observed based on the observation checklist in order to avoid the bias of what to be observed.
The second technique was field notes. The field notes were used in order to give detail description of what had happened during the class. The researcher had
provided the field notes which consisted of descriptive and reflective notes. Therefore, the observer partner had to note down all the activities during the
teaching-learning process. The third technique was interviewing the teacher. The researcher interviewed
the teacher who taught English. The interview aimed to know the teacher’s opinion on how the games of Multiple Intelligence should be applied to teach English
vocabulary to the pupils of Taman Kanak-Kanak Negeri 2 Yogyakarta. The interview was conducted at the beginning and at the end of the research. The interview was
done at the beginning because the researcher wanted to know what topic and what vocabularies should be used to teach the pupils. It was also done at the end of the
research because the researcher wanted to know the teacher’s opinion about the implementation of multiple intelligence based games in class. Furthermore, to support
the data from the observation and field notes, the researcher recorded all the teaching- learning process in class. After finishing the recording, the next step was analyzing
the results of the observation, the field notes, the interview, and the recording.
E. Data Analysis Technique
In this research, the researcher used several steps to analyze the data to answer the first and second question in the problem formulation. There were three steps
which were used to analyze the data from the field notes. First was checking the result of the field notes by reading all the results. Then, the second step was coding.
According to Wiersma 1995: 216, coding is the process of deciding on one or more category systems and then organizing the data accordingly. In order to make the
coding easier; the researcher made the categories of the data by formulating codes to each kind of intelligence. The table is illustrated as follows:
Table 3.2 The Codes of the Intelligence
Intelligences Codes
Linguistic Intelligence LIT
Logical-mathematical Intelligence LOM
Spatial Intelligence SPT
Musical Intelligence MSC
Bodily-kinesthetic Intelligence BDK
Interpersonal Intelligence INTER
Intrapersonal Intelligence INTRA
Naturalist Intelligence NAT
After coming up with the categories, the researcher conducted coding by clustering the same codes and putting it into its category. After that, the researcher
made a conclusion from the coding and presented the data in the form of paragraph. There were also three steps which were used to analyze the data from the
interview. First, the researcher listened to the recordings several times. Second, the researcher transcribed the interview. Then, the third step was coding. The researcher
gave codes to the data based on the codes formulated by the researcher. Then, the researcher clustered the same code into its category and interpreted it carefully. After
that, the researcher made conclusion from the coding and presented the result in a form of paragraph.
The result of the observation checklist was also presented in a form of paragraph. In this part, the researcher read carefully and then interpreted it based on
the result of the data. After conducting the coding of the result of interview, field notes and observation checklist, the researcher watched the video recording to see the
process in the class. The researcher also took notes on the important things to give additional information of the data.
The next technique in analyzing the data was triangulation. According to Patton 2002: 556, triangulation is a technique to combine different data collection
method to overcome the bias data that comes from single-methods, single observer, and single instrument. Triangulation was chosen because the researcher used three
instruments to address the research problem in this research. In doing so, the researcher compared and combined the result of the interview, observation checklist
and field notes. Furthermore, the researcher used qualitative data sources to compare and cross-check the consistency of information derived at different times and by
different means within qualitative methods Patton, 2002: 559. After comparing, checking, and combining the data through triangulation, the
researcher then presented the data in a descriptive form. In this step the researcher combined and concluded the result of the triangulation in a form of paragraph.
F. Research Procedures
The nature of this was classroom action research. Therefore, the researcher conducted four steps as the main procedures in attaining the objectives of the
research. The first step of the action research cycle was planning. In this step, the researcher conducted library study. The library study aimed to collect information
about multiple intelligence based games and action research. Then, the researcher chose the place of the research and asked permission letter from Sanata Dharma
University to conduct the research and delivered it to Taman Kanak-Kanak Negeri 2 Yogyakarta. Moreover, the researcher also conducted observation to the class and
interviewed the teacher about the students’ characteristics. The researcher also discussed the topics and the vocabularies that would be used to teach the pupils. In
addition, the researcher prepared the observation checklist and field notes. Then, the researcher and the teacher prepared the materials to be taught and the activities in
class.
