RESEARCH RESULTS AND DISCUSSION

CHAPTER IV RESEARCH RESULTS AND DISCUSSION

This chapter is divided into two parts. The first part is aimed at answering the first problem formulation stated in chapter 1. This part discusses about the steps elaborated in designing materials. The second part is aimed at answering the second problem formulation stated in chapter 1. This part discusses the presentation of the designed materials. A. The Steps in Designing Integrated English Materials Based on Multiple Intelligences Theory for the Fourth Grade Students in SD Kristen 2 Sumberejo Klaten This part presents the steps elaborated in designing materials. The steps were adapted from Kemp ’s and Dick’s instructional model. The steps in designing the materials are conducting needs analysis; listing topics, stating goals and stating learning objectives; listing subject content; selecting teachinglearning activities and instructional resources; developing syllabus; evaluating materials; and revising materials. Those steps are explained as follows:

1. Conducting Needs Analysis

In this research, needs analysis was done through observation, interview and questionnaires. The respondents of needs analysis are 13 students of grade four of SD Kristen 2 Sumberejo Klaten and the English teacher of the school. At the first time, the researcher conducted observation at the school. The observation 31 was aimed at gaining learning facilities of the school that can support teaching and learning process. The result of the observation is showed as follows: Table 4.1. Learning Facilities No Learning facilities Condition 1 Classroom Good 2 Library Good 3 English books Good, only 30 books 4 Pictures, realia Good 5 Whiteboard Good Learning facilities in the school, in general, can support teaching and learning process. All facilities are in a good condition. The books, however, are only available in 30 copies. The books have been used for almost last 5 years. Therefore, the availability of the same book in last 5 years becomes the lacks of learning process. The researcher, then, distributed questionnaires to the fourth grade students of the school. The questionnaires were distributed before designing materials. Therefore, they are called pre design questionnaire. The researcher used closed questionnaire in order to gain students’ needs and interests about English subject. The analysis of the questionnaires is showed as follows: Table 4.2. The Result of Pre Design Questionnaire No. Questions Number of participants and the percentage Yes No 1 I like learning English. 13 100 2 English is easy to be learned. 11 84,6 2 15,4 3 I have difficulties in reading English words. 8 61,5 5 38,5 4 I have difficulties in speaking in English. 10 76,9 3 23,1 5 I have difficulties in listening to the teacher. 4 30,7 9 69,3 6 I have difficulties in writing English words. 4 30,7 9 69,3 7 I like learning English in a group. 12 92,3 1 7,7 8 I can learn English easily in a group. 12 92,3 1 7,7 9 I like learning English using songs and movements. 10 76,9 3 23,1 10 I can learn English easily using songs and movements. 8 61,5 5 38,5 11 I like learning English using games. 10 76,9 3 23,1 12 I can learn English easily using games. 11 84,6 2 15,4 13 I like learning English using pictures. 11 84,6 2 15,4 14 I can learn English easily using pictures. 13 100 Based on the data above, it can be seen that all students like English subject. However, not all of the students said that English is easy to be learned. From the table above, 11 students 84,6 stated that learning English is easy and 2 students 15,4 stated that learning English is not easy. Some students still face difficulties in learning English skills. From the data above, there are 8 students 61,5 facing difficulties in reading English words while 5 students 38,5 do not have difficulties. In speaking, it is found that 10 students 76,9 face difficulties and 3 students 23,1 stated that they do not face difficulties. The same condition occurs in listening and writing, there are 4 students 30,7 facing difficulties while 9 students 69,3 do not face difficulties. Although there are difficulties in learning English, almost all of the students stated that they like learning English. The data above shows that there are 12 students 92,3 who like learning English while a student 7,7 does not like learning English. The data above also shows students’ interests in learning English. Almost all of the students like learning English in a group. From 13 students, there are 12 students 92,3 who like learning English in a group, while the rest 7,7 does not. There are more than half of the students who like learning English using some supporting learning media such as songs and movements, games, and pictures. From the data, there are 10 students 76,9 who like learning English using songs and movements, while the rest students 23,1 do not. Songs and movements used in the lesson can help the students learn the lesson easier. It can be seen from the data that there are 8 students 61,5 who can learn lesson easily using songs and movements while 5 students 38,5 cannot. There are 10 students 76,9 who like learning using games and 3 students 23,1 5 who do not. Using games also affects students to learn easier. From the data, there are 11 students 84,6 can learn easily by using games while the rest 15,4 cannot. Pictures also play an important role in helping students learn English. It can be seen that 11 students 84,6 like learning through provided pictures while the rest 15,4 do not. Although there are some students who do not like learning using pictures, the data above shows that all students can learn easily through pictures. In the need analysis, the researcher also interviewed English teacher of the school in order to obtain more information about teaching and learning activities at grade four. The result of the interview is showed as follows: Table 4.3. The Result of Interview No Questions Answers 1 How long does English lesson in the school last? There are 2 meetings in a week. Each meeting lasts for 70 minutes or 2 contact hours. In a week there are 140 minutes available for teaching-learning process. 2 What are the activities run in the teaching-learning process? The activities run are teaching, doing exercises, and discussing. The students are also given tasks and homework in order to help them learn the lesson. 3 What are the techniques applied in the teaching-learning process? The main technique applied during teaching learning process is drilling. Drilling helps students to memorize the lesson. Others techniques are using pictures, songs, movements, models like replica of fruits and animals, and playing games. 4 What are learning sources used in the class? Learning process is supported by English book. For grade 4, there are about 30 books from local government. However, unfortunately the book that is used has been used for the last 5 years. So, it only supports a little for teaching-learning process. To support the teaching-learning process I use other books for my teaching references. Besides using books, the learning process is also supported by worksheets from local government. The worksheet is given every new semester. 5 What are the difficulties faced during teaching-learning English? The first difficulty is on the supporting learning source like book. Because the book is not up- to-date, the learning process may not run effectively. The second is on the students. The main difficulties that they face are on speaking and reading although they find difficulties also in other skills. Another difficulty is on the memorization of vocabularies. 6 What do you do to solve those difficulties? I use drilling to help them memorize English words. I also use realia such as picture and replica. Besides, to refresh their mind, I use games and songs so that they can be attracted again to focus on the lesson after they felt bored or they lost attention. 7 What do you do in order to attract and motivate students to learn English? The students have good talent like in music, dance, sport, and many others. They have strengths in those talents. So, I often include their talents during the lesson. For example, they can sing a song related to the lesson. Through lesson presented in the song, they can learn it indirectly. 8 What are the topics that are suitable and interesting for grade four? I think the topics could be greetings and introduction; topics about family; daily activities; anything around the students in daily context like jobs, things in class or house, foods, fruits, vegetables, and clothes. The topics could also be pronouncing the alphabet and numbers. Based on the data from observation, questionnaires and interview; the researcher dete rmines students’ needs. Students’ needs analysis are presented as follows: Table 4.4. Students’ Needs Analysis Needs To be able to master four English skills and to communicate effectively in daily context. Lacks Availability of English books, vocabularies memorization, pronunciation, mastering English skills. Wants To be able to know and use English vocabularies in daily conversation.

2. Listing Topics, Stating Goals and Stating Learning Objectives

The next steps after need analysis are stating goals, listing topics and stating learning objectives. The goals of materials design are defined into two parts which are mastering English skills and communicating effectively. The goals are defined in the table as follows: Table 4.5: Learning Goals Goals Students are able to master four English skills, namely listening, speaking, reading and writing. Students are able to communicate effectively in daily context. After stating learning goals, the researcher then listed topics based on needs analysis. The materials consist of four topics. The topics were developed based on the students ’ interests and the English teacher’s suggestions. The topics are as follows: Table 4.6. Learning Topics Unit Topic Unit 1 Greetings: Good morning Ms.Dewi Unit 2 Self introduction: Hello, my name is Wahyu Unit 3 Family: I love my family Unit 4 Daily activity: I get up at 5 o’clock Goals and topics that were stated, then, were used to determine learning objectives. Learning objectives are determined to enable students to achieve learning goals that have been stated. Learning objectives were classified into two parts, namely basic competence and indicators. Basic competences are more general than indicators. Basic competences are presented in the following table: Table 4.7. Basic Competences Unit Topic Basic competences 1 Greetings: Good morning Ms.Dewi Students are able to: • know expressions of greeting • apply expressions of greeting in daily context 2 Self introduction: Hello, my name is Wahyu Students are able to: • know expressions of self introduction • apply expression of self introduction in daily context 3 Family: I love my family Students are able to: • know the relation of family members • present information about their own family in oral and written form 4 Daily activity: I get up at 5 o’clock Students are able to: • know how to present daily activities • present daily activities in oral and written form From basic competences in the table above, the researcher then determined indicators that students should achieve. The indicators were derived from basic competences above. The indicators are presented in the following table: Table 4.8. Indicators Unit Topic Indicators 1 Greetings: Good morning Ms.Dewi Students are able to: • pronounce expressions of greeting correctly • complete missing words with the expressions of greeting through listening activity • practice greeting with other students • re-arrange jumbled dialogue correctly complete conversation based on the picture 2 Self introduction: Hello, my name is Wahyu Students are able to: • pronounce expression of self introduction correctly • pronounce and write number from 1-100 correctly • answer questions in a form of mind-mapping based on the reading text • complete missing words with expression of self introduction through listening activity • practice self introduction with other students 3 Family: I love my family Students are able to: • pronounce vocabularies about family members correctly • complete missing words with vocabularies about family members through listening • tell about their family to other students • find specific information about friend’s family. • answer questions in a form of mind-mapping based on the reading text • write a short paragraph about family 4 Daily activity: I get up at 5 o’clock Students are able to: • tell the time through listening and writing • complete missing words with vocabularies about daily activity through listening • tell about their daily activities to other students with correct pronunciation • answer questions in a form of mind-mapping based on the reading text • write a short paragraph about daily activity

3. Listing Subject Content

The subject contents of the material were developed based on the goals, basic competences and indicators. The materials consist of four units which cover learning materials such as greeting, self introduction, family, and daily activity. Each unit has different title which aims at directing students to the topic and learning materials. The titles are Good morning Ms. Dewi for greeting, Hello, my name is Wahyu for self introduction, I love my family for family, and I get up at 5 o’clock for daily activity. The subject contents presented in the materials contain activities which facilitate students to learn language skills that are listening, speaking, reading and writing. Besides presenting language skills, the subject content also provides learning materials which contain expressions and vocabularies for greeting, self introduction, family, and daily activity. The subject contents are explained as follows: a. Listening The aim of listening section is to enable students to catch English words and phrases through listening to the teacher. Listening section in the materials covers learning activities such as listening to the teacher and repeating the words, phrases or sentences; listening and completing missing words or phrases in a dialogue or text; and listening to the teacher and finding specific information. Through listening activity, the students are required to present what have been listened to in spoken or written form. b. Speaking The aim of speaking section is to enable students to communicate fluently in daily context. Speaking section consists of several activities. The activities are developed in various ways that can help students to communicate in daily context. The activities that involve speaking are repeating what the teacher said, singing a song, doing a game, pronouncing numbers, and practicing dialogues. c. Reading The aims of reading section are to enable students to practice reading simple English texts, to practice pronouncing English words, and to provide students with exercises such as answering questions based on the text which can stimulate them to understand the content of the text. Reading section in the materials covers reading dialogues and reading text and answering questions in form of mind-mapping based on the text. d. Writing The aims of writing section are to enable students to practice writing English words and to practice writing a simple paragraph in their daily life context. The activities involving writing are completing missing words or phrases while listening to the teacher, re-arranging a jumbled dialogue, completing dialogues, writing numbers, and writing a paragraph about their daily life. e. Supporting activities In the materials, there are also supporting activities that can help the students learn language skills and help the students memorize learning materials. The activities are singing a song, doing a game, studying English expressions and vocabularies for each topic, making a name card, finding vocabularies about family members, and doing a multiple-choice-exercise.

4. Selecting TeachingLearning Activities and Instructional Resources

Teaching and learning activities are selected based on the needs analysis and theories on characteristics of young learners, principles of young learners’ learning and multiple intelligences. The activities involved in the materials are listening and repeating, singing a song, studying learning materials, listening and completing a dialogue and a text, doing a game, performing a dialogue, completing a dialogue, writing a short paragraph, reading text and answering questions in a form of mind-mapping, making a name card, finding words on family members between jumbled letters in a table, and doing a multiple-choice- exercise. As a reference of designing the materials, there are some instructional resources that were adapted. The sources of reference are from English books, internet sites, and game books. The references are used to provide the materials with various learning activities that can help students to learn.

5. Developing Syllabus

The syllabus that was developed refers to Indonesian Ministry of National Education regulation on Panduan Penyusunan Kurikulum Tingkat Satuan Jenjang Pendidikan Dasar dan Menengah. The syllabus consists of standard competence and basic competence, subject content, learning activities, indicator, evaluation, time allocation, and learning source. The full version of the syllabus can be found in the appendix.

