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.
The pupils were supposed to take the color ice cream based on the teacher’s instruction and stick it in the ice cream cone
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
The fifth game was used to introduce vocabularies about color. The name of the game was “Find Your Fish.” This game belonged to topic II. The researcher
needed some fishes made from colored paper as the media to play the game. The
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
In this game the pupils had the opportunity to improve their linguistic intelligence, logical-mathematical intelligence, bodily-kinesthetic intelligence,
intrapersonal intelligence, and interpersonal intelligence. By asking the pupils to identify the color of the fish and mention it to the class, the researcher had attempted
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