Saepudin, 2014
THE USE OF D OMINOES GAME IN TEACHING VOCABULARY
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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.
