Utilizing flashcards as an alternative technique to enhance the vocabulary mastery of the first grade students in Dukuh Elementary School.
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
UTILIZING FLASHCARDS AS AN ALTERNATIVE TECHNIQUE
TO ENHANCE THE VOCABULARY MASTERY OF
THE FIRST GRADE STUDENTS IN DUKUH ELEMENTARY SCHOOL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Putri Kusuma Wardhani
Student Number: 071214056
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
UTILIZING FLASHCARDS AS AN ALTERNATIVE TECHNIQUE
TO ENHANCE THE VOCABULARY MASTERY OF
THE FIRST GRADE STUDENTS IN DUKUH ELEMENTARY SCHOOL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Putri Kusuma Wardhani
Student Number: 071214056
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
I dedicate
this thesis
with much love
to:
mamam, the best mother I have ever had
babe, my lovely father
mamas Yanuar, my beloved brother
mbak Norma, my beloved sister
Ambardi Family (mbak Rini+Hayyu)
simbok, my only grandmother
Fissanaputri
— Thank
you —
for the
love
support
affections
and
for
being
the best
in
“my life”
iv
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
v
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
vi
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
ABSTRACT
Kusuma Wardhani, Putri. 2012. Utilizing Flashcards as an Alternative Technique
to Enhance the Vocabulary Mastery of the First Grade Students in Dukuh
Elementary School. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
Vocabulary is an important element in English language learning.
However, students often find difficulty in learning vocabulary. The first grade
students in Dukuh Elementary School also had a problem in mastering
vocabulary. From the researcher’s observation and interview, it was found that
they could not catch the teacher’s presentation of new vocabulary without any
visual aid. They were not interested in the teacher’s presentation, which made
them pay less attention to the learning materials. This research was conducted to
enhance the vocabulary mastery of the first grade students in Dukuh Elementary
School.
In this research, the researcher conducted the learning process by utilizing
flashcards as the alternative technique to be the solution of this problem. The
method used in this research was classroom action research. The research
participants were 20 first grade students in Dukuh Elementary School. The
research instruments used were observation sheets, interview, the transcription of
video recording, and base-line and KKM.
The utilizing of flashcards helped the students in presentation and practice
activities. Their vocabulary mastery after the implementation of flashcards in the
learning process increased. It was shown by their assessments results which were
compared to the base-line. Moreover, the number of students who passed KKM
also increased. It could be concluded that flashcards helped them enhance their
vocabulary mastery.
It is suggested that teachers utilize flashcards to improve students’
vocabulary mastery so that students have a strong basic for listening, speaking,
reading, and writing skills in the higher level study. Flashcards help students
recognize the new vocabulary more easily. Students can also use flashcards to
recall and drill the vocabulary that they have learned. In other words, the utilizing
of flashcards in learning new vocabulary is highly recommended.
Keywords: vocabulary mastery, flashcards, first grade students
vii
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
ABSTRAK
Kusuma Wardhani, Putri. 2012. Utilizing Flashcards as an Alternative Technique
to Enhance the Vocabulary Mastery of the First Grade Students in Dukuh
Elementary School. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.
Vocabulary merupakan element yang penting dalam pembelajaran Bahasa
Inggris. Namun, para siswa sering mengalami kesulitan dalam pembelajaran
vocabulary. Siswa kelas satu di SD Dukuh juga mengalami hal yang serupa.
Berdasarkan hasil observasi dan wawancara peneliti, para siswa mengalami
kesulitan dalam memahami vocabulary baru yang dikenalkan guru tanpa
menggunakan bantuan alat peraga. Mereka tidak tertarik pada presentasi guru
yang membuat mereka tidak memperhatikan materi pembelajaran dengan baik.
Penelitian ini dilakukan untuk meningkatkan penguasaan vocabulary siswa kelas
satu di SD Dukuh.
Dalam penelitian ini peneliti menerapkan proses pembelajaran yang
menggunakan flashcard sebagai teknik alternatif sebagai solusi untuk masalah ini.
Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas.
Partisipan penelitian ini adalah 20 siswa kelas satu SD Dukuh. Instrumen
penelitian yang digunakan yaitu lembar observasi,wawancara, transkrip rekaman
video, dan base-line serta KKM.
Penggunaan flashcard membantu siswa dalam kegiatan presentasi dan
latihan. Penguasaan vocabulary mereka meningkat setelah penerapan flashcard
dalam proses pembelajaran. Hal ini ditunjukkan dalam hasil penilaian mereka
yang dibandingkan dengan base-line. Jumlah siswa yang mencapai KKM pun
meningkat. Dapat disimpulkan bahwa flashcard membantu siswa dalam
meningkatkan penguasaan vocabulary mereka.
Para guru disarankan untuk menggunakan flashcard untuk meningkatkan
penguasaan vocabulary para siswa sehingga para siswa tersebut memiliki dasar
yang kuat dalam keterampilan listening, speaking, reading, and writing di jenjang
yang lebih tinggi nantinya. Flashcard membantu para siswa untuk mengenal
vocabulary baru dengan lebih mudah. Para siswa juga dapat menggunakan
flashcard untuk mengingat dan melatih vocabulary yang telah mereka pelajari.
Dengan kata lain, penggunaan flashcard dalam pembelajaran vocabulary baru
sangatlah direkomendasikan.
Kata kunci: penguasaan kosakata, flashcard, siswa kelas satu SD
viii
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
ACKNOWLEDGEMENTS
I thank God for the blessing and gift that I could keep up my spirit and
have so much support in accomplishing this thesis. God is the One that gave me
strength, confidence and capability in doing this thesis.
I would like to give much grateful to my sponsor, Gregorius Punto Aji,
S.Pd., M.Hum. for his patience in guiding me to finish this thesis. I really thank
him for the time in sharing and giving me advice, suggestions and encouragement
so that I could always be on the right track up to the end. My best gratitude would
also come to Josephine Sri Murwani Pudji Lestari, S.Pd. for her willingness for
the sharing. With her kindness she has checked the language I used and given
some advice and suggestions that are useful to finish this thesis. I would also like
to express my gratitude to all lecturers of the English Education Study Program,
Sanata Dharma University for the help, guidance, and knowledge they have
shared that would be great provisions for me to be a good English teacher in the
future.
I would also to convey my deepest gratitude to my father, Tomy Giyatno,
S.Pd. and my wonderful mother, Dra. Kasiatiningsih who was always the best
parents in my life. I really thank them for the endless prayer, love, caring,
patience, and support so that I could survive and never give up accomplishing this
thesis. I also thank my beloved sister, Mbak Norma Pradipta for giving me help,
support, and prayers. The same appreciation also comes to Mamas Yanuar
Ambardi, Mbak Dwi Ambardi and their little girl, Hayyu Aulia Ambardi for the
ix
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
help and support. My thankfulness goes to Mamas Waskita Ahmad Fissa who
always gives the best help, support, affections and prayers.
My gratitude also goes to Keke, Redy, Bertha, Gaby, Agnes, and Ria, for
the sharing. I really thank them for the help in checking the language I used and
giving some advice and suggestions that are useful to finish this thesis. I would
also like to thank Uci, Kiki, Kanya, Sance, for the friendship and support.
Finally, I would like to say thanks to all my friends in English Education
Study Program of 2007 for studying and gaining knowledge together, especially
to all my friends in “Lie” play performance, PPL SMAN 1 Ngemplak, KKN XL
Gersik, and to my seniors who have helped me a lot, and to Mbak Dhanniek and
Mbak Tari for helping and facilitating me when I studied in PBI. Lastly, I thank
all people who have helped and supported me directly or indirectly that I cannot
mention one by one. May God bless them and light their way in going through the
life.
Putri Kusuma Wardhani
x
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE …………………………………………………………
i
APPROVAL PAGE …………………………………………………..
ii
DEDICATION PAGE ………………………………………………..
iv
STATEMENT OF WORKS’S ORIGINALITY ……………………..
v
PERNYATAAN PERSETUJUAN PUBLIKASI …………….…………
vi
ABSTRACT ………………………………………………………….
vii
ABSTRAK …………………………………………………………….
viii
ACKNOWLEDGEMENTS ………………………………………….
ix
TABLE OF CONTENTS …………………………………………….
xi
LIST OF TABLES …………………………………………………...
xiv
LIST OF FIGURES ………………………………………………….
xv
LIST OF APPENDICES ……………………………………………..
xvi
CHAPTER I.
INTRODUCTION
1
A. Research Background ……………………………
1
B. Research Problems …..……………………..…....
5
C. Problem Limitation ………………………………
5
D. Research Objectives ……………………………..
6
E. Research Benefits ………………………………..
6
F. Definition of Terms ……………………………...
6
CHAPTER II. REVIEW OF RELATED LITERATURE
9
A. Theoretical Description ……………………….....
9
1. Flashcards ………………………………………..
9
a. Flashcards as Visual Aids ………………………..
9
b. The Using of Pictures ……………………..……..
10
c. The Form of Flashcards ……..……..……..……...
11
xi
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
2. Vocabulary ……………………………………….
12
a. Vocabulary Mastery ……………………………...
12
b. Learning English Vocabulary …………………....
13
c. Vocabulary Teaching and Learning Process …….
14
3. Learners’ Characteristics ………………………...
19
a. The First Grade Students of Elementary School ...
19
b. Children as Language Learners ………………….
21
c. How Children Think and Learn ………………….
23
d. Suggested Ways and Activities for Children …...
25
4. Learning Method …………………………………
28
a. Direct Method ……………………………………
28
b. Audio-Lingualism ………………………………..
29
c. PPP (Presentation, Practice and Production) …….
30
B. Theoretical Framework …………………………..
31
CHAPTER III. METHODOLOGY
33
A. Research Method ………………………………
33
B. Research Participants ………………………….
36
C. Research Instruments ………………………….
36
D. Data Gathering Technique …………………….
37
E. Data Analysis Technique ………………………
38
F. Research Procedure …………………………….
39
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
41
A. Research Findings in the First Cycle …………
41
B. Research Findings in the Second Cycle ………
50
C. The Improvement of Research Findings in the
First and Second Cycle ……………………….
xii
59
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
66
A. Conclusions ……………………………………
66
B. Suggestions …………………………………….
67
REFERENCES ………………………………………………………
68
APPENDICES ……………………………………………………….
70
xiii
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
LIST OF TABLES
Table
Page
4.1
The Observation of the Students in the First Cycle ………………
44
4.2
Interview Result in the First Cycle ……………………………….
49
4.3
The Observation of the Students in the Second Cycle ………......
53
4.4
Interview Result in the Second Cycle ……………………………..
58
4.5
The Comparison of Students’ Results in Production Activity in
the First Cycle to the Second Cycle ………………………………
61
Students’ grade in Base- line Compared to The First Assessment
and Second Assessment …………………………………………..
62
The Comparison of KKM in Base-Line to the First Assessment
and Second Assessment …………………………………………...
64
4.6
4.7
xiv
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
LIST OF FIGURES
Figure
4.1
Page
Classroom Action Research According to Kemmis and McTaggart
(1982) ……………………………………………………………….
35
4.2
Flashcards of Animals that were used in the First Cycle …………..
42
4.3
The Process of Presentation by Using Flashcards in the First
Cycle …………………………………………………....………......
43
4.4
The Observation of the Students in the First Cycle ………………...
44
4.5
The Process of Practical Activity by Using Flashcards in the First
Cycle ……………………………………………………………......
46
4.6
The Process of Production by Using Flashcards in the First Cycle…
47
4.7
Flashcards of Fruits that were used in the second Cycle ……………
51
4.8
The Process of Presentation by Using Flashcards in the Second
4.9
Cycle ……………………………………………...………………...
52
The Observation of the Students in the Second Cycle…………..….
53
4.10 The Process of Practical Activity by Using Flashcards in the
Second Cycle …………………………………………………….....
55
4.11 The Process of Production by Using Flashcards in the Second
Cycle………………………………………………………………...
56
xv
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
LIST OF APPENDICES
Appendix A : Letter of Permission ………………………………………...
71
Appendix B : KKM ………………………………………………….….....
73
Appendix C : Base-Line ……………………………………………..….....
75
Appendix D : Students’ Assessment Results ………………………...….....
77
Appendix E : Lesson Plans ………………………………………...….......
80
Appendix F : Observation Sheets ………………………………………..... 99
Appendix G : The Interview Result ………………………………...….....
110
Appendix H : Table of Data Gathering Technique …………………..….... 114
Appendix I : Transcription of Video Recording .……………………….... 117
Appendix J : Research Documentation ……………………………..…..... 141
xvi
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
CHAPTER I
INTRODUCTION
In this chapter, the researcher presents the research background, the
problem formulation, the problem limitation, the research objective, the research
benefits, and the definition of terms in the research.
A. Research Background
Due to the globalization era, English becomes a very important language
in the world because much information is delivered in English. Brewster et al.
(2004) note that in these recent years “…English language learning in many
countries did not begin until secondary school. This brings us to the next trend,
the lowering of the age at which children learn a foreign language” (p. 1). This is
proven by the fact that English starts to be taught from the primary grades.
Brewster et al. (2004) state that “Many countries have now started
teaching English in the state primary sector” (p. 2). They also note that “One
reason for starting to learn a foreign language several years earlier (at age six or
nine instead of eleven or twelve) was simply to increase the total number of years
spent learning the language” (p. 3). However, teaching English to children is
different from teaching adults. That is why children’s motivation in learning
English supported by fun and interesting teaching techniques becomes the main
aim of the Ministry of Education in Indonesia.
1
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
2
The Ministry of Education in Indonesia presents the curriculum of English
as one of the learning subjects for the primary school starting from the fourth
grade. Yet, as the effect of regional autonomy, Unit Pelaksana Teknis Daerah
Pendidikan Anak Usia Dini and Pendidikan Dasar (UPTD PAUD and Dikdas)
Kecamatan Nanggulan decided English as one of the elective subject contents to
be taught starting from the first grade. As one of the schools in Nanggulan, Dukuh
Elementary School has started to introduce and teach English from the first grade.
Since there was no curriculum presented, the competence standard for the first
grade of the primary school was the adjustment of the fourth grade curriculum.
One purpose of giving English lesson to Elementary School students in
School-Based Curriculum according to Badan Standar Nasional Pendidikan
(2006) is to “Mengembangkan kompetensi berkomunikasi dalam bentuk lisan
secara terbatas untuk mengiringi tindakan (language accompanying action)
dalam konteks sekolah” (p. 403). Moreover, Lado (1964) notes that teaching
language is supposed to “Teach listening and speaking first, reading and writing
next” (p. 50). Therefore, the listening and speaking skills are more dominant than
the reading and writing skills in the English learning process in the primary
school. The competence of reading and writing are used to support the
competence in the oral communication.
Since in communication students need to have adequate vocabulary, the
students in the primary school need to learn the vocabulary to support the oral
communication. Moreover, Nation (1990) notes that “…vocabulary as being a
very important, if not the most important, element in language learning” (p. 2). As
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
3
the most important element in learning the language, vocabulary should be taught
in the beginning stage of English language learning. Therefore, the first graders in
Dukuh Elementary School need to learn vocabulary to strengthen their vocabulary
mastery that they need in the communication in English language learning.
However, English is a foreign language for Indonesian learners. It is
assumed as a difficult subject to learn, especially by the young learners who still
learn their mother language. Most of Indonesian learners are not accustomed to
using English in their daily life. They have difficulties in mastering English
vocabulary which is important as the element in learning English.
Similar to many English learners in Indonesia, the first grade students of
Dukuh Elementary School 2011/2012 had difficulty in mastering English
vocabulary. They looked confused when the teacher tried to present the
vocabulary of the materials without any visual aid. It seemed that they did not
understand the teacher’s presentation. Moreover, Brewster et al. (2004) note that
“some children cannot rely solely on a word being presented orally” (p. 87). As a
result, the students could not master the vocabulary optimally.
After doing some observations, the researcher realized that there were
some reasons why the students felt that learning English vocabulary was quite
difficult. One of the reasons was because they learnt English as a foreign language
for the first time. Brewster et al. (2004) state, “When teaching vocabulary in a
foreign language we need to bear in mind that children are still building up their
L1 vocabulary and are still in the process of acquiring and organizing concepts”
(p. 81). In addition, Brewster et al. (2004) also state that in vocabulary learning in
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
4
primary school “More attention is likely to be paid to how a word is pronounced,
its meaning and its use” (p. 81). Therefore, the pronunciation is introduced before
the students learn how to read and write a word.
Based on the analysis of the problem faced by the first grade students of
Dukuh Elementary school, the researcher would like to conduct a research to
improve the students’ vocabulary mastery by utilizing flashcards. Flashcards
could help students to understand vocabulary because as according to Nation
(1990), “The new words are taught using pictures, definitions, and similar aids”
(p. 64). Taylor (1990) also adds that students know the word from the denotation
of concrete item like ‘plate’, ‘ruler’, or ‘banana’ by simply bringing the object
itself (realia), or pictures of the objects, into the classroom (para. 2).
Flashcards can be applied in class if the students are enthusiastic because
the most important things to create class’ atmosphere are enthusiasm and
enjoyment. Bright and McGregor (1970) states that “Enjoyment ought to be one
of the foremost aims and effects of education, particularly in schools, partly
because what we enjoy we feel inclined to go on with, and what we have disliked,
we drop as soon as we can” (p. 5). If students enjoy the learning process, they will
learn the materials without any pressure. It makes them become interested to learn
more and more.
Flashcards use can be an alternative technique for the first grade students
of Dukuh Elementary School so that they can improve their vocabulary mastery.
The students can practice their vocabulary through the flashcards given and train
their brain to think fast. As Bright and McGregor (1970) says, “Practice is vital
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
5
and the pupils have got to do it” (p. 4). It is true that in learning English practice is
very important. The students can practice through repetition because Slattery and
Willis (2001) states that young learners “…are comfortable with routines and
enjoy repetition” (p. 4). Slattery and Willis (2001) also states that in helping the
young learners to learn English the teacher can “…use a lot of gestures, actions,
pictures to demonstrate what you mean” (p. 4). Hence, their vocabulary mastery
would improve through the use of flashcards.
B. Research Problems
Based on the research background, the problems in this research can be
formulated as follows.
1.
How do Flashcards enhance students’ vocabulary mastery?
2.
To what extent does the students’ vocabulary mastery improve?
C. Problem Limitation
The researcher will just limit the problem in the research into how
flashcards enhances the vocabulary mastery of the first grade students of Dukuh
Elementary School and to what extent the vocabulary mastery improves. The
implementation of flashcards through Classroom Action Research will only focus
on students’ vocabulary mastery improvement.
The problem of the first grade students of Dukuh Elementary School was
on their difficulty in mastering vocabulary so that the researcher used flashcards
to improve their vocabulary mastery.
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
6
D. Research Objectives
This research is aimed:
1.
To implement and evaluate the implementation of Flashcards for better
implementation in students’ vocabulary mastery.
2.
To see to what extent the students’ vocabulary mastery improves.
E. Research Benefits
The result of this research is expected to give some benefits to the first
grade students of Dukuh Elementary School so that they can improve their
vocabulary mastery. The English teacher of this class can also obtain the benefits
of the research. He can apply the solution in other classes which have similar
problem to the first grade students of Dukuh Elementary School. Other teachers in
other schools with similar problems can also apply the solution in their classes.
F. Definition of Terms
To have unambiguous terms and same perception, the researcher defined
the terms of flashcards, the vocabulary mastery for the first graders in primary
school, and the students of first grade in Dukuh Elementary School.
1. Flashcards
According to Lado (1964), flashcards as one of the visual aids can be used
to illustrate the meaning in teaching English. Flashcards may have a picture on
one side and it is useful for the active recall of vocabulary (para. 197). Since the
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
7
first graders have not learned writing, according to Soeparno (1987), every card
will just contain picture and no writing at all (para. 19).
Brewster et al. (2004) explain that flashcards can be used in introducing,
practicing, and reviewing structures and vocabulary (para. 161). Moreover,
Soeparno (1987) notes that it will be better if teachers choose the appropriate
media for the method that they use. For example, flashcard media can be very
appropriate if teachers use drill and practice method (para. 10). So, flashcards are
a kind of media that can be used in various activities.
The important points that are presented by Brewster et al. (2004) “When
using flashcards, ask yourself: are they large enough for the whole class to see?
Does the pictures convey the meaning clearly?”(p.161). Harmer also (2007b)
notes that the most important thing of pictures is visibility. “They have to be big
enough so that all our students – taking into account where they will be sitting –
can see the necessary detail”(p.179). The size that is needed to make flashcards
depends on the needs. The most important thing is it should be clear for the whole
class.
So, the flashcards that were used in this research were in a form of pictures
in A4-sized for presentation and practical activity in the first cycle. The flashcards
that were used in presentation activity of the second cycle were in A3 sized and in
practical activity in the second cycle were in A3-sized and A6-sized.
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
8
2. Vocabulary Mastery
According to Brewster et al. (2004), there are no definite new words that
are possible to introduce per lesson for the primary school students. However,
teacher should “not to overload your pupils by introducing too many new words at
any one time” and “do not write the word on the board until you have practiced its
pronunciation first” (p.87). It means that the first graders should master the
pronunciation first before they learn how to read and write the writing. The
vocabulary mastery for each unit is 4- 6 words. But, it depends on the students.
The teacher may add the words to be learnt if the students are capable to master
them in the learning.
3. The first grade students of Dukuh Elementary School
Dukuh Elementary School is located in Dukuh, Wijimulyo, Nanggulan,
Kulon Progo, DIY. The students of the first grade in this school in the academic
year of 2011/2012 consist of 20 students. They were in the odd semester when the
observation was held and in the even semester when the research was conducted
in class.
Brewster et al. (2004) explain that the first graders are the students in the
ages of six to seven (para. 6). According to Harmer (2007a), within education, the
term children can be described as the learners between the ages of about 2 to
about 14. Students generally can be described as young learners between the ages
of about 5 to 9 (para. 14). Slattery and Willis (2001) also explains that children
can be described as young learners (YLs) for the students between the ages of
about 7 to 12 (para. 4).
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
There are two major sections that are presented by the researcher in this
chapter. They are theoretical description and theoretical framework.
A. Theoretical Description
There are four main topics discussed in this part. They are about
flashcards, vocabulary, learners’ characteristic, and learning method.
1. Flashcards
a. Flashcards as Visual Aids
Lado (1964) explains that the using of visual aids in the language teaching
is truly needed. Flashcards, as one of the visual aids, can be used to recall the
meaning of words. For active recall vocabulary, flashcards may have a picture to
convey the meaning and the students can see the picture or word and try to recall
the second language word. If the flashcards are designed and used properly, it will
be very helpful in teaching and studying a language (para. 197- 198).
Brewster et al. (2004) state that “Visual support is also very important to
help convey meaning and to help pupils memorize new vocabulary” (p.86). From
this statement, it is very clear that in understanding and learning the meaning of
new words teachers need to use visual aids to support the learning process.
Moreover, Brewster et al. (2004) add that the using of flashcards is not merely for
9
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 10
the presentation but also for practice and review of structures and vocabulary
(para.161).
b. The Using of Pictures
Harmer (2007b) explains that pictures that are used to facilitate learning
can be in the form flashcards, large wall pictures, cue cards, photograph, or
illustrations. It is also explained that pictures, including flashcards, are usually
used as educational technology. Pictures of all kinds can be used in many ways,
such as drills, (communication) games, understanding, ornamentation, prediction,
and discussion.
In drills flashcards are generally used for drilling grammar items, for
cueing different sentences and practicing vocabulary. In (communication) games
teachers can use pictures for a variety of communication activities. Meanwhile, in
understanding pictures are very appropriate to present and check meaning.
Teachers can check students’ understanding in writing or listening by asking them
to select the picture that is being asked. In ornamentation teachers can use pictures
to engage students’ interests. The students will pay more attention to the teacher’s
explanation when they are attracted to the topic introduced by using pictures.
Then, in prediction pictures can be used for getting students to predict what is
coming next in a lesson. Teachers show a picture and ask the students to guess the
topic that will be discussed. In discussion pictures, such as cue cards, flashcards,
or wall pictures, can also be used in the teaching learning process (para. 178).
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 11
c. The Form of Flashcards
Soeparno (1987) has described flashcards as media in the teaching process.
The pictures that are presented must be clear without any writing on it. Media in
the form of flashcards are very appropriate to be applied as drill and practice
method (para. 20). Since the first grade students had not learned the vocabulary in
writing form, the flashcards are used based on the explanation of Soeparno (1987)
which states that there is no writing presented on the flashcards.
Flashcards as visual aids or media can help the students in the learning of
new vocabulary. Teacher can use it for the presentation, practice, and review.
However, there are some important points that need to be considered in using
flashcards.
Brewster et al. (2004) suggest that “When using flashcards, ask
yourself: are they large enough for the whole class to see? Does the pictures
convey the meaning clearly?”(p.161). It means that the teacher can make
flashcards based on the needs in the learning process.
Soeparno (1987) states, “flash card is a kind of media in the form of cards
of 15 x 20cm sized.” But, the size and the form of flashcards use will be adjusted
to the activities conducted. Harmer (2007b) notes that the most important thing of
pictures is visibility. “They have to be big enough so that all our students – taking
into account where they will be sitting – can see the necessary detail”(p.179). So,
all students can see the pictures clearly from their seats and their enthusiasm in the
learning process can be improved by the using of flashcards.
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 12
2. Vocabulary
In this part, the researcher discussed vocabulary mastery, learning English
vocabulary and vocabulary teaching and learning process.
a. Vocabulary Mastery
Since the first graders in Dukuh Elementary School for the first time,
Brewster et al. (2004) state that it is “useful to begin an English programme by
teaching children vocabulary for basic concepts, such as numbers, colours, and so
on, which can provide the basic for subsequent activities” (p.105). After mastering
the vocabulary, children will learn the foreign language more easily.
Brewster et al. (2004) also describe that in mastering vocabulary, children
will start from sounds to words to structure (para. 75). In mastering vocabulary,
children have to master the pronunciation first. If they have had the strong basic in
pronouncing the word, they can start to learn how to read and write the word.
Then, they can say the word in the sentence by using the correct structure.
Lado (1964) notes that “…the student is not usually forced to acquire the
same sort of vocabulary that he needed for the first language” (p.115) because the
students will not use English as the main language in the daily communication.
Since the purpose of the English language learning is different from the native
language learning, the students will learn different kind of vocabulary. There is
only selected vocabulary that was taught to the students in the early stage of
English learning.
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 13
b. Learning English Vocabulary
In the vocabulary learning, there are many different types of knowledge
that are involved. For example, teachers can assume that in the early stages of
learning the aspects of form, such as spelling, grammatical description, and the
grammatical changes that can be made to a word will not get high attention.
Meanwhile, the pronunciation, the meaning, and the use of a word will get more
attention. The importance will also depend on the requirement of the word to be
active or receptive use and the usefulness of the word for the future use.
There are seven factors of vocabulary learnability (White, 1988 as cited in
Brewster et al., 2004, para. 81-82) as follows.
1) Demonstrability: Is it easy to convey the meaning of the word? For example,
it will be easier for children to learn the basic level meaning, such as car, than an
abstract noun, such as transport.
2) Similarity to L1: Is there any similarity between the foreign words to the L1?
Children will learn a foreign word more easily when the foreign word has
similarity with the L1.
3) Brevity: Is it a short or long word? There is an assumption that a longer word
will be more difficult to learn than the short one. For example, plane should be
easier to learn for children than aeroplane.
4) Regularity of form: Is it a word that has regularity of form? For instance,
learning the regular plural, such as apple/ apples, will be easier than learning the
irregular plural, such as foot/ feet.
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 14
5) Learning load: Is part of a word already known? For example, a child may
feel more familiar to the words bed and room but not bedroom. The assumption is
that it will be easier for them to learn the words that have been known separately.
6) Opportunism: Is the word relevant to the child’s immediate situation?
Children will be more familiar to the vocabulary related to the classroom
environment.
7) Centre of interest: Are the words likely to be relevance of and interest to
children? Children have higher motivation to learn things that have relationship
with something that they like.
c. Vocabulary Teaching and Learning Process
According to Lado (1964), delivering meaning is only a small part of
vocabulary teaching. The practice for fluency in speaking and quick
understanding in listening can be seen in the word use, the form of the word, and
making of the new word to be easily available. Therefore, there should be a
learning to use the words rather than merely on grasping the meaning. There are
following steps to be involved in teaching vocabulary.
1) Hearing the Word
In this step the students are to hear the sound of the word correctly in two
or three repetitions. Slow pronunciation will be very helpful. Breaking the word
into parts and building up to the whole word will also help the students in
recognizing the word.
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 15
2) Pronouncing the Word
In this step the students are to pronounce the word because it helps them to
remember it longer and identify it more readily when they hear or see it. Then, the
teacher needs to teach the correct pronunciation and find the pronunciation
accuracy from each student.
3) Grasping the Meaning
In this step the students are to get the meaning to the class without using
translation. The students should grasp the meaning of a word that they have
pronounced. If the teacher uses native language every time in the class, the using
of target language will remain the useless curiosity. The communication system
will be formed by the using of target language in the class regularly.
4) Illustrative Sentences
Most words have a variety in use and the best way to explain each word’s
meaning to children is by giving the example that can illustrate the variation of
usage.
5) Practice from Meaning to Expression
If teacher has delivered the meaning of the new word, students have to be
led for practicing its use. There are various types of practices for its purposes. The
stimulus that can be used to practice the meaning such as pictures, realia, context,
and dramatization, will control students to focus on remembering the materials
that have been presented.
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 16
6) Reading the Word
After hearing and having the pronunciation, the students should see and
read the word aloud. By reading the word, the students can have an image of the
writing. In writing the word, the students will learn how to spell a word (para.
120- 126).
Brewster et al. (2004) explain that the learning of vocabulary in a foreign
language is a complex matter because in the vocabulary teaching of a foreign
language teachers need to consider that the children are still building up their L1
vocabulary and are still in the process of acquiring and organizing concept.
In vocabulary learning, there are many different types of knowledge that
are involved. For example, teachers can assume that in the early stages of learning
the aspects of form, such as spelling, grammatical description, and the
grammatical changes that can be made to a word will not get high attention. More
attention is likely to be paid to how a word is pronounced, its meaning and its use.
There are five main stages for children in their efforts to learn new words.
1) Stage 1: understanding and learning the meaning of new words
Ideally, the children should be introduced to vocabulary that is presented
in a familiar context. Visual support will be very important to convey meaning
and to help the children memorize the new vocabulary. Teacher should not write
any word on the board until the pronunciation is practiced. There are some
techniques to introduce new vocabulary and convey meaning. The first technique
is using objects or things brought to the classroom because children will
memorize a word easily through visualization. Teacher can introduce a new word
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 17
by showing the real object. The second technique is using drawings on the
blackboard or by using flashcards. The third technique is using illustrations,
pictures, photos, flashcards found in the language learning materials that are used
or by making visual aids. Teacher can use pictures from magazines, and so on.
Teacher can also implement the fourth technique by using actions, mime,
expressions and gestures e.g. adjectives: sad, happy; verbs: swimming, running,
jumping, etc. The fifth technique is by demonstration of Pointing, touching,
tasting, feeling, and smelling whenever possible. Teacher can lead the pupils to
use their senses in memorizing words and conveying their meanings. The
demonstration using technology including video, computer, and the internet can
also be implemented.
2) Stage 2: attending to form
Teacher tries to convey the meaning of a word. If a child knows the word,
teacher should ask him to say it aloud. If the child says the word correctly, he can
be used as a model for other friends. Another way that can be conducted is that the
teacher says the word aloud and asks the class to repeat. Say it again and again.
Always check the students’ pronunciation for each repetition. Ask one of them to
repeat the word and then ask the whole class to repeat again. Teacher can possibly
write the word on the board so that the pupils can see the writing and they can
copy it later.
3) Stage 3: vocabulary practicing, memorizing, and checking activities
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 18
On this stage, teacher leads the students to do some activities that can be
used to practice their vocabulary, help them memorize the vocabulary, and help
them check the vocabulary mastery.
4) Stage 4: consolidation, recycling, extending, organizing, recording, and
personalizing vocabulary
Children can learn new words relatively quickly, but they forget things
easily. To have long memory of these new words, they need to practice regularly,
consolidate and recycle words in different context.
5) Stage 5: developing strategies for vocabulary learning
Children need to develop their strategies in vocabulary learning. By
developing the strategies, children can understand and memorize words more
effectively. They can also discover the pattern of the word and know how to guess
the meaning of unknown words. It helps them become more active in vocabulary
learning and more independent (para. 85- 91).
In teaching vocabulary to children, they must have appropriate practice.
Slattery and Willis (2001) explains that children are listening to teacher and they
often repeat the words and phrases naturally and spontaneously. When teacher is
introducing new vocabulary and they want to speak, teacher can encourage them
to repeat the new items.
Teacher can use pictures, sounds, and others senses that can be touched so
that the children can really feel the materials. Teacher has to be active in showing
the materials that can help them to support the meaning. Besides showing the
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 19
materials, teacher can use gestures, movement, and actions, to help children grasp
the meaning.
For having a deeper practice, teacher can ask the children to color the
pictures of the new things and make the children become familiar with them.
After having fun and being accustomed to the new things, children can learn their
names. Teacher can name the new things by introducing the vocabulary. So,
children start to learn the new vocabulary by naming the things they know.
Repeating words as often as possible is the best way for children to
memorize new vocabulary. The new words can also be used in context to make
children become familiar with the new vocabulary. Children can also practice and
play with the new sounds of the new vocabulary, just like when they learn their
first language (para. 47).
3. Learners’ Characteristics
Teaching English as a foreign language to children is not easy. There are
many factors that need to be considered to decide how and what to teach. Teacher
also needs to understand well the characteristics of the learners. This section will
discuss the first grade students of elementary school, children as language
learners, how children think and learn, and suggested ways activities for children.
a. The First Grade Students of Elementary School
Teaching English to the primary graders will be very different from
teaching adults. Harmer (2007a) states that “The age of our students is a major
factor in our decision about how and what to teach” (p. 81). It means that giving
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 20
appropriate materials for appropriate students’ ages is a very important thing to be
considered. Moreover, the primary graders are in the early stage of learning
English.
According to Harmer (2007a), students generally can be described as
young learners between the ages of about 5 to 9 (para. 14). Slattery and Willis
(2001) also notes that “Because children show different characteristics at different
ages, we sometimes make a distinction between very young learners (VYLs) aged
under 7 years, and young learners (YLs) aged 7 to 12 (p. 4). According to their
ages, the first graders included young learners.
Brewster et al. (2004) explain that the first graders at primary level are the
students between the ages of about six to seven (para. 6). Based on the
explanation, the terms that are presented by Harmer are more appropriate in the
research. It can be concluded that within education, the students in the primary
grade can be described as young learners and also children. The next section will
discuss about the characteristics of primary graders as young learners, children,
and children like as a learners.
1) Young learners
Slattery and Willis (2001) notes that young learners have special
characteristics because young learners can learn obvious letter patterns that can
help them in sound recognition and in word prediction. The using of visual clues
can help them remember words and phrases more easily. The young learners also
do not need to know the formal names of the letters until they are ready to start
writing and spelling.
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 21
Another way to help children pronounce a word can be done by playing
sound and repeating a word they read on a card or in their book. The activities can
be singing it or saying it loudly or quickly or slowly, or whispering. Playing with
words is an obvious way to help the students practice the pronunciation.
Moreover, it can also help children remember the word (para. 68).
2) Children
According to Harmer (2007a), within education, the term children can be
described as learners between the ages of about 2 to about 14. In these ages,
children learn and take information from everything that is going on around them,
but they do not focus on what is being taught by the teacher. That is why the
teacher should use a simple language instead of long sentences with complex
grammar rules in the communication.
Children usually have a habit to receive teacher approval of everything
they do. They usually give good response to activities that focus on their lives and
experience. However, they will get bored of an activity more easily. They
remember things as easily as they forget things (para.14).
Each child starts to learn English in different ages, but the range of the
ages can help teacher understand the characteristics of the students and provide
the appropriate materials for them. When teacher understands the primary graders’
characteristics, it will be easier to teach them by using appropriate ways.
b. Children as Language Learners
In teaching language, teachers also need to know the learners’
characteristics in the language learning process. Lado (1964) explains that
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 22
children will through the process of listening then speaking. After that, they will
learn reading and writing. (para. 32- 33).
As language learne
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
UTILIZING FLASHCARDS AS AN ALTERNATIVE TECHNIQUE
TO ENHANCE THE VOCABULARY MASTERY OF
THE FIRST GRADE STUDENTS IN DUKUH ELEMENTARY SCHOOL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Putri Kusuma Wardhani
Student Number: 071214056
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
UTILIZING FLASHCARDS AS AN ALTERNATIVE TECHNIQUE
TO ENHANCE THE VOCABULARY MASTERY OF
THE FIRST GRADE STUDENTS IN DUKUH ELEMENTARY SCHOOL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Putri Kusuma Wardhani
Student Number: 071214056
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
I dedicate
this thesis
with much love
to:
mamam, the best mother I have ever had
babe, my lovely father
mamas Yanuar, my beloved brother
mbak Norma, my beloved sister
Ambardi Family (mbak Rini+Hayyu)
simbok, my only grandmother
Fissanaputri
— Thank
you —
for the
love
support
affections
and
for
being
the best
in
“my life”
iv
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
v
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
vi
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
ABSTRACT
Kusuma Wardhani, Putri. 2012. Utilizing Flashcards as an Alternative Technique
to Enhance the Vocabulary Mastery of the First Grade Students in Dukuh
Elementary School. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
Vocabulary is an important element in English language learning.
However, students often find difficulty in learning vocabulary. The first grade
students in Dukuh Elementary School also had a problem in mastering
vocabulary. From the researcher’s observation and interview, it was found that
they could not catch the teacher’s presentation of new vocabulary without any
visual aid. They were not interested in the teacher’s presentation, which made
them pay less attention to the learning materials. This research was conducted to
enhance the vocabulary mastery of the first grade students in Dukuh Elementary
School.
In this research, the researcher conducted the learning process by utilizing
flashcards as the alternative technique to be the solution of this problem. The
method used in this research was classroom action research. The research
participants were 20 first grade students in Dukuh Elementary School. The
research instruments used were observation sheets, interview, the transcription of
video recording, and base-line and KKM.
The utilizing of flashcards helped the students in presentation and practice
activities. Their vocabulary mastery after the implementation of flashcards in the
learning process increased. It was shown by their assessments results which were
compared to the base-line. Moreover, the number of students who passed KKM
also increased. It could be concluded that flashcards helped them enhance their
vocabulary mastery.
It is suggested that teachers utilize flashcards to improve students’
vocabulary mastery so that students have a strong basic for listening, speaking,
reading, and writing skills in the higher level study. Flashcards help students
recognize the new vocabulary more easily. Students can also use flashcards to
recall and drill the vocabulary that they have learned. In other words, the utilizing
of flashcards in learning new vocabulary is highly recommended.
Keywords: vocabulary mastery, flashcards, first grade students
vii
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
ABSTRAK
Kusuma Wardhani, Putri. 2012. Utilizing Flashcards as an Alternative Technique
to Enhance the Vocabulary Mastery of the First Grade Students in Dukuh
Elementary School. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.
Vocabulary merupakan element yang penting dalam pembelajaran Bahasa
Inggris. Namun, para siswa sering mengalami kesulitan dalam pembelajaran
vocabulary. Siswa kelas satu di SD Dukuh juga mengalami hal yang serupa.
Berdasarkan hasil observasi dan wawancara peneliti, para siswa mengalami
kesulitan dalam memahami vocabulary baru yang dikenalkan guru tanpa
menggunakan bantuan alat peraga. Mereka tidak tertarik pada presentasi guru
yang membuat mereka tidak memperhatikan materi pembelajaran dengan baik.
Penelitian ini dilakukan untuk meningkatkan penguasaan vocabulary siswa kelas
satu di SD Dukuh.
Dalam penelitian ini peneliti menerapkan proses pembelajaran yang
menggunakan flashcard sebagai teknik alternatif sebagai solusi untuk masalah ini.
Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas.
Partisipan penelitian ini adalah 20 siswa kelas satu SD Dukuh. Instrumen
penelitian yang digunakan yaitu lembar observasi,wawancara, transkrip rekaman
video, dan base-line serta KKM.
Penggunaan flashcard membantu siswa dalam kegiatan presentasi dan
latihan. Penguasaan vocabulary mereka meningkat setelah penerapan flashcard
dalam proses pembelajaran. Hal ini ditunjukkan dalam hasil penilaian mereka
yang dibandingkan dengan base-line. Jumlah siswa yang mencapai KKM pun
meningkat. Dapat disimpulkan bahwa flashcard membantu siswa dalam
meningkatkan penguasaan vocabulary mereka.
Para guru disarankan untuk menggunakan flashcard untuk meningkatkan
penguasaan vocabulary para siswa sehingga para siswa tersebut memiliki dasar
yang kuat dalam keterampilan listening, speaking, reading, and writing di jenjang
yang lebih tinggi nantinya. Flashcard membantu para siswa untuk mengenal
vocabulary baru dengan lebih mudah. Para siswa juga dapat menggunakan
flashcard untuk mengingat dan melatih vocabulary yang telah mereka pelajari.
Dengan kata lain, penggunaan flashcard dalam pembelajaran vocabulary baru
sangatlah direkomendasikan.
Kata kunci: penguasaan kosakata, flashcard, siswa kelas satu SD
viii
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
ACKNOWLEDGEMENTS
I thank God for the blessing and gift that I could keep up my spirit and
have so much support in accomplishing this thesis. God is the One that gave me
strength, confidence and capability in doing this thesis.
I would like to give much grateful to my sponsor, Gregorius Punto Aji,
S.Pd., M.Hum. for his patience in guiding me to finish this thesis. I really thank
him for the time in sharing and giving me advice, suggestions and encouragement
so that I could always be on the right track up to the end. My best gratitude would
also come to Josephine Sri Murwani Pudji Lestari, S.Pd. for her willingness for
the sharing. With her kindness she has checked the language I used and given
some advice and suggestions that are useful to finish this thesis. I would also like
to express my gratitude to all lecturers of the English Education Study Program,
Sanata Dharma University for the help, guidance, and knowledge they have
shared that would be great provisions for me to be a good English teacher in the
future.
I would also to convey my deepest gratitude to my father, Tomy Giyatno,
S.Pd. and my wonderful mother, Dra. Kasiatiningsih who was always the best
parents in my life. I really thank them for the endless prayer, love, caring,
patience, and support so that I could survive and never give up accomplishing this
thesis. I also thank my beloved sister, Mbak Norma Pradipta for giving me help,
support, and prayers. The same appreciation also comes to Mamas Yanuar
Ambardi, Mbak Dwi Ambardi and their little girl, Hayyu Aulia Ambardi for the
ix
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
help and support. My thankfulness goes to Mamas Waskita Ahmad Fissa who
always gives the best help, support, affections and prayers.
My gratitude also goes to Keke, Redy, Bertha, Gaby, Agnes, and Ria, for
the sharing. I really thank them for the help in checking the language I used and
giving some advice and suggestions that are useful to finish this thesis. I would
also like to thank Uci, Kiki, Kanya, Sance, for the friendship and support.
Finally, I would like to say thanks to all my friends in English Education
Study Program of 2007 for studying and gaining knowledge together, especially
to all my friends in “Lie” play performance, PPL SMAN 1 Ngemplak, KKN XL
Gersik, and to my seniors who have helped me a lot, and to Mbak Dhanniek and
Mbak Tari for helping and facilitating me when I studied in PBI. Lastly, I thank
all people who have helped and supported me directly or indirectly that I cannot
mention one by one. May God bless them and light their way in going through the
life.
Putri Kusuma Wardhani
x
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE …………………………………………………………
i
APPROVAL PAGE …………………………………………………..
ii
DEDICATION PAGE ………………………………………………..
iv
STATEMENT OF WORKS’S ORIGINALITY ……………………..
v
PERNYATAAN PERSETUJUAN PUBLIKASI …………….…………
vi
ABSTRACT ………………………………………………………….
vii
ABSTRAK …………………………………………………………….
viii
ACKNOWLEDGEMENTS ………………………………………….
ix
TABLE OF CONTENTS …………………………………………….
xi
LIST OF TABLES …………………………………………………...
xiv
LIST OF FIGURES ………………………………………………….
xv
LIST OF APPENDICES ……………………………………………..
xvi
CHAPTER I.
INTRODUCTION
1
A. Research Background ……………………………
1
B. Research Problems …..……………………..…....
5
C. Problem Limitation ………………………………
5
D. Research Objectives ……………………………..
6
E. Research Benefits ………………………………..
6
F. Definition of Terms ……………………………...
6
CHAPTER II. REVIEW OF RELATED LITERATURE
9
A. Theoretical Description ……………………….....
9
1. Flashcards ………………………………………..
9
a. Flashcards as Visual Aids ………………………..
9
b. The Using of Pictures ……………………..……..
10
c. The Form of Flashcards ……..……..……..……...
11
xi
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
2. Vocabulary ……………………………………….
12
a. Vocabulary Mastery ……………………………...
12
b. Learning English Vocabulary …………………....
13
c. Vocabulary Teaching and Learning Process …….
14
3. Learners’ Characteristics ………………………...
19
a. The First Grade Students of Elementary School ...
19
b. Children as Language Learners ………………….
21
c. How Children Think and Learn ………………….
23
d. Suggested Ways and Activities for Children …...
25
4. Learning Method …………………………………
28
a. Direct Method ……………………………………
28
b. Audio-Lingualism ………………………………..
29
c. PPP (Presentation, Practice and Production) …….
30
B. Theoretical Framework …………………………..
31
CHAPTER III. METHODOLOGY
33
A. Research Method ………………………………
33
B. Research Participants ………………………….
36
C. Research Instruments ………………………….
36
D. Data Gathering Technique …………………….
37
E. Data Analysis Technique ………………………
38
F. Research Procedure …………………………….
39
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
41
A. Research Findings in the First Cycle …………
41
B. Research Findings in the Second Cycle ………
50
C. The Improvement of Research Findings in the
First and Second Cycle ……………………….
xii
59
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
66
A. Conclusions ……………………………………
66
B. Suggestions …………………………………….
67
REFERENCES ………………………………………………………
68
APPENDICES ……………………………………………………….
70
xiii
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
LIST OF TABLES
Table
Page
4.1
The Observation of the Students in the First Cycle ………………
44
4.2
Interview Result in the First Cycle ……………………………….
49
4.3
The Observation of the Students in the Second Cycle ………......
53
4.4
Interview Result in the Second Cycle ……………………………..
58
4.5
The Comparison of Students’ Results in Production Activity in
the First Cycle to the Second Cycle ………………………………
61
Students’ grade in Base- line Compared to The First Assessment
and Second Assessment …………………………………………..
62
The Comparison of KKM in Base-Line to the First Assessment
and Second Assessment …………………………………………...
64
4.6
4.7
xiv
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
LIST OF FIGURES
Figure
4.1
Page
Classroom Action Research According to Kemmis and McTaggart
(1982) ……………………………………………………………….
35
4.2
Flashcards of Animals that were used in the First Cycle …………..
42
4.3
The Process of Presentation by Using Flashcards in the First
Cycle …………………………………………………....………......
43
4.4
The Observation of the Students in the First Cycle ………………...
44
4.5
The Process of Practical Activity by Using Flashcards in the First
Cycle ……………………………………………………………......
46
4.6
The Process of Production by Using Flashcards in the First Cycle…
47
4.7
Flashcards of Fruits that were used in the second Cycle ……………
51
4.8
The Process of Presentation by Using Flashcards in the Second
4.9
Cycle ……………………………………………...………………...
52
The Observation of the Students in the Second Cycle…………..….
53
4.10 The Process of Practical Activity by Using Flashcards in the
Second Cycle …………………………………………………….....
55
4.11 The Process of Production by Using Flashcards in the Second
Cycle………………………………………………………………...
56
xv
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
LIST OF APPENDICES
Appendix A : Letter of Permission ………………………………………...
71
Appendix B : KKM ………………………………………………….….....
73
Appendix C : Base-Line ……………………………………………..….....
75
Appendix D : Students’ Assessment Results ………………………...….....
77
Appendix E : Lesson Plans ………………………………………...….......
80
Appendix F : Observation Sheets ………………………………………..... 99
Appendix G : The Interview Result ………………………………...….....
110
Appendix H : Table of Data Gathering Technique …………………..….... 114
Appendix I : Transcription of Video Recording .……………………….... 117
Appendix J : Research Documentation ……………………………..…..... 141
xvi
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
CHAPTER I
INTRODUCTION
In this chapter, the researcher presents the research background, the
problem formulation, the problem limitation, the research objective, the research
benefits, and the definition of terms in the research.
A. Research Background
Due to the globalization era, English becomes a very important language
in the world because much information is delivered in English. Brewster et al.
(2004) note that in these recent years “…English language learning in many
countries did not begin until secondary school. This brings us to the next trend,
the lowering of the age at which children learn a foreign language” (p. 1). This is
proven by the fact that English starts to be taught from the primary grades.
Brewster et al. (2004) state that “Many countries have now started
teaching English in the state primary sector” (p. 2). They also note that “One
reason for starting to learn a foreign language several years earlier (at age six or
nine instead of eleven or twelve) was simply to increase the total number of years
spent learning the language” (p. 3). However, teaching English to children is
different from teaching adults. That is why children’s motivation in learning
English supported by fun and interesting teaching techniques becomes the main
aim of the Ministry of Education in Indonesia.
1
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
2
The Ministry of Education in Indonesia presents the curriculum of English
as one of the learning subjects for the primary school starting from the fourth
grade. Yet, as the effect of regional autonomy, Unit Pelaksana Teknis Daerah
Pendidikan Anak Usia Dini and Pendidikan Dasar (UPTD PAUD and Dikdas)
Kecamatan Nanggulan decided English as one of the elective subject contents to
be taught starting from the first grade. As one of the schools in Nanggulan, Dukuh
Elementary School has started to introduce and teach English from the first grade.
Since there was no curriculum presented, the competence standard for the first
grade of the primary school was the adjustment of the fourth grade curriculum.
One purpose of giving English lesson to Elementary School students in
School-Based Curriculum according to Badan Standar Nasional Pendidikan
(2006) is to “Mengembangkan kompetensi berkomunikasi dalam bentuk lisan
secara terbatas untuk mengiringi tindakan (language accompanying action)
dalam konteks sekolah” (p. 403). Moreover, Lado (1964) notes that teaching
language is supposed to “Teach listening and speaking first, reading and writing
next” (p. 50). Therefore, the listening and speaking skills are more dominant than
the reading and writing skills in the English learning process in the primary
school. The competence of reading and writing are used to support the
competence in the oral communication.
Since in communication students need to have adequate vocabulary, the
students in the primary school need to learn the vocabulary to support the oral
communication. Moreover, Nation (1990) notes that “…vocabulary as being a
very important, if not the most important, element in language learning” (p. 2). As
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
3
the most important element in learning the language, vocabulary should be taught
in the beginning stage of English language learning. Therefore, the first graders in
Dukuh Elementary School need to learn vocabulary to strengthen their vocabulary
mastery that they need in the communication in English language learning.
However, English is a foreign language for Indonesian learners. It is
assumed as a difficult subject to learn, especially by the young learners who still
learn their mother language. Most of Indonesian learners are not accustomed to
using English in their daily life. They have difficulties in mastering English
vocabulary which is important as the element in learning English.
Similar to many English learners in Indonesia, the first grade students of
Dukuh Elementary School 2011/2012 had difficulty in mastering English
vocabulary. They looked confused when the teacher tried to present the
vocabulary of the materials without any visual aid. It seemed that they did not
understand the teacher’s presentation. Moreover, Brewster et al. (2004) note that
“some children cannot rely solely on a word being presented orally” (p. 87). As a
result, the students could not master the vocabulary optimally.
After doing some observations, the researcher realized that there were
some reasons why the students felt that learning English vocabulary was quite
difficult. One of the reasons was because they learnt English as a foreign language
for the first time. Brewster et al. (2004) state, “When teaching vocabulary in a
foreign language we need to bear in mind that children are still building up their
L1 vocabulary and are still in the process of acquiring and organizing concepts”
(p. 81). In addition, Brewster et al. (2004) also state that in vocabulary learning in
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
4
primary school “More attention is likely to be paid to how a word is pronounced,
its meaning and its use” (p. 81). Therefore, the pronunciation is introduced before
the students learn how to read and write a word.
Based on the analysis of the problem faced by the first grade students of
Dukuh Elementary school, the researcher would like to conduct a research to
improve the students’ vocabulary mastery by utilizing flashcards. Flashcards
could help students to understand vocabulary because as according to Nation
(1990), “The new words are taught using pictures, definitions, and similar aids”
(p. 64). Taylor (1990) also adds that students know the word from the denotation
of concrete item like ‘plate’, ‘ruler’, or ‘banana’ by simply bringing the object
itself (realia), or pictures of the objects, into the classroom (para. 2).
Flashcards can be applied in class if the students are enthusiastic because
the most important things to create class’ atmosphere are enthusiasm and
enjoyment. Bright and McGregor (1970) states that “Enjoyment ought to be one
of the foremost aims and effects of education, particularly in schools, partly
because what we enjoy we feel inclined to go on with, and what we have disliked,
we drop as soon as we can” (p. 5). If students enjoy the learning process, they will
learn the materials without any pressure. It makes them become interested to learn
more and more.
Flashcards use can be an alternative technique for the first grade students
of Dukuh Elementary School so that they can improve their vocabulary mastery.
The students can practice their vocabulary through the flashcards given and train
their brain to think fast. As Bright and McGregor (1970) says, “Practice is vital
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
5
and the pupils have got to do it” (p. 4). It is true that in learning English practice is
very important. The students can practice through repetition because Slattery and
Willis (2001) states that young learners “…are comfortable with routines and
enjoy repetition” (p. 4). Slattery and Willis (2001) also states that in helping the
young learners to learn English the teacher can “…use a lot of gestures, actions,
pictures to demonstrate what you mean” (p. 4). Hence, their vocabulary mastery
would improve through the use of flashcards.
B. Research Problems
Based on the research background, the problems in this research can be
formulated as follows.
1.
How do Flashcards enhance students’ vocabulary mastery?
2.
To what extent does the students’ vocabulary mastery improve?
C. Problem Limitation
The researcher will just limit the problem in the research into how
flashcards enhances the vocabulary mastery of the first grade students of Dukuh
Elementary School and to what extent the vocabulary mastery improves. The
implementation of flashcards through Classroom Action Research will only focus
on students’ vocabulary mastery improvement.
The problem of the first grade students of Dukuh Elementary School was
on their difficulty in mastering vocabulary so that the researcher used flashcards
to improve their vocabulary mastery.
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
6
D. Research Objectives
This research is aimed:
1.
To implement and evaluate the implementation of Flashcards for better
implementation in students’ vocabulary mastery.
2.
To see to what extent the students’ vocabulary mastery improves.
E. Research Benefits
The result of this research is expected to give some benefits to the first
grade students of Dukuh Elementary School so that they can improve their
vocabulary mastery. The English teacher of this class can also obtain the benefits
of the research. He can apply the solution in other classes which have similar
problem to the first grade students of Dukuh Elementary School. Other teachers in
other schools with similar problems can also apply the solution in their classes.
F. Definition of Terms
To have unambiguous terms and same perception, the researcher defined
the terms of flashcards, the vocabulary mastery for the first graders in primary
school, and the students of first grade in Dukuh Elementary School.
1. Flashcards
According to Lado (1964), flashcards as one of the visual aids can be used
to illustrate the meaning in teaching English. Flashcards may have a picture on
one side and it is useful for the active recall of vocabulary (para. 197). Since the
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
7
first graders have not learned writing, according to Soeparno (1987), every card
will just contain picture and no writing at all (para. 19).
Brewster et al. (2004) explain that flashcards can be used in introducing,
practicing, and reviewing structures and vocabulary (para. 161). Moreover,
Soeparno (1987) notes that it will be better if teachers choose the appropriate
media for the method that they use. For example, flashcard media can be very
appropriate if teachers use drill and practice method (para. 10). So, flashcards are
a kind of media that can be used in various activities.
The important points that are presented by Brewster et al. (2004) “When
using flashcards, ask yourself: are they large enough for the whole class to see?
Does the pictures convey the meaning clearly?”(p.161). Harmer also (2007b)
notes that the most important thing of pictures is visibility. “They have to be big
enough so that all our students – taking into account where they will be sitting –
can see the necessary detail”(p.179). The size that is needed to make flashcards
depends on the needs. The most important thing is it should be clear for the whole
class.
So, the flashcards that were used in this research were in a form of pictures
in A4-sized for presentation and practical activity in the first cycle. The flashcards
that were used in presentation activity of the second cycle were in A3 sized and in
practical activity in the second cycle were in A3-sized and A6-sized.
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
8
2. Vocabulary Mastery
According to Brewster et al. (2004), there are no definite new words that
are possible to introduce per lesson for the primary school students. However,
teacher should “not to overload your pupils by introducing too many new words at
any one time” and “do not write the word on the board until you have practiced its
pronunciation first” (p.87). It means that the first graders should master the
pronunciation first before they learn how to read and write the writing. The
vocabulary mastery for each unit is 4- 6 words. But, it depends on the students.
The teacher may add the words to be learnt if the students are capable to master
them in the learning.
3. The first grade students of Dukuh Elementary School
Dukuh Elementary School is located in Dukuh, Wijimulyo, Nanggulan,
Kulon Progo, DIY. The students of the first grade in this school in the academic
year of 2011/2012 consist of 20 students. They were in the odd semester when the
observation was held and in the even semester when the research was conducted
in class.
Brewster et al. (2004) explain that the first graders are the students in the
ages of six to seven (para. 6). According to Harmer (2007a), within education, the
term children can be described as the learners between the ages of about 2 to
about 14. Students generally can be described as young learners between the ages
of about 5 to 9 (para. 14). Slattery and Willis (2001) also explains that children
can be described as young learners (YLs) for the students between the ages of
about 7 to 12 (para. 4).
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
There are two major sections that are presented by the researcher in this
chapter. They are theoretical description and theoretical framework.
A. Theoretical Description
There are four main topics discussed in this part. They are about
flashcards, vocabulary, learners’ characteristic, and learning method.
1. Flashcards
a. Flashcards as Visual Aids
Lado (1964) explains that the using of visual aids in the language teaching
is truly needed. Flashcards, as one of the visual aids, can be used to recall the
meaning of words. For active recall vocabulary, flashcards may have a picture to
convey the meaning and the students can see the picture or word and try to recall
the second language word. If the flashcards are designed and used properly, it will
be very helpful in teaching and studying a language (para. 197- 198).
Brewster et al. (2004) state that “Visual support is also very important to
help convey meaning and to help pupils memorize new vocabulary” (p.86). From
this statement, it is very clear that in understanding and learning the meaning of
new words teachers need to use visual aids to support the learning process.
Moreover, Brewster et al. (2004) add that the using of flashcards is not merely for
9
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 10
the presentation but also for practice and review of structures and vocabulary
(para.161).
b. The Using of Pictures
Harmer (2007b) explains that pictures that are used to facilitate learning
can be in the form flashcards, large wall pictures, cue cards, photograph, or
illustrations. It is also explained that pictures, including flashcards, are usually
used as educational technology. Pictures of all kinds can be used in many ways,
such as drills, (communication) games, understanding, ornamentation, prediction,
and discussion.
In drills flashcards are generally used for drilling grammar items, for
cueing different sentences and practicing vocabulary. In (communication) games
teachers can use pictures for a variety of communication activities. Meanwhile, in
understanding pictures are very appropriate to present and check meaning.
Teachers can check students’ understanding in writing or listening by asking them
to select the picture that is being asked. In ornamentation teachers can use pictures
to engage students’ interests. The students will pay more attention to the teacher’s
explanation when they are attracted to the topic introduced by using pictures.
Then, in prediction pictures can be used for getting students to predict what is
coming next in a lesson. Teachers show a picture and ask the students to guess the
topic that will be discussed. In discussion pictures, such as cue cards, flashcards,
or wall pictures, can also be used in the teaching learning process (para. 178).
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 11
c. The Form of Flashcards
Soeparno (1987) has described flashcards as media in the teaching process.
The pictures that are presented must be clear without any writing on it. Media in
the form of flashcards are very appropriate to be applied as drill and practice
method (para. 20). Since the first grade students had not learned the vocabulary in
writing form, the flashcards are used based on the explanation of Soeparno (1987)
which states that there is no writing presented on the flashcards.
Flashcards as visual aids or media can help the students in the learning of
new vocabulary. Teacher can use it for the presentation, practice, and review.
However, there are some important points that need to be considered in using
flashcards.
Brewster et al. (2004) suggest that “When using flashcards, ask
yourself: are they large enough for the whole class to see? Does the pictures
convey the meaning clearly?”(p.161). It means that the teacher can make
flashcards based on the needs in the learning process.
Soeparno (1987) states, “flash card is a kind of media in the form of cards
of 15 x 20cm sized.” But, the size and the form of flashcards use will be adjusted
to the activities conducted. Harmer (2007b) notes that the most important thing of
pictures is visibility. “They have to be big enough so that all our students – taking
into account where they will be sitting – can see the necessary detail”(p.179). So,
all students can see the pictures clearly from their seats and their enthusiasm in the
learning process can be improved by the using of flashcards.
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 12
2. Vocabulary
In this part, the researcher discussed vocabulary mastery, learning English
vocabulary and vocabulary teaching and learning process.
a. Vocabulary Mastery
Since the first graders in Dukuh Elementary School for the first time,
Brewster et al. (2004) state that it is “useful to begin an English programme by
teaching children vocabulary for basic concepts, such as numbers, colours, and so
on, which can provide the basic for subsequent activities” (p.105). After mastering
the vocabulary, children will learn the foreign language more easily.
Brewster et al. (2004) also describe that in mastering vocabulary, children
will start from sounds to words to structure (para. 75). In mastering vocabulary,
children have to master the pronunciation first. If they have had the strong basic in
pronouncing the word, they can start to learn how to read and write the word.
Then, they can say the word in the sentence by using the correct structure.
Lado (1964) notes that “…the student is not usually forced to acquire the
same sort of vocabulary that he needed for the first language” (p.115) because the
students will not use English as the main language in the daily communication.
Since the purpose of the English language learning is different from the native
language learning, the students will learn different kind of vocabulary. There is
only selected vocabulary that was taught to the students in the early stage of
English learning.
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 13
b. Learning English Vocabulary
In the vocabulary learning, there are many different types of knowledge
that are involved. For example, teachers can assume that in the early stages of
learning the aspects of form, such as spelling, grammatical description, and the
grammatical changes that can be made to a word will not get high attention.
Meanwhile, the pronunciation, the meaning, and the use of a word will get more
attention. The importance will also depend on the requirement of the word to be
active or receptive use and the usefulness of the word for the future use.
There are seven factors of vocabulary learnability (White, 1988 as cited in
Brewster et al., 2004, para. 81-82) as follows.
1) Demonstrability: Is it easy to convey the meaning of the word? For example,
it will be easier for children to learn the basic level meaning, such as car, than an
abstract noun, such as transport.
2) Similarity to L1: Is there any similarity between the foreign words to the L1?
Children will learn a foreign word more easily when the foreign word has
similarity with the L1.
3) Brevity: Is it a short or long word? There is an assumption that a longer word
will be more difficult to learn than the short one. For example, plane should be
easier to learn for children than aeroplane.
4) Regularity of form: Is it a word that has regularity of form? For instance,
learning the regular plural, such as apple/ apples, will be easier than learning the
irregular plural, such as foot/ feet.
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 14
5) Learning load: Is part of a word already known? For example, a child may
feel more familiar to the words bed and room but not bedroom. The assumption is
that it will be easier for them to learn the words that have been known separately.
6) Opportunism: Is the word relevant to the child’s immediate situation?
Children will be more familiar to the vocabulary related to the classroom
environment.
7) Centre of interest: Are the words likely to be relevance of and interest to
children? Children have higher motivation to learn things that have relationship
with something that they like.
c. Vocabulary Teaching and Learning Process
According to Lado (1964), delivering meaning is only a small part of
vocabulary teaching. The practice for fluency in speaking and quick
understanding in listening can be seen in the word use, the form of the word, and
making of the new word to be easily available. Therefore, there should be a
learning to use the words rather than merely on grasping the meaning. There are
following steps to be involved in teaching vocabulary.
1) Hearing the Word
In this step the students are to hear the sound of the word correctly in two
or three repetitions. Slow pronunciation will be very helpful. Breaking the word
into parts and building up to the whole word will also help the students in
recognizing the word.
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 15
2) Pronouncing the Word
In this step the students are to pronounce the word because it helps them to
remember it longer and identify it more readily when they hear or see it. Then, the
teacher needs to teach the correct pronunciation and find the pronunciation
accuracy from each student.
3) Grasping the Meaning
In this step the students are to get the meaning to the class without using
translation. The students should grasp the meaning of a word that they have
pronounced. If the teacher uses native language every time in the class, the using
of target language will remain the useless curiosity. The communication system
will be formed by the using of target language in the class regularly.
4) Illustrative Sentences
Most words have a variety in use and the best way to explain each word’s
meaning to children is by giving the example that can illustrate the variation of
usage.
5) Practice from Meaning to Expression
If teacher has delivered the meaning of the new word, students have to be
led for practicing its use. There are various types of practices for its purposes. The
stimulus that can be used to practice the meaning such as pictures, realia, context,
and dramatization, will control students to focus on remembering the materials
that have been presented.
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 16
6) Reading the Word
After hearing and having the pronunciation, the students should see and
read the word aloud. By reading the word, the students can have an image of the
writing. In writing the word, the students will learn how to spell a word (para.
120- 126).
Brewster et al. (2004) explain that the learning of vocabulary in a foreign
language is a complex matter because in the vocabulary teaching of a foreign
language teachers need to consider that the children are still building up their L1
vocabulary and are still in the process of acquiring and organizing concept.
In vocabulary learning, there are many different types of knowledge that
are involved. For example, teachers can assume that in the early stages of learning
the aspects of form, such as spelling, grammatical description, and the
grammatical changes that can be made to a word will not get high attention. More
attention is likely to be paid to how a word is pronounced, its meaning and its use.
There are five main stages for children in their efforts to learn new words.
1) Stage 1: understanding and learning the meaning of new words
Ideally, the children should be introduced to vocabulary that is presented
in a familiar context. Visual support will be very important to convey meaning
and to help the children memorize the new vocabulary. Teacher should not write
any word on the board until the pronunciation is practiced. There are some
techniques to introduce new vocabulary and convey meaning. The first technique
is using objects or things brought to the classroom because children will
memorize a word easily through visualization. Teacher can introduce a new word
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 17
by showing the real object. The second technique is using drawings on the
blackboard or by using flashcards. The third technique is using illustrations,
pictures, photos, flashcards found in the language learning materials that are used
or by making visual aids. Teacher can use pictures from magazines, and so on.
Teacher can also implement the fourth technique by using actions, mime,
expressions and gestures e.g. adjectives: sad, happy; verbs: swimming, running,
jumping, etc. The fifth technique is by demonstration of Pointing, touching,
tasting, feeling, and smelling whenever possible. Teacher can lead the pupils to
use their senses in memorizing words and conveying their meanings. The
demonstration using technology including video, computer, and the internet can
also be implemented.
2) Stage 2: attending to form
Teacher tries to convey the meaning of a word. If a child knows the word,
teacher should ask him to say it aloud. If the child says the word correctly, he can
be used as a model for other friends. Another way that can be conducted is that the
teacher says the word aloud and asks the class to repeat. Say it again and again.
Always check the students’ pronunciation for each repetition. Ask one of them to
repeat the word and then ask the whole class to repeat again. Teacher can possibly
write the word on the board so that the pupils can see the writing and they can
copy it later.
3) Stage 3: vocabulary practicing, memorizing, and checking activities
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 18
On this stage, teacher leads the students to do some activities that can be
used to practice their vocabulary, help them memorize the vocabulary, and help
them check the vocabulary mastery.
4) Stage 4: consolidation, recycling, extending, organizing, recording, and
personalizing vocabulary
Children can learn new words relatively quickly, but they forget things
easily. To have long memory of these new words, they need to practice regularly,
consolidate and recycle words in different context.
5) Stage 5: developing strategies for vocabulary learning
Children need to develop their strategies in vocabulary learning. By
developing the strategies, children can understand and memorize words more
effectively. They can also discover the pattern of the word and know how to guess
the meaning of unknown words. It helps them become more active in vocabulary
learning and more independent (para. 85- 91).
In teaching vocabulary to children, they must have appropriate practice.
Slattery and Willis (2001) explains that children are listening to teacher and they
often repeat the words and phrases naturally and spontaneously. When teacher is
introducing new vocabulary and they want to speak, teacher can encourage them
to repeat the new items.
Teacher can use pictures, sounds, and others senses that can be touched so
that the children can really feel the materials. Teacher has to be active in showing
the materials that can help them to support the meaning. Besides showing the
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 19
materials, teacher can use gestures, movement, and actions, to help children grasp
the meaning.
For having a deeper practice, teacher can ask the children to color the
pictures of the new things and make the children become familiar with them.
After having fun and being accustomed to the new things, children can learn their
names. Teacher can name the new things by introducing the vocabulary. So,
children start to learn the new vocabulary by naming the things they know.
Repeating words as often as possible is the best way for children to
memorize new vocabulary. The new words can also be used in context to make
children become familiar with the new vocabulary. Children can also practice and
play with the new sounds of the new vocabulary, just like when they learn their
first language (para. 47).
3. Learners’ Characteristics
Teaching English as a foreign language to children is not easy. There are
many factors that need to be considered to decide how and what to teach. Teacher
also needs to understand well the characteristics of the learners. This section will
discuss the first grade students of elementary school, children as language
learners, how children think and learn, and suggested ways activities for children.
a. The First Grade Students of Elementary School
Teaching English to the primary graders will be very different from
teaching adults. Harmer (2007a) states that “The age of our students is a major
factor in our decision about how and what to teach” (p. 81). It means that giving
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 20
appropriate materials for appropriate students’ ages is a very important thing to be
considered. Moreover, the primary graders are in the early stage of learning
English.
According to Harmer (2007a), students generally can be described as
young learners between the ages of about 5 to 9 (para. 14). Slattery and Willis
(2001) also notes that “Because children show different characteristics at different
ages, we sometimes make a distinction between very young learners (VYLs) aged
under 7 years, and young learners (YLs) aged 7 to 12 (p. 4). According to their
ages, the first graders included young learners.
Brewster et al. (2004) explain that the first graders at primary level are the
students between the ages of about six to seven (para. 6). Based on the
explanation, the terms that are presented by Harmer are more appropriate in the
research. It can be concluded that within education, the students in the primary
grade can be described as young learners and also children. The next section will
discuss about the characteristics of primary graders as young learners, children,
and children like as a learners.
1) Young learners
Slattery and Willis (2001) notes that young learners have special
characteristics because young learners can learn obvious letter patterns that can
help them in sound recognition and in word prediction. The using of visual clues
can help them remember words and phrases more easily. The young learners also
do not need to know the formal names of the letters until they are ready to start
writing and spelling.
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 21
Another way to help children pronounce a word can be done by playing
sound and repeating a word they read on a card or in their book. The activities can
be singing it or saying it loudly or quickly or slowly, or whispering. Playing with
words is an obvious way to help the students practice the pronunciation.
Moreover, it can also help children remember the word (para. 68).
2) Children
According to Harmer (2007a), within education, the term children can be
described as learners between the ages of about 2 to about 14. In these ages,
children learn and take information from everything that is going on around them,
but they do not focus on what is being taught by the teacher. That is why the
teacher should use a simple language instead of long sentences with complex
grammar rules in the communication.
Children usually have a habit to receive teacher approval of everything
they do. They usually give good response to activities that focus on their lives and
experience. However, they will get bored of an activity more easily. They
remember things as easily as they forget things (para.14).
Each child starts to learn English in different ages, but the range of the
ages can help teacher understand the characteristics of the students and provide
the appropriate materials for them. When teacher understands the primary graders’
characteristics, it will be easier to teach them by using appropriate ways.
b. Children as Language Learners
In teaching language, teachers also need to know the learners’
characteristics in the language learning process. Lado (1964) explains that
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI 22
children will through the process of listening then speaking. After that, they will
learn reading and writing. (para. 32- 33).
As language learne