ThesisOpen AccessMetadata saja
2026•
This study aims to determine the feasibility of the DOMINER (Energy Change Domino) card learning media based on expert and practitioner validation, and to assess the media's appeal through student responses. The research design employed was research and development (R&D), based on the 4D development model, which includes the Define, Design, Develop, and Disseminate stages. The instruments used for data collection were validation sheets and student response questionnaires The validation results showed that the developed media received approval rates of 88.33% from media experts, 92% from subject matter experts, 100% from language experts, and 96% from practitioners, all of whom were categorised as "highly suitable." During the limited pilot test, students provided positive feedback based on interview results, supported by a student response questionnaire score of 94.06%. Meanwhile, in the field trial, the questionnaire results indicated an attractiveness rating of 91.36%, categorised as "very attractive." Based on expert validation and student responses from the trial, the DOMINER (Domino Energy Change) card learning media was deemed suitable and attractive for use in the learning process in Class IV B at Yaditra Elementary School in Tarakan.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to improve students' vocabulary mastery by using domino cards. The research was conducted at SMP Negeri 10 Tarakan, with the subjects being 30 students from class VII-4. The research employed a Classroom Action Research (CAR) method. The design of this action research is collaborative, involving the English teacher as a collaborator in the classroom. This research used the Kemmis and McTaggart model, which was implemented in two cycles, with each cycle consisting of the following stages: planning, acting, observing, and reflecting. The research instruments used were an observation checklist and a vocabulary test. The results of this study indicate that there was progress in students' vocabulary mastery, which can be seen from the vocabulary test scores. In the first cycle, the students' test results did not meet the success criteria, as only 70% of the students achieved the Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) or the learning outcome criteria. However, in the second cycle, 87% of the students achieved the KKTP, thus meeting the success criteria. The results from the observation checklist also show that both the teacher's and students' activities met the success criteria in every meeting. It can be concluded that the implementation of domino cards successfully improved vocabulary mastery among seventh-grade students at SMP Negeri 10 Tarakan.
