ABSTRACT
THE USE OF FLASHCARDS TO TEACH VOCABULARY TO ELEMENTARY SCHOOL LEARNERS OF FOUR GRADE
AT SDN 02 KRESNO WIDODO difficulties to memorize words. To overcome the problems, classroom action research is used. It implements flashcards as the media. The aim of this research is to improve students’ vocabulary mastery using flashcards. There are two cycles of the action. In each cycle, the procedure of the research consists of planning, action, observation and interpretation. As instruments of the research, the researcher use vocabulary test in the form of matching and multiple choice. Based on the test result, the students made improvement in vocabulary mastery. The students can understand name kinds of Jobs more easily than before. When flashcard was used, in first and the second cycle, students were active and enthusiastic in joining learning activity. The tests score result shows an improvement of the students’ achievement.
ACKNOWLEDGEMENT
In the Name of Allah, the most Gracious, the most merciful. I am willing to present my thanks everyone who has helped me, to accompany this script.
Alhamdulillah, all of honors are just for Allah Azza Wajalla, the almighty, finally the writers accomplish this script.
I want to express my sincere thanks to:
1. All my family. Thank you so much for your affection, advices, guidance, instruction and help in all my life, your love is beyond any words.
2. My First Advisor, Prop. Dr. Cucu Sutarsyah,M.A. for yours valuable guidance, encouragement, patient, correlation, advice, and suggestion which are very helpful in finishing this script. Then, thank you very much for your time to share your great knowledge and great experiences to me.
3. My Second Advisor, Drs. Huzairin. M. Pd who has guided me with his worthy, correction and suggestion to improve the quality of this script.
4. My Examiner, Drs. Ujang Suparman. M.A,Ph.D who has corrected my script with his worthy, correction and suggestion to improve the quality of this script. 5. My Gratitude also goes to Headmaster of SDN 02 Kresnowidodo, who has
6. The last, this script is far from being perfect, but it is expected that this script will be useful not only for the researchers, but also the readers. For this reason, constructive thoughtful suggestion and critics are well come to make this script better.
Finally, may Allah SWT receive all their works and kindness. Amin
Bandar Lampung, September 2014
The write
CURRICULUM VITAE
The writes name is Vivi Indra Yulianti. She was born on July 7, 1989 in Kresnowidodo, TeginenengPesawaran. She is the first child of Mr. Endro and Mrs. Sunarti. She is Moslem and lives in Kresnowidodo village, Tegineneng, Pesawaran.
DEDICATION
I dedicate this paper to:
1. My parents, Mr. Endro and Mrs. Sunarti. 2. My Husband, Ribut Effendy.
3. My Son, Farrel Rafif Pranata. 4. All my family
5. All the teacher of SDN 2 Kresnowidodo.
6. All my friends, Hayati, Septi, Iin, Erna, Melisa, Heru, Halusa,Jeng Upik, Mbak Lina and others.
Motto
"Every think you can, you can".
THE USE OF FLASHCARDS TO TEACH VOCABULARY
TO ELEMENTARY SCHOOL LEARNERS OF FOUR GRADE
AT SDN 02 KRESNO WIDODO
(A Script)
By
VIVI INDRA YULIANTI
TEACHER TRAINING AND EDUCATION FACULTY
LAMPUNG UNIVERSITY
LIST OF APPENDICES
Appendices Page
1. Lesson plan 1……… 36
2. Flashcards 1……….. 40
3. Answer key Cycle 1……… 41
4. Test 1….……….. 42
5. Lesson plan 2..………. 48
6. Answer key Cycle 2……… 52
7 Flashcards 2……… 53
8. Test 2………. 54
TABLE OF CONTENS
2.3 Concept of flashcards in learning vocabulary ……… 8
2.4 Concept of flashcards………...……… 10
2.5 Advantages and disadvantages of using flashcards………. 10
2.6 Concept of flashcards in learning vocabulary……….. 11
CHAPTER THREE: RESEARCH METHODS 3.1 Place and time of the research……….. 13
3.2 Subject of the research……….………. 14
3.3 Method of the research………. 14
3.4 Model of the research……… 15
3.5 Indicators of the research……… 17
3.5.1 Learning product……….. 17
3.6 Instruments of the research……….. 17
3.6.1 Vocabulary test……….. 17
CHAPTER FOUR: RESULT AND DISCUSIION 4.1 Cycle I……… 19
4.2 Cycle II……… 24
4.3 Discussion……… 28
CHAPTER FIVE: CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions……… 32
5.2 Suggestions……… 33
REFERENCES
I. INTRODUCTION
This chapter describes the background of the problem which includes the reasons for conducting the research, the problem in teaching vocabulary, and the suitable activity which is needed to improve the students' vocabulary mastery. This chapter also describes the formulation of the problem, objective of the problem, and scope of the problem.
1.1 The Background of Problem
Vocabulary is one of the important elements in teaching English. This statement is supported by Hatch and Brown (1995: 1). They say, “Vocabulary is the foundation to build languages, which plays a fundamental role in communication”. It describes that by
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There are many problems in learning and teaching English. It could be caused by the technique used by the teachers, in appropriate method, limited media, and tools used in teaching and learning process. In learning foreign language, vocabulary is important role. Without knowing vocabulary it is impossible to us to master English.
Learning vocabulary is not easy for students, and Thornbury (2002:2) said in learning the vocabulary as the second language the learner have the following challenges :
1. Making the correct connection when understanding the second language, between the from and the meaning of the words, including discriminating the meaning closely related words (e.g. lust and plush)
2. When producing language, using the correct form of a word for the meaning intended (i.e. nose not noise).
So, the teacher should be able to help the students to remember the words, to understand the meaning of the words and give the example how to pronounce the words. Students only get or know the words in textbooks or when the teacher during classroom lessons. They do not look for other words from other resources for their knowledge about vocabulary.
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Those problems above happen because their teacher still cannot choose and use an appropriate technique in teaching English in order to make the students interested in studying English.
To improve the students’ vocabulary mastery, the teacher must have some methods and techniques. One of them is by using the game. Playing game in learning process make students interested and they do not realize they are practicing language. it will avoid and make situation or the atmosphere enjoyable.
In this case, the writer wanted to use “Flash cards”, to make students interested in learning vocabulary. flashcard is a simple picture on a piece of card or paper, which is probably the most widely used visual aids in language teaching. It means that flashcard is one of media which can help the teacher to English easily. The writer chooses this because by using flashcards hope can increase and give motivation to students to learn English especially in learning vocabulary.
The use of flashcards is related to the characteristics of elementary school students as children who commonly feel interested in something with attractive shapes and color.
Therefore the writer proposes a research entitles the use of flashcards in study vocabulary to elementary school students of fourth grade at SDN 02 Kresnowidodo, Tegineneng.
1.2 The Identification of problem
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2. The students did not understand meaning of a word
3. The students find difficulties in learning and mastering English words. 4. The students were less motivated to learn english
5. The students had difficulties in memorizing the words
1.3 The Limitation of problem
Based on the identification, the writer focused the study only as follows : 1. The students vocabulary is still lacking
2. The students find difficulties in learning and mastering English words.
1.4 Problem Statement
By considering the identification and the limitation of the problem, the writer formulated the problem as follows :
1. How is students’ vocabulary mastery?
2. Is there any increase of the implementation of teaching vocabulary using Flash cards?
1.5 The Objectives and the Uses of the Research
1.5.1 The objectives of the Research
The objectives of this research are :
1. To know and describe students’ vocabulary mastery
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1.5.2 The Uses of the Research
The uses of this research are :
1. To give information to English teacher about implementation of flash cards
2. Motivation for the students that they can develop their vocabulary mastery by flash cards.
1.6 The Scope of The Research
The research deals with investigating students vocabulary. Specifically it deals with the use of flashcards in the classroom to increase their vocabulary.
This classroom action research was conducted in the fourth grade at SDN 02 Kresno Widodo with class as subject of the research. The classes were IV A which consists of 30 students. The reason why the writer uses this class because this have already studied vocabulary.
II. LITERATURE REVIEW
This chapter describes the concepts which are related to the research, such as concept of vocabulary, concept of teaching learning vocabulary, concept of flashcards, concept of flashcards in learning vocabulary. This chapter also describes advantages and disadvantages of using flashcards.
2.1 Review of Previous Research
There have been several studies dealing with teaching vocabulary. First, Yosephus Setyo Nugroho (2012) has done a research about The use of Flashcard in teaching vocabulary in elementary school. She used Flashcards to see the students' achievement of vocabulary. The finding showed the use of flashcards was effective in improving students' vocabulary mastery.
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Based on the previous studies above, it can be inferred that flashcards was able to improve students' mastery of vocabulary. Therefore, the researcher was interested in using flashcards to investigate whether there was an improvement of students' vocabulary mastery.
2.2.The Concept of Vocabulary
Vocabulary is very important for us in using language. We cannot develop the four skills name listening, speaking, reading, and writing. Vocabularies can help the students increase their speaking, writing and reading abilities. If the students get so many vocabulary it will be easy for them to comprehend the text or to speak.
Longman (1987:1117) “Vocabulary is a list of words and often phrases, usually
arranged alphabetically and defined or translated; a lexicon or glossary”.
Carteret (2007:72) in Rofiah (2010) Stated that vocabulary is a central to the learning of a foreign language at primarily level. It has moved to centre stage in foreign language teaching in recent years, backed by substantial and increasing research. It also supported by Cameron (2001:95) who says that “vocabulary is the fundamental of using the foreign language as a discourse, since vocabulary is both learnt from participating in discourse, and is essentially to participating in it”.
Wallace(1998:9) stated that “vocabulary is the vital aspect of language. It means that in
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By seeing the explanation above it means that vocabulary is the fundamental for people in this case students to learn language, by mastering some vocabulary they can increase their ability in using language.
Hatch and Brown (1955:372) in Iffa Ismi Soraya (2011) describe five essential steps in vocabulary learning based on research into their strategies :
1. Having sources for encountering new words.
2. Getting a clear image, whether visual or auditory or both, of the forms of the new words
3. Learning the meaning of the words
4. Making a strong memory connection between the forms and meaning of the words 5. Using the words
2.3The Concept of Teaching learning Vocabulary
In the reading curriculum, particularly, a quality vocabulary needs to be achieved by each student. The students difficult in understanding the text is that they do not know the vocabulary. Vocabulary is basic element of language.
Thornbury mentioned five factors that have related on teaching set of the word should be considered by the teacher :
1. The levels of the learner
2. The learners’ likely familiarity with words 3. The difficulty of the items
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5. Whether items are being learned for production (in Speaking and writing) or recognition (in
listening and reading).
In composing flash cards, the teacher should know the object that will be discussed. By using game the student will more understand about vocabulary that discuss.
According to Marlow there are some reasons why the teacher should guide the students to understand a rich vocabulary :
1. Subject matter and ideas are expressed with more clarity and accuracy
2. Proficiency in the work place might well depend upon individuals having a quality vocabulary.
3. Individuals seemingly have more prestige if their listening, speaking, reading, and writing vocabulary are adequately developed.
4. Greater enjoyment of reading is in the offing if a person has a rich functional vocabulary.
5. Vocabulary development is silent in problem solving. A person with a rich vocabulary should have a better opportunity to develop his/her personality.
6. Conversation carried on other persons requires a rich vocabulary, there needs to be an appropriate number of words used that carry intended meanings.
7. Variety in selecting words to convey accurate meanings is necessary in speaking and writing, the outgoes of the language arts, and.
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9. andreading, as well as provide communication to others within the framework of speaking and writing.
Wallace (1982:105) stated that “vocabulary is a teaching topic, which lends itself very easily to the game approach, and there are literary hundreds of vocabulary games ranging from elementary to advanced level”.
It means that vocabulary is important for student in teaching and learning language process. Teaching vocabulary will be easy if it is connected by game in the classroom.
2.4 Concept of Flascards
Flashcards are a set of cards with a picture and word on one side and it is meaning usually in translation on the other (Lado, 1983). It mean that flashcards include word or phrase. We know that vocabulary is very essential in learning English so that word in flashcards can be used to learn and teach vocabulary. Then, he states that flashcards may have a picture or the native language word on one side and the second language word on the other.
2.5Advantages and Disadvantages of using flashcards
According to Wright (1968:73) as quoted by Debora, the advantages of using flashcards are :
1. It can help the students to ease themselves in memorizing words they have learned.
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4. Flashcards are very helpful to refresh the students mind before starting the new lesson plan.
The disadvantages of using flashcards are :
According to Wright (1968:73) as quoted by Debora, the disadvantages of using flashcards are :
1. Flashcards cannot be used at all level. For those who have already large amount of
vocabulary. Flashcards are not effective
2. The teacher who wants to make flashcards should have much time in presenting flashcards as well as making the cards.
2.6 Concept of Flashcards in Leraning Vocabulary
Flashcard is a card bearing number, word, or picture that someone briefly display to another as learning aid (Webster 1988:514). Wright (1968:73) also says that flashcard is printed with words and picture which can be handled easily by the teacher. It means that the teacher could create the flashcards and the size of the flashcards could be determined.
Lado(1983) states flashcards are cards with a picture on one side and a word or phrase in the second and native language on the other.
It is visible that it is designed for increasing students learning ability. Thus, the function of flashcards in learning vocabulary is as one of visual aids.
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Weaver(1950) classifies the kinds of visual aids as follows:
1. Symbolic aids, those aids that supplement the written and spoken words. 2. Equipments, those aids that can be used, such as blackboard and television, etc.
The ideas above clearly show that flashcard as one of visual aids is very important in leraning vocabulary.
III. RESEARCH METHODS
This chapter describes place and time of the research, method of the research, model of the research, indicators of the research, and instruments of the research.
3.1 The Place and Time of the research
This classroom action research was conducted in SD N 02 Kresnowidodo. It is located in Kresnowidodo, Tegineneng, Pesawaran.
This research involves the fourth grade students of SD N 02 Kresnowidodo. It consists of 30 students. This research was carried out in March – April 2014. It focused on the use of flashcards as a media in teaching learning.
The fourth grade classroom is located between the three and fifth grade classroom. The learning equipments that are provided in this classroom are: tables, chairs, a
whiteboard, a set of teacher desk, a o’clock, a set of cleaning equipment, picture
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3.2 The Subject of the Research
The subject of this research is the fourth grade students of SD N 02 Kresnowidodo they consists of 30 students. The students had low vocabulary mastery, and find difficulty to pronounce and memorize the meaning of English words.
3.3 The Method of the Research
In this research, classroom action research is used. Wallace (1998:4) in Burns (1999:30) action research is done by systematically collecting data on your every day practice and analyzing it in order to come to some decisions about what your future practice should be.
While Carr and Kemmis in nunan (1989:12) states that action research is a form of self-reflective enquiry and justice of their own practices, their understanding of these practices, and the situations in which these practices are carried out. It is supported by Burns (1999:30) that defines action research as the application of fact finding of practical problem solving in a social situation with a view to
improve the quality of action within it, involving the collaboration and co-operation of researchers, practitioners, and laymen.
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3.4 The Model of the Research
Based on Kemmis and McTaggart (1980) in Burns (1999: 30) Action research occurs through a dynamic and complementary process, which consists of four essential moments : (1) planning, (2) implementing, (3) observing, (4) reflecting. The stages are illustrated as follows:
Source; Action Research Protocol after Kemmis (cited in Hopkins, 1985)
(1) Planning
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teaching aids and the type of test are planned. To get a complete series of data, a rater is involved to observe the teaching-learning process.
(2) Implementing / Action
Action is the part of the cycle where the researcher as a teacher does the treatment, i.e. teaching procedure text through picture-sequence technique. In this stage, the lesson plan which has been made before will be used and dialogue technique implemented for teaching speaking.
(3) Observing and Interpreting
The researcher will be helped by his partner as an observer who will take a note or do the observation on the teaching-learning activity. All the important things during the teaching learning-process will be recorded. Observation and interpretation toward the action in the class will be done together with the action.
(4) Reflecting
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By doing so, what improvements should be made for the next cycle can be determined. If the indicators of the research have not been met in the first and in the second cycle, next steps would be planned to make betterment in the next, the third cycle. On the other hand, if the indicators are already
achieved, there’s no need to conduct the third cycle.
3.5 Indicators of the Research
In order to see whether by Using Flash Cards can be used to increase the students’ ability in vocabulary achievement in this Classroom Action Research, the researcher was determined the indicators are :
3.5.1 Learning Product
Based on the standard score or KKM (Standard Score Criteria) considered by the school for English subject the learning product is 60. So, the researcher and the observer was determined the target according to the standard (KKM), if at least
80% of students’ scores can reach 60 or more for the test, it means that teaching
vocabulary by using Flash Card is applicable to improve the students’ vocabulary
achievement.
3.6 Instruments of the Research
3.6.1 Vocabulary Test
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proposed by Heaton (1991). The test was assessed the students’ understanding and
the students’ vocabulary by choosing the correct answer related to the topic
taught.
To know the learning product, the researcher used vocabulary test in form of matching word and multiple choice items to collect the data. There is the indicator used to analyze the data gained from the test:
If at least 80% of students’ scores can reach 60 or for the test, it is assumed that
teaching vocabulary by using Flash Cards is able to foster the learning product
and increase the students’ vocabulary achievement.
To know the percentage of students’ who get > 60, the following formula is used :
V. CONCLUSIONS AND SUGGESTIONS
This chapter describes the conclusion of the result of the research and also the suggestion from the researcher to other researchers and English teachers who want to try apply flashcards in teaching vocabulary.
5.1 Conclusions
Based on the research finding, the conclusion can accordingly be stated as follow : 1. Using flashcards can improve the students vocabulary mastering because picture can stimulate and attract students attention during teaching learning English in the classroom.
The students memorize word easily. After conducting the action research, the researcher indentified that the students were more familiar with the English word. They can directly knew the meaning by looking and imagining the picture flashcard. The students could remember the English word without feeling stress of frightening situation.
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5.2 Suggestions
Based on the conclusion cited above, some suggestions are recommended as follow :
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REFERENCES
Brown, D. (1994). Principle of Language Learning and Teaching. New York : Prentice Hall. Inc. Cameron, Lynne.(2001).Teaching language to Young Learners. Cambridge : University Press Hornby, A.S.(1995). Oxford Advanced learners dictionary of current English. New York:
Oxford. University Press.
Kim Suu, Lee.(1995). creative games for the Language class. The internet Journal. http/www.TESL game.Com. (Accesed February 27th,2010).
Kemmis, S. (1980). The concept of Action research. International encyclopedia of education: research and studies. Oxford: pergamon.
Larsen-Freeman, Diane.(1986).Techniques and principles in English Language Teaching
Oxford.
Murcia, Mariance Celce. (1979). Teaching English As Second Language. University of California.
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Rofiah. (2010). The Implementation of Flashcards Game To Words Students’ Vocabulary
Mastery At The Second Semester of the Fifth Class of MI At-taqwa KresnowidodoTeginenengPesawaran in 2009/2010.Unpublished Scrip. Bandar Lampung. STKIP PGRI Bandar Lampung.
Sari, Gandha.(2006). Using Games In Teaching Vocabulary. (online). Tersedia: http://www/udel/eli/2006P4L/ghanda.pdf.(February 27th, 2010).
Soraya, IffaIsmi.(2011). Motivating Students’ in Learning Vocabulary Through Flashcards at
First Grade of SMPN 19 Bandar Lampung. Unpublished Script. Bandar Lampung. University of Lampung.
