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1.6 Clarification of Related Terms
Some terms need to be clarified in order to avoid misunderstanding and they are as follows:
1. Flashcards are a cardboard consisting of a word, a sentence, or a simple
picture on it Komachali and Khodareza, 2012.
2. Word list is a sheet of paper where learners write the second language
L2 along with their first language L1 definition to one side of each word Baleghizadeh and Ashoori, 2011.
3. Teaching vocabulary means teaching a list of words that teacher prepares
for their learners to memorize and learn by heart Fusaro, 2009.
4. Young learners are a group of students of five to twelve years old who
learn English inside or outside classroom Pinter, 2006.
1.7 Organization of Paper
The present research paper is organized into five chapters as follows:
1. Chapter I: Introduction
This chapter discusses information on background which elaborates basic thought of why this research is administered; research questions;
aims of the study; scope of the study; significance of the study; clarification of related terms; and organization of paper.
Elsa Yusrika Sitompul, 2013 Teaching Vocabulary Using Flashcards And Wordlist A Quasi-Experimental Study of Fifth Graders
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2. Chapter II: Theoretical Foundation
This chapter provides the elaboration of the theoretical foundation in the research. It consists of the definition of vocabulary, the importance
of vocabulary in learning foreign language, the characteristics of young learners, teaching vocabulary to young learners, definitions and benefits
of flashcards, flashcards as strategy to teach vocabulary, and the teaching procedure using flashcards, definitions and benefits of word
list, word list as strategy to teach vocabulary, and the teaching procedure using word list. This chapter also presents the discussions of previous
studies related to the topic of this study.
3. Chapter III: Research Method
This chapter elaborates the methodology of research conducted to answer the two research questions previously stated in chapter one. It
covers research design, research hypothesis, population and samples, data collection techniques which include research instrument and
research procedures, and data analysis.
4. Chapter IV: Findings and Discussion
This chapter provides the results of the research and discussions of the research findings.
5. Chapter V: Conclusion and Suggestions
This chapter presents the conclusions of the research based on the research questions, aims of the research, and hypothesis which have
Elsa Yusrika Sitompul, 2013 Teaching Vocabulary Using Flashcards And Wordlist A Quasi-Experimental Study of Fifth Graders
at One Public Elementary School in Binjai Universitas Pendidikan Indonesia
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been described in chapter III. In addition, suggestions are also recommended in this chapter for the future studies.
Elsa Yusrika Sitompul, 2013 Teaching Vocabulary Using Flashcards And Wordlist A Quasi-Experimental Study of Fifth Graders
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CHAPTER III RESEARCH METHODOLOGY
This chapter mostly discusses research methodology applied in the study to investigate to what extent flashcards or word list as strategies in helping
students’ vocabulary mastery, and to examine students’ responses toward both strategies in learning vocabulary. It comprises research design, population and
sample, data collection techniques which include research instrument and research procedures and data analysis.
3.1 Research Design
This study used a quasi-experimental design to investigate whether or not the use of flashcards and word list could he
lp students’ vocabulary mastery. According to Hatch and Farhady 1982, a quasi-experimental design is practical
agreement between true experimental and the nature of human language behaviour. Porte 2002 cited in Nurjanah 2012, also explains that quasi
experimental design is appropriate for educational study since many studies of that field usually involved the use of classes that have already been assigned
before. Hatch and Farhady 1982 also state that pre-test and post-test are often
used in classroom experiments when experimental and control groups are naturally assembled groups.
Two classes were employed in this study. One class was the experimental class which was applied with the treatment of flashcards. Another class was the
