The Rolle of flashcards in improving students' vocabulary at elementary level : a case study at the fifth grade of SDN Kampung Utan 1 Ciputat 2005
THE ROLE OF FLASHCARDS IN IMPROVING STUDENTS'
VOCABULARY AT ELEMENTARY LEV.EL
(A Case Study at the Fifth Grade 1!f'SDN. Kampung Utan I Ciputat 2005)
A 'Skripsi'
Presented to the Faculty of Tarbiyah and Teachers' Training in Partial Fulfillment of
the Requirements for !he Degree of Strata I
Written by:
Rosmaiti
NIM. 100014017996
ENGLISH DEPARTMENT OF THE FACULTY OF TARBIYAH
AND TEACHERS' TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1426 HI 2005 M
THE ROLE OF FLASHCARDS IN IMPROVING STUDENT'S
VOCABULARY AT ELEMENTARY LEVEL
(A Case Study at the Fifth Grade ofSDN. Kampung Utan I Ciputat 2005)
A 'Skripsi'
Presented to the Faculty ofTarbiyah and Teachers' Training in Partial Fulfilment of
the Requirements for the Degree of Starta I
By:
Rosmaiti
NIJ\1. 100014017996
Approved by:
ｾＺ＠
Drs. AM. Zaenuri, 1\1.Pd
NIP. 150 188 518
ENGLISH DEPARTMENT OF THE FACULTY OF TARBIYAH
AND TEACHER'S TRAINING
SYARIF HlDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1426 H/2005M
LEGALIZATION OF EXAMINATION COMrvlITTEE
A "Skripsi" title "The Role of Flashcards in Improving Studento.' Vocabulary at
Elementary Level: A Case Study at the Fifth Grnde of SON. Kampung Utan I
Ciputat" was examined at examination session of the Faculty of Tarbiyah and
Teachers' Training of Syarif Hidayatullah State Islamic University OJIN) Jakarta on
Tuesday, July I 2'h 2005. This "Skripsi" has fulfilled the requirement for the Degree
of Strata I (S l) at English Department.
Jakarta, July 12"1 2005
EXAMINATION COMl·AITIEE
The Head of Committee
The Secretary of Committee
E'.xaminer I
Examiner II
｟Ｚ］ｪ｜ｾｩＧ＠
(
Drs. Munir SonhadjV, M.lfo
I/IP. 150 050 682
Drs. A.M. Zacnuri, M.Pd
NIP. 150 188 518
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful
All praise be to Allah, Lord of the World. The writer is really sure in her
deepest heart that without His help and His mercy this "skripsi" would not be
completed. Peace and blessing upon our prophet Muhammad, SAW, his family, his
companions and all his followers.
fu writing this "skripsi", the writer owes much to Drs. A.M. Zaenuri, M.Pd.,
as her advisor who had given guidance in how to write a good "skripsi" as well as a
valuable advice in developing the topic chosen and accomplishing this "skripsi".
111e writer realizes that this "skripsi" would not finish without the help of
some people around her either material or spiritual.
ｔｨ･ｲｦｯＬｾ＠
she would like to
thank to those who gave a valuable advice, guidance, and support to finish this
skripsi.
The wiiter wishes to gratitude to the following person:
1. Prof. DR. Dede Rosyada, M.A., The Dean of the Faculty of Tarbiyal1 and
Teachers' Training, UIN SyarifHidayatullali Jakarta.
2. Drs. Nasnm Malimud, M.Pd., The Chief of English Department.
3. Drs. Syauqi, M.Pd., The Secretary of English Department.
4. AU lecturers of English Department who have already taught and educated the
writer during her study at UIN SyarifHidayatullah Jakarta.
5. H. Umardani, The Headmaster of SDN. Kampung Utam I Ciputat, who has
allowed the writer to conduct and observe the research at the school.
6. Miss Endang Sri Noviyanti, the English teacher of SDN. Karapung Utan I
Cipntat and tl1e fifth grade sh1dents, who helped her doing the test given.
Without their help this "skripsi" will not be finished.
7. Her beloved parents, who give their love, affection, support, advice, patience,
and blessing.
8. The last but not least to all of her friends, she would like to say thanks for
tl1eir help. May Allah SWT bless them all and tl1ey w1ll get everything tl1e
best.
Finally, the writer realizes that this "skripsi" is far from being perfect;
therefore it is really a pleasure for her to receive suggestion and criticism from
everyone who will encourage her to continue her study.
Jakarta, July 2005
The Writer
CHAPTER III: RESEARCH METHODOLOGY AND FINDINGS
A. Research Methodology........................................
23
1. The Purpose of Research ................................
23
2. Place and Time of Study..................................
23
3. Method of Study..............................................
24
4. Techniques of Sample Taking..........................
24
5. Procedure of Experiment .................................
25
6. Instrument of Study..........................................
26
7. Techniques of Data Analysis............................
27
B. Research Findings...................................................
29
I. The Description of Data .................................. 29
2. The Test Hypothesis..........................................
33
3. The Analysis oftht: Experiment Result............. 34
CHAPTER IV: CONCLUSION AND SUGGESTION
Conclusion...................................................................
36
Suggestion...................................................................
36
BIBLIOGRAPHY
APPENDIXES
J
TABLE OF CONTENTS
ACKNOWLEDGEMENT ....................................................................... .
TABLE OF CONTENTS.........................................................................
111
CHAPTER I: INTRODUCTION
A. Background of Study
B. Statement of Problem
3
C. The Limitation of Problem..............................................
3
D. The Use of Study.............................................................
4
E. Method of Research..........................................................
4
F. The Organizat'.::m of Writing............................................
5
CHAPTER II: THEORETICAL FRAMEWORK
A. Vocabulary...............................................................
7
1. The Meaning of Vocabulary................................
8
2. The Types of Vocabulary.....................................
9
3. The Problems in Leaming Vocabulary.................
11
B. Flashcards..................................................................
13
I. The Meaning of Flashcards ..................................
13
2. The Types of Flashcards......................................
14
3. Flashcards in Language Teaching.......................
16
4. The Role of Flashcards........................................
18
C. Improving Students' Vocabulary...............................
l9
CHAPTER I
INTRODUCTION
)
A. Background of Study
It is an indisputable fact in this modern era; English is the most up to date
and widely used language in the world nowadays. It is proved through the simple
statistics of births and deaths; English will experience a. greater increase in the
number of its native speakers. In its expanding role as the lingua franca of the
world, there will be an even greater increase in the number of people who adopt
English as their second tongue 1•
Many people adopt it because it is flexible enough: to be used for the most
trivial conversation or for transacting the most important affair of the day. It can
also be used for recording scientific data with accuracy and precision. This
language has political and economical powers also, which make it become the
most broadly spread foreign language all over the world.
For those reasons Indonesia does not want to be left behind from other
countries that have already used English as their second tongue. Therefore, the
Government of Indonesia has emphasized English as the: first foreign language,
which should be taught from Elementary schools up to University. The
government also makes an attempt to improve the quality of English
1
teaching
John Nist, A Structural History ofEnglish (New York: St. Martin's Express, 1966), p.378.
2
system by
developing and renewing the English curriculum and applying a
meaningful approach in
teaching and learning process.
Introducing a foreign language to children is challenging and not as
simple as giving a toy to the crying child. It happens because children are unique
in their characteristics and have a special way of learning a new thing. They
• to people around them and also
acquire knowledge by asking, listening
experienced things. Through these acquiring children develop their vocabulary."
Vocabulary is one important aspects in learning a foreign language.
Without a proportional amount of vocabulary anyone will get trouble in her
speaking, reading, listening and writing. Without a shred of doubt, the writer said
that the acquisition of vocabulary would help people in gaining, understanding
and also enhancing the process of knowledgeable tra:11sfer for a better life.
Indisputably the chances for progress or success in any kind of fields, like
computer, technology, economy, politics, tourism, and educational increase with
the size and applications of vocabulary.
One of the aims of teaching English in Elementary School is to enhance
students to be able to understand English words which they might find in their
environment. In fact, students often find problems in learning the words. So it
needs more teachers' attention to make the transfer of the vocabulary process
2
Carol J. Fisher and Terry, Children's Language and the Language Art (USA: McGrawHill, Inc., 1997), p. 94
3
easier to grasp and more fun to learn. To do this hard job, teachers are hoped to
have ingenuity in teaching by using any kind of teaching aids that already exist in
their environment. One of those aids is flashcards. The ¥.Titer chooses flashcards
because they are effective, efficient and helpful aids in teaching and learning
process. With flashcards students can have a lot of fun and get rid off their
tiresome during the lessons.
Based on the background above, the Miter would like to do a research
about the role of flashcards in improving students' vocabulary at elementary
level.
B. Statement of Problem
In accordance with the previous information, a few problems emerged:
1. Is there any different achievement in learning vocabulary with and without
flashcards?
2. Are flashcards more effective for teaching vocabulary rhan other aids?
3. Do the students really get bored when they are encountered with vocabulary
learning? How to minimize the problem?
C. The Limitation of Problem
The writer believes that appropriate teaching aids can help students m
vocabulary learning. Most of English teachers use blackboard, realia and
textbooks. For other considerations, here, the writer tries to give other alternatives
4
of teaching aids that can make students become more interesting in studying
English. Clearly the writer will only discuss the role of flashcards in helping
students learn English. In this writing also, she will discuss the way in improving
student's vocabulary through the use of flashcards.
D. The Use of Study
The writer hopes this writing will be useful for ･ｶｾｲｹ＠
teacher to help them
improve the ways of teaching English and for other people and everyone who
reads this writing can know the role of flashcards in vocabulary teaching. The
writer also wants to get an answer if flashcards really work in improving students'
vocabulary and can be alternative aids in teaching English as a foreign language.
E. Method of Research
To support her writing, the writer takes two kinds of research findings
namely:
1. Library research
In completing her writing, she looks for and collects many ideas and
infonnation from textbooks, newspapers, and Internet, concerning with the
topic.
2. Field research
Through this way the data are collected through observation in the
class in order to overview the real problem teacher and students face in
5
teaching and learning process, experiment with 48 students in one class to find
out the role of flashcards in improving students' vocabulary, and giving a
written test.
The test is given to them after she has done an experiment to know
students' improvement in learning vocabulary by using flashcards. The writer
gives 25 test items, 10 in multiple choices and 10 in essay and the rest is
matching a word with a picture.
F. The Organization of Writing
This writing organization is made to facilitate the discussion of the
problem, presentation, and help the readers lmderstanc1 what they read. It is
divided into five chapters.
Chapter one is Introduction, explaining the backgro1md of study,
statement of problem, the use of study, method of research, and the organization
of writing.
Chapter two is Theoretical Framework discussing vocabulary, flashcards
and way in improving students' vocabulary in English teaching. The first one
explains vocabulary; consisting of the meaning, the types, and the problems in
learning it. The second one explains flashcards; consisting of the meaning, the
types, and the use of it in language teaching, and the role of flashcards. The third
one explains the way, teacher can use in improving students' vocabulary.
6
Chapter three is Research Methodology and Findings, divided into two
sections; Research Methodology and Research Findings. Those sections explain
the purpose of research, place and time of study, method of study, technique of
sample taking, operational definition, instrument of study, technique of data
analysis, the description of the data, the test hypothesis and the analysis of the
experiment result.
Chapter four is Conclusion and Suggestion. In this chapter she would like
to give her thought connecting with the subject.
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Vocabulary
In any foreign language, learning vocabulary is the one that is emphasized.
Experienced teachers of English as a Second Language know very well how
important vocabulary
ｩｾＮ＠
They hope students to learn thousands of words that
speakers and writers of English use. 0 Emphasizing word study at any grade or
level can help student improve in all areas of communication. Without having
large supply of vocabulary, someone is possibly better in the theory but her
written and spoken communication are in limited degree.
Although vocabulary is the one that is emphasized, it does not mean other
kinds of language components-grammar and pronunciation--are less important.
All of these aspects are learned together, because they are .attached one to another.
Vocabulary is extremely large and also varies. Nobody ever learns all the words
in any language, but they can enlarge the number of words they have. Larger
vocabulary the students have can help them in many ways; students' reading
ability and writing ability will improve as they learn new words, and the more
words they know the better their chance wilt be to do well on the vocabulary
questions, in the school. Therefore, it is highly essential for English teacher to
3
Virginia French Allen, Techniques in Teaching Vocabulary (New York: Oxford University
Press, 1983), p. l
8
help their students in mastering vocabulary along with grammar and
pronunciation.
1. The Meaning of Vocabulary
The term vocabulary comes from Latin, 'Vocabulum', which means a
word.' About the meaning of vocabulary in terminology it has already been
interpreted in many different ways by the experts. To have a clear
understanding, it is better to take a look at some definitions that have been
described as vocabulary. The word vocabulary is the sum of words used by,
understood by, or at the command of a particular person, social group,
profession, trade or the like.,
George D. Spache pointed that vocabulary is the number variety of
words a person hears, recognizes, understands, and uses in his speech and
writing." Simon and Schuster define it
｡ｾ＠
a list of words and sometimes
phrases used by a particular person although it is not necessarily used by him
4
Simon and Schuster, Webster's New 201,, Century Dictionary: Unabridged, 2"d edition
(USA: William Collins publisher, 1980), p. 2046.
wuuam 1v1orr1s. ea .. 1ne nerllaf!e 11Justrarea u1011onarv or 1ne l!,,neusn Laneuae-e ltlosron:
Houghton Mifflin Company, 1979), p. 1434.
ueore:e u.
1964), p. 326
ｾｯ｡｣ｮ･Ｎ＠
xeaa1nf! 1n rne bte111eniarv .:Jcnoo1 t ｎ･ｾ
Ｑ＠
r orK: AHVJl
&;
tlacon. inc ..
9
(in full, passive vocabulary). 7 Meanwhile Paul C. Burns and
friends define
vocabulary as the stock of words used by a person, class, or profession.
8
From those opinions, it shows that vocabulary is a total nwnber of
words used by a person to express and communicate ideas and experiences.
Without suitable commands of words, the individual is likely to be unable to
speak or write interestingly and concisely, to listen intelligently, and to
comprehend written material.
2. The Types of Vocabulary
There are many classifications made by the expert in language area
about the types of vocabulary. Djalinus Syah and Azimar Enong divide
vocabulary into two parts, namely: general vocabulary and special
vocabulary. 9 The general vocabulary is of the words that are used in general;
there is no limited of field and user. Whereas special vocabulary, is of the
words used in certain field or job, profession or special science.
Nelson Brooks divide vocabulary into three types:
a. Little or empty words that have little meaning in themselves but
serve particularize items in an utterance and to relate them to each
other as well as to change and guide the direction of the thought.
Such words are; an, these, but, although, and the like.
7
Simon and Schuster, op. cit, p.2046
8
Paul C. Bums, et al, The Language Arts in Childhood Education, 2rnl edition (New York:
Rand McNally & Bompany Chicago, 1971), p. 248
9
Djalinus Syah and Azimar Enong, Tata Bahasa lnggri> Modern dalam Tanya Jawab,
(Jakarta: C.V. Miswar, 1980), p. I
10
b. Content words that tell their own story, such as: salt, ugly, holiday,
etc.
c. Clusters of words, such as verbs that convey special concepts
when used with given pronouns, or prepositions. For example, call
10
it off and go without.
While Martha Dalmann has a different opinion with those above but
have in common with the oi;iinion of Fisher and T1erry. Their point of view is
based on a person as an individual.
An individual has several kinds of vocabularks. Commonly they
are classified as listening or hearing vocabulary, speaking
vocabulary, reading and writing vocabulary. Listening, reading,
writing and speaking vocabularies all overlap to some extent and,
at the same time, contain different words that are understood or
11
used frequently by individuals.
The last classification the writer would like to utter given by Adrian
Doff nan1ely active and passive vocabulary. This classification shows that the
teachers do not need to spend the same amount of ｴｩｮＱｾ＠
and care on presenting
all new vocabulary; some vocabulary will be more important to students than
others. That is why Adrian distinguishes two types ofvocabulary: 12
1. Words which students will need to understand and also use
themselves. It is called as active vocabulary. In teaching active
vocabulary, it is usually worth spending time giving examples and
10
Nelson Brooks, Language and Language Learning (New York: Harcourt, Brace & World
Inc., 1964), p. 182
11
Martha Dalmann, Teaching the Language Arts in the Elementary School (Dubuque; Iowa:
WM. C. Brown Company Publishers, 1966), p. 101
12
Adrian Doff, Teach English: A Training Course for Teachers (Cambridge: Cambridge
University Press, 1988), p. J9
11
asking questions, so that students can really see how the word is
used.
2. Words which teacher wants students to understand, e.g. when
reading a text, but which they will not need to use themselves. It
calls passive vocabulary. To save time, it is often best to present it
quite quickly, with a simple example. If it appears as part of a text
or dialogue, teacher can often leave students to guess the word
from the context.
No matter how many experts classifying vocabulary into two or more
types, words are a part of people's way of living.
3. The Problems in Learning Vocabulary
Certainly if someone wants to be able to communicate with another
person in English, she has to have enough stocks of words. As James I. Brown
had mentioned, the process of communication may be. likened to the flow of
traffic on a four-lane highway. But highways, of themselves, do not take
anything anywhere. It needs vehicles, called words. 13 If her word supply is
inadequate, her communication is of necessity inadequate.
Vocabulary acquisition is a complex process and it requires more
than the use of dictionary. As a matter of fact, in daily teaching learning
process, students of SDN Kampung Utan I Ciputat often find themselves
difficult in understanding and memorizing vocabulary given by their teacher.
As
13
long as the writer observed there are three kinds of problems faced
James I. Brown, Albert J. Harris, ed., Readings on Reading Instruction (New York: David
McKay Comp. Inc., 1963), p. 261
12
by the students. First problem is understanding the meaning. Most students
have found difficulties in understanding and memorizing words because they
do not know the meaning of the words when they are learning it. It is so hard
for them to be able to understand the lesson well, which makes them
disappointed and lost motivation.
The second one is differentiating the foreign word- spelling. The
students have frequently found some similar words and sounds in English;
those things make them feel confused because they are similar to each other.
The last one is applying the words that had been learned into sentences.
To anticipate those problems, teacher's effort is needed to give a better
way to the students to enhance their vocabulary skill and the way of her
teaching effectively. Teaching vocabulary is not simply giving words to the
students and make them to memorize it in strain condition. It needs a suitable
instruction for the students based on their age. The instruction is supposed to
present language, in so far as possible, in the same natural manner that in
which they have learned their native tongue."'
