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
clearlycorrectly -
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.
- Students determine the color of things around them
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 third instrument was interview guidelines. An interview, according to Bodgan and Biklen 1982, is a purposeful conversation, usually between two people
but sometimes involving more that is directed by one in order to get information. In this research, interview was used in order to gain deep information about the class
and the teaching learning process. The researcher conducted interview with the teacher. The interview was conducted in Bahasa Indonesia so that it would be easier
for the teacher to provide clear answers. The researcher provided an interview guideline as a guideline to keep the interview running on the topic being discussed.
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
In conducting this research, the researcher used four major techniques to gather the data needed. The first technique was observing the teaching-learning
process in class. The observation was conducted by the observer partner as the researcher conducted collaborative teaching with the teacher. The observer partner
