B. Problem Formulation
This research is going to answer two major questions, namely: 1. What kinds of games of Multiple Intelligence Theory can be used to introduce
English vocabulary to the pupils of TK Negeri 2 Yogyakarta? 2.
How should the use of games based on Multiple Intelligence Theory be applied to introduce English vocabulary to the pupils of TK Negeri 2 Yogyakarta?
C. Problem Limitation
This research will focus on the use of games to introduce English vocabulary to the students of TK Negeri 2 Yogyakarta. The games chosen would be based on the
Multiple Intelligence Theory proposed by Howard Gardner 1999. There are only eight intelligences that are implemented in the games, namely linguistic intelligence,
logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist
intelligence. The ninth intelligence, namely existential intelligence, is difficult to be applied to children because it needs the ability to understand human existence.
The use of the games to teach vocabulary will be intended to be applied with pupils of four to five years old. The activities of teaching and learning will focus on
the pupils of four to five-year-old. The researcher will only apply the technique in one class of Taman Kanak-kanak Negeri 2 Yogyakarta.
D. Research Objectives
Based on the problem formulations, the researcher formulates two objectives of this study. The objectives of this study are as follows.
1. To identify what kinds of games based on Multiple Intelligence Theory can be
used to introduce English vocabulary to the students of TK Negeri 2 Yogyakarta. 2.
To discover how the games based on Multiple Intelligence Theory should be applied to introduce English vocabulary to the pupils of TK Negeri 2 Yogyakarta.
E. Research Benefits
This research is expected to give valuable contributions for:
1. Kindergarten English teachers.
The result of this research is hoped to give an alternative technique to teach English vocabulary to the kindergarten students.
2. Teacher candidates
Since the writer is a teacher candidate, the result of this research will give her additional knowledge and a real picture of the application of a certain technique in a
certain condition in order to face the real teaching world in the future.
F. Definition of Terms
To avoid confusion and misunderstanding, the writer provides definitions of terms that are used in this research.
1. Teaching
According to Tomlinson 1998, teaching is the activities carried out by materials developers or teachers to facilitate the learning of the language. In this study, the term
teaching refers to the activities carried out by the teacher or the researcher to introduce learners to the English vocabulary.
2. Vocabulary
According to Hornby 1989: 1471, in Oxford Advanced Learner’s Dictionary, defines vocabulary is total numbers of word that make up language. Kreidler 1958:
21 in his book, Visual Aids for Teaching English to Speakers of Other Languages, defines vocabulary as a stock of words in language that can support the learners to
learn the skills of the language. In this study, to teach vocabulary refers to introduce simple words that students usually find in their daily life. The stock of words must be
in the everyday vocabulary of most people, especially in the children vocabulary. 2.
Multiple Intelligence According to Richard and Rodgers 2001:115, multiple intelligences refer to a
learner-based philosophy that characterized human intelligence as having multiple dimensions that must be acknowledged and developed in education. In this study,
multiple intelligence theory is applied in the games that are used to introduce English vocabulary to kindergarten students. For example in the topic ‘parts of the body,’ the
researcher provides games which involve spatial intelligence, bodily-kinesthetic intelligence, musical intelligence.
3. Games of Multiple Intelligence
Martin 1995:1 said that it is any fun activity which gives young learners the opportunity to practice the foreign language in a relaxed and enjoyable. Games may
be simple and require very little planning or may need quite a bit of preparation and the use of special materials, such as dice, boards, or picture. In this study, games of
multiple intelligences refer to any fun activities to help and motivate students to learn English vocabulary which include the components of multiple intelligence theory. In
this regard, the games are expected to help and motivate the pupils to learn English vocabulary. In addition, the games of Multiple Intelligence can be used to develop
pupils’ major intelligence and activate other intelligences that they have less. 4.
Kindergarten As it is stated in Program Kegiatan Belajar Taman Kanak-Kanak. Pedoman
Kegiatan Belajar Mengajar 1994, kindergarten is a kind of education, which is given
to children at the age of 4 to 6 year old to prepare them entering Elementary School. However, in Indonesia, kindergarten students are around 4 to 5 year old and learn in
the kindergarten school.
9
CHAPTER II REVIEW OF RELATED LITERATURE
In this chapter, the writer would like to discuss the underlying theories of the study. There are two major points of discussion, the first deals with the theoretical
description and the second deals with the theoretical framework of the study.
A. Theoretical Description 1. Teaching English as a Foreign Language to Kindergarten Pupils
Children learn language through their everyday environment. To teach a foreign language to young children, however, takes more effort. Teachers need to
collect kid-friendly teaching materials and get an understanding of how children learn languages. Children are also self-confident and are usually prepared to enjoy the
activities the teacher has prepared for them. Therefore, it is easy to make the English class an enjoyable, stimulating experience for the children. However, there are some
points that the teacher should consider Philips, 1993: 7: a.
The activities should be simple enough for the children to understand what is expected of them.
b. The task should be within their abilities: it needs to be achievable but at the same time sufficiently stimulating for them to feel satisfied with their work.
c. The activities should be largely orally based – indeed, with very young children
listening activities will take up a large proportion of class time.
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