• 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:
• The pupils seek out the pet dolls in the schoolyard. The pupils were supposed to seek the pet dolls and mention the name of the
pet
This game emphasized pupils’ linguistic, bodily-kinesthetic and intrapersonal intelligence. By asking the pupils to run to look for the pet dolls in the schoolyard, the
researcher had attempted to sharpen pupils’ bodily-kinesthetic intelligence. Moreover, the pupils had the opportunity to improve their intrapersonal and linguistic
intelligence by joining actively in the game and mentioning the name of the pet they had got.
The pupils were so enthusiastic in this game. They could learn and interact with the things outside class. The pupils did not find difficulty in playing this game.
All of them seemed enjoy seeking out the pets in the schoolyard.
10. Guess What I Am
The other game to help the pupils to learn vocabularies about pet was “Guess What Am I.” This game required the ability of the pupils to imitate the sound or the
movement of a pet. In this game, the researcher called all of the pupils to come in
front and made a big circle. The researcher explained to the pupils that they would guess what pet that was imitated by their friends. Then, the researcher asked a pupil
to come to the middle of the circle and whispered one pet. The pupil had to imitate the sound or the movement of that pet and the other pupils had to guess what pet that
was imitated by their friends. Then, the teacher asked the other pupils to come to the middle of the circle and imitate the sound or the movement of a pet.
This game gave the opportunity to the pupils to improve their bodily- kinesthetic intelligence, linguistic intelligence, intrapersonal intelligence and
naturalist intelligence. By imitating the sound and the movement of a pet, the researcher had attempted to sharpen pupils’ linguistic, bodily-kinesthetic and
naturalist intelligence. By joining actively in the game, the researcher had attempted to sharpen pupils’ intrapersonal intelligence.
The pupils were interested in imitating the movement or the sound of the pet. They acted as if they were the pet. All of them could imitate the sound and the
movement of a pet very well. Moreover, the pupils could also guess what pet that their friends imitated.
11. Fix The Body of Your Pet
The last game which was used to introduce vocabularies about pet was “Fix the Body of Your Pet.” This game emphasized the ability of the pupils to arrange
puzzles. In this game, the researcher had provided five puzzles of pets. The researcher put the puzzles on the floor in front of the class and called five pupils to arrange the
puzzles. Then, when the pupils had finished arranging the puzzles, they had to
