TEACHING VOCABULARY USING FLASHCARDS AND WORD LIST: A Quasi-Experimental Study with Fifth Graders in One Public Elementary School in Binjai.
Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
TEACHING VOCABULARY USING FLASHCARDS AND WORDLIST (A Quasi-Experimental Study of Fifth Graders at One Public Elementary
School in Binjai)
A Research Paper
Submitted to English Education Department in Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree
By
Elsa Yusrika Sitompul 0807302
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION 2013
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
TEACHING VOCABULARY USING FLASHCARDS AND WORD LIST (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in
Binjai)
Oleh :
Elsa Yusrika Sitompul 0807302
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat Memperoleh gelar Sarjana Pendidikan Bahasa Inggris
Fakultas Pendidikan Bahasa dan Seni
© Elsa Yusrika Sitompul Universitas Pendidikan Indonesia
Juli 2013
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi atau cara lainnya tanpa ijin dari penulis.
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
PAGE OF APPROVAL
Teaching Vocabulary Using Flashcards and Word List
(A Quasi-Experimental Study to Fifth Graders at One Public Elementary Schoolin Binjai)
Elsa Yusrika Sitompul 0807302
A Research Paper Approved by:
First Supervisor Co-Supervisor
Emi Emilia, M.Ed, Ph.D. Ernie D. Ayu Imperiani, M.Ed.
NIP. 196609161990012001 NIP. 197809222010122001
Head of Department of English Education Faculty of Language and Arts Education
Indonesia University of Education
Prof. Dr. H. Didi Suherdi, M.Ed. NIP. 196211011987121001
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
TEACHING VOCABULARY USING FLASHCARDS AND WORD LIST
(A Quasi-Experimental Study with Fifth Graders in One Public Elementary School in Binjai)
ABSTRACT
This paper reports on a study concerned with teaching vocabulary using flashcards and word list to fifth graders in a public elementary school in Binjai. This study aimed to investigate whether flashcards or word list can help students’ vocabulary mastery and to discover the students’ responses toward both strategies in learning English vocabulary. This study employed a quasi-experimental research design which involved two classes, grouped into experimental and control groups with a relatively similar vocabulary mastery before treatment. This study also employed interview techniques to examine students’ responses toward both strategies in learning vocabulary. The data were obtained from several weeks teaching phase in which the students were taught about vocabulary using flashcards in the experimental group and through word list in the control group. This study revealed that students’ vocabulary mastery improved after they were taught by using flashcards and word list. However, students’ vocabulary in experimental group increased more significantly than the control group. The result of the study suggests that flashcards are more effective in helping students master vocabulary. Moreover, students’ responses toward the use of flashcards were positive. The students in experimental group admitted that they could: (1) memorize the words easily, (2) be more motivated to learn English, (3) understand vocabulary easily. On the other hand, students in the control group perceived that word list was a tedious strategy. It made them feel uninterested and pay less attention to learning vocabulary. Based on the findings, it is recommended that flashcards can be used in teaching English to young learners in other contexts.
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
MENGAJARKAN VOCABULARY MENGGUNAKAN FLASHCARDS DAN WORD LIST
(Penelitian Quasi- Eksperimental di Kelas 5 di Satu Sekolah Dasar di Binjai)
ABSTRAK
Abstrak ini melaporkan sebuah penelitian mengenai pengajaran vocabulary menggunakan flashcards dan word list di kelas 5 sebuah sekolah dasar di Binjai. Penelitian ini bertujuan untuk menyelidiki apakah flashcards atau word list dapat membantu penguasaan vocabulary siswa dan untuk mengetahui tanggapan siswa terhadap kedua strategi dalam mempelajari vocabulary bahasa Inggris. Penelitian ini menggunakan desain quasi eksperimental yang meliputi dua kelas yaitu kelas eksperimental dan kontrol. Kedua kelas tersebut relatif sama dalam penguasaan vocabulary sebelum dilakukannya treatment. Penelitian ini juga melakukan teknik interview untuk mengetahui tanggapan siswa terhadap kedua strategi dalam mempelajari vocabulary. Data diperoleh dari pengajaran di kelas setelah beberapa minggu dimana flashcards digunakan di kelas eksperimental dan word list di kelas kontrol. Penelitian ini mengungkapkan bahwa penguasaan vocabulary siswa meningkat setelah mereka diajarkan menggunakan flashcards dan word list. Tetapi siswa di kelas eksperimental meningkat lebih signifikan dibanding kelas kontrol. Hasil penelitian ini menyarankan flashcards lebih efektif dalam membantu siswa menguasai vocabulary. Selain itu, tanggapan siswa terhadap penggunaan flashcards positif. Siswa di kelas eksperimental mampu mengingat kata dengan mudah, lebih termotivasi belajar bahasa Inggris dan memahami vocabulary dengan mudah. Di samping itu, siswa di kelas kontrol merasa word list merupakan cara yang membosankan. Hal itu membuat mereka merasa tidak tertarik dan tidak fokus dalam mempelajari vocabulary. Berdasarkan hasil di atas, flashcards dapat digunakan dalam pengajaran bahasa Inggrs untuk anak-anak di konteks yang lain.
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
TABLE OF CONTENT
STATEMENT OF AUTHORIZATION ... i
PREFACE ... ii
ACKNOWLEDGEMENTS ... iii
ABSTRACT ... iv
TABLE OF CONTENT ... v
LIST OF TABLES ... viii
CHAPTER I INTRODUCTION ... 1
1.1 Background of the Study ... 1
1.2 Research Questions ... 3
1.3 Aims of the Study ... 3
1.4 Scope of the Study ... 3
1.5 The Significance of the Study ... 4
1.6 Clarification of Related Terms ... 5
1.7 Organization of Paper ... 5
CHAPTER II THEORETICAL FRAMEWORK ... 7
2.1 Definition of Vocabulary ... 7
2.2 The Importance of Vocabulary in Learning Foreign Language ... 8
2.3 The Characteristics of Young Learners ... 9
2.4 Teaching Vocabulary to Young Learners ... 11
2.5 Definitions and Benefits of Flashcards ... 13
2.6 Flashcards as Strategy to Teach Vocabulary ... 15
2.7 Teaching Procedure Using Flashcards ... 16
2.8 Definitions and Benefits of Word List ... 17
2.9 Word List as Strategy to Teach Vocabulary ... 18
2.10 Teaching Procedure Using Word List ... 19
2.11 Related Research Studies ... 20
2.12 Concluding Remark ... 21
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
3.1 Research Design ... 22
3.2 Research Hypothesis ... 23
3.3 Population and Samples ... 24
3.4 Data Collection Techniques ... 24
3.4.1 Research Instrument ... 25
3.4.1.1 Pre-test ... 25
3.4.1.2 Post-test ... 25
3.4.1.3 Interviews ... 26
3.4.2 Research Procedures... 26
3.4.2.1 Preparing Lesson Plans ... 26
3.4.2.2 Administering the try-out test ... 26
3.4.2.3 Administering the pre-test ... 27
3.4.2.4Treatment... 27
3.4.2.5 A teaching program in both experimental and control groups ... 27
3.4.2.6Administering the post-test ... 29
3.4.2.7Conducting the interview ... 29
3.5 Data Analysis ... 29
3.5.1 Scoring System ... 29
3.5.2 Data Analysis on Try-out Test ... 30
3.5.2.1 Validity ... 30
3.5.2.2 Reliability ... 30
3.5.2.3 Difficulty Level ... 31
3.5.2.4 Discrimination Power ... 32
3.5.3 Data Analysis on Pre-test ... 32
3.5.3.1 Normal Distribution Test ... 33
3.5.3.2 Homogeneity of Variance ... 33
3.5.3.3 Independent t-test ... 34
3.5.3.4 The Dependent t-test ... 35
3.5.4 Data Analysis on Post-test ... 36
3.5.4.1 The Calculation of Effect Size... 36
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
3.6 Concluding Remark ... 37
CHAPTER IV FINDINGS AND DISCUSSIONS ... 38
4.1 Findings and Discussions from Try-out Test ... 38
4.2 Findings and Discussion from Pre-test ... 40
4.2.1 The Result of Normal Distribution Test ... 40
4.2.2 The Result of Homogeneity of Variance Test ... 41
4.2.3 The Result of Independent t-test on Pre-test ... 42
4.3 Findings and Discussions from the Post-test ... 43
4.3.1 The Result of Normal Distribution Test ... 43
4.3.2 The Result of Homogeneity of Variance Test ... 44
4.3.3 The Result of Independent t-test on Post-test ... 44
4.3.4 The Result of Paired t-test an Experimental Group Scores ... 46
4.3.5 The Result of Paired t-test on Control Group Scores ... 47
4.3.6 Effect Size ... 48
4.4 Findings and Discussions from Interview ... 48
4.5 Concluding Remark ... 52
CHAPTER V CONCLUSION AND SUGGESTION ... 53
5.1 Conclusion ... 53
5.2 Suggestions ... 54
BIBLIOGRAPHY ... 56
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
CHAPTER I
INTRODUCTION
This chapter introduces the foundation and general overview of the study undertaken. It consists of the background of the study, research questions, aims of the study, scope of the study, the significance of the study, clarification of related terms and organization of the paper.
1.1 Background of the Study
Vocabulary is an essential component in second/foreign language learning (Mehring, 2005). In an EFL classroom, according to Carpenter & Olson (2011), vocabulary is needed for expressing meaning and conveying thoughts through both receptive and productive skills. Furthermore, Cameron (2001) believes that vocabulary is central to the learning of a foreign language at primary level to enrich their language. Thus, there should be a strategy to help students learn vocabulary.
A number of studies have been conducted in vocabulary teaching. According to Baleghizadeh and Ashoori’s study (2011) in one junior high school in Iran, young learners cannot make an appropriate vocabulary learning strategy for their learning process.
Many strategies can be done by a teacher to teach vocabulary effectively, such as word list and flashcards. Some researchers discovered that teaching with flashcards help learners to acquire words more effectively than word list
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
(Komachali and Khodareza, 2012: Schmitt and Schmitt, 1995). It is in line with Thornbury (2002) and Logsdon (2013) who state that flashcards help teachers to demonstrate a simple sequence of activities to the learners in the classroom. Moreover, Komachali and Khodareza (2012) argue that flashcards have been used for teaching a variety of purposes during the history of language teaching.
On the other hand, Baleghizadeh and Ashoori (2011) argue that word list is a method largely used in teaching vocabulary to learners. Word list is still used as a good strategy because it is very economical for students to learn vocabulary in a short time (Thornbury, 2002). However, Komachali and Khodareza (2012) argue that learners paid less attention in learning words through word list because of its monotous. Moreover, Baleghizadeh and Ashoori (2011) who studied the impact of two instructional strategies on EFL learners’ vocabulary knowledge: flashcards and word lists revealed that there was no significant difference in the efficacy of either of the two strategies.
Another study concerning the use of flashcards, Romjue, McLaughlin & Derby (2011) studied the effect of reading race track and flashcards for teaching sight words. Based on their study, reading racetracks and flashcards were effective in increasing sight word reading. Moreover, Komachali and Khodareza (2012) also investigated the effect of using vocabulary flashcard on Iranian pre-university students’ vocabulary knowledge. The result showed that the students outperformed in their vocabulary knowledge. Flashcards could lead the students to a higher level of vocabulary improvement.
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
All of those previous studies are in the area of teaching vocabulary using flashcards and word list (Baleghizadeh and Ashoori, 2011; Komachali and Khodareza, 2012; Romjue, McLaughlin & Derby, 2011). However, studies on teaching vocabulary using flashcards and wordlist for young learners are still rare. Therefore, this study empirically analyzes the teaching vocabulary using flashcards and word list for young learners.
1.2 Research Questions
Based on the background mentioned above, the research attempts to investigate the answers of the following research questions.
1. To what extent can flashcards as a strategy help students’ vocabulary mastery?
2. To what extent can word list as a strategy help students’ vocabulary mastery?
3. How do the students respond toward both strategies in learning vocabulary?
1.3 Aims of the Study
Based on the problems above, this study aims to examine:
1. To extent to which flashcards as a strategy can help students’ vocabulary mastery
2. To extent to which word list as a strategy can help students’ vocabulary mastery
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
1.4 Scope of the Study
The study limits its investigation into three concerns: flashcards as a strategy can help students’ vocabulary mastery; word list as a strategy can help fifth grade students’ vocabulary mastery and their responses toward both strategies in learning vocabulary.
1.5 The Significance of the Study
The outcomes of this study are expected to be significant theoretically and practically.
1. Theoretically,
The findings of the study can enrich the literature on teaching vocabulary and the use of flashcards and word list. The finding of the study is also expected to give beneficial reference for further study concerning about the use of flashcards and word list in teaching English vocabulary to young learners.
2. Practically,
The result of the study is also expected to provide the English teachers some benefits in teaching English vocabulary to young learners by using flashcards and word list. Furthermore, it is also hoped that this study can motivate the students to learn English so that they are more interested in learning and helping their vocabulary knowledge. Finally, the result of the study is hoped to facilitate the students and the teachers with an effective learning-teaching language process.
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
1.6 Clarification of Related Terms
Some terms need to be clarified in order to avoid misunderstanding and they are as follows:
1. Flashcards are a cardboard consisting of a word, a sentence, or a simple picture on it (Komachali and Khodareza, 2012).
2. Word list is a sheet of paper where learners write the second language (L2) along with their first language (L1) definition to one side of each word (Baleghizadeh and Ashoori, 2011).
3. Teaching vocabulary means teaching a list of words that teacher prepares for their learners to memorize and learn by heart (Fusaro, 2009).
4. Young learners are a group of students of five to twelve years old who learn English inside or outside classroom (Pinter, 2006).
1.7 Organization of Paper
The present research paper is organized into five chapters as follows:
1. Chapter I: Introduction
This chapter discusses information on background which elaborates basic thought of why this research is administered; research questions; aims of the study; scope of the study; significance of the study; clarification of related terms; and organization of paper.
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
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2. Chapter II: Theoretical Foundation
This chapter provides the elaboration of the theoretical foundation in the research. It consists of the definition of vocabulary, the importance of vocabulary in learning foreign language, the characteristics of young learners, teaching vocabulary to young learners, definitions and benefits of flashcards, flashcards as strategy to teach vocabulary, and the teaching procedure using flashcards, definitions and benefits of word list, word list as strategy to teach vocabulary, and the teaching procedure using word list. This chapter also presents the discussions of previous studies related to the topic of this study.
3. Chapter III: Research Method
This chapter elaborates the methodology of research conducted to answer the two research questions previously stated in chapter one. It covers research design, research hypothesis, population and samples, data collection techniques which include research instrument and research procedures, and data analysis.
4. Chapter IV: Findings and Discussion
This chapter provides the results of the research and discussions of the research findings.
5. Chapter V: Conclusion and Suggestions
This chapter presents the conclusions of the research based on the research questions, aims of the research, and hypothesis which have
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
been described in chapter III. In addition, suggestions are also recommended in this chapter for the future studies.
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
CHAPTER III
RESEARCH METHODOLOGY
This chapter mostly discusses research methodology applied in the study to investigate to what extent flashcards or word list as strategies in helping
students’ vocabulary mastery, and to examine students’ responses toward both strategies in learning vocabulary. It comprises research design, population and sample, data collection techniques which include research instrument and research procedures and data analysis.
3.1 Research Design
This study used a quasi-experimental design to investigate whether or not the use of flashcards and word list could help students’ vocabulary mastery. According to Hatch and Farhady (1982), a quasi-experimental design is practical agreement between true experimental and the nature of human language behaviour. Porte (2002 cited in Nurjanah 2012), also explains that quasi experimental design is appropriate for educational study since many studies of that field usually involved the use of classes that have already been assigned before. Hatch and Farhady (1982) also state that pre-test and post-test are often used in classroom experiments when experimental and control groups are naturally assembled groups.
Two classes were employed in this study. One class was the experimental class which was applied with the treatment of flashcards. Another class was the
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
control class which got word list as a treatment. The formula of quasi-experimental design is described as follows:
G1 T1 X T2
G2 T1 T2
G1 : Group 1 (experimental group)
G2 : Group 2 (control group)
T1 : Pre-test
X : Treatment
T2 : Post-test
(Hatch and Farhady, 1982)
3.2 Research Hypothesis
According to Fraenkel and Wallen (2009), a hypothesis was a prediction, an explanation of the research outcome. Hatch and Farhady (1982) stated that a null hypothesis predict neither a positive nor a negative relationship between two variables. Therefore, the hypothesis must first turn into null hypothesis (H0) along with the alternative hypothesis (Ha). In short, the hypothesis was stated as follows:
H0= there is no significant difference between students’ vocabulary in pre-test and post-test score; means the use of flashcards and word list cannot help students’ vocabulary mastery.
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
The null hypothesis was chosen because there is no specific study which discusses the use of flashcards and word list in helping students’ vocabulary mastery.
3.3 Population and Samples
According to Fraenkel and Wallen (1990), population means the group interest to the writer that would like to generalize the result of the study. The population of this study was the fifth graders of a private elementary school in Binjai, North Sumatra. The fifth grade students were chosen based on the consideration that they were still learning basic vocabulary. In this stage, they need more guidance and learn vocabulary with an effective way. Due to the limited time, not at all the students were considered as sample.
Sample is “the group in the research on which the information is
obtained, preferably selected in such a way that the sample represents the larger
group (population) from which it was selected” (Fraenkel & Wallen, 1990). The
sample of the study was two classes, it had been chosen based on purposive sampling technique to become sample of the research. The two classes were
chosen based on teacher’s recommendation because the two classes have the same
proficiency level of English lesson.
There are two classes employed as the sample of the study. Class 5A, consisting of 30 students, was experimental group that received flashcards as a
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
treatment. The second class is 5B consisting of 30 students took part as the control group of this study and received word list.
