TEACHING ENGLISH VOCABULARY TO THE PUPILS OF TAMAN KANAK-KANAK NEGERI 2 YOGYAKARTA
BY USING GAMES OF MULTIPLE INTELLIGENCE
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Datia Kurnia Witri 051214066
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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TEACHING ENGLISH VOCABULARY TO THE PUPILS OF TAMAN KANAK-KANAK NEGERI 2 YOGYAKARTA
BY USING GAMES OF MULTIPLE INTELLIGENCE
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Datia Kurnia Witri 051214066
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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The Victor
C. W. Logenecker
If you think you are beaten, you are. If you think you dare not, you don’t. If you like to win but think you cant,
It’s almost a chinch you won’t. If you think you’ll lost, you are lost.
For out in the world we find Success begins with a fellow’s will.
It’s all in the state of mind.
If you think, you are out classed, you are. You’ve got to think high to rise. You’ve got to be sure of your-self before
You can ever win the prize. Life’s battles don’t always go To the stronger or faster man. But sooner or later, the man who wins
Is the man who thinks he can
I dedicate this thesis to
my Lord “Jesus Christ”
my beloved parents
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ABSTRACT
Witri, Datia Kurnia. 2009. Teaching English Vocabulary to Pupils of Taman Kanak-Kanak Negeri 2 Yogyakarta by Using Multiple Intelligence Based Games. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Many kindergartens in Indonesia, or Taman Kanak-Kanak, especially Yogyakarta have started teaching English to their pupils at the very beginning level. However, teaching English vocabulary as a foreign language to kindergarten pupils had its own difficulties. The difficulties were mostly in choosing the appropriate way of teaching-learning with suitable activities for the pupils. Therefore, teachers need to apply certain technique so that the teaching learning process will be more interesting. It is expected that teachers can conduct their teaching and learning process in such a way that makes the kindergarten pupils enjoy and easy to learn English.
Therefore, this study aimed to implement certain technique to teach vocabulary to the kindergarten pupils. In this regard, games of Multiple Intelligence would be used to teach English vocabulary to the pupils of TK Negeri 2. It was expected that the games of Multiple Intelligence could help pupils to acquire English vocabulary. Moreover, it could improve the pupils’ intelligence. There were two formulated problems in this study. They were: (1) What kinds of games based on Multiple Intelligence Theory can be used to introduce English vocabulary to the students of TK Negeri 2 Yogyakarta?, (2) How should the use of games based on Multiple Intelligence Theory be applied to introduce English vocabulary to the students of TK Negeri 2 Yogyakarta?
This study was a descriptive qualitative study which applied classroom action research carried out qualitatively. The action research itself was a collaborative action research in which the teacher of TK Negeri 2 Yogyakarta and the researcher arranged the materials and the activities in class. The researcher employed interview, field notes, observation checklist and video recording in collecting the data.
Dealing with the first problem, the researcher found that there were eleven games of Multiple Intelligence probably used to introduce English vocabulary to the pupils of TK Negeri 2 Yogyakarta. Furthermore, dealing with the second problem, the researcher discovered that the implementation of games of Multiple Intelligence could help the pupils to acquire English vocabulary. By playing the eleven games of Multiple Intelligence, the pupils became more active and enthusiast in joining the teaching-learning activities.
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ix
ABSTRAK
Witri, Datia Kurnia. 2009. Teaching English Vocabulary to Pupils of Taman Kanak-Kanak Negeri 2 Yogyakarta by Using Multiple Intelligence Based Games. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Taman kanak-kanak di Indonesia khususnya Yogyakarta telah memperkenalkan bahasa Inggris kepada murid-murid didiknya. Akan tetapi mengajarkan kosakata bahasa Inggris kepada murid Taman Kanak-kanak mempunyai kesulitan tersendiri. Kesulitan tersebut dikarenakan oleh pemilihan teknik mengajar bahasa Inggris yang tepat untuk anak-anak. Oleh karena itu, para guru harus menerapkan teknik mengajar yang tepat sehingga proses belajar mengajar menjadi lebih menarik bagi anak-anak. Dengan penerapan teknik mengajar yang tepat, diharapkan para guru dapat melaksanakan proses belajar mengajar dimana para murid dapat dengan mudah belajar bahasa Inggris.
Oleh karena itu, studi ini bertujuan untuk menerapkan suatu teknik mengajar kosakata bahasa Inggris kepada murid-murid Taman Kanak-kanak. Dalam hal ini, games of Multiple Intelligence merupakan teknik yang digunakan untuk memperkenalkan kosakata bahasa Inggris kepada murid-murid Taman Kanak-kanak Negeri 2 Yogyakarta. Peneliti berharap bahwa games of Multiple Intelligence dapat membantu murid-murid untuk belajar kosakata bahasa Inggris. Selain itu, dengan games of Multiple Intelligence para murid diharapkan dapat meningkatkan dan mengembangkan potensi yang mereka miliki. Ada dua permasalahan yang dirumuskan dalam studi ini, yaitu: (1) Games of Multiple Intelligence apa saja yang dapat digunakan untuk memperkenalkan kosakata bahasa Inggris kepada para murid Taman Kana-kanak Negeri 2 Yogyakarta? (2) Bagaimana penggunaan games of Multiple Intelligence untuk memperkenalkan kosakata bahasa Inggris kepada para murid Taman Kanak-kanak Negeri 2 Yogyakarta diterapkan?
Studi ini merupakan kualitatif deskriptif studi dengan menggunakan metode penelitian tindakan kelas secara kualitatif. Penelitian tindakan kelas menerapkan pola penelitian tindakan kelas kolaboratif dimana peneliti dan guru Taman Kanak-kanak Negeri 2 mempersiapkan materi dan kegiatan di kelas. Alat yang dipergunakan untuk mengumpulkan data adalah wawancara, catatan lapangan, checklist observasi, dan video rekam.
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Dengan bermain sebelas permainan Multiple Intelligence, para murid menjadi lebih aktif dan antusias dalam mengikuti proses brlajar mengajar.
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ACKNOWLEDGEMENTS
First of all, I would give my biggest praise and greatest gratitude to Jesus Christ who always supports me in every step I have taken. He knows the best for me and always gives the best for me. Without Him, it is impossible for me to finish this thesis.
My deepest gratitude also goes to my sponsor Dr. Retno Muljani, M. Pd. for her attention, motivation and support during the process of writing this thesis. I really thanked her for being patient in helping me to finish this thesis and spending much time and energy to read and correct this thesis.
My gratitude also goes to all PBI lecturers (especially for those who ever taught me) and staff (Mbak Dani and Mbak Tari) for their guidance and help during this last four years.
I also would like to thank Ibu Kadarsih, the headmaster of Taman Kanak-kanak Negeri 2 Yogyakarta who gave me permission to conduct the research. I thank very much to the teachers of A1 class TK Negeri 2 Yogyakarta, Ibu Yetti and Ibu
Kus for their help and suggestion during the research.
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Next, I would like to thank the big family of Komisi Anak and Komisi Pemuda GKJ Brayat Kinasih who always support and pray for me. I thank a lot
to Pdt. Sundoyo, S.Si. who teaches me a lot, supports me and prays for me. I also thank to my classmates in PBI (Rimas my observer partner, Sisca my thesis mate, Philus for operating the handycam, Wahyu for all of the help, Daniel, Adit, Tunjung, Nita, Endru, Yayaz, Marshel’04, Kanya, Mega) and those whose names cannot be mentioned one by one for their laugh, smile, support and motivation during my study in PBI. I also would like to thank all of the persons who help me in my research. Mas Rangga for lending me the handycam, Verdi for lending me the MP4, Sudi for operating the handycam, Mas Ardhi and Mbak Vina for reading and correcting my thesis. I also thank all of my bestfriends ‘GB’ (eme, eta, ajeng, shinta, gina, upieth, and anif) for the true friendship since I was in Senior High School. And last but not least, I would like to thank Bimanto who always supports and motivates me. I thank for his love and care to me.
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TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGES... ii
PAGE OF DEDICATION ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
PAGE OF PUBLICITY ... vi
LIST OF APPENDICES... xviii
LIST OF CODING ... xix
CHAPTER II. REVIEW OF RELATED LITERATURE... 9
A. Theoretical Description... 9
1. Teaching English as a Foreign Language to Kindergarten Pupils 9 2. Teaching Vocabulary ... 10
a. The Meaning of Vocabulary ... 10
b. Techniques of Teaching Vocabulary ... 11
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4. The Way Children Learn ... 16
5. The Roles of Games in Learning Vocabulary ... 18
6. The Theory of Multiple Intelligence... 21
B. Theoretical Framework ... 25
CHAPTER III. METHODOLOGY... 27
A. Research Method... 27
B. Research Participants ... 29
C. Research Instruments ... 30
1. Observation Checklists ... 30
2. Field Notes ... 32
3. Interview Guidelines ... 32
4. Video Recording ... 33
D. Data Gathering Techniques... 33
E. Data Analysis Techniques ... 35
F. Research Procedures ... 37
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS... 39
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B. The Implementation of Games of Multiple Intelligence ... 56
a. Topic I ... 57
b. Topic II ... 60
c. Topic III... 62
d. Topic IV... 64
C. The Classroom Action Research Cycles... 66
CHAPTER V. CONCLUSIONS AND SUGGESTIONS... 70
A. Conclusions ... 70
B. Suggestions... 71
1. For Kindergarten English Teachers ... 72
2. For Teachers Candidates ... 72
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LIST OF FIGURES
Figure Page
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LIST OF TABLES
Table Page
xviii
LIST OF APPENDICES
Page
APPENDIX A Letters of Permission... 76
APPENDIX B Statement from TK Negeri 2 Yogyakarta... 77
APPENDIX C The Result of the Observation Checklist ... 78
APPENDIX D The Result of the Field Notes... 94
APPENDIX E The List of Interview Questions ... 102
APPENDIX F The Result of the Interview... 103
APPENDIX G The Syllabus of The Implementation of Games of Multiple Intelligence ... 106
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LIST OF CODING
LIT: Linguistic Intelligence
LOM: Logical-Mathematical Intelligence SPT: Spatial Intelligence
MSC: Musical Intelligence
BDK: Bodily-kinesthetic Intelligence INTER: Interpersonal Intelligence INTRA: Intrapersonal Intelligence NAT: Naturalist Intelligence MD: Media
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CHAPTER I
INTRODUCTION
In this chapter, the writer describes the background of the problem, limitation of the problem, formulations of the problem, objectives of the study, benefits of the study, and the definition of terms used in the study.
A.Research Background
The growing trend of using English as an international language has led to the introduction of English language learning for children in many countries all over the world. Brewster, Ellis and Girard. (2002: 1) state that:
Government and private schools all over the world have decided to introduce English at primary level, because there is a strong “folk” belief, a sort of ‘act of faith,’ that young children learn language better and more easily than older
children. This means there is a wide spread belief that there are definite advantages to introducing language learning early in life which outweigh the disadvantages.
Additionally, Brewster, Ellis and Girard (2002: 1) mention that a worldwide survey of teaching English to young children shows that educationalists all over the world have recognized the need for English language learning at primary level and are doing whatever they can to promote it.
Yogyakarta have started teaching English to their pupils at the very beginning level. The researcher discovered that 8 out of 10 kindergarten schools in Yogyakarta have already introduced English to their pupils either in regular or in extracurricular hours.
The kindergarten schools start to teach English to their pupils because they believe the notion that the younger the children, the better they can acquire new language. Krashen, Long & Scacella (1979) also say that the earlier children begin to learn a second language, the better they acquire the second language. As stated in Kurikulum Pendidikan Anak Usia Dini 2004 that the intelligence of the children increase from 50% to 80 %. Therefore, it is easier for young children to acquire a new language.
Moreover, Brewster, Elis and Girard (2002:1) state that young children seem to have a greater facility for understanding and imitating what they hear than secondary school pupils. It shows that it is good to teach English to the children at the earlier age because they have the facility to learn English.
The beginning process of children in acquiring a new language is by learning its vocabularies. The vocabulary is the simplest basic English material to be taught in Kindergarten because it appropriates to learners’ age. Vocabulary becomes the main subject to be taught as it serves as the basis of communication, that will be useful to communicate ideas and concepts.
The social environment influences children in acquiring a new language. In this sense, it is important to get used to hear English everyday but most children are not exposed to English use in daily conversation.
The second factor is that English is not their mother tongue. It is obvious that children use their mother tongue which is not English at home. Another factor is that English is still an optional subject in kindergarten so that there are no specific methods suggested to be used in teaching learning activities. There are also few capable English teachers for kindergarten. Many kindergartens do not have English teachers; even they use non-English teachers to teach English to their pupils. Those facts, sometimes, make the teachers confused about how to use the right technique to teach English vocabulary to their pupils.
Teachers need to apply certain technique so that the teaching learning process will be more interesting. It is expected that teachers can conduct their teaching and learning process in such a way that makes the kindergarten pupils enjoy and easy to learn English. Considering this, Foster and Headley (1959: 27) encourage the teachers of kindergartens to have games in the teaching-learning processes by stating “Let’s have games in the Kindergarten.” Games will provide excellent opportunities in using vocabulary. Through games children experiment, discover, and interact with their environment (Lewis and Bedson, 2003: 5).
activities during the lesson. From the interview with the teacher, it was found that the teacher often confuse about the interesting materials to be taught to the pupils. The teacher also said that they sometimes confuse about how to make the teaching-learning activities more enjoyable.
The games chosen would be based on the Multiple Intelligences Theory proposed by Gardner (1999). According to Campbell and Dickinson (1996: 231), teaching-learning activities based on Multiple Intelligence can be conducted with children. By applying games of Multiple Intelligence, the pupils can develop their major intelligence and activate other intelligences that they have less. Therefore, the researcher needs to provide the games which involve children’ intelligences. For example in the topic ‘parts of the body,’ the researcher creates games which involve spatial intelligence, bodily-kinesthetic intelligence, musical intelligence. In this topic, the children have to sing a song and move their body according to the song.
B.Problem Formulation
This research is going to answer two major questions, namely:
1. What kinds of games of Multiple Intelligence Theory can be used to introduce English vocabulary to the pupils of TK Negeri 2 Yogyakarta?
2. How should the use of games based on Multiple Intelligence Theory be applied to introduce English vocabulary to the pupils of TK Negeri 2 Yogyakarta?
C.Problem Limitation
This research will focus on the use of games to introduce English vocabulary to the students of TK Negeri 2 Yogyakarta. The games chosen would be based on the Multiple Intelligence Theory proposed by Howard Gardner (1999). There are only eight intelligences that are implemented in the games, namely linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence. The ninth intelligence, namely existential intelligence, is difficult to be applied to children because it needs the ability to understand human existence.
D.Research Objectives
Based on the problem formulations, the researcher formulates two objectives of this study. The objectives of this study are as follows.
1. To identify what kinds of games based on Multiple Intelligence Theory can be used to introduce English vocabulary to the students of TK Negeri 2 Yogyakarta. 2. To discover how the games based on Multiple Intelligence Theory should be
applied to introduce English vocabulary to the pupils of TK Negeri 2 Yogyakarta.
E.Research Benefits
This research is expected to give valuable contributions for: 1. Kindergarten English teachers.
The result of this research is hoped to give an alternative technique to teach English vocabulary to the kindergarten students.
2. Teacher candidates
F. Definition of Terms
To avoid confusion and misunderstanding, the writer provides definitions of terms that are used in this research.
1. Teaching
According to Tomlinson (1998), teaching is the activities carried out by materials developers or teachers to facilitate the learning of the language. In this study, the term teaching refers to the activities carried out by the teacher or the researcher to introduce learners to the English vocabulary.
2. Vocabulary
According to Hornby (1989: 1471), in Oxford Advanced Learner’s Dictionary, defines vocabulary is total numbers of word that make up language. Kreidler (1958: 21) in his book, Visual Aids for Teaching English to Speakers of Other Languages, defines vocabulary as a stock of words in language that can support the learners to learn the skills of the language. In this study, to teach vocabulary refers to introduce simple words that students usually find in their daily life. The stock of words must be in the everyday vocabulary of most people, especially in the children vocabulary. 2. Multiple Intelligence
researcher provides games which involve spatial intelligence, bodily-kinesthetic intelligence, musical intelligence.
3. Games of Multiple Intelligence
Martin (1995:1) said that it is any fun activity which gives young learners the opportunity to practice the foreign language in a relaxed and enjoyable. Games may be simple and require very little planning or may need quite a bit of preparation and the use of special materials, such as dice, boards, or picture. In this study, games of multiple intelligences refer to any fun activities to help and motivate students to learn English vocabulary which include the components of multiple intelligence theory. In this regard, the games are expected to help and motivate the pupils to learn English vocabulary. In addition, the games of Multiple Intelligence can be used to develop pupils’ major intelligence and activate other intelligences that they have less.
4. Kindergarten
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the writer would like to discuss the underlying theories of the study. There are two major points of discussion, the first deals with the theoretical description and the second deals with the theoretical framework of the study.
A. Theoretical Description
1. Teaching English as a Foreign Language to Kindergarten Pupils
Children learn language through their everyday environment. To teach a foreign language to young children, however, takes more effort. Teachers need to collect kid-friendly teaching materials and get an understanding of how children learn languages. Children are also self-confident and are usually prepared to enjoy the activities the teacher has prepared for them. Therefore, it is easy to make the English class an enjoyable, stimulating experience for the children. However, there are some points that the teacher should consider (Philips, 1993: 7):
a. The activities should be simple enough for the children to understand what is expected of them.
b. The task should be within their abilities: it needs to be achievable but at the same time sufficiently stimulating for them to feel satisfied with their work.
d. Written activities should be used cautiously with younger children.
However, the selected words should be relevant to the children’ world. The teacher has to select words he or she is going to teach. The words chosen must relate to the children’s world or activities, such as animals, parts of body, family, and so forth. The purpose is to help the children in grasping and in memorizing the words easily.
Moreover, the teacher should not punish the children when they fail to memorize or to do the teacher’s instruction. Encouragement is very important in motivating the children to learn English vocabulary, for example by giving clues, so that finally they can perform the teacher’s instruction. Besides, reinforcement is needed in order to build children’s self-confidence and their desire to learn.
2. Teaching Vocabulary a. The meaning of vocabulary
The previous definition stated that vocabulary is the lexical unit of language – chiefly its words – which have a form or expression associated with a content or meaning (Lado, 1964). Fries (1952: 55-56) divides the meaning of English words into two kinds:
1) Lexical meaning
2) Structural meaning
Structural meaning can be derived from grammatical relationship within the language or from the word order.
Kreidler (1958: 21) in his book, defined vocabulary as a stock of words in a language that can support the learners to learn the skill of the language.
Therefore, when someone wants to learn language, including English, he or she cannot separate it from learning its vocabulary. Introducing some English words first to the kindergarten students is important as a basic step to learn English vocabulary.
b. Techniques of teaching vocabulary
There are three factors to consider in teaching vocabulary to kindergarten (Suyanto 2007: 21):
1) Mother tongue
The ability to learn the mother tongue or the first language will help children in learning new language, in this case English.
2) Material
3) Social interaction
Communication between teacher-students and student-student provide children confident to learn new language. Social interaction assist them to use the language.
The atmosphere in the teaching-learning process also influences children in learning language. The comfortable atmosphere motivates children in following learning process. It is essential to make learners relax in the teaching-learning process (Cole, 1956: 164).
According to Suyanto (2007: 48), there are four steps that can be employed in teaching vocabulary to the kindergarten:
1) Introducing
Teacher introduces the new word with the right and clear pronunciation, use picture or real objects.
2) Modeling
Teacher gives examples and become the model. 3) Practicing
Teacher asks the students to repeat and to practice it. 4) Applying
According to Kurniasih (1993: 19-20), there are some techniques in teaching vocabulary for the beginner class:
1) Repetition
The teacher reads or pronounces the words first and then the students repeat after her. Then the students write the words and the teacher explains the meaning. 2) Picture
Usually, the teacher brings some pictures of objects with the name of the objects written down below the picture. When the students are considered understand, the teacher will ask them to mention the name of the pictures by covering the writing. 3) Realia
It means showing the students the real objects, so that the learning is meaningful. For example, teacher brings some fruits in a basket and shows each fruit to the students.
4) Story
It is used in order not to burden the students. The story should be easy to understand. The story should not be long. The students will be interested if there are some pictures to describe the story.
5) Songs
6) Games
The nature of children is active, vigorous, enthusiastic, and full of energy. Games will be appropriate for teaching children since children are fond of playing.
There are some points that the teacher should consider when he/she is teaching vocabulary (Wallace, 1984: 56-57):
1) Aims
Aims influence the teaching-learning material and the teaching-learning process. Therefore, the teacher has to understand the aim of teaching vocabulary.
2) Quantity
The quantity of vocabulary should be suited to the learners’ need. Therefore, the teacher has to decide the quantity of vocabulary to be learned.
3) Need
Need is closely related to the motivation. Students should have motivation of learning so that the goal of teaching-learning process can be achieved.
4) Frequent exposure and repetition
Repetition should appear frequently since the students are not able to remember a new foreign word by hearing it once.
5) Meaningful Presentation
The students should be understand the words they learn. 6) Presentation in context
The words which are selected should be appropriate to the students’ level. Dale (1971: 8) gives criteria of the simplest words for the beginning level. The criteria are:
1) Most of the simple words can be sensed.
2) Most of the simple words are necessary to speak almost any sentence. 3) Most of the simple words are in the everyday vocabulary of most people.
4) Most of the simple words are ones which have been experienced and internalized and will never be forgotten.
3. Child Development
Emotionally, the five-year-old child is on the road to maturity (Foster and Headley,1959: 15). The five-year-old child has developed finer shades and gradation of feeling. They can express themselves in greater variety of way and respond in a more controlled manner. However, anger is the most commonly observed emotion in young children. Children become angry at any interference with their physical activities. For example, they will angry when someone withholds a toy he desires. The fear also appears in most young children and it is influenced by the attitudes of the people about them.
years to 7 years; concrete operational - 7 years to 11 years; and formal operational (abstract thinking) - 11 years and up. During the preoperational phase, the child constructs symbols, uses languages, and indulges in make believe play. In this period the child develops his symbolic function, imagery, and genuine representation.
Language is a critical factor in cognitive development and the child’s progress in language during the ages of 3 and 5 is astounding. During this period, the child adds over 50 new words to his vocabulary each month, on the average (Mussen, Conger, and Kagan,1969: 295). In addition to acquire an immense number of new words, the child talks more and his speech becomes richer, more comprehensible, better articulated, and more complex in grammatical structure.
It is important for a teacher to know the children development. It helps the teachers to give appropriate activities to the children. It also helps the teacher to handle the children properly.
4. The way children learn
correct responses and penalized for incorrect responses. Therefore, giving children reward like candies, cake, pencils or book, can motivate them to learn something.
The child is also curious. He wants to make sense out of things, find out how things work, gain competence and control over himself and his environment, do what he can see other people doing (Holt, 1967: 69). Therefore, environment plays an important role in child’s learning process (Kolesnik 1976: 2). Montessori as quoted by Curtis (1998:6) believes that every child is unique and is affected by the society and the environment and also the child can develop their natural potential. She also believes that children learn from their all spontaneous activities therefore prepared environment is important.
According to Holt (1967), there are some natural learning styles of young children:
a. The child is curious
He wants to make sense out of things, find out how things work, gain competence and control over himself and his environment, do what he can see other people doing.
b. Open, receptive, and perceptive
He does not shut himself off from the strange, confused, complicated world around him. He observes it closely and sharply, tries to take it all in.
c. Experimental
d. Bold
He is not afraid of making mistakes. e. Patient
He can tolerate an extraordinary amount of uncertainty, confusion, ignorance, and suspense. He does not have to have instant meaning in any new situation. He is willing and able to wait for meaning to come to him – even if it comes very slowly, which it usually does.
5. The roles of Games in learning vocabulary
According to Khan in Suyanto (2007: 117), games is an activity which is done based on certain rules. Games are fun and children like to play them. Playing games is a vital and natural part of growing up and learning. Through games children experiment, discover, and interact with their environment (Lewis and Bedson, 2003: 5). Gerlach and Elly (1980: 380) define a game as real-life situation. In real-life, children grow in certain way that they can develop their competence and skills. Bringing the real situation into the practice of games will also help children in developing their competence and skills. Games in the language classroom help children to see learning English as enjoyable and rewarding. Playing games in the classroom develops the ability to co-operate, to compete without being aggressive, and to be a ‘good loser’ (Lewis and Bedson, 2003: 100).
Playing is the children’s world. When they are playing, they learn to socialize themselves and to interact with each other. The conducive and comfortable situation is needed to build enjoyable learning process. Lewis and Bedson (2003: 5) also said that games add variation to a lesson and increase motivation.
According to Klauer (1998), there are some characteristics of games:
a. A game is governed by rules. Playing just to pass the time will not have the same effect. To make a simple activity into a game just give a couple of rules and that is all.
b. A game has objectives. One of the rules, and probably the main one, is the achievement of an objective. This objective can be something like making points for correctness or finishing an activity first.
c. A game is a closed activity. Games must have a beginning and an end. It must be easy for the players, or the teacher, to know who is about to reach the aim.
d. A game needs less supervision from the teacher. This must be understood as linguistic supervision. Sometimes the game is conducted by the teacher who acts as judge, scorer and/ or referee.
material, to practice recently learnt language items, to introduce or practice certain themes, or to relax or energize a class.
In providing the games to teach vocabulary to children, the teacher also need to consider some points Lewis and Bedson (2003: 7):
a. A game must be more than just fun
All language games of course should be fun, but the teachers have to remember the language component at the forefront of their planning. The teachers have to try and keep the focus on some clearly recognizable objectives rather than jumping from theme to theme in order to introduce popular games.
b. Play different games from lesson to lesson
The teachers have to vary their repertoire in order to motivate the children to play the games. If a game is over-used on one level, it will be difficult to motivate the children to play it effectively.
c. Vary the order in which the children play games
The teacher should avoid the repetitive trap of game-craft, song-drill-game-craft. Mix things up a bit and surprise the children from time to time.
d. Always end an activity when the fun is still at its peak
6. The Theory of Multiple Intelligence
According to Gardner (1999: 33), intelligence is the ability to solve problems or to create products that are valued within one or more cultural setting. Based on the definition of intelligence, it can be assumed that intelligence is not only the ability of someone in answering IQ test but also the ability in solving real problems in different situation.
The theory of multiple intelligence is firstly acknowledged and developed by Howard Gardner in his book Frames of Mind in 1983 (Suparno, 2004: 17). In his earliest research, Gardner stated that multiple intelligences consist of seven intelligences. But in his book Intelligence Reframed, Gardner (1999: 66) added two new intelligences. Therefore, there are nine intelligences, namely linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence, and existential intelligence.
a. Linguistic Intelligence
b. Logical-mathematical Intelligence
Logical-mathematical intelligence involves the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. People with high logical-mathematical intelligence like to ask questions, figure things out, do experiments, and explore patterns and relationships. According to Suparno (2004: 29), people with high logical-mathematical intelligence have inductive and deductive thought. They learn best by categorizing, classifying, and working with abstract patterns or relationship. Mathematicians, logicians, and scientists are among the people with high logical-mathematical intelligence (Gardner, 1999: 42).
c. Spatial Intelligence
Spatial intelligence features the potential to recognize and manipulate the patterns of wide space (those used, for instance, by navigators and pilots) as well as the patterns of more confined areas (such as those of importance to sculptors, surgeons, chess players, graphic artists, or architects). It enables one to perceive external and internal imagery, to recreate, transform, or modify images, to navigate oneself and objects through space, and to produce or decode graphic information (Campbell and Dickinson, 1996).
d. Musical Intelligence
Musical intelligence entails skill in the performance, composition, and appreciation of musical patterns. People with musical intelligence are good at picking up sounds, remembering melodies, and noticing pitches or rhythms. They like to sing, play an instrument, listen to music, and respond to music.
Campbell and Dickinson (1996: 135) said that people with well-developed musical intelligence will respond to music kinesthetically by conducting, performing, creating, or dancing; emotionally through responding to the moods and tempos of music; intellectually through discussing and analyzing music; and/or aesthetically by evaluating and exploring the content and meaning of music.
e. Bodily-kinesthetic Intelligence
Bodily-kinesthetic intelligence entails the potential of using one whole body or parts of the body (like the hand or the mouth) to solve problems or fashion products. Craftspersons, surgeons, bench top scientists, mechanics, and any other technically oriented professionals are among the people with high logical-mathematical intelligence (Gardner, 1999: 42).
f. Interpersonal intelligence
Interpersonal intelligence denotes a person’s capacity to understand the intentions, motivations, and desires of other people and, consequently, to work effectively with others. It includes the ability to form and maintain relationships and to assume various roles within groups such as group members or leaders.
According to Campbell and Dickinson (1996: 160), a person with well-developed interpersonal intelligence develops skill in mediation, organizing others for a common cause, or working with others of diverse ages or backgrounds. Salespeople, teachers, clinicians, religious leaders, political leaders, and actors all need acute interpersonal intelligence (Gardner, 1999: 43).
g. Intrapersonal intelligence
Intrapersonal intelligence involves the capacity to understand oneself, to have an effective working model of oneself-including one’s own desires, fears, and capacities-and to use such information effectively in regulating one’s own life. It includes our thoughts and feelings.
h. Naturalist intelligence
to animals, and this interest often begins at an early age. They may enjoy subjects, shows and stories that deal with animals or natural phenomena (Wilson, 1997).
B. Theoretical Framework
There are two questions that the researcher wants to address in this study. The first objective is to identify the games of Multiple Intelligence Theory which can be used to introduce English vocabulary to the pupils of TK Negeri 2 Yogyakarta. While the second objective is to know how the games based on Multiple Intelligence Theory should be applied to introduce English vocabulary to the students of TK Negeri 2 Yogyakarta. There are two major theories that are implemented in this study.
The first theory is the theory of language games proposed by Lewis and Bedson (1999). According to Lewis and Bedson (1999: 6), language games are a healthy challenge to a child. With beginners, some games can resemble ‘fun’ drills. The language games will be limited by the multiple intelligence theory proposed by Howard Gardner. The materials and the activities are not only aimed to enhance the children’s English vocabulary acquisition but also to develop the pupils’ intelligences. The researcher introduces new vocabulary to the pupils in each topic and then follows it up by giving games related to the vocabularies given. Each game has its own function in developing the children’s intelligences.
27 CHAPTER III METHODOLOGY
In this chapter, the researcher discusses the methodology of the research. The methodology covers the research methods, research participants, research instruments, data gathering techniques, data analysis techniques, and the research procedures.
A. Research Method
The nature of this study was classroom action research. Sagor (2005:1) defines action research as a disciplined process of inquiry conducted by and for those taking the action. In this sense, the primary reason for engaging in action research is to assist the actor in improving or refining his or her action. Moreover, action research aims to contribute to the practical concerns of people in an immediate problematic situation and to further the goals of social science simultaneously (O’Brien, 1998). In addition, the researcher also conducted library study to obtain data from books, journals, and thesis. Library study was conducted in order to support the study and the researcher’s opinion. Moreover, library study helped the researcher to answer the first problem in the problem formulation.
pupils of TK Negeri 2 needed certain techniques to help them to acquire English vocabulary. Moreover, this school used non English teachers to teach English to their pupils. That condition made the teachers often confused about the interesting materials to be taught to the pupils. Based on the situation, teachers needed a certain technique to help the pupils acquire English. Thus, the writer conducted an action research, whose commitment to the idea that learning will transform into purposeful personal action for social benefit. In doing so, the researcher observed the classroom activities as the first step of conducting this action research. Taking notes on all activities that happened in class became the main target during the observation. It was intended to gain insight into how far the pupils acquired English.
implemented as a technique to teach English vocabulary to the pupils of TK Negeri 2 Yogyakarta effectively.
Moreover, the researcher adopted the principles of action research process model proposed by Lewin (1946) as cited in McNiff (2002). The model is as follows:
B.
C.
Figure (3.1). Simple model of action research process.
From the cycle, it later came generally understood as an action-reflection cycle of planning, acting, observing, and reflecting. Moreover, more than one cycle might be needed in order to verify the first cycle. The application of the cycle in this study would be discussed in the research procedure.
B.Research Participants
The participants of this research were the pupils of TK Negeri 2 Yogyakarta in the first semester during the 2009/2010 academic year, which is located on Jl. Kapas 2 Yogyakarta. There were 6 classes consisting of more or less 25 pupils in each class.
1. planning
2. acting
The researcher chose class A1 which consisted of 26 pupils. They were pupils in the four to five year old. These participants were chosen based on some considerations. First, the pupils of this class were so active. They were so enthusiastic in following and joining the lesson. Second, the pupils of class A1 could cooperate well in the research. Third, the researcher of TK Negeri 2 only got the permission to conduct the research in class A1.
C. Research Instruments
To obtain the data, the researcher employed four instruments, namely observation checklist, field notes, interviews and video recording. The clearer description of the instruments as follows.
1. Observation Checklist
checklist was one of the instruments used to answer the second problem in the problem formulation.
In order to avoid the bias of what to be observed, the researcher prepared the observation checklist which consisted of some characteristics related to each intelligence. The table is illustrated as follows:
Table 3.1 Characteristic of Each Intelligence
NO Kinds of
Intelligence
MI Characteristics
1 Linguistic -Students say and pronounce some words clearly/ correctly
-Students sing a song related to the topic clearly/correctly
-Students answer teacher’s question 2
Logical-Mathematical
-Students learn to count from 1 to 10 -Students do puzzles
-Students identify colours 3 Visual-Spatial - Students arrange pictures or puzzle
- Students draw pictures
- Students look at a picture and say what they know about it
4 Bodily-Kinesthetic
- Students sing a song and try to point the objects
- Students move their body according to teacher’s instructions (jump or run)
- Students are able to recognize pictures
- Students move their body according to the song - Students imitate the movement of animals
5 Intrapersonal - Students listen to the teachers’ explanation - Students involve actively in the games
6 Interpersonal - Students work together with their friends - Students help their friends in a group
- Students take turns with other members of the group. - Students find their partner in the game
7 Musical - Students sing a song. - Students listen to songs.
- Students can follow the rhythm of a song
8 Naturalist - Students imitate the sounds of animals. - Students imitate the movement of animals.
2. Field Notes
According to Moleong (1989: 90), field notes are notes which are used by the observer when someone is observing, interviewing or noticing certain moments. In this research, field notes were used in order to give detailed description of what had happened during the implementation of games based on the theory of Multiple Intelligence.
Field notes describe two kinds of materials, namely: descriptive and reflective notes (Bodgan and Biklen, 1985:85). The descriptive part is to provide a word-picture of the setting, people, action, and conversations as observed. The reflective part consists of the observer’s frame of mind, ideas, and concerns. Therefore, the researcher provided the field note sheet to record all the activities during the teaching- learning process. The filed notes were used to answer the first and second problem in the problem formulation.
3. Interview Guidelines
The researcher recorded the interview in order to obtain all the information that the teacher gave. There were some points of interview that the researcher focused on. First, the teachers’ opinion about what topic should be taught to the pupils. Second, what vocabulary games that the teachers used to teach their pupils. Third, the teachers’ opinion about what kind of vocabularies should be used to teach the pupils of TK Negeri 2 Yogyakarta. Fourth, the teachers’ opinion about the multiple intelligence based games. Fifth, the progress of the students after the multiple intelligence based games implemented in class. And the last was the teachers’ opinion on how the games of Multiple Intelligences should be implemented in class. The interview was used to answer the first problem and to give additional information to answer the second problem in the problem formulation.
4. Video Recording
According to Bodgan (1982 :104), the visual record taken from video can help the researcher to remember and manage the data. In this research, the researcher used video recording to provide additional data to address the first problem in the problem formulation.
D. Data Gathering Technique
observed based on the observation checklist in order to avoid the bias of what to be observed.
The second technique was field notes. The field notes were used in order to give detail description of what had happened during the class. The researcher had provided the field notes which consisted of descriptive and reflective notes. Therefore, the observer partner had to note down all the activities during the teaching-learning process.
E.Data Analysis Technique
In this research, the researcher used several steps to analyze the data to answer the first and second question in the problem formulation. There were three steps which were used to analyze the data from the field notes. First was checking the result of the field notes by reading all the results. Then, the second step was coding. According to Wiersma (1995: 216), coding is the process of deciding on one or more category systems and then organizing the data accordingly. In order to make the coding easier; the researcher made the categories of the data by formulating codes to each kind of intelligence. The table is illustrated as follows:
Table 3.2 The Codes of the Intelligence
Intelligences Codes Linguistic Intelligence LIT
Logical-mathematical Intelligence LOM Spatial Intelligence SPT Musical Intelligence MSC Bodily-kinesthetic Intelligence BDK Interpersonal Intelligence INTER Intrapersonal Intelligence INTRA
After coming up with the categories, the researcher conducted coding by clustering the same codes and putting it into its category. After that, the researcher made a conclusion from the coding and presented the data in the form of paragraph.
There were also three steps which were used to analyze the data from the interview. First, the researcher listened to the recordings several times. Second, the researcher transcribed the interview. Then, the third step was coding. The researcher gave codes to the data based on the codes formulated by the researcher. Then, the researcher clustered the same code into its category and interpreted it carefully. After that, the researcher made conclusion from the coding and presented the result in a form of paragraph.
The result of the observation checklist was also presented in a form of paragraph. In this part, the researcher read carefully and then interpreted it based on the result of the data. After conducting the coding of the result of interview, field notes and observation checklist, the researcher watched the video recording to see the process in the class. The researcher also took notes on the important things to give additional information of the data.
and field notes. Furthermore, the researcher used qualitative data sources to compare and cross-check the consistency of information derived at different times and by different means within qualitative methods (Patton, 2002: 559).
After comparing, checking, and combining the data through triangulation, the researcher then presented the data in a descriptive form. In this step the researcher combined and concluded the result of the triangulation in a form of paragraph.
F. Research Procedures
The second step was acting. In this step, the researcher asked the schedule of English teaching and then conducted the teaching. Then, the researcher conducted collaborative teaching with the teacher since the researcher was not the teacher of the school. The teaching-learning process was also recorded in order to give additional data.
Then, the third step was observing. The observer partner observed the teaching-learning process based on the provided observation checklist. In order to avoid the bias of what to be observed, the researcher prepared the observation checklist which consisted of some characteristics related to each intelligence. In this step the observer partner had to write everything happened during the teaching-learning activities.
39 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
This chapter describes the research findings and provides the discussion results which are focused on the two research problems. It is divided into three main parts. The first part deals with the discussion of the first problem which is games of Multiple Intelligence Theory to introduce English vocabulary to the pupils of TK Negeri 2 Yogyakarta. The second part deals with the discussion of the process of the implementation which answers the second problem on how the use of games based on Multiple Intelligence theory should be applied to introduce English vocabulary to the students of TK Negeri 2 Yogyakarta. In addition, the researcher also discussed the action research cycle which was used as the methodology to gain the data.
A.Games of Multiple Intelligence Theory to Introduce English Vocabulary There were some games which usually used to introduce English vocabulary to the pupils of TK Negeri 2 Yogyakarta. In this research, the researcher provided games which involved eight intelligences. The games are:
1. Jump to Your Star
game, the researcher needed some media. The media were two pictures consist of ten stars made from colored paper. The pictures were put on the floor in front of the class. Hence, the researcher defined some steps to be applied in this game. First, the researcher asked two pupils to come in front. Then, the researcher mentioned a number and asked the pupils to jump to that number and also to mention the number. Third, the researcher mentioned another number and the students had to jump and to mention the number. And the last, the researcher asked the other pupils to come in front and did the games. The example of the game was shown below
• The pupils jumped to the numbers which were said.
(The pupils were supposed to jump to the numbers which were said and mentioned the numbers loudly in English)
attempted to sharpen pupils’ logical-mathematical intelligence. Additionally, the pupils had to count how many numbers that they jumped in. This activity covered the logical-mathematical intelligence.
The pupils looked so enthusiastic in joining the game. All of the pupils raised their hands and wanted to join the game. However, some pupils faced difficulty in playing the games. The difficulty was that some of the pupils did not know the shape of the numbers. For example, when the researcher asked the pupils to jump to number four, they jumped to the wrong number because they were still confused the shape of number four. The pupils, sometimes, still forgot the meaning of the vocabularies. Thus, to solve this problem, the researcher helped the pupils by showing the shape of the number that the pupils wanted to jump in. Furthermore, to help the pupils who forgot the meaning of the vocabulary, the researcher asked the others pupils to help their friend.
2. Cross The River
many as the numbers mentioned by the researcher while jumping through the stones. Then, the researcher mentioned another number so that the pupils could across the river. And the last, the researcher asked the other pupils to come in front and did the games. The example of the game was shown below:
• The pupils jumped through the river.
(The pupils were supposed to jump and count as many numbers as the researcher said)
The pupils also enjoyed this game. They were enthusiastic in joining the game. In this game, the pupils did not face any difficulties. All of the pupils could do the game well.
3. Find Your Friends
“Find Your Friends” game was used to introduce vocabularies about number which belonged to topic I. In this game, the researcher used a song entitled “Hello-hello” to play the game. Before playing the games, the researcher introduced the song to the pupils then practiced it together. Then, the researcher explained how to play the game to the pupils. First, the researcher called all of the pupils to come in font of the class. Second, the researcher asked the pupils to find a partner and sing “Hello-hello” song. Third, when the pupils finished singing the song, they had to find their partner according to the researcher’s instruction. For example, when the researcher said ‘three,’ the pupils had to find a group consisted of three persons. If the researcher said ‘four,’ the pupils had to find a group consists of four persons. Hence, the pupils had to pay attention to the researcher’s instructions. The example of the game was shown below:
• The pupils found their friends.
This game gave the pupils the opportunity to improve their intelligences. The intelligences were linguistic, musical, and bodily-kinesthetic. By asking the pupils to sing a song, the researcher had attempted to sharpen the pupils’ musical intelligence and linguistic intelligence. Then by asking the pupils to find their partner or their friends in a group, the researcher had attempted to sharpen the pupils’ bodily-kinesthetic intelligence.
4. Let’s Make an Ice Cream
The third game was “Let’s Make an Ice Cream.” This game was used to introduce vocabularies about color. This game belonged to topic II. Some colored papers were used in this game as the media to play the games. The researcher prepared 26 ice cream cones and ice cream made from colored paper. Then, the researcher told the students that they would make an ice cream. In addition, the researcher defined some steps to be applied in the game. First, the researcher put the pictures of ice cream cone and ice cream in front of the class. The pictures of ice cream cone in the left side and the pictures of ice cream in the right side. Second, the researcher called two pupils to come in front and played the games. Third, the pupils had to take the colored ice cream based on the teacher’s instruction and then shouted the color they took. For example, when the teacher said ‘red,’ the pupils had to take the red ice cream and shouted ‘red.’ Then stick it in the ice cream cone. The pupils had to run to stick the ice cream in the ice cream cone. The fastest would be the winner of the game. And the last, the researcher called another pupils to play the game. The example of the game was shown below:
• The pupils made an ice cream.
By playing this game, the pupils improved their linguistic, bodily-kinesthetic, logical-mathematical, intrapersonal and interpersonal intelligence. By asking the pupils to take the color of the ice cream and to say the color that they took, they improved their Logical-mathematical intelligence and linguistic intelligence. The pupils also improved their bodily-kinesthetic intelligence by running to stick the colored ice cream in the ice cream cone. By involving actively in the game, the pupils improved their intrapersonal intelligence. While supporting their friends in the game, the pupils improved their interpersonal intelligence.
There were no difficulties faced by the pupils in this game. All of the pupils could play the game well. The pupils looked so enthusiastic and wanted to play the game more than one time.
5. Find Your Fish
colored fishes were put on the floor in front of the class. The researcher told the pupils that they would look for fish in the river. In addition, the researcher gave some instructions to the pupils. First, the researcher asked the pupils to imagine that the fishes were fishes in the river. Second, the researcher called three pupils to come in front. Then, the pupils had to jump to the river and to take the colored fish. Next, the pupils had to mention the color of the fish they took. The other pupils would decide whether their friends mentioned the correct color or not. And the last, the researcher asked the other pupils to come in front and did the games. The example of the game was shown below:
• The pupils jumped and took the fish in the river.
(The pupils were supposed to jump and took the fish in the river. They also had to mention the color of the fish)
to sharpen pupils’ linguistic intelligence and the logical-mathematical intelligence. The pupils improved their bodily-kinesthetic intelligence by jumping in the river. By listening to the teacher’s explanation and involving actively in the game, the researcher had attempted to sharpen pupils’ intrapersonal intelligence. By supporting their friends in the game, the pupils improved their interpersonal intelligence.
All of the pupils enjoyed playing this game. There were no difficulties faced by the pupils. All of them could play the game well. However, there was one pupil who did not want to join the game because he was sick.
6. Where My Eyes Are
• The pupils were supposed to stick the parts of the body in the body)
This game emphasized linguistic, visual-spatial, bodily kinesthetic, intrapersonal and interpersonal intelligence. The pupils had the opportunity to improve their visual-spatial intelligence and the linguistic intelligence by arranging a picture of someone’s body and pronouncing the part of the body in the picture. Then, by asking the pupils to run to stick the part of the body in the picture of the body, the researcher had attempted to sharpen pupils’ bodily-kinesthetic intelligence. By asking the pupils to join actively in the game, the researcher had attempted to sharpen pupils’ intrapersonal intelligence. In addition, this game also gave the pupils the opportunity to improve their interpersonal intelligence by taking turn with other pupils in the game.
7. Color My Body
The seventh game was “Color My Body” which belonged to topic III. This game emphasized the ability of the pupils to give color to the picture of a body. In this game, the researcher provided two kinds picture of someone’s body, picture of a boy and picture of a girl. Moreover, the researcher provided the pictures as many as the pupils in class. Then, the researcher distributed the pictures to the pupils. The boys got the picture of a boy and the girls got the picture of a girl. Everyone got one picture. The researcher asked the pupils to draw the eyes, mouth and nose then color the picture. After the pupils finished coloring the picture, the researcher gave a small stick behind the picture. Then, the pupils had to mention the parts of the body in the picture. The example was shown below:
• The pupils were supposed to draw the parts of the body to the picture and give
color to it.
pupils’ linguistic intelligence, the researcher asked them to mention the parts of the body in the picture.
In this game, the pupils could do the activity given very well. Most of the pupils seemed to enjoy doing this game. The pupils did the coloring without making any complaint to the researcher.
8. Touch Me
The eight game was called “Touch Me.” This game was used to introduce vocabularies about part of the body which belonged to topic III. In this game the pupils were required to sing a song entitled ‘If You Happy.’ Then, the pupils had to touch the parts of body stated in the song while they were singing. In addition, the pupils also had to touch the parts of their friends’ body while they were singing the song. Furthermore, it gave an opportunity to the pupils who liked singing to learn the topic through their interest.
This game was given to the pupils in order to improve their linguistic intelligence, musical intelligence, naturalist intelligence and bodily-kinesthetic intelligence. By singing the song and touching the parts of the body, the pupils had the opportunity to improve their linguistic, musical and bodily-kinesthetic intelligence.
• The pupils sang a song.
(The pupils were supposed to sing a song entitled “If You Happy” and point the objects)
• The pupils seek out the pet dolls in the schoolyard.
(The pupils were supposed to seek the pet dolls and mention the name of the pet)
This game emphasized pupils’ linguistic, bodily-kinesthetic and intrapersonal intelligence. By asking the pupils to run to look for the pet dolls in the schoolyard, the researcher had attempted to sharpen pupils’ bodily-kinesthetic intelligence. Moreover, the pupils had the opportunity to improve their intrapersonal and linguistic intelligence by joining actively in the game and mentioning the name of the pet they had got.
The pupils were so enthusiastic in this game. They could learn and interact with the things outside class. The pupils did not find difficulty in playing this game. All of them seemed enjoy seeking out the pets in the schoolyard.
10. Guess What I Am
front and made a big circle. The researcher explained to the pupils that they would guess what pet that was imitated by their friends. Then, the researcher asked a pupil to come to the middle of the circle and whispered one pet. The pupil had to imitate the sound or the movement of that pet and the other pupils had to guess what pet that was imitated by their friends. Then, the teacher asked the other pupils to come to the middle of the circle and imitate the sound or the movement of a pet.
This game gave the opportunity to the pupils to improve their bodily-kinesthetic intelligence, linguistic intelligence, intrapersonal intelligence and naturalist intelligence. By imitating the sound and the movement of a pet, the researcher had attempted to sharpen pupils’ linguistic, bodily-kinesthetic and naturalist intelligence. By joining actively in the game, the researcher had attempted to sharpen pupils’ intrapersonal intelligence.
The pupils were interested in imitating the movement or the sound of the pet. They acted as if they were the pet. All of them could imitate the sound and the movement of a pet very well. Moreover, the pupils could also guess what pet that their friends imitated.
11. Fix The Body of Your Pet
mention the pet in the puzzles. The winner was the first pupil who could arrange the puzzle correctly.
In this game the pupils had the opportunity to improve their linguistic intelligence, logical-mathematical intelligence, visual-spatial intelligence, intrapersonal intelligence and interpersonal intelligence. By arranging the puzzles themselves, the researcher had attempted to sharpen pupils’ logical-mathematical intelligence, visual-spatial intelligence and intrapersonal intelligence. The pupils also improved their linguistic intelligence by mentioning the pet the pupils arranged. In addition, the pupils improved their interpersonal intelligence by supporting their friends in the game.
In this game, the researcher found some pupils who faced difficulty in arranging the puzzles. They could not put the correct shape in the correct place. Therefore, the researcher helped the pupils by telling them to put the correct shape in the correct place. The example of the puzzles was shown on the following page:
• The pupils arrange puzzles.
In this part, the researcher had discussed eleven games of Multiple Intelligence that could be used to introduce English vocabulary to the pupil of TK Negeri 2 Yogyakarta. In conclusion, the researcher had explained what game could be used to introduce English vocabulary to the pupils of TK Negeri 2 Yogayakarta. Hence, it means that the first problem in this research has been answered. The next discussion is to answer the second problem.
B.The Implementation of Games Based on Multiple Intelligence Theory
each topic, the researcher divided the activities into three parts, namely opening, main activities and closing. The researcher also defined four steps that were used to teach English vocabulary. The steps were introducing, modeling, practicing and applying. The introducing and modeling were done in the opening part. Then, the practicing and applying were done in the main activity part. And the last was reviewing the material which was done in the closing part.
a. Topic I
• The pupils looked at the picture and pronounced the vocabularies stated on it.
(The pupils were supposed to count the picture stated in the picture dictionary)
The researcher also used ten stars made from colored paper to help the pupils to memorize the vocabularies. The teacher asked the pupils to count the stars that were showed by the teacher. In this activity, the pupils could count the stars well. The example of the picture was shown on the following page:
• The pupils looked at the number in the stars and pronounced the number
stated on it.
