TEACHING VOCABULARY USING FLASHCARD TO YOUNG LEARNER (Fort Grade SD IT ARAFAH on Academic Year 2016/2017)

Sadiah

Email : sadiahdiah718@gmail.com

English Education Study Program, and Language and Arts department STKIP Siliwangi Bandung

ABSTRACT

This paper reports a study on the implementation of flashcard in teaching vocabulary to forth grade students of elementary school in Cililin. The study aims to investigate the effectiveness of using flashcard in teaching vocabulary. This study used quantitative experimental design. Data are obtained from the classroom teaching after several meetings using flashcard. This study reveals that the vocabulary of students increased after they were taught using flashcards. The results of this study suggested that flashcard more effective in helping students to master the vocabulary. Students are able to remember words easily, are more motivated to learn English and understand vocabulary easily based flashcard method.

Key word: Vocabulary, Flashcards, Quantitative Experimental Design

A.

B. INTRODUCTION

Vocabulary is the solid foundation to learn English for children before they acquire another language skill, such as listening, speaking, reading, and writing. Fauziati (2010) states that vocabulary is the center of language in critical importance to typical language learner. In this way, English teaching media are very important to help students acquire new concept of the skill and language competences. There are many kind of media which can be used by the teacher to teach young learner. Flashcards, as a learning media, gives some benefits in this case by some reasons. They are used to facilitate students in mastery vocabulary.

C. LITERATURE REVIEW

Many list of words so in a way of learning is important to make the students master vocabulary. In this case, Cameron (2003) said argues that the continuing growth of teaching vocabulary to young learners brings a number of challenges. Hatch and Brown (1995) describe five essential steps in vocabulary learning based on research into learners strategies, there are having sources for encountering new words, getting a clear image, whether visual or auditory or both for the forms of the new words, learning the meaning of the words, making a strong memory connection between the forms and meanings of the words, Using the words. It required a variation in learning, one of them with the use of appropriate learning media. Learning media carry messages or information aimed at containing instructional or teaching purposes, the media is called a medium of learning (Azhar Arsyad, 2011: 4). Flashcard Media, as a learning media, is a media card that utilizes the management principle of the brain making it more appealing and meets the learning needs of students. The use of class flashcard media can provoke students' activity, especially if flashcard applied to various games one guessed the couple (Sutanto Windura, 2010: 134). By using flashcard media that is applied with a couple guessing games and other games is expected that students were able to play an active role in participating in learning English. And can help students remember and understand the subject matter will effect on the rise in student learning outcomes in respect of material diversity of tribes and cultures in Indonesia and materials knowing the types of business and economic activities in Indonesia.

D. RESEARCH METHODOLOGY

This research used the quantitative research design to respond the research questions requiring numerical data in order to know the effectiveness of flashcard in teaching vocabulary to young learners. Quantitative research can be used in response to relational questions of variables within the research in quantitative research design the researcher seek explanations and predictions that will generate too their persons and places. The intent is to establish, confirm, or validate relationship and to develop generalization that contribute to theory (Leedy and Ormrod, 2001). A method that was used in this research is quantitative that applies the general view of experimental research.

E. RESULT AND DISCUSSION

The writer gave pretest on May 19nd 2016. Pretest was given to the students in identifying the students ability in vocabulary mastery. Pretest consisted of 15 questions. The tests were five items about mention number, five items about reading number, and five items about writing number. The pretest was conducted by 31 students. The writer provided 30 minutes for the student to do this pretest. With the same vary, writer gave posttest on June 2nd 2016. Before giving post test, this research reviewed again all the topics in the treatment, then provided 50 minutes for the student to do the posttest. The result of pretest and posttest can be seen in table

N

Name

Pretest

Posttest

D

D2

1

S1

53

100

47

2209

2

S2

60

100

40

1600

3

S3

60

100

40

1600

4

S4

100

100

0

0

5

S5

60

100

40

1600

6

S6

86

93

7

49

7

S7

26

100

74

5476

8

S8

53

100

47

2209

9

S9

53

100

47

2209

10

S10

60

100

40

1600

11

S11

73

100

27

729

12

S12

60

100

40

1600

13

S13

73

93

20

400

14

S14

73

100

27

729

15

S15

53

100

47

2209

16

S16

66

100

34

1156

17

S17

80

100

20

400

18

S18

100

100

0

0

19

S19

33

93

60

3600

20

S20

40

100

60

3600

21

S21

53

100

47

2209

22

S22

66

100

34

1156

23

S23

20

100

80

6400

24

S24

26

100

74

5476

25

S25

73

100

27

729

26

S26

66

93

27

729

27

S27

86

100

14

196

28

S28

66

93

27

729

29

S29

93

100

7

49

30

S30

40

80

40

1600

31

S31

53

93

40

1600

SUM

1904

3010

1106

50306

. In calculating the mean score from the pretest and posttest that were given to the sample, the writer used formula as follows : Mean = X : n. = Mean = 1106 : 31

Mean = 35,68

To calculate standard deviation it uses the formula below:

= 19,01

Than the last calculation is the result of Ttab of the test with formula. The calculation of the T-test as follow.

t=10,45

Based on the calculating above, it showed that mean of the pretest = 61,42 and mean of posttest= 97,10. The result of t-test =10,45, the degree of significance on 0,05=1,697.

F. CONCLUSION AND SUGGESTION

There is significant difference between after using flashcards and before using flashcards. It also meant that teaching English vocabulary using flashcard was effective in developing students vocabulary mastery. This research was successful in developing the students vocabulary by using flashcards. In addition, the students were more active and the students participation in the teaching-learning process of vocabulary was high. Therefore, flashcards can be an alternative strategy for teachers in teaching vocabulary which can improve the students vocabulary. The writer would like to give some suggestions in order to improve the mastery of English vocabulary; The teacher might use flashcards in teaching vocabulary to help her/his student in mastering vocabulary, students could improve their vocabulary by practicing in their daily activities, and The reader could improve their knowledge after read this final project and get new experiences.

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