9 Role play In this game, the players are given the name and the same characteristics
of fictive character. However, this is not a role play in the true sense, as the role- play element is always subordinate to the game for the purpose of a language use.
10 Simulation Classroom is limited for a certain total situation such as supermarket,
hotel, restaurant or street. In this game, the players practice interaction between the individual and service such as shops, banks, offices, and station.
B. Relevant Study
The research of ‘The Effectiveness of Using Flash Cards in Teaching
Simple Past Tense’ has been done by Rasibah. This research explains about the application of Flash Cards in teaching Simple Past Tense. She conducted
the observation on April, 3
rd
2006 – Mei, 1
st
2006. She used flash cards to teach simple past tense to find the effectiveness of the students’ understanding about
simple past tense. By using this technique, teaching simple past tense was more effective than teaching by using other techniques.
By using vocabulary cards which is similar to flash cards, the researcher hoped that the students would be interested in grammar, and easier to memorize
vocabularies in interesting way, such as Rasibah did in her research. C.
Conceptual Framework
In the previous chapter, the researcher limited the identified problems and considers one main problem. The main problem is the s
tudents’ lack of
vocabulary mastery. Therefore, the researcher had to impro ve the students’
vocabulary mastery. The researcher tried to use vocabulary cards to teach vocabulary. The
researcher would implement the use of vocabulary cards in the teaching and learning process.
Using vocabulary cards in teaching vocabulary stimulates the students produce new words and helps the students to memorize new words easily. The
researcher would also observe the classroom activity during the implementation of the actions and find some improvement after implementing the actions.
By implementing the action, that is using vocabulary cards to teach vocabulary, the researcher hopes that
there are some improvements of the students’ vocabulary mastery. The researcher would give the students vocabulary
cards at the practice stage by asking them to make their own vocabulary cards and to practice them at the production stage using vocabulary cards that are given by
the researcher.
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CHAPTER III RESEARCH METHOD
A. The type of the Research
The research on improving student’s vocabulary through vocabulary card at SMP Institut Indonesia Yogyakarta was an action research study. It attempted
to find the solution of the problems and to implement actual actions in improving a condition by showing the cause-effect relationship between the action and the
results. This research was implemented in the form of collaborative action
research. The research was conducted collaboratively with the English teacher and the Grade VII students of SMP Institut Indonesia Yogyakarta. The team worked
together in planning implementing and reflecting the action. The action research was conducted through the process below:
Figure 2. Cyclical Model of Action Research by Kemmis and McTaggart.
