PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI ENGLISH ... · Penelitian ini bertujuan untuk...

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

2009

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii


iii


iv


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.

v


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.

vi


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

vii


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.

viii


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.

ix


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

x


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


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

xii


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

xiii


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 ……………………………

xiv


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

xv


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

Appendix G : Lesson Plan ............................................................................... 91


CHAPTER I

INTRODUCTION

This section provides background information of this study. It consists of

Research Background, Research Area Limitation, Research Problem, Research

Objectives, Research Benefits, and Definition of Terms.

A. Research Background

People realize that English takes an important role when they deal with

other people around the world. As Indonesians do, they really want to learn

English so that they will not be left behind. That teaching English as a Foreign

Language to children has grown dramatically in Indonesia makes many parents

send their children to learn English as early as possible.

The phenomenon above mirror on the emerging of many preschools

which provide English as one of their essential subject matters. They want their

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.

1


2

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.


3

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


4

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.


5

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.


6

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


7

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).


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.

8


9

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.


10

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

Figure 2.1 Kemp’s Instructional Design Model


11

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.

c) To establish and favorable attitude towards language learning in general


12

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


13

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


14

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.


15

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


16

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


17

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.

2. Open, receptive, and perceptive


18

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).


19

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


20

(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,


21

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.


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


23

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).


24

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)


25

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.


26

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


27

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.


28

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.


29

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.


30

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.


31

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,


32

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.


33

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.


34

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

Figure 2.2 The Writer’s Theoretical Framework Steps


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

35


36

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


37

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


38

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

Figure 3.1 Correlation between the adaptation of R & D and Kemp’s Model


39

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)


40

kindergarten English teachers and the headmaster of Sekolah Nasional Tiga Bahasa

Budi Utama Yogyakarta.

The following table represents the description of the respondents:




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

initial of this study and finished on March 2009.


41

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.


42

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

verification, the interview and second questionnaire were done by the lecturer, the


43

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

N = the total number of respondents


44

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

Table 3.3 The Descriptive Statistic of the Respondents’ opinion


45

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


46

purposes in learning English . She also conducted the interview to obtain information

from the headmaster.

e. Analyzing needs analysis data

After collecting the needs analysis data from the observation, the researcher

attempted to analyze the data in order to create and to develop the learning activities.

2. Planning

After gathering and analyzing the information, the researcher formulated the

goal, topics, and general purposes of the design based on the students’ characteristics.

Then, she specified learning objectives for each topic.

3. Develop Preliminary Form of Product

In this step, the researcher started to develop the design of the research based

on the needs analysis data gathered. She designed the English materials, tasks, and

activities for children.

4. Product Verification

After developing the preliminary design, the researcher asked for some

comments from the experts to evaluate the design. The experts chosen in this study

were an English teacher, the headmaster, the kindergarten teachers of that school, and

the students in kindergarten level B. The comments from those experts were collected

through the questionnaire and interview.


47

5. Product Revision

In this step, the researcher analyzed the data collected from product

verification. Next, the researcher developed the design to be tested in real classroom

implementation.

6. Field Testing

In order to obtain feedback and to see the real application of the design, the

researcher implemented one topic in the real classroom. It met of five meetings. The

feedback from the students was collected using informal interview to know what the

influences toward their learning are.

7. Final Product Revision

In this step, the researcher interpreted the feedback gained from the field

testing to accomplish the English material design.


CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the discussion of the research findings which deal with

the answer to the questions formulated in Chapter I. This chapter consists of two

parts. The first answers what the appropriate English design material for Kindergarten

of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta. Then, the last part

answers what the influences towards the students’ learning are.

A. The Appropriate Design of English Instructional Materials for Kindergarten

of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta

In this study, the researcher applied some steps by adapting Kemp’s

Instructional Design Model and Borg & Gall’s models. In order to reach the

appropriate design material, the researcher gathered data. It aimed to get the

information on the students’ characteristics, and their needs in learning English. The

respondents were 7 (seven) kindergarten teachers and 1 (one) headmaster of Sekolah

Nasional Tiga BahasaBudi Utama.

The description of the respondents can be seen in the following page:

48


49




Teachers of

kindergarten 1 6 2 4 1

Headmaster of

kindergarten 1 1

Table 4.1 The Description of the Respondents in the Needs Analysis

From the research and information gathering, the researcher got the findings

that are elaborated as follow:

1. Goal, Topic, General Purposes

From the data gathered, the researcher got the information that all the respondents

consider English is important to be introduced to kindergarten students. Then, they

also argued that improvement is still needed to maximize the students’ ability in

learning English. Furthermore, 62,5 % of the respondents agreed that considering

students’ intelligences in teaching English is important. Then they also agreed that

making use of students’ intelligences can help them learn English better.

Therefore, the researcher determined the goal, topic, and general purposes

based on the information gathered in the needs analysis. In this design, goal would

refer to Competence Standard, general purposes would refer to Basic Competence,

and topic would refer to the themes stated in National Kindergarten Curriculum.


50

Competence standard for these designed materials is that the students can learn

English well by exploring their eight multiple intelligences.

The basic competence and themes are listed in the following table.

No Basic Competence Themes

1. At the end of this topic, the students are able to

acquire a skill of introducing themselves and

greeting others in English.


know parts of their body.

All about Me

3

At the end of this topic, the students are able to

perceive family terms in English.

4.


know things in the classroom.

All around Me


know some food and drink in English.


perceive clothes they wear

All I Need


51

No Basic Competence Themes

4.


know about animals.

Animals

5.


understand part of plant’s body.

Plants

Table 4.2 Statement of Basic Competence, and Themes

2. Learners’ Characteristics

Learners’ characteristics were important to be recognized. From the data in

the needs analysis, noted that 75 % of the respondents stated children are enthusiastic

in learning English even though it is not their mother tongue. It was supported by the

finding that 87,5 % of the respondents argued the children engage closely in every

activity in the English learning so far. Additionally, all the respondents considered

that every child has their own ways in learning English.

Nevertheless, from the researcher’s direct observation, the kindergarten

students had common characteristics such as like moving actively, enjoying singing

and playing games, loving dealing with imagination, and being interested in hand-on

activity. Therefore, the researcher designed the English materials that facilitate the

learners’ characteristics to enhance their competence and gain the optimal objectives.


52

3. Learning Objectives and Subject Content

In order to guide the teaching-learning process, every single unit or subject

content has to have its own indicators or learning objectives. The indicators to be

achieved are specific and stated in terms of measurable students’ behavior outcomes.

The indicators and subject content of this design are listed in the following table.

No Indicators Subject Content

1.

At the end of the topics, the students are able to:

a. mention their complete name

b. greet their friends

c. differentiate boy & girl

d. pronounce the terms about greeting correctly

Greeting and

Introduction

2. At the end of the topics, the students are able to:

a. mention parts of body

b. pronounce the related terms correctly

c. listen and do the instruction well

My Body


a. list their family member

b. pronounce the terms correctly

c. complete the family tree

Family


a. identify things in the classroom


c. arrange the puzzle well

Things in the

classroom


53

No Indicators Subject Content

5.


a. mention some healthy food


c. classify fruit &vegetable

d. find out the food and drink in the picture

Food and Drink

6.


a. mention clothes they are wearing


c. retell the story they have listened

Clothes


a. mention the animals they know

b. categorize the animals that belong to pet

animals, farm animals, and wild animals

c. pronounce the terms correctly

d. express how the animals move

Animals

8.


a. recognize parts of plant

b. list some name of plants

c. pronounce the terms correctly

d. match the food with the plant it come from

e. match the words to the correct parts of plants

f. demonstrate how to grow a plant

Plants

Table 4.3 Statement of Basic Competence, Themes, Topics, and Indicators


54

4. Teaching-Learning Activities

The researcher selected teaching-learning activities that support the subject

content so that the students can learn maximally and reach the competence standard,

basic competence, and indicator in each unit.

Every single unit in these instructional materials design consisted of five

learning activities that develop students’ multiple intelligences. They were Let’s

Sing, Talk About It, What is It, Let’s Play, and Activity. Each of them helped

students in developing certain intelligences. This idea came up not only to facilitate

students who are dominant in certain intelligence to learn English optimally but also

to help them in learning through other intelligences.

In Let’s Sing, musical and bodily-kinesthetic intelligences were developed.

The students learned English through songs and gestures. It would be beneficial for

them who learn best through songs. In the section of Talk About It, linguistic and

interpersonal intelligences were developed. The students were motivated to do simple

conversation with other friends. In What is It section, vocabulary was introduced. A

teacher triggered students’ linguistic and visual spatial intelligence in teaching and

learning process. It would be beneficial for them who learn best through pictures and

visual media.

Moreover, in Let’s Play, students’ bodily kinesthetic, linguistic, natural and

visual spatial intelligences were triggered. It would be beneficial for them who learn

best by moving the body. Finally, in Activity section, students’ visual spatial, logical-


55

mathematic, and intrapersonal intelligences were developed. The stimulus on

developing students’ multiple intelligences was flexible in every section of learning

activities.

In order to facilitate the students’ intelligences optimally, the appropriate

learning techniques should be employed. In this material design, the researcher used

some learning techniques based on the students’ characteristics and the data gathered

in the needs analysis.

Below is the teaching-learning activities of the designed material:

No Intelligences Learning activity Learning Technique

1. Musical, Linguistic

Bodily-kinesthetic

Let’s Sing Singing

2. Linguistic, Interpersonal Talk About It

Games, simple

conversation

3. Linguistic, Visual-spatial What is This

Games, drilling, story

telling

4. Bodily kinesthetic,

Linguistic, Natural, Visual-

spatial

Let’s Play

Games, singing, role

play

5. Visual-spatial, Logical-

mathematic, Intrapersonal

Activity Coloring, drawing,

hand-on project,

worksheet activity

Table 4.4 Teaching-Learning Activities


56

5. Material Evaluation and Revision

The researcher revised and reevaluated any phrases of plan that needed

improvement by distributing questionnaire to the English lecturer of Sanata Dharma

University, 3 (three) kindergarten teachers and the headmaster of Sekolah Nasional

Tiga Bahasa Budi Utama Yogyakarta and conducted interview to the headmaster.

The description of the respondents can be seen as follows:


Experience (in year)

Group of Respondents

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

English Teachers 4 1 2 1

Headmaster of

kindergarten 1 1

Sanata Dharma

English Lecturer 1 1

Table 4.5 The Description of the Respondents in the Product Verification

Data presentation of the product verification will be elaborated as follows:

No Question Response Number of participants

Percentage ( % )

1. The instructional

designed materials are

relevant to the Basic

Competence.

Strongly Disagree

Disagree

Doubt

Agree

Strongly Agree

-

-

1

4

1

-

-

16,67

66,67

16,67


57


Percentage ( % )

2. Each unit in the

designed materials has

met the indicators

Strongly Disagree

Disagree

Doubt

Agree

Strongly Agree

-

-

-

4

2

-

-

-

66,67

33,33

3. Each unit is well-

arranged

Strongly Disagree

Disagree

Doubt

Agree

Strongly Agree

-

-

-

4

2

-

-

-

66,67

33,33

4. Materials in every single

unit are applicable and

suitable for students’

learning

Strongly Disagree

Disagree

Doubt

Agree

Strongly Agree

-

-

-

5

1

-

-

-

83,33

16,67


designed materials are

interesting for students

Strongly Disagree

Disagree

Doubt

Agree

Strongly Agree

-

-

-

4

2

-

-

-

66,67

33,33


58


Percentage ( % )


designed materials can

help students in learning

English through 8

different ways of

learning (multiple

intelligences: linguistic,

logical-mathematical,

spatial, bodily-

kinesthetic, musical,

interpersonal,

intrapersonal, and

naturalist)

Strongly Disagree

Disagree

Doubt

Agree

Strongly Agree

-

-

1

3

2

-

-

16,67

50

33,33

7. The learning activities

can support students’

understanding of the

topic discussed

Strongly Disagree

Disagree

Doubt

Agree

Strongly Agree

-

-

-

5

1

-

-

-

83,33

16,67

8. The exercises in each

unit facilitate the

students in reviewing the

materials that have been

discussed.

Strongly Disagree

Disagree

Doubt

Agree

Strongly Agree

-

-

1

5

-

-

-

16,67

83,33

-


59


Percentage ( % )


designed materials help

students to be familiar

with English

Strongly Disagree

Disagree

Doubt

Agree

Strongly Agree

-

-

-

5

1

-

-

-

83,33

16,67

10. The feedback or

opinion(s) on the

materials designed

The materials design is good for the students

because it is interesting, nice picture, and full

colors. It also cover the aspects in multiple

intelligence so that it help students to

develop not only one but all intelligences.

Additionally, the teacher’s manual is

organized clearly.

Sentence production is not developed/

facilitated properly, though the simple one.

Ask the students to produce simple

sentences, such as ‘This is an eraser’.

11. The suggestion(s) for

better improvement of

the designed English

materials

It is good for the designer to use more realia

and outdoor activities. Moreover, technically,

it is necessary to add note in teacher’s

manual about the flexibility of the learning

activity.

It is better to give the notations to the other


60

songs. Revising the notation of the song,

accuracy, and position to the text/lyric is

needed.

Table 4.6 The Result of the Product Verification

The data said that all of the respondents argued that the instructional

designed materials helped students to be familiar with English where 66,67 % of

them agree that the designed material in each topic has been relevant to the Basic

Competence and indicators. Moreover, 83,33 % of them also agreed that the materials

in every single unit are applicable and suitable for students’ learning, well arranged,

and interesting for students. They also agreed that the learning activities and exercises

provided can support students’ understanding of the topic discussed. Additionally,

50% of them agreed and 33,33 % of them strongly agreed that the instructional

designed materials could help students in learning English through 8 different ways

of learning.

From the interview, the researcher got some feedback towards the learning

activities in the designed materials. Therefore, in the materials revision, the

researcher used more realia/real objects in introducing new terms.

B. Influences towards Students’ Learning

The multiple intelligences theory said there are eight different ways of

learning that can maximize the learning process. In this part, the researcher discussed


61

the influences of the English materials design that employed the eight multiple

intelligences towards students learning. During implementing the designed materials

to the students, the researcher observed the learning process carefully and the

students’ behavior when certain intelligence was applied.

From observation that the researcher did, it was obvious that every student

had different ways in comprehending the lesson given. Some students were good at

learning through song, but some were not. Some students were good at learning

through games that explored their bodily kinesthetic. There were also some students

good at learning through some intelligences. Those phenomena occurred because

each student had dominant intelligence(s) that was different from other friends.

Therefore, it was a crucial part that should be explored by a teacher so that the

students’ learning can be maximized. In this designed materials, the researcher

covered each topic with seven to eight intelligences that can support students to learn

best not only through their strengths but also through triggering the other

intelligences aspects.

The result was, surprisingly that they could enjoy the learning. Even the

students who had less motivation in learning English could show the progress. They

began to express themselves in their own ways during the teaching-learning process.

On the other hand, for them who had motivation in English could improve their skills

better than before.


62

To know the influences of the designed material, the researcher implemented

a topic to the students. The topic was ‘Family’. After implementing it in a week, she

did an informal interview to 19 students in class. It aimed to know the students’

respond toward the designed material. The result was 83,3 % are happy in learning

about ‘Family’. Furthermore, about the techniques used, 66,6 % like using picture

cards in learning, 83,3% like learning with song, 100 % like learning through games,

83,3 % like learning through story telling, and 75 % like learning by doing

worksheet. Additionally, all of them stated that the lesson was presented clearly.

In conclusion, the influences of this English material design towards students’

learning were:

• All students enjoyed the teaching-learning material although they had

different ways in understanding the lesson.

• The students who had less motivation in learning English could show the

progress and begin to express what they knew and felt in class.

• The students who had had motivation in learning English could enhance their

skills better than before.

• The students could learn better in other intelligence aspects.

Therefore, the English material design that based on the multiple intelligences

theory effectively proven could help the students’ understanding in learning English.

They could learn English happily and expressively with many kinds of interesting

teaching experiences that facilitated them to learn best with their strength.


CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter is divided into two parts. The first part draws the conclusions of

the study. The second part presents some suggestions for better improvement for

kindergarten teachers or educators, parents, and other researchers.

A. Conclusions

This study dealt with the design of English instructional materials for

kindergarten learners based on multiple intelligences. There were two problems

stated in this study; they were what the ideal design of English instructional material

for Kindergarten of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta is and

what the influences of the design towards the students’ learning are.

To answer those two questions, the researcher conducted a research on

kindergarten students in Sekolah Tiga Bahasa Budi Utama Yogyakarta. The needs

analysis was conducted by distributing questionnaire to obtain the data that would

have been used to design the ideal English instructional materials. From the

questionnaire, the researcher got the data of the needs in teaching and learning

English.

The crucial points of the kindergarten teachers in teaching English in that

school are the consideration on students’ characteristics and uniqueness in learning

63


64

and the relevancy between the needs and national curriculum. The relevancy between

the needs and the national curriculum takes a significant attention because that school

is a three languages school where English is taught everyday and used intensively. In

conclusion, the ideal English instructional materials design for that school is the

materials that apply national curriculum to help students to maximize their English

competence through eight different ways (eight multiple intelligences) of learning

where students’ characteristics and uniqueness are prioritized.

The ideal designed materials consisted of eight topics that covered five

themes in semester one based on the national curriculum, they were All about me, All

around me, All I need, Animals, and Plants. The exploration of the multiple

intelligences aspects presents in each topic with various learning techniques.

Then, after obtaining the data to make the ideal material design, the researcher

designed the English instructional materials for that school. In order to know whether

the materials design were applicable and suitable for kindergarten students, the

researcher conducted product verification by distributing the evaluation questionnaire

to the kindergarten teacher, headmaster, and a lecturer of Sanata Dharma University.

The results were that all the respondents gave positive response toward the designed

materials. They also contributed some suggestions for better improvement so that the

ideal English instructional materials could be accomplished well.


65

The answer for the second question was the influences towards the students’

learning. The researcher implemented the materials after designing the materials in

class to know the students’ responses and influences in their learning.

Then, based on the researcher observation, the students were very interested

in learning. Some students showed that they were good at learning through song, but

some were not. Some students were good at learning through games that explored

their bodily kinesthetic. There were also some students who were good at learning

through some intelligences. Through this English materials design, they not only

could learn best in their strength but also could learn in other ways of learning.

To know the influences directly from the students, the researcher conducted

an informal interview to them. Then, the result was that all of them enjoyed learning

English with that designed materials. They also stated that they had better motivation

now.

B. Suggestion

The suggestions provided below are for the benefit of teachers or instructors

who would like to implement this design in class, or for further researchers.

1. Suggestions for kindergarten English teachers/instructors

a. It would be advantageous if the teachers/instructions prepare a good preparation

prior to the teaching learning activities considering that the theory used in this

design might be considered as a complicated at first. Therefore, it is better for


66

reading the theory and the teacher’s manual several times so that the

teachers/instructors have in-depth knowledge of what to do and what is expected

from the students since they are in kindergarten level.

b. It would be better if the teachers/instructors were creative in developing the

materials and activities that were appropriate to students’ condition and their level

of intelligences so that they will not get bored easily. Furthermore, the precise

choice on activities and songs will draw students’ attention to deal with the topic.

c. The teachers/instructors should encourage the students to be active by stimulating

them with various teaching techniques and creative activities that develop

multiple intelligences aspects in it. Moreover, the teachers/instructors should

motivate the students to engage closely both in hand-on activity and written

activities.

d. It is necessary for the teachers/instructors to provide themselves with colorful

picture cards, realia, song, tape recorder, and other teaching media considering

the kindergarten students like learning most with objects.

e. It is necessary to keep a continuous communication with students’ parents to

share their children progression in learning English.

2. Suggestions for Parents

a. It is important to be aware of children’s characteristics and ways of learning since

each child has different ways of learning something. By knowing children’s way


67

of learning, the parents can help and facilitate their children to learn best through

his/her strength

3. Suggestions for Future Researchers

a. The researcher hopes that other researchers can improve the materials by using

electronic media, such as television, computer, radio tape, etc. to make the

teaching learning successful.

b. The researcher hopes that in the future, researchers can develop the same

materials with the same methods to the different level of ages. The researcher can

use this materials design as a reference to develop better English material design

to different level of education. Furthermore, they can implement the design to the

real teaching-learning activities.


68

REFERENCES

Amstrong, T, 1994. Multiple Intelligences in the Classroom. Alexandria, VA:

Association for Supervision and Curriculum Development. Amstrong, T. 1998. Multiple Intelligences.

(http://www.thomasarmstrong.com/multiple_intelligences.htm, accessed on 18 August, 2008).

Borg, W.R. & Gall, M.D. 1983. Educational Research: An Introduction, 4th edition.

London: Longman Inc. Blackie J. 1967. Inside the Primary School. London: Her Majesty’s. Brown, D. H. 1987. Principle of Language Learning and Teaching. New Jersey:

Prentice Hall, Inc. Brown, D. H. 1994. Principle of Language Learning and Teaching. New Jersey:

Prentice Hall, Inc. Brualdi, A. 1998. The Multiple Intelligences Handbook. Standwood, WA: Campbell

& Association. Chin, Sally. 2005. English Reader 2. Malaysia: Penerbitan Pelangi Sdn. Bhd. Chin, Sally. 2005. English Reader 3. Malaysia: Penerbitan Pelangi Sdn. Bhd. Chin, Sally. 2005. English Reader 4. Malaysia: Penerbitan Pelangi Sdn. Bhd. Chin, Sally. 2005. Activity Book 1. Malaysia: Penerbitan Pelangi Sdn. Bhd. Chin, Sally. 2005. Activity Book 2. Malaysia: Penerbitan Pelangi Sdn. Bhd.

Chin, Sally. 2005. Science Book 2. Malaysia: Penerbitan Pelangi Sdn. Bhd.

Chin, Sally. 2005. Science Book 3. Malaysia: Penerbitan Pelangi Sdn. Bhd. Dickinson, D. 1996. Learning Through Many Kinds of Intelligence. New Horizons

for Learning. (http://www.newhorizons.org/strategies/mi/dickinson_mi.html, accessed on 4 August 2008).


69

Foster and Headley. 1959. Foster and Headley’s Education in the Kindergarten. Third Edition. New York: American Book Company.

Freudenstein, R. 1979. Teaching Foreign Language to the Very Young. Marburg:

Phillips-University Press. Gagne, R. and Briggs, L. 1979. Principles of Instructional Design. New York: Holt,

Rinehart, and Winstone. Holt, J. 1967. How Children Learn. New York: Pitman Publishing Corporation. Hornby, A.S. 1995. Oxford Advanced Learner’s Dictionary of Current English. 5th.

Oxford: Oxford University Press. Kemp, J. E. 1997. Instructional Design: A plan for Unit and Course Development.

Belmont: Fearon Pitman Publishers, Inc. Kolesnik and Walter, B. 1976. Learning: Educational Applications. Boston: Allyn

and Bacon, Inc. Levin, Gerald R., 1983. Child Psychology. California: Wadsworth, Inc. Lwin, M. 2003. How to Multiply Your Child’s Intelligences. Singapore: Prentice

Hall, Pearson Education Asia Pte Ltd. Montessori, Maria in Curtis, Audrey. 1998. A Curriculum for the Pre-School Child:

Learning to Learn. Second Edition. London: Routledge. Nicholson Nelson, K. 1998. Developing Student’s Multiple Intelligences. New York:

Scholastic Professional Books. Nissani, H. 1993. Early Childhood Programs for Language Minority Students.

Washington, DC: National Clearinghouse for Bilingual Education. (http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/13/9f/54.pdf , ERIC Document Reproduction Service No. ED355836, accessed on 12 October 2008)

Piaget, J., Cognitive Development in Children, In R.E. Ripple and V.N. Rockcastle,

eds., Piaget Rediscovered. Ithaca: Cornell Univ. Press. Pusat Kurikulum, Badan Penelitian dan Pengembangan. 2006. Kurikulum Tingkat

Satuan Pendidikan Taman Kanak-Kanak. Jakarta: Pusat Kurikulum, Balitbang


70

Depdiknas. (http://tunas63.files.wordpress.com/2009/02/model-penilain-tk.pdf, accessed on 26 November, 2008).

Richard, J.C. and Theodore S.R. 2001. Approaches and Methods in Language

Teaching. 2nd. New York: Cambridge University Press. Smith, Jay M. & Lurtherman, Don-David. 1979. The Theacher as Learning

Facilitator: Psychology and Educational Process. California: Wadsworth Publishing Company, Inc

Smith, Mark K. (2002, 2008) 'Howard Gardner and multiple intelligences', the

encyclopedia of informal education. (http://www.infed.org/thinkers/gardner.htm. accessed on August, 2008).


71

Appendix A

Questionnaire for Needs Analysis

Kuesioner ini bertujuan untuk memperoleh data-data mengenai

pembelajaran Bahasa Inggris pada anak TK yang nantinya akan digunakan

untuk kepentingan penelitian ini.

Olehkarena itu, dengan kerendahan hati mohon Bapak/Ibu mengisi

kuesioner ini sesuai dengan situasi dan kondisi yang sebenarnya berdasarkan

pengalaman Bapak/Ibu selama ini. Atas kesediaan Bapak/Ibu dalam mengisi

kuesioner ini, peneliti mengucapkan terima kasih.

Identitas Responden

Nama : ………………………………………… Jenis kelamin : L ( ) P ( ) Latar belakang pendidikan : ………………………………………... Jabatan : ………………………………………… Pengalaman mengajar anak-anak : ………. tahun

Petunjuk Pengisian

A. Lingkarilah nomor yang tersedia sesuai dengan opini Anda akan pernyataan yang tersedia.

1 = sangat tidak setuju dengan pernyataan yang tersedia 2 = tidak setuju dengan pernyataan yang tersedia 3 = ragu-ragu dengan pernyataan yang tersedia 4 = setuju dengan pernyataan yang tersedia 5 = sangat setuju dengan pernyataan yang tersedia


72NO PERTANYAAN RATING NILAI

Proses Pembelajaran Bahasa Inggris 1. Pembelajaran bahasa Inggris perlu dikenalkan di

level TK. 1 2 3 4 5

2. Anak-anak antusias dalam belajar bahasa Inggris yang notabene bukan ‘bahasa ibu’ mereka. 1 2 3 4 5

3. Sejauh ini, pembelajaran bahasa Inggris telah mampu menarik perhatian anak untuk terlibat aktif dalam setiap aktivitasnya.

1 2 3 4 5

4. Semua siswa mampu mengikuti pelajaran dengan baik dan efektif. 1 2 3 4 5

5. Anak-anak telah mampu memahami instruksi/ kata-kata guru dalam bahasa Inggris. 1 2 3 4 5

6. Masih dibutuhkan peningkatan dalam proses belajar untuk mengoptimalkan kemampuan berbahasa anak-anak.

1 2 3 4 5

7. Setiap anak memiliki cara yang berbeda dalam memahami dan belajar bahasa Inggris. 1 2 3 4 5

8. Penting untuk mempertimbangkan dan memanfaatkan aspek-aspek kecerdasan (multiple intelligences) dalam mengajar termasuk mengajar bahasa Inggris.

1 2 3 4 5

9 Memanfaatkan aspek-aspek kecerdasan pada anak mampu membantu mereka dalam memahami pelajaran bahasa Inggris.

1 2 3 4 5

Materi Pembelajaran 10 Telah tersedia cukup buku-buku sumber

pembelajaran bahasa Inggris untuk merancang materi.

1 2 3 4 5

11 Buku sumber/modul yang mendukung pembelajaran bahasa Inggris melalui pemanfaatan multiple intelligences pada anak telah tersedia bagi guru di sekolah.

1 2 3 4 5


73

B. Jawablah setiap pertanyaan dengan jelas sesuai dengan keadaan yang sebenarnya.

1. Apakah tujuan sekolah memperkenalkan bahasa Inggris pada anak-anak sejak dini? 2. Aspek apa sajakah yang perlu diperhatikan pada saat mengajar anak-anak Bahasa Inggris

mengingat bahasa tersebut bukanlah ‘bahasa ibu’ mereka? 3. Apakah karakteristik anak juga perlu disertakan dalam daftar pertimbangan perencanaan

materi pengajaran bahasa Inggris dan aktivitasnya? 4. Menurut pendapat Anda, bagaimana karakteristik anak-anak TK terutama mereka yang

berada pada level TK B?


74

5. Apakah perlu mempertimbangkan dan juga memanfaatkan aspek-aspek kecerdasan (multiple intelligences) pada anak dalam mengajar? Mengapa?

6. Sekolah ini termasuk sekolah yang memanfaatkan aspek-aspek kecerdasan pada anak

dalam kegiatan belajar-mengajarnya. Untuk pembelajaran Bahasa Inggris, materi seperti apa yang diharapkan sehingga mampu berjalan selaras dengan visi-misi sekolah?

7. Apakah Anda menginginkan materi yang diberikan dalam Bahasa Inggris mengikuti tema-

tema yang digunakan sekolah? Mengapa? Mis: Tema ‘Diri Sendiri’ Pembelajaran Bahasa Inggris menyesuaikan dengan tema tersebut dan

memberikan materi seputar ‘Diri Sendiri’ dalam Bahasa Inggris. 8. Menurut Anda, topik-topik apakah yang sesuai untuk dikembangkan melalui pembelajaran

bahasa Inggris pada anak TK? (jawaban bisa lebih dari satu)

a. Introduction and Greeting g. My body b. Numbers h. Family c. Alphabets i. House (parts of the house) d. Colors j. Food and Drink e. Face k. Fruits f. Shapes l. Animals


75

m. Clothes n. Things in the classroom o. Vegetables p. Day and Month q. Occupation

r. .............................................. s. .............................................. t. .............................................. u. ..............................................

9. Penyusunan materi pembelajaran bahasa Inggris mengacu pada: (jawaban bisa lebih dari satu)

a. kurikulum yang dibuat sekolah b. pengetahuan akan kebutuhan dan ketertarikan anak pada usia tersebut c. buku-buku yang tersedia d. lain-lain

10. Teknik yang digunakan dalam mengajar bahasa Inggris: (jawaban bisa lebih dari satu)

a. permainan b. menyanyi c. mewarnai d. menggambar e. tanya-jawab gambar f. lain-lain

11. Kesulitan apa saja yang Anda alami baik dalam mempersiapkan materi maupun dalam

mengajarkan bahasa Inggris pada anak-anak? Apa tindakan Anda?

Terima Kasih


76

Appendix B

Questionnaire on the Designed Materials

Respondent’s identity

Name : ………………………………………… Sex : M ( ) F ( ) Occupation : ………………………………………... Educational Background : ………………………………………… Teaching experience : ………. year(s) This questionnaire is intended to obtain data about the feedback from the respondents

toward the designed material entitle “English Instructional Materials Based on the Multiple

Intelligences Theory for Kindergarten of Sekolah Nasional Tiga Bahasa Budi Utama

Yogyakarta”. Therefore, as a respondent of this research, you are expected to complete this

questionnaire and give your feedback on the designed materials that enclosed in this

questionnaire.

In accomplishing this questionnaire, you have to put a tick ( ) in the boxes provided

based on the number of degree of agreements and elaborate the answer in the space

provided. The degree of agreements are categorized as follows:

1 = If you are strongly disagree with the statement

2 = If you are disagree with the statement

3 = If you are doubt with the statement

4 = If you are agree with the statement

5 = If you are strongly agree with the statement


77

A. Put a tick ( ) in the boxes provided based on the number of degree of agreement

No Question Degree of Agreement 1 2 3 4 5

1. How the design material develop Basic Competence (BC): • BC 1 is developed through topic 1 • BC 2 is developed through topic 2 • BC 3 is developed through topic 3 • BC 4 is developed through topic 4 • BC 5 is developed through topic 5 • BC 6 is developed through topic 6 • BC 7 is developed through topic 7 • BC 8 is developed through topic 8

2. Each unit in the designed materials has met the indicators

3. Each unit is well-arranged

4. Materials in every single unit are applicable and suitable for students’ learning

5. The instructional designed materials are interesting for students

6. The instructional designed materials can help students in learning English through 8 different ways of learning (multiple intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist)

7. The learning activities can support students’ understanding of the topic discussed

8. The exercises in each unit facilitate the students in reviewing the materials that have been discussed.

9. The instructional designed materials help students to be familiar with English


78

B. Elaborate your answer in the space provided. 1. What is your feedback or opinion(s) on the designed materials? Furthermore, share about

……

2. hat is your suggestion(s) for better improvement of the designed English materials? …

the positive and negative side from the contents in the instructional design materials. …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… W………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


79

Appendix C

e Needs Analysis

No Question Response Number of Percentage

The Result of th

participants ( % )

1.

It is important to

Strongly Disagree

y Agree

- -

50

introduce English in the

kindergarten

Disagree

Doubt

Agree

Strongl

-

-

4

4

-

-

50

2.

The children are trongly Disagree

y Agree

-

-

75

12,5

enthusiastic in learning

English even though it is

not their mother tongue.

S

Disagree

Doubt

Agree

Strongl

-

-

6

1

-

-

3. So far, the children trongly Disagree

y Agree

- -

87,5

engage closely in every

activity in the English

learning.

S

Disagree

Doubt

Agree

Strongl

-

-

7

1

-

-

12,5

4.

Every student can follow e

Strongly Agree

- -

50

37,5 the lesson effectively.

Strongly Disagre

Disagree

Doubt

Agree

4

3

1

-

12,5

-


80

No Question Num

participants

Percentage

( % ) Response

ber of

5.

The children can

nderstand the teacher’s

Strongl

isagree

y Agree

2 25

37,5

3

u

instruction/words.

y Disagree

D

Doubt

Agree

Strongl

-

3

3

-

-

7,5

-

6.

Improvement is still

eeded to maximize the

e

isagree

y Agree

-

-

-

- n

students’ ability in

learning English.

Strongly Disagre

D

Doubt

Agree

Strongl

-

4

4

-

50

50

7. Every child as own way

learning English.

e

isagree

y Agree

-

-

-

-

in

Strongly Disagre

D

Doubt

Agree

Strongl

-

4

4

-

50

50

8.

Considering students’

telligences in teaching,

e

isagree

y Agree

-

-

-

-

62,5

37,5

in

especially teaching

English is important.

Strongly Disagre

D

Doubt

Agree

Strongl

-

5

3

-


81

No Question Response Number of

participants

Percentage

( % )

9.

Making use of students’

telligences can help

Strongly Disagree

isagree

y Agree

62,5

37,5

in

them in learning English

better.

D

Doubt

Agree

Strongl

-

-

-

5

3

-

-

-

10.

There are enough book

sources to prepare

e

isagree

y Agree

1 12,5

25

3

re

materials

Strongly Disagre

D

Doubt

Agree

Strongl

2

2

3

-

25

7,5

-

11.

The books/module about

aching-learning

been

e

isagree

ee

1 12,5

50

1

te

through multiple

intelligences has

available. y Agr

Strongly Disagre

D

Doubt

Agree

Strongl

4

2

1

-

25

2,5

-

12. The contents preferred

y respondents

. Introduction and

greeting

8 100

87,5

b

b.

a

Numbers

c. Alphabets

d. Colors

e. Face

8

7

8

8

100

100

100


82

No Question Response

Shapes

g. M

arts of

in the

onth

Num

participants

Percentage

( % )

100

100

f.

y body

h. Family

i. House (p

house)

j. Food and Drink

k. Fruits

l. Animal

m. Clothes

n. Things

classroom

o. Vegetable

p. Day and M

q. Occupation

ber of

7

8

8

8

8

8

7

7

8

7

8

8

87,5

100

100

100

100

87,5

87,5

100

87,5

100

13.

The reference

curriculum

e toward

arning

75

for a. national

arranging learning

materials

b. knowledg

students’ le

needs

c. available books

7

8

6

87,5

100

14. Techniques in teach

English

ng

100 ing a. games

b. singing songs

c. coloring

d. drawing

e. drilling

f. story telli

8

8

8

8

8

2

100

100

100

100

25


83

No Question Response Number of Percentage participants ( % )

15. Students’ characteristics a. yes 8 100

should be considered in

developing teaching

materials and the

activities.

b. no - -


84

Appendix D

THEME-BASED SYLLABUS

Name of School : Sekolah Nasional Tiga Bahasa BUDI UTAMA Yogyakarta

Subject : English

Level : Kindergarten - B

Semester : 1

Competence Standard: The students can learn English well by exploring their eight multiple intelligences.

Basic Competence Theme Topic Learning

Experience Indicator Time Allocation Source

1. At the end of

this topic, the

students are

able to acquire

a skill of

introducing

themselves and

greeting others

in English.

All about Me

Greeting and

Introduction

Let’s Sing

Talk About It

What is This

Let’s Play

Activity

At the end of the topics,

the students are able to:

mention their complete

name

greet their friends

differentiate boy and

girl

pronounce the terms

about greeting correctly

5 x 30’

Chin, Sally. 2005. English Reader 2. Malaysia: Penerbitan Pelangi Sdn. Bhd.


85

Basic Competence

2. At the end of

this topic, the

students are able

to know parts of

their body.

Theme

Topic

My Body

Learning Experience

Let’s Sing

Talk About It

What is This

Let’s Play

Activity

Indicator mention parts of body

pronounce the related

terms correctly

listen and do the

instruction well

Time Allocation

5 x 30’

Source

Chin, Sally. 2005. Activity Book 2. Malaysia: Penerbitan Pelangi Sdn. Bhd.

3. At the end of

this topic, the

students are able

to perceive

family terms in

English.

4. At the end of

this topic, the

students are able

to know things

in the classroom.

All around

Me

Family

Things in the

classroom

Let’s Sing

Talk About It

What is This

Let’s Play

Activity

Let’s Sing

Talk About It

What is This

Let’s Play

Activity

list their family

member

pronounce the terms

correctly

complete the family

tree

identify things in the

classroom

pronounce the terms

correctly

arrange the puzzle well

5 x 30’

5 x 30’

Chin, Sally. 2005. English Reader 3. Malaysia: Penerbitan Pelangi Sdn. Bhd. Chin, Sally. 2005. Activity Book 1. Malaysia: Penerbitan Pelangi Sdn. Bhd.


86



5. At the end of

this topic, the

students are able

to know some

food and drink

in English.

All I Need

Food and

Drink

Let’s Sing

Talk About It

What is This

Let’s Play

Activity

mention some healthy

food

pronounce the terms

correctly

classify fruit and

vegetable

find out the food and

drink in the picture

5 x 30’


6. At the end of

this topic, the

students are able

to perceive

clothes they

wear.

Clothes

Let’s Sing

Talk About It

What is This

Let’s Play

Activity

mention clothes they

wear

pronounce the terms

correctly

retell the story they

have listened

5 x 30’



87



7. At the end of

this topic, the

students are able

to know about

animals.

Animals

Animals

Let’s Sing

Talk About It

What is This

Let’s Play

Activity

mention the animals

they know

categorize the animals

that belong to pet

animals, farm animals,

and wild animals

pronounce the terms

correctly

express how the

animals move

15 x 30’


8. At the end of

this topic, the

students are able

to understand

part of plant’s

Plants

Plants

Let’s Sing

Talk About It

What is This

Let’s Play

Activity

recognize parts of plant

list some name of

plants

pronounce the terms

correctly

15 x 30’



88

Basic Competence

body.

Theme

Topic

Learning Experience

Indicator

match the food with the

plant it come from

match the words to the

correct parts of plants

demonstrate how to

grow a plant

Time Allocation

Source


Appendix E


English for

kindergarten


1

Theme:

All about Me All around Me All I Need Animals Plants


2

theme

1

Unit :

Greeting and Introduction My Body

By the end of this lesson, the students are able to:

sing the song clearly

greet their friends

differentiate boy and girl Intelligences aspects: Linguistic, Logical-mathematical, Visual-Spatial, Bodily-kinesthetic, Music, Interpersonal

mention parts of body

pronounce the related terms correctly

listen and do the instruction well

do simple conversation


3

Let’s sing the song together!

Good Morning My Friends Do= G, 2/4

Good morning Good morning

5 5 3 5 5 3

Good morning my friends

5 6 4 6 5 0


5 5 3 5 5 3

How are you?

