English instructional materials based on multiple intelligences theory for kindergarten students of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta - USD Repository
ENGLISH INSTRUCTIONAL MATERIALS
BASED ON MULTIPLE INTELLIGENCES THEORY
FOR KINDERGARTEN STUDENTS OF SEKOLAH NASIONAL
TIGA BAHASA BUDI UTAMA YOGYAKARTA
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
ABSTRACT
Octavia, Catherine Andriani 2009. English Instructional Materials based on
Multiple Intelligences Theory for Kindergarten of Sekolah Nasional Tiga
Bahasa Budi Utama Yogyakarta. Yogyakarta: English Language Education
Study Program, Sanata Dharma University.
This study was conducted to develop English instructional materials based on Multiple Intelligences Theory for kindergarten students of Sekolah Nasional
Tiga Bahasa Budi Utama Yogyakarta. This study concerned with two main
questions of the design, they were: (1) What is the appropriate English material design for Kindergarten of Sekolah Nasional Tiga Bahasa Budi Utama
Yogyakarta ? and (2) What are the influences towards the students’ learning?
This study was expected to facilitate kindergarten students with a variety of activities and games with joyful teaching techniques so that it helped the students develop their intelligences. Through this study, the researcher considered the child’s uniqueness and intelligences in learning when developed the materials, teaching techniques, and activities. Furthermore, every activity provided could help the students develop not only their dominant intelligences but also other intelligences.
The researcher also used some related literature reviews to achieve the balance correlation between the theory employed and the designed materials. In the theoretical review, the researcher discussed the steps to design English Instructional materials for kindergarten students. The designed materials in this study employed the adaptation of both Research and Development (R & D) cycle and Kemp’s Instructional Design Model.
In order to answer the first research question, the researcher used the adaptation of Kemp’s Instructional Design Model to develop the appropriate English instructional materials based on the analysis of the information and data
In collecting the data, the researcher distributed questionnaires and conducted interview. There were two objectives in gathering the data. First, it was aimed to assess learners’ needs through questionnaire. Second, it was aimed to evaluate the designed materials through questionnaire and informal interview.
ABSTRAK
Octavia, Catherine Andriani 2009. English Instructional Materials based on
Multiple Intelligences Theory for Kindergarten of Sekolah Nasional Tiga
Bahasa Budi Utama Yogyakarta. Yogyakarta: Program Studi Pendidikan BahasaInggris, Universitas Sanata Dharma.
Penelitian ini bertujuan untuk mengembangkan materi pembelajaran Bahasa Inggris berdasarkan teori inteligensi ganda bagi murid Taman Kanak- Kanak (TK) Sekolah Nasional Tiga Bahasa Budi Utama Yogayakarta. Di dalam penelitian ini ada dua rumusan pertanyaan, yaitu (1) Bagaimanakah bentuk pembelajaran Bahasa Inggris yang appropriate bagi murid Taman Kanak-Kanak Sekolah Nasional Tiga Bahsa Budi Utama Yogayakarta? Dan (2) Apa pengaruhnya terhadap pembelajaran mereka?
Penelitian ini diharapkan dapat memberi fasilitas kepada anak-anak TK dengan berbagai macam aktivitas dan permainan menggunakan metode pembelajaran yang mengasyikan sehingga dapat membantu anak-anak dalam mengembangkan inteligensinya. Dalam menyusun materi, metode, dan aktivitas pembelajaran ini, peneliti mempertimbangkan keunikan dan inteligensi yang dimiliki oleh setiap anak. Di samping itu, setiap aktivitas yang disediakan mampu membantu anak-anak tidak hanya dalam mengembangkan inteligensi dominannya tetapi juga aspek inteligensi yang lainnya.
Peneliti juga memanfaatkan beberapa buku pendukung guna mencapai keselarasan teori dengan materi yang dikembangkan. Pada theoretical review, peneliti membahas tentang langkah-langkah dalam menyusun materi pembelajaran. Materi pembelajaran yang telah disusun dalam penelitian ini menggunakan metode Research and Development (R & D) dan Kemp’s Instructional Design Model.
