DOMINOES GAME TO IMPROVE THE
STUDENTS’ VOCABULARY IN MIDDLE BASIC
EDUCATION
EL JUEGO DE DOMINÓ PARA MEJORAR EL VOCABULARIO
DE LOS ESTUDIANTES EN LA EDUCACIÓN BÁSICA MEDIA
María de los Ángeles Correa Zambrano
Universidad Nacional de Loja, Ecuador
Adriana Elizabeth Cango Patiño
Universidad Nacional de Loja, Ecuador
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DOI: https://doi.org/10.37811/cl_rcm.v8i5.14428
Dominoes Game to Improve the Students’ Vocabulary in Middle Basic
Education
María de los Ángeles Correa Zambrano 1
maria.d.correa.z@unl.edu.ec
https://orcid.org/0009-0001-8237-4860
Universidad Nacional de Loja
Ecuador
Adriana Elizabeth Cango Patiño
adriana.cango@unl.edu.ec
https://orcid.org/0000-0003-3073-477X
Universidad Nacional de Loja
Ecuador
ABSTRACT
This investigation intended to know the use of Dominoes Game as media to improve students’
vocabulary learning since integrating games into the teaching process aligns with modern pedagogical
methodologies that advocate for interactive and student-centered learning environments. For that
reason, the method of this research was the action research design using the mixed-method approach to
execute this research to avoid misunderstandings or confusion. Moreover, the participants were students
of Middle Basic Education from a public institution in Loja city, consisting of 37 students, which helped
the researcher to obtain the result that showed how Dominoes Game could stimulate students to be
active, motivated, and work perfectly in class. Furthermore, to gather the data, the researcher used the
testing technique, with both pre-test and post-test, the survey technique, applying a questionnaire, and
the observation technique, using field notes as the instrument. It successfully shows remarkable
students’ achievement where the data showed that students’ achievement increased from 7,44 in the
pre-test to 8,39 in the post-test. Consequently, it might be concluded that Dominoes Game possibly
increases students' vocabulary since it is a clear example of how students learn while playing, having
fun, paying attention, and learning, without losing the purpose of the lesson
KeyWords: dominoes game, vocabulary learning, student-center learning
1
Autor principal.
Correspondencia: maria.d.correa.z@unl.edu.ec
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El Juego de Dominó para Mejorar el Vocabulario de los Estudiantes en la
Educación Básica Media
RESUMEN
Esta investigación tuvo como objetivo conocer el uso del juego de dominó como un medio para mejorar
el aprendizaje del vocabulario de los estudiantes, ya que la integración de juegos en el proceso de
enseñanza está alineada con las metodologías pedagógicas modernas que promueven entornos de
aprendizaje interactivos y centrados en los estudiantes. Por esta razón, el método de investigación
utilizado fue el diseño de investigación-acción con un enfoque de métodos mixtos para evitar
malentendidos o confusiones. Además, los participantes fueron estudiantes de Educación Básica Media
de una institución pública de la ciudad de Loja, compuesta por 37 estudiantes, lo que permitió al
investigador obtener resultados que demostraron cómo el juego de dominó podía motivar a los
estudiantes, hacer que participaran activamente y trabajaran de manera eficiente en clase. Para recopilar
los datos, el investigador utilizó la técnica de pruebas, aplicando una pre-prueba y una post-prueba, la
técnica de encuesta con un cuestionario, y la técnica de observación, utilizando notas de campo como
instrumento. Los resultados mostraron un logro notable por parte de los estudiantes, donde los datos
indicaron que su rendimiento aumentó de 7,44 en la pre-prueba a 8,39 en la post-prueba. Como
consecuencia, se puede concluir que el juego de dominó posiblemente aumenta el vocabulario de los
estudiantes, ya que es un claro ejemplo de cómo los estudiantes aprenden mientras juegan, se divierten,
prestan atención y aprenden, sin perder el propósito de la lección.
Palabras Clave: juego del domino, aprendizaje del vocabulario, aprendizaje centrado en el estudiante
Artículo recibido 17 septiembre 2024
Aceptado para publicación:28 octubre 2024
pág. 10554
INTRODUCTION
This research explores the use of the dominoes game as an innovative technique to improve vocabulary
learning among middle basic education students in a public institution in Loja during the school year
2023-2024. The study aims to evaluate the effectiveness of this game-based learning strategy in
enhancing students' vocabulary learning and to understand students' perceptions of this method.
The EF English Proficiency Index (2023) indicates that Ecuador ranks 80th out of the evaluated
countries, highlighting a significant gap in English language proficiency compared to other Latin
American nations. This low proficiency level underscores the need for effective teaching strategies to
improve English language skills among students. Vocabulary knowledge, in particular, is essential for
language acquisition, serving as a foundation for developing reading, writing, speaking, and listening
abilities (Staehr, 2008, as cited in Dakhi & Fitria, 2019).
Despite the critical role of vocabulary in language learning, traditional methods often fail to engage
students effectively. Previous research has demonstrated that game-based learning can significantly
enhance motivation and vocabulary retention (Indriani, 2023). However, there is limited research on
the use of Dominoes Games specifically for vocabulary learning in the Ecuadorian educational context.
This study seeks to fill this gap by investigating how the Dominoes Game can be used to improve
vocabulary learning among middle basic education students.
The necessity of improving English vocabulary skills arises from the observed weaknesses in students'
language proficiency. Vocabulary is the cornerstone of language learning and its mastery is crucial for
the development of other language skills such as reading, writing, listening, and speaking. Sari and
Syafei (2013) emphasize that mastering vocabulary is essential for students to succeed in learning
English. The Dominoes in the teaching process can offer several benefits. Games can make learning
less stressful and more engaging, thereby encouraging active participation and sustained interest among
students. Previous studies have demonstrated that the use of games in education can lead to better
learning outcomes and improved student performance.
To make it possible the researcher proposes to identify the effectiveness of the dominoes game in
enhancing vocabulary learning. And to recognize the students' perceptions regarding the use of the
dominoes game in vocabulary development. By achieving these objectives, the study aims to contribute
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to the development of innovative teaching strategies that can be incorporated into the English language
curriculum, thus enhancing the overall learning experience and outcomes for students.
Finally, is important to mention that integrating games into the teaching process aligns with modern
pedagogical methodologies that advocate for interactive and student-centered learning environments.
Games have shown potential as educational tools that cater to diverse learning needs (Shabaneh &
Farrah, 2019). Specifically, the dominoes game offers a unique approach to vocabulary learning by
combining play and education, making the learning process enjoyable and effective.
METHODOLOGY
The researcher applied an action research design. The data used in this research were quantitative and
qualitative data. The qualitative data was taken from questionaries using the Likert scale to gather the
students' perceptions at the end of the learning process, while quantitative data was taken from the result
of the evaluation of learning. The researcher used pre-tests and post-tests to evaluate the students. A
pre-test was conducted to identify the students’ competence in vocabulary range, whereas the post-test
was used to find out the extent of students’ vocabulary learning.
Procedure
The procedure of this research follows the steps of action research proposed by Harley (1989). Before
conducting this research, the researcher started identifying the problem in the learning process. The
researcher did observation and interviewed the students to get the data. After collecting the data, the
researcher analyzed and interpreted the data in qualitative data form. Based on the problem understood
the researcher began to plan the action. In this research, the researcher applied the Dominoes Card game
as the media of teaching. The card has been modified based on the topics. The researcher implemented
this media for three different times. In the next meeting, the researcher gave the final test (posttest) to
measure the implementation of the modified dominoes card game. The data was gathered in quantitative
data form. The last step was evaluating and comparing the data obtained from the post-test and pre-test.
Data Collection Analysis
The data was collected from observation, interview, and test. The data obtained from the observation
and interview were analyzed and interpreted as qualitative data. The data obtained from the test were
analyzed statistically. The data were analyzed using descriptive statistics and paired sample T-tests. It
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was to know the different scores before implementing dominoes game and after having implemented
it.
RESULTS AND DISCUSSION
To determine the improvement and effectiveness of vocabulary learning by using the Dominoes Game
where the researcher used pretest and posttest instruments to collect quantitative information as well as
field notes that recorded what the researcher lived daily during the lessons, regarding this, the results
obtained were:
Indicators
Pretest
Posttest
Meaning (2.5/2.5)
1,89
2,50
Spelling (2.5/2.5)
2,24
2,19
Word use (2.5/2.5)
1,89
2,16
Word class (2.5/2.5)
1,42
1,54
Total means
7,44
8,39
The researcher works with indicators to have a clear idea of what is going to be tested for that reason
the comparison of the results before and after using Dominoes Game in formative assessment for
improving the learning vocabulary in aspects such as meaning, spelling, and words. These results are
clear evidence of the performance of the students using the strategy where the researcher noticed how
students could learn through the use of games without losing the purpose of improvement and learning
since students are just children who want and expect to learn English in a didactic and enjoyable way
to avoid being bored during the English lessons.
The results obtained from the study are consistent with previous research, such as the work of Pan and
Sana (2021), who highlighted the benefits of interactive games in language learning, observing
significant improvements in students' vocabulary acquisition. Similarly, Hodge's (2005) study
highlighted those students demonstrated increased motivation and engagement when learning through
game-based activities, which is corroborated by students' positive responses regarding the use of the
Domino game in this study. However, it contrasts with Creswell's (2012) research, which suggested
that while game-based learning can be effective, its success depends on the context and specific
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implementation strategy, indicating that not all game-based methods can produce the same level of
improvement.
Now to recognize the students’ perceptions about the use of the Dominoes game in the development of
English vocabulary learning, a questionnaire was taken, similarly, the researcher used field notes where
the investigator recorded everything about the class, if something was right or not, and then use it to
identify how well the researcher did it. Both were a formal and organized way to collect relevant
information to support.
Type of card
(f)
Picture
card
%
(f)
Letter
card
%
(f)
Written
card
%
30
88%
21
62%
16
47%
4
12%
13
38%
18
53%
34
34
34
The first table regarding how successful each type of card was showing clear information that the picture
card has better results than the other ones. The students’ perceptions were recorded in the questionnaire
using a Likert scale, where so the results were focused on the “agree” and “strongly agree” answers
where students mentioned they feel more enthusiastic to learn vocabulary through the use of Dominoes
Game despite the beginning the strategy seems to be difficult for them, then they understand what were
the process and the way of using them. Equally, students remark that they have fun while they learn
because it motivates them to improve and put more effort into learning English vocabulary during the
lessons.
Likert scale
Question (Q) N° 2
Strongly disagree
Disagree
Agree
Strongly agree
(f)
(%)
(f)
(%)
(f)
(%)
(f)
(%)
Did lessons become enjoyable for me
since the teacher made use of
Domino's Game?
0
0%
0
0%
11
32%
23
68%
N° Students
34
34
34
34
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In the “agree” and “strongly agree” answers where students mentioned they felt more enthusiastic about
learning vocabulary through the use of the Dominoes Game despite that at the beginning the strategy
seemed to be difficult for them, then they understood what was the process and the way of using them.
Equally, students remark that they have fun while they learn because it motivates them to improve and
put more effort into learning English vocabulary during the lessons.
Question (Q) N° 3
Strongly disagree
Disagree
Agree
Strongly agree
(f)
(%)
(f)
(%)
(f)
(%)
(f)
(%)
The Dominoes game was a
difficult strategy to
understand so I could not
work as I expected.
11
32%
9
26%
7
21%
6
18%
N° Students
34
34
34
34
Question 3 where are mentions that 32% of the students “strongly disagree” and 26% “disagree” that
the strategy was not difficult to use and understand since they could recognize and work with them
perfectly. Subsequently, a few students 21% “agree” and 18% “strongly agree” about the difficulty of
the strategy, because they did not understand the purpose and the way they have to work with the
strategy.
Question (Q) N° 4
Strongly disagree
Disagree
Agree
Strongly agree
(f)
(%)
(f)
(%)
(f)
(%)
(f)
(%)
The instructions were
very useful and direct so I
fulfilled perfectly with the
activities.
0
0%
1
3%
9
26%
25
74%
N° Students
34
34
34
34
Regarding question 4 about how useful and direct the teacher’s instruction was, none of the students
chose “strongly disagree”. However, 3% of students “disagree” regarding the teacher giving no clear
explanation, then 26% of learners “agree” with the clear, useful, and direct explanation given by the
teacher at the end of the lesson, at the end 74% were “strongly agree” since pupils did not understand
the whole explanation, so they could not work as they expected, despite they asked to translate the
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instruction into Spanish, the use of strategy was a little complicated, but which was worst was the
explanation because for them it was not very clear.
Question (Q) N° 5
Strongly disagree
Disagree
Agree
Strongly agree
(f)
(%)
(f)
(%)
(f)
(%)
(f)
(%)
The strategy motivates me to
continue working and learning
more vocabulary during the
lessons.
0
0%
1
3%
6
18%
27
79%
N° Students
34
34
34
34
None of the students mentioned “strongly disagree” about feeling motivated with the using of the
strategy to continue working and learning vocabulary, then 3% of students “disagree” about feeling
motivated to continue working and learning more vocabulary during the lessons through the use of
Dominoes Games regarding students mention that they do not understand at all the strategy so they did
not like it. However, students who are 18% “agree” and 79% “strongly agree” mentioned that they
learned and understood pretty good the vocabulary using the Dominoes Game so based on the results
of the posttest the researcher can notice the effectiveness of some indicators using the Dominoes Game
and the perceptions from students too.
Question (Q) N° 6
Strongly disagree
Disagree
Agree
Strongly agree
(f)
(%)
(f)
(%)
(f)
(%)
(f)
(%)
At the end of the lesson, I
appreciated the vocabulary
learned because the dominoes
game helped me to manage.
0
0%
1
3%
6
18%
27
79%
N° Students
34
34
34
34
Concerning the student's learning process using the Dominoes Game, where none of them “strongly
disagree” with appreciating the vocabulary learning through the use of the game, then 3% of the students
“disagree” with the use of Dominoes Games since for they it was not a useful strategy, they believe it
was something that confused themselves. Compared to the 18% “agree” and 79% “strongly agree” of
students who appreciate the use of the new and innovative strategies focused on the student’s vocabulary
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improvement, which mention that since they understand the purpose and the way students have to work
with the strategy had a remarkable incrementation in the results after their usage.
Along with the field notes and questionnaire responses, the majority of the participants had a positive
opinion about the use of the Domino Game to enhance their vocabulary learning. For example, students
described this game as an engaging tool that captures their attention and helps them to understand
vocabulary through interactive play. In addition, the Dominoes Game encouraged active class
participation, creating a more dynamic and effective learning environment. Furthermore, students
mentioned that using a game related to learning contexts improved their vocabulary and increased their
motivation, confidence, and autonomy in learning English vocabulary.
These results are consistent with Indriani's (2023) assertion that games such as Dominoes facilitate
active participation and maintain classroom control by keeping students engaged In summary, the
effectiveness and positive impact of the Dominoes Game is remarkable, as students showed
improvements in their vocabulary learning and expressed their enjoyment of this strategy.
CONCLUSIONS
This research expected to determine the impact of the Dominoes Game strategy on vocabulary learning
among middle-basic education students, revealing significant improvements in vocabulary learning,
comprehension, and usage.
The strategy, using various card types, proved effective and remarkable impact in helping students to
understand, spell, and apply vocabulary in different contexts since students found it engaging and
motivating, leading to enhanced participation and deeper learning. The strategy helps students to obtain
a wide range of vocabulary for their benefit, not only for English lessons but also for daily life activities
since they can work perfectly with verbs and adjectives such as was expected.
Likewise, students' perceptions of the Dominoes Game strategy have emphasized both its effectiveness
and its attractiveness in the learning process. On the one hand, students found the cards of the strategy
attractive and innovative, showing enthusiasm, motivation, and desire to learn in a new and interactive
way. Moreover, students stated that the strategy helped them focus on specific words, retain essential
meaning, identify correct spelling, and develop their critical thinking skills to recognize the correct
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word patterns. Thus, this dual impact of the Dominoes Game strategy not only improves students'
vocabulary learning but also fosters a more active and effective learning experience.
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