60 songs. Revising the notation of the song,
accuracy, and position to the textlyric is needed.
Table 4.6 The Result of the Product Verification The data said that all of the respondents argued that the instructional
designed materials helped students to be familiar with English where 66,67 of them agree that the designed material in each topic has been relevant to the Basic
Competence and indicators. Moreover, 83,33 of them also agreed that the materials in every single unit are applicable and suitable for students’ learning
, well arranged
, and
interesting for students. They also agreed that the learning activities and exercises provided can support students’ understanding of the topic discussed. Additionally,
50 of them agreed and 33,33 of them strongly agreed that the instructional designed materials could help students in learning English through 8 different ways
of learning. From the interview, the researcher got some feedback towards the learning
activities in the designed materials. Therefore, in the materials revision, the researcher used more realiareal objects in introducing new terms.
B. Influences towards Students’ Learning
The multiple intelligences theory said there are eight different ways of learning that can maximize the learning process. In this part, the researcher discussed
61 the influences of the English materials design that employed the eight multiple
intelligences towards students learning. During implementing the designed materials to the students, the researcher observed the learning process carefully and the
students’ behavior when certain intelligence was applied. From observation that the researcher did, it was obvious that every student
had different ways in comprehending the lesson given. Some students were good at learning through song, but some were not. Some students were good at learning
through games that explored their bodily kinesthetic. There were also some students good at learning through some intelligences. Those phenomena occurred because
each student had dominant intelligences that was different from other friends. Therefore, it was a crucial part that should be explored by a teacher so that the
students’ learning can be maximized. In this designed materials, the researcher covered each topic with seven to eight intelligences that can support students to learn
best not only through their strengths but also through triggering the other intelligences aspects.
The result was, surprisingly that they could enjoy the learning. Even the students who had less motivation in learning English could show the progress. They
began to express themselves in their own ways during the teaching-learning process. On the other hand, for them who had motivation in English could improve their skills
better than before. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
62 To know the influences of the designed material, the researcher implemented
a topic to the students. The topic was ‘Family’. After implementing it in a week, she did an informal interview to 19 students in class. It aimed to know the students’
respond toward the designed material. The result was 83,3 are happy in learning about ‘Family’. Furthermore, about the techniques used, 66,6 like using picture
cards in learning, 83,3 like learning with song, 100 like learning through games, 83,3 like learning through story telling, and 75 like learning by doing
worksheet. Additionally, all of them stated that the lesson was presented clearly. In conclusion, the influences of this English material design towards students’
learning were: • All students enjoyed the teaching-learning material although they had
different ways in understanding the lesson. • The students who had less motivation in learning English could show the
progress and begin to express what they knew and felt in class. • The students who had had motivation in learning English could enhance their
skills better than before. • The students could learn better in other intelligence aspects.
Therefore, the English material design that based on the multiple intelligences theory effectively proven could help the students’ understanding in learning English.
They could learn English happily and expressively with many kinds of interesting teaching experiences that facilitated them to learn best with their strength.
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter is divided into two parts. The first part draws the conclusions of the study. The second part presents some suggestions for better improvement for
kindergarten teachers or educators, parents, and other researchers.
A. Conclusions
This study dealt with the design of English instructional materials for kindergarten learners based on multiple intelligences. There were two problems
stated in this study; they were what the ideal design of English instructional material for Kindergarten of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta is and
what the influences of the design towards the students’ learning are. To answer those two questions, the researcher conducted a research on
kindergarten students in Sekolah Tiga Bahasa Budi Utama Yogyakarta. The needs analysis was conducted by distributing questionnaire to obtain the data that would
have been used to design the ideal English instructional materials. From the questionnaire, the researcher got the data of the needs in teaching and learning
English. The crucial points of the kindergarten teachers in teaching English in that
school are the consideration on students’ characteristics and uniqueness in learning
63 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
