The Research Instruments Used before the Implementation
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game, “Find the Answers”, intended to help the students recognize adverbs. The last game, “The Bingo Race”, aimed to review words they had known and introduce new
words. At the end of each game, the researcher asked the students to rewrite the
meanings and the parts of speech of the words given in their personal vocabulary lists. This step aimed to keep track of the students’ progress as well as to find out the
effectiveness of the game used in that particular meeting. After that, the researcher gathered each student’s vocabulary list and calculated the score. Then, the researcher
compared the scores of the students’ vocabulary list completed after the implementation with the previous scores gathered prior to the implementation of the
games. It was aimed to see whether there was an improvement or not according to the scores that the students had.
The researcher also distributed a questionnaire to gather the data related to the students’ perception on the implementation of the games. As follow-ups, informal
interview was conducted in order to clarify their answers and obtain additional information. The results of the questionnaire distributed to the students and the
interview would help the researcher to find out whether or not the students felt that they benefited from the implementation of the games.
During the teaching and learning activity conducted by the researcher, a help from an observer was required in order to observe the real implementation of the
games objectively. The researcher decided to ask for help from different observers for all meetings to avoid bias. The observer recorded what she had witnessed during the
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implementation in the field notes. This step aimed to fill the information gaps which were created by the researcher’s involvement in the implementation.
After the first cycle ended, the researcher reflected on how the
implementation had been done. This aimed to find out whether or not the games which had been used to develop the students’ vocabulary mastery were really
effective. Through the reflection, the researcher was able to discover the things which needed improvement so that the solution could be effective. At the end of the second
cycle, the researcher reflected on the results and decided that one more meeting had to be conducted to conclude how word games could help the students improve their
vocabulary mastery.