Multiple intelligences based integrated materials for an extracurricular activity for the fifth grade students of Kanisius Kalasan Elementary School - USD Repository
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MULTIPLE INTELLIGENCES BASED INTEGRATED MATERIALS FOR AN EXTRACURRICULAR ACTIVITY FOR THE FIFTH GRADE STUDENTS OF KANISIUS KALASAN ELEMENTARY SCHOOL A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
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MULTIPLE INTELLIGENCES BASED INTEGRATED MATERIALS FOR AN EXTRACURRICULAR ACTIVITY FOR THE FIFTH GRADE STUDENTS OF KANISIUS KALASAN ELEMENTARY SCHOOL A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
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Courageous Smile Seema Chowdhury
Face your life and its trials With a quiet mind and courageous smile And know that courage is what we need To perform for us all heroic deeds So with cheer and tons of hope Go forward and never mope And burn the little candle's light To make your surroundings all bright And all this can be done with faith And the gift of courage from God great So come forward and face life's trial With a quiet mind and courage's smile
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ACKNOWLEDGEMENTS
Firstly, I would like to express my greatest praise and gratitude to dearest
Jesus Christ for His blessing and guidance during the completion of my thesis.
Everything that God has planned for me is amazing and great. He never leaves me alone in all circumstances.
My greatest gratitude and honor also go to my major sponsor, F.X. Ouda
Teda Ena, S.Pd., M.Pd. who has given me guidance, advice, and courage to
finish this thesis. I also thank my co-sponsor, Christina Kristiyani, S.Pd., M.Pd.who has given me time, patience, knowledge, and guidance during the process of accomplishing this thesis.
The next gratitude is given to Y. Hariyanta, the headmaster of SD
Kanisius Kalasan, for allowing me doing my research. I also thank Y. Krisna
Winursito, S.Pd., the English extracurricular teacher, who has given me his time,
help, and willingness to evaluate my designed materials.
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I also express my deep gratitude to Bapak and Ibu Bangun Sugiarto,
S.H. for supporting me to finish this thesis and giving me warm and sweet
relationship. I thank my “little sister”, Dik Putri, for her help, support, pray, and love.
I would like to give my love and gratitude to all friends who have been so kind and helpful in the process of thesis accomplishment, especially for Nita,
Nila, Ratri, Febri, Monci, Yuan, Paul, Lala, Gaby, Vivi, Mbak Ayu, Ipad,
Ayu and Lintang. I thank Bani for the beautiful pictures and father J.J. Spillane,
S.J. for his willingness to be the speaker for the listening material.My sweet thanks are also directed to ex- Narada’s members, Amel, Kristi,
Maria, and Nina. I also give my sweet thanks to my friends in GKJ Bantul,
Mbak Indah, Dolly, Kunto, Mas Jarot, Thia, Mbak Kris, Pak Juni, Ibu
Retno, Mbak Eny, Mas Banu, Mas Joko, Mbak Sulis, Sari, Mbak Suryanti,
Tutik, Gilang and Wawan. I thank them for the sweet and beautiful friendship.
TABLE OF CONTENTS
Page TITLE PAGE ............................................................................................... i APPROVAL PAGES ................................................................................... ii BOARD OF EXAMINERS ......................................................................... iii PAGE OF DEDICATION ............................................................................ iv STATEMENT OF WORK’S OF ORIGINALITY ...................................... v PAGE OF PUBLICITY ............................................................................... vi ACKNOWLEDGEMENTS ......................................................................... vii TABLE OF CONTENTS ............................................................................. ix LIST OF TABLES ....................................................................................... xiv LIST OF FIGURES ..................................................................................... xv LIST OF APPENDICES .............................................................................. xvi ABSTRACT ................................................................................................. xvii
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CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ..................................................
7 1. Theories of Designing Instructional Materials .........
7 a. Kemp’s Model ....................................................
7 b. Janice Yalden’s Model .......................................
9 2. Child Development and Characteristics ..................
11
3. Foreign Language Teaching to Children in Middle Childhood Period ...................................
12 a. Children’s Ability to Grasp Meaning .................
13 b. Children’s Instinct for Play and Fun ..................
13 c. The Role of Imagination ....................................
13 d. The Instinct for Interact and Talk .......................
14 4. The Nature of Multiple Intelligences Theory ...........
14 a. Linguistic Intelligence ........................................
14 b. Logical-Mathematical Intelligence ....................
15
CHAPTER III. METHODOLOGY A. Methods .......................................................................
21 1. Research and Information Collecting ...................
22 2. Planning ................................................................
22 3. Developing Preliminary Form of Product .............
23 4. Preliminary Field Testing ......................................
23 5. Final Product Revision ..........................................
23 B. Research Participants ..................................................
24 C. Research Instrument ....................................................
24 1. Questionnaire ........................................................
24 2. Interview Checklist ...............................................
25 D. Data Gathering Techniques .........................................
25 1. Data Gathering for the Participants Needs ............
25 2. Data Gathering for the Evaluation ........................
25 E. Data Analysis Techniques ...........................................
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4. Preliminary Field Testing ......................................
30 5. Final Product Revision ..........................................
30 CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. The Designing Process of the Multiple Intelligences Based Integrated Materials ....................................
31 1. Needs Survey ........................................................
31 a. Students’ Needs based on the Questionnaire ..
32 b. Students’ Needs based on the Interview .........
34 2. The Goals, Topics, and General Purposes ............
34 3. The Learning Objectives .......................................
36 4. The Syllabus ..........................................................
37 5. The Subject Content ..............................................
37
6. The Teaching Learning Activities, Resources, and Intelligences Being Developed .......................
38
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions .................................................................... 45 B. Suggestions .................................................................... 46
1. English Extracurricular Teacher .............................. 46
2. Future Researchers ................................................... 47 REFERENCES ............................................................................................ 48
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LIST OF TABLES
Table Page
3.1 The Format of Descriptive Statistic of the Respondents’ Opinions (blank) ……….. ......................................................................
28
4.1 The Goals and General Purposes of the Designed Materials…………... 35 4.2 The Topics ..............................................................................................
36 4.3 The Indicators of the Students’ Performance in Each Skill ...................
36 4.4 The Description of Preliminary Field Testing Respondents ..................
40 4.6 The Result of Preliminary Field Testing Questionnaire ........................
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LIST OF FIGURES
Figure Page
1.1 Kemp’s Model: The Relationship of Each Step in the Plan to Other Steps ........................................................................................
9 2.2 Yalden’s Model : Language Program Development .............................
11 3.1 Research Procedures .............................................................................
30
LIST OF APPENDICES
Page Appendix A Letters of Permission ............................................................
50 Appendix B Questionnaire on the Needs Survey .....................................
52 Appendix C The Result of the Questionnaire on the Needs Survey ........
55 Appendix D The Result of the Interview on the Needs Survey ................
57 Appendix E Indicators in Each Topic ......................................................
58 Appendix F Syllabus ................................................................................
63 Appendix G Learning Activities and Intelligences Being Developed ..................................................................
73 Appendix H Topics, Titles, Sections and Subsections of the Designed Materials ...................................................
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ABSTRACT
Jatiningsih, Arum. 2008. Multiple Intelligences Based Integrated Materials for
an Extracurricular Activity for the Fifth Grade Students of Kanisius Kalasan
Elementary School . Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
There are two main reasons why the writer conducted this study. The first reason is in the English extracurricular activity, the fifth grade students of Kanisius Kalasan Elementary School are given monotonous activities which most of the activities only develop students’ linguistic intelligence. The second reason is the need of a set of English instructional materials for the extracurricular activity for fifth grade students of Kanisius Kalasan Elementary School that can develop students’ multiple intelligences.
There were two problems formulated in this study. They were: 1) How is a set of Multiple Intelligences based integrated materials for an extracurricular activity for the fifth grade students of Kanisius Kalasan Elementary School designed? 2) What does the design a set of Multiple Intelligences based integrated materials for an extracurricular activity for the fifth grade students of Kanisius Kalasan Elementary School look like?
The writer applied Research and Development method in this study. In order to answer the first problem, the writer designed a set of instructional materials by combining Kemp’s and Yalden’s models. The steps were: 1) conducting needs survey, 2) stating the goals, topics and general purposes, 3) formulating the learning objectives, 4) developing the syllabus, 5) specifying the subject contents, 6) determining the teaching learning activities, resources and intelligences being developed, 7) evaluating the designed materials. To answer the
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ABSTRAK
Jatiningsih, Arum. 2008. Multiple Intelligences Based Integrated Materials for
an Extracurricular Activity for the Fifth Grade Students of Kanisius Kalasan
Elementary School . Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.
Ada dua alasan utama mengapa penulis melakukan penelitian ini. Alasan pertama adalah dalam kegiatan ekstrakurikuler bahasa Inggri, siswa kelas lima SD Kanisius Kalasan diberikan kegitan yang monoton dimana sebagian besar kegiatannya hanya dapat mengembangkan kecerdasan linguistik. Alasan kedua adalah kebutuhan satu set materi pembelajaran untuk kegiatan ekstrakurikuler bahasa Inggris siswa kelas lima SD Kanisius Kalasan yang dapat mengembangkan kecerdasan majemuk siswa.
Ada dua permasalahan yang diformulasikan dalam studi ini. Permasalahan tersebut yaitu: 1) Bagaimana satu set materi terpadu untuk kegiatan ekstrakurikuler kelas lima SD Kanisius Kalasan yang berdasarkan Kecerdasaan Majemuk di desain? 2) Seperti apakah penyajian satu set materi terpadu untuk kegiatan ekstrakurikuler kelas lima SD Kanisius Kalasan yang berdasarkan Kecerdasan Majemuk tersebut?.
Penulis menerapkan metode Riset dan Pengembangan dalam studi ini. Untuk menjawab permasalahan yang pertama, penulis mendesain materi dengan mengkombinasikan model Kemp dan Yalden. Langkah-langkahnya: 1) mengadakan survey kebutuhan siswa, 2) menentukan sasaran, topik, dan tujuan umum 3) merumuskan indikator, 4) mengembangkan silabus, 5) menspesifikkan subjek isi, 6) menentukan aktifitas belajar mengajar, sumber dan kecerdasan yang dikembangkan, 7) evaluasi materi. Untuk menjawab permasalahan yang kedua,
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CHAPTER I INTRODUCTION This chapter covers six parts of the thesis: research background, problem
formulation, problem limitation, research objectives, research benefits and definition of terms.
A. Research Background
Philosophically, students must have opportunities for the creative exploration of their individual interests and talents while they are also learning valued skills and concepts. Linda Campbell, Bruce Campbell and Dee Dickinson (1996: xxi) state that ”not all children exhibit the same intelligences profile, nor they share the same interests”. In other words, the major intelligences in each child may be different.
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2 extracurricular activity, the problem is that the teacher does not have special set of English materials to teach the students.
As far as the writer noticed, the students are given monotonous activities during the extracurricular class. The activities only develop students’ linguistic intelligence. The other reason is that the students tend to use teacher-based learning. It means that the students become passive learners because the students have difficulty in developing their creativity and intelligences. Related to this problem, the writer noticed that English as an extracurricular activity is important to be conducted. This activity is an opportunity for the teacher to teach English materials that can be used to develop student’s intelligences, talents and interests by providing many activities. This activity will be difficult to be conducted in regular class because the teacher has already had a fixed set of materials. So, the English teacher needs to use a set of English material that provides students with opportunities in learn English while developing many kinds of intelligences in
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3 activity for the fifth grade students of Kanisius Kalasan Elementary School. The writer hopes that the result of this study will provide a reference that is not monotonous in content and can be used to develop children’s intelligences.
B Problem Formulation .
The problems of the research are formulated as follows:
1. How is a set of Multiple Intelligences based integrated materials for an extracurricular activity for the fifth grade students of Kanisius Kalasan Elementary School designed?
2. What does the design a set of Multiple Intelligences based integrated materials for an extracurricular activity for the fifth grade students of Kanisius Kalasan Elementary School look like?
C. Problem Limitation
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4 existence, such as reflection. The fifth grade students of Elementary School may not understand the human existence yet. Third, the instructional materials are designed for an extracurricular activity of the fifth grade students of Kanisius Kalasan Elementary School. English extracurricular activity in Kanisius Kalasan Elementary School is provided for the fifth and sixth grade. The writer only designs the materials for the fifth grade because the extracurricular activity for the sixth grade is used to train students with exercises in order to prepare for the National Examination. The writer did not design materials for the regular class because the teacher has already had a fixed set of materials.
D. Research Objectives There are two objectives of this study.
1. The first objective is to find out how a set of Multiple Intelligences based integrated materials for an extracurricular activity for the fifth grade students
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1. The fifth grade students of Kanisius Kalasan Elementary School The students will experience various activities that can stimulate their intelligences by applying the materials. The students are able to develop their talents, interests, and intelligences, and to improve their ability in learning English based on multiple intelligences theory.
2. The English extracurricular teacher of Kanisius Kalasan Elementary School It will be useful for the English extracurricular teacher to use the designed materials because the teacher has not had the fixed material to be given to the students. The instructional materials also help the teacher to teach using multiple intelligences theory and the teacher can improve their strategy in teaching English.
3. Kanisius Kalasan Elementary School The writer hopes that the designed will give the effective, meaningful and useful materials so the English extracurricular activity can be done
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1. Integrated Materials Integration is “the act or process of organizing with various parts into a whole or wholes and systematically arranging wholes, usually in the order of their importance” (Dictionary of Linguistics, 1975: 102). This study tries to integrate four skills; speaking, reading, writing, and listening. So, in this study, an integrated material is a set of materials that integrate speaking, reading, writing and listening skills.
2. Multiple Intelligences Multiple Intelligences refer to “a learner-based philosophy that characterizes human intelligence as having multiple dimensions that must be acknowledged and developed in education” (Richard & Rodgers, 1986: 115). Multiple Intelligences consist of nine intelligences, namely linguistic intelligence, logical-mathematical, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist
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CHAPTER II REVIEW OF RELATED LITERATURE This section discusses the theories and concepts that support the study. There are two major sections in this chapter. The first is theoretical description and the second is theoretical framework. A. Theoretical Description Theoretical description consists of the theories of designing instructional
materials, child development and characteristics, foreign language teaching to children in middle childhood period, the nature of Multiple Intelligences theory, and integrated materials.
1. Theories of Designing Instructional Materials
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8 interests. Kemp states that there are four factors influenced the students’ characteristics; those are academic factors, social factors, learning conditions and learning styles. Knowing the learners’ characteristics is very important. It is important because it will support the achievement of the goals, topics, and general purposes that have been stated in the first step.
The third part is specifying learning objectives. The designer specifies the learning objectives to be achieved by the students. Kemp states that objectives tell students about what goals they must attain. It means that all activities in teaching learning process must be able to support the achievement of the learning objectives.
The fourth part is listing the subject content. Kemp states that students’ learning experiences must involve subject content. The designer makes the subject content that is closely related to the objectives and the students’ needs. It means that the subject content should be included in the steps of designing the materials because it is closely connected with the objectives and students’ need.
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9 designer selects materials to provide learning experiences. So, it will utilize the content associated with each objective.
The seventh part is coordinating support services. The designer should also consider the support services such as budget, personnel, facilities, equipment, and schedules. Those support services are used to carry out the instructional plan. The instructional design plan cannot be produced without support services.
The eighth part is evaluating students’ learning. The last step should be done by the designer is stating evaluation. Evaluation is used to measure the learning outcomes relating to the objectives. The evaluation is used as the basic to make revision.
Goals,
Topics,&
LearnerGeneral
Charac-Purposes
Evaluation teristics
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10 survey is being undertaken there is potentially a great deal of information to be gathered. It means that a needs survey is important to be conducted to understand who are the learners. A needs survey is also used as the basic to establish realistic and acceptable objectives.
The second stage is description of purpose. This stage is conducted after the designer did the needs survey because the information from needs survey becomes the basis in developing the purpose of the program. It is the step where the designer clarifies the purpose of the language program. This will establish the foundation for the major decision facing the language course designer in the next step, selection of syllabus type.
The third stage is selection of syllabus type. In this stage, the designer should choose the most appropriate a syllabus type based on the result of the needs survey and the purpose of the program. The designer can combine more than one syllabus in order to make course design more reliable.
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11 preparation of the lesson plans, preparation of the weekly schedules. Yalden also states about the teacher training in this stage, such as creation of teaching material.
The seventh stage is evaluation and recycling stage. Yalden states that evaluation and recycling stage has two broad aspects. First is to evaluate or test the students in the program. Second is to assess the over-all design and the teaching of the course.
Figure 2.2 is the language program development suggested by Yalden.Selection/ Product Product Development Develop ion of ion of and Needs Descrip
Evalua ment of proto- pedago implementation Survey tion of tion syllabus syllabus gical of classroom
Purpose type syllabus procedure
Figure 2.2 Yalden’s Model : Language Program Development (Yalden, 1987)2. Child Development and Characteristics
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12 They like doing something new and interact with new society. They like to make experiments. It is time for children to explore their ideas and creativity.
According to Watson and Lindgren (1973: 363) ” the middle childhood and early later childhood runs from about 6 to 12 for girls and from 6-14 for boys.
This is a period in which children begin a major involvement in the world outside the family and the immediate neighborhood”. Related to those statements, the fifth grade students are included in the middle childhood. Middle childhood is a period where children must be given opportunity to develop their creativity and ideas.
They are also given freedom to express their feeling and communicate with others.
According to Jean Piaget, as quoted by Medinnus and Johnson (1969: 124) “from the age of seven or eight to the age of 11 or 12, the child is concerned with concrete ideas. He also adds, in this age the formation of concepts is felt to involve operational groupings concerning subjects that can be manipulated or
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a. Children’s Ability to Grasp Meaning
Haliwell (1992: 3) states “that children can learn through intonation, demonstration, gesture, facial expressions, actions and circumstances to understand the unknown words and phrases”. It means that the teacher should understand this point. When children encounter a new language, the teacher can help them by using some points above. The teacher should understand the students’ difficulties in learning English. To help the students to grasp the meaning of the English words, phrases or sentences, the teacher should be able to teach in various ways. It means that teaching English for children is not only by teaching the linguistics aspect but also by revealing the real expressions or conditions.
b. Children’s Instinct for Play and Fun
Haliwell (1992: 6) states “that children have an enormous capacity for finding and making fun”. It means that the teacher should understand that the
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14 learning language, in this case learning English. By giving materials which can build their imagination, the children can learn English easily.
d. The Instinct for Interaction and Talk
Halliwell states that “children’s capability for interact and talk is one of the most powerful motivators for using the language “ (1992: 8). It means that the teacher should understand that children can learn the language, but the effective way to learn it is to use it. The teacher should be able to provide the materials and activities that encourage children to talk and interact with others. It is important for children to learn English by building their ability in socializing and interacting in their environment.
4. The Nature of Multiple Intelligences Theory
There are many experts who state about Multiple Intelligences. Some experts state that Multiple Intelligences consist of seven intelligences. Some state
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15 accomplish certain goals or purposes (Armstrong, 2000). It means that linguistic intelligence closely related to listening, speaking, reading and writing activity.
According to Campbell and Dee Dickinson (1996: 4), they are some characteristics possessed by people who have high degrees of linguistic intelligence, such as they use listening, speaking, writing and reading to remember, communicate, discuss, explain, and persuade to others. They also listen effectively what has been said, read effectively what has been read, speak effectively to a variety of audiences and write effectively to understand grammar, spelling, and punctuation.
b. Logical-Mathematical Intelligence
Logical-mathematical intelligence involves the ability to analyze problems logically. This intelligence is also related to the usage of numbers and mathematic thinking (Armstrong, 2000). It means that logical-mathematic intelligence is closely related to activities to count, classify and categorize.
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16 such as they learn by seeing and observing. They recognize objects, shapes, colors, and details. They also use visual image to get information and they enjoy drawing, painting, sculpting, or otherwise reproducing objects in visible forms.
d. Bodily-Kinesthetic Intelligence
Bodily-kinesthetic intelligence is the ability to use mental abilities to coordinate body movements (Armstrong, 2000). It means that the body movements are used to express the ideas and feelings.
According to Campbell and Dee Dickinson (1996: 68), they are some characteristics possessed by people who have high degrees of bodily-kinesthetic intelligence, such as they explore the environment and objects through touch and movements. They also enjoy learning experiences such as participating in role play, games, or physical exercises.
e. Musical Intelligence
Musical intelligence involves skill in the performance, composition, and
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17 that this intelligence asks people to be able to know other people well and build close relationship with the society.
According to Campbell and Dee Dickinson (1996: 160), they are some characteristics possessed by people who have high degrees of interpersonal intelligence, such as they are interested to interact with others. They perceive feelings, thoughts, motivations, behaviors, and lifestyles of others. They also understand and communicate effectively in both verbal and nonverbal ways.
g. Intrapersonal Intelligence
Intrapersonal intelligence refers to the ability to understand oneself, to appreciate one’s feeling, fears and motivations (Armstrong, 2000). It is the ability to understand who they are.
According to Campbell and Dee Dickinson (1996: 196, 231), they are some characteristics possessed by people who have high degrees of intrapersonal intelligence, such as they like to attempt to understand inner experience. They also
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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
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19 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-
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20 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.
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CHAPTER III METHODOLOGY This chapter discusses the detailed information about the methodology used
to accomplish the study. In this study, the writer answers two questions stated in chapter one. First, this study is intended to find out how a set of Multiple Intelligences based integrated materials for an extracurricular activity of the fifth grade students of Kanisius Kalasan Elementary School was designed. Second, this study is intended to present the design of a set of Multiple Intelligences based integrated materials for an extracurricular activity of the fifth grade students of Kanisius Kalasan Elementary School. These two problems are discussed into seven sections, namely methods, research participants, research instruments, data gathering techniques, data analysis techniques, and research procedures.
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22 The writer did not use all steps in R & D cycle. The writer only used research and information collecting, planning, developing preliminary form of product, preliminary field testing, and final product revision. The writer only used those steps because of the time limitation. This writer only designed the materials not implemented the materials.
1. Research and Information Collecting
In this stage, the writer aimed to gain the information by using three ways; review of related literature, interview & questionnaire. The first was review of related literature. Review of related literature was gathered from library survey. The second was an informal interview. The writer conducted an informal interview with the English extracurricular teacher of the fifth class of Kanisius Kalasan Elementary School. The informal interview was done to gather information related to the need analysis of the students and to support the data.
The third was questionnaire. The questionnaire was given to the students. The
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23 develop their interest but still considering the content of materials. In this study, the writer used Multiple Intelligences theory as the educational philosophy.
3. Developing Preliminary Form of Product
The writer made the preliminary form of the design by determining the teaching learning activities, resources, and intelligences being developed (Kemp, 1977). The writer found the sources of the materials from many books and internet. The writer also prepared the evaluation instruments, which were questionnaires.
4. Preliminary Field Testing
In this step, the writer distributed questionnaires to the English extracurricular teacher of Kanisius Kalasan Elementary School and two English lecturers of the English Language Education Study Program of Sanata Dharma University. They were asked to give their opinions whether they agreed with the designed materials or not. The writer also considered that to obtain valid feedback
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24 B. Research Participants In doing this study, the writer used two groups of participants. The first group was the fifth grade students of Kanisius Kalasan Elementary School. They were the participants in research and information collecting stage. The writer used purposive sampling. There were two classes namely class V A and class V B. The total numbers of students were 72 students. The second group was the English extracurricular teacher of Kanisius Kalasan Elementary School and two lecturers of the English Language Education Study Program of Sanata Dharma University. They were participants in preliminary field testing stage.
C. Research Instruments
In order to obtain the data, there were two instruments in this study. They were questionnaire and interview checklist.
1. Questionnaire
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25 According to Ary et al (1979:175), there were two types of questionnaires namely “structured or closed form” and “unstructured or open form”. In this study, the writer used closed form questionnaire in gathering data of participants’ needs and open form questionnaire in gathering respondents’ evaluation on the designed materials.
2. Interview Checklist
The writer conducted an informal interview with the English extracurricular teacher of Kanisius Kalasan Elementary School. The interview was conducted before designing the materials to obtain additional information. Several additional information that were gained through interview were the students’ needs and interest, the background and characteristics of the students, the teaching strategies and English learning, materials resources and evaluation, and problem faced by the students.
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26 Kalasan Elementary School and two lecturers of the English Language Education Study Program of Sanata Dharma University. The writer distributed the questionnaires after the writer had finished the designed materials.
E. Data Analysis Techniques
After the questionnaires were collected, the data were recorded. There were two important points to be discussed in the data analysis techniques. The analyses were conducted to know participants’ needs and evaluation on the design.
1. Participants’ Needs
The participants’ needs were reached by analyzing the questionnaires that were distributed in research and information collecting stage. The data gathered in the closed form were calculated by percentage. The result was obtained by dividing the number of the students who chose certain topic with the total number of the students, then multiplied by 100%.
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2. Evaluation on the Design
The data for the evaluation were divided into two categories. The first category was about the respondents’ opinions that were shown statistically. The second one was the respondents’ comments and suggestions that were explained in sentences.
a. Descriptive Statistics of Respondents’ Opinion on the Designed Materials
To calculate the data from questionnaires, the writer used three major measures of central tendency proposed by Brown and Rodger, namely: ”mean, median and mode” (Brown and Rodger, 2004:128). The mean, median and mode were usually used to describe the average performance among a group of scores.
The writer counted the mean of the respondents’ answers. The mean or average point ( X ) was obtained by counting the sum of the respondents’ answer ( ∑x) divided by the number of the respondents (N).
The formula was:
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28 1 = if the respondents strongly disagree with the statement 2 = if the respondents disagree with the statement 3 = if the respondents neither agree or disagree or the respondents do not know or doubt 4 = if the respondents agree with the statement
5 = if the respondents strongly agree with the statement
Table 3.1: The Format of Descriptive Statistic of the Respondents’ Opinions (blank)
No Statement Frequency of the Point of N Central Tendency Agreement
Mean Median Mode In the preliminary field testing, the data showed whether the designed materials were good and acceptable or not. The assessment of the mean is classified as follows:
0.0 X 2 = the designed materials were poorly designed
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29 F. Research Procedures In the following section, the writer discusses how the study was conducted.
The writer adopted the research procedure from the Research and Development cycle, Kemp’s and Yalden’s Model. The research procedures in this study were research and information collecting, planning, developing preliminary form of product, preliminary field testing, and final product revision.
1. Research and Information Collecting
This step could be considered as needs survey. The writer asked permission to conduct the study in Kanisius Kalasan Elementary School. After obtained the permission to do the study, the writer had an informal interview with the English extracurricular teacher. To know the students’ needs related to the Multiple Intelligences, the writer distributed questionnaires to the students.
2. Planning
The writer analyzed the data from the questionnaires and an interview
Having finished designing the materials, the writer conducted preliminary field testing. The preliminary field testing was conducted by distributing the designed materials and the second questionnaires to two lecturers of the English Language Education Study Program of Sanata Dharma University and the English extracurricular teacher of the fifth grade students of Kanisius Kalasan Elementary School in order to evaluate the designed materials.
The writer analyzed the results of the questionnaires. The writer revised and improved the designed materials based on the feedback from the respondents that was stated in the distributed questionnaire. The writer presented the final version of the designed materials. The final version of the designed materials was a set of Multiple Intelligence based integrated materials for an extracurricular activity of the fifth grade students of Kanisius Kalasan Elementary School.
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4. Preliminary Field Testing
5. Final Product Revision
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION This chapter describes the findings and discussion of the study and the
presentation of the designed materials. This chapter is divided into three main parts. The first part is the designing process of the Multiple Intelligences based integrated materials. The second part is the findings and discussion on the designed materials evaluation. The third part is the designed Multiple Intelligences based integrated materials for an extracurricular activity for the fifth grade students of Kanisius Kalasan Elementary School.
A. The Designing Process of the Multiple Intelligences Based Integrated
MaterialsThe writer applied seven steps in designing Multiple Intelligences Based
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a. Students’ Needs based on the Questionnaire
There were two classes namely class V A and class V B. The total numbers of students were 72 students. The raw data of the result of the questionnaire on the needs survey were presented in Appendix C.
From the result of needs analysis, 62.5% of the fifth grade students of Kanisius Kalasan elementary school liked listening activity, 41.66 % of them liked reading and writing, and only 29.16% of them who liked speaking. There was 51.39% of the students who thought that writing was the most difficult subject to learn, 15.27% of them met difficulties in grammar, 13.89% of them met difficulties in reading, 8.33% of them met difficulties in pronunciation. There was only 4.17% of them who met difficulties in listening and vocabulary, and 2.78% of them who met difficulties in speaking.
There was 62.5% of the students who said that they rarely learned English by using creative activities such as discussion, drawing, drama, singing, group