Designing integrated English materials based on multiple intelligences theory for the fourth grade students in SD Kristen 2 Sumberejo Klaten.

ON MULTIPLE INTELLIGENCES THEORY FOR THE FOURTH

GRADE STUDENTS IN SD KRISTEN 2 SUMBEREJO KLATEN

A 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

DESIGNING IN

ON MULTIPLE I

GRADE STUDEN

Prese

ENGLISH DEPARTM FACULTY

i

G INTEGRATED ENGLISH MATERI

LE INTELLIGENCES THEORY FOR

DENTS 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

DESIGNING I

ON MULTIPLE

GRADE STUDEN

Prese

ENGLISH DEPARTM FACULTY

i

G INTEGRATED ENGLISH MATERI

LE INTELLIGENCES THEORY FOR

DENTS 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

iv

“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

vii

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 alsoa 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

viii

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

ix

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,

x

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

xi

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

xii

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

xiii

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

xiv

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

xv

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

xvi

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

xvii

LIST OF FIGURES

Page Figure 2.1. Combination of Kemp’s and Dick’s

Instructional Design ... 13 Figure 2.2. Theoretical Framework... 23

xviii

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

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.

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

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?

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:

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.

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.

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’sandDick’s model.

a. Kemp’sInstructional 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:

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).

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).

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).

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).

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:

Figure 2.1. Combination of Kemp’s and Dick’sInstructional Design

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

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 classifiesyoung 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).

c. Moral Development

Sandha (2001) proposes three stages of young learners’ moral development. The first is called preconventional manner. In this stage, young learners react to rewards and punishment. They should be encouraged by being given rewards. The second stage is called conventional manner. Young learners are capable of understanding the perspective of others. He argued that children

should be motivated by maintaining the social interaction among others. The last stage is called postconventional manner. In the last stage, young learners can make judgment based on moral principles (p. 33).

d. Cognitive Development

Young learners, as stated by Sandha (2001), learn by concrete example. They will understand concept of what they are learning if there are concrete example of it. Teachers should provide example in order to make the learning process run effectively. Teachers can provide examples such as pictures of fruits, animals, jobs, etc. (p. 30).

3. Principles of Young Learners’Learning

Noar (1972) states that young learners learn in some ways. These ways are explained as follows:

a. Learning by Looking at Pictures

Young learners learn by experiencing with pictures. Teaching and learning activities can include pictures as a visualization of the real objects. They learn by using their eyes and then they interpret what they see is (p. 32).

b. Learning by Listening and Hearing

Listening and hearing are related to sounds. Young learners learn using their ears to capture what they hear and listen. The media for learning can be a tape recorder, a disc player, a radio, and a television (p. 33).

c. Learning by Talking

Young learners are talkative in their age. They are also more developing socially. This can be seen from their behavior that they like talking much with their friends. Because of this condition, they can be maximized in learning by talking. The teaching activities can be done through telling stories. They can experience by themselves in telling stories with their friends (p. 36).

d. Learning by Reading

Reading in young learners’ age should be attractive enough in order to encourage the young learners to learn. Besides, the level of difficulty should also be considered. The books being used should be fun for them (p. 37).

e. Learning by Doing

Learning by doing involves young learners to do actively what the teacher wants to do. Learning activities involve media to stimulate the young learners to learn. The media can be art work, paper, paints, pencils, clay, plasticine, and other equipment that can help children learn (pp. 37-38).

f. Learning by Writing

Young learners are given freedom to practice writing. The activities can be writing letters and words, writing sentences and paragraphs, composing notes to friends or parents, and creating stories (pp. 38-39).

g. Learning by Role Playing and Dramatizing

Young learners can be engaged in role playing and dramatizing through practicing stories, fairy tales, or fables that they are familiar with. By doing so, they can learn about their selves and their relation with their friends (p. 39).

4. Multiple Intelligences

Gardner (1993) argues that intelligences do not depend only on IQ. He states that intelligences that are measured by IQ test only cover logic and language. He adds that human brain has other types of intelligences instead of logic and language. He proposes that human has seven intelligences.. These intelligences are explained as follows:

a. Musical Intelligence

Musical intelligence deals with the ability in musical area such as those related to sounds, tones and rhymes. People with musical intelligence learn through musical activities like singing (p. 17).

b. Bodily-Kinesthetic Intelligence

This intelligence deals with the ability in body movements. People who are good in this area have a well-coordinated body. They can do anything related to body movement like athletics (pp. 18-19).

c. Logical-Mathematical Intelligence

Logical-mathematical intelligence deals with the ability to think rationally and logically. People who have this intelligence are good in mathematics and others area with logic thinking process (pp. 19-20).

d. Linguistic Intelligence

Linguistic intelligence concerns with the ability to use language, whether in written or spoken form. People who have linguistic intelligence are good in reading, listening and speaking (p. 21).

e. Spatial Intelligence

Spatial intelligence covers the ability related to space. People with this intelligence are good in three dimensional objects. The areas of this intelligence are architects, decorators, sculptors, and painters (pp. 21-22).

f. Interpersonal Intelligence

Interpersonal deals with the ability to understand others and work with others. The learning process can be done through interaction among others (p. 22). g. Intrapersonal Intelligence

Intrapersonal intelligence deals with the ability to understand oneself. People with this intelligence can learn and work with themselves well (pp. 24-25).

5. Developing Syllabus

According to Indonesian Ministry of National Education’s regulation on Panduan Penyusunan Kurikulum Tingkat Satuan Jenjang Pendidikan Dasar dan Menengah, there are 7 steps in developing a syllabus. The steps are explained as follows:

a. Identifying Standard Competence and Basic Competence

There are some considerations in identifying standard competence and basic competence. The identification must consider the hierarchy of difficulty level, correlation between standard competence and basic competence with the subject to be learned, and also correlation between standard competence and basic competence with another subject (p. 16).

b. Identifying Subject Contents

In order to achieve the standard competence, the identification of subject contents can be done with some considerations. These considerations can be students’ potential, relevance toward local area’s characteristics and toward students’ needs, students’ development, the benefits to students, students’ knowledge, and time allocation (p. 16).

c. Developing Learning Activities

Learning activities are planned to involve students to use their physic and mind in learning through interacting with teacher, other students, learning environment, and learning sources in order to achieve standard competence. Learning activities must be able to help students learn the subject effectively. Therefore, learning activities must be developed in good order and must cover students’ activities and material to be learned (pp. 16-17)

d. Formulating Indicators

Indicators reflect students’ achievement toward standard competence that can be measured through students’ learning attitude, knowledge, and skills. Indicators can be developed through students’ characteristics, learning subject, and local area context (p. 17).

e. Determining Learning Evaluation

Evaluation is aimed at measuring students’ achievement toward indicators that were stated. The evaluation can be done through test and non-test. The examples of evaluation are written test, oral test, task, portfolio, project,

observation toward students’ attitude, observation toward students’ progression, and self evaluation (pp. 17-18).

f. Determining Time Allocation

Determining time allocation of every standard competence is based on the effective week and time allocation of the subject in a week. Time allocation is only the estimation of the time that students need to master the subject (p. 18). g. Listing Learning Sources

Learning sources are listed to help students learn the subject. Learning sources should be based on standard competence, basic competence, subject contents, and also learning indicators. Learning sources can be from printed media, electronic media, human resources, learning environment, society, and culture (p. 18).

B. Theoretical framework

In chapter one, the research question has been formulated. In order to answer the first research question which is how integrated English materials for the fourth grade students based on multiple intelligences are designed the researcher applied the combination of Kemp’s and Dick’s instructional design model and Indonesian Ministry of National Education regulation on Panduan Penyusunan Kurikulum Tingkat Satuan Jenjang Pendidikan Dasar dan Menengah. Because of the condition of the elementary school, the researcher adjusted the designing steps based on the school’s needs. The steps of designing the materials are explained as follows:

1. Conducting Needs Analysis

In this step, the researcher conducted observation to the students and the environment of the school and conducted interview with the English teacher in the school. The observation and interview were conducted to know characteristics of the students and to know learning environment and learning supports. The researcher also analyzedstudents’ learning needs by distributing questionnaires to the students.

2. Listing Topics, Stating Goals and Stating Learning Objectives

The process of listing topics, stating goals and stating learning objectives, were based on the result of needs analysis. Each unit of the designed materials had a topic, goals, and learning objectives.

3. Listing Subject Content

The subject contents which were designed supported each learning objective. The subject contents weredesigned by considering students’ needs and interests so that the students will be motivated to learn through interesting contents in the materials.

4. Selecting Teaching/Learning Activities and Learning Sources

Teaching/learning activities and instructional resources were selected by considering theories of multiple intelligences, characteristics of young learners, and principles of young learners’ learning. The activities and instructional resources were alsoselected based on the students’ interests.

5. Developing Syllabus

Developing syllabus was based on the Panduan Penyusunan Kurikulum Tingkat Satuan Jenjang Pendidikan Dasar dan Menengah. The content of the syllabus such as standard competence and basic competence, subject content, learning activities and indicators were developed based on the result of needs analysis.

6. Evaluating Materials

The evaluation of the materials was done by distributing questionnaires about the design. The questionnaires were distributed to the teacher of the school and some lecturers. The questionnaires are used to obtain respondents’ opinions and suggestions about the design.

7.Revising Materials

The materials were revised based on the result of the questionnaires. The revision was done by revising the materials if there is something wrong in the design and improving the materials.

