The Effect of Using Flashcards on Students' Vocabulary Achievement (A Quasi-experimental Study at the Seventh Grade Students of SMPN 178 Jakarta)
THE EFFECT OF USING FLASHCARDS ON STUDENTS’
VOCABULARY ACHIEVEMENT
(A Quasi-experimental Study at the Seventh Grade Students
of SMPN 178 Jakarta)
By:
Mayristanti
1112014000029
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2016
ACKNOWLEDGEMENT
In the name of Allah, the Most Beneficent, the Most Merciful. All praise
be to Allah, Lord of the World, who has bestowed His love upon the writer in
completing the last assignment in her study or “skripsi” which the title is “The
Effect of Using Flashcards on Students’ Vocabulary Achievement”. Peace and
blessing be upon to the Prophet Muhammad shalallahu ‘alaihiwassalam, to his
family, his companion, and his adherent.
In this occasion, the writer would like express her deepest gratitude to her
beloved parents, Maskur and Sunarti for giving the writer their love, motivation,
advice, support and pray all the time. She also would like to thank her sisters, Puji
Astuti and Fitri Wahyuni, for love, motivation and pray to finish this “skripsi”.
Moreover, the writer would like to give her gratitude and honor to her
advisors, Dr. Farida Hamid, M.Pd. and Ertin, M.A.TESOL., for their kindness,
advice, help, suggestions and patience in correcting and helping her during
completing this ”skripsi”. Then, the writer also would like to give her gratitude
and appreciation to:
1.
Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of Educational
Sciences
2.
Dr. Alek, M.Pd., as the Head of Department of English Education.
3.
Mr. Zaharil Anasy, M.Hum., as the secretary of Department of English
Education.
4.
All lecturers and staffs of Department of English Education who have taught
and educated the writer during her study.
5.
Neneng Sunengsih, M.Pd., as the academic advisor.
6.
Drs. Susmulyadi, M.Pd., as the Headmaster of SMPN 178 Jakarta, Drs.
Yahya, as English teacher and also all the teachers and staffs of SMPN 178
Jakarta who gave their kindness by giving the writer permission to conduct
the research.
7.
Students in academic year 2016/2017 of SMPN 178 Jakarta, especially class
7.1 and class 7.4.
i
8.
All friends in Department of English Education, especially A class 2012 and
Quinzee for the great friendship, support, togetherness and knowledge they
have shared.
The words are not enough to say any appreciation for their contribution
and help in this “skripsi”. May Allah, the Almighty, bless them all. Furthermore,
the writer realizes that this “skripsi” is far from being perfect. Therefore, it is
pleasure for her to get suggestion and comment to make this “skripsi” better.
Jakarta, November 2016
The Writer
ii
ABSTRACT
Mayristanti, 1112014000029. The Effect of Using Flashcards on Students’
Vocabulary Achievement (A Quasi-experimental Study at the Seventh
Grade Students of SMPN 178 Jakarta), Skripsi, Department of English
Education, Faculty of Educational Sciences, Syarif Hidayatullah State
Islamic University Jakarta.
Keywords: Effect, Flashcards, Vocabulary, Noun, Adjective
This study was aimed to obtain the empirical evidence of the use of
flashcards in teaching vocabulary. Specifically, the objective of this study was to
investigate whether or not flashcards was effective on students’ vocabulary
achievement of noun words and adjective words at the seventh grade of SMPN
178 Jakarta. The research method used in this study was a quasi-experimental
research. The samples were class 7.1 as experimental class and class 7.4 as
controlled class taken from the seventh grade students of SMPN 178 Jakarta by
using purposive sampling techniques. The experimental class was taught by using
flashcards while the controlled class was taught without using flashcards. Both
classes were given pre-test and post-test. Pre-test and post-test consisted of 30
multiple-choice questions. The collected data in this research were analyzed by
using t-test. The result of data analysis showed, the t-value was 2,036 with degree
of freedom 63 in the significant level 5% and the t-table was 1,998. It meant that
t-value was higher than t-table. Therefore, the null hypothesis (Hₒ) was rejected
and alternative hypothesis (Hₐ) was accepted. There was significant difference
between students’ vocabulary achievement by using flashcards and without
flashcards. Thus, it could be concluded that the teaching vocabulary using
flashcards was effective on students’ vocabulary achievement (noun and
adjective).
iii
ABSTRAK
Mayristanti, 1112014000029. Pengaruh Penggunaan Flashcards pada
Prestasi Kosakata Siswa (Penelitian Kuasi-eksperimen pada Siswa
Kelas 7 SMPN 178 Jakarta), Skripsi, Jurusan Pendidikan Bahasa Inggris,
Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif
Hidayatullah Jakarta.
Kata Kunci: Pengaruh, Flashcards, Kosakata, Kata Benda, Kata Sifat
Penelitian ini bertujuan mendapatkan bukti empiris tentang flashcards
dalam proses belajar dan mengajar kosakata. Secara khusus, tujuan penelitian ini
adalah untuk mengetahui apakah flashcards efektif pada prestasi kosakata (kata
benda dan kata sifat) siswa kelas 7 SMPN 178 Jakarta. Metode penelitian yang
digunakan pada penelitian ini adalah kuasi eksperimen. Subjek penelitian ini
adalah siswa kelas 7.1 sebagai kelas eksperimen dan siswa kelas 7.4 sebagai kelas
kontrol diambil dari siswa kelas 7 SMPN 178 Jakarta dengan menggunakan
teknik sampling bertujuan. Pada kelas eksperimen diajarkan menggunakan
flashcards sedangkan kelas control diajarkan tidak menggunakan flashcards.
Kedua kelas tersebut diberikan tes awal dan tes akhir. Tes-tes tersebut terdiri dari
30 soal pilihan ganda. Data yang terkumpul dalam penelitian ini dianalisis dengan
menggunakan uji-t. Hasil analisis data menunjukkan nilai t hitung sebesar 2,036
dengan derajat kebebasan 63 pada taraf signifikansi 5% dan nilai t tabel sebesar
1,998. Itu artinya, nilai t hitung lebih besar daripada nilai t tabel. Oleh karena itu,
hipotesis nol (Hₒ) ditolak dan hipotesis alternatif (Hₐ) diterima. Ada perbedaan
yang signifikan antara prestasi kosakata siswa antara yang menggunakan
flashcards dengan yang tidak. Degan begitu, dapat disimpulkan bahwa pengajaran
kosakata menggunakan flashcards efektif pada prestasi kosakata (kata benda dan
kata sifat) siswa.
iv
TABLE OF CONTENTS
ACKNOWLEDGEMENT ............................................................................... i
ABSTRACT ...................................................................................................... iii
ABSTRAK ........................................................................................................ iv
TABLE OF CONTENTS ................................................................................. v
LIST OF TABLES ........................................................................................... viii
LIST OF FIGURES ......................................................................................... ix
LIST OF APPENDICES ................................................................................. x
CHAPTER I. INTRODUCTION.................................................................... 1
A. Background of the Study ................................................... 1
B. Problem Identification ....................................................... 3
C. Problem Limitation of the Problem .................................. 4
D. Formulation of the Problem .............................................. 4
E. Objective of the Study ....................................................... 4
F. Significance of the Study .................................................. 4
CHAPTER II. LITERATURE REVIEW ...................................................... 5
A. Vocabulary ........................................................................ 5
1.
Definition of Vocabulary ........................................... 5
2.
Techniques in Teaching Vocabulary ......................... 6
B. Flashcards .......................................................................... 7
1.
Definition of Flashcards ............................................. 7
2.
How to Get a Good Flashcards .................................. 8
3.
Advantages and Disadvantages of Flashcards ........... 9
C. Noun and Adjective .......................................................... 9
1.
Noun ........................................................................... 9
a. Definition of Noun ............................................... 9
b. Types of Noun ...................................................... 10
c. Function of Noun ................................................. 11
2.
Adjective .................................................................... 12
v
a. Definition of Adjective ........................................ 12
b. Types of Adjective ............................................... 12
c. Function of Adjective .......................................... 13
D. Teaching Vocabulary by Using Flashcards ...................... 14
E. Thinking Framework ......................................................... 16
F. Previous Study .................................................................. 16
G. Research Hypothesis ......................................................... 17
CHAPTER III. RESEARCH METHODOLOGY ........................................ 18
A. Place and Time of the Study ............................................. 18
B. Research Method ............................................................... 18
C. Population and Sample ...................................................... 18
D. Instrument of the Research ............................................... 19
1. Conceptual Definition ................................................. 19
2. Operational Definition ................................................ 19
E. Technique of Data Collection ........................................... 20
F. Technique of Data Analysis .............................................. 20
1. Normality Test ............................................................ 20
2. Homogeneity Test ....................................................... 21
3. Hypothesis Test ........................................................... 21
G. Statistical Hypothesis ........................................................ 23
CHAPTER IV. RESEARCH FINDING AND INTERPRETATION ......... 24
A. Research Finding ............................................................... 24
1. The Description of the Data ........................................ 24
a. Experimental Class ................................................ 24
b. Controlled Class .................................................... 28
B. The Analysis of the Data ................................................... 33
1. Normality Test ............................................................ 33
2. Homogeneity Test ....................................................... 34
3. Hypothesis Test ........................................................... 35
vi
C. The Interpretation .............................................................. 36
CHAPTER V. CONCLUSION AND SUGGESTION .................................. 38
A. Conclusion ........................................................................ 38
B. Suggestion ......................................................................... 38
REFERENCES ................................................................................................. 39
APPENDICES .................................................................................................. 41
vii
LIST OF TABLES
Table 4.1 Pre-test and Post-test Score of Experimental Class ........................... 24
Table 4.2 Frequency Distribution of Pre-test Score in Experimental Class ...... 26
Table 4.3 Frequency Distribution of Post-test Score in Experimental Class ..... 27
Table 4.4 Pre-test and Post-test Score of Controlled Class ................................ 28
Table 4.5 Frequency Distribution of Pre-test Score in Controlled Class ........... 30
Table 4.6 Frequency Distribution of Post-test Score in Controlled Class ......... 31
Table 4.7 Normality Test of Pre-test and Post-Test between Experimental
Class and Controlled Class ................................................................ 33
Table 4.8 Homogeneity Test of Pre-test and Post-Test between Experimental
Class and Controlled Class ................................................................ 34
Table 4.9 Group Statistic of Post-test Score between Experimental Class and
Controlled Class ................................................................................ 35
Table 4.10 t-test Result ...................................................................................... 36
viii
LIST OF FIGURES
Figure 4.1 Diagram of Frequency Distribution of Pre-test Score in
Experimental Class ........................................................................... 27
Figure 4.2 Diagram of Frequency Distribution of Post-test Score in
Experimental Class ........................................................................... 28
Figure 4.3 Diagram of Frequency Distribution of Pre-test Score in
Controlled Class ............................................................................... 31
Figure 4.4 Diagram of Frequency Distribution of Post-test Score in
Controlled Class ............................................................................... 32
Figure 4.5 Diagram of the Average of Pre-test and Post-test Score between
Experimental Class and Controlled Class ........................................ 33
ix
LIST OF APPENDICES
Appendix 1. Silabus .......................................................................................... 41
Appendix 2. Kisi-Kisi Soal Pre-test .................................................................. 42
Appendix 3. Kisi-Kisi Soal Post-test ................................................................ 43
Appendix 4. Question for Validity Test ............................................................ 44
Appendix 5. The Result of Validity Test (ANATES) ....................................... 50
Appendix 6. Research Instrument—Pre-test ..................................................... 63
Appendix 7. Research Instrument—Post-test ................................................... 68
Appendix 8. Lesson Plan of Experimental Class .............................................. 72
Appendix 9. Lesson Plan of Controlled Class .................................................. 79
Appendix 10. Surat Bimbingan Skripsi ............................................................ 85
Appendix 11. Surat Permohonan Izin Penelitian .............................................. 87
Appendix 12. Surat Keterangan Pelaksanaan Penelitian .................................. 88
x
CHAPTER I
INTRODUCTION
This chapter presents about introduction in this study. It serves background
of the study, problem identification, problem limitation of the problem,
formulation of the problem, objective of the study, and significance of the study.
A. Background of the Study
English is an international language. It can be seen English is used among
countries in the world. In Indonesia, English is considered as a foreign language.
English is taught in elementary school to college level, and even in kindergarten
and pre-school. English is also one of subjects which be examined in National
Examination (UN).
Indonesian students learn English to improve their four language skills:
listening, speaking, reading and writing. To master those four skills, students have
to learn language elements like structure, sounds and vocabulary. According to
Palmer, as cited in Richards, vocabulary is one of the most essential components
of foreign language learning.1 Moreover, language students need to learn about
vocabulary of the language. It means that they need to know about its form,
meaning and its use.2
Furthermore, on 2013 Curriculum (Kurikulum 2013) teaching vocabulary
for seventh grade junior high school is mostly implicitly taught which based on
taught material. Students are expected to be able to express meaningful ideas and
contextual in term of functional text and simple short essay. The work of
vocabulary is presented in the form of some text types.3
Regarding to vocabulary mastery, some researchers have dealt with
students’ vocabulary problems. They have shown that vocabulary problems
1
Jack Richards, Approaches and Methods in Language Teaching, (America: Cambridge
University Press, 2001), p. 37.
2
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,
1991), p. 23.
3
Kementerian Pendidikan dan Kebudayaan, Buku Guru Bahasa Inggris untuk
SMP/MTs Kelas VII Kurikulum 2013, (Jakarta: Kemendikbud, 2013), pp. 2—9.
1
2
interfere with students’ communication. In other words, students would have
problem in speaking, listening, reading and writing when they do not know or use
the right words.4 As well as, Aslan stated that insufficient vocabulary knowledge
will effect in lack of meaningful communication.5
In this research, the writer focuses on vocabulary especially for noun and
adjective words. According to basic competences of 2013 Curriculum, “KD 3.5:
students need to understand social functions, structure texts and language features,
from oral text and written text to mention name and number of animals, things
and public places which around students’ daily life, and KD 3.7: students need to
understand social functions, structure texts and language features, from oral text
and written text to mention characteristics of people, animals and things.”6
To achieve the basic competences, students need to understand about noun
and adjective words. Noun is word that used to name a person, thing, place or
event. Noun has certain function in sentence structure which is as a subject or
object. Whereas, adjective is word that describe a noun or pronoun.
However, students often face problems in mastering vocabulary. It is based
on the writer’s observation while she did PPKT (Praktik Profesi Keguruan
Terpadu) at SMPN 178 Jakarta. The problems may be caused by some reason.
Firstly, most students are lack of English vocabulary. Due to the fact, English is as
foreign language, most of students have not known with many English words.
Secondly, students are passive in teaching and learning process. It happens
because they think that the teacher would punish them if they make mistake
and/or other students would tease them instead, and also if they find difficult word
or vocabulary which they do not know the meaning, they just skip that word
without looking up its meaning. Additionally, teachers teach vocabulary using
conventional ways. For examples, teachers ask students to read a text, and write
Maryam E Komachali and Mohommadreza Khodareza, ‘The Effect of Using
Vocabulary Flash Card on Iranian Pre-University Students’ Vocabulary Knowledge’ International
Education Studies, 2012, Vol. 5, No. 3, p. 134.
5
Yasin Aslan, ‘Teaching Vocabulary Effectively through Flashcards’, International
Journal of Arts and Sciences, 2011, Vol. 4, No. 11, p. 348.
6
Kementerian Pendidikan dan Kebudayaan, Buku Guru Bahasa Inggris untuk
SMP/MTs Kelas VII Kurikulum 2013, (Jakarta: Kemendikbud, 2013), p. 3.
4
3
down difficult words then teacher would translate the words, and/or teachers give
students vocabulary list and ask them to memorize the words. Lastly, students
may have low motivation in learning English vocabulary because they feel bored
when remembering vocabulary by using vocabulary list only.
In this case, teachers need to use appropriate teaching strategy which could
help students to acquire vocabulary. In addition, the teaching process needs to
have good materials and well preparation by the teacher. Regarding to this,
teacher can give students materials accompanied by visual. The media which can
be used is using flashcards in teaching and learning process.
Flashcards is a tool that can be used in teaching and learning process. The
use of flashcards might be more effective than word list.7 Flashcard could be fun,
colorful, and creative way to aid in memory and retention of vocabulary words.
Flashcards also could boost students’ motivation in learning process. Moreover,
flashcards might be useful in teaching and learning process, and it might provide
stimulus to students in mastering vocabulary.
Based on the background explanation, the writer wants to conduct a quasiexperimental study in SMPN 178 Jakarta. The writer chooses SMPN 178 Jakarta
as a place for doing the research because the writer did teaching training or PPKT
(Praktik Profesi Keguruan Terpadu) in that school. Therefore, it will be good for
the writer to find out whether or not flashcards effects students’ vocabulary
achievement at the seventh grade of SMPN 178 Jakarta. Therefore the study will
be entitled: “The Effect of Using Flashcards on Students’ Vocabulary
Achievement”.
B. Problem Identification
Based on the background above, there are problem which related with this
research. The problem can be identified as follows:
1. Most students at the seventh grade of SMPN 178 Jakarta are lack of English
vocabulary.
7
Maryam E Komachali and Mohommadreza Khodareza, ‘The Effect of Using
Vocabulary Flash Card on Iranian Pre-University Students’ Vocabulary Knowledge’ International
Education Studies, 2012, Vol. 5, No. 3, p. 135.
4
2. Students are passive in teaching and learning process.
3. Teachers teach vocabulary using conventional ways.
4. Students may have low motivation in learning English vocabulary.
C. Problem Limitation of the Problem
In this study, the writer would like to focus on examining the effect of
flashcards in teaching vocabulary on the seventh grade students of SMPN 178
Jakarta. Then, this study is focused on vocabulary achievement of noun words and
adjective words.
D. Formulation of the Problem
The formulation of the problem is “Was there any effect of using
flashcards on students’ achievement of noun and adjective at seventh grade of
SMPN 178 Jakarta?”
E. Objective of the Study
The objective of this study is to find out whether or not flashcards is
effective on students’ vocabulary achievement of noun words and adjective words
at seventh grade of SMPN 178 Jakarta.
F. Significance of the Study
By the results of this study, the writer hopes, firstly it can help the writer
and all of English teachers to teach in interesting way, and it also makes teachers
to be more creative in improving students’ vocabulary achievement. Second, it
can help students to improve their vocabulary and they can acquire the vocabulary
by recalling the picture. Third, for SMPN 178 Jakarta, it is hoped that this school
can provide tools such as flashcards in teaching and learning process effectively.
The last for other researchers, it is hoped that this study could give addition
information or references in conducting for the best result.
CHAPTER II
LITERATURE REVIEW
This chapter discusses about literature review. It talks about vocabulary,
flashcards, advantages and disadvantages of flashcards, noun and adjective,
teaching vocabulary by using flashcards, thinking framework, previous study, and
research hypothesis.
A. Vocabulary
1. Definition of Vocabulary
In learning a foreign language, students are required to master four
language skills; listening, speaking, reading, and writing. To master those four
language skills cannot be separated from vocabulary. Richards defines that
vocabulary is one of the most tangible parts of language and one of the first things
to take attention.1 In addition, vocabulary is principal to successful language
acquisition.2 Vocabulary is a basic unit in building up skills and knowledge.3
Language teaching experts generally agree that vocabulary is one of the
most important aspects for foreign language students to acquire since it is
significant in conveying the meaning of a message. In brief, vocabulary represents
a set of words of a language and vocabulary have its own meaning to express
speaker’s mind or feeling in meaningful way.
Moreover, some experts explain the importance of vocabulary learning.
Firstly, according to David Wilkins, as cited in Thornbury, vocabulary learning is
important than grammar learning because “without grammar very little can be
conveyed, without vocabulary nothing can be conveyed.” Furthermore, someone
who learns grammar can say very little with grammar and someone who learns
1
Jack Richards, Curriculum Development in Language Teaching, (America: Cambridge
University Press, 2001), p. 4.
2
David Nunan, Teaching English to Speakers of other Languages, (New York:
Routledge, 2015), p. 105.
3
Lynne Cameron, Teaching Languages to Young Learners, (UK: Cambridge University
Press, 2001), p. 73.
5
6
words and expression can say almost anything with words.4 Secondly, McCarthy
stated “no matter how well and successfully the student learns grammar and the
sounds of second language are mastered, without words communication cannot
happen in meaningful way.”5
In conclusion, vocabulary is one of the most essential part of language and
vocabulary has important role in meaningful communication.
2. Techniques in Teaching Vocabulary
Teaching technique is essential in teaching and learning process. Teaching
techniques should be chosen appropriately. It is teachers’ task to use vocabulary
teaching technique appropriately. Nation, as cited in Cameron, lists basic
techniques in explaining the meanings of new words:
a. By demonstration or pictures: use an object, use a cut-out figure, use gesture,
perform an action, use photographs, use drawings or diagrams on the board,
and use pictures from books.
b. By verbal explanation: analytical definition, put the new words in a defining
context, and translate into another language.6
Furthermore, Harmer listed seven techniques in presenting and/or
explaining new words into the classroom: realia, pictures, mime, action and
gesture, contrast, enumeration, explanation and translation. There are also some
ways of presenting the sounds of the words: through modelling, through visual
representation, and through phonetic symbols.7
Teacher can also consider to choose visual techniques or visual aids.
Visuals can be used for various activities of lesson such as presenting new
vocabulary or introducing new topic, as practicing tools, and reviewing material
which has been presented. Besides, showing visuals can be used to keep students’
4
Scott Thornbury, How to Teach Vocabulary, (Malaysia: Pearson Education Limited,
2002), p. 13.
5
Michael McCarthy, Language Teaching: A Scheme for Teacher Education;
Vocabulary, (New York: Oxford University Press 1990), p. viii.
6
Lynne Cameron, Teaching Languages to Young Learners, (UK: Cambridge University
Press, 2001), p. 85.
7
Jeremy Harmer, The Practice of English Language Teaching, (America: Longman,
1991), pp. 161—163.
7
attention and make the class more interesting, more real and joyful.8 Visual
techniques also can be used to help the learner to discover the meaning of word.
Good visual aids can be used more than once or again and again, and it can
be used by different teachers. Doff mentions five visual aids that can be used: the
teachers themselves, the blackboard, real objects, flashcards and pictures and
charts.9 Similar to Doff, Linda Kunz, as cited in Ilyin and Tragardh, lists some
type of visual material for teaching oral language: realia, pictures, flashcards,
flannelboard, puppets and telephones, and communication activities.10
In short, teaching technique is one of important part in teaching and
learning process. It helps teachers in presenting or explaining and practicing
learning material in the class. Based on explanation technique in teaching
vocabulary above, there are so many ways that teachers can apply in the class, so
teachers can use various techniques to support teaching vocabulary successfully.
Although, there are certainly some other factors in supporting teaching and
learning process such as teachers’ teaching ability, class management, optimal
learning process management and appropriate media.
B. Flashcards
1. Definition of Flashcards
Regarding to visual techniques, flashcards can be used as one of visual
aids to illustrate meaning of words and it can also be used to practice words.11
Flashcards are teaching aid for pictures which teachers can show them to the all
students in class.12 According to Haycraft, flashcards are cards with words and/or
pictures on them. Flashcards should be big enough to be seen clearly by the whole
8
Adrian Doff, Teach English: A Training Course for Teachers, (UK: Cambridge
university Press, 1992), p. 82.
9
Doff, op. cit., pp. 82—83.
10
Donna Ilyin and Thomas Tragardh, Classroom Practices in Adult ESL, (Washington,
D.C.: TESOL, 1980), p. 53.
11
Scott Thornbury, How to Teach Vocabulary, (Malaysia: Pearson Education Limited,
2002), pp. 78—80.
12
Jim Scrivener, Learning Teaching: The Essential Guide to English Language
Teaching, (Macmillan), p. 349.
8
class. They can be used for joining vocabulary, practicing structure and word
order or for kinds of games.13
Additionally, flashcards are cards with pictures which teachers hold them
up in the class. Flashcards have various benefits as teaching tools, they can be
used for presenting and practicing new words and structures and for revision.14
Flashcards are useful for teaching aid and can be used as part of various activities.
According to Scrivener, flashcards have few typical uses which teachers can do:
a. to show the meaning of a vocabulary item
b. to give visual image or presentations of language
c. to tell a story, by providing particular images to help students’ understanding
d. to remind students of a specific grammar point
e. as tools storytelling activities
f. as tools for variety of games, and etc.15
In summary, pictures have been used for long time to help students in
learning various aspects of foreign language. Pictures can motivate students in
learning process, make the subject clearer, and illustrate general idea of
language.16 Flashcards are pictures cards, therefore they could help students to
understand the material which especially in this study vocabulary achievement in
interesting way for junior high school. Moreover, it is also helpful for teachers in
presenting vocabulary with flashcards/pictures rather than bringing the real object
in class for instance.
2. How to Get a Good Flashcards
Teachers can get flashcards by buying them in store. On the other hand,
teachers can get flashcards easily by making them. Teachers can draw or stick a
picture on the cards. Good and appropriate pictures can be found from magazine,
13
John Haycraft, An Introduction to English Language Teaching, (Singapore: Longman
Group, 1986), p. 102.
14
Adrian Doff, Teach English: A Training Course for Teachers, (UK: Cambridge
University Press, 1992), p. 82.
15
Jim Scrivener, Learning Teaching: The Essential Guide to English Language
Teaching, (Macmillan), p. 349.
16
Andrew Wright, Pictures for Language Learning, (New York: Cambridge University
Press, 1989), p. 136.
9
advertising leaflet, internet and etc. Generally, pictures on the flashcards should
be large and clear which would be clearly to be seen to entire class. After having a
number of flashcards, teachers should organize them, for instance sorted the
flashcards by topic.17 After flashcards have been used it can be kept and teachers
can use them again in other time or place. Also, flashcards can be shared or used
by different teachers.
3. Advantages and Disadvantages of Flashcards
a. Advantages of flashcards are:
1. Flashcards are easy to get by buying in the store or making by drawing or
sticking pictures on them. 18
2. Flashcards can be used as part of various activities.
3. They can be used more than once or again and again.
b. Disadvantages of flashcards are:
1. A number of flashcards need to be organized by topic.19
2. Flashcards need careful thought and preparation in advance
3. In making flashcards, it is difficult to find pictures in the right size but
simple enough.20
C. Noun and Adjective
1. Noun
a. Definition of Noun
Noun is one of part of speech. There are some opinions from experts about
the definition of noun. Firstly, Curme states that noun is the name of animate
thing or inanimate thing (Jane, Harry, rabbit, sheep, cat, shirt, house, tree, Paris,
Mecca, music).21 Secondly, based on Huddleston, noun is one of grammatical
17
Scrivener, loc. cit.
John Haycraft, An Introduction to English Language Teaching, (Singapore: Longman
Group, 1986), p. 102.
19
Scrivener, loc. cit.
20
Adrian Doff, Teach English: A Training Course for Teachers, (UK: Cambridge
University Press, 1992), p. 82.
21
George O. Curme, English Grammar, (New York: Barnes & Noble Inc., 1966), p. 11.
18
10
category of words which denotes all kinds of living creatures, such as person,
animals and lifeless objects.22
Furthermore, Frank claims that noun is one of the most important part of
speech. In a sentence arrangement, noun has important role to make sentence
complete which is together with verb. Additionally, noun may function as the
main word in many structure of modification such as the subject of the clause, the
object of a verb, and etc.23
From several definition above, it can be said that noun is a word or group
of words to name or identify a person, animal, thing, place or event which has
function as subject or object of a verb in a sentence.
b. Types of Noun
Fernald classifies two main classes of noun: common nouns and proper
nouns, which as well as Curme classifies:
1. Common noun is the name of an object or group of objects. Common noun
never begins with a capital letter except it is the first word in a sentence.24 A
common noun may not only be definite number form of a thing, but it may also
be indefinite number form of a thing, such as a formless mass, a material
(coffee, sand, water, silver), a collection of things or collective noun (nation,
team, class), a quality, action, general idea or abstract noun (kindness,
friendship, art).25
2. Proper noun is the specific or the particular name of an object or a group of
objects. A proper noun always begins with a capital letter (George, Jakarta,
Pasific)26.
Different with Fernald and Curme, Frank divides seven types of noun;
Rodney Huddleston, and Geoffrey K. Pullum, A Student’s Introduction to English
Grammar, (New York: Cambridge University Press, 2007), p. 83.
23
Marcella Frank, Modern English, (New Jersey: Prentice-Hall, Inc., 1972), p. 6.
24
James C. Fernald, English Grammar Simplified, (New York: Barnes & Noble Inc.,
1979), p. 3.
25
George O. Curme, English Grammar, (New York: Barnes & Noble Inc., 1966), pp.
11—12.
26
Fernald. loc. cit.
22
11
1. Proper and common, proper noun includes; personal names (Mr. Jack Irwin),
names of geographic units (England, London), names of nationalities and
religions (an American, Moslem), names of holidays (Christmas Eve), names
of time units (Saturday, December), personification word (Nature, Liberty).
The opposite of proper noun is called common noun which includes all other
nouns.
2. Concrete and abstract nouns, a concrete noun is a word used for real object or
actual object that can be perceived by the senses—it can be seen, touched,
tasted, heard and smelled (orange, boy). An abstract noun is a word for
concept, idea, emotion—it is an idea that exists in our minds and heart (beauty,
justice, success, love, kindness).
3. Countable and uncountable nouns, a countable refers to a thing which can be
counted. Countable noun can be made plural by the addition of –s (one girl,
two girls, apples). As opposed to countable noun, uncountable noun cannot be
counted (water, cheese). An uncountable noun is not used in the plural.
4. Collective nouns refers to a group of people, animals, or objects considered as
a single unit (audience, committee, class).
5. Compound noun are words or group of words made up of two or more words
that functions as a single part of speech (toothpaste, swimming pool, bus stop).
6. Adjective forms used as nouns which can be used with article the (The rich
help the poor)
7. Verb forms uses as nouns, it is called gerunds (swimming)27
c. Function of Noun
Nouns have various functions. The functions are; firstly, noun can be as
the subject, object, or complement of verb. Secondly, noun can be as the object of
a preposition. Thirdly, noun can be as a modifier or an appositive which after
and/or before a noun. Then, noun can be as a modifier of before and/or after
27
Marcella Frank, Modern English, (New Jersey: Prentice-Hall, Inc., 1972), pp. 6—9.
12
another noun, an adjective, or a verb. Lastly, noun in the possessive form can be
as determiner introducing another noun.28
Moreover Frank divides function of noun as; 1) subject of verb, 2)
complement of verb, 3) subjective complement (predicate noun), 4) objective
complement, 5) object of preposition, 6) noun in apposition (appositive), 7) noun
in direct address (vocative), 8) noun adjunct.29
2. Adjective
a. Definition of Adjective
Adjective is also one of part of speech. Curme defines that adjective is
word that is used to identify, or indicate a noun or pronoun.30 According to Frank,
adjective is a modifier that has the grammatical role of comparison. It is identified
by special derivational endings or by special adverbial modifiers that begin it.
Adjective usually is positioned before the noun or pronoun that it modifies, but it
fills other position as well after a link verb for instance.31
In brief, adjective is word that describe or modify other words, noun and
pronoun, which has role to quantify and/or qualify noun or noun phrase. Adjective
gives more information about the object which pointed out. Some sentences may
contain multiple adjectives.
b. Types of Adjective
There are some types of adjective. They are qualitative adjectives,
classifying adjectives, color adjectives, emphasizing adjectives, determiner, and
post determiners.32 In contrast, Fernald divides adjectives into two classes;
descriptive adjectives and limiting adjectives. Descriptive adjectives are used to
state some quality of noun or pronoun. Descriptive adjectives are subdivided into
participial adjectives and proper adjectives. Limiting adjectives are used to restrict
Vincent F. Hopper. et al., Essential of English, (Canada: Baron’s Educational Series,
Inc., 2000), p. 5.
29
Frank, op.cit., pp. 9—11.
30
George O. Curme, English Grammar, (New York: Barnes & Noble Inc., 1966), p. 18.
31
Frank, op.cit., p. 109.
32
Collins Cobuild, English Grammar, (London: HarperCollins Publishers, 1992), p. 63.
28
13
the meaning of noun or pronoun within some special limit. Limiting adjectives are
subdivided into adjectives of quantity and articles.33
Furthermore, Frank also classifies adjectives in two types; determiners and
descriptive adjective. Kinds of determiners are; articles, demonstrative adjectives,
possessive adjectives, numeral adjectives, adjectives of, indefinite quantity, and
relative and interrogative adjectives. Descriptive adjective usually appoint a
characteristic quality (beautiful, intelligent), or a physical state such as age, size,
color. Kinds of descriptive adjective are; proper adjectives, participle adjectives,
adjective compounds. 34
c. Function of Adjective
Adjective has functions as modifiers of nouns or pronoun and as
complements of link verb such as be, seem, and feel.35 Adjective modifies a noun
or a pronoun. There are some words that generally function as adjective and
sometimes used as other parts of speech:
1. As noun
Objects of prepositions, in idioms (by far, in general, for long)
2. As adverbs. These modify:
a. Verbs (hold tight, break loose)
b. Adverbs (far ahead, close by)
c. Other adjectives (boiling hot, dead drunk)
d. Prepositional phrases (deep in her heart, early in the year)36
33
James C. Fernald, English Grammar Simplified, (New York: Barnes & Noble Inc.,
1979), pp. 62—63.
34
Marcella Frank, Modern English, (New Jersey: Prentice-Hall, Inc., 1972), pp. 109—
110.
35
Vincent F. Hopper. et al., Essential of English, (Canada: Baron’s Educational Series,
Inc., 2000), p. 24.
36
Frank, op. cit., p. 112.
14
D. Teaching Vocabulary by Using Flashcards
There are some activities in teaching vocabulary with flashcards which can
be applied in the classroom. Read mentions ten ideas or activities for using
flashcards. They are:
1.
Flash, this activity is used in introducing and revising new words by showing
the one flashcard very fast, then the students will identify what the word of
the flashcard is.
2.
Slowly-slowly, cover flashcards and gradually reveal the flashcards, students
will identify the picture as soon as they recognize it.
3.
What’s missing?, stick some flashcards on the board, and ask the students to
repeat the words, then ask students to close their eyes and teacher removes
one flashcards, then students open their eyes and teacher ask them “What is
missing?” so students will remember answer which flashcards is missing.
4.
Magic eyes, stick six or some flashcards on the board in a row, and ask
students to repeat the word in rhythmic way, then remove the first flashcards
and continue in the same rhythmic way, then remove the second flashcards
and do the same until the last flashcards. This activity helps to train students’
memory through representation picture of the word.
5.
Lip reading, stick some flashcards on the board, then mention one of the
flashcards without sound, then students will guess the word by recognize
teacher’s lip.
6.
Flashcards riddles, stick some flashcards on the board, and mention some
characteristic of a picture the students will guess what the teacher means
7.
Flashcards groups, divide students in small groups and name the groups
based on flashcards, then give them instruction by mention their name group
so students will keep their attention or listening what the teacher’s instruction
is.
8.
Hands on heads, divide the class in two groups and assign them three or more
flashcards then mention word that belong to a group then they are asked to
respond it by putting their hands on their heads.
15
9.
Flashcards chain, ask students to sit in a circle then pass a flashcard to the
first student and ask relevant question about flashcards, after that move the
flashcards to the next students and ask relevant question in the same way,
after a flashcard pass three students then introduce to another flashcards and
do the same way until the all flashcards are complete.
10. Kim’s game, stick 12 to 15 flashcards with different topics on the board and
ask students to remember flashcards in a minute, after that remove all
flashcards and ask students to write down what flashcards they remember and
categorized the topics of flashcards.37
From those ten activities of using flashcards, the writer applies two
activities, What’s missing? and Flashcards Riddles and also the writer combines
with other activities.
1.
The writer sticks a set of flashcards on the board, point the flashcards and
drill the words to the students. After that, the students are asked to close their
eyes and the writer remove one or some of flashcards then the writer asks the
students “What is/are missing?” so students should remember which
flashcards are missing.
2.
The writer sticks a set of flashcards on the board, then the writer mentions
some characteristics of one of flashcards then the students answer what the
flashcard that the writer means.
3.
The writer shows the flashcards one by one which the words are covered,
then the writer asks the students “What is this?” by pointing the picture, and
the students answer the words based on the picture, then the writer shows the
words of the picture.
4.
The writer pronounces the words then the students repeat the word until they
pronounce the words correctly.
For more details, it can be seen in lesson plan in appendices.
37
Carol Read, Ideas for Using Flashcards, Macmillan ELT Spain, 2016,
(https://www.youtube.com/watch?v=X9KebTgfLJI).
16
E. Thinking Framework
Vocabulary is important component of a language. It means that
vocabulary learning is also essential in learning foreign language. By mastering
vocabulary, students are expected to be able to express their ideas or feelings and
to understand what others’ ideas or feelings. Meanwhile, learning vocabulary is
not easy, it is caused that English is as a foreign language which has different with
their mother tongue. Therefore, teachers need to use an appropriate and enjoyable
media.
One of media that can be used is flashcards. Flashcards are cards on which
pictures and words are printed or drawn. Flashcards can be used for presenting
and practicing vocabulary, and for a variety of games. The use of flashcards can
help students in learning vocabulary in interesting way.
From explanation above, the writer believes that the use of flashcards
could improve students’ vocabulary achievement.
F. Previous Study
To support this research, the writer refers to the previous research. The
first is an experimental study which was conducted by Komachali and Khodareza
at a public school in Astaneh, Iran in 2012. The aim of the study was to
investigate the effect of using vocabulary flashcards on Iranian pre-university
students’ vocabulary knowledge. The participants were 50 female students. They
were randomly assigned into groups which consisting of 25 students each of
group. The control group was given traditional treatment while the experimental
group was given flashcard treatment. The researchers started and ended the
research by gave pretest and posttest to the participants. The results in the posttest
showed significant differences between two groups. It showed the use of flashcard
significantly helped students’ vocabulary growth.38
Another study was a quasi-experimental study in the seventh grade of MTs
N 13 Jakarta conducted by Neneng Suhaimi in 2014. The researcher examined the
38
Maryam E Komachali and Mohommadreza Khodareza, ‘The Effect of Using
Vocabulary Flash Card on Iranian Pre-University Students’ Vocabulary Knowledge’ International
Education Studies, 2012, Vol. 5, No. 3, pp.134—147.
17
use of flashcards in improving students’ vocabulary. This study was conducted
through quasi-experimental study. The participants were 62 first grade students of
MTs N 13 Jakarta. Both experimental class and control class consisted of 31
students. The researcher gave the pretest and posttest in the beginning and at the
end of the study in both class. The average score of the posttest in experimental
class showed higher than control class. It meant that the use of flashcards is
effective in improving students’ vocabulary.39
The last study was an experiment study in Primary School in Konya,
Turkey conducted by Yasin Aslan in 2011. This study aimed to explain the use of
flashcards effectively in learning English vocabulary. This study was conducted
through an experiment research. The participants of the study were 11 male
students and 9 female students. They were randomly chosen from students of the
sixth class in Mahide Koşukçu Primary School in Konya, Turkey. After
completing the procedure or teaching the materials the researchers gave the
students exercise or test to check students’ comprehension of the material. The
results of the study showed that the use of flashcards can be very useful for
students in teaching vocabulary effectively and students’ attention indicated that
they enjoyed and were enthusiastic in vocabulary learning process with
flashcards.40
G. Research Hypothesis
Research hypothesis of this study is: students’ vocabulary achievement,
noun and adjective, which taught with flashcards is higher than students’
vocabulary achievement which taught without flashcards.
39
Neneng Suhaimi, “The Effectiveness of using Flash Card in Teaching Vocabulary”,
Thesis on UIN Syarif Hidayatullah Jakarta, Jakarta, 2014, not published.
40
Yasin Aslan, ‘Teaching Vocabulary Effectively through Flashcards’, International
Journal of Arts and Sciences, 2011, Vol. 4, No. 11, pp. 347—352.
CHAPTER III
RESEARCH METHODOLOGY
This chapter talks about research methodology that is used in this study. It
presents place and time of the study, research method, population and sample,
instrument of the study, technique of data collection, technique of data analysis,
and statistical hypothesis.
A. Place and Time of the Study
This research was conducted in SMPN 178 Jakarta which is located on Jl.
Mawar No. 64 Bintaro Pesanggrahan, South Jakarta. The focus was on seventh
grade in SMPN 178 Jakarta, academic year 2016/2017. It was conducted for two
weeks, started from November 7th 2016 and ended on November 18th 2016.
B. Research Method
This research was conducted quantitatively through quasi-experimental
design. According to Bowling, as cited in Blaxter et al, in the experiment research
there are experimental group which is exposed to the treatment and controlled
group which is not exposed.1 In other word, the experimental class was taught by
using flash card, while the controlled class was taught without using flashcards or
from textbook only. Quasi-experimental design focused on treatment and
outcome, hence the data was taken from pre-test and post-test in order to know the
effect of using flashcard on students’ vocabulary achievement.
C. Population and Sample
The population of this study was the seventh grade students of SMPN 178
Jakarta in the academic year 2016/2017. The total class of seventh grade was eight
classes. Then the sample that was used in this study were two classes of seventh
grade of
VOCABULARY ACHIEVEMENT
(A Quasi-experimental Study at the Seventh Grade Students
of SMPN 178 Jakarta)
By:
Mayristanti
1112014000029
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2016
ACKNOWLEDGEMENT
In the name of Allah, the Most Beneficent, the Most Merciful. All praise
be to Allah, Lord of the World, who has bestowed His love upon the writer in
completing the last assignment in her study or “skripsi” which the title is “The
Effect of Using Flashcards on Students’ Vocabulary Achievement”. Peace and
blessing be upon to the Prophet Muhammad shalallahu ‘alaihiwassalam, to his
family, his companion, and his adherent.
In this occasion, the writer would like express her deepest gratitude to her
beloved parents, Maskur and Sunarti for giving the writer their love, motivation,
advice, support and pray all the time. She also would like to thank her sisters, Puji
Astuti and Fitri Wahyuni, for love, motivation and pray to finish this “skripsi”.
Moreover, the writer would like to give her gratitude and honor to her
advisors, Dr. Farida Hamid, M.Pd. and Ertin, M.A.TESOL., for their kindness,
advice, help, suggestions and patience in correcting and helping her during
completing this ”skripsi”. Then, the writer also would like to give her gratitude
and appreciation to:
1.
Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of Educational
Sciences
2.
Dr. Alek, M.Pd., as the Head of Department of English Education.
3.
Mr. Zaharil Anasy, M.Hum., as the secretary of Department of English
Education.
4.
All lecturers and staffs of Department of English Education who have taught
and educated the writer during her study.
5.
Neneng Sunengsih, M.Pd., as the academic advisor.
6.
Drs. Susmulyadi, M.Pd., as the Headmaster of SMPN 178 Jakarta, Drs.
Yahya, as English teacher and also all the teachers and staffs of SMPN 178
Jakarta who gave their kindness by giving the writer permission to conduct
the research.
7.
Students in academic year 2016/2017 of SMPN 178 Jakarta, especially class
7.1 and class 7.4.
i
8.
All friends in Department of English Education, especially A class 2012 and
Quinzee for the great friendship, support, togetherness and knowledge they
have shared.
The words are not enough to say any appreciation for their contribution
and help in this “skripsi”. May Allah, the Almighty, bless them all. Furthermore,
the writer realizes that this “skripsi” is far from being perfect. Therefore, it is
pleasure for her to get suggestion and comment to make this “skripsi” better.
Jakarta, November 2016
The Writer
ii
ABSTRACT
Mayristanti, 1112014000029. The Effect of Using Flashcards on Students’
Vocabulary Achievement (A Quasi-experimental Study at the Seventh
Grade Students of SMPN 178 Jakarta), Skripsi, Department of English
Education, Faculty of Educational Sciences, Syarif Hidayatullah State
Islamic University Jakarta.
Keywords: Effect, Flashcards, Vocabulary, Noun, Adjective
This study was aimed to obtain the empirical evidence of the use of
flashcards in teaching vocabulary. Specifically, the objective of this study was to
investigate whether or not flashcards was effective on students’ vocabulary
achievement of noun words and adjective words at the seventh grade of SMPN
178 Jakarta. The research method used in this study was a quasi-experimental
research. The samples were class 7.1 as experimental class and class 7.4 as
controlled class taken from the seventh grade students of SMPN 178 Jakarta by
using purposive sampling techniques. The experimental class was taught by using
flashcards while the controlled class was taught without using flashcards. Both
classes were given pre-test and post-test. Pre-test and post-test consisted of 30
multiple-choice questions. The collected data in this research were analyzed by
using t-test. The result of data analysis showed, the t-value was 2,036 with degree
of freedom 63 in the significant level 5% and the t-table was 1,998. It meant that
t-value was higher than t-table. Therefore, the null hypothesis (Hₒ) was rejected
and alternative hypothesis (Hₐ) was accepted. There was significant difference
between students’ vocabulary achievement by using flashcards and without
flashcards. Thus, it could be concluded that the teaching vocabulary using
flashcards was effective on students’ vocabulary achievement (noun and
adjective).
iii
ABSTRAK
Mayristanti, 1112014000029. Pengaruh Penggunaan Flashcards pada
Prestasi Kosakata Siswa (Penelitian Kuasi-eksperimen pada Siswa
Kelas 7 SMPN 178 Jakarta), Skripsi, Jurusan Pendidikan Bahasa Inggris,
Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif
Hidayatullah Jakarta.
Kata Kunci: Pengaruh, Flashcards, Kosakata, Kata Benda, Kata Sifat
Penelitian ini bertujuan mendapatkan bukti empiris tentang flashcards
dalam proses belajar dan mengajar kosakata. Secara khusus, tujuan penelitian ini
adalah untuk mengetahui apakah flashcards efektif pada prestasi kosakata (kata
benda dan kata sifat) siswa kelas 7 SMPN 178 Jakarta. Metode penelitian yang
digunakan pada penelitian ini adalah kuasi eksperimen. Subjek penelitian ini
adalah siswa kelas 7.1 sebagai kelas eksperimen dan siswa kelas 7.4 sebagai kelas
kontrol diambil dari siswa kelas 7 SMPN 178 Jakarta dengan menggunakan
teknik sampling bertujuan. Pada kelas eksperimen diajarkan menggunakan
flashcards sedangkan kelas control diajarkan tidak menggunakan flashcards.
Kedua kelas tersebut diberikan tes awal dan tes akhir. Tes-tes tersebut terdiri dari
30 soal pilihan ganda. Data yang terkumpul dalam penelitian ini dianalisis dengan
menggunakan uji-t. Hasil analisis data menunjukkan nilai t hitung sebesar 2,036
dengan derajat kebebasan 63 pada taraf signifikansi 5% dan nilai t tabel sebesar
1,998. Itu artinya, nilai t hitung lebih besar daripada nilai t tabel. Oleh karena itu,
hipotesis nol (Hₒ) ditolak dan hipotesis alternatif (Hₐ) diterima. Ada perbedaan
yang signifikan antara prestasi kosakata siswa antara yang menggunakan
flashcards dengan yang tidak. Degan begitu, dapat disimpulkan bahwa pengajaran
kosakata menggunakan flashcards efektif pada prestasi kosakata (kata benda dan
kata sifat) siswa.
iv
TABLE OF CONTENTS
ACKNOWLEDGEMENT ............................................................................... i
ABSTRACT ...................................................................................................... iii
ABSTRAK ........................................................................................................ iv
TABLE OF CONTENTS ................................................................................. v
LIST OF TABLES ........................................................................................... viii
LIST OF FIGURES ......................................................................................... ix
LIST OF APPENDICES ................................................................................. x
CHAPTER I. INTRODUCTION.................................................................... 1
A. Background of the Study ................................................... 1
B. Problem Identification ....................................................... 3
C. Problem Limitation of the Problem .................................. 4
D. Formulation of the Problem .............................................. 4
E. Objective of the Study ....................................................... 4
F. Significance of the Study .................................................. 4
CHAPTER II. LITERATURE REVIEW ...................................................... 5
A. Vocabulary ........................................................................ 5
1.
Definition of Vocabulary ........................................... 5
2.
Techniques in Teaching Vocabulary ......................... 6
B. Flashcards .......................................................................... 7
1.
Definition of Flashcards ............................................. 7
2.
How to Get a Good Flashcards .................................. 8
3.
Advantages and Disadvantages of Flashcards ........... 9
C. Noun and Adjective .......................................................... 9
1.
Noun ........................................................................... 9
a. Definition of Noun ............................................... 9
b. Types of Noun ...................................................... 10
c. Function of Noun ................................................. 11
2.
Adjective .................................................................... 12
v
a. Definition of Adjective ........................................ 12
b. Types of Adjective ............................................... 12
c. Function of Adjective .......................................... 13
D. Teaching Vocabulary by Using Flashcards ...................... 14
E. Thinking Framework ......................................................... 16
F. Previous Study .................................................................. 16
G. Research Hypothesis ......................................................... 17
CHAPTER III. RESEARCH METHODOLOGY ........................................ 18
A. Place and Time of the Study ............................................. 18
B. Research Method ............................................................... 18
C. Population and Sample ...................................................... 18
D. Instrument of the Research ............................................... 19
1. Conceptual Definition ................................................. 19
2. Operational Definition ................................................ 19
E. Technique of Data Collection ........................................... 20
F. Technique of Data Analysis .............................................. 20
1. Normality Test ............................................................ 20
2. Homogeneity Test ....................................................... 21
3. Hypothesis Test ........................................................... 21
G. Statistical Hypothesis ........................................................ 23
CHAPTER IV. RESEARCH FINDING AND INTERPRETATION ......... 24
A. Research Finding ............................................................... 24
1. The Description of the Data ........................................ 24
a. Experimental Class ................................................ 24
b. Controlled Class .................................................... 28
B. The Analysis of the Data ................................................... 33
1. Normality Test ............................................................ 33
2. Homogeneity Test ....................................................... 34
3. Hypothesis Test ........................................................... 35
vi
C. The Interpretation .............................................................. 36
CHAPTER V. CONCLUSION AND SUGGESTION .................................. 38
A. Conclusion ........................................................................ 38
B. Suggestion ......................................................................... 38
REFERENCES ................................................................................................. 39
APPENDICES .................................................................................................. 41
vii
LIST OF TABLES
Table 4.1 Pre-test and Post-test Score of Experimental Class ........................... 24
Table 4.2 Frequency Distribution of Pre-test Score in Experimental Class ...... 26
Table 4.3 Frequency Distribution of Post-test Score in Experimental Class ..... 27
Table 4.4 Pre-test and Post-test Score of Controlled Class ................................ 28
Table 4.5 Frequency Distribution of Pre-test Score in Controlled Class ........... 30
Table 4.6 Frequency Distribution of Post-test Score in Controlled Class ......... 31
Table 4.7 Normality Test of Pre-test and Post-Test between Experimental
Class and Controlled Class ................................................................ 33
Table 4.8 Homogeneity Test of Pre-test and Post-Test between Experimental
Class and Controlled Class ................................................................ 34
Table 4.9 Group Statistic of Post-test Score between Experimental Class and
Controlled Class ................................................................................ 35
Table 4.10 t-test Result ...................................................................................... 36
viii
LIST OF FIGURES
Figure 4.1 Diagram of Frequency Distribution of Pre-test Score in
Experimental Class ........................................................................... 27
Figure 4.2 Diagram of Frequency Distribution of Post-test Score in
Experimental Class ........................................................................... 28
Figure 4.3 Diagram of Frequency Distribution of Pre-test Score in
Controlled Class ............................................................................... 31
Figure 4.4 Diagram of Frequency Distribution of Post-test Score in
Controlled Class ............................................................................... 32
Figure 4.5 Diagram of the Average of Pre-test and Post-test Score between
Experimental Class and Controlled Class ........................................ 33
ix
LIST OF APPENDICES
Appendix 1. Silabus .......................................................................................... 41
Appendix 2. Kisi-Kisi Soal Pre-test .................................................................. 42
Appendix 3. Kisi-Kisi Soal Post-test ................................................................ 43
Appendix 4. Question for Validity Test ............................................................ 44
Appendix 5. The Result of Validity Test (ANATES) ....................................... 50
Appendix 6. Research Instrument—Pre-test ..................................................... 63
Appendix 7. Research Instrument—Post-test ................................................... 68
Appendix 8. Lesson Plan of Experimental Class .............................................. 72
Appendix 9. Lesson Plan of Controlled Class .................................................. 79
Appendix 10. Surat Bimbingan Skripsi ............................................................ 85
Appendix 11. Surat Permohonan Izin Penelitian .............................................. 87
Appendix 12. Surat Keterangan Pelaksanaan Penelitian .................................. 88
x
CHAPTER I
INTRODUCTION
This chapter presents about introduction in this study. It serves background
of the study, problem identification, problem limitation of the problem,
formulation of the problem, objective of the study, and significance of the study.
A. Background of the Study
English is an international language. It can be seen English is used among
countries in the world. In Indonesia, English is considered as a foreign language.
English is taught in elementary school to college level, and even in kindergarten
and pre-school. English is also one of subjects which be examined in National
Examination (UN).
Indonesian students learn English to improve their four language skills:
listening, speaking, reading and writing. To master those four skills, students have
to learn language elements like structure, sounds and vocabulary. According to
Palmer, as cited in Richards, vocabulary is one of the most essential components
of foreign language learning.1 Moreover, language students need to learn about
vocabulary of the language. It means that they need to know about its form,
meaning and its use.2
Furthermore, on 2013 Curriculum (Kurikulum 2013) teaching vocabulary
for seventh grade junior high school is mostly implicitly taught which based on
taught material. Students are expected to be able to express meaningful ideas and
contextual in term of functional text and simple short essay. The work of
vocabulary is presented in the form of some text types.3
Regarding to vocabulary mastery, some researchers have dealt with
students’ vocabulary problems. They have shown that vocabulary problems
1
Jack Richards, Approaches and Methods in Language Teaching, (America: Cambridge
University Press, 2001), p. 37.
2
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,
1991), p. 23.
3
Kementerian Pendidikan dan Kebudayaan, Buku Guru Bahasa Inggris untuk
SMP/MTs Kelas VII Kurikulum 2013, (Jakarta: Kemendikbud, 2013), pp. 2—9.
1
2
interfere with students’ communication. In other words, students would have
problem in speaking, listening, reading and writing when they do not know or use
the right words.4 As well as, Aslan stated that insufficient vocabulary knowledge
will effect in lack of meaningful communication.5
In this research, the writer focuses on vocabulary especially for noun and
adjective words. According to basic competences of 2013 Curriculum, “KD 3.5:
students need to understand social functions, structure texts and language features,
from oral text and written text to mention name and number of animals, things
and public places which around students’ daily life, and KD 3.7: students need to
understand social functions, structure texts and language features, from oral text
and written text to mention characteristics of people, animals and things.”6
To achieve the basic competences, students need to understand about noun
and adjective words. Noun is word that used to name a person, thing, place or
event. Noun has certain function in sentence structure which is as a subject or
object. Whereas, adjective is word that describe a noun or pronoun.
However, students often face problems in mastering vocabulary. It is based
on the writer’s observation while she did PPKT (Praktik Profesi Keguruan
Terpadu) at SMPN 178 Jakarta. The problems may be caused by some reason.
Firstly, most students are lack of English vocabulary. Due to the fact, English is as
foreign language, most of students have not known with many English words.
Secondly, students are passive in teaching and learning process. It happens
because they think that the teacher would punish them if they make mistake
and/or other students would tease them instead, and also if they find difficult word
or vocabulary which they do not know the meaning, they just skip that word
without looking up its meaning. Additionally, teachers teach vocabulary using
conventional ways. For examples, teachers ask students to read a text, and write
Maryam E Komachali and Mohommadreza Khodareza, ‘The Effect of Using
Vocabulary Flash Card on Iranian Pre-University Students’ Vocabulary Knowledge’ International
Education Studies, 2012, Vol. 5, No. 3, p. 134.
5
Yasin Aslan, ‘Teaching Vocabulary Effectively through Flashcards’, International
Journal of Arts and Sciences, 2011, Vol. 4, No. 11, p. 348.
6
Kementerian Pendidikan dan Kebudayaan, Buku Guru Bahasa Inggris untuk
SMP/MTs Kelas VII Kurikulum 2013, (Jakarta: Kemendikbud, 2013), p. 3.
4
3
down difficult words then teacher would translate the words, and/or teachers give
students vocabulary list and ask them to memorize the words. Lastly, students
may have low motivation in learning English vocabulary because they feel bored
when remembering vocabulary by using vocabulary list only.
In this case, teachers need to use appropriate teaching strategy which could
help students to acquire vocabulary. In addition, the teaching process needs to
have good materials and well preparation by the teacher. Regarding to this,
teacher can give students materials accompanied by visual. The media which can
be used is using flashcards in teaching and learning process.
Flashcards is a tool that can be used in teaching and learning process. The
use of flashcards might be more effective than word list.7 Flashcard could be fun,
colorful, and creative way to aid in memory and retention of vocabulary words.
Flashcards also could boost students’ motivation in learning process. Moreover,
flashcards might be useful in teaching and learning process, and it might provide
stimulus to students in mastering vocabulary.
Based on the background explanation, the writer wants to conduct a quasiexperimental study in SMPN 178 Jakarta. The writer chooses SMPN 178 Jakarta
as a place for doing the research because the writer did teaching training or PPKT
(Praktik Profesi Keguruan Terpadu) in that school. Therefore, it will be good for
the writer to find out whether or not flashcards effects students’ vocabulary
achievement at the seventh grade of SMPN 178 Jakarta. Therefore the study will
be entitled: “The Effect of Using Flashcards on Students’ Vocabulary
Achievement”.
B. Problem Identification
Based on the background above, there are problem which related with this
research. The problem can be identified as follows:
1. Most students at the seventh grade of SMPN 178 Jakarta are lack of English
vocabulary.
7
Maryam E Komachali and Mohommadreza Khodareza, ‘The Effect of Using
Vocabulary Flash Card on Iranian Pre-University Students’ Vocabulary Knowledge’ International
Education Studies, 2012, Vol. 5, No. 3, p. 135.
4
2. Students are passive in teaching and learning process.
3. Teachers teach vocabulary using conventional ways.
4. Students may have low motivation in learning English vocabulary.
C. Problem Limitation of the Problem
In this study, the writer would like to focus on examining the effect of
flashcards in teaching vocabulary on the seventh grade students of SMPN 178
Jakarta. Then, this study is focused on vocabulary achievement of noun words and
adjective words.
D. Formulation of the Problem
The formulation of the problem is “Was there any effect of using
flashcards on students’ achievement of noun and adjective at seventh grade of
SMPN 178 Jakarta?”
E. Objective of the Study
The objective of this study is to find out whether or not flashcards is
effective on students’ vocabulary achievement of noun words and adjective words
at seventh grade of SMPN 178 Jakarta.
F. Significance of the Study
By the results of this study, the writer hopes, firstly it can help the writer
and all of English teachers to teach in interesting way, and it also makes teachers
to be more creative in improving students’ vocabulary achievement. Second, it
can help students to improve their vocabulary and they can acquire the vocabulary
by recalling the picture. Third, for SMPN 178 Jakarta, it is hoped that this school
can provide tools such as flashcards in teaching and learning process effectively.
The last for other researchers, it is hoped that this study could give addition
information or references in conducting for the best result.
CHAPTER II
LITERATURE REVIEW
This chapter discusses about literature review. It talks about vocabulary,
flashcards, advantages and disadvantages of flashcards, noun and adjective,
teaching vocabulary by using flashcards, thinking framework, previous study, and
research hypothesis.
A. Vocabulary
1. Definition of Vocabulary
In learning a foreign language, students are required to master four
language skills; listening, speaking, reading, and writing. To master those four
language skills cannot be separated from vocabulary. Richards defines that
vocabulary is one of the most tangible parts of language and one of the first things
to take attention.1 In addition, vocabulary is principal to successful language
acquisition.2 Vocabulary is a basic unit in building up skills and knowledge.3
Language teaching experts generally agree that vocabulary is one of the
most important aspects for foreign language students to acquire since it is
significant in conveying the meaning of a message. In brief, vocabulary represents
a set of words of a language and vocabulary have its own meaning to express
speaker’s mind or feeling in meaningful way.
Moreover, some experts explain the importance of vocabulary learning.
Firstly, according to David Wilkins, as cited in Thornbury, vocabulary learning is
important than grammar learning because “without grammar very little can be
conveyed, without vocabulary nothing can be conveyed.” Furthermore, someone
who learns grammar can say very little with grammar and someone who learns
1
Jack Richards, Curriculum Development in Language Teaching, (America: Cambridge
University Press, 2001), p. 4.
2
David Nunan, Teaching English to Speakers of other Languages, (New York:
Routledge, 2015), p. 105.
3
Lynne Cameron, Teaching Languages to Young Learners, (UK: Cambridge University
Press, 2001), p. 73.
5
6
words and expression can say almost anything with words.4 Secondly, McCarthy
stated “no matter how well and successfully the student learns grammar and the
sounds of second language are mastered, without words communication cannot
happen in meaningful way.”5
In conclusion, vocabulary is one of the most essential part of language and
vocabulary has important role in meaningful communication.
2. Techniques in Teaching Vocabulary
Teaching technique is essential in teaching and learning process. Teaching
techniques should be chosen appropriately. It is teachers’ task to use vocabulary
teaching technique appropriately. Nation, as cited in Cameron, lists basic
techniques in explaining the meanings of new words:
a. By demonstration or pictures: use an object, use a cut-out figure, use gesture,
perform an action, use photographs, use drawings or diagrams on the board,
and use pictures from books.
b. By verbal explanation: analytical definition, put the new words in a defining
context, and translate into another language.6
Furthermore, Harmer listed seven techniques in presenting and/or
explaining new words into the classroom: realia, pictures, mime, action and
gesture, contrast, enumeration, explanation and translation. There are also some
ways of presenting the sounds of the words: through modelling, through visual
representation, and through phonetic symbols.7
Teacher can also consider to choose visual techniques or visual aids.
Visuals can be used for various activities of lesson such as presenting new
vocabulary or introducing new topic, as practicing tools, and reviewing material
which has been presented. Besides, showing visuals can be used to keep students’
4
Scott Thornbury, How to Teach Vocabulary, (Malaysia: Pearson Education Limited,
2002), p. 13.
5
Michael McCarthy, Language Teaching: A Scheme for Teacher Education;
Vocabulary, (New York: Oxford University Press 1990), p. viii.
6
Lynne Cameron, Teaching Languages to Young Learners, (UK: Cambridge University
Press, 2001), p. 85.
7
Jeremy Harmer, The Practice of English Language Teaching, (America: Longman,
1991), pp. 161—163.
7
attention and make the class more interesting, more real and joyful.8 Visual
techniques also can be used to help the learner to discover the meaning of word.
Good visual aids can be used more than once or again and again, and it can
be used by different teachers. Doff mentions five visual aids that can be used: the
teachers themselves, the blackboard, real objects, flashcards and pictures and
charts.9 Similar to Doff, Linda Kunz, as cited in Ilyin and Tragardh, lists some
type of visual material for teaching oral language: realia, pictures, flashcards,
flannelboard, puppets and telephones, and communication activities.10
In short, teaching technique is one of important part in teaching and
learning process. It helps teachers in presenting or explaining and practicing
learning material in the class. Based on explanation technique in teaching
vocabulary above, there are so many ways that teachers can apply in the class, so
teachers can use various techniques to support teaching vocabulary successfully.
Although, there are certainly some other factors in supporting teaching and
learning process such as teachers’ teaching ability, class management, optimal
learning process management and appropriate media.
B. Flashcards
1. Definition of Flashcards
Regarding to visual techniques, flashcards can be used as one of visual
aids to illustrate meaning of words and it can also be used to practice words.11
Flashcards are teaching aid for pictures which teachers can show them to the all
students in class.12 According to Haycraft, flashcards are cards with words and/or
pictures on them. Flashcards should be big enough to be seen clearly by the whole
8
Adrian Doff, Teach English: A Training Course for Teachers, (UK: Cambridge
university Press, 1992), p. 82.
9
Doff, op. cit., pp. 82—83.
10
Donna Ilyin and Thomas Tragardh, Classroom Practices in Adult ESL, (Washington,
D.C.: TESOL, 1980), p. 53.
11
Scott Thornbury, How to Teach Vocabulary, (Malaysia: Pearson Education Limited,
2002), pp. 78—80.
12
Jim Scrivener, Learning Teaching: The Essential Guide to English Language
Teaching, (Macmillan), p. 349.
8
class. They can be used for joining vocabulary, practicing structure and word
order or for kinds of games.13
Additionally, flashcards are cards with pictures which teachers hold them
up in the class. Flashcards have various benefits as teaching tools, they can be
used for presenting and practicing new words and structures and for revision.14
Flashcards are useful for teaching aid and can be used as part of various activities.
According to Scrivener, flashcards have few typical uses which teachers can do:
a. to show the meaning of a vocabulary item
b. to give visual image or presentations of language
c. to tell a story, by providing particular images to help students’ understanding
d. to remind students of a specific grammar point
e. as tools storytelling activities
f. as tools for variety of games, and etc.15
In summary, pictures have been used for long time to help students in
learning various aspects of foreign language. Pictures can motivate students in
learning process, make the subject clearer, and illustrate general idea of
language.16 Flashcards are pictures cards, therefore they could help students to
understand the material which especially in this study vocabulary achievement in
interesting way for junior high school. Moreover, it is also helpful for teachers in
presenting vocabulary with flashcards/pictures rather than bringing the real object
in class for instance.
2. How to Get a Good Flashcards
Teachers can get flashcards by buying them in store. On the other hand,
teachers can get flashcards easily by making them. Teachers can draw or stick a
picture on the cards. Good and appropriate pictures can be found from magazine,
13
John Haycraft, An Introduction to English Language Teaching, (Singapore: Longman
Group, 1986), p. 102.
14
Adrian Doff, Teach English: A Training Course for Teachers, (UK: Cambridge
University Press, 1992), p. 82.
15
Jim Scrivener, Learning Teaching: The Essential Guide to English Language
Teaching, (Macmillan), p. 349.
16
Andrew Wright, Pictures for Language Learning, (New York: Cambridge University
Press, 1989), p. 136.
9
advertising leaflet, internet and etc. Generally, pictures on the flashcards should
be large and clear which would be clearly to be seen to entire class. After having a
number of flashcards, teachers should organize them, for instance sorted the
flashcards by topic.17 After flashcards have been used it can be kept and teachers
can use them again in other time or place. Also, flashcards can be shared or used
by different teachers.
3. Advantages and Disadvantages of Flashcards
a. Advantages of flashcards are:
1. Flashcards are easy to get by buying in the store or making by drawing or
sticking pictures on them. 18
2. Flashcards can be used as part of various activities.
3. They can be used more than once or again and again.
b. Disadvantages of flashcards are:
1. A number of flashcards need to be organized by topic.19
2. Flashcards need careful thought and preparation in advance
3. In making flashcards, it is difficult to find pictures in the right size but
simple enough.20
C. Noun and Adjective
1. Noun
a. Definition of Noun
Noun is one of part of speech. There are some opinions from experts about
the definition of noun. Firstly, Curme states that noun is the name of animate
thing or inanimate thing (Jane, Harry, rabbit, sheep, cat, shirt, house, tree, Paris,
Mecca, music).21 Secondly, based on Huddleston, noun is one of grammatical
17
Scrivener, loc. cit.
John Haycraft, An Introduction to English Language Teaching, (Singapore: Longman
Group, 1986), p. 102.
19
Scrivener, loc. cit.
20
Adrian Doff, Teach English: A Training Course for Teachers, (UK: Cambridge
University Press, 1992), p. 82.
21
George O. Curme, English Grammar, (New York: Barnes & Noble Inc., 1966), p. 11.
18
10
category of words which denotes all kinds of living creatures, such as person,
animals and lifeless objects.22
Furthermore, Frank claims that noun is one of the most important part of
speech. In a sentence arrangement, noun has important role to make sentence
complete which is together with verb. Additionally, noun may function as the
main word in many structure of modification such as the subject of the clause, the
object of a verb, and etc.23
From several definition above, it can be said that noun is a word or group
of words to name or identify a person, animal, thing, place or event which has
function as subject or object of a verb in a sentence.
b. Types of Noun
Fernald classifies two main classes of noun: common nouns and proper
nouns, which as well as Curme classifies:
1. Common noun is the name of an object or group of objects. Common noun
never begins with a capital letter except it is the first word in a sentence.24 A
common noun may not only be definite number form of a thing, but it may also
be indefinite number form of a thing, such as a formless mass, a material
(coffee, sand, water, silver), a collection of things or collective noun (nation,
team, class), a quality, action, general idea or abstract noun (kindness,
friendship, art).25
2. Proper noun is the specific or the particular name of an object or a group of
objects. A proper noun always begins with a capital letter (George, Jakarta,
Pasific)26.
Different with Fernald and Curme, Frank divides seven types of noun;
Rodney Huddleston, and Geoffrey K. Pullum, A Student’s Introduction to English
Grammar, (New York: Cambridge University Press, 2007), p. 83.
23
Marcella Frank, Modern English, (New Jersey: Prentice-Hall, Inc., 1972), p. 6.
24
James C. Fernald, English Grammar Simplified, (New York: Barnes & Noble Inc.,
1979), p. 3.
25
George O. Curme, English Grammar, (New York: Barnes & Noble Inc., 1966), pp.
11—12.
26
Fernald. loc. cit.
22
11
1. Proper and common, proper noun includes; personal names (Mr. Jack Irwin),
names of geographic units (England, London), names of nationalities and
religions (an American, Moslem), names of holidays (Christmas Eve), names
of time units (Saturday, December), personification word (Nature, Liberty).
The opposite of proper noun is called common noun which includes all other
nouns.
2. Concrete and abstract nouns, a concrete noun is a word used for real object or
actual object that can be perceived by the senses—it can be seen, touched,
tasted, heard and smelled (orange, boy). An abstract noun is a word for
concept, idea, emotion—it is an idea that exists in our minds and heart (beauty,
justice, success, love, kindness).
3. Countable and uncountable nouns, a countable refers to a thing which can be
counted. Countable noun can be made plural by the addition of –s (one girl,
two girls, apples). As opposed to countable noun, uncountable noun cannot be
counted (water, cheese). An uncountable noun is not used in the plural.
4. Collective nouns refers to a group of people, animals, or objects considered as
a single unit (audience, committee, class).
5. Compound noun are words or group of words made up of two or more words
that functions as a single part of speech (toothpaste, swimming pool, bus stop).
6. Adjective forms used as nouns which can be used with article the (The rich
help the poor)
7. Verb forms uses as nouns, it is called gerunds (swimming)27
c. Function of Noun
Nouns have various functions. The functions are; firstly, noun can be as
the subject, object, or complement of verb. Secondly, noun can be as the object of
a preposition. Thirdly, noun can be as a modifier or an appositive which after
and/or before a noun. Then, noun can be as a modifier of before and/or after
27
Marcella Frank, Modern English, (New Jersey: Prentice-Hall, Inc., 1972), pp. 6—9.
12
another noun, an adjective, or a verb. Lastly, noun in the possessive form can be
as determiner introducing another noun.28
Moreover Frank divides function of noun as; 1) subject of verb, 2)
complement of verb, 3) subjective complement (predicate noun), 4) objective
complement, 5) object of preposition, 6) noun in apposition (appositive), 7) noun
in direct address (vocative), 8) noun adjunct.29
2. Adjective
a. Definition of Adjective
Adjective is also one of part of speech. Curme defines that adjective is
word that is used to identify, or indicate a noun or pronoun.30 According to Frank,
adjective is a modifier that has the grammatical role of comparison. It is identified
by special derivational endings or by special adverbial modifiers that begin it.
Adjective usually is positioned before the noun or pronoun that it modifies, but it
fills other position as well after a link verb for instance.31
In brief, adjective is word that describe or modify other words, noun and
pronoun, which has role to quantify and/or qualify noun or noun phrase. Adjective
gives more information about the object which pointed out. Some sentences may
contain multiple adjectives.
b. Types of Adjective
There are some types of adjective. They are qualitative adjectives,
classifying adjectives, color adjectives, emphasizing adjectives, determiner, and
post determiners.32 In contrast, Fernald divides adjectives into two classes;
descriptive adjectives and limiting adjectives. Descriptive adjectives are used to
state some quality of noun or pronoun. Descriptive adjectives are subdivided into
participial adjectives and proper adjectives. Limiting adjectives are used to restrict
Vincent F. Hopper. et al., Essential of English, (Canada: Baron’s Educational Series,
Inc., 2000), p. 5.
29
Frank, op.cit., pp. 9—11.
30
George O. Curme, English Grammar, (New York: Barnes & Noble Inc., 1966), p. 18.
31
Frank, op.cit., p. 109.
32
Collins Cobuild, English Grammar, (London: HarperCollins Publishers, 1992), p. 63.
28
13
the meaning of noun or pronoun within some special limit. Limiting adjectives are
subdivided into adjectives of quantity and articles.33
Furthermore, Frank also classifies adjectives in two types; determiners and
descriptive adjective. Kinds of determiners are; articles, demonstrative adjectives,
possessive adjectives, numeral adjectives, adjectives of, indefinite quantity, and
relative and interrogative adjectives. Descriptive adjective usually appoint a
characteristic quality (beautiful, intelligent), or a physical state such as age, size,
color. Kinds of descriptive adjective are; proper adjectives, participle adjectives,
adjective compounds. 34
c. Function of Adjective
Adjective has functions as modifiers of nouns or pronoun and as
complements of link verb such as be, seem, and feel.35 Adjective modifies a noun
or a pronoun. There are some words that generally function as adjective and
sometimes used as other parts of speech:
1. As noun
Objects of prepositions, in idioms (by far, in general, for long)
2. As adverbs. These modify:
a. Verbs (hold tight, break loose)
b. Adverbs (far ahead, close by)
c. Other adjectives (boiling hot, dead drunk)
d. Prepositional phrases (deep in her heart, early in the year)36
33
James C. Fernald, English Grammar Simplified, (New York: Barnes & Noble Inc.,
1979), pp. 62—63.
34
Marcella Frank, Modern English, (New Jersey: Prentice-Hall, Inc., 1972), pp. 109—
110.
35
Vincent F. Hopper. et al., Essential of English, (Canada: Baron’s Educational Series,
Inc., 2000), p. 24.
36
Frank, op. cit., p. 112.
14
D. Teaching Vocabulary by Using Flashcards
There are some activities in teaching vocabulary with flashcards which can
be applied in the classroom. Read mentions ten ideas or activities for using
flashcards. They are:
1.
Flash, this activity is used in introducing and revising new words by showing
the one flashcard very fast, then the students will identify what the word of
the flashcard is.
2.
Slowly-slowly, cover flashcards and gradually reveal the flashcards, students
will identify the picture as soon as they recognize it.
3.
What’s missing?, stick some flashcards on the board, and ask the students to
repeat the words, then ask students to close their eyes and teacher removes
one flashcards, then students open their eyes and teacher ask them “What is
missing?” so students will remember answer which flashcards is missing.
4.
Magic eyes, stick six or some flashcards on the board in a row, and ask
students to repeat the word in rhythmic way, then remove the first flashcards
and continue in the same rhythmic way, then remove the second flashcards
and do the same until the last flashcards. This activity helps to train students’
memory through representation picture of the word.
5.
Lip reading, stick some flashcards on the board, then mention one of the
flashcards without sound, then students will guess the word by recognize
teacher’s lip.
6.
Flashcards riddles, stick some flashcards on the board, and mention some
characteristic of a picture the students will guess what the teacher means
7.
Flashcards groups, divide students in small groups and name the groups
based on flashcards, then give them instruction by mention their name group
so students will keep their attention or listening what the teacher’s instruction
is.
8.
Hands on heads, divide the class in two groups and assign them three or more
flashcards then mention word that belong to a group then they are asked to
respond it by putting their hands on their heads.
15
9.
Flashcards chain, ask students to sit in a circle then pass a flashcard to the
first student and ask relevant question about flashcards, after that move the
flashcards to the next students and ask relevant question in the same way,
after a flashcard pass three students then introduce to another flashcards and
do the same way until the all flashcards are complete.
10. Kim’s game, stick 12 to 15 flashcards with different topics on the board and
ask students to remember flashcards in a minute, after that remove all
flashcards and ask students to write down what flashcards they remember and
categorized the topics of flashcards.37
From those ten activities of using flashcards, the writer applies two
activities, What’s missing? and Flashcards Riddles and also the writer combines
with other activities.
1.
The writer sticks a set of flashcards on the board, point the flashcards and
drill the words to the students. After that, the students are asked to close their
eyes and the writer remove one or some of flashcards then the writer asks the
students “What is/are missing?” so students should remember which
flashcards are missing.
2.
The writer sticks a set of flashcards on the board, then the writer mentions
some characteristics of one of flashcards then the students answer what the
flashcard that the writer means.
3.
The writer shows the flashcards one by one which the words are covered,
then the writer asks the students “What is this?” by pointing the picture, and
the students answer the words based on the picture, then the writer shows the
words of the picture.
4.
The writer pronounces the words then the students repeat the word until they
pronounce the words correctly.
For more details, it can be seen in lesson plan in appendices.
37
Carol Read, Ideas for Using Flashcards, Macmillan ELT Spain, 2016,
(https://www.youtube.com/watch?v=X9KebTgfLJI).
16
E. Thinking Framework
Vocabulary is important component of a language. It means that
vocabulary learning is also essential in learning foreign language. By mastering
vocabulary, students are expected to be able to express their ideas or feelings and
to understand what others’ ideas or feelings. Meanwhile, learning vocabulary is
not easy, it is caused that English is as a foreign language which has different with
their mother tongue. Therefore, teachers need to use an appropriate and enjoyable
media.
One of media that can be used is flashcards. Flashcards are cards on which
pictures and words are printed or drawn. Flashcards can be used for presenting
and practicing vocabulary, and for a variety of games. The use of flashcards can
help students in learning vocabulary in interesting way.
From explanation above, the writer believes that the use of flashcards
could improve students’ vocabulary achievement.
F. Previous Study
To support this research, the writer refers to the previous research. The
first is an experimental study which was conducted by Komachali and Khodareza
at a public school in Astaneh, Iran in 2012. The aim of the study was to
investigate the effect of using vocabulary flashcards on Iranian pre-university
students’ vocabulary knowledge. The participants were 50 female students. They
were randomly assigned into groups which consisting of 25 students each of
group. The control group was given traditional treatment while the experimental
group was given flashcard treatment. The researchers started and ended the
research by gave pretest and posttest to the participants. The results in the posttest
showed significant differences between two groups. It showed the use of flashcard
significantly helped students’ vocabulary growth.38
Another study was a quasi-experimental study in the seventh grade of MTs
N 13 Jakarta conducted by Neneng Suhaimi in 2014. The researcher examined the
38
Maryam E Komachali and Mohommadreza Khodareza, ‘The Effect of Using
Vocabulary Flash Card on Iranian Pre-University Students’ Vocabulary Knowledge’ International
Education Studies, 2012, Vol. 5, No. 3, pp.134—147.
17
use of flashcards in improving students’ vocabulary. This study was conducted
through quasi-experimental study. The participants were 62 first grade students of
MTs N 13 Jakarta. Both experimental class and control class consisted of 31
students. The researcher gave the pretest and posttest in the beginning and at the
end of the study in both class. The average score of the posttest in experimental
class showed higher than control class. It meant that the use of flashcards is
effective in improving students’ vocabulary.39
The last study was an experiment study in Primary School in Konya,
Turkey conducted by Yasin Aslan in 2011. This study aimed to explain the use of
flashcards effectively in learning English vocabulary. This study was conducted
through an experiment research. The participants of the study were 11 male
students and 9 female students. They were randomly chosen from students of the
sixth class in Mahide Koşukçu Primary School in Konya, Turkey. After
completing the procedure or teaching the materials the researchers gave the
students exercise or test to check students’ comprehension of the material. The
results of the study showed that the use of flashcards can be very useful for
students in teaching vocabulary effectively and students’ attention indicated that
they enjoyed and were enthusiastic in vocabulary learning process with
flashcards.40
G. Research Hypothesis
Research hypothesis of this study is: students’ vocabulary achievement,
noun and adjective, which taught with flashcards is higher than students’
vocabulary achievement which taught without flashcards.
39
Neneng Suhaimi, “The Effectiveness of using Flash Card in Teaching Vocabulary”,
Thesis on UIN Syarif Hidayatullah Jakarta, Jakarta, 2014, not published.
40
Yasin Aslan, ‘Teaching Vocabulary Effectively through Flashcards’, International
Journal of Arts and Sciences, 2011, Vol. 4, No. 11, pp. 347—352.
CHAPTER III
RESEARCH METHODOLOGY
This chapter talks about research methodology that is used in this study. It
presents place and time of the study, research method, population and sample,
instrument of the study, technique of data collection, technique of data analysis,
and statistical hypothesis.
A. Place and Time of the Study
This research was conducted in SMPN 178 Jakarta which is located on Jl.
Mawar No. 64 Bintaro Pesanggrahan, South Jakarta. The focus was on seventh
grade in SMPN 178 Jakarta, academic year 2016/2017. It was conducted for two
weeks, started from November 7th 2016 and ended on November 18th 2016.
B. Research Method
This research was conducted quantitatively through quasi-experimental
design. According to Bowling, as cited in Blaxter et al, in the experiment research
there are experimental group which is exposed to the treatment and controlled
group which is not exposed.1 In other word, the experimental class was taught by
using flash card, while the controlled class was taught without using flashcards or
from textbook only. Quasi-experimental design focused on treatment and
outcome, hence the data was taken from pre-test and post-test in order to know the
effect of using flashcard on students’ vocabulary achievement.
C. Population and Sample
The population of this study was the seventh grade students of SMPN 178
Jakarta in the academic year 2016/2017. The total class of seventh grade was eight
classes. Then the sample that was used in this study were two classes of seventh
grade of