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F. Definition of Terms
1. Flash Cards
Mukalel 2004: 147 explains that flash cards are small cards, big enough to carry; 1 part of sentences, 2 phrases, 3 single words, 4 minimal pairs and
so on. This card is added by single words of the present form, past form, and past participle of irregular verbs. The students can pronounce and memorize the
irregular verbs well through the flash cards. Flash on the past form of irregular verbs can be defined implies to flash for learning tool which can help the teacher
in teaching irregular verb. This flash card is especially used to teach the past forms of irregular verbs.
2. Irregular Verbs Mastery
According to Greenbaum Quirk 1990: 29, irregular verb mastery can differ from regular verbs in that either the past inflection, or the
–ed participle inflection, or both of these, are irregular. Irregular verbs either do not have the
regular –ed inflection, or else have a variant of that inflection in which the d is
devoiced to t, for instance, send-sent-sent. Irregular verb mastery is a knowledge to understand the present verb that is changed into the past form without having
the –edd inflection in the end of the word. In this research, the participants can
differentiate whether the verb which is added by –edd inflection regular verb or
the verbs which is added by a variant of the inflection.
3. Eighth Grade Students
The eighth grade students are those who are in the second year in SMP N 3 Klaten. The age of the students ranges between 13-14 years old. Based on the
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observation done by the researcher, the students of VIIIB in SMP N 3 Klaten had difficulties in understanding the past form of irregular verbs. As a result, the
students cannot write the correct past form of verbs in filling in the blanks in a recount text. Therefore, the use of flash cards can help the students improve their
irregular verb mastery.
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CHAPTER II REVIEW OF RELATED LITERATURE
In this chapter, the researcher presents a discussion on some theories as the foundation of this research. It will be divided into two parts. They are the
theoretical description and theoretical framework. The theoretical description discusses the underlying theories which are related to the implementation of flash
cards to improve the students’ irregular verb mastery. Meanwhile, the theoretical
framework concludes all relevant theories which can help the researcher to answer the research problem.
A. Theoretical Description
The theoretical description contains related theories to this research. This part presents five major topics. They are theories of standard of content VIII,
theories of recount text, theories of teaching grammar, theories of teaching media, theories of flash cards, and theories on classroom action research.
1. Standard of Content of VIII Grade Students
In Indonesian curriculum 2006, Junior High School students are expected to be able to communicate or to participate in the creation of text that serves their
daily needs to entertain themselves, to read manuals, to carry out transaction exchange and to write simple narratives, descriptions, reports, and recounts
Depdiknas 2006. Unfortunately, there are some Junior High School students who encounter the problem in comprehending English in many forms of text
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