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ENGLISH INSTRUCTIONAL MATERIALS BASED ON MULTIPLE INTELLIGENCES THEORY
FOR KINDERGARTEN STUDENTS OF SEKOLAH NASIONAL TIGA BAHASA BUDI UTAMA YOGYAKARTA
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
Catherine Andriani Octavia
Student Number: 041214106
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2009
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ABSTRACT Octavia, Catherine Andriani 2009. English Instructional Materials based on Multiple Intelligences Theory for Kindergarten of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University. This study was conducted to develop English instructional materials based on Multiple Intelligences Theory for kindergarten students of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta. This study concerned with two main questions of the design, they were: (1) What is the appropriate English material design for Kindergarten of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta? and (2) What are the influences towards the students’ learning? This study was expected to facilitate kindergarten students with a variety of activities and games with joyful teaching techniques so that it helped the students develop their intelligences. Through this study, the researcher considered the child’s uniqueness and intelligences in learning when developed the materials, teaching techniques, and activities. Furthermore, every activity provided could help the students develop not only their dominant intelligences but also other intelligences. The researcher also used some related literature reviews to achieve the balance correlation between the theory employed and the designed materials. In the theoretical review, the researcher discussed the steps to design English Instructional materials for kindergarten students. The designed materials in this study employed the adaptation of both Research and Development (R & D) cycle and Kemp’s Instructional Design Model. In order to answer the first research question, the researcher used the adaptation of Kemp’s Instructional Design Model to develop the appropriate English instructional materials based on the analysis of the information and data gathering and the Multiple Intelligences Theory. The appropriate design consisted of (1) the analysis of needs, (2) statements of goal, topics, and general purposes, (3) the identification of learners’ characteristics, (4) statement learning objectives, (5) subject contents, (6) selection and organization of teaching-learning activities, and (7) evaluation for design revision. Then, the researcher presented the appropriate English materials design suggested by the respondents. There were five themes based on kindergarten national curriculum. Those five themes were presented in eight units where each unit had seven to eight multiple intelligences aspects in it. Furthermore, there were five learning activities in each unit. First was Let’s Sing, where musical and bodily-kinesthetic intelligences were developed. Second was Talk about It, where linguistic and interpersonal intelligences were developed. Third was What is This, students’ linguistic and visual spatial intelligence were triggered. Fourth was Let’s Play, where students’ bodily kinesthetic, linguistic, natural and visual spatial intelligences were triggered. Then, the last was Activity, where students’ visual spatial, logical-mathematic, and intrapersonal intelligences were developed.
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In collecting the data, the researcher distributed questionnaires and conducted interview. There were two objectives in gathering the data. First, it was aimed to assess learners’ needs through questionnaire. Second, it was aimed to evaluate the designed materials through questionnaire and informal interview.
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ABSTRAK Octavia, Catherine Andriani 2009. English Instructional Materials based on Multiple Intelligences Theory for Kindergarten of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Penelitian ini bertujuan untuk mengembangkan materi pembelajaran Bahasa Inggris berdasarkan teori inteligensi ganda bagi murid Taman Kanak-Kanak (TK) Sekolah Nasional Tiga Bahasa Budi Utama Yogayakarta. Di dalam penelitian ini ada dua rumusan pertanyaan, yaitu (1) Bagaimanakah bentuk pembelajaran Bahasa Inggris yang appropriate bagi murid Taman Kanak-Kanak Sekolah Nasional Tiga Bahsa Budi Utama Yogayakarta? Dan (2) Apa pengaruhnya terhadap pembelajaran mereka? Penelitian ini diharapkan dapat memberi fasilitas kepada anak-anak TK dengan berbagai macam aktivitas dan permainan menggunakan metode pembelajaran yang mengasyikan sehingga dapat membantu anak-anak dalam mengembangkan inteligensinya. Dalam menyusun materi, metode, dan aktivitas pembelajaran ini, peneliti mempertimbangkan keunikan dan inteligensi yang dimiliki oleh setiap anak. Di samping itu, setiap aktivitas yang disediakan mampu membantu anak-anak tidak hanya dalam mengembangkan inteligensi dominannya tetapi juga aspek inteligensi yang lainnya. Peneliti juga memanfaatkan beberapa buku pendukung guna mencapai keselarasan teori dengan materi yang dikembangkan. Pada theoretical review, peneliti membahas tentang langkah-langkah dalam menyusun materi pembelajaran. Materi pembelajaran yang telah disusun dalam penelitian ini menggunakan metode Research and Development (R & D) dan Kemp’s Instructional Design Model. Untuk menjawab pertanyaan pertama dalam penelitian ini, peneliti menggunakan adaptasi model pengembangan pembelajaran dari Kemp’s untuk menyusun materi pembelajaran bahasa Inggris yang baik berdasarkan analisa data yang terkumpul dan teori inteligensi ganda. Bentuk pembelajaran Bahasa Inggris yang baik terdiri dari (1) analisa kebutuhan, (2) penentuan tujuan, topik, dan gagasan umum, (3) identifikasi karakter siswa, (4) penentuan tujuan pembelajaran, (5) penyusunan isi, (6) pemilihan dan penyusunan aktivitas pembelajaran yang sesuai, dan (7) evaluasi atas revisi pengembangan materi pembelajaran. Kemudian, peneliti mempresentasikan materi pembelajaran bahasa Inggris yang telah disusun. Terdapat 5 (lima) tema yang sesuai dengan kurikulim nasional Taman Kanak-Kanak. Kelima tema tersebut dituangkan ke dalam 8 (delapan) unit dimana setiap unitnya memiliki tujuh sampai delapan aspek inteligensi. Selanjutnya, disetiap unit terdapat lima aktivitas pembelajaran. Aktivitas pertama adalah Let’s Sing, dimana aspek inteligensi musik dan gerakan tubuh dikembangkan. Kedua adalah Talk about It, dimana aspek inteligensi bahasa dan interpersonal dikembangkan. Ketiga adalah What is This, dimana aspek inteligensi bahasa dan visual spasial anak dirangsang. Keempat adalah Let’s Play, dimana aspek inteligensi gerakan tubuh, bahasa, natural, dan visual spasial
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dikembangkan. Kemudian yang terakhir adalah Activity, dimana intelegensi visual spasial, logika-matematika, dan intrapersonal anak dikembangkan.
Pengumpulan data penelitian ini dilakukan dengan cara membagi kuesioner dan melakukan wawancara. Tujuan dari pengumpulan data tersebut ada dua, yaitu untuk mendapatkan informasi mengenai kebutuhan siswa dalam belajar bahasa Inggris dan untuk mengevaluasi materi pembelajaran yang telah disusun.
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ACKNOWLEDGEMENTS
First of all I would like to express the greatest thank to my Almighty God
for His endless blessing in my life.
Many people have given great contribution for the completion of my
undergraduate thesis and my study in Sanata Dharma University.
My deep gratitude goes to Sanata Dharma University that has given me
opportunity to learn many things especially about English education. As well for
my academic advisor, Drs. Concilianus Laos Mbato, M.A. and all of my English
Language Education Study Program lecturers who are so qualified, patient, and
sincere in guiding me to learn English.
I would like to express my sincere gratitude to my thesis advisor,
Gregorius Punto Aji, S.Pd., M.Hum. for his guidance, precious time and
criticism for my thesis. Without his help, this thesis would not be a complete one.
My deep gratitude goes to Sekolah Nasional Tiga Bahasa Budi Utama
Yogyakarta and to all my beloved teachers for giving me a chance to conduct
some researches that support the completion of my thesis.
My deepest thanks go to my beloved parent, Ferry and Christina for
their everlasting love, support, sacrifice, and prayer so I can accomplish my
studies. I also would like to express great thanks to my big family, my brother
who has lent me his notebook to intensively work on this study, my
grandmothers, grandfather, my uncles, my aunts, who have helped me in
funding my study and prayed for me. Without my family, I would not be myself
now.
My deep gratitude also goes to all PBI students who are from 2004 and
2003 especially my classmates for their friendship and care. I specially thank Pak
Heru for his willingness in giving criticism and suggestion to revise my thesis,
also Jati and Chrisogonus Siddha Malilang, S.Pd. for their time, kindness, and
friendship.
Additionally, I would express my greatest thank to all people who have
not been mentioned yet above for the support, kindness, care, and attention to me.
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Finally, I would like to thank again to Almighty God for granting me such
a merciful blessing of letting me have them all (mentioned or not mentioned
above) in my lifetime. May God’s blessing of happiness, love, peace, and
healthiness are always with them.
Catherine Andriani Octavia
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TABLE OF CONTENTS
Page
TITLE PAGE ................................................................................................ i
APPROVAL PAGES ..................................................................................... ii
STATEMENT OF WORK’S ORIGINALITY ........................................... iv
ABSTRACT ................................................................................................... v
ABSTRAK ....................................................................................................... vii
ACKNOWLEDGEMENTS .......................................................................... ix
TABLE OF CONTENTS .............................................................................. xi
LIST OF TABLES ........................................................................................ xiv
LIST OF FIGURES ...................................................................................... xv
LIST OF APPENDICES .............................................................................. xvi
CHAPTER I. INTRODUCTION
A. Research Background ................................................................... 1
B. Research Area Limitation ........................................................... 4
C. Research Problems ....................................................................... 5
D. Research Objectives ..................................................................... 5
E. Research Benefits ........................................................................ 5
F. Definition of Terms ..................................................................... 6
CHAPTER II. LITERATURE REVIEW
A. Theoretical Description
1. Kemp’s Instructional Design Models ...................................... 8
2. Foreign Language Teaching for Young Learners ................... 11
3. Early Childhood’s Characteristics .......................................... 12
a. Kindergarten Students level B (TK B) .............................. 12
b. Cognitive Development .................................................... 13
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c. How Childern Learn .......................................................... 15
4. Multiple Intelligences Theory ................................................. 18
5. The Application of Multiple Intelligences
Theory to Kindergarten Classes ............................................. 25
a. Verbal-Linguistic Intelligences ......................................... 25
b. Mathematical-Logical Intelligences .................................. 26
c. Visual-Spatial Intelligences .............................................. 27
d. Musical Intelligences ........................................................ 28
e. Bodily-Kinesthetic Intelligence ........................................ 29
f. Interpersonal Intelligence .................................................. 29
g. Intrapersonal Intelligence .................................................. 30
B. Theoretical Framework ................................................................. 31
CHAPTER III. METHODOLOGY
A. Research Method ........................................................................... 35
B. Research Participants .................................................................... 39
C. Research Setting ............................................................................ 40
D. Research Instruments .................................................................... 41
E. Data Gathering Technique ............................................................ 42
F. Data Analysis ................................................................................ 43
G. Research Procedure ....................................................................... 45
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CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. The Appropriate Materials Design for Kindergarten Students of
Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta ............. 48
1. Goal, Topic, General Purposes ................................................ 49
2. Learners’ Characteristic .......................................................... 51
3. Learning Objectives and Subject Content ............................... 52
4. Teaching-Learning Activities .................................................. 54
5. Material Evaluation and Revision ........................................... 56
B. Influences towards students’ learning ........................................... 60
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions ................................................................................... 63
B. Suggestions ................................................................................... 65
REFERENCES .............................................................................................. 68
APPENDICES ............................................................................................... 71
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LIST OF TABLES
Page
Table 2.1 Gardner’s Multiple Intelligences .................................................... 20
Table 3.1 The Description of the Respondents in the Needs Analysis ……... 39
Table 3.2 The Description of the Respondents in Product Verification ……. 40
49
44 Table 3.3 The Descriptive Statistic of the Respondents’ opinion …………...
Table 4.1 The Description of the Respondents in the Needs Analysis ……...
Table 4.2 Statement of Basic Competence, and Themes ................................. 50
52 Table 4.3 Statement of Basic Competence, Themes, Topics, and Indicators ..
Table 4.4 Teaching-Learning Activities .......................................................... 55
56 Table 4.5 The Description of the Respondents in the Product Verification …
56 Table 4.6 The Result of the Product Verification ……………………………
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LIST OF FIGURES
Page
Figure 2.1 Kemp’s Instructional Design Model .............................................. 10
Figure 2.2 The Writer’s Theoretical Framework Steps ................................... 34
Figure 3.1 Correlation between the adaptation of R & D and Kemp’s Model 38
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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
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CHAPTER I
INTRODUCTION
This section provides background information of this study. It consists of
Research Background, Research Area Limitation, Research Problem, Research
Objectives, Research Benefits, and Definition of Terms.
A. Research Background
People realize that English takes an important role when they deal with
other people around the world. As Indonesians do, they really want to learn
English so that they will not be left behind. That teaching English as a Foreign
Language to children has grown dramatically in Indonesia makes many parents
send their children to learn English as early as possible.
The phenomenon above mirror on the emerging of many preschools
which provide English as one of their essential subject matters. They want their
children to be able to speak and produce some words in English since the
beginning. Experts in Psychology and Language Learning and Teaching have
argued and proved that the earlier the children learn language, the more successful
they will be. In addition, Lenneberg (1967:142) said that there is a correlation
between stages in language development and stages in physical maturation. He
added that the brain lateralization begins in children around the age of two and is
completed around puberty. The plasticity of the brain prior to the puberty enables
the child to acquire the language. Therefore, the exposure of language to children
as early as possible will be more profitable.
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Teaching young learners is a rewarding and enjoyable experience, but it
is also challenging and often frustrating. Children’s enthusiasm and energy are
enormous, but their attention span is very short. In this case, teachers are expected
to be able to manage the materials and method interestingly so that the children
will not get bored and learn well. In addition, they should realize that every child
is unique and has intelligences.
According to Gardner, a researcher from Harvard University (1993),
there are eight intelligences in human: Linguistic Intelligence, Logical-
mathematical Intelligence, Spatial Intelligence, Bodily-kinesthetic Intelligence,
Musical Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence, and
Naturalist Intelligence. He also added that every child has many ways to learn and
to be smart. Therefore, it is possible for teachers to consider and set the
intelligences in every lesson. By utilizing the children’s multiple intelligences,
teachers can help each child learn optimally through his/her predominant
intelligence.
Nowadays, majority of the preschools in Indonesia teach their students
English in line with the critical period the children have since it is believed that
they can learn much better and have native-like English speaking. One of the
preschools in Yogyakarta which also considers a critical period and multiple
intelligences in children learning, namely Sekolah Nasional Tiga Bahasa Budi
Utama, sets English as a priority program. This school places English as one of
the three language learning programs that should be introduced to children as
early as possible and use it during teaching-learning process.
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In this school, the three languages -Indonesian, English, and Mandarin-
are given everyday in class, including in kindergarten classes. It means that
language learning is more effective comparing to most of the preschools in
Yogyakarta. Therefore, the English teachers should teach and prepare lesson plans
including the materials and teaching methodologies well.
Since there is no English Language curriculum for kindergarten students,
the teachers adapt and compose it appropriately from the national curriculum –
Kurikulum Tingkat Satuan Pendidikan- in that school so that it could be
implemented well in syllabus, lesson plan, and in class finally. Nevertheless, the
problem is that teaching resources and information on teaching methods and
techniques are limited for both learners and teachers. Furthermore, there are
limited English resource books as references that support teaching-learning
activities especially for kindergarten students. That problem brings effect to the
teachers’ preparation and planning before teaching. The teachers often get
confused how to set materials and methods which are interesting for children. A
lesson plan should be seen as opportunity to help them develop the eight multiple
intelligences aspects.
However, as stated before, there are still limited teaching resources and
material guidance for teachers to prepare their teaching. To solve these problems,
the researcher wants to develop English instructional materials based on multiple
intelligences theory for Kindergarten of Sekolah Nasional Tiga Bahasa Budi
Utama. The researcher conducted this research with two intentions. First, the
researcher knows that there are limited resources in this school which support the
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activation of children’s multiple intelligences and enrich teaching learning
activities. It is expected that the English instructional materials the researcher
developed can help the teachers in achieving the learning objectives which refer to
multiple intelligences theory. In addition, it can also help to overcome the
teachers’ confusion in preparing appropriate materials.
Second, the researcher believes that everyone has all kinds of
intelligences but they are not at the same portion. It can also be said that not all
children show the same intelligence profile, nor do they share the same interests.
Therefore, the researcher develops English instructional materials based on the
Multiple Intelligences theory to help children in learning by involving eight
different ways of learning to give them abundant opportunities to experience their
learning. According to Dickinson (1996), when children have an opportunity to
learn through their strengths, they may become more successful in learning.
B. Research Area Limitation
This research worked on instructional material design as a part of
instructional design. Considering the amount of time and available resources, this
study would be limited on developing English instructional materials based on
multiple intelligences for Kindergarten level B (TK B) Sekolah Nasional Tiga
Bahasa Budi Utama Yogyakarta. There were some reasons why the researcher
chooses kindergarten level B (TK B). In that level, where children are at the age
of five to six years old, their ability to pronounce the English word is clearer than
the younger one. Besides, they are more ready to respond the stimuli around them.
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C. Research Problems
Based on the discussion stated above, there were two questions that were
going to be analyzed. The formulated questions are as follows:
1. What is the appropriate design of English instructional material for
Kindergarten of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta?
2. What are the influences of the design towards the students’ learning?
D. Research Objectives
The objectives of the study can be stated to answer the problems
formulated:
1. To develop the appropriate English instructional material based on
multiple intelligences theory for Kindergarten Sekolah Nasional Tiga
Bahasa Budi Utama Yogyakarta.
2. To know the influences towards students’ learning.
E. Research Benefits
Hopefully, this study can give valuable information and contribution to:
1. The researcher
By doing this study, the researcher expected to get many lessons on how to
develop English instructional materials by utilizing multiple intelligences aspects
to enhance students language learning.
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2. The students in Kindergarten level B (TK B) Sekolah Nasional Tiga
Bahasa Budi Utama Yogyakarta
Hopefully, this study would help the students in learning English by
triggering and using the other intelligences to support language learning.
3. The teachers in Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta
The designed materials in this study would be used as references for
teachers in teaching English in kindergarten level.
4. Further researchers
This study would also be helpful for other researchers who conduct
research on the area of developing English instructional materials. It can be useful
source for those who intend to design English instructional materials so that they
can develop more effective and appropriate design especially for kindergarten
students.
F. Definition of Terms
1. Instructional materials
In this study, instructional materials mean forms of printed materials,
computer-assisted instructions and televised instruction, and planned or designed
materials for the use of teacher and students in carrying out the teaching learning
process” (Dick & Reiser, 1989:3).
2. Appropriate design of material
The appropriate design of material in this study refers to the suitable
materials design as a reference for teachers in teaching English by involving
multiple intelligences and considering students’ characteristics. Additionally, it
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has been designed based on the procedures of instructional design plan from
Jerrold E. Kemp (Kemp, 1997) and educational research and development from
Borg and Gall (Borg and Gall, 1983) that are combined to find out the target
needs and the solution for the existing problems.
3. Multiple Intelligences
The theory of multiple intelligences was developed by Dr. Howard
Gardner. One of the most remarkable features of this theory is how it provides
eight different potential pathways to learn in children and adults. These eight
intelligences are Linguistic Intelligence, Logical-mathematical Intelligence,
Spatial Intelligence, Bodily-kinesthetic Intelligence, Musical Intelligence,
Interpersonal Intelligence, Intrapersonal Intelligence, and Naturalist Intelligence
(Amstrong, 1998 ).
The theory of multiple intelligences suggests several other ways in which
the material might be presented to facilitate effective learning when a teacher
finds difficulty in teaching and delivering lessons.
4. Kindergarten Students
In this study, kindergarten students in level B are the children at the age of
five to six years old. According to Hornby (1995), kindergarten is a class or small
school for young children, usually between the ages of four up to six years old to
prepare them for the next formal education. Additionally, kindergarten is a school
for young children, conducted in the theory that education should be begun by
gratifying and cultivating the normal aptitude for exercise, play, observation, and
construction (www.brainydictionary.com /words/ki/kindergarten/82465.html).
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CHAPTER II
LITERATURE REVIEW
This section includes theories and concepts that support this study. It consists
of two parts; the first part is the Theoretical Description which concerns with the
review of related literature and the second part is the Theoretical Framework.
A. Theoretical Description
Theoretical description discusses Theories of Instructional Design Models
according to Kemp, Foreign Language Teaching to Very Young Children, Early
Childhood’s Characteristics, Theory of Multiple Intelligences, and The Application
of Multiple Intelligences Theory to Kindergarten Classes.
1. Kemp’s Instructional Design Models
Instructional design must take into account some principles of human
learning, especially the condition under which learning occurs. In other words, the
instructional material design is an essential part of an instructional program design.
Since instructional design is very crucial, it needs some considerations in choosing a
design model which will be adapted in this study. A model should be simple and have
clear steps to be followed. Additionally, it should also be flexible in order to facilitate
the designers to be able to do the adaptation between the instructional objectives and
the strategy to accomplish the objectives.
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There are several instructional program design models. However, the
researcher adapts Kemp’s model because it mostly fits to be applied to develop
English instructional materials in this study.
According to Kemp (1979, p.8), “instructional design is the process of
systematic planning that establishes a way to examine instructional problems and
needs, sets a procedure for solving them, supplies, applies them and then evaluates
the results”. Kemp also argues that the instructional design plan is designed to supply
answers to the three questions which can be considered the important elements of
instructional technology. Those are, what to learn (objectives), what procedures and
resources work best to reach the desired learning levels (activities and resources), and
how we know when the required learning has taken place (evaluation).
The model proposed by Kemp has eight parts as follows:
1. Consider goals, and then lists the topics and states the general purposes for
teaching each topic.
2. Enumerate the important characteristics of the learners for whom the instruction is
to be designed.
3. Specify the learning objectives to be achieved in terms of measurable students’
behavioral outcomes.
4. List the subject content that supports each objective.
5. Develop a pre-assessment test to determine the students’ background and present
the level of knowledge about the topic.
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6. Select learning or teaching activities and instructional resources that will treat the
subject content so that the students will accomplish the objectives.
7. Coordinate support services such as budget, personnel, facilities, equipment and
schedules to carry out the instructional plan.
8. Evaluate students’ learning in terms of their accomplishment of objectives; with a
view to reviewing and reevaluating any phases of the plan that need improvement.
The Kemp’s diagram of steps can be seen as follows:
Revision
Teaching/ Learning
Activities, Resources
Subject Content
Learner Character-
istics
Learning
Objectives
Evaluation
Support Services
Goal, Topic, and
General Purposes
Pre-
assessment
Figure 2.1 Kemp’s Instructional Design Model
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Additionally, Kemp’s instructional model is a flexible process. There is
interdependence among the eight elements: decisions related to one can affect others.
Therefore, the benefit of using Kemp’s model is that it can be applied for an
instructional unit or for a single subject. The design can begin with any element.
2. Foreign Language Teaching for Young Learners
In Indonesia, English is considered as a foreign language. According to
Broughton, et al., English as a foreign language (EFL) means the language that is
taught in school, often widely, but it does not play an essential role in the national or
social live. People rarely use English for their daily communication.
Regarding that fact, teaching English in Indonesia, especially for children,
needs greater attention since English is rarely used in their environment. An English
teacher is supposed to be able to create a good atmosphere to make the children feel
familiar with English. Therefore, related with this study of developing English
instructional material for kindergarten students, there are some objectives in teaching
a foreign language for children according to Leonora Frohlich-Ward in Teaching
Foreign Language to the Very Young (Freudenstein, 1978). They are:
a) To make the children aware of the fact that there are other system next to their
mother tongue.
b) To support their intellectual and cultural growth.
c) To establish and favorable attitude towards language learning in general
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The acquisition of a language, especially a foreign language, is best to be
learned in early ages. The best age to start learning foreign language is between 4 –
10 years old since around those ages, the children are still in the period of golden age
where their ability in acquiring foreign languages is better. In addition, related to the
language learning, it is argued convincingly that the younger the children start
studying a foreign language, the more likely it is that the children will achieve native-
speaker proficiency.
Teaching children is different from teaching adults. The children always need
individual attention. They have great curiosity. As a fact, young children do not come
to the language classroom empty-handed. They bring with them an already well-
established set of instincts, skills and characteristics which will help them to learn
another language (Halliwell, 1992:3). Therefore, the method in teaching foreign
language for children should be appropriate to their characteristics and ability.
3. Early Childhood’s Characteristics
a. Kindergarten Students level B (TK B)
Kindergarten means a preschool for children from the age of 4 to 6 years old.
Generally, it is divided into two levels: level A (from 4 to 5 years old) and level B
(from 5 to 6 years old). This study involves only level B as the respondents.
Related to the language learning, it is argued convincingly that the younger
the children start studying a foreign language, the more likely it is that the children
will achieve native-speaker proficiency. This may be because it is believed that
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younger minds are more open to learning or simply because learners have longer to
acquire the language. As a fact, young children do not come to the language
classroom empty-handed. They bring with them an already well-established set of
instincts, skills and characteristics which will help them to learn another language
(Halliwell, 1992:3)
Gagne and Briggs (1975: 35) identify the children aged 4-6 years old are
already very good at interpreting meaning necessarily understanding the individual
words, already have great skill in using limited language creatively, frequently learn
indirectly rather than directly, able to take great pleasure in finding and creating fun
in what they do, and have already imagination.
b. Cognitive Development
Children do not think the same way as adults. According to Piaget as
stated in Brown (1994: 60), there are four stages of development of cognitive
processes. One of these processes is equilibration. Equilibration means the overall
process of reaching a state of balance between assimilation (responding in terms
of previous learning) and accommodation (changing behavior in responding to the
environment). In this stage, the process of acquiring knowledge happens. When a
child experiences a new event, disequilibrium sets in until he is able to assimilate
and accommodate the new information and thus attain equilibrium.
Cognitive development takes many forms such as progress in recognizing
what is familiar, learning from experiences, growing ability to deal with
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information outside the world and progress in information processing (Levin,
1983: 157). In order to acquire those forms, a child should go through the stage of
development.
Piaget, as stated by Smith (1979:92), divides four major stages of
cognitive development, they are sensorimotor, preoperational, concrete
operational, and formal operational.
The first of Piaget’s stages of cognitive development is the sensorimotor
period, which extends from birth until about the age of two. In this stage, infants
understand the world through the overt actions performed on it. They recognize
the surrounding through appearance, sound, and touch of object to one another.
They also begin to make use of imitation, memory, and thought in a very simple
way.
The second stage is preoperational period. Children who are in the stage of
preoperational are usually between the ages of two until seven. The
preoperational child’s thought is characterized by newly emerging ability. It
means that they can now use representations rather than overt actions to solve
problems. They learn to represent ideas and thoughts in a variety of ways such as
deferred imitation, symbolic play, drawing, mental images, and through spoken
language. Deferred imitation is the imitation of objects and events that have not
been present for some times. Since the children usually try to copy a prior
behavior, imitation is primarily.
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Their thought is also characterized by the dominance of perception over
reasoning and by egocentrism, centration, and inability to follow transformations,
and inability to solve conservation problems. In fact, they are able to think more
logically than children in the sensorimotor stage but they are still in semi logical
way of thinking.
The third stage is concrete operational which usually occurs between the
ages of seven until eleven. During these years, the child develops the ability to
apply logical thought to concrete problem at present. It means that during this
stage, the child evolves logical thought processes that can be applied to the
existed problem. Concrete operational children cannot apply logical thought yet to
problems that are hypothetical, purely verbal, or abstract. If they are presented
with a purely verbal problem, they are unable to solve it correctly.
Then the last stage of cognitive developments is formal operations.
Children who have reached the developmental stage of formal operational are
generally around the age of eleven until sixteen years old. Their cognitive
structures reach maturity during this stage. They have constructed the reasoning
and logic to solve all classes of problems. It can be said that they are able to solve
abstract problems in a systematic and logical way.
c. How Children Learn
The five-year-old child learns rapidly. He/she has big curiosity and wants to
find out about things. The greater the mental ability of a child, the more rapidly
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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
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true. The exercises should be pleasurable and fit with their characteristics. Moreover,
children should be given an opportunity to relate what they learn, see, and know
continually in a pleasure way in order to motivate them in learning. It is clear,
therefore, that a child’s interaction with his / her physical and social environment is
significant to both intellectual and language development as well.
Nissani (1993) also argued that children are encouraged to become involved
in purposeful and creative activities with other children, to make major choices
among hands-on learning activities, to initiate and accomplish self-motivated tasks in
a rich environment, and to construct knowledge at their own individual pace by
discovering and engaging in open-ended activities that reflect all areas of their
development. It tends to be highly student centered and keeps children’s
developmental needs in mind by allowing them to learn at their own pace and in their
own learning styles. It involves a great deal of creativity on the part of the teacher,
who continually develops ways for children to interact in hands-on tasks and
activities in which they may construct their own meaning through interaction.
There are some natural learning styles of young children according to Holt
(1967). They are as follows:
1. Children are curious
Children want to make sense out of things, find out how things work, gain
competence, control over themselves and their environment, and do what they can
see other people doing.
2. Open, receptive, and perceptive
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Children do not shut themselves off from the strange, confused, complicated
world around them. They observe it closely, sharply, and tries to take it all in.
3. Experimental
Children do not merely observe the world around them but taste it, touch it, even
break it. To find out how reality works, they work on it.
4. Bold
Children are not afraid of making mistake.
5. Patient
Children can tolerate confusion, ignorance, and suspense. They do not have to
have instant meaning in any new situation. They are willing and able to wait for
meaning to come to them even if it comes very slowly.
From the explanation about the children’s characteristics, it is known that they
are different from adult in the way of learning something. Therefore, it is crucial for
kindergarten teachers to analyze children’s characteristics and fix them in the lesson
so that the learning experiences can run smoothly and meaningful.
