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.
BIRD CAT
DUCK FISH
CHICKEN DOG
COW RABBIT
The researcher imitated the movement or the sound of a pet. Then the pupils had to guess what pet that was imitated by the researcher. The researcher also asked the
pupils to imitate the sound or the movement of the pet they like. The pupils could guess the pet that the researcher imitated. They could also imitate the sound or the
movement of the pet they like. There were three games used in the main activity in order to help the children
to acquire the vocabulary. The names of the game were “Let’s Hunt the Pets,” “Guess What I Am” and “Fix the Body of Your Pet.” In the first game, the pupils were asked
to seek out the pet dolls in the schoolyard. By playing “Let’s Hunt the Pets,” the pupils improved their linguistic, bodily-kinesthetic and intrapersonal intelligence. The
second game was “Guess What I Am.” In this game, the pupils had to imitate the sound or the movement of a pet and the other pupils had to guess what pet that was
imitated by their friends. By doing this game, the researcher had attempted to sharpen
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
