THE USE OF FLASHCARDS TO IMPROVE VOCABULARY
MASTERY
(A Classroom Action Research for the Fourth Year Students of
MI Duren Bandungan in the Academic Year of 2009 / 2010)
GRADUATING PAPER
Submitted to the examiners in partial fulfillment
Of the requirement for degree of Sarjana Pendidikan Islam (SpdI)
By:
Aschurotun Nadziroh
11306096
ENGLISH DEPARTMENT OF EDUCATION FACULTY
STATE ISLAMIC STUDIES INSTITUTE (STAIN)
SALATIGA 2010
i
MINISTRY OF RELIGIOUS AFFAIRS
STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA
Jl. Stadion 03 Phone. 0298 323706 Salatiga 50721
Website : www.stainsalatiga.ac.id E-mail : administrasi@stainsalatiga.ac.id
SETIA RINI, M. Pd.
The Lecturer of Educational Faculty
State Islamic Studies Institute of Salatiga
ATTENTIVE COUNSELOR’S NOTE
Case
: Aschurotun Nadziroh’s Graduating Paper
Dear
The Head of State Islamic
Studies Institute of Salatiga
Assalamualaikum Wr.Wb.
After reading and correcting ashurotun Nadziroh’s graduating paper entiteld:
“THE USE OF FLASHCARDS TO IMPROVE VOCABULARY MASTERY
(A Classroom Action Research For The Fourth Year Students of MI Duren
Bandungan in The Academic Year of 2009 / 2010)”
I have decided and would like to propose that if it could be accepted by
educational faculty and I hope it would be examined as soon as possible.
Wassalamualaikum Wr. Wb.
Salatiga, August 4th 2010
Consultant
Setia Rini, M.Pd
NIP. 197505182003122002
ii
MINISTRY OF RELIGION AFFAIRS
STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA
Jl. Stadion 03 Telp. (0298) 323706, 323433 Salatiga 50721
Website : www.stainsalatiga.ac.id E-mail : administrasi@stainsalatiga.ac.id
STATEMENT OF CERTIFICATION
THE USE OF FLASHCARDS TO IMPROVE VOCABULARY
MASTERY
(A CLASSROOM ACTION RESEARCH FOR THE FOURTH
YEAR STUDENTS OF MI DUREN BANDUNGAN IN THE
ACADEMIC YEAR OF 2009 / 2010)
ASCHUROTUN NADZIROH
NIM : 11306096
Has been brought to the board of examiners in August, 31st 2010 /
Ramadhan, 21st 1431 H, and hereby concidered to completely fulfill
the requipment of Sarjana Pendidikan Islam (S.Pd.I)degree in the
English Department of Educational Faculty.
Salatiga,
August, 31st 2010 M
Ramadhan, 21st 1431 H
Board of examiners
Head
Secretary
Drs. Imam Sutomo, M. Ag
NIP. 19580827198303 1 002
1st Examiner
Dr. Rahmat Hariadi, M. Pd
NIP. 19670112199203 1 005
2nd Examiner
Maslihatul Umami, S.PdI, MA Prof. Dr. H. Muh. Zuhri, M. Ag
NIP. 198005513200312 2 003
NIP. 19530326197803 1 001
Consultant
Setia Rini, M. Pd.
NIP. 197505182003122002
iii
MINISTRY OF RELIGIOUS AFFAIRS
STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA
Jl. Stadion 03 Phone. 0298 323706 Salatiga 50721
Website : www.stainsalatiga.ac.id E-mail : administrasi@stainsalatiga.ac.id
DECLARATION
“in the name of Allah, the most Gracious and the most Merciful”
Hereby the researcher fully declares that this graduating paper is composed
by the researcher himself and it does not contain materials written or having been
published by other people’s ideas expert the information cited from reference.
The researcher is capable of accounting for this graduating paper. If in the
future this can be provided of containing other idea, or in fact, the researcher
imitates the other thesis.
This declaration is made by the researcher to be understood.
Salatiga, August 4th 2010
Researcher
Aschurotun Nadziroh
NIM. 11306096
iv
MOTTO
Yesterday is history
Tomorrow is mystery
Today is blessing
Experience is the best teacher
v
DEDICATION
This study is dedicated for:
1. My lovely mother Sri Jaiyah and My lovely father Asrori thanks all support,
trust, finance, encouragement.
2. My sister Muflichah and My brother Ahmad Asy’ari who has support for my
education and finishing this thesis
3. Mrs. Setia Rini, M. Pd. is as a consultant who has educated, supported, directed
and given the writer advice, suggestion, an recommendation for this thesis
from beginning until the end.
4. All my lectures who has help me in my education.
5. All my Family who has support in finishing this thesis.
6. My best someone Ardi and my best friend Nita, Hidayah, Mimi, Tri, Ila, Ika.
And all my friends who helped in finishing this thesis that I cannot mention
one by one. Thanks a lot.
vi
ACKNOWLEDGENMENT
In the name of Allah, the most gracious, the most merciful, the lord of
universe, because of Him, the writer could finish this thesis as one of the
requirement for Sarjana Pendidikan Islam (S.Pd.I) in English Department of
Educational faculty of State Islamic Studies Institute (STAIN) Salatiga in 2010.
Secondly, peace and salutation always be given to our Prophet
Muhammad SAW who has guided us from the darkness to the lightness.
However, this success would not be achieved without those supports,
guidance, advice, help and encouragement from individual and institution, and I
somehow realize that an appropriate moment for me to deepest gratitude for:
1. Dr. Imam Sutomo, M. Ag, the Head of State Islamic Studies Institute (STAIN)
Salatiga.
2.
Suwardi, M. Ag. as a chief of Education Faculty.
3. Maslihatul Umami, M. Pd. as a chief of English Department.
4. Setia Rini, M. Pd. as a consultant, who has educated, supported, directed and
given the writer advice, suggestion, an recommendation for this thesis from
beginning until the end.
5. All of the lecturers in English department
6. All of the staff who have helped the writer in processing of thesis
administration
7. My beloved father and mother, thanks all support, trust, finance,
encouragement.
vii
8. My best someone Ardi and my best friend Nita, Hidayah, Mimi, Tri,
Ila and Ika who has supported and helped in finishing this thesis,
Thanks a lot.
9. All of my friends in TBI D ’06, for your best favour, interelationship,
devotion and togetherness from the moment on, and getting protracted
up to this time being.
10. All my friends who helped in finishing this thesis that I cannot mention
one by one. Thanks a lot.
Finally this thesis is expected to be able to provide useful knowledge and
information to the readers. And the writer is pleased to accept more suggestion
and contribution from the reader for the improvement of the thesis.
Salatiga, August 4th 2010
Researcher
viii
ABSTRACT
Nadziroh, Aschurotun. 2010. THE USE OF FLASHCARDS TO IMPROVE
VOCABULARY MASTERY (A Classroom Action Research for the Fourth Year
Students of MI Duren Bandungan in the Academic Year of 2009 / 2010).
This research is a study about the use of flashcards toimprove vocabulary
mastery. This reseach attempts to find out whether flashcards can improve the
students’ interest to study English, and to find out whether flashcards can improve
the vocabulary mastery.
The subject of this research are the students of elementary school of MI
Duren Bandungan. The researcher uses a classroom action research as a method in
this reseach The researcher also uses pretest and posttest in the teaching leaning
procces. Based on the findings of the research, the researcher finds the result of ttable show 2,05. Then, it is compared with t-calculation which show in cycle 1 is
6,256, cycle 2 is 8,712 and cycle 3 is 9,784. Because t-calculation is higher than ttable, so the researcher conclude that there is significant different between pretest
and posttest.
ix
TABLE OF CONTENTS
TITLE ...................................................................................................
i
ATTENTIVE COUNSELOR NOTES....................................................
ii
STATEMENT SERTIFICATION..........................................................
iii
DECLARATION...................................................................................
iv
MOTTO.................................................................................................
v
DEDICATION.......................................................................................
vi
ACKNOWLEDGEMENT .....................................................................
vii
ABSTRACT ..........................................................................................
ix
TABLE OF CONTENT .........................................................................
x
LIST OF TABLE ...................................................................................
xiii
LIST OF APPENDIXES........................................................................
xiv
CHAPTER I
CHAPTER II
INTRODUCTION
A. Background of Study .............................................
1
B. The Research of Problem .......................................
4
C. Purposes of Research .............................................
5
D. Limitation of Study ................................................
5
E. The Benefit of Research.........................................
5
F. Definition Key of Term..........................................
7
G. Paper Organitation .................................................
7
LITERATURE REVIEW
1. Flashcard ................................................................
9
a. Definition...........................................................
9
x
b. Type of Flashcard ..............................................
10
c. The Procedure of Using Flashcard......................
16
d. The Function of flashcard ..................................
17
2. Interest ..................................................................
17
a. Definition...........................................................
17
b. Kind of Interest ..................................................
18
3. Improve .................................................................
18
a. Definition ..........................................................
18
b. The Measurement to Improve the Interest Learning 19
CHAPTER III
c. The key to improve vocabulary .........................
20
3. Vocabulary ............................................................
22
a. Definition ..........................................................
22
b. Type of Vocabulary ...........................................
23
d. The Source of Vocabulary..................................
25
4. The Use of Flashcards in Teaching Vocabulary......
26
a. The Role of Flashcars in Teaching Vocabulary ..
27
b. The Ways to Make Flashcards Vocabulary ........
26
RESEARCH METHODOLOGY .................................
29
A. Setting of Research ...................................................
29
B. The Subject of Study ................................................. 32
C. Method of Research ................................................... 34
D. The Procedure of Research......................................... 35
E. Technique of Collecting Data.................................... 38
xi
F. Technique of Data Analyze ....................................... 38
CHAPTER IV THE IMPLEMENTATION OF STUDY AND
CHAPTER V
ANALYSIS ...............................................................
40
A. Cycle 1 ..................................................................
40
B. Cycle 2 ..................................................................
47
C. Cycle 3 ..................................................................
54
D. Analysis Between Cycle 1, Cycle 2 and Cycle 3 ....
60
CONCLUSION AND SUGGESTION........................
62
A. Conclusion.............................................................
62
B. Suggestion .............................................................
63
BIBLIOGRAPHY
APPENDIXES
CURRICULUM VITTAE
xii
LIST OF TABLE
Tabel I
Description of School Boulding ...........................................
29
Tabel II
Organization Structure .........................................................
31
Tabel III
The Situation of Students.....................................................
31
Tabel IV
The Situation of Teacher......................................................
32
Tabel V
The Name of Subject of Study.............................................
33
Tabel VI
The Result of Pretest and Posttest Cycle 1 ...........................
44
Tabel VII The Result of Pretest and Posttest Cycle 2 ...........................
51
Tabel VIII The Result of Pretest and Posttest Cycle 3 ...........................
57
Tabel IX
61
The Analyse of The Result ..................................................
xiii
LIST OF APPENDIXES
APPENDIXE I
: MATERIAL OF LESSON
APPENDIXE II
: PRETEST AND POSTTEST
APPENDIXE III
: FLASHCARDS VOCABULARY
APPENDIXE IV
: LESSON PLAN
APPENDIXE V
: DOCUMENTATION OF RESEARCH
xiv
1
CHAPTER I
INTRODUCTION
A.
Background of Study
English is one of the subject matters in the schools in Indonesia.
English becomes the foreign language that has important roles to the
beneficial development of the country. The government has apparently
understood the essential of learning English. The establishment of the 1994
curriculum has made a clue that English can be taught in elementary
schools, especially on the vocabulary mastery.
Vocabulary is one of the language aspects that are very important for
communication English. If we have less vocabulary, we will not understand
what people say. Vocabulary is needed to improve the four language skills
that consist of listening, speaking, reading and writing. Vocabulary is the
most important language aspect.
Most of the students in elementary schools get much difficulty to learn
English, especially to vocabulary mastery. As a proof, the researcher has
doing prareseach in MI Duren and the result shows that the English
achievement of students is low. It can be known from the result of mid
semester that the average of class just 4,5. It is caused the students did not
know the meaning of question when they do of tests. It is clear that they
have lots of problems in vocabulary mastery. Most of the students are not
1
2
easy to remember of English words. In my opinion, it is caused by many
reasons.
First, the students do not have interest in the teaching learning process.
Interest is on awareness of someone that an object or case (matter) or
situation always deals with him (Djamil, 1997: 70). Interest will appear
when the students aware toward education or information for their need. At
school, the teachers often find that the students are not interested in learning
a subject matter. It also happens in learning English, because the students do
not have knowledge about the correlation between the subject matter and
themselves. It becomes the teacher’s responsibility to give motivation by
arranging the situation, so the students are aware that there is correlation
between the subject matter with their life. For example, the teachers give
support and explanation to the students that learning English is very
important to their life in this globalization era. The teachers also give
explanation toward their students about beneficial of leaning English to their
life later.
Secondly, the teachers are still having less creativity when teaching
English. Usually the teachers just explain the material without any game, so
it can make the students bored. As teachers, they must build the interest of
students to learn English by using varieties of methods. For example, the
teachers use game in teaching learning process because the students like to
play.
3
Finally, the uses of media and method are not appropriate with the
situation of students. Media and method are important in English learning
process. Media and method help to understand the teacher explanation
easily. Usually the teachers’ uses method or media are not appropriate with
students’ need. In using method or media a teacher must be adjust with the
students like. The use of media and method are not appropriate with
situation or condition of the students can influence the interest and
understand of them.
From the situation above, we know that the students just acquire a few
vocabularies. This situation also found in MI Duren, in Eglish teaching
learning process there the teacher not use media or method that able to
increase the interest and achievement of the students. So the researcher
needs to implement a media that can improve the students’ interests in
learning English.
Based on the problems above, the researcher tries to implement
flashcards in teaching English in MI Duren. The researcher offers flashcards
media as a problem solving in learning English in MI Duren. Flashcards are
the cards on which words and pictures or drawn. Flashcards are one of the
media that can improve vocabulary mastery. Usually the students are able to
remember of English words easily if many teachers show cards that consist
of words or pictures. By using flashcards, the teachers are able to teach
English by employing many methods too, such as cards game, puzzle, role
play, etc. So the student can be more interested and enjoy in the English
4
learning process. By employing this media, the researcher hopes that the
students of MI Duren can improve their vocabulary.
All of the above explanations create inspiration to the researcher to
make a classroom action research, because the writer wants to know how far
flashcards can improve vocabulary mastery. So the researcher makes a
classroom action research with the title THE USE OF FLASCHARDS TO
IMPROVE VOCABULARY MASTERY (A CLASSROOM ACTION
RESEACH FOR THE FOURTH YEAR STUDENTS OF MI DUREN
BANDUNGAN IN ACADEMIC YEAR 2009/2010).
B.
The Research of Problem
Based on the above phenomena, this research is aimed at giving
answer on the following problems:
1. How far is the use of flashcards to improve the students’ interest to study
English for the fourth year students of MI Duren Bandungan in academic
year 2009/2010?
2. How far is the use of flashcards to improve the vocabulary mastery for
the fourth year students of MI Al Duren Bandungan in academic year
2009/2010?
5
C.
Purposes of the Research
The purpose of the research is:
1. To find out whether flashcards can improve the students’ interest to
study English of the fourth year students of MI Duren Bandungan in
academic year 2009/2010?
2. To find out whether flashcards can improve the vocabulary mastery of
the fourth year students of MI Duren Bandungan in the academic year
2009/2010?
D.
Limitation of Study
In order to avoid any misinterpretation of the problem, the researcher
would like to limit the scope of the study. The researcher wants to know
whether the use of flashcards media can improve the students’ vocabulary
mastery. The material is limited to that taught at fourth grade of elementary
school. The subject of the study is the fourth grade in MI Duren Bandungan.
E.
The Benefit of Research
The research will be beneficial as follows:
1. Theoretically
The finding will enrich:
a. The
language
methodologies.
teaching
literatures
dealing
with
teaching
6
b. The English language teaching methodologies especially for other
researchers to conduct further researches.
2. Methodologically
The benefit of this research can give contribution and inspiration for the
teachers to use media and method which are appropriate in teaching
learning process.
3. Practically
a. The Researcher
The finding of the research can be used as a starting point to improve
the writer’s teaching ability.
b. For the English Teacher
The finding of the research can be used as a consideration in
selecting the appropriate method or technique implemented in
English class.
c. For the Student
The finding of the research can improve the students’ interest and
student achievement in the vocabulary mastery.
7
F.
Definition Key of Term
1. Flashcard
Flashcard is a piece of cardboard about 18 X 6 inches on which
appears a word, a sentence or a simple outline drawing. The lettering should
be large, net and clear so that it can be seen from the rear of the room.
Capital letters are preferred. Print should be used since it is easy to read at a
distance (Nasr, 1972:119)
2. Improve
Improve is to make better in quality / to make more productive
(Webster, 1972: 487)
3. Vocabulary
Vocabulary is one of the most obvious components of language and
one of first things applied linguistic turned their attention to (Richard,
2001:4).
G.
Paper Organization
CHAPTER I
: Introduction which consist of background of study,
problem of research, purpose of research, limitation of
study, benefit of research and paper organization.
CHAPTER II
: Review of Theories which consist of flashcard, interest,
vocabulary
vocabulary.
mastery
and
flashcards
in
teaching
8
CHAPTER III
: Methodology of research which consists of setting of
research, subject of study, method of research, the
procedure of research, technique of collection data and
technique of data analysis.
CHAPTER IV
: Teaching implementation and data analysis which
consists of cycle 1, cycle II, cycle III, analysis of cycle
I, II and III.
CHAPTER V
: Closure which consist of conclusion and suggestion.
BIBLIOGRAPHY
APPENDIX
9
CHAPTER II
LITERATURE REVIEW
1.
Flashcard
a. Definition
A flashcard is a little piece of paper. The size of a business card,
which has on one side a new word in a language you’re learning, and on
the other side a word in your mother tongue (http// how-to-learn-anylanguage com/e/guide/flash-cards-html ,10 December 2009).
According to Haycraft, flashcards are the cards on which words
and or picture and painted or drawn (Insaniyah, 2003:19).
According to Suyanto, flashcards is the cards that usually use
thin paper and stiff (2008:109). Flashcards show picture or words.
Usually flashcards include of group with kind or classes.
Flashcard is a piece of cardboard about 18 X 6 inches on which
appears a word, a sentence or a simple outline drawing. The lettering
should be large, net and clear so that it can be seen from the rear of the
room. Capital letters are preferred. Print should be used since it is easy to
read at a distance (Nasr, 1972:119)
Flashcards are a powerful memory tool write questions on one
side of the cards and the answer on the other side (Edwards, 2006: 98).
9
10
Based on many definitions above about flashcard; the researcher
can conclude that:
1.
Flashcard is one of the media education
2.
Flashcard is a little piece of paper
3.
Flashcard is the cards on which words and or picture and printed or
drawn.
4.
Flashcard is one of the best tools for memorizing information.
The flashcard must always be brief, large, neat and clear so that
it can be seen from the rear of the room. Capital letters are preferred
print should be used since it is easy to read at a distance.
The cards can be displayed by the teacher or by a pupil. The
letter is preferred since it makes for activity. The set of cards should be
field away under given subject. They will be found very useful for
review for dill and as a warming up exercise at the beginning of the
period.
b. Type of Flashcard
Flashcard can be divided into several types by Scott (1990:109111), they are:
1. Picture Card
Picture cards are useful for the teaching of vocabulary and
reading (Nasr, 1972: 67). These picture cards can be drawings or cut
outs from magazines or perhaps photos. It is easiest to sort these
11
picture cards according to size really big ones for class work, and
smaller ones for individual or group work.
a. The kind of picture card
These can be used in many ways; just a few would include:
1. Picture card match up
2. Picture card treasure hunt
3. Picture and word match up
4. Picture card snap games
5. Picture cards can be used as part of a communication aid
6. Picture flashcards designed to:
a. encourage a child to say that word
b. identify pictures with certain starting sounds
c. encourage a child to discuss what is shown in the picture
If we want free black and white line drawing picture cards
of objects and actions you should visit the do to learn web site.
They have lots of picture card sections including:
1) self-help e.g. bathroom and personal care, dressing and
undressing etc.
2) activities e.g. Sit, work, eat, sleep....
3) home and school e.g. home, school, food
4) social e.g. behavior, emotions
5) miscellaneous e.g. weather, safety signs, summer, holiday
b. The way to make picture card
12
There are many ways that you can make your own picture
cards. My daughter always finds colorful images far more
interesting than black and white. Here are ways that use to make
picture card (http://www.speechteach.co.uk/p_resource/speech/
picture_cards.htm, 20 May 2010):
1. Cut out pictures from
a. old catalogues
b. magazines
c. old children's books
d. poster boards
2. Draw simple pictures, maybe your child could help you draw
some or color in the ones you have drawn.
3. Use your computer to create picture cards
a. In your word processing or publishing package
b. Create a text box
c. Add a border
d. Put a picture box inside
e. Copy and paste these several times
f. Add different pictures to each picture box
g. Print out and cut out your picture cards
h. Create new picture cards by changing the pictures
13
4. Use the clipart section of this site. I have set up the clipart so
it can be printed out straight from the browser and be cut up
to make picture cards.
The examples of picture cards are following:
http://www.senteacher.org/Print/
2. Card Games
A card game is any game using playing cards as the primary
things with which the game is played, be they traditional or gamespecific (http://en.wikipedia.org/wiki/Card_game, 20 May 2010).
Almost all card games can be made into language card game
and while we want to concentrate on games where some sort of
language interaction is taking place, we can also play card game
simply for relaxation. A simple snap game using picture cards is one
of kind of card game. To play this game are follow:
a. Mix the sets of cards
b. Divide between the players
c. Each player places a card down in turn and says what is shown
on the picture e.g. cat
14
d. If the pictures match, the first player to shout snap gets the pile of
cards put down so far.
e. The winner is the last player to still have cards
Puzzle card is also one of game that can use in teaching
learning process after using of flashcard. For example:
3. Word/ Sentence cards
Word cards are useful for displays and for work on the
flannel graph. Sentence cards should only be used for the beginners
and only with sentences which are use a lot of. Students can simply
write the question on one side and the answer on the opposite side
and test themselves repeatedly (http://homeworktips.about.com/od/
studymethods/a/flashcards.htm, 20 May 2010).
Word/ sentence card usually consist of two sides, on the front
of card appears the word entry plus whatever supplementary
information is needed, on the back appear a concise definition and an
15
illustration of the word use. In the using word card and sentence card
the students can match a word with the definition in the other
sentence cards. By this manner the student can more interest to
learning English.
Sometimes the word/ sentence on the cards are commands.
And the learners are used to giving and obeying these commands
orally and they are learning to recognize them as whole (Lee,
,90). The command on the cards such as: Open the door, Sing a song,
Stand up, clean the blackboard etc. By using this word/ sentence
card, we can make a simple game. The teacher or student holds up a
card, waits until several students have put their hands up, and say
name of someone. Someone who called of name performs the action
required and scores a point for his team. If he performs the wrong
action, he has not read card successfully, and there will be others
eager to show that they have. Somebody in another team is given a
chance.
c. The procedure of using flashcard
The
procedures
of
the
use
flashcard
are
bellow
(http://learningdisabilities.about.com/od/instructionalmaterials/qt/flash_c
ard_teaching_strategies.htm):
1. Sit comfortably facing your students.
2. Arrange the flash cards in the order you would like to present them.
16
3. starting with the first flash card, hold it up so your students can
clearly see the front. Keep the back of the flash card toward you so
your child cannot see it.
4. Shows the flash card front to your students that consist of picture and
said in English and asked the students to repeat after several time to
make sure that they could say it in a correct pronunciation.
5. Give question to them by showing flashcards one by one randomly,
if your students give a correct answer, place the correctly answered
flash card in a pile on your left.
6. If your students give an incorrect response or no response, tell him
the correct answer, and place these flash cards in a pile on your right
side.
7. After you have finished showing your students all of the flash cards,
you may continue your flash card teaching session by using the stack
of incorrectly answered cards. Continue in the same manner, placing
correctly answered flash cards on the left and incorrectly answered
flash cards on the right.
8. Once your students have mastered the full set of flash cards, practice
them periodically to ensure your child remembers them.
Based on the explanations about the procedure of using
flashcards above, the researcher conclude that the step in using
flashcards in English learning process are show of flashcards, sounds,
repetition and practice. The procedure of using flashcards is simple, so
17
the students or parents can practice it in their home to improve their
vocabulary.
d. The Function of Flashcard
The use of flashcard in the English teaching learning process
used to help the teacher: (Kasihani and Suyanto, 2008:109)
1) To be familiar and stable with singular and plural concept
2) To be familiar and stable with numbers
3) To be familiar and stable with a few and a lot of concept
4) To get the students attention using extract pictures with appropriate
(Vocabulary and Color)
5) To give variation in the teaching learning process.
Flashcards is so useful to help the teacher in the English learning
process. The teacher is easier to explain of material and give example
clearly. Because the students can see a picture that appropriate with the
theme so the students are easier to receive the explanation of teacher.
Beside that the teacher can improve the student’s interest.
2.
Interest
a. Definition
According to Slameto, interest is a feeling or liking or interesting
in a case or an activity without being asked (1987:182).
Hilgard gave a definition about interests is persisting tendency to
pay attention to and enjoy some activity or content (1962:52).
18
According to Noerhadi Djamil, interest is on awareness of
someone that an object or case (matter) or situation always deals with
him (1997: 70).
According to Webster, interest is to engage the attention of
awaken concern in (Sudarmanto, 1993:4). According to Muhibbin,
interest is a preference and a high passion or willingness toward
something.
Based on many definitions above about interest, the researcher
can conclude that interest is an awareness and willingness of someone to
engage the attention toward something.
b. Kinds of the Interest
According to Whitherington, interest is two kinds (Akhmadi,
2003:15), they are:
a. Primitive Interest is interest derived from necessity of network of
blood vessels about food, comfort or free activity.
b. Cultural Interest or a social interest is interest derived from higher
level learning. The interest from high level is a result of education.
3.
Improve
a. Definition
In the new Groliar Webster International Dictionary (1974: 483)
said that improve is to bring to a more desirable or excellent condition,
19
to ameliorate, to better, to make as land or real estate, more profitable by
cultivation or construction to make more useful.
Based on Webster’s third New international Dictionary 1961:
1138), improve is to make greater in amount or degree, increase,
augment, enlarge, intensify (the chance that the committee could reach
agreement).
According to Hornby (1974: 427), Improve is make or become
better.
Based on the many definitions above, the researcher concludes
that improve are:
1) To raise to a more desirable or more excellent quality or condition;
make better.
2) To increase the productivity or value of (land or property).
3) To put to good use; use profitably.
4) To become better.
5) To make beneficial additions or changes.
b. The Measurement to Improve the Interest of Learning
The following are the measurement to improve the interest of
study, suggested by Sudarmanto: (1993:4)
1. Pay attention to aim that want
2. Knowing of the elements in the learning activity.
3. Make a learning activities palsies and perform it
20
4. Definite the aim of learnt this moment
5. Found of satisfied after finish a learnt schedule
6. Stand at positive attention to facing of learning activity.
7. Try to emotion of freedom for learnt.
8. Use of ability to reach the target of learnt everyday
9. Found the material can be help learning activities.
c. The Keys to Improve Vocabulary
There are many key to improve your vocabulary (Edwards, 2006:
73):
1. Read as much as you can
By reading as many magazine, fiction and nonfiction books, and
journals as you can, you will encounter new words. You can guess
the meanings of many of those words by their contexts – that is, you
will get a clue to the meaning from the words that surround the new
word. If you are still not sure, you can look up the word in a
dictionary to check if you were right.
2. Use a dictionary
You will need a large collegiate dictionary for home use. The
dictionary should be all English, not a bilingual one. A good
dictionary should include the following information about word:
•
Its pronunciation
•
Its part of speech (noun, adjective, verbs)
21
•
A clear simple definition
•
An example of the word used in a sentence or phrase
•
Its origin (root, prefix)
You can also use a pocket dictionary if you travel back and forth
to classes.
3. Learn roots, prefixes
Root and prefixes from Latin and Greek make up many English
words. It has been estimated that more than half of all English words
come from Latin and Greek. Prefixes are added to the beginning of a
root and suffixes are added to the end to modify the meaning of
words. Learning these will help you increase your vocabulary.
4. Learn from listening
Listening to good programs on the radio and television as well as
to people who speak English well is another way improving your
vocabulary. Since you cannot always ask the speaker to tell you what
a particular word means, writer down the words a look them up later.
5. Use a dictionary of synonyms and antonyms
Synonyms are words that have almost the same meaning;
antonyms are words that have almost the opposite meaning.
Knowing the synonyms and antonyms of a word will expand your
vocabulary. Some dictionaries of synonyms and antonyms explain
each synonym and how it differs in meaning from other synonym.
22
Since no two words have the exact same meaning, this is very useful
for you.
6. Make your own word list
Get a notebook for your vocabulary study and use it to create
your own word list. Whenever you read and come across a word you
don’t know, write it down in your notebook together with the
sentence in which you found it. Try to work out the meaning of the
word from its context. Then look the word up in a dictionary and
write the definition in your notebook. Writing will help you
remember the word and its meaning. Try to add a new word to your
list every day.
7. use your new words
Using your new words, whether it is in speaking or writing is an
important step in learning.
4.
Vocabulary
a. Definition
According of Richard, vocabulary is one of the most obvious
components of language and one of first things applied linguistic turned
their attention to (2001:4).
According to Hornby, vocabulary is total number of words which
(with rules for combining them) make up a language (1974: 959).
23
Webster (1993: 327) said that vocabulary is “A list of group of
words and phrases, usually in alphabetical order.”
From the definitions above, the writer concludes that vocabulary
is a stock list of words that is used individually or in a group arranged in
alphabetical order and has meanings.
b. Type of Vocabulary
Vocabulary is a part of the computerized analysis of language
data. Vocabulary includes a various type that must be known (Harmer,
2001: 16-22). They are as follows:
1. Language Corpora
One of the reasons we are able to make statements about
vocabulary with considerably more confidence than before it because
of the work of lexicographers and other researchers who are able to
analyze large banks of language data stored in computers. From a
corpus of millions of words the computer can now give quick
accurate information about how often words are used and in what
linguistics context.
2. Word Meaning
The least of problematic issue of vocabulary is that it deals with
its meaning. The meaning of a word is often related to other words.
For example, we explain the meaning of “full” by saying that it is the
24
opposite of “empty”; we understand that “cheap” is the opposite of
expensive.
3. Extending Word Use
Words do not just have different meanings. They can also be
stretched and twisted to fit different contexts and different uses. We
say that someone is in a black mood or someone is yellow, yet we
are not actually describing a color. In such contexts black and yellow
mean something else.
4. Word Combinations
Although words can appear as single items which are combined
in a sentence, they can also occur in two-or-more item groups. They
often combine with each other in ways which competent speakers of
the language recognize instantly, but which others often find strange.
The kinds of words that go together in one language are often
completely different from the kinds of word which live together in
another. Word combinations have become the subject of intense
interest in the recent past, in part spurred on by discoveries from
language corpora.
5. The Grammar of Words
A key middle ground where words and phrases on the one hand
and grammar on the other meet up is through the operation of word
classes or parts of speech such as noun or adjective. When we say a
word is a noun, we then know how it can operate in a sentence. The
25
same is true for such word classes as verbs or determiners or
prepositions. When we know a word’s part of speech, we know what
other words it can occur within a phrase or sentence and where it can
be put synthetically. Within word classes there are a number of
restrictions. Knowledge of these allows competence speakers to
produce well formed sentences.
c. The Sources of Vocabulary
According Thornbury, we have looked at five possible sources of
vocabulary input for learners (2002:32-51):
1. List
Lists are economical way of organizing vocabulary for learning,
and that it doesn’t matter a great deal if they are put together in a
rather random.
2. Course book
Course books select vocabulary for active study on the group of
usefulness, frequency, learner ability, and teacher ability.
3. Vocabulary books
Supplementary vocabulary books are usually thematically
organized, but cover a range of vocabulary skills.
4. The teacher
26
The teacher is potentially fruitful source of vocabulary input, not
only in term of incidental learning, but also as an introduction
vocabulary through teacher talk.
5. Other student
Other students in the class are particularly fertile source of
vocabulary input.
5.
The Use Of Flashcard In Teaching Vocabulary
a. The role of flashcard in teaching vocabulary
Flashcards are particularly useful for drilling grammar item for
cueing different sentence or practicing vocabulary (Harmer, 2001: 134).
Flash cards are always an easy way to get some of those
vocabulary words stuck inside your head, where they need to be when
the big test rolls around (http://testprep.about.com/od/tipsfortesting/ht/
Make_Flashcards.htm, 20May 2010).
Based on the statements above shown that the using flashcards in
English learning process are more effective and practical way of
memorizing to accomplices new vocabulary. By using flashcards is
suitable for the beginner in English. By the implementation this method
gives emphasis on pronunciation of the utterance of words. Beside that
in the English learning process the students can be more active and not
only passive.
27
b. The way to make flashcard vocabulary
There is way to make a flash card vocabulary (http://testprep.
about.com/od/tipsfortesting/ht/Make_Flashcards.htm):
1.
Assemble your materials. There's nothing worse than starting a
project without everything you need.
2.
On the front of the flash card: Write a vocabulary word, and only
the word, neatly on the front of a 3 x 5 card in pencil. Center the
word both horizontally and vertically, and be sure to keep the front
of the card free from extra markings, smudges or doodles.
3.
On the upper left corner of the back of the flash card: On the
reverse side, the information side of the flash card, write a
definition for the word in the upper left corner. Make sure you
write the definition in your own words. This is a key. If you write a
dictionary definition, you will be less likely to remember what the
word means
4.
On the upper right corner of the back of the flash card: Write the
part of speech in the upper right corner of the info side. Make sure
you understand what the part of speech means before writing it
down. Then, color-code it. Highlight the part of speech with one
color. When you make another flashcard with another part of
speech, you'll use a different color. Make all the nouns yellow, all
the verbs blue, etc. Your mind remembers colors really well, so
you'll start to associate color with the part of speech, and you'll
28
have an easier time remembering how the word functions in a
sentence.
5.
On the lower left corner of the back of the flash card: Use the
vocabulary word in a sentence the student will remember. Make
the sentence steamy, hilarious, or creative in some other way. If
you write a bland sentence, your chances of remembering what the
word means go way down. Example of a memorable sentence: My
pompous ex-boyfriend used to think he could get any girl he
wanted, until he met my friend Mandy, who laughed at his
conceited self in front of the entire school. Example of a nonmemorable sentence: The king, whose pompous heads-of-state
were trying to dethrone, decided to flee the country to save his own
life.
6.
On the lower right corner of the back of the flash card: Draw a
small picture/graphic to go with the vocabulary word. It doesn't
have to be artistic – just something that reminds you of the
definition. For the word "pompous," or "conceited", maybe you'd
draw a stick person with his nose in the air. You remember pictures
much better than a word, which is the reason you can't write
anything on the front of the card besides the vocabulary word –
you'd remember the design and associate it with the definition
instead of associating the word with the definition.
29
7.
Repeat this process for every one of your vocabulary words, until
you have a deck of flash cards.
8.
Punch a hole in the middle of the right side of each flash card, and
then hook all the cards together with the key ring, ribbon or rubber
band. You don't want to lose them all over your book bag.
Based on the explanation above, the researcher can conclude or
give briefly explanation about the way to make flashcards vocabulary.
a.
Prepare the material
b.
Write a word vocabulary on the front of the flashcard
c.
Write a definition of a word on the upper left corner of the back of
the flashcard.
d.
Used a word vocabulary in a sentence as a example on the left
corner of the flashcard.
e.
Draw a small picture and color that suitable with the vocabulary
word on the lower right corner of the back of flashcard.
f.
Flashcard has ready to use.
30
CHAPTER III
RESEARCH METHODOLOGY
A.
Setting of Research
This classroom action research was carried out at MI Duren
Bandungan. It is located at Jl. Bandungan – Semarang, Duren district of
Bandungan, sub province of Semarang and Central Java province. MI Duren
stands up on the lead above 1026 M2. MI Duren has six classes, the first
class until six class has one classroom. The location of this school is in the
village, so the situation is not noise and low pollution. The classroom action
research was done in April 2010 until June 2010. The description of the
building MI Duren is as follows:
Table 1
The Description of the building
NO
ROOM
NUMBER
1
Class
6
2
Headmaster’s Office
1
2
Teacher’s Office
1
4
Student’s Toilet
3
5
Teacher’s Toilet
1
6
Parking lot
1
30
31
Table 2
The Organization Structure
Foundation
School Committee
Headmaster
Treasure
Secretary
Teachers
Students
Public Relation
Table 3
The Situation of student
SEX
NO
CLASS
MALE
FEMALE
TOTAL
1
I
10
15
25
2
II
17
7
24
3
III
15
12
27
4
IV
15
14
29
5
V
13
10
23
6
VI
11
13
24
TOTAL
81
71
152
32
In teaching learning process, teachers have important roles. Their
existence is always needed in every school or educational institution. They
will give material of subjects. The numbers of teachers of MI Duren are 10
peoples. The following table shows the condition of the teachers of MI
Duren.
Table 4
The situation of teachers
No
Teacher’s Name
Education
Subject
1
Marjono
D II
Headmaster
2
Muliyah S.PdI
S1
Teacher of first grade
3
Sodakoh
D II
Teacher of second grade
4
Nurul Fajriyah
D II
Teacher of third grade
5
Budiyoso
MA
Teacher of fourth grade
6
Nurul Azizah
SMU
Teacher of fifth grade
7
Nufi Herdiana
SMU
Teacher of sixth grade
8
Arif Dzikrun
MTs
Religion teacher
9
Cahyo Ginanjar S.PdI
S1
Sports teacher
10
Aschurotun Nadziroh
MAN
B.
English Teacher
The Subject of the study
The subject of the study is the fourth year of students of MI Duren
Bandungan. It is only one class that consists of 29 students. There are 15
boys and 14 girls. Some girls tend to be silent, but on the other hand some
33
boys are talkative, make noise and especially they are not interested in
English learning. In learning activities and doing tasks, the girls are better
than the boys. The researcher chooses the fourth year as subject of the study
because the numbers of students are fuller than other class and the students
are more active. So, the researcher is able to get more valid data. The
following table shows the name of subject of study.
Table 5
The name of the subject of study
Number of
Names of students
students
1
Wahyu Mahmudi
2
Ichsan Wibowo
3
Wahid Nur Ashari
4
Ilham Mirza Abidin
5
Devi Choliviana
6
Nur Chasan
7
Nila Milhatuna
8
Fahrul Muhammad Riza
9
Nila Malikhatul I
10
Faar Angga Saputra
11
Laila Muntahana
12
Eka Fadhila
13
Muhammad Asnawi
14
Maulida Fitriyana
15
Muslikhun
16
Siswanti
17
Denic Agus Setiawan
18
Siti Alfiah
34
C.
19
Fahrian Ajib
20
Diky Nur Nofi Ahmad
21
Muhammad Ilyas
22
Miftakhul Fiki
23
M. Hamzah Khan
24
Laula Lafifa
25
Rika Munawaroh
26
Liya Khotimatul M.
27
Dewi Kumala Sari
28
Ririn Ismawati
29
Anggun Nur Chayati
Method of Research
The research method used in this study is action research. There are
some definitions of action research. The first definition is given by Kemmis
in Hopkins (1993:44) that action research is a form of self reflective enquiry
undertaken by participants in social situation in order to improve the
rationality and justices, their understanding of these practices and the
situations in which the practices are carried out.
Second, according to Dove Ebbutt in Hopkins (1993:45), action
research is about the systematic study of attempts to improve educational
practice by groups of participants by means of their own practical action and
by means of their own reflection upon the effects of those actions.
Third, definition is given by Robert Rapport in Hopkins (1993:45) that
action research aims to contribute both to the practical concerns of people in
an immediate problematic situation and to the goals of social science by
joint collaboration within a mutually acceptable ethical framework.
35
Based on many definitions above about action research; the researcher
can conclude that action research is one of form of research that trying out
an idea in practice of a social situation with a view to improving or changing
something, trying have a real effect on the situation.
D.
The Procedure of Research
This study use classroom action research in MI Duren on April until
Juni 2010, so in this case the researcher use some steps as Kemmis stated.
There are tree cycles in this action research. In each cycle the procedure are
as follows.
1. Planning
The Activities in planning are:
a. Preparing materials, making lesson, plan and designing the steps in
doing the action.
b. Preparing list students name and scoring
c. Preparing teaching aids (e.g. flashcards, picture)
d. Preparing sheets for classroom observation (to know the situation of
teaching-learning process when the method or technique or mode is
applied)
e. Preparing a test. (to know whether student’s vocabulary improves or
not)
36
2. Action
a. Introduction/ greeting
b. Check of the present of the students
c. Giving pretest
d. Asking the students about the vocabulary that relation with theme.
e. Teaching vocabulary by ostensive means
f. Asking the students some questions orally and students have to
answer orally about the theme.
g. Giving posttest.
3. Observation
Observation is one of the instruments used in collecting the data. As a
scientific method, observation can be systematically used to serve and
note the phenomena investigated like students feeling thinking and
something they do in teaching learning process. The researcher plans this
observation flexible and open to record the unexpected.
4. Reflection
The result of the observation is analyzed. It is to remember what
happened that has been recorded in observation. Reflection seeks to
make sense of the process, problems and issues in strategic action. It
looks account of the variety of perspectives possible in the social
situation and comprehends the issues and circumstances in which they
arose. Reflection has evaluative aspect; is asks the researcher to weight
the experience, to judge whether effects (and issues which arose) were
37
desirable and suggest ways of proceeding. The researcher’s reflection is
done by discussing with his collaborator. Then the next cycle can be
decided or designed.
The procedures above are briefly ilustrated in the following scheme.
38
E.
Technique of Collecting Data
In this study the researcher uses written test, oral test and observation
in collecting the data. Written test, pretest and posttest are used to know the
students percentage in answering the questions orally. The researcher also
uses observation done with his collaborator. The observation used to know
situation in the teaching learning process when the method is applied. It is
also very important to know how far their interest to learning English and
how they think about their teacher.
F.
Technique of Data Analysis
After collecting the data, the next step of the study is analyzing the
data. The data are the result of pretest 1, 2, 3 and posttest 1, 2, 3 in three
actions. There are two ways to analyze the data, they are:
1. Descriptive technique
A descriptive technique is used to know the students’ behavior
during the teaching learning process. In descriptive technique the
researcher will analyze the observation sheet which has been made by
her partner.
2. Statistical Technique
A statistical technique is used to know is there any influence to the
students’ vocabulary or no from the result of pretest and posttest. This
research is calculated by t-test analysis. The steps are as bellows:
39
a. SD
The first step, the research will calculate SD, the formula is:
Where:
SD = standard deviation
D = dereferences between pretest and posttest {posttest-pretest}
N = the number of subject
b. T-test
After calculate the SD, the researcher will calculate t-test, the
formula is:
Where:
t
= the result of t-test calculation
SD
= the result of standard deviation
N
= the number of subject
40
CHAPTER IV
THE IMPLEMENTATION OF STUDY
AND ANALYSIS
In this research implementation, the data consists of pretest, posttest and
field note. The data of pretest and posttest will show the improvement of the
students’ achievement in vocabulary. How far is the improving students
vocabulary by use flashcards? Field note will show the students’ behavior in
teaching learning process. How far is their interest in teaching learning process?
Based on the explanation about procedure of action research above
(chapter III), the researcher has arranged three cycles. In each cycle, the steps are
planning, acting, observing and reflecting.
A. Cycle I
1. Planning
The activities are preparing.
a. Materials, making lesson plan, and designing the steps in doing the
acting.
b. List of students’ name
c. Teaching aids ( e.g. flashcards, picture)
d. Sheet for classroom observation
e. Tests (pretest and posttest)
40
41
2. The implementation of action.
On Thursday, the twenty-ninth of April 2010 the teacher (the
researcher) entered his English class. The teacher opened the lesson by
introduce her self and check of the students present. Before the lesson, she
gave pretest to class for about 30 minutes. After the student finished doing
pretest, she began to teach vocabulary. She told the students: “students,
today we will study vocabulary with theme clothes and sub theme kind of
clothes and color”. Then the teacher asked the students orally,” mention
kind of clothes that you know”. The students answered together in
Indonesian. And the teacher wrote down their answer in the white board.
Then the teacher shown flashcards that consists of picture kind of clothes
one by one and the students said in Indonesian.
The teacher told the students,” we will learn about kind of clothes
in English and you must look at the flashcards and repeat those words that
I have said. Do you understand?”. “Yes” the students answered together.
Then the teacher shown flashcards one by one and said it in English and
the students repeated it. Once again she said it and the students repeated it
again. Shirt she said and the students repeated it, shorts she said and the
students repeated it etc. After the students repeat it twice or more times,
she asked the students, “have you remember the words of kinds of
clothes?” The students just keep silence. “apakah kalian sudah hafal kosa
kata tentang macam-macam pakaian?”. “sudah bu!” the students answered
together. “Well, now I will show the flashcards and you said together, are
42
you ready? Sudah siap?” then she shown flashcards and the students said it
together. Most of students can remember the words are easier and said
clearly.
After that, the teacher asked the students to said about kind of color
and the students answered together in Indonesian. The teacher wrote in
whiteboard and said in English then the students repeated after it. Then the
teacher joins between color and clothes. The teacher wrote all of words in
the whiteboard in English and asked the students to wrote down in their
book. After that, the teacher asked the students to close their book and
gave question to the students one by one by shown the flashcards. The
students tried to remember the words that learnt. And time was up, the
teacher asked the students to learn at home and the learning will continue
the next meeting. The teacher closes the meeting.
On the Thursday, sixth of May 2010, the teacher entered in the
English class. The situation was follow.
Researcher
: “Assalamualaikum wr.wb.”
Students
: “Waalaikumsallam wr.wb.”
Researcher
: “Good morning students. How are you?”
Students
: “Good morning, Miss. I’m fine”.
Researcher
: “students in this meeting we will continue the lesson that
we have studied yesterday, do you remember?”
Students
: “Yes, Miss”. (Most of students just keep silence)
43
Researcher
: “anak-anak pada pertemuan kali ini kita akan melanjutkan
pelajaran yang telah kita pelajari kemarin, apakah kalian
masih ingat?”
Students
: “Yes, Miss”.
Researcher
: “you must remember what have you said yesterday and to
remember it I will shown the flashcards randomly and
you said it together. Are you ready?”
Students
: “Yes, Miss”.
The teacher shown the flashcards one by one and the students said
it together. Most of students still remember of the words.
Researcher
: “Now, I will you divide into group, each group consists of
four students. Each group must do the task that I will give
to you. Sekarang saya akan membagi kalian menjadi
kelompok, setiap kelompok terdiri dari empat siswa.
Setiap kelompok mengerjakan tugas yang saya bagikan.
Are you ready?”
Students
: “Ok, Miss”.
Then the students moved to be group and the teacher gave the task
to each group. The students tried to solve the task by their group for about
30 minute. Then the teacher said: “Time is up class, now you must
exchange your task with other group and we will share it together”. The
students exchange their task early. Then the teacher wrote down the
answer of the task in the whiteboard and the students tried to correct of the
44
task other group. The situation was noise. After the students finished, they
submitted the task.
Then the teacher gave posttest to the students. The posttest was
done for about 30 minute.
3. Observation
In the first cycle, she and her collaborator observed the teaching
learning process. By monitoring the students’ activity in this action, the
teacher can see that the students still get difficult said in English and
written form. Some students pronounced them incorrectly and the written
is wrong.
Furthermore, the researcher will analyze the student’s improving of
vocabulary by t-test calculation. The steps are follow:
a. the score of pretest and posttest
Table 6
The result of pretest and posttest cycle I
NO Score of pretest
Score of posttest
D
D2
1
52
56
4
16
2
76
92
20
400
3
52
60
8
64
4
60
72
12
144
5
52
68
16
256
6
52
48
-4
16
7
72
76
4
16
8
60
72
4
16
9
88
92
4
16
10
64
92
28
784
45
11
80
76
-4
16
12
72
88
16
256
13
60
76
16
256
14
84
96
12
144
15
52
64
12
144
16
88
92
4
16
17
48
72
24
576
18
84
88
4
16
19
64
72
8
64
20
60
80
20
400
21
44
76
32
1024
22
72
88
16
256
23
68
80
12
144
24
72
76
4
16
25
72
80
8
64
26
76
92
16
256
27
72
80
8
64
28
68
84
16
256
29
84
76
-8
64
Σ = 312
Σ = 2760
b. SD of pretest and posttest
From the data above, the researcher calculated SD of pretest and
posttest.
46
c. T-test calculation
Statement: if the calculation is greater than the t-table score so null
hypothesis is rejected.
•
Ho (null hypothesis): there is no significance influence between
pretest and posttest.
•
H table with n = 29 is 2,05
•
T calculation is 6,256
•
T-table < t-calculation = 2,05 < 6,256
•
It shows that Ho is rejected. Therefore there is significance
influence between pretest and posttest.
47
4. Reflection
After analyzing the result of action in cycle I, the researcher can
conclude that it is very important for the teacher to be careful with the
student’s pronunciation, she can ask the students three or four times to
repeat the words.
Action I also have shown that the students can improve their
vocabulary.
B. Cycle 2
Based on the result of cycle I, it is necessary for the teacher to continue
the next cycle.
1. Planning
The activities are preparing:
a. Material, making lesson plan and designing the steps in doing the
action
b. List of student’s name
c. Teaching aids (e.g. flashcards picture)
d. Sheet for classroom observation
e. Test (pretest and posttest)
2. The Implementation of the action
On Saturday, the fifteenth of May 2010 the teacher (the researcher)
entered his English class. She revised the teaching learning process in
action 1 cycle 1. In action 1 cycle 1 there were some difficult words in
48
pronunciation and written. In the action 2, she introduced the model of
presentation in studying vocabulary, the step are as they did before (sound
and show of flashcards, repetition, written form). Before she started the
lesson, she gave pretest to them for about 30 minute.
The situation was as follow:
“Students, today we will study vocabulary with theme home and sub
theme part of home and equipments”, She told. She asked the students
“Mention parts of home!” The students answered together in Indonesia.
Then the teacher shown flashcards that consists of part of home and the
teacher said it in English and asked the students to repeat it. The teacher
said living room, they said living room once again they said living room,
dinning room, bath room, bed room, kitchen and the students repeated it.
He was also careful with students’ pronunciation, he often repeated it
twice or three time for one flashcard when their pronunciation is wrong.
The teacher asked the students “Mention of the equipment in the living
room, dinning room, kitchen, bath room and bed room.” The students
answered together in Indonesian. The teacher list of based on the place.
She wrote in the write board. For living room: sofa, meja, jam, television
dll. For dinning room: kulkas, meja makan, kursi dll. For kitchen: kompor,
panci, piring dll. For bedroom: tempat tidur, bantal, selimut dll. For
bathroom: handuk, pasta gigi, sabun dll. Then the teacher shown
flashcards that consists of thing in the home based on above and said it in
English and students repeated it. After more time she said it and students
49
repeated it, she asked the students one by one. Every student gets
opportunity to say it. After all of students gott opportunity to say it, the
teacher writes down the words in the whiteboard in English and asked the
students to write in their book. The student must complete their note by
copying from the whiteboard. She also checked the student’s note one by
one while walking around the classroom.
After they finished writing on the note book, she said sorry to the
students because time was up, we will continue at next meeting, good bye,
they answer good bye.
The next meeting on Thursday twentieth May 2010 the teacher (the
researcher) entered his English class bring all his teaching aids, she said
the students as follows:
Researcher : “Assalamu’alaikum Wr. Wb.”
Students
: “Wa’alaikumsalam Wr. Wb.”
Researcher : “Good Morning Students?”
Students
: “Good Morning Miss”
Researcher : “How are you students?”
Students
: “I’m fine”
Researcher : “Who is absent today?”
Students
: “Berangkat semua, Miss”
Researcher : “Good, Students, we will continue the lesson that have
studied yesterday, do you remember?”
Students
: “Yes Miss.”
50
Researcher : “Do you have written the words on your note books; apakah
kalian telah mencatat kata-kata kemarin pada bukumu?”
Students
: “Sudah, Miss”
After those dialogue above she took of flashcards and asked the
students to said it together to remember of the lesson yesterday. The
teacher shown flashcards randomly and the student said it together. Most
of students are still remember of words. Then the teacher asked the
students to made group, each group consists of four students. Then the
teacher gave task to every group. The teacher asked to them to discussion
of the task. The teacher gave them task for about 45 minute every group
tried to solve of the task. After the students finished doing the task the
teacher asked them to exchange their group task to other group. Then the
task would be share together. The teacher wrotes down the answer of task
on the whiteboard. Then the students correct of the answer of the task the
other group. After the students finished correct of the task, the teacher
asked the students to submitted the task. Then the teacher gave them
posttest for about 30 minute.
3. Observation
In the second cycle, observation was also carried out during
implementation of the action. The researcher got field note from the
partner which has been written in above. By monitoring the student’s
activity in the action, the teacher can see that the students still get
51
difficulty to said in English. Some students pronouncation still incorrectly
and the written form was wrong when done the task.
Furthermore, the researcher will analyze the student’s improvement of
vocabulary by t-test calculation. The steps are as follows:
a. the score of pretest and posttest
Table 7
The result of pretest and posttest in cycle II
NO Score of pretest
Score of posttest
D
D2
1
60
64
4
16
2
60
80
20
400
3
64
88
24
576
4
32
56
24
576
5
32
88
56
3136
6
40
72
32
1024
7
52
88
36
1296
8
56
68
12
144
9
80
96
16
256
10
44
72
28
784
11
92
100
8
64
12
60
92
32
1024
13
44
72
28
784
14
80
96
16
256
15
36
48
12
144
16
88
100
12
144
17
68
60
-8
64
18
92
100
8
64
19
48
48
0
0
20
52
76
24
576
21
48
88
40
1600
52
22
72
96
24
576
23
48
84
40
1600
24
72
88
16
256
25
76
96
20
400
26
64
92
28
784
27
60
84
24
576
28
60
76
16
256
29
36
68
32
1024
Σ = 624
Σ = 18400
b. SD of pretest and posttest
From the data above, the researcher calculated SD of pretest and
posttest.
c. T-test calculation
53
Statement: if the calculation is greater than the t-table score so null
hypothesis is rejected.
•
Ho (null hypothesis): there is no significance influence between
pretest and posttest.
•
H table with n = 29 is 2,05
•
T calculation is 8,712
•
T-table < t-calculation = 2,05 < 8,712
•
It shows that Ho is rejected. Therefore there is significance
influence between pretest and posttest.
4. Reflection
After analyzing the result of action 2, the teacher concluded that the
students can improve their vocabulary. They can answer the question well.
It is also easy for them to remember words in English than before. The
teacher realizes that some students are interest to improve their vocabulary
through flashcards that consist of picture and full color. It is necessary for
her to continue. This mode presentation, the teacher, therefore continued to
the next cycle (Cycle 3).
54
C. Cycle 3
Based on the result of cycle I and cycle 2, it is necessary for the teacher
to continue the next cycle.
1. Planning
a. Preparing materials, making lesson plan and designing the steps in
doing the action.
b. Preparing list of the student’s name.
c. Preparing teaching aids (e.g. flashcards, picture)
d. Sheet for classroom observation
e. Test (pretest and posttest)
2. The Implementation of the action
On Thursday, the twenty-seventh of May 2010, the teacher (the
researcher) entered his English class. The steps were as they did before
(sound and showing the flashcards, repetition and written form).
There were still many problem in cycle 2, some students had wrong
pronunciation, wrote some words wrongly. Before she continued the
lesson she asked the students to repeat some words from the words studied
before.
The theme in cycle 3 is body. The teaching learning process was as
follows:
“Students, before we studied vocabulary about body do this test (pretest)
for about 30 minutes and she distributed test to the students. When the
students did the test, she walked around the class to check the students’
55
task. After the students finished doing the pretest, she collected and began
to taugch them. She asked the students “Mention parts of body!” the
students answered together in Indonesian. Then she put of the flashcards
that consists of part of body and shown to the students and they said it
together in Indonesian. The teacher told “Because the theme our lesson
today is body, I ask you hold on your part of body and repeat after me!”
“Karena tema plajaran kita hari ini adalah tubuh, saya minta pehanglah
bagian-bagian tubuh kalian dan ikutilah saya, kalian paham?” “Ya, Miss.”
Then the teacher hold on head and said head, the students followod it and
said head, the teacher hold nose and said nose, the students followed and
repeated it. The teacher acted it to all part of body and the students
followed it. Then the teacher asked the students to act like above with their
friend.
After that the teacher wrote done in the whiteboard and the students
copied in their note book. After the students finished wrote the words the
teacher said “Students time is up. The lesson will be continuing in the next
meeting”.
The next meeting on Thursday thirst June 2010, she entered the
English class. She continued the lesson the day before. She gave follow up
by asked the students to say what the teacher hold. After it the teacher
asked the students to make group as the action before. Then the teacher
gave the task to do them and discuss in group. They do the task for about
45 minutes. After they finished doing the task, the teacher asked them to
56
exchange their task to other group. Then they share together. The teacher
wrote down the answer of task in the whiteboard. After they finished
discuss the task, the teacher asked the students to read together from the
answer that have write in the whiteboard. And most of students were
correct in pronunciation.
Then the teacher gave them posttest for about 30 minutes. After the
students finished do the posttest, the teacher asked them to submitted it.
Students’ time was up. And the teacher said goodbye and the students
answered goodbye together.
3. Observation
The teacher observed in the third action, while she was monitoring, she
helped the students when they got difficulties. She tired to activate the
students who were still quiet in repeating the words said the teacher by
giving guidance.
The teaching learning process in action 3 was increasing the students
who said words incorrectly, they can say correctly, and in written form
process, there were a few students who found difficulties. The teaching
learning process was very active.
By observing the teaching learning process in cycle 1, cycle 2 and
cycle 3, she concludes that flashcards can improve the students’
vocabulary. The improvement can be seen through the result of activity
from cycle 1, cycle 2 and cycle 3.
57
Further more, the researcher by analyze the student’s improving of
vocabulary by t-test calculation. The steps are as follows
a. The result of pretest and posttest.
Table 8
The result of pretest and posttest cycle 3
NO Score of pretest
Score of posttest
D
D2
1
52
72
20
400
2
84
88
4
16
3
60
76
16
256
4
40
72
32
1024
5
40
80
40
1600
6
60
84
24
576
7
64
76
12
144
8
68
80
12
144
9
76
92
16
256
10
72
76
4
16
11
56
80
24
576
12
72
92
20
400
13
60
84
24
576
14
72
88
16
256
15
64
76
12
144
16
80
96
16
256
17
48
64
16
256
18
84
92
8
64
19
52
72
20
400
20
76
80
4
16
21
68
88
20
400
22
84
92
8
64
23
76
80
4
16
24
60
76
16
256
58
25
50
72
12
144
26
56
80
24
576
27
80
96
16
256
28
60
84
24
576
29
56
76
20
400
Σ = 474
Σ = 10006
b. SD of pretest and posttest
From the data above, the researcher calculate SD of pretest and
posttest.
c. T-test calculate
59
Statement: if the calculation is greater than the t-table score so null
hypothesis is rejected.
•
Ho (null hypothesis): there is no significance influence between
pretest and posttest.
•
H table with n = 28 is 2,05
•
T calculation is 9,784
•
T-table < t-calculation = 2,05 < 9,784
•
It shows that Ho is rejected. Therefore there is significance
influence between pretest and posttest.
4. Reflection
After analyzing the result of cycle 1, cycle 2 and cycle 3, it can be
concluded that using flashcards can increase the interest of students to
involve actively in learning vocabulary in the class. The result of the
written test is also good.
The result of pretest, posttest and oral test were used to know the score
of vocabulary mastery. As stated before there were three cycles in this
action research, each cycle used pretest, posttest and oral test. Pretest and
posttest consist of 25 test item and 20 test items to discuss into group in
60
the puzzle form. All items of the test can be seen in the appendix. She gave
pretest to students before taught and gave posttest after she taught for each
cycle. She also gave oral test to each student during the teaching learning
process in each cycle. She gave a question that must be answered by the
students orally. The oral test was used to know the students who can
answer correctly.
D. Discussion
From the result of analyze in cycle 1, cycle 2 and cycle 3, the researcher
will analyze the students’ improvement from cycle 1 to cycle 3. The
improvement as follows:
Table 9
The analyze of students improvement
ANALYZE
CYCLE I
CYCLE II
CYCLE III
- PRETEST
67, 17
59, 17
64, 48
- POSTTEST
78, 01
80, 55
81, 51
2.
T- TABLE N=28
2,05
2,05
2,05
3.
T-CALCULATION(T-TEST)
6,256
8,712
9,784
NO
1.
MEAN
If t-table same or greater than t-calculation, so null hypothesis (Ho) is
rejected. Ho is no significance different between pretest and posttest mean.
From the t- test calculation above is greater than t-table. So, Ho is rejected,
61
therefore there is a significant different between pretest and posttest mean. it
shows that flashcards give influece in improving students vocabulary.
From the statement above, the researcher can see that the mean between
pretest and posttest has a significant different, where posttest is greater than
pretest. it shows that flashcards give influece in improving students
vocabulary, because the student’s achivement has been increase after the
students did the flashcards. It means that flashcard is appropriate with the
situation and condition of students in MI Duren in learning English especially
in vocabulary.Beside that, the students are more interested and involved
actively in teaching learning process.
From the finding research above, shown that flashcards can improve the
students vocabulary mastery, and appropriate with the Nasr said that
flashcards are useful for teaching of vocabulary and reading ( 1972: 67). So
this research proof that flashcard is useful in the teaching learning process
especially in teaching vocabulary.
62
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the explanation above, the researcher conclude that the use of
flashcards in teaching English, especially in teaching vocabulary to the
students of MI Duren Bandungan is able to improve students vocabulary
mastery. For the result of the research show that flashcards of teaching
vocabulary is able to help the students to improve their vocabulary mastery
from the t-test calculated. The result of t-test calculation with n=28 is 2,05 in
cycle 1 is 6,256, cycle 2 is 8,712 and cycle 3 is 9,789. If t-table same or
greater than t-calculation, so null hypothesis (Ho) is rejected. Ho is no
significance different between pretest and posttest mean. From the t- test
calculation above is greater than t-table. So, Ho is rejected, therefore there is a
significant different between pretest and posttest mean.
From the statement above, the researcher can see that the mean between
pretest and posttest has a significant different, where posttest is greater than
pretest. it shows that flashcards give influece in improving students
vocabulary, because the student’s achivement has been increase after the
students did the flashcards. It means that flashcard is appropriate with the
situation and condition of students in MI Duren in learning English especially
in vocabulary.Beside that, the students are more interested and involved
actively in teaching learning process.
62
63
B. Suggestion
Based on the result of the study and conclusion, the researcher would
like to suggest as follows:
1. To the teacher
They should enhance their ability in teaching English especially
when he taught using flashcards to improve vocabulary mastery, so the
students will remember the words easily. The teacher should teach
vocabulary effectively. So, teachers’ role in teaching learning process can
influence students in improving their vocabulary mastery. Beside, the
teacher asked the students to study English continually.
2. To the students
Student should always be active in teaching learning process and are
not afraid of English lesson; students should study English continually in
classroom and in their home. When the teach vocabulary, the students pay
attention to the teacher’s explanation.
3. To the researcher
It has been known from the result of the study using flashcards that it
can improve the students’ vocabulary mastery. Hereby, it is hoped that the
result of the study makes the English teacher use an appropriate teaching
mode of presentation on improving student’s vocabulary mastery. Based
on the explanation the researcher would like to suggest other researcher,
the result of the study can be use as additional reference for further
research with the different sample and occasions.
BIBLIOGRAPHY
Carthy, Michael Mc. Vocabulary, English Oxford University Press 1990
Djamil, Noerhadi, Ilmu Jiwa Pendidikan, Fakultas Tarbiyah IAIN Walisongo
Semarang.
Edwards,Stephen. 50 Ways to to Improve Your study Habits. Kuala Lumpur: Golden
Book Center. 2006
Glolier, The New Glolier Webster International Dictionary of the English Language,
New York, Glolier Incorporated, 1974
Harmer, Jeremy. The Practice of English Language Teaching, England, Longman.
2002.
Hartono, M.Pd.. Statistik untuk Penelitian. Yogyakarta :Pustaka Pelajar. 2004
Hilgard, Ernest R., Introduction to Psychology, Harcourt brace and worldinc. New
York and Burlingame.
Hopkins, David. A Teacher’s Guide to Classroom Research, Philadelphia, Open
University Press. 1993
Hornby, Oxford Advanced Learner’s Dictionary of Current English, New York,
Oxford University Press. 1974
http:// how-to-learn-any-language com/e/guide/flash-cards-html
http://www.speechteach.co.uk/p_resource/speech/picture_cards.htm
http://learningdisabilities.about.com/od/instructionalmaterials/qt/flash_card_teaching
_strategies.htm
http://testprep.about.com/od/tipsfortesting/ht/ Make_Flashcards.htm
Insaniyah. The Use of Flashcards in Teaching English for The Sixth Year Students of
SDN 1 Tuntang in The Academic Year of 2002-2003. A. Thesis Salatiga.
STAIN Salatiga.2003.
Nasr, Raja T. Teaching and Learning English. London, Longman group limited. 1972.
Richard, Jack C. Curriculum Development in Language Teaching. United States of
America. Cambridge University Press 2001
Richard, Jack C. Charles Lockhart, Reflective Teaching in Second Language
Classroom, United States of America. Cambridge University Press, 1994
Scott, Wendy A. and Lisbeth H. Y treberg, Teaching English to Children, New York.
Longman. 1990.
Slameto, Belajar dan Faktor-faktor yang Mempengaruhinya. Salatiga. Rineka Cipta.
1987.
Sudarmanto. Tuntunan Metodoligi Belajar. Jakarta. PT. Grasindo. 1993. cetakan ke-2
Suyanto, Kasihani K. E., English for Young Learners, Jakarta, Bumi Aksara. 2008.
Thornbury, Scott, How to Teach Vocabulary, England, Longman, 1990.
Webster, Merriam. Webster’s Third New International Dictionary and Seven
Language Dictionary. USA. 1961