Post on 11-Mar-2019
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A Sarjana Pendidikan Final Paper on
SPOKEN ENGLISH MATERIALS
TO IMPROVE YOUNG LEARNERS’
MULTIPLE INTELLIGENCES
Prepared and Presented by
Marlyne Sandie Claudia da Costa
Student Number: 101214190
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that the final paper, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and
references, as a scientific paper should.
Yogyakarta, January 8, 2016
The Writer,
Marlyne Sandie Claudia da Costa
101214190
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Marlyne Sandie Claudia da Costa
Nomor Mahasiswa : 101214190
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
SPOKEN ENGLISH MATERIALS
TO IMPROVE YOUNG LEARNERS’ MULTIPLE INTELLIGENCES
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan
dalam bentuk media lain, mengolahnya dalam bentuk pangkalan data,
mendistrubusikan secara terbatas, dan mempublikasikannya di Internet atau media
lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun
memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai
penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 21 Januari 2016
Yang menyatakan
(Marlyne Sandie Claudia da Costa)
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ABSTRACT
da Costa, Marlyne Sandie Claudia. (2016). Spoken English Materials to improve
Young Learners’ Multiple Intelligences. Yogyakarta: English Education Language
Study Program, Sanata Dharma University.
This final paper discussed spoken English Materials which could improve
kindergarten students’ multiple intelligences through English. The writer conducted
the Research and Development in order to design the materials and to solve students’
speaking problems in English in the classroom.
In this final paper, the writer had one research question, namely: how are
spoken English materials used to improve young learners’ Multiple Intelligences?.
The writer discussed how the materials can help young learners to increase their
multiple intelligences using spoken English and how it can be useful in teaching
English as second language for young learners or kindergartens.
The writer showed through practical examples how multiple intelligences can
be used as the target to develop good pronunciation of English through spoken
English materials and how the designed materials can show the greatness of the
young learners eight Multiple Intelligences.
Finally the paper presented and aimed to explore how spoken English
materials for Young Learners can be adapted to suit a particular theme or part of the
curriculum a teacher might wish to teach and develop the eight Multiple Intelligences
of them.
Keywords: spoken English, multiple intelligences, English for young learners,
kindergarten
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ABSTRAK
da Costa, Marlyne Sandie Claudia. (2016). Spoken English Materials to Improve
Young Learners’ Multiple Intelligences. Yogyakarta: Program Studi Pendidikan
Bahasa Inggris. Universitas Sanata Dharma.
Tugas Akhir (Makalah) ini memuat materi spoken English yang dapat
mengembangkan kecerdasan majemuk atau Multiple Intelligences pada siswa di usia
belia melalui bahasa Inggris. Penulis menggunakan Research and Development
(R&D) dalam membuat atau mendesain materi dan mengatasi masalah berbicara
atau speaking siswa dalam berbahasa Inggris di kelas.
Dalam makalah ini, penulis menjawab pertanyaan yang menjadi
permasalahan yaitu: penggunaan spoken English dalam mengembangkan
kecerdasan majemuk siswa pelajar di usia belia. Penulis membahas bagaimana
desain materi ini dapat membantu meningkatkan kecerdasan majemuk pada siswa
Taman Kanak-kanak melalui spoken English dan bermanfaat dalam mengajar
bahasa Inggris sebagai bahasa kedua atau English as Second Language.
Penulis menunjukkan bahwa lewat contoh latihan atau praktek, kecerdasan
majemuk bisa digunakan sebagai sasaran dalam mengembangkan pengucapan atau
pronunciation yang baik dan benar dalam berbahasa Inggris melalui materi spoken
English.
Akhir kata, makalah ini dipersembahkan dan ditujukan untuk menjelajahi
atau menyelidiki bagaimana desain materi ini dapat disesuaikan dengan beberapa
tema atau bagian dari kurikulum yang sudah ada bagi guru yang akan mengajar dan
mengembangkan kecerdasan majemuk siswa taman kanak-kanak.
Kata Kunci: spoken English, multiple intelligences, English for young learners,
kindergarten
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ACKNOWLEDGEMENTS
First of all, I would like to glorify my all-in-all, the Lord Jesus Christ, who
has given strengths and patience even in my worst time. I realized that without His
favor and His blessings, surely I could not complete and finish this final paper.
Second, I would like to express my greatest gratitude to my major sponsor,
Drs. Barli Bram, M.Pd., Ph.D. because of his patience and guidance, careful
correction, advice, criticism, and encouragement so I could finish my final paper.
My sincere gratitude is also addressed to all lecturers at the English Language
Education Study Program of Sanata Dharma University for their participation as the
reader and parents at campus to support this final paper until I could finish it well. I
would like to let them know how much I appreciate their help and participation and
guidance too. My thanks are also addressed to all off the PBI staff and library staff.
I would like to thank the lecturers, Drs. Pius Nurwidasa P., M.Ed., Henny
Herawati S.Pd., M.Hum., Yuseva Ariyani Iswandari, S.Pd., M.Ed., and Patricia
Angelina, S.Pd., M.Hum. for their love, extreme patience, and willingness to help
and support me pass through hard times in completing the requirements for my final
paper. I would like to let them know that I admire and value their extraordinary
advice and guidance very much. With them I can grow better in my campus.
My deepest gratitude goes to my beloved Mother, Father, Cornel, Dave,
Alckie, and Vincent for their unending and fantastic affection. I would like to let
them know that they are everything to me and my happiness. I do really love them
forever.
Finally, my gratitude goes to my discussion group Vita, Dee and Priska and
all PBI 2010 till 2013 students for the wonderful friendships. I would like to give my
great thanks to them for spending the precious time together and for their worth
saying.
Marlyne Sandie Claudia da Costa
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However to anyone who does not work but trusts God who justifies
the ungodly, their faith is credited as righteousness.
-Romans 4:5
Harapan adalah sebuah bisikan dalam hati yang berkata
MUNGKIN bahkan ketika seluruh isi dunia berkata TIDAK.
-Andree Chris-
DEDICATION PAGE
-
I dedicated this final paper, my little piece of hard work as the gift for my Lord
Jesus Christ and these beloved people:
♥ My lovely parents, Bapak Donnie and Ibu Susan
♥ My beloved husband, Cornel
♥ My wonderful son, Dave
♥ My dearest brothers, Alckie and Vincent
♥ My fund sponsored and spiritual guidance, Tante Netty and Om Samuel
♥ My spiritual guidance, Bapak Eben, Ibu Lina, Om Yanto and Tante
Marlini
♥ My lovely big family, da Costa fam, Tangkilisan fam, and so on
♥ My dearest bestfriend, Vita, Dee, Priska, and all of my friends.
♥ and everyone who has given me many experiences and many things to
be conscious and courageous.
“Thanks a bunch for your great love.”
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TABLE OF CONTENTS
Page
TITLE PAGE ........................................................................................................ i
APPROVAL PAGES ............................................................................................ ii
STATEMENT OF WORK’S ORIGINALITY ..................................................... iv
PERNYATAAN PERSETUJUAN PUBLIKASI ...................................................... v
ABSTRACT .......................................................................................................... vi
ABSTRAK .............................................................................................................. vii
ACKNOWLEDGEMENTS .................................................................................. viii
DEDICATION PAGE ........................................................................................... ix
TABLE OF CONTENTS ...................................................................................... x
LIST OF TABLES ................................................................................................ xi
LIST OF APPENDICES ....................................................................................... xii
CHAPTER I. INTRODUCTION .......................................................................... 1
A. Background ............................................................................................. 1
B. Research Method .................................................................................... 15
CHAPTER II. DISCUSSION ............................................................................... 21
A. Spoken English ....................................................................................... 21
B. The Spoken English Designed Materials Improves
Young Learners’ Multiple Intelligences ................................................. 38
CHAPTER III. CONCLUSION ............................................................................ 43
REFERENCES ...................................................................................................... 44
APPENDICES ...................................................................................................... 46
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LIST OF TABLES
Page
Table 2.1 The Procedure Table ............................................................................. 34
Table 2.2 The Evaluation Instruments Table ........................................................ 38
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LIST OF APPENDICES
Page
A. Spoken English Materials (Teacher Book) .................................................... 46
B. Spoken English Materials (Student Book) ..................................................... 47
C. Media of Teaching (CD-Form) ...................................................................... 48
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CHAPTER I
INTRODUCTION
In this chapter, the writer presents the background of the study, information
and rationale of the study undertaken such as, investigated problems, the importance
of the study, overview of the study strategy, the focus objectives of the paper, the
significance of the study, and solving the problems.
A. Background
English is one of difficult languages to learn particularly in the beginning for
many people, but it is very important in this era. It is an important language because
when go abroad, at least we must use English or be familiar with English, as the
global language to survive overseas. It is not only as the direct global language but
also as the technology language terms of many electronics or gadget. In reality, the
general difficulties are the grammar and pronunciation.
It is caused by the different L1 (First Language) or mother tongue with the
native English as the L2 (Second Language). Moreover, their L1 sentences
composition or the grammar structure is far different with this L2 which also consists
of the accent and how to pronounce the language orderly or correctly. It will be easy
to be accepted in the environment and easy to be learned when we take time to
understand deeper or more willing to consider English language as one of your
exchequer pledge of ability.
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Speaking skill is the one of the skills that is important for someone to master
in learning or studying English and built good English as the global language in the
world. Speaking might be one of the hardest skills to learn for many people. The
general meaning of speaking is a process of building and sharing meaning through
the use of verbal and non-verbal symbols. Yet in this case, speaking English is crucial
part of foreign or second language learning and teaching in Indonesia.
These problems also happen to children, mostly found by the writer in
Indonesia. The children‟s language acquisition is learning to speak but over three or
four years they can master the grammar of the language. According to Crystal (1979),
the language acquisition of children is not only about producing sounds, but also
about being able to perceive sounds and understand the meaning. So, in summary the
children produce many things not in adult grammar which is still need to be revised
by the adult.
However, nowadays, every school requires English teaching to improve
students‟ communicative skills because that is the way students can express
themselves and learn how to use an authentic language easily. Authentically here
means that the language strongly founded and connected to the fact or daily life. In
Urban dictionary, the definition of authentic is to describe an experience as a reality
outside of a classroom. So, the language learning of the students will provide an
authentic language used in the classroom.
The authenticity for the kindergarten students as the young learners is far
different with adult learners. The children tend to make and done or apply the
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language by copying or imitating the teacher as their model. Some of the students
will instantly make their own language which is sometimes awkward but we still can
get the meaning. So, as the primary model in the learning center, we have to be very
careful and do not forget to revise their speech but no need to say that they were
wrong.
Speaking skill is an important requirement in a speech which consists of the
use of words even sentences while having conversations in daily life without any
misunderstanding. Then it could be understood well, so they can be more confident in
speaking English. Speaking skill also has big roles to lead the students to their
academic and non-academic success. It means that English is the International
standard. Many people use these qualities as part of everyday conversation. The
solution is learning how to consciously apply these qualities to a public speech. They
need to be learned as skills. Mastery of these skills in a speech delivery will make
someone more confident. Then confidence will enable us to better use these qualities.
The result will be speech mastery. In truth, this skill plays a part of many influences
such as, influence the speech and confidence.
In education cases, some teachers cannot build the strong or good foundation
for the students in early education. It affects the next development of the students in
their life. The general problems for the children to learn English as the second
language are imitating then applying the language. Some of the children like to
imitate the language before applying the language, so the teacher must be careful in
teaching the language which is correct and acceptable.
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According to Liliard (2005), Montessori schools are too strict, meaning the
children should be allowed more freedom. She stated that children need freedom and
limits, so the teacher concern watching over children‟s ever move and correcting it by
order but striking the balance. Children do a good deal that develop language when
they work with the appropriate materials. In education for children, Maria Montessori
(1949-1974) advised that learning should be an engaging, inspiring activity, so
schooling could be looked on with joy. The reconstruction of education in school
must be brought by giving the children system that is adapted to their nature and that
are better suited to how children learn. (Liliard, 2005)
Spoken English is an English language which is easy as the portable language
or authentically founded and usually uses in every time and every type of
conversation in daily life. It will be effectively used for children to learn English.
This paper is going to analyze and answer the problems above by using spoken
English design which is appropriate for the children as the young learners.
The research problem or question is:
1. How are spoken English materials used to improve young learners‟ Multiple
Intelligences?
Each student has a mastery of their own intelligences. They would grow or
develop better by training them early and widely through the correct development.
Based on Howard Gardner theory, the development psychologist expert, made a new
theory that is Frames of Mind (1983), which characterized the seven basic of multiple
intelligences with the standardized IQ test. He argues that these intelligences are
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relatively distinct from each other and that each person has some level of each of
these seven intelligences. More recently, he has added an eighth intelligence to his list
(Educational Leadership, 1997). There are Bodily-kinaesthetic, Interpersonal,
Intrapersonal, Linguistic, Logical-mathematical, Musical, Naturalistic, and Spatial.
These ideas of multiple intelligences are also very important to help the
educators or the teachers to identify differing strengths and weaknesses in students
and also contradicts the idea that intelligence can be measured through IQ. Here are
the description of the eight types of multiple intelligences, namely:
1. Linguistic: Involves sensitivity to spoken and written language, ability to
learn languages, and the capacity to use language to accomplish certain goals.
(Howard, 1999, p. 41) For example reading, writing, speaking, and conversing
in one's own or foreign languages.
2. Logical: Involves the capacity to analyze problems logically, carry out
mathematical operations, and investigate issues scientifically (Howard, 1999,
p. 42). Number and computing skills, recognizing patterns and relationships,
timeliness and order, and the ability to solve different kinds of problems
through logic.
3. Spatial: The ability to find your way around environment, to form mental
images of reality. For example, visual perception of the environment, the
ability to create and manipulate mental images, and the orientation of the body
in space.
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4. Bodily-Kinesthetic: Physical coordination and dexterity, using fine and gross
motor skills, and expressing oneself or learning through physical activities.
5. Musical: The ability of perceive and create pitch and rhythmic patterns.
Understanding and expressing oneself through music and rhythmic
movements or dance, or composing, playing, or conducting music.
6. Interpersonal: Denotes a person‟s capacity to understand the intentions
motivations, and desires of other people and, consequently, to work
effectively with others. (Howard, 1999, p. 43). For example, understanding
how to communicate with and understand other people and how to work
collaboratively.
7. Intrapersonal: Involves the capacity to understand oneself, to have an effective
working model on oneself-including one‟s own desires, fears and capacities-
and to use such information effectively and regulating one‟s own life
(Howard, 1999, p. 43). Understanding one's inner world of emotions and
thoughts, and growing in the ability to control them and work with them
consciously.
8. Naturalist: Involves natural world of plants and animals, noticing their
characteristics, and categorize them; it generally involves keen observation
and the ability to classify other things as well.
The claim is that there are at least eight different human intelligences. Most
intelligence tests look at language or logic or both those are just two of the
intelligences. The other six are musical, verbal, kinesthetic, interpersonal,
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intrapersonal, and naturalist. The first claim is that all human beings have all of these
intelligences. The second claim is that, both because of our genetics and our
environment, no two people have exactly the same profile of intelligence, not even
identically twins, because their experiences are different.
In this paper, the writer conducts eight multiple intelligences that are going to
support the design of spoken English Materials for young learners or kindergartens.
They are Linguistic, Logical-mathematical, Spatial, Bodily-kinesthetic, Musical,
Interpersonal, Intrapersonal and Naturalist.
Teaching-learning process needs an appropriate media of teaching to make the
class or learning center lively and interactively. Nasab (2014), states that, educational
media is defined terminologically as medium, device, the intermediate material, and
linkage between two interfaces, median, and finally the transmission route. Learning
strategies are methods and techniques that students used in their learning endeavors in
order to achieve the desired educational goals.
According to Petrie (1997), listening to the students shows them our big
attention and then believed to build their confidence. It means that the TESL (Teacher
English of Second Language) should give them more practice to make them perfect.
Spoken English will make the young learners or kindergarten students develop their
good communicative language and make the children study movement better in early
childhood education, especially for the different L1 or mother tongue with English
(Gordon & Browne, 2011).
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A lot of vocabularies are needed as the pillar for speaking English more
bravely. Mastering the vocabularies well and how to pronounce it well will increase
your confidence to apply English better by the time. According to Beasley (2008),
English has become a language when no native speakers could survive by learning
from the native speakers through listening and speaking to increase the new
vocabulary and built good spoken English.
The problem with most English course material is that it is not strictly focused
on teaching spoken language. Students who learn from these materials often end up
sounding strange and like they are reading from a textbook. In addition, most students
practice with each other and not with native speakers which results in
mispronunciations and bad habits that leave little room for progress. Then to improve
the speaking skill, we need to practice, observe, critique, and learn. To be fair it
should be noted that some skills and speech challenges will require greater expertise
to learn. As Karen Famen stated, language compatibility and well communication are
needed to reach what people expect as for making good atmosphere in the world as
the target of achievement through the communication.
Nowadays, the awareness is needed by each person to improve her or his skill
in English. So that is why, there are so many ways for people to do or make English
as fun as possible to learn. The educators or the teachers also have a lot of variations
to make sure that the students are not getting bored easily to learn English in a
classroom, especially for young learners.
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According to Deiner (2010), the techniques of teaching early childhood
education must adapt to meet the children‟s learning need. The children are active in
learning, so the TESL teacher need appropriate techniques in order to raise the goal
become meaningful on every meeting in classroom. It is the challenges for the TESL
teacher in a developmentally appropriate way and meet recognized standard (Deiner,
2010, p. 87).
In an education development, this paper is beneficial for the teachers who
want to improve young learners‟ English become good English speaker at the very
early stage. By learning listening and speaking skill then reading and writing skill
sufficiently, the young learners or kindergarten students can easily understand the
English, exactly if the TESL teacher uses interesting, authentic and appropriate
English materials to be learned by the young learners or kindergartens. The simple
materials for their level is increasing the listening and speaking skill. Listening skill is
to make the students more be familiar with the language and then the speaking skill is
to make them implement the new language.
There are many media used in the teaching learning process. The media is
used to teach English to young learners in terms to make and build the teaching-
learning process to be move interesting and enjoyable in classroom. TESL can use
many media in teaching English such as songs, rhymes chants, flashcards, worksheet
features and games (Brewster, 2002).
A flash card usually is a cardboard consisting of a word, a sentence, or a
simple picture on it. The letters on it must be visible and large enough for everyone
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sitting in the front and the back of the classroom. To make sure that everyone can see
the letters on the card, it is better to write words with capital letters. Both sides of the
flash cards should be used in teaching vocabulary. On the one side, the new word is
written in L2 and perhaps with a picture beside it and on the other side is the
translation. It can be seen that flash cards have been used for teaching a variety of
purposes during the history of language teaching.
An example is to teach sounds of the alphabet using them (Young, Hecimovic
& Salzberg, 1983). It is relevant to be used because student can focus on one
vocabulary at a time and they can memorize it by repeating the pronounced word
with the guidance of their teacher. Young learners tend to observe a lot because they
are processing information in their head. Pictures paired with colors make the brain
easier to memorize each vocabulary because our brain works better with shapes and
different spectrum of colors.
Songs, rhymes or chants can help young learners improve their listening skills
and pronunciation, therefore potentially helping them to improve their speaking skills
(Murphey, 1992). There can also be useful tools in the learning of vocabulary,
sentence structures, and sentence patterns, not to mention their reflectivity of mother
tongue culture (Murphey, 1992). Children love to sing and also rhymes with a body
movement or physical activities. They will always prefer to sing rather than to read a
textbook. That is a good way to teach children especially about certain vocabularies.
It also helps the kindergarten students to memorize new language and it is done in a
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fun way. When teacher uses a correct technique and tools, they can make their
students understand faster and better.
According to Richard-Amato (1996), even though games are often associated
with fun, we should not lose sight of their pedagogical values, particularly in second
language teaching. Games are effective because they provide motivation, lower
students' stress, and give them the opportunity for real communication. Using
educational games can improve student‟s motivation and response toward learning
English. They are one of many techniques that is used as a way to use the language in
the context of game. The benefits of using games in the learning process are students
will get rid of their boredom from learning through monotonous textbook and they
can enjoy learning English with the same goal but in a fun way which is by
contributing in such interesting activities set by the teachers. Thereby it is not only a
break from the normal learning process but it can also provide better activities for the
students to learn English in a different way.
Those activities above are very commonly used in the early years of English
language learner simply because it makes the learning activities a lot more
interesting. Young learners tend to be more focused on drawing or pictures, responds
to song by singing along, simply because that is how children learn. They adapt to the
new things by observing and listening and those have something to do with how the
brain works.
Unfortunately, there are still difficulties for some teachers in finding the
learning centre or to make the class meaningful. In other words the English language
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must become authentic for the pupils. Most of them regard that the speaking skill is a
difficult task than listening, reading or writing skill. Furthermore, the fact shows the
young learners are good in imitating but sometimes some of them are not able to
pronounce it well.
Therefore, this paper will help the TESL and provide the great spoken English
materials become authentic and useful in teaching-learning process for the young
learners. They have unique ability which is called MI (Multiple Intelligences).
Through the MI descriptions, the writer will follow it as the spoken English materials
design that will be catchy for the kindergartens and will attract them to learn English
every day.
All of the children need not only a simple instruction but also authentic
concept. It means that the children as the young learner go for meaning so the
materials especially English language should be authentic in the class every time. In
order to conduct the classroom, the educators or the teachers should be productive.
Here are the benefits of spoken English materials through multiple intelligences for
young learners or kindergarten students.
In grammar dictionary, spoken English is a term for simple English language
that becomes authentically used. The way how spoken English exist is showing the
common pronunciation or conventional system of sounds by practicing a lot in
speaking. That will give the English language maximal opportunities to be used, or be
familiar in having conversation with the native speakers. The result will look natural
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and widespread of the speech or conversation (The Cambridge Encyclopedia of the
English Language, 2003).
In this paper, the writer defines the terms of young learners as kindergarten
students. Children as the young language learners, have the natural abilities and
characteristics to learn a new or foreign language (Moon, 2005, p. 3). According to
Jean Brewster, the young learners have their own way and build their own language
by listening and repeating or imitating the adult, or in this case from the TESL. They
can learn faster and good in imitating then spend their time practicing the language.
In learning, the motivation of the students depends on the teacher style or
ways. The TESL must not explain because the children go for meaning. It should be
meaningful then they will try bit by bit. How the children think and learn should be
placed at the center of planning and teaching to make them interested and to their
needs because they are different.
Because the children are different, so the way to teach is different too,
especially in teaching L2. It needs great effort and takes quality time to get the target
language. Based on Brewster, Ellis and Girard‟s theory (2004, p.27), how the
children as the young learners think and learn are different from older learners,
because they are:
1. Excellent mimics
2. Emotionally excitable
3. Still developing literacy in their first language
4. Developing conceptually and are at an early stage of their schooling
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5. Can be easily distracted but also very enthusiastic
6. Get bored easily but can concentrate for a surprisingly long time if they
interested
7. Learn more slowly and forget things quickly
8. Tend to be self-oriented and preoccupied with their own world
9. Have a wide range of emotional needs
10. Have a lot of physical energy and often need to be physically active
Children need exercises and the TESL should express or show facial
expression. In early childhood education, the easy and effective model of teaching for
the kindergarten students is TPR (Total Physical Response) and CLT
(Communicative Language Teaching) methods. The children as the young learners
tend to develop their language and build their communication skills. Erickson (1997)
stated that the children aim to develop feeling of competence, rather than inability.
During the late childhood ranges from 5-12 years, they show greater attention and
gains rapidly in strength, but still need accomplishment regardless of ability.
Journal of Encology Practice (2007) states that, efective communication
requires paying attention to an entire process, not just the content of the message. So,
in general, the students are introduced to the four basic skills: listening, speaking,
reading, and writing. That is the order to introduce and to teach the young learners as
the entire process which is the theme of the materials will connect to those four skills.
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B. Research Method
This paper conducts library research or library study. George (2008) stated
that library study „involves identifying and locating sources that provide factual
information or personal/ expert opinion on a research question‟ (p. 6). There were
several steps in library study used in this paper which were locating information,
collecting information from sources, and organizing information. In locating
information, a list of keywords about the topic of this research paper has been made
makes easier. Several books and journals that were relevant to the paper had been
gathered from library and websites. The books and journals that have been located
were read afterwards in order to collect the information that can be used to support
the arguments in this paper. Then, the collected information was organized according
to the topics.
The method is known as qualitative research as the discussion of the topics.
According to York (1998), a major focus in qualitative research approach is on the
observation of similarities and differences in social behaviour across social situation.
The writer also does not base the research on the pre-determined hypothesis, but
identify the problems that are going to be explored.
The design of spoken English materials is an Instructional Design based of
Kemp‟s theory which is needed in designing the materials. According to Kemp,
instructional design should answer three essential questions of instructional
technology (1977, p. 8). The three questions are about the objectives, the activities
and the resources, and also the evaluation that will occur in the learning process. The
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aim of instructional design is to make learning more efficient and effective and less
difficult (Morrison, Ross, Kalman, & Kemp, 2011, p. 2).
There are fifteen parts in Morrison‟s, Ross‟s, Kalman‟s, and Kemp‟s
instructional design model, which are instructional problems, learner characteristics,
task analysis, instructional objectives, content sequencing, instructional strategies,
designing the message, development of instruction, evaluation instruments, planning
and project management, support services, formative evaluation and revision,
implementation, summative evaluation, and confirmative evaluation (Morrison, Ross,
Kalman, & Kemp, 2011, p. 1).
Instructional problems are the first part in this instructional design model. The
need of the students or the problems of the students is identified. Here, it will be
decided if the problems can be solved by instructional design or not. If the problem
can be solved by instructional design, then designer can choose which element from
Kemp‟s instructional design model we want to do next. We can choose learner
characteristics as the next part to do. In this part, the characteristics of the students
should be analyzed and defined. Another element is task analysis. It is to determine
the knowledge and procedure needed to be included in the instruction in order to help
the students accomplish the objectives.
Instructional objectives are made by specifying what the students must
master. It is used for guiding to design the instruction and develop the means to
assess learner performance. It is like quality checks to make sure that the instruction
developed is focused on solving the performance problem. Content sequencing is to
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order the information given to the students in a logical sequence so that the students
can grasp the ideas more efficiently and effectively. Instructional strategies is
important to design the way to present information that help the students integrate the
new information with ideas they already understand. The message is the pattern of
words and pictures created to communicate with the students. Designing the message
is the process to arrange the words and pictures.
Development of instruction is to produce the instructional materials such as
print materials, web pages, or video recordings. Evaluation instruments are used to
assess the student‟s mastery of the objectives. The following processes are ongoing
throughout the instructional design project. Planning and project management are
important to develop and manage the schedule and budget for a project support
services. The project needs the support or resources from the others such as evaluator.
Formative evaluation and revision evaluates all the process from the first step,
instructional problems, till the last step. After that, the revision can take place.
Implementation is to apply the instruction that has been made. Summative evaluation
is used to evaluate the effectiveness of the final materials when they are used as
planned. Confirmative evaluation is a process that instructional designer uses to
determine whether a course or instruction remains appropriate over time.
The paper conducts the Elizabeth Hurlock‟s theory of Child Growth and
Development; Jean Brewster and Gail Ellis with Denis Girard‟s theory of the Primary
English Teacher‟s Guide; Piaget‟s theory about the cognitive development of
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children; also Anderson Curriculum to support this final paper. It‟s really helpful to
find the properly teaching techniques information for the children.
This paper uses the Gardner‟s theory of Multiple Intelligences as the
achievement goals of the design, spoken English materials. Howard Gardner is a
psychologist professor at Harvard, who identified eight different types of human
intelligences. The theory has emerged from recent cognitive research and documents
the extent to which students possess different kinds of minds and therefore learn,
remember, perform, and understand in different ways (Gardner, 1991). Gardner stated
that, we are all able to know the world through language, logical-mathematical
analysis, spatial representation, musical thinking, and the use of the body to solve
problems or to make things, an understanding of other individuals, and an
understanding of ourselves.
The paper conducts the children language acquisition of Piaget and David
Crystal‟s theory. Piaget is the Swiss developmental psychologist, studied the
cognitive development of children and noted four stages of development, which none
of them can be skipped. In pre-operational stage (2-7 years), the children can classify
objects as a single feature and still think egocentrically. He summarized his lifelong
study of how children learn, and then stated that “Children learn through play, by
contacting and interacting with their external world.”
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Meanwhile, Professor Crystal, who is best known for his two Encyclopaedia
of the English Language, states that the children learn language in five stages. These
stages are:
1. Stage one: the children usually say things to get something they want, get
someone‟s attention and draw attention to something.
2. Stage two: the children usually ask questions, become concerned with naming
and classifying things by frequently asking, also begin to talk about the
characteristics of things for example: big/ small, hot/cool, and up/ down aim
to learn things in opposite pairs.
3. Stage three: The children would ask lots of different questions but often
signalling that they are questions with intonation alone and begin to express
more complex wants by using more grammatically correct language.
4. Stage four: the children use increasingly complex sentence structures and
begin to explain things, ask for explanation the word “why”, and making a
wide range of requests “shall I do it?”
5. Stage five: the children regularly use language to do all the things that they
need it for, such us giving information, asking and answering questions,
requesting directly and indirectly, suggesting, offering, stating and expressing.
The paper considers the children development toward multiple intelligences of
Elizabeth Hurlock‟s Theory. Hurlock‟s theory stated that giving the children play
time emphasizes learning in play to the child‟s ability and the health needed to enjoy
play. Hurlock said that development is not limited to growing larger, instead consists
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of a progressive or continuous series/ levels of changes of an orderly. According to
Gesell (1952), “Development is more than a concept, but it can be observed,
appraised and measured.”
In Kemp‟s Model commonly share three major activities: analysis, strategy,
development, and evaluation, which are useful for designing the spoken English
materials. The writer also conducts the TPR (Total Physical Response) and CLT
(Communicative Language Teaching) method for the teacher in using the spoken
English materials as in the teacher book design. According to Richards and Rodgers‟
(1986, p. 71), CLT has levels of language theory, namely language is a system for the
expression of meaning.
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CHAPTER II
DISCUSSION
In this chapter, the writer presents and evaluates what is already known about
the topic which contains the review of related literature and the findings as well as the
interpretation of the findings. The writer provides relevant theories from some
sources in discussing the issue followed by interpretation of the results. There are two
sections in this chapter in order to answer the question. The first part is the units of
the book. This part deals with the process of designing the spoken English materials
for young learners. The second part discusses how the use of the book improves
multiple intelligences.
A. Spoken English
In order to answer the question about how are spoken English materials are
used to improve young learners‟ MI, the writer conducted an instructional design
model using Kemp model. The stages are:
1. Examine the learners‟ characteristics that should attract or receive attention
during planning.
2. Identify subject content and analyze task components related to the stated
goals and purposes.
3. State the instructional objectives for the learners.
4. Sequence content within each instructional unit for logical learning.
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5. Design instructional strategies to be mastered by each learner.
6. Plan the instructional strategies and delivery.
7. Develop the evaluation instruments to assess objectives.
Therefore, the descriptions above were drawn as follows.
1. Examine the learners’ characteristics that should attract or receive attention
during planning.
The writer uses the summary of Josephine Sri Murwani Pudji Lestari, S.Pd.,
M.Hum., the EYL (English for Young Learners) lecture, 2015 Presentation of the
English for Young Learners Class of Sanata Dharma University, about the general
characteristics of the children as the young learner. They are curios, imaginative,
enthusiastic, musical, love to play, egocentric, short span of concentration, physically
active, great capacity of learning and excellent mimic.
2. Identify subject content and analyze the task components related to the
stated goals, topics and purposes.
The writer stated the goals, topics and purposes for kindergarten.
a. Goal
The writer made the goals of spoken English materials to improve young
learners‟ multiple intelligences according to their language levels found in 1969
Stern by Brewster, Ellis and Girard (2005: p.25-26), which aim to:
1) Help the kindergarten students to be familiar and comfortable with the English
language. They should spend all of their time in language classes imitating
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and practicing the language in a very controlled. So, the spoken English is an
appropriate authentic language for them.
2) Build the kindergarten students‟ pronunciation and present their own
knowledge or comprehension. They should start with separate sounds, and
then build these into words then simple sentences without formal grammar
and complex or brief instructions and explanations.
3) Help the kindergarten students to follow or obey the rules in the learning
center. They should spend a lot of time to just listen without speaking. After
listening and speaking for some time reading and writing skills are then
added.
4) Help the kindergarten students to be confident and free in using or making the
language used. They should not translate from L1 to L2 and vice versa. TPR
and CLT method have been found to be very successful with beginners. This
approach is good to encourage them to use L1 occasionally. So, the teacher
can see how the language is learned from material designer, syllabus designers
or teacher‟s point of view.
b. Topics
After stating the goal, the writer made the list of topics based on the young
learners‟ characteristics. There were two general topics developed by the writer.
They were arranged as follows:
1. Good Morning
2. I am …
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c. Purposes
Based on Brewster, Ellis and Girard (2005), the classroom procedures
should involve the use of three stages which aim to provide the sort of scaffolding
which helps children to think and learn with motivation, success and confidence.
The three stages are meeting new language, manipulating it and making the
language your own (MMM).
From those stages, the writer presented the general purposes of each unit.
UNIT 1: GOOD MORNING!
The learning objectives are:
a. The students are familiar with the new simple English language which is
authentic, named spoken English.
b. The students know how to greet others in the morning time.
UNIT 2: I AM …
The learning objectives are:
c. The students are familiar with the new simple English language which is
authentic, named spoken English.
d. The students know how to introduce themselves to others.
Based on the goal, topics and purposes above, then the writer conducted the
subject content by identifying and analyzing the task components. In this case, the
writer presented the lists of what would be used and available in each unit of the
designed materials. The subject content consisted of six types of activities. They were
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Warm Up, Lesson, Games and Review. The lists of subject content could be clarified
as follows:
1) Warm Up
This section presented the opening or beginning activities which attract the
students and build their confidence before starting the lesson. This section includes
pronunciation goals which develop good language set of young learners that may
have some advantages to emphasize their pronunciation as good as the models.
2) Lesson
This section presented the learning of the new language and learning the
English vocabulary. In this section, the kindergarten students learn the meaning of
words or sentences through listening to the instructions and pay attention to the
teaching-learning process. It sets the students to obey the rules so the classroom will
become more organized. The teacher can use TPR and CLT method to introduce new
vocabulary and convey meaning by demonstration. For example as stated by
Brewster, Ellis and Girard by:
using objects or things brought to the classroom.
using drawings on boards or cards covered with plastics.
using illustrations, pictures, flashcards from book, magazines, internet, and so
on.
using actions, mime, expressions and gestures such as adjectives: sad, happy;
verbs: swimming, running, jumping, and so on.
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using technology such as video, computers, internet (web safety).
Those techniques will often help the students to memorize the words through
visualization, body movement and doing then by themselves.
3) Physical Exercises
This section is a kind of refreshing time for the students. In this section, the
students will stretch their body and relax their mind from the lesson. However, this
subject content is still connected to the previous lesson. The kindergarten students
can enjoy, express and show the language based on their cognitive freely, but still
guided by the teacher.
4) Review
This section aims to practice the knowledge. This section involves students in
activities that require them to do things with the words, in order to build and to make
the language by themselves from their memory. It can be done in groups or
individually.
5) Homework
This section is the guide for the students when they are out of the class. The
children tend to have a big passion in retelling the condition of classroom in the
learning center. This section presents the character development of each student
because there is a space for parents to write whether the students do it well by
themselves.
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3. State the instructional objectives for the learners.
From the subject content above, the writer states the instructional objectives
for the learners.
UNIT 1: GOOD MORNING
Students are able to identify the morning time.
Students are able to identify how to greet in the morning.
Students are able to identify the things related to the morning time.
Students are able to give a simple sentence of greetings in the morning
verbally.
UNIT 2: I AM …
Students are able to identify herself or himself.
Students are able to identify how to introduce herself or himself.
Students are able to identify the things related to the introducing one self.
Students are able to say a simple sentence of introducing one self verbally.
4. Sequence content within each instructional unit for logical learning.
The sequence contents within each instructional unit for logical learning are:
a. Warm Up:
This section is contains the warming up activities for beginning of the class.
They are Song or Music Video or Phonics Chant or Rhymes.
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b. Lesson:
This section is about the learning time process which presents a rule for the
kindergarten students. The learning activities include Pictures or Flashcards or
Handicrafts or Arts.
c. Physical Exercises:
This section shows the interesting learning time for the students‟ to enjoy.
There is Sport or Body Movement or Games such as playing with blocks or sticks or
moving things in emulation.
d. Review:
This section provides the Sharing time and Reinforcement as the quality
moment for the children to be united and cooperative.
e. Homework:
This section is about the Task or Assignment related to the whole values of
the lesson in the classroom that are going to be brought outside the learning center.
5. Design instructional strategies to be mastered by each learner.
The instructional strategies to be mastered by each learner based on four skills
are:
UNIT 1 : GOOD MORNING
a. Activities 1 :
Listening: The learners listen to the Music Video of Good Morning Song (by
MUFFIN SONGS).
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Speaking: Singing together of Good Morning Song.
b. Activities 2 :
In the listening section, the learners listen to the teacher instructions while
showing the flashcards or pictures related to the morning time. Then for the next
listening and speaking section, the learners follow the teacher‟s instruction and repeat
what the teacher said. After that, move to the speaking and reading section. The
learners guess the flashcards or pictures. Through reading and writing section, the
learners do the activities in the book, such as making a handicraft or learn how to
write or identify by reading the letters; numbers; words; organizing the pictures
which are related to the topics of morning time; and so on.
c. Activities 3 :
For the listening and speaking section, the learners listen to the teacher and
look at what the teacher is doing while putting and moving the things related to the
lesson or activity that has been learned. Then reading section, the learners do as the
teacher has done individually. In listening and speaking section, the learners listen to
the teacher and look at what the teacher is doing while putting and moving the things
related to the lesson or activities that have been learned. After that, in reading section,
the learners do as the teacher has done in groups or in pairs.
d. Activities 4 :
Listening: the learners listen to the teacher‟s instructions. Speaking, reading,
and writing: teacher does the review or reinforcement connected to the lesson before,
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while the learners respond to and answer it. For the speaking, reading, and writing
section, the teacher leads the sharing time which is enjoyable but organized with all
the students in order to evaluate and solve the problems found in the classroom
together for the quality moment together.
e. Activities 5 :
In the listening section, the learners listen to the teacher‟s instruction for the
homework assignment, such as what they have to do dealing with the task of the book
and what to get after it, like asking the parents‟ signature when the learners are done
with the homework. For speaking section, the learners may ask the teacher if they do
not understand, then the teacher discuss it all the students. Then reading and writing
section, the learners do the homework at their own houses. The teacher fills the space
about the lesson today and explains the task that will be brought and done by the
students at home.
UNIT 2 : I AM …
a. Activities 1 :
Listening: The learners listen to the Hello Hello How Are You Song (by
MUFFIN SONGS).
Speaking: Singing together of Hello Hello How Are You Song.
b. Activities 2 :
Through listening section, the learners listen to the teacher instructions while
the teacher shows the flashcards related to the self-introduction. Then listening and
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speaking section, the learners follow the teacher‟s instruction and repeat what the
teacher said. In speaking and reading section, the learners guess the flashcards or
pictures. For the reading and writing section, the learners do the activities in the book,
such as making a handicraft or learning how to write or identify by reading the letters;
numbers; words; organizing the pictures which are related to the topics of introducing
oneself; and so on.
c. Activities 3 :
In the listening and speaking section, the learners listen to the teacher and
look at what the teacher is doing while putting and moving the things related to the
lesson or activities that have been learned. Then reading section, the learners do as
the teacher has done individually. After that, move to the listening and speaking
section, the learners listen to the teacher and look at what the teacher is doing while
putting and moving the things related to the lesson or activities that have been
learned. Then in reading section, the learners do as the teacher has done in groups or
in pairs.
d. Activities 4 :
For the listening section, the learners listen to the teacher instructions. Then in
speaking, reading, and writing section, the teacher does the review or reinforcement
connected to the lesson before, while the learners respond and answers it. Teacher
leads the sharing time which is enjoyable but organize with all the students in order to
evaluate and solve the problems found in the classroom together for the quality
moment.
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e. Activities 5 :
In listening section, the learners listen to the teacher‟s instruction for the
homework assignment, such as what they have to do dealing with the task of the book
and what to get after it, like asking the parents‟ signature when the learners are done
with the homework. For the speaking section, the learners may ask the teacher if they
do not understand, then the teacher discuss it with all the students. Then in reading
and writing section, the learners do the homework at their own houses. The teacher
fills the space about the lesson today and explains the task that will be brought and
done by the students at home.
6. Plan the instructional strategies and delivery.
The writer provides the instructional strategies for the teacher as the
instructional menus, based on Campbell and Dickinson (2004: p.253) in order to
improve young learners‟ multiple intelligences. They are:
a. Musical Menu by writing song lyrics for singing that indicates the rhythmical
patterns; using background music to enhance learning; collecting and presenting
songs about the topic; making an instrument and using it to demonstrate; and also
using musical technology.
b. Visual Menu by making drawings; creating a slide show; designing a poster;
creating artwork; coloring or painting; and using technology to draw.
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c. Naturalist Menu by collecting and categorizing data; describing or cycling the
patterns; comparing phenomena for explaining how the nature run; and using
technology to explore it.
d. Kinesthetic Menu by making a choreograph or dance; building or constructing
body movement through singing; attending a mini trip or field trip; and devising
scavenger hunt, role play or simulate.
e. Interpersonal Menu by participating in a group; conducting a meeting; with a
partner, trying to solve problem; acting out diverse perspectives; using social
skills to learn; couching others; and doing a service project or collaboratively
planing rules/ procedures.
f. Intrapersonal Menu by describing feelings, qualities; loving to write; explaining
the reason of the study; self-assessing of own work; doing a project; receiving
feedback; and using technology to reflect it.
g. Linguistics Menu by retelling story; conducting a simple form of debate when
different perspectives exist; relating a short story; giving a presentation; leading
the discussion; and using technology to write or to make it.
h. Logical Menu by designing and conduct an experiments; categorizing facts,
design a code; creating a timeline or a detailed personality; using thinking skills
to learn or solve problem; creating problems to be translated into a formula; and
using technology to calculate.
The instructional deliveries that the learners will find in the book are:
1) Warm Up:
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Let’s sing along!
2) Lesson:
It’s art time! / Look and talk. / Look and Draw line in order! / Color and write!
/ Draw!
3) Physical Exercises:
Follow and Do it with your friends! / It’s play time!
4) Review:
Look and color it! / Look and Draw! / It’s sharing time!
5) Homework:
Put in order! / Homework!
Meanwhile, the instructional deliveries that the teacher may will be beneficial
when followed by TPR and CLT method. The procedures are elaborated Table 2.1.:
Table 2.1 The Procedures Table
Steps Teacher’s words Students’ words
1. T greets the class or
does the opening
activities as usual.
Good morning.
How are you today?
Students greet and may
respond variably.
2. T calls the students‟
name based on the
attendance list or
absences by singing.
Where is …?
Where is …?
Here you are. (After the
students respond.)
Students may follow the
song when they familiar
with the notes by singing
Here I am. Here I am.
or only raising their hands
up.
3. T plays the song or Look and listen. Students may respond
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music video,
or T introduces the
song by singing and
gives the gestures,
or T demonstrate the
chants or rhymes.
Hey class. I have a song.
Listen.
Look at me and listen.
variably but have to obey
the teacher‟s instructions
to listen to the song or
watch the music video.
4. T repeats the song and
invites the students to
sing along together
slowly.
or T may repeat the
song in the CD.
Let’s sing together!
Come on. Follow me.
Ready?One, two, three.
Do you want to sing
again? Ok. Let’s sing.
Students may respond
variably.
Students sing together
and follow the gesture of
the teacher slowly till
fluently (if necessary).
5. T shows the
flashcards or pictures
(choose one by one of
the card)
Look. It is…
Students have to obey and
pay attention to the
teacher.
6. T may repeat all the
flashcards or pictures
Once again.
Look and listen.
Students are able to
pronounce the correct
pronunciation.
7. T reviews the
material. T shows the
flashcards or pictures
(choose one by one of
the card) followed by
students
Look. What is it?
Repeat after me. …
What is it?
Come on. Repeat after
me. …
Students have to obey and
pay attention to the
teacher.
Students are able to
pronounce the correct
pronunciation.
8. T may repeat it by
showing all of the
flashcards and
pictures one by one
followed by the
students.
Once again.
Repeat after me. …
Students are able to
pronounce the correct
pronunciation.
9. T introduces the
materials. T shows all
of the flashcards or
pictures.
Now, listen and look
carefully.
Students have to obey and
pay attention to the
teacher.
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36
10. T reviews and asks
the students about the
topics.
Now, look carefully.
What is it?
Yes, it is …
Students are able to
recognize the topics based
on flashcards or pictures
given with a complete
sentence “It is …”
11. T mentions the next
activities and invite
the student to open
the materials.
It’s time to English Live
Book.
Let’s open our English
Live Book.
Students may respond
variably.
Students have to obey and
pay attention to the
teacher.
12. T tells or reads and
mentions the activities
to do base on the
English Live Book.
Look on your book.
What is it?
It’s coloring time. / It’s
art time. / Let’s study.
Students may respond
variably.
Students are able to
recognize the topic given
and are able to work or do
the assignments
mentioned at English
Live book correctly.
13. T asks the students to
work in pairs or
groups.
T chooses the group
or the partner and let
the students find and
sit closed to their
partners or groups.
T demonstrates the
games or physical
exercises slowly and
clearly to the students.
T may repeat or give
the example by
finding the model or
do it by yourself once
again and has to make
Well, Look at me. I have
a game.
So, work with your group
or partner next to you
and sit together.
Now, look at me.
What am I doing?
Yes, I am …
So, you have to do like
what I did before.
For example.
Ready?/ Can we start
now?
Ok. Let’s go!
Students may respond
variably.
Students have to obey and
pay attention to the
teacher.
Students are able to
identify and recognize the
topic given based on the
book.
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37
sure that the students
get the clear
instruction.
14. T does the review or
reinforcement and
leads the sharing time,
don‟t forget to give
praises to all of the
students by clapring
hands together.
So, what we have
learned today class?
Yes!
(REVIEWING THE
LESSON TOGETHER)
Excellent!
Give yourself big
applause!
Students may respond
variably.
Students have to obey the
teacher and are able to
identify and describe the
difficulties through the
learning process today.
15. T gives the homework
as the follow up
activity.
T has to make sure
that all of the students
get the clear
instruction.
Well, before we go home,
I’ll give you homework.
What you have to do is
Next meeting I will ask
the
You may but remember
to
Understand?
Any questions?
Students may respond
variably.
Students have to obey and
pay attention to the
teacher.
Students are able to
identify and recognize the
assignment given based
on the book.
16. T does the closing
activity as usual,
or T may stand beside
the door to give the
students handshakes
or hugs while singing
the Good Bye song
instead.
That’s all for today.
Good bye kids.
See you tomorrow.
Don’t forget to say good
bye to your friends.
I love you and God bless
you.
Students are able to greet
others and say thanks
politely or respectfully to
the teacher.
7. Develop the evaluation instruments to assess objectives.
This is the last step in the designed model. By conducting evaluation, the
writer will know whether the materials are well developed or not. In this evaluation,
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38
the writer made the evaluation instruments to assess objectives which will distribute
to the designed materials for the teacher of kindergarten students in teacher‟s book.
However, in this paper, the writer is not going to discuss these deeper. The evaluation
sheet was arranged in the form of Table 2.2.
Table 2.2 The Evaluation Instruments Table
NO. EVALUATION DESCRIPTIONS ASSESSMENT
1 The materials match the goals and objectives E G F B
2 The topics are well selected and well arranged E G F B
3 The instructions are simple and
understandable
E G F B
4 The strategies and the plan are clearly
explained and easily understood
E G F B
5 The contents are relevant and well elaborated
to be learned by the kindergarten students
E G F B
6 The sequence content are digestible for the
kindergarten students
E G F B
7 Generally, the contents are well elaborated E G F B
8 Generally, the materials are well elaborated E G F B
Notes:
E : Excellent
G : Good
F : Fair
B : Bad
B. The Spoken English Designed Materials Improves Young
Learners’ Multiple Intelligences
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39
The writer designed materials in two books: Teacher Book and Student Book
named “English Live” book. The designed materials consisted of two units:
1. Good Morning
2. I am …
In general, the subject content of the designed materials consisted of five
types of activities as mentioned below:
a. Activities 1 : Warm Up
This activity presents Song or Music Video or Phonics Chant or Rhymes.
b. Activities 2 : Lesson
This activity presents Pictures or Flashcards or Handicrafts or Arts.
c. Activities 3 : Physical Exercises
This activity presents Sport or Games: Play with blocks or sticks.
d. Activities 4 : Review
This activity presents Sharing time and Reinforcement.
e. Activities 5 : Homework
This activity presents Task or Assignment.
The contents can improve the kindergarten students‟ multiple intelligences.
The writer provided the instructional strategies for the teacher as the instructional
menus, based on Campbell and Dickinson (2004, p. 253) to improve young learners‟
multiple intelligences, they are:
1) Musical Menu
2) Visual Menu
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40
3) Naturalist Menu
4) Kinesthetic Menu
5) Interpersonal Menu
6) Intrapersonal Menu
7) Linguistics Menu
8) Logical Menu
The writer is going to explain and elaborate how these designed materials
improve the young learners‟ multiple intelligences based on the activities followed to
the instructional menus below:
1. Activities 1 : WARM UP
Through this activity, the intelligences that will be improved are Musical
Intelligence. The students demonstrate the activities by listening to music then
singing followed by music.
2. Activities 2 : LESSON
In this activity, the Visual-Spatial, Linguistic and Naturalist intelligences will be
improved. The students meet the visual tools; deal with the learning process by
coloring or making something with shapes; listening to learn; memorizing the words
in the classroom; writing; collecting tools and organizing the equipment.
3. Activities 3 : PHYSICAL EXERCISES
Based on the name of the activities, it will improve the students Bodily-
Kinesthetic Intelligences which includes the ability to unite body and mind to have a
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41
perfect physical performance. The students will show the eye, walk or calming down
exercises towards games or sports.
4. Activities 4 : REVIEW
Through this activity, the Interpersonal and Intrapersonal Intelligence will be
improved. The students determine the class values and rules that have been ran in a
class meetings; may try to understand the diverse perspectives; identifying and
expressing feelings or emotions; establishing feelings in the classroom or the
environment; gaining to know oneself through others or self-directed learning; and
finding purpose in school and life.
5. Activities 5 : HOMEWORK
In this activity, the students will build their enthusiasm, engagement and
achievement as well as the enhancement of their intellectual capacities which means,
the Logical Intelligences will be improved through this part of activities.
In truth, all the activities in the designed materials can improve all of the
young learners‟ MI. It is not only one part of intelligences capacities but it can be two
or more in each activity on the goals. For example in activities 2, there are four
intelligences that would improve the student‟s MI. It can be more than four
intelligences there, such as Logical and Intrapersonal Intelligences, because the
lesson activities are related to the learning process that may have many values for
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42
them. It is the same as in activity 5, which not only could improve the Logical
Intelligences but it can be more, such as Visual-Spatial, Linguistic, Naturalist and
Interpersonal Intelligences. Thus, in activity 4 it can improve Bodily-Kinesthetic too.
Therefore, after making the designed materials into a book named “English
Live”, the writer finally presented the final version of the spoken English materials to
improve young learners‟ Multiple Intelligences. The writer places the designed
materials in appendix 1 for the teacher book, then the student book in appendix 2.
Thus, the appendix 3 is the media of teaching needed in a form of CD.
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43
CHAPTER III
CONCLUSION
In this chapter, the writer has showed at a variety of techniques that can be
used to help students develop their language using spoken English materials through
multiple intelligences. This chapter is the writer‟s summary of the major findings and
the solution to the problems. The discussions are the issues and followed by
interpretations of the results. The paper provided the deep information and procedures
as the lesson plan that would improve kindergarten students‟ MI in the use of book in
classroom to increase their language and mastery skill. Thus, the writer has discussed
the research method based on some expert theories in library research to support this
paper.
The writer has shown the reason why teacher should use spoken English and
consider the multiple intelligences as the great shortcut improvement for the pupils‟
achievement. The design has been developed well including appropriate activities
techniques up to their level of the children and how the teacher will use these
techniques of the materials to develop the children‟s multiple intelligences. There
were several activities which are used in this paper: they are songs, handicrafts,
drawing and coloring activities, and so on. Practice in these areas can help to increase
your students‟ overall confidence and fluency and provide an interesting and useful
diversion for the teacher from regular language work.
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44
REFERENCES
Beasley, R. O. (2008). The effects of listening repetition, Retrieved on September 25,
2015 from http://www.tesl-ej.org/wordpress/issues/.html
Brewsters, J., Ellis, G., Girard, D. (2004). The primary english teacher’s guide.
Penguin English.
Campbell, L. B., & Dickinson, D. (1948). Teaching and learning through multiple
intelligences, 3rd
edition. Pearson Education.
Children Language Acquisition of Piaget‟s theory. (2011).
Crystal, D. (1979). British journal of educational studies: Child language, learning
and linguistics. Taylor & Fracis, Ltd.
Deiner, P. (2010). Inclusive early childhood education:Development, resources, and
practice (2nd
edition). Delmar Learning.
Dukes, C. & Smith, M. (2007). Developing pre-school communication and language.
London: Paul Chapman Publishing.
Erickson, E. H. (1997). The life cycle completed: A review. New York: W. W.
Norton.
Froebel, F. (2003). Pedagogics of the kindergarten. Honolulu: University Press of the
Pacific.
Gagne, R.M., & Briggs, L.J. (1974). Principles of instructional design (2nd edition).
New York: Holt, Rinehart and Winston.
Gardner, H. (1993). Multiple intelligences: The theory in practice. Basic Books.
George, M.W. (2008). The elements of library research. Princeton: Princeton
University Press.
Gustafson, K. L., & Branch, R. M. (2002). What is instructional design? In R.A.
Reiser & J. A. Dempsey (Eds.), Trends and issues in instructional design and
technology (pp.16-25).
Liliard, A. S. (2005). Montessori ‘the science behind the genius’. Oxford: Oxford
University Press.
McCarthy, C. (2004). Child’s play. London: Elwin Street Ltd.
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45
Morrison, G.R., Ross, S.M., Kalman, H.K., Kemp, J.E. (2011). Designing effective
instruction (6th edition). Hoboken, NJ: John Wiley & Sons, Inc.
Murphey, T. (1992). Music and song. Oxford, England: Oxford University Press.
Nasab, A., F. (2014). Medical Science Studies. Retrieved on September 25, 2015
from http://otec.uoregon.edutr
Petrie. G., O. (1997). Understanding children’s development. Taylor & Fracis, Ltd.
Profesional‟s Guide: Teaching with Multiple Intelligences. (2001).
Sunardi, Z. A., & Rosnija, E. (2013). Teaching speaking ability through role play.
Pontianak: PBS, FKIP Tanjungpura University.
Temerová, L. (2007). How to improve students’ communicative skills. Brno: Masaryk
University.
York, R.O. (1998). Conducting social work research: An experiential approach.
Boston: Allyn & Bacon
Young, C., Hecimovic, A., & Salzberg, C.L. (1983). Tutor-tutee behavior of
disadvantaged kindergarten children during peer teaching. Education and
treatment of children, 123-135.
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46
APPENDIX A
Spoken English Materials
(Teacher Book)
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TEACHER BOOK
A Spoken English Book to Improve Kindergartens’ MULTIPLE INTELLIGENCES
Compiled by MARLYNE SANDIE CLAUDIA DA COSTA
Photo
Here
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PREFACE This book is compatible for a Teacher of English for Young Learners, particularly the
Teacher of English as Second Language (TESL) to construct and support them facing the
multiple intelligences as the achievement goals of young learners or kindergarten students
using spoken English which is natural and authentic. The TESL must have a passion and a
willingness to give the better knowledge building program for their pupils, especially the
children as the next gold generations. It’s not only to teach them but also how to teach
them to love learning English as their new L2 which is might be difficult at the beginning
for some of them.
Looking for an advices or motivation and new ideas are interesting also very im-
portant job for TESL to make the classroom pleasantly on every meeting with the pupils. It
takes great effort and needs big heart or passion to scaffold the appropriate material accord-
ing to their level, and then help the children as the young learners develop their English
through and towards multiple intelligences using spoken English. The book provides the
Spoken English Materials which appropriate to be taught and to be learned for kindergarten
students in order to improve their multiple intelligences. It also contains of steps to teach
or a lesson plan, gestures, advices and some other appropriate activities.
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The learning objectives, procedures, appropriateness, classroom language and man-
agement are the important consideration in order to scaffold the materials becomes inter-
esting or which is fun to be taught for the kindergarten students in their early childhood
education. It can influence the students’ knowledge whether it is meaningful for them or
authentic in the class each day, then it can be familiar with the learning goals of the mate-
rials. The more the TESL cares about their knowledge, the more the students will develop
and improve their knowledge.
The book aims to explore how the spoken English for young learners can be adapted
to teach and easy to manage or to build the classroom meaningfulness for kindergartens,
towards some parts of the multiple intelligences of them as the achievement or develop-
ment even improvement of the material design. The book is also conducting some recom-
mended points out the examples of activities techniques to develop their language skill
through multiple intelligences.
The writer
Marlyne Sandie Claudia da Costa
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Teacher Notes
In this English Live units, the students are able to identify the general
learning goals activity, they are :
Numbers : 1, 2, 3, 4, and 5.
Shapes : Circle and Square.
Line by drawing or cutting.
Colors by looking at the picture or coloring based on their own favorite
colors.
The other expectations of the specific learning goals activity is about
the language used according to the topics, such as :
The students are able to use the language or simple sentences which is
authentic.
The students are able to identify the new vocabularies of the language
through the activities.
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Page 1
Unit 1
It’s Art Time!
Prepare and distribute the paper plates to each student.
Make sure that each student have got the paper plate sets on
their table.
Ask the students to put their pencil colors or crayons on the table.
Ask them to color the paper plate with pencil colors or crayons.
Ask them to draw a happy smile face with marker or crayon.
Let’s Sing along! Good Morning.. Good Morning.. And How do you do? Good Morning.. Good Morning.. I’m fine how are you?
“MY SUN CRAFT.”
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Page 2
Unit 1 : GOOD MORNING!
Look and Talk!
Ask each student: What do we do first in the morning?
Ask all the students: Picture 1 : What does mother do in the morning? Picture 2 : What does father do in the morning? Picture 3 : What does brother do in the morning? Picture 4 : What does sister do in the morning?
Look and Draw line in order!
1. Tidying the bed
2. Take a bath
3. Brush teeth
4. Have Breakfast
Ask the students: What we do first in the morning?
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Page 3
Follow. Do it with your friends!
Unit 1 : GOOD MORNING!
Set two tables in front of the class with number 1 (ONE) and 2 (TWO).
Read aloud in front of the class by showing the cards and say:
“SUN and CLOUD IN THE MORNING” “MOON and STARS IN THE NIGHT” Show the students to order the SUN-CLOUD cards on
the table 1 then MOON-STARS cards on the table 2. Group the students then distribute the cards. Let the students follow as you have been doing in a
race in 5 seconds. The winners is the fastest group who have put the cards more correctly and quickly.
Look and Color it! Ask the students: What things you find in the morning?
Color: BREAKFAST, STUDY WITH FRIENDS, TOOTHPASTE
& TOOTHHBRUSH
It’s Sharing Time!
Set the table in a large circle or square. Let the students
to have a seat together. Then do the review.
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Page 4
ATTACHMENTS OF UNIT 1
Cards for Activity 3
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Page 5
Unit 1 : GOOD MORNING!
Ask the students: What do we do in the morning first
then what next?
Tell the students: Put the stickers orderly at your home.
Then show to your parents and ask them to sign.
Put in order!
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Page 6
Unit 2
It’s Art Time!
Prepare and distribute the safety scissor and glue for children also ice cream stick for each student.
Make sure that each student have sets the scissor, glue and ice cream stick on their table.
Ask them to cut the boy or girl face pattern. Guide them using the scissor.
Ask them to glue it to the ice cream stick.
Let’s Sing along! Hello.. Hello.. Hello, how are you.. I’m fine.. I’m fine.. I hope that you are too..
“ MY PUPPET STICK”
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Page 7
Unit 2 : I AM ...
Trace and Write!
Draw!
Ask the students to trace the letters “I AM” by crayon or
marker, then write their names in the table space.
Ask the students to draw themselves (face or body)
with pencil or crayons.
It’s Play Time!
Demonstrate and repeat with the students together. I WALK ; I JUMP ; I FLY ; I RUN ; I DANCE Demonstrate these Chants: I walk and I walk and I walk and I stop! I jump and I jump and I jump and I stop! I run and I run and I run and I stop! I dance and I dance and I dance and I stop!
Look and Draw!
Ask the students to draw happy face and sad face in the circle space then draw a line to what they like best.
Then say I am happy to eat … or I am sad to eat … Choose one by one to say it out loud.
Pictures: Ice Cream, Fruits, Fried Chicken, Chili and Mushrooms.
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Page 8
It’s Sharing Time! Set the table in a large circle or square. Let the
students have a seat together. Then do the review.
Tell the students to bring their favorite food next
meeting.
They will present their favorite food in front of the class
by saying “I AM HAPPY TO EAT…”
Don’t forget to remind the students to ask their parents’
signature.
Confirm to their parents if possible to help the students
look at how to make their favorite food at home.
Homework!
Unit 2 : I AM ...
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Media of Teaching (English Live CD)
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A Spoken English Book to Improve Kindergartens’ MULTIPLE INTELLIGENCES
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47
APPENDIX B
Spoken English Materials
(Student Book)
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Student BOOK
A Spoken English Book to Improve Kindergartens’ MULTIPLE INTELLIGENCES
Compiled by MARLYNE SANDIE CLAUDIA DA COSTA
Photo
Here
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Page 1
Unit 1
Let’s Sing along! Good Morning.. Good Morning.. And How do you do? Good Morning.. Good Morning.. I’m fine how are you?
It’s Art Time!
“MY SUN CRAFT.”
Color the paper
plate.
Draw a happy
smile.
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Page 2
Look and Talk!
MOTHER FATHER
SISTER BROTHER
Unit 1 : GOOD MORNING!
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Page 3
Look and Draw line in order!
Unit 1 : GOOD MORNING!
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Unit 1 : GOOD MORNING!
Follow. Do it with your friends!
Page 4
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Look and Color it!
Unit 1 : GOOD MORNING!
In the morning time : I ...
Page 5
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Unit 1 : GOOD MORNING!
It’s Sharing Time!
Seat together with all of your friends.
I do … in the morning.
Put in order!
Page 6
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ATTACHMENTS OF UNIT 1
Stickers for Activity 5
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Page 7
Unit 2
Let’s Sing along!
Hello.. Hello.. Hello, how are you.. I’m fine.. I’m fine.. I hope that you are too..
It’s Art Time!
“ MY PUPPET STICK”
Cut the boy or girl face pattern.
Glue it to the ice cream stick.
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Page 8
Unit 2 : I AM ...
Color and Write!
Fill the letters “I AM” with crayons.
Write your nick name in the table.
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Page 9
Draw!
“MY SELF”
Unit 2 : I AM ...
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Page 10
Unit 2 : I AM ...
WALK
I JUMP
RUN
DANCE
It’s Play Time!
I
I I
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Page 11
Look and Draw!
I am happy to eat...
Unit 2 : I AM ...
I am sad to eat...
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Page 12
Unit 2 : I AM ...
It’s Sharing Time!
Seat together with all of your friends.
Homework!
Bring your favorite food tomorrow for sharing time in the classroom.
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ATTACHMENTS OF UNIT 2
Face Patterns for Activity 2
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A Spoken English Book to Improve Kindergartens’ MULTIPLE INTELLIGENCES
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48
APPENDIX C
Media of Teaching
(CD-Form)
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