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m Olehkarena tiu ,anak t a p a d i n i l a h i p a t e t , n a s a d r e c e k i s a n i b m o k n a d n a t a u k e k m a l a d a d e b r e b k a n a . k it k a r p n a d n a h it a l e p i u l a l e m n a k t a k g n it i d s ir g g n I a s a h a B l a n o i s k u rt s n i ir e t a m u t a u s n i a s e d n e m g n a t n e t i n i n a it il e n e P u t a s s a l e k a w s i s k u t n
u SD Neger iKailjaya 05 berdasarkan teor ikecerdasan , a m a tr e P . n a k i a s e l e s i d s u r a h g n a y n a h a l a s a m r e p a u d t a p a d r e T . k u m e j a m k u t n u n a k u k a li d i n i n a it il e n e
p menggambarkan bagaimana mater iinsrtuksiona l n a k r a s a d r e b s ir g g n I a s a h a
B teor ikecerdasan majemuk untuk anak kela ssatu SD 5 0 a y a ji l a K i r e g e
N id Ds .Kaljiaya ,Cikarang Barat ,Bekasi disusun .Kedua , k u t n u n a k u j u ti d i n i n a it il e n e
p menghaslikan sebuah mater iinsrtuksiona lBahasa n a k r a s a d r e b s ir g g n
I teor ikecerdasan majemuk untuk anak kela ssatu SD Neger i 5 0 a y a ji l a
K id Ds .Kaljiaya ,CikarangBarat ,Bekasi .
k u t n u n a k a n a s k a li d a k a t s u p i d u t s , a m a tr e p n a h a l a s a m r e p b a w a j n e m k u t n U l e d o m i s a k if it n e d i g n e
m -mode ldesain insrtuksiona luntuk mencar imode lyang . i a u s e s g n il a
p Kaijan survey juga dliakukan untuk mengetahui kecerdasan ,gaya k a n a r a j a l e b i g e t a rt s n a d r a j a l e
b ,danpendapa tgurubahasaI ngg ir sSekolahDasa r k u m e j a M n a s a d r e c e K i r o e t n a k r a s a d r e b i r e t a m n a g n a b m e g n e p p a d a h r e
t ,
n i a s e d l e d o m n a g n a b m e g n e p n a g n e d n a g n u b u h r e b a u d e k g n a y n a h a l a s a m r e P . l a n o i s k u rt s n
i Mater ipembelajaran dikembangkan berdasarkan teor iKecerdasan n a g n e d n a l a j e s g n a y y e r a C n a d k c i D l a n o i s k u rt s n i l e d o m n a k a n u g g n e m k u m e j a M .l l a G n a d g r o B n a g n a b m e g n e P n a d n a it il e n e P r u d e s o r p
Penelti imengembangkan peneilitan in imenggunakan mode ldar imode l l a n o i s k u rt s n
i Dick dan Carey sebaga iprosedu rdesain .Langkah-langkah t ersebu t ) 1 ( h a l a d
a mengidenitifkas i karakte irsitk siswa , (2 ) mengidenitifkas i tujuan l a n o i s k u rt s n
i , (3 ) mengembangkan dan memiilh mater i insrtuksional , (4 ) mendesain dan melaksanakan evaluas iformait f ,dan (5 )merevis idesain .Mode l g r o B n a k i d i d n e P n a g n a b m e g n e P n a d t e s i R s u l k i s n a g n e d n a l a j e s i n i l a n o i s k u rt s n i h a k g n a l ,l l a G n a
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x i
i r e t a m m a l a D . k a n a k u m e j a m n a s a d r e c e k a u m e s n a k g n a b m e g n e m k u t n u a b o c n e m
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a I would ilke to give my deepes tgrattiude ot ,.
D . h P , i d n a h o
R as t he Dean o fTeache rTraining and Educaiton Facutly and C . a
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T ir ,S.Pd. ,M.Pd. ,a sthe Chariperson o fEngilsh Language Educaiton ,
m a r g o r P y d u t
S a sthe consutlan twho ha spaitenlty guided and helped m e in , t n e t n o c e h t d n a e g a u g n a l e h t n i h t o b m s i c it ir c d n a n o it c e r r o c l u f e r a c g n i v i
g I
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l a ir e t a m d e n g i s e d e h t f o s r o t a u l a v
e . Ialso show my grattiude t o thel ecturer so f d n a s r o t a c u d e d o o g g n i e b r o f , m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E
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e y a r p d n a e c i v d a , tr o p p u s , e c n e it a
p and my ltiltesister ,nephew ,and niece fo r n
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c .Last ,bu tnotl eas,tf o rYosep Prayoga ,whoha s y d u t s s i h t g n i h s i n if n i tr o p p u s e m g n i v i g d n a e m g n i y n a p m o c c a , y ll u f r e y a r p n e e b
, e c n e it a p d n a e v o l t s e t a e r g s i h h ti
i x
those who canno t be menitoned one by one in favo r o f supporitng me t o t
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I deeplyreailzethatt hi sthesisisf arf rombeingperfec,t so Iwelcomeany ,
t s a e l t A . m s i c it ir c d n a s n o it s e g g u s g n i s r o d n
e I grealtyexpectt hatt hist hesi swli l e
h t r o f n o it u b ir t n o c e v i g o t e l b a d n a l u f e s u e
b academic study and following .
h c r a e s e r
e s i a r
P betot heLordoft heuniverse,t heOneAllah
, a tr a k a y g o
Y Decembe r13th, 2011
ii x
S T N E T N O C F O E L B A T
Page
E G A P E L T I
T ... i S
E G A P L A V O R P P
A ... ii T
S ATEMENTOFWORK’SORIGINALITY ... i v
I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E P R A B M E
L ... v T
C A R T S B
A ... vi
K A R T S B
A ... viii S
T N E M E G D E L W O N K C
A ... .... x S
T N E T N O C F O E L B A
T ... x i i S
E L B A T F O T S I
L ... xv S
E R U G I F F O T S I
L ... x i vi E
C I D N E P P A F O T S I
L S ... x iii v
N O I T C U D O R T N I .I R E T P A H
C .
A ResearchBackground ... 1 .
B ProblemFormulaiton ... 8 .
C ProblemLimtiaiton ... 8 .
D ResearchObjecitves ... 8 .
E ResearchBeneftis ... 9 .
F Deifniitono fTerms... 1 0
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C
.
A Theoreitca lDesc irp iton ... 1 2 .
1 ChlidrenDevelopment ... 1 4 .
a Moto rDevelopment ... 15 .
b LanguageDevelopment ... .. 15 .
c Personal-Socia lDevelopment ... 1 6 .
d CogniitveDevelopment ... 1 6 .
ii i x
.
a TheChlidren’ sLearningEnvrionment... 1 9 .
b TheChlidren’ sLearningSrtategies... 2 0 .
c Student-CenteredApproacha nd h c a o r p p A m s i v it c u rt s n o
C ... 2 2 .
3 Mulitpleintelilgencest heory ... 2 2 .
4 Insrtucitona lDesign ... 2 5 .
a DickandCarey’ sModel... 2 6 .
5 SDNeger iKaljiaya05Curirculum... 3 0 .
6 Mate ira lDevelopment... 33 .
B Theoreitca lFramework ... 3 4 Y
G O L O D O H T E M . I I I R E T P A H C
.
A ResearchMethod ... 3 7 .
B ResearchParitcipants ... 38 .
C ResearchInsrtuments ... 3 9 .
1 Clas sObservaiton ... 3 9 .
2 Quesitonnarie ... 4 0 .
3 Interview ... 4 1 .
D DataGatheirngTechnique... 4 1 .
E DataAnalysi sTechnique ... 4 3 .
F ResearchProcedure... 44
S N O I S S U C S I D D N A S G N I D N I F H C R A E S E R . V I R E T P A H C
.
A TheMateira lDesignoft heFris tGraders
fo SDNeger iKaljiaya05 ........................................... 4 8 .
1 IdentfiyingLearne rCharacte irsitc so f y
r o e h t s e c n e g il l e t n i e l p it l u
M ... 4 9 .
a TheResul tofI nterviewwtihEng ilshTeache r f
o SDNeger iKaljiaya05 ................................ 4 9 .
b TheResul to fClas sObservaiton n
i SDNeger iKaljiaya05 ................................. 5 0 .
v i x
o
t Headmisrtes so fSDNeger iKaljiaya05 , d
n a , s r e h c a e T l o o h c S y r a t n e m e l
E Elementary s
r o t c u rt s n I / s r e h c a e T h s il g n E l o o h c
S ... 5 1 .
d TheResul to fQuesitonnarieDistirbuted o
t Parent soft heFris tGrader so fSDNeger i 5
0 a y a ji l a
K ...................................................... 5 4 .
2 IdentfiyingI nsrtucitona lGoal... 5 6 .
3 DevelopingandSelecitngI nsrtucitonal... 6 0 .
4 DesigningandConducitngFormaitve n
o it a u l a v
E ... 6 2 .
a TheResul to fRespondents ’Opinion s n
o theDesignedMateirals... 6 2 )
1 TheResul to fResponden’t sOpinion n
o theTeache rHandbook ... 6 3 )
2 TheResul to fResponden’t sOpinion k
o o b d n a H t n e d u t S e h t n
o ... 6 4 .
5 Revisingt heDesign ... 66 .
B ThePresentaitonoft heDesignedMateirals... 6 7
N O I S U L C N O C . V R E T P A H
C ANDSUGGESTIONS .
A Conclusion ... 7 5 .
B Suggesitons... 7 6
S E C N E R E F E
v x
S E L B A T F O T S I L
f o r e h c a e T h s il g n E e h t f o s u b a ll y S . 1 e l b a
T SDNeger iKaljiaya05... 3 1 ir
W e h t y b d e d e e N a t a D e h T . 2 e l b a
T t er ... 4 2
n e m e e r g A f o s t n i o P . 3 e l b a
T t ... .. 4 4
d e s a B s l a ir e t a M l a n o it c u rt s n I h s il g n E f o s n o it a c if i c e p S . 4 e l b a T
n
o Mulitpleintelilgencest heoryfort heFris tGrader s f
o SDNeger iKaljiaya05 .................................................................. 4 7 s
s e rt s i m d a e H o t d e t u b ir t s i D s e ri a n n o it s e u Q f o t l u s e R e h T . 5 e l b a T
f
o SDNeger iKaljiaya05 ,ElementarySchoo lTeachers ,and s
n I/ s r e h c a e T h s il g n E l o o h c S y r a t n e m e l
E rtuctor s ... 5 3
e l b a
T 6 .TheResul to fQuesitonnaries Distirbutedt oParent s f
o s r e d a r G t s ri F e h t f
o SDNeger iKaljiaya05 ................................. .. 5 5 ,
e c n e t e p m o C c i s a B , d r a d n a t S e c n e t e p m o C f o n o it p ir c s e D e h T . 7 e l b a T
i p o
T c ,andI ndicator so fEachUn ti... 5 7
n e d n o p s e R e h t f o n o it p ir c s e D e h T . 8 e l b a
T t soft heEvaluaiton n
g i s e D l a ir e t a
M ... 6 2
n i m il e r P f o t n e m e e r g A f o s t n i o P . 9 e l b a
T aryField
e ri a n n o it s e u Q g n it s e
T ... 6 3
0 1 e l b a
T .Lis to fUnti sandTopic so ftheDesignedMateirals ... 6 7
1 1 e l b a
T a .TheDescirpitono fLearningAcitviite s h
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o eEigh tIntelilgencesi nUni t1 ... 6 8
1 1 e l b a
T b .TheDescirpitono fLearningAcitviite s h
t f
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1 1 e l b a
T c .TheDescirpitono fLearningAcitviite s 3
t i n U n i s e c n e g il l e t n I t h g i E e h t f
i v x
1 1 e l b a
T d .TheDescirpitono fLearningAcitviite s
of ht eEightI ntelilgencesi nUni t4 ... 7 1
1 1 e l b a
T e .TheDescirpitono fLearningAcitviite s h
t f
ii v x
S E R U G I F F O T S I L
0 0 2 ( l e d o M s ’ y e r a C d n a k c i D . 1 e r u g i
F 1:13) ... 3 0
. 2 e r u g i
F TheWrtie rFrameworkAdopted e D l a n o it c u rt s n I s ’ y e r a C d n a k c i D m o r
f signModel... 3 6
d e t e l p m o C e l c y C D & R s ’ r e ti r W e h T . 3 e r u g i F
s ’ y e r a C d n a k c i D h ti
w AdoptedModel ... 4 6
s n o i n i p O ’ s t n e d n o p s e R f o t l u s e R e h T . 4 e r u g i F
k o o b d n a H r e h c a e T e h t n
o ... 6 4
.. 5 e r u g i
F TheResul to fRespondents ’Opinion s k
o o b d n a H t n e d u t S e h t n
ii i v x
S E C I D N E P P A F O T S I L
1 x i d n e p p
A .ResearchI nsrtuments n
o it a v r e s b
O ... 8 1 e
ri a n n o it s e u
Q ... 8 6
2 x i d n e p p
A .Syllabu sandt heSampleo fLessonPlans ... 1 19
3 x i d n e p p
A . TheDesignedEngilshMateirals k
o o b d n a H r e h c a e T e h
T ... 1 53 k
o o b d n a H t n e d u t S e h
T ... 2 03
4 x i d n e p p
A .Lette ro fPermission f o a t a D e h t d n
1
I R E T P A H C
N O I T C U D O R T N I
, n o it a l u m r o f m e l b o r p , y d u t s e h t f o d n u o r g k c a b e h t s t n e s e r p r e t p a h c s i h T
f o n o it i n if e d d n a , s ti f e n e b h c r a e s e r , s e v it c e j b o h c r a e s e r , n o it a ti m il m e l b o r p
.s i s e h t s i h t n i d e s u s m r e t
.
A ResearchBackground
s e c n e g il l e t n i s ’ n e r d li h
C signi ifcantl y develop a s they grow up . The
t n e m p o l e v e d l a i c o s d n a l a u t c e ll e t n
i s o fch lidrena rebuli tupdu irngt herif ormaitve
. s r a e
y Chlidren iniitally expeirence thei rforma leducaiton in the fris tgrade o f
T . l o o h c s y r a t n e m e l
e herefore, they have schoo lreadines sskill sbette rthan pre
. s t n e d u t s n e tr a g r e d n i k r o l o o h c
s The fris tyea ro felementary schoo lgive sbasic
, 0 1 o t 1 m o r f g n it n u o c n r a e l y e h T . n e r d li h c e h t o t e c n e t e p m o c d n a e g d e l w o n k
i z ir o m e m d n a , s e m a n r i e h t d n a s t e b a h p l a g n it ir
w ng vocabulary .Besides ,chlidren
e r
a also in rtoduced to Engilsh a sa foreign language .The chlidren learn basic
f o y r a l u b a c o v d n a s l a m i n a f o y r a l u b a c o v , s t e b a h p l a , s r e b m u n s a h c u s h s il g n E
. m e h t d n u o r a s g n i h
t Even t hough theelementary schoolha smateiral so fEngilsh
, g n i n r a e
l theschooldoe sno thavestandardizedcurirculumabouti .t tIi sapproved
n i r e t n e c m u l u c ir r u c f o f f a t s a y
b Baltibang ,Ambar iSutard,i i n hi spape renitlted “Kurikulum Bahasa l nggri sSekolah Dasar :Dukungan dan Harapan” (2005 , .p
6 2
t o n s i k o o b d n a h h s il g n E e h t s e m it e m o s , m u l u c ir r u c l a n o it a n n i d e z i d r a d n a t s
e s u d l u o h s r e h c a e T . e l b a li a v
a urgentlearningmate ira lwhich i sapprop irateandi t
s d n a m e d s ’l o o h c s h c a e s t e e
m . Therefore ,each elementary schoo l ha s to be
s ’l o o h c s e h t h ti w e l b a ti u s e r a h c i h w s l a ir e t a m g n i n r a e l n w o r i e h t h ti w d e p p i u q e
, s e it il i c a f s ’l o o h c s e h t s a h c u s s r o t c a f l a n r e t x e r o l a n r e t n i y b d e c n e u lf n i n o it i d n o c
u t s ,t n e m n o ri v n e g n i n r a e l , d n u o r g k c a b ’ s t n e d u t
s dents’i ntelilgences ,andt he ilke.
a y a ji l a K i r e g e N D
S 05 si chosen a sthe objec to f study .SD Neger i 5
0 a y a ji l a
K isl ocatedi n asuburbanarea ,nea rEas tJakatra . tIi sa tKp .Kaljieruk , t
a r a B a w a J . v o r P , i s a k e B . b a K , g n u ti b i C . c e K , a y a ji l a K . s
D ,17520.Basedont he
r e ti r
w ’ sobservaiton on January ,10th – February ,12th2011 i(nsrtumen tattached) ,
e h
t schoo lha sminimumf aciilites. Thes choo ldoe sno thave ilbrary,l anguagel ab ,
s k o o b d n a h n e v e r
o o r ilmtied sourceo fEngilsh mateiralsto f aclitiatechlidren i n
. g n i n r a e
l The schoo lcondiiton impile stha tthey are no tfaclitiated enough in
t a g n i y d u t
s school .The resul to fthe observaiton clealry imp ile stha ttheschoo l
s d e e
n contempitble learning mateira l which i s no t necessarliy equipped by
i h r o e v i s n e p x
e g -h techmediawhichi sunaffordable.
, r e h tr u
F i ti srecorded in the schoo ’l sregisrtaiton book tha tthe fris t
s r e d a r
g i(n schoo lyea r2010 - 2011 )o f SD Neger iKaljiaya 05 do no thave h
s il g n E t u o b a e g d e l w o n k d n u o r g k c a b h g u o n
e becauseapproximately5,6% f rom
d e c n e ir e p x e d a h s t n e d u t s 6
3 i n learning Engilsh when t hey werei n kindergatren
s t s e r e h t d n
a h tad no .Therefore ,va ired learning mateira li salso requ ried to
a g n i n r a e l n i t s e r e t n i ri e h t n i a t s u s o t n e r d li h c e g a r u o c n
e foreign languageandalso
e t a v it o
) s e l b a t e g e v , s l a m i n a , s ti u r f , s n o it c u rt s n i e l p m i s , s g n it e e r
g ,o reven grammar
) e s n e t t n e s e r p e l p m i s
( ,andt he ilke.
5 0 a y a ji l a K i r e g e N D
S ,a saf orma leducaitonal i nsttiuiton ,hasfaclitiated e
c n e g il l e t n i c it s i u g n il r i e h t p o l e v e d o t n e r d li h
c . I ti sproved tha tfrom the fris t
, r a e
y Bahasa Indonesia ha sbeen taugh ta san ob ilgatory subjec twhlie Bahasa a
d n u
S and Bahasa Inggrisast hel oca lsubject sobtain fewe rporiton so fcontac t o
h ru s than ob ilgatory subjects in SDNeger iKaljiaya 05 .SD Neger iKaljiaya 05
. l o o h c s y r a t n e m e l e f o r a e y t s ri f e h t m o r f e g a u g n a l d n o c e s a s a h s il g n E s e c u d o rt n i
,t s i g o l o i b o r u e n
A Lenneberg i(n O’Grady ,1989 ,p .263), wa samajo rproponen t
a l t a h t a e d i e h t f
o nguage acquisiiton mus ttake place du irng a c iritca lpeirod
e r a n e r d li h c g n u o y t a h t s y a s g r e b e n n e L . y tr e b u p o t o w t e g a t u o b a m o r f g n i d n e t x e
, r e v e w o H . s r e n r a e l e g a u g n a l d n o c e s t n e ll e c x e e b o t n w o n
k SDNeger iKaljiaya05
r s i o h w r e h c a e t h s il g n E e n o s a h y l n
o esponsiblet ohandlet hewholeclasse soft he
h c i h w w e i v r e t n i l a m r o f n i m o r F . x i s e d a r g o t e n o e d a r
g w asheld onJanuary ,12th
t i , 1 1 0
2 w as found tha tshe wanted to bu lid frim basic understanding abou t
h c i h w h s il g n
E w asbegan from t hef ris tgradeso t ha tchlidren would ge tused t o
d n
a h ad bette runderstanding abou tEngilsh and i thopefully could se tthei r
. l e v e l t x e n e h t n i k s a t g n i g n e ll a h c r e h t o n a o t s s e n i d a e
r Minimum faciilites ,
, s l a ir e t a m h s il g n E f o e c r u o s d e ti m
il fewcontac thour soft hats pendonly2contac t
r e h c a e t e h t e k a m l e v e l t n e r e f fi d h ti w s e s s a l c x i s g n il d n a h d n a , k e e w r e p s r u o h
d e m u s s
a tha t ti i sdfiifcutl t o reach he rgoal .Therefore, t o cope t heunavoidably
, s e s s a l c x i s g n il d n a h n i e m o s e l b u o
rt thet eache rperforc etousethes imlia rEngilsh
l a ir e t a
m s fo reachl evel ,especiallyf o rgradeonebecausef rimbasicEngilshskills
. l o o h c s f o r a e y t s ri f e h t n i t li u b e b d l u o h
s Accordingly, a se t o f Engilsh
e h t r o f s l a ir e t a m l a n o it c u rt s n
i fris tgrader so fSD Neger iKaljiaya 05 si urgenlty d e d e e n . e h t r o f s l a ir e t a m l a n o it c u rt s n i h s il g n E f o t e s a g n i n g i s e
D fris tgraders fo
n e r d li h c e s u a c e b y s a e t o n s i l o o h c s y r a t n e m e l
e cannot be forced to learn the
e h T . s l a ir e t a
m chlidren should have wliilngnes s and interes t in learning the
y e h t e li h w g n i h t e m o s n r a e l y e h t ,s e it i v it c a g n i n r a e l g n i h c a e t f o t s o m n I .s l a ir e t a m . g n i y a l p e r
a Chlidren’si nteresti n l earningal anguage , ilkeaplant ,alsoneeds to
ir n e e
b ched. One o fthe chlidren’ sdullness i n learning a language i sfrequenlty
a y ti v it c a g n i n r a e l e t e l o s b o r o g n i h c a e t s u o n o t o n o m a y b d e s u a
c nd teaching
l a ir e t a
m s sincet heyareusedf o ryear .sMenitoned before,t ha tEngilsh t eache ro f
5 0 a y a ji l a K i r e g e N D
S si pefrorcet o usesimlia rmateira lfo rgradeonet o grade s n i a m e r n e v e r o s s e r g o r p e lt ti l s i e r e h t t a h t g n i d n if r e h s e r a h s r e h c a e t e h T . e e r h t o t e d a r g t s ri f e h t n i e r a e s o h t y ll a i c e p s e , y r e t s a m h s il g n E s ’ n e r d li h c n i e m a s e h t o t e r o f e r e h T . e d a r g d ri h t e h
t enhance the chlidren’ sbasic Engilsh skill i sby
g n ir e v o c s i
d and designing a vaired mateiral i n l anguage l earning .Besides ,each
e v o l n e r d li h c e m o S . t s e r e t n i t n e r e f fi d s a h d li h
c singing .Someotherslovet alking
h t g n i h t e m o s t s a f n r a e l n a c y e h T . g n i n n u r r
o a tinteres tthem much .Otherwise ,
g n it s e r e t n i t o n s i t a h t g n i h t e m o s n r a e l o t e m it r e g n o l d e e n y e h
t to them .
n u f s e t a e r c y l n o t o n h c i h w , l a ir e t a m e t a ir p o r p p a n a g n i n g i s e d , y l g n i d r o c c A s i ,s t s e r e t n i d n a s d e e n s ’ n e r d li h c s t e e m o s l a t u b g n i n r a e
t c
A ually , chlidren’ s fris t yea r in elementary schoo l i s very essenita l
e h t e p a h s n a c s r a e y y lr a e r i e h t g n ir u d e c n e ir e p x e d n a n r a e l n e r d li h c t a h w e s u a c e b d n a y ti c a p a c t n e r e f fi d e v a h n e r d li h c , s s e l e h tr e v e N . n e r d li h c e h t f o s t c e p s o r p e r u t u f . y ti li b a p a
c Chlidren usually learn through seeing , ilstening ,moving ,doing ,and
. ) c it e h t s e n i k / e li t c a t d n a , o i d u a , l a u s i v ( g n i h c u o
t In othe rwords ,they have thei r
n a c y e h t , e c n a t s n i r o F . e l y t s g n i n r a e l n w
o be so talented in w iritng bu ton the
n i k a e w y r e v e r a y e h t d n a h r e h t
o spor.t tIi sclealry suggestedbyAnning ,a sctied
0 1 0 2 ( n a h y e B d n a s a B n
i ,)t ha:t
t u b e c n e ir e p x e g n i n r a e l e h t o t g n ir b y e h t t a h w n i e u q i n u e r a n e r d li h c … “ e w t a h t s n a e m s i h T . y g e t a rt s g n i n r a e l f o s d n i k e m a s e h t n o w a r d o t d n e t v a h s a s r e n r a e l f o k n i h t t s u
m ing individua ldfiference sso tha tteacher s t s u m y e h T . s m o o r s s a l c r i e h t f o n o it a z i n a g r o e h t o t n o it n e tt a y a p o t d e e n e c n e g il l e t n i t n e r e f fi d d n a s e l y t s g n i n r a e l ’ s t n e d u t s r i e h t r e d i s n o c o s l a ” .s e li f o r
p (p .366)
e h t t a h t s n a e m t
I teache rshould conside rabou thow the student swli llearn the
h c a e t e h s w o h t o n d n a n o s s e
l e s the l esson .T t he eacherhast o conside ral o to f
c a
f torsi n deilveirng t hel esson,t wo o fwhich aret hestudents ’competence(skli l
g n i n r a e l ’ s t n e d u t s d n a ) y ti li b a r
o style which should be the main concern. Fo r
e s o h
t reasons ,Mulitple Intelilgence stheory i s chosen as the base to develop
g n i n r a e
l acitviites because the eigh tintelilgence so fchlidren can be op itmally
. d e p o l e v e
d Bruner ,a sctied in Le i(2004 ,p.1) ,also though ttha tthe chlid’ s
d e c n a h n e r o d e t a r e l e c c a e b n a c h c i h w , t c u d o r p a y l e r e m t o n , s s e c o r p a s i g n i n r a e l p u o r g d n a l a i c o s y
b processes .Lei( 2004 )alsos haredthes amepoin to fview:
n a c h c i h w , s e c n e g il l e t n i f o n o it a n i b m o c d n a s h t g n e rt s n i r e f fi d e l p o e
P be
n a m u h f o w e i v d a o r b e h T . e c it c a r p d n a g n i n i a rt h g u o r h t d e c n a h n e o t h c i h w m o r f l e d o m x e l p m o c a r e h c a e t s e v i g y r o e h t I M n i s e c n e g il l e t n i g n i h c a e t t s e b r i e h t e n i m a x e o t r e h c a e t s r e f f o d n a m u l u c ir r u c t c u rt s n o c h f o t h g il n i s e i g e t a rt s d n a s e u q i n h c e
r i e h t h ti w y l e t a ir p o r p p a n r a e l n a c n e r d li h c e h t , l e d o m g n i n r a e l s i h t n I h w s e c n e g il l e t n i r i e h t e v o r p m i n a c o s l a d n a , s e c n e g il l e t n
i ich are no tdominant .
v i R , a i n r o fi l a C f o y ti s r e v i n U , e l e e T e u
S erside (a sctied in Cantu ,2000) stated
t a h t : e h t o t n i s w o d n i w t n e r e f fi d s e d i v o r p s e c n e g il l e t n i e l p it l u m f o y r o e h t e h t … o t s l o o h c s r u o l l a n i l a it n e t o p e v it a e r c e h t h s a e l n u o t d e e n e W . m o o r e m a s t s u m e W . d e e c c u s o t t n e d u t s y r e v e r o f e l b i s s o p s a s w o d n i w y n a m s a n e p o t a h t y a w a n i r e h t e g o t d r a w r o f e v o
m bulid son ou rmutua lsrtength sand .s e c n e r e f fi d e u q i n u r u o s t c e p s e
r (p .4)
s e c n e g il l e t n I e l p it l u
M theory can be the base to produce tbo h creaitve learning
s l a ir e t a
m andlearningacitviite sopitmizingchlidren’ spotenital swhichareneeded
r g t s ri f e h t y
b adersi n SD Neger iKaljiaya 05 toopen t hema smany window sa s s ll i k s h s il g n E c i s a b m e h t e r a p e r p o t y ll a i c e p s e , e l b i s s o
p (reading , ilstening ,
) g n it ir w , g n i k a e p
s and vocabulary (simple greeitngs ,simple insrtucitons ,frutis ,
) s l a m i n a , s e l b a t e g e
v tot henex tEngilshl evel .
e l b a c il p p a y d u t s s i h t e k a m o t y d u t s s u o i v e r p d a e r r e ti r w e h
T .I ti sfrom
e h T f o n g i s e D A : s t p ir c S r i A n o t c e ri D “ d e lt it n e y d u t s r e h n i ) 9 9 9 1 ( i tr a ri W 7 d e g A n e r d li h C n a i s e n o d n I r o f m a r g o r P o i d a R h s il g n
E -12” .She designed an
l g n
E ish radio program as t hemediaoft eaching l earning .She noted t ha tradio i s
e h S . h s il g n E n r a e l o t n e r d li h c r o f s y a w t s e i s a e d n a t s e p a e h c e h t f o e n o e h t g n i h c ir n e d n a l li k s g n i n e t s il s ’ n e r d li h c g n i p o l e v e d r o f n g i s e d e h t d e t n e m e l p m i c y d u t s s i h T . y r a l u b a c o
v ontirbute sfun l earning t ha tdid no thavet o beequipped
i h d n a e v i s n e p x e y
b -techmedia .Funl earningcanalsobeobtained fit eache rha sa
. e r u t a n y b d e il p p u s s i h c i h w a i d e m g n i z i m it p o n i y ti v it a e r c f o e s n e
s SD Neger i
5 0 a y a ji l a
r e h c a e t e h t , e r u t a n y b d e r a p e r p a i d e m d n a s l a it n e t o p s ’ n e r d li h c e z i m it p o o t w o h t o n s i h c i h w g n i n r a e l e v it a e r c n u f a n e r d li h c e h t e t a ti li c a f y ll a c it a m o t u a l li w e h T . m e h t d e l b u o
rt wrtier also read anothe rwork from aUt m i(2009 )enitlted
n o d e s a B s l a ir e t a M l a n o it c u rt s n I h s il g n E f o t e s a g n i n g i s e D
“ Mulitple
s e c n e g il l e t n
I Theory fo rKindergatren Student so fTK K irsten Kalam Kudus ,
l a n o it c u rt s n i h s il g n E f o t e s a n g i s e d o t h c r a e s e r a d e t c u d n o c e h S . ” a tr a k a y g o Y r o f l a ir e t a
m kindergatren student s based on Mulitple Intelilgence s and i t i s
g n u o y d n a s e c n e g il l e t n I e l p it l u M o t d e t a l e r s i h c i h w y d u t s s ’ r e ti r w e h t o t d e t a l e r o c y fi t n e d i y ll a it i n i o t r e h c a e t r o f t n a tr o p m i w o h s e t u b ir t n o c h c r a e s e r r e H . s r e n r a e l A . s l a it n e t o p s ’ n e r d li h
c sctiedi nBa sandBeyhan(2010) ,Bass tated ,“Ast eacher s ’ s t n e d u t s r i e h t r e d i s n o c t s u
m intelilgence proflie sand learning style sand they ” … ,s l a u d i v i d n i g n i v a h s a m e h t r e d is n o c o s l a t s u
m (p .366) .Using Mulitple
h t s n a e m n g i s e d s ’ r e h c a e t n i s e c n e g il l e t n
I att eacherr eady t o exploreeach unique
. l a it n e t o p d n a y ti l a n o s r e
p Sincet hey do no thave enough background knowledge
l a i c e p s d e e n y e h t , s l a u d i v i d n i e r a y e h t t a h t g n ir e d i s n o c d n a h s il g n E t u o b a . h s il g n E g n ir e t s a m n i y ti l a it n e t o p r i e h t e z i m it p o o t s t n e m t a e rt w y d u t s s i h t , y ll u f e p o
H li lhelp the chlidren who learn Engilsh wtih no
.
B ProblemFormula iton
o t e k il d l u o w r e ti r w e h t , e v o b a n o i s s u c s i d e h t n o d e s a b , y d u t s s i h t n I
: s n o it s e u q o w t s s e r d d a
)
1 How i s a se t o f Engilsh insrtucitona l mateirals based on Mulitple
s e c n e g il l e t n
I theory fo rthe fris tgrader so fSD Neger iKaljiaya 05 in Ds . is
a k e B , t a r a B g n a r a k i C , a y a ji l a
K designed?
)
2 Wha tdoe s the designed se t o fEngilsh insrtucitona l mateirals based on
s e c n e g il l e t n I e l p it l u
M theoryfort hefris tgrader so fSDNeger iKaljiaya05 in
is a k e B , t a r a B g n a r a k i C , a y a ji l a K . s
D look ilke?
.
C ProblemLimtia iton
e z i m it p o d n a g n it s e r e t n i s e it i v it c a g n i n r a e l g n i h c a e t e h t e k a m o t r e d r o n I
t e s e h t , y r a l u b a c o v d n a s ll i k s h s il g n E c i s a b m e h t e r a p e r p o t s l a it n e t o p s ’ n e r d li h c
d e n g i s e d e r a s l a ir e t a
m based onMulitpleI ntelilgence .sThel earningmateiral sare
. l o o h c s y r a t n e m e l e f o s r e d a r g t s ri f e h t r o f d e n g i s e
d Thereforet hiss tudywillf ocu s
d o t w o h n
o esign ase to fEngilsh mateirals rf o chlidren (aged 6 7to ) based on
s e c n e g il l e t n I e l p it l u
M theory . Thi s study also provide s the srtategie s and
.s e it i v it c a g n i n r a e l g n i h c a e t n i d e s u s e u q i n h c e t
.
D ResearchObjecitves
l a n o it c u rt s n i h s il g n E f o t e s a n g i s e d o t d e m i a y ll a r e n e g s i y d u t s s i h T
l a ir e t a
5 0 a y a ji l a
K Din s .Kaljiaya ,CikarangBarat ,Bekasi .Thes peciifcobjecitve saret o .
n o it a l u m r o f m e l b o r p e h t n i d e t a t s e r a h c i h w s m e l b o r p e h t r e w s n a
)
1 To descirbe how a se to fEng ilsh insrtucitona lmateiral s based on Mulitple
s e c n e g il l e t n
I theory fo r the fris t grader s of SD Neger i Kaljiaya 05 Ds . is
a k e B , t a r a B g n a r a k i C , a y a ji l a
K i sdesigned.
)
2 To produce a se t o f Engilsh insrtucitona l mate iral s based on Mulitple s
e c n e g il l e t n
I theory f or the fris tgrader so fSD Neger iKaljiaya 05 in Ds . is
a k e B , t a r a B g n a r a k i C , a y a ji l a
K .
.
E ResearchBeneftis
e h t t r o p p u s n a c y d u t s e h t t a h t s t c e p x e r e ti r w e h t h c r a e s e r s i h t h g u o r h T
s i h t , c if i c e p s e r o m e b o T . l a r e n e g n i h s il g n E g n i n r a e l/ g n i h c a e t f o t n e m p o l e v e d
: o t l u f e s u e b o t d e t c e p x e s i y d u t s
.
1 Engilsht eachersi/nstructors
c e p x e r e ti r w e h
T t sthatt heEngilsh t eachersi/nsrtuctors ,especially f o r
e h
t Engilsh teache ro fSD Neger iKaljiaya 05 ,can use the insrtucitona l p
i c it r a p e m a s e h t h c a e t o t s l a ir e t a
m ant sin thi sstudy. The insrtucitona l
o b e c n a d i u g a s a d e s u e b n a c y ll u f e p o h o s l a s l a ir e t a
m ok o rreferencei n t he
.s e it i v it c a g n i n r a e l/ g n i h c a e t
.
2 The ifrs tgrader so felementarys chool
e h t e d i v o r p l li w y d u t s s i h
T fris tgraders o felementary schoo lwtih a
a n r a e l n a
c ndpracitceEngilsht hrough t hel essonuni tdesignedandhopefully
ll i k s e g a u g n a l ri e h
t canalsobeen irched.
.
3 Parents
e l p it l u m n e r d li h c e h t e z i n g o c e r o t s t n e r a p e h t p l e h n a c y d u t s s i h T
r e p o r p s i h c i h w e c n a d i u g n e r d li h c r i e h t e v i g y e h t , e r o f e r e h T . s e c n e g il l e t n i
. y ti li b a d n a t s e r e t n i s ’ n e r d li h c h ti w
.
F De ifniitono fTerms
e n h c i h w y d u t s s i h t n i d e s u s m r e t l a r e v e s e r a e r e h
T ed to be clairifed to
e r p r e t n i s i m r o n o it p e c n o c s i m d i o v
a taiton .Thet erm sareasf ollows:
.
1 Instrucitona lMaterials
e r a t a h t s l a ir e t a m e h t n a e m s l a ir e t a m l a n o it c u rt s n i e h t , y d u t s s i h t n I
n o it c u rt s n i r o f r e n g i s e d g n i n r a e l g n i h c a e t a y b d e n g i s e
d s .SinceSDKaljiaya
l a ir e t a m l a n o it c u rt s n i e h t ,s l a ir e t a m h s il g n E f o e c r u o s y n a e v a h t o n s e o d 5
0 si
d e n g i s e
d toproducesutiablei nsrtucitonalf ort het eachert o t each Engilshf o r
e h
t fris tgraders o felementary school .Thi smateira ldesign use sMulitple
e c n e g il l e t n
I stheory a sthe base to develop learning acitviite sso tha tthe
n e r d li h
c wli lexpeirence the learning which doe sno tburden them .I ti s
li m a f t e g d n a w o n k n e r d li h c e h t e k a m o t d e il p p
a ia rwtih the Engilsh basic
s ll i k
s andvocabulary .
.
2 Instrucitona lDesign
ti m
S h and Ragan (1999 ,pp .2 ,4 )deifned design a sa systemaitc o r
s a e r e h w , m e l b o r p a e v l o s o t r e d r o n i n a l p e m o s f o n o it u c e x e e h t r o g n i h t e m o s e t n i e h t s i n o it c u rt s n
i nitonalf aclitiaitonofl earningt oward i den itifedl earning
.s l a o
g Grondlund (1991 , p . 5 ) stated that Insrtucitona l Design i s the
n o it c u rt s n i d n a g n i n r a e l f o s e l p i c n ir p l a r e n e g g n it a l s n a rt f o s s e c o r p c it a m e t s y s e l d n a s l a ir e t a m l a n o it c u rt s n i r o f s n a l p o t n
i arning. In thi sstudy ,the wrtie r
d
a apt sDickandCarey’si nsrtucitona ldesignmode lwhichi si n ilnewtihGal l
d n
a Borg’ sR & D t o develop t hemateira ldesign .The i nsrtucitona ldesign
o t r e ti r w e h t s p l e
h executetheplanst osolve t heproblem sstated i nproblem
. n o it a l u m r o f .
3 SDNeger iKaljiaya05
t s ri f e h t e v i e c e r n e r d li h c e r e h w n o it u ti t s n i n a s i l o o h c s y r a t n e m e l E . n o it a c u d e y r o s l u p m o c f o e g a t
s Sutard i(2005 , p . 927 ) state s tha t basic
il o o h c s y r a m ir p n o d i a l s i r o i v a h e
b ng t o preparestudentst o t henex tstep o f
l o o h c s e v a h y ll a r u t a n l li w s t n e d u t s l o o h c s y r a t n e m e l E . n o it a c u d e l a m r o f e v i e c e r o t n e r d li h c r o f y r o s l u p m o c s i t i a i s e n o d n I n i e s u a c e b s s e n i d a e r h s il b a t s e y d a e rl a t n e m n r e v o g e h T . n o it a c u d e y r a m ir
p Waijb Belaja r9 Tahun
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