The researcher also used things around class to introduce colors to the pupils. The researcher pointed some things in class and mentioned the color of those things. The
researcher also asked the pupils to mention the color of their tables and chairs. By mentioning the color of the things around class, the researcher had attempted to
sharpen pupils’ logical-mathematical and naturalist intelligence. In the main activity, the researcher had provided two games to help the pupils
to acquire the vocabulary. The names of the game were “Let’s Make an Ice Cream” and “Find Your Fish.” In the “Let’s Make an Ice Cream” game, the pupils were
asked to stick the ice cream to the ice cream cone. The pupils had to take the correct color of the ice cream and then stick it to the ice cream cone. In the “Find Your Fish”
game, the pupils were asked to take a fish in the river and then mention the color of the fish. By doing those games, the pupils improved their linguistic intelligence,
logical-mathematical intelligence, bodily-kinesthetic intelligence, intrapersonal intelligence and interpersonal intelligence.
In the last part of the lesson, the researcher reviewed the materials by asking the pupils the color of things around class. The researcher pointed some things and
the pupils had to mention the color of the things. The researcher also asked the pupils to find some things that have the same color. The pupils seemed enjoy doing all of
the activities during the class. They could answer the researcher’s question well.
c. Topic III
The third topic, namely “Parts of the Body” was implemented on September 11, 2009 and September 17, 2009. Each meeting lasted for about 45 minutes. The
researcher opened the teaching-learning activities by showing the pupils a picture of someone’s body who did not has eyes, ears, mouth and nose. The researcher asked
the pupils what parts of body that were missed. However, the pupils answered it in Indonesia. Then, the researcher stick the parts of the body in the body and mentioned
the English words of each part of the body. In this part, all the pupils followed the teacher to pronounce the words correctly. In addition, the pupils had to pronounce
some vocabulary items and touch the parts of the body which were said. However, the pupils sometimes could not touch the parts of the body directly because they had
not acquired the meaning of each vocabulary well. The pupils were still confused to find the meaning of the vocabulary and to touch the parts of the body mentioned by
the teacher. The example was stated below: • The pupils looked at the picture and pronounced the vocabulary items of it.
In the main activity, the researcher provided three games of Multiple Intelligence. The names of the game were “Where My Eyes Are”; “Color My Body”;
“Touch Me.” In the first game which was “Where My Eyes Are,” the pupils were required to stick the parts of the body into the body. The pupils had to take the parts
of the body mentioned by the researcher. They had to run to stick the parts of the body into the body. This game gave an opportunity to the pupils to improve their
linguistic intelligence, visual-spatial intelligence, bodily kinesthetic intelligence, intrapersonal intelligence and interpersonal intelligence. The second game was
“Color My Body.” The second game emphasized the ability of the pupils to draw something and to color it. In this game, the researcher distributed pictures of
someone’s body. Then, the pupils were asked to draw the eyes, mouth and nose then give color to the picture. By playing this game, the researcher had attempted to
sharpen pupils’ linguistic, visual-spatial and intrapersonal intelligence. The last game of this topic was “Touch Me.” This game emphasized the ability of the pupils to sing
a song and move their body according to the song. In this game, the pupils had to
touch the parts of the body stated in the song while they were singing. This game gave an opportunity to the pupils who like singing to learn the topic through their
interest. The pupils seemed enjoy playing this game. They sang the song loudly and cheerfully. This game improved pupils’ linguistic intelligence, musical intelligence,
naturalist intelligence and bodily-kinesthetic intelligence. In the end of the lesson, the researcher reviewed all the material by asking the
pupils to mention the parts of the body of their picture. Most of the pupils could mention the parts of the body of their pictures. The researcher also asked the pupils to
touch the parts of their body which were said.
d. Topic IV
The fourth topic, namely “Pets” was implemented on October 15, 2009 and October 22, 2009. Each meeting lasted for about 45 minutes. The researcher opened
the lesson by showing pictures of pet. There were eight pictures of pet showed by the researcher. They were bird, cat, chicken, dog, duck, fish, cow and rabbit. Afterward,
the pupils had to mention the name of the pets which were showed by the researcher. Some of them could mention it in English and the other mention it in Indonesia. In
addition, the researcher pronounced the English words of each pet and then asked the pupils to follow the researcher to pronounce the words. In this activity, all of the
pupils followed the researcher to pronounce the words well. The examples of the pictures were shown below:
• The pupils looked at the picture and pronounced the vocabulary items of it.
