CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter describes the findings and discussion of the study and the presentation of the designed materials. This chapter is divided into three main
parts. The first part is the designing process of the Multiple Intelligences based integrated materials. The second part is the findings and discussion on the
designed materials evaluation. The third part is the designed Multiple Intelligences based integrated materials for an extracurricular activity for the fifth
grade students of Kanisius Kalasan Elementary School.
A. The Designing Process of the Multiple Intelligences Based Integrated
Materials
The writer applied seven steps in designing Multiple Intelligences Based Integrated Materials for an Extracurricular Activity for the Fifth Grade Students of
Kanisius Kalasan Elementary School. The seven steps are the combination of two instructional design models, Kemp and Yalden models. They are conducting
needs survey, stating the goals, topics, and general purposes, formulating the learning objectives, developing the syllabus, specifying the subject contents,
determining the teaching learning activities, resources and intelligences being developed, evaluating the designed materials.
1. Needs Survey
In order to obtain the data of the students’ needs, the writer distributed the questionnaire to the fifth grade students of Kanisius Kalasan elementary school
and interviewed the English extracurricular teacher. 31
a. Students’ Needs based on the Questionnaire
There were two classes namely class V A and class V B. The total numbers of students were 72 students. The raw data of the result of the
questionnaire on the needs survey were presented in Appendix C. From the result of needs analysis, 62.5 of the fifth grade students of
Kanisius Kalasan elementary school liked listening activity, 41.66 of them liked reading and writing, and only 29.16 of them who liked speaking. There
was 51.39 of the students who thought that writing was the most difficult subject to learn, 15.27 of them met difficulties in grammar, 13.89 of them met
difficulties in reading, 8.33 of them met difficulties in pronunciation. There was only 4.17 of them who met difficulties in listening and vocabulary, and 2.78
of them who met difficulties in speaking. There was 62.5 of the students who said that they rarely learned English
by using creative activities such as discussion, drawing, drama, singing, group games, individual games, or out door activity in extracurricular class, 25 of
them said sometimes, 8.33 of them said never. There was only 4.17 of them who said often. It meant that the teaching learning activities in English
extracurricular class of the fifth grade students of Kanisius Kalasan elementary school was rarely to apply various and creative activities.
Related to the students’ point of view of the teaching learning activities in English extracurricular class, 69.45 of the students felt more interested and
enthusiastic to learn English if they learned English by using various and creative activities. There was 29.16 of them who felt okay, while the rest 1.38 of the
students disliked with those various and creative activities. 32
Kategori