The Use of Flashcard to Improve the Speaking Skill of the Seventh Grade Students at Mts Al-Urwatul Wutsqo Jombang
CHAPTER I
INTRODUCTION
This chapter presents research background, research problem, research
objective, scope and limitation, research contribution, and definition of the key
terms. They are presented consecutively in the following sections.
1.1 Research Background
Speaking is one of the four basic skills in learning foreign language
besides listening, reading and writing. This is in line with the Education Minister
of the Republic of Indonesia (2006) statement that reading, writing, listening and
speaking skills have to be taught in all junior and senior high schools in Indonesia
in order to help the students understand English orally and also be able to use it to
communicate with others in daily conversation, especially with foreigners.
Communicate with other people in national and international scope needs
one language that is English. Even we use English as an international language
(not as a second language), it is very necessary to master and have a good ability
of using English to meet a goal of communication. Bygate (2000) stated that
interaction skill involves the ability to use language in order to satisfy particular
demands. Firstly, it is related to the internal condition of speech; secondly, it
involves the dimension of interpersonal interaction in conversation.
There are many aspects that need to be paid attention in teaching speaking
such as pronunciation, fluency, expression of ideas, self-confidence, etc. Harmer
(2007) states, “The teaching of speaking depends on there being a classroom
1
culture of speaking, and that classrooms need to become ‘talking classrooms’ (p.
123). In other words, students will be more confident speakers (and their speaking
abilities will improve) if this kind of speaking activation is a regular feature of
lessons”. This means the teacher should develop the students’ habit to practice
speaking in classroom as often as they can so that they master the skill of
speaking English. Furthermore, Cahyono and Mukminatien (2011) said that
“teaching speaking is teaching students to use the language in real
communication” (p. 43). The English teacher should teach them to produce
English speech sounds and sound patterns. The students should be able to use
words and sentences which are appropriate with the context. This means that the
teacher teaches the students how to produce speech sound and sound patterns of
English so that they can use sentences that are appropriate with the context.
Moreover, teaching speaking is more challenging because there are several
problems that were found by some previous researchers. Yun (2008), for example,
found the students’ problems in speaking were difficulties in making sentences
and in remembering all of the vocabularies used to make communication. Further,
she also found the bad effect of vernacular patois that influenced students’
pronunciation, intonation, accuracy and fluency. Another researcher, Septyanita
(2007), also found that the students had problems such as inhibition, nothing to
say, low or uneven participation, mother tongue use, speech act (pronunciation,
grammar, vocabulary, fluency, and oral communication) as the main elements of
speaking.
Based on the above problems, some efforts need to be made to create an
interesting classroom in order to improve the students’ speaking ability. Media is
2
one of the alternative teaching instruments to make the teaching learning process
interesting and fun so that the target of language learning can be achieved more
effectively. Using media in teaching speaking can help the students to express
their ideas and feelings freely and fun. Media also involve the entire students in
the teaching learning process and make them the centre of learning. Further, using
media makes the students easy to understand the lesson that is being taught. In
addition, Yudhi (2013) states that there are three types of media that can be used
by the teacher in the teaching learning process; they are audio media, visual
media, and audio-visual media. The teacher can use them to teach speaking in the
classroom.
Flashcard is one of the media which can be used by the teacher in the
teaching leaning process. Some previous researchers have found that the use of
flashcard in the teaching learning process was effective. Lafifatud (2008), for
example, found that teaching grammar using flashcard improved the first year
students’ grammar achievements. It was supported by Yulita (2005) who found
that the students’ vocabulary also improved when they learned using flashcard.
This means that using flashcards becomes one of the effective ways to teach
English.
The researcher is interested in using flashcards at Mts Al-Urwatul Wutsqo
Jombang because there are several problems found in English teaching at the
school. Based on the researcher’s interview with one of the English teachers at the
school, there are three main problems found in the class (the seventh grade
students). Firstly, the students did not have enough vocabulary; secondly, the
3
students did not have any self-confidence to speak in English, and the last was the
monotonous teaching method used by the teacher in the classroom.
1.2 Research Problem
Based on the above background of the study, the research problem is
stated as follows,” Does teaching speaking using flashcards improve the speaking
skill of the seventh grade students at Mts Al-Urwatul Wutsqo Jombang?”
1.3 Hypothesis
Ho (null hypothesis): teaching speaking by using flashcard does not improve
students speaking ability at Mts Al-Urwatul Wutsqo Jombang.
Hi (Alternative hypothesis): teaching speaking by using flashcard improve
the students speaking ability at Mts Al-Urwatul Wutsqo Jombang.
1.4 Research Objective
The purpose of the research is to investigate whether or not teaching
speaking using flashcards significantly improve the speaking skill of the seventh
grade students at Mts Al-Urwatul Wutsqo Jombang.
1.5 Scope and Limitation
The scope of the study is focused on teaching speaking using flashcards.
Then, this study is limited to the seventh grade students at MTs Al-Urwatul
Wutsqo Jombang.
4
1.6 Research Contribution
The result of the research is expected to be useful for teachers, students
and next researchers. By reading the result of this study, the teachers are expected
to be able to use flashcards for teaching speaking skill. Flashcards can help the
teacher develop teaching learning activities. On the other hand, flashcards help
students to learn speaking easily and understand the teachers’ explanation in
English through the pictures, symbols, and texts. For next researchers, the results
of this research can be used as a reference to conduct researchers within similar
topics, such as the effective way to teach reading using flashcards, and the
effective way to teach writing using flashcards.
1.7 Definition of the Key Terms
To avoid misunderstanding of the terms used in this study, several key
terms are defined as follows:
Flashcard is a card printed with pictures, texts or symbols that guide students
into something that has any correlation with those pictures, texts or symbols.
(Arsyad, 2010 )
Speaking is an interactive process of constructing meaning that involves
producing, receiving, and processing information. (Brown in Murdiyanti,
2013)
MTs Al Urwatul Wutsqo Jombang is the place to conduct the research.
5
The Use of Flashcard to Improve the Speaking Skill of the
Seventh Grade Students at Mts Al-Urwatul
Al Urwatul Wutsqo Jombang
THESIS
By:
Ismar Dian Arini
201110100311025
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
i
The Use of Flashcard to Improve the Speaking Skill of the
Seventh Grade Students at Mts Al-Urwatul
Al Urwatul Wutsqo Jombang
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Department
By:
Ismar Dian Arini
201110100311025
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
i
ii
MOTTO AND DEDICATION
“If you fall a thousand times, Stand up millions of
times because you do not know how close you are to
success”
DEDICATION:
I Dedicate this thesis to:
My beloved father and mother,
My brother,
My closed friends .
iii
ORIGINALITY DECLARATION
The undersigned:
Name
: Ismar Dian Arini
Student ID number
: 201110100311025
Program of Study
: English Department
Faculty
: Faculty of Teacher Training and Education
I declare that the work presented in this thesis was carried out by myself and does
not incorporate without acknowledgement any material previously submitted for a
degree or diploma in any university. To the best of my knowledge this thesis does
not contain any materials previously published or written by another person
except where due reference is made in text.
Malang, October, 2015
Ismar Dian Arini
iv
ACKNOWLEDGEMENTS
Alhamdulillahi Robbil Alamin, with the blessings and mercies of Allah
SWT, finally the writer could finish this thesis.
The writer would like to express her deepest gratitude to Dr. Hartono,
M.Pd as the first advisor and Mrs. Nurakhfini Septiany, M.A., M.Ed as the
second advisor who had given guidance, correction, suggestion, and support
along the process of writing her thesis from the beginning until end.
Her sincere gratitude and appreciation are also extended to the English
teacher, (Mrs.Nuning), and head master at MTs Al-Urwatul Wutsqo Jombang
who had given her opportunity to conduct the research.
Moreover, she would like to express her big gratitude to her beloved
parents, Moch.Arifin and Sriati, who always give her their support, praying and
love till the end of the time. She also thanks her brothers (Rendi and Eka) and
her cousin (Feby) for their support and encouragement to face the indefinite
problems. Then, she would like to express her thank to all her beloved friends
(Arieska Satifa, Siti Humairoh, Saza Rozella kasih, lulu Nasefah and her
partner) who always supported her and accompanied her during writing this
thesis.
Malang, 2015
The writer
Ismar Dian Arini
v
TABLE OF CONTENTS
Approval page ...................................................................................................... i
Dedication and Motto ........................................................................................ iii
Statement of Work’s originality .......................................................................... iv
Abstract .............................................................................................................. v
Acknowledgement ............................................................................................. vi
Table of Contents .............................................................................................. vii
CHAPTER I
INTRODUCTION
1.1 Research Background…………………………………………….………..…1
1.2 Research Problem………………………………………….............................4
1.3 Hypothesis……….……………………………………...................................4
1.4 Research Objective…………………………………………………………...4
1.5 Scope and Limitation...……………...…………………..................................4
1.6 Research Contribution………………………...……………………………...5
1.7 Definition of The Key Terms……….……………………………………..…5
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Teaching Speaking…………………………………………………………...6
2.2 Teaching Media………………………….………………………..……….....7
2.3 Flashcard…………………………………...……….……………………….10
2.4 Teaching Speaking Through Flashcard……...………………………….......10
CHAPTER III RESEARCH DESIGN
3.1 Research Design ………………………………………………………….....13
3.2 Population Research………………………..…..............................................14
3.3 Research Instrument…………………………………………………………14
3.4 Treatment……………………………………………………………...……..15
3.5 Data Collection……………………………………………………………....17
3.6 Data Analysis……………………………………….………………………..18
vi
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
1.1 Research Findings…………………………………………………………....21
1.2 Discussion………………………..……………..............................................23
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions…………………………………………………….....................26
5.2 Suggestions……………………..……………...............................................27
REFERENCES…………………………………………………………………..28
APPENDIXS……………………………………………………………….…....30
vii
REFRENCES
Arsyad, Azhar. 2011. ”Media Pembelajaran”. Jakarta : PT Raja Grafindo
Persada.Rajawali pers.
Ary, Donald et al. 2010. “Introduction to Research in Education (Eight Edition”).
USA : Wadsworth.
Arita, Yun. 2008. “A Study of Students’ Problems in Daily English Speaking
Activity at SMA POMOSDA TANJUNGANOM NGANJUK”. Malang
: University of Muhammadiyah Malang.
Bygate, Martin. 2000. “Language Teaching A Scheme for Teacher Education”.
Speaking. New York (Oxford) : University Press.
Cahyono and Mukminatien. 2011. “Techniques and Strategies to Enhance English
Language Learning”. Malang : State University of Malang Press.
Depdiknas. 2006. "Peraturan Menteri Pendidikan Nasional No. 22 tentang Standar
Isi Mata Pelajaran Bahasa Inggris SMP dan MTS". Jakarta.
Diyanah, Lafifatud. 2008. ”The Effectiveness of Using Flash Card in Teaching
English Grammar at MTS Wahid Hasyim 1 Dau Malang”. Malang :
University of Muhammadiyah Malang.
Fajarianti, Briana.2010.” The Teaching Media for Teaching Vocabulary to The 1st
Grade Students of Elementary School at Pucang 2 Sidoarjo”. Malang :
University Of Muhammadiyah Malang.
Harmer, Jeremy. 2007. “How to Teach English”. England : Pearson- Longman.
Harmer, Jeremy. 2002. “The Practice of English Language Teaching”. England :
Pearson- Longman.
Munadi,Yudhi. 2013. ”Media Pembelajaran Sebuah Pendekatan Baru”. Jakarta :
GP Press Group.
Murdiyanti, Ike. 2013. ”The Teaching Strategy in Speaking Used by English
Teacher in TK Senaputra Malang”. Malang : University of
Muhammadiyah Malang.
Ng, Davie.2011. “ Benefits f Using The Flash Card”.(http://qualityflshcards.com).
Nugroho, Yoseph. 2012.” Improving Students Vocabulary Mastery Using
Flashcards.” Surakarta : University Of Sebelas Maret.
28
Nunan, David. 2003. “Practical English Language Teaching.” New York :
McGraw-Hill.
Ramadhani, Yulita. 2005. ”The Use of Flashcards in Teaching Vocabulary in The
Kindergarten in Angkasa Balikpapan.” Malang : University of
Muhammadiyah Malang.
29
INTRODUCTION
This chapter presents research background, research problem, research
objective, scope and limitation, research contribution, and definition of the key
terms. They are presented consecutively in the following sections.
1.1 Research Background
Speaking is one of the four basic skills in learning foreign language
besides listening, reading and writing. This is in line with the Education Minister
of the Republic of Indonesia (2006) statement that reading, writing, listening and
speaking skills have to be taught in all junior and senior high schools in Indonesia
in order to help the students understand English orally and also be able to use it to
communicate with others in daily conversation, especially with foreigners.
Communicate with other people in national and international scope needs
one language that is English. Even we use English as an international language
(not as a second language), it is very necessary to master and have a good ability
of using English to meet a goal of communication. Bygate (2000) stated that
interaction skill involves the ability to use language in order to satisfy particular
demands. Firstly, it is related to the internal condition of speech; secondly, it
involves the dimension of interpersonal interaction in conversation.
There are many aspects that need to be paid attention in teaching speaking
such as pronunciation, fluency, expression of ideas, self-confidence, etc. Harmer
(2007) states, “The teaching of speaking depends on there being a classroom
1
culture of speaking, and that classrooms need to become ‘talking classrooms’ (p.
123). In other words, students will be more confident speakers (and their speaking
abilities will improve) if this kind of speaking activation is a regular feature of
lessons”. This means the teacher should develop the students’ habit to practice
speaking in classroom as often as they can so that they master the skill of
speaking English. Furthermore, Cahyono and Mukminatien (2011) said that
“teaching speaking is teaching students to use the language in real
communication” (p. 43). The English teacher should teach them to produce
English speech sounds and sound patterns. The students should be able to use
words and sentences which are appropriate with the context. This means that the
teacher teaches the students how to produce speech sound and sound patterns of
English so that they can use sentences that are appropriate with the context.
Moreover, teaching speaking is more challenging because there are several
problems that were found by some previous researchers. Yun (2008), for example,
found the students’ problems in speaking were difficulties in making sentences
and in remembering all of the vocabularies used to make communication. Further,
she also found the bad effect of vernacular patois that influenced students’
pronunciation, intonation, accuracy and fluency. Another researcher, Septyanita
(2007), also found that the students had problems such as inhibition, nothing to
say, low or uneven participation, mother tongue use, speech act (pronunciation,
grammar, vocabulary, fluency, and oral communication) as the main elements of
speaking.
Based on the above problems, some efforts need to be made to create an
interesting classroom in order to improve the students’ speaking ability. Media is
2
one of the alternative teaching instruments to make the teaching learning process
interesting and fun so that the target of language learning can be achieved more
effectively. Using media in teaching speaking can help the students to express
their ideas and feelings freely and fun. Media also involve the entire students in
the teaching learning process and make them the centre of learning. Further, using
media makes the students easy to understand the lesson that is being taught. In
addition, Yudhi (2013) states that there are three types of media that can be used
by the teacher in the teaching learning process; they are audio media, visual
media, and audio-visual media. The teacher can use them to teach speaking in the
classroom.
Flashcard is one of the media which can be used by the teacher in the
teaching leaning process. Some previous researchers have found that the use of
flashcard in the teaching learning process was effective. Lafifatud (2008), for
example, found that teaching grammar using flashcard improved the first year
students’ grammar achievements. It was supported by Yulita (2005) who found
that the students’ vocabulary also improved when they learned using flashcard.
This means that using flashcards becomes one of the effective ways to teach
English.
The researcher is interested in using flashcards at Mts Al-Urwatul Wutsqo
Jombang because there are several problems found in English teaching at the
school. Based on the researcher’s interview with one of the English teachers at the
school, there are three main problems found in the class (the seventh grade
students). Firstly, the students did not have enough vocabulary; secondly, the
3
students did not have any self-confidence to speak in English, and the last was the
monotonous teaching method used by the teacher in the classroom.
1.2 Research Problem
Based on the above background of the study, the research problem is
stated as follows,” Does teaching speaking using flashcards improve the speaking
skill of the seventh grade students at Mts Al-Urwatul Wutsqo Jombang?”
1.3 Hypothesis
Ho (null hypothesis): teaching speaking by using flashcard does not improve
students speaking ability at Mts Al-Urwatul Wutsqo Jombang.
Hi (Alternative hypothesis): teaching speaking by using flashcard improve
the students speaking ability at Mts Al-Urwatul Wutsqo Jombang.
1.4 Research Objective
The purpose of the research is to investigate whether or not teaching
speaking using flashcards significantly improve the speaking skill of the seventh
grade students at Mts Al-Urwatul Wutsqo Jombang.
1.5 Scope and Limitation
The scope of the study is focused on teaching speaking using flashcards.
Then, this study is limited to the seventh grade students at MTs Al-Urwatul
Wutsqo Jombang.
4
1.6 Research Contribution
The result of the research is expected to be useful for teachers, students
and next researchers. By reading the result of this study, the teachers are expected
to be able to use flashcards for teaching speaking skill. Flashcards can help the
teacher develop teaching learning activities. On the other hand, flashcards help
students to learn speaking easily and understand the teachers’ explanation in
English through the pictures, symbols, and texts. For next researchers, the results
of this research can be used as a reference to conduct researchers within similar
topics, such as the effective way to teach reading using flashcards, and the
effective way to teach writing using flashcards.
1.7 Definition of the Key Terms
To avoid misunderstanding of the terms used in this study, several key
terms are defined as follows:
Flashcard is a card printed with pictures, texts or symbols that guide students
into something that has any correlation with those pictures, texts or symbols.
(Arsyad, 2010 )
Speaking is an interactive process of constructing meaning that involves
producing, receiving, and processing information. (Brown in Murdiyanti,
2013)
MTs Al Urwatul Wutsqo Jombang is the place to conduct the research.
5
The Use of Flashcard to Improve the Speaking Skill of the
Seventh Grade Students at Mts Al-Urwatul
Al Urwatul Wutsqo Jombang
THESIS
By:
Ismar Dian Arini
201110100311025
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
i
The Use of Flashcard to Improve the Speaking Skill of the
Seventh Grade Students at Mts Al-Urwatul
Al Urwatul Wutsqo Jombang
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Department
By:
Ismar Dian Arini
201110100311025
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
i
ii
MOTTO AND DEDICATION
“If you fall a thousand times, Stand up millions of
times because you do not know how close you are to
success”
DEDICATION:
I Dedicate this thesis to:
My beloved father and mother,
My brother,
My closed friends .
iii
ORIGINALITY DECLARATION
The undersigned:
Name
: Ismar Dian Arini
Student ID number
: 201110100311025
Program of Study
: English Department
Faculty
: Faculty of Teacher Training and Education
I declare that the work presented in this thesis was carried out by myself and does
not incorporate without acknowledgement any material previously submitted for a
degree or diploma in any university. To the best of my knowledge this thesis does
not contain any materials previously published or written by another person
except where due reference is made in text.
Malang, October, 2015
Ismar Dian Arini
iv
ACKNOWLEDGEMENTS
Alhamdulillahi Robbil Alamin, with the blessings and mercies of Allah
SWT, finally the writer could finish this thesis.
The writer would like to express her deepest gratitude to Dr. Hartono,
M.Pd as the first advisor and Mrs. Nurakhfini Septiany, M.A., M.Ed as the
second advisor who had given guidance, correction, suggestion, and support
along the process of writing her thesis from the beginning until end.
Her sincere gratitude and appreciation are also extended to the English
teacher, (Mrs.Nuning), and head master at MTs Al-Urwatul Wutsqo Jombang
who had given her opportunity to conduct the research.
Moreover, she would like to express her big gratitude to her beloved
parents, Moch.Arifin and Sriati, who always give her their support, praying and
love till the end of the time. She also thanks her brothers (Rendi and Eka) and
her cousin (Feby) for their support and encouragement to face the indefinite
problems. Then, she would like to express her thank to all her beloved friends
(Arieska Satifa, Siti Humairoh, Saza Rozella kasih, lulu Nasefah and her
partner) who always supported her and accompanied her during writing this
thesis.
Malang, 2015
The writer
Ismar Dian Arini
v
TABLE OF CONTENTS
Approval page ...................................................................................................... i
Dedication and Motto ........................................................................................ iii
Statement of Work’s originality .......................................................................... iv
Abstract .............................................................................................................. v
Acknowledgement ............................................................................................. vi
Table of Contents .............................................................................................. vii
CHAPTER I
INTRODUCTION
1.1 Research Background…………………………………………….………..…1
1.2 Research Problem………………………………………….............................4
1.3 Hypothesis……….……………………………………...................................4
1.4 Research Objective…………………………………………………………...4
1.5 Scope and Limitation...……………...…………………..................................4
1.6 Research Contribution………………………...……………………………...5
1.7 Definition of The Key Terms……….……………………………………..…5
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Teaching Speaking…………………………………………………………...6
2.2 Teaching Media………………………….………………………..……….....7
2.3 Flashcard…………………………………...……….……………………….10
2.4 Teaching Speaking Through Flashcard……...………………………….......10
CHAPTER III RESEARCH DESIGN
3.1 Research Design ………………………………………………………….....13
3.2 Population Research………………………..…..............................................14
3.3 Research Instrument…………………………………………………………14
3.4 Treatment……………………………………………………………...……..15
3.5 Data Collection……………………………………………………………....17
3.6 Data Analysis……………………………………….………………………..18
vi
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
1.1 Research Findings…………………………………………………………....21
1.2 Discussion………………………..……………..............................................23
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions…………………………………………………….....................26
5.2 Suggestions……………………..……………...............................................27
REFERENCES…………………………………………………………………..28
APPENDIXS……………………………………………………………….…....30
vii
REFRENCES
Arsyad, Azhar. 2011. ”Media Pembelajaran”. Jakarta : PT Raja Grafindo
Persada.Rajawali pers.
Ary, Donald et al. 2010. “Introduction to Research in Education (Eight Edition”).
USA : Wadsworth.
Arita, Yun. 2008. “A Study of Students’ Problems in Daily English Speaking
Activity at SMA POMOSDA TANJUNGANOM NGANJUK”. Malang
: University of Muhammadiyah Malang.
Bygate, Martin. 2000. “Language Teaching A Scheme for Teacher Education”.
Speaking. New York (Oxford) : University Press.
Cahyono and Mukminatien. 2011. “Techniques and Strategies to Enhance English
Language Learning”. Malang : State University of Malang Press.
Depdiknas. 2006. "Peraturan Menteri Pendidikan Nasional No. 22 tentang Standar
Isi Mata Pelajaran Bahasa Inggris SMP dan MTS". Jakarta.
Diyanah, Lafifatud. 2008. ”The Effectiveness of Using Flash Card in Teaching
English Grammar at MTS Wahid Hasyim 1 Dau Malang”. Malang :
University of Muhammadiyah Malang.
Fajarianti, Briana.2010.” The Teaching Media for Teaching Vocabulary to The 1st
Grade Students of Elementary School at Pucang 2 Sidoarjo”. Malang :
University Of Muhammadiyah Malang.
Harmer, Jeremy. 2007. “How to Teach English”. England : Pearson- Longman.
Harmer, Jeremy. 2002. “The Practice of English Language Teaching”. England :
Pearson- Longman.
Munadi,Yudhi. 2013. ”Media Pembelajaran Sebuah Pendekatan Baru”. Jakarta :
GP Press Group.
Murdiyanti, Ike. 2013. ”The Teaching Strategy in Speaking Used by English
Teacher in TK Senaputra Malang”. Malang : University of
Muhammadiyah Malang.
Ng, Davie.2011. “ Benefits f Using The Flash Card”.(http://qualityflshcards.com).
Nugroho, Yoseph. 2012.” Improving Students Vocabulary Mastery Using
Flashcards.” Surakarta : University Of Sebelas Maret.
28
Nunan, David. 2003. “Practical English Language Teaching.” New York :
McGraw-Hill.
Ramadhani, Yulita. 2005. ”The Use of Flashcards in Teaching Vocabulary in The
Kindergarten in Angkasa Balikpapan.” Malang : University of
Muhammadiyah Malang.
29