Designing a set of english instructional materials incorporating multiple intelligences theory for the fourth grade students of SDN Ungaran II Yogyakarta.

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DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS INCORPORATING MULTIPLE INTELLIGENCES THEORY

FOR THE FOURTH GRADE STUDENTS OF SDN UNGARAN II YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By Widya Swastiani Student Number: 011214025

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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“I f we think we can, we will. I f we think we can’t, we won’t.

All that stands between ourselves and our capabilities are our

perceptions of who we are and what we can do.”

H . Stephen Glenn and Jane N elson

This thesis is dedicated to: M y beloved family,

M y father (Pak W askito) and my mother (Bu Tyas) M y brother (W iwin)

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ACKNOWLEDGEMENTS

First of all, I would like to give my greatest gratitude to my Dear Lord Jesus Christ for His grace, love, guidance and blessing that fill all my days. I thank Him for giving me the spirit, the strength, and the patience to finish this thesis.

I would like to thank my great parents, Bapak Waskito and Ibu Tyas for their love, patience and support. I thank my beloved brother Wiwin for always supporting me to finish this thesis. Without their support I could not finish this thesis. My deep gratitude goes to Drs. Y. B. Gunawan, M.A., my major sponsor, for his support, patience, encouragement, and guidance in finishing my thesis. My sincere gratitude also goes to Made Frida Yulia, S.Pd., M.Pd, my co-sponsor, for her guidance, support, patience, and careful correction even when she was so busy.

I would like to acknowledge my indebtedness to all lecturers of the English Education Study Program of Sanata Dharma University for their valuable knowledge and guidance during my years of study. I want to express my special thank to Sister Margaret O’Donohue. I have learnt a lot when she guided me. I also thank mbak

Tari and mbak Dani in the PBI secretariat, for their services during my study. May God always bless them.

My appreciation also goes to the headmaster of SDN UNGARAN II Yogyakarta, Drs. R. Suharja, who gave me the opportunity to conduct the research in that school. My deepest appreciation goes to Triyani, S.Pd. I thank her for her support, advice, and information. To all my respondents, the fourth grade students

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of SDN UNGARAN II Yogyakarta, Mrs. Ria, Miss. Anita, Miss. Dina, Miss. Mitha, I really thank them for their participation in my research.

I would like to thank all of my classmates for their long and lasting friendship. Special appreciation also goes to my friends: Wiwid, Dinta, Shela, Imma, Emil, Harin, Anita, Yuyun, Sapto, Candra for all wonderful times we have spent together. To Cecil and Iwuk, we have spent time together in our hard time. We have shared knowledge to improve our thesis. I am so lucky to have friends like them.

My special thanks go to mbak Ririn, mbak Elis, mbak Emil, Olive, mas

Rofky, mas Pri, mbak Betty, mas Budi, Mr. Motiek, and Mr. Djunaedi for giving me opportunity to teach and develop my ability.

With all my grateful heart, I thank Erwin for his love, care, kindness and encouragement. Although he is not always by my side when I am in need of help, he is the one who is always in my heart. I am so lucky to be part of his life

Finally, my gratitude also goes to those whom I cannot mention by name. I would like to thank them for their support and help.

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TABLE OF CONTENTS

TITLE PAGE ...……….... PAGES OF APPROVAL ...……… PAGE OF DEDICATION ...……… STATEMENT OF WORK’S ORIGINALITY ...……… ACKNOWLEDGEMENTS ……… TABLE OF CONTENTS ……… LIST OF TABLES ……….. LIST OF FIGURES ……….... LIST OF APPENDICES ………. ABSTRACT ...………. ABSTRAK ...……….

CHAPTER I INTRODUCTION

A. Background ...………...

B. Problem Identification ………. C. Problem Limitation ……….. D. Problem Formulation ……… E. Research Objectives ………. F. Research Benefits ………. G. Definition of Terms ...………... CHAPTER II LITERATURE REVIEW

A. Theoretical Description ……… 1. Instructional Materials Design Models ……… a. Kemp’s Model ...………... b. Yalden’s Model ………. c. Comparison between Kemp’s and Yalden’s Model ……….. 2. The Communicative Approach ……… a. Teachers’ Role in the Communicative Approach ….……...

i ii iv v vi viii xii xiii xiv xv xvii 1 4 5 5 5 6 7 10 10 11 13 15 16 18

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b. Learners’ Role in the Communicative Approach …..……... c. Communicative Activities .………... 3. Elementary School Students …..………... a. Fourth Grade Students .……… b. The Principle of Children Language Learning .……… c. Relation between Children’s Characteristics with the Classroom Activities in Learning Foreign Language ..…… 4. Multiple Intelligences Theory ...………... a. Types of Intelligences …..………. b. Characteristics of Learner based on Multiple Intelligences Theory ……….. c. Theory of Multiple Intelligences Planning in the Classroom d. Teacher’ Roles in Multiple Intelligences Theory .…………. e. Learner Role in Multiple Intelligences Theory .…………... f. Activities through Multiple Intelligences in Learning

English ……….. B. Theoretical Framework ………. CHAPTER III METHODOLOGY

A. Research Method ...………... B. Research Respondents ...………... 1. Respondents of the Needs Survey .……… 2. Respondents of the Evaluation Survey .………. C. Research Instruments ………. 1. Interview ……… 2. Questionnaire ……….... D. Data Gathering Technique .……….. 1. Data Gathering for the Needs Survey ……….. 2. Data Gathering for the Evaluation Survey ...……… E. Data Analysis Technique ………. 1. Needs Survey Data Analysis ...……….

18 19 20 21 22 25 26 26 28 31 32 32 33 36 42 44 44 44 45 45 46 46 47 47 47 47

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2. Evaluation Survey Data Analysis ………. F. Research Procedure ………... CHAPTER IV RESEARCH RESULTS AND DISCUSSION

A. The Elaboration of the Steps for Designing a Set of English Instructional Materials Incorporating Multiple Intelligences Theory for the Fourth Grade Students of SDN UNGARAN II Yogyakarta .……….. 1. Conducting A Needs Survey ….……….. 2. Stating Goal, Topics, and General Purposes ……… 3. Identifying Learner Characteristics ……….. 4. Learning Objectives ………. 5. Selecting Teaching Learning Activities and Instructional

Resources ……… 6. Designing the materials ……… 7. Evaluation ………. 8. Revision ……… B. The Findings of the Designed Materials Evaluation ……… 1. Description of the Respondents ……… 2. Data Presentation ……….. a. Descriptive Statistics ...………. b. Respondents’ Comments and Opinions on the Designed Set

of Materials ………... c. Respondents’ Suggestions on the Designed Set of Materials C. The Discussion on the Designed Materials Evaluation …… D. The Presentation of the Designed Materials …... CHAPTER V CONCLUSIONS AND SUGGESTIONS

A. Conclusions ...……… B. Suggestions ...………...

47 49 51 51 58 60 61 63 64 64 65 65 65 66 67 68 69 69 71 74 75

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REFERENCES ...………... APPENDICES ...……… Appendix A The Letter of Permission ……….. Appendix B The Needs Surve y Questionnaire ……….. Appendix C The Interview Guide ……….. Appendix D The General Description of the Designed

Materials ……… Appendix E The Evaluation Questionnaire ………... Appendix F Lesson Plan ………... Appendix G The Presentation of the Designed Materials …...

77 79 80 83 86 89 93 97 114

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LIST OF TABLES

Table 1 : The Respondents of Survey Study (Blank) ... 45

Table 2 : Descriptive Statistics of the Respondents’ Opinions (Blank) ... 48

Table 3 : The Results of the Needs Survey ... 52

Table 4 : The Results of the Interview ……….. 56

Table 5 : The Basic Competences ... 59

Table 6 : The Achievement Indicators ... 61

Table 7 : The Description of the Respondents ... 66

Table 8 : The Results of the Designed Materials Evaluation Survey... 67

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LIST OF FIGURES

Figure 1 : Kemp’s Instructional Design Model ...….. 11 Figure 2 : Yalden’s Instructional Design Model ……. ...….. 15 Figure 3 : Multiple Intelligences Diagram ... 31 Figure 4 : The Writer’s Model Adopted from Kemp’s and Yalden’s Models … 41

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LIST OF APPENDICES

Appendix A : The Letter of Permission ……… 80 Appendix B : The Needs Survey Questionnaire ………..………. 83 Appendix C : The Interview Guide ………...…….. 86 Appendix D : The General Description of the Designed Materials ………….. 89 Appendix E : The Evaluation Questionnaire ……….. 93 Appendix F : Lesson Plan ………... 97 Appendix G : The Presentation of the Designed Materials …... 114

xv ABSTRACT

Swastiani, Widya. 2007. Designing a Set of English Instructional Materials Incorporating Multiple Intelligences Theory for the Fourth Grade Students of SDN Ungaran II Yogyakarta. Yogyakarta: English Language Education Program, Sanata Dharma University.

The study is intended to design a set of English instructional materials incorporating Multiple Intelligences theory for the fourth grade students of SDN Ungaran II Yogyakarta. There are eight kinds of intelligences; verbal- linguistic, logical- mathematical, visual-spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. Every child has his/her own unique interest in learning. Unfortunately, the materials for elementary school students only provide monotonous learning practice. The materials do not accommodate the students’ interest and talents. As a result many students feel bored when learning English. Based on the above situation, the materials that give various activities are developed by making use of students’ intelligences. The students are expected to have fun in different ways of learning

There were two problems to be solved in this study. The first problem was how a set of English instructional materials incorporating Multiple Intelligences theory for the four th grade students of SDN UNGARAN II Yogyakarta was designed. The second problem was what the set of the designed materials looked like. Therefore, the writer used educational research and development since the focus of this study was to develop the materials.

To gain the data for the materials development, the writer conducted survey research. It was divided into two parts, namely needs survey and evaluation survey. The writer used two instruments in the survey research: interview and questionnaire. The first type of questionnaire was distributed to the four th grade students of SDN UNGARAN II Yogyakarta. Besides, the writer also conducted an interview with an English teacher to obtain additional information. After a set of materials were designed, the writer distributed the second type of questionnaire to an English lecturer of Sanata Dharma, two English instructors of PURI and ALPHA Yogyakarta, and three English teachers of SDN UNGARAN II Yogyakarta, to gain opinions and suggestions on the designed materials.

To solve the first problem, the writer applied an instructional design model, which was the combination of two models offered by Kemp and Yalden. The combination of these models is needed in order to complete each other. The combined model consists of seven steps that could be used effectively in designing the materials. The steps were (1) conducting a needs survey, (2) stating the goal, topics, and general purposes, (3) identifying learner’s characteristic, (4) stating learning objectives, (5) selecting the teaching and learning activities, (6) evaluating, (7) revising.

To solve the second problem, the writer presents the final version of the designed materials on appendices. There are eight units of materials presented. Each

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unit is divided into five sections. The sections of each unit are Let’s Sing!, Look, Listen and Repeat!, Let’s Find Words!, Let’s Practice!, and Let’s Have Fun!

The writer analyzed the data after the second type of survey was conducted. The result of the analysis indicated that the means ranged from 3.5 to 4.1. This means that the design was suitable and acceptable.

Finally, the writer expects that these designed set materials will be useful for the fourth grade students and English teachers in elementary school who would like to apply this set of designed materials. Moreover, the writer also expects that the designed set of materials will inspire other researchers and English teachers to improve the instructional materials for the students.

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ABSTRAK

Swastiani, Widya. 2007. Designing a Set of English Instructional Materials Incorporating Multiple Intelligences Theory for the Fourth Grade Students of SDN Ungaran II Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Studi ini bertujuan untuk menyusun satu set materi Bahasa Inggris dengan menggabungkan teori kecerdasan majemuk untuk siswa kelas empat SDN Ungaran II Yogyakarta. Ada delapan jenis kecerdasan: verbal- linguistik, matematis- logis, ruang-visual, musical, kinestetik-badani, interpersonal, intrapersonal, dan alam. Setiap anak memiliki ketertarikan yang unik didalam pembelajaran. Tetapi, materi pengajaran untuk siswa sekolah dasar hanya menyediakan latihan pembelajaran yang monoton. Materi pengajaran tidak menampung bakat dan ketertarikan siswa. Sebagai hasilnya banyak siswa merasa bosan ketika belajar Bahasa Inggris. Berdasar situasi diatas, materi yang menyediakan berbagai aktifitas dikembangkan untuk membuat siswa menggunakan kecerdasannya. Siswa diharapkan untuk menyenangi dengan cara pembelajaran yang berbeda.

Terdapat dua permasalahan yang dibahas dalam studi ini. Perma salahan pertama adala h bagaimana menyusun satu set materi Bahasa Inggris dengan menggabungkan kecerdasan teori kecerdasan majemuk untuk siswa kelas empat SDN UNGARAN II Yogyakarta. Permasalahan kedua adalah bagaimana tampilan materi tersebut. Oleh karena itu, penulis menggunakan penelitian dan pengembangan pendidikan sejak inti dari studi ini adalah mengembangkan materi.

Untuk memperoleh data dari pengembangan materi, penulis mengadakan studi penelitian. Studi penelitian tersebut terbagi dalam dua bagian, yaitu survei kebutuhan dan evaluasi. Penulis menggunakan dua alat dalam studi penelitian: wawancara dan kuisioner. Jenis kuisioner yang pertama dibagikan unt uk siswa kelas empat SDN UNGARAN II Yogyakarta. Selain itu, penulis juga mengadakan wawancara denga n guru Bahasa Inggris untuk memperoleh informasi tambahan. Setelah satu set materi selesai dirancang, penulis kemudian membagikan kuisioner kedua kepada seorang dosen Bahasa Inggris dari Universitas Sanata Dharma Yogyakarta, dua orang guru Bahasa Inggris dari PURI dan ALP HA Yogyakarta, dan tiga orang guru Bahasa Inggris dari SDN UNGARAN II Yogyakarta, untuk memperoleh pendapat dan saran tentang materi yang telah dirancang.

Untuk memecahkan permasalahan pertama, penulis menerapkan model rancangan materi dengan menggabungkan dua model yang dikemukakan oleh Yalden dan Kemp. Penggabungan dari kedua model tersebut dibutuhkan untuk melengkapi satu sama lain. Model gabungan terdiri dari tujuh langkah yang dapat digunakan secara efektif dalam merancang materi. Adapun tahap-tahap tersebut adalah (1) melakukan penelitian untuk mengetahui kebutuhan sis wa, (2) merumuskan maksud, topik dan tujuan umum, (3) menganalisa karakter siswa, (4) merumuskan tujuan pembelajaran, (5) memilih aktifitas belajar/mengajar, (6) mengevaluasi, (7) perbaikan.

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Untuk memecahkan permasalahan kedua, penulis menampilkan hasil akhir materi di lampiran. Materi ini terdiri dari delapan unit. Setiap unit dibagi menjadi lima bagian. Bagian dari setiap unit adalah Let’s Sing!, Look, Listen and Repeat!, Let’s Find Words!, Let’s Practice!, and Let’s Have Fun!

Penulis menganalisa data setelah penelitian kedua telah dilaksanakan. Hasil dari analisa menunjukan bahwa nilai rata-rata berkisar antara 3.5 sampai 4.1. Hal itu menunjukkan bahwa materi telah sesuai dan dapat diterima.

Akhirnya, penulis mengharapkan bahwa satu set materi ini dapat berguna untuk siswa kelas empat sekolah dasar dan para guru Bahasa Inggris yang akan menggunakan materi ini. Disamping itu, penulis juga berharap agar materi yang telah dibuat akan mengilhami penulis lainnya untuk memperbaiki materi pembelajaran untuk siswa sekolah dasar.

1 CHAPTER I INTRODUCTION

This chapter will elaborate seven points. They are background, problem identification, problem limitation, problem formulation, research objectives, research benefits and definition of terms.

A. Background

English has become an important language to master in this era. We need English in almost every aspect of our life. Recently, English, as a foreign language, has been taught to elementary school students in Indonesia. The Instructional Program Guideline of Elementary School states that English is used to understand and to develop science, technology, art, culture, and to build relationship with other countries in the world (Depdikbud, 1994:1). Therefore, people should realize the importance of mastering English.

English should be introduced in the early age. Its purpose is to encourage the students to be more prepared and confident to learn English at the higher level of study. According to Anderson (1980: 394), children from two to about eleven years old are in a critical period and it is easier to learn a language in those ages. Therefore, children in the early ages are better able to learn because at those ages the students are still wide-open for any information about the language that they hear.

Teaching English as a foreign language to the fourth grade students of elementary school is not an easy task since English is quite new for them and English is not commonly used in their daily communication. Therefore, English teachers

cannot just teach and force the fourth grade students to be interested in learning English. This situation will make the students confused, frustrated, and consider English a difficult subject. In order to reduce children’s frustration, an English teacher has a new challenge to face; that is, to apply various activities in teaching English to make the students active and interested in what they learn.

Based on the situation, the Education and Culture Department of Indonesia has composed an instructional program outline of English to improve the foreign language mastery in Indonesia. This program outline is based on the Curriculum at the School Level Kurikulum Tingkat Satuan Pendidikan (KTSP). This curriculum has the same point with Competency-Based Curriculum. According to this curriculum, the general objective of learning English in elementary school is to develop the students’ English skills in reading, writing, listening, and also speaking. This objective will help the students to use English in an integrative way. In order to master the language skills, students must be equipped with the language elements first: vocabulary, grammar and pronunciation. By mastering the language elements, they will easily learn all the language skills. As stated in the Instructional Program Outline (Depdikbud, 1994: 3):

Pembelajaran unsur-unsur ditujukan untuk mendukung penguasaan dan pengembangan empat keterampilan berbahasa Inggris, yaitu membaca, menyimak, berbicara, dan menulis, bukan untuk kepentingan penguasaan unsur-unsur bahasa itu sendiri.

The purpose of learning the language elements is to support the mastery and the development of English skills, namely reading, listening, speaking, and writing, and not merely for the sake of the mastery of the language elements themselves (vocabulary, grammar and pronuncia tion).

Therefore, in order to achieve the goal of teaching English to the fourth grade students of elementary school, the teacher should be able to apply various activities so that the students will find learning English interesting. The theory of Multip le

Intelligences offers various activities that can be used in teaching English to the fourth grade students of elementary school. There are some activities that can be used in teaching English such as using music, cooperative learning, multimedia, field trip, role play, art activities, and much more. It is hoped that the students will have fun, feel comfort and like learning English through many activities.

The theory of Multiple Intelligences was proposed by Howard Gardner (1993), who claimed that every human being has eight intelligences. Every child has many ways to be smart. The children can learn through numbers, words, pictures, music, physical movement, social interaction, self- understanding, and natural experience. He believes that all of these intelligences can be nurtured and strengthened, or ignored and weakened. Moreover, he considers that all of these intelligences can be developed through practice and training. Therefore, the use of eight types of intelligences as the teaching techniques will be helpful for English teachers in elementary school to accommodate the students’ interests and talents. Multiple Intelligences theory also helps the students to learn English more easily because they will be interested and have fun in learning through many activities.

The government states that English has been introduced to the fourth grade students of elementary school as local content subject (muatan lokal). Introducing English to the fourth grade students of elementary school is appropriate because they are very active and dynamic. They are interested in learning a foreign language and are curious to find out how things work. Therefore, the writer would like to design a set of English instructional materials incorporating Multiple Intelligences for the fourth grade students of elementary school.

B. Problem Identification

Teaching English to the students of elementary school is not an easy thing. Some problems arise during the teaching of English to the fourth grade students of elementary school. It is proven that the students have difficulty in English rather than any other subject. It happens because they are not familiar yet with English since it becomes a new subject to learn. Moreover, they cannot master English well because they are not used to practicing English in their daily life. The students of elementary school also have a little chance only to learn English in the classroom. For this reason, it makes the students unable to learn English communicatively in both oral and written forms.

The proble ms also come from the students. The students lose their interest if the teaching- learning process is boring. In fact, every child has his/her own interest in learning English. The students learn English in different ways and he/she has a unique interest. These conditions encourage the teachers to be creative in transferring the knowledge by using various activities. They cannot lecture and give monotonous exercises in learning English.

Therefore, this design offers various activities to develop the students’ skills in learning English. By giving them many activities through Multiple Intelligences, the students will be interested in learning English in order to achieve the learning goal. Theory of Multiple Intelligences helps the teacher to know the students’ weaknesses and strengths in learning English. Through many activities in a wide variety of ways using music, pictures, cooperative learning, chart, role play, and field trips, the students will be interested in learning English. Hopefully, they will know better which learning activities are suitable for them to develop their skills in learning English.

C. Problem Limitation

In the study, the writer focuses on designing a set of English instructional materials. The writer chooses the fourth grade students of SDN UNGARAN II Yogyakarta. The writer considers that the fourth grade of the elementary school is the appropriate grade for the students to learn English because at ages 6 to 12, they are in the concrete period. They have the ability to learn the new language more quickly than adults. Moreover, the writer also considers that studying English using various activities will make them better in the learning process.

Teaching English through many activities of Multiple Intelligences in the classroom must be done in a limited time. Due to the limitation of time in teaching English, all of the intelligences cannot be applied at once in one topic. For this reason, the writer tries to combine as many intelligences as possible in each topic.

D. Problem Formulation

Dealing with designing English instructional materials, this research intends to solve two main problems. They are stated as follows:

1. How is a set of English instructional materials incorporating Multiple Intelligences theory for the fourth grade students of SDN UNGARAN II Yogyakarta designed? 2. What does the designed set of English instructional materials look like?

E. Research Objectives

The objectives of the research are:

1. to design a set of English instructional materials incorporating Multiple Intelligences theory for the fourth grade students of SDN UNGARAN II

Yogyakarta.

2. to present the designed set of English instructional materials incorporating Multiple Intelligences theory for the fourth grade students of SDN UNGARAN II Yogyakarta.

F. Research Benefits

The research is intended to give benefits to all parties dealing with the learning of English in the elementary school. The results of the research will provide valuable contributions to:

1. English teachers

It is hoped that the English instructional materials incorporating Multiple Intelligences theory can be used as an alternative technique to teach English to the fourth grade of elementary school students. With these materials, hopefully, the teacher can teach English effectively in an enjoyable and fun situation. Besides, the teacher will provide opportunities for authentic learning based on their students’ needs, interests, and talents.

2. SDN UNGARAN II Yogyakarta students

The designed materials hopefully can provide various activities to improve the students’ interest in learning English. Students will also be able to demonstrate and share their strengths. Building strengths by using various activities gives the students’ motivation to be better in learning English. Hopefully, the students can increase their confidence in learning English, which is appropriate to their interests and strengths. 3. Other researchers

English instructional materials; they can apply and implement these designed materials in the classroom to find out its strengths, weaknesses and effectiveness. 4. The writer

For the writer, the research gives more knowledge in designing materials and brings a new perspective in teaching English through various activities using Multiple Intelligences theory.

G. Definition of Terms

There are several terms in this study that need to be defined in order to avoid misunderstanding.

1. Design

The meaning of “designing” refers to instructional design process. Designing is an activity in making and developing a plan of something we want to do next, and it is a set of activities in forming and establishing a program in order to achieve a certain goal. The instructional design means a set of materials to teach English which contains the activities to prepare the students in learning English. In this study, the writer designed the lesson plan and materials as the guidance in the teaching- learning processes. It is needed in order to achieve the learning objective of the teaching-learning processes. The materials provide various activities to develop the students’ ability in learning English. Therefore, the writer designed a set of English instructional materials incorporating Multiple Intelligences theory for the fourth grade of SDN UNGARAN II Yogyakarta.

2. Instructional Materials

“defined as a systematic process for designing the materials made by the teacher or instructional designer for the teaching instructions.” Instruction materials can be in the form of printed materials, computer assisted instructions and television instruction. In this study, designing a set of English instructional materials means arranging or planning a program containing some resources for language activities. Moreover, instructional means that a set of English materials is designed to develop the previous English materials used in the classroom. Therefore, the instructional materials are used to develop the designed materials for the fourth grade of SDN UNGARAN II Yogyakarta by using Multiple Intelligences theory.

3. Elementary School

Elementary school student is a unit of basic education which runs a six year education program (Peraturan Pemerintah RI No.28, 1990). The regulation of the Republic of Indonesia 1989 states that those who are not less than six years old have a right to join in a basic education. In this study, the term elementary school refers to a school which consists of children between 6 to 12 years old. Children in the elementary school grow and develop during their six years in school. They are divided into two: the primary grade (during the first three years) and the intermediate grade (during the last three years) (Cole, 1956: 124). This study focuses on the fourth grade students of SDN UNGARAN II Yogyakarta.

4. Multiple Intelligences

Howard Gardner (1983: 34), defines intelligence as “the ability to solve problems or to fashion products that are valued in one or more cultural setting.” He describes eight types of intelligences: verbal/linguistic, logical/mathematical, musical/rhythmic, visual/spatial, body/kinesthetic, inter-personal, intra-personal, and

naturalist. In this study, Multiple Intelligences theory proposes an alternative definition of intelligence. Howard Gardner proposes “a pluralistic view of the mind, recognizing many different and discrete facets of cognition and acknowledging that people have different cognitive strengths and contrasting cognitive styles” (Christison 1998: 3).

CHAPTER II

THEORETICAL REVIEW

In this chapter, the writer presents a detailed discussion about the theories which are divided into two sections. The first deals with theoretical description. The second deals with theoretical framework.

The theoretical description discusses the theories of instructional design models according to Kemp and Yalden, theory of the Communicative Approach, theories about children, and the theory of Multiple Intelligences. Furthermore, the theoretical framework focuses on the steps in designing the English instructional materials.

A. Theoretical Description

Theoretical description deals with the discussion of the basic theories of the study. These theories are the guidelines for the writer to design the materials. Theoretical description discusses theories of instructional design models, theory of the Communicative Approach, theories about children, and the theory of Multiple Intelligences. To provide a strong foundation of the study, below are the theories to which the research is related.

1. Instructional Material Design Models

In this section, the writer describes two different design models; they are Kemp’s model and Yalden’s model. The writer combines these two models because they clearly describe step by step procedures about what the material designer should do to develop the materials from the very beginning process. The discussion of the two models is presented below.

a. Jerrold E. Kemp’s Model

Figure 1 Kemp’s Instructional Design Model (Kemp, 1977: 9)

There are three reasons why the writer uses Kemp’s model as one of the theories of designing instructional materials. First, this model gives a clear explanation about forming objectives, activities and resources, and also evaluation. Second, this model can be applied to all levels of education, from the elementary school up to the university. The writer’s respondents are elementary school students; therefore, this model is suitable. Last, this model has a flexible process. The writer can move back and forth in her steps for designing the materials.

Goals, Topics, and General Purposes

Learner Characteris -tics Evaluation

REVISE

Learning Objectives

Subject Content Pre-

assesment Teaching

Learning Activities, Resources Support

Kemp states that instructional design plan is constructed to answer three questions that are considered to be the essential elements (1977: 8). They are: (1) What will be learned?

(2) What procedures and resources will be used to achieve the goals? (3) How will we know when the required learning has taken place?

The first question focuses on the objectives of the designed plan because the materials and objectives are related to each other. The second one focuses on the activities and resources of the designed materials. The last one focuses on the evaluation to measure the effectiveness and efficiency of the teaching learning activities.

In order to answer the three questions above, Kemp (1977: 8-9) offers a program development which consists of eight parts in it. The steps are:

1. Considering the goals, listing topic, and stating the general purposes for teaching each topic.

2. Obtaining information about the characteristics of the learners for whom the design is made. The characteristics cover academic factor, social factor, learning condition and learning styles.

3. Specifying the learning objectives to be achieved by the students as the behavioral outcomes. The objectives for learning can be grouped into three major categories, namely cognitive, psychomotor, and affective.

4. Listing the subject contents in order to clarify the learning objectives.

5. Developing the pre-assessment to determine the learners’ background and present a level of knowledge about the topic.

and resources will help students to achieve the learning objectives through the subject content.

7. Coordinating such support services. These services include budget, personnel, facilities, equipment and schedules to carry out the instructional plan.

8. Evaluating students’ learning in terms of their achievement of objectives. Revision and re-evaluation of any phase requiring improvement are necessary to be done.

Kemp’s Instructional Design Model is illustrated in Figure 1. b. Janice Yalden’s Model

The writer uses Yalden’s instructional material design since this model provides a clear step about needs survey. This model has been designed to know the students needs’ in learning so that the learning outcome can be improved. According to Yalden (1983: 7), after knowing the type of syllabus that will be applied, the teacher should prepare himself in constructing and developing the instructional materials. The process of constructing the type of syllabus covers eight stages as follows.

Stage 1: The Needs Survey

The teacher should make a survey of needs before starting the purposes in order to find the importance of the community or local needs.

Stage 2: Description of Purposes of the Program

The description of purposes is prepared in terms of the characteristics of the student and the skills of the student on entry to and exit from the program.

Stage 3: Selection or Development of Syllabus Type

There are a number of syllabus types. However, no single model of syllabus design is universally used for any language program. The combination of various models is

possible.

Stage 4: The Proto-Syllabus

The proto-syllabus describes the language and language use to be covered in the program. It means he/she should be able to describe the content of the syllabus. This will cover several components such as topics, communicative functions, variety of language and grammar.

Stage 5: The Pedagogical Syllabus

Yalden explains that in this stage, the course designer is supposed to develop teaching, learning, and testing approaches (pedagogical syllabus). A form of pedagogical syllabus is intended to provide the teacher with knowledge about the learners’ purpose in learning English, so that they can match it with appropriate content and teaching techniques. It is also used for developing testing sequences and instruments.

Stage 6: Development and Implementation of Classroom Procedures

In the development and implementation of classroom procedure, a teacher has to select the exercise types and teaching techniques. He/she needs to prepare the lesson plans and weekly schedules. Yalden also mentions the teacher training in this stage which covers briefings or workshops on principles, expected outcomes, and creation of teaching materials.

Stage 7: Evaluation

The evaluation of the whole components in the language program consists of the evaluation of the students, of the instructional program and of the teaching.

Stage 8: Recycling

The final stage of the recycling includes the steps of determining the congruence or ‘fit’ between goal set and student performance, reassessing the content and revising

the materials and methodological procedures.

Yalden’s instructional design model is presented in Figure 2.

Recycle

Figure 2 Yalden’s Instructional Design Model (Yalden, 1987: 8)

c. Comparison between Kemp’s and Yalden’s Models

In this study, the writer combines Kemp’s and Yalden’s models as the basic guidelines in designing the materials. Kemp and Yalden have strong foundation to support this study Kemp states that the most important step is not only considering the goals but also listing the topics and stating the general purposes. Kemp agrees that the analysis of the learner’s characteristics and needs is really needed to know the student’s interest, strengths and lacks. By knowing students’ characteristics and skills, it helps the writer to design the materials for developing the students’ Multiple Intelligences. However, Yalden is concerned with the importance of needs survey in designing the materials. Moreover, both Kemp’s and Yalden’s models use evaluation at the end of the process. Evaluation is needed in order to give a clear explanation for the revision, improvement for both instructional materials and the effectiveness of the system as a whole. Yalden’s and Kemp’s are chosen by the writer since these models have their own strengths. Therefore, the models are needed in order to complete each other. After studying the models, the writer explains the theories of the Communicative Approach in designing English materials.

Needs Survey Description of Purpose Selection or Development of Syllabus Type Production of Proto-Syllabus Production of Pedagogical Syllabus Development & Implementatio n of Class Procedure Evaluation

2. The Communicative Approach

Children are different from adults; children need an interesting activity while learning something new. According to Nunan (1995: 6), the teacher could teach in a communicative way by using a communicative language teaching since it provides a classroom activity in the form of the practices of language for its own sake. Therefore, the Communicative Approach is considered the most comprehensive approach since it can be used to teach all four basic skills, i.e. speaking, listening, reading and writing. Common to all versions of the Communicative Approach is a theory of language teaching that starts from a communicative model of language and language use and then seeks to translate into a design for an instructional system, for materials, for teacher roles and learner behavior, and for classroom activities and resources.

The Communicative Approach in language teaching starts from a theory of communication (Richards and Rodgers, 2001: 159). The language teaching focuses on the mastery of the integrated communicative skills rather than the mastery of language form (Richards and Rogers, 2001: 153). The tasks involve communicative language in which the pupils’ attention is focused on meaning rather than linguistic structure. Nunan (1995: 10) considers communicative task as a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. The teacher should realize about the nature of language and language learning when they teach in the classroom.

Moreover, Hymes (1972), as cited by Richards and Rogers (2001: 159), states that “the goal of language teaching is to develop communicative competence.” His theory of communicative competence is a definition of “what a speaker needs to know

in order to be communicatively competent in a speech community.” Hymes (in Richards and Rogers, 2001: 159) views that a person who acquires communicative competence acquires both knowledge and ability for language use. According to Richards and Rodgers (2001: 155), communicative language teaching is an approach which aims to “(1) make communicative competence the goal of language teaching and (2) develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication.”

There are three corresponding aspects of the skills (Littlewood, 1983: 3). The first aspect is the ability to understand linguistic structures and vocabulary. The second aspect is the knowledge of the potential communicative function of linguistic forms. The last aspect is the ability to relate the linguistic knowledge to non- linguistic knowledge, in order to interpret meanings conveyed by speakers.

Moreover, Richards and Rodgers (2001: 161) state the three elements of the Communicative Approach. “The first element is the communication principle: activities that involve real communication promote learning. A second element is the task principle: the activities in which language is used for carrying out meaningful tasks promote learning. A third element is the meaningfulness principle: language that is meaningful to the learner supports the learning process.”

In order to facilitate the students with sufficient training to gain the ability to communicate adequately in the target language, language activities should be selected well. Furthermore, Nunan (1989: 195) states that the most direct way to facilitate communication is to provide sample opportunity for students’ participation. A teacher should encourage learners in communication processes. The processes are information

sharing and interaction. The teacher places herself/himself as a facilitator of the communication process, counselor and process manager.

Based on the explanation about the Communicative Approach, it is important to develop the students’ English communicative skills in reading, writing, listening, and also speaking. Therefore, the writer uses the Communicative Approach as the principal method applied to teach and learn English. It is adopted in order to meet the learners’ specific communicative needs on learning English.

a. Teachers’ Role in the Communicative Approach

There are several teachers’ roles in the Communicative Approach. Breen and Candlin as cited by Richards and Rodgers (2001: 167) divide three roles. The first role is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independent participant with the learning-teaching group. A third role for the teacher is that of researcher and learner, with much to contribute in terms of appropriate knowledge and abilities, actual and observed experience of the nature of learning and organizational capacities. The other roles from teachers are needs analyst, counselor, and group process manager.

The teacher plays the role as a facilitator, participator, a manager of classroom activity, and an advisor in the learning process. They only give the instruction for the students in doing some activities. Therefore, the teacher cannot dominate the classroom activities.

b. Learners’ Role in the Communicative Approach

learner plays the role as “a negotiator between the self, learning process, and the object of learning emerges from and interacts with the role of joint negotiator within the classroom procedures and activities, which the group undertakes.” Based on the students’ role in the Communicative Approach, they should be active and contribute as much as they gain. Besides, the students also determine the achievement of the learning process.

c. Communicative Activities

According to Littlewood (1983: 85), there are two types of activities in the communicative language teaching. They are pre-communicative activities and the communicative activities.

a. Pre-communicative activities

In these activities, the students’ main purpose is to produce language which is acceptable rather than to communicate meaning effectively. Through pre-communicative activities, the teacher isolates specific elements of knowledge or skill, which compose communicative ability, and provides the learners with opportunities to practice them separately. Littlewood (1983: 85-86) states that there are two major types of pre-communicative activities: structural activities and quasi-communicative activities. The first, structural activities, proposes on performance of mechanical drills. The second one is quasi-communicative activities, which aim to create links between the language forms and their potential functional meanings. In the pre-communicative activities, the students practice certain language forms and functions that lead to communicative work. The students are prepared by practicing some activities orally.

b. Communicative activities

Littlewood (1983: 86) states that communicative activities are the activities in which the learners activate and integrate their pre-communicative activities knowledge and skills, in order to use them for the communication of meanings. According to Littlewood (1983: 20), there are two major types of communicative activities. The first is functional communicative activities that have a purpose to ask the learners to use the language they know in order to get meaning across as effectively as possib le. The second is social interaction activities which have a purpose to convey meaning effectively by paying greater attention to the social context where the interaction takes place. Furthermore, the types of communication activities are puzzles, problem solving, questions and answers, dialogues, debates, matching activities, following direction and role plays. The teaching learning activities are communicative. Hopefully, the activities encourage the students to be more active in expressing their communicative ability.

Pre-communicative activities and communicative activities present flexible process. A sequence of pre-communicative activity and communicative activities can be reversed. The teacher can start his teaching unit with communicative activities first if the teacher wants to know the learner’s weaknesses in a particular kind of communication situation.

3. Elementary School Students

The subject of the research is the fourth grade students of elementary school. Clear concepts about the subjects are needed to obtain the expected result. Moreover, the presentation of clear concepts about the subject will be helpful to give a clear

description of the research subject. Therefore, the writer discusses the characteristics of children, the principle of children language learning and how they learn in order to have appropriate knowledge on the fourth grade students of elementary school.

a. Fourth Grade Students

According to Piaget as stated by Lefrancois (1986: 52), the two fundamental characteristics of a child cognitive development are organization and adaptation. Organization is the systemizing of information into meaningful patterns or structures. Adaptation is a process through which a person copes with the integration of new information into existing pattern and prescription.

Piaget’s stage theory postulates that children progress through four stages. They are the sensorimotor period, the pre-operational period, concrete operational period and formal operational period (Vasta, Haith and Miller, 1995: 35). The sensorimotor period represents the first two years of life, the pre-operational period typically spans from the age of 2 to the age of 6 and 7, the concrete operational period extends from about 6 or 7 to 11 or 12, and the formal operational period continues from approximately 11 to 12 through adulthood or old age.

Based on the stage above, elementary students especially in the fourth grade are about 9 years old. This means that they are in the concrete period. They are in the stage where their mental operations make logical problem solving with concrete objects possible (Vasta, Haith and Miller, 1995: 35). Therefore, the use of activities in learning English is suitable for the fourth grade students of elementary school.

According to Anderson (1980: 394), there is a critical period and it is easier to learn a language from 2 to about 11 years of age. It is based on informal observation of children of various ages and adults in new linguistic communities. When families

move to a foreign country, the children are said to acquire a facility to get along in the new language more quickly than adults.

According to Cole (1956: 124), children in the elementary school grow and develop during their six years in school. They are divided into two: the primary grade (during the first three years) and the intermediate grade (during the last three years). The study includes the fourth grade students of elementary school. It means these students are in the intermediate grade (during the last three years). Children in this period show characteristic development: physical, intellectual, emotional, and social aspect.

Moreover, curiosity is an indicator of their cognitive development. They are interested in learning all kinds of things and they want to know as many facts as possible in many different things (Cole, 1956: 133). Caswell has the same opinion as Cole. She states that children are interested in what they want to know (1957: 175). It means that children learn something because they like it and not because it is important for them. Children in the middle childhood are very active and dynamic. Something that is moving will attract their attention very much (Kartono, 1982: 141). They are curious to find out how things work, gain competence and control over himself. Therefore, they are interested in learning all things, including learning a second language.

b. The Principle of Children Language Learning

The children have their own principles in learning language. Since English is a foreign language to children, the teaching technique must be different from the upper

grade. The teacher must understand the children’s behavior in accordance with their age and development.

Children are not self- motivated to learn a foreign language. Therefore, the teacher has to present the activities and games in learning English. Songs, pictures, puzzles, crossword may be used to make the English lesson interesting. When the children are interested in learning English through activities, it will increase their interest in communicating in the language. There are some techniques in learning a second language for children suggested by Jeanette Vos (www. earlychildhood.com). 1) Learn by doing

“Children like to play grocery store, make a snack, or take a walk. While you are interacting with the children during these activities, speak second or third language.” 2) Reinforce with pictures and sounds

“Say the sounds of the language that accompany a picture in a playful way.” For example, “A is for apple.”

3) Learning should be fun

“The more fun in learning a language, the more a child will want to stay with it. Learning while playing is the best way to learn because it creates emotional attachments, and emotion is the door to learning.”

4) Learn in a relaxed but challenging state

“Never stress a child. Current research shows that 80 percent of learning problems are stress related.”

5) Learn with music and rhythm

“Music is one way to use the whole brain. Do you still remember the songs you learned in early childhood? Most people do because lyrics combined with music are

easier to learn.”

6) Learn with movement- use the body and the mind together.

“The brain and the body are one. However, the traditional education system encourages students to sit all day long. Now we know that we learn more when we move as we learn. Encourage children to dance and move to the rhythm when learning a second or third language.”

7) Learn by talking to each other

“Having students practice a language by talking to each other over a meal, for example, is a great way to learn.”

8) Learn by reflecting

“It is important to let children take time to ‘simmer’. There is a dormant stage to language learning. First children absorb the language. Later they begin to speak.” 9) Link numbers and words in a playful way

“The more you link, the more you learn.” Anything can be linked when learning a second language, including numbers and new vocabulary words. For example, reciting the numbers from one to ten in Spanish in rhythm is a fun way to begin language learning- “Uno (one), dos (two), tres (three), cuatro (four), cinco (five), seis (six), siete (seven), ocho (eight), nueve (nine), diez (ten).”

10) Learn by touching

“Do little finger rhymes in a second language. While you sing or say “Itsy, bitsy spider” have the fingers of each hand touch another finger, as if the spider is climbing.”

11) Learn by tasting

“Have youngsters celebrate language learning by eating foods and saying the food name in the new language.”

12) Learn by smelling

“Hide objects in a sack, and have the children guess what is inside. Encourage them to say the new word in the language they are learning. Play smelling games.”

13) Use the whole world as your classroom

“Turn every outing into a learning experience. You can learn a new language while counting oranges; comparing leaves; classifying different birds, food, or anything that interest the children.”

c. Relation between Children’s Characteristics with the Classroom Activities in Learning Foreign Language

Based on the explanation about the characteristics of children, it is important to know the children’ principles in learning a language since children have their own characteristics in learning a language. Unlike adults, children are not self- motivated and do not have immediate need to learn English. They do not concern about their future that requires knowledge of English. However, their world is their daily games, events of interest to them, new knowledge that they may come across, and also their curiosity to ask the questions. The children communicate all their needs and experiences and receive new knowledge in their mother tongue. Therefore, the teacher has the challenging task of finding ways to motivate them in learning English by creating various teaching activities. All of these techniques are important to support Multiple Intelligences activities in learning a language.

4. Multiple Intelligences Theory

The theory of Multiple Intelligence was introduced and developed first in 1983 by Howard Gardner. He defines intelligence as the ability to find and solve problems and create products of value in one’s own culture. People can solve their problems through their abilities and talent. Every learner has a specific and unique strength. Therefore, other intelligences cannot be ignored.

Qualified human resources are supported by a good education. A good education will prepare us for the development of our country. We need to prepare ourselves to face the changes in all aspects of humanity. Armstrong (1994: 1) defines Multiple Intelligences theory as a contribution of cognitive science. Multiple intelligences theory recognizes that intelligence can come in many aspects of humanity.

a. Types of Intelligences

Multiple Intelligences theory tells that our intelligences are multifaceted. Learner is a unique profile who has their own learning styles and intelligence. Each person has all of these intelligences but he/she has different level of intelligence. These intelligences can be developed through training and practice. According to Howard Gardner (1999: 41-43), Multiple Intelligences are classified into eight intelligences. They are:

1) Linguistic Intelligences

This intelligence involves the ability to use and learn language effectively to achieve certain goals. It also includes the ability to use language in spoken and written language. The important thing of linguistic intelligence that language is a means to remember information.

2) Logical- mathematical Intelligence

It consists of the ability to use numbers effectively. It includes the ability to detect patterns and to reason well.

3) Musical Intelligence

Musical intelligence involves skill in the performance, composition, and appreciation of musical pattern. It covers the capacity to recognize and compose musical pitches, tones, and rhythm.

4) Bodily-kinesthetic Intelligence

Bodily-kinesthetic intelligence involves the potential of using one’s whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements.

5) Spatial Intelligence

Spatial intelligence is an ability to perceive the visual, to orient oneself in environment, to create mental images, and sensitivity to shape, size, and color.

6) Interpersonal Intelligence

Interpersonal intelligence indicates a person’s ability to understand the intentions, motivatio ns, mood and feeling of other people. It allows people to work effectively with others.

7) Intrapersonal Intelligence

Intrapersonal intelligence is the capacity to understand oneself, to appreciate one’s feelings and motivation, and to recognize one’s strengt hs and weaknesses.

8) Naturalist Intelligence

Howard Gardner items were provisional. The first two are ones that have been typically valued in schools, the next three are usually associated with the arts, and the final two are personal intelligences.

b. Characteristics of Learner based on Multiple Intelligences Theory

After knowing the types of Multiple Intelligences, the writer also needs to know the characteristics of a person who has these intelligences. This study is important to know the characteristics of the learner based on their intelligence. Campbell and Dickinson in their book Teaching and Learning through Multiple Intelligences (1996: 4-196) classify the characteristics of Multiple Intelligences.

1) Linguistic Intelligence

A person with well-developed verbal- linguistic intelligence is able to listen and respond to the sound, rhythm, color, and variety of the spoken word. Then, he/she will imitate sounds, language, reading, and writing of others. He/she usually learns effectively through listening, reading, writing, and discussing. It is easier for him/her to learn other languages because they use listening, speaking, writing, and reading to remember, communicate, discuss, explain, persuade, create knowledge, construct meaning, and reflect upon language itself (Campbell and Dickinson, 1996: 4).

2) Logical-Mathematical Intelligence

A person with well-developed logical- mathematical intelligence always uses reason, logic and numbers. He/she enjoys cutting and quickly learn how to add, subtract, multiply and divide. He/she also uses abstract symbols to represent concrete objects and concepts and demonstrate skill at logical problem-solving (Campbell and Dickinson, 1996: 35).

3) Musical Intelligence

According to Campbell and Dickinson (1996: 135), an individual with a well-developed musical intelligence most likely listens and responds with interest to a variety of sounds including the human voice, environmental sounds, and music, and organizes such sounds into meaningful patterns. Therefore, he/she enjoys and seeks out opportunities to hear music or environmental sounds in the learning environment. He/she usually develops the ability to sing and/or play an instrument alone or with others by using notations of music.

4) Bodily-Kinesthetic Intelligence

A learner with a highly-developed bodily-kinesthetic intelligence learns through movement, body language, touch, and talk. He/she prefers to touch, handle, or manip ulate what is to be learned. The learner is interested in learning concrete experiences such as field trips, model building, or participating in role play, games, assembling objects, or physical exercise (Campbell and Dickinson, 1996: 68).

5) Spatial Intelligence

According to Campbell and Dickinson (1996: 97), a person with well-developed visual-spatial intelligence usually learns by seeing and observing. He/she can recognize faces, objects, shapes, colors, details, and scenes. He/she perceives and produces mental imagery, think in pictures, and visualize detail. For that reason, he/she enjoys drawing, painting, sculpting, or otherwise reproducing objects in visible forms.

6) Interpersonal Intelligence

A learner who possesses and develops this intelligence has a good relationship with parents and interact with others. Moreover, he/she recognizes and uses a variety

of ways to relate to others. He/she also perceives the feelings, thoughts, motivations, behaviors, and lifestyles of others (Campbell and Dickinson, 1996: 160).

7) Intrapersonal Intelligence

Campbell and Dickinson (1996: 196) provide the following list of characteristics that are possessed by a person with a highly developed intrapersonal intelligence is aware of his range of emotions. He/she can find approaches and outlets to express his feelings and thoughts. He/she develops an accurate model of self and motivated to identify and pursue goals. Thus, he/she usually works independently. He/she is curious to think about the "big questions" in life: meaning, relevance, and purpose. 8) Naturalist Intelligence

A child who has naturalist intelligence enjoy collecting, observing and noticing things related to nature such as flowers, plants, animals, weather, and interact with surrounding. He/she also likes to examine something particular in nature such as plants, animals, flowers and learns about it in details. Furthermore, watching natural phenomenon like the stars, moon, and obtaining detailed information about it are activities he/she is interested in.

The descriptions above can be helpful to identify basic personal characteristics, traits, behaviors, and preferences for each of the eight intelligences. However, it is important to remember that each person has all the intelligences but in different level of intelligences. Each person has a unique profile and has his/her own way to learn. Every child may be very strong in one or two intelligences, medium in a few, and perhaps weak or empty (not yet filled) in one or two. The important thing is to identify and build on one’s strengths to modify and increase the less developed intelligences in each person.

Objective

Linguistic:

How to involve the students to listen, speak, read and write

Logical/ mathematical: How to introduce

numbers, logic, classification or critical thought

Musical:

How to involve music, sound, rhyme ormelody

in the lesson

Interpersonal:

How to involve the students to socialize with their friend(s)

Spatial:

How to use pictures, colors,

art or other visual tools

Naturalistic:

How to involve the nature or ecosystem

in the lesson

Intrapersonal:

How to awaken the students’ imagination,

personal feeling or experience

Bodily/ kinesthetic:

How to involve the students to move or

use their body

c. Theory of Multiple Intelligences Planning in the Classroom

Before arranging the curriculum or create the program to achieve the teaching target, it is really important to explain the objective bravely. As a teacher, it is not easy to handle the students and prepare the lesson well. The teacher should be able to select the type of intelligence through the activity which is suitable for the students. In fact, the teacher does not teach a small group of the students. They have to teach many of the students who have different ability in learning English. It is difficult to apply all the intelligence in the class, but Armstrong (2000: 234) offers the questions of Multiple Intelligences planning through diagram to help the teachers to determine the next step in the learning process by answering the questions below.

The Multiple Intelligences diagram is presented in Figure 3.

d. Teacher Roles in Multiple Intelligences Theory

Campbell (1997: 19) states that Multiple Intelligences theory is not prescriptive. It gives teachers a complex mental model from which to construct curriculum and to improve themselves as educators. Therefore, the teacher should understand, master and be committed to the Multiple Intelligences model.

According to Christison as cited by Richard and Rogers (2001: 120), teachers are encouraged to manage Multiple Intelligences inventories, hence it will be able to connect the teacher life’s experiences to the concept of Multiple Intelligences. Then, teachers become curriculum developers, lesson designers and analysis within the realistic limitation of time, space, and resources of the classroom. Teachers are encouraged not to think of themselves just as language teachers. They have a role that is not only to improve the second language abilities of their students but also to become major contributors to the overall development of students’ intelligences.

e. Learner Role in Multiple Intelligences Theory

In Multiple Intelligences, the learners need to see themselves engaged in a process of personality development above and beyond that of being successful language learners. The Multiple Intelligences classroom is one designed to support development of the whole person, and the environment. The activities in Multiple Intelligences are intended to enable students to become more well- rounded individuals and more successful learners in general. Learners are encouraged to see their goals in these broader terms. Christison (1997) as quoted by Richards and Rodgers (2001: 120) suggests “the more awareness students have of their own intelligences and how they work, the more they will know how to use the intelligences.”

f. Activities through Multiple Intelligences in Learning English

It is important to create various activities that draw on all eight intelligences to learn English. It will help the learner to realize their potential. The various activities will help the student to improve their interest in the learning process. The activities will avoid boredom because these activities represent their intelligence. One way of doing so is to think about the activities that are frequently used in the classroom and to categorize them according to types of intelligences.

Christison and Armstrong (1996) as cited by Diana Larsen Freeman (2000: 170) describe activities to support the Multiple Intelligences in learning English.

1) Linguistic Intelligences

There are some activities and materials to improve the linguistic intelligence. The teacher uses such as lectures, small- and large-group discussions, word games, listening to cassettes or talking books, student speeches, storytelling, debates, memorizing, and using word processor. These activities may help the students to enhance their vocabulary. They will learn with simple sentences. In this study, the writer will ask the students to do crossword and word game s in learning English. 2) Logical-Mathematical Intelligence

The logical/ mathematical learner enjoys doing science experiment, puzzle, number, games, playing chess and finding patterns. To improve logical/mathematical intelligence, the teacher will use games and puzzles in order to help the students to memorize vocabulary.

3) Spatial Intelligence

There are some activities to develop spatial intelligence such as mind mapping, charts, maps, color-coding system, video and DVD. The teacher will use pictures and

other visual aids in the classroom to help the learner in learning English. In the materials, the teacher will give some pictures and the names of the things which are appropriate with the theme. Moreover, the teacher will ask the student to draw and guess the picture. It is important to give colorful pictures for the children because it can improve their interest in learning English.

4) Bodily-Kinesthetic Intelligence

The learner enjoys to dance, acting, sports, puzzles, board-games, hand signal, using body language, crafts. The learner learns best by moving, touching, interacting with space, and processing knowledge through bodily sensation. It is better for the students to play in order to move their body. Based on the characteristics of children in elementary school which are active and dynamic, learning English through this intelligence is suitable for them.

5) Musical Intelligence

Musical learner likes to sing, play an instrument, compose songs/ rhymes, and hum tones. In this study, the students will learn English through songs. The teacher selects the song which is simple and appropriate with the theme. Then, ask the students to sing the songs together. These songs will help the students to recognize the English vocabulary before entering the next discussion.

6) Interpersonal Intelligence

Interpersonal learner tries to see things from other people’s point of view in order to understand how they think and feel. Thus, he/she likes interviewing, having dialogues, doing project work, having question-answer, doing pair work and doing group problem solving. In this study, the learner will work with their friends through

games and practice the dialogue. The aim is to encourage the learner in learning English communicatively.

7) Intrapersonal Intelligence

Intrapersonal learner is good at understanding self, pursuing goals/interest, focusing inward on feelings/dream. The learner learns best by working alone, having own space, self evaluation and doing individual projects. The teacher gives the evaluation to the learner. It is important to know their understanding in the learning process.

8) Naturalist Intelligence

The learner can learn through what he/she observes. He/she sees the natural objects as manipulative and as background for learning. The students in elementary school are curious to know the new thing for them. Therefore, the teacher asks them to go outside to observe plants, animals surrounding.

Based on the explanation above, the theory of Multiple Intelligences offers the development of eight intelligences especially for the children. This approach provides a framework to identify how children learn, to build on their strongest assets, to help them become more intelligent by exposing them to a variety of ways of learning, to make them a better individual that is appropriate with their interests and needs, and to use teaching strategies that make learning more efficient, successful, and enjoyable for all children. The teacher can foster meaningful learning experiences by using various activities and by building positive relationships with children. Therefore, the use of various activities offer a variety of stimulating, hands-on materials that children individually select, and by creating learning centers that provide natural opportunities to move, be active, and fully engaged in either solo or small group experiences.

B. Theoretical Framework

The theoretical description above gives us such understanding about the theories of instructional design models, theory of the Communicative Approach, theories about children, and the theory of Multiple Intelligences. It is really important to lead us into the actual discussion in the theoretical framework.

The theoretical framework summarizes the writer’s framework and the steps in designing a set of English instructional materials for the fourth grade students of elementary school. In this study, the writer uses two instructional design models, the Communicative Approach, and Multiple Intelligences theory. All of those theories more or less give such contribution to designing a set of English instructional materials incorporating Multiple Intelligences theory to the fourth grade students of elementary school. The aim of this research is to find out the most appropriate materials incorporating Multiple Intelligences theory. Therefore, the student will have fun and comfort to study English.

English should be introduced in the early age. Its purpose is to encourage the students to be more prepared and confident to learn English at the higher level of study. It is better to learn at an early-age when the child at this age is still wide-open for any information about language that they hear. For that reason, English, as a foreign language, has been taught to elementary school students in Indonesia. The elementary school students should learn English in an integrative way that includes all skills (reading, speaking, writing and listening).

Moreover, a teacher should realize that every child has different strengths and interests in learning English. The students learn English in different ways and he/she has a unique interest. Students possess Multiple Intelligences. Multiple Intelligences

was proposed by Howard Gardner. He proposes eight different kinds of intelligences. They are: verbal/linguistic, logical/mathematical, musical/rhythmic, visual/spatial, body/kinesthetic, interpersonal, intra-personal, and naturalist. As a teacher, he/she should be aware that every person has all intelligences; but he/she has strength only in one or some intelligences. For that reason, the teacher should be creative in teaching English using various activities. Hopefully, every student has the opportunity to develop their interest and talent.

In this study, the writer uses the Communicative Approach as a basis of learning English. In the Communicative Approach, the language teaching focuses on the mastery of the integrated communicative skills rather than the mastery of language form. Therefore, the Communicative Approach is a suitable approach since it can be used to teach all four skills, i.e. speaking, listening, reading and writing. Furthermore, the writer applies the theory of Multiple Intelligences. Based on the Multiple Intelligences theory framework, the writer designs the materials which are not only aimed to teach English to the student but also to build and develop their intelligences. In this study, the writer incorporates Multiple Intelligences in a particular topic related to English learning. In each topic, the writer gives various activities in learning English. Each activity has its own function in developing the children’s intelligences.

In designing the materials, the writer combines two models of instructional design from Kemp’s model and Yalden’s model to solve the research problem. Kemp and Yalden have strong foundation to support this study. Kemp’s model gives a clear explanation about forming objectives, activities and resources, and also evaluation. This model can be applied to all levels of educations, from the elementary school up to the university. The writer’s respondents are elementary school students; therefore,

this model is suitable. The last, this model has a flexible process. The writer can move back and forth in her steps for designing the materials. However, Kemp’s models do not apply a needs survey to collect the information about the students’ needs, interest and lack. Therefore, the writer uses Yalden’s Models to support this study. Yalden is concerned with the importance of need survey in designing the materials. The modification of Kemp’s and Yalden’s models can provide a more applicable and appropriate instructional model for this study. There are eight steps proposed in conducting the study:

1. Conducting A Needs Survey

This writer uses this step from Yalden’s model. In this step, a needs survey is carried out to find out the learners’ purpose related to their background and motivation on learning English.

The writer investigates the students to know the information about the language skill needed by the students and why they need to improve the language skills as a material designer to formulate the goals of the instruction. The writer collects the information about the students’ needs, interest and difficulties to learn English in an integrative way.

2. Stating Goal, Topics, and General Purposes

The next step is taken from Kemp’s model in order to determine the intended goals of instructional materials design. The goal of teaching English to elementary school students is to develop the students’ English skills in reading, writing, listening, and also speaking. This objective will help the students to use English in an integrative way. The writer uses the Communicative Approach since it can be used to teach all four skills. In this study, the writer also uses terms Basic Competence and

Achievement Indicators to replace the terms Objectives. Then, the general purpose of each topic should be chosen after identifying the goal. The selected topics are taken from the questionnaires and topics suggested by the respondents. The topic itself will be reflected based on the students’ needs, characteristics and goals. The chosen topics must support the students’ effort to improve their English skills and are appropriate with their level of intelligence.

3. Identifying Learner’s Characteristics

This step is taken from Kemp’s model. It is important to know the learners’ characteristics since the materials are used to teach elementary students. Elementary students are different from adult. Therefore, this part is needed to gain information about the student’s interest, needs, and talents in order to choose the appropriate method, technique and media in teaching- learning process.

4. Stating Learning Objectives

The writer adopted Kemp’s model for the fourth step. The learning objectives are used to specify the learning objectives on each topic to be achieved. In the Curriculum at the School Level, the learning objectives are stated as “Achievement Indicators”. The Curriculum at the School Level is aimed to develop the students’ skill. Therefore, the learning should give emphasis to all aspects of learning. Kemp also has the same concern for the objectives in learning. Learning objectives are divided into three major categories- cognitive, psychomotor, and affective. Even though the three domains have been examined separately, they are closely related in two or more domains.

5. Selecting Teaching Learning Activities and Instructional Resources

B.

Days of the week

Monthsofthe year

Sunday

Lo o k

,

Lis te n , an d Re p e at!

Monday

Tuesday Wednesday

Thursday Friday

Saturday

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C.

Find five names of day in the maze box

T ry to guess

1. I t has nine let t er s. I t is af t er August . 2. I t has t hr ee let t er s.

I t is bef or e J une. 3. I t has eight let t er s.

I t is af t er November . 4. I t has seven let t er s.

I t is bef or e Febr uar y. 5. I t has f ive let t er s.

I t is bef or e Apr il.

F

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Le t’s Fin d W o rd s !

D.

Read and learn the dialogue.

Study the sentences below.

Answer these questions based on this day and practice with your friends.

1 A : What day is it t oday? B : ………..

2. A : What day is it t omor r ow? B : ………..

3. A : What day was it yest er day? B : ………..

4. A : What day is af t er t omor r ow? B : ………..

5. A : What day was bef or e yest er day? B : ………

Today is Tuesday.

Tomorrow is Wednesday. Yesterday was Monday.

Today is Tuesday, the day after tomorrow is Thursday. The day before Thursday is Wednesday.

Le t’s P ra c tic e !

What day is it today? What day is it tomorrow? What day was it yesterday? What is the day after Saturday? What is the day before Thursday?

Today is Tuesday.

Tomorrow is Wednesday. Yesterday was Monday. It is Sunday.

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E.

Class Survey

Do it together with your friends.

M ONTH NAM E

January February

March April

May June July

August Agnes, Titis, and Cecil

September October November December

M y birthday is on … … …

Le t’s H ave Fu n !

My b irth d a y is o n Ma y 17th

My b irth d a y is in Au gu s t W h e n is yo u r

birth d a y?

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ABSTRACT

Swastiani, Widya. 2007. Designing a Set of English Instructional Materials Incorporating Multiple Intelligences Theory for the Fourth Grade Students of SDN Ungaran II Yogyakarta. Yogyakarta: English Language Education Program, Sanata Dharma University.

The study is intended to design a set of English instructional materials incorporating Multiple Intelligences theory for the fourth grade students of SDN Ungaran II Yogyakarta. There are eight kinds of intelligences; verbal- linguistic, logical- mathematical, visual-spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. Every child has his/her own unique interest in learning. Unfortunately, the materials for elementary school students only provide monotonous learning practice. The materials do not accommodate the students’ interest and talents. As a result many students feel bored when learning English. Based on the above situation, the materials that give various activities are developed by making use of students’ intelligences. The students are expected to have fun in different ways of learning

There were two problems to be solved in this study. The first problem was how a set of English instructional materials incorporating Multiple Intelligences theory for the four th grade students of SDN UNGARAN II Yogyakarta was designed. The second problem was what the set of the designed materials looked like. Therefore, the writer used educational research and development since the focus of this study was to develop the materials.

To gain the data for the materials development, the writer conducted survey research. It was divided into two parts, namely needs survey and evaluation survey. The writer used two instruments in the survey research: interview and questionnaire. The first type of questionnaire was distributed to the four th grade students of SDN UNGARAN II Yogyakarta. Besides, the writer also conducted an interview with an English teacher to obtain additional information. After a set of materials were designed, the writer distributed the second type of questionnaire to an English lecturer of Sanata Dharma, two English instructors of PURI and ALPHA Yogyakarta, and three English teachers of SDN UNGARAN II Yogyakarta, to gain opinions and suggestions on the designed materials.

To solve the first problem, the writer applied an instructional design model, which was the combination of two models offered by Kemp and Yalden. The combination of these models is needed in order to complete each other. The combined model consists of seven steps that could be used effectively in designing the materials. The steps were (1) conducting a needs survey, (2) stating the goal, topics, and general purposes, (3) identifying learner’s characteristic, (4) stating learning objectives, (5) selecting the teaching and learning activities, (6) evaluating, (7) revising.

To solve the second problem, the writer presents the final version of the designed materials on appendices. There are eight units of materials presented. Each

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unit is divided into five sections. The sections of each unit are Let’s Sing!, Look, Listen and Repeat!, Let’s Find Words!, Let’s Practice!, and Let’s Have Fun!

The writer analyzed the data after the second type of survey was conducted. The result of the analysis indicated that the means ranged from 3.5 to 4.1. This means that the design was suitable and acceptable.

Finally, the writer expects that these designed set materials will be useful for the fourth grade students and English teachers in elementary school who would like to apply this set of designed materials. Moreover, the writer also expects that the designed set of materials will inspire other researchers and English teachers to improve the instructional materials for the students.