THE EFFECTIVENESS OF USING DOMINO GAMES TO TEACH

VOCABULARY FOR THE 1ST GRADE STUDENTS’ OF ISLAMIC

SYNOPSIS

By

MIFTAHUL JANNA

(11614200754)

STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU

FACULTY OF EDUCATION AND TEACHER TRAINING

ENGLISH EDUCATION DEPARTMENT

2019
A. Background of the Problem

According to Holden (1999), vocabulary learning is viewed as an area that is of vital

importance in English as second language (ESL) teaching and learning. it is, however, the

retention of learnt vocabularies is perhaps the most challenging part in second language

learning. ‘Domino is one of the common and easy ways to prepare games in classroom to

recycle vocabulary; it has the advantages of ‘being fun, competitive, and consequently

memorable,’ (Schmitt and McCarthy, 1997).

When students want to speak in English, they should master in vocabulary. Right now

many students have lack of vocabulary because they are not interesting to learnt it. In school,

teacher always gives same methode while teach their students. So, it is also the problem for

them.

On the report of CDC (2004 : 129), language games that serve the function of drills are

effective with young learners and can be used more. Cunningham (2009) stated that games

are of crucial importance for English language learners to provide ejoyment, motivation,

relaxation and at the same time encourage students to use English in a more communicative

and creative manner. ‘The exercise of games is effective in reinforcing and improving

students’ vocabulary knowledge’ (Alemi, 2010; Uberman, 1998). Vocabulary is best

introduced in context using language games and tasks, as highlighted by CDC (2004, p.164).

Hu and Deng (2007) had a study on multimedia vocabulary teaching and the learners

demonstrated favorable efficiency in boosting their vocabulary knowledge. Vocabulary

games is not only a time-filling activity, but also a useful device to strengthen students’

vocabulary development in a pleasant and relaxing atmosphere. So, with the method of

playing while learning vocabulary, we can use domino card. According to Taheri (2014), the

usefulness of domino games may on the other hand reject some teachers’ views regarding

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‘games’ as time-killing activities when they find game is attractive to students and beneficial

to their learning. This may also turn down the view of some teachers on the impracticality of

the implementation of games in classrooms.

It is very useful for students due to it can increase the knowledge or addition of their

English vocabulary. With domino card games, the students can also sharpen their right brain

and help in teamwork to get better. It also considered quite effective in teaching vocabulary

to students, beacuse they will not get bored quickly and they should not focus on textbooks.

Though, we do not always teach with this method, but this can be one of the methods for

change the atmosphere in the classroom.

This study is aimed at junior high school students, because primary school students do

not learn English since the replacement of the curriculum. Student activeness in learning

would be the main point in teaching activities. Teachers must know how to effectively teach

their students. One of method that can help students to easily master in English vocabulry that

is playing domino card. Which this games contain daily vocabulary and are easy to remember

by the students.

B. Formulation of the Problem

Based on the explanation of the problem, the writer formulated the problem of the study

as follows:

a. Is Domino games effective in teaching students’ vocabulary knowledge ?

b. Is it useful for teaching and learnig English vocabulary ?

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C. RESEARCH METHODOLOGY

This study adopted an experimental research design to investigate the effects of dominos

in consolidating students’ vocabulary learning. The reason of the adoption of experimental

research is because ‘the research involves testing the strength of one variable’s influence on

another,’ (Nunan and Bailey, 2009, p.44). Therefore, there will two variables used in this

study. They are independent variable (variable X) as the use of Dictionary game and

dependent variable (variable Y) as teaching vocabulary for students. Moreover, the design of

this study will be Quasi-Experimental design with the Non-Equivalent control group. Ary et

al (2006, p.316) said Quasi-experimental designs are similar to randomized experimental

designs in that they involve manipulation of an independent variable but differ in that

subjects are not randomly assigned to treatment groups. The researcher will choose the quari-

experimental design in order to investigate all students in the groups so that the study project

will not distrub the teaching and learning process at the school.

In conducting the study, two classes of THE 1ST GRADE STUDENTS’ OF ISLAMIC

JUNIOR HIGH SCHOOL ASSALAM NAGA BERALIH KAMPAR UTARA will be

participated. The first class will be experimental group that will be treated by using Domino

game technique and the second class will controul group that will be without using domino

game technique. However, the materials will be given and purposed of the study to each

group will be the same.

There will be two kinds of test that will be used in this study. They will be pre-test that

will be given before doing the treatment and the post-test that will be given after doing the

treatment. According to Cresswel (2008), the design of this research could be describe as

follows:

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 The Research Design

Group Pre-test Treatment Post-test

1) O1 = Pre-test for experimental group

2) O2 = Post-test for experimental group

3) O3 = Pre-test for control group

4) O4 = Post-test for control group

5) X = Treatment by using Domino game

6) - = No treatment

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