English instructional materials based on multiple intelligences theory for kindergarten students of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta.

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ABSTRACT

Octavia, Catherine Andriani 2009. English Instructional Materials based on Multiple Intelligences Theory for Kindergarten of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study was conducted to develop English instructional materials based on Multiple Intelligences Theory for kindergarten students of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta. This study concerned with two main questions of the design, they were: (1) What is the appropriate English material design for Kindergarten of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta? and (2) What are the influences towards the students’ learning?

This study was expected to facilitate kindergarten students with a variety of activities and games with joyful teaching techniques so that it helped the students develop their intelligences. Through this study, the researcher considered the child’s uniqueness and intelligences in learning when developed the materials, teaching techniques, and activities. Furthermore, every activity provided could help the students develop not only their dominant intelligences but also other intelligences.

The researcher also used some related literature reviews to achieve the balance correlation between the theory employed and the designed materials. In the theoretical review, the researcher discussed the steps to design English Instructional materials for kindergarten students. The designed materials in this study employed the adaptation of both Research and Development (R & D) cycle and Kemp’s Instructional Design Model.

In order to answer the first research question, the researcher used the adaptation of Kemp’s Instructional Design Model to develop the appropriate English instructional materials based on the analysis of the information and data gathering and the Multiple Intelligences Theory. The appropriate design consisted of (1) the analysis of needs, (2) statements of goal, topics, and general purposes, (3) the identification of learners’ characteristics, (4) statement learning objectives, (5) subject contents, (6) selection and organization of teaching-learning activities, and (7) evaluation for design revision.

Then, the researcher presented the appropriate English materials design suggested by the respondents. There were five themes based on kindergarten national curriculum. Those five themes were presented in eight units where each unit had seven to eight multiple intelligences aspects in it. Furthermore, there were five learning activities in each unit. First was Let’s Sing, where musical and bodily-kinesthetic intelligences were developed. Second was Talk about It, where linguistic and interpersonal intelligences were developed. Third was What is This, students’ linguistic and visual spatial intelligence were triggered. Fourth was Let’s Play, where students’ bodily kinesthetic, linguistic, natural and visual spatial intelligences were triggered. Then, the last was Activity, where students’ visual spatial, logical-mathematic, and intrapersonal intelligences were developed.

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In collecting the data, the researcher distributed questionnaires and conducted interview. There were two objectives in gathering the data. First, it was aimed to assess learners’ needs through questionnaire. Second, it was aimed to evaluate the designed materials through questionnaire and informal interview.

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ABSTRAK

Octavia, Catherine Andriani 2009. English Instructional Materials based on Multiple Intelligences Theory for Kindergarten of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penelitian ini bertujuan untuk mengembangkan materi pembelajaran Bahasa Inggris berdasarkan teori inteligensi ganda bagi murid Taman Kanak-Kanak (TK) Sekolah Nasional Tiga Bahasa Budi Utama Yogayakarta. Di dalam penelitian ini ada dua rumusan pertanyaan, yaitu (1) Bagaimanakah bentuk pembelajaran Bahasa Inggris yang appropriate bagi murid Taman Kanak-Kanak Sekolah Nasional Tiga Bahsa Budi Utama Yogayakarta? Dan (2) Apa pengaruhnya terhadap pembelajaran mereka?

Penelitian ini diharapkan dapat memberi fasilitas kepada anak-anak TK dengan berbagai macam aktivitas dan permainan menggunakan metode pembelajaran yang mengasyikan sehingga dapat membantu anak-anak dalam mengembangkan inteligensinya. Dalam menyusun materi, metode, dan aktivitas pembelajaran ini, peneliti mempertimbangkan keunikan dan inteligensi yang dimiliki oleh setiap anak. Di samping itu, setiap aktivitas yang disediakan mampu membantu anak-anak tidak hanya dalam mengembangkan inteligensi dominannya tetapi juga aspek inteligensi yang lainnya.

Peneliti juga memanfaatkan beberapa buku pendukung guna mencapai keselarasan teori dengan materi yang dikembangkan. Pada theoretical review, peneliti membahas tentang langkah-langkah dalam menyusun materi pembelajaran. Materi pembelajaran yang telah disusun dalam penelitian ini menggunakan metode Research and Development (R & D) dan Kemp’s Instructional Design Model.

Untuk menjawab pertanyaan pertama dalam penelitian ini, peneliti menggunakan adaptasi model pengembangan pembelajaran dari Kemp’s untuk menyusun materi pembelajaran bahasa Inggris yang baik berdasarkan analisa data yang terkumpul dan teori inteligensi ganda. Bentuk pembelajaran Bahasa Inggris yang baik terdiri dari (1) analisa kebutuhan, (2) penentuan tujuan, topik, dan gagasan umum, (3) identifikasi karakter siswa, (4) penentuan tujuan pembelajaran, (5) penyusunan isi, (6) pemilihan dan penyusunan aktivitas pembelajaran yang sesuai, dan (7) evaluasi atas revisi pengembangan materi pembelajaran.

Kemudian, peneliti mempresentasikan materi pembelajaran bahasa Inggris yang telah disusun. Terdapat 5 (lima) tema yang sesuai dengan kurikulim nasional Taman Kanak-Kanak. Kelima tema tersebut dituangkan ke dalam 8 (delapan) unit dimana setiap unitnya memiliki tujuh sampai delapan aspek inteligensi. Selanjutnya, disetiap unit terdapat lima aktivitas pembelajaran. Aktivitas pertama adalah Let’s Sing, dimana aspek inteligensi musik dan gerakan tubuh dikembangkan. Kedua adalah Talk about It, dimana aspek inteligensi bahasa dan interpersonal dikembangkan. Ketiga adalah What is This, dimana aspek inteligensi bahasa dan visual spasial anak dirangsang. Keempat adalah Let’s Play, dimana aspek inteligensi gerakan tubuh, bahasa, natural, dan visual spasial

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dikembangkan. Kemudian yang terakhir adalah Activity, dimana intelegensi visual spasial, logika-matematika, dan intrapersonal anak dikembangkan.

Pengumpulan data penelitian ini dilakukan dengan cara membagi kuesioner dan melakukan wawancara. Tujuan dari pengumpulan data tersebut ada dua, yaitu untuk mendapatkan informasi mengenai kebutuhan siswa dalam belajar bahasa Inggris dan untuk mengevaluasi materi pembelajaran yang telah disusun.

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ENGLISH INSTRUCTIONAL MATERIALS BASED ON MULTIPLE INTELLIGENCES THEORY FOR KINDERGARTEN STUDENTS OF SEKOLAH NASIONAL

TIGA BAHASA BUDI UTAMA YOGYAKARTA

A Thesis

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By:

Catherine Andriani Octavia Student Number: 041214106

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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ABSTRACT

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ABSTRAK

Octavia, Catherine Andriani 2009. English Instructional Materials based on Multiple Intelligences Theory for Kindergarten of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

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dikembangkan. Kemudian yang terakhir adalah Activity, dimana intelegensi visual spasial, logika-matematika, dan intrapersonal anak dikembangkan.

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ACKNOWLEDGEMENTS

First of all I would like to express the greatest thank to my Almighty God for His endless blessing in my life.

Many people have given great contribution for the completion of my undergraduate thesis and my study in Sanata Dharma University.

My deep gratitude goes to Sanata Dharma University that has given me opportunity to learn many things especially about English education. As well for my academic advisor, Drs. Concilianus Laos Mbato, M.A. and all of my English Language Education Study Program lecturers who are so qualified, patient, and sincere in guiding me to learn English.

I would like to express my sincere gratitude to my thesis advisor, Gregorius Punto Aji, S.Pd., M.Hum. for his guidance, precious time and criticism for my thesis. Without his help, this thesis would not be a complete one.

My deep gratitude goes to Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta and to all my beloved teachers for giving me a chance to conduct some researches that support the completion of my thesis.

My deepest thanks go to my beloved parent, Ferry and Christina for their everlasting love, support, sacrifice, and prayer so I can accomplish my studies. I also would like to express great thanks to my big family, my brother who has lent me his notebook to intensively work on this study, my grandmothers, grandfather, my uncles, my aunts, who have helped me in funding my study and prayed for me. Without my family, I would not be myself now.

My deep gratitude also goes to all PBI students who are from 2004 and 2003 especially my classmates for their friendship and care. I specially thank Pak Heru for his willingness in giving criticism and suggestion to revise my thesis, also Jati and Chrisogonus Siddha Malilang, S.Pd. for their time, kindness, and friendship.

Additionally, I would express my greatest thank to all people who have not been mentioned yet above for the support, kindness, care, and attention to me.

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Finally, I would like to thank again to Almighty God for granting me such a merciful blessing of letting me have them all (mentioned or not mentioned above) in my lifetime. May God’s blessing of happiness, love, peace, and healthiness are always with them.

Catherine Andriani Octavia

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

ABSTRACT ... v

ABSTRAK ... vii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

LIST OF FIGURES ... xv

LIST OF APPENDICES ... xvi

CHAPTER I. INTRODUCTION A. Research Background ... 1

B. Research Area Limitation ... 4

C. Research Problems ... 5

D. Research Objectives ... 5

E. Research Benefits ... 5

F. Definition of Terms ... 6

CHAPTER II. LITERATURE REVIEW A. Theoretical Description 1. Kemp’s Instructional Design Models ... 8

2. Foreign Language Teaching for Young Learners ... 11

3. Early Childhood’s Characteristics ... 12

a. Kindergarten Students level B (TK B) ... 12

b. Cognitive Development ... 13 xi

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c. How Childern Learn ... 15

4. Multiple Intelligences Theory ... 18

5. The Application of Multiple Intelligences Theory to Kindergarten Classes ... 25

a. Verbal-Linguistic Intelligences ... 25

b. Mathematical-Logical Intelligences ... 26

c. Visual-Spatial Intelligences ... 27

d. Musical Intelligences ... 28

e. Bodily-Kinesthetic Intelligence ... 29

f. Interpersonal Intelligence ... 29

g. Intrapersonal Intelligence ... 30

B. Theoretical Framework ... 31

CHAPTER III. METHODOLOGY A. Research Method ... 35

B. Research Participants ... 39

C. Research Setting ... 40

D. Research Instruments ... 41

E. Data Gathering Technique ... 42

F. Data Analysis ... 43

G. Research Procedure ... 45

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CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION

A. The Appropriate Materials Design for Kindergarten Students of

Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta ... 48

1. Goal, Topic, General Purposes ... 49

2. Learners’ Characteristic ... 51

3. Learning Objectives and Subject Content ... 52

4. Teaching-Learning Activities ... 54

5. Material Evaluation and Revision ... 56

B. Influences towards students’ learning ... 60

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 63

B. Suggestions ... 65

REFERENCES ... 68

APPENDICES ... 71

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LIST OF TABLES

Page Table 2.1 Gardner’s Multiple Intelligences ... 20

Table 3.1 The Description of the Respondents in the Needs Analysis ……... 39 Table 3.2 The Description of the Respondents in Product Verification ……. 40

49 44 Table 3.3 The Descriptive Statistic of the Respondents’ opinion …………...

Table 4.1 The Description of the Respondents in the Needs Analysis ……...

Table 4.2 Statement of Basic Competence, and Themes ... 50 52 Table 4.3 Statement of Basic Competence, Themes, Topics, and Indicators ..

Table 4.4 Teaching-Learning Activities ... 55 56 Table 4.5 The Description of the Respondents in the Product Verification …

56 Table 4.6 The Result of the Product Verification ………

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LIST OF FIGURES

Page Figure 2.1 Kemp’s Instructional Design Model ... 10 Figure 2.2 The Writer’s Theoretical Framework Steps ... 34 Figure 3.1 Correlation between the adaptation of R & D and Kemp’s Model 38

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xvi

LIST OF APPENDICES

Page

Appendix A : Questionnaire for Needs Analysis ... 71

Appendix B : Questionnaire for Evaluation on the Designed Material ... 76

Appendix C : The Result of the Needs Analysis ... 79

Appendix D : Theme-Based Syllabus ... 84

Appendix E : Presentation of English Instructional Design Material ... 89

Appendix F : Teacher’s Manual ... 90

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CHAPTER I INTRODUCTION

This section provides background information of this study. It consists of Research Background, Research Area Limitation, Research Problem, Research Objectives, Research Benefits, and Definition of Terms.

A. Research Background

People realize that English takes an important role when they deal with other people around the world. As Indonesians do, they really want to learn English so that they will not be left behind. That teaching English as a Foreign Language to children has grown dramatically in Indonesia makes many parents send their children to learn English as early as possible.

The phenomenon above mirror on the emerging of many preschools which provide English as one of their essential subject matters. They want their children to be able to speak and produce some words in English since the beginning. Experts in Psychology and Language Learning and Teaching have argued and proved that the earlier the children learn language, the more successful they will be. In addition, Lenneberg (1967:142) said that there is a correlation between stages in language development and stages in physical maturation. He added that the brain lateralization begins in children around the age of two and is completed around puberty. The plasticity of the brain prior to the puberty enables the child to acquire the language. Therefore, the exposure of language to children as early as possible will be more profitable.

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Teaching young learners is a rewarding and enjoyable experience, but it is also challenging and often frustrating. Children’s enthusiasm and energy are enormous, but their attention span is very short. In this case, teachers are expected to be able to manage the materials and method interestingly so that the children will not get bored and learn well. In addition, they should realize that every child is unique and has intelligences.

According to Gardner, a researcher from Harvard University (1993), there are eight intelligences in human: Linguistic Intelligence, Logical-mathematical Intelligence, Spatial Intelligence, Bodily-kinesthetic Intelligence, Musical Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence, and Naturalist Intelligence. He also added that every child has many ways to learn and to be smart. Therefore, it is possible for teachers to consider and set the intelligences in every lesson. By utilizing the children’s multiple intelligences, teachers can help each child learn optimally through his/her predominant intelligence.

Nowadays, majority of the preschools in Indonesia teach their students English in line with the critical period the children have since it is believed that they can learn much better and have native-like English speaking. One of the preschools in Yogyakarta which also considers a critical period and multiple intelligences in children learning, namely Sekolah Nasional Tiga Bahasa Budi Utama, sets English as a priority program. This school places English as one of the three language learning programs that should be introduced to children as early as possible and use it during teaching-learning process.

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In this school, the three languages -Indonesian, English, and Mandarin- are given everyday in class, including in kindergarten classes. It means that language learning is more effective comparing to most of the preschools in Yogyakarta. Therefore, the English teachers should teach and prepare lesson plans including the materials and teaching methodologies well.

Since there is no English Language curriculum for kindergarten students, the teachers adapt and compose it appropriately from the national curriculum – Kurikulum Tingkat Satuan Pendidikan- in that school so that it could be implemented well in syllabus, lesson plan, and in class finally. Nevertheless, the problem is that teaching resources and information on teaching methods and techniques are limited for both learners and teachers. Furthermore, there are limited English resource books as references that support teaching-learning activities especially for kindergarten students. That problem brings effect to the teachers’ preparation and planning before teaching. The teachers often get confused how to set materials and methods which are interesting for children. A lesson plan should be seen as opportunity to help them develop the eight multiple intelligences aspects.

However, as stated before, there are still limited teaching resources and material guidance for teachers to prepare their teaching. To solve these problems, the researcher wants to develop English instructional materials based on multiple intelligences theory for Kindergarten of Sekolah Nasional Tiga Bahasa Budi Utama. The researcher conducted this research with two intentions. First, the researcher knows that there are limited resources in this school which support the

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activation of children’s multiple intelligences and enrich teaching learning activities. It is expected that the English instructional materials the researcher developed can help the teachers in achieving the learning objectives which refer to multiple intelligences theory. In addition, it can also help to overcome the teachers’ confusion in preparing appropriate materials.

Second, the researcher believes that everyone has all kinds of intelligences but they are not at the same portion. It can also be said that not all children show the same intelligence profile, nor do they share the same interests. Therefore, the researcher develops English instructional materials based on the Multiple Intelligences theory to help children in learning by involving eight different ways of learning to give them abundant opportunities to experience their learning. According to Dickinson (1996), when children have an opportunity to learn through their strengths, they may become more successful in learning.

B. Research Area Limitation

This research worked on instructional material design as a part of instructional design. Considering the amount of time and available resources, this study would be limited on developing English instructional materials based on multiple intelligences for Kindergarten level B (TK B) Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta. There were some reasons why the researcher chooses kindergarten level B (TK B). In that level, where children are at the age of five to six years old, their ability to pronounce the English word is clearer than the younger one. Besides, they are more ready to respond the stimuli around them.

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C. Research Problems

Based on the discussion stated above, there were two questions that were going to be analyzed. The formulated questions are as follows:

1. What is the appropriate design of English instructional material for Kindergarten of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta? 2. What are the influences of the design towards the students’ learning?

D. Research Objectives

The objectives of the study can be stated to answer the problems formulated:

1. To develop the appropriate English instructional material based on multiple intelligences theory for Kindergarten Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta.

2. To know the influences towards students’ learning.

E. Research Benefits

Hopefully, this study can give valuable information and contribution to: 1. The researcher

By doing this study, the researcher expected to get many lessons on how to develop English instructional materials by utilizing multiple intelligences aspects to enhance students language learning.

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2. The students in Kindergarten level B (TK B) Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta

Hopefully, this study would help the students in learning English by triggering and using the other intelligences to support language learning.

3. The teachers in Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta The designed materials in this study would be used as references for teachers in teaching English in kindergarten level.

4. Further researchers

This study would also be helpful for other researchers who conduct research on the area of developing English instructional materials. It can be useful source for those who intend to design English instructional materials so that they can develop more effective and appropriate design especially for kindergarten students.

F. Definition of Terms 1. Instructional materials

In this study, instructional materials mean forms of printed materials, computer-assisted instructions and televised instruction, and planned or designed materials for the use of teacher and students in carrying out the teaching learning process” (Dick & Reiser, 1989:3).

2. Appropriate design of material

The appropriate design of material in this study refers to the suitable materials design as a reference for teachers in teaching English by involving multiple intelligences and considering students’ characteristics. Additionally, it

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has been designed based on the procedures of instructional design plan from Jerrold E. Kemp (Kemp, 1997) and educational research and development from Borg and Gall (Borg and Gall, 1983) that are combined to find out the target needs and the solution for the existing problems.

3. Multiple Intelligences

The theory of multiple intelligences was developed by Dr. Howard Gardner. One of the most remarkable features of this theory is how it provides eight different potential pathways to learn in children and adults. These eight intelligences are Linguistic Intelligence, Logical-mathematical Intelligence, Spatial Intelligence, Bodily-kinesthetic Intelligence, Musical Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence, and Naturalist Intelligence (Amstrong, 1998 ).

The theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning when a teacher finds difficulty in teaching and delivering lessons.

4. Kindergarten Students

In this study, kindergarten students in level B are the children at the age of five to six years old. According to Hornby (1995), kindergarten is a class or small school for young children, usually between the ages of four up to six years old to prepare them for the next formal education. Additionally, kindergarten is a school for young children, conducted in the theory that education should be begun by gratifying and cultivating the normal aptitude for exercise, play, observation, and construction (www.brainydictionary.com /words/ki/kindergarten/82465.html).

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CHAPTER II LITERATURE REVIEW

This section includes theories and concepts that support this study. It consists of two parts; the first part is the Theoretical Description which concerns with the review of related literature and the second part is the Theoretical Framework.

A. Theoretical Description

Theoretical description discusses Theories of Instructional Design Models according to Kemp, Foreign Language Teaching to Very Young Children, Early Childhood’s Characteristics, Theory of Multiple Intelligences, and The Application of Multiple Intelligences Theory to Kindergarten Classes.

1. Kemp’s Instructional Design Models

Instructional design must take into account some principles of human learning, especially the condition under which learning occurs. In other words, the instructional material design is an essential part of an instructional program design. Since instructional design is very crucial, it needs some considerations in choosing a design model which will be adapted in this study. A model should be simple and have clear steps to be followed. Additionally, it should also be flexible in order to facilitate the designers to be able to do the adaptation between the instructional objectives and the strategy to accomplish the objectives.

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There are several instructional program design models. However, the researcher adapts Kemp’s model because it mostly fits to be applied to develop English instructional materials in this study.

According to Kemp (1979, p.8), “instructional design is the process of systematic planning that establishes a way to examine instructional problems and needs, sets a procedure for solving them, supplies, applies them and then evaluates the results”. Kemp also argues that the instructional design plan is designed to supply answers to the three questions which can be considered the important elements of instructional technology. Those are, what to learn (objectives), what procedures and resources work best to reach the desired learning levels (activities and resources), and how we know when the required learning has taken place (evaluation).

The model proposed by Kemp has eight parts as follows:

1. Consider goals, and then lists the topics and states the general purposes for teaching each topic.

2. Enumerate the important characteristics of the learners for whom the instruction is to be designed.

3. Specify the learning objectives to be achieved in terms of measurable students’ behavioral outcomes.

4. List the subject content that supports each objective.

5. Develop a pre-assessment test to determine the students’ background and present the level of knowledge about the topic.

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6. Select learning or teaching activities and instructional resources that will treat the subject content so that the students will accomplish the objectives.

7. Coordinate support services such as budget, personnel, facilities, equipment and schedules to carry out the instructional plan.

8. Evaluate students’ learning in terms of their accomplishment of objectives; with a view to reviewing and reevaluating any phases of the plan that need improvement.

The Kemp’s diagram of steps can be seen as follows:

Revision

Teaching/ Learning Activities, Resources

Subject Content Learner

Character-istics

Learning Objectives Evaluation

Support Services

Goal, Topic, and

General Purposes

Pre-assessment

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Additionally, Kemp’s instructional model is a flexible process. There is interdependence among the eight elements: decisions related to one can affect others. Therefore, the benefit of using Kemp’s model is that it can be applied for an instructional unit or for a single subject. The design can begin with any element.

2. Foreign Language Teaching for Young Learners

In Indonesia, English is considered as a foreign language. According to Broughton, et al., English as a foreign language (EFL) means the language that is taught in school, often widely, but it does not play an essential role in the national or social live. People rarely use English for their daily communication.

Regarding that fact, teaching English in Indonesia, especially for children, needs greater attention since English is rarely used in their environment. An English teacher is supposed to be able to create a good atmosphere to make the children feel familiar with English. Therefore, related with this study of developing English instructional material for kindergarten students, there are some objectives in teaching a foreign language for children according to Leonora Frohlich-Ward in Teaching Foreign Language to the Very Young (Freudenstein, 1978). They are:

a) To make the children aware of the fact that there are other system next to their mother tongue.

b) To support their intellectual and cultural growth.

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The acquisition of a language, especially a foreign language, is best to be learned in early ages. The best age to start learning foreign language is between 4 – 10 years old since around those ages, the children are still in the period of golden age where their ability in acquiring foreign languages is better. In addition, related to the language learning, it is argued convincingly that the younger the children start studying a foreign language, the more likely it is that the children will achieve native-speaker proficiency.

Teaching children is different from teaching adults. The children always need individual attention. They have great curiosity. As a fact, young children do not come to the language classroom empty-handed. They bring with them an already well-established set of instincts, skills and characteristics which will help them to learn another language (Halliwell, 1992:3). Therefore, the method in teaching foreign language for children should be appropriate to their characteristics and ability.

3. Early Childhood’s Characteristics a. Kindergarten Students level B (TK B)

Kindergarten means a preschool for children from the age of 4 to 6 years old. Generally, it is divided into two levels: level A (from 4 to 5 years old) and level B (from 5 to 6 years old). This study involves only level B as the respondents.

Related to the language learning, it is argued convincingly that the younger the children start studying a foreign language, the more likely it is that the children will achieve native-speaker proficiency. This may be because it is believed that

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younger minds are more open to learning or simply because learners have longer to acquire the language. As a fact, young children do not come to the language classroom empty-handed. They bring with them an already well-established set of instincts, skills and characteristics which will help them to learn another language (Halliwell, 1992:3)

Gagne and Briggs (1975: 35) identify the children aged 4-6 years old are already very good at interpreting meaning necessarily understanding the individual words, already have great skill in using limited language creatively, frequently learn indirectly rather than directly, able to take great pleasure in finding and creating fun in what they do, and have already imagination.

b. Cognitive Development

Children do not think the same way as adults. According to Piaget as stated in Brown (1994: 60), there are four stages of development of cognitive processes. One of these processes is equilibration. Equilibration means the overall process of reaching a state of balance between assimilation (responding in terms of previous learning) and accommodation (changing behavior in responding to the environment). In this stage, the process of acquiring knowledge happens. When a child experiences a new event, disequilibrium sets in until he is able to assimilate and accommodate the new information and thus attain equilibrium.

Cognitive development takes many forms such as progress in recognizing what is familiar, learning from experiences, growing ability to deal with

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information outside the world and progress in information processing (Levin, 1983: 157). In order to acquire those forms, a child should go through the stage of development.

Piaget, as stated by Smith (1979:92), divides four major stages of cognitive development, they are sensorimotor, preoperational, concrete operational, and formal operational.

The first of Piaget’s stages of cognitive development is the sensorimotor period, which extends from birth until about the age of two. In this stage, infants understand the world through the overt actions performed on it. They recognize the surrounding through appearance, sound, and touch of object to one another. They also begin to make use of imitation, memory, and thought in a very simple way.

The second stage is preoperational period. Children who are in the stage of preoperational are usually between the ages of two until seven. The preoperational child’s thought is characterized by newly emerging ability. It means that they can now use representations rather than overt actions to solve problems. They learn to represent ideas and thoughts in a variety of ways such as deferred imitation, symbolic play, drawing, mental images, and through spoken language. Deferred imitation is the imitation of objects and events that have not been present for some times. Since the children usually try to copy a prior behavior, imitation is primarily.

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Their thought is also characterized by the dominance of perception over reasoning and by egocentrism, centration, and inability to follow transformations, and inability to solve conservation problems. In fact, they are able to think more logically than children in the sensorimotor stage but they are still in semi logical way of thinking.

The third stage is concrete operational which usually occurs between the ages of seven until eleven. During these years, the child develops the ability to apply logical thought to concrete problem at present. It means that during this stage, the child evolves logical thought processes that can be applied to the existed problem. Concrete operational children cannot apply logical thought yet to problems that are hypothetical, purely verbal, or abstract. If they are presented with a purely verbal problem, they are unable to solve it correctly.

Then the last stage of cognitive developments is formal operations. Children who have reached the developmental stage of formal operational are generally around the age of eleven until sixteen years old. Their cognitive structures reach maturity during this stage. They have constructed the reasoning and logic to solve all classes of problems. It can be said that they are able to solve abstract problems in a systematic and logical way.

c. How Children Learn

The five-year-old child learns rapidly. He/she has big curiosity and wants to find out about things. The greater the mental ability of a child, the more rapidly

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he/she will learn (Foster and Headley, 1959: 12). Experts in Psychology and language learning and teaching have argued that the earlier we learn language, the more successful we will be.

According to Kolesnik (1976: 2), environment plays an important role in child’s learning process. Montessori as quoted by Curtis (1998: 6) also believes that children learn from their own spontaneous activities and therefore, a well-prepared environment is so important. She considered that every child is a unique and is affected by the society and the environment, and also the child is able to develop their own natural potential.

Related to language learning, psychologists have made a lot of contribution to the understanding of language learning theory. One of the arguments is that a critical period for foreign language acquisition occurs around puberty. In around puberty, the brain lateralization – certain functions are assigned to the part of the brain – is completed (Lenneberg, cited in Brown, 1987:43). He says that brain lateralization begins in children around the age of two and is completed around puberty. During this time, the child is neurologically assigning functions little by little to one side of the brain or the other, included in this functions is language (Brown, 1987: 43). He suggests further that the plasticity of the brain prior to the puberty enable children to acquire not only the first language but also the second or the foreign language.

In learning, the child should be engaged closely to the process of learning. Blackie (1967:28) added that children need exercising. It means that children are allowed to do things repeatedly to reassure themselves that what they have learned is

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true. The exercises should be pleasurable and fit with their characteristics. Moreover, children should be given an opportunity to relate what they learn, see, and know continually in a pleasure way in order to motivate them in learning. It is clear, therefore, that a child’s interaction with his / her physical and social environment is significant to both intellectual and language development as well.

Nissani (1993) also argued that children are encouraged to become involved in purposeful and creative activities with other children, to make major choices among hands-on learning activities, to initiate and accomplish self-motivated tasks in a rich environment, and to construct knowledge at their own individual pace by discovering and engaging in open-ended activities that reflect all areas of their development. It tends to be highly student centered and keeps children’s developmental needs in mind by allowing them to learn at their own pace and in their own learning styles. It involves a great deal of creativity on the part of the teacher, who continually develops ways for children to interact in hands-on tasks and activities in which they may construct their own meaning through interaction.

There are some natural learning styles of young children according to Holt (1967). They are as follows:

1. Children are curious

Children want to make sense out of things, find out how things work, gain competence, control over themselves and their environment, and do what they can see other people doing.

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Children do not shut themselves off from the strange, confused, complicated world around them. They observe it closely, sharply, and tries to take it all in. 3. Experimental

Children do not merely observe the world around them but taste it, touch it, even break it. To find out how reality works, they work on it.

4. Bold

Children are not afraid of making mistake. 5. Patient

Children can tolerate confusion, ignorance, and suspense. They do not have to have instant meaning in any new situation. They are willing and able to wait for meaning to come to them even if it comes very slowly.

From the explanation about the children’s characteristics, it is known that they are different from adult in the way of learning something. Therefore, it is crucial for kindergarten teachers to analyze children’s characteristics and fix them in the lesson so that the learning experiences can run smoothly and meaningful.

4. Multiple Intelligences Theory

In a traditional view, intelligence is defined operationally as the ability to answer items on tests of intelligence. Multiple Intelligences theory, on the other hand, pluralizes the traditional concept. Intelligence entails the ability to solve problems or fashion products that are consequence in a particular cultural setting or community (Brualdi, 1998).

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The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence.

One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty in reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning (http://www.thomasarmstrong.com/multiple_intelligences.htm). It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more. This theory can be applied in all levels, whether for kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest.

In learning, focusing on the strengths and skills of the child give the child motivation and opportunity to learn in the way that the child learns best. Gardner

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(1993) believes that everyone has different cognitive strengths. Children’s different strengths may influence how they make sense of the world.

There are several key points in multiple intelligences theory. First, every individual possesses all eight intelligences. Some individuals possess higher level of certain intelligences than others do but the most important thing is that most of us are highly intelligent in some, modestly intelligent in some, and underdeveloped in the rest (Amstrong, 1994). Second, most people can develop each intelligence to a certain intelligence by instruction and encouragement (Amstrong, 1994). Third, intelligence usually works together in complex ways. They always interact one another (Amstrong, 1994). Fourth, there are many ways to be intelligent within each category. There is a great diversity of ways in which individuals can show their intelligence (Amstrong, 1994).

The following table describes briefly about Gardner’s theory of multiple intelligences:

Intelligence area

Is strong in Likes to Learn best through

Famous examples

Linguistic reading, writing, telling stories,

read, write, talk, tell stories,

reading, hearing and seeing words, speaking, writing,

T.S. Elliot, Maya Angelou,

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memorizing dates, thinking in words

memorize, work at puzzle

discussing, and debating Virginia Wolf, Abraham Lincoln Logical-mathematical math, reasoning, logic, problem solving, patterns solve problem, questions, work with numbers, experiments working with patterns and relationships, classifying, categorizing, working with the abstract Albert Einstein, John Dewey, Susanne Langer

Visual-Spatial reading maps, charts, puzzles, imaging things, visualization, design, draw, build, create, daydream, look at the pictures

working with pictures and colors,

visualizing using the mind’s eyes, drawing Pablo Picasso, Frank Lloyd Wright, Georgia O’ Keefe, Booby F.

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22 Bodily-kinesthetic athletic, dancing, acting, craft, using tools move around touch and talk, body language touching, moving, processing knowledge through bodily sensation Charlie Chaplin, Martina Navratilova, Magic Johnson

Music singing, picking

up song, remembering melodies, rhythm sing, hum, play an instrument, listen to music

rhythm, melody, singing, listening to music and melodies Leonard Bernstein, Wolfgang Amadeus, Mozart, Ella Fitzgerald Interpersonal understanding people, leading, organizing, communicating, resolving conflicts have friends, talk to people, join in group

sharing, comparing, relating, interviewing, cooperating Mohandas Gandhi, Ronald Reagan, Mother Theresa

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Intrapersonal understanding self, recognizing strength and weaknesses, setting goals work alone, reflect, pursue interest working alone, doing self-paced project, having space, reflecting Eleanor Roosevelt, Sigmund Freud, Thomas Merton Naturalist understanding nature, making distinctions, identifying flora and fauna

Be involved with nature, make distinctions working in nature, exploring living things, learning about plants and natural events John Muir, Charles Darwin, Luther Burbank

Table 2.1 Gardner’s Multiple Intelligences

(Taken from: Developing Students’ Multiple Intelligences by Kristen Nicholson-Nelson. 1998: 13)

According to Gardner, although the intelligences are structurally separated from each other, they rarely operate independently. In the individual, multiple intelligences are used congruently and in balance of one another as the person develop skills or solve problems (Brualdi, 1998). Gardner’s theory of multiple intelligences provides a theoretical foundation for recognizing that students possess different abilities and talents (Brualdi, 1998; Wiseman, 1997).

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Using multiple intelligences as a model of practice has the possibility to accommodate all students’ way of learning and diversity of their experience. Students possess multiple intelligences. In this case, the role of the teacher is important from the beginning of the process to the end. Teachers are the central of the establishment of a classroom culture. Additionally, social interaction in class is the core of teaching and learning. Therefore, it is possible for teacher to accommodate every lesson to all the intelligences and learning styles of the students (Brualdi, 1998). The teacher can show students how to use their predominant intelligences to aid them in understanding.

Teachers then become curriculum developers, lesson designers and analysts, activity finders, or investor, and most critically orchestrators, or a rich array of multi-sensory activities within the realistic constraints of time, space, and resources of the classroom. They have a role that is not only to improve the second language abilities of the students but become major contributors to the overall developments of the students’ intelligences (Christison, 1999:12).

In addition, the learners need to see themselves engage in a process of personality development above and beyond that of being successful language learners (Richards and Rodgers, 2001:120). The environment and the activities are intended to enable students to become better-rounded individuals and successful learners. “The more awareness students have their own intelligences and how they work, the more they will know how they use those intelligences to access the necessary information and knowledge from the lesson” (Christison, 1997:9)

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5. The Application of Multiple Intelligences Theory to Kindergarten Classes The theory of multiple intelligences helps children succeed on their own terms. Therefore, forget the standard I.Q. meaning of genius then understand that each child will be a genius in a very different way from another child.

There are seven description of multiple intelligences of children written by May Lwin, Adam Khoo, Kenneth Lyen, Caroline Sim in their book How to Multiple your Child’s Multiple Intelligences (2003), and the appropriate activities for each intelligence.

a. Verbal-Linguistic Intelligence

Verbal-Linguistic intelligence refers to the ability to form thoughts clearly and be able to develop these competently through words to express these thoughts in speech, reading, and writing. It involves sensitivity of spoken and written language. A person with high verbal language will not only display a sound command of the language, but also be able to tell stories, debate, discuss, interpret, report, and undertake a variety of other verbal and writing related tasks.

The importance of Verbal-Linguistic intelligence is to improve reading skill, writing skill, listening skill, and to build self-presentations and general linguistic skills.

Furthermore, there are activities to enhance verbal development to expose children to basic linguistic skills. They are providing opportunities for doing simple conversation, teaching children the joy of reading, exposing children to music, and playing word games.

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b. Mathematical-Logical Intelligence

Mathematical-Logical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

The importance of Mathematical-Logical intelligence is to enhance logic and strengthen reasoning skills, to discover the working of patterns and relationship, to enhance number sense, to develop problem solving skills, to improve ability to classify and categorize, and to enhance memory.

To enhance Mathematical-Logical intelligence, there are some activities like working with patterns, practicing and solving math problem, experimenting and developing a sense of science, using computer, and playing logic and strategy games. The activities for working with patterns can be shaping connection, collecting things in the bag, making fruit sticks, and so forth. Then for practicing and solving math problem, some games such as counting games, making egg cartoon train, hopping and counting can stimulate children’s awareness of numbers and math.

Children should be encouraged to conduct their own experiments based on their observation of things around them and gain better awareness of the natural world they live in. The activities that can expose children to the idea of experimentation are making chocolate-dipped frozen bananas, creating colors, and so forth. Additionally, using computer can help children in learning numbers and

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geometric shapes, colors, and movement with the help of many commercially available CD-ROMs with mathematical programs.

Furthermore, the activity like playing simple logic games through story telling with children can encourage them to predict what will happen next in the play or story. The example of logic games are puzzle center, mystery story with a riddle, little riddles, and so forth.

Children are subconscious learners and can perceive patterns and sequences around us from a young age. Therefore, decorate the wall at home with posters depicting different patterns, shapes, and colors.

c. Visual-Spatial Intelligence

Visual-Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas. The importance of Visual-Spatial is to enhance creativity, to boost memory power, to develop higher-order thinking and problem solving skills, to achieve peak performance, and to help them express feelings and emotions.

Few exercises on how a teacher can cultivate the habit of observation in children are ‘I spy with my little eyes’, ‘Mr. Detective’, ‘Spot the change’, ‘Spot the difference’, ‘Appreciating pictures ‘and so forth. Children tend to look upwards and make a mental picture of the word to remember in their mind. When they need to spell the word they again look upwards and see the picture of that word in their mind and then write it down.

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Moreover, the exercises that can get the children start in exploring and developing their inner artist are learning about color, tracing drawings, doing guided drawing, learning how to draw anything well, and working on picture together. Some games and activities such as playing play dough, building blocks, and making paper origami can also be used to help children in this area of intelligences.

d. Musical Intelligence

Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. The importance of this intelligence is to enhance creativity and the imagination, to improve intelligences, to boost memory skills, and to help to teach other intelligences.

The activities that can stimulate children’s musical intelligence are exposing children to a varied selection of musical pieces by listening to instrumental music, making musical list, or making tune composition. Furthermore, encouraging rhythmic and movement activities such as dancing to various rhythms and beats as well as developing their motor coordination, singing and doing action song and acting along with the lyrics, and clapping to the rhythm can enhance children’s musical intelligence. Additionally, it is important to provide opportunities for children to vocalize or sing the song so that it allows children to develop their bodily-kinesthetic intelligence as well as to use their voice expressively.

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e. Bodily-Kinesthetic Intelligence

Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Gardner sees mental and physical activity as related.

The importance of bodily-kinesthetic intelligence is to enhance psycho-motor abilities, to enhance social skills, to build confidence and self-esteem, to lay the foundations for a sporty lifestyle, and to improve health. Furthermore, the activities that can enhance this areas of intelligence are shorting shapes, colors, and patterns, moving according to the music, imitating animals, balancing on the line or beam, playing basketball, playing ‘Simon Says’, and so forth.

f. Interpersonal Intelligence

Interpersonal intelligence concerns with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. The importance of interpersonal intelligence is to become a socially-conscious and well-adjusted adult, to be successful in job, and to develop emotional and physical well-being.

The activities for this area of intelligence are making friends, doing game about understanding the feeling of others, working in group such as jigsaw puzzle game, expressing affection activity, and learning to solve problems.

The interpersonal intelligence is not something that a child is born with or without. It has to be taught and nurtured during the growing-up stage.

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g. Intrapersonal Intelligence

Intrapersonal intelligence is the intelligence of the self. It is the ability to understand oneself, to appreciate one's feelings, fears and motivations. People who are high on this area tend to be deep thinkers. They reflect on what they have done and continually make self-assessments. They are in touch with their thoughts, ideas, and dreams, and their also have the ability to direct their own emotions in such a way as to enrich and guide their own lives (Lwin.et al., 2003:241)

The importance of this intelligence is to develop a strong sense of self that leads to emotional stability, to control and direct emotions, to be self-directed and motivated, and to develop a high self-esteem.

Additionally, the activities that can enhance this area of intelligence are involving the children in building their sense of identity and uniqueness like playing fingerprint for instance; building self-esteem through giving a trust for an important job, praising the child when he/she deserves it, and getting the children to try a new thing.

Every child is unique. They have ability to develop through their intelligences. By maximizing their multiple intelligences, the children can maximize their abilities. Lwin, M. et al. (2003:3) stated that a child might be strong in his verbal skill and mathematical deduction, but he/she may not have interpersonal skills to get along with others. On the other hand, what all successful individuals have in common is that they have a strong combination of at least four or five of the nine different intelligences that can be possessed.

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B. Theoretical Framework

In this section, the writer illustrates the theories reviewed and presents the steps in designing the instructional materials of this study. The materials design in this study employ Kemp’s Instructional Design Model. The writer decided to adapt some steps in designing materials that will be simplified below:

1. Conducting Needs Analysis

It is necessary to have a need analysis as a preceding step in order to state the goal, topics, and general purposes. In this step, the researcher conducts needs analysis to gain the information about learners’ purposes and needs in learning English. This survey research is done through questionnaire and interview.

2. Stating Goal, Topics, and General Purposes

Identifying goals is essential, as all educational programs are based on stated goals. In this study, the writer sets and adapts the goal and general purposes from Kurikulum Tingkat Satuan Pendidikan because English has not been considered as a major subject in the kindergarten. Selection of the topics follows the determined school’s topics because the school in this study is a three languages national school, where every lesson is conveyed in three languages.

3. Identifying Learners’ Characteristics

Learners’ characteristics are important to consider for ensuring the effectiveness of a program. Learners’ characteristics cover learners’ capabilities,

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needs, and interests, as well as learners’ academic factors, social factors, learning condition, and learning styles. In this study, the writer identifies the important characteristics of the children, for whom the instructional materials to be designed. In this case, kindergarten students are the object of this study. They like playing, moving, and singing (Depdiknas, 2006). Gardner (1993) said that there may be a wide range of cognitive and physical abilities in the classroom.

4. Stating Learning Objectives

Learning objectives have to be stated in terms of activities that will best promote learning. The objectives should indicate exact and measurable behavioral objectives. On the other hand, this step describes the indicators of what the learners should be able to achieve in every meeting. In this study, the writer uses the term ‘indicator’ as a term in Kurikulum Nasional to replace the term ‘objective’ in Kemp’s model.

5. Organizing Subject Content

Subject content refers to the selection and organizing of the specific knowledge (fact and information), skills (step-by-step procedures, conditions, and requirements), and attitudinal factors of any topic (Kemp, 1979: 44). Therefore, in this step the writer lists what knowledge and skill that will be delivered in the beginning of the lesson.

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6. Selecting Teaching-Learning Activities

The teaching-learning activities and resources must treat the subject contents and motivate students to be able to accomplish the objectives. These activities and resources can be in the forms of printed materials, audiovisual media, or other items for group and individual uses. The teaching-learning activities aim to enhance the learners’ competence and should be appropriate for children phases and children development (Depdiknas, 2006). In this study, the idea of arranging teaching-learning activities is based on the multiple intelligences theory, which covers eight intelligences.

7. Evaluating

The evaluation is conducted to observe the students’ learning process, especially to know whether the objectives have already been achieved. It is also important to evaluate the whole material design so that any necessary adjustment can be made.

8. Revising

After evaluating the designed material, the writer will revise it based on the suggestion, criticism, and correction from the respondents, who are kindergarten teachers, headmaster, and lecturer.

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The writer’s theoretical framework steps are presented in Figure 2.2 below:

Conducting Needs Analysis

Stating Goal, Topics, and General Purposes

Identifying Learners’ Characteristics

Stating Learning Objectives

Organizing Subject Content

Selecting Teaching-Learning Activities

Evaluating

Revising

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CHAPTER III METHODOLOGY

This chapter presents detailed information about the method used to accomplish what the study. It consists of Research Method, Research Participants, Research Setting, Research Instruments, Data Gathering Technique, Data Analysis Technique, and Research Procedure.

A. Research Method

The researcher used an educational research and development (R & D) method in order to answer the questions stated in the Problem Formulation in Chapter I.

In this study, the Research and Development (R & D) was applied. It consisted of a cycle in which a version of the product is developed, field-tested, and revised on the basis of field-test data (Borg and Gall 1983: 771). The goal of this method is to obtain this research knowledge then incorporate it into a product that can be used in the school to bridge the gap that commonly exists between education research and education practice.

R & D can be defined as a process used to develop and validate educational products such as teaching materials, teaching methods, and method for organizing instruction. The steps of this process referred to R & D cycle, which consisted of studying research findings relevant to the product to be developed, developing the product based on these findings, field testing it in the setting where it will be used

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eventually, and revising it to correct deficiencies found in the field-testing stage. According to Borg and Gall (1983: 775), there are ten major steps in the R & D cycle to develop the products. They are research and information collecting, planning, developing preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, dissemination and implementation. However the researcher applied only seven steps in this study. The steps are elaborated as follows:

1. Research and Information Collecting

Research and information collecting includes review of literature, classroom observations, and preparation of report of state of the art (Borg and Gall, 1983: 775). In this step, the researcher conducted needs analysis to gain information about the learners’ purposes and needs in learning English and their characteristics. It was done through distributing questionnaire and conducting interview to kindergarten teachers and the head master of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta. 2. Planning

Planning includes defining skills, stating objectives determining course sequence, and small scale feasibility testing. Those aspects would be involved in determining the goal and the topics to be designed based on the learners’ target needs. The most important aspect of planning a research-based educational product is the statement of the objectives to be achieved by the product (Borg and Gall, 1983:779). Since the statement of the objectives has important role in developing instructional

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material, the researcher formulated the goal, general purposes and learning objectives based on the learners’ needs analysis and characteristics.

3. Development Preliminary Form of Product

The following step after completing the planning is developing preliminary form of product. This step includes preparation of instructional materials, handbooks, and evaluation devices. In this step, the researcher designed the instructional material based on the information gathered about the learners to attain the goal and considered the sequence of the content presented and types of follow up tasks and activities. 4. Product Verification

After developing the product, the verification process was needed. In this step, the researcher verified the materials that had been designed to the lecturer and kindergarten teachers in that school by distributing questionnaire and conducting an interview with the head master. It aimed to display the designed materials and get some feedback for better improvement.

5. Product Revision

After getting feedback from the lecturer, head master, and kindergarten teachers, the researcher revised the designed materials based on the evaluation result before testing it in school.

6. Field Testing

The purpose of the field testing is to obtain an initial qualitative evaluation of the new instructional material. The researcher implemented one of the designed materials in class to know what influence towards the students’ learning. She

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conducted an informal interview with the students to know whether the designed materials were suitable and applicable to them.

7. Main Product Revision

After implementing and gathering data from the field testing, the researcher revised the materials if needed based on the students’ responses.

The writer illustrates the correlation between Kemp’s Instructional Design Model & R&D system. The following figure will show the correlation:

Research and Information Collecting

Planning

Develop Preliminary Form of Product

Field Testing Product Verification

Product Revision

Goal, Topics, and General Purposes

Learners’ Characteristics

Learning Objectives

Evaluation Subject

Content

Teaching/ learning activities

Final Product Revision

continuing to the next step providing the basis for feedback line

Adapting from Borg and Gall’s R&D cycle Adapting from Kemp’s model

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B. Research Participants

The research participants of this study covered the participants of needs analysis and those who evaluated the designed material.

1. Participants of Research and Information Gathering

The researcher conducted needs analysis to obtain the information about the kindergarten learners’ needs and purposes in learning English and also their characteristics. The respondents are 7 (seven) kindergarten teachers and 1 (one) head master of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta.

The following table represents the description of the respondents:

Education Background

Teaching Experience

(in year) Group of

Respondents

SMU D1 D2 D3 S1 S2 0-2 2-4 > 4

Teachers of kindergarten Headmaster of kindergarten

Table 3.1 The Description of the Respondents in the Needs Analysis 2. Participants of the Product Verification

The researcher conducted product verification to get the feedback and suggestions towards the designed materials before testing it in school. The participants were the English lecturer of Sanata Dharma University, 3 (three)

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kindergarten English teachers and the headmaster of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta.

The following table represents the description of the respondents:

Education Background

Teaching Experience

(in year) Group of

Respondents

SMU D1 D2 D3 S1 S2 0-2 2-4 > 4

Teachers of kindergarten

Headmaster of kindergarten Sanata Dharma English Lecturer

Table 3.2 The Description of the Respondents in Product Verification 3. Participants of the Field Testing

In field testing, the researcher implemented one of the designed materials in class to know what its influence towards the students’ learning. The participants were kindergarten students level B of Sekolah Nasional Tiga Bahasa Budi Utama.

C. Research Setting

This study was conducted in Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta. It began on the September 2008 and finished on February 2009. Data gathering took place on the 26th of September 2008. Analysis of the data began at the

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The study conducted in that school because of some reasons. First, the researcher specially designed the English instructional material for that school since this school uses multiple intelligences theory to optimize the learning. Second, this school emphasizes on three languages use –Indonesian, English, and Mandarin. Therefore, English is much needed and always be used in everyday school. Then the last reason is the writer herself works in that school.

D. Research Instruments

In this study, to obtain the information, the researcher employed questionnaire and interview checklist as research instruments. According to Brown and Rodgers (2002: 120), there are two types of questionnaire; they are open-response items and selected-response items. In the open-response items, the research subjects should give responses in their own word in the form of writing, whereas selected-response items, the research subjects give responses by selecting from the alternatives provided. 1. Instrument of Research and Information Gathering

The instrument that was used to collect data in research and information gathering was questionnaire. The questionnaire was distributed to the headmaster and kindergarten teachers of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta. It was to obtain the information about kindergarten students’ characteristics, needs and purposes in learning English.

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2. Instrument of Product Verification

The instruments for participants of product verification were questionnaire and interview checklist. The questionnaire was distributed to Sanata Dharma English lecturer, the headmaster and kindergarten English teachers of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta. It was significant for gaining the feedback and suggestions towards the designed materials.

The other instrument was interview checklist. It was conducted with the headmaster of the school in order to get their opinion and feedback on the designed materials.

3. Instrument of Field Testing

The instrument for participants of field testing was informal interview checklist. It was conducted with the kindergarten students of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta to know whether the designed materials were applicable to them and what influence towards their learning.

E. Data Gathering Technique

The questionnaire for gaining information about the targets’ needs and characteristic were distributed in the initial of this study to the head master and kindergarten teachers of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarat. It was distributed on the 26th of September 2008. Then, for gaining the data of product

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headmaster, and kindergarten teachers as the respondents. It was distributed on the 6th

of February 2009.

In addition, interview as the other tool to obtain the data in this study also took important role to support the achievement of the data validity. It intended to find out the participants’ feeling and opinions. In this study, the researcher employed semi-structured interview in which this type of interview combines a certain degree of control with a certain amount of freedom to develop the interview. It was intended to encourage the interviewee to give fuller and more detail information or responses.

The researcher conducted the interview with the headmaster of the school and informal interview to kindergarten students in order to know what the influences of the designed materials towards their learning are.

F. Data Analysis

In this study descriptive qualitative analysis was chosen. Sort of data were taken from the questionnaires and interviews. The data from the questionnaire would be analyzed by descriptive statistic. The mean or the average point is determined by adding all of the scores and dividing their sum by the total number of the respondents. The formula is as follow:

X =

Σ

X

X = mean / average

N

X =

scores

ΣX = the sum of the score

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To express the information gathered, she made the percentages that are calculated by dividing the mean by the highest score of scale and multiplying the result by 100.

% = X x 100%

% = Percentage X = Mean / average

n = The highest score of the scale

n

The assessment of the respondents’ opinion in questionnaire of the needs analysis and evaluation on the designed material used five points of agreements; they are:

Point of Agreement Meaning

1 Strongly disagree

2 Disagree

3 Doubt

4 Agree

5 Strongly Agree

No Question Response

Number of

participants Percentage

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G. Research Procedure

The researcher conducted this study with following procedures: 1. Research and Information Gathering

a. Identifying research problem

The researcher looked for research problem that exists in the education field around her. Then she limited the area of the research and started to formulate the objectives of the research.

b. Asking for permission to conduct the research

After identifying the research problems, the researcher asked permission to the headmaster of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta to conduct the research.

c. Collecting new knowledge and information related to the research

In this step, the researcher tried to gain information and knowledge related to the research by finding appropriate books and articles for the literature review which supported the study of the research. The books and articles were used as the guide to design the English materials.

d. Designing initial research instruments

The researcher designed the research instruments needed to obtain the needs analysis data. The instruments were in form of questionnaire and interview checklist. The researcher distributed questionnaire to obtain the information from the kindergarten teachers about kindergarten students’ characteristics, needs, and

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name and rewrite the part of tree based on the words provided in the box. The worksheet for this activity is available in student book.

2. Match the food with the plant from which it comes

The teacher explains how to do the worksheet. Then, he/she asks the student to take a worksheet while saying “thank you”. In the worksheet, the students must match the food with the plant from which it comes. The worksheet for this activity is available in student book.

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Appendix G

LESSON PLAN

Class/Semester : TK B/1

Theme/Unit : All around Me/Family

Date : 9 Maret 2009

Basic competence: At the end of this topic, the students are able to perceive family terms in English.

Indicator : Students are able to: list their family member

pronounce the terms correctly

Main material : Family Member Learning procedure:

Teaching learning activities Time Media

a. Pre activity

#

Greeting

#

Brainstorming: song ‘I Love My Family’

b. Main activity

#

Show a picture of a family while saying ‘He is my father’,

etc.

#

Vocabulary: family, father, mother, brother, sister

#

Game: “Shot the Picture”

c. Post activity

#

Reviewing today’s material.

5’

5’ 8’ 10’

2’

song

Photo, Picture cards.

Language focus:

He is my ……….. (family member) Source:

Student’s book: pp. 13-14 Teacher’s book: pp. 10-11

(3)

LESSON PLAN

Class/Semester : TK B/1

Theme/Unit : All around Me/Family

Date : 10 Maret 2009

Basic competence: At the end of this topic, the students are able to perceive family terms in English.

Indicator : Students are able to: list their family member

pronounce the terms correctly

Main material : Family Member Learning procedure:

Teaching learning activities Time Media

a. Pre activity

#

Greeting

#

Brainstorming: song ‘I Love My Family ’

b. Main activity

#

Vocabulary: family, baby, grandfather, grandmother

#

Game: “Whispering Game”

c. Post activity

#

Reviewing today’s material.

5’

8’ 15’

2’

song Photo, Picture cards.

Language focus:

He is my ……….. (family member) Source:

Student’s book: pp. 14 Teacher’s book: pp. 11-12

(4)

LESSON PLAN

Class/Semester : TK B/1

Theme/Unit : All around Me/Family

Date : 11 Maret 2009

Basic competence: At the end of this topic, the students are able to perceive family terms in English.

Indicator : Students are able to: list their family member

pronounce the terms correctly

Main material : Family Member Learning procedure:

Teaching learning activities Time Media

a. Pre activity

#

Greeting

#

Brainstorming: song ‘I Love My Family ’

b. Main activity

#

Vocabulary: family, father, mother, brother, sister, baby,

grandfather, grandmother

#

Role Play: “Happy Family”

•

Listen to story

•

Role play

c. Post activity

#

Reviewing today’s material.

5’

3’

5’ 15’

2’

song

Photo, Picture cards, Story

Source:

Student’s book: pp. 15 Teacher’s book: pp. 12-13

(5)

LESSON PLAN

Class/Semester : TK B/1

Theme/Unit : All around Me/Family

Date : 13 Maret 2009

Basic competence: At the end of this topic, the students are able to perceive family terms in English.

Indicator : Students are able to: list their family member

pronounce the terms correctly

complete the family tree Main material : Family Member

Learning procedure:

Teaching learning activities Time Media

a. Pre activity

#

Greeting

#

Brainstorming: song ‘I Love My Family ’

b. Main activity

#

Review vocabulary: family, father, mother, brother, sister,

baby, grandfather, grandmother

#

Activity: Draw their own family member then color.

c. Post activity

#

Reviewing today’s material.

5’

5’ 15’

5’

song Photo, Picture cards, Worksheet

Source:

Student’s book: pp. 15 Teacher’s book: pp. 13

(6)

LESSON PLAN

Class/Semester : TK B/1

Theme/Unit : All around Me/Family

Date : 12 Maret 2009

Basic competence: At the end of this topic, the students are able to perceive family terms in English.

Indicator : Students are able to: list their family member

pronounce the terms correctly

Main material : Family Member Learning procedure:

Teaching learning activities Time Media

a. Pre activity

#

Greeting

#

Brainstorming: song ‘I Love My Family ’

b. Main activity

#

Review vocabulary: family, father, mother, brother, sister,

baby, grandfather, grandmother

#

Activity: Make a family tree in group

c. Post activity

#

Reviewing today’s material.

5’

5’ 15’

5’

song Picture cards, Manila paper

Source:

Student’s book: pp. 16 Teacher’s book: pp. 14

English instructional materials based on multiple intelligences theory for kindergarten students of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta.

Revision

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