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c. The writer accepted the suggestion from a respondent to minimize the use of
colors. The purpose of revising the layout was to avoid the students’ distraction. Therefore, the students are not confused in comprehending the materials.
d. The writer added some challenging activities in the last section “Let’s Have Fun”
so that these activities help the students to develop their intelligences. e.
The writer also changed some pictures that were not consistent in each topic so the students are not confused in learning each topic.
f. The writer also added more vocabulary that the students did not know before
following the game.
D. Presentation of the Designed Materials
To answer the second question in the problem formulation, that is, what the designed set of materials looked like, the writer presents the final version of the
designed set of materials. The materials consist of eight units and it takes 80 minutes for each unit. Every unit contains five sections, namely 1 Let’s Sing, 2 Look,
Listen, and Repeat, 3 Let’s Find the Words, 4 Let’s Practice, 5 Let’s Have Fun. The presentation of the designed materials, which shows the details of each part,
is presented in Table 9.
Table 9 The Presentation of the Designed Materials
UNIT TOPICS
SECTIONS TIME
ALLOCATION
1. Animals
Pre-Communicative: A.
Let’s Sing B.
Look, Listen, and Repeat C.
Let’s Find the Words
Communicative: D.
Let’s Practice 40 minutes
40 minutes
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Table 9 continued
UNIT TOPICS
SECTIONS TIME
ALLOCATION E.
Let’s Have Fun 2.
Fruits Pre-Communicative
: A.
Let’s Sing B.
Look, Listen, and Repeat C.
Let’s Find the Words
Communicative D. Let’s Practice
E. Let’s Have Fun 40 minutes
40 minutes
3. Shape and
Color Pre-Communicative:
A. Let’s Sing B.
Look, Listen, and Repeat C.
Let’s Find the Words
Communicative:
D. Let’s Practice
E. Let’s Have Fun
40 minutes
40 minutes
4. At School
Pre-Communicative:
A. Let’s Sing
B. Look, Listen, and Repeat
C. Let’s Find the Words
Communicative:
D. Let’s Practice
E. Let’s Have Fun
40 minutes
40 minutes
5. At Home
Pre-Communicative:
A. Let’s Sing
B. Look, Listen, and Repeat
C. Let’s Find the Words
Communicative:
D Let’s Practice E. Let’s Have Fun
40 minutes
40 minutes
6. Profession
Pre-Communicative:
A. Let’s Sing
B. Look, Listen, and Repeat
C. Let’s Find the Words
Communicative:
D. Let’s Practice
E. Let’s Have Fun
40 minutes
40 minutes
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Table 9 continued
UNIT TOPICS
SECTIONS TIME
ALLOCATION
7.
Numbers Pre-Communicative:
A. Let’s Sing
B. Look, Listen, and Repeat
C. Let’s Find the Words
Communicative:
D. Let’s Practice
E. Let’s Have Fun
40 minutes
40 minutes
8.
Days and Months
Pre-Communicative:
A. Let’s Sing
B. Look, Listen, and Repeat
C. Let’s Find the Words
Communicative:
D. Let’s Practice
E. Let’s Have Fun
40 minutes
40 minutes
The materials presented have been improved based on the opinions, suggestions and evaluation of the respondents. The detailed and complete presentation of the
designed set of materials can be seen in Appendix F.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of two major parts. The first part presents the summary of the study. The second part presents the suggestions for the English teachers of SDN
UNGARAN II Yogyakarta and for other researchers. The conclusions are based on the findings and analysis in chapter four.
A. Conclusions
The objective of the study was to design a set of English instructional materials incorporating Multiple Intelligences theory for the fourth grade students of SDN
UNGARAN II Yogyakarta. There were two problems to be solved in the study. They are 1 How is a set of English instructional materials incorporating Multiple
Intelligences theory for the fourth grade students of SDN UNGARAN II Yogyakarta designed? 2What does the designed set of materials look like?
In order to solve those two problems, the writer conducted two kinds of survey research. The first survey research for the needs analysis was conducted to gather the
data about students’ needs, interests, and lacks. The second survey research was carried out to gather the data from qualified and appropriate respondents to gain
opinions and suggestions on the designed set of materials. The survey was used to evaluate and revise the designed set of materials.
To solve the first problem, the writer adapted an instructional design model, which was the combination of two models offered by Yalden and Kemp. The model
consists of seven steps, namely conducting needs survey, stating goals, topics, and general purposes, identifying learner’s characteristics, stating learning objectives,
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