Conclusions CONCLUSIONS AND RECOMMENDATIONS

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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter consists of two major parts. The first part draws the conclusion of the study. The second part presents the recommendations for the English teachers and the future researchers.

A. Conclusions

This study aimed to design English speaking materials based on Multiple Intelligences theory for the fourth grade students of SDN Bogem 2 Sleman Yogyakarta. In order to accomplish the goal of this study, the writer formulated two research problems. The first problem was about the process of designing the English speaking materials, while the second one was the presentation of the English speaking materials based on Multiple Intelligence theory that had been designed. In answering the first question in the research problem, the writer adapted Dick and Carey’s instructional model design. The designed materials were developed by following some steps in Dick and Carey’s model. They were 1 identify instructional goals, 2 conduct instructional analysis, 3 analysis learners and context, 4 write performance objectives, 5 develop and select instructional materials, 6 design and conduct formative evaluation of instruction, and 7 revise instruction. 53 The first step was identifying instructional goals. In this step, the writer determined what the goal of the product that should be achieved by the students. The writer collected the data from the interview conducted with the English teacher of SDN Bogem 2 Sleman Yogyakarta. The second step was conducting instructional analysis. In this step, the writer defined what skills, knowledge and attitudes were required for the students to be able to begin the instruction. After that, the writer did the third step, analyzing learners and context. The step aimed to analyze the characteristics of the learners in the learning process that were important to consider in the design of the instructional activities. The writer also analyzed what the context in which the learners will learn the skills and the context in which they will use them. The next step was writing performance objective. In this step, the writer defined specific statements of what the learners will be able to do when they complete the instruction. The writer developed the objectives based on the competence standard and basic competence for the fourth grade students of SDN Bogem 2 Sleman, Yogyakarta based on KTSP Kurikulum Tingkat Satuan Pendidikan . The designed materials is no longer applicable for the Primary School students generally because there are schools that started to apply the new curriculum. However, it can still be applied in SDN Bogem 2 Sleman, Yogyakarta because the teacher still refers to the KTSP in teaching. The fifth step was developing and selecting instructional materials. In this step, the writer designed the materials based on the result of the previous steps. The writer selected the appropriate materials and learning activities that based on 54 the Multiple Intelligence theory. There were four units in the designed materials. The topics were chosen based on the competence standard and basic competence for the fourth grade students of SDN Bogem 2 Sleman, Yogyakarta. After the writer finished designing the materials, the next step done was designing and conducting formative evaluation of instruction. The evaluation aimed to get feedback and suggestion from the respondents. There were three respondents in evaluating the designed materials. The respondents were the experts and the English teacher of SDN Bogem 2 Sleman, Yogyakarta. In order to make the materials designed better, the materials evaluation was conducted twice. The result was obtained in the form of evaluation questionnaires that were distributed to the respondents. Based on the result of the questionnaires, generally, the respondents gave positive responses to the designed materials. It could be seen from the last result of questionnaire. The respondents stated that the designed materials were well developed and acceptable for the fourth grade of SDN Bogem 2 Sleman Yogyakarta. The last step was revising instruction. In this step, the writer revised the instruction. The revisions were done twice based on the result got from the respondents’ feedback and suggestions. The second part of this chapter was the presentation of the designed materials. The materials were designed based on the multiple intelligences theory. There were four units in the designed materials and each unit consisted of six to 55 eight sections. The full version of the designed materials were attached in the appendices. The materials were expected to improve the students’ motivation in the learning process especially in English speaking skill lesson. The varied learning activities were designed based on the Multiple Intelligence in order to lead them to develop their speaking ability.

B. Recommendations