Untuk menjawab pertanyaan pertama dalam penelitian ini, peneliti menggunakan adaptasi model pengembangan pembelajaran dari Kemp’s untuk dikembangkan. Kemudian yang terakhir adalah Activity, dimana intelegensi visual spasial, logika-matematika, dan intrapersonal anak dikembangkan.
Pengumpulan data penelitian ini dilakukan dengan cara membagi kuesioner dan melakukan wawancara. Tujuan dari pengumpulan data tersebut ada dua, yaitu untuk mendapatkan informasi mengenai kebutuhan siswa dalam belajar bahasa Inggris dan untuk mengevaluasi materi pembelajaran yang telah disusun.
ACKNOWLEDGEMENTS
First of all I would like to express the greatest thank to my Almighty God for His endless blessing in my life. Many people have given great contribution for the completion of my undergraduate thesis and my study in Sanata Dharma University. My deep gratitude goes to Sanata Dharma University that has given me opportunity to learn many things especially about English education. As well for my academic advisor, Drs. Concilianus Laos Mbato, M.A. and all of my English Language Education Study Program lecturers who are so qualified, patient, and sincere in guiding me to learn English.
I would like to express my sincere gratitude to my thesis advisor,
Gregorius Punto Aji, S.Pd., M.Hum. for his guidance, precious time and
criticism for my thesis. Without his help, this thesis would not be a complete one.My deep gratitude goes to Sekolah Nasional Tiga Bahasa Budi Utama
Yogyakarta and to all my beloved teachers for giving me a chance to conduct
some researches that support the completion of my thesis.My deepest thanks go to my beloved parent, Ferry and Christina for their everlasting love, support, sacrifice, and prayer so I can accomplish my
Finally, I would like to thank again to Almighty God for granting me such a merciful blessing of letting me have them all (mentioned or not mentioned above) in my lifetime. May God’s blessing of happiness, love, peace, and healthiness are always with them.
Catherine Andriani Octavia
TABLE OF CONTENTS
Page
TITLE PAGE ................................................................................................ i
APPROVAL PAGES ..................................................................................... ii
STATEMENT OF WORK’S ORIGINALITY ........................................... iv
ABSTRACT ................................................................................................... v
ABSTRAK ....................................................................................................... vii
ACKNOWLEDGEMENTS .......................................................................... ix
TABLE OF CONTENTS .............................................................................. xi
LIST OF TABLES ........................................................................................ xiv
LIST OF FIGURES ...................................................................................... xv
LIST OF APPENDICES .............................................................................. xvi
CHAPTER I. INTRODUCTION A. Research Background ...................................................................
1 B. Research Area Limitation ...........................................................
4 C. Research Problems .......................................................................
5 D. Research Objectives .....................................................................
5 E. Research Benefits ........................................................................
5
c. How Childern Learn ..........................................................
15 4. Multiple Intelligences Theory .................................................
18
5. The Application of Multiple Intelligences Theory to Kindergarten Classes .............................................
25 a. Verbal-Linguistic Intelligences .........................................
25 b. Mathematical-Logical Intelligences ..................................
26 c. Visual-Spatial Intelligences ..............................................
27 d. Musical Intelligences ........................................................
28 e. Bodily-Kinesthetic Intelligence ........................................
29 f. Interpersonal Intelligence ..................................................
29 g. Intrapersonal Intelligence ..................................................
30 B. Theoretical Framework .................................................................
31 CHAPTER III. METHODOLOGY A. Research Method ...........................................................................
35
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. The Appropriate Materials Design for Kindergarten Students of
Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta .............
48 1. Goal, Topic, General Purposes ................................................
49 2. Learners’ Characteristic ..........................................................
51 3. Learning Objectives and Subject Content ...............................
52 4. Teaching-Learning Activities ..................................................
54 5. Material Evaluation and Revision ...........................................
56 B. Influences towards students’ learning ...........................................
60 CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ...................................................................................
