Asking the Giving General findings

The researcher also found that in learning vocabulary through vocabulary cards game the students enjoyed and were motivated to memorize new vocabularies and learning English. It is seen from their enthusiasm and interests in the lesson. While the teaching-learning process and the increasing of their understanding and memorizing was seen from their score. It is line with Kim’s theory 1995: 35 that games are motivating and challenging. Learning a language requires a great deal of effort and games help students to make and sustain the effort and learning. They will not feel bored, because game is such as an ice break from the usual routine of the language class. According to Ersoz 2000 games are highly motivating because they are amusing and motivating. In line with the theory, Lewis 1999 in Mei and Yu-jing 2000: games add variation to a lesson and increase motivation by providing and plausible incentive to use the target language. 109

CHAPTER V CONCLUSIONS, IMLICATIONS, AND SUGGESTIONS

A. CONCLUSIONS

The research was conducted to solve the problems related to vocabulary mastery through vocabulary cards. The research consisted of some steps, they are reconnaissance, actions which consist of planning, implementations and reflections. By conducting this research, there were several changes. The changes are presented as follow. 1. The researcher The researcher got more knowledge about teaching English especially in vocabulary mastery. The researcher found that the teacher should be a good model in the classroom because she will act as model in the teaching and learning process. Consequently, the researcher should practice pronouncing words properly to be imitated by the students. Before teaching the class, the researcher always practiced with her colleagues. The researcher got many thing to learn from the actions such as how to manage the students and time allocation, how to choose appropriate materials, tasks, and media, and etc. 2. The students Before the actions, the students tended to be passive when the teacher explained materials and when they were asked to do some tasks and the students were also afraid to speak up. Since the classroom activities were less