51 1.
The writer checked a few activities and modified it so that the activities became more effective.
2. The assessment criteria were revised so that it reflected the indicators.
3. The writer checked the syllabuses, lesson plans, teacher’s manuals, and
designed materials. It was important to prevent the students from confusion on the inaccurate English.
B. The Presentation of the Designed Materials
This section aimed to present the designed materials in order to answer the second research problem. The second research problem is the presentation of what
the materials look like. To answer this research problem, the materials were proceeded through several two stages of evaluation. Before the materials were
ready to be presented, the materials were revised and improved based on the first and second feedback from the respondents. The final version of designed
materials was presented in the Appendix C. Time allocation for each unit was 2 x 35 minutes. There were four units
presented in the materials, which were described as follows: 1.
I have three pencils. 2.
Raise your hands, please. 3.
I want some ice cream. 4.
May I borrow your bicycle? The activities provided were Look, listen and repeat, How do we say it?,
Let’s do it, Let’s talk, Sing and dance, Let’s play, Explore it, and Work on your
own. Each kind of activity represents one or two dominant intelligences.
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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter consists of two major parts. The first part draws the conclusion of the study. The second part presents the recommendations for the
English teachers and the future researchers.
A. Conclusions
This study aimed to design English speaking materials based on Multiple Intelligences theory for the fourth grade students of SDN Bogem 2 Sleman
Yogyakarta. In order to accomplish the goal of this study, the writer formulated
two research problems. The first problem was about the process of designing the English speaking materials, while the second one was the presentation of the
English speaking materials based on Multiple Intelligence theory that had been designed.
In answering the first question in the research problem, the writer adapted Dick and Carey’s instructional model design. The designed materials were
developed by following some steps in Dick and Carey’s model. They were 1 identify instructional goals, 2 conduct instructional analysis, 3 analysis
learners and context, 4 write performance objectives, 5 develop and select instructional materials, 6 design and conduct formative evaluation of instruction,
and 7 revise instruction.