0 4 3 2 3 0


5 5 3 5 5 3

I’m fine thank you

0 6 4 6 5 0


5 5 3 5 5 3

Good morning my friends

3 4 3 2 1 0

Let’s Sing !!

Unit

1 Greeting and Introduction


4

Talk about it !!

Listen carefully! Look the picture then repeat after the teacher! Look the picture then repeat after the teacher! g i r l b o y g i r l b o y

What is it ?

Good morning, Sir… My name is Sasha. I’m a girl.

Hi.. Good morning. What’s your name?

I’m fine thank you S-a-s-h-a… How are you, Sasha?

r e d b l u e y e l l o w r e d b l u e y e l l o w


5

Let’s Play !

Game 1: Are you boy or girl? “I’m a boy”.

(See teacher’s manual p.2 )

Game 2: Hello!! Simple conversation


Game 3: How are you?


Activity

Cut, glue, and color (worksheet is in the following page )

The students make a boy or girl from playdough. Each of them

get 3 colors of playdough.


6

I am a girl Worksheet

cut, glue, and color


7

I am a boy

Worksheet

cut, glue, and color


8

.

2 X

. .

. .

Unit M y B o d y 2

Let’s Sing !!

Do= F, 4/4 Head shoulder knees and toes

Head shoulder knees and toes (knees and toes)

5 0 6 5 3 5 3 0 0 0

Oh…… eyes and ears and mouth and nose

2 0 0 3 2 1 3 5 0 1 2 1 6 0

Head shoulder knees and toes (knees and toes)

7 0 1 7 6 7 1 0 0 0

Talk about it !!

Listen to the teacher carefully.

This is my tongue. This is my nose.


9

What is it ?

Look the picture then repeat after the teacher!

nose mouth

head

finger

arm

hand

foot

leg

toe

eye

ear


10

Let’s Play !

Game 1: Find, stick, and say!: “This is a nose”.

(See teacher’s manual p.6-7 )

Game 2: Throw and Catch!: “This is my eyes”

(See teacher’s manual p 7 )

Game 3: Simon Says

(See teacher’s manual p.7-8 )

Activity

Arrange this puzzle into good picture

(Picture; see teacher’s manual p.8 )


11

Worksheet puzzle


12

The students listen to the teacher then write the exact amount!

Worksheet counting

How many…….?

eye = foot = nose = ear = mouth = hand =


13

theme

2

▪ Intrapersonal

▪ Interpersonal

▪ Music

▪ Bodily-kinesthetic,

▪ Visual-Spatial

▪ Logical-mathematical

▪ Linguistic

Intelligences aspects:

Unit :

Family Things in the classroom

mention things in classroom

mention family member (mother, father, brother, sister, baby, grandmother,

grandfather)




14

I Love My Family

One and one I love my mother Two and two I love my father Three and three I love brother sister One two three I love my family

(rhythm: ‘Satu-Satu Aku Sayang Ibu’ song)

Unit

3 F a m i l y

Let’s Sing !!

Talk about it !!

She is my mother

She is my sister He is my brother

He is my father

It’s me


15

What is it ?


father mother

brother sister baby

grandmother grandfather

green pink orange


16

Let’s Play !

Game 1: Shot the picture!


Game 2: Whispering game “She is my grandmother”


Role Play: l Love My Family

(See teacher’s manual 12-13 )

Activity

Draw your own family member and color it!

I love my family


17

Make a family tree in group of 5 ! Cut and glue the pictures!

Family Tree


18

. .

. .

.

. . . . .

. . 6 5 2 2 2 2 2 2 1 2 3 0 0

Unit

4

Let’s Sing !!

Things in the Classroom

Do= C, 4/4 If You are Happy

If you’re happy and you know it say pencil* (pencil)

6 5 1 1 1 1 1 1 7 1 2 0 0

If you’re happy and you know it say pencil* (pencil)

If you’re happy and you know it, and you really want to show it

2 3 4 4 4 3 6 6 4 4 3 2 3 2 1 1

If you‘re happy and you know it say pencil* (pencil)

7 1 2 2 2 1 7 5 6 7 1 0 0 0 * can be change with other things in the classroom.

Talk about it !!

Yes, please. May I borrow your pencil?


19

What is it ?


crayon eraser pencil

ruler bag book

whiteboard pencil case chair


20

Game 1: Be fast

(See teacher’s manual p.17 ) Game 2: Whispering


Conversation Time


Let’s Play !

Activity

Listen and circle (worksheet is in the following page )

Arrange the puzzle in to a good picture (worksheet is in the following page )


21

listen and circle Worksheet


22

Worksheet

classroom puzzle


23

Unit :

theme

3

Clothes Food and Drink

▪ Linguistic ▪ Logical-mathematical ▪ Visual-Spatial ▪ Bodily-kinesthetic, ▪ Music ▪ Interpersonal ▪ Intrapersonal

Intelligences aspects:

recognize some healthy food and drink mention some healthy food

pronounce the words correctly do the simple conversation with other

friends

recognize some things they wear mention clothes they wear




24

Do = C, 4/4

New Clothes My mom gives me some new clothes 1 1 5 5 6 6 5 . T-shirt, jacket, dress, and shorts 4 4 3 3 2 2 1 . Look my friends it’s beautiful 5 5 4 4 3 3 2 I’m so happy and cheerful 5 5 4 4 3 3 2 . My mom gives me some new clothes 1 1 5 5 6 6 5 . T-shirt, jacket, dress, and shorts 4 4 3 3 2 2 1 .

(rhythm: ‘Twinkle Twinkle Little Star’ song)

Unit

5 C l o t h e s

Let’s Sing !!

Talk about it !!

I w e a r b l u e T - s h i r t a n d b l a c k s h o r t s .

I w e a r p u r p l e s o c k s a n d s h o e s .

I w e a r g r e e n c a p a n d t r o u s e r s .

I w e a r p i n k d r e s s a n d s h o e s .

What do you wear?


25

What is it ?

Listen to the teacher and pronounce it!

shirt T-shirt dress

short skirt trousers

jacket cap hat

shoes socks


26

Let’s Play !

Game 1: Speak Out!!

(See teacher’s manual pp. 20-21 ) Game 2: Find the treasure!

(See teacher’s manual p.21 ) Conversation Time


Listen and color Activity


27

Listen, count, and circle the correct picture!

1

2

4

3

5


28

Unit

6 Food and Drink

What do You Like ?

What do you like? What do you like? What do you like oh my friend? I like chicken, rice, banana. I like apple, milk and egg. Oh let’s my friends eat together We will happy and healthy Tralalala trililili What do you like oh my friends?

Let’s Sing !!


29

Talk about it !!

What do you like? I like bread What do you like? I like apple


30


food and drink

What is it ?

milk water orange juice

fried fish meat bread

rice chicken egg


31

fruit orange

apple strawberry grape

avocado pineapple banana

watermelon

vegetable

carrot

mushroom cabbage

potato tomato spinach


32

Let’s Play !

Game 1: Find the treasure! “I like chicken”

(See teacher’s manual p.25 ) Game 2: Brain mapping


Conversation


Activity

Try to find the food as much as you can! Circle it!

(worksheet is in the following page )

Classify the food below by making a square, circle, and triangle on

each item! (worksheet is in the following page )


33

Circle the foods you can find!

Worksheet

Finding food


34

fruit = food and drink= vegetable=

Worksheet

Classifying food


35

sing the song clearly mention the animals they know categorize the pet animals, farm animals, and wild animals recognize animals’ sound express how the animals move pronounce the terms correctly


animal

Intelligences aspects: Linguistic Logical-mathematical

Visual-Spatial Bodily-kinesthetic Music Natural Interpersonal

theme

4


36

Let’s Sing !!

.

Do= C, 2/4

Baba Black Sheep

Baba black sheep have you any wool

1 1 5 5 6 7 1 6 5 .

Yes, Sir Yes, Sir , three bags full

4 4 3 3 2 2 1 .

One for the master and one for madame

5 5 5 4 4 4 3 3 3 2

And one for the little boy who lives down the lane

. 5 5 5 5 4 5 6 4 3 3 3 2 .

Unit

7 A n i m a l

Talk about it !!

A bird can fly A rabbit can hop


37

animals

What is it ?

Look the picture then repeat after the teacher! Pet

cat

monke

bird

dog

fish

turtle


38

farm animals

hamster rabbit duck

sheephorshen

beepigco


39

wild animals

lion zebra tiger

spider shark

elephant

giraffe panda kangaroo gorilla

eagle snake


40

Game 1: Imitate the animals!

(See teacher’s manual pp.28-29 ) Song ‘Animals in the Bus’

The dog in the bus says guk guk guk…. guk guk guk…. guk guk guk The dog in the bus says guk guk guk…. All daylong The rabbits in the bus hop hop hop hop… hop hop hop… hop hop hop The rabbits in the bus hop hop hop hop… All daylong

Create other animals’ sound or movement with this song. (rhythm: ‘The Wheels on the Bus’ song)

Game 2: Young Teacher


Game 3: Role Play

(See teacher’s manual pp.29-30 )

Let’s Play !

Activity

Classify the animals by drawing line!

Join the number to see a picture of animal!


41

Worksheet

classifying

pet i l

Farm i l

Wild i l


42

Worksheet

Join the numbers

What is the name of that animal? Circle the answer

frog rabbit sheep


43

sing the song clearly recognize parts of plant recognize some herbal medicine retell how to grow a plant demonstrate how to grow a plant pronounce the terms correctly


Intelligences aspects: Linguist ic Logical-mathemat ical Visual-Spat ia l Bodi ly-k inesthet ic Musical Natural Interpersonal

theme

4


44

Unit

8 p l a n t s

Let’s Sing !!

Parts of Tree

This is the root, this is the trunk

This is the branch, this is the leave

This is the flower, and this is the fruit

Now we all know the parts of tree

(rhythm: ‘Lihat Kebunku’ song)

Planting Ginger

Come and see me planting ginger

Planting ginger … planting ginger

Come and see me planting ginger

Don’t forget to give water

(rhythm: ‘London Bridge is Falling Down’ song)


45

Talk about it !!


46


What is it ?

coconut tree mango tree papaya tree banana tree

carrot tomato rice


47

orchid sunflower rose

Herbal medicine

ginger green tea ginseng dragon fruit

Let’s Play !

Game 1: Conversation Time

(See teacher’s manual pp.32-33 )

Game 2: Go crawling!

(See teacher’s manual p.33 ) Outdoor activity: Let us planting!


48


Activity

Write the parts of tree based on the words in the box!

t r u n k l e a f b r a n c h

f l ow e r f r u i t r o o t


49

Match the food with the plant it comes from


Appendix F


UNIT LEARNING

ACTIVITY

LEARNING

TECHNIQUE

INTELLIGENCES

DEVELOPED

1

Greeting

and

Introduction

Let’s Sing

Singing:

‘Good Morning My

Friends’ song

Musical

Interpersonal

Talk about It

Simple conversation:

X: Hi! Good morning.

How are you?

Y: Good morning. I’m

fine thank you.

Linguistic

Interpersonal

What is This

Vocabulary:

Boy, girl, red, blue,

yellow

Linguistic

Visual - Spatial

Let’s Play

Games:

1.Are you boy or girl?

2.Hello!

3.How are you?

Linguistic

Visual – Spatial

Interpersonal

Activity Hands-on Activity

1.Cut, glue and color

2.Playdough

Math-Log

Visual – Spatial

Interpersonal

Let’s Sing

Singing:

‘Head, shoulders,

knees, and toes’ song

Musical

Bodily-kinesthetic

- 1 -


2

Parts of

Body

Talk about It


X: -This is my tongue

-This is my nose

Linguistic

What is This

Vocabulary:

Head, eye, mouth,

nose, ear, arm, hand,

finger, leg, foot, toe

Linguistic

Visual - Spatial

Let’s Play

Games:

1.Find, stick, and say!

2.Throw and catch!

3.How are you?

Linguistic

Visual – Spatial

Bodily-kinesthetic


1.Arranging Puzzle

2.Counting

Math-Log

Visual – Spatial

Bodily-kinesthetic

3

My Family

Let’s Sing

Singing:

‘I love My Family’

song

Musical

Bodily-kinesthetic

Talk about It


• He is my brother.

• She is my sister.

Linguistic

Intrapersonal

What is This

Vocabulary:

Grandfather,

grandmother, father,

Linguistic

Visual - Spatial

- 2 -


3

My Family

mother, brother,

sister, baby, green,

pink, orange

Let’s Play

Games:

1. Shot the Picture!

2.Whispering Game

3.Role Play: ‘I love

My Family’

Linguistic

Visual – Spatial

Bodily-kinesthetic

Interpersonal


1.Drawing Family

Member

2.Making Family Tree

Math-Log

Visual – Spatial

Bodily-kinesthetic

Intrapersonal

4

Things in

the Class

Let’s Sing

Singing:

‘If you’re Happy’

song

Musical

Bodily-kinesthetic

Talk about It


X: May I borrow your

pencil?

Y: Yes, please.

Linguistic

Interpersonal

What is This

Vocabulary:

Crayon, eraser,

pencil, book, bag,

Linguistic

Visual - Spatial

- 3 -


4

Things in

the Class

ruler, whiteboard,

pencil case, chair

Let’s Play

Games:

1. Be fast!

2.Whispering Game

3.Conversation time

Linguistic

Visual – Spatial

Bodily-kinesthetic

Activity

Hands-on Activity

1.Listening & circling

2.Arranging Puzzle

Math-Log

Visual – Spatial

Bodily-kinesthetic

Intrapersonal

5

Clothes

Let’s Sing

Singing:

‘New Clothes’ song

Musical

Bodily-kinesthetic

Talk about It


X: What do you

wear?

Y: I wear purple

socks and shoes.

Linguistic

Interpersonal

What is This

Vocabulary:

shirt, T-shirt, dress,

hat, cap, skirt, shorts,

trousers, jacket,

shoes, and socks.

Linguistic

Visual - Spatial

- 4 -


5

Clothes

Let’s Play

Games:

1. Speak out!

2.Find the Treasure

3.Conversation time

Linguistic

Visual – Spatial

Bodily-kinesthetic

Activity

Hands-on Activity

1.Listen and Color

2.Listen, Count, and

Circle

Math-Log

Visual – Spatial

Bodily-kinesthetic

6

Food

and

Drink

Let’s Sing

Singing:

‘What do You Like’

song

Musical

Bodily-kinesthetic

Talk about It


X: What do you like?

Y: I like bread.

Linguistic

Interpersonal

What is This

Vocabulary:

• food and drink

( rice, chicken, egg, fried fish, meat, milk, bread, water, and orange juice)

• fruits

(orange, strawberry, grape, apple, banana, pineapple, avocado, and watermelon)

Linguistic

Visual - Spatial

- 5 -


6

Food

and

Drink

• Vegetable

(carrot, mushroom, cabbage, potato, tomato, and spinach)

Let’s Play

Games:

1.Find the Treasure!!

2.Brain mapping

3.Conversation time

Linguistic

Visual – Spatial

Bodily-kinesthetic

Activity

Hands-on Activity

1.Finding the hidden

food

2.Classifying food

category

Math-Log

Visual – Spatial

Bodily-kinesthetic

7

Animals

Let’s Sing

Singing:

‘Baba Black Sheep’

song

Musical

Bodily-kinesthetic

Talk about It


X: - A rabbit can hop.

- A bird can fly.

Linguistic

Interpersonal

What is This

Vocabulary:

• pet animals

(cat, bird, monkey,

fish, turtle, and dog)

Linguistic

Visual - Spatial

- 6 -


7

Animals

• farm animals

(cow, pig, bee, hen,

horse, sheep, hamster,

rabbit, and duck)

• Wild animals

(snake, eagle, gorilla, elephant, lion, zebra, tiger, kangaroo, panda, giraffe, spider, and shark)

Let’s Play

Games:

1.Imitate the Animals!

2.Young Teacher

3.Role Play

Linguistic

Visual – Spatial

Bodily-kinesthetic

Activity

Hands-on Activity

1.Classifying animals

2.Joining numbers

Math-Log

Visual – Spatial

Bodily-kinesthetic

8

Plants

Let’s Sing

Singing:

‘Parts of Tree’ and

‘Planting Ginger,

song

Musical

Bodily-kinesthetic

What is This

Vocabulary:

• Food Plants

(coconut tree, mango

tree, papaya tree,

Linguistic

Visual spatial

- 7 -


- 8 -

8

Plants

banana tree, carrot,

tomato, and rice)

• Flowers

(jasmine, sunflower,

orchid, and rose)

• Herbal Medicines

(ginger, green tea, ginseng, and dragon fruit)

Let’s Play

Games:

1.Conversation Time

2.Go Crawling

3.Let’s Plant

Linguistic

Visual – Spatial

Bodily-kinesthetic

Activity

Hands-on Activity

1.Rewriting parts of

tree

2.Match the food with

the plant it comes

from

Math-Log

Visual – Spatial

Bodily-kinesthetic


1

Teacher’s Manual

Unit 1

Greeting and Introduction

Let’s Sing !!

(This part triggers the students’ musical and interpersonal intelligences) In the first meeting, the teacher introduces a new song to the students.

Stimulate them to sing the song clearly, loudly, and expressively by exploring their

body movements. Furthermore, for the next meetings in this topic, this song will

precede the lesson. The teacher may vary the way the students sing the song.

Talk about it !!

(This part triggers the students’ linguistic and interpersonal intelligences) The teacher gives a model to the students to do simple conversation then ask

for volunteer students who want to give example for other friends in doing the

conversation. This part will be explored in the game.

What is it ?

(This part triggers the students’ linguistic and visual-spatial intelligences)


2

The teacher introduces the vocabulary related to the topic by showing some

picture cards to them. He/she gives model in pronouncing the terms correctly. The

students repeat after the teacher. It aims to make the students get more familiar with

the vocabulary items in this topic. The lists of vocabulary for this topic are:

boy red

girl yellow

blue

Let’s Play !

(This part triggers the students’ linguistic, visual-spatial, and bodily-kinesthetic intelligences) In this part, the teacher can give reward to the students (e.g. give stars and

draw it in the whiteboard, etc)

Game 1: Are you boy or girl?

Preparation: Blue and red cards and yellow puzzle mate.

The teacher asks the students to find out the card. Boys find a blue card and

girls find a red card around the class.

The students who have got the card, they have to back to their seat. After that,

the teacher will call the students one by one to speak out. Each of them says

loudly in front of the class ‘ I’m a boy/girl. This is blue/red’ (by showing the

card).

All of them put the card they bring on yellow puzzle mate afterward.


3

Game 2: Hello!!

Preparation: 2 yellow balls and 2 blue balls

The teacher explains the rules of the game and chooses students to play the

game.

Two students compete to bring the two small -blue and yellow-ball on their

palms from back to front of the class.

They should walk fast and keep the balls in their palms

The winner will start the simple conversation.

A : Hello, what’s your name?

B : My name is (Sasha).

Game 3: How are you?

The teacher asks the students to make a big circle in class then sing the song

‘Good Morning My Friends’.

When the song stops, they have to freeze and the teacher chooses 2 students to

do simple conversation.

A : Good morning, (Fafa). How are you today?

B : Good morning, (Ken). I’m fine thank you. And you?

A: I’m fine too thank you.

Activity

(This part triggers the students’ visual-spatial, bodily-kinesthetic, and logical-mathematic intelligences)


4

Gluing and color The teacher provides a picture of boy and girl in different papers and some

pieces of cut paper of clothes. He/she asks the students to take the paper in front of

the class based on their sexual category. After that, they have to glue the cut paper of

clothes onto the picture then color it.

The students make a boy or girl from playdough. Each of them get 3 colors of playdough.

The teacher asks the students to make a boy/girl from playdough.


5

Unit 2

My Body

(This part triggers the students’ musical and bodily-kinesthetic intelligences)

In the first meeting of this topic, the teacher introduces a new song to the

students. The teacher motivates them to sing the song clearly, loudly, and

expressively by exploring their body movements. Furthermore, for the next meetings

in this topic, this song will always precede the lesson. The teacher may vary the way

the students sing the song.

Let’s Sing !!

Talk about it !!

(This part triggers the students’ linguistic intelligences)

It is time for teacher to invite students engaged closely to the English

speaking class. This way will make students get familiar with English. While

introducing new vocabulary related to our body, the teacher makes simple sentences,

e.g. This is my nose. Using realia or pictures are preferable. This part will be more

explored in the game.

What is it ?



6

The teacher may use picture cards, whole-body picture, or realia to introduce

the vocabulary about body. After deciding the learning media, the teacher pronounces

every related term clearly and precisely. The students have to repeat after it. It is

better for the teacher to ask for students’ repetition to ensure the correct

pronunciation.

The vocabulary learning in this topic can be divided in two meetings.

• The first meeting is head, eyes, nose, ears, and mouth

• The second is arm, hand, fingers, leg, foot, and toes.

This vocabulary learning should be done in game so that it involves students’

participation.

Let’s Play !

(This part triggers the students’ linguistic, visual-spatial, and bodily-kinesthetic intelligences) Game 1: Find, stick, and say!

Preparation: 3 puzzle mat (red, blue, yellow), picture cards of parts of body,

whiteboard, and board marker At first, the teacher draws incomplete human body on the whiteboard.

He/she explains the picture and rules of the game.

Then he/she sets the puzzle mat as a way for students to reach the game area

(in this case, in front of the class).


7

The students jump forward on the blue, yellow, and red puzzle mat while

saying the colors.

They should find a picture card of part of body in the toys box provided in

front of the class then stick it on the picture of man on the whiteboard

correctly.

Finally, they should say it. (e.g. This is nose)

Game 2: Throw and Catch!

Preparation: A toy ball.

At first, the teacher explains the rules of the game and gives example.

Then, along the game, he/she chooses two students in turn to throw and

catch the ball.

They throw and catch the ball each other. The one who catches the ball

should show and say their parts of body that the teacher asks through picture

cards (e.g. This is my eye)

Game 3: Simon Says

The teacher motivates the students to participate in the game. He/she

explains the rules of the game before asking volunteers to do it. He/she

should also remind the students that this game requires good concentration.

The students touch or point to their parts of body only if the teacher mention

‘Simon says’.

e.g. Simon says.. touch your head touch your leg

touch your ………..


8

When the students look familiar with the game, the teacher may give a little

trap to check students’ ability. After that, the teacher may also ask the

students who are wrong in touching/pointing their part of body to give the

next instruction.

Activity


Arranging puzzle into good picture The teacher cuts the picture as much as needed. He/she distributes a set of cut

paper to each student and asks him/her to arrange it into good picture. The worksheet

for this activity is available in student book.

The puzzle is in the last page of this unit.

The students listen to the teacher then write the exact amount! The teacher sits in front of the class to make a line and ask the student to take

a worksheet. While giving the worksheet, the teacher says “Here you are” and the

student should reply “Thank you”. The teacher then replies, “You are welcome”. The

worksheet for this activity is available in student book.


9

Puzzle


10

Unit 3

Family

(This part triggers the students’ musical and bodily-kinesthetic intelligences) In the first meeting of this topic, the teacher greets and introduces a new song

to the students. The teacher motivates them to sing the song clearly, loudly, and



the students sing the song..

Let’s Sing !!

Talk about it !!

(This part triggers the students’ linguistic and intrapersonal intelligences)

It is precise time for teacher to invite students engaged closely to the English

speaking class. This way will make students get familiar with English words. As the

teacher introduces new vocabulary related to family, he/she creates simple sentences

by showing pictures and gestures, e.g. He is my father. This part will be more

explored in the game.


What is it ?


11

The teacher uses picture cards about family members to introduce the

vocabulary. Then, teacher pronounces every related term clearly and precisely. The

students have to repeat after it. It is better for the teacher to ask for students’

repetition to ensure the correct pronunciation.

The vocabulary learning in this topic is divided in two meetings.

• The first meeting is family, father, mother, brother, and sister.

• The second is baby, grandfather, and grandmother. This vocabulary learning can be learned best in game so that it involves

students’ participation.

Let’s Play !

(This part triggers the students’ linguistic, visual-spatial, interpersonal, and bodily-kinesthetic intelligences) In this part, the teacher can give reward to the students (e.g. give stars and draw it in

the whiteboard, etc)

Game 1: Shot the picture!

Preparation: A small ball, picture cards of family member

The teacher sticks the picture cards on the whiteboard and explains about the

game. It’s better to explain it in simple sentences so that the students can get

the meaning.

Then, the teacher chooses a student in turn to shot three pictures of family

members that have been stuck on the whiteboard.

They have to say the color and the picture they shot (e.g. pink! Sister!).


12

Game 2: Whispering game

The teacher explains about the game and gives model.

The teacher divides the class into three groups. Each group makes a line and

whispers the sentence from the teacher to the friend behind. (e.g. He is my

father, She is my grandmother)

Role Play: l Love My Family

First, the teacher tells a story of Happy Family expressively.

Then, it’s time to do a role play. Every student has a role as father, mother,

brother, sister, baby, grandfather, or grandmother.

They listen to the teacher’s story and act as what the story said.

Happy Family

The beautiful morning has come. Everyone at home gets up and says ‘good morning…’ . They sing “good morning ” song (as written in unit 1; the word ‘friend’ can be replaced by father, mother, or other family member). All of them are happy that morning. Mother starts to cook some food in the kitchen (some students who act as mother play a role as if they were cooking) Father is washing a car. (some students who act as father play a role as if they

were washing a car). He washes a car with smile. Then, brother comes and helps father to wash the car. They wash together. (some students who act as brother play a role as if they were coming and helping the father).


13

Grandfather is drinking a cup of tea in the terrace. He is also reading a newspaper. (some students who act as grandfather play a role as if they were drinking a cup of tea and reading a newspaper). Hey look..! Grandmother is taking care of the baby. They laugh together. (some students who act as grandmother play a role as if they were taking care of the baby. Then, for them who act as a baby, they laugh when the grandmother shows a funny face). Where is sister? Oh.. She is taking a bath. She is in the bathroom. (some students who act as sister play a role as if they were taking a bath).

They are happy family..!! They do all the activity with smile… And… Now it’s time to have a breakfast!! The mother says, “It’s time to eat………!!!!!” All of them shout ‘hurray!!’

Activity

(This part triggers the students’ visual-spatial, bodily-kinesthetic, intrapersonal, and logical-mathematic intelligences)

Draw your own family member and color it!

The teacher asks students to draw their family member. The worksheet is

available in the students’ book.


14

Make a family tree in a group of five. Cut and glue the pictures!

The teacher divides a class into four groups and provides 4 pictures of family

from the magazines, newspaper, or photo that consist of grandfather, grandmother,

father, mother, brother, sister, and baby. Ask them to work in a group of five to cut

and glue in the paper provided. It is better for the teacher to explain about family tree

and give an example of it. Each group will get a set of contextual picture.

The worksheet for this activity is available in student book. It is possible to

make it in the bigger paper; e.g. in manila paper.


15

Unit 4

Things in the Classroom (This part triggers the students’ musical and bodily-kinesthetic intelligences)

In the first meeting of this topic, the teacher greets and introduces a new song





Let’s Sing !!

Talk about it !!

(This part triggers the students’ linguistic and interpersonal intelligences)

It is time for teacher to invite students actively involved in the English

speaking class. This way will make students get familiar with English words and

speaking. As the teacher introduces new vocabulary about things in the classroom,

he/she creates simple conversation by gestures.

Bravy : May I borrow your pencil?

Farrel : Yes, please.

This part will be more explored in the game.

What is it ?


16

(This part triggers the students’ linguistic and visual-spatial intelligences) First, brainstorming about what things the students find in class is needed. Let

them mention everything they know about it. Then, the teacher starts to show some

picture cards or realia about things that can be found in the class. After that, he/she

pronounces every related term clearly and precisely. The students have to repeat after

it. It is better for the teacher to ask for students’ repetition to ensure the correct

pronunciation.

The vocabulary learning in this topic is divided in two meetings.

• The first meeting is crayon, pencil, pencil case, book, eraser, bag, and

ruler.

• The second is table, chair, and whiteboard . This vocabulary learning can be learned best in game so that it involves


Let’s Play !

(This part triggers the students’ linguistic, visual-spatial, and bodily-kinesthetic intelligences) In this part, the teacher can give reward to the students (e.g. give stars or

points and draw it in the whiteboard, etc)

Game 1: Be fast

Preparation: Puzzle mats, realia of bag, pencil, book, pencil case, etc.

First, explanation about the rule of the game in simple sentences is needed.

The teacher puts puzzle mats (based on the total students in class) around the

class/ game area.


17

The students step on each mat while singing the song ‘If You are Happy’.

The teacher will reduce the mats one by one, as the game goes by. When the

teacher says ‘stop’, every student has to stand on one mat. The student who does

not get the mat, he/she has to come in front of the class and mention some realia

of things in the classroom that have been prepared.

Game 2: Whispering

Preparation: Realia of bag, pencil, book, pencil case, etc.


The teacher divides the class into 3 groups.

Each group has to make a line, whisper to the friend behind what the teacher says,

and then the last student in each group runs to find out the thing whispered. The

student has to speak it out afterwards.

Conversation Time

Preparation: Realia of bag, pencil, book, pencil case, etc.

All students have to do simple conversation in turn in front of the class. A

conversation consists of 2 students.

Bravy : May I borrow your pencil?

Farrel : Yes, please.

Activity

(This part triggers the students’ visual-spatial, bodily-kinesthetic, intrapersonal, and logical-mathematic intelligences)


18

Listen and circle

The worksheet for this activity is available in student book.

Arrange the puzzle in to a good picture


Puzzle


19

Unit 5

Clothes







Let’s Sing !!

Talk about it !!




speaking. As the teacher introduces new vocabulary about things in the classroom,

he/she creates simple conversation by using some puppets or other media.

Teacher : What do you wear?

Reza : I wear pink skirt.



20

What is it ?


First, brainstorming about what kinds of clothes they known is needed. Let

they mention everything about it. Then, the teacher starts to show some picture cards

or realia about clothes. After that, he/she pronounces every related term clearly and

correctly. The students have to repeat after it. It is better for the teacher to ask for

students’ repetition to ensure the correct pronunciation.

The vocabulary learning in this topic is divided in three meetings.

• The first meeting is shirt, T-shirt, dress, hat, and cap

• The second is skirt, shorts, and trousers.

• The third is jacket, shoes, and socks. This vocabulary learning can be learned best in game so that it involves


Let’s Play !



Game 1: Speak Out!!

Preparation: Clothes (T-shirt, shirt, dress, hat, cap)


21

First, the teacher hangs the clothes in front of the class.

Then, he/she should explain the rules of the game and give example.

Each student gets turn in mentioning the clothes prepared. After that, the rest of

the class repeats after him/her.

Game 2: Find the treasure!

Preparation: Picture cards of clothes

The teacher gives explanation about the game while spreading out the pictures in

the class.

The students have to find pictures the teacher asks.

Each of them will get a star as a point if they can find pictures.

Conversation Time

The teacher motivates students to speak in English by doing simple conversation.

It’s better for the teacher to give example and ask for a pair of students to practice

it initially.

All students do simple conversation in front of the class.

Two students who do the conversation should wear 2 pieces of clothes.

A: What do you wear?

B: I wear ……

Activity



22

1. Listen and color!

The teacher explains how to do the worksheet. Then, he/she asks the student

to take a worksheet while saying “thank you”. In doing the worksheet, students have

to listen to the teacher. The teacher says what color applied in certain clothes; e.g.

Color the skirt with pink. Finally, students may color freely for the rest pictures

excluded clothes terms.

2. Listen, count, and circle the correct picture! The teacher explains how to do the worksheet. Then, he/she asks the student

to take a worksheet while saying “thank you”. In doing the worksheet, students have

to listen to the teacher’s instruction then count and circle the correct picture; e.g.

Seven shirt. The worksheet for this activity is available in student book.


23

Unit 6

Food and Drink







Let’s Sing !!

Talk about it !!




speaking. As the teacher introduces new vocabulary about food and drink, he/she

creates simple conversation by asking the students.

Teacher : What do you like?

Reza : I like bread.



24

What is it ?


Brainstorming about what kinds of food and drink they known is needed in

preceding the lesson. Let they mention everything they know. Then, the teacher starts

to show some picture cards about food and drink. After that, he/she pronounces

every related term clearly and correctly. The students have to repeat after it. It is

better for the teacher to ask for students’ repetition to ensure the correct

pronunciation.

The vocabulary learning in this topic is divided in three week.

• The first week is about food and drink (rice, chicken, egg, fried fish, meat,

bread, milk, water, and orange juice)

• The second week is about fruit (orange, strawberry, grape, apple, banana,

pineapple, avocado, and watermelon)

• The third week is about vegetable (carrot, mushroom, cabbage, potato,

tomato, and spinach). This vocabulary learning can be learned best in game so that it involves


Let’s Play !




25

Game 1: Find the treasure!

Preparation: Picture cards of meal

The teacher explains about the rule of the game. He/she also spread the cards in

the yard/playground.

The students have to find out as much as the treasure (cards) possible.

Collect them then say them in front of the class afterwards: “I like chicken!”

Game 2: Brain mapping

Preparation: Manila paper, picture of meal, glue

The teacher gives explanation about brain mapping.

The students classify the pictures of meal into 3 categories, they are food and

drink, fruit, and vegetable.

Conversation

The teacher motivates students to speak in English by doing simple conversation.

It’s better for the teacher to give example and ask for a pair of students to practice

it initially.

All students do simple conversation in front of the class/game area

Two students who do the conversation bring some picture cards of meal

A: What do you like?

B: I like apple. (while showing the picture)


26

Activity

(This part triggers the students’ visual-spatial, bodily-kinesthetic, and logical-mathematic intelligences) 1. Try to find the food as much as you can! Circle it! 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

find the hidden food as much as possible.

The worksheet for this activity is available in student book. 2. Classify the food below by making a square, circle, and triangle on

each item! The teacher explains how to do the worksheet. Then, he/she asks the student


classify the food by making square for fruit, circle for food and drink, and triangle for

vegetable.



27

Unit 7

Animals

Let’s Sing !!







Talk about it !!




speaking. As the teacher introduces new vocabulary about animals, he/she creates

simple sentences, e.g. A rabbit can hop.



What is it ?


28

Brainstorming about what kinds of animals they known is needed in

preceding the lesson. Let they mention everything they know. Then, the teacher starts

to show some picture cards about animals. After that, he/she pronounces every

related term clearly and correctly. The students have to repeat after it. It is better for

the teacher to ask for students’ repetition to ensure the correct pronunciation.


• The first week is about pet animals (cat, bird, monkey, fish, turtle, and dog)

• The second week is about farm animals (cow, pig, bee, hen, horse, sheep,

hamster, rabbit, and duck)

• The third week is about wild animals (snake, eagle, gorilla, elephant, lion,

zebra, tiger, kangaroo, panda, giraffe, spider, and shark)

This vocabulary learning can be learned best in game so that it involves


Let’s Play !

(This part triggers the students’ linguistic, visual-spatial, and bodily-kinesthetic intelligences)

Game 1: Imitate the animals!

Preparation: Song ‘Animals in the Bus’

The dog in the bus says guk guk guk…. guk guk guk…. guk guk guk The dog in the bus says guk guk guk…. All daylong The rabbits in the bus hop hop hop hop… hop hop hop… hop hop hop The rabbits in the bus hop hop hop hop… All daylong

Create other animals’ sound or movement with this song. (rhythm: ‘The Wheels on the Bus’ song)


29

The teacher explains the rule of the game. Then, he/she introduces the song

that will be used on the game.

The students stand around the class. They move and act as the song was

sung.

The teacher may modify the lyrics to expand students’ expression and

understanding.

Game 2: Young Teacher

Preparation: Sticking picture cards of animals at the whiteboard

The teacher explains the rule of the game and gives model.

The teacher calls a student to act as if he/she is a teacher. He/she points to

every picture while asking ‘What is this?’ Then, the rest of the class replies

it.

After finishing the job, he/she calls other friend to replace him.

Game 3: Role Play

Preparation: A story about animals’ activities

e.g. The sun rises. The cock boasts. The animals wake up from their sleep. The monkeys get up. The ducks get up. The dogs get up. The rabbits get up. The lions get up, (can add other animals). They are happy. The birds sing beautifully. Then, all the animals sing ‘Good Morning’ song. After singing, all the animals take a bath in the river. Again, they sing a song. They sing ‘Let’s take a bath’. They look fresher. Then they feel hungry and ready to have breakfast. They go home and eat some food while singing the song ‘What do you like?’ After eating, all the animals go playing. The rabbits hop, the dogs run, the ducks swim, the birds fly, and the monkeys sit down. All of them are happy.


30

Time is up for playing. They are tired and ready to go home. They are ready to have a sleep.

The teacher explains the rule of the role play and gives example. Then, the teacher tells the story about animals’ activities.

All of the students act as if they were animals. They choose a role they

wanted to be.

All of them follow the plot of the story to play their own role and sing the

song.

Activity


Classify the animals by drawing line!



classify the animals by drawing line.


Join the number to see a picture of animal!



join the number to see a picture of animal.



31

Plants

Unit 8

Let’s Sing !!







Talk about it !!




speaking. As the teacher introduces new vocabulary about animals, he/she creates

simple sentences, e.g. This is a mango tree.


What is it ?



32

Brainstorming about what kinds of plants they known is needed in preceding

the lesson. Let them mention everything they know. Then, the teacher starts to show

some picture cards about plants. After that, he/she pronounces every related term

clearly and correctly. The students have to repeat after it. It is better for the teacher to

ask for students’ repetition to ensure the correct pronunciation.


• The first week is about food plants (coconut tree, mango tree, papaya

tree, banana tree, carrot, tomato, and rice)

• The second week is about flowers (rose, jasmine, sun flower, and orchid)

• The third week is about herbal medicine (ginger, green tea, ginseng, and

dragon fruit) This vocabulary learning can be learned best in game so that it involves


Let’s Play !

(This part triggers the students’ linguistic, visual-spatial, and bodily-kinesthetic intelligences) In this part, the teacher can give reward to the students (e.g. give stars or points and

draw it in the whiteboard, etc)

Game 1: Conversation Time!

Preparation: Picture cards


The teacher calls two students to come in front and do conversation.

A: What is this? (while showing the cards)


33

B: This is coconut tree.

Each student gets three cards.

Game 2: Go crawling!

Preparation: Picture cards


There are two students in every game compete to get the pictures by crawling.

The teacher asks three pictures he/she wants, and then the students must find and

speak out them after it.

Outdoor activity: Let us planting!

Preparation: Ginger, soil, spade, water, field (if the field is not available, a pot can

be the alternative media)

First, explanation about the planting ginger in simple sentences is needed.

Each student gets opportunity to plant a ginger by him/herself.

Activity

(This part triggers the students’ visual-spatial, bodily-kinesthetic, and logical-mathematic intelligences) 1. Write the parts of tree based on the words in the box!




34

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



match the food with the plant from which it comes. The worksheet for this activity is

available in student book.


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


LESSON PLAN






Greeting Brainstorming: song ‘I Love My Family ’

b. Main activity

Vocabulary: family, baby, grandfather, grandmother Game: “Whispering Game”

c. Post activity


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


LESSON PLAN







b. Main activity

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

Role Play: “Happy Family” • Listen to story • Role play

c. Post activity


5’

3’

5’ 15’

2’

song Photo, Picture cards, Story

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


LESSON PLAN



list their family member pronounce the terms correctly complete the family tree




b. Main activity

Review vocabulary: family, father, mother, brother, sister, baby, grandfather, grandmother

Activity: Draw their own family member then color. c. Post activity


5’

5’ 15’

5’

song Photo, Picture cards,

Worksheet

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


LESSON PLAN







b. Main activity

Review vocabulary: family, father, mother, brother, sister, baby, grandfather, grandmother

Activity: Make a family tree in group c. Post activity


5’

5’

15’

5’

song Picture cards,

Manila paper

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


PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI ENGLISH ... · Penelitian ini bertujuan untuk...

Documents

Transcript of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI ENGLISH ... · Penelitian ini bertujuan untuk...