3.4 Data Collection Techniques
The data in this study were collected by administering some instruments. These included: The instruments were adjusted based on study need in order to answer the research questions. Each of them will be elaborated further in the following sections.
3.4.1 Research Instrument
In this study, pre-test, post-test are the instruments to answer the research question about the use of flashcards and word list in teaching vocabulary. While interview is used to investigate the responses of the students toward the use of flashcards and word list in learning vocabulary.
3.4.1.1 Pre-test
Pre-test was employed to both groups as the first step of the study. This
was purposed to obtain the data of the students’ vocabulary knowledge and to find
out that students from both groups had the same capability of English before they received the treatment. It comprised twenty five multiple choice questions related to the material which consisted of vocabulary taught. The example of pre-test can be seen in Appendix C.
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
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The study employed the post-test at the end of the study. It measured the
students’ vocabulary mastery after the treatments. It was employed in both groups; experimental and control group. This was intended to find the differences
between students’ score of both groups. This test comprised twenty five multiple choice questions. It was same as the pre-test which consisted of flashcards and vocabulary taught. While in the post-test, the numbers of items were changed. The example of post-test can be seen in Appendix C.
3.4.1.3 Interviews
Interview is useful and crucial since the researcher can clarify questions that are needed to gain more information from the respondents (Alwasilah, 2011). The interviews were conducted at the last section of the study. The interviews were done individually in the form of open ended questions. The open ended
questions are used to get students’ responses and more information about the use of flashcards and word list in learning vocabulary.
3.4.2 Research Procedures
There were some steps which were taken in collecting data.
3.4.2.1 Preparing lesson plans
There were some lesson plans which were used during the treatment sessions. Those lesson plans were designed for six meeting. The first and last meetings were allocated for pre-test and post-test, while the rest four meetings were allocated for the treatment sessions.
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
3.4.2.2 Administering the try-out test
Before the instrument used in the study, the researcher administered try out test to investigate the validity and reliability of the instrument. Try-out test comprised fifty multiple choice questions related to materials. The test materials were adapted from several textbooks used by the fifth graders elementary school students. The try-out test was administered out of the samples of the study. The example of try-out test can be seen in Appendix C.
3.4.2.3 Administering the pre-test
After getting the valid and reliable questions from try-out test, the pre-test was administered to 60 students in two classes. Then the pre-pre-test score from experimental and control group were analyzed.
3.4.2.4 Treatment
In this study, the flashcards was used for implementing the treatment in teaching vocabulary to the experimental group, yet the control group was treated by using word list.
3.4.2.5 A teaching program in both experimental and control group
In conducting a teaching program in experimental and control groups, the researcher acted as a teacher who used flashcards strategy in experimental group and word list in control group during teaching-learning process. The teaching vocabulary for the experimental and control groups were carried out in the same
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
procedure by using pre-activities, whilst-activities and post-activities. (see lesson plans for experimental and control groups in Appendix B). The following table shows a brief sample of classroom activities for experimental and control groups.
Table 3.1
The Sample of Teaching Procedures
No. Experimental group (storytelling
strategy)
Control group (word list strategy) 1. Pre activities
The teacher greets the students
The teacher asks something about the vocabulary that had been discussed in previous meeting
The teacher tells the objective of the lesson and explains the activity that students will do
The teacher presents flashcards related to the topic once
Pre activities
The teacher greets the students
The teacher asks something about the vocabulary that had been discussed in previous meeting
The teacher tells the objective of the lesson and explains the activity that students will do
The teacher attracts the students to mention some words related to the topic
2 Whilst activities
The teacher presents flashcards and pronounce the words repeatedly
Periodically, the teacher backtracks and changes the order
The teacher drills the words and lets the Ss follow her
The teacher flips the card quickly and lets the students guess which one it is
The teacher ensures all the students know the meanings of the words
The teacher gives the students opportunity to ask something related to their activity
Whilst activities
The teacher writes the words on the whiteboard
The students pronounces the words
The students follow the teacher pronouncing the words
The teacher asks the students the meanings of the words
The students writes the word list in their note book
The teacher gives the students opportunity to ask something related to their activity
3 Post activities
The teacher asks the students the meanings of the words
The techer asks the students to pronounce the words at home
The teacher and the students summerize the lesson
Post activities
The teacher gives a task according to the lesson which they learn
The teacher and the students summerize the lesson
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
The next is the schedule of teaching phase in both experimental and control groups. The schedule of teaching phase is presented in the table below:
Table 3.2
Time Schedule of Research
No Experimental Group Control Group
Date Material Date Material
1. February 19th, 2013 Pre-test February 19th,2013 Pre-test 2. February 20th,2013 Treatment 1: Food and
Drink
February 20th,2013 Food and Drink 3. February 23th,2013 Treatment 2: At the
Weekend
February 26th,2013 At the Weekend 4. February 23th,2013 Treatment 3: My Pets February 27th,2013 My Pets 5. March 4th, 2013 Treatment 4: In
My Classroom
March 5th, 2013 In My Classroom 6. March 6th, 2013 Post-test
Interview
March 6th, 2013 Post-test Interview
3.4.2.6 Administering the post-test
The post-test was given to both experimental and control group after the treatments were given to both groups for several sessions.
3.4.2.7 Conducting the interview
The interview as conducted to the experimental and control group to
discover students’ responses toward using flashcards and word list in helping
students’ vocabulary mastery. Ten students in each group were selected to be the
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Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
and was transcribed for further analyses. The questions of interview and the transcription can be seen in Appendix E.
3.5. Data Analysis
After collecting data, the result from the three instruments (pre-test, post-test and interview) were analyzed in order to answer the research questions. The analysis of each instrument is presented in descriptive explanation.
3.5.1. Scoring System
The test used in this study was multiple choice tests. Two types of formula can be used to process the multiple choice item data; the formula with or without punishment (Arikunto, 2002). This study used the formula without punishment. The formula is stated as follow:
In which S is score and R is the right answer.
3.5.2 Data analysis on Try-out Test
Try-out test was administered to check the validity, reliability, difficulty index of the instrument and discrimination power. Fifty multiple choices questions were tested to the students out of sample.
3.5.2.1 Validity
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Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
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According to Arikunto (2002), validity is measurements which show the validity level of quality level of an instrument. The data were calculated using Anates. The criteria of validity are shown in the following table:
Table 3.3
Category of Coefficient Correlation of Validity
Raw Score Interpretation
0.80-1.00 Very high 0.60-0.80 High 0.40-0.60 Moderate 0.20-0.40 Low 0.00-0.20 Very Low
(Arikunto, 2002) The table shows the criteria of validity which determines whether the instrument is valid or not (Rudiwan and Sunarto, 2010). Thus, the instrument can reveal the result from the variable.
3.5.2.2 Reliability
According to Hatch and Farhady (1982), reliability is the extent to which a test procedure reveals a consistent result when administered under similar condition. This study used Anates to reveal the item’s reliability. It was used to assure whether or not the test was reliable to be used in pre-test and post-test. The criteria of reliability are shown in the following table
Table 3.4
Category of Coefficient Correlation of Reliability
Coefficient Correlation Interpretation
0.0-0.20 Low
0.20-0.40 Moderate
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Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
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Above 0.70 Very high
(Arikunto, 2002) The table shows the criteria of reliability whether the test items are consistent or not (Riduwan and Sunarto, 2010). The test item is reliable if the raw scores are 0.40-0.70.
3.5.2.3 Difficulty Level
Difficulty level was used to measure how far the test items were relevant
with the participants’ ability (Arikunto, 2006). It aimed to investigate whether the test items were too easy or difficult for the participants. It can be analyzed using items difficulty index or facility value.
Table 3.5
Criteria of Difficulty Index
Index of Diffuculty Interpretation
0.00-0.30 Diffucult 0.30-0.70 Moderate
0.70-1.00 Easy
(Arikunto, 2006) The table shows the criteria of difficulty level whether the item test was interpreted as difficult, moderate or easy.
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Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
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3.5.2.4 Discrimination Power
Arikunto (2006) suggests that discrimination index is used to indicate how far a single test item can distinguish the upper group from the lower group of the class.
Table 3.6
Criteria of Discrimination Power
Discrimination Index Interpretation
00.00-0.020 Poor 0.20-0.40 Moderate
0.40-0.70 Good
0.70-1.00 Excellent
(Arikunto, 2006) The table shows the criteria of discrimination power which differ the upper and lower group.
3.5.3 Data Analysis on Pre-test
The data collected from pre-test was analyzed using SPSS 17.0 because SPSS 17.0 had characteristics which were needed in analysing the instruments. The procedure of analyzing the data comprised several steps. First, the data collected from experimental group and control group were computing to get the score of both groups. Second, the scores were calculated in order to find out the means of both groups. After that, the means of these tests were compared using independent t-test with the assist of SPSS 17.0 to find out whether or not the flashcards strategy can help teaching vocabulary for young learners. Before conducting independent t-test, the normal distribution and homogeneity variance test were done.
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
3.5.3.1 Normal Distribution Test
Normal distribution test was calculated before t-test. It aimed to investigate whether or not the distribution of pre-test and post-test scores in two groups were normally distributed. The statistical calculation of normal test used
Kolmogorov-Smirnov because it had characteristics which were needed in the study (Riduwan and Sunarto, 2010). The steps are as follows:
1. Setting the level of significance (p) at 0.05 and establishing the hypothesis as follows:
H0: the variances of experimental and control group are normally distributed.
H1: the variances of experimental and control group are not normally distributed.
The level of significance at 0.05 is used because it is a standard which is applied in social studies (Rudiwan and Sunarto, 2010).
2. Analyzing the normality distribution with One-Sample Kolmogorov-Smirnov test.
3. Comparing the asymp.sig with the level of significance (p) to test the hypothesis. If the asymp.sig>0.05, the null hypothesis is not rejected and the distribution of data is normal. Hence if the asymp.sig<0.05, the null hypothesis is rejected and it means the data is not normally distributed.
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Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
The homogeneity of variance test used a SPSS program namely Levene test because it had characteristics which were used in the study (Riduwan and Sunarto, 2010). Homogeneity of variance in the pre-test are needed to find out the initial vocabulary mastery before treatment.The steps are as follows:
1. Setting the hypothesis of variance, H0= data between the two groups are homogeny
2. Setting the level of significance (p) at 0.05
3. Measuring the homogeneity variance using Levene’s test
4. Comparing the result of Levene’s test and alpha level of significance if asymp.sig<0.05, the null hypothesis is rejected which means the two groups are not equal. In contrary, if asymp.sig>0.05, the hypothesis is not rejected which means variance data of two groups are equal or the data are homogenous.
3.5.3.3 Independent t-test
The independent t-test was used in this study to see whether the difference of mean between the experimental and control groups,. Moreover, the independent t-test had characteristics which were needed in conducting the study (Rudiwan and Sunarto, 2010). There were three steps in analyzing the independent t-test.
1. Stating the hypothesis and setting the alpha level at 0.05. The null hypothesis (H0) is that there is no significant difference between the pre-test and post-pre-test mean for experimental and control groups. H1 is that
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
there is significant difference between the means in experimental and control groups.
2. Calculating independent t-test by using SPSS 17.
3. Comparing (t) significance 2 tailed with level of significance. It (t) significance 2 tailed >0.05, the null hypothesis is accepted which means there is no difference of means between experimental and control groups. On the contrary, if (t) significance 2 tailed<0.05, the null hypothesis is rejected that means there is difference of means between experimental and control groups. (t) significance 2 tailed is used in the study because it is needed to see whether the means in the experimental and control groups are different or not.
3.5.3.4 The Dependent t-test
The dependent t-test was used to compare the score of pre-test and post-test of experimental group. The pre-post-test score of experimental class are compared to the post-test score (Collidge, 2000). Moreover, Hatch and Farhady (1982) state that dependent t-test or matched t-test is used to analyze the pre-test and post-test score and to investigate whether or not the difference of pre-test and post-test means of each group are significant. The steps are as follows:
1. Setting the level of significance (p) at 0.05 and establishing the null hypothesis for the pre-test and post-test data analysis. Null hypothesis (H0) is that there is no significant difference between the pre-test and post-test scores.
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
2. Analyzing the dependent t-test by using SPSS 17 for windows.
3. Comparing (t) significance 2 tailed with the level of significance for testing the hypothesis. If (t) significance 2 tailed >0.05, the null hypothesis is accepted, we can conclude that there is no significant difference between the pre-test and post-test scores of experimental group. Meanwhile, if (t) significance 2 tailed < 0.05, the null hypothesis is rejected which means there is significant difference between the pre-test and post-pre-test scores of experimental group.
3.5.4 Data Analysis on Post-test
Data analysis on post-test employed exactly the same steps as in the pre-test data analysis which is included normality pre-test, homogeneity pre-test and independent t-test by using SPSS 17 for windows.
3.5.4.1 The Calculation of Effect Size
Effect size is the effect of the influence of independent variable upon the dependent variable (Coolidge, 2001). It means that effect size is a way to consider how well the treatment works if there is a large different between the two group’s means. It states that the treatment really works, and then there is said to be a much
effect size. If the differences between the two groups’ means are small, then there are said to a small effect size.
r = √ Notes:
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
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t = t obt or t value from the calculation of independent t-test df = N1 + N2 -2
After gaining the effect size, then the score will be matched with the following scale to interpret the effect size.
Table 3.7 Effect Size Value
Effect Size r value
Small Medium
Large
.100 .243 .371
(Coolidge, 2000)
3.5.5 Analysis of Interview Data
The data from interview were transcribed to reaffirm the issue. The
transcriptions were labeled and coded based on the respondents’ answers and then the answers were classified into some aspects. The result of the interviews will be more discussed in Chapter 4. The transcription of the interviews can be seen in Appendix E.
3.6 Concluding Remark
This chapter explained the research design, population and samples, data collection, research procedures and data analysis. The following chapter will be described the findings and discussion.
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Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
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CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter presents the conclusions of what has been investigated in this research and the suggestions for further research.
5.1 Conclusions
This study investigated the teaching vocabulary using flashcards and word list as strategies in experimental and control group. It is aimed at finding out whether both strategies can help students’ vocabulary mastery. Moreover, the
students’ responses toward the flashcards and word list are also discussed.
The result of this study indicated that there was a significant improvement in vocabulary mastery using flashcards and word list to help
students’ vocabulary mastery in the pre-test and post-test. The result was obtained through comparing the means scores of control and experimental groups in post-test which were 74.00 and 80.53. In addition, it is proven that the independent t -test result which depicts that the probability is lower than 0.05 (0.043<0.05). Although the scores of both groups was increased, the experimental group shows greater growth on overall vocabulary knowledge from pre-test and post-test.
The result of the study was in line with the results of related previous studies such as those done by Komachali and Khodareza (2012); Baleghizadeh and Ashoori (2011); Derby, McLaughlin, Schletter, and Treacy (2012); Derby, McLaughlin, and Romjue (2011). Those studies revealed that flashcards help
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
students learning vocabulary. Moreover, flashcards led to a higher level of vocabulary improvement.
The students’ responses toward the flashcards and word list have been
investigated by conducting interview in the experimental and control groups. The interview result from the experimental group showed that the students are interested in learning English especially vocabulary toward flashcards because it brings a lot of benefits for them, such as: students can understand and memorize new words easily; they are motivated to learn English vocabulary. This is in line with Doff (1988) who states that flashcards can help students to focus on the learning and make the class interesting. Meanwhile, the interview result in the control group showed that word list is considered as a monotonous and tedious strategy. This makes the students feel uninterested and pay less attention on
teacher’s explanation. 5.2 Suggestions
Regarding what have been done in this research, there are some suggestions for further research in the field of teaching vocabulary using flashcards and word list. The suggestions are expected to be taken as consideration by the researchers who are willing to do research in the same field. Moreover, it is also expected to be suggestions for teachers to teach better.
Firstly, since this study concerned only on vocabulary in elementary students, it is suggested for further study to conduct the study in the other contexts, such as: in reading, writing, speaking, listening, and grammar teaching.
(36)
Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
In addition, if a researcher conducts a study in another level of students (secondary school), it will be better to relate the vocabulary teaching to one language skill or two integrated language skills such as reading and writing, or listening and speaking.
Secondly, it is recommended that teacher can present interesting pictures on the flashcards to lead teacher’s performance better. Teacher can download the flashcards from internet and then printed it easily. It is very crucial since the students will enjoy seeing the flashcards while the learning activity presents.
Thirdly, if teacher uses word list as a strategy to teach vocabulary, she or he may create fun learning process, such as playing games. Even though word list is a common strategy in learning and teaching process, the students can still enjoy the material.
However, due to the limitation of this research, the result of this study cannot be generalized. Since this study employed quasi-experimental research design, the samples and time are limited. Therefore, it is recommended that a further study comprises as many samples as possible from different schools and employs random samples to accomplish more accurate and defensible results.
(37)
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Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
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BIBLIOGRAPHY
Alwasilah, A, I. (2001). The Use of Pictures in Young Learners’ Journal Writing. A Research Paper. Unpublished. Bandung: Universitas Pendidikan Indonesia.
Akdemir and Bosaglu, E. (2010). A Comparison of Undergraduate Students’
English Vocabulary Learning: Using Mobile Phones and Flash Cards. TOJET Journal, 9 (3).
Anonymous. (2008). Oxford Advance Learner’s Dictionary (Seventh Edition). Oxford: Oxford University.
Ariestawati, S. (2012). The Use of Story Telling in Teaching Vocabulary to Young Learners A Research Paper. Unpublished. Bandung: Universitas Pendidikan Indonesia.
Arikunto, S. (2010). Prosedur Penelitian. Jakarta: Rineka Cipta
Baleghizadeh and Ashoori, A. (2010). The Effect of Keyword and Word List Methods on Immediate Vocabulary Retention of EFL Learners. Pakistan Journal of Social Science.s, 35 (2): 251-261
_____________________. (2011). The Impact of Two Instructional Techniques on EFL Learners’ Vocabulary Knowledge: Flashcards versus Word Lists. MEXTESOL Journal, 35 (2).
Brown, H.D. (2006). Principles of Llanguage Learning and Teaching. NJ: Englewood Cliffs, Prentice Hall.
Budden, J. (2004). Using Flashcards with Young Learners. Retrieved on January,22th2013fromfile:///D:/Using%20flash%20cards%20with%20you ng%20learners%20_%20TeachingEnglish%20_%20British%20Council% 20_%20BBC.htm
Cameron, L. (2011). Teaching Language to Young Learners. Cambridge: Cambridge University Press.
Carpenter, S.K & Olson, K.M. (2011). Are Pictures Good for Learning New Vocabulary in a Foreign Language? Only If You Think They Are Not.
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
Coolidge, F. L. (2000). Statistics A Gentle Introduction. London: SAGE Publication Ltd.
Derby, McLaughlin and Romjue, H. (2011). The Effect of Reading Racetracks and Flashcards for Teaching of Sight Words. Academics Research International, 1 (2): 134-146.
Derby, Mc.Laughlin, Schlettert & Treacy (2012). The Effect of Flashcards and Students Selected Reinforces with Goals and Additional Practice with Multiplication Facts for Two Immediate Elementary Students with Behavior Disorders. Academic Research International, 2 (1): 469-476. Doff, A. (1988). Teach English A Training Course for Teachers. New York:
Cambridge University Press.
Ermawati, D. (2012). Gestures Usage for Students’ Word Understanding in
Learning Vocabulary. A Research Paper. Unpublished. Bandung: Universitas Pendidikan Indonesia.
Fraenkel, J. R. W. (1990). How to Design and Evaluate Research in Education. San Fransisco State University: McGraw-Hill.
Harmer, J. (2007). The Practice of English Language Teaching (3rd ed). Essex, England: Pearson Education Limited.
Hatch, E & Brown, C. (1995). Vocabulary, Semantics, and Language Education.
New York: Cambridge University Press.
Hatch, E & Farhady, H. (1982). Research Design and Statistics for Applied Linguistics. Los Angeles: Newbury House.
Igbaria (2009). Teaching English Vocabulary
Joklova, K. (2009). Using Pictures in Teaching Vocabulary. Retrieved on February,15,2013fromhttp://docs.google.com/viewer?a=v&q=cache:RM NnBmVtlCYJ:is.muni.cz/th/123676/pedf_b/
Khodareza & Komachali, E. (2012). The Effect of Using Vocabulary Flashcard on Iranian on Iranian Pre-University Students’ Vocabulary Knowledge. Canadian Center of Science and Education Journal, 5 (3): 134-147.
Kranzler & Moursund. (1999). Statistics for the Terrified. New Jersey: Prentice-Hall, Inc.
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
Kristenova, L. (2006). Presenting Vocabulary to Children. Chezch Republic: Masaryk University Press.
Logsdon, A. (2012). Flashcards Teaching Strategies- Strategies for Flashcards Teaching. Retrieved on January, 8th 2013 from file:///D:/flash_card_teaching_strategies.htm
.
McCarten, J. (2007). Teaching Vocabulary Lessons from the Corpus Lessons for the Classroom. New York: Cambridge University Press.
Mehring, J.G. (2005). Developing Vocabulary in Second Language Acquisition: From Theories to the Classroom. Retrieved on February, 12 2013 from: http://www.writing.berkeley.edu/TESL-EJ/ej19/al.html.
Nisa, M. (2012). The Use of Series Pictures in Teaching Vocabulary A Research Paper. Unpublished. Bandung: Universitas Pendidikan Indonesia.
Oberg. (2011). Using Vocabulary Picture Cards with Low-Level Learners.
English Linguistic Science, 7 (13): 117-130.
Pinter, A. (2006). Teaching Young Language Learners. New York: Oxford University Press.
Schmitt, N. (2000). Vocabulary in Language Teaching. New York: Cambridge University Press.
Schmitt & Mc. Carthey, M. (1997). Vocabulary in Language Teaching.
Cambridge University Press.
Schmitt, N & Schmitt, D. (1995). Vocabulary Note-books: Theoretical Underpinnings and Practical Suggestions. English Language Teaching Journal, 49 (2), 133-143.
Sugiyono. (2009). Metode Penelitian Bisnis (Pendekatan Kuantitatif, Kualitatif dan R&D). Bandung: ALFABETA.
Susilawati, S. (2011). The Use of Pictures in Teaching Vocabulary in Seventh Grade of Junior High School in Majalaya. A Research Paper. Unpublished. Bandung: Universitas Pendidikan Indonesia.
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Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
Yu-Ling & Ganem, A. (2005). Teaching Vocabulary Learning Strategies: Awareness, Beliefs, and Practices A Survey of Tawainese EFL Senior High School Teachers. Accessed on January,
Zahra, R. (2012). The Use of Sequences of Pictures in Teaching Listening. A Research Paper. Unpublished. Bandung: Universitas Pendidikan Indonesia.
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Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
students learning vocabulary. Moreover, flashcards led to a higher level of vocabulary improvement.
The students’ responses toward the flashcards and word list have been investigated by conducting interview in the experimental and control groups. The interview result from the experimental group showed that the students are interested in learning English especially vocabulary toward flashcards because it brings a lot of benefits for them, such as: students can understand and memorize new words easily; they are motivated to learn English vocabulary. This is in line with Doff (1988) who states that flashcards can help students to focus on the learning and make the class interesting. Meanwhile, the interview result in the control group showed that word list is considered as a monotonous and tedious strategy. This makes the students feel uninterested and pay less attention on teacher’s explanation.
5.2 Suggestions
Regarding what have been done in this research, there are some suggestions for further research in the field of teaching vocabulary using flashcards and word list. The suggestions are expected to be taken as consideration by the researchers who are willing to do research in the same field. Moreover, it is also expected to be suggestions for teachers to teach better.
Firstly, since this study concerned only on vocabulary in elementary students, it is suggested for further study to conduct the study in the other contexts, such as: in reading, writing, speaking, listening, and grammar teaching.
(2)
Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
In addition, if a researcher conducts a study in another level of students (secondary school), it will be better to relate the vocabulary teaching to one language skill or two integrated language skills such as reading and writing, or listening and speaking.
Secondly, it is recommended that teacher can present interesting pictures on the flashcards to lead teacher’s performance better. Teacher can download the flashcards from internet and then printed it easily. It is very crucial since the students will enjoy seeing the flashcards while the learning activity presents.
Thirdly, if teacher uses word list as a strategy to teach vocabulary, she or he may create fun learning process, such as playing games. Even though word list is a common strategy in learning and teaching process, the students can still enjoy the material.
However, due to the limitation of this research, the result of this study cannot be generalized. Since this study employed quasi-experimental research design, the samples and time are limited. Therefore, it is recommended that a further study comprises as many samples as possible from different schools and employs random samples to accomplish more accurate and defensible results.
(3)
Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
BIBLIOGRAPHY
Alwasilah, A, I. (2001). The Use of Pictures in Young Learners’ Journal Writing. A Research Paper. Unpublished. Bandung: Universitas Pendidikan Indonesia.
Akdemir and Bosaglu, E. (2010). A Comparison of Undergraduate Students’
English Vocabulary Learning: Using Mobile Phones and Flash Cards. TOJET Journal, 9 (3).
Anonymous. (2008). Oxford Advance Learner’s Dictionary (Seventh Edition). Oxford: Oxford University.
Ariestawati, S. (2012). The Use of Story Telling in Teaching Vocabulary to Young Learners A Research Paper. Unpublished. Bandung: Universitas Pendidikan Indonesia.
Arikunto, S. (2010). Prosedur Penelitian. Jakarta: Rineka Cipta
Baleghizadeh and Ashoori, A. (2010). The Effect of Keyword and Word List Methods on Immediate Vocabulary Retention of EFL Learners. Pakistan Journal of Social Science.s, 35 (2): 251-261
_____________________. (2011). The Impact of Two Instructional Techniques
on EFL Learners’ Vocabulary Knowledge: Flashcards versus Word
Lists. MEXTESOL Journal, 35 (2).
Brown, H.D. (2006). Principles of Llanguage Learning and Teaching. NJ: Englewood Cliffs, Prentice Hall.
Budden, J. (2004). Using Flashcards with Young Learners. Retrieved on January,22th2013fromfile:///D:/Using%20flash%20cards%20with%20you ng%20learners%20_%20TeachingEnglish%20_%20British%20Council% 20_%20BBC.htm
Cameron, L. (2011). Teaching Language to Young Learners. Cambridge: Cambridge University Press.
Carpenter, S.K & Olson, K.M. (2011). Are Pictures Good for Learning New Vocabulary in a Foreign Language? Only If You Think They Are Not.
(4)
Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
Coolidge, F. L. (2000). Statistics A Gentle Introduction. London: SAGE Publication Ltd.
Derby, McLaughlin and Romjue, H. (2011). The Effect of Reading Racetracks and Flashcards for Teaching of Sight Words. Academics Research International, 1 (2): 134-146.
Derby, Mc.Laughlin, Schlettert & Treacy (2012). The Effect of Flashcards and Students Selected Reinforces with Goals and Additional Practice with Multiplication Facts for Two Immediate Elementary Students with Behavior Disorders. Academic Research International, 2 (1): 469-476. Doff, A. (1988). Teach English A Training Course for Teachers. New York:
Cambridge University Press.
Ermawati, D. (2012). Gestures Usage for Students’ Word Understanding in
Learning Vocabulary. A Research Paper. Unpublished. Bandung: Universitas Pendidikan Indonesia.
Fraenkel, J. R. W. (1990). How to Design and Evaluate Research in Education. San Fransisco State University: McGraw-Hill.
Harmer, J. (2007). The Practice of English Language Teaching (3rd ed). Essex, England: Pearson Education Limited.
Hatch, E & Brown, C. (1995). Vocabulary, Semantics, and Language Education.
New York: Cambridge University Press.
Hatch, E & Farhady, H. (1982). Research Design and Statistics for Applied Linguistics. Los Angeles: Newbury House.
Igbaria (2009). Teaching English Vocabulary
Joklova, K. (2009). Using Pictures in Teaching Vocabulary. Retrieved on February,15,2013fromhttp://docs.google.com/viewer?a=v&q=cache:RM NnBmVtlCYJ:is.muni.cz/th/123676/pedf_b/
Khodareza & Komachali, E. (2012). The Effect of Using Vocabulary Flashcard on Iranian on Iranian Pre-University Students’ Vocabulary Knowledge. Canadian Center of Science and Education Journal, 5 (3): 134-147.
Kranzler & Moursund. (1999). Statistics for the Terrified. New Jersey: Prentice-Hall, Inc.
(5)
Elsa Yusrika Sitompul, 2013
Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)
Universitas Pendidikan Indonesia | repository.upi.edu
Kristenova, L. (2006). Presenting Vocabulary to Children. Chezch Republic: Masaryk University Press.
Logsdon, A. (2012). Flashcards Teaching Strategies- Strategies for Flashcards Teaching. Retrieved on January, 8th 2013 from file:///D:/flash_card_teaching_strategies.htm
.
McCarten, J. (2007). Teaching Vocabulary Lessons from the Corpus Lessons for the Classroom. New York: Cambridge University Press.
Mehring, J.G. (2005). Developing Vocabulary in Second Language Acquisition: From Theories to the Classroom. Retrieved on February, 12 2013 from: http://www.writing.berkeley.edu/TESL-EJ/ej19/al.html.
Nisa, M. (2012). The Use of Series Pictures in Teaching Vocabulary A Research Paper. Unpublished. Bandung: Universitas Pendidikan Indonesia.
Oberg. (2011). Using Vocabulary Picture Cards with Low-Level Learners.
English Linguistic Science, 7 (13): 117-130.
Pinter, A. (2006). Teaching Young Language Learners. New York: Oxford University Press.
Schmitt, N. (2000). Vocabulary in Language Teaching. New York: Cambridge University Press.
Schmitt & Mc. Carthey, M. (1997). Vocabulary in Language Teaching.
Cambridge University Press.
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