63 B. Suggestions ...................................................................................
65 REFERENCES ..............................................................................................
68
LIST OF TABLES Page Table 2.1 Gardner’s Multiple Intelligences ....................................................
20
39 Table 3.1 The Description of the Respondents in the Needs Analysis ……...
Table 3.2 The Description of the Respondents in Product Verification …….40 Table 3.3 The Descriptive Statistic of the Respondents’ opinion …………...
44 Table 4.1 The Description of the Respondents in the Needs Analysis ……...
49 Table 4.2 Statement of Basic Competence, and Themes .................................
50 Table 4.3 Statement of Basic Competence, Themes, Topics, and Indicators ..
52 Table 4.4 Teaching-Learning Activities ..........................................................
55
56 Table 4.5 The Description of the Respondents in the Product Verification …
56 Table 4.6 The Result of the Product Verification ……………………………
LIST OF FIGURES Page Figure 2.1 Kemp’s Instructional Design Model ..............................................
10 Figure 2.2 The Writer’s Theoretical Framework Steps ...................................
34 Figure 3.1 Correlation between the adaptation of R & D and Kemp’s Model
38
LIST OF APPENDICES
Page Appendix A : Questionnaire for Needs Analysis ............................................
71 Appendix B : Questionnaire for Evaluation on the Designed Material ..........
76 Appendix C : The Result of the Needs Analysis .............................................
79 Appendix D : Theme-Based Syllabus .............................................................
84 Appendix E : Presentation of English Instructional Design Material ............
89 Appendix F : Teacher’s Manual .....................................................................
90 Appendix G : Lesson Plan ...............................................................................
91
CHAPTER I INTRODUCTION This section provides background information of this study. It consists of Research Background, Research Area Limitation, Research Problem, Research Objectives, Research Benefits, and Definition of Terms. A. Research Background People realize that English takes an important role when they deal with
other people around the world. As Indonesians do, they really want to learn English so that they will not be left behind. That teaching English as a Foreign Language to children has grown dramatically in Indonesia makes many parents send their children to learn English as early as possible.
The phenomenon above mirror on the emerging of many preschools which provide English as one of their essential subject matters. They want their
Teaching young learners is a rewarding and enjoyable experience, but it is also challenging and often frustrating. Children’s enthusiasm and energy are enormous, but their attention span is very short. In this case, teachers are expected to be able to manage the materials and method interestingly so that the children will not get bored and learn well. In addition, they should realize that every child is unique and has intelligences.
According to Gardner, a researcher from Harvard University (1993), there are eight intelligences in human: Linguistic Intelligence, Logical- mathematical Intelligence, Spatial Intelligence, Bodily-kinesthetic Intelligence, Musical Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence, and Naturalist Intelligence. He also added that every child has many ways to learn and to be smart. Therefore, it is possible for teachers to consider and set the intelligences in every lesson. By utilizing the children’s multiple intelligences, teachers can help each child learn optimally through his/her predominant
In this school, the three languages -Indonesian, English, and Mandarin- are given everyday in class, including in kindergarten classes. It means that language learning is more effective comparing to most of the preschools in Yogyakarta. Therefore, the English teachers should teach and prepare lesson plans including the materials and teaching methodologies well.
Since there is no English Language curriculum for kindergarten students, the teachers adapt and compose it appropriately from the national curriculum –
Kurikulum Tingkat Satuan Pendidikan- in that school so that it could be
implemented well in syllabus, lesson plan, and in class finally. Nevertheless, the problem is that teaching resources and information on teaching methods and techniques are limited for both learners and teachers. Furthermore, there are limited English resource books as references that support teaching-learning activities especially for kindergarten students. That problem brings effect to the teachers’ preparation and planning before teaching. The teachers often get activation of children’s multiple intelligences and enrich teaching learning activities. It is expected that the English instructional materials the researcher developed can help the teachers in achieving the learning objectives which refer to multiple intelligences theory. In addition, it can also help to overcome the teachers’ confusion in preparing appropriate materials.
Second, the researcher believes that everyone has all kinds of intelligences but they are not at the same portion. It can also be said that not all children show the same intelligence profile, nor do they share the same interests. Therefore, the researcher develops English instructional materials based on the Multiple Intelligences theory to help children in learning by involving eight different ways of learning to give them abundant opportunities to experience their learning. According to Dickinson (1996), when children have an opportunity to learn through their strengths, they may become more successful in learning.
C. Research Problems
Based on the discussion stated above, there were two questions that were going to be analyzed. The formulated questions are as follows:
1. What is the appropriate design of English instructional material for Kindergarten of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta?
2. What are the influences of the design towards the students’ learning?
D. Research Objectives
The objectives of the study can be stated to answer the problems formulated :
1. To develop the appropriate English instructional material based on multiple intelligences theory for Kindergarten Sekolah Nasional Tiga
Bahasa Budi Utama Yogyakarta.
2. To know the influences towards students’ learning.
2. The students in Kindergarten level B (TK B) Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta
Hopefully, this study would help the students in learning English by triggering and using the other intelligences to support language learning.
3. The teachers in Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta
The designed materials in this study would be used as references for teachers in teaching English in kindergarten level.
4. Further researchers
This study would also be helpful for other researchers who conduct research on the area of developing English instructional materials. It can be useful source for those who intend to design English instructional materials so that they can develop more effective and appropriate design especially for kindergarten students.
F. Definition of Terms
has been designed based on the procedures of instructional design plan from Jerrold E. Kemp (Kemp, 1997) and educational research and development from Borg and Gall (Borg and Gall, 1983) that are combined to find out the target needs and the solution for the existing problems.
3. Multiple Intelligences
The theory of multiple intelligences was developed by Dr. Howard Gardner. One of the most remarkable features of this theory is how it provides eight different potential pathways to learn in children and adults. These eight intelligences are Linguistic Intelligence, Logical-mathematical Intelligence, Spatial Intelligence, Bodily-kinesthetic Intelligence, Musical Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence, and Naturalist Intelligence (Amstrong, 1998 ).
The theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning when a teacher
CHAPTER II LITERATURE REVIEW This section includes theories and concepts that support this study. It consists
of two parts; the first part is the Theoretical Description which concerns with the review of related literature and the second part is the Theoretical Framework.
A. Theoretical Description
Theoretical description discusses Theories of Instructional Design Models according to Kemp, Foreign Language Teaching to Very Young Children, Early Childhood’s Characteristics, Theory of Multiple Intelligences, and The Application of Multiple Intelligences Theory to Kindergarten Classes.
1. Kemp’s Instructional Design Models
Instructional design must take into account some principles of human
There are several instructional program design models. However, the researcher adapts Kemp’s model because it mostly fits to be applied to develop English instructional materials in this study.
According to Kemp (1979, p.8), “instructional design is the process of systematic planning that establishes a way to examine instructional problems and needs, sets a procedure for solving them, supplies, applies them and then evaluates the results”. Kemp also argues that the instructional design plan is designed to supply answers to the three questions which can be considered the important elements of instructional technology. Those are, what to learn (objectives), what procedures and resources work best to reach the desired learning levels (activities and resources), and how we know when the required learning has taken place (evaluation).
The model proposed by Kemp has eight parts as follows:
1. Consider goals, and then lists the topics and states the general purposes for teaching each topic.
2. Enumerate the important characteristics of the learners for whom the instruction is
6. Select learning or teaching activities and instructional resources that will treat the subject content so that the students will accomplish the objectives.
7. Coordinate support services such as budget, personnel, facilities, equipment and schedules to carry out the instructional plan.
8. Evaluate students’ learning in terms of their accomplishment of objectives; with a view to reviewing and reevaluating any phases of the plan that need improvement.
The Kemp’s diagram of steps can be seen as follows:
Revision
Learner Character- istics LearningObjectives Evaluation Support Services
Goal,
Topic, and
General
Purposes Additionally, Kemp’s instructional model is a flexible process. There is interdependence among the eight elements: decisions related to one can affect others.
Therefore, the benefit of using Kemp’s model is that it can be applied for an instructional unit or for a single subject. The design can begin with any element.
2. Foreign Language Teaching for Young Learners
In Indonesia, English is considered as a foreign language. According to Broughton, et al., English as a foreign language (EFL) means the language that is taught in school, often widely, but it does not play an essential role in the national or social live. People rarely use English for their daily communication.
Regarding that fact, teaching English in Indonesia, especially for children, needs greater attention since English is rarely used in their environment. An English teacher is supposed to be able to create a good atmosphere to make the children feel familiar with English. Therefore, related with this study of developing English instructional material for kindergarten students, there are some objectives in teaching
The acquisition of a language, especially a foreign language, is best to be learned in early ages. The best age to start learning foreign language is between 4 – 10 years old since around those ages, the children are still in the period of golden age where their ability in acquiring foreign languages is better. In addition, related to the language learning, it is argued convincingly that the younger the children start studying a foreign language, the more likely it is that the children will achieve native- speaker proficiency.
Teaching children is different from teaching adults. The children always need individual attention. They have great curiosity. As a fact, young children do not come to the language classroom empty-handed. They bring with them an already well- established set of instincts, skills and characteristics which will help them to learn another language (Halliwell, 1992:3). Therefore, the method in teaching foreign language for children should be appropriate to their characteristics and ability.
3. Early Childhood’s Characteristics
younger minds are more open to learning or simply because learners have longer to acquire the language. As a fact, young children do not come to the language classroom empty-handed. They bring with them an already well-established set of instincts, skills and characteristics which will help them to learn another language (Halliwell, 1992:3)
Gagne and Briggs (1975: 35) identify the children aged 4-6 years old are already very good at interpreting meaning necessarily understanding the individual words, already have great skill in using limited language creatively, frequently learn indirectly rather than directly, able to take great pleasure in finding and creating fun in what they do, and have already imagination.
b. Cognitive Development
Children do not think the same way as adults. According to Piaget as stated in Brown (1994: 60), there are four stages of development of cognitive processes. One of these processes is equilibration. Equilibration means the overall information outside the world and progress in information processing (Levin, 1983: 157). In order to acquire those forms, a child should go through the stage of development.
Piaget, as stated by Smith (1979:92), divides four major stages of cognitive development, they are sensorimotor, preoperational, concrete operational, and formal operational.
The first of Piaget’s stages of cognitive development is the sensorimotor period, which extends from birth until about the age of two. In this stage, infants understand the world through the overt actions performed on it. They recognize the surrounding through appearance, sound, and touch of object to one another.
They also begin to make use of imitation, memory, and thought in a very simple way.
The second stage is preoperational period. Children who are in the stage of preoperational are usually between the ages of two until seven. The preoperational child’s thought is characterized by newly emerging ability. It
Their thought is also characterized by the dominance of perception over reasoning and by egocentrism, centration, and inability to follow transformations, and inability to solve conservation problems. In fact, they are able to think more logically than children in the sensorimotor stage but they are still in semi logical way of thinking.
The third stage is concrete operational which usually occurs between the ages of seven until eleven. During these years, the child develops the ability to apply logical thought to concrete problem at present. It means that during this stage, the child evolves logical thought processes that can be applied to the existed problem. Concrete operational children cannot apply logical thought yet to problems that are hypothetical, purely verbal, or abstract. If they are presented with a purely verbal problem, they are unable to solve it correctly.
Then the last stage of cognitive developments is formal operations. Children who have reached the developmental stage of formal operational are generally around the age of eleven until sixteen years old. Their cognitive he/she will learn (Foster and Headley, 1959: 12). Experts in Psychology and language learning and teaching have argued that the earlier we learn language, the more successful we will be.
According to Kolesnik (1976: 2), environment plays an important role in child’s learning process. Montessori as quoted by Curtis (1998: 6) also believes that children learn from their own spontaneous activities and therefore, a well-prepared environment is so important. She considered that every child is a unique and is affected by the society and the environment, and also the child is able to develop their own natural potential.
