and only 8.33 of them who disagreed to learn English used materials that could develop their intelligences and talents.
b. Students’ Needs based on the Interview
The writer interviewed the English teacher who taught the extracurricular activity of the fifth grade students of Kanisius Kalasan Elementary School. He
also taught in regular class of the fifth grade students. The English extracurricular teacher said that most of the fifth grade students of Kanisius Kalasan Elementary
School were active students. They liked to move and talk. They were also difficult to focus on their teacher. The teacher mostly used traditional technique
explanation to teach the students because it would be easier for the teacher to handle the students. The teacher sometimes also asked the students to do role play.
There were several problems that were faced by the students in learning English. First, the students’ willingness to learn English was low. Second, the teacher gave
monotonous techniques and activities during the teaching learning activities. To solve the students’ difficulties, the students should be given interesting activities.
The teacher also said that he sometimes used TV and tape recorder in teaching learning activity. At last, the teacher agreed if English extracurricular activity
implemented Multiple Intelligences theory. The teacher stated that teaching learning through Multiple Intelligences provided students opportunity to develop
their talents. Students were able to learn English in interesting situation and activities. The data from the interview were presented in Appendix D.
2. The Goals, Topics, and General Purposes
In this study, the writer adapted 2006 Curriculum KTSP. The goals that were stated as Competence Standard were modified by the writer from 2006
Curriculum. In this study, the goals were stated for each skill, listening, speaking 34
reading, and writing. Having determined the goals, the writer specified the general purposes that were stated as Basic Competence. The goals and general purposes
of the designed materials were presented in Table 4.1.
Table 4.1 The Goals and General Purposes of the Designed Materials NO.
SKILLS GOALS
COMPETENCE STANDARD
GENERAL PURPOSES BASIC COMPETENCE
1. Listening
Understand simple instruction in daily life context
The students are able to:
1.
Respond simple instruction with correct action.
2.
Listen the recording and respond the instruction by
completing the
texts, conversations, and poems.
2. Speaking
Express simple instruction and information
in daily
life context
The students are able to:
1.
Give and respond simple instruction correctly.
2.
Give simple information correctly.
3. Reading
Understand simple
English vocabularies,
phrases, sentences and texts in daily life
context The students are able to:
1.
Read vocabularies simple phrases,
sentences, and
texts using
correct intonation and spelling.
2.
Understand the meaning and
message from
the vocabularies,
phrases, sentences,
texts and
pictures. 4.
Writing Write words, simple phrases
and sentences in daily life context
The students are able to: Write
words, simple
phrases and
sentences accurately.
Having finished the competence standard and basic competence, the writer stated the topics that were used in the designed materials based on the
exploration of basic competence and the result of needs survey. The basic competence was related to all topics because this study integrated four skills,
those are listening, speaking, reading and writing. The chosen topics were presented in Table 4.2.
35 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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