i. Existential Intelligence
Existential intelligence enables people to answer problems about human’s existence Armstrong, 2000. It means that it includes ability to reflect about the
value of life. People who developed their existential intelligence well exhibit specific
characteristics. First, they like to reflect about human existence in this world. Second, they reflect what has been done in Suparno, 2004: 54.
5. Integrated Materials
According to Brown 2001: 234, the integration of four skills is “the only plausible approach within communicative and interactive framework”. It means
that the integration of four skills is the integration of listening, speaking, reading and writing skills.
Reading and listening are parts of receptive skills, while speaking and writing are parts of productive skills. There was a time when the
terms “passive” referred to “receptive skills” and “active” referred to “productive skills” Nunan, 2003: 24.
Integrated material is ”material that focuses on the mastery of integrated communicative skills rather than a mere mastery of the rules in target language”
Richard and Rodgers, 1988: 64. It means that the integrated material is designed for communicative competence. There is an integrated relationship or unity in
each part of its activities.
B. Theoretical Framework
In this part, the writer relates the theories reviewed above and describes the steps used in designing the instructional materials. The writer uses Kemp’s
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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
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