Maintain a culture of integrity at workplace during COVID-19 outbreak

Integrity is a powerful double-edged sword for companies today, is necessary for long term success and corporate sustainability. Cultures of integrity are committed to doing the right thing, not just as a matter of marketing or positioning, but as an uncompromising stance embodied by the words and actions in any environment and situation encountered. Having integrity in the workplace has become very important these times, especially in the current situation where all countries are facing with pandemic Covid19. Hence this paper as an initiative to the employer or organization in identifying factors that ensure the stability and practice of a culture of integrity during Covid-19 by its employees in achieving the same goals in any situation in the workplace or outside the organization

INNER CONFLICT OF CHARACTERS IN EDWARD ALBEE’S THREE TALL WOMEN: AN OVERVIEW OF WOMEN’S LIFE IN MODERN LITERATURE

This study aims to analyze the inner conflict faced by the three women of the play where the characters feel regret with their past life and also tries to reveal the women’s life that describe the characteristics of modern literature. The study focuses on intrinsic elements of the play, especially the characters’ conversation. To explain the regret of the characters, the writer uses psychoanalysis of Sigmund Freud and analyzes the symptoms of regret and despair. This analysis also relates the play of Three Tall Women with the characteristics of modernist literary that presented the condition of society and women’s life. The primary data is taken from the script of Edward Albee’s Three Tall Women itself. After the analysis is done, the writer found that each woman in Three Tall Woman faces the inner conflict that makes them questioning what was they did wrong. The three of them feels regret to what happen with their life in the past and wish that the other women not to face it in their future life. In addition, the characteristics of modern literature is reflects the condition of the society where the story was written. The play Three Tall Women reflects the condition of people at the time until nowadays because people have done many things but still regret and wish to come back to their life in the past before the death come to the

Buginese Parents’ Knowledge on Concerning Lullaby Song (Phenoemnological Study on Traditional Lullaby in Bone Regency)

This Reseacrh discussed about what is Bone society knowledge of Lullaby song and how is the parents’ attitude toward lullaby song. This Research aimed to know the Bone society knowledge of lullaby and the parents’ attitude toward Lullaby Song. This Research focused on the Bone society knowledge of lullaby song and the parents’ attitude toward lullaby song. This research used phenomenology approach by Husserl. Then, the data were analysed using descriptive qualitative method. The reseacher used note taking, interview guide, and digital recorder as the instrument to find out the valid data. The reseach was conducted in order to show the Bone society knowledge on concerning lullaby song. The findings showed that Bone society knowledge of lullaby are Yabelale is a song that contains prayers and wishes of parents’ for their children, Yabelale is a medium of cultural education, Yabelale provides good benefits for children such as musical and emotional intelligence, nd Yabelale is expression of parents’ affection. The reseacher concluded that Yabelale is being prayers and wishes of parents to their children , Yabelale has many benefits for children also through Yabelale parents’ can show their affection to their children. Yabelale is a good song to lull a child

IMPROVINGSEVENTHGRADERS’ABILITYOF MTs MANBAULULUMKWANYARINWRITINGPROCEDURE TEXTTHROUGHESTAFETGAME

IMPROVINGSEVENTHGRADERS’ABILITYOF MTs MANBAULULUMKWANYARINWRITINGPROCEDURE TEXTTHROUGHESTAFETGAME   Nur Fadilah S1- English Education, Language and Art Faculty, Surabaya State University, [email protected]     Esti Kurniasih, S.Pd., M.Pd English Department, Languages and Arts Faculty, State University of Surabaya [email protected]       Abstrak Menulis merupakan kecakapan yang perlu dipelajari. Akan tetapi, menulis itu tidak mudah (Scott & Ytreberg, 1990). Preliminary study yang telah dilaksanakan menunjukkan bahwa menulis menjadi masalah bagi siswa, apalagi jika siswa diminta menulis dengan menggunakan genera atau tipe tulisan tertentu seperti teks prosedur. Menulis merupakan sebuah proses mencipta, mengorganisasi, menulis, dan mempoles/mengedit (Hague, 2003). Menulis tidak dapat langsung dikuasai oleh siswa tingkat Sekolah Menengah Pertama/SMP. Oleh karena itu, mengajar menulis seharusnya dilakukan dalam atmosfer kelas yang nyaman dan menyenangkan semisal menggunakan permainan. Apalagi, menggunakan permainan dalam proses belajar mengajar dapat membuat kelas menjadi nyaman (Uberman, 1988). Dalam studi ini, proses belajar mengajar dilakukan dengan menggunakan sebuah permainan yang disebut Estafet game/permainan Estafet. Estafet game/permainan Estafet adalah sebuah permainan yang di adopsi dari permainan olahraga.   Focus studi ini adalah tentang memperbaiki kemampuan menulis siswa dalam menulis teks prosedur melalui permainan Estafet. Adapun tujuan studi ini adalah untuk mendeskripsikan bagaimana permainan Estafet memperbaiki kemampuan menulis siswa dalam teks prosedur. Pendeskripsian tersebut meliputi: (1) bagaimana pelaksanaan permainan Estafet dalam pengajaran menulis teks prosedur pada siswa kelas 7 MTs Manbaul Ulum Kwanyar, (2) bagaimana hasil menulis siswa kelas 7 MTs Manbaul Ulum Kwanyar dalam pengajaran menulis teks prosedur selama dan setelah pelaksanaan permainan Estafet, dan (3) bagaiman respon siswa kelas 7 MTs Manbaul Ulum Kwanyar dalam pengajaran menulis teks prosedur setelah pelaksanaan permainan Estafet. Dalam menganalisis data, peneliti menggunakan melakukan beberapa proses, yaitu: (1) pendeskripsian dan (2) sense making. Di tingkat pendeskripsian, peneliti mereview data-data yang sudah dikumpulkan sebelumnya. Sedangkan dalam tingkat sense making, peneliti menorganisasi data berdasarkan pertanyaan penelitian. Peneliti menyortir data menjadi data yang relevan dan yang tidak relevan kemudian mengelompokkannya sesuai dengan pertanyaan penelitian.   Penelitian dalam studi ini dilakukan dalam 2 siklus. Siklus pertama dilakukan dalam 3 pertemuan. Hasil dari siklus pertama tidak menunjukkan adanya perbaikan sehingga penelitian dilanjutkan dengan siklus ke 2. Siklus ke 2 dilakukan dalam 2 pertemuan. Dan hasil dari siklus ke 2 menunjukkan adanya perbaikan dalam tulisan siswa selama dan setalah pelaksanaan permainan Estafet. Jawaban siswa dalam kuesioner pun mengalami perbaikan.   Kata kunci: kemampuan menulis, teks prosedur, permainan estafet, kelas tujuh.   Abstract Writing is a skill which is necessary to learn. However, writing is not always easy (Scott & Ytreberg, 1990). Preliminary study which was conducted showed that writing becomes the problem of students, moreover if the writing is based on a specific genre such as procedure text. Writing is a process of creating, organizing, writing, and polishing (Hague, 2003). It cannot easily be mastered by students of Junior High School level. Therefore, teaching writing should be done in an enjoyable atmosphere such as using game. In addition, using game in teaching and learning process can create a relaxing atmosphere in the classroom (Uberman, 1988). In this study the teaching and learning process was done by using a game which is called Estafet Game. Estafet Game is a sport game which is adopted into teaching.   This study focuses on improving students’ ability in writing procedure text through Estafet Game. The purpose of this study is to describe how Estafet Game improves students’ ability in writing procedure text. The description includes: (1) how the implementation of Estafet game in teaching writing procedure text to the seventh graders of MTs Manbaul Ulum Kwanyar, (2) how the students’ writing results of procedure text during and after the implementation of Estafet game in teaching writing procedure text to the seventh graders of MTs Manbaul Ulum Kwanyar, and (3) how the students’ responses after the implementation of Estafet game in teaching writing procedure text to the seventh graders of MTs Manbaul Ulum Kwanyar. In the data analysis, the researcher does some processes of analysis, they are: (1) description and (2) sense making. In description stage, the researcher reviewed the data that had been collected before. While in sense making stage, the researcher organized the data based on the research questions. The researcher sorted the data into relevant and irrelevant data for the research and grouped the relevant data based on the research questions. The research was done in two observations. The first observation was done in three meetings. The result of the first observation did not show improvement, so that the study was continued with the second observation. The second observation was done in two meetings. And the result of the second observation showed improvement in students’ writing both during and after the implementation of Estafet Game. It also showed improvement in students’ writing results, and the result of students’ answers in the questionnaire.   Keywords: writing ability, procedure text, Estafet Game, seventh graders.         INTRODUCTION      English is a tool to communicate in oral and written form (Depdiknas, 2004). It is used by more than half of the world population. Because of its importance, English is also studied at schools as students’ preparation to face the global world. Communicating using English can be in the form of oral, and written. Written observation consists of reading and writing while oral observation consists of listening and speaking. From the four skills above, writing is an essential skill to be mastered. Writing is a productive skill in which someone shows his/her thoughts through written words. According to Nunan (2003), writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraph that will be clear to readers. Writing is not only writing something. Writing is a process of creating, organizing, writing, and polishing (Haque, 2002).  As Halliday (in Nunan, 1995) says that in the modern world, written language serves a range of functions in people’s life such as for action (for example, public signs, product labels, television and radio guides, bills, menus, telephone directories, ballot papers, computer manuals), for information (for example, newspapers, current affair magazines, advertisements, political pamphlets), and for entertainments (for example, comics strips, fiction books, poetry and drama, newspaper features, and film subtitles). Seeing the importance of writing skill above, it is necessary to learn writing. It is said in the 2006 English Standard Competence that Junior high school students have to master and be able to compose a short functional text, and procedure, and descriptive essays. Related to writing procedure text, the researcher found that students of MTs Manba’ul Ulum Kwanyar got difficulty to compose and write the text. Therefore, the researcher collaborated with the English teacher of the school to overcome the problem by teaching using Estafet Game as a technique in teaching writing. However, teaching English as foreign language in Indonesia is not simple, it is caused by the Indonesian students who do not have similarities between learning English and learning their mother tongue (Scott and Ytreberg, 1990). Therefore, teachers should find out a solution to the problems through getting interesting techniques, such as using game to make students motivated and interested in the lesson during the teaching and learning process. Teaching by using game has been promoted and applied for many years to help students understand the various aspects of languages. As Uberman states that games are highly motivating and they can give shy students more opportunities to express their opinion and feeling (Uberman, 1988). In addition, games provide an opportunity for real communication although within artificially defined limits, and thus constitute a bridge between classroom and the real world (Hardfield, 1990). Thus, suitable games are needed to help teachers in delivering the materials and to encourage students to be active in class such as Estafet game. Estafet game is a game which is adopted from estafet race. The meaning of the word estafet itself is ‘connected to each other’. In this study, estafet game is made as a technique in teaching English. The researcher chose the game as a technique because it is appropriate to be conducted in her research to solve the problems the teacher has in classroom. When the researcher had a school visit to MTs Manba’ul Ulum Kwanyar, she found that students in one classroom were not motivated and interested in learning English. She asked the teacher why the students were not motivated and interested in English class. The teacher said that maybe the students do not like the situation of the classroom in which the teacher only explains the lesson, asks the students to read and answer the questions that follow the passage. The researcher also asked several students in the classroom and she found that most of students were not satisfied and did not really understand the teacher’s explanation about the lesson. Therefore, they were not motivated and interested in the lesson. From the problem above, the researcher has an initiative to conduct a research to solve the problem in the classroom. She suggested the teacher to use Estafet Game during the teaching and learning activity. The game is done by making a group of five or ten students. Then each group should make a rank from the first to the last students in each group. When they are ready for the game, the teacher gives each group a board marker. After that, the teacher counts for the start of the game. The game begins when the teacher blows the whistle. Then the first student in the first line comes forward brings the board marker and writes the sentence he/she has on the whiteboard. After the first student finished, it is continued by the second student and so until the last student. If each member in a group has gotten their turn to write their sentence on the whiteboard, the turn should be given to the first student, then the second and then the next student to write all sentences they have until the sentences are all written on the whiteboard. This work team can create a fun situation in the classroom, so that the students can be motivated and interested in learning English. The researcher expected that by using this game as a technique in teaching writing, students’ writing ability can improve better. Hopefully, this study can help teachers to find more interesting games to be used in class in order that the teaching and learning process does not run monotonously.   METHODOLOGY  The aim of this study was to report the implementation of Estafet Game in improving students’ ability in writing procedure text, the students’ writing result during and after the implementation of Estafet Game, the students’ responses toward the implementation of Estafet Game in teaching writing procedure text of MTs Manbaul Ulum Kwanyar.In line with the aim of the study above, a classroom action research was used in this study. Since this study belongs toclassroom action research, the researcher should take an action in the classroom which was in the form of teaching. However, because the researcher was not a teacher yet, she collaborated with the teacher of the classroom in conducting her research. Therefore, the researcher only became the observerduring the teaching and learning activities in the class.She conducted the research in two observations which was said in the study as observation, so that, there were two observations in this study. The first observation was done in three meetings, they were on 12th, 20th, and 26th of January while the second observation was done in two meetings, they were on 2nd, and 3rd of February 2014.At the end of the second observation, the researcher found that the students’ writing improved during and after the implementation of Estafet Game. And the students’ answers in the questionnaire also showed improvement so that the research ended at the fifth meeting. The instruments that the researcher used to collect the data were observation check list, field-note, students’ writing task, and questionnaire. Observation check list and field-notes were used as the instruments to answer the first research question. The observation check list is in the form of yes and no answer, while field note was in the form of words and sentences that contained teachers’ and students’ activities in classroom from the beginning until the end of the meeting. During observation, the researcher wrote the descriptive and reflective part of the field note to ease to find the answer of the research question. Writing task was used to answer the second research question. This instrument was in the form of writing which was given at the end of each observation. And the questionnaire was used to answer the third research question.There were eight questions and three to four choices of answers of each question in the questionnaire. It was used to collect the data about the students' responses toward the implementation of Estafet Game in teaching writing procedure text. The questionnaire was given at the end of the observation in order that the students could answer all the questions. After collecting all of the data which were gotten from the observation checklist, field-note, students’ writing task, and the questionnaire, the researcher then analyzed them descriptively. In analyzing the data of this research, the researcher did two stages of analyzing the data namely, description and sense making(Ary, Jacobs, & Sorensen, 2006). RESULTS AND DISCUSSION Results The researcher did the observation in two observations in which there were three meetings of first observation and two meetings of second observation. The first meeting was on January 12th, 20th, and 26th, 2014 while the second observation was on February 2nd, and 3rd, 2014. On the second meeting of first observation and the first meeting of the second observation, the teacher implemented Estafet game in teaching writing procedure text. He implemented the game by asking students to make a group of five to seven students. Since the students’ number was thirty four, there were four groups with seven students and one group with six students. Each student in a group should write a sentence based the given title. Then they should stick their sentence which they wrote on a long piece of paper on the whiteboard. The students stuck the longpiece of paper in the third counting from the teacher. The students who have gotten the turn should move backward to ease the next students in taking their turn writing the sentence until the complete text are all written on the carton. Then the teacher corrected the students’ writing and asked some of the students to write the correct sentence on the blackboard. On the third meeting of the first observation and the second meeting of the second observation, the teacher gave the students writing task and the questionnaire.         Discussion This part presented the discussion of the study which included the discussion of the first observation and the discussion of the second observation. The Discussion of the First Observation   The meeting of this study was done in five meetings in which three meetings were done in the first observation and two meetings were done in the second observation. In the first observation, the first meeting was used as material explanation because the time was very limited. The class began late.Though it was late, the teacher could explain the material completely to students and the students responded well to teacher’s explanation. Before the teacher explained the material, he gave a printed procedure text to students. The printed material was given in order that the students had an understanding to the lesson they would study and as sample of procedure text. The teacher asked them to read the text then gave them some questions related to the text. After that, the teacher explained the lesson. During the explanation, the students listen to the teacher’s explanation well. They were also very active. It was seen when the teacher gave them several questions related to procedure text in the printed text, most of them raised their hands and tried to answer the questions.Because the lesson was for writing skill, the teacher asked students to write their answers on the blackboard. It was to make students used to writing.   The Discussion of the Implementation of Estafet Game in the First Observation The second meeting in the first observation was for implementing Estafet Game. The game was used to create a positive atmosphere in class. As stated by Uberman (1998) in chapter II that games are used to create a relaxing atmosphere in the classroom.Students tended to be tense and clumsy in English class, especially when they were asked to make writing in English. So that using games iseffective since they motivate the students, lower students’ stress, and give chances to use and practice the language (Deesri, 2002).One of the games that was used in the classroom to motivate and give students chances to practice the language was Estafet Game. In fact, Estafet Game is one of the games in athletic competition (Indarto, 2013). However, the researcher adopted it into a game which could be used in teaching and learning process in the classroom.Moreover, Estafet Game has been applied in other field of education, so that the researcher could have more references on how the game was used. Seeing the possibility of Estafet Game that can be used in teaching English, the researcher took it to be used during her study. During the implementation of Estafet Game, students were very enthusiastic. They could have a situation of learning in which they could learn while playing a game that made them felt enjoy and relax during the teaching and learning process. During the implementation of the game, each student was asked to write a sentence based on the given title of procedure text in group. This aimed to make students enjoy the lesson during the teaching and learning process.  The implementation of Estafet Game in the first observation was not really successful if it was seen from the result of students’ writing during the implementation of the game. The other thing that influenced the success of the implementation of the game was time management which was needed to implement the game, including the time which was needed by students in building the complete text with their group. The teacher gave evaluation to the result of students’ writing which was done in group during the implementation of the game. And the students were not afraid when the teacher evaluated their writing because the teacher had told them that it was only a game for learning not a game for competition.   The Discussion of the Result of Students’ Writing Task in the First Observation  And after the implementation of the game, the students were given a writing task. It was given at the third meeting of the observation. This writing task aimed to measure students’ ability in writing procedure text. The students’ writing were measured by five writing components which are proposed by Heaton (1988) – content, organization, vocabulary, language use, and mechanic. Each of these components has criteria which could be used to decide whether students’ writing was excellent or poor. There are four criteria for each component, they are excellent to very good, good to average, fair to poor, and very poor. However, the main point which was measured in this writing was the three criteria which must exist in procedure text, they are goal, materials, and steps. This was based on the problem which the researcher found during the preliminary study that was the students got difficulty in composing and writing procedure text. After the students’ writings were analyzed, the researcher found that their writings were not improved yet. There were several mistakes in students’ writing which pervaded the incomplete generic structure of the procedure text. The procedure text should have the complete generic structure as Anderson (1998) has proposed that the structure of a procedure text should consist of goal, materials, and steps. However, students’ writing in this first observation did not fulfill the structure yet.  Besides, the mistake also came from the organization of sentences which were written by the students which were confusing, the vocabulary which was used were mostly and essentially translation from Indonesian into English, language use, and the mechanics which were used in writing the procedure text.           The Discussion of the Result of Questionnaire in the Firs

EKSPLORASI TEKNIK TENUN TAPESTRI PADA KALUNG PEREMPUAN

Di Indonesia pengetahuan tentang tenun tapestri masih jarang diketahui. Dari segi visual, tenun tapestri mempunyai keunikan tersendiri. Penulis mencoba mengangkat tenun tapestri dengan mengaplikasikannya ke dalam bentuk kalung perempuan, dengan bahan dasar benang serta gabungan antara serat alami dan serat sintetis lainnya. Tujuan penciptaan karya ini penulis ingin mengenalkan tenun tapestri pada khalayak umum, bahwa tenun tapestri tidak hanya sebatas karya pajangan saja, tetapi juga bisa menjadi benda pakai sebagai pelengkap busana. Kalung mempunyai berbagai macam bentuk dan jenis. Hasil penciptaan karya melalui berbagai proses, sehingga terciptalah kalung dengan teknik tenun tapestri. Kalung dibuat dengan berbagai ukuran, komposisi bahan serta warna. Warna biru, cokelat, putih, dan jingga merupakan warna – warna yang sangat dekat dengan alam. Teknik yang digunakan yaitu teknik corak rata, corak kilim, corak soumak, dan corak giordes.. Setelah proses pengerjaan, hasil yang diperoleh berupa enam karya kalung dengan menggunakan teknik tenun tapestri. Kalung dengan nuansa warna – warna alam menghasilkan ciri tersendiri pada karya ini. Dalam skripsi penciptaan ini, penulis menggunakan metode Practic Led Research. Hasil karya penciptaan diharapkan dapat menginspirasi sebagai inovasi dalam membuat sebuah karya, serta memberikan varian model bentuk kalung. Hasil penelitian ini membuktikan bahwa kalung dapat dibuat secara kreatif melalui eksplorasi bahan tekstil dan teknik yang berbeda.;--In Indonesia knowledge of tapestry weaving is still rarely known. In contrast, tapestry weaving is a handicraft that has existed since ancient times. In terms of visualizing, tapestry weaving has its own uniqueness. The author tries to elevate tapestry weaving by applying it to a female necklace with thread-based material and a combination of natural fibers and other synthetic fibers. Nowadays almost every woman has a necklace, the purpose of the creation of this work is the author wants to introduce tapestry weaving to the general public, that tapestry weaving is not only limited to display work, but also can be used as a complement of fashion. Necklaces have various shapes and types. As a results of this research, I have created 6 necklaces with tapestry weaving techniques. These women's necklaces was made of various sizes and compositions of materials and colors. Blue, brown, white and orange that I used, are colors that are very close to nature. The techniques used are the flat style technique, Kilim style, Soumak style, and the Giordes style. Women's necklaces with shades of natural colors make a distinctive feature in the work of this necklace. The creation of this works hopefully can inspire the collaboration of techniques and materials into an innovation in making a necklaces. The result of this research also proved that a necklace could be creatively made through different materials and technique

Existentialism as Portrayed in Stoner

The purpose of this study is to analyze a novel titled Stoner (1965) written by an American academic and author, John Williams. Stoner follows the life of William Stoner, a professor of English Literature. Stoner comes from an impoverished farming family with a unique existential ethics. He works his way to become a university instructor and learns the magnitude of passion in the success of life. This study uses Lucien Goldmann’s Genetic Structuralist theory. The goals of this research are: 1) to analyze the structure of the literary work; 2) to understand the historical background that influences the novel; and 3) to reveal the author’s world view. The study shows that John Williams captures an existential tradition belonging to American lower-class famers who lived around the late 19th century. Stoner also captures the transformation of the existential tradition following a social, economic, and political transition. Camus’s The Myth of Sisyphus is used as a reference to explain the manifestation of the existential idea

Java Interactive Application for Teaching Long Division to Kids

Java Interactive Application for Teaching Long Division to Kids is an application that specially built for Standard three until Standard six pupils. This application is a Java applet application. The development of this project had been chosen because the lack of courseware which is specifically for these range ages of students. Besides, the existing courseware that are available in the market are too general and common. For primary school, long division contains in the syllabus of Mathematics starting from Standard two until six. Long division is chosen in development of the application because majority students in this range of age are weak on Mathematics especially in this topic. This is because they did not able to understand the basic concepts of the problem solving. Actually, if they know the basic of the mathematic problem solving, the subject can be mastered. That is why an effort to help this level of students was come out. This application takes advantages of written text and interactive simulations to help students understand more the basics concepts

PENGGUNAAN TEKNIK PERMAINAN KARTU DOMINO DALAM PEMBELAJARAN KETERAMPILAN BERBICARA BAHASA PERANCIS TINGKAT DASAR

Communication orale est une des compétences linguistiques qui sont importants dans l’apprentissage d’une langue étrangère. L’utilisation de technique d’apprentisage qui appropriés peut soutenir d’apprentissage. La technique du jeu de domino est une nouvelle technique qui appliquée dans les compétences de production orale, cette technique peut soutenir de la competences production orale. Le média ulitisé est une serie d’image et le technique utilisé est comme du jeu de domino. Les étapes de l’utilitasion de la technique de la jeu de domino sont : 1) Les joueurs sont disposés dans une position circulaire comme dans le jeu de dominos. Un groupe de joueurs se composent de quatre à sept personnes; 2) après que les cartes sont distribuées aux joueurs. Un joueur gagne sept cartes; 3) une des cartes restantes sont placées ouvertement sur la table. Comparez cette carte du jeu; 4) après avoir vu les cartes sur la table le prémier joueur choisi une des cartes qu’il a occupé, ce qui a relation avec une carte ouverte sur la table. Dans une période relativement courte de temps, le joueur doit composer une phrase qui résume les deux images. Le jouer disent la phrase, en plaçant la carte de façon à couvrir la carte précedente; 5) le joueur suivant et autres jouers prennent des tours faites de façon similaire avec les joueurs; 6) Le jeu d’est considéré comme invalide si les phrases sont arrangés n’est pas grammatical, le contenu de la phrase ne cadre pas avec l’image ou le temps utilisé trop longtemps. Ces joueurs ne devraient pas tomber ses cartes, et le virage est ignoré par le joueur suivant. Ainsi, il a perdu un seul tour; 7) qui a été déclaré le gagnant est le joueur qui a les cartes exécutent en premier. Les jeux de langage en utilisant des techniques de jeu de domino peuvent créer une atmosphère détendue, de bone humeur et beaucoup de connasaissance de la langue française, en particulier dans la competences production orale