In order to answer second question which is what integrated English materials based on multiple intelligence theory for the fourth grade students in SD Kristen 2 Sumberejo Klaten look like the researcher applied theories on characteristics of young learners, principles of young learners’ learning, and multiple intelligences. These theories were the references for selecting learning activities in the materials, selecting colors and pictures, and selecting games and songs for supporting learning process. The theoretical framework of this research is showed in the following figure:

Figure 2.2. Theoretical Framework

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

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the method which is used to answer two problems formulated in the chapter one. This chapter consists of five parts, namely research methods, research setting, research respondents, research instruments, and research procedures.

A. Research Method

This research applied research and development (R & D). Borg (1983) defines research and development as a process used to develop and validate educational products which include materials like textbooks and also teaching method or method for organizing instruction (p. 772). This research combined qualitative and quantitative method. Qualitative method used instruments which were observation and interview. Quantitative method used instrument which were questionnaires.

Research and development had ten major steps. In this research, the researcher did not apply these ten steps. The researcher took first five steps to conduct the research. These first five steps already presented the main steps in the research and development namely development, field testing, and revision. The five steps are explained as follows:

24 2

1. Research and Information Collecting

According to Borg (1983), this step includes “review of literature, classroom observation, and preparation of report of state of the art” (p. 775). In this research, the researcher conducted needs analysis through observation, interview and questionnaire. The researcher observed the classroom to gain students’ needs and interests. The researcher also interviewed English teacher in the school to gather information about the students of grade four. The researcher also analyzed students’ needs by distributing questionnaires to the students. The questionnaires were aimed at attainingstudents’ needs and interests.

2. Planning

Borg (1983) states that planning covers“defining skills, stating objectives determining course sequence and small scale feasibility testing” (p. 775). In this research the researcher listed topics, stated goals and stated learning objectives based on the analysis of learners’ characteristics and the result ofquestionnaires.

3. Developing Preliminary Form of Product

This step, according to Borg (1983) includes “preparation of instructional materials, handbooks, and evaluation devices” (p.775).In this step, the researcher listed subject contents and selected teaching/learning activities. The researcher also developed a syllabus based on the result of needs analysis. In order to develop the product, the researcher also referred to some English books for elementary school.

4. Preliminary Field Testing

According to Borg (1983) preliminary field testing can be conducted through “interview, observation, and questionnaire” (p.775). In this step, the researcher distributed questionnaires to the English teacher in the school and also to some lecturers. The questionnaires were aimed to gain respondents’ evaluations, comments, opinions, and suggestions toward the design.

5. Main Product Revision

Borg (1983) states that the revision of the product is based on the result of preliminary field testing (p. 775). The result of the questionnaires was used to improve the design.

B. Research Setting

The research was conducted in SD Kristen 2 Sumberejo Klaten. The research was conducted during July– September 2011. In July the researcher did observation to the fourth grade students and the condition of the school. In the first week of August 2011 the researcher interviewed the English teacher in order to find out the teaching and learning process. In the first week of September 2011 the researcher distributed questionnaires to the students to gain students’ needs and interests on learning English.

C. Research Participants

The respondents of the needs analysis were 13 students of grade four of SD Kristen 2 Sumberejo Klaten and the English teacher of the school. The

respondents for evaluating the designed material were the English teacher of the school and 2 PBI lecturers of Sanata Dharma University.

D. Instrument and Data Gathering Technique

The instruments used in this research to gather data were observation, interview, and questionnaires. The instruments are explained as follows:

1. Interview

In this research, the type of interview that was used was unstructured interview. According to Ary (1979), unstructured interview is defined as “more informal” interview (p.174). The interviewer is free to ask questions to the interviewee and the interviewee is also free to answer the questions (p. 174). In this research, the researcher interviewed the English teacher of the school. The interview was conducted to know teaching-learning process and students’ characteristics.

2. Observation

Observation used in this research was nonparticipant observation. Ary (2002) defines nonparticipant observation as observation in which the observer observes “without participating or taking any active part in the situation” (p.430). The researcher, in this research, observed students of grade four while they were studying English. The researcher did not participate in the teaching process. However, the researcher only observed in the back of class during teaching-learning process. The researcher also observed the condition of the school.

3. Questionnaire

In the pre design step, the questionnaire that was used was structured questionnaire. According to Ary, structured questionnaire (1979) contains “questions” and “alternative answers” to the questions (p. 175). The answers to the questions had to be in-depth responses. The questionnaire distributed to the students was in multiple choices in order to enable students to answer the questions without any difficulties. The pre design questionnaire was aimed at gainingstudents’ learning needs and interests.

