The pupils also enjoyed this game. They were enthusiastic in joining the game. In this game, the pupils did not face any difficulties. All of the pupils could do
the game well.
3. Find Your Friends
“Find Your Friends” game was used to introduce vocabularies about number which belonged to topic I. In this game, the researcher used a song entitled “Hello-
hello” to play the game. Before playing the games, the researcher introduced the song to the pupils then practiced it together. Then, the researcher explained how to play the
game to the pupils. First, the researcher called all of the pupils to come in font of the class. Second, the researcher asked the pupils to find a partner and sing “Hello-hello”
song. Third, when the pupils finished singing the song, they had to find their partner according to the researcher’s instruction. For example, when the researcher said
‘three,’ the pupils had to find a group consisted of three persons. If the researcher said ‘four,’ the pupils had to find a group consists of four persons. Hence, the pupils had
to pay attention to the researcher’s instructions. The example of the game was shown below:
• The pupils found their friends. The pupils were supposed to find their friends based on the researcher’s
instruction
This game gave the pupils the opportunity to improve their intelligences. The intelligences were linguistic, musical, and bodily-kinesthetic. By asking the pupils to
sing a song, the researcher had attempted to sharpen the pupils’ musical intelligence and linguistic intelligence. Then by asking the pupils to find their partner or their
friends in a group, the researcher had attempted to sharpen the pupils’ bodily- kinesthetic intelligence.
The pupils were so enthusiastic in playing the games. They enjoyed the song and also the game. All of the pupils joined the game and sang the song cheerfully.
However, there was a difficulty faced by the pupils. The pupils are sometimes confused in finding the partners. Dealing with this problem, the researcher and the
teacher helped the pupils to find the partners in a group as the problem solving. The problem solving created by the researcher and the teacher could help the pupils to
play the game.
4. Let’s Make an Ice Cream
The third game was “Let’s Make an Ice Cream.” This game was used to introduce vocabularies about color. This game belonged to topic II. Some colored
papers were used in this game as the media to play the games. The researcher prepared 26 ice cream cones and ice cream made from colored paper. Then, the
researcher told the students that they would make an ice cream. In addition, the researcher defined some steps to be applied in the game. First, the researcher put the
pictures of ice cream cone and ice cream in front of the class. The pictures of ice cream cone in the left side and the pictures of ice cream in the right side. Second, the
researcher called two pupils to come in front and played the games. Third, the pupils had to take the colored ice cream based on the teacher’s instruction and then shouted
the color they took. For example, when the teacher said ‘red,’ the pupils had to take the red ice cream and shouted ‘red.’ Then stick it in the ice cream cone. The pupils
had to run to stick the ice cream in the ice cream cone. The fastest would be the winner of the game. And the last, the researcher called another pupils to play the
game. The example of the game was shown below: • The pupils made an ice cream.
The pupils were supposed to take the color ice cream based on the teacher’s instruction and stick it in the ice cream cone
