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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
Classroom Action Research CAR is able to be called successful if it can exceed the criteria which have been determined, and fail if it cannot exceed the
criterion which has been detained. In this research, the research will succeed when there are 75 numbers of students could achieve some improvement scores from
the pre-test until the second post-test in cycle two or they could pass the target
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Saepudin, 2014 THE USE OF D OMINOES GAME IN TEACHING VOCABULARY
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
score of the minimal mastery criterion MMC level. The MMC that must be attained considering reading subject which is adapted from the school agreement
is seventy five 75. If the criterion of the action success achieved, it means that the next action of the Classroom Action Research CAR would be stopped, but if
this condition has not been reached yet, the alternative action would be done in the next cycle.
Saepudin, 2014 THE USE OF D OMINOES GAME IN TEACHING VOCABULARY
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
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 stu
dents’ 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 u se of Dominoes game increase the students’ vocabulary
mastery?
The purpose of the study was to investigate whether the use of the Dominoes game affec
ts students’ vocabulary mastery. The findings of this study suggested that the use of the Dominoes game increas
ed the students’ vocabulary mastery. It can be seen from the following facts. First, related to the students’
achievement, students’ average scores significantly increased from the pre-test to the cycle 2. Furthermore, the number of the students who have scores above
MMC also increased from 0 in the pre-test to become 16.7 7 students in the cycle 1 post-test and 85.7 36 students in the cycle 2 post-test.
