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b. Library research
The researcher found several theories which supported the design of the over-sized Snake-Ladder game to introduce English vocabulary in support of
the development of students’ multiple intelligences in TK Kanisius Kotabaru, Yogyakarta.
Those theories contained teaching vocabulary, theories of learning, instructional media, and young learner characteristics.
2. Planning
In this step, the researcher adopted the theory proposed by Bell and Wieckert 1985. The researcher adopted step one 1 to nine 9 in accordance to
the planning steps of the RD cycle. In this step, the researcher considered the data of the interviews and class observation to plan how the design of the over-
sized Snake-Ladder game. Here you could find a more elaborated explanation of this step as follows:
a. Determining the theme
In this step, the researcher determined the theme for game based on the the English teacher guidelines of TK Kanisius Kotabaru, Yogyakarta. The researcher
included names of the fruits which were chosen as the theme.
b. Determining the purpose
After the researcher determined the theme, the researcher decided the purpose of the over-sized Snake-Ladder game. This game was to introduce names
of fruits to the pupils of TK Kanisius Kotabaru, Yogyakarta. Also, it was aimed to support the development of Multiple Intelligences of the students.
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c. Determining the level
Then, the researcher decided the level of this game. It was designed for the students of class B of TK Kanisius Kotabaru, Yogyakarta.
d. Determining the number of players
Since the over-sized Snake-Ladder game was implemented in the process of teaching English vocabulary; all students in class B of TK Kanisius Kotabaru,
Yogyakarta were involved in playing this game. However, the students should
play in a small group.
e. Determining the format
After the researcher did steps 1 to 4, the researcher chose the Snake- Ladder game as the suitable format of the supporting media to teach English
vocabulary to the students of TK Kanisius Kotabaru, Yogyakarta. The researcher adopted the basic layout of Snake-Ladder games as well as the basic rules.
f. Determining the method of checking
The researcher determined the method of checking. It was from some experts such as English teacher of TK Kanisius Kotabaru, Yogyakarta, an English
practitioner at kindergarten international school, and an English lecturer of Sanata Dharma University.
g. Designing and gathering of the materials
The researcher used the English teacher guideline to decide the content of the over-sized Snake-Ladder game such as names of the fruits. The researcher
took pictures of the fruits from the internet such as bananas, apples, oranges,
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grapes, and papaya. The researcher only took five fruits because those fruits are familiar among the students.
h. Defining the players’ role
