This thesis by Alan Satriawan, NIM entitled “Effect of Using Flash Cards on Students' Vocabulary in Grade 7 Academic Year SMPN 5 Jonggat” has been approved by the advisors as a requirement for the Sarjana degree in the English language study program. Title: The Effect of Using Flash Cards on Students' Vocabulary in Grade 7 of SMPN 5 Jonggat Academic Year 2019/2020 It was required to take an examination at the Faculty of Teacher Education and Training of the State Islamic University of Mataram. This thesis by: Alan Satriawan, NIM, entitled "Effect of Using Flash Cards on Students' Vocabulary in Grade 7 Academic Year SMPN 5 Jonggat" was approved by the Board of Examiners in the English Language Education Study Program of the Faculty of Education and Teacher Training , State Islamic University of Mataram.
To the researcher's friends at the English Language Study Program for support and prayers. The aim of this research is to determine how effective the use of flash cards is on the vocabulary of students in the 7th grade of SMPN 5 Jonggat in the academic year 2019/2020. The researcher found that there is a significant difference between the result of the students in the experimental class and the control class.
Based on the result of this study, the researcher concluded that the use of flashcards is effective on the vocabulary of students in grade 7 of SMPN 5 Jonggat academic year 2019/2020.
INTRODUCTION
The Statement of Problem and Research limitation
Based on the above background, the researcher would like to answer the following question "Is the use of flash cards effective on students' vocabulary in the 7th grade of SMPN 5 Jonggat academic year. This study is limited to teaching vocabulary by using flash- card to find out the effectiveness on students' vocabulary before and after using this media on 7th grade students in SMPN 5 Jonggat academic year 2019/2020.
Objective and Significance of Research
The purpose of this research is to describe the improved students' vocabulary by using flash cards. 12Mar'atusSholikhah, "Improving students' vocabulary by using Flash cards in the fifth grade students of SDN Singaraja II, (dissertation, EED Tarbiyah FacultySyekhNurjati State Institute for Islamic Studies Cirebon, Cirebon, 2013). Ha: The use of Flash - cards that are effective on students' vocabulary in the 7th grade of SMPN 5 Jonggat academic year 2019/2020.
Then the students in the experimental group were taught using . flash cards after the researcher put a set of flash cards on the board. The highest score of pre-test was 75 and the lowest score was 66. gave the treatment by using flash cards that it was conducted four meetings, the researcher gave the students post-test. This research was conducted by using flash cards that were effective on students' vocabulary in 7th grade of SMPN 5 Jonggat.
Dwi Wahyu Utami, "The Effectiveness of Using Word Mapping Strategy in Teaching Vocabulary: An Experimental Study on the Seventh Grade Students of SMP Negeri 1 Plupuh, (Dissertation, Faculty of Islamic Education and Teacher Training the State Islamic Institute of Surakarta, Surakarta , 2017) , p.
Definitions of Key Terms
REVIEW OF RELATED LITERATURE AND RESERCH
Theoretical Bases
- The Nature of Vocabulary
Flash cards are also cards with pictures that teachers hold up in class. Flash cards are useful teaching aids and can be used as part of various activities. The teachers can use some of the pictures or the real things, such as flash cards.
Based on the six activities of using flash cards above, the researcher applies two activities which are matching and guessing. After that, the researcher mentions some characteristics of one of the flash cards, then the students answer what the flash cards that the researcher means. After that, the researcher asks the students by showing the flash cards, and the students answer the words based on the flash cards, then the researcher shows the flash card words.
The researcher believes that the application of the above flashcards can be used to teach vocabulary to Grade 7 students of SMPN 5 Jonggat.
Research Hypothesis
The use of L1 can cause some difficulties for learners in memorizing word synonyms. Not having a plan to review the flashcards can cause a lot of problems in learning vocabulary.29.
RESERCH METHOD
- Population and Sample
- Setting and Time of Research
- Variable of Research
- Research Design
- Instrument of Research
- Procedure of Data Collection
- Technique of Data Analysis
- Validity and Reliability
The researcher used pre-test and post-test to see the results of the test. The first test was fill-in-the-blank to test students' spelling and meaning. The first test was fill-in-the-blank to test students' spelling and meaning.
Finally, in testing the hypothesis of this research, the researcher used the -test. The result shows that the highest score of the post-test was 93 and the lowest score was 72. At the beginning of the experimental group, the researcher informed the students that the objective of the study.
The result of the experimental group showed that the highest pre-test score was 75 and the post-test was 93. This is proven by the fact that the average score of the post-test students in the experimental group was higher than the control group.
FINDING AND DISCUSSION
Discussion
The test was fill-in-the-blank to test students' spelling and meaning. This means that the improvement of the students' vocabulary in the control group was not very significant. The result of the experimental group was more improved with flash cards than the control group in conventional ways.
The data were analyzed by T-test to find out whether or not the use of flash cards was effective in students' vocabulary. Moreover, the result of the analysis showed that the use of flash cards as a tool for learning vocabulary made the students' achievement better. To summarize, vocabulary learning using flash cards effective in students' vocabulary than without using flash cards, especially for 7th grade students of SMPN 5 Jonggat.
This research finding supports what Rahma Matsna Aulia stated in her thesis concluded that the use of flash cards to improve students' vocabulary was still effective with some additional activities such as games.39 Finally, from the explanation, the data quantitative pre-test and post-test, it can be concluded that the use of flash. 39 Rahma Matsna Aulia, "Improving Vocabulary Mastery of Eighth Grade Students Using Flashcards in MTSN Godean in Thesis Academic Year, English Education Study Program Faculty of Languages and Arts Yogyakarta State University, Yogyakarta, 2016) , p. The result of the data analysis in the previous chapter shows that the use of flash cards is effective in the vocabulary of students in the 7th grade of SMPN 5 Jonggat academic year 2019/2020.
Mar'atus Sholikhah, "Improving students' vocabulary by using Flash cards in the fifth grade students of SDN Singaraja II, (dissertation, EED Tarbiyah Faculty Syekh Nurjati State Institute for Islamic Studies Cirebon, Cirebon, 2013). Rahma Matsna Aulia, "Improving Grade 8 Students' Vocabulary Mastery Using Flashcards on MTSN Godean in The Academic Year of Thesis, English Education Study Program Faculty of Language and Arts Yogyakarta State University, Yogyakarta, 2016), pp. Yasinta Tri Arliana Sutresno, "Using flashcards to improve students' vocabulary in 7th grade: A classroom action research in SMP Maria Immaculata Yogyakarta, (dissertation, Faculty of Teacher Education and Training Sanata Dharma University Yogyakarta, Yogyakarta, 2017).
Yosephus Setyo Nugroho, “Meningkatkan Penguasaan Kosakata Siswa Menggunakan Flashcards (Penelitian Tindakan Kelas di Kelas Empat SD Negeri II Watuagung, Baturetno, Wonogiri pada Tahun Ajaran Skripsi, Fakultas Keguruan dan Ilmu Pendidikan EED, Universitas Sebelas Maret, Surakarta2, 2 Surakarta2 ). Secara berkelompok, siswa diminta menyebutkan sebanyak mungkin fitur yang sesuai dengan gambar pada flash card.
CONCLUSION AND SUGGESTION
Suggestion
Bahan Utama: Barang-barang yang ada di dalam tas sekolah, Barang-barang yang ada di dalam kelas dan Ruangan-ruangan yang ada di sekolah. Bersyukur atas kesempatan mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks untuk menyebutkan dan menanyakan nama serta nomor suatu benda dan bangunan umum yang dekat dengan kehidupan siswa sehari-hari.
Menyusun teks lisan dan tulis untuk menyebutkan dan mengingat kembali nama-nama benda dan bangunan umum yang dekat dengan kehidupan siswa sehari-hari, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. Siswa dapat menunjukkan perilaku disiplin dan bertanggung jawab ketika berkomunikasi tentang nama dan nomor benda dan bangunan umum. Teks lisan dan tulis yang menyebutkan dan meminta nama serta nomor benda dan bangunan umum yang dekat dengan kehidupan siswa sehari-hari.
Guru meminta siswa menyebutkan nama benda-benda di sekolah dalam bahasa Inggris sesuai dengan flashcard yang ditunjukkan. Siswa meniru pengucapan nama-nama benda dalam bahasa Inggris dengan tekanan dan intonasi yang benar. Siswa mengamati contoh kalimat yang akan diberi nama dan menanyakan nama serta jumlah benda yang dibacakan guru.
Dengan bimbingan dan bimbingan guru, siswa bertanya tentang perbedaan penyebutan dan pertanyaan tentang nama dan nomor mata pelajaran, yang berbahasa Inggris dan yang berbahasa Indonesia, tentang kemungkinan penggunaan istilah lain, dan sebagainya. Guru menjelaskan pengertian kata benda dan menjelaskan fungsi sosial, struktur teks dan unsur kebahasaan menyebutkan dan menanyakan nama dan jumlah benda. Siswa membaca sumber buku teks untuk mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan penyebutan dan pertanyaan tentang nama dan nomor benda.
Dalam kelompok, siswa menerima tanggapan dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang digunakan. Siswa bekerja sama menyusun kalimat berdasarkan gambar pada flash card yang sesuai dengan fungsi sosial, struktur teks, dan unsur kebahasaan. Dalam kelompok, siswa diminta membuat kalimat tentang suatu benda. - Dalam kelompok, siswa menerima tanggapan dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang digunakan.
Dalam kelompok, siswa bekerja sama menyusun kalimat sesuai dengan ciri-ciri benda yang diketahuinya yang sesuai dengan fungsi sosial, struktur teks, dan unsur kebahasaannya.
