Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
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TEACHING VOCABULARY USING FLASHCARDS AND WORDLIST (A Quasi-Experimental Study of Fifth Graders at One Public Elementary
School in Binjai)
A Research Paper
Submitted to English Education Department in Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree
By
Elsa Yusrika Sitompul 0807302
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION
Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
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TEACHING VOCABULARY USING FLASHCARDS AND WORD LIST (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in
Binjai)
Oleh :
Elsa Yusrika Sitompul
0807302
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat
Memperoleh gelar Sarjana Pendidikan Bahasa Inggris
Fakultas Pendidikan Bahasa dan Seni
© Elsa Yusrika Sitompul
Universitas Pendidikan Indonesia
Juli 2013
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,
Elsa Yusrika Sitompul, 2013
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PAGE OF APPROVAL
Teaching Vocabulary Using Flashcards and Word List
(A Quasi-Experimental Study to Fifth Graders at One Public Elementary School in Binjai)
Elsa Yusrika Sitompul
0807302
A Research Paper
Approved by:
First Supervisor Co-Supervisor
Emi Emilia, M.Ed, Ph.D. Ernie D. Ayu Imperiani, M.Ed.
NIP. 196609161990012001 NIP. 197809222010122001
Head of Department of English Education
Faculty of Language and Arts Education
Indonesia University of Education
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TEACHING VOCABULARY USING FLASHCARDS AND WORD LIST
(A Quasi-Experimental Study with Fifth Graders in One Public Elementary School in Binjai)
ABSTRACT
Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
MENGAJARKAN VOCABULARY MENGGUNAKAN FLASHCARDS DAN WORD LIST
(Penelitian Quasi- Eksperimental di Kelas 5 di Satu Sekolah Dasar di Binjai)
ABSTRAK
Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
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TABLE OF CONTENT
1.6 Clarification of Related Terms ... 5
1.7 Organization of Paper ... 5
CHAPTER II THEORETICAL FRAMEWORK ... 7
2.1 Definition of Vocabulary ... 7
2.2 The Importance of Vocabulary in Learning Foreign Language ... 8
2.3 The Characteristics of Young Learners ... 9
2.4 Teaching Vocabulary to Young Learners ... 11
2.5 Definitions and Benefits of Flashcards ... 13
2.6 Flashcards as Strategy to Teach Vocabulary ... 15
2.7 Teaching Procedure Using Flashcards ... 16
2.8 Definitions and Benefits of Word List ... 17
2.9 Word List as Strategy to Teach Vocabulary ... 18
2.10 Teaching Procedure Using Word List ... 19
2.11 Related Research Studies ... 20
2.12 Concluding Remark ... 21
Elsa Yusrika Sitompul, 2013
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3.1 Research Design ... 22
3.2 Research Hypothesis ... 23
3.3 Population and Samples ... 24
3.4 Data Collection Techniques ... 24
3.4.1 Research Instrument ... 25
3.4.1.1 Pre-test ... 25
3.4.1.2 Post-test ... 25
3.4.1.3 Interviews ... 26
3.4.2 Research Procedures... 26
3.4.2.1 Preparing Lesson Plans ... 26
3.4.2.2 Administering the try-out test ... 26
3.4.2.3 Administering the pre-test ... 27
3.4.2.4Treatment... 27
3.4.2.5 A teaching program in both experimental and control groups ... 27
3.4.2.6Administering the post-test ... 29
3.4.2.7Conducting the interview ... 29
3.5.3.1 Normal Distribution Test ... 33
3.5.3.2 Homogeneity of Variance ... 33
3.5.3.3 Independent t-test ... 34
3.5.3.4 The Dependent t-test ... 35
3.5.4 Data Analysis on Post-test ... 36
3.5.4.1 The Calculation of Effect Size... 36
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3.6 Concluding Remark ... 37
CHAPTER IV FINDINGS AND DISCUSSIONS ... 38
4.1 Findings and Discussions from Try-out Test ... 38
4.2 Findings and Discussion from Pre-test ... 40
4.2.1 The Result of Normal Distribution Test ... 40
4.2.2 The Result of Homogeneity of Variance Test ... 41
4.2.3 The Result of Independent t-test on Pre-test ... 42
4.3 Findings and Discussions from the Post-test ... 43
4.3.1 The Result of Normal Distribution Test ... 43
4.3.2 The Result of Homogeneity of Variance Test ... 44
4.3.3 The Result of Independent t-test on Post-test ... 44
4.3.4 The Result of Paired t-test an Experimental Group Scores ... 46
4.3.5 The Result of Paired t-test on Control Group Scores ... 47
4.3.6 Effect Size ... 48
4.4 Findings and Discussions from Interview ... 48
4.5 Concluding Remark ... 52
CHAPTER V CONCLUSION AND SUGGESTION ... 53
5.1 Conclusion ... 53
5.2 Suggestions ... 54
BIBLIOGRAPHY ... 56
Elsa Yusrika Sitompul, 2013
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CHAPTER I
INTRODUCTION
This chapter introduces the foundation and general overview of the study
undertaken. It consists of the background of the study, research questions, aims of
the study, scope of the study, the significance of the study, clarification of related
terms and organization of the paper.
1.1 Background of the Study
Vocabulary is an essential component in second/foreign language learning
(Mehring, 2005). In an EFL classroom, according to Carpenter & Olson (2011),
vocabulary is needed for expressing meaning and conveying thoughts through
both receptive and productive skills. Furthermore, Cameron (2001) believes that
vocabulary is central to the learning of a foreign language at primary level to
enrich their language. Thus, there should be a strategy to help students learn
vocabulary.
A number of studies have been conducted in vocabulary teaching.
According to Baleghizadeh and Ashoori’s study (2011) in one junior high school
in Iran, young learners cannot make an appropriate vocabulary learning strategy
for their learning process.
Many strategies can be done by a teacher to teach vocabulary effectively,
such as word list and flashcards. Some researchers discovered that teaching with
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(Komachali and Khodareza, 2012: Schmitt and Schmitt, 1995). It is in line with
Thornbury (2002) and Logsdon (2013) who state that flashcards help teachers to
demonstrate a simple sequence of activities to the learners in the classroom.
Moreover, Komachali and Khodareza (2012) argue that flashcards have been used
for teaching a variety of purposes during the history of language teaching.
On the other hand, Baleghizadeh and Ashoori (2011) argue that word list is
a method largely used in teaching vocabulary to learners. Word list is still used as
a good strategy because it is very economical for students to learn vocabulary in a
short time (Thornbury, 2002). However, Komachali and Khodareza (2012) argue
that learners paid less attention in learning words through word list because of its
monotous. Moreover, Baleghizadeh and Ashoori (2011) who studied the impact of
two instructional strategies on EFL learners’ vocabulary knowledge: flashcards
and word lists revealed that there was no significant difference in the efficacy of
either of the two strategies.
Another study concerning the use of flashcards, Romjue, McLaughlin &
Derby (2011) studied the effect of reading race track and flashcards for teaching
sight words. Based on their study, reading racetracks and flashcards were effective
in increasing sight word reading. Moreover, Komachali and Khodareza (2012)
also investigated the effect of using vocabulary flashcard on Iranian pre-university
students’ vocabulary knowledge. The result showed that the students
outperformed in their vocabulary knowledge. Flashcards could lead the students
Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
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All of those previous studies are in the area of teaching vocabulary using
flashcards and word list (Baleghizadeh and Ashoori, 2011; Komachali and
Khodareza, 2012; Romjue, McLaughlin & Derby, 2011). However, studies on
teaching vocabulary using flashcards and wordlist for young learners are still rare.
Therefore, this study empirically analyzes the teaching vocabulary using
flashcards and word list for young learners.
1.2 Research Questions
Based on the background mentioned above, the research attempts to
investigate the answers of the following research questions.
1. To what extent can flashcards as a strategy help students’ vocabulary
mastery?
2. To what extent can word list as a strategy help students’ vocabulary
mastery?
3. How do the students respond toward both strategies in learning
vocabulary?
1.3 Aims of the Study
Based on the problems above, this study aims to examine:
1. To extent to which flashcards as a strategy can help students’ vocabulary
mastery
2. To extent to which word list as a strategy can help students’ vocabulary
mastery
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1.4 Scope of the Study
The study limits its investigation into three concerns: flashcards as a
strategy can help students’ vocabulary mastery; word list as a strategy can help
fifth grade students’ vocabulary mastery and their responses toward both
strategies in learning vocabulary.
1.5 The Significance of the Study
The outcomes of this study are expected to be significant theoretically and
practically.
1. Theoretically,
The findings of the study can enrich the literature on teaching
vocabulary and the use of flashcards and word list. The finding of the
study is also expected to give beneficial reference for further study
concerning about the use of flashcards and word list in teaching English
vocabulary to young learners.
2. Practically,
The result of the study is also expected to provide the English
teachers some benefits in teaching English vocabulary to young learners
by using flashcards and word list. Furthermore, it is also hoped that this
study can motivate the students to learn English so that they are more
interested in learning and helping their vocabulary knowledge. Finally, the
result of the study is hoped to facilitate the students and the teachers with
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1.6 Clarification of Related Terms
Some terms need to be clarified in order to avoid misunderstanding and they
are as follows:
1. Flashcards are a cardboard consisting of a word, a sentence, or a simple
picture on it (Komachali and Khodareza, 2012).
2. Word list is a sheet of paper where learners write the second language
(L2) along with their first language (L1) definition to one side of each
word (Baleghizadeh and Ashoori, 2011).
3. Teaching vocabulary means teaching a list of words that teacher prepares
for their learners to memorize and learn by heart (Fusaro, 2009).
4. Young learners are a group of students of five to twelve years old who
learn English inside or outside classroom (Pinter, 2006).
1.7 Organization of Paper
The present research paper is organized into five chapters as follows:
1. Chapter I: Introduction
This chapter discusses information on background which elaborates
basic thought of why this research is administered; research questions;
aims of the study; scope of the study; significance of the study;
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2. Chapter II: Theoretical Foundation
This chapter provides the elaboration of the theoretical foundation in
the research. It consists of the definition of vocabulary, the importance
of vocabulary in learning foreign language, the characteristics of young
learners, teaching vocabulary to young learners, definitions and benefits
of flashcards, flashcards as strategy to teach vocabulary, and the
teaching procedure using flashcards, definitions and benefits of word
list, word list as strategy to teach vocabulary, and the teaching procedure
using word list. This chapter also presents the discussions of previous
studies related to the topic of this study.
3. Chapter III: Research Method
This chapter elaborates the methodology of research conducted to
answer the two research questions previously stated in chapter one. It
covers research design, research hypothesis, population and samples,
data collection techniques which include research instrument and
research procedures, and data analysis.
4. Chapter IV: Findings and Discussion
This chapter provides the results of the research and discussions of the
research findings.
5. Chapter V: Conclusion and Suggestions
This chapter presents the conclusions of the research based on the
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been described in chapter III. In addition, suggestions are also
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CHAPTER III
RESEARCH METHODOLOGY
This chapter mostly discusses research methodology applied in the study
to investigate to what extent flashcards or word list as strategies in helping
students’ vocabulary mastery, and to examine students’ responses toward both
strategies in learning vocabulary. It comprises research design, population and
sample, data collection techniques which include research instrument and research
procedures and data analysis.
3.1 Research Design
This study used a quasi-experimental design to investigate whether or not
the use of flashcards and word list could help students’ vocabulary mastery.
According to Hatch and Farhady (1982), a quasi-experimental design is practical
agreement between true experimental and the nature of human language
behaviour. Porte (2002 cited in Nurjanah 2012), also explains that quasi
experimental design is appropriate for educational study since many studies of
that field usually involved the use of classes that have already been assigned
before. Hatch and Farhady (1982) also state that pre-test and post-test are often
used in classroom experiments when experimental and control groups are
naturally assembled groups.
Two classes were employed in this study. One class was the experimental
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control class which got word list as a treatment. The formula of
quasi-experimental design is described as follows:
G1 T1 X T2
G2 T1 T2
G1 : Group 1 (experimental group)
G2 : Group 2 (control group)
T1 : Pre-test
X : Treatment
T2 : Post-test
(Hatch and Farhady, 1982)
3.2 Research Hypothesis
According to Fraenkel and Wallen (2009), a hypothesis was a prediction,
an explanation of the research outcome. Hatch and Farhady (1982) stated that a
null hypothesis predict neither a positive nor a negative relationship between two
variables. Therefore, the hypothesis must first turn into null hypothesis (H0) along
with the alternative hypothesis (Ha). In short, the hypothesis was stated as follows:
H0= there is no significant difference between students’ vocabulary in pre-test and
post-test score; means the use of flashcards and word list cannot help students’
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The null hypothesis was chosen because there is no specific study which
discusses the use of flashcards and word list in helping students’ vocabulary
mastery.
3.3 Population and Samples
According to Fraenkel and Wallen (1990), population means the group
interest to the writer that would like to generalize the result of the study. The
population of this study was the fifth graders of a private elementary school in
Binjai, North Sumatra. The fifth grade students were chosen based on the
consideration that they were still learning basic vocabulary. In this stage, they
need more guidance and learn vocabulary with an effective way. Due to the
limited time, not at all the students were considered as sample.
Sample is “the group in the research on which the information is
obtained, preferably selected in such a way that the sample represents the larger
group (population) from which it was selected” (Fraenkel & Wallen, 1990). The
sample of the study was two classes, it had been chosen based on purposive
sampling technique to become sample of the research. The two classes were
chosen based on teacher’s recommendation because the two classes have the same
proficiency level of English lesson.
There are two classes employed as the sample of the study. Class 5A,
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treatment. The second class is 5B consisting of 30 students took part as the control
group of this study and received word list.
3.4 Data Collection Techniques
The data in this study were collected by administering some instruments.
These included: The instruments were adjusted based on study need in order to
answer the research questions. Each of them will be elaborated further in the
following sections.
3.4.1 Research Instrument
In this study, pre-test, post-test are the instruments to answer the research
question about the use of flashcards and word list in teaching vocabulary. While
interview is used to investigate the responses of the students toward the use of
flashcards and word list in learning vocabulary.
3.4.1.1 Pre-test
Pre-test was employed to both groups as the first step of the study. This
was purposed to obtain the data of the students’ vocabulary knowledge and to find
out that students from both groups had the same capability of English before they
received the treatment. It comprised twenty five multiple choice questions related
to the material which consisted of vocabulary taught. The example of pre-test can
be seen in Appendix C.
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The study employed the post-test at the end of the study. It measured the
students’ vocabulary mastery after the treatments. It was employed in both
groups; experimental and control group. This was intended to find the differences
between students’ score of both groups. This test comprised twenty five multiple
choice questions. It was same as the pre-test which consisted of flashcards and
vocabulary taught. While in the post-test, the numbers of items were changed. The
example of post-test can be seen in Appendix C.
3.4.1.3 Interviews
Interview is useful and crucial since the researcher can clarify questions
that are needed to gain more information from the respondents (Alwasilah, 2011).
The interviews were conducted at the last section of the study. The interviews
were done individually in the form of open ended questions. The open ended
questions are used to get students’ responses and more information about the use
of flashcards and word list in learning vocabulary.
3.4.2 Research Procedures
There were some steps which were taken in collecting data.
3.4.2.1 Preparing lesson plans
There were some lesson plans which were used during the treatment
sessions. Those lesson plans were designed for six meeting. The first and last
meetings were allocated for pre-test and post-test, while the rest four meetings
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3.4.2.2 Administering the try-out test
Before the instrument used in the study, the researcher administered try
out test to investigate the validity and reliability of the instrument. Try-out test
comprised fifty multiple choice questions related to materials. The test materials
were adapted from several textbooks used by the fifth graders elementary school
students. The try-out test was administered out of the samples of the study. The
example of try-out test can be seen in Appendix C.
3.4.2.3 Administering the pre-test
After getting the valid and reliable questions from try-out test, the
pre-test was administered to 60 students in two classes. Then the pre-pre-test score from
experimental and control group were analyzed.
3.4.2.4 Treatment
In this study, the flashcards was used for implementing the treatment in
teaching vocabulary to the experimental group, yet the control group was treated
by using word list.
3.4.2.5 A teaching program in both experimental and control group
In conducting a teaching program in experimental and control groups, the
researcher acted as a teacher who used flashcards strategy in experimental group
and word list in control group during teaching-learning process. The teaching
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procedure by using pre-activities, whilst-activities and post-activities. (see lesson
plans for experimental and control groups in Appendix B). The following table
shows a brief sample of classroom activities for experimental and control groups.
Table 3.1
The teacher greets the students
The teacher asks something about the vocabulary that had been discussed in previous meeting
The teacher tells the objective of the lesson and explains the activity that students will do
The teacher presents flashcards related to the topic once
Pre activities
The teacher greets the students
The teacher asks something about the vocabulary that had been discussed in previous meeting
The teacher tells the objective of the lesson and explains the activity that students will do
The teacher attracts the students to mention some words related to the topic
2 Whilst activities
The teacher presents flashcards and pronounce the words repeatedly
The teacher ensures all the students know the meanings of the words
The teacher gives the students opportunity to ask something related to their activity
Whilst activities
The teacher writes the words on the whiteboard
The students pronounces the words
The students follow the teacher pronouncing the words
The teacher asks the students the meanings of the words
The students writes the word list in their note book
The teacher gives the students opportunity to ask something related to their activity
3 Post activities
The teacher asks the students the meanings of the words
The techer asks the students to pronounce the words at home
The teacher and the students summerize the lesson
Post activities
The teacher gives a task according to the lesson which they learn
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The next is the schedule of teaching phase in both experimental and
control groups. The schedule of teaching phase is presented in the table below:
Table 3.2
Time Schedule of Research
No Experimental Group Control Group
Date Material Date Material
1. February 19th, 2013 Pre-test February 19th,2013 Pre-test
The post-test was given to both experimental and control group after the
treatments were given to both groups for several sessions.
3.4.2.7 Conducting the interview
The interview as conducted to the experimental and control group to
discover students’ responses toward using flashcards and word list in helping
students’ vocabulary mastery. Ten students in each group were selected to be the
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and was transcribed for further analyses. The questions of interview and the
transcription can be seen in Appendix E.
3.5. Data Analysis
After collecting data, the result from the three instruments (pre-test,
post-test and interview) were analyzed in order to answer the research questions. The
analysis of each instrument is presented in descriptive explanation.
3.5.1. Scoring System
The test used in this study was multiple choice tests. Two types of
formula can be used to process the multiple choice item data; the formula with or
without punishment (Arikunto, 2002). This study used the formula without
punishment. The formula is stated as follow:
In which S is score and R is the right answer.
3.5.2 Data analysis on Try-out Test
Try-out test was administered to check the validity, reliability, difficulty
index of the instrument and discrimination power. Fifty multiple choices
questions were tested to the students out of sample.
3.5.2.1 Validity
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According to Arikunto (2002), validity is measurements which show the
validity level of quality level of an instrument. The data were calculated using
Anates. The criteria of validity are shown in the following table:
Table 3.3
Category of Coefficient Correlation of Validity
Raw Score Interpretation
instrument is valid or not (Rudiwan and Sunarto, 2010). Thus, the instrument can
reveal the result from the variable.
3.5.2.2 Reliability
According to Hatch and Farhady (1982), reliability is the extent to which
a test procedure reveals a consistent result when administered under similar
condition. This study used Anates to reveal the item’s reliability. It was used to
assure whether or not the test was reliable to be used in pre-test and post-test. The
criteria of reliability are shown in the following table
Table 3.4
Category of Coefficient Correlation of Reliability
Coefficient Correlation Interpretation
0.0-0.20 Low
0.20-0.40 Moderate
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Above 0.70 Very high
(Arikunto, 2002)
The table shows the criteria of reliability whether the test items are
consistent or not (Riduwan and Sunarto, 2010). The test item is reliable if the raw
scores are 0.40-0.70.
3.5.2.3 Difficulty Level
Difficulty level was used to measure how far the test items were relevant
with the participants’ ability (Arikunto, 2006). It aimed to investigate whether the
test items were too easy or difficult for the participants. It can be analyzed using
items difficulty index or facility value.
Table 3.5
Criteria of Difficulty Index
Index of Diffuculty Interpretation
0.00-0.30 Diffucult 0.30-0.70 Moderate
0.70-1.00 Easy
(Arikunto, 2006)
The table shows the criteria of difficulty level whether the item test was
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3.5.2.4 Discrimination Power
Arikunto (2006) suggests that discrimination index is used to indicate
how far a single test item can distinguish the upper group from the lower group of
the class.
Table 3.6
Criteria of Discrimination Power
Discrimination Index Interpretation
00.00-0.020 Poor 0.20-0.40 Moderate
0.40-0.70 Good
0.70-1.00 Excellent
(Arikunto, 2006)
The table shows the criteria of discrimination power which differ the
upper and lower group.
3.5.3 Data Analysis on Pre-test
The data collected from pre-test was analyzed using SPSS 17.0 because
SPSS 17.0 had characteristics which were needed in analysing the instruments.
The procedure of analyzing the data comprised several steps. First, the data
collected from experimental group and control group were computing to get the
score of both groups. Second, the scores were calculated in order to find out the
means of both groups. After that, the means of these tests were compared using
independent t-test with the assist of SPSS 17.0 to find out whether or not the
flashcards strategy can help teaching vocabulary for young learners. Before
conducting independent t-test, the normal distribution and homogeneity variance
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Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
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3.5.3.1 Normal Distribution Test
Normal distribution test was calculated before t-test. It aimed to
investigate whether or not the distribution of pre-test and post-test scores in two
groups were normally distributed. The statistical calculation of normal test used
Kolmogorov-Smirnov because it had characteristics which were needed in the
study (Riduwan and Sunarto, 2010). The steps are as follows:
1. Setting the level of significance (p) at 0.05 and establishing the hypothesis
as follows:
H0: the variances of experimental and control group are normally
distributed.
H1: the variances of experimental and control group are not normally
distributed.
The level of significance at 0.05 is used because it is a standard which is
applied in social studies (Rudiwan and Sunarto, 2010).
2. Analyzing the normality distribution with One-Sample
Kolmogorov-Smirnov test.
3. Comparing the asymp.sig with the level of significance (p) to test the
hypothesis. If the asymp.sig>0.05, the null hypothesis is not rejected and
the distribution of data is normal. Hence if the asymp.sig<0.05, the null
hypothesis is rejected and it means the data is not normally distributed.
Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
The homogeneity of variance test used a SPSS program namely Levene
test because it had characteristics which were used in the study (Riduwan and
Sunarto, 2010). Homogeneity of variance in the pre-test are needed to find out the
initial vocabulary mastery before treatment.The steps are as follows:
1. Setting the hypothesis of variance, H0= data between the two groups are
homogeny
2. Setting the level of significance (p) at 0.05
3. Measuring the homogeneity variance using Levene’s test
4. Comparing the result of Levene’s test and alpha level of significance if
asymp.sig<0.05, the null hypothesis is rejected which means the two
groups are not equal. In contrary, if asymp.sig>0.05, the hypothesis is not
rejected which means variance data of two groups are equal or the data
are homogenous.
3.5.3.3 Independent t-test
The independent t-test was used in this study to see whether the
difference of mean between the experimental and control groups,. Moreover, the
independent t-test had characteristics which were needed in conducting the study
(Rudiwan and Sunarto, 2010). There were three steps in analyzing the
independent t-test.
1. Stating the hypothesis and setting the alpha level at 0.05. The null
hypothesis (H0) is that there is no significant difference between the
Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
there is significant difference between the means in experimental and
control groups.
2. Calculating independent t-test by using SPSS 17.
3. Comparing (t) significance 2 tailed with level of significance. It (t)
significance 2 tailed >0.05, the null hypothesis is accepted which means
there is no difference of means between experimental and control groups.
On the contrary, if (t) significance 2 tailed<0.05, the null hypothesis is
rejected that means there is difference of means between experimental
and control groups. (t) significance 2 tailed is used in the study because it
is needed to see whether the means in the experimental and control
groups are different or not.
3.5.3.4 The Dependent t-test
The dependent t-test was used to compare the score of pre-test and
post-test of experimental group. The pre-post-test score of experimental class are compared
to the post-test score (Collidge, 2000). Moreover, Hatch and Farhady (1982) state
that dependent t-test or matched t-test is used to analyze the pre-test and post-test
score and to investigate whether or not the difference of pre-test and post-test
means of each group are significant. The steps are as follows:
1. Setting the level of significance (p) at 0.05 and establishing the null
hypothesis for the pre-test and post-test data analysis. Null hypothesis
(H0) is that there is no significant difference between the pre-test and
Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
2. Analyzing the dependent t-test by using SPSS 17 for windows.
3. Comparing (t) significance 2 tailed with the level of significance for
testing the hypothesis. If (t) significance 2 tailed >0.05, the null
hypothesis is accepted, we can conclude that there is no significant
difference between the pre-test and post-test scores of experimental
group. Meanwhile, if (t) significance 2 tailed < 0.05, the null hypothesis
is rejected which means there is significant difference between the
pre-test and post-pre-test scores of experimental group.
3.5.4 Data Analysis on Post-test
Data analysis on post-test employed exactly the same steps as in the
pre-test data analysis which is included normality pre-test, homogeneity pre-test and
independent t-test by using SPSS 17 for windows.
3.5.4.1 The Calculation of Effect Size
Effect size is the effect of the influence of independent variable upon the
dependent variable (Coolidge, 2001). It means that effect size is a way to consider
how well the treatment works if there is a large different between the two group’s
means. It states that the treatment really works, and then there is said to be a much
effect size. If the differences between the two groups’ means are small, then there
are said to a small effect size.
r = √
Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu r = Effect size
t = t obt or t value from the calculation of independent t-test
df = N1 + N2 -2
After gaining the effect size, then the score will be matched with the
following scale to interpret the effect size.
Table 3.7 Effect Size Value
Effect Size r value
Small Medium
Large
.100 .243 .371
(Coolidge, 2000)
3.5.5 Analysis of Interview Data
The data from interview were transcribed to reaffirm the issue. The
transcriptions were labeled and coded based on the respondents’ answers and then
the answers were classified into some aspects. The result of the interviews will be
more discussed in Chapter 4. The transcription of the interviews can be seen in
Appendix E.
3.6 Concluding Remark
This chapter explained the research design, population and samples, data
collection, research procedures and data analysis. The following chapter will be
Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter presents the conclusions of what has been investigated in
this research and the suggestions for further research.
5.1 Conclusions
This study investigated the teaching vocabulary using flashcards and
word list as strategies in experimental and control group. It is aimed at finding out
whether both strategies can help students’ vocabulary mastery. Moreover, the
students’ responses toward the flashcards and word list are also discussed.
The result of this study indicated that there was a significant
improvement in vocabulary mastery using flashcards and word list to help
students’ vocabulary mastery in the pre-test and post-test. The result was obtained
through comparing the means scores of control and experimental groups in
post-test which were 74.00 and 80.53. In addition, it is proven that the independent t
-test result which depicts that the probability is lower than 0.05 (0.043<0.05).
Although the scores of both groups was increased, the experimental group shows
greater growth on overall vocabulary knowledge from pre-test and post-test.
The result of the study was in line with the results of related previous
studies such as those done by Komachali and Khodareza (2012); Baleghizadeh
and Ashoori (2011); Derby, McLaughlin, Schletter, and Treacy (2012); Derby,
Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
students learning vocabulary. Moreover, flashcards led to a higher level of
vocabulary improvement.
The students’ responses toward the flashcards and word list have been
investigated by conducting interview in the experimental and control groups. The
interview result from the experimental group showed that the students are
interested in learning English especially vocabulary toward flashcards because it
brings a lot of benefits for them, such as: students can understand and memorize
new words easily; they are motivated to learn English vocabulary. This is in line
with Doff (1988) who states that flashcards can help students to focus on the
learning and make the class interesting. Meanwhile, the interview result in the
control group showed that word list is considered as a monotonous and tedious
strategy. This makes the students feel uninterested and pay less attention on
teacher’s explanation.
5.2 Suggestions
Regarding what have been done in this research, there are some
suggestions for further research in the field of teaching vocabulary using
flashcards and word list. The suggestions are expected to be taken as
consideration by the researchers who are willing to do research in the same field.
Moreover, it is also expected to be suggestions for teachers to teach better.
Firstly, since this study concerned only on vocabulary in elementary
students, it is suggested for further study to conduct the study in the other
Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
In addition, if a researcher conducts a study in another level of students
(secondary school), it will be better to relate the vocabulary teaching to one
language skill or two integrated language skills such as reading and writing, or
listening and speaking.
Secondly, it is recommended that teacher can present interesting pictures
on the flashcards to lead teacher’s performance better. Teacher can download the
flashcards from internet and then printed it easily. It is very crucial since the
students will enjoy seeing the flashcards while the learning activity presents.
Thirdly, if teacher uses word list as a strategy to teach vocabulary, she or
he may create fun learning process, such as playing games. Even though word list
is a common strategy in learning and teaching process, the students can still enjoy
the material.
However, due to the limitation of this research, the result of this study
cannot be generalized. Since this study employed quasi-experimental research
design, the samples and time are limited. Therefore, it is recommended that a
further study comprises as many samples as possible from different schools and
Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
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Universitas Pendidikan Indonesia | repository.upi.edu
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Universitas Pendidikan Indonesia | repository.upi.edu
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Universitas Pendidikan Indonesia | repository.upi.edu
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