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students’ multiple intelligences. The development of their multiple intelligences helps them to learn names of the fruits. Additionally, the researcher designs the
over-sized Snake-Ladder game, because it is suitable for the students’ characteristics, such as the students were interested in fun things Suyanto, 2007.
f. Snake-Ladder Game
Lewis et al 1999 note that there are many different types of games such as card games, board games, movement games, and role-play games p. 16.
Lewis et al 1999 define a board game as any game which mainly involves moving markers along a path p. 17. Campbell et al 1996 add that board games
can often set fire to students’ enthusiasm of learning p. 115. Campbell et al 1966 emphasize that board games are games with movable pieces and often
challenge a player’s foresight and imagination as well as exercise memory skill and visual-spatial intelligence p. 115. Lee 1986 states that the Snake-Ladder
game is one game out of a range of board games p. 166. Lee 1986b notes that the Snake and Ladders game is played in a small group. Lee 1986 also explains
that the rules of playing the Snake and Ladders game are that each player throws a dice and moves his or her counter or button along a line, counting aloud p. 167.
Lee adds that whenever a player’s throw brings him or her to a snake’s head, he or she is swallowed and has to go back, whereas whenever it brings him or her to the
foot of a ladder, he or she climb it up. The goal is to reach the finish line as the first of all players, which means you have to go up as quickly as possible.
According to Faruq 2007, a snake-ladder game is one of board games which can cover the bodily-kinesthetic intelligence of students p. 70. Faruq
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2007 adds that the snake-ladder game can be used to introduce numbers and words to the students p. 70. He adds that the teacher and the students can design
it together. Moreover, Faruq 2007 notes several considerations in designing the snake-ladder game which are enough and clear pictures, understandable picture
for pupils, nice and funny pictures. Moreover, it needs enough space to play it p. 70.
The researcher uses the over-sized Snake-Ladder game as the medium in teaching English in TK Kanisius Kotabaru, Yogyakarta. The researcher chooses
the over-sized Snake-Ladder game, because board games such as snake-ladder games can often raise the pupils’ enthusiasm of learning and challenge the pupils’
foresight and imagination as well as exercise memory skill and visual spatial intelligence Campbell et al, 1996. This game also covers bodily-kinesthetic
intelligence of pupils Faruq, 2007. Moreover, the researcher designs the over- sized Snake-Ladder game can cover several multiple intelligences of students
such as linguistic, visual-spatial, logical-mathematical, bodily-kinesthetic, intrapersonal, and interpersonal.
B. Theoretical Framework
In this study the researcher addresses two objectives. The first objective is to design the over-sized Snake-Ladder game to introduce English vocabulary in
support of the development of multiple intelligences among kindergarten students. The second is to present the design of the over-sized Snake-Ladder game. Based
