THE USE OF FLASHCARDS TO TEACH VOCABULARY TO ELEMENTARY SCHOOL LEARNERS OF FOUR GRADE AT SDN 02 KRESNO WIDODO

ABSTRACT

THE USE OF FLASHCARDS TO TEACH VOCABULARY TO ELEMENTARY SCHOOL LEARNERS OF FOUR GRADE

AT SDN 02 KRESNO WIDODO By

VIVI INDRA YULIANTI

Vocabulary is one of the important elements in teaching English. Based on research, the fourth grade students' of SDN 02 Kresnowidodo in the academic year of 2013/ 2014 have problem in mastering vocabulary. It can be seen from two indicators: first, their vocabulary score was low. Second, the students find difficulties to memorize words. To overcome the problems, classroom action research is used. It implements flashcards as the media. The aim of this research is to improve students’ vocabulary mastery using flashcards. There are two cycles of the action. In each cycle, the procedure of the research consists of planning, action, observation and interpretation. As instruments of the research, the researcher use vocabulary test in the form of matching and multiple choice. Based on the test result, the students made improvement in vocabulary mastery. The students can understand name kinds of Jobs more easily than before. When flashcard was used, in first and the second cycle, students were active and enthusiastic in joining learning activity. The tests score result shows an improvement of the students’ achievement.

The students' mean score in test I is 68.26, in test II is 74.60. It can be concluded that teaching English vocabulary by using flashcards as media does improve the students' vocabulary mastery. The result of the research implies that English teacher need choose the appropriate media in teaching vocabulary; one of them is flashcards.

ACKNOWLEDGEMENT

In the Name of Allah, the most Gracious, the most merciful. I am willing to present my thanks everyone who has helped me, to accompany this script.

Alhamdulillah, all of honors are just for Allah Azza Wajalla, the almighty, finally the writers accomplish this script.

I want to express my sincere thanks to:

1. All my family. Thank you so much for your affection, advices, guidance, instruction and help in all my life, your love is beyond any words.

2. My First Advisor, Prop. Dr. Cucu Sutarsyah,M.A. for yours valuable guidance, encouragement, patient, correlation, advice, and suggestion which are very helpful in finishing this script. Then, thank you very much for your time to share your great knowledge and great experiences to me.

3. My Second Advisor, Drs. Huzairin. M. Pd who has guided me with his worthy, correction and suggestion to improve the quality of this script.

4. My Examiner, Drs. Ujang Suparman. M.A,Ph.D who has corrected my script with his worthy, correction and suggestion to improve the quality of this script. 5. My Gratitude also goes to Headmaster of SDN 02 Kresnowidodo, who has

6. The last, this script is far from being perfect, but it is expected that this script will be useful not only for the researchers, but also the readers. For this reason, constructive thoughtful suggestion and critics are well come to make this script better.

Finally, may Allah SWT receive all their works and kindness. Amin

Bandar Lampung, September 2014

The write

CURRICULUM VITAE

The writes name is Vivi Indra Yulianti. She was born on July 7, 1989 in Kresnowidodo, TeginenengPesawaran. She is the first child of Mr. Endro and Mrs. Sunarti. She is Moslem and lives in Kresnowidodo village, Tegineneng, Pesawaran.

She entered her first education in SDN 1 Kresnowidodo, and graduated in 2001. She graduated from SMPN 2 Tegineneng in 2004 and continued her study to SMAN 1 Natar, South Lampung and finished in 2007. for getting further education at the higher level, she continued to ABA DCC Bandar Lampung and graduated in 2010 and after that continued her study to Lampung University.

DEDICATION

I dedicate this paper to:

1. My parents, Mr. Endro and Mrs. Sunarti. 2. My Husband, Ribut Effendy.

3. My Son, Farrel Rafif Pranata. 4. All my family

5. All the teacher of SDN 2 Kresnowidodo.

6. All my friends, Hayati, Septi, Iin, Erna, Melisa, Heru, Halusa,Jeng Upik, Mbak Lina and others.

Motto

"Every think you can, you can". (unknown)

THE USE OF FLASHCARDS TO TEACH VOCABULARY

TO ELEMENTARY SCHOOL LEARNERS OF FOUR GRADE

AT SDN 02 KRESNO WIDODO

(A Script)

By

VIVI INDRA YULIANTI

TEACHER TRAINING AND EDUCATION FACULTY

LAMPUNG UNIVERSITY

BANDAR LAMPUNG

2014

LIST OF APPENDICES

Appendices Page

1. Lesson plan 1……… 36

2. Flashcards 1……….. 40

3. Answer key Cycle 1……… 41

4. Test 1….……….. 42

5. Lesson plan 2..………. 48

6. Answer key Cycle 2……… 52

7 Flashcards 2……… 53

8. Test 2………. 54

TABLE OF CONTENS

Page

ABSTRACT……… i

DECLARATION……… ii

CURRICULUM VITAE………. iii

MOTTO……… iv

DEDICATION……… v

ACKNOWLEDGEMENT……….. vi

TABLE OF CONTENS……….………….. viii

LIST OF APPENDICES……….………… xi

CHAPTER ONE : INTRODUCTION 1.1Background of the problem………...………….. 1

1.2 Identification of problem………. 3

1.3Limitation of problem………...…………... 3

1.4 Problem statement………..……….. 4

1.5 Objectives and the uses of the research………...………… 4

1.5.1 Objective of the research……….………. 4

1.5.2 Uses of the research………..………… 5

1.6 Scope of the research…………...……… 5

CHAPTER TWO: LITERATURE REVIEW 2.1 Review of previous research……… 6

2.2 Concept of vocabulary ……… 7

2.3 Concept of flashcards in learning vocabulary ……… 8 Viii

2.4 Concept of flashcards………...……… 10

2.5 Advantages and disadvantages of using flashcards………. 10

2.6 Concept of flashcards in learning vocabulary……….. 11

CHAPTER THREE: RESEARCH METHODS 3.1 Place and time of the research……….. 13

3.2 Subject of the research……….………. 14

3.3 Method of the research………. 14

3.4 Model of the research……… 15

3.5 Indicators of the research……… 17

3.5.1 Learning product……….. 17

3.6 Instruments of the research……….. 17

3.6.1 Vocabulary test……….. 17

CHAPTER FOUR: RESULT AND DISCUSIION 4.1 Cycle I……… 19

4.2 Cycle II……… 24

4.3 Discussion……… 28

CHAPTER FIVE: CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions……… 32

5.2 Suggestions……… 33

REFERENCES APPENDICES

I. INTRODUCTION

This chapter describes the background of the problem which includes the reasons for conducting the research, the problem in teaching vocabulary, and the suitable activity which is needed to improve the students' vocabulary mastery. This chapter also describes the formulation of the problem, objective of the problem, and scope of the problem.

1.1 The Background of Problem

Vocabulary is one of the important elements in teaching English. This statement is supported by Hatch and Brown (1995: 1). They say, “Vocabulary is the foundation to build languages, which plays a fundamental role in communication”. It describes that by mastering vocabulary; people can express their ideas and understand the other basic competence well. Students of Elementary School study basic English. They study about simple words or things in their surroundings, it aims that students are able to understand simple English used in daily context. However, it is difficult to master the other competences without understanding the vocabulary, because vocabulary is the basic competence that must be reached by students in order to get other competencies like reading, writing, listening, and speaking.

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There are many problems in learning and teaching English. It could be caused by the technique used by the teachers, in appropriate method, limited media, and tools used in teaching and learning process. In learning foreign language, vocabulary is important role. Without knowing vocabulary it is impossible to us to master English.

Learning vocabulary is not easy for students, and Thornbury (2002:2) said in learning the vocabulary as the second language the learner have the following challenges :

1. Making the correct connection when understanding the second language, between the from and the meaning of the words, including discriminating the meaning closely related words (e.g. lust and plush)

2. When producing language, using the correct form of a word for the meaning intended (i.e. nose not noise).

So, the teacher should be able to help the students to remember the words, to understand the meaning of the words and give the example how to pronounce the words. Students only get or know the words in textbooks or when the teacher during classroom lessons. They do not look for other words from other resources for their knowledge about vocabulary.

Based on preliminary study, the writer found some problems in teaching English at Fourth grade of SDN 02 Kresnowidodo, Tegineneng. The problems are such as the students cannot communicate in English because they do not have adequate vocabulary. In addition, the researcher several problems about students‟ vocabulary mastery such as difficulties in understanding the meaning of words, difficulties in pronouncing words correctly.

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Those problems above happen because their teacher still cannot choose and use an appropriate technique in teaching English in order to make the students interested in studying English.

To improve the students’ vocabulary mastery, the teacher must have some methods and techniques. One of them is by using the game. Playing game in learning process make students interested and they do not realize they are practicing language. it will avoid and make situation or the atmosphere enjoyable.

In this case, the writer wanted to use “Flash cards”, to make students interested in learning vocabulary. flashcard is a simple picture on a piece of card or paper, which is probably the most widely used visual aids in language teaching. It means that flashcard is one of media which can help the teacher to English easily. The writer chooses this because by using flashcards hope can increase and give motivation to students to learn English especially in learning vocabulary.

The use of flashcards is related to the characteristics of elementary school students as children who commonly feel interested in something with attractive shapes and color.

Therefore the writer proposes a research entitles the use of flashcards in study vocabulary to elementary school students of fourth grade at SDN 02 Kresnowidodo, Tegineneng.

1.2 The Identification of problem

By considering the background above, the writer identified the problem as follows: 1. The students vocabulary is still lacking

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2. The students did not understand meaning of a word

3. The students find difficulties in learning and mastering English words. 4. The students were less motivated to learn english

5. The students had difficulties in memorizing the words

1.3 The Limitation of problem

Based on the identification, the writer focused the study only as follows : 1. The students vocabulary is still lacking

2. The students find difficulties in learning and mastering English words.

1.4 Problem Statement

By considering the identification and the limitation of the problem, the writer formulated the problem as follows :

1. How is students’ vocabulary mastery?

2. Is there any increase of the implementation of teaching vocabulary using Flash cards?

1.5 The Objectives and the Uses of the Research 1.5.1 The objectives of the Research

The objectives of this research are :

1. To know and describe students’ vocabulary mastery

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1.5.2 The Uses of the Research The uses of this research are :

1. To give information to English teacher about implementation of flash cards

2. Motivation for the students that they can develop their vocabulary mastery by flash cards.

1.6 The Scope of The Research

The research deals with investigating students vocabulary. Specifically it deals with the use of flashcards in the classroom to increase their vocabulary.

This classroom action research was conducted in the fourth grade at SDN 02 Kresno Widodo with class as subject of the research. The classes were IV A which consists of 30 students. The reason why the writer uses this class because this have already studied vocabulary.

The research limited only in particular themes taken from the 2006 English curriculum of elementary school.

II. LITERATURE REVIEW

This chapter describes the concepts which are related to the research, such as concept of vocabulary, concept of teaching learning vocabulary, concept of flashcards, concept of flashcards in learning vocabulary. This chapter also describes advantages and disadvantages of using flashcards.

2.1 Review of Previous Research

There have been several studies dealing with teaching vocabulary. First, Yosephus Setyo Nugroho (2012) has done a research about The use of Flashcard in teaching vocabulary in elementary school. She used Flashcards to see the students' achievement of vocabulary. The finding showed the use of flashcards was effective in improving students' vocabulary mastery.

Second, Rofiah (2010) conducted a research about teaching vocabulary to Elementary School. The result showed that were significant sequences conducted in teaching vocabulary to elementary school. When the teacher needed flexibility to give knowledge of vocabulary, the teacher could use flashcards.

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Based on the previous studies above, it can be inferred that flashcards was able to improve students' mastery of vocabulary. Therefore, the researcher was interested in using flashcards to investigate whether there was an improvement of students' vocabulary mastery.

2.2.The Concept of Vocabulary

Vocabulary is very important for us in using language. We cannot develop the four skills name listening, speaking, reading, and writing. Vocabularies can help the students increase their speaking, writing and reading abilities. If the students get so many vocabulary it will be easy for them to comprehend the text or to speak.

Longman (1987:1117) “Vocabulary is a list of words and often phrases, usually arranged alphabetically and defined or translated; a lexicon or glossary”.

Carteret (2007:72) in Rofiah (2010) Stated that vocabulary is a central to the learning of a foreign language at primarily level. It has moved to centre stage in foreign language teaching in recent years, backed by substantial and increasing research. It also supported by Cameron (2001:95) who says that “vocabulary is the fundamental of using the foreign language as a discourse, since vocabulary is both learnt from participating in discourse, and is essentially to participating in it”.

Wallace(1998:9) stated that “vocabulary is the vital aspect of language. It means that in order to be able in communicate in English students should master vocabulary. Without enough vocabulary we can not develop the four language skills namely listening, speaking, reading, and writing.

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By seeing the explanation above it means that vocabulary is the fundamental for people in this case students to learn language, by mastering some vocabulary they can increase their ability in using language.

Hatch and Brown (1955:372) in Iffa Ismi Soraya (2011) describe five essential steps in vocabulary learning based on research into their strategies :

1. Having sources for encountering new words.

2. Getting a clear image, whether visual or auditory or both, of the forms of the new words

3. Learning the meaning of the words

4. Making a strong memory connection between the forms and meaning of the words 5. Using the words

2.3The Concept of Teaching learning Vocabulary

In the reading curriculum, particularly, a quality vocabulary needs to be achieved by each student. The students difficult in understanding the text is that they do not know the vocabulary. Vocabulary is basic element of language.

Thornbury mentioned five factors that have related on teaching set of the word should be considered by the teacher :

1. The levels of the learner

2. The learners’ likely familiarity with words 3. The difficulty of the items

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5. Whether items are being learned for production (in Speaking and writing) or recognition (in

listening and reading).

In composing flash cards, the teacher should know the object that will be discussed. By using game the student will more understand about vocabulary that discuss.

According to Marlow there are some reasons why the teacher should guide the students to understand a rich vocabulary :

1. Subject matter and ideas are expressed with more clarity and accuracy

2. Proficiency in the work place might well depend upon individuals having a quality vocabulary.

3. Individuals seemingly have more prestige if their listening, speaking, reading, and writing vocabulary are adequately developed.

4. Greater enjoyment of reading is in the offing if a person has a rich functional vocabulary.

5. Vocabulary development is silent in problem solving. A person with a rich vocabulary should have a better opportunity to develop his/her personality.

6. Conversation carried on other persons requires a rich vocabulary, there needs to be an appropriate number of words used that carry intended meanings.

7. Variety in selecting words to convey accurate meanings is necessary in speaking and writing, the outgoes of the language arts, and.

8. Use of diverse terms and concepts in speaking and writing adds variety to quality communication. Vocabulary development becomes a tool to take in such as listening

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9. andreading, as well as provide communication to others within the framework of speaking and writing.

Wallace (1982:105) stated that “vocabulary is a teaching topic, which lends itself very easily to the game approach, and there are literary hundreds of vocabulary games ranging from elementary to advanced level”.

It means that vocabulary is important for student in teaching and learning language process. Teaching vocabulary will be easy if it is connected by game in the classroom.

2.4 Concept of Flascards

Flashcards are a set of cards with a picture and word on one side and it is meaning usually in translation on the other (Lado, 1983). It mean that flashcards include word or phrase. We know that vocabulary is very essential in learning English so that word in flashcards can be used to learn and teach vocabulary. Then, he states that flashcards may have a picture or the native language word on one side and the second language word on the other.

2.5Advantages and Disadvantages of using flashcards

According to Wright (1968:73) as quoted by Debora, the advantages of using flashcards are :

1. It can help the students to ease themselves in memorizing words they have learned.

2. It can be brought everywhere because the size of the cards is not too big. 3. It gives variation in teaching. The teacher is not only to teach and explain the lesson

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4. Flashcards are very helpful to refresh the students mind before starting the new lesson plan.

The disadvantages of using flashcards are :

According to Wright (1968:73) as quoted by Debora, the disadvantages of using flashcards are :

1. Flashcards cannot be used at all level. For those who have already large amount of

vocabulary. Flashcards are not effective

2. The teacher who wants to make flashcards should have much time in presenting flashcards as well as making the cards.

2.6 Concept of Flashcards in Leraning Vocabulary

Flashcard is a card bearing number, word, or picture that someone briefly display to another as learning aid (Webster 1988:514). Wright (1968:73) also says that flashcard is printed with words and picture which can be handled easily by the teacher. It means that the teacher could create the flashcards and the size of the flashcards could be determined.

Lado(1983) states flashcards are cards with a picture on one side and a word or phrase in the second and native language on the other.

It is visible that it is designed for increasing students learning ability. Thus, the function of flashcards in learning vocabulary is as one of visual aids.

Kreidler (1986) says that visual aid can be useful to the language teacher by helping him create situations which are out side the classroom walls, introduce students to unfamiliar cultural aspects, give the reality to what might be misunderstood verbally by the students, change situation, quickly and easily in a drill, and decoration for the class.

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Weaver(1950) classifies the kinds of visual aids as follows:

1. Symbolic aids, those aids that supplement the written and spoken words. 2. Equipments, those aids that can be used, such as blackboard and television, etc.

The ideas above clearly show that flashcard as one of visual aids is very important in leraning vocabulary.

In other to help students to master a new language, they have to master an adequate number of vocabulary. In other words, we can say that the quality of the language performance of the students may depend on the quality and the quality of the vocabulary that the students have. The more and the better vocabulary they gain, the more skilful the languages they can perform.

III. RESEARCH METHODS

This chapter describes place and time of the research, method of the research, model of the research, indicators of the research, and instruments of the research.

3.1 The Place and Time of the research

This classroom action research was conducted in SD N 02 Kresnowidodo. It is located in Kresnowidodo, Tegineneng, Pesawaran.

This research involves the fourth grade students of SD N 02 Kresnowidodo. It consists of 30 students. This research was carried out in March – April 2014. It focused on the use of flashcards as a media in teaching learning.

The fourth grade classroom is located between the three and fifth grade classroom. The learning equipments that are provided in this classroom are: tables, chairs, a

whiteboard, a set of teacher desk, a o’clock, a set of cleaning equipment, picture

of the president and vice president of Republic Indonesia, a attendance board and educational picture. They are a good condition; the room itself is well ventilated. Therefore, it can be generally said that the classroom and it is facilities support the teaching and learning process.

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3.2 The Subject of the Research

The subject of this research is the fourth grade students of SD N 02 Kresnowidodo they consists of 30 students. The students had low vocabulary mastery, and find difficulty to pronounce and memorize the meaning of English words.

3.3 The Method of the Research

In this research, classroom action research is used. Wallace (1998:4) in Burns (1999:30) action research is done by systematically collecting data on your every day practice and analyzing it in order to come to some decisions about what your future practice should be.

While Carr and Kemmis in nunan (1989:12) states that action research is a form of self-reflective enquiry and justice of their own practices, their understanding of these practices, and the situations in which these practices are carried out. It is supported by Burns (1999:30) that defines action research as the application of fact finding of practical problem solving in a social situation with a view to

improve the quality of action within it, involving the collaboration and co-operation of researchers, practitioners, and laymen.

In this research, action research has conducted in order to improve the students vocabulary mastery by using flashcards. This research is carried out by involving the headmaster as observer.

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3.4 The Model of the Research

Based on Kemmis and McTaggart (1980) in Burns (1999: 30) Action research occurs through a dynamic and complementary process, which consists of four essential moments : (1) planning, (2) implementing, (3) observing, (4) reflecting. The stages are illustrated as follows:

Source; Action Research Protocol after Kemmis (cited in Hopkins, 1985)

(1) Planning

Planning is the stage where the problem causes are identified. By knowing the causes, the focus of the problem can be formulated in the importance of the implementation that will be given. After deciding what the problem and the causes are, the appropriate technique is selected. And based on the problem and the teaching technique, the material and

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teaching aids and the type of test are planned. To get a complete series of data, a rater is involved to observe the teaching-learning process.

(2) Implementing / Action

Action is the part of the cycle where the researcher as a teacher does the treatment, i.e. teaching procedure text through picture-sequence technique. In this stage, the lesson plan which has been made before will be used and dialogue technique implemented for teaching speaking.

(3) Observing and Interpreting

The researcher will be helped by his partner as an observer who will take a note or do the observation on the teaching-learning activity. All the important things during the teaching learning-process will be recorded. Observation and interpretation toward the action in the class will be done together with the action.

(4) Reflecting

In this step, the result of the writing test as the learning product will be analyzed, together with everything that have occurred in the teaching-learning process based on the observation sheets. It is done to find out the improvement after dialogue technique has been implemented in teaching speaking of. In analyzing, the researcher together with the partner will do reflection to discover the weakness and strength(s) of the implementation of dialogue technique, and also to identify process.

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By doing so, what improvements should be made for the next cycle can be determined. If the indicators of the research have not been met in the first and in the second cycle, next steps would be planned to make betterment in the next, the third cycle. On the other hand, if the indicators are already

achieved, there’s no need to conduct the third cycle.

3.5 Indicators of the Research

In order to see whether by Using Flash Cards can be used to increase the students’ ability in vocabulary achievement in this Classroom Action Research, the researcher was determined the indicators are :

3.5.1 Learning Product

Based on the standard score or KKM (Standard Score Criteria) considered by the school for English subject the learning product is 60. So, the researcher and the observer was determined the target according to the standard (KKM), if at least

80% of students’ scores can reach 60 or more for the test, it means that teaching vocabulary by using Flash Card is applicable to improve the students’ vocabulary

achievement.

3.6 Instruments of the Research 3.6.1 Vocabulary Test

The first instrument used in getting the data is vocabulary test. Vocabulary test is chosen as the instrument because it requires students to measure their vocabulary achievement. Vocabulary test can also motivate the students to improve their English. The researcher was used vocabulary test

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proposed by Heaton (1991). The test was assessed the students’ understanding and the students’ vocabulary by choosing the correct answer related to the topic

taught.

To know the learning product, the researcher used vocabulary test in form of matching word and multiple choice items to collect the data. There is the indicator used to analyze the data gained from the test:

If at least 80% of students’ scores can reach 60 or for the test, it is assumed that

teaching vocabulary by using Flash Cards is able to foster the learning product

and increase the students’ vocabulary achievement.

To know the percentage of students’ who get > 60, the following formula is used :

Number of students who get > 60X 100 Total number of students

V. CONCLUSIONS AND SUGGESTIONS

This chapter describes the conclusion of the result of the research and also the suggestion from the researcher to other researchers and English teachers who want to try apply flashcards in teaching vocabulary.

5.1 Conclusions

Based on the research finding, the conclusion can accordingly be stated as follow : 1. Using flashcards can improve the students vocabulary mastering because picture can stimulate and attract students attention during teaching learning English in the classroom.

The students memorize word easily. After conducting the action research, the researcher indentified that the students were more familiar with the English word. They can directly knew the meaning by looking and imagining the picture flashcard. The students could remember the English word without feeling stress of frightening situation.

2. The use of flashcards helps the teacher to enrich her teaching performance, it makes English effective for the students. The teacher is able to give more acknowledgment to students by using pictures as media. The students pronounce words correcly. After conducting the action research, the students ability in pronouncing the English word improved. But, it need extra time to drill and repeat in drilling one word.

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5.2 Suggestions

Based on the conclusion cited above, some suggestions are recommended as follow :

1. The teacher is recommended to use media in teaching English vocabulary to improve students mastery. The teacher should be more creative to anticipate.

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REFERENCES

Brown, D. (1994). Principle of Language Learning and Teaching. New York : Prentice Hall. Inc. Cameron, Lynne.(2001).Teaching language to Young Learners. Cambridge : University Press Hornby, A.S.(1995). Oxford Advanced learners dictionary of current English. New York:

Oxford. University Press.

Kim Suu, Lee.(1995). creative games for the Language class. The internet Journal. http/www.TESL game.Com. (Accesed February 27th,2010).

Kemmis, S. (1980). The concept of Action research. International encyclopedia of education: research and studies. Oxford: pergamon.

Larsen-Freeman, Diane.(1986).Techniques and principles in English Language Teaching

Oxford.

Murcia, Mariance Celce. (1979). Teaching English As Second Language. University of California.

Richard, J.C & Rodgers.(1986). Approaches and methods in Language teaching. Cambridge: Cambridge University Press.

35 Rofiah. (2010). The Implementation of Flashcards Game To Words Students’ Vocabulary

Mastery At The Second Semester of the Fifth Class of MI At-taqwa KresnowidodoTeginenengPesawaran in 2009/2010.Unpublished Scrip. Bandar Lampung. STKIP PGRI Bandar Lampung.

Sari, Gandha.(2006). Using Games In Teaching Vocabulary. (online). Tersedia: http://www/udel/eli/2006P4L/ghanda.pdf.(February 27th, 2010).

Soraya, IffaIsmi.(2011). Motivating Students’ in Learning Vocabulary Through Flashcards at

First Grade of SMPN 19 Bandar Lampung. Unpublished Script. Bandar Lampung. University of Lampung.

Thornbury. S. (2002) How to teach vocabulary. England: Pearson Education limited. Wallace, M.(1982). Teaching vocabulary. London: British library.

By doing so, what improvements should be made for the next cycle can be determined. If the indicators of the research have not been met in the first and in the second cycle, next steps would be planned to make betterment in the next, the third cycle. On the other hand, if the indicators are already achieved, there’s no need to conduct the third cycle.

3.5 Indicators of the Research

In order to see whether by Using Flash Cards can be used to increase the students’ ability in vocabulary achievement in this Classroom Action Research, the researcher was determined the indicators are :

3.5.1 Learning Product

Based on the standard score or KKM (Standard Score Criteria) considered by the school for English subject the learning product is 60. So, the researcher and the observer was determined the target according to the standard (KKM), if at least 80% of students’ scores can reach 60 or more for the test, it means that teaching vocabulary by using Flash Card is applicable to improve the students’ vocabulary achievement.

3.6 Instruments of the Research 3.6.1 Vocabulary Test

The first instrument used in getting the data is vocabulary test. Vocabulary test is chosen as the instrument because it requires students to measure their vocabulary achievement. Vocabulary test can also motivate the students to improve their English. The researcher was used vocabulary test

18

proposed by Heaton (1991). The test was assessed the students’ understanding and the students’ vocabulary by choosing the correct answer related to the topic taught.

To know the learning product, the researcher used vocabulary test in form of matching word and multiple choice items to collect the data. There is the indicator used to analyze the data gained from the test:

If at least 80% of students’ scores can reach 60 or for the test, it is assumed that teaching vocabulary by using Flash Cards is able to foster the learning product and increase the students’ vocabulary achievement.

To know the percentage of students’ who get > 60, the following formula is used :

Number of students who get > 60X 100

V. CONCLUSIONS AND SUGGESTIONS

This chapter describes the conclusion of the result of the research and also the suggestion from the researcher to other researchers and English teachers who want to try apply flashcards in teaching vocabulary.

5.1 Conclusions

Based on the research finding, the conclusion can accordingly be stated as follow : 1. Using flashcards can improve the students vocabulary mastering because picture can stimulate and attract students attention during teaching learning English in the classroom.

The students memorize word easily. After conducting the action research, the researcher indentified that the students were more familiar with the English word. They can directly knew the meaning by looking and imagining the picture flashcard. The students could remember the English word without feeling stress of frightening situation.

2. The use of flashcards helps the teacher to enrich her teaching performance, it makes English effective for the students. The teacher is able to give more acknowledgment to students by using pictures as media. The students pronounce words correcly. After conducting the action research, the students ability in pronouncing the English word improved. But, it need extra time to drill and repeat in drilling one word.

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5.2 Suggestions

Based on the conclusion cited above, some suggestions are recommended as follow :

1. The teacher is recommended to use media in teaching English vocabulary to improve students mastery. The teacher should be more creative to anticipate.

REFERENCES

Brown, D. (1994). Principle of Language Learning and Teaching. New York : Prentice Hall. Inc. Cameron, Lynne.(2001).Teaching language to Young Learners. Cambridge : University Press Hornby, A.S.(1995). Oxford Advanced learners dictionary of current English. New York:

Oxford. University Press.

Kim Suu, Lee.(1995). creative games for the Language class. The internet Journal. http/www.TESL game.Com. (Accesed February 27th,2010).

Kemmis, S. (1980). The concept of Action research. International encyclopedia of education: research and studies. Oxford: pergamon.

Larsen-Freeman, Diane.(1986).Techniques and principles in English Language Teaching Oxford.

Murcia, Mariance Celce. (1979). Teaching English As Second Language. University of California.

Richard, J.C & Rodgers.(1986). Approaches and methods in Language teaching. Cambridge: Cambridge University Press.

35 Rofiah. (2010). The Implementation of Flashcards Game To Words Students’ Vocabulary Mastery At The Second Semester of the Fifth Class of MI At-taqwa KresnowidodoTeginenengPesawaran in 2009/2010.Unpublished Scrip. Bandar Lampung. STKIP PGRI Bandar Lampung.

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