6. Evaluating Materials

In order to evaluate the materials, the researcher constructed a questionnaire. The purpose of the questionnaire is to check the feasibility of the materials. The respondents of the questionnaire were two lecturers and the English teacher of the school. The respondents are described in the following table: Table 4.9: Respondents of Post Design Questionnaire Respondent Sex Educational background Male Female S2 D2 Lecturers - 2 2 - Teacher 1 - - 1 The respondents of post design questionnaire were required to fill the questionnaire. The questionnaire is divided into two parts. The first part is closed question session which requires the respondents to give opinion by scoring the questions ranging from 1 to 5. The scoring classifications in the first part are as follows: 1: If you strongly disagree with the statement. 2: If you disagree with the statement. 3: If you are doubtful with the statement. 4: If you agree with the statement. 5: If you strongly agree with the statement. The result of the post design questionnaire is described in the following table: Table 4.10: The Result of Post Design Questionnaire No Statement Central Tendency N Mn 1 Topics and contents of the design are appropriate for the fourth grade students of elementary school. 3 4 2 Topics and contents of the design can attract students to learn. 3 4 3 The contents are well arranged. 3 4 4 The instruction in each activity is clear. 3 3.3 5 The activities can facilitate learning process. 3 4.3 6 Pictures provided in the design can facilitate students to learn by looking at pictures. 3 3.6 7 Songs provided in the design can facilitate students’ musical intelligence. 3 4 8 Games provided in the design can facilitate students’ bodily-kinesthetic and interpersonal intelligence. 3 4 9 Discussion activity can facilitate students’ interpersonal and intrapersonal intelligence. 3 4 10 Materials provided in the example of expressions can facilitate students’ linguistic intelligence. 3 4 11 Listening, speaking, reading and writing activities can facilitate students to learn the materials effectively. 3 4 12 The vocabularies in the design are appropriate for fourth grade students of elementary school. 3 4 13 In general, the design is well developed. 3 4 From the table above, the means of the score are mostly in point 4. There are two means in 3.3 and 3.6 which are in the instruction in each activity and the pictures provided in the materials that can facilitate students to learn. One of the means is in 4.3 point which is about the activities that can facilitate learning process. In general, it can be concluded that all of the respondents agree that the materials are good for the students. The second part of the questionnaire is open question session. In this session, the respondents gave opinions on materials ’ weaknesses and strengths and also gave some suggestions toward the materials. The weaknesses of the materials are some pictures that are not clear to be seen; some instructions that are confusing; some grammatical errors such as punctuation and tenses; some mistyped words; the use of various colors in the materials that could be distract students’ attention; and materials’ references from which they are adapted that had not been attached to the materials. The respondents, in general, agreed that the materials are good enough for the fourth grade of elementary school students. The materials present various activities that can facilitate learning process involving studen ts’ multiple intelligences. The respondents gave suggestions that the material should be improved and revised since there are still weaknesses found in the materials.

7. Revising Materials

After post design questionnaires were distributed to the respondents, there are some revisions that should be carried out. The revision of the materials covers replacing and editing some pictures that are not clear to be seen, revising some confusing instructions, correcting grammatical errors, correcting mistyped words, replacing some inappropriate colors, and providing materials references. The final revision of the materials is presented in the appendices. B. The Presentation of Integrated English Materials Based on Multiple Intelligence Theory for the Fourth Grade Students in SD Kristen 2 Sumberejo Klaten After the materials were evaluated, the materials were improved based on the post design questionnaire. The improvement covered replacing and editing some pictures, revising some confusing instructions, correcting grammatical errors, correcting mistyped words, replacing some inappropriate colors, and providing materials references. The final materials are still the same as previous materials since the revision did not affect the contents of the materials. The complete designed materials are shown in the appendices. The final materials consist of four units. The units are Good morning Ms. Dewi for unit 1, Hello, my name is Wahyu for unit 2, I love my family for unit 3, and I get up at 5 o’clock for unit 4. The outline of the materials is shown as follows: Table 4.11. The Outline of the Materials Unit Topic Content Language skills 1 Good morning Ms. Greeting A. Activity 1 • Listen and repeat B. Activity 2 • Sing the song Listening and speaking Speaking Dewi C. Activity 3 • Study the expressions D. Activity 4 • Listen and complete the dialogue. Then read it with your friend. E. Activity 5 • Go around the class and greet your friends F. Activity 6 • Re-write the dialogue into a good order G. Activity 7 • Complete the dialogue based on the picture H. Activity 8 • Choose a, b, c, or d as the best answer Listening, writing reading, and speaking Speaking Writing Writing and reading 2 Hello, my name is Wahyu Self introduction A. Activity 1 • Listen and repeat B. Activity 2 • Sing the song C. Activity 3 • Study the expressions D. Activity 4 • Listen and repeat E. Activity 5 • Write the number and pronounce F. Activity 6 • Read the text and fill Listening and speaking Speaking Listening and speaking Writing and speaking Reading and writing in the box G. Activity 7 • Go around the class and ask your friends about the following information H. Activity 8 • Listen and complete the dialogue. Then read it with your friend. I. Activity 9 • Make a name card J. Activity 10 • Choose a, b, c, or d as the best answer Speaking Listening, writing, reading and speaking 3 I love my family Family A. Activity 1 • Listen and repeat B. Activity 2 • Sing the song C. Activity 3 • Listen and complete the text D. Activity 4 • Study the expressions E. Activity 5 • Listen to your teacher F. Activity 6 • Go around class and ask your friends about hisher family G. Activity 7 • Read the text and write family Listening and speaking Speaking Listening and writing Listening and speaking Speaking Reading and writing member’s name in the family tree H. Activity 8 • Write a paragraph about your family I. Activity 9 • Find the words about family Writing 4 I get up at 5 o’clock Daily activity A. Activity 1 • Listen and repeat B. Activity 2 • Sing the song C. Activity 3 • Listen and repeat D. Activity 4 • Study the expressions E. Activity 5 • Draw the time F. Activity 6 • Listen and complete the text G. Activity 7 • Listen to your teacher H. Activity 8 • Listen and draw the time I. Activity 9 • Read the text and fill in the box J. Activity 10 • Write a short paragraph about your Listening and speaking Speaking Listening and speaking Reading and writing Listening and writing Listening and speaking Listening and writing Listening and writing Writing, reading and speaking daily activities. Then, read it aloud. In the materials, learning activities were developed in various ways. The researcher applies theories on characteristics of young learners, principles of young learners’ learning, and multiple intelligences. These theories were used for selecting learning activities in the materials, selecting colors and pictures, and selecting games and songs for supporting learning. In all units, the first and second activities are same. The first activity is the introduction of the topic. The introduction presented pictures that contain dialogue related to the topic. The second activity is singing a song related to the topic. The next activities in every unit were not same in the arrangement. In unit 1, there are some integrated language skills in certain activities. There are listening and speaking which requires the students to listen to the teacher and repeat what the teacher said; listening, writing, reading, and speaking in which requires the students to listen and complete a dialogue then read the dialogue in pairs; and writing and reading in which requires the students to complete dialogues based on the picture. Some activities only cover one language skills which are speaking and writing. The activities are singing a song, doing a game, and re-writing a jumbled dialogue. There are also other activities to support learning process such as studying expressions of greeting and doing a multiple- choice exercise. In unit 2 the integrated language skills are listening and speaking that requires students to listen to the teacher and repeat what the teacher said; writing and speaking that requires students to write number and pronounce it; reading and writing that requires students to read a text and answer questions through filling in the box; and listening, writing, reading and speaking that requires students to listen and complete a dialogue and to read the dialogue in pairs. Other activities in unit 2 are singing a song and doing a game which cover speaking skills, making a name card, and doing a multiple-choice exercise. In unit 3 there are also some language skills being integrated. The integrated language skills are listening and speaking in listening and repeating activity; listening and writing in listening and completing text activity; listening and speaking in doing game; and reading and writing in doing reading task. Other activities involving speaking skill are singing a song and also going around the class and asking about friends’ family. There is also an exercise at the end of unit 3 which is finding words about family in a table which is full of letters. In unit 4 the integration of language skills covers listening and speaking which requires the students to listen to the teacher and repeat what is said and to do a game; reading and writing which requires the students to read a sentence about time and draw the time in a clock; listening and writing which requires the students to listen to the teacher and draw the time; and reading and writing which requires students to read a text and answer questions through filling in the box. Another integrated skill is in an activity which requires the students to write a short paragraph about their daily activities and read it aloud. This activity covers writing, reading and speaking skill. There is also singing a song activity in unit 4 which covers speaking skill.

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS