Let’s Hunt the Pets

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 This section discussed the process of the implementation of games based on Multiple Intelligence theory to the pupils of TK Negeri 2 Yogyakarta. In this part, the researcher discussed the materials and the learning activities in the class. The materials and the activities covered eight intelligences from the ten intelligences proposed by Howard Gardner. There were four topics which were implemented by the researcher. The topics are, Topic I: “Number”; Topic II: “Color”; Topic III: Parts of Body”; Topic IV: “Pets.” The researcher needed two meetings for each topic. In 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 first topic was conducted on August 13 and 20, 2009. The topic was “Number.” Each meeting lasted for about 45 minutes. In the opening part, the researcher introduced vocabularies about number from 1 to 10 to the pupils. A picture dictionary by Gina Hsueh was used by the researcher to help the pupils to acquire vocabularies about number. In this activity, the researcher showed some pictures in the dictionary and counted it. Then, the researcher asked the pupils to look at the pictures and pronounce the vocabulary items which were said. All of the pupils had to follow the teacher to pronounce the words correctly. The pupils could pronounce the vocabularies well. Most of the pupils had also memorized the meaning of each vocabulary well. It was showed from their ability to do the researcher’s instruction to count things around class. The researcher also asked the pupils to count their fingers and all of them did well. By pronouncing the vocabularies and counting the numbers, the pupils improved their linguistic and logical-mathematical intelligence. The example of the picture dictionary was shown below: