Logical-Mathematical Intelligence Spatial Intelligence

and Yalden’s Instructional Design Model. The writer also employs Multiple Intelligences Theory and Integrated Language Instruction. The writer does not apply all elements of these theories. The writer selects some of the elements which can contribute to the processes of designing a set of Multiple Intelligence based integrated materials for an extracurricular activity for the fifth grade students of Kanisius Kalasan Elementary School. Since this study focuses on designing integrated instructional materials, the writer applies the integration of four skills; listening, speaking, reading and writing. Each unit of the design materials integrates the four skills. The integrated materials are to offer a variety of content, resources and language experiences. The writer also applies Multiple Intelligences theory as the philosophical education of the design. The writer applies eight from nine intelligences that are included in Multiple Intelligences Theory. The eight intelligences are: linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily- kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence. The materials of the design focus on the development of those intelligences, although the development of the intelligences in each unit is random and different. In designing the materials, the writer needs to know about the children’s development and characteristics, and the principles in teaching foreign language for children in middle childhood period. It is important to know because the materials designed are for the fifth grade students of elementary school whose ages are around 10-11 years old and have special characteristics. The writer uses Kemp’s and Yalden’s model of the instructional design because both Kemp’s and Yalden’s have strength and weaknesses. Those two 19 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI models are modified to make a framework to conduct the study. There will be seven steps in the new design model to be undertaken, they are conducting needs survey Yalden, 1987, stating the goals, topics and general purposes Kemp, 1977, formulating the learning objectives Kemp, 1977, developing the syllabus Yalden, 1987, specifying the subject contents Kemp, 1977, determining the teaching learning activities, resources and intelligences being developed Kemp, 1977, evaluating the designed materials Yalden, 1987. Therefore, the writer selects Yalden’s model number 1, 3, 7 and Kemp’s model number 1, 3, 4, 6. 20 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI