Designing integrated English materials based on multiple intelligences theory for the fourth grade students in SD Kristen 2 Sumberejo Klaten - USD Repository
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DESIGNING INTEGRATED ENGLISH MATERIALS BASED
ON MULTIPLE INTELLIGENCES THEORY FOR THE FOURTH
GRADE STUDENTS IN SD KRISTEN 2 SUMBEREJO KLATENA SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Agung Tri Nugroho
Student number: 071214089
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
DESIGNING IN ON MULTIPLE I GRADE STUDEN
Prese
ENGLISH DEPARTM FACULTY
G INTEGRATED ENGLISH MATERI
LE INTELLIGENCES THEORY FORDENTS IN SD KRISTEN 2 SUMBEREJ
A SARJANA PENDIDIKAN THESIS
esented as Partial Fulfillment of the Requirement to Obtain the Sarjana Pendidikan Degree in English Language Education
By Agung Tri Nugroho
Student number: 071214089
H LANGUAGE EDUCATION STUDY PRO
TMENT OF LANGUAGE AND ARTS EDUC
TY OF TEACHERS TRAINING AND EDUC
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
TERIALS BASED OR THE FOURTH MBEREJO KLATEN
ents
ROGRAM UCATION UCATION PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DESIGNING I ON MULTIPLE GRADE STUDEN
Prese
ENGLISH DEPARTM FACULTY
G INTEGRATED ENGLISH MATERI
LE INTELLIGENCES THEORY FORDENTS IN SD KRISTEN 2 SUMBEREJ
A SARJANA PENDIDIKAN THESIS
resented as Partial Fulfillment of the Requireme to Obtain the Sarjana Pendidikan Degree in English Language Education
By Agung Tri Nugroho
Student number: 071214089
ISH LANGUAGE EDUCATION STUDY PRO
TMENT OF LANGUAGE AND ARTS EDU
TY OF TEACHERS TRAINING AND EDUC
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
TERIALS BASED OR THE FOURTH MBEREJO KLATEN
ments
ROGRAM UCATION UCATION PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
“Take therefore no thought for the morrow: for the morrow shall take thought for the things of itself.
Sufficient unto the day is the evil thereof.” Matthew 6:34
This thesis is dedicated to: My Lord Jesus Christ My late father, Kuwatno
My mother, Endang Palupi My sisters, Yulianti Kurniawati and Rita Oktora
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Nugroho, Agung Tri. 2012. Designing Integrated English Materials Based on
Multiple Intelligences Theory for the Fourth Grade Students in SD Kristen 2
Sumberejo Klaten . Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
The purpose of this study was to design integrated English materials based on the multiple intelligences theory for the fourth grade students of SD Kristen 2
Sumberejo Klaten. There were problems that occurred in the school. The amount of
English books in the school was limited. Another problem was the fourth grade students had difficulties in learning English especially in vocabulary memorization. There was also a benefit of students’ non academic abilities. The English teacher of the school applied learning activities that could involve students’ multiple intelligences.
This study was aimed at answering two problem formulations. The first problem was “How are integrated English materials based on multiple intelligence theory for the fourth grade students in SD Kristen 2 Sumberejo Klaten designed?” The second problem was “What do integrated English materials based on multiple intelligence theory for the fourth grade students in SD Kristen 2 Sumberejo Klaten look like?”
The research method applied in this study was Research and Development (R&D). There were five major steps in the R&D method. The steps were research and information collecting, planning, developing preliminary form of product, preliminary field testing, and main product revision. In order to answer first problem, the writer adapted Kemp’s and Dick’s instructional design model. The model was conducting needs analysis; listing topics, stating goals, and stating learning objectives; listing subject content; selecting teaching-learning activity and learning sources; developing syllabus; evaluating materials; and revising materials. The writer also applied Indonesia’s Ministry of Education regulations on Panduan
Penyusunan Kurikulum Tingkat Satuan Jenjang Pendidikan Dasar dan Menengah.
In order to answer second problem, the writer applied theories such as characteristics of young learners, principles of young learners’ learning, multiple intelligences, and developing syllabus.
The materials consisted of four units. The design is for grade four of elementary school in semester one. The writer distributed questionnaire to respondents in order to check the feasibility of the materials. The result showed that the ranges of the mean were in 3.3 – 4.3 points which mean the materials were acceptable. The writer expected this study can be a reference for teaching English in elementary school and a reference for conducting similar study.
Keywords: design, integrated English materials, multiple intelligences, fourth grade students
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ABSTRAK
Nugroho, Agung Tri. 2012. Designing Integrated English Materials Based on
Multiple Intelligences Theory for the Fourth Grade Students in SD Kristen 2
Sumberejo Klaten . Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.
Tujuan penelitian ini untuk menyusun materi Bahasa Inggris terintegrasi berdasarkan teori kecerdasan multiple untuk siswa kelas empat SD Kristen 2 Sumberejo Klaten. Ada permasalahan yang terjadi di sekolah. Jumlah buku Bahasa Inggris di sekolah terbatas. Masalah yang lain adalah siswa kelas empat sulit belajar Bahasa Inggris khususnya dalam mengingat-ingat kosakata. Ada juga keuntungan dari kemampuan non-akademik siswa. Guru Bahasa Inggris sekolah tersebut menerapkan aktivitas belajar yang melibatkan kecerdasan multiple siswa.
Penelitian ini bertujuan untuk menjawab dua rumusan masalah. Masalah yang pertama adalah “Bagaimana materi Bahasa Inggris terintegrasi berdasarkan teori kecerdasan multiple untuk siswa kelas empat SD Kristen 2 Sumberejo Klaten disusun?” Masalah yang kedua adalah “Seperti apa materi Bahasa Inggris terintegrasi berdasarkan teori kecerdasan multiple untuk siswa kelas empat SD Kristen 2 Sumberejo Klaten?” Penelitian ini menerapkan metode Research and Development (R&D). Terdapat lima langkah utama dalam R&D. Langkah tersebut antara lain penelitian dan pengumpulan informasi, perencanaan, pengembangan produk awal, pengujian awal dan evaluasi produk. Untuk menjawab masalah pertama penulis mengadopsi model disain pembelajaran dari Kemp dan Dick yaitu melaksanakan analisa kebutuhan; merumuskan topik, tujuan umum, dan tujuan khusus pembelajaran; menyusun isi materi; memilih aktivitas belajar mengajar dan sumber belajar; mengembangkan silabus; mengevaluasi materi; dan memperbaiki materi. Penulis juga menerapakan peraturan Menteri Pendidikan Nasional Indonesia tentang Panduan Penyusunan Kurikulum Tingkat Satuan Jenjang Pendidikan Dasar dan Menengah. Untuk menjawab masalah kedua penulis menerapkan teori lain seperti karakter anak-anak, prinsip belajar anak-anak, kecerdasan multiple, dan pengembangan silabus.
Materi yang disusun terdiri dari empat unit. Materi ini digunakan untuk kelas empat sekolah dasar pada semester pertama. Penulis mendistribusikan kuosioner kepada partisipan-partisipan untuk uji kelayakan materi. Hasil uji menunjukkan bahwa nilai rataan berkisar antara 3.3 – 4.3 yang berarti materi yang disusun sudah layak. Penulis mengharapkan penelitian ini dapat digunakan sebagai referensi untuk mengajar Bahasa Inggris di sekolah dasar dan untuk melaksanakan penelitian serupa.
Kata kunci: disain, materi Bahasa Inggris terintegrasi, kecerdasan multiple, siswa kelas empat sekolah dasar
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ACKNOWLEDGEMENTS
My greatest gratitude goes to Jesus Christ. Because of His blessing, I can finish my thesis entitled Designing Integrated English Materials Based on Multiple Intelligences Theory for the Fourth Grade Students in SD Kristen 2 Sumberejo Klaten.
In finishing my thesis, I faced many obstacles and difficulties. However, these problems could be solved because of others’ help. Firstly, I thank my thesis advisor, Veronica Triprihatmini, S.Pd., M.Hum., M.A., who has guided me in finishing my thesis. I thank her for her willingness to help me solve the difficulties in finishing my thesis and for her time in every thesis consultation. I also thank
Christina Kristiyani, S.Pd., M.Pd., Yuseva Iswandari, S.Pd., M.Ed., and
Prasetyanto Adi Wibowo for the willingness in evaluating the designed materials.
I thank the headmaster of SD Kristen 2 Sumberejo Klaten, Suprihyem, S.Pd., for the permission that I could do my research in the school.
I thank my late father Kuwatno and my mother Endang Palupi for their never-ending love for me. I thank also my older sisters Yulianti Kurniawati and
Rita Oktora for their love and support to me.
I address my thanks to my friends Siska, Noti, Anti, Tika, Ika, Lita,
Rani, Rista, Mahisa, Yosa, Banu, Alfon, Mita, Indah, Khares, Nisa, Triana,
Wening, Santi, and Rina. I thank for every moment we spent together in PBI.PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
I address my special thanks to Nana, who has been coloring my life with everything we have shared together. Finally, I thank everyone, whose name cannot be mentioned here, for helping me finish my thesis.
Agung Tri Nugroho
TABLE OF CONTENTS
Page TITLE PAGE ................................................................................................. i APPROVAL PAGE ....................................................................................... ii DEDICATION PAGE.................................................................................... iv STATEMENT OF WORK’S ORIGINALITY .............................................. v
PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ........................................................................ vi
ABSTRACT................................................................................................... vii
ABSTRAK ....................................................................................................... viii
ACKNOWLEDGEMENTS ........................................................................... ix TABLE OF CONTENTS............................................................................... xi LIST OF TABLES ......................................................................................... xvi LIST OF FIGURES ....................................................................................... xvii LIST OF APPENDICES ................................................................................ xviii
CHAPTER I. INTRODUCTION
1 A. Research Background .............................................................
1 B. Research Problem ...................................................................
3 C. Problem Limitation.................................................................
4 D. Research Objectives ...............................................................
4 E. Research Benefits ...................................................................
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F. Definition of Terms ................................................................
5 CHAPTER II. REVIEW OF RELATED LITERATURE
7 A. Theoretical Description ..........................................................
7 1. Instructional Design...........................................................
7 a. Kemp’s Instructional Design ........................................
7 b. Dick’s Instructional Design ..........................................
10 2. Characteristics of Young Learners ....................................
14 a. Physical Development...................................................
14 b. Social Development ......................................................
14 c. Moral Development ......................................................
14 d. Cognitive Development ................................................
15 3. Principles of Young Learners’ Learning ...........................
15 a. Learning by Looking at Picture ....................................
15 b. Learning by Listening and Hearing ..............................
15 c. Learning by Talking......................................................
16 d. Learning by Reading .....................................................
16 e. Learning by Doing ........................................................
16 f. Learning by Writing......................................................
16 g. Learning by Role Playing and Dramatizing..................
16 4. Multiple Intelligences ........................................................
17 a. Musical Intelligence ......................................................
17 b. Bodily-Kinesthetic Intelligence ....................................
17
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c. Logical-Mathematical Intelligence ...............................
17 d. Linguistic Intelligence...................................................
17 e. Spatial Intelligence........................................................
18 f. Interpersonal Intelligence..............................................
18 g. Intrapersonal Intelligence..............................................
18 5. Developing Syllabus ..........................................................
18
a. Identifying Standard Competence and Basic Competence...................................................................
18 b. Identifying Subject Contents.........................................
19 c. Developing Learning Activities ....................................
19 d. Formulating Indicators ..................................................
19 e. Determining Learning Evaluation.................................
19 f. Determining Time Allocation .......................................
20 g. Listing Learning Sources ..............................................
20 B. Theoretical Framework ..........................................................
20 CHAPTER III. RESEARCH METHODOLOGY
24 A. Research Method ....................................................................
24 1. Research and Information Collecting ................................
25 2. Planning .............................................................................
25 3. Developing Preliminary Form of Product .........................
25 4. Preliminary Field Testing ..................................................
26 5. Main Product Revision ......................................................
26
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B. Research Setting .....................................................................
26 C. Research Participants..............................................................
27 D. Instrument and Data Gathering Technique.............................
27 1. Interview ............................................................................
27 2. Observation........................................................................
27 3. Questionnaire .....................................................................
28 E. Data Analysis Technique........................................................
29 F. Research Procedures...............................................................
29 CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
31 A. The Steps in Designing Integrated English Materials Based on Multiple Intelligences Theory for the Fourth Grade Students in SD Kristen 2 Sumberejo Klaten..........................................
31 1. Conducting Needs Analysis...............................................
31
2. Listing Topics, Stating Goals and Stating Learning Objectives...........................................................
37 3. Listing Subject Content .....................................................
41 a. Listening........................................................................
41 b. Speaking........................................................................
42 c. Reading .........................................................................
42 d. Writing ..........................................................................
42 e. Supporting Activities ....................................................
42
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4. Selecting Teaching/Learning Activities and Instructional Resources......................................................
43 5. Developing Syllabus ..........................................................
43 6. Evaluating Materials ..........................................................
44 7. Revising Materials .............................................................
46 B. The Presentation of Integrated English Materials Based on Multiple Intelligence Theory for the Fourth Grade Students in SD Kristen 2 Sumberejo Klaten..........................................
47 CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ................
53 A. Conclusions ............................................................................
53 B. Recommendations ..................................................................
54
1. Recommendation for the English Teacher of SD Kristen 2 Sumberejo Klaten.....................................
54 2. Recommendation for future Researchers...........................
54 REFERENCES...............................................................................................
55 APPENDICES ...............................................................................................
57
LIST OF TABLES
Page Table 4.1. Learning Facilities .....................................................................
32 Table 4.2. The Result of Pre Design Questionnaire.....................................
33 Table 4.3. The Result of Interview..............................................................
35 Table 4.4. Students’ Needs Analysis...........................................................
37 Table 4.5. Learning Goals...........................................................................
37 Table 4.6. Learning Topics .........................................................................
38 Table 4.7. Basic Competences ....................................................................
38 Table 4.8. Indicators....................................................................................
39 Table 4.9. Respondents of Post Design Questionnaire ...............................
44 Table 4.10. The Result of Post Design Questionnaire ..................................
45 Table 4.11. The Outline of Materials ............................................................
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LIST OF FIGURES
Page
Figure 2.1. Combination of Kemp’s and Dick’s Instructional Design ...................................................................13 Figure 2.2. Theoretical Framework..............................................................
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LIST OF APPENDICES
Page Appendix 1. Letter of permission .................................................................
57 Appendix 2. Pre Design Questionnaire.........................................................
59 Appendix 3. Post Design Questionnaire ........................................................
62 Appendix 4. Syllabus .....................................................................................
66 Appendix 5. Presentation of the Materials .....................................................
73 Appendix 6. Teacher’s Guide ........................................................................ 101 Appendix 7. PANDUAN PENYUSUNAN KURIKULUM TINGKAT
SATUAN PENDIDIKAN JENJANG PENDIDIKAN DASAR DAN MENENGAH ...................................................... 112
Appendix 8. LAMPIRAN PERATURAN MENTERI PENDIDIKAN
NASIONAL NOMOR 22 TAHUN 2006 TANGGAL
23 MEI 2006 ............................................................................ 137 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER I INTRODUCTION This chapter presents the introduction of the research. This chapter
consists of six parts, namely research background, research problem, problem limitation, research objectives, research benefits, and definition of terms.
A. Research Background
English is used as international language. Because of this reason, the needs for mastering English are increasing. The increasing needs of English affects elementary schools which formerly did not teach English to students to include English in the curriculum. Although many elementary schools have been starting teaching English to the students, there are also many obstacles in teaching it. One of them is learning source.
Indonesian Ministry of National Education periodically supplies books called BSE or Buku Sekolah Elektronik for main subjects in elementary schools which are included in Lampiran Peraturan Menteri Pendidikan Nasional Nomor
22 Tahun 2006 Tanggal 23 Mei 2006 . The subjects are religion education, civics,
Indonesian language, mathematics, science, social science, cultural education and sports (p.8). English, however, is not placed in the main subject which means the government does not supply books for learning. The schools, therefore, have to supply English books to support teaching-learning activities. This condition also occurs in SD Kristen 2 Sumberejo Klaten.
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2 In SD Kristen 2 Sumberejo Klaten, English is taught starting from grade 4. Students are required to learn actively by themselves. In the school, there is still a shortage of English books. The school has only been using the same English books to support learning activities since 2006. There are no other English books that support the learning process until now. The teacher only uses the same English book to teach the students for almost last 5 years. The teacher only uses other learning sources for teaching references.
The lack of the availability of various English books is an obstacle that the school has been facing. The use of same English books for a long period affects learning process in the school. The students can only learn using the same books for almost last 5 years. The books cannot support the students when they are doing worksheets. The worksheet, however, is not only from the teacher. Every semester, the students receive different worksheets from the local government.
Therefore, the books that they have will not support them any more since the contents are not updated.
In the school, students are also provided with extracurricular activities such as choir, traditional dance, computer training, and drum band. All students are attracted to these all activities. They have performed some extracurricular activities to public such as in Christmas celebration, Easter celebration and also in church worship on Sunday. Physical conditions of the school support these all extracurricular activities. The school has a large schoolyard and has also a hall.
These places are used as rehearsals of those extracurricular activities. The English teacher of the school realizes that almost all of the students have good abilities in
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3 the extracurricular activities. The teacher exploits their abilities to be used in teaching-learning process. The teacher often applies various activities in class such as playing games, singing songs, and role playing.
During teaching-learning activities, English is taught by combining two or more language skills. For instance, listening and writing are combined in an activity like listening and filling missing words. Language skills are combined because the materials to be learned are corresponding to each others. The combination is also to enable students to learn language skills more effective because it will save time when two or more skills are combined.
Based on the conditions above, the researcher decides to design integrated English materials which are relevant to the school’s needs that can help the learning process. Considering that the students have good abilities outside their academic abilities, the researcher involves their abilities by applying Gardner’s theory (1993) on multiple intelligences. The researcher takes the benefits of students’ non-academic abilities through designing activities based on multiple intelligences theory. The purpose of designing materials is to provide English materials that can increase students’ motivation to learn English.
B. Research Problem
In this research, the researcher intends to find out the answers to the problems that are formulated as follows:
1. How are integrated English materials based on multiple intelligence theory for the fourth grade students in SD Kristen 2 Sumberejo Klaten designed?
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2. What do integrated English materials based on multiple intelligence theory for the fourth grade students in SD Kristen 2 Sumberejo Klaten look like?
C. Problem Limitation
The researcher focuses on designing integrated English materials for the fourth grade students. The materials are designed based on students’ multiple intelligences. The materials combine two or more language skills.
D. Research Objectives
Based on the problem formulation above, the researcher has two objectives. The objectives of the research are:
1. To describe the process of designing integrated English materials based on multiple intelligence theory for the fourth grade students in SD Kristen 2
Sumberejo Klaten.
2. To present integrated English materials based on multiple intelligence theory for the fourth grade students in SD Kristen 2 Sumberejo Klaten which can help the students to learn four skills in language learning.
E. Research Benefits
In accordance with the objectives of the research, this research is expected to give benefits for:
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1. English Language Education Study Program (ELESP) This research can be a reference for conducting research and studies in the scope of English teaching area. This research can also be an example of research on multiple intelligences theory.
2. ELESP students This research can provide ELESP students with an example of material design especially the design on multiple intelligences theory. This research can be a reference for composing appropriate and interesting English materials in doing their thesis or in the future when they become a teacher.
3. English teachers This research can be a reference for English teachers, especially those in elementary school, to provide appropriate and interesting English materials based on students’ conditions and needs. The designed materials in this research can also be implemented in teaching and learning process.
4. Others researcher This research can be a reference for other researchers to conduct similar research on designing appropriate English teaching materials based on students’ conditions and needs. The designed materials can be implemented in order to conduct similar study.
F. Definitions of Terms
In this section, some terms used in the research are defined to avoid misinterpretation and misunderstanding.
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1. Design Dick (1989) defines design as “a process to develop a wide variety of instructional materials” (p.3). In this research, design deals with the process of creating integrated English materials and also deals with presenting the materials.
2. Integrated English materials According to Richards and Rogers, integrated materials are materials which “focus on the integrated communicative skills” (as cited by Negari, 2009, p.7). In this research, integrated means combining two or more language skills in one learning activity. Integrated English materials cover four language skills which are listening, speaking, reading and writing.
3. Multiple intelligences According to Gardner (1993) human has seven intelligences. They are musical intelligences, bodily-kinesthetic intelligences, logical-mathematical intelligences, linguistic intelligences, spatial intelligences, interpersonal intelligences, and intrapersonal intelligences (pp. 17-26). In this research, the researcher applies these seven intelligences in order to design the integrated materials.
4. Fourth grade students Fourth grade students are those who are in the fourth year in SD Kristen 2 Sumberejo Klaten. The age of the students ranges between 9 – 10 years.
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CHAPTER II REVIEW OF RELATED LITERATURE This chapter presents the discussions of the theories which are related to
this thesis. There are two parts of the discussions. The first part is theoretical description which discusses the related theories used in this study. The second
part is theoretical framework which discuses the framework of the research. A. Theoretical Description In this part, the researcher explains theories on instructional designs, characteristics of young learners, the principles of young learners’ learning, multiple intelligences and developing syllabus for young learners.
1. Instructional Design
Instructional design is related to designing materials and teaching-learning activities for the learners. The models of instructional design are taken from Kemp’s and Dick’s model.
a. Kemp’s Instructional Design
Kemp’s (1977) instructional design plan is designed to answer three questions considered as “essential elements” of the design (p.8). These questions asked about the objectives of the instructional design, the activities and resources being used in the instructional design and the evaluation of the design itself.
In designing the instructional design, Kemp proposes eight parts. The eight parts are explained as follows:
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8 1) Considering Goals, Listing Topics, and Stating the General Purposes for
Teaching Each Topic Goals might be derived from society, students, or subject areas. Goals related to society are those which establish learners’ personal values. Goals derived from the students are related to students’ educational goals which are related to the subject matter. Goals which are derived from subject area are related to the specific purposes of the subject matter.
Goals which have been stated will be a foundation of selecting topics of teaching-learning materials. After the topics have been selected, the general purposes of topics are listed. The purposes are the wants of what students should accomplish in the topics (pp. 13-16).
2) Enumerating Characteristics of the Learners Learners’ important characteristics are considered for whom the instruction is to be designed. These characteristics include learners’ capabilities, needs, and interests. Besides, academic and social factors in the school should also be considered. Academics factors are those related to academic environment such as number of students, students’ academic background, students’ level of intelligence, students’ study habits, and students’ motivation to learn. Social factors of students involve their age, maturity, talents, relation with others, and socioeconomic situation. Learning condition are also important considerations.
These conditions involve factors that can affect students’ ability to concentrate, absorb, and retain from learning activities (pp. 18-21).
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9 3) Specifying Learning Objectives
Learning objectives are grouped into three categories, namely cognitive, psychomotor, and affective. Objectives related to cognitive aspect are those which related to students’ knowledge and thinking process. Psychomotor aspect is related to students’ ability of kinesthetic activities such as physical activities.
Affective aspect concerns on students’ attitudes, appreciations, and values (pp. 23- 30).
4) Listing Subject Content The subject content should support each learning objectives. The content should also relate to the objectives and students’ needs. This stage deals with selecting and organizing students’ knowledge, skills, and attitudinal factors of the topics (pp. 43-47).
5) Developing Pre-assessments to the Students Pre-assessment is used to determine students’ background and present students’ level knowledge about the topic. The pre-assessment is used to find out to what extent the students have acquired the necessary prerequisites for studying the topics and to find out what students have mastered the topics (pp. 50-52) 6) Selecting Teaching/Learning Activities and Instructional Resources
Teaching/learning activities and instructional resources will treat the subject content so that students will accomplish the learning objectives. The teaching-learning activities must be efficient and effective. This means that the activities must enable students to master the objectives of the topics (pp. 55-60).
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10 7) Coordinating Support Services
Support services cover budget, personnel, facilities, equipments, and schedules. These components are for carrying out the instructional plan (pp. 84- 85). 8) Evaluating Students’ Learning
Students’ accomplishment of learning objectives is evaluated. The evaluation is done in order to provide a view to revising and re-evaluating any phases of the plan that need improvement (pp. 91-92).
b. Dick’s Instructional Design
Dick (1989) defines instructional design as “a process to develop a wide variety of instructional materials” (p.3). The examples of instructional materials are printed materials, computer-assisted instruction, and televised instruction. He classifies nine stages in designing materials. These steps are explained as follows: 1) Setting Goals
The goals of instruction are based on where they come from, how they are used, how they can be categorized and how they influence the instruction. The goals are grouped into four aspects which are students’ knowledge, intellectual skills, motor skills, and attitudes (pp. 8-13).
2) Writing Objectives The objectives are more specific than the goals. The objectives indicate what students should be able to do the instruction. The objectives describe what the students should demonstrate as a result of the instruction and what students will be expected from demonstrating the instruction (pp. 17-19).
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11 3) Analyzing Students’ Characteristics
In defining the objectives, students’ characteristics such as their skills and knowledge are analyzed. These skills and knowledge are used as a prerequisite that the students must have before they get the instruction (pp. 30-33). 4) Developing Test
The purpose of developing tests for students is to measure their progress whether they have achieved the objectives or not. For the teachers, developing tests can provide them information regarding the quality of their instruction (pp. 37-38). 5) Selecting Textbook and Other Printed Materials
The selection of textbook and other printed materials enables the teacher to select materials as well as to identify the strengths and weaknesses of each text.
The materials should also reflect the students’ needs and skills (pp. 53-55). 6) Developing Instructional Activities
The development of instructional activities is to enable students to attain particular objectives. These instructional activities describe what will be presented to students, how the activities will be presented and the order of presenting the instruction (pp. 69-74).
7) Choosing Instructional Media The instructional media that will be used have to meet practical use, appropriateness for the students, and suitability to present particular instructional activity (pp. 87-88).
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12 8) Implementing Instruction
After the materials are ready, they then can be implemented to the classroom (p. 103). The implementation, then, could result materials revision.
9) Revising Instruction The materials are revised after the teacher implements them. If students do not achieve the goals and objectives, the instructional materials have to be revised
(p. 112).
The instructional design which was applied in this research was combination between Kemp’s and Dick’s theory. The combination was taken from some steps from Kemp’s and Dick’s theory. Some steps were not included in this research because the researcher adjusted the instructional design to the results of needs analysis conducted in the school. The combination of instructional design of those theories were conducting needs analysis; listing topics, stating goals and learning objectives; listing subject content; selecting teaching-learning activity and learning sources; developing syllabus; evaluating materials; and revising materials. After revising the materials, the step was back to the previous steps if there were feedbacks to revise the materials. The combination of Kemp’s and Dick’s instructional design is shown in the following figure:
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13 Conducting needs analysis
Listing topics, stating goals, and stating learning objectives.
Listing subject content Selecting teaching-learning activity and learning sources
Developing syllabus Evaluating materials
Revising materials
Figure 2.1. Combination of Kemp’s and Dick’s Instructional DesignPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
2. Characteristics of Young Learners
Sandha (2001) proposes characteristics of young learners in their developments. Young learners are those whose ages are between 6-12 years. He classifies young learners’ developments into four groups, namely physical, social, moral and cognitive.
a. Physical Development According to Sandha (2001) young learners, whose age ranges from 6-12 years, the body and many physiological and neurological aspects are growing.
Physiological and neurological changes affect children’ cognitive development especially the brain. Bodily changes of the young learners also occur. Girls are growing faster than boys. Besides, girls also grow faster in terms of puberty than boys (p. 32).
b. Social Development Sandha (2001) states that in the social development, young learners of elementary school have specific characteristics. They like playing and having fun with their friends. Most social interaction between young learners occurs when they are playing together (p. 32).