak 7. Saya sulit menuliskan kata-kata Bahasa Inggris.
a. Ya b. Tidak
8. Saya senang belajar Bahasa Inggris dalam kelompok.
a. Ya b. Tidak
9. Saya mudah belajar Bahasa Inggris dalam kelompok. a. Ya
b. Tidak 10. Saya senang belajar Bahasa Inggris dengan lagu-lagu dan
gerakan. a. Ya
b. Tidak 11. Saya mudah belajar Bahasa Inggris dengan lagu-lagu dan gerakan.
a. Ya b. Tidak
12. Saya senang belajar Bahasa Inggris dengan permainan. a. Ya
b. Tidak 13. Saya mudah belajar Bahasa Inggris dengan permainan.
a. Ya b. Tidak
14. Saya senang belajar Bahasa Inggris dengan gambar-gambar. a. Ya
b. Tidak 15. Saya mudah belajar Bahasa Inggris dengan gambar-gambar.
a. Ya
b. Tidak
Appendix 3
Post Design Questionnaire
QUESTIONNAIRE
I am doing a research on research and development RD entitled Designing Integrated English Materials Based on Multiple Intelligences Theory
For The Fourth Grade Students In SD Kristen 2 Sumberejo Klaten. The designed materials are based on Gardner’s 1993 multiple intelligences covering linguistic
intelligence, musical intelligence, bodily-kinesthetic intelligence, intrapersonal intelligence and interpersonal intelligence. The design are also designed based on
Noar 1972 theories on how young learners learn through looking at picture, listening and hearing, talking, reading, doing, writing, and role playing.
For the feasibility of the design, I would like you to give your opinion through this questionnaire. Your personal identity will be written anonymously.
Name : Sex
:
Educational background:
A. Give your opinion based on the following classifications:
1 : If you strongly disagree with the statement. 2 : If you disagree with the statement.
3 : If you are doubtful with the statement. 4 : If you agree with the statement.
5 : If you strongly agree with the statement. Doctor S3
Master S2 Sarjana S1
Diploma D3 Other
No Statement
Score
1 Topics and contents of the design are appropriate
for the fourth grade students of elementary school.
1 2
3 4
5
2 Topics and contents of the design can attract
students to learn. 1
2 3
4 5
3 The contents are well arranged.
1 2
3 4
5 4
The instruction in each activity is clear. 1
2 3
4 5
5 The activities can facilitate learning process.
1 2
3 4
5 6
Pictures provided in the design can facilitate students to learn by looking at pictures.
1 2
3 4
5 7
Songs provided in the design can facilitate students’ musical intelligence.
1 2
3 4
5 8
Games provided in the design can facilitate students’ bodily-kinesthetic and interpersonal
intelligence. 1
2 3
4 5
9 Discussion activity can facilitate students’
interpersonal and intrapersonal intelligence. 1
2 3
4 5
10 Materials provided in the example of expressions
can facilitate students’ linguistic intelligence. 1
2 3
4 5
11 Listening, speaking, reading and writing
activities can facilitate students to learn the materials effectively.
1 2
3 4
5
12 The vocabularies in the design are appropriate
for fourth grade students of elementary school. 1
2 3
4 5
13 In general, the design is well developed.
1 2
3 4
5
