INTRODUCTION
Research Background
Research Question
Research Objective
Significance of the research
Scope of the research
Definition of Key Terms
Nurasida in 2022 with the title "The Effectiveness of Flashcard Media in Improving Students Vocabulary at SMPN 2 Galesong Utara". Paramita Kusumawardhani in 2019 with the title "The Use of Flashcards for Teaching Writing Skills to English Young Learners (EYL)". Amiruddin and Yusuf Razaq in 2022 titled "The use of flashcards to improve students' vocabulary performance".
In this research, the researcher will choose flashcards as a medium in the teaching and learning process. It just emphasizes the sensory perception of the eye. c) Size is very limited to large groups. Based on the results of the previous study, the researcher tried to improve students' vocabulary mastery by using flashcard media.
First, the researcher met with the English teacher to discuss the students' vocabulary problem in the teaching and learning process. The English teacher explained to the researcher that the students who had a low score in English in the subject. In the teaching of vocabulary in the 8th C grade, the researcher collaborated with the English teacher as a research associate.
In the second session, the researcher asked the students to come to the front of the class to present the vocabulary learned. After that, the researcher made a conclusion about the material to make the students understand better. In the observation phase, the researcher checked the English teacher's observation checklist after giving the posttest to the students.
In the first and second meeting of cycle 1, the students listened to the researcher instruction. Finally, the students followed the learning process and reviewed with the researcher before completion. At the end of the meeting, the researcher concluded and reviewed the learned material.
65 Nafissa Tracy, "The Implementation of Flashcards as The Learning Media in Teaching Vocabulary at SDN Kepatihan 1 Jember in Academic Year Thesis, UIN KHAS Jember, 2019), 74. Based on data analysis, the researcher concluded that using flashcards media could improve students " vocabulary mastery.
REVIEW OF RELATED LITERATURE
Previous Research
Theoretical Framework
Learning media is anything that can be used to convey messages or information in the teaching and learning process so that it can stimulate students' attention and interest in learning English. More specifically, the movement of media in the teaching and learning process tends to be interpreted as a graphic aid (a field that can visually explain the relationship to be presented), photographic or electronic for the capture, processing and rearranging visual or verbal information .27. Various types of various learning media are media that are adapted to the potential in an area, around schools or in other places or in the community that can be used as teaching media.31 Examples of various types of learning media include blackboards, three-.
Using flashcards in the teaching and learning process can be more effective and can make students motivated and active in the classroom during the teaching and learning process. According to Susilana and Riyana in Sri Wahyuna, Flashcards is a learning medium in the form of 25x30 cm picture cards. From this explanation, it can be concluded that the flashcards are a learning media in some sizes in the form of pictures and words, which have many types of objects based on the learning needs.
The teacher shows all the flash cards about daily activities and things in the classroom. In the teaching and learning process, the use of media as a method has several advantages and disadvantages.
RESEARCH METHODOLOGY
- Research Design
- Research Setting
- Data Source
- Data Collection Technique
- Data Analysis
- Validity of Data
- The Criteria of Success
The researcher was therefore hoping that the use of flash cards as media could be solutions and improve students' vocabulary mastery. The researcher informed the students about the test that would be done at the next meeting. The students present the memorized vocabulary in front of the class. After that, the researcher made a conclusion about the material to make the students understand more.
The researcher informed the students about the test that would be done in the next meeting. Students can learn vocabulary by heart and students can pronounce words correctly when the researcher showed.
RESEARCH FINDINGS AND DISCUSSION
The Research Object Description
Intellectuals who have good morals and have skills and life skills in accordance with the struggle of understanding Ahlussunnah wal Jama'ah".
Research Finding
After interviewing the English teacher, the researcher interviewed the students of 8C to know the students' problems. The researcher asked the students to look for the 'meaning' of Indonesian according to the image that the students saw. The researcher asked the students to present some activities that are performed every day, such as the examples in the flashcards, using Indonesian.
The researcher asked the students to imitate and repeat what the researcher said related to vocabulary about "things in the classroom". Then the researcher asked the students to memorize the vocabulary on the flash cards, without looking at the pictures on the flash cards. And then the researcher asked that the students come forward one by one in front of the class and present the vocabulary they have memorized.
Discussion of The Research
Melalui flashcards, siswa dapat menyebutkan beberapa kegiatan rutin yang dilakukan setiap hari dengan menggunakan bahasa Inggris. Guru memberikan contoh tindakan sehari-hari kepada siswa dengan menggunakan simple present tense. Guru memperlihatkan kepada siswa gambar-gambar dan tulisan-tulisan pada flash card dan mengarahkan siswa untuk melafalkan pengucapan yang dicontohkan oleh guru.
Guru meminta siswa menyebutkan dan membuat kalimat tentang kegiatan sehari-hari pada gambar. Guru bertanya kepada siswa apakah ada yang masih belum mereka pahami mengenai gambar dan kosa kata yang ada pada flashcard. 2 Memahami fungsi bahasa, struktur teks dan unsur kebahasaan teks hingga menyebutkan objek-objek dalam teks.
Siswa dapat menggunakan kartu flash untuk memberi nama berbagai objek di kelas dalam bahasa Inggris. Soal yang berkaitan dengan benda-benda di dalam kelas dengan menggunakan kalimat Bisakah kamu menyebutkan nama-nama benda yang ada di dalam kelas. Teks interaksi transaksional lisan dan tulis serta memberi dan meminta informasi tentang objek yang ada di kelas.
Siswa mulai mengamati ciri-ciri atau contoh memberi dan mencari informasi tentang benda-benda di kelas. Guru memberikan instruksi kepada siswa agar mereka mampu bertanya tentang hal-hal yang ada di kelas. Siswa mengungkapkan apa yang mereka pelajari dan pikirkan tentang benda-benda di kelas dan bagaimana menamainya dalam bahasa Inggris.
Guru menunjukkan gambar dan teks pada kartu flash kepada siswa dan memberikan instruksi kepada siswa. Guru meminta siswa menghafal kosakata yang berkaitan dengan benda-benda di kelas dan menyajikannya pada pertemuan berikutnya. Guru meminta siswa untuk menghafal kosakata pada flashcard yang telah dipelajari sebelumnya.
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
Guru meminta siswa maju ke depan kelas dan menyebutkan beberapa kosakata yang telah mereka hafal.
