Topic III Fix The Body of Your Pet

pupils’ bodily-kinesthetic intelligence, linguistic intelligence, intrapersonal intelligence and naturalist intelligence. The last game of this topic was “Fix the Body of Your Pet.” This game emphasized the ability of the pupils to arrange puzzles. In this game, the pupils were required to arrange puzzle of pet. By doing this game, the pupils improved linguistic intelligence, logical-mathematical intelligence, visual- spatial intelligence, intrapersonal intelligence and interpersonal intelligence. The researcher closed the lesson by reviewing the material. Additionally, the researcher asked the pupils to take the pet dolls mentioned by the researcher. Most of the pupils could take the correct pet dolls. They enjoyed playing and learning with some dolls. In this part, the researcher had discussed the implementation of game of Multiple Intelligence consisted of the process and the activity during the lesson. In conclusion, the researcher had explored how the use of games of Multiple Intelligence to introduce English vocabulary to the pupils of TK Negeri 2 Yogyakarta was conducted. By exploring the activity and the process of the implementation of Multiple Intelligence based game, the researcher has answered the second problem of the study. C. The Classroom Action Research Cycles The nature of this study was classroom action research. Two cycles had been conducted in this study in order to obtain the best result of the implementation of Multiple Intelligence based games in TK Negeri 2 Yogyakarta. The second cycle aimed to verify the first cycle since the first cycle proved that the first cycle could help the pupils to acquire English. Based on the interview with the teacher, the researcher and the teacher defined some indicators as the instrument to evaluate whether the cycle succeed or not. The first was the willingness of the pupils to join actively in the games. The ability to answer the teacher’s question and to do the game correctly also became the indicator of the successful of the performances. The researcher adopted the principles of action research process model proposed by Lewin 1946 as cited in McNiff 2002. The cycle consisted of planning, acting, observing, and reflecting. plan revised plan reflect 1 st cycle act reflect 2 nd cycle act observe observe Figure 4.1 The Action Research Cycles The first cycle was conducted on August 13, 2009; August 20, 2009; August 27, 2009 and September 3, 2009. There were two topics in the first cycle. The topics were “Number” and “Color.” In the first cycle, the researcher conducted planning, acting, observing and reflecting. The first step of the action research cycle was 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