e. Spatial Intelligence Spatial intelligence covers the ability related to space. People with this
intelligence are good in three dimensional objects. The areas of this intelligence are architects, decorators, sculptors, and painters pp. 21-22.
f. Interpersonal Intelligence Interpersonal deals with the ability to understand others and work with
others. The learning process can be done through interaction among others p. 22. g. Intrapersonal Intelligence
Intrapersonal intelligence deals with the ability to understand oneself. People with this intelligence can learn and work with themselves well pp. 24-25.
5. Developing Syllabus
According to Indonesian Ministry of National Education’s regulation on
Panduan Penyusunan Kurikulum Tingkat Satuan Jenjang Pendidikan Dasar dan Menengah, there are 7 steps in developing a syllabus. The steps are explained as
follows: a. Identifying Standard Competence and Basic Competence
There are some considerations in identifying standard competence and basic competence. The identification must consider the hierarchy of difficulty
level, correlation between standard competence and basic competence with the subject to be learned, and also correlation between standard competence and basic
competence with another subject p. 16.
b. Identifying Subject Contents In order to achieve the standard competence, the identification of subject
contents can be done with some considerations. These considerations can be students’ potential, relevance toward local area’s characteristics and toward
students’ needs, students’ development, the benefits to students, students’ knowledge, and time allocation p. 16.
c. Developing Learning Activities Learning activities are planned to involve students to use their physic and
mind in learning through interacting with teacher, other students, learning environment, and learning sources in order to achieve standard competence.
Learning activities must be able to help students learn the subject effectively. Therefore, learning activities must be developed in good order and must cover
students’ activities and material to be learned pp. 16-17 d. Formulating Indicators
Indicators reflect students’ achievement toward standard competence that can be measured through students’ learning attitude, knowledge, and skills.
Indicators can be developed through students’ characteristics, learning subject, and local area context p. 17.
e. Determining Learning Evaluation Evaluation is aimed at measuring
students’ achievement toward indicators that were stated. The evaluation can be done through test and non-test. The
examples of evaluation are written test, oral test, task, portfolio, project,
observation toward students’ attitude, observation toward students’ progression, and self evaluation pp. 17-18.
f. Determining Time Allocation Determining time allocation of every standard competence is based on the
effective week and time allocation of the subject in a week. Time allocation is only the estimation of the time that students need to master the subject p. 18.
g. Listing Learning Sources Learning sources are listed to help students learn the subject. Learning
sources should be based on standard competence, basic competence, subject contents, and also learning indicators. Learning sources can be from printed
media, electronic media, human resources, learning environment, society, and culture p. 18.
B. Theoretical framework
In chapter one, the research question has been formulated. In order to answer the first research question which is how integrated English materials for
the fourth grade students based on multiple intelligences are designed the researcher applied the combination of Kemp
’s and Dick’s instructional design model and Indonesian Ministry of National Education regulation on Panduan
Penyusunan Kurikulum Tingkat Satuan Jenjang Pendidikan Dasar dan Menengah. Because of the condition of the elementary school, the researcher
adjusted the designing steps based on the school’s needs. The steps of designing
the materials are explained as follows:
