10.9 12.2 The Implementation of Word Games in Cycle Two
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After doing the game, the students were asked to fill in their vocabulary list. The results of the words, meanings, and parts of speech that they wrote are presented
in Table 4.4. Most of them managed to provide the meanings and parts of speech of some words which were difficult or confusing for them, such as ‘provide’, ‘victory’,
and ‘wealthy.’ In the beginning, out of 25 points as the maximum score that they could achieve, they only managed to score 14.9 points for the meaning part and 8.2
points for the parts of speech part in average. However, after doing the game, they managed to score higher in both meaning
and parts of speech parts. As seen in Table 4.4, their scores increased significantly; the score for meaning part increased by 5.5 points to 20.4 points while the score for
parts of speech part increased by 10.2 points to 18.4 points. The situation that was fun and exciting made them willing to write down the meanings and parts of speech of
the similar words for the second time. There was no student who did not write anything at all on the parts of speech section. It was a good sign since there were
always some students who were unwilling to write them down for the second time. It showed that the students’ response toward the method of re-filling in their vocabulary
list had increased, especially since the content of the game was memorable. While playing the game, the researcher also noticed that the students paid
attention to the game very well. All of them were willing to participate in playing the game. They were also motivated to provide the correct answer. It was shown by their
enthusiasm in raising their group flag when they were asked to answer. When they made mistake, they did not complain and protest. They tried to discuss the correct
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answer with their friends and tried to answer again whenever they had the chance. They were focusing on winning the game while working with their peers.
The field notes written by the observer helped the researcher to understand what went well and what should be improved from the last game implemented. She
wrote that seeing some students who were noisy because they were too excited to win showed that they were very enthusiastic about playing the game. She also wrote that,
despite the change of rules from group to individual competition, the students were able to grasp the purpose of the game, i.e. to introduce new words and establish the
words that the students had known.