Related to language learning, psychologists have made a lot of contribution to the understanding of language learning theory. One of the arguments is that a critical period for foreign language acquisition occurs around puberty. In around puberty, the brain lateralization – certain functions are assigned to the part of the brain – is completed (Lenneberg, cited in Brown, 1987:43). He says that brain lateralization begins in children around the age of two and is completed around puberty. During true. The exercises should be pleasurable and fit with their characteristics. Moreover, children should be given an opportunity to relate what they learn, see, and know continually in a pleasure way in order to motivate them in learning. It is clear, therefore, that a child’s interaction with his / her physical and social environment is significant to both intellectual and language development as well.
Nissani (1993) also argued that children are encouraged to become involved in purposeful and creative activities with other children, to make major choices among hands-on learning activities, to initiate and accomplish self-motivated tasks in a rich environment, and to construct knowledge at their own individual pace by discovering and engaging in open-ended activities that reflect all areas of their development. It tends to be highly student centered and keeps children’s developmental needs in mind by allowing them to learn at their own pace and in their own learning styles. It involves a great deal of creativity on the part of the teacher, who continually develops ways for children to interact in hands-on tasks and activities in which they may construct their own meaning through interaction. Children do not shut themselves off from the strange, confused, complicated world around them. They observe it closely, sharply, and tries to take it all in.
3. Experimental Children do not merely observe the world around them but taste it, touch it, even break it. To find out how reality works, they work on it.
4. Bold Children are not afraid of making mistake.
5. Patient Children can tolerate confusion, ignorance, and suspense. They do not have to have instant meaning in any new situation. They are willing and able to wait for meaning to come to them even if it comes very slowly.
From the explanation about the children’s characteristics, it is known that they are different from adult in the way of learning something. Therefore, it is crucial for kindergarten teachers to analyze children’s characteristics and fix them in the lesson so that the learning experiences can run smoothly and meaningful.
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence.
One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty in reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning (http://www.thomasarmstrong.com/multiple_intelligences.htm). It suggests that teachers be trained to present their lessons in a wide variety of ways using music,
(1993) believes that everyone has different cognitive strengths. Children’s different strengths may influence how they make sense of the world.
There are several key points in multiple intelligences theory. First, every individual possesses all eight intelligences. Some individuals possess higher level of certain intelligences than others do but the most important thing is that most of us are highly intelligent in some, modestly intelligent in some, and underdeveloped in the rest (Amstrong, 1994). Second, most people can develop each intelligence to a certain intelligence by instruction and encouragement (Amstrong, 1994). Third, intelligence usually works together in complex ways. They always interact one another (Amstrong, 1994). Fourth, there are many ways to be intelligent within each category.
There is a great diversity of ways in which individuals can show their intelligence (Amstrong, 1994).
The following table describes briefly about Gardner’s theory of multiple intelligences: memorizing dates, thinking in words memorize, work at puzzle discussing, and debating
Virginia Wolf, Abraham Lincoln
Logical- mathematical math, reasoning, logic, problem solving, patterns solve problem, questions, work with numbers, experiments working with patterns and relationships, classifying, categorizing, working with the abstract
Albert Einstein, John Dewey, Susanne Langer
Visual-Spatial reading maps, design, draw, working with Pablo
Bodily- athletic, move around touching, moving, Charlie kinesthetic dancing, acting, touch and talk, processing Chaplin, craft, using body language knowledge Martina tools through bodily Navratilova, sensation Magic
Johnson Music singing, picking sing, hum, rhythm, melody, Leonard up song, play an singing, listening Bernstein, remembering instrument, to music and Wolfgang melodies, listen to music melodies Amadeus, rhythm
Mozart, Ella Fitzgerald
Interpersonal understanding have friends, sharing, Mohandas
Intrapersonal understanding self, recognizing strength and weaknesses, setting goals work alone, reflect, pursue interest working alone, doing self-paced project, having space, reflecting
Eleanor Roosevelt, Sigmund Freud, Thomas Merton
Naturalist understanding nature, making distinctions, identifying flora and fauna
Be involved with nature, make distinctions working in nature, exploring living things, learning about plants and natural events
John Muir, Charles Darwin, Luther Burbank
Table 2.1 Gardner’s Multiple Intelligences(Taken from: Developing Students’ Multiple Intelligences by Kristen Nicholson- Nelson. 1998: 13)
Using multiple intelligences as a model of practice has the possibility to accommodate all students’ way of learning and diversity of their experience. Students possess multiple intelligences. In this case, the role of the teacher is important from the beginning of the process to the end. Teachers are the central of the establishment of a classroom culture. Additionally, social interaction in class is the core of teaching and learning. Therefore, it is possible for teacher to accommodate every lesson to all the intelligences and learning styles of the students (Brualdi, 1998). The teacher can show students how to use their predominant intelligences to aid them in understanding.
Teachers then become curriculum developers, lesson designers and analysts, activity finders, or investor, and most critically orchestrators, or a rich array of multi- sensory activities within the realistic constraints of time, space, and resources of the classroom. They have a role that is not only to improve the second language abilities of the students but become major contributors to the overall developments of the students’ intelligences (Christison, 1999:12).
5. The Application of Multiple Intelligences Theory to Kindergarten Classes
The theory of multiple intelligences helps children succeed on their own terms. Therefore, forget the standard I.Q. meaning of genius then understand that each child will be a genius in a very different way from another child.
There are seven description of multiple intelligences of children written by May Lwin, Adam Khoo, Kenneth Lyen, Caroline Sim in their book How to Multiple
your Child’s Multiple Intelligences (2003), and the appropriate activities for each
intelligence.a. Verbal-Linguistic Intelligence
Verbal-Linguistic intelligence refers to the ability to form thoughts clearly and be able to develop these competently through words to express these thoughts in speech, reading, and writing. It involves sensitivity of spoken and written language. A person with high verbal language will not only display a sound command of the language, but also be able to tell stories, debate, discuss, interpret, report, and undertake a variety of other verbal and writing related tasks.
b. Mathematical-Logical Intelligence
Mathematical-Logical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
The importance of Mathematical-Logical intelligence is to enhance logic and strengthen reasoning skills, to discover the working of patterns and relationship, to enhance number sense, to develop problem solving skills, to improve ability to classify and categorize, and to enhance memory.
To enhance Mathematical-Logical intelligence, there are some activities like working with patterns, practicing and solving math problem, experimenting and developing a sense of science, using computer, and playing logic and strategy games. The activities for working with patterns can be shaping connection, collecting things in the bag, making fruit sticks, and so forth. Then for practicing and solving math geometric shapes, colors, and movement with the help of many commercially available CD-ROMs with mathematical programs.
Furthermore, the activity like playing simple logic games through story telling with children can encourage them to predict what will happen next in the play or story. The example of logic games are puzzle center, mystery story with a riddle, little riddles, and so forth.
Children are subconscious learners and can perceive patterns and sequences around us from a young age. Therefore, decorate the wall at home with posters depicting different patterns, shapes, and colors.
c. Visual-Spatial Intelligence
Visual-Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas. The importance of Visual-Spatial is to enhance creativity, to boost memory power, to develop higher-order thinking and problem solving skills, to achieve peak performance, and to help them express feelings and emotions.
Moreover, the exercises that can get the children start in exploring and developing their inner artist are learning about color, tracing drawings, doing guided drawing, learning how to draw anything well, and working on picture together. Some games and activities such as playing play dough, building blocks, and making paper origami can also be used to help children in this area of intelligences.
d. Musical Intelligence
Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. The importance of this intelligence is to enhance creativity and the imagination, to improve intelligences, to boost memory skills, and to help to teach other intelligences.
The activities that can stimulate children’s musical intelligence are exposing children to a varied selection of musical pieces by listening to instrumental music, making musical list, or making tune composition. Furthermore, encouraging rhythmic and movement activities such as dancing to various rhythms and beats as well as developing their motor coordination, singing and doing action song and acting along
e. Bodily-Kinesthetic Intelligence
Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Gardner sees mental and physical activity as related.
The importance of bodily-kinesthetic intelligence is to enhance psycho-motor abilities, to enhance social skills, to build confidence and self-esteem, to lay the foundations for a sporty lifestyle, and to improve health. Furthermore, the activities that can enhance this areas of intelligence are shorting shapes, colors, and patterns, moving according to the music, imitating animals, balancing on the line or beam, playing basketball, playing ‘Simon Says’, and so forth.
f. Interpersonal Intelligence
Interpersonal intelligence concerns with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. The importance of interpersonal intelligence is to become a socially-conscious and well-adjusted adult, to be successful in job, and to develop
g. Intrapersonal Intelligence
Intrapersonal intelligence is the intelligence of the self. It is the ability to understand oneself, to appreciate one's feelings, fears and motivations. People who are high on this area tend to be deep thinkers. They reflect on what they have done and continually make self-assessments. They are in touch with their thoughts, ideas, and dreams, and their also have the ability to direct their own emotions in such a way as to enrich and guide their own lives (Lwin.et al., 2003:241)
The importance of this intelligence is to develop a strong sense of self that leads to emotional stability, to control and direct emotions, to be self-directed and motivated, and to develop a high self-esteem.
Additionally, the activities that can enhance this area of intelligence are involving the children in building their sense of identity and uniqueness like playing fingerprint for instance; building self-esteem through giving a trust for an important job, praising the child when he/she deserves it, and getting the children to try a new thing.
B. Theoretical Framework
In this section, the writer illustrates the theories reviewed and presents the steps in designing the instructional materials of this study. The materials design in this study employ Kemp’s Instructional Design Model. The writer decided to adapt some steps in designing materials that will be simplified below:
1. Conducting Needs Analysis
It is necessary to have a need analysis as a preceding step in order to state the goal, topics, and general purposes. In this step, the researcher conducts needs analysis to gain the information about learners’ purposes and needs in learning English. This survey research is done through questionnaire and interview.
2. Stating Goal, Topics, and General Purposes
Identifying goals is essential, as all educational programs are based on stated goals. In this study, the writer sets and adapts the goal and general purposes from
Kurikulum Tingkat Satuan Pendidikan because English has not been considered as a needs, and interests, as well as learners’ academic factors, social factors, learning condition, and learning styles. In this study, the writer identifies the important characteristics of the children, for whom the instructional materials to be designed. In this case, kindergarten students are the object of this study. They like playing, moving, and singing (Depdiknas, 2006). Gardner (1993) said that there may be a wide range of cognitive and physical abilities in the classroom.
4. Stating Learning Objectives
Learning objectives have to be stated in terms of activities that will best promote learning. The objectives should indicate exact and measurable behavioral objectives. On the other hand, this step describes the indicators of what the learners should be able to achieve in every meeting. In this study, the writer uses the term ‘indicator’ as a term in Kurikulum Nasional to replace the term ‘objective’ in Kemp’s model.
6. Selecting Teaching-Learning Activities
The teaching-learning activities and resources must treat the subject contents and motivate students to be able to accomplish the objectives. These activities and resources can be in the forms of printed materials, audiovisual media, or other items for group and individual uses. The teaching-learning activities aim to enhance the learners’ competence and should be appropriate for children phases and children development (Depdiknas, 2006). In this study, the idea of arranging teaching-learning activities is based on the multiple intelligences theory, which covers eight intelligences.
7. Evaluating
The evaluation is conducted to observe the students’ learning process, especially to know whether the objectives have already been achieved. It is also important to evaluate the whole material design so that any necessary adjustment can be made.
The writer’s theoretical framework steps are presented in Figure 2.2 below:
Conducting Needs Analysis Stating Goal, Topics, and General Purposes Identifying Learners’ Characteristics Stating Learning Objectives Organizing Subject Content Selecting Teaching-Learning Activities