front and made a big circle. The researcher explained to the pupils that they would guess what pet that was imitated by their friends. Then, the researcher asked a pupil
to come to the middle of the circle and whispered one pet. The pupil had to imitate the sound or the movement of that pet and the other pupils had to guess what pet that
was imitated by their friends. Then, the teacher asked the other pupils to come to the middle of the circle and imitate the sound or the movement of a pet.
This game gave the opportunity to the pupils to improve their bodily- kinesthetic intelligence, linguistic intelligence, intrapersonal intelligence and
naturalist intelligence. By imitating the sound and the movement of a pet, the researcher had attempted to sharpen pupils’ linguistic, bodily-kinesthetic and
naturalist intelligence. By joining actively in the game, the researcher had attempted to sharpen pupils’ intrapersonal intelligence.
The pupils were interested in imitating the movement or the sound of the pet. They acted as if they were the pet. All of them could imitate the sound and the
movement of a pet very well. Moreover, the pupils could also guess what pet that their friends imitated.
11. Fix The Body of Your Pet
The last game which was used to introduce vocabularies about pet was “Fix the Body of Your Pet.” This game emphasized the ability of the pupils to arrange
puzzles. In this game, the researcher had provided five puzzles of pets. The researcher put the puzzles on the floor in front of the class and called five pupils to arrange the
puzzles. Then, when the pupils had finished arranging the puzzles, they had to
mention the pet in the puzzles. The winner was the first pupil who could arrange the puzzle correctly.
In this game the pupils had the opportunity to improve their linguistic intelligence, logical-mathematical intelligence, visual-spatial intelligence,
intrapersonal intelligence and interpersonal intelligence. By arranging the puzzles themselves, the researcher had attempted to sharpen pupils’ logical-mathematical
intelligence, visual-spatial intelligence and intrapersonal intelligence. The pupils also improved their linguistic intelligence by mentioning the pet the pupils arranged. In
addition, the pupils improved their interpersonal intelligence by supporting their friends in the game.
In this game, the researcher found some pupils who faced difficulty in arranging the puzzles. They could not put the correct shape in the correct place.
Therefore, the researcher helped the pupils by telling them to put the correct shape in the correct place. The example of the puzzles was shown on the following page:
• The pupils arrange puzzles. The pupils were supposed to arrange puzzles and mention the name of the pet
in the puzzles
