CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of two parts, namely conclusions and suggestions. The first parts deals with the conclusions of the study. The second part deals with
the suggestions that are expected to help the English extracurricular teacher of the fifth grade students of Kanisius Kalasan elementary school and future researchers.
A. Conclusions
In order to develop a set of Multiple Intelligences based integrated materials for an extracurricular activity for the fifth grade students of Kanisius
Kalasan Elementary School designed, the writer combined Kemp’s and Yalden’s models. The combination of Kemp’s and Yalden’s models was presented as
follows: conducting needs survey, stating the goals, topics and general purposes, formulating the learning objectives, developing the syllabus, specifying the
subject contents, determining the teaching learning activities, resources and intelligences being developed, evaluating the designed materials. To answer the
second problem of the research, the writer designed a set of Multiple Intelligences based integrated materials for an extracurricular activity for the fifth grade
students of Kanisius Kalasan Elementary School. The designed materials contained eight units, topics, and titles. The units and topics are: Parts of the Body
Unit 1, Feeling Unit 2, Family Unit 3, Describing People Unit 4, Time Unit 5, Parts of School Unit 6, Animal Unit 7 and Shape and Color Unit 8.
Each unit consisted of three parts, those are: Start to Think, What Should You Do? and Do it Again. Start to Think was the pre-activity to create students’ interest,
45 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
activate students’ prior knowledge and introduce students with the topic. What Should You Do?
was the main activity where students did various tasks of listening, speaking, reading, and writing. The students also experienced tasks and
activities that could activate and develop various multiple intelligences. Do it Again
was the post activity to review the materials that the students had already learned. The teaching learning activities on the designed materials were developed
based on the eight Multiple Intelligences. It meant that every teaching learning activity on the designed materials presented particular intelligences. Related to
those explanations, the designed materials could be used to improve and develop the students’ major intelligences and activate other intelligences that they have
less.
B. Suggestions
The suggestions were intended for two groups, namely the English extracurricular teacher and the future researchers.
1. English Extracurricular Teacher
a. The English extracurricular teacher should understand about Multiple Intelligences theory. The teacher is suggested to read some books or articles
about Multiple Intelligences theory. By understanding about Multiple Intelligences, hopefully the teacher can apply the design materials maximum.
b. The English extracurricular teacher is expected to be a good facilitator who is able to place the students as the center of teaching learning process. It means
that the teacher is supposed to invite the students to be active learners. The teacher is allowed to develop and adapt the activities. The developing and
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