THE USE OF DOMINOES GAME IN TEACHING
VOCABULARY
(A Classroom Action Research at a Junior High School in Cianjur)
A Thesis
Submitted in Partial Fulfillment of the Requirements for Master's Degree in English Education
By Saepudin 1204674
ENGLISH EDUCATION PROGRAM SCHOOL OF POSTGRADUATE STUDIES INDONESIA UNIVERSITY OF EDUCATION
Saepudin, 2014
THE USE OF DOMINOES GAME IN TEACHING
VOCABULARY
Oleh Saepudin
S.Pd IKIP Bandung 2000
Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Fakultas Pendidikan Bahasa dan Seni
© Saepudin 2014
Universitas Pendidikan Indonesia Juni 2014
Hak Cipta dilindungi undang-undang
ABSTRACT
This research was conducted to examine whether the implementation of the Dominoes game affects the students’ vocabulary mastery and how the use of the game shapes the students’ learning involvement. The method used in this study was Classroom Action Research (CAR) in which the researcher worked collaboratively with the English teacher in the class. The CAR consisted of two cycles with the steps of planning, acting, observing, and reflecting in each cycle. The data were gathered through procedures, i.e. observation, questionnaire, interview, and tests. The result of this research showed that there was a significant development in the students’ vocabulary mastery, as proven through a t - test. In addition, there was an increase in the students’ fulfillment of Minimum Mastery Criterion from 0% before the treatment to 16.7% after cycle 1 and 85.7% after cycle 2. Accordingly, the criterion of success was achieved. Equally important, the result of the questionnaire showed that the students responded positively towards the use of the Dominoes game in teaching vocabulary. Likewise, the results of observation showed that the students actively participated in the learning process. The two results were supported by the positive responses from the students to the use of Dominoes game, as revealed through the questionnaire, and the positive collaborator’s opinion on the use of the game, as evidenced in the interview.
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CHAPTER II: THEORETICAL FRAMEWORK ... 10
2.1 Vocabulary ... 10
2.1.6 Problems in Teaching Vocabulary... 23
2.1.7 Techniques of Teaching Vocabulary ... 28
2.2 The Reference of Intervention Action Alternative Chosen... 35
2.3 Students’ Learning Involvement ... 49
2.4 Minimum Mastery Criterion ... 53
2.5 Action Hypothesis... 54
CHAPTER III: RESEARCH METHODOLOGY ... 56
4.1 Description of Preliminary Study... 67
4.1.1 The Result of Pre-interview ... 68
4.1.2 The Result of Pre-observation ... 69
4.1.3 The Result of Pre-Test ... 69
4.2 Research Results ... 71
4.2.1 Description of the First Cycle ... 72
4.2.2 Description of the Second Cycle ... 79
4.2.3 Conclusion ... 93
CHAPTER V: CONCLUSION AND SUGGESTION ... 94
5.1 Major Findings and Their Significances ... 94
5.2 Conclusion ... 95
5.3 Suggestion for Further Research ... 95
REFERENCES... 99
APPENDICES ...108
Appendix la Interview for the English teacher in the Preliminary ...108
Appendix lb The Result of Interview in the Last of
Appendix 3 Questionnaire for Students after Classroom Action Research ...114
Appendix 4 Pre-test and Post-test Blueprint ...115
Appendix 5a Lesson Plan ...116
Appendix 5b Teaching and Learning Material of Cycle 1 ...121
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Appendix 6a Test Instrument and Answer Key in Pre-test and Post-test 1 ...127
Appendix 6b Students’ Score in the Pre-test ...132
Appendix 6c Students’ Score in the Post-test 1 ...133
Appendix 7a Test Instrument and Answer Key in Post-test 2 ...136
Appendix 7b Students’ Score in the Post-test 2 ...141
Appendix 8a Observational Note in Cycle 1...143
Appendix 8b Observational Note in Cycle 2 ...144
Appendix 9 Standar Kompetensi dan Kompetensi DasarTingkat SMP dan MTs ...145
LIST OF TABLES
Table
4.1 Pre-test Result ... 71
4.2 Post-test 1 Result Statistics ... 75
4.3 Post-test Frequency... 76
4.4 Tests of Normality ... 78
4.5 Paired Samples Statistics ... 78
4.6 Paired Samples Test ... 79
4.7 Statistics of Post-test 2 ... 83
4.8 Frequency of Post-test 2 ... 84
4.9 Tests of Normality ... 85
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LIST OF FIGURES
Figure 3.1 Classroom Action Research Procedure ... 58 Figure 4.1 The Students’ improvement in vocabulary test score ... 77 Figure 4.2 Students’ vocabulary test score improvement in the 2nd
CHAPTER I
INTRODUCTION
This chapter presents the general account of the present study. It covers the background of the study, identification of the problem, formulation of the problems, limitation of the research, aim of the research, and the significance of the research.
1.1Background of the Study
Language is an essential part of human life. It is used as a means of communication among people. Among languages in the world, English is one of the languages which are used by many people in a lot of countries. It is also recognized as the main language for communication with other people from different countries. Due to the importance of English as an international language, many people try to learn and master it so that they will not find any difficulties in communicating with people from other countries.
In Indonesia, English is considered as the first foreign language and the compulsory subject to be taught in secondary schools. It is also considered as an optional subject or local content materials to be taught in elementary schools (Depdikbud, 1994: 1). Thus, English mastery stands as a goal that should be achieved besides two other languages, namely Indonesian and vernacular language as a prerequisite subject to pass National Examination.
One of English components to be taught to the learners is vocabulary because it has a primary role for all language skills as Taylor (1990: 1) said
“vocabulary may have special importance for adult learners, since it is the one
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language. It is one element that links the four skills of speaking, listening, reading and writing all together. According to Carpenter & Olson (2011), in an EFL classroom, vocabulary is needed for expressing meaning and conveying thoughts through both receptive and productive skills. Thus, there should be a strategy to help students learn vocabulary. She also further states that in introducing vocabularies, teachers need to design classroom activities in which the students will be able to participate and actively involved so they can experience the language by themselves. Moreover, the vocabularies also have to be used repeatedly so the learners will meet the words over and over again that might help them to retain the meaning of the words.
However, many students, especially for the beginners, face the problem of vocabulary mastery. They cannot comprehend and master it well. It was proven by the result of preliminary observation made by the researcher to the eighth grade students in a junior high school in Cipanas-Cianjur, where the writer also becomes the English teacher there. Based on the researcher’s observation through conducting preliminary studies during teaching, learning English activity of the eighth grade students, the researcher found that many students had difficulties in learning English especially in relation with the vocabulary. It was proved by the
result of the students’ Pretest in preliminary study. The mean of the students’
English score was 49.6. Meanwhile, the Minimum Mastery Criterion was 75.0.
The result indicates that the students’ English achievement was very low. Besides, it was supported by the result of the interview to the English teacher in
preliminary study that the students’ difficulties come from the weaknesses of students’ vocabulary.
teacher’s way of teaching the material was conventional. Students were just asked
to read, repeat and write all the times. It can also be said that teacher’s teaching technique was less varied that made the students bored with the monotonous
class’ atmosphere. Second, the students assumed that English is a difficult
subject. It makes their motivation at a low level.
After observing the instructional process at the eighth grade students, it could be identified that several problems occurred during the teaching- learning activity. They are: (1) The technique applied by the teacher was not appropriately related to the topic or material, situation and condition, (2) the teacher only focuses on the writing skill. The students were asked to remember the letter of words, write the words which were mentioned by the teacher, (3) the students have no more chance to grasp the meaning or less challenge in finding the meaning of words.
Based on the aforementioned explanation, it was concluded that the teacher applies a less varied teaching technique in transferring materials. It
affected on the students’ motivation in learning English. As a result, they are bored with the monotonous class. There are many techniques and methods of language teaching that can be selected for teaching vocabulary. One of the teaching strategies that were recommended by some researchers for motivating the students to learn English is by using games (Azar, 2012; Yolageldili & Arikan, 2011; Huyen & Nga, 2003). In line with the experts’ recommendation, the researcher proposed a technique to solve the problems by using a game that is called a dominoes game. It is a kind of game that was expected to enhance the students to be more active in English class. It was also expected to increase
students’ motivation in learning English so that it can improve the students'
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The research about using Dominoes game in teaching vocabulary has been done by Khasanah, Chamdani, & Susiani. They conducted the research in an elementary school grade five in 2012. From their study, it was found out that the use of Dominoes game was very effective for increasing the students' vocabulary mastery. The Dominoes-cards that were used in the research were in the form of pictorial Dominoes cards.
The gap between this research and the previous one, which was done by Khasanah et al., is that in this research the Dominoes-card shows not only picture but also some words or phrases which describe animals. This is in line with Lessard-Clouston (2013) who states that vocabulary can be defined as the words of a language, including single items and phrases or chunks of several words which convey a particular meaning, the way individual words do.
Based on the background above, the researcher conducted a classroom action research entitled "The Use of Dominoes Game in Teaching Vocabulary"
1.2 The Formulation of the Problems
In line with the background of the research, the researcher formulates the research questions as follow;
1. Does the use of Dominoes game increase the students’ vocabulary mastery?
2. How does the use of Dominoes game shape the students’ learning involvement?
1.3 The Scope of the Study
The problem is limited only to the vocabulary teaching dealing with descriptive text about animals, such as wild and domestic animals.
1.4 The Aim of the Study
The aim of this Classroom Action Research (CAR) is to improve the
students’ vocabulary achievement by using Dominoes game in the teaching and learning activities.
1.5 The Significance of the Research
1.5.1 For the teachers
The result of this research is expected to be useful for the English teacher as input and consideration, as follow;
To overcome difficulties in improving vocabulary achievement among the learners of English;
To add their experiences in the English teaching learning process.
1.5.2 For the Students
This research is expected to encourage the students mastering the English lesson. The students are expected to feel relaxed and full of joy in the learning activities and solve their problem in understanding the meaning of word in the sentence.
1.5.3 For other Researchers
The results of this research can be used by the other researchers as information or reference to conduct a classroom action research to another class
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1.6 Definition of key terms
In order to clarify the key terms used throughout this thesis, definition of these terms is presented.
1.6.1 Vocabulary Mastery
Vocabulary mastery can be defined as a number of vocabulary (words) in a language which contains information about its meaning, form, and usage in context of communication. It is the basic knowledge that students should master first before mastering English. As Allen (2009) acknowledges that students must learn thousands of words that speakers and writers of English use.
1.6.2 Minimum Mastery Criterion (MMC)
Mastery learning is a students’ highest level of competency for a subject;
the MMC is the minimum level of mastery learning that a student must obtain. The MMC is established by subject teachers in each school before the school year begins. These subject teachers consider three aspects: complexity (level of difficulty), facilities (schools and teaching materials) and the student intake
(students’ competence and background knowledge of the subject). The MMC of a subject at each year is decided by looking at the average score of learning indicators, basic competencies, and key competencies stated in the curriculum. The MMC, which is adjusted up each year, becomes the reference point when
teachers are assessing students. They mark students’ work and score it to
determine whether the standards set by the school have been achieved or not. Although all schools utilize the same aspects in setting the MMC, each school has different MMCs to accommodate the different context, school standard (regional
1.6.3 Dominoes Game
Dominoes or domino is a class of popular table games for two to four players, played with a set of specially marked tiles. Each domino is a rectangular tile with a line dividing its face into two square ends. Each end is marked with a number of spots (also called pips or nips) or is blank. The backs of the dominoes in a set are indistinguishable, either blank or having some common design. A domino set is a generic gaming device, similar to playing cards or dice, in that a variety of games can be played with a set.
In this case, Dominoes game was utilized as a game which use card as the media made of any particular paper content of a word of target language on one side and the other side is the meaning of the word in the first language learner.
Using Dominoes game is a word learning strategy for independent learning in or out of class. On one side of the card is written the word to be learned. On the other side is the word's meaning, usually in the form of a first language translation (Nation, 1994: 20).
1.6.4 Students’ Engagement
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control over their learning actions) as a component of cognitive engagement (Pintrich and DeGroot 1990; Miller et al. 1996).
1.6.5 Classroom Action Research (CAR)
Classroom action research is any systematic inquiry conducted by teacher researchers, principals, school counselors, or other stakeholders in the teaching/learning environment to gather information about how their particular schools operate, how they teach, and how well their students learn (Mills, 2003: 5). It means that CAR is aimed to overcome problems in teaching learning process in order to improve educational practice.
1.7Thesis Organization
This thesis comprises five chapters. The first chapter explains the introduction which contains the background of the study, the formulation of the problems, the scope of the research, the aims of the research, the significance of the research, and the thesis organization.
The second chapter explains the theoretical framework, which divided into three sub-chapters. The first sub-chapter is about the use of games in teaching English. The second sub-chapter is about vocabulary, the kinds of vocabulary, vocabulary usage and the technique of teaching vocabulary. The third sub-chapter is about the use of the Dominoes game in teaching vocabulary, and the last sub-chapter is the action hypothesis.
The third chapter is Research Methodology. It contains the purpose of the research, research design, and subject of the research, the data collection and data analysis.
research, after the implementing the action, the analysis of data, and the interpretation of data.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter describes the method used in this study with the intention of finding the answers of the questions stated in Chapter I. The chapter includes research design, site and participants of the study, data collection, research procedures, and data analysis.
3.1 Research Design
This research was conducted by using classroom action research since it
was going to find out how the use of Dominoes games improves students’ English
vocabulary. As McNiff and Whitehead (2002:17) states that the main purpose of action research is the use of knowledge which leads to improvement of understanding that will be beneficial for society.
In conducting the classroom action research, the researcher used Kemmis and McTaggart (as cited in Burns, 2010) in which each cycle consists of four steps: plan of action, implanting of action, observing and evaluation analysis and reflection. The main steps were preceded by reconnaissance (or preliminary study), analysis and identification of problem as shown in the figure 3.1.
Based on the procedure as shown in the figure 3.1, the first step was a preliminary study. The next step was to make a plan of the action based on the basis of the findings in the preliminary study.
Figure 3.1 Classroom Action Research Procedure (Adapted from Kemmis and - Giving clear and detailed guidelines - Guiding students in the vocabulary
learning process Reflecting:
- Discussing the activities happened in the vocabulary learning process using pictures in
the classroom
- Reviewing whether the students understand or not of the material
UNSUCCESSFUL
SUCCESSFUL
STOP
Revising the plan:
Based on the result of reflection, it is necessary
for the teacher and collaborator to revise the
plan according to drawbacks found in the
previous implementation
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It also deals with preparing observation sheets, field notes and interview guide for collecting the data during the assessment process as well as designing the criteria of success used in this study.
After the planning of the action was finished, the next step was the implementation, the research acted as the observer. The researcher observed how
the implemented Dominoes game can improve students’ mastery of vocabulary. The strategy done by the research included the activities in introducing the idea of using a Dominoes game to improve vocabulary mastery, conducting the student – teacher conference and how to analyze the students’ work. In the last step that is reflection, based on the result of the data analysis, the researcher makes reflection to judge whether this classroom action research needed to be continued or not. The researcher, in the next cycles, implemented the revised plan of the previous cycle. The observation was done in order to ensure that the undertaken properly based on the steps that have been planned.
There were two cycles taken to answer the question problems of the research. In the first cycle, the first step was planning in which plan for some aspects that would be implemented in the acting step was made. After that, the acting, implementation of planning for the teaching situation, was conducted. In terms of the observing, it was conducted by a collaborator to observe all the activities occurred during the research and the effects of the action given during the research. Then, the effects of the action were reflected; evaluated and described to improve the situation in the second cycle. The spiral of cycles recurred until a satisfactory result has been achieved and stop until the time was felt enough (Kemmis and McTaggart, 1988, as cited in Burns, 2010).
self-reflective inquiry undertaken by participants in social (including education) situation in order to improve the rationality and justice of (a) their own social or educational practices; (b) their understanding of these practices, and; (c) the situations in which the practices are carried out. It is most rationally empowering when undertaken by participants collaboratively, though it is often undertaken by individuals and sometimes in cooperation with outsiders.
Meanwhile, the model of classroom action research is this study is modelled by Kemmis and Mc Taggart (in Burns, 2010: 32) who state that the model of action research is consist of four steps in a spiraling process. There are namely: a) Planning. Here the researcher prepares everything that is needed in doing the action, such as preparing a lesson plan, the material that will be used in the action, and it was also prepared the evaluation material after conducting the action to give information whether or not the speaking improves; b) Acting. After preparing the lesson plan, the material and the evaluation, the researcher were implemented the plan. In this study, Dominoes game was implemented by the researcher in teaching vocabulary. The Dominoes game was done by the students in groups. At the end of the class, the students were given the post-test; c) Observing. The researcher observes the effects of the critically informed action in the context in which it occurs. Beside that, the researcher also makes the observation sheet about the process in teaching learning process; d) Reflecting. After doing the observation, the researcher continued to the next step namely reflection. In this step the researcher reflected how the teaching learning process runs. The function of reflecting is to know the weaknesses and the strengths of the action. Other planning was also prepared if only the action was not improved the
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Based on the explanation above, classroom action research is a systematic study and it is a form of self-reflective inquiry undertaken or carried out by participants in an educational situation rather than outside researches to solve the
students’ problem in terms of their lack of vocabulary mastery. In this research, methodology was used to identify whether or not the students’ vocabulary mastery were better or higher than before implementing the Dominoes game.
3.2. Research Site and Participants
The research was undertaken at one of junior high schools in Cipanas-Cianjur. This school was chosen because the writer has access to the research site that enhanced the researcher to easily access the class during the research. It was also chosen for the reason that the researcher can quickly and easily obtain permission for the research so that the assignment could be able to finish on time.
The participants involved in this study were the researcher who acted as the teacher when the study was held and a collaborator, the teacher of the class who acted as the observer. The teacher was chosen as the observer since he understood clearly about the situation of her class. It was expected that the reliability of the research would be attained by relating the teacher’s observation
data and the researcher’s notes.
3.3. Data Collection
In this study, the data collection was composed of four instruments, namely interview, vocabulary test, observation sheet, and questionnaire.
3.3.1 Interview
The open interview was conducted to find out more aspects about the problems of research and add the data from observation and videotaping. Some conditions which cannot be captured by other instruments were observed during the interview (Alwasilah, 2009).
As suggested by Stake (2010: 95, as cited in Creswell, 2013), the purposes of the interview for qualitative researcher are: (1) to obtain unique information held by the person interviewed, (2) to collect a numerical unit of information from many persons, and (3) to find out about a thing that the researchers were unable to observe themselves.
The interview consisted of some questions related to the activities, media, and assessment process conducted by the teacher. Moreover, the interview was
intended to reveal the teachers’ point of view about using the activities, media,
and assessment in teaching English pronunciation in their classroom. The interview is a verbal interaction between two persons which are the interviewer and interviewee with the purpose of gathering relevant information for the research (Cannell and Kahn, 1968, cited in Cohen, Mannion, Morrison, 2000:268). Besides, the interview facilitates the participants to describe their
interpretation about the situation from the participants’ point of view (Cohen,
Mannion, Morrison, 2000:267).
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interviewee could catch the meaning easier; moreover, the interviewer could ask the participants to elaborate the answers. The elaboration of the answers would add the richness, depth of the response, comprehensiveness, and honesty (Patton, 1980:238 as cited in Cohen, Mannion, Morrison, 2000:278). In addition, the open-ended questions were selected for giving the interviewee a determination to answer the question in their own way.
3.3.2 Observation
Considering that reflection in teaching process was needed, the teacher was accompanied by an observer to make it objective. The observer filled an observation sheet in every meeting. The observation sheet enriches data analysis since it is designed to understand the context when the situation took place (Cohen, Mannion, Morrison, 2000:305).
The observation-sheet used in this study was structured observation (Cohen, Mannion, Morrison, 2000:306) with rating scales in judging the observable behavior (see Appendix B). The observation-sheet was created by
focusing on students’ act in the class and how they responded to their teacher. In observation sheet, there was a note column for the observer to conclude the overall learning process and a reflection column in which the observer gave comments to the weakness of the learning process.
These comments would be discussed together between the teacher and the observer, so that some reflections would be made. The reflection was developed into the form for the next cycle so that the next cycle is expected to run better.
There were two kinds of tests given, namely pre-test and post-test (see Appendix B). Pre-test was given in Cycle 1 before the teaching process began while post-tests were conducted at the end of every cycle from Cycle 1 to Cycle 2. The tests were consisted of 30 multiple choice items (See Appendix 6a).
The vocabulary tests were administered to know the students’ ability in
mastering vocabulary. To see the improvement in students’ vocabulary
achievement, the pre-test score and the post-test score were compared. It is
expected that by comparing students’ results, it can give a clear description whether or not the use of Dominoes game can help the students to improve their vocabulary mastery.
3.3.4 Questionnaire
The questionnaire was administered in order to examine the students’
responses towards the teaching and learning. It was administered after finishing the cycle 2 on November 2013. Before administering the questionnaire, the students were given some explanation about the questionnaire (why it was given and how to answer it).
Type of the questionnaire used in this study was structured questionnaire (Cohen, Mannion, Morrison, 2000:247) with yes/ no questions (see Appendix B). The attitudes scale was used as a measurement for the students for 5 statements given.
The structured questionnaire chosen because it was easier to be coded based on the frequency of the answers that the students gave. Here are the steps in processing the questionnaire:
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2) Creating the questions that covered the purposed of the study;
3) Administering the questionnaire to the lecture for checking its validity; 4) Administering the questionnaire to the students;
5) Processing the questionnaire by coding it; 6) Analyzing the data, then generalizing the data.
3.4 Data Analysis
The data that would be analyzed were students’ test result, observation
sheet, questionnaire, and interview results. These data were processed from the beginning until the end of the cycle.
There are two methods of presenting the data; they are based on research questions and data instruments (Rudestam & Newton, 1992; Thomas, 2000; Paltridge & Stairfield, 2007, cited in Emilia, 2009: 245). In this case, the researcher presents the data based on the instruments.
The students’ test result was administered to answer first research question. On the other hand, the questionnaire, observation sheet and interview were administered to support both of the research questions. The data analysis was processed and presented through descriptive study. Descriptive study is “a study that tries to reveal patterns associated with a specific disease without an emphasis on pre-specified hypothesis” (Simon, 2002, as cited in Handayani, 2013).
Below were the procedures in analyzing data: 1. Analyzing interview
After conducting the interview, the researcher transcribed the interview result. Then, it was coded into several themes. Those themes would lead into a description of teacher’s opinion related to teaching learning process in the class.
Interview enriched the description since it gave more detail
preliminary information of students’ attitude toward the learning process.
2. Analyzing students’ pre-test and post-test
Test data obtained from this research are pre-test, post-test 1 and post-test 2. To see the improvement in students’ vocabulary achievement, the pre-test score and the post-test score were compared. Before comparing the results, it is necessary to test the normality of the data. It is aimed at investigating whether the data spread from normal data. Normality test was conducted by means of Kolmogorov-Smirnov technique with 5% signification level in the SPSS 20.0.
When both of data were distributed normally, then the data processing continued to paired t-test. However, when the data were not normally distributed, the data processing can be continued by using non parametric statistic i.e. Wilcoxon test.
Compare mean test was done to determine whether both test results have the same mean score or not. By doing so, it can be obtained a clear description whether the use of Dominoes game can help the students to improve their vocabulary mastery or not.
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Observation sheet focused on the teaching learning process, especially on observing whether students could understand the text in the learning process and how they responded to their teacher during the learning process.
4. Analyzing questionnaire
This questionnaire was used to detect responses of students, the
students’ attitude, and the students’ motivation. The students’ answers
“yes” is given a score 1. The students’ answers “no” is given a score 0.
The mean score of each expression is reached from score total divided by the total of the students. It uses criteria to consult with the scores as follows:
Very positive 76 % - 100 % Positive 56 % - 75 % Negative 40 % - 55 % Very negative Less than 40 %
Arikunto (1998:246)
3.4 Criterion of Success
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CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusions of the study and suggestion for further research. At first, this chapter presents conclusion of the study related to the theories used. Next, this chapter presents a suggestion for further researchers who are interested in conducting a similar study, the use of Dominoes game, or other games, in teaching vocabulary.
5.1 Major Findings and their Significance
This study was concerned with the use of the Dominoes game to improve the students’ vocabulary mastery. There are two research questions that underpinned this study. In this part, each of them will be reasserted and it will be followed by its explanation and description in order to answer the problem being raised.
5.1.1 Does the use of Dominoes game increase the students’ vocabulary
mastery?
The purpose of the study was to investigate whether the use of the Dominoes game affects students’ vocabulary mastery. The findings of this study suggested that the use of the Dominoes game increased the students’ vocabulary
5.1.2 How does the use of Dominoes game shape the students’ learning
involvement?
The second purpose of this study was to investigate how the use of the game shapes the learning involvement. The data from the observation showed that the students were getting more active in the teaching learning process; it could be seen from the growing involvements in the learning process from cycle to cycle. Third, the questionnaire result showed that the implementation of this technique got positive responses from students in the teaching-learning process of vocabulary. It could be seen from the result of a questionnaire. In addition, the result of the interview with the collaborator teacher showed his positive attitude towards the implementation of Dominoes game in teaching vocabulary since it could motivate the students to be actively engaged during the learning process. Hence, he thought it can be an alternative technique to be used in teaching vocabulary.
5.2Conclusion
In general, the use of Dominoes game displayed some advantages: it facilitates the students to enrich their vocabulary; it increases students’ involvement; and it provides the students with opportunities to practice their language skill.
However, there was a disadvantage in using Dominoes game in terms of
students’ learning involvement level and time management especially for low
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5.3 Suggestions for Further Research
Although this study may be restricted to small scales participants, there are some suggestions in relation with the implementation of Dominoes game that hopefully can be useful for teachers who want to conduct Dominoes game in their classroom and also for researchers who will conduct a study in the same topic.
A. For the Students
This research expected to encourage the students mastering the English lesson, the students feel relax and enjoy when they learn English lesson, and solve their problem in understanding the meaning of word in the sentence, because the teacher use the suitable technique in teaching. Therefore, the students can use the vocabulary they have learned in the communication. Some points that must be considered by the students are as follow;
1. Regarding the importance of mastering vocabulary in learning English, the students should pay attention seriously and involve in the learning process.
2. To make it perfect, practicing the Dominoes games or language games at home is highly recommended.
B. For English Teachers
The result of this research is expected to be useful for the English teacher as input and consideration to improve the English teaching especially, the teaching
of vocabulary trough games to develop the students’ vocabulary achievement and
1. To implement Dominoes game in their classroom, it is important to set a theme that suits with children interest and needs. It is suggested that the teachers choose the themes that are familiar with the students and have been discussed with the students beforehand since it can raise
students’ motivation and their interest in learning English.
2. The teachers should provide various activities which can maintain
students’ interest during the lesson. It is important since the students
might be bored by the materials that only focus on a certain theme. 3. It is suggested to select the vocabularies carefully so it can suit the
students’ proficiency level.
4. It is also suggested to provide various ways and context in introducing the vocabularies so the students may expand their vocabulary knowledge.
C. For other Researchers
The results of this research can be used by the other researchers as information or reference to conduct a classroom action research to another class
which has similar problems to develop the students’ vocabulary achievement.
Some points to consider by other researchers are as follows;
1. As the instruction of vocabulary has typically occurred as part of reading lessons and in connection with the reading textbooks, these characteristics of school texts have consequences for the vocabularies students are acquiring. This observation does not mean that a vocabulary curriculum should be disconnected from the texts of instructional lessons.
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to be conducted by other researchers. It is expected to provide better understanding in comprehending the research findings.
3. It is recommended to conduct research in a longer period to give better result and better pictures of the implementation of Dominoes game to
improve the students’ English vocabulary.
D. For the Institutions
The proposed teaching technique requires substantial validation with students before it can have widespread dissemination. However, policymakers of schools can apply this work's aim of using an alternative way of teaching. The principles of effectiveness and efficacy have a strong foundation in supporting the research. In other words, there are some external factors that is needed to fulfill by the leaders of institution towards the success of this research i.e. fund and facilities.
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