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 nature of this was classroom action research. Therefore, the researcher conducted four steps as the main procedures in attaining the objectives of the
research. The first step of the action research cycle was planning. In this step, the researcher conducted library study. The library study aimed to collect information
about multiple intelligence based games and action research. Then, the researcher chose the place of the research and asked permission letter from Sanata Dharma
University to conduct the research and delivered it to Taman Kanak-Kanak Negeri 2 Yogyakarta. Moreover, the researcher also conducted observation to the class and
interviewed the teacher about the students’ characteristics. The researcher also discussed the topics and the vocabularies that would be used to teach the pupils. In
addition, the researcher prepared the observation checklist and field notes. Then, the researcher and the teacher prepared the materials to be taught and the activities in
class.
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. The last step was reflecting. In this step, the researcher reflected the action
from the result of the data. The researcher evaluated the pupils’ performance. The successful of the performance could be analyzed from the willingness of the pupils to
join actively in the games. The ability to answer the teacher’s question and to do the game correctly also became the indicator of the successful of the performances. The
researcher got feedback from the evaluation and then used it to conduct re-planning, re-acting, re-observing, re-reflecting, and to improve student’s performance. Then,
the researcher conducted the second cycle of the classroom action research. The last was analyzing the data collection and presented the result in a descriptive form.
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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
In this study, using game was the main strategy to introduce English vocabulary to the pupils of TK Negeri 2 Yogyakarta. “Jump to Your Star” game was
used to introduce vocabularies about number. This game belonged to topic I. In this
