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.
This game gave the pupils the opportunity to improve their linguistic intelligence, visual-spatial intelligence and intrapersonal intelligence. In this section,
the pupils could color the picture independently. Therefore, they improved their visual-spatial intelligence and intrapersonal intelligence. Additionally, to improve
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 were happy with the song. They seemed to enjoy singing the song. All of the pupils sang the song loudly and cheerfully. The example of the song was
presented on the following page:
• The pupils sang a song. The pupils were supposed to sing a song entitled “If You Happy” and point
the objects
If You
Happy
5 5 1 1 1 1 1 1 7 1 2 . .
If you’re hap‐py and you know it, show your hands
5 5 2 2 2 2 2 2 1 2 3 . .
If you’re hap‐py and you know it, touch your eyes
3 3 4 4 4 4 6 6 4 4 3 3 3 3 5 . .
If you’re hap‐py and you know it, then you really want to show
3 3 2 2 2 2 5 5 2 2 1 . .
If you’re hap‐py and you know it, touch your nose
Taken from English for elementary school 5 and modified by the researcher
9. Let’s Hunt the Pets
To introduce vocabularies about pets, the researcher provided a game named “Let’s Hunt the Pets.” This game belonged to topic IV. In this game, the researcher
needed some pet dolls. The dolls were hidden in the schoolyard. The researcher told the pupils that they would seek out animals in the jungle. Then, the teacher chose ten
pupils to come in front and seek out the pet dolls in the schoolyard. After all of the pet dolls had been found by the first group, the researcher asked the pupils what pets
they have got. Then, the researcher hid the pet dolls once again. Therefore, all of the pupils would get their turn to seek out the pet dolls and mention the pet they got. The
example of the game was shown on the following page:
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