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

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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

2007

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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)

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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.

  Widya Swastiani

  TABLE OF CONTENTS TITLE PAGE ........………………………………………………………....

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  PAGES OF APPROVAL ...………………………………………………… PAGE OF DEDICATION ...………………………………………………… STATEMENT OF WORK’S ORIGINALITY ...…………………………… ACKNOWLEDGEMENTS ………………………………………………… TABLE OF CONTENTS …………………………………………………… LIST OF TABLES …………………………………………………………..

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  c. Comparison between Kemp’s and Yalden’s Model ……….. i ii iv v vi viii xii xiii xiv xv xvii

  b. Yalden’s Model …………………………………………….

  1. Instructional Materials Design Models …………………… a. Kemp’s Model ...…………………………………………...

  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 ……………………………………

  ABSTRAK ...………………………………………………………………….

  LIST OF FIGURES ……………………………………………………….... LIST OF APPENDICES ……………………………………………………. ABSTRACT ...……………………………………………………………….

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  b. Learners’ Role in the Communicative Approach …..……...

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  c. Communicative Activities .………………………………...

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  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 .…………...

  Activities through Multiple Intelligences in Learning English ……………………………………………………..

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  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 ...………………

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  2. Evaluation Survey Data Analysis ………………………….

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  F. Research Procedure ………………………………………...

  8. Revision ……………………………………………………

  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 ………………………………………………….

  B. The Findings of the Designed Materials Evaluation ………

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  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 ...………………………………………………

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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 ….....

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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 Table 9 : The Presentatio n of the Designed Materials ................................. 71

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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 …

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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

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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

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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)

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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.

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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

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  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

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  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.

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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

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  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.

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  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.

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  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.

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  “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,

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  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).

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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

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a. Jerrold E. Kemp’s Model

  Goals,

Topics, and

General Purposes

  Learner Evaluation Characteris - tics

  REVISE

  Support Learning Service

  Objectives Teaching Subject Learning Content Activities,

  Resources

Pre-

assesment

  

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.

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  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.