In the post design steps, the questionnaire that was used was combination of structured and unstructured questionnaire. Ary (1979) defines unstructured questionnaire as questionnaires that donot include “suggested answer” (p. 175). It means that the respondents are free to give their responses to the questions. In the post design steps, the questionnaire distributed to the lecturers and English teacher of the school consisted of nominal scale in the first section and also free answer to questions in the second section. The questionnaire was aimed at evaluating the design.

Data gathering technique in the pre-design step was done by distributing questionnaires to 13 the students of grade four. The questionnaires were to collect students’ needs and interest on studying English. In the post-design step, the researcher evaluated the designed material by distributing questionnaires to English teacher of the school and 2 PBI lecturers of Sanata Dharma University. The result of the questionnaire was used to revise the designed material.

E. Data Analysis Technique

In the pre design questionnaires, the researcher analyzed the result of the questionnaires by applying descriptive measurement. The result of the pre design questionnaires were calculated with percentage method. The measurement was the number of students choosing certain answer divided by the total number of the students then times 100%. The formulation of the calculation is presented as follows:

∑ 100%

N : the number of students choosing certain answer ∑N : the total number of the students

In the post design questionnaire, the analysis of the result was done with mean calculation. Ary (1979) states that the mean is calculated with the sum of all the values divided by the number of the cases. The formulation was presented as follows (p. 103):

X =

∑

X : the mean

∑X : the sum of all the values N : the number of the cases

F. Research Procedures

In this research, the researcher conducted procedures as mentioned in the research method. The first procedure was research and information collecting. In

22

this step, the researcher conducted classroom observation and distributed questionnaires to students which aimed at gaining students’ needs and interests. The researcher also interviewed English teacher in the school to gather information about the students of grade four.

The second procedure was planning. In this step, the researcher stated goals of the materials design, learning objectives and topics which were based on the analysis of learners’ characteristics and the result ofquestionnaires.

The third procedure was developing preliminary form of product. In this step, the researcher listed subject contents and selected teaching/learning activities. In order to develop the product, the researcher referred to some references of English books for elementary school especially for the fourth grade.

The fourth procedure was preliminary field testing. Preliminary field testing was conducted through questionnaires. In this step, the researcher distributed questionnaires to the English teacher and also to 2 PBI lecturers to gain evaluations, comments, opinions, and suggestions toward the design.

The last procedure was main product revision. The revision of the product was based on the result of preliminary field testing. The result of the questionnaires was used to improve the design.

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter is divided into two parts. The first part is aimed at answering the first problem formulation stated in chapter 1. This part discusses about the steps elaborated in designing materials. The second part is aimed at answering the second problem formulation stated in chapter 1. This part discusses the presentation of the designed materials.

A. The Steps in Designing Integrated English Materials Based on Multiple

Intelligences Theory for the Fourth Grade Students in SD Kristen 2

Sumberejo Klaten

This part presents the steps elaborated in designing materials. The steps were adapted from Kemp’s and Dick’s instructional model. The steps in designing the materials are conducting needs analysis; listing topics, stating goals and stating learning objectives; listing subject content; selecting teaching/learning activities and instructional resources; developing syllabus; evaluating materials; and revising materials. Those steps are explained as follows:

1. Conducting Needs Analysis

In this research, needs analysis was done through observation, interview and questionnaires. The respondents of needs analysis are 13 students of grade four of SD Kristen 2 Sumberejo Klaten and the English teacher of the school. At the first time, the researcher conducted observation at the school. The observation

was aimed at gaining learning facilities of the school that can support teaching and learning process. The result of the observation is showed as follows:

Table 4.1. Learning Facilities

No Learning facilities Condition

1 Classroom Good

2 Library Good

3 English books Good, only 30 books

4 Pictures, realia Good

5 Whiteboard Good

Learning facilities in the school, in general, can support teaching and learning process. All facilities are in a good condition. The books, however, are only available in 30 copies. The books have been used for almost last 5 years. Therefore, the availability of the same book in last 5 years becomes the lacks of learning process.

The researcher, then, distributed questionnaires to the fourth grade students of the school. The questionnaires were distributed before designing materials. Therefore, they are called pre design questionnaire. The researcher used closed questionnaire in order to gain students’ needs and interests about English subject. The analysis of the questionnaires is showed as follows:

Table 4.2. The Result of Pre Design Questionnaire

No. Questions

Number of participants and the percentage Yes % No %

1 _{I like learning English. 13 100 % 0 0 %}

2 _{English is easy to be learned. 11 84,6 % 2 15,4 %} 3 _{I have difficulties in reading English words. 8 61,5 % 5 38,5 %} 4 _{I have difficulties in speaking in English. 10 76,9 % 3 23,1 %} 5 _{I have difficulties in listening to the teacher. 4 30,7 % 9 69,3 %} 6 _{I have difficulties in writing English words. 4 30,7 % 9 69,3 %} 7 _{I like learning English in a group. 12 92,3 % 1 7,7 %} 8 _{I can learn English easily in a group. 12 92,3 % 1 7,7 %} 9 I like learning English using songs and

movements. 10 76,9 % 3 23,1 %

10 I can learn English easily using songs and

movements. 8 61,5 % 5 38,5 %

11 _{I like learning English using games. 10 76,9 % 3 23,1 %} 12 _{I can learn English easily using games. 11 84,6 % 2 15,4%} 13 _{I like learning English using pictures. 11 84,6 % 2 15,4 %} 14 _{I can learn English easily using pictures. 13 100 % 0 0 %}

Based on the data above, it can be seen that all students like English subject. However, not all of the students said that English is easy to be learned. From the table above, 11 students (84,6 %) stated that learning English is easy and 2 students (15,4 %) stated that learning English is not easy.

Some students still face difficulties in learning English skills. From the data above, there are 8 students (61,5 %) facing difficulties in reading English words while 5 students (38,5 %) do not have difficulties. In speaking, it is found that 10 students (76,9 %) face difficulties and 3 students (23,1 %) stated that they do not face difficulties. The same condition occurs in listening and writing, there

are 4 students (30,7 %) facing difficulties while 9 students (69,3 %) do not face difficulties.

Although there are difficulties in learning English, almost all of the students stated that they like learning English. The data above shows that there are 12 students (92,3 %) who like learning English while a student (7,7 %) does not like learning English. The data above also shows students’ interests in learning English. Almost all of the students like learning English in a group. From 13 students, there are 12 students (92,3 %) who like learning English in a group, while the rest (7,7 %) does not.

There are more than half of the students who like learning English using some supporting learning media such as songs and movements, games, and pictures. From the data, there are 10 students (76,9 %) who like learning English using songs and movements, while the rest students (23,1 %) do not. Songs and movements used in the lesson can help the students learn the lesson easier. It can be seen from the data that there are 8 students (61,5 %) who can learn lesson easily using songs and movements while 5 students (38,5 %) cannot. There are 10 students (76,9 %) who like learning using games and 3 students (23,1 5) who do not. Using games also affects students to learn easier. From the data, there are 11 students (84,6 %) can learn easily by using games while the rest (15,4 %) cannot. Pictures also play an important role in helping students learn English. It can be seen that 11 students (84,6 %) like learning through provided pictures while the rest (15,4 %) do not. Although there are some students who do not like learning

using pictures, the data above shows that all students can learn easily through pictures.

In the need analysis, the researcher also interviewed English teacher of the school in order to obtain more information about teaching and learning activities at grade four. The result of the interview is showed as follows:

Table 4.3. The Result of Interview

No Questions Answers

1 How long does English lesson in the school last?

There are 2 meetings in a week. Each meeting lasts for 70 minutes or 2 contact hours. In a week there are 140 minutes available for teaching-learning process.

2 What are the activities run in the teaching-learning process?

The activities run are teaching, doing exercises, and discussing. The students are also given tasks and homework in order to help them learn the lesson.

3 What are the techniques applied in the teaching-learning process?

The main technique applied during teaching learning process is drilling. Drilling helps students to memorize the lesson. Others techniques are using pictures, songs, movements, models like replica of fruits and animals, and playing games.

4 What are learning sources used in the class?

Learning process is supported by English book. For grade 4, there are about 30 books from local government. However, unfortunately the book that is used has been used for the last 5 years. So, it only supports a little for teaching-learning process. To support the teaching-learning process I use other books for my teaching references.

Besides using books, the learning process is also supported by worksheets from local government. The worksheet is given every new

semester. 5 What are the difficulties faced during

teaching-learning English?

The first difficulty is on the supporting learning source like book. Because the book is not up-to-date, the learning process may not run effectively.

The second is on the students. The main difficulties that they face are on speaking and reading although they find difficulties also in other skills. Another difficulty is on the memorization of vocabularies. 6 What do you do to solve those

difficulties?

I use drilling to help them memorize English words. I also use realia such as picture and replica. Besides, to refresh their mind, I use games and songs so that they can be attracted again to focus on the lesson after they felt bored or they lost attention.

7 What do you do in order to attract and motivate students to learn English?

The students have good talent like in music, dance, sport, and many others. They have strengths in those talents. So, I often include their talents during the lesson. For example, they can sing a song related to the lesson. Through lesson presented in the song, they can learn it indirectly.

8 What are the topics that are suitable and interesting for grade four?

I think the topics could be greetings and introduction; topics about family; daily activities; anything around the students in daily context like jobs, things in class or house, foods, fruits, vegetables, and clothes. The topics could also be pronouncing the alphabet and numbers.

Based on the data from observation, questionnaires and interview; the researcher determines students’ needs. Students’ needs analysis are presented as follows:

Table 4.4.Students’ Needs Analysis

Needs To be able to master four English skills and to communicate effectively in daily context.

Lacks Availability of English books, vocabularies memorization, pronunciation, mastering English skills.

Wants To be able to know and use English vocabularies in daily conversation.

2. Listing Topics, Stating Goals and Stating Learning Objectives

The next steps after need analysis are stating goals, listing topics and stating learning objectives. The goals of materials design are defined into two parts which are mastering English skills and communicating effectively. The goals are defined in the table as follows:

Table 4.5: Learning Goals

Goals

Students are able to master four English skills, namely listening, speaking, reading and writing.

Students are able to communicate effectively in daily context.

After stating learning goals, the researcher then listed topics based on needs analysis. The materials consist of four topics. The topics were developed based on the students’ interests and the English teacher’s suggestions. The topics are as follows:

Table 4.6. Learning Topics

Unit Topic

Unit 1 Greetings: Good morning Ms.Dewi Unit 2 Self introduction: Hello, my name is Wahyu Unit 3 Family: I love my family

Unit 4 Daily activity:I get up at 5 o’clock

Goals and topics that were stated, then, were used to determine learning objectives. Learning objectives are determined to enable students to achieve learning goals that have been stated. Learning objectives were classified into two parts, namely basic competence and indicators. Basic competences are more general than indicators. Basic competences are presented in the following table:

Table 4.7. Basic Competences

Unit Topic Basic competences

1 Greetings: Good morning Ms.Dewi

Students are able to:

• know expressions of greeting • apply expressions of greeting in

daily context 2 Self introduction: Hello, my

name is Wahyu

Students are able to:

• know expressions of self introduction

• apply expression of self introduction in daily context 3 Family: I love my family Students are able to:

• know the relation of family members

• present information about their own family in oral and written form

4 Daily activity: I get up at 5 o’clock

Students are able to:

• know how to present daily activities

• present daily activities in oral and written form

From basic competences in the table above, the researcher then determined indicators that students should achieve. The indicators were derived from basic competences above. The indicators are presented in the following table:

Table 4.8. Indicators

Unit Topic Indicators

1 Greetings: Good morning Ms.Dewi

Students are able to:

• pronounce expressions of greeting correctly

• complete missing words with the expressions of greeting through listening activity

• practice greeting with other students

• re-arrange jumbled dialogue correctly

complete conversation based on the picture

2 Self introduction: Hello, my name is Wahyu

Students are able to:

• pronounce expression of self introduction correctly

• pronounce and write number from 1-100 correctly

• answer questions in a form of mind-mapping based on the reading text

expression of self introduction through listening activity

• practice self introduction with other students

3 Family: I love my family Students are able to:

• pronounce vocabularies about family members correctly

• complete missing words with vocabularies about family members through listening

• tell about their family to other students

• find specific information about friend’s family.

• answer questions in a form of mind-mapping based on the reading text

• write a short paragraph about family

4 Daily activity: I get up at 5 o’clock

Students are able to:

• tell the time through listening and writing

• complete missing words with vocabularies about daily activity through listening

• tell about their daily activities to other students with correct pronunciation

• answer questions in a form of mind-mapping based on the reading text

• write a short paragraph about daily activity

3. Listing Subject Content

The subject contents of the material were developed based on the goals, basic competences and indicators. The materials consist of four units which cover learning materials such as greeting, self introduction, family, and daily activity. Each unit has different title which aims at directing students to the topic and learning materials. The titles are Good morning Ms. Dewi for greeting, Hello, my name is Wahyu for self introduction, I love my family for family, and I get up at 5 o’clockfor daily activity.

The subject contents presented in the materials contain activities which facilitate students to learn language skills that are listening, speaking, reading and writing. Besides presenting language skills, the subject content also provides learning materials which contain expressions and vocabularies for greeting, self introduction, family, and daily activity. The subject contents are explained as follows:

a. Listening

The aim of listening section is to enable students to catch English words and phrases through listening to the teacher. Listening section in the materials covers learning activities such as listening to the teacher and repeating the words, phrases or sentences; listening and completing missing words or phrases in a dialogue or text; and listening to the teacher and finding specific information. Through listening activity, the students are required to present what have been listened to in spoken or written form.

b. Speaking

The aim of speaking section is to enable students to communicate fluently in daily context. Speaking section consists of several activities. The activities are developed in various ways that can help students to communicate in daily context. The activities that involve speaking are repeating what the teacher said, singing a song, doing a game, pronouncing numbers, and practicing dialogues.

c. Reading

The aims of reading section are to enable students to practice reading simple English texts, to practice pronouncing English words, and to provide students with exercises such as answering questions based on the text which can stimulate them to understand the content of the text. Reading section in the materials covers reading dialogues and reading text and answering questions in form of mind-mapping based on the text.

d. Writing

The aims of writing section are to enable students to practice writing English words and to practice writing a simple paragraph in their daily life context. The activities involving writing are completing missing words or phrases while listening to the teacher, re-arranging a jumbled dialogue, completing dialogues, writing numbers, and writing a paragraph about their daily life.

e. Supporting activities

In the materials, there are also supporting activities that can help the students learn language skills and help the students memorize learning materials. The activities are singing a song, doing a game, studying English expressions and

vocabularies for each topic, making a name card, finding vocabularies about family members, and doing a multiple-choice-exercise.

4. Selecting Teaching/Learning Activities and Instructional Resources

Teaching and learning activities are selected based on the needs analysis and theories on characteristics of young learners, principles of young learners’ learning and multiple intelligences. The activities involved in the materials are listening and repeating, singing a song, studying learning materials, listening and completing a dialogue and a text, doing a game, performing a dialogue, completing a dialogue, writing a short paragraph, reading text and answering questions in a form of mind-mapping, making a name card, finding words on family members between jumbled letters in a table, and doing a multiple-choice-exercise.

As a reference of designing the materials, there are some instructional resources that were adapted. The sources of reference are from English books, internet sites, and game books. The references are used to provide the materials with various learning activities that can help students to learn.

5. Developing Syllabus

The syllabus that was developed refers to Indonesian Ministry of National Education regulation on Panduan Penyusunan Kurikulum Tingkat Satuan Jenjang Pendidikan Dasar dan Menengah. The syllabus consists of standard competence and basic competence, subject content, learning activities, indicator, evaluation,

Beban belajar kegiatan tatap muka keseluruhan untuk setiap satuan pendidikan adalah sebagaimana tertera pada Tabel 25

Tabel 25. Beban Belajar Kegiatan Tatap Muka Keseluruhan untuk setiap Satuan Pendidikan

Satuan

Pendidikan Kelas

Satu jam pemb. tatap muka (menit) Jumlah jam pemb. Per minggu Minggu Efektif per tahun ajaran Waktu pembelajaran per tahun Jumlah jam per tahun (@60 menit)

I s.d. III 35 26-28 34-38

884-1064 jam pembelajaran (30940 – 37240

menit)

516-621

SD/MI/ SDLB*)

IV s.d.

VI 35 32 34-38

1088-1216 jam pembelajaran (38080 - 42560

menit 635-709

SMP/MTs/ SMPLB*)

VII s.d.

IX 40 32 34-38

1088 - 1216 jam pembelajaran (43520 - 48640

menit)

725-811

SMA/MA/ SMALB*)

X s.d.

XII 45 38-39 34-38

1292-1482 jam pembelajaran (58140 - 66690

menit)

969-1111,5

SMK/MAK X s.d XII 45 36 38

1368 jam pelajaran (61560 menit) 1026 (standar minimum) *) Untuk SDLB SMPLB, SMALB alokasi waktu jam pembelajaran tatap muka dikurangi 5 menit

Penugasan terstruktur adalah kegiatan pembelajaran yang berupa pendalaman materi pembelajaran oleh peserta didik yang dirancang oleh pendidik untuk mencapai standar kompetensi. Waktu penyelesaian penugasan terstruktur ditentukan oleh pendidik. Kegiatan mandiri tidak terstruktur adalah kegiatan pembelajaran yang berupa pendalaman materi pembelajaran oleh peserta didik yang dirancang oleh pendidik untuk mencapai standar kompetensi. Waktu penyelesaiannya diatur sendiri oleh peserta didik.

Beban belajar penugasan terstruktur dan kegiatan mandiri tidak terstruktur terdiri dari:

1. Waktu untuk penugasan terstruktur dan kegiatan mandiri tidak terstruktur bagi peserta didik pada SD/MI/SDLB maksimum 40% dari jumlah waktu kegiatan tatap muka dari mata pelajaran yang bersangkutan.

2. Waktu untuk penugasan terstruktur dan kegiatan mandiri tidak terstruktur bagi peserta didik pada SMP/MTs/SMPLB maksimum 50% dari jumlah waktu kegiatan tatap muka dari mata pelajaran yang bersangkutan.

3. Waktu untuk penugasan terstruktur dan kegiatan mandiri tidak terstruktur bagi peserta didik pada SMA/MA/SMALB/SMK/MAK maksimum 60% dari jumlah waktu kegiatan tatap muka dari mata pelajaran yang bersangkutan.

Penyelesaian program pendidikan dengan menggunakan sistem paket adalah enam tahun untuk SD/MI/SDLB, tiga tahun untuk SMP/MTs/SMPLB dan SMA/MA/SMALB, dan tiga sampai dengan empat tahun untuk SMK/MAK. Program percepatan dapat diselenggarakan untuk mengakomodasi peserta didik yang memiliki potensi kecerdasan dan bakat istimewa.

Sistem kredit semester adalah sistem penyelenggaraan program pendidikan yang peserta didiknya menentukan sendiri beban belajar dan mata pelajaran yang diikuti setiap semester pada satuan pendidikan. Beban belajar setiap mata pelajaran pada sistem kredit semester dinyatakan dalam satuan kredit semester (sks). Beban belajar satu sks meliputi satu jam pembelajaran tatap muka, satu jam penugasan terstruktur, dan satu jam kegiatan mandiri tidak terstruktur. Panduan tentang sistem kredit semester diuraikan secara khusus dalam dokumen tersendiri.

BAB IV

KALENDER PENDIDIKAN

Kurikulum satuan pendidikan pada setiap jenis dan jenjang diselenggarakan dengan mengikuti kalender pendidikan pada setiap tahun ajaran. Kalender pendidikan adalah pengaturan waktu untuk kegiatan pembelajaran peserta didik selama satu tahun ajaran yang mencakup permulaan tahun pelajaran, minggu efektif belajar, waktu pembelajaran efektif dan hari libur.

A. Alokasi Waktu

Permulaan tahun pelajaran adalah waktu dimulainya kegiatan pembelajaran pada awal tahun pelajaran pada setiap satuan pendidikan.

Minggu efektif belajar adalah jumlah minggu kegiatan pembelajaran untuk setiap tahun pelajaran pada setiap satuan pendidikan.

Waktu pembelajaran efektif adalah jumlah jam pembelajaran setiap minggu, meliputi jumlah jam pembelajaran untuk seluruh matapelajaran termasuk muatan lokal, ditambah jumlah jam untuk kegiatan pengembangan diri.

Waktu libur adalah waktu yang ditetapkan untuk tidak diadakan kegiatan pembelajaran terjadwal pada satuan pendidikan yang dimaksud. Waktu libur dapat berbentuk jeda tengah semester, jeda antar semester, libur akhir tahun pelajaran, hari libur keagamaan, hari libur umum termasuk hari-hari besar nasional, dan hari libur khusus.

Alokasi waktu minggu efektif belajar, waktu libur dan kegiatan lainnya tertera pada Tabel 26.

Tabel 26. Alokasi Waktu pada Kelender Pendidikan

No Kegiatan Alokasi Waktu Keterangan

1. Minggu efektif belajar

Minimum 34 minggu dan maksimum 38 minggu

Digunakan untuk kegiatan

pembelajaran efektif pada setiap satuan pendidikan

2. Jeda tengah semester Maksimum 2 minggu

Satu minggu setiap semester

3. Jeda antarsemester Maksimum 2 minggu

Antara semester I dan II

4. Libur akhir tahun pelajaran

Maksimum 3 minggu

Digunakan untuk penyiapan kegiatan dan administrasi akhir dan awal tahun pelajaran

No Kegiatan Alokasi Waktu Keterangan 5. Hari libur keagamaan 2 – 4 minggu Daerah khusus yang memerlukan libur

keagamaan lebih panjang dapat

mengaturnya sendiri tanpa mengurangi jumlah minggu efektif belajar dan waktu pembelajaran efektif 6. Hari libur

umum/nasional

Maksimum 2 minggu

Disesuaikan dengan Peraturan Pemerintah

7. Hari libur khusus Maksimum 1 minggu

Untuk satuan pendidikan sesuai dengan ciri kekhususan masing-masing

8. Kegiatan khusus sekolah/madrasah

Maksimum 3 minggu

Digunakan untuk kegiatan yang diprogramkan secara khusus oleh sekolah/madrasah tanpa mengurangi jumlah minggu efektif belajar dan waktu pembelajaran efektif

B. Penetapan Kalender Pendidikan

1. Permulaan tahun pelajaran adalah bulan Juli setiap tahun dan berakhir pada bulan Juni tahun berikutnya.

2. Hari libur sekolah ditetapkan berdasarkan Keputusan Menteri Pendidikan Nasional, dan/atau Menteri Agama dalam hal yang terkait dengan hari raya keagamaan, Kepala Daerah tingkat Kabupaten/Kota, dan/atau organisasi penyelenggara pendidikan dapat menetapkan hari libur khusus.

3. Pemerintah Pusat/Provinsi/Kabupaten/Kota dapat menetapkan hari libur serentak untuk satuan-satuan pendidikan.

4. Kalender pendidikan untuk setiap satuan pendidikan disusun oleh masing-masing satuan pendidikan berdasarkan alokasi waktu sebagaimana tersebut pada dokumen Standar Isi ini dengan memperhatikan ketentuan dari pemerintah/pemerintah daerah.

MENTERI PENDIDIKAN NASIONAL, TTD.

BAMBANG SUDIBYO

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 alsoa 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

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