L A N O I T C U R T S N I H S I L G N
E MATERIALSBASEDONMULTIPLE S R E D A R G T S R I F E H T R O F Y R O E H T S E C N E G I L L E T N I F
O SDNEGER IKALIJAYA05 INDS .KALIJAYA ,CIKARANGBARAT , I
S A K E B
S I S E H T A
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M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M E T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
A T A N A
S DHARMAUNIVERSITY A
T R A K A Y G O Y
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L A N O I T C U R T S N I H S I L G N
E MATERIALSBASEDONMULTIPLE Y
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O SDNEGER IKALIJAYA05 NI D S.KALIJAYA ,CIKARANGBARAT , I
S A K E B
S I S E H T A
s t n e m e ri u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
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H S I L G N
E LANGUAGEEDUCATIONSTUDYPROGRAM N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M E T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
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g n i h c a e
t -learningacitviite .s :
s d r o w y e
x i
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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
i v x
1 1 e l b a
T d .TheDescirpitono fLearningAcitviite s
of ht eEightI ntelilgencesi nUni t4 ... 7 1 1
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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
y ti l a n o s r e
p wa s el lasl earn t o relatewel lwtih others) t o enhancechlidren’ s s
e it il i c a f d e ti m il s a h l o o h c s e h t ,s s e l e h tr e v e N . Q S d n a , Q E , Q
I and sourceo f
s l a ir e t a m h s il g n
E to suppor tteaching-learning proces sand i tcompel sthe e h t e v e i h c a o t s l a ir e t a m g n ir e v il e d d n a g n i d i v o r p n i e v it a e r c e b o t r e h c a e t
j b
o ecitves. .
4 Mul itpleI ntelilgencesTheory n i e l p it l u m , y d u t s s i h t n
I telilgencesr efert oal earner-basedphliosophy t a h t s n o i s n e m i d e l p it l u m g n i v a h s a s e c n e g il l e t n i n a m u h s e z ir e t c a r a h c t a h t
n o it a c u d e n i d e p o l e v e d d n a d e g d e l w o n k c a e b t s u
m (Richard s& Rodgers ,
. p , 3 0 0
2 115) .Mulitple Intelilgences encourage slearning tha tgoe sbeyond p
d n a , s n e p , s k o o b l a n o it i d a
rt enclis .Thei ndividual saref reet obei ntelilgen t .s
e c n e g il l e t n i e l p it l u m r i e h t n o g n i d n e p e d s y a w n w o r i e h t n
i In thi sstudy ,
l e t n i e l p it l u
m ilgence stheory a sthe base to develop both creaitve learning s
l a ir e t a
m and leaning acitviite sopitmizing chlidren’ spotenital sto prepare s
ll i k s h s il g n E c i s a b h ti w m e h
t (speaking , ilstening ,reading ,w iritng )and y
r a l u b a c o
g n u o y f o n o it i n if e d e h t ,r e v o e r o
M learnersi smainly based on t heyear sspen t f
o s e g a t s y r a t n e m e l e r o y r a m ir p e h t n
i forma leducaiton before t he rtansiiton .l
o o h c s y r a d n o c e s o t
e r a e r e h
T someexplanaitonsf o rbetterl earninga tyoungage .Fris,tt he e
l b a t p a d a e r o m s i n i a r
b before pubetry than atfer ,and tha tacquisiiton o f s
s e n s u o i c s n o c fl e s t u o h ti w e l b i s s o p s i s e g a u g n a
l a t an ealry age and also
c e
b auseyoungchlidren havemoreoppo truniitesthan adutls .Thechlidrenare d
n a s e ir r o w e h t g n i v a h t u o h ti w e m it e h t l l a g n i n r a e
l responsiblitiy o fadutl s
4 9 9 1 , ti f m u r B
( ,p .29 .) o t g n i d r o c c
A Slattelry and Wliils ,a s ctied in Shin (2005 ,p . 4) , c
it s ir e t c a r a h
c o fyoungl earner sunde r7year sold: )
a They acqu rie through heairng and expeirencing lot so fEngilsh ,in much 1
L e ri u q c a y e h t y a w e m a s e h
t .
)
b Theylearnt hingst hroughplaying;t heyareno tconsciously rtyingt ol earn s
e s a r h p r o s d r o w w e
n – fort hemi ’tsi ncidental. )
c They love playing wtih language sounds ,imtiaitng ,and making funny s
e s i o n )
d Theyareno tablet oorganizet heril earning. )
e They are no table to read o rwrtie in L1 ;impo tran tto recycle language .
y a l p d n a k l a t h g u o r h t )
f Thei rgramma rwli ldevelop gradually on ti sownwhenexposed t ol ot so f .t
n o g n i k r o w y a
d word she/she doe sno tknow in orde rfor learner sto s
d r o w y c n e u q e r f h g i h r e b m e m e
r and pu t them into thei r long term y
r o m e
m . Naiton and Wairng (1997 ,p .8) stated tha tlearner sneed to c
it n e h t u a n i s e m it e l p it l u m d r o w e h t r e t n u o c n
e speaking ,reading ,and
t x e t n o c g n it ir
w a t the studen ’t sapprop irate level. Developing lesson s t
n e d u t s e h t w o ll a h c i h
w to encounte rnew word smulitple itmes ,allowing o
t n i s d r o w w e n e h t t u p o t m e h
t his/he rlong term memory can be itme .
g n i m u s n o
c Developing word ilst sfrom the contex to fthe lesson can e
h t e c u d e
r workload ,enab ilngt hestudentt oencountert hewordmulitple ,
g n i n e t s il , g n i d a e r h g u o r h t s e m
it ands peaking.
n i h t o l G c
M (1997 ,p .7 )adde dthatt hechlidrenpayl ot sattenitont o e
h
t wo lrd and people around them .Thus ,the adutl sshould teach them t
u o b
a thewo lrdandt hepeoplearoundf rist .Therefore ,usuallyt hechlidren e
g a u g n a l r e h t o n r a e l y e h t e r o f e b t s ri f s n u o n t u o b a n r a e
l aspect ssuch a s
.s e v it c e j d a d n a s b r e v d a , s b r e
v McGlothin (1997 ,p .3 )also stated thatt he n
e r d li h c e h t e v i g d l u o h s s tl u d
a con ifdence when they use the language , m
e h t e v i g n e h t d n
a reinforcemen tto use the language. These learning o
t l u f p l e h d n a l a i c if e n e b y r e v e r a s e i g e t a rt
s teach Engilsh f o realry young
o t d e e n s tl u d a e h t ,r e v e w o H . s r e n r a e
l adapt t hesesrtategie sbased on t he a
e
.
3 Interview
e b d l u o c e ri a n n o it s e u q y b d e n i a t b o e b t o n d l u o c t a h t n o it a m r o f n I
i v r e t n i d e s u c o f n i d e n i a tt
a ew .Thef ocusedi nterview wa sheld i nJanuary ,12th t
u o b a n o it a m r o f n i t e g o t r e d r o n i 1 1 0
2 teaching l earning stiuaiton o fEngilsh n
i SDNeger iKaljiaya 05. Thei nformal-focused interview wa sheld wtih t he h
s il g n
E teache rof SD Neger iKaljiaya 05 concerning h er understanding o f n
i s s e c o r p g n i n r a e l d n a g n i h c a e
t theelementarys chool .
.
D DataGatheringTechnique a
t a d e h
T were co llected from t het hreei nsrtument sused i n t hi sresearch . f
o 1 e d a r g e h t n i d e t c u d n o c s a w h c r a e s e r e h
T SD Neger iKaljiaya 50 in January , 0
1 th – February ,12th2011 .Theb ire fdescirpitono fdatagatheirngt echniquei nt he e
r a h c i h w s tr a p o w t o t n i d e d i v i d s a w d l e
if research and informaiton collecitng
d n
a preilminary ifeldt esitng. )
1 Asking fo r permission lette r from Engilsh Language Study Program to n
i h c r a e s e r a t c u d n o
c SDNeger iKaljiaya05. )
2 Conducitng observaiton in SD Neger i Kaljiaya 05 on January , 10th – 2
1 , y r a u r b e
F th2011. )
3 Conducitng i nterview wtih t heEng ilsh t eache ro fSDNeger iKaljiaya 05 on 2
1 , y r a u n a
J th2011. )
4 Distirbuitng the quesitonnarie sto Engilsh teachers /insrtuctor son January , 0
e l p it l u M n o d e s a B s l a i r e t a M l a n o it c u r t s n I h s il g n E f o n o it a c if i c e p S . 4 e l b a T
f s e c n e g il l e t n
I orTheFirs tGrader so fSDNeger iKaljiaya05 .
1 Name Engilsh Insrtucitona l Mateiral s Based on Mulitple f
o s r e d a r G t s ri F e h t r o f s e c n e g il l e t n
I SD Neger i
5 0 a y a ji l a K
.
2 Time /duraiton 46contac thours .
3 Venue Thef ris tgradeo fSDNeger iKaljiaya05
.
4 Paritcipants - thef ris tgrader so fSDNeger iKaljiaya05
- EngilshTeacher so fSDNeger iKaljiaya05
- Lecturer so fEngilsh Depatrmen to fSanataDharma y
ti s r e v i n U
- Engilsht eachersi/nsrtuctors .
5 Objecitves / s e i c n e t e p m o
C - - SSttuuddeenntt s saarreeaabblleet t oour essepsopnodks einmEpnlegi ilnsshrti uncgitroenesitngs - Student sareablet oi dentfiykindoff ru tis
- Student sareablet oi dentfiykindo fvegetables - Student sareablet oi dentfiykindo fanimals .
6 Mateirals P irntedmateirals .
7 Technique Drliilng , role play , neighbourhood walk , sing and .
n o it a t n e s e r p , e m a g , w a r d .
8 Approach CLT ,TPR .
9 Syllabu sType ThemaitcBasedProject sSyllabu s )l e v e L y r a t n e m e l E r o F h s il g n E ( .
0
1 Sources - Mukatro ,et .al .(2007) .Grow wtih Englsih ;book 1.J aka tra :E lrangga.
- Dewi ,KusumaI da ,et .a.l( 2007) .AcitveEngilsh1 D
S .J aka tra :TigaSerangka.i
- Prasasit ,Sarah. (2004) .Draw and sing .Jakatra : .
. ) 9 0 0 2 ( . o h o r g u N a ti n a o Y , i m a t
U Designing a se t o f Eng ilsh instrucitona l n e tr a g r e d n i k r o 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 n o d e s a b s l a i r e t a m
a tr a k a y g o Y , s u d u K m a l a K n e t s i r K K T f o s t n e d u t
s .Yogyakatra :Sanata a
m r a h
D Universtiy. . ) 9 9 9 1 ( . a k I a lr a C , it r a ri
W Direc ton - ai rsc irpts :A design oft he Engilsh radio 7
d e g a n e r d li h c n a is e n o d n I r o f m a r g o r
p - 21 .Yogyakatra :SanataDharma y
ti s r e v i n
U .
1
x
i
d
n
e
p
p
A
I S A V R E S B O N E M U R T S N I
A W S I S
: l a g g n a T /i r a H
: n a t a t a C
O
N BUTIR-BUTIRSASARAN Y A TIDAK KET. .
1 Anak siap mengikut iprose spembelajaran s
ir g g n I a s a h a
b √
2. Anak dapa t mengikut i pelajaran bahasa s
ir g g n
I lebihdar i10menti √
3. Anak mudah untuk diarahkan untuk a s a h a b n a r a j a l e b m e p m a l a d i s a p i s it r a p r e b
s ir g g n I
√ 4. Anak beran i betranya , maju ke depan
s a l e
k keitkapembelajaranbahasaI ngg irs √ 5. Anak mampu berkomunikas idengan baik
) n a m e t n a d u r u g n a g n e d
( saa t
s ir g g g n I a s a h a b n a r a j a l e b m e p
√ 6. Anak asik dengan di irnya sendiir saa t
s ir g g n I a s a h a b n a r a j a l e b m e
p √
7. Anak memiilk i inisiait f (mengemukakan )t
a p a d n e
p saa t pembelajaran bahasa s
ir g g n I
√ 8. Anak beke jrasama dengan temannya saa t
s ir g g n I a s a h a b n a r a j a l e b m e
17. Guru menanggap i petranyaan atau k
a n a t a p a d n e
p saa t pembelajaran s
ir g g n I a s a h a
b √
4 1 n a
J th
1 1 0 2 .
8
1 Guru mengajar ianak berhtiung dalam s
ir g g n I a s a h a
b √ Jan15
h t 1 1 0 2 9
1 . Guru membe irkan contoh perliaku baik s
ir g g n I a s a h a b n a r a j a l e b m e p t a a s
.
a Gurumengajar ianakberbagi .
b Guru mengajar i anak untuk g n a y g
n a r a b t a w a r e m
ir i d n e s i k il i m i d / m a j n i p i d .
c Guru mengajar i anak untuk il
u d e
p sesama ; orangtua , adik , b s d , g n a t a n i b , n a h u b m u t , u r u g .
d Gurumengajar ianakberdoa
√
4 1 n a
J th
1 1 0 2
. 0
2 Guru membe irkan cukup ruang untuk a s a h a b n a r a j a l e b m e p t a a s k a r e g r e b k a n a
s ir g g n
I √
1 2 n a
J st
1 1 0 2 k
u t n u k a n a n a t a p m e s e k i r e b m e m u r u G
i s it e p m o k r e
b secara seha t saa t s
ir g g n I a s a h a b n a r a j a l e b m e
p √
4 1 n a
J th
I S A V R E S B O N E M U R T S N I
1 1 0 2 i r a u n a J 4 2 , n i n e S : l a g g n a T /i r a H H A L O K E S S A T I L I S A F N A D I S I D N O K
.
A Kondis iGedungdanLingkungannya .
1 Kondis ibagunan √ a .permanen
… . b .darurat
h a l o k e S n a m a l a H .
2 √ a.l uas
… . b.s empti
…. c .hjiau
√ d .gersang
h a l o k e s r a g a P .
3 … . a .paga rbesi
… . b .paga rh jiau
… . c .pagart embok
√ d .paga rbambu li
c e k r a m a K .
4 √ a .permanen
… . b .darurat
√ c .ai rcukup
… . d .Bersih
√ e .Tidakbersih
.
B RuangKelas ,Kantor ,danSumbe rBelajar s
a l e k g n a u R .
1 √ a .ukurankria- k ria5x5m
√ b .ventlias icukup
√ c .cahayacukup
√ d .bersihdanr api
√ e .hiasandinding
r a j a l e b s a ti li s a f n a a d a e K .
2 √ a .papant uil smemadai
belajar
√ d.j amdinding
.… f .kipa sangin
r o t n a K .
3 .… a .kepalas ekolah
.… b .wakasek
√ c .guru
n a k i d i d n e p g n a j n u n e p t a l A .
4 √ a .peta
√ b .papanpresensi
√ c .kalende rakademik √ d.j adwa lpelajaran √ e.j adwa lpikets iswa
√ .ft atat eritb
r a j a l e b r e b m u S .
5 √ a .ku irkulum
.… b .perpustakaan
√ d .bukupaket
.… e .mediapenunjang √ f .ala tperaga :
n a g n a r e t e
R E N O I S E U K
n a it il e n e P n e m u rt s n I
N O D E S A B S L A I R E T A M L A N O I T C U R T S N I H S I L G N E “
F O S R E D A R G T S R I F E H T R O F S E C N E G I L L E T N I E L P I T L U
M SD
5 0 A Y A J I L A K I R E G E
N ”
h e l O
ir t u P a ti lr E a y s a t s a n A
m u m U n a r a b m a G
“Engilshf ort heFirs tGrader”
i s p ir k s e D . A
A g n i n g i s e D “ l u d u jr e b i n i n a it il e n e
P Se to fEngilshI nsrtucitona lMateiral s N D S n i r e d a r G t s ri F e h T r o f n e r d li h C f o s e c n e g il l e t n I e l p it l u M n o d e s a B
k u t n u i r e t a m n i a s e d n e m h a l a d a i n i n a it il e n e p i r a d k o k o p i t n I . ” 5 0 a y a ji l a K
k a n
a -anakdij enjangpetramasekolahdasar( kela s1SD )menggunakanMode l (
a d n a G i s n e g il e t n
I MulitpleI ntelilgence sModel.)
n a u j u T . B
: n a u j u tr e b i n i i d u t s li s a H
.
a untukmengenalkanBahasaI nggir syangmasihdasa rdans ederhana .
b untuk membua tsuasana pembelajaran lebih menyenangkan karena anak t
n I n a g n e d i a u s e s r a j a l e b t a p a
d eilgens ianakmasing-masing .
c untukmengembangkan I nteilgens ianak-anak ,baik yangdominanmaupun k
a n a a g g n i h e s n a n i m o d k a d it g n a
y -anak dapa t berkembang secara g
n a b m i e s .
d untukmenghaslikan sebuahdesain mater ibahasaI ngg ir syangprakit sdan e
t a tr e s n e i s if
R E N O I S E U K a
m a
N :
r a j a g n e m n a m a l a g n e
P :
i d r a j a g n e
M :
ri h k a r e t n a k i d i d n e
P :
( k e c a d n a t h a li r e
B √ ) pada kolom yang pailng sesua i dengan .
a d n a n a i a li n e p /t a p a d n e p
N A I A L I N E P
1 =Sanga tTidakSetuju 2 =TidakSetuju
3 =Ragu-Ragu /TidakTahu 4 =Setuju
5 =Sanga tSetuju o
N Pernyataan 1 2 3 4 5
1 Bahasa Ingg ir spelru diajarkan i
n i d k a j e s
2 Media pengajaran dipelrukan n a r a j a g n e p s e s o r p m a l a d
s ir g g n I a s a h a b
3 Ala tperaga dipelrukan dalam a s a h a b n a r a j a g n e p s e s o r p
s ir g g n I
4 Moitvas i terhadap anak s e s o r p a k it e k n a k u lr e p i d
s ir g g n I a s a h a b n a r a j a g n e p
5 Megetahu i baka t dan n a k u lr e p i d k a n a n a k ir a tr e t e k
n a r a j a g n e p s e s o r p m a l a d
s ir g g n I a s a h a b
6 Metode berdiskus i membantu i m a h a m e m m a l a d k a n a
s ir g g n I a s a h a b n a r a j a l e p
7 Metode bercertia / dongeng m a l a d k a n a u t n a b m e m
a s a h a b n a r a j a l e p i m a h a m e m
8 Metode bernyanyi / menair m a l a d k a n a u t n a b m e m
a s a h a b n a r a j a l e p i m a h a m e m
s ir g g n I
9 Metode bermain membantu i m a h a m e m m a l a d k a n a
s ir g g n I a s a h a b n a r a j a l e p 0
1 Metode membua t prakarya m a l a d k a n a u t n a b m e m
a s a h a b n a r a j a l e p i m a h a m e m
s ir g g n I 1
1 Metodepengamatan membantu m
a l a d k a n
a memaham i
s ir g g n I a s a h a b n a r a j a l e p 2
1 Membeirkan contoh perliaku s e s o r p m a l a d n a k u lr e p i d k i a b
r a j a g n e m r a j a l e b 3
1 Kesempatan berkompeits i m a l a d n a k u lr e p i d t a h e s a r a c e s
g n i d n a t s r e d n u
t c e j b u s h s il g n E
9 Playinghelp s n i n e r d li h c
g n i d n a t s r e d n u
t c e j b u s h s il g n E
0 0 41 61 0 0 .00 0 .00 0 .00 46.67 53.33
0
1 Creaitng s p l e h k r o w tr a
n i n e r d li h c
g n i d n a t s r e d n u
t c e j b u s h s il g n E
0 4 31 31 0 0 .00 13.33 0 .00 43.33 43.33
1
1 Observinghelp s n i n e r d li h c
g n i d n a t s r e d n u
t c e j b u s h s il g n E
0 0 31 61 0 0 .00 0 .00 0 .00 43.33 53.33
2
1 Givinggood f o e l p m a x e
s i r e n n a m
n i y r a s s e c e n
g n i h c a e t h s il g n E
y ti v it c a g n i n r a e l
0 0 21 81 0 0 .00 0 .00 0 .00 40.00 60.00
3
1 Givingachance e r u p e v a h o t
s i n o it it e p m o c
n i y r a s s e c e n
g n i h c a e t h s il g n E
y ti v it c a g n i n r a e l
3 Ablet or un 0 0 1 1 3 1 3 0 .00 0 .00 3 .70 48.15 48.15 4 Ablet oplayj umpingrope 0 1 3 1 7 7 0 .00 3 .70 11.11 62.96 25.93 5 aAlobnlegt thoemr yothvme his/he rbody 0 0 2 1 6 9 0 .00 0 .00 7 .41 59.26 33.33
6
, d r a w r o f p m u j o t e l b A
o t d n a t h g ir e h t o t , d r a w k c a b
tf e l e h
t 1 1 0 1 3 1 2 3 .70 3 .70 0 .00 48.15 44.44
Intelilgence Visual-Spa ita l 1 Ashbalpeesto copy a picture o r 0 2 5 1 2 7 0 .00 7 .41 18.52 44.44 25.93 2 aAnblaetrt wooprkaint /draw /produce 0 1 5 1 4 5 0 .00 3 .70 18.52 51.85 18.52 3 aAs blrteuctotuarerrange pebble sinto 0 5 9 1 0 2 0 .00 18.52 33.33 37.04 7 .41 4 Ablet omoldparaf ifn 1 4 8 1 0 3 3 .70 14.81 29.63 37.04 11.11
MusicalI ntelilgence 1 Ambulseic to dance along the 0 0 2 1 9 6 0 .00 0 .00 7 .41 70.37 22.22 2 sAobnlges to sing some kid’ s 0 0 1 1 5 1 1 0 .00 0 .00 3 .70 55.56 40.74 3 hAabnldet soalhoungmt haendr hcyltamphis/he r 1 2 2 1 7 4 3 .70 7 .41 7 .41 62.96 14.81 4 aInroteurnedstehdimi/nhesrt irking thing s 0 2 3 1 5 7 0 .00 7 .41 11.11 55.56 25.93
Intelilgence Interpersona l 1 Liket ohelphis/herf irends 0 0 0 1 5 1 2 0 .00 0 .00 0 .00 55.56 44.44 2 Ut(hsianngkypooul”ti)e phrase / word 0 0 1 1 4 1 2 0 .00 0 .00 3 .70 51.85 44.44 3 mLiakkeingtomisstaaykeapologize i f 0 0 2 21 31 0 .00 0 1.00 7 .4 44.44 48.15 4 Havings omuchf irends 0 0 0 41 21 0 .00 0 .00 0 .00 51.85 48.15
l a n o s r e p a r t n I
e c n e g il l e t n I
1 Eaitngpropelry 0 0 0 1 6 1 0 0 .00 0 .00 0 .00 59.26 37.04 2 S -emeofl citoonnsrt/sou lpopr fessing 0 0 1 41 6 0 .00 3 .70 22.22 51.85 22.22 3 S -efl servingdesries 0 0 1 21 7 0 .00 3 .70 25.93 48.15 25.93
4 Paiten t 0 0 5 1 1 1 0 0 .00 0 .00 18.52 40.74 37.04 3 Ablet or un 0 0 1 1 3 1 3 0 .00 0 .00 3 .70 48.15 48.15 4 Ablet oplayj umpingrope 0 1 3 1 7 7 0 .00 3 .70 11.11 62.96 25.93 5 aAlobnlegt thoemr yothvme his/he rbody 0 0 2 1 6 9 0 .00 0 .00 7 .41 59.26 33.33
6
, d r a w r o f p m u j o t e l b A
o t d n a t h g ir e h t o t , d r a w k c a b
tf e l e h
t 1 1 0 1 3 1 2 3 .70 3 .70 0 .00 48.15 44.44
Intelilgence Visual-Spa ita l 1 Ashbalpeesto copy a picture o r 0 2 5 1 2 7 0 .00 7 .41 18.52 44.44 25.93 2 aAnblaetrt wooprkaint /draw /produce 0 1 5 1 4 5 0 .00 3 .70 18.52 51.85 18.52 3 aAs blrteuctotuarerrange pebble sinto 0 5 9 1 0 2 0 .00 18.52 33.33 37.04 7 .41 4 Ablet omoldparaf ifn 1 4 8 1 0 3 3 .70 14.81 29.63 37.04 11.11
MusicalI ntelilgence 1 Ambulseic to dance along the 0 0 2 1 9 6 0 .00 0 .00 7 .41 70.37 22.22 2 sAobnlges to sing some kid’ s 0 0 1 1 5 1 1 0 .00 0 .00 3 .70 55.56 40.74 3 hAabnldet soalohungmt haendr hcyltamp his/he r 1 2 2 1 7 4 3 .70 7 .41 7 .41 62.96 14.81 4 aInroteurnedstehdimi/nhesrt irking thing s 0 2 3 1 5 7 0 .00 7 .41 11.11 55.56 25.93
Intelilgence Interpersona l 1 Liket ohelphis/herf irends 0 0 0 1 5 1 2 0 .00 0 .00 0 .00 55.56 44.44 2 Ut(hsianngkypooul”ti)e phrase / word 0 0 1 1 4 1 2 0 .00 0 .00 3 .70 51.85 44.44 3 mLiakkeingtomisstaaykeapologize i f 0 0 2 21 31 0 .00 0 1.00 7 .4 44.44 48.15 4 Havings omuchf irends 0 0 0 41 21 0 .00 0 .00 0 .00 51.85 48.15
l a n o s r e p a r t n I
e c n e g il l e t n I
1 Eaitngpropelry 0 0 0 1 6 1 0 0 .00 0 .00 0 .00 59.26 37.04 2 S -emeoflcitoonnsrt/sou lpopr fessing 0 0 1 41 6 0 .00 3 .70 22.22 51.85 22.22 3 S -eflservingdesries 0 0 1 21 7 0 .00 3 .70 25.93 48.15 25.93
4 Paiten t 0 0 5 1 1 1 0 0 .00 0 .00 18.52 40.74 37.04 3 Ablet or un 0 0 1 1 3 1 3 0 .00 0 .00 3 .70 48.15 48.15 4 Ablet oplayj umpingrope 0 1 3 1 7 7 0 .00 3 .70 11.11 62.96 25.93 5 aAlobnlegt thoemr yothvme his/he rbody 0 0 2 1 6 9 0 .00 0 .00 7 .41 59.26 33.33
6
, d r a w r o f p m u j o t e l b A
o t d n a t h g ir e h t o t , d r a w k c a b
tf e l e h
t 1 1 0 1 3 1 2 3 .70 3 .70 0 .00 48.15 44.44
Intelilgence Visual-Spa ita l 1 Ashbalpeesto copy a picture o r 0 2 5 1 2 7 0 .00 7 .41 18.52 44.44 25.93 2 aAnblaetrt wooprkaint /draw /produce 0 1 5 1 4 5 0 .00 3 .70 18.52 51.85 18.52 3 aAs blrteuctoturaerrange pebble sinto 0 5 9 1 0 2 0 .00 18.52 33.33 37.04 7 .41 4 Ablet omoldparaf ifn 1 4 8 1 0 3 3 .70 14.81 29.63 37.04 11.11
MusicalI ntelilgence 1 Ambulseic to dance along the 0 0 2 1 9 6 0 .00 0 .00 7 .41 70.37 22.22 2 sAobnlges to sing some kid’ s 0 0 1 1 5 1 1 0 .00 0 .00 3 .70 55.56 40.74 3 hAabnldet soalhounmgt haendr hcyltamphis/he r 1 2 2 1 7 4 3 .70 7 .41 7 .41 62.96 14.81 4 aInroteurnedstehdimi/nhesrtirking thing s 0 2 3 1 5 7 0 .00 7 .41 11.11 55.56 25.93
Intelilgence Interpersona l 1 Liket ohelphis/herf irends 0 0 0 1 5 1 2 0 .00 0 .00 0 .00 55.56 44.44 2 Ut(hsianngkypooul”ti)e phrase / word 0 0 1 1 4 1 2 0 .00 0 .00 3 .70 51.85 44.44 3 mLiakkeingtomisstaaykeapologize i f 0 0 2 21 31 0 .00 0 1.00 7 .4 44.44 48.15 4 Havings omuchf irends 0 0 0 41 21 0 .00 0 .00 0 .00 51.85 48.15
l a n o s r e p a r t n I
e c n e g il l e t n I
1 Eaitngpropelry 0 0 0 1 6 1 0 0 .00 0 .00 0 .00 59.26 37.04 2 S -emeofl citoonnsrt/sou lpopr fessing 0 0 1 41 6 0 .00 3 .70 22.22 51.85 22.22 3 S -efl servingdesries 0 0 1 21 7 0 .00 3 .70 25.93 48.15 25.93
e c n e g il l e t n I t s il a r u t a
N
1 aRneicmoaglnsizingbasicplant sand 0 0 0 1 1 1 6 0 .00 0 .00 0 .00 40.74 59.26 2 aBnedinagniamblaelst o care fo rplant s 0 0 0 2 0 7 0 .00 0 .00 0 .00 73.70 25.93
e c n e g il l e t n I t s il a r u t a
N
1 aRneicmoaglnsizing basicplant sand 0 0 0 1 1 1 6 0 .00 0 .00 0 .00 40.74 59.26 2 aBnedinagniamblaelst o care fo rplant s 0 0 0 2 0 7 0 .00 0 .00 0 .00 73.70 25.93
e c n e g il l e t n I t s il a r u t a
N
E R R I A N O I T S E U Q
t n e m u rt s n I h c r a e s e R A
N O D E S A B S L A I R E T A M L A N O I T C U R T S N I H S I L G N E “
F O S R E D A R G T S R I F E H T R O F S E C N E G I L L E T N I E L P I T L U
M SD
5 0 A Y A J I L A K I R E G E
N ”
y b
ir t u P a ti lr E a y s a t s a n A
o t d e m i a y ll a r e n e g s i y ti v it c a s i h T . r e h t o h c a e o t s k n a h t y a
s developchlidren’ s
3 7
s l a i r e t a M d e n g i s e D e h t n o p a M s e c n e g il l e t n I . 1 e l b a T y
li d o
B
-c it e h t s e n i
K Musical VSpisauaitall- MaLthoegmicaal-itcal Linguisitc Interpersona l Intrapersonal Naturailst S
G N I T E E R G . I T I N U
e v o M s ’t e
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80
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m a
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w o l e b s t n e m e e r g a f o e v if g n i s u
o
N Respondents ’Evalua iton Poin to fAgreements Comments
1 2 3 4 5
K O O B D N A H S ’ R E H C A E T
.
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. e c n e t e p m o C .
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.s r o t a c i d n i .
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d n a , e c n e t e p m o C c i s a B , d r a d n a t S
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d
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