Here, the teacher also needs to guide the students without letting them
feel her presence too much, so that she may always be ready to supply the
14
Verna Dieckman Anderson, et al, Readings in the Language Arts (USA: The Macmillan
Company, I 964), p. 432
13
desired help, but may never be the obstacle between the students and their
expelience. 15 In this way students can be more interested and have a pleasure
in learning English as a foreign language.
B. Flashcards
1. The Meaning of Flashcards
What expected by every language teacher in the whole world is
making the transfer of knowledge become easier and more comfortable for the
students by using any kind of teaching aids, including flashcards.
To get a better understanding of flashcards, the writer would like
to utter what exactly flashcards are. Flashcards are a simple, flexible, yet often
w1der exploited resource. For teaching or self-study they have been used for
years and can still be bought easily in bookstores. Flashcards are really handy
resource to have and can be useful at every stage of the class.
There are many definitions about flashcards. Basically, they are
sets of cards with a word or phrase on one side and its meaning- usually in
translation-on the other. 16 In The Heritage Illustrated Dictionary, flashcards
15
George S. Morrison, Early Childhood Education Today, 3ro edition (Toronto; Canada:
Charles E. Merril Publishing Company, 1984), p. 75
16
Robert Lado, Language Teaching: A Scientific Approach (New York: McGraw-Hill, Inc.,
l 964), p. 147
14
are a set or integrated series of cards used for brief, usually successive,
display; especially such a card used by a teacher in a drill. 17 Another meaning
of flashcards is of cards with single pictures designed for gaining a rapid
response from pupils: when held up briefly by a teacher. 18 Flashcards are
useful for showing very simple pictures, usually of a single object or action.
From the definition above, it seems that flashcards are cards which
are flashed by the teacher to make the lesson more realistic, communicative
and attractive.
2. The Types of Flashcards
In accordance with the definition above, the writer could say that in
general there are two kinds of flashcards, namely:
a. Non-pictorial Flashcards
Non-pictorial flashcards or usually called "'Word Cards" are cards
with printed words or numbers on it artd can help up rapidly. It can be
used to teach spelling, phonemic script, translation, and numbers.
17
The Heritage Illustrated Dictionary, p. 499
" Adrian Doff, op. cit, p. 82
15
Jamur
Mushroom
Tongue
/tAng/
b. Pictorial Flashcards
Pictorial flashcards are cards with printed pictures on it. It is very
useful for the presentation of a single concept, such as an object or
an action. It can also be used to teach grammar.
Del'ltist is
checking the
patient's
teeth
16
3. Flashcards in Language Teaching
Flashcards can be used for presenting and practicing new words and
structures and also for revision. It can also be used for translation, practicing
pronunciation, and also for teaching numbers.
For self-study, the student looks at the word and attempts to recall the
meaning. If she succeeds, she discards the item. If she fails, she puts it at the
end of the pile for another
attempt
when it comes up again. With proper
instructions, the student could proceed to write the answers before turning the
17
card over. 19 For children at reading age, pictorial flashcards can be used in
conjunction with non-pictorial flashcards word cards. These are simply cards
that display the written word. Word cards need to be introduced well after the
pictorial cards so as not to interfere with correct proml)lciation.
20
The teaching process with flashcard is essentially the same as the
process used in teaching machines. But with properly designed and used,
flashcards can be very helpfol in teaching and studying a language, especially
vocabulary. But where teacher can get flashcards? Teacher can make them
with her own capability even she is not very artistic or maybe she can buy
them in the store.
To malce flashcards with properly designed, there are some points to
know: 21
a. Flashcards should be large enough, at least 20 X 14 cm (half a piece of
typing paper).
b. Pictures can be drawn, using a thick ;pen so that they are clear or they
can be cut from a magazine; pictures from magazine are often more
interesting to look at, but it is difficult to find pictures which are the
right size and which are simple enough.
c. If possible, flashcards should be made on pieces of white card, and
then they can be kept and used again.
19
Robe1t Lado, op. cit., p. 147
20
Joanna
Budden,
Using
Flashcards
with
Young
Spain; British Council (htt p://vV\V\V. tench in gcng!ish.org. ukith in k/rcsou rccs.shln1 I)
21
Adrian Doff, op. cit, p. 87
Learners
18
Flashcards in teaching are well established. Their usefulness in second
language teaching needs no defence. They can be attached to almost any
language and many structures of the same language.
4. The Role of Flashcards
Flashcards undoubtedly become an important part in the world of
teaching. They have five important benefits such as: 22
1. They increase understanding. Most of what people learn is
ingested through their eyes. Flashcards help :to convey messages
clearly.
·
2. They save time. Information that is presented visually is received
and process faster than a verbal message.
3. They enhance retention.
4. They promote attentiveness. They help keep the students focused
on the message.
5. They help control nervousness.
Other benefits the teacher can get from flashcards. are the teacher does
not have to spend time in the lesson giving the meaning or drawing on the
blackboard and they can be kept and used again with the same class for
review, or to practice a different tense, or used with other classes and by other
teachers. 23
22
Patricia Nelson, Visual Aids, Adapted.from Toastmasters International Communication and
Leadership Program, Nov-03-1999 (http://n1cn1bcrs.sha\v.ca/toastcd/viasuaL aicls.htnl)
23
Adrian Doff, op. cit., p. 82-87
19
Flashcards are very helpful aids for motivating students to learn English,
improving their vocabulary, and making them become word-conscious. They
can be powerful tools for effective communication.
C. Improving Students' Vocabulary
Vocabulary acquisition
ｩｾ＠
increasingly viewed as crucial to language
acquisition. With thousands of words in the English language, teaching
vocabulary can seem like a very frightening scene. Improving students'
vocabulary is one thing teacher concerns. At that time teacher uses flashcards,
because learners remember the material that has been presented better. They help
students associate presented material in a meaningful way and incorporate it into
their system of language values. 24
There are several factors the teachers need to concern in improving students'
vocabulary; students' characteristics, the teaching aids she, uses and the activities
she gives to her students.
In general the students' characteristics are based on their age. Teachers are
supposed to recognize that young children, especially those: up to the ages of ten
24
Agniezska Ubennan, The Use of Games: for Vocabulary Presemation and Revision, Vol. 36
No.1, January-March 1998, p. 20 (!J.!!.p://cxchangcs.stalc.gov/forum/vols/vol36/n
VOCABULARY AT ELEMENTARY LEV.EL
(A Case Study at the Fifth Grade 1!f'SDN. Kampung Utan I Ciputat 2005)
A 'Skripsi'
Presented to the Faculty of Tarbiyah and Teachers' Training in Partial Fulfillment of
the Requirements for !he Degree of Strata I
Written by:
Rosmaiti
NIM. 100014017996
ENGLISH DEPARTMENT OF THE FACULTY OF TARBIYAH
AND TEACHERS' TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1426 HI 2005 M
THE ROLE OF FLASHCARDS IN IMPROVING STUDENT'S
VOCABULARY AT ELEMENTARY LEVEL
(A Case Study at the Fifth Grade ofSDN. Kampung Utan I Ciputat 2005)
A 'Skripsi'
Presented to the Faculty ofTarbiyah and Teachers' Training in Partial Fulfilment of
the Requirements for the Degree of Starta I
By:
Rosmaiti
NIJ\1. 100014017996
Approved by:
ｾＺ＠
Drs. AM. Zaenuri, 1\1.Pd
NIP. 150 188 518
ENGLISH DEPARTMENT OF THE FACULTY OF TARBIYAH
AND TEACHER'S TRAINING
SYARIF HlDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1426 H/2005M
LEGALIZATION OF EXAMINATION COMrvlITTEE
A "Skripsi" title "The Role of Flashcards in Improving Studento.' Vocabulary at
Elementary Level: A Case Study at the Fifth Grnde of SON. Kampung Utan I
Ciputat" was examined at examination session of the Faculty of Tarbiyah and
Teachers' Training of Syarif Hidayatullah State Islamic University OJIN) Jakarta on
Tuesday, July I 2'h 2005. This "Skripsi" has fulfilled the requirement for the Degree
of Strata I (S l) at English Department.
Jakarta, July 12"1 2005
EXAMINATION COMl·AITIEE
The Head of Committee
The Secretary of Committee
E'.xaminer I
Examiner II
｟Ｚ］ｪ｜ｾｩＧ＠
(
Drs. Munir SonhadjV, M.lfo
I/IP. 150 050 682
Drs. A.M. Zacnuri, M.Pd
NIP. 150 188 518
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful
All praise be to Allah, Lord of the World. The writer is really sure in her
deepest heart that without His help and His mercy this "skripsi" would not be
completed. Peace and blessing upon our prophet Muhammad, SAW, his family, his
companions and all his followers.
fu writing this "skripsi", the writer owes much to Drs. A.M. Zaenuri, M.Pd.,
as her advisor who had given guidance in how to write a good "skripsi" as well as a
valuable advice in developing the topic chosen and accomplishing this "skripsi".
111e writer realizes that this "skripsi" would not finish without the help of
some people around her either material or spiritual.
ｔｨ･ｲｦｯＬｾ＠
she would like to
thank to those who gave a valuable advice, guidance, and support to finish this
skripsi.
The wiiter wishes to gratitude to the following person:
1. Prof. DR. Dede Rosyada, M.A., The Dean of the Faculty of Tarbiyal1 and
Teachers' Training, UIN SyarifHidayatullali Jakarta.
2. Drs. Nasnm Malimud, M.Pd., The Chief of English Department.
3. Drs. Syauqi, M.Pd., The Secretary of English Department.
4. AU lecturers of English Department who have already taught and educated the
writer during her study at UIN SyarifHidayatullah Jakarta.
5. H. Umardani, The Headmaster of SDN. Kampung Utam I Ciputat, who has
allowed the writer to conduct and observe the research at the school.
6. Miss Endang Sri Noviyanti, the English teacher of SDN. Karapung Utan I
Cipntat and tl1e fifth grade sh1dents, who helped her doing the test given.
Without their help this "skripsi" will not be finished.
7. Her beloved parents, who give their love, affection, support, advice, patience,
and blessing.
8. The last but not least to all of her friends, she would like to say thanks for
tl1eir help. May Allah SWT bless them all and tl1ey w1ll get everything tl1e
best.
Finally, the writer realizes that this "skripsi" is far from being perfect;
therefore it is really a pleasure for her to receive suggestion and criticism from
everyone who will encourage her to continue her study.
Jakarta, July 2005
The Writer
CHAPTER III: RESEARCH METHODOLOGY AND FINDINGS
A. Research Methodology........................................
23
1. The Purpose of Research ................................
23
2. Place and Time of Study..................................
23
3. Method of Study..............................................
24
4. Techniques of Sample Taking..........................
24
5. Procedure of Experiment .................................
25
6. Instrument of Study..........................................
26
7. Techniques of Data Analysis............................
27
B. Research Findings...................................................
29
I. The Description of Data .................................. 29
2. The Test Hypothesis..........................................
33
3. The Analysis oftht: Experiment Result............. 34
CHAPTER IV: CONCLUSION AND SUGGESTION
Conclusion...................................................................
36
Suggestion...................................................................
36
BIBLIOGRAPHY
APPENDIXES
J
TABLE OF CONTENTS
ACKNOWLEDGEMENT ....................................................................... .
TABLE OF CONTENTS.........................................................................
111
CHAPTER I: INTRODUCTION
A. Background of Study
B. Statement of Problem
3
C. The Limitation of Problem..............................................
3
D. The Use of Study.............................................................
4
E. Method of Research..........................................................
4
F. The Organizat'.::m of Writing............................................
5
CHAPTER II: THEORETICAL FRAMEWORK
A. Vocabulary...............................................................
7
1. The Meaning of Vocabulary................................
8
2. The Types of Vocabulary.....................................
9
3. The Problems in Leaming Vocabulary.................
11
B. Flashcards..................................................................
13
I. The Meaning of Flashcards ..................................
13
2. The Types of Flashcards......................................
14
3. Flashcards in Language Teaching.......................
16
4. The Role of Flashcards........................................
18
C. Improving Students' Vocabulary...............................
l9
CHAPTER I
INTRODUCTION
)
A. Background of Study
It is an indisputable fact in this modern era; English is the most up to date
and widely used language in the world nowadays. It is proved through the simple
statistics of births and deaths; English will experience a. greater increase in the
number of its native speakers. In its expanding role as the lingua franca of the
world, there will be an even greater increase in the number of people who adopt
English as their second tongue 1•
Many people adopt it because it is flexible enough: to be used for the most
trivial conversation or for transacting the most important affair of the day. It can
also be used for recording scientific data with accuracy and precision. This
language has political and economical powers also, which make it become the
most broadly spread foreign language all over the world.
For those reasons Indonesia does not want to be left behind from other
countries that have already used English as their second tongue. Therefore, the
Government of Indonesia has emphasized English as the: first foreign language,
which should be taught from Elementary schools up to University. The
government also makes an attempt to improve the quality of English
1
teaching
John Nist, A Structural History ofEnglish (New York: St. Martin's Express, 1966), p.378.
2
system by
developing and renewing the English curriculum and applying a
meaningful approach in
teaching and learning process.
Introducing a foreign language to children is challenging and not as
simple as giving a toy to the crying child. It happens because children are unique
in their characteristics and have a special way of learning a new thing. They
• to people around them and also
acquire knowledge by asking, listening
experienced things. Through these acquiring children develop their vocabulary."
Vocabulary is one important aspects in learning a foreign language.
Without a proportional amount of vocabulary anyone will get trouble in her
speaking, reading, listening and writing. Without a shred of doubt, the writer said
that the acquisition of vocabulary would help people in gaining, understanding
and also enhancing the process of knowledgeable tra:11sfer for a better life.
Indisputably the chances for progress or success in any kind of fields, like
computer, technology, economy, politics, tourism, and educational increase with
the size and applications of vocabulary.
One of the aims of teaching English in Elementary School is to enhance
students to be able to understand English words which they might find in their
environment. In fact, students often find problems in learning the words. So it
needs more teachers' attention to make the transfer of the vocabulary process
2
Carol J. Fisher and Terry, Children's Language and the Language Art (USA: McGrawHill, Inc., 1997), p. 94
3
easier to grasp and more fun to learn. To do this hard job, teachers are hoped to
have ingenuity in teaching by using any kind of teaching aids that already exist in
their environment. One of those aids is flashcards. The ¥.Titer chooses flashcards
because they are effective, efficient and helpful aids in teaching and learning
process. With flashcards students can have a lot of fun and get rid off their
tiresome during the lessons.
Based on the background above, the Miter would like to do a research
about the role of flashcards in improving students' vocabulary at elementary
level.
B. Statement of Problem
In accordance with the previous information, a few problems emerged:
1. Is there any different achievement in learning vocabulary with and without
flashcards?
2. Are flashcards more effective for teaching vocabulary rhan other aids?
3. Do the students really get bored when they are encountered with vocabulary
learning? How to minimize the problem?
C. The Limitation of Problem
The writer believes that appropriate teaching aids can help students m
vocabulary learning. Most of English teachers use blackboard, realia and
textbooks. For other considerations, here, the writer tries to give other alternatives
4
of teaching aids that can make students become more interesting in studying
English. Clearly the writer will only discuss the role of flashcards in helping
students learn English. In this writing also, she will discuss the way in improving
student's vocabulary through the use of flashcards.
D. The Use of Study
The writer hopes this writing will be useful for ･ｶｾｲｹ＠
teacher to help them
improve the ways of teaching English and for other people and everyone who
reads this writing can know the role of flashcards in vocabulary teaching. The
writer also wants to get an answer if flashcards really work in improving students'
vocabulary and can be alternative aids in teaching English as a foreign language.
E. Method of Research
To support her writing, the writer takes two kinds of research findings
namely:
1. Library research
In completing her writing, she looks for and collects many ideas and
infonnation from textbooks, newspapers, and Internet, concerning with the
topic.
2. Field research
Through this way the data are collected through observation in the
class in order to overview the real problem teacher and students face in
5
teaching and learning process, experiment with 48 students in one class to find
out the role of flashcards in improving students' vocabulary, and giving a
written test.
The test is given to them after she has done an experiment to know
students' improvement in learning vocabulary by using flashcards. The writer
gives 25 test items, 10 in multiple choices and 10 in essay and the rest is
matching a word with a picture.
F. The Organization of Writing
This writing organization is made to facilitate the discussion of the
problem, presentation, and help the readers lmderstanc1 what they read. It is
divided into five chapters.
Chapter one is Introduction, explaining the backgro1md of study,
statement of problem, the use of study, method of research, and the organization
of writing.
Chapter two is Theoretical Framework discussing vocabulary, flashcards
and way in improving students' vocabulary in English teaching. The first one
explains vocabulary; consisting of the meaning, the types, and the problems in
learning it. The second one explains flashcards; consisting of the meaning, the
types, and the use of it in language teaching, and the role of flashcards. The third
one explains the way, teacher can use in improving students' vocabulary.
6
Chapter three is Research Methodology and Findings, divided into two
sections; Research Methodology and Research Findings. Those sections explain
the purpose of research, place and time of study, method of study, technique of
sample taking, operational definition, instrument of study, technique of data
analysis, the description of the data, the test hypothesis and the analysis of the
experiment result.
Chapter four is Conclusion and Suggestion. In this chapter she would like
to give her thought connecting with the subject.
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Vocabulary
In any foreign language, learning vocabulary is the one that is emphasized.
Experienced teachers of English as a Second Language know very well how
important vocabulary
ｩｾＮ＠
They hope students to learn thousands of words that
speakers and writers of English use. 0 Emphasizing word study at any grade or
level can help student improve in all areas of communication. Without having
large supply of vocabulary, someone is possibly better in the theory but her
written and spoken communication are in limited degree.
Although vocabulary is the one that is emphasized, it does not mean other
kinds of language components-grammar and pronunciation--are less important.
All of these aspects are learned together, because they are .attached one to another.
Vocabulary is extremely large and also varies. Nobody ever learns all the words
in any language, but they can enlarge the number of words they have. Larger
vocabulary the students have can help them in many ways; students' reading
ability and writing ability will improve as they learn new words, and the more
words they know the better their chance wilt be to do well on the vocabulary
questions, in the school. Therefore, it is highly essential for English teacher to
3
Virginia French Allen, Techniques in Teaching Vocabulary (New York: Oxford University
Press, 1983), p. l
8
help their students in mastering vocabulary along with grammar and
pronunciation.
1. The Meaning of Vocabulary
The term vocabulary comes from Latin, 'Vocabulum', which means a
word.' About the meaning of vocabulary in terminology it has already been
interpreted in many different ways by the experts. To have a clear
understanding, it is better to take a look at some definitions that have been
described as vocabulary. The word vocabulary is the sum of words used by,
understood by, or at the command of a particular person, social group,
profession, trade or the like.,
George D. Spache pointed that vocabulary is the number variety of
words a person hears, recognizes, understands, and uses in his speech and
writing." Simon and Schuster define it
｡ｾ＠
a list of words and sometimes
phrases used by a particular person although it is not necessarily used by him
4
Simon and Schuster, Webster's New 201,, Century Dictionary: Unabridged, 2"d edition
(USA: William Collins publisher, 1980), p. 2046.
wuuam 1v1orr1s. ea .. 1ne nerllaf!e 11Justrarea u1011onarv or 1ne l!,,neusn Laneuae-e ltlosron:
Houghton Mifflin Company, 1979), p. 1434.
ueore:e u.
1964), p. 326
ｾｯ｡｣ｮ･Ｎ＠
xeaa1nf! 1n rne bte111eniarv .:Jcnoo1 t ｎ･ｾ
Ｑ＠
r orK: AHVJl
&;
tlacon. inc ..
9
(in full, passive vocabulary). 7 Meanwhile Paul C. Burns and
friends define
vocabulary as the stock of words used by a person, class, or profession.
8
From those opinions, it shows that vocabulary is a total nwnber of
words used by a person to express and communicate ideas and experiences.
Without suitable commands of words, the individual is likely to be unable to
speak or write interestingly and concisely, to listen intelligently, and to
comprehend written material.
2. The Types of Vocabulary
There are many classifications made by the expert in language area
about the types of vocabulary. Djalinus Syah and Azimar Enong divide
vocabulary into two parts, namely: general vocabulary and special
vocabulary. 9 The general vocabulary is of the words that are used in general;
there is no limited of field and user. Whereas special vocabulary, is of the
words used in certain field or job, profession or special science.
Nelson Brooks divide vocabulary into three types:
a. Little or empty words that have little meaning in themselves but
serve particularize items in an utterance and to relate them to each
other as well as to change and guide the direction of the thought.
Such words are; an, these, but, although, and the like.
7
Simon and Schuster, op. cit, p.2046
8
Paul C. Bums, et al, The Language Arts in Childhood Education, 2rnl edition (New York:
Rand McNally & Bompany Chicago, 1971), p. 248
9
Djalinus Syah and Azimar Enong, Tata Bahasa lnggri> Modern dalam Tanya Jawab,
(Jakarta: C.V. Miswar, 1980), p. I
10
b. Content words that tell their own story, such as: salt, ugly, holiday,
etc.
c. Clusters of words, such as verbs that convey special concepts
when used with given pronouns, or prepositions. For example, call
10
it off and go without.
While Martha Dalmann has a different opinion with those above but
have in common with the oi;iinion of Fisher and T1erry. Their point of view is
based on a person as an individual.
An individual has several kinds of vocabularks. Commonly they
are classified as listening or hearing vocabulary, speaking
vocabulary, reading and writing vocabulary. Listening, reading,
writing and speaking vocabularies all overlap to some extent and,
at the same time, contain different words that are understood or
11
used frequently by individuals.
The last classification the writer would like to utter given by Adrian
Doff nan1ely active and passive vocabulary. This classification shows that the
teachers do not need to spend the same amount of ｴｩｮＱｾ＠
and care on presenting
all new vocabulary; some vocabulary will be more important to students than
others. That is why Adrian distinguishes two types ofvocabulary: 12
1. Words which students will need to understand and also use
themselves. It is called as active vocabulary. In teaching active
vocabulary, it is usually worth spending time giving examples and
10
Nelson Brooks, Language and Language Learning (New York: Harcourt, Brace & World
Inc., 1964), p. 182
11
Martha Dalmann, Teaching the Language Arts in the Elementary School (Dubuque; Iowa:
WM. C. Brown Company Publishers, 1966), p. 101
12
Adrian Doff, Teach English: A Training Course for Teachers (Cambridge: Cambridge
University Press, 1988), p. J9
11
asking questions, so that students can really see how the word is
used.
2. Words which teacher wants students to understand, e.g. when
reading a text, but which they will not need to use themselves. It
calls passive vocabulary. To save time, it is often best to present it
quite quickly, with a simple example. If it appears as part of a text
or dialogue, teacher can often leave students to guess the word
from the context.
No matter how many experts classifying vocabulary into two or more
types, words are a part of people's way of living.
3. The Problems in Learning Vocabulary
Certainly if someone wants to be able to communicate with another
person in English, she has to have enough stocks of words. As James I. Brown
had mentioned, the process of communication may be. likened to the flow of
traffic on a four-lane highway. But highways, of themselves, do not take
anything anywhere. It needs vehicles, called words. 13 If her word supply is
inadequate, her communication is of necessity inadequate.
Vocabulary acquisition is a complex process and it requires more
than the use of dictionary. As a matter of fact, in daily teaching learning
process, students of SDN Kampung Utan I Ciputat often find themselves
difficult in understanding and memorizing vocabulary given by their teacher.
As
13
long as the writer observed there are three kinds of problems faced
James I. Brown, Albert J. Harris, ed., Readings on Reading Instruction (New York: David
McKay Comp. Inc., 1963), p. 261
12
by the students. First problem is understanding the meaning. Most students
have found difficulties in understanding and memorizing words because they
do not know the meaning of the words when they are learning it. It is so hard
for them to be able to understand the lesson well, which makes them
disappointed and lost motivation.
The second one is differentiating the foreign word- spelling. The
students have frequently found some similar words and sounds in English;
those things make them feel confused because they are similar to each other.
The last one is applying the words that had been learned into sentences.
To anticipate those problems, teacher's effort is needed to give a better
way to the students to enhance their vocabulary skill and the way of her
teaching effectively. Teaching vocabulary is not simply giving words to the
students and make them to memorize it in strain condition. It needs a suitable
instruction for the students based on their age. The instruction is supposed to
present language, in so far as possible, in the same natural manner that in
which they have learned their native tongue."'
Here, the teacher also needs to guide the students without letting them
feel her presence too much, so that she may always be ready to supply the
14
Verna Dieckman Anderson, et al, Readings in the Language Arts (USA: The Macmillan
Company, I 964), p. 432
13
desired help, but may never be the obstacle between the students and their
expelience. 15 In this way students can be more interested and have a pleasure
in learning English as a foreign language.
B. Flashcards
1. The Meaning of Flashcards
What expected by every language teacher in the whole world is
making the transfer of knowledge become easier and more comfortable for the
students by using any kind of teaching aids, including flashcards.
To get a better understanding of flashcards, the writer would like
to utter what exactly flashcards are. Flashcards are a simple, flexible, yet often
w1der exploited resource. For teaching or self-study they have been used for
years and can still be bought easily in bookstores. Flashcards are really handy
resource to have and can be useful at every stage of the class.
There are many definitions about flashcards. Basically, they are
sets of cards with a word or phrase on one side and its meaning- usually in
translation-on the other. 16 In The Heritage Illustrated Dictionary, flashcards
15
George S. Morrison, Early Childhood Education Today, 3ro edition (Toronto; Canada:
Charles E. Merril Publishing Company, 1984), p. 75
16
Robert Lado, Language Teaching: A Scientific Approach (New York: McGraw-Hill, Inc.,
l 964), p. 147
14
are a set or integrated series of cards used for brief, usually successive,
display; especially such a card used by a teacher in a drill. 17 Another meaning
of flashcards is of cards with single pictures designed for gaining a rapid
response from pupils: when held up briefly by a teacher. 18 Flashcards are
useful for showing very simple pictures, usually of a single object or action.
From the definition above, it seems that flashcards are cards which
are flashed by the teacher to make the lesson more realistic, communicative
and attractive.
2. The Types of Flashcards
In accordance with the definition above, the writer could say that in
general there are two kinds of flashcards, namely:
a. Non-pictorial Flashcards
Non-pictorial flashcards or usually called "'Word Cards" are cards
with printed words or numbers on it artd can help up rapidly. It can be
used to teach spelling, phonemic script, translation, and numbers.
17
The Heritage Illustrated Dictionary, p. 499
" Adrian Doff, op. cit, p. 82
15
Jamur
Mushroom
Tongue
/tAng/
b. Pictorial Flashcards
Pictorial flashcards are cards with printed pictures on it. It is very
useful for the presentation of a single concept, such as an object or
an action. It can also be used to teach grammar.
Del'ltist is
checking the
patient's
teeth
16
3. Flashcards in Language Teaching
Flashcards can be used for presenting and practicing new words and
structures and also for revision. It can also be used for translation, practicing
pronunciation, and also for teaching numbers.
For self-study, the student looks at the word and attempts to recall the
meaning. If she succeeds, she discards the item. If she fails, she puts it at the
end of the pile for another
attempt
when it comes up again. With proper
instructions, the student could proceed to write the answers before turning the
17
card over. 19 For children at reading age, pictorial flashcards can be used in
conjunction with non-pictorial flashcards word cards. These are simply cards
that display the written word. Word cards need to be introduced well after the
pictorial cards so as not to interfere with correct proml)lciation.
20
The teaching process with flashcard is essentially the same as the
process used in teaching machines. But with properly designed and used,
flashcards can be very helpfol in teaching and studying a language, especially
vocabulary. But where teacher can get flashcards? Teacher can make them
with her own capability even she is not very artistic or maybe she can buy
them in the store.
To malce flashcards with properly designed, there are some points to
know: 21
a. Flashcards should be large enough, at least 20 X 14 cm (half a piece of
typing paper).
b. Pictures can be drawn, using a thick ;pen so that they are clear or they
can be cut from a magazine; pictures from magazine are often more
interesting to look at, but it is difficult to find pictures which are the
right size and which are simple enough.
c. If possible, flashcards should be made on pieces of white card, and
then they can be kept and used again.
19
Robe1t Lado, op. cit., p. 147
20
Joanna
Budden,
Using
Flashcards
with
Young
Spain; British Council (htt p://vV\V\V. tench in gcng!ish.org. ukith in k/rcsou rccs.shln1 I)
21
Adrian Doff, op. cit, p. 87
Learners
18
Flashcards in teaching are well established. Their usefulness in second
language teaching needs no defence. They can be attached to almost any
language and many structures of the same language.
4. The Role of Flashcards
Flashcards undoubtedly become an important part in the world of
teaching. They have five important benefits such as: 22
1. They increase understanding. Most of what people learn is
ingested through their eyes. Flashcards help :to convey messages
clearly.
·
2. They save time. Information that is presented visually is received
and process faster than a verbal message.
3. They enhance retention.
4. They promote attentiveness. They help keep the students focused
on the message.
5. They help control nervousness.
Other benefits the teacher can get from flashcards. are the teacher does
not have to spend time in the lesson giving the meaning or drawing on the
blackboard and they can be kept and used again with the same class for
review, or to practice a different tense, or used with other classes and by other
teachers. 23
22
Patricia Nelson, Visual Aids, Adapted.from Toastmasters International Communication and
Leadership Program, Nov-03-1999 (http://n1cn1bcrs.sha\v.ca/toastcd/viasuaL aicls.htnl)
23
Adrian Doff, op. cit., p. 82-87
19
Flashcards are very helpful aids for motivating students to learn English,
improving their vocabulary, and making them become word-conscious. They
can be powerful tools for effective communication.
C. Improving Students' Vocabulary
Vocabulary acquisition
ｩｾ＠
increasingly viewed as crucial to language
acquisition. With thousands of words in the English language, teaching
vocabulary can seem like a very frightening scene. Improving students'
vocabulary is one thing teacher concerns. At that time teacher uses flashcards,
because learners remember the material that has been presented better. They help
students associate presented material in a meaningful way and incorporate it into
their system of language values. 24
There are several factors the teachers need to concern in improving students'
vocabulary; students' characteristics, the teaching aids she, uses and the activities
she gives to her students.
In general the students' characteristics are based on their age. Teachers are
supposed to recognize that young children, especially those: up to the ages of ten
24
Agniezska Ubennan, The Use of Games: for Vocabulary Presemation and Revision, Vol. 36
No.1, January-March 1998, p. 20 (!J.!!.p://cxchangcs.stalc.gov/forum/vols/vol36/n