planning. In this step, the researcher observed the class and interviewed the teacher about the students’ characteristics. The researcher also discussed the topics and the
vocabularies that would be used to teach the pupils. In the second step, the researcher conducted teaching-learning activities in class. There were four meetings that the
researcher used to introduce the first and the second topic. Then, the third step was observing. In this observation, the observer partner observed the implementation of
games of multiple intelligence as the researcher and the teacher conducted the teaching-learning activities. The last step was reflecting. In this step, the researcher
analyzed the data and prepared for the second cycle. Based on the data, the researcher found that the pupils were more active in joining the teaching-learning activities. The
pupils seemed more interested when some media and games took place in the teaching-learning activities. However, the researcher found that the pupils could not
do the games well. This happened because the pupils had not understood well the concept of some things. They still confused the shape of numbers. Therefore, the
pupils still found some difficulties to do the game. Based on the result of the data analysis, the researcher needed one more cycle to verify the first cycle.
The second cycle was conducted on September 11, 2009; September 17, 2009; October 15, 2009 and October 22, 2009. Two topics were also taught in the
second cycle. They were “Parts of the Body” and “Pets.” The researcher provided some games to be applied in the second cycle. In providing the games, the researcher
discussed it with the teacher. Six games were used to introduce the third and the fourth topic. By choosing the topics and creating the games, the researcher had
conducted the first step of the action research cycle which was planning. The second step of the action research cycle was acting. In this step, the researcher conducted
teaching-learning activities in class. There were four meeting used to teach the third and the fourth topic. In addition, the researcher used the games in order to help the
pupils to acquire vocabulary. In the third step, the researcher asked the partner observer to observe the teaching-learning activities in class. In addition, the
researcher had prepared the observation checklist and the field notes to be filled out by the observer partner. The researcher prepared the observation checklist which
consisted of some characteristics related to each intelligence. In this step the observer partner had to write everything happened during the teaching-learning activities. The
last step was reflecting. In this step, the researcher analyzed the data from the observation checklist and the field notes. Based on the data, the games could help the
pupils to acquire English vocabulary. In addition, the pupils could answer the teacher’s question about the vocabularies related to the topic. Moreover, the teaching
media and the games also helped the pupils to memorize the vocabulary. Based on the result of the data analysis, the second cycle worked effectively. The games helped the
pupils to acquire English vocabulary.
70
CHAPTER V CONCLUSIONS AND SUGGESTIONS
In this last chapter, the researcher presents the conclusion based on the data which has been discussed and analyzed in the previous chapter. This chapter also
presents the suggestions for Kindergarten English teachers and teacher candidates. This chapter is divided into two parts, namely conclusions and suggestions.
A. Conclusions
This study concerning on the use of games of Multiple Intelligence to introduce English vocabulary, finally arrived at some conclusions. The first
conclusion focused on the first research problem. Based on the analyzed data in the previous chapter, there were eleven games of Multiple Intelligence to introduce
English vocabulary to the pupils of Taman Kanak-kanak Negeri 2 Yogyakarta. The games covered eight intelligences, namely: 1 linguistic intelligence, 2 spatial
intelligence, 3 bodily-kinesthetic intelligence, 4 intrapersonal intelligence, 5 interpersonal intelligence, 6 musical intelligence, 7 logical-mathematical
intelligence, and 8 naturalistic intelligence. During the study, the researcher discovered that each game improved different intelligence. For example, “Jump to
Your Star” game improved pupils’ linguistic, bodily-kinesthetic and logical- mathematical intelligence. While, “If You’re Happy and You Know” game improved
pupils’ linguistic, musical, naturalist and bodily-kinesthetic intelligence. Therefore,
by playing all of the games, the pupils could activate and improve the eight intelligences
The second conclusion focused on the second research problem which dealt with the process and the implementation of the use of games based on Multiple
Intelligence theory to introduce English vocabulary to the kindergarten pupils. Based on the discussion in chapter IV, the researcher discovered that there were four steps
that can be used to teach English vocabulary to the kindergarten pupils. The steps were introducing, modeling, practicing and applying. The researcher also discovered
that the games of Multiple Intelligences enabled pupils to learn English throughout their interests. The games of Multiple Intelligence could motivate the pupils to follow
the lesson. The games of Multiple Intelligence also helped the pupils to memorize the vocabulary easily. Furthermore, the teaching-learning activities could improve pupils’
major intelligence. It also activated other intelligence of the pupils. In addition, from the observation checklist, field notes and interview results showed that the pupils
enjoyed the activities in class. All of the pupils were so enthusiastic in joining the teaching-learning activities in class. The pupils enjoyed the games provided by the
researcher.
B. Suggestions
After conducting this study, the researcher proposes some suggestions related to this study. The following suggestions are directed to kindergarten English teachers
and teacher candidates.
1. For Kindergarten English Teachers
There are two suggestions proposed by the researcher. First, teachers have to understand young learners’ characteristics, especially kindergarten pupils.
Kindergarten pupils are easily get bored and difficult to control. Therefore, the teachers need to create various activities so that the teaching-learning process will be
more interesting. The teacher also should not punish the children when they fail to memorize or to do the teacher’s instruction. Encouragement is very important in
motivating the children to learn English vocabulary, for example by giving clues, so that finally they can perform the teacher’s instruction. Second, it is important for
teachers to know about Multiple Intelligence theory. Teachers have to realize that each pupil has different intelligences. By knowing the Multiple Intelligence theory,
the teachers could create activities which can develop pupils’ potential in order to make them comfortable to follow the teaching-learning process.
2. For Teachers Candidates
For the teachers candidates who want to teach in kindergarten have to know children characteristics. The teacher candidates have to create interesting ways that
make children enjoy the lesson. Furthermore, teacher candidates also have to improve and develop the materials and activities which suitable with children’
characteristics and the class’ situation.
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