57 use different or the same methods with the previous one. The writer analysed the
methods used that the teacher used during the teaching-learning process.
a. Total Physical Response TPR
There were lots of activities which had been done by using TPR as the method. In the study, the teacher asked to do exercises and sing songs. The
teacher and the students moved their body altogether. The teacher said some words and practiced those words through movement and the students followed it.
Teacher’s imperative was a powerful linguistic device through which the teacher directed students’ behaviour. Larsen and Freeman 2000: 117 stated that the
instructions were given to get the students to perform in action, and the action made the meaning of the instruction clear. Furthermore, singing could help to
make routine activities and transitions more effective, such as gathering the students into a circle for a group activity. Dodge and Colker 1992: 247
explained that music was helpful in setting a mood. Music and movement were also social activities that helped the students to become a part of the group.
b. Multiple Intelligences MI
Multiple intelligences played an important role as a method in teaching vocabulary to pre-school students. There were seven aspects of multiple
intelligences as follows.
1. Logical-mathematical Intelligence
In this study, logical-mathematical intelligence appeared when the students played in the playing area, especially when they played scrambled
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58 puzzle, house corner, and table toys. The teacher let the students play using those
toys. The teacher monitored them by asking what they were doing in turns. Gardner in Campbell, 1996: 37 stated that by working with concrete objects,
students become actively engaged in problem solving. Logical-mathematical intelligence appeared in class when the students arranged the pictures which had
the same colour and the same shape but had different size. The students tried to organize the pictures from the smallest one up to the biggest one. Pre-school
students might bring some mathematical experiences with them when they came to school. “Children could begin to question, analyse, and discuss their
discoveries and see how mathematic is a part of everyday life is” Dodge and Colker, 1992: 49. This helped them become logical thinkers and experience
maths as both useful and satisfying.
2. Verb-linguistic Intelligence
Verb-linguistic intelligence was shown in this study when the students were asked to tell a story. The students were asked to tell about their mother, their
patriot or patriots, and their greeting cards. The teacher helped the students to speak in English word by word and the students repeated what she said.
Moreover, the teacher did conversation with the students by asking an apperception and giving an explanation of what a patriot
was, who students’ patriots were, and who Pangeran Diponegoro, Pattimura, Imam Bonjol,
Pangeran Antasari was
. The teacher corrected students’ mistake of the pronunciation. Gardner Gardner in Campbell, 1996: 2 suggested that language
was a “pre-eminent instance of human intelligence” that has been indispensable to
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59 human society. It meant that the language function was to convince other people,
how a student could tell a beautiful moment they spent with their mother, so the other students believed and as if felt what they heard. The students were curious
listen ing to their friend’s story. Furthermore, self-confidence grew when the
students learnt how to involve in discussion, to speak in front of the class, and to do any activities in class. It was good for the early young learners stronger their
self-confidence.
3. Bodily-kinesthetic Intelligence
