English instructional materials based on multiple intelligences theory for the first graders of SD Negeri Kalijaya 05 in Ds. Kalijaya, Cikarang Barat, Bekasi.

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f SD Neger iKaljiaya 05 based on Mulitple Intelilgence stheory . s m e l b o r p o w t e r e w e r e h

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d l s based on Mulitple

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C i sdesigned. Second,t her esearchwa saimeda tproducing l a ir e t a m l a n o it c u rt s n i h s il g n E f o t e s

a sbasedonMulitpleI ntelilgence stheory f or e

t fris tgrader so fSD Neger iKaljiaya 05 in Ds .Kaljiaya ,Cikarang Barat , i s a k e B . , m e l b o r p t s ri f e h t r e w s n a o t r e d r o n

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w The learning

s l a ir e t a

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C insrtucitona lmode lin ilnewtihBorgandGal’l sR&D.

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i model a sthe designing procedure. Those step sare (1 )identfiying f o c it s ir e t c a r a h c r e n r a e

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D si in ilne wtih Borg and Gal’l s Educaitona l Research and . s l a ir e t a m e h t n g i s e d o t e l c y c ) D & R ( t n e m p o l e v e

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m Olehkarena tiu ,anak

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B teor ikecerdasan majemuk untuk anak kela ssatu SD 5 0 a y a ji l a K i r e g e

N id Ds .Kaljiaya ,Cikarang Barat ,Bekasi disusun .Kedua , k u t n u n a k u j u ti d i n i n a it il e n e

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(16)

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1 I R E T P A H C

N O I T C U D O R T N I

, n o it a l u m r o f m e l b o r p , y d u t s e h t f o d n u o r g k c a b e h t s t n e s e r p r e t p a h c s i h T

f o n o it i n if e d d n a , s ti f e n e b h c r a e s e r , s e v it c e j b o h c r a e s e r , n o it a ti m il m e l b o r p

.s i s e h t s i h t n i d e s u s m r e t

A ResearchBackground s e c n e g il l e t n i s ’ n e r d li h

C signi ifcantl y develop a s they grow up . The t

n e m p o l e v e d l a i c o s d n a l a u t c e ll e t n

i s o fch lidrena rebuli tupdu irngt herif ormaitve .

s r a e

y Chlidren iniitally expeirence thei rforma leducaiton in the fris tgrade o f T

. l o o h c s y r a t n e m e l

e herefore, they have schoo lreadines sskill sbette rthan pre .

s t n e d u t s n e tr a g r e d n i k r o l o o h c

s The fris tyea ro felementary schoo lgive sbasic , 0 1 o t 1 m o r f g n it n u o c n r a e l y e h T . n e r d li h c e h t o t e c n e t e p m o c d n a e g d e l w o n k

i z ir o m e m d n a , s e m a n r i e h t d n a s t e b a h p l a g n it ir

w ng vocabulary .Besides ,chlidren e

a also in rtoduced to Engilsh a sa foreign language .The chlidren learn basic f o y r a l u b a c o v d n a s l a m i n a f o y r a l u b a c o v , s t e b a h p l a , s r e b m u n s a h c u s h s il g n E

. m e h t d n u o r a s g n i h

t Even t hough theelementary schoolha smateiral so fEngilsh ,

g n i n r a e

l theschooldoe sno thavestandardizedcurirculumabouti .t tIi sapproved n

i r e t n e c m u l u c ir r u c f o f f a t s a y

b Baltibang ,Ambar iSutard,i i n hi spape renitlted “Kurikulum Bahasa l nggri sSekolah Dasar :Dukungan dan Harapan” (2005 , .p

6 2

(25)

t o n s i k o o b d n a h h s il g n E e h t s e m it e m o s , m u l u c ir r u c l a n o it a n n i d e z i d r a d n a t s

e s u d l u o h s r e h c a e T . e l b a li a v

a urgentlearningmate ira lwhich i sapprop irateandi t s

d n a m e d s ’l o o h c s h c a e s t e e

m . Therefore ,each elementary schoo l ha s to be s ’l o o h c s e h t h ti w e l b a ti u s e r a h c i h w s l a ir e t a m g n i n r a e l n w o r i e h t h ti w d e p p i u q e

, s e it il i c a f s ’l o o h c s e h t s a h c u s s r o t c a f l a n r e t x e r o l a n r e t n i y b d e c n e u lf n i n o it i d n o c

u t s ,t n e m n o ri v n e g n i n r a e l , d n u o r g k c a b ’ s t n e d u t

s dents’i ntelilgences ,andt he ilke. a

y a ji l a K i r e g e N D

S 05 si chosen a sthe objec to f study .SD Neger i 5

0 a y a ji l a

K isl ocatedi n asuburbanarea ,nea rEas tJakatra . tIi sa tKp .Kaljieruk , t

a r a B a w a J . v o r P , i s a k e B . b a K , g n u ti b i C . c e K , a y a ji l a K . s

D ,17520.Basedont he

r e ti r

w ’ sobservaiton on January ,10th_–_F_e_b_r_u_a_r_y_,₁₂th₂₀₁₁ _i(_n_s_rt_u_m_e_n _t_a_tt_a_c_h_e_d₎_, e

t schoo lha sminimumf aciilites. Thes choo ldoe sno thave ilbrary,l anguagel ab , s

k o o b d n a h n e v e r

o o r ilmtied sourceo fEngilsh mateiralsto f aclitiatechlidren i n .

g n i n r a e

l The schoo lcondiiton impile stha tthey are no tfaclitiated enough in t

a g n i y d u t

s school .The resul to fthe observaiton clealry imp ile stha ttheschoo l s

d e e

n contempitble learning mateira l which i s no t necessarliy equipped by i

h r o e v i s n e p x

e g -h techmediawhichi sunaffordable. ,

r e h tr u

F i ti srecorded in the schoo ’l sregisrtaiton book tha tthe fris t s

r e d a r

g i(n schoo lyea r2010 - 2011 )o f SD Neger iKaljiaya 05 do no thave h

s il g n E t u o b a e g d e l w o n k d n u o r g k c a b h g u o n

e becauseapproximately5,6% f rom d

e c n e ir e p x e d a h s t n e d u t s 6

3 i n learning Engilsh when t hey werei n kindergatren s

t s e r e h t d n

a h tad no .Therefore ,va ired learning mateira li salso requ ried to a

g n i n r a e l n i t s e r e t n i ri e h t n i a t s u s o t n e r d li h c e g a r u o c n

e foreign languageandalso

e t a v it o

(26)

) s e l b a t e g e v , s l a m i n a , s ti u r f , s n o it c u rt s n i e l p m i s , s g n it e e r

g ,o reven grammar

) e s n e t t n e s e r p e l p m i s

( ,andt he ilke. 5 0 a y a ji l a K i r e g e N D

S ,a saf orma leducaitonal i nsttiuiton ,hasfaclitiated e

c n e g il l e t n i c it s i u g n il r i e h t p o l e v e d o t n e r d li h

c . I ti sproved tha tfrom the fris t ,

r a e

y Bahasa Indonesia ha sbeen taugh ta san ob ilgatory subjec twhlie Bahasa a

d n u

S and Bahasa Inggrisast hel oca lsubject sobtain fewe rporiton so fcontac t o

h ru s than ob ilgatory subjects in SDNeger iKaljiaya 05 .SD Neger iKaljiaya 05 . l o o h c s y r a t n e m e l e f o r a e y t s ri f e h t m o r f e g a u g n a l d n o c e s a s a h s il g n E s e c u d o rt n i

,t s i g o l o i b o r u e n

A Lenneberg i(n O’Grady ,1989 ,p .263), wa samajo rproponen t a

l t a h t a e d i e h t f

o nguage acquisiiton mus ttake place du irng a c iritca lpeirod e r a n e r d li h c g n u o y t a h t s y a s g r e b e n n e L . y tr e b u p o t o w t e g a t u o b a m o r f g n i d n e t x e

, r e v e w o H . s r e n r a e l e g a u g n a l d n o c e s t n e ll e c x e e b o t n w o n

k SDNeger iKaljiaya05

r s i o h w r e h c a e t h s il g n E e n o s a h y l n

o esponsiblet ohandlet hewholeclasse soft he h

c i h w w e i v r e t n i l a m r o f n i m o r F . x i s e d a r g o t e n o e d a r

g w asheld onJanuary ,12th

t i , 1 1 0

2 w as found tha tshe wanted to bu lid frim basic understanding abou t h

c i h w h s il g n

E w asbegan from t hef ris tgradeso t ha tchlidren would ge tused t o d

a h ad bette runderstanding abou tEngilsh and i thopefully could se tthei r .

l e v e l t x e n e h t n i k s a t g n i g n e ll a h c r e h t o n a o t s s e n i d a e

r Minimum faciilites ,

, s l a ir e t a m h s il g n E f o e c r u o s d e ti m

il fewcontac thour soft hats pendonly2contac t r e h c a e t e h t e k a m l e v e l t n e r e f fi d h ti w s e s s a l c x i s g n il d n a h d n a , k e e w r e p s r u o h

d e m u s s

a tha t ti i sdfiifcutl t o reach he rgoal .Therefore, t o cope t heunavoidably ,

s e s s a l c x i s g n il d n a h n i e m o s e l b u o

rt thet eache rperforc etousethes imlia rEngilsh e t a ir p o r p p a s t c e p x e r e h c a e t e h t ,r e v e w o H . e e r h t e d a r g o t e n o e d a r g r o f s l a ir e t a m

(27)

l a ir e t a

m s fo reachl evel ,especiallyf o rgradeonebecausef rimbasicEngilshskills .

l o o h c s f o r a e y t s ri f e h t n i t li u b e b d l u o h

s Accordingly, a se t o f Engilsh e

h t r o f s l a ir e t a m l a n o it c u rt s n

i fris tgrader so fSD Neger iKaljiaya 05 si urgenlty d

e d e e

n .

e h t r o f s l a ir e t a m l a n o it c u rt s n i h s il g n E f o t e s a g n i n g i s e

D fris tgraders fo

n e r d li h c e s u a c e b y s a e t o n s i l o o h c s y r a t n e m e l

e cannot be forced to learn the e

h T . s l a ir e t a

m chlidren should have wliilngnes s and interes t in learning the y e h t e li h w g n i h t e m o s n r a e l y e h t ,s e it i v it c a g n i n r a e l g n i h c a e t f o t s o m n I .s l a ir e t a m

. g n i y a l p e r

a Chlidren’si nteresti n l earningal anguage , ilkeaplant ,alsoneeds to ir

n e e

b ched. One o fthe chlidren’ sdullness i n learning a language i sfrequenlty a

y ti v it c a g n i n r a e l e t e l o s b o r o g n i h c a e t s u o n o t o n o m a y b d e s u a

c nd teaching

l a ir e t a

m s sincet heyareusedf o ryear .sMenitoned before,t ha tEngilsh t eache ro f 5

0 a y a ji l a K i r e g e N D

S si pefrorcet o usesimlia rmateira lfo rgradeonet o grade s n i a m e r n e v e r o s s e r g o r p e lt ti l s i e r e h t t a h t g n i d n if r e h s e r a h s r e h c a e t e h T . e e r h t

o t e d a r g t s ri f e h t n i e r a e s o h t y ll a i c e p s e , y r e t s a m h s il g n E s ’ n e r d li h c n i e m a s e h t

o t e r o f e r e h T . e d a r g d ri h t e h

t enhance the chlidren’ sbasic Engilsh skill i sby g

n ir e v o c s i

d and designing a vaired mateiral i n l anguage l earning .Besides ,each e

v o l n e r d li h c e m o S . t s e r e t n i t n e r e f fi d s a h d li h

c singing .Someotherslovet alking h

t g n i h t e m o s t s a f n r a e l n a c y e h T . g n i n n u r r

o a tinteres tthem much .Otherwise , g

n it s e r e t n i t o n s i t a h t g n i h t e m o s n r a e l o t e m it r e g n o l d e e n y e h

t to them .

n u f s e t a e r c y l n o t o n h c i h w , l a ir e t a m e t a ir p o r p p a n a g n i n g i s e d , y l g n i d r o c c A

s i ,s t s e r e t n i d n a s d e e n s ’ n e r d li h c s t e e m o s l a t u b g n i n r a e

(28)

t c

A ually , chlidren’ s fris t yea r in elementary schoo l i s very essenita l e h t e p a h s n a c s r a e y y lr a e r i e h t g n ir u d e c n e ir e p x e d n a n r a e l n e r d li h c t a h w e s u a c e b

d n a y ti c a p a c t n e r e f fi d e v a h n e r d li h c , s s e l e h tr e v e N . n e r d li h c e h t f o s t c e p s o r p e r u t u f

. y ti li b a p a

c Chlidren usually learn through seeing , ilstening ,moving ,doing ,and .

) c it e h t s e n i k / e li t c a t d n a , o i d u a , l a u s i v ( g n i h c u o

t In othe rwords ,they have thei r n

a c y e h t , e c n a t s n i r o F . e l y t s g n i n r a e l n w

o be so talented in w iritng bu ton the n

i k a e w y r e v e r a y e h t d n a h r e h t

o spor.t tIi sclealry suggestedbyAnning ,a sctied 0

1 0 2 ( n a h y e B d n a s a B n

i ,)t ha:t

t u b e c n e ir e p x e g n i n r a e l e h t o t g n ir b y e h t t a h w n i e u q i n u e r a n e r d li h c … “

e w t a h t s n a e m s i h T . y g e t a rt s g n i n r a e l f o s d n i k e m a s e h t n o w a r d o t d n e t

v a h s a s r e n r a e l f o k n i h t t s u

m ing individua ldfiference sso tha tteacher s t s u m y e h T . s m o o r s s a l c r i e h t f o n o it a z i n a g r o e h t o t n o it n e tt a y a p o t d e e n

e c n e g il l e t n i t n e r e f fi d d n a s e l y t s g n i n r a e l ’ s t n e d u t s r i e h t r e d i s n o c o s l a

” .s e li f o r

p (p .366) e

h t t a h t s n a e m t

I teache rshould conside rabou thow the student swli llearn the h

c a e t e h s w o h t o n d n a n o s s e

l e s the l esson .T t he eacherhast o conside ral o to f c

f torsi n deilveirng t hel esson,t wo o fwhich aret hestudents ’competence(skli l g

n i n r a e l ’ s t n e d u t s d n a ) y ti li b a r

o style which should be the main concern. Fo r e

s o h

t reasons ,Mulitple Intelilgence stheory i s chosen as the base to develop g

n i n r a e

l acitviites because the eigh tintelilgence so fchlidren can be op itmally .

d e p o l e v e

d Bruner ,a sctied in Le i(2004 ,p.1) ,also though ttha tthe chlid’ s d e c n a h n e r o d e t a r e l e c c a e b n a c h c i h w , t c u d o r p a y l e r e m t o n , s s e c o r p a s i g n i n r a e l

p u o r g d n a l a i c o s y

b processes .Lei( 2004 )alsos haredthes amepoin to fview: n a c h c i h w , s e c n e g il l e t n i f o n o it a n i b m o c d n a s h t g n e rt s n i r e f fi d e l p o e

P be

n a m u h f o w e i v d a o r b e h T . e c it c a r p d n a g n i n i a rt h g u o r h t d e c n a h n e

o t h c i h w m o r f l e d o m x e l p m o c a r e h c a e t s e v i g y r o e h t I M n i s e c n e g il l e t n i

g n i h c a e t t s e b r i e h t e n i m a x e o t r e h c a e t s r e f f o d n a m u l u c ir r u c t c u rt s n o c

h f o t h g il n i s e i g e t a rt s d n a s e u q i n h c e

(29)

r i e h t h ti w y l e t a ir p o r p p a n r a e l n a c n e r d li h c e h t , l e d o m g n i n r a e l s i h t n I

h w s e c n e g il l e t n i r i e h t e v o r p m i n a c o s l a d n a , s e c n e g il l e t n

i ich are no tdominant .

v i R , a i n r o fi l a C f o y ti s r e v i n U , e l e e T e u

S erside (a sctied in Cantu ,2000) stated t

a h t :

e h t o t n i s w o d n i w t n e r e f fi d s e d i v o r p s e c n e g il l e t n i e l p it l u m f o y r o e h t e h t …

o t s l o o h c s r u o l l a n i l a it n e t o p e v it a e r c e h t h s a e l n u o t d e e n e W . m o o r e m a s

t s u m e W . d e e c c u s o t t n e d u t s y r e v e r o f e l b i s s o p s a s w o d n i w y n a m s a n e p o

t a h t y a w a n i r e h t e g o t d r a w r o f e v o

m bulid son ou rmutua lsrtength sand .s

e c n e r e f fi d e u q i n u r u o s t c e p s e

r (p .4)

s e c n e g il l e t n I e l p it l u

M theory can be the base to produce tbo h creaitve learning s

l a ir e t a

m andlearningacitviite sopitmizingchlidren’ spotenital swhichareneeded r

g t s ri f e h t y

b adersi n SD Neger iKaljiaya 05 toopen t hema smany window sa s s

ll i k s h s il g n E c i s a b m e h t e r a p e r p o t y ll a i c e p s e , e l b i s s o

p (reading , ilstening ,

) g n it ir w , g n i k a e p

s and vocabulary (simple greeitngs ,simple insrtucitons ,frutis , )

s l a m i n a , s e l b a t e g e

v tot henex tEngilshl evel .

e l b a c il p p a y d u t s s i h t e k a m o t y d u t s s u o i v e r p d a e r r e ti r w e h

T .I ti sfrom

e h T f o n g i s e D A : s t p ir c S r i A n o t c e ri D “ d e lt it n e y d u t s r e h n i ) 9 9 9 1 ( i tr a ri W

7 d e g A n e r d li h C n a i s e n o d n I r o f m a r g o r P o i d a R h s il g n

E -12” .She designed an

l g n

E ish radio program as t hemediaoft eaching l earning .She noted t ha tradio i s e h S . h s il g n E n r a e l o t n e r d li h c r o f s y a w t s e i s a e d n a t s e p a e h c e h t f o e n o

e h t g n i h c ir n e d n a l li k s g n i n e t s il s ’ n e r d li h c g n i p o l e v e d r o f n g i s e d e h t d e t n e m e l p m i

c y d u t s s i h T . y r a l u b a c o

v ontirbute sfun l earning t ha tdid no thavet o beequipped i

h d n a e v i s n e p x e y

b -techmedia .Funl earningcanalsobeobtained fit eache rha sa .

e r u t a n y b d e il p p u s s i h c i h w a i d e m g n i z i m it p o n i y ti v it a e r c f o e s n e

s SD Neger i

5 0 a y a ji l a

(30)

r e h c a e t e h t , e r u t a n y b d e r a p e r p a i d e m d n a s l a it n e t o p s ’ n e r d li h c e z i m it p o o t w o h

t o n s i h c i h w g n i n r a e l e v it a e r c n u f a n e r d li h c e h t e t a ti li c a f y ll a c it a m o t u a l li w

e h T . m e h t d e l b u o

rt wrtier also read anothe rwork from aUt m i(2009 )enitlted n

o d e s a B s l a ir e t a M l a n o it c u rt s n I h s il g n E f o t e s a g n i n g i s e D

“ Mulitple

s e c n e g il l e t n

I Theory fo rKindergatren Student so fTK K irsten Kalam Kudus , l a n o it c u rt s n i h s il g n E f o t e s a n g i s e d o t h c r a e s e r a d e t c u d n o c e h S . ” a tr a k a y g o Y

r o f l a ir e t a

m kindergatren student s based on Mulitple Intelilgence s and i t i s g n u o y d n a s e c n e g il l e t n I e l p it l u M o t d e t a l e r s i h c i h w y d u t s s ’ r e ti r w e h t o t d e t a l e r o c

y fi t n e d i y ll a it i n i o t r e h c a e t r o f t n a tr o p m i w o h s e t u b ir t n o c h c r a e s e r r e H . s r e n r a e l

A . s l a it n e t o p s ’ n e r d li h

c sctiedi nBa sandBeyhan(2010) ,Bass tated ,“Ast eacher s ’

s t n e d u t s r i e h t r e d i s n o c t s u

m intelilgence proflie sand learning style sand they ”

… ,s l a u d i v i d n i g n i v a h s a m e h t r e d is n o c o s l a t s u

m (p .366) .Using Mulitple

h t s n a e m n g i s e d s ’ r e h c a e t n i s e c n e g il l e t n

I att eacherr eady t o exploreeach unique .

l a it n e t o p d n a y ti l a n o s r e

p Sincet hey do no thave enough background knowledge l a i c e p s d e e n y e h t , s l a u d i v i d n i e r a y e h t t a h t g n ir e d i s n o c d n a h s il g n E t u o b a

. h s il g n E g n ir e t s a m n i y ti l a it n e t o p r i e h t e z i m it p o o t s t n e m t a e rt

w y d u t s s i h t , y ll u f e p o

H li lhelp the chlidren who learn Engilsh wtih no h ti w e l b a ti u s h s il g n E h c a e t o t w o h s r e h c a e t e h t p l e h l li w t i , r e v o e r o M . n e d r u b

.s e c n e g il l e t n i e l p it l u m ’ s t n e d u t s

(31)

B ProblemFormula iton

o t e k il d l u o w r e ti r w e h t , e v o b a n o i s s u c s i d e h t n o d e s a b , y d u t s s i h t n I

: s n o it s e u q o w t s s e r d d a

)

1 How i s a se t o f Engilsh insrtucitona l mateirals based on Mulitple s

e c n e g il l e t n

I theory fo rthe fris tgrader so fSD Neger iKaljiaya 05 in Ds . is

a k e B , t a r a B g n a r a k i C , a y a ji l a

K designed?

)

2 Wha tdoe s the designed se t o fEngilsh insrtucitona l mateirals based on s

e c n e g il l e t n I e l p it l u

M theoryfort hefris tgrader so fSDNeger iKaljiaya05 in is

a k e B , t a r a B g n a r a k i C , a y a ji l a K . s

D look ilke?

C ProblemLimtia iton

e z i m it p o d n a g n it s e r e t n i s e it i v it c a g n i n r a e l g n i h c a e t e h t e k a m o t r e d r o n I

t e s e h t , y r a l u b a c o v d n a s ll i k s h s il g n E c i s a b m e h t e r a p e r p o t s l a it n e t o p s ’ n e r d li h c

d e n g i s e d e r a s l a ir e t a

m based onMulitpleI ntelilgence .sThel earningmateiral sare .

l o o h c s y r a t n e m e l e f o s r e d a r g t s ri f e h t r o f d e n g i s e

d Thereforet hiss tudywillf ocu s d

o t w o h n

o esign ase to fEngilsh mateirals rf o chlidren (aged 6 7to ) based on s

e c n e g il l e t n I e l p it l u

M theory . Thi s study also provide s the srtategie s and .s

e it i v it c a g n i n r a e l g n i h c a e t n i d e s u s e u q i n h c e t

D ResearchObjecitves

l a n o it c u rt s n i h s il g n E f o t e s a n g i s e d o t d e m i a y ll a r e n e g s i y d u t s s i h T l a ir e t a

(32)

5 0 a y a ji l a

K Din s .Kaljiaya ,CikarangBarat ,Bekasi .Thes peciifcobjecitve saret o .

n o it a l u m r o f m e l b o r p e h t n i d e t a t s e r a h c i h w s m e l b o r p e h t r e w s n a

)

1 To descirbe how a se to fEng ilsh insrtucitona lmateiral s based on Mulitple s

e c n e g il l e t n

I theory fo r the fris t grader s of SD Neger i Kaljiaya 05 Ds . is

a k e B , t a r a B g n a r a k i C , a y a ji l a

K i sdesigned.

)

2 To produce a se t o f Engilsh insrtucitona l mate iral s based on Mulitple s

e c n e g il l e t n

I theory f or the fris tgrader so fSD Neger iKaljiaya 05 in Ds . is

a k e B , t a r a B g n a r a k i C , a y a ji l a

K .

E ResearchBeneftis

e h t t r o p p u s n a c y d u t s e h t t a h t s t c e p x e r e ti r w e h t h c r a e s e r s i h t h g u o r h T

s i h t , c if i c e p s e r o m e b o T . l a r e n e g n i h s il g n E g n i n r a e l/ g n i h c a e t f o t n e m p o l e v e d

: o t l u f e s u e b o t d e t c e p x e s i y d u t s

1 Engilsht eachersi/nstructors c

e p x e r e ti r w e h

T t sthatt heEngilsh t eachersi/nsrtuctors ,especially f o r e

t Engilsh teache ro fSD Neger iKaljiaya 05 ,can use the insrtucitona l p

i c it r a p e m a s e h t h c a e t o t s l a ir e t a

m ant sin thi sstudy. The insrtucitona l o

b e c n a d i u g a s a d e s u e b n a c y ll u f e p o h o s l a s l a ir e t a

m ok o rreferencei n t he

.s e it i v it c a g n i n r a e l/ g n i h c a e t

2 The ifrs tgrader so felementarys chool e

h t e d i v o r p l li w y d u t s s i h

T fris tgraders o felementary schoo lwtih a y e h T . s d e e n r i e h t h c t a m h c i h w s l a ir e t a m l a n o it c u rt s n i h s il g n E t n e i c if f u s f o t e s

(33)

a n r a e l n a

c ndpracitceEngilsht hrough t hel essonuni tdesignedandhopefully ll

i k s e g a u g n a l ri e h

t canalsobeen irched. .

3 Parents

e l p it l u m n e r d li h c e h t e z i n g o c e r o t s t n e r a p e h t p l e h n a c y d u t s s i h T

r e p o r p s i h c i h w e c n a d i u g n e r d li h c r i e h t e v i g y e h t , e r o f e r e h T . s e c n e g il l e t n i

. y ti li b a d n a t s e r e t n i s ’ n e r d li h c h ti w

F De ifniitono fTerms

e n h c i h w y d u t s s i h t n i d e s u s m r e t l a r e v e s e r a e r e h

T ed to be clairifed to

e r p r e t n i s i m r o n o it p e c n o c s i m d i o v

a taiton .Thet erm sareasf ollows: .

1 Instrucitona lMaterials

e r a t a h t s l a ir e t a m e h t n a e m s l a ir e t a m l a n o it c u rt s n i e h t , y d u t s s i h t n I

n o it c u rt s n i r o f r e n g i s e d g n i n r a e l g n i h c a e t a y b d e n g i s e

d s .SinceSDKaljiaya

l a ir e t a m l a n o it c u rt s n i e h t ,s l a ir e t a m h s il g n E f o e c r u o s y n a e v a h t o n s e o d 5

0 si

d e n g i s e

d toproducesutiablei nsrtucitonalf ort het eachert o t each Engilshf o r e

t fris tgraders o felementary school .Thi smateira ldesign use sMulitple e

c n e g il l e t n

I stheory a sthe base to develop learning acitviite sso tha tthe n

e r d li h

c wli lexpeirence the learning which doe sno tburden them .I ti s li

m a f t e g d n a w o n k n e r d li h c e h t e k a m o t d e il p p

a ia rwtih the Engilsh basic

s ll i k

s andvocabulary . .

2 Instrucitona lDesign ti

S h and Ragan (1999 ,pp .2 ,4 )deifned design a sa systemaitc o r f o t n e m p o l e v e d e h t o t r o ir p s s e c o r p n o it a e d i d n a g n i n n a l p e v i s n e t n i

(34)

s a e r e h w , m e l b o r p a e v l o s o t r e d r o n i n a l p e m o s f o n o it u c e x e e h t r o g n i h t e m o s

e t n i e h t s i n o it c u rt s n

i nitonalf aclitiaitonofl earningt oward i den itifedl earning .s

l a o

g Grondlund (1991 , p . 5 ) stated that Insrtucitona l Design i s the n o it c u rt s n i d n a g n i n r a e l f o s e l p i c n ir p l a r e n e g g n it a l s n a rt f o s s e c o r p c it a m e t s y s

e l d n a s l a ir e t a m l a n o it c u rt s n i r o f s n a l p o t n

i arning. In thi sstudy ,the wrtie r d

a apt sDickandCarey’si nsrtucitona ldesignmode lwhichi si n ilnewtihGal l d

a Borg’ sR & D t o develop t hemateira ldesign .The i nsrtucitona ldesign o

t r e ti r w e h t s p l e

h executetheplanst osolve t heproblem sstated i nproblem .

n o it a l u m r o f

3 SDNeger iKaljiaya05

t s ri f e h t e v i e c e r n e r d li h c e r e h w n o it u ti t s n i n a s i l o o h c s y r a t n e m e l E

. n o it a c u d e y r o s l u p m o c f o e g a t

s Sutard i(2005 , p . 927 ) state s tha t basic il

o o h c s y r a m ir p n o d i a l s i r o i v a h e

b ng t o preparestudentst o t henex tstep o f l o o h c s e v a h y ll a r u t a n l li w s t n e d u t s l o o h c s y r a t n e m e l E . n o it a c u d e l a m r o f

e v i e c e r o t n e r d li h c r o f y r o s l u p m o c s i t i a i s e n o d n I n i e s u a c e b s s e n i d a e r

h s il b a t s e y d a e rl a t n e m n r e v o g e h T . n o it a c u d e y r a m ir

p Waijb Belaja r9 Tahun

, y d u t s s i h t n I .l o o h c s y r a t n e m e l e f o e d a r g t s ri f e h t m o r f s n i g e b h c i h w m a r g o r p

s r a e y x i s t u o b a s i e g a e s o h w e s o h t e r a l o o h c s y r a t n e m e l e f o s r e d a r g t s ri f e h t

.l o o h c s y r a t n e m e l e n i n o it a c u d e l a m r o f f o l e v e l t s ri f e h t n i g n i y d u t s d n a d l o

5 0 a y a ji l a K i r e g e N D

S intenitonally achieve s al l the objecitve s (achievingbasicltieracyandnumeracyf o ralls tudents ,a swel la sestab ilshing

l a i c o s e v it r o p p u s , s u o i n o m r a h a s e t a e r c o s l a t u b e c n e i c s n i s n o it a d n u o f

d n a r e t c a r a h c r i e h t p o l e v e d o t n e r d li h c s e g a r u o c n e h c i h w t n e m n o ri v n e

(35)

y ti l a n o s r e

p wa s el lasl earn t o relatewel lwtih others) t o enhancechlidren’ s s

e it il i c a f d e ti m il s a h l o o h c s e h t ,s s e l e h tr e v e N . Q S d n a , Q E , Q

I and sourceo f

s l a ir e t a m h s il g n

E to suppor tteaching-learning proces sand i tcompel sthe e h t e v e i h c a o t s l a ir e t a m g n ir e v il e d d n a g n i d i v o r p n i e v it a e r c e b o t r e h c a e t

j b

o ecitves. .

4 Mul itpleI ntelilgencesTheory n i e l p it l u m , y d u t s s i h t n

I telilgencesr efert oal earner-basedphliosophy t a h t s n o i s n e m i d e l p it l u m g n i v a h s a s e c n e g il l e t n i n a m u h s e z ir e t c a r a h c t a h t

n o it a c u d e n i d e p o l e v e d d n a d e g d e l w o n k c a e b t s u

m (Richard s& Rodgers ,

. p , 3 0 0

2 115) .Mulitple Intelilgences encourage slearning tha tgoe sbeyond p

d n a , s n e p , s k o o b l a n o it i d a

rt enclis .Thei ndividual saref reet obei ntelilgen t .s

e c n e g il l e t n i e l p it l u m r i e h t n o g n i d n e p e d s y a w n w o r i e h t n

i In thi sstudy ,

l e t n i e l p it l u

m ilgence stheory a sthe base to develop both creaitve learning s

l a ir e t a

m and leaning acitviite sopitmizing chlidren’ spotenital sto prepare s

ll i k s h s il g n E c i s a b h ti w m e h

t (speaking , ilstening ,reading ,w iritng )and y

r a l u b a c o

(36)

3 1

I I R E T P A H C

E R U T A R E T I L D E T A L E R F O W E I V E R

l a c it e r o e h t d n a n o it p ir c s e d l a c it e r o e h t e h t s e s s u c s i d r e t p a h c s i h T

. y d u t s s i h t n i e s a b l a c it e r o e h t e h t s a d e s u k r o w e m a r

f Thi sdiscussion i sdivided

l a c it e r o e h t d n a n o it p ir c s e d l a c it e r o e h t ; s a e r a r o j a m o w t o t n

i framework.

s u c s i d n o it p ir c s e d l a c it e r o e h t e h

T ses basic theo ires o f ch lidren ,

t n e m p o l e v e

d ch lidren’s language acquisiiton ,teaching Eng ilsh fo ryoung s

r e n r a e

l , ch lidren’s learning env rionmen ,t ch lidren’s learning s rtategy , t

n e d u t

s -centered and consrtucitvism approach , and mulitple intel ilgence . e r a n o it p ir c s e d l a c it e r o e h t n i d e s s u c s i d n g i s e d f o s e ir o e h t c i s a b e h t e li h W

n g i s e d l a n o it c u rt s n

i ,mate ira ldevelopment ,and cur irculum o f SD Neger i 5

0 a y a ji l a

K .

s t p e c n o c e h t g n o m a n o it a l e r e h t s e s s u c s i d k r o w e m a r f l a c it e r o e h t e h T

f o t e s a g n i n g i s e d f o s i s a b e h t s a y l s u o i v e r p d e t a t

s Engilsh i nsrtucitona lmateiral s e

h t r o f s e c n e g il l e t n I e l p it l u M n o d e s a

b f tri gs rader so fSDNeger iKaljiaya05.

A Theoreitca lDescrip iton , n o it c e s s i h t n

I thewrtier would ilket o discus sfou rmain area .s The fris t s

e d u l c n i h c i h w c it s ir e t c a r a h c s ‘ n e r d li h c t u o b a s i d e s s u c s i d a e r a n i a

m chlidren’ s

t n e m p o l e v e

d sincet hemateiral sdesignedint hisr esearchemphasize sonchlidren , h

t y ll a i c e p s

(37)

h c r a e s e r s i h

t si teaching Eng ilsh fo ryoung l earnersi ncluding chlidren’sl earning t

n e d u t s d n a , m s i v it c u rt s n o c , s e i g e t a rt s g n i n r a e l s ’ n e r d li h c , t n e m n o ri v n

e -cenrted

h c a o r p p

a since teaching young learne ri sdfiferen tfrom teaching adutl sand e l p it l u M s i a e r a n i a m d ri h t e h T . g n i n r a e l n i c it s ir e t c a r a h c e u q i n u e v a h n e r d li h c

e c n i s s e c n e g il l e t n

I thi sresearch use sM Iast hebase i n developing t hemateirals . d

ri h t e h

T mainareai sdesignwhichincludest hebasict heoryo fDickandCarey’ s t

n e m p o l e v e d l a ir e t a m d n a l e d o m l a n o it c u rt s n

i .Thefou trh i sSD Neger iKaljiaya 5

0 curirculum sincet he standard competenceand basiccompetenceprovided by h

c r a e s e r s i h t n i d e p o l e v e d e b l li w r e h c a e t h s il g n E e h

t .Those previou stheo ire s

. h c r a e s e r s i h t n i s l a ir e t a m d e n g i s e d e h t f o k r o w e m a r f e h t h s il b a t s e o t d e s u e b l li w

1 ChlidrenDevelopment

c ) 8 0 0 2 ( o k t a k u B o t g n i d r o c c

A h lidren aregrouped i n t hreepeirod so f .t

n e m p o l e v e

d The fris tgroup i sinfancy peirod and consist so fchlidren in r

o f e r a c y a d y r a s s e c e

n workingparents .Thisi sage0-2 ,o run it lwalking .The s

i p u o r g d n o c e

s known a searlychlidhood peirodandi sfrom aroundage2- .6 6

m o r f s i p u o r g d ri h t e h

T -11calledmiddlechlidhoodpe irod ,al arge ragespan e

b cause t hechlidren fort hi s6 yearexhib tit he samet endencie sand l earning .

s ti b a h

s i h c r a e s e r s i h t y b t n a e m s i h c i h w t n e m p o l e v e d n e r d li h c f o d o ir e P

d o o h d li h c e l d d i

m pe irod. I tcan beseen f romclassiifcaiton madebyBukatko , s r e d a r g t s ri f e h t y ll a i c e p s e , n e r d li h c l o o h c s y r a t n e m e l e e h t t a h t ) 9 7 3 . p , 8 0 0 2 (

g n ir u d p o l e v e

(38)

d o o h d li h

c developmen t deilvered by Bukatko (2008) including motor , l

a n o s r e p , e g a u g n a l , e v it p a d

a -social ,andcogniitvedevelopmen.t

a MotorDevelopmen t

In thi spe irod ch lidren’ smoto rskli lbecome more efifcien tand e r a d n a , s t n e m e v o m d e t a n i d r o o c d n a x e l p m o c e v l o v n i , d e ll o rt n o c r e tt e b

. s e c n a t s m u c ri c d n a t x e t n o c f o y t e ir a v r e d i w a n i y l k c i u q d e ti b i h x e

f o n o it p e c x e e h t h ti w , ) 8 7 3 . p , 8 0 0 2 , o k t a k u B n i( e u h a ll a G o t g n i d r o c c A

c n a l a

b e ,boyst endt o silghlty outperformgi lr sonmanygross-motort ask s , o k t a k u B n i( n a m e e r F d n a i d A . l o o h c s y r a t n e m e l e r e t n e y e h t e m it e h t y b

e n if s e t a t s ) 8 7 3 . p , 8 0 0

2 -moto rcoordinaiton i mprovedramaitcally du irng s

n o c o t n i g e b y a m n e r d li h C . s r a e y l o o h c s e h

t rtuc t model s o r do

l a c i s u m y a l p o t d e d e e n g n i c n e u q e s r e g n if x e l p m o c e h t r e t s a m , k r o w e l d e e n

. g n i w a r d l i a t e d e r o m e c u d o r p d n a , s t n e m u rt s n i

b LanguageDevelopment

t s o m f o h c e e p s e h t ,) 0 0 4 . p , 8 0 0 2 , o k t a k u B n i( y e r r a C o t g n i d r o c c A

f o t a h t e k il s d n u o s n e r d li h

c adutl sby t he age o f ifve .They have ifgured , l o o h c s r e t n e y e h t e m it e h t y b d n a e g a u g n a l e v it a n r i e h t f o s d n u o s e h t t u o

e h t d e r e t s a m o s l a e v a h n e r d li h C . s d r o w 0 0 0 , 4 1 n a h t e r o m w o n k n e r d li h c

. r a m m a r g f o s e l u r c i s a

b T y he arleady recognize opposties ,deifneobject s .

e r u t c u rt s e c n e t n e s d o o g y l e v it a l e r e s u d n a , e s u r i e h t y

b They also

d n a t s r e d n

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c Personal-Socia lDevelopment

l a u t c e ll e t n i e h t d n a y d a e t s s i h t w o r g l a c i s y h p d n a l a n o it o m e e h T k r o

w srtong. Ch lidren in thi speirod learn from and are inspried by l l e w s a r e g n u o y o t r e d l o y b e n o d s i g n i h c a e t e h t d n a , r e d l o h c u m n e r d li h c

r e d l o o t r e g n u o y s

a (Bukatko ,2008 ,p .415). fl

e s g n i p o l e v e

D -esteemi sacenrtali ssueatt hi sage(Bukatko ,2008 , )

5 4 2 .

p . Homei sstli lvery i mpo tran tand i st hef oundaiton f o rchlidren t o t

n e d n e p e d n i e m o c e

b .Increasings eparaitonandi ndependencef romparent s n

i s p e t s y h tl a e h e r

a chlidren’ s personal-social development , therefore o

p m i e r a e s u o h s ' d n e ir f a r o s 'a m d n a r g o t g n i o

g tran.t

e m o c e b y e h

T awaret ha ttheyare oneo fmany peoplei n t he wo lrd p

o l e v e d d n

a thes ocials killst omakef irend .s

d Cogni itveDevelopment

According to Piage t i(n Bukatko ,2008 ,p .383) ,a sthe chlidren s i s e it il i b a p a c t h g u o h t r i e h t n i e g n a h c e h t , s r a e y l o o h c s y lr a e e h t n i g e b

. c it a m a r

d In the middle o fchlidhood years ,chlidren are bette rable to e v it c e l e s e b o t y ti li b a e h t n i e v o r p m i d n a k o o l s e y e r i e h t e r e h w l o rt n o c

k u B

( atko ,2008 ,p .387) .Theyt endt o i gnorei nformaiton t hati s rirelevan t .

m e l b o r p r o y ti v it c a l a rt n e c e m o s m o r f s t c a rt s i d r o

o t t h g u a t s i ti f i ll i k s w e n a r e b m e m e r o t n e r d li h c r o f r e i s a e o s l a s i tI

e f a n a h t r e h t a r ,s n o i s s e s t r o h s g n i s u s e m it l a r e v e s m e h

t wl ong playitmes .

r i e h t n i e m a g r a l u c it r a p a r o g n o s a , s g n i d n u o r r u s r i e h t l l a c e r l li w y e h T

(40)

t x e t n o c f o t u o n e k a t s i r o s e g n a h c t i t u o b a g n i h t o n f i y r o m e m m r e t tr o h s

.) 9 8 3 . p , 8 0 0 2 , o k t a k u B (

t n e m p o l e v e d e v it i n g o c s ’t e g a i P n o d e s a b , d o ir e p s i h t n i n e r d li h

C i(n

e t e r c n o c e h T . e g a t s l a n o it a r e p o e t e r c n o c e h t n i s i ,) 3 8 3 . p , 8 0 0 2 , o k t a k u B

e h t n i y l n o t u b t h g u o h t l a c i g o l y b d e z ir e t c a r a h c s i e g a t s l a n o it a r e p o

d e k s a e r a n e r d li h c n e h w , r e v e w o H . s e g a m i r o s t c e j b o l a e r f o e c n e s e r p

t f o s e s u a c e h t t u o b a s n o it s e u q t c e ri

d hings , they show a mature

. y ti l a s u a c f o g n i d n a t s r e d n u

2 TeachingEng ilsht oYoungLearners

TeachingEngilsht oYoungLearner sha sbecomea rtendnowaday .sI n ,l

o o h c s y r e v

e Engilsh i st augh ta soneoft hemain subject .sI nt eaching young il

t o n s i s r e n r a e

l k e teaching adutls ,ch lidren havet hei rown way ofl earning . y

a l p o t e k il n e r d li h c e c n i

S and have fun ,the learning and teaching proces s e

h t f o e r u t a n e h t h ti w d e ti u s e b d l u o h

s chlidrent hemselve .s

Thedeifniitono fyoung l earnersi schlidren betweent heage so fabou t l

o s r a e y

5 d t o 12 year sold ( Rixon ,1999) .Inothe rwords ,young l earner sare .

s e g a l o o h c s l a m r o f e h t n i e r a s e g a e s o h w n e r d li h

c Ph liilp s(1993 )descirbed

: s a s r e n r a e l g n u o y

y x i s r o e v if ( g n il o o h c s l a m r o f f o r a e y t s ri f e h t m o r f n e r d li h c .

.. ear s

s ' n e r d li h c y n a s a , r e v e w o H . e g a f o s r a e y e v l e w t r o n e v e l e o t ) d l o

n i s t n u o c t a h t e g a s ' n e r d li h c e h t h c u m o s t o n s i ti , w o n k l li w r e h c a e t

t a h t s r o t c a f y n a m e r a e r e h T . e r a y e h t e r u t a m w o h s a m o o r s s a l c e h t

i e h t , e l p m a x e r o f : y ti r u t a m s ' n e r d li h c e c n e u lf n

i r cutlure , thei r

s r e e p r i e h t f o s n o it a t c e p x e e h t , x e s r i e h t , )l a r u r r o y ti c ( t n e m n o ri v n e

.s t n e r a p d n

(41)

g n u o y f o n o it i n if e d e h t ,r e v o e r o

M learnersi smainly based on t heyear sspen t f

o s e g a t s y r a t n e m e l e r o y r a m ir p e h t n

i forma leducaiton before t he rtansiiton .l

o o h c s y r a d n o c e s o t

e r a e r e h

T someexplanaitonsf o rbetterl earninga tyoungage .Fris,tt he e

l b a t p a d a e r o m s i n i a r

b before pubetry than atfer ,and tha tacquisiiton o f s

s e n s u o i c s n o c fl e s t u o h ti w e l b i s s o p s i s e g a u g n a

l a t an ealry age and also

c e

b auseyoungchlidren havemoreoppo truniitesthan adutls .Thechlidrenare d

n a s e ir r o w e h t g n i v a h t u o h ti w e m it e h t l l a g n i n r a e

l responsiblitiy o fadutl s

4 9 9 1 , ti f m u r B

( ,p .29 .) o t g n i d r o c c

A Slattelry and Wliils ,a s ctied in Shin (2005 ,p . 4) , c

it s ir e t c a r a h

c o fyoungl earner sunde r7year sold: )

a They acqu rie through heairng and expeirencing lot so fEngilsh ,in much 1

L e ri u q c a y e h t y a w e m a s e h

t .

)

b Theylearnt hingst hroughplaying;t heyareno tconsciously rtyingt ol earn s

e s a r h p r o s d r o w w e

n – fort hemi ’tsi ncidental. )

c They love playing wtih language sounds ,imtiaitng ,and making funny s

e s i o n )

d Theyareno tablet oorganizet heril earning. )

e They are no table to read o rwrtie in L1 ;impo tran tto recycle language .

y a l p d n a k l a t h g u o r h t )

f Thei rgramma rwli ldevelop gradually on ti sownwhenexposed t ol ot so f .t

x e t n o c n i h s il g n E

(42)

a TheChlidren’ sLearningEnvironment

Ba s and Beyhan (2010 , p . 366 ) stated tha t in the learning t n e d u t s “ e b t s u m e r e h p s o m t a g n i n r a e l e h t t a h t l a it n e s s e s i ti , t n e m n o ri v n

-y b s e it i v it c a e h t o d t s u m e r e h p s o m t a s i h t n i s t n e d u t s t a h t o s ” d e r e t n e c

r i e h t f o y ti li b i s n o p s e r e h t t p o d a t s u m y e h t s d r o w r e h t o n i r o s e v l e s m e h t

n w

o learning . tIi si mpo trantt o emphasizeon howchlidren l earn and no t

.s e h c a e t r e h c a e t e h t w o h n o

McGlothin (1997 ,p .1 )suggested tha tthe adutl sshould no tuse e

h t g n i p l e h r o f k o o b t x e

t chlidren t o l earn Engilsh sincet he t extbook can n

e r d li h c e h t e k a

m moredfiifcul tto l earn anew l anguage .Howeve,r t hey e

s u y a

m handou ti fi ti sneeded a sthe media fo rthe learning acitviite .s a

p ( s tl u d a e h t , e r o m r e h tr u

F rent sort eachers )needt or epeat thewordst ha t e

v o l y ll a e r y e h t e c n i s n e r d li h c e h t o t t h g u a t e v a h y e h

t repeititveacitonand

s n i a t n o c o s l a e fi l y li a d r i e h t , n o it i d d a n I . d n u o

s al o tofr epeititon.

According to McGlothin (1997 ,p .1) ,ch lidren in thi speirod are g

n i n r a e

l both new word sand new world .Therefore ,the wo lrd around m

e h

t canbeverygoodmediaf ort heril anguagel earning.

Moreover ,McGlothin ( 1997 ,p .3 )sta d te thatt headutl sshouldnot a t o n s i h s il g n E e s u a c e b e g a u g n a l t s ri f e h t o t n i e g a u g n a l e h t e t a l s n a rt

. e t a c i n u m m o c o t e g a u g n a l a s i tI . e d o c t e r c e

s McGlothin ( 1997 ,p .1 ) dsai )

e g a u g n a l( s d r o w e h t n r a e l n e r d li h c e h t t a h

t a s a ilving language .

e s u o t r e tt e b e r a s tl u d a e h t , e r o f e r e h

T supporitng media such a sthe r

o e r u g if , s g n i h t e h t f o e l p m a x

(43)

ri e h t h g u o r h t m e h t h c a e

t wo lrdbu tnott hrough t ex tand r ule sofl anguage. (

n i h t o l G c

M 1997 ,p .3 )alsos uggeste dthatt headu tlss houlduseEngilsht o t n e m n o ri v n e n a d e e n y e h t e s u a c e b n e r d li h c e h t h ti w e t a c i n u m m o

c tha t

. d o o t s r e d n u e b o t d n a h s il g n E k a e p s o t s e c n a h c m e h t s e v i

g Therefore, t he

n e r d li h

c would think tha tEngilsh i sno tan ailen thing bu ti ti sthei r .

e g a u g n a l

McGlothin (1997 ,p .4 )pointe d ou ttha tthe Engilsh fo rchlidren e b o t y s a e h s il g n E e h t e k a m d l u o h s s tl u d a e h T . d e if il p m i s e b d l u o h s

li h c e h t n e h w s n e p p a h o s l a e s a c s i h T . d o o t s r e d n

u dren l earnf ristlanguage. y

b d e t n i o p n e e b e v a h t a h t s t n i o p e m o s e r a e s o h

T McGlothin( 1997 ,p .5) in s

h aritcles . These point s need to be done because i t wli l make the .l

u f s s e c c u s g n i n r a e l e g a u g n a l s ’ n e r d li h c

b TheChlidren’ sLearningStrategies n

e r d li h C

“ learn through play” i sa sentence tha tha sguided ea lry s

r o t a c u d e d o o h d li h

c fo rdecades .Thenatureo fchlidreni st hatt hey ilket o .

g n i y d u t s n a h t n u f e v a h d n a y a l

p Isenberg (1993 ,p .21 ) oa ls stated tha t d

o o h d li h c t n a tr o p m i n a s i ti d n a d li h c y r e v e f o d e e n a s i y a l

p acitvtiyt ha t

e t s a m n e r d li h c s p l e

h ral ldevelopmenta lneeds. Ch lidren usually learn .

g n i h c u o t d n a , g n i o d , g n i v o m , g n i n e t s il , g n i e e s h g u o r h

t Playi st heworkof

chlidhoodandi si mpo trantf orl earning .Accordingt oMcGlothin(1997 ,p . 6) ,chlidreni nt hi speirodr eally ilkerepeititon .Meh irng( 2006 ,p .3)s tated

t a h

(1)