4. Multiple Intelligences Theory
In a traditional view, intelligence is defined operationally as the ability to
answer items on tests of intelligence. Multiple Intelligences theory, on the other hand,
pluralizes the traditional concept. Intelligence entails the ability to solve problems or
fashion products that are consequence in a particular cultural setting or community
(Brualdi, 1998).
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The theory of multiple intelligences was developed in 1983 by Dr. Howard
Gardner, professor of education at Harvard University. It suggests that the traditional
notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner
proposes eight different intelligences to account for a broader range of human
potential in children and adults. These intelligences are linguistic intelligence,
logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence,
musical intelligence, interpersonal intelligence, intrapersonal intelligence, and
naturalist intelligence.
One of the most remarkable features of the theory of multiple intelligences is
how it provides eight different potential pathways to learning. If a teacher is having
difficulty in reaching a student in the more traditional linguistic or logical ways of
instruction, the theory of multiple intelligences suggests several other ways in which
the material might be presented to facilitate effective learning
(http://www.thomasarmstrong.com/multiple_intelligences.htm). It suggests that
teachers be trained to present their lessons in a wide variety of ways using music,
cooperative learning, art activities, role play, multimedia, field trips, inner reflection,
and much more. This theory can be applied in all levels, whether for kindergarten
teacher, a graduate school instructor, or an adult learner seeking better ways of
pursuing self-study on any subject of interest.
In learning, focusing on the strengths and skills of the child give the child
motivation and opportunity to learn in the way that the child learns best. Gardner
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(1993) believes that everyone has different cognitive strengths. Children’s different
strengths may influence how they make sense of the world.
There are several key points in multiple intelligences theory. First, every
individual possesses all eight intelligences. Some individuals possess higher level of
certain intelligences than others do but the most important thing is that most of us are
highly intelligent in some, modestly intelligent in some, and underdeveloped in the
rest (Amstrong, 1994). Second, most people can develop each intelligence to a certain
intelligence by instruction and encouragement (Amstrong, 1994). Third, intelligence
usually works together in complex ways. They always interact one another
(Amstrong, 1994). Fourth, there are many ways to be intelligent within each category.
There is a great diversity of ways in which individuals can show their intelligence
(Amstrong, 1994).
The following table describes briefly about Gardner’s theory of multiple
intelligences:
Intelligence
area
Is strong in Likes to Learn best
through
Famous
examples
Linguistic
reading,
writing, telling
stories,
read, write,
talk, tell
stories,
reading, hearing
and seeing words,
speaking, writing,
T.S. Elliot,
Maya
Angelou,
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memorizing
dates, thinking
in words
memorize,
work at puzzle
discussing, and
debating
Virginia
Wolf,
Abraham
Lincoln
Logical-
mathematical
math,
reasoning,
logic, problem
solving,
patterns
solve problem,
questions,
work with
numbers,
experiments
working with
patterns and
relationships,
classifying,
categorizing,
working with the
abstract
Albert
Einstein,
John
Dewey,
Susanne
Langer
Visual-Spatial
reading maps,
charts, puzzles,
imaging things,
visualization,
design, draw,
build, create,
daydream,
look at the
pictures
working with
pictures and
colors,
visualizing using
the mind’s eyes,
drawing
Pablo
Picasso,
Frank
Lloyd
Wright,
Georgia O’
Keefe,
Booby F.
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Bodily-
kinesthetic
athletic,
dancing, acting,
craft, using
tools
move around
touch and talk,
body language
touching, moving,
processing
knowledge
through bodily
sensation
Charlie
Chaplin,
Martina
Navratilova,
Magic
Johnson
Music singing, picking
up song,
remembering
melodies,
rhythm
sing, hum,
play an
instrument,
listen to music
rhythm, melody,
singing, listening
to music and
melodies
Leonard
Bernstein,
Wolfgang
Amadeus,
Mozart,
Ella
Fitzgerald
Interpersonal understanding
people, leading,
organizing,
communicating,
resolving
conflicts
have friends,
talk to people,
join in group
sharing,
comparing,
relating,
interviewing,
cooperating
Mohandas
Gandhi,
Ronald
Reagan,
Mother
Theresa
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Intrapersonal understanding
self,
recognizing
strength and
weaknesses,
setting goals
work alone,
reflect, pursue
interest
working alone,
doing self-paced
project, having
space, reflecting
Eleanor
Roosevelt,
Sigmund
Freud,
Thomas
Merton
Naturalist understanding
nature, making
distinctions,
identifying
flora and fauna
Be involved
with nature,
make
distinctions
working in
nature, exploring
living things,
learning about
plants and natural
events
John Muir,
Charles
Darwin,
Luther
Burbank
Table 2.1 Gardner’s Multiple Intelligences
(Taken from: Developing Students’ Multiple Intelligences by Kristen Nicholson-Nelson. 1998: 13)
According to Gardner, although the intelligences are structurally separated
from each other, they rarely operate independently. In the individual, multiple
intelligences are used congruently and in balance of one another as the person
develop skills or solve problems (Brualdi, 1998). Gardner’s theory of multiple
intelligences provides a theoretical foundation for recognizing that students possess
different abilities and talents (Brualdi, 1998; Wiseman, 1997).
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Using multiple intelligences as a model of practice has the possibility to
accommodate all students’ way of learning and diversity of their experience. Students
possess multiple intelligences. In this case, the role of the teacher is important from
the beginning of the process to the end. Teachers are the central of the establishment
of a classroom culture. Additionally, social interaction in class is the core of teaching
and learning. Therefore, it is possible for teacher to accommodate every lesson to all
the intelligences and learning styles of the students (Brualdi, 1998). The teacher can
show students how to use their predominant intelligences to aid them in
understanding.
Teachers then become curriculum developers, lesson designers and analysts,
activity finders, or investor, and most critically orchestrators, or a rich array of multi-
sensory activities within the realistic constraints of time, space, and resources of the
classroom. They have a role that is not only to improve the second language abilities
of the students but become major contributors to the overall developments of the
students’ intelligences (Christison, 1999:12).
In addition, the learners need to see themselves engage in a process of
personality development above and beyond that of being successful language learners
(Richards and Rodgers, 2001:120). The environment and the activities are intended to
enable students to become better-rounded individuals and successful learners. “The
more awareness students have their own intelligences and how they work, the more
they will know how they use those intelligences to access the necessary information
and knowledge from the lesson” (Christison, 1997:9)
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5. The Application of Multiple Intelligences Theory to Kindergarten Classes
The theory of multiple intelligences helps children succeed on their own
terms. Therefore, forget the standard I.Q. meaning of genius then understand that
each child will be a genius in a very different way from another child.
There are seven description of multiple intelligences of children written by
May Lwin, Adam Khoo, Kenneth Lyen, Caroline Sim in their book How to Multiple
your Child’s Multiple Intelligences (2003), and the appropriate activities for each
intelligence.
a. Verbal-Linguistic Intelligence
Verbal-Linguistic intelligence refers to the ability to form thoughts clearly and
be able to develop these competently through words to express these thoughts in
speech, reading, and writing. It involves sensitivity of spoken and written language.
A person with high verbal language will not only display a sound command of the
language, but also be able to tell stories, debate, discuss, interpret, report, and
undertake a variety of other verbal and writing related tasks.
The importance of Verbal-Linguistic intelligence is to improve reading skill,
writing skill, listening skill, and to build self-presentations and general linguistic
skills.
Furthermore, there are activities to enhance verbal development to expose
children to basic linguistic skills. They are providing opportunities for doing simple
conversation, teaching children the joy of reading, exposing children to music, and
playing word games.
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b. Mathematical-Logical Intelligence
Mathematical-Logical intelligence consists of the capacity to analyze
problems logically, carry out mathematical operations, and investigate issues
scientifically. In Howard Gardner's words, it entails the ability to detect patterns,
reason deductively and think logically. This intelligence is most often associated with
scientific and mathematical thinking.
The importance of Mathematical-Logical intelligence is to enhance logic and
strengthen reasoning skills, to discover the working of patterns and relationship, to
enhance number sense, to develop problem solving skills, to improve ability to
classify and categorize, and to enhance memory.
To enhance Mathematical-Logical intelligence, there are some activities like
working with patterns, practicing and solving math problem, experimenting and
developing a sense of science, using computer, and playing logic and strategy games.
The activities for working with patterns can be shaping connection, collecting things
in the bag, making fruit sticks, and so forth. Then for practicing and solving math
problem, some games such as counting games, making egg cartoon train, hopping
and counting can stimulate children’s awareness of numbers and math.
Children should be encouraged to conduct their own experiments based on
their observation of things around them and gain better awareness of the natural
world they live in. The activities that can expose children to the idea of
experimentation are making chocolate-dipped frozen bananas, creating colors, and so
forth. Additionally, using computer can help children in learning numbers and
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geometric shapes, colors, and movement with the help of many commercially
available CD-ROMs with mathematical programs.
Furthermore, the activity like playing simple logic games through story telling
with children can encourage them to predict what will happen next in the play or
story. The example of logic games are puzzle center, mystery story with a riddle, little
riddles, and so forth.
Children are subconscious learners and can perceive patterns and sequences
around us from a young age. Therefore, decorate the wall at home with posters
depicting different patterns, shapes, and colors.
c. Visual-Spatial Intelligence
Visual-Spatial intelligence involves the potential to recognize and use the
patterns of wide space and more confined areas. The importance of Visual-Spatial is
to enhance creativity, to boost memory power, to develop higher-order thinking and
problem solving skills, to achieve peak performance, and to help them express
feelings and emotions.
Few exercises on how a teacher can cultivate the habit of observation in
children are ‘I spy with my little eyes’, ‘Mr. Detective’, ‘Spot the change’, ‘Spot the
difference’, ‘Appreciating pictures ‘and so forth. Children tend to look upwards and
make a mental picture of the word to remember in their mind. When they need to
spell the word they again look upwards and see the picture of that word in their mind
and then write it down.
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Moreover, the exercises that can get the children start in exploring and
developing their inner artist are learning about color, tracing drawings, doing guided
drawing, learning how to draw anything well, and working on picture together. Some
games and activities such as playing play dough, building blocks, and making paper
origami can also be used to help children in this area of intelligences.
d. Musical Intelligence
Musical intelligence involves skill in the performance, composition, and
appreciation of musical patterns. The importance of this intelligence is to enhance
creativity and the imagination, to improve intelligences, to boost memory skills, and
to help to teach other intelligences.
The activities that can stimulate children’s musical intelligence are exposing
children to a varied selection of musical pieces by listening to instrumental music,
making musical list, or making tune composition. Furthermore, encouraging rhythmic
and movement activities such as dancing to various rhythms and beats as well as
developing their motor coordination, singing and doing action song and acting along
with the lyrics, and clapping to the rhythm can enhance children’s musical
intelligence. Additionally, it is important to provide opportunities for children to
vocalize or sing the song so that it allows children to develop their bodily-kinesthetic
intelligence as well as to use their voice expressively.
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e. Bodily-Kinesthetic Intelligence
Bodily-kinesthetic intelligence entails the potential of using one's whole body
or parts of the body to solve problems. It is the ability to use mental abilities to
coordinate bodily movements. Gardner sees mental and physical activity as related.
The importance of bodily-kinesthetic intelligence is to enhance psycho-motor
abilities, to enhance social skills, to build confidence and self-esteem, to lay the
foundations for a sporty lifestyle, and to improve health. Furthermore, the activities
that can enhance this areas of intelligence are shorting shapes, colors, and patterns,
moving according to the music, imitating animals, balancing on the line or beam,
playing basketball, playing ‘Simon Says’, and so forth.
f. Interpersonal Intelligence
Interpersonal intelligence concerns with the capacity to understand the
intentions, motivations and desires of other people. It allows people to work
effectively with others. The importance of interpersonal intelligence is to become a
socially-conscious and well-adjusted adult, to be successful in job, and to develop
emotional and physical well-being.
The activities for this area of intelligence are making friends, doing game
about understanding the feeling of others, working in group such as jigsaw puzzle
game, expressing affection activity, and learning to solve problems.
The interpersonal intelligence is not something that a child is born with or
without. It has to be taught and nurtured during the growing-up stage.
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g. Intrapersonal Intelligence
Intrapersonal intelligence is the intelligence of the self. It is the ability to
understand oneself, to appreciate one's feelings, fears and motivations. People who
are high on this area tend to be deep thinkers. They reflect on what they have done
and continually make self-assessments. They are in touch with their thoughts, ideas,
and dreams, and their also have the ability to direct their own emotions in such a way
as to enrich and guide their own lives (Lwin.et al., 2003:241)
The importance of this intelligence is to develop a strong sense of self that
leads to emotional stability, to control and direct emotions, to be self-directed and
motivated, and to develop a high self-esteem.
Additionally, the activities that can enhance this area of intelligence are
involving the children in building their sense of identity and uniqueness like playing
fingerprint for instance; building self-esteem through giving a trust for an important
job, praising the child when he/she deserves it, and getting the children to try a new
thing.
Every child is unique. They have ability to develop through their
intelligences. By maximizing their multiple intelligences, the children can maximize
their abilities. Lwin, M. et al. (2003:3) stated that a child might be strong in his verbal
skill and mathematical deduction, but he/she may not have interpersonal skills to get
along with others. On the other hand, what all successful individuals have in common
is that they have a strong combination of at least four or five of the nine different
intelligences that can be possessed.
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B. Theoretical Framework
In this section, the writer illustrates the theories reviewed and presents the
steps in designing the instructional materials of this study. The materials design in
this study employ Kemp’s Instructional Design Model. The writer decided to adapt
some steps in designing materials that will be simplified below:
1. Conducting Needs Analysis It is necessary to have a need analysis as a preceding step in order to state the
goal, topics, and general purposes. In this step, the researcher conducts needs analysis
to gain the information about learners’ purposes and needs in learning English. This
survey research is done through questionnaire and interview.
2. Stating Goal, Topics, and General Purposes
Identifying goals is essential, as all educational programs are based on stated
goals. In this study, the writer sets and adapts the goal and general purposes from
Kurikulum Tingkat Satuan Pendidikan because English has not been considered as a
major subject in the kindergarten. Selection of the topics follows the determined
school’s topics because the school in this study is a three languages national school,
where every lesson is conveyed in three languages.
3. Identifying Learners’ Characteristics
Learners’ characteristics are important to consider for ensuring the
effectiveness of a program. Learners’ characteristics cover learners’ capabilities,
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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.
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6. Selecting Teaching-Learning Activities
The teaching-learning activities and resources must treat the subject contents
and motivate students to be able to accomplish the objectives. These activities and
resources can be in the forms of printed materials, audiovisual media, or other items
for group and individual uses. The teaching-learning activities aim to enhance the
learners’ competence and should be appropriate for children phases and children
development (Depdiknas, 2006). In this study, the idea of arranging teaching-learning
activities is based on the multiple intelligences theory, which covers eight
intelligences.
7. Evaluating
The evaluation is conducted to observe the students’ learning process,
especially to know whether the objectives have already been achieved. It is also
important to evaluate the whole material design so that any necessary adjustment can
be made.
8. Revising
After evaluating the designed material, the writer will revise it based on the
suggestion, criticism, and correction from the respondents, who are kindergarten
teachers, headmaster, and lecturer.
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The writer’s theoretical framework steps are presented in Figure 2.2 below:
Conducting Needs Analysis
Stating Goal, Topics, and General Purposes
Identifying Learners’ Characteristics
Stating Learning Objectives
Organizing Subject Content
Selecting Teaching-Learning Activities
Evaluating
Revising
Figure 2.2 The Writer’s Theoretical Framework Steps
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40
kindergarten English teachers and the headmaster of Sekolah Nasional Tiga Bahasa
Budi Utama Yogyakarta.
The following table represents the description of the respondents:
Education Background Teaching
Experience (in year) Group of
Respondents SMU D1 D2 D3 S1 S2 0-2 2-4 > 4
Teachers of
kindergarten
Headmaster of
kindergarten
Sanata Dharma
English Lecturer
Table 3.2 The Description of the Respondents in Product Verification
3. Participants of the Field Testing
In field testing, the researcher implemented one of the designed materials in
class to know what its influence towards the students’ learning. The participants were
kindergarten students level B of Sekolah Nasional Tiga Bahasa Budi Utama.
C. Research Setting
This study was conducted in Sekolah Nasional Tiga Bahasa Budi Utama
Yogyakarta. It began on the September 2008 and finished on February 2009. Data
gathering took place on the 26th of September 2008. Analysis of the data began at the
initial of this study and finished on March 2009.
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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.
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
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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
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
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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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
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49
Education Background Teaching
Experience (in year) Group of
Respondents SMU D1 D2 D3 S1 S2 0-2 2-4 > 4
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
2. At the end of this topic, the students are able to
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.
At the end of this topic, the students are able to
know things in the classroom.
All around Me
5. At the end of this topic, the students are able to
know some food and drink in English.
6. At the end of this topic, the students are able to
perceive clothes they wear
All I Need
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51
No Basic Competence Themes
4.
At the end of this topic, the students are able to
know about animals.
Animals
5.
At the end of this topic, the students are able to
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.
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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
3. At the end of the topics, the students are able to:
a. list their family member
b. pronounce the terms correctly
c. complete the family tree
Family
4. At the end of the topics, the students are able to:
a. identify things in the classroom
b. pronounce the terms correctly
c. arrange the puzzle well
Things in the
classroom
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53
No Indicators Subject Content
5.
At the end of the topics, the students are able to:
a. mention some healthy food
b. pronounce the terms correctly
c. classify fruit &vegetable
d. find out the food and drink in the picture
Food and Drink
6.
At the end of the topics, the students are able to:
a. mention clothes they are wearing
b. pronounce the terms correctly
c. retell the story they have listened
Clothes
7. At the end of the topics, the students are able to:
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.
At the end of the topics, the students are able to:
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
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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-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
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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:
Education Background Teaching
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
57
No Question Response Number of participants
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
5. The instructional
designed materials are
interesting for students
Strongly Disagree
Disagree
Doubt
Agree
Strongly Agree
-
-
-
4
2
-
-
-
66,67
33,33
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58
No Question Response Number of participants
Percentage ( % )
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)
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
-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
59
No Question Response Number of participants
Percentage ( % )
9. The instructional
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
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
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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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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).
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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
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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).
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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 - -
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
86
Basic Competence Theme Topic Learning
Experience Indicator Time Allocation Source
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’
Chin, Sally. 2005. Science Book 2. Malaysia: Penerbitan Pelangi Sdn. Bhd.
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’
Chin, Sally. 2005. English Reader 3. Malaysia: Penerbitan Pelangi Sdn. Bhd.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
87
Basic Competence Theme Topic Learning
Experience Indicator Time Allocation Source
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’
Chin, Sally. 2005. English Reader 4. Malaysia: Penerbitan Pelangi Sdn. Bhd.
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’
Chin, Sally. 2005. Science Book 3. Malaysia: Penerbitan Pelangi Sdn. Bhd.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Appendix E
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
English for
kindergarten
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1
Theme:
All about Me All around Me All I Need Animals Plants
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
Good morning Good morning
5 5 3 5 5 3
How are you?
0 4 3 2 3 0
Good morning Good morning
5 5 3 5 5 3
I’m fine thank you
0 6 4 6 5 0
Good morning Good morning
5 5 3 5 5 3
Good morning my friends
3 4 3 2 1 0
Let’s Sing !!
Unit
1 Greeting and Introduction
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
(See teacher’s manual p.3 )
Game 3: How are you?
(See teacher’s manual p.3 )
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
I am a girl Worksheet
cut, glue, and color
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
I am a boy
Worksheet
cut, glue, and color
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
What is it ?
Look the picture then repeat after the teacher!
nose mouth
head
finger
arm
hand
foot
leg
toe
eye
ear
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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 )
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
Worksheet puzzle
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
The students listen to the teacher then write the exact amount!
Worksheet counting
How many…….?
eye = foot = nose = ear = mouth = hand =
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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)
sing the song clearly
By the end of this lesson, the students are able to:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
What is it ?
Look the picture then repeat after the teacher!
father mother
brother sister baby
grandmother grandfather
green pink orange
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
Let’s Play !
Game 1: Shot the picture!
(See teacher’s manual p.11 )
Game 2: Whispering game “She is my grandmother”
(See teacher’s manual p.12 )
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
Make a family tree in group of 5 ! Cut and glue the pictures!
Family Tree
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
What is it ?
Look the picture then repeat after the teacher!
crayon eraser pencil
ruler bag book
whiteboard pencil case chair
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
Game 1: Be fast
(See teacher’s manual p.17 ) Game 2: Whispering
(See teacher’s manual p.17 )
Conversation Time
(See teacher’s manual p.17 )
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 )
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
listen and circle Worksheet
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
Worksheet
classroom puzzle
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
sing the song clearly
By the end of this lesson, the students are able to:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
What is it ?
Listen to the teacher and pronounce it!
shirt T-shirt dress
short skirt trousers
jacket cap hat
shoes socks
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
(See teacher’s manual p.21 )
Listen and color Activity
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27
Listen, count, and circle the correct picture!
1
2
4
3
5
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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 !!
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
29
Talk about it !!
What do you like? I like bread What do you like? I like apple
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
30
Look the picture then repeat after the teacher!
food and drink
What is it ?
milk water orange juice
fried fish meat bread
rice chicken egg
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
31
fruit orange
apple strawberry grape
avocado pineapple banana
watermelon
vegetable
carrot
mushroom cabbage
potato tomato spinach
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
32
Let’s Play !
Game 1: Find the treasure! “I like chicken”
(See teacher’s manual p.25 ) Game 2: Brain mapping
(See teacher’s manual p.25 )
Conversation
(See teacher’s manual p.25 )
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 )
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33
Circle the foods you can find!
Worksheet
Finding food
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34
fruit = food and drink= vegetable=
Worksheet
Classifying food
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
By the end of this lesson, the students are able to:
animal
Intelligences aspects: Linguistic Logical-mathematical
Visual-Spatial Bodily-kinesthetic Music Natural Interpersonal
theme
4
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37
animals
What is it ?
Look the picture then repeat after the teacher! Pet
cat
monke
bird
dog
fish
turtle
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
farm animals
hamster rabbit duck
sheephorshen
beepigco
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39
wild animals
lion zebra tiger
spider shark
elephant
giraffe panda kangaroo gorilla
eagle snake
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
(See teacher’s manual p.29 )
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!
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41
Worksheet
classifying
pet i l
Farm i l
Wild i l
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
Worksheet
Join the numbers
What is the name of that animal? Circle the answer
frog rabbit sheep
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
By the end of this lesson, the students are able to:
Intelligences aspects: Linguist ic Logical-mathemat ical Visual-Spat ia l Bodi ly-k inesthet ic Musical Natural Interpersonal
theme
4
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
45
Talk about it !!
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46
Look the picture then repeat after the teacher!
What is it ?
coconut tree mango tree papaya tree banana tree
carrot tomato rice
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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!
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48
(See teacher’s manual p.33 )
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
49
Match the food with the plant it comes from
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Appendix F
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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 -
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
Parts of
Body
Talk about It
Simple conversation:
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
Activity Hands-on Activity
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
Simple conversation:
• He is my brother.
• She is my sister.
Linguistic
Intrapersonal
What is This
Vocabulary:
Grandfather,
grandmother, father,
Linguistic
Visual - Spatial
- 2 -
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
Activity Hands-on Activity
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
Simple conversation:
X: May I borrow your
pencil?
Y: Yes, please.
Linguistic
Interpersonal
What is This
Vocabulary:
Crayon, eraser,
pencil, book, bag,
Linguistic
Visual - Spatial
- 3 -
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
Simple conversation:
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 -
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
Simple conversation:
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 -
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
Simple conversation:
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 -
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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 -
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
- 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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
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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)
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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.
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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 ?
(This part triggers the students’ linguistic and visual-spatial intelligences)
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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).
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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 ………..
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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
(This part triggers the students’ visual-spatial, bodily-kinesthetic, and logical-mathematic intelligences)
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.
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Puzzle
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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
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 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.
(This part triggers the students’ linguistic and visual-spatial intelligences)
What is it ?
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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!).
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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).
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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.
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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.
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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
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 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 ?
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(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
students’ participation.
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.
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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.
First, explanation about the rule of the game in simple sentences is needed.
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)
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Listen and circle
The worksheet for this activity is available in student book.
Arrange the puzzle in to a good picture
The worksheet for this activity is available in student book.
Puzzle
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Unit 5
Clothes
(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
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 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 using some puppets or other media.
Teacher : What do you wear?
Reza : I wear pink skirt.
This part will be more explored in the game.
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What is it ?
(This part triggers the students’ linguistic and visual-spatial intelligences)
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
students’ participation.
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: Speak Out!!
Preparation: Clothes (T-shirt, shirt, dress, hat, cap)
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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
(This part triggers the students’ visual-spatial, bodily-kinesthetic, and logical-mathematic intelligences)
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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.
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Unit 6
Food and Drink
(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
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 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 food and drink, he/she
creates simple conversation by asking the students.
Teacher : What do you like?
Reza : I like bread.
This part will be more explored in the game.
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What is it ?
(This part triggers the students’ linguistic and visual-spatial intelligences)
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
students’ participation.
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)
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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)
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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
to take a worksheet while saying “thank you”. In the worksheet, the students must
classify the food by making square for fruit, circle for food and drink, and triangle for
vegetable.
The worksheet for this activity is available in student book.
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Unit 7
Animals
Let’s Sing !!
(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
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.
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 animals, he/she creates
simple sentences, e.g. A rabbit can hop.
This part will be more explored in the game.
(This part triggers the students’ linguistic and visual-spatial intelligences)
What is it ?
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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 vocabulary learning in this topic is divided in three week.
• 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
students’ participation.
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)
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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.
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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
(This part triggers the students’ visual-spatial, bodily-kinesthetic, and logical-mathematic intelligences)
Classify the animals by drawing line!
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
classify the animals by drawing line.
The worksheet for this activity is available in student book.
Join the number to see a picture of animal!
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
join the number to see a picture of animal.
The worksheet for this activity is available in student book.
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Plants
Unit 8
Let’s Sing !!
(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
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.
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 animals, he/she creates
simple sentences, e.g. This is a mango tree.
This part will be more explored in the game.
What is it ?
(This part triggers the students’ linguistic and visual-spatial intelligences)
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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 vocabulary learning in this topic is divided in three week.
• 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
students’ participation.
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
First, explanation about the rule of the game in simple sentences is needed.
The teacher calls two students to come in front and do conversation.
A: What is this? (while showing the cards)
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33
B: This is coconut tree.
Each student gets three cards.
Game 2: Go crawling!
Preparation: Picture cards
First, explanation about the rule of the game in simple sentences is needed.
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!
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
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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
The teacher explains how to do the worksheet. Then, he/she asks the student
to take a worksheet while saying “thank you”. In the worksheet, the students must
match the food with the plant from which it comes. The worksheet for this activity is
available in student book.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LESSON PLAN
Class/Semester : TK B/1 Theme/Unit : All around Me/Family Date : 10 Maret 2009 Basic competence : At the end of this topic, the students are able to
perceive family terms in English. Indicator : Students are able to:
list their family member pronounce the terms correctly
Main material : Family Member Learning procedure:
Teaching learning activities Time Media a. Pre activity
Greeting Brainstorming: song ‘I Love My Family ’
b. Main activity
Vocabulary: family, baby, grandfather, grandmother Game: “Whispering Game”
c. Post activity
Reviewing today’s material.
5’
8’ 15’
2’
song Photo, Picture cards.
Language focus:
He is my ……….. (family member) Source: Student’s book: pp. 14 Teacher’s book: pp. 11-12
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LESSON PLAN
Class/Semester : TK B/1 Theme/Unit : All around Me/Family Date : 11 Maret 2009 Basic competence : At the end of this topic, the students are able to
perceive family terms in English. Indicator : Students are able to:
list their family member pronounce the terms correctly
Main material : Family Member Learning procedure:
Teaching learning activities Time Media a. Pre activity
Greeting Brainstorming: song ‘I Love My Family ’
b. Main activity
Vocabulary: family, father, mother, brother, sister, baby, grandfather, grandmother
Role Play: “Happy Family” • Listen to story • Role play
c. Post activity
Reviewing today’s material.
5’
3’
5’ 15’
2’
song Photo, Picture cards, Story
Source: Student’s book: pp. 15 Teacher’s book: pp. 12-13
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LESSON PLAN
Class/Semester : TK B/1 Theme/Unit : All around Me/Family Date : 13 Maret 2009 Basic competence : At the end of this topic, the students are able to
perceive family terms in English. Indicator : Students are able to:
list their family member pronounce the terms correctly complete the family tree
Main material : Family Member Learning procedure:
Teaching learning activities Time Media a. Pre activity
Greeting Brainstorming: song ‘I Love My Family ’
b. Main activity
Review vocabulary: family, father, mother, brother, sister, baby, grandfather, grandmother
Activity: Draw their own family member then color. c. Post activity
Reviewing today’s material.
5’
5’ 15’
5’
song Photo, Picture cards,
Worksheet
Source: Student’s book: pp. 15 Teacher’s book: pp. 13
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LESSON PLAN
Class/Semester : TK B/1 Theme/Unit : All around Me/Family Date : 12 Maret 2009 Basic competence : At the end of this topic, the students are able to
perceive family terms in English. Indicator : Students are able to:
list their family member pronounce the terms correctly
Main material : Family Member Learning procedure:
Teaching learning activities Time Media a. Pre activity
Greeting Brainstorming: song ‘I Love My Family ’
b. Main activity
Review vocabulary: family, father, mother, brother, sister, baby, grandfather, grandmother
Activity: Make a family tree in group c. Post activity
Reviewing today’s material.
5’
5’
15’
5’
song Picture cards,
Manila paper
Source: Student’s book: pp. 16 Teacher’s book: pp. 14
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI