T BING 1204674 Abstract
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.
Keywords: Dominoes game, vocabulary mastery, students’ involvement, CAR.
Saepudin, 2014
THE USE OF D OMINOES GAME IN TEACHING VOCABULARY
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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.
Keywords: Dominoes game, vocabulary mastery, students’ involvement, CAR.
Saepudin, 2014
THE USE OF D OMINOES GAME IN TEACHING VOCABULARY
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu