Research and Information Collecting Planning

45 work individually, 9.8 of them chose other activities, playing football and drawing and only 5.88 of them liked to count objects. Concerning to the topics that interest them, 76.47 of the students assumed things in the classroom as an interesting topic and able to help them in learning English. Whereas, 74.51 of the students liked numbers, 62.75 of them preferred hobbies to be included in the lesson, 60.78 of them enjoyed the alphabets topic. There was 56.86 of the students who chose school activities and 49.02 of them would like body and face included in the lesson. Moreover, 41.17 of them liked to learn about introduction, 37.25 chose greetings, 29.41 would like to learn about direction and only 9.81 of the students who chose prepositions. b. Students’ Needs based on the Interview The writer interviewed the English teacher of SD Negeri Dayuharjo. The teacher said that most of the students were active students. They liked to move and talk. Some of the students, especially the boys, were difficult to focus on the lesson. The teacher frequently applied traditional technique, by explaining the materials, to teach the students because it would be easier for the teacher to manage the class. However, the teacher sometimes asked the students to do role play. There were some problems found in learning English. First, the willingness of the students in learning English was quite low. Second, the activities provided 46 and the technique applied by the teacher were monotonous. Therefore, the students were easy to be bored. To solve this problem, the teacher should apply various activities and technique to attract the students’ attention. In addition, the teacher might utilize media in teaching learning activities. The fourth grade English teacher of SD Negeri Dayuharjo agreed if the English materials implemented Multiple Intelligences theory, considering the various activities that were offered in Multiple Intelligences theory. Thus, students were able to learn English in interesting situation and activities. The data from the interview were presented in Appendix D.

2. Planning a. The Goals, Topics, and General Purposes

In this study, the writer applied KTSP. The goals were stated in the Competence Standard. Meanwhile, the general purposes were stated in the 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. Competence Standard Basic Competence 1. 3. Understand simple written English in classroom context 3.1. to read aloud by pronouncing and expressing the alphabets correctly that includes words, phrases, and