i ABSRACT
INCREASING STUDENTS’ VOCABULARY MASTERY OF CONCRETE NOUN THROUGH FLASHCARD AT THE FOURTH GRADE OF SDN 1
JATI MULYO LAMPUNG SELATAN By
YUYUN FADILAH
Vocabulary is one of the langauge components of English. Learning language cannot be separated from learning vocabulary because the language consists of vocabulary. However, most of elementary students get difficulties to learn
vocabulary. The students do not master and understand some of the English words particularly of concrete noun.
Therefore, objective of this research was to find out whether there was increase of the students’ vocabulary mastery of concrete noun at the fourth grade of SDN 1 Jati Mulyo Lampung Selatan after being taught by using flashcard. This research used one group pre test post test design. The population of this research was the students of SDN 1 Jati Mulyo Lampung Selatan. The sample of this research was class IVA in academic year 2012/2013. In collecting the data the writer
administered the pretest, treatment, and post test. Vocabulary test in multiple choices form was used as the instrument of the research. The data were analyzed by using repeated measure t- test in Statistical Package For Social Science (SPSS) version 16.0 for windows program in which the significance was determined by p<0.05.
The result showed that the mean score of pretest was 47.67 meanwhile the means score of post test was 68.88. After comparing the result of the pretest and post test scores, it was found that there was an increase of students’ vocabulary mastery. The gain of pretest and post test was 21.21. The result of t-test computation shows that t-value is higher than t-table that is (16.579 > 2.034). The hypothesis test showed the value of two tail significant was (2-tailed) 0.000 (p< 0.05, p=0.000). It can be concluded that teaching vocabulary using flashcard could increase
INCREASING STUDENTS’ VOCABULARY MASTERY OF CONCRETE NOUN THROUGH FLASHCARD AT THE FOURTH GRADE STUDENTS OF
SDN 1 JATI MULYO LAMPUNG SELATAN (A Script)
YUYUN FADILAH (0743042048)
ADVISORS
1. Drs. Sudirman, M.Pd. 2. Dra. Editha Gloria Simanjuntak.
ENGLISH STUDY PROGRAM LANGUAGE AND ART DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY
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CURRICULUM VITAE
Yuyun Fadilah was born in Bandar Lampung on 10 September 1988. She is the second child of a harmoniuous couple, Hasbulloh and Popon Sobriah. She has one elder brother, Andri Kurniawan, S. Kom, and a younger brother, Anggi Saputra.
She started her study at Kindergarten TK Amarta Tani Bandar Lampung in 1994 and graduated in 1995. Then, she studied in elementary school at SD Negeri 2 Kampung Baru, Bandar Lampung and graduated in 2001. In the same year, she continued to secondary school at SMP Negeri 19 Bandar Lampung and graduated in 2004 and continued her study at SMA Negeri 6 Bandar Lampung and
graduated in 2007.
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MOTTO
You have to endure caterpillars if you want to see butterflies
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DEDICATION
With love and appreciation, this script is proudly dedicated to:
My beloved parents (Hasbulloh and Popon Sobriah)
My elder brothers and my sister in law (Andri Kurniawan, S.Kom and
Donna Silviana, A.Md).
My youngest brother (Anggi Saputra)
My faithful friends in English Departement 2007 (Dwi Paramita, Mesi
Astriani, Desy Putriani, Markhamah, Siti Nurjanah, Nur Sartika Putri, Irma
Junita).
My Dearest Jabar, A.Md.
ACKNOWLEDGEMENTS
Praise is merely for The Mightiest Allah SWT for the gracious mercy and tremendous blessing so that she enable to accomplish this script entitled
“Increasing Students’ Vocabulary Mastery of Concrete Noun Through Flashcard
at the Fourth Grade of SDN 1 Jati Mulyo, Lampung Selatan. This script is submitted as compulsory fulfillment of the requirement for obtaining S1 degree of English education at Teacher Training and Education Faculty, Lampung University.
It is necessary to be known that this script would never have come into existence without any supports, encouragement, and assistance by several outstanding people and institutions. Therefore, the writer would like to address her respect and gratitude to:
1. Drs. Sudirman, M.Pd., as the writer’s first advisor for his guidance, constructive correction, and comment in guiding this script into existence. 2. Dra. Editha Gloria Simanjuntak., as the writer’s second advisor for his
kindness, suggestions, guidance and help to make this script better.
3. Dr. Muhammad Sukirlan, M.A., as the writer’s examiner who has given her inputs, advices and guidance during the completion of the script. 4. All lectureres of English Education Program, who have contributed their
guidance and knowledge for the writer.
5. Wagito, S.Pd. S.D., as the Headmaster of SDN 1 Jati Mulyo, Lampung Selatan for giving her permit to conduct the research.
6. Miss. Sari, S.Pd., as the English teacher of SDN 1 Jati Mulyo, Lampung Selatan who has supported the research and all the students in classes IVA and IVB.
7. The writer’s beloved parents (Hasbulloh and Popon Sobriah) and my elder brother and youngest brother (Andri Kurniawan, S.Kom and Anggi Saputra). I am so greatful to be your daugter. Thanks for giving never ending love, pray, trust, and support.
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9. My beloved Jabar, A.Md., thank you for your support and for the smiles you have given to me.
10.My best friends: Dwi, Desy, Mesi, Amah, Tika, Irma, Jannah, Hari, Doni, Winda, Tati, Vera, Kharisma and all my friends who cannot be mentioned one by one thanks for the good and the bad times we have shared together. 11.And last but not least, Pak Paliman, Bu Sures, and Bu Ratna, sorry for
straining you at a gnat.
I am compleatly aware that this script has limitation in certain ways, thus, constractive input and suggestion are expected to make this paper beter.
Bandar Lampung, 2013 The writer,
TABLE OF CONTENTS
2.5 Teaching Vocabulary for the Students of Elementary School ... 16
2.6 Procedures of Implementing Flashcard in Teaching Vocabulary ... 18
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III. RESEARCH METHOD ... 25
3.1 Research Design ... 25
3.2 Population and Sample ... 26
3.3 Data Collecting Technique ... 26
3.3.1 Pre-test ... 27
3.6.4 Discrimination power ... 35
3.6.5 Scoring System ... 36
3.7 Data analysis ... 36
3.8 Hypothesis testing ... 37
IV. RESULT AND DISCUSSION OF THE RESEARCH ... 38
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LIST OF TABLES
Table Page
3.6.1 Table of Specification of Try Out Test ... 32
4.1 Distribution Frequency of the Students` Scores of the Pretest ... 40
4.2 Distribution of the Pretest Score ... 41
4.3 Distribution Frequency of the Students` Scores of the Posttest ... 43
4.4 Distribution of the Postest Score ... 43
4.5 Food and Drink Vocabulary Mastery ... 45
4.6 Animal Vocabulary Mastery ... 46
4.7 Profession Vocabulary Mastery ... 47
4.8 The Result of students’ Vocabulary Mastery per Classes ... 48
4.9 The mean Score of the Pretest and Posttest ... 50
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LIST OF CHARTS
Chart Page
4.1 The Increase of the Students` Vocabulary Mastery
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7 Table Difficulty Level and Discrimination Power of Try Out Test ... 78
8 Result of Try out Score ... 79
9 Pre Test and Key Answers ... 80
10 Post Test and Key Answers ... 87
11 Table of Specification of Try Out, Pre Test and Post Test ... 94
12 The Gain’s Result of Pretest and Posttest Score ... 96
13 Distribution Frequency of the Students’ Score of Pretest and Post Test .... 97
I. INTRODUCTION
This chapter discusses the background of the problem and the reasons for choosing the topic and supporting statement about it. In this chapter the writer
presents formulation of the problem, objective and uses of the research that will be conducted. The writer also explains scope of the research and definition of the
terms.
1.2Background of the Problem
English is the foreign language taught in Indonesia. It functions as a tool of
communication especially for Indonesians who are going to share the information with the people from foreign countries. English is regarded as a compulsory
subject taught from elementary school to university levels so that the students have adequate vocabulary mastery for communication.
Learning a foreign language means learning the vocabulary of the language. Vocabulary is one of the language components in English. It is important for learners in learning an English as foreign language. Wallace (1986:1) states that
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Concrete noun is also part of vocabulary in English. Most English subject in
elementary school consists of concrete noun. The students should master the vocabulary related to concrete noun because these types of words are still relevant
to the learners of kindergaden and elementary school.
However in reality, after conducting an observation in SDN 1 Jati Mulyo, Lampung Selatan, it was found that many elementary students got difficulties to
learn vocabulary. They did not master and understand some of the English words particularly in form of concrete noun. They could not mention and pronounce
some words. They found difficulty to define the meaning of words that made the students feel difficult in learning English. This problems migt be caused by
several problem.
First the students’ lack of vocabulary that causes them to have insufficient number
of vocabulary of concrete noun. According to Effendi (citied in Restina, 1997: 1), one of students’ weaknesses in using English is lack of vocabulary which are the
vital element of language and one language component that is presented in the classroom during the process of language teaching. Therefore, the students get
difficulties to define the meaning of words when the teacher asks them to mention and pronounce the vocabularies. For example, when the teacher asks the students
to mention the vocabularies (concrete noun) related to their favorite food directly in English, such as “Do you have favorite food? Can you mention?” The students
who lack of vocabulary get difficulties to understand what the teacher means and
Second, the media that used is not attractive to stimulate the students in learning
English vocabulary. Media is needed to stimulate the students in teaching learning activity. It has important role for teaching learning process in the classroom.
Media should be attractive to make the students interested in learning English. But in reality, English teacher just depend on course book as a media for learning English so that the teacher explains too much that make the students difficulties to
understand the material and make the students feel bored during the lesson.
Third, the students’ lack of motivation in learning vocabulary. Learning
vocabulary is considered difficult by the students. The students have poor mastery of vocabulary because they lack of motivation to learn. The students who lack of motivation tend to be lazy to follow the teaching learning process in the
classroom. So, the students who are not interested in following the lesson will chat and disturb their friend when the teacher explains the material. As we know
that the motivation is needed for teaching learning process without high motivation the students will get difficulty to master vocabulary.
To overcome the problem, in teaching English for children the teacher should be
able to select the material and media that are relevant to the students’ condition, such asneeds and age. The teacher should also be able to present the material
systematically and they should also encourage beginners to receive the language so that the students will be interested in the subject and they will be easier to
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In this case, the researcher proposes flascard that seems to be suitable for students
in elementary school. According to Nuyanto (2002: 4), Flashcard is a card printed with word and picture which can be handled easily by the teacher. Beside that,
Lado (1964: 198) states that flashcard can be helpful in teaching and studying language. By using flashcard, the teacher helps the students to transfer their
knowledge in practicing their vocabulary.
Therefore, the researcher would like to use flashcard for teaching vocabulary in form of concrete noun. The researcher chooses flashcard because flashcard is a
media that can increase the child’s ability to recognize words. It is hoped that by using this media, the researcher can increase students’ vocabulary mastery and
help the students easily to learn vocabulary of concrete noun.
Considering the background stated above, the researcher entitles the research “Increasing students’ vocabulary mastery of concrete noun through flashcard at
the fourth grade of SDN 1 Jati Mulyo, Lampung Selatan” as the title of the research.
1.2 Formulation of the Problem
Based on the background of the problem, the writer formulated the problem as
follows:
Is there any increase of the students’ vocabulary mastery of concrete noun after being taught through flashcard at the fourth year of SD Negeri 1 Jati
1.3 Objectives of the Research
Concerning the research problems, the objectives of this research is:
To find out whether there is an increase of the students’ vocabulary
mastery of concrete noun after being taught through flashcard at the fourth year of SD Negeri 1 Jati Mulyo, Lampung Selatan.
1.4 Uses of the Research
This research is useful both practically and theoretically.
Theoretically, this research can be used as contribution to support the idea that teaching vocabulary through flashcard can increase the students’ vocabulary
mastery.
Practically, to see whether flashcard is applicable for teaching vocabulary
especially in form of concrete noun. The result of this research whether flashcard can be used by English teacher as a medium for teaching English vocabulary mastery at elementary school. And whether there is increase on students’
vocabulary mastery of concrete noun through flashcard.
1.5 Scope of the Research
The problem of this research was limited to measure whether the students’
vocabulary mastery of concrete noun would increase or not after being taught by
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Lampung Selatan in the first semester of academic year of 2012/2013. The
researcher was focused on concrete noun in form of simple word, and the materials were about food and drink, animal, and profession. There would be 34
flashcards that contain pictures of concrete nouns.
1.6 Definition of Terms
Increase
It refers to an improvement to become greater in number or score from the score of pretest to post test.
Vocabulary Mastery
It refers to a number of words naming concrete nouns known by individual students.
Concrete noun
It refers to the name of something or someone that can be perceived through our senses, i. e. (sight, hearing, smell, touch or taste).
Flashcard
II. FRAME OF THEORIES
In this second chapter the writer presents the theories quoted from some experts which support the framework for approaching the research problem. It includes
concept of vocabulary, types of vocabulary, types of noun, concept of concrete noun, concept of visual aids, concept of flashcard, teaching vocabulary for the
Students of Elementary School, and procedure of implementing flashcard in teaching vocabulary, advantages and disadvantages of using flashcard in teaching English vocabulary, theoretical assumption, and hypothesis. The terms above are
explained in the following points.
2.1Concept of Vocabulary
Vocabulary is an important element of language. Therefore, mastering vocabulary is very useful for the students to be able to communicate with others. Vocabulary
is actually a total number of words which make up the language (Hornby, 1984: 959) Longman (1987: 4) says that vocabulary is a list of words used in
alphabetically order and with the explanation of their meaning in learning foreign
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From the definition above, it can be said that vocabulary is very important used
for constructing the sentences and communicating te message to othersa. Having sufficient vocabulary is a very important in English both spoken and written form.
For example, if a person masters the vocabularies, he/she will understand what the people and write in English however if a person does not has enough vocabulary, they will not be able to speak in English. Almost the same with writing, if a
person who wants to write down in English, but he/she don not have any
vocabulary in their mind, then the result of their writing in nothing. Therefore, we
need to master the vocabularies, so that the goals of mastering the language will be achieved.
Furthermore, Zimmerman (1997: 5) says that vocabulary is central to language
and of critical importance to the typical language learner. Byrne (1972: 10) states that in order to communicate effectively, the learner needs adequate numbers of
vocabulary. It means that vocabulary is important for learning a language. It is needed for the students to comprehend a lot of vocabulary before they are able to form the grammatical sentence in English. If the students cannot master a
sufficient number of vocabularies, they will fail to use the language satisfactorily
both in oral and in written forms.
Based on the explanation above, it can be concluded that vocabulary has
important role for the students who are learning English. In other words to master the four language skills, students need to master vocabulary. Without having
2.1.1 Types of vocabulary
As with the definition of vocabulary and the importance of learning vocabulary, Fries (1974: 45) classifies vocabulary into some types namely:
1. Content words represent:
a. Name of subject or things, that is: nouns. According to Frank (1972:6),
based on the meaning, noun can be classified into six types, proper noun(Ms. Elizabeth, Semarang, British, Independence Day), concrete noun(chalk, blackboard), abstract noun (handsome, beauty, happines),
countable(apples, cats) or uncountable noun (salt, sugar), and collective noun(team, club, jury).
b. Action done by with those things, that is: verbs. Frank (1972:47)
mentions that verbs can be classified into five types. The predicating or linking verbs (be, seem, look), transitive verbs (open, look) or
intransitive verbs (go, come), reflexive verbs (express oneself, wash oneself), auxiliary verbs (be, have, do), and finite or non-finite verbs.
c. Qualities of the things, that is: adjectives. Frank (1972:109)
categorizes the types of adjectives into three determiners or article (the, a, an). Demonstrative adjectives (this, that), possessive adjective
( my, your, the girl’s), numeral adjective (one, sixty,fifth, sixteenth), adjective of indefinite quantity (much, little, some, few), relative and interrogative adjective (whose, which)], descriptive adjective (proper
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interesting book, a bored student), and adjective compounds (a
good-looking girl, absent-minded, a wall-to-wall carpet, a
never-to-be-forgotten plot).
d. How the action done, that is: adverbs. Frank (1972:148) summaries the category of adverbs into five, adverbs of manner (quickly, loudly), adverbs of place (inside, here, there), adverbs of time (today, now,
yesterday, last week, Saturday night), adverbs of frequency (usually, always, sometimes, rarely, often, never, ever) and adverbs of degree
(completely, very).
2. Function words are those words, which one is used as a means of expressing relation of grammar structure, such as conjunction (and, but,
for, in spite of, however, although, in contrast).
3. Substitute words, those which represent the individual things or specific action as substitutes for whole form classes or words, that is: identities (anybody, anyone, somebody, and someone).
4. Distributed words, those are distributed in use according to grammatical matter as the presence or absence of a negative, such as: some, any, neither, either, too or yet.
Based on the explanation above, it can be infered that vocabulary can be classifies into four types such as content words, function words, substitute words and distribute words. Content words consist of noun (abstract noun,
noun), verb (linking verb, transitive verb, intransitive verb, reflexive verbs,
auxiliary verb, and finite or non finite verb), adjective ( three
determiners/article, demonstrative adjectives, possessive adjective, numeral
adjective, adjective of indefinite quantity, relative and interrogative adjective, descriptive adjective, participial adjective, and adjective compound), adverb
(adverb of manner, adverb of time, adverb of place, adverb of frequency, and
adverb of degree). Then, function words consist of (conjunction), substitute words consist of (identities), and distributed words consist of
(presence/absence of a negative).
This researcher was focused on content words especially in concrete noun because it is easier for students who learn English vocabulary for the first
time. Then, concrete noun is a simple word that can be understood by students easily. Moreover, other types of words such as function word, substitute word,
and distribute word can not be well associated since they are limited in meaning and also it can not appropriate for elementary students who learn
English vocabulary for the first time.
2.2.2 Types of Noun
Based on the explanation above, we know that content word is classified into six types such as: abstract noun, concrete noun, common noun, proper noun,
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1. Abstract Noun
An abstract noun is a noun that can not be sensed, it is the name we give to an emotion, ideal or idea. They have no physical existence, can't see, hear, touch,
smell or taste them.
2. Concrete noun
A concrete noun is the name of something or someone that we experience
through our senses, sight, hearing, smell, touches or taste. Any noun that we can experience with at least one of our five senses is a concrete noun.
3. Common Noun
A common noun is a word that names people, places, things, or ideas. They are not the names of a single person, place or thing. A common noun begins with a
lowercase letter unless it is at the beginning of a sentence.
4. Proper noun
Proper nouns are capitalized, as they refer to one person, place, thing, or idea in particular calls proper names also are the words which name specific people,
organizations or places. They can be names of people, movies, books, places, months, days, organizations, buildings, etc. They always start with a capital letter.
5. Collective noun
6. Compound Noun
A compound noun is a noun that is made up of two or more words. Most compound nouns in English are formed by nouns modified by other nouns or
adjectives.
The researcher will focus on concrete noun for teaching English vocabulary at the fourth grade students in Elementary school. The researcher just focuses on one
type of noun that is concrete noun because to make the students really understand about it in order not to confuse the students.
2.2Concept of Concrete Noun
According to Bernard (2000: 51) concrete noun is physical thing that refers to objects and substances, including people and animals. It has important role for
children as the basic to understand another vocabulary of noun. Then, Richard (1992: 23) also states that Concrete nouns refers to objects and substances, including people and animals, physical items that we can perceive through our
senses, that means concrete nouns can be touched, felt, held, something visible, smelt, taste, or be heard.
Example:
This is my house.
In this example the noun "house" names a building where we live. That building is
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Other examples:
I like Ice cream
In this example “ice cream” is a concrete noun. We can see the color. We can
taste the berry, chocolate, strawberry or vanilla flavor. We can feel that our tongue
is growing numb from the cold. Any noun that we can experience with at least one
of our five senses is a concrete noun.
Based on definition above, the researcher concludes that concrete noun is part of another noun and it has important role for students. So, the students should master
the concrete noun as the basic to understand another vocabulary of noun. And we know that among of the English subject that taught in elementary school consist
of concrete noun Therefore, the researcher focuses on concrete noun for teaching English vocabulary at the fourth grade students in elementary school. The
materials that will be taught are food and drink, animal and profession or
occupation.
2.3 Concept of Visual Aids
Visual aids can help teacher to create an active and enjoyable learning atmosphere
Concerning the need of teaching learning process, there are various kinds of
visual aids that can be used to aid in teaching learning process. According to Wallace (1966) quated in Nuryanto (2000), visual aids are classified into two
types:
1. Symbolic aids, those aids that supplement the written and spoken words.
Symbolic aids are pictures, maps, globes, charts, flashcard, graphs, etc.
2. Equipment, those aids that can be used for example, blackboard, projector, television, etc.
Based on the statement above, researcher would choose the first categories, symbolic aids, in teaching concrete noun in the classroom. The symbolic aid is
flashcard. Flashcard can directly makes the students will be more interested in learning English. And it will help students to learn vocabularies in speaking and
writing.
2.4. Concept of Flashcard
Webster (1988: 514) explains flashcard is form at words of flash, quickly, briefly, instantly, at once, and card is a piece of stiff paper or thin cardboard which is used
for various purposes. Flashcard which sizes vary according to picture or word shown displayed may have a picture on the bottom of the picture. Flashcard is card bearing number, words, or picture that someone briefly displays to another as
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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 sizes of the flashcards could be determined.
According to Lado (1964:197) flashcards are set of cards with a word or phrase on one side and its meaning rarely in translation on the other. Selly (1990:101) says that you can also make a set of small picture of people, objects, and simple scenes,
that can help for vocabulary or structure practice.
Based on the explanations above, it can be stated that flashcard as one of the
media for teaching English vocabulary and it is very useful for the teacher in order to attract students’ interest to study English and help the students to practice and
memorize English vocabulary easily.
2.5 Teaching Vocabulary for the Students of Elementary School
Rivers (1970) says that at elementary school level, learning new vocabulary should be aurally and orally. She explains that teaching learning process of
foreign language especially new vocabulary must be emphasized, however to make teaching at this level effective, careful selection of the material must be
made by English Elementary school teacher. This idea indicates that the teacher should be careful in selecting the words that would be taught. The words should be related to the curriculum, students’ level and ages as well as their needs.
commonly believed that children are better language learners in the sense that
younger children typically gain mastery of a second language faster than adults. Since, the important of vocabulary as being basic to communication, students
should be able to recognize and understand about the words in order to participate in the conversation.
The function of teaching English to children in elementary school is to introduce
the children to learn English language. In this case, the teacher should create a good atmosphere for the students to catch some new vocabulary. To support
teaching learning process, the teacher can use visual aid to help students achieve new vocabulary and catch the meaning of vocabulary. One of visual aids that are relevant to the students’ level and needs is flashcard. The vocabulary that will be
taught should also fulfill some criteria.
Pusat Pengembangan Kurikulum dan Sarana Pendidikan, Pedoman Kerja
Perbaikan Materi Kurikulum Pendidikan Dasar dan Menengah (1984: 3) states that there are some criteria of selecting vocabulary. The criteria can be used as the consideration for the teacher whether the selected words are relevant or not to the
students’ need.
The criteria are as follows:
1. Frequency of occurrence
Vocabulary should not be chosen from high frequency, but also from a low
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2. Simplicity
Vocabulary should be appropriate to the students’ level. The vocabulary
considered difficult for the students should be avoided.
3. Relevancy
Vocabulary prepared by the teacher should be relevant to the students’ daily life,
level and needs.
4. Quantity
Presenting a large number of vocabularies should be avoided in order not to
confuse the students. It is based on the consideration that the process of mastering vocabulary will be successful if it is done step by step.
Concerning the criteria above this research applied those criteria for selecting the vocabulary that was taught for the treatments. Beside that, vocabulary that was taught based on the English curriculum for elementary school. This curriculum
states that there are some topics for third grade of elementary school students such as profession, food and drink, animals, countable/uncountable, possessive
pronouns, etc. This research used food and drink, animal and
profession/occupations as the topic because it focused on the content words especially concrete noun. Beside that, those topics are also very close to the
2.6 Procedures of Implementing Flash Cards in Teaching Vocabulary
Before opening the material, first ask students to remember the picture and words. Then picks one up, conceals the pictures and asks them to say what it is/what is
that. Each student made a guess. Then the teacher look at the picture on the card and ask the students again, “What did you say? “The students repeat to say what
the picture is.
Furthermore, the procedure of teaching concrete noun by using flashcard in the class is 34 flashcard divided into three activities: pre activity, while activity, and
post activity.
Pre-Activities
1. Teacher greets the students. For example: “Good morning my students how are you today?”
2. The teacher tells the topic that will be taught.
3. The teacher checks the students’ attendance list.
4. The teacher introduces the rules of the activity. While-Activities
1. The teacher gives the leading question by asking what they know about
the kind of animal.
2. The teacher informes the students what they are going to learn and the
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3. The teacher shows the flashcard related to concrete noun such as: the
names of animal. In the case, the teacher shows the flashcard one by one. For example: the teacher shows a flashcard of a lion.
4. The teacher asks the students to name the flashcard. The teacher says” what is it in English? And then, the students try to guess the name of the
flashcard.
5. To make the students clear with the name vocabulary of the flashcard, the teacher shows and tell the name of the flashcard, for example: this is
a lion. In the case, the teacher shows the flashcard.
6. The teacher changes to other flashcards one by one if all students have
known the name of the flashcard, .
7. Next, the teacher shows the flashcards with the words below the flashcard. The teacher shows a flashcard then pronounce the flashcard
clearly. And then, the students try to pronounce the words after the teacher pronounce it.
8. After the students can pronounce the word on the flashcard correctly, the
teacher guides the students to spell the word.
9. After that, the teacher changes to other flashcards and shows the
flashcard one by one.
10.If all the students can pronounce and spell all of the words on the
In this case, the students are asked to mention the name of the flashcard
one by one and try to spell the name of the shown flashcard.
11.After that, the teacher shows two different flashcards and asks the
students to guess the right name of the flashcard that is asked by the teacher. For example: the teacher shows the flashcards of a lion and a tiger, and then the teacher says “which one is a lion? The flashcard on my right hand or my left hand”.
12.After the students can mention the name all of the flashcards, the teacher
asks the students whether they had question or not.
13.Next, the teacher points students randomly to demonstrate what they
have got after the teacher’s explanation.
14.After the teacher considers that the students already understand the material, then teacher shares flashcard for each student as a game.
15.The teacher writes down the name of noun related to the topic.
16.The teacher asks student to match the flashcard and the word by coming
front and pluckthe flashcard with appropriate words and pronounce it.
17.After students finished their activity in the classroom teacher gives the
correct match to make the student well understood.
Post-activities
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2. Asking the students’ difficulty about the material.
3. Saying salam and closing the meeting.
2.7 Advantages and Disadvantages of Using Flashcard in Teaching Vocabulary
According to Peni (1999:20) applying flashcards in the teaching learning
process has some value advantages and disadvantages.
A. The advantages of using flashcards are as follows:
1. Flashcards help students in remembering what they have learned.
2. Flashcards give variation on teaching. Teacher is not only to teach and to explain the lesson verbally, but also students are asked to express words
on their own sentence.
3. Flashcards can be brought everywhere because the size of the cards is not
too big so that students can use her time to learn vocabulary easily.
4. Flashcards are very helpful to refresh the mind of students’ previous
lesson before starting the new lesson.
B. The disadvantages of using flashcards are as follows:
1. Flashcards are not suitable uses at all level. For those who already have a
2. Teacher who wants to make flashcards have much time in presenting
flashcards as well as making the cards.
Based on the disadvantages flashcard above it can be concluded that flashcard
only can be used for the beginners who are still studying English because it can help them to enjoy in English learning, but it is for high level it could affect them to be bored and that teacher spent much time to make flashcard before teacher
present the flashcard
2.8 Theoretical Assumption
Vocabulary is one of important part in learning a language, because without
vocabulary it is difficult to communicate with each other. Students who do not master sufficient number of vocabularies would fail in using language
satisfactorily either in oral or written form.
Teaching vocabulary can be defined as teaching in which students deal with words through various ways used by teacher. However, not all of ways are appropriate for the students’ level and needs, therefore teacher should have the
ability to choose the appropriate way and implement in teaching learning process
to obtain the goal. The use of interesting aids is necessary to motivate the students to learn.
English teachers are expected to be able to motivate their students in learning
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vocabulary mastery. The students were hoped to motivate themselves in learning
vocabulary that is by using the word in real situation actively.
The researcher assumes that by using flashcard the students will have more
motivation and attention to the lesson presented by teacher. And also, the student will be able to remember and understand the new vocabulary without any kind of definition or translation. Furthermore, the researcher believes that teaching
vocabulary through flashcard will create a good atmosphere in the classroom. It will be able to bring the students into interesting situation and they will not realize
that they are actually learning. Thus, teaching vocabulary through flashcard can help students to concentrate more, and expectedly their vocabulary mastery will
be better.
2.9 Hypothesis
Based on the frame of theories above, the researcher formulated the hypothesis as
follows:
There is an increase of the students’ vocabulary mastery of concrete noun after
they are taught by using flashcard at the fourth year of SD Negeri 1 Jati Mulyo,
III. RESEARH METHODS
This part discusses the design of this research and how to collect the data from the samples. The researcher includes data collecting technique and the procedure of
this research. The researcher also gives the instrument of the research, criteria of tryout, pretest, posttest, and how the data analyzed. This chapter includes the validity, reliability, level of difficulty, discrimination power, scoring system, data
analysis, and hypothesis testing.
3.1 Research Design
In doing this research, the researcher conducted quantitative research. This
research used one group pre test and post test design. The researcher used one class as the experimental group and it was selected by using simple probability
sampling. The researcher conducted pretest, treatment, and posttest. The pretest was used to find out the students’ preliminary ability before the treatments. The treatments were given to the students by applying flashcard in the classroom. The
posttest conducted after researcher gave the treatments. It was used to know how far the students had mastered vocabulary of concrete noun after being taught
through flashcard. The design is shown as bellows:
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Notes:
T1 is the Pretest
X is the treatment
T2 is the Posttest
(Hatch and Farhady in Setiyadi, 2006: 131)
3.2 Population and Sample of the Research
This quantitative research was conducted at the fourth grade of SDN 1 Jati Mulyo Lampung Selatan. There were only two classes of grade IV students in academic
year of 2012/2013. One class had been chosen an experimental class by using simple probability sampling through coin, which was class IV A. Class IV B was used as the try out class each class consisted of 34 students. This research was
carried out for almost a month, from October 8th to Nov 7th 2012.
3.3. Data Collecting Technique
The data of the research were in the form of score of the students’ vocabulary mastery of concrete noun, taken from pretest (before the treatment) and posttest
(after the treatment).
The instrument of the research was test; the test was objective vocabulary test in the form of multiple choice items. The researcher gave pretest and posttest in
In collecting data, this research used the following procedures:
3.3.1 Pre Test
The pretest was conducted before treatments. It was used to know how far the
students had mastered the vocabulary before treatments were given. The researcher assumed that in measuring their ability in mastering vocabulary, the proper or the suitable test used was objective test. The number of the items in the
test was 30 items in which each item had four options of answer (A, B, C, D). One was the correct answer and the rests were the distracters. The total score was 100
points, so if the students answered the whole questions correctly they got 100 points.
3.3.2 Posttest
The posttest was administered after the treatments. It was used to know how far the students had mastered the English vocabulary after being taught through
flashcard. Similar to the pretest, the researcher used an objective test in the form of multiple choices. The questions were the same as used in the pretest. But, the order of the question, the place of the options and the distracters were changed
from those in the pretest to avoid to students’ memorization of the answer for each
question. The number of items in the test was 30 with four options of answer for
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3.4 Procedures of the Research
The procedures of the research were as follow:
1. Determining the population and sample of the research
To determine the population and sample of the research, the researcher chose two classes from two classes at the fourth grade students in SDN 1 Jati Mulyo
Lampung Selatan, namely classes IV A and IV B and consisted of 34 students in each class. Those classes were chosen as an experimental class and other as the try-out class.
2. Administering try out to know the quality of the test
Try out test was carried out to know the quality of the test in order to take the data. The try out was conducted in the first meeting in the try-out class. The
number of the test was 40 items and time allocated 60 minutes. This research used the result of the try out test to measure the level of difficulty and discrimination
power, to find out the validity and reliability.
3. Preparing the materials which will be taught
The researcher used the material from the students’ handbook that was Grow with English for fourth grade elementary school students. The topics were about Food and Drink, Animal and Profession. The reason why the researcher chose this
material because vocabulary especially concrete noun was very close to the
students’ daily life and it was important to rejuvenate them when they learn
4. Administering the pre-test
In this research, there was one pre-test that was proper to the fourth grade students of SDN 1 Jati Mulyo Lampung Selatan. The researcher administered the pre-test
in order to find out the student’s basic ability before treatment. In this term the
researcher asked the students to do multiple choice test which consisted of 30 items and the student should choose the correct answer from four options (a, b, c,
and d). The pre-test took 60 minutes.
5. Giving treatment
After giving the pretest to the students, the treatment was conducted for three times. The class was given treatments with three different lesson plans. Those
three lesson plans consisted of three different topics. During the process of treatment, the researcher used flashcard as a media for teaching vocabulary of
concrete noun.
6. Administering post test
Post-test was done after giving the treatment. Post-test was very important in this research because the researcher need to know whether there was an increase on
students’ vocabulary mastery after being taught through flashcard. The post-test
took 60 minutes which consisted of 30 items and with four option (a, b, c and d).
7. Analyzing the data (Pre-test and Post-test)
After conducting the pre test and post test, the researcher analyzed the data. The
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Package for Social Sciences version 16.0 for windows). It was used to know
whether flashcard could be used to increase the students’ mastery of concrete noun significantly.
8. Reporting the result and discussion
In reporting the data, the data were arranged systematically based on the pre test and post test to see whether there was an increase on the students’ vocabulary mastery, then the result was discussed in reference to the theories reviewed in chapter II.
9. Concluding the results
After analyzing the results of both pretest and posttest, the conclusion explained
based on the result and discussion.
3.5Instrument Used for Collecting the Data
The instrument of this research was vocabulary test related to concrete noun that was used for try out, pretest and posttest. Those tests were in form of multiple
choices. The multiple choices test was used since its marking is rapid, simple, and most importantly reliable, not subjective or influenced by the marker’s judgment (Heaton, 1975). There were 40 items of multiple choices (objective test) in the try out test. Then, there were 30 items of multiple choices in pretest and postest, which fulfill the criteria of validity, realibility, difficulty level, and discrimination
3.6 Criteria of a Good Test
In this research, to prove whether the test has good quality, it must be tried out first. The test can be said have good quality if it is has a good validity, reliability,
level of difficulty, and discrimination power.
3.6.1. Validity
The test can be said valid if the test measures the object to be measured and
suitable with the criteria (Hatch and Farhady, 1982: 250). So these two validities are considered to be less needed. Therefore, To measure whether the test has a
good validity, this research used content and construct validity. The two types of validity which will be used in this research, as follows:
Content Validity is the extent to which a test becomes representative sample of the subject matter contents. Content validity was used to know whether the test items were good reflection of the material used in the class. To fulfill this validity,
the researcher saw the indicators of the instrument and analyzing them whether the measuring instrument had representated the material that would be measured or not. In this research, the researcher arranged the instrument based on the
material that would be given, that was vocabulary and the the instrument related to the concrete noun especially (food and drink, animal and profeesion). If the
measuring instrument has represented the ideas that connected with the material that will be measured, that measuring instrument has fulfilled the aspect of content validity. The table specification of the instrument test could be seen on the
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No Word classes Percent Number Item numbers
1 Food and drink 17,5% 7 1, 2,10, 19, 23, 24, 25
2 Animal 45% 18 11, 12, 13, 14, 15, 16, 17, 18,
20, 22, 26, 27, 28, 29, 30, 31,
36, 37
3 Profession 37,5% 15 3, 4, 5, 6, 7, 8, 9, 21, 32, 33, 34,
35, 38, 39, 40
Amount 100% 40
Construct Validity is concerned to know the students’ comprehension of
vocabulary. It means that the items should really measure the students’ vocabulary mastery. In this research, the researcher used the vocabulary that is supposed to be comprehended by the grade IV students of elementary school. The material is under topic of knowing new vocabularies which is representative of vocabulary
material based on the curriculum used in Elementary School; KTSP (Kurikulum Tingkat Satuan Pendidikan) 2006.
3.6.2. Reliability
Reliability of test can be defined as the extent to which a test procedures
consistent result when administered under similar condition (Hatch and Farhady, 1892: 243). To compute the reliability of test, split half method was used. It was
done through dividing the test into two parts, odd and even number.
� =
2 2
Where:
�1 : coefficient of reliability between odd and even groups
x : total numbers of odd group
The criteria of reliability is:
0.80 - 1.00 : very high
Then to know the coefficient correlation of the whole items, the researcher used
34
� : is reliability for half test
The criteria of reliability is:
0.80 – 1.00 : high
0.50 – 0.79 : moderate
0.00 – 0.49 : low
(Arikunto, 1997: 156)
3.6.3 Level of Difficulty
To see the level of difficulty, the researcher used the following formula:
�� =
�
Where:
LD : level of difficulty
R : Number of the students who answer correctly
N : Total number of the students
The criteria is:
00.0 – 0.30 = difficult
0.30 – 0.70 = average
(Arikunto, 1997; 121)
3.6.4. Discrimination Power
The discrimination power (DP) refered to the extent to which the item
differentiates between high and low level students on the test. A good item
according to this criterion is one which good students do well on and bad students fail. To know the discrimination power of the test, the writer used the following
formula:
DP = �−�1 2�
Where:
DP : discrimination power
U : Upper group
L : Lower group
N : total number of students
The criteria is:
DP: 0.00-0.20 : poor items
DP: 0.21-0.40 : Satisfactory items
DP: 0.41-0.70 : Good items
DP: 0.71-1.00 : Excellent items
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(Heaton, 1975:180)
3.6.5. Scoring System
In scoring the students of the test, this research used Arikunto’s formula. The
ideal higher scores is 100. The score of pretest and posttest are calculated by using formula as follows:
=
� 100
Where:
S : The score of the test
R : The total of the right answers
N : The total items
(Arikunto, 1997: 212)
3.6Data Analysis
After conducting pretest and posttest the researcher analyzed the data. It was to
know whether there was significant increase of students’ vocabulary mastery of
concrete noun taught by using flashcard. The researcher examined the students score using the following steps;
1. Scoring pretest and posttest.
3. Drawing conclusion from the tabulated result of the pretest and posttest
administered, that was by statistically analyzing the data using statistical computerization i.e. Repeated Measure t-test of Statistical Package for Social
Science (SPSS) version 16.0 for windows to test whether the increase of
students’ gain was significant or not, in which the significance was determine
by p < 0.05. It was uses as the data come from the two samples. (Hatch and
Farhady, 1982:111)
3.8. Hypothesis Testing
The findings of the research was used to test the hyppothesis that was previously put forward:
Ho = There is no significant increase of students’ vocabulary mastery of concrete
noun at the fourth grade of SD Negeri 1 Jati Mulyo, Lampung Selatan after being taught through flashcard.
Hi = There is significant increase of students’ vocabulary mastery of concrete
noun at the fourth grade of SD Negeri 1 Jati Mulyo, Lampung Selatan after being
taught through flashcard.
The hypothesis testing was used to prove whether the hypothesis proposed in this research is accepted or not. The hypothesis was analyzed using Repeated
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V. CONCLUSIONS AND SUGGESTIONS
This chapter consists of conclusions of the research’ result and also the suggestion
from the researcher to the other researchers and to English teachers who want to try to use flashcard in teaching vocabulary.
5.1Conclusions
Having conducted the research at the fourth grade of SDN I Jati Mulyo Lampung Selatan and analyzing the data, the conclusions were given as follows:
There is significant increase of the students` vocabulary mastery of concrete noun
after being taught through flashcard from pretest to post test. It can be proved from the increase of the students` mean score in the pretest and the posttest. The
result of the posttest is higher than the result of the pretest. There is an increase from the mean score of pretest (47.67) to posttest (68.88). The gain of pretest and post test is 21.21. The result of hypothesis test shows that the alternative
5.2 Suggestions
Considering the conclusions, some suggestions were proposed as follows:
1. In this research, the researcher found out that Flashcard can be applied to
increase students’ vocabulary mastery. Therefore, the English teachers are
recommended to apply flashcard as one of the way in teaching because it can help the students who still have problem in vocabulary mastery in
concrete noun. Flashcard can encourage the students to be more active and creative in teaching learning process, and it is also applicable for beginner
students.
2. Considering the significant increase of the students’ vocabulary mastery, it is suggested to English teacher to use flashcard in teaching vocabulary,
because it can attract the students’ motivation to learn since this kind of
activity is an effective way to help students in practcing, memorizing and
understanding English vocabularies in enjoyable situation in the
classroom.
3. Teachers have to be well prepared in implementing flashcard especially in
preparing the media, in this flashcard, in order to avoid the inefficiency
