39
Achievement Indicators to replace the terms Objectives. Then, the general purpose of each topic should be chosen after identifying the goal. The selected topics are taken
from the questionnaires and topics suggested by the respondents. The topic itself will be reflected based on the students’ needs, characteristics and goals. The chosen topics
must support the students’ effort to improve their English skills and are appropriate with their level of intelligence.
3. Identifying Learner’s Characteristics
This step is taken from Kemp’s model. It is important to know the learners’ characteristics since the materials are used to teach elementary students. Elementary
students are different from adult. Therefore, this part is needed to gain information about the student’s interest, needs, and talents in order to choose the appropriate
method, technique and media in teaching- learning process.
4. Stating Learning Objectives
The writer adopted Kemp’s model for the fourth step. The learning objectives are used to specify the learning objectives on each topic to be achieved. In the
Curriculum at the School Level, the learning objectives are stated as “Achievement Indicators”. The Curriculum at the School Level is aimed to develop the students’
skill. Therefore, the learning should give emphasis to all aspects of learning. Kemp also has the same concern for the objectives in learning. Learning objectives are
divided into three major categories- cognitive, psychomotor, and affective. Even though the three domains have been examined separately, they are closely related in
two or more domains.
5. Selecting Teaching Learning Activities and Instructional Resources
This step is taken from Kemp’s model. This study focuses on designing the
40
materials. The materials consist of various activities incorporating Multiple Intelligences. These activities are arranged based on the topics and also the objectives.
The activities must be interesting and familiar to encourage students’ motivation in following the activities. Moreover, the writer focuses on the Communicative
Approach. This approach helps the students to use their language skills in a simple and an integrative way. After deciding what activities will be used, the writer develops
the materials, which are relevant to the achievement indicators and the types of Multiple Intelligences. In this step, the writer also makes the lesson plan as a guide
in teaching English.
6. Designing the Materials
This step is adapted from Yalden’s model. The sixth step of Yalden’s model is “Development and Implementation of Class Procedure.” This step focuses on
developing the materials. The writer do not apply the materials because the limitation of the time.
7. Evaluating
This step is taken from Kemp’s model. This step is done in order to evaluate the learners through their accomplishment of objectives incorporating Multiple
Intelligences as the activities. It is also used to obtain respondents’ opinions and suggestions about the designed materials by distributing a questionnaire to three
English teachers of elementary schools, two English instructors, and a lecturer.
8. Revising
