According to Kurniasih 1993: 19-20, there are some techniques in teaching vocabulary for the beginner class:
1 Repetition
The teacher reads or pronounces the words first and then the students repeat after her. Then the students write the words and the teacher explains the meaning.
2 Picture
Usually, the teacher brings some pictures of objects with the name of the objects written down below the picture. When the students are considered understand, the
teacher will ask them to mention the name of the pictures by covering the writing. 3
Realia It means showing the students the real objects, so that the learning is meaningful.
For example, teacher brings some fruits in a basket and shows each fruit to the students.
4 Story
It is used in order not to burden the students. The story should be easy to understand. The story should not be long. The students will be interested if there
are some pictures to describe the story. 5
Songs The atmosphere of the class will be full of fun by introducing songs in class. The
songs make the students relax and enjoy the learning.
6 Games
The nature of children is active, vigorous, enthusiastic, and full of energy. Games will be appropriate for teaching children since children are fond of playing.
There are some points that the teacher should consider when heshe is teaching vocabulary Wallace, 1984: 56-57:
1 Aims
Aims influence the teaching-learning material and the teaching-learning process. Therefore, the teacher has to understand the aim of teaching vocabulary.
2 Quantity
The quantity of vocabulary should be suited to the learners’ need. Therefore, the teacher has to decide the quantity of vocabulary to be learned.
3 Need
Need is closely related to the motivation. Students should have motivation of learning so that the goal of teaching-learning process can be achieved.
4 Frequent exposure and repetition
Repetition should appear frequently since the students are not able to remember a new foreign word by hearing it once.
5 Meaningful Presentation
The students should be understand the words they learn. 6
Presentation in context The list of vocabulary should appear in everyday situation so that the students are
easier in memorizing them.
The words which are selected should be appropriate to the students’ level. Dale 1971: 8 gives criteria of the simplest words for the beginning level. The
criteria are: 1
Most of the simple words can be sensed. 2
Most of the simple words are necessary to speak almost any sentence. 3
Most of the simple words are in the everyday vocabulary of most people. 4
Most of the simple words are ones which have been experienced and internalized and will never be forgotten.
3. Child Development
Emotionally, the five-year-old child is on the road to maturity Foster and Headley,1959: 15. The five-year-old child has developed finer shades and gradation
of feeling. They can express themselves in greater variety of way and respond in a more controlled manner. However, anger is the most commonly observed emotion in
young children. Children become angry at any interference with their physical activities. For example, they will angry when someone withholds a toy he desires.
The fear also appears in most young children and it is influenced by the attitudes of the people about them.
According to Piaget in Mussen, Conger, and Kagan 1969: 302, the intellectual activities of the child in this period are adaptive; they function in the
individual’s adaptation to the environment. There are four stages of cognitive development according to Piaget, sensorimotor - birth to 2 years; preoperational - 2
years to 7 years; concrete operational - 7 years to 11 years; and formal operational abstract thinking - 11 years and up. During the preoperational phase, the child
constructs symbols, uses languages, and indulges in make believe play. In this period the child develops his symbolic function, imagery, and genuine representation.
Language is a critical factor in cognitive development and the child’s progress in language during the ages of 3 and 5 is astounding. During this period, the child
adds over 50 new words to his vocabulary each month, on the average Mussen, Conger, and Kagan,1969: 295. In addition to acquire an immense number of new
words, the child talks more and his speech becomes richer, more comprehensible, better articulated, and more complex in grammatical structure.
It is important for a teacher to know the children development. It helps the teachers to give appropriate activities to the children. It also helps the teacher to
handle the children properly.
4. The way children learn
Foster and Headley 1959 state that the five-year-old is learning rapidly. He wants to find out about things. Children usually want to know how things work and
turn handles and punches switches to find out. The problem will also influence their learning. If the problem is interesting, they will learn rapidly. But if the problem is
not interesting or boring, their ability to learn becomes slow. Teacher also influence children’s speed with which learning goes on. Experiments in the psychological
laboratory have shown that people learn more quickly if they are rewarded for their
correct responses and penalized for incorrect responses. Therefore, giving children reward like candies, cake, pencils or book, can motivate them to learn something.
The child is also curious. He wants to make sense out of things, find out how things work, gain competence and control over himself and his environment, do what
he can see other people doing Holt, 1967: 69. Therefore, environment plays an important role in child’s learning process Kolesnik 1976: 2. Montessori as quoted
by Curtis 1998:6 believes that every child is unique and is affected by the society and the environment and also the child can develop their natural potential. She also
believes that children learn from their all spontaneous activities therefore prepared environment is important.
According to Holt 1967, there are some natural learning styles of young children:
a. The child is curious
He wants to make sense out of things, find out how things work, gain competence and control over himself and his environment, do what he can see other people
doing. b.
Open, receptive, and perceptive He does not shut himself off from the strange, confused, complicated world
around him. He observes it closely and sharply, tries to take it all in. c.
Experimental He does not merely observe the world around him, but tastes it, touches it, bends
it, breaks it. To find out how reality works, he works on it.
d. Bold
He is not afraid of making mistakes. e.
Patient He can tolerate an extraordinary amount of uncertainty, confusion, ignorance, and
suspense. He does not have to have instant meaning in any new situation. He is willing and able to wait for meaning to come to him – even if it comes very
slowly, which it usually does.
5. The roles of Games in learning vocabulary
According to Khan in Suyanto 2007: 117, games is an activity which is done based on certain rules. Games are fun and children like to play them. Playing games
is a vital and natural part of growing up and learning. Through games children experiment, discover, and interact with their environment Lewis and Bedson, 2003:
5. Gerlach and Elly 1980: 380 define a game as real-life situation. In real-life, children grow in certain way that they can develop their competence and skills.
Bringing the real situation into the practice of games will also help children in developing their competence and skills. Games in the language classroom help
children to see learning English as enjoyable and rewarding. Playing games in the classroom develops the ability to co-operate, to compete without being aggressive,
and to be a ‘good loser’ Lewis and Bedson, 2003: 100. Nursery educators, since the very beginning of the nursery school movement,
have regarded play as an inherent right of the child Omwake in Frost, 1968: 355.
Playing is the children’s world. When they are playing, they learn to socialize themselves and to interact with each other. The conducive and comfortable situation
is needed to build enjoyable learning process. Lewis and Bedson 2003: 5 also said that games add variation to a lesson and increase motivation.
According to Klauer 1998, there are some characteristics of games: a. A game is governed by rules. Playing just to pass the time will not have the same
effect. To make a simple activity into a game just give a couple of rules and that is all.
b. A game has objectives. One of the rules, and probably the main one, is the achievement of an objective. This objective can be something like making points
for correctness or finishing an activity first. c. A game is a closed activity. Games must have a beginning and an end. It must be
easy for the players, or the teacher, to know who is about to reach the aim. d. A game needs less supervision from the teacher. This must be understood as
linguistic supervision. Sometimes the game is conducted by the teacher who acts as judge, scorer and or referee.
However, Lewis and Bedson 2003: 6 also introduced a language game for fun. According to Lewis and Bedson, what differentiates language games from other
activities in the EFL classroom is the presence of a visible set of rules which guide the children’s actions, and an element of strategy – children must successfully apply
their language skills. The key to a successful language game is that the rules are clear and the ultimate goal is well defined. Language games can be used to introduce new
material, to practice recently learnt language items, to introduce or practice certain themes, or to relax or energize a class.
In providing the games to teach vocabulary to children, the teacher also need to consider some points Lewis and Bedson 2003: 7:
a. A game must be more than just fun
All language games of course should be fun, but the teachers have to remember the language component at the forefront of their planning. The teachers have to try
and keep the focus on some clearly recognizable objectives rather than jumping from theme to theme in order to introduce popular games.
b. Play different games from lesson to lesson
The teachers have to vary their repertoire in order to motivate the children to play the games. If a game is over-used on one level, it will be difficult to motivate the
children to play it effectively. c.
Vary the order in which the children play games The teacher should avoid the repetitive trap of song-drill-game-craft, song-drill-
game-craft. Mix things up a bit and surprise the children from time to time. d.
Always end an activity when the fun is still at its peak It is very important not to play a game for too long. Children will begin to lose
interest and wander off. Chaos may ensue.
6. The Theory of Multiple Intelligence
According to Gardner 1999: 33, intelligence is the ability to solve problems or to create products that are valued within one or more cultural setting. Based on the
definition of intelligence, it can be assumed that intelligence is not only the ability of someone in answering IQ test but also the ability in solving real problems in different
situation. The theory of multiple intelligence is firstly acknowledged and developed by
Howard Gardner in his book Frames of Mind in 1983 Suparno, 2004: 17. In his earliest research, Gardner stated that multiple intelligences consist of seven
intelligences. But in his book Intelligence Reframed, Gardner 1999: 66 added two new intelligences. Therefore, there are nine intelligences, namely linguistic
intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal
intelligence, naturalist intelligence, and existential intelligence.
a. Linguistic Intelligence
Linguistic intelligence involves sensitivity to spoken and written language, the
ability to learn languages, and the capacity to use language to accomplish certain goals. People with high linguistic intelligences are good at listening, memorizing
words, names and dates. They likes to learn new words, write stories or tell stories. They have capability to learn some languages easily. According to Gardner, lawyers,
speakers, writers, poets are among the people with high linguistic intelligence.
b. Logical-mathematical Intelligence
Logical-mathematical intelligence involves the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically.
People with high logical-mathematical intelligence like to ask questions, figure things out, do experiments, and explore patterns and relationships. According to Suparno
2004: 29, people with high logical-mathematical intelligence have inductive and deductive thought. They learn best by categorizing, classifying, and working with
abstract patterns or relationship. Mathematicians, logicians, and scientists are among the people with high logical-mathematical intelligence Gardner, 1999: 42.
c. Spatial Intelligence
Spatial intelligence features the potential to recognize and manipulate the patterns of wide space those used, for instance, by navigators and pilots as well as
the patterns of more confined areas such as those of importance to sculptors, surgeons, chess players, graphic artists, or architects. It enables one to perceive
external and internal imagery, to recreate, transform, or modify images, to navigate oneself and objects through space, and to produce or decode graphic information
Campbell and Dickinson, 1996. According to Campbell and Dickinson 1996: 97, a person with well-
developed spatial intelligence, learns by seeing and observing, recognizes faces, objects, shapes, colors, details, and scenes.
d. Musical Intelligence
Musical intelligence entails skill in the performance, composition, and appreciation of musical patterns. People with musical intelligence are good at picking
up sounds, remembering melodies, and noticing pitches or rhythms. They like to sing, play an instrument, listen to music, and respond to music.
Campbell and Dickinson 1996: 135 said that people with well-developed musical intelligence will respond to music kinesthetically by conducting, performing,
creating, or dancing; emotionally through responding to the moods and tempos of music; intellectually through discussing and analyzing music; andor aesthetically by
evaluating and exploring the content and meaning of music.
e. Bodily-kinesthetic Intelligence
Bodily-kinesthetic intelligence entails the potential of using one whole body or parts of the body like the hand or the mouth to solve problems or fashion
products. Craftspersons, surgeons, bench top scientists, mechanics, and any other technically oriented professionals are among the people with high logical-
mathematical intelligence Gardner, 1999: 42. According to Campbell and Dickinson 1996: 68, a person with well-
developed bodily-kinesthetic intelligence learns best by direct involvement and participation; remember clearly what was done rather that what was said. Campbell
and Dickinson also said that people with high bodily-kinesthetic intelligence enjoy concrete learning experiences such as field trips, model building, or participating in
role play, games, assembling objects or physical exercises.
f. Interpersonal intelligence
Interpersonal intelligence denotes a person’s capacity to understand the intentions, motivations, and desires of other people and, consequently, to work
effectively with others. It includes the ability to form and maintain relationships and to assume various roles within groups such as group members or leaders.
According to Campbell and Dickinson 1996: 160, a person with well- developed interpersonal intelligence develops skill in mediation, organizing others for
a common cause, or working with others of diverse ages or backgrounds. Salespeople, teachers, clinicians, religious leaders, political leaders, and actors all
need acute interpersonal intelligence Gardner, 1999: 43.
g. Intrapersonal intelligence
Intrapersonal intelligence involves the capacity to understand oneself, to have an effective working model of oneself-including one’s own desires, fears, and
capacities-and to use such information effectively in regulating one’s own life. It includes our thoughts and feelings.
h. Naturalist intelligence
Naturalistic intelligence involves the ability to recognize features of the environment like, birds, flowers, trees, animals and so on Armstrong, 2002: 23. It
has to do with how we relate to our surroundings and where we fit into it. People with naturalist intelligence have a sensitivity to and appreciation for nature. Children
possessing this type of intelligence may have a strong affinity to the outside world or
to animals, and this interest often begins at an early age. They may enjoy subjects, shows and stories that deal with animals or natural phenomena Wilson, 1997.
B. Theoretical Framework
There are two questions that the researcher wants to address in this study. The first objective is to identify the games of Multiple Intelligence Theory which can be
used to introduce English vocabulary to the pupils of TK Negeri 2 Yogyakarta. While the second objective is to know how the games based on Multiple Intelligence Theory
should be applied to introduce English vocabulary to the students of TK Negeri 2 Yogyakarta. There are two major theories that are implemented in this study.
The first theory is the theory of language games proposed by Lewis and Bedson 1999. According to Lewis and Bedson 1999: 6, language games are a
healthy challenge to a child. With beginners, some games can resemble ‘fun’ drills. The language games will be limited by the multiple intelligence theory proposed by
Howard Gardner. The materials and the activities are not only aimed to enhance the children’s English vocabulary acquisition but also to develop the pupils’
intelligences. The researcher introduces new vocabulary to the pupils in each topic and then follows it up by giving games related to the vocabularies given. Each game
has its own function in developing the children’s intelligences. The second theory is related to the implementation of multiple intelligence
based games. There are four steps that can be used to teach English vocabulary to the kindergarten pupils Suyanto 2007: 48. The first step is introducing the new
vocabularies. In this step, the teacher introduces new words with the right and clear pronunciation, by using pictures or real objects. And then, the second step is
modeling. The teacher gives examples and becomes the model. The fourth step is practicing. In practicing, the students have to repeat the vocabulary that the teacher
said and then try to practice it by themselves. And the last step is applying. The students apply what they have got in the real situation with help of the teacher. In this
step, the students apply what they have got in the form of games. The teacher provides games that relate to the topic.
27
CHAPTER III METHODOLOGY
In this chapter, the researcher discusses the methodology of the research. The methodology covers the research methods, research participants, research
instruments, data gathering techniques, data analysis techniques, and the research procedures.
A. Research Method
The nature of this study was classroom action research. Sagor 2005:1 defines action research as a disciplined process of inquiry conducted by and for those
taking the action. In this sense, the primary reason for engaging in action research is to assist the actor in improving or refining his or her action. Moreover, action
research aims to contribute to the practical concerns of people in an immediate problematic situation and to further the goals of social science simultaneously
O’Brien, 1998. In addition, the researcher also conducted library study to obtain data from books, journals, and thesis. Library study was conducted in order to support
the study and the researcher’s opinion. Moreover, library study helped the researcher to answer the first problem in the problem formulation.
In this study, the researcher implemented some games of Multiple Intelligence to introduce English vocabulary. This study was carried out based on the fact that
pupils of TK Negeri 2 needed certain techniques to help them to acquire English vocabulary. Moreover, this school used non English teachers to teach English to their
pupils. That condition made the teachers often confused about the interesting materials to be taught to the pupils. Based on the situation, teachers needed a certain
technique to help the pupils acquire English. Thus, the writer conducted an action research, whose commitment to the idea that learning will transform into purposeful
personal action for social benefit. In doing so, the researcher observed the classroom activities as the first step of conducting this action research. Taking notes on all
activities that happened in class became the main target during the observation. It was intended to gain insight into how far the pupils acquired English.
Then, the researcher prepared the activities to the class. To answer the problem questions stated in Chapter I, the researcher conducted collaborative
teaching with the teacher. This collaborative teaching met the requirement of classroom action research. According to Burns 2001: 13, collaborative action
research processes strengthen the opportunities for the results of research on practice to be fed back into educational systems in a more substantial and critical way. The
collaborative action research processes have the advantage of encouraging teachers to share common problems and to work cooperatively as a research community to
examine their existing assumptions, values, and beliefs. In this research, the purpose of the collaborative teaching was to see whether the games of Multiple Intelligences
could be used in class. An interview with the teacher was also conducted to obtain the teacher’s opinions and views on how the games of Multiple Intelligences should be
implemented as a technique to teach English vocabulary to the pupils of TK Negeri 2 Yogyakarta effectively.
Moreover, the researcher adopted the principles of action research process model proposed by Lewin 1946 as cited in McNiff 2002. The model is as follows:
B.
C.
Figure 3.1. Simple model of action research process.
From the cycle, it later came generally understood as an action-reflection cycle of planning, acting, observing, and reflecting. Moreover, more than one cycle might be
needed in order to verify the first cycle. The application of the cycle in this study would be discussed in the research procedure.
B. Research Participants
The participants of this research were the pupils of TK Negeri 2 Yogyakarta in the first semester during the 20092010 academic year, which is located on Jl. Kapas
2 Yogyakarta . There were 6 classes consisting of more or less 25 pupils in each class.
1. planning
2. acting
3. observing 4. reflecting
