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A Sarjana Pendidikan Final Paper on

SPOKEN ENGLISH MATERIALS

TO IMPROVE YOUNG LEARNERS’

MULTIPLE INTELLIGENCES

Prepared and Presented by

Marlyne Sandie Claudia da Costa

Student Number: 101214190

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii


iii


iv

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that the final paper, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and

references, as a scientific paper should.

Yogyakarta, January 8, 2016

The Writer,


101214190


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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Marlyne Sandie Claudia da Costa

Nomor Mahasiswa : 101214190

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

SPOKEN ENGLISH MATERIALS

TO IMPROVE YOUNG LEARNERS’ MULTIPLE INTELLIGENCES

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan

dalam bentuk media lain, mengolahnya dalam bentuk pangkalan data,

mendistrubusikan secara terbatas, dan mempublikasikannya di Internet atau media

lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun

memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai

penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 21 Januari 2016

Yang menyatakan

(Marlyne Sandie Claudia da Costa)


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ABSTRACT

da Costa, Marlyne Sandie Claudia. (2016). Spoken English Materials to improve

Young Learners’ Multiple Intelligences. Yogyakarta: English Education Language

Study Program, Sanata Dharma University.

This final paper discussed spoken English Materials which could improve

kindergarten students’ multiple intelligences through English. The writer conducted

the Research and Development in order to design the materials and to solve students’

speaking problems in English in the classroom.

In this final paper, the writer had one research question, namely: how are

spoken English materials used to improve young learners’ Multiple Intelligences?.

The writer discussed how the materials can help young learners to increase their

multiple intelligences using spoken English and how it can be useful in teaching

English as second language for young learners or kindergartens.

The writer showed through practical examples how multiple intelligences can

be used as the target to develop good pronunciation of English through spoken

English materials and how the designed materials can show the greatness of the

young learners eight Multiple Intelligences.

Finally the paper presented and aimed to explore how spoken English

materials for Young Learners can be adapted to suit a particular theme or part of the

curriculum a teacher might wish to teach and develop the eight Multiple Intelligences

of them.

Keywords: spoken English, multiple intelligences, English for young learners,

kindergarten


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ABSTRAK

da Costa, Marlyne Sandie Claudia. (2016). Spoken English Materials to Improve

Young Learners’ Multiple Intelligences. Yogyakarta: Program Studi Pendidikan

Bahasa Inggris. Universitas Sanata Dharma.

Tugas Akhir (Makalah) ini memuat materi spoken English yang dapat

mengembangkan kecerdasan majemuk atau Multiple Intelligences pada siswa di usia

belia melalui bahasa Inggris. Penulis menggunakan Research and Development

(R&D) dalam membuat atau mendesain materi dan mengatasi masalah berbicara

atau speaking siswa dalam berbahasa Inggris di kelas.

Dalam makalah ini, penulis menjawab pertanyaan yang menjadi

permasalahan yaitu: penggunaan spoken English dalam mengembangkan

kecerdasan majemuk siswa pelajar di usia belia. Penulis membahas bagaimana

desain materi ini dapat membantu meningkatkan kecerdasan majemuk pada siswa

Taman Kanak-kanak melalui spoken English dan bermanfaat dalam mengajar

bahasa Inggris sebagai bahasa kedua atau English as Second Language.

Penulis menunjukkan bahwa lewat contoh latihan atau praktek, kecerdasan

majemuk bisa digunakan sebagai sasaran dalam mengembangkan pengucapan atau

pronunciation yang baik dan benar dalam berbahasa Inggris melalui materi spoken

English.

Akhir kata, makalah ini dipersembahkan dan ditujukan untuk menjelajahi

atau menyelidiki bagaimana desain materi ini dapat disesuaikan dengan beberapa

tema atau bagian dari kurikulum yang sudah ada bagi guru yang akan mengajar dan

mengembangkan kecerdasan majemuk siswa taman kanak-kanak.

Kata Kunci: spoken English, multiple intelligences, English for young learners,

kindergarten


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ACKNOWLEDGEMENTS

First of all, I would like to glorify my all-in-all, the Lord Jesus Christ, who

has given strengths and patience even in my worst time. I realized that without His

favor and His blessings, surely I could not complete and finish this final paper.

Second, I would like to express my greatest gratitude to my major sponsor,

Drs. Barli Bram, M.Pd., Ph.D. because of his patience and guidance, careful

correction, advice, criticism, and encouragement so I could finish my final paper.

My sincere gratitude is also addressed to all lecturers at the English Language

Education Study Program of Sanata Dharma University for their participation as the

reader and parents at campus to support this final paper until I could finish it well. I

would like to let them know how much I appreciate their help and participation and

guidance too. My thanks are also addressed to all off the PBI staff and library staff.

I would like to thank the lecturers, Drs. Pius Nurwidasa P., M.Ed., Henny

Herawati S.Pd., M.Hum., Yuseva Ariyani Iswandari, S.Pd., M.Ed., and Patricia

Angelina, S.Pd., M.Hum. for their love, extreme patience, and willingness to help

and support me pass through hard times in completing the requirements for my final

paper. I would like to let them know that I admire and value their extraordinary

advice and guidance very much. With them I can grow better in my campus.

My deepest gratitude goes to my beloved Mother, Father, Cornel, Dave,

Alckie, and Vincent for their unending and fantastic affection. I would like to let

them know that they are everything to me and my happiness. I do really love them

forever.

Finally, my gratitude goes to my discussion group Vita, Dee and Priska and

all PBI 2010 till 2013 students for the wonderful friendships. I would like to give my

great thanks to them for spending the precious time together and for their worth

saying.



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However to anyone who does not work but trusts God who justifies

the ungodly, their faith is credited as righteousness.

-Romans 4:5

Harapan adalah sebuah bisikan dalam hati yang berkata

MUNGKIN bahkan ketika seluruh isi dunia berkata TIDAK.

-Andree Chris-

DEDICATION PAGE

-

I dedicated this final paper, my little piece of hard work as the gift for my Lord

Jesus Christ and these beloved people:

♥ My lovely parents, Bapak Donnie and Ibu Susan

♥ My beloved husband, Cornel

♥ My wonderful son, Dave

♥ My dearest brothers, Alckie and Vincent

♥ My fund sponsored and spiritual guidance, Tante Netty and Om Samuel

♥ My spiritual guidance, Bapak Eben, Ibu Lina, Om Yanto and Tante

Marlini

♥ My lovely big family, da Costa fam, Tangkilisan fam, and so on

♥ My dearest bestfriend, Vita, Dee, Priska, and all of my friends.

♥ and everyone who has given me many experiences and many things to

be conscious and courageous.

“Thanks a bunch for your great love.”


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TABLE OF CONTENTS

Page

TITLE PAGE ........................................................................................................ i

APPROVAL PAGES ............................................................................................ ii

STATEMENT OF WORK’S ORIGINALITY ..................................................... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ...................................................... v

ABSTRACT .......................................................................................................... vi

ABSTRAK .............................................................................................................. vii

ACKNOWLEDGEMENTS .................................................................................. viii

DEDICATION PAGE ........................................................................................... ix

TABLE OF CONTENTS ...................................................................................... x

LIST OF TABLES ................................................................................................ xi

LIST OF APPENDICES ....................................................................................... xii

CHAPTER I. INTRODUCTION .......................................................................... 1

A. Background ............................................................................................. 1

B. Research Method .................................................................................... 15

CHAPTER II. DISCUSSION ............................................................................... 21

A. Spoken English ....................................................................................... 21

B. The Spoken English Designed Materials Improves

Young Learners’ Multiple Intelligences ................................................. 38

CHAPTER III. CONCLUSION ............................................................................ 43

REFERENCES ...................................................................................................... 44

APPENDICES ...................................................................................................... 46


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LIST OF TABLES

Page

Table 2.1 The Procedure Table ............................................................................. 34

Table 2.2 The Evaluation Instruments Table ........................................................ 38


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LIST OF APPENDICES

Page

A. Spoken English Materials (Teacher Book) .................................................... 46

B. Spoken English Materials (Student Book) ..................................................... 47

C. Media of Teaching (CD-Form) ...................................................................... 48


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CHAPTER I

INTRODUCTION

In this chapter, the writer presents the background of the study, information

and rationale of the study undertaken such as, investigated problems, the importance

of the study, overview of the study strategy, the focus objectives of the paper, the

significance of the study, and solving the problems.

A. Background

English is one of difficult languages to learn particularly in the beginning for

many people, but it is very important in this era. It is an important language because

when go abroad, at least we must use English or be familiar with English, as the

global language to survive overseas. It is not only as the direct global language but

also as the technology language terms of many electronics or gadget. In reality, the

general difficulties are the grammar and pronunciation.

It is caused by the different L1 (First Language) or mother tongue with the

native English as the L2 (Second Language). Moreover, their L1 sentences

composition or the grammar structure is far different with this L2 which also consists

of the accent and how to pronounce the language orderly or correctly. It will be easy

to be accepted in the environment and easy to be learned when we take time to

understand deeper or more willing to consider English language as one of your

exchequer pledge of ability.

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Speaking skill is the one of the skills that is important for someone to master

in learning or studying English and built good English as the global language in the

world. Speaking might be one of the hardest skills to learn for many people. The

general meaning of speaking is a process of building and sharing meaning through

the use of verbal and non-verbal symbols. Yet in this case, speaking English is crucial

part of foreign or second language learning and teaching in Indonesia.

These problems also happen to children, mostly found by the writer in

Indonesia. The children‟s language acquisition is learning to speak but over three or

four years they can master the grammar of the language. According to Crystal (1979),

the language acquisition of children is not only about producing sounds, but also

about being able to perceive sounds and understand the meaning. So, in summary the

children produce many things not in adult grammar which is still need to be revised

by the adult.

However, nowadays, every school requires English teaching to improve

students‟ communicative skills because that is the way students can express

themselves and learn how to use an authentic language easily. Authentically here

means that the language strongly founded and connected to the fact or daily life. In

Urban dictionary, the definition of authentic is to describe an experience as a reality

outside of a classroom. So, the language learning of the students will provide an

authentic language used in the classroom.

The authenticity for the kindergarten students as the young learners is far

different with adult learners. The children tend to make and done or apply the


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language by copying or imitating the teacher as their model. Some of the students

will instantly make their own language which is sometimes awkward but we still can

get the meaning. So, as the primary model in the learning center, we have to be very

careful and do not forget to revise their speech but no need to say that they were

wrong.

Speaking skill is an important requirement in a speech which consists of the

use of words even sentences while having conversations in daily life without any

misunderstanding. Then it could be understood well, so they can be more confident in

speaking English. Speaking skill also has big roles to lead the students to their

academic and non-academic success. It means that English is the International

standard. Many people use these qualities as part of everyday conversation. The

solution is learning how to consciously apply these qualities to a public speech. They

need to be learned as skills. Mastery of these skills in a speech delivery will make

someone more confident. Then confidence will enable us to better use these qualities.

The result will be speech mastery. In truth, this skill plays a part of many influences

such as, influence the speech and confidence.

In education cases, some teachers cannot build the strong or good foundation

for the students in early education. It affects the next development of the students in

their life. The general problems for the children to learn English as the second

language are imitating then applying the language. Some of the children like to

imitate the language before applying the language, so the teacher must be careful in

teaching the language which is correct and acceptable.


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According to Liliard (2005), Montessori schools are too strict, meaning the

children should be allowed more freedom. She stated that children need freedom and

limits, so the teacher concern watching over children‟s ever move and correcting it by

order but striking the balance. Children do a good deal that develop language when

they work with the appropriate materials. In education for children, Maria Montessori

(1949-1974) advised that learning should be an engaging, inspiring activity, so

schooling could be looked on with joy. The reconstruction of education in school

must be brought by giving the children system that is adapted to their nature and that

are better suited to how children learn. (Liliard, 2005)

Spoken English is an English language which is easy as the portable language

or authentically founded and usually uses in every time and every type of

conversation in daily life. It will be effectively used for children to learn English.

This paper is going to analyze and answer the problems above by using spoken

English design which is appropriate for the children as the young learners.

The research problem or question is:

1. How are spoken English materials used to improve young learners‟ Multiple

Intelligences?

Each student has a mastery of their own intelligences. They would grow or

develop better by training them early and widely through the correct development.

Based on Howard Gardner theory, the development psychologist expert, made a new

theory that is Frames of Mind (1983), which characterized the seven basic of multiple

intelligences with the standardized IQ test. He argues that these intelligences are


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relatively distinct from each other and that each person has some level of each of

these seven intelligences. More recently, he has added an eighth intelligence to his list

(Educational Leadership, 1997). There are Bodily-kinaesthetic, Interpersonal,

Intrapersonal, Linguistic, Logical-mathematical, Musical, Naturalistic, and Spatial.

These ideas of multiple intelligences are also very important to help the

educators or the teachers to identify differing strengths and weaknesses in students

and also contradicts the idea that intelligence can be measured through IQ. Here are

the description of the eight types of multiple intelligences, namely:

1. Linguistic: Involves sensitivity to spoken and written language, ability to

learn languages, and the capacity to use language to accomplish certain goals.

(Howard, 1999, p. 41) For example reading, writing, speaking, and conversing

in one's own or foreign languages.

2. Logical: Involves the capacity to analyze problems logically, carry out

mathematical operations, and investigate issues scientifically (Howard, 1999,

p. 42). Number and computing skills, recognizing patterns and relationships,

timeliness and order, and the ability to solve different kinds of problems

through logic.

3. Spatial: The ability to find your way around environment, to form mental

images of reality. For example, visual perception of the environment, the

ability to create and manipulate mental images, and the orientation of the body

in space.


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4. Bodily-Kinesthetic: Physical coordination and dexterity, using fine and gross

motor skills, and expressing oneself or learning through physical activities.

5. Musical: The ability of perceive and create pitch and rhythmic patterns.

Understanding and expressing oneself through music and rhythmic

movements or dance, or composing, playing, or conducting music.

6. Interpersonal: Denotes a person‟s capacity to understand the intentions

motivations, and desires of other people and, consequently, to work

effectively with others. (Howard, 1999, p. 43). For example, understanding

how to communicate with and understand other people and how to work

collaboratively.

7. Intrapersonal: Involves the capacity to understand oneself, to have an effective

working model on oneself-including one‟s own desires, fears and capacities-

and to use such information effectively and regulating one‟s own life

(Howard, 1999, p. 43). Understanding one's inner world of emotions and

thoughts, and growing in the ability to control them and work with them

consciously.

8. Naturalist: Involves natural world of plants and animals, noticing their

characteristics, and categorize them; it generally involves keen observation

and the ability to classify other things as well.

The claim is that there are at least eight different human intelligences. Most

intelligence tests look at language or logic or both those are just two of the

intelligences. The other six are musical, verbal, kinesthetic, interpersonal,


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intrapersonal, and naturalist. The first claim is that all human beings have all of these

intelligences. The second claim is that, both because of our genetics and our

environment, no two people have exactly the same profile of intelligence, not even

identically twins, because their experiences are different.

In this paper, the writer conducts eight multiple intelligences that are going to

support the design of spoken English Materials for young learners or kindergartens.

They are Linguistic, Logical-mathematical, Spatial, Bodily-kinesthetic, Musical,

Interpersonal, Intrapersonal and Naturalist.

Teaching-learning process needs an appropriate media of teaching to make the

class or learning center lively and interactively. Nasab (2014), states that, educational

media is defined terminologically as medium, device, the intermediate material, and

linkage between two interfaces, median, and finally the transmission route. Learning

strategies are methods and techniques that students used in their learning endeavors in

order to achieve the desired educational goals.

According to Petrie (1997), listening to the students shows them our big

attention and then believed to build their confidence. It means that the TESL (Teacher

English of Second Language) should give them more practice to make them perfect.

Spoken English will make the young learners or kindergarten students develop their

good communicative language and make the children study movement better in early

childhood education, especially for the different L1 or mother tongue with English

(Gordon & Browne, 2011).


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A lot of vocabularies are needed as the pillar for speaking English more

bravely. Mastering the vocabularies well and how to pronounce it well will increase

your confidence to apply English better by the time. According to Beasley (2008),

English has become a language when no native speakers could survive by learning

from the native speakers through listening and speaking to increase the new

vocabulary and built good spoken English.

The problem with most English course material is that it is not strictly focused

on teaching spoken language. Students who learn from these materials often end up

sounding strange and like they are reading from a textbook. In addition, most students

practice with each other and not with native speakers which results in

mispronunciations and bad habits that leave little room for progress. Then to improve

the speaking skill, we need to practice, observe, critique, and learn. To be fair it

should be noted that some skills and speech challenges will require greater expertise

to learn. As Karen Famen stated, language compatibility and well communication are

needed to reach what people expect as for making good atmosphere in the world as

the target of achievement through the communication.

Nowadays, the awareness is needed by each person to improve her or his skill

in English. So that is why, there are so many ways for people to do or make English

as fun as possible to learn. The educators or the teachers also have a lot of variations

to make sure that the students are not getting bored easily to learn English in a

classroom, especially for young learners.


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According to Deiner (2010), the techniques of teaching early childhood

education must adapt to meet the children‟s learning need. The children are active in

learning, so the TESL teacher need appropriate techniques in order to raise the goal

become meaningful on every meeting in classroom. It is the challenges for the TESL

teacher in a developmentally appropriate way and meet recognized standard (Deiner,

2010, p. 87).

In an education development, this paper is beneficial for the teachers who

want to improve young learners‟ English become good English speaker at the very

early stage. By learning listening and speaking skill then reading and writing skill

sufficiently, the young learners or kindergarten students can easily understand the

English, exactly if the TESL teacher uses interesting, authentic and appropriate

English materials to be learned by the young learners or kindergartens. The simple

materials for their level is increasing the listening and speaking skill. Listening skill is

to make the students more be familiar with the language and then the speaking skill is

to make them implement the new language.

There are many media used in the teaching learning process. The media is

used to teach English to young learners in terms to make and build the teaching-

learning process to be move interesting and enjoyable in classroom. TESL can use

many media in teaching English such as songs, rhymes chants, flashcards, worksheet

features and games (Brewster, 2002).

A flash card usually is a cardboard consisting of a word, a sentence, or a

simple picture on it. The letters on it must be visible and large enough for everyone


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sitting in the front and the back of the classroom. To make sure that everyone can see

the letters on the card, it is better to write words with capital letters. Both sides of the

flash cards should be used in teaching vocabulary. On the one side, the new word is

written in L2 and perhaps with a picture beside it and on the other side is the

translation. It can be seen that flash cards have been used for teaching a variety of

purposes during the history of language teaching.

An example is to teach sounds of the alphabet using them (Young, Hecimovic

& Salzberg, 1983). It is relevant to be used because student can focus on one

vocabulary at a time and they can memorize it by repeating the pronounced word

with the guidance of their teacher. Young learners tend to observe a lot because they

are processing information in their head. Pictures paired with colors make the brain

easier to memorize each vocabulary because our brain works better with shapes and

different spectrum of colors.

Songs, rhymes or chants can help young learners improve their listening skills

and pronunciation, therefore potentially helping them to improve their speaking skills

(Murphey, 1992). There can also be useful tools in the learning of vocabulary,

sentence structures, and sentence patterns, not to mention their reflectivity of mother

tongue culture (Murphey, 1992). Children love to sing and also rhymes with a body

movement or physical activities. They will always prefer to sing rather than to read a

textbook. That is a good way to teach children especially about certain vocabularies.

It also helps the kindergarten students to memorize new language and it is done in a


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fun way. When teacher uses a correct technique and tools, they can make their

students understand faster and better.

According to Richard-Amato (1996), even though games are often associated

with fun, we should not lose sight of their pedagogical values, particularly in second

language teaching. Games are effective because they provide motivation, lower

students' stress, and give them the opportunity for real communication. Using

educational games can improve student‟s motivation and response toward learning

English. They are one of many techniques that is used as a way to use the language in

the context of game. The benefits of using games in the learning process are students

will get rid of their boredom from learning through monotonous textbook and they

can enjoy learning English with the same goal but in a fun way which is by

contributing in such interesting activities set by the teachers. Thereby it is not only a

break from the normal learning process but it can also provide better activities for the

students to learn English in a different way.

Those activities above are very commonly used in the early years of English

language learner simply because it makes the learning activities a lot more

interesting. Young learners tend to be more focused on drawing or pictures, responds

to song by singing along, simply because that is how children learn. They adapt to the

new things by observing and listening and those have something to do with how the

brain works.

Unfortunately, there are still difficulties for some teachers in finding the

learning centre or to make the class meaningful. In other words the English language


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must become authentic for the pupils. Most of them regard that the speaking skill is a

difficult task than listening, reading or writing skill. Furthermore, the fact shows the

young learners are good in imitating but sometimes some of them are not able to

pronounce it well.

Therefore, this paper will help the TESL and provide the great spoken English

materials become authentic and useful in teaching-learning process for the young

learners. They have unique ability which is called MI (Multiple Intelligences).

Through the MI descriptions, the writer will follow it as the spoken English materials

design that will be catchy for the kindergartens and will attract them to learn English

every day.

All of the children need not only a simple instruction but also authentic

concept. It means that the children as the young learner go for meaning so the

materials especially English language should be authentic in the class every time. In

order to conduct the classroom, the educators or the teachers should be productive.

Here are the benefits of spoken English materials through multiple intelligences for

young learners or kindergarten students.

In grammar dictionary, spoken English is a term for simple English language

that becomes authentically used. The way how spoken English exist is showing the

common pronunciation or conventional system of sounds by practicing a lot in

speaking. That will give the English language maximal opportunities to be used, or be

familiar in having conversation with the native speakers. The result will look natural


13

and widespread of the speech or conversation (The Cambridge Encyclopedia of the

English Language, 2003).

In this paper, the writer defines the terms of young learners as kindergarten

students. Children as the young language learners, have the natural abilities and

characteristics to learn a new or foreign language (Moon, 2005, p. 3). According to

Jean Brewster, the young learners have their own way and build their own language

by listening and repeating or imitating the adult, or in this case from the TESL. They

can learn faster and good in imitating then spend their time practicing the language.

In learning, the motivation of the students depends on the teacher style or

ways. The TESL must not explain because the children go for meaning. It should be

meaningful then they will try bit by bit. How the children think and learn should be

placed at the center of planning and teaching to make them interested and to their

needs because they are different.

Because the children are different, so the way to teach is different too,

especially in teaching L2. It needs great effort and takes quality time to get the target

language. Based on Brewster, Ellis and Girard‟s theory (2004, p.27), how the

children as the young learners think and learn are different from older learners,

because they are:

1. Excellent mimics

2. Emotionally excitable

3. Still developing literacy in their first language

4. Developing conceptually and are at an early stage of their schooling


14

5. Can be easily distracted but also very enthusiastic

6. Get bored easily but can concentrate for a surprisingly long time if they

interested

7. Learn more slowly and forget things quickly

8. Tend to be self-oriented and preoccupied with their own world

9. Have a wide range of emotional needs

10. Have a lot of physical energy and often need to be physically active

Children need exercises and the TESL should express or show facial

expression. In early childhood education, the easy and effective model of teaching for

the kindergarten students is TPR (Total Physical Response) and CLT

(Communicative Language Teaching) methods. The children as the young learners

tend to develop their language and build their communication skills. Erickson (1997)

stated that the children aim to develop feeling of competence, rather than inability.

During the late childhood ranges from 5-12 years, they show greater attention and

gains rapidly in strength, but still need accomplishment regardless of ability.

Journal of Encology Practice (2007) states that, efective communication

requires paying attention to an entire process, not just the content of the message. So,

in general, the students are introduced to the four basic skills: listening, speaking,

reading, and writing. That is the order to introduce and to teach the young learners as

the entire process which is the theme of the materials will connect to those four skills.


15

B. Research Method

This paper conducts library research or library study. George (2008) stated

that library study „involves identifying and locating sources that provide factual

information or personal/ expert opinion on a research question‟ (p. 6). There were

several steps in library study used in this paper which were locating information,

collecting information from sources, and organizing information. In locating

information, a list of keywords about the topic of this research paper has been made

makes easier. Several books and journals that were relevant to the paper had been

gathered from library and websites. The books and journals that have been located

were read afterwards in order to collect the information that can be used to support

the arguments in this paper. Then, the collected information was organized according

to the topics.

The method is known as qualitative research as the discussion of the topics.

According to York (1998), a major focus in qualitative research approach is on the

observation of similarities and differences in social behaviour across social situation.

The writer also does not base the research on the pre-determined hypothesis, but

identify the problems that are going to be explored.

The design of spoken English materials is an Instructional Design based of

Kemp‟s theory which is needed in designing the materials. According to Kemp,

instructional design should answer three essential questions of instructional

technology (1977, p. 8). The three questions are about the objectives, the activities

and the resources, and also the evaluation that will occur in the learning process. The


16

aim of instructional design is to make learning more efficient and effective and less

difficult (Morrison, Ross, Kalman, & Kemp, 2011, p. 2).

There are fifteen parts in Morrison‟s, Ross‟s, Kalman‟s, and Kemp‟s

instructional design model, which are instructional problems, learner characteristics,

task analysis, instructional objectives, content sequencing, instructional strategies,

designing the message, development of instruction, evaluation instruments, planning

and project management, support services, formative evaluation and revision,

implementation, summative evaluation, and confirmative evaluation (Morrison, Ross,

Kalman, & Kemp, 2011, p. 1).

Instructional problems are the first part in this instructional design model. The

need of the students or the problems of the students is identified. Here, it will be

decided if the problems can be solved by instructional design or not. If the problem

can be solved by instructional design, then designer can choose which element from

Kemp‟s instructional design model we want to do next. We can choose learner

characteristics as the next part to do. In this part, the characteristics of the students

should be analyzed and defined. Another element is task analysis. It is to determine

the knowledge and procedure needed to be included in the instruction in order to help

the students accomplish the objectives.

Instructional objectives are made by specifying what the students must

master. It is used for guiding to design the instruction and develop the means to

assess learner performance. It is like quality checks to make sure that the instruction

developed is focused on solving the performance problem. Content sequencing is to


17

order the information given to the students in a logical sequence so that the students

can grasp the ideas more efficiently and effectively. Instructional strategies is

important to design the way to present information that help the students integrate the

new information with ideas they already understand. The message is the pattern of

words and pictures created to communicate with the students. Designing the message

is the process to arrange the words and pictures.

Development of instruction is to produce the instructional materials such as

print materials, web pages, or video recordings. Evaluation instruments are used to

assess the student‟s mastery of the objectives. The following processes are ongoing

throughout the instructional design project. Planning and project management are

important to develop and manage the schedule and budget for a project support

services. The project needs the support or resources from the others such as evaluator.

Formative evaluation and revision evaluates all the process from the first step,

instructional problems, till the last step. After that, the revision can take place.

Implementation is to apply the instruction that has been made. Summative evaluation

is used to evaluate the effectiveness of the final materials when they are used as

planned. Confirmative evaluation is a process that instructional designer uses to

determine whether a course or instruction remains appropriate over time.

The paper conducts the Elizabeth Hurlock‟s theory of Child Growth and

Development; Jean Brewster and Gail Ellis with Denis Girard‟s theory of the Primary

English Teacher‟s Guide; Piaget‟s theory about the cognitive development of


18

children; also Anderson Curriculum to support this final paper. It‟s really helpful to

find the properly teaching techniques information for the children.

This paper uses the Gardner‟s theory of Multiple Intelligences as the

achievement goals of the design, spoken English materials. Howard Gardner is a

psychologist professor at Harvard, who identified eight different types of human

intelligences. The theory has emerged from recent cognitive research and documents

the extent to which students possess different kinds of minds and therefore learn,

remember, perform, and understand in different ways (Gardner, 1991). Gardner stated

that, we are all able to know the world through language, logical-mathematical

analysis, spatial representation, musical thinking, and the use of the body to solve

problems or to make things, an understanding of other individuals, and an

understanding of ourselves.

The paper conducts the children language acquisition of Piaget and David

Crystal‟s theory. Piaget is the Swiss developmental psychologist, studied the

cognitive development of children and noted four stages of development, which none

of them can be skipped. In pre-operational stage (2-7 years), the children can classify

objects as a single feature and still think egocentrically. He summarized his lifelong

study of how children learn, and then stated that “Children learn through play, by

contacting and interacting with their external world.”


19

Meanwhile, Professor Crystal, who is best known for his two Encyclopaedia

of the English Language, states that the children learn language in five stages. These

stages are:

1. Stage one: the children usually say things to get something they want, get

someone‟s attention and draw attention to something.

2. Stage two: the children usually ask questions, become concerned with naming

and classifying things by frequently asking, also begin to talk about the

characteristics of things for example: big/ small, hot/cool, and up/ down aim

to learn things in opposite pairs.

3. Stage three: The children would ask lots of different questions but often

signalling that they are questions with intonation alone and begin to express

more complex wants by using more grammatically correct language.

4. Stage four: the children use increasingly complex sentence structures and

begin to explain things, ask for explanation the word “why”, and making a

wide range of requests “shall I do it?”

5. Stage five: the children regularly use language to do all the things that they

need it for, such us giving information, asking and answering questions,

requesting directly and indirectly, suggesting, offering, stating and expressing.

The paper considers the children development toward multiple intelligences of

Elizabeth Hurlock‟s Theory. Hurlock‟s theory stated that giving the children play

time emphasizes learning in play to the child‟s ability and the health needed to enjoy

play. Hurlock said that development is not limited to growing larger, instead consists


20

of a progressive or continuous series/ levels of changes of an orderly. According to

Gesell (1952), “Development is more than a concept, but it can be observed,

appraised and measured.”

In Kemp‟s Model commonly share three major activities: analysis, strategy,

development, and evaluation, which are useful for designing the spoken English

materials. The writer also conducts the TPR (Total Physical Response) and CLT

(Communicative Language Teaching) method for the teacher in using the spoken

English materials as in the teacher book design. According to Richards and Rodgers‟

(1986, p. 71), CLT has levels of language theory, namely language is a system for the

expression of meaning.


21

CHAPTER II

DISCUSSION

In this chapter, the writer presents and evaluates what is already known about

the topic which contains the review of related literature and the findings as well as the

interpretation of the findings. The writer provides relevant theories from some

sources in discussing the issue followed by interpretation of the results. There are two

sections in this chapter in order to answer the question. The first part is the units of

the book. This part deals with the process of designing the spoken English materials

for young learners. The second part discusses how the use of the book improves

multiple intelligences.

A. Spoken English

In order to answer the question about how are spoken English materials are

used to improve young learners‟ MI, the writer conducted an instructional design

model using Kemp model. The stages are:

1. Examine the learners‟ characteristics that should attract or receive attention

during planning.

2. Identify subject content and analyze task components related to the stated

goals and purposes.

3. State the instructional objectives for the learners.

4. Sequence content within each instructional unit for logical learning.


22

5. Design instructional strategies to be mastered by each learner.

6. Plan the instructional strategies and delivery.

7. Develop the evaluation instruments to assess objectives.

Therefore, the descriptions above were drawn as follows.

1. Examine the learners’ characteristics that should attract or receive attention

during planning.

The writer uses the summary of Josephine Sri Murwani Pudji Lestari, S.Pd.,

M.Hum., the EYL (English for Young Learners) lecture, 2015 Presentation of the

English for Young Learners Class of Sanata Dharma University, about the general

characteristics of the children as the young learner. They are curios, imaginative,

enthusiastic, musical, love to play, egocentric, short span of concentration, physically

active, great capacity of learning and excellent mimic.

2. Identify subject content and analyze the task components related to the

stated goals, topics and purposes.

The writer stated the goals, topics and purposes for kindergarten.

a. Goal

The writer made the goals of spoken English materials to improve young

learners‟ multiple intelligences according to their language levels found in 1969

Stern by Brewster, Ellis and Girard (2005: p.25-26), which aim to:

1) Help the kindergarten students to be familiar and comfortable with the English

language. They should spend all of their time in language classes imitating


23

and practicing the language in a very controlled. So, the spoken English is an

appropriate authentic language for them.

2) Build the kindergarten students‟ pronunciation and present their own

knowledge or comprehension. They should start with separate sounds, and

then build these into words then simple sentences without formal grammar

and complex or brief instructions and explanations.

3) Help the kindergarten students to follow or obey the rules in the learning

center. They should spend a lot of time to just listen without speaking. After

listening and speaking for some time reading and writing skills are then

added.

4) Help the kindergarten students to be confident and free in using or making the

language used. They should not translate from L1 to L2 and vice versa. TPR

and CLT method have been found to be very successful with beginners. This

approach is good to encourage them to use L1 occasionally. So, the teacher

can see how the language is learned from material designer, syllabus designers

or teacher‟s point of view.

b. Topics

After stating the goal, the writer made the list of topics based on the young

learners‟ characteristics. There were two general topics developed by the writer.

They were arranged as follows:

1. Good Morning

2. I am …


24

c. Purposes

Based on Brewster, Ellis and Girard (2005), the classroom procedures

should involve the use of three stages which aim to provide the sort of scaffolding

which helps children to think and learn with motivation, success and confidence.

The three stages are meeting new language, manipulating it and making the

language your own (MMM).

From those stages, the writer presented the general purposes of each unit.

UNIT 1: GOOD MORNING!

The learning objectives are:

a. The students are familiar with the new simple English language which is

authentic, named spoken English.

b. The students know how to greet others in the morning time.

UNIT 2: I AM …

The learning objectives are:

c. The students are familiar with the new simple English language which is

authentic, named spoken English.

d. The students know how to introduce themselves to others.

Based on the goal, topics and purposes above, then the writer conducted the

subject content by identifying and analyzing the task components. In this case, the

writer presented the lists of what would be used and available in each unit of the

designed materials. The subject content consisted of six types of activities. They were


25

Warm Up, Lesson, Games and Review. The lists of subject content could be clarified

as follows:

1) Warm Up

This section presented the opening or beginning activities which attract the

students and build their confidence before starting the lesson. This section includes

pronunciation goals which develop good language set of young learners that may

have some advantages to emphasize their pronunciation as good as the models.

2) Lesson

This section presented the learning of the new language and learning the

English vocabulary. In this section, the kindergarten students learn the meaning of

words or sentences through listening to the instructions and pay attention to the

teaching-learning process. It sets the students to obey the rules so the classroom will

become more organized. The teacher can use TPR and CLT method to introduce new

vocabulary and convey meaning by demonstration. For example as stated by

Brewster, Ellis and Girard by:

using objects or things brought to the classroom.

using drawings on boards or cards covered with plastics.

using illustrations, pictures, flashcards from book, magazines, internet, and so

on.

using actions, mime, expressions and gestures such as adjectives: sad, happy;

verbs: swimming, running, jumping, and so on.


26

using technology such as video, computers, internet (web safety).

Those techniques will often help the students to memorize the words through

visualization, body movement and doing then by themselves.

3) Physical Exercises

This section is a kind of refreshing time for the students. In this section, the

students will stretch their body and relax their mind from the lesson. However, this

subject content is still connected to the previous lesson. The kindergarten students

can enjoy, express and show the language based on their cognitive freely, but still

guided by the teacher.

4) Review

This section aims to practice the knowledge. This section involves students in

activities that require them to do things with the words, in order to build and to make

the language by themselves from their memory. It can be done in groups or

individually.

5) Homework

This section is the guide for the students when they are out of the class. The

children tend to have a big passion in retelling the condition of classroom in the

learning center. This section presents the character development of each student

because there is a space for parents to write whether the students do it well by

themselves.


27

3. State the instructional objectives for the learners.

From the subject content above, the writer states the instructional objectives

for the learners.

UNIT 1: GOOD MORNING

Students are able to identify the morning time.

Students are able to identify how to greet in the morning.

Students are able to identify the things related to the morning time.

Students are able to give a simple sentence of greetings in the morning

verbally.

UNIT 2: I AM …

Students are able to identify herself or himself.

Students are able to identify how to introduce herself or himself.

Students are able to identify the things related to the introducing one self.

Students are able to say a simple sentence of introducing one self verbally.

4. Sequence content within each instructional unit for logical learning.

The sequence contents within each instructional unit for logical learning are:

a. Warm Up:

This section is contains the warming up activities for beginning of the class.

They are Song or Music Video or Phonics Chant or Rhymes.


28

b. Lesson:

This section is about the learning time process which presents a rule for the

kindergarten students. The learning activities include Pictures or Flashcards or

Handicrafts or Arts.

c. Physical Exercises:

This section shows the interesting learning time for the students‟ to enjoy.

There is Sport or Body Movement or Games such as playing with blocks or sticks or

moving things in emulation.

d. Review:

This section provides the Sharing time and Reinforcement as the quality

moment for the children to be united and cooperative.

e. Homework:

This section is about the Task or Assignment related to the whole values of

the lesson in the classroom that are going to be brought outside the learning center.

5. Design instructional strategies to be mastered by each learner.

The instructional strategies to be mastered by each learner based on four skills

are:

UNIT 1 : GOOD MORNING

a. Activities 1 :

Listening: The learners listen to the Music Video of Good Morning Song (by

MUFFIN SONGS).


29

Speaking: Singing together of Good Morning Song.

b. Activities 2 :

In the listening section, the learners listen to the teacher instructions while

showing the flashcards or pictures related to the morning time. Then for the next

listening and speaking section, the learners follow the teacher‟s instruction and repeat

what the teacher said. After that, move to the speaking and reading section. The

learners guess the flashcards or pictures. Through reading and writing section, the

learners do the activities in the book, such as making a handicraft or learn how to

write or identify by reading the letters; numbers; words; organizing the pictures

which are related to the topics of morning time; and so on.

c. Activities 3 :

For the listening and speaking section, the learners listen to the teacher and

look at what the teacher is doing while putting and moving the things related to the

lesson or activity that has been learned. Then reading section, the learners do as the

teacher has done individually. In listening and speaking section, the learners listen to

the teacher and look at what the teacher is doing while putting and moving the things

related to the lesson or activities that have been learned. After that, in reading section,

the learners do as the teacher has done in groups or in pairs.

d. Activities 4 :

Listening: the learners listen to the teacher‟s instructions. Speaking, reading,

and writing: teacher does the review or reinforcement connected to the lesson before,


30

while the learners respond to and answer it. For the speaking, reading, and writing

section, the teacher leads the sharing time which is enjoyable but organized with all

the students in order to evaluate and solve the problems found in the classroom

together for the quality moment together.

e. Activities 5 :

In the listening section, the learners listen to the teacher‟s instruction for the

homework assignment, such as what they have to do dealing with the task of the book

and what to get after it, like asking the parents‟ signature when the learners are done

with the homework. For speaking section, the learners may ask the teacher if they do

not understand, then the teacher discuss it all the students. Then reading and writing

section, the learners do the homework at their own houses. The teacher fills the space

about the lesson today and explains the task that will be brought and done by the

students at home.

UNIT 2 : I AM …

a. Activities 1 :

Listening: The learners listen to the Hello Hello How Are You Song (by

MUFFIN SONGS).

Speaking: Singing together of Hello Hello How Are You Song.

b. Activities 2 :

Through listening section, the learners listen to the teacher instructions while

the teacher shows the flashcards related to the self-introduction. Then listening and


31

speaking section, the learners follow the teacher‟s instruction and repeat what the

teacher said. In speaking and reading section, the learners guess the flashcards or

pictures. For the reading and writing section, the learners do the activities in the book,

such as making a handicraft or learning how to write or identify by reading the letters;

numbers; words; organizing the pictures which are related to the topics of introducing

oneself; and so on.

c. Activities 3 :

In the listening and speaking section, the learners listen to the teacher and

look at what the teacher is doing while putting and moving the things related to the

lesson or activities that have been learned. Then reading section, the learners do as

the teacher has done individually. After that, move to the listening and speaking

section, the learners listen to the teacher and look at what the teacher is doing while

putting and moving the things related to the lesson or activities that have been

learned. Then in reading section, the learners do as the teacher has done in groups or

in pairs.

d. Activities 4 :

For the listening section, the learners listen to the teacher instructions. Then in

speaking, reading, and writing section, the teacher does the review or reinforcement

connected to the lesson before, while the learners respond and answers it. Teacher

leads the sharing time which is enjoyable but organize with all the students in order to

evaluate and solve the problems found in the classroom together for the quality

moment.


32

e. Activities 5 :

In listening section, the learners listen to the teacher‟s instruction for the

homework assignment, such as what they have to do dealing with the task of the book

and what to get after it, like asking the parents‟ signature when the learners are done

with the homework. For the speaking section, the learners may ask the teacher if they

do not understand, then the teacher discuss it with all the students. Then in reading

and writing section, the learners do the homework at their own houses. The teacher

fills the space about the lesson today and explains the task that will be brought and

done by the students at home.

6. Plan the instructional strategies and delivery.

The writer provides the instructional strategies for the teacher as the

instructional menus, based on Campbell and Dickinson (2004: p.253) in order to

improve young learners‟ multiple intelligences. They are:

a. Musical Menu by writing song lyrics for singing that indicates the rhythmical

patterns; using background music to enhance learning; collecting and presenting

songs about the topic; making an instrument and using it to demonstrate; and also

using musical technology.

b. Visual Menu by making drawings; creating a slide show; designing a poster;

creating artwork; coloring or painting; and using technology to draw.


33

c. Naturalist Menu by collecting and categorizing data; describing or cycling the

patterns; comparing phenomena for explaining how the nature run; and using

technology to explore it.

d. Kinesthetic Menu by making a choreograph or dance; building or constructing

body movement through singing; attending a mini trip or field trip; and devising

scavenger hunt, role play or simulate.

e. Interpersonal Menu by participating in a group; conducting a meeting; with a

partner, trying to solve problem; acting out diverse perspectives; using social

skills to learn; couching others; and doing a service project or collaboratively

planing rules/ procedures.

f. Intrapersonal Menu by describing feelings, qualities; loving to write; explaining

the reason of the study; self-assessing of own work; doing a project; receiving

feedback; and using technology to reflect it.

g. Linguistics Menu by retelling story; conducting a simple form of debate when

different perspectives exist; relating a short story; giving a presentation; leading

the discussion; and using technology to write or to make it.

h. Logical Menu by designing and conduct an experiments; categorizing facts,

design a code; creating a timeline or a detailed personality; using thinking skills

to learn or solve problem; creating problems to be translated into a formula; and

using technology to calculate.

The instructional deliveries that the learners will find in the book are:

1) Warm Up:


34

Let’s sing along!

2) Lesson:

It’s art time! / Look and talk. / Look and Draw line in order! / Color and write!

/ Draw!

3) Physical Exercises:

Follow and Do it with your friends! / It’s play time!

4) Review:

Look and color it! / Look and Draw! / It’s sharing time!

5) Homework:

Put in order! / Homework!

Meanwhile, the instructional deliveries that the teacher may will be beneficial

when followed by TPR and CLT method. The procedures are elaborated Table 2.1.:

Table 2.1 The Procedures Table

Steps Teacher’s words Students’ words

1. T greets the class or

does the opening

activities as usual.

Good morning.

How are you today?

Students greet and may

respond variably.

2. T calls the students‟

name based on the

attendance list or

absences by singing.

Where is …?

Where is …?

Here you are. (After the

students respond.)

Students may follow the

song when they familiar

with the notes by singing

Here I am. Here I am.

or only raising their hands

up.

3. T plays the song or Look and listen. Students may respond


35

music video,

or T introduces the

song by singing and

gives the gestures,

or T demonstrate the

chants or rhymes.

Hey class. I have a song.

Listen.

Look at me and listen.

variably but have to obey

the teacher‟s instructions

to listen to the song or

watch the music video.

4. T repeats the song and

invites the students to

sing along together

slowly.

or T may repeat the

song in the CD.

Let’s sing together!

Come on. Follow me.

Ready?One, two, three.

Do you want to sing

again? Ok. Let’s sing.

Students may respond

variably.

Students sing together

and follow the gesture of

the teacher slowly till

fluently (if necessary).

5. T shows the

flashcards or pictures

(choose one by one of

the card)

Look. It is…

Students have to obey and

pay attention to the

teacher.

6. T may repeat all the


Once again.

Look and listen.

Students are able to

pronounce the correct

pronunciation.

7. T reviews the

material. T shows the


(choose one by one of

the card) followed by

students

Look. What is it?

Repeat after me. …

What is it?

Come on. Repeat after

me. …



teacher.



pronunciation.

8. T may repeat it by

showing all of the

flashcards and

pictures one by one

followed by the

students.

Once again.

Repeat after me. …



pronunciation.

9. T introduces the

materials. T shows all

of the flashcards or

pictures.

Now, listen and look

carefully.



teacher.


36

10. T reviews and asks

the students about the

topics.

Now, look carefully.

What is it?

Yes, it is …


recognize the topics based

on flashcards or pictures

given with a complete

sentence “It is …”

11. T mentions the next

activities and invite

the student to open

the materials.

It’s time to English Live

Book.

Let’s open our English

Live Book.


variably.



teacher.

12. T tells or reads and

mentions the activities

to do base on the

English Live Book.

Look on your book.

What is it?

It’s coloring time. / It’s

art time. / Let’s study.


variably.


recognize the topic given

and are able to work or do

the assignments

mentioned at English

Live book correctly.

13. T asks the students to

work in pairs or

groups.

T chooses the group

or the partner and let

the students find and

sit closed to their

partners or groups.

T demonstrates the

games or physical

exercises slowly and

clearly to the students.

T may repeat or give

the example by

finding the model or

do it by yourself once

again and has to make

Well, Look at me. I have

a game.

So, work with your group

or partner next to you

and sit together.

Now, look at me.

What am I doing?

Yes, I am …

So, you have to do like

what I did before.

For example.

Ready?/ Can we start

now?

Ok. Let’s go!


variably.



teacher.


identify and recognize the

topic given based on the

book.


37

sure that the students

get the clear

instruction.

14. T does the review or

reinforcement and

leads the sharing time,

don‟t forget to give

praises to all of the

students by clapring

hands together.

So, what we have

learned today class?

Yes!

(REVIEWING THE

LESSON TOGETHER)

Excellent!

Give yourself big

applause!


variably.

Students have to obey the

teacher and are able to

identify and describe the

difficulties through the

learning process today.

15. T gives the homework

as the follow up

activity.

T has to make sure

that all of the students

get the clear

instruction.

Well, before we go home,

I’ll give you homework.

What you have to do is

Next meeting I will ask

the

You may but remember

to

Understand?

Any questions?


variably.



teacher.


identify and recognize the

assignment given based

on the book.

16. T does the closing

activity as usual,

or T may stand beside

the door to give the

students handshakes

or hugs while singing

the Good Bye song

instead.

That’s all for today.

Good bye kids.

See you tomorrow.

Don’t forget to say good

bye to your friends.

I love you and God bless

you.

Students are able to greet

others and say thanks

politely or respectfully to

the teacher.

7. Develop the evaluation instruments to assess objectives.

This is the last step in the designed model. By conducting evaluation, the

writer will know whether the materials are well developed or not. In this evaluation,


38

the writer made the evaluation instruments to assess objectives which will distribute

to the designed materials for the teacher of kindergarten students in teacher‟s book.

However, in this paper, the writer is not going to discuss these deeper. The evaluation

sheet was arranged in the form of Table 2.2.

Table 2.2 The Evaluation Instruments Table

NO. EVALUATION DESCRIPTIONS ASSESSMENT

1 The materials match the goals and objectives E G F B

2 The topics are well selected and well arranged E G F B

3 The instructions are simple and

understandable

E G F B

4 The strategies and the plan are clearly

explained and easily understood

E G F B

5 The contents are relevant and well elaborated

to be learned by the kindergarten students

E G F B

6 The sequence content are digestible for the

kindergarten students

E G F B

7 Generally, the contents are well elaborated E G F B

8 Generally, the materials are well elaborated E G F B

Notes:

E : Excellent

G : Good

F : Fair

B : Bad

B. The Spoken English Designed Materials Improves Young

Learners’ Multiple Intelligences


39

The writer designed materials in two books: Teacher Book and Student Book

named “English Live” book. The designed materials consisted of two units:

1. Good Morning

2. I am …

In general, the subject content of the designed materials consisted of five

types of activities as mentioned below:

a. Activities 1 : Warm Up

This activity presents Song or Music Video or Phonics Chant or Rhymes.

b. Activities 2 : Lesson

This activity presents Pictures or Flashcards or Handicrafts or Arts.

c. Activities 3 : Physical Exercises

This activity presents Sport or Games: Play with blocks or sticks.

d. Activities 4 : Review

This activity presents Sharing time and Reinforcement.

e. Activities 5 : Homework

This activity presents Task or Assignment.

The contents can improve the kindergarten students‟ multiple intelligences.

The writer provided the instructional strategies for the teacher as the instructional

menus, based on Campbell and Dickinson (2004, p. 253) to improve young learners‟

multiple intelligences, they are:

1) Musical Menu

2) Visual Menu


40

3) Naturalist Menu

4) Kinesthetic Menu

5) Interpersonal Menu

6) Intrapersonal Menu

7) Linguistics Menu

8) Logical Menu

The writer is going to explain and elaborate how these designed materials

improve the young learners‟ multiple intelligences based on the activities followed to

the instructional menus below:

1. Activities 1 : WARM UP

Through this activity, the intelligences that will be improved are Musical

Intelligence. The students demonstrate the activities by listening to music then

singing followed by music.

2. Activities 2 : LESSON

In this activity, the Visual-Spatial, Linguistic and Naturalist intelligences will be

improved. The students meet the visual tools; deal with the learning process by

coloring or making something with shapes; listening to learn; memorizing the words

in the classroom; writing; collecting tools and organizing the equipment.

3. Activities 3 : PHYSICAL EXERCISES

Based on the name of the activities, it will improve the students Bodily-

Kinesthetic Intelligences which includes the ability to unite body and mind to have a


41

perfect physical performance. The students will show the eye, walk or calming down

exercises towards games or sports.

4. Activities 4 : REVIEW

Through this activity, the Interpersonal and Intrapersonal Intelligence will be

improved. The students determine the class values and rules that have been ran in a

class meetings; may try to understand the diverse perspectives; identifying and

expressing feelings or emotions; establishing feelings in the classroom or the

environment; gaining to know oneself through others or self-directed learning; and

finding purpose in school and life.

5. Activities 5 : HOMEWORK

In this activity, the students will build their enthusiasm, engagement and

achievement as well as the enhancement of their intellectual capacities which means,

the Logical Intelligences will be improved through this part of activities.

In truth, all the activities in the designed materials can improve all of the

young learners‟ MI. It is not only one part of intelligences capacities but it can be two

or more in each activity on the goals. For example in activities 2, there are four

intelligences that would improve the student‟s MI. It can be more than four

intelligences there, such as Logical and Intrapersonal Intelligences, because the

lesson activities are related to the learning process that may have many values for


42

them. It is the same as in activity 5, which not only could improve the Logical

Intelligences but it can be more, such as Visual-Spatial, Linguistic, Naturalist and

Interpersonal Intelligences. Thus, in activity 4 it can improve Bodily-Kinesthetic too.

Therefore, after making the designed materials into a book named “English

Live”, the writer finally presented the final version of the spoken English materials to

improve young learners‟ Multiple Intelligences. The writer places the designed

materials in appendix 1 for the teacher book, then the student book in appendix 2.

Thus, the appendix 3 is the media of teaching needed in a form of CD.


43

CHAPTER III

CONCLUSION

In this chapter, the writer has showed at a variety of techniques that can be

used to help students develop their language using spoken English materials through

multiple intelligences. This chapter is the writer‟s summary of the major findings and

the solution to the problems. The discussions are the issues and followed by

interpretations of the results. The paper provided the deep information and procedures

as the lesson plan that would improve kindergarten students‟ MI in the use of book in

classroom to increase their language and mastery skill. Thus, the writer has discussed

the research method based on some expert theories in library research to support this

paper.

The writer has shown the reason why teacher should use spoken English and

consider the multiple intelligences as the great shortcut improvement for the pupils‟

achievement. The design has been developed well including appropriate activities

techniques up to their level of the children and how the teacher will use these

techniques of the materials to develop the children‟s multiple intelligences. There

were several activities which are used in this paper: they are songs, handicrafts,

drawing and coloring activities, and so on. Practice in these areas can help to increase

your students‟ overall confidence and fluency and provide an interesting and useful

diversion for the teacher from regular language work.


44

REFERENCES

Beasley, R. O. (2008). The effects of listening repetition, Retrieved on September 25,

2015 from http://www.tesl-ej.org/wordpress/issues/.html

Brewsters, J., Ellis, G., Girard, D. (2004). The primary english teacher’s guide.

Penguin English.

Campbell, L. B., & Dickinson, D. (1948). Teaching and learning through multiple

intelligences, 3rd

edition. Pearson Education.

Children Language Acquisition of Piaget‟s theory. (2011).

Crystal, D. (1979). British journal of educational studies: Child language, learning

and linguistics. Taylor & Fracis, Ltd.

Deiner, P. (2010). Inclusive early childhood education:Development, resources, and

practice (2nd

edition). Delmar Learning.

Dukes, C. & Smith, M. (2007). Developing pre-school communication and language.

London: Paul Chapman Publishing.

Erickson, E. H. (1997). The life cycle completed: A review. New York: W. W.

Norton.

Froebel, F. (2003). Pedagogics of the kindergarten. Honolulu: University Press of the

Pacific.

Gagne, R.M., & Briggs, L.J. (1974). Principles of instructional design (2nd edition).

New York: Holt, Rinehart and Winston.

Gardner, H. (1993). Multiple intelligences: The theory in practice. Basic Books.

George, M.W. (2008). The elements of library research. Princeton: Princeton

University Press.

Gustafson, K. L., & Branch, R. M. (2002). What is instructional design? In R.A.

Reiser & J. A. Dempsey (Eds.), Trends and issues in instructional design and

technology (pp.16-25).

Liliard, A. S. (2005). Montessori ‘the science behind the genius’. Oxford: Oxford

University Press.

McCarthy, C. (2004). Child’s play. London: Elwin Street Ltd.


45

Morrison, G.R., Ross, S.M., Kalman, H.K., Kemp, J.E. (2011). Designing effective

instruction (6th edition). Hoboken, NJ: John Wiley & Sons, Inc.

Murphey, T. (1992). Music and song. Oxford, England: Oxford University Press.

Nasab, A., F. (2014). Medical Science Studies. Retrieved on September 25, 2015

from http://otec.uoregon.edutr

Petrie. G., O. (1997). Understanding children’s development. Taylor & Fracis, Ltd.

Profesional‟s Guide: Teaching with Multiple Intelligences. (2001).

Sunardi, Z. A., & Rosnija, E. (2013). Teaching speaking ability through role play.

Pontianak: PBS, FKIP Tanjungpura University.

Temerová, L. (2007). How to improve students’ communicative skills. Brno: Masaryk

University.

York, R.O. (1998). Conducting social work research: An experiential approach.

Boston: Allyn & Bacon

Young, C., Hecimovic, A., & Salzberg, C.L. (1983). Tutor-tutee behavior of

disadvantaged kindergarten children during peer teaching. Education and

treatment of children, 123-135.


46

APPENDIX A

Spoken English Materials

(Teacher Book)


TEACHER BOOK

A Spoken English Book to Improve Kindergartens’ MULTIPLE INTELLIGENCES

Compiled by MARLYNE SANDIE CLAUDIA DA COSTA

Photo

Here


PREFACE This book is compatible for a Teacher of English for Young Learners, particularly the

Teacher of English as Second Language (TESL) to construct and support them facing the

multiple intelligences as the achievement goals of young learners or kindergarten students

using spoken English which is natural and authentic. The TESL must have a passion and a

willingness to give the better knowledge building program for their pupils, especially the

children as the next gold generations. It’s not only to teach them but also how to teach

them to love learning English as their new L2 which is might be difficult at the beginning

for some of them.

Looking for an advices or motivation and new ideas are interesting also very im-

portant job for TESL to make the classroom pleasantly on every meeting with the pupils. It

takes great effort and needs big heart or passion to scaffold the appropriate material accord-

ing to their level, and then help the children as the young learners develop their English

through and towards multiple intelligences using spoken English. The book provides the

Spoken English Materials which appropriate to be taught and to be learned for kindergarten

students in order to improve their multiple intelligences. It also contains of steps to teach

or a lesson plan, gestures, advices and some other appropriate activities.


The learning objectives, procedures, appropriateness, classroom language and man-

agement are the important consideration in order to scaffold the materials becomes inter-

esting or which is fun to be taught for the kindergarten students in their early childhood

education. It can influence the students’ knowledge whether it is meaningful for them or

authentic in the class each day, then it can be familiar with the learning goals of the mate-

rials. The more the TESL cares about their knowledge, the more the students will develop

and improve their knowledge.

The book aims to explore how the spoken English for young learners can be adapted

to teach and easy to manage or to build the classroom meaningfulness for kindergartens,

towards some parts of the multiple intelligences of them as the achievement or develop-

ment even improvement of the material design. The book is also conducting some recom-

mended points out the examples of activities techniques to develop their language skill

through multiple intelligences.

The writer



Teacher Notes

In this English Live units, the students are able to identify the general

learning goals activity, they are :

Numbers : 1, 2, 3, 4, and 5.

Shapes : Circle and Square.

Line by drawing or cutting.

Colors by looking at the picture or coloring based on their own favorite

colors.

The other expectations of the specific learning goals activity is about

the language used according to the topics, such as :

The students are able to use the language or simple sentences which is

authentic.

The students are able to identify the new vocabularies of the language

through the activities.


Unit 1

It’s Art Time!

Prepare and distribute the paper plates to each student.

Make sure that each student have got the paper plate sets on

their table.

Ask the students to put their pencil colors or crayons on the table.

Ask them to color the paper plate with pencil colors or crayons.

Ask them to draw a happy smile face with marker or crayon.

Let’s Sing along! Good Morning.. Good Morning.. And How do you do? Good Morning.. Good Morning.. I’m fine how are you?

“MY SUN CRAFT.”


Unit 1 : GOOD MORNING!

Look and Talk!

Ask each student: What do we do first in the morning?

Ask all the students: Picture 1 : What does mother do in the morning? Picture 2 : What does father do in the morning? Picture 3 : What does brother do in the morning? Picture 4 : What does sister do in the morning?

Look and Draw line in order!

1. Tidying the bed

2. Take a bath

3. Brush teeth

4. Have Breakfast

Ask the students: What we do first in the morning?


Follow. Do it with your friends!


Set two tables in front of the class with number 1 (ONE) and 2 (TWO).

Read aloud in front of the class by showing the cards and say:

“SUN and CLOUD IN THE MORNING” “MOON and STARS IN THE NIGHT” Show the students to order the SUN-CLOUD cards on

the table 1 then MOON-STARS cards on the table 2. Group the students then distribute the cards. Let the students follow as you have been doing in a

race in 5 seconds. The winners is the fastest group who have put the cards more correctly and quickly.

Look and Color it! Ask the students: What things you find in the morning?

Color: BREAKFAST, STUDY WITH FRIENDS, TOOTHPASTE

& TOOTHHBRUSH

It’s Sharing Time!

Set the table in a large circle or square. Let the students

to have a seat together. Then do the review.


ATTACHMENTS OF UNIT 1

Cards for Activity 3



Ask the students: What do we do in the morning first

then what next?

Tell the students: Put the stickers orderly at your home.

Then show to your parents and ask them to sign.

Put in order!


Unit 2

It’s Art Time!

Prepare and distribute the safety scissor and glue for children also ice cream stick for each student.

Make sure that each student have sets the scissor, glue and ice cream stick on their table.

Ask them to cut the boy or girl face pattern. Guide them using the scissor.

Ask them to glue it to the ice cream stick.

Let’s Sing along! Hello.. Hello.. Hello, how are you.. I’m fine.. I’m fine.. I hope that you are too..

“ MY PUPPET STICK”


Unit 2 : I AM ...

Trace and Write!

Draw!

Ask the students to trace the letters “I AM” by crayon or

marker, then write their names in the table space.

Ask the students to draw themselves (face or body)

with pencil or crayons.

It’s Play Time!

Demonstrate and repeat with the students together. I WALK ; I JUMP ; I FLY ; I RUN ; I DANCE Demonstrate these Chants: I walk and I walk and I walk and I stop! I jump and I jump and I jump and I stop! I run and I run and I run and I stop! I dance and I dance and I dance and I stop!

Look and Draw!

Ask the students to draw happy face and sad face in the circle space then draw a line to what they like best.

Then say I am happy to eat … or I am sad to eat … Choose one by one to say it out loud.

Pictures: Ice Cream, Fruits, Fried Chicken, Chili and Mushrooms.


It’s Sharing Time! Set the table in a large circle or square. Let the

students have a seat together. Then do the review.

Tell the students to bring their favorite food next

meeting.

They will present their favorite food in front of the class

by saying “I AM HAPPY TO EAT…”

Don’t forget to remind the students to ask their parents’

signature.

Confirm to their parents if possible to help the students

look at how to make their favorite food at home.

Homework!

Unit 2 : I AM ...


Media of Teaching (English Live CD)


47

APPENDIX B

Spoken English Materials

(Student Book)


Student BOOK


Compiled by MARLYNE SANDIE CLAUDIA DA COSTA

Photo

Here


Unit 1

Let’s Sing along! Good Morning.. Good Morning.. And How do you do? Good Morning.. Good Morning.. I’m fine how are you?

It’s Art Time!

“MY SUN CRAFT.”

Color the paper

plate.

Draw a happy

smile.


Look and Talk!

MOTHER FATHER

SISTER BROTHER



Look and Draw line in order!




Follow. Do it with your friends!

Page 4


Look and Color it!


In the morning time : I ...

Page 5




Seat together with all of your friends.

I do … in the morning.

Put in order!

Page 6



Stickers for Activity 5


Unit 2

Let’s Sing along!

Hello.. Hello.. Hello, how are you.. I’m fine.. I’m fine.. I hope that you are too..

It’s Art Time!

“ MY PUPPET STICK”

Cut the boy or girl face pattern.

Glue it to the ice cream stick.


Unit 2 : I AM ...

Color and Write!

Fill the letters “I AM” with crayons.

Write your nick name in the table.


Draw!

“MY SELF”

Unit 2 : I AM ...


Unit 2 : I AM ...

WALK

I JUMP

RUN

DANCE

It’s Play Time!

I

I I


Look and Draw!

I am happy to eat...

Unit 2 : I AM ...

I am sad to eat...


Unit 2 : I AM ...


Seat together with all of your friends.

Homework!

Bring your favorite food tomorrow for sharing time in the classroom.



Face Patterns for Activity 2


48

APPENDIX C

Media of Teaching

(CD-Form)


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