opportunity to the students who like singing to learn the topic through their interest. The students seemed to enjoy singing the song. They sang the song
loudly and cheerfully. The example of the song is presented below:
The students sang a song. The students were supposed to sing a song entitled “My Eyes, My Ears,
My Nose, My Mouth” and point the objects.
b. Unit II
The second unit was implemented on May 27, 2009 with a topic which was “Feeling”. The number of students was 20 people. The implementation took
about an hour. There were three parts of this unit, namely a Start to Think; b What should You Do?;
and c Do It Again which covered the four English skills, which were listening, speaking, reading, and writing. Seven intelligences were
developed in this unit, namely Linguistic Intelligence, Spatial Intelligence, Intrapersonal Intelligence, Interpersonal Intelligence, Bodily-kinesthetic
Intelligence, Musical Intelligence, and Logical-Mathematical Intelligence. The first part of Unit II was Start to Think. In this part, the students were
required to look at some pictures and pronounce the vocabulary stated under the pictures. This part emphasized reading skill which developed the linguistic and
spatial intelligences. In this part, all the students could follow the teacher in pronouncing the correct pronunciation. The examples are stated below:
The students looked at some pictures and said the vocabularies under the
pictures with correct pronunciation. Number one: happy
The students were supposed to pronounce the word “happy” and so on.
The other types of the examples are available in the materials paper see Appendix G.
The second part of Unit II was What should You Do?. This second part was divided into four sections. The first section was an activity which emphasized
speaking skill. This activity gave the students an opportunity to improve their speaking ability by answering the writer’s question about feeling described in the
pictures. In this activity, the students could do the task given very well. They were very active in answering the writer’s questions. This task was provided to develop
students’ linguistic, spatial, and bodily kinesthetic intelligences. The examples of the task were shown below:
The students looked at some pictures and answer the feeling described in
the pictures. Number one: I am happy.
The students were supposed to answer the teacher’s question about the feelings described in the pictures
and so on.
The other types of the examples are available in the materials paper see Appendix G.
The second section was an activity which provided speaking skill to develop students’ linguistic, bodily-kinesthetic, and interpersonal intelligences. In
this activity, the students had to observe their friends and ask about their feeling including the reason. They had to ask their friend using two question sentences.
Those were 1 “What do you feel today?”; and 2 “Why do you feel like that?”. Then, their friends answered them in sentences which were 1 “I feel…”; and 2
“ I feel … because I …”. After they got the answer, they had to write the result in the table given in their handout. The students had to walk around the class and ask
three friends at minimum. Thus, it needed students’ body movement and their cooperation. This activity also gave an opportunity to the students to use their
knowledge of some vocabulary items which had been learned in the previous activity. In doing the activity, the students found difficulties in conveying their
reason because they did not know the English words or sentences that they wanted to say. Dealing with this problem, the writer wrote some vocabulary items and
sentences which were mostly asked by the students on the blackboard as the problem solving. The problem solving made by the writer made the class
condition became more conducive. The students could do the task independently without asking the writer anymore.
The third section emphasized writing skill. In this section, the students had to observe their own feeling, then, they had to write it in the box given by stating
their reason. The fourth section was matching some feelings with the causes which developed students’ linguistic and logical-mathematical intelligences. This
activity had a purpose to make the students have better understanding about what they were learning on that day. The writer found similar difficulties faced by the
students in doing the last two sections. In the third section, some students did not do the tasks well because they were confused to write the English words. Some
students sometimes had known the English words but they did not know the spelling. Moreover, some of them did not know the English words that they
wanted to write. In the fourth section, the difficulty was that the students did not know the Indonesian meanings of the words given.
Thus, the writer concluded that the difficulty faced by the students in doing the second, the third, and the fourth section was that they were lack of
vocabulary mastery. The examples of the second, third, and fourth activities are shown below:
The students observed their friends feeling.
The students were supposed to observe their friends 3 friends at minimum and ask the about their feeling by following the patterns which
were given by the teacher. After that they had to write the results in the table given in their handout
Number one: - What do you feel today? Æ I feel happy.
- Why do you feel like that? Æ I feel happy because I get a
present. and so on.
The students observed their own feeling.
The students were supposed to observe their own feeling write it in the box given in their handout by stating the reason
The students matched some feeling with the causes.
Number one: happy Æ I get a present
The students were supposed to match the feeling and the causes based on the example given
and so on.
The last part of Unit II was called Do It Again. The activity in this part was singing a song. This activity was given to the students in order to develop
their linguistic, musical, and bodily-kinesthetic intelligences. This activity gave an opportunity for the students who liked singing to learn the topic through their
interest. The students enjoyed singing the song. They sang the song loudly and cheerfully. The example of the song is presented below:
The students sang a song.
The students were supposed to sing a song entitled “If You’re Happy”
c. Unit III
